Topic 4: Introductory Organic Chemistry and Alkanes

Understand the difference between hazard and risk.

Use —the difference between hazard and risk to connect the rule to the data and decision in the question.

This matters because —the difference between hazard and risk determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the difference between hazard and risk to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The difference between hazard and risk is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the hazards associated with organic compounds and why it is necessary to carry out risk assessments when dealing with potentially hazardous materials.

Use —the hazards associated with organic compounds and why it is necessary to carry out risk assessments when dealing to connect the rule to the data and decision in the question.

This matters because —the hazards associated with organic compounds and why it is necessary to carry out risk assessments when dealing determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the hazards associated with organic compounds and why it is necessary to carry out risk assessments when dealing to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The hazards associated with organic compounds and why it is necessary to carry out risk assessments when dealing is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to suggest ways in which risks can be reduced and reactions carried out safely, for example: i working on a smaller scale ii taking precautions specific to the hazard iii using an alternative method that involves less hazardous substances.

Use —suggest ways in which risks can be reduced and reactions carried out safely, for example: i working on a smaller scale ii to connect the rule to the data and decision in the question.

This matters because —suggest ways in which risks can be reduced and reactions carried out safely, for example: i working on a smaller scale ii determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —suggest ways in which risks can be reduced and reactions carried out safely, for example: i working on a smaller scale ii to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Suggest ways in which risks can be reduced and reactions carried out safely, for example: i working on a smaller scale ii is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the concepts of homologous series and functional group.

Use —the concepts of homologous series and functional group to connect the rule to the data and decision in the question.

This matters because —the concepts of homologous series and functional group determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the concepts of homologous series and functional group to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The concepts of homologous series and functional group is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to apply the rules of International Union of Pure and Applied Chemistry (IUPAC) nomenclature to: i name compounds relevant to this specification ii draw these compounds, as they are encountered in the specification, using structural, displayed and skeletal formulae Students will be expected to know prefixes for compounds up to C10.

Use —apply the rules of international union of pure and applied chemistry (iupac) nomenclature to: i name compounds relevant to connect the rule to the data and decision in the question.

This matters because —apply the rules of international union of pure and applied chemistry (iupac) nomenclature to: i name compounds relevant determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —apply the rules of international union of pure and applied chemistry (iupac) nomenclature to: i name compounds relevant to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Apply the rules of International Union of Pure and Applied Chemistry (IUPAC) nomenclature to: i name compounds relevant is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to classify reactions as addition, substitution, oxidation, reduction or polymerisation.

Use —classify reactions as addition, substitution, oxidation, reduction or polymerisation to connect the rule to the data and decision in the question.

This matters because —classify reactions as addition, substitution, oxidation, reduction or polymerisation determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —classify reactions as addition, substitution, oxidation, reduction or polymerisation to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Classify reactions as addition, substitution, oxidation, reduction or polymerisation is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that bond breaking can be: i homolytic, to produce free radicals ii heterolytic, to produce ions.

Use —bond breaking can be: i homolytic, to produce free radicals ii heterolytic, to produce ions to connect the rule to the data and decision in the question.

This matters because —bond breaking can be: i homolytic, to produce free radicals ii heterolytic, to produce ions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —bond breaking can be: i homolytic, to produce free radicals ii heterolytic, to produce ions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Bond breaking can be: i homolytic, to produce free radicals ii heterolytic, to produce ions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know definitions of the terms ‘free radical’ and ‘electrophile’ 4B: Alkanes Students will be assessed on their ability to:.

Use —definitions of the terms ‘free radical’ and ‘electrophile’ 4b: alkanes students will be assessed on their ability to: to connect the rule to the data and decision in the question.

This matters because —definitions of the terms ‘free radical’ and ‘electrophile’ 4b: alkanes students will be assessed on their ability to: determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —definitions of the terms ‘free radical’ and ‘electrophile’ 4b: alkanes students will be assessed on their ability to: to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Definitions of the terms ‘free radical’ and ‘electrophile’ 4B: Alkanes Students will be assessed on their ability to: is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know the general formula of alkanes and cycloalkanes, and understand that they are hydrocarbons (compounds of carbon and hydrogen only) which are saturated (contain single bonds only).

Use —the general formula of alkanes and cycloalkanes, and understand that they are hydrocarbons (compounds of carbon and hydrogen to connect the rule to the data and decision in the question.

This matters because —the general formula of alkanes and cycloalkanes, and understand that they are hydrocarbons (compounds of carbon and hydrogen determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the general formula of alkanes and cycloalkanes, and understand that they are hydrocarbons (compounds of carbon and hydrogen 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.

