Unit 5: Transition Metals and Organic Nitrogen Chemistry

Understand the terms ‘oxidation’ and ‘reduction’ in terms of electron transfer and changes in oxidation number, applied to s-, p- and d-block elements.

Use —the terms ‘oxidation’ and ‘reduction’ in terms of electron transfer and changes in oxidation number, applied to s-, p- to connect the rule to the data and decision in the question.

This matters because —the terms ‘oxidation’ and ‘reduction’ in terms of electron transfer and changes in oxidation number, applied to s-, p- determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the terms ‘oxidation’ and ‘reduction’ in terms of electron transfer and changes in oxidation number, applied to s-, p- to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The terms ‘oxidation’ and ‘reduction’ in terms of electron transfer and changes in oxidation number, applied to s-, p- 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 ‘standard electrode potential’, Eo.

Use —what is meant by the term ‘standard electrode potential’, eo to connect the rule to the data and decision in the question.

This matters because —what is meant by the term ‘standard electrode potential’, eo 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 ‘standard electrode potential’, eo 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 ‘standard electrode potential’, Eo is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that the standard electrode potential, Eo, is measured in conditions of: i 298 K temperature ii 100 kPa pressure of gases iii 1.00 mol dm-3 concentration of ions.

Use —the standard electrode potential, eo, is measured in conditions of: i 298 k temperature ii 100 kpa pressure of gases iii to connect the rule to the data and decision in the question.

This matters because —the standard electrode potential, eo, is measured in conditions of: i 298 k temperature ii 100 kpa pressure of gases iii determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the standard electrode potential, eo, is measured in conditions of: i 298 k temperature ii 100 kpa pressure of gases iii to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The standard electrode potential, Eo, is measured in conditions of: i 298 K temperature ii 100 kPa pressure of gases iii is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know the features of the standard hydrogen electrode and understand why a reference electrode is necessary.

Use —the features of the standard hydrogen electrode and understand why a reference electrode is necessary to connect the rule to the data and decision in the question.

This matters because —the features of the standard hydrogen electrode and understand why a reference electrode is necessary determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the features of the standard hydrogen electrode and understand why a reference electrode is necessary to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The features of the standard hydrogen electrode and understand why a reference electrode is necessary is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that different methods are used to measure standard electrode potentials of: i metals or non-metals in contact with their ions in aqueous solution ii ions of the same element with different oxidation numbers.

Use —different methods are used to measure standard electrode potentials of: i metals or non-metals in contact with their ions to connect the rule to the data and decision in the question.

This matters because —different methods are used to measure standard electrode potentials of: i metals or non-metals in contact with their ions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —different methods are used to measure standard electrode potentials of: i metals or non-metals in contact with their ions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Different methods are used to measure standard electrode potentials of: i metals or non-metals in contact with their ions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

CORE PRACTICAL 12 Investigating some electrochemical cells.

Use —core practical 12 investigating some electrochemical cells to connect the rule to the data and decision in the question.

This matters because —core practical 12 investigating some electrochemical cells determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —core practical 12 investigating some electrochemical cells to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —CORE PRACTICAL 12 Investigating some electrochemical cells is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to calculate a standard emf, Eocell , by combining two standard electrode potentials.

Use —a standard emf, eocell , by combining two standard electrode potentials to connect the rule to the data and decision in the question.

This matters because —a standard emf, eocell , by combining two standard electrode potentials determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —a standard emf, eocell , by combining two standard electrode potentials to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —A standard emf, Eocell , by combining two standard electrode potentials is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to write cell diagrams using the conventional representation of half-cells.

Use —write cell diagrams using the conventional representation of half-cells to connect the rule to the data and decision in the question.

This matters because —write cell diagrams using the conventional representation of half-cells determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —write cell diagrams using the conventional representation of half-cells to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Write cell diagrams using the conventional representation of half-cells is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the importance of the conditions when measuring an electrode potential, E.

Use —the importance of the conditions when measuring an electrode potential, e to connect the rule to the data and decision in the question.

This matters because —the importance of the conditions when measuring an electrode potential, e 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 the conditions when measuring an electrode potential, e to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The importance of the conditions when measuring an electrode potential, E is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to use standard electrode potentials to predict the thermodynamic feasibility of a reaction.

Use —standard electrode potentials to predict the thermodynamic feasibility of a reaction to connect the rule to the data and decision in the question.

This matters because —standard electrode potentials to predict the thermodynamic feasibility 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 —standard electrode potentials to predict the thermodynamic feasibility of a reaction to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Standard electrode potentials to predict the thermodynamic feasibility of a reaction is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that Eocell is directly proportional to the total entropy change and to lnK for a reaction.

Use —eocell is directly proportional to the total entropy change and to lnk for a reaction to connect the rule to the data and decision in the question.

This matters because —eocell is directly proportional to the total entropy change and to lnk for a reaction determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —eocell is directly proportional to the total entropy change and to lnk for a reaction to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Eocell is directly proportional to the total entropy change and to lnK for a reaction is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the limitations of predictions made using standard electrode potentials, in terms of kinetic stability of systems and departure from standard conditions.

