Scheme of work B

AS Chemistry 7404
v1.0

Introduction
This Scheme of work (B) has been prepared by teachers for teachers. We hope you will find it a
useful starting point for producing your own schemes; it is available in Word for ease of editing.

The Scheme of Work 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 AS
Chemistry 7404 and is designed as an alternative approach to Scheme of work A. This alternative
approach groups the teaching topics together in a different, thematic way.

The teaching of investigative and practical skills is embedded within the specification. We have
produced a Practical Handbook that provides further guidance on this. There are also opportunities
in this Scheme of work, such as the inclusion of assessment opportunities and resources.

We have provided links to some resources. These are illustrative and in no way an exhaustive list.
We would encourage teachers to make use of any existing resources, as well as resources
provided by AQA and new textbooks written to support the specification.

GCSE prior knowledge comprises knowledge from the 2011 Core and Additional Science AQA
GCSE specifications. Students who studied the separate science GCSE courses will have this
knowledge but may also have been introduced to other topics which are relevant to the A-level
content.

We know that teaching times vary from school to school. In this scheme of work we have made the
assumption that it will be taught over about 30 weeks with 4½ to 5 hours of contact time per week.
Teachers will need to fine tune the timings to suite their own students and the time available. It
could also be taught by one teacher or by more than teacher with topics being taught concurrently.

Assessment opportunities detail past questions that can be used with students as teacher- or
pupil self-assessments of your students’ knowledge and understanding. You may also use
Exampro and the specimen assessment materials that are available via our website.

AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Contents
Atomic structure and moles ......................................................................................................... 7
Structure and bonding ............................................................................................................... 11
Acids, bases and Group 2 ......................................................................................................... 15
Hydrocarbons ............................................................................................................................ 17
Energetics ................................................................................................................................. 23
Redox reactions and Group 7 .................................................................................................... 25
Rates and equilbibrium .............................................................................................................. 27
Further organic chemistry .......................................................................................................... 30
Useful resources and websites .................................................................................................. 36

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AS Chemistry Scheme of Work B: Summary

One teacher (30 weeks)

Number of
Themes Topic
weeks

Atomic structure 3.1.1.1 Fundamental particles 0.6

and moles
3.1.1.2 Mass number and isotopes
4 weeks
3.1.2.1 Relative atomic mass and relative molecular mass

3.1.1.3 Electron configuration, 3.2.1.1 Classification 1.2

3.1.2.5 (part) Balanced equations 2.2

3.1.2.2 The mole and the Avogadro constant
3.1.2.4 Empirical and molecular formula, reacting mass
calculations
3.1.2.5 (part) Balanced equations and reacting mass
calculations

Structure and 3.1.3.Types of bonding and physical properties 1.0

bonding
3.1.3. Shapes of molecules and intermolecular forces 1.8
3 weeks
3.2.1.2 Physical properties of Period 3 elements 0.2

Acids, bases and 3.1.2.5 (part) Balanced equations and concentration 2.6
Group 2 calculations
4 weeks
Required practical 1

3.2.2 Group 2, the alkaline earth metals 1.4

Hydrocarbons 3.3.1.1 Nomenclature 2.4

5 weeks 3.3.2. Fractional distillation, cracking and Alkanes

3.1.2.3 The ideal gas equation 0.4

3.3.1.3 E/Z isomerism 2.2

3.3.4. Alkenes and addition polymers

Required practical 5

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Energetics 3.1.4 Enthalpy change, calorimetry, Hess’s law, bond 4.0
enthalpies
4 weeks
Required practical 2

Redox reactions 3.1.7 Redox reactions 0.8

and Group 7
3.2.3. Halogens 1.6
2.4 weeks
Required practical 4

How fast and how 3.1.5 Kinetics 1.6

far?
Required practical 3
Rates and
equilibrium
3.1.6 Equilibrium 1.0
2.6 weeks

Further organic 3.3.3 Halogenoalkanes 1.4

chemistry
3.3.5 Alcohols 1.4
5 weeks
3.3.6 Organic analysis 1.8

Required practical 6

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AS Chemistry Scheme of Work B: Summary

Two teachers (30 weeks)

Teacher 1 (14.6 weeks)

Topic Number of
Themes
weeks
Atomic structure 3.1.1.1 Fundamental particles 0.6
and moles
3.1.1.2 Mass number and isotopes
4 weeks
3.1.2.1 Relative atomic mass and relative molecular mass

3.1.1.3 Electron configuration, 3.2.1.1 Classification 1.2

3.1.2.5 (part) Balanced equations 2.2

3.1.2.2 The mole and the Avogadro constant
3.1.2.4 Empirical and molecular formula, reacting mass
calculations
3.1.2.5 (part) Balanced equations and reacting mass
calculations

Acids, bases and 3.1.2.5 (part) Balanced equations and concentration 2.6
Group 2 calculations
4 weeks
Required practical 1

3.2.2 Group 2, the alkaline earth metals 1.4

Energetics 3.1.4 Enthalpy change, calorimetry, Hess’s law, bond 4.0

enthalpies
4 weeks
Required practical 2

How fast and how 3.1.5 Kinetics 1.6

far?
Required practical 3
Rates and
equilibrium
3.1.6 Equilibrium 1.0
2.6 weeks

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Teacher 2 (15.4 weeks)

Topic Number of
Themes
weeks

Structure and 3.1.3.Types of bonding and physical properties 1.0

bonding
3.1.3. Shapes of molecules and intermolecular forces 1.8
3 weeks
3.2.1.2 Physical properties of Period 3 elements 0.2

Hydrocarbons 3.3.1.1 Nomenclature 2.4

5 weeks 3.3.2. Fractional distillation, cracking and Alkanes

3.1.2.3 The ideal gas equation 0.4

3.3.1.3 E/Z Isomerism 2.2

3.3.4.Alkenes and addition polymers

Required practical 5

Redox reactions 3.1.7 Redox reactions 0.8

and Group 7
3.2.3. Halogens 1.6
2.4 weeks
Required practical 4

Further organic 3.3.3 Halogenoalkanes 1.4

chemistry
3.3.5 Alcohols 1.4
5 weeks
3.3.6 Organic Analysis 1.8

Required practical 6

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Scheme of work B
Atomic structure and moles (4 weeks)
Learning objective
3.1.1.1
Fundamental particles.
The structure of atoms.
3.1.1.2
Mass number and
isotopes.
Atomic number, mass
number, isotopes.
Time of Flight mass
spectrometer: Principles
of operation and its uses.
3.1.2.1
Relative atomic mass
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Time
Learning outcome
taken
0.2 Describe the structure of
weeks atoms in terms of protons,
neutrons and electrons.
Recall the relative charges
and masses of protons,
neutrons and electrons.
0.4 Determine the number of
weeks fundamental particles in
atoms and ions using mass
number, atomic number
and charge.
Explain the existence of
isotopes.
Interpret simple mass
spectra of elements.
Calculate relative atomic
Learning activity with opportunity Assessment
Resources
to develop skills opportunities
Students research how scientists June 2009 History of the atom
have contributed to our knowledge Unit 1 Q1a and 1c http://www.rsc.org/learn-
and understanding of atomic chemistry/resource/res00001332/th
structure over time.
e-atom-detectives
Students: SAMS AS Use of TOF mass spectrometer in
Identify atoms and ions from Paper 1 Q2 space research
numbers of protons, neutrons and http://sci.esa.int/rosetta/35061-
electrons, and vice versa. June 2013 instruments/?fbodylongid=1650
Unit 1 Q1a, 1b,1c
Define relative atomic mass (Ar) and and 1f TOF mass spec tutorial
relative molecular mass (Mr). http://www.kore.co.uk/tutorial.htm
January 2012
Determine the relative atomic mass Unit 1 Q7a
of elements using isotope
abundance data quoting answers to June 2010 AQA Time of flight mass
a suitable number of significant Unit 1 Q8 spectrometry Teachers’ Notes and
figures for data provided. Student guide:
7 of 37
and relative molecular
mass.
Relative atomic mass
and relative molecular
mass in terms of 12C.
Relative formula mass.
3.1.1.3
Electron configuration.
Electron configurations of
atoms and ions up to Z =
36 in terms of shells and
sub-shells (orbitals) s, p
and d.
Ionisation energies (IEs).
3.2.1.1
Classification.
An element is classified
as s, p, d or f block
according to its position
in the Periodic Table,
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mass from isotopic
abundance, limited to
mononuclear ions.
1.2 Give electron
weeks configurations in terms of
shells and sub-shells for
atoms and ions up to Z=36
Define first ionisation
energy.
Write equations for first
and successive ionisation
energies.
Explain how first and
successive ionisation
energies in Period 3 (Na–
Ar) and in Group 2 (Be–
Ba) give evidence for
electron configuration in
http://filestore.aqa.org.uk/resources
Look at mass spectra of compounds /chemistry/AQA-7404-7405-TN-
to determine the relative formula MASS-SPECTROMETRY.PDF
mass.
http://filestore.aqa.org.uk/resources
/chemistry/AQA-7404-7405-SG-
TOFMS.PDF
http://filestore.aqa.org.uk/resources
/chemistry/AQA-7404-7405-SG-
TOFMS-QA.PDF
Students: January 2012 Story of the Periodic Table
Unit 1 Q5a and 5b http://www.rsc.org/education/teach
Write electron configurations for ers/resources/periodictable/pre16/d
atoms and ions up to Z=36 in terms June 2013 evelop/index.htm
of shells and sub-shells. Unit 1 Q6b,6c and 6d
Molymod models to show shapes
Find out about the historical January 2010 of orbitals.
development of the Periodic Table. Unit 1 Q1c, 1d and
1e
Plot graphs of both first IE and
successive IEs and use them to January 2009
identify and explain the trends. Unit 1 Q1a and 1b
Use successive IE data to
determine which group an element
is in.
8 of 37
which is determined by sub-shells and in shells.
its proton number.
3.1.2.5 0.6 Write balanced equations Students learn the formulae and Precipitation, acid-base and
Balanced equations. weeks for reactions studied. charges of common ions and use thermal decomposition reactions as
them to write formulae of examples of writing formulae and
Formulae and equations. Balance equations for compounds and balanced balancing equations.
unfamiliar reactions when equations.
reactants and products are
specified. Students use their observations
from simple test-tube reactions to
identify the products and write
balanced equations.
3.1.2.2 0.2 Carry out calculations: Students practice carrying out
The mole and the weeks  using the Avogadro appropriate calculations.
Avogadro constant. constant
Practical activity: the number of
The Avogadro constant  using mass of molecules in a mouthful of water.
as the number of substance, Mr, and
amount in
particles in a mole.
moles(concentrations
and gas volume
The mole as applied to calculations are covered
electrons, atoms, later)
molecules, ions, formulas
and equations.
3.1.2.4 0.6 Calculate empirical formula Students carry out appropriate June 2010 Unit 1
Empirical and molecular weeks from data giving calculations. Q4a
formula. composition by mass or
percentage by mass. Practical activity: Empirical formula June 2009 Unit 1
Definition of empirical of magnesium oxide. Q2c

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formula and molecular Calculate molecular
formula, and the formula from the empirical
relationship between formula and relative
them. molecular mass.
3.1.2.5 0.8 Use balanced equations to Students carry out appropriate June 2013 Unit 1 Atom economy and percentage
Balanced equations and weeks calculate: calculations. Q7a, 7b and 7c yield
associated calculations.  masses http://www.rsc.org/Education/Teach
 percentage yields Practical activities: January 2013 Unit 1 ers/Resources/Inspirational/resourc
Reacting masses,  atom economies. Water of crystallisation of hydrated Q5b es/6.6.1.pdf
percentage yield and MgSO4 by heating to constant
atom economy. mass. June 2012 Unit 1
Q5d and 5ee
Percentage conversion of
magnesium carbonate to January 2011 Unit 1
magnesium oxide. Q3d

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Structure and bonding (3 weeks)

Time Learning activity with Assessment

Learning objective Learning outcome Resources
taken opportunity to develop skills opportunities
3.1.3.1 0.2 Predict the charge on a Students draw dot and cross
Ionic bonding. weeks simple ion using the diagrams for simple ionic
position of the element in compounds.
Ionic bonding involves the Periodic Table.
electrostatic attraction
between oppositely Construct formulas for ionic
charged ions in a lattice. compounds.

