httpswww.ocr.org.ukimages171720-specification-accredited-a-level-gce-chemistry-a-h432.pdf

Qualification
Accredited
Oxford Cambridge and RSA
A LEVEL
Specification
CHEMISTRY A
H432
For first assessment in 2017
Version 2.8 (March 2024) ocr.org.uk/alevelchemistrya

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Contents
Introducing… A Level Chemistry A (from September 2015) ii
Teaching and learning resources iii
Professional Development iv
1 Why choose an OCR A Level in Chemistry A? 1
1a. Why choose an OCR qualification? 1
1b. Why choose an OCR A Level in Chemistry A? 2
1c. What are the key features of this specification? 3
1d. How do I find out more information? 4
2 The specification overview 5
2a. Overview of A Level in Chemistry A (H432) 5
2b. Content of A Level in Chemistry A (H432) 6
2c. Content of modules 1 to 6 8
2d. Prior knowledge, learning and progression 64
3 Assessment of OCR A Level in Chemistry A 65
3a. Forms of assessment 65
3b. Assessment objectives (AO) 66
3c. Total qualification time 66
3d. Qualification availability outside of England 67
3e. Language 67
3f. Assessment availability 67
3g. Retaking the qualification 67
3h. Assessment of extended response 67
3i. Synoptic assessment 68
3j. Calculating qualification results 68
4 Admin: what you need to know 69
4a. Pre-assessment 69
4b. Accessibility and special consideration 71
4c. External assessment arrangements 71
4d. Admin of non-exam assessment 72
4e. Results and certificates 72
4f. Post-results services 73
4g. Malpractice 73
5 Appendices 74
5a. Overlap with other qualifications 74
5b. Avoidance of bias 74
5c. Chemistry A data sheet 75
5d. How Science Works (HSW) 79
5e. Mathematical requirements 80
5f. Health and Safety 86
5g. Practical endorsement 87
5h. Revision of the requirements for practical work 93
Summary of updates 94
Version 2.8 © OCR 2024

A Level in Chemistry A i
Introducing…
A Level Chemistry A (from September 2015)
This specification allows teachers to adopt a flexible This specification incorporates the Ofqual GCE Subject
approach to the delivery of A Level Chemistry. The Level Conditions and Requirements for Chemistry.
course has been designed to enable centres to
deliver the content modules (Modules 2–6) using the Contact the team
framework provided or to design a customised course.
Practical work done to support teaching of the content We have a dedicated team of people working on our
will serve to cover the requirements of the practical A Level Chemistry qualifications.
skills module (Module 1), which is assessed in written If you need specialist advice, guidance or support, get
examinations and through the Practical Endorsement.
in touch as follows:
The specification is divided into chemical topics, each
• 01223 553998
containing different key concepts of chemistry. Certain
topics are split over modules, to facilitate co-teaching • scienceGCE@ocr.org.uk
of the AS Level qualification in Chemistry A with the
first year of A Level. Centres that are not co-teaching • @OCR_science
this course with the AS Level may elect to teach these
topics sequentially.
Throughout the specification, cross-references indicate

the relevance of individual learning outcomes to the
mathematical and practical criteria that are embedded
in the assessments.

ii A Level in Chemistry A
Teaching and learning resources
We recognise that the introduction of a new Plenty of useful resources
specification can bring challenges for implementation
and teaching. Our aim is to help you at every stage and You’ll have four main types of subject-specific teaching
we’re working hard to provide a practical package of and learning resources at your fingertips:
support in close consultation with teachers and other
• Delivery Guides
experts, so we can help you to make the change.
• Transition Guides
Designed to support progression for all
• Topic Exploration Packs
Our resources are designed to provide you with a
range of teaching activities and suggestions so you can • Lesson Elements.
select the best approach for your particular students.
Along with subject-specific resources, you’ll also have
You are the experts on how your students learn and
access to a selection of generic resources that focus
our aim is to support you in the best way we can.
on skills development and professional guidance for
We want to… teachers.
• Support you with a body of knowledge Skills Guides – we’ve produced a set of Skills Guides
that grows throughout the lifetime of the that are not specific to Chemistry, but each covers a
specification topic that could be relevant to a range of qualifications
– for example, communication, legislation and
• Provide you with a range of suggestions so you research. Download the guides at
can select the best activity, approach or context ocr.org.uk/skillsguides
for your particular students
Active Results – a free online results analysis service
• Make it easier for you to explore and interact to help you review the performance of individual
with our resource materials, in particular to students or your whole school. It provides access to
develop your own schemes of work detailed results data, enabling more comprehensive
• Create an ongoing conversation so we can analysis of results in order to give you a more accurate
develop materials that work for you. measurement of the achievements of your centre and
individual students. For more details refer to
ocr.org.uk/activeresults

A Level in Chemistry A iii
Professional Development
Take advantage of our improved Professional These events are designed to help prepare you for first
Development Programme, designed with you in mind. teaching and to support your delivery at every stage.
Whether you want to come to face-to-face events,
look at our new digital training or search for training Watch out for details at cpdhub.org.uk.
materials, you can find what you’re looking for all in
To receive the latest information about the training
one place at the CPD Hub.
we’ll be offering, please register for A Level email
An introduction to the new specifications: updates at ocr.org.uk/updates.
We’ll be running events to help you get to grips with

our A Level Chemistry A qualification.

iv A Level in Chemistry A
1 Why choose an OCR A Level in Chemistry A?
1a. Why choose an OCR qualification?

Choose OCR and you’ve got the reassurance that We provide a range of support services designed to
you’re working with one of the UK’s leading exam help you at every stage, from preparation through to
boards. Our new A Level in Chemistry A course
has been developed in consultation with teachers,
the delivery of our specifications. This includes:
1
employers and Higher Education to provide students • A wide range of high-quality creative resources
with a qualification that’s relevant to them and meets including:
their needs. o delivery guides
We’re part of the Cambridge Assessment Group, o transition guides
Europe’s largest assessment agency and a department o topic exploration packs
of the University of Cambridge. Cambridge Assessment o lesson elements
plays a leading role in developing and delivering o …and much more.
assessments throughout the world, operating in over • Access to Subject Advisors to support you
150 countries. through the transition and throughout the
lifetime of the specifications.
We work with a range of education providers, including
schools, colleges, workplaces and other institutions • CPD/Training for teachers to introduce the
in both the public and private sectors. Over 13,000 qualifications and prepare you for first teaching.
centres choose our A levels, GCSEs and vocational
qualifications including Cambridge Nationals and • Active Results – our free results analysis service
Cambridge Technicals. to help you review the performance of individual
students or whole schools.
Our Specifications • ExamBuilder – our free online past papers
service that enables you to build your own test
We believe in developing specifications that help you
papers from past OCR exam questions.
bring the subject to life and inspire your students to
achieve more. All A level qualifications offered by OCR are accredited
by Ofqual, the Regulator for qualifications offered in
We’ve created teacher-friendly specifications based on England. The accreditation number for OCR’s A Level in
extensive research and engagement with the teaching Chemistry A is QN: 601/5255/2.
community. They’re designed to be straightforward
and accessible so that you can tailor the delivery of
the course to suit your needs. We aim to encourage
learners to become responsible for their own learning,
confident in discussing ideas, innovative and engaged.

A Level in Chemistry A 1
1b. Why choose an OCR A Level in Chemistry A?
We appreciate that one size doesn’t fit all so we offer to-date relevant content within a framework that is
two suites of qualifications in each science: interesting to teach and administer within all centres
1 Chemistry A – a content-led approach. A flexible
(large and small).
approach where the specification is divided into topics, Our new A Level in Chemistry A builds on our existing
each covering different key concepts of chemistry. popular course. We’ve based the redevelopment of
Teaching of practical skills is integrated with the our A level sciences on an understanding of what
theoretical topics and they’re assessed both through works well in centres large and small and have updated
written papers and, for A level only, the Practical areas of content and assessment where stakeholders
Endorsement. have identified that improvements could be made.
We’ve undertaken a significant amount of consultation
Chemistry B (Salters) – a context-led approach. through our science forums (which include
Learners study chemistry in a range of different representatives from learned societies, HE, teaching
contexts, conveying the excitement of contemporary and industry) and through focus groups with teachers.
chemistry. Ideas are introduced in a spiral way with Our papers and specifications have been trialled in
topics introduced in an early part of the course centres during development to make sure they work
reinforced later. The ‘B’ specification places a particular well for all centres and learners.
emphasis on an investigational and problem-solving
approach to practical work and is supported by The content changes are an evolution of our legacy
extensive new materials developed by the University of offering and will be familiar to centres already
York Science Education Group. following our courses, but are also clear and logically
laid out for centres new to OCR, with assessment
All of our specifications have been developed with models that are straightforward to administer. We have
subject and teaching experts. We have worked in close worked closely with teachers and HE representatives
consultation with teachers and representatives from to provide high quality support materials to guide you
Higher Education (HE) with the aim of including up- through the new qualifications.
Aims and learning outcomes
OCR’s A Level in Chemistry A specification aims to • develop their interest in and enthusiasm for
encourage learners to: the subject, including developing an interest in
further study and careers associated with the
• develop essential knowledge and understanding subject
of different areas of the subject and how they
relate to each other • understand how society makes decisions about
scientific issues and how the sciences contribute
• develop and demonstrate a deep appreciation to the success of the economy and society (as
of the skills, knowledge and understanding of exemplified in ‘How Science Works’ (HSW)).
scientific methods
• develop competence and confidence in a variety
of practical, mathematical and problem solving
skills

2 A Level in Chemistry A
1c. What are the key features of this specification?
Our Chemistry A specification is designed with a • identifies Practical Endorsement requirements
content-led approach and provides a flexible approach and how these can be integrated into teaching
to teaching. The specification: of content (see Section 5)
1
• retains and refreshes the popular topics from • exemplifies the mathematical requirements of
the legacy OCR Chemistry qualification (H036) the course (see Section 5)
• is laid out clearly in a series of teaching modules • highlights opportunities for the introduction of
with Additional guidance added where required key mathematical requirements (see Section 5d
to clarify assessment requirements and the additional guidance column for each
module) into your teaching
• is co-teachable with the AS level
• identifies, within the Additional guidance how
• embeds practical requirements within the the skills, knowledge and understanding of How
teaching modules Science Works (HSW) can be incorporated within
teaching.
Teacher support
The extensive support offered alongside this • mock examinations service – a free service
specification includes: offering a practice question paper and mark
scheme (downloadable from a secure location).
• delivery guides – providing information on
assessed content, the associated conceptual Along with:
development and contextual approaches to
delivery • Subject Advisors within the OCR science team to
help with course queries
• transition guides – identifying the levels of
demand and progression for different key stages • teacher training
for a particular topic and going on to provide • Science Spotlight (our termly newsletter)
links to high quality resources and ‘checkpoint
tasks’ to assist teachers in identifying learners • OCR Science community
‘ready for progression’
• a consultancy service (to advise on Practical
• lesson elements – written by experts, providing Endorsement requirements)
all the materials necessary to deliver creative
• Practical Skills Handbook
classroom activities
• Maths Skills Handbook.
• Active Results (see Section 1a)
• ExamBuilder (see Section 1a)

1d. How do I find out more information?
Whether new to our specifications, or continuing Find out more?
on from our legacy offerings, you can find more
Contact the Subject Advisors:
1 information on our webpages at: www.ocr.org.uk
ScienceGCE@ocr.org.uk, 01223 553998.
Visit our subject pages to find out more about the
assessment package and resources available to support Visit our Online Support Centre at support.ocr.org.uk
your teaching. The science team also release a termly
Check what CPD events are available:
newsletter Science Spotlight (despatched to centres
www.cpdhub.ocr.org.uk
and available from our subject pages).
Follow us on Twitter: @ocr_science

2 The specification overview
2a. Overview of A Level in Chemistry A (H432)

Learners must complete all components (01, 02, 03 and 04).
Content Overview Assessment Overview
Periodic table, elements

Content is split into six teaching and physical chemistry 37% 2
(01)
modules:
100 marks of total
• Module 1 – Development of
practical skills in chemistry 2 hours 15 minutes A level
written paper
• Module 2 – Foundations in
chemistry Synthesis and
• Module 3 – Periodic table and analytical techniques 37%
(02)
energy
100 marks of total
• Module 4 – Core organic
chemistry 2 hours 15 minutes A level
written paper
• Module 5 – Physical chemistry
and transition elements Unified chemistry
• Module 6 – Organic chemistry (03) 26%
and analysis 70 marks of total
1 hour 30 minutes
Component 01 assesses content
written paper
A level
from modules 1, 2, 3 and 5.
Component 02 assesses content Practical
from modules 1, 2, 4 and 6. Reported
Endorsement in
Component 03 assesses content chemistry separately
from all modules (1 to 6). (04) (see Section
(non exam assessment) 5)
All components include synoptic assessment.

2b. Content of A Level in Chemistry A (H432)
The A Level in Chemistry A specification content is • Acid–base and redox reactions
divided into six teaching modules and each module is
further divided into key topics. • Electrons, bonding and structure
Module 3 – Periodic table and energy
Each module is introduced with a summary of the
chemistry it contains and each topic is also introduced • The periodic table and periodicity
with a short summary text. The assessable content is
2 then divided into two columns: Learning outcomes • Group 2 and the halogens
and Additional guidance.
• Qualitative analysis
The Learning outcomes may all be assessed in the • Enthalpy changes
examinations (with the exception of some of the skills
in module 1.2 which will be assessed directly through • Reaction rates and equilibrium (qualitative)
the Practical Endorsement). The Additional guidance
Module 4 – Core organic chemistry
column is included to provide further advice on
delivery and the expected skills required from learners. • Basic concepts
References to HSW (Section 5) are included in the • Hydrocarbons
guidance to highlight opportunities to encourage a
wider understanding of science. • Alcohols and haloalkanes
The mathematical requirements in Section 5 are also • Organic synthesis

referenced by the prefix M to link the mathematical • Analytical techniques (IR and MS)
skills required for A Level Chemistry to examples of
chemistry content where those mathematical skills Module 5 – Physical chemistry and transition
could be linked to learning. elements
The specification has been designed to be co- • Reaction rates and equilibrium (quantitative)
teachable with the standalone AS Level in Chemistry A
• pH and buffers
qualification. The first four modules comprise the AS
Level in Chemistry A course and learners studying the • Enthalpy, entropy and free energy
A Level continue with the content of modules 5 and
6. The internally assessed Practical Endorsement skills • Redox and electrode potentials
also form part of the full A level (see Module 1.2). • Transition elements
A summary of the content for the A level course is as Module 6 – Organic chemistry and analysis
follows:
• Aromatic compounds
Module 1 – Development of practical skills in
chemistry • Carbonyl compounds
• Practical skills assessed in a written examination • Carboxylic acids and esters
• Practical skills assessed in the practical • Nitrogen compounds

endorsement • Polymers
Module 2 – Foundations in chemistry • Organic synthesis
• Atoms, compounds, molecules and equations • Chromatography and spectroscopy (NMR)
• Amount of substance

Assessment of practical skills and the Practical Endorsement
Module 1 of the specification content relates to the Opportunities for carrying out activities that could
practical skills learners are expected to gain throughout count towards the Practical Endorsement are indicated
the course, which are assessed throughout the throughout the specification. These are shown in
written examinations and also through the Practical the Additional guidance column as PAG1 to PAG11
Endorsement (see Section 5). (Practical Activity Group, see Section 5). There are
a wide variety of opportunities to assess PAG12
Practical activities are embedded within the learning throughout the specification.
outcomes of the course to encourage practical
activities in the classroom which contribute to the
2
achievement of the Practical Endorsement
(Section 5) as well as enhancing learners’
understanding of chemical theory and practical skills.

2c. Content of modules 1 to 6
Module 1: Development of practical skills in chemistry
Chemistry is a practical subject and the development needed to collect and analyse empirical data. Skills in
of practical skills is fundamental to understanding planning, implementing, analysing and evaluating, as
the nature of chemistry. Chemistry A gives learners outlined in 1.1, will be assessed in the written papers.
many opportunities to develop the fundamental skills
2
1.1 Practical skills assessed in a written examination
Practical skills are embedded throughout all the Learners will be required to develop a range of
content of this specification. practical skills throughout the course in preparation for
the written examinations.
1.1.1 Planning
Learning outcomes Additional guidance
Learners should be able to demonstrate and
apply their knowledge and understanding of:
(a) experimental design, including to solve problems Including selection of suitable apparatus, equipment
set in a practical context and techniques for the proposed experiment.
Learners should be able to apply scientific

knowledge based on the content of the specification
to the practical context.
HSW3
(b) identification of variables that must be
controlled, where appropriate
(c) evaluation that an experimental method is HSW6
appropriate to meet the expected outcomes.
1.1.2 Implementing
(a) how to use a wide range of practical apparatus As outlined in the content of the specification and
and techniques correctly the skills required for the Practical Endorsement.
HSW4
(b) appropriate units for measurements M0.0
(c) presenting observations and data in an HSW8
appropriate format.

1.1.3 Analysis
(a) processing, analysing and interpreting qualitative Including reaching valid conclusions, where
and quantitative experimental results appropriate.
HSW5
(b) use of appropriate mathematical skills for Refer to Section 5 for a list of mathematical skills 2
analysis of quantitative data that learners should have acquired competence in as
part of the course.
HSW3
(c) appropriate use of significant figures M1.1
(d) plotting and interpreting suitable graphs from M3.2, M3.3, M3.4, M3.5
experimental results, including:
(i) selection and labelling of axes with
appropriate scales, quantities and units
(ii) measurement of gradients and intercepts.
1.1.4 Evaluation
(a) how to evaluate results and draw conclusions HSW6
(b) the identification of anomalies in experimental
measurements
(c) the limitations in experimental procedures
(d) precision and accuracy of measurements and M1.3
data, including margins of error, percentage
errors and uncertainties in apparatus
(e) refining experimental design by suggestion of HSW3
improvements to the procedures and apparatus.

1.2 Practical skills assessed in the practical endorsement
A range of practical experiences is a vital part of a practise their practical skills, preparing learners for the
learner’s development as part of this course. written examinations.
Learners should develop and practise a wide range of Please refer to Section 5 (the Practical Endorsement) of
practical skills throughout the course as preparation for this specification to see the list of practical experiences
the Practical Endorsement, as well as for the written all learners should cover during the course. Further
examinations. advice and guidance on the Practical Endorsement
2 The experiments and skills required for the Practical
can be found in the Practical Skills Handbook support
booklet.
Endorsement will allow learners to develop and
1.2.1 Practical skills

Practical work carried out throughout the course
will enable learners to develop the following
skills:
Independent thinking
(a) apply investigative approaches and methods to Including how to solve problems in a practical
practical work context.
HSW3
Use and application of scientific methods and practices
(b) safely and correctly use a range of practical See Section 5.
equipment and materials
Including identification of potential hazards.
Learners should understand how to minimise the
risks involved.
HSW4
(c) follow written instructions
(d) make and record observations/measurements HSW8
(e) keep appropriate records of experimental See Section 5.
activities
(f) present information and data in a scientific way
(g) use appropriate software and tools to process M3.1
data, carry out research and report findings HSW3
Research and referencing
(h) use online and offline research skills including

websites, textbooks and other printed scientific
sources of information
(i) correctly cite sources of information The Practical Skills Handbook provides guidance on
appropriate methods for citing information.

Instruments and equipment
(j) use a wide range of experimental and practical See Section 5.

instruments, equipment and techniques HSW4
appropriate to the knowledge and understanding
included in the specification.
1.2.2 Use of apparatus and techniques

Learning outcomes
Through use of the apparatus and techniques
Additional guidance
2
listed below, and a minimum of 12 assessed
practicals (see Section 5), learners should be able
to demonstrate all of the practical skills listed
within 1.2.1 and CPAC (Section 5, Table 2) as
exemplified through:
(a) use of appropriate apparatus to record a range of HSW4
measurements (to include mass, time, volume of
liquids and gases, temperature)
(b) use of a water bath or electric heater or sand HSW4
bath for heating
(c) measurement of pH using pH charts, or pH HSW4
meter, or pH probe on a data logger
(d) use of laboratory apparatus for a variety of HSW4
experimental techniques including:
(i) titration, using burette and pipette
(ii) distillation and heating under reflux,
including setting up glassware using retort
stand and clamps
(iii) qualitative tests for ions and organic
functional groups
(iv) filtration, including use of fluted filter paper,
or filtration under reduced pressure
(e) use of a volumetric flask, including accurate HSW4
technique for making up a standard solution
(f) use of acid–base indicators in titrations of weak/ HSW4
strong acids with weak/strong alkalis
(g) purification of: HSW4
(i) a solid product by recrystallisation
(ii) a liquid product, including use of a
separating funnel
(h) use of melting point apparatus HSW4
(i) use of thin layer or paper chromatography HSW4

(j) setting up of electrochemical cells and measuring HSW4
voltages
(k) safely and carefully handling solids and liquids, HSW4
including corrosive, irritant, flammable and toxic
substances
(l) measurement of rates of reaction by at least two HSW4
different methods, for example:
2 (i) an initial rate method such as a clock
reaction
(ii) a continuous monitoring method.

Module 2: Foundations in chemistry
This module acts as an important bridge into AS and The importance of these basic chemical concepts
A Level Chemistry from the study of chemistry within is seen as a prerequisite for all further chemistry
science courses at GCSE level. modules, and it is recommended that this module
should be studied first during this course.
This module provides learners with a knowledge and
understanding of the important chemical ideas that This module allows learners to develop important
underpin the study of A Level Chemistry: quantitative techniques involved in measuring masses,
• atomic structure
gas and solution volumes, including use of volumetric
apparatus.
2
• quantitative chemistry: formulae, equations, Learners are also able to develop their mathematical
amount of substance and the mole skills during their study of amount of substance and
• reactions of acids when carrying out quantitative practical work.
• oxidation number and redox reactions

• bonding and structure.
2.1 Atoms and reactions
This section builds directly from GCSE Science, starting The role of acids, bases and salts in chemistry is
with basic atomic structure and isotopes. developed in the context of neutralisation reactions.
Important basic chemical skills are developed: writing Finally, redox reactions are studied within the context
chemical formulae, constructing equations and of oxidation number and electron transfer.
calculating chemical quantities using the concept of
amount of substance.
2.1.1 Atomic structure and isotopes

Atomic structure and isotopes
(a) isotopes as atoms of the same element with
different numbers of neutrons and different
masses
(b) atomic structure in terms of the numbers of HSW1 Different models for atomic structure can be
protons, neutrons and electrons for atoms and used to explain different phenomena, e.g. the Bohr
ions, given the atomic number, mass number and model explains periodic properties.
any ionic charge
HSW7 The changing accepted models of atomic
structure over time. The use of evidence to accept
or reject particular models.

