REVISED GCE AS & A Level
Scheme of Work
Chemistry
This is an exemplar scheme of work which
supports the teaching and learning of the
Chemistry specification
CCEA Exemplar Scheme of Work: GCE Chemistry
GCE Chemistry
Contents
Page
Introduction
1
Unit AS 1: Basic Concepts in Physical and Inorganic Chemistry
5
Unit AS 2: Further Physical and Inorganic Chemistry and
Introduction to Organic Chemistry
27
Unit A2 1: Periodic Trends and Further Organic, Physical and
Inorganic Chemistry
61
Unit A2 2: Analytical, Transition Metals, Electrochemistry and
Further Organic Chemistry
89
CCEA Exemplar Scheme of Work: GCE Chemistry
CCEA Exemplar Scheme of Work: GCE Chemistry
Introduction
CCEA has developed new GCE specifications for first teaching from September 2008. This scheme of
work has been designed to support you in introducing the new specification and was produced by
practicing teachers who will be teaching the specification.
The scheme of work provides suggestions for organising and supporting students’ learning activities. It
is intended to assist you in developing your own schemes of work and should not be considered as
being prescriptive or exhaustive.
Please remember that this scheme of work is intended only as a pathway through the content of the
specification, not as a replacement. It is the specification on which assessment is based and which
details the knowledge, understanding and skills that students need to acquire during the course. This
scheme of work should therefore be used in conjunction with the specification.
Published resources and web references included in the scheme of work have been checked and are
correct at the date of issue but may be updated by the time that the specification is introduced. You
should therefore check with publishers and websites for the latest versions. CCEA accepts no
responsibility for the content of listed publications or websites.
CCEA will be making Word versions of this scheme of work available on the subject micro-site. This
will enable you to use them as a foundation for developing your own schemes of work which are
matched to your teaching and learning environments and the needs of your students. CCEA have
developed a number of web-based support materials to support you introducing the new specification,
including PowerPoint presentations, case studies and pod casts. These have been referred to
throughout the scheme of work.
We hope that you find this aspect of our support package useful in your teaching.
Best wishes
Robert Maguire
Subject Officer
Chemistry
E-mail
Telephone
rmaguire@ccea.org.uk
028 90 261200
1
CCEA Exemplar Scheme of Work: GCE Chemistry
2
CCEA Exemplar Scheme of Work: GCE Chemistry
CCEA Exemplar Scheme of Work:
GCE Chemistry
3
CCEA Exemplar Scheme of Work: GCE Chemistry
4
CCEA Exemplar Scheme of Work: GCE Chemistry
Unit AS 1:
Basic Concepts in Physical and
Inorganic Chemistry
5
CCEA Exemplar Scheme of Work: GCE Chemistry
1.1 Formulae, Equations and Amounts of Substance
Specification
Reference
1.1.1
1.1.2
1.1.3
Learning Outcomes
Students will be able to
• recall and be able to write balanced
symbol equations for reactions (ionic
equations covered in 1.6 and 1.7)
• understand and recall that atomic
masses of elements are measured
relative to carbon-12;
• work out RAM/RMM/RFM;
1.1.4
• understand concept of mole, molar
mass and Avogadro’s number;
1.1.5
• calculate moles and masses from
chemical equations using
moles=mass/molar mass;
1.1.6
• recall water of crystallisation,
hydrated, anhydrous definitions; and
Suggested Teaching Strategies
• Revision from KS4 – formulae
from ions, balancing equations
Resources
Calculations for
A-level Chemistry
E.N. Ramsden
• Writing balanced symbol equations
www.teachmetuition
from word equations
.co.uk/Chemistry/C
alcs/calcspageintro.
htm
• Practice calculating RMM/RFM
good practice calculations
from RAM
with solutions for moles
• Relate mole to RMM
www.creative• Remind students that from KS4 of chemistry.org.uk/al
evel/module1/docu
1mol of any substance contains
23
ments/N-ch1-45.pdf
6.02x10 atoms/molecules/ions
handy mole calculations
worksheets
• Simple conversion of moles into
Risk/Safety
Assessment
Time
1hr
1hr
masses and vice versa
• Practice working out masses of
substance using moles and
balanced chemical equations
• Remind students of definition for
water of crystallisation
6
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
1.1.6 (cont.)
Learning Outcomes
Students will be able to
• calculate moles of water of
crystallisation from experimental
data.
Suggested Teaching Strategies
• Pupil expt: record change in mass
during heating of hydrated
CuSO4.xH2O – pupils to work out
value of ‘x’
• Discuss possible experimental
errors
7
•
•
•
•
•
Resources
Risk/Safety
Assessment
CuSO4.5H2O
Balance
Boiling tubes
Test-tube holders
Bunsen burner
Possible risk of
burning from hot
apparatus – allow
apparatus to cool
before weighing and
handling
Time
CCEA Exemplar Scheme of Work: GCE Chemistry
1.2 Atomic Structure
Specification
Reference
Learning Outcomes
Suggested Teaching Strategies
Resources
1.2.1
Students will be able to
• recall location, charges and masses
of protons, neutrons and electrons;
• Revision from KS4 of basic atomic Periodic tables
structure
1.2.2
• define mass and atomic number and
use to calculate p,e and n;
• Use Periodic table to revise atomic
number and mass number
1.2.3
• define RAM/RMM – why compared
to C-12;
• Talk about masses of atoms – too
small to give in grammes –
compared to C-12
1.2.4
• recall definition of isotope;
• Revise isotopes – similarities and
differences
Risk/Safety
Assessment
Time
1hr
• Give definition of relative isotopic
mass
1.2.5
• interpret mass spectra of elements;
• calculate RAM from mass spectra;
1.2.6
• deduce RMM from molecular ion
peaks;
• Class discussion on how we know
isotopes exist
• Web link to mass spec – how it
works (students do not need to know
working but useful background) –
detection of positive ions
• Show simple monoatomic
elements – calculation of RAM
• Show mass spec of chlorine as
example – calculate RAM
• Get students to predict mass spec
for bromine, given relative
abundances of each isotope
8
www.colby.edu/che
mistry/OChem/DE
MOS/MassSpec.ht
ml internal working of
mass spectrometer
www.chemguide.co.
uk/analysis/masspe
c/elements.html
sample mass spec of
monoatomic and diatomic
elements
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
1.2.6 (cont.)
1.2.12
Learning Outcomes
Students will be able to
• understand the concept of energy
levels within an atom;
• know that electrons exist in discrete
energy levels that get closer together
the further they are from the
nucleus;
• understand how the Hydrogen
spectrum arises;
• recognise that lines on spectrum get
closer together and why;
1.2.13
• know which energy level transitions
are responsible for spectrum in UV,
visible and IR region;
Suggested Teaching Strategies
Resources
• Introduce term ‘energy levels’ link
to ‘shells’ from GCSE
www.chemguide.co.
uk/atoms/propertie
s/atomorbs.html
shows shapes of orbitals
and electrons in boxes –
well explained
• ground state as lowest energy level
closest to nucleus
• idea that if electrons gain energy,
they can jump to higher energy
level, but fall back down
• link to E=hv
• Hydrogen emission spectrum –
link to transitions between energy
levels
• Lyman, Balmer Paschen series –
transitions to n=1 in uv, n=2 in
visible region etc.
• Reasoning for lines on spectrum
getting closer together
1.2.14
• understand that convergence of lines
may be interpreted as convergence
of energy levels leading to value for
IE;
• Revisit atomic spectra – link where
lines converge to where electron
leaves atom – IE
1.2.15
• use the equation E = hf;
• Recap what equation means
• Try calc IE give data from atomic
spectra
9
Risk/Safety
Assessment
Time
1½hrs
www.iun.edu/~cpa
nhd/C101webnotes/
modern-atomictheory/aufbauprinciple.html
Clear diagram of energy
levels, sub-shells and
atomic orbitals, leading to
building-up principle
www.chembook.co.
uk/chap2.htm
Old, but effective diagram
linking energy level
transitions to lines in
hydrogen emission spectra
1½hrs
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
1.2.16
1.2.17
Learning Outcomes
Students will be able to
• use flame colours to identify metal
ions Li+, Na+, K+, Ca2+, Ba2+ and
Cu2+; understand that flame colour
arises from electronic transitions
within the cation;
• deduce electronic configurations of
atoms and ions using spdf
configuration;
Suggested Teaching Strategies
Resources
• How flame colours arise –
transitions between energy levels –
energy falling into vis region of
spectrum
EXPT Sheet – Flame
Tests
• Pupil expt: flame test of various
metal ions
• Sub-shells – evidence from atomic
spectra
• Introduce spdf sub-shells and how
many electrons each hold
• Atomic orbitals as area electrgns
occupy within sub-shells –
electrons in boxes notation
• Exceptions of Cu and Cr due to
added stability of half-filled or fill
3d sub shell
1.2.8
1.2.9
• describe the shape of s and p
orbitals;
• Show shape of s and p orbitals
• recall definition of first and second
ionisation energies in terms of one
mole of gaseous atoms or ions;
• Define 1st and 2nd ionisation
energies – get students to make up
equations
10
Conc. HCl, chlorides
of potassium, copper,
barium, sodium,
lithium, calcium.
www.scool.co.uk/topic_qu
icklearn.asp?loc=ql
&topic_id=2&quick
learn_id=1&subject_
id=7&ebt=126&ebn
=&ebs=&ebl=&elc
=13
Risk/Safety
Assessment
Time
Using conc. HCl –
keep in fume
cupboard, wear
gloves and safety
goggles when
handling
1hr
very clear pictures of s and
p orbitals, concise notes
Homework: Students
could be given task of
drawing electrons in
boxes/spdf
configuration for
various atoms –
extend to ions
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
1.2.10
Learning Outcomes
Suggested Teaching Strategies
Students will be able to
• explain trend in IE of atoms down
group and across periods in terms of
nuclear charge, distance of outer
electron from nucleus and shielding
and stability of half-filled and full
sub shells; and
• Discuss factors affecting ionisation
energy – get students to deduce
trend in IE down group – distance
from nucleus and shielding effect
of shells
• understand that graphs of first IE of
elements up to krypton, and
successive IE of an element provide
evidence for the existence of the
main energy levels and spd orbitals.
Risk/Safety
Assessment
Time
• Discuss IE across period – get
students to predict trend
• Put up graph showing trend of IE
across period – discuss Gp2 and 5
as exceptions – Why?
1.2.11
Resources
• Added stability of full s sub shell
and half-filled p sub shell as
explanation for high IE in Gp2&5
• Look at graph for successive IE
for Al
• Class discussion on why jump after
first 3 electrons and then after next
8 – idea that graph gives evidence
for shells
• Discuss how successive IE can be
used to predict group – worksheet
entitled ‘IE and Group Number’
11
www.creativechemistry.org.uk/al
evel/module1/trend
s6.htm
clear graph of IE across
period 3
Homework: Students
could sketch graph of
successive IE of given
elements and explain
each section
Worksheet: entitled
‘IE and Group
Number’
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
1.3 Bonding and Structure
Specification
Reference
1.3.1
Learning Outcomes
Students will be able to
• recall definition of ion from KS4;
• recall that ionic compounds are
formed by transfer of electrons
where the resulting ions have noble
gas configuration;
1.3.2
• draw dot and cross diagrams for
ionic compounds;
1.3.3
• describe lattice structure of sodium
chloride;
1.3.4
• explain the characteristic physical
prop of ionic compounds;
1.3.5
• recall covalent bonding from KS4,
including dot and cross diagrams;
1.3.6
• understand that atoms in covalent
bonds share electrons to gain full
outer shell – octet rule;
• give exceptions to octet rule;
1.3.7
• explain the properties of molecular
covalent crystals;
Suggested Teaching Strategies
Resources
• Revision from KS4 – ionic
bonding of atoms involves transfer
of electrons to give atoms noble
gas configuration
• Students to draw dot and cross
diagrams to represent structure of
compounds formed from Gp I, II
with Gp VI and VII
• Discuss prop. of ionic compounds
and explanations – idea of regular
crystalline structure, using
structure of NaCl as example
Worksheet: ‘Bonding
Questions’ – revises
all KS4 and allows
students to make own
notes on topic –
covers ionic, covalent
and metallic bonding
• Revise dot-cross diagrams showing Worksheet from
above
outer electrons only – students
draw diagrams for simple covalent
compounds to include CO2, N2,
C2H2
• Definition of octet rule
• Show exceptions to octet rule
using BF3 and BeCl2 as examples
• Revise prop. of simple molecular
covalent compounds from KS4 –
extend to iodine and sulphur –
differences due to stronger forces
between molecules – to be
revisited in 1.5.1 – ask students
12
Risk/Safety
Assessment
Time
1hr
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
Learning Outcomes
Suggested Teaching Strategies
Resources
Risk/Safety
Assessment
Time
Students will be able to
1.3.7 (cont.)
1.3.8
• understand the term ‘coordinate
bond’, with examples;
1.3.11
1.3.12
• recall the structure and prop of
diamond and graphite giant covalent
compounds;
1.3.9
• revise and recall structure of metals
as lattice of positive ions surrounded
by a sea of delocalised electrons;
• explain the physical prop of metals;
1.3.10
1.3.13
1.3.14
1.3.15
• define the term electronegativity in
terms of the ability of an atom in a
covalent bond to attract electrons to
it;
• deduce the trend in electronegativity
across periods and down groups;
• explain that bond polarity may arise
when bonded atoms have different
electronegativities; and
what differences between these
and simple molecular compounds
are – more atoms in molecules, so
stronger VdW forces
• Show formation of ammonium
and hydroxonium ions from
ammonia and water
• Idea that one atom donates both
electrons in a coordinate bond
• Revise structure and prop of
diamond and graphite – link to
uses
1 hr
• Recap metallic structure KS4
• Students use structure to explain
prop
• Give definition of e-negativity
• Get students to split into groups
and discuss how e-negativity
changes across period and down
groups
• Come back as class and agree
trend and explanation
• Discuss effect of two atoms
bonding with different
electronegativities – effect on
13
www.creativechemistry.org.uk/al
evel/module1/trend
s7.htm
clear graph of
electronegativity across
period 3
www.creativechemistry.org.uk/al
evel/module1/trend
s3.htm
clear graph of
1 hr
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
Learning Outcomes
Suggested Teaching Strategies
Resources
Students will be able to
1.3.15 (cont.)
1.3.16
neighbouring molecules –
permanent dipole-dipole
attractions
• understand that polar bonds may or
may not give rise to a molecule with
permanent dipole, eg CO2, H2O.
• Look at exceptions – not all atoms
with different e-negativities in
molecules are polar – compare
CO2 with H2O
Possibly better to cover in 1.5
‘Intermolecular Forces’
14
electronegativity in Gp3
Risk/Safety
Assessment
Time
CCEA Exemplar Scheme of Work: GCE Chemistry
1.4 Shapes of Molecules and Ions
Specification
Reference
1.4.1
1.4.2
Learning Outcomes
Students will be able to
• explain in terms of electron pair
repulsion theory the shapes, and
bond angles of molecules and ions
with up to 6 pairs of electrons
around the central atom;
Suggested Teaching Strategies
Resources
• Introduce idea of electron pairs
repelling each other
• How will electron pairs arrange
themselves around central atom?
Get as far apart as possible from
each other – use balloons as
example – always arranges
themselves as far apart from each
other as possible – same geometric
arrangement as electron pairs in a
molecule around a central atom
• Show worked example on board –
CO2
• Give students other structures to
work out – BF3, CH4, PCl5. SF6
• Introduce names of shapes –
linear, trig planar, tetrahedral,
trigonal bipy, octahedral
Homework: give
students list of other
similar molecules to
work out and draw
shapes of e.g. H2S,
NH4+, PCl3, SO2, PH3,
PCl4+, BeCl2
• be able to predict and explain shapes
of NH3 and H2O as departure from
the expected shape; and
• Draw dot-cross diagrams for H2O
and NH3 – what shape would they
expect them to take?
• Introduce idea of difference in
• know the difference in repulsion
repulsion between two bonded
between bonded pairs and lone pairs.
pairs and lone pairs
• Shape of water and ammonia as
bent and pyramidal
15
Advanced Chemistry
by M.Clugston &
R.Flemming – pg67
Practice Qu
Pg80-81 Practice
Exam Qu
Risk/Safety
Assessment
Time
1-2hrs
CCEA Exemplar Scheme of Work: GCE Chemistry
1.5 Intermolecular Forces
Specification
Reference
1.5.1
1.5.2
1.5.3
Learning Outcomes
Suggested Teaching Strategies
Students will be able to
• describe intermolecular forces as
Van der Waal’s, permanent dipole
attractions and hydrogen bonding;
• Define difference between inter
and intramolecular forces
• Idea that covalent bonds are
between atoms in molecules, but
• understand how the above forces
how do molecules stay together
affect physical properties – boiling
• Introduce Van der Waal’s forces –
points, solubility of simple molecular
due to movement of electrons,
substances; and
partially positive and negative parts
in molecule – attract molecules
• deduce why density of ice is different
next to it
to that of water.
• Idea that they are
temporary/instantaneous –
introduce term ‘dipole’
• Introduce electronegativity – use
HCl as example – get students to
look at which atom will attract
electrons more – electronegativity
as ability of atom in covalent bond
to attract electrons to it
• Pauling scale of electronegativity –
discuss what happens if two atoms
have same or different
electronegativity – idea of ‘polar’
and ‘non-polar’
• Look at exceptions – e.g. CO2 as
symmetrical non-polar molecule –
idea that dipoles cancel out
• Hydrogen bonding as example of
permanent dipole attractions, but
16
Resources
www.ithacasciencez
one.com/chemzone
/lessons/03bonding
/mleebonding/van_
der_waals_forces.ht
m
good animation to
represent VdW forces –
shows electron movements
www.antoine.frostbu
rg.edu/chem/senes
e/101/liquids/faq/h
-bonding-vs-londonforces.shtml
good animation of dipoledipole attractions between
molecules
Risk/Safety
Assessment
Time
4hrs
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
Learning Outcomes
Suggested Teaching Strategies
Resources
Students will be able to
1.5.3 (cont.)
•
•
•
•
stronger – Why? Large difference
in electronegativities
Pupil Expt: Polar or Non-polar
sample of liquids both polar and
non-polar in burettes – use
charged polythene rod to
determine whether molecules polar
or non-polar – class discussion on
why polar molecules affected by
rod
Conditions for H-bonding – H
attached to F, O or N
Discuss strength of Hbonds/permanent dipoles/VdW –
which strongest? Link to
properties of various molecules –
e.g. ethane, chloroethane, ethanol
– types of intermolecular forces in
each and consequent boiling points
and solubility
Why does ice float on water? Get
students to think about differences
– discuss, then put up diagrams to
explain open structure of ice
compared to water
17
Mixture of liquids
both polar and nonpolar e.g. hexane,
ethanol, propanone,
water; burettes,
polythene rods,
dusters
www.visionlearning.
com/library/modul
e_viewer.php?mid=5
7
good animation of
structure of ice and water
– allows clear comparison
Risk/Safety
Assessment
Time
CCEA Exemplar Scheme of Work: GCE Chemistry
1.6 Redox
Specification
Reference
1.6.1
1.6.2
Learning Outcomes
Students will be able to
• deduce oxidation states for elements
in compounds or ions;
Suggested Teaching Strategies
Resources
• Recap oxidation and reduction
from KS4 in terms of oxygen and
hydrogen loss and gain
• Discuss reactions – idea that
oxidation and reduction occurs in
other reactions, but can’t always be
explained in terms of oxygen and
hydrogen
• Introduce idea of oxidation
numbers from KS4 – iron (III)
chloride etc.
• Give rules of how to calculate
from molecules, compounds and
ions
• Show worked examples
• Students to work through list
Worksheet: Oxidation
Numbers Exercise –
makes a good HW
Risk/Safety
Assessment
Time
1hr
Calculations for ALevel Chem.
E.N.Ramsden
• Explain redox reactions in terms
of oxidation numbers
1.6.3
• explain oxidation and reduction in
terms of electron transfer and
changes in oxidation state;
• Recap redox in terms of oxidations
numbers from last lesson
• combine ionic equations to give
balanced redox equations; and
• Show examples of half-equations –
combining
• Oxidation and reduction – idea of
electron loss and gain – OILRIG
18
½hr
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
1.6.3 (cont.)
Learning Outcomes
Students will be able to
• use redox equations to calculate
concentrations of thiosulphate and
iodine solutions in redox titrations
using starch as indicator.
Suggested Teaching Strategies
• Give students half-equations for
iodine-thiosulphate reaction –
pupils to combine
• Introduce mol = volxconc/1000
for calculating moles of solutions
• Recap technique of titration from
KS4
• Discuss how titration could be
carried out – what indicator could
be used? Students should
remember starch / iodine test
from KS4 – What would colour
change be at end point?
• Discuss good practice during
titration – washing out burette and
pipette with solutions to be used
etc.
• Pupil expt: titration of 0.05M iodine
solution to determine conc. Of
thiosulphate
• Pupil expt: titration – reacting
iodate with sulphuric acid to
liberate iodine, then titrating
against thiosulphate
• Slightly more advanced – students
using two equations to get ratio of
thiosulphate to iodate to allow
conc of thiosulphate to be
calculated
19
Resources
Risk/Safety
Assessment
Time
2hrs
EXPT: Iodine
Titration
0.05M I2 soln
0.1M Na2S2O3 soln
burettes
10ml pipettes
conical flasks
white tiles
starch indicator
EXPT: Iodate-thio
titration KIO3 (solid)
KI (solid)
H2SO4 1M
0.1M Na2S2O3 soln
burettes
25ml pipettes
conical flasks
white tiles
vol flasks (250ml)
starch indicator
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
1.7 The Periodic Table
Specification
Reference
1.7.1
1.7.2
Learning Outcomes
Students will be able to
• revise organisation of elements in
Periodic Table – groups and periods,
how elements are arranged;
• classify element as belonging to s, p
or d block of table; and
Suggested Teaching Strategies
Power Point: Periodic
• Brainstorm of what students
remember from KS4 – periods and Trends – clear graphs of
all trends required – can
groups
be printed out and given to
groups
• Revise groups – names and
properties
• Show diagram of periodic table
split into s, p, d and f – idea that all
elements belong to one of these
blocks and block gives sub-shell in
which outer electrons are found
1.7.3.
Resources
• deduce and explain trends in physical • Give out graphs/tables of trends –
properties across period from
split class into groups
sodium to argon – melting points,
atomic radius, electrical conductivity • Group to discuss reasoning for
and first ionisation energies.
trend – each group to present to
class
• Class to make notes on
explanation for trends for
homework
20
Risk/Safety
Assessment
Time
CCEA Exemplar Scheme of Work: GCE Chemistry
1.8 Group VII
Specification
Reference
1.8.1
Learning Outcomes
Students will be able to
• explain trends within group:
- colour;
- physical state;
- melting & boiling points;
- first ionisation energies;
- bond energies of halogen
molecules;
- bond energies of hydrogen halides;
1.8.2
• deduce and describe solubilities of
halogens in water and in nonaqueous solvents e.g. hexane;
1.8.3
• describe reactivity of halogens with
hydrogen, phosphorus and sodium;
Suggested Teaching Strategies
Resources
• Revise material covered at KS4
through class discussion – colours
of halogens
• Importance of halogens – uses
• Split class into 5 groups – each
group to take one property –
discuss and come up with
explanation for change down
group
• Come back as whole class – each
group explains reasoning to others
• Pupil expt: test solubility of
chlorine, bromine and iodine in
water and hexane
• Discuss why more soluble in
hexane – like dissolves like – revise
VdW attractions from
intermolecular forces
• Video clips from internet to show
exothermic nature of chlorine
reactions
• Students to write equations
• Show picture of apparatus for
formation of PCl3/PCl5 –
discussion of why chlorine needs
to be dry, safety procedures
21
Risk/Safety
Assessment
Time
1hr
Chlorine and bromine
water, iodine crystals.
Hexane
Fumes from
1hr
bromine and
chlorine poisonous
- use very small
EXPT: Solubility of
amount – 1-2cm3
Halogens
- keep lids on bottles
and bungs on test
www.popsci.com/p tubes
opsci/how20/3a9a7 - solutions to be
5733cf0e010vgnvcm1 disposed of down
000004eecbccdrcrd.h sink in fume
tml?s_prop16=%20R cupboard
SS:how2
fantastic video of NaCl
formation to make salty
popcorn
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
1.8.4
Learning Outcomes
Students will be able to
• describe reactions of halogens with
cold and hot conc. NaOH(aq);
• explain disproportionation in the
above reactions;
Suggested Teaching Strategies
Resources
Risk/Safety
Assessment
Time
• Show equations for reactions of
chlorine, bromine and iodine with
hot and cold conc. aqueous
solution
• Students to work out oxidation
states of halogens in each equation
– idea of simulataneous oxidation
and reduction of halogens as
disproportionation
1.8.5
• recall reaction of chlorine with water; • Pupil expt: displacement reactions
of chlorine, bromine and iodine
EXPT: Halogen
Displacement
1.8.6
• describe displacement reactions of
the halogens with other halides in
solution;
• Revision of equations from KS4
• Students to write balanced redox
equations for displacement
reactions – work out oxidation
states and discuss oxidising
strength
• Discuss reactivity of halogens –
why displacement occurs – revise
from periodic table
Solns of KI, KBr, KCl
Cl2, Br2 and I2 water
1.8.7
• recall reactions of halogens with iron
(II) and iron (III) ions as
appropriate;
• Pupil expt: reactions of halogens
with Fe(II) and Fe(III) – colour
changes
• Discuss why difference in
reactions between halogens –
balanced redox equations for all
reactions
22
EXPT: Reaction of
halogens with Fe(II)
and Fe(III)
1-2 hrs
1 hr
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
1.8.8
Learning Outcomes
Students will be able to
• understand trend in thermal stability
of hydrogen halides related to bond
enthalpies;
Suggested Teaching Strategies
• relate the above property to relative
strength of acids – HF, HCl, HBr
and HI;
• discuss acid strength – recap from
KS4 – ability to dissociate into H+
ions – relate bond enthalpy to acid
strength
1.8.10
• understand reactions between solid
halides with conc H2SO4 in relation
to relative reducing ability of the
hydrogen halides/halide ions;
1.8.11
• use of Ag+ ions to distinguish
between halide ions;
• Demo expt: reaction of halides with
conc. H2SO4
• Show students equations – get
them to note down observations
including testing for SO2 and H2S
• Work out oxidation numbers of
sulphur – discuss oxidising
strength
• Discuss tests for halide ions,
including distinguishing with NH3
and effect of uv light on halides –
link to photography
1.8.11
• experimentally distinguish between
halides, using acid. Silver nitrate
solution and ammonia; and
• have an appreciation of the debate
between public health policy and
practice and the rights of the
individual in relation to the effects of
fluoridation of public water supplies.
Risk/Safety
Assessment
Time
• revise trend and explanation for
thermal stabilities of hydrogen
halides
1.8.9
1.8.12
Resources
• Student expt: students given three
white solids (KI, KBr and KCl) –
deduce which is which using
AgNO3 and NH3
• Discuss uses of fluoride – class
debate on use of fluoride in water
supply – arguments for and against
23
1-2hrs
EXPT: Testing for
Halide Ions
Homework: Halogens
Past Paper Qu
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
1.9 Titrations
Specification
Reference
1.9.1
Learning Outcomes
Students will be able to
• carry out experimentally acid-base
titrations involving strong
acid/strong base;
1.9.2
• recall names and colour changes of
suitable indicators for these
titrations;
1.9.4
• calculate conc and vol for reactions
in solution for structured titration
calculations;
1.9.5
• be familiar with the units of conc e.g.
moldm-3 as molarity, and gdm-3 ;
1.9.1
• carry out experimentally acid-base
titrations involving strong
acid/strong base;
Suggested Teaching Strategies
• Recap titration technique and
calculations using mol = vxc/1000
• Recap good technique for titration
• Terms associated with titration –
standard solution, titre, end point
etc.
Resources
Risk/Safety
Assessment
Time
0.1M NaOH
0.1M HCl
phenolphthalein
burettes
pipettes & fillers
white tiles
1½hr
Vinegar (1M)
NaOH (0.1M)
Volumetric flasks
25ml pipettes & fillers
phenolphthalein
burettes
white tiles
1hr
• Pupil expt: simple acid-base titration
of HCl and NaOH to calculate
conc in moldm-3 – idea that
moldm-3 = M
• Discuss choice of indicator
• Pupils to complete calculation for
HW
• Go over calculation from previous
lesson
• Pupil expt: analysis of vinegar to
determine conc of vinegar in gdm-3
• Pupils to make up diluted solution
of vinegar using volumetric flask –
go through good procedure
• Discuss correct procedure
• Pupils to calculate conc – discuss
conversion from moldm-3 to gdm-3
24
EXPT:
Ethanoic+NaOH
titration
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
Learning Outcomes
Suggested Teaching Strategies
Resources
• Pupil expt: determine water of
crystallisation for hydrated Na2CO3
– pupils use titration values to calc
conc Na2CO3 using standard HCl
and consequently calc number of
moles of water attached
Na2CO3..10H2O
crystals
HCl (0.1M)
Methyl orange
White tiles
Burettes
10ml pipettes & fillers
• Pupil expt: calculating purity of
CaCO3 using back titration
• Discuss method and use to
calculate % purity of impure
CaCO3
• Allow students to decide on
indicator using previous
knowledge
• More calculations for HW
Contaminated CaCO3
HCl (1.0M & 0.1M)
Methyl orange
White tiles
10ml pipette & fillers
Burettes
Students will be able to
1.9.1 (cont.)
1.9.2
• understand the method of back
titration eg to determine purity of
GpII metal, oxide or carbonate.
25
Risk/Safety
Assessment
Time
EXPT: Water of
Crystallisation
Titration
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
26
CCEA Exemplar Scheme of Work: GCE Chemistry
Unit AS 2:
Further Physical and Inorganic
Chemistry and Introduction to Organic
Chemistry
27
CCEA Exemplar Scheme of Work: GCE Chemistry
2.1 Formulae and Amounts of Substance
Specification
Reference
2.1.1
2.1.2
Learning Outcomes
Students will be able to
• demonstrate an understanding of
the terms empirical and molecular
formula and the relationship
between them;
• calculate empirical and molecular
formula using data, giving
composition by mass;
Suggested Teaching Strategies
• Recap mole calculations from
Mod. 1 – mol = g/RMM
• Help students understand the
formula of a compound/molecule
gives the ratio in which the atoms
are present
• Worked examples of calculating
empirical formulae and further to
calculate molecular formulae
Resources
Calculations for
A-level Chemistry
E.N. Ramsden
www.teachmetuition
.co.uk/Chemistry/C
alcs/calcspageintro.
htm
good practice calculations
with solutions for moles
www.creativechemistry.org.uk/al
evel/module1/docu
ments/N-ch1-45.pdf
handy mole calculations
• Show use of same calculation to
calculate number of moles of water worksheets
of crystallisation attached
Worksheet: Problems
on Empirical
Formulae
28
Risk/Safety
Assessment
Time
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
2.1.3
Learning Outcomes
Students will be able to
• understand the concept of molar gas
volume;
Suggested Teaching Strategies
• Idea that from what we have
covered so far, we can work out
moles of gas if mass is known
• Introduce idea that one mole of
any gas occupies the same volume
at room temperature and pressure
– 24dm3
• Show simple calculations on board
– allow them to work out equation
mol = vol/24
• Show conversion to cm3
2.1.4
• deduce reacting gas volumes from
chemical equations;
• Worked examples – allow
students to try some problems
• Introduce Avogadro’s principle –
state that only applicable where all
substances are in the gaseous state
– show worked examples e.g.
combustion of hydrocarbons
29
Resources
Worksheet: Reacting
Volumes of Gases
Worksheet: Problems
on Avogadro’s
Principle
Risk/Safety
Assessment
Time
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
2.1.5
2.1.6
2.1.7
Learning Outcomes
Suggested Teaching Strategies
Students will be able to be
• calculate the percentage yield of the
product of a reaction;
• Discuss chemical reactions – how
some product may be lost – class
discussion on how product lost
• Application to large-scale industrial
production – economic viability of
process depends on cost and
percentage yield of product
• Introduce equation – worked
example
%yield = actual/theor x 100
• Students to try some simple
examples
• use percentage yield to determine the • Extend to rearrange equation to
amount of reagent(s) needed for a
calculate amount of reactant
reaction; and
needed when actual, theoretical
and %yield are given in question
• qu on limiting reactant – one
reactant in excess
• understand the concept of atom
economies.
• Concept of atom economy as the
conversion efficiency of a chemical
process in terms of all atoms
involved
• Importance today in Green
Chemistry - %yield used to
evaluate but this provides no info
about extent to which by
products/wastes are formed – link
to petrochemical industryminimising pollution
30
Resources
Worksheet: Problems
on Percentage Yield
Risk/Safety
Assessment
Time
1 hr
Worksheet: Limiting
Reactant Problems
Advanced Chemistry,
(M.Clugston &
R.Flemming)
Pg140-141
www.en.wikipedia.o
rg/wiki/Atom
economcy - good
definition and shows
calculation method
www.rsc.org/Educa
tion/HElecturers/R
esources/ITu4.asp
exercise written for
RSC spec allowing
small group debate on
looking at importance
of atom economies in
industries- instructions
for students and
teachers provided
½ hr
CCEA Exemplar Scheme of Work: GCE Chemistry
2.2 Nomenclature and Isomerism in Organic Compounds
Specification
Reference
2.2.1
Learning Outcomes
Students will be able to
• understand the terms empirical,
molecular and structural formulae,
homologous series and functional
groups;
Suggested Teaching Strategies
Resources
• Recap organic from KS4 – alkanes
and alkenes as simplest organic
family
• Recap definition of homologous
series – same general formula,
similar chemical properties and
gradation in physical properties
• Get students to recall first four
members of alkanes - use to
demonstrate differences between
empirical, molecular and structural
formulae
2.2.2
• apply IUPAC rules to naming
organic compounds with up to six
carbon atoms and containing up to
two functional groups;
• Give out molecular modelling kits
and get students to build simple
straight-chain alkanes from
methane to hexane – recap naming
from KS4
2.2.3
• describe and explain structural
isomerism for aliphatic compounds
containing up to six carbon atoms;
and
2.2.4
• understand that stereoisomers
(geometrical) exist (alkenes) in cis
and trans (E-Z) forms due to the
energy barrier to rotation in these
compounds.
