CCEA Exemplar Scheme of Work: GCE Chemistry

Unit AS 2:
Further Physical and
Inorganic Chemistry and
Introduction to Organic
Chemistry

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CCEA Exemplar Scheme of Work: GCE Chemistry

2.1 Formulae and Amounts of Substance

Specifica Learning Outcomes Suggested Teaching Resources Risk/Safety Time

tion Strategies Assessment
Referenc Students will be able to
e
2.1.1 • demonstrate an • Recap mole calculations Calculations for 1hr
understanding of the terms from Mod. 1 – mol = A-level
empirical and molecular g/RMM Chemistry
formula and the relationship E.N. Ramsden
between them; • Help students understand
the formula of a www.teachmet
compound/molecule gives uition.co.uk/Ch
the ratio in which the emistry/Calcs/c
atoms are present alcspageintro.h
tm
good practice
calculations with
solutions for
moles

2.1.2 • calculate empirical and • Worked examples of www.creative-

molecular formula using calculating empirical chemistry.org.
data, giving composition by formulae and further to uk/alevel/modu
mass; calculate molecular le1/documents/
formulae N-ch1-45.pdf
handy mole
• Show use of same calculations
calculation to calculate worksheets
number of moles of water
of crystallisation attached Worksheet:
Problems on
Empirical
Formulae
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CCEA Exemplar Scheme of Work: GCE Chemistry

Specifica Learning Outcomes Suggested Teaching Resources Risk/Safety Time

tion Strategies Assessment
Referenc Students will be able to
e
2.1.3 • understand the concept of • Idea that from what we Worksheet: 1hr
molar gas volume; have covered so far, we Reacting
can work out moles of gas Volumes of
if mass is known Gases

• Introduce idea that one Worksheet:

mole of any gas occupies Problems on
the same volume at room Avogadro’s
temperature and pressure Principle
– 24dm3

• Show simple calculations

on board – allow them to
work out equation mol =
vol/24

• Show conversion to cm3

2.1.4 • deduce reacting gas • Worked examples – allow

volumes from chemical students to try some
equations; problems

• Introduce Avogadro’s
principle – state that only
applicable where all
substances are in the
gaseous state – show
worked examples e.g.

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CCEA Exemplar Scheme of Work: GCE Chemistry

combustion of
hydrocarbons

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CCEA Exemplar Scheme of Work: GCE Chemistry

Specifica Learning Outcomes Suggested Teaching Resources Risk/Safety Time

tion Strategies Assessment
Referenc Students will be able to be
e
2.1.5 • calculate the percentage • Discuss chemical reactions Worksheet: 1 hr
yield of the product of a – how some product may Problems on
reaction; be lost – class discussion Percentage Yield
on how product lost
• Application to large-scale Worksheet:
industrial production – Limiting Reactant
economic viability of Problems
process depends on cost
and percentage yield of
product
• Introduce equation – Advanced
worked example Chemistry,
%yield = actual/theor x (M.Clugston &
100 R.Flemming)
• Students to try some Pg140-141
simple examples
2.1.6 • use percentage yield to • Extend to rearrange www.en.wikipe
determine the amount of equation to calculate dia.org/wiki/At
reagent(s) needed for a amount of reactant om economcy -
reaction; and needed when actual, good definition
theoretical and %yield are and shows
given in question calculation
• qu on limiting reactant – method
one reactant in excess

2.1.7 • understand the concept of • Concept of atom economy www.rsc.org/E ½ hr

atom economies. as the conversion ducation/HElec
efficiency of a chemical turers/Resourc

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CCEA Exemplar Scheme of Work: GCE Chemistry

process in terms of all es/ITu4.asp

atoms involved exercise written
• Importance today in Green for RSC spec
Chemistry - %yield used to allowing small
evaluate but this provides group debate on
no info about extent to looking at
which by products/wastes importance of
are formed – link to atom economies
petrochemical industry- in industries-
minimising pollution instructions for
students and
teachers
provided

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CCEA Exemplar Scheme of Work: GCE Chemistry
2.2 Nomenclature and Isomerism in Organic Compounds
Specifica Learning Outcomes
tion
Referenc Students will be able to
e
2.2.1 • understand the terms
empirical, molecular and
structural formulae,
homologous series and
functional groups;
2.2.2 • apply IUPAC rules to naming
organic compounds with up
to six carbon atoms and
containing up to two
functional groups;
2.2.3
• describe and explain
structural isomerism for
aliphatic compounds
containing up to six carbon
Suggested Teaching Resources Risk/Safety Time
Strategies Assessment
• Recap organic from KS4 – 1hr
alkanes and alkenes as
simplest organic family
• Recap definition of
homologous series – same
general formula, similar
chemical properties and
gradation in physical
properties
• Get students to recall first
four members of alkanes -
use to demonstrate
differences between
empirical, molecular and
structural formulae
• Give out molecular www.antoine.fr
modelling kits and get ostburg.edu/cg
students to build simple i-
straight-chain alkanes bin/senese/tuto
from methane to hexane – rials/isomer/ind
recap naming from KS4 ex.cgi?
n=4&list=502|
• Get them to rearrange 500|501|
butane – introduce idea of useful if no
structural isomerism and molecular
rules for naming modelling kits
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CCEA Exemplar Scheme of Work: GCE Chemistry

2.2.4 atoms; and • Repeat with pentane and available –

hexane – structures and allows
• understand that name in notes construction of
stereoisomers (geometrical) • To be covered with structural
exist (alkenes) in cis and alkenes isomers of
trans (E-Z) forms due to the alkanes up to
energy barrier to rotation in hexane –
these compounds. corrects user
when they’ve
made same
isomer twice

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CCEA Exemplar Scheme of Work: GCE Chemistry

2.3 Hydrocarbons – Alkanes

Specifica Learning Outcomes Suggested Teaching Resources Risk/Safety Time

tion Strategies Assessment
Referenc Students will be able to
e
2.3.1 • write the general formula • Recap alkanes from KS4 – 1½hrs
for alkanes CnH2n+2 ; general formula and
2.3.2 • understand that alkanes are names and structures of
saturated hydrocarbons; first 6 members
2.3.3 • recall the molecular and • Recap term ‘saturated’
structural formulae for
alkanes containing up to six
2.3.4 carbon atoms;
• use IUPAC rules to name • Go over naming alkanes www.howstuff
alkanes, including branched from previous topic – give works.com/oil-
structures; students list to name refining4.htm
good animation
2.3.5 of fractional
• Look at physical properties
of alkanes – melting and distillation,
• explain, in terms of VdW
boiling points, physical showing different
forces, the variation in
state – get them to lengths of
boiling points;
suggest reason for carbon chains
changes in properties – www.science.h
recall VdW forces – why owstuffworks.c
are these molecules non- om/oil-
2.3.6 polar? refining5.htm
detailed
description of
• recall that crude petroleum • What is biggest source of
how cracking
is the source of alkanes and organic chemicals? Crude
works
that they are obtained by oil – animation of
www2.wwnorto
fractional distillation and fractionating column on
n.com/college/c
understand thermal internet – they come up
hemistry/gilber
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CCEA Exemplar Scheme of Work: GCE Chemistry

Specifica Learning Outcomes Suggested Teaching Resources Risk/Safety Time

tion Strategies Assessment
Referenc Students will be able to
e
cracking; with definition t/tutorials/ch12
.htm
• Discuss which fractions good tutorial of
most useful – CRACKING to how fractional
produce more useful distillation works
products with quiz at end
• Definition of cracking

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CCEA Exemplar Scheme of Work: GCE Chemistry
Specifica Learning Outcomes
tion
Referenc Students will be able to
e
2.3.7 • describe the combustion of
alkanes in limited and
plentiful supply of air;
2.3.8
• describe substitution
reactions of alkanes by
chlorine and bromine;
2.3.9 • explain how homolytic
fission leads to mechanism
for the photochemical
reaction between methane
and chlorine viewed as free
radical substitution;
Suggested Teaching Resources Risk/Safety Time
Strategies Assessment
• Talk about main uses of 1½hrs
alkanes – fuels
• Students to write fully
balanced equations for
complete combustion
• What’s formed when
incomplete combustion?
• Practice writing equations
for incomplete combustion
• Idea that alkanes fairly
unreactive – only react if
very reactive species in
contact – introduce
‘radicals’ – give definition
• Look at tetravalent carbon
– idea that reaction has to
be substitution
• Look at diatomic chlorine –
two ways it can split – let
them come up with two
different splits – introduce
homolytic and heterolytic
fission – idea that uv light
needed to split molecule
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CCEA Exemplar Scheme of Work: GCE Chemistry

Specifica Learning Outcomes Suggested Teaching Resources Risk/Safety Time

tion Strategies Assessment
Referenc Students will be able to
e
2.3.9 • Show general equation for www.teachmet
(cont.) reaction of methane with uition.co.uk/Ch
chlorine, then mechanism emistry/Organi
– way of describing what’s c/free_radical_s
happening in detail during ubstitution.ht
reaction m
clear explanation
• Recap mechanism to of mechanism,
name as photochemical showing
free radical substitution structures

2.3.10 • discuss the environmental • If time, allow students in Handout: 1hr

problems associated with
spillage and combustion of
hydrocarbons; and
2.3.11
• give a simple account of
role of catalytic converters
in reducing the
environmental damage due
to vehicle emissions.
groups of ~3/4 to research Combustion of
separate topics: problems Alkanes –
associated with spillage, Pollution
combustion of
hydrocarbons,
environmental damage
caused by vehicle
emissions and ways of
reducing vehicle
emissions, including
catalytic converters

• Groups to present to rest

of class and others to
make notes from their
presentations

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CCEA Exemplar Scheme of Work: GCE Chemistry

• If not enough time –

handout entitled
‘Combustion of Alkanes –
Pollution’ covers all
necessary

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CCEA Exemplar Scheme of Work: GCE Chemistry

2.4 Hydrocarbons – Alkenes

Specifica Learning Outcomes Suggested Teaching Resources Risk/Safety Time

tion Strategies Assessment
Referenc Students will be able to
e
2.4.1 • write the general formula • Revise alkenes from GCSE 2hrs
for alkenes as CnH2n ; – general formula –
difference in structure
from alkanes – double Advanced
2.4.2 • understand that alkenes are bond Chemistry,
unsaturated hydrocarbons • Revise terms unsaturated M.Clugston &
and that they decolourise as molecules containing R.Flemming
bromine water; one or more double bonds Pg409&411 - Possibility of
• Pupil Expt: Questions large quantities
Distintinguishing between of
alkanes and alkenes – alkanes/alkenes
students given small catching fire –
samples of hexane and keep away from
hexane – to distinguish naked flame,
between by burning 5 ensure only
drops on watch glass and 5drops ignited,
also by shaking with carry out in well
bromine water www.creative- ventilated room
• Pupil Expt: Degree of chemistry.org.
Unsaturation between uk/alevel/modu
Margarine and Butter le3/documents/
N-ch3-10.pdf
• Discuss why alkenes burn
practical sheet
with more sooty flame –
with all
idea of why not used as
requirements for
fuels – could be extended
Margarine and
to working out % carbon in
butter
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CCEA Exemplar Scheme of Work: GCE Chemistry

Specifica Learning Outcomes Suggested Teaching Resources Risk/Safety Time

tion Strategies Assessment
Referenc Students will be able to
e
alkanes and comparing to comparison –
alkenes bromine titration
• Discuss why alkenes
decolorise bromine water,
but alkanes do not –
double bond addition

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CCEA Exemplar Scheme of Work: GCE Chemistry

Specifica Learning Outcomes Suggested Teaching Resources Risk/Safety Time

tion Strategies Assessment
Referenc Students will be able to
e
2.4.3 • recall the molecular and • Draw structure of ethene 1hr
structural formulae for – discuss valency of carbon
alkenes containing up to 6 – get students to draw
carbon atoms; structures of alkenes up to
2.4.4 hexane
• use IUPAC rules to name Worksheet:
alkenes containing up to • Naming alkenes – Naming Alkenes
two C=C bonds; structural isomerism

2.2.4
• Get students to build www.chemguid
• understand that model of ethene and e.co.uk/basicor
stereoisomers (geometrical) ethane using molecular g/isomerism/ge
exist (alkenes) in cis and modelling kits – idea that ometric.html
trans (E-Z) forms due to the atoms can’t rotate around good website
energy barrier to rotation in double bond explaining cis-
these compounds; trans isomerism
www.creative-
• Introduce this as chemistry.org.
geometric isomerism uk/molecules/g
eometrical.htm
3D models of cis
trans isomers
• Students to draw cis-trans
isomers of various alkenes

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CCEA Exemplar Scheme of Work: GCE Chemistry
Specifica Learning Outcomes
tion
Referenc Students will be able to
e
2.4.5 • use sigma and pi bonds to
explain the relative bond
strength and length of the
C=C bond;
2.4.6
• know that C=C is centre of
high electron density and
use this to explain
difference in reactivity
between alkenes and
alkanes;
2.4.7 • describe catalytic
hydrogenation of alkenes
using finely divided nickel
and its application to
hardening of oils;
Suggested Teaching Resources Risk/Safety Time
Strategies Assessment
• Look at structure of 1hr
ethene www.en.wikibo
– discuss difference oks.org/wiki/Im
between this and ethane – age:Ethylene-
idea that double bond = HOMO-3D-
high electron density – pi balls.png
bond good diagram
• Discuss type of substance showing electron
that would be attracted to density of C=C
double bond – introduce
term ‘electrophile’ – idea
that substances add
across double bond
• Discuss why alkanes more
reactive than alkenes –
Handout – Reactivity of
Alkenes
• Look at chemical reactions Handout:
of alkenes – hydrogenation Reactivity of
– get students to predict Alkenes
product of hydrogenation
of ethene
• Use of hydrogenation in
hardening of veg oils –
discuss why some doctors
think butter more healthy
option – natural product
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CCEA Exemplar Scheme of Work: GCE Chemistry
2.4.8 • describe reaction of Cl2, Br2,
HCl, HBr with simple
alkenes (Markovnikoff’s rule
not required);
compared to Flora etc.
• Look at equations for 1hr
these reactions
• Recap that double bond is
electron-rich – look at
various molecules – how
will they add onto double
bond?
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CCEA Exemplar Scheme of Work: GCE Chemistry

Specifica Learning Outcomes Suggested Teaching Resources Risk/Safety Time

tion Strategies Assessment
Referenc Students will be able to
e
2.4.8 • Idea that all four (Cl2 etc)
(cont.) are electrophiles Advanced
• Get students to suggest Chemistry,
how molecules split – one M.Clugston &
part must be positively R.Flemming)
charged if to attack double Pg409 &411 –
bond Practice
• Introduce split as Questions
heterolytic fission
Pg420 good
practice exam
questions

2.4.9 • explain mechanism of • Show mechanism of HBr

reaction between HBr and with ethene on board –
ethene viewed as introduce carbocation and
electrophilic addition. show its formation
Understand the term • Curly arrow to denote
heterolytic fission; and movement of an electron
• Get students to draw www.mp-
mechanism of propene docker.demon.
with HBr and name co.uk/chains_a
product nd_rings/mech
2.4.10 • Recap polymerisation from anisms/elec_ad
KS4 – addition across d.html
• describe the addition double bond animation of
polymerisation of alkenes mechanism
• Uses and structure of
eg ethene and propene. between
polymers – e.g. polythene,
bromine and

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CCEA Exemplar Scheme of Work: GCE Chemistry

polypropene, PVC, ethene

polystyrene
• LDPE and HDPE now
covered in A2 Mod2

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CCEA Exemplar Scheme of Work: GCE Chemistry

2.5 Halogenoalkanes

Specifica Learning Outcomes Suggested Teaching Resources Risk/Safety Time

tion Strategies Assessment
Referenc Students will be able to
e
2.5.1 • write the general formula • Look at common Worksheet: 1hr
for halogenoalkanes as C- halogenoalkanes and their Naming
nH2n+1X, where X is a uses – e.g. chloroform Halogenoalkanes
halogen atom;
2.5.2
• recall molecular and • Give gen. formula of
structural formulae of halogenoalkane – draw
halogenalkanes with up to structures
two halogen atoms and up
2.5.3 to six carbon atoms;
Advanced
• use IUPAC rules to name • Practice naming on board Chemsitry
halogenalkanes containing – give students practice – (M.Clugston &
up to two halogen atoms use worksheet, ‘Naming R.Flemming)
and up to six carbon atoms; Halogenoalkanes’ HW: pg437 –
Practice Qu
• Primary, secondary and
2.5.4 tertiary halogenoalkanes

• comment on the variation of

boiling points of the • Look at structure of
halogenoalkane; halogenoalkanes – polarity
of C-X bond – get students
to decide

• What forces will be

present between

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CCEA Exemplar Scheme of Work: GCE Chemistry

molecules?

• Look at change in boiling

points as carbon chain get
longer – students to decide
why

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CCEA Exemplar Scheme of Work: GCE Chemistry

Specifica Learning Outcomes Suggested Teaching Resources Risk/Safety Time

tion Strategies Assessment
Referenc Students will be able to
e
2.5.5 • Describe the lab preparation • Revise structure of ethanol EXPT: Prep of Flammable 2hrs
of halogenoalkane from from KS4 – how can this be Bromobutane butan-1-ol – use
corresponding alcohol, with converted to heating mantle
specific reference to bromoethane? Introduce Quick-fit rather than
refluxing, using a separating ‘substitution’ apparatus naked flame to
funnel, removal of acidic • Reaction with HBr – idea Butan-1-ol reflux
impurities, drying simple that has to be made ‘in- NaBr Corrosive
distillation; situ’ with NaBr and conc. Conc. H2SO4 nature of conc.
H2SO4 Na2CO3 (0.5M) H2SO4 – wear
• Look at quick-fit apparatus Na2CO3 safety glasses
and explain procedure – (anhydrous solid) and gloves
refluxing as continuous Separating throughout use
evap and condensation funnels
without loss of volatile Filter funnels
product Filter paper
• Discuss addition of H2SO4 – Heating mantles
exothermic nature – use of
dropping funnel to add
slowly
• Look at two layers –
discuss why present –
introduce separating
funnel – densities of
aqueous and organic
layers
• Organic layer impurities –
how to remove acid – why
should pressure be

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CCEA Exemplar Scheme of Work: GCE Chemistry

released in separating
funnel?
• Addition of anhydrous
compounds to remove
water
• Distillation to purify – go
over definition

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CCEA Exemplar Scheme of Work: GCE Chemistry

Specifica Learning Outcomes Suggested Teaching Resources Risk/Safety Time

tion Strategies Assessment
Referenc Students will be able to
e
2.5.6 • describe substitution • Look at equations for 1hr
reactions of reactions – idea that one
halogenoalkanes with atom/group of atoms
aqueous alkali, ammonia being substituted for
and cyanide ions; another – substitution
2.5.7 www.bcs.whfre
• Example of primary and eman.com/voll
• explain the mechanism for tertiary halogenoalkanes – hardtschore4e/
reaction of primary and why don’t they react in pages/bcs-
tertiary bromoalkanes with same way? Get them to main.asp?
hydroxide ions viewed as think about size of groups v=&s=07000&
nucleophilic substitution; around carbon with n=00010&i=07
halogen attached – steric 010.01&o =
hindrance - Sn1 mechanism
animation
• Name as SN1 and SN2
mechanisms – difference www.bcs.whfre
being number of reactants eman.com/voll
involved in rate- hardtschore4e/
determining step pages/bcs-
main.asp?
• Students to try writing s=06000&n=00
mechanisms for various 010&i=06010.0
tert and primary 1&v=&o=&ns=
halogenoalkanes 0&uid=0&rau=
0
- Sn2 mechanism

www.chemistry

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CCEA Exemplar Scheme of Work: GCE Chemistry

.boisestate.edu
/people/richard
banks/organic/
mechanisms.ht
ml
good link to
various animated
organic
mechanisms

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CCEA Exemplar Scheme of Work: GCE Chemistry

Specifica Learning Outcomes Suggested Teaching Resources Risk/Safety Time

tion Strategies Assessment
Referenc Students will be able to
e
2.5.8 • compare ease of hydrolysis • Look at bond enthalpy and 1½hr
of primary halogenoalkanes polarity of chloro-, bromo-
related to bond enthalpy and iodo-alkanes – discuss Advanced
and bond polarity; and how this will effect Chemistry
breaking of C-X bond (M.Clugston &
R.Flemming)
• Hydrolysis as replacing Pg 444-445 –
halogen atom with OH Past Paper
group Questions

• Formation of halide ions in

2.5.9 • describe elimination of HBr
from bromoethane using
ethanolic potassium
hydroxide.
process – how can these
be detected? Revision
from halogens Mod.1 Safety glasses
and exercise
• Pupil Expt: Hydrolysis of EXPT Sheet – caution
Primary Halogenalkanes Hydrolysis of sufficient
Primary
Halogenoalkanes
• Idea that different product
Ethanol
formed when ethanolic
Iodo-, bromo-
KOH used
and chlorobutane
AgNO3
• Alkene formed – get
HNO3 (dil)
students to look at how
stopclocks
halogenoalkane structure
changes – name reaction
as elimination – get
students to practice

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CCEA Exemplar Scheme of Work: GCE Chemistry

equations for elimination

reactions

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CCEA Exemplar Scheme of Work: GCE Chemistry

2.6 Alcohols

Specifica Learning Outcomes Suggested Teaching Resources Risk/Safety Time

tion Strategies Assessment
Referenc Students will be able to
e
2.6.1 • write the general formula • Look at common alcohols Advanced 1hr
for alcohols as CnH2n+1OH; and their uses – e.g. Chemistry
ethanol, ethan-1,2-diol in (M.Clugston &
anti-freeze etc. R.Flemming)
2.6.2 • recall molecular and Pg 451 Q1&2
structural formulae of • Give gen. formula of
alcohols with up to six alcohol – draw structures
carbon atoms; up to hexanol

2.6.3
• use IUPAC rules to name
alcohols containing up to
two hydroxyl groups and up
to six carbon atoms (refer to
primary, secondary and
2.6.4 tertiary structures);
• refer to effect of hydrogen
bonding on boiling point and • Look at structure of
miscibility with water;
• Practice naming on board
– give students practice
• Primary, secondary and
tertiary alcohols – naming
etc. Handout:
Physical Prop of
Alcohols
alcohols – polarity of OH
group – get students to
decide

• What forces will be

present between
molecules?

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CCEA Exemplar Scheme of Work: GCE Chemistry

Specifica Learning Outcomes Suggested Teaching Resources Risk/Safety Time

tion Strategies Assessment
Referenc Students will be able to
e

• Look at physical properties

– how affected by
hydrogen bonding

• Solubility – why less

soluble as carbon chain
gets longer?

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CCEA Exemplar Scheme of Work: GCE Chemistry
Specifica Learning Outcomes
tion
Referenc Students will be able to
e
2.6.5 • recall preparation of
alcohols from
halogenoalkanes;
2.6.6
• recall industrial preparation
of ethanol from i)
fermentation of sugars and
ii) reaction of steam with
ethene in presence of
H3PO4;
2.6.7
• describe combustion of
alcohols and their use as an
alternative fuel;
2.6.8 • describe reaction of primary
alcohols with sodium,
hydrogen bromide,
phosphorus pentachloride
and thionyl chloride;
Suggested Teaching Resources Risk/Safety Time
Strategies Assessment
• Revise substitution ½hr
reactions of
halogenoalkanes with
aqueous alkali
• Revise from KS4 –
industrial ethanol
produced from reacting
ethene with steam –
catalyst etc
• Production of consumable
alcohol by fermentation of
sugars - equation and
conditions
• Get students to write
equations for combustion Handout: Uses of
of ethanol – discuss why Alcohols
possible to use as fuel –
cleaner
• Handout – Uses of Alcohols
– discusses advantages of
using alcohol as fuel
• Discuss reactions and 2 hrs
write equations – fission of
OH bond when reacted
with Na
• Revise reaction of HBr with
alcohols to produce
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CCEA Exemplar Scheme of Work: GCE Chemistry

bromoalkane
• Reaction with PCl5 and
SOCl2 to produce
chloroalkanes –
advantages of using SOCl2

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CCEA Exemplar Scheme of Work: GCE Chemistry
Specifica Learning Outcomes
tion
Referenc Students will be able to
e
2.6.9 • comment on oxidation of
alcohols using acid.
Potassium dichromate with
ref to a) formation of
aldehydes and carboxylic
acids from primary alcohols
and isolation of each
depending on reaction
conditions b) formation of
ketones from secondary
alcohols c) resistance to
oxidation of tertiary
alcohols;
2.6.10 • describe esterification
reactions of alcohols with
carboxylic acids and
ethanoyl chloride;
Suggested Teaching Resources Risk/Safety Time
Strategies Assessment
• Look at simple 1o alcohols
– oxidation to aldehyde
and then to carboxylic acid
– oxidising agent and
conditions
• 2o alcohols – why different
product in oxidation to
primary? Position of OH
group leading to ketone
formation
• How to convert back to 1o
and 2o alcohols – reduction
with lithal in dry ether
• Look at structure of 3o
alcohols – why no
oxidation?
• Revise simple formation of
ethyl ethanoate from KS4
– condition etc.
• Introduce other alcohols Advanced
and acids – naming esters Chemistry
• Look at ethanoyl chloride – (M.Clugston &
how similar to ethanoic R.Flemming)
acid – get students to work Pg458 Q1, 4 &
out products and deduce
why better than using
carb. acids
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CCEA Exemplar Scheme of Work: GCE Chemistry

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CCEA Exemplar Scheme of Work: GCE Chemistry

Specifica Learning Outcomes Suggested Teaching Resources Risk/Safety Time

tion Strategies Assessment
Referenc Students will be able to
e
2.6.10 • Uses of esters Expt: Alcohol Conc. acid may
(cont.) • Pupil Expt: Alcohol Reactions cause severe
Reactions - look at burns – wear
reaction of alcohols with Ethanol gloves and
sodium, PCl5, ethanoic Sodium safety glasses
acid, acid. Dichromate PCl5 throughout
• Get students to look at CH3COOH Heat ester
oxidation reaction – why Acid. K2Cr2O7 mixture in
used to distinguish water bath as
between 1o, 2o and 3o ethanol highly
alcohols flammable
PCl5 highly
corrosive –
wear gloves
and keep in
fume cupboard

2.6.11 • prepare iodoform and know • Talk about use of iodoform EXPT: Iodoform Corrosive 1½hr
its uses to distinguish test to distinguish Preparation nature of NaOH
between alcohols containing secondary alcohols and and NaOCl –
CH3CH(OH) and other ethanol from other KI (solid) use gloves and
alcohols with specific alcohols NaOH (2M) wear safety
reference to • Pupil Expt: Prep and NaOCl (2M) glasses while
recrystallisation and melting Purification of Ethanol handling
points; and Triiodomethane Buchner funnel
Dropping funnel
• Discuss process of Melting point
recrystallisation – why min apparatus
amount of solvent used,
35
CCEA Exemplar Scheme of Work: GCE Chemistry

use of Buchner funnel etc.

• Melting point apparatus –

how sharp melting point
indicates purity of solid

36
CCEA Exemplar Scheme of Work: GCE Chemistry

Specifica Learning Outcomes Suggested Teaching Resources Risk/Safety Time

tion Strategies Assessment
Referenc Students will be able to
e
2.6.12 • discuss use of ethanol in • Students to research this www.patient.c 1hr
alcoholic drinks and its use in pairs on internet o.uk/showdoc/2
as recreational drug which 3069189/
can have beneficial and • Produce informative leaflet good website for
harmful effects. The idea of on positive and negative info on alcohol
safe limits of ‘units’ of effects, safe limits etc. and safe limits
alcohol.

37
CCEA Exemplar Scheme of Work: GCE Chemistry

2.7 Infra-red Spectroscopy

Specifica Learning Outcomes Suggested Teaching Resources Risk/Safety Time

tion
Referenc Students will be able to
e
2.7.1 • understand that groups of
atoms within a molecule
absorb IR radiation at
characteristic frequencies;
2.7.2 • explain that the absorption
of radiation arises from
molecular vibrations;
• use IR spectroscopy to
2.7.3
elucidate molecular
structure by identifying
functional groups using
characteristic wave
numbers; and
2.7.4
• identify the presence of
impurities in a sample of a
compound using IR spectra.
Strategies Assessment
• Discuss uses of IR www.chemguid 2hrs
spectroscopy to identify e.co.uk/analysi
functional groups – maybe s/ir/background
recap limitations of mass .html#top
spec for identifying good website
molecules explaining IR and
giving links to
• How IR works – idea that banks of IR
covalent bonds can spectra
vibrate, bend and twist –
idea that through these Handout: Intro to
vibrations, they will absorb IR
characteristic frequencies
of IR radiation, depending www.riodb01.i
on the functional group base.aist.go.jp/
sdbs/cgi-
• Show example of IR bin/direct_fram
spectra and table of e_top.cgi
wavenumbers database for
spectra – any
molecule!
• Give pupils examples to
analyse and find functional
groups present Advanced
Chemistry
• Idea that bank of spectra (Clugston, M and
for pure compounds exists Flemming, R)
– if impurities present, will Pg563 Q1&2

38
CCEA Exemplar Scheme of Work: GCE Chemistry

be evident by comparison
to pure spectrum Pg458 Q2

• Also, if molecule known,

presence of peaks for
functional groups not
present in molecule can
indicate impurities

39
CCEA Exemplar Scheme of Work: GCE Chemistry

2.8 Energetics

Specifica Learning Outcomes Suggested Teaching Resources Risk/Safety Time

tion Strategies Assessment
Referenc Students will be able to
e
2.8.1 • understand that chemical • Revise energetics from Worksheet 1: 1hr
reactions are accompanied KS4 – what is meant by Intro to
by enthalpy changes exothermic and Energetics
(usually heat) and that endothermic
these may be exothermic or
endothermic; • Go through what has to
happen for reaction to
occur – bond-making as
exothermic and bond-
breaking as endothermic

• Revise activation energy

as min energy required to
break the bonds in the
reactants

• Discuss energy in and

energy out in exothermic
and endothermic reactions

• Students to draw energy

profile diagrams for
exothermic and
endothermic reactions

40
CCEA Exemplar Scheme of Work: GCE Chemistry

Specifica Learning Outcomes Suggested Teaching Resources Risk/Safety Time

tion Strategies Assessment
Referenc Students will be able to
e
2.8.2 • discuss the concept of • Introduce enthalpy change 1½hr
enthalpy change, ΔH; as a measure of the
change in heat during a
2.8.3 • explain the term enthalpy of reaction
reaction and standard • Take fuels as examples –
enthalpy conditions with to be able to compare,
specific reference to need for them to be
combustion, formation and measured under standard
neutralisation; conditions – standard
enthalpy changes
• Units of kJmol-1 –
definitions of enthalpy of
combustion, reaction,
neutralisation and
formation – handout – Handout:
2.8.4 Enthalpy Terms Enthalpy Terms
• recall experimental methods Handout:
to determine enthalpy Determining
changes; Enthalpy of
2.8.5 • Look at measuring Combustion
enthalpy of combustion of Worksheet 2:
• calculate enthalpy changes ethanol – pupils to design Calculating
from experimental data expt Enthalpy of
including the use of E = Combustion – Flammable
mcΔT; good Homework ethanol – keep
• Introduce equation E =
Ethanol lid on bottle to
mcΔT to calculate
Spirit burners / prevent bottle
enthalpy of combustion
watch glass catching fire,
• Units have to be kJmol-1 –
Boiling tube ensure small

41
CCEA Exemplar Scheme of Work: GCE Chemistry

how converted? water amounts

• Pupil expt: Measuring thermometer / burned (<5g)
Enthalpy of Combustion temperature
sensor and
datalogger

42
CCEA Exemplar Scheme of Work: GCE Chemistry

Specifica Learning Outcomes Suggested Teaching Resources Risk/Safety Time

tion Strategies Assessment
Referenc Students will be able to
e
2.8.6 • continuing experimental • Pupil expt: Measuring Expt: Enthalpy of Corrosive 1hr
methods for determining Enthalpy of neutralisation Neutralisation nature of 1M
enthalpy changes and using NaOH and HCl –
E = mcΔT safety goggles
worn during
expt and all
spillages to be
mopped up
promptly
2.8.7 • appreciate the principle of • Revise Principle of 1½hr
conservation of energy and Conservation of Energy
construct simple energy from KS4 Physics – give
cycles; definition
2.8.8
• state Hess’s Law and use it • Link to Hess’s Law –
to calculate enthalpy enthalpy change for
changes indirectly; and converting set of reactants
into products is same no
matter what route is taken

• Look at simple Hess’s

cycle – idea that more
than one way to get from
reactants to products Worksheet 4 &
Worksheet 5 –
finish for
• Worksheet 4: Calc. ΔHf Homework
from ΔHc – worked

43
CCEA Exemplar Scheme of Work: GCE Chemistry

example – direction of
arrows from def of ΔHc

• Worksheet 5: Calc. ΔHr

from ΔHf – direction from
arrows from definition of
ΔHf

44
CCEA Exemplar Scheme of Work: GCE Chemistry

Specifica Learning Outcomes Suggested Teaching Resources Risk/Safety Time

tion Strategies Assessment
Referenc Students will be able to
e
2.8.9 • explain the concept of the • Introduce idea of bond Worksheet 6 & 7 1hr
average bond enthalpy of enthalpy – gives idea of in class,
covalent bonds and use strength of bond Worksheet
values of bond enthalpy to Homework –
estimate the enthalpy • Calculations from bond extension qu on
change in reactions. enthalpies – WS6&7 Bond Energies

• Go through worked Energetics

examples Revision
Questions – good
• Discuss why enthalpies prep for test
calculated from bond
energies differ from those Advanced
measured from reactions Chemistry
(M.Clugston &
R.Flemming)
P162 Q1-3

45
CCEA Exemplar Scheme of Work: GCE Chemistry
2.9 Equilibrium
Specifica Learning Outcomes
tion
Referenc Students will be able to
e
2.9.1 • appreciate that many
chemical reactions are
reversible;
2.9.2 • understand the dynamic
nature of the equilibrium
state;
2.9.3 • deduce the qualitative
effects of changes in
temperature, pressure,
concentration and catalysts
on the position of
equilibrium for a closed
homogeneous system;
Suggested Teaching Resources Risk/Safety Time
Strategies Assessment
• Revise reversible reactions 1hr
from KS4 – formation of
NH3 from H2 and N2
• Introduce idea of dynamic
equilibrium as where rate
of forward and backward
reaction is equal
• Discussion – how will this
affect amount of reactant
being formed?
• Idea that reaction has to
be pushed to go in forward
direction – introduce Le
Chatelier’s Principle
Handout: Factors
• Look at how different Effecting
factors affect Equilibria Equilibria
• Handout – Factors
affecting Equilibria
46
CCEA Exemplar Scheme of Work: GCE Chemistry

Specifica Learning Outcomes Suggested Teaching Resources Risk/Safety Time

tion Strategies Assessment
Referenc Students will be able to
e
2.9.4 • describe and explain the • Revise equation for www.patana.ac 1hr
conditions used in industrial formation of NH3 in Haber .th/parents/cur
processes such as the Haber process riculum/Chemis
process for the formation of try/units/LR170
ammonia and the Contact • Exothermic reaction – 1.html
process for sulphuric acid; what temperature and animated flow
and pressure would they scheme for
expect to use, using Le Haber Process
Chatelier’s principle

2.9.5 • discuss the importance of a • Look at actual reaction

compromise between conditions – discuss why
equilibrium and reaction used – rate and
rate in the chemical equilibrium need to be
industry. considered www.patana.ac
.th/parents/cur
• Do same with Contact riculum/Chemis
process – get students into try/units/LR170
groups and compare 2.html
actual temp and pressure animated flow
used to that predicted scheme for
using Le Chatelier’s Contact Process

47
CCEA Exemplar Scheme of Work: GCE Chemistry

2.10 Kinetics

Specifica Learning Outcomes Suggested Teaching Resources Risk/Safety Time

tion Strategies Assessment
Referenc Students will be able to
e
2.10.1 • state the factors which • Revise rates from KS4 – Handout: Mod 2 1hr
control the rate of a what factors affect? Kinetics
chemical reaction ie
concentration, pressure, • Revise collision theory –
temperature and catalyst; idea that particles have to
2.10.2 collide with enough energy
• use collision theory to to cause bonds in
qualitatively explain how reactants to break –
these factors affect the activation energy
reaction rate;
• Get students into groups
to discuss, using collision
theory, how one factor
affects rate of reaction – to
report back to class and
allow collaboration to
agree on suitable
explanations

48
CCEA Exemplar Scheme of Work: GCE Chemistry
Specifica Learning Outcomes
tion
Referenc Students will be able to
e
2.10.3 • show a qualitative
understanding of the
Maxwell-Boltzmann
distribution of molecular
energies in gases and
interpret curves for different
temperatures;
• understand the concept of
activation energy and its
relationship to Maxwell-
Boltzmann distribution; and
• know the function of a
catalyst.
Suggested Teaching Resources Risk/Safety Time
Strategies Assessment
• Show Maxwell-Boltzmann 1½hr
curve – discuss what area
under curve represents
• What happens when temp.
increases? – look at energy
changes in particles –
show how shape changes –
larger number of particles
have activation energy
Handout:
• How does catalyst work? Catalysts
Look at how this can be
represented on Maxwell-
Boltzmann distribution
• Look at what is meant by
hetero and homogeneous
catalysts – examples
• Catalytic converters,
ozone layer depletion and
enzymes as uses of
catalysts
• Handout – Catalysts
49
CCEA Exemplar Scheme of Work: GCE Chemistry

50
CCEA Exemplar Scheme of Work: GCE Chemistry

2.11 Group II Elements and their Compounds

Specifica Learning Outcomes Suggested Teaching Resources Risk/Safety Time

tion Strategies Assessment
Referenc Students will be able to
e
2.11.1 • state why these are • Revise spdf configuration 1hr
regarded as s-block from module 1 – apply to
elements; elements from GpII – idea
2.11.2 that all outer electrons are
• recall and explain trends in s sub-shell
within group, limited to Handout:
electronic configuration, • Look at trends – split class Trends of Group
atomic radius and first into groups and give them II Metals
2.11.3 ionisation energy; table of trends – assign
each group trend and get
• recall the trends in the them to discuss and
reaction of the elements present explanation to
with oxygen, water and class
dilute acids;
• DEMO: Reaction of
calcium with cold water Advanced
and magnesium with Chemistry
steam (M.Clugston &
R.Flemming)
• Pupils to write equations Pg 285 Q1&2
and record observations
from above reactions –
apply to all GrII

• Reactions with oxygen

• Recall reaction of metals

51
CCEA Exemplar Scheme of Work: GCE Chemistry

Specifica Learning Outcomes Suggested Teaching Resources Risk/Safety Time

tion Strategies Assessment
Referenc Students will be able to
e
with acids from KS4 – why
not calcium and below?

• Trend in reactivity as
group is descended

52
CCEA Exemplar Scheme of Work: GCE Chemistry

Specifica Learning Outcomes Suggested Teaching Resources Risk/Safety Time

tion Strategies Assessment
Referenc Students will be able to
e
2.11.4 • describe the basic nature of • Revision from KS4 – metal 1hr
oxides and their reactions oxides as bases
with water and dilute acids;
• Revise reactions of oxides
with water and dilute acids
– equations for reactions

• explain thermal stability of • Look at trend for thermal Handouts:

2.11.5
carbonates and hydroxides stabilities for hydroxides Chemical Trends
related to charges and size and carbonates – both for GpII –
of cations; and become more thermally Thermal Stability
stable as group descended Chemical Trends
for GpII –
• Introduce factors affecting Solubility
– cation size and lattice
enthalpy of oxide www.chemguid
e.co.uk/inorgan
ic/group2menu.
2.11.6 • Look at solubility trend for
• recall solubility trend of the html
sulphates – decreases and
sulphates and hydroxides. good
for hydroxides – increases
explanations of
down group – look at
trends in GrII
factors – define lattice and
hydration energies
Advanced
Chemistry
(M.Clugston &
R.Flemming)
Pg299 Q6 & 7

53
CCEA Exemplar Scheme of Work: GCE Chemistry

54
CCEA Exemplar Scheme of Work: GCE Chemistry

2.12 Qualitative Analysis

Specifica Learning Outcomes Suggested Teaching Resources Risk/Safety Time

tion Strategies Assessment
Referenc Students will be able to
e
2.12.1 • use a chemical test for the • Revise gas test from KS4 – 1½hr
gases H2, O2, Cl2, CO2, SO2 introduce new tests for
(using acidified dichromate), SO2 and possibly Cl2
HCl, NH3 ;

2.12.2 • use flame colours to identify • Revise flame colourations

the metal ions Li+, Na+, K+ from Mod.1 – correct
(using blue glass), Ca2+, and procedure etc.
Cu2+;

• use Ba2+ to test for SO42-, • Look at ambiguity of HCO3-

Mg2+ to distinguish between and CO32- with dil HCl
HCO3- and CO32-; Ag+ to
distinguish between Cl-, Br- • Revise halide ion tests
and I- (followed by aqueous from Mod.1
ammonia); and Handout:
Safety glasses
Identifying
• use potassium chromate • Handout: Identifying to be worn
Inorganic
solution to test for Ba ; aq
2+
Inorganic Compounds throughout
Compounds
ammonia to test for Cu2+, Gloves also
Expt: Expt Sheet
NaOH to test for NH4+, NaOH when conc. acid
A, L & M
to distinguish between Fe2+ being handled.
• Pupil Expt: Identifying Requirements
and Fe3+; use NaOH and aq Unknowns A, L, M Sheets: A, L & M
ammonia to distinguish
between Al3+, Mg2+ and
Zn2+. Use SCN- to identify
Fe3+.

55
CCEA Exemplar Scheme of Work: GCE Chemistry

56