2016 Year 12 Chemistry Teaching and Learning Program

2016 Year 12 Chemistry
Teaching and Learning Program

UNIT 3 EQUILIBRIUM, ACIDS, BASES & REDOX REACTIONS
Learning Outcomes:
By the end of this unit, students:
understand the characteristics of equilibrium systems, and explain and predict how they are affected by changes to temperature,
concentration and pressure
understand the difference between the strength and concentration of acids, and relate this to the principles of chemical equilibrium
understand how redox reactions, galvanic and electrolytic cells are modelled in terms of electron transfer
understand how models and theories have developed over time and the ways in which chemical knowledge interacts with social and
economic considerations in a range of contexts
use science inquiry skills to design, conduct, evaluate and communicate investigations into the properties of acids and bases, redox
reactions and electrochemical cells, including volumetric analysis
evaluate, with reference to empirical evidence, claims about equilibrium systems and justify evaluations
communicate, predict and explain chemical phenomena using qualitative and quantitative representations in appropriate modes and
genres.
UNIT 4 ORGANIC CHEMISTRY AND CHEMICAL SYNTHESIS

Learning Outcomes:
By the end of this unit, students:
understand how the presence of functional groups and the molecular structure of organic compounds are related to their properties
understand addition, condensation and oxidation reactions, and predict the products of these reactions
understand how knowledge of chemical systems is used to design synthesis processes
understand how models and theories have developed over time, and the ways in which chemical knowledge interacts with social and
economic considerations in a range of contexts
use science inquiry skills to design, conduct, evaluate and communicate investigations into reactions to identify organic compounds,
including analysis of secondary data derived from chemical analysis
evaluate, with reference to empirical evidence, claims about organic synthesis and chemical design, and justify evaluations
communicate, predict and explain chemical phenomena using qualitative and quantitative representations in appropriate modes and
genres.

Science Inquiry Skills (SIS):

Questioning and predicting
identify, research, construct and refine

questions for investigation; propose
hypotheses; and predict possible outcomes
Science as a Human Endeavour (SHE):

Chemical equilibrium systems
Processing and analysing data and

information
Levels of carbon dioxide in the atmosphere are

rising and have a significant impact on global
systems, including surface temperatures. The
increasing level of carbon dioxide in the
atmosphere causes more carbon dioxide to
dissolve in the ocean producing carbonic acid
and leading to increased ocean acidity. This is
predicted to have a range of negative
consequences for marine ecosystems such as
coral reefs. Calcification is the process which
results in the formation of calcium carbonate
structures in marine organisms. Acidification
shifts the equilibrium of carbonate chemistry in
seawater, decreasing the rate and amount of
calcification among a wide range of marine
organisms. The United Nations Kyoto Protocol
and the Intergovernmental Panel on Climate
Change aim to secure a global commitment to
reducing greenhouse gas emissions over the
next few decades.
Oxidation and reduction
Planning and conducting
design investigations, including the

procedure(s) to be followed, the materials
required, and the type and amount of
primary and/or secondary data to be
collected; conduct risk assessments; and
consider research ethics
conduct investigations safely, competently
and methodically for the collection of valid
and reliable data, including properties of
organic compounds containing different
functional groups and using chemical
synthesis processes
represent data in meaningful and useful

ways, including using appropriate graphic
representations and correct units and
symbols; organise and analyse data to
identify patterns and relationships; identify
and distinguish between random and
systematic errors, and estimate their effect
Spontaneous redox reactions can be used as a

source of electrical energy, including primary,
secondary and fuel cells. Fuel cells are a
potential lower-emission alternative to the
internal combustion engine and are already
General capabilities and

Cross-curricular priorities:
General capabilities:
Literacy
Numeracy
ICT capability
Critical and creative thinking
Personal and social capability
Ethical behaviour
Intercultural understanding
Cross-curricular priorities:
Aboriginal and Torres Strait
Islander histories and cultures
Sustainability
For a full description of the above:
http://wace1516.scsa.wa.edu.au/

on measured results; discuss how the
nature of the procedure and the sample
size may influence uncertainty and
limitations in data; and select, synthesise
and use evidence from a range of sources
to make and justify conclusions
Evaluating
interpret a range of scientific and media

texts, and evaluate processes, claims and
conclusions by considering the quality of
available evidence; and use reasoning to
construct scientific arguments
Communicating
communicate to specific audiences and for

specific purposes using appropriate
language, nomenclature, genres and
modes, including scientific reports
being used to power various modes of

transport. Organisations, including the
International Partnership for Hydrogen and Fuel
Cells in the Economy, have been created to
foster global cooperation on research and
development, common codes and standards,
and information sharing on infrastructure
development.
Properties and structure of organic
materials
The Protein Data Bank (PDB) houses an
international repository of structural data of
proteins. The information is accessed and
contributed to by scientists worldwide. The
function of a protein is closely linked to its
structure.
Chemical synthesis
Scientific knowledge can be used to design
alternative chemical synthesis pathways,
taking into account sustainability, local
resources, economics and environmental
impacts (green chemistry), including the
production of ethanol and biodiesel.
Resources:
Text:
Exploring Chemistry Yr 12 -Maree Baddock, Bernadine

Hunneybun, Brenda Winning. (2015) (INSERT PUBLISHER)
Exploring Chemistry Stage 2- Clarke et al. (2009). STAWA
Web:
http://www.gcsescience.com
http://www.chemguide.co.uk/

Exploring Chemistry Stage 3- Clarke et al. (2009). STAWA

Chemistry WA 1 - Lewis, Cherie and Peter. (2008). Chemistry
for WA Stage 2 Pearson
Chemistry WA 2 - Chemistry WA 1 - Lewis, Cherie and Peter.

(2009). Chemistry for WA Stage 3 Pearson
Essential Chemistry Complete Student Guide Units 2A + 2B,

Nick Lucarelli. (2008). Lucas Publications
Essential Chemistry Complete Student Guide Units 3A + 3B,
Nick Lucarelli. (2009). Lucas Publications
Timi
ng
ATAR Course Syllabus
Learning Objectives
TERM ONE
T1
Wk1
REACTION RATES & COLLISION

THEORY 3
collision theory can be used to explain

and predict the effects of
concentration, temperature, pressure,
the presence of catalysts and surface
area of reactants on the rates of
chemical reactions
chemical systems include physical
Use the Collision Theory to explain the

effect of the following factors on rates
of chemical reactions:
o nature of reactants
o concentration of reactants
o state of subdivision of reactants
o temperature
o catalyst
Draw and interpret potential energy
Text
Activities/Resources
Prac: Practical lab
activity
AS: Activity sheet
PPT: PowerPoint
AV:
Movie/animation/Podcas
t
Formative
and
Summativ
e
Assessmen
t

changes and chemical reactions and
may be open (which allow matter and
energy to be exchanged with the
surroundings) or closed (which allow
energy, but not matter, to be
exchanged with the surroundings)
o
o
diagrams for exothermic and

endothermic processes showing the
transition state, activation energy and
heat of reaction.
State that the characteristics of
chemical equilibrium in a closed
system at constant temperature are:
a constancy of macroscopic properties,
in particular that the concentrations
of all species are constant
a dynamic condition in which the rates
of the forward and reverse reactions
are equal.
Identify from a qualitative description
whether a particular chemical system
is at equilibrium.
SHE
Levels of carbon dioxide in the atmosphere are rising and have a significant impact on
global systems, including surface temperatures. The increasing level of carbon dioxide in
the atmosphere causes more carbon dioxide to dissolve in the ocean producing carbonic
acid and leading to increased ocean acidity. This is predicted to have a range of negative
consequences for marine ecosystems such as coral reefs. Calcification is the process
which results in the formation of calcium carbonate structures in marine organisms.
Acidification shifts the equilibrium of carbonate chemistry in seawater, decreasing the rate
and amount of calcification among a wide range of marine organisms. The United Nations
Kyoto Protocol and the Intergovernmental Panel on Climate Change aim to secure a global
commitment to reducing greenhouse gas emissions over the next few decades.
2-4
EQUILIBRIUM
observable changes in chemical

reactions and physical changes can be
described and explained at an atomic
Write the equilibrium law expression

for a reaction at equilibrium. No
calculations are required.
Explain that the equilibrium

and molecular level
over time, in a closed system, reversible

physical and chemical changes may
reach a state of dynamic equilibrium,
with the relative concentrations of
products and reactants defining the
position of equilibrium
the characteristics of a system in

dynamic equilibrium can be described
and explained in terms of reaction rates
and macroscopic properties
the reversibility of chemical reactions

can be explained in terms of the
activation energies of the forward and
reverse reactions
the effect of changes of temperature on

chemical systems initially at equilibrium
can be predicted by considering the
enthalpy changes for the forward and
reverse reactions; this can be
represented on energy profile diagrams
and explained by the changes in the
rates of the forward and reverse
reactions
the effects of changes in concentration

of solutions and partial pressures of
gases on chemical systems initially at
equilibrium can be predicted and
explained by applying collision theory to
the forward and reverse reactions
the effects of changes in temperature,
constant (K) for a chemical reaction

o indicates the relative proportions of
products to reactants at equilibrium,
o is a constant for that reaction at a
given temperature
o provides no information about the
rate of a particular reaction.
Predict the effect on the relative
proportions of products to reactants
at equilibrium of the following
changes:
o Temperature
o concentration (or partial
pressure of a gas in the
mixture)
o volume (or partial pressure
of all gases in the mixture).
State and apply that changes in the
mass of a solid, the volume of a
liquid and the presence of a catalyst
have no effect on the relative
proportions of products to reactants
at equilibrium.
Explain how industrial processes such
as the Haber process and Contact
process often involve a compromise
of rate, equilibrium yield and
economic considerations.

concentration of species in solution,
partial pressures of gases, total volume
and the addition of a catalyst on
equilibrium systems can be predicted
using Le Chteliers Principle
equilibrium law expressions can be

written for homogeneous and
heterogeneous systems; the equilibrium
constant (K), at any given temperature,
indicates the relationship between
product and reactant concentrations at
equilibrium
the relative amounts of reactants and

products (equilibrium position) can be
predicted qualitatively using equilibrium
constants (Kc )
SHE
Models and theories are contested and refined or replaced when new evidence challenges
them, or when a new model or theory has greater explanatory scope. Davy initially
proposed that acids were substances that contained replaceable hydrogen (hydrogen that
could be partly or totally replaced by metals) and bases were substances that reacted with
acids to form salts and water. The Arrhenius model, which includes only soluble acids and
bases, identified acids as substances which produce hydrogen ions in solution and bases
as substances which produce hydroxide ions in solution. Subsequently, the Brnsted-Lowry
model describes acid-base behaviour in terms of proton donors and proton acceptors. This
approach includes a wider range of substances and can be more broadly applied.
5-10
ACIDS AND BASES 3

acids are substances that can act as
proton (hydrogen ion) donors and can
be classified as monoprotic or
polyprotic, depending on the number
Use the Arrhenius and Bronsted-Lowry

acid-base models to describe acidbase behaviour.
Identify in chemical equations the

of protons available for donation

the strength of acids is explained by
the degree of ionisation at equilibrium
in aqueous solution which can be
represented by chemical equations
and acidity constants (Ka)
the relationship between acids and
bases in equilibrium systems can be
explained using the Brnsted-Lowry
model and represented using chemical
equations that illustrate the transfer of
protons between conjugate acid-base
pairs
the hydrolysis of salts of weak acids
and weak bases can be represented
using equations; the
Brnsted-Lowry model can be applied
to explain the acidic, basic and neutral
nature of salts derived from bases and
monoprotic and polyprotic acids
buffer solutions are conjugate in
nature and resist changes in pH when
small amounts of strong acid or base
are added to the solution; buffering
capacity can be explained
qualitatively; Le Chteliers Principle
can be applied to predict how buffers
respond to the addition of hydrogen
ions and hydroxide ions
water is a weak electrolyte; the selfionisation of water is represented by
Kw = [H+][OH-] where Kw = 1.0 x 10-14
at 25 oC
Kw can be used to calculate the
reactants which are acting as acids or

bases.
Write equations to represent acids as
+
sources of H (aq) and bases as
sources of OH (aq) in aqueous

solutions
acids as proton donors and bases as
proton acceptors.
Define amphoteric metals, oxides and
hydroxides as those which react with
both acids and bases.
Identify chromium, zinc and aluminium
as amphoteric metals forming
amphoteric oxides and hydroxides
and write equations for the reactions
of the oxides and hydroxides of
chromium (III), zinc and aluminium
+
.
with H (aq) and OH (aq).
Explain how buffers work.

Classify water as a weak electrolyte in
+
terms of its partial ionisation into H
(aq) and OH (aq).

State the expression for the ionisation
+
constant for water, KW = [H (aq)]
14
[OH (aq)], which equals 1.0 x 10
at 298 K.
+
State that the concentrations of H (aq)
and OH (aq) in pure water are equal

7
1
to 1x 10 mol L
at 298 K.
State and apply the relationship
between pH and acidity and alkalinity

concentration of hydrogen ions or

hydroxide ions in solutions of strong
acids or bases
the pH scale is a logarithmic scale and
the pH of a solution can be calculated
from the concentration of hydrogen
ions using the relationship pH = - log10
[H+]
acid-base indicators are weak acids, or
weak bases, in which the acidic form is
a different colour from the basic form
volumetric analysis methods involving
acid-base reactions rely on the
identification of an equivalence point
by measuring the associated change
in pH, using appropriate acid-base
indicators or pH meters, to reveal an
observable end point
data obtained from acid-base titrations
can be used to calculate the masses of
substances and concentrations and
volumes of solutions involved
in aqueous solutions.
+
Define pH as log10[H (aq)] and
calculate the pH of strong acid
solutions and strong base solutions.
+
Calculate the [H (aq)], [OH (aq)] and

pH when solutions are mixed.
Identify strong acids including HCl,
H2SO4, HNO3 and strong bases
including NaOH, KOH, Ca(OH)2.
Identify weak acids including H3PO4,
CH3COOH and other organic acids,
and weak bases including NH3,
Na2CO3.
Distinguish between the following
terms when referring to acids and
bases:
o strong and weak
o concentrated and dilute.
Define neutralisation as a reaction of
an acid with a base.
Describe the formation of salts by
neutralisation reactions between
acids and bases.
Use the concept of hydrolysis to
explain and predict the acidic, basic
or neutral nature of aqueous solutions
of salts derived from the reaction of:
o strong acids and weak bases (e.g.
ammonium chloride)
o strong bases and weak acids (e.g..
sodium carbonate)
o strong acids and strong bases (e.g.
sodium chloride).
Describe the characteristics of a
primary standard.
Define a standard solution as one with

an accurately known concentration.
Describe how to prepare a standard
solution by:
o dissolving a known mass of a
primary standard
in a known volume of solution (e.g.
anhydrous sodium carbonate)
o standardisation of the solution
(e.g. sodium hydroxide) by
titration against a standard
solution e.g. hydrochloric
acid).
Describe an indicator as a substance
which exhibits two pH-dependent
colour forms with particular reference
to methyl orange and
phenolphthalein.
Distinguish between the equivalence
point and the end point in a titration.
Explain the use of phenolphthalein
indicator in titrations between a
strong base and a weak acid and
methyl orange indicator in titrations
between a strong acid and a weak
base.
State that either phenolphthalein or
methyl orange could be used as the
indicator in titrations between strong
acids and strong bases.
Describe how to use a pipette, burette
and volumetric flask in volumetric
analysis.
Describe the procedures used in
volumetric analysis
T2
Wk
1-4
10
OXIDATION AND REDUCTION 3

oxidation-reduction (redox) reactions
involve the transfer of one or more
electrons from one species to another
Identify the term redox as one which

emphasises the interdependence of

11
oxidation involves the loss of electrons

from a chemical species, and
reduction involves the gain of
electrons by a chemical species; these
processes can be represented using
half-equations and redox equations
(acidic conditions only)
a range of reactions involve the
oxidation of one species and reduction
of another species, including metal
and halogen displacement reactions,
combustion and corrosion
the species being oxidised and
reduced in a redox reaction can be
identified using oxidation numbers
the relative strength of oxidising and
reducing agents can be determined by
comparing standard electrode
potentials, and can be used to predict
reaction tendency
electrochemical cells, including
galvanic and electrolytic cells, consist
of oxidation and reduction halfreactions connected via an external
circuit through which electrons move
from the anode (oxidation reaction) to
the cathode (reduction reaction)
galvanic cells produce an electric
current from a spontaneous redox
reaction
the electric potential difference of a
cell under standard conditions can be
calculated from standard electrode
potentials; these values can be used
oxidation and reduction processes.

Apply the terms oxidising agents
(oxidants) and reducing agents
(reductants) in terms of a substance's
tendency to accept or donate electrons.
Describe oxidation and reduction in terms
of electron donation and acceptance using
simple displacement reactions between
metals and halogen displacement
reactions, combustion and corrosion.
Identify common oxidising agents
(oxidants) including O2, Cl2, MnO4 ,

2
+
Cr2O7 , ClO , H , conc. sulfuric acid,
conc. nitric acid and common reducing
agents (reductants) including Zn, C, H2,
2+
2
Fe , C2O4 .
Define and assign oxidation numbers
(oxidation states).
Identify the species oxidised and reduced
from given chemical equations.
Balance oxidation-reduction equations and
half-equations using one of the following
methods:
o the oxidation number method
o the ion-electron method.
Use appropriate half-equations to
illustrate that hydrogen peroxide can
undergo both oxidation and reduction.
Identify disproportionation reactions such
as the decomposition of hydrogen
peroxide
Describe the use of hypochlorite ion in
bleaching and in water treatment.
Electrochemical cells

to compare the voltages generated by

cells constructed from different
materials
electrochemical cells can be described
in terms of the reactions occurring at
the anode and cathode, the role of the
electrolyte, salt bridge (galvanic cell),
ion migration, and electron flow in the
external circuit
cell diagrams can be used to
represent electrochemical cells
SHE
Spontaneous redox reactions can be used

as a source of electrical energy, including
primary, secondary and fuel cells. Fuel
cells are a potential lower-emission
alternative to the internal combustion
engine and are already being used to
power various modes of transport.
Organisations, including the International
Partnership for Hydrogen and Fuel Cells in
the Economy, have been created to foster
global cooperation on research and
development, common codes and
standards, and information sharing on
infrastructure development.
electrolytic cells use an external

electrical potential difference to
provide the energy to allow a nonspontaneous redox reaction to occur;
electrolytic cells are used in a range
of industrial situations, including
metal plating and the purification of
copper
12
Describe an electrochemical cell as a

system for transforming the chemical
potential energy of an oxidationreduction reaction to electrical energy.
Define the anode as the electrode at
which oxidation occurs and the
cathode as the electrode at which
reduction occurs.
Describe the components and operation
of an electrochemical cell with regard
to:
o anode processes
o cathode processes
o electrolyte
o salt bridge and ion migration
o electron flow in the external circuit.
Define electromotive force (EMF) of a
cell.
Describe and explain how an
electrochemical cell can be considered
as two half-cells.
Define standard reduction potentials for
half-cells.
Explain the use of the hydrogen half-cell
as the standard for determining halfcell reduction potentials.
State that standard reduction potential
(E) values are measured at solution
concentrations of
1
o 1 mol L at 298 K and gas pressure of
101.15 kPa.
Use standard reduction potential (E)
tables to:
o predict whether reactions will occur
o calculate standard cell EMFs.
State the limitations of the use of

o
o
o
o
o
o
standard reduction potential (E)

tables.
Describe the construction and operation
of the following electrochemical cells:
the dry cell
the lead-acid accumulator
the fuel cell e.g. hydrogen/oxygen fuel
cell.
Describe the conditions and reactions
for the corrosion of iron.
Write the chemical equations and halfequations for the corrosion of iron and
the formation of rust.
Describe methods for the prevention of
corrosion of iron using:
cathodic protection
sacrificial anodes e.g. use of magnesium
or zinc
exclusion of air e.g. painting and
plating.
Electrolysis
Describe electrolysis as a process in
which electrical energy is used to
produce chemical change.
Describe an electrolytic cell as a system
for transforming electrical energy to
chemical potential energy.
Describe the components and operation
of an electrolytic cell with regard to:
o anode processes
o cathode processes
o electrolyte (aqueous or molten)
o ion migration
o electron flow in the external circuit.
Explain how electrolysis
reactions provide evidence for
13

the Atomic Theory.

