Edexcel GCSE (9-1) Chemistry revision checklist (Year 9)

Formulae, equations and hazards

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0.1 Recall the formulae of elements, simple compounds and ions
0.2 Write word equations
0.3 Write balanced chemical equations, including the use of the state symbols (s), (l), (g) and
(aq)
0.5 Describe the use of hazard symbols on containers
a to indicate the dangers associated with the contents
b to inform people about safe-working precautions with these substances in the
laboratory
0.6 Evaluate the risks in a practical procedure and suggest suitable precautions for a range
of practicals including those mentioned in the specification

Topic 1 – Key concepts in chemistry

Atomic structure
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1.1 Describe how the Dalton model of an atom has changed over time because of the
discovery of subatomic particles
1.2 Describe the structure of an atom as a nucleus containing protons and neutrons,
surrounded by electrons in shells
1.3 Recall the relative charge and relative mass of:
a a proton
b a neutron
c an electron
1.4 Explain why atoms contain equal numbers of protons and electrons
1.5 Describe the nucleus of an atom as very small compared to the overall size of the
atom
1.6 Recall that most of the mass of an atom is concentrated in the nucleus
1.7 Recall the meaning of the term mass number of an atom
1.8 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
1.9 Describe isotopes as different atoms of the same element containing the same
number of protons but different numbers of neutrons in their nuclei
1.10 Calculate the numbers of protons, neutrons and electrons in atoms given the atomic
number and mass number
1.11 Explain how the existence of isotopes results in relative atomic masses of some
elements not being whole numbers
1.12 Calculate the relative atomic mass of an element from the relative masses
and abundances of its isotopes

The periodic table

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1.13 Describe how Mendeleev arranged the elements, known at that time, in a periodic
table by using properties of these elements and their compounds
1.14 Describe how Mendeleev used his table to predict the existence and properties of
some elements not then discovered
1.15 Explain that Mendeleev thought he had arranged elements in order of increasing
relative atomic mass but this was not always true because of the relative abundance of
isotopes of some pairs of elements in the periodic table
1.16 Explain the meaning of atomic number of an element in terms of position in the
periodic table and number of protons in the nucleus
1.17 Describe that in the periodic table

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 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 columns called
groups
1.18 Identify elements as metals or non-metals according to their position in the periodic
table, explaining this division in terms of the atomic structures of the elements
1.19 Predict the electronic configurations of the first 20 elements in the periodic table as
diagrams and in the form, for example 2.8.1
1.20 Explain how the electronic configuration of an element is related to its position in
the periodic table

Ionic bonding
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1.21 Explain how ionic bonds are formed by the transfer of electrons between atoms to
produce cations and anions, including the use of dot and cross diagrams
1.22 Recall that an ion is an atom or group of atoms with a positive or negative charge

1.23 Calculate the numbers of protons, neutrons and electrons in simple ions given the
atomic number and mass number
1.24 Explain the formation of ions in ionic compounds from their atoms, limited to
compounds of elements in groups 1, 2, 6 and 7
1.25 Explain the use of the endings –ide and –ate in the names of compounds
1.26 Deduce the formulae of ionic compounds (including oxides, hydroxides, halides,
nitrates, carbonates and sulfates) given the formulae of the constituent ions
1.27 Explain the structure of an ionic compound as a lattice structure a consisting of
a regular arrangement of ions
b held together by strong electrostatic forces (ionic bonds) between oppositely-
charged ions

Covalent bonding
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1.28 Explain how a covalent bond is formed when a pair of electrons is shared between
two atoms
1.29 Recall that covalent bonding results in the formation of molecules

