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A2 Unit F334: Chemistry of Materials

Topic 1: What’s in a medicine? (WM)

A study of medicines such as aspirin, their development, chemistry and synthesis, illustrating some of the features of the pharmaceutical industry.The chemical ideas in this module are:• Phenols, carboxylic acids, esters, carbonyl compounds.• Acid–base reactions.• Medicine manufacture and testing.• IR spectroscopy and mass spectroscopy.

Topic AS code Number Assessable learning outcomes Number of questions

CGP-A2Revision guide(Page number)

Chemical storylines

(Page number)

Chemical ideas(Page number)

EquilibriaWM1i

Describe acids in terms of the Brønsted–Lowry theory as proton donors, and bases as proton acceptors.

5 4 180

WM1ii Identify the proton donor and proton acceptor in an acid–base reaction. 5 4 180

Bonding and structure EL13i WM2

Draw and interpret simple electron ‘dot-and-cross’ diagrams to show how atoms bond through ionic, covalent and dative covalent bonds.

2 5-6 36-37

EL13iii WM3 Describe a simple model of metallic bonding. 5 41EL15 WM4 Use the electron pair repulsion principle to predict

and explain the shapes of simple molecules (such as CH4, NH3, H2O and SF6) and ions (such as NH4

+) with up to six outer pairs of electrons. (any combination of bonding pairs and lone pairs) (no treatment of hybridisation or molecular orbitals is expected).

1 7 44-46

Dr A. Johnston, Southampton, 2014

EL14 WM5

Recall the typical physical properties (melting point, solubility in water, ability to conduct electricity) characteristic of giant lattice (metallic, ionic, covalent network) and simple molecular structure types (synoptic).

6 117

Organic functional

groups

WM6i Recognise and write formulae for members of the following homologous series: diols. 1 8

WM6ii Recognise and write formulae for members of the following homologous series: diamines. 28

WM6iii Recognise and write formulae for members of the following homologous series: dicarboxylic acids 10

WM6iv Recognise and write formulae for members of the following homologous series: phenols. 2 12 280, 303-304

WM6v Recognise and write formulae for members of the following homologous series: acyl chlorides. 13 339-340

WM6vi Recognise and write formulae for members of the following homologous series: acid anhydrides. 340-341

WM6vii Recognise and write formulae for members of the following homologous series: esters. 6 10 307-311

WM7i Use systematic nomenclature to name and interpret the names of diols. 8

PR5iii WM7ii Use systematic nomenclature to name and interpret the names of carboxylic acids. 1 10

WM7iii Use systematic nomenclature to name and interpret the names of dicarboxylic acids. 10

PR5i WM7iv Use systematic nomenclature to name and interpret the names of aldehydes. 1 14 316

PR5ii WM7v Use systematic nomenclature to name and interpret the names of ketones. 14 316

WM7vi Use systematic nomenclature to name and interpret the names of other organic compounds whose naming was required in the AS course (synoptic).

4 8


ES21, ES23iii WM8i Recall the reactions (as described in the modules

named) of halogenoalkanes (ES). 9 288-294

PR10i-PR10iii WM8ii Recall the reactions (as described in the modules

named) of alkenes (PR). 9 272-277

PR11i-PR11iii WM8iii Recall the reactions (as described in the modules

named) of alcohols (PR) (synoptic). 3 9 317

WM9Describe and explain the acidic nature of carboxylic acids, and their reaction with alkalis and carbonates. Draw a carboxylate ion and describe its properties.

4 10 317

WM10Describe the reaction of alcohols with carboxylic acids in the presence of concentrated sulfuric acid or concentrated hydrochloric acid to form esters.

5 10 305

WM11iDescribe the following properties of phenols: acidic nature, and their reaction with alkalis but not carbonates.

5 12 304

WM11iiDescribe the following properties of phenols: test with neutral iron(III) chloride solution, to give a purple colouration.