The formulas of
compound ions, eg
sulfate, hydroxide,
nitrate, carbonate and
ammonium.
3.1.3.2 0.4 Describe the nature of a Students draw dot and cross
Covalent bonding. weeks covalent bond and use a diagrams to represent covalent
line to represent it. molecules, including adducts and
Covalent bonding ions (eg BF3.NH3 and NH4+) which
(single and multiple), Describe a co-ordinate involve the use of co-ordinate
co-ordinate bonding. bond and use an arrow to bonds.
represent it.
3.1.3.3 0.2 Describe the nature of Spot the bonding
Metallic bonding. weeks metallic bonding. http://www.rsc.org/learn-
chemistry/resource/res00001097/sp
Metallic bonding. ot-the-bonding
3.1.3.4 0.6 Relate the melting point Practical activity: relationship June 2013 Unit 1 Q3 Structure and bonding
Bonding and physical weeks and conductivity of between physical properties and June 2011 Unit 1 Q4 http://www.rsc.org/learn-

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properties.
The four types of crystal
structure: Ionic, metallic,
macromolecular (giant
covalent), molecular.
The structures of the
following crystals as
examples of these four
types of crystal
structure: diamond,
graphite, ice, iodine
magnesium, sodium
chloride.
3.1.3.5
Shapes of simple
molecules and ions.
Deduce the shape of
familiar and unfamiliar
examples of species
according to valence
shell electron pair
repulsion (VSEPR)
principles.
3.1.3.6
Bond polarity.
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materials to the type of structure and bonding. June 2010 Unit 1 Q7 chemistry/resource/res00000119/afl
structure and the bonding June 2006 Unit 1 Q2 -structure-and-bonding
present. Students could analyse data of January 2006 Unit 1
unknown compounds/substances Q6
Explain the energy changes and relate this to structure type. January 2005 Unit 1
associated with changes of Q5a
state. January 2003 Unit 1
Q1e
Draw diagrams to represent June 2004 Unit 1
these structures. Q6a
0.6 Explain the shapes of, and Students predict and draw the June 2011 Unit 1 Q3 RSC exercise on VSEPR theory:
weeks bond angles in, simple shapes of familiar and unfamiliar January 2010 Unit 1 http://www.rsc.org/learn-
molecules and ions with up molecules. Q6 chemistry/resource/res00000648/sh
to six electron pairs June 2013 Unit 1 Q5 apes-of-molecules-and-ions
(including lone pairs of Students use balloons to June 2006 Unit 1
electrons) surrounding the demonstrate shapes of molecules. Q5b
central atom. June 2005 Unit 1 Q4
January 2013 Unit 1
Q6
0.2 Use partial charges to show Practical activity: deflecting jets. January 2013
weeks that a bond is polar. Unit 1 Q3
12 of 37
Polar bonds and
electronegativity.
3.1.3.7
Forces between
molecules and their
effect on melting point
and boiling point.
Permanent dipole–
dipole forces.
Induced dipole–dipole
(van der Waals) forces.
Hydrogen bonding
including low density of
ice and anomalous
boiling points of
compounds.
3.2.1.2
Physical properties of
Period 3 elements.
The trends in atomic
radius, first ionisation
energy and melting
point of the elements
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England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Explain why some
molecules with polar bonds
do not have a permanent
dipole.
0.6 Explain the existence of
weeks these forces between
familiar and unfamiliar
molecules.
Explain how melting and
boiling points are
influenced by these
intermolecular forces.
0.2 Explain the trends in atomic
weeks radius and first ionisation
energy.
Explain the melting point of
the elements in terms of
their structure and bonding.
June 2004
Unit 1 Q6a
Students predict and explain the June 2013 Hydrogen bonding activity
relative boiling points of a range of Unit 1 Q4 http://www.rsc.org/learn-
covalent substances. chemistry/resource/res00000129/afl
January 2012 -what-are-hydrogen-bonds-and-
Students interpret the graph of Unit 1 Q1 where-are-they-found
boiling point against Mr of covalent
hydrides in groups 4 to 7. June 2011 Practical: Slime
Unit 1 Q3d http://www.rsc.org/learn-
Practical activity: making slime. chemistry/resource/res00000756/pv
January 2011 a-polymer-slime
Practical demonstration: density of Unit 1 Q1
ice.
January 2010 Practical: Density of ice
Unit 1 Q3 http://www.sserc.org.uk/index.php/c
hemistry-demonstrations/chemistry-
demonstrations/3198-density-of-ice
Students plot data on graphs for January 2011
atomic radius, first ionisation Unit 1 Q5
energy and melting point and
explain those trends. January 2009
Unit 1 Q4
Students give explanations for
these trends.
13 of 37
Na–Ar

The reasons for these

trends in terms of the
structure of and bonding
in the elements.
Opportunities for skills development

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Acids, bases and Group 2 (4 weeks)
Learning objective
3.1.2.5
Balanced equations and
associated calculations.
The concentration of a
substance in solution,
measured in mol dm–3
and calculations using
concentration, volume
and amount of
substance in a solution.
Required practical 1
Make up a volumetric solution and carry out a simple acid–base titration.
3.2.2
Group 2, the alkaline
earth metals.
The trends in atomic
radius, first ionisation
energy and melting
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Time Learning activity with Assessment
Learning outcome Resources
taken opportunity to develop skills opportunities
2.6 Use balanced equations to Practical activities: June 2004 Indigestion tablets
weeks calculate concentrations Concentration of ethanoic acid in Unit 1 Q2 http://www.nhs.uk/conditions/antacid-
and volumes for reactions vinegar. medicines/Pages/Definition.aspx
in solutions. January 2004
Mr of succinic acid Unit 1 Q3
Construct and/or balance Percentage calcium carbonate in
equations using ratios. indigestion tablets. January 2002
Unit 1 Q7
Select appropriate titration Mass of aspirin in an aspirin tablet.
data (ie identify outliers) in January 2009
order to calculate mean Students perform a range of Unit 1 Q3b
titres. different types of calculations
involving reacting masses and January 2011
Determine uncertainty volume of solutions. Unit 1 Q3
when two burette readings
are used to calculate a titre June 2010
value. Unit 1 Q3
1.4 Explain the trends in atomic Students plot graphs of atomic June 2012 Limestone (RSC)
weeks radius and first ionisation radius and first ionisation energy, Unit 2 Q5 http://www.rsc.org/learn-
energy. and explain the trends. chemistry/resource/res00000494/lime
June 2006 stone-in-everyday-life
Explain the melting point of Practical activities: Unit 1 Q5a
the elements in terms of
their structure and bonding. Reactions of Mg–Ba with water and January 2005 Group 2 reactions: making a mind
15 of 37
point of the elements Mg with steam. Unit 1 Q5b map
Mg–Ba Describe the reactions of http://www.rsc.org/learn-
Mg– Ba with water. Testing solubilities of hydroxides January 2012 chemistry/resource/res00000118/afl-
The reactions of the and sulfates by precipitation Unit 2 Q7 group-2
elements Mg–Ba with Describe the relative reactions
water. solubilities of the
hydroxides and sulfates. Test a variety of solutions with
The use of magnesium NaOH/H2SO4 to identify unknown
in the extraction of Recall the use of compounds.
titanium from TiCl4 magnesium in the
extraction of Ti Students write full and ionic
The relative solubilities equations for these reactions and
of the hydroxides of the Give the uses of Ca(OH)2. for a variety of other precipitation
elements Mg–Ba in Mg(OH)2, CaO and BaSO4 reactions.
water.
Explain why BaCl2 solution
The relative solubilities is used to test for sulfate
of the sulfates. ions and why it is acidified.

Uses of some Group 2

compounds.

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Hydrocarbons (5 weeks)

Time Learning activity with Assessment

Learning objective Learning outcome Resources
taken opportunity to develop skills opportunities
3.3.1.1 0.6 Define structural Students construct models to June 2011 Molymod models
Nomenclature. weeks isomerism. illustrate structural isomerism in Unit 2 Question Q6a
alkanes. and 6b Naming hydrocarbons activity
Represent organic Draw structural isomers of http://www.rsc.org/learn-
compounds using alkanes with up to 6 carbon Students draw and name a variety June 2003 chemistry/resource/res00000110/afl
displayed, structural atoms and use the IUPAC of different alkanes. Unit 3 Q4a -naming-hydrocarbons
and skeletal formula. system to name them.
January 2003
Use IUPAC system for Understand how to Unit 3 Q1b and 1c
naming organic represent structures of
compounds. alkanes.

Define homologous Understand what is meant

series. by a homologous series.

3.3.2.1 0.6 Understand that in Practical activity: cracking. June 2005 Molymod molecular models.
Fractional distillation of weeks fractional distillation the Unit 3 Q1a
crude oil. hydrocarbons in crude oil Students write balanced equations Practical: fractional distillation of
are separated on the basis for a variety of cracking reactions. June 2004 crude oil
Crude oil is a mixture of of their different boiling Unit 3 Q5 http://www.nuffieldfoundation.org/pr
saturated hydrocarbons points. actical-chemistry/fractional-
which can be separated distillation-crude-oil
by fractional distillation. Recall the conditions for
thermal and catalytic RSC Videos and animations on
3.3.2.2 cracking. fractional distillation of crude oil
Cracking. http://www.rsc.org/learn-
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Thermal and catalytic
cracking: why cracking
is useful and the type of
products formed.
3.3.2.3
Combustion of alkanes.
Alkanes as fuels
Complete and
incomplete combustion.
Use of catalytic
converter in internal
combustion engines to
remove pollutants.
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England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Understand that cracking
involves breaking C-C
bonds, and explain why it is
economically important.
0.6 Write equations for the
weeks complete and incomplete
combustion of alkanes.
Explain how a number of
pollutants including NOx,
CO, C and unburned
hydrocarbons are formed in
the internal combustion
engine and how their
emissions can be reduced.
Why SO2 may be formed
when fuels are burned and
how it can be removed from
flue gases.
Practical demonstration: methane
bubbles.
Students write balanced equations
for a variety of combustion
reactions.
18 of 37
chemistry/resource/res00000027/oil
-refining#!cmpid=CMP00002022
Animations of fractional distillation
http://science.howstuffworks.com/e
nvironmental/energy/oil-
refining2.htm
http://bpes.bp.com/secondary-
resources/science/ages-14-to-
16/chemical-and-material-
behaviour/hydrocarbons-from-
crude-oil/
June 2010 Methane bubbles
Unit 1 Q4 http://www.sserc.org.uk/index.php/c
hemistry-demonstrations/chemistry-
June 2010 demonstrations/3224-methane-
Unit 1 Q5 bubbles
January 2004 Video about catalytic converters
Unit 3 Q2 http://www.rsc.org/learn-
chemistry/resource/res00000378/fa
January 2009 ces-of-chemistry-catalysts
Unit 1 Q6a, 6b,6c
and 6d
3.1.2.3 0.4 Use the Ideal gas equation Practical activity: Finding the Mr of June 2006
The ideal gas equation. weeks in calculations including a volatile liquid such as hexane. Unit 1 Q3
rearranging it to find
The ideal gas equation unknown quantities. Students perform a variety of June 2005
pV = nRT with the calculations involving the ideal gas Unit 1 Q2b
variables in SI units. equation.
January 2005
Unit 1 Q2b

January 2004
Unit 1 Q4
3.3.2.4 0.6 Write balanced equations Practical activity: Bromination of June 2003 http://www.rsc.org/learn-
Chlorination of alkanes. weeks for the steps in a free- hexane. Unit 3 Q2 chemistry/resource/res00000954/st
radical mechanism arters-for-
The reaction of involving initiation, Practical demonstration: June 2012 ten?cmpid=CMP00001416
methane with chlorine. propagation and chlorination of methane. Unit 2 Q6a
termination steps.
Students write equations and January 2006
Understand that the mechanism steps for a variety of Unit 3 Q3
unpaired electron in a different reactions between alkanes
radical is represented by a and halogens. June 2011
dot. Unit 2 Q7a

3.3.4.1 0.8 Define the term Students construct models to show June 2003 Molymod models.
Structure and bonding weeks stereoisomer. structural and stereoisomerism in Unit 3 Q3a
in alkenes. alkenes.
Draw the structural
Unsaturated formulas of E and Z Students draw and name isomers
hydrocarbons with an isomers. of C5H10 and C6H12, and identify
electron rich carbon– which exhibit E–Z isomerism.

