Scheme of work B

A-level Chemistry 7405

v1.0

Introduction
This Scheme of work (B) has been prepared by teachers for teachers. We hope you will find it a
useful starting point for producing your own schemes; it is available in Word for ease of editing.

The Scheme of Work is designed to be a flexible medium term plan for the teaching of content and
development of the skills that will be assessed. It covers the needs of the specification for AS
Chemistry 7404 and is designed as an alternative approach to Scheme of work A. This alternative
approach groups the teaching topics together in a different, thematic way.

The teaching of investigative and practical skills is embedded within the specification. We have
produced a Practical Handbook that provides further guidance on this. There are also opportunities
in this Scheme of work, such as the inclusion of assessment opportunities and resources.

We have provided links to some resources. These are illustrative and in no way an exhaustive list.
We would encourage teachers to make use of any existing resources, as well as resources
provided by AQA and new textbooks written to support the specification.

GCSE prior knowledge comprises knowledge from the 2011 Core and Additional Science AQA
GCSE specifications. Students who studied the separate science GCSE courses will have this
knowledge but may also have been introduced to other topics which are relevant to the A-level
content.

We know that teaching times vary from school to school. In this scheme of work we have made the
assumption that it will be taught over about 30 weeks with 4½ to 5 hours of contact time per week.
Teachers will need to fine tune the timings to suite their own students and the time available. It
could also be taught by one teacher or by more than teacher with topics being taught concurrently.

Assessment opportunities detail past questions that can be used with students as teacher- or
pupil self-assessments of your students’ knowledge and understanding. You may also use
Exampro and the specimen assessment materials that are available via our website.

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England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Contents
Further organic chemistry 1.......................................................................................................... 5
Further physical chemistry 1.......................................................................................................10
Further organic chemistry 2........................................................................................................15
Further physical chemistry 2.......................................................................................................22
Further inorganic chemistry........................................................................................................ 26
Useful resources and websites...................................................................................................33

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A-level Chemistry Scheme of Work B: Summary

Themes Topic Number of

weeks
Further organic
3.3.7 Optical isomerism 0.4
chemistry 1:
7 weeks 3.3.8 Aldehydes and ketones 1.2

3.3.10 Aromatic chemistry 2.4

3.3.9 Carboxylic acids and derivatives 3.0

Required practical 10
Further physical
3.1.9 Rate equations 3.8
chemistry 1
8 weeks Required Practical 7

3.1.10 Kp 1

3.1.12 Acids and bases 3.2

Required practical 9
Further organic
3.3.11 Amines 1
chemistry 2
5 weeks 3.3.16 Chromatography 0.6

3.3.12 Polymers 0.4

3.3.13 (part) Amino acids and proteins 0.6

Required practical 12

3.3.13 (part) Enzymes and DNA 0.4

3.3.14 Organic synthesis 0.4

3.3.15 NMR 1.6

Further physical
3.1.8 Thermodynamics 2.0
chemistry 2
4.4 weeks 3.1.11.1 Electrode potentials and cells 2.0

Required practical 8

3.1.11.2 Commercial applications of electrochemical cells 0.4

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Further inorganic
3.2.4 Period 3 elements and oxides 1
chemistry
6.6 weeks 3.2.5 Transition elements 3.6

3.2.6 Reactions of ions in aqueous solution 2.0

Required practical 11

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Scheme of work B
Further organic chemistry (7 weeks)

Time Learning activity with opportunity Assessment

Learning objective
3.3.7
Optical isomerism.
Understand the cause
and nature of optical
isomerism.
Know the similarities and
differences between
enantiomers.
Understand the formation
of racemic mixtures.
Learning outcome Resources
taken to develop skills opportunities
0.4 Draw the structural Students make models of optically January 2005 Optical isomerism in ibuprofen:
weeks formulae and displayed active molecules eg alanine, Unit 4 Q3d http://www.rsc.org/learn-chemistry/r
formulae of enantiomers in limonene, carvone and draw 3D esources/chemistry-in-your-
both 2D and 3D. representations. June 2002 cupboard/nurofen/3
Unit 4 Q5a
Understand how racemic Practical activities: Molymod models
mixtures (racemates) are EP2.5 Heinemann Salters Support
formed and why they are Pack 2nd Edition ‘A testing smell’
optically inactive. The effect of polarized light on a
solution of sucrose
Know the meaning of the
terms: chiral, enantiomer,
racemic mixture.

3.3.8
Aldehydes and ketones
Know and understand:
The oxidation of
1.2 Write oxidation reactions of
aldehydes using [O] as the
oxidant.
Write overall equations for
reduction reactions using
Students revisit Tollens’ and January 2010 Giant silver mirror
Fehling’s’ tests for aldehydes. Unit 4 Q4 http://www.nuffieldfoundation.org/pr
actical-chemistry/giant-silver-mirror
Students write oxidation equations June 2005
for a range of aldehydes. Unit 4 Q3a Molymod models

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aldehydes. [H] as the reductant. Students write equations and June 2004
mechanisms with NaBH4 and HCN Unit 4 Q6d and 6e
The reduction of Outline the nucleophilic for a variety of aldehydes and
aldehydes and ketones addition mechanism for ketones. January 2002
with NaBH4, including reduction reactions with Unit 4 Q6a
mechanism. NaBH4 (the nucleophile Students use Molymod models to
should be shown as H–). show how a racemic mixture is June 2002
The reaction of formed when ethanal reacts with Unit 4 Q5b
aldehydes and ketones Write overall equations for HCN (students could make stop-
with KCN then acid, the formation of motion animation to demonstrate
including mechanism. hydroxynitriles using HCN this principle).

Outline the nucleophilic Practical activities:

addition mechanism for the Test-tube reactions of Tollens’
reaction with KCN followed reagent and Fehling’s solution to
by dilute acid. distinguish between aldehydes and
ketones.
Explain why nucleophilic
addition reactions of KCN, Reduction of benzil with NaBH4
followed by dilute acid, can
produce a mixture of
enantiomers.

Know the hazards of KCN

3.3.10 2.4 Use thermochemical Students work out the molecular June 2011 Kekule’s dream:
Aromatic chemistry. evidence from enthalpies formula of benzene from Unit 4 Q8a and 8b http://
of hydrogenation to percentage by mass data and humantouchofchemistry.com/biting-
3.3.10.1 account for the extra attempt to draw structures of C6H6 January 2004 ones-own-tail-the-history-of-
Bonding. delocalisation stability. (non-cyclic and cyclic). Unit 4 Q7a benzene.htm

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Understand the nature of
the bonding in benzene
ring.
3.3.10.2
Electrophilic substitution.
Know and understand
electrophilic substitution
(nitration and acylation)
reactions: equations,
conditions, mechanisms.
3.3.9.1
Carboxylic acids and
esters.
Know and understand:
Carboxylic acids are
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address is AQA, Devas Street, Manchester M15 6EX.
Explain why substitution
reactions occur in
preference to addition
reactions.
Outline the electrophilic
substitution mechanisms of
nitration, including the
generation of the nitronium
ion and acylation using
AlCl3 as a catalyst.
Understand the importance
of these reactions.
2 Know how to draw the
structure of and name
carboxylic acids and
esters.
Know how carboxylic acids
react with carbonates (and
Students consider Kekule’s January 2012 Molymod model of benzene to
proposed structure and its Unit 4 Q9a show delocalisation and the pi
limitations. bond.
January 2011
Students calculate the enthalpy Unit 4 Q6 Olympiad question on TNT from
change for hydrogenation of 2011 (Q3 stretch and challenge)
cyclohexa-1,3,5-triene and compare June 2010 http://www.rsc.org/learn-chemistry/
with actual value for benzene, and Unit 4 Q8 resource/res00001641/chemistry-
sketch enthalpy level diagram olympiad-past-papers
Students name a variety of organic
compounds.
Students write equations and
mechanisms for a variety of
electrophilic substitution reactions.
Practical activity:
Nitration of methyl benzoate (to
include purification by
recrystallisation and melting point
determination).
Students draw and name a variety January 2013 Esters in fruit
of carboxylic acids and esters. Unit 4 Q3 http://www.rsc.org/Education/EiC/
issues/2012May/whats-in-your-
Students write equations for a range June 2010 strawberries.asp
of esterification and hydrolysis Unit 4 Q7a and 7d
reactions. How detergents work
January 2010 http://www.rsc.org/learn-chemistry/
7 of 35
weak acids. write equations). Students write equations for making Unit 4 Q5 resources/chemistry-in-your-
soap and biodiesel. cupboard/finish/6
Know how esters are Write equations for the June 2005
made from carboxylic reaction of carboxylic acids Practical activity: Unit 4 Q1 Soap
acids and alcohols and with alcohols to form  making esters http://www.rsc.org/Education/
how they are hydrolysed. esters.  making soap Teachers/Resources/
 making biodiesel Contemporary/student/
Know some uses of Know some common uses  hydrolysis of methyl benzoate pop_detergent.html
esters, and that of esters. (purification of benzoic acid by
recrystallisation followed by
vegetable oils and animal Biodiesel:
determination of melting point).
fats are esters of fatty Write equations for the http://www.esru.strath.ac.uk/EandE
acids and glycerol. hydrolysis of esters in /Web_sites/02-03/biofuels/what_bio
acidic and alkaline diesel.htm
Know how soap and conditions.
biodiesel are made from Esters practicals
vegetable oil and animals Understand the structure of http://www.nuffieldfoundation.org/
fats. animal fats and vegetable practical-chemistry/esters
oils.

Know how soap and

biodiesel are made and
write equations for these
reactions for specified
fats/oils.

Required practical 10
10(a) Preparation of a pure organic solid.
Test the purity of an organic solid by measuring its melting point.

10(b) Preparation of a pure organic liquid.

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3.3.9.2
Acylation.
Draw the structure of and
name acid anhydrides,
acyl chlorides and
amides.
Know and understand
the acylation reactions of
water, alcohols,
ammonia and amines
with acyl chlorides and
acid anhydrides,
including the mechanism
for acyl chlorides.
1 Write equations and outline
the mechanism of
nucleophilic addition–
elimination reactions of
acyl chlorides with water,
alcohols, ammonia and
primary amines.
Understand the
advantages of using
ethanoic anhydride rather
than ethanoyl chloride in
the production of aspirin.
Students draw structures and name January 2012 Aspirin
different acid anhydrides, acyl Unit 4 Q10a http://www.rsc.org/learn-
chlorides and amides. chemistry/content/filerepository/
June 2006 CMP/00/000/045/Aspirin.pdf
Students write equations and Unit 4 Q1
mechanisms steps for a range of Aspirin screen experiment (not a
addition-elimination reactions. June 2005 suitable replacement for required
Unit 4 Q7 practical 10)
Teacher demonstration: Reaction of http://www.rsc.org/learn-chemistry/
ethanoic anhydride with water, June 2003 resource/res00001644/aspirin-
ammonia, ethanol and Unit 5 Q8b screen-experiment
phenylamine.
June 2010
Practical activity: Unit 4 Q7b and 7c
The preparation of aspirin

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Further physical Chemistry 1 (8 weeks)

Time Learning activity with Assessment

Learning objective
3.1.9
Rate equations.
3.1.9.1
Rate equations.
Know and understand:
The rate equation is of
the form
Rate = k[A]m [B]n
3.1.9.2
Determination.
Rate equations are
determined by
experiment and give us
information about the
reaction steps and the
rate-determining step.
Rate can be determined
using concentration-
time graphs.
Rate-concentration
graphs can be used to
Learning outcome
taken
3.5 Define the terms order of
weeks reaction and rate constant.
Perform calculations using
the rate equation.
Explain the qualitative
effect of changes in
temperature on the rate
constant k
Use concentration–time
graphs to deduce the rate
of a reaction.
Use initial concentration–
time data to deduce the
initial rate of a reaction.
Use rate–concentration
data or graphs to deduce
the order (0, 1 or 2) with
respect to a reactant.
Derive the rate equation for
a reaction from the orders
Resources
opportunity to develop skills opportunities
Students use initial rate data to June 2006 Iodine clock reaction:
deduce the order of reaction and Unit 4 Q5 Demo: http://www.rsc.org/learn-
derive the rate equation. chemistry/resource/res00000744/io
June 2003 dine-clock-reaction
Students calculate the rate constant Unit 4 Q1 Video:
from data for a zero order reaction. https://www.youtube.com/watch?
June 2013 v=kw-Lt9-WmTg
Students calculate rates from Unit 4 Q1
concentration-time graphs by Activation energy and Arrhenius
drawing tangents. January 2013 equation:
Unit 4 Q1 http://www.chem1.com/acad/
Students use data to deduce the webtext/dynamics/dynamics-3.html
rate-determining step. January 2011
Unit 4 Q1
Students use data to deduce the
activation energy using the January 2010
Arrhenius equation and a suitable Unit 4 Q3
graph.
January 2006
Practical activities: Unit 4 Q1
Iodine clock (KI and H2O2): initial
rate. January 2003
Unit 4 Q1
Iodine/propanone/acid reaction:
initial rate and continuous
monitoring using a colorimeter.

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deduce order for a with respect to each of the
reagent. reactants.
That the rate constant Use the orders with respect
varies with temperature to reactants to provide
as shown by the information about the rate-
equation: k = Ae-Ea/RT determining/limiting step of
a reaction.
Enzyme catalysed decomposition
of H2O2 continuous monitoring by
gas collection.
Activation energy for
thiosulfate/acid reaction.

Know how to use a

rearranged Arrhenius
equation with experimental
data to plot a straight line
graph with slope –Ea/R

Required practical 7
Measuring the rate of reaction:
 by an initial rate method
 by a continuous monitoring method.
3.1.10 1.0 Derive partial pressure from Students use data to calculate mole June 2004 Revision of Kc: Starter for 10
Equilibrium constant Kp weeks mole fraction and total fractions and Kp values for a range Unit 4 Q3 http://www.rsc.org/learn-chemistry/
for homogeneous pressure. of gaseous reactions. resource/res00001358/advanced-
systems. January 2007 starters-for-ten#!
Construct an expression for Students predict the qualitative Unit 4 Q2 cmpid=CMP00002943
Know how to calculate Kp for a homogeneous effects of changing temperature
partial pressures using system in equilibrium. and pressure on the position of June 2007
mole fractions and total equilibrium and the value of Kp Unit 4 Q1
pressure. Perform calculations
involving Kp Practical demonstration: Effect of January 2008
Write expressions for, temperature and pressure on the Unit 4 Q3
and calculate Kp Predict the qualitative NO2/N2O4 equilibrium

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including units. effects of changes in http://www.rsc.org/learn-chemistry/ June 2008
temperature and pressure resource/res00001739/le- Unit 4 Q3
Predict qualitatively how on the position of chateliers-principle-the-equilibrium-
changes in conditions equilibrium and on the between-nitrogen-dioxide-and- January 2009
affect the position of an value of Kp dinitrogen-tetroxide? Unit 4 Q3
equilibrium and the cmpid=CMP00005253
value of Kp Understand that, whilst a June 2009
catalyst can affect the rate Unit 4 Q2
Understand the effect of of attainment of an
a catalyst affects an equilibrium, it does not
equilibrium and Kp affect the value of the
equilibrium constant.

3.1.12 3.2 Define an acid as a proton Students: January 2013 RSC pH simulator:
Acids and bases. weeks donor and a base as a  revise reactions of acids and Unit 4 Q2 http://www.rsc.org/learn-chemistry/r
proton acceptor. bases in terms of proton transfer esource/res00001458/ph-scale-
3.1.12.1  complete titration calculations June 2011 simulation-rsc-funded
Brønsted–Lowry acid–  perform a range of calculations Unit 4 Q2
base equilibria in to involving the pH and pH curve simulators:
aqueous solution. concentration of strong acids, June 2010 http://chem-ilp.net/labTechniques/
strong bases, weak acids and Unit 4 Q5 AcidBaseIdicatorSimulation.htm
The idea of acids as buffer solutions http://terpconnect.umd.edu/~toh/
proton donors and  interpret pH curves and select January 2012 models/TitrationDemo.html
bases as proton suitable indicators from given Unit 4 Q4
acceptors. data Uses of weak acids:
 describe qualitatively the action January 2006 http://www.rsc.org/learn-chemistry/
3.1.12.2 Convert concentration of of a variety of buffer solutions. Unit 4 Q2 resources/chemistry-in-your-
Definition and hydrogen ions into pH and cupboard/harpic/4
determination of pH. vice versa. Practical activities: June 2013
 test-tube reactions of acids and Unit 4 Q3 http://www.rsc.org/learn-chemistry/
Know how to calculate Calculate the pH of a bases resources/chemistry-in-your-
the pH of strong acids solution of a strong acid June 2005 cupboard/gaviscon/8
 how to calibrate and use a pH
from concentration and from its concentration. Unit 4 Q2
meter
vice versa.
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  use pH meters to produce pH June 2003 Buffer solutions in nature:
3.1.12.3 Know that water is slightly curves Unit 4 Q3 https://www.youtube.com/watch?
The ionic product of dissociated.  determine Ka for a weak acid by v=3oTbgE88PMI
water, Kw measuring the pH at the half January 2005
Know the expression for equivalence point Unit 4 Q8
Understand how to use the ionic product of water,
Kw to calculate the pH of Kw January 2002
strong bases. Unit 4 Q3
Use Kw to calculate the pH
of a strong base from its
concentration.

3.1.12.4 Construct an expression for

Weak acids and bases Ka
Ka for weak acids.
Perform calculations
Understand the term relating the pH of a weak
weak in relation to acids acid to the concentration of
and bases. the acid and the
dissociation constant, Ka
Know how to use Ka to
find the pH of weak Convert Ka into pKa and
acids from the vice versa.
concentration and vice
versa.

Relate Ka to pKa

3.1.12.5 Sketch and explain the

pH curves, titrations and shapes of typical pH
indicators. curves.

Sketch pH curves and Perform titration

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choose suitable calculations.
indicators for titrations.
Use pH curves to select an
appropriate indicator.

3.1.12.6 Explain qualitatively the

Buffer action. action of acidic and basic
buffers.
Know what buffer
solutions are, how they Calculate the pH of acidic
are made and what they buffer solutions.
are used for.

Explain how acidic and

basic buffer solutions
work.
Calculate the pH of
acidic buffer solutions.
Required practical 9
To investigate how pH changes when a weak acid reacts with a strong base.

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Further organic chemistry 2 (5 weeks)

Time Learning activity with Assessment

Learning objective Learning outcome Resources
taken opportunity to develop skills opportunities
3.3.11 1.0 Write equations and give Students write equations for the June 2013 Chemistry of shampoos and
Amines. weeks conditions for the preparation of a range of amines. Unit 4 Q8 conditioners:
preparation of primary http://www.hoddereducation.co.uk/
3.3.11.1 aliphatic amines from both Students write equations and June 2005 media/Documents/Magazines/Sample
Preparation. halogenoalkanes and mechanism steps for nucleophilic Unit 4 Q5 %20Articles/CR-V22.pdf
nitriles. substitution reactions and addition-
Know two routes to elimination reactions starting with January 2005
make primary aliphatic Write equations and give different amines. Unit 4 Q1
amines are made. conditions for the
production of aromatic Students identify order of base June 2004
Know how aromatic amines and identify their strength for different amines. Unit 4 Q4
amines are produced use in making dyes.
and their use in making Practical demonstration: January 2004
dyes. Place amines in order of Basic nature of amines Unit 4 Q8
base strength and explain
3.3.11.2 this order. The preparation of N- January 2003
Base properties. Phenylethanamide Unit 4 Q6
Identify primary, secondary
Understand the basic and tertiary amines and
nature of amines and quaternary ammonium salts
why different amines formed when ammonia and
have different base amines react with
strengths. halogenoalkanes and give
the main use of quaternary
ammonium salts as
surfactants.

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3.3.11.3
Nucleophilic properties.
Understand that amines
are nucleophiles in their
reactions with
halogenoalkanes
(nucleophilic
substitution), acyl
chlorides and acid
anhydrides, (addition-
elimination), including
mechanisms.
3.3.12
Polymers.
3.3.12.1
Condensation polymers.
Know the repeating
units in polyesters (eg
Terylene) and
polyamides (eg nylon
6,6 and Kevlar) and the
linkages between these
repeating units.
Know some typical uses
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Give the mechanism for
reactions of ammonia and
amines with
halogenoalkanes.
Identify the products of and
write equations for
acylation reactions of
ammonia and amines with
acyl chlorides and acid
anhydrides.
Outline the mechanism for
the acylation reactions.
0.4 Write equations for the Students make models of a January 2012 History of Kevlar:
weeks formation of polyamides polyamide and a polyester. Unit 4 Q8b http://science360.gov/obj/tkn-video/
and polyesters. 0ff49ec9-e5a0-4503-9eb0-
Students write equations and draw June 2011 4f2994eeafa2
Draw the repeating unit repeat units for a variety of different Unit 4 Q4a and 4b
from monomer structure(s). polyamides and polyesters. RSC resource on nylon:
June 2006 http://www.rsc.org/learn-chemistry/res
Draw the repeating unit Practical activity: Unit 4 Q4a ource/res00000026/nylon
from a section of the Making nylon
polymer chain. June 2004
Unit 4 Q5
Draw the structure(s) of the
monomer(s) from a section January 2013
of the polymer. Unit 4 Q4b, 4c and
4d
16 of 35
of these polymers. Explain why polyalkenes
are chemically inert but June 2002
3.3.12.2 polyesters and polyamides Unit 4 Q7
Biodegradability and can be hydrolysed.
disposal of polymers.
.
Understand the inert
nature and non-
biodegradability of
polyalkenes.

Understand the
biodegradable nature of
polyamides and
polyesters due to
hydrolysis.

The advantages and

disadvantages of
different methods of
disposal, including
recycling.

3.3.16 Chromatography. 0.6 Understand the different Students explain how the different January 2011 Unit 4 RCS video on
weeks types of chromatography. types of chromatography are used Q4f TLC:http://www.rsc.org/learn-
Thin-layer to separate and identify compounds chemistry/resource/res00001074/thin-
chromatography. Calculate Rf values from a in a mixture. layer-chromatography
thin-layer chromatogram.
Column Students interpret given GC-MS video:
chromatography. Compare retention times chromatograms. https://www.youtube.com/watch?

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 and Rf values with v=08YWhLTjlfo
Gas chromatography. standards to identify Students use data to calculate Rf
different substances. values revise mass spectrometry. AQA Chromatography Teachers’
GC-MS. Notes:
http://filestore.aqa.org.uk/resources/
chemistry/AQA-7405-TN-
CHROMATOGRAPHY.PDF

3.3.13.1 0.6 Draw the structures of June 2013 Amino acids, proteins and enzymes:
Amino acids. weeks amino acids as zwitterions Unit 4 Q6 http://www.rsc.org/Education/
and the ions formed from Teachers/Resources/cfb/proteins.htm
Draw the structure of amino acids in acid and January 2012
given amino acids in alkaline solution. Unit 4 Q7 AQA Biochemistry Teachers’ Notes:
acidic solution, alkaline http://www.aqa.org.uk/resources/
solution and as January 2005 science/as-and-a-level/chemistry-
zwitterions. Unit 4 Q2 7404-7405/teach/teaching-notes

June 2011
Unit 4 Q4c

3.3.13.2 Draw structures of a Students make models of January 2010 Chemistry of hair removal products:
Proteins. peptide formed from up to dipeptides and then hydrolyse Unit 4 Q6 http://www.rsc.org/learn-chemistry/
three amino acids, and of them. resources/chemistry-in-your-
Know the structure of amino acids formed by January 2013 cupboard/veet
proteins. hydrolysis of a peptide. Students draw structures of a range Unit 4 Q4
of tripepetides.
Understand how Identify primary, secondary
peptide links can be and tertiary structures in Practical activity:
hydrolysed to release diagrams and explain how Separation and identification of
amino acids. these structures are amino acids by TLC

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 maintained by hydrogen
Know how to use thin- bonding and S–S bonds.
layer chromatography to
separate and identify Calculate Rf values from a
amino acids. chromatogram.

Required practical 12
Separation of species by thin-layer chromatography.

3.3.13.3 0.4 Understand the action of RSC resource on enzyme action

Enzymes. weeks enzymes and the use of http://www.rsc.org/Education/
drugs as an enzyme Teachers/Resources/cfb/enzymes.htm
Understand the inhibitor.
structure of enzymes. Animation on action of enzymes
Explain why a http://doctorprodigious.wordpress.com
Understand the action stereospecific active site /hd-animations/
of enzymes in terms of can only bond to one
active sites. enantiomeric form of a
substrate or drug.
Understand the
principle of drug action
and the use of computer
aided design.
3.3.13.4 Know the structure of DNA Students make a 2D or 3D model of Structure of DNA:
DNA. in terms of sugar- DNA using cut out components. http://www.youtube.com/watch?
phosphate backbone and v=qy8dk5iS1f0
Understand the complementary base-pairs.
structure of the How Stuff Works on the structure of
components of DNA Explain how hydrogen DNA

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address is AQA, Devas Street, Manchester M15 6EX.
(given on Data Sheet).
Understand the nature
of nucleotides.
Understand the
structure of single DNA
strands and the
arrangement of these
together in the double
helix structure.
3.3.13.5
Action of anti-cancer
drugs.
Understand how DNA
replicates and how anti-
cancer drug cisplatin
prevents this.
3.3.14
Organic synthesis.
Devise synthetic routes
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered
address is AQA, Devas Street, Manchester M15 6EX.
bonding between base
pairs leads to the two
complementary strands of
DNA.
Explain why cisplatin
prevents DNA replication.
Explain why such drugs
can have adverse effects.
0.4 Devise synthetic routes,
weeks with up to four steps, to
make specific organic
compounds using the
http://science.howstuffworks.com/life/c
ellular-microscopic/dna1.htm
Students research the use of Jan 2010 Animation on DNA replication:
chemistry in cancer treatment. Unit 5 Q6 http://doctorprodigious.wordpress.com
/hd-animations/
Write notes to accompany a
sequence of diagrams showing Cisplatin – molecule of the month:
DNA replication. http://www.chm.bris.ac.uk/motm/cispla
tin/htmlonly/
Write notes to accompany a Video on action of cisplatin:
diagram showing the action of http://www.youtube.com/watch?
cisplatin. v=Wq_up2uQRDo
Evaluate the benefits and adverse
effects of using drugs such as
cisplatin.
Students produce flow-charts for June 2006 RSC synthesis resource:
synthetic pathways involving the Unit 4 Q6 http://www.rsc.org/learn-chemistry/
reactions in the specification. resource/res00000003/synthesis-
January 2003 explorer
20 of 35
to make specified reactions in the Students use them to devise Unit 4 Q7
compounds. specification. synthetic routes to make a range of Synthesis of ibuprofen:
different compounds. June 2002 http://www.rsc.org/learn-chemistry/res
Explain why processes are Unit 4 Q7 ources/chemistry-in-your-cupboard/
designed to avoid solvents, nurofen/3
non-hazardous starting Specimen Paper
materials and have steps Unit 4 Q8
with high atom economy.

3.3.15
NMR
Use 1H and 13C NMR to
deduce information
about the structure of
organic molecules.
Understand similarities
and differences
between 1H and 13C
NMR
Understand the use of
TMS and suitable
solvents.
1.8 Understand the use of TMS Students predict the number, June 2013 NMR technique:
weeks and the δ scale for position, relative intensity and Unit 4 Q7 https://www.youtube.com/watch?
chemical shift. splitting of signals in the 1H NMR v=uNM801B9Y84
spectrum of compounds. January 2013
Understand the use of Unit 4 Q5 Database of spectra for organic
deuterated solvents or CCl4 Students predict the number and compounds:
position of signals in the 13C NMR June 2012 http://sdbs.db.aist.go.jp/sdbs/cgi-bin/
Deduce the structure of spectrum of compounds. Unit 4 Q8 cre_index.cgi
compounds using 1H NMR
including the number, Students use data from NMR, and January 2011 Spectra school:
position, relative intensity other analytical methods on the Unit 4 Q5 http://www.rsc.org/learn-chemistry/
and splitting of signals (n+1 specification, to deduce the collections/spectroscopy
rule). structure of a variety of different January 2003
organic compounds. Unit 4 Q5
Deduce the structure of
compounds using 13C NMR January 2002
to deduce structures, Unit 4 Q4
including the number and
position of signals.

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Further physical chemistry 2 (4.4 weeks)
Time
Learning objective Learning outcome
taken
3.1.8 1.0 Know definitions for lattice
Thermodynamics. weeks enthalpy (both formation
and dissociation) enthalpy
3.1.8.1 of formation, enthalpy of
Born–Haber cycles. atomisation, bond enthalpy,
electron affinity, ionisation
Define enthalpy energy.
changes used in Born-
Haber and solution Construct Born–Haber
enthalpy cycles. cycles to calculate lattice
enthalpies using these
Use Born-Haber cycles enthalpy changes or to
for ionic compounds. calculate one of the other
enthalpy changes.
Consider covalent
character of ionic Compare lattice enthalpies
compounds. from Born–Haber cycles
with those from calculations
Use solution enthalpy based on a perfect ionic
cycles for ionic model to provide evidence
compounds. for covalent character in
ionic compounds.
Construct energy cycles
linking lattice enthalpies,
hydration energies and
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered
address is AQA, Devas Street, Manchester M15 6EX.
Learning activity with Assessment
Resources
opportunity to develop skills opportunities
Students write equations to June 2013 Lattice Enthalpy data
represent enthalpy changes Unit 5 Q1 http://www.rsc.org/Education/
including: Teachers/Resources/Databook/
enthalpy of formation, ionisation June 2013 int_born_haber.htm
enthalpy, enthalpy of atomisation, Unit 5 Q 2a and 2b
bond enthalpy, electron affinity, Knock Hardy Powerpoint
lattice enthalpy (formation and January 2013 www.knockhardy.org.uk/
dissociation). Unit 5 Q2 ppoints_htm_files/BHaberpps.pps
Students construct Born–Haber June 2011
cycles for a range of ionic Unit 5 Q1
compounds and use them to
calculate the unknown enthalpy January 2010
value. Unit 5 Q4
Students construct solution
enthalpy cycles for different ionic
compounds.
Practical activity:
Find the enthalpy of solution of KCl,
CaCl2, FeCl3, LiCl and NaCl
22 of 35

3.1.8.2
Gibbs free-energy and
entropy.
Understand the concept
of disorder/entropy.
Understand that the
balance between
entropy and enthalpy
determines the
feasibility of a reaction
given by the
relationship:
ΔG = ΔH – TΔS
For a reaction to be
feasible, the value of
ΔG must be zero or
negative.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered
address is AQA, Devas Street, Manchester M15 6EX.
enthalpies of solution.
Define the term enthalpy of
hydration.
Perform calculations of an
enthalpy change using
these cycles.
1.0 Predict the sign of an
weeks entropy change and
calculate entropy changes
from absolute entropy
values.
Use the relationship
ΔG = ΔH – TΔS to calculate
ΔG and how this is related
to the feasibility of a
reaction.
Deduce how ΔG varies with
temperature.
Determine the temperature
at which a reaction
becomes feasible.
Students predict the sign of the June 2013 Tutorial on the direction of chemical
entropy change for some given Unit 5 Q3 reactions
reactions. http://www.rsc.org/learn-chemistry/
January 2012 resources/the-quantum-casino/
Calculate ΔS and ΔH for different Unit 5 Q2 tutorial/
reactions, and use the values to direction_chemical_reactions.php?
calculate ΔG at 298 K. June 2011 section=tutorial&article=1
Unit 5 Q2
Use the ΔG values to predict the
feasibility of reactions. June 2010
Unit 5 Q6
Determine the temperature at which
a reaction becomes feasible.
Use graphs to deduce how ΔG
varies with temperature.
Practical activities:
Find ΔS vaporisation of water.
Carry out test-tube reactions to
23 of 35

3.1.11
Electrode potentials
3.1.11.1
Electrode potentials and
cells
Understand that a
potential difference is
set up between two half
cells (electrodes) that
are joined by a salt
bridge.
Understand that
electrode potentials are
measured relative to the
standard hydrogen
electrode and under
standard conditions.
Know that the
electrochemical series
can be used to calculate
the EMF of cells and
understand how to
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered
address is AQA, Devas Street, Manchester M15 6EX.
2.0 Use IUPAC cell notation to
weeks represent cells.
Understand that potentials
are measured relative to
the standard hydrogen
electrode.
The potential of an
electrode is affected by
conditions.
Know the standard
conditions under which
potentials are measured.
Know that electrode
potential are listed in order
in the electrochemical
series.
Use the electrochemical
series to predict the
direction of simple redox
reactions.
deduce the signs of ΔH, ΔS and ΔG
for different reactions and check
observations by calculating values.
Students draw electrochemical cells January 2013 Knockhardy electrochemistry
for different combinations of half Unit 5 Q7 powerpoint:
cells, and use EƟ values to http://www.knockhardy.org.uk/
calculate EMFs. January 2012 sci_htm_files/08e0.pdf
Unit 5 Q4
Students use the electrochemical
series to predict and explain the June 2006
direction of redox reactions. Unit 5 Q4
Students use Le Chatelier’s January 2004
Principle to predict how changing Unit 5 Q4
concentration affects electrode
potential values, and plan an June 2011
experiment to test these Unit 5 Q5
predictions.
Practical activities:
Students could make some cells
and measuring their EMFs,
predicting and testing the direction
of redox reactions.
Students could plan and carry out
an experiment to investigate the
effect of changing concentration or
temperature on a voltaic cell such
24 of 35
predict the direction of as the Zn/Cu cell
simple redox reactions.

Required practical 8
Measuring the EMF of an electrochemical cell.

3.1.11.2 0.4 Know the reactions Students explain the differences June 2013 Toyota fuel cell video:
Commercial weeks occurring in a lithium cell between different types of cells. Unit 5 Q5 https://www.youtube.com/watch?
applications of and in an alkaline hydrogen v=g35I61FjKiI
electrochemical cells fuel cell. Students write half-equations for a June 2012
variety of different examples and Unit 5 Q5 Fuel cell article:
That cells can be used Classify cells as non- calculate the EMF in each case. http://www.rsc.org/chemistryworld/
as a source of energy. rechargeable, rechargeable Issues/2006/March/FuelCells.asp
or fuel cells. Practical demonstration of a
Rechargeable cells eg hydrogen-oxygen fuel cell.
the lithium cell. Use given electrode data to
deduce the reactions
Fuel cells eg the occurring in cells and
alkaline deduce the EMF of a cell.
hydrogen/oxygen fuel
cell. Explain how the electrode
reactions can be used to
The benefits and risks generate an electric
of using hydrogen fuel current.
cells.

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Further inorganic chemistry (6.6 weeks)
Learning objective
3.2.4
Properties of Period 3
elements and their
oxides.
The reactions of Na and
Mg with water.
The trend in the
reactions of the
elements Na to S with
oxygen.
The trends in melting
point of oxides of Na-S
Reactions of oxides with
water and the acid-base
nature of the oxides.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered
address is AQA, Devas Street, Manchester M15 6EX.
Time Learning activity with Assessment
Learning outcome Resources
taken opportunity to develop skills opportunities
1.0 Know the reactions of Na Students make predictions about June 2013 Video illustrating various reactions
weeks and Mg with water. the various reactions and trends. Unit 5 Q4 of Period 3:
https://www.youtube.com/playlist?
Know the reactions of the Teacher demonstration of reactions January 2013 list=PLZR14tg_tCuZI6eV1ZJ7w88yI
elements Na-S with specified. Unit 5 Q4 KGLQlOb2
oxygen.
Students record their observations June 2012
Explain the trend in the during the teacher demonstrations Unit 5 Q1
melting point of the oxides and attempt to construct
of the elements Na–S in appropriate equations. January 2012
terms of their structure and Unit 5 Q3
bonding.
Students could add Period 3 oxides June 2011
Explain the trends in the to water and test their pH. Unit 5 Q4
reactions of the oxides with
water in terms of the type of
bonding present in each
oxide.
Write equations for the
reactions that occur
between the oxides of the
elements Na–S and given
acids and bases.
26 of 35
3.2.5
Transition metals.
3.2.5.1
General properties of
transition metals.
The electron
configuration of
transition metals and
their ions.
The characteristic
properties of transition
metals.
The terms complex,
ligand and co-ordination
number.
3.2.5.2
Substitution reactions.
The different types of
ligands.
Ligand substitution
reactions.
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address is AQA, Devas Street, Manchester M15 6EX.
0.2 Write the electron
weeks configuration of first row
transition metals and their
ions.
Describe what a transition
metal is in terms of electron
configuration.
Describe the characteristic
properties of transition
metals.
Define the terms ligand,
complex and co-ordination
number.
0.6 Explain the difference
weeks between and give
examples of monodentate,
bidentate and multidentate
ligands.
Explain what happens in a
ligand substitution reaction
and why there may be a
Students use Starter for 10 January 2005 Introduction to transition metals:
exercises to revise electron Unit 2 Q2 www.knockhardy.org.uk/
configuration and redox. ppoints_htm_files/transmpps.pps
June 2003 This can be shown in stages as
Students write electron Unit 2 Q2 each section is covered
configuration for different transition
metal atoms and ions. January 2003 Starter for Ten:
Unit 5 Q4 http://www.rsc.org/learn-chemistry/
Students deduce the oxidation state resource/res00001358/advanced-
of the metal, the ligands and co- starters-for-ten
ordination number in a series of
complexes.
Students write equations for a January 2005 Chelates:
variety of ligand substitution Unit 5 Q6b http://scifun.chem.wisc.edu/
reactions and identify changes in chemweek/chelates/chelates.html
coordination number June 2004
research the role of haemoglobin in Unit 5 Q4b
the blood.
June 2002
Practical activity: Unit 5 Q6
Ligand substitution reactions of
27 of 35
Oxygen transport by change in co-ordination copper(II) and cobalt(II) ions. June 2010
haemoglobin. number. Unit 5 Q4
Investigate substitution reactions
The chelate effect. Describe what haem is, using bidentate and multidentate
how oxygen is carried in ligands in the context of the chelate
blood and why carbon effect.
monoxide is toxic.

Describe and explain the

chelate effect in terms of
enthalpy and entropy
changes.
3.2.5.3 0.4 Sketch examples of Students draw and make models of June 2011 Knockhardy powerpoint:
Shapes of complex weeks octahedral, tetrahedral, complexes including Unit 5 Q6 www.knockhardy.org.uk/
ions. square planar and linear ones with bidentate ligands and ppoints_htm_files/transmpps.pps
complexes. ones which show cis-trans January 2011
The shapes of isomerism. Unit 5 Q4c
complexes with 2/4/6 Know how some
ligands. complexes can show cis- Explain how optical isomers can January 2004
trans (E–Z) or optical form and draw examples. Unit 5 Q10b
How complexes can isomerism.
show cis-trans (E–Z) or June 2003
optical isomerism. Know the complexes in Unit 5 Q3
cisplatin and Tollens’
reagent.

3.2.5.4 0.6 Explain why transition Explain using diagrams and the June 2013 Colorimetry::
Formation of coloured weeks metal complexes are equation ∆E = hν (= hc/λ) why Unit 5 Q6 http://www.docbrown.info/page07/a
ions coloured. transition metal complexes are ppendixtrans09.htm
coloured and what factors affect the January 2013

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Understand why
transition metal ions are
coloured and what
affects the colour.
Use colorimetry to
measure concentration
of solutions.
3.2.5.5
Variable oxidation
states.
Know what happens
when vanadate(V) is
reduced by zinc in
acidic solution.
How the redox potential
for a transition metal is
affected by the pH and
ligand.
The reduction of silver(I)
in Tollens’ reagent to
test for aldehydes
Redox titrations,
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered
address is AQA, Devas Street, Manchester M15 6EX.
Describe factors that affect
the colour of transition
metal ions.
Describe how colorimetry
can be used to find the
concentration of coloured
ions in solution.
1.2 Describe and explain what
weeks happens when vanadate(V)
ions are reduced by zinc in
acidic solution.
Understand how the redox
potential of a transition
metal ion is affected by
changes in pH and ligand.
Describe and explain the
use of Ag(NH3)2+ in Tollens’
reagent to distinguish
between aldehydes and
ketones.
Perform titrations and
associated calculations for
redox reactions of MnO4–
colour. Unit 5 Q8 Chemguide
http://www.chemguide.co.uk/
Use a graph of absorption versus June 2011 inorganic/complexions/colour.html
concentration to determine the Unit 5 Q7
concentration of the solution.
June 2010
Practical activity: Unit 5 Q4
Using a colorimeter to determine
the concentration of copper(II) ions
in a solution.
Students predict what reducing January 2012 Video of vanadium(V) reduction:
agent will reduce vanadium(V) to Unit 5 Q7 https://www.youtube.com/watch?
vanadium(II) using EƟ values. v=eDXumSZfHfA
June 2012
Students compare redox potentials Unit 5 Q6
for Cr3+ and Fe3+ at different pH
values and different ligands. June 2003
Unit 5 Q2
Students revise the use of Tollens’
reagent to test for aldehydes.
Students carry out a range of
different calculations involving
redox titrations.
Practical activities:
Reduction of vanadium(V) to
vanadium(II) by zinc, and its
subsequent oxidation using
29 of 35
including calculations,
of MnO4– with Fe2+ and
C2O42– in acidic solution.
3.2.5.6
Catalysts.
Understand what
heterogeneous
catalysts are and how
they work, including
examples and how they
can become poisoned.
Understand what
homogeneous catalysts
are, with specific
examples.
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address is AQA, Devas Street, Manchester M15 6EX.
with Fe2+ and C2O42– in manganate(VII)
acidic solution.
Various redox titrations eg the
percentage iron in ion tablets, the
Mr of ethanedioic acid, the Mr of an
unknown hydrated iron(II) salt.
0.6 Describe what a Students revise how catalysts January 2013 Knockhardy powerpoint:
weeks heterogeneous catalyst is increase reaction rate. Unit 5 Q6 www.knockhardy.org.uk/
and the role of active sites ppoints_htm_files/transmpps.pps
and the support medium. Students research the use of January 2012
transition metals as catalysts and Unit 5 Q6
Explain, with the aid of compare homogeneous and
equations, how V2O5, acts heterogeneous catalysis. January 2011
as a catalyst in the Contact Unit 5 Q4
Process. Practical activities:
Using a colorimeter to investigate January 2010
Describe the use of Fe in autocatalysis in which Mn2+ Unit 5 Q1
the Haber process. catalyses the reaction between
C2O42– and MnO4– June 2006
Explain how heterogeneous Unit 5 Q9
catalysts can become Investigating the reaction between
poisoned. I– and S2O82– using different June 2013
catalysts. Unit 5 Q8
Describe what a
homogeneous catalyst is June 2012
and understand how Unit 5 Q8b
reactions proceed through
an intermediate species. June 2011
Unit 5 Q8a
Describe, with the aid of
30 of 35

3.2.6
Reactions of ions in
aqueous solution.
The nature of metal-
aqua ions.
The relative acidity of
metal-aqua ions.
The reaction of metal-
aqua ions (Fe2+, Cu2+,
Al3+, Fe3+) with bases
OH–, NH3, CO32–
The character of metal
hydroxides as basic or
amphoteric.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered
address is AQA, Devas Street, Manchester M15 6EX.
equations, how Fe2+ June 2003
catalyses the reaction Unit5 Q3
between I– and S2O82– and
how the reaction between
C2O42– and MnO4– is
autocatalytic
2.0 Understand that metal ions Students record observations and January 2013 AQA Reactions of metal ions in
weeks exist as metal-aqua ions in write equations for the relevant Unit 5 Q5 aqueous solution resource:
aqueous solution. reactions based on their practical http://filestore.aqa.org.uk/
work. Specimen Paper resources/chemistry/AQA-7405-
The hydrolysis of metal- CHM5 Q8 REACTIONS-OF-METAL-
aqua ions in aqueous Students predict equations and IONS.PDF
solution giving acidic acid-base behaviour for other June 2004
solutions. similar reactions (eg Co(H2O)6]2+ Unit 5 Q4
and [Cr(H2O)6]3+
Explain why [M(H2O)6]3+ June 2013
ions are more acidic than Students revise tests for cations Unit 5 Q7
[M(H2O)6]2+ ions. and anions met in first year.
June 2012
Describe and explain Practical activities: Unit 5 Q7
reactions of [M(H2O)6]2+ Test-tube reactions of M(H2O)6]2+
(M = Cu, Fe) and (M = Cu, Fe) and [M(H2O)6]3+ (M = January 2012
[M(H2O)6]3+ (M = Al, Fe) Al, Fe) with OH–, NH3, and CO32– Unit 5 Q8
with the bases OH–, NH3,
CO32– Test-tube reactions of metal June 2011
hydroxides with acid and alkali to Unit 5 Q8b
Describe if and how metal illustrate basic or amphoteric
hydroxides (Cu(II), Fe(II), nature. June 2012
Al(III), Fe(III)) react with H+ Unit 5 Q8a
31 of 35
 and OH–, and whether Test-tube reactions to identify
these metal hydroxides are unknowns (including NH4+, SO42–,
basic or amphoteric. CO32–, Cl–, Br–, I–).

Test-tube reactions of iron(II) and

iron(III) ions with reagents such as
Mg, Na2CO3 to exemplify the
difference in pH.

Required practical 11:

Carry out simple test-tube reactions to identify transition metal ions in aqueous solution.

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Useful resources and websites
Chemistry Demonstrations http://www.sserc.org.uk/index.php/chemistry-resources/chemistry-demonstrations

Class practicals and other resources

Royal Society of Chemistry www.rsc.org
Nuffield Foundation http://www.nuffieldfoundation.org/practical-chemistry
AS and A-level Chemistry Kerboodle for AQA (subscription required) https://global.oup.com/education/product/9780198351856/?region=uk
Creative Chemistry: http://www.creative-chemistry.org.uk/alevel/
Knockhardy Powerpoints: http://www.knockhardy.org.uk/ppoints.htm
Chemguide: http://www.chemguide.co.uk/

Classroom activities
Starters for Ten http://www.rsc.org/learn-chemistry/resource/res00000954/starters-for-ten
http://www.rsc.org/learn-chemistry/resource/res00001358/advanced-starters-for-ten
Doc Brown http://www.docbrown.info/index.htm
Chemsheets (subscription required) http://www.chemsheets.co.uk/
TES Connect (login required) https://www.tes.co.uk/teaching-resource/A-level-Chemistry-6143264/
Teachable.net (some free downloads) https://teachable.uk/teaching-resources-alevel/

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address is AQA, Devas Street, Manchester M15 6EX.
Exam questions
Exampro (subscription required) http://www.exampro.co.uk/sec/science.asp

Applications of chemistry

Chemistry Review (subscription required) http://www.hoddereducation.co.uk/chemistryreviewextras

Online Archive: (subscription required) http://www.hoddereducation.co.uk/Product?Product=9781471800870

RSC: Chemistry in your cupboard http://www.rsc.org/learn-chemistry/resources/chemistry-in-your-cupboard/

Extension work

Cambridge Chemistry Challenge: http://c3l6.com/

Version (1.0)
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First published (01/08/16)
Last updated (01/08/16)

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address is AQA, Devas Street, Manchester M15 6EX.