SCHEME OF WORK GRADE 11
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ASSUMPTIONS
Time duration of one session: 40 minutes
Number of sessions per week: 6 sessions
Total teaching hours for complete academic year: 120 hrs
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Week
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Broad
Topic or chapter
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Breakdown
for the week
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Learning
Objectives
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1
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Introduction to Chemistry
(Chemical Foundation)
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Lesson 1: Introduction to the Particulate
Nature of Matter and Chemical Change
Duration: 2 weeks (6 x 40-minute lessons)
Day 1: Lesson 1 - Introduction to Atoms and Elements
Introduction to the topic and its importance in Chemistry
Explanation of atoms and elements and their basic structure
Discussion of the properties of elements and how they combine to form
compounds
Day 2: Lesson 2 - Compounds and Mixtures
Introduction to compounds and mixtures
Explanation of the difference between compounds and mixtures
Discussion of homogeneous and heterogeneous mixtures
Day 3: Lesson 3 - Balancing Chemical Equations
Introduction to balancing chemical equations
Explanation of chemical reactions and how they can be represented using
equations
Practice balancing simple chemical equations
Day 4: Lesson 4 - State Symbols
Introduction to state symbols (s), (l), (g), and (aq)
Explanation of how state symbols are used in chemical equations
Practice applying state symbols in chemical equations
Day 5: Lesson 5 - Changes of State
Introduction to changes of state (melting, freezing, vaporization,
condensation, sublimation, and deposition)
Explanation of the physical and temperature changes that occur during each
change of state
Practice explaining observable changes in physical properties and temperature
during changes of state
Day 6: Lesson 6 - Assessment
Summative assessment to test understanding of the concepts covered in the
past 5 lessons
Assessment may include multiple choice questions, short answer questions, and
balancing of chemical equations.
Materials Needed:
Whiteboard and markers
Student handouts
Practice balancing chemical equation worksheet
Assessment questions
Note: The duration of each lesson may vary based on the class's pace, and the
teacher may choose to allocate more time to certain topics if necessary.
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1.1 Introduction to the particulate nature of
matter and chemical change
Understandings:
• Atoms of different elements combine in fixed ratios to form compounds,
which
have different properties from their component elements.
• Mixtures contain more than one element and/or compound that are not
chemically bonded together and so retain their individual properties.
• Mixtures are either homogeneous or heterogeneous.
Applications and skills:
• Deduction of chemical equations when reactants and products are specified.
• Application of the state symbols (s), (l), (g) and (aq) in equations.
• Explanation of observable changes in physical properties and temperature
during changes of state.
Guidance:
• Balancing of equations should include a variety of types of reactions.
• Names of the changes of state—melting, freezing, vaporization (evaporation
and boiling), condensation, sublimation and deposition—should be covered.
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2
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Measurement (Chemical Foundation)
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Lesson for Uncertainties and Errors in
Measurement and Results:
Duration: 1 Week (2 x 40-minute lessons)
Lesson 1:
Introduction to qualitative and quantitative data (10 minutes)
Explanation of random errors and uncertainties in measurements (15 minutes)
Demonstration of how to determine random errors (10 minutes)
Class activity: Calculate random errors for a set of measurements (5 minutes)
Lesson 2:
Introduction to systematic errors and their effects (10 minutes)
Explanation of how to reduce random errors (10 minutes)
Class activity: Analyze systematic errors in a sample experiment (10 minutes)
Discussion on how to minimize systematic errors (10 minutes)
Assessment:
A written test on the concepts of random and systematic errors and their
effects on measurements
Lesson for Graphical Techniques:
Duration: 1 Week (2 x 40-minute lessons)
Lesson 1:
Introduction to graphical techniques (10 minutes)
Explanation of sketched graphs (10 minutes)
Class activity: Sketch a graph to show a qualitative trend (15 minutes)
Discussion on how to interpret sketched graphs (5 minutes)
Lesson 2:
Explanation of drawn graphs (10 minutes)
Demonstration of how to plot a graph with labelled and scaled axes (10
minutes)
Class activity: Plot a graph from a set of quantitative data (15 minutes)
Discussion on how to interpret drawn graphs and determine physical quantities
(5 minutes)
Assessment:
A written test on the concepts of sketched and drawn graphs and their
interpretation
Lesson for Spectroscopic Identification of Organic Compounds:
Duration: 1 Week (2 x 40-minute lessons)
Lesson 1:
Introduction to the degree of unsaturation and IHD (10 minutes)
Explanation of how to determine the number of rings and multiple bonds in a
molecule (15 minutes)
Class activity: Calculate the degree of unsaturation and IHD for a set of
compounds (10 minutes)
Discussion on how the degree of unsaturation and IHD can help in identifying
compounds (5 minutes)
Lesson 2:
Introduction to mass spectrometry, 1H NMR, and IR spectroscopy (10 minutes)
Explanation of how each technique can help identify compounds and determine
their structure (15 minutes)
Class activity: Analyze a sample spectrum and identify the compound (10
minutes)
Discussion on the advantages and limitations of each technique (5 minutes)
Assessment:
A written test on the concepts of the degree of unsaturation, IHD, and
spectroscopic techniques for the identification of organic compounds.
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Uncertainties and errors in measurement
and results:
Qualitative data includes all non-numerical information obtained from
observations not from measurement.
- Quantitative data are obtained from measurements, and are always associated
with random errors/uncertainties, determined by the apparatus, and by human
limitations such as reaction times.
- Propagation of random errors in data processing shows the impact of the
uncertainties on the final result.
- Experimental design and procedure usually lead to systematic errors in
measurement, which cause a deviation in a particular direction.
- Repeat trials and measurements will reduce random errors but not systematic
errors
Graphical techniques:
Graphical techniques are an effective means of communicating the effect of an
independent variable on a dependent variable, and can lead to determination
of physical quantities.
- Sketched graphs have labelled but unscaled axes, and are used to show
qualitative trends, such as variables that are proportional or inversely
proportional.
- Drawn graphs have labelled and scaled axes, and are used in quantitative
measurements
Spectroscopic identification of organic compounds:
The degree of unsaturation or index of hydrogen deficiency (IHD) can be used
to determine from a molecular formula the number of rings or multiple bonds
in a molecule.
- Mass spectrometry (MS), proton nuclear magnetic resonance spectroscopy (1H
NMR) and infrared spectroscopy (IR) are techniques that can be used to help
identify compounds and to determine their structure
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3
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Nature of Science in Chemistry
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Lesson 1: History of Chemistry - Ancient
Contributions (1) and Medieval Islamic Advancements (2)
Introduce the contributions of ancient civilizations to chemistry
Discuss the advancements made in alchemy in the medieval Islamic world
Lesson 2: History of Chemistry - Robert Boyle and Antoine Lavoisier (3) (4)
Discuss the work of Robert Boyle in the 17th century on the properties of
gases
Discuss the work of Antoine Lavoisier in the 18th century on the nature of
matter and the law of conservation of mass
Lesson 3: History of Chemistry - Dmitri Mendeleev and Marie Curie (5) (6)
Discuss the creation of the first periodic table of elements by Dmitri
Mendeleev
Discuss the contributions of Marie Curie to the field of chemistry, including
her work on radioactivity
Lesson 4: History of Chemistry - DNA Structure and Chemistry in Various
Fields (7) (8)
Discuss the discovery of the structure of DNA and its impact on biology,
medicine, and genetics
Explore the various fields in which chemistry plays a crucial role, such as
medicine, agriculture, energy, and materials science
Lesson 5: TOK and Nature of Chemistry - Introduction and Alchemy (1) (4)
Introduce the TOK and nature of chemistry
Discuss the roots of chemistry in alchemy and its impact on the field
Lesson 6: TOK and Nature of Chemistry - Scientific Method and Skill
Development (2) (8)
Discuss the scientific method and its steps
Emphasize the importance of traditional practical skills, mathematics skills,
interpersonal skills, and digital technology skills in the development of
chemists.
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History of Chemistry
1. The ancient Egyptians, Greeks, and Chinese
all made significant contributions to the field of chemistry.
2. The medieval Islamic world made significant advancements in alchemy, which
laid the foundation for modern chemistry.
3. Robert Boyle is considered the ""father of modern
chemistry"" for his work in the 17th century on the properties of
gases.
4. Antoine Lavoisier is considered the ""father of modern
chemistry"" for his work in the 18th century on the nature of
matter and the law of conservation of mass.
5. Dmitri Mendeleev created the first periodic table of elements in 1869,
which helped to organize the known elements and predict the properties of new
ones.
6. Marie Curie was the first woman to win a Nobel Prize, and the first person
to win multiple Nobel Prizes (in physics and chemistry) for her work on
radioactivity.
7. The discovery of the structure of DNA in the 1950s by James Watson and
Francis Crick revolutionized the field of biology and has had farreaching
implications in medicine and genetics.
8. Chemistry plays a crucial role in many fields including medicine,
agriculture, energy, and materials science.
TOK and Nature of Chemistry
1. Chemistry is an experimental science that combines academic study with
the acquisition of practical and investigational skills
2. Chemistry is often called the central science as chemical principles
underpin both the physical environment and all biological systems
3. Chemistry is a prerequisite for many other courses in higher education and
serves as useful preparation for employment
4. Chemistry has its roots in the study of alchemy, the early days of
alchemists who aimed to transmute common metals into gold
5. Observations remain essential at the core of chemistry and scientific
processes carried out by the most eminent scientists in the past are the same
ones followed by working chemists today and accessible to students in schools
6. The body of scientific knowledge has grown in size and complexity, and the
tools and skills of theoretical and experimental chemistry have become
specialized
7. Both theory and experiments should be undertaken by all students and
should complement each other naturally
8. Allow students to develop traditional practical skills, mathematics
skills, interpersonal skills, and digital technology skills.
Scientific Method
1. The scientific method is a process used to conduct scientific research and
make discoveries.
2. The steps of the scientific method include:
3. Making observations and asking a question
4. Forming a hypothesis, or an educated guess, about the answer to the
question
5. Designing and conducting experiments to test the hypothesis
6. Analyzing the data collected from the experiments
7. Drawing conclusions and determining whether the data supports or disproves
the hypothesis
8. The scientific method is based on the principles of observation,
experimentation, and replication.
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4
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Stoichiometry
(Physical Chemistry)
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Lesson 1: Introduction to Chemical Equations
and Mole Concept
Understanding balanced chemical equations in terms of moles and
representative particles
Converting between moles, representative particles, masses, and volumes of
gases at STP
Lesson 2: Stoichiometry and Mole Ratios
Understanding mole ratios and their use in stoichiometric problems
Performing stoichiometric calculations using moles, representative particles,
masses, and volumes of gases (at STP)
Lesson 3: Limiting Reagents and Percentage Yield
Understanding limiting reagents and how to calculate the maximum amount of
product and any unreacted excess reagent
Calculating theoretical yield, actual yield, and percentage yield when given
appropriate information
Lesson 4: Volume-Mole Calculations
Understanding the volume of one mole of gas at STP and using it in
mole-volume problems
Calculating gram molecular mass of a gas from density measurements at STP
Lesson 5: Formula Calculations
Writing ionic compound formulas from ionic charges and oxidation numbers
Understanding empirical and molecular formulas, anhydrous, hydrated, and
water of crystallization, and calculating empirical and molecular formulae
using given data
Lesson 6: Mole Concept and Mass Relations
Understanding the mole concept and its applications, including relative
atomic mass, relative isotopic mass, relative molecular mass, relative
formula mass, and molar mass
Interconverting the percentage composition by mass and the empirical formula,
and solving problems involving the relationships between the number of
particles, the amount of substance in moles, and the mass in grams
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1.
Understanding of balanced chemical equations in terms of moles,
representative particles, masses, and volumes of gases (at STP).
2. Ability to calculate mole ratios from balanced equations for use in
stoichiometric problems.
3. Ability to perform stoichiometric calculations using moles, representative
particles, masses, and volumes of gases (at STP).
4. Understanding of limiting reagents and how to calculate the maximum amount
of product and amount of any unreacted excess reagent.
5. Ability to calculate theoretical yield, actual yield, and percentage yield
when given appropriate information.
6. Understanding of the volume of one mole of a gas at STP and how to use it
in mole-volume problems.
7. Understanding of how to calculate the gram molecular mass of a gas from
density measurements at STP.
8. Understanding of how to convert measurements of mass, volume, and number
of particles using moles.
9. Understanding of the mole and Avogadro's constant and how to use it to
define moles in terms of the Avogadro constant.
10. Understanding of how to write ionic compounds formula from ionic charges
and oxidation numbers
11. Understanding of how to write balanced equations, including ionic
equations, and use appropriate state symbols in equations.
12. Understanding of the terms empirical and molecular formula, anhydrous,
hydrated, and water of crystallization.
13. Ability to calculate empirical and molecular formulae using given data.
14. Understanding of reacting masses and volumes of solutions and gases and
ability to perform calculations involving reacting masses, volumes of gases,
volumes and concentrations of solutions, limiting reagent and excess reagent,
percentage yield calculations.
15. Understanding the mole concept, understanding the mole is a fixed number
of particles, the relative atomic mass, relative isotopic mass, relative
molecular mass, relative formula mass, molar mass, empirical and molecular
formula, ability to calculate molar masses of atoms, ions, molecules, and
formula units, ability to solve problems involving the relationships between
the number of particles, the amount of substance in moles, and the mass in
grams, ability to interconvert the percentage composition by mass and the
empirical formula.
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5
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Atomic Structure
(Physical Chemistry)
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Lesson 1: Atomic Structure
Describing the structure of an atom, including the nucleus and electron
cloud, and the probabilistic paths of electrons
Identifying protons, neutrons, and electrons in terms of their relative
charges and masses
Understanding atomic and proton numbers, mass and nucleon numbers, and the
distribution of mass and charge within an atom
Lesson 2: Electronic Configurations
Understanding shells, sub-shells, and orbitals, and their relation to
electronic configurations
Describing the number of orbitals in s, p, and d sub-shells and their
corresponding electron capacity
Understanding the order of sub-shell energies and determining electronic
configurations of atoms and ions
Lesson 3: Periodic Trends
Explaining the concept of ionization energy and its trend across the Periodic
Table
Describing the factors that influence ionization energies, including nuclear
charge, atomic/ionic radius, and shielding by inner shells
Deducing the electronic configurations of elements using successive
ionization energy data
Using successive ionization energy data to determine the position of an
element in the Periodic Table
Lesson 4: Isotopes and Mass Spectrometry
Understanding the concept of isotopes, their notation, and their effect on
chemical properties
Describing the principles and operation of a mass spectrometer and its
application in determining relative atomic mass
Performing calculations involving non-integer relative atomic masses and
isotope abundance from given data, including mass spectra
Lesson 5: Atomic Orbitals
Describing the shapes of s and p orbitals
Understanding the concept of free radicals as species with unpaired electrons
Using the electrons in boxes notation to determine electronic configurations
of atoms and ions
Lesson 6: Emission Spectra
Understanding the concept of emission spectra and its application in deducing
electronic configurations of elements
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1.
Describe the structure of atom as a central positively charged nucleus
surrounded by negatively charged cloud of electrons due to electrostatic
attraction
- understand that, unlike orbits, shells and subshells are energy levels of
electrons and a bigger shell implies greater energy and average distance from
nucleus
- electrons are quantum particles with probabilistic paths whose exact paths
and locations cannot be mapped (with reference to the uncertainty principle)
- nucleus is made of protons and neutrons held together by strong force
- understand that atomic model is a model to aid understanding and if an atom
were to be 'photographed' it will be a fuzzy cloud
2. Identify and describe protons, neutrons and electrons in terms of their
relative charges and relative masses
3. Understand the terms atomic and proton number; mass and nucleon number
4. Describe the distribution of mass and charge within an atom
5. Describe the behavior of beams of protons, neutrons and electrons moving
at the same velocity in an electric field
6. Determine the numbers of protons, neutrons and electrons present in both
atoms and ions given atomic or proton number, mass or nucleon number and
charge
7. Explain qualitatively the variations in atomic radius and ionic radius
across a period and down a group
8. Define the term isotope in terms of numbers of protons and neutrons
9. Understand the notation for isotopes
10. State that and explain why isotopes of the same element have the same
chemical properties and different physical properties, limited to mass and
density
11. Understand the terms: shells, sub-shells and orbitals, principal quantum
number (n), ground state, limited to electronic configuration
12. Describe the number of orbitals making up s, p and d sub-shells, and the
number of electrons that can fill s, p and d sub-shells
13. Describe the order of increasing energy of the sub-shells within the
first three shells and the 4s and 4p sub-shells
14. Describe the electronic configurations to include the number of electrons
in each shell, sub-shell and orbital
15. Explain the electronic configurations in terms of energy of the electrons
and inter-electron repulsion
16. Determine the electronic configuration of atoms and ions given the atomic
or proton number and charge, using either of the following conventions
17. Understand and use the electrons in boxes notation
18. Describe and sketch the shapes of s and p orbitals
19. Describe a free radical as a species with one or more unpaired electrons
20. Understand the concept of ionization energy and its trends across a
period and down a group of the Periodic Table and the variation in successive
ionization energies of an element
21. Understand that ionization energies are due to the attraction between the
nucleus and the outer electron
22. Explain the factors influencing the ionization energies of elements in
terms of nuclear charge, atomic/ionic radius, shielding by inner shells and
sub-shells and spin-pair repulsion
23. Deduce the electronic configurations of elements using successive
ionization energy data
24. Deduce the position of an element in the Periodic Table using successive
ionization energy data
25. Use mass spectrometer to determine the relative atomic mass of an element
from its isotopic composition.
26. Perform calculations involving non-integer relative atomic masses and
abundance of isotopes from given data, including mass spectra.
27. Understand the concept of emission spectra and use it to deduce the
electronic configuration of elements.
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6
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Chemical Bonding
(Physical Chemistry)
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Lesson 1: Introduction to Electronegativity:
Define electronegativity as the power of an atom to attract electrons to
itself and discuss its importance in determining the nature of chemical
bonding.
Lesson 2: Factors Influencing Electronegativity: Explain the factors
influencing the electronegativities of the elements in terms of nuclear
charge, atomic radius, and shielding by inner shells and sub-shells.
Lesson 3: Trends in Electronegativity: State and explain the trends in
electronegativity across a period and down a group of the Periodic Table,
including the electronegativity difference scale.
Lesson 4: Ionic and Covalent Bonding: Use the differences in Pauling
electronegativity values to predict the formation of ionic and covalent
bonds, and provide examples.
Lesson 5: Ionic Bonding: Define ionic bonding as the electrostatic attraction
between oppositely charged ions (positively charged cations and negatively
charged anions) and describe ionic bonding, including the examples of sodium
chloride, magnesium oxide, and calcium fluoride.
Lesson 6: Metallic Bonding: Define metallic bonding as the electrostatic
attraction between positive metal ions and delocalized electrons, and provide
examples.
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1.
Define electronegativity as the power of an atom to attract electrons to
itself
2. Explain the factors influencing the electronegativities of the elements in
terms of nuclear charge, atomic radius and shielding by inner shells and
sub-shells
3. State and explain the trends in electronegativity across a period and down
a group of the Periodic Table
4. Use the differences in Pauling electronegativity values to predict the
formation of ionic and covalent bonds
5. Define ionic bonding as the electrostatic attraction between oppositely
charged ions (positively charged cations and negatively charged anions) and
describe ionic bonding including the examples of sodium chloride, magnesium
oxide and calcium fluoride
6. Define metallic bonding as the electrostatic attraction between positive
metal ions and delocalized electrons
7. Define covalent bonding as electrostatic attraction between the nuclei of
two atoms and a shared pair of electrons, describe covalent bonding in
molecules, use the concept of hybridization to describe sp, sp2 and sp3
orbitals and use bond energy values and the concept of bond length to compare
the reactivity of covalent molecules
8. State and explain the shapes of, and bond angles in, molecules by using
VSEPR theory, predict the shapes of, and bond angles in, molecules and ions
analogous to those specified
9. Describe the types of van der Waals’ force:
- instantaneous dipole – induced dipole (id-id) force, also called London
dispersion forces
- permanent dipole – permanent dipole (pd-pd) force, including hydrogen
bonding
- Hydrogen bonding as a special case of permanent dipole – permanent dipole
force between molecules where hydrogen is bonded to a highly electronegative
atom
10. Describe hydrogen bonding, limited to molecules containing N–H and O–H
groups, including ammonia and water as simple examples
11. Use the concept of hydrogen bonding to explain the anomalous properties
of H2O (ice and water)
12. Use the concept of electronegativity to explain bond polarity and dipole
moments of molecules
13. Describe van der Waals’ forces as the intermolecular forces between
molecular entities and explain the types of van der Waals’ force
14. State that, in general, ionic, covalent and metallic bonding are stronger
than intermolecular forces
15. Use dot-and-cross and lewis dot diagrams to show the arrangement of
electrons in covalent molecules and ions.
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7
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Chemical Bonding
(Physical Chemistry)
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Lesson
1: Covalent Bonding: Define covalent bonding as the electrostatic attraction
between the nuclei of two atoms and a shared pair of electrons, describe
covalent bonding in molecules, use the concept of hybridization to describe
sp, sp2, and sp3 orbitals, and use bond energy values and the concept of bond
length to compare the reactivity of covalent molecules.
Lesson 2: Molecular Shapes and Bond Angles: State and explain the shapes of,
and bond angles in, molecules by using VSEPR theory, predict the shapes of,
and bond angles in, molecules and ions analogous to those specified.
Lesson 3: Van der Waals Forces: Describe the types of van der Waals’ force,
including instantaneous dipole – induced dipole (id-id) force, permanent
dipole – permanent dipole (pd-pd) force, and hydrogen bonding, which is a
special case of permanent dipole – permanent dipole force between molecules
where hydrogen is bonded to a highly electronegative atom.
Lesson 4: Hydrogen Bonding: Describe hydrogen bonding, limited to molecules
containing N–H and O–H groups, including ammonia and water as simple
examples.
Lesson 5: Anomalous Properties of Water: Use the concept of hydrogen bonding
to explain the anomalous properties of H2O (ice and water).
Bond Polarity and Dipole Moments: Use the concept of electronegativity to
explain bond polarity and dipole moments of molecules, and how they relate to
intermolecular forces.
Lesson 6: Review and sumamtive
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1.
Define electronegativity as the power of an atom to attract electrons to
itself
2. Explain the factors influencing the electronegativities of the elements in
terms of nuclear charge, atomic radius and shielding by inner shells and
sub-shells
3. State and explain the trends in electronegativity across a period and down
a group of the Periodic Table
4. Use the differences in Pauling electronegativity values to predict the
formation of ionic and covalent bonds
5. Define ionic bonding as the electrostatic attraction between oppositely
charged ions (positively charged cations and negatively charged anions) and
describe ionic bonding including the examples of sodium chloride, magnesium
oxide and calcium fluoride
6. Define metallic bonding as the electrostatic attraction between positive
metal ions and delocalized electrons
7. Define covalent bonding as electrostatic attraction between the nuclei of
two atoms and a shared pair of electrons, describe covalent bonding in
molecules, use the concept of hybridization to describe sp, sp2 and sp3
orbitals and use bond energy values and the concept of bond length to compare
the reactivity of covalent molecules
8. State and explain the shapes of, and bond angles in, molecules by using
VSEPR theory, predict the shapes of, and bond angles in, molecules and ions
analogous to those specified
9. Describe the types of van der Waals’ force:
- instantaneous dipole – induced dipole (id-id) force, also called London
dispersion forces
- permanent dipole – permanent dipole (pd-pd) force, including hydrogen
bonding
- Hydrogen bonding as a special case of permanent dipole – permanent dipole
force between molecules where hydrogen is bonded to a highly electronegative
atom
10. Describe hydrogen bonding, limited to molecules containing N–H and O–H
groups, including ammonia and water as simple examples
11. Use the concept of hydrogen bonding to explain the anomalous properties
of H2O (ice and water)
12. Use the concept of electronegativity to explain bond polarity and dipole
moments of molecules
13. Describe van der Waals’ forces as the intermolecular forces between
molecular entities and explain the types of van der Waals’ force
14. State that, in general, ionic, covalent and metallic bonding are stronger
than intermolecular forces
15. Use dot-and-cross and lewis dot diagrams to show the arrangement of
electrons in covalent molecules and ions.
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8
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States and Phases of Matter
(Physical Chemistry)
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Lesson 1: Introducing Liquid Properties based on Kinetic Molecular Theory
Describe the properties of liquids, such as diffusion, compression,
expansion, motion of molecules, spaces between them, intermolecular forces,
and kinetic energy, based on the Kinetic Molecular Theory.
Lesson 2: Understanding Intermolecular Forces
Explain the applications of intermolecular forces, including dipole-dipole
forces, hydrogen bonding, and London forces.
Lesson 3: Physical Properties of Liquids
Describe the physical properties of liquids, such as evaporation, vapor
pressure, boiling point, viscosity, and surface tension.
Lesson 4: The Unique Properties of Water due to Hydrogen Bonding
Use the concept of hydrogen bonding to explain the unique properties of
water, such as high surface tension, high specific heat, low vapor pressure,
high heat of vaporization, and high boiling point.
Lesson 5: Heat of Fusion and Vaporization
Define molar heat of fusion and molar heat of vaporization, and explain how
heat of fusion and heat of vaporization affect the particles that make up
matter.
Lesson 6: Energy Changes and Equilibrium
Relate energy changes to changes in intermolecular forces, and define dynamic
equilibrium between two physical states.
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1.
Describe simple properties of liquids e.g., diffusion, compression,
expansion, motion of molecules, spaces between them, intermolecular forces
and kinetic energy based on Kinetic Molecular Theory.
2. Explain applications of dipole-dipole forces, hydrogen bonding and London
forces.
3. Describe physical properties of liquids such as evaporation, vapor
pressure, boiling point, viscosity and surface tension.
4. Use the concept of Hydrogen bonding to explain the following properties of
water: high surface tension, high specific heat, low vapor pressure, high
heat of vaporization, and high boiling point.
5. Define molar heat of fusion and molar heat of vaporization.
6. Describe how heat of fusion and heat of vaporization affect the particles
that make up matter.
7. Relate energy changes with changes in intermolecular forces.
8. Define dynamic equilibrium between two physical states.
9. Describe liquid crystals and give their uses in daily life.
10. Differentiate liquid crystals from pure liquids and crystalline solids.
11. Describe simple properties of solids e.g., diffusion, compression,
expansion, motion of molecules, spaces between them, intermolecular forces
and kinetic energy based on kinetic molecular theory.
12. Differentiate between amorphous and crystalline solids.
13. Describe properties of crystalline solids like geometrical shape, melting
point, cleavage planes, habit of a crystal, crystal growth.
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9
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Energetics & Thermochemistry
(Physical Chemistry)
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Lesson 1: Enthalpy changes in Chemical Reactions
Understand that chemical reactions are accompanied by enthalpy changes and
these changes can be exothermic (ΔH is negative) or endothermic (ΔH is
positive)
Define and use terms such as standard conditions, enthalpy change, reaction,
formation, combustion, neutralisation
Understand the concept of endothermic and exothermic reactions
Understand the concept of standard conditions and standard states in
measuring energy changes
Lesson 2: Energy and Bonding
Understand that energy transfers occur during chemical reactions because of
the breaking and making of bonds
Use bond energies to calculate enthalpy change of reaction, ΔH
Understand that some bond energies are exact and some bond energies are
averages
Understand the relationship between bond formation and energy, and bond
breaking and energy
Understand the concept of average bond enthalpy.
Lesson 3: Enthalpy Changes and Experimental Results
Calculate enthalpy changes from appropriate experimental results, including
the use of the relationships q = mcΔT and ΔH = –mcΔT/n
Define and use terms such as enthalpy change of atomisation, ΔH, lattice
energy, ΔH, first electron affinity, EA
Lesson 4: Born-Haber Cycles
Construct and use Born–Haber cycles for ionic solids
Carry out calculations involving Born–Haber cycles
Explain the effect of ionic charge and ionic radius on the numerical
magnitude of a lattice energy
Lesson 5: Enthalpy Changes of Solution and Hydration
Define and use the term enthalpy change with reference to hydration and
solution
Construct and use an energy cycle involving enthalpy change of solution,
lattice energy, and enthalpy change of hydration
Carry out calculations involving the energy cycles
Explain the effect of ionic charge and ionic radius on the numerical
magnitude of an enthalpy change of hydration
Lesson 6: Entropy Changes
Define the term entropy, S, as the number of possible arrangements of the
particles and their energy in a given system
Predict and explain the sign of the entropy changes that occur during a
change in state, temperature change, and a reaction in which there is a
change in the number of gaseous molecules
Calculate the entropy change for a reaction, ΔS, given the standard
entropies, S, of the reactants and products.
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1.
Understand that chemical reactions are accompanied by enthalpy changes and
these changes can be exothermic (ΔH is negative) or endothermic (ΔH is
positive)
2. Construct and interpret a reaction pathway diagram, in terms of the
enthalpy change of the reaction and of the activation energy
3. Define and use terms such as standard conditions, enthalpy change,
reaction, formation, combustion, neutralisation
4. Understand that energy transfers occur during chemical reactions because
of the breaking and making of bonds
5. Use bond energies to calculate enthalpy change of reaction, ΔH
6. Understand that some bond energies are exact and some bond energies are
averages
7. Calculate enthalpy changes from appropriate experimental results,
including the use of the relationships q = mcΔT and ΔH = –mcΔT/n
8. Define and use terms such as enthalpy change of atomisation, ΔH, lattice
energy, ΔH, first electron affinity, EA
9. Explain the factors affecting the electron affinities of elements
10. Describe and explain the trends in the electron affinities of the Group
16 and Group 17 elements
11. Construct and use Born–Haber cycles for ionic solids
12. Carry out calculations involving Born–Haber cycles
13. Explain the effect of ionic charge and ionic radius on the numerical
magnitude of a lattice energy
14. Define and use the term enthalpy change with reference to hydration, and
solution
15. Construct and use an energy cycle involving enthalpy change of solution,
lattice energy and enthalpy change of hydration
16. Carry out calculations involving the energy cycles
17. Explain the effect of ionic charge and ionic radius on the numerical
magnitude of an enthalpy change of hydration
18. Define the term entropy, S, as the number of possible arrangements of the
particles and their energy in a given system
19. Predict and explain the sign of the entropy changes that occur during a
change in state, temperature change and a reaction in which there is a change
in the number of gaseous molecules
20. Calculate the entropy change for a reaction, ΔS, given the standard
entropies, S, of the reactants and products
21. Understand the concept of heat as a form of energy
22. Understand the relationship between temperature and kinetic energy of
particles
23. Understand that total energy is conserved in chemical reactions
24. Understand the concept of endothermic and exothermic reactions
25. Understand the concept of standard conditions and standard states in
measuring energy changes
26. Understand the concept of Hess's Law and how to apply it to calculate
enthalpy changes in a reaction carried out in multiple steps.
27. Understand the relationship between bond formation and energy, and bond
breaking and energy
28. Understand the concept of average bond enthalpy.
|
10
|
Reaction Kinetics
(Physical Chemistry)
|
Lesson 1: Introduction to Chemical Kinetics
Understand the concept of chemical reactions and the rate of reaction
Understand the concept of collision theory and how it relates to the rate of
chemical reactions
Lesson 2: Factors Affecting Rate of Reaction
Explain how changes in concentration and pressure affect the rate of a
reaction in terms of frequency of effective collisions
Use experimental data to calculate the rate of a reaction
Lesson 3: Activation Energy and Reaction Pathways
Understand the concept of activation energy and its role in chemical
reactions
Interpret and construct reaction pathway diagrams, including in the presence
and absence of catalysts
Lesson 4: Temperature and Rate of Reaction
Use the Boltzmann distribution to explain the effect of temperature on the
rate of a reaction
Describe the effect of temperature change on the rate constant and rate of a
reaction
Lesson 5: Rate Equations and Reaction Mechanisms
Understand and use rate equations, including orders of reaction and rate constants
Calculate the numerical value of a rate constant using the initial rates and
half-life method
Suggest a reaction mechanism that is consistent with a given rate equation
and rate-determining step
Lesson 6: Gibbs Free Energy and Feasibility of Reactions
Understand the relationship between Gibbs free energy change, ΔG, and the
feasibility of a reaction
|
1
Understand the concept of collision theory and how it relates to the rate of
chemical reactions
2 Explain how changes in concentration and pressure affect the rate of a
reaction in terms of frequency of effective collisions
3 Use experimental data to calculate the rate of a reaction
4 Understand the concept of activation energy and its role in chemical
reactions
5 Use the Boltzmann distribution to explain the effect of temperature on the
rate of a reaction
6 Understand the concept of catalysts and how they increase the rate of a
reaction by lowering the activation energy
7 Interpret and construct reaction pathway diagrams, including in the
presence and absence of catalysts
8 Understand the relationship between Gibbs free energy change, ΔG, and the
feasibility of a reaction
9 Understand and use rate equations, including orders of reaction and rate
constants
10 Calculate the numerical value of a rate constant using the initial rates
and half-life method
11 Suggest a reaction mechanism that is consistent with a given rate equation
and rate-determining step
12 Describe the effect of temperature change on the rate constant and rate of
a reaction.
