Scheme of Work A

Scheme of work A
A-level Chemistry 7405

v1.2
Introduction
This Scheme of work (A) has been prepared by teachers for teachers. We hope you will find it a
useful starting point for producing your own schemes; it is available in Word for ease of editing.
The Scheme of Work designed to be a flexible medium term plan for the teaching of content and
development of the skills that will be assessed. It covers the needs of the specification for AS
Chemistry 7404.
The teaching of investigative and practical skills is embedded within the specification. We have
produced a Practical Handbook that provides further guidance on this. There are also opportunities
in this Scheme of work, such as the inclusion of rich questions.
We have provided links to some resources. These are illustrative and in no way an exhaustive list.
We would encourage teachers to make use of any existing resources, as well as resources
provided by AQA and new textbooks written to support the specification.
GCSE prior knowledge comprises knowledge from the 2011 Core and Additional Science AQA
GCSE specifications. Students who studied the separate science GCSE courses will have this
knowledge but may also have been introduced to other topics which are relevant to the A-level
content. Topics only found in separate sciences are not included in the prior knowledge section.
We know that teaching times vary from school to school. In this scheme of work we have made the
assumption that it will be taught over about 30 weeks with 4½ to 5 hours of contact time per week.
Teachers will need to fine tune the timings to suite their own students and the time available. It
could also be taught by one teacher or by more than teacher with topics being taught concurrently.
Assessment opportunities detail past questions that can be used with students as teacher- or
pupil self- assessments of your students’ knowledge and understanding. You may also use
Exampro and the specimen assessment materials that are available via our website.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Contents
3.1 Physical chemistry..........................................................................................................3
3.1.8 Thermodynamics.............................................................................................................. 3
3.1.9 Rate equations................................................................................................................. 7
3.1.10 Equilibrium constant Kp for homogeneous systems......................................................13
3.1.11 Electrode potential and electrochemical cells...............................................................14
3.1.12 Acids and bases........................................................................................................... 18
3.2 Inorganic chemistry.......................................................................................................26
3.2.4 Properties of Period 3 elements and their oxides...........................................................26
3.2.5 Transition metals............................................................................................................ 28
3.2.6 Reactions of ions in aqueous solution............................................................................37
3.3 Organic chemistry......................................................................................................... 39
3.3.7 Optical isomerism........................................................................................................... 39
3.3.8 Aldehydes and ketones..................................................................................................41
3.3.9 Carboxylic acids and derivatives....................................................................................43
3.3.10 Aromatic chemistry.......................................................................................................47
3.3.11 Amines......................................................................................................................... 49
3.3.12 Polymers...................................................................................................................... 52
3.3.13 Amino acids, proteins and DNA....................................................................................55
3.3.14 Organic synthesis.........................................................................................................61
3.3.15 Nuclear magnetic resonance spectroscopy..................................................................62
3.3.16 Chromatography.......................................................................................................... 64
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in 2 of 67
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
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:
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 (AO2 - Apply Question 1 Book (free download):
Haber and solution knowledge and understanding). (QS13.5.01) http://
 define lattice enthalpy
enthalpy cycles. (formation and  Construct Born-Haber cycles and  June 2013 Unit 5 www.nationalstemcentre.
dissociation), enthalpy of use them to calculate missing Question 2 org.uk/elibrary/resource/
Using Born–Haber cycles formation, ionisation enthalpy change values (AO2 - (QS13.5.02) 3402/nuffield-advanced-
for ionic compounds. enthalpy, enthalpy of Apply knowledge and understanding;  January 2013 Unit 5 science-book-of-data-
atomisation, bond MS2.2 Change the subject of an Question 2 second-edition
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered 3 of 67
address is AQA, Devas Street, Manchester M15 6EX.
Considering covalent enthalpy, electron affinity, equation). (QW13.5.02)
character of ionic enthalpy of solution,  Compare and comment on values of  June 2011 Unit 5 Chemistry Data Book
compounds. hydration enthalpy enthalpy changes from Born–Haber Question 1 (Starck, Wallace,
 draw and use Born–Haber cycles with those calculated (QS11.5.01) McGlashan) ISBN:
Using solution enthalpy cycles to find missing theoretically using the perfect ionic  January 2010 Unit 5 9780719539510
cycles for ionic values of enthalpy changes model (AO3 - Analyse, interpret and Question 4 Many suitable calculations
compounds.  comment on the covalent evaluate data to make judgements). (QW10.5.04) can be found at
character of an ionic  Construct and use cycles involving http://www.docbrown.info/
compounds by comparing the solution of ionic compounds in and
lattice enthalpies found water to find missing enthalpy http://www.chemsheets.co
using Born–Haber cycles change values (AO2 - Apply
.uk/ (subscription
with those calculated knowledge and understanding
theoretically using the MS2.2 Change the subject of an required)
perfect ionic model. equation).
 Rich question – predict the relative
magnitude of the lattice enthalpy of
the following compounds: aluminium
oxide, potassium oxide, sodium
chloride, sodium oxide.
 Rich question – for an ionic
compound with covalent character,
deduce whether the lattice enthalpy
will have a greater or smaller
magnitude than that calculated
theoretically from the perfect ionic
model.
3.1.8.2 Gibbs free-energy change ΔG and entropy change ΔS
Time Learning activity with opportunity to Assessment

Learning objective Learning Outcome Resources
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 (AO2 - Apply knowledge and Question 3 Book (free download):
understanding). (QS13.5.03) http://
 describe entropy in terms
To calculate Gibbs free- of disorder  Use entropy values to calculate the  January 2012 Unit 5 www.nationalstemcentre.
energy changes and entropy change for a reaction (AO2 - Question 2 org.uk/elibrary/resource/
 predict whether reactions
determine whether Apply knowledge and understanding (QW12.5.02) 3402/nuffield-advanced-
have an increase or
reactions are feasible at MS2.2 Change the subject of an  June 2011 Unit 5 science-book-of-data-
decrease in entropy
various temperatures equation; MS2.3 Substitute Question 2 second-edition
 calculate the entropy numerical values into algebraic (QS11.5.02)
change for a reaction equations).
 June 2010 Unit 5 Chemistry Data Book
 calculate the Gibbs free-  Predict, where possible, whether Question 6 (Starck, Wallace,
energy change for a reactions have an increase or (QS10.5.06) McGlashan) ISBN:
reaction at a given decrease in entropy (AO2 - Apply
temperature knowledge and understanding). 9780719539510
 determine whether a  Use the equation ∆G = ∆H – T∆S
reaction is feasible at a RSC Classic Chemical
to determine whether reactions are
given temperature feasible at given temperatures, and Demonstrations - ∆H and
 calculate the temperature determine the temperature at which ∆S for the vaporization of
at which a reaction reactions become feasible (AO2 - water using a kettle
becomes feasible Apply knowledge and understanding; http://media.rsc.org/Classi
 use entropy changes to MS2.2 - Change the subject of an c%20Chem%20Demos/C
explain why some equation; MS2.3 - Substitute CD-57.pdf
endothermic reactions are numerical values into algebraic
feasible. equations using appropriate units for
physical quantities). Many suitable calculations
can be found at
 Plot graphs of ∆G versus T to
http://www.docbrown.info/
determine ∆H and ∆S (MS3.3 -
and
Determine the slope and intercept of
a linear graph). http://www.chemsheets.co
 Forecast how temperature affects .uk/ (subscription
the feasibility of reactions given the required)
sign of the enthalpy and entropy
changes (AO2 - Apply knowledge
and understanding).
 Apply the equation ∆G = ∆H – T∆S
to state changes to find ∆H, ∆S,
melting and/or boiling points (AO2 -
Apply knowledge and understanding;
MS2.2 - Change the subject of an
equation; MS2.3 - Substitute
numerical values into algebraic
equations using appropriate units for
physical quantities).
 Determine ∆H and ∆S for the
vaporization of water using a kettle
(PS 3.2 - Process and analyse data
using appropriate mathematical skills
as exemplified in the mathematical
appendix for each science).
3.1.9 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:
AS Chemistry
- 3.1.5 – Kinetics.
3.1.9.1 Rate equations

