SUPPORT MATERIAL FOR LESSON PLANNING
H033/H433
For first teaching in 2015
This support material booklet is designed to accompany the OCR Advanced GCE specifications in Chemistry B
(Salters) for teaching from September 2015. The guidance includes an outline of teaching order, suggested
timings, links to OCR delivery guides and ideas about practical work.
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Copyright © OCR 2016
Introduction
The following guidance sets out suggested teaching times for the Chemistry B (Salters) A Level specification from 2015 (H433). This
information can also be used in the context of teaching the Chemistry B (Salters) AS Level specification from 2015 (H033).
Please note that the timings and ordering are suggestions only and that individual centres should always plan their schemes of work
according to their individual needs. Actual teaching times for topics will depend on the amount of practical work done within each topic and
the emphasis placed on development of practical skills in various areas, as well as use of contexts, case studies and other work to support
depth of understanding and application of knowledge and understanding. It will also depend on the level of prior knowledge and understanding
that learners bring to the course.
An online Scheme of Work builder is available at the OCR website, which will allow centres to create lesson-by-lesson or week-by-week
Scheme of Works for their teaching.
The guidance below follows the order of the storylines in the specification. The Chemistry B specification is intended to offer flexibility in
teaching, and teachers should consider how to teach the specification so that topics flow naturally. The following guidance should therefore be
seen as one of a number of possible ways of structuring the teaching of this course. Further ideas on ordering of the topics of the AS and A
Level across a two-year course, can be found in the co-teaching guide. Detailed guidance is also available on how the new specification maps
to the legacy specification, and the content of the specification over and above the common subject criteria for Chemistry.
Delivery guides
The column ‘Delivery Guides’ refers to individual teacher guides available from the Chemistry B qualification page and the dedicated Delivery
Guides page.
These Delivery Guides provide a significant source of guidance and suggestions for teaching of individual topics, including links to a range of
activities that may be used and guidance on resolving common misconceptions. Over the life-time of the specification, we will continue to
produce support materials, including Topic Exploration Packs, which go into greater depth and provide new activities to support the teaching
and learning of the new content within the specification.
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Copyright © OCR 2016
Practical work
Module 1.1 (Practical skills assessed in a written examination) is not included explicitly in the guidance below. The expectation is that practical
skills are developed through the practical work completed throughout the course and in support of conceptual understanding.
Suggestions for suitable practical work are included throughout this document. This is by no means an exhaustive list of potential practical
activities, and any suggested activities should be fully risk assessed before use in your centre.
In the guidance, the abbreviation ‘PAG’ stands for ‘Practical Activity Group’, and refers to the groups defined in Appendix 5i of the A Level
specification (H433) .These PAGs form part of the Practical Endorsement in Chemistry, which is part of the A Level qualification only.
There is no internally assessed practical assessment in the AS qualification. However, this does not mean that the development of
practical skills should not form part of the teaching and learning at this level. While the Practical Endorsement is only awarded at the
A level, practical skills will be assessed in the written examinations at both AS and A Level. Further details are available at the
PositiveAboutPractical website, and in the Practical Skills Handbook.
To support the Practical Endorsement, OCR has released three activities for each PAG, which are available at the OCR Interchange: Click
Coursework and tasks / Science Co-ordinator materials / GCE From 2015. If you do not have access to these pages, please speak with your
Head of Department or your centre’s Exams Officer.
AS learners will benefit from taking part in the practical activities, and will be able to count their performance (assuming adequate records are
kept) towards the A Level Practical Endorsement if they decide to proceed to the full A Level after taking the AS examinations. OCR
recommends that AS learners join in with any Practical Endorsement activities undertaken in the first year of the A Level course.
The ‘PAG’ references in the guidance indicate topics where completion of individual PAGs would support teaching of the content. It is not
compulsory to complete PAGs at these points.
Further guidance of additional practical activities that may be useful is provided by the Royal Society of Chemistry here.
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Feedback
If you have any comments or questions, please contact the Subject Team at ScienceGCE@ocr.org.uk.
Document History
Version
1.0
1.1
Date
16th September 2015
29th October 2015
Comment
Original version
Change to Notes: ‘Definition required…’ to ‘Accurate use of the following terms will be required:…’
Feedback from the Delphi Salters Chemistry Forum:
One centre has estimated the following teaching hours per storyline:
EL (32), DF(19), ES (18), OZ (19), WM (13) – Total (101),
compared with this document
EL (34), DF(29), ES (23), OZ (21), WM (21) – Total (128).
As prior knowledge and ability of learners, teaching time available per week and number of teaching
weeks per year varies from centre to centre, the time use to teach each Storyline and hence lesson by
lesson planning will be up to individual centres.
1.1
Version 1
February 2016
Planning for Year 2 topics included.
4
Copyright © OCR 2016
Elements of Life (EL) – Mainly EL from the legacy specification
Specification reference &
statements
Suggested
teaching time
EL – Section 1 – (a), (g),
(h), (x)
The Big Bang theory is
used to introduce the
question of where the
elements come from. This
leads to discussion of the
concepts of atomic
structure, nuclear fusion,
and the use of mass
spectroscopy to determine
the relative abundance of
isotopes.
3 hours
Delivery Guides Suggested practicals, PAGs.
HSW and maths skills ideas.
Analytical
techniques
Atomic structure,
periodicity and
inorganic
chemistry
Formulae,
equations and
amounts of
substance
 Research and evaluate the
evidence on the formation
of elements and the
development of the atomic
structure (HSW1, 6, 7) - a
good opportunity for
developing presentation
skills and peer-assessment.
 RSC SpectraSchool will
provide opportunities for
practice.
Notes
 Main chemical ideas: atomic structure;
fusion reactions; mass spectroscopy and
isotopes.
 Interpretation of data from mass spectrometry
is required, but not the workings of the
instruments.
 Knowledge of nuclear fission is no longer
required.
 Note that the specification periodic table now
follows IUPAC recommendations, showing
atomic number at the top and relative atomic
mass at the bottom of each element.
 A ‘print-your-own’ A1 sized OCR Periodic
Table is available here.
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Copyright © OCR 2016
Elements of Life (EL) – Mainly EL from the legacy specification
Specification reference &
statements
Suggested
teaching time
EL – Section 2 – (e), (f), (i),
(j), (k), (m), (n), (v), (w)
14 hours
Next, looking at how we
study the radiation we
receive from outer space
provides the context for
discussion of atomic
spectroscopy and
electronic structure. A
historical approach is used
to introduce the periodic
table, including the links
between electronic
structure and physical
properties. This is followed
by studying some of the
molecules found in space,
providing the context for
introducing bonding and
structure and the shapes of
molecules.
Version 1
Delivery Guides Suggested practicals, PAGs.
HSW and maths skills ideas.
Notes
Atomic structure,
periodicity and
inorganic
chemistry
 Carry out flame tests with
compounds containing
appropriate ions – for
example here.
 Main chemical ideas: Atomic spectra and
electron configuration; the periodic table
and Group 2 chemistry; Bonding and
shapes of molecules.
 2.8.8 notation is no longer required.
Bonding and
structure
 Atomic and molecular
structure provides
opportunities for model
building and discussion
(HSW1, 8).
Energy and
matter
 Explanation of atomic
spectra in terms of electron
transitions and the use of
‘dot-and-cross’ diagrams in
explaining molecular shape
provide opportunities for
discussing development of
scientific arguments
(HSW2).
 Deducing electronic
configurations through
identification of
relationships between first
ionisation enthalpy and
atomic number provides
opportunities for analysis
and interpretation of data
(HSW5).
6
 Detailed discussion of atomic and electronic
structure, including s and p orbital shapes, are
studied here.
 The electrostatic nature of covalent bonding
and lone pair effects in molecular shapes are
now discussed.
 Giant metallic, ionic and covalent-lattice
structures are introduced.
 Flames tests are included.
 Knowledge of the EM spectrum from infrared
to ultraviolet is required, and use of both
c =  and E = h.
 Group numbers now following IUPAC
recommendations (1 to 18), i.e. halogens are
referred to as Group 17 and noble gases as
Group 18.
Copyright © OCR 2016
Elements of Life (EL) – Mainly EL from the legacy specification
Specification reference &
statements
Suggested
teaching time
EL – Section 3 – (a), (b),
(c), (d), (l), (o), (p), (q), (r),
(s), (t), (u)
12 hours
The storyline then turns to
chemistry found closer to
home. Ideas about the
elements found in the
human body and their
relative amounts are used
to introduce the concept of
amount of substance and
related calculations. The
bodily fluids blood and salt
then provide a basis for
studying salts; this context
also incorporates sea water
and uses of salts such as in
bath salts, lithium batteries,
barium meals, hand
warmers and fertilisers.
This also provides the
context for discussing the
chemistry of Group 2
elements...
Version 1
Delivery Guides Suggested practicals, PAGs.
HSW and maths skills ideas.
Bonding and
structure
Formulae,
equations and
amounts of
substance
 PAG 4 – Qualitative
analysis of ions
 Test tube or reduced scale
reactions involving Group 2
elements and their
compounds; reaction of
ions noted in EL(s); ion
identificiation through a
sequence of tests) –
resources here.
 These practicals provide
opportunities for scientific
investigation and risk
management (HSW4).
 Synthesis of salts including
calculation of percentage
yield –for example here.
7
Notes
 Main chemical ideas: the periodic table
and Group 2 chemistry; bonding and the
shapes of molecules; ions – formulae,
charge density and tests.
 The effect of ion charge density on Group 2
carbonate thermal stability, linked to
polarisation of the carbonate ion, is required.
 Methods of synthesising salts are required, to
include balancing of ionic equations.
 Solubility of compounds from given ions,
colours of precipitates and the structure of the
sodium chloride-type lattice are required.
 Introduce electronic structure of ions in detail.
 Skills in titration practical and calculations
(including unstructured), along with
percentage yield calculations are required.
The RSC Titration screen experiment is a
useful starting point.
Copyright © OCR 2016
Elements of Life (EL) – Mainly EL from the legacy specification
Specification reference &
statements
Suggested
teaching time
EL – Section 4 – (b), (c), (t)
5 hours
This section completes EL
with titration theory,
practical work and
calculations.
Delivery Guides Suggested practicals, PAGs.
HSW and maths skills ideas.
Formulae,
equations and
amounts of
substance
 PAG 1 – Moles
determination (experiments
involving reacting masses
and moles).
 PAG 2 – Acid–base titration
(making up standard
solutions and diluting
solutions using volumetric
apparatus; acid–base
titrations).
Notes
 Main chemical ideas: chemical equations
and amount of substance (moles);
titrations and titration calculations.
 Accurate use of the following terms will be
required: acid, base, alkali, neutralisation.
 Plenty of practice of
chemical calculations
should be encouraged http://www.docbrown.info
and Calculations in AS/A
Level Chemistry, Jim Clark,
Longman (ISBN:
9780582411272) are two
sources that provide plenty
of examples.
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Copyright © OCR 2016
Developing Fuels (DF) – Mainly DF and PR from the legacy specification
Specification reference &
statements
DF – Section 1 – (a), (d),
(f), (g)
The use of fuels in cars
provides the main context
in this storyline, and is used
to initially introduce the
basic concept of enthalpy
change. Food as ‘fuel’ for
the body is then an
alternative context in which
to discuss quantitative
aspects of enthalpy,
including practical
techniques and enthalpy
cycles.
Version 1
Suggested
teaching time
9 hours
Delivery Guides Suggested practicals, PAGs.
HSW and maths skills ideas.
Energetics
Formulae,
equations and
amounts of
substance
Notes
 PAG 3 – Enthalpy
determination (experiments
to measure the energy
transferred when reactions
occur in solution or when
flammable liquids burn).
 Main chemical ideas: thermochemistry
 Calculation of enthalpy
changes from experimental
techniques (HSW2).
 Molar volume is given to three significant
figures (24.0 dm3 mol–1 at RTP), and the gas
constant to four significant figures (8.314
J mol–1 K–1).
 A statement of Hess' law is not required, but
calculations using the law are.
 Molar gas volume and the gas constant are
given on the Data Sheet.
 Accurate use of the following terms will be
required: exothermic, endothermic, standard
conditions, (standard) enthalpy change of
reaction (rH), (standard) enthalpy change of
combustion (cH), (standard) enthalpy change
of formation (fH), (standard) enthalpy change
of neutralisation (neutH).
9
Copyright © OCR 2016
Developing Fuels (DF) – Mainly DF and PR from the legacy specification
Specification reference &
statements
DF – Section 2 – (e), (h),
(i), (j), (l), (m), (r)
The storyline returns to the
constituents of car fuels to
introduce hydrocarbons
and bond enthalpy, after
which cracking provides the
background to how petrol is
produced.
Suggested
teaching time
6 hours
Delivery Guides Suggested practicals, PAGs.
HSW and maths skills ideas.
Energetics
Kinetics
Organic
chemistry
 Catalytic cracking of
paraffin offers opportunities
for development of risk
assessments and
manipulative skills – for
example here.
Notes
 Main chemical ideas: organic chemistry:
names and combustion of alkanes and
alcohols.
 Accurate use of the following terms will be
required: average bond enthalpy, catalyst,
catalysis, catalyst poison, heterogeneous,
cracking, aliphatic, aromatic, arene, saturated,
unsaturated, functional group and
homologous series.
 Octane numbers and the effect of
isomerisation, reforming and cracking on
hydrocarbon performance do not need to be
discussed.
 Arenes can be represented as the
'delocalised electron' model or the 'polyene'
model.
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Copyright © OCR 2016
Developing Fuels (DF) – Mainly DF and PR from the legacy specification
Specification reference &
statements
DF Section 3 – (d), (m),
(o), (p), (q)
Alkenes are then
introduced in the context of
saturated and unsaturated
fats found in foods. This is
followed by studying the
polymerisation of alkenes in
the context of synthetic
polymers and their uses.
Version 1
Suggested
teaching time
6 hours
Delivery Guides Suggested practicals, PAGs.
HSW and maths skills ideas.
Bonding and
structure
Organic
chemistry
 PAG 7 – Qualitative
analysis of organic
functional groups (testing
compounds for
unsaturation using bromine
water).
Notes
 Main chemical ideas: organic chemistry:
names and combustion of alkenes;
heterogeneous catalysis; reactions of
alkenes; addition polymers; electrophilic
addition.
 Accurate use of the following terms will be
required: addition, electrophile, carbocation.
 Discussion of bonding now includes ideas of
sigma and pi bonding.
 Discussion of reactions (including
mechanisms) and isomerisation of alkenes,
and formation of polymers are discussed
here.
11
Copyright © OCR 2016
Developing Fuels (DF) – Mainly DF and PR from the legacy specification
Specification reference &
statements
DF – Section 4 – (a), (c),
(k), (n), (s), (t), (u)
The storyline returns to car
fuels to discuss combustion
reactions and amount of
substance calculations
involving gases, shapes of
hydrocarbons and
isomerism, and the
atmospheric pollutants
produced in burning fuels.
The storyline ends by
considering the contribution
of hydrogen and biofuels as
potential fuels of the future.
Version 1
Suggested
teaching time
8 hours
Delivery Guides Suggested practicals, PAGs.
HSW and maths skills ideas.
Formulae,
equations and
amounts of
substance
Bonding and
structure
Organic
chemistry
Atomic structure,
periodicity and
inorganic
chemistry
 PAG 1 – Moles
determination (experiments
involving volumes of gas).
 Considering the benefits
and risks of using fossil
fuels and alternative fuels
(HSW9).
 Considering the
environmental implications
of atmospheric pollutants
and extracting minerals
from the ocean (HSW10).