• Get them to rearrange butane –
introduce idea of structural
isomerism and rules for naming
• Repeat with pentane and hexane –
structures and name in notes
• To be covered with alkenes
31
Risk/Safety
Assessment
Time
1hr
www.antoine.frostbu
rg.edu/cgibin/senese/tutorials
/isomer/index.cgi?
n=4&list=502|500|5
01|
useful if no molecular
modelling kits available –
allows construction of
structural isomers of
alkanes up to hexane –
corrects user when they’ve
made same isomer twice
CCEA Exemplar Scheme of Work: GCE Chemistry
2.3 Hydrocarbons – Alkanes
Specification
Reference
Learning Outcomes
Students will be able to
write the general formula for alkanes
CnH2n+2 ;
understand that alkanes are saturated
hydrocarbons;
recall the molecular and structural
formulae for alkanes containing up
to six carbon atoms;
use IUPAC rules to name alkanes,
including branched structures;
Suggested Teaching Strategies
2.3.1
•
2.3.2
•
2.3.3
•
2.3.4
•
2.3.5
• explain, in terms of VdW forces, the
variation in boiling points;
2.3.6
• What is biggest source of organic
• recall that crude petroleum is the
chemicals? Crude oil – animation
source of alkanes and that they are
of fractionating column on
obtained by fractional distillation and
internet – they come up with
understand thermal cracking;
definition
Resources
• Recap alkanes from KS4 – general
formula and names and structures
of first 6 members
• Recap term ‘saturated’
• Go over naming alkanes from
previous topic – give students list
to name
• Look at physical properties of
alkanes – melting and boiling
points, physical state – get them to
suggest reason for changes in
properties – recall VdW forces –
why are these molecules nonpolar?
• Discuss which fractions most
useful – CRACKING to produce
more useful products
• Definition of cracking
32
Risk/Safety
Assessment
Time
1½hrs
www.howstuffworks.
com/oilrefining4.htm
good animation of
fractional distillation,
showing different lengths of
carbon chains
www.science.howstu
ffworks.com/oilrefining5.htm
detailed description of how
cracking works
www2.wwnorton.co
m/college/chemistr
y/gilbert/tutorials/c
h12.htm
good tutorial of how
fractional distillation
works with quiz at end
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
Learning Outcomes
2.3.7
Students will be able to
• describe the combustion of alkanes
in limited and plentiful supply of air;
2.3.8
• describe substitution reactions of
alkanes by chlorine and bromine;
Suggested Teaching Strategies
• Talk about main uses of alkanes –
fuels
• Students to write fully balanced
equations for complete
combustion
• What’s formed when incomplete
combustion?
• Practice writing equations for
incomplete combustion
• Idea that alkanes fairly unreactive –
only react if very reactive species in
contact – introduce ‘radicals’ –
give definition
• Look at tetravalent carbon – idea
that reaction has to be substitution
2.3.9
• explain how homolytic fission leads
to mechanism for the
photochemical reaction between
methane and chlorine viewed as free
radical substitution;
• Look at diatomic chlorine – two
ways it can split – let them come
up with two different splits –
introduce homolytic and
heterolytic fission – idea that uv
light needed to split molecule
33
Resources
Risk/Safety
Assessment
Time
1½hrs
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
Learning Outcomes
Suggested Teaching Strategies
Resources
• Show general equation for reaction
of methane with chlorine, then
mechanism – way of describing
what’s happening in detail during
reaction
www.teachmetuition
.co.uk/Chemistry/
Organic/free_radica
l_substitution.htm
clear explanation of
mechanism, showing
structures
Risk/Safety
Assessment
Time
Students will be able to
2.3.9 (cont.)
• Recap mechanism to name as
photochemical free radical
substitution
2.3.10
• discuss the environmental problems
associated with spillage and
combustion of hydrocarbons; and
2.3.11
• give a simple account of role of
catalytic converters in reducing the
environmental damage due to
vehicle emissions.
• If time, allow students in groups of Handout: Combustion
of Alkanes – Pollution
~3/4 to research separate topics:
problems associated with spillage,
combustion of hydrocarbons,
environmental damage caused by
vehicle emissions and ways of
reducing vehicle emissions,
including catalytic converters
• Groups to present to rest of class
and others to make notes from
their presentations
• If not enough time – handout
entitled ‘Combustion of Alkanes –
Pollution’ covers all necessary
34
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
2.4 Hydrocarbons – Alkenes
Specification
Reference
2.4.1
2.4.2
Learning Outcomes
Students will be able to
• write the general formula for alkenes
as CnH2n ;
• understand that alkenes are
unsaturated hydrocarbons and that
they decolourise bromine water;
Suggested Teaching Strategies
• Revise alkenes from GCSE –
general formula – difference in
structure from alkanes – double
bond
• Revise terms unsaturated as
molecules containing one or more
double bonds
• Pupil Expt: Distintinguishing between
alkanes and alkenes – students given
small samples of hexane and
hexane – to distinguish between by
burning 5 drops on watch glass
and also by shaking with bromine
water
• Pupil Expt: Degree of Unsaturation
between Margarine and Butter
• Discuss why alkenes burn with
more sooty flame – idea of why
not used as fuels – could be
extended to working out % carbon
in alkanes and comparing to
alkenes
• Discuss why alkenes decolorise
bromine water, but alkanes do not
– double bond addition
35
Resources
Risk/Safety
Assessment
Time
2hrs
Advanced Chemistry,
M.Clugston &
R.Flemming
Pg409&411 Questions
www.creativechemistry.org.uk/al
evel/module3/docu
ments/N-ch3-10.pdf
practical sheet with all
requirements for
Margarine and butter
comparison – bromine
titration
Possibility of large
quantities of
alkanes/alkenes
catching fire – keep
away from naked
flame, ensure only
5drops ignited, carry
out in well ventilated
room
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
2.4.3
Learning Outcomes
Students will be able to
• recall the molecular and structural
formulae for alkenes containing up
to 6 carbon atoms;
2.4.4
• use IUPAC rules to name alkenes
containing up to two C=C bonds;
2.2.4
• understand that stereoisomers
(geometrical) exist (alkenes) in cis
and trans (E-Z) forms due to the
energy barrier to rotation in these
compounds;
Suggested Teaching Strategies
Resources
• Draw structure of ethene
– discuss valency of carbon – get
students to draw structures of
alkenes up to hexane
• Naming alkenes – structural
isomerism
• Get students to build model of
ethene and ethane using molecular
modelling kits – idea that atoms
can’t rotate around double bond
• Introduce this as geometric
isomerism
• Students to draw cis-trans isomers
of various alkenes
36
Risk/Safety
Assessment
Time
1hr
Worksheet: Naming
Alkenes
www.chemguide.co.
uk/basicorg/isomer
ism/geometric.html
good website explaining
cis-trans isomerism
www.creativechemistry.org.uk/m
olecules/geometrica
l.htm
3D models of cis trans
isomers
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
2.4.5
Learning Outcomes
Students will be able to
• use sigma and pi bonds to explain
the relative bond strength and length
of the C=C bond;
Suggested Teaching Strategies
• Look at structure of ethene
– discuss difference between this
and ethane – idea that double bond
= high electron density – pi bond
• Discuss type of substance that
would be attracted to double bond
– introduce term ‘electrophile’ –
idea that substances add across
double bond
• Discuss why alkanes more reactive
than alkenes – Handout – Reactivity
of Alkenes
Resources
Time
1hr
www.en.wikibooks.o
rg/wiki/Image:Ethy
lene-HOMO-3Dballs.png
good diagram showing
electron density of C=C
2.4.6
• know that C=C is centre of high
electron density and use this to
explain difference in reactivity
between alkenes and alkanes;
2.4.7
• describe catalytic hydrogenation of
alkenes using finely divided nickel
and its application to hardening of
oils;
Handout: Reactivity of
• Look at chemical reactions of
Alkenes
alkenes – hydrogenation – get
students to predict product of
hydrogenation of ethene
• Use of hydrogenation in hardening
of veg oils – discuss why some
doctors think butter more healthy
option – natural product compared
to Flora etc.
2.4.8
• describe reaction of Cl2, Br2, HCl,
HBr with simple alkenes
(Markovnikoff’s rule not required);
• Look at equations for these
reactions
• Recap that double bond is
electron-rich – look at various
molecules – how will they add
onto double bond?
37
Risk/Safety
Assessment
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
Learning Outcomes
Suggested Teaching Strategies
Resources
Students will be able to
• Idea that all four (Cl2 etc) are
electrophiles
• Get students to suggest how
molecules split – one part must be
positively charged if to attack
double bond
• Introduce split as heterolytic
fission
2.4.8 (cont.)
2.4.9
2.4.10
• explain mechanism of reaction
between HBr and ethene viewed as
electrophilic addition. Understand
the term heterolytic fission; and
• describe the addition polymerisation
of alkenes eg ethene and propene.
• Show mechanism of HBr with
ethene on board – introduce
carbocation and show its
formation
• Curly arrow to denote movement
of an electron
• Get students to draw mechanism
of propene with HBr and name
product
• Recap polymerisation from KS4 –
addition across double bond
• Uses and structure of polymers –
e.g. polythene, polypropene, PVC,
polystyrene
• LDPE and HDPE now covered in A2
Mod2
38
Advanced Chemistry,
M.Clugston &
R.Flemming)
Pg409 &411 –
Practice Questions
Pg420 good practice
exam questions
www.mpdocker.demon.co.uk
/chains_and_rings/
mechanisms/elec_a
dd.html
animation of mechanism
between bromine and
ethene
Risk/Safety
Assessment
Time
CCEA Exemplar Scheme of Work: GCE Chemistry
2.5 Halogenoalkanes
Specification
Reference
2.5.1
Learning Outcomes
Suggested Teaching Strategies
Students will be able to
• write the general formula for
halogenoalkanes as CnH2n+1X, where
X is a halogen atom;
• Look at common halogenoalkanes
and their uses – e.g. chloroform
2.5.2
• recall molecular and structural
formulae of halogenalkanes with up
to two halogen atoms and up to six
carbon atoms;
• Give gen. formula of
halogenoalkane – draw structures
2.5.3
• use IUPAC rules to name
halogenalkanes containing up to two
halogen atoms and up to six carbon
atoms;
• Practice naming on board – give
students practice – use worksheet,
‘Naming Halogenoalkanes’
• comment on the variation of boiling
points of the halogenoalkane;
• Look at structure of
halogenoalkanes – polarity of C-X
bond – get students to decide
2.5.4
• Primary, secondary and tertiary
halogenoalkanes
• What forces will be present
between molecules?
• Look at change in boiling points as
carbon chain get longer – students
to decide why
39
Resources
Worksheet: Naming
Halogenoalkanes
Advanced Chemsitry
(M.Clugston &
R.Flemming)
HW: pg437 – Practice
Qu
Risk/Safety
Assessment
Time
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
2.5.5
Learning Outcomes
Students will be able to
• Describe the lab preparation of
halogenoalkane from corresponding
alcohol, with specific reference to
refluxing, using a separating funnel,
removal of acidic impurities, drying
simple distillation;
Suggested Teaching Strategies
• Revise structure of ethanol from
KS4 – how can this be converted
to bromoethane? Introduce
‘substitution’
• Reaction with HBr – idea that has
to be made ‘in-situ’ with NaBr and
conc. H2SO4
• Look at quick-fit apparatus and
explain procedure – refluxing as
continuous evap and condensation
without loss of volatile product
• Discuss addition of H2SO4 –
exothermic nature – use of
dropping funnel to add slowly
• Look at two layers – discuss why
present – introduce separating
funnel – densities of aqueous and
organic layers
• Organic layer impurities – how to
remove acid – why should pressure
be released in separating funnel?
• Addition of anhydrous compounds
to remove water
• Distillation to purify – go over
definition
40
Resources
EXPT: Prep of
Bromobutane
Quick-fit apparatus
Butan-1-ol
NaBr
Conc. H2SO4
Na2CO3 (0.5M)
Na2CO3 (anhydrous
solid)
Separating funnels
Filter funnels
Filter paper
Heating mantles
Risk/Safety
Assessment
Flammable
butan-1-ol – use
heating mantle
rather than naked
flame to reflux
Corrosive nature of
conc. H2SO4 – wear
safety glasses and
gloves throughout
use
Time
2hrs
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
2.5.6
2.5.7
Learning Outcomes
Students will be able to
• describe substitution reactions of
halogenoalkanes with aqueous alkali,
ammonia and cyanide ions;
• explain the mechanism for reaction
of primary and tertiary
bromoalkanes with hydroxide ions
viewed as nucleophilic substitution;
Suggested Teaching Strategies
Resources
• Look at equations for reactions –
idea that one atom/group of
atoms being substituted for
another – substitution
• Example of primary and tertiary
halogenoalkanes – why don’t they
react in same way? Get them to
think about size of groups around
carbon with halogen attached –
steric hindrance
• Name as SN1 and SN2 mechanisms
– difference being number of
reactants involved in ratedetermining step
Time
1hr
www.bcs.whfreeman
.com/vollhardtschor
e4e/pages/bcsmain.asp?v=&s=070
00&n=00010&i=0701
0.01&o =
- Sn1 mechanism
animation
www.bcs.whfreeman
.com/vollhardtschor
e4e/pages/bcsmain.asp?s=06000&
• Students to try writing mechanisms
n=00010&i=06010.01
for various tert and primary
&v=&o=&ns=0&ui
halogenoalkanes
d=0&rau=0
- Sn2 mechanism
www.chemistry.bois
estate.edu/people/ri
chardbanks/organic
/mechanisms.html
good link to various
animated organic
mechanisms
41
Risk/Safety
Assessment
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
2.5.8
Learning Outcomes
Students will be able to
• compare ease of hydrolysis of
primary halogenoalkanes related to
bond enthalpy and bond polarity;
and
Suggested Teaching Strategies
• Look at bond enthalpy and
polarity of chloro-, bromo- and
iodo-alkanes – discuss how this
will effect breaking of C-X bond
• Hydrolysis as replacing halogen
atom with OH group
Resources
Risk/Safety
Assessment
1½hr
Advanced Chemistry
(M.Clugston &
R.Flemming)
Pg 444-445 – Past
Paper Questions
• Formation of halide ions in
process – how can these be
detected? Revision from halogens
Mod.1
• Pupil Expt: Hydrolysis of Primary
Halogenalkanes
2.5.9
• describe elimination of HBr from
bromoethane using ethanolic
potassium hydroxide.
• Idea that different product formed
when ethanolic KOH used
• Alkene formed – get students to
look at how halogenoalkane
structure changes – name reaction
as elimination – get students to
practice equations for elimination
reactions
42
Time
EXPT Sheet –
Hydrolysis of Primary
Halogenoalkanes
Ethanol
Iodo-, bromo- and
chlorobutane
AgNO3
HNO3 (dil)
stopclocks
Safety glasses and
exercise caution
sufficient
CCEA Exemplar Scheme of Work: GCE Chemistry
2.6 Alcohols
Specification
Reference
2.6.1
Learning Outcomes
Students will be able to
• write the general formula for
alcohols as CnH2n+1OH;
Suggested Teaching Strategies
• Look at common alcohols and
their uses – e.g. ethanol, ethan-1,2diol in anti-freeze etc.
2.6.2
• recall molecular and structural
formulae of alcohols with up to six
carbon atoms;
• Give gen. formula of alcohol –
draw structures up to hexanol
2.6.3
• use IUPAC rules to name alcohols
containing up to two hydroxyl
groups and up to six carbon atoms
(refer to primary, secondary and
tertiary structures);
• Practice naming on board – give
students practice
• refer to effect of hydrogen bonding
on boiling point and miscibility with
water;
• Look at structure of alcohols –
polarity of OH group – get
students to decide
2.6.4
Resources
Advanced Chemistry
(M.Clugston &
R.Flemming)
Pg 451 Q1&2
• Primary, secondary and tertiary
alcohols – naming etc.
• What forces will be present
between molecules?
• Look at physical properties – how
affected by hydrogen bonding
• Solubility – why less soluble as
carbon chain gets longer?
43
Handout: Physical
Prop of Alcohols
Risk/Safety
Assessment
Time
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
2.6.5
Learning Outcomes
Students will be able to
• recall preparation of alcohols from
halogenoalkanes;
2.6.6
• recall industrial preparation of
ethanol from i) fermentation of
sugars and ii) reaction of steam with
ethene in presence of H3PO4;
2.6.7
• describe combustion of alcohols and
their use as an alternative fuel;
2.6.8
• describe reaction of primary alcohols
with sodium, hydrogen bromide,
phosphorus pentachloride and
thionyl chloride;
Suggested Teaching Strategies
Resources
Risk/Safety
Assessment
Time
• Revise substitution reactions of
halogenoalkanes with aqueous
alkali
• Revise from KS4 – industrial
ethanol produced from reacting
ethene with steam – catalyst etc
• Production of consumable alcohol
by fermentation of sugars equation and conditions
• Get students to write equations for
combustion of ethanol – discuss
why possible to use as fuel –
cleaner
• Handout – Uses of Alcohols –
Handout: Uses of
discusses advantages of using
Alcohols
alcohol as fuel
½hr
• Discuss reactions and write
equations – fission of OH bond
when reacted with Na
• Revise reaction of HBr with
alcohols to produce bromoalkane
• Reaction with PCl5 and SOCl2 to
produce chloroalkanes –
advantages of using SOCl2
2 hrs
44
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
2.6.9
2.6.10
Learning Outcomes
Students will be able to
• comment on oxidation of alcohols
using acid. Potassium dichromate
with ref to a) formation of aldehydes
and carboxylic acids from primary
alcohols and isolation of each
depending on reaction conditions b)
formation of ketones from
secondary alcohols c) resistance to
oxidation of tertiary alcohols;
• describe esterification reactions of
alcohols with carboxylic acids and
ethanoyl chloride;
Suggested Teaching Strategies
Resources
• Look at simple 1o alcohols –
oxidation to aldehyde and then to
carboxylic acid – oxidising agent
and conditions
• 2o alcohols – why different
product in oxidation to primary?
Position of OH group leading to
ketone formation
• How to convert back to 1o and 2o
alcohols – reduction with lithal in
dry ether
• Look at structure of 3o alcohols –
why no oxidation?
• Revise simple formation of ethyl
ethanoate from KS4 – condition
etc.
• Introduce other alcohols and acids
– naming esters
• Look at ethanoyl chloride – how
similar to ethanoic acid – get
students to work out products and
deduce why better than using carb.
acids
45
Advanced Chemistry
(M.Clugston &
R.Flemming)
Pg458 Q1, 4 &
Risk/Safety
Assessment
Time
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
Learning Outcomes
Suggested Teaching Strategies
Resources
Risk/Safety
Assessment
Time
Students will be able to
• Uses of esters
• Pupil Expt: Alcohol Reactions - look
at reaction of alcohols with
sodium, PCl5, ethanoic acid, acid.
Dichromate
• Get students to look at oxidation
reaction – why used to distinguish
between 1o, 2o and 3o alcohols
2.6.10 (cont.)
2.6.11
• prepare iodoform and know its uses
to distinguish between alcohols
containing CH3CH(OH) and other
alcohols with specific reference to
recrystallisation and melting points;
and
• Talk about use of iodoform test to
distinguish secondary alcohols and
ethanol from other alcohols
• Pupil Expt: Prep and Purification of
Triiodomethane
• Discuss process of recrystallisation
– why min amount of solvent
used, use of Buchner funnel etc.
• Melting point apparatus – how
sharp melting point indicates
purity of solid
46
Expt: Alcohol
Reactions
Ethanol
Sodium
PCl5
CH3COOH
Acid. K2Cr2O7
EXPT: Iodoform
Preparation
KI (solid)
NaOH (2M)
NaOCl (2M)
Ethanol
Buchner funnel
Dropping funnel
Melting point
apparatus
Conc. acid may
cause severe burns –
wear gloves and
safety glasses
throughout
Heat ester mixture
in water bath as
ethanol highly
flammable
PCl5 highly
corrosive – wear
gloves and keep in
fume cupboard
Corrosive nature of
NaOH and NaOCl
– use gloves and
wear safety glasses
while handling
1½hr
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
2.6.12
Learning Outcomes
Students will be able to
• discuss use of ethanol in alcoholic
drinks and its use as recreational
drug which can have beneficial and
harmful effects. The idea of safe
limits of ‘units’ of alcohol.
Suggested Teaching Strategies
• Students to research this in pairs
on internet
• Produce informative leaflet on
positive and negative effects, safe
limits etc.
47
Resources
www.patient.co.uk/
showdoc/23069189/
good website for info on
alcohol and safe limits
Risk/Safety
Assessment
Time
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
2.7 Infra-red Spectroscopy
Specification
Reference
2.7.1
2.7.2
2.7.3
2.7.4
Learning Outcomes
Students will be able to
• understand that groups of atoms
within a molecule absorb IR
radiation at characteristic
frequencies;
• explain that the absorption of
radiation arises from molecular
vibrations;
Suggested Teaching Strategies
Resources
• Discuss uses of IR spectroscopy to
identify functional groups – maybe
recap limitations of mass spec for
identifying molecules
www.chemguide.co.
uk/analysis/ir/back
ground.html#top
good website explaining
IR and giving links to
banks of IR spectra
• How IR works – idea that covalent
bonds can vibrate, bend and twist
– idea that through these
vibrations, they will absorb
characteristic frequencies of IR
radiation, depending on the
functional group
• use IR spectroscopy to elucidate
molecular structure by identifying
functional groups using
characteristic wave numbers; and
• Show example of IR spectra and
table of wavenumbers
• identify the presence of impurities in
a sample of a compound using IR
spectra.
• Idea that bank of spectra for pure
compounds exists – if impurities
present, will be evident by
comparison to pure spectrum
• Give pupils examples to analyse
and find functional groups present
• Also, if molecule known, presence
of peaks for functional groups not
present in molecule can indicate
impurities
48
Handout: Intro to IR
www.riodb01.ibase.a
ist.go.jp/sdbs/cgibin/direct_frame_to
p.cgi
database for spectra – any
molecule!
Advanced Chemistry
(Clugston, M and
Flemming, R)
Pg563 Q1&2
Pg458 Q2
Risk/Safety
Assessment
Time
2hrs
CCEA Exemplar Scheme of Work: GCE Chemistry
2.8 Energetics
Specification
Reference
2.8.1
Learning Outcomes
Students will be able to
• understand that chemical reactions
are accompanied by enthalpy
changes (usually heat) and that these
may be exothermic or endothermic;
Suggested Teaching Strategies
Resources
• Revise energetics from KS4 – what Worksheet 1: Intro to
Energetics
is meant by exothermic and
endothermic
• Go through what has to happen
for reaction to occur – bondmaking as exothermic and bondbreaking as endothermic
• Revise activation energy as min
energy required to break the bonds
in the reactants
• Discuss energy in and energy out
in exothermic and endothermic
reactions
• Students to draw energy profile
diagrams for exothermic and
endothermic reactions
49
Risk/Safety
Assessment
Time
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
2.8.2
2.8.3
Learning Outcomes
Students will be able to
• discuss the concept of enthalpy
change, ΔH;
• explain the term enthalpy of reaction
and standard enthalpy conditions
with specific reference to
combustion, formation and
neutralisation;
Suggested Teaching Strategies
Resources
Risk/Safety
Assessment
• Introduce enthalpy change as a
measure of the change in heat
during a reaction
• Take fuels as examples – to be able
to compare, need for them to be
measured under standard
conditions – standard enthalpy
changes
• Units of kJmol-1 – definitions of
enthalpy of combustion, reaction,
neutralisation and formation –
handout – Enthalpy Terms
2.8.4
• recall experimental methods to
determine enthalpy changes;
• Look at measuring enthalpy of
combustion of ethanol – pupils to
design expt
2.8.5
• calculate enthalpy changes from
experimental data including the use
of E = mcΔT;
• Introduce equation E = mcΔT to
calculate enthalpy of combustion
• Units have to be kJmol-1 – how
converted?
• Pupil expt: Measuring Enthalpy of
Combustion
50
Time
1½hr
Handout:
Enthalpy Terms
Handout:
Determining Enthalpy
of Combustion
Worksheet 2:
Calculating Enthalpy
of Combustion – good
Homework
Ethanol
Spirit burners / watch
glass
Boiling tube
water
thermometer /
temperature sensor
and datalogger
Flammable ethanol
– keep lid on bottle
to prevent bottle
catching fire, ensure
small amounts
burned (<5g)
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
2.8.6
Learning Outcomes
Suggested Teaching Strategies
Students will be able to
• continuing experimental methods for • Pupil expt: Measuring Enthalpy of
determining enthalpy changes and
neutralisation
using E = mcΔT
2.8.7
• appreciate the principle of
• Revise Principle of Conservation
conservation of energy and construct
of Energy from KS4 Physics – give
simple energy cycles;
definition
2.8.8
• state Hess’s Law and use it to
calculate enthalpy changes indirectly;
and
Resources
Expt: Enthalpy of
Neutralisation
• Look at simple Hess’s cycle – idea
that more than one way to get
from reactants to products
• Worksheet 5: Calc. ΔHr from ΔHf
– direction from arrows from
definition of ΔHf
51
Corrosive nature of
1M NaOH and HCl
– safety goggles
worn during expt
and all spillages to
be mopped up
promptly
Time
1hr
1½hr
• Link to Hess’s Law – enthalpy change
for converting set of reactants into
products is same no matter what route is
taken
• Worksheet 4: Calc. ΔHf from ΔHc
– worked example – direction of
arrows from def of ΔHc
Risk/Safety
Assessment
Worksheet 4 &
Worksheet 5 – finish
for Homework
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
2.8.9
Learning Outcomes
Students will be able to
• explain the concept of the average
bond enthalpy of covalent bonds
and use values of bond enthalpy to
estimate the enthalpy change in
reactions.
Suggested Teaching Strategies
Resources
• Introduce idea of bond enthalpy –
gives idea of strength of bond
Worksheet 6 & 7 in
class, Worksheet
Homework –
extension qu on Bond
Energies
• Calculations from bond enthalpies
– WS6&7
• Go through worked examples
• Discuss why enthalpies calculated
from bond energies differ from
those measured from reactions
52
Energetics Revision
Questions – good prep
for test
Advanced Chemistry
(M.Clugston &
R.Flemming)
P162 Q1-3
Risk/Safety
Assessment
Time
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
2.9 Equilibrium
Specification
Reference
2.9.1
2.9.2
Learning Outcomes
Students will be able to
• appreciate that many chemical
reactions are reversible;
• understand the dynamic nature of
the equilibrium state;
Suggested Teaching Strategies
Resources
• Revise reversible reactions from
KS4 – formation of NH3 from H2
and N2
• deduce the qualitative effects of
changes in temperature, pressure,
concentration and catalysts on the
position of equilibrium for a closed
homogeneous system;
• Introduce idea of dynamic
equilibrium as where rate of
forward and backward reaction is
equal
• Idea that reaction has to be pushed
to go in forward direction –
introduce Le Chatelier’s Principle
• Look at how different factors
affect Equilibria
• Handout – Factors affecting
Equilibria
53
Time
1hr
• Discussion – how will this affect
amount of reactant being formed?
2.9.3
Risk/Safety
Assessment
Handout: Factors
Effecting Equilibria
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
2.9.4
2.9.5
Learning Outcomes
Students will be able to
• describe and explain the conditions
used in industrial processes such as
the Haber process for the formation
of ammonia and the Contact process
for sulphuric acid; and
• discuss the importance of a
compromise between equilibrium
and reaction rate in the chemical
industry.
Suggested Teaching Strategies
• Revise equation for formation of
NH3 in Haber process
• Exothermic reaction – what
temperature and pressure would
they expect to use, using Le
Chatelier’s principle
Resources
www.patana.ac.th/p
arents/curriculum/
Chemistry/units/L
R1701.html
animated flow scheme for
Haber Process
• Look at actual reaction conditions
– discuss why used – rate and
equilibrium need to be considered
• Do same with Contact process –
get students into groups and
compare actual temp and pressure
used to that predicted using Le
Chatelier’s
54
www.patana.ac.th/p
arents/curriculum/
Chemistry/units/L
R1702.html
animated flow scheme for
Contact Process
Risk/Safety
Assessment
Time
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
2.10 Kinetics
Specification
Reference
2.10.1
2.10.2
Learning Outcomes
Students will be able to
• state the factors which control the
rate of a chemical reaction ie
concentration, pressure, temperature
and catalyst;
• use collision theory to qualitatively
explain how these factors affect the
reaction rate;
Suggested Teaching Strategies
• Revise rates from KS4 – what
factors affect?
• Revise collision theory – idea that
particles have to collide with
enough energy to cause bonds in
reactants to break – activation
energy
• Get students into groups to
discuss, using collision theory, how
one factor affects rate of reaction –
to report back to class and allow
collaboration to agree on suitable
explanations
55
Resources
Handout: Mod 2
Kinetics
Risk/Safety
Assessment
Time
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
2.10.3
Learning Outcomes
Students will be able to
• show a qualitative understanding of
the Maxwell-Boltzmann distribution
of molecular energies in gases and
interpret curves for different
temperatures;
• understand the concept of activation
energy and its relationship to
Maxwell-Boltzmann distribution;
and
• know the function of a catalyst.
Suggested Teaching Strategies
Resources
• Show Maxwell-Boltzmann curve –
discuss what area under curve
represents
• Look at what is meant by hetero
and homogeneous catalysts –
examples
• Catalytic converters, ozone layer
depletion and enzymes as uses of
catalysts
• Handout – Catalysts
56
Time
1½hr
• What happens when temp.
increases? – look at energy changes
in particles – show how shape
changes – larger number of
particles have activation energy
• How does catalyst work? Look at
how this can be represented on
Maxwell-Boltzmann distribution
Risk/Safety
Assessment
Handout: Catalysts
CCEA Exemplar Scheme of Work: GCE Chemistry
2.11 Group II Elements and their Compounds
Specification
Reference
2.11.1
2.11.2
2.11.3
Learning Outcomes
Students will be able to
• state why these are regarded as sblock elements;
Suggested Teaching Strategies
Resources
• Revise spdf configuration from
module 1 – apply to elements from
GpII – idea that all outer electrons
are in s sub-shell
• recall and explain trends within
group, limited to electronic
configuration, atomic radius and first • Look at trends – split class into
ionisation energy;
groups and give them table of
trends – assign each group trend
and get them to discuss and
• recall the trends in the reaction of
present explanation to class
the elements with oxygen, water and
dilute acids;
• DEMO: Reaction of calcium with cold
water and magnesium with steam
• Pupils to write equations and
record observations from above
reactions – apply to all GrII
• Reactions with oxygen
• Recall reaction of metals with acids
from KS4 – why not calcium and
below?
• Trend in reactivity as group is
descended
57
Risk/Safety
Assessment
Time
1hr
Handout:
Trends of Group II
Metals
Advanced Chemistry
(M.Clugston &
R.Flemming)
Pg 285 Q1&2
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
2.11.4
2.11.5
Learning Outcomes
Students will be able to
• describe the basic nature of oxides
and their reactions with water and
dilute acids;
• explain thermal stability of
carbonates and hydroxides related to
charges and size of cations; and
Suggested Teaching Strategies
• Revision from KS4 – metal oxides
as bases
• Look at trend for thermal
stabilities for hydroxides and
carbonates – both become more
thermally stable as group
descended
• recall solubility trend of the
sulphates and hydroxides.
• Look at solubility trend for
sulphates – decreases and for
hydroxides – increases down
group – look at factors – define
lattice and hydration energies
58
Risk/Safety
Assessment
Time
1hr
• Revise reactions of oxides with
water and dilute acids – equations
for reactions
• Introduce factors affecting –
cation size and lattice enthalpy of
oxide
2.11.6
Resources
Handouts:
Chemical Trends for
GpII – Thermal
Stability
Chemical Trends for
GpII – Solubility
www.chemguide.co.
uk/inorganic/group
2menu.html
good explanations of
trends in GrII
Advanced Chemistry
(M.Clugston &
R.Flemming)
Pg299 Q6 & 7
CCEA Exemplar Scheme of Work: GCE Chemistry
2.12 Qualitative Analysis
Specification
Reference
2.12.1
2.12.2
Learning Outcomes
Students will be able to
• use a chemical test for the gases H2,
O2, Cl2, CO2, SO2 (using acidified
dichromate), HCl, NH3 ;
• use flame colours to identify the
metal ions Li+, Na+, K+ (using blue
glass), Ca2+, and Cu2+;
Suggested Teaching Strategies
Resources
Risk/Safety
Assessment
• Revise gas test from KS4 –
introduce new tests for SO2 and
possibly Cl2
1½hr
• Revise flame colourations from
Mod.1 – correct procedure etc.
• use Ba2+ to test for SO42-, Mg2+ to
• Look at ambiguity of HCO3- and
distinguish between HCO3 and
CO32- with dil HCl
CO32-; Ag+ to distinguish between Cl, Br- and I- (followed by aqueous
• Revise halide ion tests from Mod.1
ammonia); and
• use potassium chromate solution to
test for Ba2+; aq ammonia to test for
Cu2+, NaOH to test for NH4+,
NaOH to distinguish between Fe2+
and Fe3+; use NaOH and aq
ammonia to distinguish between
Al3+, Mg2+ and Zn2+. Use SCN- to
identify Fe3+.
• Handout: Identifying Inorganic
Compounds
• Pupil Expt: Identifying Unknowns A,
L, M
59
Time
Handout: Identifying
Inorganic Compounds
Expt: Expt Sheet A, L
&M
Requirements Sheets:
A, L & M
Safety glasses to be
worn throughout
Gloves also when
conc. acid being
handled.
CCEA Exemplar Scheme of Work: GCE Chemistry
60
CCEA Exemplar Scheme of Work: GCE Chemistry
Unit A2 1:
Periodic Trends and Further Organic,
Physical and Inorganic Chemistry
61
CCEA Exemplar Scheme of Work: GCE Chemistry
4.1 Lattice Enthalpy
Specification
Reference
4.1.1
Learning Outcomes
Students will be able to
• explain and use the term lattice
enthalpy (regarded as the enthalpy of
lattice breaking);
4.1.2
• construct Born-Haber cycles and
carry out associated calculations e.g.
the halides of Gp I and II; and
4.1.3
• explain the enthalpy changes
associated with the dissolving of
ionic compounds in water and carry
out associated calculations.