3 12 304

WM11iii Describe the following properties of phenols: reaction with acyl chlorides to form esters. 1 13 309

WM12i

Describe the following reactions involving carbonyl compounds (aldehydes and ketones): formation of carbonyl compounds by oxidation of alcohols using acidified dichromate with the need to distil in the case of aldehydes (synoptic).

14 318

WM12ii

Describe the following reactions involving carbonyl compounds (aldehydes and ketones): the oxidation of aldehydes to carboxylic acids using acidified dichromate, under reflux.

1 14 318

WM12iii Describe the following reactions involving carbonyl compounds (aldehydes and ketones): reaction with hydrogen cyanide to form the cyanohydrin.

3 15 319


WM13Describe the techniques for heating and purifying volatile liquids: heating under reflux and distillation (synoptic).

2 14 367-368

WM13

Describe the mechanism of the nucleophilic addition reaction between a carbonyl compound and hydrogen cyanide, using ‘curly arrows’ and bond polarities.

3 15 319

Reaction mechanisms WM14

Understand that more effective medicines can be obtained by modifying the structure of existing medicines.

18 8-11

WM15

Discuss given examples and understand that combinatorial chemistry is used to make a large number of related compounds together, so that their potential effectiveness as medicines can be assessed by large-scale screening.

18 159

ES14i WM16i Recall the meaning of the concept ‘atom economy’ (synoptic). 1 16-17 334

WM16iiUnderstand that most reactions used in chemical synthesis can be classified as: rearrangement, addition, substitution, elimination.

1 16 360

WM16iii Understand that a condensation reaction is addition followed by elimination. 2 16 110

WM16iv

Recall and Understand that rearrangement and addition reactions have a higher atom economy than substitution and condensation reactions, which have a higher atom economy than elimination reactions.

3 16-17 360-361

WM16v Discuss the importance of ‘atom economy’ and reaction type in working towards the development of environmentally friendly industrial processes in the production of polymers and medicines.

6 19 362-364


WM17

Understand that testing a medicine involves clinical trials which answer the following questions about a potential new drug:Step I – Is it safe?Step II – Does it work?Step III – Is it better than the standard treatment?

2 18-19 13-15 -

WM18i

Describe the technique of thin-layer chromatography (TLC), including location of spots using iodine or ultraviolet radiation, and interpret results in terms of number of spots and matching heights or Rf values with known compounds.

1 21 176-177, 369

Modern analytical

techniques

WM18ii Understand that chromatography can be used for the purification of an organic substance. 21-22, 45 178

EL21ii WM19i Interpret and predict mass spectra: identify the M+ peak and explain that it indicates the Mr (synoptic). 23-25 6-7 139-146

WM19iiInterpret and predict mass spectra: explain how the molecular formula can be worked out from the high-resolution value of the M+ peak.

1 23-25 6-7 139-146

EL21iii WM19iiiInterpret and predict mass spectra: recall that other peaks are due to positive ions from fragments and the mass differences between peaks.

2 23-25 6-7 139-146

WM19iv

Interpret and predict mass spectra: suggest the origins of peaks, e.g. peaks at masses of 15 and 77 are usually due to the presence of the methyl and phenyl positive ions.

1 23-25 6-7 139-146

WM19vInterpret and predict mass spectra: indicate the loss of groups of atoms, e.g. loss of a methyl group would be indicated by a mass difference of 15.

3 23-25 6-7 139-146

WM20iUse information given in the Data Sheet to interpret and predict infrared spectra for organic compounds, in terms of the functional group(s) present.

8 20 5 132-139

WM20ii Understand that specific frequencies of infrared radiation make specific bonds vibrate more. 20 5 132-139


Unit 2: The Materials Revolution (MR)

A study of condensation polymers and other modern materials.The chemical ideas in this module are:• Condensation polymers.• Amines and amides.• Factors affecting the properties of polymers.• Disposal of polymers.