Use —the limitations of predictions made using standard electrode potentials, in terms of kinetic stability of systems to connect the rule to the data and decision in the question.

This matters because —the limitations of predictions made using standard electrode potentials, in terms of kinetic stability of systems determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the limitations of predictions made using standard electrode potentials, in terms of kinetic stability of systems to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The limitations of predictions made using standard electrode potentials, in terms of kinetic stability of systems is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that standard electrode potentials are sometimes referred to as standard reduction potentials and can be listed as an electrochemical series.

Use —standard electrode potentials are sometimes referred to as standard reduction potentials and can be listed as to connect the rule to the data and decision in the question.

This matters because —standard electrode potentials are sometimes referred to as standard reduction potentials and can be listed as determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —standard electrode potentials are sometimes referred to as standard reduction potentials and can be listed as to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Standard electrode potentials are sometimes referred to as standard reduction potentials and can be listed as is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand how standard electrode potentials can be used to predict the thermodynamic feasibility of disproportionation reactions.

Use —how standard electrode potentials can be used to predict the thermodynamic feasibility of disproportionation reactions to connect the rule to the data and decision in the question.

This matters because —how standard electrode potentials can be used to predict the thermodynamic feasibility of disproportionation reactions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —how standard electrode potentials can be used to predict the thermodynamic feasibility of disproportionation reactions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —How standard electrode potentials can be used to predict the thermodynamic feasibility of disproportionation reactions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to carry out both structured and unstructured titration calculations involving redox reactions, including iron(II) ions and potassium manganate(VII) and sodium thiosulfate and iodine.

Use —carry out both structured and unstructured titration calculations involving redox reactions to connect the rule to the data and decision in the question.

This matters because —carry out both structured and unstructured titration calculations involving redox reactions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —carry out both structured and unstructured titration calculations involving redox reactions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Carry out both structured and unstructured titration calculations involving redox reactions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to discuss the uncertainty of measurements and their implications for the validity of the final results.

Use —discuss the uncertainty of measurements and their implications for the validity of the final results to connect the rule to the data and decision in the question.

This matters because —discuss the uncertainty of measurements and their implications for the validity of the final results determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —discuss the uncertainty of measurements and their implications for the validity of the final results to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Discuss the uncertainty of measurements and their implications for the validity of the final results is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

CORE PRACTICALS 13a and 13b Carry out redox titrations with both: i iron(II) ions and potassium manganate(VII) ii sodium thiosulfate and iodine.

Use —core practicals 13a and 13b carry out redox titrations with both: i iron(ii) ions and potassium manganate(vii) ii sodium to connect the rule to the data and decision in the question.

This matters because —core practicals 13a and 13b carry out redox titrations with both: i iron(ii) ions and potassium manganate(vii) ii sodium determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —core practicals 13a and 13b carry out redox titrations with both: i iron(ii) ions and potassium manganate(vii) ii sodium to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —CORE PRACTICALS 13a and 13b Carry out redox titrations with both: i iron(II) ions and potassium manganate(VII) ii sodium is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that fuel cells use the energy released on the reaction of a fuel with oxygen to generate a voltage Knowledge that methanol and other hydrogen-rich fuels are used in fuel cells is expected.

Use —fuel cells use the energy released on the reaction of a fuel with oxygen to generate a voltage knowledge that methanol to connect the rule to the data and decision in the question.

This matters because —fuel cells use the energy released on the reaction of a fuel with oxygen to generate a voltage knowledge that methanol determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —fuel cells use the energy released on the reaction of a fuel with oxygen to generate a voltage knowledge that methanol to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Fuel cells use the energy released on the reaction of a fuel with oxygen to generate a voltage Knowledge that methanol is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know the electrode reactions that occur in a hydrogen-oxygen fuel cell Knowledge of hydrogen-oxygen fuel cells with both acidic and alkaline electrolyte is expected.

Use —the electrode reactions that occur in a hydrogen-oxygen fuel cell knowledge of hydrogen-oxygen fuel cells with both acidic to connect the rule to the data and decision in the question.

This matters because —the electrode reactions that occur in a hydrogen-oxygen fuel cell knowledge of hydrogen-oxygen fuel cells with both acidic determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the electrode reactions that occur in a hydrogen-oxygen fuel cell knowledge of hydrogen-oxygen fuel cells with both acidic to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The electrode reactions that occur in a hydrogen-oxygen fuel cell Knowledge of hydrogen-oxygen fuel cells with both acidic is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that transition metals are d-block elements that form one or more stable ions with incompletely-filled d-orbitals.

Use —transition metals are d-block elements that form one or more stable ions with incompletely-filled d-orbitals to connect the rule to the data and decision in the question.

This matters because —transition metals are d-block elements that form one or more stable ions with incompletely-filled d-orbitals determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —transition metals are d-block elements that form one or more stable ions with incompletely-filled d-orbitals to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Transition metals are d-block elements that form one or more stable ions with incompletely-filled d-orbitals is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to deduce the electronic configurations of atoms and ions of the d-block elements of Period 4 (Sc-Zn) given their atomic number and charge (if any).

