British (UK)

The National Curriculum of England (UK) is a very structured curriculum that is designed to meet the needs of all students, stretching brighter children and supporting those who need it through differentiated teaching and learning activities. The curriculum extends and excites all students, whatever their interests or ability. Through it, teachers are able to identify, celebrate and nurture the talents and intelligences of students.

British education is renowned for concerning itself with the development of the whole personality.

In the British education system, students are taught to learn by questioning, problem-solving and creative thinking rather than by the mere retention of facts, hence giving them analytical and creative thinking skills that they will need in the working world. A variety of teaching and assessment methods designed to develop independent thought as well as a mastery of the subject matter is used.

The National Curriculum of England has a clearly defined series of academic and other objectives at every level. mydrasa focuses on Key stage 3 (Year 7-9), Key stage 4 IGCSE/GCSE (Year 10-11) and Key stage 5 A-Level (Year 12-13).

mydrasa added subjects related to Key stage 4 to Year 9, and added subjects related to Key stage 5 to Year 11 for student preparation.

IGCSE stands for the "International General Certificate of Secondary Education". It is a program leading to externally set, marked and certificated examinations from the University of Cambridge. Any student who takes an IGCSE subject will be gaining a qualification that is recognized globally.

The exam boards covered under the International GCSE are Cambridge, Edexcel, and Oxford AQA.

SUbjects

Subjects

Cambridge - Chemistry - 9701

  • Overview
  • Chapters

The aims listed below are not in order of priority. The aims of a course based on this syllabus should be to:

1 provide, through well designed studies of experimental and practical chemistry, a worthwhile educational experience for all learners, whether or not they go on to study science beyond this level and, in particular, to enable them to acquire sufficient understanding and knowledge to:

• become confident citizens in a technological world, able to take or develop an informed interest in scientific matters

• recognise the usefulness, and limitations, of scientific method and appreciate its applicability in other disciplines and in everyday life

• be suitably prepared for employment and/or further studies beyond Cambridge International A Level in Chemistry.

2 develop abilities and skills that:

• are relevant to the study and practice of science

• are useful in everyday life

• encourage efficient and safe practice

• encourage the presentation of information and ideas appropriate for different audiences and purposes

• develop self-motivation and the ability to work in a sustained fashion.

3 develop attitudes relevant to science such as:

• a concern for accuracy and precision

• objectivity

• integrity

• a spirit of enquiry

• initiative

• insight

4 stimulate interest in, and care for, the environment.

5 promote an awareness that:

• the study and practice of science are co-operative and cumulative activities, and are subject to social, economic, technological, ethical and cultural influences and limitations

• the applications of chemistry may be both beneficial and detrimental to the individual, the community and the environment.

6 stimulate learners and create a sustained interest in chemistry so that the study of the subject is enjoyable and satisfying.