12
Notes
 Main chemical ideas: organic chemistry:
names and combustion of alcohols; gas
volume calculations; shapes of organic
molecules (- and -bonds); structural and
E/Z isomers (CIP rules not required);
dealing with polluting gases.
 The ideal gas equation should be taught.
Particular emphasis should be placed on
accurate use of units and plenty of practice is
required.
 Entropy has been moved to 2nd year study,
but may be worth mentioning now for those
requiring stretch-and-challenge.
Copyright © OCR 2016
Elements from the Sea (ES) – Mainly ES, A and AI from the legacy specification
Specification reference &
statements
ES – Section 1 – (b), (c),
(d), (e), (f), (g), (h), (i), (j),
(k)
The presence of halide
salts in the sea provides
the entry to the properties
of the halogens and
reactions between halide
ions. The manufacture of
bromine and chlorine then
provide the context for
discussion of redox
chemistry, electrolysis and
the nomenclature of
inorganic compounds.
Suggested
teaching time
12 hours
Delivery Guides Suggested practicals, PAGs.
HSW and maths skills ideas.
Atomic structure,
periodicity and
inorganic
chemistry
Redox and
electrochemistry
Notes
 PAG 4 – Qualitative
analysis of ions.
 Main chemical ideas: Halogen chemistry;
redox chemistry and electrolysis.
 Electrolysis of aqueous
solutions, e.g. copper
chloride and sodium
chloride – for example
here.
 Explanations of the properties of halogens is
required in OZ, but could be taught here to
maintain the continuity of the chemistry.
 Redox reactions in testtube and/or reduced scale,
including of halogens and
their compounds – for
examplere here.
 Balancing simple redox equations should be
introduced here.
 Using oxidation states to
balance simple redox
equations (HSW3).
 Techniques and
procedures in the
electrolysis of aqueous
solutions (HSW4).
Version 1
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Copyright © OCR 2016
Elements from the Sea (ES) – Mainly ES, A and AI from the legacy specification
Specification reference &
statements
ES – Section 2 – (f), (n),
(o), (p), (q)
The use of chlorine in
bleach is used to introduce
the concept of equilibrium
and calculations of the
equilibrium constant, as
well as iodine–thiosulfate
titrations. This leads into a
discussion of the risks and
benefits of using chlorine.
Suggested
teaching time
7 hours
Delivery Guides Suggested practicals, PAGs.
HSW and maths skills ideas.
Atomic structure,
periodicity and
inorganic
chemistry
Equilibria
Redox and
electrochemistry
 Iodine–thiosulfate redox
titrations.
 Using ideas of 'opposing
change' to predict the effect
of changing conditions on
equilibrium position
(HSW3).
 Techniques and
procedures in iodine and
thiosulfate titrations
(HSW4).
Notes
 Main chemical ideas: equilibria.
 Iodine–thiosulfate titrations are a new context.
Liberated iodine can be measured using
thiosulfate titrations, using starch as an iodine
indicator, giving a clear endpoint. Titration and
redox calculations can be taught here.
 This is a key area of mathematical skills
development. Plenty of practice is
recommended.
 Considering the risks
associated with the
transport and use of
chlorine (HSW9).
 Considering the use of
chlorine in sterilising water
(HSW10).
 Le Chatelier's principle
provides opportunities for
modelling and developing
problem solving skills.
Version 1
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Copyright © OCR 2016
Elements from the Sea (ES) – Mainly ES, A and AI from the legacy specification
Specification reference &
statements
ES – Section 3 – (a), (l),
(m), (q)
Finally, atom economy is
introduced through the
manufacture of hydrogen
chloride and other
hydrogen halides. The
Deacon process for making
HCl provides an
opportunity to expand on
ideas relating to the
position of equilibrium.
Suggested
teaching time
4 hours
Delivery Guides Suggested practicals, PAGs.
HSW and maths skills ideas.
Formulae,
equations and
amounts of
substance
Atomic structure,
periodicity and
inorganic
chemistry
Equilibria
 Demonstrate the reactions
of concentrated sulfuric
acid on sodium chloride,
bromide and iodide to
produce hydrogen halides.
Reaction of these gases
with ammonia
demonstrates their acidic
nature. Their thermal
stability with a red-hot glass
rod can also be
demonstrated.
Notes
 Main chemical ideas: Halogen chemistry;
equilibrium; atom economy.
 Reactions of sulfuric acid with hydrogen
halides should be carefully discussed.
 Using experimental
observations to explain the
reactions between sodium
halides and concentrated
sulfuric acid (HSW5).
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15
Copyright © OCR 2016
The Ozone Story (OZ) – Mainly ES and A from the legacy specification
Specification reference &
statements
Suggested
teaching time
Delivery
Guides
OZ – Section 1 – (i)
1 hour
Formulae,
equations
and amounts
of substance
An initial study of the
composition of the
atmosphere provides the
opportunity to introduce
composition by volume
calculations for gases.
Version 1
Suggested practicals, PAGs.
HSW and maths skills ideas.
Notes

16
Main chemical ideas: Composition by
volume of gases (ppm).
Copyright © OCR 2016
The Ozone Story (OZ) – Mainly ES and A from the legacy specification
Specification reference &
statements
Suggested
teaching time
Delivery
Guides
OZ – Section 2 – (e), (f),
(g), (h), (i), (o), (p), (q), (r),
(s), (t), (u)
9 hours
Energy and
matter
Discussion of ozone‘s role
as a ‘sunscreen’ then leads
to ideas of the principal
types of electromagnetic
radiation and their effects
on molecules. This
introduces a study of
radical reactions, reaction
kinetics and catalysis, set in
the context of the ways in
which ozone is made and
destroyed in the
atmosphere.
Suggested practicals, PAGs.
HSW and maths skills ideas.

Experiments involving
alkanes and bromine – for
example here.


Experiments on reaction
kinetics – for example
here.


Using collision theory to
explain rates (HSW1).
Organic
chemistry
Kinetics
Notes



Version 1
17
Main chemical ideas: The
electromagnetic spectrum and the
interaction of radiation with matter; rates
of reaction; radical reactions.
Accurate use of the following terms will be
required: activation enthalpy and
homogeneous catalysis.
Greenhouse effect has moved to Oceans.
Discussion of gases of the atmosphere,
evidence of ozone depletion, properties,
advantages and disadvantages of CFCs and
research leading to the discovery of the
ozone hole are not required. Recall of control
of CO2 is not required.
The specific structures of diamond, CO2 and
SiO2 are not in the specification, but these
may be used as contexts in AO2 questions.
Boltzmann distribution has been introduced discuss the construction and interpretation of
the graph, its modification with temperature,
and how changes in rate with temperature
and catalysts can be interpreted with respect
to Ea and the distribution. Ea is related to the
energy of pairs of molecules.
Copyright © OCR 2016
The Ozone Story (OZ) – Mainly ES and A from the legacy specification
Specification reference &
statements
Suggested
teaching time
Delivery
Guides
OZ – Section 3 – (a), (b),
(c), (d), (j), (k), (l), (m), (n),
(q)
11 hours
Bonding and
structure
A consideration of CFCs
and HFCs then provides
the introduction to the
chemistry of haloalkanes,
including nucleophilic
substitution, and
intermolecular bonding.
Organic
chemistry
Suggested practicals, PAGs.
HSW and maths skills ideas.