Use —deduce the electronic configurations of atoms and ions of the d-block elements of period 4 (sc-zn) given their atomic number to connect the rule to the data and decision in the question.

This matters because —deduce the electronic configurations of atoms and ions of the d-block elements of period 4 (sc-zn) given their atomic number determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —deduce the electronic configurations of atoms and ions of the d-block elements of period 4 (sc-zn) given their atomic number to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Deduce the electronic configurations of atoms and ions of the d-block elements of Period 4 (Sc-Zn) given their atomic number is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand why transition metals show variable oxidation number.

Use —why transition metals show variable oxidation number to connect the rule to the data and decision in the question.

This matters because —why transition metals show variable oxidation number determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —why transition metals show variable oxidation number to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Why transition metals show variable oxidation number 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 ‘ligand’.

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

This matters because —what is meant by the term ‘ligand’ 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 ‘ligand’ 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 ‘ligand’ is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that dative (coordinate) covalent bonding is involved in the formation of complex ions.

Use —dative (coordinate) covalent bonding is involved in the formation of complex ions to connect the rule to the data and decision in the question.

This matters because —dative (coordinate) covalent bonding is involved in the formation of complex ions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —dative (coordinate) covalent bonding is involved in the formation of complex ions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Dative (coordinate) covalent bonding is involved in the formation of complex ions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that a complex ion is a central metal ion surrounded by ligands.

Use —a complex ion is a central metal ion surrounded by ligands to connect the rule to the data and decision in the question.

This matters because —a complex ion is a central metal ion surrounded by ligands determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —a complex ion is a central metal ion surrounded by ligands to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —A complex ion is a central metal ion surrounded by ligands is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that aqueous solutions of transition metal ions are usually coloured.

Use —aqueous solutions of transition metal ions are usually coloured to connect the rule to the data and decision in the question.

This matters because —aqueous solutions of transition metal ions are usually coloured determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —aqueous solutions of transition metal ions are usually coloured to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Aqueous solutions of transition metal ions are usually coloured is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that the colour of aqueous ions, and other complex ions, is a consequence of the splitting of the energy levels of the d-orbitals by ligands.

Use —the colour of aqueous ions, and other complex ions, is a consequence of the splitting of the energy levels of the d-orbitals to connect the rule to the data and decision in the question.

This matters because —the colour of aqueous ions, and other complex ions, is a consequence of the splitting of the energy levels of the d-orbitals determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the colour of aqueous ions, and other complex ions, is a consequence of the splitting of the energy levels of the d-orbitals to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The colour of aqueous ions, and other complex ions, is a consequence of the splitting of the energy levels of the d-orbitals is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand why there is a lack of colour in some aqueous ions and other complex ions.

Use —why there is a lack of colour in some aqueous ions and other complex ions to connect the rule to the data and decision in the question.

This matters because —why there is a lack of colour in some aqueous ions and other complex ions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —why there is a lack of colour in some aqueous ions and other complex ions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Why there is a lack of colour in some aqueous ions and other complex ions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the meaning of the term ‘coordination number’.

Use —the meaning of the term ‘coordination number’ to connect the rule to the data and decision in the question.

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

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

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

Understand that colour changes in transition metal ions may arise as a result of changes in: i oxidation number of the ion ii ligand iii coordination number of the complex.

Use —colour changes in transition metal ions may arise as a result of changes in: i oxidation number of the ion ii ligand iii to connect the rule to the data and decision in the question.

This matters because —colour changes in transition metal ions may arise as a result of changes in: i oxidation number of the ion ii ligand iii determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —colour changes in transition metal ions may arise as a result of changes in: i oxidation number of the ion ii ligand iii to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Colour changes in transition metal ions may arise as a result of changes in: i oxidation number of the ion ii ligand iii is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that H2O, OH- and NH3 act as monodentate ligands.

Use —h2o, oh- and nh3 act as monodentate ligands to connect the rule to the data and decision in the question.

This matters because —h2o, oh- and nh3 act as monodentate ligands determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —h2o, oh- and nh3 act as monodentate ligands to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —H2O, OH- and NH3 act as monodentate ligands is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand why complexes with six-fold coordination have an octahedral shape, such as those formed by metal ions with H2O, OH- and NH3 as ligands.

Use —why complexes with six-fold coordination have an octahedral shape, such as those formed by metal ions with h2o, oh- and nh3 to connect the rule to the data and decision in the question.

This matters because —why complexes with six-fold coordination have an octahedral shape, such as those formed by metal ions with h2o, oh- and nh3 determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —why complexes with six-fold coordination have an octahedral shape, such as those formed by metal ions with h2o, oh- and nh3 to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Why complexes with six-fold coordination have an octahedral shape, such as those formed by metal ions with H2O, OH- and NH3 is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that transition metal ions may form tetrahedral complexes with relatively large ions such as Cl.

Use —transition metal ions may form tetrahedral complexes with relatively large ions such as cl- to connect the rule to the data and decision in the question.

