The largely qualitative treatment of reaction rates and equilibria encountered in Module 3 is developed within a quantitative and graphical context. This section also allows learners to develop practical quantitative techniques involved in the determination of reaction rates and pH. There are many opportunities for developing mathematical skills, including use of logarithms and exponents, when studying the content of this section and when carrying out quantitative practical work. Students also learn about how Born–Haber cycles are used as a theoretical model to illustrate the energy changes associated with ionic bonding. Entropy and free energy are then introduced as concepts used to predict quantitatively the feasibility of chemical change.
Assessment happens continuously through classwork and homework activities. There is at least one formal assessment each term to monitor progress and assess the content covered in lessons up to the assessment point. Practical activities are embedded within the learning outcomes of the course to ensure achievement of the practical endorsement. Students also assessed in their practical skills through completion of PAGs 10.1 Rates – iodine clock and 11.2- Titration curves
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In this unit work Module 2 is on redox reactions developed further within this section, including use of volumetric analysis for redox titrations and an introduction of electrochemistry in the context of electrode potentials. This section also provides learners with a deeper knowledge and understanding of the periodic table within the context of the transition elements. It includes the role of ligands in complex ions, stereochemistry, precipitation, ligand substitution and redox reactions. The colour changes and observations in these reactions increase the toolkit of qualitative inorganic tests for identifying unknown ionic compounds. At the end of the term students learn the basics of aromatic compounds (organic chemistry).
Assessment happens continuously through classwork and homework activities. There is at least one formal assessment each term to monitor progress and assess the content covered in lessons up to the assessment point. Practical activities are embedded within the learning outcomes of the course to ensure achievement of the practical endorsement. Students also assessed in their practical skills through completion of PAG 8.2 - Electrochemical cells 2. Students also complete a mock paper on paper 1 (Periodic table, elements and physical chemistry) which included the inorganic part of the course (Modules 2,3 and 5).
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This section extends the range of functional groups encountered in Module 4. Students learn about aromatic compounds, including the central role of delocalisation within the chemistry of arenes and phenols. Directing groups are also introduced, including their importance to organic synthesis. The important carbonyl compounds, aldehydes and ketones, are then studied. Finally, carboxylic acids and their related functional groups, acyl chlorides and esters, are studied. The importance of acyl chlorides in organic synthesis is emphasised. Furthermore students learn about organic nitrogen compounds, including amines, amides and amino acids. Chirality and optical isomerism is also introduced. Condensation polymerisation is also introduced and compared with addition polymerisation. The importance of carbon–carbon bond formation in organic synthesis is stressed. Learners are also able to taught how to construct multi-stage synthetic routes towards an organic product.
Assessment happens continuously through classwork and homework activities. There is at least one formal assessment each term to monitor progress and assess the content covered in lessons up to the assessment point. Practical activities are embedded within the learning outcomes of the course to ensure achievement of the practical endorsement. There are no set PAGs for this unit, but students will complete practical work to aid understanding.
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In this unit students revisit and consolidate their knowledge on core (module 4) and advanced organic chemistry (module 6). The instrumentation methods of analysis studied during the A level course provide learners with an important base of knowledge, understanding and awareness for further study in Higher Education and in many areas of employment in the broad scientific field. This section also looks at how unknown organic functional groups can be analysed and identified using simple test-tube tests.
Assessment happens continuously through classwork and homework activities. There is at least one formal assessment each term to monitor progress and assess the content covered in lessons up to the assessment point. Practical activities are embedded within the learning outcomes of the course to ensure achievement of the practical endorsement. Students also assessed in their practical skills through completion of PAGs 6.1 - synthesis of aspirin and 12.1 Investigating iron tablets. Students also complete a mock exam on paper 2, Synthesis and analytical techniques (modules 1,2,4 and 6)
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In this unit students, having completed all modules (1-6), focus on revision and making links with the different units of the specification preparing themselves for the third paper - Unified chemistry which is worth 70 marks and includes on a variety of questions (e.g. short answer, structured
questions, problem solving, calculations, practical, and extended response questions) from both the inorganic and organic parts of the course.
Assessment happens continuously through classwork and homework activities. There is at least one formal assessment each term to monitor progress and assess the content covered in lessons up to the assessment point. Practical activities are embedded within the learning outcomes of the course to ensure achievement of the practical endorsement. There are no set PAGs for this unit, but students will complete practical work to aid understanding.
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Students sit external exams on papers 1,2 and 3.
Students sit external exams on papers 1,2 and 3.
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Create a supportive community: