Students learn to:

Students:

• classify common substances as acidic, basic or neutral

• perform a first-hand investigation to prepare and test a natural indicator
• identify data and choose resources to gather information about the colour changes of a range of indicators
• solve problems by applying information about the colour changes of indicators to classify some household substances as acidic, neutral or basic

• identify that indicators such as litmus, phenolphthalein, methyl orange and bromothymol blue can be used to determine the acidic or basic nature of a material over a range, and that the range is identified by change in indicator colour

• identify and describe some everyday uses of indicators including the testing of soil acidity/basicity

Students learn to:

Students:

• identify oxides of non-metals which act as acids and describe the conditions under which they act as acids

• identify data, plan and perform a first-hand investigation to decarbonate soft drink and gather data to measure the mass changes involved and calculate the volume of gas released at 25˚C and 100kPa
• analyse information from secondary sources to summarise the industrial origins of sulfur dioxide and oxides of nitrogen and evaluate reasons for concern about their release into the environment

• analyse the position of these non-metals in the Periodic Table and outline the relationship between position of elements in the Periodic Table and acidity/basicity of oxides

• define Le Chatelier’s principle

• identify factors which can affect the equilibrium in a reversible reaction

• describe the solubility of carbon dioxide in water under various conditions as an equilibrium process and explain in terms of Le Chatelier’s principle

• identify natural and industrial sources of sulfur dioxide and oxides of nitrogen

• describe, using equations, examples of chemical reactions which release sulfur dioxide and chemical reactions which release oxides of nitrogen

• assess the evidence which indicates increases in atmospheric concentration of oxides of sulfur and nitrogen

• calculate volumes of gases given masses of some substances in reactions, and calculate masses of substances given gaseous volumes, in reactions involving gases at 0˚C and 100kPa or 25˚C and 100kPa

• explain the formation and effects of acid rain

Students learn to:

Students:

• define acids as proton donors and describe the ionisation of acids in water

• solve problems and perform a first-hand investigation to use pH meters/probes and indicators to distinguish between acidic, basic and neutral chemicals
• plan and perform a first-hand investigation to measure the pH of identical concentrations of strong and weak acids
• gather and process information from secondary sources to write ionic equations to represent the ionisation of acids
• use available evidence to model the molecular nature of acids and simulate the ionisation of strong and weak acids
• gather and process information from secondary sources to explain the use of acids as food additives
• identify data, gather and process information from secondary sources to identify examples of naturally occurring acids and bases and their chemical composition
• process information from secondary sources to calculate pH of strong acids given appropriate hydrogen ion concentrations

• identify acids including acetic (ethanoic), citric (2-hydroxypropane-1,2,3-tricarboxylic), hydrochloric and  sulfuric acid

• describe the use of the pH scale in comparing acids and bases

• describe acids and their solutions with the appropriate use of the terms strong, weak, concentrated and dilute

• identify pH as -log10 [H⁺] and explain that a change in pH of 1 means a ten-fold change in [H⁺]

• compare the relative strengths of equal concentrations of citric, acetic and hydrochloric acids and explain in terms of the degree of ionisation of their molecules

• describe the difference between a strong and a weak acid in terms of an equilibrium between the intact molecule and its ions

Students learn to:

Students:

• outline the historical development of ideas about acids including those of:
• Lavoisier
• Davy
• Arrhenius

• gather and process information from secondary sources to trace developments in understanding and describing acid/base reactions
• choose equipment and perform a first-hand investigation to identify the pH of a range of salt solutions
• perform a first-hand investigation and solve problems using titrations and including the preparation of standard solutions, and use available evidence to quantitatively and qualitatively describe the reaction between selected acids and bases
• perform a first-hand investigation to determine the concentration of a domestic acidic substance using computer-based technologies
• analyse information from secondary sources to assess the use of neutralisation reactions as a safety measure or to minimise damage in accidents or chemical spills

• outline the Brönsted-Lowry theory of acids and bases

• describe the relationship between an acid and its conjugate base and a base and its conjugate acid

• identify a range of salts which form acidic, basic or neutral solutions and explain their acidic, neutral or basic nature

• identify conjugate acid/base pairs

• identify amphiprotic substances and construct equations to describe their behaviour in acidic and basic solutions

• identify neutralisation as a proton transfer reaction which is exothermic

• describe the correct technique for conducting titrations and preparation of standard solutions

• qualitatively describe the effect of buffers with reference to a specific example in a natural system

Students learn to:

Students:

• describe the differences between the alkanol and alkanoic acid functional groups in carbon compounds

• identify data, plan, select equipment and perform a first-hand investigation to prepare an ester using reflux
• process information from secondary sources to identify and describe the uses of esters as flavours and perfumes in processed foods and cosmetics

• identify the IUPAC nomenclature for describing the esters produced by reactions of straight-chained alkanoic acids from C1 to C8 and straight-chained primary alkanols from C1 to C8

• explain the difference in melting point and boiling point caused by straight-chained alkanoic acid and straight-chained primary alkanol structures

• identify esterification as the reaction between an acid and an alkanol and describe, using equations, examples of esterification

• describe the purpose of using acid in esterification for catalysis

• explain the need for refluxing during esterification

• outline some examples of the occurrence, production and uses of esters