This matters because —transition metal ions may form tetrahedral complexes with relatively large ions such as cl- determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —transition metal ions may form tetrahedral complexes with relatively large ions such as cl- to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Transition metal ions may form tetrahedral complexes with relatively large ions such as Cl- is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that square planar complexes are also formed by transition metal ions and that cis-platin is an example of such a complex which is used in cancer treatment where it is supplied as a single isomer and not in a mixture with the trans form.

Use —square planar complexes are also formed by transition metal ions and that cis-platin is an example of such a complex which to connect the rule to the data and decision in the question.

This matters because —square planar complexes are also formed by transition metal ions and that cis-platin is an example of such a complex which determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —square planar complexes are also formed by transition metal ions and that cis-platin is an example of such a complex which to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Square planar complexes are also formed by transition metal ions and that cis-platin is an example of such a complex which is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the terms ‘bidentate’ and ‘hexadentate’ in relation to ligands, and be able to identify examples such as NH2CH2CH2NH2 and EDTA4.

Use —the terms ‘bidentate’ and ‘hexadentate’ in relation to ligands to connect the rule to the data and decision in the question.

This matters because —the terms ‘bidentate’ and ‘hexadentate’ in relation to ligands determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the terms ‘bidentate’ and ‘hexadentate’ in relation to ligands to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The terms ‘bidentate’ and ‘hexadentate’ in relation to ligands is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that haemoglobin is an iron(II) complex containing a polydentate ligand and that ligand exchange occurs when an oxygen molecule bound to haemoglobin is replaced by a carbon monoxide molecule The structure of the haem group will not be assessed.

Use —haemoglobin is an iron(ii) complex containing a polydentate ligand and that ligand exchange occurs when an oxygen molecule to connect the rule to the data and decision in the question.

This matters because —haemoglobin is an iron(ii) complex containing a polydentate ligand and that ligand exchange occurs when an oxygen molecule determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —haemoglobin is an iron(ii) complex containing a polydentate ligand and that ligand exchange occurs when an oxygen molecule to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Haemoglobin is an iron(II) complex containing a polydentate ligand and that ligand exchange occurs when an oxygen molecule is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know the colours of the oxidation states of vanadium (+5, +4, +3 and +2) in its compounds.

Use —the colours of the oxidation states of vanadium (+5, +4, +3 and +2) in its compounds to connect the rule to the data and decision in the question.

This matters because —the colours of the oxidation states of vanadium (+5, +4, +3 and +2) in its compounds determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the colours of the oxidation states of vanadium (+5, +4, +3 and +2) in its compounds to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The colours of the oxidation states of vanadium (+5, +4, +3 and +2) in its compounds is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand redox reactions for the interconversion of the oxidation states of vanadium (+5, +4, +3 and +2), in terms of the relevant Eo values.

Use —redox reactions for the interconversion of the oxidation states of vanadium (+5, +4, +3 and +2), in terms of the relevant eo to connect the rule to the data and decision in the question.

This matters because —redox reactions for the interconversion of the oxidation states of vanadium (+5, +4, +3 and +2), in terms of the relevant eo determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —redox reactions for the interconversion of the oxidation states of vanadium (+5, +4, +3 and +2), in terms of the relevant eo to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Redox reactions for the interconversion of the oxidation states of vanadium (+5, +4, +3 and +2), in terms of the relevant Eo is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand, in terms of the relevant E values, that the dichromate(VI) ion, Cr2O2- i can be reduced to Cr3+ and Cr2+ ions using zinc in acidic conditions ii can be produced by the oxidation of Cr3+ ions using hydrogen peroxide in alkaline conditions (followed by acidification).

Use —understand, in terms of the relevant e values, that the dichromate(vi) ion, cr2o2- i can be reduced to cr3+ and cr2+ ions to connect the rule to the data and decision in the question.

This matters because —understand, in terms of the relevant e values, that the dichromate(vi) ion, cr2o2- i can be reduced to cr3+ and cr2+ ions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —understand, in terms of the relevant e values, that the dichromate(vi) ion, cr2o2- i can be reduced to cr3+ and cr2+ ions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Understand, in terms of the relevant E values, that the dichromate(VI) ion, Cr2O2- i can be reduced to Cr3+ and Cr2+ ions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that dichromate(VI) ions can be converted into chromate(VI) ions through the equilibrium Cr2O7^2− + H2O ⇌ 2CrO4^2− + 2H+.

Use —dichromate(vi) ions can be converted into chromate(vi) ions through the equilibrium cr2o7^2− + h2o ⇌ 2cro4^2− + 2h+ to connect the rule to the data and decision in the question.

