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This Support Material booklet is designed to accompany the OCR Advanced GCE
specification in Chemistry B (Salters) for teaching from September 2008.
© OCR 2009
Contents
Contents................................................................................................................................2
Introduction..........................................................................................................................3
GCE Chemistry B (Salters): H435. F334 Chemistry of Materials..................................10
Other forms of support......................................................................................................46
Background
A new structure of assessment for A Level has been introduced, for first teaching from September
2008. Some of the changes include:
• The introduction of stretch and challenge at A2 (including the new A* grade at A2) – to
ensure that every young person has the opportunity to reach their full potential;
• The reduction or removal of coursework components for many qualifications – to lessen the
volume of marking for teachers;
• A reduction in the number of units for many qualifications – to lessen the amount of
assessment for learners;
OCR has produced an overview document, which summarises the changes to Chemistry. This can
be found at www.ocr.org.uk, along with the new specification.
In order to help you plan effectively for the implementation of the new specification we have
produced this Scheme of Work for Chemistry B (Salters). These Support Materials are designed
for guidance only and play a secondary role to the Specification.
Our Ethos
All our Support Materials were produced ‘by teachers for teachers’ in order to capture real life
current teaching practices and they are based around OCR’s revised specifications. The aim is for
the support materials to inspire teachers and facilitate different ideas and teaching practices.
• Word format – so that you can use it as a foundation to build upon and amend the content to
suit your teaching style and students’ needs.
The Scheme of Work provides examples of how to teach this unit and the teaching hours are
suggestions only. Some or all of it may be applicable to your teaching.
The Salters Advanced Chemistry course for AS and A2 is made up of 13 teaching modules.
Chemical Storylines AS forms the backbone of the five AS teaching modules. There is a
separate book of Chemical Ideas, and a Support Pack containing activities to accompany the
AS teaching modules.
Each teaching module is driven by the storyline. You work through each storyline, making
‘excursions’ to activities and chemical ideas at appropriate points.
The storylines are broken down into numbered sections. You will find that there are
assignments at intervals. These are designed to help you through each storyline and check
your understanding, and they are best done as you go along.
This scheme of work should be read in conjunction with three other documents:
• The Specification, OCR Advanced GCE in Chemistry B (Salters): H435: available via
www.ocr.org.uk
The number of teaching hours contained within this scheme should not be taken as the
absolute number required for delivering this course. The times indicated below are given for
guidance only, to allow teachers to plan how this course will fit into the educational year for
their school. It must be noted that the two schemes of work to support the Chemistry B
(Salters) Specification do not contain time for review of homework, assignments or end of
module tests, all of which are essential for effective teaching and learning.
As with all Advanced GCE qualifications, the Guided Learning Hours for this Specification
are 180. This should include lesson time and directed study. The schemes of work provided
in the Support Material for this Specification do not identify how this directed study should be
spent. Individual teachers must account for this in their planning and ensure that students
receive the full Guided Learning Hours for this Specification.
Candidates carry out a single individual investigation. The topic may be taken from any aspect of
chemistry. Candidates are expected to spend about 18 hours in the laboratory carrying out
practical work as part of their investigation, and an appropriate amount of time both before and
after this period preparing for and using the results of their investigation.
Candidates must complete and hand in their investigation report in three separate sections.
In order to prepare candidates for the individual investigation, the use of lesson time is strongly
advised. You may wish to use some of this time in explaining the nature of this assessment
component and helping candidates make an appropriate choice of investigation topic. You may
also wish to talk candidates through the marking criteria for each section immediately prior to them
completing each section. Alternatively, to more fully prepare candidates, they should be introduced
to exemplar material alongside the marking criteria and attempt to mark the work for themselves.
The teaching hours suggested in this scheme allow three hours during the planning stage and two
sessions of one hour prior to completion of each of the three sections as in class preparation time.
Of all the delivery methods, normal lesson time needs to be carefully managed due to the amount
of time spent getting out and putting away equipment. Storage of materials from one session to the
next can also become a significant issue. However, this approach fits most readily into a normal
timetable and allows candidates to reflect upon, repeat and modify their experiments over a period
of time.
