LESSON OBJECTIVE: Describe and understand the trends observed in the physical and chemical properties of the group 17 halogens. In this lesson we investigate the physical properties and chemical reactivity of the Group 17 Halogens and investigate the formation and properties of hydrogen halides. This is lesson six in our inorganic chemistry series for Unit 11: Group 17 (from the Cambridge International AS Chemistry Curriculum (9701) 2019-2021 curriculum). Learning Outcomes: (taken from the Cambridge International AS and A Level Chemistry (9701) 2019-2021 curriculum) 11.1 Physical properties of the Group 17 elements a) describe the colours and the trend in volatility of chlorine, bromine and iodine b) interpret the volatility of the elements in terms of van der Waals’ forces 11.2 The chemical properties of the elements and the hydrides a) describe the relative reactivity of the elements as oxidising agents (see also Section 6.3(f)) b) describe and explain the reactions of the elements with hydrogen c) i) describe and explain the relative thermal stabilities of the hydrides ii) interpret these relative stabilities in terms of bond energies

LESSON OBJECTIVE: Understand the trends in chemical properties and some of the uses of Group 2 compounds. In this lesson we investigate chemical reactions of the Group 2 elements and their compounds and look at some uses of Group 2 compounds. This is lesson five in our inorganic chemistry series for Unit 10: Group 2 (from the Cambridge International AS Chemistry Curriculum (9701) 2019-2021 curriculum). Learning Outcomes: (taken from the Cambridge International AS and A Level Chemistry (9701) 2019-2021 curriculum) 10.1 Similarities and trends in the properties of the Group 2 metals, magnesium to barium, and their compounds a) describe the reactions of the elements with oxygen, water and dilute acids b) describe the behaviour of the oxides, hydroxides and carbonates with water and dilute acids c) describe the thermal decomposition of the nitrates and carbonates e) state the variation in the solubilities of the hydroxides and sulfates 10.2 Some uses of Group 2 compounds a) describe and explain the use of calcium hydroxide and calcium carbonate (powdered limestone) in agriculture

LESSON OBJECTIVE: Understand oxidation and addition polymerisation reactions with alkenes and describe the use and pollution of plastics. In this lesson we continue our investigation of alkenes by discussing the different products that can be formed in the oxidation of an alkene, introduce the concept of addition polymerisation to make polymers and how these polymer plastics can be used and the pollution associated with them. This is lesson 7 in our organic chemistry series of Unit 15: Hydrocarbons (from the Cambridge International AS Chemistry Curriculum (9701) 2019-2021 curriculum). Learning Outcomes: (taken from the Cambridge International AS and A Level Chemistry (9701) 2019-2021 curriculum) 15.2 Alkenes a) describe the chemistry of alkanes as exemplified, where relevant, by the following reactions of ethene and propene (including the Markovnikov addition of asymmetric electrophiles using propene as an example): (ii) oxidation by cold, dilute, acidified manganate(VII) ions to form the diol (iii) oxidation by hot, concentrated, acidified manganate(VII) ions leading to the rupture of the carbon-carbon double bond in order to determine the position of alkene linkages in larger molecules (iv) polymerisation d) describe the characteristics of addition polymerisation as exemplified by poly(ethene) and PVC e) deduce the repeat unit of an addition polymer obtained given a monomer f) identify the monomer(s) present in a given section of an addition polymer molecule g) recognise the difficulty of the disposal of poly(alkane)s, i.e. non-biodegradability and harmful combustion products

LESSON OBJECTIVE: Describe the homologous series of the alcohols and investigate their chemistry through specific reactions. In this lesson we introduce the homologous series called Alcohols, discuss combustion, halide substitution and sodium reactions and discuss how to test for the presence of a CH3CH(OH)- group. This is lesson ten in our organic chemistry series of Unit 17: Hydroxy compounds (from the Cambridge International AS Chemistry Curriculum (9701) 2019-2021 curriculum). Learning Outcomes: (taken from the Cambridge International AS and A Level Chemistry (9701) 2019-2021 curriculum) 17.1 Alcohols a) recall the chemistry of alcohols, exemplified by ethanol, in the following reactions (i) combustion (ii) substitution to halogenoalkanes (iii) reaction with sodium b) (i) classify hydroxy compounds into primary, secondary and tertiary alcohols c) deduce the presence of a CH3CH(OH)– group in an alcohol from its reaction with alkaline aqueous iodine to form tri-iodomethane

LESSON OBJECTIVE: Investigate and predict the products of oxidation, reduction and esterification reactions of alcohols. In this lesson we continue our discussion on reactions of alcohols by investigating oxidation, reduction and esterification reactions and disuss how reactions can be used to identify the type of alcohol present. This is lesson eleven in our organic chemistry series of Unit 17: Hydroxy compounds (from the Cambridge International AS Chemistry Curriculum (9701) 2019-2021 curriculum). Learning Outcomes: (taken from the Cambridge International AS and A Level Chemistry (9701) 2019-2021 curriculum) 17.1 Alcohols a) recall the chemistry of alcohols, exemplified by ethanol, in the following reactions: (iv) oxidation to carbonyl compounds and carboxylic acids (v) dehydration to alkenes (vi) formation of esters by esterification with carboxylic acids b) (ii) suggest characteristic distinguishing reactions, e.g. mild oxidation

In this lesson we discuss calculations with equilibrium constants using the ‘RICE table’ method and how equilibria can effect industrial chemical production, specifically in the Haber process and the Contact process. This is lesson twenty two in our physical chemistry series for Unit 7: Equilibria (from the Cambridge International AS Chemistry Curriculum (9701) 2019-2021 curriculum). LESSON OBJECTIVE: Apply the concepts of equilibria and equilibrium constants to laboratory procedures, including industrially with the Haber and Contact processes. LEARNING OUTCOMES (taken from the Cambridge International AS and A Level Chemistry (9701) 2019-2021 curriculum): 7.1 Chemical equilibria: reversible reactions, dynamic equilibrium f) calculate the quantities present at equilibrium, given appropriate data (such calculations will not require the solving of quadratic equations) g) describe and explain the conditions used in the Haber process and the Contact process, as examples of the importance of an understanding of chemical equilibrium in the chemical industry

LESSON OBJECTIVE: Understand the properties and uses of nitrogen and ammonia. In this lesson we investigate Nitrogen, the formation of its oxides, the Haber process to synthesise ammonia and the use of ammonium salts as fertilizers. This is lesson eight in our inorganic chemistry series for Unit 13: Nitrogen and sulfur (from the Cambridge International AS Chemistry Curriculum (9701) 2019-2021 curriculum). Learning Outcomes: (taken from the Cambridge International AS and A Level Chemistry (9701) 2019-2021 curriculum) 13.1 Nitrogen a) explain the lack of reactivity of nitrogen b) describe and explain: ii) the basicity of ammonia iii) the structure of the ammonium ion and its formation by an acid-base reaction iii) the displacement of ammonia from its salts c) state the industrial importance of ammonia and nitrogen compounds derived from ammonia d) state and explain the environmental consequences of the uncontrolled use of nitrate fertilisers e) state and explain the natural and man-made occurrences of oxides of nitrogen and their catalytic removal from the exhaust gases of internal combustion engines f) explain why atmospheric oxides of nitrogen are pollutants, including their catalytic role in the oxidation of atmospheric sulfur dioxide

LESSON OBJECTIVE: Understand the properties of sulfur and in particular describe its role in the formation of acid rain. In this lesson we investigate sulfur and its reactions to form oxides, the formation of acid rain and the synthesis of sulfuric acid via the Contact process. This is lesson nine in our inorganic chemistry series for Unit 13: Nitrogen and sulfur (from the Cambridge International AS Chemistry Curriculum (9701) 2019-2021 curriculum). Learning Outcomes: (taken from the Cambridge International AS and A Level Chemistry (9701) 2019-2021 curriculum) 13.2 Sulfur: the formation of atmospheric sulfur dioxide, its role in acid rain a) describe the formation of atmospheric sulfur dioxide from the combustion of sulfur-contaminated fossil fuels b) state the role of sulfur dioxide in the formation of acid rain and describe the main environmental consequence of acid rain

In this lesson we discuss the liquid state, phase changes and the concept of vapour pressure. This is lesson thirteen in our physical chemistry series for Unit 4: States of Matter (from the Cambridge International AS Chemistry Curriculum (9701) 2019-2021 curriculum). LESSON OBJECTIVE: Understand the liquid state using the kinetic model and describe how particles behave during phase changes and at vapour pressure. Learning Outcomes (from the Cambridge AS Chemistry Curriculum 2019-2021): 4.2 The liquid state a) describe, using a kinetic-molecular model, the liquid state, melting, vaporisation and vapour pressure.

LESSON OBJECTIVE: Describe certain reactions of halides and halogens and state some uses of halogens and their compounds. In this lesson we some reactions of the Halogens, the concept of disproportionation and discuss some of the uses of the halogens and their compounds. This is lesson seven in our inorganic chemistry series for Unit 11: Group 17 (from the Cambridge International AS Chemistry Curriculum (9701) 2019-2021 curriculum). Learning Outcomes: (taken from the Cambridge International AS and A Level Chemistry (9701) 2019-2021 curriculum) 11.3 Some reactions of the halide ions a) describe and explain the reactions of halide ions with: i) aqueous silver ions followed by aqueous ammonia ii) concentrated sulfuric acid 11.4 The reactions of chlorine with aqueous sodium hydroxide a) describe and interpret, in terms of changes of oxidation number, the reaction of chlorine with cold and with hot aqueous sodium hydroxide and recognise this as a disproportionation reaction 11.5 Some important uses of the halogens and of halogen compounds a) explain the use of chlorine in water purification b) state the industrial importance and environmental significance of the halogens and their compounds (e.g. for bleaches, PVC, halogenated hydrocarbons as solvents, refrigerants and in aerosols. See also Section 16.2).

LESSON OBJECTIVE: Understand the concept of Gibbs free energy, ΔG, and use the equation ΔG = ΔH – TΔS to determine the feasibility of a reaction. Learning Outcomes: (taken from the Cambridge International AS and A Level Chemistry curriculum) 23.4 Gibbs free energy change, ΔS 1 state and use the Gibbs equation ΔG⦵ = ΔH⦵ – TΔS⦵ 2 perform calculations using the equation ΔG⦵ = ΔH⦵ – TΔS⦵ 3 state whether a reaction or process will be feasible by using the sign of ΔG 4 predict the effect of temperature change on the feasibility of a reaction, given standard enthalpy and entropy changes

LESSON OBJECTIVE: Understand the concept of electron affinity and use Born-Haber cycles to calculate lattice energies Learning Outcomes: (taken from the Cambridge International AS and A Level Chemistry curriculum) 23.1 Lattice energy and Born-Haber cycles define and use the terms: a) enthalpy change of atomisation, ΔHat b) lattice energy, ΔHlatt (the change from gas phase ions to solid lattice) a) define and use the term first electron affinity, EA b) explain the factors affecting the electron affinities of elements c) describe and explain the trends in the electron affinities of the Group 16 and Group 17 elements construct and use Born–Haber cycles for ionic solids (limited to +1 and +2 cations, –1 and –2 anions) carry out calculations involving Born–Haber cycles explain, in qualitative terms, the effect of ionic charge and of ionic radius on the numerical magnitude of a lattice energy

LESSON OBJECTIVE: Understand enthalpy changes that occur in ionic salts in solution. Learning Outcomes: (taken from the Cambridge International AS and A Level Chemistry curriculum) 23.2 Enthalpies of solution and hydration 1 define and use the term enthalpy change with reference to hydration, ΔHhyd, and solution, ΔHsol 2 construct and use an energy cycle involving enthalpy change of solution, lattice energy and enthalpy change of hydration 3 carry out calculations involving the energy cycles in 23.2.2 4 explain, in qualitative terms, the effect of ionic charge and of ionic radius on the numerical magnitude of an enthalpy change of hydration

