INTERNATIONAL

A-LEVEL
CHEMISTRY
(9620)
OUTLINE SCHEME OF WORK

For teaching from September 2016 onwards

For A2 exams in June 2018 onwards

Copyright © 2015 Oxford International AQA Examinations and its licensors. All rights reserved.
CONTENTS

Contents Page

Introduction 3

3.1 Physical Chemistry 4

3.2 Inorganic Chemistry 22

3.3 Organic Chemistry 32

INTRODUCTION

This scheme of work has been prepared by teachers for teachers. We hope you will find it a
useful starting point for producing your own schemes.

The scheme of work is 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
the international A2 units of Chemistry 9620.

The teaching of investigative and practical skills is embedded within the specification. We are
producing 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 Oxford International AQA Examinations (OxfordAQA) and new
textbooks written to support the specification. Please note there maybe access restrictions to
certain websites from certain countries.

The majority of the prior knowledge listed in this scheme of work will come from the AS units
of the course. Where GCSE prior knowledge is referred to, this comprises knowledge from the
current double science (ie Core and Additional Science) International GCSE specifications.
Students who studied the separate Science International GCSE courses will have this
knowledge but may also have been introduced to other topics which are relevant to the
International 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 one teacher with topics
being taught concurrently.

The assessment opportunities column details AQA past paper questions that have been
mapped to this new OxfordAQA qualification and are available through the international
Exampro from early 2016. Of course there are also Sample Assessment Materials for
download at oxfordaqaexams.org.uk/9620

3
SCHEME OF WORK
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.

3.1.8 Thermodynamics
The further study of thermodynamics builds on the Energetics section and is important in understanding the stability of compounds and why
chemical reactions occur. Enthalpy change is linked with entropy change enabling the free-energy change to be calculated.

Prior knowledge:
International AS Chemistry
• 3.1.4 - Energetics

3.1.8.1 Born-Haber Cycles

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Definitions of enthalpy 1.5 Students should be able • Write equations to represent • June 2013 Unit 5 Nuffield Science Data
changes used in Born- weeks to: enthalpy changes. Question 1 Book (free download):
Haber and solution • Construct Born-Haber cycles and (QS13.5.01) nationalstemcentre.org.uk
• define lattice enthalpy
enthalpy cycles. (formation and use them to calculate missing • June 2013 Unit 5
dissociation), enthalpy of enthalpy change values. Question 2 Chemistry Data Book
Using Born-Haber cycles formation, ionisation • Compare and comment on values of (QS13.5.02) (Starck, Wallace,
for ionic compounds. enthalpy, enthalpy of enthalpy changes from Born-Haber • January 2013 Unit 5 McGlashan) ISBN:
atomisation, bond cycles with those calculated Question 2 9780719539510
Considering covalent enthalpy, electron affinity, theoretically using the perfect ionic (QW13.5.02) Many suitable calculations
enthalpy of solution, model.
character of ionic • June 2011 Unit 5 can be found at
hydration enthalpy
compounds. Question 1 docbrown.info
(QS11.5.01)

4
Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Using solution enthalpy • draw and use Born-Haber • Construct and use cycles involving • January 2010 Unit 5
cycles for ionic cycles to find missing the solution of ionic compounds in Question 4
compounds. values of enthalpy changes water to find missing enthalpy (QW10.5.04)
• comment on the covalent change values.
character of an ionic • Rich question – predict the relative
compounds by comparing magnitude of the lattice enthalpy of
lattice enthalpies found the following compounds: aluminium
using Born-Haber cycles oxide, potassium oxide, sodium
with those calculated chloride, sodium oxide.
theoretically using the • Rich question – for an ionic
perfect ionic model. compound with covalent character,
• draw enthalpy of solution deduce whether the lattice enthalpy
cycles to calculate values will have a greater or smaller
of missing enthalpy magnitude than that calculated
changes. theoretically from the perfect ionic
model.

5
3.1.8.2 Gibbs free-energy change ΔG and entropy change ΔS

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
To calculate entropy 1.5 Students should be able • Rank given substances in terms of • June 2013 Unit 5 Nuffield Science Data
changes for reactions. weeks to: entropy. Question 3 Book (free download):
• Use entropy values to calculate the (QS13.5.03) nationalstemcentre.org.uk
• describe entropy in terms
To calculate Gibbs free- of disorder entropy change for a reaction. • January 2012 Unit 5
energy changes and • Predict, where possible, whether Question 2 Chemistry Data Book
• predict whether reactions
determine whether reactions have an increase or (QW12.5.02) (Starck, Wallace,
have an increase or
reactions are feasible at decrease in entropy decrease in entropy. • June 2011 Unit 5 McGlashan) ISBN:
various temperatures. • calculate the entropy • Use the equation ∆G = ∆H – T∆S Question 2 9780719539510
(QS11.5.02)
change for a reaction to determine whether reactions are
feasible at given temperatures, and • June 2010 Unit 5 Many suitable calculations
• calculate the Gibbs free-
determine the temperature at which Question 6 can be found at
energy change for a
reactions become feasible. (QS10.5.06) docbrown.info
reaction at a given
temperature • Plot graphs of ∆G versus T to
• determine whether a determine ∆H and ∆S.
reaction is feasible at a • Forecast how temperature affects
given temperature the feasibility of reactions given the
• calculate the temperature sign of the enthalpy and entropy
at which a reaction changes.
becomes feasible • Apply the equation ∆G = ∆H – T∆S
• use entropy changes to to state changes to find ∆H, ∆S,
explain why some melting and/or boiling points.
endothermic reactions are
feasible. • Determine ∆H and ∆S for the
vaporization of water using a kettle.

6
Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
• Use the relationship ∆G =
∆H – T∆S to determine
how ∆G varies with
temperature

7
3.1.9 Electrode potential and electrochemical cells

Redox reactions take place in electrochemical cells where electrons are transferred from the reducing agent to the oxidising agent indirectly via
an external circuit. A potential difference is created that can drive an electric current to do work. Electrochemical cells have very important
commercial applications as a portable supply of electricity to power electronic devices such as mobile phones, tablets and laptops. On a larger
scale, they can provide energy to power a vehicle.

Prior knowledge:
International AS Chemistry
• 3.1.5 – Oxidation, reduction and redox equations

3.1.9.1 Electrode potentials and cells

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
The idea of a cell that has 1. 0 Students should be able • Students make simple cells and use • January 2013 Unit 5 Nuffield Science Data
a potential difference being week to: them to measure EMF and unknown Question 7 Book (free download):
made by combining two electrode potentials. (QW13.5.07) nationalstemcentre.org.uk
• understand that there is a
half cells (electrodes). potential difference • Students write the standard cell • January 2012 Unit 5
between two half cells notation for cells. Question 4 Chemistry Data Book
How potentials are (electrodes) that are joined • Students predict how changes in (QW12.5.04) (Starck, Wallace,
measured relative to the • use cell notation to conditions will affect EMF. • June 2006 Unit 5 McGlashan) ISBN:
Standard Hydrogen represent cells • Students could be asked to plan and Question 5 9780719539510
(QS06.5.05)
Electrode and under • understand that potentials carry out an experiment to
standard conditions. are measured relative to investigate the effect of changing • January 2004 Unit 5 Chemistry Review
the Standard Hydrogen conditions, such as concentration or Question 4 articles: Understanding
Electrode temperature, in a voltaic cell such as (QW04.5.04)
Use the electrochemical 2+ 2+ electrode potentials
Zn|Zn ||Cu | Cu.
series to calculate the EMF • understand that the (Volume 12, edition 1)
of cells and predict the potential of an electrode is Electrode potentials
direction of simple redox affected by conditions (Volume 15, edition 3)
reactions.

8
Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Cell Representation. • know the standard Some suitable problems
conditions under which • Students could use E values to can be found at
Required practical 6 potentials are measured predict the direction of simple redox docbrown.info
Measuring the EMF of an • know that electrode reactions, and then test these
electrochemical cell. potentials are listed in predictions by simple test-tube
order in the reactions.
electrochemical series
• use the electrochemical
series to predict the
direction of simple redox
reactions.

