AS CHEMISTRY SCHEMES OF WORK TERM II 2013

2.2 Nomenclature and Isomerism in Organic Compounds Learning Suggested Teaching

Week 1 Outcomes Strategies understand the terms empirical, molecular and structural formulae, homologous series and functional groups; Recap organic from KS4 alkanes and alkenes as simplest organic family Recap definition of homologous series same general formula, similar chemical properties and gradation in physical properties Get students to recall first four members of alkanes use to demonstrate differences between empirical, molecular and structural formulae Give out molecular modelling kits and get students to build simple straight-chain alkanes from methane to hexane recap naming from KS4 Get them to rearrange butane introduce idea of structural isomerism and rules for naming Repeat with pentane and hexane
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Resources

Risk/Safety Assessment

Time 1.25hr

apply IUPAC rules to naming organic compounds with up to six carbon atoms and containing up to two functional groups; describe and explain structural isomerism for aliphatic compounds containing up to six carbon atoms; and understand that

www.antoine.fr ostbu rg.edu/cgibin/senese/tuto rials / isomer/index.cg i? n=4&list=502| 500|5 01| useful if no molecular modelling kits available allows

2.3 Hydrocarbons Alkanes

Week 1

Learning Outcomes

Suggested Teaching Strategies

Resources

Risk/Safety Assessment

Time 1hrs

Students will be write the general formula for Recap alkanes from KS4 alkanes general formula and names and structures of CnH2n+2 ; first 6 members understand that alkanes are Recap term saturated saturated hydrocarbons; recall the molecular and structural formulae for alkanes containing up to Go over naming alkanes six carbon atoms; from previous topic give use IUPAC rules to name students list to name alkanes, including branched structures; Look at physical properties of alkanes melting and boiling points, physical explain, in terms of VdW state get them to forces, the variation in suggest reason for boiling points; changes in properties recall VdW forces why are these molecules nonpolar? recall that crude petroleum is the source of alkanes and that they are obtained by fractional distillation and understand thermal cracking; What is biggest source of organic chemicals? Crude oil animation of fractionating column on internet they come up with definition
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www.howstuffw orks. com/oilrefining4.htm good animation of fractional distillation, showing different lengths of carbon chains www.science.ho wstu ffworks.com/oilrefining5.htm detailed description of how cracking works www2.wwnorto n.co m/college/chem istr y/gilbert/tutoria

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Learning Outcomes Students will be describe the combustion of alkanes in limited and plentiful supply of air;

Suggested Teaching Strategies Talk about main uses of alkanes fuels Students to write fully balanced equations for complete combustion Whats formed when incomplete combustion? Practice writing equations for incomplete combustion Idea that alkanes fairly unreactive only react if very reactive species in contact introduce radicals give definition

Resources

Risk/Safety Assessment

Time 1hrs

describe substitution reactions of alkanes by chlorine and bromine;

explain how homolytic fission leads to mechanism for the photochemical reaction between methane and chlorine

Look at tetravalent carbon idea that reaction has to be substitution Look at diatomic chlorine

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Learning Outcomes Students will be

Suggested Teaching Strategies Show general equation for reaction of methane with chlorine, then mechanism way of describing whats happening in detail during reaction Recap mechanism to name as photochemical free radical substitution If time, allow students in groups of ~3/4 to research separate topics: problems associated with spillage, combustion of hydrocarbons, environmental damage caused by vehicle emissions and ways of reducing vehicle emissions, including catalytic converters Groups to present to rest

Resources www.teachmetu ition . co.uk/Chemistr y/ Organic/free_ra dica l_substitution.h tm clear explanation of mechanism, showing structures

Risk/Safety Assessment

Time

discuss the environmental problems associated with spillage and combustion of hydrocarbons; and give a simple account of role of catalytic converters in reducing the environmental damage due to vehicle emissions.

1hr

Handout: Combustion of Alkanes Pollution

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2.4 Hydrocarbons Alkenes

Wee k Learning Outcomes Students will be write the general formula for alkenes as CnH2n ; understand that alkenes are unsaturated hydrocarbons and that they decolourise bromine water; Suggested Teaching Strategies Revise alkenes from IGCSE general formula difference in structure from alkanes double bond Revise terms unsaturated as molecules containing one or more double bonds Pupil Expt: Distintinguishing between alkanes and alkenes students given small samples of hexane and hexane to distinguish between by burning 5 drops on watch glass and also by shaking with bromine water Pupil Expt: Degree of Unsaturation between Margarine and Butter Discuss why alkenes burn with more sooty flame idea of why not used as fuels could be extended to working out % Resources Risk/Safety Assessment Time 2hrs Advanced Chemistry, M.Clugston & R.Flemming Pg409&411 Questions

www.creativechemistry.org. uk/al evel/module3/d ocu ments/Nch3-10.pdf practical sheet with all requirements for Margarine and

Possibility of large quantities of alkanes/alkene s catching fire keep away from naked flame, ensure only 5drops ignited, carry out in well ventilated room

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Learning Outcomes Students will be recall the molecular and structural formulae for alkenes containing up to 6 carbon atoms; use IUPAC rules to name alkenes containing up to two C=C bonds;

Suggested Teaching Strategies Draw structure of ethene discuss valency of carbon get students to draw structures of alkenes up to hexane Naming alkenes structural isomerism Get students to build model of ethene and ethane using molecular modelling kits idea that atoms cant rotate around double bond Introduce this as geometric isomerism

Resources

Risk/Safety Assessment

Time 1hr

Worksheet: Naming Alkenes

understand that stereoisomers (geometrical) exist (alkenes) in cis and trans (E-Z) forms due to the energy barrier to rotation in these compounds;

www.chemguid e.co. uk/basicorg/iso mer ism/geometric. html good website explaining cis-trans isomerism www.creativechemistry.org.

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Learning Outcomes

Suggested Teaching Strategies

Resources

Risk/Safety Assessment

Time 1hr

be to use Students sigma and will pi bonds Look at structure of ethene explain discuss difference between the relative bond strength this and length of the C=C bond; and ethane idea that double bond = high electron density pi know that C=C is centre bond of high electron density and use this to explain Discuss type of substance difference in reactivity that would be attracted to between alkenes and double bond introduce term alkanes; electrophile idea that substances add across double bond Discuss why alkanes more describe catalytic reactive than alkenes hydrogenation of alkenes Handout Reactivity of using finely divided nickel Alkenes and its application to hardening of oils; Look at chemical reactions of alkenes hydrogenation get students to predict product of hydrogenation of ethene describe reaction of Cl2, Use of hydrogenation in Br2, HCl, HBr with simple hardening of veg oils alkenes (Markovnikoffs discuss why some doctors
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www.en.wikibo oks.o rg/wiki/Image:E thy lene-HOMO3D- balls.png good diagram showing electron density of C=C

Handout: Reactivity of Alkenes

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Learning Outcomes Students will be

Suggested Teaching Strategies Idea that all four (Cl2 etc) are electrophiles Get students to suggest how molecules split one part must be positively charged if to attack double bond Introduce split as heterolytic fission Show mechanism of HBr with ethene on board introduce carbocation and show its formation Curly arrow to denote movement of an electron Get students to draw mechanism of propene with HBr and name product Recap polymerisation from KS4 addition across double bond Uses and structure of

Resources

Risk/Safety Assessment

Time

Advanced Chemistry, M.Clugston & R.Flemming) Pg409 &411 Practice Questions Pg420 good practice exam questions

explain mechanism of reaction between HBr and ethene viewed as electrophilic addition. Understand the term heterolytic fission; and

describe the addition polymerisation of alkenes eg ethene and propene.

www.mpdocker.demon. co.uk / chains_and_rin gs/ mechanisms/el ec_a dd.html

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2.5 Halogenoalkan
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Learning Outcomes

Suggested Teaching Strategies Look at common halogenoalkanes and their uses e.g. chloroform Give gen. formula of halogenoalkane draw structures

Resources Worksheet: Naming Halogenoalkanes

Risk/Safety Assessment

Time 1hr

Students will be write the general formula for halogenoalkanes as CnH2n+1X, where X is a halogen atom; recall molecular and structural formulae of halogenalkanes with up to two halogen atoms and up to six carbon atoms; use IUPAC rules to name halogenalkanes containing up to two halogen atoms and up to six carbon atoms;

Practice naming on board give students practice use worksheet, Naming Halogenoalkanes Primary, secondary and tertiary halogenoalkanes Look at structure of halogenoalkanes polarity of C-X bond get students to decide What forces will be present between
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Advanced Chemsitry (M.Clugston & R.Flemming) HW: pg437 Practice Qu

comment on the variation of boiling points of the halogenoalkane;

