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 A2 Advanced Chemistry

Salters A2 Chemistry - AA "Aspects of Agriculture"

Unit map and learning objectives list - part of module 2854

AA Exam bashing thoughts * Salters revision list * extra AA backup stuff * My Salters A2 homepage * Email

At the moment the AS/A2 links are for the old syllabus * My NEW Salters AS Chemistry page

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.

10.3 The effect of concentration on rate (revision)

5.2 Molecules and networks (revision)

5.6 Bonding, structure and properties: a summary

AA3.2 The nitrogen balance in UK agriculture

AA3.3 Revising for end of course exams

11.3 The p block: nitrogen and Group 5

7.3 Equilibria and partial pressures

10.4 What is a catalyst (revision)

10.5 How do catalysts work (revision)

AA4.2 Partition equilibrium

AA4.3 What makes an active pyrethroid

3.6 Optical isomerism (revision)

7.4 Partition equilibrium

13.5 Esters (revision)

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

1. O discuss ways in which chemists can help improve food production, including: (i) providing extra nutrients, (ii) controlling soil pH and (iii) controlling pests [CS AA1/2/3/4]
2. O recall the qualitative effect of temperature on the rate constant of a reaction; [CS AA2 Ass 1/6; Act AA 2.1; CI 10.2/10.3]
3. O discuss the redox reactions involved in the interconversion of the following species in the nitrogen cycle: (i) nitrogen gas N₂, (ii) nitrate(V) ion NO₃^-, (iii) nitrate(III) ion NO₂^-, (iv) ammonium ion NH₄⁺ and (v) dinitrogen oxide N₂O, nitrogen monoxide NO, nitrogen dioxide NO₂ [CS AA 3; Act AA 3.1/3.2; CI 9.1/11.3]
4. O describe in outline the manufacture of ammonia in the Haber Process, giving essential conditions and explain the choice of conditions in terms of their effect on equilibrium position and rate of reaction [CS AA 3 Ass 9; CI 7.1/7.2/7.3/10.1/10.2/10.3/10.4/10.5]
5. O use given data to evaluate the most economical operating conditions* for an industrial process** such as the Haber Process, using principles of equilibrium and rates of reactions [CS AA 3 Ass 9; CI 7.1/7.2/7.3/10.1/10.2/10.3/10.4/10.5] * eg using catalyst and higher temperature to get low yield fasts or lower cost lower pressure technology etc. ** LO's 4. and 5. may be applied to any industrial process in the exam, the idea is mainly to explain why the reaction conditions are chosen.
6. O write an expression for the equilibrium constant, K_p, for reactions involving gases (in terms of partial pressures and quoting the correct units) and given data calculate K_p [CI 7.3]
7. O use values of K_p, together with given data on partial pressures, to carry out simple calculations concerning the composition of equilibrium mixtures [CI 7.3]
8. O describe and explain, in terms of structure and bonding, the trends in reactions of the elements and the properties of their compounds across a period, including: (i) the reactions of the elements with oxygen, chlorine and water, (ii) the acid-base character of oxides and (iii) the behavior of chlorides towards water; [CI 5.6/11.3] * including deriving balanced equations, pH trends of the products when mixed with water AND the ideas may be extended to other chlorides, oxides or hydroxides.
9. O recall that there is a relationship between the structure and bonding of a substance and its properties, and explain the properties of substances in terms of its structure and bonding [CI 5.2/5.6]
10. O interpret given data in terms of the structure and bonding of a substance [CI 5.2/5.6] * see also LO 9. and be prepared to describe in detail: ionic, covalent and metallic bonding situations.
11. O describe and explain the partition equilibrium* that occurs when a solute is distributed between two immiscible solvents (and also revise t.l.c); [CS AA 4 Ass 13; Act AA 4.2; CI 7.4] * also to apply to herbicide/insecticide testing, pollution extractions for analysis => concentrate => tlc or glc analysis etc. AND be able to explain in terms of intermolecular forces why some liquids don't mix eg water and octan-1-ol (used in herbicide/insecticide testing). 
12. O explain the role of chemistry in the design* of pesticides that combine maximum efficacy with minimum environmental damage [CS AA 4 Ass 11/12/13/14; Act AA 4.1/4.2/4.3; CI 3.5/3.6/13.5] * be prepared for skeletal formulae of varying size!
13. O read Act AA 3.3 for an important 'synoptic' view of revision (and I hope this page helps you too, and I appreciate any comments on its effectiveness or otherwise?)

GENERAL REVISION NOTES

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