ࡱ>  '` MbjbjLULU .?.?jjj$VVVPd4u!!(!!!2<4t4<qssssss$whbznsj41n2@44s!!t>>>4"!j!q>4q>>. @HrjU!! pT[KkLVv9H,e u04uH z4:zUzjUH>444ss>4444u4444<  Edexcel IGCSE 2009 Chemistry 4CH0 Editable scheme of work  Practical support to help you deliver this Edexcel specification Scheme of work This scheme of work has been produced to help you implement this Edexcel specification. It is offered as an example of one possible model that you should feel free to adapt to meet your needs and is not intended to be in any way prescriptive. It is in editable Word format to make adaptation as easy as possible. (Please note: the single science specifications comprise two papers: Paper 1 assesses only content which is not in bold, and Paper 2 assesses all content including content in bold.) Other course planning support You will find other support for planning the course in the Teacher Support Materials. This is a free downloadable resource that you can access at  HYPERLINK "http://www.edexcel.com/igcse2009" www.edexcel.com/igcse2009 Teaching resource exemplars The scheme of work contains suggestions for resources that you can use to support your teaching. These are suggestions only of material you may find useful and you are encouraged to use a wide range of resources that suit the needs of your students. Other Edexcel teaching resources Student Books full colour textbooks matched to the specification. ActiveBook a digital copy of the Student Book in the back of every copy. Double Award Student Guide provides a complete guide to using the Edexcel IGCSE Biology, Chemistry and Physics Student Books to teach or study Science Double Award. Revision Guides help students prepare for their exams. Further details can be found at  HYPERLINK "http://www.pearsonschools.co.uk/" http://www.pearsonschools.co.uk Edexcel Subject Advisors Edexcel has a team of specialist subject advisors available to help you with implementation of this specification. You can contact them by email or phone. Email:  HYPERLINK "mailto:ScienceSubjectAdvisor@edexcelexperts.co.uk" ScienceSubjectAdvisor@edexcelexperts.co.uk Telephone: 0844 576 0037 Edexcel additional support Ask the Expert puts you in direct email contact with over 200 of our senior subject experts. Edexcels community forum these message boards are designed to enable you to access peer-to-peer support from fellow Edexcel teaching and delivery staff in schools and colleges. Health and safety The practicals and experiments suggested within the Scheme of Work are those which we believe are not banned or restricted in any way and are still currently used in most schools and colleges. The IGCSE encourages experimental work with the assessment of investigative skills being made in the written examinations. We advise teachers and technicians to discuss the merits of the suggested practicals when deciding which to carry out and how they will be carried out. For example, will it be demonstrated by the teacher or technician, or conducted by students themselves either individually or in small groups, under the guidance and direction of the teacher. You may have ideas for practical work which we have not suggested but would work equally well. As in all practical work, a risk assessment is expected as part of good health and safety practice in all centres and we understand that many schools and colleges refer to the CLEAPSS service:  HYPERLINK "http://www.cleapss.org.uk/" http://www.cleapss.org.uk/ for guidance and support in conducting science practical work. Websites There are links to relevant websites in this scheme of work. In order to ensure that the links are up-to-date, that the links work, and that the sites are not inadvertently linked to sites that could be considered offensive, we also have made the links available on our website at HYPERLINK "http://www.pearsonhotlinks.co.uk/" \o "http://www.pearsonhotlinks.co.uk/ blocked::http://www.pearsonhotlinks.co.uk/"www.pearsonhotlinks.co.uk. If you find that a link from the scheme of work no longer works, please go to the pearsonhotlinks site, where you can also report if a link needs fixing. Search for this title Edexcel IGCSE Chemistry Student Book or ISBN 9780435966898. Edexcel IGCSE in Chemistry (4CH0) The number of guided learning hours required for this qualification is 120140, which equates to approximately 2 hours per week over 60 weeks and reflects how centres will use time for practical activities differently. Guided Learning Hours are all the times when a teacher is present to give guidance. WeekContent coverageLearning outcomesExemplar activitiesExemplar resources1Section 1: Principles of chemistry a) States of matter b) Atoms Students will be assessed on their ability to: 1.1 understand the arrangement, movement and energy of the particles in each of the three states of matter: solid, liquid and gas 1.2 describe how the interconversions of solids, liquids and gases are achieved and recall the names used for these interconversions 1.3 describe the changes in arrangement, movement and energy of particles during these interconversions 1.4 describe simple experiments leading to the idea of the small size of particles and their movement including: i dilution of coloured solutions ii diffusion experimentsActivities: Model particle behaviour in the three states using trays of marbles; draw diagrams of the results. Demonstration: Diffusion of gases ammonia and hydrogen chloride (RSC 65) Bromine diffusing into a gas jar of air. Class practical: Diffusion in liquids (RSC 27) Recording a heating curve for water, from ice to boiling point.Edexcel IGCSE Chemistry Student Book Pages 14 RSC Classic Chemistry Experiments Page 68 RSC Classic Chemistry Demonstrations Page 1622Section 1: Principles of chemistry b) Atoms c) Atomic structure Students will be assessed on their ability to: 1.5 understand the terms atom and molecule 1.8 recall that atoms consist of a central nucleus, composed of protons and neutrons, surrounded by electrons, orbiting in shells 1.9 recall the relative mass and relative charge of a proton, neutron and electron 1.10 understand the terms atomic number, mass number, isotopes and relative atomic mass (Ar)Activities: Complete table of properties of subatomic particles. Given atomic number and mass number, make a model of a nucleus of an atom using polystyrene balls. Given atomic numbers and mass numbers, find atomic structure and Ar of different isotopes. Identify which atoms are isotopes, given data on their atomic structure. Edexcel IGCSE Chemistry Student Book Pages 68 Video clips: Atoms and Their Electrons: history of atomic theory BBC TV documentaries: Atom and The Magic of Chemistry 3Section 1: Principles of chemistry c) Atomic structure Students will be assessed on their ability to: 1.12 understand that the Periodic Table is an arrangement of elements in order of atomic number 1.13 deduce the electronic configurations of the first twenty elements from their positions in the Periodic Table 1.14 deduce the number of outer electrons in a main group element from its position in the Periodic TableActivities: ActiveBook animation Make a model of an atom using paper and card, to show electrons, shells and the nucleus. Draw electronic configurations of first 20 elements. Cut out diagrams and arrange on a blank Periodic Table. Edexcel IGCSE Chemistry Student Book Pages 912 Atomic structure: ActiveBook