Version 1
Experiments providing
evidence for the formation
of intermolecular bonds
(including hydrogen
bonds) – for example
here.
Experiments to illustrate
the relative reactivity of
the haloalkanes – for
example here.
Using SN2 as a model for
reaction mechanisms and
modelling the depletion of
ozone levels (HSW1).
Evaluating experimental
evidence linking rate of
haloalkane hydrolysis with
bond enthalpy and polarity
(HSW6).
Explaining and evaluating
the role of ozone in the
stratosphere and the
effect of haloalkanes on
ozone (HSW8, 11, 12).
18
Notes

Main chemical ideas: Intermolecular
bonding; haloalkanes; nucleophilic
substitution reactions; the
sustainability of the ozone layer.

Accurate use of the following terms will be
required: for electronegativity, substitution
and nucleophile.

Discussion of the boiling points of
halogens should be included.

Learner should be able to use the SN2
mechanism to explain nucleophilic
substitution reactions. Knowledge of the
SN1 mechanism isn’t required, nor the
terms SN1 or SN2, although these provide
a good point for stretch and challenge.

A full discussion of the formulae,
properties and reactions of haloalkanes is
required.

Amines are introduced here.
Copyright © OCR 2016
What’s in a Medicine (WM) – Mainly PR and WM from the legacy specification
Specification reference &
statements
Suggested
teaching time
Delivery
Guides
Suggested practicals, PAGs.
HSW and maths skills ideas.
Notes
WM – Section 1 – (a), (b),
(c), (d), (f), (h)
12 hours
Organic
chemistry
 PAG 5 – Synthesis of an
organic liquid (principal stages
in the purification of an organic
liquid product by preparing a
chloroalkane).
 Main chemical ideas: Chemistry of the OH
group, phenols and alcohols, carboxylic
acids and esters.
A consideration of
medicines from nature
focuses on aspirin. The
chemistry of the –OH group
is introduced through
reactions of salicin and
salicylic acid, beginning
with alcohols and
continuing with phenols.
 PAG 7 – Qualitative analysis of
organic functional groups.
 Accurate use of the following terms will be
required: elimination reaction.
 Experiments involving
reactions of the OH group.
 Experiments to oxidise
alcohols – for example here.
 To prepare an organic
compound involving the
process of heating under
reflux.
WM – Section 2 – (i), (j)
The discussion of chemical
tests for alcohols and
phenols leads to the
introduction of IR and mass
spectrometry as more
powerful methods for
identifying substances.
Version 1
3 hours
Analytical
techniques
 RSC SpectraSchool will
provide opportunities for
practice.
 Main chemical ideas: Mass spectrometry
and infrared spectroscopy.
 IR absorptions are given on the Data Sheet.
 Calculations based on the M+1 peak are not
required.
Energy and
matter
19
Copyright © OCR 2016
What’s in a Medicine (WM) – Mainly PR and WM from the legacy specification
Specification reference &
statements
Suggested
teaching time
Delivery
Guides
Suggested practicals, PAGs.
HSW and maths skills ideas.
Notes
WM – Section 3 – (e), (g)
6 hours
Organic
chemistry
 PAG 6 – Synthesis of an
organic solid.
 Main chemical ideas: organic synthesis;
preparative techniques and thin layer
chromatography; green chemistry.
The storyline concludes by
examining the synthesis of
aspirin to illustrate organic
preparative techniques,
including a look at the
principles of green
chemistry.
Version 1
 Experiments to synthesise and
purify an organic compound,
determining melting point and
running a TLC, e.g. aspirin
synthesis – for example here.
20
Copyright © OCR 2016
The Chemical Industry (CI) – Mainly TL and AI from the legacy specification
Specification reference &
statements
CI - Section 1 – (j)
Suggested
teaching time
3 hours
The storyline opens with a
look at crop production and
the nitrogen cycle, which
leads into consolidation of
redox concepts from the
first year and introduces
nitrogen chemistry.
CI – Section 2 – (f), (h), (i)
The industrial production of
nitric acid, used in the
fertiliser industry, forms the
context for developing
further understanding of
equilibria and of Kc and the
introduction of how to
determine units.
Version 1
Delivery Guides Suggested practicals, PAGs.
HSW and maths skills ideas.
Atomic structure,
periodicity and
inorganic
chemistry
Bonding and
structure
5 hours
Equilibria
Atomic structure,
periodicity and
inorganic
chemistry
Notes
 Tests for nitrate(V) (heat
with alkali Devarda's alloy)
and ammonium (heat with
sodium hydroxide) ions and
test for ammonia with damp
pH paper – for example see
here.
 Main chemical ideas: aspects of nitrogen
chemistry
 Experiments to measure Kc
– for example here.
 Practice of identification/
calculation of initial and
equilibrium concentrations
in the questions before
substitution into Kc – e.g.
use of the ICE method.
 General practice of
algebraic skills may also be
required – for example
here.
 Evaluating the effects of
changing experimental
parameters on the value of
Kc.

Main chemical ideas: equilibrium and
equilibrium constant calculations; effects
of factors on the equilibrium yields of
reactions; consideration of the best
conditions for an industrial process.

Kc calculations using initial concentrations is
new content.

Questions involving industrial processes will
include information for the learners to use –
recall is not required.

Kc calculations: Notes are available on
websites such as Knockhardy.
21
 Facts and ethics associated with chemists'
improvement of food production is no longer
required.
Copyright © OCR 2016
The Chemical Industry (CI) – Mainly TL and AI from the legacy specification
Specification reference &
statements
Suggested
teaching time
CI – Section 3 – (a), (b), (c),
(d), (e), (i)
12 hours
The industrial production of
sulfuric acid, used in the
fertiliser industry, forms the
context for developing
understanding of rates,
including determination of
rate equations.
Delivery Guides Suggested practicals, PAGs.
HSW and maths skills ideas.
Kinetics
Atomic structure,
periodicity and
inorganic
chemistry
 PAG9 & 10 – Rates of
reaction – continuous
monitoring and initial rates
methods
 Main chemical ideas: kinetics; effects of
factors on the rate of reactions;
consideration of the best conditions for an
industrial process.
 Experiments to determine
the change of rate of
reaction over time – for
example here.
 Accurate use of the following terms will be
required: rate of reactions, rate constant,
order of reaction, rate equations, rate
 Experiments where the
results can be used to
calculate rate, orders of
reaction, the rate constant
and the activation enthalpy
– for example here.
 Techniques and
procedures for
experiments, and problem
solving in reaction kinetics
(HSW 4)
Version 1
Notes
22
 Use of the Arrhenius equation is new content.
Notes can be found on websites such as
Knockhardy and Chemguide.
 Both versions of the Arrhenius equation are
given on the Data Sheet. Teaching and
revision of use of the ln and e functions on
calculators and the straight line equation may
be required.
 Graphical methods in kinetics is new content.
 Questions involving industrial processes will
include information for the learners to use –
recall is not required.
Copyright © OCR 2016
The Chemical Industry (CI) – Mainly TL and AI from the legacy specification
Specification reference &
statements
Suggested
teaching time
CI – Section 4 – (g), (i), (k)
3 hours
The storyline is drawn
together by looking at the
industrial production of
ethanoic acid. Overall, the
three industrial processes
allow for an overview of the
effects of factors on the
rate and equilibrium yields
of reactions, leading to a
consideration of the best
conditions for an industrial
process. The processes
also allow learners to look
at the costs of an industrial
process, including hazards
and the effect of these
processes on society.
Version 1
Delivery Guides Suggested practicals, PAGs.
HSW and maths skills ideas.
Notes
 Determining the best
conditions for an industrial
process (HSW 5).

Main chemical ideas: Analysis of
costs, benefits and risks of industrial
processes.
 Considering the benefits,
risks and sustainability
issues associated with
industrial processes (HSW
9, 10.

Data for the industrial processes will be
given. Learners will be expected to
analyse and use given information, rather
than recall specific information.
23
Copyright © OCR 2016
Polymers and Life (PL) – Mainly TL and MR from the legacy specification
Specification reference &
statements
Suggested
teaching time
PL – Section 1 – (h), (j), (k),
(l), (m), (n), (o), (p)
11 hours
The storyline begins with
the uses of condensation
polymers such as nylons
and polyesters, introducing
the chemistry of carboxylic
acids, phenols, esters,
amines and amides, as well
as naming of other organic
groups. Surgical stitches
that ‘disappear’ in the body
then form the context for
discussing hydrolysis of
polymers.
Delivery Guides Suggested practicals, PAGs.
HSW and maths skills ideas.
Equilibria
Organic
chemistry
Notes
 PAG 7 - Qualitative
analysis of organic
functional groups.
 Main chemical ideas: condensation
polymers, organic functional groups,
amines and amides, acid-base equilibria.
 Test-tube experiments
involving carboxylic acids,
amines and amides – for
example here and here.
 Acid reactions of carboxylic acids are new
content.
 An experiment on the
hydrolysis of an ester or
amide – for example here.
 Basicity of amines in terms of the lone pair on
the nitrogen accepting a proton to form a
cation.
 Primary and secondary amides are new
content.
 Naming nylon structures is new content
(nylon-x,y; x=number of C atoms in the
diamine, y=number of C atoms in the
dicarboxylic acid - hint monomers in
alphabetical order).
 Effect of structure and bonding, temperature,
crystallinity and chain length on polymer
properties, and modifying polymer properties,
are no longer required.
 Students should know the names and
structures of nylon-6,6 nylon-6,10 and nylon6.
Version 1
24
Copyright © OCR 2016
Polymers and Life (PL) – Mainly TL and MR from the legacy specification
Specification reference &
statements
PL – Section 2 – (a), (b),
(e), (f), (g), (i), (q)
Suggested
teaching time
12 hours
The storyline then turns to
the chemistry of proteins.
Amino acid chemistry,
optical isomerism and the
structure of proteins are
introduced in relation to the
structure of insulin. The
storyline then moves to
testing for glucose in urine
as a basis for introducing
enzyme catalysis. Various
examples of medicines that
work as enzyme inhibitors
are then used to discuss
molecular recognition.
PL – Section 3 – (c), (d)
The storyline continues with
the development of models
of the DNA and RNA
structures and a description
of the Human Genome
project.
Delivery Guides Suggested practicals, PAGs.
HSW and maths skills ideas.
Analytical
techniques
Bonding and
structure
Equilibria
Kinetics
 PAG6 – Synthesis of an
organic solid (paper
chromatrography).
 Experiments involving the
hydrolysis of peptides and
carrying out paper
chromatography – for
example here and here.
 Test-tube experiments
involving amino acids - for
example here.
Organic
chemistry
3 hours
Notes
 Main chemical ideas: amino acid and
protein chemistry, optical isomerism,
enzyme catalysis and molecular
recognition.
 Accurate use of the following term will be
required: chiral.
 The role of chemists in designing drugs is not
required.
 The role of enzymes in 'green' chemistry is
not required.
 Enzyme kinetics: At low concentrations of
substrate, the order with respect to substrate
is one; at higher concentrations, the order
with respect to substrate is zero.
Bonding and
structure
 Models of DNA and RNA
(HSW 1)
 Main chemical ideas: the structure and
function of DNA and RNA
Organic
chemistry
 Explaining the significance
of hydrogen bonding in the
pairing of bases in DNA
(HSW 2)
 Development of the models of DNA or genetic
fingerprinting is no longer required.
 Structure of RNA is new content. Introductory
notes are available in textbooks and websites
such as Chemguide. Discuss how this is
taught with your A-level Biology teachers.
 Monomers of DNA and RNA, and some triplet
base codes are given on the Data Sheet.
Version 1
25
Copyright © OCR 2016
Polymers and Life (PL) – Mainly TL and MR from the legacy specification
Specification reference &
statements
Suggested
teaching time
PL – Section 4 – (r), (s), (t)
7 hours
Finally, aspirin – discussed
in WM – is revisited as the
context for a more detailed
discussion of mass
spectrometry, as well as
introduction of proton and
carbon-13 NMR and the
use of combined
techniques in structural
analysis.
Delivery Guides Suggested practicals, PAGs.
HSW and maths skills ideas.
Analytical
techniques
 Solving spectroscopic
problems using a range of
data (HSW 2).
 Solving advanced
spectroscopic problems
using a range of data (HSW
5).
 There are many examples
of spectra available at RSC
SpectraSchool.
Notes
 Main chemical ideas: structural analysis
 Carbon-13 NMR is new content. Introductory
notes can be found on websites such as OCR,
Knockhardy, and Chemguide.
 All carbon-13 NMR spectra that are assessed
will be proton decoupled (i.e. unsplit peaks).
 For proton NMR, explanation of splitting
patterns up to quartets using the ‘n + 1’ rule is
required; further explanation of splitting is not
required.
 Spectroscopic analysis offers opportunities for
many different types of teaching, including
individual and group-work, and stretch-andchallenge.
Version 1
26
Copyright © OCR 2016
The Oceans (O) – Mainly O from the legacy specification
Specification reference &
statements
Suggested
teaching time
O – Section 1 – (a), (b), (c)
3 hours
The storyline begins by
looking at how the oceans
have been and are
surveyed, and what we
know about their
composition. This leads into
a discussion of the solution
of ionic solids, focusing on
the energy changes
involved.
Version 1
Delivery Guides Suggested practicals, PAGs.
HSW and maths skills ideas.
Energetics
Notes
 PAG3 – Enthalpy
determination.

