- Atoms are the building blocks: protons and neutrons in a tiny nucleus, electrons in shells; the outer shell runs the chemistry.
- The periodic table orders elements by atomic number; groups share outer-shell electrons and so share properties.
- Group 0 is unreactive, Group 1 gets more reactive down, Group 7 less; transition metals (chemistry only) behave differently from Group 1.
-
1
Atomic structure and the periodic table
1.1
Atomic structure and the periodic table: the particles and the pattern
Vocabulary TrainEnglish atomic number/əˈtɒmɪk ˈnʌmbə/ outer shell electron/ˈaʊtə ʃel ɪˈlektrɒn/ 1.1
Atoms, elements, compounds and mixtures (4.1.1.1–4.1.1.4)
Syllabus
Atoms, elements, compounds and mixtures (AQA 8462 statements 4.1.1.1-4.1.1.4).
- Distinguish atoms, elements, compounds and mixtures, with symbols and formulae.
- Describe the five physical separation methods and choose one for a given mixture.
- Recount the development of the model of the atom from sphere to neutron.
- Use proton, neutron and electron charges and masses, atomic and mass numbers, isotopes and relative atomic mass.
- Write electronic structures for the first twenty elements.
Source: Cambridge International syllabus
All substances are made of atoms 原子 — the smallest part of an element that can exist. Each element has a chemical symbol (O, Na, …); about 100 elements exist, shown in the periodic table.
Compounds 化合物 form when elements elements combine chemically in fixed proportions; they are represented by formulae and can only be separated back into elements by chemical reactions. Chemical reactions always form one or more new substances, often with a detectable energy change. Equations: word equations and symbol equations with balanced formulae; (HT) balanced half-equations and ionic equations.
Mixtures 混合物: two or more elements or compounds not chemically combined; each substance keeps its properties. Separated by physical processes only — no new substances:
- filtration 过滤 — insoluble solid from liquid;
- crystallisation 结晶 — dissolved solid from solution;
- simple distillation 蒸馏 简单蒸馏 — liquid from dissolved solid (and solvents);
- fractional distillation 分馏 — liquids with different boiling points;
- chromatography 色谱法 — soluble substances in a mixture.

Development of the atom model: atoms were first thought to be indivisible spheres → the electron's discovery gave the plum pudding model 布丁模型 (ball of positive charge with negative electrons embedded) → the alpha-scattering experiment showed mass and positive charge concentrated in a central nucleus (nuclear model) → Bohr: electrons orbit at specific distances → protons identified in the nucleus → Chadwick: the neutron 中子. New evidence changes or replaces models.
particle relative mass relative charge proton 1 +1 neutron 1 0 electron very small −1 In an atom protons = electrons, so no overall charge. Atomic number = protons; mass number = protons + neutrons. Atoms of the same element with different neutron numbers are isotopes 同位素. Atom radius ≈ 0.1 nm (1 × 10⁻¹⁰ m); the nucleus is less than 1/10 000 of that. Almost all mass is in the nucleus.
Relative atomic mass (Ar) averages over the isotopes' abundance — calculate it from percentage abundances. Electronic structure: electrons fill the lowest levels first — sodium is 2,8,1; represent the first twenty elements both as numbers and diagrams.
Vocabulary TrainEnglish atom/ˈætəm/ compound/ˈkɒmpaʊnd/ mixture/ˈmɪkstʃə/ filtration/fɪlˈtreɪʃn/ crystallisation/ˌkrɪstəlaɪˈzeɪʃn/ distillation/dɪstɪˈleɪʃn/ chromatography/krəʊməˈtɒɡrəfi/ plum pudding model/plʌm ˈpʊdɪŋ ˈmɒdl/ neutron/ˈnjuːtrɒn/ isotope/ˈaɪsətəʊp/ simple distillation/ˈsɪmpl dɪstɪˈleɪʃn/ fractional distillation/ˈfrækʃənl dɪstɪˈleɪʃn/ 1.2
The periodic table (4.1.2)
Syllabus
The periodic table (AQA 8462 statement 4.1.2).
- Relate group and period to outer-shell electrons and atomic number.
- Describe the development of the periodic table, including Mendeleev's gaps and the isotope explanation.
- Distinguish metals from non-metals by position and properties.
- State and explain the trends in Groups 0, 1 and 7, including displacement.
Source: Cambridge International syllabus
The table orders elements by atomic (proton) number 原子序数, so that elements with similar properties fall in groups (columns). Same group = same number of outer-shell electrons 最外层电子 = similar chemical properties. Explain an element's position from its electronic structure; predict probable reactivity from position.
Development: early tables ordered by atomic weight — incomplete, with some elements misplaced. Mendeleev left gaps for undiscovered elements and sometimes changed the order; his predicted elements were found, supporting his table. Isotopes later explained why atomic-weight order was sometimes wrong.
Metals and non-metals: metals form positive ions; non-metals do not. Metals sit left and lower; non-metals right and upper. Know the characteristic physical and chemical differences, and link atomic structure to position.
Group 0 — noble gases: unreactive — stable outer-shell arrangements (8 outer electrons; helium 2), so they do not easily form molecules. Boiling points increase down the group (with relative atomic mass).

Group 1 — alkali metals: one outer electron. Reactions of Li, Na, K with oxygen, chlorine and water (e.g. 2 Na + 2 H₂O → 2 NaOH + H₂). Reactivity increases down the group — the outer electron is lost more easily further from the nucleus.
Group 7 — halogens: seven outer electrons; non-metals, diatomic molecules (Cl₂, Br₂, I₂). Reactivity decreases down the group; melting and boiling points increase. A more reactive halogen displaces 置换 a less reactive one from a salt solution (chlorine displaces bromine from potassium bromide).
1.3
Transition metals — chemistry only (4.1.3)
Syllabus
Transition metals, chemistry only (AQA 8462 statement 4.1.3).
- Compare transition elements with Group 1 in melting point, density, strength, hardness and reactivity.
- Describe ions with different charges, coloured compounds and catalysis, with named examples.
Source: Cambridge International syllabus
Compared with Group 1, the transition elements (exemplify with Cr, Mn, Fe, Co, Ni, Cu) have higher melting points, densities, strength and hardness, and are less reactive with oxygen, water and halogens.
Typical properties: ions with different charges (Fe²⁺/Fe³⁺), coloured compounds, and use as catalysts 催化剂 (iron in the Haber process).
Vocabulary TrainEnglish catalyst/ˈkætəlɪst/ 1.3
Checklist before you call this topic done
- p/n/e table, atomic and mass numbers, isotopes, Ar from abundance, 2,8,x structures for the first 20.
- The atom-model timeline: sphere → plum pudding → nuclear → Bohr → proton → neutron.
- Five separation methods each matched to a mixture; Mendeleev's gaps and the isotope explanation.
- Group 0/1/7 trends with electron explanations; halogen displacement equations.
- (Chem) transition metals vs Group 1: four differences plus ions, colours, catalysts.
Vocabulary TrainEnglish displacement/dɪˈspleɪsmənt/ -
2
Bonding, structure and the properties of matter
2.1
Bonding, structure and the properties of matter
- Three bonds hold matter together: ionic (transferred electrons, charged ions), covalent (shared electron pairs) and metallic (delocalised electrons).
- Structure follows bonding: giant ionic lattices, small molecules, polymers, giant covalent structure networks and metal lattices — each predicts melting point and conductivity.
- Carbon shows every trick: diamond, graphite, graphene, fullerenes; nanoparticles (chemistry only) turn surface area into properties.
Vocabulary TrainEnglish delocalised electron/dɪˈlɒkəlaɪzd ɪˈlektrɒn/ fullerene/ˈfʊləren/ 2.1
Ionic, covalent and metallic bonding (4.2.1)
Syllabus
Ionic, covalent and metallic bonding (AQA 8462 statements 4.2.1.1-4.2.1.5).
- Explain the three bond types in terms of electrons and electrostatic forces.
- Draw dot and cross diagrams for electron transfer and for the eight named molecules.
- Deducie ion charges and empirical formulae from group numbers and lattice models; state model limitations.
Source: Cambridge International syllabus
Three strong chemical bonds, all explained by electrostatic forces:

- Ionic 离子键 — a metal atom transfers outer electrons to a non-metal: metal atoms lose electrons to become positive ions; non-metal atoms gain them to become negative ions; Groups 1/2 metals and 6/7 non-metals form ions with noble-gas electronic structures. Draw the electron transfer with dot and cross diagrams; deduce ion charges from group number (Group 1 → +1, Group 2 → +2, Group 6 → −2, Group 7 → −1).
- Covalent 共价键 — non-metal atoms share pairs of electrons. Know dot-and-cross diagrams for H₂, Cl₂, O₂, N₂, HCl, H₂O, NH₃, CH₄, and line representations for small molecules, polymer repeating units and giant covalent structures.
- Metallic 金属键 — a giant lattice of metal atoms with delocalised outer electrons 游离电子 free to move through the whole structure; the sharing of these electrons gives strong metallic bonding.
Know the limitations of models: dot-and-cross, ball-and-stick, 2D and 3D diagrams all simplify — no forces shown, fixed bond lengths, giant structures drawn as small fragments. Deduce empirical formulae from lattice models; molecular formulae from molecule diagrams.
Vocabulary TrainEnglish metallic bond/məˈtælɪk bɒnd/ 2.2
Bonding, structure and properties (4.2.2)
Syllabus
Bonding, structure and properties (AQA 8462 statements 4.2.2.1-4.2.2.8).
- Link states of matter and state symbols to particle theory, with (HT) its limitations.
- Explain the melting points and conductivity of ionic compounds, small molecules, polymers and metals.
- Explain why alloys are harder than pure metals.
Source: Cambridge International syllabus
States of matter: solid, liquid, gas; melting/freezing at the melting point, boiling/condensing at the boiling point. Particle theory (small solid spheres) explains the changes; the stronger the forces between particles, the higher the melting/boiling points. (HT) The simple model's limits: no forces shown, all spheres, solid particles. State symbols: (s), (l), (g), (aq).
Structure Bonding/forces Melting point Conducts electricity? ionic lattice strong electrostatic forces in all directions high only when molten or dissolved — ions free to move small molecules strong covalent bonds inside, weak intermolecular forces between 分子间作用力 low — only weak intermolecular forces are overcome no — no overall charge polymers strong covalent chains, stronger intermolecular forces solid at room temperature no giant covalent every atom covalently bonded very high generally no (graphite the exception) metals metallic bonding — delocalised electrons mostly high yes — delocalised electrons carry charge (and heat) Larger molecules → stronger intermolecular forces → higher melting/boiling points. Alloys 合金 are harder than pure metals because different-sized atoms distort the layers, stopping them sliding.
Vocabulary TrainEnglish ionic bond/aɪˈɒnɪk bɒnd/ covalent bond/ˈkəʊvələnt bɒnd/ intermolecular force/ˌɪntəməˈlekjʊlə fɔːs/ alloy/ˈælɔɪ/ 2.3
Structure and bonding of carbon (4.2.3)
Syllabus
Structure and bonding of carbon (AQA 8462 statements 4.2.3.1-4.2.3.3).
- Explain diamond's properties from its four-bond giant structure.
- Explain graphite's properties from three bonds, layers and delocalised electrons.
- Describe graphene and fullerenes, including carbon nanotubes and their uses.
Source: Cambridge International syllabus
- Diamond — a giant covalent structure 巨型共价结构 in which each carbon forms four covalent bonds: very hard, very high melting point, does not conduct.
- Graphite — each carbon forms three bonds, layers of hexagonal rings with no covalent bonds between layers (soft, slippery — lubricant); one delocalised electron per atom → conducts electricity like a metal.
- Graphene — a single layer of graphite: one atom thick, strong, conducts — electronics and composites.
- Fullerenes — hollow molecules of carbon hexagons (plus 5- or 7-membered rings); Buckminsterfullerene C₆₀ 富勒烯 is spherical. Carbon nanotubes 碳纳米管 — cylindrical fullerenes with huge length-to-diameter ratios: nanotechnology, electronics, materials.
Vocabulary TrainEnglish giant covalent structure/ˈdʒaɪənt ˈkəʊvələnt ˈstrʌktʃə/ carbon nanotube/ˈkɑːbən ˌnænəʊˈtjuːb/ 2.4
Bulk and surface properties incl. nanoparticles — chemistry only (4.2.4)
Syllabus
Bulk and surface properties including nanoparticles, chemistry only (AQA 8462 statement 4.2.4).
- Compare nanoparticle, fine and coarse particle size ranges.
- Apply the surface-area-to-volume factor-of-10 rule to cubes.
- Explain why nanoparticles differ from bulk materials, their uses and the concerns.
Source: Cambridge International syllabus
Nanoscience = structures 1–100 nm (a few hundred atoms). Nanoparticles 纳米颗粒 are smaller than fine particles (PM2.5, 100–2500 nm), which are smaller than coarse particles/dust (PM10, 1 × 10⁻⁵–2.5 × 10⁻⁶ m).

Surface area : volume: as a cube's side decreases 10×, SA:V increases 10×. Nanoparticles may have different properties from the bulk material because of this high ratio — catalysts (smaller quantities work), medicine delivery, cosmetics, electronics. Concerns: effects inside the body and in the environment are not fully known.
Vocabulary TrainEnglish nanoparticle/ˌnænəʊˈpɑːtɪkl/ 2.4
Checklist before you call this topic done
- The three bonds in terms of electrons and electrostatic forces; ion charges from group numbers.
- Dot-and-cross for the eight named molecules; model limitations named.
- The properties table above rebuilt from memory — which forces are overcome on melting.
- Diamond vs graphite vs graphene vs fullerenes, bonding to property.
- (Chem) SA:V factor-of-10 rule; the three particle-size bands and nanoparticle uses and concerns.
-
3
Quantitative chemistry
3.1
Quantitative chemistry: counting atoms by mass
- Atoms are neither lost nor made: the balanced equation is a mass ledger, and conservation of mass closes every account.
- The mole converts grams into particle counts; moles turn equations into reacting-mass arithmetic.
- Yield, atom economy, concentration (chem only) and gas volumes (HT) finish the quantitative toolkit.
3.1
Conservation of mass and equations (4.3.1)
Syllabus
Chemical measurements, conservation of mass and equations (AQA 8462 statements 4.3.1.1-4.3.1.4).
- Balance symbol equations and use conservation of mass.
- Calculate relative formula masses and percentage by mass of an element.
- Explain apparent mass changes when a gas is involved.
- Estimate uncertainty as the range of repeat measurements about the mean.
Source: Cambridge International syllabus
Conservation of mass 质量守恒: no atoms are lost or made, so the mass of products equals the mass of reactants. Symbol equations are balanced in atom numbers; know the difference between a multiplier before a formula (numbers of units) and a subscript within it (atoms in the unit).
Relative formula mass (Mr) 相对分子质量 = sum of the relative atomic masses in the numbers shown. In a balanced equation, ΣMr of reactants = ΣMr of products. Percentage by mass of an element = (Ar × number of atoms ÷ Mr) × 100 %.

Mass changes with gases: metal + oxygen → oxide gains mass; thermal decomposition of a carbonate loses the escaped CO₂ — no law is broken once the gas is counted.
Uncertainty: every measurement carries uncertainty; use the range of repeated measurements about the mean as its estimate (and mean ± range/2 in calculations).
Vocabulary TrainEnglish conservation of mass/ˌkɒnsəˈveɪʃn ɒv mæs/ relative formula mass/ˈrelətɪv ˈfɔːmjʊlə mæs/ 3.2
Moles and reacting masses — HT (4.3.2)
Syllabus
Moles and reacting masses, HT (AQA 8462 statements 4.3.2.1-4.3.2.5).
- Use the mole, the Avogadro constant and moles = mass / Mr.
- Calculate reacting masses from balanced equations.
- Balance equations from reacting masses.
- Explain and use the limiting reactant.
- Calculate concentrations in g/dm3 and, with mol/dm3, mass-volume relations.
Source: Cambridge International syllabus
The mole 摩尔: the mass of one mole of a substance in grams is numerically its Mr. One mole contains the Avogadro constant 阿伏伽德罗常数 of particles — 6.02 × 10²³ — the same count of stated particles (atoms, molecules, ions) as a mole of any other substance.
$$\text{moles} = \frac{\text{mass (g)}}{M_r}$$Equations as mole ratios: Mg + 2 HCl → MgCl₂ + H₂ reads "1 mol Mg reacts with 2 mol HCl → 1 mol MgCl₂ + 1 mol H₂". Given any one mass, calculate all others: mass → moles → ratio → moles → mass.
Balancing from masses: convert each mass to moles, divide by the smallest, clear fractions to whole numbers.
Limiting reactant 限量反应物: the reactant completely used up limits the product; an excess of the other ensures completion. Calculate the product from the limiting reactant's moles only.
Concentration 浓度: in g/dm³ for all tiers — mass of solute in a given volume; (HT) also mol/dm³: moles = concentration × volume(dm³), rearranged as needed.
Vocabulary TrainEnglish mole/məʊl/ Avogadro constant/ˌævəˈɡædrəʊ ˈkɒnstənt/ limiting reactant/ˈlɪmɪtɪŋ rɪˈæktənt/ concentration/ˌkɒnsənˈtreɪʃn/ 3.3
Yield and atom economy — chemistry only (4.3.3)
Syllabus
Yield and atom economy, chemistry only (AQA 8462 statement 4.3.3).
- Give the three reasons yield is below 100 percent.
- Calculate percentage yield, and (HT) the theoretical mass first.
- Calculate atom economy and explain its importance.
Source: Cambridge International syllabus
Percentage yield 产率 is below 100 % because: the reaction is reversible; product is lost on separation; reactants react in unwanted ways.
$$\%\ \text{yield} = \frac{\text{mass actually made}}{\text{maximum theoretical mass}} \times 100$$Atom economy 原子经济 measures how much of the starting material ends up in the useful product — high atom economy matters for sustainability and cost:
$$\text{atom economy} = \frac{M_r \text{ of desired product}}{\text{sum of } M_r \text{ of all reactants}} \times 100\ \%$$(HT) calculate the theoretical mass from the balanced equation, then the yield.
Vocabulary TrainEnglish percentage yield/pəˈsentɪdʒ jiːld/ atom economy/ˈætəm ɪˈkɒnəmi/ 3.4
Concentrations in mol/dm³ — chemistry only, HT (4.3.4)
Syllabus
Concentrations in mol/dm3, chemistry only, HT (AQA 8462 statement 4.3.4).
- Relate moles, mass, volume and concentration in mol/dm3.
- Calculate an unknown concentration from titration volumes and the equation ratio.
Source: Cambridge International syllabus
Concentration in mol/dm³ links moles, mass and volume: moles = C × V; from a titration 滴定, knowing the volumes of both solutions and one concentration gives the other — moles of acid = moles of alkali at neutralisation (respect the ratio in the equation).
Vocabulary TrainEnglish titration/taɪˈtreɪʃn/ 3.5
Gas volumes — chemistry only, HT (4.3.5)
Syllabus
Gas volumes, chemistry only, HT (AQA 8462 statement 4.3.5).
- State that equal gas volumes contain equal moles at the same temperature and pressure.
- Use the equation ratio to relate gas volumes in reactions.
Source: Cambridge International syllabus
A given volume of gas contains the same number of moles at the same temperature and pressure — equal volumes = equal moles. The volumes of reacting gases (and products) follow the equation's ratio directly, e.g. 2 volumes of hydrogen react with 1 volume of oxygen.
3.5
Checklist before you call this topic done
- Balance equations; Mr and percentage-by-mass sums; explain apparent mass changes with gases.
- (HT) mole ↔ mass conversions, Avogadro constant, ratio chains, balancing from masses, limiting reactant.
- (Chem/HT) percentage yield with its three reasons; atom economy formula; titration concentration; gas-volume ratios.
-
4
Chemical changes
4.1
Chemical changes: reactivity, acids and electrolysis
- Metals differ in how easily they lose electrons — the reactivity series 活动性顺序 orders them, drives displacement 置换 and decides how each is extracted.
- Acids donate H⁺; alkalis donate OH⁻; their reaction makes a salt 盐 — and the salt's name reads off the acid and the base.
- Electrolysis forces ions to give up or take electrons at electrodes — extracting the most reactive metals and splitting solutions.
Vocabulary TrainEnglish reactivity series/rɪəkˈtɪvɪti ˈsɪəriːz/ displacement/dɪˈspleɪsmənt/ salt/sɒlt/ 4.1
Reactivity of metals (4.4.1.1–4.4.1.4)
Syllabus
Reactivity of metals (AQA 8462 statements 4.4.1.1-4.4.1.4).
- Recall the reactivity series order including carbon and hydrogen, with water and acid reactions.
- Explain reactivity as the tendency to form positive ions and deduce order from results.
- Relate extraction method to reactivity: carbon reduction vs electrolysis.
- (HT) Use OIL RIG to write ionic equations for displacement and redox.
Source: Cambridge International syllabus