Relative mass
(c) explanation of the terms relative isotopic mass Definitions required.
(mass compared with 1/12th mass of carbon-12)
and relative atomic mass (weighted mean mass
compared with 1/12th mass of carbon-12), based
on the mass of a 12C atom, the standard for
atomic masses
2 (d) use of mass spectrometry in:

(i) the determination of relative isotopic
M0.2, M1.2, M3.1
Knowledge of the mass spectrometer not required.

masses and relative abundances of the
isotope, Limited to ions with single charges.
(ii) calculation of the relative atomic mass of an
element from the relative abundances of its
isotopes
(e) use of the terms relative molecular mass, Mr, and For simple molecules, the term relative molecular
relative formula mass and their calculation from mass will be used.
relative atomic masses.
For compounds with giant structures, the term
relative formula mass will be used.
Definitions of relative molecular mass and relative

formula mass will not be required.
2.1.2 Compounds, formulae and equations

Formulae and equations
(a) the writing of formulae of ionic compounds from Note that ‘nitrate’ and ‘sulfate’ should be assumed
ionic charges, including: to be NO3– and SO42–.
(i) prediction of ionic charge from the position
Charges on ions other than in (i) and (ii) will be
of an element in the periodic table
provided.
(ii) recall of the names and formulae for the
following ions: NO3–, CO32–, SO42–, OH–,
NH4+, Zn2+ and Ag+
(b) construction of balanced chemical equations M0.2
(including ionic equations), including state
symbols, for reactions studied and for unfamiliar
reactions given appropriate information.

2.1.3 Amount of substance
The mole
(a) explanation and use of the terms: M0.0, M0.1, M0.2, M0.4
(i) amount of substance
(ii) mole (symbol ‘mol’), as the unit for amount
Amount of substance will be used in exams using the
formula of the substance,
2
of substance e.g. amount of NaCl; amount of O2.
(iii) the Avogadro constant, NA (the number of
particles per mole, 6.02 × 1023 mol–1) In recognition of IUPAC’s review, we will accept
both the classical (carbon-12 based) and revised
(iv) molar mass (mass per mole, units g mol–1),
(Avogadro constant based) definitions of the mole in
(v) molar gas volume (gas volume per mole, examinations from June 2018 onwards (see
units dm3 mol–1) https://iupac.org/new-definition-mole-arrived/)
The value for NA and the molar gas volume at RTP
are provided on the Data Sheet.
Determination of formulae
(b) use of the terms: Definitions not required.
(i) empirical formula (the simplest whole
number ratio of atoms of each element
present in a compound)
(ii) molecular formula (the number and type of
atoms of each element in a molecule)
(c) calculations of empirical and molecular formulae, M0.2, M2.2, M2.3, M2.4
from composition by mass or percentage
compositions by mass and relative molecular To include calculating empirical formulae from
mass elemental analysis data (see also 6.3.2 e).
(d) the terms anhydrous, hydrated and water of M0.2, M2.2, M2.3, M2.4
crystallisation and calculation of the formula
of a hydrated salt from given percentage PAG1
composition, mass composition or based on
experimental results
Calculation of reacting masses, gas volumes and mole concentrations
(e) calculations, using amount of substance in mol, M0.0, M0.1, M0.4, M1.1, M2.2, M2.3, M2.4
involving:
Learners will be expected to express concentration
(i) mass
in mol dm–3 and g dm–3.
(ii) gas volume
(iii) solution volume and concentration
(f) the ideal gas equation: M0.0, M0.1, M0.4, M1.1, M2.2, M2.3, M2.4
pV = nRT
The value for R is provided on the Data Sheet.
Learners will be expected to express quantities in
SI units.
(g) use of stoichiometric relationships in calculations M0.2

Percentage yields and atom economy
(h) calculations to determine: M0.2, M1.1, M2.2, M2.3, M2.4
(i) the percentage yield of a reaction or related
quantities
(ii) the atom economy of a reaction
(i) the techniques and procedures required during PAG1
experiments requiring the measurement of mass, HSW4 Many opportunities to carry out experimental
2 volumes of solutions and gas volumes and investigative work.
(j) the benefits for sustainability of developing HSW10 Use of processes with high atom economy in
chemical processes with a high atom economy. chemical industry and other areas.
2.1.4 Acids
Acids, bases, alkalis and neutralisation
(a) the formulae of the common acids (HCl, H2SO4,
HNO3 and CH3COOH) and the common alkalis
(NaOH, KOH and NH3) and explanation that acids
release H+ ions in aqueous solution and alkalis
release OH– ions in aqueous solution
(b) qualitative explanation of strong and weak acids
in terms of relative dissociations
(c) neutralisation as the reaction of:
(i) H+ and OH– to form H2O
(ii) acids with bases, including carbonates,
metal oxides and alkalis (water-soluble
bases), to form salts, including full equations
Acid–base titrations
(d) the techniques and procedures used when PAG2
preparing a standard solution of required HSW4 Many opportunities to carry out experimental
concentration and carrying out acid–base and investigative work.
titrations
(e) structured and non-structured titration M0.1, M0.2, M1.1, M1.2, M2.2, M2.3, M2.4
calculations, based on experimental results of
familiar and non-familiar acids and bases.

2.1.5 Redox
Oxidation number
(a) rules for assigning and calculating oxidation Learners will be expected to know oxidation
number for atoms in elements, compounds and numbers of O in peroxides and H in metal hydrides.
ions 2
(b) writing formulae using oxidation numbers HSW8 Appropriate use of oxidation numbers in
written communication.
(c) use of a Roman numeral to indicate the Examples should include, but not be limited to,
magnitude of the oxidation number when iron(II) and iron(III).
an element may have compounds/ions with Learners will be expected to write formulae from
different oxidation numbers names such as chlorate(I) and chlorate(III) and vice
versa.
Note that 'nitrate’ and ‘sulfate’, with no shown
oxidation number, are assumed to be NO3– and
SO42–.
HSW8 Systematic and unambiguous nomenclature.

Redox reactions
(d) oxidation and reduction in terms of: Should include examples of s-, p- and d-block
(i) electron transfer elements.
(ii) changes in oxidation number
(e) redox reactions of metals with acids to form Metals should be from s-, p- and d-blocks
salts, including full equations (see also 2.1.4 c) e.g. Mg, Al, Fe, Zn.
Ionic equations not required.
In (e), reactions with acids will be limited to those
producing a salt and hydrogen. Reactions involving
nitric acid or concentrated sulfuric acid could be
assessed in the context of (f).
(f) interpretation of redox equations in (e), and M0.2
unfamiliar redox reactions, to make predictions
in terms of oxidation numbers and electron loss/
gain.

2.2 Electrons, bonding and structure
This section introduces the concept of atomic orbitals molecules is studied, including an explanation of
and develops a deeper understanding of electron polarity and intermolecular forces. Finally, this section
configurations linked to the periodic table. looks at how bonding and structure contribute to
properties of substances.
The central role of electrons in ionic and covalent
bonding is then studied. The important role of
2.2.1 Electron structure

2 Learning outcomes Additional guidance
Energy levels, shells, sub-shells, atomic orbitals, electron configuration
(a) the number of electrons that can fill the first four
shells
(b) atomic orbitals, including: HSW1,7 Development of models to explain electron
(i) as a region around the nucleus that can hold structure.
up to two electrons, with opposite spins
(ii) the shapes of s- and p-orbitals
(iii) the number of orbitals making up s-, p- and
d-sub-shells, and the number of electrons
that can fill s-, p- and d-sub-shells
(c) filling of orbitals: Learners are expected to be familiar with the
(i) for the first three shells and the 4s and 4p 'electrons in box' representations.
orbitals in order of increasing energy
HSW1 Development of refined models for electron
(ii) for orbitals with the same energy, structure.
occupation singly before pairing
(d) deduction of the electron configurations of: Learners should use sub-shell notation, i.e. for
oxygen: 1s22s22p4.
(i) atoms, given the atomic number, up to
Z = 36
(ii) ions, given the atomic number and ionic
charge, limited to s- and p-blocks up to
Z = 36.

2.2.2 Bonding and structure
Ionic bonding
(a) ionic bonding as electrostatic attraction between
positive and negative ions, and the construction
of 'dot-and-cross' diagrams 2
(b) explanation of the solid structures of giant ionic
lattices, resulting from oppositely charged ions
strongly attracted in all directions e.g. NaCl
(c) explanation of the effect of structure and HSW1 Use of ideas about ionic bonding to explain
bonding on the physical properties of ionic macroscopic properties.
compounds, including melting and boiling points,
solubility and electrical conductivity in solid,
liquid and aqueous states
Covalent bonding
(d) covalent bond as the strong electrostatic
attraction between a shared pair of electrons and
the nuclei of the bonded atoms
(e) construction of ‘dot-and-cross’ diagrams of ‘Dot-and-cross’ diagrams of up to six electron pairs
molecules and ions to describe: (including lone pairs) surrounding a central atom.
(i) single covalent bonding
(ii) multiple covalent bonding
(iii) dative covalent (coordinate) bonding
(f) use of the term average bond enthalpy as a Learners should appreciate that the larger the value
measurement of covalent bond strength of the average bond enthalpy, the stronger the
covalent bond.
Definition and calculations not required.
Average bond enthalpies and related calculations
are covered in detail in 3.2.1 f.
The shapes of simple molecules and ions
(g) the shapes of, and bond angles in, molecules and M4.1, M4.2
ions with up to six electron pairs (including lone
pairs) surrounding the central atom as predicted Learners should be able to draw 3-D diagrams to
by electron pair repulsion, including the relative illustrate shapes of molecules and ions.
repulsive strengths of bonded pairs and lone HSW1,2 Using electron pair repulsion theory to
pairs of electrons predict molecular shapes.
(h) electron pair repulsion to explain the following Learners are expected to know that lone pairs repel
shapes of molecules and ions: linear, non-linear, more than bonded pairs and the bond angles for
trigonal planar, pyramidal, tetrahedral and common examples of each shape including
octahedral CH4 (109.5°), NH3 (107°) and H2O (104.5°).

Electronegativity and bond polarity
(i) electronegativity as the ability of an atom to Learners should be aware that electronegativity
attract the bonding electrons in a covalent bond; increases towards F in the periodic table.
interpretation of Pauling electronegativity values
HSW1,2 Using ideas about electronegativity to
predict chemical bond type.
(j) explanation of:
2 (i) a polar bond and permanent dipole within

molecules containing covalently-bonded
A polar molecule requires polar bonds with dipoles
that do not cancel due to their direction. E.g. H2O
atoms with different electronegativities and CO2 both have polar bonds but only H2O has an
(ii) a polar molecule and overall dipole in terms overall dipole.
of permanent dipole(s) and molecular shape
Intermolecular forces
(k) intermolecular forces based on permanent Permanent dipole–dipole and induced dipole–dipole
dipole–dipole interactions and induced dipole– interactions can both be referred to as van der
dipole interactions Waals’ forces.
Induced dipole–dipole interactions can also be

referred to as London (dispersion) forces.
HSW1,2 Dipole interactions as a model to explain

intermolecular bonding.
(l) hydrogen bonding as intermolecular bonding Including the role of lone pairs.
between molecules containing N, O or F and the
H atom of –NH, –OH or HF
(m) explanation of anomalous properties of H2O HSW1 Use of ideas about hydrogen bonding to
resulting from hydrogen bonding, e.g.: explain macroscopic properties.
(i) the density of ice compared with water
(ii) its relatively high melting and boiling points
(n) explanation of the solid structures of simple
molecular lattices, as covalently bonded
molecules attracted by intermolecular forces,
e.g. I2, ice
(o) explanation of the effect of structure and
bonding on the physical properties of covalent
compounds with simple molecular lattice
structures including melting and boiling points,
solubility and electrical conductivity.

Module 3: Periodic table and energy
The focus of this module is inorganic and physical techniques involved in determination of energy
chemistry, the applications of energy use to changes and reaction rates.
everyday life and industrial processes, and current
environmental concerns associated with sustainability. There are opportunities for developing mathematical
skills when studying enthalpy changes and reaction
The content within this module assumes knowledge rates and when carrying out quantitative practical
and understanding of the chemical concepts developed work.
in Module 2: Foundations in chemistry.
Synoptic assessment
2
This module provides learners with a knowledge and
understanding of the important chemical ideas that This module provides a context for synoptic
underpin the study of inorganic and physical chemistry: assessment and the subject content links strongly with
content encountered in Module 2: Foundations in
• the periodic table: periodic and group properties chemistry.
• enthalpy changes and their determination • Atoms, moles and stoichiometry
• rates of reaction • Acid and redox reactions
• reversible reactions and chemical equilibrium • Bonding and structure
• consideration of energy and yield in improving Knowledge and understanding of Module 2 will be
sustainability. assumed and examination questions will be set that
link its content with this module and other areas of
This module allows learners to develop important
chemistry.
qualitative practical skills, especially observational
skills required for analysis, and accurate quantitative
3.1 The periodic table
Periodic trends are first studied to extend the Finally, this section looks at how unknown ionic
understanding of structure and bonding. Group compounds can be analysed and identified using
properties are then studied using Group 2 and the simple test-tube tests.
halogens as typical metal and non-metal groups
respectively, allowing an understanding of redox
reactions to be developed further.

3.1.1 Periodicity
The structure of the periodic table
(a) the periodic table as the arrangement of HSW1,7,11 The development of the Periodic Law
elements: and acceptance by the scientific community.
2 (i) by increasing atomic (proton) number
HSW7,11 The extension of the periodic table
(ii) in periods showing repeating trends through discovery and confirmation of new
in physical and chemical properties elements.
(periodicity)
(iii) in groups having similar chemical properties
Periodic trend in electron configuration and ionisation energy
(b) (i) the periodic trend in electron configurations
across Periods 2 and 3 (see also 2.2.1 d)
(ii) classification of elements into s-, p- and
d-blocks
(c) first ionisation energy (removal of 1 mol of M3.1
electrons from 1 mol of gaseous atoms) and
successive ionisation energy, and: Definition required for first ionisation energy only.
Explanation to include the small decreases as a
(i) explanation of the trend in first ionisation
result of s- and p-sub-shell energies (e.g. between
energies across Periods 2 and 3, and down a
Be and B) and p-orbital repulsion (e.g. between N
group, in terms of attraction, nuclear charge
and O).
and atomic radius
(ii) prediction from successive ionisation HSW1,2 Trends in ionisation energy support the
energies of the number of electrons in Bohr model of the atom.
each shell of an atom and the group of an
element
Periodic trend in structure and melting point
(d) explanation of: No details of cubic or hexagonal packing required.
(i) metallic bonding as strong electrostatic
attraction between cations (positive ions)
and delocalised electrons
(ii) a giant metallic lattice structure, e.g. all
metals
(e) explanation of the solid giant covalent lattices of HSW1,9 Use of ideas about bonding to explain the
carbon (diamond, graphite and graphene) and strength and conductive properties of graphene, and
silicon as networks of atoms bonded by strong its potential applications and benefits.
covalent bonds