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Learning Outcomes Students will be Describe the lab preparation of halogenoalkane from corresponding alcohol, with specific reference to refluxing, using a separating funnel, removal of acidic impurities, drying simple distillation;

Suggested Teaching Strategies Revise structure of ethanol from KS4 how can this be converted to bromoethane? Introduce substitution Reaction with HBr idea that has to be made insitu with NaBr and conc. H2SO4 Look at quick-fit apparatus and explain procedure refluxing as continuous evap and condensation without loss of volatile product Discuss addition of H2SO4 exothermic nature use of dropping funnel to add slowly Look at two layers discuss why present introduce separating funnel densities of aqueous and organic layers Organic layer impurities

Resources EXPT: Prep of Bromobutane Quick-fit apparatus Butan-1-ol NaBr Conc. H2SO4 Na2CO3 (0.5M) Na2CO3 (anhydrous solid) Separating funnels Filter funnels Filter paper Heating mantles

Risk/Safety Assessment Flammable butan-1-ol use heating mantle rather than naked flame to reflux Corrosive nature of conc. H2SO4 wear safety glasses and gloves throughout use

Time 2hrs

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Learning Outcomes Students will be describe substitution reactions of halogenoalkanes with aqueous alkali, ammonia and cyanide ions; explain the mechanism for reaction of primary and tertiary bromoalkanes with hydroxide ions viewed as nucleophilic substitution;

Suggested Teaching Strategies Look at equations for reactions idea that one atom/group of atoms being substituted for another substitution Example of primary and tertiary halogenoalkanes why dont they react in same way? Get them to think about size of groups around carbon with halogen attached steric hindrance Name as SN1 and SN2 mechanisms difference being number of reactants involved in rate- determining step Students to try writing mechanisms for various tert and primary halogenoalkanes

Resources

Risk/Safety Assessment

Time 1hr

www.bcs.whfre eman . com/vollhardts chor e4e/pages/bcsmain.asp? v=&s=070 00&n=00010&i =0701 0.01&o = - Sn1 mechanis m animation www.bcs.whfre eman . com/vollhardts chor e4e/pages/bcsmain.asp? s=06000& n=00010&i=06 010.01

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Learning Outcomes Students will be compare ease of hydrolysis of primary halogenoalkanes related to bond enthalpy and bond polarity; and

Suggested Teaching Strategies Look at bond enthalpy and polarity of chloro-, bromo- and iodo-alkanes discuss how this will effect breaking of C-X bond Hydrolysis as replacing halogen atom with OH group Formation of halide ions in process how can these be detected? Revision from halogens Mod.1

Resources

Risk/Safety Assessment

Time 1hr

Advanced Chemistry (M.Clugston & R.Flemming) Pg 444-445 Past Paper Questions

describe elimination of HBr from bromoethane using ethanolic potassium hydroxide.

Pupil Expt: Hydrolysis of Primary Halogenalkanes Idea that different product formed when ethanolic KOH used Alkene formed get

EXPT Sheet Hydrolysis of Primary Halogenoalkanes Ethanol Iodo-, bromoand chlorobutane AgNO3 HNO3 (dil) stopclocks

Safety glasses and exercise caution sufficient

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2.6 Alcohols
Wee k Learning Outcomes Students will be write the general formula for alcohols as CnH2n+1OH; recall molecular and structural formulae of alcohols with up to six carbon atoms; use IUPAC rules to name alcohols containing up to two hydroxyl groups and up to six carbon atoms (refer to primary, secondary and tertiary structures); refer to effect of hydrogen bonding on boiling point and miscibility with water; Suggested Teaching Strategies Look at common alcohols and their uses e.g. ethanol, ethan-1,2- diol in antifreeze etc. Give gen. formula of alcohol draw structures up to hexanol Resources Advanced Chemistry (M.Clugston & R.Flemming ) Pg 451 Q1&2 Risk/Safety Assessment Time 1hr

Practice naming on board give students practice Primary, secondary and tertiary alcohols naming etc. Look at structure of alcohols polarity of OH group get students to decide What forces will be present between
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Handout: Physical Prop of Alcohols

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Learning Outcomes Students will be recall preparation of alcohols from halogenoalkanes; recall industrial preparation of ethanol from i) fermentation of sugars and ii) reaction of steam with ethene in presence of H3PO4;