Suggested Teaching Strategies
Resources
• Revise lattice enthalpy from Mod.2
and Hess’s law as energy changes
for any reaction is same no matter
what route is taken
• Introduce Born-Haber cycle –
define enthalpy of atomisation,
formation, electron affinity, bond
enthalpy and ionisation energy
Advanced Chemistry,
(M.Clugston &
R.Flemming)
Pg163 Q5&6
• Show example of construction for
Gp I chloride
• Get students to calculate ΔHLE
from this cycle
• Students to construct similar cycle
for another compound using data
provided
Power Point: BornHaber Cycles
Handout: Born-Haber
Cycle – includes
questions
62
Calculations for ALevel Chemistry –
E.N Ramsden
Pg 166-167 –
problems to try
Risk/Safety
Assessment
Time
2hrs
CCEA Exemplar Scheme of Work: GCE Chemistry
4.2 Enthalpy, Entropy and Free Energy
Specification
Reference
4.2.1
Learning Outcomes
Students will be able to
• calculate the standard enthalpy
change (ΔHΘ) in a chemical reaction
using Hess’s law;
4.2.2
• explain that ΔH is not sufficient to
explain spontaneous change e.g. the
endothermic reactions between e.g.
ammonium carbonate with ethanoic
acid;
4.2.3
• understand that balance between
entropy and enthalpy determines
feasibility of reaction;
4.2.4
• understand that entropy is measure
(S) of disorder;
Suggested Teaching Strategies
Resources
• Revise Hess’s cycle from Mod. 2 –
idea that used to determine
unknown enthalpies for reactions
• Revise calculations
• Explain what is meant by
spontaneous change – change that
has natural tendency to occur and
that causes energy and/or matter
to spread out
• Idea that if we look purely at
enthalpy change to decide whether
reaction occurs or not, that
spontaneous endothermic
reactions shouldn’t happen, but
they do – use e.g. ammonium
carbonate and ethanoic acid
• Another term needed to explain –
entropy – measure of the degree of
disorder of a system – symbol ‘S’
• Use tidy and untidy bedroom as
example – high entropy = untidy
etc.
• Idea that more disordered a state
resulting from reaction, more likely
it is to occur e.g. going from solid
reactants to gaseous products –
higher S
Advanced Chemistry,
(M.Clugston &
R.Flemming)
Ch14 pg 241
63
Risk/Safety
Assessment
Time
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
4.2.5
Learning Outcomes
Students will be able to
• calculate the standard entropy
change (ΔSθ) in a chemical reaction
using standard entropy data (Sθ);
4.2.6
• use the equation
ΔGθ = ΔHθ – TΔSθ to calculate
standard free energy changes;
4.2.7
• recall that processes are spontaneous
when ΔGθ is negative;
4.2.8
4.2.9
4.2.10
• recall that where enthalpy change
negative and entropy change
positive, process is feasible
(spontaneous) at all temp;
• recall that where enthalpy change
positive and entropy change
negative, process is not feasible at
any temp; and
Suggested Teaching Strategies
• Introduce equation for calculating
ΔSθ = Sθprod – Sθreact
• Units in Jmol-1K-1
• Show worked example – allow
students to try
• Calculations in book listed –
students can try
• Introduce Gibbs free energy as
combination of effect of entropy
and enthalpy on system – symbol
ΔGθ
• Get students to pick values for
entropy and enthalpy where
reaction likely to occur – students
to deduce that ΔGθ for
spontaneous reaction always
negative – reactants higher than
products
• If ΔGθ is positive, reaction needs
energy input to proceed
• Show animated tutorial – allow
students to change values of ΔHθ
and ΔSθ – see effect on ΔGθ
• Student calculations involving
equation for ΔGθ = ΔHθ – TΔSθ
• recall that where enthalpy change
and entropy change same sign,
feasibility depends on temp.
64
Resources
Calculations for ALevel Chemistry –
E.N. Ramsden
Pg169 Q1-2
www.wwnorton.com
/college/chemistry/
gilbert/tutorials/ch1
3.htm
fantastic interactive
tutorial explaining S and
G with examples,
animations and
calculations for students to
try
Calculations for ALevel Chemistry –
E.N. Ramsden
Pg170 Q3-4
Risk/Safety
Assessment
Time
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
4.2.10 (cont.)
Learning Outcomes
Suggested Teaching Strategies
Students will be able to
use equation for ΔGθ to calc. temp in
K at which these processes
start/cease to be feasible.
65
Resources
Risk/Safety
Assessment
Time
CCEA Exemplar Scheme of Work: GCE Chemistry
4.3 Kinetics
Specification
Reference
4.3.1
4.3.2
4.3.3
Learning Outcomes
Students will be able to
• use simple rate equations on the
form rate = k[A]x[B]y ;
• explain and use the terms rate of
reaction, order and rate constant;
• deduce simple rate equations from
experimental data;
Suggested Teaching Strategies
Resources
• Revise Kinetics from Mod. 2 –
how different factors affect rate
• Introduce rate equation – define
terms
• Discuss absence of pressure,
surface area, temperature etc. in
equation – what term must change
in equation if rate is to be
increased?
• Look at rate experiment data
Handout: Mod 4
Kinetics notes – covers
basic necessary theory
• deduce, from a concentration-time
graph, the rate of a reaction;
Time
1½hrs
Power Point: Kinetics
• Introduce order of reaction
• Show how rate equation can be
deduced from experimental data
• Show how units can be deduced
from rate equation
4.3.4
Risk/Safety
Assessment
• Pupil Expt: Determining Rate of
Reaction between HNO3 and Na2S2O3
• Pupils vary concentration of
Na2S2O3 and time how long it
takes for sulphur precipitate to
form
• Plot graph of conc. against time
• Pupils to calculate rate of reaction
– units moldm-3
66
Worksheet 1
0.5M HNO3
1M sodium
thiosulphate
stop-clock
measuring
cylinder/pipette
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
4.3.5
4.3.6
4.3.7
Learning Outcomes
Students will be able to
• deduce, from a rate-concentration
graph, the order with respect to a
reactant;
• recall that there is a relationship
between the rate equation and
mechanism (limited to alkaline
hydrolysis of primary and tertiary
alkyl halides);
• explain and use the term rate
determining step;
Suggested Teaching Strategies
• Revise work from previous lesson
on order of reaction – what effect
does concentration of reactant
have if 0 / 1st / 2nd order?
• Apply this to graph – try to get
students to predict shape – show
on Powerpoint (this is in handout
– Mod 4 Kinetics Notes)
• Pupil expt: Determining Order of
Reaction between iodine and propanone
Resources
4.3.8
• suggest experimental methods
suitable for the study of the rate of
reaction;
• Revise expt methods from KS4 –
change in reactants / change in
products etc.
• Idea of ‘quenching’ + ‘sampling’
4.3.9
• explain, qualitatively, the effect of
temperature on rate constants; and
• Look at rate equation
• Revise from Mod.2 how temp
affects rate
• Maxwell-Boltzman distribution –
how temp affects rate in terms of
particles and their energy
67
Time
1½hr
Chemistry in Context
Lab Manual –
Practical 15 –
Determining Order of
a Reaction
• Revise SN1 and SN2 mechanisms
from Mod.2 – hydrolysis of
halogenoalkanes – what is meant
by SN1 and SN2?
• Introduce idea of slowest step of
reaction determining rate – ratedetermining step
Risk/Safety
Assessment
1hr
Worksheet: Rates Past
Paper Questions
Q4&5
1hr
Worksheet: Rates Past
Paper Questions –
good hw to consolidate
learning so far
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
4.3.10
Learning Outcomes
Students will be able to
• recall that reactions with a large
activation energy have a small rate
constant (simple graphical
interpretation in terms of molecular
kinetic energies).
Suggested Teaching Strategies
• Idea that rate constant must
increase when temp is increased
• Recall kinetic stability from Mod 2
– idea that high kinetic stability =
high activation energy
• Link to rate of reaction – if high
kinetic stability, slow rate
• Link to rate equation – if rate low
and concentration unchanged, rate
constant must be small
68
Resources
Risk/Safety
Assessment
Time
CCEA Exemplar Scheme of Work: GCE Chemistry
4.4 Equilibrium
Specification
Reference
4.4.1
4.4.2
4.4.3
4.4.1 – 4.4.3
Learning Outcomes
Students will be able to
• understand and use the terms:
concentration, mole fraction and
partial pressure;
• calculate eqm concentrations and
partial pressures given suitable data
(including Kc and Kp);
• deduce eqm expressions for the eqm
constants Kc and Kp from given
chemical equations and calculate the
numerical values of these quantities,
with units, given suitable data;
• continue calculations on Kc / Kp ;
Suggested Teaching Strategies
• Revise Equilibrium from Mod. 2 –
how different factors affect
equilibria
• Introduce eqm constant – define
terms – eqm law
• Show calculation of units
(worksheet in handout)
• Show worked example of
calculating Kc – initial moles,
moles reacting and moles at eqm –
encourage students to show
working out
• Students to try calculations in
handout – Q1-8
• Introduce Kp – expression
• Link between pressure and
concentration – introduce idea of
mole fraction and partial pressure
defined as pressure that each gas
contributes to the total pressure in
a mixture of gases
• Show example of calculating units
– worksheet in handout
• Show example calculation – same
initial moles, moles used in
reaction and moles at eqm as with
Kc
69
Resources
Handout:
Equilibrium KcKp –
notes covers basic
necessary theory
Risk/Safety
Assessment
Time
1½hrs
Finish Kc calculations
for HW
Info and calculations
on handout
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
Learning Outcomes
Suggested Teaching Strategies
Resources
Risk/Safety
Assessment
Time
Students will be able to
4.4.4
• relate the value of Kc to extent of
reaction;
4.4.5
• understand the qualitative effects of
changes in temperature and pressure
on the position of eqm; and
4.4.6
• carry out simple calculations
involving partition coefficients (KD)
including examples involving
successive extractions.
• Further calculation of mole
fraction, partial pressure and Kp
• Students to work through
• Look at values of Kc – link to
amount of product formed –
higher conc. product, higher Kc
• Recap Le Chatelier’s from Mod.2
• Look at effect of changing
pressure, concentration and
pressure on Kc and Kp – use
figures to prove no effect with
pressure and concentration
• Look at temperature – revise exo
and endo reactions – effect of
increasing temp.
Finish Kp calculations
for HW
• Talk about solvent extraction –
solubility of non-polar solutes –
more soluble in organic non-polar
solvents – used to separate organic
products from aqueous reaction
mixtures
• Introduce expression for KD
• Worked example
• Students to try calculations
• Show calculation using successive
portions of solvent – more
successful extraction
Handout – Solvent
Extraction –
calculations included
70
Use handout
½hr
Extra worksheets:
Extra Questions on
eqm Kc and Kp
KD worksheet
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
4.5 Acid-base Equilibrium
Specification
Reference
4.5.1
Learning Outcomes
Students will be able to
• use the Brønsted-Lowry theory of
acids and bases to describe proton
transfer in acid-base equilibria;
4.5.2
• understand the terms ‘strong’ and
‘weak’ as applied to acids and bases;
4.5.3
• define the terms Kw and Ka and
recall the associated units;
4.5.4
• define the terms pKw and pKa (pKa
introduced later);
4.5.5
• define the term pH;
Suggested Teaching Strategies
Resources
• Revise from KS4 – all acids
contain H+ ions – rename as
protons due to lack of e• Introduce idea of acids and proton
donors, bases as proton acceptors
• Introduce conjugate acid-base
pairs – worked example
• Students to do Worksheet 1 of
examples in handout
• Revise what is meant by strong
and weak acids and bases in terms
of extent of dissociation
• Revise ions making up water –
introduce ionisation of water – get
students to write eqm expression
for this
• Idea that concentration of water as
constant – introduce Kw
• Look at effect of temperature on
Kw – get students to work out
whether dissociation of water endo
or exothermic
Handout:
Acid-Base Equilibria –
notes covers necessary
theory with worksheets
• Idea that values of Kw very small
– easier to look at as logs –
expression for pKw
• Revise from KS4 – what controls
strength of acids?
71
Risk/Safety
Assessment
Time
1½hrs
1½hr
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
4.5.6
Learning Outcomes
Students will be able to
• carry out calculations involving pH
for strong acids, strong bases and
weak acids;
Suggested Teaching Strategies
• Introduce pH expression – simple
calculations
• Reverse to work out [H+] from
pH
• Introduce pOH – calculations
around
• Define strong acid: [acid] = [H+]
• Look at example of how acid
conc. changes when alkali added
• Worksheet 2
• Look at weak acids – difference
between weak and strong
• Idea that [acid] not equal to [H+]
• Introduce expression for Ka
• Students to try calculations
• Use of pKa – easier numbers to
work with
• Idea of acid strength from values
of pKa
• Worksheet 3 – weak acid
calculations
Resources
Time
Worksheet 2 in
handout
4.5.6
• continue calculations using Ka;
4.5.7
• explain the meaning of the term
• Define buffer – look at importance Handout – Worksheet
5 calculations on
‘buffer solution’ and give a
– uses in biological systems
buffers
qualitative explanation of how buffer
solutions work;
• Introduce buffer equation – show
example calculations
72
Risk/Safety
Assessment
Handout –
Acid-Base Equilibria
Worksheet 4 as HW –
revision of all covered
so far
½hr
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
4.5.8
4.5.9
4.5.10
4.5.11
Learning Outcomes
Students will be able to
• calculate pH of a buffer solution
made from a weak monobasic acid
and sodium hydroxide;
• recall how titration curves are
determined by expt;
• use titration curves to explain the
choice of indicator; and
Suggested Teaching Strategies
• Show effect of adding alkali to
weak acid
• Students to work through
Worksheet 5 & 6
• Give examples of buffers in
biological systems – show how
they work when small amounts of
acid/alkali added
• Blood buffers – equations
• Pupil expt: Expt Titration Curves
• Students use dataloggers and pH
probes to plot titration curves for
SA-SB, WA-SB, SA-WB, WA-WB
• Introduce term equivalence point
Resources
Risk/Safety
Assessment
Time
Homework:
Worksheet –
Calculations for
Strong and Weak
Acids
Expt Sheet:
EXPT Titration
Curves
1hr
• Idea of choosing indicators based
on changes in pH during vertical
section of titration curve
• Table of indicators – questions
involving choosing appropriate
indicators
• predict whether a salt solution would • Look at salt hydrolysis – e.g. SAbe acidic, alkaline or neutral based
SB gives overall neutral salt
on relative strengths of the parent
• Give students examples to work
acid and base.
through
73
½hr
CCEA Exemplar Scheme of Work: GCE Chemistry
4.6 Isomerism
Specification
Reference
4.6.1
Learning Outcomes
Students will be able to be
• recognise that structural isomerism
can exist between molecules which
belong to different families of
compounds e.g. aldehydes/ketones
and carboxylic acids/esters;
4.6.2
• recall that an asymmetric centre
gives rise to optical isomers which
exist as non-superimposable mirror
images;
4.6.3
• draw 3D representations of optical
isomers;
• recall that optical isomers rotate
plane polarised light in opposite
directions;
• explain the term ‘optically active’;
and
• explain why mixture of optical
isomers may be optically active.
4.6.4
4.6.5
4.6.6
Suggested Teaching Strategies
Resources
• Revise structural and cis/trans
isomers from Mod.2
• Look at examples of structural
isomers in terms of carboxylic
acids/esters – same molecular
formula but different arrangement
of atoms
• Introduce optical isomerism – as
another example of
steroisomerism
• Definition of optically active and
chiral centre
• Idea that optical isomers rotate the
plane of polarised light – revise
what is meant by polarised light
• Get students to make models of
optical isomers – show that can’t
be superimposed
• Introduce idea of racemic mixture
and importance of separation – use
thalidomide tragedy to show
importance – Handout
74
Risk/Safety
Assessment
Time
1hr
www.creativechemistry.org.uk/m
olecules/optical.htm
good examples of optical
isomers – can be rotated to
show non-superimposable
Handout:
Thalidomide
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
4.7.1
Learning Outcomes
Students will be able to
• write the general formula for simple
aldehydes and ketones, CnH2nO;
Suggested Teaching Strategies
• Revise functional groups from
Mod.2
• recall the molecular and structural
formulae of simple aldehydes and
ketones (including branched
structures) with up to six carbons in
the main chain;
• use IUPAC rules to name simple
aldehydes and ketones (including
branched structures) with up to 6
carbon atoms in main chain;
• Revise naming again – give
examples on board
4.7.4
• explain the physical properties
(boiling points and solubility) of
simple aldehydes and ketones by
making reference to intermolecular
attractions;
• Look at functional group – polarity
– discuss physical properties –
solubility & boiling points –
compare to alcohols/alkanes of
similar size
4.7.5
• recall that simple aldehydes and
ketones can be made from the
corresponding primary or secondary
alcohols;
• Revise Alcohols from Mod.2 –
oxidation of 1o and 2o alcohols to
aldehydes and ketones
4.7.11
• recall that aldehydes and ketones can
be reduced using LiAlH4 ;
• Look at reduction using LiAlH4 –
back to 1o and 2o alcohol it came
from
4.7.2
4.7.3
• Students to name compounds –
slides in PowerPoint – naming and
drawing structures
75
Resources
PowerPoint :
Carbonyl Compounds
Risk/Safety
Assessment
Time
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
4.7.6
4.7.7
Learning Outcomes
Students will be able to
• recall the reaction of simple
aldehydes and ketones with
hydrogen cyanide;
• describe the mechanism for the
nucleophilic addition reaction of
hydrogen cyanide and propanone;
4.7.8
• recall reaction of simple aldehydes
and ketones with 2,4-DNPH;
4.7.9
• recall lab prep of 2,4dinitrophenylhydrazones for ID
purposes with reference to
recrystallisation and m.pt
determination;
4.7.10
• recall the fact that oxidation can be
used to distinguish between
aldehydes and ketones, using acid.