Reactivity series (learn the order): potassium, sodium, lithium, calcium, magnesium, [carbon], zinc, iron, [hydrogen], copper. Reactivity = the metal's tendency to form positive ions.
- With water: K, Na, Li, Ca react ( fizzing, hydroxide + hydrogen); Mg very slow; Zn/Fe/Cu no reaction.
- With dilute acids: Mg, Zn, Fe react → salt + hydrogen; Cu does not.
- A more reactive metal displaces a less reactive one from its compound: Zn + CuSO₄ → ZnSO₄ + Cu.
Extraction: unreactive metals (gold) occur native; metals below carbon are extracted by reduction 还原 with carbon (loss of oxygen); metals above carbon need electrolysis 电解. Identify oxidation 氧化 (gain of oxygen) and reduction (loss of oxygen).
(HT) Redox in electrons: oxidation is loss of electrons, reduction is gain — OIL RIG. Write ionic equations for displacement: Zn + Cu²⁺ → Zn²⁺ + Cu.
Vocabulary TrainEnglish reduction/rɪˈdʌkʃn/ oxidation/ˌɒksɪˈdeɪʃn/ electrolysis/ɪlekˈtrɒləsɪs/ 4.2
Reactions of acids and making salts (4.4.2)
Syllabus
Reactions of acids (AQA 8462 statements 4.4.2.1-4.4.2.6).
- Predict acid-metal and acid-base products, naming salts from acid and base.
- Describe RP1 salt preparation from an insoluble oxide or carbonate.
- Use the pH scale, universal indicator and pH probe; write the neutralisation ionic equation.
- (Chem) Describe titration method (RP2) and (HT) strong vs weak acids with the factor-of-10 pH rule.
Source: Cambridge International syllabus
Acids neutralised by alkalis (soluble hydroxides) and bases (insoluble oxides/hydroxides) → salt + water; by metal carbonates → salt + water + carbon dioxide. The acid decides the salt's negative ion: hydrochloric → chlorides, nitric → nitrates, sulfuric → sulfates; the base supplies the positive ion. Predict products and write salt formulae from ion charges.
Making a soluble salt (RP1): add the insoluble solid (metal oxide/carbonate) to warm dilute acid until no more dissolves (excess solid proves completion), filter off the excess, evaporate to the crystallisation point and leave to crystallise; dry the crystals.
pH scale: 0–14, measured with universal indicator or a pH probe; 7 neutral, <7 acid, >7 alkaline. Acids give H⁺(aq); alkalis give OH⁻(aq). Neutralisation 中和: H⁺ + OH⁻ → H₂O.
(Chem) Titrations 滴定 (RP2): measure reacting volumes of a strong acid and strong alkali accurately — burette, pipette, indicator; (HT) calculate concentrations in mol/dm³ and g/dm³ (topic 3.4 methods).
(HT) Strong and weak acids: strong acids (HCl, HNO₃, H₂SO₄) are completely ionised; weak acids (ethanoic, citric, carbonic) are partially ionised. Same concentration → stronger acid → lower pH. Each pH unit down multiplies [H⁺] by 10. Dilute/concentrated = amount of substance per volume — different axis from strong/weak.
Vocabulary TrainEnglish neutralisation/ˌnjuːtrəlaɪˈzeɪʃn/ titration/taɪˈtreɪʃn/ 4.3
Electrolysis (4.4.3)
Syllabus
Electrolysis (AQA 8462 statements 4.4.3.1-4.4.3.4).
- Describe electrolytes, electrode attraction and discharge.
- Predict products for molten binary compounds and aqueous solutions.
- Explain aluminium extraction: cryolite mixture and anode replacement.
- (HT) Write balanced half-equations at both electrodes.
Source: Cambridge International syllabus

Electrolytes 电解质: molten or dissolved ionic compounds — ions free to move, so they conduct. Positive ions → cathode (negative); negative ions → anode (positive); ions are discharged as elements.
- Molten binary compounds (lead bromide): metal at the cathode, non-metal at the anode.
- Extraction (aluminium): electrolysis of molten Al₂O₃ + cryolite — the mixture lowers the melting point, saving energy; carbon anode burns away (with the oxygen produced) and must be replaced. Electrolysis is used when the metal is too reactive for carbon reduction.
- Aqueous solutions (RP3): at the cathode, hydrogen is produced if the metal is more reactive than hydrogen (else the metal deposits); at the anode, oxygen — unless halide ions are present, when the halogen forms.
(HT) Half-equations 半方程 — balance charge with electrons:
- cathode: Cu²⁺ + 2e⁻ → Cu; 2H⁺ + 2e⁻ → H₂
- anode: 2Cl⁻ → Cl₂ + 2e⁻; 4OH⁻ → O₂ + 2H₂O + 4e⁻
Vocabulary TrainEnglish cathode/ˈkæθəʊd/ anode/ˈænəʊd/ electrolyte/ɪˈlektrəlaɪt/ half equation/hɑːf ɪˈkweɪʒn/ 4.3
Checklist before you call this topic done
- Recite the reactivity series with carbon and hydrogen in place; predict water/acid/displacement reactions.
- Extraction: carbon reduction vs electrolysis, with reasons; (HT) OIL RIG with ionic equations.
- Salt names from acid + base; RP1 method in order; H⁺ + OH⁻ → H₂O.
- (Chem) titration method; (HT) strong vs weak with the pH ×10 rule.
- Electrolysis products for molten and aqueous cases; (HT) half-equations both electrodes.
-
5
Energy changes
5.1
Energy changes: reactions that heat and reactions that cool
- Exothermic 放热 reactions give energy out — the surroundings warm; endothermic 吸热 reactions take it in — they cool.
- Reaction profile 反应能量图s show the activation energy 活化能 and the overall change; (HT) bond energies add up the same story.
- Chemical cells and fuel cell 燃料电池s (chemistry only) turn reaction energy into electricity.
Vocabulary TrainEnglish exothermic/eɡzəˈðɜːmɪk/ endothermic/ˌendəʊˈθɜːmɪk/ activation energy/ˌæktɪˈveɪʃn ˈenədʒi/ reaction profile/rɪˈækʃn ˈprəʊfaɪl/ fuel cell/ˈfjuːəl sel/ 5.1
Exothermic and endothermic reactions (4.5.1)
Syllabus
Exothermic and endothermic reactions (AQA 8462 statements 4.5.1.1-4.5.1.3).
- Define exothermic and endothermic from temperature change, with examples and uses.
- Draw and interpret reaction profiles with activation energy and overall energy change.
- (HT) Calculate overall energy change from bond energies and explain the difference between the two reaction types.
Source: Cambridge International syllabus
Energy is conserved: energy transferred to the surroundings comes off the products' store. An exothermic reaction transfers energy out — the surroundings' temperature rises (combustion, many oxidations, neutralisation; uses: hand warmers, self-heating cans). An endothermic reaction takes energy in — the temperature falls (thermal decomposition, citric acid + sodium hydrogencarbonate; uses: sports injury packs). Judge each from the temperature change of the surroundings; ΔH calculations are not required.

Reaction profiles: reactions need colliding particles with at least the activation energy. Draw and read energy-level diagrams — relative energies of reactants and products, the activation energy arrow from the reactants' level, the overall energy change, curved line between. Exothermic: products below reactants; endothermic: products above.
(HT) Bond energies 键能: energy is supplied to break reactant bonds and released when product bonds form:
- exothermic — forming releases more than breaking costs;
- endothermic — breaking costs more than forming releases.
Overall change = Σ(bond energies broken) − Σ(bond energies formed). A catalyst lowers the activation energy — it does not change the overall energy change.
RP4: investigate the variables affecting temperature changes in reacting solutions (e.g. volume/concentration) — plan variables, measure ΔT, plot, conclude.
5.2
Chemical cells and fuel cells — chemistry only (4.5.2)
Syllabus
Chemical cells and fuel cells, chemistry only (AQA 8462 statement 4.5.2).
- Explain how cells produce electricity and what the voltage depends on.
- Compare non-rechargeable and rechargeable cells.
- Describe hydrogen fuel cells and (HT) their electrode half-equations, evaluating them against rechargeable cells.
Source: Cambridge International syllabus
Cells contain chemicals that react to produce electricity. The voltage depends on the type of electrode and electrolyte; a simple cell is two different metals in an electrolyte — the more reactive metal produces the higher voltage (it releases electrons more readily). Batteries = cells in series for greater voltage.
Non-rechargeable 可充电 (alkaline) cells stop when a reactant runs out; rechargeable cells reverse their reactions when an external current is supplied.
Fuel cells: fuel (e.g. hydrogen) + oxygen supplied continuously; the fuel is oxidised electrochemically to give a potential difference. Overall: hydrogen → water. Evaluate against rechargeable batteries: no pollutants at point of use, continuous refuel; but hydrogen storage, production and cost weigh against. (HT) half-equations for the hydrogen fuel cell:
- negative electrode: 2 H₂ → 4 H⁺ + 4e⁻ (or 2 H₂ + 4 OH⁻ → 4 H₂O + 4e⁻)
- positive electrode: O₂ + 4 H⁺ + 4e⁻ → 2 H₂O (or O₂ + 2 H₂O + 4e⁻ → 4 OH⁻)
Vocabulary TrainEnglish rechargeable/rɪˈtʃɑːdʒəbl/ 5.2
Checklist before you call this topic done
- Define exo/endo from temperature change, with two examples and two uses each.
- Draw both reaction profiles with activation energy and overall change labelled.
- (HT) Bond-energy sums both ways round; catalyst effect on the profile.
- (Chem) Cell voltage factors; rechargeable vs non-rechargeable; fuel cell equations and evaluation.
Vocabulary TrainEnglish bond energy/bɒnd ˈenədʒi/ -
6
The rate and extent of chemical change
6.1
The rate and extent of chemical change
- Rate is a quantity per second — read it off tables, graphs and tangents; collision theory 碰撞理论 explains every factor that changes it.
- Reversible reactions settle into dynamic equilibrium 动态平衡; (HT) Le Chatelier predicts how each condition shifts it.
- Industry optimises rate and yield together — compromise conditions.
Vocabulary TrainEnglish collision theory/kəˈlɪʒn ˈθɪəri/ dynamic equilibrium/daɪˈnæmɪk ˌiːkwɪˈlɪbrɪəm/ Le Chatelier principle/lə ˈtʃeɪtlɪə ˈprɪnsɪpl/ 6.1
Rate of reaction (4.6.1)
Syllabus
Rate of reaction (AQA 8462 statements 4.6.1.1-4.6.1.5).
- Calculate mean rates in g/s, cm3/s and (HT) mol/s, and read product-time graphs with tangents.
- Recall the five factors affecting rate and investigate concentration (RP5).
- Explain each factor with collision theory and activation energy.
- Describe catalysts and their effect on the reaction profile, including enzymes.
Source: Cambridge International syllabus
Calculating rates: rate of reaction 反应速率 = quantity of reactant used ÷ time, or product formed ÷ time — in g/s or cm³/s (HT also mol/s). Interpret product-vs-time graphs (steeper start, flattening as reactant runs out); draw tangents 切线 and use their gradient as the rate at that instant (HT calculate it).

Factors affecting rate: concentration (solution), pressure (gas), surface area (solid), temperature, catalyst 催化剂s. RP5: investigate concentration by (a) measuring the volume of gas produced and (b) observing a colour/turbidity change — hypothesis, variables, repeats.
Collision theory: reactions occur only when particles collide with at least the activation energy 活化能. Raising concentration/pressure crowds particles — more frequent collisions; smaller solid pieces raise the surface-area-to-volume ratio — more exposed surface, more frequent collisions; raising temperature gives particles more energy — more collisions AND more collisions that pass the activation energy.
Catalysts: change the rate but are not used up; each reaction has its own catalyst; enzymes are biological catalysts. A catalyst offers an alternative pathway with lower activation energy — identify it by speeding the reaction yet never appearing in the equation. Its reaction profile keeps the same overall energy change with a lower hump:
Vocabulary TrainEnglish rate of reaction/reɪt ɒv rɪˈækʃn/ activation energy/ˌæktɪˈveɪʃn ˈenədʒi/ catalyst/ˈkætəlɪst/ tangent/ˈtændʒənt/ 6.2
Reversible reactions and dynamic equilibrium (4.6.2)
Syllabus
Reversible reactions and dynamic equilibrium (AQA 8462 statements 4.6.2.1-4.6.2.3).
- Represent reversible reactions and their opposite energy changes.
- Define dynamic equilibrium in a closed system.
- (HT) Predict the effect of concentration, pressure and temperature changes with Le Chatelier's principle, and the catalyst's null effect.
Source: Cambridge International syllabus
Reversible reactions 可逆反应: the products can react back to the reactants — written with the ⇌ arrow. If exothermic one way, endothermic the other, transferring the same amount of energy.
Equilibrium: in a closed system, equilibrium is reached when the forward and reverse rates are equal — the concentrations stop changing though both reactions continue (dynamic).
(HT) Le Chatelier's principle 勒夏特列原理: a system at equilibrium responds to counteract any change:
- concentration ↑ of a reactant → more product forms (and vice versa);
- pressure ↑ → the position moves to the side with fewer gas molecules;
- temperature ↑ → the position moves in the endothermic direction (↓ for exothermic direction).
A catalyst does not shift the position — it reaches equilibrium faster. Industry picks compromise conditions balancing rate, yield, safety and cost (e.g. the Haber process in topic 10).
Vocabulary TrainEnglish reversible reaction/rɪˈvɜːsɪbl rɪˈækʃn/ 6.2
Checklist before you call this topic done
- Rate from a table, from a graph's steepness, and (HT) from a tangent gradient.
- Each of the five factors explained by collision theory, naming what happens to collision frequency and energy.
- Catalyst effect on the profile; not used up; enzymes.
- The ⇌ arrow; equilibrium as equal rates; (HT) predict all three condition changes with Le Chatelier; compromise conditions justified.
-
7
Organic chemistry
7.1
Organic chemistry: carbon's families
- Crude oil — ancient plankton biomass — separates into fractions; alkane 烷烃s (CₙH₂ₙ₊₂) burn as fuels; cracking 裂解 turns big molecules into small alkanes plus reactive alkene 烯烃s (CₙH₂ₙ).
- Alkenes, alcohols and carboxylic acids (chemistry only) are functional-group families with predictable reactions.
- Polymers — addition (alkene monomers) and (HT) condensation — plus nature's own: proteins, starch, cellulose, DNA.
Vocabulary TrainEnglish alkane/ˈælkeɪn/ alkene/ˈælkiːn/ cracking/ˈkrækɪŋ/ 7.1
Crude oil, fuels and feedstock (4.7.1)
Syllabus
Crude oil, fuels and feedstock (AQA 8462 statements 4.7.1.1-4.7.1.4).
- Describe crude oil's origin and composition; name and formulate the first four alkanes.
- Explain fractional distillation and match fraction properties to uses.
- Relate molecule size to boiling point, viscosity and flammability.
- Describe cracking conditions and products, balance cracking equations and use the bromine-water test.
Source: Cambridge International syllabus
Crude oil is a finite resource in rocks — the remains of ancient biomass, mainly plankton buried in mud. It is a mixture of mostly hydrocarbon 碳氢化合物s (hydrogen + carbon only), chiefly alkanes, general formula CₙH₂ₙ₊₂: methane, ethane, propane, butane (know names + formulae in all representations).