Topic AS Code Number Assessable learning outcomes Number of questions


Chemical storylines

(Page number)


Bonding and structure

ES6 MR1i Explain the term electronegativity. 1 26-27 40-41

MR1ii Recall qualitatively the electronegativity trends in the Periodic Table. 26-27 40-41

MR1iii Use relative electronegativity values to predict bond polarity in a covalent bond. 97

MR1iv Decide whether a molecule is polar or nonpolar from its shape and the polarity of its bonds. 27

ES7i MR2i

Explain, give examples of and recognise in given examples the following types of intermolecular bonds: instantaneous dipole–induced dipole bonds (including dependence on branching and chain length of organic molecules).

3 27 93-98

ES7ii MR2iiExplain, give examples of and recognise in given examples the following types of intermolecular bonds: permanent dipole–permanent dipole bonds.

2 27 93-98

PR1i MR2iii Explain, give examples of and recognise in given examples the following types of intermolecular bonds: hydrogen bonds (synoptic).

2 27 93-98


MR3i

Explain and predict the effect of temperature on the properties of polymers: intermolecular bonds have more effect as the temperature is lowered; a polymer softens above its Tm and becomes brittle below its Tg.

3 34 111

MR3ii

Explain and predict the effect of crystallinity on the properties of polymers: (regular packing of the chains, due to the regular structure of the polymer) – the chains are closer and the intermolecular bonds have more effect, leading to greater strength.

6 34 107-108

MR3iiiExplain and predict the effect of chain length on the properties of polymers: there are more intermolecular bonds leading to greater strength.

34 112

MR3iv

Explain and predict the effect of chain length on the properties of polymers: explain that flexibility depends on the ability of the polymer chains to slide over each other.

1 34 107-108

MR4

Explain the following ways that chemists can modify the properties of a polymer to meet particular needs: cold drawing to make the structure more crystalline, copolymerisation and the use of plasticisers.

3 35 113

MR5Understand that the properties of all materials depend on their structure and bonding and explain examples given relevant information.

1 34-35 113

Organic functional

groupsMR6i Recognise members of the following homologous

series: amines. 2 28 320

MR6ii Recognise members of the following homologous series: amides. 6 29 323

MR7

Use systematic nomenclature to name and interpret the names of aliphatic primary amines and diamines (use the prefix amino- for the NH2 group together with the parent hydrocarbon, e.g. 2-aminopropane, 1,6-diaminohexane).

4 28 320


Organic reactions MR8 Explain the difference between addition and

condensation polymerisation. 1 31 107, 110, 324-325

MR9Predict the structural formula of the condensation & addition polymers formed from given monomer(s), and vice versa.

10 31-32 19-20 107,110

MR10Describe the hydrolysis of esters and amides by both aqueous acids and alkalis, including salt formation where appropriate.

3 29

309-310 (esters)323-324 (amides)

MR11 Describe the following reactions of amines: neutralisation by acids, acylation to form an amide. 1 19 322-323

MR12i

Recall the procedure for purifying an organic solid product by recrystallisation, and explain that the solvent used must be one in which the substance is very soluble at higher temperatures and insoluble, or nearly so, at lower temperatures.

2 30 369-370

MR12ii

Recall the procedure for purifying an organic solid product by recrystallisation, and explain that the solvent used is saturated by the substance at higher temperatures, and on cooling the substance then crystallises out, to leave the impurities in solution.

2 30 369-370

Reaction mechanisms MR13

Explain the basic nature of the amino group, in terms of a lone pair on the nitrogen accepting a proton to give a cation.

2 28 321

Applications MR14i Understand how the principles of ‘green chemistry’ are important in the manufacture, use, recycling and the eventual disposal of polymers, including: minimising any hazardous waste during production of raw materials and their resulting polymers to reduce any negative impact on the environment.

3 32-33 26 364-366


MR14ii

Understand how the principles of ‘green chemistry’ are important in the manufacture, use, recycling and the eventual disposal of polymers, including: reducing carbon emissions resulting from the ‘life cycle’ of a polymer.

