Lighthouse Institute

Form 4 Scheme of Work

Chemistry
Cambridge Syllabus

Teacher: Mr D T Nevanji

Boys: Girls: Total:

 Syllabus aims Syllabus objectives
The syllabus aim to: The objectives of the syllabus relate to the following:
1 appreciate the usefulness and limitations of the scientific methods 1 follow instructions in practical work
2 inculcate in learners the need for safety and protection of the environment. 2 make and record observations
3 create opportunities for learners to acquire research, experimental, practical, 3 use ICT to simulate Chemistry phenomena
enterprising and technological skills. 4 apply safety measures in all practical work
4 enable learners to develop fundamental principles of Chemistry for 5 present, analyse and interpret data to establish relationships
application in life and as a basis for further studies in Chemistry and
6 demonstrate knowledge of facts, laws, definitions and concepts in Chemistry
related disciplines.
7 measure and express quantities to a given level of accuracy and precision
5 stimulate in learners the desire to apply Chemistry for the benefit of society.
8 design a practical solution to a real life problem using knowledge of
6 promote awareness that the applications of Chemistry may be both beneficial Chemistry
and detrimental to the individual and the community.
7 develop, in learners the appreciation of the use of Chemistry in value
creation, addition and beneficiation.

TOPICS

Unit 1: Experimental techniques

1.1 Measurement
1.2 Criteria for purity
1.3. Methods of purification

Unit 2: Particles, atomic structure, ionic bonding and the Periodic Table
2.1 The particulate nature of matter
2.2 Atomic structure and the Periodic Table
2.3 Bonding: the structure of matter
2.4 Ions and ionic bonds
2.5 The Periodic Table
2.6 Periodic trends
2.7 Group I
Unit 3: Air and water
3.1 Water
3.2 Air
3.3 Noble gases

Unit 4: Acids, bases and salts

4.1 The characteristic properties of acids and bases
4.2 Types of oxides
4.3 Carbonates
4.4 Preparation of salts
4.5 Identification of ions and gases

Unit 5: Reaction rates

5.1 Rate of a reaction
5.2 Energetics of a reaction

Unit 6: Metals and the Reactivity Series

6.1 Metallic bonding
6.2 Properties of metals
6.3 Reactivity Series
6.4 Extraction of metals
6.5 Uses of metals
6.6 Transition metals
6.7 Thermal decomposition of some metal compounds

Unit 7: Covalent bonding

7.1 Molecules and covalent bonds
7.2 Macromolecules

Unit 8: Organic 1
8.1 Naming of compounds
8.2 Fuels
8.3 Homologous Series
8.4 Alkanes
8.5 Alkenes
8.6 Production of energy

Unit 9: Amount of substance

9.1 Stoichiometry
 9.2 The mole concept

Unit 10: Organic 2

10.1 Alcohols
10.2 Acids
10.3 Macromolecules
10.4 Synthetic polymers
10.5 Natural macromolecules

Unit 11: Redox, electrochemistry and Group VII

11.1 Redox
11.2 Electricity and chemistry
11.3 Extraction of aluminium
11.4 Group VII

Unit 12: Equilibria

12.1 Reversible reactions
12.2 The Haber process
12.3 Sulfur
Textbooks and website links
Those most commonly used textbook and website resources referenced in this scheme of work are listed below:

Chemistry for Cambridge IGCSE, Norris, R and Stanbridge, R (Oxford University Press, 2009) ISBN: 9781408500187
Cambridge IGCSE Chemistry Student Book, Sunley, C and Goodman, S (Collins, 2006) ISBN: 9780007755455
Cambridge IGCSE Chemistry: Coursebook (4th edition) Harwood, R and Lodge, I (Cambridge University Press, 2014) ISBN: 9781107615038
Cambridge IGCSE Chemistry: Coursebook (3rd edition) Harwood, R and Lodge, I (Cambridge University Press, 2010) ISBN: 9780521153331 Cambridge IGCSE
Chemistry: Teacher Pack (Collins, 2012) ISBN: 970007454471

Royal Society of Chemistry Electronic Databook www.rsc.org/education/teachers/resources/databook/

Video clips on the various methods of extraction:

www.rsc.org/Education/Teachers/Resources/Alchemy/

Excellent suite of video clips on various elements of the Periodic Table: http://periodicvideos.com/

Video clips on various molecules from Nottingham University:

periodicvideos.com/molecularvideos.htm

A collection of chemistry experiments and techniques:

www.nuffieldfoundation.org/practical-chemistry

‘Particles in motion’ – Animation and video clips on particles, separating techniques and states of matter.
This was originally a CD-Rom published by Royal Society of Chemistry in 2006.
It is available for download from: www.nationalstemcentre.org.uk/elibrary/resource/3988/particles-in-motion

Variety of resources for IGCSE Chemistry

www.chalkbored.com/lessons/chemistry-11.htm

An excellent source of background notes for teaching IGCSE Chemistry.

www.chemguide.co.uk/

An excellent site for revision, interactive videos, background notes and self-marked tests:
www.bbc.co.uk/schools/gcsebitesize/science/

Another source of videos worth searching is www.youtube.com.

Useful revision sites: www.docbrown.info/

www.gcsescience.com/gcse-chemistry-revision.htm
Week Ending Syllabus ref Learning objectives Suggested teaching activities Learning resources

1(S) Describe and explain A good simulation explaining Brownian motion can be See above.
Brownian motion in terms achieved by gently shaking a tray of small marbles with two
of random molecular or three larger marbles.
16 bombardment

State evidence for

May Brownian motion

1 Describe and explain Simple examples of diffusion include: Details of how to perform a diffusion in
2025 diffusion • air freshener, perfume, ether, camphor smells in liquids experiment:
the lab • movement of nitrogen dioxide gas or www.nuffieldfoundation.org/practicalche
bromine vapour in air mistry/diffusion-liquids
• coloured inks/CuSO4/KMnO4 in water and
Pb(NO3)2 in KI.

Extension – what would influence diffusion rate, for example

temperature using tea bags held by a glass rod in beakers
of hot and cold water.

Learners should be able to link their observations to the

particle model.
1(S) Describe and explain Demonstration: Two cotton wool pads, one soaked with Diffusion of ammonia and hydrogen
dependence of rate of conc. hydrochloric acid and the other with conc. ammonia chloride:
diffusion on molecular can be placed at opposite ends of a long glass tube sealed www.nuffieldfoundation.org/practicalche
mass with bungs. A white ‘smoke’ of the precipitated ammonium mistry/diffusion-gases-ammonia-
chloride is seen where the two gases meet. (W) andhydrogen-chloride
Week Ending Syllabus ref Learning objectives Suggested teaching activities Learning resources

3.1 State the relative charges Opportunity for group work, learners can research and Summary of atomic structure is to be
and approximate relative present their ideas on the development of the structure of found in all good textbooks.
masses of protons, the atom from the Greeks onwards. They can also discuss
23 neutrons and electrons the limitations of each model using ICT/textbooks. (G) A summary can also be found at:
www.gcsescience.com/a1-atom-
electronneutron-proton.htm

May Good lesson approach to the history of

the atomic structure at:
www.learnnc.org/lp/pages/2892

2025 3.1 Once learners are aware of the definitions and the relative Most good textbooks have questions
charges and masses of the sub-atomic particles they can about this and there are also examples in
use the information to solve problems, such as the number the Unit 2: Past and Specimen Paper
Define proton number
of protons, neutrons and electrons in the atom of a particular questions attached to this scheme of
(atomic number) as the
element given the proton number and nucleon number. work.
number of protons in the
nucleus of an atom
Introducing the symbols of elements showing nucleon There is a good animation at:
number and proton number is best done here. (I) or (P) www.bbc.co.uk/schools/gcsebitesize/scie
Define nucleon number
nce
(mass number) as the total
/add_aqa/atomic_structure/chemcalcact.
number of protons and
sht ml
neutrons in the nucleus of
an atom There is also an interactive quiz at:
www.bbc.co.uk/bitesize/quiz/q76774007

3.1 Use proton number and the This could be set as a brief research exercise. (G) The first page of this link explains this:
simple structure of atoms to www.bbc.co.uk/schools/gcsebitesize/scie
explain the basis of the nce
Periodic Table (see section /add_gateway_pre_2011/periodictable/at
9), with special reference to oms rev1.shtml
the elements of proton
number 1 to 20
Week Ending Syllabus ref Learning objectives Suggested teaching activities Learning resources

3.1 Define isotopes as atoms of A good way to illustrate isotopes is by The atomic structure of isotopes of hydrogen:
the same element which have comparing ice cubes in water – D2O (sinks) and www.bbc.co.uk/schools/gcsebitesize/science
the same proton number but H2O (floats). /add_aqa_pre_2011/radiation/atomsisotopes
a different nucleon number rev2.shtml
30
A good, short video of ice and D2O in water:
www.youtube.com/watch?v=VLiirA5ooS0

May
3.1(S) Understand that isotopes Although this may be covered here, it should This is covered well in most good textbooks.
have the same properties also be reinforced after ‘electronic structures of
because they have the atoms’ has been covered.
2025 same number of electrons
in their outer shell

3.1 State the two types of If an isotope is radioactive the nucleus is This is covered well in most good textbooks.
isotopes as being radioactive unstable and it will break down over a period of
and non-radioactive time.

3.1 State one medical and one Possible examples include the location of Modern uses of radioactive isotopes:
industrial use of radioactive blockages and leakages in underground pipes www.chem.duke.edu/~jds/cruise_chem/nucl
isotopes and the use of radioactive iodine in tracing ear/uses.html
thyroid activity.
Week Ending Syllabus ref Learning objectives Suggested teaching activities Learning resources

6.2 Describe radioactive Possible issues for discussion include: This is a good source of
isotopes, such as 235U, as a • the long term nature of nuclear energy (sustainable long information:
source of energy after coal and oil run out) www.world-
• environmental considerations such as the disposal of nuclear.org/education/uran.htm
radioactive waste. (G) or (W)
6
3.1 Describe the build-up of Use circles to show the shells up to atomic number 20. A good video that has some
electrons in ‘shells’ and interactivity is found at:
understand the significance Learners can use mini-whiteboards to draw electron diagrams www.bbc.co.uk/schools/gcsebite
June of the noble gas as a class activity. (W), (P) or (I) size/science
electronic structures and of /aqa/fundamentals/atomsact.sht
the outer shell electrons ml
Extension – to use spectroscopes to illustrate different energy
shells.
2025 (The ideas of the distribution
of electrons in s and p
orbitals and in d block
elements are not required.)

Note: a copy of the Periodic

Table will be available in
Papers 1, 2, 3 and 4.

3.1(S) Understand that isotopes This could be stated here and related to the Periodic Table in Periodic table
have the same properties 9.2(S), covered later in this unit.
because they have the
same number of electrons
in their outer shell
Week Syllabus ref Learning objectives Suggested teaching activities Learning resources
Ending
3.2.1 Describe the differences The reaction between iron sulfur to produce A good guide to carrying out the experiment suggested:
between elements, iron(II) sulfide can be carried out by learners www.nuffieldfoundation.org/practicalchemistry/iron-and-
mixtures and compounds, to illustrate the varying properties of the sulfur-reaction
and between metals and elements, the mixture and the compound.
non-metals (P) or (W) (Link to Unit 5.) An excellent video animation of Fe, S and FeS is to be
13 found at:
www.bbc.co.uk/schools/ks3bitesize/science/
chemical_material_behaviour/compounds_m
ixtures/activity.shtml
This video also has a very good section linking back to
June Unit 1 of this scheme, i.e. chromatography and
distillation.
7.1 Identify physical and This is a good place to introduce this as Information at:
chemical changes, and learners have already encountered physical www.bbc.co.uk/bitesize/ks3/science/chemica
understand the differences changes in changes of state and a chemical l_material_behaviour/compounds_mixtures/r evision/1/
2025 between them change in the formation of iron(II) sulfide.
and
http://chemwiki.ucdavis.edu/Analytical_Che
mistry/Qualitative_Analysis/Chemical_Chang
e_vs._Physical_Change

A sheet that could be used as homework:

www.tes.co.uk/ResourceDetail.aspx?storyCo
de=6212211
(Download the ‘full worksheet’ document.)

3.2.1 Describe an alloy, such as Awareness of the importance of alloys to www.practicalchemistry.org/experiments/inte

brass, as a mixture of a meet industrial specifications for metals. rmediate/metals/making-an-alloysolder,131,EX.html
metal with other elements
Link to Section 2.2.1 Unit 1 and Section 10.3
Unit 6.
10.1 Identify representations of Construct models of an alloy using molding The suggested experiment is found at:
alloys from diagrams of clay (plasticine). www.nuffieldfoundation.org/practicalchemistry/modelling-
structure alloys-plasticine
Week Ending Syllabus ref Learning objectives Suggested teaching activities Learning resources

3.2.2 Describe the formation of Emphasise formation of a full shell/noble There is a good section called ‘A simple view of ionic
ions by electron loss or gas configuration. bonding’: www.chemguide.co.uk/atoms/bonding/ionic.
gain html
Learners should be shown dot-and-cross
diagrams for simple ionic substances, e.g. www.bbc.co.uk/schools/gcsebitesize/science
20 NaCl, KF, MgO; then challenged to draw /add_aqa/bonding/ionic_bondingrev1.shtml
diagrams for more complicated examples
like CaCl2, MgBr2, AlF3. Although the commentary of this animation is
a little colloquial, it is certainly worth considering:
Learners can use mini-whiteboards to draw www.bbc.co.uk/schools/gcsebitesize/science
June electron diagrams as a class activity. This /add_aqa/bonding/ionic_bondingrev1.shtml
can also be done using cut out electrons .
and shells so learners can move electrons
into place.

2025 Link this to Unit 11.

3.2.2 Describe the formation of Concentrate on the attraction of + and – Consider the above resources and remember that this is
ionic bonds between charges and the full outer shells obtained usually covered well in the endorsed and other good
elements from Groups I by electron transfer. textbooks.
and
VII Use above examples.
3.2.2(S) Describe the formation of Learners can explore the properties of ionic A safer alternative to electrolysing lead bromide is to use
ionic bonds between compounds experimentally and link them to zinc chloride:
metallic and non-metallic the model of ionic bonding – solubility in www.nuffieldfoundation.org/practicalchemistry/electrolysi
elements water, conductivity when solid, in solution s-zinc-chloride
and molten (do as a demonstration with
PbBr2 (or preferably ZnCl2) and melting
point. (P) and (W)

Extension – learners could be introduced to

writing ionic formulae (Unit 9) and
electrolysis (Unit 11). (I)
Week Syllabus ref Learning objectives Suggested teaching activities Learning resources
Ending
3.2.2(S) Describe the lattice Ball and spoke models will be useful here. Good websites to illustrate this:
structure of ionic www.chm.bris.ac.uk/pt/harvey/gcse/ionic.htm l
compounds as a regular
27 arrangement of alternating www.bbc.co.uk/schools/gcsebitesize/science
positive and negative ions /add_aqa/bonding/structure_propertiesrev4.s html

6.1 Describe the meaning of This can be seen as a rise or fall in Good suite of video clips on various elements of the
exothermic and endothermic temperature in many chemical reactions Periodic Table:
June reactions used in the syllabus. www.periodicvideos.com/

This concept can be taught across the

syllabus rather than as a discrete lesson.
Suggested experiments:
2025 • neutralisation reactions of acids and
alkalis (see Unit 4)
• metal displacement reactions (see Unit
6)
• dissolving salts, including ammonium
salts (see Unit 4)
• if data loggers are available,
temperature probes could be used.
(W) and (P)
Link to Section 6.1 in Unit 5
Week Syllabus ref Learning objectives Suggested teaching activities Learning resources
Ending
9.1 Describe the Periodic Table Elements to be classified as metals and Interactive Periodic Tables: www.webelements.com/
as a method of classifying non-metals. Their states should be
elements and its use to mentioned. www.rsc.org/chemsoc/visualelements/index.
4 predict properties of htm
elements Properties limited to qualitative idea of
melting/boiling point. www.ptable.com/

July Three suggested activities: www.chemicool.com/

Learners make observations from a
photocopied version of the Periodic table.

2025 A database of properties and states for

elements of periods 1, 2 and 3 could be
set up.

Learners, in groups, could be asked to

design a flowchart to find the metals, non-
metals, solids and liquids and enter the
results on a blank copy of the periodic
table. (G)
9.2 Describe the change from Emphasise the metal/non-metal boundary.
metallic to non-metallic
character across a period

9.2(S) Describe and explain the Emphasise number of outer shell electrons
relationship between = group number.
Group number, number of
outer shell electrons and
metallic/non-metallic
character
Week Syllabus ref Learning objectives Suggested teaching activities Learning resources
Ending
4.1 Use the symbols of the Learners can calculate the formula by Cambridge IGCSE Chemistry Student Book, Sunley and
elements and write the using the ‘combining powers’ or ‘valencies’ Goodman, p68–69
formulae of simple of the elements.
11 compounds
Learners can use mini-whiteboards to write
formulae or bingo activity for working out
the total number of atoms in a formula.
July 4.1 Deduce the formula of a As above. Chemistry for Cambridge IGCSE, Norris and
simple compound from the Stanbridge, p44–45
relative numbers of atoms This should be linked with organic
present molecules and with inorganic substances
2025 such as P4O10.
9.3 Describe lithium, sodium Group I metals are called the alkali metals. A very good experimental procedure for demonstrating
and potassium in Group I as the properties of the alkali metals:
a collection of relatively soft Demonstration with very small amounts of www.practicalchemistry.org/experiments/alk ali-
metals showing a trend in the metals behind a safety screen or video metals,155,EX.html
melting point, density and only of reactions with water due to highly
reaction with water exothermic nature. (W) Excellent video of the reaction of all the alkali metals with
water:
Focus on the observations here and link to www.open2.net/sciencetechnologynature/wo
theory and relative reactivity: rldaroundus/akalimetals.html
• metal floats, so less dense than water
• fizzing indicates that a gas is given off
• molten ball (not Li) indicates highly
exothermic reaction
• lilac flame (K) indicates very
exothermic reaction because the
hydrogen gas given off ignites.
Scheme of work – Cambridge IGCSE® Chemistry (0620)

Week Syllabus ref Learning objectives Suggested teaching activities Learning resources
Ending
9.3 Predict the properties of Include reactions of Rb and Cs and The video above shows this really well.
other elements in Group I, physical properties such as melting and
given data, where boiling points. Trends can be obtained Useful background data on Rb, Cs and Fr:
appropriate from suitable databases. Sometimes you www.chemtopics.com/elements/alkali/alkali.h tm
refer to elements by their symbols.

You could tell learners that if you had

a sample of caesium, enclosed in a
sealed glass tube, it would quickly
melt from the warmth of your hand.
Formative assessment Learner progress could be assessed using Unit 2: Past and Specimen Paper questions
questions from 0620 past examination
papers and specimen papers available at:
http://teachers.cie.org.uk

Unit 3: Air and water

Recommended prior knowledge
Knowledge of atomic structure and the basic layout of the Periodic Table is preferable.

Context
This unit builds on ideas from Unit 1 and Unit 2. The concepts in this unit will be revisited in Unit 6 and Unit 11.

Outline
This unit begins by looking at the ways in which we can test for water and its treatment. Learners could compare methods of treatment in their country and the UK.
Discussion of why some governments recommend boiling tap water or to drink bottled water together with the environmental consequences. The composition of the
air and its common pollutants. Learners can research how air quality is monitored and managed in their own country. This unit is cross-referenced to assessment
objectives AO1:1–4; AO2: 1–7; AO3:1–5 and Unit 2.

(Note: (S) denotes material in the Supplement only.)

Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 6 hours.

Syllabus ref Learning objectives Suggested teaching activities Learning resources

11.1 Describe chemical tests for Use anhydrous cobalt(II) chloride (blue cobalt chloride Preparing cobalt chloride paper:
water using cobalt(II) paper) and anhydrous copper(II) sulfate (solid). (P) or (I) www.nuffieldfoundation.org/practicalchemistry/preparing-
chloride and copper(II) and-using-cobaltchloride-indicator-papers
sulfate Learners could be introduced to ‘reversible reactions’ (link
to Unit 12). (P) A reversible reaction involving copper sulfate:
www.nuffieldfoundation.org/practicalchemistry/reversible-
Extension – practical/demonstration of burning a fuel reaction-involvinghydrated-copperii-sulfate-
(candle) and illustrating that water is one of the combustion and%C2%A0itsanhydrous-form
products (link to
Unit 8). See 11.4 later in this unit. (W) or (P)

11.1 Describe, in outline, the Emphasis on filtration (link to Unit 1) and chlorination Notes on water purification:
treatment of the water stages. www.docbrown.info/page01/AqueousChem/
supply in terms of filtration AqueousChem.htm
and chlorination Opportunity to introduce the properties of chlorine/Group
VII elements as poisonous, safe only in very dilute solution.
and pages 1–2 of:
www.bbc.co.uk/schools/gcsebitesize/science
Can discuss role of chlorine in eradicating waterborne /add_gateway_pre_2011/chemical/waterrev1
diseases in many countries. .shtml

Possible school visit to a water treatment plant. (W) Cambridge IGCSE Chemistry: Coursebook
(3rd edition), Harwood and Lodge, p13–16
11.1 Name some of the uses of Water is used as a solvent and a coolant in industry, as
water in industry and in the well as used for drinking and washing in the home.
home
Possible activities include writing a 24 hour ‘water use’
diary and presenting data as bar or pie charts, perhaps
using a spread sheet. (I)
11.1(S) Discuss the implications Discussion in groups and presentation of outcomes. (G) Good information at:
of an inadequate supply www.bbc.co.uk/schools/gcsebitesize/science
of water, limited to safe /add_gateway_pre_2011/chemical/waterrev1
water for drinking and .shtml
water for irrigating crops

11.2 State the composition of Demonstration experiment to derive the % oxygen in the air There are several examples of this
using

Syllabus ref Learning objectives Suggested teaching activities Learning resources

clean, dry air as being the oxidation of heated copper metal. experiment, e.g.
approximately 78% nitrogen, (W) An alternative is iron wool with air. www.mikecurtis.org.uk/air.htm
21% oxygen and the (P)
remainder as being a There is also a video of this experiment:
mixture of noble gases and www.youtube.com/watch?v=hiawJDsy8Z4
carbon dioxide
Video clip on gases from the air. This link takes
you to an index. To locate the video click on
‘Gases from Air’:
www.rsc.org/Education/Teachers/Resources
/Alchemy/index2.htm

Chemistry for Cambridge IGCSE, Norris and

Stanbridge, p182

Class practical using iron wool:

www.nuffieldfoundation.org/practicalchemistry/how-
much-air-used-during-rusting

11.2(S) Describe the separation of Link to Unit 1. The video clip mentioned in the previous row
oxygen and nitrogen from contains a good sequence on this. Good summary
liquid air by fractional Link this to boiling points and the fractional distillation of of the process:
distillation petroleum and ethanol (Unit 8 and 10). www.bbc.co.uk/schools/gcsebitesize/science
/edexcel_pre_2011/oneearth/usefulproductsr
ev2.shtml
9.5 Describe the noble gases, in Opportunity to reinforce ideas of full outer shells leading to lack Good video clip about the noble gases:
Group VIII or 0, as being of reactivity (link to Unit 2). www.open2.net/sciencetechnologynature/wo
unreactive, monoatomic rldaroundus/noblegases.html
gases and explain this in
terms of electronic structure

9.5 State the uses of the noble Learners can produce posters, or in groups do a Information on uses:
gases in providing an inert shortpresentation/poster illustrating the uses of the different www.drbateman.net/gcse2003/gcsesums/ch
atmosphere, i.e. argon in noble gases. (I), (P) or (G) emsums/noblegases/noblegases.htm
lamps, helium for filling
balloons
Week Syllabus Learning objectives Suggested teaching activities Learning resources
Ending ref
6.2 Describe the release of Emphasise that combustion is an exothermic There is information at:
heat energy by burning process. www.bbc.co.uk/schools/gcsebitesize/science
fuels /ocr_gateway/carbon_chemistry/carbon_fuel srev1.shtml
17 Relevant examples should include Bunsen
burner, fuels for heating the home and fossil Information about these experiments and be found in:
fuel burning power stations. Chemistry for Cambridge IGCSE, Norris and
Stanbridge
January Learners can research/do an investigation into
what makes a good fuel. (G) or (I) www.nuffieldfoundation.org/practicalchemistry/heat-
energy-alcohols
Opportunities for experiments to compare
2025 energy evolved on heating fuels using spirit
burner and metal can.

Awareness of the importance of energy output

of hydrocarbon fossil fuels to transport and
manufacturing industry.
Week Syllabus Learning objectives Suggested teaching activities Learning resources
Ending ref
11.4 State the formation of Opportunity for demonstration or learners to Identifying the products of combustion of a solid
carbon dioxide: perform a variety of experiments to prepare hydrocarbon:
• as a product of carbon dioxide. (W) or (P) www.nuffieldfoundation.org/practicalchemistry/identifying-
24 complete combustion products-combustion Experiemtnal set up to test for
of carboncontaining The products of combustion can also be carbon dioxide in breath:
substances identified in a demonstration. This gives the www.biotopics.co.uk/humans/inhaledexhaled
January • as a product of opportunity to revisit the test for water. (W) .html
respiration
• as a product of the Learners can be introduced to the limestone Preparation of carbon dioxide from calcium carbonate
reaction between an cycle (link to Unit 4) and this can be extended and hydrochloric acid: Collins Cambridge IGCSE
2025
acid and a carbonate to make temporary hard water (calcium Chemistry
• from the thermal hydrogencarbonate solution). Student Book p275
decomposition of a
carbonate. Comparison of oxygen and carbon dioxide Thermal decomposition of a carbonate. This is a good
content in air before and after respiration and experimental procedure and we suggest you only
combustion. decompose one or two of the suggested carbonates,
omitting sodium carbonate and potassium carbonate:
Possible issues to raise include the role of www.nuffieldfoundation.org/practicalchemistry/thermal-
carbon dioxide from combustion of fossil fuels decomposition-metalcarbonates
contributing to global warming. (Note that the
present concentration of CO2 in the
atmosphere is 0.04%.)

11.4(S) Describe the carbon This could be a research activity which Information:
cycle, in simple terms, culminates in the production of posters or www.gcsescience.com/w2-carbon-cycle.htm
to include the class presentations. (G)
processes of www.bbc.co.uk/schools/gcsebitesize/science
combustion, respiration /edexcel/problems_in_environment/recycling rev2.shtml
and photosynthesis
Week Syllabus Learning objectives Suggested teaching activities Learning resources
Ending ref
11.4 State that carbon Emphasise that a greenhouse gas absorbs A good section on climate change and carbon dioxide in this
dioxide and methane heat energy and stops heat escaping into video:
are greenhouse gases space and warms the atmosphere, which www.bbc.co.uk/bitesize/ks3/science/environ
31 and may contribute to causes an increase in global warming. ment_earth_universe/changes_in_environm ent/activity/
climate change
Methane is formed as a result of digestion in A good written section at:
January State the sources of cows and from rice paddy fields. www.bbc.co.uk/schools/gcsebitesize/science
methane, including /ocr_gateway/energy_resources/global_war
decomposition of mingrev1.shtml
2025 vegetation and waste
gases from digestion in Simulation experiment:
animals www.nuffieldfoundation.org/practicalchemistry/greenhouse-
effect

11.2 Name the common Emphasise that CO is a poisonous gas and Overview on air pollution and update readings for nitrogen
pollutants in the air as both sulfur dioxide and oxides of nitrogen can oxides in London:
being carbon monoxide, lead to breathing difficulties and the formation www.londonair.org.uk/london/asp/informatio n.asp
sulfur dioxide, oxides of of acid rain.
nitrogen and lead Information on common air pollutants:
compounds Extension – learners can produce a flowchart www.bbc.co.uk/schools/gcsebitesize/science
to show how acid rain is formed. /ocr_gateway_pre_2011/rocks_metals/6_cle an_air3.shtml

Opportunity for group work – data analysis of Fact sheet on SO2 pollution in Australia:
tables of air quality data. www.environment.gov.au/resource/sulfurdioxide-so2
Week Syllabus Learning objectives Suggested teaching activities Learning resources
Ending ref
11.2 State the source of Emphasise the source of gas: The Earth’s atmosphere:
each of these • CO from incomplete combustion of a www.bbc.co.uk/schools/gcsebitesize/science
pollutants: carbon-based fuel /ocr_gateway_pre_2011/rocks_metals/6_clean_air3.shtml
• carbon monoxide • SO2 from the combustion of fossil fuels
from the incomplete containing sulfur A good article appears in this World Health Organisation
7 combustion of • nitrogen oxides from the reaction of Bulletin of 2002:
carboncontaining nitrogen and oxygen inside a car engine www.who.int/bulletin/archives/80(10)768.pdf
substances at high temperature or by their reaction
• sulfur dioxide from the during a lightning strike.
combustion of fossil
fuels which contain Possible issues for discussion or research
February
sulfur include:
compounds (leading to • reliance on fossil fuels (petrol, power
‘acid rain’) stations) as a major contributory factor to
• oxides of nitrogen air pollution
from car engines • why lead compounds in petrol are banned
2025
• lead compounds from in many countries.
leaded petrol. (G)
11.2(S) Describe and explain This could be a research activity with Atmospheric pollution:
the presence of oxides presentation of findings/posters. (G) www.bbc.co.uk/schools/gcsebitesize/science
of nitrogen in car /ocr_gateway_pre_2011/rocks_metals/6_cle
exhausts and their Emphasise the purpose of a catalytic an_air3.shtml
catalytic removal converter to change the poisonous gases,
carbon monoxide and oxides of nitrogen, into
non-toxic nitrogen and carbon dioxide.

Links to other units include the opportunity for

treatment of converter reactions in terms of
redox (section 7.4, Unit 11).

Reinforcement of catalytic chemistry (section

7.2, Unit 5) and transition metal use (section
9.4, Unit 6).
Week Syllabus Learning objectives Suggested teaching activities Learning resources
Ending ref
11.2 State the adverse effect of Emphasis on limestone decay, rusting of iron
these common pollutants and tarnishing of copper.
14 on buildings and on health
and discuss why these This provides an opportunity for learners to
pollutants are of global carry out group research, perhaps presenting
concern their findings to the rest of the class using
February overhead projection foils or posters. (G)

Each group can research the effects of a

different pollutant gas in terms of how it is
2025
produced, its adverse effects and methods for
solving the problem. Issues include:
• effects of acid rain on vegetation, aquatic
life, limestone buildings

11.2 Discuss why these • oxides of nitrogen and sulfur dioxide as Experiments to investigate the causes of rusting:
pollutants are of global respiratory irritants www.nuffieldfoundation.org/practicalchemistry/causes-
concern • dangers of CO poisoning from cars and rusting
poorly maintained domestic heaters
• reasons for high concentration of pollutants Chemistry for Cambridge IGCSE, Norris and
in cities and subsequent effects on health. Stanbridge, p 192 Fig. 15.7.1

The role of chemistry in a ‘search for solutions’

can also be discussed, for example:
• attempts to control the effects of sulfur
emissions (scrubbers)
• liming of lakes and soil to neutralise some
of the effects of acid rain
• development of alternative fuels, catalysts
to lower energy use in industry and
catalytic converters for cars.
Week Syllabus ref Learning objectives Suggested teaching activities Learning resources
Ending
11.2 State the conditions Class experiments can be set up and linked to Experiments to investigate the causes of rusting:
required for the rusting of the rust prevention investigations below. (P) www.nuffieldfoundation.org/practicalchemistry/causes-
iron rusting

21 Chemistry for Cambridge IGCSE, Norris and

Stanbridge, p 192 Fig. 15.7.1

February 11.2 Describe and explain Experiment involving the investigation of rusting Rust prevention class practical investigation or
methods of rust of iron nails using these methods. demonstration:
prevention, specifically www.practicalchemistry.org/experiments/pre venting-
paint and other coatings A simple investigation or experiment to rusting%2C251%2CEX.html
2025 to exclude oxygen demonstrate methods of prevention can be:
• apply coating to a nail – colourless nail
varnish, correction fluid (Tippex), cling film,
grease or oil, oil-based paint
• sacrificial protection – wrap a small piece
of Mg ribbon around a nail. (P) or (W)
11.2(S) Describe and explain Opportunity to introduce reactivity series Extension-mechanism of sacrificial protection:
sacrificial protection in (Section 10.2) and link this with 10.4(S). Both www.dynamicscience.com.au/tester/solution
terms of the reactivity are found in Unit 6. s/chemistry/corrosion/rustpreventionsacanod e.htm
series of metals and
galvanising as a method This could be emphasised in the above
of rust prevention experiment, where two or three metals of
different reactivity could be investigated – Mg,
Sn, Cu.
Formative assessment Learner progress could be assessed using Unit 3: Past and Specimen Paper questions
questions from 0620 past examination papers
and specimen papers available at:
http://teachers.cie.org.uk
Unit 4: Acids, bases and salts

Week Syllabus ref Learning objectives Suggested teaching activities Learning resources
Ending
4.1 Construct word This can be linked with law of conservation of Law of conservation of mass:
equations and mass. www.docbrown.info/page04/4_73calcs03co m.htm
simple balanced Various test-tube reactions can be done – FeCl3
chemical + NaOH and CuSO4 + NaOH. (P) Cambridge IGCSE Chemistry: Coursebook
28 equations (4th edition), Harwood and Lodge
Stress that equations are balanced by inserting
a number in front of particular formulae of Cambridge IGCSE Chemistry: Coursebook
reactants or products. (3rd edition), Harwood and Lodge p109
February
Learners can then work in groups with simple Word and balanced equations:
formulae cards to construct balanced equations www.bbc.co.uk/schools/gcsebitesize/science
from word equations. (G) /ocr_gateway/chemical_concepts/fundament
2025 alrev5.shtml

8.1 Describe neutrality An interesting demonstration called Universal Universal Indicator ‘Rainbow’:
and relative acidity Indicator ‘Rainbow’ could start or conclude this www.nuffieldfoundation.org/practicalchemistry/universal-
and alkalinity in terms session. (W) indicator-rainbow
of pH measured using
Universal Indicator Learners can arrange solutions of varying pH
paper (whole numbers values in terms of increasing acidity/basicity,
only) e.g. milk, vinegar, ammonia solution, ‘bench’
and ‘household’ chemicals. (P) or (I)

The pH scale runs from 0–14 and it is used to

show the acidity or alkalinity of a solution.

Universal Indicator can be used to find the pH of

a solution.
Week Syllabus ref Learning objectives Suggested teaching activities Learning resources
Ending
8.1 Describe the Opportunity for experiments to show exothermic Preparation of hydrogen from magnesium and
characteristic nature of neutralisation. hydrochloric acid:
properties of acids as Chemistry for Cambridge IGCSE, Norris and
7 reactions with metals, Learners could prepare hydrogen and carbon Stanbridge, p182 and 122, Fig. 10.2.1
bases, carbonates and dioxide gas and perform the distinctive tests
effect on litmus and (see later in this unit). (P)
methyl orange
March Test-tube experiments linked to Unit 6. (P)
8.1 Describe the Illustrate by reference to examples of There is a useful, interactive video at:
characteristic neutralisation, e.g. www.bbc.co.uk/schools/gcsebitesize/science
properties of bases indigestion tablets, treatment of bee and wasp /add_aqa/acids/acidsbasesact.shtml
2025 as reactions with stings, addition of sodium hydroxide to (acidic
acids and with detergent in) shower gel/washing up Reacting ammonium salts with an alkali:
ammonium salts and liquid/bubble bath (could look at labels of Chemistry for Cambridge IGCSE, Norris and
effect on litmus and ingredients). (W) or (G) Stanbridge, p125, Fig. 10.3.1
methyl orange
Test-tube experiments linked to above and
heating ammonium salts with hydroxides. (P)

Extension – learners could look at safety issues

associated with mixing acid cleaner to alkaline
bleach. (G)
11.3 Describe the Experiments involving heating ammonium salts Making and testing ammonia lesson plan and activity:
displacement of with or without added hydroxide (test for www.nuffieldfoundation.org/practicalchemistry/making-
ammonia from its ammonia, see later in this unit). (P) and-testing-ammonia
salts
Illustrate by reference to how the liming of soils
by farmers to neutralise acidity can lead to
ammonia loss from ammonium salts added as
fertilisers:
Ca(OH)2 + 2NH4Cl → 2NH3 + CaCl2 +H2O
Week Ending Syllabus ref Learning objectives Suggested teaching activities Learning resources

8.1(S) Define acids and Can introduce the concept of pH meters Chemistry for Cambridge IGCSE, Norris and
bases in terms of (conductivity) to measure pH for advanced Stanbridge, p126
proton transfer, learners. (G) or (W)
limited to aqueous There is more information linked to the IGCSE syllabus
14 solutions Extension – a low pH indicates a high at:
concentration of H+ ions and high pH a high www.docbrown.info/page03/AcidsBasesSalt s10.htm
concentration of OH– ions.

8.1(S) Describe the Emphasise acids are proton donors, e.g. dilute Chemistry for Cambridge IGCSE, Norris and
March meaning of weak mineral acids, ethanoic acid (vinegar), and bases Stanbridge, p126–127
and strong acids are proton acceptors, e.g.
and bases alkali metal hydroxides and aqueous ammonia.

Extension – the terms concentrated and dilute

2025 solutions can be introduced and clearly
distinguished from weak and strong acids.
8.2 Classify oxides as Demonstration of the reaction of the elements A very good approach for a class practical to show the
either acidic or basic, with oxygen. (W) pH of oxides:
related to metallic and www.nuffieldfoundation.org/practicalchemistry/ph-
non-metallic character Linked to Unit 2 and Unit 3, oxides of sodium, oxides
magnesium, carbon, sulfur and phosphorus are
all good examples to use.

The suggested learning resource is a very good

class practical. It suggests labelling solutions as
particular oxides and water. For example, nitric
acid solution as nitrogen oxide and water, and
sulfuric acid as sulfur dioxide and water. (P)

Examples of acid oxides are P2O5, SO2, SO3 and

NO2.

Examples of basic oxides are Na2O, CaO and

BaO.
Week Syllabus ref Learning objectives Suggested teaching activities Learning resources
Ending
8.2(S) Further classify other Examples of amphoteric oxides are Al2O3 and
oxides as neutral or ZnO.
amphoteric
Examples of neutral oxides are nitrogen(I) oxide
21 (N2O), nitrogen(II) oxide (NO) and carbon
monoxide (CO).
13 Describe the Learners can investigate the limestone cycle by A good method of heating a limestone chip:
manufacture of lime heating a limestone chip very strongly for 20 Chemistry for Cambridge IGCSE, Norris and
March minutes and cooling to form calcium oxide on the Stanbridge, p204 Fig. 16.5.1
(calcium oxide) from
calcium carbonate surface. (P)
(limestone) in terms of The same method and experimental guidance:
thermal decomposition Observe reaction of calcium oxide when drops of www.nuffieldfoundation.org/practicalchemistry/thermal-
2025 water are added to make slaked lime (example of decomposition-calciumcarbonate
exothermic reaction – steam and solid crumbling).
Then add excess water to form limewater and test Notes on limestone cycle:
the pH. (P) www.docbrown.info/page01/ExIndChem/ExI
ndChem.htm

8.1 Describe and explain the Teach with section 13 below.

importance of controlling
acidity in soil

13 Name the uses of Discuss the importance of limestone in the

calcium carbonate in the extraction of iron (link to Unit 6), the building
manufacture of iron and industry and the manufacture of cement.
of cement This could be a research activity. (G)
Week Ending Syllabus ref Learning objectives Suggested teaching activities Learning resources

13 Name some uses of lime Possible issues to discuss include: A good source of information about using lime on
and slaked lime as in • the importance of using lime or slaked lime soil, although lime is not really a fertilizer:
treating acidic soil and for treating excess acidity in soils, thus www.allotment-garden.org/compost-
neutralising acidic making unfertile land fertile. Also in fertiliser/garden-lime.php
industrial waste products, neutralising acidic waste products from
28 e.g. flue gas industry A good piece on flue gas desulfurisation
desulphurisation • the use of calcium carbonate to remove www.en.wikipedia.org/wiki/Fluegas_desulfurization
sulfur dioxide from power station emissions
by flue-gas emissions
• the environmental effects of large scale
March limestone quarrying to meet the huge
demand.
8.3 Demonstrate knowledge Experiments should include the preparation of Methods of preparation are covered in theory at:
and understanding of salts such as copper(II) sulfate, magnesium www.docbrown.info/page03/AcidsBasesSalts
preparation, separation sulfate (filtration method) and sodium or 06.htm
2025 and purification of salts potassium salts (titration method). (Link to Unit
as examples of some of 1.) Practical details of preparing salts:
the techniques specified www.nuffieldfoundation.org/practicalchemistry/salts
in section 2.2.2 and the
reactions specified in
section 8.1
8.3(S) Demonstrating Extend the salt preparation to include lead(II) Preparation details:
knowledge and chloride, lead(II) iodide and barium sulfate. www.practicalchemistry.org/experiments/pre paring-
understanding of the (Warning: Pb and Ba compounds are poisonous) an-insoluble-salt,174,EX.html
preparation of insoluble
salts by precipitation
8.3(S) Suggest a method of Introduce solubility rules and ask learners to Useful information can be found on these pages
making a given salt suggest a suitable method of preparing a beginning at:
from suitable starting particular salt. (I), (P) or (G) www.bbc.co.uk/schools/gcsebitesize/science
material, given /add_aqa/acids/acidsbasesrev3.shtml
appropriate information Learners can then put their theory into practice.
(P)
Week Ending Syllabus ref Learning objectives Suggested teaching activities Learning resources

8.4 Describe the following This allows a great range of simple test-tube
tests to identify: reactions to be conducted. (I) or (P)
Chemistry for Cambridge IGCSE, Norris and
4 aqueous cations: First, known samples can be used in
Stanbridge:
aluminium, ammonium, experiments so that the learners may find out the
Testing for aqueous cations, Fig. 11.5.1– 11.5.2,
calcium, chromium(III), answers for themselves. (I) or (P)
p140–1
April copper(II), iron(II),
iron(III) and zinc (using Then the experiments can be made more
Testing for aqueous anions, Fig. 11.6.1, p142–143
aqueous sodium challenging by using unknown samples of an
hydroxide and aqueous ionic compound (or even a mixture) to enable
2025 Identifying a gas, Fig. 11.4.1–11.4.3, p138– 139
ammonia as appropriate) learners to develop analytical skills. (I) or (P)
(Formulae of complex Very good experimental advice on testing
ions are not
Experimental work on flame tests of these ions.
(P)
Week Syllabus ref Learning objectives Suggested teaching activities Learning resources
Ending
required) and smelling gases:
There is also a spectacular demonstration that www.nuffieldfoundation.org/practicalchemistry/testing-
cations: could conclude a session on flame tests in the and-smelling-gases
use of the flame test Learning Resources. (W)
to identify lithium, Summary sheet for most of these reactions:
11 sodium, potassium www.creative-
and copper(II) chemistry.org.uk/gcse/documents/Module22/ N-m22-
02.pdf
anions:
carbonate (by reaction Notes on the tests for anions and cations:
March with dilute acid and then www.docbrown.info/page13/ChemicalTests/
limewater), chloride, ChemicalTestsc.htm#KEYWORDS
bromide and iodide (by
reaction under acidic Flame colours demonstration:
conditions with aqueous www.nuffieldfoundation.org/practicalchemistry/flame-
silver nitrate), nitrate (by colours-%E2%80%93demonstration
2025
reduction with
aluminium), sulfate (by
reaction under acidic
conditions with aqueous
barium ions) and sulfite
(by reaction with dilute
acids and then aqueous
potassium
manganate(VII))
8.4 gases: Demonstration or experimental work to prepare Very good experimental advice on testing and
(continued) ammonia (using damp some of these gases. (W) or (P) smelling gases:
red litmus paper), www.nuffieldfoundation.org/practicalchemistry/testing-
carbon dioxide (using and-smelling-gases
limewater), chlorine
(using damp litmus
paper), hydrogen
(using lighted splint),
oxygen (using a
glowing splint) and
sulfur dioxide (using
aqueous potassium
manganate(VII)
Formative assessment Learner progress could be assessed using Unit 4: Past and Specimen Paper questions
questions from 0620 past examination papers
and specimen papers available at:
http://teachers.cie.org.uk
Unit 5: Reaction rates

Week Syllabus ref Learning objectives Suggested teaching activities Learning resources
Ending
7.2 Describe and explain Simple test-tube experiments using different- Video clip introduction to rates:
the effect of sized marble chippings and hydrochloric acid www.bbc.co.uk/schools/gcsebitesize/science
concentration, particle of different concentrations give a quick visual /add_ocr_gateway/chemical_economics/reac
size, catalysts impression of the factors affecting rate of tionratesact.shtml
(including enzymes) reaction. (P) or (I)
and temperature on the A good idea for a test-tube reaction to illustrate
rate of reactions The explanation of the observations may be catalysis:
made in terms of increasing the number of www.nuffieldfoundation.org/practicalchemistry/catalysis-
particles that can collide and react for reaction-between-zincand-sulfuric-acid
concentration (in a given volume) and particle
size. There are good explanations in the endorsed textbooks
and other suggested textbooks.
Increasing the energy makes the particles
move faster so they collide more frequently. This is also explained well at:
www.bbc.co.uk/schools/gcsebitesize/science
Using a catalyst allows more particles to collide /add_aqa/reaction/ratesrev3.shtml
and react.

7.2 Demonstrate knowledge Reactions can involve metals and dilute acids Various practicals Fig. 8.1.1-8.1.3:
and understanding of a or carbonates and dilute acids. Gas syringes Chemistry for Cambridge IGCSE, Norris and
practical method for (or measurement of displacement of water by Stanbridge, p96–97
investigating the rate of gas in an upturned measuring cylinder) can be
a reaction involving used to measure the volume of gas produced. Various practical experiments to illustrate reaction
gas evolution (P) rates:
www.nuffieldfoundation.org/practicalchemistry/rates-
Note: candidates should Rules for drawing graphs and the terms reaction
be encouraged to use independent and dependent variables should
the term rate rather than be introduced.
speed.
Measurement of mass decrease in reaction
involving evolution of gas could also be
demonstrated. (W)
 Extension – following the progress of a
precipitation reaction. (P)

7.2(S) Devise and evaluate a Particle size, concentration and temperature See above.
suitable method for can easily be changed for both the above types
investigating the of reaction (metals and dilute acids or
effect of a given carbonates and dilute acids). (I), (P) or (G)
variable on the rate of
a reaction Extension – use of data loggers to record
experimental results.

Syllabus ref Learning objectives Suggested teaching activities Learning resources

7.2 Interpret data obtained from This allows the use of spreadsheets and graphing to plot A good explanation:
experiments concerned with volume vs. time data to determine the speed of a reaction. www.bbc.co.uk/schools/gcsebitesize/science
rate of reaction (P) of (G) /add_ocr_pre_2011/chemical_synthesis/rater
eactionrev2.shtml
7.2(S) Describe and explain the Emphasise that a collision of sufficient energy is required A very good video clip that uses animations of atoms to
effects of temperature and for a chemical reaction. Not all collisions lead to chemical explain collision theory:
concentration in terms of reactions. www.bbc.co.uk/learningzone/clips/collisiontheory-and-
collisions between rates-of-reaction/10668.html
reacting particles (An Relate to everyday life.
increase in temperature A good explanation:
causes an increase in www.bbc.co.uk/schools/gcsebitesize/science
collision rate and more of /add_ocr_pre_2011/chemical_synthesis/rater
eactionrev3.shtml and
the colliding molecules
www.docbrown.info/page03/3_31rates.htm
have sufficient energy
(activation energy) to
react whereas an increase
in concentration only
causes an increase in
collision rate.)
7.2 Describe the application of Custard powder or cornflour explosion experiment in tin Information on the cornflour experiment:
the above factors to the with tight fitting lid may be demonstrated. www.nuffieldfoundation.org/practicalchemistry/cornflour-
danger of explosive %E2%80%98bomb%E2%80%99
combustion with fine
powders, e.g. flour mills, Explosive milk:
and gases, e.g. methane in Chemistry for Cambridge IGCSE, Norris and
mines Stanbridge, p101, Fig. 8.3.3

6.1 Interpret energy level Exothermic and endothermic reactions were first Revision of exothermic and endothermic reactions:
diagrams showing introduced in Unit 2. They can be revised here using a www.bbc.co.uk/schools/gcsebitesize/science
exothermic and class practical. (P) /add_ocr_21c/chemical_synthesis/whychemi
endothermic reactions calsrev8.shtml
These diagrams represent what happens to the energy of
reactants and products and explain why reactions are Practical to revise this:
exothermic or endothermic. www.nuffieldfoundation.org/practicalchemistry/energy-
or-out-classifying-reactions

Syllabus ref Learning objectives Suggested teaching activities Learning resources

 Energy level diagrams:
www.bbc.co.uk/schools/gcsebitesize/science
/add_ocr_21c/chemical_synthesis/whychemi
calsrev9.shtml

6.1(S) Draw and label energy level Learners will need to practice this. (I) or (P)
diagrams for exothermic
and endothermic reactions The data will tell learners whether a reaction is endothermic or
using data provided exothermic so that the energy levels can be drawn in an
appropriate position. The arrow between the energy levels should
point to the product energy level and be labelled with the energy
value (usually in kJ/mol).

6.1(S) Describe bond breaking as Emphasise that a collision between two particles with sufficient There is a useful PowerPoint which
an endothermic process energy is necessary for a reaction to occur (a successful collision). downloads by pasting in this address:
and bond forming as an Not all collisions between particles are successful. Relate to the www.ibchem.com/ppt/shelves/ene/energyle
exothermic dodgem fairground ride. vels.pps

You can use a mnemonic or memorable phrase such as

‘MexoBendo’:
• Mexo is making is exothermic
• Bendo is breaking is endothermic.

This can then be related to energy level diagrams to explain the

two different stages in chemical reactions. This can be linked to the
concept of activation energy.

6.1(S) Calculate the energy of a A number of examples should be set so that learners can get used A good approach is shown in:
reaction using bond to doing this type of calculation. (I) or (P) Chemistry for Cambridge IGCSE, Norris and
energies Stanbridge, p87

Example calculations:
www.docbrown.info/page03/3_51energy.htm
#1.

7.2(S) Describe and explain the Emphasise need of light for photosynthesis. This can be linked to
Syllabus ref Learning objectives Suggested teaching activities Learning resources

role of light in Cambridge IGCSE Biology (0610).

photochemical reactions
and the effect of light on
the rate of these reactions

(This should be linked to

section 14.4.)

Formative assessment Learner progress could be assessed using questions from 0620 Unit 5: Past and Specimen Paper
past examination papers and specimen papers available at: questions
http://teachers.cie.org.uk
Scheme of work – Cambridge IGCSE® Chemistry (0620)

Unit 6: Metals and the Reactivity Series

Recommended prior knowledge
Knowledge on particle theory and the reaction of metals with oxygen and acids is preferable.

Context
This unit builds on ideas from Unit 2, Unit 3 and Unit 4. The concepts of this unit will be revisited in Unit 11.

Outline
This unit begins by looking at the general properties of metals and the benefits of forming alloys. The reactivity series is introduced and there is a considerable range
of practicals that can be used to illustrate the reactivity of different elements. This is related to the method of extraction of different metals. There is an opportunity for
discussion about the economic and environmental factors in relation to the location of a manufacturing plant and the benefits of recycling. This unit is
crossreferenced to assessment objectives AO1: 1–4, AO2: 1–7, AO3: 1–5 and Unit 2, Unit 3 and Unit 4.

(Note: (S) denotes material in the Supplement only.)

Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 12 hours.

Syllabus ref Learning objectives Suggested teaching activities Learning resources

10.1 List the general physical Physical properties could include appearance, melting/boiling Physical properties linked to uses:
properties of metals point, conduction of heat and electricity, malleability and ductility. www.s-cool.co.uk/gcse/chemistry/metalsthe-
This could be a research activity. (P) or (I) reactivity-series/revise-it/properties-ofmetals-
and-non-metals

Also there are good sections in the endorsed

textbooks and most good textbooks.
3.2.5(S) Describe metallic bonding This explains the physical properties of metals, such as why they Notes on metallic bonding:
as a lattice of positive ions have high melting and boiling points, why metals conduct www.docbrown.info/page04/4_72bond5.htm
in a ‘sea of electrons’ and electricity and why they are malleable and ductile.
use this to describe the
electrical conductivity and Emphasise that the 'free' electrons can move (delocalised
malleability of metals electrons) in the metallic structure.
Modelling metallic structure experiment:
Modelling a metallic structure using a shallow dish of water with Chemistry for Cambridge IGCSE, Norris and
detergent. (W) or (P) Stanbridge, p40 Fig. 3.6.2

10.1 Describe the general Chemical properties: could include reactions with water, steam and Exothermic metal-acid reactions
chemical properties of metals, dilute mineral acids (link with Unit 4). www.practicalchemistry.org/experiments/exo
e.g. reaction with thermic-metal-acid-
dilute acids and reaction with A good way to link into the concept of the Reactivity Series is a reactions%2C101%2Cex.html
oxygen practical that links metal-acid reactions of different metals to their
exothermicity. This is shown in the learning resources – could be Chemical properties, with some animations
demonstrated, or used as a class practical. (W) or (P) at:
www.s-cool.co.uk/gcse/chemistry/metalsthe-
reactivity-series/revise-it/reactions-ofmetals

10.1 Explain in terms of their Relate to improvement in corrosion resistance and mechanical Background information on some common
properties why alloys are properties such as strength. This can be illustrated using a simple alloys:
used instead of pure metals particle diagram (particles cannot slide over each other as easily – www.bbc.co.uk/schools/gcsebitesize/design/
different sized particles). (Link to Unit 2.) resistantmaterials/materialsmaterialsrev2.sht
ml
Learners, in groups, can research different alloys and their uses
and compare the alloy properties to those of pure metals. Their and
results could be presented in class or on a poster. (G) www.bbc.co.uk/schools/gcsebitesize/science
/edexcel/metals/obtaining_using_metalsrev5.

Syllabus ref Learning objectives Suggested teaching activities Learning resources

Link to production of steel and brass. shtml

10.2 Place in order of Possible experiments include: Establishing the position of carbon in the reactivity series
reactivity: potassium, with a class practical and a demonstration:
sodium, calcium, • potassium, sodium with water (as demonstration www.nuffieldfoundation.org/practicalchemistry/where-does-
magnesium, zinc, iron, only) (W) (link to Unit 2) carbon-comereactivity-series
(hydrogen) and copper, • calcium, magnesium with water (P) or (W)
by reference to the • magnesium, zinc with steam (W) This experiment establishes the position of iron in the
reactions, if any, of the reactivity series relative to magnesium and copper, using its
• magnesium, zinc, iron with dilute hydrochloric
metals with: • water or reaction with oxides:
acid (P)
steam www.practicalchemistry.org/experiments/theposition-of-iron-
• heating carbon with metal oxides. (W) and (P)
• dilute hydrochloric acid in-the-reactivityseries%2C173%2CEX.html
and the reduction of
their oxides with
carbon.

10.2(S) Describe the reactivity Experiments could include: Good worksheet:

series as related to the www.creative-
tendency of a metal to • Reaction of the metals magnesium, zinc, iron chemistry.org.uk/gcse/documents/Module5/ N-m05-03.pdf
form its positive ion, and copper with aqueous solutions of their ions.
illustrated by its reaction, (P) This could be extended to introduce redox Good advice about conducting this experiment:
if any, with: • the reactions (link to Unit 11). www.nuffieldfoundation.org/practicalchemistry/displacement-
aqueous ions • Aluminium and iron(III) oxide (Thermite reactions-betweenmetals-and-their-salts
• the oxides of the reaction) as a demonstration of the reactions of
other listed metals. metals and oxides. (W) A good animation of these experiments
http://group.chem.iastate.edu/Greenbowe/se
ctions/projectfolder/flashfiles/redox/home.ht ml

10.2(S) Account for the This could be a research activity. (P) or (G) Go to the bottom of this web page for information about the
apparent unreactivity of oxide layer:
aluminium in terms of Do not confuse with rusting of iron. www.bbc.co.uk/schools/gcsebitesize/science
the oxide layer which /ocr_gateway/chemical_resources/making_c
adheres to the metal

Syllabus ref Learning objectives Suggested teaching activities Learning resources

 arsrev1.shtml

A demonstration showing the real reactivity of aluminium The real reactivity of aluminium:
can be demonstrated using the procedure in the Learning www.nuffieldfoundation.org/practicalchemistry/real-
resources. (W) reactivity-aluminium

10.4 Name the uses of Relate to the uses of aluminium, e.g. aluminium is toxic,
aluminium: but oxide layer enables its use for drinks cans.
• in the manufacture of This could form part of a research activity. (G)
aircraft because of its
strength and low
density
• in food containers
because of its
resistance to corrosion.
10.2 Deduce an order of Reactions of metals with water, steam and dilute This web page gives suggestions of video clips and
reactivity from a given set hydrochloric or sulfuric acid (for advanced candidates animations that may be used:
of experimental results also with other aqueous metal ions). www.chemguide.co.uk/igcse/chapters/chapt er8.html

Learners, in groups, can be given three/four elements on

cards and asked to put in order of reactivity and present
their reasoning to the class. (G)
10.3 Describe the ease in Electrolysis, carbon + metal oxide (reduction using
obtaining metals from their carbon) and mining of native metal as the different
Class experiment, extracting metals with carbon
ores by relating the methods.
(charcoal):
elements to the reactivity Although we mention electrolysis here the extraction of
www.nuffieldfoundation.org/practicalchemistry/extracting-
series aluminium from bauxite is covered in Unit 11.
metals-charcoal
Demonstration of the reduction of lead(IV)oxide and
Video clips on the various methods of extraction:
charcoal blocks with a blowpipe. (W) www.rsc.org/Education/Teachers/Resources
/Alchemy/
A test-tube class experiment using charcoal powder,
lead(IV) oxide and copper(II) oxide. (P)
Notes on extraction of metals:
www.bbc.co.uk/schools/gcsebitesize/science
Emphasise that metals above carbon in the reactivity /aqa_pre_2011/rocks/metalsrev1.shtml
series are extracted by electrolysis. Metals below carbon
are usually extracted by heating their corresponding
www.chemguide.co.uk/inorganic/extractionm
metal oxide with carbon.

Syllabus ref Learning objectives Suggested teaching activities Learning resources

Relate these three methods to the position of the metal in the enu.html
reactivity series.

Possible issues to discuss include:

• the economic and environmental cost of the high energy
required in metal extraction processes
• the large input of non-renewable fossil fuel resources into
electrolysis and carbon reduction
• the importance of recycling metals.
10.3 Describe and state the Emphasise the use of a blast furnace and the raw materials: Iron and steel manufacture:
essential reactions in the hematite (iron ore), coke and hot air. www.chemguide.co.uk/inorganic/extraction/ir
extraction of iron from on.html
hematite Stress limestone is added to remove acidic impurities like SiO 2 in
the ore and forms a useful by-product called calcium silicate www.bbc.co.uk/schools/gcsebitesize/science
(slag). /aqa_pre_2011/rocks/metalsrev2.shtml

Iron from the blast furnace is 95% pure, very brittle and is called Use the iron and steel video clip from:
cast iron. www.rsc.org/Education/Teachers/Resources
/Alchemy/
Possible issues to discuss include:
• local environmental effect of large scale mining of hematite
• the economic and environmental cost of the high energy
demand of blast furnace
• the large input of non-renewable fossil fuel resources into
carbon reduction
• the need to collect waste - toxic carbon monoxide, which can
be used as a fuel to reduce energy cost of plant
• the need to recycle iron.

10.3 Describe the conversion of The impurities in cast iron are removed to form pure iron. Pure This is a good video that could be used. It
iron into steel using basic iron is very soft and rusts easily. So it is converted into various also summarises several of the other
oxides and oxygen types of steel by adding calculated amounts of carbon/other learning objectives covered in this unit:
metals. Link to 10.3(S) below. www.bbc.co.uk/schools/gcsebitesize/science
/edexcel/metals/obtaining_using_metalsact.s
Use of Basic Oxygen Process (O2 lance) limited to the removal of html

Syllabus ref Learning objectives Suggested teaching activities Learning resources

carbon (good example of redox chemistry to illustrate syllabus

section 7.4). (Link to Unit 11.)
10.4(S) Describe the idea of Use of other elements (often transition elements) and changing The video described in the previous row is
changing the properties of carbon content to alter properties such as strength and hardness. excellent for this:
iron by the controlled use www.bbc.co.uk/schools/gcsebitesize/science
of additives to form steel Illustrate the above structure changes using a particle model, /edexcel/metals/obtaining_using_metalsact.s
alloys emphasising that the different sized atoms stop the layers sliding html
over one another easily. (Link to Unit 2.)
A particle model:
Opportunity for data analysis activities to link steel specifications Chemistry for Cambridge IGCSE, Norris and
to use. (I) or (P) Stanbridge, p176 Fig. 14.4.1

10.4 Name the uses of mild steel Relate to greater resistance to chemical attack of stainless steel.
(car bodies and machinery) This could be research activity. (G)
and stainless steel (chemical
plant and cutlery)

10.3(S) Describe in outline, the Raw materials zinc blende, coke and air: Information about extraction:
extraction of zinc from zinc • roast the zinc sulfide in air to form ZnO and SO2 www.zinc.org/basics/zinc_production
blende • then it is a similar process to iron manufacture – the zinc oxide
is heated with coke (carbon) reduced to form Zn and carbon www.newton.dep.anl.gov/askasci/chem03/ch
monoxide (except there is no limestone and zinc vaporises em03435.htm
and condenses in pans high in the furnace).

Learners, in groups, could produce a flowchart or a poster of the

process. (G)

Possible issues to discuss:

• high energy demand of process and input of non-renewable
fossil fuel
• polluting effects of waste sulfur dioxide
• the need to recycle zinc.

10.4(S) Explain the uses of zinc for This could be a research activity. (G) This is usually covered well in textbooks.
galvanising and for making It can be expanded to include coinage and musical instruments.
brass Information about galvanising can be found

Syllabus ref Learning objectives Suggested teaching activities Learning resources

 This links with galvanising and sacrificial protection in Unit 3 and it at:
is a good idea to reinforce 11.2(S) from this unit here. www.bbc.co.uk/schools/gcsebitesize/science
/triple_ocr_gateway/chemistry_out_there/red
ox_reactions/revision/2/

10.4 Name the uses of copper Properties such as electrical conductivity, melting point and
related to its properties general low chemical reactivity. This could be a research activity.
(electrical wiring and in (G)
cooking utensils)
Uses can be expanded to include coinage.

Link to Unit 11 – regarding the purification of copper.

10.3 Discuss the advantages and This could be a research activity with presentations or poster There are many websites with good
disadvantages of recycling displays. (G) information.
metals, limited to iron/steel
and aluminium You may prefer to concentrate on iron and steel here and link this to Good section at bottom of this web page:
Unit 11 when aluminium extraction is covered. www.chemguide.co.uk/inorganic/extraction/ir
on.html

Although aimed at the UK this information is

useful for the advantages of recycling
iron/steel.
www.tatasteeleurope.com/en/responsibility/
cspr/recycling_steel_packaging/why_recycle
_steel/

www.recyclemetals.org/tim_cans_story

9.4 Describe the transition Relevant elements for colours include iron (valency of 2 and 3), Transition metal properties:
elements as a collection of manganese (in potassium manganate(VII)), and copper(II). www.bbc.co.uk/schools/gcsebitesize/science
metals having high densities, /edexcel/patterns/transitionmetalsrev1.shtml
high melting points and Learners can be introduced to different coloured ions and asked to
forming coloured compounds, predict the colours of some compounds.
and which, as elements and
compounds, often act as Catalysts to include nickel for hydrogenation of alkenes/fats,
catalysts platinum/rhodium/palladium in car catalytic converters and iron in
Syllabus ref Learning objectives Suggested teaching activities Learning resources

the Haber process (also vanadium(V) oxide in the Contact

process). This could be set as a research task. (G)

Possible issues to discuss include the importance of

catalysts in lowering the energy demand of industrial
processes and hence conserving fossil fuel and increasing
profitability.

This is a good place to introduce the naming of the ions and

to point out that oxidation states are used to name
compounds. (Links to Section 7.4 of the syllabus and to Unit
11 of this scheme of work.)

Encourage learners to make comparisons with the Group I

metals covered in Unit 2.
9.4(S) Know that transition You could consider introducing this at this point. This links to
elements have Unit 11.
variable oxidation
states
10.2(S) Describe and explain the Emphasise that this type of reaction is called thermal A procedure for demonstrating the decomposition of
action of heat on the decomposition. nitrates:
hydroxides, carbonates Chemistry for Cambridge IGCSE, Norris and
and nitrates of the listed Describe the action of heat on the hydroxides, carbonates Stanbridge, p166–167 and Fig. 3.6.2.
metals and nitrates of potassium, sodium calcium, magnesium,
zinc, iron(II), iron(III), copper(II). (W) and (P) A demonstration of ‘writing with fire’:
Note: the listed metals are: Note: Action of heat on nitrates should be demonstrated. www.nuffieldfoundation.org/practicalchemistry/thermal-
potassium, sodium, decomposition-nitrateswriting-fire
calcium, magnesium, zinc, The more reactive the metal, the more stable its nitrate,
iron, (hydrogen) and hydroxide or carbonate. An experimental procedure for heating carbonates:
copper, www.nuffieldfoundation.org/practicalchemistry/thermal-
Most metal hydroxides decompose to the corresponding decomposition-metalcarbonates
metal oxide and water when heated.

Potassium and sodium carbonate will not decompose, even

after prolonged heating. The other metal carbonates will
give the metal oxide and carbon dioxide.

Potassium and sodium nitrate decompose to nitrites and

oxygen.
Syllabus ref Learning objectives Suggested teaching activities Learning resources

The others on the list decompose to oxides, nitrogen

dioxide and oxygen when heated.

Formative assessment Learner progress could be assessed using questions from Unit 6: Past and Specimen Paper questions
0620 past examination papers and specimen papers
available at:
http://teachers.cie.org.uk
Scheme of work – Cambridge IGCSE® Chemistry (0620)

Unit 7: Covalent bonding

Recommended prior knowledge
Learners should have a basic knowledge of atomic structure, ionic bonding and the layout of the Periodic Table.

Context
This unit builds on Unit 2 and Unit 6. The concepts of this unit will be revisited in Unit 9.

Outline
This unit starts by looking at covalent bonding in simple molecules and comparing their properties to those of ionic compounds. Giant covalent structures are
introduced and their key features explored. Opportunity for learners, in groups, to make models of these giant structures. This unit is cross-referenced to
assessment objectives AO1: 1–4, AO2: 1–7, AO3: 1–5 and Unit 2 and Unit 6.

(Note: (S) denotes material in the Supplement only.)

Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 4 hours.

Syllabus ref Learning objectives Suggested teaching activities Learning resources

3.2.3 Describe the formation of Use overlapping circles to show where the bonding electrons are. Notes on covalent bonding in some of these
single covalent bonds in H2, molecules:
Cl2, H2O, CH4, NH3 and HCl Learners should distinguish the origin of the electrons by dots and www.docbrown.info/page04/4_72bond3.htm
as the sharing of pairs of crosses.
electrons leading to the noble www.bbc.co.uk/schools/gcsebitesize/science
gas configuration Learners can use mini-whiteboards to draw electron diagrams as a /add_gateway_pre_2011/periodictable/coval
class activity. (P) or (I) entbondingrev1.shtml
3.2.3(S) Describe the electron As above examples. Notes on covalent bonding in these complex
arrangement in more molecules:
complex covalent Extension – some complicated examples like AsCl3, SO3, PCl5 www.docbrown.info/page04/4_72bond3.htm
molecules such as N2, and BF3.
C2H4, CH3OH and CO2

3.2.3 Describe the differences in Learners can be given samples of salt, powdered wax and silver PowerPoint presentation on simple covalent
volatility, solubility and sand as three examples of white solids. They can carry out compound properties at:
electrical conductivity experiments to identify the bonding in each. (P) http://noadswood.hants.sch.uk/science/noad
between ionic and covalent swood_science_website/GCSE_Additional_
compounds For advanced learners, sugar can be given as an additional Science_-_Chemistry_I.html
example to show that some simple covalent compounds are
soluble in water. (P)

A database could be set up for a range of compounds of all

bonding types with fields for each property. (W) or (G)

More advanced learners could be asked to design questions

based on the properties, which would produce lists of compounds
with a particular bonding type. (P)

3.2.3(S) Explain the differences in Although covalent bonds are strong, the attractive forces between This presentation is useful and so are some
melting point and boiling simple covalent molecules are weak so they have low melting and of the slides towards the end of the Ionic
point of ionic and covalent boiling points. Bonding compounds presentation at the
compounds in terms of same site:
attractive forces Ionic compounds have strong electrostatic forces between the http://noadswood.hants.sch.uk/science/noad
ions, giving high melting and boiling points. swood_science_website/GCSE_Additional_
Science_-_Chemistry_I.html.

Syllabus ref Learning objectives Suggested teaching activities Learning resources

 Pages 1–2 of this website offer useful
information and an animation:
www.bbc.co.uk/schools/gcsebitesize/science
/add_aqa_pre_2011/atomic/differentsubrev1.
shtml

3.2.4 Describe the giant covalent Ball and spoke models will be useful here. (W) Good interactive site on giant covalent
structures of graphite and bonding:
diamond Emphasise key features in their structures: www.avogadro.co.uk/structure/chemstruc/ne
• Graphite: o each carbon attached to three other carbon twork/g-molecular.htm
atoms
o hexagonal ring layered lattice structure o
delocalised electrons within each layer o
weak intermolecular forces between the
layers.

• Diamond: o each carbon forms four covalent

bonds with other carbon atoms
o each carbon has a tetrahedral
arrangement o all electrons are localised in
covalent bonds.

This could be a research activity. (G)

3.2.4 Relate their structures to the Relate the above key features to the properties of graphite and
use of graphite as a lubricant diamond – high melting/boiling point, conductivity, hardness.
and a conductor and of
diamond in cutting tools Discuss the importance of the one-directional strength of graphite
to its use to reinforce fishing rods, sports rackets and modern
polymer-based materials such as those used to build aircraft.

3.3.4(S) Describe the Ball and spoke models will be useful here. Worksheet activity to compare the
macromolecular structure differences between SiO2 and CO2:
of silicon(IV) oxide (silicon Note the similarities and differences between SiO2 and diamond. www.schools.longman.co.uk/gcsechemistry/
dioxide) worksheets/index.html
3.3.4(S) Describe the similarity in Emphasise the key features in SiO2:
Good information about giant covalent
properties between • tetrahedral arrangement of silicon atoms
structures at:
diamond and silicon(IV) • an oxygen atom between each pair of silicon atoms www.chemguide.co.uk/atoms/structures/gian

Syllabus ref Learning objectives Suggested teaching activities Learning resources

oxide, related to their • each silicon forms four covalent bonds to other oxygen atoms tcov.html
structures • each oxygen forms two covalent bonds to other silicon atoms.
and
This could be a research activity. (I), (P) or (G) www.bbc.co.uk/schools/gcsebitesize/science
/add_aqa_pre_2011/atomic/differentsubrev3.
shtml

Formative assessment Learner progress could be assessed using questions from 0620 Unit 7: Past and Specimen Paper
past examination papers and specimen papers available at: questions
http://teachers.cie.org.uk
Scheme of work – Cambridge IGCSE® Chemistry (0620)

Unit 8: Organic 1
Recommended prior knowledge
Learners should have completed the Unit 2 and Unit 7 prior to the teaching of this unit.

Context
This unit builds on Unit 2 and Unit 7. The concepts in this unit will be revisited in Unit 10.

Outline
This unit starts by introducing the different types of organic molecules (alkanes, alkenes, alcohols and carboxylic acids) and how their functional groups are related
to their properties. The process of fractional distillation of crude oil is discussed with its importance as the main source of organic molecules. There is opportunity for
learners to research and explore the vast variety of everyday products that originate from crude oil. In addition, learners have the chance to debate non-renewable
versus renewable fuel. This unit is cross-referenced to assessment objectives AO1: 1–4, AO2: 1–7, AO3: 1–5 and Unit 2 and Unit 7.

(Note: (S) denotes material in the Supplement only.)

Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 14 hours.

Syllabus ref Learning objectives Suggested teaching activities Learning resources

14.1 Name and draw the Learners need to be able to draw full structural formulae (showing Excellent model kits can be purchased:
structures of methane, all atoms and all bonds). Stress the importance of correct bond www.molymod.com
ethane, ethene, ethanol, attachments.
ethanoic acid and the Drawing packages and other software are
products of the reactions Establish rules of number of bonds formed for carbon, hydrogen listed at:
stated in syllabus references and oxygen (links to valency, Group number and electronic www.acdlabs.com/resources/freeware/
14.4–14.6 configuration are possible, but not essential, if Unit 7 has been
covered).

Learners, in pairs or groups, could be given molecules to build

using model kits or name/draw using mini-whiteboards. (P) or (G)

14.1(S) Name and draw the Extend the practical above by increasing the number of carbon, Good website for teaching notes, or for
structures of the hydrogen and oxygen atoms available for modelling. (G) possible use by learners:
unbranched alkanes, www.chemistryrules.me.uk/junior/organic.ht
alkenes (not cis-trans), Learners could use mini-whiteboards for drawing structures. (I) or m#JunOrgAlkeneName
alcohols and acids (P)
containing up to four
carbon atoms per molecule Learners could be introduced to the term ‘functional group’ to aid
the identification of these organic compounds, for example alkene
C=C, alcohol –OH, carboxylic acids –COOH.

You may wish to introduce the ester functional group here. (Link to
Unit 10.)

14.1 State the type of compound Cards with names or structures could be used as an activity. (G)
present, given a chemical
name ending in -ane, -ene,
-ol, or -oic acid, or a
molecular structure

14.3 Describe the concept of Learners could make models from 14.1 to determine the structural Database of chemical compound data:
homologous series as a formula of successive members. The molecular, empirical formula http://webbook.nist.gov/chemistry/
‘family’ of similar compounds and general formula can be worked out. Emphasise the difference
with similar properties due to of CH2 between successive members of the homologous series.
the presence of the same (P) or (G)
functional group
Stress that the functional group determines chemical reactions,
Syllabus ref Learning objectives Suggested teaching activities Learning resources

but Mr and length of molecule affects physical properties,

e.g.
state, boiling point.

Opportunity for ICT: learners could develop (or be provided

with) a spreadsheet showing number of carbon atoms.
They could devise formulae for calculating number of
hydrogen atoms for
alkanes/alkenes/alcohols and/or carboxylic acids.
Formulae could also be derived to calculate molecular
masses. If boiling point and/or enthalpy change of
combustion data are included, there are opportunities for
learners to produce line graphs to show trends of mass,
boiling points and enthalpies of combustion against
number of carbon atoms down the series. (P)
14.3(S) Describe the general Discuss the effect of increased molecular mass down the Homologous series:
characteristics of a series on boiling point (see suggested ICT activity, above). www.bbc.co.uk/schools/gcsebitesize/science
homologous series (W) or (G) /triple_edexcel/organic_chemistry/organic_c
hemistry/revision/5/
Link to fractional distillation (section 14.2 below).
14.3(S) Recall that the Homologous series:
compounds in a www.bbc.co.uk/schools/gcsebitesize/science
homologous series have /triple_edexcel/organic_chemistry/organic_c
the same general formula hemistry/revision/5/

14.3(S) Describe and identify Emphasise drawing of structural formulae to represent

structural isomerism isomers.
Use butane as the initial example and extend to other
examples.

Learners could use mini-whiteboards or design posters

showing all the isomers of a particular alkane with names.
(G) or (P)
6.2 State the use of hydrogen Possible demonstrations include burning hydrogen
as a fuel balloons and fuel cells (link to Unit 11). (W) Exploding balloons:
www.nuffieldfoundation.org/practicalchemistry/exploding-
Possible group work for learners to present the pros and balloons
cons of using hydrogen as a fuel source. (G)
An alternative with a plastic bottle:
Possible issues to discuss: www.nuffieldfoundation.org/practicalchemistry/controlled-
• the high cost of hydrogen due to the energy demand of explosion-hydrogen-airmixture
electrolysis of water/brine

Syllabus ref Learning objectives Suggested teaching activities Learning resources

• that obtaining hydrogen involves input of fossil fuel A good source of information:
energy for electrolysis www.alternative-energy-
• that hydrogen is difficult to store for fuel use, news.info/technology/hydrogen-fuel/
particularly for cars, due to explosion risk and need for
heavy pressurised cylinders http://auto.howstuffworks.com/fuelefficiency/alternative-
• that hydrogen is non-polluting when burnt, the only fuels/fuel-cell.htm
product being water.

14.2 Name the fuels coal, Awareness of the finite nature of fossil fuel supply and the
natural gas and petroleum role of chemistry in the ‘search for solutions’ for alternative
fuels and alternative industrial feedstock.

Awareness of the competing demand for hydrocarbons as

fuels and as raw materials for the petrochemical industry.

This could be a research activity. (G)

14.2 Name methane as the main Relate to use in the home and in Bunsen burners.
constituent of natural gas
14.2 Describe petroleum as a Define a hydrocarbon as a molecule containing carbon Video clip and useful information on fractional
mixture of hydrocarbons and hydrogen atoms only. distillation:
and its separation into www.rsc.org/Education/Teachers/Resources
useful fractions by Awareness that the use of the fractions as fuels is rapidly /Alchemy/.
fractional distillation depleting crude oil, the essential raw material for plastics
and other petrochemicals. http://science.howstuffworks.com/environme
ntal/energy/oil-refining1.htm
Discuss the supply and demand problem for some
fractions – link to cracking in this unit. Also why the
composition of crude oil differs between locations.

This links to Unit 2 and there is an opportunity to

demonstrate fractional distillation of synthetic crude oil as
suggested.
14.2 Describe the properties of This could be linked to the above and tackled as a See the above resources.
molecules within a fraction research activity. (G)

Opportunity for display work. Learners can find magazine

14.2 Name the uses of the
pictures

Syllabus ref Learning objectives Suggested teaching activities Learning resources

 fractions as: and advertisements to illustrate the uses of the fractions.
• refinery gas for bottled (G)
gas for heating and
cooking The pictures can be mounted on a large outline of the
• gasoline fraction for fuel fractionating column, showing where fractions emerge, with
(petrol) in cars boiling points and chemical detail, such as number of
• naphtha fraction for carbon atom range in each fraction. (W)
making chemicals
• kerosene/paraffin
fraction
for jet fuel
• diesel oil/gas oil for fuel
in diesel engines
• fuel oil fraction for fuel
for ships and home
heating systems
• lubricating fraction for
lubricants, waxes and
polishes
• bitumen for making
roads.
14.4 Describe the properties of Lack of reactivity is partly due to the presence of strong C–
alkanes (exemplified by C and C–H bonds only (link to Unit 5).
methane) as being generally
unreactive, except in terms
of burning

14.4(S) Describe substitution Demonstration of the reactions of bromine with liquid www.chemguide.co.uk/organicprops/alkanes
reactions of alkanes with alkanes/cyclo-alkanes in strong sunlight shows the general /halogenation.html
chlorine substitution reaction for alkanes. (W)

14.4 Describe the bonding in Single covalent bonds only (links to Unit 7). Information at:
alkanes www.bbc.co.uk/schools/gcsebitesize/science
/aqa_pre_2011/rocks/fuelsrev1.shtml
14.5 Describe the manufacture of Paraffin on mineral wool can be cracked using hot broken Information on experiments:
alkenes and of hydrogen by pot or granules of aluminium oxide as a catalyst. The www.nuffieldfoundation.org/practicalchemistry/cracking-
cracking resultant gas can be collected over water. (P) hydrocarbons

Syllabus ref Learning objectives Suggested teaching activities Learning resources

and
Awareness of the importance of cracking to the petrochemical Chemistry for Cambridge IGCSE, Norris and
industry to meet demand for smaller molecules e.g. petrol Stanbridge, p220 Fig. 18.2.2.
components, from larger molecules in crude oil for which there is
less demand. A useful animation and information:
www.bbc.co.uk/schools/gcsebitesize/science
Hydrogen is also a by-product. Link to the Haber process in Unit 12. /edexcel/fuels/hydrocarbonsrev2.shtml

14.5(S) Describe the properties of The addition of bromine water to the product of the above reaction
alkenes in terms of addition demonstrates this addition reaction. (P)
reactions with bromine,
hydrogen and steam Emphasise the difference between an addition and a substitution
reaction.

Examples of hydrogen addition include the hydrogenation of

polyunsaturated vegetable oils to make solid margarines.

14.5 Distinguish between Relate this to the modelling at the start of the unit and the
saturated and unsaturated reactions of alkanes and alkenes mentioned above.
hydrocarbons
• from molecular structures Emphasise that a saturated molecule contains only single
• by reaction with aqueous covalent bonds and an unsaturated molecule contains one or
bromine more C=C double bonds.

14.5 Describe the formation of Demonstration of the polymerisation of styrene or acrylates shows Video clip on polyethene:
poly(ethene) as an example the general addition polymerisation reaction. (W) www.rsc.org/Education/Teachers/Resources
of addition polymerisation of /Alchemy/
monomer units
14.6 Describe the manufacture of Demonstration of fermentation of sugar is possible here. (W) Practical on fermentation:
ethanol by fermentation and (Link with Unit 10.) Chemistry for Cambridge IGCSE, Norris and
by the catalytic addition of Stanbridge, p244 Fig. 20.4.1.
steam to ethene

14.6(S) Outline the advantages and Learners can tabulate the pros and cons of each process. (P) A very useful comparison of the two methods:
disadvantages of these two www.bbc.co.uk/schools/gcsebitesize/science
methods of manufacturing

Syllabus ref Learning objectives Suggested teaching activities Learning resources

ethanol /triple_edexcel/organic_chemistry/organic_c
hemistry/revision/4/

14.6 Describe the properties of Discuss the importance of ethanol as a renewable fuel, already
ethanol in terms of burning used in many countries where sugar cane grows easily, e.g. Brazil,
Italy. Ethanol may become a ‘fuel for the future’ as fossil fuel
supplies run out. You could also discuss with learners the
implications of using land for growing fuel crops, which could be
used to grow crops for food. (G) or (W)

14.6 Name the uses of ethanol as This could be a research activity with a presentation or poster A video looking at properties, uses and
a solvent and as a fuel display. (G) manufacture of ethanol:
www.my-
gcsescience.com/videos/ethanoland-its-uses/

Formative assessment Learner progress could be assessed using questions from 0620 Unit 8: Past and Specimen Paper
past examination papers and specimen papers available at: questions
http://teachers.cie.org.uk

Unit 9: Amount of substance

Recommended prior knowledge
Learners should have a good understanding of the Periodic Table, bonding and structure.
Scheme of work – Cambridge IGCSE® Chemistry (0620)

Context
This unit builds on ideas from earlier units and lays the foundations for Unit 10.

Outline
This unit begins with an introduction to writing chemical formulae and balancing equations. These ideas can be linked with the importance of calculating reacting
quantities especially for industrial scale preparations. The unit gives learners opportunities to investigate percentage yield and percentage purity in their practical
work, which can be linked to its importance in chemical economics. This unit is cross-referenced to assessment objectives AO1: 1–4, AO2: 1–7, AO3: 1-5 and Unit 2.

(Note: (S) denotes material in the Supplement only.)

Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 12 hours.

Syllabus ref Learning objectives Suggested teaching activities Learning resources

4.1(S) Determine the formula of Learners can be given a list of ions encountered in IGCSE and Basic information on chemical formulae:
an ionic compound from rules for writing chemical formulae. They can construct correct www.bbc.co.uk/schools/ks3bitesize/science/
the charges on the ions chemical formulae from ions (link to Unit 2). (P) or (I) chemical_material_behaviour/compounds_m
present ixtures/revise4.shtml
The charges on ions should be linked with the Group number of
the element in the Periodic Table. Ion charges and ionic formulae:
www.bbc.co.uk/schools/gcsebitesize/science
They can be introduced to the idea of using brackets when more /add_aqa/bonding/ionic_bondingrev7.shtml
than one of a complex ion is present. and
www.occc.edu/kmbailey/chem1115tutorials/f
ormulas_ionic.htm
4.1 Deduce the formula of a This can be linked with organic molecules but also include
simple compound from a examples from suitable pictures of giant ionic structures. This
model or a diagrammatic could be a group activity with learners being given several
representation examples. (G)

Learners need to be able to use both molecular and full structural

formulae. (Link to Unit 8).

4.1(S) Construct equations with Introduce the four state symbols (s), (l), (g) and (aq). This should
state symbols, including be linked to all theoretical and experimental work during the
ionic equations course.
Ionic equations and precipitates:
Ionic equations (link with Unit 11). This could be linked to the www.bbc.co.uk/schools/gcsebitesize/science
formation of precipitates in Unit 4. /triple_ocr_gateway/how_much/ionic_equatio
ns/revision/1/

4.1(S) Deduce the balanced The information could be masses or amounts of material that react
equation for a chemical together. See below.
reaction, given relevant
information

4.1 Define relative atomic mass, You could introduce this by looking at the actual masses of some Information on relative atomic mass and a
Ar, as the average mass of atoms and how very tiny these masses are. This leads in to the test:
concept of relative masses where all atoms are compared to the www.bbc.co.uk/schools/gcsebitesize/science
naturally occurring atoms of
standard atom, carbon-12. /add_aqa/atomic_structure/atomic_structurer
an element on a scale where
ev4.shtml
the 12C atom has a mass of

Syllabus ref Learning objectives Suggested teaching activities Learning resources

exactly 12 units
4.1 Define relative molecular Learners can use Ars to calculate the relative molecular Also information at:
mass, Mr, as the sum of the mass from the molecular formula. www.bbc.co.uk/schools/gcsebitesize/science
relative atomic masses /add_aqa/atomic_structure/atomic_structurer
(Relative formula mass or Use of mini-whiteboards, bingo and crossword activities ev3.shtml
Mr will be used for ionic could be used. (W) or (P)
compounds

(Calculations involving
reacting masses in simple
proportions may be set.
Calculations will not involve
the mole concept.)

4.2(S) Define the mole and the Emphasise the idea of a mole being a particular amount of This link takes you to a download of a useful
Avogadro constant substance with the Avogadro number (Avogadro constant) of PowerPoint:
specified particles. www.google.co.uk...

Learners should be introduced to the terms ‘stoichiometry’,

‘limiting reactant’ and ‘in excess’ which may be used in
calculations.

4.2(S) Use the molar gas Learners will need plenty of practice. Chemistry for Cambridge IGCSE, Norris and
volume, taken as 24 dm3 Stanbridge, p60 Fig. 5.4.2
at room temperature and An experiment reacting magnesium with dilute sulfuric acid
pressure can be used to find/use the molar gas volume. (P)

Demonstrate how to calculate the Ar of Lithium (Li + H2O) or

Calcium (Ca + H2O). (Link to % purity later in this unit).

4.2(S) Calculate stoichiometric Learners will need plenty of practice. Finding the formula of copper oxide:
reacting masses, volumes www.nuffieldfoundation.org/practicalchemistry/finding-
of gases and solutions, An experiment to find the formula of copper oxide could be formula-copper-oxide
and concentrations of demonstrated, or if equipment is available this could be a
solutions expressed in class practical. (W) or (P) Titrating NaOH with HCl:
g/dm3 and mol/dm3 www.practicalchemistry.org/experiments/titra ting-
This can be linked back to the preparation of salts by sodium-hydroxide-with-hydrochloric-
titration, e.g.
Syllabus ref Learning objectives Suggested teaching activities Learning resources
 (Calculations involving preparation of sodium chloride. (P) acid,129,EX.html
the idea of limiting
reactants may be set. Learners should also be competent at handling reactant
Questions on the gas laws mass data given in tonnes for industrial scale reactions, e.g.
and the conversion of preparation of salts for use as fertilisers. (Link to Unit 12.)
gaseous volumes to
different temperatures
and pressures will not be
set.)
4.2(S) Calculate empirical Learners will need plenty of practice. Finding the formula of magnesium oxide:
formulae and www.practicalchemistry.org/experiments/thechange-
molecular formulae in-mass-when-magnesiumburns,207,EX.html
Suggested experiment – heating a coil of magnesium ribbon
to complete oxidation in a crucible. This gives appropriate The other experiment that illustrates this is
data if an accurate digital balance is available. (P) ‘Finding the formula of copper oxide’ above.

4.2(S) Calculate percentage yield % yield can be calculated by analysing the results for simple Finding how much copper(II) sulfate can be obtained
and percentage purity displacement reactions. (P) from a copper ore:
Chemistry for Cambridge IGCSE, Norris and
% purity can be calculated by working out how much copper Stanbridge, p62 Fig. 5.5.1
is in a known mass of malachite or by using titration
techniques to estimate, for example, the amount of iodine in Finding the percentage purity of iron wire:
a known mass of potassium iodate or the percentage purity http://schools.longman.co.uk/gcsechemistry/
of iron wire. (P) worksheets/pdfs/worksheet4.pdf

Extension – learners can be introduced to the concept of

atom economy and the benefits of designing processes with
high atom economy. This could involve group work and
presentations based on their findings.
Formative assessment Learner progress could be assessed using questions from Unit 9: Past and Specimen Paper questions
0620 past examination papers and specimen papers
available at:
http://teachers.cie.org.uk
Scheme of work – Cambridge IGCSE® Chemistry (0620)

Unit 10: Organic 2

Recommended prior knowledge
Learners should have completed the units on Covalent Bonding and Organic 1.

Context
This unit builds on ideas from Unit 7 and Unit 8 and lays the foundations for Unit 11.

Outline
This unit follows on from Unit 8 and looks at the chemistry of the alcohols and carboxylic acids in more detail. A variety of synthetic and natural macromolecules are
introduced together with their uses, as well as the environmental problems that they cause. Opportunity for learners to research and discuss the pros and cons of
using the different types of polymers. This unit is cross-referenced to assessment objectives AO1: 1–4, AO2: 1–7, AO3: 1–5 and Unit 7 and Unit 8. (Note: (S)
denotes material in the Supplement only.)

Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 12 hours.

Syllabus ref Learning objectives Suggested teaching activities Learning resources

14.7(S) Describe the formation of Awareness of implications for storage of ethanol to prevent Information about carboxylic acids:
ethanoic acid by the spoilage. www.bbc.co.uk/schools/gcsebitesize/science
oxidation of ethanol by /triple_aqa/alcohols_carboxylic_acids_esters
fermentation and with Extension to the purification by distillation (link to Unit 1) and /carboxylic_acids/revision/1/
acidified potassium the term ‘reflux’.
manganate(VII)

14.7 Describe the properties of

Link to Unit 4. This is a good opportunity to revise properties
aqueous ethanoic acid of acids using simple test-tube reactions. (P)
14.7(S) Describe ethanoic acid as Learners can illustrate this by:
a typical weak acid • testing its pH with Universal Indicator
• comparing the rate of reaction with magnesium with that
of hydrochloric acid, a strong acid. (P)

14.7(S) Describe the reaction of a This can be shown by a simple test-tube experiment. (W) or Details of this experiment:
carboxylic acid with an (P) with careful assessment of risks. Chemistry for Cambridge IGCSE, Norris and
alcohol in the presence of Stanbridge, p227 Fig. 18.5.1
a catalyst to give an ester Learners can be given samples of esters to smell. Risk
assessment! Awareness of importance of sweet-swelling Information on esters:
esters as food and cosmetics additives. www.bbc.co.uk/schools/gcsebitesize/science
/ocr_gateway_pre_2011/carbon_chem/3_sm
ells1.shtml

A link about the smells of common esters:

www.chm.bris.ac.uk/motm/ethylacetate/smell s.htm

14.1(S) Name and draw the This could be a problem-solving activity to deduce the The link mentioned above is useful here:
structural formulae of the structural formulae and may be combined with the www.bbc.co.uk/schools/gcsebitesize/science
esters which can be made experimental preparations detailed in the learning resource. /ocr_gateway_pre_2011/carbon_chem/3_sm
from unbranched alcohols (P) or (G) ells1.shtml
and carboxylic acids, each
containing up to four carbon Experiments to produce some of these esters:
atoms www.nuffieldfoundation.org/practicalchemistry/making-
esters-alcohols-and-acids

Syllabus ref Learning objectives Suggested teaching activities Learning resources

14.8.1 Define polymers as large Demonstrations of the preparation of Experimental procedure for poly(phenylethene):
molecules built up from poly(phenyltethene), commonly known as poly(styrene), www.nuffieldfoundation.org/practicalchemistry/addition-
small units (monomers) or poly(acrylates) are possible here. (W) polymerisation

Link to Unit 8. Importance of crude oil as a raw material Notes on addition polymers:
for polymers and its finite supply. www.docbrown.info/page04/OilProducts07.ht m

14.8.1(S) Understand that different This could be a research activity to look at different
polymers have different polymers, their structural formulae and their properties,
units and/or different with presentations or poster displays. (G)
linkages

14.8.2 Name some typical uses of Relate this to everyday items such as drinks containers, Video clip on uses of polymers:
plastics and of man-made detergent bottles and other household items as well as www.bbc.co.uk/learningzone/clips/uses-
fibres such as nylon and clothes. ofpolymers/1467.html
Terylene
Look at the underneath of bottles to determine the Experiments with hydrogels:
polymer and on clothing labels to find the fibres used. www.nuffieldfoundation.org/practicalchemistry/experiments-
hydrogels-hair-geland-disposable-nappies
Opportunity for display work about clothes, packaging
(real packaging can be stuck to display) or building to
show where polymers are used, their names,
classification as synthetic or natural and diagrammatical
representation of polymerisation. (G)

Extension – to investigate smart polymers (hydrogels –

super absorbent polymers) in disposable
nappies/diapers. (P)

Issues of disposal can be included.

14.8.2 Describe the pollution Learners can look for polymers around the home using Green Teacher (Education for Planet Earth:
problems caused by recycling information. (I) www.greenteacher.com/
nonbiodegradable plastics
Learners can discuss the benefits and disadvantages of
polymer production and research the steps taken by
chemists to reduce the environmental impact.
Learners could prepare a presentation on impacts of
polymers
and benefits and constraints of recycling. (G)

Syllabus ref Learning objectives Suggested teaching activities Learning resources

Issues to discuss include:

• economic barriers to the collection, sorting and
processing of waste for recycling
• environmental effects of burning and landfill
• centuries scale longevity of examples such as disposable
nappies and packaging
• learners can carry out a survey to collect, classify and
weigh a day’s discarded plastic waste.

14.8.2(S) Deduce the structure of the Opportunity to reinforce the importance of writing clear Video about making poly(ethene):
polymer product from a structural formulae here. www.bbc.co.uk/learningzone/clips/makingpolythene-
given alkene and vice versa cracking-andpolymerisation/4427.html
Use models to illustrate addition polymerisation and images
to allow identification of repeat units and monomers.

Use kinaesthetic activity to illustrate the mechanism of

polymerisation. (W) or (G)

14.8.2(S) Explain the differences When monomers react to form condensation polymers a See 11(b) of this webpage for information:
between condensation and small molecule is eliminated. www.docbrown.info/page04/OilProducts11.ht m
addition polymerisation
14.8.2(S) The formation of nylon can be demonstrated by the reaction Nylon rope trick demonstration, experimental
Describe the formation of of a diacid chloride with a diamine (Nylon Rope Trick). (W) procedure:
nylon (a polyamide) and www.rsc.org/learn-
Terylene (a polyester) by chemistry/resource/res00000755/makingnylon-the-
This is a condensation reaction (addition/elimination
condensation
reaction). nylon-rope-trick
polymerisation, the
structure of nylon being
Learners can gently melt nylon granules on a tin lid and draw Video showing the nylon rope trick www.chemistry-
represented as:
out a ‘fishing line’ using a glass rod. (P) videos.org.uk/chem%20clips/Nylon/nylon.html

Emphasise the structure of both polymers (opposite). Video clip on nylon:

Learners should be instructed to show the amide/ester bond www.rsc.org/Education/Teachers/Resources
clearly and draw two repeat units for each polymer in /Alchemy/
examinations.
and the structure of
Terylene as:
Opportunity to make models of each polymer.

Syllabus ref Learning objectives Suggested teaching activities Learning resources

(Details of manufacture and

mechanisms of these
polymerisations are not
required.)

14.8.3 Name proteins and Food packaging labels and ‘healthy eating’ claims on labels can be Extensive information about sugar:
carbohydrates as used as a source of discussion. (W) or (G) www.sucrose.com/
constituents of food
14.8.3(S) Describe proteins as Stress the amide (peptide) CONH group present linking the
possessing the same monomers together.
(amide) linkages as nylon
but with different units Opportunity to make models of a section of a protein. (G) or (P)

14.8.3(S) Describe the structure of

proteins as:

14.8.3(S) Describe the hydrolysis of Opportunity to link to experimental use of locating agents in Demonstration procedure and information:
proteins to amino acids chromatography. (See Unit 1.) (W) www.biotopics.co.uk/as/amino_acid_chromat
ography.html
(Structures and names are Awareness of the use of this process as a diagnostic tool to
not required.) identify when patients lack a particular amino acid.

Stress the COO group present linking the monomers together.

14.8.3(S) Describe complex Link this with Cambridge IGCSE Biology.

carbohydrates in terms of a
large number of sugar Awareness of the importance of photosynthesis as a means of
units, considered as producing a renewable energy resource.

Syllabus ref Learning objectives Suggested teaching activities Learning resources

 , joined
together by Opportunity to make models of a section of a carbohydrate either
condensation made from the same sugar or different sugar units.
polymerisation, e.g.

14.8.3(S) Describe the hydrolysis of Awareness of the importance of this reaction to the ability of Information on hydrolysis of starch at:
complex carbohydrates animals to absorb food for energy as soluble sugar from ingested www.bbc.co.uk/bitesize/standard/chemistry/p
(e.g. starch) by acids or insoluble complex carbohydrate. lasticsandothermaterials/carbohydrates/revis
enzymes to give simple ion/5/
sugars

14.8.3(S) Describe the fermentation Experiment/demonstration of fermentation possibly combined with Fermentation experiment:
of simple sugars to distillation to produce alcohol (link to Unit 8 and Cambridge Chemistry for Cambridge IGCSE, Norris and
produce ethanol (and IGCSE Biology 0610). (W) or (P) Stanbridge, p244 Fig. 20.4.1
carbon dioxide)
Awareness of limitations on industrial conditions to increase the
(Candidates will not be rate of this reaction due to living organism involved (yeast).
expected to give the Emphasise reaction stops when either the glucose is used up or
molecular formulae of the yeast is killed by the higher concentration of ethanol.
sugars.)
Emphasise that enzymes are not killed – they are denatured in the
yeast.

Compare the pros and cons of the different methods to produce

ethanol (fermentation of sugar solution and hydration of ethane –
link to Unit 8).

Link to important potential of ethanol as a renewable fuel.

14.8.3(S) Describe, in outline, the Experiments possible include the separation of a mixture of amino
usefulness of acids using ninhydrin as a locating agent (link to Unit 1). (W)
chromatography in
separating and identifying
the products of hydrolysis
of carbohydrates and
proteins

Syllabus ref Learning objectives Suggested teaching activities Learning resources

Formative assessment Learner progress could be assessed using questions from 0620 Unit 10: Past and Specimen Paper
past examination papers and specimen papers available at: questions
http://teachers.cie.org.uk
Scheme of work – Cambridge IGCSE® Chemistry (0620)

Unit 11: Redox, electrochemistry and Group VII

Recommended prior knowledge
Learners should have good understanding of the Periodic Table, ionic bonding and writing equations.

Context
This unit builds on ideas from Unit 2 and Unit 6, and lays the foundations for Unit 12.

Outline
This unit begins with the introduction of redox reactions and their importance to the electrochemical industry and the world economy. These industrial processes
allow important chemicals to be isolated, such as aluminium, and others to be prepared, such as hydrogen, chlorine and sodium hydroxide. This unit gives learners
opportunities to investigate new types of electrochemical cells and the importance to world energy production. This unit is cross-referenced to assessment objectives
AO1: 1–4, AO2: 1–7, AO3: 1–5 and Unit 2 and Unit 6.

(Note: (S) denotes material in the Supplement only.)

Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 14 hours.

Syllabus ref Learning objectives Suggested teaching activities Learning resources

7.4 Define oxidation and Stress that oxidation and reduction reactions always occur Definitions of oxidation and reduction:
reduction in terms of oxygen together in a redox reaction. www.chemguide.co.uk/inorganic/redox/defini
loss/gain (Oxidation state tions.html
limited to its use to name Redox changes can often be observed as significant colour
ions, e.g. iron(II), iron(III), changes, e.g. rusting/corrosion of iron or iron + copper(II) sulfate Oxidation reduction experiments:
copper(II), manganate(VII) ==> iron(II) sulfate + .copper. Chemistry for Cambridge IGCSE, Norris and
Stanbridge, p114 Fig. 9.3.1, p117 Fig. 9.4.1
Link to ideas of the role of redox reactions in the production of
energy from fuels and the extraction of metals. The reactions in car
catalytic converters can also be studied here (link to Section 11.2,
Unit 3).

Experiments possible include the reaction of metals/non-metals

with oxygen and the reaction of metal oxides with carbon. Some of
these could be class experiments while others should be
demonstrations. (P), (W)

7.4(S) Define redox in terms of Use the mnemonic ‘OILRIG’ (oxidation is loss of electrons, Definitions of oxidation and reduction:
electron transfer reduction is gain of electrons). www.chemguide.co.uk/inorganic/redox/defini
tions.html
Practice ionic equations and identify the substance oxidised and
reduced in a given reaction. (I) or (P) www.gcsescience.com/r7-oxidationreduction-
redox.htm
Link this to the reactivity series and reactions of metals and metal
salt solutions in Unit 6, the halogens and electrolysis later in this Displacement reactions and redox:
unit. www.bbc.co.uk/schools/gcsebitesize/science
/triple_ocr_gateway/chemistry_out_there/red
ox_reactions/revision/4/

4.1(S) Construct ionic equations Learners can use flash cards (formulae of ions and simple The construction of ionic half-equations:
with state symbols molecules) as an activity to construct ionic equations. (G) www.chemguide.co.uk/inorganic/redox/equat
ions.html
This also links to Unit 9. Experimental work on the formation of
precipitates could be done here, if not covered in Unit 9. (P) Ionic equations and precipitates:
www.bbc.co.uk/schools/gcsebitesize/science
Spectator ions can be introduced here. /triple_ocr_gateway/how_much/ionic_equatio
ns/revision/1/
Syllabus ref Learning objectives Suggested teaching activities Learning resources

7.4(S) Identify redox reactions by Demonstrations can include: Iodine clock reaction:
changes in oxidation state • reaction of ethanol and acidified KMnO4 to yield ethanoic www.nuffieldfoundation.org/practicalchemistry/iodine-
and by the colour changes acid (link to Unit 8) (W) clock-reaction
involved when using • preparation of chlorine by reaction of conc. HCl and
acidified potassium KMnO4 solid and the reaction of potassium iodide
manganate(VII), and solution with either chlorine or bromine (link to Group VII
potassium iodide later in this unit). (W)

(Recall of equations Other reactions which could be demonstrated include zinc +

involving KMnO4 is copper(II) sulfate and iodide ions + hydrogen peroxide. (W)
not required.)
This links to Unit 6, syllabus section 9.4(S), knowing that
‘transition elements have variable oxidation states’.
7.4(S) Define oxidising agent as Having just defined oxidation and reduction, this concept can Advice about oxidising agent and reducing agent
a substance which be confusing for learners. There is good advice about this definitions:
oxidises another lower down the web page in the learning resource. www.chemguide.co.uk/inorganic/redox/defini
substance during a redox tions.html
reaction.

Define reducing agent as a

substance which reduces
another substance during
a redox reaction.
7.4(S) Identify oxidising agents This could be set as a problem-solving activity. (P) Advice about oxidising agent and reducing agent
and reducing agents from definitions:
simple equations www.chemguide.co.uk/inorganic/redox/defini
tions.html
7.2(S) Describe the use of silver Experiments on how light affects photosynthesis and How light affects photosynthesis and a photo-
salts in photography as a darkening of slow photographic film in various light sensitive reaction:
process of reduction of intensities. (W) or (G) Chemistry for Cambridge IGCSE, Norris and
silver ions to silver; and Stanbridge, p106–107 Fig. 8.6.1 and 8.6.2
photosynthesis as the A simple experiment can be to make silver chloride, bromide
reaction between carbon and iodide by precipitation (link to Unit 4) and watch them Information about silver salts in photography:
dioxide and water in the change colour under strong light. www.kodak.com/US/en/corp/researchDevelo
presence of chlorophyll pment/whatWeDo/technology/chemistry/silve r.shtml
and sunlight (energy) to Photosynthesis is an endothermic process.
produce glucose and

Syllabus ref Learning objectives Suggested teaching activities Learning resources

oxygen

5 Define electrolysis as the This definition should be linked to the practical activities
breakdown of an ionic below.
compound, molten or in
aqueous solution, by the
passage of electricity

5 Describe the electrode These are demonstrations only and link with the Excellent video of electrolysis of lead bromide:
products and the production of halogens later in this unit. (W) www.youtube.com/watch?v=4x2ZCSr23Z8
observations made during
the electrolysis of: Learners can safely carry out the electrolysis of small Practical details of electrolysis of lead bromide:
• molten lead(II) bromide quantities of aqueous sodium chloride. Tests from Unit 4 www.nuffieldfoundation.org/practicalchemistry/electrolysing-
• concentrated can be used to identify all three products. (P) molten-leadiibromide
hydrochloric acid
• concentrated aqueous Link this to the industrial electrolysis of brine later in this Chemistry for Cambridge IGCSE, Norris and Stanbridge, p
sodium chloride unit. 70, Fig. 6.1.2
• dilute sulfuric acid
between inert Learners can practise writing electron half-equations Notes on electrochemistry:
electrodes and link this to ideas of redox from earlier in this unit. www.docbrown.info/page01/ExIndChem/Extr
(platinum or carbon). aElectrochem.htm
5 State the general principle The demonstration of the electrolysis of molten lead
that metals or hydrogen are bromide and the other experiments above can be used
formed at the negative to illustrate this principle.
electrode (cathode), and
that non-metals (other than Learners can electrolyse a range of aqueous solutions The procedure for a class practical:
hydrogen) are formed at of salts and collect and test electrode products to www.nuffieldfoundation.org/practicalchemistry/identifying-
the positive electrode confirm this. (P) products-electrolysis
(anode)
5 Predict the products of the This should involve metal halides or metal oxides only.
electrolysis of a specified
binary compound in the Emphasise that the product at the cathode is the
molten state corresponding metal and at the anode, a non-metal
molecule (O2 or Group VII molecule).

Syllabus ref Learning objectives Suggested teaching activities Learning resources

5(S) Construct ionic Plenty of practice during the rest of this unit will help learners to Information at:
halfequations for reactions become familiar with this. (Link to Syllabus section 4.1(S) in Unit www.bbc.co.uk/schools/gcsebitesize/science
at the cathode 9) /add_aqa_pre_2011/ions/electrolysisrev5.sht
ml

5(S) Describe the transfer of The video of the electrolysis of lead bromide from YouTube, Video of electrolysis of lead bromide:
charge during electrolysis suggested as a learning resource, has an excellent animation. www.youtube.com/watch?v=4x2ZCSr23Z8
to include:
• the movement of Posters to show the flow of ions and electrons. (W)
electrons in the metallic
conductor
• the removal or addition
of electrons from the
external circuit at the
electrodes
• the movement of ions in
the electrolyte.
10.3 Know that aluminium is Video clips on aluminium extraction:
extracted from the ore www.rsc.org/Education/Teachers/Resources
bauxite by electrolysis /Alchemy/

Information:
www.bbc.co.uk/schools/gcsebitesize/science
/add_gateway_pre_2011/periodictable/electr
olysisrev1.shtml

10.3(S) Describe in outline, the Information about cryolite:

extraction of aluminium www.bbc.co.uk/schools/gcsebitesize/science
from bauxite including the /add_aqa/electrolysis/electrolysisrev3.shtml
role of cryolite and the
reactions at the electrodes

5(S) Describe, in outline, the Video clips on the aluminium extraction:

Link the production of aluminium back to the production of other
manufacture of
metals from their ores (Unit 6). www.rsc.org/Education/Teachers/Resources
• aluminium from pure /Alchemy/
aluminium oxide in Link to methods of extraction linked to metal reactivity Unit 6.

Syllabus ref Learning objectives Suggested teaching activities Learning resources

molten cryolite See also the resources above.