Potassium dichromate, Fehling’s,
Tollen’s reagent; and
• continue Tollen’s / 2,4-DNPH.
Suggested Teaching Strategies
Resources
Risk/Safety
Assessment
• Discuss reactions of carbonyl
compounds due to polarity of
C=O – nucleophilic addition
• Look at mechanism for reaction
and naming products
• Students to try mechanism with
variety of aldehydes and ketones
• Discuss appearance of aldehydes
and ketones – colourless liquids –
difficult to distinguish from
alcohols etc.
• Introduce 2,4-DNPH as method
for identifying – derivative of
carbonyl compound – m.pt to
identify
• How can you tell difference
between aldehyde and ketone?
Both colourless – revise reactivity
– aldehydes can be oxidised,
ketones can’t
• Show Tollen’s and Fehling’s – get
students to write ionic equations
for Tollen’s and Fehling’s
• Observations
• Pupil Expt: Identifying Carbonyl
Compounds
• Students given an aldehyde and
ketone – labelled X and Y – have
to perform series of tests to
determine which is which
76
Time
1hr
Worksheet: Aldehydes
and Ketones
Worksheet
EXPT Sheet: EXPT
Identifying Carbonyl
Compounds
Propanone
Ethanal
Ethanal toxic –
small samples used
in well-ventilated
room and keep in
fume cupboard as
much as possible
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
Learning Outcomes
Suggested Teaching Strategies
Resources
Risk/Safety
Assessment
Students will be able to
Fehling’s A and B
2,4-DNPH
silver nitrate (0.5M)
ammonia (1M)
ethanol
methanol
Worksheet:
Aldehydes+Ketones
Summary Questions /
Aldehydes&Ketones
Past Paper Qu
77
Wear googles and
gloves throughout
Time
CCEA Exemplar Scheme of Work: GCE Chemistry
4.8 Carboxylic Acids
Specification
Reference
Learning Outcomes
Students will be able to be
write the general formula for simple
carboxylic acids, CnH2nO2;
recall molecular and structural
formula of simple carboxylic acids
with up to six carbons in the main
chain;
use IUPAC rules to name simple
carboxylic acids with up to six
carbon atoms in the main chain;
explain physical properties of simple
carboxylic acids by making reference
to intermolecular attractions;
Suggested Teaching Strategies
4.8.1
•
4.8.2
•
4.8.3
•
4.8.4
•
4.8.5
• recall that carboxylic acids can be
formed from primary alcohols and
aldehydes;
• recall the preparation of an aqueous
solution of the acid from the
corresponding alcohol;
• Revise oxidation of primary
alcohols and aldehydes to
carboxylic acids using acid
potassium dichromate
• Pupil Expt: Preparation Carboxylic
Acid
• recall that carboxylic acids (or their
salts) can also be formed by acid or
base-catalysed hydrolysis of esters
and nitriles;
• Revise reaction of alcohols and
carb.acids to form esters – remind
that reversible reaction
• Idea that can be converted to back
to acid and alcohol using acid
hydrolysis
4.8.6
4.8.7
• Revise functional group from
Mod.2
• Revise naming – include branched
structures
• Give students structures to name
and selection of molecular
formulae where they have to draw
structure
Resources
Risk/Safety
Assessment
Power Point:
Carboxylic Acids
Time
1hr
• Look at structure – polarity – get
students to explain solubility and
boiling points
• Dimers – effect on boiling points
78
EXPT: Preparation
Carboxylic Acid
Potassium dichromate
Dilute H2SO4
Ethanol
Quickfit apparatus
Potassium
dichromate toxic –
use in fume
cupboard
Wear goggles and
gloves when
handling
1hr
½hr
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
Learning Outcomes
Suggested Teaching Strategies
Resources
Risk/Safety
Assessment
PCl5 and conc.
H2SO4 highly
corrosive – wear
gloves and safety
glasses while
handling
Time
Students will be able to be
• Can be made into sodium salt of
acid and alcohol – base hydrolysis
• Hydrolysis of nitriles using reflux
with dil. acid as another method
for preparing carboxylic acids
• Give students examples of nitriles
and esters – predict structure of
carb. acid formed from their
hydrolysis
4.8.7 (cont.)
4.8.8
4.8.9
4.8.10
• recall that carboxylic acids are weak
acids;
• recall that carboxylic acids form salts
with bases such as sodium
carbonate, sodium hydroxide and
ammonia; and
• Revise carb. acids as weak acids –
partial dissociation in solution
• Undergo normal acid reactions –
revise from KS4
• Pupil Expt: Carboxylic Acids
• Covers all reactions of carb. acids
• Students to write structural
equations for reactions with
teacher’s help
EXPT: Expt
Carboxylic Acids
• recall the reaction of carboxylic acids
with alcohols, PCl5, SOCl2 and
LiAlH4 – equations involving [H] are
acceptable.
• Compare exothermic nature of
sodium hydroxide/ammonia with
ethanoic acid to hydrochloric acid
– what difference? Why?
• Get students to think about extent
of dissociation
Ethanoic acid
PCl5
CuO
Na2CO3
Conc. H2SO4
Ethanol
Sodium hydroxide
(1M)
79
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
4.9 Esters, Fats and Oils
Specification
Reference
4.9.1
4.9.2
4.9.3
4.9.4
Learning Outcomes
Suggested Teaching Strategies
Students will be able to
• write the general formula for simple • Revise functional group from
monoesters CnH2nO2;
Mod.2
• recall simple molecular and structural • Go through naming esters – look
formulae of simple monoesters;
at parent alcohol and carboxylic
acids
• use IUPAC rules to name simple
monoesters;
• Get students to draw structures
from names and name esters from
structures
• explain the physical properties of
• Look at structure of ester – relate
simple monoesters by making
reference to intermolecular
to boiling points and solubility –
attractions;
compare to alkanes, alcohols etc.
of similar mass
4.9.5
• recall that esters can be formed from
alcohols using carboxylic acids or
acyl chlorides;
• Revise from Mod.2 – formation of
esters from alcohols and carboxylic
acids
• Look at alternative method from
acyl chlorides – compare methods
– acyl chlorides go to completion
and ester only liquid product
4.9.6
• recall the laboratory preparation of a
liquid ester from a carboxylic acid
and an alcohol;
• Pupil Expt: Preparation of Ester
from Primary Alcohol and Carb.
Acid
80
Resources
Power Point – esters,
fats+oils
Risk/Safety
Assessment
Time
1hr
www.bbc.co.uk/dna
/h2g2/A840322
good explanation for
naming esters
Conc. H2SO4
Ethanol
Ethanoic acid
Anti-bump granules
Quickfit apparatus
Anhydrous CaCl2
Na2CO3 solution
Use of corrosive
1hr
H2SO4 – wear gloves
and safety glasses
throughout
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
4.9.7
4.9.8
Learning Outcomes
Students will be able to
• recall acid and base catalysed
hydrolysis of esters;
• recall structure of fats as esters of
propane-1,2,3-triol (glycerol) and
fatty acids;
Suggested Teaching Strategies
• Go over conversion of esters to
corresponding alcohol and either
carb. acid or sodium salt using
acid/base hydrolysis
• Examples of reactions – soap
making
• Pupil expt: Making Soap
• Look at structure of glycerol and
oleic/stearic acids – ester bond
formed to make into fat – show
example – Power Point slide
• Get students to draw structure of
ester resulting from each of these
81
Resources
Handout: Fats and
Oils
soap method in this
Methylated spirits
(12.5ml)
Propan-2-ol (12.5ml)
Sodium hydroxide
pellets (1.0g)
Suet (1.5g)
Glycerol (2ml)
Sodium chloride (5g)
Universal indicator (23 drops)
Heating mantle
Condenser and tubing
Retort stand and
clamp
100ml pear-shaped
flask
2 x 250ml beakers
2 x spatulas
measuring cylinders –
2 x 25ml, 1 x 10ml
Bunsen, ceramic mat,
tripod and gauze
Risk/Safety
Assessment
Corrosive NaOH –
wear gloves and
goggles throughout
Ethanol – highly
flammable – keep
away from naked
flames
Time
1½hr
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
4.9.9
4.9.10
4.9.11
4.9.12
4.9.13
4.9.14
4.9.15
Learning Outcomes
Suggested Teaching Strategies
Students will be able to
• recall that oils and fats can be
hardened by catalytic hydrogenation;
• Revise from Mod2 – catalytic
hydrogenation due to C=C –
revise saturated and unsaturated –
discuss health issues
• define the term ‘iodine value’ and
• Definition of iodine value – relate
appreciate its significance in terms of
to bromine addition across double
structure;
bond from Mod.2
• Iodine values giving idea of degree
of saturation of fat/oil
• recall experimental determination of • Go through experimental method
iodine values;
– see handout
• calculate iodine values given
• Calculations involving iodine
appropriate experimental data;
values – give worked example,
then let students work at
Resources
Time
1hr
Handout: Fats and
Oils
• define term saponification value and • Introduce saponification values as Handout: Fats and
appreciate its significance in terms of
number of mg of KOH needed to Oils
structure;
neutralise the fatty acids formed by
complete hydrolysis of 1g of fat or
oil
• calculate saponification values given • Go through worked example in
appropriate experimental data; and
handout
• Get students to work through
• appreciate contribution of
calculations
polyunsaturates and polysaturates to
healthy/unhealthy diets.
• Discuss importance of fats in diet
– consequences of high saturated
intake etc.
82
Risk/Safety
Assessment
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
4.10 Periodic Trends
Specification
Reference
Learning Outcomes
Students will be able to
• Recall variation in the character of
oxides and chlorides across third
period, sodium to chlorine
Suggested Teaching Strategies
• Revise trends across period from
AS Mod.1 – electronegativity,
m.pt, electrical conductivity,
atomic and ionic radius etc.
• Students to split into small groups
– each to take trend and within
group, explain, then explain to
class
4.10.1
• Oxides: Na2O, MgO, Al2O3, SiO2,
P4O10, SO2, SO3 and Cl2O7 limited to
formulae, type of bonding, structures
(excluding P4O10), classification as
acidic, basic or amphoteric and the
reaction of the compounds with
water (if any). Write equations for
reactions which occur between these
oxides and given simple acids and
bases; and
4.10.2
• Chlorides: NaCl, MgCl2, Al2Cl6, PCl5 • Students to write equation for
limited to formulae, type of bonding,
formation – look at exothermic
structures and reaction with water (if
nature of sodium and chlorine –
any).
video clip from internet
Resources
Handout: Physical
Trends across Period
3
• Revise reactions of Period 3
elements with water – students to
write equations
• Get students to write equations for
formation of Period 3 oxides
• Pupil Expt: Investigating Period 3
oxides
• Students to carry out range of tests
to determine variety of properties
– solubility, pH of solution etc.
Chemistry in Context
• Students to write equations for all Lab Manual –
reactions
Practical 19 Expt B
• Students to use structure to explain
conductivity of oxides when
molten
83
Risk/Safety
Assessment
Time
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
Learning Outcomes
Suggested Teaching Strategies
Resources
• Students to write equations for
formation of chlorides
• Pupil Expt: Investigating Period 3
Chlorides
• Students to write equations for
reactions
• Discuss structure and relate to
properties – electrical conductivity
www.popsci.com/p
opsci/how20/3a9a7
5733cf0e010vgnvcm1
000004eecbccdrcrd.h
tml?s_prop16=%20R
SS:how2
fantastic video of NaCl
formation to make salted
popcorn
Students will be able to
4.10.2 (cont.)
Chemistry in Context
Lab Manual –
Practical 19 Expt C
84
Risk/Safety
Assessment
Time
CCEA Exemplar Scheme of Work: GCE Chemistry
4.11 Environmental Chemistry
Specification
Reference
Learning Outcomes
Suggested Teaching Strategies
Resources
Risk/Safety
Assessment
Time
Students will be able to
Air pollution
4.11.1
4.11.2
4.11.3
• recall that the ‘Greenhouse Effect’
of a gas (e.g. CO2) depends on its
atmospheric concentration and
ability to absorb IR radiation;
• Revise ‘Greenhouse Effect’ from
KS4 – how it works – show
animation – students to make
notes based on animation
• describe and explain how conc. of
CO2 in atmosphere depends on
natural processes including
photosynthesis, respiration and sol.
of gas in surface waters;
• Look at carbon cycle – production
of CO2 and intake in natural
processes should balance levels –
fossil fuel combustion leading to
large increase in CO2
• recall that combustion of nonrenewable hydrocarbon fuels is
causing increase in atmospheric conc
of CO2;
85
1hr
www.earthguide.ucs
d.edu/earthguide/d
iagrams/greenhouse
/
animations of how
Greenhouse Effect works
www.elmhurst.edu/
~chm/vchembook/
306carbon.html
info on carbon cycle and
links to Greenhouse Effect
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
Learning Outcomes
Suggested Teaching Strategies
Resources
Students will be able to
Pollution of
water
4.11.5
4.11.6
• recall that nitrates are source of
water pollution;
• recall that used of fertilisers in
agriculture can be a source of water
pollution;
• Revise water pollution from KS4 –
fertilisers and detergents – nitrates Handout: Water
Pollution
and phosphates content lead to
plant growth in water
• Discuss what problems this could
cause – re-introduce eutrophication
definition as vigorous plant growth
owing to the decay of dead matter, leading
to lower oxygen levels in the water
• If time, students could look at
local water supplies – test nitrate
and phosphate levels using testing
kits
4.11.7
• describe advantages and
disadvantages of using artificial and
natural fertilisers;
4.11.8
• recall strategies to control, reduce
and manage water pollution;
• Investigate what is safe level –
compare to findings
• Discuss use of natural and madmade fertilisers – tie in to %
composition calculations
• Look at advantages and
disadvantages – Handout on Water www.en.wikipedia.o
Pollution
rg/wiki/Eutrophica
tion#Prevention_an
• Look at treatment of water
d_reversal
pollution – prevention – fining for good link to water
large waste dumping
pollution treatment
86
Risk/Safety
Assessment
Time
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
Learning Outcomes
Suggested Teaching Strategies
Resources
Students will be able to
Waste disposal
4.11.9
4.11.10
4.11.11
• recall that solid domestic and
industrial waste contains high
percentage of polymers;
• describe advantages and
disadvantages of landfill and waste
incineration; and
• recall strategies to control, reduce
and manage the amount of polymer
waste (including recycling).
• Students to research amount of
household waste dumped each
year – highlight importance of
recycling where possible
• Discuss problems with
polymers/plastics – nonbiodegradable
• Discuss how most plastic waste is
disposed – landfill and
incineration
• If time, students could research in
small groups and debate landfill vs
incineration – websites suggested
give good data for both – if short
of time – handout on Plastics
Disposal
87
Handout: Plastics
Disposal
www.foe.co.uk/pub
sinfo/briefings/htm
l/20011220155157.ht
ml
simple facts of plastics
disposal and
environmental effects –
covers everything including
recycling and
biodegradable plastic usage
Risk/Safety
Assessment
Time
CCEA Exemplar Scheme of Work: GCE Chemistry
88
CCEA Exemplar Scheme of Work: GCE Chemistry
Unit A2 2:
Analytical, Transition Metals,
Electrochemistry and
Further Organic Chemistry
89
CCEA Exemplar Scheme of Work: GCE Chemistry
5.1 Mass Spectrometry
Specification
Reference
5.1.1
Learning Outcomes
Students will be able to
• recall the meaning of and to identify
base peak, molecular ion peak, M+1
peak and fragmentation ions in a
mass spectrum;
5.1.2
• suggest formulae for the fragment
ions in a given mass spectrum;
5.1.3
• distinguish between molecules of
similar RMM using high res mass
spec and very accurate RAM; and
• explain the reasons for linking mass
spectrometer to GLC.
Suggested Teaching Strategies
• Revise mass spectrometry from
Mod.1 – what used for, detection
of positive ions
• Revise calculation of RAM from
spectrum
• Look at molecular spectrum e.g.
ethanol – features, why peak at 47
etc. – name base peak, M, M+1,
how M-1 occurs etc.
• Look at simple mass spec –
pentane given in handout –
students to deduce ions fragments
that are responsible for labelled
peaks
• Look at isomers – fragmentation
pattern can be used to distinguish
– examples in handout
• Discuss chromatography from
KS3 – used to separate substances
– GC works in same way, mass
spec allows analysis – GCMS
combines these
• Very small amounts of substances
can be analysed and detected –
application to forensic analysis
90
Resources
Risk/Safety
Assessment
Time
1½hrs
Handout: Mass Spec
A2
Homework: Problems
on Mass Spectra
www.unsolvedmyste
ries.oregonstate.edu
/GCMS_05.shtml
excellent animation of how
GCMS work
CCEA Exemplar Scheme of Work: GCE Chemistry
5.2 NMR Spectorscopy
Specification
Reference
Learning Outcomes
5.2.1
Students will be able to
• understand the difference between
low and high resolution NMR;
5.2.2
• understand the reasons for use of
TMS as a standard;
5.2.3
• recognise chemically equivalent
hydrogen atoms (protons);
• understand that chemical shifts
depend on chemical environment of
hydrogen atoms;
5.2.5
• use integration curves to determine
the relative number of protons in
different chemical environments;
Suggested Teaching Strategies
Resources
• Look at limitations of mass spec –
Handout: NMR Intro
difficult to tell what’s bonded to
what – introduce NMR as way of
telling what environment
hydrogens are in
• Go through briefly how it works –
spin of nuclei in 1H
• Remind students of standard used
in mass spec – importance –
introduce TMS as standard here –
draw structure – can they see
anything in particular? Chemically
equivalent hydrogens
• All others compared/measured
relative to this
• Explain what ‘chemically
equivalent hydrogens’ mean – give
simple examples e.g. propanone
etc.
