Higher Chemistry - SQA
Higher ChemistryCourse code:C813 76Course assessment code:X813 76SCQF:level 6 (24 SCQF credit points)Valid from:session 2018–19This document provides detailed information about the course and course assessment toensure consistent and transparent assessment year on year. It describes the structure ofthe course and the course assessment in terms of the skills, knowledge and understandingthat are assessed.This document is for teachers and lecturers and contains all the mandatory information youneed to deliver the course.The information in this publication may be reproduced in support of SQA qualifications onlyon a non-commercial basis. If it is reproduced, SQA must be clearly acknowledged as thesource. If it is to be reproduced for any other purpose, written permission must be obtainedfrom permissions@sqa.org.uk.This edition: September 2019 (version 3.0) Scottish Qualifications Authority 2013, 2018, 2019
ContentsCourse overview1Course rationale2Purpose and aims2Course content4Skills, knowledge and understanding5Skills for learning, skills for life and skills for work26Course assessment27Course assessment structure: question papers27Course assessment structure: assignment29Grading34Equality and inclusion35Further information36Appendix: course support notes37Introduction37Approaches to learning and teaching37Suggested activities40Preparing for course assessment106Developing skills for learning, skills for life and skills for work106
Course overviewThe course consists of 24 SCQF credit points which includes time for preparation for courseassessment. The notional length of time for candidates to complete the course is 160 hours.The course assessment has three components.ComponentMarksScaled markDurationQuestion paper 1:multiple choiceQuestion paper 225not applicable40 minutes95not applicableAssignment20302 hours and 20minutes8 hours, of which amaximum of 2 hoursis allowed for thereport stageRecommended entryProgressionEntry to this course is at the discretion ofthe centre. Advanced Higher ChemistryCandidates should have achieved theNational 5 Chemistry course or equivalentqualifications and/or experience prior tostarting this course. further study, employment and/ortraining other qualifications in chemistry orrelated areasConditions of awardThe grade awarded is based on the total marks achieved across all course assessmentcomponents.Version 3.01
Course rationaleNational Courses reflect Curriculum for Excellence values, purposes and principles. Theyoffer flexibility, provide time for learning, focus on skills and applying learning, and providescope for personalisation and choice.Every course provides opportunities for candidates to develop breadth, challenge andapplication. The focus and balance of assessment is tailored to each subject area.This course allows candidates to acquire a deeper understanding of the central concepts ofchemistry. Chemists play a vital role in the production of everyday commodities. Chemistryresearch and development are essential for the introduction of new products. The study ofchemistry is of benefit not only to those intending to pursue a career in science, but also tothose intending to work in areas such as the food, health or manufacturing industries.Experimental and investigative approaches develop knowledge and understanding ofchemical concepts, with knowledge of chemical apparatus and techniques being a keycourse component.Due to the interdisciplinary nature of the sciences, candidates may benefit from studyingchemistry along with other science subjects and mathematics, as this may enhance theirskills, knowledge and understanding.Purpose and aimsThe course develops candidates’ curiosity, interest and enthusiasm for chemistry in a rangeof contexts. The skills of scientific inquiry and investigation are developed throughout thecourse.Candidates develop an appreciation of the impact of chemistry on their everyday lives byapplying their knowledge and understanding of chemical concepts in practical situations. Thecourse provides opportunities for candidates to think analytically, creatively andindependently, and to make reasoned evaluations. It allows flexibility and personalisation byoffering candidates the choice of topic for their assignment.Candidates gain an understanding of chemical bonding and intermolecular forces that allowsthem to predict the physical properties of materials. They apply a knowledge of functionalgroups and organic reaction types to solve problems in a range of diverse contexts.Candidates also learn important chemical concepts used to take a chemical process from theresearcher’s bench through to industrial production. The concept of the mole allows thequantities of reagents required to be calculated, and the quantity of products predicted. Bystudying energy, rates and equilibria, candidates can suggest how reaction conditions can bechosen to maximise the profitability of an industrial process. Candidates learn aboutindustrial analytical chemistry techniques, such as volumetric analysis and chromatography.Candidates develop a range of skills that are valued in the workplace, providing a securefoundation for the study of chemistry in further and higher education. The course alsoprovides a knowledge base that is useful in the study of other sciences.Version 3.02
