Unit 2: Energetics, Group Chemistry, Halogenoalkanes and Alcohols

Know that the enthalpy change, ∆H, is the heat energy change measured at constant pressure and that standard conditions are 100 kPa and a specified temperature, usually 298 K.

Use —the enthalpy change, ∆h, is the heat energy change measured at constant pressure and that standard conditions are 100 kpa to connect the rule to the data and decision in the question.

This matters because —the enthalpy change, ∆h, is the heat energy change measured at constant pressure and that standard conditions are 100 kpa determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the enthalpy change, ∆h, is the heat energy change measured at constant pressure and that standard conditions are 100 kpa to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The enthalpy change, ∆H, is the heat energy change measured at constant pressure and that standard conditions are 100 kPa is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that, by convention, exothermic reactions have a negative enthalpy change and endothermic reactions have a positive enthalpy change.

Use —that, by convention, exothermic reactions have a negative enthalpy change and endothermic reactions have a positive enthalpy to connect the rule to the data and decision in the question.

This matters because —that, by convention, exothermic reactions have a negative enthalpy change and endothermic reactions have a positive enthalpy determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —that, by convention, exothermic reactions have a negative enthalpy change and endothermic reactions have a positive enthalpy to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —That, by convention, exothermic reactions have a negative enthalpy change and endothermic reactions have a positive enthalpy is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to construct and interpret enthalpy level diagrams, showing exothermic and endothermic enthalpy changes.

Use —construct and interpret enthalpy level diagrams, showing exothermic and endothermic enthalpy changes to connect the rule to the data and decision in the question.

This matters because —construct and interpret enthalpy level diagrams, showing exothermic and endothermic enthalpy changes determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —construct and interpret enthalpy level diagrams, showing exothermic and endothermic enthalpy changes to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Construct and interpret enthalpy level diagrams, showing exothermic and endothermic enthalpy changes is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know the definition of standard enthalpy change of: i reaction, ∆rH ii formation, ∆fH iii combustion, ∆cH iv neutralisation, ∆neutH v atomisation, ∆atH.

Use —the definition of standard enthalpy change of: i reaction, ∆rh ii formation, ∆fh iii combustion, ∆ch iv neutralisation to connect the rule to the data and decision in the question.

This matters because —the definition of standard enthalpy change of: i reaction, ∆rh ii formation, ∆fh iii combustion, ∆ch iv neutralisation determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the definition of standard enthalpy change of: i reaction, ∆rh ii formation, ∆fh iii combustion, ∆ch iv neutralisation to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The definition of standard enthalpy change of: i reaction, ∆rH ii formation, ∆fH iii combustion, ∆cH iv neutralisation 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: i energy transferred in a reaction recalling and using the expression: energy transferred (J) = mass (g) × specific heat capacity (J g-1 °C-1) × temperature change (°C) ii enthalpy change of the reaction in kJ mol⁻¹ This will be limited to experiments where substances are mixed in an insulated container and combustion experiments using a suitable calorimeter.

Use —experimental data to calculate: i energy transferred in a reaction recalling and using the expression: energy transferred to connect the rule to the data and decision in the question.

This matters because —experimental data to calculate: i energy transferred in a reaction recalling and using the expression: energy transferred 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: i energy transferred in a reaction recalling and using the expression: energy transferred to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Experimental data to calculate: i energy transferred in a reaction recalling and using the expression: energy transferred is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know Hess’s Law and be able to apply it to: i constructing enthalpy cycles ii calculating enthalpy changes of reaction using data provided, or data selected from a table or obtained from experiments.

Use —hess’s law to connect the rule to the data and decision in the question.

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

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

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

CORE PRACTICAL 2 Determination of the enthalpy change of a reaction using Hess’s Law.

Use —core practical 2 determination of the enthalpy change of a reaction using hess’s law to connect the rule to the data and decision in the question.

This matters because —core practical 2 determination of the enthalpy change of a reaction using hess’s law determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —core practical 2 determination of the enthalpy change of a reaction using hess’s law to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —CORE PRACTICAL 2 Determination of the enthalpy change of a reaction using Hess’s Law is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to evaluate the results obtained from experiments and comment on sources of error and uncertainty and any assumptions made in the experiments Students will need to consider experiments where substances are mixed in an insulated container and combustion experiments using, for example, a spirit burner and be able to draw suitable graphs and use cooling curve corrections.

Use —evaluate the results obtained from experiments and comment on sources of error and uncertainty and any assumptions made to connect the rule to the data and decision in the question.

This matters because —evaluate the results obtained from experiments and comment on sources of error and uncertainty and any assumptions made determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —evaluate the results obtained from experiments and comment on sources of error and uncertainty and any assumptions made to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Evaluate the results obtained from experiments and comment on sources of error and uncertainty and any assumptions made is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the terms ‘bond enthalpy’ and ‘mean bond enthalpy’, and be able to use bond enthalpies to calculate enthalpy changes, understanding the limitations of this method.

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

This matters because —the terms ‘bond enthalpy’ and ‘mean bond enthalpy’ 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 enthalpy’ and ‘mean bond enthalpy’ to one small, clearly defined case, show the key step or comparison, and explain the result in words.

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

Be able to calculate mean bond enthalpies from enthalpy changes of reaction.

