Unit 2 Exam Preparation.docx

Topic 1: Intermolecular forces and gases ---------------------------------------- +-----------------------------------+-----------------------------------+ | - apply the valence shell | - Approximate bond angles that | | electron pair repulsion | should be covered include:...

Topic 1: Intermolecular forces and gases ---------------------------------------- +-----------------------------------+-----------------------------------+ | - apply the valence shell | - Approximate bond angles that | | electron pair repulsion | should be covered include: | | (VSEPR) theory to predict, | 180° (linear), 104.5° (bent), | | draw and explain the shapes | 120° (trigonal planar), 109° | | of molecules | (tetrahedral) and 107° | | | (pyramidal). | | - [use] molecular | | | shape, understanding of | - Hybridization involving | | symmetry, and comparison of | d-orbitals (e.g. trigonal | | the electronegativity of | bipyramidal and octahedral) | | elements to explain and | are not required. | | predict the polarity of | | | molecules | | | | | | - explain the relationship | | | between observable | | | properties, including vapour | | | pressure, melting point, | | | boiling point and solubility, | | | and the nature and strength | | | of intermolecular forces, | | | including dispersion forces, | | | dipole--dipole attractions | | | and hydrogen bonding within | | | molecular covalent substances | | | | | | - **Mandatory practical:** | | | Construct 3D models (real or | | | virtual) of linear, bent, | | | trigonal planar, tetrahedral | | | and pyramidal molecules. | | +-----------------------------------+-----------------------------------+ Topic 2: Aqueous solutions and acidity -------------------------------------- +-----------------------------------+-----------------------------------+ | - understand that the unique | - The use of square brackets to | | properties of water, | denote concentration is | | including boiling point, | required. | | density in solid and liquid | | | phases, surface tension and | - **Formula:** Molarity | | ability to act as a solvent | [\$\\frac{moles\\ of\\ | | can be explained by its | solute\\ (n)}{volume\\ of\\ | | molecular shape and hydrogen | solution\\ (V)}\$]{.math | | bonding between molecules |.inline} | | | | | - distinguish between the terms | - The distinction between | | *solute*, *solvent*, | strength and concentration of | | *solution,* and | an acidic/basic solution | | *concentration* | should be covered. | | | | | - recall that concentration can | | | be represented in a variety | | | of ways including the number | | | of moles of the solute per | | | litre of solution (mol | | | L^--1^) and the mass of the | | | solute per litre of solution | | | (g L^--1^) or parts per | | | million (ppm) | | | | | | - distinguish between | | | unsaturated, saturated and | | | supersaturated solutions | | | | | | - [use] appropriate | | | mathematical representations | | | to solve and make predictions | | | (including using the mole | | | concept and the relationship | | | between the number of moles | | | of solute, concentration and | | | volume of a solution) to | | | calculate unknown values. | | +-----------------------------------+-----------------------------------+ | - apply solubility rules to | - Solubility table is given in | | determine the products of | the *Chemistry formula and | | reactions and to predict if a | data booklet (P7)*. | | precipitate will form | | | | | | - determine the presence of | | | specific ions in solutions | | | based on evidence derived | | | from chemical reactions, | | | including precipitation and | | | acid-carbonate reactions | | | | | | - construct and | | | [use] appropriate | | | representations, including | | | ionic formulas, chemical | | | formulas, chemical equations | | | and phase descriptions for | | | chemical species to | | | communicate conceptual | | | understanding, solve problems | | | and make predictions. | | | | | | - **Mandatory practical:** | | | Precipitation reactions to | | | identify cations and anions. | | +-----------------------------------+-----------------------------------+ +-----------------------------------+-----------------------------------+ | - explain the relationship | - Solubility table is given in | | between the solubility of | the *Chemistry formula and | | substances in water, | data booklet (P7)*. | | including ionic and molecular | | | substances, and the | - **Suggest practical:** | | intermolecular forces between | Investigate the effect of | | species in the substances and | temperature on solubility. | | water molecules | | | | | | - recognise that changes in | | | temperature can affect | | | solubility and recall that | | | most gases become less | | | soluble as solvent | | | temperature increases while | | | most solutes become more | | | soluble as the solvent | | | temperature increases | | | | | | - interpret, analyse and | | | evaluate data and solubility | | | curves to communicate | | | conceptual understanding, | | | solve problems and make | | | predictions. | | +-----------------------------------+-----------------------------------+ | - recall that pH is dependent | | | on the concentration of | | | hydrogen ions in solution | | | | | | - [use] the pH | | | scale to compare the levels | | | of acidity or alkalinity of | | | aqueous solutions | | | | | | - use the Arrhenius model to | | | explain the behaviour of | | | strong and weak acids and | | | bases in aqueous solutions. | | | | | | - **Mandatory practical:** | | | Investigate the properties of | | | strong and weak acids. | | +-----------------------------------+-----------------------------------+ | - understand and apply the | - **Suggested practical:** | | reactions of acids with | Reactions of acids with | | bases, metals and carbonates | bases, metals and carbonates. | | to determine reactants and | | | products | | | | | | - construct and | | | [use] appropriate | | | representations, including | | | ionic formulas, chemical | | | formulas and chemical | | | equations, to symbolise the | | | reactions of acids and bases; | | | and ionic equations to | | | represent the reacting | | | species and products in these | | | reactions. | | +-----------------------------------+-----------------------------------+ Topic 3: Rates of chemical reactions ------------------------------------ +-----------------------------------+-----------------------------------+ | - explain how varying the | - Order of reaction is not | | conditions present during | required. | | chemical reactions, including | | | temperature, surface area, | | | pressure (gaseous systems), | | | concentration and the | | | presence of a catalyst can | | | affect the rate of the | | | reaction | | | | | | - [use] the | | | collision theory to explain | | | and predict the effect of | | | concentration, temperature, | | | pressure and surface area on | | | the rate of chemical | | | reactions by considering the | | | structure of the reactants | | | and the energy of particles | | | | | | - construct and explain | | | Maxwell-Boltzmann | | | distribution curves for | | | reactions with and without | | | catalysts | | | | | | - recognise that activation | | | energy (*E*a) is the minimum | | | energy required for a | | | chemical reaction to occur | | | and is related to the | | | strength and number of the | | | existing chemical bonds; the | | | magnitude of the activation | | | energy influences the rate of | | | a chemical reaction | | | | | | - sketch and use energy profile | | | diagrams, including the | | | transitional state and | | | catalysed and uncatalysed | | | pathways, to represent the | | | enthalpy changes and | | | activation energy associated | | | with a chemical reaction | | | | | | - explain how catalysts, | | | including enzymes and metal | | | nanoparticles, affect the | | | rate of certain reactions by | | | providing an alternative | | | reaction pathway with a | | | reduced activation energy, | | | hence increasing the | | | proportion of collisions that | | | lead to a chemical change | | | | | | - use appropriate mathematical | | | representations to calculate | | | the rate of chemical | | | reactions by measuring the | | | rate of formation of products | | | or the depletion | | | | | | | | | | | | - analyse experimental data, | | | including constructing and | | | using appropriate graphical | | | representations of relative | | | changes in the concentration, | | | volume and mass against time. | | | | | | - **Mandatory practical:** | | | Investigate the rate of | | | chemical reactions. | | +-----------------------------------+-----------------------------------+