Lesson Objectives
By the end of this topic you should be confident about the following statements.
Use the traffic light columns to assess your understanding of each one.
1.
I CAN STATEMENT
Work safely with chemicals and follow instructions for practical work
2.
3.
4.
5.
6.
State that compounds are formed when two or more elements join together during a chemical reaction.
State that compounds can be broken down into their elements by heat or electrolysis.
State that mixtures occur when two or more substances come together without reacting
Classify everyday substances as pure substances or mixtures
Describe the stages involved in separating a mixture of a soluble and an insoluble solid
7. Chromatography may be used to separate a mixture of coloured dyes
8.
9.
Soluble solids may be separated from a liquid by evaporation – the solid is left behind in the dish
Solubility is the maximum quantity of solute that will dissolve in a specified volume of a specific solvent
10. Solubility is usually affected by the temperature of the solvent
11. Recognise when a solid has dissolved in a particular solvent and when it hasn't
12. Give examples of solutes that do not dissolve in water which can be dissolved in other solvents
13. Describe how distillation can be used to separate a mixture of liquids with different boiling points
14. Describe how water can be purified by distillation and explain where and when this might happen
15. Give examples of where distillation is an important commercial process
16. Describe how distillation is used in a whisky distillery
17. To obtain many materials we have to extract them from their natural state e.g. sea water is rich in chemicals which can be extracted for our use
18.
Recognise that the method chosen to separate a particular mixture uses a physical property that is different for the different components of the mixture (solubility, boiling point,).
PROBLEM SOLVING SKILLS
Red Amber Green

Lesson Objectives
By the end of this topic you should be confident about the following statements.
Use the traffic light columns to assess your understanding of each one.
I CAN STATEMENT
1. Work safely with chemicals and follow instructions for practical work
Red Amber Green
2. State that all chemical reactions involve the formation of one or more new substances
3. Give examples of chemical reactions which occur in our dayto-day lives e.g. electricity from a cell comes from a chemical reaction and corrosion is a chemical reaction which
4. involves the surface of a metal changing from an element to a compound
Chemical reaction can be described by a word equation with reactants and products
5. Chemical reactions can be identified by changes in appearance of substance, including colour change, gas evolved, precipitate formed
6. State that precipitation is the reaction of two solutions to form an insoluble product called a precipitate
7. Identify a chemical reaction by a detectable energy change
8. State that an exothermic reaction is one in which energy is released
9. State that an endothermic reaction is one in which energy is taken in
10. Changes in particle size, temperature and concentration affect the speed of reactions, both in the laboratory and in our everyday life
11. State that catalysts are substances which: speed up some reactions, are not used up during the reaction, can be recovered chemically unchanged
12. Enzymes are catalysts which affect living things
13. There are many everyday examples of uses of catalysts and enzymes e.g. transition metals in car exhaust systems and amylase, which act as biological catalysts in the breakdown of complex food molecules into smaller ones in the digestive system
PROBLEM SOLVING SKILLS
1. Using information to complete flowcharts
2. Calculating units of alcohol
3. Reading information from bar/line graphs

Lesson Objectives
By the end of this topic you should be confident about the following statements.
Use the traffic light columns to assess your understanding of each one.
I CAN STATEMENT
1. Work safely with chemicals and follow instructions for practical work
Red Amber Green
2. State that elements in one group of the Periodic Table show similar chemical properties
3. Explain the structure of the Periodic Table in terms of the atomic number and chemical properties of the elements
4. State that the 3 subatomic particles are protons, neutrons and electrons.
5. State that atoms of different elements vary in size and in mass
6. State the charge of a proton, neutron and electron.
7. Explain the positions of the protons, neutrons and electrons in an atom.
8. Describe the atom as having a vary small positively charged nucleus with negatively charged electrons moving around outside the nucleus
9. State that an atom is neutral because the positive charge of the nucleus is equal to the sum of the negative charges of the electrons
10. State the electron arrangements of the first 20 elements
11. State that elements with the same number of outer electrons have similar chemical properties
12. State that atoms can be held together by bonds
13. Describe the formation of ions in terms of atoms losing and gaining electrons
14. Describe the covalent bond in terms of atoms sharing pairs of electrons
15. State that a molecule is a group of atoms held together by covalent bonds
16. State that the chemical formula gives the number of atoms of each element in a molecule
17. State that (usually) only atoms of non-metal elements bond to form molecules
18. State that a diatomic molecule is made up of two atoms
19. Give examples of elements which exists as diatomic molecules
20. Formulae are written from models or pictorial representations
21. Formulae are written using prefixes, e.g ‘mono-’, ‘di-’, ‘tri-’,
‘tetra-’
22. Work out chemical formulae for compounds using the Data for simple compounds sodium bromide, iron II oxide (not complex ions – nitrate etc). Not ionic formula.
23. A chemical reaction can be described by a word and formula equations
24. Identify and apply state symbols applied to species
25. Balanced chemical equations

