GCE Getting Started - Pearson qualifications
AS and A Level
Chemistry
ONE year (AS) scheme of work
PEARSON EDEXCEL AS CHEMISTRY
Scheme of Work – Year 1 (AS) Chemistry
This is an example and may be adapted.
|Week |Prior learning |Content of lessons |Teaching |Spec |Useful links |
| | | |suggestions |reference | |
| | |Know the relative mass and relative charge of protons, neutrons and electrons. |Annotate a Periodic Table with key information,| | |
| | |Know what is meant by the terms ‘atomic (proton) number’ and ‘mass number’. |showing how to determine numbers of sub-atomic | | |
| | | |particles. | | |
| | |Be able to determine the number of each type of sub-atomic particle in an atom, |‘Build an atom’ simulation. | |
| | |molecule or ion from the atomic (proton) number and mass number. | | |ldanatomsim |
| | |Understand the term ‘isotopes’. | | | |
| | |Be able to define the terms ‘relative isotopic mass’ and ‘relative atomic mass’, |Students play a ‘spot the difference’ game with| | |
| | |based on the 12C scale. |cards showing all the key definitions. | | |
| | |Understand the terms ‘relative molecular mass’ and ‘relative formula mass’, |Design a spreadsheet to calculate relative | | |
| | |including calculating these values from relative atomic masses. |molecular mass / relative formula mass from | | |
| | | |relative atomic masses. | | |
|Week |Prior learning |Content of lessons |Teaching |Spec |Useful links |
| | | |suggestions |reference | |
| | |Be able to define the terms ‘first ionisation energy’ and ‘successive ionisation | | |
| | |energies’. | | |Misconceptions |
| | |Understand reasons for the general increase in first ionisation energy across a |Plot a graph of IE across a period and / or | | |
| | |period. |down a group and use these to help explain the| | |
| | |Understand reasons for the decrease in first ionisation energy down a group. |quantum model for electron configurations. | | |
| | |Understand how ideas about electronic configuration developed from: |Plot graphs of the successive ionisation | | |
| | |i. the fact that successive ionisation energies provide evidence for the |energies of a selection of atoms and use these | | |
| | |existence of quantum shells |to predict the group to which the element | | |
| | |ii. the fact that successive ionisation energies provide evidence for the |belongs. | | |
| | |existence of quantum shells and the group to which the element belongs | | | |
| | |iii. the fact that the first ionisation energy of successive elements provides | | | |
| | |evidence for electron sub-shells. | | | |
| | |Know the number of electrons that can fill the first four quantum shells. | | | |
| | |Know that an orbital is a region within an atom that can hold up to two electrons| | | |
| | |with opposite spins. | | | |
| | |Know the shape of an s-orbital and a p-orbital. |Make models of s- and p- orbitals. | | |
| | |Know the number of electrons that occupy s-, p- and d-sub-shells. | | | |
|Week |Prior learning |Content of lessons |Teaching |Spec |Useful links |
| | | |suggestions |reference | |
| | |Be able to predict the electronic configurations, using 1s notation and |Carry out a ‘Whiteboard’ or Pupil Response Unit| |
| | |electrons-in-boxes notation, of: |Quiz on electronic configurations, using both | |ctronquiz |
| | |i. atoms, given the atomic number, Z, up to Z = 36 |‘1s2 etc.’ and ‘electrons in boxes’ models. | | |
| | |ii. ions, given the atomic number, Z, and the ionic charge, for s and p block |Students can self-assess using online quiz. | | |
| | |ions only, up to Z = 36. | | | |
| | |Know that elements can be classified as s-, p- and d-block elements. | | | |
| | |Understand that electronic configuration determines the chemical properties of an| | | |
| | |element. | | | |
| | |Understand periodicity in terms of a repeating pattern across different periods. |Carry out Periodic Table Card Game based on | |
| | |Understand reasons for the trends in the following properties of the elements |formulae of oxides of elements. | |eaching-resource/Perio|
| | |from Periods 2 and 3 of the periodic table: | | |dic-table-card-game-di|
| | | | | |fferentiated-6301845/ |
| | |i. the melting and boiling temperatures of the elements, based on given data, in |Plot melting and boiling temperatures of the | | |
| | |terms of structure and bonding |elements in Periods 2 and 3. Annotate the | | |
| | |ii. ionisation energy based on given data or recall of the plots of ionisation |graphs to explain trends in terms of structure.| | |
| | |energy versus atomic number. | | | |