Page 10, animation CGP GCSE Chemistry Edexcel Workbook4Section 1: Principles of chemistry b) Atoms g) Covalent substances Section 2: Chemistry of the elements b) The Periodic Table Students will be assessed on their ability to: 1.5 understand the terms atom and molecule 1.6 understand the differences between elements, compounds and mixtures 2.5 recall the noble gases (Group 0) as a family of inert gases and explain their lack of reactivity in terms of their electronic configurations 1.37 describe the formation of a covalent bond by the sharing of a pair of electrons between two atoms 1.38 understand covalent bonding as a strong attraction between the bonding pair of electrons and the nuclei of the atoms involved in the bond 1.39 explain, using dot and cross diagrams, the formation of covalent compounds by electron sharing for the following substances: hydrogen chlorine hydrogen chloride water methane ammonia oxygen nitrogen carbon dioxide ethane etheneActivities: ActiveBook animation Identifying different particles from diagrams of them Drawing dot/cross diagrams of molecules in the specification; drawing displayed formulae of the molecules Making models from displayed formulae. Demonstration: Exploding balloons, to compare hydrogen and helium, density and combustion. Edexcel IGCSE Chemistry Student Book Pages 1317 and 3031 Simple molecular substances: ActiveBook Page 15, animation Video clips: Scientific Eye: Elements section on difference between hydrogen and helium Atoms and Their Electrons: covalent bonding5Section 1: Principles of chemistry f) Ionic compounds Students will be assessed on their ability to: 1.27 describe the formation of ions by the gain or loss of electrons 1.30 deduce the charge of an ion from the electronic configuration of the atom from which the ion is formed 1.31 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 1.32 understand ionic bonding as a strong electrostatic attraction between oppositely charged ionsActivities: Draw dot/cross diagrams of electron transfer and ion formation for combinations of elements listed. Work out the formulae and name of the compounds formed. Draw a cartoon of ionic bonding, e.g. when sodium met chlorine. Demonstration: Combination of elements: aluminium with iodine, magnesium with sulfur. Class practical: A compound from two elements (RSC 14): iron plus sulfur.Edexcel IGCSE Chemistry Student Book Pages 1719 RSC Classic Chemistry Experiments Page 35 Video clip: Atoms and Their Electrons: ionic bonding 6Section 1: Principles of chemistry Section 2: Chemistry of the elementsConsolidation and assessmentRevision exercises End of Section testActiveBook multiple choice and revision checklists: Chapters 1, 2 and 37Section 1: Principles of chemistry e) Chemical formulae and chemical equations f) Ionic compounds Students will be assessed on their ability to: 1.29 recall the charges of common ions in this specification 1.20 write word equations and balanced chemical equations to represent the reactions studied in this specification 1.21 use the state symbols (s), (l), (g) and (aq) in chemical equations to represent solids, liquids, gases and aqueous solutions respectivelyActivities ActiveBook animation Predict the formulae of named compounds using a table of common ions. Learn the formula and charge of ions: games, e.g. Ion Bingo Formula test Practice writing word equations from descriptions of chemical reactions Practice writing balanced chemical equations including state symbols from word equations. Demonstration: The combustion of iron wool (RSC 5) Class practical: Observing a range of compounds and noting their formula and names, looking for patterns.Edexcel IGCSE Chemistry Student Book Pages 3338 Balancing equations for neutralisation reactions: ActiveBook Page 36, animation RSC Classic Chemistry Demonstrations Page 10 Games for learning formulae: RSC Inspirational Chemistry: Resources for Modern Curricula Chapter 2 8Section 2: Chemistry of the elements f) Reactivity series Students will be assessed on their ability to: 2.31 describe how reactions with water and dilute acids can be used to deduce the following order of reactivity: potassium, sodium, lithium, calcium, magnesium, zinc, iron and copper 2.33 understand oxidation and reduction as the addition and removal of oxygen respectively 2.32 deduce the position of a metal within the reactivity series using displacement reactions between metals and their oxidesActivities: Use practical results (see below) plus additional evidence to place metals in a reactivity series. Make predictions about the reactivity of a metal given its place in the reactivity series. Make a poster showing what happens in a displacement reaction. Demonstration: The reaction between zinc and copper oxide (RSC 11). Thermit reaction (RSC 74). Class practical: Reaction of metals with acids and with water Competition for oxygen (RSC 31).Edexcel IGCSE Chemistry Student Book Pages 6067 RSC Classic Chemistry Demonstrations Page 22 RSC Classic Chemistry Experiments Page 799Section 1: Principles of chemistry f) Ionic compounds Section 2: Chemistry of the elements f) Reactivity series Students will be assessed on their ability to: 2.30 recall that metals can be arranged in a reactivity series based on the reactions of the metals and their compounds: potassium, sodium, lithium, calcium, magnesium, aluminium, zinc, iron, copper, silver and gold 2.32 deduce the position of a metal within the reactivity series using displacement reactions between metals and their salts in aqueous solutions 1.28 understand oxidation as the loss of electrons and reduction as the gain of electrons 2.34 understand the terms: redox, oxidising agent and reducing agentActivities: Deduce a reactivity series from practical results (see below). Use practical results to write chemical equations for displacement reactions. deduce ionic equations from displacement chemical equations. Draw dot/cross diagrams to illustrate electron transfer in the formation of ions from atoms. Learn OILRIG (Oxidation Is Loss, Reduction Is Gain) or LEO says GER (Loss of Electrons is Oxidation, Gain of Electrons is Reduction) or make up a mnemonic to remember redox behaviour in terms of electron transfer. Class practical: Displacement reactions between metals and their salts (RSC 97).Edexcel IGCSE Chemistry Student Book Pages 6067 RSC Classic Chemistry Experiments Page 249 10Section 2: Chemistry of the elements f) Reactivity series Section 5: Chemistry in society a) Extraction and uses of metals Students will be assessed on their ability to: 5.1 explain how the methods of extraction of the metals in this section are related to their positions in the reactivity series 5.4 describe and explain the main reactions involved in the extraction of iron from iron ore (haematite), using coke, limestone and air in a blast furnace 2.35 recall the conditions under which iron rusts 2.36 describe how the rusting of iron may be prevented by grease, oil, paint, plastic and galvanising 2.37 understand the sacrificial protection of iron in terms of the reactivity seriesActivities: Make a poster about the chemical reactions in a blast furnace. Draw conclusions from rusting experiments to compare effectiveness of different corrosion prevention methods. Demonstration: Thermit reaction (RSC 74). Class practical: The causes of rusting (RSC 50). Edexcel IGCSE