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Organic compounds – the compounds of carbon- constitute a vast range of materials with diverse properties. These materials include living systems, petroleum and synthetic materials such as pharmaceuticals, medicines and plastics. The unique array of carbon compounds is due to the ability of carbon’s atoms to bond together by single, double and triple bonds to form a wide range of compounds containing chains and rings.
In this unit students examine organic compounds and their reactions in terms of the influence that structure, bonding and reactive centres have on the likelihood of a chemical reaction taking place; underpinning this is the use of models. They examine how the introduction of atoms of elements such as oxygen and nitrogen creates polarity in the bonding within an organic molecule, which in turn has significant effect on the types of reactions the compound undergoes. Students apply their understanding to make logical predictions of organic reactivity.
In order to successfully complete this unit students should have previously studied bonding (covalent, hydrogen, sigma and pi), electronegativity, and the states of matter (what occurs during boiling and melting). The families of organic compounds studied in this unit are alkanes, alkenes, alkynes, arenes, alcohols, aldehydes, ketones, carboxylic acids, esters, and amines. Students should be able to identify the corresponding functional groups and understand the polarity within these functional groups.
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Organic functional groups
apply IUPAC rules for nomenclature (up to C10)
explain tetrahedral and planar geometry around carbon atoms associated with these functional groups
explain a nucleophile and an electrophile
given an organic compound:
use electronegativity to predict bond polarisation
(i) predict the physical properties of the compound (i.e. solubility in water, relative b.p.)
(ii) identify sites in the molecule that are electron rich and electron deficient
(iii) predict likely sites within the molecule for nucleophilic and electrophilic attack
explain the acidity of ROH and RCOOH and the basicity of RNH2 in terms of electron distribution
describe the mechanism of electrophilic addition in ethene
describe and evaluate the experimental evidence which supports this mechanism
describe how the oxidation of alcohols to aldehydes and secondary alcohols to ketones proceeds by the elimination of hydrogen atoms and the further oxidation of aldehydes to acids proceeds by the addition of oxygen
appreciate that tertiary alcohols can only be oxidised in a way that breaks the carbon skeleton
*compare the ability of aldehydes and ketones to act as reducing agents
*prepare a sample of benzoic acid by the oxidation of phenylmethanol in alkaline conditions using potassium manganate(VII), recrystallize the product and test its purity by measuring its m.p. before and after recrystallization
use the dehydration of ethanol to describe an elimination reaction
describe the mechanism of free radical substitution in the chlorination of methane
describe and evaluate the experimental evidence which supports this mechanism
prepare ethyne from calcium carbide and examine the properties of unsaturation and combustion
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Physical and chemical properties of hydrocarbons
explain the bonding and account for the shapes of ethane, ethene and ethyne (aliphatic) and benzene (aromatic) molecules in terms of sigma and pi bonds including delocalised pi bonding
predict the trends in physical properties (b.p., solubility in water) of straight chain hydrocarbon molecules (up to C10) using relative molecular mass and intermolecular forces to rationalise predictions
identify the location of the electrons within the bonds of hydrocarbons and explain how this determines whether the molecules are stable or reactive and if addition or substitution reactions are favoured
In addition to the ability to understand and apply the concepts, laws and theories of science, students come to understand the purposes and principles underpinning the practice of science. Through studying Leaving Certificate chemistry, students gain an understanding of the ideas which underpin the collection, analysis, and interpretation of data so that they can handle scientific evidence effectively. In justifying their conclusions they consider the validity and reliability of their data and appreciate the limitations of scientific evidence. As they present their work they develop skills in scientific communication and argumentation. The scientific practices outlined in this unit are learning outcomes in themselves and apply to all learning outcomes throughout the four units in the specification.
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Hypothesising
use observations as the basis for formulating a hypothesis
apply their knowledge and understanding of science to develop arguments or draw conclusions related to both familiar and unfamiliar situations
compile and interpret data or other information gathered from print, laboratory, and electronic sources (including web sites) to research a topic, solve a problem, or support an opinion
make predictions and generalisations based on available evidence
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Experimenting
identify variables and select appropriate controls
design, manage and conduct practical investigations and also investigations based on secondary data
collect, organise, interpret, present and analyse primary and secondary data with and without ICT
describe relationships (qualitatively and/or quantitatively) between sets of data, recognising the difference between causation and correlation
distinguish between statistical and systematic uncertainty and identify appropriate methods to reduce these
recognise uncertainty as a limitation of the process of measurement and appreciate the difference between accuracy and precision
*conduct an open-ended investigation
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Evaluating evidence
critically examine the scientific process that was used to present a scientific claim
appreciate the limitations of scientific evidence
make judgments and draw informed conclusions arising from their own and others’ investigations and consider the reliability and validity of data
make predictions on the behaviours of systems based upon interpretation of numeric, graphic and symbolic representations
evaluate the ethical issues embedded in scientific decision-making processes
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Communicating
communicate the procedures and results of investigations by displaying evidence and information in various forms, for example flow charts, tables, graphs, and laboratory reports
discuss, debate, reflect on and critically evaluate the outcomes of investigations ,their own and others
read and evaluate scientific explanations of everyday phenomena in books, websites, promotional literature, popular science magazines, etc.
Strand 3 begins with the kinetic theory of gasses and how it led to the concept of the mole, which is used extensively in chemical calculations. It describes the energy changes in chemical reactions, the factors which influence the rate of chemical reactions and how optimal conditions can be achieved in equilibrium reactions. Students will learn how scientists put this knowledge to work in the chemical industry as they consider ways in which adjustment of conditions may be used to favour particular, desired, chemical outcomes
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Strand 2 introduces students to the structure of the atom, the building block of matter. They learn how the contributions of key scientists have advanced the knowledge of atomic and molecular theory. They explore the relationship between the position of elements in the periodic table and their properties. They discover how the properties of compounds are determined by the type of bonding present. Throughout the unit the relationship between atomic structure, chemical reactivity and the position that an element occupies in the periodic table is developed. Students are introduced to the unique properties that materials exhibit at the nanoscale and explore the potential that nanoscale engineering offers to society.