| | |Be able to illustrate periodicity using data, including electronic |Provide students with images showing trends in | | |
| | |configurations, atomic radii, melting and boiling temperatures and first |Period 2 for atomic radii and ask them to | | |
| | |ionisation energies. |predict the trend in Period 3. | | |
|Week |Prior learning |Content of lessons |Teaching |Spec |Useful links |
| | | |suggestions |reference | |
| | |Be able to calculate percentage yields and percentage atom economies using |Prepare a sample of a salt and compare | |Nuffield Advanced |
| | |chemical equations and experimental results. |predicted to actual yield, considering any | |Chemistry: 4th edition|
| | |Understand risks and hazards in practical procedures and suggest appropriate |potential loss of product. Examples could | | |
| | |precautions where necessary. |include copper(II) sulfate or ammonium iron(II)| |ISBN: 0-582-32835-7 |
| | | |sulfate. | | |
|5 | |Know that the mole (mol) is the unit for amount of a substance. |Carry out experiments to determine the molar |Topic 5: 1–5 |Nuffield Advanced |
| | | |ratio in a reaction e.g. iron and sulfuric | |Chemistry: 4th edition|
|Amount of Substance | | |acid. | | |
| | | | | |ISBN: 0-582-32835-7 |
| | |Be able to use the Avogadro constant, L, in calculations. |View video on Mole and Avogadro as part of | |
| | |Know that the molar mass of a substance is the mass per mole of the substance in |‘Flip Learning’ preparation, then use | |/watch?v=AsqEkF7hcII |
| | |g mol−1. |scaffolded worksheets to check understanding. | | |
| | |Know what is meant by the terms ‘empirical formula’ and ‘molecular formula’. |Carry out experiments to confirm the empirical | |
| | |Be able to use experimental data to calculate: |formula of a compound (e.g. magnesium oxide). | |mulaofanoxide |
| | |i. empirical |Carry out experiments to determine the number | | |
| | |ii. molecular formulae including the use of pV = nRT for gases and volatile |of water molecules in a hydrated salt (e.g. | | |
| | |liquids. |hydrated copper(II) sulfate). | | |
|Week |Prior learning |Content of lessons |Teaching |Spec |Useful links |
| | | |suggestions |reference | |
| | | |Assess progress of students using AfL sheet | |
| | | |from RSC. | |cation/teachers/resour|
| | | | | |ces/aflchem/resources/|
| | | | | |36/index.htm |
|7 |Week 6: |Be able to calculate solution concentrations, in mol dm−3 and g dm−3, for simple |Carry of preparation of a standard solution |Topic 5: 11–13 |Advanced Practical |
| |Calculating |acid-base titrations using a range of acids, alkalis and indicators. |e.g. potassium hydrogen phthalate. | |Chemistry |
|Calculating Concentration and|Amounts of |Be able to: | | |ISBN:978-0-7195-7507-5|
|Carrying Out Titrations |Substance |i. calculate measurement uncertainties and measurement errors in experimental | | | |
| | |results | | | |
| | |ii. comment on sources of error in experimental procedures. | | | |
| | |Understand how to minimise the percentage error and percentage uncertainty in | | | |
| | |experiments involving measurements. | | | |
| | |CORE PRACTICAL 2: Prepare a standard solution from a solid acid | | | |
| | |CORE PRACTICAL 3: Find the concentration of a solution of hydrochloric acid | | | |
| | | |Determine the solubility of a weak base by | |Nuffield Advanced |
| | | |titration with standard acid. Compare | |Chemistry: 4th edition|
| | | |experimental value to accepted value. | |ISBN: 0-582-32835-7 |
|Week |Prior learning |Content of lessons |Teaching |Spec |Useful links |
| | | |suggestions |reference | |
| | |Know that ionic bonding is the strong electrostatic attraction between oppositely| | | |
| | |charged ions. | | | |
| | |Understand the effects that ionic radius and ionic charge have on the strength of| | | |
| | |ionic bonding. | | | |
| | |Understand the formation of ions in terms of electron loss or gain. |Produce models of ionic lattices (e.g. NaCl and| | |
| | |Be able to draw electronic configuration diagrams of cations and anions using |CsCl) using toothpicks and marshmallows. | | |
| | |dot-and-cross diagrams. |Study dot-and-cross diagram of a known compound| | |
| | |Understand reasons for the trends in ionic radii down a group and for a set of |(e.g. sodium chloride) and use it to predict | | |
| | |isoelectronic ions. |the dot-and-cross diagram for less familiar | | |
| | | |compounds (e.g. potassium fluoride). | | |
| | |Understand that the physical properties of ionic compounds and the migration of |Carry out experiment to look for evidence of | | |