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. weeks to: concentration will affect reaction Question 5a and 5b Level Chemistry (Clark)
rates given the rate equation (AO2 - (QS06.4.05) ISBN 9780582411272
 define the terms order of
Deduce order of reaction, Apply knowledge and  June 2003 Unit 4
reaction and rate constant
rate equations and rate understanding). Question 1 Chemistry Review article:
 describe how changing
constants from rate data.  Use rate equations to determine (QS03.4.01) Establishing a rate
concentration of a reagent
reaction rates or rate constants (with equation (Volume 14,
affects the rate when the
Describe how the rate units) using initial rate data (AO2 - edition 2)
order with respect that
constant changes with reagent is 0, 1 or 2
MS0.0 - Recognise and make use of
temperature.  determine the values and appropriate units in calculation; Many suitable calculations
units for rate constants MS2.3 – substitute numerical values can be found at
Use the Arrhenius given appropriate data into algebraic equations; MS2.4 - http://www.docbrown.info/
equation.  describe how rate Solve algebraic equations). and
constants change with  Students use a graph of http://www.chemsheets.co
temperature concentration–time and calculate the .uk/
 perform calculations using rate constant of a zero-order reaction
the Arrhenius equation by determination of the gradient. Advanced Practical
 plot straight line graphs of (AO2 - Apply knowledge and Chemistry (ILPAC)
ln k versus 1/T to understanding; MS3.3 - Determine ISBN 0719575079
determine the activation the slope of a linear graph; MS3.4 -
energy of a reaction. Calculate rate of change from a
graph showing a linear relationship).
 Students can measure the activation
energy for the catalysed and
uncatalysed reaction of iodine with
peroxodisulphate(VI) ions by
experiment and plotting graphs (AO2
- Apply knowledge and
understanding; MS3.3 - Determine
the slope of a linear graph).
3.1.9.2 Determination of rate equation

Understand that rate 2.0 Students should be able  Determine rate equations, rate  SAM A-level paper 2 Calculations in AS / A
equations have to be weeks to: constants (with units) using initial (set 1) Q2 Level Chemistry (Clark)
determined by experiment. rate data (AO2 - Apply knowledge  June 2013 Unit 4 ISBN 9780582411272
 explain that rate equations
and understanding; MS0.0 - Question 1
can only be determined by
Link rate equations to Recognise and make use of (QS13.4.01) Chemistry Review article:
experiment
appropriate units in calculation;
mechanisms.  use concentration-time  January 2013 Unit 4 Establishing a rate
MS2.3 – substitute numerical values
graphs to find rates into algebraic equations; MS2.4 - Question 1 equation (Volume 14,
Determine rate using (including initial rates) Solve algebraic equations). (QW13.4.01) edition 2)
concentration-time graphs.  use initial rate data to  January 2011 Unit 4
 Students do the iodine clock reaction
determine rate equations and determine the order of reaction Question 1 ILPAC Unit P5: Chemical
Use rate-concentration for a reactant (AO2 - Apply (QW11.4.01) Kinetics (free download
 use rate-concentration
graphs to deduce order for data/graphs to find orders knowledge and understanding; PS  January 2010 Unit 4 from
a reagent. of reaction with respect to 2.4 - Identify variables including Question 3 www.nationalstemcentre.
a reagent those that must be controlled; PS 3.1 (QW10.4.03) org.uk)
Required practical 7 - Plot and interpret graphs; PS 3.2 -  January 2006 Unit 4
 link rate equations to
Measure the rate of a Process and analyse data using Question 1
mechanism and determine Avogadro web site on rate
appropriate mathematical skills; (QW06.4.01)
reaction by an initial rate rate determining steps. equations:
MS3.1 - Translate information
method, and a continuous  January 2003 Unit 4 http://www.avogadro.co.u
between graphical, numerical and
monitoring method. algebraic forms; MS3.2 - Plot two Question 1 k/kinetics/rate_equation.ht
variables from experimental or other (QW03.4.01) m
data; MS3.3 - Determine the slope
and intercept of a linear graph AT a,
k, l).
 Students can react calcium
carbonate or magnesium with acid of
different concentrations and plot
volume of gas formed against time
for continuous monitoring. Initial
rates could be found from these plots
and compared (AO2 - Apply
knowledge and understanding; PS
2.4 - Identify variables including
those that must be controlled; PS 3.1
- Plot and interpret graphs; PS 3.2 -
Process and analyse data using
appropriate mathematical skills;
algebraic forms; MS3.2 - Plot two
variables from experimental or other
and intercept of a linear graph;
MS3.4 - Calculate rate of change
from a graph showing a linear
relationship; MS3.5 - Draw and use
the slope of a tangent to a curve as a
measure of rate of change; AT a, k,
l).
 Students can use colorimetry for
continuous monitoring experiments
(eg bromine + methanoic acid;
propanone + iodine) to determine
order (AO2 - Apply knowledge and
understanding; PS 3.1 - Plot and
interpret graphs; PS 3.2 - Process
and analyse data using appropriate
mathematical skills; MS3.1 -
Translate information between
graphical, numerical and algebraic
forms; MS3.2 - Plot two variables
from experimental or other data;
MS3.3 - Determine the slope and
intercept of a linear graph; MS3.4 -
Calculate rate of change from a
graph showing a linear relationship;
MS3.5 - Draw and use the slope of a
tangent to a curve as a measure of
rate of change; AT a, k, l).
 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) (AO2 - Apply
knowledge and understanding;
algebraic forms; MS3.2 - Plot two
variables from experimental or other
and intercept of a linear graph;
MS3.4 - Calculate rate of change
from a graph showing a linear
relationship; MS3.5 - Draw and use
the slope of a tangent to a curve as a
measure of rate of change).
 Students calculate the rate constant
of a zero-order reaction by
determining the gradient of a
concentration–time graph (MS3.3 -
Determine the slope and intercept of
a linear graph; MS3.4 - Calculate
rate of change from a graph showing
a linear relationship).
 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 (MS3.5 - Draw and
use the slope of a tangent to a curve
as a measure of rate of change).
3.1.10 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:
AS Chemistry
- 3.1.6 – Chemical equilibria, Le Châtelier’s principle and Kc

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 (AO2 - Apply knowledge  June 2007 Unit 4
quantities, mole fractions
and understanding). Question 1 Many suitable calculations
Write expressions for and and partial pressures for
calculate Kp including units. equilibrium mixtures  Calculate mole fractions and then (QS07.4.01) can be found at
partial pressures in order to  January 2008 Unit 4 http://www.docbrown.info/
 write an expression for Kp determine Kp, with units (AO2 - Apply
Perform calculations for a reaction and calculate Question 3 and
involving Kp. knowledge and understanding; (QW08.4.03)
the value of Kp with units http://www.chemsheets.co
MS2.3 - Substitute numerical values
into algebraic equations using  June 2008 Unit 4 .uk/ (subscription
Predict how changes in  predict and justify how Question 3 required)
conditions affect the changes in temperature appropriate units for physical
quantities). (QS08.4.03)
position of an equilibrium and pressure affect the
position of an equilibrium,  For given equilibria with enthalpy  January 2009 Unit 4
and the value of Kp.
and how this may or may change data, predict the effect on Question 3
not affect the value of Kp the position of an equilibrium and the (QW09.4.03)
The effect of a catalyst
affects an equilibrium and value of Kp (AO2 - Apply knowledge  June 2009 Unit 4
 understand how a catalyst
Kp. and understanding). Question 2
affects an equilibrium and
(QS09.4.02)
the value of Kp.
3.1.11 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:
AS Chemistry
- 3.1.7 – Oxidation, reduction and redox equations.
3.1.11.1 Electrode potentials and cells
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 weeks to: them to measure EMF and unknown Question 7 Book (free download):
made by combining two electrode potentials (AO2 - Apply (QW13.5.07) http://
 understand that there is a
half cells (electrodes). knowledge and understanding; PS  January 2012 Unit 5 www.nationalstemcentre.
potential difference
1.1 - Solve problems set in practical Question 4 org.uk/elibrary/resource/
between two half cells
contexts; AT j - Set up (QW12.5.04)
How potentials are (electrodes) that are joined 3402/nuffield-advanced-
electrochemical cells and measuring
measured relative to the  use cell notation to voltages).  June 2006 Unit 5 science-book-of-data-
Standard Hydrogen represent cells Question 5 second-edition
 Students write the standard cell (QS06.5.05)
Electrode and under  understand that potentials notation for cells (AO2 - Apply
standard conditions. are measured relative to knowledge and understanding).  January 2004 Unit 5
the Standard Hydrogen Question 4 Chemistry Data Book
 Students predict how changes in (QW04.5.04)
Use the electrochemical Electrode (Starck, Wallace,
conditions will affect EMF (AO2 -
series to calculate the EMF  understand that the Apply knowledge and McGlashan) ISBN:
of cells and predict the potential of an electrode is understanding). 9780719539510
direction of simple redox affected by conditions Chemistry Review
 Students could be asked to plan and
reactions.  know the standard carry out an experiment to articles: Understanding
conditions under which investigate the effect of changing electrode potentials
Required practical 8 potentials are measured conditions, such as concentration or (Volume 12, edition 1)
Measuring the EMF of an  know that electrode temperature, in a voltaic cell such as Electrode potentials
electrochemical cell. potential are listed in order Zn|Zn2+||Cu2+| Cu (AO2 - Apply (Volume 15, edition 3)
in the electrochemical knowledge and understanding; PS
series 1.1 - Solve problems set in practical
Some suitable problems
contexts; PS 2.4 - Identify variables
 use the electrochemical can be found at
including those that must be
series to predict the http://www.docbrown.info/
controlled; AT j).
direction of simple redox and
reactions.  Students could use E values to
predict the direction of simple redox http://www.chemsheets.co
reactions, then test these predictions .uk/ (subscription
by simple test-tube reactions (AO2 - required)
Apply knowledge and
understanding).
3.1.11.2 Commercial applications of electrochemical cells
That cells can be used as a 1.0 Students should be able  Students make simple cells and use  June 2013 Unit 5 Nuffield Science Data
source of energy. weeks to: them to measure EMF and unknown Question 5 Book (free download):
electrode potentials (AO2 - Apply (QS13.5.05) http://
 calculate the EMF and cell
That cells can be non- knowledge and understanding; PS  June 2012 Unit 5 www.nationalstemcentre.
reaction for a commercial
rechargeable or 1.1 - Solve problems set in practical Question 5 org.uk/elibrary/resource/
cell given the half-
contexts). (QS12.5.05)
rechargeable. equations 3402/nuffield-advanced-
 Students write the standard cell  January 2011 Unit 5 science-book-of-data-
 explain how some cells can
That fuel cells can be used notation for cells (AO2 - Apply Question 5 second-edition
be recharged
knowledge and understanding). (QW11.5.05)
to generate an electric  explain how a hydrogen
current.  Students predict how changes in Chemistry Data Book
fuel cell works
conditions will affect EMF (AO2 -
 evaluate the benefits and (Starck, Wallace,
Apply knowledge and
That there are benefits and risks associated with using understanding). McGlashan) ISBN:
risks associated with using non-rechargeable, 9780719539510
these cells. rechargeable and fuel
 Students could be asked to plan and Chemistry Review
cells. carry out an experiment to
articles: Understanding
investigate the effect of changing
conditions, such as concentration or electrode potentials
temperature, in a voltaic cell such as (Volume 12, edition 1)
Zn|Zn2+||Cu2+| Cu (AO2 - Apply Electrode potentials
knowledge and understanding; PS (Volume 15, edition 3)
1.1 - Solve problems set in practical Some suitable problems
contexts; PS 2.4 - Identify variables can be found at
including those that must be http://www.docbrown.info/
controlled). and
 Students could use E values to http://www.chemsheets.co
predict the direction of simple redox .uk/ (subscription
reactions, then test these predictions
required)
by simple test-tube reactions (AO2 -
Apply knowledge and
understanding).
3.1.12 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:
AS Chemistry
- 3.1.6 – Chemical equilibria, Le Châtelier’s principle and Kc
3.1.12.1 Brønsted–Lowry acid-base equilibria in aqueous solutions

Learning objective Learning outcome Resources
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 3a and 3b websites:
proton acceptors. Brønsted-Lowry acid-base reactions (QS12.4.03)
 define Brønsted–Lowry
(AO2 - Apply knowledge and http://www.bbc.co.uk/dna/
acids and bases
understanding). ptop/plain/A708257
 identify species as
Brønsted–Lowry acids or
bases in proton transfer http://pubs.acs.org/
reactions. subscribe/archive/tcaw/
12/i03/pdf/
303chronicles.pdf
RSC acid-base simulator:

http://www.rsc.org/learn-
chemistry/resource/res00
001457/acid-base-
solutions-rsc-funded
3.1.12.2 Definition and determination of pH

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 http://www.rsc.org/learn-
and vice versa. (AO2 - Apply knowledge and (QS09.4.03) chemistry/resource/res00
 calculate pH of a strong
understanding). 001458/ph-scale-
acid from its concentration
 Calculate the pH of strong acids from simulation-rsc-funded
 calculate the concentration
the acid concentration, including
of a strong acid from its pH
examples where the acids are Some suitable problems
 calculate the pH of when a diluted (AO2 - Apply knowledge and can be found at
strong acid is diluted. understanding; MS0.4 - Use
calculators to find and use power,
exponential and logarithmic and
functions; MS2.5 - Use logarithms in http://www.chemsheets.co
relation to quantities that range over .uk/ (subscription
several orders of magnitude). required)
 Calculate the concentration of strong
acids from the pH (AO2 - Apply
MS0.4 - Use calculators to find and
use power, exponential and
logarithmic functions; MS2.5 - Use
logarithms in relation to quantities
that range over several orders of
magnitude).
Extension Estimate the number of H+
ions in a drop of water
chemistry/resource/
res00000665/h-ions-in-
water
3.1.12.3 The ionic product of water Kw

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: (AO1 - Demonstrate knowledge and Question 2a http://www.rsc.org/learn-
understanding). (QW13.4.02) chemistry/resource/res00
 show that Kw = [H ][OH ]+ –
 Calculate the pH of strong bases  June 2011 Unit 4 001458/ph-scale-

 use Kw to find the pH of Question 2a simulation-rsc-funded
from the base concentration and vice
strong bases from its (QS11.4.02)
versa, including dilutions (AO2 -
concentration, and vice
Apply knowledge and understanding;  June 2010 Unit 4 Some suitable problems
versa
MS0.4 - Use calculators to find and Question 5a and 5b can be found at
 calculate the pH of water at use power, exponential and (QS10.4.05) http://www.docbrown.info/
different temperatures logarithmic functions; MS2.5 - Use
and
that range over several orders of http://www.chemsheets.co
magnitude). .uk/ (subscription
 Calculate the pH of water at different required)
temperatures (AO2 - Apply
MS0.4 - Use calculators to find and
that range over several orders of
magnitude).
 Explain how the pH and neutrality of
water is or is not affected by
changes in temperature (AO2 -
Apply knowledge and
understanding).
3.1.12.4 Weak acids and bases; Ka for weak acids

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 http://www.rsc.org/learn-
bases. (AO1 - Demonstrate knowledge and (QW12.4.04) chemistry/resource/res00
 write expressions for Ka for
understanding).  January 2006 Unit 4 001457/acid-base-
stated weak acids
Use Ka to find the pH of  Derive expressions for Ka for stated Question 2a and 2b solutions-rsc-funded
 perform calculations linking
weak acids from the acids (AO1 - Demonstrate (QW06.4.02)
Ka to concentration and pH
concentration and vice knowledge and understanding). RSC pH simulator:
 convert Ka values to pKa
versa.  Perform calculations linking Ka to http://www.rsc.org/learn-
and vice versa
concentration and pH (AO2 - Apply chemistry/resource/res00
 calculate the pH of water at knowledge and understanding;
Relate Ka to pKa 001458/ph-scale-
different temperatures. MS0.4 - Use calculators to find and
simulation-rsc-funded
logarithms in relation to quantities Creative problem solving
that range over several orders of in Chemistry – weak
magnitude). acids:
 Convert Ka values to pKa and vice http://www.rsc.org/learn-
versa, and use these values to rank chemistry/resource/res00
acids in order of strength (AO2 - 000677/a-weak-acid
MS0.4 - Use calculators to find and Some suitable problems
use power, exponential and can be found at
that range over several orders of and
magnitude). http://www.chemsheets.co
 Measure Ka of a weak acid by .uk/ (subscription
measuring pH at half neutralisation required)
(AO2 - Apply knowledge and
understanding; AT c - Measure pH
using pH charts, or pH meter, or pH
probe on a data logger; PS 4.1 -
Know and understand how to use a
wide range of experimental and
practical instruments, equipment and
techniques; AT d).
3.1.12.5 pH curves, titrations and indicators
Learning objective Time Learning outcome Learning activity with opportunity to Assessment Resources
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 http://www.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 (AO2 - Apply knowledge and  June 2011 Unit 4 001458/ph-scale-
a strong acid with a strong
understanding; MS0.4 - Use Question 1 simulation-rsc-funded
base
calculators to find and use power, (QS11.4.01)
Sketch pH curves and  calculate the pH of a exponential and logarithmic
choose suitable indicators mixture of a weak acid with functions; MS2.5 - Use logarithms in  CHEM4 Specimen pH curve simulators:
for titrations. a strong base relation to quantities that range over Paper Question 3 http://chem-ilp.net/
several orders of magnitude). (QSP 4.03) labTechniques/
 sketch pH curves for
Required practical 9 titrations of strong/weak  June 2005 Unit 4 AcidBaseIdicatorSimulatio
 Produce pH curves by experiment
Investigate how pH acids with strong/weak Question 2 n.htm
changes when a weak acid bases (QS05.4.02)
understanding; AT c - Measure pH
reacts with a strong base
 choose a suitable indicator using pH charts, or pH meter, or pH  June 2005 Unit 5 http://
and when a strong acid
for acid-base titrations. probe on a data logger; AT d, k, a). Question 2 terpconnect.umd.edu/
reacts with a weak base.
 Sketch pH curves for given acid and (QS05.5.02) ~toh/models/
base combinations, and choose a  June 2003 Unit 4 TitrationDemo.html
suitable indicator (AO2 - Apply Question 3
knowledge and understanding). (QW03.4.03) Some suitable problems
can be found at
and
http://www.chemsheets.co
.uk/ (subscription
required)
Extension  Write spreadsheets to calculate the
pH during a titration and to plot the
pH curve (AO2 - Apply knowledge
and understanding)
3.1.12.6 Buffer action