This matters because —dichromate(vi) ions can be converted into chromate(vi) ions through the equilibrium cr2o7^2− + h2o ⇌ 2cro4^2− + 2h+ determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —dichromate(vi) ions can be converted into chromate(vi) ions through the equilibrium cr2o7^2− + h2o ⇌ 2cro4^2− + 2h+ to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Dichromate(VI) ions can be converted into chromate(VI) ions through the equilibrium Cr2O7^2− + H2O ⇌ 2CrO4^2− + 2H+ is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to record observations and write suitable equations for the reactions of Cr3+(aq), Mn2+(aq), Fe2+(aq), Fe3+(aq), Co2+(aq), Ni2+(aq), Cu2+(aq) and Zn2+(aq) with aqueous sodium hydroxide and aqueous ammonia, including in excess.

Use —record observations and write suitable equations for the reactions of cr3+(aq), mn2+(aq), fe2+(aq), fe3+(aq), co2+(aq) to connect the rule to the data and decision in the question.

This matters because —record observations and write suitable equations for the reactions of cr3+(aq), mn2+(aq), fe2+(aq), fe3+(aq), co2+(aq) determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —record observations and write suitable equations for the reactions of cr3+(aq), mn2+(aq), fe2+(aq), fe3+(aq), co2+(aq) 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 write ionic equations to show the meaning of amphoteric behaviour, deprotonation and ligand exchange in the reactions in 17.22.

Use —write ionic equations to show the meaning of amphoteric behaviour, deprotonation and ligand exchange in the reactions to connect the rule to the data and decision in the question.

This matters because —write ionic equations to show the meaning of amphoteric behaviour, deprotonation and ligand exchange in the reactions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —write ionic equations to show the meaning of amphoteric behaviour, deprotonation and ligand exchange in the reactions 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 that ligand exchange, and an accompanying colour change, occurs in the formation of: i [Cu(NH3)4(H2O)2]2+ from [Cu(H2O)6]2+ via Cu(OH)2(H2O)4 ii [CuCl4]2- from [Cu(H2O)6]2+ iii [CoCl4]2- from [Co(H2O)6]2+.

Use —ligand exchange, and an accompanying colour change, occurs in the formation of: i [cu(nh3)4(h2o)2]2+ from [cu(h2o)6]2+ via to connect the rule to the data and decision in the question.

This matters because —ligand exchange, and an accompanying colour change, occurs in the formation of: i [cu(nh3)4(h2o)2]2+ from [cu(h2o)6]2+ via determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —ligand exchange, and an accompanying colour change, occurs in the formation of: i [cu(nh3)4(h2o)2]2+ from [cu(h2o)6]2+ via to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Ligand exchange, and an accompanying colour change, occurs in the formation of: i [Cu(NH3)4(H2O)2]2+ from [Cu(H2O)6]2+ via is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand, in terms of the positive increase in ∆Ssystem, that the substitution of a monodentate ligand by a bidentate or hexadentate ligand leads to a more stable complex ion.

Use —understand, in terms of the positive increase in ∆ssystem, that the substitution of a monodentate ligand by a bidentate or to connect the rule to the data and decision in the question.

This matters because —understand, in terms of the positive increase in ∆ssystem, that the substitution of a monodentate ligand by a bidentate or determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —understand, in terms of the positive increase in ∆ssystem, that the substitution of a monodentate ligand by a bidentate or to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Understand, in terms of the positive increase in ∆Ssystem, that the substitution of a monodentate ligand by a bidentate or is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that transition metals and their compounds can act as heterogeneous and homogeneous catalysts.

Use —transition metals and their compounds can act as heterogeneous and homogeneous catalysts to connect the rule to the data and decision in the question.

This matters because —transition metals and their compounds can act as heterogeneous and homogeneous catalysts determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —transition metals and their compounds can act as heterogeneous and homogeneous catalysts to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Transition metals and their compounds can act as heterogeneous and homogeneous catalysts is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that a heterogeneous catalyst is in a different phase from the reactants and that the reaction occurs at the surface of the catalyst.

Use —a heterogeneous catalyst is in a different phase from the reactants and that the reaction occurs at the surface of to connect the rule to the data and decision in the question.

This matters because —a heterogeneous catalyst is in a different phase from the reactants and that the reaction occurs at the surface of determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —a heterogeneous catalyst is in a different phase from the reactants and that the reaction occurs at the surface of to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —A heterogeneous catalyst is in a different phase from the reactants and that the reaction occurs at the surface of is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand, in terms of oxidation number, how V2O5 acts as a catalyst in the contact process.

Use —understand, in terms of oxidation number, how v2o5 acts as a catalyst in the contact process to connect the rule to the data and decision in the question.

This matters because —understand, in terms of oxidation number, how v2o5 acts as a catalyst in the contact process determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —understand, in terms of oxidation number, how v2o5 acts as a catalyst in the contact process to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Understand, in terms of oxidation number, how V2O5 acts as a catalyst in the contact process is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand how a catalytic converter decreases carbon monoxide and nitrogen monoxide emissions from internal combustion engines by: i adsorption of CO and NO molecules onto the surface of the catalyst, resulting in the weakening of bonds and chemical reaction ii desorption of CO2 and N2 product molecules from the surface of the catalyst.

Use —how a catalytic converter decreases carbon monoxide and nitrogen monoxide emissions from internal combustion engines by: i to connect the rule to the data and decision in the question.