PROBLEM SOLVING SKILLS
1. Writing formula equations
Lesson Objectives
By the end of this topic you should be confident about the following statements.
Use the traffic light columns to assess your understanding of each one.
I CAN STATEMENT
1. Work safely with chemicals and follow instructions for practical work
Red Amber Green
2. State that when a fuel burns giving out energy
3. State that combustion is a reaction of a substance with
4. oxygen, giving out energy
A fire needs a fuel, oxygen (usually from the air) and a temperature high enough to start the fire and keep it going; take away any one of the three and the fire goes out
5. Fire-fighting methods in the lab and the home include the use of a fire blanket, sand, water, and carbon dioxide gas and foam
6. Give examples of fossil fuels including coal, natural gas, oil and peat
7. Describe the formation of coal, oil and natural gas
8. State what is meant by a finite resource and fuel crisis in relation to the amount of coal, oil and natural gas in the earth
9. Explain how oil spillages can cause great damage to marine life and the environment
10. State that the chemical compounds which are found in oil and natural gas are mainly hydrocarbons
11. State that a hydrocarbon is a compound which contains hydrogen and carbon only
12. State that hydrocarbons burn completely to produce only carbon dioxide and water
13. State the test for carbon dioxide and water
14. Name the first 8 alkanes
15. Draw the full structural formula of the first 8 alkanes
16. Write the chemical formula for the first 8 alkanes
17. Predict the molecular formula of the alkanes using a general rule
18. Name the first 8 alkenes
19. Draw the full structural formula of the first 8 alkenes
20. Write the chemical formula for the first 8 alkenes
21. Predict the molecular formula of the alkenes using a general rule
22. Give examples of natural and synthetic polymers
23. State the differences between thermosetting and thermoplastics

24. Explain how disposal of plastics can cause problems to the environment
25. State what a biodegradable plastic is
26. State what is meant by a monomer and polymer
27. State that plastics are examples of polymers
28. State that plastics are called polymers because they are long chain molecules made from short chain monomers
29. State that polymerisation is the chemical process used to make polymers
30. Suggest the name of a polymer from the name of its monomer
31. State that crude oil is a mixture of compounds
32. To obtain many materials we have to extract them from their natural state e.g. petrol from crude oil
33. There are different methods of extraction e.g. heat
34. State that a fraction is a group of compounds with boiling points within a given range
35. State that fractional distillation is the process used to separate crude oil into fractions
36. Describe how distillation can be used to separate a mixture of liquids with different boiling points or a solvent containing dissolved solid(s), in terms of evaporation and condensation
37. Explain why fractions can be separated by distillation
38. Give examples of how the products of fractional distillation of crude oil can be used
39. Describe how each of the following varies for fractions of different boiling points: evaporation flammability and viscosity
40. State that carbon, and carbon monoxide, a poisonous gas, are produced when the hydrocarbons burn in a supply of oxygen which is insufficient for complete combustion
41. State that the burning of some fuels releases sulphur dioxide, a poisonous gas, to the atmosphere
42. State that nitrogen and oxygen from the air react inside a car engine to form nitrogen oxides (poisonous gases)
43. Benzene fumes in unleaded petrol are toxic.
44. Soot particles produced by incomplete combustion are harmful
45. Air pollution from the burning of hydrocarbons can be reduced by the use of catalytic converters which convert the pollutant gases to harmless gases
46. Carbon dioxide in the atmosphere causes the greenhouse effect
47. Extensive clearing of forests reduces the amount of carbon dioxide removed from the atmosphere by photosynthesis
48. Increased levels of carbon dioxide in the air may also be due to increased combustion of fuels
49. An increase in the level of carbon dioxide in the atmosphere could cause the atmosphere to retain more of the sun’s energy as heat, a process known as global warming
50. State that ethanol is obtained from sugar cane and can be

