A2 Unit F334: Chemistry of Materials
Topic 1: What’s in a medicine? (WM)
A study of medicines such as aspirin, their development, chemistry and synthesis, illustrating some of the features of the pharmaceutical industry.
The chemical ideas in this module are:
• Phenols, carboxylic acids, esters, carbonyl compounds.
• Acid–base reactions.
• Medicine manufacture and testing.
• IR spectroscopy and mass spectroscopy.
Topic
AS code Number
Equilibria
WM1i
WM1ii
Bonding and
structure
EL13i
WM2
EL13iii
WM3
EL15
WM4
Assessable learning outcomes
Describe acids in terms of the Brønsted–Lowry
theory as proton donors, and bases as proton
acceptors.
Identify the proton donor and proton acceptor in an
acid–base reaction.
Draw and interpret simple electron ‘dot-and-cross’
diagrams to show how atoms bond through ionic,
covalent and dative covalent bonds.
Describe a simple model of metallic bonding.
Use the electron pair repulsion principle to predict
and explain the shapes of simple molecules (such as
CH4, NH3, H2O and SF6) and ions (such as NH4+) with
up to six outer pairs of electrons. (any combination
of bonding pairs and lone pairs) (no treatment of
hybridisation or molecular orbitals is expected).
Dr A. Johnston, Southampton, 2014
Number of
questions
CGP-A2
Revision guide
(Page number)
5
4
180
5
4
180
2
5-6
36-37
5
41
7
44-46
1
Chemical
storylines
(Page number)
Chemical ideas
(Page number)
EL14
Organic
functional
groups
WM5
WM6i
WM6ii
WM6iii
WM6iv
WM6v
WM6vi
WM6vii
WM7i
PR5iii
WM7ii
WM7iii
PR5i
WM7iv
PR5ii
WM7v
WM7vi
Recall the typical physical properties (melting point,
solubility in water, ability to conduct electricity)
characteristic of giant lattice (metallic, ionic,
covalent network) and simple molecular structure
types (synoptic).
Recognise and write formulae for members of the
following homologous series: diols.
Recognise and write formulae for members of the
following homologous series: diamines.
Recognise and write formulae for members of the
following homologous series: dicarboxylic acids
Recognise and write formulae for members of the
following homologous series: phenols.
Recognise and write formulae for members of the
following homologous series: acyl chlorides.
Recognise and write formulae for members of the
following homologous series: acid anhydrides.
Recognise and write formulae for members of the
following homologous series: esters.
Use systematic nomenclature to name and interpret
the names of diols.
Use systematic nomenclature to name and interpret
the names of carboxylic acids.
Use systematic nomenclature to name and interpret
the names of dicarboxylic acids.
Use systematic nomenclature to name and interpret
the names of aldehydes.
Use systematic nomenclature to name and interpret
the names of ketones.
Use systematic nomenclature to name and interpret
the names of other organic compounds whose
naming was required in the AS course (synoptic).
Dr A. Johnston, Southampton, 2014
6
1
117
8
28
10
2
12
280, 303-304
13
339-340
340-341
6
10
307-311
8
1
10
10
1
4
14
316
14
316
8
ES21,
ES23iii
PR10iPR10iii
PR11iPR11iii
Recall the reactions (as described in the modules
named) of halogenoalkanes (ES).
Recall the reactions (as described in the modules
WM8ii
named) of alkenes (PR).
Recall the reactions (as described in the modules
WM8iii
named) of alcohols (PR) (synoptic).
Describe and explain the acidic nature of carboxylic
WM9 acids, and their reaction with alkalis and carbonates.
Draw a carboxylate ion and describe its properties.
Describe the reaction of alcohols with carboxylic
WM10 acids in the presence of concentrated sulfuric acid or
concentrated hydrochloric acid to form esters.
Describe the following properties of phenols: acidic
WM11i nature, and their reaction with alkalis but not
carbonates.
Describe the following properties of phenols: test
WM11ii with neutral iron(III) chloride solution, to give a
purple colouration.
Describe the following properties of phenols:
WM11iii
reaction with acyl chlorides to form esters.
Describe the following reactions involving carbonyl
compounds (aldehydes and ketones): formation of
WM12i carbonyl compounds by oxidation of alcohols using
acidified dichromate with the need to distil in the
case of aldehydes (synoptic).
