Scheme of work 3.1 Physical Chemistry This be taught alongside topics from Organic and/or Inorganic Chemistry. Prior knowledge required from other topics on the specification will be highlighted at the start of each section of the Scheme of Work. 3.1.8 Thermodynamics The further study of thermodynamics builds on the Energetics section and is important in understanding the stability of compounds and why chemical reactions occur. Enthalpy change is linked with entropy change enabling the free-energy change to be calculated. Prior knowledge: AS Chemistry - 3.1.4 – Energetics. 3.1.8.1 Born-Haber Cycles Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Definitions of enthalpy changes used in and solution enthalpy cycles. Using Born–Haber cycles for ionic compounds. 1.5 weeks Students should be able to: define lattice enthalpy (formation and dissociation), enthalpy of formation, ionisation enthalpy, enthalpy of atomisation, bond enthalpy, electron affinity, Write equations to represent enthalpy changes (AO2 - Apply knowledge and understanding). Construct Born-Haber cycles and use them to calculate missing enthalpy change values (AO2 - Apply knowledge and understanding; June 2013 Unit 5 Question 1 (QS13.5.01) June 2013 Unit 5 Question 2 (QS13.5.02) Nuffield Science Data Book (free download): Chemistry Data Book (Starck, Wallace, McGlashan) ISBN: 9780719539510 Haber
Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources To calculate entropy changes for reactions To calculate Gibbs changes and determine whether reactions are feasible at various temperatures 1.5 weeks Students should be able to: describe entropy in terms of disorder predict whether reactions have an increase or decrease in entropy calculate the entropy change for a reaction calculate the Gibbs change for a reaction at a given temperature determine whether a reaction is feasible at a given temperature calculate the temperature at which a reaction becomes feasible use entropy changes to explain why some endothermic reactions are feasible. Rank given substances in terms of entropy (AO2 - Apply knowledge and understanding). Use entropy values to calculate the entropy change for a reaction (AO2 - knowledge and understanding MS2.2 Change the subject of an equation; MS2.3 Substitute numerical values into algebraic equations). Predict, where possible, whether reactions have an increase or decrease in entropy (AO2 - Apply knowledge and understanding). Use the equation ∆G = ∆H – T∆S to determine whether reactions are feasible at given temperatures, and determine the temperature at which reactions become feasible (AO2 - Apply knowledge and understanding; MS2.2 - Change the subject of an equation; MS2.3 - Substitute numerical values into algebraic equations using appropriate units for physical quantities). Plot graphs of ∆G versus T to determine ∆H and ∆S (MS3.3 - Determine the slope and intercept of a linear graph). June 2013 Unit 5 Question 3 (QS13.5.03) January 2012 Unit 5 Question 2 (QW12.5.02) June 2011 Unit 5 Question 2 (QS11.5.02) June 2010 Unit 5 Question 6 (QS10.5.06) Nuffield Science Data Book (free download): Chemistry Data Book (Starck, Wallace, McGlashan) ISBN: 9780719539510 RSC Classic Chemical Demonstrations - ∆H and ∆S for the vaporization of water using a kettle Many suitable calculations can be found at and (subscription required) energy
3.1.9.1 Rate equations Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Understand rate equations and order of reaction. Deduce order of reaction, rate equations and rate constants from rate data. Describe how the rate constant changes with temperature. Use the Arrhenius equation. 0.5 weeks Students should be able to: define the terms order of reaction and rate constant describe how changing concentration of a reagent affects the rate when the with respect that reagent is 0, 1 or 2 determine the values and units for rate constants given appropriate data describe how rate constants change with temperature perform calculations the Arrhenius equation plot straight line graphs of ln k versus 1/T to determine the activation energy of a reaction. Describe how changes in concentration will affect reaction given the rate equation (AO2 - Apply knowledge and understanding). Use rate equations to determine reaction rates or rate constants (with units) using initial rate data (AO2 - Apply knowledge and understanding; MS0.0 - Recognise and make use of appropriate units in calculation; MS2.3 – substitute numerical values into algebraic equations; MS2.4 - Solve algebraic equations). Students use a graph of concentration–time and calculate the