As-chemistry -year-one-scheme-of-work.doc

AS and A Level Chemistry

ONE YEAR (AS) SCHEME OF WORK

Scheme of work – AS Chemistry

Pearson Edexcel AS Chemistry Scheme of Work – Year 1 (AS) Chemistry This is an example and may be adapted. Week

Prior learning

Content of lessons

Teaching suggestions

Spec reference

1

GCSE: Atomic Structure and Periodic Table

Know the structure of an atom in terms of electrons, protons and neutrons.

Carry out research to produce a timeline of events in the development of our current understanding of the structure of the atom. Build a model to represent Geiger and Muller’s experiment to confirm most of an atom is empty space. Annotate a Periodic Table with key information, showing how to determine numbers of subatomic particles.

Topic 1: 1–7

Structure of Atoms and the Periodic Table

Know the relative mass and relative charge of protons, neutrons and electrons. Know what is meant by the terms ‘atomic (proton) number’ and ‘mass number’. Be able to determine the number of each type of subatomic particle in an atom, molecule or ion from the atomic (proton) number and mass number. Understand the term ‘isotopes’. Be able to define the terms ‘relative isotopic mass’ and ‘relative atomic mass’, based on the 12C scale.

2

‘Build an atom’ simulation.

Useful links

http://tinyurl. com/buildanat omsim

Students play a ‘spot the difference’ game with cards showing all the key definitions.

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Scheme of work – A level Chemistry

Week

Prior learning

Content of lessons

Understand the terms ‘relative molecular mass’ and ‘relative formula mass’, including calculating these values from relative atomic masses.

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Teaching

Spec

suggestions

reference

Useful links

Design a spreadsheet to calculate relative molecular mass / relative formula mass from relative atomic masses.

3

Scheme of work – AS Chemistry

Week

Prior

Content of lessons

Teaching suggestions

Spec reference

Useful links

learning 2 Mass Spectrometry and the Formation of Ions Electron Orbitals

4

GCSE Atomic Structure and Periodic Table

Be able to analyse and interpret data from mass spectrometry to calculate relative atomic mass from relative abundance of isotopes and vice versa. Be able to predict the mass spectra for diatomic molecules, including chlorine. Understand how mass spectrometry can be used to determine the relative molecular mass of a molecule. Be able to define the terms ‘first ionisation energy’ and ‘successive ionisation energies’.

Topic 1: 8–19

http://tinyurl. com/IEMisconception s

Understand reasons for the general increase in first ionisation energy across a period. Understand reasons for the decrease in first ionisation energy down a group.

Plot a graph of IE across a period and / or down a group and use these to help explain the quantum model for electron configurations.

Understand how ideas about electronic configuration developed from: i. the fact that successive ionisation energies provide evidence for the existence of quantum shells ii. the fact that successive ionisation energies provide evidence for the existence of quantum shells and the group to which the element belongs iii. the fact that the first ionisation energy of successive elements provides evidence for electron sub-shells. Know the number of electrons that can fill the first four quantum shells. Know that an orbital is a region within an atom that can hold up to two electrons with opposite spins.

Plot graphs of the successive ionisation energies of a selection of atoms and use these to predict the group to which the element belongs.

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Scheme of work – A level Chemistry Know the shape of an s-orbital and a p-orbital.

Make models of s- and p-

Know the number of electrons that occupy s-, p- and dsub-shells.

orbitals.

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5

Scheme of work – AS Chemistry

Week

Prior

Content of lessons

Teaching suggestions

Spec reference

Useful links

learning 3 Electronic Configuration and Periodicity

GCSE: Periodic Table Week 2: Electron Orbitals

Know that electrons fill subshells singly, before pairing up, and that two electrons in the same orbital must have different spins. Be able to predict the electronic configurations, using 1s notation and electrons-in-boxes notation, of:

i. ii.

atoms, given the atomic number, Z, up to Z = 36 ions, given the atomic number, Z, and the ionic charge, for s and p block ions only, up to Z = 36. Know that elements can be classified as s-, p- and d-block elements. Understand that electronic configuration determines the chemical properties of an element. Understand periodicity in terms of a repeating pattern across different periods. Understand reasons for the trends in the following properties of the elements from Periods 2 and 3 of the periodic table: i. the melting and boiling temperatures of the elements, based on given data, in terms of structure and bonding ii. ionisation energy based on given data or recall of the plots of ionisation energy versus atomic number. Be able to illustrate periodicity using data, including electronic configurations, atomic radii, melting and boiling temperatures and first ionisation energies.

6

Topic 1: 20– 25 Carry out a ‘Whiteboard’ or Pupil Response Unit Quiz on electronic configurations, using both ‘1s2 etc.’ and ‘electrons in boxes’ models. Students can self-assess using online quiz.

http://tinyurl. com/electronq uiz

Carry out Periodic Table Card Game based on formulae of oxides of elements.

http://www.te s.co.uk/teachi ngresource/Perio dic-table-cardgamedifferentiated6301845/

Plot melting and boiling temperatures of the elements in Periods 2 and 3. Annotate the graphs to explain trends in terms of structure. Provide students with images showing trends in Period 2 for atomic radii and ask them to predict the trend in Period 3.

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Scheme of work – A level Chemistry

Week

Prior learning

Content of lessons

4

GCSE Chemical Formulae and Equations

Be able to write balanced full and ionic equations, including state symbols, for chemical reactions. Be able to relate ionic and full equations, with state symbols, to observations from simple test tube reactions, to include: i. displacement reactions ii. reactions of acids iii. precipitation reactions.

Inorganic Reactions, Equations and Yields

GCSE: Reacting Masses

Teaching

Spec

suggestions

reference

Look at a selection of solubility data for a range of salts and work as a group to propose a set of solubility rules. Use the accepted solubility rules to peer assess. Carry out a selection of displacement, precipitation and acid reactions, using mini whiteboards to write equations. Prepare a sample of a salt and compare predicted to actual yield, considering any potential loss of product. Examples could include copper(II) sulfate or ammonium iron(II) sulfate.

Topic 5: 6, 14–16

Know that the mole (mol) is the unit for amount of a substance.

Carry out experiments to determine the molar ratio in a reaction e.g. iron and sulfuric acid.

Topic 5: 1–5

Be able to use the Avogadro constant, L, in calculations. Know that the molar mass of a substance is the mass per mole of the substance in g mol−1.

View video on Mole and Avogadro as part of ‘Flip Learning’ preparation, then use scaffolded worksheets to check understanding.

Be able to calculate percentage yields and percentage atom economies using chemical equations and experimental results. Understand risks and hazards in practical procedures and suggest appropriate precautions where necessary. 5 Amount of Substance

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Useful links

Nuffield Advanced Chemistry: 4th edition ISBN: 0-58232835-7 Nuffield Advanced Chemistry: 4th edition ISBN: 0-58232835-7 http://www.yo utube.com/wa tch? v=AsqEkF7hcI I

7

Scheme of work – AS Chemistry Know what is meant by the terms ‘empirical formula’ and

‘molecular formula’. Be able to use experimental data to calculate: i. empirical ii. molecular formulae including the use of pV = nRT for gases and volatile liquids.

8

Carry out experiments to confirm the empirical formula of a compound (e.g. magnesium oxide). Carry out experiments to determine the number of water molecules in a hydrated salt (e.g. hydrated copper(II) sulfate).

http://tinyurl. com/formulaof anoxide

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Scheme of work – A level Chemistry

Week

Prior learning

Content of lessons

6

GCSE Reacting Masses and Volumes

Be able to calculate amounts of substances (in mol) in reactions involving mass and volume of gas. Be able to calculate reacting masses from chemical equations, and vice versa, using the concepts of amount of substance and molar mass. Be able to calculate reacting volumes of gases from chemical equations, and vice versa, using the concepts of amount of substance. Be able to calculate reacting volumes of gases from chemical equations, and vice versa, using the concepts of molar volume of gases. ● CORE PRACTICAL 1: Measure the molar volume of a gas Be able to calculate solution concentrations, in mol dm −3 and g dm−3, for simple acid-base titrations using a range of acids, alkalis and indicators. Be able to: i. calculate measurement uncertainties and measurement errors in experimental results ii. comment on sources of error in experimental procedures. Understand how to minimise the percentage error and percentage uncertainty in experiments involving measurements. ● CORE PRACTICAL 2: Prepare a standard solution from a solid acid ● CORE PRACTICAL 3: Find the concentration of a solution of hydrochloric acid

Calculating Amounts in Reactions Using Moles

7 Calculating Concentration and Carrying Out Titrations

Week 6: Calculating Amounts of Substance

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Teaching

Spec

suggestions

reference

Carry out experiments to investigate thermal decomposition of carbonates (e.g. ‘Carbonate rocks!’ – RSC).

Topic 5: 7–10

Assess progress of students using AfL sheet from RSC.

Carry of preparation of a standard solution e.g. potassium hydrogen phthalate.

Determine the solubility of a weak base by titration with standard acid. Compare experimental value to accepted value.

Useful links

http://tinyurl. com/carbonat erocks http://www.rs c.org/educatio n/teachers/res ources/aflche m/resources/3 6/index.htm

Topic 5: 11– 13

Advanced Practical Chemistry ISBN:978-07195-7507-5 Nuffield Advanced Chemistry: 4th edition ISBN: 0-58232835-7

9

Scheme of work – AS Chemistry

Week

Prior

Content of lessons

Teaching suggestions

Spec reference

Useful links

Know that metallic bonding is the strong electrostatic attraction between the nuclei of metal ions and the delocalised electrons.

Research metallic radii of metallic elements and compare to melting point. Use metallic bonding model to explain any trends.

Topic 2A: 1–9

The Mole Magazine (RSC) – July 2014

learning 8 Ionic and Covalent Bonding

GCSE: Ionic and Covalent Bonding

Know that ionic bonding is the strong electrostatic attraction between oppositely charged ions. Understand the effects that ionic radius and ionic charge have on the strength of ionic bonding. Understand the formation of ions in terms of electron loss or gain. Be able to draw electronic configuration diagrams of cations and anions using dot-and-cross diagrams. Understand reasons for the trends in ionic radii down a group and for a set of isoelectronic ions.

Understand that the physical properties of ionic compounds and the migration of ions provide evidence for the existence of ions. Know that a covalent bond is the strong electrostatic attraction between two nuclei and the shared pair of electrons between them. Be able to draw dot-and-cross diagrams to show electrons in simple covalent substances, including: i. molecules with single, double and triple bonds ii. species exhibiting dative (coordinate) bonding, including Al2Cl6 and NH4+.

10

Produce models of ionic lattices (e.g. NaCl and CsCl) using toothpicks and marshmallows. Study dot-and-cross diagram of a known compound (e.g. sodium chloride) and use it to predict the dot-and-cross diagram for less familiar compounds (e.g. potassium fluoride). Carry out experiment to look for evidence of ion migration. Produce a series of cards showing the dot-and-cross diagrams for the chlorides of period 2 (not LiCl). Self-assess and keep for later work on shapes of molecules.

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Scheme of work – A level Chemistry Understand the relationship between bond lengths and

Collect bond length and strength

bond strengths for covalent bonds.

data for a series of covalent bonds. Collate data on spreadsheet and use graph function to look for relationship between length and strength.

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11

Scheme of work – AS Chemistry

Week

Prior

Content of lessons

Teaching suggestions

Spec reference

GCSE Metallic Bonding

Know that giant lattices are present in: i. ionic solids (giant ionic lattices)

Carry out experiments to compare physical properties of a range of structures (e.g. ion migration, allotropes of sulfur).

Topic 2A: 22 Topic 2B: 23– 25

GCSE: Properties and Structures

ii.

covalently bonded solids, such as diamond, graphite and silicon (IV) oxide (giant covalent lattices)

Research and explain trends in melting temperatures of metals using metallic bonding model.

Week 8: Bonding

iii.

solid metals (giant metallic lattices).

Small groups peer teach each other the structure and properties of a range of structures. Using the RSC Elements Top Trumps as a model, groups design a compounds version based on structures and properties.

Useful links

learning 9 Types of Structure

Know that the structure of covalently bonded substances such as iodine, I2, and ice, H2O, is simple molecular. Know the different structures formed by carbon atoms, including graphite, diamond and graphene.

12

Advanced Practical Chemistry ISBN:978-07195-7507-5 http://tinyurl. com/structure sandproperties http://tinyurl. com/elements toptrumps

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Scheme of work – A level Chemistry

Week

Prior learning

Content of lessons

10

Week 8: Bonding

Know that electronegativity is the ability of an atom to attract the bonding electrons in a covalent bond. Know that ionic and covalent bonding are the extremes of a continuum of bonding type and that electronegativity differences lead to bond polarity in bonds and molecules. Understand that molecules with polar bonds may not be polar and be able to predict whether or not a given molecule is likely to be polar.

Electronegativity, Bond Polarity and Intermolecular Forces

Week 9: Simple Molecular Structures

Understand the nature of intermolecular forces resulting from the following interactions: i. London forces (instantaneous dipole – induced dipole) ii. permanent dipoles iii. hydrogen bonds. Understand the interactions in molecules, such as H2O, liquid NH3 and liquid HF, which give rise to hydrogen bonding. Understand the following anomalous properties of water resulting from hydrogen bonding: i. its relatively high melting temperature and boiling temperature ii. the density of ice compared to that of water. Be able to predict the presence of hydrogen bonding in molecules analogous to those mentioned above. Understand, in terms of intermolecular forces, the trends in boiling temperatures of the hydrogen halides, HF to HI.

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Teaching

Spec

suggestions

reference

Card sort task to order elements in terms of electronegativity and /or bonds in terms of polarity.

Topic 2A: 13– 19, 20 iv

Test predictions by experiment – effect of electrostatic field on a stream of liquid.

Compare boiling temperatures of unbranched hydrocarbons to introduce concept of London Forces. Consider hydrogen bonding in a range of molecules and assess understanding using observations and deductions from practical work (e.g. ‘What are Hydrogen Bonds and where are they found?’ – RSC). Whiteboard / PRU Quiz. Plot data and annotate graph to explain trends in boiling temperature of hydrogen halides.

Useful links

Nuffield Advanced Chemistry: 4th edition ISBN: 0-58232835-7

http://tinyurl. com/whatraeh ydrogenbonds

13

Scheme of work – AS Chemistry

Week

Prior

Content of lessons

Teaching suggestions

Spec reference

Useful links

learning 11 Formation of Solutions Predicting Structure VSEPR

14

Week 10: Intermolec ular Forces

Understand factors that influence the choice of solvents, including: i.

Week 8: Bonding Week :9 Structures

ii

water, to dissolve some ionic compounds, in terms of the hydration of the ions

water, to dissolve simple alcohols, in terms of hydrogen bonding iii. water, as a poor solvent for some compounds, in terms of inability to form hydrogen bonds iv. non-aqueous solvents, for compounds that have similar intermolecular forces to those in the solvent. Be able to predict the type of structure and bonding present in a substance from numerical data and/or other information. Be able to predict the physical properties of a substance, including melting and boiling temperature, electrical conductivity and solubility in water, in terms of: i. the types of particle present (atoms, molecules, ions, electrons) ii. the structure of the substance iii. the type of bonding and the presence of intermolecular forces, where relevant. Understand that the shape of a simple molecule or ion is determined by the repulsion between the electron pairs that surround a central atom.

Carry out experiments to compare solubility of sulfates and carbonates. Carry out experiments to compare solubility of some alcohols in water.

Compare bonding and intermolecular forces in a range of molecules (e.g. ‘Spot the Bonding’ – RSC).

Topic 2A: 10– 12, 21 i–iv Topic 2B: 26– 27

http://tinyurl. com/solubilitygroup1Group2-compo Nuffield Advanced Chemistry: 4th edition ISBN: 0-58232835-7 http://tinyurl. com/spot-thebonding

Students are given cards / models showing the shapes of a variety of molecules. They then draw a dot-and-cross diagram for each molecule and produce a summary that links number of electron pairs to shape. Selfassess against VSEPR rules.

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Scheme of work – A level Chemistry

Week

12 Redox Reactions

Prior learning

GCSE: Oxidation and Reduction Week 4: Writing Equations

Content of lessons

Teaching

Spec

suggestions

reference

Understand reasons for the shapes of, and bond angles in, simple molecules and ions with up to six outer pairs of electrons (any combination of bonding pairs and lone pairs). Be able to predict the shapes of, and bond angles in simple molecules and ions using electron pair repulsion theory. Know what is meant by the term ‘oxidation number’. Be able to calculate the oxidation number of atoms in elements, compounds and ions. Understand oxidation and reduction in terms of electron transfer and changes in oxidation number, applied to reactions of s- and p-block elements. Understand oxidation and reduction in terms of electron loss or electron gain. Know that oxidising agents gain electrons. Know that reducing agents lose electrons.

Balloon modelling of shapes.

Understand that a disproportionation reaction involves an element in a single species being simultaneously oxidised and reduced. Know that oxidation number is a useful concept in terms of the classification of reactions as redox and as disproportionation.

Give students a range of cards each showing they equation for a disproportionation reaction. Each group has 2 minutes to describe the link between each reaction. Groups then come up with a definition to describe their findings and feedback to rest of group.

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Carry out a series of displacement reactions. Introduce concept of oxidation numbers and use them to reassign each change as a redox reaction, writing both full and ionic equations. Thermite reaction can be used as a ‘fascinator’.

Useful links

http://tinyurl. com/balloonm odels

Topic 3: 1–13

Advanced Practical Chemistry ISBN:978-07195-7507-5 http://www.rs c.org/learnchemistry/res ource/res0000 0511/redoxreactions

15

Scheme of work – AS Chemistry

Week

Prior

Content of lessons

Teaching suggestions

Be able to indicate the oxidation number of an element in a compound or ion, using a Roman numeral.

Carry out a preparation of potassium iodate(V) to reinforce all concepts covered. Purity of sample can be determined by redox titration.

Spec reference

Useful links

learning

13

16

GCSE Periodic Table (Group 1)

Be able to write formulae given oxidation numbers. Understand that metals, in general, form positive ions by loss of electrons with an increase in oxidation number. Understand that non-metals, in general, form negative ions by gain of electrons with a decrease in oxidation number. Be able to write ionic half-equations and use them to construct full ionic equations. Understand reasons for the trend in ionisation energy down Group 2. Understand reasons for the trend in reactivity of the Group 2 elements down the group.

Carry out comparison of reactions of Ca and Mg with HCl and use observations as a lead in to discuss trend in reactivity.

Nuffield Advanced Chemistry: 4th edition ISBN: 0-58232835-7

Topic 4A: 1–8

http://tinyurl. com/group2re activity

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Scheme of work – A level Chemistry

Week

Chemistry of Group 1 and 2

14 Chemistry of Group 7

Prior learning

Week 2: Ionisation Energies

GCSE: Periodic Table (Group 7) Week 12: Oxidation Numbers, Writing Ionic Equations

Content of lessons

Know the reactions of the elements Mg to Ba in Group 2 with oxygen, chlorine and water.

Know the reactions of the oxides of Group 2 elements with water and dilute acid, and their hydroxides with dilute acid. Know the trends in solubility of the hydroxides and sulfates of Group 2 elements. Understand reasons for the trends in thermal stability of the nitrates and the carbonates of the elements in Groups 1 and 2 in terms of the size and charge of the cations involved. Understand the formation of characteristic flame colours by Group 1 and 2 compounds in terms of electron transitions. Understand experimental procedures to show: i. patterns in thermal decomposition of Group 1 and 2 nitrates and carbonates ii. flame colours in compounds of Group 1 and 2 elements. Understand reasons for the trends in melting and boiling temperatures, physical state at room temperature, and electronegativity for Group 7 elements. Understand reasons for the trend in reactivity of Group 7 elements down the group. Understand the trend in reactivity of Group 7 elements in terms of the redox reactions of Cl2, Br2 and I2 with halide ions in aqueous solution, followed by the addition of an organic solvent.

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Teaching

Spec

suggestions

reference

Carry out experiments on properties of Group 2 compounds. Class can be divided into groups to focus on one particular aspect, to then feedback to their peers.

Carry out research task based on physical properties and uses of halogens. Carry out displacement reactions of halogens and use outcomes to inform discussion on reactivity of Group 7 elements.

Useful links

Nuffield Advanced Chemistry: 4th edition ISBN: 0-58232835-7

Topic 4B: 9– 11 http://tinyurl. com/halogendi splacement

17

Scheme of work – AS Chemistry

18

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Scheme of work – A level Chemistry

Week

Prior learning

Content of lessons

15

Week 12: Redox Reactions

Understand, in terms of changes in oxidation number, the following reactions of the halogens: i. oxidation reactions with Group 1 and 2 metals ii. the disproportionation reaction of chlorine with water and the use of chlorine in water treatment iii. the disproportionation reaction of chlorine with cold, dilute aqueous sodium hydroxide to form bleach iv. the disproportionation reaction of chlorine with hot alkali v. reactions analogous to those above. Understand the following reactions: i. solid Group 1 halides with concentrated sulfuric acid, to illustrate the trend in reducing ability of the halide ions

ii.

Research test for halide ions and use it to determine nature of an unknown halide solution.

Explaining Redox Reactions of Group 7 Using Oxidation Numbers

precipitation reactions of the aqueous anions Cl −, Br− and I− with aqueous silver nitrate solution, followed by aqueous ammonia solution iii. hydrogen halides with ammonia and with water. Be able to make predictions about fluorine and astatine and their compounds, in terms of knowledge of trends in halogen chemistry. Know reactions, including ionic equations where appropriate, for identifying: i. carbonate ions, CO32–, and hydrogencarbonate ions, HCO3–, using aqueous acid to form carbon dioxide ii. sulfate ions, SO42–, using acidified barium chloride iii. ammonium ions, NH4+, using sodium hydroxide solution and warming to form ammonia.

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Teaching

Spec

suggestions

reference

Students can use knowledge of oxidation numbers and disproportionation to predict the products from the reactions outlined on the specification. Predictions can be tested by demonstrations and/or videos.

Topic 4B: 12– 14 Topic 4C: 15

Predict likely effect of conc. sulfuric acid on halide compounds and test predictions by experiment.

Useful links

Nuffield Advanced Chemistry: 4th edition ISBN: 0-58232835-7 http://www.rs c.org/learnchemistry/res ource/res0000 0464/testingsalts-foranions-andcations

19

Scheme of work – AS Chemistry

Week

Prior

Content of lessons

Teaching suggestions

Spec reference

Useful links

Know that a hydrocarbon is a compound of hydrogen and carbon only. Be able to represent organic molecules using empirical formulae, molecular formulae, general formulae, structural formulae, displayed formulae and skeletal formulae. Know what is meant by the terms ‘homologous series’ and ‘functional group’. Be able to name compounds relevant to this specification using the rules of International Union of Pure and Applied Chemistry (IUPAC) nomenclature. Be able to classify reactions as addition, elimination, substitution, oxidation, reduction, hydrolysis or polymerisation. Understand the term ‘structural isomerism’ and determine the possible structural, displayed and skeletal formulae of an organic molecule, given its molecular formula.

Introduce rules for recognising and naming different organic molecules. Students are given either a model and asked to draw and name it or given a name and asked to draw or model it. Test understanding using online quizzes or RSC AfL activity.

Topic 6A 1–7

http://tinyurl. com/pk58nfq (RSC AfL activity) http://tinyurl. com/alkanesq uiz (Example of an online quiz)

learning 16 Introduction to Carbon Chemistry

GCSE: Products From Oil

Understand the term ‘stereoisomerism’, as illustrated by E/Z isomerism (including cis-trans isomerism where two groups are the same).

20

Organise a competition between groups to find, draw model and name as many possible isomers of hexane. Ask students to all make a model of but-2-ene. Students compare models to find any differences and use this to lead into discussion on stereoisomerism.

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Scheme of work – A level Chemistry

Week

Prior learning

Content of lessons

17

GCSE Products From Oil

Know the general formula for alkanes. Know that alkanes and cycloalkanes are saturated hydrocarbons.

Chemistry of Alkanes

Teaching

Spec

suggestions

reference

Carry out experiments to test for unsaturation.

Topic 6B: 8– 13 Topic 2A: 20 viii, viii

Useful links

GCSE: Combustio n of Fuels Week 16: Nomenclat ure

Understand, in terms of intermolecular forces, the trends in boiling and melting temperatures with increasing chain length in alkanes. Understand, in terms of intermolecular forces, the effect of branching on boiling and melting temperatures of alkanes. Understand that alkane fuels are obtained from the fractional distillation, cracking and reforming of crude oil.

Research and plot data of boiling temperatures for a range of alkanes. Students can attempt to explain overall trend as well as discuss any anomalies in terms of London forces.

Know that pollutants, including carbon monoxide, oxides of nitrogen and sulfur, carbon particulates and unburned hydrocarbons, are formed during the combustion of alkane fuels. Understand the problems arising from pollutants from the combustion of fuels, limited to the toxicity of carbon monoxide and the acidity of oxides of nitrogen and sulfur. Understand how the use of a catalytic converter solves some problems caused by pollutants.

Students produce PowerPoint on uses of alkanes as fuels, the possible environmental effects and the role of chemist’s in reducing the environmental impact.

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Carry out cracking of liquid paraffin to form ethene and / or fractional distillations of crude oil.

Nuffield Advanced Chemistry: 4th edition ISBN: 0-58232835-7 http://tinyurl. com/crudeoilR SC http://tinyurl. com/catconvertRSC

21

Scheme of work – AS Chemistry

Week

Prior

Content of lessons

Teaching suggestions

Spec reference

Useful links

Know that a radical: i. is a species with an unpaired electron and is represented in mechanisms by a single dot ii. is formed by homolytic fission of a covalent bond and results in the formation of radicals. Understand the reactions of alkanes with: i. oxygen in air (combustion) ii. halogens, in terms of the mechanism of radical substitution through initiation, propagation and termination steps.

Students view video on free radical reactions prior to lesson to enhance familiarity with key terms.

Topic 6B: 15– 17

http://www.yo utube.com/wa tch? v=5HgzsltWw K8

Topic 6C: 18– 22

http://www.yo utube.com/wa tch? v=Z_GWBW_ GVGA

learning 18 Radical Substitution Reactions

19 Chemistry of Alkenes

22

GCSE Combustio n of Fuels Week 16: Classifying Reactions

GCSE: Products from Oil Week 16: Classifying Reactions & Nomenclat ure

Understand the limitations of the use of radical substitution reactions in the synthesis of organic molecules, in terms of further substitution reactions and the formation of a mixture of products. Know the general formula for alkenes. Know that alkenes and cycloalkenes are unsaturated hydrocarbons. Understand the bonding in alkenes in terms of σ- and πbonds. Know what is meant by the term ‘electrophile’. Understand the addition reactions of alkenes with: i. hydrogen, in the presence of a nickel catalyst, to form an alkane ii. halogens to produce dihalogenoalkanes iii. hydrogen halides to produce halogenoalkanes iv. steam, in the presence of an acid catalyst, to produce alcohols v. potassium manganate(VII), in acid conditions, to oxidise the double bond and produce a diol.

Carry out combustion and halogenation reactions of alkanes. Use free radical substitution mechanism to introduce key terms related to organic mechanisms. Use ‘Write–Cover–Rewrite’ technique to embed knowledge of mechanism. Students view video on electrophilic addition reactions prior to lesson to enhance familiarity with key terms.

Carry out experiments to illustrate reaction of bromine with alkenes and compare to previous experimental work with alkanes.

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Scheme of work – A level Chemistry

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23

Scheme of work – AS Chemistry

Week

Prior

Content of lessons

Teaching suggestions

Spec reference

Understand that heterolytic bond fission of a covalent bond results in the formation of ions. Understand the mechanism of the electrophilic addition reactions between alkenes and: i. halogens ii. hydrogen halides, including addition to unsymmetrical alkenes iii. other given binary compounds. Know the qualitative test for a C=C double bond using bromine water.

Use mini whiteboard quiz to test understanding of mechanism with halogens. Students then use ‘Write–Cover–Rewrite’ technique to embed knowledge of mechanism and apply their knowledge to other examples of the reaction. They can further test their understanding using the RSC Mechanism Inspector. Carry out manufacture of ‘slime’ to introduce addition polymers.

Topic 6C: 24– 29

Useful links

learning 20 Electrophilic Addition Reactions Preparation, Uses and Disposal of Polymers

GCSE Production, Uses and Disposal of Polymers Week 19: Reactions of Alkenes

Know that alkenes form polymers through addition polymerisation. Be able to identify the repeat unit of an addition polymer given the monomer, and vice versa. Know that waste polymers can be separated into specific types of polymer for: i. recycling ii. incineration to release energy iii. use as a feedstock for cracking. Understand, in terms of the use of energy and resources over the life cycle of polymer products, that chemists can contribute to the more sustainable use of materials. Understand how chemists limit the problems caused by polymer disposal by: i. developing biodegradable polymers ii. removing toxic waste gases caused by incineration of plastics.

24

Students use smartphones to record the range of different polymers they use in a week. They can use the images collected along with their own research to prepare a presentation to explain the usefulness of polymers and how chemists limit the problems caused by widespread use.

http://tinyurl. com/mechinsp ect http://tinyurl. com/slimeRSC

http://www.bp f.co.uk/sustain ability/plastics _recycling.asp x http://www.wr ap.org.uk/cate gory/materials -andproducts/plasti cs http://tinyurl. com/polymerf eedstock

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Scheme of work – A level Chemistry

Week

Prior learning

Content of lessons

21

Week 16: Classifying Reactions & Nomenclat ure

Know that halogenoalkanes can be classified as primary, secondary or tertiary. Understand what is meant by the term ‘nucleophile’.

Understand the reactions of halogenoalkanes with:

Carry out experiments to show different reactions of halogenoalkanes with hydroxide ions in different solvents.

Reactions of Haloalkanes

Teaching

Spec

suggestions

reference

Carry out a preparation of primary halogenoalkane.

Topic 6D: 30– 32

i.

22 Trends in Reactivity of Nucleophilic Substitution Reactions

Week 16: Classifying Reactions & Nomenclat ure Week 21: Reactions of

aqueous potassium hydroxide to produce alcohols (where the hydroxide ion acts as a nucleophile) ii. aqueous silver nitrate in ethanol (where water acts as a nucleophile) iii. potassium cyanide to produce nitriles (where the cyanide ion acts as a nucleophile) iv. ammonia to produce primary amines (where the ammonia molecule acts as a nucleophile) v. ethanolic potassium hydroxide to produce alkenes (where the hydroxide ion acts as a base). Understand that experimental observations and data can be used to compare the relative rates of hydrolysis of: i. primary, secondary and tertiary halogenoalkanes ii. chloro-, bromo-, and iodoalkanes using aqueous silver nitrate in ethanol. CORE PRACTICAL 4: Investigation of the rates of hydrolysis of some halogenoalkanes Know the trend in reactivity of primary, secondary and tertiary halogenoalkanes. Understand, in terms of bond enthalpy, the trend in reactivity of chloro-, bromo, and iodoalkanes. ●

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Useful links

Nuffield Advanced Chemistry: 4th edition ISBN: 0-58232835-7 Nuffield Advanced Chemistry: 4th edition ISBN: 0-58232835-7

Topic 6D: 33– 36

Interpret data from Core Practical 4. Research data for C-Cl, C-Br and C-I bonds and use this to help explain trend in data from Core Practical 4.

25

Scheme of work – AS Chemistry Halogenoal

Understand the mechanisms of the nucleophilic

kanes

substitution reactions between primary halogenoalkanes and: i. aqueous potassium hydroxide ii. ammonia.

Week 4: Understand Risks and Hazards

26

View video on SN2 mechanism prior to lesson. Use information to help construct models to show how nucleophiles attack primary halogenoalkanes.

https://www.y outube.com/w atch? v=Z_85KXnBS Yc

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Scheme of work – A level Chemistry

Week

Prior learning

Content of lessons

23

Week 16: Classifying Reactions & Nomenclat ure

Know that alcohols can be classified as primary, secondary or tertiary. Understand the reactions of alcohols with: i. oxygen in air (combustion) ii. halogenating agents iv. concentrated phosphoric acid to form alkenes by elimination.

Carry out a preparation of an alkene from an alcohol (e.g. cyclohexene from cyclohexanol).

Nuffield Advanced Chemistry: 4th edition ISBN: 0-58232835-7

Understand the use of alternative fuels, including biodiesel and alcohols derived from renewable sources such as plants, in terms of a comparison with nonrenewable fossil fuels.

Carry out preparation and separation of ethanol by fermentation and distillation, comparing process to manufacture of ethanol from ethene and steam. Carry out partial and complete oxidation of ethanol, testing products using Benedict’s /Fehling’s and sodium carbonate solution.

http://tinyurl. com/fermentR SC

Reactions and Uses of Alcohols

Week 17: Alkanes as Fuels

24 Reactions of Alcohols

Week 4: Understand Risks and Hazards

Understand the reactions of alcohols with potassium dichromate(VI) in dilute sulfuric acid to oxidise primary alcohols to aldehydes (including a test for the aldehyde using Benedict’s/Fehling’s solution) and carboxylic acids, and secondary alcohols to ketones. Understand the following techniques used in the preparation and purification of a liquid organic compound: i. heating under reflux iii. distillation v. boiling temperature determination. ● CORE PRACTICAL 5: The oxidation of ethanol

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Teaching

Spec

suggestions

reference

Students name and draw a variety of alcohols using miniwhiteboards.

Topic 6E: 37, 38 i, ii,, iv Topic 6B: 14

Topic 6E: 38 iii, 39 i, iii, v

Useful links

Nuffield Advanced Chemistry: 4th edition ISBN: 0-58232835-7 http://tinyurl. com/microscal eoxialcohol (microscale version of oxidation reactions)

27

Scheme of work – AS Chemistry

Week

Prior

Content of lessons

Teaching suggestions

Spec reference

Useful links

Understand the following techniques used in the preparation and purification of a liquid organic compound: ii. extraction with a solvent in a separating funnel iv. drying with an anhydrous salt. ● CORE PRACTICAL 6: Chlorination of 2-methylpropan2-ol using concentrated hydrochloric acid

Students can research practical skills required in preparation for core practical using RSC Interactive Lab Primer,

Topic 6E: 39 ii, iv

http://www.ch em-ilp.net/

Be able to use data from a mass spectrometer to: i. determine the relative molecular mass of an organic compound from the molecular ion peak ii. suggest possible structures of a simple organic compound from the m/z of the molecular ion and fragmentation patterns. Be able to use data from infrared spectra to deduce functional groups present in organic compounds and to predict infrared absorptions, given wavenumber data, due to familiar functional groups. ● CORE PRACTICAL 7: Analysis of some inorganic and organic unknowns

Students can research IR and mass spectra of simple organic compounds using Spectra School and can annotate spectra using data from data booklet. Molecular models can be made then broken up by students to try to identify peaks in mass spectra due to fragmentation.

Topic 7A: 1 Topic 7B: 2

http://spectra school.rsc.org/

learning 25 Carrying Out a Preparation of an Organic Liquid

Week 22: Halogenoal kanes Week 23: Halogenati ng Agents Week 24: Practical Techniques

26 Instrumental Methods to Find the Structure of Organic Compounds

Week :4 Understand Risks and Hazards Week 16: Use of Displayed, Structural & Skeletal Formulae Week 8: Bonding

28

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Scheme of work – A level Chemistry

Week

Prior learning

Content of lessons

27

GCSE: Exoand Endothermi c reactions

Know that standard conditions are 100 kPa and a specified temperature, usually 298 K. Know that the enthalpy change is the heat energy change measured at constant pressure. Be able to construct and interpret enthalpy level diagrams showing an enthalpy change, including appropriate signs for exothermic and endothermic reactions. Be able to define standard enthalpy change of reaction, formation, combustion & neutralisation. Understand experiments to measure enthalpy changes in terms of: i. processing results using the expression transferred=mass x specific heat capacity × temperature change (Q=mcΔT) ii. evaluating sources of error and assumptions made in the experiments. ● CORE PRACTICAL 8: To determine the enthalpy change of a reaction using Hess’s Law Be able to calculate enthalpy changes in kj mol -1 from given experimental results. Be able to construct enthalpy cycles using Hess’s Law. Be able to calculate enthalpy changes from data using Hess’s Law.

Enthalpy Changes

28 Using Hess’s Law

Week 27: Energy Changes in Chemical Reactions

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Teaching

Spec

suggestions

reference

Check definitions using RSC starter activity.

Topic 8: 1–5

Carry out experiments to determine enthalpy change of reaction and combustion, producing appropriate energy level diagrams and evaluation of data.

Design experiments to find enthalpy changes (e.g. hydration of anhydrous magnesium sulfate; Hot dinner from a Can (RSC).

Useful links

http://tinyurl. com/enthalpys tarter

Nuffield Advanced Chemistry: 4th edition ISBN: 0-58232835-7

Topic 8: 6–11

Advanced Practical Chemistry ISBN:978-07195-7507-5 http://tinyurl. com/hotdinner RSC

29

Scheme of work – AS Chemistry

Week

Prior

Content of lessons

Teaching suggestions

Know what is meant by the terms ‘bond enthalpy’ and ‘ mean bond enthalpy’.

Research bond enthalpy data and use to produce spreadsheet that will calculate the enthalpy changes for reactions.

Spec reference

Useful links

learning

Be able to calculate an enthalpy change of reaction using mean bond enthalpies and explain the limitations of this method of calculation. Be able to calculate mean bond enthalpies from enthalpy changes of reaction.

30

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Scheme of work – A level Chemistry

Week

Prior learning

Content of lessons

29

GCSE Rates of Reaction

Understand, in terms of collision theory, the effect of a change in concentration, temperature, pressure and surface area on the rate of a chemical reaction. Understand that reactions only take place when collisions take place with sufficient energy, known as the activation energy.

Chemical Kinetics

Teaching

Spec

suggestions

reference

Carry out a series of experiments to see how a variety of variables affect the rate of a reaction.

Topic 9: 1–9

Useful links

http://tinyurl. com/conc-rate

http://tinyurl. com/surfacear ea-rhubarb http://tinyurl. com/temprate Be able to calculate the rate of reaction from: i. data showing the time taken for reaction ii. the gradient of a suitable graph, by drawing a tangent, either for initial rate of at a time, t. Understand qualitatively, in terms of the MaxwellBoltzmann distribution of molecular energies, how changes in temperature affect the rate of reaction.

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Produce suitable graphs which can then be annotated to describe trends and explain them using collision theory. Give students a selection of reaction profiles with errors. Ask students to find and explain the errors.

31

Scheme of work – AS Chemistry

Week

Prior

Content of lessons

Teaching suggestions

Understand the role of catalysts in providing alternative reaction routes of lower activation energy.

Carry out experiments to see effect of catalysis (e.g. cobalt(II) salts on oxidation of Rochelle salt) and explain observations using reaction profiles.

Spec reference

Useful links

learning

Be able to draw the reaction profiles of both an uncatalysed and a catalysed reaction. Be able to interpret the action of a catalyst in terms of a qualitative understanding of the Maxwell-Boltzmann distribution of molecular energies. Understand the use of a solid (heterogeneous) catalyst for industrial reactions, in the gas phase, in terms of providing a surface for the reaction. Understand the economic benefits of the use of catalysts in industrial reactions.

32

Nuffield Advanced Chemistry: 4th edition ISBN: 0-58232835-7

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Scheme of work – A level Chemistry

Week

Prior learning

Content of lessons

30

GCSE: Reversible Reactions

Know that many reactions are readily reversible and that they can reach a state of dynamic equilibrium in which: i. the rate of the forward reaction is equal to the rate of the backward reaction ii. the concentrations of reactants and products remain constant. Be able to predict and justify the qualitative effect of a change in temperature, concentration or pressure on a homogeneous system in equilibrium.

Apply the principles of qualitative predictions to a selection of novel reactions.

Evaluate data to explain the necessity, for many industrial processes, to reach a compromise between the yield and the rate of reaction. Be able to deduce an expression for Kc, for homogeneous and heterogeneous systems, in terms of equilibrium concentrations.

Give students data for equilibrium concentrations and Kc for a range of equilibria. In groups they can try to find the relationship between equilibrium concentrations Kc and the balanced equation.

Chemical Equilibria

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Teaching

Spec

suggestions

reference

Carry out experiments to observe effect of changes in conditions on an equilibrium (e.g. cobalt complexes).

Topic 10: 1–4

Useful links

http://www.rs c.org/learnchemistry/res ource/res0000 0001/cobaltequilibrium

33