Suggested Teaching Strategies Revise substitution reactions of halogenoalkanes with aqueous alkali Revise from KS4 industrial ethanol produced from reacting ethene with steam catalyst etc Production of consumable alcohol by fermentation of sugars - equation and conditions Get students to write equations for combustion of ethanol discuss why possible to use as fuel cleaner Handout Uses of Alcohols discusses advantages of using alcohol as fuel Discuss reactions and write equations fission of OH bond when

Resources

Risk/Safety Assessment

Time hr

describe combustion of alcohols and their use as an alternative fuel; 5

Handout: Uses of Alcohols 2 hrs

describe reaction of primary alcohols with sodium, hydrogen bromide, phosphorus pentachloride and thionyl chloride;

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Learning Outcomes

Suggested Teaching Strategies

Resources

Risk/Safety Assessment

Time

Students will be of comment on oxidation Look at simple 1o alcohols alcohols using acid. oxidation to aldehyde Potassium dichromate with and then to carboxylic ref to a) formation of acid oxidising agent and aldehydes and carboxylic conditions acids from primary alcohols 2o alcohols why and isolation of each different product in depending on reaction oxidation to primary? conditions b) formation of Position of OH group ketones from leading to ketone secondary alcohols c) formation resistance to How to convert back to 1o oxidation of tertiary alcohols; and 2o alcohols reduction with lithal in dry ether Look at structure of 3o alcohols why no oxidation? describe esterification reactions of alcohols with Revise simple formation carboxylic acids and of ethyl ethanoate from ethanoyl chloride; KS4 condition etc. Introduce other alcohols and acids naming esters

Advanced Chemistry (M.Clugston & R.Flemming) Pg458 Q1, 4 &

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Learning Outcomes Students will be

Suggested Teaching Strategies Uses of esters Pupil Expt: Alcohol Reactions - look at reaction of alcohols with sodium, PCl5, ethanoic acid, acid. Dichromate Get students to look at oxidation reaction why used to distinguish between 1o, 2o and 3o alcohols

Resources Expt: Alcohol Reactions Ethan ol Sodiu m PCl5 CH3COOH Acid. K2Cr2O7

Risk/Safety Assessment Conc. acid may cause severe burns wear gloves and safety glasses throughout Heat ester mixture in water bath as ethanol highly flammable PCl5 highly corrosive wear gloves and keep in fume cupboard Corrosive nature of NaOH and NaOCl use gloves and wear safety glasses while handling

Time

prepare iodoform and know its uses to distinguish between alcohols containing CH3CH(OH) and other alcohols with specific reference to recrystallisation and melting points; and

1hr

Talk about use of iodoform test to distinguish secondary alcohols and ethanol from other alcohols Pupil Expt: Prep and Purification of Triiodomethane Discuss process of recrystallisation why min amount of

EXPT: Iodoform Preparation KI (solid) NaOH (2M) NaOCl (2M) Ethanol Buchner funnel Dropping funnel Melting point apparatus

4.6 Isomerism
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Learning Outcomes

Suggested Teaching Strategies Revise structural and cis/trans isomers from Mod.2 Look at examples of structural isomers in terms of carboxylic acids/esters same molecular formula but different arrangement of atoms Introduce optical isomerism as another example of steroisomerism

Resources

Risk/Safety Assessment

Time 1hr

Students be recognise that will structural isomerism can exist between molecules which belong to different families of compounds e.g. aldehydes/ketones and carboxylic acids/esters; recall that an asymmetric centre gives rise to optical isomers which exist as nonsuperimposable mirror images; draw 3D representations of optical isomers; recall that optical isomers rotate plane polarised light in opposite directions; explain the term optically active; and explain why mixture of

www.creativechemistry.org.u k/m olecules/optical .htm good Definition of optically examples of active and chiral centre optical isomers Idea that optical isomers can be rotated to rotate the plane of show nonpolarised light revise what is meant by polarised superimposable light Get students to make Handout: models of optical isomers

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Learning Outcomes Students will be write the general formula for simple aldehydes and ketones, CnH2nO; recall the molecular and structural formulae of simple aldehydes and ketones (including branched structures) with up to six carbons in the main chain; use IUPAC rules to name simple aldehydes and ketones (including branched structures) with up to 6 carbon atoms in main chain; explain the physical properties (boiling points and solubility) of simple aldehydes and ketones by making reference to intermolecular attractions; recall that simple aldehydes and ketones can be made from the corresponding primary or secondary alcohols;