• Show NMR spectrum low res. for
ethanol – series of peaks relative to
TMS peak – introduce chemical
shifts – how different the
hydrogen atoms are to those on
TMS – difference of environment
• Students try to assign peaks in low
res. NMR
• Explain peak integration –
proportional to number of
91
Risk/Safety
Assessment
Time
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
Learning Outcomes
Suggested Teaching Strategies
Resources
Risk/Safety
Assessment
Time
Students will be able to
5.2.5 (cont.)
5.2.5
• apply the n+1 rule to analyse spinspin splitting, limited to singlets,
doublets, triplets, quartets where n is
the number of hydrogen atoms on
an adjacent carbon atom; and
•
•
•
•
5.2.6
• deduce a molecular formula from an
NMR spectrum, limited to simple
organic compounds.
hydrogens/protons in each
environment – show examples –
students to try
Look at limitations of low res
NMR in determining structure
Show high res spectrum
Explain spin-spin splitting – effect
of neighbouring protons on other
protons
Introduce n+1 rule – show
examples
• Give students different NMR
spectra to interpret – in handout
www.chemistry2.csu
dh.edu/newstuff/st
artnmrexplorer.html
god exercises allowing
students to assign peaks to
different proton groups –
all high res
www.chem.purdue.e
du/gchelp/nmr/eto
ac4.html
examples of NMR easily put into word
documents
www.chemguide.co.
uk/analysis/nmr/hi
ghres.html#top
good explanation of
NMR with examples
92
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
5.3 Volumetric Analysis
Specification
Reference
5.3.1
5.3.2
Learning Outcomes
Students will be able to
• titrate edta with magnesium and
calcium ions using eriochrome black
T;
• titrate iodine with sodium
thiosulphate ions using starch as an
indicator and estimate oxidising
agents such as hydrogen peroxide
and iodate ions by their reactions
with XS potassium iodide;
Suggested Teaching Strategies
Resources
• Revise good titration technique
from AS Mod.1
• Look at structure and use of edta4in shampoos etc. to soften hard
water
• Revise ions causing hard water –
Ca2+/Mg2+ - complexes with edta
to remove
• Introduce new indicator –
eriochrome black T – colour
change from red to blue at end
point
• Pupil Expt: Determination. of
Magnesium ions using edta
• Discuss use of buffer
EXPT:
Determination. of
Mg2+ using edta
edta solution (0.05M)
eriochrome black T
indicator
buffer solution (pH
10)
MgSO4solution (0.5M)
• Revise redox titrations using iodine
and thiosulphate ions from AS
Mod.1
• Go over choice of indicator –
point when added during titration
• Pupil Expt: to determine conc. of
H2O2
Chemistry in Context
• Students to react H2O2 and XS KI Lab Manual Practical
4, Expt.1
to liberate I2
• This is titrated against standard
Alternative – Expt.2 –
Na2S2O3 solution
Determining % Cu in Brass
• Students calculate conc of H2O2
93
Risk/Safety
Assessment
Time
1hr
Wear safety glasses
1hr
Irritant – clean up
spillages straight
away and wear
safety goggles
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
5.3.3
5.3.4
5.3.5
Learning Outcomes
Suggested Teaching Strategies
Students will be able to
• titrate acidified potassium manganate • Look at unbalanced ionic half
(VII) with iron (II) and other
equations for reaction of Fe2+ with
reducing agents;
MnO4- – get students to combine
• deduce titration equations given the • Discuss colour change of
half equations for the oxidant and
potassium manganate (VII) – used
reductant; and
as indicator for reaction
• Pupil Expt: Titration of Fe2+ with
MnO4- to calculate stoichiometry
of reaction
• Pupils titrate iron (II) against
potassium manganate (VII) –
known conc. of both
• To use titration values obtained to
work out molar ratio in reaction
• evaluate the techniques used in
• Get pupils into groups – to come
experimental activity and recognise
up with limitations and
the limitations of these.
inaccuracies in titrations –
overshooting end point etc.
5.4 Colorimetry – to be covered in transition metal
5.5 Chromatography – to be covered in amines.
94
Resources
Risk/Safety
Assessment
EXPT: Titration of
Iron (II) with
Potassium Manganate
(VII)
Wear safety goggles
and clean up
spillages straight
away
KMnO4 (0.02moldm-)
Ammonium iron (II)
sulphate solution
(0.05moldm-3)
H2SO4 (1.0moldm-3)
Titration apparatus
Time
1½hr
CCEA Exemplar Scheme of Work: GCE Chemistry
5.6 Transition Metals – General Properties
Specification
Reference
5.6.1
5.6.2
Learning Outcomes
Students will be able to
• recall that transition metals or their
ions have an incomplete d-shell,
variable oxidation states, catalytic
activity and form coloured
complexes; and
• deduce the electronic configuration
of transition metals and their ions
and explain their stabilities based on
the filling of the sub-shells.
Suggested Teaching Strategies
Resources
• Look at transition metals on
Periodic Table – get students in
groups to discuss and list as many
uses of them as they can – should
come up with several as catalysts –
Haber Process, Contact Process,
Hydrogenation of veg.fats etc.
Come back and discuss as class
• Define transition element as one
which has partially filled d subshell
• Get students to give electronic
configurations from Scandium to
zinc
• Revise spdf from AS Mod.1 – 4s
before 3d – exceptions in Cr and
Cu
• Why are Sc and Zn not defined as
transition metals
• Look at ion formation – s lost
first, then d electrons
• Prop of transition metals –
coloured compounds, variable
oxidation states
• Explain how colour arises –
transitions between d orbitals
95
Risk/Safety
Assessment
Time
1½hrs
Advanced Chemistry
– M.Clugston &
R.Flemming
Pg 254 –Table of
variable ox.states
Worksheet: TM
Worksheet 1
CCEA Exemplar Scheme of Work: GCE Chemistry
5.7 Transition Metals – Complexes
Specification
Reference
Learning Outcomes
5.7.1
•
5.7.2
•
5.7.3
•
5.7.4
•
5.7.6
•
5.7.9
•
5.7.11
•
Students will be able to
understand that complexes consist
of a central metal atom or ion
surrounded by a number of ligands,
defined as anions or molecules
possessing lone pairs of electrons;
explain that ligands are molecules or
atoms that contain a lone pair of
electrons which can be donated to
transition metal atom or ion;
explain the meaning and deduce
coordination numbers in complexes;
deduce the oxidation number of
transition metals in complexes and
use them to explain redox and
disproportionation reactions;
understand the distinction between
monodentate, e.g. Cl-, H2O, NH3
and bidentate, e.g. NH2CH2CH2NH2
(en) and polydentate ligands (edta);
recall that transition metal ions
usually form tetrahedral complexes
with large ligands e.g. Cl-;
recall that platinum forms square
planar complexes;
Suggested Teaching Strategies
• Introduce term “complex ion” –
define as central metal ion
surrounded by anions or molecules
(ligands)
• Define ligand – neutral molecule
or ion that possesses lone pairs of
electrons that it donates via dative
bond – give examples – H2O,
NH3, Cl-, CN- etc.
• Give examples of formulae –
coordination number as number of
coordinate bonds from ligands to
central metal ion – naming
complexes
• Get students to work out
oxidation numbers
• Discuss examples of ligands –
numbers of lone pairs of electrons
mean some can form more than
one coordinate bond – introduce
terms monodentate, bidentate,
hexadentate – give examples – en
and edta structure
• look at shape of complexes –
based on coordination numbers
• cis-platin as example of complex –
square planar – isomerism of
complex – anti-cancer usage
96
Resources
Risk/Safety
Assessment
Time
1½hrs
Advanced Chemistry
– M.Clugston &
R.Flemming
Pg 254 –Table of
variable ox.states
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
5.7.7
5.7.8
Learning Outcomes
Students will be able to
• explain the relative strengths of
ligands and to demonstrate them
experimentally; and
• explain ligand replacement in terms
of positive entropy changes, e.g. a
bidentate ligand displacing two
monodentate ligands.
Suggested Teaching Strategies
• Pupil Expt: Copper Complexes
• Pupils carry out series of
experiments by adding different
ligands to [Cu(H2O)6]2+
• Look at equations for ligand
replacement – students to write
equations for various ligand
replacement reactions
• Give examples of ligand
replacement reactions – recap
entropy – reaction spontaneous if
products result in more disorder
than reactants e.g. replacing water
as ligand with edta
97
Resources
EXPT: Copper
Complexes
CuO
Dil. H2SO4
NaOH (1M)
NH3 (1M)
Conc.HCl
Iron filings
Risk/Safety
Assessment
Time
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
5.8 Transition Metals – Oxidation States
Specification
Reference
5.8.1
5.8.2
5.8.3
5.8.4
5.8.5
Learning Outcomes
Students will be able to
• recall the colours of the aqueous
complexes of Cr3+, Cr(VI), Mn2+,
Fe2+, Fe3+, Co2+, Ni2+, Cu2+, V2+, V3+,
V(IV), V(V);
• use as qualitative detection tests the
formation of precipitates of the
hydroxides of Cr3+, Mn2+, Fe2+, Fe3+,
Co2+, Ni2+, Cu2+ with NaOH(aq) and
NH3(aq) and, where appropriate, their
dissolution;
• recall the reduction of VO2+, by zinc
in the presence of acid, to form
VO2+, V3+ and V2+;
• deduce, given appropriate Eθ values,
reagents for the interconversion of
vanadium between its oxidation
states; and
• prepare chrome alum by the
reduction of potassium dichromate
and prepare potassium dichromate
by the oxidation of a chromium (III)
salt.
Suggested Teaching Strategies
• Give out table of colours of
aqueous complexes
• Pupil Expt: Complex Reactions
with NH3 and NaOH
• Students to look at reactions of
aqua complexes with NaOH and
NH3
• Write equations for reactions
• Look at ligand displacement and
colours
• Look at colour changes of VO2+
when reduced using zinc in
conc.HCl – colour changes from
yellow to blue to blue-green to
violet
• To be covered in electrode potentials,
5.11
Resources
Risk/Safety
Assessment
Time
1hrs
Advanced Chemistry
– M.Clugston &
R.Flemming
Pg 365 – reduction of
vanadium using zinc
www.chemguide.co.
uk/inorganic/transi
tion/vanadium.html
#top
good explanation of
reduction of vanadium
using zinc
Worksheet: TM
Worksheet 2
• Discuss alums – double salts – give
gen. Formula
• Go through method for making
K2Cr2O7 from CrCl3.6H2O
• Pupil Expt: Making Chrome Alum
• Pupils to make chrome alum from
potassium dichromate
98
EXPT: ALUMS
K2Cr2O7
Ethanol
Conc. H2SO4
Toxic nature of
K2Cr2O7 - carry out
in fume cupboard
conc. H2SO4
v.corrosive – wear
gloves when
handling
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
5.9 Transition Metals – Catalytic Behaviour
Specification
Reference
5.9.1
5.9.2
Learning Outcomes
Students will be able to
• explain the use of transition metals
as heterogeneous catalysts, based on
mechanisms involving
chemisorption; and
• recall use of transition metals, such
as nickel in the hydrogenation of
C=C, platinum-rhodium in the
oxidation of ammonia, iron in the
formation of ammonia and
vanadium pentoxide in the
manufacture of sulphuric acid.
Suggested Teaching Strategies
• Recap homogeneous and
heterogeneous catalysis from AS
Mod.2
• Introduce method for how catalyst
works – chemisorption as reactants
being held to surface of catalyst by
chemical forces – weakens bonds
in reactants, so lower Ea
• Go over examples of transition
metals as catalysts – Ni in
hydrogenation of veg oils, iron in
Haber, V2O5 in Contact process
• Use of Pt in catalytic converter and
in conversion of ammonia in
making HNO3 industrially
99
Resources
Risk/Safety
Assessment
Time
½hr
www.chemguide.co.
uk/physical/catalysi
s/introduction.html
how heterogeneous catalysis
works – good diagrams
explaining chemisorption
CCEA Exemplar Scheme of Work: GCE Chemistry
5.10 Transition Metals – Applications of Transition Metal Complexes
Specification
Reference
5.10.1
Learning Outcomes
Students will be able to
• recall the use of and outline the
mode of action of cisplatin as an
anti-cancer drug;
Suggested Teaching Strategies
• Revise shape of cis-platin and look
at how it works as anti-cancer drug
• Idea that by bonding to DNA,
inhibits replication of cancerous
cells
• Students could research this at
home – suggested websites
5.10.2
• explain role of iron(II) in
• Idea that haemoglobin is complex
haemoglobin in the transportation of
ion with Fe2+ at centre
oxygen in blood and the poisonous
• Oxygen attaches itself via a
nature of carbon monoxide; and
coordinate bond in lungs to form
oxyhaemoglobin
• CO and CN- will bond more
strongly than O2 – effective
poisons – O2 can’t get to cells
5.10.3
• explain role of edta in sequestering
calcium ions and thus preventing the
clotting of blood and the softening
of water.
• Revise edta reaction with Ca2+ to
soften water from volumetric
analysis earlier in module
• Get students to research use of
Ca2+ and edta in medicine – anticlotting agent in blood – used for
haematology studies
100
Resources
WS: Worksheet 3
www.uq.edu.au/vdu
/HDUAnticoagulan
ts.htm
website explaining mode of
action of Ca2+ and edta
Risk/Safety
Assessment
Time
½hr
CCEA Exemplar Scheme of Work: GCE Chemistry
5.4 Colorimetry
Specification
Reference
5.4.1
Learning Outcomes
Students will be able to
• explain how colorimetry can be used
to determine the formula of a
coloured cmplex such as
[Fe(SCN)(H2O)5]3+ and
[Cu(NH3)4(H2O)2]2+;
• continuing colorimetry; and
Suggested Teaching Strategies
• Idea that technique is used, like
titration, to work out
concentrations
• Specifically used for coloured
solutions/reactions where colour
changes steadily as reaction
proceeds – link to transition metals
• Like all instruments, needs to be
calibrated – idea of calibration
graph of number of standard
solutions, then unknown measured
and plotted on graph
• Pupil expt: Determining iron conc.
in aluminium foil
• Students to complex iron(II) to
thiocyanate – measure range of
solution of known conc.
• Make up aluminium foil and
students use its intensity value to
work out conc. of iron in
aluminium
101
Resources
Risk/Safety
Assessment
Time
Power Point –
Aromatic Chemistry
(includes amines,
nitriles and amides)
½hr
Colorimeters
Ammonium iron (III)
sulphate 0.865g/l
Potassium thiocyanate
20%
Nitric acid 4.0M
Aluminium foil
sample solution
(Dissolve 5.0g of
kitchen foil in a litre
beaker with 250ml of
conc.HCl - add 25ml
of 20 vols H2O2. Boil
down for
approximately 5
minutes.
Add 400ml of 4M
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
Learning Outcomes
Suggested Teaching Strategies
Resources
Students will be able to
• continuing colorimetry.
• Pupil Expt: students to use Job’s
method to work out stoichiometry
of ligand replacement of hexaaqua
copper(II) and NH3(aq)
102
HNO3, boil for a
further four minutes
and cool.
Transfer to a 5l
vol.flask and dilute
with dist.H2O)
Ammonium sulphate
2.0M
Copper sulphate 0.1M
Ammonia solution
0.1M
Colorimeters
590nm filters
Risk/Safety
Assessment
Time
CCEA Exemplar Scheme of Work: GCE Chemistry
5.11 Electrode Potentials
Specification
Reference
5.11.1
Learning Outcomes
Students will be able to
• appreciate that when two dissimilar
metals are connected by a wire are
dipped into a conducting liquid, an
electric current will flow in the wire;
Suggested Teaching Strategies
• Revise redox reaction of metals –
based on reactivity – idea that one
metal stronger than other, so one
will tend to lose electrons – this
can be shown by joining two halfcells
• If difference measured, emf value
obtained
5.11.2
• use emf measurements to construct a • The more positive the emf value,
reactivity series;
the more reactive the species
5.11.4
• use tables of standard electrode
potentials to predict feasibility and
direction of reactions and to
calculate the emf; and
• How these values can be used to
predict whether reaction will occur
– if negative, does not occur,
positive, will occur
• Talk about set-up – salt bridge
used – discussion why this and not
electrical wire
• Pupil Expt: Electrochemical cells
Resources
Handout: Electrode
Potentials Notes –
worksheet attached
Chemistry in Context
Lab Manual –
Practical 11
Zn Cu Fe electrodes
Zn2+, Fe2+, Cu2+
solutions
103
Risk/Safety
Assessment
Time
1½hrs
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
5.11.3
Learning Outcomes
Students will be able to
• define standard electrode potentials
and explain the construction and
significance of the hydrogen
electrode.
Suggested Teaching Strategies
• Idea that to compare electrode
potential values, have to be
measured relative to standard –
hydrogen half-cell used
• What are standard conditions?