Know what buffer solutions 0.6 Students should be able  Describe how buffer solutions are  January 2013 Unit 4 Sandcastles & mudhuts –
are, how they are made weeks made, how they work and what they Question 2 buffering action in blood
to:
and what they are used for. are used for (AO2 - Apply knowledge (QW13.4.02) (Hancock) ISBN
 describe what a buffer
and understanding).  January 2011 Unit 4 9780340543696
Explain how acidic and solution is and how it is
basic buffer solutions work. made  Calculate the pH of a buffer solution Question 2
given details about quantities of the (QW11.4.02) Some suitable problems
 explain qualitatively how
Calculate the pH of acidic reagents it is made from, and  CHEM4 Specimen can be found at
acidic/basic buffer
buffer solutions. changes in pH when small amounts Paper Question 4 http://www.docbrown.info/
solutions work
of acid/alkali are added to buffer (QSP 4.04)
 know some uses of buffer and
solutions (AO2 - Apply knowledge
solutions and understanding; MS0.4 - Use  January 2005 Unit 4 http://www.chemsheets.co
calculators to find and use power, Question 8 .uk/ (subscription
 calculate the pH of a buffer
exponential and logarithmic (QW05.4.08) required)
solution.
functions; MS2.5 - Use logarithms in  January 2002 Unit 4
relation to quantities that range over Question 3
several orders of magnitude). (QW02.4.03)
 Students could prepare a solution of
a specific pH and then test the
solution to check its pH and buffer
action (AO2 - Apply knowledge and
understanding; MS0.4 - Use
calculators to find and use power,
exponential and logarithmic
functions; MS2.5 - Use logarithms in
relation to quantities that range over
several orders of magnitude; AT c -
Measure pH using pH charts, or pH
meter, or pH probe on a data logger;
AT e - Use volumetric flask, including
accurate technique for making up a
standard solution; PS 1.1 - Solve
problems set in practical contexts;
PS 4.1 - Know and understand how
to use a wide range of experimental
and practical instruments, equipment
and techniques).
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:
AS Chemistry
- 3.1.3 – Bonding.
- 3.2.1 – Periodicity.

Reactions of Na and Mg 0.6 Students should be able  Practical opportunity: react specified  June 2013 Unit 5 Youtube video on Period
with water. weeks to: period 3 elements with water and Question 4a, 4b and 3 oxides:
oxygen; react specified oxides with 4c (QS13.5.04) https://www.youtube.com/
 describe and write
Reactions of Na, Mg, Al, water.  January 2013 Unit 5 watch?v=D0pNAFjyE6o
equations for reactions of
Si, P and S with oxygen. Na and Mg with water  Plot a graph of melting points of Question 4a, 4b, 4c
period 3 oxides and annotate it with and 4d (QW13.5.04) Youtube video of reaction
 describe and write
Melting points of period 3 explanation of the relative melting  January 2012 Unit 5 of phosphorus with
equations for reactions of
oxides. points. Question 3 oxygen:
Na, Mg, Al, Si, P and S
with oxygen  Complete tables including equations (QW12.5.03) https://www.youtube.com/
Reactions of period 3 to show how period 3 elements react  January 2011 Unit 5 watch?v=U6_-
 describe and explain the
with water and/or oxygen, and how Question 3
oxides with water. trend in melting points of EUcswSc&src_vid=mjkuS
period 3 oxides react with water. (QW11.5.03)
period 3 oxides m__G7s&feature=iv&ann
 write equations for the otation_id=annotation_32
reactions of period 3 3593
oxides with water and
describe the pH of the
solutions formed
 describe the structure and
bonding of period 3 oxides,
and link this to how they
react with water.
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:
AS Chemistry
- 3.1.1 – Atomic structure (electron structure).
- 3.1.7 – Oxidation, reduction and redox reactions (oxidation states, oxidation, reduction, redox equations).
3.2.5.1 General properties of the transition metals

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. (AO1 - Demonstrate knowledge and (QW05.5.06) edition 4)
 write the electron structure
understanding).  June 2010 Unit 5
of first row transition metals
Know the characteristic and their ions  Explain why the elements Ti–Cu Question 4a and 4b
properties of transition have properties characteristic of (QS10.5.06)
 describe what a transition
metals. transition metals, and what those  January 2011 Unit 5
metal is in terms of
characteristics are (AO1 - Question 4a and 4b
electron structure
Demonstrate knowledge and (QW11.5.04)
Understand the terms  describe the characteristic understanding).
complex, ligand co- properties of transition
 Identify the oxidation state of the
ordinate bond, and co- metals
metal, the ligands and co-ordination
ordination number.  define the terms ligand, number in a series of complexes
complex, co-ordinate bond (AO2 - Apply knowledge and
and co-ordination number. understanding).
 Identify an element from the series
Ti–Cu and find examples for that
element to confirm its characteristic
properties (AO3 - Analyse, interpret
and evaluate scientific information,
ideas and evidence).
3.2.5.2 Substitution reactions

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 4a, 4b, 4d on EDTA
(AO1 - Demonstrate knowledge and and 4e (QS10.5.06) http://www.chm.bris.ac.uk/
 explain the difference
Understand ligand understanding).  January 2005 Unit 5 motm/edta/edtah.htm -
between, and give
exchange. examples of monodentate,  Students should carry out Question 6b Practical Uses of EDTA
bidentate and multidentate substitution reactions of metal aqua (QW05.5.06)
Know about oxygen ligands complexes with monodentate ligands  June 2004 Unit 5 RSC article on uses of
transfer by haemoglobin. (from ammonia and concentrated Question 4b EDTA
 explain what happens in a
hydrochloric acid) to consider (QS04.5.04)
ligand substitution http://www.rsc.org/
whether there is a change in co-
Understand the chelate (exchange) reaction and  June 2002 Unit 5 chemistryworld/podcast/
ordination number and whether all
effect. why there may be a Question 6 CIIEcompounds/
the water ligands are substituted
change in co-ordination (QS02.5.06) transcripts/EDTA.asp
number
understanding; AT k - Safely and
 describe what haem is, carefully handle solids and liquids,
how oxygen is carried in including corrosive, irritant,
blood and why carbon flammable and toxic substances; AT
monoxide is toxic d).
 describe and explain the  Students could carry out test-tube
chelate effect in terms of reactions of complexes with
enthalpy and entropy monodentate, bidentate and
changes. multidentate ligands to compare
ease of substitution (AO2 - Apply
knowledge and understanding; PS
1.1 - Solve problems set in practical
contexts; AT d, k).
3.2.5.3 Shapes of complex ions

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 shape of octahedral, tetrahedral, Question 4a, 4b and models
to:
ligands. square planar and linear complexes 4c (QW11.5.04)
 sketch examples of Shapes viewer (including
(AO1 - Demonstrate knowledge and  January 2004 Unit 5
octahedral, tetrahedral, inorganic complexes)
Understand how understanding; MS4.1 - Use angles Question 10b
square planar and linear https://undergrad-
and shapes in regular 2D and 3D (QW04.5.10)
complexes can show cis– complexes ed.chemistry.ohio-
structures; MS4.2 - Visualise and
trans (E–Z) or optical  know how some represent 2D and 3D forms including  June 2003 Unit 5 state.edu/jmol-viewer/#
isomerism. complexes can show cis- two-dimensional representations of Question 3
trans (E–Z) or optical 3D objects; MS4.3 - Understand the (QS03.5.03)
isomerism symmetry of 2D and 3D shapes).
 know the complexes in  Explain how cis–trans (E–Z)
cisplatin and Tollen’s isomerism arises in some octahedral
reagent. and square planar complexes,
including cisplatin, and draw the
isomers (AO2 - Apply knowledge
and understanding).
 Explain how optical isomerism arises
in some octahedral complexes with
bidentate ligands, and draw the
isomers (AO2 - Apply knowledge
and understanding).
 Students can use Molymod kits to
make models of isomers (AO2 -
MS4.1 - Use angles and shapes in
regular 2D and 3D structures; MS4.2
- Visualise and represent 2D and 3D
forms including two-dimensional
representations of 3D objects; MS4.3
- Understand the symmetry of 2D
and 3D shapes).
3.2.5.4 Formation of coloured ions