(f) explanation of physical properties of giant Explanations should be in terms of the types of
metallic and giant covalent lattices, including particle present in a lattice, the relative strength of
melting and boiling points, solubility and forces and bonds, and the mobility of the particles
electrical conductivity in terms of structure and involved, as appropriate.
bonding
HSW1 Use of ideas about bonding to explain
macroscopic properties.
(g) explanation of the variation in melting points M3.1
across Periods 2 and 3 in terms of structure and
bonding (see also 2.2.2 o). Trend in structure from giant metallic to giant 2
covalent to simple molecular lattice.
3.1.2 Group 2
Redox reactions and reactivity of Group 2 metals
(a) the outer shell s2 electron configuration and the
loss of these electrons in redox reactions to form
2+ ions
(b) the relative reactivities of the Group 2 elements Reactions with acids will be limited to those
Mg → Ba shown by their redox reactions with: producing a salt and hydrogen.
(i) oxygen
(ii) water
(iii) dilute acids
(c) the trend in reactivity in terms of the first and M3.1
second ionisation energies of Group 2 elements
down the group (see also 3.1.1 c) Definition of second ionisation energy is not
required, but learners should be able to write an
equation for the change involved.
Reactions of Group 2 compounds
(d) the action of water on Group 2 oxides and the
approximate pH of any resulting solutions,
including the trend of increasing alkalinity
(e) uses of some Group 2 compounds as bases,
including equations, for example (but not limited
to):
(i) Ca(OH)2 in agriculture to neutralise acid
soils
(ii) Mg(OH)2 and CaCO3 as ‘antacids’ in treating
indigestion.

3.1.3 The halogens
Characteristic physical properties
(a) existence of halogens as diatomic molecules and
explanation of the trend in the boiling points of
2 Cl 2, Br2 and I2, in terms of induced dipole–dipole
interactions (London forces) (see also 2.2.2 k)
Redox reactions and reactivity of halogens and their compounds
(b) the outer shell s2p5 electron configuration Throughout this section, explanations of redox
and the gaining of one electron in many redox reactions should emphasise electron transfer and
reactions to form 1– ions oxidation number changes and include full and ionic
equations (see also 2.1.5 Redox).
(c) the trend in reactivity of the halogens Cl 2, Br2 Including colour change in aqueous and organic
and I2, illustrated by reaction with other halide solutions.
ions
(d) explanation of the trend in reactivity shown in
(c), from the decreasing ease of forming 1– ions,
in terms of attraction, atomic radius and electron
shielding
(e) explanation of the term disproportionation as
oxidation and reduction of the same element,
illustrated by:
(i) the reaction of chlorine with water as used
in water treatment
(ii) the reaction of chlorine with cold, dilute
aqueous sodium hydroxide, as used to form
bleach
(iii) reactions analogous to those specified in (i)
and (ii)
(f) the benefits of chlorine use in water treatment HSW9,10,12 Decisions on whether or not to
(killing bacteria) contrasted with associated chlorinate water depend on balance of benefits and
risks (e.g. hazards of toxic chlorine gas and risks, and ethical considerations of people’s right to
possible risks from formation of chlorinated choose. Consideration of other methods of purifying
hydrocarbons) drinking water.
Characteristic reactions of halide ions
(g) the precipitation reactions, including ionic Complexes with ammonia are not required other
equations, of the aqueous anions Cl –, Br– and than observations.
I– with aqueous silver ions, followed by aqueous
ammonia, and their use as a test for different PAG4 (see also 3.1.4 a)
halide ions. HSW4 Qualitative analysis.

3.1.4 Qualitative analysis
Tests for ions
(a) qualitative analysis of ions on a test-tube scale;
processes and techniques needed to identify the
following ions in an unknown compound: 2
(i) anions: Sequence of tests required is carbonate, sulfate then
• CO32–, by reaction with H+(aq) forming halide. (BaCO3 and Ag2SO4 are both insoluble.)
CO2(g) (see 2.1.4 c)
PAG4
• SO42–, by precipitation with Ba2+(aq) HSW4 Qualitative analysis.
• Cl –, Br–, I– (see 3.1.3 g)
(ii) cations: NH4+, by reaction with warm
NaOH(aq) forming NH3.
3.2 Physical chemistry
This section introduces physical chemistry within the Reversible reactions are then studied, including
general theme of energy. the dynamic nature of chemical equilibrium and
the influence of conditions upon the position of
Learners first learn about the importance of equilibrium.
enthalpy changes, their uses and determination from
experimental results including enthalpy cycles. Finally, the integrated roles of enthalpy changes,
rates, catalysts and equilibria are considered as a
This section then investigates the ways in which a way of increasing yield and reducing energy demand,
change in conditions can affect the rate of a chemical improving the sustainability of industrial processes.
reaction, in terms of activation energy, the Boltzmann
distribution and catalysis.
3.2.1 Enthalpy changes

Enthalpy changes: ∆H of reaction, formation, combustion and neutralisation
(a) explanation that some chemical reactions are
accompanied by enthalpy changes that are
exothermic (∆H, negative) or endothermic
(∆H, positive)
(b) construction of enthalpy profile diagrams to M3.1
show the difference in the enthalpy of reactants
compared with products

(c) qualitative explanation of the term activation M3.1
energy, including use of enthalpy profile Activation energy in terms of the minimum energy
diagrams required for a reaction to take place.
(d) explanation and use of the terms: Definitions required for enthalpy changes of
(i) standard conditions and standard states formation, combustion and neutralisation only.
(physical states under standard conditions) Standard conditions can be considered as 100 kPa
(ii) enthalpy change of reaction (enthalpy and a stated temperature, 298 K.
2 change associated with a stated equation,
∆rH)
(iii) enthalpy change of formation (formation
of 1 mol of a compound from its elements,
∆fH)
(iv) enthalpy change of combustion (complete
combustion of 1 mol of a substance, ∆cH)
(v) enthalpy change of neutralisation
(formation of 1 mol of water from
neutralisation, ∆neutH)
(e) determination of enthalpy changes directly from M0.0, M0.2, M2.2, M2.3, M2.4
appropriate experimental results, including use
of the relationship: q = mc∆T PAG3
Bond enthalpies
(f) (i) explanation of the term average bond M0.0, M0.2, M2.2, M2.3, M2.4
enthalpy (as the breaking of 1 mol of bonds
in gaseous molecules) Formal definition of average bond enthalpy not
required.
(ii) explanation of exothermic and endothermic
reactions in terms of enthalpy changes Learners are expected to understand that an actual
associated with the breaking and making of bond enthalpy may differ from the average value.
chemical bonds
(iii) use of average bond enthalpies to calculate
enthalpy changes and related quantities
(see also 2.2.2 f)
Hess’ law and enthalpy cycles
(g) Hess’ law for construction of enthalpy cycles and M0.0, M0.2, M1.1, M2.2, M2.3, M2.4, M3.1
calculations to determine indirectly:
Definition of Hess’ law not required.
(i) an enthalpy change of reaction from
Unfamiliar enthalpy cycles will be provided.
enthalpy changes of combustion
(ii) an enthalpy change of reaction from HSW2 Application of the principle of conservation of
enthalpy changes of formation energy to determine enthalpy changes.
(iii) enthalpy changes from unfamiliar enthalpy
cycles
(h) the techniques and procedures used to M3.1, M3.2
determine enthalpy changes directly and
To include the enthalpy changes covered in 5.2.1 c.
indirectly.
PAG3
HSW4 Opportunities for carrying out experimental
and investigative work.
3.2.2 Reaction rates
Simple collision theory
(a) the effect of concentration, including the
pressure of gases, on the rate of a reaction, in
terms of frequency of collisions 2
(b) calculation of reaction rate from the gradients M3.1, M3.2, M3.5
of graphs measuring how a physical quantity
changes with time Suitable physical quantities to monitor could include
concentration, gas volume, mass, etc.
Catalysts
(c) explanation of the role of a catalyst: Details of processes are not required.
(i) in increasing reaction rate without being
used up by the overall reaction
(ii) in allowing a reaction to proceed via a
different route with lower activation energy,
as shown by enthalpy profile diagrams
(d) (i) explanation of the terms homogeneous and
heterogeneous catalysts
(ii) explanation that catalysts have great HSW9,10 Benefits to the environment of improved
economic importance and benefits for sustainability weighed against toxicity of some
increased sustainability by lowering catalysts.
temperatures and reducing energy demand
from combustion of fossil fuels with
resulting reduction in CO2 emissions
(e) the techniques and procedures used to PAG9
investigate reaction rates including the HSW4 Many opportunities to carry out experimental
measurement of mass, gas volumes and time and investigative work.
The Boltzmann distribution
(f) qualitative explanation of the Boltzmann M3.1
distribution and its relationship with activation
energy (see also 3.2.1 c)
(g) explanation, using Boltzmann distributions, M3.1
of the qualitative effect on the proportion of
molecules exceeding the activation energy and HSW1,2,5 Use of Boltzmann distribution model to
hence the reaction rate, for: explain effect on reaction rates.
(i) temperature changes
(ii) catalytic behaviour (see also 3.2.2 c).

3.2.3 Chemical equilibrium
Dynamic equilibrium and le Chatelier’s principle
(a) explanation that a dynamic equilibrium exists
in a closed system when the rate of the forward
2 reaction is equal to the rate of the reverse
reaction and the concentrations of reactants and
products do not change
(b) le Chatelier’s principle and its application for Definition for le Chatelier's principle not required.
homogeneous equilibria to deduce qualitatively
the effect of a change in temperature, pressure HSW1,2,5 Use of le Chatelier’s principle to explain
or concentration on the position of equilibrium effect of factors on the position of equilibrium.
(c) explanation that a catalyst increases the rate

of both forward and reverse reactions in an
equilibrium by the same amount resulting in an
unchanged position of equilibrium
(d) the techniques and procedures used to Qualitative effects only.
investigate changes to the position of equilibrium
for changes in concentration and temperature. HSW4 Opportunities to carry out experimental and
investigative work.
(e) explanation of the importance to the chemical HSW6 Balancing the effects of equilibrium, rate,
industry of a compromise between chemical safety and economics to determine the conditions
equilibrium and reaction rate in deciding the used in industrial reactions e.g. Haber process.
operational conditions
The equilibrium constant, Kc
(f) expressions for the equilibrium constant, Kc , M0.2, M1.1, M2.3, M2.4
for homogeneous reactions and calculations
of the equilibrium constant, Kc , from provided Learners will not need to determine the units for Kc.
equilibrium concentrations
(g) estimation of the position of equilibrium from M0.3
the magnitude of Kc.
A qualitative estimation only is required.

Module 4: Core organic chemistry
This module introduces organic chemistry and its This module also provides learners with an opportunity
important applications to everyday life, including to develop important organic practical skills, including
current environmental concerns associated with use of Quickfit apparatus for distillation, heating under
sustainability. reflux and purification of organic liquids.
The module assumes knowledge and understanding In the context of this module, it is important that
of the chemical concepts developed in Module 2: learners should appreciate the need to consider
Foundations in chemistry. responsible use of organic chemicals in the
environment. Current trends in this context include
2
The module provides learners with a knowledge and reducing demand for hydrocarbon fuels, processing
understanding of the important chemical ideas that plastic waste productively, and preventing use of
underpin the study of organic chemistry: ozone-depleting chemicals.
• nomenclature and formula representation, Synoptic assessment
functional groups, organic reactions and
isomerism This module provides a context for synoptic
assessment and the subject content links strongly with
• aliphatic hydrocarbons the content encountered in Module 2: Foundations in
• alcohols and haloalkanes chemistry.
• organic practical skills and organic synthesis • Atoms, moles and stoichiometry
• instrumental analytical techniques to provide • Acid and redox reactions

evidence of structural features in molecules.
• Bonding and structure
Knowledge and understanding of Module 2 will be
assumed and examination questions will be set that
link its content with this module and other areas of
chemistry.
4.1 Basic concepts and hydrocarbons
This section is fundamental to the study of organic functional groups, isomerism and reaction mechanisms
chemistry. using curly arrows.
This section introduces the various types of structures The initial ideas are then developed within the context
used routinely in organic chemistry, nomenclature, of the hydrocarbons: alkanes and alkenes.
and the important concepts of homologous series,

4.1.1 Basic concepts of organic chemistry
Naming and representing the formulae of organic compounds
(a) application of IUPAC rules of nomenclature for Nomenclature will be limited to the functional
systematically naming organic compounds groups within this specification.
2 E.g. CH3CH2CH(CH3)CH2OH has the systematic name:
2-methylbutan-1-ol.
Learners will be expected to know the names of the
first ten members of the alkanes homologous series
and their corresponding alkyl groups.
HSW8 Use of systematic nomenclature to avoid

ambiguity.
HSW11 The role of IUPAC in developing a systematic

framework for chemical nomenclature.
(b) interpretation and use of the terms: M4.2
(i) general formula (the simplest algebraic
See also 2.1.3 b for empirical formula and molecular
formula of a member of a homologous
formula.
series) e.g. for an alkane: CnH2n+2
(ii) structural formula (the minimal detail Definitions not required.
that shows the arrangement of atoms in a
molecule) e.g. for butane: CH3CH2CH2CH3 or In structural formulae, the carboxyl group will be
CH3(CH2)2CH3 represented as COOH and the ester group as COO.
(iii) displayed formula (the relative positioning The symbols below will be used for cyclohexane and
of atoms and the bonds between them) e.g. benzene:
for ethanol:
H H
H C C O H
H H
(iv) skeletal formula (the simplified organic

formula, shown by removing hydrogen
atoms from alkyl chains, leaving just a
carbon skeleton and associated functional HSW8 Communication using organic chemical
groups) e.g. for butan-2-ol: structures; selecting the appropriate type of formula
for the context.
OH

Functional groups
(c) interpretation and use of the terms: Definition required for homologous series only.
(i) homologous series (a series of organic
R may be used to represent alkyl groups, but also
compounds having the same functional
other fragments of organic compounds not involved
group but with each successive member
in reactions.
differing by CH2)
(ii) functional group (a group of atoms The terms saturated and unsaturated will be used
responsible for the characteristic reactions
of a compound)
to indicate the presence of multiple carbon–carbon
bonds as distinct from the wider term ‘degree of 2
(iii) alkyl group (of formula CnH2n+1) saturation’ used also for any multiple bonds and
cyclic compounds.
(iv) aliphatic (a compound containing carbon
and hydrogen joined together in straight
chains, branched chains or non-aromatic
rings)
(v) alicyclic (an aliphatic compound arranged
in non-aromatic rings with or without side
chains)
(vi) aromatic (a compound containing a
benzene ring)
(vii) saturated (single carbon–carbon bonds
only) and unsaturated (the presence of
multiple carbon–carbon bonds, including
C=C, C / C and aromatic rings)
(d) use of the general formula of a homologous
series to predict the formula of any member of
the series
Isomerism
(e) explanation of the term structural isomers M4.2
(compounds with the same molecular
formula but different structural formulae) and
determination of possible structural formulae of
an organic molecule, given its molecular formula
Reaction mechanisms
(f) the different types of covalent bond fission:
(i) homolytic fission (in terms of each bonding
atom receiving one electron from the
bonded pair, forming two radicals)
(ii) heterolytic fission (in terms of one bonding
atom receiving both electrons from the
bonded pair)

(g) the term radical (a species with an unpaired Radical mechanisms will be represented by a
electron) and use of ‘dots’ to represent species sequence of equations.
that are radicals in mechanisms Dots, •, are required in all instances where there is
a single unpaired electron (e.g. Cl • and CH3•). Dots
are not required for species that are diradicals
(e.g. O).
(h) a ‘curly arrow’ described as the movement of an ‘Half curly arrows’ are not required, see 4.1.2 f.
electron pair, showing either heterolytic fission
2 or formation of a covalent bond HSW1,8 Use of the ‘curly arrow’ model to
demonstrate electron flow in organic reactions.
(i) reaction mechanisms, using diagrams, to show Any relevant dipoles should be included.
clearly the movement of an electron pair with Curly arrows should start from a bond, a lone pair of
‘curly arrows’ and relevant dipoles. electrons or a negative charge.
HSW1,2,8 Use of reaction mechanisms to explain

organic reactions.

