contentdampdfA20LevelChemistry2015teaching and Learning MaterialsA Level Chemistry TR

AS
and A Level
Chemistry
TRANSITION GUIDE
Reinforcing knowledge, skills and literacy in chemistry
Contents
Introduction 3
Transition guide overview 4
Baseline assessment 7
Section A: Atomic structure, formulae and bonding 12
Teacher resources 14
Summary sheets 16
Worksheet 1: Atomic structure and the Periodic Table 21
Worksheet 2: Orbitals and electron configuration 23
Examples of students’ responses from Results Plus – Examiners’ report 25
Exam practice 28
Section B: Quantitative analysis and equations 35
Summary sheet: Writing formulae 39
Worked examples: Calculations 41
Worksheet 1: Chemical formulae 45
Worksheet 2: Cations and anions 46
Worksheet 3: Writing equations 47
Exam practice 48
Section C: Structure and properties – Literacy Focus 53
Summary sheet 1: Structure and bonding 56
Summary sheet 2: Diamond and graphite structures 57
Teaching ideas: Using key words to describe ionic structure 58
Exam practice 59
Appendices 62
Appendix 1: Specification mapping 62
Appendix 2: Further baseline assessment questions 73
2 © Pearson Education Ltd 2015. Copying permitted for purchasing institution only. This material is not copyright free.
Introduction
Reinforcing knowledge, skills and literacy in chemistry
From our research, we know that it is easy for teachers to fall into the trap of going over
work that has already been covered extensively at KS4. This may be because of a feeling
that during the summer break students have forgotten what they had been taught or, if
they are from different centres, uncertainty about the standard they have reached so far.
This is where you can lose valuable teaching time and later find yourself rushed to
complete the A-level content.
To help you with planning and teaching your first few A-level lessons and to save you
time, we have worked with practising teachers and examiners to develop these valuable,
focused transition materials. These will help you reinforce key concepts from KS4 and
KS5 and guide your students’ progression.
These transition materials include:

● mapping of KS4 Edexcel GCSE(s) to the new Edexcel A Level Chemistry specifications
● baseline assessments
● summary sheets
● student worksheets
● practice questions.
The mapping of content and skills from KS4 to KS5 should enable you to streamline your
teaching and move on to the KS5 content within the first two weeks of term.
This will serve two purposes.
1 Learners will feel they are learning something new and will not get bored with over-
repetition – particularly true for your most able learners.
2 Learners will be able to discover very early on in the course whether A level
chemistry is really a suitable subject choice for them.
You may choose to use this resource in one of several ways.

● After KS4 exams – if your school brings back Yr11 learners after their exams.
● In sixth-form induction weeks.
● As summer homework in preparation for sixth form.
● To establish the level of performance of your students from their range of KS4
qualifications.
© Pearson Education Ltd 2015. Copying permitted for purchasing institution only. This material is not copyright free. 3
Transition guide overview
Topic Specification links Resources

Section A KS5 – Topic 1 – Atomic structure and the ● Students’ strengths and misconceptions
Atomic structure, formulae and Periodic Table ● Building knowledge
bonding KS4 – Core and Additional concepts ● Summary sheets
● Worksheet 1: Atomic structure and the Periodic
Table
● Worksheet 2: Orbitals and electron configuration
● Exam report and discussion
● Exam practice
Section B KS5 – Topic 5 – Formulae, equations and ● Students’ strengths and misconceptions
Quantitative analysis and equations amounts of substance ● Building knowledge
KS4 – Additional and Further ● Summary sheet: Writing formulae
Additional/Extension concepts
● Worked examples: Calculations
● Worksheet 1: Chemical formulae
● Worksheet 2: Cations and anions
● Worksheet 3: Writing equations
● Exam practice
Topic Specification links Resources
Section C KS5 – Topic 2 – Bonding and Structure ● Students’ strengths and misconceptions
Structure and properties – Literacy KS4 – Core and Additional concepts ● Building knowledge
Focus ● Summary sheet 1: Ionic structure and bonding
● Summary sheet 2: Diamond and graphite
structure
● Teaching ideas: Using key words to describe ionic
structure
● Exam practice
Appendix 1 Specification mapping
Appendix 2 Further baseline assessment questions
The table below outlines the types of resources to be found in each section along with a description of its intended uses.
Type of resource Description

Baseline assessment This tests fundamental understanding of:
● atomic structure
● electron configuration (2.8…)
● dot-and-cross diagrams for covalent and ionic compounds
● definitions of types of bonding; distinguishing between bonding and structure; explaining
properties in terms of bonding.
Students’ strengths and Students’ strengths and common misconceptions.

misconceptions
Building knowledge May be used to assess understanding and for reflection on learning.
Used for setting targets for improvement.
Summary sheets Review of KS4 concepts.

Summary of key points and guide to correct use of key terms.
Tips on how to answer exam questions.
Student worksheets Checking understanding of key points from Baseline assessment and Summary sheet.
Checking understanding of new KS5 learning.
Exam practice and Examiners’ How to answer exam-type questions and KS5 level.
report
Baseline assessment
Name: Form:
Question Marks
1 /4
2 /5
Chemistry group:
3 /3
GCSE Chemistry/Science grade:
4 /4
Date: 5 /5
6 /15
Targets for improvement
7 /6
Writing formulae
8 /6
Naming compounds
9 /4
Atomic structure
Total /52
Electron configuration
%
Word equations
Grade
Balancing equations
Target grade
Definition of bonds
OT
BT
AT
1 Give the formulae of the following compounds.
Copper(II) sulfate Lithium hydrogencarbonate
Sodium hydroxide Potassium nitrate
Strontium nitrate Calcium hydroxide
Sodium carbonate Aluminium fluoride
(4 marks)
2 Name the following compounds.
NH4Cl HNO3
C2H4 C3H8
CO2 C2H5OH
Fe2O3 SO2
HBr NH3
(5 marks)
3 Complete the table below.
Particle Where it is found Charge Mass
Proton
(3 marks)
4 Deduce the relative formula mass of the following.
SO2 KBr
C2H6 Ca(OH)2
C2H5OH NaNO3
NH4Cl FeCl3
(4 marks)
5 State what is meant by the following terms.
a the mass number of an atom
(1 mark)
b relative atomic mass
(2 marks)
c isotopes
(2 marks)
6 For the following reactions, write:
a the word equation (1 mark)
b the chemical equation complete with state symbols. (2 marks)
Calcium carbonate and hydrochloric acid
Magnesium and sulfuric acid
Complete combustion of butane
Thermal decomposition of calcium carbonate
Sodium and water
(12 marks)
7 State what is meant by the following terms.
Ionic bonding
Covalent bonding
Metallic bonding
(3 marks)
8 Complete the table below. You may use the following words to help you.
ionic covalent giant simple metallic
Substance Formula Type of bonding Type of structure

Hydrogen sulfide
Graphite
Silicon dioxide
Methane
Calcium
Magnesium
chloride
(6 marks)
9 Explain why graphite can be used as a solid lubricant and also as electrodes.
(4 marks)
-End of assessment-
Section A: Atomic structure, formulae
and bonding
This section reviews the fundamental concepts from Core and Additional Science. The
resources provide a progressive journey, from simple knowledge of the subatomic
particles to the more complex electron arrangements in orbitals. It is important to
emphasise that the AS concepts are amplifications of what was learnt at KS4. There are
opportunities for students to review KS4 work to strengthen their foundation and for
teachers to bring their teaching groups together to the same starting level.
Students’ strengths and common misconceptions

The table below outlines the areas in which most students do well and the common
mistakes and misconceptions across the topics listed.
Strengths Common mistakes

Atomic Listing subatomic particles and Being unclear about Subatomic
structure their properties (mass and particles in ions.
charge).
Electron Simple 2.8.8… rule. Not realising that the s, p, d

configuration configuration is an amplification of
the 2.8.8… format.
Deducing group number for the p-
block elements (e.g. group7 – not
counting the s-electrons with the
p-electrons as outer electrons).
Misunderstanding electron
configuration for ions.
Confusing the terms ‘orbital’ and
‘energy level’.
Dot-and- Knowing the general rule for Checking the total outer electrons
cross individual atoms. after bonding – both ionic and
diagrams Simple ionic compounds e.g. covalent.
NaCl. Overlapping shells for ionic
compounds.
Missing charges on ions.
Table of resources in this section
Topics covered Type of Resource name Brief description
resource and notes for
resource
● Atomic structure Teacher Building knowledge Building knowledge
and formulae resource learning outcomes.
● Electronic May be used to assess
configuration understanding and for
reflection on learning.
Used for setting targets
for improvement.
● Atomic structure Teacher Summary sheets Review of KS4 concepts.

