Scheme of Work Chem 9701 PDF

Scheme of Work
Cambridge International AS & A Level

Chemistry
9701
For examination from 2016
Cambridge International AS & A Level Chemistry (9701) from 2016 Scheme of Work
Contents
Introduction ................................................................................................................................................................................................................................................ 3
Unit 1: Particles ......................................................................................................................................................................................................................................... 9
Unit 2: Bonding and structure .................................................................................................................................................................................................................. 19
Unit 3: Controlling reactions 1 ................................................................................................................................................................................................................. 30
Unit 4: Organic chemistry 1 ..................................................................................................................................................................................................................... 45
Unit 5: Chemical trends ........................................................................................................................................................................................................................... 65
Unit 6: Acids and bases ........................................................................................................................................................................................................................... 80
Unit 7: Electricity and metals ................................................................................................................................................................................................................... 84
Unit 8: Controlling reactions 2 ................................................................................................................................................................................................................. 98
Unit 9: Organic chemistry 2 ................................................................................................................................................................................................................... 108
Unit 10: Analysis .................................................................................................................................................................................................................................... 129
Introduction
This scheme of work provides ideas about how to construct and deliver a course. The syllabus has been broken down into teaching units with suggested teaching
activities and learning resources to use in the classroom.
Recommended prior knowledge

Learners should have studied an IGCSE or O Level Chemistry or Science course.
Outline
Whole class (W), group work (G), pair (P) and individual activities (I) are indicated, where appropriate, within this scheme of work. Suggestions for homework (H)
and formative assessment (F) are also included. The activities in the scheme of work are only suggestions and there are many other useful activities to be found in
the materials referred to in the learning resource list.
Opportunities for differentiation are indicated as basic and challenging; there is the potential for differentiation by resource, length, grouping, expected level of
outcome, and degree of support by teacher, throughout the scheme of work. Length of time allocated to a task is another possible area for differentiation.
The learning objectives to be studied by all candidates are in normal type. The additional learning objectives that will be assessed only in the full A Level
qualification are shown in bold type. The content of the AS Level learning outcomes is assumed knowledge for the A Level components.
Key concepts
The key concepts on which the syllabus is built are set out below. These key concepts can help teachers think about how to approach each topic in order to
encourage learners to make links between topics and develop a deep overall understanding of the subject. As a teacher, you will refer to these concepts again and
again to help unify the subject and make sense of it. If mastered, learners can use the concepts to solve problems or to understand unfamiliar subject-related
material.
Atoms and forces
Matter is built from atoms interacting and bonding through electrostatic forces. The structure of matter affects its physical and chemical properties, and
influences how substances react chemically.
Experiments and evidence
Chemists use evidence gained from observations and experiments to build models and theories of the structure and reactivity of materials.
Patterns in chemical behaviour and reactions
By identifying patterns in chemical behaviour we can predict the properties of substances and how they can be transformed into new substances by chemical
reactions. This allows us to design new materials of use to society.
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Chemical bonds
The understanding of how chemical bonds are made and broken by the movement of electrons allows us to predict patterns of reactivity.
Energy changes
The energy changes that take place during chemical reactions can be used to predict both the extent and the rate of such reactions.
Some of the ideas in this syllabus can take time to be fully understood. By linking them together through the key concepts, learners will have more opportunity for
those ideas to make sense to them and how they connect to other areas of the syllabus. The key concepts themselves will not be directly assessed; rather they are
themes that learners will be able to use to order their thoughts, themes and knowledge to express answers in examinations and interviews for work or the next stage
of their study.
As learners progress through the course, it is important that they do not regard the different topics as being totally self-contained and unconnected, studied in
complete isolation from one another. By keeping the key concepts to the fore at all stages of your teaching, you can strongly encourage learners to regard the
subject as a set of interconnected themes.
Learners should be aware that an ability to see how different strands of the syllabus can be pulled together within one key concept is a high-level transferable skill.
Linking different areas of their knowledge through a common thread of ideas, or ways of understanding and explaining, is enhancing their higher-order thinking
skills. These skills are the building blocks of deeper and broader learning, those that universities look for in their students and which allow learners to answer
examination questions fully and with links from more than one part of the syllabus.
Teachers can introduce key concepts as an integral part of their teaching approach and consolidate them when appropriate. This will help their learners to
appreciate that some themes and theories are revisited and built upon during the course and that, by bringing together very different areas of the syllabus, these
themes are fundamental to our understanding of the subject.
Focussing on these concepts will improve learners self-confidence in their ability to progress, as well as enabling them to revise more effectively; learners could
make mind maps across the syllabus on each of the key concepts as a way of revising. By visualising the subject as being formulated from these basic ideas, they
will become better prepared for interviews and future study at university, or be more adaptable to themes currently under research and development in industrial
and academic institutions.
The key concepts in chemistry will allow you to join together parts of the syllabus that have common ideas, particularly in terms of the skills of handling, applying
and evaluating information, that would otherwise remain distinct from each other. For example, ideas about electronic configuration, ionisation energy, Group 17
chemistry, and Born Haber cycles can all be considered under the key concepts of patterns in chemical behaviour and reactions and energy changes.
The key concepts are listed under the relevant learning objectives, those in bold are where the coverage of the learning objective makes a significant contribution to
the key concept.
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Practical work
Practical work is an essential part of science. Scientists use evidence gained from prior observations and experiments to build models and theories. Their
predictions are tested with practical work to check that they are consistent with the behaviour of the real world. Learners who are well trained and experienced in
practical skills will be more confident in their own abilities. The skills developed through practical work provide a good foundation for those wishing to pursue
science further, as well as for those entering employment or a non-science career.
Twelve Practical Booklets have been developed for this syllabus, six for Paper 3 and six for Paper 5, and are available on Teacher Support at
http://teachers.cie.org.uk and are referenced within this scheme of work.
The Teaching A Level Science Practical Skills booklet is also available on Teacher Support at http://teachers.cie.org.uk which contains useful information and
suggestions for teaching A Level practical skills..
Suggested teaching order

The learning objectives and activities in this scheme of work are arranged in a suggested teaching order rather than the order that they appear in the syllabus. It
has been written for the staged route, with Units 1 to 5 covering the learning objectives to be studied by all learners in the first year, and which can be assessed by
the AS Level qualification. This is followed by Units 6 to 10 which cover all learning objectives that will be assessed by the full A Level qualification at the end of the
second year of the course.
For classes taking the linear route, where all learners take the full A Level, this allows for the integrated teaching of AS and A Level learning objectives across both
years of the A Level course. The linear route is not covered in this scheme of work.
The units within this scheme of work are:
Suggested time allocation (%)

Learning Objectives covered
AS A Level
Unit 1 Particles
Atoms and sub-atomic
Unit 1.1 2.1.a, 2.1.b, 2.1.c, 2.1.d, 2.2.a, 2.2.b, 2.2.c, 1.1.a
particles 7
Unit 1.2 Electrons and mass 2.3.a, 2.3.b, 2.3.c, 1.2.a, 1.3.a, 1.3.b, 1.4.a, 1.4.b
Unit 1.3 Moles 1.5 a, 1.5.b, 1.5.c
Unit 2 Bonding and structure
Unit 2.1 Types of bonds 3.1.a, 3.2.a, 3.2.c, 3.2.b, 3.2.d, 14.3.a, 3.4.a
7
Unit 2.2 Structure 4.3.a, 4.2.a, 4.1.a, 4.1.b, 4.1.c
Unit 2.3 Effects of bonds 3.5.a, 3.3.b, 3.3.d, 3.3.a, 3.5.b, 4.3.d, 4.3.c, 4.3.b
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Unit 3 Controlling reactions 1

5.1.a, 3.5.c, 3.3.c, 5.1.b (i) and (ii) only, 5.1.c, 5.2.a (i) & (ii) only,
Unit 3.1 Energy 1
15.3.a, 15.3.b, 13.2.a, 13.2.b, 15.3.c, 6.1.a, 6.1.b, 6.1.c 10
Unit 3.2 Kinetics 1 8.1.a, 8.1.b, 5.2.b, 8.3.a, 8.3.b, 8.3.c, 8.3.d, 8.2.a, 8.2.b
Unit 3.3 Equilibria 1 7.1.a, 7.1.b, 7.1.c, 7.1.d, 7.1.e, 7.1.f, 7.1.g, 7.2.a, 7.2.b
Unit 4 Organic chemistry 1
Unit 4.1 Introduction 14.1.a (AS only), 14.1.b, 14.1.d, 14.1.e, 14.2.a
15.1.a, 15.1.b, 15.1.c, 15.1.d, 15.1.e, 15.2.a, 15.2.b, 15.2.c, 15.2.d,
Unit 4.2 Hydrocarbons 1
15.2.e, 15.2.f, 15.2.g, 22.2.a, 14.4.a, 14.4.b, 14.4.c, 14.4.d, 14.4.e
15
Unit 4.3 Halogenoalkanes 16.1.a, 16.1.b, 16.1.c, 16.2.a, 16.2.b, 16.2.c
Unit 4.4 Alcohols 17.1.a (i) to (vi) only, 17.1.b, 17.1.c
Unit 4.5 Carbonyls 18.1.a, 18.1.b, 18.1.c, 18.1.d, 18.1.e
Unit 4.6 Carboxylic acids 1 19.1.a, 19.1.b (i) to (iii) only, 19.3.a, 19.3.b
Unit 5 Chemical trends
9.1.a, 9.1.b, 9.1.c, 2.3.d, 9.1.d, 2.3.e, 2.3.f, 9.2.a, 9.2.b, 9.2.c, 9.2.d,
Unit 5.1 Periodicity
9.2.e, 9.2.f, 9.2.g, 9.1.e, 9.3.a, 9.3.b
11
Unit 5.2 Group 2 10.1.a, 10.1.b, 10.1.c, 10.1.d, 10.1.e, 10.2.a
Unit 5.3 Group 17 11.1.a, 11.1.b, 11.2.a, 11.2.b, 11.2.c, 11.3.a, 11.4.a, 11.5.a, 11.5.b
Unit 5.4 Nitrogen and sulfur 13.1.a, 13.1.b, 13.1.c, 13.1.d, 13.1.e, 13.1.f
Unit 6 Acids and bases 7.2.c, 7.2.d, 7.2.e, 7.2.f, 7.2.g, 7.2.h, 7.2.i, 7.2.j, 7.2.k 5
Unit 7 Electricity and metals
6.2.a, 6.2.b, 6.2.c, 6.2.d, 6.3.a, 6.3.b, 6.3.c, 6.3.d, 6.3.e, 6.3.f, 6.3.g,
Unit 7.1 Electrochemistry
12.2.d, 12.2.e, 6.3.h, 6.3.i, 6.4.a 13
12.1.a, 12.1.b, 12.1.c, 12.1.d, 12.1.e, 12.1.f, 12.2.a, 12.2.b, 12.2.c,
Unit 7.2 Transition metals
12.3.a, 12.3.b, 12.3.c, 12.3.d, 12.5.a, 12.5.b, 12.5.c, 12.5.d
Unit 8 Controlling reactions 2
5.1.b (iii) only, 2.3.g, 5.1.d, 5.2.a (iii) & (iv) only, 10.1.f, 10.1.g, 5.3.a,
Unit 8.1 Energy 2 8
5.3.b, 5.3.c, 5.3.d, 5.4.a, 5.4.b, 5.4.c, 5.4.d
Unit 8.2 Kinetics 2 8.1.c, 8.1.d, 8.1.e, 8.1.f, 8.1.g, 8.1.h, 8.2.c
Unit 9 Organic chemistry 2 18
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Unit 9.1 Hydrocarbons 2 14.1.a (AL only), 15.4.a, 15.4.b, 15.4.c, 15.4.d, 15.4.e, 14.1.c
Unit 9.2 Phenol 17.2.a, 17.2.b
Carboxylic acids 2, acyl 19.1.b (iv) only, 19.1.c, 19.1.d, 19.1.e, 19.2.a, 19.2.b, 17.1.a (vii) only,
Unit 9.3 chlorides and nitrogen 19.2.c, 20.1.a, 20.1.b, 20.1.c, 20.1.d, 20.1.e, 20.2.a, 20.2.b, 20.2.c,
compounds 20.3.a, 20.3.b, 20.3.c
8.3.e, 23.1.a, 23.1.b, 12.4.a, 12.4.b, 21.1.a, 21.1.b, 21.1.c, 21.1.d,
Unit 9.4 Polymerisation and synthesis 21.2.a, 21.2.b, 21.3.a, 21.3.b, 21.3.c, 21.4.a, 21.4.b, 21.4.c, 21.4.d,
23.2.a, 23.2.b, 23.2.c, 21.3.d, 21.3.e
22.3.a, 22.3.b, 22.3.c, 22.3.d, 22.1.a, 22.1.b, 7.3.a, 22.4.a, 22.4.b,
Unit 10 Analysis 6
22.5.a, 22.5.b, 22.5.c, 22.5.d, 22.5.e
Teacher support
Teacher Support (http://teachers.cie.org.uk) is a secure online resource bank and community forum for Cambridge teachers, where you can download specimen
and past question papers, mark schemes and other resources. We also offer online and face-to-face training; details of forthcoming training opportunities are
posted online.
This scheme of work is available as PDF and an editable version in Microsoft Word format; both are available on Teacher Support at http://teachers.cie.org.uk. If
you are unable to use Microsoft Word you can download Open Office free of charge from www.openoffice.org.
Resources
The resources for this syllabus, including textbooks endorsed by Cambridge, can be found at www.cie.org.uk and Teacher Support http://teachers.cie.org.uk.
Endorsed textbooks have been written to be closely aligned to the syllabus they support, and have been through a detailed quality assurance process. As such,
all textbooks endorsed by Cambridge for this syllabus are the ideal resource to be used alongside this scheme of work as they cover each learning objective.
Where other textbooks have shown to be useful for some learning objectives they are referred to by the first author. These include:
th
Hill, G, and Holman, J. Chemistry in Context - Laboratory Manual. 5 Editon. Nelson Thornes. 2001. ISBN 9780174483076
Hutchings, K, Classic Chemistry Experiments: One hundred tried and tested experiments. RSC. 2000.
Download the introduction sections free from the RSC website http://www.rsc.org/learn-chemistry/content/filerepository/CMP/00/000/454/cce%20prelims.pdf
The experiment worksheets are free to download by searching for the name of the experiment (from the list in the introduction sections) in http://www.rsc.org/learn-
chemistry
Lainchbury, A., Stephens, J., Thompson, A., Advanced Practical Chemistry. Hodder Education, Second edition 1997 ISBN 9780719575075
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Lister, E, ODriscoll, C, and Reed, N. Classic Chemistry Demonstrations: One hundred tried and tested experiments. RSC 1995. http://www.rsc.org/learn-
chemistry/resource/res00001970/classic-chemistry-demonstrations-book
Websites
This scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations is not responsible for the
accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that
website or the site's owners (or their products/services).
The particular website pages in the learning resource column of this scheme of work were selected when the scheme of work was produced. Other aspects of the
sites were not checked and only the particular resources are recommended.
Websites referred to in this scheme of work include:

www.chemguide.co.uk
www.s-cool.co.uk
http://alevelchem.com/
www.teachable.net
http://www.nuffieldfoundation.org/practical-chemistry
http://www.rsc.org/education
http://www.rsc.org/learn-chemistry
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Unit 1: Particles
Learners should know the IGCSE / O Level structure of the atom, the meanings of proton number and nucleon number, properties of subatomic particles,
distribution of electrons in shells around nuclei of atoms. They should have a basic knowledge of the mole concept from IGCSE / O Level.
Context
This unit lays the foundations for ideas in chemistry about particles and their properties and from this the way they interact can be more fully understood. This unit
covers the ideas of chemical calculations.
Outline
Learners will study the structure of atoms and will learn how to describe the type, number and distribution of the fundamental particles which make up an atom. The
unit looks at how electrons are arranged in atoms and it covers mole calculations including those involving solutions.
This unit is broken down into the following areas:

Atoms and sub atomic particles
Electrons and mass
Moles
Teaching time
It is recommended that this whole unit should take approximately 7% of the course.
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Unit 1.1: Atoms and sub-atomic particles
Learning objectives Suggested teaching activities Learning resources
2.1.a Recap of IGCSE / O Level knowledge. Online

identify and describe protons, Quick quiz on all of the LOs 2.1.a, 2.1 c, 2.1.d and 2.2.a. (W) (Basic) http://www.s-cool.co.uk/a-level/chemistry
neutrons and electrons in terms of o Learners create a presentation explaining the material in these four (atomic structure)
their relative charges and relative LOs. (P) (Basic) (Challenging) www.rsc.org/learn-
masses Provide question sheet to assess appropriate knowledge level chemistry/resource/res00001100/an-anology-
achieved. (I) (Basic) for-the-atom
Key concept
Atoms and forces
2.1.b Demonstration experiment of electrons from a cathode ray tube being Online
deduce the behaviour of beams of deflected by an electric field. (W) (Basic) www.youtube.com/watch?v=m92QR7CBNoQ
protons, neutrons and electrons in o Invite learners to prepare this practical with you and perform www.youtube.com/watch?v=PpOAlj7sOEc
electric fields demonstration. (I) (Basic) (Challenging)
o Learners taking A Level Physics offered the opportunity to prepare
Key concept and deliver explanation. (I) (Basic) (Challenging)
Atoms and forces Watch video clip of this practical on the internet. (W) (Basic)
Learners read about the behaviour of the different particle types. (I)
(Basic)
You lead Q&A to assess knowledge gained. (W) (Basic)
Provide two levels of worksheet to practise questions about this. (I) (H)
(Basic) (Challenging)
2.1.c Learners make 3-D models of atoms, using dried peas / lentils / beans Online
describe the distribution of mass etc. Use different coloured pulses to represent each particle type. (P) www.chemguide.co.uk (atoms)
and charge within an atom (Basic)
o Extend to make models of isotopes such as chlorine 35 and
Key concept chlorine 37 and linked to LO 2.2.b. (P) (Basic)
Atoms and forces o Provide worksheets (with mark scheme) of practice questions. (I)
(H) (Basic)
2.1.d Peer-marking of practice questions (from 2.1.c). Requires detailed mark Past papers
deduce the numbers of protons, schemes prepared by you. Paper 11, June 2013, Q5
V3.1 10
neutrons and electrons present in o Include feedback time for pairs of learners to explain the award and Paper 13, June 2013, Q2
both atoms and ions given proton non-award of specific marks. (P) (F) (Basic) Paper 12, June 2012, Q2
and nucleon numbers and charge Paper 13, Nov 2013, Q31
Paper 23, Nov 2013, Q3 (b)(i)
Key concept
Atoms and forces
2.2.a Recap of IGCSE knowledge.

describe the contribution of Quick quiz on atomic number and mass number.
protons and neutrons to atomic Examples of sections of questions from past exam papers 1 and 2.
nuclei in terms of proton number Concepts of atomic number and mass number applied to 3-D models of
and nucleon number atoms made in previous lesson. (W) (Basic)
Key concept
Atoms and forces
2.2.b Reinforcement activities on isotopes

distinguish between isotopes on o You teach the definition. (W) (Basic)
the basis of different numbers of o Learners practise the definition in pairs. (P) (Basic)
neutrons present o Possible creation of mnemonic sentences. (I) (Basic)
o Concept of isotopes applied to 3-D models of atoms made in
Key concept previous lesson. (W) (Basic)
Atoms and forces o Provide worksheets (with mark scheme) listing composition of
twenty different atoms, learners have to group together those that
are isotopes of a particular element. (I) (Basic)
2.2.c Provide worksheets (with mark scheme) of various elements shown in

recognise and use the symbolism the conventional way, e.g. Na.
A for isotopes, where x is the o Worksheet has blank columns for numbers of protons, neutrons and
nucleon number and y is the electrons.
proton number o Learners complete the blank columns.
o Learners return to worksheet from 2.2b and apply conventional
Key concept notation, e.g. Na to each atom. (W) (Basic)
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Atoms and forces
1.1.a Provide worksheets (with mark scheme) where learners must match a Online
define and use the terms relative definition to each of the terms relative atomic mass, isotopic mass, http://www.rsc.org/learn-
atomic, isotopic, molecular and molecular mass and formula mass. (I) (Basic) chemistry/resource/res00000401/the-
12
formula masses, based on the C Paired exercise to learn these terms. (P) (Basic) determination-of-relative-atomic-mass
scale Creation of mnemonic exercises to learn these terms. (I) (Basic)
You and learners put in your planners/diaries three occasions this
Key concept academic year when these definitions (to include isotopes definition)
Atoms and forces will be tested and when they must be word perfect. (W) (Basic)
Practical work to provide a context for this topic such as determining
experimentally the relative atomic mass of, for example, magnesium. A
description of such an experiment is in RSC 2000, experiment 17. (G)
(Basic)
Provide worksheets (with mark scheme) to practise relative molecular
and formula mass calculations. (I) (Basic)
Unit 1.2: Electrons and mass
2.3.a Learners recall and recap their IGCSE knowledge, they are asked to Other
describe the number and relative show electronic configuration of C, Na and Cl Mini whiteboards can be used here. You can
energies of the s, p and d orbitals o using numbers e.g. 2.8.1 for Na make these by laminating a piece of white
for the principal quantum numbers o as a crosses on circles (shells) diagram. (I) (Basic) card or white paper onto a piece of
1, 2 and 3 and also the 4s and 4p You then explain how each of the shells are made up of s, p and d hardboard.
orbitals orbitals. (W) (Basic)
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12
Key concept
Atoms and forces
2.3.b Learners make models of s and p orbitals using balloons. They should Online
describe and sketch the shapes of use: http://www.youtube.com/watch?v=Ewf7RlVNB
s and p orbitals o 1 balloon per s orbital SA
o 2 balloons, joined at their knots per p orbital
Key concept o 3 (different coloured) pairs make one subshell of p orbitals.
Atoms and forces (P) (Basic)
You explain how to use the notation 1s , 2s etc. and how the three
2 2
2.3.c Online
state the electronic configuration orbitals in p subshell are filled. (W) (Basic) www.chemguide.co.uk (atoms)
of atoms and ions given the Learners practise putting electrons into shells and subshells. Choice of: www.youtube.com/watch?v=2AFPfg0Como
proton number and charge, using o Arrows in boxes prepared worksheet http://www.kentchemistry.com/links/AtomicStru
2 2 6
the convention 1s 2s 2p , etc. o for the more kinaesthetic learners, placing physical counters into cture/PauliHundsRule.htm
boxes. Counters will need to have up and down orientations to
Key concept show spin-pairing Past papers
Learners use the notation 1s , 2s etc. to describe each of the atoms
Atoms and forces 2 2 Paper 11, Nov 2011, Q3
they have just drawn/modelled/seen. (I) (Basic) Paper 11, Nov 2012, Q2
Paper 11, June 2012, Q1
1.2.a Learners carry out an experiment to determine Avogadros constant by Textbooks

define and use the term mole in creating a monolayer (Lainchbury experiment 1.1). (G) (Basic) Lainchbury experiment 1.1
terms of the Avogadro constant Learners prepare a presentation for the rest of the class to show how to
perform calculations and to determine the number of moles and number
Key concept of particles present.
Atoms and forces o Learners write their own questions and explain to their peers how
the answers are achieved. (P) (Basic)
Provide worksheets (with mark scheme) of basic and more difficult
questions. (I) (H) (Basic) (Challenging)
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1.3.a Possible visit to university department or an industrial company to see a Online

analyse mass spectra in terms of mass spectrometer in action. (W) (Basic) http://www.youtube.com/watch?v=wyL7TRW
isotopic abundances (knowledge Learners watch a video of a mass spectrometer in action. Learners do Amzk
of the working of the mass not need to know how a mass spectrometer works, but those who have http://webbook.nist.gov/cgi/cbook.cgi?Value=1
spectrometer is not required) an idea about how a mass spectrum is produced are more likely to gain +-
deeper understanding of this topic, as are those who have some idea +40&VType=MW&Formula=&AllowExtra=on&
Key concept about what use mass spectra are put to in the real world. (W) (Basic) Units=SI&cMS=on Examples of mass spectra
Atoms and forces Provide worksheets (with mark scheme) about mass spectra, with
various examples (including some you may have obtained during your
visit). (P) (Basic)
You explain how to read the trace to determine the relative abundance
of the different isotopes present. (W) (Basic)
Learners practise reading mass spectra. (I) (H) (Basic) (Challenging)
1.3.b Learners discuss why chlorine is shown on the Periodic Table with a
calculate the relative atomic mass relative atomic mass of 35.5 (rather than a whole number). Each pair
of an element given the relative shares their discussion, (you may want to write them up on a flipchart,
abundances of its isotopes, or its depending on the size of the class). Learners come to correct
mass spectrum conclusion, possibly with your guidance. This activity is an important
beginning of the atoms and forces key concept and is also linked to LO
Key concept 2.2. (W) (P) (Basic)
Atoms and forces You explain how to calculate relative atomic mass from mass spectra.
(W) (Basic)
Learners write a step-by-step method for how to calculate relative
atomic mass from mass spectra. (I) (Basic)
Provide worksheets (with mark scheme) to practise some of these
calculations. (I) (H) (Basic) (Challenging)
1.4.a Learners bring to this lesson every definition they can find of empirical Past papers
define and use the terms and molecular formulae. They share them together and discuss Paper 43, Nov 2013, Q3 (d)
empirical and molecular formula o which one(s) they think gives the most scientific definition
o the most easily understood definition
Key concept o the most concise definition. (G) (Basic)
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Atoms and forces Learners decide on the same best definition under your guidance. (W)
(Basic)
You and learners put in your planners/diaries three occasions this
academic year when these definitions will be tested and when they
must be word perfect. (I) (H) (Basic)
1.4.b You explain how to calculate empirical and molecular formulae from Practical Booklet 1
calculate empirical and molecular suitable data. (W) (Basic)
formulae, using combustion data Provide worksheets (with mark scheme) on calculating empirical and Past papers
or composition by mass molecular formulae. Extend using past papers. (I) (Basic) Paper 13, Nov 2013, Q11
(Challenging)
Key concept Learners also practise these calculations in Practical Booklet 1.
Atoms and forces
Unit 1.3: Moles
1.5 a This LO continues what has been started at IGCSE and continues Practical Booklets 1, 2, 3, 5
write and construct balanced throughout the A Level course.
equations Learners create a step by step guide to writing equations, designed for
learners in the early stages of the IGCSE course. (P) (Basic)
o The guides are shared to produce one guide the class agree is
ideal. (W) (Basic)
o Learners share this with an IGCSE class where its used to teach
equation balancing. (G) (Basic) (Challenging)
Provide worksheets (with mark scheme) on writing equations
theoretically. (I) (Basic)
Practical work such as Practical Booklet 1 gravimetric analysis. (G)
(Basic)
This material will naturally be re-visited throughout the course
V3.1
15
1.5.b Set all of this learning in a practical context. Practical Booklets 2, 3

perform calculations, including You demonstrate your titration method. (W) (Basic)
use of the mole concept, Learners produce method sheet which should include: Textbooks
involving: o filling the burette Lainchbury, Experiment 1.3
(i) reacting masses (from o no air-bubble in burette spout Hill Practical 1 and 4
formulae and equations) o filling the pipette Hutchings experiment 52
(ii) volumes of gases (e.g. in o no air-bubble in pipette tip
o delivering from the pipette Online
the burning of hydrocarbons)
o delivering from the burette http://www.rsc.org/learn-
(iii) volumes and concentrations o desired accuracy (final drop). (P) (Basic) chemistry/resource/res00000697/titrating-
of solutions Learners practise titration sodium-hydroxide-with-hydrochloric-acid
When performing calculations, o This is an important part of preparing for Paper 3 http://www.rsc.org/learn-
candidates answers should o Start with a number of simpler acid-base titrations to start with such chemistry/resource/res00000436/to-find-the-
reflect the number of significant as HCl (aq) with NaOH (aq) (e.g. Hutchings, experiment 48 or formula-of-hydrated-copper-ii-sulfate
figures given or asked for in the Lainchbury experiment 1.3).
question. When rounding up or o Extend to Past papers
down, candidates should ensure An I2 (aq) with S2O3 (aq) titration (such as Hill experiment 4),
2- Paper 11, June 2013, Q2, Q11
that significant figures are neither Aspirin with NaOH Paper 13, Nov 2013, Q12
lost unnecessarily nor used 2+ +
Fe (aq) with H /MnO4 (aq)
- Paper 21, June 2013, Q1 (a)
beyond what is justified (see also The determination of a formula (e.g. x in hydrated magnesium Paper 23, Nov 2013, Q4 (b)(c)
Practical Assessment, Paper 3, sulfate, MgSO4.xH2O, see Hill experiment 1, or in CuSO4.xH2O Paper 41, June 2013, Q3 (c)
Display of calculation and see Hutchings experiment 52). (I) (Basic) Paper 31, Nov 2013, Q1
reasoning) In order to prepare for Paper 3 you should perform the titration with
your learners. Learners are aiming to:
o Copy your technique
o Copy your method of recording results
o Achieve consistent (concordant) results
3
o Match your results to +/- 0.10 cm
Practical booklets 2 and 3 will help learners with the (i) and (ii) parts of
this LO. (I) (Basic)
Learners practise AS practicals from past Paper 3 examples. (I) (Basic)
Provide worksheets (with mark scheme) for learners to work through
calculation problems in pairs and individually, creating method
checklists to use for each type of calculation. (P) (I) (H) (Basic)
V3.1
16
(Challenging)
V3.1
17
1.5.c This can be combined with LO 5.1.b Practical Booklet 3

deduce stoichiometric Provide worksheets (with mark scheme) of data that allows deduction of
relationships from calculations stoichiometric relationships. (I) (Basic)
such as those in 1.5.b Practical work that allows deduction of stoichiometric relationships, e.g.
o NaOH (aq) with H2SO4 (aq) titration
2+ + -
Key concept o Fe (aq) with H /MnO4 (aq) titration
Experiments and evidence o HCl (aq) with Na2CO3 (aq) titration (I) (Basic) (Challenging)
Pairs of learners are given a calculation problem that allows deduction
of stoichiometric relationships. Each pair presents their solution. (P) (H)
V3.1
18
Unit 2: Bonding and structure

Learners should understand the formation of ionic and covalent bonds, have a simple knowledge of structures, and have an appreciation that the structure of a
substance has an effect on its properties.
Context
This unit gives learners knowledge about ionic, covalent, and metallic bonding. It provides learners the opportunity to extend their knowledge of the structures seen
in substances. It allows learners to use structure and bonding to make predictions, particularly about physical properties.
Outline
Learners will study ionic, covalent and metallic bonding and the importance of orbital overlap. Learners will learn about giant ionic, giant covalent, giant metallic,
and simple covalent structures; they will use their knowledge of structures to explain how substances behave.

Types of bonds
Structure
Effects of bonds
Teaching time
Unit 2.1: Types of bonds
3.1.a Whole class recap of learners knowledge of ionic bonding. (W) (Basic)
describe ionic bonding, as in o each learner tells the rest of the class everything they know in 30
sodium chloride, magnesium seconds
oxide and calcium fluoride, o successive learners must minimise repetition. (I) (Basic)
including the use of dot-and- Provide worksheets (with mark scheme) for learners to complete dot and
cross diagrams cross diagrams for NaCl, MgO, CaCl2. (I) (Basic)
V3.1 19
Key concept
Chemical bonds
3.2.a Quick quiz on covalent bonding Past Papers

describe, including the use of dot- o what a covalent bond is Paper 21, Nov 2013, Q1 (b)
and-cross diagrams: o the types of atoms that form covalent bonds Paper 23, Nov 2013, Q1 (a) & Q3 (b)(ii)
(i) covalent bonding, in molecules o the difference(s) in covalent compared to ionic Paper 41, Nov 2013, Q1 (a)
such as hydrogen, oxygen, o dot and cross diagrams for CH4, H2O, HCl. (P) (Basic) Paper 43, Nov 2013, Q1 (a)
chlorine, hydrogen chloride, Learners practise dot and cross diagrams to include both covalent and
+ -
carbon dioxide, methane, dative bonding C2H4, CO2, NH4 , CO, NO3 , Al2Cl6. Provide helpsheet if
ethene needed. (P) (Basic) (Challenging)
(ii) co-ordinate (dative covalent)
bonding, such as in the
formation of the ammonium ion
and in the Al2Cl6 molecule
Key concept
Chemical bonds
3.2.c Learners use molecular model kits to make O2, H2O, CH4, NH3, SF6, BF3 Past Papers
explain the shapes of, and bond and PF5. (P) (Basic) Paper 11, June 2013, Q33
angles in, molecules by using the You lead a discussion of the 3-D shapes of molecules. Be aware of Paper 21, Nov 2013, Q1 (a)
qualitative model of electron-pair difficulty in transfers between 2-D on paper to 3-D in the model, assess
repulsion (including lone pairs), individual needs by Q&A. (W) (Basic)
using as simple examples: BF3 You explain VSEPR (valence shell - electron pair repulsion theory). (W)
(trigonal), CO2 (linear), CH4 (Basic)
(tetrahedral), NH3 (pyramidal), Provide worksheets (with mark scheme) for learners to draw the shapes,
H2O (non-linear), SF6 (octahedral), number of pairs of electrons (split into bonding pairs and lone pairs), and
PF5 (trigonal bipyramidal) the bond angle of various molecules. (I) (Basic)
o Assign each of the molecules on this worksheet to a pair of learners
for them to prepare a presentation to the rest of the class explaining
Key concept the shape and bond angle. (P) (Basic)
Chemical bonds o Peer-marking of presentations. Learners using mark scheme
prepared by you. Mark scheme must include:
V3.1
20
Name of shape
3-D diagram
Specific statement about bond pairs
Specific statement about lone pairs
Bond angle. (P) (F) (Basic)
3.2.b Find the balloon models of s and p orbitals that learners made in LO 2.3
describe covalent bonding in b.
terms of orbital overlap, giving You teach sp, sp , sp hybridisation. (W) (Basic)
2 3
and bonds, including the You describe orbital overlap when covalent bonds form,
concept of hybridisation to form o s and s, e.g. H2
2 3
sp, sp and sp orbitals (see also o s and hybrid, e.g. CH4
LO 14.3) o p and p, e.g. CH2O, CO2. (W) (Basic) (Challenging)
For kinaesthetic learners the act of hybridisation and orbital overlap can
Key concept be physically modelled using modelling clay (e.g. Plasticine or Blu-tack).
Chemical bonds (W) (Basic)
Provide worksheets (with mark scheme) describing the hybridisation and
drawing the shape of the orbital overlap in H2O, NH3, C2H6, C2H4, CO.
(I) (H) (Basic) (Challenging)
3.2.d Learners create a checklist of the steps needed to predict the shape and
predict the shapes of, and bond bond angle (see LO 3.5.b) in unfamiliar molecules.
angles in, molecules and ions Learners practise this skill with both basic and more challenging
analogous to those specified in molecules. (P) (Basic) (Challenging)
3.2.b (see also LO 14.3) Provide worksheets (with mark scheme) of examples. (I) (H) (Basic)
(Challenging)
Key concept
Chemical bonds
14.3.a You remind learners of organic molecules encountered in 3.2.b

predict the shapes of, and bond particularly C2H6 and C2H4. (W) (Basic)
V3.1
21
angles in, molecules and ions Learners make molecular models of ethane, ethene and benzene (not
analogous required at AS but useful to include here)
to those specified in 3.2(b) (see o use hybridisation to discuss bond angles in these molecules.
also LO 14.3) o look at some more organic molecules and apply these ideas to them.
(P) (Basic)
Key concept
Chemical bonds
3.4.a You explain the components of a metallic lattice

describe metallic bonding in terms o positive ions
of a lattice of positive ions o delocalised electrons
surrounded by delocalised o attractive force between these particles
electrons o type of lattice used to explain physical properties. (W) (Basic)
Offer learners choice of:
Key concept o Poster work. For visual learners.
Chemical bonds o Creation and recording of a dialogue between a sodium atom and its
outer electron to describe what happens when the sodium atom
comes together with many other sodium atoms, and why they
subsequently stay together. For auditory learners.
o Model making. A high sided tray will be needed, cardboard discs can
represent positive ions, lentils or dried peas can represent electrons.
When the tray is moved quickly from side to side discs must stay still
but lentils must move about. For kinaesthetic learners.
o Each activity is presented to the class. Other learners assess using
mark scheme prepared by you. (G) (F) (Basic)
Provide worksheets explaining the melting points of sodium, magnesium,
and aluminium. (I) (H) (Basic)
Unit 2.2: Structure
4.3.a Learners making models of the four types of structure; ionic, simple
V3.1
22
describe, in simple terms, the molecular, giant molecular, and metallic

lattice structure of a crystalline Pairs or groups make one type each so that there is a class set. (P)
solid which is: (Basic)
(i) ionic, as in sodium chloride, Provide worksheets about the properties of each of these solid
magnesium oxide structures. (I) (Basic)
(ii) simple molecular, as in iodine
and the fullerene allotropes of
carbon (C60 and nanotubes
only)
(iii) giant molecular, as in
silicon(IV) oxide and the
graphite, diamond and
graphene allotropes of carbon
(iv) hydrogen-bonded, as in ice
(v) metallic, as in copper
Key concepts
Patterns in chemical behaviour
and reactions,
Chemical bonds,
Energy changes
4.2.a Learners to create a page of diagrams to represent the particles in a Textbooks

describe, using a kinetic- liquid and how they change as a liquid changes state. (I) (Basic) Lainchbury Experiment 3.6
molecular model, the liquid state, Practical work measuring the temperature change on forming solutions, Hutchings Experiment 26
melting, vaporisation, vapour e.g. Lainchbury Experiment 3.6. (G) (Basic)
pressure Practical work plotting the cooling curve of stearic acid, e.g. Hutchings Online
Experiment 26. (G) (Basic) http://www.rsc.org/learn-
Key concepts Learners discuss the changes on dissolving and melting using only the chemistry/resource/res00000421/particles-
Chemical bonds, key concepts of chemical bonds and energy changes. (G) (Basic) in-motion
Energy changes (Challenging) http://www.rsc.org/learn-
chemistry/resource/res00000390/the-
energetics-of-freezing
V3.1
23
4.1.a Learners revisit IGCSE/O Level states of matter Past Paper

state the basic assumptions of the o learners physically act out or become particles in a role-play in each Paper 43, Nov 2013, Q2 (a)
kinetic theory as applied to an of the states. (G) (Basic)
ideal gas o ask learners to do this without direction from you so that they talk to
each other in order to aid recall. (G) (Basic)
Key concept You teach the properties of an ideal gas and the assumptions involved.
Chemical bonds (W) (Basic)
4.1.b Learners work through virtual experiments with gases, changing Online
explain qualitatively in terms of temperature, volume using the university Oregon vlab site. (I) (Basic) http://jersey.uoregon.edu/vlab/index.html
intermolecular forces and Provide worksheets about ideal gases and assumptions of kinetic theory. These are a collection of interactive Java
molecular size: (P) (Basic) applets.
(i) the conditions necessary for a Intermolecular forces introduced by you at a simple level. Explain this is a
gas to approach ideal concept that will be explained in more detail soon. (W) (Basic) Past Papers
behaviour Paper 11, June 2013, Q9
(ii) the limitations of ideality at Paper 13, Nov 2013, Q7
very high pressures and very Paper 43, Nov 2013, Q2 (b)
low temperatures
4.1.c You guide learners to discuss factors that make a difference to the Textbooks
state and use the general gas pressure or volume of a gas. (W) (Basic) Lainchbury Experiment 9.1
equation pV = nRT in calculations, You introduce and explain the general gas equation. (W) (Basic) Hutchings Experiment 17
including the determination of Mr Learners practise using this equation in theoretical questions. (I) (Basic)
Learners use this equation in the evaluation and analysis of their own Online
practical work to determine the molar mass of a gas e.g. Lainchbury http://www.rsc.org/learn-
Experiment 9.1 or Hutchings Experiment 17. (P) (Basic) (Challenging) chemistry/resource/res00000401/the-
Provide worksheets (with mark scheme) of more demanding examples. determination-of-relative-atomic-mass
(I) (H) (Basic) (Challenging)
Peer-marking of homework using mark scheme prepared by you. (I) (F)
(Basic)
Unit 2.3: Effects of bonds
V3.1
24
3.5.a You set the scene for the following sequence of lessons. Textbooks
describe, interpret and predict the o Structures affect properties Hill Practical 6
effect of different types of bonding o What do learners already know? (Q&A)
(ionic bonding, covalent bonding, o What dont learners know yet? (Try to get out of them that
hydrogen bonding, other intermolecular forces between gas particles are neither ionic, nor
intermolecular interactions, covalent, nor metallic). (G) (Basic)
metallic bonding) on the physical Learners look at some chemical and physical properties that are related
properties of substances to the type of bonding, such as Hill Practical 6, Structure, Bonding and
Properties. (P) (Basic)
Key concept Provide worksheets with twelve substances, 3 GI, 3GC, 3GM and 3SM,
Patterns in chemical behaviour with properties. Properties include:
and reactions o Melting point
o Conductivity when solid
o Conductivity when liquid
o Conductivity in aq solution
o Solubility in water
o Solubility in hexane. (P) (Basic)
Provide worksheets which lead learners to make generalisations e.g.
Giant Ionic substances have high melting points. (P) (Basic)
Your choice of substances must make these generalisations obvious.
o Point out that there are exceptions but thats not what theyre looking
at yet.
Learners answer prepared question sheet or from textbook. (I) (H)
3.3.b You teach the concept of electronegativity. (W) (Basic)

understand, in simple terms, the Learners research:
concept of electronegativity and o Trends in electronegativity within Periodic Table including Linus
apply it to explain the properties Paulings numerical values.
of molecules such as bond o Factors affecting electronegativity
polarity (see also LO 3.3.c), the o The effect of electronegativity on covalent bonds when there is:
dipole moments of molecules (LO A large difference
3.3.d) and the A small difference
behaviour of oxides with water No difference. (P) (Basic)
V3.1
25
(LO 9.2.c) o The consequence of bond polarity. (P) (Basic)

Learners present findings to the class.
Key concepts o Peer-marking of presentations using mark schemes prepared by you.
Patterns in chemical behaviour (I) (F) (Basic)
and reactions, Learners summarise what they have learned. (I) (H) (Basic)
Chemical bonds (Challenging)
3.3.d You define intermolecular forces. Introduce the term van der Waals
describe intermolecular forces forces as an umbrella term for all intermolecular forces. (W) (Basic)
(van der Waals forces), based on You describe forces based on permanent dipoles.
permanent and induced dipoles, Use Q&A to refer to work on electronegativity especially student research
as in, for example, CHCl3(l); Br2(l) and presentation. (W) (Basic)
and the liquid Group 18 elements Provide worksheets on polar bonds, absence of polar bonds, and the
effect of both of these on:
Key concepts o Melting point,
Chemical bonds, o Boiling point
Energy changes o Solubility in water
o Solubility in hexane. (I) (Basic) (Challenging)
Provide worksheets (with mark scheme) for learners to practise this,
extending understanding to include symmetrical molecules with polar
bonds but no overall dipole. (I) (H) (Basic) (Challenging)
You introduce the problem substances like O2 and CH4 with non-polar
molecules can be liquefied. (W) (Basic)
Learners brainstorm what the forces might be and present ideas to the
class. Criticism of ideas by other learners. (G) (Basic)
Teach about forces based on temporary (instantaneous) dipoles,
learners summarise this is diagrammatic form. (W) (I) (Basic)
Learners research the factors that affect the strength of forces based on
temporary dipoles. To include:
o size of electron charge cloud
o shape of molecule. (P) (Basic)
Provide worksheets giving data on the boiling points of the hydrides of
Groups 14, 15, 16, 17. Learners plot this data to produce a single graph
V3.1
26
and use the material learned on van der Waals forces to explain:
o why the values rise for Group 14
o why the values for Group 14 are below the values for Groups 15, 16,
and 17
o why NH3, H2O and HF appear anomalous. (I) (H) (Basic)
(Challenging)
Note: In this course van der Waals forces is used as an umbrella term
for all intermolecular forces.
3.3.a You explain H-bonds in simple terms giving reference to importance of H,

describe hydrogen bonding, using N and O. Refer to work on electronegativity and forces based on
ammonia and water as simple permanent dipoles.
examples of molecules containing o Bend a stream of water coming out of a tap with an electrostatically
NH and OH groups charged (plastic) rod / ruler
o Video clip of an insect walking on water
Key concepts o Ice floating on water
Chemical bonds, o Learners try to float a needle on water. (W) (Basic)
Energy changes Provide worksheets on how hydrogen bonds are formed and how to draw
them in molecules to include:
o partial charges
o lone pair involvement
o role of H, N and O
o includes reference to HF. (I) (H) (Basic) (Challenging)
3.5.b This is linked to LO 3.5.a and LOs 9.2.g, 9.3.b, 10.1.d and 11.1.b. Online
deduce the type of bonding Each learner researches two substances and prepares information about www.chemguide.co.uk Structures section
present from given information the properties of the two substances (such as (relative) boiling point,
conductivity, solubility etc.) for homework. (I) (H) (Basic)
Examples of pairs of substances:
Key concepts o SiO2 and Al
Chemical bonds, o NaCl and HCl
Energy changes o H2O and CH4
o C10H22 and CH4
o SiO2 and CO2
V3.1
27
Then each learner presents this information to the class without revealing
the identity of the substances. (W) (Basic)
Peers must
o deduce the types of structure and bonding
o deduce, if the structures are both simple molecular, the van der
Waals forces present
o relate these deductions to the properties (I) (Basic) (Challenging)
4.3.d This is linked to LO 3.5.b

suggest from quoted physical Learners work in pairs to prepare and then present to the class an
data the type of structure and explanation of how data about pairs of substances can show the type of
bonding present in a substance structure and bonding present in each of them.
Examples of pairs of substances:
Key concepts o graphite and diamond
Chemical bonds, o MgO and Mg
Energy changes o diamond and buckminsterfullerene. (P) (H) (Basic) (Challenging)
Peers mark presentations using mark schemes prepared by you. (I) (F)
(Basic)
4.3.c This is linked to LO 3.5a. Textbooks

outline the importance of Learners practical work investigating: Lainchbury Experiments 3.4 & 3.5
hydrogen bonding to the physical o the viscosity of liquids, e.g. Lainchbury Experiment 3.4
properties of substances, o the effect of hydrogen bonding on liquid flow
including ice and water (for o the variation of boiling point with composition of a mixture of two
example, boiling and melting liquids such as ethanol and cyclohexane, or propan-1-ol and propan-
points, viscosity and surface 2-ol (or trichloromethane and methylethanoate as a demonstration)
tension) e.g. Lainchbury Experiment 3.5 Variation of boiling point with
composition of mixture.
Key concepts Provide worksheets on H-bonding. (I) (H) (Basic)
Chemical bonds, Peer-marking of worksheets using mark schemes prepared by you. (P)
Energy changes (F) (Basic)
Learners answer questions about the effects of hydrogen bonding, for
example prepared by you or in textbooks. (I) (H) (Basic) (Challenging)
V3.1
28
4.3.b Learners research and bring to the lesson information that they have
discuss the finite nature of found out about recycling opportunities within, for example, 1km of their
materials as a resource and the home. (I) (H) (Basic)
importance of recycling processes Discuss how well recycling occurs in their location and what motivates or
puts people off recycling. (G) (Basic)
Key concept As a revision exercise learners discuss this, along with the
Energy changes biodegradability of polymers (LO 21.4 a & b) in terms of the key concept
of energy changes. (W) (Basic)
V3.1
29
Unit 3: Controlling reactions 1

Learners should know about the reversibility of some reactions and about what acids and alkalis are and how they behave. They should know which factors can
change the rate of a reaction, have some basic knowledge of collision theory, and should know that many chemical reactions have an accompanying energy
change.
Context
This unit allows learners to understand situations where reactions do not go to full completion and how they can be manipulated to our advantage. It allows learners
the opportunity to investigate how the rate of a reaction can be influenced. It gives learners the ability to apply Hesss Law and to use E=mxSHxT to interpret
practical work.
Outline
Learners will study equilibrium reactions, the application of Le Chateliers Principle, acids and bases, and solubility. Learners will look at the factors that affect the
rate of a reaction and will learn to use the Boltzmann distribution. They will learn how to calculate energy changes, either by experimentation or by using Hesss
Law

Energy 1
Kinetics 1
Equilibria
Teaching time
Unit 3.1: Energy 1
5.1.a Learners recap IGCSE knowledge with some simple practical work of Practical Booklet 4
explain that chemical reactions measuring temperature changes of reactions such as
are accompanied by energy o NaOH + HCl, Textbooks
changes, principally in the form o NaHCO3 + citric acid, Lainchbury Experiments 2.1, 2.2
V3.1 30
of heat energy; the energy o NH4Cl + water

changes can be exothermic (H o Mg + H2SO4. (G) (Basic) Past Paper
is negative) or endothermic (H Lainchbury Experiments 2.1 and 2.2 and Practical Booklet 4. (G) Paper 43, Nov 2013, Q2 (c)(i)
is positive) (Basic)
You explain the meanings of exothermic and endothermic. (W) (Basic)
Key concept
Energy changes
3.5.c Do as a revision exercise, since it crosses a number of topics:

show understanding of chemical o bonding
reactions in terms of energy o energy transfer,
transfers associated with the o activation energy.
breaking and making of o the key concept of chemical bonds
chemical bonds o the key concept of energy changes, would be a good way for
learners to discuss these ideas.
Key concepts Learners research then present to the class:
Chemical bonds, o the reasons behind the trend in volatility of the halogens
Energy changes o the variation in solubility of Group 2 hydroxides and sulfates. (P) (H)
3.3.c You teach the meaning of bond energy, bond length, and bond polarity. Textbooks
explain the terms bond energy, (W) (Basic) Lainchbury, Experiment 3.3
bond length and bond polarity Learners research and discuss how the trend in reactivity in Hill S4
and use them to compare the halogenoalkanes is determined by the carbon-halogen bond. (P)
reactivities of covalent bonds (Basic) Past Papers
(see also LO 5.1.b(ii)) Learners practical work, e.g. Lainchbury experiment 3.3 Testing liquids Paper 23, Nov 2013, Q1 (b)
for polarity. (G) (Basic)
Key concepts Planning an investigation such as Hill S4 Investigating the effect of a
Patterns in chemical behaviour charged rod on liquid jets.
and reactions, (P) (Basic) (Challenging)
Chemical bonds,
Energy changes
5.1.b (i) and (ii) only Learners in paired activity learn all the definitions in this LO Practical Booklet 4
V3.1
31
explain and use the terms: o recite definition to partner