LESSON OBJECTIVE: Investigate electrolysis and predict products from the electrolysis of both molten and aqueous compounds Learning Outcomes: (taken from the Cambridge International AS and A Level Chemistry curriculum) 24.1 Electrolysis 1 predict the identities of substances liberated during electrolysis from the state of electrolyte (molten or aqueous), position in the redox series (electrode potential) and concentration

LESSON OBJECTIVE: Investigate entropy changes and predict entropy changes that will occur during state changes and chemical reactions. Learning Outcomes: (taken from the Cambridge International AS and A Level Chemistry curriculum) 23.3 Entropy change, ΔS 2. predict and explain the sign of the entropy changes that occur: a) during a change in state, e.g. melting, boiling and dissolving (and their reverse) b) during a temperature change c) during a reaction in which there is a change in the number of gaseous molecules

LESSON OBJECTIVE: Calculate the entropy change for a reaction and interpret the value to determine if a process will be spontaneous or not. Learning Outcomes: (taken from the Cambridge International AS and A Level Chemistry curriculum) 23.3 Entropy change, ΔS 3. calculate the entropy change for a reaction, ΔS, given the standard entropies, S⦵, of the reactants and products, ΔS⦵ = ΣS⦵ (products) – ΣS⦵ (reactants) (use of ΔS⦵ = ΔSsurr⦵ + ΔSsys⦵ is not required)

LESSON OBJECTIVE: Understand entropy as a measure of the disorder of a system. Learning Outcomes: (taken from the Cambridge International AS and A Level Chemistry curriculum) 23.3 Entropy change, ΔS define the term entropy, S, as the number of possible arrangements of the particles and their energy in a given system

LESSON OBJECTIVE: Investigate the relationship between concentration and cell potential both qualitatively and, using the Nernst equation, quantitatively Learning Outcomes: (taken from the Cambridge International AS and A Level Chemistry curriculum) 24.2 Standard electrode potentials E⦵; standard cell potentials E⦵cell and the Nernst equation 6 deduce from E values the relative reactivity of elements, compounds and ions as oxidising agents or as reducing agents 7 construct redox equations using the relevant half-equations 8 predict qualitatively how the value of an electrode potential, E, varies with the concentration of the aqueous ions 9 use the Nernst equation, e.g. E = E⦵ + (0.059/z) log [oxidised species]/[reduced species] to predict quantitatively how the value of an electrode potential varies with the concentrations of the aqueous ions; examples include Cu2+(aq) + 2e- ⇌ Cu(s), Fe3+(aq) + e- ⇌ Fe2+(aq)

LESSON OBJECTIVE: Understand the use of electrolysis quantitatively using changes in electrode mass. Learning Outcomes: (taken from the Cambridge International AS and A Level Chemistry curriculum) 24.1 Electrolysis 2 state and apply the relationship F = Le between the Faraday constant, F, the Avogadro constant, L, and the charge on the electron, e 3 calculate: the quantity of charge passed during electrolysis, using Q = It the mass and/or volume of substance liberated during electrolysis 4 describe the determination of a value of the Avogadro constant by an electrolytic method

LESSON OBJECTIVE: Calculate standard cell potentials (E⦵cell) and use E⦵ values to determine the feasibility of a reaction Learning Outcomes: (taken from the Cambridge International AS and A Level Chemistry curriculum) 24.2 Standard electrode potentials E⦵; standard cell potentials E⦵cell and the Nernst equation 4 calculate a standard cell potential by combining two standard electrode potentials 5 use standard cell potentials to: (a) deduce the polarity of each electrode and hence explain/deduce the direction of electron flow in the external circuit of a simple cell (b) predict the feasibility of a reaction