● Ionic compounds resource Summary of key points
● Electron and guide to correct use
configuration of key terms.
● Dot-and-cross Tips on how to answer

diagrams for ionic exam questions.
bonding
● Covalent
compounds (simple
covalent bonding)
● Atomic structure Student Worksheet 1: Atomic Checking understanding

and the Periodic worksheet structure and the of key points from
Table Periodic Table Baseline assessment and
Summary sheet.
● Orbitals and Student Worksheet 2: Checking understanding

electron worksheet Orbitals and electron of new KS5 learning.
configuration configuration
● Definition of Exam Examples of How to answer exam-
isotopes report and students’ responses type questions at KS5
● Atomic number and discussion from Results Plus – level.
relative isotopic Examiners’ report Covering main
mass misconceptions for main
● Dot-and-cross topics.
diagrams for ionic
and covalent bonds
● Writing formulae Student Exam practice Exam questions on
● Atomic structure questions section covering KS4 to
KS5 content.
● Electron
configuration Checking how far
students have
● Dot-and-cross progressed at the end of
diagrams the section.
Teacher resources
Building knowledge
Atomic structure and formulae
Deduce formulae of compounds with compound cations and/or anions.

Building your understanding
Use dot-and-cross diagrams to show ionic and covalent bonding.
Write chemical formulae with two elements.

Know the sign on ions made up of single elements.
Deduce the subatomic particles in ions.
Deduce the components of an atom from its atomic and mass number.
Recall the subatomic particles and know the mass and charge of each.
Electron configuration
You will need to know:

• the order of filling
• how many electrons in each orbital.
If you are given the atomic number, you should be able to show how
the electrons are arranged in their orbitals: s, p and d.
You should also be able to represent these using ‘electrons in boxes’.
From KS4, know the rules for electron configuration: demonstrate this
in dot-and-cross diagrams and in the shorthand form e.g. 2.8.8
Summary sheets
KS4 – Atomic structure

Subatomic particles: nucleus (protons and neutrons), electrons in shells.
Describe the particles in terms of their relative masses and relative charges:
● Protons – mass 1, charge +1.
1
● Electrons – mass = negligible ( ), charge –1.
1840
● Neutrons – mass = 1, charge = 0.
Notes
● Number of protons = number of electrons (uncharged/neutral atoms).
● Proton number = atomic number.
● Mass number = protons + neutrons.
KS4 – Isotopes and calculating relative isotopic mass

Isotopes are atoms of the same elements which have different numbers of neutrons but the same number of protons.
sum of (% abundance  isotopic mass)

Relative isotopic mass = 100
KS4 – Ionic compounds
Formation of ions
Atoms of metallic elements in Groups 1,2 and 3 can form positive ions when they take part in reactions since they are readily able to lose
electrons.
Atoms of Group 1 metals lose one electron and form ions with a 1+ charge, e.g. Na+
Atoms of Group 2 metals lose two electrons and form ions with a 2+ charge, e.g. Mg 2+
Atoms of Group 3 metals lose three electrons and form ions with a 3+ charge, e.g. Al 3+
Atoms of non-metallic elements in Groups 5, 6 and 7 can form negative ions when they take part in reactions since they are able to gain
electrons.
Atoms of Group 5 non-metals gain three electrons and form ions with a 3– charge, e.g. N3–
Atoms of Group 6 non-metals gain two electrons and form ions with a 2– charge, e.g. O2–
Atoms of Group 7 non-metals gain one electrons and form ions with a 1– charge, e.g. Cl–
A Nions = Negative Ca +ions = +ive
Why are ions negative or positive?

● Find the atomic number (the smaller number with the symbol).
● This equals the number of protons, which equals the number of electrons in an uncharged/neutral atom.
● If electrons are lost from the atom, there are now more protons than electrons, so the ion is positively charged.
● If electrons are gained by the atom, there are now fewer protons than electrons, so the ion is negatively charged.
KS4 – Electron configuration
Filling electron shells
● n = 1, maximum = 2e–
● n = 2; maximum = 8e–
● n = 3 ;maximum = 18e–
● n = 4; maximum = 32e–
Representing electron configurations

● Write as e.g. 2.8.3 or 2,8,3
Using the Periodic Table

● Period number (row) = number of shells
● Group number (column) = number of electrons in the outer (last) shell
Group 1 2 3 5 6 7
number
Li Be B N O F
Atom Ion Atom Ion Atom Ion Atom Ion Atom Ion Atom Ion
Electrons –3 –2 –4 –2 –5 –2 –7 –10 –8 –10 –9 –10
Protons +3 +3 +4 +4 +5 +5 +7 +7 +8 +8 +9 +9
Overall 0 1+ 0 2+ 0 3+ 0 3– 0 2– 0 1–
charge
Electron 2.1 2 2.2 2 2.3 2 2.5 2.8 2.6 2.8 2.7 2.8
configuration
Name of ions lithium beryllium boron nitride oxide fluoride
Lose electrons, charge = +group number Gain electrons, charge = group number – 8
KS4 – Dot-and-cross diagrams for ionic bonding
Hints and tips
Always …
… count the electrons!
… remember that ions should have full outer shells.
… make sure that when an ion is formed, you put square brackets round the diagram and show the charge.
Never …
… show the electron shells overlapping.
… show electrons being shared (ions are formed by the transfer of electrons!).
… remove electrons from the inner shell.
… give metals a negative charge.
KS4 – Covalent compounds (simple covalent bonding)
A covalent bond is form when a pair of electrons is shared between two atoms.
Covalent bonding results in the formation of molecules.
Hints and tips
Always …
… show the shells touching or overlapping where the covalent bond is formed.
… count the final number of electrons around each atom to make sure that the outer shell is full.
Never …
… include a charge on the atoms.
… draw the electron shells separated.
… draw unpaired electrons in the region of overlap.
The two diagrams below only show the

outer-shell electrons.
Worksheet 1: Atomic structure and the Periodic
Table
Complete the following sentences and definitions to give a summary of this

topic.
Structure of an atom
The nucleus contains …
The electrons are found in the …
To work out the number of each sub-atomic particle in an atom we use the Periodic Table
(PT). The number of protons is given by …
In a neutral atom the number of electrons is …
To work out the number of neutrons we …
Vocabulary
State what is meant by the following terms.
1 Relative atomic mass
2 Relative molecular mass
3 Isotope
4 Relative isotopic mass
Structure of an ion
When an atom becomes an ion, only the number of changes.
For positive ions this by the number equivalent to

the charge on the ion.
For negative ions this by the number equivalent to

the charge on the ion.
Worksheet 2: Orbitals and electron configuration
Fill in the following table.

Quantum shell Maximum number of electrons Types of orbitals Total number of orbitals Electron configuration
n=1
n=2
n=3
n=4
Sketch the shapes of the s and p orbitals.

s p
Complete the following table to show the electron configuration of the elements in the first column.
Electron configuration Electrons in boxes
Z 2.8.8 s, p, d __s __s __p __s __p __d __s
Na
Be
Be2+
Cr
Cu
Fe
Al
Al3+
Sc
Cl
Cl-
Examples of students’ responses from Results
Plus – Examiners’ report
Here are some examples of answers – you may want to print out the answers and ask
your students to mark them before sharing the examiners’ commentaries.
Example 1
First mark is NOT awarded as no mention of average/mean.

Second mark awarded as mention of carbon-12.
Example 2 – representations of dot-and-cross diagrams
Perfect answer:
1. Correct charge on BOTH ions.
2. Correct number of outer electrons.
3. No overlap of electron shells – clear separation of ions.
Example 3
Wrong number of outer electrons for all the atoms shown.

The covalent bonds shown represent electrons donated by the oxygen.
No marks awarded.
Full marks – note that the total number of electrons on each atom’s outer
shell is 8.
Example 4
The first mark was not awarded as the plural (i.e. isotopes) has been used
and confusion is evident with definition of relative atomic mass.
The second mark is awarded as carbon-12 is mentioned.
Example 5
The second answer is a good answer with both points given – same number of
protons and different number of neutrons.
The candidate has indicated that they are atoms of the SAME element.
First answer – may be correct but is unclear (total number or either

number?).
Second answer – candidate has confused this with mass number.
Exam practice
1 The relative atomic mass of an element is determined using a mass spectrometer.

State what is meant by the term relative atomic mass.
(2 marks)
(Edexcel GCE Jan 2011, 6CH01, Q15a)
2 Chlorine forms compounds with magnesium and with carbon.
a Draw a dot-and-cross diagram to show the electronic structure of the compound

magnesium chloride (only the outer electrons need be shown). Include the
charges present.
(2 marks)
b Draw a dot-and-cross diagram to show the electronic structure of the compound
tetrachloromethane (only the outer electrons need be shown).
(2 marks)
(Edexcel GCE Jan 2011, 6CH01, Q17b)
c Draw a dot-and-cross diagram of a molecule of carbon dioxide. Show outer
electrons only.
(2 marks)
(Edexcel GCSE Jun 2013, 5CH2H, Q2(iii))
3 a State what is meant by the term relative isotopic mass.
(2 marks)
(Edexcel GCE Jun 2012, 6CH01, Q21(a))
b State what is meant by the term isotopes.
(2 marks)
(Edexcel GCSE May 2012, 5CH2H, Q2bii)
c i State what is meant by the term relative atomic mass.
(2 marks)
ii A sample of boron contains:
● 19.7% of boron-10
● 80.3% of boron-11.
Use this information to calculate the relative atomic mass of boron.
(3 marks)
(Edexcel GCSE May 2013, 5CH2H, Q4c(i)–(ii))
4 A molecule is …
A a group of atoms joined by ionic bonding.

B a group of atoms joined by covalent bonding.
C a group of ions joined by covalent bonding.
D a group of atoms joined by metallic bonding.
(1 mark)
5 The relative atomic mass is defined as …
1
A the mass of an atom of an element relative to the mass of a carbon-12 atom.
12
B the mass of an atom of an element relative to the mass of a hydrogen atom.
1
C the average mass of an element relative to the mass of a carbon atom.
12 1
D the average mass of an atom of an element relative to the mass of a
12
carbon-12 atom.
(1 mark)
(Edexcel GCE Jan 2012, 6CH01, Q1,2)
6 Which pair of ions is isoelectronic?
A Ca2+ and O2–

B Na+ and O2–
C Li+ and Cl–
D Mg2+ and Cl–
(1 mark)
(Edexcel GCE May 2013, 6CH01, Q4)
24 25
7 The isotopes of magnesium Mg and Mg both form ions with charge 2+. Which of
12 12
the following statements about these ions is true?
A Both ions have electronic configuration 1s2 2s2 2p6 3s2.

25 2+ 24 2+
B Mg has more protons than Mg .
12 12
C The ions have the same number of electrons but different numbers of neutrons.
D The ions have the same number of neutrons but different numbers of protons.
(1 mark)
8 Chlorine has two isotopes with relative isotopic mass 35 and 37. Four m/z values are
given below. Which will occur in a mass spectrum of chlorine gas, Cl2, from an ion
with a single positive charge?
A 35.5
B 36
C 71
D 72
(1 mark)
(Edexcel GCE Jan 2010, 6CH01, Q1,2)
9 The electronic structures of four elements are given below. Which of these elements
has the highest first ionisation energy?
(1 mark)
10 Which of the following represents the electronic structure of a nitrogen atom?
(1 mark)
(Edexcel GCE May 2012, 6CH01, Q19,20)
11 a In atoms, electrons fill up the sub-shells in order of increasing energy.
Complete the outer electronic configuration for an arsenic and a selenium atom
using the electrons-in-boxes notation.
(2 marks)
(Edexcel GCE Jan 2010, 6CH01, Q9c)
b Electrons in atoms occupy orbitals.

i Explain the term orbital.
(1 mark)
ii Draw diagrams below to show the shape of an s-orbital and of a p-orbital.
s-orbital p-orbital
(2 marks)
c State the total number of electrons occupying all the p-orbitals in one atom of
chlorine.
(1 mark)
d State the number of electrons present in an ion of calcium, Ca2+.
(1 mark)
(Edexcel GCE May 2013, 6CH01R Q21)
12 The following data were obtained from the mass spectrum of a sample of platinum.
Peak at m/z %
194 32.8
195 30.6
196 25.4
198 11.2
a Calculate the relative atomic mass of platinum in this sample. Give your answer
to one decimal place.
(2 marks)
b In which block of the Periodic Table is platinum found?
(1 mark)
(Edexcel GCE May 2013, 6CH01R, Q21,22b,c)
131
13 The radioactive isotope iodine-131, 53 I, is formed in nuclear reactors providing
nuclear power. Naturally occurring iodine contains only the isotope 127I.
53
a Complete the table to show the number of protons and neutrons in these two
isotopes.
131 127
Isotope I I
53 53
Number of protons
Number of neutrons
(2 marks)
b When iodine-131 decays, one of its neutrons emits an electron and forms a
proton. Identify the new element formed.
(1 mark)
(Edexcel GCE May 2013, 6CH01R, 18a,b)
14 The nitrate ion, NO3–, contains both covalent and dative covalent bonds. Complete
the dot-and-cross diagram to show the bonding in the nitrate ion.
Only the outer electron shells for each atom need to be shown.
Represent the nitrogen electrons with crosses (×), and oxygen electrons with dots (•).
The symbol * on the diagram represents the extra electron giving the ion its charge.
(3 marks)
(Edexcel GCE May 2014R, 6CH01R, 20d)
Section B: Quantitative analysis and
equations
This section covers one of the most important areas of the chemistry specification. A
good understanding of the concepts covered here, particularly reacting masses, will have
a huge impact on students’ studies of later topics, including the A2 specification. The
Table below lists the areas that students most commonly struggle with.
Perhaps the biggest barrier is understanding what is being asked when a practical
scenario is given. We have provided a worked example of such questions. Unlike Physics,
formulae and equations are not provided in Chemistry exams so it is important that
students know these very well and, more importantly, be able to manipulate them as
necessary to solve a given problem.