Chemistry Student Book Pages 139145 RSC Classic Chemistry Demonstrations Page 196 RSC Classic Chemistry Experiments Page 126 Video clips: Chemistry in Action: Iron and Steel Scientific Eye: Materials and their Properties, Rust 11Section 5: Chemistry in society a) Extraction and uses of metals Students will be assessed on their ability to: 5.2 describe and explain the extraction of aluminium from purified aluminium oxide by electrolysis, including: i the use of molten cryolite as a solvent and to decrease the required operating temperature ii the need to replace the positive electrodes iii the cost of the electricity as a major factor 5.3 write ionic half-equations for the reactions at the electrodes in aluminium extraction 5.5 explain the uses of aluminium and iron, in terms of their propertiesActivities: Answer comprehension questions to consolidate learning. Draw and label a diagram of aluminium electrolysis. Research the uses of aluminium and iron. Relate the uses to the properties of the metals. Evaluate the advantages of recycling aluminium over extracting it from ore, given key facts about both processes. Demonstration: The real reactivity of aluminium (RSC 18). Edexcel IGCSE Chemistry Student Book Pages 139145 RSC Classic Chemistry Demonstrations Page 39 Video clip: Chemistry in Action: Aluminium. 12Section 1: Principles of chemistry Section 5: Chemistry in societyConsolidation and assessmentRevision exercises End of Section testActiveBook interactive multiple choice questions and revision checklist: Chapter 5, 8 and 17. 13Section 2: Chemistry of the elements c) Group 7 elements chlorine, bromine and iodine Section 4: Physical chemistry a) Acids, alkalis and salts Students will be assessed on their ability to: 4.1 describe the use of the indicators litmus, phenolphthalein and methyl orange to distinguish between acidic and alkaline solutions 4.2 understand how the pH scale, from 0 to 14, can be used to classify solutions as strongly acidic, weakly acidic, neutral, weakly alkaline or strongly alkaline 4.3 describe the use of universal indicator to measure the approximate pH value of a solution 4.4 define acids as sources of hydrogen ions, H+, and alkalis as sources of hydroxide ions, OH 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 Activities: Complete a pH chart showing the pH of everyday substances. Write a short magazine article entitled What causes acidity, using information on Pages 7678 of the Student Book. Demonstration: Hydrogen chloride gas: demonstrating its effect on moist blue litmus paper and on dry blue litmus paper. Solutions of HCl in methylbenzene and in water: testing the solutions with blue litmus paper. Class practical: The pH scale (RSC 10).Edexcel IGCSE Chemistry Student Book Pages 7078 RSC Classic Chemistry Experiments Page 23 Video clips: Materials and their Properties: Acids and Alkalis Relevant video clips at: HYPERLINK "http://www.pearsonhotlinks.co.uk/url.aspx?urlid=59446"BBC Learning Zone Broadband Class Clips Video resource at:  HYPERLINK "http://www.pearsonhotlinks.co.uk/url.aspx?urlid=59447" Teachers TV 14Section 2: Chemistry of the elements g) Test for ions and gases Section 4: Physical chemistry a) Acids, alkalis and salts Students will be assessed on their ability to: 4.5 predict the products of reactions between dilute hydrochloric, nitric and sulfuric acids; and metals, metal oxides and metal carbonates (excluding the reactions between nitric acid and metals) 2.40 describe simple tests for hydrogen Activities: Invent a card game to learn the name and formulae of salts. Complete word and chemical equations to learn the patterns in the reactions of acids. Derive ionic equations from chemical equations to understand the role of H+ in the reactions. Class practical: The reaction of acids with metals, metal oxides and carbonates.Edexcel IGCSE Chemistry Student Book Pages 7078 15Section 1: Principles of chemistry b) Atoms Section 4: Physical chemistry a) Acids, alkalis and salts Students will be assessed on their ability to: 4.6 recall the general rules for predicting the solubility of salts in water: i all common sodium, potassium and ammonium salts are soluble ii all nitrates are soluble iii common chlorides are soluble, except silver chloride iv common sulfates are soluble, except those of barium and calcium v common carbonates are insoluble, except those of sodium, potassium and ammonium 4.7 describe how to prepare soluble salts from acids 1.7 describe techniques for the separation of mixtures, including filtration and crystallisation 4.8 describe how to prepare insoluble salts using precipitation reactions 4.9 describe how to carry out acidalkali titrationsActivities: Write up the experimental method of the salt preparation experiments: draw diagrams of the apparatus used. Write balanced chemical equations for the preparation of given salts. Learn solubility rules for a solubility quiz. Predict whether given salts are soluble or insoluble in water. Given the name of a salt, suggest methods for preparing it. Class practical: Reaction between a metal oxide and dilute acid (RSC 39) Forming a salt that is insoluble in water (RSC 47).Edexcel IGCSE Chemistry Student Book Pages 8187 RSC Classic Chemistry Experiments Pages 99 and 118 16Section 4: Physical chemistry c) Rates of reaction Students will be assessed on their ability to: 4.17 describe experiments to investigate the effects of changes in surface area of a solid and concentration of solutions on the rate of a reaction 4.18 describe the effects of changes in surface area of a solid, concentration of solutions and pressure of gases on the rate of a reaction 4.20 explain the effects of changes in surface area of a solid, concentration of solutions and pressure of gases in terms of particle collision theoryActivities: Draw graphs to show the effect of concentration on rate of reaction. Deduce a trend from the graph, e.g. doubling concentration doubles rate. Draw particle pictures to illustrate surface area and concentration effects. Write a particle theory explanation for the effects of surface area and of concentration on reaction rate. Demonstration: Clock reaction (RSC 23). Class practical: Rate of reaction the effects of concentration and temperature (RSC 29). The effect of changing surface area on the rate of a reaction.Edexcel IGCSE Chemistry Student Book Pages 4150 RSC Classic Chemistry Experiments Page 73 RSC Classic Chemistry Demonstrations Page 50 Multimedia Science School 1116 Edition: Particle animation Birchfield Interactive: Rates of Reaction Ages 141617Section 4: Physical chemistry c) Rates of reaction Students will be assessed on their ability to: 4.17 describe experiments to investigate the effects of changes in temperature and the use of a catalyst on the rate of a reaction 4.18 describe the effects of changes in temperature and the use of a catalyst on the rate of a reaction 4.19 understand the term activation energy and represent it on a reaction profile 4.20 explain the effects of changes in temperature on the rate of a reaction in terms of particle collision theory 4.21 understand that a catalyst speeds up a reaction by providing an alternative pathway with lower activation energyActivities: Draw a graph of temperature vs rate of reaction, from practical results (see below): deduce a trend from the graph. Draw reaction profile diagrams to