(i) enthalpy change of reaction o give an equation to go with the definition Past Papers
and standard conditions, o partner assesses and feeds back Paper 21, Nov 2013, Q5 (c)
with particular reference to: o partners switch roles. (P) (Basic) Paper 23, Nov 2013, Q2 (c)
formation, combustion, Provide worksheets with 18 equations, learners must recognise 3 Paper 41, Nov 2013, Q4 (a)
hydration, solution, enthalpy changes of formation, 3 enthalpy changes of combustion, etc. Paper 43, Nov 2013, Q3 (a)
neutralisation, atomisation (P) (Basic)
(ii) bond energy (H positive, Learners produce their own version of the worksheet with mark
i.e. bond breaking) scheme. (I) (H) (Basic)
(iii) lattice energy (H Learners swap worksheets in pairs, complete their partners sheet, then
negative, i.e. gaseous swap again and mark. (P) (F) (Basic)
ions to solid lattice)
Key concept
Energy changes
5.1.c Learners practical work, Practical Booklet 4

calculate enthalpy changes from o burning various alcohols
appropriate experimental methanol Textbooks
results, including the use of the ethanol Lainchbury Experiments 2.4, 2.5, 2.6
relationship propanol and
enthalpy change, H = mcT butanol Past Paper
to heat water and then using H = mcT to determine a value for Paper 23, Nov 2013, Q2 (d)
Key concept the enthalpy change of combustion for each reaction. See
Energy changes Lainchbury experiments 2.4, 2.5 & 2.6 for other variations of using
this experimental method. (G) (P) (Basic) (Challenging)
Provide worksheets practising calculations involving this method. (I) (H)
(Basic)
Peer-marking of worksheets using mark schemes prepared by you. (P)
(F) (Basic) (Challenging)
5.2.a (i) & (ii) only Learners practical work Practical Booklet 4
apply Hess Law to construct o the enthalpy change of the formation of hydrated magnesium
simple energy cycles, and carry sulfate from magnesium sulfate dissolving in water, (Lainchbury Textbooks
V3.1
32
out calculations involving such Experiment 2.3) Lainchbury Experiment 2.3

cycles and relevant energy o the same experiment for sodium thiosulfate
terms, with particular reference o the same experiment for copper sulfate. (G) (Basic) Past Papers
to: You then show learners how to draw Hess Law diagrams / cycles to Paper 11, June 2013, Q12
(i) (determining enthalpy interpret practicals. (W) (Basic) Paper 21, June 2013, Q2 (c)
changes that cannot be Learners practice calculations themselves using prepared worksheets Paper 43, Nov 2013, Q3 (c)(i)
found by direct experiment, with examples. Peer tutoring and peer assessment here, since learners
e.g. an enthalpy change of are likely to need to complete quite a lot of questions to practise. (P) (F)
formation from enthalpy (Basic) (Challenging)
changes of combustion Provide worksheets to introduce Hess Law calculations that use bond
(ii) average bond energies energies. (I) (H) (Basic) (Challenging)
(iii) the formation of a simple
ionic solid and of its
aqueous solution
(iv) Born-Haber cycles
(including ionisation
energy and electron
affinity)
Key concept
Energy changes
15.3.a Learners write equations for the complete combustion of various

describe and explain how the alkanes. (P) (Basic)
Learners use average bond energies to calculate H c for these
O
combustion reactions of alkanes
led to their use as fuels in reactions. (P) (Basic)
industry, in the home and in You lead discussion on the amount of energy released per g as a factor
transport in choosing fuels. (W) (Basic)
Learners research which alkanes have and are used as fuels and the
Key concept contexts in which they are used. (I) (H) (Basic) (Challenging)
Energy changes
15.3.b Learners research the chemistry of the internal combustion engine to

recognise the environmental include
V3.1
33
consequences of: o environmental discussions

(i) carbon monoxide, oxides of o fuel additives e.g. tetraethyl lead
nitrogen and unburnt o current legislation in the home country. (P) (Basic)
hydrocarbons arising from Learners deliver presentations. (W) (Basic)
the internal combustion Peer-marking of presentations using mark schemes prepared by you.
engine and of their catalytic (P) (F) (Basic) (Challenging)
removal
(ii) gases that contribute to the
enhanced greenhouse
effect
Key concept
Energy changes
13.2.a You demonstrate the burning of sulfur in a gas jar full of oxygen, then Past Paper
describe the formation of add a small amount of water and (universal) indicator to the sulfur Paper 13, Nov 2013, Q35
atmospheric sulfur dioxide from dioxide formed. (W) (Basic)
the combustion of sulfur-
contaminated fossil fuels
13.2.b Show photographs of buildings in c.1900 and now as evidence of

state the role of sulfur dioxide in corrosion. (W) (Basic)
the formation of acid rain and Learners say everything they know about acid rain in 30 seconds to the
describe the main environmental rest of the class. (W) (Basic)
consequences of acid rain Peers criticise each one on the basis of:
o how scientific they were in the language they used
o what chemists might say differently,
o coverage of other consequences of acid rain. (W) (Basic)
15.3.c You teach which bonds absorb infra-red radiation and why. Link to
outline the use of infra-red global warming. (W) (Basic)
spectroscopy in monitoring air You ask learners which bonds in which molecules in air can be
pollution (see also LO 22.2) detected using IR spectroscopy. For example the C=O bond in CO2.
(W) (Challenging)
V3.1
34
Learners decide which air constituents contribute to global warming and

which are increasing in amount. (G) (Basic)
6.1.a Learners to sort a number of statements into those associated with Practical Booklet 4, 5
calculate oxidation numbers of oxidation and those associated with reduction using their knowledge
elements in compounds and from IGCSE. Past Papers
ions o Statements to include Paper 11, June 2013, Q1
losing and gaining electrons, Paper 13, Nov 2013, Q1
Key concept losing and gaining oxygen,
Patterns in chemical behaviour increase and decrease in oxidation number. (I) (Basic)
and reactions Learners then create a checklist for determining the oxidation number
of elements in compounds. (P) (Basic)
Learners then create a checklist for using oxidation number changes to
balance equations. (P) (Basic)
Learners practise both of these skills in questions. (I) (Basic)
Learners practical work, for example in the titration of potassium
manganate (VII) or potassium chromate (VI) with iron (II) ions, or of
sodium thiosulfate with iodine. (G) (Basic) (Challenging)
6.1.b Provide worksheets of balanced chemical equations, all for redox

describe and explain redox processes, learners must use oxidation numbers to identify the species
processes in terms of electron that are oxidised and the species that are reduced. (P) (Basic)
transfer and changes in You teach how to produce half-equations. (W) (Basic)
oxidation number Learners produce half-equations for species oxidised and species
reduced, confirming:
Key concepts o oxidation is loss of electrons
Patterns in chemical behaviour o reduction is gain of electrons. (P) (Basic)
and reactions,
Chemical bonds
V3.1
35
6.1.c Provide worksheets of balanced chemical equations, all for redox

use changes in oxidation processes, learners must use oxidation numbers to balance the
numbers to help balance chemical equations. (P) (Basic)
chemical equations Learners are each given a certain numbers of equations to present to
the class and to explain their balancing method. (I) (Basic)
Key concepts
and reactions,
Chemical bonds
Unit 3.2: Kinetics 1
8.1.a Learners each talk for 30 seconds about rates of reaction from their
explain and use the term rate of IGCSE / O Level course. (I) (Basic)
reaction Other learners mark each other using mark schemes prepared by you.
(W) (F) (Basic)
8.1.b Learners role-play to simulate collision theory. Create a space to be the Practical Booklet 5
explain qualitatively, in terms of reaction vessel and more or less learners walk about in it blindfolded.
collisions, the effect of Whenever they touch each other (collide) they shout reaction. When Past Papers
concentration changes on the there are more of them (particles) in the same space they will hear Paper 11, June 2013, Q8
rate of a reaction reactions more often. (W) (Basic) Paper 13, Nov 2013, Q5
Learners practical thiosulfate cross experiment. (G) (Basic)
V3.1
36
5.2.b This could be linked to LO 8.2.a Past Papers

construct and interpret a You introduce using numerical values and drawing pathway diagrams Paper 11, June 2013, Q7
reaction pathway diagram, in for simple reactions such as hydrochloric acid and sodium hydroxide or Paper 42, June 2013, Q1 (c)
terms of the enthalpy change of the combustion of methane. (W) (Basic)
the reaction and of the activation Learners draw diagrams in pairs,
energy o suggesting reactions for each other
o using bond energies to work out the bonds broken and the bonds
formed and therefore the H of the reaction
o putting the numbers on the diagram. (P) (Basic)
8.3.a Learners practical (an extension of a previous practical.) to determine Textbooks

the activation energy of the reaction between S2O8 and I ions (e.g.
2- -
explain and use the term Lainchbury Experiment 9.7
catalysis Lainchbury Experiment 9.7)
This involves planning and then carrying out this investigation and Online
Key concept finding the activation energy for this reaction when catalysed. (G) www.chemguide.co.uk
Energy changes (Basic) (Challenging)
8.3.b Learners are put into three groups to research and create a
explain that catalysts can be presentation about catalysts.
homogenous or heterogeneous Different learners are given different LOs from 8.3 so that all of 8.3 is
covered.
Key concept The first learner/pair/group is given 8.3a and 8.3b (see below for 8.3c
Energy changes and 8.3d.). (P) (Basic)
V3.1
37
8.3.c Learners are put into three groups to research and create a
(i) explain that, in the presence presentation about catalysts.
of a catalyst, a reaction has Different learners are given different LOs from 8.3 so that all of 8.3 is
a different mechanism, i.e. covered.
one of lower activation The second learner/pair/group is given 8.3.c (i) and (ii). (P) (Basic)
energy
(ii) interpret this catalytic effect
in terms of the Boltzmann
distribution
Key concept
Energy changes
8.3.d Learners are put into three groups to research and create a
describe enzymes as biological presentation about catalysts.
catalysts (proteins) which may Different learners are given different LOs from 8.3 so that all of 8.3 is
have specificity covered.
The third learner/pair/group is given 8.3.d. (P) (Basic)
Key concept Presentations are delivered to the class. Other learners mark each
Energy changes presentation using mark schemes prepared by you. (W) (F) (Basic)
It should be noted that when learner research and presentation is used
the preparation of a mark scheme and a marking activity is essential to
ensuring every learner gains the correct knowledge.
Provide worksheets for homework covering all of 8.3.a-d. (I) (H) (Basic)
V3.1
38
8.2.a You teach the Boltzmann distribution. Key points: Past Paper
explain and use the term o The labelling of the axes Paper 12, June 2013, Q5
activation energy, including o The shape of the curve Many examples of questions involving the
reference to the o The shape of the curve at higher and lower temperatures Boltzmann distribution can be found on past
Boltzmann distribution o A value for EA and the identification of reacting molecules paper variants 1, 11, 12 and 13.
o What happens to the number of reacting molecules at higher and
Key concept lower temperatures
Energy changes o A value for EA in the presence of a catalyst and the identification of
reacting molecules. (W) (Basic)
Learners work in pairs. The task of learner 1 is to draw a Boltzmann
distribution and use it to explain what happens to the rate of a reaction
when:
o T increases
o T decreases
o a catalyst is added
Learner 2 marks this using a mark scheme prepared by you.
Learners 1 and 2 exchange roles. (P) (F) (Basic)
Provide worksheets consisting of as many relevant multiple choice
questions (Paper 1) as you can find. (I) (H) (Basic)
8.2.b Marking exercise using homework from 8.2a and mark scheme Past Paper
explain qualitatively, in terms prepared by you. Learners must explain their reason for their choices. Many examples of questions involving the
both of the Boltzmann (W) (F) (Basic) Boltzmann distribution can be found on past
distribution and of collision You use this as an opportunity to teach learners how to approach paper paper variants 1, 11, 12 and 13.
frequency, the effect of 1, ruling out certain answers and annotating the Q paper to help make
temperature change on the rate decisions. (W) (Basic)
of a reaction You teach the effect of temperature change on collision frequency, but
emphasise that the increase in the proportion of collisions with EA is
Key concept more important. (W) (Basic)
Energy changes
V3.1
39
Unit 3.3: Equilibria
7.1.a Demonstration show a number of reactions, some of which are Online

explain, in terms of rates of the reversible, some not, and some in equilibrium and some not. http://www.rsc.org/learn-
forward and reverse reactions, o heat and cool chocolate, chemistry/resource/res00000117/afl-equilibrium-
what is meant by a reversible o heat and cool an egg, reactions
reaction and dynamic o heat and cool zinc oxide to show the idea of reversibility. http://www.rsc.org/learn-
2- 2- +
equilibrium o CrO4 (aq) and Cr2O7 (aq), the reaction being reversed by H (aq) chemistry/resource/res00000001/cobalt-
-
or OH (aq) ions equilibrium
Key concepts o pink solution of cobalt chloride which you warm to turn blue and
Experiments and evidence, cool in ice to turn back to pink. (W) (Basic) Past Paper
Energy changes Learners in pairs set up a dynamic equilibrium model using molecular Paper 41, Nov 2013, Q3 (b)
models. Start with ten N2 molecules and 30 H2 molecules. One student
has to create NH3 molecules while the other has to return them to N2 +
H2. If they do this at the same time an equilibrium will be created. (P)
(Basic)
Learners write up what they have learned from paired activity. To
include:
o dynamic nature of equilibrium
o concept of equilibrium position. (I) (H) (Basic)
7.1.b You write Le Chateliers principle on the board. (W) (Basic) Textbooks
state Le Chateliers principle and Learners in pairs re-write it so that either a 12-year-old or one of their Lainchbury Experiment 6.1
apply it to deduce qualitatively peers who is not studying any science A Levels, could understand it.
(from appropriate information) (P) (Basic) Past Papers
the effects of changes in You teach how Le Chateliers principle is applied. (W) (Basic) Paper 13, Nov 2013, Q34
temperature, concentration or Learners in pairs apply this principle to a number of equilibria when a Paper 21, June 2013, Q2 (b)
pressure on a system at particular change is made to that system. (If possible each pair should
equilibrium have a different situation). (P) (Basic)
Learners then share their answers with the rest of the class in turn. (P)
Key concept (Basic)
Energy changes You relate the changing factors (e.g. T, P, conc.) to their knowledge of
how these factors change the rate of reaction. (W) (Basic)
Learners practical work such as Lainchbury Experiment 6.1 The effect
V3.1
40
of concentration changes on equilibria where solutions of FeCl3 and

KSCN(aq) are mixed to form an equilibrium. (G) (P) (Basic)
(Challenging)
Provide worksheets - what is the effect of a change in P or T or
concentration on the following equilibria? (I) (H) (Basic)
7.1.c You explain the idea of an equilibrium constant (see LO 7.1.d). (W) Online
state whether changes in (Basic) http://www.rsc.org/learn-
temperature, concentration or Learners then research the effects of temperature, pressure, chemistry/resource/res00000001/cobalt-
pressure or the presence of a concentration and catalysts on equilibrium constants. (I) (H) (Basic) equilibrium
catalyst affect the value of the Learners present their findings. (G) (Basic)
equilibrium constant for a Other learners use mark scheme prepared by you to peer-assess. (G)
reaction (F) (Basic)
Key concept
Energy changes
7.1.d Learners practical work to determine an equilibrium constant, e.g. the Textbooks
deduce expressions for equilibrium of ethyl ethanoate and water with ethanol and ethanoic acid, Lainchbury Experiment 6.2
equilibrium constants in terms of e.g. Lainchbury Experiment 6.2 or Hill Practical 14 (NB you probably Hill Practical 14
concentrations, Kc, and partial need to set up and leave this for at least 48 hours for the system to
pressures, Kp (treatment of the reach equilibrium.). (G) (Basic) (Challenging) Online
relationship between Kp and Kc Learners write up ethyl ethanoate practical, paying particular attention http://www.rsc.org/learn-
is not required) to how the ethyl ethanoate, water and ethanol concentrations at chemistry/resource/res00000537/measuring-an-
equilibrium are calculated. (I) (H) (Basic) (Challenging) equilibrium-constant
Key concept Learners practise writing Kc and Kp expressions for a number of
Experiments and evidence equilibria. (P) (Basic) Past Papers
Paper 13, Nov 2013, Q10
Paper 21, June 2013, Q2 (a)
7.1.e This lesson should be delivered equally in the context of Kc and Kp. Past Paper
calculate the values of Provide worksheets requiring writing Kc expressions and calculating a Paper 41, June 2013, Q1 (c)(iv)(v)
equilibrium constants in terms of value from supplied data. (I) (Basic)
concentrations or partial Start with the equilibrium they have investigated practically in LO 7.1.d.
V3.1
41
pressures from appropriate data (I) (Basic)

Learners work in pairs to carry out peer assessment of these
calculations. (P) (F) (Basic)
Provide worksheet of more examples for homework. (I) (H) (Basic)
(Challenging)
7.1.f This lesson should be delivered equally in the context of Kc and Kp.
calculate the quantities present Provide worksheets with equations for reversible reactions, and data
at equilibrium, given appropriate giving Kc and all other concentrations except one.
data (such calculations will not Learners write the expression for Kc then rearrange it to find the value
require the solving of quadratic of the missing concentration term in the expression. (I) (Basic)
equations) You explain how to use the stoichiometry of a balanced chemical
equation to solve a problem with these steps:
o The balanced chemical equation is supplied
o Starting concentrations are given
o The equilibrium concentration of one reactant or product is given
o The equilibrium concentrations of all other reactants and products
are then calculated using the stoichiometry.
o The equilibrium constant can then be calculated. (W) (Basic)
(Challenging)
Provide worksheets to practise this method. (I) (H) (Challenging)
7.1.g Learners research these two industrial processes and produce a report Practical Booklet 5
describe and explain the about why the particular conditions of temperature, pressure and
conditions used in the Haber catalyst are chosen in practice. (I) (H) (Basic) Online
process and the Contact Reports are evaluated by other learners using mark schemes prepared www.chemguide.co.uk
process, as examples of the by you. (G) (F) (Basic)
importance of an understanding Hold an ask the expert session
of chemical equilibrium in the o one learner role-plays the manager for a plant producing ammonia
chemical industry or sulfuric acid,
o the rest of the learners ask them questions such as
Why dont you use a higher temperature to have a faster rate of
reaction?
V3.1
42
If you need to reduce your CO2 emissions from burning fuel to

have a high temperature, why not use lower temperature?
If it costs so much to produce high pressure why not use low
pressure?
o Learners switch roles. (W) (Basic) (Challenging)
Learners to draw dot and cross diagrams for H3O , OH and NH4 .
+ - +
7.2.a Textbooks
show understanding of, and use, Learners talk in pairs and list everything they know about acids and Hill Practical 10, Experiments 1 & 2
the Brnsted-Lowry theory of bases. (P) (Basic)
acids and bases, including the o Have some familiar acids, bases and indicators as prompts, link this Past Papers
use of the acid-I base-I, acid-II with an acid-base titration practise or with experiments with acids Paper 41, Nov 2013, Q3 (a)
base-II concept and bases such as Hill Practical 10, Acids, Bases and Indicators, Paper 43, Nov 2103, Q6 (a)
experiments 1 & 2.
Key concept You explain Brnsted-Lowry theory of acids and bases. (W) (Basic)
Chemical bonds Learners then practise using new definitions
o to identify acids and bases in practical work
o to identify conjugate pairs in in practical work.
o to complete prepared worksheet for homework. (P) (I) (H) (Basic)
(Challenging)
7.2.b Display of acids and bases with Universal indicator in them

explain qualitatively the o HCl (aq)
differences in behaviour o vinegar
between strong and weak acids o Ca(OH)2 (aq),
and bases and the pH values of o NaOH (aq)
their aqueous solutions in terms o NH3 (aq)
of the extent of dissociation Discuss the terms weak and strong (which should be familiar from
IGCSE/O Level)
Key concept Extend understanding into equations showing acids and bases in an
Patterns in chemical behaviour equilibrium reaction (called dissociation.)
and reactions Concept of strong and weak acids explained in terms of extent of
dissociation and equilibrium position. (W) (Basic)
Learners practise writing equilibria equations for common acids and
V3.1
43
bases.
Learners identify conjugate acid/base pairs in their examples. (I) (H)
(Basic)
V3.1
44
Unit 4: Organic chemistry 1

Learners should know the meaning of a homologous series, and should have studied the chemistry of the alkanes and alkenes.
Context
This unit includes a study of how organic chemicals are obtained from crude oil, introduces learners to the concept of the functional group, and includes several
examples of functional groups.
Outline
Learners will learn how chemists use conventions to represent, classify and describe the vast range of compounds that are thought of as being organic molecules.
Naming, structures, functional groups, isomers and types of reaction are all covered in this unit. Learners will study the reactions of alkanes, alkenes,
halogenoalkanes, alcohols, carbonyl compounds, and carboxylic acids. They will learn about organic reaction mechanisms. They will study isomerism in organic
chemistry, of various kinds.

Introduction
Hydrocarbons 1
Halogenoalkanes
Alcohols
Carbonyls
Carboxylic acids 1
Teaching time
Unit 4.1: Introduction
14.1.a AS Level compounds Learners work in pairs to make molecular models of Online
only o alkanes www.chemguide.co.uk
interpret and use the general, o alkenes
V3.1 45
structural, displayed and skeletal o halogenoalkanes Past papers

formulae of the following classes o primary, secondary and tertiary alcohols Paper 13, Nov 2013, Q20
of compound: o aldehydes
(i) alkanes, alkenes and o ketones
arenes o carboxylic acids
(ii) halogenoalkanes and o esters
halogenoarenes o amines
(iii) alcohols (including primary, o nitriles
secondary and tertiary) and Learners use models to practise drawing the general, structural,
phenols displayed and skeletal formulae for each molecule. (P) (Basic)
(iv) aldehydes and ketones
(v) carboxylic acids, esters and
acyl chlorides
(vi) amines (primary only),
nitriles, amides and amino
acids
(Candidates will be expected to
recognise the shape of the
benzene ring when it is present
in organic compounds.
Knowledge of benzene or its
compounds is not required for
AS Level.)
Key concept
Atoms and forces
14.1.b You teach how the organic naming system works.

understand and use systematic Learners use the models they made and their 2-D drawings to
nomenclature of simple aliphatic practise naming molecules. (P) (Basic)
organic molecules with Learners work in pairs to create a checklist of how to do this.
functional groups detailed in You extend this to more difficult molecules on the board and give
14.1.a, up to six carbon atoms learners a mini whiteboard each that they write the name onto and
(six plus six for esters and show you when they have worked it out. (I) (Basic)
V3.1
46
amides, straight chains only) Provide worksheets for learners to practice examples. (I) (H) (Basic)
Peer-marking of worksheets using mark schemes prepared by you.
Key concept (P) (F) (Basic)
Atoms and forces
14.1.d You teach the meaning of the term isomer and give examples. (W)
deduce the possible isomers for (Basic)
an organic molecule of known Learners work in pairs,
molecular formula o Learner 1 draws a structure (using whichever type of formula they
choose)
Key concept o Learner 2 works out the molecular formula of it and draws the
Atoms and forces structure of an isomer
o Learner 1 draws another isomer
o Continue until no more isomers. Learners must be vigilant for
formulae that look different but are not.
o Swap roles. (P) (F) (Basic)
14.1.e Provide worksheets giving structural and displayed formulae of 20

deduce the molecular formula of different compounds.
a compound, given its structural, Learners must find the molecular formula of each compound and put
displayed or skeletal formula the 20 into 5 groups of 4 isomers in each group.
Learners must deduce a fifth isomer to go in each group. (I) (H)
Key concept (Basic) (Challenging)
Atoms and forces Peer-marking of worksheets using mark schemes prepared by you.
(P) (F) (Basic)
14.2.a Learners research one of these terms each and give a presentation.
interpret and use the following (I) (H) (Basic)
terminology associated with Learners mark presentations using mark schemes prepared by you
organic reactions: and give feedback to presenter. (W) (F) (Basic)
(i) functional group You will use the first contexts in which these terms subsequently
(ii) homolytic and heterolytic occur to revisit this learning.
fission Occasional revision activity where learners in pairs have to define 2 or
(iii) free radical, initiation,
V3.1
47
propagation, termination 3 of these terms

(iv) nucleophile, electrophile Learners to begin to make a table or mind map for each term. They
(v) addition, substitution, add to the table each reaction that is associated with that term. (I) (H)
elimination, hydrolysis, (Basic)
condensation
(vi) oxidation and reduction
(in equations for organic redox
reactions, the symbols [O] and
[H] are acceptable for oxidising
and reducing agents)
Key concept
Atoms and forces
Unit 4.2: Hydrocarbons 1
15.1.a Each learner says everything they can remember from IGCSE/O
understand the general Level about alkanes in 30 seconds. (I) (Basic)
unreactivity of alkanes, including You show learners examples of alkanes such as methane, pentane,
towards polar reagents hexane. (W) (Basic)
You show these alkanes unreactivity with water by passing the gas
Key concept into water or shaking the liquids together. (W) (Basic)
and reactions
15.1.b Learners investigate these reactions practically, e.g. Lainchbury Textbooks

describe the chemistry of Experiment 5.1 Chemical properties of alkanes or Hill Practical 25 Lainchbury Experiment 5.1
alkanes as exemplified by the Alkanes. (G) (Basic) Hill Practical 25
following reactions of ethane: Learners write up practical work, writing balanced chemical equations
(i) combustion for all reactions. (I) (H) (Basic) Online
(ii) substitution by chlorine and www.s-cool.co.uk
V3.1
48
by bromine
Past Papers
Key concepts Paper 13, Nov 2013, Q22
Experiments and evidence, Paper 21, Nov 2013, Q5 (b)
Patterns in chemical behaviour Paper 23, Nov 2013, Q2 (b)
and reactions Paper 41, Nov 2013, Q4 (e)
Paper 43, Nov 2013, Q5 (a)(iii)
15.1.c You give learners sets of card with an equation for either initiation,
describe the mechanism of free- propagation or termination on each one.
radical substitution at methyl Learners sort the cards into a correct reaction order. (P) (Basic)
groups with particular reference Differentiate by having sets of cards that have no spares, and having
to the initiation, propagation and sets that include additional unnecessary steps. (P) (Basic)
termination reactions (Challenging)
Key concepts
Atoms and forces,
Chemical bonds
15.1.d You show a simple demonstration of distillation of imitation crude oil Online
explain the use of crude oil as a with 3 or 4 components in it with boiling points ranging from http://www.rsc.org/learn-
o o
source of both aliphatic and approximately 50 C to approximately 350 C. (W) (Basic) chemistry/resource/res00000754/the-fractional-
aromatic hydrocarbons Provide worksheets to include distillation-of-crude-oil
o how fractional distillation works
Key concepts o the fractions produced (they will have some knowledge of this
Chemical bonds, from IGCSE). (I) (Basic)
Energy changes
15.1.e You demonstrate cracking of paraffin, Hill Practical 25. Textbooks

suggest how cracking can be You teach the economic relevance of cracking. (W) (Basic) Hill Practical 25
used to obtain more useful Learners then use models of long chain molecules (larger than C10) to
alkanes and alkenes of lower Mr demonstrate cracking into two or more fragments. (P) (Basic) Online
from larger hydrocarbon http://www.rsc.org/learn-
molecules chemistry/resource/res00000681/cracking-
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49
hydrocarbons
Key concepts
Chemical bonds,
Energy changes
15.2.a Learners could investigate as many of these reactions as possible Practical Booklet 6
describe the chemistry of practically, e.g. Hill Practical 26 or Lainchbury Experiment 5.2. (G)
alkenes as exemplified, where (Basic) Textbooks
relevant, by the following You teach those that cant be done practically. Hill Practical 26
reactions of ethene and propene You emphasise the significance of a functional group, e.g. it doesnt Lainchbury Experiment 5.2
(including the Markovnikov matter what the rest of the molecule is when youre adding Br2 (l) to
addition of asymmetric an alkene, the same thing happens. (W) (Basic) Past Papers
electrophiles to alkenes using You teach Markovnikov addition and explain that the rest of the Paper 13, Nov 2013, Q23
propene as an example): molecule can have some influence when youre adding HBr to an Paper 43, Nov 2013, Q5 (a)(ii) (b)
(i) addition of hydrogen, alkene. (W) (Basic)
steam, hydrogen halides Learners write up practical work, writing balanced chemical equations
and halogens for all reactions. (I) (H) (Basic)
(ii) oxidation by cold, dilute, Provide worksheets so learners have to apply all of the reactions they
acidified manganate(VII) have studied to other alkenes. (I) (H) (Basic)
ions to form the diol Peer-marking of worksheets with feedback, using mark schemes
(iii) oxidation by hot, prepared by you. (P) (F) (Basic)
concentrated, acidified
manganate(VII) ions
leading to the rupture of the
carboncarbon double bond
in order to determine the
position of alkene linkages
in larger molecules
(iv) polymerisation (see also
Section 21)
Key concepts
Experiments and evidence,
V3.1
50
and reactions
15.2.b You teach the mechanism of electrophilic addition. (W) (Basic) Practical Booklet 6
describe the mechanism of Learners demonstrate this mechanism to each other using molecular
electrophilic addition in alkenes, models to: Past Paper
using bromine/ethene and o make a model of each alkene and each reagent Paper 11, June 2013, Q22
hydrogen bromide/propene as o indicate the partial charge on the Br2 and on the HBr molecule by
examples putting coloured stickers or paper on the one with the positive
partial charge.
Key concepts o break and make bonds in the right order to represent the reaction.
Experiments and evidence, (P) (Basic)
Patterns in chemical behaviour Learners then practise drawing out the mechanism using curly arrows.
and reactions, (I) (Basic)
Chemical bonds Peer-marking of drawings using mark scheme prepared by you. (P)
(F) (Basic)
Provide worksheets of more examples of electrophilic addition. (I) (H)
15.2.c You teach the term inductive effect and point out its significance to
describe and explain the electrophilic addition and Markovnikov addition in particular.
inductive effects of alkyl groups You draw diagrams of the electron clouds around various structures
+ + +
on the stability of cations formed such as CH3CH2 , (CH3)2CH and (CH3)3C and use them to discuss
during electrophilic addition o the inductive effects
o the difference that the number of methyl groups makes to the
Key concepts stability of the carbocation. (W) (Basic)
and reactions,
Chemical bonds,
Energy changes
15.2.d Learners make models of ethene, then make one big chain of Online
describe the characteristics of polythene http://www.rsc.org/learn-
addition polymerisation as Learners make models of chloroethene, then make one big chain of chemistry/resource/res00000028/polythene
V3.1
51
exemplified by poly(ethene) and PVC. (P) (Basic)

PVC Provide worksheets thinking through the bond breaking and making
that occurs in this process, focusing particularly on and bonds. (I)
Key concept (H) (Basic)
Chemical bonds
15.2.e Each learner has a different monomer unit Past Papers

deduce the repeat unit of an Mini-presentation at the board this monomer produces this polymer. Paper 11, June 2013, Q29
addition polymer obtained from Correct showing of repeat unit is important. (I) (Basic) Paper 13, Nov 2013, Q30
a given monomer Provide worksheets practising using monomer to deduce structure of
polymer and to show repeat unit correctly. (I) (H) (Basic)
Key concept
Chemical bonds
15.2.f Provide worksheets in which they must deduce the monomer from:
identify the monomer(s) present o section of a polymer chain more than 1 repeat unit long
in a given section of an addition o conventional showing of repeat unit. (I) (Basic)
polymer molecule Extend to include polymers with more than one type of monomer. (I)
(H) (Basic) (Challenging)
Key concept
Chemical bonds
15.2.g Learners research into means of disposing of waste polymer. To

recognise the difficulty of the include:
disposal of poly(alkene)s, i.e. o landfill (with biodegradability issues)
nonbiodegradability and harmful o combustion (with harmful product issues)
combustion products o recycling and reusing. (P) (Basic)
Learners give presentations which are peer-marked using mark
Key concept schemes prepared by you. (W) (F) (Basic)
Energy changes
22.2.a You take the learners to see an infra-red spectrometer in action and Online
analyse an infra-red spectrum of obtain some traces of some simple organic molecules. This visit might http://www.rsc.org/learn-
a simple molecule to identify be combined with mass spectrometer and GLC. (W) (Basic) chemistry/resource/res00000283/spectroscopy-
V3.1
52
functional groups (see the Data Learners use the Data Booklet to find predicted absorptions and in-a-suitcase-ir-student-resources
Booklet for functional groups compare with the traces. (P) (Basic)
required in the syllabus) Learners then practise interpreting the traces of unknowns and state
what functional group(s) are present. (I) (H) (Basic)
Key concept Practise questions, either produced by you or from a textbook. (I) (H)
Atoms and forces (Basic) (Challenging)
14.4.a Use the molecular models that learners made in LO 14.1.a & 14.1.c Online
describe structural isomerism as the start of this topic. http://www.chemguide.co.uk/basicorg/isomerism/s
and its division into chain, Learners find or make some isomeric structures tructural.html
positional and functional group Learners discuss the basis of difference between these isomers
isomerism o Learners draw and describe those isomers that are chain isomers Past Paper
i.e. the difference lies in the carbon skeleton, e.g. butane and Paper 23, Nov 2013, Q4 (a)(i)
Key concept methylpropane.
Atoms and forces o Learners draw and describe those isomers that are position
isomers i.e. the carbon skeleton is unchanged but the difference
lies in the position of important groups, e.g. pentan-2-ol and
pentan-3-ol
o Learners draw and describe those isomers that are functional
group isomers i.e. the the carbon skeleton is unchanged but the
difference lies in the functional groups formed by other atoms, e.g.
propanone and propanal
o Learners draw and describe those isomers that show a mixture of
types of isomerism, e.g. butan-1-ol and methylpropan-2-ol. (P)
(Basic)
Provide worksheets with 20 structures consisting of 10 pairs of
isomers.
o Learners identify isomers
o Learners identify type of isomerism in each pair. (I) (H) (Basic)
o Peer-marking activity using mark scheme prepared by you. (P) (F)
(Basic)
14.4.b Learners could make molecular models of but-2-ene and compare the Past Papers
describe stereoisomerism and structures they have made. Paper 11, June 2013, Q20
V3.1
53
its division into geometrical (cis- You teach the vocabulary Paper 13, Nov 2013, Q21
trans) and optical isomerism o stereoisomerism Paper 43, Nov 2013, Q6 (f)
(use of E, Z nomenclature is o geometric
acceptable but is not required) o cis/trans
o restricted rotation
Key concept Learners could make molecular models of butan-2-ol and compare
Atoms and forces the structures they have made.
You teach the vocabulary
o stereoisomerism
o optical
o non-superimposable mirror image
You teach the 3-D drawing conventions. (W) (Basic)
Provide worksheets with 20 compounds consisting of 10 pairs of
isomers, 5 geometric and 5 optical. Learners copy pairs, name the cis
and trans, draw the optical isomers as mirror images. (I) (Basic)
Peer-marking of worksheet using mark scheme prepared by you. (P)
(F) (Basic)
14.4.c Learners compare but-2-ene model with a butane model to see the
describe cis-trans isomerism in restricted rotation. (P) (Basic)
alkenes, and explain its origin in You show a diagram on the board and use balloon p orbital sideways
terms of restricted rotation due overlap of the electron clouds of the bond and then lead a
to the presence of bonds discussion linking these two ideas together. (W) (Basic)
Learners then complete a worksheet prepared by you where they
Key concept practise drawing and labelling cis-trans isomers and describe the
Atoms and forces conditions necessary for geometric isomers to arise. (I) (H) (Basic)
14.4.d Learners construct models of 1,2-dibromopropane and 2- Online

explain what is meant by a chiral hydroxypropanoic (lactic) acid and compare the carbon atoms within http://www.rsc.org/learn-
centre and that such a centre each molecule. (P) (Basic) chemistry/resource/res00001261/khan-academy-
normally gives rise to optical You ask them to find the carbon atom that has four different groups stereochemistry
isomerism attached in each molecule. (W) (Basic)
(Candidates should appreciate Learners practise representing these 3-D structures on paper in 2-D
V3.1
54
that compounds can contain with wedges and hatches for the bonds. (I) (Basic)
more than one chiral centre, but
knowledge of meso compounds,
or nomenclature such as
diastereoisomers is not
required.)
Key concept
Atoms and forces
14.4.e Learners draw and bring to the lesson Past Paper

identify chiral centres and cis- o a diagram of an organic structure that contains at least one chiral Paper 42, June 2013, Q5 (a)
trans isomerism in a molecule of centre. (I) (H) (Basic)
given structural formula o a diagram of an organic structure that has a geometric isomer.
Each learners structures drawn or projected on the board and other
Key concept learners find the chiral centre(s) and draw the other geometric isomer
Atoms and forces as appropriate.
Extend this to practise more challenging questions, either provided by
you or in textbook. (I) (H) (Basic) (Challenging)
Unit 4.3: Halogenoalkanes
16.1.a Learners investigate all of these reactions practically e.g. Hill Practical Textbooks
recall the chemistry of 28 or Lainchbury Experiment 5.3 & 5.4. Hill Practical 28
halogenoalkanes as exemplified Learners create a mind map or table of these reactions, including the Lainchbury Experiments 5.3 & 5.4
by: equations and conditions for each one. (I) (P) (Basic)
(i) the following nucleophilic Past Paper
substitution reactions of Paper 11, June 2013, Q23
bromoethane:
hydrolysis, formation of
nitriles, formation of primary
V3.1
55
amines by reaction with

ammonia
(ii) the elimination of hydrogen
bromide from 2-
bromopropane
Key concepts
and reactions
16.1.b Learners investigate the kinetics of the hydrolysis of bromobutane Online

describe the SN1 and SN2 (either in the context of unit 8 or unit 16), either: http://www.rsc.org/learn-
mechanisms of nucleophilic o practically, sampling and titrating periodically chemistry/resource/res00000115/afl-
substitution in halogenoalkanes o theoretically with supplied data giving concentrations and initial nucleophilic-substitution-reaction-mechanisms
including the inductive effects of rates. (G) (Basic)
alkyl groups (see LO 15.2.c) Learners see that the rate of reaction depends on the concentration of Past Paper
both the hydroxide ions and the primary halogenoalkane. (G) (Basic) Paper 13, Nov 2013, Q26
Key concept Learners compare this to a tertiary halogenoalkane (practically or with
Experiments and evidence supplied data). (G) (Basic)
You explain the terms SN1 and SN2 and take learners through the
mechanisms with curly arrows etc. (W) (Basic)
Provide worksheets leading learners through drawing these
mechanisms. (I) (H) (Basic) (Challenging)
Peer marking of worksheet using mark scheme prepared by you. (P)
(F) (Basic)
16.1.c You explain

recall that primary o primary halogenoalkanes react mainly by SN2 mechanism
halogenoalkanes tend to react o tertiary halogenoalkanes react mainly by SN1 mechanism. (W)
via the SN2 mechanism; tertiary (Basic)
halogenoalkanes via the SN1 Learners must suggest reasons why.
mechanism and secondary o You make up prompt cards, some say inductive effect, some say
halogenoalkanes by a mixture of consider how the inductive effect would stabilise an intermediate
V3.1
56
the two, depending on structure cation if the mechanism is SN1.

o You give a prompt card to a pair/group as needed. (P) (Basic)
Key concepts Learners present decisions to the group. (W) (Basic)
Patterns in chemical behaviour Provide worksheets with equations, learners must
and reactions, o predict a mechanism, SN1 or SN2
Chemical bonds o justify their choice, explaining why its SN1 or SN2
o describe the mechanisms with curly arrows etc. (I) (H) (Basic)
16.2.a Learners talk in pairs about the test for halogen ions with silver ions Online
interpret the different reactivities from LO 11.3.a (i). (P) (Basic) http://www.rsc.org/learn-
of halogenoalkanes (with Learners investigate practically the speed that the silver halide chemistry/resource/res00000454/making-a-
particular reference to hydrolysis precipitates appear when halogenoalkanes are put into ethanolic photographic-print
and to the relative strengths of aqueous silver nitrate. (G) (Basic)
the C-Hal bonds) Learners use the Data Booklet to find bond energies of the carbon- Past Paper
halogen bond to explain their observations. (G) (Basic) (Challenging) Paper 41, Nov 2013, Q4 (b)
Key concepts
Energy changes
16.2.b Learners research this. (I) (H) (Basic) Past Paper

explain the uses of Learners presentations to class, max 200 words. (W) (Basic) Paper 13, Nov 2013, Q25
fluoroalkanes and Peer-marking of presentations using mark scheme prepared by you.
fluorohalogenoalkanes in terms (W) (F) (Basic)
of their relative chemical
inertness
Key concept
Chemical bonds
16.2.c Combine with LO 16.2.b. Past Paper

recognise the concern about the Learners research this. (I) (H) (Basic) Paper 41, Nov 2013, Q4 (c)
effect of chlorofluoroalkanes on Learners presentations to class, max 200 words. (W) (Basic)
the ozone layer Peer-marking of presentations using mark scheme prepared by you.
(W) (F) (Basic)
V3.1
57
Key concept
Chemical bonds
Unit 4.4: Alcohols
17.1.a (i) to (vi) only Learners investigate these reactions practically e.g. Hill Practical 30 Practical Booklet 6
Alcohols or Lainchbury Experiment 8.1. (G) (Basic)
recall the chemistry of alcohols, Learners create a mind map or table showing these reactions and Textbooks
exemplified by ethanol, in the also how they relate to other classes of compound they have already Hill Practical 30
following reactions: learned about (e.g. the dehydration to alkenes reaction). (P) (Basic) Lainchbury Experiment 8.1
(i) combustion Learners write up the practical with equations for all reactions. (I) (H)
(ii) substitution to give (Basic) Online
halogenoalkanes http://www.rsc.org/learn-
(iii) reaction with sodium chemistry/resource/res00000463/properties-of-
(iv) oxidation to carbonyl alcohols
compounds and carboxylic http://www.rsc.org/learn-
acids chemistry/resource/res00000553/the-oxidation-of-
(v) dehydration to alkenes alcohols
(vi) formation of esters by
esterification with carboxylic Past Papers
acids Paper 13, Nov 2013, Q27
(vii) formation of esters by Paper 23, Nov 2013, Q5 (c)
acylation with acyl
chlorides using ethyl
ethanoate and phenyl
benzoate as examples
Key concept
V3.1
58
17.1.b Learners make molecular models of isomers of alcohols with 3, 4 and Online
(i) classify hydroxy compounds 5 carbon atoms. (P) (Basic) http://www.rsc.org/learn-
into primary, secondary and Learners practise naming them (LO 14.1.a iii, b and 14.4.a). (P) chemistry/resource/res00000588/three-isomeric-
tertiary alcohols (Basic) alcohols
(ii) suggest characteristic Learners group them according to their structure. (P) (Basic)
distinguishing reactions, Some will group them as primary, secondary and tertiary and so you Past Paper
e.g. mild oxidation can use these to explain this idea. (W) (Basic) Paper 23, Nov 2013, Q5 (b)
Learners discuss in groups what might be the products of each
Key concepts group after oxidation? (G) (Basic)
Chemical bonds, Leaners research what the products of these oxidations would be with
Energy changes potassium dichromate(VI).
Provide worksheets with examples of primary, secondary and tertiary
alcohols. Learners must
o decide which can be oxidised and which cannot
o name a suitable oxidising agent
o give visible observations
o state conditions and give formulae of products. (I) (H) (Basic)
o construct balanced chemical equations. (I) (H) (Challenging)
Peer-marking exercise using mark scheme prepared by you. (P) (F)
(Basic)
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59
17.1.c Learners investigation treating a variety of alcohols and carbonyl Practical Booklet 6
deduce the presence of a compounds with alkaline iodine:
CH3CH(OH) group in an o observing and describe results appropriately. (P) (Basic)
alcohol from its reaction with o deciding what the test tells them about the structure present. (P)
alkaline aqueous iodine to form (I) (Challenging)
tri-iodomethane Provide worksheets with examples of alcohols, ketones and
aldehydes. Learners must
Key concepts o decide which will and which wont give positive iodoform test
Experiments and evidence, o describe the testing reagent
Patterns in chemical behaviour o give visible observations
and reactions o give formulae of products. (I) (H) (Basic)
o construct balanced chemical equations. (I) (H) (Challenging)
(Basic)
Unit 4.5: Carbonyls
18.1.a Learners investigate these reactions practically e.g. Hill Practical 32 or Textbooks
describe: Lainchbury Experiment 8.4. (G) (Basic) Hill Practical 32
(i) the formation of aldehydes Learners create a mind map or table of these reactions; mind map Lainchbury Experiment 8.4
and ketones from primary links to alcohol reactions through the formation by oxidation and
and secondary alcohols through carbonyl reduction. Online
2
respectively using Cr2O7
+
Learners add these reactions into mind maps / tables they are making www.chemguide.co.uk
/H of reaction types for oxidation, reduction and nucleophilic addition
(ii) the reduction of aldehydes reactions. (P) (Basic) Past Papers
and ketones, e.g. using Provide worksheets with examples of ketones and aldehydes. Paper 11, June 2013, Q27
NaBH4 or LiAlH4 Learners must: Paper 13, Nov 2013, Q29
(iii) the reaction of aldehydes o give a reaction by which each could be made
and ketones with HCN and
V3.1
60
NaCN o give the product after treatment with NaBH4 or LiAl H4

o give the product after treatment with HCN/KCN. (I) (H) (Basic)
Key concepts o construct balanced chemical equations. (I) (H) (Challenging)
Experiments and evidence, Peer-marking exercise using mark scheme prepared by you. (P) (F)
Patterns in chemical behaviour (Basic)
and reactions
18.1.b You teach the nucleophilic addition mechanism with curly arrows etc. Past Paper
describe the mechanism of the (W) (Basic) Paper 13, Nov 2013, Q38
nucleophilic addition reactions of Learners choice of presentation to prepare
hydrogen cyanide with o Produce a poster describing the mechanism. Visual
aldehydes and ketones o Write and record/perform an interview involving the reacting
species in which each must explain its role and what happens to
Key concepts it. Auditory
Patterns in chemical behaviour o Model this mechanism using molecular models and modelling clay
and reactions, (e.g. Plasticine, Blu-tack etc.) to represent lone pairs and bonds.
Chemical bonds Kinaesthetic (P) (Basic)
Presentations are delivered and peer marked using mark scheme
prepared by you. (G) (F) (Basic)
Learners then practise drawing out the mechanism followed by peer
assessing each others diagrams. (P) (F) (Basic)
18.1.c You teach the results of the addition of 2-4 DNPH to various carbonyl
describe the use of 2,4- compounds. (Precipitates should be described as orange.) (W)
dinitrophenylhydrazine (2,4- (Basic)
DNPH) reagent to detect the Learners decide what this test can tell them about a compound. (W)
presence of carbonyl (Basic)
compounds
Key concepts
and reactions
V3.1
61
18.1.d Learners investigate practically e.g. Practical Booklet 6, Lainchbury Practical Booklet 6
deduce the nature (aldehyde or Experiment 8.5. (G) (Basic)
ketone) of an unknown carbonyl Learners write up the practical with equations for all reactions. (I) (H) Textbooks
compound from the results of (Basic) (Challenging) Lainchbury Experiment 8.5
simple tests (Fehlings and
Tollens reagents; ease of Online
oxidation) http://www.rsc.org/learn-
chemistry/resource/res00000549/the-formation-of-
Key concept solid-derivatives-of-aldehydes-and-ketones-using-
Patterns in chemical behaviour 2-4-dinitrophenylhydrazine-brady-s-test
and reactions
Past Papers
Paper 13, Nov 2013, Q37
18.1.e Learners investigate practically. (G) (Basic)

describe the reaction of Learners write up the practical with equations for all reactions. (I) (H)
CH3CO compounds with (Basic) (Challenging)
alkaline aqueous iodine to give Provide worksheets with a wide variety of aldehydes and ketones and
tri-iodomethane some alcohols. Learners must fill in:
o Observations with 2,4-DNPH
o Observations with Fehlings
Key concepts o Observations with Tollens
Experiments and evidence, o Observations with alkaline iodine. (I) (H) (Basic)
Patterns in chemical behaviour o A balanced chemical equation for all reactions. (I) (H) (Basic)
and reactions (Challenging)
(Basic)
Unit 4.6: Carboxylic acids 1
V3.1
62
19.1.a You lead introductory Q&A to include: Practical Booklet 6

describe the formation of o nature of functional group
carboxylic acids from alcohols, o naming including dioic acids
aldehydes and nitriles o how CO2H is shown in displayed formulae
o acidic nature of the OH proton only
Key concept o weak acid/partial dissociation
-
Patterns in chemical behaviour o conjugate acid/conjugate base pairs e.g. CH3CO2H & CH3CO2 .
and reactions (W) (Basic)
Learners brainstorm ways of making carboxylic acids. They should
come up with
o oxidation of primary alcohols including reagents and conditions
o oxidation of aldehydes including reagents and conditions. (P)
(Basic)
You introduce hydrolysis of nitriles. (W) (Basic)
Provide worksheets with a wide variety of carboxylic acids. Learners
must fill in:
o Three ways to make each one including reagents and conditions.
(I) (H) (Basic)
o A balanced chemical equation for all reactions. (I) (H) (Basic)
(Challenging)
(Basic)
19.1.b (i) to (iii) only Learners investigate these reactions practically e.g. Hill Practical 33 or Practical Booklet 6
Lainchbury Experiment 10.1. (G) (Basic)
describe the reactions of Learners create a mind map or a table of these reactions that also Textbooks
carboxylic acids in the formation links to other units reactions such as alcohols. (P) (Basic) Hill Practical 33
of: Provide worksheets with a wide variety of carboxylic acids. Learners Lainchbury Experiment 10.1
(i) salts, by the use of reactive must fill in:
metals, alkalis or o Reactions with NaOH (aq) Online
carbonates o Reactions with ethanol in the presence of a little conc. H 2SO4 http://www.rsc.org/learn-
(ii) alkyl esters o Reactions with LiAl H4.(I) (H) (Basic) chemistry/resource/res00000462/the-properties-
(iii) alcohols, by use of LiAlH4 o A balanced chemical equation for all reactions. (I) (H) (Basic) of-ethanoic-acid
(iv) acyl chlorides (Challenging) http://www.rsc.org/learn-
V3.1
63
Peer-marking exercise using mark scheme prepared by you. (P) (F) chemistry/resource/res00000561/the-preparation-
(Basic) of-ethyl-benzoate
Key concepts
Experiments and evidence, Past Papers
Patterns in chemical behaviour Paper 11, June 2013, Q28
and reactions Paper 13, Nov 2013, Q28
Paper 41, Nov 2013, Q3 (e)
19.3.a Learners could investigate the hydrolysis of esters practically and

describe the acid and base compare the ease of hydrolysis with
hydrolysis of esters o NaOH (aq)
o H2SO4 (aq). (W) (Basic)
Key concepts Learners work in pairs. Learner 1 names an ester. Learners 2 works
Experiments and evidence, out the products of hydrolysis, saying which alcohol and which
Patterns in chemical behaviour salt/acid are formed. Learners 1 and 2 then swap roles. (P) (Basic)
and reactions, Learners add these reactions to the mind maps of carboxylic acids
Chemical bonds and of alcohols. (I) (H) (Basic)
19.3.b Learners each research the commercial uses of one ester. (I) (Basic) Online
state the major commercial uses Learners combine their findings into one table. (W) (Basic) en.wikipedia.org. Ester page
of esters, e.g. solvents, You emphasise the three uses stated in the syllabus http://en.wikipedia.org/wiki/Ester
perfumes, flavourings o solvents
o perfumes
o flavourings. (W) (Basic)
V3.1
64
Unit 5: Chemical trends

Learners should be familiar with the Periodic Table, know about some of the reactions of alkali metals, and should be able to recognise where the halogens are in
the Periodic Table. Learners should have some knowledge of the oxides of nitrogen and sulfur as pollutants.
Context
In this unit learners will discover more about the patterns hidden in the Periodic Table. This unit gives learners the opportunity to look in more detail at a group of
metallic elements and a group of non-metallic elements in the Periodic Table. Learners will find out about industrial chemistry and the effects humans are having on
our planet.
Outline
Learners will gain an appreciation of the meaning of periodicity and the way in which the elements in the Periodic Table show periodic properties. Learners will
study the trends in the elements of Group 2 reacting with water, oxygen and acid, the oxides and hydroxides reacting with water, the solubility of the sulfates and
nitrates and how these trends can be explained. They will study some of the reactions of the halogens, they will consider their use as oxidising agents and how
properties change down the Group. They will study the formations of compounds of nitrogen and sulfur and their industrial uses, as well as their environmental
consequences.

