Paper 1

• What format is the specification presented in?

  Two column format
• What does the left-hand column of the specification contain?

  Content that all students must cover
• What do WS, MS, and AT refer to in the specification?

  Working scientifically, Mathematical requirements, Use of apparatus
• What is the purpose of the overview at the beginning of each topic?

  To encourage an overarching approach
• Is the overview directly assessed?

  No, it is not directly assessed
• What indicates content applicable only to chemistry?

  (chemistry only)
• What indicates content applicable only to Higher Tier?

  (HT only)
• Why is it good practice to teach mathematical skills throughout the course?

  They will be assessed in certain subject areas
• Where can details of required practicals be found?

  Required practical activities (page 102)
• What fundamental concepts are examined in Paper 1?

  Sections 4.1, 4.2, and 4.3
• In which paper should students apply fundamental concepts?

  Paper 2
• What does the periodic table provide chemists?

  A structured organization of chemical elements

  
• How does the arrangement of elements in the periodic table relate to atomic structure?

  It explains their physical and chemical properties
• What is the smallest part of an element that can exist?

  An atom
• How are atoms of each element represented?

  By a chemical symbol

  
• How many different elements are there approximately?

  About 100
• What are compounds formed from?

  Elements by chemical reactions
• What do chemical reactions involve?

  The formation of new substances
• How can compounds be represented?

  By formulae using chemical symbols
• How can compounds be separated into elements?

  By chemical reactions
• How can chemical reactions be represented?

  By word equations or symbol equations
• What should students be able to use during the exam?

  A periodic table

  
• Which elements should students know the names and symbols of?

  The first 20 elements and Groups 1 and 7
• What should students be able to name from given formulae?

  Compounds of specified elements
• What should students be able to write for reactions in this specification?

  Word equations and balanced chemical equations
• What should Higher Tier students be able to write?

  Balanced half equations and ionic equations
• What is a mixture?

  Two or more substances not chemically combined
• How are the chemical properties of substances in a mixture affected?

  They remain unchanged
• How can mixtures be separated?

  By physical processes
• What are some physical processes used to separate mixtures?

  Filtration, crystallisation, distillation
• What do physical processes not involve?

  Chemical reactions
• What should students be able to describe regarding separation processes?

  Explain and give examples
• What should students suggest when given appropriate information?

  Separation and purification techniques
• What may lead to a scientific model being changed?

  New experimental evidence
• What was the early belief about atoms before the electron was discovered?

  They were tiny spheres that could not be divided
• What did the discovery of the electron lead to?

  The plum pudding model of the atom
• What did the plum pudding model suggest about the atom?

  It is a ball of positive charge with electrons
• What did the alpha particle scattering experiment conclude?

  The mass of an atom is concentrated at the nucleus
• What replaced the plum pudding model?

  The nuclear model
• Who adapted the nuclear model of the atom?

  Niels Bohr