4hSynthetic polymers

Syllabus objectives

• 4.44know that an addition polymer is formed by joining up many small molecules called monomers
• 4.45understand how to draw the repeat unit of an addition polymer, including poly(ethene), poly(propene), poly(chloroethene) and (poly)tetrafluoroethene
• 4.46understand how to deduce the structure of a monomer from the repeat unit of an addition polymer and vice versa
• 4.47explain problems in the disposal of addition polymers, including: • their inertness and inability to biodegrade • the production of toxic gases when they are burned.
• 4.48know that condensation polymerisation, in which a dicarboxylic acid reacts with a diol, produces a polyester and waterSeparate Chemistry only
• 4.49understand how to write the structural and displayed formula of a polyester, showing the repeat unit, given the formulae of the monomers from which it is formed including the reaction of ethanedioic acid and ethanediol:Separate Chemistry only
• 4.50know that some polyesters, known as biopolyesters, are biodegradable 3 Assessment information Assessment requirements Paper number Level Assessment information Number of marks allocated in the paper Paper 1C 1/2 Assessed through a 2-hour written examination set and marked by Pearson. The paper is weighted at 61.1% of the qualification. A mixture of different question styles, including multiple-choice questions, short-answer questions, calculations and extended open-response questions. Assesses the content that is not in bold and does not have a ‘C’ reference. Questions may come from any topic area across the specification. Paper 2C 1/2 Assessed through a 1-hour and 15-minute written examination set and marked by Pearson. The paper is weighted at 38.9% of the qualification. A mixture of different question styles, including multiple-choice questions, short-answer questions, calculations and extended open-response questions. Assesses all the content, including content that is in bold and has a ‘C’ reference. Questions may come from any topic area across the specification. Bold statements cover some sub-topics in greater depth. The total number of marks for this qualification is 180. This total is obtained by adding the mark for Paper 1C (out of 110 marks) to the mark for Paper 2C (out of 70 marks). The marks for the papers are not scaled. Based on the overall mark, students will be awarded a grade. The grades available range from 9 to 1, where 9 is the highest grade. Sample assessment materials Sample papers and mark schemes can be found in the Pearson Edexcel International GCSE in Chemistry Sample Assessment Materials (SAMs) document. Experimental skills The best way to develop experimental skills is to embed practical investigations in teaching or theory. The development of knowledge and experimental skills can then happen together, leading to secure acquisition of both knowledge and skills. Our practical investigations are embedded within 2: Chemistry content as specification points in italics. The skills developed through these and other practicals will be assessed through written examinations. In the assessment of experimental skills, students may be tested on their ability to: • solve problems set in a practical context • apply scientific knowledge and understanding in questions with a practical context • devise and plan investigations, using scientific knowledge and understanding when selecting appropriate techniques • demonstrate or describe appropriate experimental and investigative methods, including safe and skilful practical techniques • make observations and measurements with appropriate precision, record these methodically and present them in appropriate ways • identify independent, dependent and control variables • use scientific knowledge and understanding to analyse and interpret data to draw conclusions from experimental activities that are consistent with the evidence • communicate the findings from experimental activities, using appropriate technical language, relevant calculations and graphs • assess the reliability of an experimental activity • evaluate data and methods taking into account factors that affect accuracy and validity. Calculators Students will be expected to have access to a suitable electronic calculator for all examination papers. Calculators that allow for the retrieval of text or formulae or QWERTY keyboards will not be allowed for use in examinations. Assessment objectives and weightings International GCSE AO1 Knowledge and understanding of chemistry 38–42% AO2 Application of knowledge and understanding, analysis and evaluation of chemistry 38 42% AO3 Experimental skills, analysis and evaluation of data and methods in chemistry 19–21% 100% Relationship of assessment objectives to units Unit number Assessment objective AO1 AO2 AO3 Chemistry Paper 1 23.2–25.7% 23.2–25.7% 11.6–12.8% Chemistry Paper 2 14.8–16.3% 14.8–16.3% 7.4–8.2% Total for International GCSE 38–42% 38–42% 19–21% All components will be available for assessment from June 2019. 