Describe the following reactions involving carbonyl
compounds (aldehydes and ketones): the oxidation
WM12ii
of aldehydes to carboxylic acids using acidified
dichromate, under reflux.
Describe the following reactions involving carbonyl
WM12iii compounds (aldehydes and ketones): reaction with
hydrogen cyanide to form the cyanohydrin.
WM8i
Dr A. Johnston, Southampton, 2014
9
288-294
9
272-277
3
9
317
4
10
317
5
10
305
5
12
304
3
12
304
1
13
309
14
318
1
14
318
3
15
319
Describe the techniques for heating and purifying
volatile liquids: heating under reflux and distillation
(synoptic).
Describe the mechanism of the nucleophilic addition
reaction between a carbonyl compound and
WM13
hydrogen cyanide, using ‘curly arrows’ and bond
polarities.
Understand that more effective medicines can be
WM14 obtained by modifying the structure of existing
medicines.
Discuss given examples and understand that
combinatorial chemistry is used to make a large
WM15 number of related compounds together, so that
their potential effectiveness as medicines can be
assessed by large-scale screening.
Recall the meaning of the concept ‘atom economy’
WM16i
(synoptic).
Understand that most reactions used in chemical
WM16ii synthesis can be classified as: rearrangement,
addition, substitution, elimination.
Understand that a condensation reaction is addition
WM16iii
followed by elimination.
Recall and Understand that rearrangement and
addition reactions have a higher atom economy than
WM16iv
substitution and condensation reactions, which have
a higher atom economy than elimination reactions.
Discuss the importance of ‘atom economy’ and
reaction type in working towards the development
WM16v
of environmentally friendly industrial processes in
the production of polymers and medicines.
WM13
Reaction
mechanisms
ES14i
Dr A. Johnston, Southampton, 2014
2
14
367-368
3
15
319
18
8-11
18
159
1
16-17
334
1
16
360
2
16
110
3
16-17
360-361
6
19
362-364
Modern
analytical
techniques
EL21ii
EL21iii
Understand that testing a medicine involves clinical
trials which answer the following questions about a
potential new drug:
WM17
Step I – Is it safe?
Step II – Does it work?
Step III – Is it better than the standard treatment?
Describe the technique of thin-layer
chromatography (TLC), including location of spots
WM18i using iodine or ultraviolet radiation, and interpret
results in terms of number of spots and matching
heights or Rf values with known compounds.
Understand that chromatography can be used for
WM18ii
the purification of an organic substance.
Interpret and predict mass spectra: identify the M+
WM19i
peak and explain that it indicates the Mr (synoptic).
Interpret and predict mass spectra: explain how the
WM19ii molecular formula can be worked out from the highresolution value of the M+ peak.
Interpret and predict mass spectra: recall that other
WM19iii peaks are due to positive ions from fragments and
the mass differences between peaks.
Interpret and predict mass spectra: suggest the
origins of peaks, e.g. peaks at masses of 15 and 77
WM19iv
are usually due to the presence of the methyl and
phenyl positive ions.
Interpret and predict mass spectra: indicate the loss
WM19v of groups of atoms, e.g. loss of a methyl group would
be indicated by a mass difference of 15.
Use information given in the Data Sheet to interpret
WM20i and predict infrared spectra for organic compounds,
in terms of the functional group(s) present.
Understand that specific frequencies of infrared
WM20ii
radiation make specific bonds vibrate more.
Dr A. Johnston, Southampton, 2014
2
18-19
13-15
-
1
21
176-177, 369
21-22, 45
178
23-25
6-7
139-146
1
23-25
6-7
139-146
2
23-25
6-7
139-146
1
23-25
6-7
139-146
3
23-25
6-7
139-146
8
20
5
132-139
20
5
132-139
Dr A. Johnston, Southampton, 2014
Unit 2: The Materials Revolution (MR)
A study of condensation polymers and other modern materials.
The chemical ideas in this module are:
• Condensation polymers.
• Amines and amides.
• Factors affecting the properties of polymers.
• Disposal of polymers.
Topic
AS Code Number
Bonding and
structure
ES6
MR1i
MR1ii
MR1iii
MR1iv
ES7i
MR2i
ES7ii
MR2ii
PR1i
MR2iii
Assessable learning outcomes
Explain the term electronegativity.
Recall qualitatively the electronegativity trends in the
Periodic Table.
Use relative electronegativity values to predict bond
polarity in a covalent bond.
Decide whether a molecule is polar or nonpolar from
its shape and the polarity of its bonds.
Explain, give examples of and recognise in given
examples the following types of intermolecular bonds:
instantaneous dipole–induced dipole bonds (including
dependence on branching and chain length of organic
molecules).
Explain, give examples of and recognise in given
examples the following types of intermolecular bonds:
permanent dipole–permanent dipole bonds.
Explain, give examples of and recognise in given
examples the following types of intermolecular bonds:
hydrogen bonds (synoptic).
Dr A. Johnston, Southampton, 2014
Number of
questions
1
CGP-A2
Revision guide
(Page number)
26-27
26-27
Chemical
storylines
(Page number)
Chemical ideas
(Page number)
40-41
40-41
97
27
3
27
93-98
2
27
93-98
2
27
93-98
MR3i
MR3ii
MR3iii
MR3iv
MR4
MR5
Organic
functional
groups
MR6i
MR6ii
MR7
Explain and predict the effect of temperature on the
properties of polymers: intermolecular bonds have
more effect as the temperature is lowered; a polymer
softens above its Tm and becomes brittle below its Tg.
Explain and predict the effect of crystallinity on the
properties of polymers: (regular packing of the chains,
due to the regular structure of the polymer) – the
chains are closer and the intermolecular bonds have
more effect, leading to greater strength.
Explain and predict the effect of chain length on the
properties of polymers: there are more intermolecular
bonds leading to greater strength.
Explain and predict the effect of chain length on the
properties of polymers: explain that flexibility depends
on the ability of the polymer chains to slide over each
other.
Explain the following ways that chemists can modify
the properties of a polymer to meet particular needs:
cold drawing to make the structure more crystalline,
copolymerisation and the use of plasticisers.
Understand that the properties of all materials depend
on their structure and bonding and explain examples
given relevant information.
Recognise members of the following homologous
series: amines.
Recognise members of the following homologous
series: amides.
Use systematic nomenclature to name and interpret
the names of aliphatic primary amines and diamines
(use the prefix amino- for the NH2 group together with
the parent hydrocarbon, e.g. 2-aminopropane, 1,6diaminohexane).
Dr A. Johnston, Southampton, 2014
3
34
111
6
34
107-108
34
112
1
34
107-108
3
35
113
1
34-35
113
2
28
320
6
29
323
4
28
320
Organic
reactions
MR8
MR9
MR10
MR11
MR12i
MR12ii
Reaction
mechanisms
MR13
Applications
MR14i
Explain the difference between addition and
condensation polymerisation.
Predict the structural formula of the condensation &
addition polymers formed from given monomer(s), and
vice versa.
Describe the hydrolysis of esters and amides by both
aqueous acids and alkalis, including salt formation
where appropriate.
Describe the following reactions of amines:
neutralisation by acids, acylation to form an amide.
Recall the procedure for purifying an organic solid
product by recrystallisation, and explain that the
solvent used must be one in which the substance is
very soluble at higher temperatures and insoluble, or
nearly so, at lower temperatures.
Recall the procedure for purifying an organic solid
product by recrystallisation, and explain that the
solvent used is saturated by the substance at higher
temperatures, and on cooling the substance then
crystallises out, to leave the impurities in solution.
Explain the basic nature of the amino group, in terms
of a lone pair on the nitrogen accepting a proton to give
a cation.
Understand how the principles of ‘green chemistry’ are
important in the manufacture, use, recycling and the
eventual disposal of polymers, including: minimising
any hazardous waste during production of raw
materials and their resulting polymers to reduce any
negative impact on the environment.
Dr A. Johnston, Southampton, 2014
1
31
10
31-32
107, 110, 324325
19-20
107,110
3
29
309-310
(esters)
323-324
(amides)
1
19
322-323
2
30
369-370
2
30
369-370
2
28
321
3
32-33
26
364-366
MR14ii
MR14iii
Understand how the principles of ‘green chemistry’ are
important in the manufacture, use, recycling and the
eventual disposal of polymers, including: reducing
carbon emissions resulting from the ‘life cycle’ of a
polymer.
Understand how the principles of ‘green chemistry’ are
important in the manufacture, use, recycling and the
eventual disposal of polymers, including: recycling to
produce energy and chemical feedstocks.
Dr A. Johnston, Southampton, 2014
32-33
364-366
32-33
364-366
Unit 3: The thread of life (TL)
A study of proteins and enzymes. DNA and its use in synthesising proteins.
The chemical ideas in this module are:
• rates of reaction;
• enzyme catalysis;
• optical isomerism;
• amino acid and protein chemistry;
• the structure and function of DNA.
Topic
AS Code Number
Kinetics
TL1i
TL1ii
TL1iii
TL2i
TL2ii
TL2iii
TL2iv
TL3i
TL3ii
TL3iii
Assessable learning outcomes
Explain and use the terms: rate constant, including units.
Explain and use the terms: rate of reaction.
Explain and use the terms: order of reaction (both
overall and with respect to a given reagent)
Use empirical rate equations of the form: rate =
k[A]m[B]n where m and n are integers.
Carry out calculations based on the rate equation.
Understand that the rate constant k increases with
increasing temperature.
Describe of the concentration of reactants affects the
rate of reaction.
Understand that these experimental methods can be
used in a school laboratory for following a reaction:
titration.
Understand that these experimental methods can be
used in a school laboratory for following a reaction:
colorimetry.
Understand that these experimental methods can be
used in a school laboratory for following a reaction:
measuring volumes of gases evolved.
Dr A. Johnston, Southampton, 2014
Number of
questions
2
CGP-A2
Revision guide
(Page number)
39
36
38
Chemical
storylines
(Page number)
Chemical ideas
(Page number)
210
219-220
2
38
1
37-41
225
1
38
221
2
36
4
36
224
2
36
216-217
TL3iv
TL3v
TL4i
TL4ii
TL5
TL6
TL7
TL8i
TL8ii
TL8iii
Organic
functional
groups
TL9
TL10i
Understand that these experimental methods can be
used in a school laboratory for following a reaction: pH
measurement.
Understand that these experimental methods can be
used in a school laboratory for following a reaction:
measuring mass changes.
Design experiments to calculate the rate of reaction.
Calculate the rate of the reaction.
Use given data to calculate half-lives for a reaction.
Use experimental data (half-lives or initial rates when
varying concentrations are used) to find the order of a
reaction (zero-, first- or second-order), and hence
construct a rate equation for the reaction.
Use the term rate-determining step to describe the
slowest step in a reaction.
Explain the shape of the rate versus substrate
concentration curve for an enzyme-catalysed reaction in
terms of the rate-determining step: at low
concentrations of substrate the order with respect to the
substrate is one.
Explain the shape of the rate versus substrate
concentration curve for an enzyme-catalysed reaction in
terms of the rate-determining step: at higher
concentrations of substrate the order with respect to the
substrate is zero.
Explain, given the necessary data, the useful information
about the mechanism of a reaction that can be obtained
from the rate-determining step.
Recognise and describe the generalised structure of
amino acids and recall that proteins are condensation
polymers formed from amino acid monomers.
Describe the primary, secondary and tertiary structure of
proteins.
Dr A. Johnston, Southampton, 2014
1
36
1
36
217
2
2
1
36
36
40-41
216-225
216-225
221-228
5
40-41, 44
223-228
2
42
225
2
43
230-231
1
43
230-231
1
42-43
225-228
5
45-46
38
326
1
46
39-40
328
TL10ii
TL11
Organic
reactions
TL12
TL13
TL14i
TL14ii
TL15i
TL15ii
TL15iii
TL15iv
TL16i
TL16ii
TL17
Explain the importance of amino acid sequence in
determining the properties of proteins, and account for
the diversity of proteins in living things.
Explain the role of hydrogen bonds and other
intermolecular bonds in determining the secondary and
tertiary structures, and hence the properties of proteins.
Describe the acid–base properties of amino acids.
Recall that amino acids usually exist as zwitterions. and
describe their properties.
Describe the formation and hydrolysis of the peptide link
between amino acid residues in proteins.
Describe the use of paper chromatography to identify
amino acids, including the need for a suitable locating
agent, such as ninhydrin.