| | |ions provide evidence for the existence of ions. |ion migration. | | |
| | |Know that a covalent bond is the strong electrostatic attraction between two |Produce a series of cards showing the | | |
| | |nuclei and the shared pair of electrons between them. |dot-and-cross diagrams for the chlorides of | | |
| | |Be able to draw dot-and-cross diagrams to show electrons in simple covalent |period 2 (not LiCl). Self-assess and keep for | | |
| | |substances, including: |later work on shapes of molecules. | | |
| | |i. molecules with single, double and triple bonds | | | |
| | |ii. species exhibiting dative (coordinate) bonding, including Al2Cl6 and NH4+. | | | |
| | |Understand the relationship between bond lengths and bond strengths for covalent |Collect bond length and strength data for a | | |
| | |bonds. |series of covalent bonds. Collate data on | | |
| | | |spreadsheet and use graph function to look for | | |
| | | |relationship between length and strength. | | |
|Week |Prior learning |Content of lessons |Teaching |Spec |Useful links |
| | | |suggestions |reference | |
| | |ii. covalently bonded solids, such as diamond, graphite and silicon (IV) oxide |Research and explain trends in melting | |Advanced Practical |
| | |(giant covalent lattices) |temperatures of metals using metallic bonding | |Chemistry |
| | | |model. | |ISBN:978-0-7195-7507-5|
| | |iii. solid metals (giant metallic lattices). |Small groups peer teach each other the | |
| | | |structure and properties of a range of | |ucturesandproperties |
| | | |structures. | | |
| | |Know that the structure of covalently bonded substances such as iodine, I2, and |Using the RSC Elements Top Trumps as a model, | |
| | |ice, H2O, is simple molecular. |groups design a compounds version based on | |mentstoptrumps |
| | |Know the different structures formed by carbon atoms, including graphite, diamond|structures and properties. | | |
| | |and graphene. | | | |
|Week |Prior learning |Content of lessons |Teaching |Spec |Useful links |
| | | |suggestions |reference | |
| | |Understand that molecules with polar bonds may not be polar and be able to |Test predictions by experiment – effect of | |Nuffield Advanced |
| | |predict whether or not a given molecule is likely to be polar. |electrostatic field on a stream of liquid. | |Chemistry: 4th edition|
| | |Understand the nature of intermolecular forces resulting from the following | | |ISBN: 0-582-32835-7 |
| | |interactions: | | | |
| | |i. London forces (instantaneous dipole – induced dipole) |Compare boiling temperatures of unbranched | | |
| | |ii. permanent dipoles |hydrocarbons to introduce concept of London | | |
| | |iii. hydrogen bonds. |Forces. | | |
| | |Understand the interactions in molecules, such as H2O, liquid NH3 and liquid HF, |Consider hydrogen bonding in a range of | |
| | |which give rise to hydrogen bonding. |molecules and assess understanding using | |traehydrogenbonds |
| | |Understand the following anomalous properties of water resulting from hydrogen |observations and deductions from practical work| | |
| | |bonding: |(e.g. ‘What are Hydrogen Bonds and where are | | |
| | |i. its relatively high melting temperature and boiling temperature |they found?’ – RSC). | | |
| | |ii. the density of ice compared to that of water. |Whiteboard / PRU Quiz. | | |
| | |Be able to predict the presence of hydrogen bonding in molecules analogous to |Plot data and annotate graph to explain trends | | |
| | |those mentioned above. |in boiling temperature of hydrogen halides. | | |
| | |Understand, in terms of intermolecular forces, the trends in boiling temperatures| | | |
| | |of the hydrogen halides, HF to HI. | | | |
|Week |Prior learning |Content of lessons |Teaching |Spec |Useful links |
| | | |suggestions |reference | |
| | |i. water, to dissolve some ionic compounds, in terms of the hydration of the ions|Carry out experiments to compare solubility of | |
| | | |sulfates and carbonates. | |ubility-group1-Group2-|
| | | | | |compo |
| | |ii water, to dissolve simple alcohols, in terms of hydrogen bonding |Carry out experiments to compare solubility of | |Nuffield Advanced |
| | |iii. water, as a poor solvent for some compounds, in terms of inability to form |some alcohols in water. | |Chemistry: 4th edition|
| | |hydrogen bonds | | |ISBN: 0-582-32835-7 |
| | |iv. non-aqueous solvents, for compounds that have similar intermolecular forces | | | |
| | |to those in the solvent. | | | |
| | |Be able to predict the type of structure and bonding present in a substance from |Compare bonding and intermolecular forces in a | |
| | |numerical data and/or other information. |range of molecules (e.g. ‘Spot the Bonding’ – | |t-the-bonding |
| | |Be able to predict the physical properties of a substance, including melting and |RSC). | | |
| | |boiling temperature, electrical conductivity and solubility in water, in terms | | | |
| | |of: | | | |
| | |i. the types of particle present (atoms, molecules, ions, electrons) | | | |
| | |ii. the structure of the substance | | | |
| | |iii. the type of bonding and the presence of intermolecular forces, where | | | |
| | |relevant. | | | |
| | |Understand that the shape of a simple molecule or ion is determined by the |Students are given cards / models showing the | | |
| | |repulsion between the electron pairs that surround a central atom. |shapes of a variety of molecules. They then | | |
| | | |draw a dot-and-cross diagram for each molecule | | |
| | | |and produce a summary that links number of | | |
| | | |electron pairs to shape. Self-assess against | | |
| | | |VSEPR rules. | | |
| | |Understand reasons for the shapes of, and bond angles in, simple molecules and |Balloon modelling of shapes. | |
| | |ions with up to six outer pairs of electrons (any combination of bonding pairs | | |loonmodels |
| | |and lone pairs). | | | |
| | |Be able to predict the shapes of, and bond angles in simple molecules and ions | | | |
| | |using electron pair repulsion theory. | | | |
|12 |GCSE: Oxidation |Know what is meant by the term ‘oxidation number’. |Carry out a series of displacement reactions. |Topic 3: 1–13 |Advanced Practical |
| |and Reduction |Be able to calculate the oxidation number of atoms in elements, compounds and |Introduce concept of oxidation numbers and use | |Chemistry |
|Redox Reactions | |ions. |them to reassign each change as a redox | |ISBN:978-0-7195-7507-5|
| |Week 4: Writing |Understand oxidation and reduction in terms of electron transfer and changes in |reaction, writing both full and ionic | |
| |Equations |oxidation number, applied to reactions of s- and p-block elements. |equations. Thermite reaction can be used as a | |rn-chemistry/resource/|
| | |Understand oxidation and reduction in terms of electron loss or electron gain. |‘fascinator’. | |res00000511/redox-reac|
| | |Know that oxidising agents gain electrons. | | |tions |
| | |Know that reducing agents lose electrons. | | | |
| | |Understand that a disproportionation reaction involves an element in a single |Give students a range of cards each showing | | |
| | |species being simultaneously oxidised and reduced. |they equation for a disproportionation | | |
| | |Know that oxidation number is a useful concept in terms of the classification of |reaction. Each group has 2 minutes to describe | | |
| | |reactions as redox and as disproportionation. |the link between each reaction. Groups then | | |
| | | |come up with a definition to describe their | | |
| | | |findings and feedback to rest of group. | | |
| | |Be able to indicate the oxidation number of an element in a compound or ion, |Carry out a preparation of potassium iodate(V) | |Nuffield Advanced |
| | |using a Roman numeral. |to reinforce all concepts covered. Purity of | |Chemistry: 4th edition|
| | |Be able to write formulae given oxidation numbers. |sample can be determined by redox titration. | |ISBN: 0-582-32835-7 |
| | |Understand that metals, in general, form positive ions by loss of electrons with | | | |
| | |an increase in oxidation number. | | | |
| | |Understand that non-metals, in general, form negative ions by gain of electrons | | | |
| | |with a decrease in oxidation number. | | | |
| | |Be able to write ionic half-equations and use them to construct full ionic | | | |
| | |equations. | | | |
|13 |GCSE Periodic |Understand reasons for the trend in ionisation energy down Group 2. |Carry out comparison of reactions of Ca and Mg |Topic 4A: 1–8 |
| |Table (Group 1) |Understand reasons for the trend in reactivity of the Group 2 elements down the |with HCl and use observations as a lead in to | |up2reactivity |
|Chemistry of Group 1 and 2 | |group. |discuss trend in reactivity. | | |
| |Week 2: Ionisation| | | | |
| |Energies | | | | |
| | |Know the reactions of the elements Mg to Ba in Group 2 with oxygen, chlorine and |Carry out experiments on properties of Group 2 | |Nuffield Advanced |
| | |water. |compounds. Class can be divided into groups to | |Chemistry: 4th edition|
| | |Know the reactions of the oxides of Group 2 elements with water and dilute acid, |focus on one particular aspect, to then | |ISBN: 0-582-32835-7 |
| | |and their hydroxides with dilute acid. |feedback to their peers. | | |