illustrate the effects of temperature change and of a catalyst. View ActiveBook animation of a catalytic converter as an example of the function of a catalyst. Use interactive animation software to visualise collision theory. Students may write an account of what they observe using animation software. (Multimedia Science School.) Demonstration: Catalysts for the thermal decomposition of potassium chlorate. Demonstration of a liquid siphon to illustrate the concept of activation energy. Class practical: Catalysis (RSC 58). Rate of reaction the effects of concentration and temperature (RSC 29).Edexcel IGCSE Chemistry Student Book Pages 4150 Catalytic converter: ActiveBook Page 44, animation RSC Classic Chemistry Experiments Pages 73, 145 RSC Classic Chemistry Demonstrations Page 245 Multimedia Science School 1116 Edition: Particle animation Birchfield Interactive: Rates of Reaction Ages 141618Section 1: Principles of chemistry Section 2: Chemistry of the elements Section 4: Physical chemistryConsolidation and assessmentRevision exercises End of Section testActiveBook interactive multiple choice questions and revision checklist: Chapters 6, 9 and 1019Section 2: Chemistry of the elements e) Hydrogen and water Students will be assessed on their ability to: 2.26 describe the reactions of dilute hydrochloric and dilute sulfuric acids with magnesium, aluminium, zinc and iron 2.27 describe the combustion of hydrogen 2.28 describe the use of anhydrous copper(II) sulfate in the chemical test for water 2.29 describe a physical test to show whether water is pureActivities: Draw a diagram of apparatus for the preparation of hydrogen. Write chemical equations for the reaction of acids with metals to produce hydrogen and a salt. Write a short account of the preparation of anhydrous copper(II) sulfate and its use. Research and present methods for determining the purity of water, and how water can be purified. Demonstration: Water as the product of burning hydrogen (RSC 66). A controlled hydrogen explosion (RSC 36). Exploding balloons (RSC 37). Class practical: Making hydrogen in the lab (Student Book Page 73). Heating copper(II) sulfate (RSC 53). Measuring the boiling point of water.Edexcel IGCSE Chemistry Student Book Pages 7173 and 93 RSC Classic Chemistry Experiments Page 134 RSC Classic Chemistry Demonstrations Pages 8289 20Section 2: Chemistry of the elements d) Oxygen and oxides Students will be assessed on their ability to: 2.16 recall the gases present in air and their approximate percentage by volume 2.17 describe how experiments involving the reactions of elements such as copper, iron and phosphorus with air can be used to determine the percentage by volume of oxygen in air 2.18 describe the laboratory preparation of oxygen from hydrogen peroxide Activities: Draw a pie chart showing the composition of dry unpolluted air. Calculate the percentage volume of oxygen in air using given experimental data from different samples of air. Demonstration: Using copper to measure the oxygen in air (Student Book Page 54). Class practical: Using iron to measure the oxygen in air (Student Book Page 55). Preparation and properties of oxygen (RSC 11).Edexcel IGCSE Chemistry Student Book Pages 5455 RSC Classic Chemistry Experiments Page 11 21Section 2: Chemistry of the elements d) Oxygen and oxides Section 5: Chemistry in society b) Crude oil Students will be assessed on their ability to: 2.20 describe the laboratory preparation of carbon dioxide from calcium carbonate and dilute hydrochloric acid 2.21 describe the formation of carbon dioxide from the thermal decomposition of metal carbonates such as copper(II) carbonate 2.22 recall the properties of carbon dioxide, limited to its solubility and density 2.23 explain the use of carbon dioxide in carbonating drinks and in fire extinguishers, in terms of its solubility and density 2.24 recall the reactions of carbon dioxide and sulfur dioxide with water to produce acidic solutions 2.25 recall that sulfur dioxide and nitrogen oxides are pollutant gases which contribute to acid rain, and describe the problems caused by acid rain 5.11 recall that, in car engines, the temperature reached is high enough to allow nitrogen and oxygen from air to react, forming nitrogen oxidesActivities: Evaluate methods of producing carbon dioxide. Research the large-scale production of carbon dioxide, explaining the demand for this gas. Watch a video on acid rain pollution then write a short magazine article on its causes and effects. Demonstration: Coke + Mentos demonstration. The density of carbon dioxide (RSC 56). The reaction of sulfur dioxide and of nitrogen dioxide with water, and the pH of the resulting solutions. Class practical: Making carbon dioxide in the lab (Student Book Page 58). The effect of heat on metal carbonates (RSC 66). Reaction between carbon dioxide and water (RSC 30).Edexcel IGCSE Chemistry Student Book Page 58 RSC Classic Chemistry Experiments Pages 76, 165 RSC Classic Chemistry Demonstrations Page 141  HYPERLINK "http://www.pearsonhotlinks.co.uk/url.aspx?urlid=59448" Mentos Diet Coke Geyser22Section 2: Chemistry of the elements a) The Periodic Table d) Oxygen and oxides Students will be assessed on their ability to: 2.19 describe the reactions with oxygen in air of magnesium, carbon and sulfur, and the acidbase character of the oxides produced 2.3 explain the classification of elements as metals or non-metals on the basis of their electrical conductivity and the acidbase character of their oxides 2.2 recall the positions of metals and non-metals in the Periodic TableActivities: Use experimental results to classify elements into two types: metal and non-metal. Identify metals and non-metals on the Periodic Table. Predict the character of a given element. Demonstration: Burning elements in oxygen. Class practical: Investigating the electrical conductivity of metals and non-metals. Testing the pH of oxides (RSC 21).Edexcel IGCSE Chemistry Student Book Pages 5556 and 100 RSC Classic Chemistry Experiments Page 52 23Section 2: Chemistry of the elements a) The Periodic Table b) Group 1 elements lithium, sodium and potassium Students will be assessed on their ability to: 2.1 understand the terms group and period 2.4 understand why elements in the same group of the Periodic Table have similar chemical properties 2.5 recall the noble gases (Group 0) as a family of inert gases and explain their lack of reactivity in terms of their electronic configurations 2.6 describe the reactions of the Group 1 elements with water and understand that the reactions provide a basis for their recognition as a family of elements 2.7 recall the relative reactivities of the elements in Group 1 2.8 explain the relative reactivities of the elements in Group 1 in terms of distance between the outer electrons and the nucleusActivities: Watch a video about the Periodic Table. Answer comprehension questions about its development, structure and use. Draw conclusions about patterns and trends in Group 1 from the results of the demonstration. Draw dot/cross diagrams to explain the trend in reactivity in Group 1. Demonstration: Reactions of the alkali metals (RSC 72). Edexcel IGCSE Chemistry Student Book Pages 99105 RSC Classic Chemistry Demonstrations Page 185 Video clip: Chemistry: a Volatile History (BBC), or Mendeleevs Dream (Channel 4)24Section 2: Chemistry of the