Use —mean bond enthalpies from enthalpy changes of reaction to connect the rule to the data and decision in the question.

This matters because —mean bond enthalpies from enthalpy changes of reaction determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —mean bond enthalpies from enthalpy changes of reaction to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Mean bond enthalpies from enthalpy changes of reaction is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that bond enthalpy data gives some indication about which bond will break first in a reaction, how easy or difficult it is and therefore how rapidly a reaction will take place at room temperature.

Use —bond enthalpy data gives some indication about which bond will break first in a reaction, how easy or difficult it is to connect the rule to the data and decision in the question.

This matters because —bond enthalpy data gives some indication about which bond will break first in a reaction, how easy or difficult it is determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —bond enthalpy data gives some indication about which bond will break first in a reaction, how easy or difficult it is to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Bond enthalpy data gives some indication about which bond will break first in a reaction, how easy or difficult it is is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the nature of the following intermolecular forces: i London forces (instantaneous dipole-induced dipole) ii permanent dipole-permanent dipole interactions iii hydrogen bonds.

Use —the nature of the following intermolecular forces: i london forces (instantaneous dipole-induced dipole) ii permanent to connect the rule to the data and decision in the question.

This matters because —the nature of the following intermolecular forces: i london forces (instantaneous dipole-induced dipole) ii permanent determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the nature of the following intermolecular forces: i london forces (instantaneous dipole-induced dipole) ii permanent to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The nature of the following intermolecular forces: i London forces (instantaneous dipole-induced dipole) ii permanent is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the interactions in molecules, such as H2O, liquid NH3 and liquid HF, which give rise to hydrogen bonding.

Use —the interactions in molecules, such as h2o, liquid nh3 and liquid hf, which give rise to hydrogen bonding to connect the rule to the data and decision in the question.

This matters because —the interactions in molecules, such as h2o, liquid nh3 and liquid hf, which give rise to hydrogen bonding determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the interactions in molecules, such as h2o, liquid nh3 and liquid hf, which give rise to hydrogen bonding to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The interactions in molecules, such as H2O, liquid NH3 and liquid HF, which give rise to hydrogen bonding is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the following anomalous properties of water resulting from hydrogen bonding: i its high melting and boiling temperature when compared with similar molecules ii the density of ice compared to that of water.

Use —the following anomalous properties of water resulting from hydrogen bonding: i its high melting and boiling temperature when to connect the rule to the data and decision in the question.

This matters because —the following anomalous properties of water resulting from hydrogen bonding: i its high melting and boiling temperature when determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the following anomalous properties of water resulting from hydrogen bonding: i its high melting and boiling temperature when to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The following anomalous properties of water resulting from hydrogen bonding: i its high melting and boiling temperature when is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to predict the presence of hydrogen bonding in molecules analogous to those mentioned in 7.2.

Use —predict the presence of hydrogen bonding in molecules analogous to those mentioned in 7.2 to connect the rule to the data and decision in the question.

This matters because —predict the presence of hydrogen bonding in molecules analogous to those mentioned in 7.2 determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —predict the presence of hydrogen bonding in molecules analogous to those mentioned in 7.2 to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Predict the presence of hydrogen bonding in molecules analogous to those mentioned in 7.2 is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand, in terms of intermolecular forces, physical properties shown by substances, including: i the trends in boiling temperatures of alkanes with increasing chain length ii the effect of branching in the carbon chain on the boiling temperatures of alkanes iii the relatively low volatility (higher boiling temperatures) of alcohols compared to alkanes with a similar number of electrons iv the trends in boiling temperatures of the hydrogen halides HF to HI.

Use —understand, in terms of intermolecular forces, physical properties shown by substances to connect the rule to the data and decision in the question.

This matters because —understand, in terms of intermolecular forces, physical properties shown by substances 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 intermolecular forces, physical properties shown by substances to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Understand, in terms of intermolecular forces, physical properties shown by substances is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand factors that influence the choice of solvents, including: i water, to dissolve some ionic compounds, in terms of the hydration of the ions ii water, to dissolve simple alcohols, in terms of hydrogen bonding iii water, as a poor solvent for compounds (to include polar molecules such as halogenoalkane), in terms of inability to form hydrogen bonds iv non-aqueous solvents, for compounds that have similar intermolecular forces to those in the solvent.

Use —factors that influence the choice of solvents to connect the rule to the data and decision in the question.

This matters because —factors that influence the choice of solvents determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —factors that influence the choice of solvents to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Factors that influence the choice of solvents 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 ‘oxidation number’ and understand the rules for assigning oxidation numbers.

Use —what is meant by the term ‘oxidation number’ and understand the rules for assigning oxidation numbers to connect the rule to the data and decision in the question.

This matters because —what is meant by the term ‘oxidation number’ and understand the rules for assigning oxidation numbers 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 ‘oxidation number’ and understand the rules for assigning oxidation numbers 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 ‘oxidation number’ and understand the rules for assigning oxidation numbers is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to calculate the oxidation number of elements in compounds and ions, including in peroxides and metal hydrides.

Use —the oxidation number of elements in compounds and ions to connect the rule to the data and decision in the question.

This matters because —the oxidation number of elements in compounds 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 oxidation number of elements in compounds and ions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The oxidation number of elements in compounds and ions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to indicate the oxidation number of an element in a compound or an ion, using a Roman numeral.

Use —indicate the oxidation number of an element in a compound or an ion to connect the rule to the data and decision in the question.

This matters because —indicate the oxidation number of an element in a compound or an ion determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —indicate the oxidation number of an element in a compound or an ion to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Indicate the oxidation number of an element in a compound or an ion is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to write formulae given oxidation numbers.

Use —write formulae given oxidation numbers to connect the rule to the data and decision in the question.

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

Example: apply —write formulae given oxidation numbers 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 oxidation and reduction in terms of electron transfer and changes in oxidation number, and the application of these ideas to reactions of s-block and p-block elements.

Use —oxidation and reduction in terms of electron transfer and changes in oxidation number, and the application of these ideas to connect the rule to the data and decision in the question.

This matters because —oxidation and reduction in terms of electron transfer and changes in oxidation number, and the application of these ideas determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —oxidation and reduction in terms of electron transfer and changes in oxidation number, and the application of these ideas to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Oxidation and reduction in terms of electron transfer and changes in oxidation number, and the application of these ideas is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that oxidising agents gain electrons and reducing agents lose electrons.

Use —oxidising agents gain electrons and reducing agents lose electrons to connect the rule to the data and decision in the question.

This matters because —oxidising agents gain electrons and reducing agents lose electrons determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —oxidising agents gain electrons and reducing agents lose electrons to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Oxidising agents gain electrons and reducing agents lose electrons is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that a disproportionation reaction involves an element in a single species being simultaneously oxidised and reduced.

Use —a disproportionation reaction involves an element in a single species being simultaneously oxidised and reduced to connect the rule to the data and decision in the question.

This matters because —a disproportionation reaction involves an element in a single species being simultaneously oxidised and reduced determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —a disproportionation reaction involves an element in a single species being simultaneously oxidised and reduced to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —A disproportionation reaction involves an element in a single species being simultaneously oxidised and reduced is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that oxidation number is a useful concept in terms of the classification of reactions as redox and as disproportionation.

Use —oxidation number is a useful concept in terms of the classification of reactions as redox and as disproportionation to connect the rule to the data and decision in the question.

This matters because —oxidation number is a useful concept in terms of the classification of reactions as redox and as disproportionation determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —oxidation number is a useful concept in terms of the classification of reactions as redox and as disproportionation to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Oxidation number is a useful concept in terms of the classification of reactions as redox and as disproportionation is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that metals, in general, form positive ions by loss of electrons with an increase in oxidation number whereas non-metals, in general, form negative ions by gain of electrons with a decrease in oxidation number.

Use —metals, in general, form positive ions by loss of electrons with an increase in oxidation number whereas non-metals to connect the rule to the data and decision in the question.

This matters because —metals, in general, form positive ions by loss of electrons with an increase in oxidation number whereas non-metals determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —metals, in general, form positive ions by loss of electrons with an increase in oxidation number whereas non-metals to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Metals, in general, form positive ions by loss of electrons with an increase in oxidation number whereas non-metals is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to write ionic half-equations and use them to construct full ionic equations 8B: The elements of Groups 1 and 2 Students will be assessed on their ability to:.

Use —write ionic half-equations and use them to construct full ionic equations 8b: the elements of groups 1 and 2 students will to connect the rule to the data and decision in the question.

This matters because —write ionic half-equations and use them to construct full ionic equations 8b: the elements of groups 1 and 2 students will determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —write ionic half-equations and use them to construct full ionic equations 8b: the elements of groups 1 and 2 students will 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 reasons for the trend in ionisation energy down Groups 1 and 2.

Use —reasons for the trend in ionisation energy down groups 1 and 2 to connect the rule to the data and decision in the question.

This matters because —reasons for the trend in ionisation energy down groups 1 and 2 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 trend in ionisation energy down groups 1 and 2 to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Reasons for the trend in ionisation energy down Groups 1 and 2 is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand reasons for the trend in reactivity of the elements down Group 1 (Li to K) and Group 2 (Mg to Ba).

Use —reasons for the trend in reactivity of the elements down group 1 (li to k) and group 2 (mg to ba) to connect the rule to the data and decision in the question.

This matters because —reasons for the trend in reactivity of the elements down group 1 (li to k) and group 2 (mg to ba) 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 trend in reactivity of the elements down group 1 (li to k) and group 2 (mg to ba) to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Reasons for the trend in reactivity of the elements down Group 1 (Li to K) and Group 2 (Mg to Ba) is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know the reactions of the elements of Group 1 (Li to K) and Group 2 (Mg to Ba) with oxygen, chlorine and water.

Use —the reactions of the elements of group 1 (li to k) and group 2 (mg to ba) with oxygen, chlorine and water to connect the rule to the data and decision in the question.

This matters because —the reactions of the elements of group 1 (li to k) and group 2 (mg to ba) with oxygen, chlorine and water 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 the elements of group 1 (li to k) and group 2 (mg to ba) with oxygen, chlorine and water to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The reactions of the elements of Group 1 (Li to K) and Group 2 (Mg to Ba) with oxygen, chlorine and water is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know the reactions of: i oxides of Group 1 and 2 elements with water and dilute acid ii hydroxides of Group 1 and 2 elements with dilute acid.

Use —the reactions of: i oxides of group 1 and 2 elements with water and dilute acid ii hydroxides of group 1 and 2 elements to connect the rule to the data and decision in the question.