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carbon double bond. Apply the CIP priority rules
to E and Z isomers.
3.3.1.3
Isomerism.

E–Z isomerism is a form

of stereo-isomerism and
occurs as a result of
restricted rotation about
the planar carbon–
carbon double bond.

Cahn–Ingold–Prelog
(CIP) priority rules.

Required practical 5
Distillation of a product from a reaction.

3.3.4.2
Addition reactions of
alkenes.
Electrophilic addition
reactions of alkenes
with HBr, H2SO4 and Br2
The use of bromine to
test for unsaturation.
0.8 Outline the mechanisms for
weeks these reactions by drawing
the structures of the
species involved and curly
arrows to represent the
movement of electron pairs.
Understand that the
formation of a covalent
bond is shown by a curly
arrow that starts from a
Students write balanced equations June 2012 Reaction mechanism 1:
for electrophilic addition reactions. Unit 2 Q7b http://www.rsc.org/learn-
chemistry/resource/res00001107/re
Students write balanced June 2010 action-
mechanism steps for different Unit 2 Q6a mechanisms?cmpid=CMP0000208
alkenes, and identify (and explain 5
the existence of) major and minor January 2003
products where appropriate. Unit 3 Q2a
Practical activity: Use of bromine to January 2005
test for a carbon–carbon double Unit 3 Q4

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The formation of major
and minor products in
addition reactions of
unsymmetrical alkenes.
3.3.4.3
Addition polymers.
Addition polymers are
formed from alkenes.
The repeating unit of
addition polymers.
IUPAC rules for naming
addition polymers.
The unreactive nature
of addition polymers
and typical uses of
poly(chloroethene), and
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
lone electron pair or from bond.
another covalent bond. January 2002
Unit 3 Q3a, 3b and
Understand that the 3c
breaking of a covalent bond
is shown by a curly arrow
starting from the bond.
Explain the formation of
major and minor products
by reference to the relative
stabilities of primary,
secondary and tertiary
carbocation intermediates.
0.6 Draw the repeating unit Students use models to illustrate January 2010 Polythene manufacture:
weeks from a monomer structure. repeating units in a variety of Unit 2 Q7d http://www.rsc.org/learn-
different polymers. chemistry/resource/res00001027/in
Draw the repeating unit dustrial-process-
from a section of the Students research the historical videos#!cmpid=CMP00001693
polymer chain. development of the polymer
industry.
Draw the structure of the
monomer from a section of
the polymer.
Appreciate that knowledge
and understanding of the
production and properties
of polymers has developed
over time.
21 of 37
how its properties can
be modified using a
plasticiser.

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Energetics (4 weeks)

Time Learning activity with Assessment

Learning objective Learning outcome Resources
taken opportunity to develop skills opportunities
3.1.4.1 0.8 Define standard enthalpy of Practical activity: June 2006 Spectacular demonstrations:
Enthalpy change. weeks combustion (ΔcHƟ). enthalpy of combustion of alcohols. Unit 2 Q1a http://www.nuffieldfoundation.org/pr
actical-chemistry/spectacular-
Endothermic and Define standard enthalpy of Demonstration of a selection of demonstrations
exothermic. formation (ΔfHƟ). exothermic and endothermic
reactions. An endothermic reaction:
Define enthalpy change http://www.sserc.org.uk/index.php/c
(ΔH) and standard Students write equations for hemistry-demonstrations/chemistry-
conditions. formation and combustion demonstrations/3195-a-cool-
reactions. experiment

Students sketch and label enthalpy An exothermic reaction:

profile diagrams. http://www.sserc.org.uk/index.php/c
hemistry-demonstrations/chemistry-
demonstrations/3218-hot-stuff

3.1.4.2 1.4 Use q = mcΔT to calculate Practical activity: Measuring June 2009 Enthalpy practical:
Calorimetry weeks the molar enthalpy change enthalpy changes of various Unit 2 Q3 http://www.creative-
for a reaction. reactions using the cooling curve chemistry.org.uk/alevel/module2/do
q = mcΔT calculations method (eg neutralisation of NaOH June 2002 cuments/N-ch2-11.pdf
and associated Use this equation in related with HCl, displacement reaction Unit 2 Q2
experiments. calculations. between Zn and CuSO4, dissolving
KCl in water). June 2006
Unit 2 Q1d
Students perform a variety of January 2011
calculations. Unit 2 Q9b
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3.1.4.3 1.2 Use Hess’s Law to perform Practical activity: Using Hess’s Law June 2011
Hess’s Law. weeks calculations, including to determine ΔH for the thermal Unit 2 Q2
calculation of enthalpy decomposition of NaHCO3 or the
changes for reactions from hydration of MgSO4 or formation of June 2002
enthalpies of combustion or CaCO3 Unit 2 Q1
from enthalpies of
formation. Students practice a range of June 2009
calculations using Hess’s Law. Unit 2 Q2a

January 2013
Unit 2 Q3a and 4
Required practical 2
Measurement of an enthalpy change.
3.1.4.4 0.6 Recall the meaning of the Students practice a range of January 2013
Bond enthalpies. weeks term mean bond enthalpy. calculations using bond enthalpies Unit 2 Q6

Understand the term Calculate enthalpy changes (students could compare the January 2006
mean bond enthalpy. using mean bond calculation of the enthalpy of Unit 2 Q1
enthalpies. combustion of a fuel using bond
Use mean bond enthalpies with both the theoretical June 2005
enthalpies to calculate Understand why most bond and experimental values). Unit 2 Q1
approximate values for enthalpies are mean
ΔH for reactions. values. January 2003
Unit 2 Q2
Understand why most
bond enthalpies are
mean values.