Describe the characteristics of enzyme catalysis,
including: temperature sensitivity.
Describe the characteristics of enzyme catalysis,
including: specificity.
Describe the characteristics of enzyme catalysis,
including: inhibition.
Describe the characteristics of enzyme catalysis,
including: pH sensitivity.
Explain these characteristics of enzyme catalysis in terms
of a three-dimensional active site (part of the tertiary
structure) to which the substrate forms intermolecular
bonds.
Recall that molecules acting as inhibitors bind to active
sites but do not react.
Understand that DNA is a condensation polymer formed
from nucleotides, which are monomers having three
components: phosphate, sugar and base.
Dr A. Johnston, Southampton, 2014
46
36-40
1
47
39-40
1
45
326
3
45
326
1
329
45
3
369
54
44
54
42
55
43
1
54
41-45
3
54
41-45
55
41-45
48
46-49
1
328
230
TL18
TL19i
TL19ii
TL19iii
TL20
TL21
Isomerism
DF19
TL22
DF20
TL23i
DF21
TL23ii
DF23
TL23iii
PR13i
TL23iv
Explain, using the structures on the Data Sheet, how:
phosphate units join by condensation with deoxyribose
to form the phosphate–sugar backbone in DNA.
Explain, using the structures on the Data Sheet, how: the
four bases present in DNA join by condensation with the
deoxyribose in the phosphate sugar backbone.
Explain, using the structures on the Data Sheet, how:
two strands of DNA form a double-helix structure
through base pairing.
Understand that various models were devised before
the currently accepted version was formulated.
Using the structures on the Data Sheet, describe and
explain the significance of hydrogen bonding in the
pairing of bases in DNA, and relate to the replication of
genetic information.
Use the diagram on the Data Sheet to explain how DNA
encodes for an amino acid sequence in a protein.
Draw and interpret structural formulae (full, shortened
and skeletal).
Use the concept of repulsion of areas of electron density
to deduce the bond angles in organic molecules
(including double bonds, no treatment of small deviation
of angle due to lone pair repulsion required)
Relate molecular shape to structural formulae and use
wedges and dotted lines to represent 3D shape.
Recognise and draw structural isomers.
Recognise where E/Z isomerism occurs, explaining it in
terms of lack of free rotation about C=C bonds when
there are two different groups on each carbon.
Dr A. Johnston, Southampton, 2014
1
48
46-49
1
48
46-49
2
49
46-49
2
48
2
50
49
2
52-53
50-52
1
4
56
269, 273
56-57
44
56
47-50
56
50-51
PR13ii
TL23v
TL24i
TL24ii
TL24iii
Applications
TL25
TL26
TL27
Draw and interpret diagrams to represent E/Z isomers
for alkenes which have the same groups on both sides of
the double bond (E – opposite sides of bond; Z – same
side of bond); in such molecules, describe ‘E’ as ‘trans’
and ‘Z’ as ‘cis’ and extend this cistrans nomenclature to
other, more complicated, alkenes (synoptic) (knowledge
of Cahn–Ingold–Prelog priority rules will not be required)
Draw and interpret diagrams to represent optical
stereoisomers of molecules.
Explain and use the term chiral as applied to a molecule.
Explain that enantiomers are non-superimposable mirror
image molecules.
Understand that DNA analysis can be used for ‘genetic
fingerprinting’.
Discuss the ethical issues of using and storing data from
human DNA analysis, given examples.
Given examples, understand the industrial importance
of enzymes and of their contribution to ‘green chemistry’
processes.
Dr A. Johnston, Southampton, 2014
56
50-51
1
57
52-54
7
57
52-54
4
57
52-54
1
51
53-54
1
51
53-54
53
363-364
Unit 4: The Steel Story (SS)
An account of the production, properties and uses of steel, with reference to other metals.
The chemical ideas in this module are:
• Redox reactions.
• Electrode potentials.
• d-block chemistry.
• Colorimetry.
AS
Code
Topic
Formulae,
equations
and
amount of
substance
Number
SS1i
ES1ii
SS1ii
DF1i
SS1iii
ES1v
SS1iv
SS1v
ES1iii
SS1vi
EL1iii
SS2i
ES1vii
SS2ii
ES2
SS3
Assessable learning outcomes
Use the concept of amount of substance to calculate
molecular formulae.