Types of substance
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1.31 Explain the formation of simple molecular, covalent substances, using dot and
cross diagrams, including:
a hydrogen
b hydrogen chloride
c water
d methane
e oxygen
f carbon dioxide
1.32 Explain why elements and compounds can be classified as:
a ionic
b simple molecular (covalent)
c giant covalent
d metallic
and how the structure and bonding of these types of substances results in different
physical properties, including relative melting point and boiling point, relative solubility in
water and ability to conduct electricity (as solids and in solution)
1.33 Explain the properties of ionic compounds limited to:
a high melting points and boiling points, in terms of forces between ions
b whether or not they conduct electricity as solids, when molten and in aqueous
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 solution
1.34 Explain the properties of typical covalent, simple molecular compounds limited to:
a low melting points and boiling points, in terms of forces between molecules
(intermolecular forces)
b poor conduction of electricity
1.35 Recall that graphite and diamond are different forms of carbon and that they are
examples of giant covalent substances
1.36 Describe the structures of graphite and diamond
1.37 Explain, in terms of structure and bonding, why graphite is used to make electrodes
and as a lubricant, whereas diamond is used in cutting tools
1.40 Explain the properties of metals, including malleability and the ability to conduct
electricity
1.42 Describe most metals as shiny solids which have high melting points, high density
and are good conductors of electricity whereas most non-metals have low boiling points
and are poor conductors of electricity

Topic 2 – States of matter and mixtures

States of matter
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2.1 Describe the arrangement, movement and the relative energy of particles in each of
the three states of matter: solid, liquid and gas
2.2 Recall the names used for the interconversions between the three states of matter,
recognising that these are physical changes: contrasted with chemical reactions that
result in chemical changes
2.3 Explain the changes in arrangement, movement and energy of particles during these
interconversions
2.4 Predict the physical state of a substance under specified conditions, given suitable
data

Methods of separating and purifying substances

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2.5 Explain the difference between the use of ‘pure’ in chemistry compared with its
everyday use and the differences in chemistry between a pure substance and a mixture
2.6 Interpret melting point data to distinguish between pure substances which have a
sharp melting point and mixtures which melt over a range of temperatures
2.7 Explain the experimental techniques for separation of mixtures by:
a simple distillation
b fractional distillation
c filtration
d crystallisation
e paper chromatography
2.8 Describe an appropriate experimental technique to separate a mixture, knowing the
properties of the components of the mixture
2.9 Describe paper chromatography as the separation of mixtures of soluble substances
by running a solvent (mobile phase) through the mixture on the paper (the paper
contains the stationary phase), which causes the substances to move at
different rates over the paper
2.10 Interpret a paper chromatogram:
a to distinguish between pure and impure substances
b to identify substances by comparison with known substances
c to identify substances by calculation and use of Rf values
2.11 Core Practical: Investigate the composition of inks using simple distillation and
paper chromatography
2.12 Describe how:
a waste and ground water can be made potable, including the need for

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 sedimentation, filtration and chlorination
b sea water can be made potable by using distillation
c water used in analysis must not contain any dissolved salts

Topic 3 – Chemical Changes

Electrolytic Processes
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3.22 Recall that electrolytes are ionic compounds in the molten state or dissolved in
water
3.23 Describe electrolysis as a process in which electrical energy, from a direct current
supply, decomposes electrolytes
3.24 Explain the movement of ions during electrolysis, in which:
a positively charged cations migrate to the negatively charged cathode
b negatively charged anions migrate to the positively charged anode
3.25 Explain the formation of the products in the electrolysis, using inert electrodes, of
some electrolytes, including:
e molten lead bromide (demonstration)
3.26 Predict the products of electrolysis of other binary, ionic compounds in the molten
state
3.27 Write half equations for reactions occurring at the anode and cathode in
electrolysis
3.28 Explain oxidation and reduction in terms of loss or gain of electrons
3.29 Recall that reduction occurs at the cathode and that oxidation occurs at the
anode in electrolysis reactions