The table below outlines the areas in which most students do well and the common
Strengths Common mistakes

Quantities in Definitions as ‘standalone’. Conversions from one quantity to
chemistry another, e.g. moles to grams.
Not recognising that molar quantities
are the same but the method of
calculation depends on the species
e.g. solutes in solution, gases, solids.
Empirical Writing empirical formula Inverting the %/Ar ratio.

formulae from molecular formula. Failing to simplify the ratios.
Recognising a mathematical Writing a final answer.
relationship between %
composition and Ar. Deducing molecular formula from
empirical formula and Mr.
Balancing Simple acid–alkali and metal Translating practical scenarios into

equations plus oxygen or halogen word and formula equations.
equations. Not learning the common ‘known’
reactions e.g. carbonate plus acid.
Applying the law of conservation of
mass to equations.
Balancing equations with diprotic
acids.
Ionic Given the state symbols, be Not knowing which species are soluble
equations able to split the ions. and the state symbols of common
chemical species.
Splitting common acids.
Reacting Conservation of mass. Selecting the correct formula when

masses Working out masses or solving problems with practical
moles as standalone direct scenarios.
questions. Following multistep procedures and
calculations.
Topics covered Type of Resource name Brief description
resource and notes for
resource
• Isotopes Teacher Building knowledge Building knowledge
• Equations resource learning outcomes.
• Reacting masses May be used to assess

understanding and for
Used for setting targets
for improvement.
• Writing formulae Teacher Summary sheet: Review of KS4 concepts.

• Reacting masses resource Writing formulae Summary of key points
• Percentage yield and guide to correct use
of key terms.
Tips on how to answer
exam questions.
• Empirical formulae Teacher Worked examples:

• Molar volumes and Calculations
student
• Avogadro constant resource
• Writing chemical Student Worksheet 1: Practice working out

formulae worksheet Chemical formulae molecular formulae from
Worksheet 2: names of compounds.
Cations and anions Checking understanding
Worksheet 3: of new KS5 learning.
Writing equations
• Quantitative analysis Student Exam practice How to answer exam-
and calculations questions type questions and KS5
level.
Covering main
misconceptions for main
topics.
Teacher resources
Building knowledge
Quantitative chemistry
Isotopes – Why is the Ar of some elements not a whole number?
Deduce the % abundance of a given isotope from data of the other

isotopes and Ar.
Calculate the relative atomic mass of an element given the % abundances

of its isotopes.
Give the similarities and differences between atoms of the same element
(definition of isotopes).
Research task: how do we investigate the presence of isotopes and their

relative abundances?
Quantitative chemistry
Equations and reacting masses
Given a reaction in words, write a balanced symbol equation.

Write down ionic equations and know which ions can be omitted.
Write equations with state symbols for chemical reactions from

observations recorded.
Know how to balance equations.

Deduce the formulae for compounds with more complex anions
(compound ions).
Deduce the formulae for simple ionic compounds with just two types of
elements.
Work out the charge on an ion from its position in the Periodic Table.
Summary sheet: Writing formulae
Writing formulae
Compounds should have no overall charges, so the positive and negative charges should
cancel each other out.
Apart from working out the charges on ions made up of one element, you need to know
the following compound ions and their charges.
Name Formula Charge

hydroxide OH– 1–
nitrate NO3– 1–
sulfate SO42– 2–
carbonate CO32– 2–
ammonium NH4+ 1+
Follow these steps.
Write the name of the compound Magnesium Sodium sulfate

bromide
Work out the charge of your positive ion = Mg2+ Na+
group number, or 1+ for ammonium.
Work out the charge of your negative ion = Br– SO42–
group number – 8 or known charge for a
compound ion.
Rewrite the symbols; put a bracket around Mg2+ Br– Na+ SO42–
any compound ion. Mg Br Na (SO4)
Swap the numbers of the charges and drop MgBr2 Na2(SO4)

them to the opposite ion.
Writing ionic equations

● Make sure all state symbols are included.
● Identify the species that are aqueous, using the rules of solubility.
1 Look at the cation – is it Group 1 or ammonium? If so → soluble.
2 Look at the anion – is it a nitrate? If so → soluble.
● Proceed only if you have ruled out 1 and 2.
1 Is the anion a halide (chloride, bromide or iodide)?
2 If so, look at the metal – lead or silver? If so → insoluble.
3 Is the anion a sulfate?
4 If so, look at the metal – barium, calcium, lead? If so → insoluble.
5 Is the anion a hydroxide?
6 If so, look at the metal – transition metal or Group 2 (after Ca)? If so → insoluble.
● Split all the soluble salts into their aqueous ions on both sides – remember to write
the numbers in front of the ions for multiples.
● Cancel out the ions that appear on both sides – again pay attention to numbers.
● Write your final equation (always keep the state symbols unless specifically told
not to!).
Reacting masses
To work out masses of reactants and products from equations, follow these steps.
Steps to follow Example Example

5 g of Ca reacted with excess When MgCO3 was heated
chlorine. What mass of CaCl2 strongly, 4 g of MgO was
is formed? formed. What is the mass of
MgCO3 that was heated?
Write the balanced Ca + Cl2 → CaCl2 MgCO3 → MgO + CO2(g)
equation.
Write the masses 5g (excess) ? ? 4g
given.
Find the Ar or Mr. 40 111 84 40
Divide by the atomic 5 ? ? 4
: :
or molecular mass 40 111 84 40
(step 2 ÷ step 3).
Treat these like ratios, Mass of CaCl2 = Mass of MgCO3 =
rearrange to find the (5 × 111) ÷ 40 = 13.9 g (4 × 84) ÷ 40 = 8.4 g
unknown (?).
Note: if you are told something is in excess, do not use it in the calculation!
Percentage yield
The calculations above dealt with the masses you get or use if the reaction is 100%
complete.
Most reactions are not 100% complete for the following reasons:
● not all the reactant reacts
● some is lost in the glassware as you transfer the reactants and the products
● some other products might be formed that you do not want.
This is a problem in industry. Less of the desired product has been made, so there is less
to use or sell, and the waste has to be disposed of. Waste products can be harmful to the
environment, e.g. the one above produces the greenhouse gas CO2. Industries try to
choose reactions that minimise waste and do not produce harmful products. They also try
to make the rate of reaction high enough to make the reaction turnover fast so they can
increase production and make money.
To work out % yield: use the balanced equation to work out how much of the given
product you should get if the reaction is 100% efficient – this is the theoretical yield.
actual yield  100
Then: % yield =
theoretical yield
Worked examples: Calculations
The example exam questions in the shaded sections are followed by working out and
hints on answering the questions.
Empirical formulae
1 Sulfamic acid is a white solid used by plumbers as a limescale remover.
a Sulfamic acid contains 14.42% by mass of nitrogen, 3.09% hydrogen
and 33.06% sulfur. The remainder is oxygen.
i Calculate the empirical formula of sulfamic acid. (3)
Interpreting the question

● ‘The remainder is oxygen.’ So you need to calculate the percentage of oxygen.
● ‘Calculate the empirical formula of sulfamic acid.’ This is the main question.
Answering the question

What you do Calculation Common mistakes
Write the symbols N H S O Remember you can check
of the elements. the symbols in the
Periodic Table.
Note the % 14.42 3.09 33.06 100 – (14.42 Check sum of % = 100%.
underneath. + 3.09 + Make sure you transfer
33.06) = the correct % for the
49.43 correct element.
Write the Ar. 14.01 1 32.06 16 Remember to use the
Periodic Table correctly!
Divide % by Ar for 1.03 3.09 1.03 3.09 Do not round up at this
ratio. stage.
Divide by smallest 1 3 1 3 These numbers give you
number for the number of each atom
simplest ratio. in the empirical formula.
Write the NH3SO3 Make sure you actually
empirical formula. write this formula out –
don’t leave the answer at
the ratio stage.
ii The molar mass of sulfamic acid is 97.1 g mol–1. Use this information to
deduce the molecular formula of sulfamic acid.