rate constant of a zero-order reaction by determination of the gradient. (AO2 - Apply knowledge and understanding; MS3.3 - Determine the slope of a linear graph; MS3.4 - Calculate rate of change from a graph showing a linear relationship). Students can measure the activation energy for the catalysed and uncatalysed reaction of iodine with peroxodisulphate(VI) ions by experiment and plotting graphs (AO2 - Apply knowledge and June 2006 Unit 4 Question 5a and 5b (QS06.4.05) June 2003 Unit 4 Question 1 (QS03.4.01) Calculations in AS / A Chemistry (Clark) ISBN 9780582411272 Chemistry Review article: Establishing a rate equation (Volume 14, edition 2) Many suitable calculations can be found at and Advanced Practical Chemistry (ILPAC) ISBN 0719575079
understanding; MS3.3 - Determine the slope of a linear graph). 3.1.9.2 Determination of rate equation Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Understand that rate equations have to be determined by experiment. Link rate equations to mechanisms. Determine rate using concentration-time graphs. Use rate-concentration graphs to deduce order for a reagent. Required practical 7 Measure the rate of a reaction by an initial rate method, and a continuous monitoring method. 2.0 weeks Students should be able to: explain that rate equations can only be determined by experiment use concentration-time graphs to find rates (including initial rates) use initial rate data to determine rate equations use rate-concentration data/graphs to find orders of reaction with respect to a reagent link rate equations to mechanism and determine rate determining steps. Determine rate equations, rate constants (with units) using initial rate data (AO2 - Apply knowledge and understanding; MS0.0 - Recognise and make use of appropriate units in calculation; MS2.3 – substitute numerical values into algebraic equations; MS2.4 - Solve algebraic equations). SAM A-level paper 2 (set 1) Q2 June 2013 Unit 4 Question 1 (QS13.4.01) January 2013 Unit 4 Question 1 (QW13.4.01) January 2011 Unit 4 Question 1 (QW11.4.01) January 2010 Unit 4 Question 3 (QW10.4.03) January 2006 Unit 4 Question 1 (QW06.4.01) January 2003 Unit 4 Question 1 (QW03.4.01) Calculations in AS / A Level Chemistry (Clark) ISBN 9780582411272 Chemistry Review article: Establishing a rate equation (Volume 14, edition 2) Unit P5: Chemical Kinetics (free download from ) Avogadro web site on rate equations:
Prior knowledge: AS Chemistry 3.1.7 – Oxidation, reduction and redox equations. 3.1.11.1 Electrode potentials and cells Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources The idea of a cell that has a potential difference being made by combining two half cells (electrodes). How potentials are measured relative to the Standard Hydrogen Electrode and under standard conditions. Use the electrochemical series to calculate the EMF of cells and predict the direction of simple redox reactions. Required practical 8 Measuring the EMF of an electrochemical cell. 1.0 weeks Students should be able to: understand that there is a potential difference between two half cells (electrodes) that are joined use cell notation to represent cells understand that potentials are measured relative to the Standard Hydrogen Electrode understand that the potential of an electrode is affected by conditions know the standard conditions under which potentials are measured know that electrode potential are listed in order in the electrochemical series Students make simple cells and use them to measure EMF and unknown electrode potentials (AO2 - Apply knowledge and understanding; PS 1.1 - Solve problems set in practical contexts; AT j - Set up electrochemical cells and measuring voltages). Students write the standard cell notation for cells (AO2 - Apply knowledge and understanding). Students predict how changes in conditions will affect EMF (AO2 - Apply knowledge and understanding). Students could be asked to plan and carry out an experiment to investigate the effect of changing conditions, such as concentration or temperature, in a voltaic cell such as Zn|Zn2+||Cu2+| Cu (AO2 - Apply knowledge and understanding; PS 1.1 - Solve problems set in practical contexts; PS 2.4 - Identify variables January 2013 Unit 5 Question 7 (QW13.5.07) January 2012 Unit 5 Question 4 (QW12.5.04) June 2006 Unit 5 Question 5 (QS06.5.05) January 2004 Unit 5 Question 4 (QW04.5.04) Nuffield Science Data Book (free download): Chemistry Data Book (Starck, Wallace, McGlashan) ISBN: 9780719539510 Chemistry Review articles: Understanding electrode potentials (Volume 12, edition 1) Electrode potentials (Volume 15, edition 3) Some suitable problems can be found at and (subscription required)
The idea of acids as proton donors and bases as proton acceptors. 0.2 Students should be able to: define Brønsted–Lowry acids and bases identify species as Brønsted–Lowry acids or bases in proton transfer reactions. Identify which species acts as the acid and which as the base in Brønsted-Lowry acid-base reactions (AO2 - Apply knowledge and understanding). June 2012 Unit 4 Question 3a and 3b (QS12.4.03) Theory of acids history websites: RSC acid-base simulator: 3.1.12.2 Definition and determination of pH Learning objective Time Learning outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Calculate the pH of strong from concentration and vice versa. 0.4 weeks Students should be able to: calculate pH of a strong acid from its concentration calculate the concentration of a strong acid from its pH calculate the pH of when a strong acid is diluted. Identify acids as being strong or weak and monoprotic or diprotic (AO2 - Apply knowledge and understanding). Calculate the pH of strong acids from the acid concentration, including examples where the acids are diluted (AO2 - Apply knowledge and understanding; MS0.4 - Use calculators to find and use power, exponential and logarithmic functions; MS2.5 - Use logarithms in relation to quantities that range over several orders of magnitude). Calculate the concentration of strong acids from the pH (AO2 - Apply knowledge and understanding; MS0.4 - Use calculators to find and use power, exponential and logarithmic functions; MS2.5 - Use logarithms in relation to quantities June 2009 Unit 4 Question 3a (QS09.4.03) RSC pH simulator: Some suitable problems can be found at and (subscription required)
reacts with a strong base and when a strong acid reacts with a weak base. choose a suitable indicator for acid-base titrations. using pH charts, or pH meter, or pH probe on a data logger; AT d, k, a). Sketch pH curves for given acid and base combinations, and choose a suitable indicator (AO2 - Apply knowledge and understanding). June 2005 Unit 5 Question 2 (QS05.5.02) June 2003 Unit 4 Question 3 (QW03.4.03) Extension Write spreadsheets to calculate the pH during a titration and to plot the pH curve (AO2 - Apply knowledge and understanding) 3.1.12.6 Buffer action Learning objective Time taken Learning outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Know what buffer solutions are, how they are made and what they are used for. Explain how acidic and basic buffer solutions work. Calculate the pH of acidic buffer solutions. 0.6 weeks Students should be able to: describe what a buffer solution is and how it is made explain qualitatively how acidic/basic buffer solutions work know some uses of buffer solutions calculate the pH of a buffer solution. Describe how buffer solutions are made, how they work and what they are used for (AO2 - knowledge and understanding). Calculate the pH of a buffer solution given details about quantities of the reagents it is made from, and changes in pH when small amounts of acid/alkali are added to buffer solutions (AO2 - Apply knowledge and understanding; MS0.4 - Use calculators to find and use power, exponential and logarithmic functions; MS2.5 - Use logarithms in relation to quantities that range over several orders of magnitude). Students could prepare a solution of a specific pH and then test the January 2013 Unit 4 Question 2 (QW13.4.02) January 2011 Unit 4 Question 2 (QW11.4.02) Specimen Paper Question 4 (QSP 4.04) January 2005 Unit 4 Question 8 (QW05.4.08) January 2002 Unit 4 Question 3 (QW02.4.03) Sandcastles & mudhuts – buffering action in blood (Hancock) ISBN 9780340543696 Some suitable problems can be found at and (subscription required)
AS Chemistry - 3.1.3 – Bonding. - 3.2.1 – Periodicity. Learning objective Time taken Learning outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Reactions of Na and Mg with Reactions of Na, Mg, Al, Si, P and S with oxygen. Melting points of period 3 oxides. Reactions of period 3 oxides with water. 0.6 weeks Students should be able to: describe and write equations for reactions of Na and Mg with water describe and write equations for reactions of Na, Mg, Al, Si, P and S with oxygen describe and explain the trend in melting points of period 3 oxides write equations for the reactions of period 3 oxides with water and describe the pH of the solutions formed describe the structure and bonding of period 3 oxides, and link this to how they react with water. Practical opportunity: react specified period 3 elements with water and oxygen; react specified oxides with water. Plot a graph of melting points of period 3 oxides and annotate it with explanation of the relative melting points. Complete tables including equations to show how period 3 elements react with water and/or oxygen, and how period 3 oxides react with water. June 2013 Unit 5 Question 4a, 4b and 4c (QS13.5.04) January 2013 Unit 5 Question 4a, 4b, 4c and 4d (QW13.5.04) January 2012 Unit 5 Question 3 (QW12.5.03) January 2011 Unit 5 Question 3 (QW11.5.03) Youtube on Period 3 oxides: Youtube video of reaction of phosphorus with oxygen:
3.2.5 Transition metals The 3d block contains 10 elements, all of which are metals. Unlike the metals in Groups 1 and 2, the transition metals Ti to Cu form coloured compounds and compounds where the transition metal exists in different oxidation states. Some of these metals are familiar as catalysts. The properties of these elements are studied in this section with opportunities for a wide range of practical investigations. Prior knowledge: AS Chemistry - 3.1.1 – Atomic structure (electron structure). - 3.1.7 – Oxidation, reduction and redox reactions (oxidation states, oxidation, reduction, redox equations). 3.2.5.1 General properties of the transition metals Learning objective Time Learning outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Give the electron structure of transition metals and their ions. Know the characteristic properties of transition metals. Understand the terms complex, ligand bond, and number. 0.2 weeks Students should be able to: write the electron structure of first row transition metals and their ions describe what a transition metal is in terms of electron structure describe the characteristic properties of transition metals define the terms ligand, complex, co-ordinate bond and co-ordination number. the electron structure of first row transition metals and their ions (AO1 - Demonstrate knowledge and understanding). Explain why the elements Ti–Cu have properties characteristic of transition metals, and what characteristics are (AO1 - Demonstrate knowledge and understanding). Identify the oxidation state of the metal, the ligands and co-ordination number in a series of complexes (AO2 - Apply knowledge and understanding). January 2005 Unit 5 Question 6a (QW05.5.06) June 2010 Unit 5 Question 4a and 4b (QS10.5.06) January 2011 Unit 5 Question 4a and 4b (QW11.5.04) Chemistry Review article: Vanadium (Volume 19, edition 4)
Identify an element from the series Ti–Cu and find examples for that element to confirm its characteristic properties (AO3 - Analyse, interpret and evaluate scientific information, ideas and evidence). 3.2.5.2 Substitution reactions Learning objective Time taken Learning outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Understand the different types of ligands. Understand ligand exchange. Know about oxygen transfer by haemoglobin. Understand the chelate effect. 1.0 Students should be able to: explain the difference between, and give examples of monodentate, bidentate and multidentate ligands explain what happens in a ligand substitution (exchange) reaction and why may be a change in co-ordination number describe what haem is, how oxygen is carried in blood and why carbon monoxide is toxic Give examples of monodentate, bidentate and multidentate ligands (AO1 - Demonstrate knowledge and understanding). Students should carry out substitution reactions of metal aqua complexes with monodentate ligands (from ammonia and concentrated hydrochloric acid) to consider whether there is a change in number and whether all the water ligands are substituted (AO2 - Apply knowledge and understanding; AT k - Safely and carefully handle solids and liquids, including corrosive, irritant, June 2010 Unit 5 Question 4a, 4b, 4d and 4e (QS10.5.06) January 2005 Unit 5 Question 6b (QW05.5.06) June 2004 Unit 5 Question 4b (QS04.5.04) June 2002 Unit 5 Question 6 (QS02.5.06) Molecule of month article on EDTA RSC article on uses of EDTA