32-33 364-366

MR14iii

Understand how the principles of ‘green chemistry’ are important in the manufacture, use, recycling and the eventual disposal of polymers, including: recycling to produce energy and chemical feedstocks.

32-33 364-366


Unit 3: The thread of life (TL)

A study of proteins and enzymes. DNA and its use in synthesising proteins.The chemical ideas in this module are:• rates of reaction;• enzyme catalysis;• optical isomerism;• amino acid and protein chemistry;• the structure and function of DNA.

Topic AS Code Number Assessable learning outcomes Number of questions


Chemical storylines

(Page number)


Kinetics TL1i Explain and use the terms: rate constant, including units. 2 39TL1ii Explain and use the terms: rate of reaction. 36 210

TL1iii Explain and use the terms: order of reaction (both overall and with respect to a given reagent) 38 219-220

TL2i Use empirical rate equations of the form: rate = k[A]m[B]n

where m and n are integers. 2 38

TL2ii Carry out calculations based on the rate equation. 1 37-41 225

TL2iii Understand that the rate constant k increases with increasing temperature. 1 38 221

TL2iv Describe of the concentration of reactants affects the rate of reaction.

TL3iUnderstand that these experimental methods can be used in a school laboratory for following a reaction: titration.

2 36

TL3iiUnderstand that these experimental methods can be used in a school laboratory for following a reaction: colorimetry.

4 36 224

TL3iii Understand that these experimental methods can be used in a school laboratory for following a reaction: measuring volumes of gases evolved.

2 36 216-217


TL3ivUnderstand that these experimental methods can be used in a school laboratory for following a reaction: pH measurement.

1 36

TL3vUnderstand that these experimental methods can be used in a school laboratory for following a reaction: measuring mass changes.

1 36 217

TL4i Design experiments to calculate the rate of reaction. 2 36 216-225TL4ii Calculate the rate of the reaction. 2 36 216-225TL5 Use given data to calculate half-lives for a reaction. 1 40-41 221-228

TL6

Use experimental data (half-lives or initial rates when varying concentrations are used) to find the order of a reaction (zero-, first- or second-order), and hence construct a rate equation for the reaction.

5 40-41, 44 223-228

TL7 Use the term rate-determining step to describe the slowest step in a reaction. 2 42 225

TL8i

Explain the shape of the rate versus substrate concentration curve for an enzyme-catalysed reaction in terms of the rate-determining step: at low concentrations of substrate the order with respect to the substrate is one.

2 43 230-231

TL8ii

Explain the shape of the rate versus substrate concentration curve for an enzyme-catalysed reaction in terms of the rate-determining step: at higher concentrations of substrate the order with respect to the substrate is zero.

1 43 230-231

TL8iiiExplain, given the necessary data, the useful information about the mechanism of a reaction that can be obtained from the rate-determining step.

1 42-43 225-228

Organic functional

groupsTL9

Recognise and describe the generalised structure of amino acids and recall that proteins are condensation polymers formed from amino acid monomers.

5 45-46 38 326

TL10i Describe the primary, secondary and tertiary structure of proteins.

1 46 39-40 328


TL10iiExplain the importance of amino acid sequence in determining the properties of proteins, and account for the diversity of proteins in living things.

46 36-40

TL11Explain the role of hydrogen bonds and other intermolecular bonds in determining the secondary and tertiary structures, and hence the properties of proteins.

1 47 39-40 328

Organic reactions

TL12 Describe the acid–base properties of amino acids. 1 45 326

TL13 Recall that amino acids usually exist as zwitterions. and describe their properties. 3 45 326

TL14i Describe the formation and hydrolysis of the peptide link between amino acid residues in proteins. 1 329

TL14iiDescribe the use of paper chromatography to identify amino acids, including the need for a suitable locating agent, such as ninhydrin.