Successful practical work will require students to submit a chemical order far enough in advance
that the technicians can fulfil it. It is advisable that this happens at least two weeks in advance of
the practical sessions.
Timing of the practical work during the school year is also something to be considered carefully.
The first few weeks immediately after Christmas are problematic due to modular exams but more
so as many chemical supply firms take an extended break at this time of year. Weaker students
often struggle with individual investigations if there has not been a significant coverage of the
curriculum by that point. This necessitates the postponement of the investigation until later in the
spring term. Many schools, however, have successfully carried out investigations towards the end
of the autumn term. The timing will also be very dependent on whether students are to be entered
for chemistry exams in the January session. Whatever model is chosen by the centre, it is
advisable for the practical work to be relatively spread out to give the students chance to carry out
any preliminary work they may need and to think about any issues arising between one session
and the next.
= ICT Opportunity
This icon is used to illustrate when an activity could be taught using ICT
facilities.
Synoptic material
Synoptic assessment tests the candidates’ understanding of the connections between different
elements of the subject.
Synoptic assessment involves the explicit drawing together of knowledge, understanding and skills
learned in different parts of the Advanced GCE course. The emphasis of synoptic assessment is to
encourage the development of the understanding of the subject as a discipline. All A2 units,
whether internally or externally assessed contain synoptic assessment.
Synoptic assessment requires candidates to make and use connections within and between
different areas of chemistry at AS and A2, for example, by:
• applying knowledge and understanding of more than one area to a particular situation or
context;
• using knowledge and understanding of principles and concepts in planning experimental and
investigative work and in the analysis and evaluation of data;
• bringing together scientific knowledge and understanding from different areas of the subject
and applying them.
The specification for each A2 module contains a mixture of statements taken directly from the AS
specification and statements summarised from the AS specification. Where a statement covers
many ideas, it is assumed that more able students will apply this as background knowledge to their
treatment of all aspects of the module and for weaker students it flags areas where they may need
reminding of concepts already studied.
The inclusion of synoptic statements within a module does not indicate that teachers should set
aside time to re-teach these concepts and as a result, some of the synoptic statements may not be
explicitly included in the scheme of work. At the beginning of each module in this scheme of is a re-
print of the synoptic statements to aid in planning.
Draw and interpret simple electron ‘dot-and-cross’ diagrams to show how atoms bond through ionic, covalent and dative Aspects of this statement can be found in:
covalent bonds and be able to describe a simple model of metallic bonding; use the electron pair repulsion principle to lesson 2- physical properties of alcohols
predict and explain the shapes of simple molecules (such as 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) (no treatment of hybridisation or molecular lesson 4- reaction mechanisms
orbitals is expected); recall the typical physical properties (melting point, solubility in water, ability to conduct electricity) lesson 5- investigating the –OH group, acidic properties
characteristic of giant lattice (metallic, ionic, covalent network) and simple molecular structure types
lesson 10- how TLC works
Recognise and write formulae for other homologous series met in the AS course Aspects of this statement can be found in:
lesson 2- alcohols
Use systematic nomenclature to name and interpret the names of other organic compounds whose naming was required in Aspects of this statement can be found in:
the AS course lesson 2- alcohols
ACT WM9.1 could be extended to cover this statement
Recall the reactions (as described in the modules named) of halogenoalkanes (ES), alkenes (PR) and alcohols (PR) Aspects of this statement can be found in:
lesson 2- alcohols
lesson 6- investing the –OH group (suggested as
homework)
Describe the following reactions involving carbonyl compounds (aldehydes and ketones): formation of carbonyl compounds This statement is covered in full in:
by oxidation of alcohols using acidified dichromate with the need to distil in the case of aldehydes lesson 2
Describe the techniques for heating and purifying volatile liquids: heating under reflux and distillation This statement is covered in full in:
lesson 1
Recall the meaning of the concept ‘atom economy’ This statement is covered in full in:
lesson 11
Interpret and predict mass spectra: This statement is covered in full in:
identify the M+ peak and explain that it indicates the Mr lesson 7- instrumental analysis
lesson 8- using mass spectra
4 • ACT WM2.2 ‘Nucleophilic addition reaction mechanism’. • http://www.chemtube3d.com/Nucleophilic Candidates should be able to:
Students work through this activity as presented with an %20substitution%20at%20the%20carbonyl • Describe the following reactions involving carbonyl
excursion to IDEAS 13.7 p318-319 ‘Addition reactions’ at %20group%20-%20Cyanohydrin compounds (aldehydes and ketones): reaction with
the end of step 2. %20formation.html would be good to project hydrogen cyanide to form the cyanohydrin
and talk students through the mechanism
• Describe the mechanism of the nucleophilic
addition reaction between a carbonyl compound
and hydrogen cyanide, using ‘curly arrows’ and
bond polarities
6 • ACT WM3 ‘Investigating the chemistry of the –OH group • http://www.practicalchemistry.org/experiments/a Candidates should be able to:
in phenols and carboxylic acids’. Finish the activity. dvanced/organic-chemistry/microscale- • Describe the reaction of alcohols with carboxylic
• The observations and activity questions can then form the preparation-of-ethyl-benzoate,236,EX.html a acids in the presence of concentrated sulfuric acid
basis for discussion of various sections from IDEAS: microscale ester preparation or concentrated hydrochloric acid to form esters
IDEAS 13.4 p304-305 ‘The iron(III) chloride test’; ‘Ester • http://www.practicalchemistry.org/experiments/a • Describe the following properties of phenols:
formation’; ‘Esters from salicylic acid’. dvanced/organic-chemistry/making-esters-from- acidic nature, and their reaction with alkalis but
alcohols-and-acids,235,EX.html an alternative not carbonates; test with neutral iron(III) chloride
IDEAS 13.5 p307-308 ‘What are esters and how are they practical making lots of esters
made?’ Note: acid anhydride reactions not needed. solution, to give a purple colouration; reaction with
• Students could develop a card game that could acyl chlorides to form esters
IDEAS 13.5 p309 ‘Making esters from phenols’. be used to construct a range of esters of a set
• Recall the reactions (as described in the modules
It is important to ensure that students have accurate, well length and name the ester made
named) of halogenoalkanes (ES), alkenes (PR)
presented notes from this activity. In addition, a and alcohols (PR) (synoptic)
homework summarising previously met test tube
reactions would be useful.
8 • Complete the study of IDEAS 6.5 p142-144. Focus on • http://media.rsc.org/Modern%20chemical Candidates should be able to:
students’ understanding the significance of the molecular %20techniques/MCT1%20Mass%20spec.pdf • Explain how the molecular formula can be worked
ion peak and the fragmentation pattern. has lots of examples of mass spectra which may out from the high-resolution value of the M+ peak
• Use IDEAS 6.5 end of section Qs and STORY WM4 p6 be useful
• Recall that other peaks are due to positive ions
’Using mass spectra to determine molecular structure’ to • Students to make models of simple organic from fragments and the mass differences between
consolidate study of this technique. molecules, e.g. ethanol, and identify the peaks
• Summarise evidence for the structure of salicylic acid fragments that could arise
• Indicate the loss of groups of atoms, suggest the
(STORY p6,7) • http://www.avogadro.co.uk/chemist.htm in the origins of peaks, e.g. peaks at masses of 15 and
• Assess understanding of the concepts from this STORY chemistry topics organic chemistry section has 77 are usually due to the presence of the methyl