The course enables candidates to make their own decisions on issues within a modernsociety, where scientific knowledge and its applications and implications are constantlydeveloping.The course aims to: develop and apply knowledge and understanding of chemistry develop an understanding of chemistry’s role in scientific issues and relevant applicationsof chemistry, including the impact these could make in society and the environment develop scientific inquiry and investigative skills develop scientific analytical thinking skills, including scientific evaluation, in a chemistrycontext develop the use of technology, equipment and materials safely in practical scientificactivities, including using risk assessment develop planning skills develop problem-solving skills in a chemistry context use and understand scientific literacy to communicate ideas and issues and to makescientifically informed choices develop the knowledge and skills for more advanced learning in chemistry develop skills of independent workingWho is this course for?The course is suitable for candidates who are secure in their attainment of National 5Chemistry or an equivalent qualification. It may also be suitable for those wishing to studychemistry for the first time.The course emphasises practical and experiential learning opportunities, with a strong skillsbased approach to learning. It takes account of the needs of all candidates, and providessufficient flexibility to enable candidates to achieve in different ways.Version 3.03
Course contentThe course content includes the following areas of chemistry:Chemical changes and structureThe topics covered are: periodicity structure and bonding oxidising and reducing agentsNature’s chemistryThe topics covered are: systematic carbon chemistry alcohols carboxylic acids esters fats and oils soaps detergents and emulsions proteins oxidation of food fragrances skin careChemistry in societyThe topics covered are: getting the most from reactants controlling the rate chemical energy equilibria chemical analysisResearching chemistryThe topics covered are: common chemical apparatus general practical techniques reporting experimental workVersion 3.04
Skills, knowledge and understandingSkills, knowledge and understanding for the courseThe following provides a broad overview of the subject skills, knowledge and understandingdeveloped in the course: demonstrating knowledge and understanding of chemistry by making accuratestatements demonstrating knowledge and understanding of chemistry by describing information,providing explanations and integrating knowledge applying knowledge of chemistry to new situations, analysing information and solvingproblems planning, designing and safely carrying out experiments/practical investigations to testgiven hypotheses or to illustrate particular effects carrying out experiments/practical investigation safely, recording detailed observationsand collecting data selecting information from a variety of sources presenting information appropriately in a variety of forms processing information (using calculations and units, where appropriate) making predictions and generalisations from evidence/information drawing valid conclusions and giving explanations supported by evidence/justification evaluating experiments/practical investigations and suggesting improvements communicating findings/information effectivelyVersion 3.05
Skills, knowledge and understanding for the course assessmentThe following provides details of skills, knowledge and understanding sampled in the courseassessment:1Chemical changes and structure(a) PeriodicityElements are arranged in the periodic table in order of increasing atomic number.The periodic table allows chemists to make accurate predictions of physical properties andchemical behaviour for any element, based on its position. Features of the table are: groups: vertical columns within the table contain elements with similar chemicalproperties resulting from a common number of electrons in the outer shell periods: rows of elements arranged with increasing atomic number, demonstrating anincreasing number of outer electrons and a move from metallic to non-metalliccharacteristicsThe first 20 elements in the periodic table are categorised according to bonding andstructure: metallic (Li, Be, Na, Mg, Al, K, Ca) covalent molecular — H2, N2, O2, F2, Cl2, P4, S8 and fullerenes (eg C60) covalent network — B, C (diamond, graphite), Si monatomic (noble gases)The covalent radius is a measure of the size of an atom. The trends in covalent radiusacross periods and down groups can be explained in terms of the number of occupiedshells, and the nuclear charge.The first ionisation energy is the energy required to remove one mole of electrons from onemole of gaseous atoms. The second and subsequent ionisation energies refer to theenergies required to remove further moles of electrons.The trends in ionisation energies across periods and down groups can be explained interms of the atomic size, nuclear charge and the screening effect due to inner shellelectrons.Atoms of different elements have different attractions for bonding electrons.Electronegativity is a measure of the attraction an atom involved in a bond has for theelectrons of the bond.The trends in electronegativity across periods and down groups can be rationalised interms of covalent radius, nuclear charge and the screening effect due to inner shellelectrons.Version 3.06
