Unit 1: Structure, Bonding and Introduction to Organic Chemistry

Know the terms ‘atom', 'element', 'ion', 'molecule', 'compound', 'empirical formula' and 'molecular formula’.

Use —the terms ‘atom', 'element', 'ion', 'molecule', 'compound', 'empirical formula' and 'molecular formula’ to connect the rule to the data and decision in the question.

This matters because —the terms ‘atom', 'element', 'ion', 'molecule', 'compound', 'empirical formula' and 'molecular formula’ determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the terms ‘atom', 'element', 'ion', 'molecule', 'compound', 'empirical formula' and 'molecular formula’ 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.

Know that the mole (mol) is the unit for the amount of a substance and be able to perform calculations using the Avogadro constant L (6.02 × 10²³ mol⁻¹).

Use —the mole (mol) is the unit for the amount of a substance to connect the rule to the data and decision in the question.

This matters because —the mole (mol) is the unit for the amount of a substance determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the mole (mol) is the unit for the amount of a substance to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The mole (mol) is the unit for the amount of a substance is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Write balanced full and ionic equations, including state symbols, for chemical reactions.

Use —write balanced full and ionic equations to connect the rule to the data and decision in the question.

This matters because —write balanced full and ionic equations determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —write balanced full and ionic equations 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 the terms: i ‘relative atomic mass’ based on the 12C scale ii ‘relative molecular mass’ and ‘relative formula mass’, including calculating these values from relative atomic masses The term ‘relative formula mass’ should be used for compounds with giant structures. iii ‘molar mass’ as the mass per mole of a substance in g mol⁻¹ iv parts per million (ppm), including gases in the atmosphere.

Use —the terms: i ‘relative atomic mass’ based on the 12c scale ii ‘relative molecular mass’ and ‘relative formula mass’ to connect the rule to the data and decision in the question.

This matters because —the terms: i ‘relative atomic mass’ based on the 12c scale ii ‘relative molecular mass’ and ‘relative formula mass’ 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 ‘relative atomic mass’ based on the 12c scale ii ‘relative molecular mass’ and ‘relative formula mass’ 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.

Calculate the concentration of a solution in mol dm−3 and g dm−3 Titration calculations are not required at this stage.

Use —the concentration of a solution in mol dm−3 and g dm−3 titration calculations are not required at this stage to connect the rule to the data and decision in the question.

This matters because —the concentration of a solution in mol dm−3 and g dm−3 titration calculations are not required at this stage determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the concentration of a solution in mol dm−3 and g dm−3 titration calculations are not required at this stage to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The concentration of a solution in mol dm−3 and g dm−3 Titration calculations are not required at this stage is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to use experimental data to calculate empirical and molecular formulae.

Use —experimental data to calculate empirical and molecular formulae to connect the rule to the data and decision in the question.

This matters because —experimental data to calculate empirical and molecular formulae determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —experimental data to calculate empirical and molecular formulae 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 chemical equations to calculate reacting masses and vice versa, using the concepts of amount of substance and molar mass.

Use —chemical equations to calculate reacting masses and vice versa to connect the rule to the data and decision in the question.

This matters because —chemical equations to calculate reacting masses 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 —chemical equations to calculate reacting masses 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 use chemical equations to calculate volumes of gases and vice versa, using: i the concepts of amount of substance ii the molar volume of gases iii the expression pV = nRT for gases and volatile liquids.

Use —chemical equations to calculate volumes of gases and vice versa to connect the rule to the data and decision in the question.

This matters because —chemical equations to calculate volumes of gases 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 —chemical equations to calculate volumes of gases 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 calculate percentage yields and percentage atom economies (by mass) in laboratory and industrial processes, using chemical equations and experimental results Atom economy = molar mass of the desired product × 100% sum of the molar masses of all products.

Use —percentage yields and percentage atom economies (by mass) in laboratory and industrial processes to connect the rule to the data and decision in the question.

This matters because —percentage yields and percentage atom economies (by mass) in laboratory and industrial processes determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —percentage yields and percentage atom economies (by mass) in laboratory and industrial processes to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Percentage yields and percentage atom economies (by mass) in laboratory and industrial processes is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to determine a formula or confirm an equation by experiment, including evaluation of the data.

Use —determine a formula or confirm an equation by experiment to connect the rule to the data and decision in the question.

This matters because —determine a formula or confirm an equation by experiment determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —determine a formula or confirm an equation by experiment 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.

CORE PRACTICAL 1 Measurement of the molar volume of a gas.

Use —core practical 1 measurement of the molar volume of a gas to connect the rule to the data and decision in the question.

This matters because —core practical 1 measurement of the molar volume of a gas determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —core practical 1 measurement of the molar volume of a gas to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —CORE PRACTICAL 1 Measurement of the molar volume of a gas is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to relate ionic and full equations, with state symbols, to observations from simple test-tube experiments, to include: i displacement reactions ii typical reactions of acids iii precipitation reactions.

Use —relate ionic and full equations, with state symbols, to observations from simple test-tube experiments, to include: i to connect the rule to the data and decision in the question.

This matters because —relate ionic and full equations, with state symbols, to observations from simple test-tube experiments, to include: i determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —relate ionic and full equations, with state symbols, to observations from simple test-tube experiments, to include: i 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.

Know the structure of an atom in terms of electrons, protons and neutrons.

Use —the structure of an atom in terms of electrons, protons and neutrons to connect the rule to the data and decision in the question.

This matters because —the structure of an atom in terms of electrons, protons and neutrons determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the structure of an atom in terms of electrons, protons and neutrons to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The structure of an atom in terms of electrons, protons and neutrons is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know the relative mass and charge of protons, neutrons and electrons.

Use —the relative mass and charge of protons, neutrons and electrons to connect the rule to the data and decision in the question.

This matters because —the relative mass and charge of protons, neutrons and electrons determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the relative mass and charge of protons, neutrons and electrons to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The relative mass and charge of protons, neutrons and electrons 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 terms ‘atomic (proton) number’ and ‘mass number’.

Use —what is meant by the terms ‘atomic (proton) number’ and ‘mass number’ to connect the rule to the data and decision in the question.

This matters because —what is meant by the terms ‘atomic (proton) number’ and ‘mass number’ 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 terms ‘atomic (proton) number’ and ‘mass number’ to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —What is meant by the terms ‘atomic (proton) number’ and ‘mass number’ is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to use the atomic number and the mass number to determine the number of each type of subatomic particle in an atom or ion.

Use —the atomic number and the mass number to determine the number of each type of subatomic particle in an atom or ion to connect the rule to the data and decision in the question.

This matters because —the atomic number and the mass number to determine the number of each type of subatomic particle in an atom or ion determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the atomic number and the mass number to determine the number of each type of subatomic particle in an atom or ion to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The atomic number and the mass number to determine the number of each type of subatomic particle in an atom or ion is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the term ‘isotope’.

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

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

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

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

Understand the basic principles of a mass spectrometer and be able to analyse and interpret mass spectra to: i deduce the isotopic composition of a sample of an element ii calculate the relative atomic mass of an element from relative abundances of isotopes and vice versa iii determine the relative molecular mass of a molecule, and hence identify molecules in a sample iv understand that ions in a mass spectrometer may have a 2+ charge.

Use —the basic principles of a mass spectrometer to connect the rule to the data and decision in the question.

This matters because —the basic principles of a mass spectrometer determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the basic principles of a mass spectrometer to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The basic principles of a mass spectrometer is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to predict mass spectra, including relative peak heights, for diatomic molecules, including chlorine, given the isotopic abundances.

Use —predict mass spectra to connect the rule to the data and decision in the question.

This matters because —predict mass spectra determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —predict mass spectra to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Predict mass spectra is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to define first, second and third ionisation energies and understand that all ionisation energies are endothermic.

Use —define first, second and third ionisation energies and understand that all ionisation energies are endothermic to connect the rule to the data and decision in the question.

This matters because —define first, second and third ionisation energies and understand that all ionisation energies are endothermic determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —define first, second and third ionisation energies and understand that all ionisation energies are endothermic to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Define first, second and third ionisation energies and understand that all ionisation energies are endothermic is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that an orbital is a region within an atom that can hold up to two electrons with opposite spins.

Use —an orbital is a region within an atom that can hold up to two electrons with opposite spins to connect the rule to the data and decision in the question.

This matters because —an orbital is a region within an atom that can hold up to two electrons with opposite spins determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —an orbital is a region within an atom that can hold up to two electrons with opposite spins to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —An orbital is a region within an atom that can hold up to two electrons with opposite spins is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand how ionisation energies are influenced by the number of protons in the nucleus, the electron shielding and the sub-shell from which the electron is removed.

Use —how ionisation energies are influenced by the number of protons in the nucleus, the electron shielding and the sub-shell to connect the rule to the data and decision in the question.

This matters because —how ionisation energies are influenced by the number of protons in the nucleus, the electron shielding and the sub-shell determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —how ionisation energies are influenced by the number of protons in the nucleus, the electron shielding and the sub-shell to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —How ionisation energies are influenced by the number of protons in the nucleus, the electron shielding and the sub-shell is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that ideas about electronic structure developed from: i an understanding that successive ionisation energies provide evidence for the existence of quantum shells and the group to which the element belongs ii an understanding that the first ionisation energy of successive elements provides evidence for electron sub-shells.

Use —ideas about electronic structure developed from: i an understanding that successive ionisation energies provide evidence to connect the rule to the data and decision in the question.

This matters because —ideas about electronic structure developed from: i an understanding that successive ionisation energies provide evidence determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —ideas about electronic structure developed from: i an understanding that successive ionisation energies provide evidence to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Ideas about electronic structure developed from: i an understanding that successive ionisation energies provide evidence is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to describe the shapes of s and p orbitals.

Use —the shapes of s and p orbitals to connect the rule to the data and decision in the question.

This matters because —the shapes of s and p orbitals determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the shapes of s and p orbitals to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The shapes of s and p orbitals is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that orbitals in sub-shells: i each take a single electron before pairing up ii pair up with two electrons of opposite spin.

Use —orbitals in sub-shells: i each take a single electron before pairing up ii pair up with two electrons of opposite spin to connect the rule to the data and decision in the question.

This matters because —orbitals in sub-shells: i each take a single electron before pairing up ii pair up with two electrons of opposite spin determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —orbitals in sub-shells: i each take a single electron before pairing up ii pair up with two electrons of opposite spin to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Orbitals in sub-shells: i each take a single electron before pairing up ii pair up with two electrons of opposite spin is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to predict the electronic configuration of atoms of the elements from hydrogen to krypton inclusive and their ions, using s, p, d notation and electron-in- boxes notation.

Use —predict the electronic configuration of atoms of the elements from hydrogen to krypton inclusive and their ions to connect the rule to the data and decision in the question.

This matters because —predict the electronic configuration of atoms of the elements from hydrogen to krypton inclusive and their ions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —predict the electronic configuration of atoms of the elements from hydrogen to krypton inclusive and their ions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Predict the electronic configuration of atoms of the elements from hydrogen to krypton inclusive and their ions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that electronic configuration determines the chemical properties of an element.

Use —electronic configuration determines the chemical properties of an element to connect the rule to the data and decision in the question.

This matters because —electronic configuration determines the chemical properties of an element determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —electronic configuration determines the chemical properties of an element to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Electronic configuration determines the chemical properties of an element is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that the Periodic Table is divided into blocks, such as s, p and d, and know the number of electrons that can occupy s, p and d sub-shells in the first four quantum shells.

Use —the periodic table is divided into blocks, such as s, p and d, and know the number of electrons that can occupy s, p and d to connect the rule to the data and decision in the question.

This matters because —the periodic table is divided into blocks, such as s, p and d, and know the number of electrons that can occupy s, p and d determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the periodic table is divided into blocks, such as s, p and d, and know the number of electrons that can occupy s, p and d to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The Periodic Table is divided into blocks, such as s, p and d, and know the number of electrons that can occupy s, p and d is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to represent data, in a graphical form (including the use of logarithms of first ionisation energies on a graph) for elements 1 to 36 and hence explain the meaning of the term ‘periodic property’.

Use —represent data, in a graphical form (including the use of logarithms of first ionisation energies on a graph) for elements 1 to connect the rule to the data and decision in the question.

This matters because —represent data, in a graphical form (including the use of logarithms of first ionisation energies on a graph) for elements 1 determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —represent data, in a graphical form (including the use of logarithms of first ionisation energies on a graph) for elements 1 to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Represent data, in a graphical form (including the use of logarithms of first ionisation energies on a graph) for elements 1 is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to explain: i the trends in melting and boiling temperatures of the elements of Periods 2 and 3 of the Periodic Table in terms of the structure of the element and the bonding between its atoms or molecules ii the general increase and the specific trends in ionisation energy of the elements across Periods 2 and 3 of the Periodic Table iii the decrease in first ionisation energy down a group.

Use —explain: i the trends in melting and boiling temperatures of the elements of periods 2 and 3 of the periodic table in terms to connect the rule to the data and decision in the question.

This matters because —explain: i the trends in melting and boiling temperatures of the elements of periods 2 and 3 of the periodic table in terms determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —explain: i the trends in melting and boiling temperatures of the elements of periods 2 and 3 of the periodic table in terms to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Explain: i the trends in melting and boiling temperatures of the elements of Periods 2 and 3 of the Periodic Table in terms is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know and be able to interpret evidence for the existence of ions, limited to physical properties of ionic compounds, electron density maps and the migration of ions.

Use —interpret evidence for the existence of ions to connect the rule to the data and decision in the question.

This matters because —interpret evidence for the existence of ions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —interpret evidence for the existence of ions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Interpret evidence for the existence of ions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to describe the formation of ions in terms of loss or gain of electrons.