Use the concept of amount of substance to calculate
percentage yields.
Use the concept of amount of substance to calculate
volumes of gases.
Use the concept of amount of substance to calculate
volumes of solutions of known concentrations.
Use the concept of amount of substance to calculate
balanced chemical equations (synoptic).
Use the concept of amount of substance to calculate
amount of substance to calculate mass/amount of
reactant or product.
Write and interpret balanced equations, given the
necessary information (synoptic).
Write and interpret balanced ionic equations given the
necessary information (synoptic).
Given the necessary information, describe and explain
procedures for acid–base (synoptic) and redox titrations
and carry out non-structured calculations based on the
results.
Dr A. Johnston, Southampton, 2014
Number of
questions
CGP-A2
Revision guide
(Page number)
Chemical
storylines
(Page number)
Chemical ideas
(Page number)
357-358
10-11
2
12-13
59
8
5
7
5
85, 250
7
59
Bonding and
structure
SS4i
SS4ii
Redox
SS5i
SS5ii
SS5iii
SS5iv
SS5v
SS5vi
SS6
SS7
SS8i
SS8ii
Use and explain the term coordination number.
Draw and name the shapes of complexes with
coordination numbers 4 (square planar and tetrahedral)
and 6 (octahedral).
Given the necessary information, describe redox reactions
of d-block elements (and main group elements – synoptic)
in terms of electron transfer.
Given the necessary information, describe redox reactions
of d-block elements assigning oxidation states.
Given the necessary information, describe redox reactions
of d-block elements using half-equations to represent the
oxidation and reduction reactions (synoptic).
Given the necessary information, describe redox reactions
of d-block elements combining half equations to give the
overall equation for the reaction.
Given the necessary information, describe redox reactions
of d-block elements recognising the oxidising and
reducing agents.
Given the necessary information, describe redox reactions
of d-block elements defining oxidation and reduction in
terms of loss and gain of electrons.
Use systematic nomenclature to name and interpret the
names of inorganic compounds [ie copper(II) sulfide,
lead(II) nitrate(V), potassium manganate(VII), not complex
ions]
Recall and explain the procedure for carrying out a redox
titration involving manganate(VII) ions.
Describe the construction of simple electrochemical cells
involving: metal ion/metal half-cells.
Describe the construction of simple electrochemical cells
involving: half-cells based on different oxidation states of
the same element in aqueous solution with a platinum or
other inert electrode.
Dr A. Johnston, Southampton, 2014
2
68-69
258-260
3
68-69
258-259
1
60
193-194
5
60
194-197
2
61
198-199
5
60-61
199
8
60-61
198-199
2
60-61
198-199
1
196-197
59
1
62
199-204
1
62
199-204
SS8iii
SS9i
SS9ii
SS10i
SS10ii
SS10iii
SS11
SS12i
SS12ii
SS13i
SS13ii
SS13iii
SS13iv
Describe the construction of simple electrochemical cells,
involving acidified cells.
Explain and use the term standard electrode potential and
understand how a standard electrode potential is
measured using a hydrogen electrode (details of electrode
not required).
Explain the action of an electrochemical cell in terms of
half-equations and external electron flow.
Use standard electrode potentials to calculate Ecell.
Use standard electrode potentials to predict the feasibility
of redox reactions.
Understand that the rate of reaction may be an important
factor in deciding whether the reaction actually takes
place under standard conditions.
Describe rusting in terms of electrochemical processes
involving iron, oxygen and water, and the subsequent
reactions to form rust.
Describe and explain approaches to corrosion prevention:
sacrificial protection by galvanising and use of zinc blocks.
Describe and explain approaches to corrosion prevention:
barrier protection using oil, grease, paint or a polymer
coating.
Describe and explain the issues involved in the recycling
of iron and steel: all steel packaging except aerosols can
be recycled.
Describe and explain the issues involved in the recycling
of iron and steel: cleaning by incineration.
Describe and explain the issues involved in the recycling
of iron and steel: ease of sorting using magnetic
properties.
Describe and explain the issues involved in the recycling
of iron and steel: composition of new steel easily
adjusted.