Main chemical ideas: dissolving and
associated enthalpy changes
 Experiments involving
enthalpy changes of
solution.

Accurate use of the following terms will be
required: hydrated ions, enthalpy change of
solution (solH) , lattice enthalpy (LEH),
enthalpy change of hydration of ions (hydH)

Solubility: Intermolecular bonds, ion–dipole
bonds and ionic bonds should be considered.
Specific details of hydrogen bonding and the
physics properties of water is no longer
required.

Lattice enthalpy: Defined as an exothermic
quantity.The greater the charge density of the
ion, the greater the electrostatic attraction and
the more exothermic the lattice enthalpy. The
greater the attraction of water molecules and
the more exothermic the hydration enthalpy

Dependence of lattice enthalpy and enthalpy
changes of hydration on charge density of
ions is new content. Notes can be found on
websites such as Knockhardy.
 Techniques and
procedures for measuring
the energy transferred in
enthalpy experiments
(HSW 4).
27
Copyright © OCR 2016
The Oceans (O) – Mainly O from the legacy specification
Specification reference &
statements
Suggested
teaching time
O – Section 2 – (h), (i), (j),
(k), (l), (m), (n)
11 hours
A study of the role of the
oceans in redistributing
energy from the Sun next
forms the context for
introducing the greenhouse
effect. The absorption of
CO2 by the oceans also
provides the basis for
introduction of acid–base
equilibria, including
Brønsted–Lowry theory, pH
calculations, strong and
weak acids, and buffers.
The role of calcium
carbonate in seashells as a
carbon store then leads into
understanding of solubility
products.
Delivery Guides Suggested practicals, PAGs.
HSW and maths skills ideas.
Equilibria
Energy and
matter
 PAG11 – pH
measurements.
 Experiments involving: (i)
Ka and the pH of acids and
alkalis; (ii) buffer solutions;
(iii) solubility products.
 Carry out plenty of pH and
pKa calculations, and make
appropriate mathematical
approximations in buffer
solution calculations.
 Using the Brønsted–Lowry
theory of acids and bases
to explain equilibria
(HSW 1).
Notes

Main chemical ideas: the greenhouse
effect, acid-base equilibria and pH,
solubility product

Accurate use of the following terms will be
required: solubility product, conjugate acid
and conjugate base, strong acid, strong
base, weak acid, pH, buffer.

The value of Kw is given on the Data Sheet.

Use of quadratic equations in pH
calculations will not be required.

Methods of CO2 control are not required.

Solubility products is new content. Notes can
be found on websites such as Knockhardy
and Chemguide.
 Considering and evaluating
the role of carbon dioxide
and its concentration in the
atmosphere on the
greenhouse effect (HSW
10, 11, 12).
 How buffers work (including
in everyday applications)
(HSW 9).
Version 1
28
Copyright © OCR 2016
The Oceans (O) – Mainly O from the legacy specification
Specification reference &
statements
Suggested
teaching time
O – Section 3 – (d), (e), (f),
(g)
4 hours
Finally, the storyline returns
to the redistribution of
energy by the oceans,
forming the basis of an indepth discussion of ideas
relating to entropy.
Version 1
Delivery Guides Suggested practicals, PAGs.
HSW and maths skills ideas.
Energetics
 Experiments to determine
what drives reactions (for
example here).
Notes
 Main chemical ideas: entropy
 Solving entropy problems
(HSW 3).
29
Copyright © OCR 2016
Developing Metals (DM) – Mainly SS from the legacy specification
Specification reference &
statements
DM – Section 1 – (a), (g),
(h), (i), (j), (k), (l), (m), (n)
The storyline begins with
metals in ancient times and
their subsequent use in
coinage and weaponry,
moving on to modern uses
of metals including dental
alloys. Transition metals
and their properties are
introduced in this context.
Suggested
teaching time
15 hours
Delivery Guides Suggested practicals, PAGs.
HSW and maths skills ideas.
Analytical
techniques
Formulae,
equations and
amounts of
substance
Redox and
electrochemistry
Transition
metals
Version 1
 PAG9 – Rates of reaction –
continuous monitoring
method.
 Solving titration problems
(HSW 3).
 Techniques and procedures to
measure concentrations of
solutions using a colorimeter
(HSW 4).
 Practice in plotting data,
drawing lines of best fit,
extrapolating and
interpolating, and constructing
calibration curves.
 Experiments to determine
formulae of complexes of
transition metals and using
colorimeters – for example
here.
 Manganate(VII) titrations – for
example here.
 Experiments involving
catalysts – for example here.
 Test-tube or reduced scale
reactions involving iron,
copper and other transition
metals and their compounds,
including the formation of
complex ions – for example
here.
30
Notes
 Main chemical ideas: redox chemistry, redox
titrations
 Accurate use of the following terms will be
required: ligand, complex/complex ion, ligand
substitution, bidentate, polydentate.
 Learners should also be able to use given data
about transition metals and their compounds.
 The electron configurations of Cu and Cr may be
required.
 Catalysis – Understanding of homogeneous in
terms of variable oxidation states, and
heterogeneous in terms of the ability of transition
metals to use (3)d and (4)s electrons of the atoms
on the catalyst surface to form weak bonds to
reactants.
 Learners should know the formulae of the
following examples of complex ions from the
chemistry of:
 iron: [Fe(H2O)6]2+, [Fe(H2O)6]3+,
 copper: [Cu(H2O)6]2+, [Cu(NH3)4]2+, [CuCl4]2–.
 Learners should be able to write similar formulae
for other complexes, given suitable information.
 Learners should know the structure of
ethanedioate and how it acts as a bidentate ligand.
Formulae of other multidentate ligands will be
given.
 Colour in transition metal complexes - details of
how the d-electrons split in a particular complex
are not required.
Copyright © OCR 2016
Developing Metals (DM) – Mainly SS from the legacy specification
Specification reference &
statements
Suggested
teaching time
DM – Section 2 – (c), (d), (f)
7 hours
The storyline continues with
redox chemistry and
electrochemical cells,
studied in the context of
cells from Volta through
modern-day usage of cells
to electrochemistry in the
mouth.
Delivery Guides Suggested practicals, PAGs.
HSW and maths skills ideas.
Redox and
electrochemistry
Notes
 PAG8 – Electrochemical
cells.
 Main chemical ideas: cell and electrode
potentials,
 Experiments in setting up
and using electrochemical
cells – for example here.
 Accurate use of the following term will be
required: standard electrode potential.
 Experiments in which
electrode potentials are
used to predict or interpret
reactions – for example
here.
 Experiments on rusting –
for example here.
 Techniques and
procedures to set up and
use electrochemical cells
(HSW 4).
 Explain rusting and its
prevention (HSW 8).
 Balancing redox half equations and equations
including acid-base reaction using oxidation
states is new content. Notes can be found on
websites such as Chemguide and
Knockhardy.
 Balancing equation examples:
 MnO4–+5e–+8H+  Mn2++4H2O
 MnO4–+5Fe2++8H+  Mn2++5Fe3++4H2O