Awareness of the economic and environmental
(Starting materials and implications of the very high energy demand for
essential conditions electrolysis (link to need for recycling of aluminium and
should be given but not hydroelectric power).
technical details or
diagrams.)
5 Describe the reasons for The steel core provides additional strength. Aluminium is
the use of copper and lightweight and a good conductor. Ceramics are found on
(steelcored) aluminium in pylons carrying high tension (voltage) cables.
cables, and why plastics
and ceramics are used as
insulators
5(S) Describe electrolysis in This links with writing ionic equations (Unit 9). www.bbc.co.uk/schools/gcsebitesize/science
terms of the ions present /add_aqa/ions/electrolysisrev3.shtml
and reactions at the
electrodes in the
examples given

5(S) Predict the products of Demonstrations of the electrolysis of dilute

and Links to information and activities:
electrolysis of a specified concentrated brine can show this. (W) www.bbc.co.uk/schools/gcsebitesize/science
halide in dilute or /add_aqa/ions/electrolysisrev4.shtml
concentrated aqueous The electrolysis of dilute solutions could also be a class
solution practical. (P) The procedure for a class practical given here could be
adapted to fit the requirements of the syllabus:
Potential for group work as learners can produce a model www.nuffieldfoundation.org/practicalchemistry/identifying-
to illustrate each process. (G) products-electrolysis

Emphasise the difference in products at the anode, oxygen A video about electrolysis and the section towards the
(dilute solution) and the corresponding halogen end covers this:
(concentrated solution). www.bbc.co.uk/schools/gcsebitesize/science/
add_aqa/electrolysis/electrolysisact.shtml
In addition, stress that the concentration of the halide in
solution increases in the electrolysis of the dilute solution,
but in a concentrated halide solution it decreases.
5(S) Describe, in outline, the Awareness of the importance of the products of the
manufacture of processes in terms of their uses, e.g. hydrogen for making Video clips on the electrolysis of NaCl:
• chlorine, hydrogen and ammonia, chlorine for water treatment, NaOH for making www.rsc.org/Education/Teachers/Resources /Alchemy/
soap.

Syllabus ref Learning objectives Suggested teaching activities Learning resources

 sodium hydroxide
from concentrated A video about electrolysis - the section at the end
aqueous covers this:
sodium chloride www.bbc.co.uk/schools/gcsebitesize/science
/add_aqa/electrolysis/electrolysisact.shtml
(Starting materials and
essential conditions
should be given but not
technical details or
diagrams.)

9.3 Describe the halogens, Demonstration of preparation of chlorine (from Information and animation about the halogens:
chlorine, bromine and concentrated hydrochloric acid and potassium www.bbc.co.uk/schools/gcsebitesize/science
iodine in Group VII, as a manganate(VII)) and physical state and colour of /add_gateway_pre_2011/periodictable/group
collection of diatomic non- bromine/iodine carried out in fume cupboard. (Link to Unit 7rev1.shtml
metals showing a trend in 2.) (W)
colour and density and Experimental procedures:
state their reaction with Learners can predict the trend in reactivity and oxidising Chemistry for Cambridge IGCSE, Norris and
other halide ions nature (giving reasons) and, as a result, predict the effect Stanbridge, p 151, Fig. 12.3.2
of adding anaqueous halogen to a halide salt. They could
then carry out test-tube scale displacement reactions to www.nuffieldfoundation.org/practicalchemistry/reactions-
see if their predictions are true. (P) aqueous-solutionshalogens

Opportunity to practise writing half-equations. (I) Information about chlorine:

www.americanchemistry.com/chlorine/
Possible extension could be to demonstrate the reaction of
iron with the halogens. (W) Reaction of iron with halogens:
www.practicalchemistry.org/experiments/hal ogen-
reactions-with-iron%2C44%2CEX.html

9.3 Predict the properties of This extends the list of halogens to include fluorine and Information:
other elements in Group VII, astatine in theory only. www.bbc.co.uk/schools/gcsebitesize/science
given data where /add_ocr_gateway/periodic_table/group7rev 5.shtml
appropriate In groups, learners could predict the reactivity,
colour/physical state, melting/boiling point of fluorine and
astatine. (G)
9.3(S) Identify trends in Groups, Information could include melting and boiling points,
density and

Syllabus ref Learning objectives Suggested teaching activities Learning resources

given information about the chemical reactivity.

elements concerned
Learners could do a group activity and present their findings to
other members of the class. (G)

Include examples from any group in the Periodic Table.

5 Describe the electroplating of Learners can electroplate zinc strips with copper. (P) Chemistry for Cambridge IGCSE, Norris and
metals Stanbridge, p78, Fig. 6.5.1 and 6.5.2
An initial can be painted onto the strip with clear nail varnish, to
give a silver initial on a copper background. Electroplating:
www.bbc.co.uk/schools/gcsebitesize/science
/add_aqa/electrolysis/electrolysisrev2.shtml

5 Outline the uses of To protect metals from corrosion and improve the appearance of
electroplating metals, e.g. plating cutlery with silver and jewellery with gold or
silver.

5(S) Relate the products of Awareness of the need for very pure copper for electrical wiring Electrolysis activity – a useful interactive
electrolysis to the (pupils can cut open samples of wire to find copper) due to the video:
electrolyte and electrodes interruption of current flow by impurities, as compared to copper www.bbc.co.uk/schools/gcsebitesize/science
used, exemplified by the needed for water pipes (link to Unit 6). /add_aqa/electrolysis/electrolysisact.shtml
specific examples in the
Core together with aqueous Video clip on copper refining:
copper(II) sulfate using www.rsc.org/Education/Teachers/Resources
carbon electrodes and /Alchemy/
using copper electrodes (as
used in the refining of
copper)
5(S) Describe the production of Learners can make simple cells using a potato or any citrus fruit Potato cell:
electrical energy from with metal electrodes. (P) or (G) www.miniscience.com/projects/PotatoElectri
simple cells, i.e. two city/
electrodes in an electrolyte Opportunity for group work – learners could investigate the best
substance for making a simple cell. (G)
(This should be linked with
the reactivity series in
section 10.2 and redox in
section 7.4.)

Syllabus ref Learning objectives Suggested teaching activities Learning resources

6.2(S) Describe the use of Possible issues to discuss include: Background information:
hydrogen as a fuel reacting • toxicity of heavy metals used in batteries and subsequent www.greenspec.co.uk/building-
with oxygen to generate hazards of their disposal (W) design/fuelcells/
electricity in a fuel cell • usefulness of re-chargeable batteries including their use for
storage of energy from alternative energy sources such as
(Details of the construction domestic solar panels and wind-powered generators (and in
and operation of a fuel cell cars). (W)
are not required.)

Formative assessment Learner progress could be assessed using questions from 0620 Unit 11: Past and Specimen Paper
past examination papers and specimen papers available at: questions
http://teachers.cie.org.uk
Scheme of work – Cambridge IGCSE® Chemistry (0620)

Unit 12: Equilibria

Recommended prior knowledge
Learners should have good breadth of chemical knowledge, in particular concerning reaction rates and calculations involving moles.

Context
This unit brings together ideas from several earlier units.

Outline
This unit begins by introducing the concept of equilibrium and its importance to industry (the Haber Process and the Contact Process) and the world economy.
These industrial processes enable vital chemicals such as ammonia and sulfuric acid to be produced, which are needed for the production of fertilisers and other
important industrial chemicals. This unit sets the scene for a consideration of how socioeconomic and environmental factors are important in choosing a site for an
industrial process. There are numerous opportunities to link to units already covered. This unit is cross-referenced to assessment objectives AO1:1–4, AO2: 1–7,
AO3: 1–5 and Unit 5.
(Note: (S) denotes material in the Supplement only.)

Teaching time
Based on a total time allocation of 130 contact hours for this Cambridge IGCSE course, it is recommended that this unit should take about 10 hours

Syllabus ref Learning objectives Suggested teaching activities Learning resources

7.3 Understand that some Some reactions can be classified as reversible and Practical procedure for heating hydrated copper(II)
chemical reactions can be learners should be introduced to the reversible sign ⇌. sulfate:
reversed by changing the www.nuffieldfoundation.org/practicalchemistry/reversible-
reaction conditions Experimental work can involve learners heating hydrated reaction-involvinghydrated-copperii-sulfate-
(Limited to the effects of copper(II) sulfate and adding water to anhydrous and%C2%A0itsanhydrous-form
heat and water on hydrated copper(II) sulfate as an illustration. (P)
and anhydrous copper(II) Practical procedure for determining the amount of water
sulfate and cobalt(II) Extension–learners to determine the amount of water in copper(II) sulfate:
chloride.) removed on heating and calculate the formula of hydrated www.chalkbored.com/lessons/chemistry11/hydrate-lab.pdf
copper(II) sulfate (link to Unit 6).
(Concept of equilibrium is
not required.)
7.3(S) Demonstrate knowledge This could be introduced using the escalator
and understanding of the analogy and by demonstrating the effect of acid
The escalator analogy and an Interactive tool to introduce
concept of equilibrium and alkali on: • methyl orange indicator equilibrium:
• sodium chromate/dichromate equilibrium www.bbc.co.uk/schools/gcsebitesize/science
• iodide/iodine equilibrium. (W) /add_aqa_pre_2011/chemreac/reversiblerea crev1.shtml

Practical procedure for sodium chromate/dichromate

equilibrium:
www.nuffieldfoundation.org/practicalchemistry/equilibrium-
involving-chromateviand-dichromatevi-ions

Equilibrium with copper(II) ions:

A class practical to show an equilibrium with copper(II) www.nuffieldfoundation.org/practicalchemistry/equilibrium-
ions may be carried out. (P) involving-copperii-ions

7.3(S) Predict the effect of Learners in groups can analyse yield data comparing rate
changing the conditions and yield with varying conditions and extend this to
(concentration, predicting reaction conditions used for equilibrium
temperature and reactions to produce the most efficient reaction. (G)
pressure) on other
reversible reactions The effect of concentration can be demonstrated using the A practical procedure for the iodine monochloride iodine
chlorine/iodine monochloride equilibrium. Care and use of trichloride equilibrium:
a fume cupboard are essential. (W)
www.nuffieldfoundation.org/practicalchemistry/le-
chatelier%E2%80%99sprinciple-effect-concentration-and-
Illustrate how changing the temperature and pressure and
the
Syllabus ref Learning objectives Suggested teaching activities Learning resources

introduction of a catalyst affects the yield and rate (link with Unit 4) temperature-equilibrium and
in the Haber and Contact processes (below). Chemistry for Cambridge IGCSE, Norris and
Stanbridge, p112
Important issues to consider include:
• Raising the temperature, increases the rate and the energy Effect of temperature on an equilibrium:
demand and hence economic cost. This lowers the yield for www.bbc.co.uk/schools/gcsebitesize/science
exothermic but increases the yield for endothermic reactions; /add_aqa_pre_2011/chemreac/reversiblerea
• Increasing the pressure increases the rate and the energy crev2.shtml
demand and hence economic/equipment costs. The yield
changes depend on the number of moles of gas reactants to An interactive animation of the effect of
products; temperature in the Haber process:
• Introduction of a catalyst leads to a lower energy demand www.bbc.co.uk/schools/gcsebitesize/science
(lower temperature for an equivalent rate) and hence /add_aqa_pre_2011/chemreac/reversiblerea
economic cost and saving fossil fuel resources; crev3.shtml
• Considerations of increased yield against increased cost are This is followed on the next two pages by the
balanced to give ‘optimum conditions’. effect of pressure on the Haber process.

It is important to distinguish the effect of changing a condition on

the reaction rate and equilibrium. Summarise in a table to avoid
confusion.
11.3(S) Describe and explain the Nitrogen from the air (link with Unit 1). Hydrogen from natural gas www.chemguide.co.uk/physical/equilibria/ha
essential conditions for the (link with Unit 4). ber.html
manufacture of ammonia
by the Haber process Opportunity for group work where learners can produce a series of Video clip of the process:
including the sources of flash cards to make a flowchart of this process or question loop www.bbc.co.uk/learningzone/clips/formationof-
the hydrogen and nitrogen, activity to sequence the process. (G) ammonia-in-the-haber-process/4432.html
i.e. hydrocarbons or steam
and air The importance of recycling unreacted nitrogen and hydrogen Video clip on ammonia:
needs to be mentioned. www.rsc.org/Education/Teachers/Resources
/Alchemy/
The effect of the variation of values of temperature and pressure
can be studied by advanced learners.

Awareness of the economic and environmental advantages of

placement of a manufacturing site can be investigated by learners.

Opportunities for reacting masses and volume calculations (link

Syllabus ref Learning objectives Suggested teaching activities Learning resources

with Unit 6 – Amount of Substance).

11.3 Describe the need for This could be a research activity. (G)
nitrogen-, phosphorus- Links to biology and practical involving plant growth under
and potassium- controlled conditions.
containing
fertilisers
12 Name some sources of This could be set as a research activity with the next syllabus
sulfur references below. (G)

Sulfur is found uncombined or combined with metals as zinc

blende (ZnS) or galena (PbS).

12 Name the use of sulfur in 90% of the extracted sulfur is converted to sulfuric acid.
the manufacture of sulfuric
acid
12 State the uses of sulfur Emphasise the uses of sulfur dioxide as a bleaching agent
dioxide as a bleach in the (paper manufacture) and in killing bacteria (to preserve
manufacture of wood pulp food).
for paper and as a food
preservative (by killing Look at food labels to see if sulfites (which release sulfur
bacteria) dioxide in acidic conditions) are present. (I)

12(S) Describe the manufacture Mention specific temperature, pressure and catalyst www.chemguide.co.uk/physical/equilibria/co
of sulfuric acid by the information. ntact.html
Contact process,
including essential Learners can practise using flow diagrams to represent the Video clip on the Contact Process:
conditions and reactions process. (P) or (I) www.rsc.org/Education/Teachers/Resources
/Alchemy/
Economic issues relating to temperature and catalyst use There are also other teaching resources and
could be discussed here, as with the Haber Process. information at this site.
Opportunity for group work as in the Haber process above.
(G) Manufacture of sulfuric acid:
www.greener-
As with the Haber process, more advanced learners could industry.org.uk/pages/sulphuric_acid/9Sulph
study the effect of variation of temperature and pressure on uricAcidManu.htm
the yield of sulfuric acid.
www.bbc.co.uk/schools/gcsebitesize/science
Stress that the industrial process does not use high pressure
even though it would be theoretically beneficial – it is not cost
effective
Syllabus ref Learning objectives Suggested teaching activities Learning resources

for the mediocre increase in yield. /triple_ocr_gateway/how_much/equilibria/revi sion/4/

Opportunities for reacting masses and volume calculations

(link with Unit 6). (I) or (P)
12(S) Describe the properties The properties of dilute sulfuric acid are those of a typical Preparing ammonium sulfate fertiliser:
and uses of dilute and acid and this links to acids, bases and salts (Unit 3). Chemistry for Cambridge IGCSE, Norris and
concentrated sulfuric acid Stanbridge, p197 Fig. 16.1.2
Learners could prepare ammonium sulfate. (P)
Sulfuric acid as a dehydrating agent:
Demonstrate concentrated sulfuric acid as a dehydrating www.nuffieldfoundation.org/practicalchemistry/sulfuric-
agent with hydrated copper(II) sulfate and sucrose provided. acid-dehydrating-agent
(W)
Uses of sulfuric acid:
The uses of both dilute and concentrated sulfuric acid would www.docbrown.info/page01/ExIndChem/ExI
make a good research activity. (G) ndChemb.htm

Formative assessment Learner progress could be assessed using questions from Unit 12: Past and Specimen Paper questions
0620 past examination papers and specimen papers
available at:
http://teachers.cie.org.uk

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Cambridge International Examinations 2014