9
3.1.9.2 Commercial applications of electrochemical cells

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
That cells can be used as a 1.0 Students should be able • Explain the differences between • June 2013 Unit 5 Nuffield Science Data
source of energy. week to: different types of cells. Question 5 Book (free download):
• know the reactions occurring • Write half equations for a variety of • June 2012 Unit 5 nationalstemcentre.org.uk
That cells can be non- in a lithium cell and in an different examples and calculate Question 5
alkaline fuel cell. the EMF in each case.
rechargeable or Chemistry Data Book
rechargeable. • classify cells as non- (Starck, Wallace,
rechargeable, rechargeable
McGlashan) ISBN:
or fuel cells.
That fuel cells can be used • use given electrode data to 9780719539510
to generate an electric deduce the reactions
current. occurring in cells and Toyota fuel cell video
deduce the EMF of a cell youtube.com/watch?v=g3
That there are benefits and • explain how the electrode 5I61FjKiI
risks associated with using reactions can be used to
these cells. generate an electric current. Fuel cell article
rsc.org/chemistryworld/Iss
ues/2006/March/FuelCells
.asp

10
3.1.10 Acids and bases

Acids and bases are important in domestic, environmental and industrial contexts. Acidity in aqueous solutions is caused by hydrogen ions and
a logarithmic scale, pH, has been devised to measure acidity. Buffer solutions, which can be made from partially neutralised weak acids, resist
changes in pH and find many important industrial and biological applications.

Prior knowledge:
International AS Chemistry
• 3.1.7 – Chemical equilibria, Le Châtelier’s principle and Kc

3.1.10.1 Brønsted-Lowry acid-base equilibria in aqueous solutions

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
The idea of acids as proton 0.2 Students should be able • Identify which species acts as the • June 2012 Unit 4 Theory of acids history
donors and bases as weeks to: acid and which as the base in Question 3ab websites:
proton acceptors. Brønsted-Lowry acid-base reactions. (QS12.4.03)
• define Brønsted-Lowry
acids and bases bbc.co.uk/dna/ptop/plain/
• identify species as A708257
Brønsted-Lowry acids or
bases in proton transfer pubs.acs.org/subscribe/ar
reactions. chive/tcaw/12/i03/pdf/303
chronicles.pdf

RSC acid-base simulator:

rsc.org/learn-
chemistry/resource/res00
001457/acid-base-
solutions-rsc-funded

11
3.1.10.2 Definition and determination of pH

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Calculate the pH of strong 0.4 Students should be able • Identify acids as being strong or • June 2009 Unit 4 RSC pH simulator:
acids from concentration weeks to: weak and monoprotic or diprotic. Question 3a rsc.org/learn-
and vice versa. • Calculate the pH of strong acids from (QS09.4.03) chemistry/resource/res00
• calculate pH of a strong
acid from its concentration the acid concentration, including 001458/ph-scale-
examples where the acids are simulation-rsc-funded
• calculate the concentration
diluted.
of a strong acid from its pH
• Calculate the concentration of strong Some suitable problems
• calculate the pH when a
acids from the pH. can be found at
strong acid is diluted.
docbrown.info

Extension Estimate the number of

+
H ions in a drop of water
rsc.org/learn-
chemistry/resource/res00
000665/h-ions-in-water

12
3.1.10.3 The ionic product of water Kw

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Use Kw to calculate the pH 0.3 Students should be able • Derive the expression Kw = [H ][OH ]
+ -
• January 2013 Unit 4 RSC pH simulator:
of strong bases. weeks to: Question 2a rsc.org/learn-
• Calculate the pH of strong bases
(QW13.4.02) chemistry/resource/res00
• show that Kw = [H ][OH ]
+ -
from the base concentration and vice
versa, including dilutions. • June 2011 Unit 4 001458/ph-scale-
• use Kw to find the pH of Question 2a
• Calculate the pH of water at different simulation-rsc-funded
strong bases from its (QS11.4.02)
concentration, and vice temperatures.
• June 2010 Unit 4 Some suitable problems
versa • Explain how the pH and neutrality of
Question 5ab can be found at
• calculate the pH of water at water is or is not affected by
(QS10.4.05) docbrown.info
different temperatures changes in temperature.

13
3.1.10.4 Weak acids and bases; Ka for weak acids

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Understand the term weak 0.3 Students should be able • Explain the difference between • January 2012 Unit 4 RSC acid-base simulator:
in relation to acids and weeks to: strong and weak acids and bases. Question 4b rsc.org/learn-
bases. • Derive expressions for Ka for stated (QW12.4.04) chemistry/resource/res00
• write expressions for Ka for
stated weak acids acids. • January 2006 Unit 4 001457/acid-base-
Use Ka to find the pH of Question 2ab solutions-rsc-funded
• perform calculations linking • Perform calculations linking Ka to
weak acids from the (QW06.4.02)
Ka to concentration and pH concentration and pH.
concentration and vice RSC pH simulator:
• convert Ka values to pKa • Convert Ka values to pKa and vice
versa. and vice versa rsc.org/learn-
versa, and use these values to rank
chemistry/resource/res00
• calculate the pH of water at acids in order of strength.
Relate Ka to pKa 001458/ph-scale-
different temperatures. • Measure Ka of a weak acid by simulation-rsc-funded
measuring pH at half neutralisation.
Creative problem solving
in Chemistry – weak
acids: rsc.org/learn-
chemistry/resource/res00
000677/a-weak-acid

Some suitable problems

can be found at
docbrown.info

14
3.1.10.5 pH curves, titrations and indicators

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Calculate the pH of the 1.0 Students should be able • Perform calculations to find the pH of • June 2013 Unit 4 RSC pH simulator:
solution formed when weeks to: mixtures of strong/weak acids with Question 3 rsc.org/learn-
strong or weak acids react strong bases, with either excess acid (QS13.4.03) chemistry/resource/res00
• calculate pH of a mixture of
with strong bases. or base. • June 2011 Unit 4 001458/ph-scale-
a strong acid with a strong
base • Produce pH curves by experiment. Question 1 simulation-rsc-funded
• Sketch pH curves for given acid and (QS11.4.01)
Sketch pH curves and • calculate the pH of a
choose suitable indicators mixture of a weak acid with base combinations, and choose a • June 2005 Unit 4 pH curve simulator:
for titrations. a strong base suitable indicator. Question 2 terpconnect.umd.edu/~toh
(QS05.4.02)
• sketch pH curves for /models/TitrationDemo.ht
Required practical 7 titrations of strong/weak • June 2005 Unit 5 ml
Investigate how pH acids with strong/weak Question 2
changes when a weak acid bases (QS05.5.02)
Some suitable problems
reacts with a strong base • June 2003 Unit 4
• choose a suitable indicator can be found at
and when a strong acid Question 3
for acid-base titrations. docbrown.info
reacts with a weak base. (QW03.4.03)

Extension Write spreadsheets to calculate the

pH during a titration and to plot the
pH curve.

15
3.1.10.6 Buffer action

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Know what buffer solutions 0.6 Students should be able • Describe how buffer solutions are • January 2013 Unit 4 Sandcastles and mud
are, how they are made weeks to: made, how they work and what they Question 2 huts – buffering action in
and what they are used for. are used for. (QW13.4.02) blood (Hancock) ISBN
• describe what a buffer
solution is and how it is • Calculate the pH of a buffer solution • January 2011 Unit 4 9780340543696
Explain how acidic and
made given details about quantities of the Question 2
basic buffer solutions work.
reagents it is made from, and (QW11.4.02)
• explain qualitatively how Some suitable problems
changes in pH when small amounts • January 2005 Unit 4
Calculate the pH of acidic acidic/basic buffer can be found at
of acid/alkali are added to buffer Question 8
buffer solutions. solutions work docbrown.info
solutions. (QW05.4.08)
• know some uses of buffer
• Students could prepare a solution of • January 2002 Unit 4
solutions
a specific pH and then test the Question 3
• calculate the pH of a buffer solution to check its pH and buffer (QW02.4.03)
solution. action.

16
3.1.11 Rate equations

In rate equations, the mathematical relationship between rate of reaction and concentration gives information about the mechanism of a
reaction that may occur in several steps

Prior knowledge:
International AS Chemistry
• 3.1.6 - Kinetics

3.1.11.1 Rate equations

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Understand rate equations 0.5 Students should be able • Describe how changes in • June 2006 Unit 4 Calculations in AS / A
and order of reaction. week to: concentration will affect reaction Question 5 a) b) Level Chemistry (Clark)
rates given the rate equation. (QS06.4.05) ISBN 9780582411272
• define the terms order of
Deduce order of reaction, reaction and rate constant • Use rate equations to determine • June 2003 Unit 4
rate equations and rate reaction rates or rate constants (with Question 1 Chemistry Review article:
• describe how changing
constants from rate data. units) using initial rate data. (QS03.4.01) Establishing a rate
concentration of a reagent
affects the rate when the • Students use a graph of equation (Volume 14,
Describe how the rate order with respect to that concentration–time and calculate the edition 2)
constant changes with reagent is 0, 1 or 2 rate constant of a zero-order reaction
by determination of the gradient.
temperature. • determine the values and Many suitable calculations
units for rate constants • Students can measure the activation can be found at
Use the Arrhenius given appropriate data energy for the catalysed and docbrown.info
uncatalysed reaction of iodine with
equation. • describe how rate
peroxodisulphate (VI) ions by
constants change with Advanced Practical
experiment and plotting graphs.
temperature Chemistry (ILPAC)
• perform calculations using ISBN 0719575079
the Arrhenius equation

17
Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
• plot straight line graphs of
ln k versus 1/T to
determine the activation
energy of a reaction.

18
3.1.11.2 Determination of rate equation

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Understand that rate 2.0 Students should be able • Determine rate equations, rate • SAMS A level paper Calculations in AS / A
equations have to be weeks to: constants (with units) using initial 2 Q2 Level Chemistry (Clark)
determined by experiment. rate data. • June 2013 Unit 4 ISBN 9780582411272
• explain that rate equations
can only be determined by • Practical Opportunity: Students do Question 1
Link rate equations to experiment the iodine clock reaction and (QS13.4.01) Chemistry Review article:
mechanisms. determine the order of reaction for a • January 2013 Unit 4 Establishing a rate
• use concentration-time
reactant. Question 1 equation (Volume 14,
graphs to find rates
Determine rate using (including initial rates) • Practical Opportunity: Students can (QW13.4.01) edition 2)
concentration-time graphs. react calcium carbonate or • January 2011 Unit 4
• use initial rate data to
magnesium with acid of different Question 1 ILPAC Unit P5: Chemical
determine rate equations
concentrations and plot volume of (QW11.4.01)
Use rate-concentration • use rate-concentration Kinetics (free download
gas formed against time for
graphs to deduce order for data/graphs to find orders continuous monitoring. Initial rates • January 2010 Unit 4 from
a reagent. of reaction with respect to could be found from these plots and Question 3 nationalstemcentre.org
a reagent compared. (QW10.4.03) .uk)
Required practical 8 • link rate equations to • Practical Opportunity: Students can • January 2006 Unit 4
Measure the rate of a mechanism and determine use colorimetry for continuous Question 1
reaction by an initial rate rate determining steps. monitoring experiments (e.g. (QW06.4.01)
method, and a continuous bromine + methanoic acid; • January 2003 Unit 4
monitoring method. propanone + iodine) to determine Question 1
order. (QW03.4.01)
• Students could be given data to plot
and interpret in terms of order with
respect to a reactant. Alternatively,
students could just be given
appropriate graphs and asked to
derive order(s).

19
Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
• Students calculate the rate constant
of a zero-order reaction by
determining the gradient of a
concentration–time graph.
• Students plot concentration–time
graphs from collected or supplied
data and draw an appropriate best-fit
curve. Students draw tangents to
such curves to deduce rates at
different times.

20
3.1.12 Equilibrium constant Kp for homogeneous systems

The further study of equilibria considers how the mathematical expression for the equilibrium constant Kp enables us to calculate how an
equilibrium yield will be influenced by the partial pressures of reactants and products. This has important consequences for many industrial
processes.

Prior knowledge:
International AS Chemistry
• 3.1.7 – Chemical equilibria, Le Châtelier’s principle and Kc

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Understand the concept of 2.0 Students should be able • Given initial amounts of substances • January 2007 Unit 4 Calculations for A level
and calculate partial weeks and one substance at equilibrium, Question 2 Chemistry (Ramsden)
to:
pressures using mole find the quantity of each reagent at (QW04.4.02) ISBN 9780748758395
fractions. • calculate equilibrium
equilibrium. • June 2007 Unit 4
quantities, mole fractions
Write expressions for and and partial pressures for • Calculate mole fractions and then Question 1 Many suitable calculations
equilibrium mixtures partial pressures in order to (QS07.4.01) can be found at
calculate Kp including
determine Kp, with units. • January 2008 Unit 4 docbrown.info
units. • write an expression for Kp
for a reaction and calculate • For given equilibria with enthalpy Question 3
Perform calculations change data, predict the effect on (QW08.4.03)
the value of Kp with units
involving Kp. the position of an equilibrium and the • June 2008 Unit 4
• predict and justify how value of Kp. Question 3
Predict how changes in changes in temperature (QS08.4.03)
and pressure affect the
conditions affect the
position of an equilibrium, • January 2009 Unit 4
position of an equilibrium Question 3
and how this may or may
and the value of Kp. (QW09.4.03)
not affect the value of Kp
• June 2009 Unit 4
The effect of a catalyst • understand how a catalyst Question 2
affects an equilibrium and affects an equilibrium and (QS09.4.02)
Kp. the value of Kp.

21
3.2 Inorganic chemistry

3.2.4 Properties of Period 3 elements and their oxides

The reactions of the Period 3 elements with oxygen are considered. The pH of the solutions formed when the oxides react with water illustrates
further trends in properties across this period. Explanations of these reactions offer opportunities to develop an in-depth understanding of how
and why these reactions occur.

Prior knowledge:
International AS Chemistry
• 3.1.3 – Bonding
• 3.2.1 – Periodicity

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
The reaction of Na and Mg 1.2 Students should be able • Practical/Demo opportunity: react Na • June 2013 Unit 5 Youtube video on Period
with water. weeks to: and Mg with cold water and Mg with Question 4 3 oxides
steam. Write equations and record (QS13.5.04)
• describe and write
Reactions of Na, Mg, Al, observations for reactions occurring. • January 2013 Unit 5 Youtube video of reaction
equations for the reactions
Si, P and S with oxygen. of Na and Mg with water • Practical/Demo opportunity: react Question 4 of phosphorus with
(and Mg with steam) specified Period 3 elements with (QW13.5.04) oxygen
oxygen; react Period 3 elements with • January 2012 Unit 5
Reactions of Na, Mg, Al, • describe and write
Si, P and S with chlorine. chlorine; react specified oxides and Question 3
equations for reactions of
chlorides with water. Write equation (QW12.5.03)
Na, Mg, Al, Si, P and S
and record observations for
Melting points of Period 3 with oxygen and with
reactions occurring. • January 2011 Unit 5
oxides and chlorides. chlorine Question 3
• Plot a graph of melting points of
• describe and explain the (QW11.5.03)
Period 3 oxides and annotate it with
Reactions of Period 3 trend in melting points of
explanation of the relative melting • January 2004 Unit 5
oxides with water. Period 3 oxides and Question 2
points.
chlorides (QW04.5.02)

22
Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Reactions of Period 3 • write equations for the • Plot a graph of melting points of • June 2004 Unit 5
chlorides with water. reactions of Period 3 Period 3 chlorides and annotate it Question 2
oxides and chlorides with with explanation of the relative (QS04.5.02)
water and describe the pH melting points.
of the solutions formed • Complete tables including equations
• describe the structure and to show how Period 3 elements react
bonding of Period 3 oxides with oxygen, and how Period 3
and chlorides, and link this oxides and chlorides react with
to how they react with water.
water. • Draw structures of the anions formed
when oxides and chlorides react with
water.