Fractional distillation 分馏: fractions contain molecules with similar carbon numbers; separated by evaporation and condensation at different levels of the column — small molecules at the top (low boiling point), large at the bottom. Fractions give fuels (petrol, diesel, kerosene, heavy fuel oil, LPG) and feedstock for petrochemicals — solvents, lubricants, polymers, detergents.
Properties track molecule size: bigger molecules → higher boiling point, higher viscosity, lower flammability — matching each fraction to its use.
Cracking: breaking large hydrocarbons into smaller, more useful molecules — catalytic cracking (high temperature + catalyst) or steam cracking (high temperature + steam). Products: a smaller alkane (fuel) + an alkene (polymer feedstock). Alkenes are more reactive: they decolourise bromine water (orange → colourless) — the alkene test. Balance cracking equations from given formulae.
Vocabulary TrainEnglish hydrocarbon/ˈhaɪdrəkɑːbən/ fractional distillation/ˈfrækʃənl dɪstɪˈleɪʃn/ 7.2
Alkenes, alcohols and carboxylic acids — chemistry only (4.7.2)
Syllabus
Alkenes, alcohols and carboxylic acids, chemistry only (AQA 8462 statements 4.7.2.1-4.7.2.4).
- Recognise alkenes CnH2n as unsaturated and describe their addition reactions.
- Describe the four reactions and uses of the first four alcohols, with fermentation conditions.
- Describe the reactions of the first four carboxylic acids, including ester formation, and (HT) weak-acid ionisation.
Source: Cambridge International syllabus
Alkenes CₙH₂ₙ contain the C=C double bond — unsaturated (two fewer hydrogens than the alkane with the same carbons). Members: ethene, propene, butene, pentene. Reactions of a functional group 官能团 give a family its reactions:
- combustion — but smoky flames (incomplete);
- with hydrogen → alkane (nickel catalyst); with water → alcohol (steam, phosphoric acid catalyst); with halogens → dihaloalkanes (bromine water test).
Alcohols –OH: methanol, ethanol, propanol, butanol. Reactions: with sodium (fizzing, hydrogen); burning in air (clean combustion — fuels); dissolving in water; oxidised (air/oxidising agent) → carboxylic acid. Uses: fuels, solvents, alcoholic drinks. Fermentation: sugar + yeast → ethanol solution in warm, oxygen-free conditions.
Carboxylic acids –COOH: methanoic, ethanoic, propanoic, butanoic acids. React with carbonates (fizz, CO₂), dissolve in water (weakly acidic — HT: only partially ionised, so higher pH than a strong acid), react with alcohols → esters (ethyl ethanoate) + water.
Vocabulary TrainEnglish functional group/ˈfʌŋkʃənl ɡruːp/ 7.3
Polymers (4.7.3)
Syllabus
Polymers (AQA 8462 statements 4.7.3.1-4.7.3.2).
- Draw addition polymers from alkene monomers and relate repeating units back to monomers.
- (HT) Explain condensation polymerisation with functional groups, polyester and polypeptide examples.
- Name DNA's structure and the monomers of proteins, starch and cellulose.
Source: Cambridge International syllabus

Addition polymerisation 加成聚合: many monomers 单体 (alkenes, with C=C) join into one polymer — poly(ethene) from ethene, poly(propene) from propene. The repeating unit has exactly the monomer's atoms — nothing else is formed. Draw: monomer → repeating unit with the double bond opened.
(HT) Condensation polymerisation: monomers each carry two functional groups; joining loses a small molecule — usually water. Two different monomers with two of the same groups each: e.g. ethanediol + hexanedioic acid → polyester. Amino acids (H₂N…COOH) condense → polypeptides; different amino acids in one chain → proteins (glycine is the example).
Natural polymers: DNA — two polymer chains of four nucleotides in a double helix; proteins (amino-acid monomers), starch (sugars), cellulose (sugars).
Vocabulary TrainEnglish addition polymerisation/əˈdɪʃn ˌpɒlɪməraɪˈzeɪʃn/ condensation polymerisation/kɒndenˈseɪʃn ˌpɒlɪməraɪˈzeɪʃn/ monomer/ˈmɒnəʊmə/ 7.3
Checklist before you call this topic done
- Alkane names/formulae C1–C4; fraction order with boiling point, viscosity, flammability trends.
- Cracking conditions, products and balanced equations; bromine-water test with the colour change.
- (Chem) Alkene functional group and its three addition reactions; alcohol four reactions + fermentation 发酵 conditions; carboxylic acid three reactions.
- Addition polymer from monomer and back; (HT) condensation principles with polyester; DNA nucleotides + the three other natural polymers' monomers.
Vocabulary TrainEnglish fermentation/fɜːmənˈteɪʃn/ -
8
Chemical analysis
8.1
Chemical analysis: proving what is there
- A pure substance 纯净物 in chemistry means one element or compound — melting and boiling points prove it; formulation 配方s are deliberate mixtures.
- Chromatography separates by distribution between phases — Rf values identify the spots.
- Gas tests (H₂, O₂, CO₂, Cl₂) and (chemistry only) ion tests — flame colours, hydroxide precipitate 沉淀s, carbonates, halides, sulfates — build the analyst's toolkit.
Vocabulary TrainEnglish pure substance/pjʊə ˈsʌbstəns/ formulation/ˌfɔːmjʊˈleɪʃn/ precipitate/prɪˈsɪpɪteɪt/ 8.1
Purity, formulations and chromatography (4.8.1)
Syllabus
Purity, formulations and chromatography (AQA 8462 statements 4.8.1.1-4.8.1.3).
- Distinguish pure substances from mixtures using melting and boiling point data.
- Identify formulations and explain their purpose.
- Explain paper chromatography, calculate Rf values and interpret chromatograms.
Source: Cambridge International syllabus
Pure substance — a single element or compound, not mixed with anything. Pure substances melt and boil at specific, sharp temperatures; mixtures melt over a range — use melting/boiling point data to tell them apart. (In everyday speech "pure" means unadulterated — pure milk — a different sense.)
Formulations — mixtures designed as useful products, each component in carefully measured amounts for a purpose: fuels, cleaning agents, paints, medicines, alloys, fertilisers, foods. Identify one from given information.
Chromatography 色谱法 — a stationary phase 固定相 (the paper) and a mobile phase 流动相 (the solvent); separation depends on the distribution of each substance between the phases — those more attached to the stationary phase stay lower. Measure:
$$R_f = \\frac{\\text{distance moved by substance}}{\\text{distance moved by solvent}}$$
Different compounds have different Rf values in different solvents — use them to identify; a pure compound gives a single spot in every solvent.
Vocabulary TrainEnglish chromatography/krəʊməˈtɒɡrəfi/ stationary phase/ˈsteɪʃənəri feɪz/ mobile phase/ˈməʊbaɪl feɪz/ 8.2
Identification of common gases (4.8.2)
Syllabus
Identification of common gases (AQA 8462 statement 4.8.2).
- Describe the tests and positive results for hydrogen, oxygen, carbon dioxide and chlorine.
Source: Cambridge International syllabus
Gas Test Positive result hydrogen burning splint squeaky pop oxygen glowing splint relights carbon dioxide bubble through limewater turns milky/cloudy chlorine damp litmus paper bleached white 8.3
Identification of ions — chemistry only (4.8.3)
Syllabus
Identification of ions, chemistry only (AQA 8462 statement 4.8.3).
- Give flame-test colours for Li, Na, K, Ca and Cu, noting masking in mixtures.
- Identify metal ions with sodium hydroxide solution, including the aluminium excess test.
- Test for carbonates, halides and sulfates with reagents and precipitate colours.
- (HT) Describe flame emission spectroscopy and its advantages.
Source: Cambridge International syllabus
Flame tests (cations): lithium — crimson; sodium — yellow; potassium — lilac; calcium — orange-red; copper — green. In a mixture some colours mask others.
Metal hydroxides (sodium hydroxide solution): Al³⁺, Ca²⁺, Mg²⁺ give white precipitates — but only Al(OH)₃ dissolves in excess NaOH; Cu²⁺ blue, Fe²⁺ green, Fe³⁺ brown precipitates.
Carbonates: add dilute acid — effervescence; the gas turns limewater milky.
Halides: add dilute nitric acid then silver nitrate — AgCl white, AgBr cream, AgI yellow precipitates.
Sulfates: add dilute hydrochloric acid then barium chloride — a white precipitate of BaSO₄.

