Scheme of work B Further organic chemistry (7 weeks) Learning objective Time taken Learning outcome Learning activity with opportunity to develop skills Assessment opportunities Resources 3.3.7 Optical isomerism. Understand the cause and nature of optical isomerism. Know the similarities and differences between enantiomers. Understand the formation of racemic mixtures. 0.4 weeks Draw the structural formulae and displayed formulae of enantiomers in both 2D and 3D. Understand how racemic mixtures (racemates) are formed and why they are optically inactive. Know the meaning of the terms: chiral, enantiomer, racemic mixture. Students make models of optically active molecules eg alanine, limonene, carvone and draw 3D representations. Practical activities: EP2.5 Heinemann Salters Support Pack 2nd Edition ‘A testing The effect of polarized light on a solution of sucrose January 2005 Unit 4 Q3d June 2002 Unit 4 Q5a Optical isomerism in ibuprofen: Molymod models 3.3.8 Aldehydes and ketones Know and understand: The oxidation of aldehydes. 1.2 oxidation reactions of aldehydes using [O] as the oxidant. Write overall equations for reduction reactions using [H] as the reductant. Students revisit Tollens’ and Fehling’s’ tests for aldehydes. Students oxidation equations for a range of aldehydes. January 2010 Unit 4 Q4 June 2005 Unit 4 Q3a June 2004 Giant silver mirror Molymod models
The reduction of aldehydes and ketones with including mechanism. The reaction of aldehydes and ketones with KCN then acid, including mechanism. Outline the nucleophilic addition mechanism for reduction reactions with (the nucleophile should be shown as H–). overall equations for the formation of hydroxynitriles using HCN Outline the nucleophilic addition mechanism for the reaction with KCN followed by dilute acid. Explain why nucleophilic addition reactions of KCN, followed by dilute acid, can produce a mixture of enantiomers. Know the hazards of KCN Students write equations and mechanisms with NaBH4 and HCN for a variety of aldehydes and ketones. Students use Molymod models to show how a racemic mixture is formed when ethanal reacts with HCN (students could make animation to demonstrate this principle). Practical activities: Test-tube reactions of Tollens’ reagent and Fehling’s solution to distinguish between aldehydes and ketones. Reduction of benzil with NaBH4 Unit 4 Q6d and 6e January 2002 Unit 4 Q6a June 2002 Unit 4 Q5b 3.3.10 Aromatic chemistry. 3.3.10.1 Bonding. 2.4 Use thermochemical evidence from enthalpies of hydrogenation to account for the extra delocalisation stability. Students work out the molecular formula of benzene from percentage by mass data and attempt to draw structures of C6H6 (non-cyclic and cyclic). June 2011 Unit 4 Q8a and 8b January 2004 Unit 4 Q7a January 2012 Kekule’s dream: Molymod model of benzene to show delocalisation and the pi bond.
Understand the nature of the bonding in benzene ring. 3.3.10.2 Electrophilic substitution. Know and understand electrophilic substitution (nitration and acylation) reactions: equations, conditions, mechanisms. Explain why substitution reactions occur in preference to addition reactions. Outline the electrophilic substitution mechanisms of nitration, including the generation of the nitronium ion and acylation using AlCl3 as a catalyst. Understand the importance of these reactions. Students consider Kekule’s proposed structure and its limitations. Students calculate the enthalpy change for hydrogenation of cyclohexa-1,3,5-triene and compare with actual value for benzene, and sketch enthalpy level diagram Students name a variety of organic compounds. Students equations and mechanisms for a variety of electrophilic substitution reactions. Practical activity: Nitration of methyl benzoate (to include purification by recrystallisation and melting point determination). Unit 4 Q9a January 2011 Unit 4 Q6 June 2010 Unit 4 Q8 Olympiad question on TNT from 2011 (Q3 stretch and challenge) 3.3.9.1 Carboxylic acids and esters. Know and understand: Carboxylic acids are weak acids. 2 Know how to draw the structure of and name carboxylic acids and esters. Know how carboxylic acids react with carbonates (and write equations). Students draw and name a variety of carboxylic acids and esters. Students write equations for a range of esterification and hydrolysis reactions. January 2013 Unit 4 Q3 June 2010 Unit 4 Q7a and 7d January 2010 Unit 4 Q5 Esters in fruit How detergents work Soap
3.3.9.2 Acylation. Draw the structure of and name acid anhydrides, acyl chlorides and amides. Know and understand the acylation reactions of water, alcohols, ammonia and amines with acyl chlorides and acid anhydrides, including the mechanism for acyl chlorides. 1 Write equations and outline the mechanism of nucleophilic reactions of acyl chlorides with water, alcohols, ammonia and primary amines. Understand the advantages of using ethanoic anhydride rather than ethanoyl chloride in the production of aspirin. Students draw structures and name different acid anhydrides, acyl chlorides and amides. Students write equations and mechanisms steps for a range of addition-elimination reactions. Teacher demonstration: Reaction of ethanoic anhydride with ammonia, ethanol and phenylamine. Practical activity: The preparation of aspirin January 2012 Unit 4 Q10a June 2006 Unit 4 Q1 June 2005 Unit 4 Q7 June 2003 Unit 5 Q8b June 2010 Unit 4 Q7b and 7c Aspirin Aspirin screen experiment (not a suitable replacement for required practical 10) Further physical Chemistry 1 (8