using ACT WM4 ‘Using spectroscopy’ two useful pages ‘Interpreting mass spectra’ and phenyl positive ions; loss of a methyl group
• http://www.chemsheets.co.uk/A2415.doc mass would be indicated by a mass difference of 15
10 • Students use their product from last lesson to carry out • http://media.rsc.org/Microscale Candidates should be able to:
the remainder of ACT WM5.1 ‘Testing the purity of your %20chemistry/Microscale%2054.pdf an • Describe the technique of thin-layer
aspirin’. alternative analysis method which could be used chromatography (TLC), including location of spots
in conjunction with TLC using iodine or ultraviolet radiation, and interpret
• The TLC needs to run for 15-25 minutes. During this time
it would be prudent to work through IDEAS 7.3 p176-177 • http://media.rsc.org/Chemistry%20at%20the results in terms of number of spots and matching
‘Chromatography, the general principle’. It would also be %20races/RSC%20Horseracing%20Part heights or Rf values with known compounds;
worth looking at IDEAS Appendix 1 p369 ‘Thin-layer %205.pdf puts chromatography into a wider understand that chromatography can be used for
chromatography’ context the purification of an organic substance
• Students show their understanding of the material in this • http://www.rsc.org/education/teachers/learnnet/p • Describe the following properties of phenols:
lesson by completion of the activity questions and IDEAS ractical/index3.htm a useful video of the practical reaction with acyl chlorides to form esters
7.3 end of section Q1 technique • Describe the reaction of alcohols with carboxylic
• http://chemsite.lsrhs.net/FlashMedia/html/paper acids in the presence of concentrated sulfuric acid
Chrom.html has a simulation of paper or concentrated hydrochloric acid to form esters
chromatography with changeable settings
12 • Refer back to the analysis of salicylic acid in STORY • http://www.rsc.org/education/teachers/learnnet/a Candidates should be able to:
WM4. The two compounds reacting together gave rise to lchemy/index2.htm has a video of combinatorial • Discuss given examples and understand that
several possible chemicals. Use this to explain the ideas chemistry and a good revision worksheet in the combinatorial chemistry is used to make a large
behind combinatorial chemistry. resource file and number of related compounds together, so that
http://www.rsc.org/education/teachers/learnnet/i their potential effectiveness as medicines can be
• ACT WM5.2 ‘Combinatorial chemistry’. nspirational/resources/4.2.1.doc has questions assessed by large-scale screening
• Use the remainder of this lesson as an opportunity to which link directly to the video
review any IDEAS questions which may have been • http://www.rsc.org/education/teachers/learnnet/i
completed as homework. nspirational/resources/4.2.2.doc links together
this lesson and the previous one
14 • Read through STORY WM7 p11-13 ‘The miraculous • http://www.circare.org/foia5/tgn1412.htm Candidates should be able to:
medicine’. particularly the section on news reports where • Understand that testing a medicine involves
• Students complete ACT WM8 ‘How are new medicines some video material can be found. This site clinical trials which answer the following questions
developed?’ before making their own notes on STORY contains lots of information at many levels of a about a potential new drug::
WM8 p13-15. high profile drugs trial that went wrong. Step I – Is it safe?
• http://www.abpischools.org.uk/res/coResourceI Step II – Does it work?
mport/resources04/manufacturing/index.cfm is Step III – Is it better than the standard treatment?
worth an explore
15 • Students could use ACT WM9.1 ‘Organic dominoes II’ to • http://www.york.ac.uk/org/seg/salters/chemistry/ Candidates should be able to:
help them review their understanding of organic DIY/ppoint/Family-organicWMversion.ppt a • Recognise and write formulae for members of the
functional groups. powerpoint written by a Salters teacher for the following homologous series: diols, diamines,
• ACT WM9.2 ‘Check your knowledge and understanding’ legacy specification, which is equally relevant dicarboxylic acids, phenols, acyl chlorides, acid
needs to be used to review and amend notes. They here anhydrides, esters and other homologous series
should have the opportunity to resolve problems now if met in the AS course (synoptic)
they have not done so before.