Work out empirical mass first, then use this to work out the molecular formula.
1 1 × N = 14; 3 × H= 3; 1 × S = 32; 3 × O = 16 × 3 = 48
2 Empirical mass =14 + 3 + 32 + 48 = 97
3 Divide molar mass by empirical mass: 97.01/97 = 1,
therefore molecular formula = empirical formula.
b Sulfamic acid reacts with magnesium to produce hydrogen gas. In an
experiment, a solution containing 5.5 × 10–3 moles of sulfamic acid
reacted with excess magnesium. The volume of hydrogen produced was
66 cm3, measured at room temperature and pressure.
i Draw a labelled diagram of the apparatus you would use to carry out
this experiment, showing how you would collect the hydrogen
produced and measure its volume.
Draw tube through bung

as a cross section. Bung
should also fit tightly
with no gaps between it
and the flask.
Tube should not touch

reaction mixture.
ii Calculate the number of moles of hydrogen, H2, produced in this

reaction.
The molar volume of a gas is 24 dm3 mol–1 at room temperature and
pressure.

● Excess magnesium means that you cannot use this substance in the calculation.
● The molar volume is given in dm3 but the volume of hydrogen is given in cm3.

1 The molar volume of a gas is 24 dm3 mol–1 at room temperature and pressure.
2 Number of moles of a gas = volume/molar volume.
3 Number of moles of H2 = 66/24 000 = 2.75 × 10–3 mol.
iii Show that the data confirms that two moles of sulfamic acid produces
one mole of hydrogen gas, and hence write an equation for the
reaction between sulfamic acid and magnesium, using H[H2NSO3] to
represent the sulfamic acid.

This question is asking you to compare the number of moles.
● sulfamic acid = 5.5 × 10–3 mol.
● hydrogen molecules = 2.75 × 10–3 mol (answer from part ii).
1 5.5 × 10–3 mol of sulfamic acid produce 2.75 × 10–3 mol of H2, so
2 2 mol of sulfamic acid produce 1 mol of H2
3 2 H[H2NSO3] + Mg → Mg(H2NSO3)2 + H2
Molar gas volumes and the Avogadro constant

2 Airbags, used as safety features in cars, contain sodium azide, NaN3. An
airbag requires a large volume of gas produced in a few milliseconds. The
gas is produced in this reaction:
2NaN3(s) → 2Na(s) + 3N2(g) ∆H is positive
When the airbag is fully inflated, it contains 50 dm3 of nitrogen gas.
a Calculate the number of molecules in 50 dm3 of nitrogen gas under
these conditions.
[The Avogadro constant = 6.02 × 1023 mol–1. The molar volume of
nitrogen gas under the conditions in the airbag is 24 dm3 mol–1.]

● The Avogadro constant is used when you need to work out the number of particles.
● When you are given the molar volume, you will need to calculate the number of
moles.

1 Use molar volume to convert 50 dm3 to moles of N2.
Number of moles of N2 = 50/24 = 2.08 mol
2 Use the Avogadro constant to work out the number of molecules in 2.08 mol.
6.02 × 1023 × 2.08 = 1.25 × 1024 molecules
b Calculate the mass of sodium azide, NaN3, that would produce 50 dm3 of
nitrogen gas.

1 Molar ratios: 2NaN3 → 2Na + 3N2
2 Number of moles: ? ? 2.08
The question asks us to relate sodium azide to nitrogen gas. Using the equation, you
can see that every 2 mol of sodium azide (NaN3) gives 3 mol of nitrogen (N2).
Therefore the number of moles of sodium azide is always two-thirds that of nitrogen.
3 Using ratios: number of moles of sodium azide = ⅔ × 2.08 = 1.39 mol.
4 Convert moles to mass:
● Molar mass of sodium azide = 23 + (14 × 3) = 65 g mol–1
● Use equation: Number of moles = mass/molar mass
so mass = number of moles × molar mass = 65 g mol–1 × 1.39 mol = 90.4 g
Worksheet 1: Chemical formulae
Write the formulae of the following compounds.
Copper(II) sulfate
Nitric acid
Copper(II) nitrate
Sulfuric acid
Sodium carbonate
Aluminium sulfate
Ammonium nitrate
Nitrogen dioxide
Sulfur dioxide
Ammonia
Ammonium sulfate
Potassium hydroxide
Calcium hydroxide
Worksheet 2: Cations and anions
Complete the table below to show the substance, its formula and its
individual ions.
Substance Formula Cation Anion

(exact number) (exact number)
Sodium bromide
KI
Silver nitrate
Copper(II) sulfate
NaHCO3
Magnesium carbonate
Lithium carbonate
Ca(HSO4)2
Aluminium nitrate
Calcium phosphate
Potassium hydride
Sodium ethanoate
KMnO4
Potassium dichromate(VI)
Zinc chloride
Strontium nitrate
Sodium chromate(VI)
Calcium fluoride
Potassium sulfide
Magnesium nitride
Lithium hydrogensulfate
(NH4)2SO4
Worksheet 3: Writing equations
Write: (a) the chemical equation and (b) the ionic equation for each of the
following reactions.
1 Magnesium with sulfuric acid
2 Calcium carbonate with nitric acid
3 Hydrochloric acid with sodium hydroxide
4 Aqueous barium chloride with aqueous sodium sulfate
5 Aqueous sodium hydroxide with sulfuric acid
6 Aqueous silver nitrate with aqueous magnesium chloride
7 Solid magnesium oxide with nitric acid
8 Aqueous copper(II) sulfate with aqueous sodium hydroxide
9 Aqueous lead(II) nitrate with aqueous potassium iodide
10 Aqueous iron(III) nitrate with aqueous sodium hydroxide
Exam practice
1 Coral reefs are produced by living organisms and predominantly made up of calcium
carbonate. It has been suggested that coral reefs will be damaged by global warming
because of the increased acidity of the oceans due to higher concentrations of carbon
dioxide.
a Write a chemical equation to show how the presence of carbon dioxide in water
results in the formation of carbonic acid. State symbols are not required.
(1 mark)
b Write the ionic equation to show how acids react with carbonates. State symbols
are not required.
(2 marks)
2 One method of determining the proportion of calcium carbonate in a coral is to
dissolve a known mass of the coral in excess acid and measure the volume of carbon
dioxide formed.
In such an experiment, 1.13 g of coral was dissolved in 25 cm3 of hydrochloric acid
(an excess) in a conical flask. When the reaction was complete, 224 cm3 of carbon
dioxide had been collected over water using a 250 cm3 measuring cylinder.
a Draw a labelled diagram of the apparatus that could be used to carry out this
experiment.
(2 marks)
b Suggest how you would mix the acid and the coral to ensure that no carbon
dioxide escaped from the apparatus.
(1 mark)
c Calculate the number of moles of carbon dioxide collected in the experiment.
(The molar volume of any gas is 24 000 cm3 mol–1 at room temperature and
pressure.)
(1 mark)
d Complete the equation below for the reaction between calcium carbonate and
hydrochloric acid by inserting the missing state symbols.
CaCO3(........) + 2HCl(........) → CaCl2(........) + H2O(l) + CO2(........)
(1 mark)
e Calculate the mass of 1 mol of calcium carbonate. (Assume relative atomic
masses: Ca = 40.1, C = 12.0, O = 16.0)
(1 mark)
f Use your data and the equation in d to calculate the mass of calcium carbonate
in the sample and the percentage by mass of calcium carbonate in the coral. Give
your final answer to three significant figures.
(2 marks)
g When this experiment is repeated, the results are inconsistent. Suggest a reason
for this other than errors in the procedure, measurements or calculations.
(1 mark)
3 Magnesium chloride can be made by reacting solid magnesium carbonate, MgCO 3,
with dilute hydrochloric acid.
a Write an equation for the reaction, including state symbols.
(2 marks)
b A precipitate of barium sulfate is produced when aqueous sodium sulfate is added
to aqueous barium chloride. Give the ionic equation for the reaction, including
state symbols.
(2 marks)
Section C: Structure and properties –
Literacy Focus
In this section we apply the concepts covered in Section A to properties of materials. The
resources provided highlight the importance of selecting the correct key words when
describing and explaining properties of materials. One of the most effective ways of
helping students construct extended writing is by using key word maps, where they are
asked to select the appropriate key words from a list. Part of their learning is the ability
to select the correct terms needed for a given task.
The teacher resources give the learning outcomes, and the summary sheets look back at
what was taught at KS4. As teachers we are very good at telling students what to write
in exams but not what they should not write. Therefore we have focused on this area in
all three sections, most importantly in this section, which aims to help students improve
their scientific writing. We envisage that they will understand that terms like molecules
and ions are not interchangeable and they will learn to be more selective and specific
with the scientific terms they use.