Dr A. Johnston, Southampton, 2014
62
199-204
62
199-204
62
199-204
3
63
203-204
4
63
206-208
208
64-65
204
64-65
64-65
67-68
64-65
69-70
64-65
64-65
64-65
SS13v
Inorganic
chemistry
and the
Periodic
Table
SS14
EL16i
SS15i
ES11ii
SS15ii
ES11iii
SS15iii
ES11iv
SS15iv
SS15v
SS16i
SS16ii
SS17i
SS17ii
ES3
SS18
Describe and explain the issues involved in the recycling
of iron and steel: scrap is used to adjust temperature of
furnace.
Given the necessary information, explain the chemical
processes occurring during the extraction and purification
of metals from their ores.
Recall that the Periodic Table lists elements in order of
atomic (proton) number and groups elements together
according to their common properties.
Recall the classification of elements into s-, p- and dblocks.
Recall and explain the relationship between the position
of an element in the Periodic Table and the charge on its
ion.
Recall the names and formulae of NO3–, SO42–, CO32–, OH–,
NH4+, HCO3-.
Write formulae for compounds formed between these
ions and other given anions and cations (synoptic).
Recall that transition metals are d-block elements forming
one or more stable ions which have incompletely filled dorbitals.
Recall the common oxidation states of iron and copper
and the colours of their aqueous ions.
Describe the colour changes in and write ionic equations
for the reactions of: Fe2+(aq), Fe3+(aq) and Cu2+(aq) ions
with sodium hydroxide solution.
Describe the colour changes in and write ionic equations
for the reactions of: Cu2+(aq) ions with ammonia solution.
Use conventions for representing the distribution of
electrons in atomic orbitals (no treatment of the shapes of
atomic orbitals is expected).
Dr A. Johnston, Southampton, 2014
64-65
1
65
59-63
66
2
66
26-30
66
33-35
70
6
1
66
2
67
3
70
251-253
70
66
252
ES4
SS19i
SS19ii
SS20i
SS20ii
SS21i
SS21ii
SS21iii
SS22
SS23
SS24
SS25i
Write out the electronic configuration, using sub-shells
and atomic orbitals, for atoms and ions of the first row of
the d-block elements (and the main group elements up to
krypton – synoptic).
Use the electronic configuration, using sub-shells and
atomic orbitals, for atoms and ions of the first row of the
d-block elements to explain the existence of variable
oxidation states, in terms of the stability of d orbital
electron arrangements.
Explain the catalytic activity of transition metals and their
compounds: homogeneous catalysis in terms of variable
oxidation states.
Explain the catalytic activity of transition metals and their
compounds: heterogeneous catalysis in terms of the
ability of transition metals to use (3)d and (4)s electrons of
the atoms on the catalyst surface to form weak bonds to
reactants.
Explain and use the terms: ligand.
Explain and use the terms: complex/complex ion.
Explain and use the terms: ligand substitution.
Recall the formulae of the following examples of complex
ions from the chemistry of: iron: [Fe(H2O)6]2+, [Fe(H2O)6]3+;
copper: [Cu(H2O)6]2+, [Cu(NH3)4]2+, [CuCl4]2-.
Describe the formation of complexes in terms of
coordinate (dative) bonding between ligand and central
metal ion.
Explain the terms bidentate and polydentate as applied to
ligands, exemplified by ethanedioate and EDTA4–.
Recall that the ions of transition metals in solution are
often coloured.
Dr A. Johnston, Southampton, 2014
4
66
252
71
255-256
4
71
256-257
1
71
256-257
1
68
68
68
258-261
258-261
258-261
3
68
261
2
68
258-261
1
68
260-261
3
72
262-263
SS25ii
SS26i
SS26ii
Explain that this is because they absorb in specific parts of
the visible spectrum and transmit the complementary
frequencies (no explanation in terms of energy levels is
required in this unit)
Describe and explain a simple colorimeter
Use colorimetric measurements to determine the
concentration
of a coloured solution:
(i) Choose suitable filter/set wavelength.
(ii) Make up standard solutions of coloured solution.
(iii) Zero colorimeter with tube of water/solvent.
(iv) Measure absorbance of standard solutions.
(v) Plot calibration curve.
(vi) Measure absorbance of unknown.
(vii) Read off concentration from calibration curve.
Dr A. Johnston, Southampton, 2014
2
4
72
262-263
72-73
372-373
73
372-373