Suggested Teaching Strategies Revise functional groups from Mod.2 Revise naming again give examples on board Students to name compounds slides in PowerPoint naming and drawing structures

Resources PowerPoint : Carbonyl Compounds

Risk/Safety Assessment

Time 1hr

Look at functional group polarity discuss physical properties solubility & boiling points compare to alcohols/alkanes of similar size Revise Alcohols from Mod.2 oxidation of 1o and 2o alcohols to aldehydes and ketones

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Learning Outcomes Students will be recall the reaction of simple aldehydes and ketones with hydrogen cyanide; describe the mechanism for the nucleophilic addition reaction of hydrogen cyanide and propanone; recall reaction of simple aldehydes and ketones with 2,4-DNPH; recall lab prep of 2,4dinitrophenylhydrazones for ID purposes with reference to recrystallisation and m.pt determination; recall the fact that oxidation can be used to distinguish between aldehydes and ketones, using acid. Potassium dichromate, Fehlings, Tollens reagent; and

Suggested Teaching Strategies Discuss reactions of carbonyl compounds due to polarity of C=O nucleophilic addition Look at mechanism for reaction and naming products Students to try mechanism with variety of aldehydes and ketones Discuss appearance of aldehydes and ketones colourless liquids difficult to distinguish from alcohols etc. Introduce 2,4-DNPH as method for identifying derivative of carbonyl compound m.pt to identify

Resources

Risk/Safety Assessment

Time 1hr

Worksheet: Aldehydes and Ketones Worksheet

How can you tell difference between aldehyde and ketone? Both colourless revise reactivity aldehydes can be oxidised, ketones cant Show Tollens and
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EXPT Sheet: EXPT Identifying Carbonyl Compounds

Ethanal toxic small samples used in wellventilated room and keep in fume cupboard as

1hr

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Learning Outcomes Students will be

Suggested Teaching Strategies

Resources Fehlings A and B 2,4-DNPH silver nitrate (0.5M) ammonia (1M) ethanol methanol Worksheet: Aldehydes+Keto nes Summary Questions / Aldehydes&Keto

Risk/Safety Assessment Wear googles and gloves throughout

Time

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Carboxylic acids
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Learning Outcomes

Suggested Teaching Strategies Revise functional group from Mod.2 Revise naming include branched structures Give students structures to name and selection of molecular formulae where they have to draw structure Look at structure polarity get students to explain solubility and boiling points Dimers effect on boiling points Revise oxidation of primary alcohols and aldehydes to carboxylic acids using acid potassium dichromate Pupil Expt: Preparation Carboxylic Acid

Resources Power Point: Carboxylic Acids

Risk/Safety Assessment

Time 1hr

Students will be write the general formula for simple carboxylic acids, CnH2nO2; recall molecular and structural formula of simple carboxylic acids with up to six carbons in the main chain; use IUPAC rules to name simple carboxylic acids with up to six carbon atoms in the main chain; explain physical properties of simple carboxylic acids by making reference to intermolecular attractions; recall that carboxylic acids can be formed from primary alcohols and aldehydes; recall the preparation of an aqueous solution of the acid from the corresponding alcohol;

EXPT: Preparation Potassium dichromate Carboxylic Acid toxic use in fume Potassium cupboard dichromate Dilute H2SO4 Wear goggles Ethanol and gloves Quickfit apparatus when handling

1hr

hr

Energetics
Wee k Learning Outcomes Students will be understand that chemical reactions are accompanied by enthalpy changes (usually heat) and that these may be exothermic or endothermic; Suggested Teaching Strategies Resources Risk/Safety Assessment Time 1hr

Revise energetics from KS4 Worksheet 1: Intro to what is meant by Energetics exothermic and endothermic Go through what has to happen for reaction to occur bond- making as exothermic and bondbreaking as endothermic Revise activation energy as min energy required to break the bonds in the reactants Discuss energy in and energy out in exothermic and endothermic reactions

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Learning Outcomes Students will be discuss the concept of enthalpy change, H; explain the term enthalpy of reaction and standard enthalpy conditions with specific reference to combustion, formation and neutralisation;

Suggested Teaching Strategies Introduce enthalpy change as a measure of the change in heat during a reaction Take fuels as examples to be able to compare, need for them to be measured under standard conditions standard enthalpy changes Units of kJmol-1 definitions of enthalpy of combustion, reaction, neutralisation and formation handout Enthalpy Terms