This matters because —the reactions of: i oxides of group 1 and 2 elements with water and dilute acid ii hydroxides of group 1 and 2 elements 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: i oxides of group 1 and 2 elements with water and dilute acid ii hydroxides of group 1 and 2 elements to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The reactions of: i oxides of Group 1 and 2 elements with water and dilute acid ii hydroxides of Group 1 and 2 elements is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know the trends in solubility of the hydroxides and sulfates of Group 2 elements.

Use —the trends in solubility of the hydroxides and sulfates of group 2 elements to connect the rule to the data and decision in the question.

This matters because —the trends in solubility of the hydroxides and sulfates of group 2 elements determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the trends in solubility of the hydroxides and sulfates of group 2 elements to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The trends in solubility of the hydroxides and sulfates of Group 2 elements is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the reasons for the trends in thermal stability of the nitrates and the carbonates of the elements in Groups 1 and 2 in terms of the size and charge of the cations involved.

Use —the reasons for the trends in thermal stability of the nitrates and the carbonates of the elements in groups 1 and 2 to connect the rule to the data and decision in the question.

This matters because —the reasons for the trends in thermal stability of the nitrates and the carbonates of the elements in groups 1 and 2 determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the reasons for the trends in thermal stability of the nitrates and the carbonates of the elements in groups 1 and 2 to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The reasons for the trends in thermal stability of the nitrates and the carbonates of the elements in Groups 1 and 2 is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the formation of characteristic flame colours by Group 1 and 2 compounds in terms of electron transitions Students will be expected to know the flame colours for Group 1 and 2 compounds.

Use —the formation of characteristic flame colours by group 1 and 2 compounds in terms of electron transitions students will be to connect the rule to the data and decision in the question.

This matters because —the formation of characteristic flame colours by group 1 and 2 compounds in terms of electron transitions students will be 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 characteristic flame colours by group 1 and 2 compounds in terms of electron transitions students will be to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The formation of characteristic flame colours by Group 1 and 2 compounds in terms of electron transitions Students will be is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know experimental procedures to show: i patterns in the thermal decomposition of Group 1 and 2 nitrates and carbonates Students will be expected to know tests for carbon dioxide and oxygen; and to recognise nitrogen dioxide by its colour and acidic pH. ii flame colours in compounds of Group 1 and 2 elements.

Use —experimental procedures to show: i patterns in the thermal decomposition of group 1 and 2 nitrates and carbonates students to connect the rule to the data and decision in the question.

This matters because —experimental procedures to show: i patterns in the thermal decomposition of group 1 and 2 nitrates and carbonates students determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —experimental procedures to show: i patterns in the thermal decomposition of group 1 and 2 nitrates and carbonates students to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Experimental procedures to show: i patterns in the thermal decomposition of Group 1 and 2 nitrates and carbonates Students is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know reactions, including ionic equations where appropriate, for identifying: (i) carbonate ions, CO3^2−, and hydrogencarbonate ions, HCO3−, using aqueous acid to form carbon dioxide and limewater to test the gas; (ii) sulfate ions, SO4^2−, using acidified barium chloride solution; and (iii) ammonium ions, NH4+, using sodium hydroxide solution and warming to form ammonia, tested with litmus and HCl fumes.

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

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

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

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

Be able to calculate solution concentrations, in mol dm-3 and g dm-3, including simple acid-base titrations using the indicators methyl orange and phenolphthalein.

Use —solution concentrations, in mol dm-3 and g dm-3 to connect the rule to the data and decision in the question.

This matters because —solution concentrations, in mol dm-3 and g dm-3 determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —solution concentrations, in mol dm-3 and g dm-3 to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Solution concentrations, in mol dm-3 and g dm-3 is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

CORE PRACTICAL 3 Finding the concentration of a solution of hydrochloric acid.

Use —core practical 3 finding the concentration of a solution of hydrochloric acid to connect the rule to the data and decision in the question.

This matters because —core practical 3 finding the concentration of a solution of hydrochloric acid determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —core practical 3 finding the concentration of a solution of hydrochloric acid to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —CORE PRACTICAL 3 Finding the concentration of a solution of hydrochloric acid is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand how to minimise the sources of measurement uncertainty in volumetric analysis and estimate the overall uncertainty in the calculated result.

Use —how to minimise the sources of measurement uncertainty in volumetric analysis and estimate the overall uncertainty in to connect the rule to the data and decision in the question.

This matters because —how to minimise the sources of measurement uncertainty in volumetric analysis and estimate the overall uncertainty in determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —how to minimise the sources of measurement uncertainty in volumetric analysis and estimate the overall uncertainty in to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —How to minimise the sources of measurement uncertainty in volumetric analysis and estimate the overall uncertainty in is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

CORE PRACTICAL 4 Preparation of a standard solution from a solid acid and use it to find the concentration of a solution of sodium hydroxide.

Use —core practical 4 preparation of a standard solution from a solid acid and use it to find the concentration of a solution to connect the rule to the data and decision in the question.

This matters because —core practical 4 preparation of a standard solution from a solid acid and use it to find the concentration of a solution determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —core practical 4 preparation of a standard solution from a solid acid and use it to find the concentration of a solution to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —CORE PRACTICAL 4 Preparation of a standard solution from a solid acid and use it to find the concentration of a solution is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand reasons for the trends for Group 7 elements in: i melting and boiling temperatures and physical state at room temperature ii electronegativity iii reactivity down the group.

