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Cambridge IGCSE Chemistry 0620 Syllabus (2023-2025)

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Cambridge IGCSE Chemistry 0620 Syllabus (2023-2025)

Source: Cambridge Assessment International Education Valid for exams: 2023, 2024, 2025 (June and November series; March series in India only) Version: 2, published December 2022 📝 Answers: Syllabus Answers — point-form study guide

Subject Content

This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners. Where appropriate you are responsible for selecting resources and examples to support your learners’ study. These should be appropriate for the learners’ age, cultural background and learning context as well as complying with your school policies and local legal requirements. All candidates should be taught the Core subject content. Candidates who are only taught the Core subject content can achieve a maximum of grade C. Candidates aiming for grades A* to C should be taught the Extended subject content. The Extended subject content includes both the Core and the Supplement. Scientific subjects are, by their nature, experimental. Learners should pursue a fully integrated course which allows them to develop their experimental skills by doing practical work and investigations. Practical work helps students to:

  • use equipment and materials accurately and safely
  • develop observational and problem-solving skills
  • develop a deeper understanding of the syllabus topics and the scientific approach
  • appreciate how scientific theories are developed and tested
  • transfer the experimental skills acquired to unfamiliar contexts
  • develop positive scientific attitudes such as objectivity, integrity, cooperation, enquiry and inventiveness
  • develop an interest and enjoyment in science.

1 States of matter

1.1 Solids, liquids and gases

Core:

  1. State the distinguishing properties of solids, liquids and gases

  2. Describe the structures of solids, liquids and gases in terms of particle separation, arrangement and motion

  3. Describe changes of state in terms of melting, boiling, evaporating, freezing and condensing

  4. Describe the effects of temperature and pressure on the volume of a gas

Supplement:

  1. Explain changes of state in terms of kinetic particle theory, including the interpretation of heating and cooling curves

  2. Explain, in terms of kinetic particle theory, the effects of temperature and pressure on the volume of a gas

1.2 Diffusion

Core:

  1. Describe and explain diffusion in terms of kinetic particle theory

Supplement:

  1. Describe and explain the effect of relative molecular mass on the rate of diffusion of gases

2 Atoms, elements and compounds

2.1 Elements, compounds and mixtures

Core:

  1. Describe the differences between elements, compounds and mixtures (see Elements, Compounds and Mixtures)

Supplement:

2.2 Atomic structure and the Periodic Table

Core:

  1. Describe the structure of the atom as a central nucleus containing neutrons and protons surrounded by electrons in shells

  2. State the relative charges and relative masses of a proton, a neutron and an electron

  3. Define atomic number as the number of protons in the nucleus of an atom

  4. Define nucleon number as the total number of protons and neutrons in the nucleus of an atom

  5. Determine the electronic configuration of elements and their ions with proton number 1 to 20, e.g. 2,8,3

  6. State that:

Supplement:

2.3 Isotopes

Core:

  1. Define isotopes as different atoms of the same element that have the same number of protons but different numbers of neutrons

  2. Interpret and use symbols for atoms, e.g. 12 6C, and ions, e.g. 35 17Cl -

Supplement:

  1. State that isotopes of the same element have the same chemical properties because they have the same number of electrons and therefore the same electronic configuration

  2. Calculate the relative atomic mass of an element from the relative masses and abundances of its isotopes

2.4 Ions and ionic bonds

Core:

  1. Describe the formation of positive ions, known as cations, and negative ions, known as anions

  2. State that an ionic bond is a strong electrostatic attraction between oppositely charged ions

  3. Describe the formation of ionic bonds between elements from Group I and Group VII, including the use of dot-and-cross diagrams

  4. Describe the properties of ionic compounds:

    • (a) high melting points and boiling points
    • (b) good electrical conductivity when aqueous or molten and poor when solid

Supplement:

  1. Describe the giant lattice structure of ionic compounds as a regular arrangement of alternating positive and negative ions

  2. Describe the formation of ionic bonds between ions of metallic and non-metallic elements, including the use of dot-and-cross diagrams

  3. Explain in terms of structure and bonding the properties of ionic compounds:

    • (a) high melting points and boiling points
    • (b) good electrical conductivity when aqueous or molten and poor when solid

2.5 Simple molecules and covalent bonds

Core:

  1. State that a covalent bond is formed when a pair of electrons is shared between two atoms leading to noble gas electronic configurations

  2. Describe the formation of covalent bonds in simple molecules, including H2, Cl2, H2O, CH4, NH3 and HCl. Use dot-and-cross diagrams to show the electronic configurations in these and similar molecules

  3. Describe in terms of structure and bonding the properties of simple molecular compounds:

    • (a) low melting points and boiling points
    • (b) poor electrical conductivity

Supplement:

  1. Describe the formation of covalent bonds in simple molecules, including CH3OH, C2H4, O2, CO2 and N2. Use dot-and-cross diagrams to show the electronic configurations in these and similar molecules

  2. Explain in terms of structure and bonding the properties of simple molecular compounds:

    • (a) low melting points and boiling points in terms of weak intermolecular forces (specific types of intermolecular forces are not required)
    • (b) poor electrical conductivity

2.6 Giant covalent structures

Core:

  1. Describe the giant covalent structures of graphite and diamond

  2. Relate the structures and bonding of graphite and diamond to their uses, limited to:

    • (a) graphite as a lubricant and as an electrode
    • (b) diamond in cutting tools

Supplement:

  1. Describe the giant covalent structure of silicon(IV) oxide, SiO2

  2. Describe the similarity in properties between diamond and silicon(IV) oxide, related to their structures

2.7 Metallic bonding

Core:

Supplement:

  1. Describe metallic bonding as the electrostatic attraction between the positive ions in a giant metallic lattice and a ‘sea’ of delocalised electrons

  2. Explain in terms of structure and bonding the properties of metals:

3 Stoichiometry

3.1 Formulae

Core:

  1. State the formulae of the elements and compounds named in the subject content

  2. Define the [[Empirical and Molecular Formulae#definitions|molecular formula]] of a compound as the number and type of different atoms in one molecule

  3. Deduce the formula of a simple compound from the relative numbers of atoms present in a model or a diagrammatic representation

  4. Construct word equations and symbol equations to show how reactants form products, including state symbols

Supplement:

  1. Define the [[Empirical and Molecular Formulae#definitions|empirical formula]] of a compound as the simplest whole number ratio of the different atoms or ions in a compound

  2. Deduce the formula of an ionic compound from the relative numbers of the ions present in a model or a diagrammatic representation or from the charges on the ions

  3. Construct symbol equations with state symbols, including ionic equations

  4. Deduce the symbol equation with state symbols for a chemical reaction, given relevant information

3.2 Relative masses of atoms and molecules

Core:

  1. Describe relative atomic mass, Ar, as the average mass of the isotopes of an element compared to 1/12th of the mass of an atom of 12C

  2. Define relative molecular mass, Mr, as the sum of the relative atomic masses. Relative formula mass, Mr, will be used for ionic compounds

  3. Calculate reacting masses in simple proportions. Calculations will not involve the mole concept

Supplement:

3.3 The mole and the Avogadro constant

Core:

  1. State that concentration can be measured in g / dm3 or mol / dm3

Supplement:

  1. State that the mole, mol, is the unit of amount of substance and that one mole contains 6.02 × 1023 particles, e.g. atoms, ions, molecules; this number is the Avogadro constant

  2. Use the relationship amount of substance (mol) = mass (g) molar mass (g / mol) to calculate:

    • (a) amount of substance
    • (b) mass
    • (c) molar mass
    • (d) relative atomic mass or relative molecular / formula mass
    • (e) number of particles, using the value of the Avogadro constant

  3. Use the molar gas volume, taken as 24 dm3 at room temperature and pressure, r.t.p., in calculations involving gases

  4. Calculate stoichiometric reacting masses, limiting reactants, volumes of gases at r.t.p., volumes of solutions and concentrations of solutions expressed in g / dm3 and mol / dm3, including conversion between cm3 and dm3