Topic 4 – Extracting Metals and Equilibria

Obtaining and using metals
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4.1 Deduce the relative reactivity of some metals, by their reactions with water, acids
and salt solutions
4.2 Explain displacement reactions as redox reactions, in terms of gain or loss of
electrons
4.3 Explain the reactivity series of metals (potassium, sodium, calcium, magnesium,
aluminium, (carbon), zinc, iron, (hydrogen), copper, silver, gold) in terms of the reactivity
of the metals with water and dilute acids and that these reactions show the relative
tendency of metal atoms to form cations
4.4 Recall that:
a most metals are extracted from ores found in the Earth’s crust
b unreactive metals are found in the Earth’s crust as the uncombined elements
4.5 Explain oxidation as the gain of oxygen and reduction as the loss of oxygen
4.6 Recall that the extraction of metals involves reduction of ores
4.7 Explain why the method used to extract a metal from its ore is related to its position
in the reactivity series and the cost of the extraction process, illustrated by
a heating with carbon (including iron)
b electrolysis (including aluminium)
(knowledge of the blast furnace is not required)
4.8 Evaluate alternative biological methods of metal extraction (bacterial and
phytoextraction)
4.9 Explain how a metal’s relative resistance to oxidation is related to its position in the
reactivity series
4.10 Evaluate the advantages of recycling metals, including economic implications and
how recycling can preserve both the environment and the supply of valuable raw
materials
4.11 Describe that a life time assessment for a product involves consideration of the
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effect on the environment of obtaining the raw materials, manufacturing the product,
using the product and disposing of the product when it is no longer useful
4.12 Evaluate data from a life cycle assessment of a product

Topic 5 – Separate Chemistry 1

Transition metals, alloys and corrosion
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5.1C Recall that most metals are transition metals and that their typical properties
include:
a high melting point
b high density
c the formation of coloured compounds
d catalytic activity of the metals and their compounds as exemplified by iron
5.2C Recall that the oxidation of metals results in corrosion
5.3C Explain how rusting of iron can be prevented by:
a exclusion of oxygen
b exclusion of water
c sacrificial protection
5.4C Explain how electroplating can be used to improve the appearance and/or the
resistance to corrosion of metal objects
5.5C Explain, using models, why converting pure metals into alloys often increases the
strength of the product
5.6C Explain why iron is alloyed with other metals to produce alloy steels
5.7C Explain how the uses of metals are related to their properties (and vice versa),
including aluminium, copper and gold and their alloys including magnalium and brass

Topic 6 – Groups in the periodic table

Group 1
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6.1 Explain why some elements can be classified as alkali metals (group 1), halogens
(group 7) or noble gases (group 0), based on their position in the periodic table
6.2 Recall that alkali metals:
a are soft
b have relatively low melting points
6.3 Describe the reactions of lithium, sodium and potassium with water
6.4 Describe the pattern in reactivity of the alkali metals, lithium, sodium and potassium,
with water; and use this pattern to predict the reactivity of other alkali metals
6.5 Explain this pattern in reactivity in terms of electronic configurations

Group 7
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6.6 Recall the colours and physical states of chlorine, bromine and iodine at room
temperature
6.7 Describe the pattern in the physical properties of the halogens, chlorine, bromine and
iodine, and use this pattern to predict the physical properties of other halogens
6.8 Describe the chemical test for chlorine
6.9 Describe the reactions of the halogens, chlorine, bromine and iodine, with metals to
form metal halides, and use this pattern to predict the reactions of other halogens
6.10 Recall that the halogens, chlorine, bromine and iodine, form hydrogen halides
which dissolve in water to form acidic solutions, and use this pattern to predict the
reactions of other halogens
6.11 Describe the relative reactivity of the halogens chlorine, bromine and iodine, as
shown by their displacement reactions with halide ions in aqueous solution, and use this
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pattern to predict the reactions of astatine
6.12 Explain why these displacement reactions are redox reactions in terms of
gain and loss of electrons, identifying which of these are oxidised and which are
reduced
6.13 Explain the relative reactivity of the halogens in terms of electronic configurations

Group 0
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6.14 Explain why the noble gases are chemically inert, compared with the other
elements, in terms of their electronic configurations
6.15 Explain how the uses of noble gases depend on their inertness, low density and/or
non-flammability
6.16 Describe the pattern in the physical properties of some noble gases and use this
pattern to predict the physical properties of other noble gases

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