Use —reasons for the trends for group 7 elements in: i melting and boiling temperatures and physical state at room temperature ii to connect the rule to the data and decision in the question.

This matters because —reasons for the trends for group 7 elements in: i melting and boiling temperatures and physical state at room temperature ii 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 for group 7 elements in: i melting and boiling temperatures and physical state at room temperature ii to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Reasons for the trends for Group 7 elements in: i melting and boiling temperatures and physical state at room temperature ii is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the trend in reactivity of Group 7 elements in terms of the redox reactions of Cl2, Br2 and I2 with halide ions in aqueous solution Students are expected to know the colours of the elements in standard conditions, in aqueous solution and in a non-polar organic solvent.

Use —the trend in reactivity of group 7 elements in terms of the redox reactions of cl2, br2 and i2 with halide ions in aqueous to connect the rule to the data and decision in the question.

This matters because —the trend in reactivity of group 7 elements in terms of the redox reactions of cl2, br2 and i2 with halide ions in aqueous determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the trend in reactivity of group 7 elements in terms of the redox reactions of cl2, br2 and i2 with halide ions in aqueous to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The trend in reactivity of Group 7 elements in terms of the redox reactions of Cl2, Br2 and I2 with halide ions in aqueous is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand, in terms of changes in oxidation number, the following reactions of the halogens: i oxidation reactions with Group 1 and 2 metals ii the disproportionation reaction of chlorine with water and the use of chlorine in water treatment iii the disproportionation reaction of chlorine with cold, dilute aqueous sodium hydroxide to form bleach iv the disproportionation reaction of chlorine with hot alkali v reactions analogous to those specified above.

Use —understand, in terms of changes in oxidation number, the following reactions of the halogens: i oxidation reactions to connect the rule to the data and decision in the question.

This matters because —understand, in terms of changes in oxidation number, the following reactions of the halogens: i oxidation reactions 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 changes in oxidation number, the following reactions of the halogens: i oxidation reactions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Understand, in terms of changes in oxidation number, the following reactions of the halogens: i oxidation reactions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the following reactions: i solid Group 1 halides with concentrated sulfuric acid, to illustrate the trend in reducing ability of the hydrogen halides ii precipitation reactions of the aqueous anions Cl-, Br- and I- with aqueous silver nitrate solution and nitric acid, and the solubility of the precipitates in aqueous ammonia solution iii hydrogen halides with ammonia gas (to produce ammonium halides) and with water (to produce acids).

Use —the following reactions: i solid group 1 halides with concentrated sulfuric acid, to illustrate the trend in reducing to connect the rule to the data and decision in the question.

This matters because —the following reactions: i solid group 1 halides with concentrated sulfuric acid, to illustrate the trend in reducing 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: i solid group 1 halides with concentrated sulfuric acid, to illustrate the trend in reducing to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The following reactions: i solid Group 1 halides with concentrated sulfuric acid, to illustrate the trend in reducing is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to make predictions about fluorine and astatine and their compounds, in terms of knowledge of trends in halogen chemistry.

Use —make predictions about fluorine and astatine and their compounds, in terms of knowledge of trends in halogen chemistry to connect the rule to the data and decision in the question.

This matters because —make predictions about fluorine and astatine and their compounds, in terms of knowledge of trends in halogen chemistry determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —make predictions about fluorine and astatine and their compounds, in terms of knowledge of trends in halogen chemistry to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Make predictions about fluorine and astatine and their compounds, in terms of knowledge of trends in halogen chemistry is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand, in terms of the collision theory, the effect of changes in concentration, temperature, pressure and surface area on the rate of a chemical reaction.

Use —understand, in terms of the collision theory, the effect of changes in concentration, temperature, pressure and surface area to connect the rule to the data and decision in the question.

This matters because —understand, in terms of the collision theory, the effect of changes in concentration, temperature, pressure and surface area 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 collision theory, the effect of changes in concentration, temperature, pressure and surface area to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Understand, in terms of the collision theory, the effect of changes in concentration, temperature, pressure and surface area is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that reactions take place only when collisions have sufficient energy, known as the activation energy.

Use —reactions take place only when collisions have sufficient energy, known as the activation energy to connect the rule to the data and decision in the question.

This matters because —reactions take place only when collisions have sufficient energy, known as the activation energy determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —reactions take place only when collisions have sufficient energy, known as the activation energy to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Reactions take place only when collisions have sufficient energy, known as the activation energy is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to calculate the rate of a reaction from: i the time taken for a reaction, using rate = 1/time ii the gradient of suitable graph, by drawing a tangent, either for initial rate, or at a time, t.

Use —the rate of a reaction from: i the time taken for a reaction to connect the rule to the data and decision in the question.

This matters because —the rate of a reaction from: i the time taken 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 —the rate of a reaction from: i the time taken for a reaction to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The rate of a reaction from: i the time taken for a reaction is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand qualitatively, in terms of the Maxwell-Boltzmann distribution of molecular energies, how changes in temperature affect the rate of a reaction.

Use —qualitatively, in terms of the maxwell-boltzmann distribution of molecular energies, how changes in temperature affect to connect the rule to the data and decision in the question.