1Chemical changes and structure(b) Structure and bonding(i) Types of chemical bondIn a covalent bond, atoms share pairs of electrons. The covalent bond is a result of twopositive nuclei being held together by their common attraction for the shared pair ofelectrons.Polar covalent bonds are formed when the attraction of the atoms for the pair of bondingelectrons is different. Delta positive (δ ) and delta negative (δ-) notation can be used toindicate the partial charges on atoms, which give rise to a dipole.Ionic formulae can be written giving the simplest ratio of each type of ion in the substance.Ionic bonds are the electrostatic attraction between positive and negative ions. Ioniccompounds form lattice structures of oppositely charged ions.Pure covalent bonding and ionic bonding can be considered as opposite ends of a bondingcontinuum, with polar covalent bonding lying between these two extremes. The differencein electronegativities between bonded atoms gives an indication of the ionic character. Thelarger the difference, the more polar the bond will be. If the difference is large, then themovement of bonding electrons from the element of lower electronegativity to the elementof higher electronegativity is complete, resulting in the formation of ions.Compounds formed between metals and non-metals are often, but not always, ionic.Physical properties of a compound, such as its state at room temperature, melting point,boiling point, solubility, electrical conductivity, should be used to deduce the type ofbonding and structure in the compound.(ii) Intermolecular forcesAll molecular elements and compounds and monatomic elements condense and freeze atsufficiently low temperatures. For this to occur, some attractive forces must exist betweenthe molecules or discrete atoms.Intermolecular forces acting between molecules are known as van der Waals forces. Thereare several different types of these, such as London dispersion forces and permanentdipole-permanent dipole interactions that include hydrogen bonding.London dispersion forces are forces of attraction that can operate between all atoms andmolecules. These forces are much weaker than all other types of bonding. They areformed as a result of electrostatic attraction between temporary dipoles and induceddipoles caused by movement of electrons in atoms and molecules.The strength of London dispersion forces is related to the number of electrons within anatom or molecule.A molecule is described as polar if it has a permanent dipole.The spatial arrangement of polar covalent bonds can result in a molecule being polar.Version 3.07
1Chemical changes and structurePermanent dipole-permanent dipole interactions are additional electrostatic forces ofattraction between polar molecules.Permanent dipole-permanent dipole interactions are stronger than London dispersionforces for molecules with similar numbers of electrons.Bonds consisting of a hydrogen atom bonded to an atom of a strongly electronegativeelement such as fluorine, oxygen or nitrogen are highly polar. Hydrogen bonds areelectrostatic forces of attraction between molecules that contain th
chemical concepts, with knowledge of chemical apparatus and techniques being a key course component. Due to the interdisciplinary nature of the sciences, candidates may benefit from studying chemistry along with other science subjects and mathematics, as this may enhance their skills, knowledge and understanding. Purpose and aims The course develops candidates’ curiosity, interest and .
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1.1 Purpose of the Course Tutor Guide 3 2 Setting up the course 4 3 The SQA Advanced Diploma Structure 5 3.1 General SQA Advanced Diploma Qualification Framework 5 3.2 Core Skills 7 3.3 Graded Units 9 . SQA Credits with a mixture of SCQF level 6, 7 and level 8 Units. The SQA
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SQA Credits with a mixture of SCQF level 7 and Level 8 units. Each unit is assigned a SQA Credit value of 1, 2 or 3. This credit value is based . — Course Tutor Guide 4 For SQA Advanced Diploma courses each unit is also assigned an SCQF level which will be 6, 7 or 8. These levels indicate the degree of difficulty of the work for that unit.
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SCHOLAR Study Guide Unit 1: SQA Higher Physics 1. SQA Higher Physics ISBN 978-1-906686-73-4 Printed and bound in Great Britain by Graphic and Printing Services, Heriot-Watt University, Edinburgh. Acknowledgements Thanks are due to the members of Heriot-Watt University's SCHOLAR team who planned and
2018 Accounting Higher Finalised Marking Instructions Scottish Qualifications Authority 2018 The information in this publication may be reproduced to support SQA qualifications only on a non-commercial basis. If it is reproduced, SQA should be clearly acknowledged as the source. If it is to be used for any other purpose, written permission must be obtained from permissions@sqa.org.uk. Where .
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