45 369

TL15i Describe the characteristics of enzyme catalysis, including: temperature sensitivity. 3 54 44

TL15ii Describe the characteristics of enzyme catalysis, including: specificity. 54 42

TL15iii Describe the characteristics of enzyme catalysis, including: inhibition. 55 43

TL15iv Describe the characteristics of enzyme catalysis, including: pH sensitivity. 1 54 41-45

TL16i

Explain these characteristics of enzyme catalysis in terms of a three-dimensional active site (part of the tertiary structure) to which the substrate forms intermolecular bonds.

3 54 41-45

TL16ii Recall that molecules acting as inhibitors bind to active sites but do not react. 55 41-45 230

TL17 Understand that DNA is a condensation polymer formed from nucleotides, which are monomers having three components: phosphate, sugar and base.

1 48 46-49


TL18Explain, using the structures on the Data Sheet, how: phosphate units join by condensation with deoxyribose to form the phosphate–sugar backbone in DNA.

1 48 46-49

TL19iExplain, using the structures on the Data Sheet, how: the four bases present in DNA join by condensation with the deoxyribose in the phosphate sugar backbone.

1 48 46-49

TL19iiExplain, using the structures on the Data Sheet, how: two strands of DNA form a double-helix structure through base pairing.

2 49 46-49

TL19iii Understand that various models were devised before the currently accepted version was formulated. 2 48

TL20

Using the structures on the Data Sheet, describe and explain the significance of hydrogen bonding in the pairing of bases in DNA, and relate to the replication of genetic information.

2 50 49

TL21 Use the diagram on the Data Sheet to explain how DNA encodes for an amino acid sequence in a protein. 2 52-53 50-52

Isomerism DF19 TL22 Draw and interpret structural formulae (full, shortened and skeletal).

DF20 TL23i

Use the concept of repulsion of areas of electron density to deduce the bond angles in organic molecules (including double bonds, no treatment of small deviation of angle due to lone pair repulsion required)

56 269, 273

DF21 TL23ii Relate molecular shape to structural formulae and use wedges and dotted lines to represent 3D shape. 1 56-57 44

DF23 TL23iii Recognise and draw structural isomers. 56 47-50

PR13i TL23ivRecognise where E/Z isomerism occurs, explaining it in terms of lack of free rotation about C=C bonds when there are two different groups on each carbon.

4 56 50-51


PR13ii TL23v

Draw and interpret diagrams to represent E/Z isomers for alkenes which have the same groups on both sides of the double bond (E – opposite sides of bond; Z – same side of bond); in such molecules, describe ‘E’ as ‘trans’ and ‘Z’ as ‘cis’ and extend this cistrans nomenclature to other, more complicated, alkenes (synoptic) (knowledge of Cahn–Ingold–Prelog priority rules will not be required)

56 50-51

TL24i Draw and interpret diagrams to represent optical stereoisomers of molecules. 1 57 52-54

TL24ii Explain and use the term chiral as applied to a molecule. 7 57 52-54

TL24iii Explain that enantiomers are non-superimposable mirror image molecules. 4 57 52-54

ApplicationsTL25 Understand that DNA analysis can be used for ‘genetic

fingerprinting’. 1 51 53-54

TL26 Discuss the ethical issues of using and storing data from human DNA analysis, given examples. 1 51 53-54

TL27Given examples, understand the industrial importance of enzymes and of their contribution to ‘green chemistry’ processes.

53 363-364


Unit 4: The Steel Story (SS)

An account of the production, properties and uses of steel, with reference to other metals.The chemical ideas in this module are:• Redox reactions.• Electrode potentials.• d-block chemistry.• Colorimetry.

Topic AS Code Number Assessable learning outcomes Number of

questions


Chemical storylines

(Page number)


Formulae, equations

andamount of substance

SS1i Use the concept of amount of substance to calculate molecular formulae.