Periodicity
Group 2
Group 17
Nitrogen and sulfur
Teaching time
Unit 5.1: Periodicity
9.1.a Quick quiz on the Periodic Table. (W) (Basic) Textbooks

describe qualitatively (and Learners should know from IGCSE Hill Practical 19
V3.1 65
indicate the periodicity in) the o terminology such as Group and Period,
variations in atomic radius, o the location of areas such as metals, non-metals, alkali metals, Past paper
ionic radius, melting point and halogens Paper 21, June 2013, Q3 (a)
electrical conductivity of the Learners make models of the properties in this LO by
elements (see the Data o making different sized balls from modelling clay for atomic and ionic
Booklet) radius
o cutting different lengths of wire for electrical conductivity (longer =
Key concept greater conductivity),
Patterns in chemical o building different number of Lego bricks in a tower to represent
behaviour and reactions melting points
o laying these on top of a Periodic Table. (W) (Basic)
You put sketches of graphs without labels on the board. Learners identify
graphs, relate them to the 3-D representation, summarise todays learning
on paper. (W) (Basic)
Learners also carry out practical work, such as Hill Practical 19, a
practical study of the third Period. (G) (Basic)
9.1.b Learners talk together to decide which factors might make a difference to Online
explain qualitatively the the size of atomic and ionic radius. (P) (Basic) www.chemguide.co.uk
variation in atomic radius and You pull these discussions together and make a check list of the factors
ionic radius they need to consider. (W) (Basic)
Provide worksheets using this list to explain why atomic radius decreases
Key concept across a Period for example. (I) (H) (Basic)
Patterns in chemical
behaviour and reactions
9.1.c You use the models of various types of structure that learners made in Past Paper
interpret the variation in LO 4.3.a to remind them of these types of bonding. (W) (Basic) Paper 13, Nov 2013, Q19
melting point and electrical Learners allocate a colour to each type of structure and put stickers of
conductivity in terms of the the appropriate colour on each element in the first 6 rows of a copy of the
presence of simple molecular, Periodic Table. (W) (Basic)
giant molecular or metallic Learners compare this to the models they made in 9.1.a of melting point
bonding in the elements and electrical conductivity and discuss the patterns they can see. (P)
(Basic)
V3.1
66
Key concepts The key concept of energy changes will be a helpful way for learners to
Patterns in chemical behaviour think and write about these explanations.
and reactions,
Energy changes
2.3.d Provide worksheets about Ionisation Energy (IE). To include: Online

st
(i) explain and use the term o the definition of 1 IE www.chemguide.co.uk (atoms)
nd
ionisation energy o the definition of 2 IE and subsequent IEs
st nd
(ii) explain the factors o equations for 1 IE, 2 IE and subsequent IEs Past Papers
st
influencing the ionisation o the properties of atoms that make a difference to the size of 1 IE. Paper 11, June 2013, Q4
energies of elements nuclear charge Paper 12, June 2013, Q2
(iii) explain the trends in distance from nucleus to outer shell Paper 13, Nov 2013, Q18
ionisation energies across shielding by inner-shell electrons
a Period and down a spin-pair repulsion
Group of the Periodic o the first three of these properties applied to explain the decrease in
st
Table (see also LOs 9.1) 1 IE down a Group. (P) (Basic)
Learners talk together in pairs about IE:
Key concepts o in terms of the key concepts of atoms and forces, patterns in
Atoms and forces, chemical behaviour and reactions, and energy changes,
Patterns in chemical o linking these ideas together in their discussions about the factors
st
behaviour and reactions, influencing the size of 1 IE,
Energy changes o commenting on each others ideas using mark scheme prepared by
you, which is supplied after ten minutes. (P) (F) (Basic)
(Challenging)
Learners plot graphs of the 1 IEs of the elements up to Ar. (I) (Basic)
st
9.1.d Past Paper
explain the variation in first Learners recognise and describe the pattern Li-Ne and Na-Ar. (P) Paper 21, June 2013, Q3 (a)(iii)
ionisation energy (see the (Basic)
Data Booklet) Learners talk together in pairs to explain this pattern using only
nuclear charge
Key concepts distance
Patterns in chemical shielding
behaviour and reactions, spin-pair repulsion. (P) (Challenging)
Energy changes You provide a mark scheme which learners use to
V3.1
67
o assess, criticise and correct their ideas

o produce a concise, correct explanation. (P) (F) (Basic)
Provide worksheets. Pairs of elements given, atoms are adjacent either
vertically or horizontally e.g.
o Na and Mg
o Be and B
o F and Cl
o O an F
o P and S
o Li and Na
Learners must predict which element has the higher 1 IE with as full an
st
explanation as possible. (I) (H) (Basic) (Challenging)

Peer-marking using mark scheme prepared by you. (P) (F) (Basic)
2.3.e Each learner gathers data to include all successive ionisation energies Online
deduce the electronic for one element. Use data from syllabus Data Book table 2, textbooks http://en.wikipedia.org/wiki/Ionization_energies_
configurations of elements and/or online resources. (I) (Basic) of_the_elements_(data_page)
from successive ionisation Learners in pairs exchange data and work out
energy data o the electronic configuration of the element
o its identity. (P) (F) (Basic)
Key concepts Learners answer more challenging questions in Norris. (I) (H) (Basic)
Atoms and forces, (Challenging)
behaviour and reactions,
Energy changes
2.3.f Each learner gathers data on successive ionisation energies for one Online
interpret successive ionisation element. Use data from syllabus Data Book table 2, textbooks and/or http://en.wikipedia.org/wiki/Ionization_energies_
energy data of an element in online resources. (I) (Basic) of_the_elements_(data_page)
terms of the position of that Learners in pairs exchange data and work out which Group of the
element within the Periodic Periodic Table the element is in. (P) (F) (Basic) Past Papers
Table Learners then create a checklist of the steps needed to determine Paper 11, June 2013, Q34
electron configuration and the position in the Periodic Table of an Paper 13, Nov 2013, Q4
Key concepts element from successive Ionisation energy data. (I) (Basic)
V3.1
68
Atoms and forces, (Challenging)

Patterns in chemical Provide worksheet of problems, learners try each others checklists out to
behaviour and reactions, see if they work. (P) (I) (H) (Challenging)
Energy changes
9.2.a You demonstrate the reaction of: Online

describe the reactions, if any, o sodium, magnesium, phosphorus and sulfur in gas jars of oxygen, http://www.rsc.org/learn-
of the elements with oxygen o sodium, magnesium, phosphorus and sulfur in gas jars of chlorine chemistry/resource/res00000706/reacting-
(to give Na2O, MgO, Al2O3, o sodium on water elements-with-chlorine
P4O10, SO2, SO3), chlorine (to o magnesium with steam. (W) (Basic)
give NaCl, MgCl2, Al2Cl6, If you have any difficulties doing some or all of these experiments then
SiCl4, PCl5) and water (Na and you could show video clips. (W) (Basic)
Mg only) Learners record observations and write equations. (I) (Basic)
Learners discuss:
Key concepts o why elements may need to be heated first before being put in the gas
Experiments and evidence, jar,
Chemical bonds, o why some reactions are slower than others. (P) (Basic)
Energy changes This is a good revision activity as it brings together ideas about bonding
and energy changes. (W) (P) (I) (Basic) (Challenging))
9.2.b You put the formulae referred to in this LO on the board. (W) (Basic)
state and explain the variation o Learners work out all of the oxidation numbers (LO 6.1.a).
in oxidation number of the o Learners put into one sentence what the trend in oxidation numbers
oxides (sodium to sulfur only) is.
and chlorides (sodium to o Learners put into one sentence how this relates to the valence shell
phosphorus only) in terms of electrons. (I) (Basic)
their valence shell electrons o Learners in pairs assess their partners two sentences against the
mark scheme prepared by you. (P) (F) (Basic)
Key concept
behaviour and reactions
9.2.c Learners investigate the Period 3 oxides behaviour with water Textbooks
describe the reactions of the practically, e.g. Hill Practical 19 Experiment B or Lainchbury Experiment Hill Practical 19
V3.1
69
oxides with water (treatment of 4.14. (G) (Basic) Lainchbury Experiment 4.14
peroxides and superoxides is Learners could then create a table to summarise these reactions. (I)
not required) (Basic) Online
Learners write equations for all that react and state acid/base trend. (I) http://www.rsc.org/learn-
Key concepts (H) (Basic) chemistry/resource/res00001938/classic-
Experiments and evidence, Peer-marking of equations and trend using mark schemes prepared by chemistry-experiments-book
Patterns in chemical behaviour you. (P) (F) (Basic)
and reactions
9.2.d Learners practical on the reactions of the oxides and hydroxides with Past Paper
describe and explain the NaOH and HCl. (G) (Basic) Paper 21, June 2013, Q3 (b)
acid/base behaviour of oxides Learners write equations for all that react. (I) (H) (Basic)
and hydroxides including, Peer-marking of equations and using mark scheme prepared by you. (P)
where relevant, amphoteric (F) (Basic)
behaviour in reaction with Learners state acid/base trend and compare to the trend observed from
acids and bases (sodium reaction with water. (I) (Basic)
hydroxide only) Learners add this information to their summary table started in LO 9.2.c.
(I) (Basic)
Key concepts
and reactions
9.2.e Learners practical Hill Practical 19 Experiment C Patterns in the Textbooks

describe and explain the properties of chlorides in Period 3. Hill Practical 19
reactions of the chlorides with Learners write equations for all that react. (I) (H) (Basic)
water o Equation for NaCl is NaCl + water NaCl (aq) Past Paper
Learners state acid/base trend. (I) (H) (Basic) Paper 13, Nov 2013, Q36
Key concepts Peer-marking of equations trend and using mark scheme prepared by
Experiments and evidence, you. (P) (F) (Basic)
Patterns in chemical behaviour Learners add this information to their summary table started in LO 9.2.c
and reactions and d. (I) (Basic)
9.2.f Learners add the bonding types and strength of electronegativity (LO
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70
interpret the variations and 3.3.b) to the table(s) created in LO 9.2 c, d & e. (I) (H) (Basic)
trends in 9.2(b), (c), (d) and (e) Learners use these to discuss the trends shown in pairs. (P) (Basic)
in terms of bonding and Learners in pairs give short presentation to the group linking
electronegativity o bonding types
o electronegativity of the Period 3 element
Key concepts o acid/base nature of oxides
Patterns in chemical behaviour o acid/base nature of chlorides. (P) (Basic) (Challenging)
and reactions, Peer assessment of presentations using mark scheme prepared by you.
Chemical bonds (W) (F) (Basic)
9.2.g Learners choose a chloride from Period 3 and write clues to its identity
suggest the types of chemical using its chemical and physical properties. (I) (Basic)
bonding present in chlorides Each learner presents their clues to the rest of the class for them to say:
and oxides from observations o what bonding is present.
of their chemical and physical o what its identity might be. (W) (Basic)
properties Learners repeat the activity choosing an oxide from Period 3
Learners also complete more challenging questions e.g. those prepared
Key concepts by you or from textbook. (W) (I) (H) (Basic) (Challenging)
and reactions,
Chemical bonds
9.1.e Learners research ceramics as described in this LO. (I) (H) (Basic)
explain the strength, high Learners deliver short presentation to the group. (W) (Basic)
melting point and electrical Peer-marking of presentations using mark scheme prepared by you. (W)
insulating properties of (F) (Basic)
ceramics in terms of their giant
structure; to include
magnesium oxide, aluminium
oxide and silicon dioxide
Key concept
Chemical bonds
V3.1
71
9.3.a Provide worksheets requiring predictions of the chemical and physical

predict the characteristic properties of Rb, Sr, Ga, Ge, As, Se, Br and Kr.
properties of an element in a To include:
given Group by using o Melting point
knowledge of chemical o Atomic radius (trend only)
periodicity o Ionic radius (trend only)
o Electrical conductivity
o Formula of, bonding in, acid base nature of oxide
Key concept o Formula of, bonding in, acid base nature of chloride
Patterns in chemical behaviour o Oxidation number in these compounds
st
and reactions o 1 ionisation energies. (I) (H) (Basic) (Challenging)
Peer-marking of answers using mark scheme prepared by you. Mark
scheme to include predictable responses based on the period 3 elements
they have studied, and actual properties so learners can judge the
accuracy of using the periodic table to make such predictions. (W) (F)
9.3.b Learners choose an element and research its properties.

deduce the nature, possible Learners use properties to produce a set of clues that they believe will
position in the Periodic Table enable others to identify the element. (I) (H) (Basic)
and identity of unknown Learners present their clues to the rest of the class for them to try to
elements from given identify the element. (W) (Basic) (Challenging)
information about physical and
chemical properties
Key concept
and reactions
Unit 5.2: Group 2
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72
10.1.a Learners investigate the reactions of Group II metals with: Textbooks

describe the reactions of the o water Hill Practical 20
elements with oxygen, water o oxygen
and dilute acids o dilute acid e.g. Hill Practical 20, A practical study of Group II Online
elements. (G) (Basic) http://www.rsc.org/learn-
Key concepts Learners write up observations. (I) (H) (Basic) chemistry/resource/res00000728/the-reaction-
Experiments and evidence, Provide worksheets with equation practice. (I) (H) (Basic) of-magnesium-with-steam
Patterns in chemical behaviour http://www.rsc.org/learn-
and reactions chemistry/resource/res00000513/the-periodic-
table-properties-of-group-2-elements
10.1.b Learners investigate these reactions practically, e.g. Hill Practical 20 Textbooks
describe the behaviour of the Experiments 2 & 5. Hill Practical 20 Experiments 2 & 5
oxides, hydroxides and Learners make a table of all of this, along with LO 10.1.a, information,
carbonates with water and observations, equations and so on. (G) (Basic) Past Paper
dilute acids Learners write up observations. (I) (H) (Basic) Paper 41, Nov 2013, Q1 (b)
Provide worksheets with equation practice. (I) (H) (Basic)
Key concepts
and reactions
10.1.c Learners investigate these reactions practically, e.g. Hill practical 20 Textbooks
describe the thermal Experiment 4 or Lainchbury Experiment 4.2. Hill Practical 20 Experiment 4
decomposition of the nitrates Learners add this to the table they made in LO 10.1.b. (G) (P) (I) (Basic) Lainchbury Experiment 4.2
and carbonates Learners write up observations. (I) (H) (Basic)
Provide worksheets with equation practice. (I) (H) (Basic) Past Paper
Key concepts Peer-marking exercise of worksheets used so far in this unit using mark Paper 43, Nov 2013, Q1 (b)(i)
Experiments and evidence, schemes prepared by you. (P) (F) (Basic)
and reactions
10.1.d You put some of the physical and chemical properties of Group II Online
interpret, and make predictions elements on the board. www.chemguide.co.uk
V3.1
73
from, the trends in physical Learners work out which element corresponds to which set of clues. (P)
and chemical properties of the (Basic) (Challenging)
elements and their compounds
Key concept
and reactions
10.1.e Learners investigate these trends in solubilities practically. (G) (Basic) Past Paper
state the variation in the Learners to deduce the trends in solubility. (P) (Basic) Paper 11, June 2013, Q13
solubilities of the hydroxides Learners add this to their table of information from L.Os 10.1.a, b & c. (I)
and sulfates (Basic)
Key concept
and reactions
10.2.a Learners research the agricultural uses of calcium hydroxide and calcium
describe and explain the use carbonate.
of calcium hydroxide and Learners must sum up their findings in less than 250 words. (I) (H)
calcium carbonaten (powdered (Basic)
limestone) in agriculture
Unit 5.3: Group 17
11.1.a You show a gas jar sample or find video clips of each of the elements Past Paper
describe the colours and the F, Cl, Br and I. Learners should be able to see the evaporation of Paper 23, Nov 2013, Q3 (a)
trend in volatility of chlorine, bromine to fill a closed vessel with orange vapour.
bromine and iodine You show the sublimation of iodine on warming in a fume cupboard to
form purple vapour. (W) (Basic)
Key concept
V3.1
74
Energy changes
11.1.b Learners in pairs discuss for 1 minute everything they can remember
interpret the volatility of the about temporary dipole-induced dipole forces including what makes a
elements in terms of van der difference to their size. (P) (Basic)
Waals forces You bring this together into Q&A about the observations made in
11.1.a. (W) (Basic)
Key concept Provide worksheets or use questions from textbooks. (I) (H) (Basic)
Energy changes
11.2.a Learners investigate practically by adding a solution of each element to Textbooks

describe the relative reactivity a solution of each halide ion e.g. Lainchbury Experiment 4.6 or Hill Lainchbury Experiment 4.6 (exp.3)
of the elements as oxidising Practical 21 Experiment 3. (You may already have used this experiment Hill Practical 21
agents (see also Section 6.3.f) in LO 6.3 f). (G) (Basic)
Learners write up observations. (I) (H) (Basic) Online
Key concepts Provide worksheets with equation practice. (I) (H) (Basic) http://www.rsc.org/learn-
Experiments and evidence, Peer-marking exercise of worksheets using mark scheme prepared by chemistry/resource/res00000514/the-periodic-
Patterns in chemical behaviour you. (P) (F) (Basic) table-changes-down-the-group-7-elements
and reactions,
Energy changes Past Paper
11.2.b You show video clips of these reactions, such as those on rsc.org. (W) Online
describe and explain the (Basic) http://www.rsc.org/learn-
reactions of the elements with Learners discuss what trend is shown and the reason(s) for it. (P) chemistry/resource/res00001244/fire-and-flame-
hydrogen (Basic) part-4#!cmpid=CMP00002394 clip 43 and 44
Learners write up observations. (I) (H) (Basic)
Key concept Provide worksheets with equation practice. (I) (H) (Basic)
and reactions
11.2.c Learners use the Data Booklet to look up the bond energies of the Past Paper
(i) describe and explain the hydrogen-halogen bonds and use them to predict the trend in their Paper 43, Nov 2013, Q3 (c)
relative thermal stabilities thermal stabilities. (P) (Basic)
V3.1
75
of the hydrides You discuss the trend in the size of the halogen atoms. (W) (Basic)
(ii) interpret these relative Provide worksheets about this thermal stability trend and its
stabilities in terms of bond explanations. (I) (H) (Basic)
energies
Key concepts
and reactions,
Chemical bonds,
Energy changes
11.3.a Learners investigate practically the colours of the precipitates formed Textbooks
describe and explain the with silver nitrate reacting with halide ions and subsequent addition of Lainchbury Experiment 4.8
reactions of halide ions with: dilute ammonia and concentrated ammonia. (Lainchbury Experiment
(i) aqueous silver ions 4.8). (G) (Basic)
followed by aqueous You demonstrate the reactions of concentrated sulfuric acid with
ammonia solutions of sodium chloride, sodium bromide and sodium iodide. (W)
(ii) concentrated sulfuric acid (Basic)
Learners should:
Key concepts o know the visible observations in each case
Experiments and evidence, o interpret these reactions using oxidation numbers
Patterns in chemical behaviour o interpret these reactions in terms of increasing reducing strength of
and reactions the halide ions going down the Group. (P) (Basic)
Provide worksheets about these reactions, and their equations and
trends. (I) (H) (Basic)
Peer-marking of worksheets using mark scheme prepared by you. (P)
(F) (Basic)
Learners answer questions in textbooks as practice question. (I) (H)
(Basic)
11.4.a Provide worksheets to revisit oxidation numbers. (P) (Basic) Past Paper
describe and interpret, in terms You show the equations of chlorine reacting with hot and cold aqueous Paper 21, Nov 2013, Q3 (c)
of changes of oxidation sodium hydroxide. (W) (Basic)
V3.1
76
number, the reaction of Learners to work out all of the oxidation numbers. Learners should
chlorine with cold and with hot notice that chlorine has been both oxidised and reduced. (P) (Basic)
aqueous sodium hydroxide You define and explain disproportionation. (W) (Basic)
Key concept
Energy changes
11.5.a You show how the pH of water changes when chlorine is added. (W)
explain the use of chlorine in (Basic)
water purification Learners interpret using oxidation numbers and explain why this is
disproportionation. (P) (Basic)
Learners investigate chlorination of domestic water supplies. (I) (H)
(Basic)
11.5.b Learners research and produce a presentation on one or more of the

state the industrial importance use of halogens:
and environmental significance o (treating domestic water supplies could possibly be included here)
of the halogens and their o for bleaches
compounds (e.g. for bleaches, o for PVC
PVC, halogenated o for halogenated hydrocarbon solvents
hydrocarbons as solvents, o as refrigerants
refrigerants and in aerosols. o in aerosols. (I) (H) (Basic)
See also Section 16.2) Learners deliver presentations which are peer-marked using mark
scheme prepared by you. (W) (F) (Basic)
Unit 5.4: Nitrogen and sulfur
13.1.a Learners draw a dot and cross diagram for the bonding in a nitrogen Past Paper
explain the lack of reactivity of molecule. (P) (Basic) Paper 41, June 2013, Q4 (a)
nitrogen Learners predict the size of the bond energy of this triple bond. (P)
(Basic)
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77
Key concepts Provide worksheets involving as many situations as you can include
Chemical bonds, where nitrogen shows low reactivity. Learners should:
Energy changes o use this worksheet to write a paragraph with as many examples as
they can of the unreactivity of nitrogen.
o explain why nitrogen is unreactive by reference to the NN bond
and activation energy. (I) (H) (Basic)
13.1.b Learners practical. A test tube containing some NH3 (aq) and universal Past Papers
describe and explain: indicator which they then add HCl (aq) to. (G) (Basic) Paper 11, June 2013, Q19
(i) the basicity of ammonia Learners make a molecular model of ammonia and the ammonium ion Paper 13, Nov 2013, Q15
(see also LOs 7.2) and draw dot and cross diagrams of their bonding. (P) (Basic)
(ii) the structure of the Learners discuss in pairs the ammonium ion in terms of:
ammonium ion and its o the bonding present (LO 3.2.a ii)
formation by an acid-base o the bond angle
reaction o proton transfer (7.2.a). (P) (Basic)
(iii) the displacement of Learners investigate ammonium salts practically heating them alone
ammonia from its salts and with a base such as sodium or calcium hydroxide. (G) (Basic)
Provide worksheets about the equations for these reactions. (I) (H)
Key concepts (Basic)
Experiments and evidence, Peer-marking of worksheets using mark scheme prepared by you. (P)
Chemical bonds (F) (Basic)
13.1.c You start with quick quiz about the production of ammonia in the Haber Past Paper
state the industrial importance process (LO 7.1.g). (W) (Basic) Paper 21, June 2013, Q1 (c)
of ammonia and nitrogen Learners research some uses of ammonia and other nitrogen
compounds derived from compounds. (I) (H) (Basic)
ammonia
13.1.d Learners research the uses of fertilisers and problems they can cause. Past Paper
state and explain the (I) (H) (Basic) Paper 21, June 2013, Q1 (b)
environmental consequences
of the uncontrolled use of
nitrate fertilisers
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78
13.1.e Learners research car exhaust pollution and the effect of catalytic
state and explain the natural converters. (I) (H) (Basic)
and man-made occurrences of
oxides of nitrogen and their
catalytic removal from the
exhaust gases of internal
combustion engines
13.1.f Learners research the role of SO2 in acid rain and the reaction of NO2
explain why atmospheric with SO2 in the atmosphere. (I) (H) (Basic)
oxides of nitrogen are Learners deliver presentations on 13.1.c-f. (W) (Basic)
pollutants, including their Peer-marking of presentations using mark scheme prepared by you. (P)
catalytic role in the oxidation of (F) (Basic) (Challenging)
atmospheric sulfur dioxide
(see also LO 8.3.e (iii))
V3.1
79
Unit 6: Acids and bases

Learners should have a basic knowledge of the reactions of acids.
Context
This unit begins to look at the chemistry of acids in more depth including calculation of pH. It enables learners to use data to calculate solubility.
Outline
Learners will learn how to calculate the pH of strong and weak acids, strong bases, and buffer solutions. They will learn how the pH changes during a titration, how
to select an indicator for a titration, and how to use a Ksp value to calculate solubility.
This unit consists of a single area:

Acids and bases
Teaching time
7.2.c Learners research one of these terms. (I) (H) (Basic) Practical Booklet 8
explain the terms pH, Ka, pKa Learners deliver presentations. (W) (Basic)
and Kw and use them in Peer-marking of presentations using mark scheme prepared by you. (P) Textbooks
calculations (F) (Basic) (Challenging) Hill Practical 10 Experiment 3
Learners practical work. Hill Practical 10 Experiment 3. (G) (Basic)
7.2.d You teach the three methods. (W) (Basic) (Challenging) Textbooks
calculate [H+(aq)] and pH Provide worksheet for learners to practise examples. (P) (Basic) Lainchbury Experiment 7.2
values for strong and weak (Challenging)
acids and strong bases Learners write up the methods. (P) (Basic) (Challenging) Past Paper
Learners in pairs explain their method, with discussion/criticism from Paper 41, Nov 2013, Q3 (d)(i)
their peers. (P) (Basic) (Challenging)
V3.1 80
Learners practical work Lainchbury Experiment 7.2 The pH of different

acids at the same concentration. (G) (Basic)
Learners write up practical, explaining the pH values using what they
have learnt. (I) (H) (Basic) (Challenging)
7.2.e You show a range of indicators and their colours in weak and strong Practical Booklet 8
explain the choice of acids and alkalis. (W) (Basic)
suitable indicators for acid- Provide worksheet on how to choose an indicator for various pairs of Textbooks
base titrations, given acids and bases given the end point pH for each titration. (P) (Basic) Hill Practical 10 Experiment 4
appropriate data Learners complete Hill Practical 10 Experiment 4. (G) (Challenging)
Learners write up practical. (I) (H) (Basic) (Challenging)
7.2.f Learners carry out titrations of weak and strong acids and bases (in the Practical Booklet 8
describe the changes in pH 4 possible combinations) and plot pH curves for them using a pH meter
during acid-base titrations or sensor and data logging if available. Lainchbury experiments 7.4 and Textbooks
and explain these changes 7.6 are examples you could use for experiments to do. (G) (Basic) Lainchbury Experiments 7.4 & 7.6
in terms of the strengths of Learners practise drawing the shape of pH curves and combine this
the acids and bases with LO 7.2.e to look at indicator choice. (P) (Basic)
Provide worksheet showing the shapes of curves and asking:
Key concepts o which combination of acid and base is represented?
Experiments and evidence, o what are the volumes of acid and base present at the end point?
Chemical bonds o what indicator should be used? (I) (H) (Basic)
(F) (Basic)
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7.2.g Learners practical work to investigate a buffer solution such as in Textbooks

(i) explain how buffer Lainchbury Experiment 7.3. Lainchbury Experiment 7.3
solutions control pH Learners to research different uses of buffer solutions one of which
(ii) describe and explain the should be the role of the hydrogen carbonate ions in buffering blood. Past Papers
uses of buffer solutions, Learners deliver presentations. (W) (Basic) Paper 41, Nov 2013, Q3 (c)
including the role of Peer-marking of presentations using mark scheme prepared by you. (P) Paper 42, June 2013, Q2 (b)
HCO3 in controlling pH

in blood
Key concept
7.2.h Learners practical work, e.g. Lainchbury Experiment 7.7 Preparation of Textbooks
calculate the pH of buffer buffers. Lainchbury Experiment 7.7
Learners use combinations of 1.0 mol dm ammonia solution, 1.0 mol
-3
solutions, given appropriate
-3 -3
data dm ethanoic acid, 1.0 mol dm ammonium chloride solution and 1.0 Past Paper
-3
mol dm sodium ethanoate solution to prepare solutions of precise pH Paper 41, Nov 2013, Q3 (d)(iii)(iv)
Key concept (e.g. 5.2 and 8.8). (G) (Basic)
Experiments and evidence You use these buffers as a context to explain how to calculate the pH of
a buffer. (W) (Basic) (Challenging)
Provide worksheets for calculating the pH of given buffer solutions and
creating buffer solutions for given pH. (I) (H) (Basic) (Challenging)
(F) (Basic)
7.2.i Learners practical work to establish some rules about the solubility of Textbooks
show understanding of, and different ionic solids (e.g. all nitrates are soluble) using for example Lainchbury Experiment 4.3
use, the concept of solubility Lainchbury Experiment 4.3 The solubility of some salts of Group II
product, Ksp elements. (G) (Basic)
You put this practical work in the context of the analysis part of paper 3.
Key concept (W) (Basic)
Experiments and evidence You teach the concept of solubility product, Ksp. (W) (Basic)
(Challenging)
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82
Learners write equilibrium expressions for the salts they have

investigated and research values of Ksp. (P) (Basic)
7.2.j You use the examples from the practical work in 7.2.j (as well as Textbooks
calculate Ksp from others) to teach the method for these calculations. (G) (Basic) Lainchbury Experiment 6.3
concentrations and vice (Challenging)
versa Provide worksheets. What is:
o Ksp given saturated concentrations of both ions?
o solubility given Ksp?
o the concentration of the other ion given Ksp and the concentration of
one ion? (I) (H) (Basic) (Challenging)
(F) (Basic)
7.2.k You show that calcium hydroxide precipitates out when you add 2.0 mol Textbooks
-3
show understanding of the dm sodium hydroxide solution to saturated calcium hydroxide solution. Lainchbury Experiment 6.4
common ion effect (W) (Basic)
You ask learners why this happens in terms of the Ksp expression. (W) Past Paper
Key concept (Basic) Paper 13, Nov 2013, Q14
Experiments and evidence You ask learners to suggest how to cause precipitation for other
solutions. (W) (Basic)
Learners test their predictions practically (or you could demonstrate
them). (G) (Basic)
Learners practical, e.g. Lainchbury Experiment 6.4 Illustrating the
common ion effect. (G) (Basic) (Challenging)
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83
Unit 7: Electricity and metals

Learners should be able to calculate oxidation numbers. They should know where the transition metals are in the Periodic Table and what their electronic
configurations are.
Context
Chemical reactions that involve oxidation and reduction can be used to make electrochemical cells. Transition metals have a variety of oxidation states, catalytic
activity, form complexes and a wide range of coloured compounds.
Outline
o o
Learners will study the meaning of E and how E data can be used to make predictions, they will learn how to calculate the voltage of an electrochemical cell.
Learners will learn about the formation of transition metal complexes and will study the origin of colour in these complexes.