Predict the products of simple
electrolysis reactions using, the
table of
Describe the use of electrolysis
in electrolytic refining e.g.
copper, and electroplating e.g.
silver.
Extraction of metals
Describe the extraction of metals, using,
as examples, the production of:
o iron by carbon reduction
o aluminium by electrolytic reduction
o gold by carbon in pulp
Relate the method of extraction to the
ease of reduction of the metal
concerned.
Redox titrations
State the characteristics of a primary
standard.
Define a standard solution as one with
an accurately known concentration.
Describe how to prepare a standard
solution by:
o dissolving a known mass of a primary
standard in a known volume of solution
(e.g. ammonium
iron(II)sulfate
hexahydrate, oxalic acid
dihydrate or an oxalate)
standardisation of the solution by
titration against a standard solution.
Explain why an indicator is not required
in potassium permanganate titrations.
14

Describe the use of a pipette, burette
and volumetric flask in volumetric
analysis.
Describe the procedures used in
volumetric analysis with particular
reference to the following redox
titrations:
o standardisation of potassium
permanganate solution using
ammonium iron(II) sulfate hexahydrate
or oxalic acid dihydrate
o analysis of hydrogen peroxide solution
using standard potassium
permanganate solution.
5&
6
7-10
15
EXAM REVISION / EXAMS

ORGANIC CHEMISTRY 4
organic molecules have a hydrocarbon

skeleton and can contain functional
groups, including alkenes, alcohols,
aldehydes, ketones, carboxylic acids,
esters, amines and amides; functional
groups are groups of atoms or bonds
within molecules which are responsible
for the molecules characteristic
chemical properties
structural formulae (condensed or

showing bonds) can be used to show
the arrangement of atoms and
bonding in organic molecules that
contain the following functional
groups: alkenes, alcohols, aldehydes,
ketones, carboxylic acids, esters,
amines and amides
Relate the large number of known carbon

compounds to the unlimited number of
stable chains, branched chains and
rings which can be formed due to:
strong covalent bonding between carbon
atoms and between carbon and
hydrogen atoms.
the high valency (4) of carbon, which
allows chains to branch and to be
bonded to a variety of substituents.
Distinguish between alkane and alkenes
according to the type of carbon-carbon
bonding.
Describe the structure of benzene and
relate the stability of its structure to the
presence of delocalised electrons.
Nomenclature and formulae
Write the IUPAC names and structural

16
functional groups within organic

compounds display characteristic
chemical properties and undergo
specific reactions; these reactions
include addition reactions of alkenes,
redox reactions of alcohols, and acidbase reactions of carboxylic acids;
these reactions can be used to identify
the functional group present within the
organic compound
IUPAC nomenclature is used to name
organic species, including those with a
parent chain of up to 8 carbon atoms
with simple branching and one of the
following functional groups: alkenes,
alcohols, aldehydes, ketones,
carboxylic acids, esters, amines and
amides
isomers are compounds with the same
molecular formulae but different
structures; different types of
isomerism include chain and position
structural isomerism and cis-trans
isomerism
all alcohols can undergo complete
combustion; with oxidising agents,
including acidified MnO4- or Cr2O72oxidation of primary alcohols produces
aldehydes and carboxylic acids, while
the oxidation of secondary alcohols
produce ketones; these reactions have
characteristic observations and can be
represented with equations
formulae of:
o straight and branched chain alkanes (C1
to C8)
o simple cycloalkanes (C3 to C6)
o straight and branched chain alkenes (C2
to C8)
o simple cycloalkenes (C3 to C6)
o straight and branched chain alkynes (C2
to C8)
o straight chain alkyl groups (C1 to C8)
o halogen substituted alkanes (C1 to C8)
o simple examples of: alcohols, aldehydes,
ketones, carboxylic acids, esters and
primary amines.
*Note: It is not expected that students will be
able to name dienes, diynes, trienes,
triynes etc.
Describe and identify simple aromatic
compounds as substances containing a
benzene ring.
Identify and write structural formulae of
structural isomers having:
different carbon configurations
(branched chains and cyclic
compounds)
the same carbon chain with the same
functional group in different positions
(e.g. the propanols)
the same carbon chain with different
functional groups (e.g. propanal and
propanone).
Identify and write structural formulae for
cis/trans geometric isomers.
Explain and apply the terms empirical
formula, molecular formula and
structural formula.

alcohols can react with carboxylic

acids in a condensation reaction to
produce esters and can be
represented with equations
Perform calculations to determine the

empirical formula of an unknown
substance given one of the following:
o its elemental composition by mass
o its elemental percentage composition
o information concerning the quantities of
products (e.g. masses and gas
volumes) obtained from its combustion
or other specified reactions.
Determine the molar mass of a
substance from the volume of a known
mass of its vapour.
Determine the formula of a substance
from its molecular weight and its
empirical formula.
Draw possible structural formulae of an
unknown organic compound given its
molecular formula.
Functional groups
Describe the importance of the
functional groups present in an organic
compound in determining its chemical
behaviour.
Write the structures for, and identify
functional groups in the following
compounds: alkenes, alkynes, alcohols,
aldehydes, ketones, carboxylic acids,
esters, haloalkanes and primary
amines.
Distinguish between the structure of
primary, secondary and tertiary
alcohols as exemplified by alcohols with
the formula C4H9OH.
Describe, by stating observations and
writing equations, the reactions of
alcohols, in particular ethanol, with the
17

following substances:
o sodium
o acidified solutions of the oxidising agents
2
MnO4 (aq) and Cr2O7 (aq)
o carboxylic acids.
Differentiate between the reactions of
primary, secondary and tertiary
alcohols.
Identify and write equations for the
substitution reactions of alkanes with
halogens.
Identify and write equations for the
addition reactions of alkenes and
alkynes with hydrogen and halogens.
Write chemical equations to illustrate the
following reactions:
o the formation of aldehydes by the
oxidation of primary alcohols
o the formation of ketones by the oxidation
of secondary alcohols
o the formation of carboxylic acids by the
oxidation of primary alcohols or
aldehydes
o the formation of esters by the reaction of
carboxylic acids with alcohols
T3
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1-3
18
organic compounds display

characteristic physical properties,
including boiling point and solubility in
water and organic solvents; these
properties can be explained in terms
of intermolecular forces (dispersion
forces, dipole-dipole interactions and
hydrogen bonds) which are influenced
by the nature of the functional groups
empirical and molecular formulae can
nn
-amino acids can be represented using
a generalised structure
the characteristic properties of -amino
acids include the formation of zwitterions
and the ability to react to form amide
(peptide) bonds through condensation
reactions
-amino acids undergo condensation
reactions to form polypeptides (proteins)

19
be determined by calculation and the

structure of an organic compound
established from the chemical
reactions they undergo, and other
analytical data
addition reactions can be used to
produce polymers, including
polyethene and polytetrafluoroethene
the structure of an addition polymer
can be predicted from its monomer
and the structure of an addition
polymer can be used to predict the
monomer from which it was derived
condensation reactions can be used to
produce polymers, including
polyamides and polyesters
the structure of a condensation
polymer can be predicted and drawn
from its monomer(s) and the structure
of a condensation polymer can be
used to predict the monomer(s) from
which it was derived
-amino acids can be represented
using a generalised structure
the characteristic properties of amino acids include the formation of
zwitterions and the ability to react to
form amide (peptide) bonds through
condensation reactions
-amino acids undergo condensation
reactions to form polypeptides
(proteins) in which the -amino acid
monomers are joined by peptide
bonds
in which the -amino acid monomers are

joined by peptide bonds
the sequence of -amino acids in a
protein is called its primary structure
secondary structures of proteins, (helix and -pleated sheets) result from
hydrogen bonding between amide and
carbonyl functional groups; hydrogen
bonding between amide and carbonyl
functional groups within a peptide chain
leads to -helix structures while
hydrogen bonding between adjacent
polypeptide chains leads to -pleated
sheets.
The tertiary structure of a protein (the
overall three-dimensional shape) is a
result of folding due to interactions
between the side chains of the -amino
acid in the polypeptide, including
disulfide bridges, hydrogen bonding,
dipole-dipole interactions, dispersion
forces and ionic interactions

SHE
The Protein Data Bank (PDB) houses an

international repository of structural data
of proteins. The information is accessed
and contributed to by scientists
worldwide. The function of a protein is
closely linked to its structure.
the sequence of -amino acids in a
protein is called its primary structure
secondary structures of proteins, (helix and -pleated sheets) result
from hydrogen bonding between
amide and carbonyl functional groups;
hydrogen bonding between amide and
carbonyl functional groups within a
peptide chain leads to -helix
structures while hydrogen bonding
between adjacent polypeptide chains
leads to -pleated sheets
4-7
20
the tertiary structure of a protein (the

overall three-dimensional shape) is a
result of folding due to interactions
between the side chains of the -amino
acid in the polypeptide, including disulfide
bridges, hydrogen bonding, dipole-dipole
interactions, dispersion forces and ionic
interactions
CHEMICAL SYNTHESIS
chemical synthesis to form products
with specific properties may require
the construction of reaction sequences
with more than one chemical reaction
and involves the selection of particular
Perform multistage equation calculations.

reagents and reaction conditions in
order to optimise the rate and yield of
the product
quantities of products in a chemical
synthesis reaction can be calculated
by comparing stoichiometric quantities
with actual quantities and by
determining the limiting reagent
the percentage yield of a chemical
synthesis reaction can be calculated
by comparing theoretical versus actual
product quantities
reagents and reaction conditions are
chosen to optimise yield and rate for
chemical synthesis processes,
including in the production of
ammonia (Haber process), sulfuric
acid (Contact process) and biodiesel
(base-catalysed and lipase-catalysed
methods)
SHE
Scientific knowledge can be used to
design alternative chemical synthesis
pathways, taking into account
sustainability, local resources, economics
and environmental impacts (green
chemistry), including the production of
ethanol and biodiesel.
enzymes are protein molecules which
are biological catalysts and can be
used on an industrial scale to produce
chemicals that would otherwise
require high pressure or temperature
21
Perform limiting reagent calculations.
Perform percentage yield calculations.
Explain the production of sulfuric acid,

ammonia and biodiesel.
Explain the importance and how

catalysts work in industrial processes.

7-9
22
conditions to achieve an economically

viable rate, including fermentation to
produce ethanol versus hydrolysis of
ethene
chemical synthesis processes may
involve the construction of reaction
sequences with more than one
chemical reaction, including the
hydrolysis of ethene to form ethanol
and the subsequent reaction of
ethanol with acetic (ethanoic) acid to
produce ethyl ethanoate
industry produces a vast range of
plastics, including addition polymers
(polyethene, polytetrafluoroethene)
and condensation polymers (nylon and
polyethylene terephthalate [PET])
which have different properties and
uses
CHEMICAL SYNTHESIS
the base hydrolysis (saponification) of
fats (triglycerides) produces glycerol
and the salt of a long chain fatty acid
(soap)
the structure of soaps contains a nonpolar hydrocarbon chain and a
carboxylate group; the structure of the
anionic detergents derived from
Define the terms monomer and

polymer.
Describe the formation of poly(ethene)
and poly(vinyl chloride) (addition
polymers) and polyesters
(condensation polymers) and write
equations for their formation.
Draw structural formulae to exemplify

a simple soap and a sulfonate
detergent.
Describe the action of soaps and

sulfonate detergents in terms of the
interaction of the polar and non-polar
parts of the molecule with water and

10
23
dodecylbenzene contains a non-polar

hydrocarbon chain and a sulfonate
group
the cleaning action of soaps and
detergents can be explained in terms
of their non-polar hydrocarbon chain
and charged group; the properties of
soaps and detergents in hard water
can be explained in terms of the
solubilities of their calcium salts
greases, etc.
Describe the preparation of a simple

soap and write a simple equation for
the reaction (ester hydrolysis).
Describe with examples the use of

organic liquids as solvents, e.g. petrol,
kerosene, chloroform, acetone, esters,
mineral turpentine and methylated
spirits.
EXAM REVISION

2016 Year 12 Chemistry Teaching and Learning Program

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2016 Year 12 Chemistry

Teaching and Learning Program

UNIT 4 ORGANIC CHEMISTRY AND CHEMICAL SYNTHESIS