  5. Use experimental data from a titration to calculate the moles of solute, or the concentration or volume of a solution

  6. Calculate [[Empirical and Molecular Formulae#definitions|empirical formulae and molecular formulae]], given appropriate data

  7. Calculate percentage yield, percentage composition by mass and percentage purity, given appropriate data

4 Electrochemistry

4.1 Electrolysis

Core:

  1. Define [[Electrolysis#what-is-electrolysis|electrolysis]] as the decomposition of an ionic compound, when molten or in aqueous solution, by the passage of an electric current

  2. Identify in simple electrolytic cells:

Supplement:

  1. Describe the transfer of charge during [[Electrolysis#how-electrolysis-works|electrolysis]] to include:

Core:

  1. Identify the products formed at the electrodes and describe the observations made during the [[Electrolysis|electrolysis]] of:

  2. State that metals or hydrogen are formed at the cathode and that non-metals (other than hydrogen) are formed at the anode

  3. Predict the identity of the products at each electrode for the [[Electrolysis|electrolysis]] of a binary compound in the molten state

  4. State that metal objects are [[Electroplating#how-electroplating-works|electroplated]] to improve their appearance and resistance to corrosion

  5. Describe how metals are [[Electroplating#how-electroplating-works|electroplated]]

Supplement:

  1. Identify the products formed at the electrodes and describe the observations made during the [[Electrolysis of Copper(II) Sulfate#with-inert-electrodes-carbongraphiteplatinum|electrolysis of aqueous copper(II) sulfate]] using inert carbon / graphite electrodes and when using copper electrodes

  2. Predict the identity of the products at each electrode for the [[Electrolysis of Halide Compounds|electrolysis of a halide compound]] in dilute or concentrated aqueous solution

  3. Construct ionic half-equations for reactions at the anode (to show oxidation) and at the cathode (to show reduction)

4.2 Hydrogen-oxygen fuel cells

Core:

  1. State that a hydrogen-oxygen fuel cell uses hydrogen and oxygen to produce electricity with water as the only chemical product

Supplement:

  1. Describe the advantages and disadvantages of using hydrogen-oxygen fuel cells in comparison with gasoline / petrol engines in vehicles

5 Chemical energetics

5.1 Exothermic and endothermic reactions

Core:

  1. State that an [[Exothermic Reaction#characteristics-of-exothermic-reactions|exothermic reaction]] transfers thermal energy to the surroundings leading to an increase in the temperature of the surroundings

  2. State that an [[Endothermic Reaction#characteristics-of-endothermic-reactions|endothermic reaction]] takes in thermal energy from the surroundings leading to a decrease in the temperature of the surroundings

  3. Interpret reaction pathway diagrams showing exothermic and endothermic reactions

Supplement:

  1. State that the transfer of thermal energy during a reaction is called the enthalpy change, ∆H, of the reaction. ∆H is negative for [[Exothermic Reaction#reaction-pathway-diagram|exothermic reactions]] and positive for [[Endothermic Reaction#reaction-pathway-diagram|endothermic reactions]]

  2. Define [[Activation Energy|activation energy, Ea]], as the minimum energy that colliding particles must have to react

  3. Draw and label reaction pathway diagrams for exothermic and endothermic reactions using information provided, to include:

  4. State that bond breaking is an endothermic process and bond making is an exothermic process and explain the enthalpy change of a reaction in terms of bond breaking and bond making

  5. Calculate the enthalpy change of a reaction using bond energies

6 Chemical reactions

6.1 Physical and chemical changes

Core:

  1. Identify physical and chemical changes, and describe the differences between them

Supplement:

6.2 Rate of reaction

Core:

  1. Describe the effect on the rate of reaction of:

  2. State that a catalyst increases the rate of a reaction and is unchanged at the end of a reaction

  3. Describe practical methods for investigating the rate of a reaction including change in mass of a reactant or a product and the formation of a gas

  4. Interpret data, including graphs, from rate of reaction experiments

Supplement:

  1. Describe collision theory in terms of:

  2. Describe and explain the effect on the rate of reaction of:

  3. State that a catalyst decreases the activation energy, Ea, of a reaction

  4. Evaluate practical methods for investigating the rate of a reaction including change in mass of a reactant or a product and the formation of a gas

6.3 Reversible reactions and equilibrium

Core:

  1. State that some chemical reactions are reversible as shown by the symbol ⇌

  2. Describe how changing the conditions can change the direction of a reversible reaction for:

Supplement:

  1. State that a reversible reaction in a closed system is at equilibrium when:

    • (a) the rate of the forward reaction is equal to the rate of the reverse reaction
    • (b) the concentrations of reactants and products are no longer changing

  2. Predict and explain, for a reversible reaction, how the position of equilibrium is affected by:

  3. State the symbol equation for the production of ammonia in the Haber process, N2(g) + 3H2(g) ⇌ 2NH3(g)

  4. State the sources of the hydrogen (methane) and nitrogen (air) in the Haber process

  5. State the typical conditions in the Haber process as 450 °C, 20 000 kPa / 200 atm and an iron catalyst

  6. State the symbol equation for the conversion of sulfur dioxide to sulfur trioxide in the Contact process, 2SO2(g) + O2(g) ⇌ 2SO3(g)

  7. State the sources of the sulfur dioxide (burning sulfur or roasting sulfide ores) and oxygen (air) in the Contact process

  8. State the typical conditions for the conversion of sulfur dioxide to sulfur trioxide in the Contact process as 450 °C, 200 kPa / 2 atm and a vanadium(V) oxide catalyst

  9. Explain, in terms of rate of reaction and position of equilibrium, why the typical conditions stated are used in the Haber process and in the Contact process, including safety considerations and economics

6.4 Redox

Core:

  1. Use a Roman numeral to indicate the [[Oxidation Number#definition-and-purpose|oxidation number]] of an element in a compound

  2. Define redox reactions as involving simultaneous oxidation and reduction

  3. Define oxidation as gain of oxygen and reduction as loss of oxygen

  4. Identify redox reactions as reactions involving gain and loss of oxygen

  5. Identify oxidation and reduction in redox reactions

Supplement:

  1. Define oxidation in terms of:

  2. Define reduction in terms of:

  3. Identify redox reactions as reactions involving gain and loss of electrons

  4. Identify redox reactions by changes in [[Oxidation Number#rules-for-assigning-oxidation-numbers|oxidation number]] using:

    • (a) the [[Oxidation Number#rules-for-assigning-oxidation-numbers|oxidation number]] of elements in their uncombined state is zero
    • (b) the [[Oxidation Number#rules-for-assigning-oxidation-numbers|oxidation number]] of a monatomic ion is the same as the charge on the ion
    • (c) the sum of the [[Oxidation Number#rules-for-assigning-oxidation-numbers|oxidation numbers]] in a compound is zero
    • (d) the sum of the [[Oxidation Number#rules-for-assigning-oxidation-numbers|oxidation numbers]] in an ion is equal to the charge on the ion

  5. Identify redox reactions by the colour changes involved when using acidified aqueous potassium manganate(VII) or aqueous potassium iodide

  6. Define an oxidising agent as a substance that oxidises another substance and is itself reduced

  7. Define a reducing agent as a substance that reduces another substance and is itself oxidised

  8. Identify oxidising agents and reducing agents in redox reactions

7 Acids, bases and salts

7.1 The characteristic properties of acids and bases

Core:

  1. Describe the characteristic properties of acids in terms of their reactions with:

  2. Describe acids in terms of their effect on:

  3. State that bases are oxides or hydroxides of metals and that alkalis are soluble bases

  4. Describe the characteristic properties of bases in terms of their reactions with:

  5. Describe alkalis in terms of their effect on:

  6. State that aqueous solutions of acids contain H+ ions and aqueous solutions of alkalis contain OH- ions

  7. Describe how to compare hydrogen ion concentration, neutrality, relative acidity and relative alkalinity in terms of colour and pH using universal indicator paper

  8. Describe the neutralisation reaction between an acid and an alkali to produce water, H+ (aq) + OH- (aq) → H2O (l )

Supplement:

  1. Define acids as proton donors and bases as proton acceptors

  2. Define a strong acid as an acid that is completely dissociated in aqueous solution and a weak acid as an acid that is partially dissociated in aqueous solution

  3. State that hydrochloric acid is a strong acid, as shown by the symbol equation, HCl (aq) → H+(aq) + Cl -(aq)

  4. State that ethanoic acid is a weak acid, as shown by the symbol equation, CH3COOH(aq) ⇌ H+(aq) + CH3COO-(aq)

7.2 Oxides

Core:

  1. Classify oxides as acidic, including SO2 and CO2, or basic, including CuO and CaO, related to metallic and non-metallic character

Supplement:

  1. Describe amphoteric oxides as oxides that react with acids and with bases to produce a salt and water

  2. Classify Al 2O3 and ZnO as amphoteric oxides

7.3 Preparation of salts

Core:

  1. Describe the preparation, separation and purification of soluble salts by reaction of an acid with:

  2. Describe the general solubility rules for salts:

  3. Define a hydrated substance as a substance that is chemically combined with water and an anhydrous substance as a substance containing no water

Supplement:

  1. Describe the preparation of insoluble salts by precipitation

  2. Define the term water of crystallisation as the water molecules present in hydrated crystals, including CuSO4•5H2O and CoCl 2•6H2O

8 The Periodic Table

8.1 Arrangement of elements

Core:

  1. Describe the Periodic Table as an arrangement of elements in periods and groups and in order of increasing atomic number

  2. Describe the change from metallic to non-metallic character across a period

  3. Describe the relationship between group number and the charge of the ions formed from elements in that group

  4. Explain similarities in the chemical properties of elements in the same group of the Periodic Table in terms of their electronic configuration

  5. Explain how the position of an element in the Periodic Table can be used to predict its properties

Supplement:

  1. Identify trends in groups, given information about the elements

8.2 Group I properties

Core:

  1. Describe the Group I alkali metals, lithium, sodium and potassium, as relatively soft metals with general trends down the group, limited to:

  2. Predict the properties of other elements in Group I, given information about the elements

Supplement:

8.3 Group VII properties

Core:

  1. Describe the Group VII halogens, chlorine, bromine and iodine, as diatomic non-metals with general trends down the group, limited to:

  2. State the appearance of the halogens at r.t.p. as:

    • (a) chlorine, a pale yellow-green gas
    • (b) bromine, a red-brown liquid
    • (c) iodine, a grey-black solid

  3. Describe and explain the displacement reactions of halogens with other halide ions

  4. Predict the properties of other elements in Group VII, given information about the elements

Supplement:

8.4 Transition elements

Core:

  1. Describe the transition elements as metals that:

Supplement:

  1. Describe transition elements as having ions with variable oxidation numbers, including iron(II) and iron(III)

8.5 Noble gases

Core:

  1. Describe the Group VIII noble gases as unreactive, monatomic gases and explain this in terms of electronic configuration

Supplement:

9 Metals

9.1 Properties of metals

Core:

  1. Compare the general physical properties of metals and non-metals, including:

  2. Describe the general chemical properties of metals, limited to their reactions with:

Supplement:

9.2 Uses of metals

Core:

  1. Describe the uses of metals in terms of their physical properties, including:

Supplement:

9.3 Alloys and their properties

Core:

  1. Describe an alloy as a mixture of a metal with other elements, including:

    • (a) brass as a mixture of copper and zinc
    • (b) stainless steel as a mixture of iron and other elements such as chromium, nickel and carbon

  2. State that alloys can be harder and stronger than the pure metals and are more useful

  3. Describe the uses of alloys in terms of their physical properties, including stainless steel in cutlery because of its hardness and resistance to rusting

  4. Identify representations of alloys from diagrams of structure

Supplement:

  1. Explain in terms of structure how alloys can be harder and stronger than the pure metals because the different sized atoms in alloys mean the layers can no longer slide over each other

9.4 Reactivity series

Core:

  1. State the order of the reactivity series as: potassium, sodium, calcium, magnesium, aluminium, carbon, zinc, iron, hydrogen, copper, silver, gold