Electrochemistry
Transition metals
Teaching time
Unit 7.1: Electrochemistry
6.2.a Learners talk in pairs to recall prior learning of Avogadros Online

state and apply the relationship constant. (P) (Basic) www.s-cool.co.uk Electrochemistry
F = Le between the Faraday You teach and explain the relationship of F=Le. (W) (Basic) http://www.rsc.org/learn-
constant, the Avogadro (Challenging) chemistry/resource/res00001883/quantitative-
constant and the charge on the Provide worksheet for practicing using F=Le. (I) (H) (Basic) electrolysis-of-aqueous-copper-ii-sulfate
electron (Challenging)
Peer-marking of worksheets using mark scheme prepared by you.
V3.1 84
Atoms and forces
6.2.b Learners in pairs discuss learning the reactivity series from Textbooks
predict the identity of the IGCSE/O Level, comparing it to the tables in section 4 of the Data Hill, L3,
substance liberated during Booklet (in syllabus). (P) (Basic) Hutchings experiments 7, 15 and 82
electrolysis from the state of Learners research about what influences whether a substance is Lainchbury Experiment 7.11
electrolyte (molten or aqueous), discharged (or not) at an electrode. (P) (Basic)
It is being suggested that this is be done before the study of E
position in the redox series o Online
(electrode potential) and begins. You will need to give guidance of this type: http://www.rsc.org/learn-
concentration o chemistry/resource/res00000392/electricity-from-
o positive ions are easier to discharge if E is more positive.
o chemicals
o negative ions are easier to discharge if E is more negative.
Key concept Learners present an electrolysis example to the class with http://www.rsc.org/learn-
Energy changes emphasis on why the products are what they are at the cathode chemistry/resource/res00000399/chemistry-and-
and anode. Electrolysis of : electricity
o aluminium oxide (l) http://www.rsc.org/learn-
o sodium chloride (aq) and (l), chemistry/resource/res00000466/the-electrolysis-
o sulfuric acid (aq) of-solutions
o sodium sulfate( aq). (P) (Basic)
Learners practical work
o Hutchings experiments 7, 15 and 82.
o Hill also has a planning practise L3 Electrolysis of salt solution
o Lainchbury experiment 7.11 Testing predictions about redox
reactions. (G) (Basic) (Challenging)
Learners write up practical work. (I) (H) (Basic) (Challenging)
6.2.c Learners practical work to investigate the change in mass of the Online
calculate: copper anode during the electrolysis of copper sulfate solution. (G) http://www.rsc.org/learn-
(i) the quantity of charge (Basic) chemistry/resource/res00000392/electricity-from-
passed during electrolysis Learners verify the relationship between the current, the time chemicals
(ii) the mass and/or volume of passed, and the change in mass. (P) (Basic) http://www.rsc.org/learn-
substance liberated during Learners write up practical. (I) (H) (Basic) chemistry/resource/res00000399/chemistry-and-
electrolysis, including Provide worksheets for practising examples. (I) (H) (Basic) electricity
those in the electrolysis of Peer-marking of worksheets using mark scheme prepared by you. http://www.rsc.org/learn-
H2SO4(aq) and of chemistry/resource/res00000466/the-electrolysis-
V3.1
85
Na2SO4(aq) (P) (F) (Basic) of-solutions
Key concept
Atoms and forces
6.2.d Learners carry out electrolysis of copper sulfate solution with Online
describe the determination of a copper electrodes to determine Avogadros constant. (G) (Basic) http://www.rsc.org/learn-
value of the Avogadro constant Learners write up practical. (I) (H) (Basic) (Challenging) chemistry/resource/res00001883/quantitative-
by an electrolytic method electrolysis-of-aqueous-copper-ii-sulfate
Key concepts
Atoms and forces,
6.3.a Learners investigate practically, half cells and combinations of Textbooks

2+ 2+
define the terms: them, e.g. Zn(s) in Zn (aq), Cu(s) in Cu (aq) and Ag(s) in Lainchbury Experiment 7.10
+
(i) standard electrode (redox) Ag (aq). (G) (Basic)
potential See Lainchbury Experiment 7.10 for an example. Past Paper
(ii) standard cell potential You explain the origin of the voltages: Paper 41, June 2013, Q1 (a)
o electrons are moving from one half cell to another
Key concepts o One volt means the energy change when one coulomb of
Experiments and evidence, charge has moved is one joule. (G) (Basic)
Energy changes You discuss with learners the factors that might affect the voltages.
(G) (Basic)
You explain:
o the standard conditions that are chosen
o the need for a standard electrode in order to measure the
standard electrode potential of a half-cell
o the term standard cell potential. (W) (Basic)
6.3.b Learners research the standard hydrogen electrode. (I) (H) (Basic) Past Paper
describe the standard Provide worksheets on standard conditions and SHEs. (I) (H) Paper 42, June 2013, Q2 (a)
hydrogen electrode (Basic)
V3.1
86
(P) (F) (Basic)
6.3.c Learners practical work, using a variety of half cells of the metal Practical Booklet 7
describe methods used to electrode in a solution containing ions of that metal, e.g.:
2+
measure the standard electrode o Fe/Fe (aq)
+
potentials of: o Ag/Ag (aq)
2+
(i) metals or non-metals in o Cu/Cu (aq)
2+
contact with their ions in o Zn/Zn (aq)
2+
aqueous solution o Mg/Mg (aq).
(ii) ions of the same element in Extend to include:
o platinum electrode in contact with I and I2 (aq), graphite can
different oxidation states -
be used if Pt is unavailable.
2+ 3+
Key concepts o platinum electrode in contact with Fe and Fe (aq). (W)
Experiments and evidence, (Basic)
Energy changes Learners see how they can make cells using a combination of half
cells. (W) (Basic)
Provide worksheets for practising examples of labelled diagrams of
cells and how to represent them with standard shorthand notation.
(I) (H) (Basic)
(P) (F) (Basic)
6.3.d Learners predict the cell potential they would expect to measure Practical Booklet 7
calculate a standard cell when they combine two half cells. (P) (Basic)
potential by combining two Learners test their predictions. Helpful practicals include: Textbooks
standard electrode potentials o Hill Practical 11, Electrochemical cells, Hill Practical 11
o Lainchbury Experiments 7.10 and 7.13. (G) (Basic) Lainchbury Experiments 7.10 & 7.13
Key concept Provide worksheet for practising examples. (I) (H) (Basic)
Energy changes Peer-marking of worksheets using mark scheme prepared by you. Past Papers
(P) (F) (Basic) Paper 41, June 2013, Q1 (c)(i)
6.3.e Learners discuss in groups some of the cells they have Practical Booklet 7
o
use standard cell potentials to: investigated practically and their respective E values to decide
V3.1
87

o
(i) explain/deduce the what the sign of the E means. (G) (Basic) Textbooks
direction of electron flow in Each group feeds back their discussion to the whole group. The Lainchbury Experiment 7.11
a simple cell key concept of energy changes could help learners to understand
(ii) predict the feasibility of a the idea of feasibility. (W) (Basic)
reaction Provide worksheets for practising examples. (I) (H) (Basic)
Energy changes Learners practical, e.g. Lainchbury Experiment 7.11, to
supplement this learning. (G) (Basic) (Challenging)
6.3.f You show again the displacement reactions of halogens e.g. Textbooks
deduce from E values the Lainchbury Experiment 4.6 Halogen-halide reactions in aqueous Lainchbury Experiment 4.6
relative reactivity of elements solution as evidence of the relative oxidising powers. (W) (Basic)
Learners find the relevant E data (Data Booklet (in the syllabus).
o
of Group 17 (the halogens) as
oxidising agents (I) (Basic)
Learners state the relationship between oxidising power and E .
o
Key concept (P) (Basic) (Challenging)

Energy changes You teach how to use E values to predict the outcome of
o
reactions where oxidising agents and reducing agents are present

e.g.:
o will Fe oxidise I ions to iodine?
3+ -
3+ -
o will Fe oxidise Br ions to bromine? (W) (Basic)
(Challenging)
Provide worksheets for practising examples. (I) (H) (Basic)
(Challenging)
(P) (F) (Basic)
6.3.g You teach how to use half-equations to construct a redox equation:

o
construct redox equations o predicting which reactions will occur using E values (see last
using the relevant half- lesson)
equations (see also LO 12.2.d) o reversing the half-equation where oxidation occurs
V3.1
88
o producing balanced equations using the numbers of electrons

Key concept in the two half-equations. (G) (Basic) (Challenging)
Energy changes Learners work in pairs to create a checklist of the steps they need
to take to be able to construct redox equations and then practise
writing them using it. (P) (Basic)
(P) (F) (Basic)
12.2.d Learners practical e.g.: Textbooks

describe and explain the use of o titration, Lainchbury Experiment 1.6 (ammonium iron(II) sulfate Lainchbury Experiments 1.6 & 8.1
Fe3+/Fe2+, MnO4/Mn2+ and solution with potassium manganate(VII) solution) Hill Practicals 3 and 30
Cr2O72/Cr3+ as examples of o titration Hill Practical 3 Analysing iron tablets
redox systems (see also LO o organic context, using reflux with acidified potassium
6.3) dichromate(VI) as an oxidising agent of for example alcohols
to become carbonyls/carboxylic acids
Key concept o Lainchbury Experiment 8.1 Chemical properties of ethanol
Experiments and evidence o Hill Practical 30 Alcohols Experiment 3. (W) (Basic)
Provide worksheets for practising examples of combining half
equations to construct (ionic) equations. (I) (H) (Basic)
(Challenging)
(P) (F) (Basic)
12.2.e You teach a summary of the strength of

o -
predict, using E values, the o oxidising agents in terms of large positive E values e.g. MnO4
+
likelihood of redox reactions /H (aq)
o
o reducing agents in terms of large negative E values e.g. Mg.
Key concept (W) (Basic)
Energy changes Provide worksheets for practising more examples of:
o
o using E values to predict outcomes
o combining half equations to construct (ionic) equations. (I) (H)
V3.1
89

(P) (F) (Basic)
6.3.h Learners practical work investigating this relationship e.g.: Practical Booklet 7
predict qualitatively how the o Hill Practical 11 experiment 4
value of an electrode potential o Lainchbury Experiment 7.12. (G) (Basic) Textbooks
varies with the concentrations Learners use their results to make general conclusions about the Hill Practical 11
of the aqueous ions relationship. (P) (Basic) Lainchbury Experiment 7.12
Learners write up practical. (I) (H) (Basic)
Key concepts
Energy changes
6.3.i You explain the Nernst equation. (W) (Basic)

use the Nernst equation, e.g. E Provide worksheets for practising examples of calculating E values
= E + (0.059/z) log [oxidised
for non-standard concentrations. (I) (H) (Basic)
species] / [reduced species] Peer-marking of worksheets using mark scheme prepared by you.
to predict quantitatively how (P) (F) (Basic)
the value of an electrode
potential varies with the
concentrations of the aqueous
ions; examples include Cu(s) +
2e Cu2+(aq), Fe3+(aq) + e
Fe2+(aq),
Cl2(g) + 2e 2Cl(aq)
Key concept
Energy changes
V3.1
90
6.4.a Learners research about batteries and fuel cells with an emphasis
state the possible advantages on why they are used in terms of size, mass and voltage. To
of developing other types of include:
cell, e.g. the H2/O2 fuel cell and o H2/O2 fuel cells
the nickel-metal hydride and o nickel-metal hydride rechargeable batteries
lithium-ion rechargeable o lithium-ion batteries. (I) (H) (Basic)
batteries Learners deliver presentations. (W) (Basic)
Peer-marking of presentations using mark scheme prepared by
Key concept you. (P) (F) (Basic) (Challenging)
Energy changes
Unit 7.2: Transition metals
12.1.a You teach what is meant by a transition element. (W) (Basic)

explain what is meant by a Learners revisit electron configuration (LO 2.3.c), writing the
transition element, in terms of electron configurations of the first set of transition elements, Ti to
d-block elements forming one Cu.
Learners then move on to ions such as Fe Fe , Cr , Cu for
or more stable ions with 2+, 3+ 3+ 2+
incomplete d orbitals example. (P) (Basic)
Key concept
Atoms and forces
12.1.b Learners draw and label the five orbitals in the 3d subshell. (I)
sketch the shape of a d orbital (Basic)
Key concept
Atoms and forces
12.1.c Provide worksheets for practising examples of electron
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91
state the electronic configurations of atoms and ions. (I) (H) (Basic)
configuration of each of the Peer-marking of worksheets using mark scheme prepared by you.
first row transition elements (P) (F) (Basic)
and of their ions
Key concept
Atoms and forces
12.1.d Learners provided with the melting point and density data for
contrast, qualitatively, the calcium and for the first row of transition elements.
melting points and densities of Learners make general comparisons of these properties. (I) (H)
the transition elements with (Basic)
those of calcium as a typical s-
block element
Key concept
and reactions
12.1.e Learners practical work in which they see the same transition Textbooks
describe the tendency of element in various oxidation states e.g. Hill Practical 22
transition elements to have o Hill Practical 22 The oxidation state of vanadium and Lainchbury Experiments 11.4 & 11.5
variable oxidation states manganese
o Lainchbury Experiments 11.4 and 11.5. (G) (Basic) Online
Key concept Learners write up practical. (I) (H) (Basic) www.s-cool.co.uk
Experiments and evidence http://www.rsc.org/learn-
chemistry/resource/res00001350/chemistry-
vignettes-transition-metal-
fundamentals#!cmpid=CMP00002896
Past Paper
12.1.f You teach the pattern of oxidation states of transition elements: Online
V3.1
92
predict from a given electronic o the maximum oxidation states are +4 at Ti rising to +7 at Mn http://elementalolympics.files.wordpress.com/2011/
configuration, the likely falling to +3 at Cu in the shape of a triangle 02/variable-oxidation-states.png
oxidation states of a transition o all from Ti to Cu have a +2 state
element o all from Ti to Ni show the oxidation states in between +2 and Past Paper
their maximum oxidation state Paper 42, June 2013, Q4 (a)
Key concept o Cu also has a +1 state. (W) (Basic)
Patterns in chemical behaviour Learners produce a chart of oxidation states of the elements Ti to
and reactions Cu. (I) (H) (Basic)
12.2.a Learners research the meanings of ligands and complexes. (P) Practical Booklet 9
describe and explain the (Basic)
reactions of transition elements Learners deliver presentations. (W) (Basic) Textbooks
with ligands to form complexes, Peer-marking of presentations using mark scheme prepared by Lainchbury Experiment 11.6
including the complexes of you. (P) (F) (Basic) (Challenging)
copper(II) and cobalt(II) ions Learners practical work with Cu(II), Co(II) and ligands, e.g. Online
with water and ammonia Lainchbury Experiment 11.6 Relative stabilities of some complex http://www.rsc.org/learn-
molecules and hydroxide and ions. chemistry/resource/res00000116/afl-transition-
chloride ions Learners practical investigating the chemical test for water with metal-complexes
anhydrous cobalt chloride paper. (G) (Basic)
Key concept Learners write up practical. (I) (H) (Basic)
Chemical bonds
12.2.b Provide worksheets with a term and definition word-match activity Practical Booklet 9
(i) define the term ligand as a which includes:
species that contains a lone o ligand Online
pair of electrons that forms o complex http://www.rsc.org/learn-
a dative bond to a central o monodentate chemistry/resource/res00000658/cobalt-
metal atom/ion including o bidentate complexes
monodentate, bidentate and o polydentate
polydentate ligands o co-ordination number. (P) (Basic)
(ii) define the term complex as Learners discuss the way that shapes of molecules are determined
a molecule or ion formed by (LO 3.2.b). (P) (Basic)
a central metal atom/ion Provide worksheets for predicting the shapes of transition metal
surrounded by one or more complexes. (I) (H) (Basic)
V3.1
93
ligands Peer-marking of worksheets using mark scheme prepared by you.

(iii) describe transition metal (P) (F) (Basic)
complexes as linear, Provide worksheets for practising:
octahedral, tetrahedral or o working out the charges on complex ions
square planar o drawing shapes
(iv) state what is meant by co- o stating bond-angles. (I) (H) (Basic)
ordination number and Peer-marking of worksheets using mark scheme prepared by you.
predict the formula and (P) (F) (Basic)
charge of a complex ion,
given the metal ion, its
charge, the ligand and its
co-ordination number
Key concept
Chemical bonds
12.2.c Learners practical work showing the addition of ammonia and Practical Booklet 9
explain qualitatively that ligand concentrated HCl to hydrated copper ions and observing the
exchange may occur, including colour changes. (P) (Basic) Textbooks
the complexes of copper(II) Learners write up practical. (I) (H) (Basic) Lainchbury Experiment 11.7
ions with water and ammonia
molecules and hydroxide and Past Paper
chloride ions Paper 42, June 2013, Q4 (d)
Key concept
12.3.a Give learners choices: (P) (Basic) Past Paper

describe the splitting of o produce a poster to explain d orbital splitting. Visual Paper 42, June 2013, Q4 (b)
degenerate d orbitals into two o script and record an interview with the five d orbitals of a
energy levels in octahedral and transition metal ion as they are approached by 4 or 6 ligands.
tetrahedral complexes Auditory
o produce a physical representation where they take five sticks
Key concept or planes at the same height, then introduce the 4 or 6 ligands,
V3.1
94
Atoms and forces then the five planes split into two groups. Kinaesthetic
Learners deliver presentations. V and K learners must explain their
presentations. (W) (Basic)
you. (P) (F) (Basic) (Challenging)
Written piece Describe d orbital splitting in transition element
complexes and explain how it arises. (I) (H) (Basic)
12.3.b Give learners choices: (P) (Basic) Past Paper

explain the origin of colour in o produce a poster to explain the origin of colour in complexes of Paper 42, June 2013, Q4 (b)
transition element complexes transition metal ions. Visual
resulting from the absorption of o script and record an interview with the d orbital electrons and
light energy as an electron the transition metal ion as they are lit by white light. Auditory
moves between two non- o produce a physical representation of what happens to the d
degenerate d orbitals orbital electrons when the complex is lit by white light.
Kinaesthetic
Key concept You will need to support and guide, ensuring the key factors of
Atoms and forces light absorption and electron promotion are given due prominence.
Learners deliver presentations. V and K learners must explain their
presentations. (W) (Basic)
Written piece Explain the origin of colour in complexes of
transition metal ions. (I) (H) (Basic)
12.3.c Learners discuss how the size of E might affect colour. (P) Practical Booklet 9
describe, in qualitative terms, (Basic)
the effects of different ligands You discuss their opinions with them and introduce the idea that Past Paper
on absorption, and hence different ligands split the d orbitals by different amounts. Paper 42, June 2013, Q4 (b)
colour, using the complexes of You demonstrate adding ammonia and concentrated HCl to
2+
copper(II) ions with water and Cu (aq) and go over the explanation for the colour changes with
ammonia molecules and the learners. (W) (Basic)
hydroxide and chloride ions as Provide worksheets for practising explanations for:
V3.1
95
examples o what we mean by d orbital splitting

o why transition metal complexes are coloured
Key concepts o why ligand replacement causes a colour change. (I) (H)
Atoms and forces, (Basic)
Energy changes Peer-marking of worksheets using mark scheme prepared by you.
(P) (F) (Basic)
12.3.d Provide worksheets giving examples of the formation of complexes

apply the above ideas of of other transition metals (i.e. in addition to Cu). (I) (H) (Basic)
ligands and complexes to other Peer-marking of worksheets using mark scheme prepared by you.
metals, given information (P) (F) (Basic)
Key concept
12.5.a Learners revisit practical work, Practical Booklet 9

describe and explain ligand o Relative stabilities of some complex ions of copper
exchanges in terms of o the equilibrium of hydrated cobalt chloride with its anhydrous Textbooks
competing equilibria (also see form. (G) (Basic) Lainchbury Experiment 11.6
syllabus topic 7) Learners write equilibrium expressions for these complex
formations. (P) (Basic)
12.5.b Learners revisit a Kc calculation. Online

state that the stability constant, Learners use their equilibrium expressions for complex formations http://www.chemguide.co.uk/inorganic/complexions/
Kstab, of a complex ion is the and produce Kstab expressions. stabconst.html
equilibrium constant for the
formation of the complex ion in
a solvent from its constituent
ions or molecules
12.5.c Learners write equilibrium expressions for the substitution of a

deduce expressions for the water ligand by a chloride ion or ammonia ligands with copper for
stability constant of a ligand example, and then deduce their respective Kstab expressions. (P)
substitution (Basic)
V3.1
96

Key concept Peer-marking of worksheets using mark scheme prepared by you.
Chemical bonds (P) (F) (Basic)
12.5.d Learners discuss in pairs what the relative size of stability Online
explain ligand exchange in constants means. (P) (Basic) http://www.chemguide.co.uk/inorganic/complexions/
terms of stability constants, Learners come together and present their ideas to the class, led by stabconst.html
Kstab, and understand that a you.
large Kstab is due to the
formation of a stable complex
ion
Key concept
Chemical bonds
V3.1
97
Unit 8: Controlling reactions 2

Learners should be able to use Hess Law, they should understand the factors that affect the rate of a chemical reaction.
Context
This unit extends the use of Hess Law to the calculation of lattice enthalpies, it introduces learners to the Gibbs equation and the concept of entropy and to the
concept of reaction orders and uses them to suggest a mechanism for a reaction.
Outline
Learners will learn how to draw a Born-Haber cycle and will learn how to use it to calculate a value for the lattice enthalpy of an ionic solid. They will learn the
meaning of the terms entropy and Gibbs free energy and will learn how to calculate changes in both quantities. Learners will also learn how to write rate equations,
calculate rate constants, and will learn how a rate equation is linked to possible reaction mechanisms.