Details of the set-up of the hydrogen
electrode are not required, just the equation
for the reaction.
 Learners should know the standard
conditions.
 Recycling of iron and steel is no longer
required.
Version 1
31
Copyright © OCR 2016
Developing Metals (DM) – Mainly SS from the legacy specification
Specification reference &
statements
DM – Section 3 – (b), (j)
Finally, the topic of
pigments leads into
discussion of transition
metal chemistry and
complexes. The storyline
ends with a review of
biologically important
complexes such as
haemoglobin and cis-platin
and the role of metals as
catalysts in car exhaust
systems.
Version 1
Suggested
teaching time
3 hours
Delivery Guides Suggested practicals, PAGs.
HSW and maths skills ideas.
Bonding and
structure
Transition
metals
 Experiments to determine
formulae of complexes of
transition metals – for
example here.
Notes
 Main chemical ideas: d-block chemistry,
colorimetry
 Accurate use of the following term will be
required: coordination number.
 Learners should know the structure of
ethanedioate and how it acts as a bidentate
ligand. Formulae of other multidentate ligands
will be given.
32
Copyright © OCR 2016
Colour by Design (CD) – Mainly CD and MD from the legacy specification
Specification reference &
statements
CD – Section 1 – (d), (e),
(g), (m)
A study of dyes and dyeing
and the use of chemistry to
provide colour to order. The
storyline begins by looking
at biological pigments, such
as found in carrots, to
examine the origins of
colour in delocalised
systems in organic
molecules. This discussion
moves into the structure of
benzene, where the
storyline touches on how
scientific ideas develop.
Version 1
Suggested
teaching time
6 hours
Delivery
Guides
Suggested practicals, PAGs.
HSW and maths skills ideas.
Notes
Energy and
matter
 Developing and using
models, and evaluating
evidence to explain the
structure of benzene
(HSW 1, 6, 7)
 Main chemical ideas: the chemical origins
of colour in organic compounds, aromatic
compounds and their reactions.
Organic
chemistry
 Reflectance spectroscopy is no longer
required.
 Understanding of the colour of organic
chemicals in terms of transitions between
electronic energy levels the relationship
between the extent of delocalisation in the
chromophore and the energy absorbed.
 Naming of acylated products is not required
reactions involving aromatic compounds.
 Knowledge of ionic-liquids is no longer
required.
 How delocalisation of aromatic compounds
accounts for reaction properties is limited to
undergoing substitution (often slowly) rather
than addition reactions.
33
Copyright © OCR 2016
Colour by Design (CD) – Mainly CD and MD from the legacy specification
Specification reference &
statements
CD – Section 2 – (a), (b),
(g), (h)
The storyline then moves
on to synthetic dyes,
including picric acid,
chrysodin and mauveine.
The concepts explored in
this context includes
electrophilic substitution
reactions of benzene, and
formation of diazonium
compounds. At this point,
the storyline also takes a
look at the overall structure
of dye molecules and how
dyes attach themselves to
fibres.
Version 1
Suggested
teaching time
7 hours
Delivery
Guides
Suggested practicals, PAGs.
HSW and maths skills ideas.
Notes
Bonding and
structure
 Test-tube reactions
involving dye making and
dyeing – for example here.

Main chemical ideas: aromatic compounds
and their reactions, dyes and dyeing,
diazonium compounds.
Organic
chemistry
 Dye kits are available for
example here.

Details of dye structures will be given.

Knowledge of ionic-liquids is no longer
required.

The common representations of benzene to
be considered are the delocalised model and
the triene model.

Naming of aromatic acylated products is not
required.
 Experiments involving
reactions of aromatic
compounds – for example
here.
 Using scientific knowledge
to modify the chromophore
in relation to dyes (HSW 2).
 Formation of diazonium
compounds (HSW 9).
34
Copyright © OCR 2016
Colour by Design (CD) – Mainly CD and MD from the legacy specification
Specification reference &
statements
CD – Section 3 – (c), (f), (i),
(j), (k), (l), (n)
Food dyes and food testing
then form the context for
studying the structure of
fats and oils and the
principles of gas–liquid
chromatography. The
storyline ends with
reactions of carbonyl
compounds, and case
studies to illustrate the
synthesis of organic
molecules.
Version 1
Suggested
teaching time
13 hours
Delivery
Guides
Suggested practicals, PAGs.
HSW and maths skills ideas.
Notes
Analytical
techniques
 PAG7 – Qualitative
analysis of organic
functional groups.
 Main chemical ideas: fats and oils, gasliquid chromatography, carbonyl
compounds and their reactions, organic
synthesis and polyfunctional compounds.
Organic
chemistry
 Test-tube reactions to
identify or distinguish
between unknown organic
compounds with functional
groups mentioned in the
specification – for example
here.
 Devising and explaining
organic syntheses (HSW 5,
8)
 Drawing and using
mechanisms to explain
chemical reactions (HSW 1,
8)
35
 Reactions of carbonyls with Fehling's solution
and Tollen's reagent are new content. Notes
can be found on websites such as
Knockhardy and Chemguide.
 For the reaction of carbonyl compounds,
learners should be able to write the formulae
of products formed, but not full equations.
 Further reactions that learners are expected
to consider are given on the Data Sheet.
Copyright © OCR 2016
Chemical Literacy (CL)
Specification reference &
statements
CL – (a), (b), (c)
Throughout the course,
learners will be given
opportunities to practise
and demonstrate their
chemical literacy skills.
‘Chemical literacy’ means
the ability to comprehend a
passage of text of A Level
standard, to extract
information from it and to
use this information. Use of
the information may take
the form e.g. of a
calculation or to construct
an argument. Chemical
literacy also involves being
able to answer questions
logically and with due
regard for the correct use of
technical terms.
Version 1
Suggested
teaching time
(throughout the
course)
Delivery
Guides
Suggested practicals, PAGs.
HSW and maths skills ideas.
Notes
 Use of previous series’
Advanced Notice articles –
for example here and here.
 Chemical literacy will be formally assessed
across the three written components in the A
Level assessment.
 Use of Philip Allan
Chemistry Review – for
example here.
 Aspects of the assessment that relate to
chemical literacy include:
 extended response items assessed
through Level of Response mark
schemes, which reward responses that
are coherent, relevant, substantiated and
logically structured, with the correct use
of technical terms
 questions set in unfamiliar contexts
 questions assessing the comprehension
of a longer passage of text, specifically
the pre-release Advance Notice article
included in Paper 2
 questions assessing comprehension of
and use of data from the Practical Insert
in Paper 3
 Chemical literacy skills may be assessed
within the context of any of the learning
outcomes included in Section 2d, and in
conjunction with assessment of any of the
practical skills in Section 2c.
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Specification statements by section
Specification section
Specification statements
EL – Section 1 – (a), (g), (h), (x)
The Big Bang theory is used to
introduce the question of where the
elements come from. This leads to
discussion of the concepts of
atomic structure, nuclear fusion,
and the use of mass spectroscopy
to determine the relative
abundance of isotopes.
(a) atomic number, mass number, isotope, Avogadro constant (NA), relative isotopic mass, relative atomic
mass (Ar), relative formula mass and relative molecular mass (Mr)
Version 1
(g) how knowledge of the structure of the atom developed in terms of a succession of gradually more
sophisticated models; interpretation of these and other examples of such developing models
(h) fusion reactions: lighter nuclei join to give heavier nuclei (under conditions of high temperature and
pressure); this is how certain elements are formed
(x) use of data from a mass spectrum to determine relative abundance of isotopes and calculate the relative
atomic mass of an element.
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Specification section
Specification statements
EL – Section 2 – (e), (f), (i), (j), (k),
(m), (n), (v), (w)
(e) conventions for representing the distribution of electrons in atomic orbitals; the shapes of s- and p-orbitals
Next, looking at how we study the
radiation we receive from outer
space provides the context for
discussion of atomic spectroscopy
and electronic structure. A
historical approach is used to
introduce the periodic table,
including the links between
electronic structure and physical
properties. This is followed by
studying some of the molecules
found in space, providing the
context for introducing bonding and
structure and the shapes of
molecules.
(f) the electronic configuration, using sub-shells and atomic orbitals, of: (i) atoms from hydrogen to krypton; (ii)
ions of the s- and p-block of Periods 1 to 4; (iii) the outer sub-shell structures of s- and p-block elements of
other periods
(i) chemical bonding in terms of electrostatic forces; simple electron ‘dot-and-cross’ diagrams to describe the
electron arrangements in ions and covalent and dative covalent bonds
(j) the bonding in giant lattice (metallic, ionic, covalent network) and simple molecular structure types; the
typical physical properties (melting point, solubility in water, electrical conductivity) characteristic of these
structure types
(k) use of the electron pair repulsion principle, based on ‘dot-and-cross’ diagrams, to predict, explain and name
the shapes of simple molecules (such as BeCl2, BF3, CH4, NH3, H2O and SF6) and ions (such as NH4+) with up
to six outer pairs of electrons (any combination of bonding pairs and lone pairs); assigning bond angles to
these structures
(m) the periodic table as a list of elements in order of atomic (proton) number that groups elements together
according to their common properties; using given information, make predictions concerning the properties of
an element in a group; the classification of elements into s-, p- and d-blocks
(n) periodic trends in the melting points of elements in Periods 2 and 3, in terms of structure and bonding
(v) the electromagnetic spectrum in order of increasing frequency and energy and decreasing wavelength:
infrared, visible, ultraviolet
(w) transitions between electronic energy levels in atoms: (i) the occurrence of absorption and emission atomic
spectra in terms of transition of electrons between electronic energy levels ;(ii) the features of these spectra,
similarities and differences; (iii) the relationship between the energy emitted or absorbed and the frequency of
the line produced in the spectra, E = h ;(iv) the relationship between frequency, wavelength and the speed of
electromagnetic radiation, c =  ;(v) flame colours of Li+, Na+, K+, Ca2+, Ba2+, Cu2+.
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Specification section
Specification statements
EL – Section 3 – (a), (b), (c), (d),
(l), (o), (p), (q), (r), (s), (t), (u)
(a) ... Avogadro constant (NA)... relative formula mass and relative molecular mass (Mr)
The storyline then turns to
chemistry found closer to home.
Ideas about the elements found in
the human body and their relative
amounts are used to introduce the
concept of amount of substance
and related calculations. The bodily
fluids blood and salt then provide a
basis for studying salts; this context
also incorporates sea water and
uses of salts such as in bath salts,
lithium batteries, barium meals,
hand warmers and fertilisers. This
also provides the context for
discussing the chemistry of Group
2 elements...
(b) (i) the concept of amount of substance (moles) and its use to perform calculations involving: masses of
substances, empirical and molecular formulae, percentage composition, percentage yields, water of
crystallisation ...
(d) balanced full and ionic chemical equations, including state symbols
(l) structures of compounds that have a sodium chloride type lattice
(o) the relationship between the position of an element in the s- or p-block of the periodic table and the charge
on its ion; the names and formulae of NO3–, SO4–, CO3–, OH–, NH4+ , HCO3–, Cu2+, Zn2+, Pb2+, Fe2+, Fe3+;
formulae and names for compounds formed between these ions and other given anions and cations
(p) a description and comparison of the following properties of the elements and compounds of Mg, Ca, Sr and
Ba in Group 2: reactions of the elements with water and oxygen, thermal stability of the carbonates, solubilities
of hydroxides and carbonates
(q) the term ionisation enthalpy; equations for the first ionisation of elements; explanation of trends in first
ionisation enthalpies for Periods 2 and 3 and groups and the resulting differences in reactivities of s- and pblock metals in terms of their ability to lose electrons
(r) charge density of an ion and its relation to the thermal stability of the Group 2 carbonates
(s) the solubility of compounds formed between the following cations and anions: Li+, Na+, K+, Ca2+, Ba2+, Cu2+,
Fe2+, Fe3+, Ag+, Pb2+, Zn2+, Al3+, NH4+, CO32+, SO42–, Cl– , Br–, I–, OH–, NO3–; colours of any precipitates formed;
use of these ions as tests e.g. Ba2+ as a test for SO42–; a sequence of tests leading to the identification of a
salt containing the ions above
(t) ... techniques and procedures for making soluble salts by reacting acids and bases and insoluble salts by
precipitation reactions
(u) the basic nature of the oxides and hydroxides of Group 2 (Mg–Ba)
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Specification section
Specification statements
EL – Section 4 – (b), (c), (t)
(b) ... the techniques and procedures used in experiments to measure masses of solids
This section completes EL with
titration theory, practical work and
calculations.
(c) (i) the use of the concept of amount of substance (moles) to perform calculations involving: concentration
(including titration calculations and calculations for making and diluting standard solutions) ;(ii) the techniques
and procedures used in experiments to measure volumes of solutions; the techniques and procedures used in
experiments to prepare a standard solution from a solid or more concentrated solution and in acid–base
titrations
(t) the terms: acid, base, alkali, neutralisation;
DF – Section 1 – (a), (d), (f), (g)
(a) the concept of amount of substance in performing calculations involving … enthalpy changes …
The use of fuels in cars provides
the main context in this storyline,
and is used to initially introduce the
basic concept of enthalpy change.
Food as ‘fuel’ for the body is then
an alternative context in which to
discuss quantitative aspects of
enthalpy, including practical
techniques and enthalpy cycles.
(d) the terms: exothermic, endothermic, standard conditions, (standard) enthalpy change of reaction (rH),
(standard) enthalpy change of combustion (cH), (standard) enthalpy change of formation (fH), (standard)
enthalpy change of neutralisation (neutH)
Version 1
(f) techniques and procedures for measuring the energy transferred when reactions occur in solution (or solids
reacting with solutions) or when flammable liquids burn; the calculation of enthalpy changes from experimental
results
(g) the determination of enthalpy changes of reaction from enthalpy cycles and enthalpy level diagrams based
on Hess' law
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Specification section
Specification statements
DF – Section 2 – (e), (h), (i), (j), (l),
(m), (r)
(e) the term average bond enthalpy and the relation of bond enthalpy to the length and strength of a bond;
bond-breaking as an endothermic process and bond-making as exothermic; the relation of these processes to
the overall enthalpy change for a reaction
The storyline returns to the
constituents of car fuels to
introduce hydrocarbons and bond
enthalpy, after which cracking
provides the background to how
petrol is produced.
(h) the terms catalyst, catalysis, catalyst poison, heterogeneous
(i) a simple model to explain the function of a heterogeneous catalyst
(j) the term cracking; the use of catalysts in cracking processes; techniques and procedures for cracking a
hydrocarbon vapour over a heated catalyst
(l) the terms aliphatic, aromatic, arene, saturated, unsaturated, functional group and homologous series
(m) the nomenclature, general formulae and structural formulae for alkanes, cycloalkanes…and alcohols
(names up to ten carbon atoms)
(r) structural formulae (full, shortened and skeletal)
DF – Section 3 – (d), (m), (o), (p),
(q)
Alkenes are then introduced in the
context of saturated and
unsaturated fats found in foods.
This is followed by studying the
polymerisation of alkenes in the
context of synthetic polymers and
their uses.
(b) the bonding in organic compounds in terms of - and -bonds
(m) the nomenclature, general formulae and structural formulae for … alkenes … (names up to ten carbon
atoms)
(o) the addition reactions of alkenes with the following, showing the greater reactivity of the C=C bond
compared with C–C: (i) bromine to give a dibromo compound, including techniques and procedures for testing
compounds for unsaturation using bromine water; (ii) hydrogen bromide to give a bromo compound; (iii)
hydrogen in the presence of a catalyst to give an alkane (Ni with heat and pressure or Pt at room temperature
and pressure); (iv) water in the presence of a catalyst to give an alcohol (concentrated H2SO4, then add water;
or steam/H3PO4/ heat and pressure)
(p) addition polymerisation and the relationship between the structural formula of the addition polymer formed
from given monomer(s), and vice versa
(q) the terms addition, electrophile, carbocation; the mechanism of electrophilic addition to alkenes using ‘curly
arrows’; how the products obtained when other anions are present can be used to confirm the model of the
mechanism
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Specification section
Specification statements
DF – Section 4 – (a), (c), (k), (n),
(s), (t), (u)
(a) the concept of amount of substance in performing calculations involving: volumes of gases (including the
ideal gas equation pV = nRT), balanced chemical equations …; the techniques and procedures used in
experiments to measure volumes of gases
The storyline returns to car fuels to
discuss combustion reactions and
amount of substance calculations
involving gases, shapes of
hydrocarbons and isomerism, and
the atmospheric pollutants
produced in burning fuels. The
storyline ends by considering the
contribution of hydrogen and
biofuels as potential fuels of the
future.
(c) the relation of molecular shape to structural formulae and the use of solid and dashed wedges to represent
3-D shape
(k) the origin of atmospheric pollutants from a variety of sources: particulates, unburnt hydrocarbons, CO, CO2,
NOx, SOx; the environmental implications and methods of reducing these pollutants
(n) balanced equations for the combustion and incomplete combustion (oxidation) of alkanes, cycloalkanes,
alkenes and alcohols
(s) structural isomerism and structural isomers
(t) stereoisomerism in terms of lack of free rotation about C=C bonds when the groups on each carbon differ;
description and naming as: (i) E/Z for compounds that have an H on each carbon of C=C (ii) cis/trans for
compounds in which one of the groups on each carbon of C=C is the same
(u) the benefits and risks associated with using fossil fuels and alternative fuels (biofuels and hydrogen);
making decisions about ensuring a sustainable energy supply.
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Specification statements
ES – Section 1 – (b), (c), (d), (e),
(f), (g), (h), (i), (j), (k)
(b) the explanation (given the necessary information) of the chemical processes occurring during the extraction
of the halogens from minerals in the sea
The presence of halide salts in the
sea provides the entry to the
properties of the halogens and
reactions between halide ions. The
manufacture of bromine and
chlorine then provide the context
for discussion of redox chemistry,
electrolysis and the nomenclature