  2. Describe the reactions, if any, of:

  3. Deduce an order of reactivity from a given set of experimental results

Supplement:

  1. Describe the relative reactivities of metals in terms of their tendency to form positive ions, by displacement reactions, if any, with the aqueous ions of magnesium, zinc, iron, copper and silver

  2. Explain the apparent unreactivity of aluminium in terms of its oxide layer

9.5 Corrosion of metals

Core:

  1. State the conditions required for the rusting of iron and steel to form hydrated iron(III) oxide

  2. State some common barrier methods, including painting, greasing and coating with plastic

  3. Describe how barrier methods prevent rusting by excluding oxygen or water

Supplement:

  1. Describe the use of zinc in galvanising as an example of a barrier method and sacrificial protection

  2. Explain sacrificial protection in terms of the reactivity series and in terms of electron loss

9.6 Extraction of metals

Core:

  1. Describe the ease in obtaining metals from their ores, related to the position of the metal in the reactivity series

  2. Describe the extraction of iron from hematite in the blast furnace, limited to:

  3. State that the main ore of aluminium is bauxite and that aluminium is extracted by electrolysis

Supplement:

  1. State the symbol equations for the extraction of iron from hematite

    • (a) C + O2 → CO2
    • (b) C + CO2 → 2CO
    • (c) Fe2O3 + 3CO → 2Fe + 3CO2
    • (d) CaCO3 → CaO + CO2
    • (e) CaO + SiO2 → CaSiO3

  2. Describe the aluminium oxide, including:

10 Chemistry of the environment

10.1 Water

Core:

  1. Describe chemical tests for the presence of water using anhydrous cobalt(II) chloride and anhydrous copper(II) sulfate

  2. Describe how to test for the purity of water using melting point and boiling point

  3. Explain that distilled water is used in practical chemistry rather than tap water because it contains fewer chemical impurities

  4. State that water from natural sources may contain substances, including:

    • (a) dissolved oxygen
    • (b) metal compounds
    • (c) plastics
    • (d) sewage
    • (e) harmful microbes
    • (f) nitrates from fertilisers
    • (g) phosphates from fertilisers and detergents

  5. State that some of these substances are beneficial, including:

    • (a) dissolved oxygen for aquatic life
    • (b) some metal compounds provide essential minerals for life

  6. State that some of these substances are potentially harmful, including:

    • (a) some metal compounds are toxic
    • (b) some plastics harm aquatic life
    • (c) sewage contains harmful microbes which cause disease
    • (d) nitrates and phosphates lead to deoxygenation of water and damage to aquatic life Details of the eutrophication process are not required

  7. Describe the treatment of the domestic water supply in terms of:

Supplement:

10.2 Fertilisers

Core:

  1. State that ammonium salts and nitrates are used as fertilisers

  2. Describe the use of NPK fertilisers to provide the elements nitrogen, phosphorus and potassium for improved plant growth

Supplement:

10.3 Air quality and climate

Core:

  1. State the composition of clean, dry air as approximately 78% nitrogen, N2, 21% oxygen, O2 and the remainder as a mixture of noble gases and carbon dioxide, CO2

  2. State the source of each of these air pollutants, limited to:

  3. State the adverse effect of these air pollutants, limited to:

Supplement:

  1. Describe how the greenhouse gases carbon dioxide and methane cause global warming, limited to:

Core:

  1. State and explain strategies to reduce the effects of these environmental issues, limited to:

  2. Describe Photosynthesis as the reaction between carbon dioxide and water to produce glucose and oxygen in the presence of chlorophyll and using energy from light

  3. State the word equation for Photosynthesis, carbon dioxide + water → glucose + oxygen

Supplement:

  1. Explain how oxides of nitrogen form in car engines and describe their removal by catalytic converters, e.g. 2CO + 2NO → 2CO2 + N2

  2. State the symbol equation for Photosynthesis, 6CO2 + 6H2O → C6H12O6 + 6O2

11 Organic chemistry

11.1 Formulae, functional groups and terminology

Core:

  1. Draw and interpret the displayed formula of a molecule to show all the atoms and all the bonds

  2. Write and interpret general formulae of compounds in the same homologous series, limited to:

  3. Identify a functional group as an atom or group of atoms that determine the chemical properties of a homologous series

Supplement:

  1. State that a structural formula is an unambiguous description of the way the atoms in a molecule are arranged, including CH2=CH2, CH3CH2OH, CH3COOCH3

  2. Define structural isomers as compounds with the same molecular formula, but different structural formulae, including C4H10 as CH3CH2CH2CH3 and CH3CH(CH3)CH3 and C4H8 as CH3CH2CH=CH2 and CH3CH=CHCH3

Core:

  1. State that a homologous series is a family of similar compounds with similar chemical properties due to the presence of the same functional group

  2. State that a saturated compound has molecules in which all carbon-carbon bonds are single bonds

  3. State that an unsaturated compound has molecules in which one or more carbon-carbon bonds are not single bonds

Supplement:

  1. Describe the general characteristics of a homologous series as:
    • (a) having the same functional group
    • (b) having the same general formula
    • (c) differing from one member to the next by a -CH2- unit
    • (d) displaying a trend in physical properties
    • (e) sharing similar chemical properties

11.2 Naming organic compounds

Core:

  1. Name and draw the displayed formulae of:

  2. State the type of compound present, given a chemical name ending in -ane, -ene, -ol, or -oic acid or from a molecular formula or displayed formula

Supplement:

  1. Name and draw the structural and displayed formulae of unbranched:

    • (a) alkanes
    • (b) alkenes, including but-1-ene and but-2-ene
    • (c) alcohols, including propan-1-ol, propan-2-ol, butan-1-ol and butan-2-ol
    • (d) carboxylic acids containing up to four carbon atoms per molecule

  2. Name and draw the displayed formulae of the unbranched esters which can be made from unbranched alcohols and carboxylic acids, each containing up to four carbon atoms

11.3 Fuels

Core:

  1. Name the fossil fuels: coal, natural gas and petroleum

  2. Name methane as the main constituent of natural gas

  3. State that hydrocarbons are compounds that contain hydrogen and carbon only

  4. State that petroleum is a mixture of hydrocarbons

  5. Describe the separation of petroleum into useful fractions by fractional distillation

  6. Describe how the properties of fractions obtained from petroleum change from the bottom to the top of the fractionating column, limited to:

    • (a) decreasing chain length
    • (b) higher volatility
    • (c) lower boiling points
    • (d) lower viscosity

  7. Name the uses of the fractions as:

    • (a) refinery gas fraction for gas used in heating and cooking
    • (b) gasoline / petrol fraction for fuel used in cars
    • (c) naphtha fraction as a chemical feedstock
    • (d) kerosene / paraffin fraction for jet fuel
    • (e) diesel oil / gas oil fraction for fuel used in diesel engines
    • (f) fuel oil fraction for fuel used in ships and home heating systems
    • (g) lubricating oil fraction for lubricants, waxes and polishes
    • (h) bitumen fraction for making roads

Supplement:

11.4 Alkanes

Core:

  1. State that the bonding in alkanes is single covalent and that alkanes are saturated hydrocarbons

  2. Describe the properties of alkanes as being generally unreactive, except in terms of combustion and substitution by chlorine

Supplement:

  1. State that in a substitution reaction one atom or group of atoms is replaced by another atom or group of atoms

  2. Describe the substitution reaction of alkanes with chlorine as a photochemical reaction, with ultraviolet light providing the activation energy, Ea, and draw the structural or displayed formulae of the products, limited to monosubstitution

11.5 Alkenes

Core:

  1. State that the bonding in alkenes includes a double carbon-carbon covalent bond and that alkenes are unsaturated hydrocarbons

  2. Describe the manufacture of alkenes and hydrogen by cracking of larger alkane molecules using a high temperature and a catalyst

  3. Describe the reasons for the cracking of larger alkane molecules

  4. Describe the test to distinguish between saturated and unsaturated hydrocarbons by their reaction with aqueous bromine

Supplement:

  1. State that in an addition reaction only one product is formed

  2. Describe the properties of alkenes in terms of addition reactions with:

11.6 Alcohols

Core:

  1. Describe the manufacture of ethanol by:

  2. Describe the combustion of ethanol

  3. State the uses of ethanol as:

    • (a) a solvent
    • (b) a fuel

Supplement:

  1. Describe the advantages and disadvantages of the manufacture of ethanol by:

11.7 Carboxylic acids

Core:

  1. Describe the reaction of ethanoic acid with:

Supplement:

  1. Describe the formation of ethanoic acid by the oxidation of ethanol:

  2. Describe the reaction of a carboxylic acid with an alcohol using an acid catalyst to form an ester

11.8 Polymers

Core:

  1. Define polymers as large molecules built up from many smaller molecules called monomers

  2. Describe the formation of poly(ethene) as an example of addition polymerisation using ethene monomers

  3. State that plastics are made from polymers

  4. Describe how the properties of plastics have implications for their disposal

  5. Describe the environmental challenges caused by plastics, limited to:

    • (a) disposal in land fill sites
    • (b) accumulation in oceans
    • (c) formation of toxic gases from burning

Supplement:

  1. Identify the repeat units and / or linkages in addition polymers and in condensation polymers

  2. Deduce the structure or repeat unit of an addition polymer from a given alkene and vice versa

  3. Deduce the structure or repeat unit of a condensation polymer from given monomers and vice versa, limited to:

    • (a) polyamides from a dicarboxylic acid and a diamine
    • (b) polyesters from a dicarboxylic acid and a diol

  4. Describe the differences between addition and condensation polymerisation

  5. Describe and draw the structure of:

    • (a) nylon, a polyamide C O C O C C O O N H N H N H N H C O
    • (b) PET, a polyester C O C O C C O O O O O O The full name for PET, polyethylene terephthalate, is not required

  6. State that PET can be converted back into monomers and re-polymerised

  7. Describe proteins as natural polyamides and that they are formed from amino acid monomers with the general structure: H O H O H N H C C R where R represents different types of side chain

  8. Describe and draw the structure of proteins as: N H C O N H C O N H C O

12 Experimental techniques and chemical analysis

12.1 Experimental design

Core:

  1. Name appropriate apparatus for the measurement of time, temperature, mass and volume, including:

  2. Suggest advantages and disadvantages of experimental methods and apparatus

  3. Describe a:

    • (a) solvent as a substance that dissolves a solute
    • (b) solute as a substance that is dissolved in a solvent
    • (c) solution as a mixture of one or more solutes dissolved in a solvent
    • (d) saturated solution as a solution containing the maximum concentration of a solute dissolved in the solvent at a specified temperature
    • (e) residue as a substance that remains after evaporation, distillation, filtration or any similar process
    • (f) filtrate as a liquid or solution that has passed through a filter

Supplement:

12.2 Acid-base titrations

Core:

  1. Describe an acid-base titration to include the use of a:

  2. Describe how to identify the end-point of a titration using an indicator

Supplement:

12.3 Chromatography

Core:

  1. Describe how paper chromatography is used to separate mixtures of soluble coloured substances, using a suitable solvent

  2. Interpret simple chromatograms to identify:

Supplement:

  1. Describe how paper chromatography is used to separate mixtures of soluble colourless substances, using a suitable solvent and a locating agent Knowledge of specific locating agents is not required

  2. State and use the equation for Rf: Rf = distance travelled by substance distance travelled by solvent

12.4 Separation and purification

Core:

  1. Describe and explain methods of separation and purification using:

  2. Suggest suitable separation and purification techniques, given information about the substances involved

  3. Identify substances and assess their purity using melting point and boiling point information

Supplement:

12.5 Identification of ions and gases

Core:

  1. Describe tests to identify the anions:

Supplement:

Core:

  1. Describe tests using aqueous sodium hydroxide and aqueous ammonia to identify the aqueous cations:

  2. Describe tests to identify the gases:

  3. Describe the use of a flame test to identify the cations:

Supplement:

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