The table below outlines the general areas in which students do well and the common
What most students can Common mistakes

do (well)
Metals Stating the physical properties Using words like molecules and atoms
of metals, including instead of cations or ions, and free
conductivity. instead of delocalised or free-moving
Describing the structure as electrons to describe metallic bonds.
particles with delocalised Explaining the differences in the
electrons. melting point and electrical
conductivity of two metals.
Ionic Knowing that ionic compounds In explaining or describing the
compounds form giant structures, and electrostatic attraction between cations
therefore have high melting and anions in the giant structure.
points. When describing separation of the ions
Knowing that ionic compounds at melting temperature.
conduct electricity when Explaining why ionic compounds
molten or in solutions. conduct electricity when molten or in
solution using terms like free electrons
instead of in terms of mobility of ions.
Covalent Knowing the existence of Explaining the boiling point –
compounds simple molecular and giant distinguishing between intermolecular
covalent structures and give forces in simple molecules and
examples of each. extensive covalent bonds in giant
Knowing of the existence of structures.
intermolecular forces and the
effect of increasing molecular
mass.
In diamond each carbon atom
forms covalent bonds with four
others whereas in graphite it
bonds only with three.
Topics covered Type of Resource name Brief description and
resource notes for resource
● Ionic bonding Teacher Building knowledge Building knowledge learning

resource outcomes.
May be used to assess
understanding and for
Used for setting targets for
improvement.
● Ionic bonding Teacher Summary sheets Selecting the correct

resource vocabulary to describe
bonding and properties of
ionic compounds, metals
and covalent compounds.
● Ionic structure Teacher Teaching ideas: Key Literacy activity –

resource words to describe scaffolding resource:
ionic structure ● how to structure long
descriptive answers
using the correct key
words
● relating physical
properties to bonding.
Student Exam practice Using skills learnt in this
questions section to write succinct
answers using precise
vocabulary.
Teacher resources
The big questions

● What does a material need to have in order to conduct electricity?
● When do ionic compounds conduct electricity?
● How can this be explained in terms of the nature of the bonds?
Building knowledge
Ionic bonding
Structure and properties
Deduce the type of structure of a substance from solubility and electrical

conductivity data.
Relate the physical properties of ionic compounds to their bonding and

structure.
Explain why most ionic compounds are soluble in water.
Describe the lattice structure of ionic compounds.
Summary sheet 1: Structure and bonding
Words used to describe structure and bonding:

● ions, atoms, molecules, intermolecular forces, electrostatic forces, delocalised
electrons, cations, anions, outer electrons, shielding
Metallic bond: electrostatic attraction between the nuclei of cations (positive ions) and
delocalised electrons.
Strength of the metallic bonding increases with the number of valence electrons (outer
electrons in the atoms) and with decreasing size of the cation.
Ionic bonds and ionic compounds

Explain why NaCl has a high melting point and only conducts electricity when
molten or in solution. (6 marks)
An answer should cover the following points.
1 The Na+ and Cl– ions are held by strong electrostatic forces.
2 To melt solid NaCl, energy is needed to separate overcome the forces of attraction
sufficiently for the lattice structure to break down and for the ions to be free to slide
past one another.
3 Even though the ions are charged, the solid cannot conduct electricity because the
ions are not mobile (free to move).
4 If the solid is melted, the ions can move freely and allow the liquid to conduct
electricity.
5 Also, when dissolved in water the ions are separated by the water molecules and so
are free to move, hence the aqueous solution can conduct electricity.
Summary sheet 2: Diamond and graphite
structures
Property Diamond Graphite

Melting point High – atoms held by strong High – atoms held by strong covalent
covalent bonds. bonds.
Many covalent bonds must Many covalent bonds must be broken to
be broken to melt it. melt it.
Is solid at room temp. Is a solid at room temp.
Electrical Poor – no mobile electrons Good – each carbon only uses 3 of its
conductivity available. outer electron to form covalent bonds.
All 4 outer electrons of each 4th electron form each atom contributes
carbon are used in bonding. to a delocalised electron system. These
delocalised electrons can flow when a
potential difference is applied parallel to
the layers.
Lubricant Poor – structure is rigid. Gas molecules are trapped between the
layers and allow the layers to slide past
one another.
Same reason for its use in pencils.
Solubility Insoluble in water – no Insoluble in water – no charged
charged particles to interact particles to interact with water (think of
with water (think of SiO2, SiO2, main component of sand).
main component of sand).
Teaching ideas: Using key words to describe ionic
structure
Describe and explain how the structure of sodium fluoride is formed.
Use knowledge of the structure of sodium chloride
Which key words will you need?

● Attraction ● Strong
● Electrostatic ● Metals
● Tight ● Forces
● Non-metals ● Ionic
● Giant ● Opposition
● Packed ● Lattice
● Anions ● Cations
Tip
For questions about the physical properties of ionic compounds, relate the properties to
their bonding and structure.
Property Why?
Does not conduct electricity when solid.
Conducts electricity when molten or in
aqueous solution.
The ions are held by strong electrostatic
forces of attraction and a large amount of
energy is needed to overcome the
attractions.
The ions are tightly packed together.
Exam practice
1 Suggest why the melting temperature of magnesium oxide is higher than that of
magnesium chloride, even though both are almost 100% ionic.
(3 marks)
Edexcel GCE Jan 2011, 6CH01, Q17
2 Silicon exists as a giant covalent lattice.
a The electrical conductivity of pure silicon is very low. Explain why this is so in
terms of the bonding.
(2 marks)
b Explain the high melting temperature of silicon in terms of the bonding.
(2 marks)
Edexcel GCE Jan 2012, 6CH01
3 The melting temperatures of the elements of Period 3 are given in the table below.
Use these values to answer the questions that follow.
a Explain why the melting temperature of sodium is very much less than that of
magnesium.
(3 marks)
b Explain why the melting temperature of silicon is very much greater than that of
white phosphorus.
(3 marks)
c Explain why the melting temperature of argon is the lowest of all the elements of
Period 3.
(1 mark)
d Explain why magnesium is a good conductor of electricity whereas sulfur is a

non-conductor.
(2 marks)
Appendices
Appendix 1: Specification mapping
Key
5CH1F/H – Core Science
5CH2F/H – Additional Science
5CH3F/H – Extension Unit or Further Additional Science
The table on the following pages maps certain topics from the new AS level Chemistry specification across to relevant sections within
the GCSE specification.
Topic 1 – Atomic structure and the Periodic Table GCSE
1. know the structure of an atom in terms of electrons, 1.3 Describe the structure of an atom as a nucleus containing protons
protons and neutrons and neutrons, surrounded by electrons in shells (energy levels)
2. know the relative mass and relative charge of protons, 1.4 Demonstrate an understanding that the nucleus of an atom is very
neutrons and electrons small compared to the overall size of the atom
1.5 Describe atoms of a given element as having the same number of
protons in the nucleus and that this number is unique to that
element
1.6 Recall the relative charge and relative mass of:
a a proton
b a neutron
c an electron
1.7 Demonstrate an understanding that atoms contain equal numbers of
protons and electrons
3. know what is meant by the terms atomic (proton) 1.8 Explain the meaning of the terms
number and mass number a atomic number
b mass number
4. be able to determine the number of each type of sub- 1.9 Describe the arrangement of elements in the Periodic Table such
atomic particle in an atom, molecule or ion from the that:
atomic (proton) number and mass number a elements are arranged in order of increasing atomic number,
in rows called periods
b elements with similar properties are placed in the same
vertical column, called groups
5. understand the term isotopes 1.10 Demonstrate an understanding that the existence of isotopes results
in some relative atomic masses not being whole numbers
6. be able to define the terms relative isotopic mass and 1.8 State the meaning of the term
relative atomic mass, based on the 12C scale c relative atomic mass
7. understand the terms relative molecular mass and
relative formula mass, including calculating these values
from relative atomic masses
Definitions of these terms will not be expected
The term relative formula mass should be used for
compounds with giant structures
8. be able to analyse and interpret data from mass 2.16 Recall that chemists use spectroscopy (a type of flame test) to
spectrometry to calculate relative atomic mass from detect the presence of very small amounts of elements and that this
relative abundance of isotopes and vice versa led to the discovery of new elements, including rubidium and
9. be able to predict the mass spectra for diatomic caesium
molecules, including chlorine 1.11 Calculate the relative atomic mass of an element from the relative
10. understand how mass spectrometry can be used to masses and abundances of its isotopes
determine the relative molecular mass of a molecule
Limited to the m/z value for the molecular ion, M+,
giving the relative molecular mass of the molecule
16. know the number of electrons that can fill the first four 1.12 Apply rules about the filling of electron shells (energy levels) to
quantum shells predict the electronic configurations of the first 20 elements in the
17. know that an orbital is a region within an atom that can Periodic Table as diagrams and in the form 2.8.1
hold up to two electrons with opposite spins 1.13 Describe the connection between the number of outer electrons and
18. know the shape of an s-orbital and a p-orbital the position of an element in the Periodic Table
19. know the number of electrons that occupy s-, p- and d-

sub-shells
20. be able to predict the electronic configurations, using 1s
notation and electrons-in-boxes notation, of:
i. atoms, given the atomic number, Z, up to Z = 36
ii. ions, given the atomic number, Z, and the ionic
charge, for s- and p-block ions only, up to Z = 36
21. know that elements can be classified as s-, p- and d-
block elements
Topic 2 – Bonding and structure GCSE
1. know that ionic bonding is the strong electrostatic 2.7 Describe the structure of ionic compounds as a lattice structure:
attraction between oppositely charged ions a consisting of a regular arrangement of ions
b held together by strong electrostatic forces of attraction
between oppositely charged ions
3. understand the formation of ions in terms of electron 2.1 Demonstrate an understanding that atoms of different elements can
loss or gain combine to form compounds by the formation of new chemical
4. be able to draw electronic configuration diagrams of bonds
cations and anions using dot-and-cross diagrams 2.2 Describe how ions are formed by the transfer of electrons
2.3 Describe an ion as an atom or group of atoms with a positive or
negative charge
2.4 Describe the formation of sodium ions, Na+, and chloride ions, Cl–,
and hence the formation of ions in other ionic compounds from their
atoms, limited to compounds of elements in groups 1, 2, 6 and 7
7. know that a covalent bond is the strong electrostatic 3.1 State that a covalent bond is formed when a pair of electrons is
attraction between two nuclei and the shared pair of shared between two atoms
electrons between them 3.2 Recall that covalent bonding results in the formation of molecules
8. be able to draw dot-and-cross diagrams to show 3.3 Explain the formation of simple molecular, covalent substances
electrons in simple covalent molecules, including those using dot-and-cross diagrams, including:
with multiple bonds and dative covalent (coordinate) a hydrogen
bonds
b hydrogen chloride
c water
d methane
e oxygen
f carbon dioxide
22. know that metallic bonding is the strong electrostatic 4.2 Describe the structure of metals as a regular arrangement of
attraction between metal ions and the sea of delocalised positive ions surrounded by a sea of delocalised electrons
electrons 4.3 Describe and explain the properties of metals, limited to malleability
and the ability to conduct electricity
4.4 Recall that most metals are transition metals and that their typical
properties include:
a high melting point
b the formation of coloured compounds
23. know that giant lattices are present in: 3.6 Demonstrate an understanding of the differences between the
i. ionic solids (giant ionic lattices) properties of simple molecular covalent substances and those of
giant covalent substances, including diamond and graphite
ii. covalently bonded solids, such as diamond,
graphite and silicon(IV) oxide 3.7 Explain why, although they are both forms of carbon and giant
covalent substances, graphite is used to make electrodes and as a
(giant covalent lattices) lubricant, whereas diamond is used in cutting tools
iii. solid metals (giant metallic lattices)
25. know the different structures formed by carbon atoms,
including graphite, diamond and graphene
24. know that the structure of covalently bonded substances

such as iodine, I2, and ice, H2O, is simple molecular
26. be able to predict the type of structure and bonding
present in a substance from numerical data and/or
other information
27. be able to predict the physical properties of a substance, 3.4 Classify different types of elements and compounds by investigating
including melting and boiling temperature, electrical their melting points and boiling points, solubility in water and
conductivity and solubility in water, in terms of: electrical conductivity (as solids and in solution) including sodium
i. the types of particle present (atoms, molecules, chloride, magnesium sulfate, hexane, liquid paraffin, silicon(IV)
ions, electrons) oxide, copper sulfate, and sucrose (sugar)
ii. the structure of the substance 3.5 Describe the properties of typical simple molecular, covalent
compounds, limited to:
iii. the type of bonding and the presence of
intermolecular forces, where relevant a low melting points and boiling points, in terms of weak forces
between molecules
b poor conduction of electricity
Topic 5 – Formulae, equations and amounts of GCSE

substance
1. know that the mole (mol) is the unit for amount of a 6.1 Calculate relative formula mass given relative atomic masses
substance 6.4 Calculate the percentage composition by mass of a compound from
its formula and the relative atomic masses of its constituent
elements
2. be able to use the Avogadro constant, L 2.1 Calculate the concentration of solutions in g dm–3
(6.02 × 1023 mol–1), in calculations 2.7 Demonstrate an understanding that the amount of
a substance can be measured in grams, numbers of particles or
number of moles of particles
2.8 Convert masses of substances into moles of particles of the
substance and vice versa
2.9 Convert concentration in g dm–3 into mol dm–3 and vice versa
substance
3. know that the molar mass of a substance is the mass

per mole of the substance in g mol–1
4. know what is meant by the terms empirical formula and 6.2 Calculate the formulae of simple compounds from reacting masses
molecular formula and understand that these are empirical formulae
6.3 Determine the empirical formula of a simple compound, such as
magnesium oxide
5. be able to calculate empirical and molecular formulae

from experimental data
Calculations of empirical formula may involve
composition by mass or percentage composition by mass
data
6. be able to write balanced full and ionic equations, 0.1 Recall the formulae of elements and simple compounds in the unit
including state symbols, for chemical reactions 0.2 Represent chemical reactions by word equations and simple
balanced equations
0.3 Write balanced chemical equations including the use of state
symbols (s), (l), (g) and (aq) for a wide range of reactions in this
unit
0.4 Write balanced ionic equations for a wide range of reactions in this
unit and those in unit C2, specification point 2.15
7. be able to calculate amounts of substances (in mol) in 6.5 Use balanced equations to calculate masses of reactants and
reactions involving mass, volume of gas, volume of products
solution and concentration
These calculations may involve reactants and/or
products
substance
8. be able to calculate reacting masses from chemical

equations, and vice versa, using the concepts of amount
of substance and molar mass
9. be able to calculate reacting volumes of gases from 4.1 Demonstrate an understanding that one mole of any gas occupies
chemical equations, and vice versa, using the concepts 24 dm3 at room temperature and atmospheric pressure and that this
of amount of substance is known as the molar volume of the gas
10. be able to calculate reacting volumes of gases from 4.2 Use molar volume and balanced equations in calculations
chemical equations, and vice versa, using the concepts involving the masses of solids and volumes of gases
of molar volume of gases 4.3 Use Avogadro’s law to calculate volumes of gases involved in
CORE PRACTICAL 1: Measure the molar volume of a gas gaseous reactions, given the relevant equations
substance
11. be able to calculate solution concentrations, in mol dm–3 2.12 Describe an acid-base titration as a neutralisation reaction where
and g dm–3, for simple acid–base titrations using a range hydrogen ions (H+) from the acid react with hydroxide ions (OH–)
of acids, alkalis and indicators from the base
The use of both phenolphthalein and methyl orange as 2.13 Describe how to carry out simple acid–base titrations using burette,
indicators will be expected pipette and suitable acid–base indicators
CORE PRACTICAL 2: Prepare a standard solution from a solid 2.14 Carry out an acid–base titration to prepare a salt from a soluble base
acid and use it to find the concentration of a solution of sodium 2.15 Carry out simple calculations using the results of titrations to
hydroxide calculate an unknown concentration of a solution or an unknown
CORE PRACTICAL 3: Find the concentration of a solution of volume of solution required
hydrochloric acid
12. be able to:
i. calculate measurement uncertainties and
measurement errors in experimental results
ii. comment on sources of error in experimental
procedures
13. understand how to minimise the percentage error and
percentage uncertainty in experiments involving
measurements
14. be able to calculate percentage yields and percentage 6.6 Recall that the yield of a reaction is the mass of product obtained in
atom economies using chemical equations and the reaction
experimental results 6.7 Demonstrate an understanding that the actual yield of a reaction is
Atom economy of a reaction = (molar mass of the usually less than the yield calculated using the chemical equation
desired product)/(sum of the molar masses of all (theoretical yield)
products) × 100% 6.8 Calculate the percentage yield
substance
15. be able to relate ionic and full equations, with state 2.13 Use solubility rules to predict whether a precipitate is formed when
symbols, to observations from simple test tube reactions, to named solutions are mixed together and to name the precipitate
include: 2.15 Describe tests to show the following ions are present in solids or
i. displacement reactions solutions:
ii. reactions of acids b CO32– using dilute acid and identifying the carbon dioxide
iii. precipitation reactions evolved
16. understand risks and hazards in practical procedures and c SO42– using dilute hydrochloric acid and barium chloride
suggest appropriate precautions where necessary. solution
d Cl– using dilute nitric acid and silver nitrate solution
3.4 Recall that acids are neutralised by:

a metal oxides
b metal hydroxides
c metal carbonates
to produce salts (no details of salt preparation techniques or ions
are required)
3.5 Recall that:
a hydrochloric acid produces chloride salts
b nitric acid produces nitrate salts
c sulfuric acid produces sulfate salts
Appendix 2: Further baseline assessment
questions
Section A: baseline assessment extra questions

1 Complete the table below.
Number of Number of Number of Electron configuration

protons electrons neutrons
S
Mg
O2–
H+
Kr
Al3+
(6 marks)
2 Draw a dot-and-cross diagrams for the following compounds.

a Methane
b Water
c Sodium fluoride
d Magnesium bromide
e Ammonia
f Potassium oxide
g Calcium oxide
h Oxygen
i Carbon dioxide
(18 marks)
Section B: baseline assessment extra questions
1 Magnesium has three isotopes. The mass spectrum of magnesium shows peaks at
m/z 24 (78.60%), 25 (10.11%) and 26 (11.29%). Calculate the relative atomic mass
of magnesium to 4 significant figures.
(2 marks)
2 2.76 g of solid potassium carbonate was reacted with excess hydrochloric acid, and
the change in mass was recorded as shown in the diagram below.
The equation for the reaction is given by:
K2CO3(s) + 2HCl(aq) → 2KCl(aq) + H2O(l) + CO2(g)
The results from the experiment are:

● mass of K2CO3 + conical flask + HCl at the start = 194.05 g
● mass recorded at the end of the reaction = 193.39 g.
a Write the ionic equation for this reaction.
b Calculate the relative molecular mass Mr of K2CO3.
c Calculate the maximum mass of carbon dioxide which should be produced.
d Deduce the mass of carbon dioxide produced, and hence work out the % yield.
e What is the purpose of the cotton wool?
f Give two possible reasons why the yield is not 100%.
(9 marks)
Section C: baseline assessment extra questions
1 Complete the Table below using the following words:
ionic covalent giant simple metallic
Substance Formula Type of bonding Structure
Hydrogen sulfide
Graphite
Silicon dioxide
Calcium
Magnesium chloride
Fluorine
Argon
(7 marks)
2 By considering the type of bonding and structure, explain why aluminium melts at a
higher temperature than lithium.
(3 marks)
3 Explain why potassium chloride does not conduct electricity when solid whereas
copper does
(3 marks)

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Topic Specification links Resources

Type of resource Description

Students’ strengths and Students’ strengths and common misconceptions.

Summary sheets Review of KS4 concepts.

Copper(II) sulfate Lithium hydrogencarbonate

Sodium hydroxide Potassium nitrate

Strontium nitrate Calcium hydroxide

Sodium carbonate Aluminium fluoride

2 Name the following compounds.

3 Complete the table below.

Particle Where it is found Charge Mass

5 State what is meant by the following terms.

a the mass number of an atom

b relative atomic mass

Calcium carbonate and hydrochloric acid

Magnesium and sulfuric acid

Complete combustion of butane

Thermal decomposition of calcium carbonate

Sodium and water

ionic covalent giant simple metallic

Substance Formula Type of bonding Type of structure

Students’ strengths and common misconceptions

Strengths Common mistakes

Electron Simple 2.8.8… rule. Not realising that the s, p, d

● Atomic structure Teacher Summary sheets Review of KS4 concepts.

● Dot-and-cross Tips on how to answer

● Atomic structure Student Worksheet 1: Atomic Checking understanding

● Orbitals and Student Worksheet 2: Checking understanding

Atomic structure and formulae

Deduce formulae of compounds with compound cations and/or anions.

Use dot-and-cross diagrams to show ionic and covalent bonding.

Write chemical formulae with two elements.

You will need to know:

• how many electrons in each orbital.

You should also be able to represent these using ‘electrons in boxes’.

KS4 – Atomic structure

KS4 – Isotopes and calculating relative isotopic mass

sum of (% abundance  isotopic mass)

A Nions = Negative Ca +ions = +ive

Why are ions negative or positive?

Representing electron configurations

Using the Periodic Table

Hints and tips

The two diagrams below only show the

Complete the following sentences and definitions to give a summary of this

The nucleus contains …

The electrons are found in the …

In a neutral atom the number of electrons is …

To work out the number of neutrons we …

2 Relative molecular mass

4 Relative isotopic mass

When an atom becomes an ion, only the number of changes.

For positive ions this by the number equivalent to

For negative ions this by the number equivalent to

Fill in the following table.

Sketch the shapes of the s and p orbitals.

Z 2.8.8 s, p, d s s p s p d __s