4 Administration and general information Entries Details of how to enter students for the examinations for this qualification can be found in our International information manual. A copy is made available to all examinations officers and is also available on our website. Students should be advised that if they take two qualifications in the same subject, colleges, universities and employers are very likely to take the view that they have achieved only one of the two GCSEs/International GCSEs. Students or their advisers, who have any doubts about subject combinations should check with the institution to which they wish to progress before embarking on their programmes. Forbidden combinations This qualification may not be taken alongside: • Pearson Edexcel International GCSE in Science (Double Award) (Linear) (4SD0) • Pearson Edexcel International GCSE in Chemistry (Modular) (4XCH1) • Pearson Edexcel International GCSE in Science (Double Award) (Modular) (4XSD1) Access arrangements, reasonable adjustments, special consideration and malpractice Equality and fairness are central to our work. Our Equality Policy requires all students to have equal opportunity to access our qualifications and assessments, and our qualifications to be awarded in a way that is fair to every student. We are committed to making sure that: • students with a protected characteristic (as defined by the UK Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to students who do not share that characteristic • all students achieve the recognition they deserve for undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers. Language of assessment Assessment of this qualification will only be available in English. All student work must be in English. We recommend that students are able to read and write in English at Level B2 of the Common European Framework of Reference for Languages. Access arrangements Access arrangements are agreed before an assessment. They allow students with special educational needs, disabilities or temporary injuries to: • access the assessment • show what they know and can do without changing the demands of the assessment. The intention behind an access arrangement is to meet the particular needs of an individual student with a disability without affecting the integrity of the assessment. Access arrangements are the principal way in which awarding bodies comply with the duty under the UK Equality Act 2010 to make ‘reasonable adjustments’. Access arrangements should always be processed at the start of the course. Students will then know what is available and have the access arrangement(s) in place for assessment. Reasonable adjustments The UK Equality Act 2010 requires an awarding organisation to make reasonable adjustments where a student with a disability would be at a substantial disadvantage in undertaking an assessment. The awarding organisation is required to take reasonable steps to overcome that disadvantage. A reasonable adjustment for a particular student may be unique to that individual and therefore might not be in the list of available access arrangements. Whether an adjustment will be considered reasonable will depend on a number of factors, including: • the needs of the student with the disability • the effectiveness of the adjustment • the cost of the adjustment • the likely impact of the adjustment on the student with the disability and other students. An adjustment will not be approved if it involves unreasonable costs to the awarding organisation or unreasonable timeframes or if it affects the security or integrity of the assessment. This is because the adjustment is not ‘reasonable’. Special consideration Special consideration is a post-examination adjustment to a student's mark or grade to reflect temporary injury, illness or other indisposition at the time of the examination/assessment, which has had, or is reasonably likely to have had, a material effect on a candidate’s ability to take an assessment or demonstrate their level of attainment in an assessment. Further information Please see our website for further information about how to apply for access arrangements and special consideration. For further information about access arrangements, reasonable adjustments and special consideration, please refer to the JCQ website: www.jcq.org.uk Candidate malpractice Candidate malpractice refers to any act by a candidate that compromises or seeks to compromise the process of assessment, or undermines the integrity of the qualifications or the validity of results/certificates. Candidate malpractice in examinations must be reported to Pearson using a JCQ Form M1 (available at www.jcq.org.uk/exams-office/malpractice). The form can be emailed to pqsmalpractice@pearson.com or posted to: Investigations Team, Pearson, 190 High Holborn, London, WC1V 7BH. Please provide as much information and supporting documentation as