|
11
|
Equilibria
(Basic, Acid-Base, Ionic)
(Physical Chemistry)
|
Lesson 1: Reversible reactions and dynamic
equilibrium
Understand the concept of reversible reactions
Define dynamic equilibrium and the conditions required to establish it
Understand the relationship between the rates of forward and reverse
reactions and the concentration of reactants and products
Lesson 2: Equilibrium conditions and recognition
State the necessary conditions for equilibrium
Understand the ways to recognize equilibrium in a chemical system
Differentiate between static and dynamic equilibrium
Lesson 3: Microscopic events in equilibrium
Describe the microscopic events that occur in a chemical system at
equilibrium
Understand how changes in concentration or temperature affect the equilibrium
position
Lesson 4: Equilibrium expressions
Write the equilibrium expression for a given chemical reaction in terms of
concentration, partial pressure, number of moles, and mole fraction
Understand how to calculate the equilibrium constant (Kc or Kp)
Lesson 5: Macroscopic changes during shifts in equilibrium
Propose microscopic events that account for observed macroscopic changes
during a shift in equilibrium
Understand how to predict the direction of the shift and the effect on the
equilibrium constant
Lesson 6: Le Chatelier's Principle and applications
State Le Chatelier's Principle and understand how it applies to systems in
equilibrium with changes in concentration, pressure, temperature, or the
addition of catalyst
Explain the industrial applications of Le Chatelier's Principle, using
Haber's process as an example
Determine if the equilibrium constant will increase or decrease when
temperature is changed, given the equation for the reaction
|
1. Understand what is meant by a reversible
reaction and dynamic equilibrium in terms of the rate of forward and reverse
reactions being equal and the concentration of reactants and products
remaining constant
2. State the necessary conditions for equilibrium and the ways that
equilibrium can be recognized.
3. Describe the microscopic events that occur when a chemical system is in
equilibrium.
4. Write the equilibrium expression for a given chemical reaction in terms of
concentration, partial pressure, number of moles and mole fraction.
5. Propose microscopic events that account for observed macroscopic changes
that take place during a shift in equilibrium.
6. Determine if the equilibrium constant will increase or decrease when
temperature is changed, given the equation for the reaction.
7. State Le Chatelier's Principle and be able to apply it to systems in
equilibrium with changes in concentration, pressure, temperature, or the
addition of catalyst.
8. Explain industrial applications of Le Chatelier's Principle using Haber's
process as an example.
9. Define and explain solubility product.
|
12
|
Periodicity
(Inorganic Chemistry)
|
Lesson 1:
Introduction to the periodic table and its organization into groups and
periods
Overview of the four blocks and their associated sublevels
Explanation of how to determine the outer energy level (period number)
occupied by electrons
Examples of how to use the periodic table to deduce the principal energy
level and valence electrons of an atom
Lesson 2:
Overview of metallic, non-metallic, and metalloid elements and their general
properties
Introduction to group naming conventions recommended by IUPAC
Explanation of how to deduce the electron configuration of an atom from its
position on the periodic table and vice versa
Lesson 3:
Discussion of trends in atomic and ionic radius, ionization energy, electron
affinity, and electronegativity across periods and groups of the periodic
table
Explanation of how these trends are related to the properties and behavior of
elements
Examples of how to predict the properties of an element based on its position
in the periodic table
Lesson 4:
Detailed exploration of the chemical behavior of selected elements (e.g. Na,
Mg) with oxygen, chlorine, and water
Explanation of how to write balanced chemical equations for these reactions
and predict the likely pH of resulting solutions
Analysis of the oxidation numbers of oxides and chlorides based on outer
shell electrons
Lesson 5:
Explanation of acid/base behavior of oxides and hydroxides, including
amphoteric behavior where relevant
Discussion of reactions of chlorides with water and their resulting pH
Analysis of bonding types present in oxides and chlorides based on chemical
and physical properties
Lesson 6:
Overview of how to deduce the nature and identity of unknown elements based
on given physical and chemical properties
Discussion of how to predict the position of an unknown element in the
periodic table based on its properties and behavior
|
1.
The periodic table consists of groups (vertical columns) and periods
(horizontal rows)
2. The periodic table is arranged into four blocks associated with the four
sublevels—s, p, d, and f.
3. The period number (n) is the outer energy level that is occupied by electrons.
4. The number of the principal energy level and the number of the valence
electrons in an atom can be deduced from its position on the periodic table.
5. The periodic table shows the positions of metals, non-metals and
metalloids.
6. Vertical and horizontal trends in the periodic table exist for atomic
radius, ionic radius, ionization energy, electron affinity and
electronegativity.
7. Trends in metallic and non-metallic behavior are due to the trends in
valence electrons.
8. The terms alkali metals, halogens, noble gases, transition metals,
lanthanoids and actinoids should be known.
9. The group numbering scheme from group 1 to group 18, as recommended by
IUPAC, should be used.
10. Deduction of the electron configuration of an atom from the element’s position
on the periodic table, and vice versa.
11. describe, and write equations for, the reactions of the elements with
oxygen, chlorine and water (Na and Mg only)
12. state and explain the variation in the oxidation number of the oxides and
chlorides (NaCl, MgCl in terms of their outer shell (valence shell)electrons
13. describe, and write equations for, the reactions, if any, of the oxides
with water including the likely pHs of the solutions obtained
14. describe, explain, and write equations for, the acid / base behaviour of
the oxides and the hydroxides NaOH, Mg(OH)2 including, where relevant,
amphoteric behaviour in reactions with acids and bases (sodium hydroxide
only)
15. describe, explain, and write equations for, the reactions of the
chlorides with water including the likely pHs of the solutions obtained
16. explain the variations and trends in terms of bonding and
electronegativity
17. suggest the types of chemical bonding present in the chlorides and oxides
from observations of their chemical and physical properties
18. predict the characteristic properties of an element in a given group by
using knowledge of chemical periodicity
19. deduce the nature, possible position in the Periodic Table and identity
of unknown elements from given information about physical and chemical
properties
|
13
|
Group 2
(Inorganic Chemistry)
|
Lesson 1: Introduction to Group 2 Elements
Overview of Group 2 elements, their electron configurations, and trends in
their properties
Introduce common Group 2 compounds such as oxides, hydroxides, and carbonates
Discuss the reactivity series and its application in predicting chemical
reactions
Lesson 2: Chemical Reactivity of Group 2 Elements
Describe the reactions of Group 2 elements with oxygen, water, and acids
Explain the reactivity of Group 2 elements in terms of their electron
configuration and valence electrons
Perform demonstrations of reactions to illustrate the concepts
Lesson 3: Industrial and Everyday Uses of Group 2 Compounds
Discuss the industrial and everyday uses of Group 2 compounds, including
their role in medicine and agriculture
Perform case studies on the use of Group 2 compounds in industry and
agriculture
Lesson 4: Extraction and Purification of Group 2 Elements and Compounds
Explain the extraction and purification process of Group 2 elements and their
compounds
Perform a laboratory activity to extract and purify a Group 2 compound
Lesson 5: Thermal Decomposition of Group 2 Compounds
Understand and use the term thermal decomposition and its application in the
analysis of Group 2 compounds, especially carbonates and nitrates
Perform a laboratory activity to observe the thermal decomposition of a Group
2 carbonate
Lesson 6: Solubility and Enthalpy of Hydration/Solution of Group 2 Compounds
Explain the trend in solubility of Group 2 sulfates and hydroxides using
terms enthalpy of hydration and enthalpy of solution
Perform a laboratory activity to measure the solubility of Group 2 compounds
and calculate their enthalpies of hydration and solution
Lesson 7: Comparison with Other Groups in the Periodic Table
Compare and contrast the properties and reactivity of Group 2 elements with
other groups in the periodic table
Perform a research project to investigate the reactivity and properties of a
selected group of elements
Lesson 8: Complex Ions and Basic Oxides in Group 2 Compounds
Understand and use the term complex ion and its application in the formation
of Group 2 compounds
Understand and use the term basic oxide and its application in the formation
of Group 2 compounds
Perform a laboratory activity to synthesize a Group 2 compound using a
complex ion and/or basic oxide.
Assessment:
Summative assessments will be given after each lesson topic to evaluate
understanding of the concepts.
A final project will be assigned to demonstrate the students' understanding
of the properties, reactivity, and uses of Group 2 elements and compounds.
|
1.
Understand the properties and trends of Group 2 elements, including their
electron configurations, reactivity, and common compounds such as oxides,
hydroxides and carbonates
2. Describe the chemical reactivity of Group 2 elements, including their
reactions with oxygen, water, and acids.
3. Explain the reactivity of Group 2 elements in terms of their electron
configuration and valence electrons.
4. Describe the industrial and everyday uses of Group 2 compounds, including
their role in medicine and agriculture.
5. Understand and use the term reactivity series and its application in
predicting the outcome of chemical reactions.
6. Explain the extraction and purification process of Group 2 elements and
their compounds.
7. Understand and use the term thermal decomposition and its application in
the analysis of Group 2 compounds especially carbonates and nitrates.
8. Explain the trend in solubility of group 2 sulfates and hydroxides using
terms enthalpy of hydration and enthalpy of solution
9. Compare and contrast the properties and reactivity of Group 2 elements
with other groups in the periodic table.
10. Understand and use the term complex ion and its application in the
formation of Group 2 compounds.
11. Understand and use the term basic oxide and its application in the
formation of Group 2 compounds.
|
14
|
Group 17
(Inorganic Chemistry)
|
Lesson
1: Properties and Trends of Halogens
Introduce halogens and their properties (physical state, color, etc.)
Describe the trend in volatility and color of chlorine, bromine, and iodine
Explain the trend in volatility in terms of instantaneous dipole-induced
dipole forces
Demonstrate the use of litmus paper to test for the presence of halogens in
aqueous solutions
Lesson 2: Chemical Reactivity of Halogens
Describe the relative reactivity of halogens as oxidizing agents
Describe the reactions of halogens with hydrogen and explain their relative
reactivity in these reactions
Use molecular models or diagrams to explain the trend in bond strength of
halogen molecules
Lesson 3: Halide Ions and Redox Reactions
Describe the relative reactivity of halide ions as reducing agents
Describe and explain the reactions of halide ions with aqueous silver ions
and concentrated sulfuric acid
Use redox equations to balance these reactions and identify the oxidizing and
reducing agents
Lesson 4: Thermal Stability of Hydrogen Halides
Describe the relative thermal stabilities of the hydrogen halides and explain
these in terms of bond strengths
Use molecular models or diagrams to illustrate the different bond strengths
in HX molecules
Lesson 5: Disproportionation Reactions
Describe and interpret the reaction of chlorine with cold and hot aqueous
sodium hydroxide as disproportionation reactions
Write balanced chemical equations for these reactions and identify the
oxidation states of the reactants and products
Lesson 6: Halogens in Water Purification
Explain the use of chlorine in water purification, including the production
of the active species HOCl and ClO- which kill bacteria.
Discuss the advantages and disadvantages of using chlorine in water treatment
Have students research and present on alternative water treatment methods,
such as UV disinfection or ozone treatment
Assessment:
At the end of each lesson, administer a formative assessment to gauge
students' understanding of the material covered.
At the end of the week, administer a summative assessment that covers all the
topics taught, such as a written test or a project in which students research
and present on the uses and reactions of halogens.
|
1.
Describe the colors and trend in volatility of chlorine, bromine and iodine
2. Describe and explain the trend in bond strength of halogen molecules
3. Interpret the volatility of the elements in terms of instantaneous
dipole-induced dipole forces
4. Describe the relative reactivity of the halogen elements as oxidizing
agents
5. Describe the reactions of the elements with hydrogen and explain their
relative reactivity in these reactions
6. Describe the relative thermal stabilities of the hydrogen halides and
explain these in terms of bond strengths
7. Describe the relative reactivity of halide ions as reducing agents
8. Describe and explain the reactions of halide ions with aqueous silver ions
and concentrated sulfuric acid
9. Describe and interpret the reaction of chlorine with cold and hot aqueous
sodium hydroxide as disproportionation reactions
10. Explain the use of chlorine in water purification, including the
production of the active species HOCl and ClO- which kill bacteria.
|
15
|
N & S (Inorganic Chemistry)
|
Lesson
1: Introduction to Nitrogen
Objectives:
Understand the properties and characteristics of nitrogen
Explain the lack of reactivity of nitrogen due to its triple bond strength
and lack of polarity
Activities:
Introduce the properties of nitrogen
Discuss the electronic configuration of nitrogen and its bond strength
Explain the lack of reactivity of nitrogen and its importance in the
environment
Provide examples of nitrogen compounds
Assessment:
Students will be given a quiz on the properties of nitrogen
Lesson 2: Ammonia and Ammonium Ions
Objectives:
Describe and explain the basicity of ammonia using the Brønsted–Lowry theory
Understand the structure of the ammonium ion and how it is formed by an
acid-base reaction
Activities:
Introduce the concept of Brønsted–Lowry theory and its application to ammonia
Discuss the structure of the ammonium ion and its formation
Provide examples of acid-base reactions involving ammonia and ammonium ions
Conduct experiments to demonstrate acid-base reactions
Assessment:
Students will be given a quiz on the basicity of ammonia and the formation of
ammonium ions
Lesson 3: Acid-Base Reactions of Ammonia
Objectives:
Describe how ammonia can be displaced from ammonium salts through acid-base
reactions
Activities:
Introduce the concept of displacement reactions
Discuss how ammonia can be displaced from ammonium salts
Provide examples of displacement reactions involving ammonia
Conduct experiments to demonstrate displacement reactions
Assessment:
Students will be given a quiz on displacement reactions involving ammonia
Lesson 4: Nitrogen Oxides
Objectives:
Understand the natural and man-made occurrences of oxides of nitrogen and
their catalytic removal from exhaust gases of internal combustion engines
Explain the role of NO and NO2 in the formation of photochemical smog,
specifically in the reaction with unburned hydrocarbons to form peroxyacetyl
nitrate (PAN)
Describe the role of NO and NO2 in the formation of acid rain, both directly
and through their catalytic role in the oxidation of atmospheric sulfur
dioxide.
Activities:
Introduce the sources of nitrogen oxides and their effects on the environment
Discuss the chemistry of nitrogen oxides and their role in the formation of
photochemical smog and acid rain
Conduct experiments to demonstrate the effects of nitrogen oxides on the
environment
Assessment:
Students will be given a quiz on the effects of nitrogen oxides on the
environment
Lesson 5: Introduction to Sulfur
Objectives:
Understand the properties and characteristics of sulfur
Explain the lack of reactivity of sulfur, with reference to its bonding and
stability of its compounds
Activities:
Introduce the properties of sulfur
Discuss the electronic configuration of sulfur and its bond strength
Explain the lack of reactivity of sulfur and its importance in the
environment
Provide examples of sulfur compounds
Assessment:
Students will be given a quiz on the properties of sulfur
Lesson 6: Oxidation States of Sulfur
Objectives:
Describe and explain the different oxidation states of sulfur and their
relative stability
Understand the properties and uses of sulfuric acid, including its production
and industrial applications
Activities:
Introduce the concept of oxidation states
Discuss the different oxidation states of sulfur and their relative stability
Discuss the properties and uses of sulfuric acid
Conduct experiments to demonstrate the properties of sulfuric acid
Assessment:
Students will be given a quiz on the oxidation states of sulfur and the
properties of sulfuric acid.
|
Nitrogen
1. Explain the lack of reactivity of nitrogen due to its triple bond strength
and lack of polarity
2. Describe and explain the basicity of ammonia using the Brønsted–Lowry
theory
3. Understand the structure of the ammonium ion and how it is formed by an
acid-base reaction
4. Describe how ammonia can be displaced from ammonium salts through
acid-base reactions
5. Understand the natural and man-made occurrences of oxides of nitrogen and
their catalytic removal from exhaust gases of internal combustion engines
6. Explain the role of NO and NO2 in the formation of photochemical smog,
specifically in the reaction with unburned hydrocarbons to form peroxyacetyl
nitrate (PAN)
7. Describe the role of NO and NO2 in the formation of acid rain, both
directly and through their catalytic role in the oxidation of atmospheric
sulfur dioxide.
Sulfur
8. Explain the lack of reactivity of sulfur, with reference to its bonding
and stability of its compounds.
9. Describe and explain the different oxidation states of sulfur and their
relative stability.
10. Understand the properties and uses of sulfuric acid, including its
production and industrial applications.
11. Describe the role of sulfur in the formation of acid rain and its impact
on the environment.
12. Identify and describe the chemical reactions and processes involving
sulfur, such as combustion and oxidation.
13. Understand the uses of sulfur compounds in industry and everyday life,
such as in fertilizers, gunpowder and rubber, and in the Synthetic organic
chemistry, including the synthesis of dyes, drugs and fragrances.
|
16
|
Air
(Envioronmental Chemistry)
|
Lesson 1: Understanding the Properties and
Composition of Air and Factors that Affect Air Quality (40 minutes)
Introduction to the topic of air and its properties and composition
Explanation of the factors that affect air quality, such as temperature, humidity,
wind speed and direction, and pollution sources
Class discussion on the factors that can impact air quality in their local
area
Review of key terms and concepts related to air quality
Assessment: A short quiz to assess students' understanding of the properties
and composition of air and the factors that affect air quality
Lesson 2: Sources and Effects of Air Pollution (40 minutes)
Discussion of the different types of air pollutants, including natural and
human-caused pollutants such as Carbon monoxide (CO), Sulfur dioxide (SO2),
Nitrogen oxides (NOx), Particulate matter (PM), Ozone (O3), Lead (Pb),
Mercury (Hg), Polycyclic aromatic hydrocarbons (PAHs), Persistent organic
pollutants (POPs), Greenhouse gases (such as carbon dioxide, methane, and
nitrous oxide), Chlorofluorocarbons (CFCs) and other ozone-depleting
substances, Volatile organic compounds (VOCs), Heavy metals (such as lead,
mercury, and cadmium)
Explanation of the effects of air pollution on the environment and human
health
Class discussion on the sources of air pollution in their local area
Review of key terms and concepts related to air pollution
Assessment: A short quiz to assess students' understanding of the sources and
effects of air pollution
Lesson 3: Methods and Techniques for Measuring and Monitoring Air Quality (40
minutes)
Explanation of the methods and techniques used to measure and monitor air
quality, such as air quality monitoring stations, satellite remote sensing,
and citizen science
Class demonstration of a simple air quality monitoring experiment
Discussion of the challenges and limitations of air quality monitoring
Review of key terms and concepts related to air quality monitoring
Assessment: A short quiz to assess students' understanding of the methods and
techniques for measuring and monitoring air quality
Lesson 4: The Impact of Human Activities on the Atmosphere (40 minutes)
Discussion of the impact of human activities on the atmosphere, such as
burning fossil fuels and deforestation
Explanation of the chemical reactions and processes that occur in the
atmosphere, such as the formation of smog and acid rain
Class discussion on the steps that can be taken to reduce the impact of human
activities on the atmosphere
Review of key terms and concepts related to the impact of human activities on
the atmosphere
Assessment: A short quiz to assess students' understanding of the impact of
human activities on the atmosphere
Lesson 5: Laws and Regulations Related to Air Quality (40 minutes)
Explanation of the laws and regulations related to air quality and the
measures used to control air pollution
Class discussion on the enforcement and effectiveness of air quality laws and
regulations in their local area
Explanation of the role of government and industry in air quality management
Review of key terms and concepts related to air quality laws and regulations
Assessment: A short quiz to assess students' understanding of the laws and
regulations related to air quality
Lesson 6: The Link between Air Quality and Human Health (40 minutes)
Explanation of the link between air quality and human health and the ability
to evaluate the potential health risks associated with air pollution
Discussion of the technologies and strategies used to reduce air pollution
and improve air quality, such as emissions control
|
1.
Understanding of the properties and composition of air and the factors that
affect air quality
2. Knowledge of the sources and effects of air pollution, including both
natural and human-caused pollutants including Carbon monoxide (CO), Sulfur
dioxide (SO2),Nitrogen oxides (NOx), Particulate matter (PM), Ozone (O3),
Lead (Pb), Mercury (Hg), Polycyclic aromatic hydrocarbons (PAHs), Persistent
organic pollutants (POPs), Greenhouse gases (such as carbon dioxide, methane,
and nitrous oxide), Chlorofluorocarbons (CFCs) and other ozone-depleting
substances, Volatile organic compounds (VOCs), Heavy metals (such as lead,
mercury, and cadmium))
3. Familiarity with the methods and techniques used to measure and monitor
air quality
4. Understanding of the impact of human activities on the atmosphere,
including the effects of burning fossil fuels and deforestation
5. Knowledge of the chemical reactions and processes that occur in the
atmosphere, such as the formation of smog and acid rain
6. Familiarity with the laws and regulations related to air quality and the
measures used to control air pollution
7. Ability to analyze data and interpret air quality measurements and trends
8. Understanding of the link between air quality and human health and the
ability to evaluate the potential health risks associated with air pollution
9. Knowledge of the technologies and strategies used to reduce air pollution
and improve air quality, such as emissions control and renewable energy
sources.
10. Ability to design experiments and collect data to test hypotheses about
air quality
11. Familiarity with the global scale problems of air pollution, such as
global warming and the greenhouse effect.
12. Ability to think critically about the economic, social and political
issues related to air pollution and air quality management.
13. Familiarity with light pollution, microplastics, noise pollution, toxic
waste and plastic pollution.
|
17
|
Water
(Envioronmental Chemistry)
|
Lesson
1: Introduction to Water Pollution
Understanding the different types of water pollution, such as point source
and nonpoint source pollution
Overview of common water pollutants, such as oil, pesticides, and heavy
metals
Explanation of the sources and effects of water pollution on human health and
the environment
Lesson 2: Water Pollutants and their Effects
In-depth analysis of common water pollutants, such as oil, pesticides, and
heavy metals
Discussion of the harmful effects of these pollutants on human health and the
environment
Understanding of how water pollutants can spread and affect large areas of
water
Lesson 3: Water Treatment Methods
Explanation of the various water treatment methods and technologies, such as
filtration and purification
Demonstration of the different processes involved in water treatment and
purification
Understanding of the importance of water treatment in maintaining safe and
clean water supplies
Lesson 4: Laws and Regulations related to Water Pollution and Conservation
Overview of laws and regulations related to water pollution and conservation
Explanation of how these laws and regulations help to protect and preserve
water resources
Understanding of the penalties for violating water pollution laws and
regulations
Lesson 5: Impact of Human Activities on Water Resources
Understanding of the impact of human activities on water resources, such as
agriculture and industrial processes
Discussion of how these activities can lead to water pollution and depletion
of water resources
Explanation of the importance of preserving and protecting water resources
for future generations
Lesson 6: Conservation and Management Strategies for Water Resources
Overview of conservation and management strategies for protecting and
preserving water resources
Explanation of how individuals, communities, and organizations can contribute
to water conservation efforts
Understanding of the importance of water conservation and management in
ensuring safe and clean water supplies for the future.
|
1. Understanding of different types of water
pollution, such as point source and nonpoint source pollution
2. Familiarity with common water pollutants, such as oil, pesticides, and
heavy metals
3. Knowledge of the sources and effects of water pollution on human health
and the environment
4. Understanding of water treatment methods and technologies, such as
filtration and purification
5. Familiarity with laws and regulations related to water pollution and
conservation
6. Understanding of the impact of human activities on water resources, such
as agriculture and industrial processes
7. Knowledge of conservation and management strategies for protecting and
preserving water resources
8. Understanding of the chemical properties of water and how they relate to
water quality and pollution.
|
18
|
Green chemistry and Sustainability
(Envioronmental Chemistry)
|
Lesson 1: Introduction to Green Chemistry and
Sustainability
Definition and principles of green chemistry
Importance of sustainability in chemical processes and products
Historical perspective and current trends
Lesson 2: Environmental and Health Impacts of Traditional Chemical Processes
and Products
Overview of environmental and human health impacts of traditional chemical
processes and products
Case studies and examples
Regulations and policies related to hazardous chemicals
Lesson 3: Benefits of Green Chemistry in Chemical Manufacturing
Reduced waste and pollution
Increased efficiency and cost savings
Improved product performance and safety
Lesson 4: Life Cycle Assessment and Evaluation of Environmental Impact
Introduction to life cycle assessment (LCA)
Evaluation of environmental impact of chemical products and processes
Application of LCA in industry and research
Lesson 5: Implementation of Green Chemistry and Sustainability Practices
Role of government, industry, and individuals in promoting and implementing
green chemistry and sustainability practices
Collaborative and interdisciplinary approaches
Advancements in green chemistry research and education
Lesson 6: Impact of Green Chemistry and Sustainability on Economic,
Environmental, and Social Aspects
Positive and negative impacts on economic, environmental, and social aspects
Importance of consumer awareness and education
Future directions and challenges in the field of green chemistry and
sustainability.
|
The goal of this section is to introduce the
concepts of green chemistry and sustainability, and to develop a sense of
relation and responsibility in individuals towards the world and
envioronment.
Candidates are expected to
1. Understand the principles and practices of green chemistry, including
reducing or eliminating the use and generation of hazardous substances in the
design, manufacture, and use of chemical products.
2. Understand the concept of sustainability and its relationship to green
chemistry.
3. Understand the environmental and human health impacts of traditional
chemical processes and products.
4. Understand the potential benefits of using green chemistry in chemical
manufacturing, including reduced waste and pollution, increased efficiency,
and cost savings.
5. Understand the role of government, industry, and individuals in promoting
and implementing green chemistry and sustainability practices.
6. Understand the use of renewable resources and the reduction of waste and
carbon footprint.
7. Understand the concept of life-cycle assessment and its application in
evaluating the environmental impact of chemical products and processes.
8. Understand the importance of collaboration and interdisciplinary
approaches in promoting and implementing green chemistry and sustainability
practices.
9. Understand the role of chemists in the development and implementation of
green chemistry and sustainability practices.
10. Understand the importance of consumer awareness and education in
promoting green chemistry and sustainability.
11. Understand the impact of green chemistry and sustainability on economic,
environmental and social aspects.
|
19
|
Introduction to Organic Chemistry
(Nomenclature, Functional Group, Isomerism, Formulae)
(Organic Chemistry)
|
Lesson 1: Introduction to Hydrocarbons
Understand the definition of hydrocarbons
Recognize the elements present in hydrocarbons
Distinguish between hydrocarbons and other types of compounds
Lesson 2: Alkanes
Understand the definition of alkanes
Recognize the characteristics of alkanes
Differentiate alkanes from other types of hydrocarbons
Lesson 3: Functional Groups
Understand the concept of functional groups
Recognize the common functional groups in organic compounds
Understand how functional groups determine the properties of organic
compounds
Lesson 4: Structural Formulas
Understand the different types of structural formulas used for organic compounds
Know how to interpret and use general, structural, displayed, and skeletal
formulas
Lesson 5: Nomenclature
Understand the principles of systematic nomenclature for organic compounds
Be able to name simple aliphatic organic molecules with functional groups
Know the rules for naming organic compounds
Lesson 6: Molecular Formulas
Understand the concept of molecular formulas
Be able to deduce the molecular formula of a compound given its structural
formula
L
|
"1. Understand that hydrocarbons are
compounds made up of C and H atoms only
2. Understand that alkanes are simple hydrocarbons with no functional group
3. Understand that compounds in a table contain a functional group which
dictates their physical and chemical properties
4. Interpret and use the general, structural, displayed and skeletal formulae
of the classes of compounds
5. Understand and use systematic nomenclature of simple aliphatic organic
molecules with functional groups
6. Deduce the molecular and/or empirical formula of a compound, given its
structural, displayed or skeletal formula
7. Understand and use terminology associated with types of organic compounds
and reactions: homologous series, saturated and unsaturated, homolytic and
heterolytic fission, free radical, initiation, propagation, termination,
nucleophile, electrophile, nucleophilic, electrophilic, addition,
substitution, elimination, hydrolysis, condensation, oxidation and reduction
8. Understand and use terminology associated with types of organic
mechanisms: free-radical substitution, electrophilic addition, nucleophilic
substitution, nucleophilic addition
9. Describe organic molecules as either straight-chained, branched or cyclic
10. Describe and explain the shape of, and bond angles in, molecules
containing sp, sp2, and sp3 hybridized atoms
11. Describe the arrangement of σ and π bonds in molecules containing sp,
sp2, and sp3 hybridized atoms
12. Understand and use the term planar when describing the arrangement of
atoms in organic molecules
13. Describe structural isomerism and its division into chain, positional and
functional group isomerism
14. Describe stereoisomerism and its division into geometrical (cis/trans)
and optical isomerism
15. Describe geometrical (cis/trans) isomerism in alkenes, and explain its
origin in terms of restricted rotation due to the presence of π bonds
16. Describe and explain the shape of benzene and other aromatic molecules,
including sp hybridisation, in terms of σ bonds and a delocalised π system
17. Explain what is meant by a chiral center and that such a center gives
rise to two optical isomers (enantiomers)
18. Identify chiral centers and geometrical and deduce possible isomers
19. Understand that enantiomers have identical physical and chemical
properties except for their ability to rotate plane-polarized light and
potential biological activity.
20. Understand and use the terms optically active and racemic mixture.
21. Describe the effect on plane-polarized light of the two optical isomers
of a single substance.
22. Explain the significance of chirality in the synthetic preparation of
drug molecules, including the potential different biological activity of
enantiomers, the need to separate racemic mixtures, and the use of chiral
catalysts to produce a single pure optical isomer.
23. Note that compounds can have more than one chiral center, but knowledge
of meso compounds and nomenclature such as diastereoisomers is not required.
"
|
20
|
Introduction to Organic Chemistry
(Nomenclature, Functional Group, Isomerism, Formulae)
(Organic Chemistry)
|
Lesson 1: Organic Terminology
Understand and use the terminology associated with organic compounds and
reactions
Learn the meaning of terms such as homologous series, saturated and unsaturated,
free radical, initiation, propagation, termination, nucleophile,
electrophile, addition, substitution, elimination, hydrolysis, condensation,
oxidation, and reduction
Lesson 2: Organic Mechanisms
Understand the types of organic mechanisms
Be able to describe free-radical substitution, electrophilic addition,
nucleophilic substitution, and nucleophilic addition
Lesson 3: Organic Molecules
Describe organic molecules as straight-chained, branched, or cyclic
Understand the properties of each type of organic molecule
Lesson 4: Hybridization and Bond Angles
Understand the concepts of hybridization and bond angles
Describe the shape of molecules containing sp, sp2, and sp3 hybridized atoms
Understand the arrangement of σ and π bonds in these molecules
Lesson 5: Structural Isomerism
Understand the concept of structural isomerism
Be able to identify and differentiate between chain, positional, and
functional group isomers
Lesson 6: Stereoisomerism
Understand the concept of stereoisomerism
Be able to describe and differentiate between geometrical (cis/trans) and
optical isomerism
Understand the effect of chirality on the properties of organic compounds.
|
"1. Understand that hydrocarbons are
compounds made up of C and H atoms only
2. Understand that alkanes are simple hydrocarbons with no functional group
3. Understand that compounds in a table contain a functional group which
dictates their physical and chemical properties
4. Interpret and use the general, structural, displayed and skeletal formulae
of the classes of compounds
5. Understand and use systematic nomenclature of simple aliphatic organic
molecules with functional groups
6. Deduce the molecular and/or empirical formula of a compound, given its
structural, displayed or skeletal formula
7. Understand and use terminology associated with types of organic compounds
and reactions: homologous series, saturated and unsaturated, homolytic and
heterolytic fission, free radical, initiation, propagation, termination,
nucleophile, electrophile, nucleophilic, electrophilic, addition,
substitution, elimination, hydrolysis, condensation, oxidation and reduction
8. Understand and use terminology associated with types of organic
mechanisms: free-radical substitution, electrophilic addition, nucleophilic
substitution, nucleophilic addition
9. Describe organic molecules as either straight-chained, branched or cyclic
10. Describe and explain the shape of, and bond angles in, molecules
containing sp, sp2, and sp3 hybridized atoms
11. Describe the arrangement of σ and π bonds in molecules containing sp,
sp2, and sp3 hybridized atoms
12. Understand and use the term planar when describing the arrangement of
atoms in organic molecules
13. Describe structural isomerism and its division into chain, positional and
functional group isomerism
14. Describe stereoisomerism and its division into geometrical (cis/trans)
and optical isomerism
15. Describe geometrical (cis/trans) isomerism in alkenes, and explain its
origin in terms of restricted rotation due to the presence of π bonds
16. Describe and explain the shape of benzene and other aromatic molecules,
including sp hybridisation, in terms of σ bonds and a delocalised π system
17. Explain what is meant by a chiral center and that such a center gives
rise to two optical isomers (enantiomers)
18. Identify chiral centers and geometrical and deduce possible isomers
19. Understand that enantiomers have identical physical and chemical
properties except for their ability to rotate plane-polarized light and
potential biological activity.
20. Understand and use the terms optically active and racemic mixture.
21. Describe the effect on plane-polarized light of the two optical isomers
of a single substance.
22. Explain the significance of chirality in the synthetic preparation of
drug molecules, including the potential different biological activity of
enantiomers, the need to separate racemic mixtures, and the use of chiral
catalysts to produce a single pure optical isomer.
23. Note that compounds can have more than one chiral center, but knowledge
of meso compounds and nomenclature such as diastereoisomers is not required.
"
|
21
|
Hydrocarbons
(Alkanes, Alkenes, Alkynes)
(Organic Chemistry)
|
Lesson 1: Introduction to Hydrocarbons
Classify hydrocarbons as aliphatic and aromatic
Explain the nomenclature of alkanes and cycloalkanes
Lesson 2: Shapes and Reactivity of Alkanes and Cycloalkanes
Explain the shapes of alkanes and cycloalkanes exemplified by ethane and
cyclopropane
Explain the unreactive nature of alkanes towards polar reagents
Define homolytic and heterolytic fission, free radical initiation,
propagation and termination
Describe the mechanism of free radical substitution in alkanes exemplified by
methane and ethane
Lesson 3: Organic Redox Reactions and Chiral Centers
Identify organic redox reactions
Explain what is meant by a chiral center and show that such a center gives
rise to optical isomerism
Identify chiral centers in given structural formula of a molecule
Lesson 4: Alkenes and Isomerism
Explain the nomenclature of alkenes
Explain shape of ethene molecule in terms of sigma and pi C-C bonds
Describe the structure and reactivity of alkenes as exemplified by ethene
Define and explain with suitable examples the terms isomerism,
stereoisomerism and structural isomerism
Explain dehydration of alcohols and dehydrohalogenation of RX for the
preparation of ethene
Describe the chemistry of alkenes by the following reactions of ethene:
hydrogenation, hydrohalogenation, hydration, halogenation, halohydration,
epoxidation, ozonolysis, polymerization
Explain the concept of conjugation in alkenes having alternate double bonds
Use the IUPAC naming system for alkenes
Lesson 5: Benzene and Resonance
Explain the shape of benzene molecule (molecular orbital aspect)
Define resonance, resonance energy and relative stability
Lesson 6: Reactivity of Hydrocarbons
Compare the reactivity of benzene with alkanes and alkenes
|
1.
Understand that hydrocarbons are compounds made up of C and H atoms only
2. Understand that alkanes are simple hydrocarbons with no functional group
3. Understand that compounds in a table contain a functional group which
dictates their physical and chemical properties
4. Interpret and use the general, structural, displayed and skeletal formulae
of the classes of compounds
5. Understand and use systematic nomenclature of simple aliphatic organic
molecules with functional groups
6. Deduce the molecular and/or empirical formula of a compound, given its
structural, displayed or skeletal formula
7. Understand and use terminology associated with types of organic compounds
and reactions: homologous series, saturated and unsaturated, homolytic and
heterolytic fission, free radical, initiation, propagation, termination,
nucleophile, electrophile, nucleophilic, electrophilic, addition,
substitution, elimination, hydrolysis, condensation, oxidation and reduction
8. Understand and use terminology associated with types of organic
mechanisms: free-radical substitution, electrophilic addition, nucleophilic
substitution, nucleophilic addition
9. Describe organic molecules as either straight-chained, branched or cyclic
10. Describe and explain the shape of, and bond angles in, molecules
containing sp, sp2, and sp3 hybridized atoms
11. Describe the arrangement of σ and π bonds in molecules containing sp,
sp2, and sp3 hybridized atoms
12. Understand and use the term planar when describing the arrangement of
atoms in organic molecules
13. Describe structural isomerism and its division into chain, positional and
functional group isomerism
14. Describe stereoisomerism and its division into geometrical (cis/trans)
and optical isomerism
15. Describe geometrical (cis/trans) isomerism in alkenes, and explain its
origin in terms of restricted rotation due to the presence of π bonds
16. Describe and explain the shape of benzene and other aromatic molecules,
including sp hybridisation, in terms of σ bonds and a delocalised π system
17. Explain what is meant by a chiral center and that such a center gives
rise to two optical isomers (enantiomers)
18. Identify chiral centers and geometrical and deduce possible isomers
19. Understand that enantiomers have identical physical and chemical
properties except for their ability to rotate plane-polarized light and
potential biological activity.
20. Understand and use the terms optically active and racemic mixture.
21. Describe the effect on plane-polarized light of the two optical isomers
of a single substance.
22. Explain the significance of chirality in the synthetic preparation of
drug molecules, including the potential different biological activity of
enantiomers, the need to separate racemic mixtures, and the use of chiral
catalysts to produce a single pure optical isomer.
23. Note that compounds can have more than one chiral center, but knowledge
of meso compounds and nomenclature such as diastereoisomers is not required.
|
22
|
Halogenalkanes
(Organic Chemistry)
|
Lesson 1: Introduction to Hydrocarbons
Classify hydrocarbons as aliphatic and aromatic
Explain the nomenclature of alkanes and cycloalkanes
Lesson 2: Shapes and Reactivity of Alkanes and Cycloalkanes
Explain the shapes of alkanes and cycloalkanes exemplified by ethane and
cyclopropane
Explain the unreactive nature of alkanes towards polar reagents
Define homolytic and heterolytic fission, free radical initiation,
propagation and termination
Describe the mechanism of free radical substitution in alkanes exemplified by
methane and ethane
Lesson 3: Organic Redox Reactions and Chiral Centers
Identify organic redox reactions
Explain what is meant by a chiral center and show that such a center gives
rise to optical isomerism
Identify chiral centers in given structural formula of a molecule
Lesson 4: Alkenes and Isomerism
Explain the nomenclature of alkenes
Explain shape of ethene molecule in terms of sigma and pi C-C bonds
Describe the structure and reactivity of alkenes as exemplified by ethene
Define and explain with suitable examples the terms isomerism,
stereoisomerism and structural isomerism
Explain dehydration of alcohols and dehydrohalogenation of RX for the
preparation of ethene
Describe the chemistry of alkenes by the following reactions of ethene:
hydrogenation, hydrohalogenation, hydration, halogenation, halohydration,
epoxidation, ozonolysis, polymerization
Explain the concept of conjugation in alkenes having alternate double bonds
Use the IUPAC naming system for alkenes
Lesson 5: Benzene and Resonance
Explain the shape of benzene molecule (molecular orbital aspect)
Define resonance, resonance energy and relative stability
Lesson 6: Reactivity of Hydrocarbons
Compare the reactivity of benzene with alkanes and alkenes
|
Classify hydrocarbons as aliphatic and
aromatic.
Describe nomenclature of alkanes and cycloalkanes.
Explain the shapes of alkanes and cycloalkanes exemplified by ethane and
cyclopropane.
Explain unreactive nature of alkanes towards polar reagents.
Define homolytic and heterolytic fission, free radical initiation,
propagation and termination.
Describe the mechanism of free radical substitution in alkanes exemplified by
methane and ethane.
Identify organic redox reactions.
Explain what is meant by a chiral center and show that such a center gives
rise to optical isomerism.
Identify chiral centers in given structural formula of a molecule.
Explain the nomenclature of alkenes.
Explain shape of ethene molecule in terms of sigma and pi C-C bonds.
Describe the structure and reactivity of alkenes as exemplified by ethene.
Define and explain with suitable examples the terms isomerism,
stereoisomerism and structural isomerism.
Explain dehydration of alcohols and dehydrohalogenation of RX for the
preparation of ethene.
Describe the chemistry of alkenes by the following reactions of ethene: hydrogenation,
hydrohalogenation, hydration, halogenation, halohydration, epoxidation,
ozonolysis, polymerization.
Explain the concept of conjugation in alkenes having alternate double bonds.
Use the IUPAC naming system for alkenes.
|
23
|
Hydroxy Compounds
(alcohols)
(Organic Chemistry)
|
Lesson 1 (40 minutes): Introduction to
halogenoalkanes and their production
Briefly introduce the topic of halogenoalkanes and their importance in
organic chemistry
Recap the three ways by which halogenoalkanes can be produced
Highlight the importance of each method in different contexts
Assign homework on the production methods of halogenoalkanes
Lesson 2 (40 minutes): Classification of halogenoalkanes
Review the different types of halogenoalkanes
Define and explain primary, secondary and tertiary halogenoalkanes
Give examples of each type of halogenoalkane
Assign homework on classifying halogenoalkanes based on their structure
Lesson 3 (40 minutes): Nucleophilic substitution reactions of halogenoalkanes
Introduce nucleophilic substitution reactions of halogenoalkanes
Describe the four different reactions involving NaOH, KCN, NH3, and aqueous
silver nitrate
Give examples of each type of reaction
Assign homework on predicting the product of each nucleophilic substitution
reaction
Lesson 4 (40 minutes): Elimination reaction of halogenoalkanes
Introduce the elimination reaction of halogenoalkanes
Describe the NaOH in ethanol and heat reaction that produces an alkene
Give examples of the reaction in different contexts
Assign homework on predicting the products of the elimination reaction of
different halogenoalkanes
Lesson 5 (40 minutes): SN1 and SN2 mechanisms
Introduce the SN1 and SN2 mechanisms of nucleophilic substitution
Describe the differences between the two mechanisms
Explain the inductive effects of alkyl groups on the reaction rate
Assign homework on identifying whether a reaction is SN1 or SN2 based on the
structure of the halogenoalkane
Lesson 6 (40 minutes): Reactivity of halogenoalkanes
Introduce the different reactivities of halogenoalkanes
Explain the relative strengths of C–X bonds as exemplified by reactions with
aqueous silver nitrate
Give examples of the different reactivities of different halogenoalkanes
Summarize the key points covered in the course and provide students with a
review guide for the summative assessment
Summative Assessment:
Create a summative assessment for each topic covered, including questions on
the different methods of production, classification of halogenoalkanes,
nucleophilic substitution and elimination reactions, SN1 and SN2 mechanisms,
and the reactivity of halogenoalkanes.
|
Recall the reactions (reagents and
conditions) by which halogenoalkanes can be produced:
(a) the free-radical substitution of alkanes by Cl 2 or Br2 in the presence
of ultraviolet light, as exemplified by
the reactions of ethane
(b) electrophilic addition of an alkene with a halogen, X2, or hydrogen
halide, HX(g), at room temperature
(c) substitution of an alcohol, e.g. by reaction with HX or KBr with H2SO4 or
H3PO4; or with PCl 3 and heat;
or with PCl 5; or with SOCl 2
2 classify halogenoalkanes into primary, secondary and tertiary
3 describe the following nucleophilic substitution reactions:
(a) the reaction with NaOH(aq) and heat to produce an alcohol
(b) the reaction with KCN in ethanol and heat to produce a nitrile
(c) the reaction with NH3 in ethanol heated under pressure to produce an
amine
(d) the reaction with aqueous silver nitrate in ethanol as a method of
identifying the halogen present as
exemplified by bromoethane
4 describe the elimination reaction with NaOH in ethanol and heat to produce
an alkene as exemplified by
bromoethane
5 describe the SN1 and SN2 mechanisms of nucleophilic substitution in
halogenoalkanes including the inductive
effects of alkyl groups
6 recall that primary halogenoalkanes tend to react via the SN2 mechanism;
tertiary halogenoalkanes via the
SN1 mechanism; and secondary halogenoalkanes by a mixture of the two,
depending on structure
7 describe and explain the different reactivities of halogenoalkanes (with
particular reference to the relative
strengths of the C–X bonds as exemplified by the reactions of halogenoalkanes
with aqueous silver nitrates)
|
24
|
Carbonyl Compounds
(Carboxylic Acids, Aldehydes, Ketones, Esters)
(Organic Chemistry)
|
Topic: Alcohols
Lesson 1
Objective: Recall the reactions by which alcohols can be produced
Activities:
Introduction to alcohols and their importance
Explanation of different methods for the production of alcohols (a-f)
Discussion on the conditions and reagents required for each method
Practice questions
Summative assessment
Lesson 2
Objective: Describe the reactions of alcohols with oxygen, halogens, Na(s),
and acids
Activities:
Explanation of the reactions of alcohols with oxygen, halogens, Na(s), and
acids (a-f)
Discussion on the conditions and reagents required for each reaction
Practice questions
Summative assessment
Lesson 3
Objective: Classify alcohols as primary, secondary, and tertiary alcohols
Activities:
Explanation of the classification of alcohols based on the number of alkyl
groups attached to the carbon atom bonded to the hydroxyl group
Discussion on the physical and chemical properties of primary, secondary, and
tertiary alcohols
Practice questions
Summative assessment
Lesson 4
Objective: State the characteristic distinguishing reactions of alcohols
Activities:
Explanation of the characteristic distinguishing reactions of alcohols, e.g.
mild oxidation with acidified K2Cr2O7, colour change from orange to green
Discussion on the importance of these reactions in the identification of
alcohols
Practice questions
Summative assessment
Lesson 5
Objective: Deduce the presence of a CH3CH(OH)– group in an alcohol from its
reaction with alkaline I2(aq) to form a yellow precipitate of tri-iodomethane
and an ion, RCO2–
Activities:
Explanation of the reaction of alcohols with alkaline I2(aq) and how it can
be used to identify the presence of a CH3CH(OH)– group in an alcohol
Discussion on the conditions and reagents required for the reaction
Practice questions
Summative assessment
Lesson 6
Objective: Explain the acidity of alcohols compared with water
Activities:
Explanation of the acidity of alcohols and how it compares to water
Discussion on the factors that influence the acidity of alcohols
Practice questions
Summative assessment
Note: Each lesson will be 40 minutes long and will include a mix of lectures,
discussions, and practice questions. The summative assessments will be
conducted after each topic to evaluate the students' understanding of the
subject matter
|
1 recall the reactions (reagents and
conditions) by which alcohols can be produced:
(a) electrophilic addition of steam to an alkene, H2O(g) and H3PO4 catalyst
(b) reaction of alkenes with cold dilute acidified potassium manganate(VII)
to form a diol
(c) substitution of a halogenoalkane using NaOH(aq) and heat
(d) reduction of an aldehyde or ketone using NaBH4 or LiAl H4
(e) reduction of a carboxylic acid using LiAl H4
(f) hydrolysis of an ester using dilute acid or dilute alkali and heat
2 describe:
(a) the reaction with oxygen (combustion)
(b) substitution to halogenoalkanes, e.g. by reaction with HX or KBr with
H2SO4 or H3PO4; or with PCl 3 and
heat; or with PCl 5; or with SOCl 2
(c) the reaction with Na(s)
(d) oxidation with acidified K2Cr2O7 or acidified KMnO4 to:
(i) carbonyl compounds by distillation
(ii) carboxylic acids by refluxing
(primary alcohols give aldehydes which can be further oxidised to carboxylic
acids, secondary alcohols
give ketones, tertiary alcohols cannot be oxidised)
(e) dehydration to an alkene, by using a heated catalyst, e.g. Al 2O3 or a
concentrated acid
(f) formation of esters by reaction with carboxylic acids and concentrated
H2SO4 or H3PO4 as catalyst as
exemplified by ethanol
3 (a) classify alcohols as primary, secondary and tertiary alcohols, to
include examples with more than one
alcohol group
(b) state characteristic distinguishing reactions, e.g. mild oxidation with
acidified K2Cr2O7, colour change
from orange to green
4 deduce the presence of a CH3CH(OH)– group in an alcohol, CH3CH(OH)–R, from
its reaction with alkaline
I2(aq) to form a yellow precipitate of tri-iodomethane and an ion, RCO2
–
5 explain the acidity of alcohols compared with water
|
25
|
Organic Synthesis
(Organic Chemistry)
|
Lesson 1: Organic Synthesis and Functional
Group Interconversions
Definition and understanding of the concept of organic synthesis
Explanation of functional group interconversions and its importance in
organic synthesis
Lesson 2: Identification of Organic Functional Groups
Overview of the reactions in the syllabus for identifying functional groups
Practical application of the reactions in identifying functional groups in
organic molecules
Lesson 3: Prediction of Properties and Reactions of Organic Molecules
Explanation of how functional group presence affects the properties and
reactions of organic molecules
Understanding the relationship between functional groups and reactivity
Lesson 4: Multi-step Synthetic Routes
Overview of the reactions in the syllabus that can be used in organic
synthesis
Demonstration of how to devise multi-step synthetic routes for preparing
organic molecules
Lesson 5: Analysis of Synthetic Routes
Explanation of how to analyze a given synthetic route in terms of type of
reaction and reagents used for each step
Discussion of possible by-products that may result from a given synthetic
route
Lesson 6: Retro-synthesis
Definition and understanding of the concept of retro-synthesis
Explanation of its application in organic synthesis and how it can aid in the
planning of synthetic routes.
|
1. Understand the concept of organic
synthesis and functional group interconversions.
2. Identify organic functional groups using the reactions in the syllabus.
3. Predict properties and reactions of organic molecules based on functional
group presence.
4. Devise multi-step synthetic routes for preparing organic molecules using
the reactions in the syllabus.
5. Analyze a given synthetic route in terms of type of reaction and reagents
used for each step of it, and possible by-products.
6. Understand the concept of retro-synthesis and its application in organic
synthesis.
|
26
|
Combustion Analysis
(Lab and Analysis Skills)
|
Lesson
Plan: Combustion Analysis
Duration: 40 minutes
Objective: Students will be able to solve simple problems involving
combustion analysis.
Introduction (5 minutes)
Ask students if they know what combustion analysis is and how it can be used.
Explain that combustion analysis is a method used to determine the empirical
formula of a compound containing carbon, hydrogen, and possibly oxygen, by
burning a sample of the compound and measuring the amounts of carbon dioxide
and water produced.
Discuss why this method is useful, such as in determining the purity of a
compound or in identifying unknown substances.
Theory (10 minutes)
Explain the process of combustion analysis step by step, including the
necessary calculations.
Provide examples of compounds that can be analyzed using combustion analysis,
such as hydrocarbons and organic compounds.
Emphasize the importance of accuracy in measuring the initial and final
weights of the sample and products, as even small errors can significantly
affect the results.
Practice Problems (20 minutes)
Provide students with practice problems involving combustion analysis and
have them solve them independently or in groups.
Examples of problems can include finding the empirical formula of a compound
given the masses of carbon dioxide and water produced in the combustion
reaction, or finding the mass of a sample of a compound given its empirical
formula and the masses of carbon dioxide and water produced.
Assessment (5 minutes)
Ask students to present their solutions to the practice problems and explain
their reasoning.
Provide feedback and guidance as needed.
Conclusion (5 minutes)
Recap the key concepts and steps involved in combustion analysis.
Emphasize the importance of precision and accuracy in carrying out the experiment
and making calculations.
Encourage students to apply this method to real-world situations.
|
Solve simple problems involving combustion
analysis
|
27
|
Mass spectrometry
(Lab and Analysis Skills)
|
Lesson 1: Analysis of Mass Spectra
Understanding the concept of m/e values and isotopic abundances in mass
spectra
Determining the relative atomic mass of an element given its relative
isotopic abundances or its mass spectrum
Deducing the molecular mass of an organic molecule from the molecular ion
peak in a mass spectrum
Suggesting the identity of molecules formed by simple fragmentation in a
given mass spectrum
Lesson 2: Deduction of Molecular Properties from Mass Spectra
Deducing the number of carbon atoms, 'n', in a compound using the M +1 peak
and the formula:
n = 100 × (abundance of M +1 ion) / (1.1 × abundance of M + ion)
Deducing the presence of bromine and chlorine atoms in a compound using the M
+2 peak.
Note: Knowledge of the working of the mass spectrometer is not required.
|
1 analyse mass spectra in terms of m/e values
and isotopic abundances (knowledge of the working of the mass
spectrometer is not required)
2 calculate the relative atomic mass of an element given the relative
abundances of its isotopes, or its mass
spectrum
3 deduce the molecular mass of an organic molecule from the molecular ion
peak in a mass spectrum
4 suggest the identity of molecules formed by simple fragmentation in a given
mass spectrum
5 deduce the number of carbon atoms, n, in a compound using the M +1 peak and
the formula
n =100 × (abundance of M +1 ion) / (1.1 × abundance of M + ion)
6 deduce the presence of bromine and chlorine atoms in a compound using the M
+2 peak
|
28
|
Spectrocopy
(Lab and Analysis Skills)
|
Lesson 1: Infrared Spectroscopy and
Functional Group Analysis
Description of how infrared spectroscopy can be used to identify functional
groups in simple molecules
Practical demonstration of using infrared spectroscopy to determine the
structures of phenol, toluene, acetone and ethanol
Lesson 2: UV/Visible Spectroscopy
Description of how UV/Visible spectroscopy is used to predict whether a given
molecule will absorb in the UV/visible region
Demonstration of how to predict the color of a transition metal complex from
its UV/visible spectrum
Lesson 3: Atomic Emission and Atomic Absorption Spectra
Definition and explanation of atomic emission and atomic absorption spectra
Examples and demonstration of how to analyze atomic emission and atomic
absorption spectra in the laboratory.
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1 analyse an infrared spectrum of
a simple molecule to identify functional groups (see the Data section for the
functional groups required)
- Determine structures of phenol, toluene, acetone and ethanol from its IR
spectrum.
- Predict whether a given molecule will absorb in the UV/visible region.
- Predict the color of a transition metal complex from its UV/visible
spectrum.
- Define and explain atomic emission and atomic absorption spectrum.
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