GCE Getting Started

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 Content of lessons Teaching Spec Useful links learning suggestions reference 1 GCSE: Know the structure of an atom in terms of electrons, Carry out research to produce a Topic 1: 1–7 Atomic protons and neutrons. timeline of events in the Structure of Structure development of our current Atoms and the and understanding of the structure of Periodic Table Periodic the atom. Table Build a model to represent Geiger and Muller’s experiment to confirm most of an atom is empty space. Know the relative mass and relative charge of protons, Annotate a Periodic Table with neutrons and electrons. key information, showing how to Know what is meant by the terms ‘atomic (proton) determine numbers of sub- number’ and ‘mass number’. atomic particles. Be able to determine the number of each type of sub- ‘Build an atom’ simulation. http://tinyurl. atomic particle in an atom, molecule or ion from the com/buildanat atomic (proton) number and mass number. omsim Understand the term ‘isotopes’. Be able to define the terms ‘relative isotopic mass’ and Students play a ‘spot the ‘relative atomic mass’, based on the 12C scale. difference’ game with cards showing all the key definitions. Understand the terms ‘relative molecular mass’ and Design a spreadsheet to ‘relative formula mass’, including calculating these values calculate relative molecular from relative atomic masses. mass / relative formula mass from relative atomic masses.

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Week Prior Content of lessons Teaching Spec Useful links learning suggestions reference 2 GCSE Be able to analyse and interpret data from mass Topic 1: 8–19 Atomic spectrometry to calculate relative atomic mass from Mass Structure relative abundance of isotopes and vice versa. Spectrometry and Be able to predict the mass spectra for diatomic and the Periodic molecules, including chlorine. Formation of Table Understand how mass spectrometry can be used to Ions determine the relative molecular mass of a molecule. Be able to define the terms ‘first ionisation energy’ and http://tinyurl. Electron Orbitals ‘successive ionisation energies’. com/IE- Misconception s Understand reasons for the general increase in first Plot a graph of IE across a ionisation energy across a period. period and / or down a group Understand reasons for the decrease in first ionisation and use these to help explain energy down a group. the quantum model for electron configurations.

Understand how ideas about electronic configuration Plot graphs of the successive developed from: ionisation energies of a selection i. the fact that successive ionisation energies provide of atoms and use these to evidence for the existence of quantum shells predict the group to which the ii. the fact that successive ionisation energies provide element belongs. 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. 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 d- orbitals. sub-shells.

Week Prior Content of lessons Teaching Spec Useful links learning suggestions reference 3 GCSE: Know that electrons fill subshells singly, before pairing up, Topic 1: 20– Periodic and that two electrons in the same orbital must have 25 Electronic Table different spins. Configuration Be able to predict the electronic configurations, using 1s Carry out a ‘Whiteboard’ or Pupil http://tinyurl. and Periodicity Week 2: notation and electrons-in-boxes notation, of: Response Unit Quiz on electronic com/electronq Electron i. atoms, given the atomic number, Z, up to Z = 36 configurations, using both ‘1s2 uiz Orbitals ii. ions, given the atomic number, Z, and the ionic etc.’ and ‘electrons in boxes’ charge, for s and p block ions only, up to Z = 36. models. Know that elements can be classified as s-, p- and d-block Students can self-assess using elements. online quiz. Understand that electronic configuration determines the chemical properties of an element. Understand periodicity in terms of a repeating pattern Carry out Periodic Table Card http://www.te across different periods. Game based on formulae of s.co.uk/teachi Understand reasons for the trends in the following oxides of elements. ng- properties of the elements from Periods 2 and 3 of the resource/Perio periodic table: dic-table-card- i. the melting and boiling temperatures of the Plot melting and boiling game- elements, based on given data, in terms of structure temperatures of the elements in differentiated- and bonding Periods 2 and 3. Annotate the 6301845/ ii. ionisation energy based on given data or recall of the graphs to explain trends in plots of ionisation energy versus atomic number. terms of structure. Be able to illustrate periodicity using data, including Provide students with images electronic configurations, atomic radii, melting and boiling showing trends in Period 2 for temperatures and first ionisation energies. atomic radii and ask them to predict the trend in Period 3.

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Week Prior Content of lessons Teaching Spec Useful links learning suggestions reference 4 GCSE Be able to write balanced full and ionic equations, Look at a selection of solubility Topic 5: 6, Chemical including state symbols, for chemical reactions. data for a range of salts and 14–16 Inorganic Formulae Be able to relate ionic and full equations, with state work as a group to propose a set Reactions, and symbols, to observations from simple test tube reactions, of solubility rules. Use the Equations and Equations to include: accepted solubility rules to peer Yields i. displacement reactions assess. GCSE: ii. reactions of acids Carry out a selection of Reacting iii. precipitation reactions. displacement, precipitation and Masses acid reactions, using mini whiteboards to write equations. Be able to calculate percentage yields and percentage Prepare a sample of a salt and Nuffield atom economies using chemical equations and compare predicted to actual Advanced experimental results. yield, considering any potential Chemistry: 4th Understand risks and hazards in practical procedures and loss of product. Examples could edition suggest appropriate precautions where necessary. include copper(II) sulfate or ISBN: 0-582- ammonium iron(II) sulfate. 32835-7 5 Know that the mole (mol) is the unit for amount of a Carry out experiments to Topic 5: 1–5 Nuffield substance. determine the molar ratio in a Advanced th Amount of reaction e.g. iron and sulfuric Chemistry: 4 Substance acid. edition ISBN: 0-582- 32835-7 Be able to use the Avogadro constant, L, in calculations. View video on Mole and http://www.yo Know that the molar mass of a substance is the mass per Avogadro as part of ‘Flip utube.com/wa mole of the substance in g mol−1. Learning’ preparation, then use tch? scaffolded worksheets to check v=AsqEkF7hcI understanding. I Know what is meant by the terms ‘empirical formula’ and Carry out experiments to http://tinyurl. ‘molecular formula’. confirm the empirical formula of com/formulaof Be able to use experimental data to calculate: a compound (e.g. magnesium anoxide i. empirical oxide). ii. molecular formulae including the use of pV = nRT for Carry out experiments to gases and volatile liquids. determine the number of water molecules in a hydrated salt (e.g. hydrated copper(II) sulfate).

Week Prior Content of lessons Teaching Spec Useful links learning suggestions reference 6 GCSE Be able to calculate amounts of substances (in mol) in Carry out experiments to Topic 5: 7–10 http://tinyurl. Reacting reactions involving mass and volume of gas. investigate thermal com/carbonat Calculating Masses and Be able to calculate reacting masses from chemical decomposition of carbonates erocks Amounts in Volumes equations, and vice versa, using the concepts of amount (e.g. ‘Carbonate rocks!’ – RSC). Reactions Using of substance and molar mass. Moles Be able to calculate reacting volumes of gases from Assess progress of students http://www.rs chemical equations, and vice versa, using the concepts of using AfL sheet from RSC. c.org/educatio amount of substance. n/teachers/res Be able to calculate reacting volumes of gases from ources/aflche chemical equations, and vice versa, using the concepts of m/resources/3 molar volume of gases. 6/index.htm ● CORE PRACTICAL 1: Measure the molar volume of a gas 7 Week 6: Be able to calculate solution concentrations, in mol dm−3 Carry of preparation of a Topic 5: 11– Advanced Calculating and g dm−3, for simple acid-base titrations using a range standard solution e.g. potassium 13 Practical Calculating Amounts of of acids, alkalis and indicators. hydrogen phthalate. Chemistry Concentration Substance Be able to: ISBN:978-0- and Carrying Out i. calculate measurement uncertainties and 7195-7507-5 Titrations measurement errors in experimental results Determine the solubility of a Nuffield ii. comment on sources of error in experimental weak base by titration with Advanced procedures. standard acid. Compare Chemistry: 4th Understand how to minimise the percentage error and experimental value to accepted edition percentage uncertainty in experiments involving value. ISBN: 0-582- measurements. 32835-7 ● CORE PRACTICAL 2: Prepare a standard solution from a solid acid ● CORE PRACTICAL 3: Find the concentration of a solution of hydrochloric acid

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Week Prior Content of lessons Teaching Spec Useful links learning suggestions reference 8 GCSE: Know that metallic bonding is the strong electrostatic Research metallic radii of Topic 2A: 1–9 The Mole Ionic and attraction between the nuclei of metal ions and the metallic elements and compare Magazine Ionic and Covalent delocalised electrons. to melting point. Use metallic (RSC) – July Covalent Bonding bonding model to explain any 2014 Bonding trends. 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 Produce models of ionic lattices or gain. (e.g. NaCl and CsCl) using Be able to draw electronic configuration diagrams of toothpicks and marshmallows. cations and anions using dot-and-cross diagrams. Study dot-and-cross diagram of Understand reasons for the trends in ionic radii down a a known compound (e.g. sodium group and for a set of isoelectronic ions. chloride) and use it to predict the dot-and-cross diagram for less familiar compounds (e.g. potassium fluoride). Understand that the physical properties of ionic Carry out experiment to look for compounds and the migration of ions provide evidence for evidence of ion migration. the existence of ions. Know that a covalent bond is the strong electrostatic Produce a series of cards attraction between two nuclei and the shared pair of showing the dot-and-cross electrons between them. diagrams for the chlorides of Be able to draw dot-and-cross diagrams to show electrons period 2 (not LiCl). Self-assess in simple covalent substances, including: and keep for later work on i. molecules with single, double and triple bonds shapes of molecules. ii. species exhibiting dative (coordinate) bonding, + including Al2Cl6 and NH4 . 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.

Week Prior Content of lessons Teaching Spec Useful links learning suggestions reference 9 GCSE Know that giant lattices are present in: Carry out experiments to Topic 2A: 22 Metallic i. ionic solids (giant ionic lattices) compare physical properties of a Topic 2B: 23– Types of Bonding range of structures (e.g. ion 25 Structure migration, allotropes of sulfur). GCSE: ii. covalently bonded solids, such as diamond, graphite Research and explain trends in Advanced Properties and silicon (IV) oxide (giant covalent lattices) melting temperatures of metals Practical and using metallic bonding model. Chemistry Structures ISBN:978-0- 7195-7507-5 Week 8: iii. solid metals (giant metallic lattices). Small groups peer teach each http://tinyurl. Bonding other the structure and com/structure properties of a range of sandproperties structures. Know that the structure of covalently bonded substances Using the RSC Elements Top http://tinyurl.

such as iodine, I2, and ice, H2O, is simple molecular. Trumps as a model, groups com/elements Know the different structures formed by carbon atoms, design a compounds version toptrumps including graphite, diamond and graphene. based on structures and properties.

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Week Prior Content of lessons Teaching Spec Useful links learning suggestions reference 10 Week 8: Know that electronegativity is the ability of an atom to Card sort task to order elements Topic 2A: 13– Bonding attract the bonding electrons in a covalent bond. in terms of electronegativity and 19, 20 iv Electro- Know that ionic and covalent bonding are the extremes of /or bonds in terms of polarity. negativity, Bond Week 9: a continuum of bonding type and that electronegativity Polarity and Simple differences lead to bond polarity in bonds and molecules. Intermolecular Molecular Understand that molecules with polar bonds may not be Test predictions by experiment – Nuffield Forces Structures polar and be able to predict whether or not a given effect of electrostatic field on a Advanced molecule is likely to be polar. stream of liquid. Chemistry: 4th Understand the nature of intermolecular forces resulting edition from the following interactions: ISBN: 0-582- i. London forces (instantaneous dipole – induced dipole) Compare boiling temperatures of 32835-7 ii. permanent dipoles unbranched hydrocarbons to iii. hydrogen bonds. introduce concept of London Forces.

Understand the interactions in molecules, such as H2O, Consider hydrogen bonding in a http://tinyurl.

liquid NH3 and liquid HF, which give rise to hydrogen range of molecules and assess com/whatraeh bonding. understanding using ydrogenbonds Understand the following anomalous properties of water observations and deductions resulting from hydrogen bonding: from practical work (e.g. ‘What i. its relatively high melting temperature and boiling are Hydrogen Bonds and where temperature are they found?’ – RSC). ii. the density of ice compared to that of water. Whiteboard / PRU Quiz. Be able to predict the presence of hydrogen bonding in Plot data and annotate graph to molecules analogous to those mentioned above. explain trends in boiling Understand, in terms of intermolecular forces, the trends temperature of hydrogen in boiling temperatures of the hydrogen halides, HF to HI. halides.

Week Prior Content of lessons Teaching Spec Useful links learning suggestions reference 11 Week 10: Understand factors that influence the choice of solvents, Topic 2A: 10– Intermolec including: 12, 21 i–iv Formation of ular Forces i. water, to dissolve some ionic compounds, in terms of Carry out experiments to Topic 2B: 26– http://tinyurl. Solutions the hydration of the ions compare solubility of sulfates 27 com/solubility- Week 8: and carbonates. group1- Predicting Bonding Group2-compo Structure ii water, to dissolve simple alcohols, in terms of Carry out experiments to Nuffield Week :9 hydrogen bonding compare solubility of some Advanced Structures th VSEPR iii. water, as a poor solvent for some compounds, in alcohols in water. Chemistry: 4 edition terms of inability to form hydrogen bonds ISBN: 0-582- iv. non-aqueous solvents, for compounds that have 32835-7 similar intermolecular forces to those in the solvent. Be able to predict the type of structure and bonding Compare bonding and http://tinyurl. present in a substance from numerical data and/or other intermolecular forces in a range com/spot-the- information. of molecules (e.g. ‘Spot the bonding Be able to predict the physical properties of a substance, Bonding’ – RSC). 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 Students are given cards / determined by the repulsion between the electron pairs models showing the shapes of a that surround a central atom. variety of molecules. They then draw a dot-and-cross diagram for each molecule and produce a summary that links number of electron pairs to shape. Self- assess against VSEPR rules.

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Week Prior Content of lessons Teaching Spec Useful links learning suggestions reference Understand reasons for the shapes of, and bond angles Balloon modelling of shapes. http://tinyurl. in, simple molecules and ions with up to six outer pairs of com/balloonm electrons (any combination of bonding pairs and lone odels pairs). Be able to predict the shapes of, and bond angles in simple molecules and ions using electron pair repulsion theory. 12 GCSE: Know what is meant by the term ‘oxidation number’. Carry out a series of Topic 3: 1–13 Advanced Oxidation Be able to calculate the oxidation number of atoms in displacement reactions. Practical Redox Reactions and elements, compounds and ions. Introduce concept of oxidation Chemistry Reduction Understand oxidation and reduction in terms of electron numbers and use them to ISBN:978-0- transfer and changes in oxidation number, applied to reassign each change as a redox 7195-7507-5 Week 4: reactions of s- and p-block elements. reaction, writing both full and http://www.rs Writing Understand oxidation and reduction in terms of electron ionic equations. Thermite c.org/learn- Equations loss or electron gain. reaction can be used as a chemistry/res Know that oxidising agents gain electrons. ‘fascinator’. ource/res0000 Know that reducing agents lose electrons. 0511/redox- reactions Understand that a disproportionation reaction involves an Give students a range of cards element in a single species being simultaneously oxidised each showing they equation for and reduced. a disproportionation reaction. Know that oxidation number is a useful concept in terms Each group has 2 minutes to of the classification of reactions as redox and as describe the link between each disproportionation. reaction. Groups then come up with a definition to describe their findings and feedback to rest of group. Be able to indicate the oxidation number of an element in Carry out a preparation of Nuffield a compound or ion, using a Roman numeral. potassium iodate(V) to reinforce Advanced Be able to write formulae given oxidation numbers. all concepts covered. Purity of Chemistry: 4th Understand that metals, in general, form positive ions by sample can be determined by edition loss of electrons with an increase in oxidation number. redox titration. ISBN: 0-582- Understand that non-metals, in general, form negative 32835-7 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.

Week Prior Content of lessons Teaching Spec Useful links learning suggestions reference 13 GCSE Understand reasons for the trend in ionisation energy Carry out comparison of Topic 4A: 1–8 http://tinyurl. Periodic down Group 2. reactions of Ca and Mg with HCl com/group2re Chemistry of Table Understand reasons for the trend in reactivity of the and use observations as a lead activity Group 1 and 2 (Group 1) Group 2 elements down the group. in to discuss trend in reactivity. Know the reactions of the elements Mg to Ba in Group 2 Carry out experiments on Nuffield Week 2: with oxygen, chlorine and water. properties of Group 2 Advanced Ionisation Know the reactions of the oxides of Group 2 elements compounds. Class can be divided Chemistry: 4th Energies with water and dilute acid, and their hydroxides with into groups to focus on one edition dilute acid. particular aspect, to then ISBN: 0-582- Know the trends in solubility of the hydroxides and feedback to their peers. 32835-7 sulfates of Group 2 elements. Understand reasons for the trends in thermal stability of the nitrates and the carbonates of the elements in Groups 1 and 2 in terms of the size and charge of the cations involved. Understand the formation of characteristic flame colours by Group 1 and 2 compounds in terms of electron transitions. Understand experimental procedures to show: i. patterns in thermal decomposition of Group 1 and 2 nitrates and carbonates ii. flame colours in compounds of Group 1 and 2 elements. 14 GCSE: Understand reasons for the trends in melting and boiling Carry out research task based Topic 4B: 9– Periodic temperatures, physical state at room temperature, and on physical properties and uses 11 Chemistry of Table electronegativity for Group 7 elements. of halogens. Group 7 (Group 7) Understand reasons for the trend in reactivity of Group 7 Carry out displacement reactions http://tinyurl. elements down the group. of halogens and use outcomes to com/halogendi Week 12: Understand the trend in reactivity of Group 7 elements in inform discussion on reactivity of splacement

Oxidation terms of the redox reactions of Cl2, Br2 and I2 with halide Group 7 elements. Numbers, ions in aqueous solution, followed by the addition of an Writing organic solvent. Ionic Equations

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Week Prior Content of lessons Teaching Spec Useful links learning suggestions reference 15 Week 12: Understand, in terms of changes in oxidation number, the Students can use knowledge of Topic 4B: 12– Redox following reactions of the halogens: oxidation numbers and 14 Explaining Redox Reactions i. oxidation reactions with Group 1 and 2 metals disproportionation to predict the Topic 4C: 15 Reactions of ii. the disproportionation reaction of chlorine with water products from the reactions Group 7 Using and the use of chlorine in water treatment outlined on the specification. Oxidation iii. the disproportionation reaction of chlorine with cold, Predictions can be tested by Numbers dilute aqueous sodium hydroxide to form bleach demonstrations and/or videos. 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, Predict likely effect of conc. Nuffield to illustrate the trend in reducing ability of the halide sulfuric acid on halide Advanced ions compounds and test predictions Chemistry: 4th by experiment. edition ISBN: 0-582- 32835-7 ii. precipitation reactions of the aqueous anions Cl−, Br− Research test for halide ions and http://www.rs and I− with aqueous silver nitrate solution, followed use it to determine nature of an c.org/learn- by aqueous ammonia solution unknown halide solution. chemistry/res iii. hydrogen halides with ammonia and with water. ource/res0000 Be able to make predictions about fluorine and astatine 0464/testing- and their compounds, in terms of knowledge of trends in salts-for- halogen chemistry. anions-and- Know reactions, including ionic equations where cations appropriate, for identifying: 2– i. carbonate ions, CO3 , and hydrogencarbonate ions, – HCO3 , using aqueous acid to form carbon dioxide 2– ii. sulfate ions, SO4 , using acidified barium chloride + iii. ammonium ions, NH4 , using sodium hydroxide solution and warming to form ammonia.

Week Prior Content of lessons Teaching Spec Useful links learning suggestions reference 16 GCSE: Know that a hydrocarbon is a compound of hydrogen and Introduce rules for recognising Topic 6A 1–7 http://tinyurl. Products carbon only. and naming different organic com/pk58nfq Introduction to From Oil Be able to represent organic molecules using empirical molecules. Students are given (RSC AfL Carbon formulae, molecular formulae, general formulae, either a model and asked to activity) Chemistry structural formulae, displayed formulae and skeletal draw and name it or given a http://tinyurl. formulae. name and asked to draw or com/alkanesq Know what is meant by the terms ‘homologous series’ and model it. Test understanding uiz ‘functional group’. using online quizzes or RSC AfL (Example of Be able to name compounds relevant to this specification activity. an online quiz) 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 Organise a competition between the possible structural, displayed and skeletal formulae of groups to find, draw model and an organic molecule, given its molecular formula. name as many possible isomers Understand the term ‘stereoisomerism’, as illustrated by of hexane. E/Z isomerism (including cis-trans isomerism where two Ask students to all make a groups are the same). 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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Week Prior Content of lessons Teaching Spec Useful links learning suggestions reference 17 GCSE Know the general formula for alkanes. Topic 6B: 8– Products Know that alkanes and cycloalkanes are saturated Carry out experiments to test for 13 Chemistry of From Oil hydrocarbons. unsaturation. Topic 2A: 20 Alkanes Understand, in terms of intermolecular forces, the trends Research and plot data of boiling viii, viii GCSE: in boiling and melting temperatures with increasing chain temperatures for a range of Combustio length in alkanes. alkanes. Students can attempt n of Fuels Understand, in terms of intermolecular forces, the effect to explain overall trend as well of branching on boiling and melting temperatures of as discuss any anomalies in Week 16: alkanes. terms of London forces. Nomenclat Understand that alkane fuels are obtained from the Carry out cracking of liquid Nuffield ure fractional distillation, cracking and reforming of crude oil. paraffin to form ethene and / or Advanced fractional distillations of crude Chemistry: 4th oil. edition ISBN: 0-582- 32835-7 http://tinyurl. com/crudeoilR SC Know that pollutants, including carbon monoxide, oxides Students produce PowerPoint on http://tinyurl. of nitrogen and sulfur, carbon particulates and unburned uses of alkanes as fuels, the com/cat- hydrocarbons, are formed during the combustion of possible environmental effects convertRSC alkane fuels. and the role of chemist’s in Understand the problems arising from pollutants from the reducing the environmental combustion of fuels, limited to the toxicity of carbon impact. monoxide and the acidity of oxides of nitrogen and sulfur. Understand how the use of a catalytic converter solves some problems caused by pollutants.

Week Prior Content of lessons Teaching Spec Useful links learning suggestions reference 18 GCSE Know that a radical: Students view video on free Topic 6B: 15– http://www.yo Combustio i. is a species with an unpaired electron and is radical reactions prior to lesson 17 utube.com/wa Radical n of Fuels represented in mechanisms by a single dot to enhance familiarity with key tch? Substitution ii. is formed by homolytic fission of a covalent bond and terms. v=5HgzsltWw Reactions Week 16: results in the formation of radicals. K8 Classifying Understand the reactions of alkanes with: Reactions i. oxygen in air (combustion) ii. halogens, in terms of the mechanism of radical Carry out combustion and substitution through initiation, propagation and halogenation reactions of termination steps. alkanes. Use free radical Understand the limitations of the use of radical substitution mechanism to substitution reactions in the synthesis of organic introduce key terms related to molecules, in terms of further substitution reactions and organic mechanisms. the formation of a mixture of products. Use ‘Write–Cover–Rewrite’ technique to embed knowledge of mechanism. 19 GCSE: Know the general formula for alkenes. Students view video on Topic 6C: 18– http://www.yo Products Know that alkenes and cycloalkenes are unsaturated electrophilic addition reactions 22 utube.com/wa Chemistry of from Oil hydrocarbons. prior to lesson to enhance tch? Alkenes Understand the bonding in alkenes in terms of σ- and π- familiarity with key terms. v=Z_GWBW_ Week 16: bonds. GVGA Classifying Know what is meant by the term ‘electrophile’. Reactions Understand the addition reactions of alkenes with: Carry out experiments to & i. hydrogen, in the presence of a nickel catalyst, to illustrate reaction of bromine Nomenclat form an alkane with alkenes and compare to ure ii. halogens to produce dihalogenoalkanes previous experimental work with iii. hydrogen halides to produce halogenoalkanes alkanes. 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.

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Week Prior Content of lessons Teaching Spec Useful links learning suggestions reference 20 GCSE Understand that heterolytic bond fission of a covalent Use mini whiteboard quiz to test Topic 6C: 24– Production, bond results in the formation of ions. understanding of mechanism 29 Electrophilic Uses and Understand the mechanism of the electrophilic addition with halogens. Students then Addition Disposal of reactions between alkenes and: use ‘Write–Cover–Rewrite’ Reactions Polymers i. halogens technique to embed knowledge ii. hydrogen halides, including addition to unsymmetrical of mechanism and apply their Preparation, Week 19: alkenes knowledge to other examples of Uses and Reactions iii. other given binary compounds. the reaction. Disposal of of Alkenes Know the qualitative test for a C=C double bond using They can further test their http://tinyurl. Polymers bromine water. understanding using the RSC com/mechinsp Mechanism Inspector. ect Know that alkenes form polymers through addition Carry out manufacture of ‘slime’ http://tinyurl. polymerisation. to introduce addition polymers. com/slimeRSC 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 Students use smartphones to http://www.bp types of polymer for: record the range of different f.co.uk/sustain i. recycling polymers they use in a week. ability/plastics ii. incineration to release energy They can use the images _recycling.asp iii. use as a feedstock for cracking. collected along with their own x Understand, in terms of the use of energy and resources research to prepare a http://www.wr over the life cycle of polymer products, that chemists can presentation to explain the ap.org.uk/cate contribute to the more sustainable use of materials. usefulness of polymers and how gory/materials chemists limit the problems Understand how chemists limit the problems caused by -and- caused by widespread use. polymer disposal by: products/plasti cs i. developing biodegradable polymers http://tinyurl. ii. removing toxic waste gases caused by incineration of com/polymerf plastics. eedstock

Week Prior Content of lessons Teaching Spec Useful links learning suggestions reference 21 Week 16: Know that halogenoalkanes can be classified as primary, Carry out a preparation of Topic 6D: 30– Nuffield Classifying secondary or tertiary. primary halogenoalkane. 32 Advanced th Reactions of Reactions Understand what is meant by the term ‘nucleophile’. Chemistry: 4 Haloalkanes & edition Nomenclat ISBN: 0-582- ure 32835-7 Understand the reactions of halogenoalkanes with: Carry out experiments to show Nuffield i. aqueous potassium hydroxide to produce alcohols different reactions of Advanced (where the hydroxide ion acts as a nucleophile) halogenoalkanes with hydroxide Chemistry: 4th ii. aqueous silver nitrate in ethanol (where water acts as ions in different solvents. edition a nucleophile) ISBN: 0-582- iii. potassium cyanide to produce nitriles (where the 32835-7 cyanide ion acts as a nucleophile) iv. ammonia to produce primary amines (where the ammonia molecule acts as a nucleophile) v. ethanolic potassium hydroxide to produce alkenes (where the hydroxide ion acts as a base). 22 Week 16: Understand that experimental observations and data can Topic 6D: 33– Classifying be used to compare the relative rates of hydrolysis of: 36 Trends in Reactions i. primary, secondary and tertiary halogenoalkanes Reactivity of & ii. chloro-, bromo-, and iodoalkanes using aqueous Nucleophilic Nomenclat silver nitrate in ethanol. ure Substitution ● CORE PRACTICAL 4: Investigation of the rates of Interpret data from Core Reactions hydrolysis of some halogenoalkanes Practical 4. Week 21: Reactions Know the trend in reactivity of primary, secondary and Research data for C-Cl, C-Br and of tertiary halogenoalkanes. C-I bonds and use this to help Halogenoal Understand, in terms of bond enthalpy, the trend in explain trend in data from Core kanes reactivity of chloro-, bromo, and iodoalkanes. Practical 4. Understand the mechanisms of the nucleophilic View video on SN2 mechanism https://www.y Week 4: substitution reactions between primary halogenoalkanes prior to lesson. Use information outube.com/w Understand and: to help construct models to show atch? Risks and i. aqueous potassium hydroxide how nucleophiles attack primary v=Z_85KXnBS Hazards ii. ammonia. halogenoalkanes. Yc

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Week Prior Content of lessons Teaching Spec Useful links learning suggestions reference 23 Week 16: Know that alcohols can be classified as primary, Students name and draw a Topic 6E: 37, Classifying secondary or tertiary. variety of alcohols using mini- 38 i, ii,, iv Reactions and Reactions Understand the reactions of alcohols with: whiteboards. Topic 6B: 14 Uses of Alcohols & i. oxygen in air (combustion) Nomenclat ii. halogenating agents ure iv. concentrated phosphoric acid to form alkenes by Carry out a preparation of an Nuffield elimination. alkene from an alcohol (e.g. Advanced Week 17: cyclohexene from cyclohexanol). Chemistry: 4th Alkanes as edition Fuels ISBN: 0-582- 32835-7 Understand the use of alternative fuels, including Carry out preparation and http://tinyurl. biodiesel and alcohols derived from renewable sources separation of ethanol by com/fermentR such as plants, in terms of a comparison with non- fermentation and distillation, SC renewable fossil fuels. comparing process to manufacture of ethanol from ethene and steam. 24 Week 4: Understand the reactions of alcohols with potassium Carry out partial and complete Topic 6E: 38 Nuffield Understand dichromate(VI) in dilute sulfuric acid to oxidise primary oxidation of ethanol, testing iii, 39 i, iii, v Advanced th Reactions of Risks and alcohols to aldehydes (including a test for the aldehyde products using Benedict’s Chemistry: 4 Alcohols Hazards using Benedict’s/Fehling’s solution) and carboxylic acids, /Fehling’s and sodium carbonate edition and secondary alcohols to ketones. solution. ISBN: 0-582- 32835-7 Understand the following techniques used in the http://tinyurl. preparation and purification of a liquid organic compound: com/microscal i. heating under reflux eoxialcohol iii. distillation (microscale v. boiling temperature determination. version of ● CORE PRACTICAL 5: The oxidation of ethanol oxidation reactions)

Week Prior Content of lessons Teaching Spec Useful links learning suggestions reference 25 Week 22: Understand the following techniques used in the Students can research practical Topic 6E: 39 http://www.ch Halogenoal preparation and purification of a liquid organic compound: skills required in preparation for ii, iv em-ilp.net/ Carrying Out a kanes ii. extraction with a solvent in a separating funnel core practical using RSC Preparation of an iv. drying with an anhydrous salt. Interactive Lab Primer, Organic Liquid Week 23: ● CORE PRACTICAL 6: Chlorination of 2-methylpropan- Halogenati 2-ol using concentrated hydrochloric acid ng Agents

Week 24: Practical Techniques

Week :4 Understand Risks and Hazards 26 Week 16: Be able to use data from a mass spectrometer to: Students can research IR and Topic 7A: 1 http://spectra Use of i. determine the relative molecular mass of an organic mass spectra of simple organic Topic 7B: 2 school.rsc.org/ Instrumental Displayed, compound from the molecular ion peak compounds using Spectra School Methods to Find Structural ii. suggest possible structures of a simple organic and can annotate spectra using the Structure of & Skeletal compound from the m/z of the molecular ion and data from data booklet. Organic Formulae fragmentation patterns. Molecular models can be made Compounds Be able to use data from infrared spectra to deduce then broken up by students to Week 8: functional groups present in organic compounds and to try to identify peaks in mass Bonding predict infrared absorptions, given wavenumber data, due spectra due to fragmentation. to familiar functional groups. ● CORE PRACTICAL 7: Analysis of some inorganic and organic unknowns

20 © Pearson Education Ltd 2015. Copying permitted for purchasing institution only. This material is not copyright free. Scheme of work – A level Chemistry

Week Prior Content of lessons Teaching Spec Useful links learning suggestions reference 27 GCSE: Exo- Know that standard conditions are 100 kPa and a Check definitions using RSC Topic 8: 1–5 http://tinyurl. and specified temperature, usually 298 K. starter activity. com/enthalpys Enthalpy Endothermi Know that the enthalpy change is the heat energy change tarter Changes c reactions 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 Carry out experiments to Nuffield terms of: determine enthalpy change of Advanced i. processing results using the expression reaction and combustion, Chemistry: 4th transferred=mass x specific heat capacity × producing appropriate energy edition temperature change (Q=mcΔT) level diagrams and evaluation of ISBN: 0-582- ii. evaluating sources of error and assumptions made in data. 32835-7 the experiments. ● CORE PRACTICAL 8: To determine the enthalpy change of a reaction using Hess’s Law 28 Week 27: Be able to calculate enthalpy changes in kj mol-1 from Design experiments to find Topic 8: 6–11 Advanced Energy given experimental results. enthalpy changes (e.g. hydration Practical Using Hess’s Law Changes in Be able to construct enthalpy cycles using Hess’s Law. of anhydrous magnesium Chemistry Chemical Be able to calculate enthalpy changes from data using sulfate; Hot dinner from a Can ISBN:978-0- Reactions Hess’s Law. (RSC). 7195-7507-5 http://tinyurl. com/hotdinner RSC Know what is meant by the terms ‘bond enthalpy’ and ‘ Research bond enthalpy data mean bond enthalpy’. and use to produce spreadsheet Be able to calculate an enthalpy change of reaction using that will calculate the enthalpy mean bond enthalpies and explain the limitations of this changes for reactions. method of calculation. Be able to calculate mean bond enthalpies from enthalpy changes of reaction.

Week Prior Content of lessons Teaching Spec Useful links learning suggestions reference 29 GCSE Understand, in terms of collision theory, the effect of a Carry out a series of Topic 9: 1–9 Rates of change in concentration, temperature, pressure and experiments to see how a Chemical Reaction surface area on the rate of a chemical reaction. variety of variables affect the Kinetics Understand that reactions only take place when collisions rate of a reaction. http://tinyurl. take place with sufficient energy, known as the activation com/conc-rate energy. http://tinyurl. com/surfacear ea-rhubarb http://tinyurl. com/temp- rate Be able to calculate the rate of reaction from: Produce suitable graphs which i. data showing the time taken for reaction can then be annotated to ii. the gradient of a suitable graph, by drawing a describe trends and explain tangent, either for initial rate of at a time, t. them using collision theory. Understand qualitatively, in terms of the Maxwell- Give students a selection of Boltzmann distribution of molecular energies, how reaction profiles with errors. changes in temperature affect the rate of reaction. Ask students to find and explain the errors. Understand the role of catalysts in providing alternative Carry out experiments to see Nuffield reaction routes of lower activation energy. effect of catalysis (e.g. cobalt(II) Advanced Be able to draw the reaction profiles of both an salts on oxidation of Rochelle Chemistry: 4th uncatalysed and a catalysed reaction. salt) and explain observations edition Be able to interpret the action of a catalyst in terms of a using reaction profiles. ISBN: 0-582- qualitative understanding of the Maxwell-Boltzmann 32835-7 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.

22 © Pearson Education Ltd 2015. Copying permitted for purchasing institution only. This material is not copyright free. Scheme of work – A level Chemistry

Week Prior Content of lessons Teaching Spec Useful links learning suggestions reference 30 GCSE: Know that many reactions are readily reversible and that Carry out experiments to Topic 10: 1–4 http://www.rs Reversible they can reach a state of dynamic equilibrium in which: observe effect of changes in c.org/learn- Chemical Reactions i. the rate of the forward reaction is equal to the rate of conditions on an equilibrium chemistry/res Equilibria the backward reaction (e.g. cobalt complexes). ource/res0000 ii. the concentrations of reactants and products remain 0001/cobalt- constant. equilibrium

Be able to predict and justify the qualitative effect of a Apply the principles of change in temperature, concentration or pressure on a qualitative predictions to a homogeneous system in equilibrium. selection of novel reactions. Evaluate data to explain the necessity, for many industrial Give students data for processes, to reach a compromise between the yield and equilibrium concentrations and

the rate of reaction. Kc for a range of equilibria. In Be able to deduce an expression for Kc, for homogeneous groups they can try to find the and heterogeneous systems, in terms of equilibrium relationship between equilibrium concentrations. concentrations Kc and the balanced equation.