Carre’s Grammar School

Chemistry Department

Year 11 Transition Day

Welcome to Chemistry.

We hope you enjoy your time with us today and can see that even though Chemistry is

challenging, it is also extremely rewarding. Carre’s Chemistry department is unique in terms

of its breadth of experience and knowledge base. We hope that in this course you will gain a

high level of knowledge and understanding of Chemistry enabling you to attain not only the

highest grades, but also a real appreciation of Chemistry in the wider context of the outside

world.

Expectations

The time allocation for this course is 10 hours over a two week cycle in year 12. In order to

be successful you are expected to do at least the same number of hours in terms of private

study.

Your progress will be monitored regularly and the first test will be within the first two to

three weeks of the course. Your progress will be continually assessed in terms of

assignments, tests, practical work and presentations. Take every assessment seriously – we

do!

Within the constraints of the time allocated, practical work will form a valuable aspect of this

course and students will develop a high level of practical skills. Practical skills are assessed

as part of the written exams at the end of the year, if students reach the required standard for

their practical work, they will receive a practical work endorsement on their A level

qualification. Practical work does not directly influence a student’s grade unlike coursework

at GCSE.

You are expected to know your work from GCSE; we will not have time to go over this

material.

Requirements for AS Chemistry

GCSE double award Science grade AA or GCSE Chemistry at grade B minimum, grade A or

above preferred. We expect students to have passed paper III Chemistry if sat.

The course has a significant mathematical content and AS Maths being studied is highly

recommended.

Grade A or above in Maths at GCSE level is very strongly advised; students with a lower

attainment level will need to concentrate considerable effort to ensure success.

All students will be expected to acquire and wear a laboratory coat (available for purchase

from the Chemistry Department) during all practical sessions.

AS / A2 Chemistry Specification

Exam Board: AQA Course Code: 7404 / 7405

These qualifications are linear. Linear means that students will sit all the AS exams at the end

of their AS course and all the A-level exams at the end of their A-level course.

Note,: the AS qualification does not count towards your grade at A2.

Subject content

3.1 Physical chemistry

3.1.1 Atomic structure

3.1.2 Amount of substance

3.1.3 Bonding

3.1.4 Energetics

3.1.5 Kinetics

3.1.6 Chemical equilibria, Le Chatelier’s principle and Kc

3.1.7 Oxidation, reduction and redox equations

3.1.8 Thermodynamics (A-level only)

3.1.9 Rate equations (A-level only)

3.1.10 Equilibrium constant Kp for homogeneous systems (A-level only)

3.1.11 Electrode potentials and electrochemical cells (A-level only)

3.1.12 Acids and bases (A-level only)

3.2 Inorganic chemistry

3.2.1 Periodicity

3.2.2 Group 2, the alkaline earth metals

3.2.3 Group 7(17), the halogens

3.2.4 Properties of Period 3 elements and their oxides (A-level only)

3.2.5 Transition metals (A-level only)

3.2.6 Reactions of ions in aqueous solution (A-level only)

3.3 Organic chemistry

3.3.1 Introduction to organic chemistry

3.3.2 Alkanes

3.3.3 Halogenoalkanes

3.3.4 Alkenes

3.3.5 Alcohols

3.3.6 Organic analysis

3.3.7 Optical isomerism (A-level only)

3.3.8 Aldehydes and ketones (A-level only)

3.3.9 Carboxylic acids and derivatives (A-level only)

3.3.10 Aromatic chemistry (A-level only)

3.3.11 Amines (A-level only)

3.3.12 Polymers (A-level only)

3.3.13 Amino acids, proteins and DNA (A-level only)

3.3.14 Organic synthesis (A-level only)

3.3.15 Nuclear magnetic resonance spectroscopy (A-level only)

3.3.16 Chromatography (A-level only)

Do I need chemistry to. . .

...study medicine?

An A-level (or equivalent) in chemistry is essential if you want to study medicine.

Surprisingly, biology is not required but maths and/or physics often are. Very good grades are

certainly needed and relevant work experience will significantly increase your chances of

gaining a place on a medicine degree course. Details of current requirements can be found on

the UCAS website.

...become a dentist?

Normally chemistry and biology at AS Level (or equivalent) are compulsory if you wish to

study dentistry. One or both of these subjects are also required at A Level (or equivalent).

Details of current course entry requirements can be found on the UCAS website.

...become a vet?

The qualifications needed to become a veterinary surgeon are similar to those for becoming a

doctor. Chemistry is required at A-level (or equivalent), along with A-levels in biology,

physics or mathematics. Current requirements can be found on the UCAS website.

...become a pharmacist?

Chemistry A-level is an entry requirement for many pharmacy courses, and is preferable for

all institutions.

Many people confuse pharmacy with pharmacology. Pharmacists are involved in the

dispensing of medicines and learn not only about the effects of different medicines and how

they interact, but also about regulations related to dispensing. Pharmacologists study the

effects of chemical compounds on humans and animals. They may work in clinical trials but

often work as part of a research team in a laboratory.

...become a materials scientist or metallurgist?

These careers are intimately involved with chemistry, physics, and engineering, so A-levels

(or equivalent) in chemistry, physics, engineering and mathematics are the best basis for

study in this area. Current entry requirements for courses can be found on the UCAS website.

Materials scientists can work in a very wide range of fields, from sports and aerospace

applications to medicine and communications. The Institute of Materials, Minerals and

Mining publishes helpful literature on both materials science and metallurgy.

AS Assessments

Paper 1

What's assessed

Relevant physical chemistry topics (sections 3.1.1 to 3.1.4, 3.1.6 and 3.1.7)

Inorganic chemistry (section 3.2)

Relevant practical skills

Assessed

written exam: 1 hour 30 minutes

80 marks

50% of the AS

Questions

65 marks of short and long answer questions

15 marks of multiple choice questions

Paper 2

What's assessed

Relevant physical chemistry topics (sections 3.1.2 to 3.1.6)

Organic chemistry (section 3.3)

Relevant practical skills

Assessed

written exam: 1 hour 30 minutes

80 marks

50% of the AS

Questions

65 marks of short and long answer questions

15 marks of multiple choice questions

A-level Assessments

Paper 1

What's assessed

Relevant physical chemistry topics (sections 3.1.1 to 3.1.4, 3.1.6 to 3.1.8 and 3.1.10 to

3.1.12)

Inorganic chemistry (section 3.2)

Relevant practical skills

Assessed

written exam: 2 hours

105 marks

35% of A-level

Questions

105 marks of short and long answer questions

Paper 2

What's assessed

Relevant physical chemistry topics (sections 3.1.2 to 3.1.6 and 3.1.9)

Organic chemistry (section 3.3)

Relevant practical skills

Assessed

written exam: 2 hours

105 marks

35% of A-level

Questions

105 marks of short and long answer questions

Paper 3

What's assessed

Any content

Any practical skills

Assessed

written exam: 2 hours

90 marks

30% of A-level

Questions

40 marks of questions on practical techniques and data analysis

20 marks of questions testing across the specification

30 marks of multiple choice questions

Kinetics – Practical.

Effect of Concentration on a Rate of Reaction

Sodium thiosulfate solution is reacted with acid – a sulfur precipitate forms. The time taken

for a certain amount of sulfur to form can be used to indicate the rate of the reaction.

Apparatus and chemicals

Eye protection

Each group will need:

250 cm3 Conical flask

100 cm3 Measuring cylinder

Sodium thiosulfate solution 50 g dm–3 (Low hazard)

Hydrochloric acid 2 mol dm–3 (Irritant)

Technical notes

Sodium thiosulfate solution 50 g dm–3 (Low hazard)

Dilute hydrochloric acid (Irritant at concentration used) Refer to CLEAPSS® Hazcard 47A

and Recipe Card 31

Student worksheet

Introduction

In this experiment, the effect of the concentration of sodium thiosulfate on the rate of reaction

is investigated.

What to record

1. Complete the table:

What to do

HEALTH & SAFETY

Wear eye protection. Take care not to inhale fumes.

Procedure

A. Put 50 cm3 of sodium thiosulfate solution in a flask.

B. Measure 5 cm3 of dilute hydrochloric acid in a small measuring cylinder.

C. Add the acid to the flask and immediately start the clock. Swirl the flask to mix the

solutions and place it on a piece of paper marked with a cross.

D. Look down at the cross from above. When the cross disappears stop the clock and note the

time. Record this in the table.

E. Repeat this using different concentrations of sodium thiosulfate solution. Make up 50 cm3

of each solution. Mix different volumes of the sodium thiosulfate solution with water as

shown in the table.

F. As soon as possible, pour the solution down the sink (in the fume cupboard if possible) and

wash away.

Questions

1. Calculate the concentration of sodium thiosulfate in the flask at the start of each

experiment. Record the results in the table.

2. For each set of results, calculate the value of 1/time. (This value can be taken as a measure

of the rate of reaction).

3. Plot a graph of 1/time taken on the vertical (y) axis and concentration on the horizontal (x)

axis.

4. Explain, using quantitative data, the relationship between concentration and rate of

reaction.

The Maxwell–Boltzmann distribution

Learning objectives

After completing the worksheet you should be able to:

interpret information provided in a graphical format

explain, using Maxwell–Boltzmann distributions, the effect of temperature, concentration and a catalyst on the rate of a reaction.

Introduction

A distribution curve is a map of occurrences between two variables. It is similar to a frequency histogram.

From a distribution curve it is possible to determine the most probable value (the mode) for a set of data. The shape of the curve provides information about the distribution of the variables within the sample. The area under the curve is an indication of the size of sample.

Questions

1 The diagram below shows the Maxwell-Maxwell–Boltzmann distribution of molecular energies in a sample of gas.

a Indicate on the graph:

i the most probable energy of the particles (1 mark)

ii an approximate position for the average energy of the particles.

(1 mark)

b Ea represents the activation energy that the particles need in order to react. Indicate on the graph, by shading, the number of particles with enough energy to react.

c A catalyst is added to the reaction. Indicate with Ecat a possible energy for the new activation energy for the reaction with the catalyst, and explain the effect of the catalyst on the rate of reaction. (3 marks)

2 The curve below shows the distribution of molecular energies in a gas at temperature, T1.

a Draw on the graph a second curve to represent the same sample of gas at a higher temperature. Label this curve T2. (2 marks)

b Explain any changes to:

iii the most probable energy of the particles (2 marks)

iv the total area under the curve (2 marks)

v the number of particles with the activation energy, Ea (2 marks)

vi the starting point of the curve (2 marks)

vii the end point of the curve. (2 marks)

c Draw on the graph what you would expect to see on the graph if you doubled the concentration of the reacting particles. (2 marks)

Summer Transition Work

Using online resources such as Kerboodle or text books solve the following problems.

Q1 A chemist reacted 0.243g of magnesium with chlorine to produce magnesium chloride.

Mg (s) + Cl2 (g) MgCl2 (s)

Calculate the amount, in mol, of magnesium that reacts.

Calculate the amount, in mol, of magnesium chloride that was made.

Calculate the mass, in grams, of magnesium chloride made. Give you answer to three decimal

places.

Q2 A student heated 2.50 g of calcium carbonate, which decomposed as shown in the

equation .

CaCO3 (s) CaO (s) + CO2 (g)

Calculate the amount, in mol, of calcium carbonate that decomposes.

Calculate the amount, in mol, of carbon dioxide that forms.

Calculate the volume in dm3, of carbon dioxide made.

Q3 A student reacted 4.00 g of calcium carbonate with 50 cm3 of hydrochloric acid. Calcium

chloride, water and carbon dioxide were produced in the reaction.

Write a balanced equation for this reaction.

Calculate the amount, in mol, of calcium carbonate that reacted.

Calculate the amount in mol, of hydrochloric acid that reacted.

Calculate the concentration of hydrochloric acid used.

Q4 A solution of sodium hydroxide contained 0.250 mol dm-3. Using phenolphthalein

indicator, titration of 25.0 cm3 of this solution required 22.5 cm3 of a hydrochloric acid

solution for complete neutralisation.

(a) write the equation for the titration reaction.

(b) what apparatus would you use to measure out

(i) the sodium hydroxide solution?

(ii) the hydrochloric acid solution?

(c) what would you rinse your apparatus out with before doing the titration ?

(d) what is the indicator colour change at the end-point?

(e) calculate the moles of sodium hydroxide neutralised.

(f) calculate the moles of hydrochloric acid neutralised.

(g) calculate the concentration of the hydrochloric acid in mol/dm3 (molarity).

Q5 A solution made from pure barium hydroxide contained 2.74 g in exactly 100 cm3 of

water. Using phenolphthalein indicator, titration of 20.0 cm3 of this solution required 18.7

cm3 of a hydrochloric acid solution for complete neutralisation. [atomic masses: Ba = 137, O

= 16, H = 1)

(a) write the equation for the titration reaction.

(b) calculate the molarity of the barium hydroxide solution.

(c) calculate the moles of barium hydroxide neutralised.

(d) calculate the moles of hydrochloric acid neutralised.

(e) calculate the molarity of the hydrochloric acid.

Q6 4.90g of pure sulphuric acid was dissolved in water, the resulting total volume was 200

cm3. 20.7 cm3 of this solution was found on titration, to completely neutralise 10.0 cm3 of a

sodium hydroxide solution. [atomic masses: S = 32, O = 16, H = 1)

(a) write the equation for the titration reaction.

(b) calculate the molarity of the sulphuric acid solution.

(c) calculate the moles of sulphuric acid neutralised.

(d) calculate the moles of sodium hydroxide neutralised.

(e) calculate the concentration of the sodium hydroxide in mol dm-3 (molarity).

Q7 100 cm3 of a magnesium hydroxide solution required 4.5 cm3 of sulphuric acid (of

concentration 0.100 mol dm-3) for complete neutralisation. [atomic masses: Mg = 24.3, O =

16, H = 1)

(a) give the equation for the neutralisation reaction.

(b) calculate the moles of sulphuric acid neutralised.

(c) calculate the moles of magnesium hydroxide neutralised.

(d) calculate the concentration of the magnesium hydroxide in mol dm-3 (molarity).

(e) calculate the concentration of the magnesium hydroxide in g cm-3.

Mathematical requirements

Arithmetic and numerical computation

Mathematical skills Exemplification of mathematical skill in the context of Chemistry

MS

0.0

Recognise and make use of

appropriate units in calculation

Students may be tested on their ability to:

Convert between units, e.g. cm3 to dm3 as part of volumetric

calculations

Give units for an equilibrium constant or a rate constant

Understand that different units are used in similar topic areas,

so that conversions may be necessary, e.g. entropy in J mol–1

K–1 and enthalpy changes in kJ mol–1.

MS

0.1

Recognise and use

expressions in decimal and

ordinary form

Students may be tested on their ability to:

Use an appropriate number of decimal places in calculations,

e.g. for pH

Carry out calculations using numbers in standard and ordinary

form, e.g. use of Avogadro’s number

Understand standard form when applied to areas such as (but

not limited to) Kw

Convert between numbers in standard and ordinary form

Understand that significant figures need retaining when making

conversions between standard and ordinary form, e.g. 0.0050

mol dm–3 is equivalent to 5.0 × 10–3 mol dm–3.

MS

0.2

Use ratios, fractions and

percentages

Students may be tested on their ability to:

Calculate percentage yields

Calculate the atom economy of a reaction

Construct and/or balance equations using ratios.

Mathematical skills Exemplification of mathematical skill in the context of Chemistry

MS

0.3

Estimate results

Students may be tested on their ability to:

Evaluate the effect of changing experimental parameters

on measurable values, e.g. how the value of Kc would

change with temperature given different specified

conditions.

MS

0.4

Use calculators to find and use

power, exponential and

logarithmic functions

Students may be tested on their ability to:

Carry out calculations using the Avogadro constant

Carry out pH and pKa calculations

Make appropriate mathematical approximations in buffer

calculations.

Handling data

Mathematical skills Exemplification of mathematical skill in the context of

Chemistry

MS

1.1

Use an appropriate number of significant

figures

Students may be tested on their ability to:

Report calculations to an appropriate number of

significant figures, given raw data quoted to varying

numbers of significant figures

Understand that calculated results can only be

reported to the limits of the least accurate

measurement.

MS

1.2

Find arithmetic means Students may be tested on their ability to:

Calculate weighted means, e.g. calculation of an

atomic mass based on supplied isotopic abundances

Select appropriate titration data (i.e. identification of

Mathematical skills Exemplification of mathematical skill in the context of

Chemistry

outliers) in order to calculate mean titres.

MS

1.3

Identify uncertainties in measurements and

use simple techniques to determine

uncertainty when data are combined

Students may be tested on their ability to:

Determine uncertainty when two burette readings are

used to calculate a titre value.

Algebra

Mathematical skills Exemplification of mathematical skill in the context

of Chemistry

MS

2.1

Understand and use the symbols: =, <, <<,

>>, >, , ~, equilibrium sign

No exemplification required.

MS

2.2

Change the subject of an equation Students may be tested on their ability to:

Carry out structured and unstructured mole

calculations, e.g. calculate a rate constant k from

a rate equation.

MS

2.3

Substitute numerical values into algebraic

equations using appropriate units for

physical quantities

Students may be tested on their ability to:

Carry out structured and unstructured mole

calculations

Carry out rate calculations

calculate the value of an equilibrium constant

Kc.

MS

2.4

Solve algebraic equations Students may be tested on their ability to:

Carry out Hess’s law calculations

Mathematical skills Exemplification of mathematical skill in the context

of Chemistry

Calculate a rate constant k from a rate equation.

MS

2.5

Use logarithms in relation to quantities

that range over several orders of

magnitude

Students may be tested on their ability to:

Carry out pH and pKa calculations.

Graphs

Mathematical skills Exemplification of mathematical skill in the context of

Chemistry

MS

3.1

Translate information between

graphical, numerical and algebraic

forms

Students may be tested on their ability to:

Interpret and analyse spectra

determine the order of a reaction from a graph

Derive a rate expression from a graph.

MS

3.2

Plot two variables from experimental or

other data

Students may be tested on their ability to:

Plot concentration–time graphs from collected or

supplied data and draw an appropriate best-fit curve.

MS

3.3

Determine the slope and intercept

of a linear graph

Students may be tested on their ability to:

Calculate the rate constant of a zero-order reaction

by determination of the gradient of a concentration–

time graph.

MS

3.4

Calculate rate of change from a

graph showing a linear relationship

Students may be tested on their ability to:

Calculate the rate constant of a zero-order reaction

by determination of the gradient of a concentration–

time graph.

Mathematical skills Exemplification of mathematical skill in the context of

Chemistry

MS

3.5

Draw and use the slope of a tangent

to a curve as a measure of rate of

change

Students may be tested on their ability to:

Determine the order of a reaction using the initial

rates method.

Geometry and trigonometry

Mathematical skills Exemplification of mathematical skill in the context of

Chemistry

MS

4.1

Use angles and shapes in regular 2D and

3D structures

Students may be tested on their ability to:

Predict/identify shapes of and bond angles in

molecules with and without a lone pair(s), for

example NH3, CH4, H2O etc.

MS

4.2

Visualise and represent 2D and 3D forms

including two-dimensional representations

of 3D objects

Students may be tested on their ability to:

Draw different forms of isomers

Identify chiral centres from a 2D or 3D

representation.

MS

4.3

Understand the symmetry of 2D and 3D

shapes

Students may be tested on their ability to:

Describe the types of stereoisomerism shown by

molecules/complexes

Identify chiral centres from a 2D or 3D

representation.