Revision from AS Mod.2
Energetics
• Show hydrogen electrode – get
students to discuss why platinum
used as electrode
• Show diagrams and set-up
• Show example calculations for Eθ
of various cells
• Students to try calculations
104
Resources
Risk/Safety
Assessment
Time
1hr
Worksheet – at back
of handout
CCEA Exemplar Scheme of Work: GCE Chemistry
5.12 Arenes
Specification
Reference
5.12.1
5.12.2
5.12.3
Learning Outcomes
Students will be able to
• explain structure and shape of
benzene molecule with reference to
delocalised Π electrons;
• explain the reactivities of benzene
and alkenes related to the relative
stabilities of the pi electron systems,
eg resistance of benzene to addition
of bromine;
• explain the mechanism of the
monohalogenation of benzene by
bromine and a catalyst;
Suggested Teaching Strategies
• Get students to find examples of
aromatic compounds that they
have heard of before – TNT etc.
• Go through naming aromatic
compounds
• Introduce benzene as simplest
aromatic structure – talk about
disputed structure
• Get them to predict reactions of
Kekule structure – alkene revision
from AS Mod2.
• Look at evidence for delocalised
structure – x-ray diffraction,
enthalpy for hydrogenation,
addition reaction with benzene
• Show tutorial from internet
• Why delocalised structure resist
addition? Talk about stability of
delocalised ring
• Recap why benzene doesn’t
undergo addition reactions
• Idea that benzene undergoes
electrophilic substitution reactions
• Mechanism for reaction with
bromine – formation of
bromobenzene
105
Resources
Power Point –
Aromatic Chemistry
(includes amines,
nitriles and amides)
Risk/Safety
Assessment
Time
1hr
Homework:
Worksheet 1
www2.wwnorton.co
m/college/chemistr
y/gilbert/tutorials/c
h12.htm
excellent interactive
tutorial of benzene
structure
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
Learning Outcomes
Suggested Teaching Strategies
Resources
Risk/Safety
Assessment
Time
Students will be able to
5.12.3 (cont.)
5.12.4
• explain the mechanism of
mononitration of benzene by
conc.HNO3 and conc.H2SO4 viewed
as electrophilic substitution by
addition of nitronium ion and
elimination of hydrogen ion; and
5.12.5
• prepare methyl-3-nitrobenzoate
from methyl benzoate to illustrate
nitration of the benzene ring.
• Get students to think about
mechanism – if electrophilic, needs
to be a positive species to attack
benzene – bromine non-polar
• Idea of FeBr3 as catalyst, but also
www.cem.msu.edu/
polarises halogen molecule
~reusch/VirtualTex
• Talk about formation of nitronium t/benzrx1.htm
ion from conc. HNO3 and H2SO4 good animation of
mechanism
• Go through mechanism – why
o
temp kept under 60 C – prevent
formation of tri-substituted rings
• Pupil Expt: Nitration of methyl-3nitrobenzoate
EXPT: Prep of
methyl-3nitrobenzoate
Methyl benzoate
Conc. HNO3
Conc. H2SO4
Ethanol
Buchner funnel
Homework: Arenes
Worksheet 2
106
Corrosive nature of
conc. nitric and
sulphuric – wear
gloves and keep in
fume cupboard
where possible
Flammable ethanol
– do not heat
directly – heat in
water bath
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
5.13 Amines
Specification
Reference
5.13.1
5.13.2
5.13.3
5.13.4
5.13.5
5.13.6
Learning Outcomes
Suggested Teaching Strategies
Resources
Students will be able to
Power Point – Amines
• write the general formula for amines, • Revise amine functional group
CnH2n+1NH2;
from AS Mod.2 – RNH2
• recall the molecular and structural
• Show example of amines they
formulae of amines with up to six
might meet - phenylalanine,
carbons (refer to primary, secondary
adrenaline, putrescine etc. –
and tertiary structure);
structure – point out amine
functional group – what other
functional groups are present?
• use IUPAC rules to name amines
• Go through naming amines – idea
containing up to six carbon atoms;
that like alcohols and
halogenoalkanes, there are primary,
secondary and tertiary amines –
show structure
• refer to the effect of hydrogen
• Look at amine functional group –
bonding on boiling point and
get students to works out polarity
miscibility with water;
– what properties would they
expect amines to have, based on
Nδ-- Hδ+
• recall formation of primary aliphatic • Revise formation of amines from
amines by reduction of nitriles and
AS Mod.2 – halogenoalkanes with
the reaction of ammonia on alkyl
ammonia – note formation of
halides;
primary, seocdary and tertiary
amines
• Revise nitrile functional group
from A2 Mod.1 – show reduction
using lithal
• explain formation of phenylamine by • Show structure of phenyl amine –
reduction of nitrobenzene using tin
method for formation using
and hydrochloric acid, to the
reduction of nitrobenzene – idea
107
Risk/Safety
Assessment
Time
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
5.13.6 (cont.)
Learning Outcomes
Students will be able to
phenylammonium salt and liberation
of the free amine by addition of
alkali;
5.13.8
• recall formation of salts by reaction
of amines with mineral acids and
liberation of amines with their salts
using alkali;
5.13.9
• explain relative basic strength or
ammonia, primary aliphatic amines
and phenylamine using the
availability of the lone pair of
electrons on nitrogen;
5.13.10
Suggested Teaching Strategies
that reaction with tin and conc.
HCl produces ammonium chloride
salt, which has to be reacted with
alkali to release amine
• Relate amines to ammonia
reactions – act as bases as they are
electron donors due to lone pair of
e- on nitrogen
• Look at reactions of amines with
dil.HCl and H2SO4 – students to
write equations
• Recap what is meant by base
according to Lewis theory –
electron pair donors – availability
of electron pair governs how
strong base is – compare
ammonia, primary aliphatic amines
and phenylamine – look at ewithdrawing power of aromatic
ring
• Look at amine functional group –
• recall reactions of amines with
as well as base, get students to
ethanoyl chloride and use this
decide else – they act as nucleophiles
reaction to identify unknown amines;
• Pupil Expt: Amine Reactions
• Pupils look at their reactions as
bases, ligands and nucleophiles
• Observe precipitate formed with
ethanoyl chloride – relate back to
similarity with 2,4-DNPH and
carbonyl compounds – use in
108
Resources
Risk/Safety
Assessment
Time
1½hrs
Handout: Comparing
the Strength of
Amines
Chemistry in Context
Lab Manual –
Practical 34 – Amines
Expt A, B, C
Ethanoyl chloride
Corrosive nature of
ethanoyl chloride –
wear gloves when
handling
Toxicity of NaNO2
– do whole of expt
C in fume cupboard
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
Learning Outcomes
Suggested Teaching Strategies
Resources
Risk/Safety
Assessment
Time
Students will be able to
5.13.10
(cont.)
5.13.11
identifying amines
• Look at nitrous acid reaction
• How nitrous acid is formed –
reaction with HNO2 – fizzing etc.
• explain the reaction of ethylamine
and phenylamine with nitrous acid
and to compare the stability of the
diazonium ions formed;
• explain the formation of benzene
diazonium chloride from
phenylamine and its conversion to
phenol and to iodobenzene;
• Look at reaction from previous
lesson of butylamine with nitrous
acid – compare with aromatic
amine – added stability of benzene
ring means benzene diazonium ion
stable at <5oc
• Look at reactions of benzene
diazonium ion – reaction to form
iodibenzene and phenol – see
powerpoint
• recall the coupling of diazonium ions • Look at coupling reactions as
joining of rings by azo group –
with phenol;
show phenol and phenylamine as
example
• Pupil Expt: making azo dyes
• Due to toxicity of phenol and
ohenylamine, alternative method
using naphthalene-2-ol and ethyl 4aminobenzenecarboxylate
• Colour of azo compound – get
pupils to draw structure of
resulting azo compound
109
Butylamine
Universal indicator
Dil. HCl
CuSO4 solution
NH3 (1M)
NaNO2
Dil HCl (1M)
2hrs
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
5.13.11
(cont.)
Learning Outcomes
Students will be able to
• recall use of azo compounds such as
dyestuffs and indicators; and
• explain colour of compounds such
as dyestuffs and indicators based on
extent of delocalisation of electrons
leading to the closer proximity of
electronic energy levels.
Suggested Teaching Strategies
• Where used – indicators – give
structure of methyl orange as
example
• Why so coloured? Transitions due
to delocalisation of electrons
across azo n=n to both rings
110
Resources
Worksheet: Amines
Revision Questions
Worksheet: Amines
Quick Test
Risk/Safety
Assessment
Time
CCEA Exemplar Scheme of Work: GCE Chemistry
5.14 Amides
Specification
Reference
5.14.1
5.14.6
Learning Outcomes
Suggested Teaching Strategies
Students will be able to
• write the general formula for amides, • Introduce amide functional group
RCONH2, where R is an alkyl group;
– link back to amine derivatives
with ethanoyl chloride
• recall molecular and structural
formulae of amides with the R group • Uses of amides – polymers –
containing up to five carbon atoms;
Kevlar and Nylon, lidocaine dental
anaesthetic
• Look at functional group –
students to predict solubility etc. –
why high compared to other
molecules of similar RMM?
• use IUPAC rules to name amides
• Demonstrate naming from
with up to six carbon atoms per R
structure etc. – students to try
group present;
examples
• recall the preparation of amides via
• Look at preparation of amides
the reaction of carboxylic acids with
from carboxylic acids – making
ammonia and the reaction of amines
ammonium salt, then heating to
with acyl chlorides;
make amide
• Get students to write equation for
ethanamide – what acid used?
• Addition of conc.NH3 to acyl
chloride to make amide and HCl
• Combination of HCl with excess
ammonia to produce ammonium
chloride
• recall the dehydration of amides with • Formation of nitrile from
phosphorus pentoxide to form
dehydration of amide
nitriles; and
• P2O5 used as dehydrating agent,
and heated
111
Resources
Power Point – Amides
Risk/Safety
Assessment
Time
1hr
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
5.14.7
Learning Outcomes
Students will be able to
• explain basicity of amides relative to
amines by referring to delocalisation
of the lone pair on the nitrogen
atom.
Suggested Teaching Strategies
Resources
• Amides as neutral molecules – very
low tendency to attract electrons
• Why so different from amines in
basic character? C=O pi bond
overlaps with lone pair of e- on
nitrogen – delocalisation of lone
pair
www.chemguide.co.
uk/organicprops/a
mides/other.html#t
op
good explanation of
basicity including
diagrams
112
Risk/Safety
Assessment
Time
CCEA Exemplar Scheme of Work: GCE Chemistry
5.15 Amino Acids
Specification
Reference
5.15.1
Learning Outcomes
Students will be able to
• recall the formula of glycine and
alanine;
5.15.2
• explain the optical activity of amino
acids;
5.15.3
• explain the solubility of amino acids
in water and their relatively high
melting points;
• explain the formation of dipolar ions
(zwitterions) from amino acid
molecules;
5.15.4
Suggested Teaching Strategies
• Look at structure – combination of
carboxylic acid and amine groups
• Give students structure of glycine
and amino acids
• Revise optical activity – four
different groups around carbon
• Idea that all amino acids, except
glycine, are optically active
• Get students to talk about prop of
–NH2 and –COOH – attracted to
each other – form dipolar ions –
zwitterions – leads to electrostatic
attraction between amino acid
molecules – also explains why solid
at room temperatures
• Pupil Expt: Amino acids
• Students test glycine’s solubility in
water and reaction with CuSO4
solution and sodium carbonate
• Discuss results and write equations
for reactions
5.15.5
• recall the reactions of amino acids
with sodium carbonate, copper(ii)
sulphate and nitrous acid;
5.15.6
• recall the primary structure of a
• Look at proteins – functions in
protein as a sequence of amino acids
body
joined by peptide links;
• Long chain molecule made up of
amino acids
• Show primary structure – joining
of amino acids – peptide link –
113
Resources
Risk/Safety
Assessment
Time
1hr
Handout: Amino
Acids
EXPT: Amino Acids
Expt
Glycine
CuSO4 (1M)
Na2CO3
NaNO2
HCl (1M)
Amino acids booklet
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
Learning Outcomes
Suggested Teaching Strategies
Resources
Students will be able to
5.15.6 (cont.)
•
5.15.7
• explain the secondary and tertiary
structure of proteins;
• define enzymes as biological
catalysts and use a lock and key
theory to explain enzyme action;
•
•
• explain that enzyme is a protein with
an active site and provides a
pathway of lower activation energy.
Mechanisms of enzyme catalysis are •
not expected; and
• explain effect of pH and temp on
enzyme activity.
what molecule is eliminated? Idea
of condensation polymerisation –
reversal by hydrolysis with dil. acid
Describe what is meant by
secondary structure (H-bonding)
and tertiary structure (folding of
protein – creation of active sites)
Recap catalyst definition from AS
Mod.2 – lowers activation energy
by providing alternative pathway
for reaction
Enzymes as natural catalysts –
active sites on enzymes specific to
substrate molecules e.g. amylase
for starch etc. – lock and key
theory
Discuss effect of pH changes and
temp on enzyme action – denaturing
– active site shape changed
114
www.chemguide.co.
uk/organicprops/a
minoacids/proteinst
ruct.html#top
good explanation of
primary, secondary and
tertiary structure of
proteins
Worksheet: Amino
Acids Revision
Questions
Risk/Safety
Assessment
Time
CCEA Exemplar Scheme of Work: GCE Chemistry
5.5 Chromatography
Specification
Reference
5.5.1
5.5.2
5.5.4
5.5.3
Learning Outcomes
Students will be able to
• describe and explain how
paper (one-way and two-way),
thin-layer and gas-liquid
chromatography is carries out
qualitatively;
• explain the terms Rf values,
retention time, partition and
adsorption as related to
chromatography;
• interpret one-way and two-way
paper and TLC
chromatograms; and
• interpret GLC data in terms of
percentage composition of a
mixture.
Suggested Teaching Strategies
• Revise chromatography from KS3 – use
to separate mixtures
• Idea of mobile and stationary phase –
look at paper chromatography from KS3
– mobile phase as solvent
• Adsorption defined as one substance
forming some sort of bond to the
surface of another
• Define Rf values – show calculation
• Use of two-way chromatography to give
better separation – allows substances
with similar Rf values to be distinguished
between
• Pupil Expt: Separation of amino Acids
• Pupils given mixture of amino acids – to
run chromatogram and compare Rf
values to data tables to identify
• Use of ninhydrin to develop
• Mobile phase as gas – usually helium
• Retention time as time taken for
compound to travel through column to
detector
• Show examples of output data – area
under peaks proportional to amount of
compound present
115
Resources
Risk/Safety
Assessment
Time
1½hrs
www.chemguide.co.
uk/analysis/chroma
tography/paper.htm
l
explains how
chromatograms are
interpreted
EXPT:
Chromatographic
Separation of Amino
Acids in a Mixture
www.chemguide.co.
uk/analysis/chroma
tography/gas.html#
top
good diagram of how
GLC works
CCEA Exemplar Scheme of Work: GCE Chemistry
5.16 Polymer Chemistry
Specification
Reference
5.16.1
Learning Outcomes
Suggested Teaching Strategies
Resources
Risk/Safety
Assessment
Students will be able to
• understand that addition polymers
are formed from molecules
containing C=C bonds and able to
draw polymer structures from
monomers and vice versa;
• Revise polymer formation from
AS Mod.1 - alkenes
• Show examples of addition
polymerisation – students to draw
polymer e.g. polythene,
polypropene, PVC, polystyrene
• recall the reagents and conditions for • Look at differences in used of LD
production of LD and HD
and HD polythene – get students
polythene;
to propose properties and
• relate the flexibility and softening
structure based on uses
temp of LD and HD polythene to
• Go through reagents and
branching and crystallinity;
conditions required – handout
• Look at structure – explanation of
• recall that polythene is chemically
properties related to structure
inert, its non-biodegradability leading • Talk about problems with plastics
to need to develop waste
– disposal – revise from A2 Mod.2
management strategies including
– landfill and incineration –
landfill and incineration;
advantages and disadvantages
• understand that condensation
• Look at other polymers formed by
polymers are formed from molecules
condensation – nylon and Kevlar –
containing COOH, OH and NH2
show structure – peptide link
groups and be able to draw polymer • Demo: Nylon Rope Trick
structures from monomers and vice
• Get them to ID amide group versa;
polyamide
• understand the formation, structure
• Uses of these polymers
and uses of the polyamide, nylon;
• Look at formation of polyester –
• understand the formation, structure
revise formation of ester – link to
and used of the polyester,
polyester manufacture from
polyethylene terephthalate;
dicarboxylic acid and diol
116
Time
1½hrs
Handout: Polythene
Chemistry in Context
Lab Manual –
Practical 35 – prep of
condensation polymer
Decanedioyl chloride
1,6-diaminohexane
cyclohexane
www.chemguide.co.
uk/organicprops/a
mides/polyamides.h
tml
hydrolysis of polyamides
Corrosive acyl
chloride – wear
gloves, keep in fume
cupboard initially
CCEA Exemplar Scheme of Work: GCE Chemistry
Specification
Reference
5.16.1 (cont.)
Learning Outcomes
Students will be able to
• recall that polyesters and polyamides
can be hydrolysed and thus are
biodegradable.
Suggested Teaching Strategies
• Get students to draw structure
• Relate holes in nylon/polyester
when acid is spilled – hydrolysis of
polymer – easily broken down
• Biodegradability of condensation
polymers
117
Resources
Risk/Safety
Assessment
Time