mixed with petrol to make fuel for cars
51. State that ethanol can be made from any fruit or vegetable which is a source of starch or sugars
52. Hydrogen which can be produced by the electrolysis of water is a likely fuel of the future
53. State that methane is found in biogas which can be generated by the decomposition of waste plant material
PROBLEM SOLVING SKILLS
1. Selecting information from a table
2. Describing an experiment
Lesson Objectives
By the end of this topic you should be confident about the following statements.
Use the traffic light columns to assess your understanding of each one.
I CAN STATEMENT
1. Work safely with chemicals and follow instructions for practical work
Red Amber Green
2. The pH scale ranges from below 0 to above 14
3. Universal indicator, pH paper or a pH meter can be used to find the pH of solutions
4. Acids have a pH of less than 7; pure water and neutral solutions have a pH equal to 7; alkalis have a pH of more than 7
5. The lower the pH of an acid, the greater the acidity; the higher the pH of an alkali, the greater the alkalinity
6. Diluting acids and alkalis decreases the acidity and alkalinity
7. Acids and alkalis are in common use in the home and the laboratory
8. Common laboratory acids include hydrochloric acid, sulfuric acid and nitric acid
9. Common laboratory alkalis include sodium hydroxide, lime water and ammonia solution
10. Common household acids include vinegar, lemonade, soda water and Coke
11. Common household alkalis include baking soda, oven cleaner, dishwashing powder and bleach
12. Alkalis neutralise acids (and vice versa) to form water and a salt
13. Neutralisation moves the pH of the acid up towards 7
14. Neutralisation moves the pH of the alkali down towards 7
15. Everyday examples of neutralisation include reducing soil acidity, reducing acidity in lakes and treatment of indigestion
16. Reactions of metals with acid produce hydrogen gas and a salt
17. When neutralised, hydrochloric acid forms chloride salts,

sulfuric acid forms sulfate salts and nitric acid forms nitrate salts
18. Acid rain has damaging effects on buildings made from carbonate rock, structures made of iron or steel, soils and plant and animal life
19. Carbon, sulphur and nitrogen react with oxygen to produce carbon dioxide, sulphur dioxide and nitrogen dioxide respectively
20. Carbon dioxide, sulphur dioxide and nitrogen dioxide dissolve in water to form acidic solutions
21. Non-metal oxides which dissolve in water produce acid solutions
22. Sulfur dioxide, produced by the burning of fossil fuels, and nitrogen dioxide, produced by the sparking of air in car engines, dissolve in water in the atmosphere to produce acid rain
23. Sulphur dioxide and nitrogen dioxide are the main causes of acid rain
24. State that ions are present in an acidic solution, ions are present in an alkaline solution, the concentration of ions in water is small
25. State the test for hydrogen
26. State that an acidic solution is one which contains hydrogen ions H
+
(aq)
27. State that an alkaline solution is one which contains hydroxide ions OH
-
(aq)
28. State that metal oxides or hydroxides which dissolve in water produce alkaline solutions
29. State that the reaction of acids with alkalis is an example of neutralisation
30. State that the reaction of H
+
(aq) to form water is an example of neutralisation
31. Name the products formed in the reaction of a neutraliser with dilute hydrochloric, nitric or sulphuric acid
32. State that an acid reacts with a metal carbonate to give off carbon dioxide
33. Explain the effect of acid rain on buildings and carbonate rocks
34. State that an acid reacts with some metals to give off hydrogen gas
35. State that in the reaction, hydrogen ions form hydrogen molecules
36. Name the products formed when dilute hydrochloric or sulfuric acid reacts with a metal
37. State that rain water is acidic and that man-made pollution can increase this acidity.
38. Give examples of carbonate rocks: marble, limestone, chalk and calcite
39. State that normal rain can react with limestone creating hard water and limestone scenery
PROBLEM SOLVING SKILLS