Resources

Risk/Safety Assessment

Time 1hr

recall experimental methods to determine enthalpy changes; calculate enthalpy changes from experimental data including the use of E = mcT;

Look at measuring enthalpy of combustion of ethanol pupils to design expt Introduce equation E = mcT to calculate enthalpy of combustion Units have to be kJmol-1 how converted? Pupil expt: Measuring
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Handout: Enthalpy Terms Handout: Determining Enthalpy of Combustion Worksheet 2: Calculating Enthalpy of Combustion good Homework Ethanol Spirit burners / watch glass Boiling tube

Flammable ethanol keep lid on bottle to prevent bottle catching fire, ensure small amounts

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Learning Outcomes Students will be continuing experimental methods for determining enthalpy changes and using E = mcT

Suggested Teaching Strategies Pupil expt: Measuring Enthalpy of neutralisation

Resources Expt: Enthalpy of Neutralisation

Risk/Safety Assessment

Time

appreciate the principle of conservation of energy and construct simple energy cycles; state Hesss Law and use it to calculate enthalpy changes indirectly; and

Revise Principle of Conservation of Energy from KS4 Physics give definition Link to Hesss Law enthalpy change for converting set of reactants into products is same no matter what route is taken Look at simple Hesss cycle idea that more than one way to get from reactants to products Worksheet 4: Calc. Hf from Hc
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Corrosive nature 1hr of 1M NaOH and HCl safety goggles worn during expt 1hr and all spillages to be mopped up promptly

Worksheet 4 & Worksheet 5 finish for Homework

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Learning Outcomes Students will be explain the concept of the average bond enthalpy of covalent bonds and use values of bond enthalpy to estimate the enthalpy change in reactions.

Suggested Teaching Strategies Introduce idea of bond enthalpy gives idea of strength of bond Calculations from bond enthalpies WS6&7 Go through worked examples Discuss why enthalpies calculated from bond

Resources Worksheet 6 & 7 in class, Worksheet Homework extension qu on Bond Energies Energetics Revision Questions good prep for test Advanced

Risk/Safety Assessment

Time 1hr

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2.9 Equilibrium
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Learning Outcomes

Suggested Teaching Strategies Revise reversible reactions from KS4 formation of NH3 from H2 and N2 Introduce idea of dynamic equilibrium as where rate of forward and backward reaction is equal Discussion how will this affect amount of reactant being formed?

Resources

Risk/Safety Assessment

Time 1hr

Students will be appreciate that many chemical reactions are reversible; understand the dynamic nature of the equilibrium state;

deduce the qualitative effects of changes in temperature, pressure, concentration and catalysts on the position of equilibrium for a closed homogeneous system;

Idea that reaction has to be pushed to go in forward direction introduce Le Chateliers Principle Look at how different factors affect

Handout: Factors Effecting Equilibria

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Learning Outcomes

Suggested Teaching Strategies

Resources www.patana.ac. th/p arents/curricul um/ Chemistry/unit s/L R1701.html animated flow scheme for Haber Process

Risk/Safety Assessment

Time 1hr

Students will be describe and explain the Revise equation for conditions used in industrial formation of processes such as the Haber NH3 in Haber process process for the formation of ammonia and the Contact Exothermic reaction process for sulphuric acid; what temperature and and pressure would they expect to use, using Le Chateliers principle discuss the importance of a compromise between equilibrium and reaction rate in the chemical industry. Look at actual reaction conditions discuss why used rate and equilibrium need to be considered Do same with Contact process get students into groups and compare

www.patana.ac .th/p arents/curricul um/

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Learning Outcomes Students will be understand and use the terms: concentration, mole fraction and partial pressure; calculate eqm concentrations and partial pressures given suitable data (including Kc and Kp); deduce eqm expressions for the eqm constants Kc and Kp from given chemical equations and calculate the numerical values of these quantities, with units, given suitable data;

Suggested Teaching Strategies Revise Equilibrium from Mod. 2 how different factors affect equilibria Introduce eqm constant define terms eqm law Show calculation of units (worksheet in handout) Show worked example of calculating Kc initial moles, moles reacting and moles at eqm encourage students to show working out Students to try calculations in handout Q1-8 Introduce Kp expression Link between pressure and concentration introduce idea of mole fraction and partial pressure defined as pressure that each gas contributes to the total pressure in a mixture of
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Resources Handout: Equilibrium KcKp notes covers basic necessary theory