Explain the term electronegativity; recall qualitatively the electronegativity trends in the Periodic Table; use relative Aspects of this statement can be found in:
electronegativity values to predict bond polarity in a covalent bond; decide whether a molecule is polar or non-polar from its lesson 2- structure of amines and amides
shape and the polarity of its bonds; explain, give examples of and recognise in given examples the following types of
intermolecular bonds: instantaneous dipole–induced dipole bonds (including dependence on branching and chain length of lesson 5- intermolecular forces in polymers
organic molecules), permanent dipole–permanent dipole bonds, hydrogen bonds lesson 8- structure and properties of Kevlar
4 • Introduce the activity by referring back to IDEAS 13.8 • http://www.rsc.org/education/teachers/learnnet/g Candidates should be able to:
p324-325. Hydrolysis and polymerisation as opposite reen/biodiesel/biodiesel_teachers.pdf has a • Describe the hydrolysis of esters and amides by
processes. quick and simple method for making biodiesel both aqueous acids and alkalis, including salt
• Students carry out ACT MR2.3 ‘Taking nylon apart’. The which is formed by hydrolysis of one esters formation where appropriate
initial 3 steps of this activity take 3 hours. It may be best followed by formation of a different ester
• Recall the procedure for purifying an organic solid
for a technician or teacher to demonstrate setting up this • http://www.creative- product by recrystallisation, and explain that the
experiment on a larger scale to hydrolyse enough nylon chemistry.org.uk/alevel/module4/documents/N- solvent used: must be one in which the substance
for the class who then perform step 4 onwards. ch4-02.pdf practical to make soap is very soluble at higher temperatures and
• Students should become familiar with IDEAS Appendix 1 • http://www.mp- insoluble, or nearly so, at lower temperatures; is
p367-370 ‘Heating under reflux’, ‘Recrystallisation’, docker.demon.co.uk/as_a2/topics/carboxylic_ac saturated by the substance at higher
‘Vacuum filtration’ and ‘Determining melting point’. These ids_and_esters/quiz_4.html hydrolysis quiz temperatures, and on cooling the substance then
are all important practical techniques which will be met in • http://www.scribd.com/doc/6468246/Teaching- crystallises out, to leave the impurities in solution
this practical and are relevant preparation for A2-Chemistry-Practical-Skills page 115 is an • Select and describe appropriate qualitative and
coursework. alternative practical to practisepractice quantitative methods
recrystallisation skills • Demonstrate safe and skilful practical techniques
and processes
(6) This lesson is one which may be omitted if time is tight. • http://www.makingthemodernworld.org.uk/learni Candidates should be able to:
It covers mainly topics which have been addressed in ng_modules/chemistry/03.TU.02/?section=8 • Understand that the properties of all materials
lessons 4 and 5. background material on polyesters depend on their structure and bonding and explain
• Review STORY MR2 p22-26 ‘Polyesters’ and ‘Breaking • ILPAC advanced chemistry unit 04 ‘Big examples given relevant information
polymers’. molecules’ p9 onwards has lots of useful • Describe the hydrolysis of esters and amides by
information and questions on polyamides and both aqueous acids and alkalis, including salt
• Review ester formation from IDEAS 13.5 ‘Esters’. polyesters formation where appropriate
Reminder- the anhydride reactions are not studied in
• http://standardbase.live.ism.nl/userdata/sbase_b • Recall the procedure for purifying an organic solid
this module. sSpecification.
eheer/documenten/projecten/probase/UKF product by recrystallisation, and explain that the
• Students carry out ACT MR2.5 ‘Making a liquid crystal’. %20V2%20paracetamol%20analogues solvent used: must be one in which the substance
%20Teacher%2002_04_08.doc is an extended
• Review hydrolysis reactions using ACT MR2.6 activity which may be used in schools which
is very soluble at higher temperatures and
‘Hydrolysing amides and esters’. This activity is worth insoluble, or nearly so, at lower temperatures; is
have 5+ hours of teaching time a week for A- saturated by the substance at higher
carrying out as a revision exercise even if the remainder level or alternatively as part of an A-level
of the lesson is omitted. temperatures, and on cooling the substance then
chemistry club. It would also make a useful crystallises out, to leave the impurities in solution
revision exercise as it covers recrystallisation,
TLC and development of alternative medicinal • Demonstrate safe and skilful practical techniques
structures and processes
• Apply scientific knowledge and processes to
unfamiliar situations
10 • ACT MR5 ‘Check your knowledge and understanding’ Candidates should be able to:
needs to be used to review and amend notes. They • Describe the hydrolysis of esters and amides by
should have the opportunity to resolve problems now if both aqueous acids and alkalis, including salt
they have not done so before. formation where appropriate
• ACT MR2.6 ‘Hydrolysing amides and esters’ is excellent
revision if lesson 6 was omitted
Draw and interpret structural formulae (full, shortened and skeletal); use the concept of repulsion of areas of electron This statement is covered in full in:
density to deduce the bond angles in organic molecules (including double bonds, no treatment of small deviation of angle lesson 2
due to lone pair repulsion required); relate molecular shape to structural formulae and use wedges and dotted lines to
represent 3D shape; recognise and draw structural isomers; recognise where E/Z isomerism occurs, explaining it in terms
of lack of free rotation about C=C bonds when there are two different groups on each carbon; draw and interpret diagrams
to represent E/Z isomers for alkenes which have the same groups on both sides of the double bond (E – opposite sides of
bond; Z – same side of bond); in such molecules, describe ‘E’ as ‘trans’ and ‘Z’ as ‘cis’ and extend this cis-trans
nomenclature to other, more complicated, alkenes
3 • Review STORY TL2 p38 ‘Making peptides’ before • There are many suitable molecular drawing Candidates should be able to:
students attempt ACT TL2.2 ‘The structure of peptides’. packages for ACT TL2.2. ‘ChemSketch’, • Recognise and describe the generalised structure
available as freeware from www.acdlabs.com is of amino acids and recall that proteins are
found in many schools and universities condensation polymers formed from amino acid
monomers
• Describe the formation and hydrolysis of the
• In the remainder of lesson 3, students carry out the reflux peptide link between amino acid residues in
for ACT TL2.3 ‘What’s in aspartame’. proteins and the use of paper chromatography to
identify amino acids, including the need for a
suitable locating agent, such as ninhydrin
11 • Work through IDEAS 10.4 p230-231 ‘Enzymes and rate’. • http://www.lifescied.org/cgi/content/full/5/4/348 Candidates should be able to:
has a good idea for the teaching of enzyme • Explain the shape of the rate versus substrate
• Continue with STORY TL4 p44-46 ‘Rate of enzyme (and kinetics but will need modifying to suit the ability concentration curve for an enzyme-catalysed
other) reactions’ and ‘Enzymes at work’. of your students reaction in terms of the rate-determining step: at
• Assess understanding using ACT TL4.4 ‘Enzyme low concentrations of substrate the order with
kinetics’. This activity links back to atom economy. respect to the substrate is one, at higher
Students should make their own notes from IDEAS 15.9 concentrations of substrate the order with respect
(9 bold) p363-364 ‘Atom economy and enzymes’ as a to the substrate is zero
homework to consolidate their knowledge. • Given examples, understand the industrial
importance of enzymes and of their contribution to
‘green chemistry’ processes
• http://www.york.ac.uk/org/seg/salters/chemistry/
DIY/ppoint/AWproteinsynthesis.ppt an excellent
powerpoint written by a Salters teacher. Note
that the page references are not current
Use the concept of amount of substance to perform calculations involving: Aspects of this statement can be found in:
molecular formulae, masses of reagents, percentage yields, volumes of gases, volumes of solutions of lesson 1- questions from IDEAS, calculations from practical results
known concentrations, balanced chemical equations
lesson 2- questions from practical results