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 Question 6 of a copper ore:
to: equation ∆E = hν (= hc/λ) why http://
and what affects the transition metal complexes are (QS13.5.06)
 explain why transition www.nuffieldfoundation.or
colour. metal complexes are coloured and what factors affect the  January 2012 Unit 5 g/practical-chemistry/
coloured colour (AO1 - Demonstrate Question 7a and 7b colorimetric-
Use colorimetry to knowledge and understanding). (QW12.5.07) determination-copper-ore
 describe factors that affect
measure concentration of the colour of transition  Use a graph of absorption versus  Specimen Paper
solutions. metal ions concentration to determine the Unit 5 Question 6 Chemistry Review article:
concentration of the solution. (QSP.5.6) Colorimetry (Volume 12,
 describe how colorimetry
can be used to find the  Use a colorimeter to produce a  June 2002 Unit 5 edition 3)
concentration of coloured calibration curve and then find the Question 3
ions in solution. concentration of a coloured solution, (QW02.5.03) RSC booklet on
eg containing copper(II) ions (AO2 -
colorimetry from Gifted &
AT a - Use appropriate apparatus to Talented Chemistry:
record a range of measurements; AT http://www.rsc.org/learn-
d - Use laboratory apparatus for a chemistry/resource/res00
variety of experimental techniques; 000847/spectroscopy
PS 3.1 - Plot and interpret graphs;
MS3.2 - Plot two variables from RSC Spectral School with
experimental or other data). range of resources:
chemistry/collections/spec
troscopy
3.2.5.5 Variable oxidation states

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) http://
 describe and explain what
identify vanadium species and write  June 2005 Unit 5 www.nationalstemcentre.
happens when
How the redox potential for redox reactions for each reduction Question 5 org.uk/elibrary/resource/
vanadate(V) ions are
reaction (AO1 - Demonstrate (QS05.5.05)
a transition metal is reduced by zinc in acidic 3402/nuffield-advanced-
knowledge and understanding; AT k
affected by the pH and solution  June 2003 Unit 5 science-book-of-data-
- Safely and carefully handle solids
ligand.  understand how the redox and liquids, including corrosive, Question 2 second-edition
potential of a transition irritant, flammable and toxic (QS03.5.02)
The reduction of silver (I) in metal ion is affected by substances; AT d).  January 2003 Unit 5 Chemistry Data Book
Tollen’s reagent to test for changes in pH and ligand Question 7b (Starck, Wallace,
 Compare redox potentials for Cr at 3+
aldehydes.  describe and explain the different pH values and different (QW03.5.07) McGlashan) ISBN:
use of Ag(NH3)2+ in Tollen’s ligands (AO2 - Apply knowledge and 9780719539510
Redox titrations, including reagent to distinguish understanding).
between aldehydes and
calculations, of MnO4– with  Test aldehydes and ketones with
ketones
Fe2+ and C2O42– in acidic Tollens reagent (AO1 - Demonstrate ILPAC Advanced
solution.  perform titrations and knowledge and understanding; AT k Practical Chemistry ISBN
associated calculations for - Safely and carefully handle solids 9780719575075
redox reactions of MnO4– and liquids, including corrosive,
with Fe2+ and C2O42– in irritant, flammable and toxic
acidic solution. substances; AT d).
 Carry out redox titrations, including
associated titrations, of Fe2+ with
MnO4– in acidic solution (eg analysis
of iron in iron tablets, analysis of iron
in lawn sand, analysis of iron in
steel, finding the Mr of hydrated
ammonium (II) sulfate) (AO2 - Apply
knowledge and understanding; AT d
- Use laboratory apparatus for a
variety of experimental techniques
including titration, using burette and
pipette; AT e - Use volumetric flask,
including accurate technique for
making up a standard solution; AT k;
PS 2.3 - Evaluate results and draw
conclusions with reference to
measurement uncertainties and
errors; MS2.3 – substitute numerical
values into algebraic equations).
 Carry out redox titrations, including
associated titrations, of C2O42– with
MnO4– in acidic solution (eg finding
the Mr of ethanedioic acid) (AO2 -
AT d - Use laboratory apparatus for
a variety of experimental techniques
including titration, using burette and
pipette; AT e - Use volumetric flask,
including accurate technique for
making up a standard solution; AT k;
PS 2.3 - Evaluate results and draw
conclusions with reference to
measurement uncertainties and
errors; MS2.3 – substitute numerical
values into algebraic equations).
3.2.5.6 Catalysts
Time Learning activity with opportunity Assessment

taken to develop skills opportunities
Understand what 1.0 Students should be able to:  Create a set of notes on how  January 2013 Unit 5 Chemistry Review article:
heterogeneous catalysts weeks heterogeneous and homogeneous Question 6 Catalysts: getting
 describe what a
are and how they work, heterogeneous catalyst is catalysts work, including the (QW13.5.06) chemistry going (Volume
including examples and and the role of active sites specific examples required:  January 2012 Unit 5 20, edition 3)
how they can become and the support medium  V2O5 in the contact process. Question 6
poisoned.  explain, with the aid of  Fe2+ ions in the reaction of I– with (QW12.5.06) Chemistry Review article:
equations, how V2O5, acts as S2O82–.  January 2011 Unit 5 Catalysts: heterogeneous
Understand what a catalyst in the Contact  Mn ions in the reaction of C2O4
2+ 2– Question 4d catalysis (Volume 23,
homogeneous catalysts Process and MnO4– (AO1 - Demonstrate (QW11.5.04) edition 1)
are, with specific  describe the use of Fe in the knowledge and understanding).  January 2010 Unit 5
examples. Haber process  Students could investigate Mn as 2+ Question 1 Chemistry Review article:
 explain how heterogeneous the autocatalyst in the reaction (QW10.5.01) Catalysts: homogeneous
catalysts can become between ethanedioic acid and  June 2006 Unit 5 catalysis (Volume 23,
poisoned acidified potassium manganate(VII) Question 9 edition 3)
 describe what a (AO2 - Apply knowledge and (QS06.5.09)
homogeneous catalyst is understanding).
and how reactions proceed
through an intermediate
species
 describe, with the aid of
equations, how Fe2+
catalyses the reaction
between I– and S2O82–
 describe, with the aid of
equations, how Mn2+
catalyses the reaction
between C2O42– and MnO4–
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:
AS Chemistry
- 3.1.7 – Oxidation, reduction and redox reactions (oxidation states, oxidation, reduction, redox equations).
A-level Chemistry
- 3.2.5 – Transition metals.

The nature of meta-aqua 1.0 Students should be able  Students could measure the pH of  January 2013 Unit 5 Complexes and First Row
ions. weeks 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 (AO2 - Apply  Specimen Paper 9780333170885
exist as metal-aqua ions in
metal-aqua ions. knowledge and understanding; AT CHM5 Question 8
aqueous solution
c,d,k). (QSP.5.08)
 the hydrolysis of metal- AQA Reactions of metal
The reaction of metal-aqua  Students could complete a series of  June 2004 Unit 5 ions in aqueous solution
aqua ions in aqueous
ions (Fe2+, Cu2+, Al3+, Fe3+) test-tube reactions of iron(II) and Question 4 resource:
solution giving acidic
iron(III) ions with reagents such as (QW04.5.04)
with bases OH–, NH3, solutions http://filestore.aqa.org.uk/
Mg, Na2CO3 to exemplify the
CO32–.  explain why [M(H2O)6]3+ difference in pH; AT d,k). resources/chemistry/AQA-
ions are more acidic than 7405-REACTIONS-OF-
 Students could carry out test-tube
The character of metal [M(H2O)6]2+ ions METAL-IONS.PDF
reactions of metal-aqua ions with
hydroxides as basic or  describe and explain NaOH, NH3 and Na2CO3 (AO2 -
amphoteric. reactions of [M(H2O)6]2+ (M Apply knowledge and understanding;
= Cu, Fe) and [M(H2O)6]3+ AT d,k).
(M = Al, Fe) with the bases
OH–, NH3, CO32–  Students could identify unknown
Required practical 11  describe if and how metal substances (containing cations and
Carry out simple test-tube hydroxides (Cu(II), Fe(II), anions on the specification) using
reactions to identify Al(III), Fe(III)) react with H+ reagents (AO2 - Apply knowledge
transition metal ions in and OH–, and so whether and understanding; AT d,k).
aqueous solution. these metal hydroxides are  Students could produce precipitates
basic or amphoteric. of metal hydroxides and then test
how they react with acid and alkali to
determine whether they are basic or
amphoteric (AO2 - Apply knowledge
and understanding; AT d,k).
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:
AS Chemistry
- 3.3.1.3 – Isomerism.
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).

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 (AO2  June 2002 Unit 4 Looking in the mirror
isomerism
differences in the - Apply knowledge and Question 5 (Volume 10, edition 3)
 identify molecules that understanding; MS4.2 - Visualise
properties of enantiomers. (QW02.4.05)
exhibit optical and represent 2D and 3D forms
isomerism/that are optically including two-dimensional
The formation of racemic active. representations of 3D objects; MS4.3
mixtures.  draw pairs of optical - Understand the symmetry of 2D
isomers in 3D and 3D shapes).
 describe how enantiomers  Students identify whether molecules
exhibit optical isomerism, and where
affect plane polarised light they do draw the two enantiomers in
 explain what a racemic 3D (AO2 - Apply knowledge and
mixture is, how they can be understanding; MS4.2 - Visualise
formed, and their effect on and represent 2D and 3D forms
plane polarised light. including two-dimensional
and 3D shapes).
 Students could see how passing
polarised light through a solution of
sucrose affects the plane of the light
(PS 1.2 - Apply scientific knowledge
to practical contexts).
 Students could use Molymod models
to show how a racemic mixture is
formed when ethanal reacts with
HCN (AO2 - Apply knowledge and
understanding; MS4.2 - Visualise
and represent 2D and 3D forms
including two-dimensional
and 3D shapes).
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:
AS Chemistry
- 3.3.1.1 – Nomenclature
- 3.3.1.2 – Reaction mechanisms
- 3.3.5.2 – Oxidation of alcohols

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
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 http://www.nuffieldfoundat
reagents and conditions to
of aldehydes and ketones Fehling’s solution) (AO2 - Apply Question 3a ion.org/practical-
oxidise aldehydes to
knowledge and understanding). (QS05.4.03)
with NaBH4, including carboxylic acids chemistry/giant-silver-
mechanism.  Students could carry out test-tube  June 2004 Unit 4 mirror
 know how to distinguish
reactions of Tollens’ reagent and Question 6d and 6e
aldehydes and ketones
Fehling’s solution to distinguish (QS04.4.06)
Know about the reaction of  write equations, know RSC mechanisms
aldehydes and ketones (AO2 -
aldehydes and ketones reagents and conditions Apply knowledge and understanding;  January 2002 Unit 4 resource:
with KCN then acid, and outline the mechanism AT b - Use water bath for heating; Question 6a http://www.rsc.org/learn-
including mechanism. to reduce aldehydes and AT d - Use laboratory apparatus for (QW02.4.06) chemistry/resource/res00
ketones to alcohols with a variety of experimental techniques 000638/curly-arrows-and-
NaBH4 including qualitative tests organic stereoselectivity-in-
 write equations, know functional groups; AT k). organic-reactions
reagents and conditions  Students write equations and
and outline the mechanism mechanisms for the reduction of Mechanism animations
for reaction of aldehydes aldehydes and ketones using NaBH4
and ketones with KCN and (AO2 - Apply knowledge and http://science.jbpub.com/o
acid understanding). rganic/movies/
 understand why reaction of  Students write equations and
aldehydes and ketones mechanisms for the reaction of
with KCN followed by acid aldehydes and ketones with KCN
can form a racemic mixture followed by acid (AO2 - Apply
 students understand the knowledge and understanding).
hazards of using KCN  Students could use Molymod models
to show how a racemic mixture is
formed when ethanol reacts with
HCN (AO2 - Apply knowledge and
understanding; MS4.2 - Visualise
and represent 2D and 3D forms
including two-dimensional
and 3D shapes).
 Students could research why
KCN/HCN are highly toxic (AO3 -
Analyse, interpret and evaluate
scientific information).
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:
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

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 (AO2 - Apply Question 3a oil:
esters. knowledge and understanding). (QW13.4.03) http://
 draw the structure of and
name carboxylic acids and  Students write equations for, and  June 2010 Unit 4 www.nuffieldfoundation.or
Know that carboxylic acids esters make esters by reactions of alcohols Question 7a and 7d g/practical-chemistry/
are weak acids. with carboxylic acids in test tubes; or (QS10.4.07) making-soaps-and-
 know how carboxylic acids
an ester could be collected and  January 2010 Unit 4 detergents
react with carbonates
Know how esters are made purified using a separating funnel Question 5
 write equations for the and distillation (AO2 - Apply
from carboxylic acids. (QW10.4.05) Method and guidance for
reaction of carboxylic acids knowledge and understanding; AT g
with alcohols to form esters - Purify a liquid product, including  June 2005 Unit 1 making biodiesel –
Know some uses of esters. use of separating funnel; AT k - Question 1a and 1d CLEAPSS leaflet PS 67-
 know some common uses
Safely and carefully handle solids (QS05.4.01) 10
of esters
Know how esters are and liquids, including corrosive,
 write equations for the
hydrolysed. irritant, flammable and toxic Molecule of the month:
hydrolysis of esters in
substances; AT d). Esters in fruits
Know that vegetable oils acidic or alkaline conditions  Students research uses of esters http://www.chm.bris.ac.uk/
and animal fats are esters  understand the structure of and the presence of esters in fruit motm/ethylacetate/ethylv.
of fatty acids and glycerol animals fats and vegetable (AO2 - Apply knowledge and htm
oils understanding).
Know how soap and  know how soap and  Students write equations for the Biofuels website:
biodiesel are made from biodiesel are made and hydrolysis of given esters in acidic http://www.thesolarspark.
vegetable oil and animals write equations for these and alkaline conditions (AO2 - Apply co.uk/the-science/renewa
fats reactions for specified knowledge and understanding). ble-energy/bio/
fats/oils.  Students make soap by hydrolysis of
castor oil (AO2 - Apply knowledge Biofuels website:
and understanding; AT k - Safely
http://www.biofuels.co.uk/
and carefully handle solids and
liquids, including corrosive, irritant,
flammable and toxic substances; AT Press report about
d). problems with biofuels:
 Students make biodiesel (AO2 - http://www.telegraph.co.u
Apply knowledge and understanding; k/earth/energy/biofuels/10
AT k - Safely and carefully handle 520736/The-great-
solids and liquids, including biofuels-scandal.html
corrosive, irritant, flammable and
toxic substances; AT d). BP biofuels resources:
 Students write equations for http://bpes.bp.com/secon
production of soap and/or biodiesel dary-resources/science/a
from specified fats/oils (AO2 - Apply ges-14-to-16/energy-
knowledge and understanding).
electricity-and-forces/
 Students could identify an unknown biofuels-and-the-future
ester by determination of boiling
point followed by hydrolysis and then
purifying and finding the melting
point of the carboxylic acid formed
(eg for example methyl benzoate)
(AO3 - Analyse, interpret and
evaluate scientific information; AT d -
Use laboratory apparatus for a
variety of experimental techniques
including distillation and heating
under reflux, including setting up
glassware using retort stand and
clamps; AT d - Use laboratory
apparatus for a variety of
experimental techniques including
filtration, including use of fluted filter
paper, or filtration under reduced
pressure; AT k).
3.3.9.2 Acylation

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 http://www.rsc.org/learn-
chlorides and amides. amides (AO2 - Apply knowledge and (QW12.4.10) chemistry/resource/res00
 draw the structure of and
understanding).  June 2006 Unit 4 000056/aspirin
name acid anhydrides, acyl
Understand acylation chlorides and amides  Students write equations and outline Question 1
reactions of water, mechanisms for acylation reactions (QS06.4.01) Aspirin Pre-lab Screen
 identify the products of and
alcohols, ammonia and of water, alcohols, ammonia and  June 2005 Unit 4 Experiment:
write equations for
amines with acyl chlorides amines with acyl chlorides and acid Question 7 http://www.rsc.org/learn-
acylation reactions of
anhydrides; some of these reactions (QS05.4.07)
and acid anhydrides, water, alcohols, ammonia chemistry/resource/
could be demonstrated.
including the mechanism and amines with acyl  June 2003 Unit 5 res00001644/aspirin-
chlorides and acid  Students prepare, purify and test the Question 8b
for acyl chlorides. screen-experiment
anhydrides purity of aspirin by melting point (QS03.5.08)
determination (AO2 - Apply
Required practical 10  outline the mechanism for RSC mechanisms
knowledge and understanding; AT d
Preparation of the acylation reactions of resource:
- Use laboratory apparatus for a
acyl chlorides
- a pure organic solid and variety of experimental techniques http://www.rsc.org/learn-
test of its purity  state advantages of using including distillation and heating chemistry/resource/res00
- a pure organic liquid. ethanoic anhydride rather under reflux, including setting up 000638/curly-arrows-and-
than ethanoyl chloride in glassware using retort stand and stereoselectivity-in-
the production of aspirin clamps; AT d - Use laboratory
organic-reactions
 prepare and purity an apparatus for a variety of
organic solid and test its experimental techniques including
purity. filtration, including use of fluted filter Mechanism animations
paper, or filtration under reduced http://science.jbpub.com/o
pressure; AT k. rganic/movies/
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:
AS Chemistry
3.3.10.1 Bonding

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 (AO2 - Apply knowledge and (QS11.4.08) (Volume 1, edition 1)
 describe the structure of
understanding).  January 2004 Unit 4
benzene and explain how
delocalisation makes  Draw enthalpy diagrams to show the Question 7a Chemistry Review article:
benzene more stable than relative stability of cyclohexane, (QW04.4.07) Who discovered the
the theoretical cyclohexa- cyclohexene, cyclohexa-1,4-diene, structure of benzene
1,3,5-triene benzene and the theoretical (Volume 5, edition 1)
cyclohexa-1,3,5-triene (AO2 - Apply
 use thermochemical
evidence from enthalpies
of hydrogenation to
account for this extra
stability
 explain why benzene
undergoes substitution
reactions in preference to
addition reactions.
3.3.10.2 Electrophilic substitution