Risk/Safety Assessment

Time 1hrs

10

Finish K calculations c for HW Info and calculations on handout

1hr

continue calculations on Kc / Kp ;

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Learning Outcomes Students will be

Suggested Teaching Strategies Further calculation of mole fraction, partial pressure and Kp Students to work through Look at values of Kc link to amount of product formed higher conc. product, higher Kc Recap Le Chateliers from Mod.2 Look at effect of changing pressure, concentration and pressure on Kc and Kp use figures to prove no effect with pressure and concentration Look at temperature revise exo and endo reactions effect of increasing temp. Talk about solvent extraction solubility of non-polar solutes more soluble in organic nonpolar solvents used to separate organic products from aqueous reaction

Resources Finish Kp calculations for HW Use handout

Risk/Safety Assessment

Time

relate the value of Kc to extent of reaction; understand the qualitative effects of changes in temperature and pressure on the position of eqm; and

hr

Extra worksheets: Extra Questions on eqm Kc and Kp

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1hr Handout Solvent Extraction calculations included KD worksheet

carry out simple calculations involving partition coefficients (KD) including examples involving successive extractions.

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Learning Outcomes Students will be use the Brnsted-Lowry theory of acids and bases to describe proton transfer in acid-base equilibria;

Suggested Teaching Strategies Revise from KS4 all acids contain H+ ions rename as protons due to lack of e Introduce idea of acids and proton donors, bases as proton acceptors Introduce conjugate acid-base pairs worked example Students to do Worksheet 1 of examples in handout Revise what is meant by strong and weak acids and bases in terms of extent of dissociation

Resources Handout: Acid-Base Equilibria notes covers necessary theory with worksheets

Risk/Safety Assessment

Time 1hrs

understand the terms strong and weak as applied to acids and bases;

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Learning Outcomes Students will be state the factors which control the rate of a chemical reaction ie concentration, pressure, temperature and catalyst; use collision theory to qualitatively explain how these factors affect the reaction rate;

Suggested Teaching Strategies Revise rates from KS4 what factors affect? Revise collision theory idea that particles have to collide with enough energy to cause bonds in reactants to break activation energy Get students into groups to discuss, using collision theory, how one factor affects rate of reaction to report back to class and allow collaboration to

Resources Handout: Mod 2 Kinetics

Risk/Safety Assessment

Time 1hr

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Learning Outcomes Students will be show a qualitative understanding of the Maxwell-Boltzmann distribution of molecular energies in gases and interpret curves for different temperatures; understand the concept of activation energy and its relationship to MaxwellBoltzmann distribution; and know the function of a catalyst.

Suggested Teaching Strategies Show Maxwell-Boltzmann curve discuss what area under curve represents What happens when temp. increases? look at energy changes in particles show how shape changes larger number of particles have activation energy How does catalyst work? Look at how this can be represented on MaxwellBoltzmann distribution Look at what is meant by hetero and homogeneous catalysts examples Catalytic converters, ozone layer depletion and enzymes as uses of

Resources

Risk/Safety Assessment

Time 1hr

Handout: Catalysts

2.12 Qualitative Analysis

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Learning Outcomes

Suggested Teaching Strategies Revise gas test from KS4 introduce new tests for SO2 and possibly Cl2 Revise flame colourations from Mod.1 correct procedure etc. Look at ambiguity of HCO and 2CO3 with dil HCl
3

Resources

Risk/Safety Assessment

Time 1hr

12

use Students a chemicalwill test be for the gases H2, O2, Cl2, CO2, SO2 (using acidified dichromate), HCl, NH3 ; use flame colours to identify the metal ions Li+, Na+, K+ (using blue glass), Ca2+, and Cu2+; use Ba2+ to test for SO 2-, Mg2+ to distinguish between -HCO3 and CO 2-; Ag+ to distinguish between Cl3 , Br- and I- (followed by aqueous ammonia); and 4 use potassium chromate solution to test for Ba2+; aq ammonia to test for Cu2+, NaOH to test for NH +,
4

Revise halide ion tests from Handout: Mod.1 Identifying Inorganic Compounds Expt: Handout: Identifying Expt Sheet A, L Inorganic &M Compounds Requirements Sheets: A, L & M

Safety glasses to be worn throughout Gloves also when conc. acid being handled.