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Redox reactions and Group 7 (2.4 weeks)

Time Learning activity with Assessment

Learning objective Learning outcome Resources
taken opportunity to develop skills opportunities
3.1.7 0.8 Work out the oxidation Students work out oxidation states June 2013 Thermit reaction demonstration:
Oxidation, reduction weeks state of an element in a of elements in a range of Unit 2 Q4a http://www.sserc.org.uk/index.php/c
and redox equations. compound or ion from the compounds. hemistry-resources/chemistry-
formula. January 2012 demonstrations/3565-thermit
Oxidation and reduction Students write half-equations for Unit 2 Q5a and 5b
in terms of electron Write half-equations different oxidation and reduction
transfer. identifying the oxidation reactions, and then combine them. June 2011
and reduction processes in Unit 2 Q5a
Rules for assigning redox reactions.
oxidation states. January 2005
Combine half-equations to Unit 2 Q2
Writing redox half- give an overall redox
equations and full equation. January 2002
equations. Unit 2 Q4

3.2.3.1 1.2 Explain the trend in Students plot data on graphs for January 2002
Trends in the properties weeks electronegativity and the electronegativity and boiling point Unit 2 Q8
of the Halogens. boiling point of the and explain those trends.
elements in terms of their January 2013
Trends in structure and bonding. Write full and ionic equations for the Unit 2 Q9
electronegativity and reactions studied.
boiling point down Explain why silver nitrate is Write half equations for the redox June 2002
Group 7 acidified in the halide test, reactions studied. Unit 2 Q4
and why ammonia is used
Trends in oxidising to distinguish between the Practical activities: June 2012
power of halogens and halides. Test-tube reactions of solutions of Unit 2 Q9
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reducing power of
halide ions. Recall observations and
write equations for the
Use of acidified silver displacement reactions and
nitrate to identify halide redox reactions.
ions.
Recall observations and
write equations for the
halide test reactions.
the halogens (Cl2, Br2, I2) with
solutions containing their halide January 2011
ions (eg KCl, KBr, KI). Unit 2 Q3a, 3b and
3c
Record observations from reactions
of NaCl, NaBr and NaI with
concentrated sulfuric acid.
Use acidified silver nitrate followed
by ammonia to test for halide ions.

Revision exercise on testing for

Required practical 4
Carry out simple test-tube reactions to identify cations (Group 2, NH4+) and anions (Group 7, OH–, CO32–, SO42–).
3.2.3.2
Uses of chlorine and
chlorate(I).
Reactions of chlorine
with water and use of
chlorine in water
treatment.
Reaction of chlorine
with sodium hydroxide
and use of this reaction.
ions in unknown solutions.
0.4 Understand the use of January 2013 Chemistry of swimming
weeks chlorine in water treatment Unit 2 Q10 http://www.rsc.org/learn-
and appreciate that its chemistry/resource/res00000860/ch
benefits outweigh its toxic January 2010 emistry-and-sport-
effects. Unit 2 Q10a, 10b and swimming#!cmpid=CMP00000987
10c
Write equations for the
reactions and use oxidation
states to identify what has
been oxidised and what
has been reduced.

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How fast and how far?

Rates and equilibrium (2.6 weeks)

Time Learning activity with Assessment

Learning objective Learning outcome Resources
taken opportunity to develop skills opportunities
3.1.5.1 0.4 Define the term activation Practical demonstration: June 2013 Spectacular demonstrations
Collision theory. weeks energy. A selection of demonstrations to Unit 2 Q3 http://www.nuffieldfoundation.org/pr
illustrate some fast and slow actical-chemistry/spectacular-
3.1.5.2 Explain why most collisions reactions. January 2012 demonstrations
Maxwell–Boltzmann do not lead to a reaction. Unit 2 Q3
distribution.
Draw and interpret June 2006
Define Activation distribution curves for Unit 2 Q2
energy. different temperatures.
January 2002
Maxwell–Boltzmann Unit 2 Q7
distribution of molecular
energies in gases.
3.1.5.3 0.4 Use the Maxwell– June 2006 Effect of temperature on rate:
Effect of temperature on weeks Boltzmann distribution to Unit 2 Q2 http://www.rsc.org/learn-
reaction rate. explain why a small chemistry/resource/res00000448/th
temperature increase can January 2004 e-effect-of-temperature-on-reaction-
The qualitative effect of lead to a large increase in Unit 2 Q2 rate
temperature changes rate. January 2012
on the rate of reaction. Unit 2 Q3

Required practical 3
Investigation of how the rate of a reaction changes with temperature.