describe factors that affect the colour of transition metal ions describe how colorimetry can be used to find the concentration of coloured ions in solution. Use a of absorption versus concentration to determine the concentration of the solution. Use a colorimeter to produce a calibration curve and then find the concentration of a coloured solution, eg containing copper(II) ions (AO2 - Apply knowledge and understanding; AT a - Use appropriate apparatus to record a range of measurements; AT d - Use laboratory apparatus for a variety of experimental techniques; PS 3.1 - Plot and interpret graphs; MS3.2 - Plot two variables from experimental or other data). Specimen Paper Unit 5 Question 6 (QSP.5.6) June 2002 Unit 5 Question 3 (QW02.5.03) Chemistry Review article: Colorimetry (Volume 12, edition 3) RSC booklet on colorimetry from Gifted & Talented Chemistry: RSC Spectral School with range of resources: 3.2.5.5 Variable oxidation states Learning objective Time taken Learning outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Know what happens when vanadate(V) is reduced by zinc in acidic solution. How the potential for a transition metal is affected by the pH and ligand. 2.5 weeks Students should be able to: describe and explain what happens when vanadate(V) ions are reduced by zinc in acidic solution understand how the potential of a transition metal ion is affected by changes in pH and ligand Students should react an acidified solution of ammonium vanadate(V) with zinc to observe colour changes , identify vanadium species and write redox reactions for each reduction reaction (AO1 - Demonstrate knowledge and understanding; AT k - Safely and carefully handle solids and liquids, including corrosive, June 2006 Unit 5 Question 1 (QW06.5.01) June 2005 Unit 5 Question 5 (QS05.5.05) June 2003 Unit 5 Question 2 (QS03.5.02) Nuffield Science Data Book (free download): Chemistry Data Book (Starck, Wallace, McGlashan) ISBN: 9780719539510
knowledge: AS Chemistry - 3.3.1.1 – Nomenclature - 3.3.1.2 – Reaction mechanisms - 3.3.5.2 – Oxidation of alcohols Learning objective Time Learning outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Know the oxidation of aldehydes. Know about the reduction of aldehydes and ketones with NaBH4, including mechanism. Know about the reaction of aldehydes and ketones with KCN then acid, including mechanism. 0.6 weeks Students should be able to: write equations and know reagents and conditions to oxidise aldehydes to carboxylic acids know how to distinguish aldehydes and ketones write equations, know reagents and conditions and outline the mechanism to reduce aldehydes and ketones to alcohols with NaBH4 write equations, know reagents and conditions and outline the mechanism for reaction of aldehydes and ketones with KCN and acid understand why reaction of aldehydes and ketones with KCN followed by acid can form a racemic mixture Students write equations for the oxidation of aldehydes (using reagents acidified potassium dichromate(VI) / Tollen’s reagent / Fehling’s solution) (AO2 - Apply knowledge and understanding). Students could carry out test-tube reactions of Tollens’ reagent and Fehling’s solution to distinguish aldehydes and ketones (AO2 - Apply knowledge and understanding; AT b - Use water bath for heating; AT d - Use laboratory apparatus for a variety of experimental techniques including qualitative tests organic functional groups; AT k). Students write equations and mechanisms for the reduction of aldehydes and ketones using NaBH4 (AO2 - Apply knowledge and understanding). Students write equations and mechanisms for the reaction of aldehydes and ketones with KCN January 2010 Unit 4 Question 4 (QW10.4.04) June 2005 Unit 4 Question 3a (QS05.4.03) June 2004 Unit 4 Question 6d and 6e (QS04.4.06) January 2002 Unit 4 Question 6a (QW02.4.06) Molymod models silver mirror RSC mechanisms resource: Mechanism animations
paper, or filtration under reduced pressure; AT k). 3.3.9.2 Acylation Learning objective Time taken Learning outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Draw the structure of and name acid anhydrides, acyl chlorides and amides. Understand acylation reactions of water, alcohols, ammonia and amines with acyl chlorides and acid anhydrides, including the mechanism for acyl chlorides. Required practical 10 Preparation of - a pure organic solid and test of its purity - a pure organic liquid. 2.0 weeks Students should be able to: draw the structure of and name acid anhydrides, acyl chlorides and amides identify the products of and equations for acylation reactions of water, alcohols, ammonia and amines with acyl chlorides and acid anhydrides outline the mechanism for the acylation reactions of acyl chlorides state advantages of using ethanoic anhydride rather than ethanoyl chloride in the production of aspirin prepare and purity an organic and test its purity. Students draw and name acid anhydrides, acyl chlorides and amides (AO2 - Apply knowledge and understanding). Students write equations and outline mechanisms for acylation reactions of water, alcohols, ammonia and amines with acyl chlorides and acid anhydrides; some of these reactions could be demonstrated. Students prepare, purify and test the purity of aspirin by melting point determination (AO2 - Apply knowledge and understanding; AT d - Use laboratory apparatus for a variety of experimental techniques including distillation and heating under reflux, including setting up glassware using retort stand and clamps; AT d - Use laboratory apparatus for a variety of experimental techniques including January 2012 Unit 4 Question 10a (QW12.4.10) June 2006 Unit 4 Question 1 (QS06.4.01) June 2005 Unit 4 Question 7 (QS05.4.07) June 2003 Unit 5 Question 8b (QS03.5.08) RSC resource on aspirin: Aspirin Pre-lab Screen Experiment: RSC mechanisms resource: Mechanism animations