elements 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 2.13 recall the relative reactivities of the elements in Group 7 2.14 describe experiments to show that a more reactive halogen will displace a less reactive halogen from a solution of one of its salts 2.15 understand these displacement reactions as redox reactionsActivities: Watch a video or demonstration, and note the trends in colour and room temperature state of halogens. Deduce the reactivity series of the halogens from displacement experiments. Deduce chemical, ionic and half equations from experimental results to identify redox behaviour in displacement reactions. Deduce the likely properties of fluorine and astatine. Demonstration: Reactions of chlorine, bromine and iodine with iron and with aluminium (RSC 77). Class practical: Reactions of halogens (RSC 19).Edexcel IGCSE Chemistry Student Book Pages 105109 RSC Classic Chemistry Experiments Page 46 RSC Classic Chemistry Demonstrations Pages 204210 25Section 2: Chemistry of the elements Section 5: Chemistry in societyConsolidation and assessmentRevision exercises End of Section testActiveBook interactive multiple choice questions and revision checklist: Chapters 7 and 1226Section 1: Principles of chemistry f) Ionic compounds h) Metallic crystals Students will be assessed on their ability to: 1.33 understand that ionic compounds have high melting and boiling points because of strong electrostatic forces between oppositely charged ions 1.34 understand the relationship between ionic charge and the melting point and boiling point of an ionic compound 1.35 describe an ionic crystal as a giant three-dimensional lattice structure held together by the attraction between oppositely charged ions 1.36 draw a simple diagram to represent the positions of the ions in a crystal of sodium chloride 1.45 describe a metal as a giant structure of positive ions surrounded by a sea of delocalised electrons 1.46 explain the malleability and electrical conductivity of a metal in terms of its structure and bondingActivities: Draw conclusions about the properties of substances that have giant ionic structures. Make a model and draw a diagram of a sodium chloride lattice. Watch ICT animation of lattice formation: enact lattice formation. Interpret melting point data to derive link between ionic charge and melting point. Watch ICT animation of metallic structure. Draw diagrams to explain malleability and conductivity in metals. Class practical: Giant ionic structure: the properties of sodium chloride; observing melting point, solubility, conductivity and crystal shape. Growing metal crystals (RSC 46).Edexcel IGCSE Chemistry Student Book Pages 2327 RSC Classic Chemistry Experiments p 116 Birchfield Interactive: Structure and Bonding Ages 1416 27Section 1: Principles of chemistry g) Covalent substances Students will be assessed on their ability to: 1.40 recall that substances with simple molecular structures are gases or liquids, or solids with low melting points 1.41 explain why substances with simple molecular structures have low melting points in terms of the relatively weak forces between the molecules 1.42 explain the high melting points of substances with giant covalent structures in terms of the breaking of many strong covalent bonds 1.43 draw simple diagrams representing the positions of the atoms in diamond and graphite 1.44 explain how the uses of diamond and graphite depend on their structures, limited to graphite as a lubricant and diamond in cuttingActivities: Deduce properties of simple molecular substances from practical results. Watch ICT animation or video on simple molecular structure then draw diagrams of weak interactions between molecules. Watch demonstration and draw diagrams of the giant covalent structure of diamond and graphite. Research the uses of diamond and graphite and relate these to structure. Demonstration: Diamond and graphite: difference in properties. Class practical: Properties of simple molecular substances: observing melting point, solubility and conductivity. Edexcel IGCSE Chemistry Student Book Pages 2729 Birchfield Interactive: Structure and Bonding Ages 1416 28Section 1: Principles of chemistry c) Atomic structure d) Relative formula masses and molar volumes of gases 1.10 understand the term relative atomic mass (Ar) 1.11 calculate the relative atomic mass of an element from the relative abundances of its isotopes 1.15 calculate relative formula masses (Mr) from relative atomic masses (Ar)Activities: ICT Drag and Drop exercises, learning games and quizzes. ActiveBook animation. Exercises: calculating Ar from isotopic abundance. Drawing displayed formulae of molecules and calculating the Mr.Edexcel IGCSE Chemistry Student Book Pages 176178 Finding the relative formula mass: ActiveBook Page 178, animation Birchfield Interactive: Quantitative Chemistry Ages 1416 29Section 1: Principles of chemistryConsolidation and assessmentRevision exercises End of Section testActiveBook interactive multiple choice questions and revision checklist: Chapter 430Section 1: Principles of chemistry d) Relative formula masses and molar volumes of gases Students will be assessed on their ability to: 1.16 understand the use of the term mole to represent the amount of substance 1.17 understand the term mole as the Avogadro number of particles (atoms, molecules, formulae, ions or electrons) in a substance 1.18 carry out mole calculations using relative atomic mass (Ar) and relative formula mass (Mr).Activities: ICT Drag and Drop exercises, learning games and quizzes to reinforce understanding of the mole concept. Exercises to calculate number of particles, moles from a given mass and mass from a given number of moles. Demonstration: Weighing out one mole of different substances: reinforcing that all these masses contain the same number of particles.Edexcel IGCSE Chemistry Student Book Pages 179182 Birchfield Interactive: Quantitative Chemistry Ages 1416 31Section 1: Principles of chemistry e) Chemical formulae and chemical equations Students will be assessed on their ability to: 1.22 understand how the formulae of simple compounds can be obtained experimentally, including metal oxides and salts containing water of crystallisation 1.23 calculate empirical and molecular formulae from experimental dataActivities: Working out empirical formulae from mass or % by mass data. Converting empirical formulae to molecular formulae given molecular mass data. Class practical: To find the formula of hydrated copper(II) sulfate (RSC 52) Finding the formula of an oxide of copper (RSC 90).Edexcel IGCSE Chemistry Student Book Pages 182184 RSC Classic Chemistry Experiments Pages 131 and 233 Birchfield Interactive: Quantitative Chemistry Ages 141632Section 1: Principles of chemistry d) Relative formula masses and molar volumes of gases e) Chemical formulae and chemical equations Students will be assessed on their ability to: 1.24 calculate reacting masses using experimental data and chemical equations 1.19 understand the term molar volume of a gas and use its values (24 dm3 and 24 000 cm3) at room temperature and pressure (rtp) in calculationsActivities: Exercises using equations and the mole concept to predict mass of product or mass of reactant. Exercises calculating reacting quantities using gas molar volume. Class practical: Change in mass when magnesium burns (RSC 67). Determination of relative atomic mass (RSC 17).Edexcel IGCSE Chemistry Student Book Pages 187192 RSC Classic Chemistry Experiments Pages 41 and 169 Birchfield Interactive: Quantitative Chemistry Ages 141633Section 1: Principles of chemistry e) Chemical formulae and chemical equations Students will be assessed on their ability to: 1.25 calculate percentage yieldActivities: Exercises in calculating % yield given product mass. Exam questions to assist consolidation of the quantitative chemistry topic. Class practical: Change in mass when magnesium burns (RSC 67).Edexcel IGCSE Chemistry Student Book Page 193 RSC Classic Chemistry Experiments Page 169 34Section 4: Physical chemistry d) Equilibria Students will be assessed on their ability to: 4.22 recall that some reactions are reversible and are indicated by the symbol ! in equations 4.23 describe reversible reactions such as the dehydration of hydrated copper(II) sulfate and the effect of heat on ammonium chloride 4.24 understand the concept of dynamic equilibrium 4.25 predict the effects of changing the pressure and temperature on the equilibrium position in reversible reactionsActivities: ICT quizzes and games to reinforce understanding of concepts. Exercises in predicting the shift in position of equilibrium when conditions are altered. ActiveBook animation. Demonstration: The equilibrium between ICl and ICl3 (RSC 4). The baling experiment: baling water from one tank to another to demonstrate dynamic equilibrium being established in a closed system. Class practical: Heating copper(II) sulfate (RSC 53). Heating ammonium chloride. Edexcel IGCSE Chemistry Student Book Pages 125129 Reversible reactions and equilibria: ActiveBook Page 125, animation RSC Classic Chemistry Demonstrations Page 7 RSC Classic Chemistry Experiments Page 134 Birchfield Interactive: Reversible reactions Ages 1416 35Section 5: Chemistry in society d) The industrial manufacture of chemicals Students will be assessed on their ability to: 5.21 recall that nitrogen from air, and hydrogen from natural gas or the cracking of hydrocarbons, are used in the manufacture of ammonia 5.22 describe the manufacture of ammonia by the Haber process, including the essential conditions: i a temperature of about 450 C ii a pressure of about 200 atmospheres iii an iron catalyst 5.23 understand how the cooling of the reaction mixture liquefies the ammonia produced and allows the unused hydrogen and nitrogen to be recirculated 5.24 recall the use of ammonia in the manufacture of nitric acid and fertilisers 5.25 recall the raw materials used in the manufacture of sulfuric acid 5.26 describe the manufacture of sulfuric acid by the contact process, including the essential conditions: i a temperature of about 450  C ii a pressure of about 2 atmospheres iii a vanadium(V) oxide catalyst 5.27 recall the use of sulfuric acid in the manufacture of detergents, fertilisers and paintsActivities: Comprehension exercise to reinforce facts introduced in the video Make posters or flow diagrams to explain the Haber and contact processes. ActiveBook animation. Research the uses of ammonia and of sulfuric acid. Write instructions for the operation of an ammonia plant, stressing the importance of compromise temperature and pressure conditions. Demonstration: The oxidation of ammonia (RSC 100). Sulfuric acid as a dehydrating agent (RSC 55). Class practical: The properties of ammonia (RSC 49). Making a fertiliser (RSC 91). Edexcel IGCSE Chemistry Student Book Pages 133136 The Contact Process: ActiveBook Page 135, animation RSC Classic Chemistry Demonstrations Pages 282 and 139 RSC Classic Chemistry Experiments Pages 124 and 236 Birchfield Interactive: Reversible reactions Ages 1416 Video clip: Chemistry in Action: Out of the Air 36Section 1: Principles of chemistry Section 4: Physical chemistry Section 5: Chemistry in society Consolidation and assessmentRevision exercises End of Section testsActiveBook interactive multiple choice questions and revision checklist: Chapters 15,16, 22 and 23 37Section 1: Principles of chemistry b) Atoms Section 5: Chemistry in society b) Crude oil Students will be assessed on their ability to: 5.6 recall that crude oil is a mixture of hydrocarbons 5.7 describe how the industrial process of fractional distillation separates crude oil into fractions 1.7 describe techniques for the separation of mixtures, including fractional distillation 5.8 recall the names and uses of the main fractions obtained from crude oil: refinery gases, gasoline, kerosene, diesel, fuel oil and bitumen 5.9 describe the trend in boiling point and viscosity of the main fractionsActivities: BP video: fill in quiz comprehension sheet to find facts about fractions. Complete a diagram of a fractionating tower, detailing chain length, boiling point and use of each fraction. Write a description of how the process of fractional distillation works. Demonstration: The fractional distillation of crude oil Viscosity and combustion of the fractions. Edexcel IGCSE Chemistry Student Book Pages 163166 Video clip: BP: Refining and Products from Crude Oil38Section 3: Organic chemistry a) Introduction b) Alkanes Students will be assessed on their ability to: 3.1 explain the terms homologous series, hydrocarbon, saturated, unsaturated, general formula and isomerism 3.2 recall that alkanes have the general formula CnH2n+2 3.3 draw displayed formulae for alkanes with up to five carbon atoms in a molecule, and name the straight-chain isomersActivities: Make models of alkanes. Use molecular models to derive displayed and molecular formulae. Use molecular models to find the isomers of pentane, draw their displayed formulae. ActiveBook PowerPoint. Edexcel IGCSE Chemistry Student Book Pages 156157 Hydrocarbons: ActiveBook Page 158, PowerPoint 39Section 3: Organic chemistry b) Alkanes Section 5: Chemistry in society b) Crude oil Students will be assessed on their ability to: 3.4 recall the products of the complete and incomplete combustion of alkanes 5.10 recall that incomplete combustion of fuels may produce carbon monoxide and explain that carbon monoxide is poisonous because it reduces the capacity of the blood to carry oxygen 3.5 recall the reaction of methane with bromine to form bromomethane in the presence of UV light Activities: Write chemical equations for combustion reactions. ActiveBook animations Research news articles about carbon monoxide poisoning incidents. Produce a gas safety advertisement, explaining the cause and dangers of incomplete combustion. Write a chemical equation, using displayed formulae for the bromination of methane. Demonstration: The products of combustion of methane (RSC 38) The photochemical reactions of chlorine with methane. Class practical: Combustion (RSC 16).Edexcel IGCSE Chemistry Student Book Pages 156157 Combustion, carbon monoxide poisoning: ActiveBook Page 157, four animations RSC Classic Chemistry Experiments Page 40 Carbon monoxide the silent killer: RSC Inspirational Chemistry: Resources for Modern Curricula Page 4340Section 5: Chemistry in society b) Crude oil Students will be assessed on their ability to: 5.12 recall that fractional distillation of crude oil produces more long-chain hydrocarbons than can be used directly and fewer short-chain hydrocarbons than required 5.13 describe how long-chain alkanes are converted to alkenes and shorter chain alkanes by catalytic cracking, using silica or alumina as the catalyst and a temperature in the range of 600700 CActivities: Watch BP video then answer comprehension questions on the importance of catalytic cracking. Use molecular models to explain why alkenes are formed during catalytic cracking. Use chemical equations in cracking reactions to predict a product or reactant. Class practical: Cracking hydrocarbons (RSC 96) Testing for unsaturation with bromine water.Edexcel IGCSE Chemistry Student Book Pages 166167 RSC Classic Chemistry Experiments Page 247 Video clip: BP: Refining and Products from Crude Oil41Section 3: Organic chemistry c) Alkenes Students will be assessed on their ability to: 3.6 recall that alkenes have the general formula CnH2n 3.7 draw displayed formulae for alkenes with up to four carbon atoms in a molecule, and name the straight-chain isomers 3.8 describe the addition reaction of alkenes with bromine, including the decolorising of bromine water as a test for alkenes Activities: Complete a table showing the name, molecular formula and displayed formula of the first three alkenes. Write an account of observations from practical (see below), and write chemical equations to explain observations. Class practical: Testing for alkenes using bromine water.Edexcel IGCSE Chemistry Student Book Pages 158159 Video clip: BP: Refining and Products from Crude Oil42Section 5: Chemistry in society c) Synthetic polymers Students will be assessed on their ability to: 5.14 recall that an addition polymer is formed by joining up many small molecules called monomers 5.15 draw the repeat unit of addition polymers, including poly(ethene), poly(propene) and poly(chloroethene) 5.16 deduce the structure of a monomer from the repeat unit of an addition polymer 5.17 recall that nylon is a condensation polymer 5.18 understand that the formation of a condensation polymer is accompanied by the release of a small molecule such as water or hydrogen chloride 5.19 recall the types of monomers used in the manufacture of nylon 5.20 draw the structure of nylon in block diagram formatActivities: Exercises in drawing the repeat unit of polymers and identifying the monomer given a polymers repeat unit. Researching the uses of addition and condensation polymers, and linking these to the polymers properties. Demonstrations: The nylon rope trick (RSC 64). Making rayon (RSC 91). Class practical: Identifying polymers (RSC 12). Addition polymerisation (RSC 95). Edexcel IGCSE Chemistry Student Book Pages 169173 RSC Classic Chemistry Experiments Pages 27 and 245 RSC Classic Chemistry Demonstrations Pages 159 and 25643Section 3: Organic chemistry d) Ethanol 3.9 describe the manufacture of ethanol by passing ethene and steam over a phosphoric acid catalyst at a temperature of about 300 C and a pressure of about 60 70 atm 3.10 describe the manufacture of ethanol by the fermentation of sugars, for example glucose, at a temperature of about 30 C 3.11 evaluate the factors relevant to the choice of method used in the manufacture of ethanol, for example the relative availability of sugar cane and crude oil 3.12 describe the dehydration of ethanol to ethene, using aluminium oxideActivities: List the advantages and disadvantages of each method of ethanol production. ActiveBook PowerPoint. Research uses of ethanol and link each use to the appropriate production method. Read and discuss news articles about gasohol and biofuels. Balance equations for the production, combustion and dehydration of ethanol. Demonstration: Fermentation. Dehydrating ethanol (RSC 98). Class practical: The properties of alcohols (RSC 79).Edexcel IGCSE Chemistry Student Book pp 159161 Alcohols and their properties: ActiveBook Page 159, PowerPoint RSC Classic Chemistry Demonstrations Page 275 RSC Classic Chemistry Experiments Page 201 44Section 1: Principles of chemistry Section 3: Organic chemistry Section 5: Chemistry in societyConsolidation and assessmentRevision exercises End of Section testActiveBook interactive multiple choice questions and revision checklist: Chapters 19, 20 and 2145Section 4: Physical chemistry b) Energetics Students will be assessed on their ability to: 4.10 recall that chemical reactions in which heat energy is given out are described as exothermic and those in which heat energy is taken in are endothermic 4.13 understand the use of "H to represent molar enthalpy change for exothermic and endothermic reactions 4.14 represent exothermic and endothermic reactions on a simple energy level diagram Activities: Draw enthalpy level diagrams for exothermic and endothermic reactions. Complete exercises, identifying whether a reaction is exo- or endothermic given "H. Class practical: Exothermic or endothermic? (RSC 22).Edexcel IGCSE Chemistry Student Book Pages 120 123 RSC Classic Chemistry Experiments Page 54 46Section 4: Physical chemistry b) Energetics Students will be assessed on their ability to: 4.11 describe simple calorimetry experiments for reactions, such as combustion, displacement, dissolving and neutralisation in which heat energy changes can be calculated from measured temperature changes 4.12 calculate molar enthalpy change from heat energy change Activities: Calculating "H from practical results Drawing enthalpy level diagrams for the reactions studied in the experiments. Class practical: Thermometric titration (RSC 45). Comparing the heat energy produced by combustion of various alcohols (RSC 85).Edexcel IGCSE Chemistry Student Book Pages 202207 RSC Classic Chemistry Experiments Pages 114 and 21947Section 4: Physical chemistry b) Energetics Students will be assessed on their ability to: 4.15 recall that the breaking of bonds is endothermic and that the making of bonds is exothermic 4.16 use average bond energies to calculate the enthalpy change during a simple chemical reactionActivities: Exercises in calculating "H, for given chemical reactions given bond enthalpy data.Edexcel IGCSE Chemistry Student Book Pages 202 203 48Section 4: Physical chemistryConsolidation and assessmentRevision exercises End of Section testActiveBook interactive multiple choice questions and revision checklist: Chapters 14 and 2549Section 1: Principles of chemistry i) Electrolysis Students will be assessed on their ability to: 1.47 understand an electric current as a flow of electrons or ions 1.48 understand why covalent compounds do not conduct electricity 1.49 understand why ionic compounds conduct electricity only when molten or in solution 1.50 describe simple experiments to distinguish between electrolytes and non-electrolytesActivities: Watch ICT animation of conduction in metal and in an electrolyte, and note differences. Draw diagrams of conduction in metals and in electrolytes. Plan an experiment to distinguish between electrolyte and non-electrolyte. Class practical: Testing the conductivity of metals, ionic and covalent substances. Chemistry and electricity (RSC 15). Migration of ions (RSC 34).Edexcel IGCSE Chemistry Student Book Pages 112115 RSC Classic Chemistry Experiments Pages 37 and 87 Birchfield Interactive: Electrolysis and its applications Ages 14 1650Section 1: Principles of chemistry i) Electrolysis Students will be assessed on their ability to: 1.51 recall that electrolysis involves the formation of new substances when ionic compounds conduct electricity 1.52 describe simple experiments for the electrolysis, using inert electrodes, of molten salts such as lead(II) bromide 1.53 describe simple experiments for the electrolysis, using inert electrodes, of an aqueous solution of copper(II) sulfate 1.54 write ionic half-equations representing the reactions at the electrodes during electrolysisActivities: Draw diagrams showing ions present, product and half equation at each electrode for the electrolysis experiments. ActiveBook animation. Demonstration: The electrolysis of molten lead bromide. Class practical: The electrolysis of copper(II) sulfate solution (RSC 92).Edexcel IGCSE Chemistry Student Book Pages 112115 Electrolysis: ActiveBook Page 113, animation RSC Classic Chemistry Demonstrations Page 238 RSC Classic Chemistry Experiments Page 238 51Section 1: Principles of chemistry i) Electrolysis Students will be assessed on their ability to: 1.53 describe simple experiments for the electrolysis, using inert electrodes, of aqueous solutions of sodium chloride and dilute sulfuric acid and predict the products 1.54 write ionic half-equations representing the reactions at the electrodes during electrolysisActivities: Draw diagrams showing ions present, product and half-equation at each electrode for the electrolysis experiments. Demonstration: The Hofmann voltammeter. Class practical: The electrolysis of solutions (RSC 82).Edexcel IGCSE Chemistry Student Book Pages 115118 RSC Classic Chemistry Experiments Page 210 52Section 1: Principles of chemistry i) Electrolysis Students will be assessed on their ability to: 1.55 recall that one faraday represents one mole of electrons 1.56 calculate the amounts of the products of the electrolysis of molten salts and aqueous solutionsActivities: Exercises in calculating amount of product in electrolysis, given current and time data. Class practical: Quantitative electrolysis (RSC 81). The Hofmann voltammeter.Edexcel IGCSE Chemistry Student Book Pages 196200 RSC Classic Chemistry Experiments Page 20853Section 5: Chemistry in society d) The industrial manufacture of chemicals Students will be assessed on their ability to: 5.28 describe the manufacture of sodium hydroxide and chlorine by the electrolysis of concentrated sodium chloride solution (brine) in a diaphragm cell 5.29 write ionic half-equations for the reactions at the electrodes in the diaphragm cell 5.30 recall important uses of sodium hydroxide, including the manufacture of bleach, paper and soap; and of chlorine, including sterilising water supplies and in the manufacture of bleach and hydrochloric acidActivities: Draw a diagram of the diaphragm cell including electrode half-equations. Research the uses of the products from the chlor-alkali industry. Class practical The electrolysis of solutions (RSC 82). Edexcel IGCSE Chemistry Student Book Pages 136137 RSC Classic Chemistry Experiments Page 210 Video clip: Chemistry in Action: Chemical from Salt54Section 1: Principles of chemistry Section 5: Chemistry in societyConsolidation and assessmentRevision exercises End of Section testActiveBook interactive multiple choice questions and revision checklist: Chapters 13, 16 and 2455Section 1: Principles of chemistry b) Atoms Section 2: Chemistry of the elements e) Hydrogen and water Students will be assessed on their ability to: 1.7 describe techniques for the separation of mixtures, including simple distillation, fractional distillation, filtration, crystallisation and paper chromatography Activities: Drawing diagrams of apparatus used in fractional distillation. Exercises in planning purification of a range of different mixtures. Demonstration: Fractional distillation of aqueous alcohol. Class practical: The chromatography of leaves (RSC 3). Smarties chromatography (RSC 71). 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*$IfgdmO $Ifgdrd(($7$8$H$IfgdXb $If^gdz90 h$If^hgdz90 $Ifgdz90e$If^e`gdz90Z[FHUWX-25689:\ahƿƿӠƙƙƙƙƙƙƒzoohmZhr^JaJhY^JaJh;3^JaJh^JaJ hrhY hmZhYhrhY5^JaJ hrhrhmZhr>*hFb hmZhrhrhr5^JaJhrhr5^JaJhr^JaJhmZhY^JaJhmZhY5\^JaJ+W9:qr $Ifgdr $Ifgdz90 *$IfgdmO hlrsv&(*+/067nqstv  2346?BIM\_f⾵╎~~vnhY^JaJh(z^JaJh(zhYH*hmZhYH* hmZhYh1hUhmZhY5\^JaJhrhr\^JaJhY\^JaJhrhY\^JaJhrhY5^JaJh7hY5^JaJhmZhY^JaJhmZhr^JaJhr^JaJ+rskdL$$Iflr/ +9/ t20944 lalp2sv&n  4?I\gd(($7$8$H$If^gdXb ,$Ifgd1hd(($7$8$H$IfgdXb 8$If^8gdz90 h$If^hgdz90 $Ifgdz90e$If^e`gdz90describe simple tests for the anions: i Cl, Br and I, using dilute nitric acid and silver nitrate solution ii SO42, using dilute hydrochloric acid and barium chloride solution iii CO32, using dilute hydrochloric acid and identifying the carbon dioxide evolved 2.40 describe simple tests for the gases: i hydrogen ii oxygen iii carbon dioxide iv ammonia v chlorineActivities: Write chemical and ionic equations for reactions encountered in ion tests. Suggest the identity of unknown substances, given ion test results. Class practical: Testing salts for anions (RSC 80). Tests to identify gases. Edexcel IGCSE Chemistry Student Book Pages 9296 RSC Classic Chemistry Experiments Page 203 57Section 2: Chemistry of the elements g) Tests for ions and gases Students will be assessed on their ability to: 2.38 describe simple tests for the cations: i Li+, Na+, K+, Ca2+ using flame tests ii NH4+ using sodium hydroxide solution and identifying the ammonia evolved iii Cu2+, Fe2+ and Fe3+ using sodium hydroxide solutionActivities: Write chemical and ionic equations for reactions encountered in ion tests. Suggest the identity of unknown substances, given test results. Class practical: Testing salts for cations (RSC 80). Flame tests.Edexcel IGCSE Chemistry Student Book Pages 9496 RSC Classic Chemistry Experiments Page 20358Section 1: Principles of chemistry e) Chemical formulae and chemical equations Students will be assessed on their ability to: 1.26 carry out mole calculations using volumes and molar concentrations Activities: Exercises in calculating concentration given mass and solution volume. Exercises in calculating mass, given concentration and solution volume. Reacting mass calculations involving solutions. Demonstration: Estimating the concentration of domestic bleach (RSC 59).Edexcel IGCSE Chemistry Student Book Pages 209210 RSC Classic Chemistry Demonstrations Page 14759Section 1: Principles of chemistry e) Chemical formulae and chemical equations Section 4: Physical chemistry a) Acids, alkalis and saltsStudents will be assessed on their ability to: 1.26 carry out mole calculations using volumes and molar concentrations 4.9 describe how to carry out acidalkali titrationsActivities: Practice titration calculations. Class practical: Titration of sodium hydroxide with hydrochloric acid (RSC 48).Edexcel IGCSE Chemistry Student Book Pages 209214 RSC Classic Chemistry Experiments Page 12060Section 1: Principles of chemistry Section 2: Chemistry of the elements Section 4: Physical chemistryConsolidation and assessmentRevision exercises End of Section testActiveBook interactive multiple choice questions and revision checklist: Chapters 11 and 26        PAGE 24 Edexcel IGCSE in Chemistry (4CH0) Scheme of work Edexcel Limited 2011  PAGE 23 Edexcel IGCSE in Chemistry (4CH0) Scheme of work Edexcel Limited 2011 Content coverage Exemplar resources Week by week content coverage Learning outcomes We are happy to provide this scheme of work for you to amend and adapt to suit your teaching purposes. 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