of inorganic compounds.
(c) techniques and procedures in the electrolysis of aqueous solutions; half-equations for the processes
occurring at electrodes in electrolysis of molten salts and aqueous solutions: (i) formation of oxygen or a
halogen or metal ions at the anode; (ii) formation of hydrogen or a metal at the cathode
(d) redox reactions of s-, p- and d-block elements and their compounds in terms of electron transfer: (i) use of
half-equations to represent simple oxidation and reduction reactions; (ii) the definition of oxidation and
reduction as loss and gain of electrons; (iii) identification of oxidising and reducing agents
(e) the oxidation states assigned to and calculated for specified atoms in formulae (including ions) and
explanation of which species have been oxidised and which reduced in a redox reaction
(f) use of oxidation states to balance redox equations that do not also involve acid–base reactions; …..
(g) use of systematic nomenclature to name and interpret the names of inorganic compounds
(h) a description of the following physical properties of the halogens: appearance and physical state at room
temperature, volatility, solubility in water and organic solvents
(i) the relative reactivities of the halogens in terms of their ability to gain electrons
(j) the details of the redox changes which take place when chlorine, bromine and iodine react with other halide
ions, including observations, equations and half-equations
(k) the reactions between halide ions (Cl–, Br– and I–) and silver ions (Ag+) and ionic equations to represent
these precipitation reactions, the colours of the precipitates and the solubility of silver halides in ammonia
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Specification section
Specification statements
ES – Section 2 – (f), (n), (o), (p),
(q)
(f) …. techniques and procedures in iodine–thiosulfate titrations
The use of chlorine in bleach is
used to introduce the concept of
equilibrium and calculations of the
equilibrium constant, as well as
iodine–thiosulfate titrations. This
leads into a discussion of the risks
and benefits of using chlorine.
ES – Section 3 – (a), (l), (m), (q)
Finally, atom economy is
introduced through the
manufacture of hydrogen chloride
and other hydrogen halides. The
Deacon process for making HCl
provides an opportunity to expand
on ideas relating to the position of
equilibrium.
OZ – Section 1 – (i)
An initial study of the composition
of the atmosphere provides the
opportunity to introduce
composition by volume calculations
for gases.
Version 1
(n) the risks associated with the storage and transport of chlorine; uses of chlorine which must be weighed
against these risks, including: sterilising water by killing bacteria, bleaching
(o) the characteristics of dynamic equilibrium
(p) the equilibrium constant, Kc, for a given homogeneous reaction; calculations of the magnitude of Kc and
equilibrium concentrations using data provided; relation of position of equilibrium to size of Kc, using symbols
such as >,<,>>,<<
(q) the use of Kc to explain the effect of changing concentrations on the position of a homogeneous equilibrium;
…..
(a) the concept of amount of substance in performing calculations involving atom economy; the relationship
between atom economy and the efficient use of atoms in a reaction
(l) the preparation of HCl; the preparation of HBr and HI by using the halide and phosphoric acid; the action of
sulfuric acid on chlorides, bromides and iodides
(m) the properties of the hydrogen halides: different thermal stabilities, similar reaction with ammonia and
acidity, different reactions with sulfuric acid
(q) …. extension of the ideas of ‘opposing change’ to the effects of temperature and pressure on equilibrium
position.
(i) calculations, from given data, of values for composition by volume of a component in a gas mixture
measured in percentage concentration and in parts per million (ppm)
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Specification section
Specification statements
OZ – Section 2 – (e), (f), (g), (h),
(i), (o), (p), (q), (r), (s), (t), (u)
(e) the term activation enthalpy; enthalpy profiles
Discussion of ozone‘s role as a
‘sunscreen’ then leads to ideas of
the principal types of
electromagnetic radiation and their
effects on molecules. This
introduces a study of radical
reactions, reaction kinetics and
catalysis, set in the context of the
ways in which ozone is made and
destroyed in the atmosphere.
(f) the effect of concentration and pressure on the rate of a reaction, explained in terms of the collision theory;
use of the concept of activation enthalpy and the Boltzmann distribution to explain the qualitative effect of
temperature changes and catalysts on rate of reaction; techniques and procedures for experiments in reaction
kinetics including plotting graphs to follow the course of a reaction
(g) the role of catalysts in providing alternative routes of lower activation enthalpy
(h) the term homogeneous catalysis and the formation of intermediates
(i) calculations, from given data, of values for composition by volume of a component in a gas mixture
measured in percentage concentration and in parts per million (ppm)
(o) homolytic and heterolytic bond fission
(p) the formation, nature and reactivity of radicals and: (i) explanation of the mechanism of a radical chain
reaction involving initiation, propagation and termination; (ii) the radical mechanism for the reaction of alkanes
with halogens; (iii) use of ‘half curly arrows’ in radical mechanisms
(q) the chemical basis of the depletion of ozone in the stratosphere due to haloalkanes; the ease of
photodissociation of the haloalkanes (fluoroalkanes to iodoalkanes) in terms of bond enthalpy
(q) the chemical basis of the depletion of ozone in the stratosphere due to haloalkanes…..
(r) the formation and destruction of ozone in the stratosphere and troposphere; the effects of ozone in the
atmosphere, including: (i) ozone’s action as a sunscreen in the stratosphere by absorbing high-energy UV (and
the effects of such UV, including on human skin); (ii) the polluting effects of ozone in the troposphere, causing
problems including photochemical smog
(s) the principal radiations of the Earth and the Sun in terms of the following regions of the electromagnetic
spectrum: infrared, visible, ultraviolet
(t) the effect of UV and visible radiation promoting electrons to higher energy levels, sometimes causing bond
breaking
(u) calculation of values for frequency, wavelength and energy of electromagnetic radiation from given data.
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Specification statements
OZ – Section 3 – (a), (b), (c), (d),
(j), (k), (l), (m), (n), (q)
(a) the term electronegativity; qualitative electronegativity trends in the periodic table; use of relative
electronegativity values to predict bond polarity in a covalent bond; relation of overall polarity of a molecule to
its shape and the polarity of its individual bonds
A consideration of CFCs and HFCs
then provides the introduction to
the chemistry of haloalkanes,
including nucleophilic substitution,
and intermolecular bonding.
(b) intermolecular bonds: instantaneous dipole–induced dipole bonds (including dependence on branching and
chain length of organic molecules and Mr), permanent dipole–permanent dipole bonds
(c) intermolecular bonds: the formation of hydrogen bonds and description of hydrogen bonding, including in
water and ice
(d) the relative boiling points of substances in terms of intermolecular bonds
(j) the recognition of and formulae for examples of members of the following homologous series: (i)
haloalkanes, including systematic nomenclature; (ii) amines
(j) the recognition of and formulae for examples of members of the following homologous series: (i)
haloalkanes, including systematic nomenclature; (ii) amines
(k) the characteristic properties of haloalkanes, comparing fluoro-, chloro-, bromo- and iodocompounds,
considering the following aspects: (i) boiling points (depend on intermolecular bonds); (ii) nucleophilic
substitution with water and hydroxide ions to form alcohols, and with ammonia to form amines
(l) the terms substitution and nucleophile
(m) the use of the SN2 mechanism as a model to explain nucleophilic substitution reactions of haloalkanes
using ‘curly arrows’ and partial charges
(n) the possible dependence of the relative reactivities of the haloalkanes on either bond enthalpy or bond
polarity and how experimental evidence determines that the bond enthalpy is more important
(q) ….the ease of photodissociation of the haloalkanes (fluoroalkanes to iodoalkanes) in terms of bond enthalpy
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Specification statements
WM – Section 1 – (a), (b), (c), (d),
(f), (h)
(a) the formulae of the following homologous series: carboxylic acids, phenols, acid anhydrides, esters,
aldehydes, ketones, ethers
A consideration of medicines from
nature focuses on aspirin. The
chemistry of the –OH group is
introduced through reactions of
salicin and salicylic acid, beginning
with alcohols and continuing with
phenols.
(b) primary, secondary and tertiary alcohols in terms of the differences in structures
(c) the following properties of phenols: (i) acidic nature, and their reaction with alkalis but not carbonates
(whereas carboxylic acids react with alkalis and carbonates); (ii) test with neutral iron(III) chloride solution, to
give a purple colouration; (iii) reaction with acid anhydrides (but not carboxylic acids) to form esters
(d) the following reactions of alcohols and two-step syntheses involving these reactions and other organic
reactions in the specification: (i) with carboxylic acids, in the presence of concentrated sulfuric acid or
concentrated hydrochloric acid (or with acid anhydrides) to form esters; (ii) oxidation to carbonyl compounds
(aldehydes and ketones) and carboxylic acids with acidified dichromate(VI) solution, including the importance
of the condition (reflux or distillation) under which it is done; (iii) dehydration to form alkenes using heated Al2O3
or refluxing with concentrated H2SO4; (iv) substitution reactions to make haloalkanes
(f) techniques and procedures for preparing and purifying a liquid organic product including the use of a
separating funnel and of Quickfit or reduced scale apparatus for distillation and heating under reflux
(h) the term elimination reaction
WM – Section 2 – (i), (j)
The discussion of chemical tests
for alcohols and phenols leads to
the introduction of IR and mass
spectrometry as more powerful
methods for identifying substances.
WM – Section 3 – (e), (g)
The storyline concludes by
examining the synthesis of aspirin
to illustrate organic preparative
techniques, including a look at the
principles of green chemistry.
Version 1
(i) interpretation and prediction of mass spectra: (i) the M+ peak and the molecular mass; (ii) that other peaks
are due to positive ions from fragments; (iii) the M+1 peak being caused by the presence of 13C
(j) the effect of specific frequencies of infrared radiation making specific bonds in organic molecules vibrate
(more); interpretation and prediction of infrared spectra for organic compounds, in terms of the functional
group(s) present.
(e) techniques and procedures for making a solid organic product and for purifying it using filtration under
reduced pressure and recrystallisation (including choice of solvent and how impurities are removed);
techniques and procedures for melting point determination and thin layer chromatography
(g) the principles of green chemistry in industrial processes
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Copyright © OCR 2016
Specification section
Specification statements
CI – Section 1 – (j)
The storyline opens with a look at
crop production and the nitrogen
cycle, which leads into
consolidation of redox concepts
from the first year and introduces
nitrogen chemistry.
(j) the following aspects of nitrogen chemistry: (i) bonding in nitrogen gas, ammonia and the ammonium ion; (ii)
the appearance and names of the oxides of nitrogen, N2O, NO, NO2; (iii) interconversion of the nitrate(V) ion,
nitrate(III) ion, ammonium ion, oxides of nitrogen; (iv) tests for nitrate(V) and ammonium ions
CI – Section 2 – (f), (h), (i)
(f) the effect of changes of temperature and pressure (if any) on the magnitude of the equilibrium constant; the
fact that addition of catalysts has no effect on the position of equilibrium or the magnitude of the equilibrium
constant
The industrial production of nitric
acid– used in the fertiliser industry
– then form the context for
developing further understanding of
equilibria and of Kc and the
introduction of how to determine
units.
CI – Section 3 – (a), (b), (c), (d),
(e), (i)
The industrial production of sulfuric
acid – used in the fertiliser industry
– then form the context for
developing understanding of rates,
including determination of rate
equations.
(h) calculations, including units, involving Kc and initial and equilibrium concentrations for homogeneous
equilibria; techniques and procedures for experiments to determine equilibrium constants
(i) the chemical reactions occurring during industrial processes
(a) the terms: (i) rate of reaction; (ii) rate constant, including units; (iii) order of reaction (both overall and with
respect to a given reagent), use of ‘∝’; (iv) rate equations of the form: rate = k[A]m[B]n where m and n are
integers; calculations based on the rate equation; the rate constant k increasing with increasing temperature
(b) the use of given data to calculate half-lives for a reaction
(c) techniques and procedures for experiments in reaction kinetics; use of experimental data [graphical
methods (including rates from tangents of curves), half-lives or initial rates when varying concentrations are
used] to find the rate of reaction, order of a reaction (zero-, first- or second-order), rate constant and
construction of a rate equation for the reaction
(d) the Arrhenius equation and the determination of Ea and A for a reaction, given data on the rate constants at
different temperatures
(e) the term rate-determining step; relation between rate-determining step and the orders and possible
mechanism for a reaction
(i) the chemical reactions occurring during industrial processes
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Specification statements
CI – Section 4 – (g), (i), (k)
These ideas are finally drawn
together by looking at the industrial
production of ethanoic acid.
Overall, the three industrial
processes allow for an overview of
the effects of factors on the rate
and equilibrium yields of reactions,
leading to a consideration of the
best conditions for an industrial
process. The processes also allow
learners to look at the costs of an
industrial process, including
hazards and the effect of these
processes on society.
(g) the determination of the most economical operating conditions for an industrial process using principles of
equilibrium and rates of reaction
PL – Section 1 – (h), (j), (k), (l),
(m), (n), (o), (p)
(h) the acidic nature of carboxylic acids, and their reaction with metals, alkalis and carbonates
The storyline begins with the uses
of condensation polymers such as
nylons and polyesters, introducing
the chemistry of carboxylic acids,
phenols, esters, amines and
amides, as well as naming of other
organic groups. Surgical stitches
that ‘disappear’ in the body then
form the context for discussing
hydrolysis of polymers.
(k) the formulae and systematic nomenclature of members of the following homologous series: carboxylic
acids, phenols, acyl chlorides, acid anhydrides, esters, aldehydes, ketones, diols, dicarboxylic acids, primary
amines, diamines; naming nylon structures
(i) the chemical reactions occurring during industrial processes
(k) given examples of industrial processes: (i) costs of raw materials, energy costs, costs associated with plant,
co-products and byproducts; (ii) the benefits and risks associated with the process in terms of benefits to
society of the product(s) and hazards involved.
(j) the basic nature of the amino group; the reaction of amines with acids
(l) the formulae for the following functional groups: primary amide, secondary amide
(m) the hydrolysis of esters and amides by both aqueous acids and alkalis, including salt formation where
appropriate
(n) the reactions of acyl chlorides with amines and alcohols
(o) the differences between addition and condensation polymerisation
(p) the relationship between the structural formula of a condensation polymer and the structural formulae of its
