CCPS

Pre-AICE Chemistry Curriculum Map

CCPS 6/2/2014

Pre-AICE Chemistry

Q1 Standard 1: Particulate Nature of Matter (8 Days) Key Content:

• Describe the states of matter and explain their interconversion in terms of the kinetic particle theory

• Describe and explain diffusion • Describe dependence of rate of diffusion on molecular mass (treated qualitatively) • Describe evidence for the movement of particles in gases and liquids (a treatment

of Brownian motion is not required) • Development of the Atomic Theory from Democritus, Lavoisier, Dalton, to

Avogadro • SC.912.P.8.2: Differentiate between physical and chemical properties and

physical and chemical changes of matter.

Learning Outcomes: Candidates should be able to: - Explain that all matter is made of atoms and that atoms are the smallest part of matter that maintains the properties of the matter. - Determine the rate of diffusion of different gases and compare rates as a proportion. - Describe diffusion as the movement from higher concentration to a lower concentration. - Trace our understanding of the atom through historical experiments and the scientists who performed them. - Identify physical and chemical changes.

Resources: • Diffusion http://phet.colorado.edu/en/contributions/view/3415 • Atomic Theory(ESE) http://www.lcmrschooldistrict.com/demers/cbphysicalscience/

4.1%20History%20of%20Atomic%20Develop.pdf • http://www.nuffieldfoundation.org/practical-chemistry/states-matter • http://www.nuffieldfoundation.org/practical-chemistry/diffusion-liquids • http://www.nuffieldfoundation.org/practical-chemistry/particles-motion • Experiment 2.1 Cambridge CD • Experiment 2.2 Cambridge CD •

Pre-AICE Chemistry

Q1 Standard 2: Experimental Techniques (10 days) Key Content: 2.1 Measurement

• Name appropriate apparatus for the measurement of time, temperature, mass and volume, including burettes, pipettes and measuring cylinders.

2.2(a) Criteria of Purity • Describe paper chromatography. • Interpret simple chromatograms. • Identify substances and assess their purity from melting point and boiling point

information. • Understand the importance of purity in substances in everyday life, e.g. foodstuffs

and drugs.

2.2(b) Methods of Purification • Describe methods of purification by the use

of a suitable solvent, filtration, crystallisation, distillation (including use of fractionating column).

• Suggest suitable purification techniques, given information about the substances involved.

Learning Outcomes: Candidates should be able to:

- Name and identify various lab tools and apparatuses and their uses.

- Describe how to set up a chromatography lab, what chromatography tests for and the various parts of a chromatography lab.

- Read a chromatogram and apply results to real life problems and situations.

- Use melting and freezing points to determine if a substance is pure or impure.

- Suggest areas that we would need to use pure substance in.

- Differentiate between chromatography, distillation, decanting, filtration, centrifuge, crystallization.

Resources: • www.practicalchemistry.org/experiments/chromatography-of-

sweets%2C194%2CEX.html • www.practicalchemistry.org/experiments/chromatography-of-leaves,199,EX.html • www.practicalchemistry.org/experiments/chromatography-of-leaves,199,EX.html • www.chemguide.co.uk/analysis/chromatography/paper.html • www.biotopics.co.uk/as/amino_acid_chromatography.html • www.practicalchemistry.org/print/experiments/introdwww.practicalchemistry.org/

print/experiments/introdtin-and-lead-solder,197,EX.html • www.practicalchemistry.org/print/experiments/introdwww.practicalchemistry.org/

print/experiments/introdand-salt,192,EX.html • www.practicalchemistry.org/print/experiments/introdwww.practicalchemistry.org/

print/experiments/introdimpure-solid,196,EX.html • www.practicalchemistry.org/print/experiments/interwww.practicalchemistry.org/

print/experiments/interfrom-seaweed,256,EX.html • Experiment 1.1 Cambridge CD • Experiment 1.2 Cambridge CD • Experiment 1.3 Cambridge CD

Pre-AICE Chemistry

• Experiment 2.4 Cambridge CD • Experiment 2.5 Cambridge CD

Q1 Standard 3: Atoms, Elements and Compounds (15 Days) Key Content: 3.1 Atomic structure and the Periodic Table

• State the relative charges and approximate relative masses of protons, neutrons and electrons .

• Define proton number and nucleon number (atomic mass). • Use proton number and the simple structure of atoms to explain the basis of the

Periodic Table with special reference to the elements of proton number 1 to 20. • Define isotopes. • State the two types of isotopes as being radioactive and non-radioactive. • State one medical and one industrial use of radioactive isotopes. • Describe the build-up of electrons in ‘shells’ and understand the significance of

the noble gas electronic structures and of valency electrons 3.2 Bonding: the structure of matter

• Describe the differences between elements, mixtures and compounds, and between metals and non-metals (include characteristics of metallic bonding)

Learning Outcomes: Candidates should be able to:

- Identify different subatomic particles based on mass, charge and location.

- Determine # of protons, electrons and neutrons of a given element.

- Differentiate between elements, compounds, molecules, ions and isotopes.

- Describe radioactivity and identify uses of radioactive elements.

- Determine electron configuration of an element.

- Draw Lewis Dot Structure of an element. - Explain different characteristics of covalent

and ionic bonding.

Pre-AICE Chemistry

• Describe an alloy, such as brass, as a mixture of a metal with other elements 3.2 (a) Ions and ionic bonds

• Describe the formation of ions by electron loss or gain. • Describe the formation of ionic bonds between elements from Groups I and VII.

3.2 (b) Molecules and covalent bonds • Describe the formation of single covalent bonds in H2, Cl2 , H2O, CH4 and HCl as

the sharing of pairs of electrons leading to the noble gas configuration. • Describe the differences in volatility, solubility and electrical conductivity between

ionic and covalent compounds. 3.2 (c) Macromolecules

• Describe the giant covalent structures of graphite and diamond • Relate their structures to the use of graphite as a lubricant and of diamond in

cutting

- Use the octet rule to predict bonding. - Predict charge of an ion. - Compare the structures of graphite and

diamond. - Identify differences between metallic

bonds and other types of bonds. - Use structure of a metal to describe

metallic bonding and benefits of alloys.

Q1 Standard 4: The Periodic Table (5 Days) Key Content: 9 The Periodic Table

• Describe the Periodic Table as a method of classifying elements and its use to predict properties of elements.

9.1 Periodic Trends • Describe the change from metallic to non-metallic character across a period.

9.2 Group Properties • Describe lithium, sodium and potassium in Group I as a collection of relatively soft

metals showing a trend in melting point, density and reaction with water. • Predict the properties of other elements in Group I, given data, where appropriate. • Describe chlorine, bromine and iodine in Group VII as a collection of diatomic non-

metals showing a trend in colour, and state their reaction with other halide ions. • Predict the properties of other elements in Group VII, given data where appropriate.

9.3 Transition Elements • Describe the transition elements as a collection of metals having high densities,

high melting points and forming coloured compounds, and which, as elements and compounds, often act as catalysts.

9.4 Noble Gases

Learning Outcomes: Candidates should be able to:

- Predict reactivity and chemical qualities of an element based on its position on the periodic table.

- Determine whether an element is classified as a metal or a non-metal, based on its position on the periodic table

- Cite group/family trends and characteristics - Identify transition metals on the periodic

table - Note the unreactivity of noble gases and

some uses for noble gases.

Pre-AICE Chemistry

• Describe the noble gases as being unreactive. • Describe the uses of the noble gases in providing an inert atmosphere, i.e. argon in lamps, helium for filling balloons.

Resources: http://www.gpb.org/chemistry-physics/chemistry/403 http://www.ade.az.gov/sa/sdi/PeriodicTable-Lesson.pdf http://www.nuffieldfoundation.org/practical-chemistry/trends-patterns-and-periodicity http://www.ade.az.gov/sa/sdi/PeriodicTable-Lesson.pdf Q1 Standard 5: Metals (5 Days) Key Content: 10.1 Properties of metals

• Describe the general physical and chemical properties of metals. • Explain why metals are often used in the form of alloys. • Identify representations of alloys from diagrams of structure.

10.2 Reactivity Series • Place in order of reactivity: potassium, sodium, calcium, magnesium, zinc, iron,

(hydrogen) and copper, by reference to the reactions, if any, of the metals with -water or steam

-dilute hydrochloric acid and the reduction of their oxides with carbon

• Deduce an order of reactivity from a given set of experimental results 10.3a Extraction of Metals

• Describe the ease in obtaining metals from their ores by relating the elements to the reactivity series

• Describe the essential reactions in the extraction of iron from hematite • Describe the conversion of iron into steel using basic oxides and oxygen

10.3.b Uses of Metals

Learning Outcomes: Candidates should be able to: - Make an alloy from 2 pure metals - Differentiate pure metals from alloys and explain how alloys contain different properties from their pure metal counterparts. - Predict whether a reaction will take place based on a metal’s position on the reactivity series. - Predict the reaction of metals with Hydrochloric Acid and water - Explain industrial uses of metals including iron, steel, and aluminum. - Explain how a blast furnace can produce iron from hematite.

Pre-AICE Chemistry

• Name the uses of aluminum: – in the manufacture of aircraft because of its strength and low density – in food containers because of its resistance to corrosion

• Describe the idea of changing the properties of iron by the controlled use of additives to form steel alloys

• Name the uses of mild steel (car bodies and machinery) and stainless steel (chemical plant and cutlery)

Q2 Standard 6: Types of Chemical Equations (5 Days) Key Content:

• SC.912.P.8.7: Interpret formula representations of molecules and compounds in terms of composition and structure.

• SC.912.P.8.8: Characterize types of chemical reactions, for example: redox, acid-base, synthesis, and single and double replacement reactions.

Learning Outcomes: Candidates should be able to:

- Identify and balance synthesis, decomposition, combustion, single replacement, double replacement, acid-base, and redox reactions.

- Predict the products of a given reaction. - Express a reaction in symbolic form, given

written out reactants and products, and express a reaction in written out form, given the symbolic form.

- Name compounds given chemical formulas and write chemical formulas given compounds.

Pre-AICE Chemistry Resources:

• http://phet.colorado.edu/en/simulation/balancing-chemical-equations • http://science.widener.edu/svb/tutorial/rxnbalancingcsn7.html • http://www.emsb.qc.ca/laurenhill/science/balance/ • http://education.jlab.org/elementbalancing/ • https://www.youtube.com/watch?v=nsEkKIiOz7Q

- Write net ionic equations.

Pre-AICE Chemistry

Q2 Standard 7: Stoichiometry (16 Days) Key Content: 4. Stoichiometry

• Use the symbols of the elements and write the formulae of simple compounds

• Deduce the formula of a simple compound from the relative numbers of atoms present.

• Deduce the formula of a simple compound from a model or a diagrammatic representation.

• Construct word equations and simple balanced chemical equations. • Define relative atomic mass, Ar. • Define relative molecular mass, Mr , as the sum of the relative atomic

masses (relative formula mass or Mr will be used for ionic compounds.) • Determine the formula of an ionic compound from the charges on the ions

present. • Construct equations with state symbols, including ionic equations. • Deduce the balanced equation for a chemical reaction, given relevant

information. 4.1 The mole concept

• Define the mole and the Avogadro constant. • Use the molar gas volume, taken as 24 dm3 at room temperature and

pressure. • Calculate stoichiometric reacting masses and volumes of gases and solutions, solution concentrations expressed in g/dm3and mol/dm3 • Calculate empirical formulae and molecular formulae. • Calculate % yield and % purity. • SC.912.P.8.9: Apply the mole concept and the law of conservation of

mass to calculate quantities of chemicals participating in reactions.

Learning Outcomes: - Name compounds given chemical formulas and

write chemical formulas given compounds. - Calculate molar mass of a compound. - Calculate # of moles given grams and grams

given moles. - Calculate # of particles, atoms, molecules and

moles given Avogadro’s #. - State that a mole of gas is 24 L/ dm3. - Relate relative atomic mass to atomic weight. - Relate relative molecular mass to molecular

weight. - Write and balance chemical equations given

word and symbolic form. - Write the formula for ionic compounds given

only the types of elements. - Given the mass or # of moles of one factor in a

chemical reaction, determine the masses or number of moles of other factors.

- Determine empirical and molecular formulae from % composition.

- Use experimental data to determine % purity and % yield of a reaction.

Q2 Standard 8: Electricity and Chemistry (10 Days)

Pre-AICE Chemistry Key Content: 5. Electricity and Chemistry

• Describe the electrode products in the electrolysis of: – molten lead(II) bromide

– concentrated hydrochloric acid – concentrated aqueous sodium chloride

between inert electrodes (platinum or carbon). • State the general principle that metals or hydrogen are formed at the

negative electrode (cathode), and that non-metals (other than hydrogen) are formed at the positive electrode (anode).

• Predict the products of the electrolysis of a specified binary compound in the molten state.

• Describe the electroplating of metals. • Name the uses of electroplating. • Describe the reasons for the use of copper and (steel-cored) aluminium in

cables, and why plastics and ceramics are used as insulators. • Describe electrolysis in terms of the ions present and reactions at the

electrodes in the examples given. • Predict the products of electrolysis of a specified halide in dilute or

concentrated aqueous solution. • Describe, in outline, the manufacture of chlorine and sodium hydroxide from

concentrated aqueous sodium chloride. • Relate the products of electrolysis to the electrolyte and electrodes used,

exemplified by the specific examples in the Core together with aqueous copper(II) sulfate using carbon electrodes and using copper electrodes (as used in the refining of copper).

Learning Outcomes: Candidates should be able to:

- Predict the products in electrolysis of various substances including : Hydrochloric Acid, Sodium Chloride, specified Halides, sodium hydroxide, copper (II) sulfate.

- Describe electrolysis on an ionic level. - Describe the net movement of ions and the

electrode that each would be attracted to. - Differentiate between insulators and conductors

and use conductivity to explain why certain materials would be chosen for specific industrial purposes.

- Write net ionic equations. (including spectator ions)

Pre-AICE Chemistry Resources: www.docbrown.info/page01/ExIndChem/ExtraElectrochem.htm www.open2.net/science/roughscience/diy/electrolysis.htm www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/ions/electrolysisrev3.shtml www.rsc.org/Education/Teachers/Resources/Alchemy/ http://www.nuffieldfoundation.org/practical-chemistry/electrolysis-zinc-chloride http://www.nuffieldfoundation.org/practical-chemistry/identifying-products-electrolysis http://www.nuffieldfoundation.org/practical-chemistry/preferential-discharge-cations-during-electrolysis http://www.nuffieldfoundation.org/practical-chemistry/colourful-electrolysis http://www.nuffieldfoundation.org/practical-chemistry/electrolysing-molten-leadii-bromide http://www.nuffieldfoundation.org/practical-chemistry/electrolysis-copperii-sulfate-solution http://www.nuffieldfoundation.org/practical-chemistry/quantitative-electrolysis-aqueous-copperii-sulfate Experiment 4.1 Cambridge CD Experiment 4.2 Cambridge CD

Pre-AICE Chemistry

Q2 Standard 9: Chemical Energetics (10 Days) Key Content: 6.1 Energetics of a reaction • Describe the meaning of exothermic and endothermic reactions 6.2 Production of energy • Describe the production of heat energy by burning fuels • Describe hydrogen as a fuel • Describe radioactive isotopes, such as 235U, as a source of energy SC.912.P.10.4: Describe heat as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in temperature or states of matter. SC.912.P.10.7: Distinguish between endothermic and exothermic chemical processes.

Learning Outcomes: Candidates should be able to:

- Differentiate between endo and exothermic processes

- Identify endo and exothermic given a Potential Energy/Time graph.

- Identify activation energy given a Potential Energy/Time graph.

- Describe how a catalyst speeds up a reaction and identify a catalyst on a Potential Energy/Time graph.

- Calculate energy released, temperature change, or specific heat given thermochemical formulas.

- Describe bond breaking as endothermic and bond forming as exothermic.

- Describe the production of electrical energy from simple cells, i.e. two electrodes in an electrolyte.

- Describe the use of hydrogen as a potential fuel reacting with oxygen to generate electricity in a fuel cell (details of the construction and operation of a fuel cell are not required)

Resources: www.miniscience.com/projects/PotatoElectricity/ www.greenspec.co.uk/html/energy/fuel_cells.html www.world-nuclear.org/education/uran.htm http://www.nuffieldfoundation.org/practical-chemistry/measuring-heat-energy-fuels http://depts.washington.edu/chemcrs/bulkdisk/chem145HA_aut05/lab_handout_Experiment_6.pdf http://www.lahc.edu/classes/chemistry/arias/Exp%2010%20-%20ThermoF11.pdf http://www.lsrhs.net/departments/science/faculty/KnightL/pages/chem2%2009-10/6chemical%20energy/marshmallow%20lab.pdf

Pre-AICE Chemistry

Q3 Standard 10: Chemical Reactions (10 Days) Key Content: 7.1 Rate (speed) of reaction • Describe the effect of concentration, particle size, catalysts (including enzymes) and temperature on the rate (speed) of reactions • Describe a practical method for investigating the rate (speed) of a reaction involving gas evolution • Describe the application of the above factors to the danger of explosive combustion with fine powders (e.g. flour mills) and gases (e.g. mines) 7.2 Reversible reactions • Describe the idea that some chemical reactions can be reversed by changing the reaction conditions (Limited to the effects of heat on hydrated salts. Concept of equilibrium is not required.) including hydrated copper(II) sulfate and hydrated cobalt(II) chloride. 7.3 Redox • Define oxidation and reduction in terms of oxygen loss/gain. (Oxidation state limited to its use to name ions, e.g. iron(II), iron(III), copper(II), manganate(VII), dichromate(VI).) - Calculate Molarity and Molality of a solution.

Learning Outcomes: Candidates should be able to:

- Calculate concentration of a solution in terms of Molarity and Molality.

- Predict the effects of various stresses and changes on a system of an equation.

- Relate different rates of reactions to their results; types of explosives, violence of a reaction.

- Predict whether an equation is spontaneous or non-spontaneous.

- Predict the transfer of electrons in a redox reaction. - Differentiate reducing and oxidizing agent and which element

of an equation is reduced and oxidized.

Resources: www.chemguide.co.uk/inorganic/redox/definitions.html www.eurochlor.org/silver%20chloride www.chalkbored.com/lessons/chemistry-11/hydrate-lab.pdf Experiment 7.1 Cambridge CD Experiment 7.2 Cambridge CD Experiment 7.3 Cambridge CD http://www.public.iastate.edu/~bkh/teaching/molarity.pdf http://phet.colorado.edu/en/simulation/molarity http://phet.colorado.edu/en/simulation/reactions-and-rates

Pre-AICE Chemistry http://www.pleasanton.k12.ca.us/fhsweb/morris/chemlab/Solutions/MolarityLab2012.pdf http://lecturedemos.chem.umass.edu/chemReactions5_5.html http://www.cpet.ufl.edu/wp-content/uploads/2013/03/%E2%80%98Redox-Oxidation-Reduction-Reactions%E2%80%99-Lab-Activity.pdf http://www.nuffieldfoundation.org/practical-chemistry/kinetics-and-equilibrium http://www.nuffieldfoundation.org/practical-chemistry/le-chatelier%E2%80%99s-principle-equilibrium-between-nitrogen-dioxide-and-dinitrogen-tet Q3 Standard 11: Acids, Bases and Salts (15 Days) Key Content: 8.1 The characteristic properties of acids and bases

• Describe the characteristic properties of acids as reactions with metals, bases, carbonates and effect on litmus • Describe the characteristic properties of bases as reactions with acids and with ammonium salts and effect on litmus • Describe neutrality and relative acidity and alkalinity in terms of pH (whole numbers only) measured using Universal Indicator paper • Describe and explain the importance of controlling acidity in soil

8.2 Types of oxides • Classify oxides as either acidic or basic, related to metallic and non-metallic character 8.3 Preparation of salts • Describe the preparation, separation and purification of salts as examples of some of the techniques specified in section 2.2(b) and the reactions specified in section 8.1. 8.4 Identification of ions and gases • Describe the following tests to identify: aqueous cations:

Learning Outcomes: Candidates should be able to:

- Define and identify acids and bases using the Arrhenius, Bronsted, and Lewis definitions.

- Calculate pH and pOH of a substance using molar concentration. - Describe equilibrium conditions of hydroxide and hydronium ions in

an acidic, a basic and a neutral solution. - Identify and write acid/base reactions. - Test and identify different cations, anions and gases. - Perform various titrations that are within 5 mL of one another. - Use results of a titration to calculate concentration of an acid or

base.

Pre-AICE Chemistry aluminum, ammonium, calcium, copper(II), iron(II), iron(III) and zinc (using aqueous sodium hydroxide and aqueous ammonia as appropriate) (Formulae of complex ions are not required.) anions: carbonate (by reaction with dilute acid and then limewater), chloride (by reaction under acidic conditions with aqueous silver nitrate), iodide (by reaction under acidic conditions with aqueous silver nitrate), nitrate (by reduction with aluminum), sulfate (by reaction under acidic conditions with aqueous barium ions) gases: ammonia (using damp red litmus paper), carbon dioxide (using limewater), chlorine (using damp litmus paper), hydrogen ( Resources: http://www.nuffieldfoundation.org/practical-chemistry/thermometric-titration http://www.nuffieldfoundation.org/practical-chemistry/acid-base-neutralisation-microscale-titration http://www.nuffieldfoundation.org/practical-chemistry/titrating-sodium-hydroxide-hydrochloric-acid http://www.nuffieldfoundation.org/practical-chemistry/ammonia-fountain http://www.nuffieldfoundation.org/practical-chemistry/how-do-acids-and-alkalis-react http://www.nuffieldfoundation.org/practical-chemistry/neutralisation-curing-acidity http://www.nuffieldfoundation.org/practical-chemistry/ph-oxides http://www.nuffieldfoundation.org/practical-chemistry/part-water-plays-acidity Experiment 5.1 Cambridge CD Experiment 5.2 Cambridge CD

Pre-AICE Chemistry

Q3 Standard 12: Gas Laws (6 Days) Key Content:

• SC.912.P.12.10: Interpret the behavior of ideal gases in terms of kinetic molecular theory.

Learning Outcomes: Candidates should be able to: - Use Boyle’s Law, Charles’s Law, Gay Lussac’s Law, The Combined and Ideal gas laws to calculate changes in a gas resulting from changes in the conditions it is in. - Describe the states of matter in terms of molecular movement. - Relate temperature to average kinetic energy.

Resources: http://www.flinnsci.com/teacher-resources/teacher-resource-videos/best-practices-for-teaching-chemistry/gas-laws/ http://ncsu.edu/project/chemistrydemos/GasLaw/Gas%20Law.pdf

Q3 Standard 13: Air and Water (15 Days) Key Content: 11.1 Air and Water • Describe chemical tests for water using cobalt(II) chloride and copper(II) sulfate • Describe, in outline, the treatment of the water supply in terms of filtration and chlorination • Name some of the uses of water in industry and in the home • Describe the composition of clean air as being approximately 79 % nitrogen, 20 % oxygen and the remainder as being a mixture of noble

Learning Outcomes: Candidates should be able to:

- Test water for various ions and elements. - Describe the elements of air make-up. - Identify source and results of various pollutants. - Identify various ways to prevent rusting and which elements would

best be fit to prevent rusting. - Relate carbon cycle to uses and extraction of carbon. - Use the Haber process as an example of a way to produce

compounds essential to life.

Pre-AICE Chemistry gases, water vapour and carbon dioxide • Name the common pollutants in the air as being carbon monoxide, sulfur dioxide, oxides of nitrogen and lead compounds. • State the source of each of these pollutants: – carbon monoxide from the incomplete combustion of carbon-containing substances – sulfur dioxide from the combustion of fossil fuels which contain sulfur compounds (leading to ‘acid rain’ – see section 13) – oxides of nitrogen from car exhausts. • State the adverse effect of common pollutants on buildings and on health. • Describe methods of rust prevention, specifically paint and other coatings to exclude oxygen. • Describe the need for nitrogen-, phosphorus- and potassium-containing fertilizers. • Describe the displacement of ammonia from its salts • State that carbon dioxide and methane are greenhouse gases and may contribute to climate change • Describe the formation of carbon dioxide:

- As a product of complete combustion of a carbon containing compound.

- As a product of respiration. - As the product of a reaction between an acid and a carbonate. - From the thermal decomposition of a carbonate.

• State the sources of methane, including decomposition of vegetation and waste gases from digestion in animals. • Describe the carbon cycle, in simple terms, to include the processes of combustion, respiration and photosynthesis. • Describe the essential conditions for the manufacture of ammonia by the Haber process including the sources of the hydrogen and nitrogen, i.e. hydrocarbons or steam and air.

- Separate air by fractional distillation. - Build a mock catalytic converter and describe how they purify car

emissions.

Pre-AICE Chemistry • Describe sacrificial protection in terms of the reactivity series of metals and galvanizing as a method of rust prevention. • Describe and explain the presence of oxides of nitrogen in car exhausts and their catalytic removal. • Describe the separation of oxygen and nitrogen from liquid air by fractional distillation. Resources: http://www.nuffieldfoundation.org/practical-chemistry/earth-and-atmosphere www.chemguide.co.uk/physical/equilibria/haber.html www.docbrown.info/page01/AqueousChem/AqueousChem.htm www.chemlabs.uoregon.edu/Classes/Exton/CH228/PercentOxygen.pdf www.timesonline.co.uk/tol/news/science/earth-environment/article6895907.ece www.londonair.org.uk/london/asp/information.asp www.environment-agency.gov.uk/business/topics/pollution/433.aspx www.practicalchemistry.org/experiments/preventing-rusting%2C251%2CEX.html www.dynamicscience.com.au/tester/solutions/chemistry/corrosion/rustpreventionsacanode.htm http://www.nnin.org/sites/default/files/files/Powers_lab1_TPG_final_0.pdf http://www.nuffieldfoundation.org/practical-chemistry/testing-hardness-water

Q4 Standard 14: Sulfur (5 Days) Key Content: 12. Sulfur

• Name some sources of sulfur • Name the use of sulfur in the manufacture of sulfuric acid • Name the uses of sulfur dioxide as a bleach in the manufacture

of wood pulp for paper and as a food preservative (by killing bacteria)

• Describe the manufacture of sulfuric acid by the Contact process, including essential conditions • Describe the properties of dilute sulfuric acid as a typical acid

Learning Outcomes: Candidates should be able to:

- Identify natural and manufactured sources of sulfur. - Identify uses of sulfur. - Identify sulfuric acid as a typical acid.

Resources:

Pre-AICE Chemistry http://www.nuffieldfoundation.org/practical-chemistry/oxygen-sulfur-group-6 http://www.nuffieldfoundation.org/practical-chemistry/sulfuric-acid-dehydrating-agent http://www.nuffieldfoundation.org/practical-chemistry/iron-and-sulfur-reaction http://www.nuffieldfoundation.org/practical-chemistry/reacting-copperii-oxide-sulfuric-acid http://www.nuffieldfoundation.org/practical-chemistry/catalysis-reaction-between-zinc-and-sulfuric-acid http://www.docbrown.info/page13/ChemicalTests/ChemicalTestsg.htm

Q4 Standard 15: Carbonates (5 Days) Key Content: 13. Carbonates

• Describe the manufacture of lime (calcium oxide) from calcium carbonate (limestone) in terms of thermal decomposition.

• Name some uses of lime and slaked lime as in treating acidic soil and neutralizing acidic industrial waste products, e.g. flue gas desulfurization. • Name the uses of calcium carbonate in the manufacture of

iron and of cement.

Learning Outcomes: Candidates should be able to:

- Name and apply tests used to identify carbonates. - Use lime as a purifying agent. - Identify substances lime can purify. - Name and desrcibe industrial uses of calcium carbonate.

Resources: http://www.docbrown.info/page13/ChemicalTests/ChemicalTestsg.htm http://www.chem21labs.com/labfiles/berea_gl01_lab.pdf http://www.slideshare.net/Ernest13/back-titration-determination-of-the-carbonate-content-in-garden-lime http://scifun.chem.wisc.edu/chemweek/PDF/LIME_CalciumOxide.pdf https://www.youtube.com/watch?v=zD0SJUfsN94 http://www.barrygray.pwp.blueyonder.co.uk/Tutoring/Limestone.html

Q4 Standard 15: Organic Chemistry (Naming and Structures) (10 Days) Key Content: 14. Names of Compounds

• Name and draw the structures of methane, ethane,

Learning Outcomes: Candidates should be able to:

- Identify a compound as organic or inorganic.

Pre-AICE Chemistry ethene, ethanol, ethanoic acid and the products of the reactions stated in sections 14.4–14.6

• State the type of compound present, given a chemical name ending in -ane, -ene, -ol, or -oic acid, or a molecular structure

• Name and draw the structures of the unbranched alkanes, alkenes, alcohols and acids containing up to 4 carbon atoms per molecule.

14.2 Fuels • Name the fuels coal, natural gas and petroleum • Name methane as the main constituent of natural

gas • Describe petroleum as a mixture of hydrocarbons

and its separation into useful fractions by fractional distillation

• Name the uses of the fractions as: – refinery gas for bottled gas for heating and cooking – gasoline fraction for fuel (petrol) in cars – naphtha fraction for making chemicals – kerosene/paraffin fraction for jet fuel – diesel oil/gas oil for fuel in diesel engines – fuel oil fraction for fuel for ships and home heating systems – lubricating fraction for lubricants, waxes and polishes – bitumen for making roads

- Differentiate between compounds based on suffix used in naming.

- Name compounds given formula and write formula of molecules given names.

- Differentiate between saturated and unsaturated hydrocarbons.

- Identify hydrocarbons as potential sources of fuel. - Identify common domestic and industrial uses of

methane, ethane, propane.

Resources: www.science.howstuffworks.com/environmental/energy/oil-refining1.htm http://www.nuffieldfoundation.org/practical-chemistry/test-distinguish-between-ethanol-and-methanol http://www.nuffieldfoundation.org/practical-chemistry/dehydration-ethanol-form-ethene http://www.nuffieldfoundation.org/practical-chemistry/oxidation-ethanol Experiment 11.1 Cambridge CD

Pre-AICE Chemistry Experiment 11.2 Cambridge CD

Q4 Standard 15: Organic Chemistry (Homologous Series) (10 Days) Key Content: SC.912.P.8.13: Identify selected functional groups and relate how they contribute to properties of carbon compounds. 14.3 Homologous Series

• Describe the concept of homologous series as a ‘family’ of similar compounds with similar properties due to the presence of the same functional group.

• Describe the general characteristics of an homologous series

• Describe and identify structural isomerism

14.4 Alkanes • Describe the properties of alkanes (exemplified by

methane) as being generally unreactive, except in terms of burning.

• Describe the bonding in alkanes. • Describe substitution reactions of alkanes with

chlorine. 14.5 Alkenes

• Describe the manufacture of alkenes and of hydrogen by cracking

• Distinguish between saturated and unsaturated hydrocarbons

– from molecular structures – by reaction with aqueous bromine

Learning Outcomes: Candidates should be able to:

- Define homologous groups and identify homologous groups.

- Identify and draw different functional groups. - Identify and draw representations of isomerism. - Differentiate between the properties of alkanes and

alkenes. - Describe how alkenes can be manufactured. - Differentiate between saturated and unsaturated

hydrocarbons. - Make and identify polymers of alcohols and

hydrocarbons. - Describe formation and properties of alcohols. - Assign qualities of acids to ethanoic acid.

Pre-AICE Chemistry

• Describe the formation of poly(ethene) as an example of addition polymerisation of monomer units

• Describe the properties of alkenes in terms of addition reactions with bromine, hydrogen and steam

14.6 Alcohols • Describe the formation of ethanol by fermentation

and by the catalytic addition of steam to ethene • Describe the properties of ethanol in terms of

burning • Name the uses of ethanol as a solvent and as a fuel

14.7 Acids • Describe the physical properties of aqueous

ethanoic acid. • Describe the formation of ethanoic acid by the

oxidation of ethanol by fermentation and with acidified potassium manganate(VII)

• Describe ethanoic acid as a typical weak acid • Describe the reaction of ethanoic acid with ethanol

to give an ester (ethyl ethanoate) Resources: Experiment 10.1 Cambridge CD Experiment 10.2 Cambridge CD Experiment 10.3 Cambridge CD http://www.nuffieldfoundation.org/practical-chemistry/%E2%80%98breathalyser%E2%80%99-reaction

Pre-AICE Chemistry

Q4 Standard 16: Organic Chemistry (Macromolecules/Polymers) (20 Days) Key Content: 14.8 Macromolecules

• Describe macromolecules in terms of large molecules built up from small units (monomers), different macromolecules having different units and/or different linkages.

14.8 a Synthetic Polymers • Name some typical uses of plastics and of man-made

fibres. • Describe the pollution problems caused by non-

biodegradable. plastics

• Deduce the structure of the polymer product from a given alkene and vice versa.

• Describe the formation of nylon (a polyamide) and Terylene (a polyester) by condensation polymerisation, the structure of nylon and the structure of Terylene.

14.8 b Natural Macromolecules • Name proteins, fats and carbohydrates as the main

constituents of food. • Describe proteins as possessing the same (amide)

linkages as nylon but with different units. • Describe the structure of proteins (primary, secondary,

tertiary.) • Describe the hydrolysis of proteins to amino acids

(Structures and names are not required.) • Describe fats as esters possessing the same linkage as Terylene but with different units. • Describe soap as a product of hydrolysis of fats. • Describe complex carbohydrates in terms of a large

number of sugar units. • Describe the acid hydrolysis of complex carbohydrates

(e.g. starch) to give simple sugars

Learning Outcomes: Candidates should be able to:

- Define and identify polymers. - Describe the process for manufacturing polymers,

sources of natural polymers, and industrial uses for polymers.

- Identify proteins, fats, and carbohydrates as macromolecules.

- Describe the 3 level structure of proteins and how proteins can be denatured.

- Describe and draw structure of sugars and complex carbohydrates.

- Write the reaction for fermentation.

Pre-AICE Chemistry

• Describe the fermentation of simple sugars to produce ethanol (and carbon dioxide) (Candidates will not be expected to give the molecular formulae of sugars.) • Describe, in outline, the usefulness of chromatography in

separating and identifying the products of hydrolysis of carbohydrates and proteins

Resources: Experiment 10.3 Cambridge CD http://www.nuffieldfoundation.org/practical-chemistry/polymers-and-polymerisation http://www.nuffieldfoundation.org/practical-chemistry/organic-chemistry http://www.nuffieldfoundation.org/practical-chemistry/bonding-structure-properties http://www.nuffieldfoundation.org/practical-chemistry/experiments-hydrogels-hair-gel-and-disposable-nappies