(HT) Flame emission spectroscopy 光谱法: instrument draws the line emission spectrum; the positions of the lines identify the metal, their intensity its concentration. Advantages over flame test 焰色试验s: very sensitive, works on mixtures, rapid.
Vocabulary TrainEnglish flame test/fleɪm test/ spectroscopy/spekˈtrɒskəpi/ 8.3
Checklist before you call this topic done
- Pure vs mixture by melting point; name five formulations.
- Rf calculated from a chromatogram; why a pure compound gives one spot.
- The four gas tests with results.
- (Chem) flame colours; hydroxide colours with the aluminium-in-excess trick; carbonate/halide/sulfate reagents and precipitate colours; (HT) spectroscopy advantages.
-
9
Chemistry of the atmosphere
9.1
Chemistry of the atmosphere: four billion years of air
- The early atmosphere came from volcanic activity — its CO₂ steam-cooled to the oceans; photosynthesis 光合作用 (algae, plants) raised oxygen and buried carbon.
- Greenhouse gases — CO₂ and methane — trap radiation; human activity raises them and the global climate change 全球气候变化s.
- Pollutants from fuels — CO, SO₂, NOₓ, particulates 颗粒物 — each with a source, a chemistry and a consequence.
Vocabulary TrainEnglish photosynthesis/ˌfəʊtəʊˈsɪnθəsɪs/ global climate change/ˈɡləʊbl ˈklaɪmət tʃeɪndʒ/ particulates/pəˈtɪkjʊleɪts/ 9.1
Evolution of the Earth's atmosphere (4.9.1)
Syllabus
Evolution of the Earth's atmosphere (AQA 8462 statements 4.9.1.1-4.9.1.2).
- Describe the evidence for and composition of the early atmosphere.
- Explain how oceans, carbonates and photosynthesis changed the atmosphere to today's proportions.
Source: Cambridge International syllabus

Theories: the early atmosphere cannot be known for certain — evidence comes from gases trapped in ancient ice and from other planets' atmospheres today. Intense volcanic activity released gases: mostly carbon dioxide, with water vapour, nitrogen and traces of methane and ammonia — little or no oxygen.
The water vapour condensed to form the oceans; CO₂ dissolved in them and was locked into carbonate sediments (shells). Over ~2.7 billion years, algae and plants photosynthesised, absorbing CO₂ and releasing oxygen — oxygen rose, CO₂ fell; much carbon was buried as fossil fuel 化石燃料s. Nitrogen, unreactive, accumulated to dominate today's air: about four-fifths N₂, one-fifth O₂, plus argon and ~0.04 % CO₂.
Vocabulary TrainEnglish fossil fuel/ˈfɒsl ˈfjuːəl/ 9.2
Greenhouse gases and global climate change (4.9.2)
Syllabus
Greenhouse gases and global climate change (AQA 8462 statements 4.9.2.1-4.9.2.3).
- Name the greenhouse gases and explain the mechanism in terms of wavelength.
- Relate human activities to rising gas levels and interpret given climate data.
- Describe consequences of global climate change and the basis of scientific consensus.
Source: Cambridge International syllabus

Greenhouse gases 温室气体 — carbon dioxide, methane and water vapour — absorb and re-emit some of the long-wavelength infrared radiation that the warm Earth radiates to space, keeping the surface warmer than it would otherwise be. The global climate change hypothesis says rising greenhouse-gas levels raise the average temperature.
Human causes: deforestation (less CO₂ absorbed), burning fossil fuels (more CO₂), cattle/rice and landfill (methane). Consequences discussed in the spec: melting ice, sea-level rise, changing rainfall and extreme weather. The scientific consensus rests on peer-reviewed evidence — interpret given data on temperature, CO₂ and methane over time.
Vocabulary TrainEnglish greenhouse gas/ˈɡriːnhaʊs ɡæs/ 9.3
Atmospheric pollutants and their sources (4.9.3)
Syllabus
Atmospheric pollutants and their sources (AQA 8462 statement 4.9.3).
- Link complete and incomplete combustion to the products CO2, water, CO and particulates, with effects.
- Explain the formation and effects of sulfur dioxide and oxides of nitrogen, including acid rain and its reduction.
Source: Cambridge International syllabus
Combustion of fuels releases:
- carbon monoxide (CO) — a toxic gas from incomplete combustion 不完全燃烧 in limited oxygen; binds haemoglobin, reducing oxygen transport;
- carbon particulates (soot) — also from incomplete combustion; worsen respiratory problems and cause global dimming;
- sulfur dioxide (SO₂) and oxides of nitrogen (NOₓ) — from impurities in fuel / nitrogen reacting at engine temperatures; cause acid rain 酸雨 (damaging trees, lakes, buildings) — removed from flue gases by neutralisation with alkalis (e.g. calcium oxide);
- NOₓ also forms at high engine temperatures from N₂ + O₂, and contributes to photochemical smog.
Complete combustion — plenty of oxygen — gives CO₂ and water only.
Vocabulary TrainEnglish acid rain/ˈæsɪd reɪn/ incomplete combustion/ɪŋkəmˈpliːt kəmˈbʌstʃn/ 9.3
Checklist before you call this topic done
- The evolution sequence with the evidence and its uncertainty; today's composition in fractions.
- Greenhouse mechanism in terms of wavelength; the four human causes; consensus and data interpretation.
- Each pollutant: source, complete vs incomplete combustion, effect, and one mitigation.
-
10
Using resources
10.1
Using resources: sustainable chemistry
- Resources are used, reused and recycled; potable water 饮用水 — filtered and sterilised fresh water, or desalinated sea water — is the first essential.
- Life cycle assessment 生命周期评估s weigh a product's environmental cost stage by stage; reduce–reuse–recycle cuts every stage.
- (Chem) corrosion 腐蚀 prevention, alloys, ceramics/polymers/composite 复合材料s, and the Haber process 哈伯法's compromise chemistry.
Vocabulary TrainEnglish potable water/ˈpəʊtəbl ˈwɔːtə/ life cycle assessment/laɪf ˈsaɪkl əˈsesmənt/ corrosion/kəˈrəʊʒn/ composite/ˈkɒmpəzɪt/ Haber process/ˈheɪbə ˈprəʊses/ 10.1
Resources and potable water (4.10.1)
Syllabus
Resources and potable water (AQA 8462 statements 4.10.1.1-4.10.1.4).
- Distinguish finite from renewable resources and define sustainable development.
- Distinguish potable from pure water and describe UK treatment; compare with desalination.
- Describe sewage treatment in order, and compare ease of obtaining potable water from waste, ground and salt water.
- (HT) Describe phytomining and bioleaching for low-grade copper ores.
Source: Cambridge International syllabus
Humans use the Earth's resources for warmth, shelter, food and transport; finite resources (ores, fossil fuels) are processed for energy and materials; renewable ones replenish. Sustainable development 可持续发展 meets present needs without compromising future generations.
Potable water — safe to drink: low dissolved salts and microbes — but not pure water (it contains dissolved substances).