23
3.2.5 Transition metals

The 3d block contains 10 elements, all of which are metals. Unlike the metals in Groups 1 and 2, the transition metals Ti to Cu form coloured
compounds and compounds where the transition metal exists in different oxidation states. Some of these metals are familiar as catalysts. The
properties of these elements are studied in this section with opportunities for a wide range of practical investigations.

Prior knowledge:
International AS Chemistry
• 3.1.1 – Atomic structure (electron structure)
• 3.1.5 – Oxidation, reduction and redox reactions (oxidation states, oxidation, reduction, redox equations)

3.2.5.1 General properties of the transition metals

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Give the electron structure 0.2 Students should be able • State the electron structure of first • January 2005 Unit 5 Chemistry Review article:
of transition metals and weeks to: row transition metals and their ions. Question 6a Vanadium (Volume 19,
their ions. • Explain why the elements Ti to Cu (QW05.5.06) edition 4)
• write the electron structure
of first row transition metals have properties characteristic of • June 2010 Unit 5
Know the characteristic and their ions transition metals, and what those Question 4ab
properties of transition characteristics are. (QS10.5.06)
• describe what a transition
metals. metal is in terms of • Identify the oxidation state of the • January 2011 Unit 5
electron structure metal, the ligands and co-ordination Question 4ab
Understand the terms number in a series of complexes. (QW11.5.04)
• describe the characteristic
complex, ligand co- properties of transition • Identify an element from the series
ordinate bond, and co- metals Ti to Cu and find examples for that
element to confirm its characteristic
ordination number. • define the terms ligand,
properties.
complex, co-ordinate bond
and co-ordination number.

24
3.2.5.2 Substitution reactions

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Understand the different 1.0 Students should be able • Give examples of monodentate, • June 2010 Unit 5 Molecule of month article
types of ligands. weeks to: bidentate and multidentate ligands. Question 4abde on EDTA
• Students should carry out (QS10.5.06) chm.bris.ac.uk/motm/edta
• explain the difference
Understand ligand between, and give substitution reactions of metal aqua • January 2005 Unit 5 /edtah.htm - Practical
exchange. examples of monodentate, complexes with monodentate ligands Question 6b Uses of EDTA
bidentate and multidentate (from ammonia and concentrated (QW05.5.06)
ligands hydrochloric acid) to consider • June 2004 Unit 5
Know about oxygen
whether there is a change in co-
transfer by haemoglobin. • explain what happens in a Question 4b
ordination number and whether all (QS04.5.04)
ligand substitution
the water ligands are substituted.
Understand the chelate (exchange) reaction and • June 2002 Unit 5
why there may be a • Students could carry out test-tube Question 6
effect. reactions of complexes with
change in co-ordination (QS02.5.06)
number monodentate, bidentate and
multidentate ligands to compare
• describe what haem is,
ease of substitution.
how oxygen is carried in
blood and why carbon
monoxide is toxic
• describe and explain the
chelate effect in terms of
enthalpy and entropy
changes.

25
3.2.5.3 Shapes of complex ions

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Know the shapes of 0.3 Students should be able • Give examples of and sketch the • January 2011 Unit 5 Molymod molecular
complexes with 2/4/6 weeks to: shape of octahedral, tetrahedral, Question 4 abc models.
ligands. square planar and linear complexes. (QW11.5.04)
• sketch examples of
octahedral, tetrahedral, • Explain how cis-trans (E-Z) • January 2004 Unit 5 Shapes viewer (including
Understand how square planar and linear isomerism arises in some octahedral Question 10b inorganic complexes)
complexes and square planar complexes, (QW04.5.10) undergrad-
complexes can show cis-
including cisplatin, and draw the ed.chemistry.ohio-
trans (E-Z) or optical • know how some • June 2003 Unit 5
isomers. state.edu/jmol-viewer
isomerism. complexes can show cis- Question 3abc
trans (E-Z) or optical • Explain how optical isomerism arises (QS03.5.03)
isomerism in some octahedral complexes with
bidentate ligands, and draw the
• know the complexes in
isomers.
cisplatin and Tollen’s
reagent. • Students can use Molymod kits to
make models of isomers.

26
3.2.5.4 Formation of coloured ions

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Understand why transition 0.6 Students should be able • Explain using diagrams and the • June 2013 Unit 5 Colorimetric determination
metal ions are coloured weeks to: equation ∆E = hν (= hc/λ) why Question 6 of a copper ore:
and what affects the transition metal complexes are (QS13.5.06) nuffieldfoundation.org/pra
• explain why transition
colour. metal complexes are coloured and what factors affect the • January 2012 Unit 5 ctical-
coloured colour. Question 7ab chemistry/colorimetric-
• Use a graph of absorption versus (QW12.5.07) determination-copper-ore
Use colorimetry to • describe factors that affect
measure concentration of the colour of transition concentration to determine the • June 2002 Unit 5
concentration of the solution. Question 3 Chemistry Review article:
solutions. metal ions
Colorimetry (Volume 12,
• describe how colorimetry • Use a colorimeter to produce a (QW02.5.03)
calibration curve and then find the edition 3)
can be used to find the
concentration of coloured concentration of a coloured solution,
ions in solution. e.g. containing copper (II) ions. RSC booklet on
colorimetry from Gifted
and Talented Chemistry:
rsc.org/learn-
chemistry/resource/res00
000847/spectroscopy

RSC Spectral School with

range of resources:
rsc.org/learn-
chemistry/collections/spec
troscopy

27
3.2.5.5 Variable oxidation states

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Know what happens when 2.5 Students should be able • Students should react an acidified • June 2006 Unit 5 Nuffield Science Data
vanadate (V) is reduced by weeks to: solution of ammonium vanadate (V) Question 1 Book (free download):
zinc in acidic solution. with zinc to observe colour changes, (QW06.5.01) nationalstemcentre.org.uk
• describe and explain what
identify vanadium species and write • June 2005 Unit 5
happens when vanadate
redox reactions for each reduction Question 4b
How the redox potential for (V) ions are reduced by Chemistry Data Book
reaction. (QS05.5.04)
a transition metal is zinc in acidic solution (Starck, Wallace,
• Compare redox potentials for Cr
3+
at • June 2003 Unit 5
affected by the pH and • understand how the redox McGlashan) ISBN:
different pH values and different Question 2
ligand. potential of a transition 9780719539510
ligands. (QS03.5.02)
metal ion is affected by
changes in pH and ligand • Test aldehydes and ketones with • January 2003 Unit 5
The reduction of silver (I) in
Tollen’s reagent.
Tollen’s reagent to test for • describe and explain the Question 7b ILPAC Advanced
2+
use of Ag(NH3) in • Carry out redox titrations, including (QW03.5.07) Practical Chemistry ISBN
aldehydes. 2+
Tollen’s reagent to associated titrations, of Fe with
- 9780719575075
distinguish between MnO4 in acidic solution (e.g.
Redox titrations, including analysis of iron in iron tablets,
- aldehydes and ketones
calculations, of MnO4 with analysis of iron in lawn sand,
2+ 2- • perform titrations and
Fe and C2O4 in acidic analysis of iron in steel, finding the
associated calculations for
solution. - Mr of hydrated ammonium (II)
redox reactions of MnO4
2+ 2- sulfate).
with Fe and C2O4 in
acidic solution. • Carry out redox titrations, including
2-
associated titrations, of C2O4 with
-
MnO4 in acidic solution (e.g. finding
the Mr of ethanedioic acid).

28
3.2.5.6 Catalysts
Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Understand what 1.0 Students should be able • Create a set of notes on how • January 2013 Unit 5 Chemistry Review article:
heterogeneous catalysts weeks to: heterogeneous and homogeneous Question 6 Catalysts: getting
are and how they work, catalysts work, including the specific (QW13.5.06) chemistry going (Volume
• describe what a
including examples and examples required: • January 2012 Unit 5 20, edition 3)
heterogeneous catalyst is
how they can become and the role of active sites • V2O5 in the contact process. Question 6
poisoned. and the support medium •
2+
Fe ions in the reaction of I
- (QW12.5.06) Chemistry Review article:
• January 2011 Unit 5
2-
• explain, with the aid of with S2O8 . Catalysts: heterogeneous
Understand what equations, how V2O5, acts •
2+
Mn ions in the reaction of Question 4d) catalysis (Volume 23,
homogeneous catalysts as a catalyst in the Contact 2-
C2O4 and MnO4 .
- (QW11.5.04) edition 1)
are, with specific Process
• Students could investigate • January 2010 Unit 5
examples. • describe the use of Fe in 2+
Mn as the autocatalyst in the Question 1 Chemistry Review article:
the Haber process reaction between ethanedioic (QW10.5.01)
Catalysts: homogeneous
• explain how acid and acidified potassium • June 2006 Unit 5 catalysis (Volume 23,
heterogeneous catalysts manganate (VII). Question 9a edition 3)
can become poisoned (QS06.5.09)
• describe what a
homogeneous catalyst is
and how reactions proceed
through an intermediate
species
• describe, with the aid of
2+
equations, how Fe
catalyses the reaction
- 2-
between I and S2O8
• describe, with the aid of
2+
equations, how Mn
catalyses the reaction
2- -
between C2O4 and MnO4 .

29
3.2.6 Reactions of ions in aqueous solution

The reactions of transition metal ions in aqueous solution provide a practical opportunity for students to show and to understand how transition
metal ions can be identified by test-tube reactions in the laboratory.

Prior knowledge:
International AS Chemistry
• 3.1.5 – Oxidation, reduction and redox reactions (oxidation states, oxidation, reduction, redox equations)

International A level Chemistry

• 3.2.5 – Transition metals

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
The nature of meta-aqua 1 week Students should be able • Students could measure the pH of • January 2013 Unit 5 Complexes and First Row
ions. to: solution of metal aqua ions (of equal Question 8 Transition Metals
concentration) and explain the (QW13.5.08) (Nicholls) ISBN
• understand that metal ions
The relative acidity of difference in pH. • June 2004 Unit 5 9780333170885
exist as metal-aqua ions in
metal-aqua ions. aqueous solution • Students could complete a series of Question 4
test tube reactions of iron(II) and (QW04.5.04)
• the hydrolysis of metal-
iron(III) ions with reagents such as • January 2011 Unit 5
The reaction of metal-aqua aqua ions in aqueous
2+ 2+ 3+ 3+ Mg, Na2CO3 to exemplify the Question 6
ions (Fe , Cu , Al , Fe ) solution giving acidic
- 2- difference in pH. (QW11.5.06)
with bases OH , NH3, CO3 solutions
• Students could carry out test-tube • January 2012 Unit 5
• explain why [M(H2O)6]
3+
reactions of metal-aqua ions with Question 8
The character of metal ions are more acidic than
2+ NaOH, NH3 and Na2CO3. (QW12.5.08)
hydroxides as basic or [M(H2O)6] ions
• Students could identify unknown • June 2014 Unit 5
amphoteric. • describe and explain
2+ substances (containing cations and Question 4
reactions of [M(H2O)6]
anions on the specification) using (QS14.5.04)
(M = Cu, Fe) and
3+ reagents.
[M(H2O)6] (M = Al, Fe)
-
with the bases OH , NH3,

30
 2-
Required practical 9 CO3
Carry out some simple • describe if and how metal • Students could produce precipitates
test-tube reactions to hydroxides (Cu(II), Fe(II), of metal hydroxides and then test
+
identify transition metal Al(III), Fe(III)) react with H how they react with acid and alkali to
-
ions in solution. and OH , and so whether determine whether they are basic or
these metal hydroxides are amphoteric.
basic or amphoteric.

31
3.3 Organic chemistry
3.3.7 Optical isomerism
Compounds that contain an asymmetric carbon atom form stereoisomers that differ in their effect on plane polarised light. This type of
isomerism is called optical isomerism.

Prior knowledge:
International AS Chemistry
• 3.3.1.3 – Isomerism

International A level Chemistry

• 3.3.8 – Aldehydes and ketones (the best example of how a racemic mixture forms comes from the reaction of many aldehydes and ketones
with HCN; two alternative strategies are (a) teach 3.3.7 first but teach the point about formation of racemic mixtures during 3.3.8, or (b)
teach 3.3.8 before 3.3.7)

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
The cause and nature of 0.4 Students should be able • Students make models of mirror • January 2005 Unit 4 Molymod models.
optical isomerism. weeks to: image molecules of some chiral and Question 3d
non-chiral molecules to see if they (QW05.4.03) Chemistry Review article:
• explain the cause of optical
The similarities and are non-superimposable or not. • June 2002 Unit 4 Looking in the mirror
isomerism
differences in the • Students identify whether molecules Question 5a (Volume 10, edition 3)
• identify molecules that
properties of enantiomers. exhibit optical isomerism and, where (QW02.4.05)
exhibit optical
they do, draw the two enantiomers in
isomerism/that are optically
The formation of racemic 3D.
active
mixtures. • Students could see how passing
• draw pairs of optical
polarised light through a solution of
isomers in 3D
sucrose affects the plane of the light.

32
Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
• describe how enantiomers • Students could use Molymod models
affect plane polarised light to show how a racemic mixture is
• explain what a racemic formed when ethanal reacts with
mixture is, how they can be HCN.
formed, and their effect on
plane polarised light.

33
3.3.8 Aldehydes and ketones

Aldehydes, ketones, carboxylic acids and their derivatives all contain the carbonyl group which is attacked by nucleophiles. This section
includes the addition reactions of aldehydes and ketones.

Prior knowledge:
International AS Chemistry
• 3.3.1.1 – Nomenclature
• 3.3.1.2 – Reaction mechanisms
• 3.3.5.2 – Oxidation of alcohols

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Know about the oxidation 0.6 Students should be able • Students write equations for the • January 2010 Unit 4 Molymod models.
of aldehydes. weeks to: oxidation of aldehydes (using Question 4 ab
reagents acidified potassium (QW10.4.04) Giant silver mirror
• write equations and know
Know about the reduction dichromate (VI) / Tollen’s reagent / • June 2005 Unit 4 nuffieldfoundation.org/pra
reagents and conditions to
Fehling’s solution). Question 3a
of aldehydes and ketones oxidise aldehydes to ctical-chemistry/giant-
with NaBH4, including carboxylic acids • Students could carry out test-tube (QS05.4.03) silver-mirror
reactions of Tollen’s reagent and • June 2004 Unit 4
mechanism. • know how to distinguish
Fehling’s solution to distinguish Question 6de
aldehydes and ketones RSC mechanisms
aldehydes and ketones. (QS04.4.06)
Know about the reaction of • write equations, know resource: rsc.org/learn-
• Students write equations and • January 2002 Unit 4
aldehydes and ketones reagents and conditions chemistry/resource/res00
mechanisms for the reduction of Question 6a
with KCN then acid, and outline the mechanism 000638/curly-arrows-and-
aldehydes and ketones using (QW02.4.06)
including mechanism. to reduce aldehydes and stereoselectivity-in-
NaBH4.
ketones to alcohols with organic-reactions
NaBH4 • Students write equations and
mechanisms for the reaction of
aldehydes and ketones with KCN Mechanism animations
followed by acid. science.jbpub.com/organi
c/movies/

34
Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
• write equations, know • Students could use Molymod models
reagents and conditions to show how a racemic mixture is
and outline the mechanism formed when ethanal reacts with
for reaction of aldehydes HCN.
and ketones with KCN and • Students could research why
acid KCN/HCN are highly toxic.
• understand why reaction of
aldehydes and ketones
with KCN followed by acid
can form a racemic mixture
• students understand the
hazards of using KCN.

35
3.3.9 Carboxylic acids and derivatives

Carboxylic acids are weak acids but strong enough to liberate carbon dioxide from carbonates. Esters occur naturally in vegetable oils and
animal fats. Important products obtained from esters include biodiesel, soap and glycerol.

Prior knowledge:
International AS Chemistry
• 3.3.1.1 – Nomenclature
• 3.3.1.2 – Reaction mechanisms
• 3.3.5.2 – Oxidation of alcohols

3.3.9.1 Carboxylic acids and esters

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Draw the structure of and 1.5 Students should be able • Students draw and name carboxylic • January 2013 Unit 4 Making soap from castor
name carboxylic acids and weeks to: acids and esters. Question 3a) oil:
esters. • Students write equations for, and (QW13.4.03) nuffieldfoundation.org/pra
• draw the structure of and
name carboxylic acids and make esters by reactions of alcohols • June 2010 Unit 4 ctical-chemistry/making-
Know that carboxylic acids esters with carboxylic acids in test tubes; or Question 7ad soaps-and-detergents
an ester could be collected and (QS10.4.07)
are weak acids. • know how carboxylic acids Method and guidance for
purified using a separating funnel • January 2010 Unit 4
react with carbonates
and distillation. Question 5 making biodiesel –
Know how esters are made • write equations for the
from carboxylic acids. • Students research uses of esters (QW10.4.05) CLEAPSS leaflet PS 67-
reaction of carboxylic acids 10
and the presence of esters in fruit. • June 2005 Unit 1
with alcohols to form esters
• Students write equations for the Question 1a) d) Molecule of the month:
Know some uses of esters. • know some common uses
hydrolysis of given esters in acidic (QS05.4.01) Esters in fruits
of esters
and alkaline conditions.
Know how esters are • write equations for the chm.bris.ac.uk/motm/ethyl
hydrolysed. • Students make soap by hydrolysis of acetate/ethylv.htm
hydrolysis of esters in
castor oil.
acidic or alkaline conditions Biofuels website:
• Students make biodiesel. biofuels.co.uk

36
Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Know that vegetable oils • understand the structure of • Students write equations for
and animal fats are esters animals fats and vegetable production of soap and/or biodiesel
of fatty acids and glycerol. oils from specified fats/oils.
• know how soap and • Students could identify an unknown
Know how soap and biodiesel are made and ester by determination of boiling
biodiesel are made from write equations for these point followed by hydrolysis and then
reactions for specified purifying and finding the melting
vegetable oil and animals
fats/oils. point of the carboxylic acid formed
fats. (e.g. for example methyl benzoate).

37
3.3.9.2 Acylation

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Draw the structure of and 2.0 Students should be able • Students draw and name acid • January 2012 Unit 4 RSC resource on aspirin:
name acid anhydrides, acyl weeks to: anhydrides, acyl chlorides and Question 10a rsc.org/learn-
chlorides and amides. amides. (QW12.4.10) chemistry/resource/res00
• draw the structure of and
name acid anhydrides, acyl • Students write equations and outline • June 2006 Unit 4 000056/aspirin
Understand acylation chlorides and amides mechanisms for acylation reactions Question 1 abcd
of water, alcohols, ammonia and (QS06.4.01)
reactions of water, • identify the products of and Aspirin Pre-lab Screen
amines with acyl chlorides and acid • June 2005 Unit 4
alcohols, ammonia and write equations for Experiment:
anhydrides; some of these reactions Question 7 ac
amines with acyl chlorides acylation reactions of rsc.org/learn-
could be demonstrated. (QS05.4.07)
and acid anhydrides, water, alcohols, ammonia chemistry/resource/res00
and primary amines with • Students prepare, purify and test the • June 2003 Unit 5
including the mechanism 001644/aspirin-screen-
acyl chlorides and acid purity of aspirin by melting point Question 8b
for acyl chlorides. determination. experiment
anhydrides (QS03.5.08)
Required practical 10 • outline the mechanism for RSC mechanisms
the acylation reactions of
Preparation of a pure resource: rsc.org/learn-
acyl chlorides
organic solid and test of its chemistry/resource/res00
• state advantages of using
purity. 000638/curly-arrows-and-
ethanoic anhydride rather
than ethanoyl chloride in stereoselectivity-in-
the production of aspirin organic-reactions
• prepare and purity an
organic solid and test its Mechanism animations
purity. science.jbpub.com/organi
c/movies

38
3.3.10 Aromatic chemistry

Aromatic chemistry takes benzene as an example of this type of molecule and looks at the structure of the benzene ring and its substitution
reactions.

Prior knowledge:
International AS Chemistry
• 3.3.1.1 – Nomenclature
• 3.3.1.2 – Reaction mechanisms

3.3.10.1 Bonding

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Understand the structure of 0.2 Students should be able • Name a range of aromatic • June 2011 Unit 4 Chemistry Review article:
benzene and evidence for weeks to: compounds with common functional Question 8a The structure of benzene
delocalisation. groups. (QS11.4.08) (Volume 1, edition 1)
• describe the structure of
benzene and explain how • Draw enthalpy diagrams to show the • January 2004 Unit 4
delocalisation makes relative stability of cyclohexane, Question 7a Chemistry Review article:
benzene more stable than cyclohexene, cyclohexa-1,4-diene, (QW04.4.07) Who discovered the
the theoretical cyclohexa- benzene and the theoretical structure of benzene
1,3,5-triene cyclohexa-1,3,5-triene. (Volume 5, edition 1)
• use thermochemical
evidence from enthalpies
of hydrogenation to
account for this extra
stability
• explain why benzene
undergoes substitution
reactions in preference to
addition reactions.

39
3.3.10.2 Electrophilic substitution

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Know nitration, sulfonation 1.5 Students should be able • Write equations (including for the • January 2012 Unit 4 Chemistry review article:
and Friedel-Crafts weeks to: formation of electrophiles) and Question 9a Probably the most
alkylation and acylation mechanisms for nitration, sulfonation (QW12.4.09) important reactions in the
• write equations and outline
reactions of aromatic and Friedel-Crafts alkylation and • January 2011 Unit 4 world (Volume 15, edition
mechanisms for nitration,
acylation reactions given the starting Question 6
compounds, including the sulfonation and Friedel- 2)
material and products. (QW11.4.06)
mechanism and Crafts alkylation and
acylation reactions of • Write equations and mechanisms for • June 2010 Unit 4
usefulness.
aromatic compounds. the reaction of chlorine with benzene Question 8
(including equations for the and with methylbenzene. (QS10.4.08)
Know the free-radical
formation of electrophiles) • Students could carry out the • January 2006 Unit 4
reactions of chlorine on
• understand the usefulness preparation of methyl 3- Question 7
benzene and nitrobenzoate by nitration of methyl
of nitration and Friedel- (QW06.4.07)
methylbenzene. Crafts acylation reactions benzoate, purification by
recrystallisation and determination of • June 2011 Unit 4
• write equations and outline Question 8b
Understand the relative melting point.
the mechanism for the
reactivities of chlorine reaction of chlorine with
when substituted in the ring benzene and with
and in the side chain. methylbenzene.
• Explain the relative
reactivities of chlorine
substituted in the ring and
in the side chain.

40
3.3.11 Amines

Amines are compounds based on ammonia where hydrogen atoms have been replaced by alkyl or aryl groups. This section includes their
reactions as nucleophiles

Prior knowledge:
International AS Chemistry
• 3.3.1.1 – Nomenclature
• 3.3.1.2 – Reaction mechanisms
• 3.3.3.1 – Nucleophilic substitution

3.3.11.1 Preparation

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Know how primary aliphatic 0.2 Students should be able • Identify reagents and conditions and • June 2013 Unit 4 Chemistry Review article:
amines are made from weeks to: write equations to make specified Question 8 Get real: chemistry in
halogenoalkanes and from primary aliphatic amines from (QS13.4.08) fashion (Volume 11,
• write equations and give
nitriles. halogenoalkanes and nitriles. • June 2005 Unit 4 edition 3)
conditions for the
preparation of primary • Identify reagents and conditions and Question 5b)
Know how aromatic aliphatic amines from both write equations to make specified (QS05.4.05)
amines are produced and halogenoalkanes and aromatic amines. • January 2005 Unit 4
their use in making dyes. nitriles • Research the use of aromatic Question 1
• write equations and give amines in making. (QW05.4.01)
conditions for the • June 2004 Unit 4
production of aromatic Question 4a)b)
amines and identify their (QS04.4.04)
use in making dyes.
• January 2004 Unit 4
Question 8
(QW04.4.08)

41
3.3.11.2 Base properties

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Compare the base strength 0.2 Students should be able • Given pairs of amines, students • January 2005 Unit 4 Data books with base
of amines. weeks to: should identify the stronger base Question 1d strength values:
giving reasons for their answer. (QW05.4.01)
• place amines in order of
base strength and explain • June 2004 Unit 4 Nuffield Science Data
this order. Question 4c Book (free download):
(QS04.4.04) nationalstemcentre.org.uk
• January 2003 Unit 4
Question 6
(QW03.4.06) Chemistry Data Book
• June 2013 Unit 4 (Starck, Wallace,
Question 9a) McGlashan) ISBN:
9780719539510

42
3.3.11.3 Nucleophilic properties

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Understand how amines 0.5 Students should be able • Identify the amines and quaternary • January 2006 Unit 4 Chemistry Review article:
react with weeks to: ammonium salts that can be formed Question 5 Two in one: the chemistry
halogenoalkanes, acyl when ammonia and amines react (QW06.4.05) of shampoo and
• identify the various amines
chlorides and acid with halogenoalkanes and how • January 2004 Unit 4 conditioner (Volume 22,
and quaternary ammonium
anhydrides, including changing conditions can affect the Question 8 edition 3)
salts formed when
main product; outline the mechanism (QW04.4.08)
mechanisms. ammonia and amines react
to form these products.
with halogenoalkanes • January 2003 Unit 4
• Students could research the use of
• give the mechanism for Question 7
quaternary ammonium salts. (QW06.4.07)
reactions of ammonia and
amines with • Students write equations and
halogenoalkanes mechanisms for acylation reactions
of water, alcohols, ammonia and
• recognise the use of
amines with acyl chlorides and acid
quaternary ammonium
anhydrides; some of these reactions
salts
could be demonstrated.
• identify the products of and
• Practical opportunity: The
write equations for
preparation of N-phenylethanamide.
acylation reactions of
ammonia and amines with
acyl chlorides and acid
anhydrides
• outline the mechanism for
the acylation reactions

43
3.3.12 Polymers

The study of polymers is extended to include condensation polymers. The ways in which condensation polymers are formed are studied,
together with their properties and typical uses. Problems associated with the reuse or disposal of both addition and condensation polymers are
considered.

Prior knowledge:
International AS Chemistry
• 3.3.1.1 – Nomenclature
• 3.3.4.3 – Addition polymers

3.3.12.1 Condensation polymers

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Understand how 1.0 Students should be able • Draw the structure of repeating units • January 2012 Unit 4 Molymods.
condensation polymers are weeks to: in polyesters and polyamides given Question 8b RSC resource on nylon:
formed including linkages the monomer(s) and vice versa (QW12.4.08) rsc.org/learn-
• identify the repeating unit
in polyesters and and linkages in polyesters • Students could make nylon 6,6 • June 2011 Unit 4 chemistry/resource/res00
polyamides. and polyamides given the • Students could each make a model Question 4a 000026/nylon
monomer(s) of a monomer using Molymods and (QS11.4.04)
Identify the repeating unit • identify monomer(s) then students collectively join them • June 2006 Unit 4 Video on discovery of
given monomer(s) and vice needed the make a together to make a long polymer Question 4a nylon:
versa. condensation polymer chain. (QS06.4.04) rsc.org/learn-
given the repeating unit • June 2003 Unit 4 chemistry/resource/res00
• know the repeating units in Question 5 001346/invention-of-nylon
Terylene, nylon 6,6 and (QS03.4.05)
Kevlar The discovery of Nylon
• know some uses of rsc.org/learn-
condensation polymers chemistry/resource/res00
000034/anecdotes-nylon

44
Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
• explain the nature of the Making nylon:
intermolecular forces rsc.org/learn-
between molecules of chemistry/resource/res00
condensation polymers. 000755/making-nylon-the-
nylon-rope-trick

Sandcastles and mudhuts

section 27 – Spare Parts
(Hancock) ISBN
9780340543696

Chemistry Review article:

Tougher than a speeding
bullet (Volume 13, edition
4)

Chemistry Review article:

Polyesters: plastics of the
future (Volume 17, edition
1)

Chemistry Review article:

Kevlar and composites
(Volume 20, edition 2)

Chemistry Review article:

Kevlar – miracle material
(Volume 22, edition 4)

45
3.3.12.2 Biodegradability and disposal of polymers

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Understand why 0.2 Students should be able • Students can create a summary • January 2013 Unit Chemistry Review article:
polyalkenes are not weeks to: table to compare and explain the 4 Question 4 b c d Reclaiming plastic waste
biodegradable. biodegradability of different types of (QW13.4.04) (Volume 23, edition 2).
• explain why polyalkenes
polymers. • June 2002 Unit 4
are non-biodegradable
Understand why polyesters • Students can research and Question 7 Video on recycling
• explain why polyesters and
and polyamides are summarise different methods of (QS02.4.07) plastics: rsc.org/learn-
polyamides are
disposing of polymers, including • June 2004 Unit 4
biodegradable. biodegradable chemistry/resource/res00
recycling, considering advantages, Question 5 a c
• evaluate the advantages disadvantages and sustainability. 001347/recycling-plastics
Evaluate different methods (QS04.4.05)
and disadvantages of
of disposing of polymers. different methods of • SAMS A level
disposing of polymers. Paper 2
Question 7

46
3.3.13 Amino acids, proteins and DNA

Amino acids, proteins and DNA are the molecules of life. In this section, the structure and bonding in these molecules and the way they interact
is studied. Drug action is also considered.

Prior knowledge:
International AS level Chemistry
• 3.1.3.7 – Forces between molecules
• 3.3.1.1 – Nomenclature

International A level Chemistry

• 3.3.9 – Carboxylic acids
• 3.3.11 – Amines
• 3.3.16 – Chromatography (you might wish to teach this section before using it to test amino acids by thin-layer chromatography here)

3.3.13.1 Amino acids

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Understand the structure of 0.3 Students should be able • Given the structure of the amino • June 2013 Unit 4 Structure of amino acids
amino acids. weeks to: acid, students show draw the Question 6 (rotatable)
structure of the species formed in (QS13.4.06) https://undergrad-
• draw the structure of given
Draw the structure of given acidic solution, alkaline solution and • January 2012 Unit 4 ed.chemistry.ohio-
amino acids in acidic
amino acids in acidic as a zwitterion. Question 7 state.edu/jmol-viewer/#
solution, alkaline solution
solution, alkaline solution and as zwitterions. (QS12.4.07)
and as zwitterions. • January 2005 Unit 4 RSC resource on basic
Question 2 biochemistry
(QW05.4.02) rsc.org/Education/Teache
rs/Resources/cfb/proteins.
htm

47
3.3.13.2 Proteins

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Understand the structure of 0.5 Students should be able • Draw the structure of peptides • January 2010 Unit 4 Structure of amino acids
proteins. weeks to: formed from joining amino acids Question 6 and proteins (rotatable)
together. (QW10.4.06) https://undergrad-
• describe the primary,
Understand how peptide secondary and tertiary • Identify amino acids formed when • SAMS A level Paper ed.chemistry.ohio-
links can be hydrolysed to structure of proteins, peptides are hydrolysed. 2 Questions 5 state.edu/jmol-viewer/#
release amino acids. including the importance of • Identify the primary, secondary and • June 2011 Unit 4
hydrogen bonds and S-S tertiary parts of the structure of some Question 4c RSC resource on basic
Know how to use thin-layer bonds proteins. (QS11.4.04) biochemistry
chromatography to • draw the structure of • Students can carry out some thin- • January 2011 Unit 4 rsc.org/Education/Teache
separate and identify peptides formed from layer chromatography of some Question 4f rs/Resources/cfb/proteins.
amino acids amino acids to identify an unknown (QW11.4.04)
amino acids. htm
• know that peptide link can amino acid.
be hydrolysed producing
amino acids
• identify the amino acids
given when a peptide is
hydrolysed
• know that amino acids can
be separated and identified
by thin-layer
chromatography, including
the use of Rf values.

48
3.3.13.5 Action of anti-cancer drugs

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Understand how DNA 0.2 Students should be able • Write notes to accompany a • SAMS A level Paper Useful animations on
replicates and how anti- weeks to: sequence of diagrams showing DNA 2 Questions 8 biochemistry (DNA
cancer drug cisplatin replication. replication)
• describe how DNA
prevents this. replicates in simple terms • Write notes to accompany a diagram doctorprodigious.wordpre
showing the action of cisplatin. ss.com/hd-animations
• explain how the anti-cancer
drug cisplatin prevents • Evaluate the benefits and adverse
DNA replication effects of using drugs such as Youtube video on action
cisplatin. of cisplatin
• explain why some drugs
can have adverse effects youtube.com/watch?v=W
and appreciate the balance q_up2uQRDo
between benefits and
adverse effects of any Cisplatin – molecule of
drug. the month
chm.bris.ac.uk/motm/cispl
atin/htmlonly

Chemistry review article:

Metals in medicine
(Volume 8, edition 2)

Chemistry review article:

Curing cancer with
chemistry (Volume 18,
edition 3

49
Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Chemistry review article:
Cisplatin: from accidental
discovery to wonder drug
(Volume 21, edition 4)

50
3.3.14 Organic synthesis

The formation of new organic compounds by multi-step syntheses using reactions included in the specification is covered in this section.

Prior knowledge:
International AS level Chemistry
• All organic chemistry topics

International A level Chemistry

• 3.3.8-3.3.13

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Devise synthetic routes to 1.0 Students should be able • Devise synthetic routes, including • June 2006 Unit 4 RSC synthesis resource
make specified weeks to: reaction conditions, to make organic Question 6 rsc.org/learn-
compounds. compounds using reactions in the (QS06.4.06) chemistry/resource/res00
• devise synthetic routes,
specification. • January 2003 Unit 4 000003/synthesis-
with up to four steps, to
make specific organic • Describe features of processes that Question 7 explorer
compounds using the improve sustainability. (QW03.4.07)
reactions in the • Produce a flow chart which links all • June 2002 Unit 4 Chemistry review article:
specification the functional groups studied and Question 7 New tricks for stacking
• explain why processes are lists reagents and conditions (QS02.4.07) bricks: modern
designed to avoid solvents, required for each transformation. approaches to organic
non-hazardous starting synthesis (Volume 12,
materials and have steps edition 3)
with high atom economy.
Chemistry review article:
Salbutamol: saving your
breath (Volume 18,
edition 4)

51
3.3.15 Nuclear magnetic resonance spectroscopy

Chemists use a variety of techniques to deduce the structure of compounds. In this section, nuclear magnetic resonance spectroscopy is added
to mass spectrometry and infrared spectroscopy as an analytical technique. The emphasis is on the use of analytical data to solve problems
rather than on spectroscopic theory.

Prior knowledge:
International AS level Chemistry
• 3.3.1.1 – Nomenclature
• 3.3.6 – Organic analysis

This section could be taught before the International A level Organic Chemistry topics allowing the technique to be re-visited and to be part of
practice questions throughout the teaching of the International A level Organic topics.

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
1 13
Using H and C NMR to 2.0 Students should be able • Predict the number, position, relative • June 2013 Unit 4 RSC Spectral School:
deduce information about weeks to: intensity and splitting of signals in Question 7 rsc.org/learn-
1
the structure of organic the H NMR spectrum of (QS13.4.07) chemistry/collections/spec
• understand the use of TMS
molecules. compounds. • January 2013 Unit 4 troscopy?uol_r=3ae0be55
and the δ scale for
chemical shift • Predict the number and position of Question 5
13
Understand similarities and signals in the C NMR spectrum of (QS13.4.05) RSC Spectroscopy
1 • understand the use of compounds.
differences between H
deuterated solvents or CCl4 • June 2012 Unit 4 resource: rsc.org/learn-
13
and C NMR. • Use data from NMR, and other Question 8 chemistry/resource/res00
• use the n+1 rule to deduce analytical methods on the (QS12.4.08) 000847/spectroscopy
spin-spin splitting patterns specification, to deduce the structure
Understand the use of of adjacent, non-equivalent • January 2011 Unit 4
of compounds. Question 5
tetramethylsilane (TMS) protons in aliphatic Database of spectra for
and suitable solvents. compounds (QW11.4.05) organic compounds
• January 2003 Unit 4 sdbs.db.aist.go.jp/sdbs/cg
Question 5 i-bin/cre_index.cgi
(QW03.4.05)

52
Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
• deduce the structure of • January 2002 Unit 4
1
compounds using H NMR Question 4
to deduce structures (QW02.4.04)
including the number,
position, relative intensity
and splitting of signals
• deduce the structure of
13
compounds using C NMR
to deduce structures
including the number and
position of signals.

53
3.3.16 Chromatography

Chromatography provides an important method of separating and identifying components in a mixture. Different types of chromatography are
used depending on the composition of mixture to be separated.

Prior knowledge:
International AS level Chemistry
• 3.3.13 Amino acids, proteins and DNA (this section requires use of thin-layer chromatography for analysis of amino acids – it could be
taught before or after this section)

Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Describe the similarities 0.6 Students should be able • Produce a summary to compare • January 2011 Unit 4 RCS video on TLC
and differences between weeks to: similarities and differences between Question 4f rsc.org/learn-
thin-layer, column and gas (QW11.4.04) chemistry/resource/res00
thin-layer, column and gas • describe the similarities
chromatography. • June 2014 Unit4 001074/thin-layer-
chromatography. and differences between
thin-layer, column and gas • Separate mixtures and identify Questions 6e chromatography
chromatography substances (e.g. amino acids) by (QS14.4.06)
Explain how thin-layer chromatography.
• explain how Modern Chemical
chromatography works. • Use retention time and Rf data to Techniques RSC
chromatography works
identify substances separated by resource:
• use retention times and Rf
chromatography. rsc.org/learn-
Use chromatography to values to identify
separate and identify substances chemistry/resource/res00
substances. • describe the use of mass 001301/chromatography
spectroscopy to analyse
substances separated by Chemistry Review
gas chromatography. articles: How pure is your
aspirin? (Volume 6,
edition 3)
What is chromatography?
(Volume 8, edition 2)

54
Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
taken develop skills opportunities
Antarctic atmospheric
chemistry (Volume 13,
edition 2)
Drugs on money (Volume
13, edition 4)
Thin-layer
chromatography (Volume
14, edition 3)
Body oddities: the
chemical reactions of
eating (Volume 21, edition
1)
Body oddities: the
chemical reactions of
eating (Volume21, edition
4)

55