1. Draw bar graphs
2. Write word equations
Lesson Objectives
By the end of this topic you should be confident about the following statements.
Use the traffic light columns to assess your understanding of each one.
I CAN STATEMENT
1. Work safely with chemicals and follow instructions for practical work
2. Relate specific properties of metals e.g density, thermal and electrical conductivity, malleability, strength, to their uses
3. Describe the reactivity of metals with oxygen
Red Amber Green
4. State that these reactions give an indication of the reactivity of metals
5. To obtain many materials we have to extract them from their natural state e.g. iron from iron ore
6. State some metals can be obtained from metal oxides by heat alone; some by heating with carbon; and some need other methods
7. State that iron is produced from iron ore in the blast furnace
8.
9.
Explain the need for recycling metals in terms of the finite nature of metal resources.
State the test for oxygen
10. State the main components of air are oxygen and nitrogen in proportion 1:4
11. In a battery, electricity comes from a chemical reaction
12. Batteries require to be replaced due to the chemicals being used up in the reaction
13. Compare batteries and mains electricity sources in relation to ease of transport, safety, costs and uses of finite resources
14. State that some batteries are rechargeable, e.g the lead-acid battery
15. State that electricity passing along metal wires is a flow of electrons
16. Electricity can be produced by connecting different metals together, with a solution containing ions, to form a cell.
17. State that the purpose of the “ion bridge” is to complete the circuit
18. The voltage is related to the difference in the reactivity of the metals
19. State what is meant by an electrolyte

20. Explain that ammonium chloride in a cell is an example of an electrolyte
21. Use an electrochemical series showing metals to explain why displacement reactions occur and describe the experimental observation
22. State that corrosion is a chemical reaction which involves the surface of a metal reacting with oxygen to produce the metal oxide
23. State that the corrosion of iron is also known as rusting
24. Carry out investigations to find out how some environmental factors can affect the rate of rusting
25. Carry out investigations to show that both water and air
(oxygen) are needed for iron to rust
26. Explain the effects of rusting on the physical properties of iron
27. Carry out an investigation into how physical protection methods such as paint, oil, plastic and coating with another metal can protect iron from rusting.
PROBLEM SOLVING SKILLS
28. Calculate a percentage
29. Interpreting data from a bar graph
30. Drawing bar graphs
Lesson Objectives
By the end of this topic you should be confident about the following statements.
Use the traffic light columns to assess your understanding of each one.
Red Amber Green I CAN STATEMENT
1. Work safely with chemicals and follow instructions for practical work
2. Writing ionic formula (including complex ions and Roman numerals)
3. Formula mass, the mole and gram formula mass can be worked out for a compound
4. State that solid compounds can be ionic or covalent and that compounds which exist as liquids or gases at room temperature are covalent
5. State that covalent compounds (solid, liquid, solution) do not conduct electricity
6. Describe the formation of ions in terms of atoms losing and gaining electrons
7. State that compounds made from metal elements do not

conduct electricity in solid state, and that these compounds do conduct electricity when dissolved in water or when molten
8. State that electric current is a flow of charged particles
9. State that electrons flow through metals and that ions flow through solutions
10. State that electrical energy chemically changes a solution which conducts
11. State that ionic solids exist as networks/lattices of oppositely charged ions
12. Give examples of covalent substances which are insoluble in water but which dissolve in other solvents
13. State that when ionic compounds dissolve in water, the lattice breaks up completely
14. State that electrical energy chemically changes a molten ionic compound
15. Explain why the melt conducts but the solid does not
16. State what is meant by electrolysis
17. State what is meant by an electrolyte
18. Identify the elements which are formed when an ionic solution is changed by electrical energy, explaining the products at each electrode, in terms of positive metal ions being attracted to the negative electrode and negative non-metal ions being attracted to the positive electrode.
19. Relate the colour of an ionic compound to the colour of the positive and/or negative ions.
PROBLEM SOLVING SKILLS
1. Use melting and boiling point to work out the physical state of a substance
2. Make a prediction
3. Draw a bar graph