Use —the formation of ions in terms of loss or gain of electrons to connect the rule to the data and decision in the question.

This matters because —the formation of ions in terms of loss or gain of electrons determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the formation of ions in terms of loss or gain of electrons to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The formation of ions in terms of loss or gain of electrons is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to draw dot-and-cross diagrams to show electrons in cations and anions.

Use —draw dot-and-cross diagrams to show electrons in cations and anions to connect the rule to the data and decision in the question.

This matters because —draw dot-and-cross diagrams to show electrons in cations and anions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —draw dot-and-cross diagrams to show electrons in cations and anions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Draw dot-and-cross diagrams to show electrons in cations and anions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to describe ionic crystals as giant lattices of ions.

Use —ionic crystals as giant lattices of ions to connect the rule to the data and decision in the question.

This matters because —ionic crystals as giant lattices of ions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —ionic crystals as giant lattices of ions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Ionic crystals as giant lattices of ions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that ionic bonding is the result of strong net electrostatic attraction between ions.

Use —ionic bonding is the result of strong net electrostatic attraction between ions to connect the rule to the data and decision in the question.

This matters because —ionic bonding is the result of strong net electrostatic attraction between ions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —ionic bonding is the result of strong net electrostatic attraction between ions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Ionic bonding is the result of strong net electrostatic attraction between ions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the effects of ionic radius and ionic charge on the strength of ionic bonding.

Use —the effects of ionic radius and ionic charge on the strength of ionic bonding to connect the rule to the data and decision in the question.

This matters because —the effects of ionic radius and ionic charge on the strength of ionic bonding determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the effects of ionic radius and ionic charge on the strength of ionic bonding to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The effects of ionic radius and ionic charge on the strength of ionic bonding is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand reasons for the trends in ionic radii down a group in the Periodic Table, and for a set of isoelectronic ions, including N3− to Al3+.

Use —reasons for the trends in ionic radii down a group in the periodic table, and for a set of isoelectronic ions to connect the rule to the data and decision in the question.

This matters because —reasons for the trends in ionic radii down a group in the periodic table, and for a set of isoelectronic ions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —reasons for the trends in ionic radii down a group in the periodic table, and for a set of isoelectronic ions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Reasons for the trends in ionic radii down a group in the Periodic Table, and for a set of isoelectronic 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 ‘polarisation’ as applied to ions.

Use —the meaning of the term ‘polarisation’ as applied to ions to connect the rule to the data and decision in the question.

This matters because —the meaning of the term ‘polarisation’ as applied to ions 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 ‘polarisation’ as applied to ions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The meaning of the term ‘polarisation’ as applied to ions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that the polarising power of a cation depends on its radius and charge, and the polarisability of an anion also depends on its radius and charge.

Use —the polarising power of a cation depends on its radius and charge, and the polarisability of an anion also depends on its to connect the rule to the data and decision in the question.

This matters because —the polarising power of a cation depends on its radius and charge, and the polarisability of an anion also depends on its determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the polarising power of a cation depends on its radius and charge, and the polarisability of an anion also depends on its to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The polarising power of a cation depends on its radius and charge, and the polarisability of an anion also depends on its is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that covalent bonding is the strong electrostatic attraction between two nuclei and the shared pair of electrons between them, based on the evidence: i the physical properties of giant atomic structures ii electron density maps for simple molecules.

Use —covalent bonding is the strong electrostatic attraction between two nuclei and the shared pair of electrons between them to connect the rule to the data and decision in the question.

This matters because —covalent bonding is the strong electrostatic attraction between two nuclei and the shared pair of electrons between them determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —covalent bonding is the strong electrostatic attraction between two nuclei and the shared pair of electrons between them to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Covalent bonding is the strong electrostatic attraction between two nuclei and the shared pair of electrons between them is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to draw dot-and-cross diagrams to show electrons in covalent substances, including: i molecules with single, double and triple bonds ii species with dative covalent (coordinate) bonds, including Al2Cl6 and the ammonium ion.

Use —draw dot-and-cross diagrams to show electrons in covalent substances to connect the rule to the data and decision in the question.

This matters because —draw dot-and-cross diagrams to show electrons in covalent substances determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —draw dot-and-cross diagrams to show electrons in covalent substances to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Draw dot-and-cross diagrams to show electrons in covalent substances is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to describe the different structures formed by giant lattices of carbon atoms, including graphite, diamond and graphene, and discuss the applications of each.

Use —the different structures formed by giant lattices of carbon atoms to connect the rule to the data and decision in the question.

This matters because —the different structures formed by giant lattices of carbon atoms determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the different structures formed by giant lattices of carbon atoms to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The different structures formed by giant lattices of carbon atoms 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 ‘electronegativity’ as applied to atoms in a covalent bond.

Use —the meaning of the term ‘electronegativity’ as applied to atoms in a covalent bond to connect the rule to the data and decision in the question.

This matters because —the meaning of the term ‘electronegativity’ as applied to atoms in a covalent bond 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 ‘electronegativity’ as applied to atoms in a covalent bond to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The meaning of the term ‘electronegativity’ as applied to atoms in a covalent bond is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that ionic and covalent bonding are the extremes of a continuum of bonding type and be able to explain this in terms of electronegativity differences, leading to bond polarity in bonds and molecules, and to ionic bonding if the electronegativity is large enough.

Use —ionic and covalent bonding are the extremes of a continuum of bonding type to connect the rule to the data and decision in the question.

This matters because —ionic and covalent bonding are the extremes of a continuum of bonding type determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —ionic and covalent bonding are the extremes of a continuum of bonding type to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Ionic and covalent bonding are the extremes of a continuum of bonding type is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to distinguish between polar bonds and polar molecules and predict whether or not a given molecule is likely to be polar.

Use —distinguish between polar bonds and polar molecules and predict whether or not a given molecule is likely to be polar to connect the rule to the data and decision in the question.

This matters because —distinguish between polar bonds and polar molecules and predict whether or not a given molecule is likely to be polar determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —distinguish between polar bonds and polar molecules and predict whether or not a given molecule is likely to be polar to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Distinguish between polar bonds and polar molecules and predict whether or not a given molecule is likely to be polar is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the principles of the electron-pair repulsion theory, used to interpret and predict the shapes of simple molecules and ions.

Use —the principles of the electron-pair repulsion theory, used to interpret and predict the shapes of simple molecules and ions to connect the rule to the data and decision in the question.

This matters because —the principles of the electron-pair repulsion theory, used to interpret and predict the shapes of simple molecules and ions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the principles of the electron-pair repulsion theory, used to interpret and predict the shapes of simple molecules and ions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The principles of the electron-pair repulsion theory, used to interpret and predict the shapes of simple molecules and ions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the terms ‘bond length’ and ‘bond angle’.

Use —the terms ‘bond length’ and ‘bond angle’ to connect the rule to the data and decision in the question.

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

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

Boundary: —The terms ‘bond length’ and ‘bond angle’ is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know and explain the shapes of, and bond angles in, BeCl2, BCl3, CH4, NH3, NH4+, H2O, CO2, gaseous PCl5, SF6 and C2H4.

Use —and explain the shapes of, and bond angles in, becl2, bcl3, ch4, nh3, nh4+, h2o, co2, gaseous pcl5, sf6 and c2h4 to connect the rule to the data and decision in the question.

This matters because —and explain the shapes of, and bond angles in, becl2, bcl3, ch4, nh3, nh4+, h2o, co2, gaseous pcl5, sf6 and c2h4 determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —and explain the shapes of, and bond angles in, becl2, bcl3, ch4, nh3, nh4+, h2o, co2, gaseous pcl5, sf6 and c2h4 to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —And explain the shapes of, and bond angles in, BeCl2, BCl3, CH4, NH3, NH4+, H2O, CO2, gaseous PCl5, SF6 and C2H4 is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to apply the electron-pair repulsion theory to predict the shapes of, and bond angles in, molecules and ions analogous to those in 3.18 3D: Metallic bonding Students will be assessed on their ability to:.

Use —apply the electron-pair repulsion theory to predict the shapes of, and bond angles in, molecules and ions analogous to those to connect the rule to the data and decision in the question.

This matters because —apply the electron-pair repulsion theory to predict the shapes of, and bond angles in, molecules and ions analogous to those determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —apply the electron-pair repulsion theory to predict the shapes of, and bond angles in, molecules and ions analogous to those to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Apply the electron-pair repulsion theory to predict the shapes of, and bond angles in, molecules and ions analogous to those is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that metals consist of giant lattices of metal ions in a sea of delocalised electrons.

Use —metals consist of giant lattices of metal ions in a sea of delocalised electrons to connect the rule to the data and decision in the question.

This matters because —metals consist of giant lattices of metal ions in a sea of delocalised electrons determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —metals consist of giant lattices of metal ions in a sea of delocalised electrons to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Metals consist of giant lattices of metal ions in a sea of delocalised electrons is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that metallic bonding is the strong electrostatic attraction between metal ions and the delocalised electrons.

Use —metallic bonding is the strong electrostatic attraction between metal ions and the delocalised electrons to connect the rule to the data and decision in the question.

This matters because —metallic bonding is the strong electrostatic attraction between metal ions and the delocalised electrons determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —metallic bonding is the strong electrostatic attraction between metal ions and the delocalised electrons to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Metallic bonding is the strong electrostatic attraction between metal ions and the delocalised electrons is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to use the models in 3.20 and 3.21 to interpret simple properties of metals, including electrical conductivity and high melting temperature.

Use —the models in 3.20 and 3.21 to interpret simple properties of metals to connect the rule to the data and decision in the question.

This matters because —the models in 3.20 and 3.21 to interpret simple properties of metals determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the models in 3.20 and 3.21 to interpret simple properties of metals to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The models in 3.20 and 3.21 to interpret simple properties of metals is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the difference between hazard and risk.

Use —the difference between hazard and risk to connect the rule to the data and decision in the question.

This matters because —the difference between hazard and risk 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 hazard and risk to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The difference between hazard and risk is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the hazards associated with organic compounds and why it is necessary to carry out risk assessments when dealing with potentially hazardous materials.

Use —the hazards associated with organic compounds and why it is necessary to carry out risk assessments when dealing to connect the rule to the data and decision in the question.

This matters because —the hazards associated with organic compounds and why it is necessary to carry out risk assessments when dealing determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the hazards associated with organic compounds and why it is necessary to carry out risk assessments when dealing to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The hazards associated with organic compounds and why it is necessary to carry out risk assessments when dealing is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to suggest ways in which risks can be reduced and reactions carried out safely, for example: i working on a smaller scale ii taking precautions specific to the hazard iii using an alternative method that involves less hazardous substances.

Use —suggest ways in which risks can be reduced and reactions carried out safely, for example: i working on a smaller scale ii to connect the rule to the data and decision in the question.

This matters because —suggest ways in which risks can be reduced and reactions carried out safely, for example: i working on a smaller scale ii determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —suggest ways in which risks can be reduced and reactions carried out safely, for example: i working on a smaller scale ii to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Suggest ways in which risks can be reduced and reactions carried out safely, for example: i working on a smaller scale ii is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the concepts of homologous series and functional group.

Use —the concepts of homologous series and functional group to connect the rule to the data and decision in the question.

This matters because —the concepts of homologous series and functional group determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the concepts of homologous series and functional group to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The concepts of homologous series and functional group is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to apply the rules of International Union of Pure and Applied Chemistry (IUPAC) nomenclature to: i name compounds relevant to this specification ii draw these compounds, as they are encountered in the specification, using structural, displayed and skeletal formulae Students will be expected to know prefixes for compounds up to C10.

Use —apply the rules of international union of pure and applied chemistry (iupac) nomenclature to: i name compounds relevant to connect the rule to the data and decision in the question.

This matters because —apply the rules of international union of pure and applied chemistry (iupac) nomenclature to: i name compounds relevant determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —apply the rules of international union of pure and applied chemistry (iupac) nomenclature to: i name compounds relevant to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Apply the rules of International Union of Pure and Applied Chemistry (IUPAC) nomenclature to: i name compounds relevant is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to classify reactions as addition, substitution, oxidation, reduction or polymerisation.

Use —classify reactions as addition, substitution, oxidation, reduction or polymerisation to connect the rule to the data and decision in the question.

This matters because —classify reactions as addition, substitution, oxidation, reduction or polymerisation determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —classify reactions as addition, substitution, oxidation, reduction or polymerisation to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Classify reactions as addition, substitution, oxidation, reduction or polymerisation is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that bond breaking can be: i homolytic, to produce free radicals ii heterolytic, to produce ions.

Use —bond breaking can be: i homolytic, to produce free radicals ii heterolytic, to produce ions to connect the rule to the data and decision in the question.

This matters because —bond breaking can be: i homolytic, to produce free radicals ii heterolytic, to produce ions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —bond breaking can be: i homolytic, to produce free radicals ii heterolytic, to produce ions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Bond breaking can be: i homolytic, to produce free radicals ii heterolytic, to produce ions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know definitions of the terms ‘free radical’ and ‘electrophile’ 4B: Alkanes Students will be assessed on their ability to:.

Use —definitions of the terms ‘free radical’ and ‘electrophile’ 4b: alkanes students will be assessed on their ability to: to connect the rule to the data and decision in the question.

This matters because —definitions of the terms ‘free radical’ and ‘electrophile’ 4b: alkanes students will be assessed on their ability to: determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —definitions of the terms ‘free radical’ and ‘electrophile’ 4b: alkanes students will be assessed on their ability to: to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Definitions of the terms ‘free radical’ and ‘electrophile’ 4B: Alkanes Students will be assessed on their ability to: is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know the general formula of alkanes and cycloalkanes, and understand that they are hydrocarbons (compounds of carbon and hydrogen only) which are saturated (contain single bonds only).

