1.0Unit 1. Structure, Bonding and Introduction to Organic Chemistry
Overview: Structure, Bonding and Introduction to Organic Chemistry — IAL Edexcel Modular (Chemistry) Revision Notes & Topical Questions
5 min read 7 parts Lesson 1 of 20 Unit quiz
Lesson summary
Unit 1 IAL Linear Chemistry notes: mol dm-3 concentration of ions know the features of the standard hydrogen electrode and understand why a reference electrode is necessary understand that different methods are used to measure standard electrode potentials ofChiral carbon has fou…
- Unit 1 IAL Linear Chemistry: what to do next
- Unit 1 IAL Linear Chemistry: revision checklist
- Homologous series
- Functional group
- Structural isomers
- Stereoisomers
Section 1 of 7Process & sequence
Reaction types
AdditionSubstitutionEliminationOxidation/reductionHydrolysisCondensation
- Homolytic fissionFree radicals
- Heterolytic fissionIons (nucleophile/electrophile)
Section 2 of 7Keep going
Unit 1 IAL Linear Chemistry: what to do next
These Unit 1 IAL Linear Chemistry notes covered the key ideas, worked examples and exam technique for this topic. Check your Unit 1 IAL Linear Chemistry understanding with the practice questions below, then reread any Unit 1 IAL Linear Chemistry point you were unsure about before moving on.
Unit 1 IAL Linear Chemistry: revision checklist
- Revise the main Unit 1 IAL Linear Chemistry definitions until you can write them from memory.
- Next lesson: 1.1 Formulae & Equations — Notes — IAL Chemistry NotesCourse: IAL Edexcel Linear (chemistry) — all unitsOfficial syllabus: Pearson Edexcel International A Levels
Section 3 of 7Compare
| Homologous series | Functional group | General formula | Suffix / prefix | Example | Key reaction |
|---|---|---|---|---|---|
| Alkanes | C–C, C–H | CₙH₂ₙ₊₂ | -ane | Propane | Free-radical substitution |
| Alkenes | C=C | CₙH₂ₙ | -ene | Propene | Electrophilic addition |
| Halogenoalkanes | C–X | CₙH₂ₙ₊₁X | halo- | Bromoethane | Nucleophilic substitution |
| Alcohols | –OH | CₙH₂ₙ₊₁OH | -ol | Ethanol | Oxidation, esterification |
| Aldehydes | –CHO | — | -al | Ethanal | Oxidised to acids |
| Ketones | C=O (internal) | — | -one | Propanone | Not oxidised easily |
| Carboxylic acids | –COOH | — | -oic acid | Ethanoic acid | Acid reactions, esters |
| Esters | –COO– | — | -yl -oate | Ethyl ethanoate | Hydrolysis |
Section 4 of 7Key terms
Section 5 of 7Syllabus checklist
- mol dm−3 concentration of ions know the features of the standard hydrogen electrode and understand why a reference electrode is necessary understand that different methods are used to measure standard electrode potentials of
- i metals or non-metals in contact with their ions in aqueous solution ii ions of the same element with different oxidation numbers be able to calculate a standard emf,
- Eocellby combining two standard electrode potentials be able to write cell diagrams using the conventional representation of half-cells understand the importance of the conditions when measuring an electrode potential,
- Standard electrode potentials
- Be able to use standard electrode potentials to predict the thermodynamic feasibility of a reaction.
- Understand that E°cell is directly proportional to the total entropy change and to ln K for a reaction.
- Understand the limitations of predictions made using standard electrode potentials in terms of kinetic stability of systems and departure from standard conditions.
- Know that standard electrode potentials are sometimes referred to as standard reduction potentials and can be listed as an electrochemical series.
- Understand how standard electrode potentials can be used to predict the thermodynamic feasibility of disproportionation reactions.
- Be able to carry out both structured and unstructured titration calculations involving redox reactions.
- including iron(II) ions and potassium manganate(VII) and sodium thiosulfate and iodine be able to discuss the uncertainty of measurements and their implications for the validity of the final results understand that fuel cells use the energy released on the reaction of a fuel with oxygen to generate a voltage Knowledge that methanol and other hydrogen-rich fuels are used in fuel cells is expected. know the electrode reactions that occur in a hydrogen-oxygen fuel cell Knowledge of hydrogen-oxygen fuel cells with both acidic and alkaline electrolyte is expected.
- Further suggested practicalsi investigate the percentage of copper in brass
- using iodine-thiosulfate titration ii investigate the percentage of iron in iron tabletsusing potassium manganate(VII) titration iii prepare crystals of potassium iodate(VII) and measure their purity
Section 6 of 7Command terms
Command terms
Give / State / Name
Recall a fact; one idea per mark.
Define
Give the exact meaning using the specification keywords.
Describe
Give an account of what happens / the pattern in data, quoting values; no reasons needed.
Explain
Give reasons with linked statements (cause → effect). Each linked step is usually a separate marking point.
Suggest
Use knowledge in a new context; more than one answer may be accepted.
Compare
Similarities and differences; each point must refer to both items.
Calculate
Show working; include units; check significant figures. Method marks are given even if the final answer is wrong.
Discuss
Explore the issue from different angles and link the points.
Evaluate / Assess
Weigh strengths and weaknesses and reach a supported judgement.
Deduce
Draw a conclusion from the information given.
Justify
Support a statement/choice with evidence.
Section 7 of 7Exam technique
Keywords the mark scheme looks for in this lesson
Keywords the mark scheme looks for in this lesson
Homologous series · Functional group · Structural isomers · Stereoisomers · Cis–trans isomerism · Optical isomers · Nucleophile · Electrophile
Learn each definition in the Key words tab exactly; a missing keyword in a definition usually loses the mark.
How to get full marks (examiner guidance)
How to get full marks (examiner guidance)
Use specification keywords exactly (e.g. electronegativity, nucleophile, dynamic equilibrium, activation energy).
Link ideas
Link ideas for “explain” each marking point is usually a cause → consequence step; unlinked facts often score nothing.
Use the information in the question
“discuss/evaluate” answers must use the data provided and match the number of marks.
Convert units carefully (mg → g, cm³ → dm³) and show working for calculations.
Avoid vague words
“it”, “stuff”, “things”, “goes up”, “energy is made”. Name the substance and the process.
Do not extrapolate a graph line beyond the data or to zero unless asked.
Six-mark extended responses are marked on content AND a logical, linked line of reasoning.
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