Learning objective Time taken Learning outcome Learning activity with opportunity to develop skills Assessment opportunities Resources 3.1.9 Rate equations. 3.1.9.1 Rate equations. Know and understand: The rate equation is of the form Rate = k[A]m [B]n 3.1.9.2 Determination. Rate equations are determined by experiment and give us information about the reaction steps and the rate-determining step. Rate can be determined using graphs. Rate-concentration graphs can be used to 3.5 weeks Define the terms order of reaction and rate constant. Perform calculations the rate equation. Explain the qualitative effect of changes in temperature on the rate constant k Use concentration–time graphs to deduce the rate of a reaction. Use initial data to deduce the initial rate of a reaction. Use rate–concentration data or graphs to deduce the order (0, 1 or 2) with respect to a reactant. Derive the rate equation for a reaction from the orders Students use initial rate data to deduce the order of reaction and derive the rate equation. Students calculate the rate constant from data for a zero order reaction. Students calculate rates from concentration-time graphs by drawing tangents. Students use data to deduce the rate-determining step. Students use data to deduce the activation energy using the Arrhenius equation and a suitable graph. Practical activities: Iodine clock (KI and H2O2): initial rate. Iodine/propanone/acid reaction: initial rate and continuous monitoring using a colorimeter. June 2006 Unit 4 Q5 June 2003 Unit 4 Q1 June 2013 Unit 4 Q1 January 2013 Unit 4 Q1 January 2011 Unit 4 Q1 January 2010 Unit 4 Q3 January 2006 Unit 4 Q1 January 2003 Unit 4 Q1 Iodine clock reaction: Demo: Video: Activation energy and Arrhenius equation:
deduce order for a reagent. That the rate constant varies with temperature as by the equation: k = Ae-Ea/RT with respect to each of the reactants. Use the orders with respect to reactants to provide information about the step of a reaction. Know how to use a rearranged Arrhenius equation with experimental data to plot a straight line graph with slope –Ea/R Enzyme catalysed decomposition of H2O2 continuous monitoring by gas collection. Activation energy for thiosulfate/acid reaction. Required practical 7 Measuring the rate of reaction: by an initial rate method by a continuous monitoring method. 3.1.10 Equilibrium constant Kp for homogeneous systems. Know how to calculate partial pressures using mole fractions and total pressure. Write expressions for, and calculate Kp including units. 1.0 weeks Derive partial pressure from mole fraction and total pressure. Construct an expression for Kp for a homogeneous system in equilibrium. Perform calculations involving Kp Predict the qualitative effects of changes in temperature and pressure Students use data to calculate mole fractions and Kp values for a of gaseous reactions. Students predict the qualitative effects of changing temperature and pressure on the position of equilibrium and the value of Kp Practical demonstration: Effect of temperature and pressure on the NO2/N2O4 equilibrium June 2004 Unit 4 Q3 January 2007 Unit 4 Q2 June 2007 Unit 4 Q1 January 2008 Unit 4 Q3 June 2008 Unit 4 Q3 Revision of Kc: Starter for 10
Predict qualitatively how changes in conditions affect the position of an equilibrium and the value of Kp Understand the effect of a catalyst affects an equilibrium and Kp on the position of equilibrium and on the value of Kp Understand that, whilst a catalyst can affect the rate of attainment of an equilibrium, it does not affect the value of the equilibrium constant. January 2009 Unit 4 Q3 June 2009 Unit 4 Q2 3.1.12 and bases. 3.1.12.1 Brønsted–Lowry equilibria in aqueous solution. The idea of acids as proton donors and bases as proton acceptors. 3.2 Define an acid as a proton donor and a base as a proton acceptor. Students: revise reactions of acids and bases in terms of proton transfer complete titration calculations perform a range of calculations to involving the pH and concentration of strong acids, strong bases, weak acids and buffer solutions interpret pH curves and select suitable indicators from given data describe qualitatively the action of a variety of buffer solutions. Practical activities: test-tube reactions of acids and bases how to calibrate and use a pH meter use pH meters to produce pH curves 3.1.12.2 Definition and determination of pH. Know how to calculate the pH of strong acids from concentration and vice versa. Convert concentration of hydrogen ions into pH and vice versa. Calculate the pH of a solution of a strong acid from its concentration. 3.1.12.3 The ionic product of water, Kw Know that water is slightly dissociated.
3.1.12.6 Buffer action. 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. Explain qualitatively the action of acidic and basic buffers. Calculate the pH of acidic buffer solutions. Required practical 9 To investigate how pH changes when a weak acid reacts with a strong base. Further organic chemistry 2 (5 Learning objective Time taken Learning outcome Learning activity with opportunity to develop skills Assessment opportunities Resources 3.3.11 Amines. 3.3.11.1 Preparation. Know two routes to make primary aliphatic amines are made. 1.0 Write equations and give conditions for the preparation of primary aliphatic amines from both halogenoalkanes and nitriles. Write equations and give conditions for the Students write equations for the preparation of a range of amines. Students write equations and mechanism steps for nucleophilic substitution reactions and reactions starting with different amines. June 2013 Unit 4 Q8 June 2005 Unit 4 Q5 January 2005 Unit 4 Q1 Chemistry of shampoos and conditioners:
Outline the mechanism for the acylation reactions. 3.3.12 Polymers. 3.3.12.1 Condensation polymers. Know the repeating units in polyesters (eg Terylene) and polyamides (eg nylon 6,6 and Kevlar) and the linkages between these repeating units. Know some typical uses of polymers. 3.3.12.2 Biodegradability and disposal of polymers. . Understand the inert nature and of polyalkenes. Understand the biodegradable nature of 0.4 weeks Write equations for the formation of polyamides and polyesters. Draw the repeating unit from monomer structure(s). Draw the repeating unit from a section of the polymer chain. Draw the structure(s) of the monomer(s) from a section of the polymer. Explain why polyalkenes are chemically inert but polyesters and polyamides can be hydrolysed. Students make models of a polyamide and a polyester. Students write equations and draw repeat units for a variety of different polyamides and polyesters. Practical activity: Making nylon January 2012 Unit 4 Q8b June 2011 Unit 4 Q4a and 4b June 2006 Unit 4 Q4a June 2004 Unit 4 Q5 January 2013 Unit 4 Q4b, 4c and 4d June 2002 Unit 4 Q7 History of Kevlar: RSC resource on nylon:
Unit 4 Q4c 3.3.13.2 Proteins. Know the structure of proteins. Understand how peptide links can be hydrolysed to release amino acids. Know how to use chromatography to separate and identify amino acids. Draw structures of a peptide formed from up to three amino acids, and of amino acids formed by hydrolysis of a peptide. Identify primary, secondary and tertiary structures in diagrams and explain how these structures are maintained by hydrogen bonding and S–S bonds. Calculate Rf values from a chromatogram. Students make models of dipeptides and then hydrolyse them. Students draw structures of a range of tripepetides. Practical activity: Separation and identification of acids by TLC January 2010 Unit 4 Q6 January 2013 Unit 4 Q4 Chemistry of hair removal products: Required practical 12 Separation of species by thin-layer chromatography. 3.3.13.3 Enzymes. Understand the structure of enzymes. Understand the action of enzymes in terms of active sites. 0.4 weeks Understand the action of enzymes and the use of as an enzyme inhibitor. Explain why a stereospecific active site can only bond to one enantiomeric form of a substrate or drug. RSC resource on enzyme action Animation on action of enzymes
Understand the principle of drug action and the use of computer aided design. 3.3.13.4 DNA. 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 these together in the double helix structure. Know the structure of DNA in terms of backbone and complementary base-pairs. Explain how hydrogen bonding between base leads to the two complementary strands of DNA. Students make a 2D or 3D model of DNA using cut out components. Structure of DNA: How Stuff Works on the structure of DNA 3.3.13.5 Action of anti-cancer drugs. Understand how DNA replicates and how drug cisplatin prevents this. Explain why cisplatin prevents DNA replication. Explain why such can have adverse effects. Students research the use of chemistry in cancer treatment. Write notes to accompany a sequence of diagrams showing DNA replication. Write notes to accompany a diagram showing the action of Jan 2010 Unit 5 Q6 Animation on DNA replication: Cisplatin – molecule of the month: Video on action of cisplatin:
Understand the use of TMS and suitable solvents. and splitting of signals (n+1 rule). Deduce the structure of compounds using 13C NMR to deduce structures, including the number and position of signals. structure of a variety of different organic compounds. Unit 4 Q5 January 2002 Unit 4 Q4 Further physical chemistry 2 (4.4 weeks) Learning objective Time taken Learning outcome Learning activity with opportunity to develop skills Assessment opportunities Resources 3.1.8 Thermodynamics. 3.1.8.1 Born–Haber cycles. Define enthalpy changes used in and solution enthalpy cycles. Use Born-Haber cycles for ionic compounds. 1.0 weeks Know definitions for lattice enthalpy (both formation and dissociation) enthalpy of formation, enthalpy of atomisation, bond enthalpy, electron affinity, ionisation energy. Construct Born–Haber cycles to calculate lattice enthalpies using these enthalpy changes or to calculate one of the other enthalpy changes. Students write equations to represent enthalpy changes including: enthalpy of formation, ionisation enthalpy, enthalpy of atomisation, bond enthalpy, electron affinity, lattice enthalpy (formation and dissociation). Students construct Born–Haber cycles for a range of ionic compounds and use them to calculate the unknown enthalpy value. June 2013 Unit 5 Q1 June 2013 Unit 5 Q 2a and 2b January 2013 Unit 5 Q2 June 2011 Unit 5 Q1 January 2010 Unit 5 Q4 Lattice Enthalpy data Knock Hardy Powerpoint Haber
Consider covalent character of ionic compounds. Use solution enthalpy cycles for ionic compounds. Compare lattice enthalpies from Born–Haber cycles with those from calculations based on a perfect ionic model to provide evidence for covalent character in ionic compounds. Construct energy cycles linking lattice enthalpies, hydration energies and enthalpies of solution. Define the term enthalpy of hydration. Perform calculations of an enthalpy change using these cycles. Students construct solution enthalpy cycles for different compounds. Practical activity: Find the enthalpy of solution of KCl, CaCl2, FeCl3, LiCl and NaCl 3.1.8.2 Gibbs free-energy and entropy. Understand the concept of disorder/entropy. Understand that the balance between entropy and enthalpy determines the 1.0 weeks Predict the sign of an entropy change and calculate entropy changes from absolute entropy values. Use the relationship ΔG = ΔH – TΔS to calculate ΔG and how this is related to the feasibility of a reaction. Students predict the sign of the entropy change for some given reactions. Calculate ΔS and ΔH for different reactions, and use the values to calculate ΔG at 298 K. Use the ΔG values to predict the feasibility of reactions. June 2013 Unit 5 Q3 January 2012 Unit 5 Q2 June 2011 Unit 5 Q2 June 2010 Unit 5 Q6 Tutorial on the direction of chemical reactions
feasibility of a reaction by the relationship: ΔG = ΔH – TΔS For a reaction to be feasible, the value of ΔG must be zero or negative. Deduce how ΔG varies with temperature. Determine the temperature at a reaction becomes feasible. Determine the temperature at which a reaction becomes feasible. Use graphs to deduce how ΔG varies with temperature. Practical activities: Find ΔS vaporisation of water. Carry out test-tube reactions to deduce the signs of ΔH, ΔS and ΔG for different reactions and check observations by calculating values. 3.1.11 Electrode potentials 3.1.11.1 Electrode potentials and cells Understand that a potential difference is set up between two half cells (electrodes) that are joined by a salt bridge. Understand that electrode potentials are measured relative to the 2.0 weeks Use IUPAC cell notation to represent cells. Understand that potentials are measured relative to the standard hydrogen electrode. The potential of an electrode is affected by conditions. Know the standard conditions under which potentials are measured. Students draw electrochemical cells for different combinations of half cells, and use EƟ values to calculate EMFs. Students use the electrochemical series to predict and explain the direction of reactions. Students use Le Chatelier’s Principle to predict how changing concentration affects electrode potential values, and plan an experiment to test predictions. Practical activities: January 2013 Unit 5 Q7 January 2012 Unit 5 Q4 June 2006 Unit 5 Q4 January 2004 Unit 5 Q4 June 2011 Unit 5 Q5 Knockhardy electrochemistry powerpoint:
standard hydrogen electrode and under standard conditions. Know that the electrochemical series can be used to calculate the EMF of cells and understand how to predict the direction of simple redox reactions. Know that electrode potential are listed in in the electrochemical series. Use the electrochemical series to predict the direction of simple reactions. Students could make some cells and measuring their EMFs, predicting and testing the direction of redox reactions. Students could plan and carry out an experiment to investigate the effect of changing concentration or temperature on a voltaic cell such as the Zn/Cu cell Required practical 8 Measuring the EMF of an electrochemical cell. 3.1.11.2 Commercial applications of electrochemical cells That cells can be used as a source of energy. Rechargeable cells eg the lithium cell. Fuel eg the alkaline hydrogen/oxygen fuel cell. 0.4 weeks Know the reactions occurring in a lithium cell and in an alkaline hydrogen fuel cell. Classify cells as rechargeable or fuel cells. Use given electrode data to deduce the reactions occurring in cells and deduce the EMF of a cell. Explain how the electrode reactions can be used to Students explain the differences between different types of cells. Students write half-equations for a variety of different examples and calculate the EMF in each case. Practical demonstration of a hydrogen-oxygen fuel cell. June 2013 Unit 5 Q5 June 2012 Unit 5 Q5 Toyota fuel cell video: Fuel cell article:
The benefits and of using hydrogen fuel cells. generate an electric current. Further inorganic chemistry (6.6 weeks) Learning objective Time taken Learning outcome Learning activity with opportunity to develop skills Assessment opportunities Resources 3.2.4 Properties of Period 3 elements and oxides. The reactions of Na and Mg with water. The trend in the reactions of the elements Na to S with oxygen. The trends in melting point of oxides of Na-S 1.0 weeks Know the reactions of Na and Mg with Know the reactions of the elements Na-S with oxygen. Explain the trend in the melting point of the oxides of the elements Na–S in terms of their structure and bonding. Explain the trends in the reactions of the oxides with water in terms of the type of Students make predictions about the various reactions and trends. Teacher demonstration of reactions specified. Students record their observations during the teacher demonstrations and attempt to construct appropriate equations. Students could add Period 3 oxides to water and test their pH. June 2013 Unit 5 Q4 January 2013 Unit 5 Q4 June 2012 Unit 5 Q1 January 2012 Unit 5 Q3 June 2011 Unit 5 Q4 illustrating various reactions of Period 3:
Reactions of oxides with water and the acid-base nature of the oxides. bonding present in each oxide. Write equations for the reactions that occur between the oxides of the elements Na–S and given acids and bases. 3.2.5 Transition metals. 3.2.5.1 General properties of transition metals. The electron configuration of transition metals and ions. The characteristic properties of transition metals. The terms complex, ligand and co-ordination number. 0.2 weeks Write the electron configuration of first row transition metals and their ions. Describe what a transition metal is in terms of electron configuration. Describe the characteristic properties of transition metals. Define the terms ligand, complex and co-ordination number. Students use Starter for 10 exercises to revise electron configuration and redox. Students write electron configuration for different transition metal atoms and ions. Students deduce the oxidation state of the metal, the ligands and number in a series of complexes. January 2005 Unit 2 Q2 June 2003 Unit 2 Q2 January 2003 Unit 5 Q4 Introduction to transition metals: This can be shown in stages as each section is covered Starter for Ten:
3.2.5.2 Substitution reactions. The different types of ligands. Ligand substitution reactions. Oxygen transport by haemoglobin. The chelate effect. 0.6 weeks Explain the difference between and give examples of monodentate, bidentate and multidentate ligands. Explain what happens in a ligand substitution reaction and why there may be a change in co-ordination number. Describe what haem is, how oxygen is carried in and why carbon monoxide is toxic. Describe and explain the chelate effect in terms of enthalpy and entropy changes. Students equations for a variety of ligand substitution reactions and identify changes in coordination number research the role of haemoglobin in the Practical activity: Ligand substitution reactions of copper(II) and cobalt(II) ions. Investigate substitution reactions using bidentate and multidentate ligands in the context of the chelate effect. January 2005 Unit 5 Q6b June 2004 Unit 5 Q4b June 2002 Unit 5 Q6 June 2010 Unit 5 Q4 Chelates: 3.2.5.3 Shapes of complex ions. The shapes of complexes with 2/4/6 ligands. 0.4 weeks Sketch examples of octahedral, tetrahedral, square planar and linear complexes. Know how some complexes can show (E–Z) or optical isomerism. Students draw and make models of complexes including ones with bidentate ligands and ones show cis-trans isomerism. Explain how optical isomers can form and draw examples. June 2011 Unit 5 Q6 January 2011 Unit 5 Q4c January 2004 Unit 5 Q10b Knockhardy powerpoint:
How complexes can show cis-trans (E–Z) or optical isomerism. Know the complexes in cisplatin and Tollens’ reagent. June 2003 Unit 5 Q3 3.2.5.4 Formation of coloured ions Understand why transition metal ions are coloured and what affects the colour. Use colorimetry to measure concentration of solutions. 0.6 weeks Explain why transition metal complexes are coloured. 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. Explain using diagrams and the equation ∆E = hν (= hc/λ) why transition metal complexes are coloured and what factors affect the colour. Use a graph of absorption versus concentration to determine the concentration of the solution. Practical activity: Using a colorimeter to determine the concentration of copper(II) ions in a solution. June 2013 Unit 5 Q6 January 2013 Unit 5 Q8 June 2011 Unit 5 Q7 June 2010 Unit 5 Q4 Colorimetry:: Chemguide 3.2.5.5 Variable oxidation states. Know what happens when vanadate(V) is reduced by zinc in acidic solution. How the potential for a transition metal is 1.2 weeks Describe and explain what happens when vanadate(V) ions are reduced by zinc in acidic solution. Understand how the redox potential of a transition metal ion is affected by changes in pH and ligand. Describe and explain the use of Ag(NH3)2+ in Students predict what reducing agent will reduce vanadium(V) to vanadium(II) using EƟ values. Students compare redox potentials for Cr3+ and Fe3+ at different pH values and different ligands. Students revise the use of Tollens’ reagent to test for aldehydes. January 2012 Unit 5 Q7 June 2012 Unit 5 Q6 June 2003 Unit 5 Q2 Video of vanadium(V) reduction:
Describe what a homogeneous catalyst is and understand how reactions proceed through an intermediate species. Describe, with the aid of equations, how Fe2+ catalyses the reaction between I– and S2O82– and how the reaction between C2O42– and MnO4– is autocatalytic Investigating the reaction between I– and S2O82– using different catalysts. Unit 5 Q8 June 2012 Unit 5 Q8b June 2011 Unit 5 Q8a June 2003 Unit5 Q3 3.2.6 Reactions of ions in aqueous solution. The nature of ions. The relative acidity of metal-aqua ions. The reaction of ions (Fe2+, Cu2+, Al3+, Fe3+) with bases OH–, NH3, CO32– 2.0 weeks Understand that metal ions exist as metal-aqua ions in aqueous solution. The hydrolysis of ions in aqueous solution giving acidic solutions. Explain why [M(H2O)6]3+ ions are more acidic than [M(H2O)6]2+ ions. Describe and explain reactions of [M(H2O)6]2+ (M = Cu, Fe) and [M(H2O)6]3+ (M = Al, Fe) Students record observations and equations for the relevant reactions based on their practical work. Students predict equations and acid-base behaviour for other similar reactions (eg Co(H2O)6]2+ and [Cr(H2O)6]3+ Students revise tests for cations and anions met in first year. Practical activities: Test-tube reactions of M(H2O)6]2+ (M = Cu, Fe) and [M(H2O)6]3+ (M January 2013 Unit 5 Q5 Specimen Paper CHM5 Q8 June 2004 Unit 5 Q4 June 2013 Unit 5 Q7 June 2012 Unit 5 Q7 January 2012 AQA Reactions of metal ions in aqueous solution resource: