Aqa 7404 Sow

Scheme of work A
AS Chemistry 7404
v1.2
Introduction
This Scheme of work (A) has been prepared by teachers for teachers. We hope you will find it a
useful starting point for producing your own schemes; it is available in Word for ease of editing.
The Scheme of Work designed to be a flexible medium term plan for the teaching of content and
development of the skills that will be assessed. It covers the needs of the specification for AS
Chemistry 7404.
The teaching of investigative and practical skills is embedded within the specification. We have
produced a Practical Handbook that provides further guidance on this. There are also opportunities
in this Scheme of work, such as the inclusion of rich questions.
We have provided links to some resources. These are illustrative and in no way an exhaustive list.
We would encourage teachers to make use of any existing resources, as well as resources
provided by AQA and new textbooks written to support the specification.
GCSE prior knowledge comprises knowledge from the 2011 Core and Additional Science AQA
GCSE specifications. Students who studied the separate science GCSE courses will have this
knowledge but may also have been introduced to other topics which are relevant to the A-level
content. Topics only found in separate sciences are not included in the prior knowledge section.
We know that teaching times vary from school to school. In this scheme of work we have made the
assumption that it will be taught over about 30 weeks with 4½ to 5 hours of contact time per week.
Teachers will need to fine tune the timings to suite their own students and the time available. It
could also be taught by one teacher or by more than teacher with topics being taught concurrently.
Assessment opportunities detail past questions that can be used with students as teacher or
pupil self-assessments of your students’ knowledge and understanding. You may also use
Exampro and the specimen assessment materials that are available via our website.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Contents
3.1 Physical chemistry ......................................................................................................... 3
3.1.1 Atomic structure .............................................................................................................. 3
3.1.2 Amount of substance ...................................................................................................... 8
3.1.3 Bonding......................................................................................................................... 18
3.1.4 Energetics ..................................................................................................................... 27
3.1.5 Kinetics ......................................................................................................................... 33
3.1.6 Chemical equilibria, Le Chatelier’s principle and Kc ....................................................... 38
3.1.7 Oxidation, reduction and redox equations ..................................................................... 42
3.2 Inorganic chemistry .......................................................................................................... 43
3.2.1 Periodicity ..................................................................................................................... 43
3.2.2 Group 2, the alkaline earth metals................................................................................. 45
3.2.3 Group 7(17), the halogens ............................................................................................ 48
3.3 Organic chemistry ............................................................................................................. 52
3.3.1 Introduction to organic chemistry................................................................................... 52
3.3.2 Alkanes ......................................................................................................................... 57
3.3.3 Halogenoalkanes .......................................................................................................... 64
3.3.4 Alkenes ......................................................................................................................... 70
3.3.5 Alcohols ........................................................................................................................ 74
3.3.6 Organic analysis ........................................................................................................... 80
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in 2 of 84
Scheme of work A
3.1 Physical chemistry
This could be taught alongside topics from Organic and/or Inorganic Chemistry. Prior knowledge required from other topics on the specification will be
highlighted at the start of each section of the Scheme of work. Many schools and colleges that use two teachers teach topics 3.1.1 Atomic Structure and
3.1.3 Structure alongside 3.1.2 Amount of Substance at the start of the course.
3.1.1 Atomic structure
The chemical properties of elements depend on their atomic structure and in particular on the arrangement of electrons around the nucleus. The arrangement
of electrons in orbitals is linked to the way in which elements are organised in the Periodic Table. Chemists can measure the mass of atoms and molecules to
a high degree of accuracy in a mass spectrometer. The principles of operation of a modern mass spectrometer are studied.
Prior knowledge:
GCSE Chemistry
- The structure of atoms (although this is revisited here).
GCSE Physics
- The structure of atoms (although this is revisited here).
- The effect of a force on moving objects.
- The effect of a magnetic field on a moving, electrically charged particle (Separate Science)
3.1.1.1 Fundamental particles
Time Learning activity with opportunity to Assessment

Learning objective Learning outcome Resources
taken develop skills opportunities
The structure of atoms. 0.2 Students should be able  Students research how the model of RSC timeline:
weeks to: the atom changed over time http://www.rsc.org/chems
 describe the structure of (examples of key contributions could oc/timeline
atoms in terms of include the Ancient Greeks, Dalton,
protons, neutrons and Thompson, Rutherford, Bohr,
Chadwick) (AO1 - Knowledge and RSC: Chemists in a social
electrons
understanding of atomic structure; & historical context:
 recall the relative mass
AO3 - Evaluate how and why atomic http://www.rsc.org/learn-
and relative charge of
protons, neutrons and structure model developed over chemistry/resource/res00
electrons. time). 001332/the-atom-
 Rich question – How can we tell detectives?cmpid=CMP00
what is inside an atom if we can’t 002843
see it?
RI Christmas Lecture –
section on atomic
structure
http://www.rsc.org/learn-
chemistry/resource/res00
001119/ri-christmas-
lectures-2012-atomic-
structure
3.1.1.2 Mass number and isotopes

To define atoms and ions 0.4 Students should be able  Students identify atoms and ions  SAM AS Paper 1 RSC: Build an atom
in terms of protons, weeks to: from numbers of protons, neutrons (set 1) Q2 simulation:
neutrons and electrons.  define atoms and ions in and electrons, and vice versa (AO2 -  June 2013 Unit 1 http://www.rsc.org/learn-
terms of numbers of Apply knowledge and Question 1a, 1b, 1c chemistry/resource/res00
protons, neutrons and understanding). and 1f (QS13.1.01)
Explain the existence of 001433/build-an-atom-
electrons, as well as  Students determine the relative  January 2012 Unit 1
isotopes. atomic mass of elements using Question 7a simulation-rsc-funded
atomic number and mass
number (including isotope abundance data (this could (QW12107)
How a TOF mass isotopes) include data for elements found in  June 2010 Unit 1 RSC Spectral School:
spectrometer works and  describe how a time of meteorites to show some difference) Question 8a http://www.rsc.org/learn-
some of its simple uses. flight mass spectrometer quoting answers to a suitable (QS10.1.8A) chemistry/collections/spec
works number of significant figures for data troscopy
 identify elements and provided (AO2 - Apply knowledge
calculate relative atomic and understanding; MS1.1 - Use an
appropriate number of significant Isotope data:
mass from mass http://www.chem.ualberta.
spectroscopy data figures to find relative masses;
MS1.2 - Find arithmetic means to ca/~massspec/atomic_ma
 find the relative formula
mass of compounds from find relative masses. ss_abund.pdf
mass spectroscopy data.  Students look at the mass spectra of
compounds to determine the relative Data on isotopes in
formula mass (AO2 - Apply meteorites: ‘The
knowledge and understanding).
Elements: Their Origin,
Abundance, and
Distribution' by P. A. Cox
AQA Time of flight mass

spectrometry Teachers’
Notes and Student guide:
http://filestore.aqa.org.uk/r
esources/chemistry/AQA-
7404-7405-TN-MASS-
SPECTROMETRY.PDF
7404-7405-SG-
TOFMS.PDF
7404-7405-SG-TOFMS-
QA.PDF
Extension Students investigate the use of mass

spectroscopy in drug testing athletes
(AO3 - Analyse, interpret and evaluate
scientific information).
3.1.1.3 Electron configuration

Describe the electron 0.5 Students should be able  Students write the electron structure  January 2012 Unit 1 Orbitron (shows shapes of
structure of atoms and weeks to: of atoms and ions with Z=1-36 (AO1 - Question 5a and 5b orbitals):
ions.  give the electron structure Demonstrate knowledge and (QW12.01.05) http://winter.group.shef.ac
of atoms and ions up to understanding of scientific ideas).  June 2013 Unit 1 .uk/orbitron/
Z=36 in terms of s, p and d  Students research values of first Question 6b, 6c and
Define and write equations
sub-shells ionisation energies for elements Z=1– 6d (QS13.01.06)
for ionisation energy. Ionisation energy data (1st
 explain how data from 36 and plot them on a graph and then  January 2010 Unit 1
and successive)
ionisation energies explain trends (AO2 - Apply Question 2
Explain how ionisation provides evidence for knowledge and understanding; MS3.2 (QW10.01.02) http://en.wikipedia.org/wiki
energy data provides - Plot two variables from experimental /Molar_ionization_energie
electron structure.  June 2009 Unit 1
evidence for electron or other data). s_of_the_elements
Question 1a and 1b
structure.  Students write explanations for trends (QS09.01.01)
in ionisation energies down a group
and across a period (AO1 -
 January 2002 Unit 1
Question 4d
Demonstrate knowledge and
(QW02.01.04)
understanding of scientific ideas).
 Students determine which Group an
element is in using successive
ionisation energy data (AO2 - Apply
3.1.2 Amount of substance
When chemists measure out an amount of a substance, they use an amount in moles. The mole is a useful quantity because one mole of a substance always
contains the same number of entities of the substance. An amount in moles can be measured out by mass in grams, by volume in dm 3 of a solution of known
concentration and by volume in dm 3 of a gas.
Prior knowledge:
GCSE Chemistry
- Relative atomic mass, relative molecular mass, relative formula mass (although this is revisited here).
- Writing formulae (elements, common compounds and ionic compounds).
- Balancing equations (although this is revisited here).
- Moles (although this is revisited here).
- Calculations involving Masses (although this is revisited here).
- Concentration of solutions (Separate Science - although this is revisited here).
- Empirical and molecular formulae (although this is revisited here).
3.1.2.1 Relative atomic mass and relative molecular mass

Relative mass of atoms, 0.1 Students should be able  The relative mass of different  Students can Suitable resources can be
elements and compounds. weeks to: substances is calculated from the calculate Mr given found at
 define relative atomic mass formula (AO2 - Apply knowledge and the formula of http://www.docbrown.info/
(Ar) understanding) compounds and
 The mass of everyday objects could
 define relative molecular http://www.chemsheets.co
be measured relative to a specific
mass (Mr) object of known mass (AO2 - Apply .uk/
 determine relative knowledge and understanding) (subscription required)
molecular mass (Mr) of a  Determine the relative formula mass
substance using relative (Mr) of substances using relative
atomic mass (Ar) values. atomic mass values (AO2 - Apply
knowledge and understanding)
Extension  Students could research why 12C
was chosen as the standard (AO3 -
Analyse, interpret and evaluate
3.1.2.2 The mole and Avogadro constant

Calculations using moles 1.0 Students should be able to  Students calculate the mass (in g) of  Calculating the mass Sports drink data from
for solids and solutions. weeks carry out calculations: atoms/ions using the masses sub (in g) of atoms/ions http://www.lucozadesport.
 using the Avogadro atomic particles, quoting answers to using the masses com/products/sport/
constant a suitable number of significant sub atomic particles
 using mass of substance, figures for data provided (AO2 - to 5 sf
Many suitable calculations
Mr, and amount in moles Apply knowledge and  Calculations linking
understanding). mass, Mr and moles can be found at
 using concentration,
volume and amount of  Practical opportunity: Students  Calculations linking http://www.docbrown.info/
substance in a solution. measure out 1 mole (and other mole volume, moles and and
quantities) of different substances concentration http://www.chemsheets.co
(eg sucrose, salt, water) (AO2 -  Calculations to .uk/
Apply knowledge and determine the mass (subscription required)
understanding). of a substance
 Students practice doing calculations needed to produce a
involving Avogadro constant, set volume of a
involving mass, Mr and moles, and solution with a pre-
involving concentration, volume and determined
amount of substance and quoting the concentration.
final results to the appropriate  Calculations to
number of significant figures for data determine the
provided (AO2 - Apply knowledge concentration of a
and understanding; MS1.1 - Use an solution when a set
appropriate number of significant mass is dissolved in
figures to find relative masses). a set volume.
 Students find the concentration of  Calculations using
NaCl in intravenous saline (9 g per Avogadro’s number
dm3), glucose in isotonic sports to determine the
drinks (17 g in 500 cm 3) and other number of particles
similar calculations for everyday in a solution or given
solutions. (AO2 - Apply knowledge mass.
and understanding).
Extension Students research how Avogadro
determined the value of his constant
(AO3 - Analyse, interpret and evaluate
3.1.2.3 The ideal gas equation

Perform calculations using 0.8 Students should be able to  Students will need to rearrange the  June 2006 Unit 1 Finding Mr of butane:
the ideal gas equation. weeks carry out calculations: ideal gas equation, work in Question 3 http://www.nuffieldfoundat
 using the ideal gas appropriate units and quote answers (QS06.1.03) ion.org/practical-
equation. to an appropriate number of  June 2005 Unit 1 chemistry/determining-
significant figures (AO2 - Apply Question 2b
knowledge and understanding; relative-molecular-mass-
(QS05.1.02)
MS0.0 - Recognise and make use of  January 2005 Unit 1 butane
appropriate units in ideal gas Question 2b
calculations MS2.2 - Change the (QW05.1.02) Data on gas cylinders:
subject of the ideal gas equation;  January 2004 Unit 1 http://www.boconline.co.u
MS2.3 - Substitute numerical values Question 4a k/en/index.html
into the ideal gas equation using (QW04.1.04)
appropriate units for physical
Many suitable calculations
quantities).
 Practical opportunity: Students find can be found at
the Mr of a volatile liquid (AO2 - http://www.docbrown.info/
Apply knowledge and understanding; and
MS0.0 - Recognise and make use of http://www.chemsheets.co
appropriate units in ideal gas .uk/
calculations ; MS2.2 - Change the (subscription required)
subject of the ideal gas equation;
MS2.3 - Substitute numerical values
into the ideal gas equation using
appropriate units for physical
quantities; PS 3.2 - Process and
analyse data; PS 4.1 - Know and
understand how to use a wide range
of experimental and practical
instruments, equipment and
techniques).
 Students find the mass of argon
inside a gas cylinder (23 MPa
pressure, 146 × 23 cm dimensions)
(AO2 - Apply knowledge and
understanding; MS0.0 - Recognise
and make use of appropriate units in
ideal gas calculations MS2.2 -
Change the subject of the ideal gas
equation; MS2.3 - Substitute
numerical values into the ideal gas
equation using appropriate units for
physical quantities).
Extension Students investigate the link between
the gas laws and the ideal gas
equation; (they could also research
how the behaviour of real gases
deviates from ideal gas behaviour
although this is beyond the
specification) (AO3 - Analyse, interpret
and evaluate scientific information)
3.1.2.4 Empirical and molecular formula

Calculate empirical and 0.6 Students should be able  Practical opportunity: Students find  June 2010 Unit 1 Finding empirical formula
molecular formulae from weeks to: the empirical formula of a metal Question 4a of copper oxide
data.  explain the difference oxide (eg magnesium oxide or (QS10.1.04) http://www.nuffieldfoundat
between empirical and copper oxide) (AO2 - Apply  June 2009 Unit 1 ion.org/practical-
molecular formulae knowledge and understanding; PS Question 2c
3.2 – process & analyse data using chemistry/finding-formula-
 carry out calculations: (QS09.1.02)
appropriate mathematical skills). copper-oxide
 to find empirical formula
from data giving  Students find empirical formulae
composition by mass or (and molecular formulae where Many suitable calculations
percentage by mass relevant) from data (AO2 - Apply can be found at
 to find molecular formula knowledge and understanding; http://www.docbrown.info/
from the empirical formula MS0.2 - Use ratios, fractions and and
and relative molecular percentages).
http://www.chemsheets.co
mass. .uk/
(subscription required)
Extension Students look at some further RSC resource on
information about elemental elemental microanalysis:
microanalysis using the RSC resource http://www.nationalstemce
(this is beyond the specification but ntre.org.uk/elibrary/resour
relevant) (AO3 - Analyse, interpret and ce/9890/elemental-
evaluate scientific information) microanalysis
3.1.2.5 Balanced equations and associated calculations

To write balanced full and 2 Students should be able to:  Students balance equations,  January 2011 Unit 1 Finding the Mr of a
ionic equations. weeks  write balanced equations including ones where formulae are Question 3 hydrated salt:
 write ionic equations given and some where they are not (QW11.1.03) http://www.nuffieldfoundat
To use equations to  carry out calculations for (AO2 - Apply knowledge and  June 2010 Unit 1 ion.org/practical-
reactions involving: understanding). Question 3
calculate masses, chemistry/finding-formula-
• masses,  Students write ionic equations from (QS10.1.03)
percentage yields, atom given equations (AO2 - Apply  January 2009 Unit 1 hydrated-copperii-sulfate
economies, volumes of • percentage yields,
knowledge and understanding). Question 5
• atom economies,
gases, concentrations &  Students practise calculations to find (QW09.1.05) Many suitable calculations
volumes of solutions. • volumes of gases, masses, percentage yields, atom  June 2004 Unit 1 and practical activities can
• concentrations & volumes economies, volumes of gases, Question 2 be found at
To understand the of solutions, concentrations & volumes of (QS04.1.02) http://www.docbrown.info/
importance of processes  give economic, ethical and solutions (AO2 - Apply knowledge  January 2004 Unit 1 and
environmental advantages and understanding; MS1.1 - Use an Question 3
having a high atom http://www.chemsheets.co
for society and industry of appropriate number of significant (QW04.1.03)
economy for society and .uk/
processes with a high atom figures; MS2.3 - Substitute numerical  January 2002 Unit 1
industry. economy. values into algebraic equations using Question 7 (subscription required)
appropriate units for physical (QW02.1.07)
Required practical 1 quantities).  January 2009 Unit 1 Chemistry Review article:
Make up a volumetric  Practical opportunity: the yield for the Question 3 Atom Economy (Volume
solution and carry out a conversion of magnesium to 19, edition 2)
simple acid–base titration. magnesium oxide (AO2 - Apply
knowledge and understanding; PS
3.2 - Process and analyse data using
appropriate mathematical skills).
 Practical opportunity: Students find
the Mr of a hydrated salt (eg copper
sulfate or magnesium sulfate) by
heating to constant mass (AO2 -
Apply knowledge and understanding;
PS 3.2 - Process and analyse data
using appropriate mathematical
skills).
the percentage conversion of a
Group 2 carbonate to its oxide by
heat (AO2 - Apply knowledge and
understanding; PS 3.2 - Process and
analyse data using appropriate
mathematical skills).
 Required practical 1 - Make up a
volumetric solution and carry out a
simple acid–base titration (AO2 -
Apply knowledge and understanding;
PS 3.2 - Process and analyse data
using appropriate mathematical
skills); PS 3.3 - Consider margins of
error, accuracy and precision of
data; AT d - Use laboratory
apparatus for a variety of
experimental techniques including
titration, using burette and pipette;
AT f - Use acid–base indicators in
titrations of weak/strong acids with
weak/strong alkalis).
 Practical opportunity: Students
perform titration to analyse many
substances, including many
everyday substances :
• the concentration of ethanoic acid
in vinegar
• the mass of calcium carbonate in
an indigestion tablet
• the Mr of a group 2
hydrogencarbonate
• the Mr of succinic acid
Analysis of coffee descaler
• the mass of aspirin in an aspirin
tablet.
understanding; PS 3.2 - Process and
mathematical skills); PS 3.3 - Consider
margins of error, accuracy and
precision of data; AT d - Use
laboratory apparatus for a variety of
titration, using burette and pipette ; AT
f - Use acid–base indicators in
titrations of weak/strong acids with
weak/strong alkalis).
3.1.3 Bonding
The physical and chemical properties of compounds depend on the ways in which the compounds are held together by chemical bonds and by intermolecular
forces. Theories of bonding explain how atoms or ions are held together in these structures. Materials scientists use knowledge of structure and bonding to
engineer new materials with desirable properties. These new materials may offer new applications in a range of different modern technologies.
Prior knowledge:
GCSE Chemistry
- Structure and bonding (re-visited here).
3.1.3.1 Ionic bonding

Understand ionic bonding. 0.2 Students should be able  Students explain the properties of  Write the formula of Nuffield Science Data
weeks to: ionic compounds (AO2 - Apply ionic compounds Book (free download):
Write formulas of ionic  describe the structure of knowledge and understanding).  January 2012 Unit 1 http://www.nationalstemce
compounds. ionic compounds  Students write the formula of ionic Question 5 ntre.org.uk/elibrary/resour
 explain the properties of compounds, including those with (QW12.1.05)
ce/3402/nuffield-
ionic compounds using an common compound ions (AO2 -
Apply knowledge and advanced-science-book-
understanding of ionic
understanding). of-data-second-edition
bonding
 predict the formula of  Rich question: Which of the
simple ions based on the following ionic compounds have the
position of the element in highest and lowest melting points: Chemistry Data Book
the Periodic Table and sodium chloride, potassium chloride; (Starck, Wallace,
knowledge of common magnesium chloride – explain your McGlashan) ISBN:
compound ions reasoning?
9780719539510
 write the formula of ionic
compounds.
3.1.3.2 Nature of covalent and dative covalent bonds

Understand covalent 0.4 Students should be able  Students describe differences  Draw “stick” Animation showing
bonding, including co- weeks to: between ionic and covalent bonding diagrams of covalent bonding
ordinate bonds.  describe the nature of (AO1 - Demonstrate knowledge and molecules. http://www.chemit.co.uk/r
covalent bonds, including understanding of scientific ideas).
esource/Details/87
co-ordinate and multiple  Students describe similarities and
Draw molecules with
bonds differences between covalent and
lines/arrows showing co-ordinate bonds (AO1 -
 represent molecules by
covalent/co-ordinate Demonstrate knowledge and
diagrams where lines
bonds. represent each covalent understanding of scientific ideas).
bond, with an arrow to  Students draw diagrams of
represent a co-ordinate molecules showing covalent and co-
bond ordinate bonds as lines/arrows
 describe the structure of respectively (“stick” diagrams) (AO2
molecular substances - Apply knowledge and
 explain the properties of understanding).
molecular substances.  Students explain the properties of
molecular substances (AO2 - Apply
 Rich question: The ammonium ion
has three covalent N–H bonds and
one co-ordinate N–H bond – how
does the strength of the covalent
bonds compare to the co-ordinate
bond – explain your reasoning?
3.1.3.3 Metallic bonding

Understand metallic 0.2 Students should be able  Students describe differences Nuffield Science Data
bonding. weeks to: between metallic, ionic and covalent Book (free download):
 describe the nature of bonding (AO2 - Apply knowledge http://www.nationalstemce
metallic bonding and understanding).
ntre.org.uk/elibrary/resour
 describe the structure of  Students explain the properties of
ce/3402/nuffield-
metals metals (AO2 - Apply knowledge and
understanding). advanced-science-book-
 explain the properties of
 Rich question: Which metals have of-data-second-edition
metals.
the highest and lowest melting points
– sodium, potassium, magnesium – Chemistry Data Book
explain your reasoning? (Starck, Wallace,
McGlashan) ISBN:
9780719539510
3.1.3.4 Bonding and physical properties

Understand the structure of 1.0 Students should be able  Practical opportunity: investigate the  June 2013 Unit 1 Nuffield Science Data
ionic, molecular, giant weeks to: melting point, solubility and Question 3 Book (free download):
covalent and metallic  describe and explain the conductivity of substances with (QS13.1.03) http://www.nationalstemce
substances. properties of ionic, different structure types (AO2 - Apply  June 2011 Unit 1 ntre.org.uk/elibrary/resour
molecular, giant covalent knowledge and understanding; PS Question 4
1.1 - Solve problems set in practical ce/3402/nuffield-
and metallic substances, in (QS11.1.04)
Describe and sketch contexts).  June 2010 Unit 1 advanced-science-book-
terms of melting/boiling
details of the structures of points and conductivity  Students create a summary table to Question 7 of-data-second-edition
diamond, graphite, ice,  describe in detail and draw describe and explain the structure (QS10.1.07)
iodine, magnesium and the structures of diamond, and properties of ionic, molecular,  June 2006 Unit 1 Chemistry Data Book
sodium chloride. graphite, ice, iodine, giant covalent and metallic Question 2 (Starck, Wallace,
magnesium and sodium substances (AO2 - Apply knowledge (QS06.1.02) McGlashan) ISBN:
chloride. and understanding).  January 2006 Unit 1 9780719539510
 Students sketch the structures of Question 6
diamond, graphite, ice, iodine, (QW06.1.06)
Chemistry Review article:
magnesium and sodium chloride as  January 2005 Unit 1
solids and label the diagrams to Question 5a Graphene (Volume 19,
explain their melting/boiling points (QW05.1.05A) edition 2)
and conductivity (AO2 - Apply  January 2003 Unit 1
knowledge and understanding). Question 1e Chemistry Review article:
 Students determine which type of (QW03.1.01) The disguises of carbon
structure a substance has from its (Volume 18, edition 1)
properties using data and/or
experimentally (eg to test solubility,
conductivity and ease of melting
understanding).
3.1.3.5 Shapes of simple molecules and ions

Work out, name and sketch 0.6 Students should be able  Make models of molecular shapes  June 2011 Unit 1 Rotatable shapes
the shape of molecules weeks to: (AO2 - Apply knowledge and Question 3 https://people.ok.ubc.ca/w
and ions.  work out, name and sketch understanding; MS4.3 - Understand (QS11.1.03) smcneil/vsepr.htm
the shape of molecules the symmetry of 2D and 3D shapes).  January 2010 Unit 1
and ions with up to six  Use balloons to represent electron Question 6 Molymod molecular
Explain why molecules and models
electron pairs surrounding pairs to demonstrate shapes (AO2 - (QW10.1.06)
ions have the shapes that Apply knowledge and  June 2006 Unit 1
the central atom, including
they have. bond angles understanding). Question 5b RSC exercise on VSEPR
 explain using VSEPR  Deduce, sketch and name the (QS06.1.05B) theory:
theory why molecules and shapes of given molecules and ions,  June 2005 Unit 1 http://www.rsc.org/learn-
ions have the shapes that including bond angles (AO2 - Apply Question 4 chemistry/resource/res00
they do, including the effect knowledge and understanding; (QS05.1.04) 000648/shapes-of-
on the bond angles of the MS4.1 - Use angles and shapes in  January 2004 Unit 1
regular 2D and 3D structures; MS4.2 molecules-and-ions
great repulsion by lone Question 6a
(non-bonding) pairs. - Visualise and represent 2D and 3D (QW04.1.06)
forms including two-dimensional
representations of 3D objects; MS4.3
- Understand the symmetry of 2D
and 3D shapes).
Content Opportunities for skills development
Content Opportunities for skills development
3.1.3.6 Bond polarity

Definition of 0.4 Students should be able  Predict and explain the trend in  January 2013 Unit 1 Rotatable shapes
electronegativity. weeks to: electronegativity down a group and Question 3 https://people.ok.ubc.ca/w
 define and understand the across a period (AO2 - Apply (QW13.1.03) smcneil/vsepr.htm
How polar covalent bonds concept of electronegativity knowledge and understanding).  June 2004 Unit 1
 understand why some  Predict whether covalent bonds are Question 6a
originate and deducing
covalent bonds are polar polar or not (AO2 - Apply knowledge (QS04.1.06A) Molymod molecular
whether a bond is polar. and understanding). models.
and deduce whether a
bond is polar  Predict whether molecules have
How polar molecules  understand why some permanent dipoles or not (AO2 -
originate and deducing molecules are polar and Apply knowledge and understanding;
whether a molecule has a deduce whether a MS4.3 - Understand the symmetry of
permanent dipole. molecule has a permanent 2D and 3D shapes).
dipole.
3.1.3.7 Forces between molecules

The three types of 0.4 Students should be able  Students produce a summary to  June 2013 Unit 1 Nuffield Science Data
intermolecular force: van weeks to: compare the three types of Question 4 Book (free download):
der Waals’ forces,  understand that there are intermolecular force (AO2 - Apply (QS13.1.04) http://www.nationalstemce
permanent dipole-dipole three types of knowledge and understanding).  January 2012 Unit 1 ntre.org.uk/elibrary/resour
intermolecular force  Students explain trends in Group 4, Question 1
forces; and hydrogen ce/3402/nuffield-
 explain how each of the 5, 6 and 7 hydrides (to show relative (QS12.1.01)
bonds. strength of the three types of force  June 2011 Unit 1 advanced-science-book-
intermolecular forces arise
and the effect of Mr on van der Question 3 of-data-second-edition
 explain how the melting
How melting and boiling points are influenced by Waals’ forces) (AO2 - Apply (QS11.1.03)
points of molecular these intermolecular forces knowledge and understanding).  January 2011 Unit 1 Chemistry Data Book
substances depend on the  explain the anomalous  Practical opportunity: Students could Question 1 (Starck, Wallace,
relative strength of nature of ice and how its try to deflect jets of various liquids (QW11.1.01) McGlashan) ISBN:
intermolecular forces. low density can be from burettes to investigate the  January 2010 Unit 1 9780719539510
explained through a presence of different types and Question 3
knowledge of hydrogen relative size of intermolecular forces (QW10.1.01)
The impact of hydrogen RSC AfL exercise on
bonding. (AO2 - Apply knowledge and  June 2005 Unit 1
bonding on the density of understanding; AT k - Safely and Question 5 hydrogen bonding:
ice and melting/boiling carefully handle solids and liquids, (QS05.1.05) http://www.rsc.org/learn-
points. including corrosive, irritant,  June 2004 Unit 1 chemistry/resource/res00
flammable and toxic substances; PS Question 6b 000129/afl-what-are-
1.2 - Apply scientific knowledge to (QS04.01.06) hydrogen-bonds-and-
practical contexts).
where-are-they-found
 Students explain why ice floats on
water by reference to hydrogen
bonding (AO2 - Apply knowledge Chemistry Review article:
and understanding). All things Ice (Volume 22,
edition 3)
RSC Kitchen Chemistry:
The Structure of Ice and
Water
000813/kitchen-
chemistry-the-structure-
of-ice-and-water

Gecko glue (Volume 21,
edition 1)
Extension Rich question – Why is there no
hydrogen bonding between molecules
of HCl gas even though Cl is more
electronegative than N yet NH3 has
hydrogen bonding?
3.1.4 Energetics
The enthalpy change in a chemical reaction can be measured accurately. It is important to know this value for chemical reactions that are used as a source of
heat energy in applications such as domestic boilers and internal combustion engines.
Prior knowledge:
GCSE Chemistry
- Exothermic and endothermic reactions.
3.1.4.1 Enthalpy change

Know that reactions can be 0.2 Students should be able  Students list examples of  June 2002 Unit 2 Some everyday examples
exothermic or endothermic. weeks to: endothermic and exothermic Question 1a and 1b of exothermic and
 define enthalpy change reactions (AO2 - Apply knowledge (QS02.2.01) endothermic reactions:
and standard conditions and understanding).
Know what an enthalpy http://antoine.frostburg.ed
 define standard enthalpy  Students draw enthalpy profiles for
change and is and about u/chem/senese/101/therm
changes of combustion exothermic and endothermic
standard conditions. reactions (AO2 - Apply knowledge o/faq/exothermic-
and formation.
and understanding). endothermic-
Define standard enthalpies  Write balanced chemical equations, examples.shtml
of formation and to include state symbols, to
combustion. represent the changes shown by
standard enthalpy changes of
formation and combustion (AO2 -
Apply knowledge and
understanding).
3.1.4.2 Calorimetry

Understand and be able to 1.5 Students should be able  Students calculate molar enthalpy  January 2011 Unit 2 Nuffield Science Data
use the equation q = mc∆T weeks to: changes using provided data from Question 9b and 9d Book (free download):
to calculate molar enthalpy  recall the equation calorimetry experiments (AO2 - (QW11.2.09) http://www.nationalstemce
changes. q = mc∆T Apply knowledge and understanding;  June 2009 Unit 2 ntre.org.uk/elibrary/resour
MS0.0 - Recognise and make use of Question 3
 Calculate ∆H for reactions ce/3402/nuffield-
appropriate units in calculation ; (QS09.2.03)
Required practical 2 using calorimetry advanced-science-book-
experiment data.
MS1.1 - Use an appropriate number  June 2006 Unit 2
Measurement of an of significant figures; MS2.3 - of-data-second-edition
Question 1d
enthalpy change. Substitute numerical values into (QS06.2.01)
algebraic equations using  June 2002 Unit 2 Chemistry Data Book
appropriate units for physical Question 2 (Starck, Wallace,
quantities). (QS02.2.02) McGlashan) ISBN:
9780719539510
∆H for a reaction by calorimetry eg
• dissolution of potassium chloride
• dissolution of sodium carbonate
• neutralising NaOH with HCl
• displacement reaction between
CuSO4 + Zn
 Combustion of alcohols
understanding; MS1.3 - Identify
uncertainties in measurements and
use simple techniques to determine
uncertainty when data are combined;
MS3.2 – Plot two variables from
experimental data; PS 3.1 - Plot and
interpret graphs; PS 3.2 - Process and
mathematical skills; PS 3.3 - Consider
margins of error, accuracy and
precision of data).
 Students could research how
accurate values are found for the
energy content in food and fuels.
3.1.4.3 Applications of Hess’s law

Understand Hess’s law. 1.5 Students should be able  Students calculate Hess’s law plus  January 2013 Unit 2 Nuffield Science Data
weeks to: enthalpies of formation and Question 3a Book (free download):
Use Hess’s law to calculate  Recall the equation enthalpies of combustion (AO2 - (QW13.02.03) http://www.nationalstemce
enthalpy changes using q = mc∆T Apply knowledge and  January 2013 Unit 2 ntre.org.uk/elibrary/resour
 Calculate ∆H for reactions understanding). Question 4
enthalpies of formation and ce/3402/nuffield-
using calirometry  Practical opportunity: Students could (QW12.2.04)
combustion. be asked to find ΔH for a reaction  June 2012 Unit 2 advanced-science-book-
experiment data of-data-second-edition
using Hess’s law and calorimetry, Question 2a
Required practical 2 then present data in appropriate (QS12.2.02)
Measurement of an ways. Examples of reactions could  June 2011 Unit 2 Chemistry Data Book
enthalpy change. include: Question 2 (Starck, Wallace,
• thermal decomposition of NaHCO3 (QS11.2.02) McGlashan) ISBN:
• hydration of MgSO4  June 2009 Unit 2 9780719539510
• Enthalpy of formation of CaCO3 Question 2a
(AO2 - Apply knowledge and (QS09.2.02)
understanding; AT a - Use appropriate  June 2002 Unit 2
apparatus to record a range of Question 1
measurements (to include mass, time, (QS02.2.02)
volume of solutions, temperature);
MS1.3 - Identify uncertainties in
measurements and use simple
techniques to determine uncertainty
when data are combined; MS3.2 – Plot
two variables from experimental data;
PS 3.1 - Plot and interpret graphs; PS
3.2 - Process and analyse data using
appropriate mathematical skills; PS 3.3
- Consider margins of error, accuracy
and precision of data).
3.1.4.4 Bond enthalpies

Understand the term mean 0.5 Students should be able  Students calculate ∆H for reactions  January 2013 Unit 2 Nuffield Science Data
bond enthalpy. weeks to: using mean bond enthalpies (AO2 - Question 6 Book (free download):
 calculate enthalpy changes Apply knowledge and (QW13.2.06) http://www.nationalstemce
Use mean bond enthalpies using mean bond understanding).  January 2006 Unit 2 ntre.org.uk/elibrary/resour
enthalpies Question 1
to calculate approximate ce/3402/nuffield-
 understand why most bond (QW06.2.01)
values for ∆H for reactions  June 2005 Unit 2 advanced-science-book-
enthalpies are mean
Question 1 of-data-second-edition
values.
Understand why most bond (QS05.2.01)
enthalpies are mean  January 2003 Unit 2 Chemistry Data Book
values. Question 2 (Starck, Wallace,
(QW03.2.02) McGlashan) ISBN:
 January 2011 Unit 2 9780719539510
Question 9d
3.1.5 Kinetics
The study of kinetics enables chemists to determine how a change in conditions affects the speed of a chemical reaction. Whilst the reactivity of chemicals is
a significant factor in how fast chemical reactions proceed, there are variables that can be manipulated in order to speed them up or slow them down.
Prior knowledge:
GCSE Chemistry
- Reaction rates.
3.1.5.1 Collision theory

Collision theory. 0.1 Students should be able  Students should be able to explain Collision theory simulator:
weeks to: why reacts do or do not take place http://www.kscience.co.uk
 explain that reactions can using collision theory (AO1 - /animations/collision.htm
only take place when Demonstrate knowledge and
particles collide with understanding).
energy greater than or
equal to the activation
energy.
3.1.5.2 Maxwell–Boltzmann distribution

Drawing Maxwell– 0.1 Students should be able  Students draw and Maxwell–  June 2013 Unit 2 Maxwell–Boltzmann curve
Boltzmann distribution weeks to: Boltzmann curves at different Question 3 simulator:
curves.  draw and interpret temperatures, pressures and number (QS13.2.03) http://www.docbrown.info/
Maxwell–Boltzmann of particles, identifying the most  January 2012 Unit 2 BBCbasic/kpts.htm
distribution curves. probable energy and particles with E Question 3
≥ Ea (AO2 - Demonstrate knowledge (QW12.2.03)
and understanding; MS3.1 -  June 2006 Unit 2
Translate information between Question 2
graphical, numerical and algebraic (QS06.2.02)
forms).  January 2002 Unit 2
Question 7
(QW02.2.07)
3.1.5.3 Effect of temperature on reaction rate

Understand how and why 0.4 Students should be able  Use Maxwell–Boltzmann curves to  June 2006 Unit 2 Sodium thiosulfate
temperature affects the weeks to: explain why a small increase in Question 2 practical:
rate of chemical reactions.  define the term rate of temperature leads to a large (QS06.2.02) http://www.rsc.org/learn-
reaction increase in reaction rate (AO2 -  January 2004 Unit 2 chemistry/resource/res00
Required practical 3  explain how and why Demonstrate knowledge and Question 2
Investigation of how the understanding). 000448/the-effect-of-
temperature affects the (QW04.2.02)
rate of a reaction changes  Students could investigate how  January 2012 Unit 2 temperature-on-reaction-
rate of reactions using
with temperature. knowledge and understanding of the Question 3 rate
Maxwell–Boltzmann
distributions. factors that affect the rate of (QW12.2.03)
chemical reaction have changed Collision theory simulator:
methods of storage and cooking of http://www.kscience.co.uk
food (AO2 - Demonstrate knowledge /animations/collision.htm
and understanding).
 Practical opportunity: Students could
investigate the effect of temperature
on the rate of reaction of sodium
thiosulfate and hydrochloric acid by
an initial rate method (AO2 -
understanding; PS 2.4 - Identify
variables including those that must
be controlled; PS 3.1 - Plot and
interpret graphs; MS3.2 – Plot two
variables from experimental data; AT
l - Measure rates of reaction by at
least two different methods, for
example an initial rate method).
3.1.5.4 Effect of concentration and pressure

Understand how and why 0.3 Students should be able  Use collision theory, including  June 2012 Unit 2 Collision theory simulator:
concentration and pressure weeks to: diagrams, to explain why an increase Question 1a, 1b, 1c http://www.kscience.co.uk
affect the rate of chemical  explain how and why in solution concentration leads to an and 1d (QS12.2.01) /animations/collision.htm
reactions. concentration of solutions increase in reaction rate (AO2 -
affects the rate of Demonstrate knowledge and
reactions. understanding).
 explain how and why  Use collision theory, including
pressure of gases affects diagrams, to explain why an increase
the rate of reactions. in gas pressure leads to an increase
in reaction rate (AO2 - Demonstrate
 Students could investigate the effect
of changing the concentration of acid
on the rate of a reaction of calcium
carbonate and hydrochloric acid by a
continuous monitoring method (AO2
- Demonstrate knowledge and
understanding; AT l - Measure rates
of reaction by at least two different
methods, for example a continuous
monitoring method; PS 2.4 - Identify
variables including those that must
be controlled; PS 3.1 - Plot and
interpret graphs; MS3.2 – Plot two
variables from experimental data;
MS3.5 - Draw and use the slope of a
tangent to a curve as a measure of
rate of change)
3.1.5.5 Effect of catalysts

Understand how and why a 0.2 Students should be able  Use a Maxwell–Boltzmann curve to  June 2012 Unit 2 RSC resources on
catalyst affects the rate of weeks to: explain how a catalyst increases the Question 1 catalysts
chemical reactions.  state what a catalyst is rate of a reaction (AO2 - (QS12.2.01) http://www.rsc.org/learn-
 explain how and why a Demonstrate knowledge and  June 2011 Unit 2 chemistry/resource/res00
catalyst affects the rate of understanding). Question 1
000378/faces-of-
reactions.  Students could research the use of (QS11.2.01)
catalysts in catalytic converters in  January 2003 Unit 2 chemistry-catalysts
cars (AO3 - Analyse, interpret and Question 3
evaluate scientific information). (QW03.203) RSC AfL activity on
 Practical opportunity: Students could  January 2011 Unit 2 catalysis
use Co2+ as a catalyst in the Question 2b http://www.rsc.org/learn-
oxidation of potassium sodium chemistry/resource/res00
tartrate by hydrogen peroxide (AO2 - 000123/afl-how-do-
catalysts-affect-reaction-
understanding; AT k - Safely and
carefully handle solids and liquids, rates
including corrosive, irritant,
flammable and toxic substances). Practical showing the
catalyst is involved in the
reaction (using Co2+ as a
catalyst in the oxidation of
potassium sodium tatrate
by hydrogen peroxide)
http://www.nuffieldfoundat
ion.org/practical-
chemistry/involvement-
catalysts-reactions
3.1.6 Chemical equilibria, Le Chatelier’s principle and Kc
In contrast with kinetics, which is a study of how quickly reactions occur, a study of equilibria indicates how far reactions will go. Le Chatelier’s principle can
be used to predict the effects of changes in temperature, pressure and concentration on the yield of a reversible reaction. This has important consequences
for many industrial processes. The further study of the equilibrium constant, Kc, considers how the mathematical expression for the equilibrium constant
enables us to calculate how an equilibrium yield will be influenced by the concentration of reactants and products
Prior knowledge:
GCSE Chemistry
- Reaction rates.
- Exothermic and endothermic reactions.
- Equilibria (Separate Science but re-visited here).
AS Chemistry
- Energetics (useful to do this first, but not essential as GCSE knowledge would suffice).
- Kinetics (useful to do this first, but not essential as GCSE knowledge would suffice).
3.1.6.1 Chemical equilibria and Le Chatelier’s principle

Understand how reversible 1.0 Students should be able  Predict and explain the effect of  June 2013 Unit 2 RSC Resource pack on
reactions can reach a state weeks to: changes in temperature, pressure Question 10a equilibria
of dynamic equilibrium.  describe what is meant the and concentration on the position of (QS13.2.10) http://www.rsc.org/learn-
term dynamic equilibrium an equilibrium (AO2 - Demonstrate  June 2013 Unit 2 chemistry/resource/res00
 explain how changes in knowledge and understanding). Question 1a
Understand Le Chatelier’s 000843/equilibria
temperature, pressure and  Practical opportunity: Students carry (QS13.2.01)
principle. out test-tube equilibrium shifts to  January 2013 Unit 2
concentration affect the
show the effect of concentration and Question 2 RSC AfL exercise
position of a system at
Understand why a equilibrium temperature (eg Cu(H2O)62+ with (QW13.2.02) http://www.rsc.org/learn-
compromise temperature  explain why compromise concentrated HCl). (AO2 -  January 2012 Unit 2 chemistry/resource/res00
and pressure may be used conditions of temperature Demonstrate knowledge and Question 2 000117/afl-equilibrium-
for a reversible reaction in and pressure may be used understanding; AT k - Safely and (QW12.2.02) reactions
for a reversible reaction in carefully handle solids and liquids,
an industrial process.
an industrial process. including corrosive, irritant,
flammable and toxic substances). Many suitable resources
Understand the effect of a  Students explain how conditions in can be found at
catalyst on an equilibrium. temperature and pressure are a http://www.docbrown.info/
compromise in examples of industrial and
processes (AO3 - Analyse, interpret http://www.chemsheets.co
and evaluate scientific information). .uk/
Co2+ equilibrium
experiment:
000001/cobalt-equilibrium
3.1.6.2 Equilibrium constant Kc for homogeneous systems

Write an expression for 1.0 Students should be able  Write expressions for Kc and derive  June 2013 Unit 4 RSC Resource pack on
and calculate Kc including weeks to: units for a variety of equilibria (AO2 - Question 2 equilibria
units.  write an expression for Kc Demonstrate knowledge and (QS13.4.02) http://www.rsc.org/learn-
for a homogeneous understanding).  January 2010 Unit 4 chemistry/resource/res00
equilibrium, including its  Calculate the moles and Question 1
Predict the effect, if any, of 000843/equilibria
units concentration of reagents at (QW10.04.01)
changes in conditions on equilibrium given initial quantities  June 2006 Unit 4
 calculate the moles and
the value of Kc. and the quantity of one reagent at Question 2 Many suitable resources
concentration of reagents
at equilibrium equilibrium (AO2 - Demonstrate (QS06.4.02) can be found at
 calculate the value of Kc knowledge and understanding).  January 2003 Unit 4 http://www.docbrown.info/
 predict qualitatively how  Calculate Kc from data (AO2 - Question 2 and
the value of Kc will change, Demonstrate knowledge and (QW03.04.02) http://www.chemsheets.co
if at all, as the position of understanding; MS2.3 - Substitute .uk/
an equilibrium moves as numerical values into algebraic
conditions are changed. equations using appropriate units for
physical quantities.
 Practical opportunity: Students set
up a reaction between ethanol and
ethanoic acid with acid catalyst and
leave to reach equilibrium before
titrating and using the results to
determine Kc (AO2 - Demonstrate
knowledge and understanding; AT d
- Use laboratory apparatus for a
variety of experimental techniques
including titration, using burette and
pipette ; AT k - Safely and carefully
handle solids and liquids, including
corrosive, irritant, flammable and
toxic substances; PS 3.2 - Process
and analyse data using appropriate
mathematical skills).
 Students predict qualitatively how
the value of Kc will change, if at all,
as the position of an equilibrium
moves as conditions are changed.
3.1.7 Oxidation, reduction and redox equations
Redox reactions involve a transfer of electrons from the reducing agent to the oxidising agent. The change in the oxidation state of an element in a compound
or ion is used to identify the element that has been oxidised or reduced in a given reaction. Separate half-equations are written for the oxidation or reduction
processes. These half-equations can then be combined to give an overall equation for any redox reaction.
Prior knowledge:
AS Chemistry
- Writing equations (3.1.2).

Oxidation and reduction in 1.0 Students should be able  Determine the oxidation state of  June 2013 Unit 2 Many suitable resources
terms of electron transfer. weeks to: each element in substances and ions Question 4a can be found at
 determine oxidation states (AO2 - Demonstrate knowledge and (QS13.2.04) http://www.docbrown.info/
Oxidation states.  write redox half equations understanding).  January 2012 Unit 2 and
 combine redox half  Determine and then combine redox Question 5a and 5b
equations to produce full half equations (AO2 - Demonstrate (QW12.2.05)
Writing redox half knowledge and understanding).  June 2011 Unit 2 .uk/
equations
equations and full  Determine and then combine redox Question 5a (subscription required)
 identify reduction and
equations. half equations for the reaction of a (QS11.2.05)
oxidation processes.
brass 2p coin with concentrated nitric  January 2005 Unit 2
acid (AO2 - Demonstrate knowledge Question 2
and understanding). (QW05.2.02)
 January 2002 Unit 2
Question 4
(QW02.2.04)
3.2 Inorganic chemistry
3.2.1 Periodicity
The Periodic Table provides chemists with a structured organisation of the known chemical elements from which they can make sense of their physical and
chemical properties. The historical development of the Periodic Table and models of atomic structure provide good examples of how scientific ideas and
explanations develop over time.
Prior knowledge:
AS Chemistry
- Electron structure (3.1.1).
- Ionisation energy (3.1.1).
- Bonding (3.1.3).
3.2.1.1 Classification

How elements are 0.1 Students should be able  Write the electron structure of  June 2003 Unit 1
classified as s, p, d or f weeks to: elements and state which block they Question 1b
block elements.  classify an element as an belong to (AO2 - Demonstrate (QS03.1.01)
s, p,d or f block element knowledge and understanding).  June 2002 Unit 1
using its electron structure.  Rich question: Is helium an s or p Question 6a
block element? (QS02.1.06)
3.2.1.2 Physical properties of the Period 3 elements

Trends in atomic radius, 0.4 Students should be able  Students plot data on graphs for  January 2011 Unit 1
ionisation energy and weeks to: atomic radius, first ionisation energy Question 5
melting point across Period  describe and explain the and melting point and explain those (QW11.1.05)
3. trends across Period 3 in trends (AO1 - Demonstrate  January 2009 Unit 1
atomic radius, ionisation knowledge and understanding of Question 4
energy, melting points. scientific ideas; AO2 - Demonstrate (QW09.1.04)
knowledge and understanding;  June 2003 Unit 1
MS3.2 – Plot two variables from Question 1c
experimental or other data). (QS03.01.01)
3.2.2 Group 2, the alkaline earth metals
The elements in Group 2 are called the alkaline earth metals. The trends in the solubilities of the hydroxides and the sulfates of these elements are linked to
their use. Barium sulfate, magnesium hydroxide and magnesium sulfate have applications in medicines whilst calcium hydroxide is used in agriculture to
change soil pH, which is essential for good crop production and maintaining the food supply.
Prior knowledge:
GCSE Chemistry
- Writing formulas of ionic compounds.
Prior knowledge:
AS Chemistry
- Ionisation energy (3.1.1.3).
- Bonding (3.1.3).

Trends in atomic radius, 1.0 Students should be able  Students plot data on graphs for  June 2012 Unit 2 RSC AfL exercise on
first ionisation energy and weeks to: atomic radius, first ionisation energy Question 5 Group 2:
melting point.  know and explain trends in and melting point and explain those (QS12205) http://www.rsc.org/learn-
atomic radius, first trends (AO1 - Demonstrate  June 2006 Unit 1 chemistry/resource/res00
ionisation energy and knowledge and understanding of Question 5a
How elements Mg–Ba scientific ideas; AO2 - Demonstrate 000118/afl-group-2
melting point from Mg–Ba (QS06.1.5A)
react with water. knowledge and understanding;  January 2005 Unit 1
 know the role of Mg in the
extraction of Ti MS3.2 – Plot two variables from Question 5b Royal College of
Solubility and some uses of  describe and write experimental or other data). (QW05.1.5B) Radiologists leaflet on
Group 2 sulfates and equations for the reactions  Practical opportunity: Students test  January 2012 Unit 2 barium meals:
hydroxides. of Mg–Ba with water the reactions of Mg–Ba with water Question 7 https://www.rcr.ac.uk/docs
 know the solubility of and Mg with steam and record their (QW12207) /patients/worddocs/CRPL
Group 2 sulfates and results (AO2 - Demonstrate
Uses of Mg in the G_meal.doc
knowledge and understanding; AT k
extraction of Ti and hydroxides - Safely and carefully handle solids
CaO/CaCO3 in removing  know uses of Mg(OH)2 and and liquids, including corrosive, Newspaper story about
SO2 from flue gases. BaSO4 in medicine; irritant, flammable and toxic changes to recipe of milk
BaSO4 in testing for sulfate substances).
of magnesia in 2013:
ions; Ca(OH)2 in  Practical opportunity: Students test
agriculture; Mg in the the solubility of Group 2 hydroxides http://www.dailymail.co.uk
extraction of Ti; by mixing solutions of soluble Group /news/article-
CaO/CaCO3 in removing 2 salts with sodium hydroxide and 2352139/Milk-Magnesia-
SO2 from flue gases. record their results (AO2 - disappears-British-
Demonstrate knowledge and shelves-ingredients-fall-
understanding; AT k - Safely and foul-EU-meddlers.html
carefully handle solids and liquids,
flammable and toxic substances).
 Practical opportunity: students test
the solubility of Group 2 sulfates by
mixing solutions of soluble Group 2
salts with sulfuric acid and record
their results (AO2 - Demonstrate
knowledge and understanding; AT k
- Safely and carefully handle solids
and liquids, including corrosive,
irritant, flammable and toxic
substances).
 Practical opportunity: Students test
for sulfate ions using acidified barium
chloride and record their results
(AO2 - Demonstrate knowledge and
 Students research uses of the
following: Mg(OH)2 and BaSO4 in
medicine; BaSO4 in testing for
sulfate ions; Ca(OH)2 in agriculture;
Mg in the extraction of Ti;
CaO/CaCO3 in removing SO2 from
flue gases (AO3 - Analyse, interpret
and evaluate scientific information).
identify some “unknown” group 2
compounds by their reactions with
NaOH and sulfate ions. (AO2 -
understanding; AT d - Use laboratory
apparatus for qualitative tests for
ions; AT k - Safely and carefully
toxic substances).
3.2.3 Group 7(17), the halogens
The halogens in Group 7 are very reactive non-metals. Trends in their physical properties are examined and explained. Fluorine is too dangerous to be used
in a school laboratory but the reactions of chlorine are studied. Challenges in studying the properties of elements in this group include explaining the trends in
ability of the halogens to behave as oxidising agents and the halide ions to behave as reducing agents.
Prior knowledge:
AS Chemistry
- Ionisation energy (3.1.1).
- Ionic equations (3.1.2).
- Electronegativity (3.1.3).
- Bonding (3.1.3).
- Oxidation states and redox equations (3.1.7).
3.2.3.1 Trends in properties

Trends in electronegativity 1.5 Students should be able  Students plot data on graphs for  June 2002 Unit 2 Video showing F2
and boiling point down weeks to: electronegativity and boiling point Question 4 displacing other halides
Group 7.  describe and explain the and explain those trends (AO1 - (QS02.2.04) http://www.rsc.org/learn-
trends down Group 7 in Demonstrate knowledge and  June 2002 Unit 2 chemistry/resource/res00
electronegativity and understanding of scientific ideas; Question 3
Trends in oxidising power AO2 - Demonstrate knowledge and 000791/displacement-of-
boiling points (QS02.02.03)
of halogens and reducing understanding; MS3.2 – Plot two  January 2002 Unit 2 halogens
 describe and explain the
power of halide ions. variables from experimental or other Question 8
trends in oxidising power of
the halogens, illustrated by data). (QW02.2.08) Use of silver halides in
Use of acidified silver displacement reactions of  Practical opportunity: Students carry  January 2013 Unit 2 non-digital photography
nitrate to identify halide halide ions out test-tube reactions of solutions of Question 9 http://electronics.howstuff
ions.  describe and explain the the halogen (Cl2, Br2, I2) with (QW13.2.09) works.com/film7.htm
trends in reducing power of solutions containing their halide ions  June 2012 Unit 2
the halide ions, illustrated (eg KCl, KBr, KI) (AO2 - Question 9
Required practical 4 Chemistry Review article:
Carry out simple test-tube by reactions of Demonstrate knowledge and (QS12209)
Iodine in medicine
reactions in aqueous concentrated sulfuric acid understanding; AT k - Safely and  January 2010 Unit 2
carefully handle solids and liquids, Question 3 (Volume 23, edition 1)
solution to identify cations with solid sodium halides
(Group 2, NH4+) and anions  describe and explain how including corrosive, irritant,
(Group 7 (halide), OH-, halide ions can be flammable and toxic substances; PS
CO32-, SO42-). identified using acidified 2.2 - Present results of test-tube
silver nitrate and the reactions in appropriate ways).
solubility of silver halides in  Practical opportunity: Students
ammonia record observations from reactions
 explain why the silver of NaCl, NaBr and NaI with
nitrate used is acidified. concentrated sulfuric acid. (AO2 -
flammable and toxic substances; PS
2.2 - Present results of test-tube
reactions in appropriate ways).
 Practical opportunity: Students could
carry out tests for halide ions using
acidified silver nitrate, including the
use of ammonia to distinguish the
silver halides formed (AO2 -
understanding; AT d - Use laboratory
apparatus for qualitative tests for
ions; AT k - Safely and carefully
toxic substances; PS 2.2 - Present
results of test-tube reactions in
appropriate ways).
 Required practical 4: Students
complete a series of test-tube
reactions to identify some anions
and cations (AO2 - Demonstrate
knowledge and understanding; AT d
- Use laboratory apparatus for
qualitative tests for ions; AT k -
Safely and carefully handle solids
substances; PS 2.2 - Present results
of test-tube reactions in appropriate
ways).
3.2.3.2 Uses of chlorine and chlorate(I)

Reactions of chlorine with 0.2 Students should be able  Students investigate and evaluate  January 2013 Unit 2 Review by University of
water and use of chlorine weeks to: the treatment of drinking water with Question 10 York of fluoridation of
in water treatment.  know the reactions of chlorine (AO3 - Analyse, interpret (QW13.2.10) water
chlorine with water and evaluate scientific information).  January 2010 Unit 2 http://www.york.ac.uk/inst/
 know how and why  Students investigate and evaluate Question 10a, 10b
Reaction of chlorine with crd/fluores.htm
chlorine is used in water the addition of sodium fluoride to and 10c
sodium hydroxide and use water supplies (AO3 - Analyse, (QW10.2.10)
treatment
of this reaction. interpret and evaluate scientific Detailed information about
 evaluate advantages and
disadvantages of adding information). chlorination of water
chemicals to water http://www.safewater.org/
 know the reaction of PDFS/resourcesknowthef
sodium hydroxide with acts/What+is+Chlorination
water and uses of the .pdf
solution formed.
Some information about
treatment of water in
swimming pools
http://home.howstuffworks
.com/swimming-pool5.htm
3.3 Organic chemistry
3.3.1 Introduction to organic chemistry
Organic chemistry is the study of the millions of covalent compounds of the element carbon. These structurally diverse compounds vary from naturally
occurring petroleum fuels to DNA and the molecules in living systems. Organic compounds also demonstrate human ingenuity in the vast range of synthetic
materials created by chemists. Many of these compounds are used as drugs, medicines and plastics.
Organic compounds are named using the International Union of Pure and Applied Chemistry (IUPAC) system and the structure or formula of molecules can
be represented in various different ways. Organic mechanisms are studied, which enable reactions to be explained.
In the search for sustainable chemistry, safer agrochemicals and for new materials to match the desire for new technology, chemistry plays a vital role.
Prior knowledge:
GCSE Chemistry
- Some simple organic chemistry, eg alkanes and alkenes (although this is revisited here).
- Empirical and molecular formulas (although this is revisited here).
Rather than teaching Section 3.3.1.2 on mechanisms here, each mechanism could be taught as they are encountered during teaching of specific organic
reactions.
3.3.1.1 Nomenclature

Understand the different 1.0 Students should be able  Give the empirical, molecular,  For various Molymod molecular
types of formulas used in weeks to: general, structural, displayed and molecules students models
organic chemistry.  give the empirical, skeletal structure of organic can complete the
molecular, general, molecules given one or more of molecular, empirical,
Naming hydrocarbons AfL
structural, displayed and these for each molecule (AO2 - structural, displayed
Understand what is meant Demonstrate knowledge and and skeletal activity
skeletal structure of
by a homologous series. understanding; MS 4.2 – visualise formulas as well as http://www.rsc.org/learn-
organic molecules
and represent 2D and 3D forms the name where only chemistry/resource/res00
 describe the characteristics
Draw and name organic including 2D representations of 3D one or more of these 000110/afl-naming-
of a homologous series
molecules with chains and objects). is given for each hydrocarbons
 draw the structure of, and
rings with up to six carbon
name organic molecules  Make models of organic compounds molecule.
atoms each. with chains and rings with (AO2 - Demonstrate knowledge and Shows interactive organic
up to six carbon atoms understanding; MS 4.2 – visualise
molecules
each. and represent 2D and 3D forms
including 2D representations of 3D http://chemtube3d.com/Or
objects). ganic%20Structures%20a
 Name molecules given their nd%20Bonding.html
structure, or draw the structure given
the name (AO2 - Demonstrate Chemsketch Freeware
knowledge and understanding). allows drawing of
molecules and then 3D
viewer provides shape.
http://www.acdlabs.com/r
esources/freeware/chems
ketch/
3.3.1.2 Reaction mechanisms (could be taught throughout the organic chemistry section)

For both free radical and 0.5 Students should be able NB: It may be best to teach  June 2013 Unit 2 Molymod molecular
curly arrow mechanisms weeks to: mechanisms as each one is met during Question 7a models
write/draw the mechanisms  write mechanisms for free the course rather than together here (QS13.2.07)
and understand what they radical reactions (free  January 2011 Unit 2 RSC mechanisms
radical substitution of Question 7
represent.  Write mechanisms for the reactions resource:
alkanes) (QW11.2.07)
shown (AO1 - Demonstrate http://www.rsc.org/learn-
 draw mechanisms with knowledge and understanding of  January 2002 Unit 3
Understand the concept of Question 5 chemistry/resource/res00
curly arrow diagrams scientific ideas).
the curly arrow. (electrophilic addition, (QW03.2.05) 000638/curly-arrows-and-
 Students suggest a mechanistic step
nucleophilic addition and in an unfamiliar reaction (AO2 -  January 2005 Unit 3 stereoselectivity-in-
nucleophilic substitution at Demonstrate knowledge and Question 4 organic-reactions
AS level). understanding). (QW03.5.04)
 June 2011 Unit 2 RSC resource of
Question 9 misconceptions about
mechanisms:
001107/reaction-
mechanisms
RSC AfL task on

nucleophilic substitution
000115/afl-nucleophilic-
substitution-reaction-
mechanisms
Mechanism animations
http://science.jbpub.com/o
rganic/movies/
Interactive mechanisms
http://www.chem.ox.ac.uk/
vrchemistry/iom/
3.3.1.3 Isomerism

Understand the difference 1.0 Students should be able  Make models of isomers (AO2 -  June 2011 Unit 2 Molymod molecular
between structural and weeks to: Demonstrate knowledge and Question 6a and 6b models
stereoisomerism.  define structural isomerism understanding; MS 4.2 – visualise (QS11.2.06)
and stereoisomerism and represent 2D and 3D forms  June 2003 Unit 3 Many suitable exercises
 draw the structure of and including 2D representations of 3D Question 3a
Understand the three types objects). can be found at
name chain, position and (QS03.3.03)
of structural isomerism:  Draw and name isomers, including  June 2003 Unit 3 http://www.docbrown.info/
functional group isomers
chain, position and using CIP rules to name E–Z Question 4a and
 explain the cause of E–Z
functional group. isomerism isomers (AO2 - Demonstrate (QS03.3.4A) http://www.chemsheets.co
 draw the structure of and knowledge and understanding; MS  January 2003 Unit 3 .uk/
Understand the cause of name E–Z isomers (using 4.2 – visualise and represent 2D and Question 1c (subscription required)
E–Z isomerism. Cahn–Ingold–Prelog 3D forms including 2D (QW03.3.01)
priority rules). representations of 3D objects).
 Identify pairs (or groups) of
Draw and name E–Z
compounds which exhibit each type
isomers using CIP priority of isomerism (AO2 - Demonstrate
rules. knowledge and understanding).
3.3.2 Alkanes
Alkanes are the main constituent of crude oil, which is an important raw material for the chemical industry. Alkanes are also used as fuels and the
environmental consequences of this use are considered in this section.
Prior knowledge:
GCSE Chemistry
- Some simple organic chemistry, eg alkanes and alkenes (although this is revisited here).
- Fractional distillation of crude oil (although this is revisited here).
- Empirical and molecular formulae (although this is revisited here).
3.3.2.1 Fractional distillation of crude oil

Understand what alkanes 0.3 Students should be able  Draw and name alkanes –  June 2005 Unit 3 Molymod molecular
are. weeks to: (opportunity here to reinforce Question 1a models
 explain that alkanes are isomerism) (AO2 - Demonstrate (QS05.3.01)
Understand how fractional saturated hydrocarbons knowledge and understanding; MS  January 2009 Unit 1 RSC Videos and
 explain how the alkanes in 4.2 – visualise and represent 2D and Question 6a and 6b
distillation can be used to 3D forms including 2D animations on fractional
crude oil are separated by (QW09.1.06)
separate the alkanes in representations of 3D objects). distillation of crude oil
fractional distillation.
crude oil.  Describe and explain how alkanes in http://www.rsc.org/learn-
crude oil are separated by fractional chemistry/resource/res00
distillation (AO1 - Demonstrate 000027/oil-
knowledge and understanding of refining#!cmpid=CMP000
scientific ideas). 02022
 Practical opportunity: Separate some
alkanes into fractions from a crude
Animations of fractional
oil substitute mixture (AO2 -
Demonstrate knowledge and distillation
understanding; AT k - Safely and http://science.howstuffwor
carefully handle solids and liquids, ks.com/environmental/ene
including corrosive, irritant, rgy/oil-refining2.htm
flammable and toxic substances). http://bpes.bp.com/secon
dary-
resources/science/ages-
14-to-16/chemical-and-
material-
behaviour/hydrocarbons-
from-crude-oil/
Practical: fractional
distillation of crude oil
ion.org/practical-
chemistry/fractional-
distillation-crude-oil
3.3.2.2 Modification of alkanes by cracking

Understand why cracking 0.3 Students should be able  Practical opportunity: Crack some  January 2009 Unit 1 Molymod molecular
is useful. weeks to: kerosene/paraffin (AO2 - Question 6c models
 explain the commercial Demonstrate knowledge and (Qw09.1.06)
Compare how thermal and benefits of cracking understanding; AT k - Safely and  January 2004 Unit 3 Practical: cracking
 describe how thermal and carefully handle solids and liquids, Question 5
catalytic cracking are including corrosive, irritant, http://www.nuffieldfoundat
catalytic cracking are (QW04.03.05)
completed and the types of flammable and toxic substances).  June 2001 Unit 3 ion.org/practical-
completed and the types of
compounds that are
compounds that are  Construct a table to compare thermal Question 7 chemistry/cracking-
produced. produced. and catalytic cracking in terms of (QS01.03.07) hydrocarbons
conditions and products (AO1 -
Demonstrate knowledge and RSC Videos and
understanding of scientific ideas). animations on cracking
000027/oil-
refining#!cmpid=CMP000
02022
Animation of cracking
http://bpes.bp.com/secon
dary-
resources/science/ages-
14-to-16/chemical-and-
material-
behaviour/hydrocarbons-
from-crude-oil/
3.3.2.3 Combustion of alkanes

Learning objective Learning Outcome Resources
Know what is formed when 0.4 Students should be able  Write balanced equations for the  June 2010 Unit 1 Animations and
alkanes are burned as weeks to: complete and incomplete Question 4 information about how the
fuels.  write equations for the combustion of alkanes (AO2 - (QS10.1.04) internal combustion works
complete and incomplete Demonstrate knowledge and  June 2010 Unit 1 http://www.howstuffworks.
combustion of alkanes understanding). Question 5
Know/consider how com/engine.htm
 explain how a number of  Construct a table to show why (QS10.1.05)
pollution problems from pollutants may be formed when fuels  January 2004 Unit 3
pollutants including NOx,
burning alkanes can be are burned and how these can be Question 2 Statistics on a flue gas
CO, C and unburned
reduced. hydrocarbons are formed reduced (AO1 - Demonstrate (QW04.3.02) desulfurisation plant
in the internal combustion knowledge and understanding of  January 2009 Unit 1 http://www.eon-
engine and how their scientific ideas; AO3 - Analyse, Question 6d and 6e uk.com/FGD.pdf
emissions can be reduced interpret and evaluate scientific (QW09.01.06)
 why SO2 may be formed information).
Anecdote about a plane
when fuels are burned and running out of fuel
how it can be removed http://www.rsc.org/learn-
from flue gases.
000037/anecdotes-gimli-
glider
Videos about catalytic

converters
000378/faces-of-
chemistry-catalysts
Catalysis: heterogeneous
catalysis (volume 23,
edition 1)
3.3.2.4 Chlorination of alkanes

Equations and mechanism 0.4 Students should be able  Write balanced equations for  June 2003 Unit 3 RSC mechanisms
for reaction of alkanes with weeks to: reactions of alkanes with halogens Question 2 resource:
halogens.  write equations for the (AO2 - Demonstrate knowledge and (QS03.3.02) http://www.rsc.org/learn-
reaction of halogens with understanding).  June 2012 Unit 2 chemistry/resource/res00
alkanes  Write balanced equations to show Question 6a
000638/curly-arrows-and-
 write equations to show the the steps in the mechanism for these (QS12206)
reactions (AO2 - Demonstrate  January 2006 Unit 3 stereoselectivity-in-
mechanism for the reaction
knowledge and understanding). Question 3 organic-reactions
of halogens with alkanes
 represent the unpaired  Students could look at the (QW06.3.03)
electron in a radical using a usefulness of halogenoalkanes as RSC resource of
dot. anaesthetics (AO1 - Demonstrate misconceptions about
knowledge and understanding of mechanisms:
scientific ideas). http://www.rsc.org/learn-
 Demonstration: the reaction of
chlorine with methane (AO2 -
Demonstrate knowledge and 001107/reaction-
understanding). mechanisms
Mechanism animations
http://science.jbpub.com/o
rganic/movies/
vrchemistry/iom/
3.3.3 Halogenoalkanes
Halogenoalkanes are much more reactive than alkanes. They have many uses, including as refrigerants, as solvents and in pharmaceuticals. The use of
some halogenoalkanes has been restricted due to the effect of chlorofluorocarbons (CFCs) on the atmosphere.
Prior knowledge:
AS Chemistry
- Nomenclature of organic compounds (3.3.1).
- Principles of curly arrow mechanisms (3.3.1).
3.3.3.1 Nucleophilic substitution

The polar nature of the C- 1.5 Students should be able  Draw and name halogenoalkanes  January 2011 Unit 2 RSC mechanisms
halogen bond. weeks to: (AO2 - Demonstrate knowledge and Question 8a and 8b resource:
 draw and name understanding). (QW11.2.08) http://www.rsc.org/learn-
Nucleophilic substitution halogenoalkanes  Write equations and mechanisms for  June 2010 Unit 2 chemistry/resource/res00
 write equations and reactions of halogenoalkanes with Question 2
reactions with OH--, CN– 000638/curly-arrows-and-
mechanisms for reactions OH--, CN– and NH3 (AO2 - (QW10.2.02)
and NH3. Demonstrate knowledge and stereoselectivity-in-
of halogenoalkanes with
understanding). organic-reactions
OH--, CN– and NH3
Relative rate of reaction of  explain the relative rate of  Practical opportunity: Students carry
halogenoalkanes. reaction of out test-tube hydrolysis of RSC AfL task on
halogenoalkanes halogenoalkanes to show their nucleophilic substitution
relative rates of reaction (AO2 - http://www.rsc.org/learn-
Demonstrate knowledge and chemistry/resource/res00
000115/afl-nucleophilic-
including corrosive, irritant, substitution-reaction-
flammable and toxic substances). mechanisms
prepare a chloroalkane, purifying the Mechanism animations
product using a separating funnel http://science.jbpub.com/o
and distillation (AO2 - Demonstrate rganic/movies/
knowledge and understanding; AT a
- Use appropriate apparatus to
record mass, and boiling points ; AT
b - Use water bath or electric heater http://www.chem.ox.ac.uk/
or sand bath for heating ; AT d - Use vrchemistry/iom/
laboratory apparatus for a variety of
distillation and heating under reflux,
including setting up glassware using
retort stand and clamps; AT g -
Purify a liquid product, including use
of separating funnel; AT k - Safely
and carefully handle solids and
liquids, including corrosive, irritant,
3.3.3.2 Elimination

The concurrent substitution 0.5 Students should be able  write equations and mechanisms for  June 2013 Unit 2 RSC mechanisms
and elimination reactions of weeks to: reactions of halogenoalkanes with Question 5 resource:
a halogenoalkane.  write equations and OH–, both for elimination and (QS13.2.05) http://www.rsc.org/learn-
mechanisms for elimination substitution reactions (AO2 -  January 2011 Unit 2 chemistry/resource/res00
reaction of Demonstrate knowledge and Question 8
understanding). 000638/curly-arrows-and-
halogenoalkanes using (QW11.2.08)
 January 2010 Unit 2 stereoselectivity-in-
OH–
organic-reactions
 understand the concurrent Question 7
nature of elimination and (QW10.2.07)
substitution when  June 2009 Unit 2 Mechanism animations
halogenoalkanes react with Question 8 http://science.jbpub.com/o
OH– (QS09.2.08) rganic/movies/
 understand the different  June 2002 Unit 3
roles of the OH– in these Question 6 Interactive mechanisms
reactions. (QS02.3.06)
vrchemistry/iom/
3.3.3.3 Ozone depletion

What ozone is and its role 0.4 Students should be able  Students investigate the presence  January 2013 Unit 2 RSC resource on CFCs
in the atmosphere. weeks to: and role of ozone in the atmosphere Question 7 and ozone:
 understand the role of (AO1 - Demonstrate knowledge and (QW13.2.07) http://www.rsc.org/learn-
How Cl free radicals are ozone in the atmosphere understanding of scientific ideas).  June 2011 Unit 2 chemistry/resource/res00
formed in the atmosphere  understand how chlorine  Write equations and mechanisms for Question 7
and how they destroy 000779/mario-molina-
free radicals can be formed the formation of chlorine free radicals (QS11.2.07)
ozone. and the destruction of ozone (AO1 -  June 2009 Unit 2 puts-ozone-on-the-
in the atmosphere from
Demonstrate knowledge and Question 11 political-agendas
compounds such as CFCs
How research evidence led understanding of scientific ideas). (QS09.2.11)
 understand the mechanism
to the end of use of CFCs for the depletion of ozone  Understand why suitable US EPA information
and alternatives found. by chlorine free radicals replacements for CFCs do not http://www.epa.gov/ozone
 evaluate the role of destroy ozone (AO1 - Demonstrate /science/sc_fact.html
chemists in the introduction knowledge and understanding of
of legislation to ban the use scientific ideas).
Nobel Prize 1995
of CFCs and to find  Students investigate the role of
chemists in the introduction of http://www.nobelprize.org/
replacements.
legislation to ban the use of CFCs nobel_prizes/chemistry/la
and in finding replacements (AO3 - ureates/1995/press.html
AO3 - Analyse, interpret and
evaluate scientific information). Chemistry Review article:
 Rich question – CFCs are still used Do ants destroy the ozone
in some countries – how can we stop layer (Volume 20, edition
this?
4)

Thomas Midgley (Volume
15, edition 2)
The Antarctic ozone hole
(Volume 17, edition 2)
3.3.4 Alkenes
In alkenes, the high-electron density of the carbon–carbon double bond leads to attack on these molecules by electrophiles. This section also n alkenes, the
high electron density of the carbon–carbon double bond leads to attack on these molecules by electrophiles. This section also covers the mechanism of
addition to the double bond and introduces addition polymers, which are commercially important and have many uses in modern society.
Prior knowledge:
AS Chemistry
- E–Z isomerism (3.3.1).
- Principles of curly arrow mechanisms (3.3.1).
- Shapes of molecules (3.1.3).
3.3.4.1 Structure, bonding and reactivity

The structure of alkenes, 0.1 Students should be able  Draw and name alkenes, including  Draw and name
with a focus on the C=C weeks to: E–Z isomers (AO2 - Demonstrate alkenes.
double bond.  draw alkenes knowledge and understanding;
 understand that the double MS4.1 - Use angles and shapes in
bond is an area of high regular 2D and 3D structures of
electron density. alkenes).
3.3.4.2 Addition reactions of alkenes

Electrophilic addition 1.0 Students should be able  Write equations for reactions of  June 2012 Unit 2 RSC resource of
reactions of alkenes with weeks to: alkenes with HBr, H2SO4 and HBr Question 7 misconceptions about
HBr, H2SO4 and Br2  write equations and (AO2 - Apply knowledge and (QS12.2.07) mechanisms:
mechanisms for reactions understanding of scientific ideas).  June 2010 Unit 2 http://www.rsc.org/learn-
of alkenes with HBr, H2SO4  Draw mechanisms for reactions of Question 6a
and HBr alkenes with HBr, H2SO4 and HBr, (QS10.2.06)
including explaining why there may 001107/reaction-
 explain the potential
be major and minor products (AO2 - mechanisms
formation of major and
minor products in these Apply knowledge and understanding
reactions. of scientific ideas). Mechanism animations
 Practical opportunity: Students test http://science.jbpub.com/o
organic compounds for unsaturation rganic/movies/
using bromine water and record their
observations (AO2 - Apply
knowledge and understanding of
scientific ideas; AT k - Safely and
3.3.4.3 Addition polymers

The reaction of monomers 0.5 Students should be able  Students could each make a model  June 2012 Unit 2 Molymods
to make addition polymers. weeks to: of a monomer using Molymods and Question 7
 describe what a polymer is then students collectively join them (QS12.2.07) RSC Polymers resource
The structure and name of  identify the repeating unit together to make a long polymer  June 2010 Unit 2 http://www.rsc.org/learn-
of an addition polymer chain (AO2 - Apply knowledge and Question 6a
the polymer. chemistry/resource/res00
given the monomer understanding). (QS10.2.06)
000846/polymers
Some uses of polymers.
structure and vice versa  Draw the structure of the monomer,
 name polymers from the repeating unit of the polymer and a
name of the monomer Nuffield Practical
section of the polymer chain given
 explain how polymers have one of the others; students should Chemistry method to
developed over time also be able to name the polymer polymerise phenylethene
 give some uses of PVC from the monomer name and vice http://www.nuffieldfoundat
and how plasticisers can versa (AO2 - Apply knowledge and ion.org/practical-
change its properties understanding of scientific ideas). chemistry/addition-
 explain why addition  Students should consider how polymerisation
polymers are unreactive polymer technology has developed
 explain the nature of the over time (AO3 -Analyse, interpret
intermolecular forces and evaluate scientific information).
between polyalkene  Students should research uses of
molecules. PVC and how plasticisers change its
properties (AO3 - Analyse, interpret
and evaluate scientific information).
 Practical opportunity: Students make
poly(phenylethene) (AO2 - Apply
scientific ideas; AT k - Safely and
3.3.5 Alcohols
Alcohols have many scientific, medicinal and industrial uses. Ethanol is one such alcohol and it is produced using different methods, which are considered in
this section. Ethanol can be used as a biofuel.
Prior knowledge:
GCSE Chemistry
- What are biofuels?
- Production of ethanol.
- Addition polymers.
AS Chemistry
- Alkenes (3.3.4).
3.3.5.1 Alcohol production

Alcohols can be made by 0.2 Students should be able  Write equations for the production of  January 2005 Unit 3 Making ethanol by
hydration of alkenes. weeks to: alcohols from alkenes (AO2 - Apply Question 5a, 5b and fermentation:
 write equations and give knowledge and understanding of 5c (QW.05.3.05) http://www.nuffieldfoundat
Ethanol can be produced conditions for the scientific ideas).  January 2002 Unit 3 ion.org/practical-
production of alcohols by  Produce a summary table to Question 7
by the reaction of ethene chemistry/fermentation-
hydration of alkenes compare and contrast the two (QW02.3.07)
and steam using a methods of making ethanol (AO1 - glucose-using-yeast
 outline the mechanism for
phosphoric acid catalyst. Demonstrate knowledge and
formation of ethanol from
reaction of ethene with understanding of scientific ideas). Biofuels website:
Ethanol can also be made steam with an acid catalyst  Outline the mechanism to make http://www.thesolarspark.
by fermentation of glucose  write an equation, give and ethanol from reaction of ethene with co.uk/the-
and is used as a biofuel. justify conditions for the steam with an acid catalyst (AO1 - science/renewable-
production of ethanol by Demonstrate knowledge and energy/bio/
fermentation of glucose understanding of scientific ideas).
Compare the two methods
 compare the two methods  Students could produce ethanol by
of producing ethanol. fermentation, followed by purification Biofuels website:
of producing ethanol
by fractional distillation (AO2 - Apply http://www.biofuels.co.uk/
 explain the meaning of the
term biofuel knowledge and understanding of
 evaluate the use of ethanol scientific ideas; AT d - Use Press report about
as a biofuel laboratory apparatus for a variety of problems with biofuels:
 show using equations how http://www.telegraph.co.u
ethanol made by distillation and setting up glassware k/earth/energy/biofuels/10
using retort stand and clamps; AT k -
fermentation can be 520736/The-great-
regarded as carbon neutral biofuels-scandal.html
but that in reality it is not.
substances). BP biofuels resources:
 Evaluate the use of biofuels (AO3 - http://bpes.bp.com/secon
Analyse, interpret and evaluate dary-
scientific information). resources/science/ages-
 Show by use of chemical equation 14-to-16/energy-
that the formation of ethanol by electricity-and-
fermentation can be thought of as
forces/biofuels-and-the-
being carbon neutral, but why it is
not in reality (AO1 - Demonstrate future/
scientific ideas).
3.3.5.2 Oxidation of alcohols

Oxidation reactions of 1.0 Students should be able  Draw and name alcohols and  January 2013 Unit 2 Test-tube oxidation
primary, secondary and weeks to: classify them as primary, secondary Question 5 reactions of alcohols:
tertiary alcohols.  classify alcohols as or tertiary (AO2 - Apply knowledge (QW13.02.05) http://www.nuffieldfoundat
primary, secondary or and understanding of scientific  June 2006 Unit 3 ion.org/practical-
tertiary. ideas). Question 5
Testing to distinguish chemistry/oxidation-
 identify products and write  Write equations to show oxidation (QS06.3.05)
aldehydes and ketones. reactions of alcohols (AO2 - Apply  January 2005 Unit 3 alcohols
equations for oxidation
reactions of alcohols. knowledge and understanding of Question 3
 use chemical tests to scientific ideas). (QW05.3.03) Disposal breathalysers
distinguish aldehydes and  Practical opportunity: Carry out test-  June 2004 Unit 3 are available (legal
ketones. tube reactions to distinguish tertiary Question 3 (not part requirement for driving in
alcohols from primary and secondary (a)(ii) )(QS04.3.03) France)
by reaction with acidified potassium
dichromate(VI) (AO2 - Apply
The breathalyser reaction
scientific ideas; AT b - Use water http://www.nuffieldfoundat
bath or electric heater or sand bath ion.org/practical-
for heating; AT d - Use laboratory chemistry/%E2%80%98br
apparatus for qualitative tests for eathalyser%E2%80%99-
organic functional groups; AT k - reaction
Giant silver mirror
substances).
 Practical opportunity: Carry out test- ion.org/practical-
tube reactions to distinguish chemistry/giant-silver-
aldehydes from ketones by reaction mirror
with Tollens’ reagent and Fehling’s
solution (AO2 - Apply knowledge Chemistry Review article:
and understanding of scientific ideas; Oxidation of alcohols
AT b - Use water bath or electric (Volume 10, edition 4)
heater or sand bath for heating; AT d
- Use laboratory apparatus for
qualitative tests for organic functional
groups; AT k - Safely and carefully
toxic substances).
 Practical opportunity: The
preparation of ethanal (AO2 - Apply
scientific ideas; AT b - Use water
bath or electric heater or sand bath
for heating; AT d - Use laboratory
apparatus for a variety of
retort stand and clamps; AT k -
substances).
 Giant silver mirror demonstration.
understanding of scientific ideas).
Extension Students investigate how a roadside
breathalyser works (AO3 - Analyse,
interpret and evaluate scientific
information).
3.3.5.3 Elimination

Formation of alkenes by 1.0 Students should be able  Students should identify alkenes  June 2003 Unit 3 Preparation of
elimination reactions of weeks to: formed from elimination of alcohols Question 4b cyclohexene
alcohols (mechanism  identify products of alcohol and write equations and mechanism (QS03.3.4B) http://www.chemsheets.co
required). elimination reactions for their production (AO2 - Apply  SAMs AS Paper 2 .uk/Chemsheets%20AS%
 write equations and knowledge and understanding of (set 1) Question 1
scientific ideas). 20079%20(Preparation%
Making addition polymers mechanism for alcohol 20of%20cyclohexene).pdf
elimination reactions  Practical opportunity: Students could
from alkenes made from carry out the preparation of
 understand how addition
alcohols. polymers can be made cyclohexene from cyclohexanol, Chemistry Review article:
from alkenes made this including purification using a Heating under reflux
Required practical 5 way without using separating funnel and by distillation (Volume 20, edition 2)
Distillation of a product monomers derived from (AO2 - Apply knowledge and
from a reaction. crude oil. understanding of scientific ideas; AT
b - Use water bath or electric heater
or sand bath for heating; AT d - Use Distillation (Volume 14,
laboratory apparatus for a variety of edition 3)
retort stand and clamps; AT g -
Purify a liquid product, including use
of separating funnel; AT k - Safely
and carefully handle solids and
liquids, including corrosive, irritant,
flammable and toxic substances.
3.3.6 Organic analysis
Our understanding of organic molecules, their structure and the way they react, has been enhanced by organic analysis. This section considers some of the
analytical techniques used by chemists, including test-tube reactions and spectroscopic techniques.
Prior knowledge:
AS Chemistry
- Mass spectrometry (3.1.1).
- Halogenoalkanes (3.3.3).
- Alkenes (3.3.4).
- Alcohols (3.3.5).
3.3.6.1 Identification of functional groups by test-tube reactions

Use chemical tests to 0.8 Students should be able  Practical opportunity: Students carry  June 2012 Unit 4 Test-tube oxidation
distinguish functional weeks to: out test-tube reactions in the Question 7 reactions of alcohols:
groups.  carry out test-tube specification to distinguish alcohols, (QS12.4.07) http://www.nuffieldfoundat
reactions in the aldehydes, alkenes and carboxylic  January 2013 Unit 4 ion.org/practical-
specification to distinguish acids (AO2 - Apply knowledge and Question 6a
Required practical 6 chemistry/oxidation-
alcohols, aldehydes, understanding of scientific ideas; AT (QW13.4.06)
Tests for alcohol, b - Use water bath or electric heater alcohols
alkenes and carboxylic
aldehyde, alkene and or sand bath for heating; AT d - Use
acids, and interpret the
carboxylic acid. observations from these laboratory apparatus for qualitative Chemistry Review article:
reactions. tests for organic functional groups; Identifying an unknown
AT k - Safely and carefully handle compound (Volume 17,
solids and liquids, including edition 3)
toxic substances; PS 2.2 - Present
results of reactions in appropriate
ways; PS 2.3 - Evaluate results and
draw conclusions).
 Write equations for the reactions
occurring. (AO2 - Apply knowledge
and understanding of scientific
ideas).
3.3.6.2 Mass spectrometry

Use high resolution mass 0.2 Students should be able  Students use precise atomic masses  June 2012 Unit 2 Mass spectrometry
spectrometry to find weeks to: to calculate the precise molecular Question 3c calculator:
molecular formulae.  use precise atomic masses mass of a compound in order to (QS12.2.03) http://www.sisweb.com/m
and the precise molecular determine the molecular formula  January 2010 Unit 2 stools/isotope.htm
mass to determine the (AO2 - Apply knowledge and Question 6e
molecular formula of a understanding of scientific ideas; (QW10.2.06)
compound. MS1.1 - Use an appropriate number
of significant figures).
3.3.6.4 Infrared spectroscopy

Use infrared absorptions to 0.3 Students should be able  Students identify functional groups  June 2012 Unit 2 Spectroscopy in a
identify functional groups. weeks to: from infra-red spectra (AO2 - Apply Question 8bii suitcase from RSC
 identify functional groups knowledge and understanding of (QS12.2.08) (including potential visit to
Know how the “fingerprint” from infra-red spectra scientific ideas).  June 2011 Unit 2 your school/college by a
 understand how the  Students research the relative effect Question 6e
region can be used. university team with IR
“fingerprint” region of a of different gases on global warming (QS11.1.06)
(AO3 - Analyse, interpret and  January 2012 Unit 2 spectrometer):
spectrum can be used
The role of infrared evaluate scientific information). Question 10 http://www.rsc.org/learn-
 understand the link
absorption by molecule in between absorption of (QS12.2.10) chemistry/resource/res00
global warming. infrared radiation by bonds  June 2009 Unit 2 000283/spectroscopy-in-
in CO2, methane and water Question 9 a-suitcase-ir-student-
vapour and global (QS09.2.09) resources
warming.
IR spectroscopy
resources:
.uk/page3.html
Greenhouse gas IR
spectra:
http://www.chem.wisc.edu
/middlecamp/108-
Fall08/work/IR_spec5.swf

Infrared spectrometers
(Volume 21, edition 2)
Version (1.2)
First published (10/02/2015)
Last updated (01/08/2016)

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Scheme of work A

3.1.1 Atomic structure

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

AQA Time of flight mass

Extension Students investigate the use of mass

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Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

RSC Kitchen Chemistry:

Chemistry Review article:

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Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

3.1.5.1 Collision theory

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Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

3.3.1 Introduction to organic chemistry

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Time Learning activity with opportunity to Assessment

RSC AfL task on

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Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Videos about catalytic

Chemistry Review article:

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Chemistry Review article:

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment

Time Learning activity with opportunity to Assessment