In the UK, fresh rainwater is made potable by: choosing a source → filter beds → sterilising (with chlorine, ozone or UV light). Where fresh water is scarce, desalination — distillation or reverse osmosis — needs large amounts of energy.
Waste water (sewage) treatment: screening and grit removal → sedimentation (sewage sludge + effluent) → anaerobic digestion of the sludge → aerobic biological treatment of the effluent. Potable water is easiest from ground water, harder from waste, hardest (energy-wise) from salt water.
(HT) Alternative metal extraction — copper ores are scarce: phytomining (plants absorb metal compounds; harvest, burn to ash, extract) and bioleaching (bacteria produce leachate solutions of the metal compounds) avoid moving huge amounts of rock.
Vocabulary TrainEnglish desalination/dɪˌsælɪˈneɪʃn/ sustainable development/səˈsteɪnəbl dɪˈveləpmənt/ 10.2
Life cycle assessment and recycling (4.10.2)
Syllabus
Life cycle assessment and recycling (AQA 8462 statements 4.10.2.1-4.10.2.2).
- List the four LCA stages and explain why LCAs are not purely objective.
- Evaluate reduce, reuse and recycling for given materials, with reasons.
Source: Cambridge International syllabus
LCA stages: extracting and processing raw materials; manufacturing and packaging; use and operation; disposal — including transport at each stage. Energy, water, resource use and waste are quantifiable; pollutant effects need value judgements — so LCAs are not purely objective, and selective LCAs can be misused (advertising). Compare plastic vs paper shopping bags.
Reduce, reuse, recycle: metals, glass, building materials, clay ceramics and most plastics come from limited raw materials; recycling cuts mining/quarrying impact and energy — e.g. glass crushed and remelted; scrap steel added to the blast furnace reduces iron-ore extraction. Some products (glass bottles) are reused; others recycled into different products; separation effort depends on the final product's requirements.
10.3
Using materials — chemistry only (4.10.3)
Syllabus
Using materials, chemistry only (AQA 8462 statements 4.10.3.1-4.10.3.2).
- Describe corrosion and its prevention, including sacrificial zinc.
- Recall named alloys with compositions and uses, and interpret alloy data.
- Compare glasses, clay ceramics, polymers and composites, including thermosoftening vs thermosetting.
Source: Cambridge International syllabus
Corrosion — destruction of materials by chemical reaction with the environment (e.g. iron + oxygen + water → rust). Prevention: greasing, painting, coating (galvanising with zinc, which gives sacrificial protection 牺牲保护 — it corrodes in place of the iron even when scratched) and alloying (stainless steel). Aluminium resists corrosion by its own protective oxide layer.
Alloys: bronze (copper + tin), brass (copper + zinc); gold jewellery alloyed with silver/copper/zinc — purity in carats (24 = 100 %; 18 = 75 %). Steels — iron + carbon (+ metals): high-carbon steel strong but brittle; low-carbon steel softer, shaped easily; stainless steel (Cr, Ni) hard and corrosion-resistant; aluminium alloys low density (aircraft).
Ceramics, polymers, composites: soda-lime glass (sand + sodium carbonate + limestone), borosilicate glass (sand + boron trioxide — higher melting point); clay ceramics (pottery, bricks — shaped wet clay, then fired). Polymers depend on monomers and conditions — LD and HD poly(ethene) both from ethene. Thermosoftening polymers melt on heating (recyclable chains); thermosetting polymer 热固性聚合物 does not (cross-links). Composites — a matrix/binder surrounding a reinforcement (fibres/fragments); know examples (fibreglass, concrete, carbon-fibre).
Vocabulary TrainEnglish sacrificial protection/ˌsækrɪˈfɪʃl prəˈtekʃn/ thermosetting polymer/ˈθɜːməsɪtɪŋ ˈpɒlɪmə/ 10.4
The Haber process and NPK fertilisers — chemistry only (4.10.4)
Syllabus
The Haber process and NPK fertilisers, chemistry only (AQA 8462 statements 4.10.4.1-4.10.4.2).
- State the raw material sources and conditions of the Haber process.
- Describe the separation and recycling of ammonia and unreacted gases.
- (HT) Apply equilibrium principles to explain the compromise conditions.
- Name the NPK compounds and how they are produced, evaluating fertiliser manufacture.
Source: Cambridge International syllabus

Haber process: N₂ + 3 H₂ ⇌ 2 NH₃ — nitrogen from air, hydrogen from natural gas (methane + steam) [or electrolysis of water]. Conditions: iron catalyst, ~450 °C, ~200 atmospheres; the reaction is reversible — cool the mixture, the ammonia liquefies and is removed; unreacted N₂/H₂ are recycled.
(HT) Higher pressure favours ammonia (fewer gas molecules) but is expensive and unsafe; lower temperature favours the exothermic forward reaction but is slow — so the chosen conditions are a compromise between rate, yield and cost. Apply Le Chatelier to each condition change.
NPK fertilisers — formulations of nitrogen, phosphorus and potassium compounds for plant growth: ammonia → nitric acid (Ostwald); ammonia + nitric acid → ammonium nitrate; potassium chloride/potassium sulfate mined; phosphate rock treated with acid to make superphosphate. Evaluate the industrial production of fertilisers given data (raw materials, energy costs, % yield — e.g. the lab vs industrial ammonium sulfate routes).
10.4
Checklist before you call this topic done
- Potable vs pure; the UK treatment sequence; desalination and its cost; sewage-treatment steps in order.
- (HT) phytomining and bioleaching described end to end.
- LCA four stages with the objectivity caveat; reduce-reuse-recycle examples with reasons.
- (Chem) corrosion prevention incl. sacrificial zinc; named alloys with compositions; thermosoftening vs thermosetting; matrix + reinforcement.
- (Chem/HT) Haber conditions with the compromise explained by equilibrium; the NPK compounds and their origins.