November Exam Specification

• Shell End Of Year Exam June 2015
• Material in green – covered in Shell
• Section 1: Principles of chemistry
• a) States of matter (Chapter 1, pages 1 to 5)
• Students will be assessed on their ability to:
• . 1.1
• . 1.2
• . 1.3
• understand the arrangement, movement and energy of the particles in each of the three states of matter: solid, liquid and gas
• understand how the interconversions of solids, liquids and gases are achieved and recall the names used for these interconversions
• explain the changes in arrangement, movement and energy of particles during these interconversions.
• b) Atoms (Chapter 11, pages 89-91)
• Students will be assessed on their ability to:
• 1.4 describe and explain experiments to investigate the small size of particles and their movement including:
• i dilution of coloured solutions ii diffusion experiments
• . 1.5 . 1.6
• . 1.7 . 1.8
• understand the terms atom and molecule
• understand the differences between elements, compounds and mixtures
• describe experimental techniques for the separation of mixtures, including simple distillation, fractional distillation, filtration, crystallisation and paper chromatography
• explain how information from chromatograms can be used to identify the composition of a mixture.
• c) Atomic structure (Chapter 2, pages 6-12)
• Students will be assessed on their ability to:
• . 1.9 understand that atoms consist of a central nucleus, composed of protons and neutrons, surrounded by electrons, orbiting in shells
• . 1.10 recall the relative mass and relative charge of a proton, neutron and electron
• . 1.11 understand the terms atomic number, mass number, isotopes and relative atomic mass (Ar)
• . 1.12 calculate the relative atomic mass of an element from the relative abundances of its isotopes
• . 1.13 understand that the Periodic Table is an arrangement of elements in order of atomic number
• . 1.14 deduce the electronic configurations of the first 20 elements from their positions in the Periodic Table
• . 1.15 deduce the number of outer electrons in a main group element from its position in the Periodic Table.
• e) Chemical formulae and chemical equations (Chapter 5, pages 33-39)
• Students will be assessed on their ability to:
• . 1.21 write word equations and balanced chemical equations to represent the reactions studied in this specification
• . 1.22 use the state symbols (s), (l), (g) and (aq) in chemical equations to represent solids, liquids, gases and aqueous solutions respectively
• f) Ionic compounds (Chapter 3, pages 17-19)
• Students will be assessed on their ability to:
• . 1.28 describe the formation of ions by the gain or loss of electrons . 1.29 understand oxidation as the loss of electrons and reduction as
• the gain of electrons
• . 1.30 recall the charges of common ions in this specification
• . 1.31 deduce the charge of an ion from the electronic configuration of the atom from which the ion is formed
• . 1.32 explain, using dot and cross diagrams, the formation of ionic compounds by electron transfer, limited to combinations of elements from Groups 1, 2, 3 and 5, 6, 7
• . 1.33 understand ionic bonding as a strong electrostatic attraction between oppositely charged ions
• . 1.34 understand that ionic compounds have high melting and boiling points because of strong electrostatic forces between oppositely charged ions
• . 1.35 understand the relationship between ionic charge and the melting point and boiling point of an ionic compound
• . 1.36 describe an ionic crystal as a giant three-dimensional lattice structure held together by the attraction between oppositely charged ions
• . 1.37 draw a diagram to represent the positions of the ions in a crystal of sodium chloride.
• g) Covalent substances (Chapter 3, pages 13-17)
• Students will be assessed on their ability to:
• .  1.38 describe the formation of a covalent bond by the sharing of a pair of electrons between two atoms
• .  1.39 understand covalent bonding as a strong attraction between the bonding pair of electrons and the nuclei of the atoms involved in the bond
• .  1.40 explain, using dot and cross diagrams, the formation of covalent compounds by electron sharing for the following substances:
• .  i hydrogen
• .  ii chlorine
• .  iii hydrogen chloride
• .  iv water
• .  v methane
• .  vi ammonia
• .  vii oxygen
• .  viii nitrogen
• .  ix carbon dioxide
• .  x ethane
• .  xi ethene

• (Chapter 4, pages 23-32)
• . 1.41 understand that substances with simple molecular structures are gases or liquids, or solids with low melting points
• . 1.42 explain why substances with simple molecular structures have low melting and boiling points in terms of the relatively weak forces between the molecules
• . 1.43 explain the high melting and boiling points of substances with giant covalent structures in terms of the breaking of many strong covalent bonds
• . 1.44 draw diagrams representing the positions of the atoms in diamond and graphite
• . 1.45 explain how the uses of diamond and graphite depend on their structures, limited to graphite as a lubricant and diamond in cutting.
• h) Metallic crystals
• Students will be assessed on their ability to:
• . 1.46 understand that a metal can be described as a giant structure of positive ions surrounded by a sea of delocalised electrons
• . 1.47 explain the electrical conductivity and malleability of a metal in terms of its structure and bonding.
• Section 2: Chemistry of the elements
• a) The Periodic Table (Chapter 12, pages 99 to 106, then page 108 to 111)
• Students will be assessed on their ability to:
• . 2.1 . 2.2
• . 2.3 . 2.4
• . 2.5
• understand the terms group and period
• recall the positions of metals and non-metals in the Periodic Table
• explain the classification of elements as metals or non-metals on the basis of their electrical conductivity and the acid-base character of their oxides
• understand why elements in the same group of the Periodic Table have similar chemical properties
• understand that the noble gases (Group 0) are a family of inert gases and explain their lack of reactivity in terms of their electronic configurations.
• b) Group 1 elements — lithium, sodium and potassium
• Students will be assessed on their ability to:
• . 2.6 . 2.7
• . 2.8
• describe the reactions of these elements with water and understand that the reactions provide a basis for their recognition as a family of elements
• describe the relative reactivities of the elements in Group 1
• explain the relative reactivities of the elements in Group 1 in terms of distance between the outer electrons and the nucleus.
• c) Group 7 elements — chlorine, bromine and iodine
• Students will be assessed on their ability to:
• . 2.9 recall the colours and physical states of the elements at room temperature
• . 2.10 make predictions about the properties of other halogens in this group
• . 2.11 understand the difference between hydrogen chloride gas and hydrochloric acid
• . 2.12 explain, in terms of dissociation, why hydrogen chloride is acidic in water but not in methylbenzene
• . 2.13 describe the relative reactivities of the elements in Group 7
• . 2.14 describe experiments to demonstrate that a more reactive halogen will displace a less reactive halogen from a solution of one of its salts
• This plus everything new I’ve learnt this year. Note that this specification does not have everything. New stuff includes:
• -  Solubility rules
• -  Acid formulae
• -  Reactions between acids and bases
• -  Etc