Understand the term ‘structural isomerism’ and be able to draw the structural isomers of organic molecules, given their molecular formula.

Use —the term ‘structural isomerism’ to connect the rule to the data and decision in the question.

This matters because —the term ‘structural isomerism’ determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the term ‘structural isomerism’ to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The term ‘structural isomerism’ is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to draw and name the structural isomers of alkanes and cycloalkanes with up to six carbon atoms.

Use —draw and name the structural isomers of alkanes and cycloalkanes with up to six carbon atoms to connect the rule to the data and decision in the question.

This matters because —draw and name the structural isomers of alkanes and cycloalkanes with up to six carbon atoms determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —draw and name the structural isomers of alkanes and cycloalkanes with up to six carbon atoms to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Draw and name the structural isomers of alkanes and cycloalkanes with up to six carbon atoms is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that alkanes are used as fuels and obtained from the fractional distillation, cracking and reforming of crude oil, and be able to write equations for these reactions.

Use —alkanes are used as fuels and obtained from the fractional distillation, cracking and reforming of crude oil to connect the rule to the data and decision in the question.

This matters because —alkanes are used as fuels and obtained from the fractional distillation, cracking and reforming of crude oil determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —alkanes are used as fuels and obtained from the fractional distillation, cracking and reforming of crude oil to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Alkanes are used as fuels and obtained from the fractional distillation, cracking and reforming of crude oil is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know that pollutants, including carbon monoxide, oxides of nitrogen and sulfur, carbon particulates and unburned hydrocarbons, are emitted during the combustion of alkane fuels.

Use —pollutants to connect the rule to the data and decision in the question.

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

Example: apply —pollutants to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Pollutants is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the problems arising from pollutants from the combustion of alkane fuels, limited to the toxicity of carbon monoxide and why it is toxic, and the acidity of oxides of nitrogen and sulfur.

Use —the problems arising from pollutants from the combustion of alkane fuels to connect the rule to the data and decision in the question.

This matters because —the problems arising from pollutants from the combustion of alkane fuels determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the problems arising from pollutants from the combustion of alkane fuels to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The problems arising from pollutants from the combustion of alkane fuels is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to discuss the reasons for developing alternative fuels in terms of sustainability and reducing emissions, including the emission of CO2 and its relationship to climate change.

Use —discuss the reasons for developing alternative fuels in terms of sustainability and reducing emissions to connect the rule to the data and decision in the question.

This matters because —discuss the reasons for developing alternative fuels in terms of sustainability and reducing emissions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —discuss the reasons for developing alternative fuels in terms of sustainability and reducing emissions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Discuss the reasons for developing alternative fuels in terms of sustainability and reducing emissions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to apply the concept of carbon neutrality to different fuels, such as petrol, bioethanol and hydrogen.

Use —apply the concept of carbon neutrality to different fuels, such as petrol, bioethanol and hydrogen to connect the rule to the data and decision in the question.

This matters because —apply the concept of carbon neutrality to different fuels, such as petrol, bioethanol and hydrogen determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —apply the concept of carbon neutrality to different fuels, such as petrol, bioethanol and hydrogen to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —Apply the concept of carbon neutrality to different fuels, such as petrol, bioethanol and hydrogen is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the reactions of alkanes with: i oxygen in the air (combustion) ii halogens.

Use —the reactions of alkanes with: i oxygen in the air (combustion) ii halogens to connect the rule to the data and decision in the question.

This matters because —the reactions of alkanes with: i oxygen in the air (combustion) ii halogens 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 alkanes with: i oxygen in the air (combustion) ii halogens to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The reactions of alkanes with: i oxygen in the air (combustion) ii halogens is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the mechanism of the free radical substitution reaction between an alkane and a halogen: i using free radicals, which are species with an unpaired electron, represented by a single dot ii showing the initiation step of the mechanism, with curly half-arrows for free radical formation iii showing the propagation and termination steps of the mechanism iv having limited use in synthesis because of further substitution reactions.

Use —the mechanism of the free radical substitution reaction between an alkane and a halogen: i using free radicals, which are to connect the rule to the data and decision in the question.

This matters because —the mechanism of the free radical substitution reaction between an alkane and a halogen: i using free radicals, which are determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply —the mechanism of the free radical substitution reaction between an alkane and a halogen: i using free radicals, which are to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: —The mechanism of the free radical substitution reaction between an alkane and a halogen: i using free radicals, which are is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.