Pearson Edexcel GCSE Chemistry tutors

Edexcel’s separate Chemistry GCSE has two papers. Both assess Topic 1, so atomic structure, bonding and quantitative skills remain useful throughout revision. Use the course code and tier on school materials to choose the right practice questions.

The separate course adds work such as acid–alkali titration and identifying ions. In the specification, a C suffix means separate-Chemistry content; bold text marks Higher-only content. These are different distinctions, so check both when choosing tasks.

Edexcel places the mole content in specification points 1.50–1.53 at Higher tier. Foundation learners still need calculations such as relative formula mass, reacting masses and concentration in g/dm³; their plan should follow the relevant specification statements.

For a constructed Higher-tier question, suppose a sample contains 5.6 g of iron, and iron’s relative atomic mass is 56. One mole of iron has a mass of 56 g, so:

amount in moles = mass in grams ÷ molar mass in grams per mole

5.6 ÷ 56 = 0.10 mol

Multiplying 5.6 by 56 would miss the relationship: 5.6 g is one tenth of the mass of one mole, so the sample must contain one tenth of a mole. Keeping the unit, mol, makes clear what the answer represents.

Try 11.2 g of iron with the same molar mass: 11.2 ÷ 56 = 0.20 mol. The mass and the amount have both doubled. A tutor can then check whether the learner can select the relationship without a prompt before moving to calculations involving balanced equations.

Edexcel core practical 7.1 includes measuring gas from marble chips reacting with hydrochloric acid. The qualification includes eight core practicals; lessons can help learners interpret methods and results, while practical completion is arranged through the school or examination centre.

Consider these invented results for a practice question. Two runs use the same mass and size of marble chips, the same temperature and the same volume of acid. Only the acid concentration changes. Starting from zero, a gas syringe collects 30 cm³ of carbon dioxide in the first 20 seconds in run A and 60 cm³ in run B, which uses the higher concentration.

The mean rates over those 20 seconds are 30 ÷ 20 = 1.5 cm³/s and 60 ÷ 20 = 3.0 cm³/s. Saying “B makes more gas” is incomplete: the comparison concerns gas produced in the same time, not the final amount after both reactions finish.

A clearer explanation is: “B has a higher mean rate over the first 20 seconds. More reacting particles in each unit of solution give more frequent collisions with the marble surface.” This does not mean concentration makes particles move faster; temperature has been kept constant.

To evaluate the method, identify a specific problem. Gas escaping before the apparatus is sealed would make the measured volume too low. Explaining that effect is more useful than writing “human error”.

Latimer offers online one-to-one tuition. Microsoft Teams is the default lesson platform, though you and the tutor can agree another option. Have the question paper, a calculator, working paper and a way to share written steps ready; a tutor needs to see how an answer was reached to discuss it properly. In-person lessons depend on an individual arrangement with a nearby tutor.

Each tutor sets their own hourly rate. Compare the profile rate with the learner’s needs, the planned lesson length and frequency, and what practice or feedback you agree between meetings. Latimer uses pay-as-you-go billing, so review the plan as priorities change rather than choosing a fixed amount of tuition simply because an exam is approaching.