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A-Level Chemistry

Bridging Project Year 12-13

Head of Chemistry - K Thompson

kirsten.thompson@highfield.herts.sch.uk

NAME : ________________________________

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Contents

Contents Contents ...................................................................................................................................................... 1

Course Content & Assessment Overview – OCR Chemistry A H432 ...................................................... 2

Practical Assessment Group (PAGs) - Module 1 .................................................................................. 3

Organisation ............................................................................................................................................... 4

Useful websites: ......................................................................................................................................... 5

Book Recommendations ............................................................................................................................ 6

Useful Textbooks/ Revision Guides .......................................................................................................... 7

Preparing for Year 13 ................................................................................................................................. 8

Places to go for help .................................................................................................................................. 9

Consolidating Remote Learning .............................................................................................................. 11

Year 12 ISP .................................................................................................................................................. 2

Practical Skills Unit (Optional) ................................................................................................................... 6

Appendix 1 Language of Measurement ............................................................................................. 11

Appendix 2 Uncertainties in apparatus and equipment .................................................................... 12

Appendix 3 Command Words ............................................................................................................ 13

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Course Content & Assessment Overview – OCR Chemistry A H432 Learners must complete all components (01, 02, 03 and 04).

Practical skills assessed in all papers (maximum of 15% of paper).

Maths skills (at level 2) assessed in all papers (maximum of 20% of

paper).

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Practical Assessment Group (PAGs) - Module 1 You are required to complete a minimum of 12 PAG’s over the course of year 12

and 13 which must satisfy a selection of criteria by the exam board.

It is important you keep accurate, dated records of your PAG work and do your

best to write these up inside the lessons they were carried out.

It is highly recommended that you carry out the analysis and extension tasks on

the PAG work as this will help to prepare you for the 15% practical component that

makes up the final exam.

On satisfying the practical criteria on at least 12 PAGs you will be awarded a

practical certificate for this component of the course which is simply pass/fail.

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Organisation

Make sure you have the following items and bring them with you to your first lesson: -Clear 30cm ruler

-Scientific calculator [Casio FX-83GTPLUS or similar]

-Lever arch file style folder

-Set of 10 extra-wide dividers for your folder

-Bound notepad for your notes – this will save you having to file them in order (alternatively you will need a Pad of A4 lined/squared paper).

-Pens (black x2, green x1, purple x1)

-Pencil (x2) [plus a sharpener, if you chose not to use a mechanical pencil]

-Rubber

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Useful websites:

www.amazing-grades.com

www.creative-chemistry.co.uk

www.chemguide.co.uk

www.s-cool.co.uk

www.bbc.co.uk/schools/cgsebitesize/chemistry

www.rsc.co.uk

https://phet.colorado.edu

Chemistry World Online: www.rsc.org/chemistryworld/ RSC Journals: http://pubs.rsc.org/en/Journals?key=Title&value=Current Biochemical Society: www.biochemistry.org/ Biochemistry for schools: www.biochem4schools.org/ Snap revise: https://snaprevise.co.uk/

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Book Recommendations

Periodic Tales: The Curious Lives of the Elements (Paperback) Hugh Aldersey-Williams ISBN-10: 0141041455 This book covers the chemical elements, where they come from and how they are used. There are loads of fascinating insights into uses for chemicals you would have never even thought about. The Science of Everyday Life: Why Teapots Dribble, Toast Burns and Light Bulbs Shine (Hardback) Marty Jopson ISBN-10: 1782434186 The title says it all really, lots of interesting stuff about the things around you home! Bad Science (Paperback) Ben Goldacre ISBN-10: 000728487X Here Ben Goldacre takes apart anyone who published bad / misleading or dodgy science – this book will make you think about everything the advertising industry tries to sell you by making it sound ‘sciency’. Calculations in AS/A Level Chemistry (Paperback) Jim Clark – Be aware this is an old edition textbook it doesn’t match up directly with the 2015 specification but still worthwhile! ISBN-10: 0582411270 If you struggle with the calculations side of chemistry, this is the book for you. Covers all the possible calculations you are ever likely to come across. Brought to you by the same guy who wrote the excellent chemguide.co.uk website. Moles, a survival guide for Science by Keith Brown. ISBN 978 0 521 42409 7 Useful if you struggled with mole calculations at GCSE.

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Useful Textbooks/ Revision Guides 1) New A-Level Chemistry for 2018: OCR A Year 1 & 2 Exam Practice

Workbook - includes Answers

2) New A-Level Chemistry for 2018: OCR A Year 1 & 2 Complete

Revision & Practice with Online Edition

3) A-Level Chemistry: Essential Maths Skills

4) Aiming for an A in A-level Chemistry

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Preparing for Year 13 You will need a good working knowledge of the entire year 12 course to get a good-outstanding A-level grade. To hit the ground running with trickier concepts, it is recommended you come into year 12 already fully understanding the following:- A-level Module 5

Calculating Kc from Year 12 – For Calculating Kc part 2, calculating

Kp.

Enthalpy and Hess’s Law from year 12 – for Born Haber Cycles.

A-Level Module 6

Basic concepts in organic chemistry – e.g. naming and drawing

structures applied to acids, amines, amides and polymers in year 13

Organic Synthesis

Spectroscopy

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Places to go for help 1. The OCR website is a great place to start

The Chemistry webpages information includes: • The specification – this explains exactly what you need to learn for your exams.

• Practice exam papers.

• Lists of command words and subject specific vocabulary – so you understand the words to use in exams.

• Past papers and mark schemes from the old specifications. Some questions won’t be relevant to the new AS and A-level, so please check with your teacher.

• Maths skills support 2. Royal Society of Chemistry They work with everyone from government policy makers to students, as well as universities and researchers studying chemistry. Their website includes a dedicated student section. 3. The Student Room Join the A-level Chemistry forums and share thoughts and ideas with other students if you’re stuck with your homework. Just be very careful not to share any details about your assessments, there are serious consequences if you’re caught cheating. Visit thestudentroom.co.uk 4. Textbooks The OCR endorsed textbooks are published by Pearson, Oxford University Press. Textbooks from other publishers will also be suitable, but you’ll need to double check that the content and formula symbols they use match the specification.

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5. Revision guides These are great if you want a quick overview of the course when you’re revising for your exams. Remember to use other tools as well, as these aren’t detailed enough on their own. OCR Revision guide Specification A https://chemrevise.org/ocr-revision-guides/

6. YouTube

YouTube has thousands of Chemistry videos. Just be careful to look at who produced the video and why because some videos distort the facts. Check the author, date and comments – these help indicate whether the clip is reliable. If in doubt, ask your teacher. MaChemGuy https://docs.google.com/document/d/1MFgkCts2xGSOx5f07v0K_ejKMpli04nNNsCq3jDDVwE/edit Please find his indexed links for OCR Specification A below https://www.youtube.com/channel/UCyl4QJXN9zNapzmKAn-fJgQ

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Consolidating Remote Learning

Step 1 – RAG confidence in each topic

It is important you are honest with yourself – this will help make a plan of

action to remedy any gaps or weaknesses.

Step 2 – Exercises to the Plug the ‘Knowledge Gaps’

You need to work using the ISP below to make sure you really

understand all of the year 12 course content in preparation for your final

year. Furthermore, the areas most likely to be impacted by remote

teaching this year include:

1. Reaction Rates and Equilibrium

2. Haloalkanes

3. Organic Synthesis

4. IR and Mass Spectroscopy

5. Practical Knowledge & Skills

Be prepared to hand in the “Quick Check” exercises for checking

and be prepared to do a bit of self marking too.

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Year 12 ISP

Week Y12 Topic Confident

?

If not, then what? Confident now?

Tick or

cross / 1-5

Review

class notes

for topic

Review

chemrevise

notes

Review topic

chapter in

textbook/revi

sion guide

(pages)

Watch and

make notes

on

MaChemGu

y videos

Re-do

STUDY

PACK

questions

for topic

(PPQ pack

available for

each

module)

Answer

textbook/revi

sion guide

questions

for topic

Answer

chemsheets

questions

for topic

Set via

SMHW

Answer past

exam

questions

Via OCR or

maths,

chemistry,

physics tutor

(old spec)

Tick or cross /

1-5

Atomic

structure and

isotopes

Pg 8-12

Compounds

formulae and

equations

Pg 12-19

Amount of

substance

Pg 20-38

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Acids

Pg 40-43

Redox

Pg 43-52

Electron

structure

Pg 54

Bonding and

structure

Pg 59-86

Periodicity

Pg 92-106

Group 2

Pg 108-112

The halogens

Pg 112-117

Qualitative

analysis

Pg 117-121

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Week Y12 Topic Confident

?

If not, then what? Confident now?

