ALL my KS3 SCIENCE Revision Quizzes (~US K12 grades 6,7,8)

GCSE-IGCSE-KS4 Science-CHEMISTRY notes & quizzes (~US K12 grades 9-10)

Advanced Level CHEMISTRY GCE AS A2 IB notes and quizzes (~US K12 grades 11-12)

All my GCSE-IGCSE Science-CHEMISTRY etc. syllabus help links

 All my GCE-AS-A2-IB AQA, Edexcel, OCR etc. Advanced Level Chemistry syllabus-specification help links

 Doc Brown's Chemistry Clinic

My unofficial support for Salters AS Advanced Chemistry

Salters AS Chemistry - M From "Minerals to Elements"

M Unit map and learning objectives list - part of module 2848

PLEASE REMEMBER, THESE ARE NOT 'STAND ALONE' NOTES, and were designed for my classes for use alongside the Salters resources - Chemical Ideas, Chemical Storylines, Practical Activities-Investigations and the AS-A2 Revision guides all published by Heinemann Secondary Series, to reduce the reading workload and offer a study strategy. From your teacher (not me!), its handy to have the answers to the Chemical Ideas, Storylines Assignments and Activities Questions side by side with the texts and these strategy pages. You haven't time to redo the Q's but a quick read of the Q's and connecting with the official answers is valuable revision.

M unit MAP - M ACTIVITIES

M STORYLINES

CHEMICAL IDEAS for M

M1.1 Solutions of ions

M1.2 Bromine production

M1.3 Halogens and their compounds

M1.4 This liquid is dangerous

M1.5 Manufacturing chlorine

M1 CHEMICALS FROM THE SEA:

5.1 Ions in solids and solutions

9.1 Oxidation and reduction

2.4 Electronic Structure: sub-shells and orbitals

11.4 The p-block: Group 7 The Halogens

M2.1 Mineral spotting

M2.2 Getting at the minerals

M2.3 Extracting copper

M2.4 Finding out how much acid there is in a solution

M2.5 The philosopher's microbe

M2.6 Molecules and networks

M2 COPPER FROM DEEP UNDERGROUND:

1.5 Concentration of solutions

8.1 Acid-base reactions

5.2 Molecules and networks

M3 Check your notes on unit M

M3 SUMMARY

M UNIT TEST

Unit M Learning Outcomes

KEY: CS = Chemical storylines, CI = Chemical Ideas, Act = Activity: be able to

1. O use the concept of amount of substance to perform calculations involving: molar relationships and concentrations of solutions (volumetric calculations) [CI 1.5; Act’s M1.5/2.4] but please note other calculations will crop up eg % composition, empirical formula, reacting mass in g or kg, % of a metal in a rock - based on % of its compound in the rock. Practice in the basics
2. O use s, p, d conventions for representing the distribution of electrons in atomic orbitals (no treatment of the shapes of atomic orbitals is expected) [CI 2.4] see LO's 3.-4. and show electron configurations as 'box diagrams' too.
3. O recall the classification of elements into s, p and d blocks in the Periodic Table [CI 2.4/11.4; M2 copper] essentially classifying by outer electron shell character
4. O deduce (given the atomic number) the electronic configuration of atoms from hydrogen to krypton in terms of main energy levels and s, p and d atomic orbitals [CI 2.4] including the 3d block of Transition Metals, explain why Ti to Cu ARE true transition elements in electronic terms.
5. O recall the following physical properties of the halogens [CI 11.4; Act M1.3] Gp7 basics
   • (a) appearance and state at room temperature
   • (b) volatility
   • (c) solubility in water and organic solvents 
6. O assign oxidation states to the elements in a compound or ion [CI 9.1; CS M1/M2 eg Ass’s 5/6/10; Acts M1.2/1.3/1.5] Some examples and rule in CI9.1 notes
7. O use oxidation states to decide which species have been oxidised and which reduced in a redox reaction [CI 9.1; CS M1/M2 eg Ass’s 5/6/10; Acts M1.2/1.3/1.5] Recognise which reactant is the oxidising agent and which is the reducing agent. Disproportionation is when an element in a reactant is both oxidised (higher ox. state in one product) and reduced (lower ox. state in another product) 
8. O describe redox reactions of s-block and p-block elements in terms of electron transfer, using half-equations to represent the oxidation and reduction reactions and combining them to give overall redox-ionic equations [CI 9.1; CS M1; Acts M1.2/1.3/1.5]
9. O explain the redox changes, which take place when chlorine, bromine and iodine (X₂) react with other halide ions (X^-) [CI 9.1; CS M1; Act M1.3]
10. O explain the redox changes occurring in the extraction of bromine from seawater [CS M1; Act M1.2]
11. O compare the relative reactivity of the halogens [CI 11.4; Act M1.3]
12. O recall the reaction between halide ions and silver ions eg observations of the precipitation reaction (NOT redox), ionic equations, use of silver nitrate + dilute nitric acid as simple test for chloride, bromide or iodide ion etc. [CI 5.1/11.4; Act M1.2]
13. O show awareness of the health and safety precautions needed in industry when hazardous chemicals are being stored, transported and used eg bromine shipments [CS M1; Act M1.4]
14. O show awareness of the economic importance of bromine and chlorine and their compounds, and also the uses of hydrogen and sodium hydroxide (from brine electrolysis) [CI 11.4; CS M1; Act M1.3]
15. O describe the structure and physical properties of an ionic lattice, exemplified by sodium chloride [CI 5.1]
16. O write ionic equations to represent precipitation reactions (eg Ag salts) and other reactions involving ionic compounds (eg oxide/hydroxide/carbonate + acid) [CI 5.1/11.4; Act M1.1]
17. O describe the hydration of ions in aqueous solution eg labelled sketches [CI 5.1]
18. O describe and explain the major stages in the extraction of a pure metal from its ore [CS M2; Act’s M2.2/2.3] can include rates of reaction factors from CI 10.1, copper smelting, purification of copper by electrolysis, redox concepts and tend to be 'open-ended' interpretation questions.
19. O show awareness of the scale and importance of mineral extractive industries and discuss the environmental implications of mineral extraction [CS M2 and Ass 7; Act M2.4/2.5]
20. O interpret flow diagrams showing the sequence of operations in a chemical process [CS M1 for Br extraction and CS M2 for Cu extraction; Act M1.2] rates of reaction factors may be included
21. O recognise from the balanced equation for a reaction whether it is an acid-base, redox or precipitation reaction [CI 8.1/9.1; Act M1.1]  watch out for overlap of terms for a particular reaction
22. O recall that acid-base reactions involve proton transfer, define an acid or a base in terms of donating or accepting a proton [CI 8.1; Act M2.4]
23. O identify the proton donor and proton acceptor in an acid-base reaction [CI 8.1; Act M2.4] and be aware that when an acid reacts with a base, a conjugate acid and base are formed in the process
24. O recall the procedure for carrying out an acid-alkali titration and be able to work out the results (volumetric procedures, name/describe apparatus, indicator/end-point, calculations) [CI 1.5/8.1; Act M2.4] also need to be able to do calculations involving sodium thiosulphate and iodine
25. O recall the procedure for vacuum filtration and sketch and label the apparatus [Act M2.3] a few procedural details for reduced pressure filtration eg washing solid with a little clean solvent
26. O describe examples of giant covalent (network) structures, such as diamond and silicon(IV) oxide (silicon dioxide) [CI 5.2; Act M2.6]
27. O interpret differences in the physical properties of CO₂ and SiO₂ in terms of their different structures [CI 5.2; Act M2.6] For LO's 26-27 you may need all the details of covalent bonding from ox diagrams, electronegativity etc. etc.

GENERAL REVISION NOTES

 * Salters Advanced Level Chemistry * Salters Advanced Level Chemistry * Salters Advanced Level Chemistry * Salters Advanced Level Chemistry * Salters Advanced Level Chemistry *