This matters because —qualitatively, in terms of the maxwell-boltzmann distribution of molecular energies, how changes in temperature affect determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —qualitatively, in terms of the maxwell-boltzmann distribution of molecular energies, how changes in temperature affect to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Qualitatively, in terms of the Maxwell-Boltzmann distribution of molecular energies, how changes in temperature affect is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the role of catalysts in providing alternative reaction routes of lower activation energy.

Use —the role of catalysts in providing alternative reaction routes of lower activation energy to connect the rule to the data and decision in the question.

This matters because —the role of catalysts in providing alternative reaction routes of lower activation energy 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 catalysts in providing alternative reaction routes of lower activation energy to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The role of catalysts in providing alternative reaction routes of lower activation energy is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to draw the reaction profiles for uncatalysed and catalysed reactions, including the energy level of the intermediate formed with the catalyst.

Use —draw the reaction profiles for uncatalysed and catalysed reactions to connect the rule to the data and decision in the question.

This matters because —draw the reaction profiles for uncatalysed and catalysed reactions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —draw the reaction profiles for uncatalysed and catalysed reactions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Draw the reaction profiles for uncatalysed and catalysed reactions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the use of catalysts in industry to make processes more sustainable by using less energy and/or higher atom economy.

Use —the use of catalysts in industry to make processes more sustainable by using less energy and/or higher atom economy to connect the rule to the data and decision in the question.

This matters because —the use of catalysts in industry to make processes more sustainable by using less energy and/or higher atom economy determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the use of catalysts in industry to make processes more sustainable by using less energy and/or higher atom economy to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The use of catalysts in industry to make processes more sustainable by using less energy and/or higher atom economy is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to interpret the action of a catalyst in terms of a qualitative understanding of the Maxwell-Boltzmann distribution of molecular energies.

Use —interpret the action of a catalyst in terms of a qualitative understanding of the maxwell-boltzmann distribution to connect the rule to the data and decision in the question.

This matters because —interpret the action of a catalyst in terms of a qualitative understanding of the maxwell-boltzmann distribution determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —interpret the action of a catalyst in terms of a qualitative understanding of the maxwell-boltzmann distribution to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Interpret the action of a catalyst in terms of a qualitative understanding of the Maxwell-Boltzmann distribution is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that many reactions are readily reversible and that they can reach a state of dynamic equilibrium in which: i the rate of the forward reaction is equal to the rate of the backward reaction ii the concentrations of the reactants and the products remain constant.

Use —many reactions are readily reversible and that they can reach a state of dynamic equilibrium in which: i the rate of to connect the rule to the data and decision in the question.

This matters because —many reactions are readily reversible and that they can reach a state of dynamic equilibrium in which: i the rate of determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —many reactions are readily reversible and that they can reach a state of dynamic equilibrium in which: i the rate of to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Many reactions are readily reversible and that they can reach a state of dynamic equilibrium in which: i the rate of is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to predict and justify the qualitative effects of changes of temperature, pressure and concentration on the position of equilibrium in a homogeneous system.

Use —predict and justify the qualitative effects of changes of temperature, pressure and concentration on the position to connect the rule to the data and decision in the question.

This matters because —predict and justify the qualitative effects of changes of temperature, pressure and concentration on the position determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —predict and justify the qualitative effects of changes of temperature, pressure and concentration on the position to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Predict and justify the qualitative effects of changes of temperature, pressure and concentration on the position is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Evaluate data to explain the necessity, for many industrial processes, to reach a compromise between the yield and the rate of reaction.

Use —evaluate data to explain the necessity, for many industrial processes, to reach a compromise between the yield and the rate to connect the rule to the data and decision in the question.

This matters because —evaluate data to explain the necessity, for many industrial processes, to reach a compromise between the yield and the rate determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —evaluate data to explain the necessity, for many industrial processes, to reach a compromise between the yield and the rate to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Evaluate data to explain the necessity, for many industrial processes, to reach a compromise between the yield and the rate is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to classify reactions (including those in Unit 1) as addition, elimination, substitution, oxidation, reduction, hydrolysis or polymerisation.

Use —classify reactions (including those in unit 1) as addition, elimination, substitution, oxidation, reduction, hydrolysis or to connect the rule to the data and decision in the question.

This matters because —classify reactions (including those in unit 1) as addition, elimination, substitution, oxidation, reduction, hydrolysis or determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —classify reactions (including those in unit 1) as addition, elimination, substitution, oxidation, reduction, hydrolysis or to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Classify reactions (including those in Unit 1) as addition, elimination, substitution, oxidation, reduction, hydrolysis or is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the concept of a reaction mechanism.

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

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

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

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

Understand that heterolytic bond breaking results in species that are electrophiles or nucleophiles.

Use —heterolytic bond breaking results in species that are electrophiles or nucleophiles to connect the rule to the data and decision in the question.

This matters because —heterolytic bond breaking results in species that are electrophiles or nucleophiles determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —heterolytic bond breaking results in species that are electrophiles or nucleophiles to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Heterolytic bond breaking results in species that are electrophiles or nucleophiles is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know the definition of the term ‘nucleophile’.

Use —the definition of the term ‘nucleophile’ to connect the rule to the data and decision in the question.