Energy 2
Kinetics 2
Teaching time
Unit 8.1: Energy 2
5.1.b (iii) only You define lattice enthalpy and explain its significance to ionic bond
explain and use the terms: strength, melting points, solubility.
(i) enthalpy change of reaction You introduce the difficulty in measuring lattice enthalpy directly. (W)
and standard conditions, with (Basic)
particular reference to:
formation, combustion,
hydration, solution,
neutralisation, atomisation
V3.1 98
(ii) bond energy (H positive, i.e.

bond breaking)
(iii) lattice energy (H negative,
i.e. gaseous ions to solid
lattice)
Key concepts
Chemical bonds,
Energy changes
2.3.g Learners find definition of electron affinity. (P) (Basic)

explain and use the term electron Learners produce a revision list of all definitions encountered so far
affinity in the course. (I) (H) (Basic)
Key concepts
Atoms and forces,
Patterns in chemical behaviour and
reactions,
Energy changes
5.1.d Learners research how the size of the ions and the size of the
explain, in qualitative terms, the charges will cause the force of attraction in a lattice to change.
effect of ionic charge and of Learners deliver presentations. (W) (Basic)
ionic radius on the numerical Peer-marking of presentations using mark scheme prepared by you.
magnitude of a lattice energy (P) (F) (Basic) (Challenging)
Key concepts
Atoms and forces,
Chemical bonds,
Energy changes
5.2.a (iii) & (iv) only You teach how to construct a Born-Haber cycle. (W) (Basic) Textbooks
apply Hess Law to construct simple Provide worksheets for practising examples. (I) (H) (Basic) Hill Practical 9
energy cycles, and carry out Peer-marking of worksheets using mark scheme prepared by you.
V3.1
99
calculations involving such cycles (P) (F) (Basic)

and relevant energy terms, with You teach enthalpy of solution as it relates to lattice enthalpy and
particular reference to: enthalpy of hydration. (W) (Basic)
(i) (determining enthalpy changes Learners discussion of how solubility changes with respect to lattice
that cannot be found by direct energy and enthalpy change of hydration. (W) (Basic)
experiment, e.g. an enthalpy Learners practical work to determine the enthalpy changes of
change of formation from solution for solids such as sodium hydroxide, ammonium nitrate etc.;
enthalpy changes of see Hill Practical 9. (P) (Basic) (Challenging)
combustion
(ii) average bond energies
(iii) the formation of a simple
ionic solid and of its
aqueous solution
(iv) Born-Haber cycles (including
ionisation energy and
electron affinity)
Key concepts
Chemical bonds,
Energy changes
10.1.f You recap the trend from 10.1.c. Past Papers

interpret and explain qualitatively Learners given choice: Paper 41, Nov 2013, Q1 (c)
the trend in the thermal stability o explain the reasons for the trend in stability in a poster. Visual Paper 43, Nov 2013, Q1 (b)(ii)
of the nitrates and carbonates in o script and record a conversation between the metal ions and the
terms of the charge density of nitrate and carbonate ions in which the reasons for the trend in
the cation and the polarisability stability are made clear. Auditory
of the large anion o make models of the ions of Group II metals and nitrate ions and
carbonate ions, from modelling clay. The polarisation of the
Key concepts nitrate and carbonate ions by the different sized metal ions
Chemical bonds, should be shown. Kinaesthetic
Energy changes Learners deliver presentations. (W) (Basic)
Peer-marking of presentations using mark scheme prepared by you.
(P) (F) (Basic) (Challenging)
V3.1
100
10.1.g You lead Q&A about the factors that affect lattice energy (LO 5.1.d)
interpret and explain qualitatively and hydration energy and about the trend in solubility of Group II
the variation in solubility of the hydroxides and sulfates (LO 10.1.e).
hydroxides and sulfates in terms Learners given choice:
of relative magnitudes of the o explain the reasons for the trends in solubility in a poster. Visual
enthalpy change of hydration o script and record a conversation between the metal ions and the
and the corresponding lattice hydroxide and sulfate ions in which the reasons for the trends in
energy solubility are made clear. Auditory
o make models of the ions of Group II metals and hydroxide ions
Key concepts and sulfate ions, from modelling clay. Kinaesthetic (P) (Basic)
Atoms and forces, Learners deliver presentations. Kinaesthetic learners will have to
Chemical bonds, add a commentary to explain why the sizes of the ions theyve
Energy changes modelled are significant. (W) (Basic)
Learners practise questions either provided by you or from textbook.
(I) (H) (Basic) (Challenging))
5.3.a You introduce the idea of entropy as a measure of disorder:

explain that entropy is a measure o with the symbol S
of the disorder of a system, and o change in entropy during a chemical or physical change is S
that a system becomes more o solids are more ordered and have least entropy
stable when its energy is spread o gases are more disordered and have most entropy
out in a more disordered state o entropy increases when solids dissolve to form solutions. (G)
Key concept
Energy changes
5.3.b Learners research into whether entropy increases or decreases:

explain the entropy changes that o during a change of state
occur: o during a temperature change
(i) during a change in state o during a reaction that changes the number of gas molecules. (P)
e.g. (s) (I); (I) (g); (s) (Basic)
Learners deliver presentations. (W) (Basic)
V3.1
101
(aq) Peer-marking of presentations using mark scheme prepared by you.

(ii) during a temperature change (P) (F) (Basic) (Challenging)
(iii) during a reaction in which
there is a change in the
number of gaseous
molecules
Key concept
Energy changes
5.3.c Provide worksheets for practising examples of predicting the sign of

predict whether the entropy S. (I) (H) (Basic)
change for a given process is Peer-marking of worksheets using mark scheme prepared by you.
positive or negative (P) (F) (Basic)
Learners then work in pairs to create situations for their peers to
Key concept predict the sign of the entropy change. (P) (Challenging)
Energy changes
5.3.d You explain the method. (W) (Basic)

calculate the entropy change for Provide worksheets for practising examples of calculating S from
a reaction, S , given the

supplied entropy values. (I) (H) (Basic)
standard entropies, S , of the

reactants and products (P) (F) (Basic)
Learners research what is Gibbs Free Energy? (I) (H) (Basic)
Key concept
Energy changes
5.4.a Learners bring to the lesson the results of their research about
define standard Gibbs free Gibbs Free Energy. (I) (Basic)
energy change of reaction by You emphasise: the importance of:
means of the equation G = H

o the Gibbs equation
TS o the sign of G

O
o a zero value of G . (W) (Basic) (Challenging)

O
Key concept Learners discuss the Gibbs equation, what the terms mean and the
V3.1
102
significance of G . (G) (Basic)/ (Challenging)

O
Energy changes
Learners summarise what they have learned today. (I) (H) (Basic)
(Challenging)
Peer-marking of homework using mark scheme prepared by you. (P)
You introduce how to calculate a G value from data. (W) (Basic)

O
5.4.b
calculate G for a reaction using

the equation G = H TS

Key concept
Energy changes
5.4.c Provide worksheets for practising examples to include the

significance of the sign of G .(I) (H) (Basic)
O
state whether a reaction or
process will be spontaneous by Peer-marking of worksheets using mark scheme prepared by you.
using the sign of G
Key concept
Energy changes
5.4.d Provide worksheets for practising examples to bring together:

predict the effect of temperature o the effect of varying temperature.
o how varying temperature can affect the sign of G .
O
change on the spontaneity of a
reaction, given standard o what this means for the spontaneity of a reaction at different
enthalpy and entropy changes temperatures. (I) (H) (Basic)
Key concept (P) (F) (Basic) (Challenging)
Energy changes
Unit 8.2: Kinetics 2
V3.1
103
8.1.c Learners research each of these terms. (P) (Basic)

explain and use the terms rate Learners deliver presentations. (W) (Basic)
equation, order of reaction, rate Peer-marking of presentations using mark scheme prepared by you.
constant, half-life of a reaction, (P) (F) (Basic) (Challenging)
rate-determining step The main learning of each of these terms will occur as they are used
in the correct context during the following lessons, but this exercise
Key concept will be valuable preparation for that.
reactions
8.1.d You teach the construction and use of rate equations. (W) (Basic) Practical Booklet 5
construct and use rate equations Learners practical work. Learners follow the rate of reaction:
of the form rate = k[A]m[B]n (for o by collecting gas from reactions such as: Textbooks
which m and n are 0, 1 or 2), calcium carbonate with hydrochloric acid Lainchbury Experiment 9.4 & 9.5
including: benzenediazonium chloride and water Lainchbury Hill Practical 15
(i) deducing the order of a Experiment 9.4,
reaction, or the rate equation o by colorimetry such as: Online
for a reaction, from iodine and propanone Lainchbury Experiment 9.5, http://www.rsc.org/learn-
concentration-time graphs or colour change of starch when hydrogen peroxide reacts with chemistry/resource/res00000567/finding-the-
from experimental data iodide ions (Hill Practical 15) rate-expression-for-the-reaction-between-
relating to the initial rates o by formation of a precipitate such as: iodine-and-tin
method and half-life method the disappearing cross when sodium thiosulfate reacts with http://www.rsc.org/learn-
(ii) interpreting experimental hydrochloric acid. (G) (Basic) chemistry/resource/res00000598/a-chemical-
data in graphical form, You discuss practical work with learners in terms of orders of stop-clock-iodine-clock-reaction
including concentration-time reaction and where possible learners suggest rate equations.
and rate-concentration Provide worksheets for practising examples of graphical work to Past Papers
graphs include: Paper 41, June 2013, Q2 (a)
(iii) calculating an initial rate o plotting graphs Paper 42, June 2013, Q1 (b)
using concentration data o drawing the appropriate line
(integrated forms of rate o drawing tangents to measure rate
equations are not required) o deciding if the half-life of a reactant is constant
o the interpretation of rate-concentration graphs. (I) (H) (Basic)
Key concept Peer-marking of worksheets using mark scheme prepared by you.
Patterns in chemical behaviour and (P) (F) (Basic)
V3.1
104
reactions
8.1.e Provide worksheets for practising examples of: Online

(i) show understanding that the o assessing whether a half-life is constant http://www.rsc.org/learn-
half-life of a first-order o calculating the half life chemistry/resource/res00000743/the-effect-of-
reaction is independent of o using the half-life in calculations. (I) (H) (Basic) concentration-on-reaction-rate
concentration Peer-marking of worksheets using mark scheme prepared by you.
(ii) use the half-life of a first- (P) (F) (Basic)
order reaction in calculations
8.1.f Provide worksheets for practising examples of:

calculate the numerical value of o deriving and writing rate equations from supplied data.
a rate constant, for example by o determining the units of a rate constant
using the initial rates or half-life o calculating the value of a rate constant.
method o using k = ln2 / t1/2 for first order reactions. (I) (H) (Basic)
(P) (F) (Basic)
8.1.g You introduce the idea of the rate-determining step with a

for a multi-step reaction: demonstration of passing an object along the row of learners.
(i) suggest a reaction o All pass it normally except one who keeps it for 30 seconds
mechanism that is consistent before passing. Time how long the whole process takes.
with the rate equation and o Repeat, the normal passers try to speed up, the slow passer still
the equation for the overall takes 30 seconds. Time how long the whole process takes.
reaction o Repeat; the normal passers all pass it normally, the slow passer
(ii) predict the order that would speeds up to the same rate as the others. Time how long the
result from a given reaction whole process takes.
mechanism (and vice versa) o Discuss. Learners should conclude that the slow step has a
much greater influence on the rate than the fast steps. (W)
Key concept (Basic)
Patterns in chemical behaviour and You use the reaction of iodine and propanone as context. Use the
+
reactions rate equation rate = k[propanone][H ] to discuss and explain how it
links to the mechanism.
o Slow step propanone isomerises to enol form with C=C double
V3.1
105

+
bond. Propanone and H are involved.
o Fast step enol form reacts with I2. (W) (Basic)
Learners look at a number of reactions and discuss in groups the
links between the orders of reaction of each species, the rate
equation and the mechanism of the reaction. Examples of reactions
that you could use are:
o 2N2O5 4NO2 + O2,
o Bromine + propanone,
o acidified hydrogen peroxide and iodide ions
o the alkaline hydrolysis of 2-bromomethylpropane. (P) (Basic)
Cann p.219 shows a helpful worked example. (I) (H) (Challenging)
Provide worksheets for practising examples. This WS is easiest to
write if you fabricate examples using symbols e.g.:
o AB + C AC + B and Rate = k[AB]
2
o PQ + R PR + Q and Rate = k[R ]
o Learners must suggest a mechanism consistent with this
information.
o If you add some fabricated data learners can also use this to
practise calculating the value of k. (I) (H) (Basic)
(P) (F) (Basic)
8.1.h Learners prepare plans How to study the rate of a reaction to

devise a suitable experimental present to the class. You could have more than one plan for each
technique for studying the rate of experiment. Choose a variety of reactions that lend themselves to
a reaction, from given different ways of monitoring such as:
information o collecting gas
o change in mass
Key concept o change in colour
Experiments and evidence o sampling (including titrating of those samples)
V3.1
106
8.2.c You teach:

explain qualitatively the effect of o the rate constant is a constant whatever the concentrations
temperature change on a rate o the rate constant is not constant if conditions are changed. (W)
constant and hence the rate of a (Basic)
reaction Class discussion how does T affect k? (P) (Basic)
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107
Unit 9: Organic chemistry 2

Learners should understand what is meant by a homologous series and a functional group, they should be able to use terms such as electrophile, nucleophile,
addition and substitution to describe organic reaction mechanisms. Learners should know and be able to apply the organic chemistry studied in Unit 4 of this
Scheme of work. They should understand addition polymerisation.
Context
This unit extends the learners knowledge of organic chemistry to include more functional groups including arenes. It brings together much of the knowledge that
learners have gained about the reactions of functional groups to be able to synthesise organic molecules. In addition this unit extends the study of polymerisation to
include condensation polymerisation.
Outline
Learners will study the reactions of aromatic compounds including benzene and phenol and the characteristic reactions of carboxylic acids, acyl chlorides, and
organic nitrogen compounds. They will learn how to explain the relative acidity and basicity of certain compounds. Learners will study condensation polymerisation
and how to use knowledge of monomers to deduce the repeat unit of a polymer. They will apply knowledge about optical isomerism to the synthesis of molecules
designed for a specific purpose. They will also bring their knowledge from different units into one place in order to solve more complex organic synthesis problems.

Hydrocarbons 2
Phenol
Carboxylic acids, acid chlorides, and nitrogen compounds
Polymerisation and synthesis
Teaching time
Unit 9.1: Hydrocarbons 2
14.1.a (A Level compounds only) You revisit 14.1.a (AS), and include the A Level compounds in bold. Online
interpret and use the general, Learners in pairs make a variety of molecular models, with some www.chemguide.co.uk
V3.1 108
structural, displayed and skeletal from each of the classes listed in this LO.
formulae of the following classes of Learners use these to practise drawing the general, structural, Past paper
compound: displayed and skeletal formulae for each molecule. (P) (Basic) Paper 13, Nov 2013, Q20
(i) alkanes, alkenes and arenes Provide worksheets for practising examples of drawing different
(ii) halogenoalkanes and types of formulae. (I) (H) (Basic)
halogenoarenes Peer-marking of worksheets using mark scheme prepared by you.
(iii) alcohols (including primary, (P) (F) (Basic)
secondary and tertiary) and
phenols
(iv) aldehydes and ketones
(v) carboxylic acids, esters and
acyl chlorides
(vi) amines (primary only), nitriles,
amides and amino acids
(Candidates will be expected to
recognise the shape of the benzene
ring when it is present in organic
compounds. Knowledge of benzene
or its compounds is not required for
AS Level.)
Key concept
Atoms and forces
15.4.a You revisit LO 14.3 regarding the shape of organic compounds Textbooks
describe the chemistry of arenes including benzene Hill Practical 27
as exemplified by the following You introduce arenes including:
reactions of benzene and o behaviour Online
methylbenzene: o bonding and the delocalisation of electrons around the ring. www.chemguide.co.uk
(i) substitution reactions with o models showing the shape and bonding. (W) (Basic) http://www.rsc.org/learn-
chlorine and with bromine Learners practical e.g. Hill Practical 27. chemistry/resource/res00000286/organic-
(ii) nitration Learners make a mind map or table of these reactions of benzene molecules-day
(iii) Friedel-Crafts alkylation and and methylbenzene.
acylation Learners summarise: Past Paper
V3.1
109
(iv) complete oxidation of the o reactions, conditions, type of reaction, and equation Paper 42, June 2013, Q3 (a)
side-chain to give a benzoic o compare the same reaction for benzene with that for
acid methylbenzene. (G) (Basic) (Challenging)
(v) hydrogenation of the Provide worksheets for practising examples of reactions of benzene
benzene ring to form a and methylbenzene. (I) (H) (Basic)
cyclohexane ring Peer-marking of worksheets using mark scheme prepared by you.
(P) (F) (Basic)
Key concepts
Atoms and forces,
reactions,
Chemical bonds
15.4.b Learners talk in pairs to define free radical, electrophile, nucleophile, Past Paper
(i) describe the mechanism of addition, substitution. Paper 42, June 2013, Q3 (b)
electrophilic substitution in Give learners choices: (P) (Basic)
arenes, as exemplified by the o produce a poster to explain electrophilic substitution. Visual
formation of nitrobenzene o script and record an interview with the benzene ring and the
and bromobenzene attacking species. Auditory
(ii) suggest the mechanism of o produce a physical representation using molecular models and
other electrophilic modelling clay (e.g. Plasticine or Blu-tack) to represent the
substitution reactions, given delocalised electrons and the electron pairs. Kinaesthetic
data Learners deliver presentations. V and K learners must explain their
(iii) describe the effect of the presentations. (W) (Basic)
delocalisation of electrons in Peer-marking of presentations using mark scheme prepared by you.
arenes in such reactions (P) (F) (Basic) (Challenging)
Provide worksheets for practising examples of electrophilic
Key concepts substitution mechanism. (I) (H) (Basic)
Atoms and forces, Peer-marking of worksheets using mark scheme prepared by you.
reactions,
Chemical bonds
15.4.c Learners sketch the electron density cloud for benzene and
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110
interpret the difference in chlorobenzene. (W) (Basic)

reactivity between benzene and Learners talk in pairs to produce ideas to present to the group:
chlorobenzene o what effect will the chlorine atom have on the electron density in
the ring?
Key concepts o what effect will this have on the reactivity of the ring towards
Atoms and forces, electrophiles? (P) (Basic)
Patterns in chemical behaviour and Learners present ideas to the group, you guide them to reach
reactions, correct conclusion. (G) (Basic)
Chemical bonds Learners written piece (to use this lesson plus research)
Comparing the reactivity of benzene and chlorobenzene with
electrophiles. (I) (H) (Basic)
15.4.d You teach the conditions under which halogenation occurs in:
predict whether halogenation will o the ring
occur in the side-chain or in the o the side chain. (W) (Basic)
aromatic ring in arenes Provide worksheets for practising examples. (I) (H) (Basic)
depending on reaction Peer-marking of worksheets using mark scheme prepared by you.
conditions (P) (F) (Basic)
Key concept
reactions
15.4.e You teach how substituents on the ring affect subsequent

apply knowledge relating to substitutions, see syllabus page 90. (W) (Basic)
position of substitution in the Provide worksheets for practising examples. (I) (H) (Basic)
electrophilic substitution of Peer-marking of worksheets using mark scheme prepared by you.
arenes (see the syllabus Data (P) (F) (Basic)
Booklet Table 9)
Key concept
reactions
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111
14.1.c You explain the naming convention. (W) (Basic)

understand and use systematic Provide worksheets for practising examples. (I) (H) (Basic)
nomenclature of simple aromatic Peer-marking of worksheets using mark scheme prepared by you.
molecules with one benzene ring (P) (F) (Basic)
and one or more simple
substituents, for example 3-
nitrobenzoic acid, 2,4,6-
tribromophenol
Unit 9.2: Phenol
17.2.a Learners investigate practically e.g. Hill Practical 31 or Lainchbury Textbooks

recall the chemistry of phenol, as Experiment 8.2. Hill Practical 31
exemplified by the following Learners create a mind map or table of these reactions. Lainchbury Experiment 8.2
reactions: Provide worksheets for practising examples. Compare, contrast and
(i) with bases explain the reactions of phenol with those of benzene and Online
(ii) with sodium methylbenzene, especially: http://www.rsc.org/learn-
(iii) with diazonium salts (see o the nitration and chemistry/resource/res00000547/the-chemical-
also Section 20.1) o bromination substitution reactions. (I) (H) (Basic) properties-of-hydroxybenzene
(iv) nitration of, and bromination Peer-marking of worksheets using mark scheme prepared by you.
of, the aromatic ring (P) (F) (Basic) Past Paper
Paper 43, Nov 2013, Q5 (a)(i)
Key concepts
reactions
V3.1
112
You revisit calculating [H from pH and pH from [H ]. (W) (Basic)

+] +
17.2.b
describe and explain the relative Learners write equilibrium expressions for the dissociation of water,
acidities of water, phenol and phenol, and ethanol. (P) (Basic)
ethanol Learners practical testing water and solutions of phenol, and
ethanol with universal indicator. (P) (Basic)
Key concept You compare acidity of water and ethanol using sodium metal. (G)
Experiments and evidence (Basic)
Learners talk in pairs:
o what is the order of acidity?
o what is the reason for it? (P) (Basic)
Learners describe evidence and explain reasons for homework. (I)
(H) (Basic)
Unit 9.3: Carboxylic acids 2, acid chlorides, and nitrogen compounds
19.1.b (iv) only You revisit 19.1.b, introducing (iv) which may not have been covered Online
describe the reactions of carboxylic as part of the AS course. (W) (Basic) www.chemguide.co.uk
acids in the formation of: www.s-cool.co.uk
(i) salts, by the use of reactive
metals, alkalis or carbonates
(ii) alkyl esters
(iii) alcohols, by use of LiAlH4
(iv) acyl chlorides
19.1.c You introduce the reactions in which methanoic acid and Online
V3.1
113
recognise that some carboxylic ethanedioic acid can be oxidised. (W) (Basic) http://www.chemguide.co.uk/organicprops/carbo
Learners practical titrating ethanedioic acid against acidified MnO 4 .
-
acids can be further oxidised: nyls/oxidation.html
(i) the oxidation of methanoic (G) (Basic)
acid, HCO2H, with Fehlings Provide worksheets for practising examples and equations for
and Tollens reagents reactions of carboxylic acids to include oxidation of methanoic acid
(ii) the oxidation of ethanedioic and ethanedioic acid. (I) (H) (Basic)
acid, HO2CCO2H, with warm Peer-marking of worksheets using mark scheme prepared by you.
acidified manganate(VII) (P) (F) (Basic)
Key concept
reactions
19.1.d Learners research into relative acidity of carboxylic acids, phenols,

explain the relative acidities of and alcohols. To include:
carboxylic acids, phenols and o examples of reactions with equations
alcohols o pKa values
o explanation. (I) (H) (Basic)
Key concept Learners deliver presentations. (W) (Basic)
Patterns in chemical behaviour and Peer-marking of presentations using mark scheme prepared by you.
reactions (P) (F) (Basic) (Challenging)
19.1.e You can include this piece of research and presentation alongside
use the concept of 19.1.d.
electronegativity to explain the Learners research into relative acidity of ethanoic acid and chlorine-
acidities of chlorine-substituted substituted ethanoic acids. To include:
ethanoic acids o pKa values
o explanation involving electronegativity. (I) (H) (Basic)
Key concepts Learners deliver presentations. (W) (Basic)
Chemical bonds, Peer-marking of presentations using mark scheme prepared by you.
Energy changes (P) (F) (Basic) (Challenging)
19.2.a You demonstrate this practically, e.g. Lainchbury Experiment 10.2. Textbooks
describe the hydrolysis of acyl (W) (Basic) Lainchbury Experiment 10.2
V3.1
114
chlorides Learners write up practical with observations and equations. (I) (H)
(Basic)
Key concept
19.2.b You demonstrate these reactions practically. (W) (Basic) Textbooks

describe the reactions of acyl Learners write up practical with observations and equations. (I) (H) Lainchbury Experiment 10.2
chlorides with alcohols, phenols, (Basic)
ammonia and primary amines Learners paired work, each learner describes a reaction of a named
acid chloride, their partner has to write the observations and
Key concepts equation. Learners then change roles until at least two of each
Experiments and evidence, reaction in 19.2 a and b have been covered. (P) (F) (Basic)
Patterns in chemical behaviour and (Challenging)
reactions
17.1.a (vii) only Learners extend paired work from previous lesson to include Online
recall the chemistry of alcohols, reaction of acid chlorides to form ethyl ethanoate and phenyl http://www.chemguide.co.uk/organicprops/acylc
exemplified by ethanol, in the benzoate. (P) (F) (Basic) (Challenging) hlorides/oxygen.html
following reactions:
(i) combustion
(ii) substitution to give
halogenoalkanes
(iii) reaction with sodium
(iv) oxidation to carbonyl
compounds and carboxylic
acids
(v) dehydration to alkenes
(vi) formation of esters by
esterification with carboxylic
acids
(vii) formation of esters by
acylation with acyl chlorides
using ethyl ethanoate and
phenyl benzoate as
V3.1
115
examples
Key concept
reactions
19.2.c You show the equations with conditions for the hydrolysis of
explain the relative ease of ethanoyl chloride to form ethanoic acid and for chloroethane to form
hydrolysis of acyl chlorides, ethanol. (W) (Basic)
alkyl chlorides and aryl chlorides Learners brainstorm reasons why acid chlorides are easier to
including the condensation hydrolyse than halogenoalkanes, which are easier to hydrolyse than
(additionelimination) mechanism aryl chlorides (e.g. chlorobenzene). (P) (Basic)
for the hydrolysis of acyl Learners discuss their ideas and rank them from the most to the
chlorides least likely / possible. (W) (Basic)
You bring this together and also teach the addition / elimination
mechanism. (G) (Basic)
Provide worksheets for practising examples of hydrolysis reactions
and explaining relative ease of hydrolysis. (I) (H) (Basic)
(P) (F) (Basic)
20.1.a Learners research the methods of forming amines. To include: Practical Booklet 11
describe the formation of alkyl o preparation of ethylamine and phenylamine equations
amines such as ethylamine (by o conditions Online
the reaction of ammonia with o video clips if possible http://www.youtube.com/watch?v=oRn7kTiqfaA
halogenoalkanes; the reduction Learners deliver presentations. (W) (Basic)
of amides with LiAlH4; the Peer-marking of presentations using mark scheme prepared by you.
reduction of nitriles with LiAlH4 (P) (F) (Basic) (Challenging)
or H2/Ni)
and of phenylamine (by the
reduction of nitrobenzene with
tin/ concentrated HCl)
V3.1
116
20.1.b Give learners choices: (P) (Basic) Practical Booklet 11

describe and explain the basicity o produce a poster to explain why amines are basic. Visual
of amines o script and record an interview with an amine and a hydrogen ion.
Auditory
Key concept o produce a physical representation using molecular models and
Patterns in chemical behaviour and blu-tack for lone pairs. Kinaesthetic
reactions Learners deliver presentations; visual and kinaesthetic learners will
need to explain their presentations. (W) (Basic)
20.1.c Learners brainstorm what factors will affect basicity. (P) (Basic) Practical Booklet 11
explain the relative basicities of Brainstormed ideas brought together. (W) (Basic)
ammonia, ethylamine and You lead discussion to a correct conclusion. (W) (Basic) Past Paper
phenylamine in terms of their Provide worksheets for practising examples. To include: Paper 41, June 2013, Q4 (c)
structures o formation of amines
o reason for basicity of amines
Key concepts o relative basicity of amines. (I) (H) (Basic)
Atoms and forces, Peer-marking of worksheets using mark scheme prepared by you.
reactions,
Chemical bonds
20.1.d Learners investigate practically e.g. Hill Practical 34 or Lainchbury Practical Booklet 11
describe the reaction of Experiment 8.3. (G) (Basic)
phenylamine with: Learners write up practicals. (I) (H) (Basic) Textbooks
(i) aqueous bromine Hill Practical 34
(ii) nitrous acid to give the Lainchbury Experiment 8.3
diazonium salt and phenol
Past Paper
Key concept Paper 42, June 2013, Q3 (d)
20.1.e Learners investigate practically. (G) (Basic) Practical Booklet 11
V3.1
117
describe the coupling of Learners write up practical, including:

benzenediazonium chloride and o the conditions with reasons Online
phenol and the use of similar o observations http://www.rsc.org/learn-
reactions in the formation of o equations chemistry/resource/res00000559/the-
dyestuff o the use of the product as a dye. (I) (H) (Basic) microscale-synthesis-of-azo-dyes
Provide worksheets for practising examples of reactions of www.chemguide.co.uk
Key concept phenylamine. (I) (H) (Basic)
Experiments and evidence Peer-marking of worksheets using mark scheme prepared by you.
(P) (F) (Basic)
20.2.a You teach this as a whole group activity. (W) (Basic) Past Paper
describe the formation of amides Paper 41, Nov 2013, Q5 (e)
from the reaction between NH3 or
RNH2 and RCOCl
20.2.b You show various amides in solution in test tubes and add indicator
recognise that amides are to them.
neutral You explain why the structure does not accept a proton easily on the
NH2 group (and so is not basic) and why it does not release a proton
Key concept easily (and so is not acidic). (W) (Basic)
Atoms and forces,
reactions
20.2.c Learners investigate practically, refluxing an amide with hydrochloric Practical Booklet 10
(i) describe amide hydrolysis acid and/or sodium hydroxide solution (separately). (G) (Basic)
on treatment with aqueous Learners research products of amide hydrolysis and the reduction of
alkali or acid amides to nitriles. (P) (Basic)
(ii) describe the reduction of Learners deliver presentations. (W) (Basic)
amides with LiAlH4 Peer-marking of presentations using mark scheme prepared by you.
Key concept Provide worksheets for practising questions on amides. (I) (H)
Patterns in chemical behaviour and (Basic)
reactions
V3.1
118

