LEVEL THREE CHEMISTRY: ORGANICS Naming and drawing molecules Reactions, catalysts and conditions Applying knowledge of organic reactions Isomers Polym...
LEVEL THREE CHEMISTRY: ORGANICS Naming and drawing molecules Reactions, catalysts and conditions Applying knowledge of organic reactions Isomers Polymers Physical properties
NAMING AND DRAWING MOLECULES: I can show previous knowledge of all the types of organic molecules required for level 2 by identifying the functional group of the following and by naming and drawing examples of the following: Alkanes Alkenes Alkynes Alcohols Haloalkanes Amines Carboxylic acids I can show knowledge of the types of organic molecules additionally required for level 3 by identifying the functional group of the following and by naming and drawing examples of the following: Aldehydes Ketones Acyl chlorides Amides Esters
I can show understanding of chemistry conventions by drawing any of the above types of molecules from the IUPAC name or the molecular formula. I know what a methyl/ethyl/propyl/butyl group is and how to draw and name it. I can identify the position of the function group of a molecule by numbering carbons appropriately. I can name and draw primary, secondary, tertiary and quaternary molecules and explain why they are defined as such.
REACTIONS, CATALYSTS AND CONDITIONS: I can show understanding of organic reactions from level 2 by naming the correct reagents and conditions for the following reactions and explaining why they are necessary:
Alkene to alkane Alkene to alcohol Alcohol to alkene Alkane to haloalkane Alkene to haloalkane Haloalkane to alkene Haloalkane to amine Alcohol to Carboxylic acid
I can show understanding of additional organic reactions for level 3 by naming the correct reagents and conditions for the following reactions and explaining why they are necessary:
Acyl chloride to carboxylic acid Acyl chloride to ester Acyl chloride to primary and secondary amide Ester to carboxylic acid and alcohol Ester to primary amide Primary amide to carboxylic acid
I can show understanding of substitution, elimination and addition reactions by defining each and describing which molecules undergo these types of reactions. I can show understanding of oxidation and reduction reactions by defining each (in terms of electrons, hydrogen and oxygen) and describing which molecules undergo these reactions. I can state Markovnikov’s rule and Saytzeff’s rule. I can show that I understand Markovnikov’s rule and Saytzeff’s rule by drawing and labelling the major and minor products of unsymmetrical addition and elimination reactions.
APPLYING KNOWLEDGE OF ORGANIC REACTIONS: I can show understanding of the reactivity of molecules by identifying acidic, basic and neutral molecules and explaining how to identify these molecules using moist red or blue litmus paper. I can show understanding of the differences between aldehydes and ketones by explaining how to distinguish between them using Tollens, Benedicts or Fehlings reagents and describing any observations that would occur. I can show understanding of how acyl chlorides differ from other molecules by discussing why they are so reactive and observations that may occur when they react.
I can show understanding of organic reactions by confidently being able to describe how to use a range of reagents to distinguish between given substances based on observations including colour, separation, bubbles, reactivity, smell etc. I can show my ability to link my understanding of different organic reactions by filling in products, reactants, reagents and conditions to complete any given reaction scheme. I can show my ability to link my understanding of different organic reactions by drawing my own reaction scheme to show what steps would be necessary to form any molecule from any other molecule (of the molecules covered).
I can state how to distinguish between optical isomers in terms of plane polarised light.
POLYMERS: I can show that I understand addition polymerisation by drawing a polymer made up of a given monomer or drawing the monomers that make up a given polymer. I can show that I understand condensation polymerisation by identifying the monomers required to form a polyamide or a polyester. I can explain the importance of each monomer having a functional group on both ends (i.e. dialcohol, dicarboxylic acid, diamine, diacyl chloride). I can show that I understand why these particular monomers are required by identifying ester and peptide linkages and explaining how they arise from the monomers. I can show that I understand the significance of ester and peptide linkages by identifying the products of the hydrolysis of polyesters and polyamides (under both acidic and basic conditions). I can apply my understanding of polymerisation to natural polymers including: The reaction of amino acids to form polypeptides. The reaction of glycerol and fatty acids to form fats (triglycerides). The reaction of fats and bases to form soap (saponification).
PHYSICAL PROPERTIES: I can show that I understand the significance of the structure of each functional group by explaining the relative solubility of each functional group in terms of polarity and hydrogen bonding. I can show that I understand the significance of the structure of each functional group by explaining the relative melting and boiling points of each functional group in terms of polarity and hydrogen bonding. I can show that I understand that assumptions about the above physical properties of two molecules can only be made if they are comparable (same carbon chain length) by explaining the effect of greater mass (more electrons) on these physical properties. I can show that I understand the importance of molecular structure by identifying whether a straight-chain or a branched-chain structural isomer is likely to have a higher melting and boiling point. I can show that I understand the importance of molecular structure by identifying whether a cis or trans geometric isomer is likely to have a higher melting and boiling point.