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

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

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

Understand the link between bond polarity and the type of reaction mechanism a compound will undergo 10B: Halogenoalkanes Students will be assessed on their ability to:.

Use —the link between bond polarity and the type of reaction mechanism a compound will undergo 10b: halogenoalkanes students will to connect the rule to the data and decision in the question.

This matters because —the link between bond polarity and the type of reaction mechanism a compound will undergo 10b: halogenoalkanes students will determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the link between bond polarity and the type of reaction mechanism a compound will undergo 10b: halogenoalkanes students will to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The link between bond polarity and the type of reaction mechanism a compound will undergo 10B: Halogenoalkanes Students will is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

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

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

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

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

Understand the distinction between primary, secondary and tertiary halogenoalkanes.

Use —the distinction between primary, secondary and tertiary halogenoalkanes to connect the rule to the data and decision in the question.

This matters because —the distinction between primary, secondary and tertiary halogenoalkanes determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the distinction between primary, secondary and tertiary halogenoalkanes to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The distinction between primary, secondary and tertiary halogenoalkanes is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the reactions of halogenoalkanes with: i aqueous alkali, including KOH(aq) to produce alcohols (where the hydroxide ion acts as a nucleophile) ii ethanolic potassium hydroxide to produce alkenes by an elimination reaction (where the hydroxide ion acts as a base) iii aqueous silver nitrate in ethanol (where water acts as a nucleophile) iv alcoholic ammonia under pressure to produce amines (where the ammonia acts as a nucleophile) v alcoholic potassium cyanide to produce nitriles (where the cyanide ion acts as a nucleophile) Students should know this is an example of increasing the length of the carbon chain.

Use —the reactions of halogenoalkanes with: i aqueous alkali to connect the rule to the data and decision in the question.

This matters because —the reactions of halogenoalkanes with: i aqueous alkali 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 halogenoalkanes with: i aqueous alkali to one small, clearly defined case, show the key step or comparison, and explain the result in words.

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

Understand the mechanisms of the nucleophilic substitution reactions between primary halogenoalkanes and: i aqueous potassium hydroxide ii ammonia SN1 and SN2 substitution mechanisms will be tested in Unit 4.

Use —the mechanisms of the nucleophilic substitution reactions between primary halogenoalkanes and: i aqueous potassium hydroxide to connect the rule to the data and decision in the question.

This matters because —the mechanisms of the nucleophilic substitution reactions between primary halogenoalkanes and: i aqueous potassium hydroxide determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the mechanisms of the nucleophilic substitution reactions between primary halogenoalkanes and: i aqueous potassium hydroxide to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The mechanisms of the nucleophilic substitution reactions between primary halogenoalkanes and: i aqueous potassium hydroxide is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that experimental observations and data can be used to compare the relative rates of hydrolysis of: i primary, secondary and tertiary structural isomers of a halogenoalkane ii primary chloro-, bromo- and iodoalkanes using aqueous silver nitrate in ethanol.

Use —experimental observations and data can be used to compare the relative rates of hydrolysis of: i primary, secondary to connect the rule to the data and decision in the question.

This matters because —experimental observations and data can be used to compare the relative rates of hydrolysis of: i primary, secondary determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —experimental observations and data can be used to compare the relative rates of hydrolysis of: i primary, secondary to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Experimental observations and data can be used to compare the relative rates of hydrolysis of: i primary, secondary is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

CORE PRACTICAL 5 Investigation of the rates of hydrolysis of some halogenoalkanes.

Use —core practical 5 investigation of the rates of hydrolysis of some halogenoalkanes to connect the rule to the data and decision in the question.

This matters because —core practical 5 investigation of the rates of hydrolysis of some halogenoalkanes determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —core practical 5 investigation of the rates of hydrolysis of some halogenoalkanes to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —CORE PRACTICAL 5 Investigation of the rates of hydrolysis of some halogenoalkanes is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know the trend in reactivity of primary, secondary and tertiary halogenoalkanes.

Use —the trend in reactivity of primary, secondary and tertiary halogenoalkanes to connect the rule to the data and decision in the question.

This matters because —the trend in reactivity of primary, secondary and tertiary halogenoalkanes determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the trend in reactivity of primary, secondary and tertiary halogenoalkanes to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The trend in reactivity of primary, secondary and tertiary halogenoalkanes is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand, in terms of bond enthalpy, the trend in reactivity of chloro-, bromo- and iodoalkanes.

Use —understand, in terms of bond enthalpy, the trend in reactivity of chloro-, bromo- and iodoalkanes to connect the rule to the data and decision in the question.

This matters because —understand, in terms of bond enthalpy, the trend in reactivity of chloro-, bromo- and iodoalkanes 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 bond enthalpy, the trend in reactivity of chloro-, bromo- and iodoalkanes to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Understand, in terms of bond enthalpy, the trend in reactivity of chloro-, bromo- and iodoalkanes is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

CORE PRACTICAL 6 Chlorination of 2-methylpropan-2-ol with concentrated hydrochloric acid.

Use —core practical 6 chlorination of 2-methylpropan-2-ol with concentrated hydrochloric acid to connect the rule to the data and decision in the question.

This matters because —core practical 6 chlorination of 2-methylpropan-2-ol with concentrated hydrochloric acid determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —core practical 6 chlorination of 2-methylpropan-2-ol with concentrated hydrochloric acid to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —CORE PRACTICAL 6 Chlorination of 2-methylpropan-2-ol with concentrated hydrochloric acid is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

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

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

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

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

Understand the distinction between primary, secondary and tertiary alcohols.