explain why benzene undergoes substitution reactions in preference to addition reactions. 3.3.10.2 Electrophilic substitution Learning objective Time Learning outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Know nitration and acylation reactions of aromatic compounds, including the mechanism and usefulness. 1.0 weeks Students should be able to: equations and outline mechanisms for nitration and Friedel-Crafts acylation reactions of aromatic compounds. (including equations for the formation of electrophiles) understand the usefulness of nitration and acylation reactions Write equations (including for the formation of electrophiles) and mechanisms for nitration and Friedel-Crafts acylation reactions given the starting material and products (AO2 - Apply knowledge and understanding). Students could carry out the preparation of methyl by nitration of methyl benzoate, purification by recrystallisation and determination of melting point (AT d - Use laboratory apparatus for a variety of experimental techniques including filtration, including use of fluted filter paper, or filtration under reduced pressure; AT k - Safely and carefully handle solids and liquids, including corrosive, irritant, flammable and toxic substances). January 2012 Unit 4 Question 9a (QW12.4.09) January 2011 Unit 4 Question 6 (QW11.4.06) June 2010 Unit 4 Question 8 b) (QS10.4.08) January 2006 Unit 4 Question 7 (QW06.4.07) June 2011 Unit 4 Question 8b Chemistry review article: Probably the most important reactions in the world (Volume 15, edition 2)
3.3.11 Amines Amines are compounds based on ammonia where hydrogen atoms have been replaced by alkyl or aryl groups. This section includes their reactions as nucleophiles Prior knowledge: AS Chemistry - 3.3.1.1 – Nomenclature. - 3.3.1.2 – Reaction mechanisms. - 3.3.3.1 – Nucleophilic substitution. 3.3.11.1 Preparation Learning objective Time taken Learning outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Know how primary aliphatic amines are made from halogenoalkanes and from nitriles. Know how aromatic amines are produced and use in making dyes. 0.2 weeks Students should be able to: equations and give conditions for the preparation of primary aliphatic amines from both halogenoalkanes and nitriles equations and give conditions for the production of aromatic amines and identify their use in making dyes. Identify reagents and conditions and write equations to make specified primary aliphatic amines from halogenoalkanes and nitriles (AO2 - Apply knowledge and understanding). Identify reagents and conditions and write equations to make specified aromatic amines (AO2 - Apply knowledge and understanding). Research the use of aromatic amines in making dyes (AO3 - June 2013 Unit 4 Question 8 (QS13.4.08) June 2005 Unit 4 Question 5b (QS05.4.05) January 2005 Unit 4 Question 1 (QW05.4.01) June 2004 Unit 4 Question 4a and 4b (QS04.4.04) Chemistry Review article: Get real: chemistry in fashion (Volume 11, edition 3)
AS Chemistry - 3.3.1.1 – Nomenclature. - 3.3.4.3 – Addition polymers. 3.3.12.1 Condensation polymers Learning objective Time taken Learning outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Understand how condensation polymers are formed including linkages in polyesters and polyamides. Identify the repeating unit monomer(s) and vice versa. 0.5 weeks Students should be able to: identify the repeating unit and linkages in polyesters and polyamides given the monomer(s) identify monomer(s) needed the make a condensation polymer given the repeating unit know the repeating units in Terylene, nylon 6,6 and Kevlar know some uses of condensation polymers explain the nature of the intermolecular forces between molecules of condensation polymers. Draw the structure of repeating units in polyesters and polyamides given the monomer(s) and vice versa (AO2 - Apply knowledge and understanding). Students could make nylon 6,6 (AO2 - Apply knowledge and understanding); AT k - Safely and carefully handle solids and liquids, including corrosive, irritant, flammable and toxic substances; AT d). Students could each make a model of a monomer using Molymods and then students collectively join them together to make a long polymer chain (AO2 - Apply knowledge and understanding). January 2012 Unit 4 Question 8b (QW12.4.08) June 2011 Unit 4 Question 4a (QS11.4.04) June 2006 Unit 4 Question 4a (QS06.4.04) June 2004 Unit 4 Question 5 (QS04.4.05) June 2003 Unit 4 Question 5b) (QS03.4.05) Molymods RSC resource on nylon: The discovery of Nylon Making nylon: Sandcastles and mudhuts section 27 – Spare Parts (Hancock) ISBN 9780340543696 Chemistry Review article: Tougher than a speeding bullet (Volume 13, edition 4) Chemistry Review article: Polyesters: plastics of the
future (Volume 17, edition 1) Chemistry Review article: Kevlar and composites (Volume 20, edition 2) Chemistry Review article: Kevlar – miracle material (Volume 22, edition 4) 3.3.12.2 Biodegradability and disposal of polymers Learning objective Time taken Learning outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Understand why polyalkenes are not biodegradable. Understand why polyesters and polyamides are biodegradable. Evaluate different methods of disposing of polymers. 0.2 weeks Students should be able to: explain why polyalkenes cannot be hydrolysed and so are non-biodegradable explain why polyesters and polyamides can be hydrolysed and so are biodegradable evaluate the advantages and disadvantages of different methods of disposing of polymers. Students can create a summary table to compare and explain the biodegradability of different types of polymers (AO1 - Demonstrate knowledge and understanding of scientific ideas). Students can research and summarise different methods of disposing of polymers, including recycling, considering advantages, disadvantages and sustainability (AO3 - Analyse, interpret and evaluate scientific information). January 2013 Unit 4 Question 4b, 4c and 4d (QW13.4.04) CHM4 Specimen Paper Question 5d (QSP.4.05) June 2002 Unit 4 Question 7 (QS02.4.07) June 2004 Unit 4 Question 5a and 5c (QS04.4.05) Chemistry Review article: Reclaiming plastic (Volume 23, edition 2) Video on recycling plastics:
Learning objective Time taken Learning outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Understand the structure of the components of DNA (given on data sheet). Understand the nature of nucleotides. Understand the structure of single DNA strands and the arrangement of together in the double helix structure. 0.3 weeks Students should be able to: identify the components of DNA explain how the two DNA strands interact with hydrogen bonds between base pairs. Make a 2D or 3D of DNA using cut out components (AO2 - Apply knowledge and understanding). Label a diagram of DNA to show the components and the hydrogen bonding between base pairs (AO1 - Demonstrate knowledge and understanding of scientific ideas). SAM Paper 2 (set 1) Question 8 How Works on the structure of DNA Simple animation showing the structure of DNA: Useful animations on biochemistry Chemistry review article: Why is DNA helical? (Volume 1, edition 1) 3.3.13.5 Action of anti-cancer drugs Learning objective Time taken Learning outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Understand how DNA replicates and how drug cisplatin prevents this. 0.2 Students should be able to: describe how DNA replicates in simple terms explain how the anti-cancer drug cisplatin prevents DNA replication Write notes to accompany a sequence of diagrams showing DNA replication (AO1 - Demonstrate knowledge and understanding of scientific ideas). Write notes to accompany a diagram showing the action of cisplatin (AO1 SAM A-level Paper 2 (set 1) Question 8 Useful animations on biochemistry (DNA replication) Youtube video on action of cisplatin
explain why some drugs can have adverse effects and appreciate the balance between benefits and adverse effects of any drug. - Demonstrate knowledge and understanding of scientific ideas). Evaluate the benefits and adverse effects of using drugs such as cisplatin (AO3 - Analyse, interpret and evaluate scientific information). Cisplatin – molecule of the month Chemistry review article: Metals in medicine (Volume 8, edition 2) Chemistry review article: Curing cancer with chemistry (Volume 18, edition 3 Chemistry review article: Cisplatin: from accidental discovery to wonder drug (Volume 21, edition 4) 3.3.14 Organic synthesis The formation of new organic compounds by multi-step syntheses using reactions included in the specification is covered in this section Prior knowledge: AS Chemistry - All organic chemistry topics.
A-level Chemistry - 3.3.8–3.3.13 Learning objective Time taken Learning outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Devise synthetic routes to make specified compounds. 1.0 weeks Students should be able to: devise synthetic routes, with up to four steps, to make specific organic compounds using the reactions in the specification explain why processes are designed to avoid solvents, non-hazardous starting materials and have steps with high atom economy. Devise synthetic routes, including reaction conditions, to make organic compounds using reactions in the specification (AO2 - Apply knowledge and understanding). Describe features of processes that improve sustainability (A03 - Analyse, interpret and evaluate scientific information). Specimen Paper CHM4 Question 8 (QSP.4.08) Specimen Paper CHM4 Question 9 (QSP.4.09) June 2006 Unit 4 Question 6 (QS06.4.06) January 2003 Unit 4 Question 7 (QW03.4.07) June 2002 Unit 4 Question 7 (QS02.4.07) RSC synthesis resource Chemistry review article: New tricks for stacking bricks: modern approaches to organic synthesis (Volume 12, edition 3) Chemistry review article: Salbutamol: saving your breath (Volume 18, edition 4) 3.3.15 Nuclear magnetic resonance spectroscopy Chemists use a variety of techniques to deduce the structure of compounds. In this section, nuclear magnetic resonance spectroscopy is added to mass spectrometry and infrared spectroscopy as an analytical technique. The emphasis is on the use of analytical data to solve problems rather than on spectroscopic theory. knowledge: AS Chemistry - 3.3.1.1 – Nomenclature. - 3.3.6 – Organic analysis.
This section be taught before the A-level organic chemistry topics allowing the technique to be re-visited and to be part of practice questions throughout the teaching of the A-level organic topics. Learning objective Time taken Learning outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Using 1H and 13C NMR to deduce information about the structure of organic molecules. Understand similarities and differences between 1H and 13C NMR. Understand the use of TMS and suitable solvents. 2.0 Students should be able to: understand the use of TMS and the δ scale for chemical shift understand the use of deuterated solvents or CCl4 use the n+1 rule to deduce spin-spin splitting patterns of adjacent, non-equivalent protons in aliphatic compounds deduce the structure of compounds using 1H NMR to deduce structures including the number, position, relative intensity and splitting of signals deduce the structure of compounds using 13C NMR to deduce structures including the number and position of signals. Predict the number, position, relative intensity and splitting of signals in the 1H NMR spectrum of compounds (AO2 - Apply knowledge and understanding). Predict the number and position of signals in the 13C NMR spectrum of compounds (AO2 - Apply knowledge and understanding). Use data from NMR, and other analytical methods on the specification, to deduce the structure of compounds (AO2 - Apply knowledge and understanding; MS3.1 Translate information between graphical, numerical and algebraic forms). June 2013 Unit 4 Question 7 (QS13.4.07) January 2013 Unit 4 Question 5 (QS13.4.05) June 2012 Unit 4 Question 8 (QS12.4.08) January 2011 Unit 4 Question 5 (QW11.4.05) January 2003 Unit 4 Question 5 (QW03.4.05) January 2002 Unit 4 Question 4 (QW02.4.04) RSC Spectral School: RSC Spectroscopy resource: Database of spectra for organic compounds CLEAPSS Spectra (Secondary Science Guide L202) (Subscription required)
3.3.16 Chromatography Chromatography provides an important method of separating and identifying components in a mixture. Different types of chromatography are used depending on the composition of mixture to be separated Prior knowledge: AS level Chemistry - 3.3.13 Amino acids, proteins and DNA (this section requires use of thin-layer chromatography for analysis of amino acids – it could be taught before or after this section) Learning objective Time Learning outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Describe the similarities and differences between thin-layer, column and gas chromatography. Explain how chromatography Use chromatography to separate and identify substances. 0.6 weeks Students should be able to: describe the similarities and differences between column and gas chromatography explain how chromatography works use retention times and Rf values to identify substances describe the use of mass spectroscopy to analyse substances separated by gas chromatography. Produce a summary to compare similarities and differences between thin-layer, column and gas chromatography (AO1 - Demonstrate knowledge and understanding of scientific ideas). Separate mixtures and identify substances (eg amino acids) by chromatography (AO2 - Apply knowledge and understanding; AT i - Use thin-layer or paper chromatography). Use retention time and Rf data to identify substances separated by chromatography. January 2011 Unit 4 Question 4f (QW11.4.04) AQA Chromatography Teachers’ Notes: RCS on TLC Modern Chemical Techniques RSC resource: Chemistry Review articles: How pure is your