Use —the general formula of alkanes and cycloalkanes, and understand that they are hydrocarbons (compounds of carbon and hydrogen to connect the rule to the data and decision in the question.

This matters because —the general formula of alkanes and cycloalkanes, and understand that they are hydrocarbons (compounds of carbon and hydrogen determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the general formula of alkanes and cycloalkanes, and understand that they are hydrocarbons (compounds of carbon and hydrogen 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 the term ‘structural isomerism’ and be able to draw the structural isomers of organic molecules, given their molecular formula.

Use —the term ‘structural isomerism’ to connect the rule to the data and decision in the question.

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

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

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

Be able to draw and name the structural isomers of alkanes and cycloalkanes with up to six carbon atoms.

Use —draw and name the structural isomers of alkanes and cycloalkanes with up to six carbon atoms to connect the rule to the data and decision in the question.

This matters because —draw and name the structural isomers of alkanes and cycloalkanes with up to six carbon atoms determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —draw and name the structural isomers of alkanes and cycloalkanes with up to six carbon atoms to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Draw and name the structural isomers of alkanes and cycloalkanes with up to six carbon atoms is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that alkanes are used as fuels and obtained from the fractional distillation, cracking and reforming of crude oil, and be able to write equations for these reactions.

Use —alkanes are used as fuels and obtained from the fractional distillation, cracking and reforming of crude oil to connect the rule to the data and decision in the question.

This matters because —alkanes are used as fuels and obtained from the fractional distillation, cracking and reforming of crude oil determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —alkanes are used as fuels and obtained from the fractional distillation, cracking and reforming of crude oil to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Alkanes are used as fuels and obtained from the fractional distillation, cracking and reforming of crude oil is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that pollutants, including carbon monoxide, oxides of nitrogen and sulfur, carbon particulates and unburned hydrocarbons, are emitted during the combustion of alkane fuels.

Use —pollutants to connect the rule to the data and decision in the question.

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

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

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

Understand the problems arising from pollutants from the combustion of alkane fuels, limited to the toxicity of carbon monoxide and why it is toxic, and the acidity of oxides of nitrogen and sulfur.

Use —the problems arising from pollutants from the combustion of alkane fuels to connect the rule to the data and decision in the question.

This matters because —the problems arising from pollutants from the combustion of alkane fuels determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the problems arising from pollutants from the combustion of alkane fuels to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The problems arising from pollutants from the combustion of alkane fuels is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to discuss the reasons for developing alternative fuels in terms of sustainability and reducing emissions, including the emission of CO2 and its relationship to climate change.

Use —discuss the reasons for developing alternative fuels in terms of sustainability and reducing emissions to connect the rule to the data and decision in the question.

This matters because —discuss the reasons for developing alternative fuels in terms of sustainability and reducing emissions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —discuss the reasons for developing alternative fuels in terms of sustainability and reducing emissions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Discuss the reasons for developing alternative fuels in terms of sustainability and reducing emissions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to apply the concept of carbon neutrality to different fuels, such as petrol, bioethanol and hydrogen.

Use —apply the concept of carbon neutrality to different fuels, such as petrol, bioethanol and hydrogen to connect the rule to the data and decision in the question.

This matters because —apply the concept of carbon neutrality to different fuels, such as petrol, bioethanol and hydrogen determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —apply the concept of carbon neutrality to different fuels, such as petrol, bioethanol and hydrogen to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Apply the concept of carbon neutrality to different fuels, such as petrol, bioethanol and hydrogen is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the reactions of alkanes with: i oxygen in the air (combustion) ii halogens.

Use —the reactions of alkanes with: i oxygen in the air (combustion) ii halogens to connect the rule to the data and decision in the question.

This matters because —the reactions of alkanes with: i oxygen in the air (combustion) ii halogens 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 alkanes with: i oxygen in the air (combustion) ii halogens to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The reactions of alkanes with: i oxygen in the air (combustion) ii halogens is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the mechanism of the free radical substitution reaction between an alkane and a halogen: i using free radicals, which are species with an unpaired electron, represented by a single dot ii showing the initiation step of the mechanism, with curly half-arrows for free radical formation iii showing the propagation and termination steps of the mechanism iv having limited use in synthesis because of further substitution reactions.

Use —the mechanism of the free radical substitution reaction between an alkane and a halogen: i using free radicals, which are to connect the rule to the data and decision in the question.

