Schemes of Work C3 Chemistry - Stratford School Academystratfordschoolacademy.com/wp-content/uploads/2016/01/C3-Chemistr… · Stratford School Academy Schemes of Work C3 Chemistry

Stratford School Academy Schemes of Work

C3 Chemistry

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Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit)

26 lessons

Approx. 8 weeks

The Periodic Table

Water

Energy Calculations

Analysis and Synthesis

Organic Chemistry

Year 7 – C1 The Periodic Table

Year 8 - C4 Chemical Reactions

Year 10 – AQA C1 – Fundamental Ideas

Assessment points and tasks Written feedback points Learning Outcomes (tested at the end and related to subject competences)

6 mark question x3

Exam question homework each week

End of chapter assessment (exam questions)

Diagnostic marking on 6 mark question

End of chapter assessment feedback

C3.1.1 The early periodic table

Describe how Newlands, then Mendeleev, attempted to classify the elements by arranging them in order of their atomic weights

Describe how this list can be arranged in a table so that elements with similar properties are in periodically repeating columns, known as groups

State that early periodic tables were incomplete so some elements were placed in the wrong groups, and describe how Mendeleev overcame this problem

Evaluate the work of Newlands and Mendeleev in terms of their contributions to the development of the modern periodic table (you may be given information about other models so that comparisons can be made)

Explain why scientists regarded the periodic table first as a curiosity, then as a useful tool and finally as an important summary of the structure of atoms

C3.1.2 The modern periodic table

Describe how the ordering of elements in periodic table was changed after the discovery of protons, neutrons and electrons in the early 20th century

Explain how the modern periodic table can be seen as an arrangement of the elements in terms of their electronic structures, in terms of outer shell electrons

Work out the electronic configurations of all elements up to and including calcium C3.1.3 Trends in the periodic table

Describe the properties of the alkali metals (Group 1) in terms of density, reactions with non-metals to form unipositive ions, reactions with water, and formation of soluble hydroxides that form alkaline solutions

Describe the products of the reactions between alkali metals and non-metals

Describe the trends in reactivity, melting & boiling points of the alkali metals

Compare the transition elements with the alkali metals, in terms of melting points (except mercury) and density, strength and hardness, and reactivity (particularly with water or oxygen)

State that many transition elements have ions with different charges, form coloured compounds, and are useful as catalysts

Describe how the halogens (Gp 7) react with metals to form uninegative ions

Describe the trends in reactivity and melting and boiling points of the halogens

Relate the reactivity of a halogen to the displacement reactions between halogens and aqueous solutions of their salts

Write word equations for all the reactions described in unit C3

(HT) Write symbol equations for all the reactions described in unit C3

(HT) Explain the trends in reactivity within groups in terms of how more or less easily outer electrons are lost or gained, due to their energy levels


C3 Chemistry

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C3.2.1 Hard and soft water

State that soft water easily forms a lather with soap, but hard water reacts with soap to form a scum, so more soap is needed to form a lather

Measure the hardness of water by titration with a soap solution

State that soapless detergents do not form scum

Describe how compounds (such as those of calcium or magnesium) become dissolved in water to make it hard

Describe how temporary hard water can be softened, and how this can be used to distinguish between temporary and permanent hard water

(HT) Explain how hydrogencarbonate (HCO3-) ions in temporary hard water decompose on heating to produce ccarbonate ions, which

react with calcium and magnesium to form precipitates

Describe how the use hard water can increase costs, and how the heating of temporary hard water can effect the efficiency of heating systems and kettles

Outline the health benefits of hard water resulting from the presence of calcium compounds, in terms of bone and tooth development and rates of heart disease

Explain the reactions involved in two methods for removing calcium and magnesium ions from hard water: by adding sodium carbonate, or by using commercial water softeners such as ion exchange columns

Evaluate the use of commercial water softeners C3.2.1 Purifying water

Explain why correct water quality is essential for life, in particular why human drinking water should have low levels of dissolved salts and microbes

Outline how good quality water is produced by: choosing an appropriate source, passing the water through filter beds and sterilising with chlorine

Describe the materials found in water filters and how they improve the taste and quality, including ion exchange resins

Explain why chlorine and fluoride may be added to drinking water, and recognise the arguments for and against the addition of fluoride to drinking water

Describe how pure water can be produced by distillation, showing awareness of the large amount of energy (and therefore high cost) involved

Consider and evaluate the environmental, social and economic aspects of water quality and hardness C3.3.1 Energy from reactions

Outline how the relative amounts of energy released when substances burn can be measured by simple calorimetry, and how this can be used to compare the energy released by fuels and foods

Use the equation Q = mc∆T to calculate energy released

Use the appropriate units for energy (joules, kilojoules, kJ per mole, kJ per gram, or calories per gram)

Explain how the energy change of a reaction in solution can be calculated from the measured temperature change in an insulated container, for example when solids react with water or for neutralisation reactions

Recognise simple energy level diagrams for exothermic and endothermic reactions to show the relative energies of reactants and products, activation energy, and overall energy change

State that, during a chemical reaction, energy must be supplied to break bonds, and that energy is released when bonds are formed

Interpret simple energy level diagrams in terms of bond breaking and bond formation

(HT) Explain why energy is released in exothermic reactions, in terms of the energy released from forming bonds and energy needed to break bonds

(HT) Explain why energy is taken in during endothermic reactions, in terms of bond breaking and bond formation

(HT) Calculate the energy transferred in reactions from given bond energies

Explain how catalysts speed up chemical reactions, in terms of activation and different pathways for reactions


C3 Chemistry

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Represent the effect of a catalyst on an energy level diagram

Compare the advantages and disadvantages of the combustion of hydrogen with the use of hydrogen fuel cells, using information provided

Evaluate the use of hydrogen to power cars compared to other fuels

Consider the social, economic and environmental consequences of using fuels. You may be provided with information for comparison and evaluation

C3.4.1 Analysing substances

Identify the following metal ions from the colours that their compounds produce in flame tests: lithium, sodium, potassium, calcium and

barium

Describe the appearance of the precipitates that are formed from the reactions between aluminium, calcium and magnesium ions with

hydroxide ions

Identify aluminium hydroxide as the only hydroxide precipitate that dissolves in excess sodium hydroxide solution

Identify copper (II), iron (II) and iron (III) ions from the colours of precipitates that they form with sodium hydroxide solution

Identify carbonates from their reaction dilute acids to form carbon dioxide, which produces a white precipitates with limewater, turning

it cloudy

Identify halide ions in solution from the colours of precipitates formed with silver nitrate solution in the presence of dilute nitric acid

Identify sulphate ions in solution from the white precipitate they form with barium chloride solution in the presence of dilute

hydrochloric acid

Interpret the results of these chemical tests. You may be asked to interpret results of any of these tests applied to solutions or mixtures

of substances in different contexts

Carry out titrations using strong acids and strong alkalis in which the volumes of acid and alkali that react are measured using a suitable

indicator

(HT) Calculate the chemical quantities involved in titrations using concentrations (in moles per dm3) and masses (in grams per dm3)

Interpret and evaluate the results of analyses carried out to identify elements and compounds for forensic, health or environmental

purposes

C3.5.1 Making ammonia

State that, in industrial processes, energy requirements and emissions need to be considered for economic reasons and for sustainable

development

Identify the two raw materials for the Haber process and where they are obtained from

Outline the Haber process, including details of the catalyst used, the temperature and the pressure

Outline the Haber process, including details of the catalyst used, the temperature and the pressure

State that, on cooling, the ammonia liquefies and is removed, while the remaining hydrogen and nitrogen are recycled

Evaluate the conditions necessary in an industrial process to maximise yield and minimise environmental impact

(HT) Describe the meaning of the term ‘equilibrium’ as applied to a reversible reaction in a closed system

(HT) Relate the relative amounts of all the reacting substances at equilibrium to the conditions of the reaction

(HT) Describe the effects of raising or lowering the temperature on the yields of the endothermic and exothermic reactions

(HT) Describe which reaction will be favoured in a gaseous reaction if the pressure is increased, in terms of numbers of gaseous

molecules

(HT) Outline how these factors, together with reaction rates, are taken into account when determining the optimum conditions for

industrial processes, including the Haber process


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(HT) Describe and evaluate the effects of changing the conditions of temperature and pressure on a given reaction or process

Evaluate the conditions used in industrial processes, in terms of energy requirements

C3.6.1 Alcohols

Identify alcohols from their functional group –OH, and name the first three members of the homologous series of alcohols

Describe some of the properties of methanol, ethanol and propanol, including: dissolving in water; reactions with sodium; burning in air;

use as fuels, solvents and (in the case of ethanol) in alcoholic drinks

Describe how ethanol can be oxidised to form ethanoic acid either by chemical oxidising agents or microbial action

C3.6.2 Carboxylic acids

Identify carboxylic acids from their functional group –OOH

State that ethanoic acid is the main acid in vinegar

Describe the chemical behaviour of carboxylic acids when dissolving in water, reacting with carbonates, and reacting with alcohols in the

presence of an acid catalyst

(HT) Explain why carboxylic acids are described as weak acids, in terms of the degree that they ionise when dissolved in water

(HT) Compare the pH values of aqueous solutions of weak and strong acids of equal concentrations

C3.6.3 Esters

Identify esters from the functional group –COO–

Identify ethyl ethanoate as the ester produced from ethanol and ethanoic acid

Explain why esters are often used as flavourings and in perfumes

Evaluate the social and economic advantages and disadvantages of the uses of alcohols, carboxylic acids and esters. You may be given

information and data for comparison and evaluation


C3 Chemistry

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Lesson

Clear learning intentions (KQ)

Clear success criteria (Bands) (Keywords)

Hook (starter)

Presentation of content (teacher input)

Guided practice (pupil activities)

Requisition (per group)

Independent practice (homework)

Closure (AfL)

C3.1 The Periodic Table

1. Periodic Table

Why is the periodic table so useful to chemists?

Explain the problems that early scientists encountered when studying the elements Evaluate the work of Newlands and Mendeleev in terms of their contributions to the development of the modern periodic table. Explain why scientists regarded a periodic table of the elements first as a curiosity, then as a useful tool and finally as an important summary of the structure of atoms.

Link the structure of the periodic table and the electron configuration of the elements Evaluate the modern periodic table as a means of obtaining greater understanding of chemical reactions

Play the Elements Song by “Daniel Radcliffe”. Can you recall the order of the first 20 elements?

Use Periodic table cards. To consider different ways to order the elements. How did Newlands’ organise the elements known to him? Why didn’t Newlands’ ideas gain acceptance? How did Mendeleev organise the elements? What did Mendeleev do to produce a periodic table organised in a repeating pattern? Were Mendeleev’s predictions correct?

What is the periodic table? In groups decide on 5 questions (use the five ‘Ws’ Why, What, Where, When and Who). Swap with another group and answer the questions Describe the link

between electron

configuration and

periodic table group

number?

Explain why Group 0

are highly unreactive

non- metals

Is the periodic table

complete?

Set C3.1 homework booklet. Due in 5 lessons.

Pupil complete sentences: One thing I know about this topic is… One thing I don’t understand is… One question I have is…


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2. Group 1 Metals

How do the Group 1 elements behave?

Describe physical and chemical properties of the Group 1 metals Explain the trend in reactivity of the alkali metals

Explain the trends found within specified periodic table groups

Fill in the gaps – metals recap from C1.

Explain how Group 1 metals behave. Use the idea of reactivity to explain trends and patterns.

Describe the link

between electron

configuration and

reactivity?

Explain why Group 1

metals are highly

reactive.

Demo: Reaction of alkali metals with water pg. 201

Period Table true or false – mini whiteboards

3. Transition Elements

What are the properties of the transition elements?

Describe the characteristics and uses of transition metals

Compare the physical properties of group 1 metals and the transition metals

State 2 facts about transition metals.

Discuss the different uses of transition metals. Explain how these metals can behave.

Choose three transition

metals and describe

their physical and

chemical properties.

Explain how these

properties link to their

uses.

Compare the reaction of transition metals and Group 1 metals in water.

Exit Pass. Pupils answer one question about the topic before being allowed to leave.


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4. Group 7 Halogens

How do the Group 7 elements behave?

Describe the electronic configuration of the Group 7 halogens Explain, using a model of ion formation, how a halide ion is formed Describe the trends in reactivity and melting and boiling points in group VII Use the idea of displacement to explain the relative reactivity of the halogens HT only Explain the reactivity trends within both Group 1 and Group 7 in terms of the distance of the outer electron from the central, positively charged nucleus, and the attraction of the nucleus to those outer electrons.

What are the halogens? What do we use them for?

Show YouTube video: Halogens Go over definition of halogen and where they are found in the periodic table.

Go through some common examples and their uses.

Within a group describe and explain where on the periodic table you would find the most reactive group 1 and group 7 elements. Assess the quality of explanation relating to the movement of electrons. Complete a table on type of halogen and their uses.

Mini-white board quiz. Pupils answer questions about the properties of Group 7 Halogens on the mini-white boards.

5. End of Chapter Test

What grade am I working at?

Complete end of unit test Peer-assess homework as revision activity

Conduct test

Pupils complete test


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C3.2 Water

6. Hard Water

What is hard water and how is it formed?

Explain how water becomes ‘hard’ Evaluate the effect of both soft and hard water on soap

Different areas have different ‘tasting’ water. Discuss and explain.

What is meant by scum?

Some waters are hard to lather and produce scum (hard water) some are easy (soft waters). Which metal ions make water hard? Write definitions of ‘hard water’, and ‘soft water’. Where in England are the hard water areas? Can you explain this pattern?

Discuss whether all our

water supply needs to

be of ‘drinking quality’?

Explain whether or not

tap water is ‘pure’.

Exp: Investigating the hardness of water samples pg. 208


Best of 5. Pupils are given 5 questions about the topic and answer then in full sentences.

7. Removing hardness

What is the difference between permanent and temporary hard water?

Explain the differences between temporary hard water and permanent hard water. Explain the chemistry of temporary hard water Consider and evaluate the environmental, social and economic aspects of water quality and hardness

Why would we want different types of water?

How do bath salts soften water?

Why do you need to add salt to

a dishwasher?

Draw an annotated particle

diagram to show how an ion-

exchange column works.

Adverts sometime say that

calcium is good for teeth, bones

and overall good health. Explain

how this can be when calcium is

a metal which reacts easily with

water.

Describe how water

filters remove dissolved

substances from tap

water.

Explain why the carbon

in charcoal filters is

broken into tiny pieces?



C3 Chemistry

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8. Water treatment / issues

How do we make water safe to drink?

Describe how water filters remove dissolved substances from tap water. Explain why water quality needs to be controlled Explain how water purification is achieved by filtration and chlorination Evaluate the economic consequences of high water quality Evaluate the evidence for and against the addition of fluoride to drinking water.

Show an image of a water treatment plant. Pupils to try and describe the processes happening at different stages.

Microscopic silver is a very

effective sterilising agent.

Suggest a reason why all of our

water supply is not treated in

this way.

Complete a flowchart to describe and explain the process of water purification. Watch video clip or a video on water purification. How do ‘home

filtration’ systems

work? Explain whether

you think they are

needed or not.

Evaluate the economic consequences of high water quality

Hot Seat. 2 Pupils are chosen and have to answer questions from the class.




Conduct test



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C3.3 Energy Calculations

10. Comparing energy from fuels

How can we measure the energy released by different fuels?

Describe how the energy released in chemical reactions can be measured using calorimetry

Show pictures of different energy sources. Pupils to decide which have the most/least energy. Ext. Explain why they made their choices.

Describe how we measure energy from fuels. Explain how we carry out calorimetry.

Use all your senses too

describe what happens

when something burns.

Calculate the energy released in chemical reactions using the equation

Exp: Comparing the energy released when fuels burn pg. 219


6 mark question Consider the social, economic and environmental consequences of using fuels.

11. Energy transfers in solution

How can we measure the energy change for a reaction?

Calculate the energy released in chemical reactions

Give 3 everyday examples of an energy transfer.

Describe how we can measure energy from chemical reactions.

Pupils write down different examples of chemicals and their energy transfers.

Exp: Measuring energy changes in reactions pg. 220

Guess the word. Teacher thinks of a word and the pupils ask yes or no questions to try and guess the word.

12. Energy level diagrams

What do energy level diagrams show us?

Represent energy changes on energy level diagrams Represent the effect of a catalyst on an energy level diagram.

List 3 facts about energy.

Represent the reaction as an energy level diagram, showing the uncatalysed reaction with high activation energy (hurdle), and the catalysed reaction having a lower activation energy (hurdle) to pass. Demonstrate a number of exothermic and endothermic reactions. Draw an energy level diagram for each reaction.

Draw an energy level diagram for a combustion reaction. Draw an energy level diagram for a neutralisation reaction Armed forces will often

use special packs which

will heat up food rations

when they are on

missions. Explain how

such flameless heaters

might work.

Give an example of an endothermic reaction and draw an energy diagram for the reaction.


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13. Calculation of bond energies

How can we use bond energies to calculate energy changes in reactions?

HT only Describe the energy changes due to bond breaking and bond making during chemical reactions Calculate the energy transferred in reactions using supplied bond energies.

Simple exam style question on calculation.

Discuss: the need for energy to break the bonds in hydrochloric acid. Use given data to calculate the energy transferred in reactions. Explain the steps needed in order to make these calculations.

Draw energy level diagram showing the atoms separated.

6 mark question

Explore, discuss and give viewpoints on the following: Are endothermic reactions energy thieves?

14. Fuel Issues

What are the consequences of using fuels?

Hydrogen can be burned as a fuel in combustion engines: hydrogen + oxygen ->water It can also be used in fuel cells that produce electricity to power vehicles.

Why is burning fuels harmful to the environment? Discuss and explain using key terms.

Discuss why burning fuels is harmful to environment? Discuss current alternative fuel sources used. Explain how hydrogen can be used as a cleaner fuel source.

Describe how combustion can lead to environmental damage. Explain how hydrogen can be used as an alternate fuel.

Self-marking. Pupils are given a question to answer about the work covered. They are then given the answers and mark themselves.




Conduct test



C3 Chemistry

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C3.4 Analysis and Synthesis

16. Tests for +/- Ions

How do we identify different positive / negative ions?

Describe the expected results of flame tests. Explain how flame tests can be used to identify metal ions Describe the identification of metal ions using sodium hydroxide solution Describe the expected results of precipitation tests. Describe how the presence of carbonate, sulfate and halide ions may be detected

What is an ion? Give as many examples of positive / negative ions as you can.

Discussion: What is already known by the group about the link between forensic crime and analytical chemistry? Use TV programmes like CSI to elicit what pupils are already aware of. Explain how flame tests can be used to identify metal ions Explain how you could use sodium hydroxide solution to distinguish between solutions of magnesium nitrate and aluminium nitrate.

Carry out flame tests on named metal ions to find out the flame colouration. Use the technique to identify two unknown compounds. Use a video clip of a firework display to predict the elements contained within the different fireworks.

Exp: Identifying positive ions (flame test) pg. 231 Exp: Identifying unknown ionic compounds (precipitates) pg. 233


A laboratory technician is analysing some mineral water to find out if there are any calcium ions present. Should they use a flame test or add sodium hydroxide. Explain the answer.

17. Titration

How do we know when a reaction is complete?

Describe how to carry out a titration involving hydrochloric acid, sodium hydroxide solution and phenolphthalein indicator

What is a neutralisation reaction?

Describe how to carry out a titration involving hydrochloric acid, sodium hydroxide solution and phenolphthalein indicator

How much is in the solution? Class titration practical to establish idea that the volumes of acid and alkali can be measured using a suitable indicator.

Exp: Carrying out titration pg. 234

Traffic lights. Pupils use the traffic lights at the back of their planners to answer questions about the lesson.

18. Titration Calculation

How can we calculate concentrations from reacting volumes?

HT only Calculate the chemical quantities in titrations involving concentrations (in moles per dm3) and masses (in grams per dm3).

How can we measure the changes of a solution form acid -> neutral -> alkaline? How can we visibly see this change? What do we use to see this?

Explain how to carry out calculations for titration. Go through worked examples in class pg. 235

Use the triangle method to explain to a partner how to calculate concentrations of solutions through titrations. Calculate concentrations from own titration data.

Car battery acid is concentrated sulfuric acid. 25cm3 of 0.1 mol/dm3 sodium hydroxide solution was neutralised by 10.00 cm3 of diluted battery acid. Calculate the concentration of the diluted battery acid.


C3 Chemistry

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19. Chemical Analysis / Equilibrium

How is chemical analysis used? What do we mean by equilibrium?

Interpret and evaluate the results of chemical analyses to identify elements and compounds

Give some examples of how we can analyse samples.

Recap gas chromatography. Introduce the new methods of chemical analysis and why we do them.

Pupils explain the methods in which chemical analysis can be carried out for different methods.


20. Haber Process

Why is ammonia important?

Describe how ammonia is made in the Haber process Explain the environmental, industrial and economic importance of ammonia

Is ammonia an important chemical? Discuss its uses.

Explain the Haber Process. Go through either an animation or use the following video: https://www.youtube.com/watch?v=Bmf4oQ8WWZY&safe=active

Describe how ammonia is made using the Haber process. Use a flow chart to show the process. Explain where the raw materials come from and what factors are used to speed up the rate of the reaction

Beat the teacher. The teacher will read a passage with 5 mistakes. Pupils pick out the 5 mistakes.

21. Economics of Haber Process

Why do we use 200 atmospheres / 450oC for the Haber Process?

HT only Describe and explain the effects of changing the conditions of temperature and pressure on a given reaction or process. Evaluate the conditions used in industrial processes in terms of energy requirements.

What is meant by the term ‘equilibrium’?

Ammonia is made in the Haber process at a temperature of 450oC and a pressure of 200 atmospheres. Explain why both temperature and pressure are compromise conditions.

Describe how to make the most ammonia, as cheaply as possible, in the most environmentally friendly way as possible. Evaluate the conditions used in industrial processes in terms of energy requirements.

Hot Seat. 2 Pupils are chosen and have to answer questions from the class.




Conduct test


https://www.youtube.com/watch?v=Bmf4oQ8WWZY&safe=active




C3 Chemistry

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C3.5 Organic Chemistry

23. Structures of alcohols and their uses

What are the names, formulae and properties of some simple alcohols?

Recognise the structure and formula of alcohols in the following forms: H H I I H -C C - O - H I I H H CH3CH2OH Describe key reactions of alcohols Describe some properties and uses of alcohols

What are alcohols? Are alcohols useful to us?

Write and balance equations for the burning of methanol and propanol in air.

Ethanol is used as a fuel and can be made from crops. Evaluate using ethanol made in this way against fuels made from crude oil.

Demo: Comparing the reactions of methanol, ethanol and propanol pg. 252 Exp: Oxidation by microbes in air pg. 253


Traffic lights. Pupils use the traffic lights at the back of their planners to answer questions about the lesson.


C3 Chemistry

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24. Structures of carboxylic acids and esters

What are the names, formulae and properties of some simple carboxylic acids and esters?

Recognise the structure and formula of carboxylic acids methanoic acid, ethanoic acid and propanoic acid Represent the structures of carboxylic acids in the following forms: H I H –C – C = O I I H O – H

CH3COOH

Describe the reactions of carboxylic acids with water and carbonates Describe esters as having the functional group –OO- Describe how esters are made from reacting an alcohol with a carboxylic acid Describe some properties and uses of esters

How do we make perfumes? Why do you think they have distinctive smells?

What are carboxylic acids?

Name some carboxylic acids

that you might meet in

everyday life.

Make models of methanoic and ethanoic acid Obtaining and presenting evidence Demonstration to show: carboxylic acids dissolve in

water to form acidic solutions

sodium carbonate produces CO2 gas .

Explain why brewing wine and beer need to ferment without oxygen present. Explain why aqueous solutions of weak acids have a higher pH than those of strong acids with the same concentration.

Use molymod kits to model the reaction between ethanol and ethanoic acid. Explain to a partner

how you can recognise

a carboxylic acid from a

range of structural

formulae

Describe and explain how carboxylic acid can be made from alcohols. Describe the reaction and conditions necessary for the reaction between carboxylic acids and alcohols Describe the properties and uses of esters. Explain why esters are smelly chemicals?

Exp: Comparing ethanoic acid and hydrochloric acid pg. 254

Why does milk smell fruity before it goes off? What are esters used for?

25. Organic Issues

What are the issues involved in the use of alcohols, carboxylic acids and esters?

Economic, Environmental and Social impacts of the uses of alcohols, carboxylic acids and esters.

How can alcohols, carboxylic acids and esters benefit society?

Discuss the different varieties of carboxylic acids and esters. Look at its impacts.

Pupils will make a table to show the different impacts of alcohols, carboxylic acids and esters.

Self-marking. Pupils are given a question to answer about the work covered. They are then given the answers and mark themselves.




Conduct test


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Schemes of Work C3 Chemistry - Stratford School Academystratfordschoolacademy.com/wp-content/uploads/2016/01/C3-Chemistr… · Stratford School Academy Schemes of Work C3 Chemistry