Tick or

cross / 1-5

Review

class notes

for topic

Review

chemrevise

notes

Review topic

chapter in

OCR

textbook

(pages)

/revision

guide

Watch and

make notes

on

MaChemGu

y videos

Re-do

STUDY

PACK

questions

for topic

(PPQ pack

available for

each

module)

Answer

textbook/revi

sion guide

questions

for topic

Answer

chemsheets

questions

for topic

Set via

SMHW

Answer past

exam

questions

Via OCR or

maths,

chemistry,

physics tutor

(old spec)

Tick or cross /

1-5

Enthalpy

changes

Pg 124-142

Reaction Rates

Pg 144-152

Equilibrium

Pg 154-162

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Basic concepts

in organic

chemistry

Pg 172-187

Alkanes

Pg 190-198

Alkenes

Pg 200-215

Alcohols

Pg 222-229

Haloalkanes

Pg 230-235

Organic

synthesis

Pg 240-250

Analytical

techniques

Pg 252-264

PRACTICAL SKILLS Specific resources to help with this aspect of the course: Extensive notes from chemrevise site MaChemGuy PAG playlist (as endorsed by physicsandmathstutor.com)

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Practical Skills Unit (Optional)

You will need access to a computer for this

work.

Practical Skills Simulation PAG 6.1 Synthesis of Aspirin

If completed to a high enough standard, this research can be used to hit

the research, referencing and risk assessment criteria in advance of

completing the PAG in class.

It is recommended you type work up so that it can be edited in the future.

Part 1 – Risk Assessment

Use CLEAPSS hazcards via SMHW to research:

the hazard information and complete the table below.

sensible precautions you would take in the practical to minimise risk

to yourself and others.

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Risk Assessment – Synthesis of Aspirin

Label Identity Hazard information Precaution

oil of wintergreen oil of wintergreen

2.0 mol dm-3

NaOH(aq)

2.0 mol dm3 aqueous

sodium hydroxide,

NaOH(aq)

2.00 mol dm-3

HCl(aq) 2.00 mol dm–3 aqueous

hydrochloric acid, HCl(aq)

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Part 2 – Research Task

Use reliable online sources (some in document above) to

research the following.

If you record and reference your research it can be stuck in

your PAG book in year 13 when you get an opportunity to do

the PAG in class.

Extension – you can use molview to construct, view and

visualise some of the molecules you will be using.

http://molview.org/

Research Questions

1. What is the structure of Aspirin?

2. When was Aspirin discovered?

3. What is Aspirin used for?

4. From which Natural Product is it made?

5. What are the main synthetic steps? (assume methyl 2-

hydroxybenzoate is the starting material)

6. Is there another route you can find?

7. What are the key processes in the reaction? What are

they used for e.g. recrystallisation

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Part 3 – Conduct Experiment (Simulation)

2 hours work in total

4 levels – each last 30 mins – but you can save and come

back to this at any time (if registered)

Using Aspirin Practical Simulation from RSC

http://www.rsc.org/learn-chemistry/resources/screen-

experiment/aspirin/experiment/1

Register/ Login – to save progress, lab records and collect

badges

Quickstart options available too!

Compatible with Internet Explorer 10+, Chrome or Firefox.

Also compatible with Android tablets using a Chrome browser

and iPads using the Safari browser.

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Part 4 – Evaluation

Extension opportunities

1. Discuss what happens to the methanol that is formed during the hydrolysis of the methyl 2-hydroxybenzoate.

2. Discuss the relative percentage yields of Part 1 and Part 2, including how ideas about where material is lost in individual steps, and how these losses can be minimised.

1. What does each stage of the recrystallisation achieve in terms of removing impurities?

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Appendix 1 Language of Measurement

Accuracy is a measure of the closeness of agreement between an individual test result and

the true value. If a test result is accurate, it is in close agreement with the true value. An

accepted reference value may be used as the true value, though in practice the true value is

usually not known.

Anomaly (outlier) is a value in a set of results that is judged not to be part of the inherent

variation.

Confidence is a qualitative judgement expressing the extent to which a conclusion is

justified by the quality of the evidence.

Error (of measurement) is the difference between an individual measurement and the true

value (or accepted reference value) of the quantity being measured.

Precision is the closeness of agreement between independent measurements obtained

under the same conditions. It depends only on the distribution of random errors (i.e. the

spread of measurements) and does not relate to the true value.

Repeatability is the precision obtained when measurement results are produced over a

short timescale by one person (or the same group) using the same equipment in the same

place.

Reproducibility is the precision obtained when measurement results are produced over a

wider timescale by different people using equivalent equipment in different (but equivalent)

places.

Resolution is the smallest change in the quantity being measured that can be detected by

an instrument.

Uncertainty is an estimate attached to a measurement which characterises the range of

values within which the true value is asserted to lie. This is normally expressed as a range of

values such as 44.0 ± 0.4.

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Validity can apply to an individual measurement or a whole investigation. A measurement is

valid if it measures what it is supposed to be measuring. An investigative procedure is valid if

it is suitable to answer the question being asked. Validity will be reduced, for example, if no

negative control is included in an investigation into the efficacy of a therapeutic drug.

[Reliability will no longer be used because of its ambiguity.]

Appendix 2 Uncertainties in apparatus and equipment When using any apparatus, learners should check whether the apparatus itself is marked

with the uncertainty. This is, for example, generally the case in for volumetric glassware

used to measure specific volumes of liquid, such as volumetric flasks and pipettes frequently

used in A Level Chemistry. The degree of uncertainty in these cases depends on the class

of apparatus.

For example, a 100 cm3 measuring cylinder is graduated in divisions every 1 cm3.

• A Class A measuring cylinder has an uncertainty of half a division or 0.5 cm3 in each

measurement

• A Class B measuring cylinder has an uncertainty of a whole division or 1 cm3 in each

measurement.

In the absence of information provided on the equipment, the following assumptions are

made regarding the uncertainty in each measurement:

• When using apparatus with an analogue graduated scale, the uncertainty is assumed to

be ± half the smallest graduation.

e.g. a 30 cm rule has divisions of 1 mm and an uncertainty of half a division, or 0.5 mm.

When measuring a distance the uncertainty has to be taken into account twice and it is

overall 1 mm.

An analogue meter with scale markings each 0.2 V has an uncertainty of 0.1 V.

• When using digital apparatus, the uncertainty is presumed to be ± the resolution of the

apparatus in each measurement.

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For example, a two-decimal place balance has an uncertainty of ±0.01 g in each

measurement and a voltmeter with three significant figures which has an uncertainty of ±0.1

V in the 0-20 V range will have an uncertainty of ±1 V in the 0-100 V range.

Appendix 3 Command Words

Command word Definition

analyse Separate information into components and identify their characteristics.

Discuss the pros and cons of a topic or argument and make reasoned comment.

calculate Generate a numerical answer, with workings shown.

choose Select from a list or a number of alternatives.

classify Assign to a category or group.

compare and contrast

Identify similarities and differences.

complete Add words, numbers, labels or plots to complete a sentence, table, diagram or graph.

conclude Make a decision after reasoning something out.

describe Set out the facts or characteristics.

The description of a process should address what happens, and when and/or where it happens. (Compare with ‘Explain’)

For example, when asked to describe the change in rate of reaction seen on a graph, the expected response might be to describe whether the rate of reaction remains constant, or decreases or increases over time.

design Plan and present ideas to show a layout / function / workings / object / system / process.

determine To find a solution by following a set of procedures.

Obtain a numerical value by carrying out a series of calculations.

discuss Give an account that addresses a range of ideas and arguments.

draw Produce a diagram with sufficient detail and labels to illustrate the answer. (Compare with ‘Sketch’)

estimate Assign an approximate value.

evaluate Make a qualitative judgement taking into account different factors and using available knowledge / experience / evidence.

explain Set out reasons and/or mechanisms to address why and/or how something happens. (Compare with ‘Describe’)

For example, when asked to explain the change in rate of reaction seen on a graph, the expected response would suggest scientific reasons for any change seen, for example in terms of molecular collisions or enzymatic action.

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Command word Definition

give A short answer is required without explanation (unless separately requested).

how In what way?

identify Recognise, list, name or otherwise characterise.

illustrate Make clear by using examples or providing diagrams.

justify Present a reasoned case for actions or decisions made.

label Add names or other identifying words or symbols to a diagram.

measure Establish a value using a suitable measuring instrument or technique.

name Provide appropriate word(s) or term(s).

outline Provide a description setting out the main characteristics / points.

plan Consider, set out and communicate what is to be done.

plot Translate data into a suitable graph or chart, with labelled axes.

predict Make a judgement of an event or action that will or would happen in the future, as a result of knowledge, experience or evidence.

select Carefully choose as being the most suitable for a task or purpose.

show Write down details, steps or calculations to prove a fact or answer.

sketch Produce a simple, freehand drawing to illustrate the general point being conveyed. Detail is not required. (Compare with ‘Draw’)

In the context of a graph, the general shape of the curve would be sufficient without plotting precise points. (Compare with ‘Plot’)

state or define Express in precise terms the nature, state or meaning.

suggest Give possible alternatives, produce an idea, put forward (for example) an idea or a plan for consideration.

use / using The answer must be based on information given in the question.

what A request for information, clarified by the context or question in which it is contained.

which Identify an object, word or explanation.

why For what reason?