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3.1.5.4
Effect of concentration
and pressure.
The qualitative effect of
changes in
concentration and
pressure on collision
frequency.
3.1.5.5
Catalysts.
Define catalyst.
Catalysts work by
providing an alternative
reaction route of lower
activation energy.
3.1.6.1
Chemical equilibria and
Le Chatelier’s principle.
Know that at equilibrium
the forward and reverse
reactions proceed at
equal rates and the
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
0.4 Explain how a change in
weeks concentration or a change
in pressure influences the
rate of a reaction.
0.4 Use a Maxwell–Boltzmann
weeks distribution to help explain
how a catalyst increases
the rate of a reaction
involving a gas.
0.6 Use Le Chatelier’s principle
weeks to predict qualitatively the
effect of changes in
temperature, pressure and
concentration on the
position of equilibrium.
Explain why, for a
Practical activity: The kinetics of the
reaction between CaCO3 and HCl
by continuous monitoring.
Students plot graphs of results from
other continuous monitoring
experiments, and interpret the data.
Practical activity: Reaction between June 2012 Hydrogen peroxide and tartrate
hydrogen peroxide and tartrate ions Unit 2 Q1 ions catalysed by Co(II) ions.
catalysed by Co(II) ions. http://www.sserc.org.uk/index.php/c
June 2011 hemistry-demonstrations/chemistry-
Unit 2 Q1 demonstrations/3191-catalyst-at-
work
January 2003
Unit 2 Q3
January 2011
Unit 2 Q2b
Practical activity: The effect of June 2013 Ammonia production
concentration and temperature Unit 2 Q10a http://www.rsc.org/learn-
changes on the equilibrium chemistry/resource/res00001027/in
between [Co(H2O)6] 2+ and CoCl42- June 2013 dustrial-process-
Unit 2 Q1a videos#!cmpid=CMP00001682
Students predict and explain the
effect of changes in temperature, January 2013 Equilibrium between CoCl42-and
pressure and concentration on the Unit 2 Q2 [Co(H2O)6 ]2+
28 of 37
concentrations of reversible reaction used in position of an equilibrium. http://www.rsc.org/learn-
reactants and products an industrial process, a January 2012 chemistry/resource/res00000001/co
remain constant. compromise temperature Students explain the use of Unit 2 Q2 balt-equilibrium
and pressure may be used. compromise conditions in a range
State Le Chatelier’s of industrial processes
principle.
3.1.6.2 0.4 Construct an expression for Students practice working out the June 2013
Equilibrium constant Kc weeks Kc for a homogeneous expression, units and value of Kc Unit 4 Q2
for homogeneous system in equilibrium. for a variety of different equilibrium
systems. reactions. June 2012
Calculate a value for Kc Unit 4 Q1
The equilibrium from the equilibrium Students practice calculations to
constant Kc can be concentrations. determine equilibrium January 2013
deduced from the concentrations and use them to Unit 4 Q3
equation for a reversible Perform calculations calculate Kc
reaction. involving Kc
Practical activity: Determination of
Predict the qualitative the value of Kc of an esterification
effects of changes of reaction (eg ISA Q: CHM6T June
temperature on the value of 2011).
Kc

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Further organic chemistry (5 weeks)

Time Learning activity with Assessment

Learning objective Learning outcome Resources
taken opportunity to develop skills opportunities
3.3.3.1 0.6 Outline the nucleophilic Practical activities: January 2011 Importance of organic chemistry:
Nucleophilic substitution weeks substitution mechanisms of Preparation of 2- Unit 2 Q8a and 8b Making medicines
of halogenoalkanes with these reactions. chloromethylpropane from 2- http://www.rsc.org/learn-
OH–, CN– and NH3 methylpropan-2-ol June 2010 chemistry/resource/res00001027/in
Explain why the carbon– Unit 2 Q2 dustrial-process-
halogen bond enthalpy Rates of hydrolysis of videos#!cmpid=CMP00001689
influences the rate of halogenobutanes.
reaction.
Students practice writing balanced
equations and mechanism steps for
different substitution reactions.

3.3.3.2 0.4 Explain the role of the Students practice writing balanced June 2013
Elimination. weeks reagent as both nucleophile equations and mechanism steps for Unit 2 Q5
and base. different elimination reactions.
The concurrent January 2011
substitution and Outline the mechanisms of Students compare substitution and Unit 2 Q8
elimination reactions of these reactions elimination with different
a halogenoalkane (eg 2- halogenoalkanes. January 2010
bromopropane with Unit 2 Q7
potassium hydroxide).
June 2009
Unit 2 Q8

June 2002
Unit 3 Q6

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3.3.3.3
Ozone depletion.
The role of CFCs in
ozone depletion and the
search for alternatives.
3.3.5.1
Alcohol production.
Hydration of alkenes to
make alcohols.
Compare hydration of
ethene with
fermentation of glucose
in the production of
ethanol.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
0.4 Understand the role of
weeks ozone in the atmosphere.
Understand how chlorine
free-radicals can be formed
in the atmosphere from
compounds such as CFCs.
Understand the mechanism
for the depletion of ozone
by chlorine free-radicals.
Evaluate the role of
chemists in the introduction
of legislation to ban the use
of CFCs and to find
replacements.
0.4 Explain the meaning of the
weeks term biofuel and discuss
the environmental issues of
biofuel usage.
Write equations for ethanol
produced by fermentation.
Outline the mechanism for
the formation of ethanol by
the reaction of ethene with
steam in the presence of an
Students write equations and January 2013 RSC resource on CFCs and ozone:
mechanisms for the formation of Unit 2 Q7 http://www.rsc.org/learn-
chlorine free-radicals and the chemistry/resource/res00000779/m
destruction of ozone. June 2011 ario-molina-puts-ozone-on-the-
Unit 2 Q7 political-agendas
Students find out about the role of
chemists in the introduction of June 2009
legislation to ban the use of CFCs Unit 2 Q11
and in finding replacements.
Practical demonstrations: January 2005 Ethanol as a fuel:
Fermentation of glucose followed Unit 3 Q5a, 5b and http://www.sserc.org.uk/index.php/c
by fractional distillation. 5c hemistry-demonstrations/chemistry-
demonstrations/3237-whoosh-bottle
Whoosh bottle. January 2002
Unit 3 Q7
Students write balanced equations
and mechanism steps for the January 2012
dehydration of a variety of alcohols. Unit 2 Q9
Students compare hydration and
fermentation processes.
31 of 37

3.3.5.2
Oxidation of alcohols.
Oxidation reactions of
primary, secondary and
tertiary alcohols with
acidified potassium
dichromate(VI).
Testing to distinguish
aldehydes and ketones.
3.3.5.3
Elimination.
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England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
acid catalyst.
0.8 Write equations for these
weeks oxidation reactions.
Explain how the method
used to oxidise a primary
alcohol determines whether
an aldehyde or carboxylic
acid is obtained.
Use chemical tests to
distinguish between
aldehydes and ketones
including Fehling’s solution
and Tollens’ reagent.
0.2 Identify products of alcohol
weeks elimination reactions.
Students research the pros and
cons of the use of biofuels.
Practical activities: January 2013 Giant silver mirror:
Test-tube reactions to illustrate Unit 2 Q5 http://www.nuffieldfoundation.org/pr
reactions of primary, secondary and actical-chemistry/giant-silver-mirror
tertiary alcohols with acidified June 2006
potassium dichromate(VI) Unit 3 Q5
Use of Tollens’ and Fehling’s January 2005
reagents to distinguish between Unit 3 Q3
aldehydes and ketones.
January 2011
The use of immediate distillation Unit 2 Q3d
and reflux to obtain ethanal and
ethanoic acid by oxidation of January 2011
ethanol. Unit 2Q9
Students draw, name and classify
alcohols.
Students draw and name
aldehydes, ketones and carboxylic
acids.
Students write balanced equations
for a variety of oxidation reactions.
Students write balanced equations June 2003
and mechanism steps for a variety Unit 3 Q4b
of elimination reaction, using
32 of 37
Formation of alkenes by Write equations and outline models to aid understanding. January 2004
acid catalysed mechanisms for alcohol Unit 3 Q5
dehydration of alcohols. elimination reactions.
January 2002
Understand how addition Unit 3 Q2
polymers can be made
from alkenes made this
way without using
monomers derived from
crude oil.

3.3.6.1
Identification of
functional groups by
test-tube reactions.
0.8 Identify alcohols, Practical activity: Revise tests for January 2010
weeks aldehydes, alkenes and the appropriate functional groups. Unit 2 Q6
carboxylic acid functional
groups using reactions in Students plan a series of tests to June 2011
the specification. distinguish between unknown Unit 2 Q6
compounds.
Interpret observations from
these reactions.

Required practical 6
Tests for alcohol, aldehyde, alkene and carboxylic acid.
3.3.6.2 0.4 Use precise atomic masses Students use relevant data to June 2012
Mass spectrometry to weeks and the precise molecular determine the Mr from mass Unit 2 Q3c
determine the molecular mass to determine the spectra.
formula of a compound. molecular formula of a January 2010
compound. Unit 2 Q6e

June 2011

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3.3.6.3
Infrared spectroscopy.
Use infrared
absorptions to identify
functional groups.
Know how the
“fingerprint” region can
be used.
The role of infrared
absorption by molecule
in global warming.
3.3.1.2
Reaction mechanisms.
The formation of a
covalent bond is shown
by a curly arrow that
starts from a lone
electron pair or from
another covalent bond.
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Unit 2 Q8c
January 2012
Unit 2 Q6
0.6 Use infrared spectra and Students use relevant data to June 2012 Spectra database
weeks the Chemistry Data Sheet determine the bonds and functional Unit 2 Q8bii http://sdbs.db.aist.go.jp/sdbs/cgi-
to identify particular bonds, groups from IR spectra. bin/cre_list.cgi
and functional groups, and June 2011
also to identify impurities. Unit 2 Q6e Spectraschool:
http://www.rsc.org/learn-
January 2012 chemistry/collections/spectroscopy/
Unit 2 Q10
June 2009
Unit 2 Q9
January 2010
Unit 2 Q9b
0.2 Outline mechanisms by Students revise the five January 2013 RSC mechanisms resource:
weeks drawing the structures of mechanisms: free radical Unit 2 Q7 and 8 http://www.rsc.org/learn-
the species involved and substitution, electrophilic addition, chemistry/resource/res00000638/cu
curly arrows to represent nucleophilic substitution and January 2011 rly-arrows-and-stereoselectivity-in-
the movement of electron elimination (halogenoalkane) and Unit 2 Q7 and 8 organic-reactions
pairs. elimination (alcohol).
Mechanism Inspector:
http://www.rsc.org/learn-
chemistry/resource/res00000383/in
vestigate-organic-reaction-
34 of 37
The breaking of a mechanisms
covalent bond is shown
by a curly arrow starting
from the bond.
3.3.1.3 0.2 Define the term structural Students revise the different types June 2013 Nomenclature and isomerism in
Isomerism. weeks isomer. of isomerism using different Unit 2 Q8 organic chemistry:
examples from the specification. http://www.a-
Structural isomerism. Draw the structures of June 2012 levelchemistry.co.uk/AQA%20A2%
chain, position and Unit 2 Q7 20Chemistry/Unit%204/4.4%20No
Stereoisomerism. functional group isomers. menclature%20and%20Isomerism
June 2011 %20in%20Organic%20Chemistry/4.
Define the term Unit 2 Q3fi and Q6 4%20Nonemclature%20and%20Iso
stereoisomer. merism%20in%20Organic%20Che
June 2003 mistry%20home.htm
Draw the structural Unit 3 Q3
formulas of E and Z
isomers. January 2003
Unit 3 Q1

June 2002
Unit 3 Q4

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Useful resources and websites
Chemistry Demonstrations http://www.sserc.org.uk/index.php/chemistry-resources/chemistry-demonstrations

Class practicals and other resources

Royal Society of Chemistry www.rsc.org
Nuffield Foundation http://www.nuffieldfoundation.org/practical-chemistry
AS and A-level Chemistry Kerboodle for AQA (subscription required) https://global.oup.com/education/product/9780198351856/?region=uk
Creative Chemistry: http://www.creative-chemistry.org.uk/alevel/
Knockhardy Powerpoints: http://www.knockhardy.org.uk/ppoints.htm
Chemguide: http://www.chemguide.co.uk/

Classroom activities
Starters for Ten http://www.rsc.org/learn-chemistry/resource/res00000954/starters-for-ten
http://www.rsc.org/learn-chemistry/resource/res00001358/advanced-starters-for-ten
Doc Brown http://www.docbrown.info/index.htm
Chemsheets (subscription required) http://www.chemsheets.co.uk/
TES Connect (login required) https://www.tes.co.uk/teaching-resource/A-level-Chemistry-6143264/
Teachable.net (some free downloads) https://teachable.uk/teaching-resources-alevel/

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Exam questions
ExamPro (subscription required) http://www.exampro.co.uk/sec/science.asp

Applications of chemistry

Chemistry Review (subscription required) http://www.hoddereducation.co.uk/chemistryreviewextras

Online Archive: (subscription required) http://www.hoddereducation.co.uk/Product?Product=9781471800870

RSC: Chemistry in your cupboard http://www.rsc.org/learn-chemistry/resources/chemistry-in-your-cupboard/

Extension work

Cambridge Chemistry Challenge: http://c3l6.com/

Version (1.0)
First published (01/08/16)
Last updated (01/08/16)
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