This matters because —the mechanism of the free radical substitution reaction between an alkane and a halogen: i using free radicals, which are 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 free radical substitution reaction between an alkane and a halogen: i using free radicals, which are to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The mechanism of the free radical substitution reaction between an alkane and a halogen: i using free radicals, which are is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know the general formula of alkenes and understand that alkenes and cycloalkenes are hydrocarbons which are unsaturated (have a carbon-carbon double bond which consists of a σ bond and a π bond).

Use —the general formula of alkenes and understand that alkenes and cycloalkenes are hydrocarbons which are unsaturated (have to connect the rule to the data and decision in the question.

This matters because —the general formula of alkenes and understand that alkenes and cycloalkenes are hydrocarbons which are unsaturated (have determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the general formula of alkenes and understand that alkenes and cycloalkenes are hydrocarbons which are unsaturated (have 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 explain geometric isomerism in terms of restricted rotation around a C=C double bond and the nature of the substituents on the carbon atoms.

Use —geometric isomerism in terms of restricted rotation around a c=c double bond and the nature of the substituents on to connect the rule to the data and decision in the question.

This matters because —geometric isomerism in terms of restricted rotation around a c=c double bond and the nature of the substituents on determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —geometric isomerism in terms of restricted rotation around a c=c double bond and the nature of the substituents on to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Geometric isomerism in terms of restricted rotation around a C=C double bond and the nature of the substituents on is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the E–Z naming system for geometric isomers and why it is necessary to use this when the cis- and trans- naming system breaks down.

Use —the e–z naming system for geometric isomers and why it is necessary to use this when the cis- and trans- naming system to connect the rule to the data and decision in the question.

This matters because —the e–z naming system for geometric isomers and why it is necessary to use this when the cis- and trans- naming system determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the e–z naming system for geometric isomers and why it is necessary to use this when the cis- and trans- naming system to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The E–Z naming system for geometric isomers and why it is necessary to use this when the cis- and trans- naming system is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to describe the reactions of alkenes, limited to: i the addition of hydrogen, using a nickel catalyst, to form an alkane ii the addition of halogens to produce a di-substituted halogenoalkane iii the addition of hydrogen halides to produce mono-substituted halogenoalkanes iv the addition of steam, in the presence of an acid catalyst, to produce alcohols v oxidation of the double bond by acidified potassium manganate(VII) to produce a diol.

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

This matters because —the reactions of alkenes 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 alkenes to one small, clearly defined case, show the key step or comparison, and explain the result in words.

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

Know the qualitative test for a C=C double bond using bromine or bromine water.

Use —the qualitative test for a c=c double bond using bromine or bromine water to connect the rule to the data and decision in the question.

This matters because —the qualitative test for a c=c double bond using bromine or bromine water determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the qualitative test for a c=c double bond using bromine or bromine water to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The qualitative test for a C=C double bond using bromine or bromine water is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to describe the mechanism (including diagrams), giving evidence where possible, of: i the electrophilic addition of bromine and hydrogen bromide to ethene ii the electrophilic addition of hydrogen bromide to propene Use of the curly arrow notation is expected – the curly arrows should start from either a bond or from a lone pair of electrons. Knowledge of the relative stability of primary, secondary and tertiary carbocation intermediates is expected.

Use —the mechanism (including diagrams), giving evidence where possible, of: i the electrophilic addition of bromine and hydrogen to connect the rule to the data and decision in the question.

This matters because —the mechanism (including diagrams), giving evidence where possible, of: i the electrophilic addition of bromine and hydrogen determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the mechanism (including diagrams), giving evidence where possible, of: i the electrophilic addition of bromine and hydrogen to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The mechanism (including diagrams), giving evidence where possible, of: i the electrophilic addition of bromine and hydrogen is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to describe the addition polymerisation of alkenes and draw the repeat unit given the monomer, and vice versa.

Use —the addition polymerisation of alkenes and draw the repeat unit given the monomer, and vice versa to connect the rule to the data and decision in the question.

This matters because —the addition polymerisation of alkenes and draw the repeat unit given the monomer, 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 —the addition polymerisation of alkenes and draw the repeat unit given the monomer, and vice versa to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The addition polymerisation of alkenes and draw the repeat unit given the monomer, and vice versa is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand how chemists limit the problems caused by polymer disposal by: i developing biodegradable polymers ii removing toxic waste gases produced by the incineration of polymers.

Use —how chemists limit the problems caused by polymer disposal by: i developing biodegradable polymers ii removing toxic waste to connect the rule to the data and decision in the question.

This matters because —how chemists limit the problems caused by polymer disposal by: i developing biodegradable polymers ii removing toxic waste determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —how chemists limit the problems caused by polymer disposal by: i developing biodegradable polymers ii removing toxic waste to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —How chemists limit the problems caused by polymer disposal by: i developing biodegradable polymers ii removing toxic waste is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.