Topic 19: Organic Nitrogen Compounds: Amines, Amides, Amino Acids and Proteins

Understand the nomenclature of amides, amines and amino acids and be able to draw their structural, displayed and skeletal formulae.

Use —the nomenclature of amides, amines and amino acids to connect the rule to the data and decision in the question.

This matters because —the nomenclature of amides, amines and amino acids determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the nomenclature of amides, amines and amino acids to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The nomenclature of amides, amines and amino acids is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the reactions of primary aliphatic amines (using butylamine as an example) and aromatic amines (using phenylamine as an example) with: i water to form an alkaline solution ii acids to form salts iii halogenoalkanes iv ethanoyl chloride v copper(II) ions to form a complex ion.

Use —the reactions of primary aliphatic amines (using butylamine as an example) and aromatic amines (using phenylamine as to connect the rule to the data and decision in the question.

This matters because —the reactions of primary aliphatic amines (using butylamine as an example) and aromatic amines (using phenylamine as determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the reactions of primary aliphatic amines (using butylamine as an example) and aromatic amines (using phenylamine as to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The reactions of primary aliphatic amines (using butylamine as an example) and aromatic amines (using phenylamine as is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that amines are miscible with water as a result of hydrogen bonding, and the reasons for the difference in basicity between ammonia, primary aliphatic amines and primary aromatic amines.

Use —amines are miscible with water as a result of hydrogen bonding, and the reasons for the difference in basicity between to connect the rule to the data and decision in the question.

This matters because —amines are miscible with water as a result of hydrogen bonding, and the reasons for the difference in basicity between determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —amines are miscible with water as a result of hydrogen bonding, and the reasons for the difference in basicity between to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Amines are miscible with water as a result of hydrogen bonding, and the reasons for the difference in basicity between is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand, in terms of reagents and general reaction conditions, the preparation of primary aliphatic amines: i from halogenoalkanes ii by the reduction of nitriles.

Use —understand, in terms of reagents and general reaction conditions, the preparation of primary aliphatic amines: i to connect the rule to the data and decision in the question.

This matters because —understand, in terms of reagents and general reaction conditions, the preparation of primary aliphatic amines: i determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —understand, in terms of reagents and general reaction conditions, the preparation of primary aliphatic amines: i to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Understand, in terms of reagents and general reaction conditions, the preparation of primary aliphatic amines: i is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know the preparation of aromatic amines by the reduction of aromatic nitro- compounds using tin and concentrated hydrochloric acid.

Use —the preparation of aromatic amines by the reduction of aromatic nitro- compounds using tin and concentrated hydrochloric to connect the rule to the data and decision in the question.

This matters because —the preparation of aromatic amines by the reduction of aromatic nitro- compounds using tin and concentrated hydrochloric determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the preparation of aromatic amines by the reduction of aromatic nitro- compounds using tin and concentrated hydrochloric to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The preparation of aromatic amines by the reduction of aromatic nitro- compounds using tin and concentrated hydrochloric is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to describe the reaction of aromatic amines with nitrous acid to form benzenediazonium ions, followed by a coupling reaction with phenol to form a dye.

Use —the reaction of aromatic amines with nitrous acid to form benzenediazonium ions, followed by a coupling reaction with phenol to connect the rule to the data and decision in the question.

This matters because —the reaction of aromatic amines with nitrous acid to form benzenediazonium ions, followed by a coupling reaction with phenol determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the reaction of aromatic amines with nitrous acid to form benzenediazonium ions, followed by a coupling reaction with phenol to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The reaction of aromatic amines with nitrous acid to form benzenediazonium ions, followed by a coupling reaction with phenol is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that amides can be prepared from acyl chlorides.

Use —amides can be prepared from acyl chlorides to connect the rule to the data and decision in the question.

This matters because —amides can be prepared from acyl chlorides determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —amides can be prepared from acyl chlorides to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Amides can be prepared from acyl chlorides is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to describe: i condensation polymerisation for the formation of polyamides such as nylon and proteins ii addition polymerisation, including poly(propenamide) and poly(ethenol).

Use —describe: i condensation polymerisation for the formation of polyamides such as nylon and proteins ii addition to connect the rule to the data and decision in the question.

This matters because —describe: i condensation polymerisation for the formation of polyamides such as nylon and proteins ii addition determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —describe: i condensation polymerisation for the formation of polyamides such as nylon and proteins ii addition to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Describe: i condensation polymerisation for the formation of polyamides such as nylon and proteins ii addition is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to draw the structural formulae of the repeat units of the polymers in 19.8.

Use —draw the structural formulae of the repeat units of the polymers in 19.8 to connect the rule to the data and decision in the question.

This matters because —draw the structural formulae of the repeat units of the polymers in 19.8 determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —draw the structural formulae of the repeat units of the polymers in 19.8 to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: use the formula and units given in the question, show the substitution and interpret the result; the calculation alone is not the conclusion.

Be able to comment on the physical properties of polyamides and the solubility in water of the addition polymer poly(ethenol) in terms of hydrogen bonding, including soluble laundry bags or liquid-detergent capsules (liquitabs).

Use —comment on the physical properties of polyamides and the solubility in water of the addition polymer poly(ethenol) in terms to connect the rule to the data and decision in the question.

This matters because —comment on the physical properties of polyamides and the solubility in water of the addition polymer poly(ethenol) in terms determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —comment on the physical properties of polyamides and the solubility in water of the addition polymer poly(ethenol) in terms to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Comment on the physical properties of polyamides and the solubility in water of the addition polymer poly(ethenol) in terms is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to describe experiments to investigate the characteristic behaviour of amino acids limited to: i acidity and basicity and the formation of zwitterions ii effect of aqueous solutions on plane-polarised monochromatic light iii formation of peptide bonds by condensation polymerisation.

Use —experiments to investigate the characteristic behaviour of amino acids limited to: i acidity and basicity and the formation to connect the rule to the data and decision in the question.

This matters because —experiments to investigate the characteristic behaviour of amino acids limited to: i acidity and basicity and the formation determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —experiments to investigate the characteristic behaviour of amino acids limited to: i acidity and basicity and the formation to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Experiments to investigate the characteristic behaviour of amino acids limited to: i acidity and basicity and the formation is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

CORE PRACTICAL 15 Analysis of some inorganic and organic unknowns.

Use —core practical 15 analysis of some inorganic and organic unknowns to connect the rule to the data and decision in the question.

This matters because —core practical 15 analysis of some inorganic and organic unknowns determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —core practical 15 analysis of some inorganic and organic unknowns to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —CORE PRACTICAL 15 Analysis of some inorganic and organic unknowns is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.