  • 1: Physical chemistry
    1.1: Atoms, molecules and stoichiometry
    1.1.1: Relative masses of atoms and molecules
    1.1.2: The mole and the Avogadro constant
    1.1.3: The determination of relative atomic masses, Ar
    1.1.4: The calculation of empirical and molecular formulae
    1.1.5: Reacting masses and volumes (of solutions and gases)
    1.2: Atomic structure
    1.2.1: Particles in the atom
    1.2.2: The nucleus of the atom
    1.2.3: Electrons: energy levels, atomic orbitals, ionisation energy, electron affinity
    1.3: Chemical bonding
    1.3.1: Ionic bonding
    1.3.2: Covalent bonding & co-ordinate (dative covalent) bonding
    1.3.3: Intermolecular forces, electronegativity and bond properties
    1.3.4: Metallic bonding
    1.3.5: Bonding and physical properties
    1.4: States of matter
    1.4.1: The gaseous state: ideal and real gases and pV = nRT
    1.4.2: The liquid state
    1.4.3: The solid state: lattice structures
    1.5: Chemical energetics
    1.5.1: Enthalpy change, ΔH
    1.5.2: Hess’ Law, including Born-Haber cycles
    1.5.3: Entropy change, ΔS
    1.5.4: Gibbs free energy change, ΔG
    1.6: Electrochemistry
    1.6.1: Redox processes: electron transfer and changes in oxidation number
    1.6.2: Electrolysis
    1.6.3: Standard electrode potentials E⦵
    1.6.4: Batteries and fuel cells
    1.7: Equilibria
    1.7.1: Chemical equilibria: reversible reactions, dynamic equilibrium
    1.7.2: Ionic equilibria
    1.7.3: Partition coefficients
    1.8: Reaction kinetics
    1.8.1: Simple rate equations, orders of reaction and rate constants
    1.8.2: Effect of temperature
    1.8.3: Homogeneous and heterogeneous catalysts including enzymes
  • 2: Inorganic chemistry
    2.1: The Periodic Table: chemical periodicity
    2.1.1: Periodicity of physical properties of the elements in Period 3
    2.1.2: Periodicity of chemical properties of the elements in Period 3
    2.1.3: Chemical periodicity of other elements
    2.2: Group 2
    2.2.1: The properties of the Group 2 metals, magnesium to barium, and their compounds
    2.2.2: Some uses of Group 2 compounds
    2.3: Group 17
    2.3.1: Physical properties of the Group 17 elements
    2.3.2: The chemical properties of the elements and their hydrides
    2.3.3: Some reactions of the halide ions
    2.3.4: The reactions of chlorine with aqueous sodium hydroxide
    2.3.5: Some important uses of the halogens and of halogen compounds
    2.4: An introduction to the chemistry of transition elements
    2.4.1: General physical properties of the first row of transition elements
    2.4.2: General chemical properties of the first set of transition elements
    2.4.3: Colour of complexes
    2.4.4: Stereoisomerism in transition element complexes
    2.4.5: Stability constants, Kstab
    2.5: Nitrogen and sulfur
    2.5.1: Nitrogen
    2.5.2: Sulfur: the formation of atmospheric sulfur dioxide, its role in acid rain
  • 3: Organic chemistry and analysis
    3.1: An introduction to organic chemistry
    3.1.1: Formulae, functional groups and the naming of organic compounds
    3.1.2: Characteristic organic reactions
    3.1.3: Shapes of organic molecules; σ and π bonds
    3.1.4: Isomerism: structural and stereoisomerism
    3.2: Hydrocarbons
    3.2.1: Alkanes
    3.2.2: Alkenes
    3.2.3: Hydrocarbons as fuels
    3.2.4: Arenes
    3.3: Halogen derivatives
    3.3.1: Halogenoalkanes
    3.3.2: Relative strength of the C–Hal bond
    3.4: Hydroxy compounds
    3.4.1: Alcohols
    3.4.2: Phenol
    3.5: Carbonyl compounds
    3.5.1: Aldehydes and ketones
    3.6: Carboxylic acids and derivatives
    3.6.1: Carboxylic acids
    3.6.2: Acyl chlorides
    3.6.3: Esters
    3.7: Nitrogen compounds
    3.7.1: Primary amines
    3.7.2: Amides
    3.7.3: Amino acids
    3.8: Polymerisation
    3.8.1: Condensation polymerisation
    3.8.2: Predicting the type of polymerisation
    3.8.3: Properties of polymers
    3.8.4: Degradable polymers
    3.9: Analytical techniques
    3.9.1: Chromatography
    3.9.2: Infra-red spectroscopy
    3.9.3: Carbon-13 NMR spectroscopy
    3.9.4: Proton (1 H) NMR spectroscopy
    3.10: Organic synthesis
    3.10.1: Synthesis of chiral drug molecules
    3.10.2: Synthetic routes

As education evolves, mydrasa is at the forefront, shaping tomorrow's schooling experience.

Start a tutor account Join our Students Community

Subscribe to our
Newsletter

Don't miss any news. We will also notify you with new features as they are launched.