Use —the distinction between primary, secondary and tertiary alcohols to connect the rule to the data and decision in the question.

This matters because —the distinction between primary, secondary and tertiary alcohols determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the distinction between primary, secondary and tertiary alcohols to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The distinction between primary, secondary and tertiary alcohols is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the reactions of alcohols with: i oxygen in air (combustion) ii halogenating agents PCl5 to produce chloroalkanes (including its use as a qualitative test for the presence of the –OH group) 50% concentrated sulfuric acid and potassium bromide to produce bromoalkanes red phosphorus and iodine to produce iodoalkanes iii concentrated phosphoric acid to form alkenes by elimination Descriptions of the mechanisms of these reactions are not required.

Use —the reactions of alcohols with: i oxygen in air (combustion) ii halogenating agents • pcl5 to produce chloroalkanes to connect the rule to the data and decision in the question.

This matters because —the reactions of alcohols with: i oxygen in air (combustion) ii halogenating agents • pcl5 to produce chloroalkanes 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 alcohols with: i oxygen in air (combustion) ii halogenating agents • pcl5 to produce chloroalkanes to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The reactions of alcohols with: i oxygen in air (combustion) ii halogenating agents • PCl5 to produce chloroalkanes is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that potassium dichromate(VI) in dilute sulfuric acid can oxidise: i primary alcohols to produce aldehydes (which give a positive result with Benedict’s or Fehling’s solution) if the product is distilled as it forms ii primary alcohols to produce carboxylic acids (which give a positive result with sodium carbonate or sodium hydrogencarbonate) if the reagents are heated under reflux iii secondary alcohols to produce ketones In equations, the oxidising agent can be represented by [O].

Use —potassium dichromate(vi) in dilute sulfuric acid can oxidise: i primary alcohols to produce aldehydes (which give a positive to connect the rule to the data and decision in the question.

This matters because —potassium dichromate(vi) in dilute sulfuric acid can oxidise: i primary alcohols to produce aldehydes (which give a positive determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —potassium dichromate(vi) in dilute sulfuric acid can oxidise: i primary alcohols to produce aldehydes (which give a positive to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Potassium dichromate(VI) in dilute sulfuric acid can oxidise: i primary alcohols to produce aldehydes (which give a positive is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand, the following techniques in the preparation and purification of a liquid organic compound: i heating under reflux ii extraction with a solvent using a separating funnel iii distillation iv drying with an anhydrous salt v boiling temperature determination.

Use —understand, the following techniques in the preparation and purification of a liquid organic compound: i heating under to connect the rule to the data and decision in the question.

This matters because —understand, the following techniques in the preparation and purification of a liquid organic compound: i heating under determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —understand, the following techniques in the preparation and purification of a liquid organic compound: i heating under to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Understand, the following techniques in the preparation and purification of a liquid organic compound: i heating under is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

CORE PRACTICAL 7 The oxidation of propan-1-ol to produce propanal and propanoic acid.

Use —core practical 7 the oxidation of propan-1-ol to produce propanal and propanoic acid to connect the rule to the data and decision in the question.

This matters because —core practical 7 the oxidation of propan-1-ol to produce propanal and propanoic acid determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —core practical 7 the oxidation of propan-1-ol to produce propanal and propanoic acid to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —CORE PRACTICAL 7 The oxidation of propan-1-ol to produce propanal and propanoic acid is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to interpret data from mass spectra to suggest possible structures of simple organic compounds using the m/z of the molecular ion and fragmentation patterns.

Use —interpret data from mass spectra to suggest possible structures of simple organic compounds using the m/z of the molecular to connect the rule to the data and decision in the question.

This matters because —interpret data from mass spectra to suggest possible structures of simple organic compounds using the m/z of the molecular determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —interpret data from mass spectra to suggest possible structures of simple organic compounds using the m/z of the molecular to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Interpret data from mass spectra to suggest possible structures of simple organic compounds using the m/z of the molecular is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to use infrared spectra, or data from infrared spectra, to deduce functional groups present in organic compounds, and predict infrared absorptions, given wavenumber data, due to familiar functional groups including: i C–H stretching absorptions in alkanes, alkenes and aldehydes ii C=C stretching absorption in alkenes iii O–H stretching absorptions in alcohols and carboxylic acids iv C=O stretching absorptions in aldehydes, ketones and carboxylic acids v C–X stretching absorption in halogenoalkanes vi N-H stretching absorption in amines.

Use —infrared spectra, or data from infrared spectra, to deduce functional groups present in organic compounds, and predict to connect the rule to the data and decision in the question.

This matters because —infrared spectra, or data from infrared spectra, to deduce functional groups present in organic compounds, and predict determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —infrared spectra, or data from infrared spectra, to deduce functional groups present in organic compounds, and predict to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Infrared spectra, or data from infrared spectra, to deduce functional groups present in organic compounds, and predict is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

CORE PRACTICAL 8 Analysis of some inorganic and organic unknowns.

Use —core practical 8 analysis of some inorganic and organic unknowns to connect the rule to the data and decision in the question.

This matters because —core practical 8 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 8 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 8 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.