monomer(s) and vice versa
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Specification statements
PL – Section 2 – (a), (b), (e), (f),
(g), (i), (q)
(a) (i) amino acid chemistry: the general structure of amino acids; proteins as condensation polymers formed
from amino acid monomers; the formation and hydrolysis of the peptide link between amino acid residues in
proteins; (ii) techniques and procedures for paper chromatography
The storyline then turns to the
chemistry of proteins. Amino acid
chemistry, optical isomerism and
the structure of proteins are
introduced in relation to the
structure of insulin. The storyline
then moves to testing for glucose in
urine as a basis for introducing
enzyme catalysis. Various
examples of medicines that work
as enzyme inhibitors are then used
to discuss molecular recognition.
(b) the primary, secondary and tertiary structure of proteins; the role of intermolecular bonds in determining the
secondary and tertiary structures, and hence the properties of proteins
(e) molecular recognition (the structure and action of a given pharmacologically active material) in terms of: (i)
the pharmacophore and groups that modify it; (ii) its interaction with receptor sites; (iii) the ways that species
interact in three dimensions (size, shape, bond formation, orientation)
(f) the shape of the rate versus substrate concentration curve for an enzyme-catalysed reaction; techniques
and procedures for experiments involving enzymes
(g) the characteristics of enzyme catalysis, including: specificity, temperature sensitivity, pH sensitivity,
competitive inhibition; explanation of these characteristics of enzyme catalysis in terms of a three-dimensional
active site (part of the tertiary structure)
(i) the acid–base properties of amino acids and their existence as zwitterions
(q) optical isomerism: (i) diagrams to represent optical stereoisomers of molecules; (ii) the use of the term chiral
as applied to a molecule and identifying carbon atoms that are chiral centres in molecules; (iii) enantiomers as
non-superimposable mirror image molecules
PL – Section 3 – (c), (d)
The storyline continues with the
development of models of the DNA
and RNA structures and a
description of the Human Genome
project.
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(c) DNA and RNA as condensation polymers formed from nucleotides, which are monomers having three
components (phosphate, sugar and base): (i) the phosphate units join by condensation with deoxyribose or
ribose to form the phosphate–sugar backbone in DNA and RNA; (ii) the four bases present in DNA and RNA
join by condensation with the deoxyribose in the phosphate–sugar backbone; (iii) two strands of DNA form a
double-helix structure through base pairing
(d) the significance of hydrogen bonding in the pairing of bases in DNA and relation to the replication of genetic
information; how DNA encodes for RNA which codes for an amino acid sequence in a protein
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PL – Section 4 – (r), (s), (t)
Finally, aspirin – discussed in WM
– is revisited as the context for a
more detailed discussion of mass
spectrometry, as well as
introduction of proton and carbon13 NMR and the use of combined
techniques in structural analysis.
(r) the further interpretation and prediction of mass spectra: (i) use of the high-resolution value of the M+ peak
to work out a molecular formula; (ii) the mass differences between peaks indicating the loss of groups of atoms
O – Section 1 – (a), (b), (c)
The storyline begins by looking at
how the oceans have been and are
surveyed, and what we know about
their composition. This leads into a
discussion of the solution of ionic
solids, focusing on the energy
changes involved.
(a) the factors determining the relative solubility of a solute in aqueous and non-aqueous solvents
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(s) proton and carbon-13 nuclear magnetic resonance (NMR) spectra for the determination of molecular
structure
(t) the combination of spectroscopic techniques (mass spectrometry, IR and NMR) to determine the structure of
organic molecules.
(b) the terms hydrated ions, enthalpy change of solution (solH), lattice enthalpy (LEH) and enthalpy change of
hydration of ions (hydH), and: (i) the solution of an ionic solid in terms of enthalpy cycles and enthalpy level
diagrams involving these terms; (ii) use of these enthalpy cycles to perform calculations; (iii) techniques and
procedures for measuring the energy transferred in experiments involving enthalpy changes in solution
(c) the dependence of the lattice enthalpy of an ionic compound and the enthalpy change of hydration of ions
on the charge density of the ions
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O – Section 2 – (h), (i), (j), (k), (l),
(m), (n)
(h) the term solubility product for ionic compounds; solubility product calculations; techniques and procedures
for determining solubility products
A study of the role of the oceans in
redistributing energy from the Sun
next forms the context for
introducing the greenhouse effect.
The absorption of CO2 by the
oceans also provides the basis for
introduction of acid–base equilibria,
including Brønsted–Lowry theory,
pH calculations, strong and weak
acids, and buffers. The role of
calcium carbonate in seashells as
a carbon store then leads into
understanding of solubility
products.
(i) the Brønsted–Lowry theory of acids and bases: (i) acids as proton donors and bases as proton acceptors; (ii)
the identification of the proton donor and proton acceptor in an acid–base reaction; (iii) the terms conjugate
acid and conjugate base
O – Section 3 – (d), (e), (f), (g)
Finally, the storyline returns to the
redistribution of energy by the
oceans, forming the basis of an indepth discussion of ideas relating
to entropy.
(d) qualitative entropy changes (of the system); entropy as a measure of the number of ways that molecules
and their associated energy quanta can be arranged
(j) the terms strong acid, strong base; equations for their ionisation in water
(k) the term weak acid and equations for its ionisation in water; acidity constant (‘dissociation constant’) Ka, pKa;
techniques and procedures to measure the pH of a solution
(l) the term pH, and pH calculations involving: (i) strong acids; (ii) strong bases, using Kw; (iii) weak acids
(including calculating any of the terms pH, Ka and concentration from any two others, being aware of the
approximations made)
(m) buffer solutions based on solutions of weak acids and their salts: (i) the meaning of the term buffer; (ii) how
buffers work (including in everyday applications); (iii) buffer solution calculations
(n) the ‘greenhouse effect’, in terms of: (i) solar energy reaching Earth mainly as visible and UV; (ii) Earth
absorbing some of this energy, heating up and radiating IR; (iii) greenhouse gases (e.g. carbon dioxide and
methane) in the troposphere absorbing some of this IR, in the ‘IR window’; (iv) absorption of IR by greenhouse
gas molecules increases the vibrational energy of their bonds, the energy is transferred to other molecules by
collisions, thus increasing their kinetic energy and raising the temperature; (v) greenhouse gas molecules also
re-emitting some of the absorbed IR in all directions, some of which heats up the Earth; (vi) increased
concentrations of greenhouse gases leading to an enhanced greenhouse effect.
(e) qualitative predictions of the sysS for a reaction in terms of: (i) the differences in magnitude of the entropy of
a solid, a liquid and a gas; (ii) the difference in number of particles of gaseous reactants and products
(f) the expressions: totS = sysS + surrS and surrS = –H/T; calculations using these expressions; the relation
of the feasibility of a reaction to the sign of totS
(g) calculation of sysS for a reaction given the entropies of reactants and products
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DM – Section 1 – (a), (g), (h), (i),
(j), (k), (l), (m), (n)
(a) manganate(VII) titrations; non-structured calculations based on these and any other types of titration
The storyline begins with metals in
ancient times and their subsequent
use in coinage and weaponry,
moving on to modern uses of
metals including dental alloys.
Transition metals and their
properties are introduced in this
context.
(g) transition metals as d-block elements forming one or more stable ions which have incompletely filled dorbitals; the common oxidation states of iron (+2 and +3) and copper (+1 and +2) and the colours of their
aqueous ions, if any
(h) electronic configurations, using sub-shells and atomic orbitals, for ions of the first row of the d-block
elements; the existence of variable oxidation states, in terms of the stability of d-orbital electron arrangements
(i) the terms ligand, complex/complex ion and ligand substitution
(j) the formation of complexes in terms of coordinate (dative) bonding between ligand and central metal ion;
ligand substitution equations; the terms bidentate and polydentate as applied to ligands
(k) the colour changes in, and ionic equations for, the reactions of: Fe2+(aq), Fe3+(aq) and Cu2+(aq) ions with
sodium hydroxide solution and ammonia solution
(l) the catalytic activity of transition metals and their compounds
(m) (i) the ions of transition metals in solution are often coloured; (ii) the origins of colour in transition metal
complexes in terms of the splitting of the d-orbitals by the ligands and transitions between the resulting
electronic energy levels
(n) techniques and procedures to measure concentrations of solutions using a colorimeter or visible
spectrophotometer
DM – Section 2 – (c), (d), (f)
The storyline continues with redox
chemistry and electrochemical
cells, studied in the context of cells
from Volta through modern-day
usage of cells to electrochemistry
in the mouth.
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(c) balancing half-equations and full equations for redox processes that also include acid–base reactions by
using oxidation states or other methods
(d) simple electrochemical cells: (i) involving metal ion/metal half-cells; (ii) involving half-cells based on different
oxidation states of the same element in aqueous solution with a platinum or other inert electrode, acidified if
necessary; (iii) techniques and procedures to set up and use electrochemical cells
(f) the term standard electrode potential and its measurement using a hydrogen electrode; use of standard
electrode potentials to: (i) calculate Ecell; (ii) predict the feasibility of redox reactions, and the reasons why a
reaction may not occur; (iii) explain rusting, and its prevention, in terms of electrochemical processes
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DM – Section 3 – (b), (j)
Finally, the topic of pigments leads
into discussion of transition metal
chemistry and complexes. The
storyline ends with a review of
biologically important complexes
such as haemoglobin and cis-platin
and the role of metals as catalysts
in car exhaust systems.
(b) the term coordination number, the shapes and bond angles of complexes with coordination numbers 4
(square planar and tetrahedral) and 6 (octahedral)
CD – Section 1 – (d), (e), (g), (m)
A study of dyes and dyeing and the
use of chemistry to provide colour
to order. The storyline begins by
looking at biological pigments, such
as found in carrots, to examine the
origins of colour in delocalised
systems in organic molecules. This
discussion moves into the structure
of benzene, where the storyline
touches on how scientific ideas
develop.
(d) the formulae of arenes and their derivatives (aromatic compounds): (i) the delocalisation of electrons in
these compounds; (ii) how delocalisation accounts for their characteristic properties
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(j) the formation of complexes in terms of coordinate (dative) bonding between ligand and central metal ion;
ligand substitution equations; the terms bidentate and polydentate as applied to ligands
(e) the two common representations of the benzene molecule and their relation to: (i) the shape of the
molecule; (ii) bonding in the molecule (including a treatment of enthalpy change of hydrogenation)
(g) the following electrophilic substitution reactions of arenes and the names of the benzene derivatives formed:
(i) halogenation of the ring; (ii) nitration, including the mechanism; (iii) sulfonation, (iv) Friedel–Crafts alkylation
and acylation
(m) the origins of colour (and UV absorption) in organic molecules
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CD – Section 2 – (a), (b), (g), (h)
The storyline then moves on to
synthetic dyes, including picric
acid, chrysodin and mauveine. The
concepts explored in this context
includes electrophilic substitution
reactions of benzene, and
formation of diazonium
compounds. At this point, the
storyline also takes a look at the
overall structure of dye molecules
and how dyes attach themselves to
fibres."
(a) how some dyes attach themselves to fibres in terms of intermolecular bonds, ionic bonds and covalent
bonding
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(b) the structure of a dye molecule in terms of the chromophore and: (i) functional groups that modify the
chromophore; (ii) functional groups that affect the solubility of the dye; (iii) functional groups that allow the dye
to bond to fibres
(g) the following electrophilic substitution reactions of arenes and the names of the benzene derivatives formed:
(i) halogenation of the ring; (ii) nitration, including the mechanism; (iii) sulfonation, (iv) Friedel–Crafts alkylation
and acylation
(h) the formation of diazonium compounds and the coupling reactions that these undergo to form azo dyes
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CD – Section 3 – (c), (f), (i), (j), (k),
(l), (n)
(c) fats and oils consist mainly of mixed esters of propane-1,2,3-triol with varying degrees of unsaturation
Food dyes and food testing then
form the context for studying the
structure of fats and oils and the
principles of gas–liquid
chromatography. The storyline
ends with reactions of carbonyl
compounds, and case studies to
illustrate the synthesis of organic
molecules.
(f) naming the individual functional groups mentioned elsewhere in the specification within a polyfunctional
molecule and making predictions about the properties of the polyfunctional molecule; testing for these
functional groups in a compound, using reactions mentioned in the specification
(i) the following reactions involving carbonyl compounds (aldehydes and ketones): (i) oxidation of aldehydes to
carboxylic acids using acidified dichromate, under reflux; (ii) reaction with Fehling’s solution and Tollens'
reagent; (iii) reaction with cyanide ions to form the cyanohydrin
(j) use of organic reactions and reaction conditions mentioned here and elsewhere in the specification to
suggest and explain synthetic routes for preparing organic compounds
(k) the mechanism of the nucleophilic addition reaction between a carbonyl compound and CN–, using ‘curly
arrows’ and partial charges
(l) organic mechanisms: (i) use of the following terms to classify organic reactions: addition, condensation,
elimination, substitution, oxidation, reduction, hydrolysis; (ii) use of ‘curly arrows’ and partial charges, where
appropriate, to describe unfamiliar mechanisms, given appropriate information
(n) the general principles of gas–liquid chromatography: (i) sample injected into inert carrier gas stream; (ii)
column consisting of high boiling liquid on porous support; (iii) detection of the emerging compounds
(sometimes involving mass spectrometry); (iv) distinguishing compounds by their retention times.
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CL – (a), (b), (c)
Throughout the course, learners
will be given opportunities to
practise and demonstrate their
chemical literacy skills. ‘Chemical
literacy’ means the ability to
comprehend a passage of text of A
Level standard, to extract
information from it and to use this
information. Use of the information
may take the form e.g. of a
calculation or to construct an
argument. Chemical literacy also
involves being able to answer
questions logically and with due
regard for the correct use of
technical terms.
(a) extract and manipulate data
(b) interpret and use information
(c) show comprehension by written communication with regard to logical presentation and the correct use of
appropriate technical terms.
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