Know nitration and Friedel- 1.0 Students should be able  Write equations (including for the  January 2012 Unit 4 Chemistry review article:
Crafts acylation reactions weeks to: formation of electrophiles) and Question 9a Probably the most
of aromatic compounds, mechanisms for nitration and (QW12.4.09) important reactions in the
 write equations and outline
including the mechanism Friedel-Crafts acylation reactions  January 2011 Unit 4 world (Volume 15, edition
mechanisms for nitration
and usefulness. given the starting material and Question 6 2)
and Friedel-Crafts
products (AO2 - Apply knowledge (QW11.4.06)
acylation reactions of
and understanding).
aromatic compounds.  June 2010 Unit 4
(including equations for the  Students could carry out the Question 8 b)
formation of electrophiles) preparation of methyl 3- (QS10.4.08)
nitrobenzoate by nitration of methyl
 understand the usefulness  January 2006 Unit 4
benzoate, purification by
of nitration and Friedel- Question 7
recrystallisation and determination of
Crafts acylation reactions (QW06.4.07)
melting point (AT d - Use laboratory
apparatus for a variety of  June 2011 Unit 4
experimental techniques including Question 8b
filtration, including use of fluted filter
paper, or filtration under reduced
pressure; AT k - Safely and carefully
handle solids and liquids, including
corrosive, irritant, flammable and
toxic substances).
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:
AS Chemistry
- 3.3.3.1 – Nucleophilic substitution.
3.3.11.1 Preparation

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 (AO2 -  June 2005 Unit 4 edition 3)
conditions for the
Apply knowledge and Question 5b
preparation of primary
understanding). (QS05.4.05)
Know how aromatic aliphatic amines from both
amines are produced and halogenoalkanes and  Identify reagents and conditions and  January 2005 Unit 4
their use in making dyes. nitriles write equations to make specified Question 1
aromatic amines (AO2 - Apply (QW05.4.01)
 write equations and give
conditions for the  June 2004 Unit 4
production of aromatic  Research the use of aromatic Question 4a and 4b
amines and identify their amines in making dyes (AO3 - (QS04.4.04)
use in making dyes. Analyse, interpret and evaluate
scientific information).  January 2004 Unit 4
Question 8
(QW04.4.08)
3.3.11.2 Base properties

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 choice (AO2 (QW05.4.01)
 place amines in order of
- Apply knowledge and  June 2004 Unit 4 Nuffield Science Data
base strength and explain
understanding). Question 4c Book (free download):
this order.
(QS04.4.04) http://
 January 2003 Unit 4 www.nationalstemcentre.
Question 6 org.uk/elibrary/resource/
(QW03.4.06) 3402/nuffield-advanced-
 June 2013 Unit 4 science-book-of-data-
Question 9a second-edition
Chemistry Data Book

(Starck, Wallace,
McGlashan) ISBN:
9780719539510
3.3.11.3 Nucleophilic properties

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 (AO2 - Apply
with halogenoalkanes  January 2003 Unit 4
 give the mechanism for Question 6
 Students could research the use of (QW06.4.05)
reactions of ammonia and
quaternary ammonium salts (AO3 -
amines with
Analyse, interpret and evaluate
halogenoalkanes
scientific information).
 recognise the use of
 Students write equations and
quaternary ammonium
mechanisms for acylation reactions
salts
of water, alcohols, ammonia and
 identify the products of and amines with acyl chlorides and acid
write equations for anhydrides; some of these reactions
acylation reactions of could be demonstrated (AO2 - Apply
ammonia and amines with knowledge and understanding).
acyl chlorides and acid
 Practical opportunity: The
anhydrides
preparation of N-phenylethanamide.
 outline the mechanism for
the acylation reactions
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:
AS Chemistry
- 3.3.4.3 – Addition polymers.
3.3.12.1 Condensation polymers

Understand how 0.5 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
formed including linkages the monomer(s) and vice versa (AO2 (QW12.4.08) RSC resource on nylon:
 identify the repeating unit
in polyesters and - Apply knowledge and  June 2011 Unit 4 http://www.rsc.org/learn-
and linkages in polyesters
polyamides. understanding). Question 4a chemistry/resource/res00
and polyamides given the
monomer(s)  Students could make nylon 6,6 (AO2 (QS11.4.04) 000026/nylon
Identify the repeating unit - Apply knowledge and  June 2006 Unit 4
 identify monomer(s)
given monomer(s) and vice understanding); AT k - Safely and Question 4a The discovery of Nylon
needed the make a
carefully handle solids and liquids, (QS06.4.04)
versa. condensation polymer http://www.rsc.org/learn-
including corrosive, irritant,
given the repeating unit  June 2004 Unit 4 chemistry/resource/
flammable and toxic substances; AT
 know the repeating units in d). Question 5 res00000034/anecdotes-
Terylene, nylon 6,6 and (QS04.4.05) nylon
 Students could each make a model
Kevlar  June 2003 Unit 4
of a monomer using Molymods and
 know some uses of then students collectively join them Question 5b) Making nylon:
condensation polymers together to make a long polymer (QS03.4.05) http://www.rsc.org/learn-
 explain the nature of the chain (AO2 - Apply knowledge and chemistry/resource/
understanding).
intermolecular forces res00000755/making-
between molecules of nylon-the-nylon-rope-trick
condensation polymers.
Sandcastles and mudhuts
section 27 – Spare Parts
(Hancock) ISBN
9780340543696
Chemistry Review article:

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

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

Kevlar and composites
(Volume 20, edition 2)

Kevlar – miracle material
3.3.12.2 Biodegradability and disposal of polymers

Understand why 0.2 Students should be able  Students can create a summary  January 2013 Unit 4 Chemistry Review article:
polyalkenes are not weeks to: table to compare and explain the Question 4b, 4c and Reclaiming plastic waste
biodegradable. biodegradability of different types of 4d (QW13.4.04) (Volume 23, edition 2)
 explain why polyalkenes
polymers (AO1 - Demonstrate  CHM4 Specimen
cannot be hydrolysed and
Understand why polyesters knowledge and understanding of Paper Question 5d Video on recycling
so are non-biodegradable
scientific ideas). (QSP.4.05)
and polyamides are  explain why polyesters and plastics:
biodegradable.  Students can research and  June 2002 Unit 4 http://www.rsc.org/learn-
polyamides can be
summarise different methods of Question 7 chemistry/resource/res00
hydrolysed and so are
disposing of polymers, including (QS02.4.07)
Evaluate different methods biodegradable 001347/recycling-plastics
recycling, considering advantages,
of disposing of polymers.  evaluate the advantages disadvantages and sustainability  June 2004 Unit 4
and disadvantages of (AO3 - Analyse, interpret and Question 5a and 5c
different methods of evaluate scientific information). (QS04.4.05)
disposing of polymers.  SAM A-level Paper 2
(set 1) Question 7
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:
AS Chemistry
- 3.1.3.7 – Forces between molecules.
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

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 (AO2 - Apply Question 7 state.edu/jmol-viewer/#
solution, alkaline solution
knowledge and understanding). (QS12.4.07)
solution, alkaline solution and as zwitterions.
and as zwitterions.  January 2005 Unit 4 RSC resource on basic
Question 2 biochemistry
(QW05.4.02) http://www.rsc.org/Educati
on/Teachers/Resources/cf
b/proteins.htm
3.3.13.2 Proteins

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 (AO2 - Apply knowledge (QW10.4.06) https://undergrad-
 describe the primary,
Understand how peptide and understanding).  SAM A level Paper 2 ed.chemistry.ohio-
secondary and tertiary
links can be hydrolysed to structure of proteins,  Identify amino acids formed when Questions 5 state.edu/jmol-viewer/#
release amino acids. including the importance of peptides are hydrolysed (AO2 -  June 2011 Unit 4
hydrogen bonds and S-S Apply knowledge and Question 4c RSC resource on basic
Know how to use thin-layer bonds understanding). (QS11.4.04) biochemistry
chromatography to  draw the structure of  Identify the primary, secondary and  January 2011 Unit 4 http://www.rsc.org/Educati
separate and identify peptides formed from tertiary parts of the structure of some Question 4f on/Teachers/Resources/cf
amino acids proteins (AO2 - Apply knowledge (QW11.4.04)
amino acids. b/proteins.htm
and understanding).
 know that peptide link can
be hydrolysed producing  Students can carry out some thin- AQA Biochemistry
amino acids layer chromatography of some
Teachers’ Notes (covers
amino acids to identify an unknown
 identify the amino acids 3.3.13):
amino acid (AO2 - Apply knowledge
given when a peptide is http://www.aqa.org.uk/
and understanding; AT i - Use thin-
hydrolysed resources/science/as-
layer or paper chromatography).
 know that amino acids can and-a-level/chemistry-
be separated and identified 7404-7405/teach/
by thin-layer
teaching-notes
chromatography, including
the use of Rf values.
3.3.13.3 Enzymes