lessons 3 and 4- questions from practical results
lesson 5- intermolecular forces in polymers
lesson 8- structure and properties of Kevlar
Write and interpret balanced equations, including ionic, given the necessary information Aspects of this statement can be found in:
lesson 1- questions from IDEAS, interpreting practicals
lessons 5 and 6- extraction and purification of iron
lesson 7- combining half equations
Given the necessary information, describe and explain procedures for acid–base titrations Aspects of this statement can be found in:
lessons 3 and 4- titration calculations
Given the necessary information, describe redox reactions of main group elements in terms of electron Aspects of this statement can be found in:
transfer: assigning oxidation states, using half-equations to represent the oxidation and reduction lessons 3 and 4- half equations and oxidation states
reactions
lessons 5 and 6- extraction and purification of iron
lesson 7- redox reactions
Recall that the Periodic Table lists elements in order of atomic (proton) number and groups Aspects of this statement can be found in:
elements together according to their common properties; recall the classification of elements into s-, lessons 3 and 4- oxidation and reduction
p- blocks
lesson 7- revision
(i) Recall and explain the relationship between the position of an element in the Periodic Table and the
charge on its ion lesson 11
– 2– 2– – + –
(ii) Recall the names and formulae of NO3 , SO4 , CO3 , OH , NH4 , HCO3 ; write formulae for
compounds formed between these ions and other given anions and cations
Use conventions for representing the distribution of electrons in atomic orbitals (no treatment of the This statement is covered in full in:
shapes of atomic orbitals is expected); write out the electronic configuration, using sub-shells and lessons 11 and 12
atomic orbitals, for atoms and ions of the main group elements up to krypton
2 • Begin with a class discussion about how to carry out the • http://www.outreach.canterbury.ac.nz/chemistry/ Candidates should be able to:
colorimetry stage of SS1.2. Summarise the main steps. documents/iron_colorimeter.pdf is an alternative • Describe and explain a simple colorimeter, and
practical relevant to the unit use colorimetric measurements to determine the
• Students carry out and complete SS1.2 ‘How much concentration of a coloured solution:
manganese is there in a nail?’ In order to answer Q5, ( ι ) choose suitable filter/set wavelength,
they should be encouraged to read IDEAS 6.7 p153-154 (ι ι) make up standard solutions of coloured
‘Where does colour come from?’ solution,
( ι ι ι ) zero colorimeter with tube of
water/solvent,
( ι ϖ) measure absorbance of standard
solutions,
( ϖ ) plot calibration curve,
(ϖ ι ) measure absorbance of unknown,
( ϖ ι ι ) read off concentration from calibration
curve
• Explain and evaluate the methodology and results
of investigative activities
9 • Work through IDEAS 9.3 p206-208 ‘Predicting the • http://www.chem.iastate.edu/group/Greenbowe/s Candidates should be able to:
direction of redox reactions’. Students will need summary ections/projectfolder/animations/ZnCutransfer.ht
• Use standard electrode potentials to:
notes and worked examples of this material. ml an animation of an electrochemical process
i. calculate Ecell
• Students complete the end of section Qs. • http://www.knockhardy.org.uk/assets/EPOTPP.P
PT a useful summary of all things ii. predict the feasibility of redox reactions and
• A useful homework to consolidate learning would be electrochemical understand that the rate of reaction may be
ACT SS3.3 ‘Using electrode potentials’. an important factor in deciding whether the
reaction actually takes place under standard
conditions
13 • Read through STORYSS5 p71-72 ‘Catalysis’. • http://www.scribd.com/doc/6468246/Teaching- Candidates should be able to:
• Students complete ACT SS5.3 ‘How do transition metal A2-Chemistry-Practical-Skills page 23 has an • Explain the catalytic activity of transition metals
ions act as catalysts’ and use IDEAS 11.5 p256-257 alternative practical where a transition metal and their compounds: homogeneous catalysis in
‘Catalytic activity’ to help explain the questions. Also acts as a catalyst. It can also be used to revise terms of variable oxidation states, heterogeneous
IDEAS 10.5 and 10.6 if necessary rates and practisepractice planning. catalysis in terms of the ability of transition metals
• They should the question content as a guide to make to use (3)d and (4)s electrons of the atoms on the
17 • ACT SS5.2 ‘Formulae and colours of some transition http://www.york.ac.uk/org/seg/salters/chemistry/D • Use systematic nomenclature to name and
metal compounds’ is a nice revision of the material IY/aharris/Thedblock.ppt a powerpoint written by interpret the names of inorganic compounds [iei.e.