ES1ii SS1ii Use the concept of amount of substance to calculate percentage yields. 357-358

DF1i SS1iii Use the concept of amount of substance to calculate volumes of gases. 10-11

ES1v SS1iv Use the concept of amount of substance to calculate volumes of solutions of known concentrations. 2 12-13

SS1v Use the concept of amount of substance to calculate balanced chemical equations (synoptic).

ES1iii SS1viUse the concept of amount of substance to calculate amount of substance to calculate mass/amount of reactant or product.

59 8

EL1iii SS2i Write and interpret balanced equations, given the necessary information (synoptic). 5 7

ES1vii SS2ii Write and interpret balanced ionic equations given the necessary information (synoptic). 5 85, 250

ES2 SS3

Given the necessary information, describe and explain procedures for acid–base (synoptic) and redox titrations and carry out non-structured calculations based on the results.

7 59


Bonding and structure

SS4i Use and explain the term coordination number. 2 68-69 258-260

SS4iiDraw and name the shapes of complexes with coordination numbers 4 (square planar and tetrahedral) and 6 (octahedral).

3 68-69 258-259

RedoxSS5i

Given the necessary information, describe redox reactions of d-block elements (and main group elements – synoptic) in terms of electron transfer.

1 60 193-194

SS5ii Given the necessary information, describe redox reactions of d-block elements assigning oxidation states. 5 60 194-197

SS5iiiGiven the necessary information, describe redox reactions of d-block elements using half-equations to represent the oxidation and reduction reactions (synoptic).

2 61 198-199

SS5ivGiven the necessary information, describe redox reactions of d-block elements combining half equations to give the overall equation for the reaction.

5 60-61 199

SS5vGiven the necessary information, describe redox reactions of d-block elements recognising the oxidising and reducing agents.

8 60-61 198-199

SS5viGiven the necessary information, describe redox reactions of d-block elements defining oxidation and reduction in terms of loss and gain of electrons.

2 60-61 198-199

SS6

Use systematic nomenclature to name and interpret the names of inorganic compounds [ie copper(II) sulfide, lead(II) nitrate(V), potassium manganate(VII), not complex ions]

1 196-197

SS7 Recall and explain the procedure for carrying out a redox titration involving manganate(VII) ions. 59

SS8i Describe the construction of simple electrochemical cells involving: metal ion/metal half-cells. 1 62 199-204

SS8ii Describe the construction of simple electrochemical cells involving: half-cells based on different oxidation states of the same element in aqueous solution with a platinum or other inert electrode.

1 62 199-204


SS8iii Describe the construction of simple electrochemical cells, involving acidified cells. 62 199-204

SS9i

Explain and use the term standard electrode potential and understand how a standard electrode potential is measured using a hydrogen electrode (details of electrode not required).

62 199-204

SS9ii Explain the action of an electrochemical cell in terms of half-equations and external electron flow. 62 199-204

SS10i Use standard electrode potentials to calculate Ecell. 3 63 203-204

SS10ii Use standard electrode potentials to predict the feasibility of redox reactions. 4 63 206-208

SS10iiiUnderstand that the rate of reaction may be an important factor in deciding whether the reaction actually takes place under standard conditions.

208

SS11Describe rusting in terms of electrochemical processes involving iron, oxygen and water, and the subsequent reactions to form rust.

64-65 204

SS12i Describe and explain approaches to corrosion prevention: sacrificial protection by galvanising and use of zinc blocks. 64-65

SS12iiDescribe and explain approaches to corrosion prevention: barrier protection using oil, grease, paint or a polymer coating.

64-65 67-68

SS13iDescribe and explain the issues involved in the recycling of iron and steel: all steel packaging except aerosols can be recycled.

64-65 69-70

SS13ii Describe and explain the issues involved in the recycling of iron and steel: cleaning by incineration. 64-65

SS13iiiDescribe and explain the issues involved in the recycling of iron and steel: ease of sorting using magnetic properties.

64-65

SS13iv Describe and explain the issues involved in the recycling of iron and steel: composition of new steel easily adjusted.