possible. Note that the final decision regarding appropriate sanctions lies with Pearson. Failure to report malpractice constitutes staff or centre malpractice. Staff/centre malpractice Staff and centre malpractice includes both deliberate malpractice and maladministration of our qualifications. As with candidate malpractice, staff and centre malpractice is any act that compromises or seeks to compromise the process of assessment, or undermines the integrity of the qualifications or the validity of results/certificates. All cases of suspected staff malpractice and maladministration must be reported immediately, before any investigation is undertaken by the centre, to Pearson on a JCQ Form M2 (available at www.jcq.org.uk/exams-office/malpractice). The form, supporting documentation and as much information as possible can be emailed to pqsmalpractice@pearson.com or posted to: Investigations Team, Pearson, 190 High Holborn, London, WC1V 7BH. Note that the final decision regarding appropriate sanctions lies with Pearson. Failure to report malpractice itself constitutes malpractice. More-detailed guidance on malpractice can be found in the latest version of the document General and Vocational Qualifications Suspected Malpractice in Examinations and Assessments, available at www.jcq.org.uk/exams-office/malpractice Awarding and reporting This International GCSE qualification will be graded and certificated on a nine-grade scale from 9 to 1 using the total subject mark where 9 is the highest grade. Individual papers are not graded. The first certification opportunity for the Pearson Edexcel International GCSE in Chemistry will be in June 2019. Students whose level of achievement is below the minimum judged by Pearson to be of sufficient standard to be recorded on a certificate will receive an unclassified U result. Student recruitment and progression Pearson’s policy concerning recruitment to our qualifications is that: • they must be available to anyone who is capable of reaching the required standard • they must be free from barriers that restrict access and progression • equal opportunities exist for all students. Prior learning and other requirements The qualification builds on the content, knowledge and skills developed in the Key Stage 3 Programme of Study (ages 11–14) or international equivalences for science. Progression Students can progress from this qualification to: • International Advanced Subsidiary, for example in Chemistry • International Advanced Level, for example in Chemistry • GCE Advanced Subsidiary, for example in Chemistry • GCE Advanced Level, for example in Chemistry • Level 3 vocational qualifications in science, for example BTEC Level 3 in Applied Science • other comparable, Level 3 qualifications, such as the International Baccalaureate • employment, for example in a science-based industry where an apprenticeship may be available. Appendices Appendix 1: Codes 37 Appendix 2: Pearson World Class Qualification design principles 39 Appendix 3: Transferable skills 41 Appendix 4: Mathematical skills 43 Appendix 5: Command word taxonomy 45 Appendix 6: Suggested practical investigations 47 Appendix 7: The Periodic Table 49 Appendix 8: Glossary 51 Appendix 1: Codes Type of code Use of code Code Subject codes The subject code is used by centres to enter students for a qualification. Pearson Edexcel International GCSE in Chemistry – 4CH1 Pearson Edexcel International GCSE in Science (Double Award) – 4SD0 Paper codes These codes are provided for information. Students may need to be entered for individual papers. Chemistry Paper 1: 4CH1/1C, 4SD0/1C Chemistry Paper 2: 4CH1/2C Appendix 2: Pearson World Class Qualification design principles Pearson’s World Class Qualification design principles mean that all Edexcel qualifications are developed to be rigorous, demanding, inclusive and empowering. We work collaboratively to gain approval from an external panel of educational thought leaders and assessment experts from across the globe. This is to ensure that Edexcel qualifications are globally relevant, represent world-class best practice in qualification and assessment design, maintain a consistent standard and support learner progression in today’s fast-changing world. Pearson’s Expert Panel for World-class Qualifications is chaired by Sir Michael Barber, a leading authority on education systems and reform. He is joined by a wide range of key influencers with expertise in education and employability. ‘I’m excited to be in a position to work with the global leaders in curriculum and assessment to take a fresh look at what young people need to know and be able to do in the 21st century, and to consider how we can give them the opportunity to access that sort of education.’ Sir Michael Barber. Endorsement from Pearson’s Expert Panel for World Class Qualifications for the International GCSE development process December 2015 “We were chosen, either because of our expertise in the UK education system, or because of our experience in reforming qualifications in other systems around the world as diverse as Singapore, Hong Kong, Australia and a number of countries across Europe. We have guided Pearson through what we judge to be a rigorous world class qualification development process that has included, where appropriate: • extensive international comparability of subject content against the highest-performing jurisdictions in the world • benchmarking assessments against UK and overseas providers to ensure that they are at the right level of demand • establishing External Subject Advisory Groups, drawing on independent subject-specific expertise to challenge and validate our qualifications. Importantly, we have worked to ensure that the content and learning is future oriented, and that the design has been guided by Pearson’s Efficacy Framework. This is a structured, evidenced process which means that learner outcomes have been at the heart of this development throughout. We understand that ultimately it is excellent teaching that is the key factor to a learner’s success in education but as a result of our work as a panel we are confident that we have supported the development of Edexcel International GCSE qualifications that are outstanding for their coherence, thoroughness and attention to detail and can be regarded as representing world-class best practice.” Sir Michael Barber (Chair) Chief Education Advisor, Pearson plc Professor Lee Sing Kong Dean and Managing Director, National Institute of Education International, Singapore Dr Peter Hill Former Chief Executive ACARA Bahram Bekhradnia President, Higher Education Policy Institute Professor Jonathan Osborne Stanford University Dame Sally Coates Director of Academies (South), United Learning Trust Professor Dr Ursula Renold Federal Institute of Technology, Switzerland Professor Bob Schwartz Harvard Graduate School of Education Professor Janice Kay Provost, University of Exeter Jane Beine Head of Partner Development, John Lewis Partnership Jason Holt CEO, Holts Group All titles correct as at December 2015 Appendix 3: Transferable skills The need for transferable skills In recent years, higher-education institutions and employers have consistently flagged the need for students to develop a range of transferable skills to enable them to respond with confidence to the demands of undergraduate study and the world of work. The Organisation for Economic Co-operation and Development (OECD) defines skills, or competencies, as ‘the bundle of knowledge, attributes and capacities that can be learned and that enable individuals to successfully and consistently perform an activity or task and can be built upon and extended through learning.’ [1] To support the design of our qualifications, the Pearson Research Team selected and evaluated seven global 21st-century skills frameworks. Following on from this process, we identified the National Research Council’s (NRC) framework [2] as the most evidence-based and robust skills framework, and have used this as a basis for our adapted skills framework. The framework includes cognitive, intrapersonal skills and interpersonal skills. The skills have been interpreted for this specification to ensure they are appropriate for the subject. All of the skills listed are evident or accessible in the teaching, learning and/or assessment of the qualification. Some skills are directly assessed. Pearson materials will support you in identifying these skills and developing these skills in students. The table on the next page sets out the framework and gives an indication of the skills that can be found in chemistry and indicates the interpretation of the skill in this area. A full subject interpretation of each skill, with mapping to show opportunities for students’ development is provided on the subject pages of our website: qualifications.pearson.com 1 OECD – Better Skills, Better Jobs, Better Lives: A Strategic Approach to Skills Policies (OECD Publishing, 2012) 2 Koenig, J. A. (2011) – Assessing 21st Century Skills: Summary of a Workshop (National Academies Press, 2011) Cognitive skills Cognitive processes and strategies • Critical thinking • Problem solving • Analysis • Reasoning • Interpretation • Decision making • Adaptive learning • Executive function Creativity • Creativity • Innovation Intrapersonal skills Intellectual openness • Adaptability • Personal and social responsibility • Continuous learning • Intellectual interest and curiosity Work ethic/ conscientiousness • Initiative • Self-direction • Responsibility • Perseverance • Productivity • Self-regulation (metacognition, forethought, reflection) • Ethics • Integrity Positive core self-evaluation • Self-monitoring/self- evaluation/self-reinforcement Interpersonal skills Teamwork and collaboration • Communication • Collaboration • Teamwork • Cooperation • Interpersonal skills Leadership • Leadership • Responsibility • Assertive communication • Self-presentation Initiative when using knowledge of chemistry, independently (without guided learning), to further own understanding. Problem solving in the application of unifying patterns and themes in chemistry and using them in new and changing situations. Communication to convey a chemical process or technique (verbally or written) to peers and teachers and answer questions from others. Appendix 4: Mathematical skills The table below identifies the mathematical skills that will be developed and assessed throughout this qualification. These are not explicitly referenced in the content. Details of the mathematical skills in other science subjects are given for reference. B C P 1 Arithmetic and numerical computation A Recognise and use numbers in decimal form    B Recognise and use numbers in standard form    C Use ratios, fractions, percentages, powers and roots    D Make estimates of the results of simple calculations, without using a calculator   E Use calculators to handle sin x and sin-1 x, where x is expressed in degrees  2 Handling data A Use an appropriate number of significant figures    B Understand and find the arithmetic mean (average)    C Construct and interpret bar charts    D Construct and interpret frequency tables, diagrams and histograms   E Understand the principles of sampling as applied to scientific data  F Understand simple probability    G Understand the terms mode and median  H Use a scatter diagram to identify a pattern or trend between two variables    I Make order of magnitude calculations    3 Algebra A Understand and use the symbols <, >, ∝, ~   B Change the subject of an equation    C Substitute numerical values into algebraic equations using appropriate units for physical quantities    D Solve simple algebraic equations    4 Graphs A Translate information between graphical and numerical form    B Understand that y = mx + c represents a linear relationship   C Plot two variables (discrete and continuous) from experimental or other data    D Determine the slope and intercept of a linear graph    E Understand, draw and use the slope of a tangent to a curve as a measure of rate of change   F Understand the physical significance of area between a curve and the x-axis, and measure it by counting squares as appropriate  B C P 5 Geometry and trigonometry A Use angular measures in degrees  B Visualise and represent 2D and 3D objects, including two dimensional representations of 3D objects  C Calculate areas of triangles and rectangles, surface areas and volumes of cubes   Appendix 5: Command word taxonomy The following table lists the command words used in the external assessments. Command word Definition Add/Label Requires the addition or labelling of a stimulus material given in the question, for example labelling a diagram or adding units to a table. Calculate Obtain a numerical answer, showing relevant working. Comment on Requires the synthesis of a number of variables from data/information to form a judgement. Complete Requires the completion of a table/diagram. Deduce Draw/reach conclusion(s) from the information provided. Describe To give an account of something. Statements in the response need to be developed, as they are often linked but do not need to include a justification or reason. Determine The answer must have an element that is quantitative from the stimulus provided, or must show how the answer can be reached quantitatively. To gain maximum marks, there must be a quantitative element to the answer. Design Plan or invent a procedure from existing principles/ideas. Discuss • Identify the issue/situation/problem/argument that is being assessed within the question. • Explore all aspects of an issue/situation/problem/argument. • Investigate the issue/situation etc. by reasoning or argument. Draw Produce a diagram either using a ruler or freehand. Estimate Find an approximate value, number or quantity from a diagram/given data or through a calculation . Evaluate Review information (e.g. data, methods) then bring it together to form a conclusion, drawing on evidence including strengths, weaknesses, alternative actions, relevant data or information. Come to a supported judgement of a subject’s quality and relate it to its context. Explain An explanation requires a justification/exemplification of a point. The answer must contain some element of reasoning/justification – this can include mathematical explanations. Give/State/Name All of these command words are really synonyms. They generally all require recall of one or more pieces of information. Give a reason/reasons When a statement has been made and the requirement is only to give the reason(s) why. Identify Usually requires some key information to be selected from a given stimulus/resource. Command word Definition Justify Give evidence to support (either the statement given in the question or an earlier answer). Plot Produce a graph by marking points accurately on a grid from data that is provided and then draw a line of best fit through these points. A suitable scale and appropriately labelled axes must be included if these are not provided in the question. Predict Give an expected result. Show that Verify the statement given in the question. Sketch Produce a freehand drawing. For a graph, this would need a line and labelled axes with important features indicated. The axes are not scaled. State what is meant by When the meaning of a term is expected but there are different ways for how these can be described. Suggest Use your knowledge to propose a solution to a problem in a novel context. Verb preceding a command word Analyse the data/graph to explain Examine the data/graph in detail to provide an explanation. Multiple choice questions What, Why, Which Direct command words used for multiple-choice questions. Appendix 6: Suggested practical investigations The following suggestions are additional practical investigations that exemplify the scientific process. They can be used to supplement students’ understanding of chemistry in addition to the practical investigations found within the main body of the content. • Investigate the ease of thermal decomposition of carbonates, including calcium carbonate, zinc carbonate and copper carbonate. • Compare the temperature rise produced when the same volume of water is heated by different fuels. • Investigate the volume of air used up and products formed when candles are burned. • Investigate the reactions of calcium compounds: the decomposition of calcium carbonate and the reaction of calcium oxide with water; the reaction of calcium carbonate with acid. • Carry out simple neutralisation reactions of acids, using metal oxides, hydroxides and/or carbonates. • Carry out electrolysis of sea water/acidified water. • Investigate the rusting of iron. • Investigate simple oxidation and reduction reactions, such as burning elements in oxygen or competition reactions between metals and metal oxides. • Investigate the fractional distillation of synthetic crude oil and the ease of ignition and viscosity of the fractions. • Investigate the products produced from the complete combustion of a hydrocarbon. • Investigate the cracking of paraffin oil. • Investigate the properties of a group of elements, e.g. Group 2. • Investigate the properties of typical ionic compounds. • Test predictions of whether a precipitate forms when soluble salts are mixed. • Carry out a series of ion tests to identify unknown compounds. • Build models of simple covalent molecules. • Investigate the typical properties of simple and giant covalent compounds. • Investigate the rate of reactions, such as magnesium and hydrochloric acid; or sodium thiosulfate and hydrochloric acid. • Determine the formula of a hydrated salt such as barium chloride or copper sulfate by heating to drive off water of crystallisation. • Prepare a substance and calculate the % yield, given the theoretical yield. • Evaporate a solution to dryness to determine the mass of solute in a given mass of solution. • Investigate the mass changes at the electrodes during the electrolysis of copper sulfate solution using copper electrodes. • Investigate the migration of ions in, e.g. potassium manganate (VII) solution. • Electroplate a metal object. • Determine the volume of one mole of hydrogen gas by using the reaction of magnesium with hydrochloric acid. • Determine the molar volume by measuring the volume and mass of a gas (e.g. carbon dioxide). • Investigate simple reversible reactions, such as the decomposition of ammonium chloride. Safety is an overriding requirement for all practical work. Centres are responsible for ensuring that whenever their students complete practical work appropriate safety procedures are followed. Appendix 7: The Periodic Table + Appendix 8: Glossary Term Definition Assessment objectives The requirements that students need to meet to succeed in the qualification. Each assessment objective has a unique focus, which is then targeted in examinations or coursework. Assessment objectives may be assessed individually or in combination. External assessment An examination that is held at the same time and place in a global region. JCQ Joint Council for Qualifications. This is a group of UK exam boards that develop policy related to the administration of examinations. Linear Linear qualifications have all assessments at the end of a course of study. It is not possible to take one assessment earlier in the course of study. DB040924 9781446931172_INT_GCSE_CHEMISTRY_ISS3.DOC.1–58/0 For information about Pearson Qualifications, including Pearson Edexcel, BTEC and LCCI qualifications visit qualifications.pearson.com Edexcel and BTEC are registered trademarks of Pearson Education Limited Pearson Education Limited. Registered in England and Wales No. 872828 Registered Office: 80 Strand, London WC2R 0RL VAT Reg No GB 278 537121 Getty Images: Alex BelmonlinskySeparate Chemistry only