covered in the last few lessons. a Salters teacher on all things d-block. Would be copper(II) sulfide, lead(II) nitrate(V), potassium
useful as a revision summary manganate(VII), not complex ions]
• Students should use ACT SS6 ‘Check your knowledge
http://www.york.ac.uk/org/seg/salters/chemistry/D • Recall the names and formulae of NO3–, SO42–,
and understanding’ to review and amend notes. They
IY/ppoint/LJCI6.7.ppt a powerpoint written by a CO32–, OH–, NH4+, HCO3–; write formulae for
should have the opportunity to resolve problems now if
Salters teacher which could be used to revise all compounds formed between these ions and other
they have not done so before.
things ‘Light’ given anions and cations
http://www.york.ac.uk/org/seg/salters/chemistry/D
IY/word/Redoxrevision.doc a card sort exercise
http://www.knockhardy.org.uk/assets/TRANSMP
P.PPT revises all things to do with transition
elements
In order to help you implement the new Chemistry B (Salters) specification effectively, OCR offers
a comprehensive package of support. This includes:
OCR Training
Additional events are also available through our partner, Mill Wharf Training. It offers a range of
courses on innovative teaching practice and whole-school issues - www.mill-wharf-training.co.uk.
The course is supported by the Salters Advanced Chemistry Project at the University of York. Their
webpage - http://www.york.ac.uk/org/seg/salters/chemistry/ is a valuable source of support
materials.
The Salters Advanced Chemistry Project have also set up some online forums for teachers to
discuss the course. Details of these can be found on their website.
OCR Website
OCR Interchange has been developed to help you to carry out day to day administration functions
on-line, quickly and easily. The site allows you to register and enter candidates online. In addition,
you can gain immediate and free access to candidate information at you convenience. Sign up at
https://interchange.ocr.org.uk.
The assessment material for unit F333 is only available in Interchange. Access to Interchange will
be required to access this material.
Published Resources
OCR offers centres a wealth of quality published support with a fantastic choice of ‘Official
Publisher Partner’ and ‘Approved Publication’ resources, all endorsed by OCR for use with OCR
specifications.
Publisher partners
OCR works in close collaboration with three Publisher Partners; Hodder, Heinemann and Oxford
University Press (OUP) to ensure centres have access to:
• Better published support, available when you need it, tailored to OCR specifications
• Quality resources produced in consultation with OCR subject teams, which are linked to
OCR’s teacher support materials
• Materials that are subject to a thorough quality assurance process to achieve endorsement
The publisher partnerships are non-exclusive with the GCE Sciences being the only
exception. Heinemann is the exclusive publisher partner for OCR GCE Sciences.
Adelene Cogill, Frank Harriss, Chemical Storylines A2 3rd Edition ISBN: 9780435631482
Dave Newton, Gill Saville, (2009)
Kay Stephenson, Dave Waistnidge,
Ashley Wheway
Edited by Chris Otter, Chemical Ideas 3rd Edition (2008) ISBN: 9780435631499
Kay Stephenson
Derek Denby, Frank Harriss, Support Pack A2 3rd Edition CD-ROM ISBN: 9780435631512
Chris Otter, Kay Stephenson (2009)
Lesley Johnston, Dave Newton, Revise A2 Chemistry for Salters New ISBN: 9780435631550
Chris Otter, Alasdair Thorpe Edition (2009)
Endorsement
OCR endorses a range of publisher materials to provide quality support for centres delivering its
qualifications. You can be confident that materials branded with OCR’s “Official Publishing Partner”
or “Approved publication” logos have undergone a thorough quality assurance process to achieve
endorsement. All responsibility for the content of the publisher’s materials rests with the publisher.
These endorsements do not mean that the materials are the only suitable resources available or
necessary to achieve an OCR qualification. Any resource lists which are produced by OCR shall
include a range of appropriate texts.