| | |Know the trends in solubility of the hydroxides and sulfates of Group 2 elements.| | | |
| | |Understand reasons for the trends in thermal stability of the nitrates and the | | | |
| | |carbonates of the elements in Groups 1 and 2 in terms of the size and charge of | | | |
| | |the cations involved. | | | |
| | |Understand the formation of characteristic flame colours by Group 1 and 2 | | | |
| | |compounds in terms of electron transitions. | | | |
| | |Understand experimental procedures to show: | | | |
| | |i. patterns in thermal decomposition of Group 1 and 2 nitrates and carbonates | | | |
| | |ii. flame colours in compounds of Group 1 and 2 elements. | | | |
|14 |GCSE: Periodic |Understand reasons for the trends in melting and boiling temperatures, physical |Carry out research task based on physical |Topic 4B: 9–11 | |
| |Table (Group 7) |state at room temperature, and electronegativity for Group 7 elements. |properties and uses of halogens. | | |
|Chemistry of Group 7 | | | | | |
| |Week 12: Oxidation| | | | |
| |Numbers, Writing | | | | |
| |Ionic Equations | | | | |
| | |Understand reasons for the trend in reactivity of Group 7 elements down the |Carry out displacement reactions of halogens | |
| | |group. |and use outcomes to inform discussion on | |ogendisplacement |
| | |Understand the trend in reactivity of Group 7 elements in terms of the redox |reactivity of Group 7 elements. | | |
| | |reactions of Cl2, Br2 and I2 with halide ions in aqueous solution, followed by | | | |
| | |the addition of an organic solvent. | | | |
|Week |Prior learning |Content of lessons |Teaching |Spec |Useful links |
| | | |suggestions |reference | |
| | |i. solid Group 1 halides with concentrated sulfuric acid, to illustrate the trend|Predict likely effect of conc. sulfuric acid on| |Nuffield Advanced |
| | |in reducing ability of the halide ions |halide compounds and test predictions by | |Chemistry: 4th edition|
| | | |experiment. | | |
| | | | | |ISBN: 0-582-32835-7 |
| | |ii. precipitation reactions of the aqueous anions Cl−, Br− and I− with aqueous |Research test for halide ions and use it to | |
| | |silver nitrate solution, followed by aqueous ammonia solution |determine nature of an unknown halide solution.| |rn-chemistry/resource/|
| | |iii. hydrogen halides with ammonia and with water. | | |res00000464/testing-sa|
| | |Be able to make predictions about fluorine and astatine and their compounds, in | | |lts-for-anions-and-cat|
| | |terms of knowledge of trends in halogen chemistry. | | |ions |
| | |Know reactions, including ionic equations where appropriate, for identifying: | | | |
| | |i. carbonate ions, CO32–, and hydrogencarbonate ions, HCO3–, using aqueous acid | | | |
| | |to form carbon dioxide | | | |
| | |ii. sulfate ions, SO42–, using acidified barium chloride | | | |
| | |iii. ammonium ions, NH4+, using sodium hydroxide solution and warming to form | | | |
| | |ammonia. | | | |
|Week |Prior learning |Content of lessons |Teaching |Spec |Useful links |
| | | |suggestions |reference | |
| | |Understand the term ‘structural isomerism’ and determine the possible structural,|Organise a competition between groups to find, | | |
| | |displayed and skeletal formulae of an organic molecule, given its molecular |draw model and name as many possible isomers of| | |
| | |formula. |hexane. | | |
| | |Understand the term ‘stereoisomerism’, as illustrated by E/Z isomerism (including|Ask students to all make a model of but-2-ene. | | |
| | |cis-trans isomerism where two groups are the same). |Students compare models to find any differences| | |
| | | |and use this to lead into discussion on | | |
| | | |stereoisomerism. | | |
|Week |Prior learning |Content of lessons |Teaching |Spec |Useful links |
| | | |suggestions |reference | |
| | |Know that alkanes and cycloalkanes are saturated hydrocarbons. |Carry out experiments to test for unsaturation.| | |
| | |Understand, in terms of intermolecular forces, the trends in boiling and melting |Research and plot data of boiling temperatures | | |
| | |temperatures with increasing chain length in alkanes. |for a range of alkanes. Students can attempt to| | |
| | |Understand, in terms of intermolecular forces, the effect of branching on boiling|explain overall trend as well as discuss any | | |
| | |and melting temperatures of alkanes. |anomalies in terms of London forces. | | |
| | |Understand that alkane fuels are obtained from the fractional distillation, |Carry out cracking of liquid paraffin to form | |Nuffield Advanced |
| | |cracking and reforming of crude oil. |ethene and / or fractional distillations of | |Chemistry: 4th edition|
| | | |crude oil. | |ISBN: 0-582-32835-7 |
| | | | | |
| | | | | |deoilRSC |
| | |Know that pollutants, including carbon monoxide, oxides of nitrogen and sulfur, |Students produce PowerPoint on uses of alkanes | |
| | |carbon particulates and unburned hydrocarbons, are formed during the combustion |as fuels, the possible environmental effects | |-convertRSC |
| | |of alkane fuels. |and the role of chemist’s in reducing the | | |
| | |Understand the problems arising from pollutants from the combustion of fuels, |environmental impact. | | |
| | |limited to the toxicity of carbon monoxide and the acidity of oxides of nitrogen | | | |
| | |and sulfur. | | | |
| | |Understand how the use of a catalytic converter solves some problems caused by | | | |
| | |pollutants. | | | |
|Week |Prior learning |Content of lessons |Teaching |Spec |Useful links |
| | | |suggestions |reference | |
| | |ii. halogens, in terms of the mechanism of radical substitution through |Carry out combustion and halogenation reactions| | |
| | |initiation, propagation and termination steps. |of alkanes. Use free radical substitution | | |
| | |Understand the limitations of the use of radical substitution reactions in the |mechanism to introduce key terms related to | | |
| | |synthesis of organic molecules, in terms of further substitution reactions and |organic mechanisms. | | |
| | |the formation of a mixture of products. |Use ‘Write–Cover–Rewrite’ technique to embed | | |
| | | |knowledge of mechanism. | | |
|19 |GCSE: Products |Know the general formula for alkenes. |Students view video on electrophilic addition |Topic 6C: 18–22 |
| |from Oil |Know that alkenes and cycloalkenes are unsaturated hydrocarbons. |reactions prior to lesson to enhance | |/watch?v=Z_GWBW_GVGA |
|Chemistry of Alkenes | |Understand the bonding in alkenes in terms of σ- and π-bonds. |familiarity with key terms. | | |
| |Week 16: |Know what is meant by the term ‘electrophile’. | | | |
| |Classifying | | | | |
| |Reactions & | | | | |
| |Nomenclature | | | | |
| | |Understand the addition reactions of alkenes with: |Carry out experiments to illustrate reaction of| | |
| | |i. hydrogen, in the presence of a nickel catalyst, to form an alkane |bromine with alkenes and compare to previous | | |
| | |ii. halogens to produce dihalogenoalkanes |experimental work with alkanes. | | |
| | |iii. hydrogen halides to produce halogenoalkanes | | | |
| | |iv. steam, in the presence of an acid catalyst, to produce alcohols | | | |
| | |v. potassium manganate(VII), in acid conditions, to oxidise the double bond and | | | |
| | |produce a diol. | | | |
|Week |Prior learning |Content of lessons |Teaching |Spec |Useful links |
| | | |suggestions |reference | |
| | | |They can further test their understanding using| |
| | | |the RSC Mechanism Inspector. | |hinspect |
| | |Know that alkenes form polymers through addition polymerisation. |Carry out manufacture of ‘slime’ to introduce | |
| | |Be able to identify the repeat unit of an addition polymer given the monomer, and|addition polymers. | |meRSC |
| | |vice versa. | | | |
| | |Know that waste polymers can be separated into specific types of polymer for: |Students use smartphones to record the range of| |
| | |i. recycling |different polymers they use in a week. They can| |ustainability/plastics|
| | |ii. incineration to release energy |use the images collected along with their own | |_recycling.aspx |
| | |iii. use as a feedstock for cracking. |research to prepare a presentation to explain | |
| | |Understand, in terms of the use of energy and resources over the life cycle of |the usefulness of polymers and how chemists | |/category/materials-an|
| | |polymer products, that chemists can contribute to the more sustainable use of |limit the problems caused by widespread use. | |d-products/plastics |
| | |materials. | | |
| | |Understand how chemists limit the problems caused by polymer disposal by: | | |ymerfeedstock |
| | |i. developing biodegradable polymers | | | |
| | |ii. removing toxic waste gases caused by incineration of plastics. | | | |
|Week |Prior learning |Content of lessons |Teaching |Spec |Useful links |
| | | |suggestions |reference | |
| | |Understand the reactions of halogenoalkanes with: |Carry out experiments to show different | |Nuffield Advanced |
| | |i. aqueous potassium hydroxide to produce alcohols (where the hydroxide ion acts |reactions of halogenoalkanes with hydroxide | |Chemistry: 4th edition|