64-65


SS13vDescribe and explain the issues involved in the recycling of iron and steel: scrap is used to adjust temperature of furnace.

64-65

Inorganic chemistry

and thePeriodic

Table

SS14Given the necessary information, explain the chemical processes occurring during the extraction and purification of metals from their ores.

1 65 59-63

EL16i SS15iRecall that the Periodic Table lists elements in order of atomic (proton) number and groups elements together according to their common properties.

66

ES11ii SS15ii Recall the classification of elements into s-, p- and d-blocks. 66 26-30

ES11iii SS15iiiRecall and explain the relationship between the position of an element in the Periodic Table and the charge on its ion.

66 33-35

ES11iv SS15iv Recall the names and formulae of NO3–, SO42–, CO3

2–, OH–, NH4

+, HCO3-. 2 70

SS15v Write formulae for compounds formed between these ions and other given anions and cations (synoptic). 6

SS16iRecall that transition metals are d-block elements forming one or more stable ions which have incompletely filled d-orbitals.

1 66 251-253

SS16ii Recall the common oxidation states of iron and copper and the colours of their aqueous ions. 2 67

SS17iDescribe the colour changes in and write ionic equations for the reactions of: Fe2+(aq), Fe3+(aq) and Cu2+(aq) ions with sodium hydroxide solution.

3 70

SS17ii Describe the colour changes in and write ionic equations for the reactions of: Cu2+(aq) ions with ammonia solution. 70

ES3 SS18 Use conventions for representing the distribution of electrons in atomic orbitals (no treatment of the shapes of atomic orbitals is expected).

66 252


ES4 SS19i

Write out the electronic configuration, using sub-shells and atomic orbitals, for atoms and ions of the first row of the d-block elements (and the main group elements up to krypton – synoptic).

4 66 252

SS19ii

Use the electronic configuration, using sub-shells and atomic orbitals, for atoms and ions of the first row of the d-block elements to explain the existence of variable oxidation states, in terms of the stability of d orbital electron arrangements.

71 255-256

SS20iExplain the catalytic activity of transition metals and their compounds: homogeneous catalysis in terms of variable oxidation states.

4 71 256-257

SS20ii

Explain the catalytic activity of transition metals and their compounds: heterogeneous catalysis in terms of the ability of transition metals to use (3)d and (4)s electrons of the atoms on the catalyst surface to form weak bonds to reactants.

1 71 256-257

SS21i Explain and use the terms: ligand. 1 68 258-261SS21ii Explain and use the terms: complex/complex ion. 68 258-261SS21iii Explain and use the terms: ligand substitution. 68 258-261

SS22Recall the formulae of the following examples of complex ions from the chemistry of: iron: [Fe(H2O)6]2+, [Fe(H2O)6]3+; copper: [Cu(H2O)6]2+, [Cu(NH3)4]2+, [CuCl4]2-.

3 68 261

SS23Describe the formation of complexes in terms of coordinate (dative) bonding between ligand and central metal ion.

2 68 258-261

SS24 Explain the terms bidentate and polydentate as applied to ligands, exemplified by ethanedioate and EDTA4–. 1 68 260-261

SS25i Recall that the ions of transition metals in solution are often coloured.

3 72 262-263


SS25ii

Explain that this is because they absorb in specific parts of the visible spectrum and transmit the complementary frequencies (no explanation in terms of energy levels is required in this unit)

2 72 262-263

SS26i Describe and explain a simple colorimeter 72-73 372-373

SS26ii

Use colorimetric measurements to determine the concentrationof a coloured solution:(i) Choose suitable filter/set wavelength.(ii) Make up standard solutions of coloured solution.(iii) Zero colorimeter with tube of water/solvent.(iv) Measure absorbance of standard solutions.(v) Plot calibration curve.(vi) Measure absorbance of unknown.(vii) Read off concentration from calibration curve.

4 73 372-373


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