This matters because —how a catalytic converter decreases carbon monoxide and nitrogen monoxide emissions from internal combustion engines by: i determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —how a catalytic converter decreases carbon monoxide and nitrogen monoxide emissions from internal combustion engines by: i to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —How a catalytic converter decreases carbon monoxide and nitrogen monoxide emissions from internal combustion engines by: i is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that a homogeneous catalyst is in the same phase as the reactants and appreciate that the catalysed reaction will proceed via an intermediate species.

Use —a homogeneous catalyst is in the same phase as the reactants and appreciate that the catalysed reaction will proceed via to connect the rule to the data and decision in the question.

This matters because —a homogeneous catalyst is in the same phase as the reactants and appreciate that the catalysed reaction will proceed via determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —a homogeneous catalyst is in the same phase as the reactants and appreciate that the catalysed reaction will proceed via to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —A homogeneous catalyst is in the same phase as the reactants and appreciate that the catalysed reaction will proceed via is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the role of Fe2+ ions in catalysing the reaction between I− and S2O8^2− ions.

Use —the role of fe2+ ions in catalysing the reaction between i− and s2o8^2− ions to connect the rule to the data and decision in the question.

This matters because —the role of fe2+ ions in catalysing the reaction between i− and s2o8^2− ions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the role of fe2+ ions in catalysing the reaction between i− and s2o8^2− ions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The role of Fe2+ ions in catalysing the reaction between I− and S2O8^2− ions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know the role of Mn2+ ions in autocatalysing the reaction between MnO4− and C2O4^2− ions.

Use —the role of mn2+ ions in autocatalysing the reaction between mno4− and c2o4^2− ions to connect the rule to the data and decision in the question.

This matters because —the role of mn2+ ions in autocatalysing the reaction between mno4− and c2o4^2− ions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the role of mn2+ ions in autocatalysing the reaction between mno4− and c2o4^2− ions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The role of Mn2+ ions in autocatalysing the reaction between MnO4− and C2O4^2− ions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

CORE PRACTICAL 14 The preparation of a transition metal complex.

Use —core practical 14 the preparation of a transition metal complex to connect the rule to the data and decision in the question.

This matters because —core practical 14 the preparation of a transition metal complex determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —core practical 14 the preparation of a transition metal complex to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —CORE PRACTICAL 14 The preparation of a transition metal complex is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to use thermochemical, X-ray diffraction and infrared data as evidence for the structure and stability of the benzene ring Students may represent the structure of benzene as or as appropriate in equations and mechanisms.

Use —thermochemical, x-ray diffraction and infrared data as evidence for the structure and stability of the benzene ring students to connect the rule to the data and decision in the question.

This matters because —thermochemical, x-ray diffraction and infrared data as evidence for the structure and stability of the benzene ring students determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —thermochemical, x-ray diffraction and infrared data as evidence for the structure and stability of the benzene ring students to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Thermochemical, X-ray diffraction and infrared data as evidence for the structure and stability of the benzene ring Students is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that the delocalised model for the structure of benzene involves overlap of p-orbitals to form π-bonds.

Use —the delocalised model for the structure of benzene involves overlap of p-orbitals to form π-bonds to connect the rule to the data and decision in the question.

This matters because —the delocalised model for the structure of benzene involves overlap of p-orbitals to form π-bonds determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the delocalised model for the structure of benzene involves overlap of p-orbitals to form π-bonds to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The delocalised model for the structure of benzene involves overlap of p-orbitals to form π-bonds is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand why benzene is resistant to bromination, compared to alkenes, in terms of delocalisation of π-bonds in benzene compared to the localised electron density of the π-bond in alkenes.

Use —why benzene is resistant to bromination, compared to alkenes, in terms of delocalisation of π-bonds in benzene compared to connect the rule to the data and decision in the question.

This matters because —why benzene is resistant to bromination, compared to alkenes, in terms of delocalisation of π-bonds in benzene compared determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —why benzene is resistant to bromination, compared to alkenes, in terms of delocalisation of π-bonds in benzene compared to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Why benzene is resistant to bromination, compared to alkenes, in terms of delocalisation of π-bonds in benzene compared is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know the following reactions of benzene, limited to: i oxygen in air (combustion to form a smoky flame) ii bromine, in the presence of a catalyst iii a mixture of concentrated nitric and sulfuric acids iv fuming sulfuric acid v halogenoalkanes and acyl chlorides with aluminium chloride as catalyst (Friedel-Crafts reaction).

Use —the following reactions of benzene to connect the rule to the data and decision in the question.

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

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

Boundary: —The following reactions of benzene is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the mechanism of the electrophilic substitution reactions of benzene in halogenation, nitration and Friedel-Crafts reactions, including the generation of the electrophile.

Use —the mechanism of the electrophilic substitution reactions of benzene in halogenation, nitration and friedel-crafts reactions to connect the rule to the data and decision in the question.

This matters because —the mechanism of the electrophilic substitution reactions of benzene in halogenation, nitration and friedel-crafts reactions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the mechanism of the electrophilic substitution reactions of benzene in halogenation, nitration and friedel-crafts reactions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The mechanism of the electrophilic substitution reactions of benzene in halogenation, nitration and Friedel-Crafts reactions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the reaction of phenol with bromine water and the reasons for the relative ease of this reaction compared to benzene.

Use —the reaction of phenol with bromine water and the reasons for the relative ease of this reaction compared to benzene to connect the rule to the data and decision in the question.

This matters because —the reaction of phenol with bromine water and the reasons for the relative ease of this reaction compared to benzene determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the reaction of phenol with bromine water and the reasons for the relative ease of this reaction compared to benzene to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The reaction of phenol with bromine water and the reasons for the relative ease of this reaction compared to benzene is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

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

Use —the nomenclature of amides, amines and amino acids to connect the rule to the data and decision in the question.

This matters because —the nomenclature of amides, amines and amino 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 amides, amines and amino acids to one small, clearly defined case, show the key step or comparison, and explain the result in words.

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

Understand the reactions of primary aliphatic amines (using butylamine as an example) and aromatic amines (using phenylamine as an example) with: i water to form an alkaline solution ii acids to form salts iii halogenoalkanes iv ethanoyl chloride v copper(II) ions to form a complex ion.

Use —the reactions of primary aliphatic amines (using butylamine as an example) and aromatic amines (using phenylamine as to connect the rule to the data and decision in the question.

This matters because —the reactions of primary aliphatic amines (using butylamine as an example) and aromatic amines (using phenylamine as 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 primary aliphatic amines (using butylamine as an example) and aromatic amines (using phenylamine as to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The reactions of primary aliphatic amines (using butylamine as an example) and aromatic amines (using phenylamine as is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that amines are miscible with water as a result of hydrogen bonding, and the reasons for the difference in basicity between ammonia, primary aliphatic amines and primary aromatic amines.

Use —amines are miscible with water as a result of hydrogen bonding, and the reasons for the difference in basicity between to connect the rule to the data and decision in the question.

This matters because —amines are miscible with water as a result of hydrogen bonding, and the reasons for the difference in basicity between determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —amines are miscible with water as a result of hydrogen bonding, and the reasons for the difference in basicity between to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Amines are miscible with water as a result of hydrogen bonding, and the reasons for the difference in basicity between is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand, in terms of reagents and general reaction conditions, the preparation of primary aliphatic amines: i from halogenoalkanes ii by the reduction of nitriles.

Use —understand, in terms of reagents and general reaction conditions, the preparation of primary aliphatic amines: i to connect the rule to the data and decision in the question.

This matters because —understand, in terms of reagents and general reaction conditions, the preparation of primary aliphatic amines: i determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —understand, in terms of reagents and general reaction conditions, the preparation of primary aliphatic amines: i to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Understand, in terms of reagents and general reaction conditions, the preparation of primary aliphatic amines: i is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know the preparation of aromatic amines by the reduction of aromatic nitro- compounds using tin and concentrated hydrochloric acid.

Use —the preparation of aromatic amines by the reduction of aromatic nitro- compounds using tin and concentrated hydrochloric to connect the rule to the data and decision in the question.

This matters because —the preparation of aromatic amines by the reduction of aromatic nitro- compounds using tin and concentrated hydrochloric determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the preparation of aromatic amines by the reduction of aromatic nitro- compounds using tin and concentrated hydrochloric to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The preparation of aromatic amines by the reduction of aromatic nitro- compounds using tin and concentrated hydrochloric is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to describe the reaction of aromatic amines with nitrous acid to form benzenediazonium ions, followed by a coupling reaction with phenol to form a dye.

Use —the reaction of aromatic amines with nitrous acid to form benzenediazonium ions, followed by a coupling reaction with phenol to connect the rule to the data and decision in the question.

This matters because —the reaction of aromatic amines with nitrous acid to form benzenediazonium ions, followed by a coupling reaction with phenol determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the reaction of aromatic amines with nitrous acid to form benzenediazonium ions, followed by a coupling reaction with phenol to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The reaction of aromatic amines with nitrous acid to form benzenediazonium ions, followed by a coupling reaction with phenol is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that amides can be prepared from acyl chlorides.

Use —amides can be prepared from acyl chlorides to connect the rule to the data and decision in the question.

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

Example: apply —amides can be prepared from acyl chlorides to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Amides can be prepared from acyl chlorides is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to describe: i condensation polymerisation for the formation of polyamides such as nylon and proteins ii addition polymerisation, including poly(propenamide) and poly(ethenol).

Use —describe: i condensation polymerisation for the formation of polyamides such as nylon and proteins ii addition to connect the rule to the data and decision in the question.

This matters because —describe: i condensation polymerisation for the formation of polyamides such as nylon and proteins ii addition determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —describe: i condensation polymerisation for the formation of polyamides such as nylon and proteins ii addition to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Describe: i condensation polymerisation for the formation of polyamides such as nylon and proteins ii addition is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to draw the structural formulae of the repeat units of the polymers in 19.8.

Use —draw the structural formulae of the repeat units of the polymers in 19.8 to connect the rule to the data and decision in the question.

This matters because —draw the structural formulae of the repeat units of the polymers in 19.8 determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —draw the structural formulae of the repeat units of the polymers in 19.8 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 comment on the physical properties of polyamides and the solubility in water of the addition polymer poly(ethenol) in terms of hydrogen bonding, including soluble laundry bags or liquid-detergent capsules (liquitabs).

Use —comment on the physical properties of polyamides and the solubility in water of the addition polymer poly(ethenol) in terms to connect the rule to the data and decision in the question.

This matters because —comment on the physical properties of polyamides and the solubility in water of the addition polymer poly(ethenol) in terms determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —comment on the physical properties of polyamides and the solubility in water of the addition polymer poly(ethenol) in terms to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Comment on the physical properties of polyamides and the solubility in water of the addition polymer poly(ethenol) in terms is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to describe experiments to investigate the characteristic behaviour of amino acids limited to: i acidity and basicity and the formation of zwitterions ii effect of aqueous solutions on plane-polarised monochromatic light iii formation of peptide bonds by condensation polymerisation.

Use —experiments to investigate the characteristic behaviour of amino acids limited to: i acidity and basicity and the formation to connect the rule to the data and decision in the question.

This matters because —experiments to investigate the characteristic behaviour of amino acids limited to: i acidity and basicity and the formation determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —experiments to investigate the characteristic behaviour of amino acids limited to: i acidity and basicity and the formation to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Experiments to investigate the characteristic behaviour of amino acids limited to: i acidity and basicity and the formation is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

CORE PRACTICAL 15 Analysis of some inorganic and organic unknowns.

Use —core practical 15 analysis of some inorganic and organic unknowns to connect the rule to the data and decision in the question.

This matters because —core practical 15 analysis of some inorganic and organic unknowns determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —core practical 15 analysis of some inorganic and organic unknowns to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —CORE PRACTICAL 15 Analysis of some inorganic and organic unknowns is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to deduce the empirical formulae, molecular formulae and structural formulae from data drawn from combustion analysis, element percentage composition, characteristic reactions of functional groups, infrared spectra, mass spectra and NMR spectra (both 13C and proton).

Use —deduce the empirical formulae, molecular formulae and structural formulae from data drawn from combustion analysis, element to connect the rule to the data and decision in the question.

This matters because —deduce the empirical formulae, molecular formulae and structural formulae from data drawn from combustion analysis, element determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —deduce the empirical formulae, molecular formulae and structural formulae from data drawn from combustion analysis, element 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 methods of increasing the length of the carbon chain in a molecule by the use of magnesium to form Grignard reagents and the reactions of the latter with carbon dioxide and with carbonyl compounds in dry ether.

Use —methods of increasing the length of the carbon chain in a molecule by the use of magnesium to form grignard reagents and to connect the rule to the data and decision in the question.

This matters because —methods of increasing the length of the carbon chain in a molecule by the use of magnesium to form grignard reagents and determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —methods of increasing the length of the carbon chain in a molecule by the use of magnesium to form grignard reagents and to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Methods of increasing the length of the carbon chain in a molecule by the use of magnesium to form Grignard reagents and is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to use knowledge of organic chemistry contained given in this specification to solve problems such as: i predicting the properties of unfamiliar compounds containing one or more of the functional groups included in the specification and explain these predictions ii planning reaction schemes of up to four steps, recalling familiar reactions and using unfamiliar reactions given sufficient information iii selecting suitable practical procedures for carrying out reactions involving compounds with functional groups included in this specification iv identifying appropriate control measures to reduce risk based on data of hazards.

Use —knowledge of organic chemistry contained given in this specification to solve problems such as: i predicting the properties to connect the rule to the data and decision in the question.

This matters because —knowledge of organic chemistry contained given in this specification to solve problems such as: i predicting the properties determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —knowledge of organic chemistry contained given in this specification to solve problems such as: i predicting the properties to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Knowledge of organic chemistry contained given in this specification to solve problems such as: i predicting the properties is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

CORE PRACTICAL 16 The preparation of aspirin.

Use —core practical 16 the preparation of aspirin to connect the rule to the data and decision in the question.

This matters because —core practical 16 the preparation of aspirin determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —core practical 16 the preparation of aspirin to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —CORE PRACTICAL 16 The preparation of aspirin is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the following techniques used in the preparation and purification of organic compounds: i refluxing ii purification by washing, including with water and sodium carbonate solution iii solvent extraction iv recrystallisation v drying vi distillation vii steam distillation viii melting temperature determination ix boiling temperature determination.

Use —the following techniques used in the preparation and purification of organic compounds: i refluxing ii purification by to connect the rule to the data and decision in the question.

This matters because —the following techniques used in the preparation and purification of organic compounds: i refluxing ii purification by determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the following techniques used in the preparation and purification of organic compounds: i refluxing ii purification by to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The following techniques used in the preparation and purification of organic compounds: i refluxing ii purification by is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.