| | |as a nucleophile) |ions in different solvents. | |ISBN: 0-582-32835-7 |
| | |ii. aqueous silver nitrate in ethanol (where water acts as a nucleophile) | | | |
| | |iii. potassium cyanide to produce nitriles (where the cyanide ion acts as a | | | |
| | |nucleophile) | | | |
| | |iv. ammonia to produce primary amines (where the ammonia molecule acts as a | | | |
| | |nucleophile) | | | |
| | |v. ethanolic potassium hydroxide to produce alkenes (where the hydroxide ion acts| | | |
| | |as a base). | | | |
|22 |Week 16: |Understand that experimental observations and data can be used to compare the | |Topic 6D: 33–36 | |
| |Classifying |relative rates of hydrolysis of: | | | |
|Trends in Reactivity of |Reactions & |i. primary, secondary and tertiary halogenoalkanes | | | |
|Nucleophilic Substitution |Nomenclature |ii. chloro-, bromo-, and iodoalkanes using aqueous silver nitrate in ethanol. | | | |
|Reactions | | | | | |
| |Week 21: Reactions| | | | |
| |of Halogenoalkanes| | | | |
| | | | | | |
| |Week 4: Understand| | | | |
| |Risks and Hazards | | | | |
| | |CORE PRACTICAL 4: Investigation of the rates of hydrolysis of some |Interpret data from Core Practical 4. | | |
| | |halogenoalkanes | | | |
| | |Know the trend in reactivity of primary, secondary and tertiary halogenoalkanes. |Research data for C-Cl, C-Br and C-I bonds and | | |
| | |Understand, in terms of bond enthalpy, the trend in reactivity of chloro-, bromo,|use this to help explain trend in data from | | |
| | |and iodoalkanes. |Core Practical 4. | | |
| | |Understand the mechanisms of the nucleophilic substitution reactions between |View video on SN2 mechanism prior to lesson. | |
| | |primary halogenoalkanes and: |Use information to help construct models to | |m/watch?v=Z_85KXnBSYc |
| | |i. aqueous potassium hydroxide |show how nucleophiles attack primary | | |
| | |ii. ammonia. |halogenoalkanes. | | |
|Week |Prior learning |Content of lessons |Teaching |Spec |Useful links |
| | | |suggestions |reference | |
| | |iv. concentrated phosphoric acid to form alkenes by elimination. |Carry out a preparation of an alkene from an | |Nuffield Advanced |
| | | |alcohol (e.g. cyclohexene from cyclohexanol). | |Chemistry: 4th edition|
| | | | | | |
| | | | | |ISBN: 0-582-32835-7 |
| | |Understand the use of alternative fuels, including biodiesel and alcohols derived|Carry out preparation and separation of ethanol| |
| | |from renewable sources such as plants, in terms of a comparison with |by fermentation and distillation, comparing | |mentRSC |
| | |non-renewable fossil fuels. |process to manufacture of ethanol from ethene | | |
| | | |and steam. | | |
|24 |Week 4: Understand|Understand the reactions of alcohols with potassium dichromate(VI) in dilute |Carry out partial and complete oxidation of |Topic 6E: 38 iii, 39 |Nuffield Advanced |
| |Risks and Hazards |sulfuric acid to oxidise primary alcohols to aldehydes (including a test for the |ethanol, testing products using Benedict’s |i, iii, v |Chemistry: 4th edition|
|Reactions of Alcohols | |aldehyde using Benedict’s/Fehling’s solution) and carboxylic acids, and secondary|/Fehling’s and sodium carbonate solution. | |ISBN: 0-582-32835-7 |
| | |alcohols to ketones. | | | |
| | |Understand the following techniques used in the preparation and purification of a| | |
| | |liquid organic compound: | | |roscaleoxialcohol |
| | |i. heating under reflux | | |(microscale version of|
| | |iii. distillation | | |oxidation reactions) |
| | |v. boiling temperature determination. | | | |
| | |CORE PRACTICAL 5: The oxidation of ethanol | | | |
|Week |Prior learning |Content of lessons |Teaching |Spec |Useful links |
| | | |suggestions |reference | |
|26 |Week 16: Use of |Be able to use data from a mass spectrometer to: |Students can research IR and mass spectra of |Topic 7A: 1 |
| |Displayed, |i. determine the relative molecular mass of an organic compound from the |simple organic compounds using Spectra School |Topic 7B: 2 | |
|Instrumental Methods to Find |Structural & |molecular ion peak |and can annotate spectra using data from data | | |
|the Structure of Organic |Skeletal Formulae |ii. suggest possible structures of a simple organic compound from the m/z of the |booklet. | | |
|Compounds | |molecular ion and fragmentation patterns. |Molecular models can be made then broken up by | | |
| |Week 8: Bonding |Be able to use data from infrared spectra to deduce functional groups present in |students to try to identify peaks in mass | | |
| | |organic compounds and to predict infrared absorptions, given wavenumber data, due|spectra due to fragmentation. | | |