(P) (F) (Basic)
20.3.a Learners make molecular models of various amino acids such as Past Paper
describe the acid/base properties alanine, valine and glycine. Paper 41, Nov 2013, Q6 (b)(ii) (d)
of amino acids and the formation Learners discuss why amino acids can be both acids and bases. (G)
of zwitterions (Basic)
Learners draw out the structures of amino acids in acidic and basic
Key concepts environments and at the isoelectric point (the zwitterion). (P) (Basic)
Atoms and forces,
Chemical bonds
20.3.b You explain formation of peptide bonds. (W) (Basic) Past Papers
describe the formation of peptide Learners use models of amino acids made last lesson to model Paper 41, Nov 2013, Q6 (a)
bonds between amino acids to formation of di-peptides and tri-peptides. (P) (Basic) Paper 43, Nov 2013, Q6 (e)
give di- and tri-peptides
Key concept
Chemical bonds
20.3.c Learners create a simulation Practical Booklet 12

describe simply the process of o five pieces of paper, each one is an amino acid (one each of
electrophoresis and the effect of lysine, glutamic acid, glycine, leucine and phenylalanine) Past Paper
pH, using peptides and amino o they are put in the middle of the table, one side is positive, the Paper 41, Nov 2013, Q7 (a)(b)
acids as examples opposite side is negative, the pH is 7
o lysine goes to negative side, glutamic acid goes to positive side,
Key concept others stay in the middle, you explain why.
Atoms and forces o the pH now becomes 12. You discuss what happens with the
learners, due to magnitude of charge and molecular mass.
Learners run the simulation.
o the pH now becomes 2. You discuss what happens with the
learners, due to magnitude of charge and molecular mass.
Learners run the simulation.
Learners discuss what effects pH has on the movement of amino
V3.1
119
acids in an electric field. (P) (Basic)

Provide worksheets for practising questions about amino acids. (I)
(H) (Basic)
(P) (F) (Basic)
Unit 9.4: Polymerisation and synthesis
8.3.e You reintroduce all catalysts in their contexts from LO 7.1.g, 8.1.d, Textbooks
outline the different 15.3.b (i), and 13.1.f and use as examples of homogeneous and Hill Planning, S9
characteristics and modes of heterogeneous catalysts. (W) (Basic)
action of homogeneous, Learners given choice:
heterogeneous and enzyme o produce a poster to explain enzyme action. Visual
catalysts, including: o script and record a conversation between the enzyme and its
(i) the Haber process substrate. Auditory
(ii) the catalytic removal of o make models of enzyme and substrate and show how the
oxides of nitrogen from the enzyme works. Kinaesthetic
exhaust gases of car Learners deliver presentations. Kinaesthetic and visual learners
engines (see also LO should introduce their presentations. (W) (Basic)
15.3.b(i)) Peer-marking of presentations using mark scheme prepared by you.
(iii) the catalytic role of (P) (F) (Basic) (Challenging)
atmospheric oxides of Provide worksheets for practising recalling and describing these
nitrogen in the oxidation of examples of catalysis.
atmospheric sulfur dioxide Peer-marking of worksheets using mark scheme prepared by you.
(see also LO 13.1.f) (P) (F) (Basic)
(iv) the catalytic role of Fe2+ or
Fe3+ in the I/S2O82 reaction
(v) the catalytic role of enzymes
(including the explanation of
specificity using a simple
lock and key model but
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120
excluding inhibition)
23.1.a Learners research:

state that most chiral drugs o the chirality in naturally occurring compounds (such as
extracted from natural sources carbohydrates or L-amino acids)
often contain only a single o the extraction of drugs from natural sources.
optical isomer o chirality in natural and artificial drugs. (P) (H) (Basic)
Key concept
Atoms and forces
23.1.b Learners research:

state reasons why the synthetic o the idea of one optical isomer being a better form of a drug than
preparation of drug molecules another.
often requires the production of o problems that have arisen due to chiral drugs. (P) (H) (Basic)
a single optical isomer, e.g. Learners deliver presentations. (W) (Basic)
better therapeutic activity, fewer
side effects
Key concept
Atoms and forces
12.4.a Learners make models of these complexes and then draw the Online
describe the types of structures in of the platins in 2-D and the optical isomers in 3-D. (P) http://www.chemguide.co.uk/inorganic/complexi
stereoisomerism shown by (Basic) ons/shapes.html
complexes, including those
associated with bidentate
ligands:
(i) cis-trans isomerism, e.g. cis-
and trans-platin Pt(NH3)2Cl2
(ii) optical isomerism, e.g.
[Ni(NH2CH2CH2NH2)3]2+
Key concept
V3.1
121
Atoms and forces
12.4.b Learners could research the action of cisplatin as a chemotherapy Online

describe the use of cisplatin as drug and present their findings in less than 250 words. (I) (Basic) www.cisplatin.org
an anticancer drug and its action
by binding to DNA in cancer
cells, preventing cell division
21.1.a Learners use molecular models of amino acids to form a long chain Textbooks
describe the formation of model of a polypeptide, forming a peptide bond each time 2 Hill Practical 35
polyesters and polyamides monomer units are joined together.
Learners repeat this to show formation of polyesters and Online
polyamides. (G) (Basic) http://www.rsc.org/learn-
Provide worksheets for practising examples. To include: chemistry/resource/res00000755/making-
o polyesters nylon-the-nylon-rope-trick
o polyamides
o polypeptides
(P) (F) (Basic)
21.1.b Learners reflect on work from last lesson and discuss characteristics
describe the characteristics of of condensation polymerisation and summarise in 250 words. (P)
condensation polymerisation; (Basic)
(i) in polyesters as exemplified
V3.1
122
by Terylene
(ii) in polyamides as exemplified
by polypeptides, proteins,
nylon 6, nylon 6,6 and Kevlar
Key concept
reactions
21.1.c Learners each invent condensation polymer and draw the

deduce the repeat unit of a monomer(s).
condensation polymer obtained Learners swap monomers and deduce the repeat unit of the
from a given monomer or pair of polymer.
monomers Continue this exercise with other pairings. (P) (Basic)
21.1.d Learners each invent condensation polymer and draw the repeat
identify the monomer(s) present unit.
in a given section of a Learners swap repeat units and deduce the monomer(s).
condensation polymer molecule Continue this exercise with other pairings. (P) (Basic)
Provide worksheets for practising examples. To include:
o deducing the repeat unit from the monomer(s)
o deducing the monomer(s) from the repeat unit.
(P) (F) (Basic)
21.2.a Learners work in pairs to create a checklist of what to look for in the Past Papers
predict the type of monomer(s) for each type of polymerisation. (P) (Basic) Paper 41, June 2013, Q8 (a)
polymerisation reaction for a (Challenging) Paper 41, Nov 2013, Q5 (a)(c)
given monomer or pair of
monomers
21.2.b Provide worksheets for practising examples. To include:

deduce the type of o deducing the type of polymerisation from the monomer(s)
V3.1
123
polymerisation reaction which o deducing the type of polymerisation from the repeat unit.
produces a given section of a Peer-marking of worksheets using mark scheme prepared by you.
polymer molecule (P) (F) (Basic)
21.3.a You show samples of various polymers labelled with their name, Textbooks
discuss the properties and repeat unit and polymerisation type. Hill Practical 35 Experiment B
structure of polymers based on Learners do some basic tests and observations, such as tensile
their methods of formation strength test, flexibility and density, e.g. Hill Practical 35 Experiment
(addition or condensation, see B.
also Section 15.2) Learners discuss their observations in pairs to look for patterns in
properties and types of polymerisation. (P) (Basic)
Key concepts
Atoms and forces,
21.3.b Learners research into the factors that affect the properties of Online
discuss how the presence of polymers. To include: www.chemguide.co.uk
side-chains and intermolecular o side chains/branching http://www.rsc.org/learn-
forces affect the properties of o molecular mass chemistry/resource/res00000385/identifying-
polymeric materials (e.g. o attractive forces between chains polymers
polyalkenes, PTFE (Teflon), o PTFE and Kevlar http://www.rsc.org/learn-
Kevlar) Learners deliver presentations. (W) (Basic) chemistry/resource/res00000756/pva-polymer-
Peer-marking of presentations using mark scheme prepared by you. slime
Key concepts (P) (F) (Basic) (Challenging)
Atoms and forces,
Chemical bonds
21.3.c You ask those learners who also take Cambridge International A
explain the significance of Level Biology to present the chemistry of DNAs structure and the
hydrogen-bonding in the pairing idea of unzipping of the double helix during replication.
of bases in DNA in relation to the Learners deduce which type of bonding would allow this unzipping
replication of genetic information to happen.
Learners look at the pairing of bases in DNA to see how this occurs.
Key concepts (G) (Basic)
V3.1
124
Atoms and forces,

Chemical bonds
21.4.a You make a model of a section of a polythene chain and ask

recognise that polyalkenes are learners to compare it to an alkane of between 10 and 20 carbon
chemically inert and can atoms.
therefore be difficult to You then ask them to predict the reactivity of polythene from their
biodegrade knowledge of alkanes (LO 15.1.a).
Learners explain the unreactivity of poly(alkenes) based on the
Key concept unreactivity of the C-C and C-H bonds. (W) (P) (I) ((Basic))
Chemical bonds
21.4.b Learners research into the development of photodegradable

recognise that a number of polymers (e.g. an internet search). (P) (Basic)
polymers can be degraded by the Learners deliver presentations. (W) (Basic)
action of light Peer-marking of presentations using mark scheme prepared by you.
Key concept
Chemical bonds
21.4.c Learners write an equation for the acid hydrolysis of an ester, e.g.
recognise that polyesters and propyl butanoate, and an amide e.g. N-ethyl butanamide.
polyamides are biodegradable by Learners research into the hydrolysis of polyesters and the
hydrolysis hydrolysis of polyamides (e.g. an internet search). (P) (Basic)
Key concept Peer-marking of presentations using mark scheme prepared by you.
Chemical bonds (P) (F) (Basic) (Challenging)
21.4.d You perform demonstration practical. Practical Booklet 12

describe the hydrolysis of You then separate the amino acids by electrophoresis. (W) (Basic)
proteins If you dont have the necessary apparatus then learners could
research into the acidic, alkaline, and enzymatic hydrolysis of
proteins followed by:
V3.1
125
o Learners deliver presentations. (W) (Basic)

o Peer-marking of presentations using mark scheme prepared by
Provide worksheets for practising questions on degradable
polymers. To include:
o why polyalkenes are inert
o photodegradability
o hydrolysis of, polyesters, polyamides, proteins. (I) H(Basic)
(P) (F) (Basic)
23.2.a You produce molecular models with several functional groups and a Textbooks
for an organic molecule worksheet to go with each model. Lainchbury Experiment 10.8
containing several functional Learners must:
groups: o identify all functional groups Online
(i) identify organic functional o decide how the molecule will react with a range of reagents. (P) http://www.rsc.org/learn-
groups using the reactions in (Basic) (Challenging) chemistry/resource/res00000003/synthesis-
the syllabus Peer-marking of worksheets using mark scheme prepared by you. explorer
(ii) predict properties and (P) (F) (Basic) (Challenging)
reactions
Key concepts
Atoms and forces,
reactions
23.2.b Learners use the various mind maps and tables that they have
devise multi-stage synthetic made for the summary of reactions of each type of functional group.
routes for preparing organic You give a starting molecule and a finishing molecule. (W) (Basic)
molecules using the reactions in Learners work out what reactions (reagents, conditions etc.) would
the syllabus get them from the start to the finish. (P) (Basic) (Challenging)
Provide worksheets for practising examples. Learners should learn
Key concepts to use a variety of approaches:
V3.1
126
Atoms and forces, o working forward from the starting material

Experiments and evidence, o working backward from the final product
Patterns in chemical behaviour and o suggesting a reaction (that may not prove helpful), to see if this
reactions gets them to a more promising place, and being prepared to try
again if it doesnt. (I) (H) (Basic)
(P) (F) (Basic)
23.2.c Provide worksheets for practising examples of multi-step syntheses. Online

analyse a given synthetic route Learners must: http://www.rsc.org/learn-
in terms of type of reaction and o name the types of reaction chemistry/resource/res00000849/synthesis-
reagents used for each step of it, o name the reagents that would be used and-analysis
and possible by-products o give essential conditions
o identify any by-products. (I) (H) (Basic)
(P) (F) (Basic)
21.3.d Learners research into proteins including: Past Papers

distinguish between the primary, o primary structure Paper 41, June 2013, Q6 (c)
secondary (-helix and -sheet) o two secondary (-helix and -sheet) structures and the forces Paper 41, Nov 2013, Q6 (a)(iv)
and tertiary structures of that stabilise them
proteins and explain the o tertiary structure and the R-group interactions that stabilise it. (P)
stabilisation (Basic)
of secondary structure (through Learners deliver presentations. (W) (Basic)
hydrogen bonding between C=O Peer-marking of presentations using mark scheme prepared by you.
and NH bonds of peptide (P) (F) (Basic) (Challenging)
groups) and tertiary structure
(through interactions between R-
groups)
Key concept
Chemical bonds
V3.1
127
21.3.e Learners research into: Online

describe how polymers have o non-solvent based adhesives such as epoxy resins and http://www.specialchem4adhesives.com/home/e
been designed to act as: superglues ditorial.aspx?id=232
(i) non-solvent based o conducting polymers such as polyacetylene. (P) (Basic) http://en.wikipedia.org/wiki/Cyanoacrylate
adhesives, e.g. epoxy resins Learners deliver presentations. (W) (Basic) http://en.wikipedia.org/wiki/Polyacetylene
and superglues Peer-marking of presentations using mark scheme prepared by you.
(ii) conducting polymers, e.g. (P) (F) (Basic) (Challenging)
polyacetylene
V3.1
128
Unit 10: Analysis

Learners should have studied Units 4 and 9 of this Scheme of work
Context
This unit focuses on the analytical techniques that allow chemists to identify organic molecules.
Outline
1 13
Learners will learn how different analytical techniques such as chromatography, IR spectroscopy, mass spectrometry, and H and C NMR spectroscopy help to
identify organic molecules.
This unit consists of a single area.
Teaching time
22.3.a You explain how to deduce the Mr value from a mass spectrum. (W) Online
deduce the molecular mass (Basic) http://www.rsc.org/learn-
of an organic molecule from Learners practise identifying the molecular ion peak. (P) (Basic) chemistry/resource/res00000943/spectroscopy
the molecular ion peak in a Search online for mass spectrum images for examples. (P) (I) (Basic) -in-a-suitcase-mass-spectrometry-teacher-
mass spectrum resources
Key concept
Atoms and forces
22.3.b You teach the significance of the M+1 peak and explain the method. (W) Past Papers
deduce the number of (Basic) Paper 42, June 2013, Q7 (a)
carbon atoms in a Provide worksheets for practising calculating the number of carbon Paper 43, Nov 2013, Q8 (d)(i)
compound using the M+1 atoms.
peak Peer-marking of worksheets using mark scheme prepared by you. (P) (F)
V3.1 129
(Basic)
Key concept
Atoms and forces
22.3.c You teach the significance of M+2 peaks and explain the relative heights Past Paper
deduce the presence of of M:M+2 that indicate: Paper 42, June 2013, Q7 (a)
bromine and chlorine atoms o chlorine 3:1
in a compound using the o bromine 1:1. (W) (Basic)
M+2 peak Provide worksheets for practising recognising the presence of chlorine
and bromine.
Key concept Peer-marking of worksheets using mark scheme prepared by you. (P) (F)
Atoms and forces (Basic)
22.3.d You teach the concept of fragmentation. (W) (Basic) Past Paper
suggest the identity of Learners draw structures and predict the fragments formed from simple Paper 42, June 2013, Q7 (b)
molecules formed by simple molecules e.g.
fragmentation in a given o isomers of C6H14
mass spectrum o isomers of C4H9O
Learners combine what theyve learnt so far as they practise making
Key concepts deductions about the molecules that produce the spectra they are given.
Atoms and forces, Learners create a checklist of the order in which to make deductions e.g.:
Chemical bonds o Look at the molecular ion peak
o Calculate the number of carbon atoms from M+1 peak
o Look for presence of chlorine or bromine
o Identify fragments and match to possible structures. (P) (Basic)
(Challenging)
Peer-marking of worksheets using mark scheme prepared by you. (P) (F)
22.1.a Learners practical work separating individual amino acids from a mixture Practical Booklet 12
explain and use the terms Rf of them, e.g. Lainchbury Experiment 10.7 (See also LO 20.3.c and
value in thin layer 21.4.c). (I) (G) (Basic) Textbooks
V3.1
130
chromatography and You arrange a visit to a local university or industrial company that has a Lainchbury Experiment 10.7
retention time in gas/liquid GLC machine (you might combine this with other analysis techniques).
chromatography from (W) (Basic) Online
chromatograms Provide worksheets for practising examples. To include: http://www.rsc.org/learn-
o working out Rf values chemistry/resource/res00001301/chromatograp
Key concept o identifying substances using Rf values. (I) (H) (Basic) hy
Chemical bonds Peer-marking of worksheets using mark scheme prepared by you. (P) (F) http://www.rsc.org/learn-
(Basic) chemistry/resource/res00000582/as-sweet-as-
detecting-aspartame-in-a-table-top-sweetener
Past Paper
Paper 41, June 2013, Q7 (c)
22.1.b Learners practise calculating the areas of the (approximately) triangular

interpret gas/liquid peaks to estimate the proportion of components in the mixture. They use
chromatograms in terms of traces brought back from the visit and compare their calculations with the
the percentage composition automatically calculated print out proportions that most GLC machines
of a mixture provide. (I) (H) (Basic)
Provide worksheets for practising examples.
(Basic)
7.3.a Learners practical work showing how a solute can be distributed Practical Booklet 12
state what is meant by between two solvents e.g. iodine between water and hexane. (G) (Basic)
partition coefficient; You explain the meaning of partition coefficient. (W) (Basic) Textbooks
calculate and use a partition Learners determine a partition coefficient such as in Lainchbury Lainchbury Experiment 6.5
coefficient for a system in Experiment 6.5 Distributing 1.0 M ammonia between water and an
which the solute is in the organic solvent (Volasil 244 in this case). (G) (Basic) Past Paper
same molecular state in the Provide worksheets for practising examples. (I) (H) (Basic) Paper 41, Nov 2013, Q7 (c)(d)
two solvents Peer-marking of worksheets using mark scheme prepared by you. (P) (F)
(Basic)
Key concept
Chemical bonds
V3.1
131
You show a number of C spectra and explain how to interpret them to

13
22.4.a
analyse a carbon-13 NMR determine the environments of carbon atoms and then possible
spectrum of a simple structures. (W) (Basic)
molecule to deduce: Provide worksheets for practising examples. (I) (H) (Basic)
(i) the different Peer-marking of worksheets using mark scheme prepared by you. (P) (F)
environments of the (Basic)
carbon atoms present
(ii) the possible structures
for the molecule
Key concept
Atoms and forces
22.4.b You show learners a variety of organic molecules and ask them in pairs
predict the number of peaks to discuss what environments exist for the carbon atoms that are present.
in a carbon-13 NMR (P) (Basic)
spectrum for a given Provide worksheets for practising examples. (I) (H) (Basic)
molecule Peer-marking of worksheets using mark scheme prepared by you. (P) (F)
(Basic)
Key concept
Atoms and forces
22.5.a You arrange a visit to see an NMR spectrometer in action and see what Online
analyse and interpret a sort of spectra it produces. http://www.rsc.org/learn-
proton NMR spectrum of a You use these spectra and/or any others from textbooks / websites, to chemistry/resource/res00001340/chemistry-
simple molecule to deduce: explain how to interpret them using the information in the Data Booklet. vignettes-nmr-theory
(i) the different types of Learners create a check list of how to interpret these traces and then
proton present using they could then use other spectra to practise all of these analytical skills. http://www.rsc.org/learn-
chemical shift values Provide worksheets for practising examples. To include: chemistry/resource/rwq00000084/organicr008-
(ii) the relative numbers of o the meaning of values analyzing-nmr-spectra
each type of proton o the meaning of peak areas
present from relative o interpretation of splitting patterns Past Papers
peak areas o suggesting a structure. (I) (H) (Basic) Paper 41, Nov 2012, Q7 (c)
(iii) the number of non- Peer-marking of worksheets using mark scheme prepared by you. (P) (F) Paper 43, Nov 2012, Q7 (a)
V3.1
132
equivalent protons (Basic) (Challenging) Paper 43, Nov 2013, Q8 (d)(ii)-(v)

adjacent to a given
proton from the splitting
pattern, using the n + 1
rule
(iv) the possible structures
for the molecule
Key concept
Atoms and forces
22.5.b You have several molecular models. (W) (Basic)

predict the chemical shifts Learners must:
1
and splitting patterns of the o identify the number of H environments
protons in a given molecule o suggest values
o predict splitting patterns. (P) (Basic)
Key concept
Atoms and forces
22.5.c Learners suggest the structure and formula of tetramethylsilane (TMS).

describe the use of (P) (Basic)
tetramethylsilane, TMS, as You explain how it is used as a standard with =zero. (W) (Basic)
the standard for chemical
shift measurements
22.5.d Learners work out the sub-atomic particles present in a deuterium atom
state the need for deuterated (P) (Basic)
solvents, e.g. CDCl3, when You explain the need for a deuterated solvent. (W) (Basic)
obtaining an NMR spectrum
Key concept
Atoms and forces
22.5.e You explain the use of D2O to identify labile protons. (W) (Basic)
V3.1
133
describe the identification of Provide worksheets for practising examples. To include:

OH and NH protons by o the meaning of values
proton exchange using D2O o the meaning of peak areas
o interpretation of splitting patterns
Key concept o suggesting a structure
Atoms and forces o using D2O
o the role of TMS
o the need for deuterated solvents. (I) (H) (Basic)
V3.1
134
Cambridge International Examinations 2014
Version 3.1
Updated: 16.02.16
Cambridge International Examinations

1 Hills Road, Cambridge, CB1 2EU, United Kingdom
tel: +44 1223 553554 fax: +44 1223 553558
email: info@cie.org.uk www.cie.org.uk

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Scheme of Work

Cambridge International AS & A Level

Recommended prior knowledge

Suggested teaching order

The units within this scheme of work are:

Suggested time allocation (%)

Unit 3 Controlling reactions 1

Websites referred to in this scheme of work include:

This unit is broken down into the following areas:

Unit 1.1: Atoms and sub-atomic particles

Learning objectives Suggested teaching activities Learning resources

2.1.a Recap of IGCSE / O Level knowledge. Online

Learning objectives Suggested teaching activities Learning resources

2.2.a Recap of IGCSE knowledge.

2.2.b Reinforcement activities on isotopes

2.2.c Provide worksheets (with mark scheme) of various elements shown in

Learning objectives Suggested teaching activities Learning resources

Atoms and forces

Unit 1.2: Electrons and mass

Learning objectives Suggested teaching activities Learning resources

Learning objectives Suggested teaching activities Learning resources

1.2.a Learners carry out an experiment to determine Avogadros constant by Textbooks

Learning objectives Suggested teaching activities Learning resources

1.3.a Possible visit to university department or an industrial company to see a Online

Learning objectives Suggested teaching activities Learning resources

Unit 1.3: Moles

Learning objectives Suggested teaching activities Learning resources

Learning objectives Suggested teaching activities Learning resources

1.5.b Set all of this learning in a practical context. Practical Booklets 2, 3

Learning objectives Suggested teaching activities Learning resources

Learning objectives Suggested teaching activities Learning resources

1.5.c This can be combined with LO 5.1.b Practical Booklet 3

Unit 2: Bonding and structure

This unit is broken down into the following areas:

Unit 2.1: Types of bonds

Learning objectives Suggested teaching activities Learning resources

Learning objectives Suggested teaching activities Learning resources

3.2.a Quick quiz on covalent bonding Past Papers

Learning objectives Suggested teaching activities Learning resources

14.3.a You remind learners of organic molecules encountered in 3.2.b

Learning objectives Suggested teaching activities Learning resources

3.4.a You explain the components of a metallic lattice

Unit 2.2: Structure

Learning objectives Suggested teaching activities Learning resources

Learning objectives Suggested teaching activities Learning resources

describe, in simple terms, the molecular, giant molecular, and metallic

4.2.a Learners to create a page of diagrams to represent the particles in a Textbooks

Learning objectives Suggested teaching activities Learning resources

4.1.a Learners revisit IGCSE/O Level states of matter Past Paper

Unit 2.3: Effects of bonds

Learning objectives Suggested teaching activities Learning resources

3.3.b You teach the concept of electronegativity. (W) (Basic)

Learning objectives Suggested teaching activities Learning resources

(LO 9.2.c) o The consequence of bond polarity. (P) (Basic)

Learning objectives Suggested teaching activities Learning resources

3.3.a You explain H-bonds in simple terms giving reference to importance of H,

Learning objectives Suggested teaching activities Learning resources

4.3.d This is linked to LO 3.5.b

4.3.c This is linked to LO 3.5a. Textbooks