Understand the structure of 0.2 Students should be able  Use a right handed glove with their RSC resource on basic
enzymes. weeks to: right/left hands to model enzyme biochemistry of enzymes
action (AO2 - Apply knowledge and http://www.rsc.org/Educati
 explain that enzymes are
Understand the action of understanding). on/Teachers/Resources/cf
proteins which act through
enzymes in terms of active a stereospecific active site b/enzymes.htm
sites. that binds to a substrate
 explain how drugs, which Useful animations on
Understand the principle of can be designed with the action of enzymes (eg
drug action and the use of aid of computers, can act hydrolysis of sucrose)
computer aided design. to inhibit enzymes by http://doctorprodigious.wo
blocking active sites, but rdpress.com/hd-
that the correct enantiomer animations/
is required.
3.3.13.4 DNA

Understand the structure of 0.3 Students should be able  Make a 2D or 3D model of DNA  SAM A-level Paper 2 How Stuff Works on the
the components of DNA weeks to: using cut out components (AO2 - (set 1) Question 8 structure of DNA
(given on data sheet). Apply knowledge and http://science.howstuffwor
 identify the components of
understanding). ks.com/life/cellular-
DNA
Understand the nature of  Label a diagram of DNA to show the microscopic/dna1.htm
 explain how the two DNA
nucleotides. components and the hydrogen
strands interact with
bonding between base pairs (AO1 - Simple animation showing
hydrogen bonds between
Understand the structure of Demonstrate knowledge and the structure of DNA:
base pairs.
understanding of scientific ideas).
single DNA strands and the http://www.youtube.com/w
arrangement of these atch?v=qy8dk5iS1f0
together in the double helix
structure. Useful animations on
biochemistry
http://doctorprodigious.wo
rdpress.com/hd-
animations/
Chemistry review article:

Why is DNA helical?
3.3.13.5 Action of anti-cancer drugs

Understand how DNA 0.2 Students should be able  Write notes to accompany a  SAM A-level Paper 2 Useful animations on
replicates and how anti- weeks to: sequence of diagrams showing DNA (set 1) Question 8 biochemistry (DNA
cancer drug cisplatin replication (AO1 - Demonstrate replication)
 describe how DNA
prevents this. knowledge and understanding of http://doctorprodigious.wo
replicates in simple terms
scientific ideas). rdpress.com/hd-
 explain how the anti-cancer
 Write notes to accompany a diagram animations/
drug cisplatin prevents
showing the action of cisplatin (AO1
DNA replication
- Demonstrate knowledge and Youtube video on action
 explain why some drugs understanding of scientific ideas).
can have adverse effects of cisplatin
 Evaluate the benefits and adverse http://www.youtube.com/w
and appreciate the balance
effects of using drugs such as
between benefits and atch?v=Wq_up2uQRDo
cisplatin (AO3 - Analyse, interpret
adverse effects of any
and evaluate scientific information).
drug. Cisplatin – molecule of
the month
http://www.chm.bris.ac.uk/
motm/cisplatin/htmlonly/

Metals in medicine

Curing cancer with
chemistry (Volume 18,
edition 3

Cisplatin: from accidental
discovery to wonder drug
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:
AS Chemistry
- All organic chemistry topics.
A-level Chemistry
- 3.3.8–3.3.13

Devise synthetic routes to 1.0 Students should be able  Devise synthetic routes, including  Specimen Paper RSC synthesis resource
make specified weeks to: reaction conditions, to make organic CHM4 Question 8 http://www.rsc.org/learn-
compounds. compounds using reactions in the (QSP.4.08) chemistry/resource/
 devise synthetic routes,
specification (AO2 - Apply  Specimen Paper res00000003/synthesis-
with up to four steps, to
knowledge and understanding). CHM4 Question 9 explorer
make specific organic
compounds using the  Describe features of processes that (QSP.4.09)
reactions in the improve sustainability (A03 -  June 2006 Unit 4 Chemistry review article:
specification Analyse, interpret and evaluate Question 6 New tricks for stacking
scientific information). (QS06.4.06)
 explain why processes are bricks: modern
designed to avoid solvents,  January 2003 Unit 4 approaches to organic
non-hazardous starting Question 7 synthesis (Volume 12,
materials and have steps (QW03.4.07) edition 3)
with high atom economy.
 June 2002 Unit 4
Question 7 Chemistry review article:
(QS02.4.07) Salbutamol: saving your
breath (Volume 18,
edition 4)
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:
AS Chemistry
- 3.3.6 – Organic analysis.
This section could be taught before the A-level organic chemistry topics allowing the technique to be re-visited and to be part of practice questions throughout
the teaching of the A-level organic topics.

Using H and C NMR to
1 13
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 http://www.rsc.org/learn-
the structure of organic the 1H NMR spectrum of compounds (QS13.4.07) chemistry/collections/spec
 understand the use of TMS (AO2 - Apply knowledge and
molecules.  January 2013 Unit 4 troscopy?uol_r=3ae0be55
and the δ scale for understanding). Question 5
chemical shift
Understand similarities and  Predict the number and position of (QS13.4.05) RSC Spectroscopy
 understand the use of signals in the 13C NMR spectrum of
differences between 1H  June 2012 Unit 4 resource:
deuterated solvents or compounds (AO2 - Apply knowledge
and 13C NMR. Question 8 http://www.rsc.org/learn-
CCl4 and understanding). (QS12.4.08) chemistry/resource/res00
 use the n+1 rule to deduce  Use data from NMR, and other
Understand the use of  January 2011 Unit 4 000847/spectroscopy
spin-spin splitting patterns analytical methods on the
TMS and suitable solvents. Question 5
of adjacent, non-equivalent specification, to deduce the structure (QW11.4.05) Database of spectra for
protons in aliphatic of compounds (AO2 - Apply
compounds knowledge and understanding;  January 2003 Unit 4 organic compounds
MS3.1 Translate information Question 5 http://sdbs.db.aist.go.jp/sd
 deduce the structure of
between graphical, numerical and (QW03.4.05) bs/cgi-bin/cre_index.cgi
compounds using 1H NMR
to deduce structures algebraic forms).  January 2002 Unit 4
including the number, Question 4 CLEAPSS Spectra
position, relative intensity (QW02.4.04) (Secondary Science
and splitting of signals Guide L202)
 deduce the structure of http://
compounds using 13C NMR www.cleapss.org.uk/
to deduce structures secondary/secondary-
including the number and
science/secondary-
position of signals.
science-guides?start=20
(Subscription required)
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:
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)

Describe the similarities 0.6 Students should be able  Produce a summary to compare  January 2011 Unit 4 AQA Chromatography
and differences between weeks to: similarities and differences between Question 4f Teachers’ Notes:
thin-layer, column and gas thin-layer, column and gas (QW11.4.04) http://filestore.aqa.org.uk/
 describe the similarities
chromatography (AO1 - Demonstrate resources/chemistry/AQA-
chromatography. and differences between
knowledge and understanding of 7405-TN-
thin-layer, column and gas
scientific ideas).
chromatography CHROMATOGRAPHY.P
Explain how  Separate mixtures and identify DF
 explain how
chromatography works. substances (eg amino acids) by thin-
chromatography works
layer chromatography (AO2 - Apply
 use retention times and Rf RCS video on TLC
knowledge and understanding; AT i -
Use chromatography to values to identify Use thin-layer or paper http://www.rsc.org/learn-
separate and identify substances chromatography). chemistry/resource/res00
substances.  describe the use of mass  Use retention time and Rf data to 001074/thin-layer-
spectroscopy to analyse identify substances separated by chromatography
substances separated by chromatography.
Required practical 12 gas chromatography. Modern Chemical
Separation of species by Techniques RSC
thin-layer chromatography resource:
chemistry/resource/
res00001301/
chromatography
Chemistry Review
articles: How pure is your
aspirin? (Volume 6,
edition 3)
What is chromatography?
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)
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First published (10/02/2015)
Last updated (01/08/2016)

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A-level Chemistry 7405

3.1.8.1 Born-Haber Cycles

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3.1.9.1 Rate equations

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3.1.11.1 Electrode potentials and cells

3.1.12.1 Brønsted–Lowry acid-base equilibria in aqueous solutions

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RSC acid-base simulator:

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 Calculate the pH of strong bases  June 2011 Unit 4 001458/ph-scale-

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3.2.4 Properties of Period 3 elements and their oxides

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3.2.5.1 General properties of the transition metals

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3.3.7 Optical isomerism

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3.3.9.1 Carboxylic acids and esters

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Chemistry Data Book

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3.3.12.1 Condensation polymers

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Chemistry Review article:

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3.3.13.1 Amino acids

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