| | |to familiar functional groups. | | | |
| | |CORE PRACTICAL 7: Analysis of some inorganic and organic unknowns | | | |
|Week |Prior learning |Content of lessons |Teaching |Spec |Useful links |
| | | |suggestions |reference | |
| | |Understand experiments to measure enthalpy changes in terms of: |Carry out experiments to determine enthalpy | |Nuffield Advanced |
| | |i. processing results using the expression |change of reaction and combustion, producing | |Chemistry: 4th edition|
| | |transferred=mass x specific heat capacity × temperature change (Q=mcΔT) |appropriate energy level diagrams and | |ISBN: 0-582-32835-7 |
| | |ii. evaluating sources of error and assumptions made in the experiments. |evaluation of data. | | |
| | |CORE PRACTICAL 8: To determine the enthalpy change of a reaction using Hess’s Law| | | |
|28 |Week 27: Energy |Be able to calculate enthalpy changes in kj mol-1 from given experimental |Design experiments to find enthalpy changes |Topic 8: 6–11 |Advanced Practical |
| |Changes in |results. |(e.g. hydration of anhydrous magnesium sulfate;| |Chemistry |
|Using Hess’s Law |Chemical Reactions|Be able to construct enthalpy cycles using Hess’s Law. |Hot dinner from a Can (RSC). | |ISBN:978-0-7195-7507-5|
| | |Be able to calculate enthalpy changes from data using Hess’s Law. | | |
| | | | | |dinnerRSC |
| | |Know what is meant by the terms ‘bond enthalpy’ and ‘ mean bond enthalpy’. |Research bond enthalpy data and use to produce | | |
| | |Be able to calculate an enthalpy change of reaction using mean bond enthalpies |spreadsheet that will calculate the enthalpy | | |
| | |and explain the limitations of this method of calculation. |changes for reactions. | | |
| | |Be able to calculate mean bond enthalpies from enthalpy changes of reaction. | | | |
|Week |Prior learning |Content of lessons |Teaching |Spec |Useful links |
| | | |suggestions |reference | |
| | |Understand that reactions only take place when collisions take place with | | |
| | |sufficient energy, known as the activation energy. | | |c-rate |
| | | | | |
| | | | | |facearea-rhubarb |
| | | | | |
| | | | | |p-rate |
| | |Be able to calculate the rate of reaction from: |Produce suitable graphs which can then be | | |
| | |i. data showing the time taken for reaction |annotated to describe trends and explain them | | |
| | |ii. the gradient of a suitable graph, by drawing a tangent, either for initial |using collision theory. | | |
| | |rate of at a time, t. |Give students a selection of reaction profiles | | |
| | |Understand qualitatively, in terms of the Maxwell-Boltzmann distribution of |with errors. | | |
| | |molecular energies, how changes in temperature affect the rate of reaction. |Ask students to find and explain the errors. | | |
| | |Understand the role of catalysts in providing alternative reaction routes of |Carry out experiments to see effect of | |Nuffield Advanced |
| | |lower activation energy. |catalysis (e.g. cobalt(II) salts on oxidation | |Chemistry: 4th edition|
| | |Be able to draw the reaction profiles of both an uncatalysed and a catalysed |of Rochelle salt) and explain observations | | |
| | |reaction. |using reaction profiles. | |ISBN: 0-582-32835-7 |
| | |Be able to interpret the action of a catalyst in terms of a qualitative | | | |
| | |understanding of the Maxwell-Boltzmann distribution of molecular energies. | | | |
| | |Understand the use of a solid (heterogeneous) catalyst for industrial reactions, | | | |
| | |in the gas phase, in terms of providing a surface for the reaction. | | | |
| | |Understand the economic benefits of the use of catalysts in industrial reactions.| | | |
|Week |Prior learning |Content of lessons |Teaching |Spec |Useful links |
| | | |suggestions |reference | |
| | |Be able to predict and justify the qualitative effect of a change in temperature,|Apply the principles of qualitative predictions| | |
| | |concentration or pressure on a homogeneous system in equilibrium. |to a selection of novel reactions. | | |
| | |Evaluate data to explain the necessity, for many industrial processes, to reach a|Give students data for equilibrium | | |
| | |compromise between the yield and the rate of reaction. |concentrations and Kc for a range of | | |
| | |Be able to deduce an expression for Kc, for homogeneous and heterogeneous |equilibria. In groups they can try to find the | | |
| | |systems, in terms of equilibrium concentrations. |relationship between equilibrium concentrations| | |
| | | |Kc and the balanced equation. | | |
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