4.1.2 Alkanes
Properties of alkanes
(a) alkanes as saturated hydrocarbons containing Hybridisation not required.
single C–C and C–H bonds as σ-bonds (overlap
of orbitals directly between the bonding atoms); HSW1 Use of model of orbital overlap to explain
covalent bonding in organic compounds.
2
free rotation of the σ-bond
(b) explanation of the tetrahedral shape and bond M4.1, M4.2
angle around each carbon atom in alkanes in
terms of electron pair repulsion Learners should be able to draw 3-D diagrams.
(see also 2.2.2 g–h)
(c) explanation of the variations in boiling points of M3.1
alkanes with different carbon-chain length and
branching, in terms of induced dipole–dipole
interactions (London forces) (see also 2.2.2 k)
Reactions of alkanes
(d) the low reactivity of alkanes with many reagents HSW1 Use of ideas about enthalpy and polarity to
in terms of the high bond enthalpy and very low explain macroscopic properties of alkanes.
polarity of the σ-bonds present (see also 2.2.2 j)
(e) complete combustion of alkanes, as used in fuels,
and the incomplete combustion of alkane fuels
in a limited supply of oxygen with the resulting
potential dangers from CO
(f) the reaction of alkanes with chlorine and Learners are not required to use ‘half curly arrows’
bromine by radical substitution using ultraviolet in this mechanism.
radiation, including a mechanism involving Equations should show which species are radicals
homolytic fission and radical reactions in terms using a single ‘dot’, •, to represent the unpaired
of initiation, propagation and termination electron.
(see also 4.1.1 f–g)
(g) the limitations of radical substitution in synthesis
by the formation of a mixture of organic
products, in terms of further substitution and
reactions at different positions in a carbon chain.

4.1.3 Alkenes
Properties of alkenes
(a) alkenes as unsaturated hydrocarbons containing Hybridisation is not required.
a C=C bond comprising a π-bond (sideways
2 overlap of adjacent p-orbitals above and below HSW1 Use of the model of orbital overlap to explain
covalent bonding in organic compounds.
the bonding C atoms) and a σ-bond (overlap of
orbitals directly between the bonding atoms)
(see also 4.1.2 a); restricted rotation of the
π-bond
(b) explanation of the trigonal planar shape and M4.1, M4.2
bond angle around each carbon in the C=C of
alkenes in terms of electron pair repulsion
(see also 2.2.2 g–h, 4.1.2 b)
Stereoisomerism in alkenes
(c) (i) explanation of the terms: M4.2, M4.3
M4.2, M4.3
• stereoisomers (compounds with the H3C H H H
same structural formula but with a
different arrangement in space) C C C C
• E/Z isomerism (an example of H CH3 H3C CH3
stereoisomerism, in terms of restricted E-but-2-ene Z-but-2-ene
rotation about a double bond and the (trans) (cis)
requirement for two different groups to
be attached to each carbon atom of the
C=C group) Use of E as equivalent to trans and Z as equivalent
to cis is only consistently correct when there is an H
• cis–trans isomerism (a special case on each carbon atom of the C=C bond.
of E/Z isomerism in which two of the
substituent groups attached to each
carbon atom of the C=C group are the
same)
(ii) use of Cahn–Ingold–Prelog (CIP) priority Assigning CIP priorities to double or triple bonds
rules to identify the E and Z stereoisomers within R groups is not required:
R R"
C C
R' R'''
(d) determination of possible E/Z or cis–trans M4.2, M4.3 M4.2, M4.3

stereoisomers of an organic molecule, given its
structural formula

Addition reactions of alkenes
(e) the reactivity of alkenes in terms of the relatively
low bond enthalpy of the π-bond
(f) addition reactions of alkenes with:
(i) hydrogen in the presence of a suitable
catalyst, e.g. Ni, to form alkanes
(ii) halogens to form dihaloalkanes, including PAG7 (see also 6.3.1 c)
the use of bromine to detect the presence 2
of a double C=C bond as a test for
unsaturation in a carbon chain
(iii) hydrogen halides to form haloalkanes
(iv) steam in the presence of an acid catalyst,
e.g. H3PO4, to form alcohols
(g) definition and use of the term electrophile (an
electron pair acceptor)
(h) the mechanism of electrophilic addition in For the reaction with halogens, either a carbocation
alkenes by heterolytic fission (see also 4.1.1 h–i) or a halonium ion intermediate is acceptable.

organic reactions.
(i) use of Markownikoff’s rule to predict formation Limited to stabilities of primary, secondary and
of a major organic product in addition reactions tertiary carbocations.
of H–X to unsymmetrical alkenes, e.g. H–Br to
propene, in terms of the relative stabilities of Explanation for relative stabilities of carbocations
carbocation intermediates in the mechanism not required.
HSW1,2,5 Use of stability to explain products of

organic reactions.
Polymers from alkenes
(j) addition polymerisation of alkenes and
substituted alkenes, including:
(i) the repeat unit of an addition polymer
deduced from a given monomer
(ii) identification of the monomer that would
produce a given section of an addition
polymer

Waste polymers and alternatives
(k) the benefits for sustainability of processing waste HSW9,10 Benefits of cheap oil-derived plastics
polymers by: counteracted by problems for the environment of
(i) combustion for energy production landfill; the move to re-using waste, improving the
use of resources.
(ii) use as an organic feedstock for the
production of plastics and other organic
chemicals
2 (iii) removal of toxic waste products, e.g.
removal of HCl formed during disposal by
combustion of halogenated plastics
(e.g. PVC)
(l) the benefits to the environment of development HSW9,10 Benefits of reduced dependency on finite
of biodegradable and photodegradable polymers. resources and alleviating problems from disposal of
persistent plastic waste.
4.2 Alcohols, haloalkanes and analysis
This section introduces two further functional Finally, the important techniques of infrared
groups: alcohols and haloalkanes, and considers the spectroscopy and mass spectrometry are used to
importance of polarity and bond enthalpy to organic illustrate instrumental analysis as a valuable tool for
reactions. identifying organic compounds.
Throughout this section, there are many opportunities

for developing organic practical skills, including
preparation and purification of organic liquids.
4.2.1 Alcohols
Properties of alcohols
(a) (i) the polarity of alcohols and an explanation,
in terms of hydrogen bonding, of the water
solubility and the relatively low volatility of
alcohols compared with alkanes (see also
2.2.2 l and 4.1.2 c)
(ii) classification of alcohols into primary,
secondary and tertiary alcohols
Reactions of alcohols
(b) combustion of alcohols

(c) oxidation of alcohols by an oxidising agent, e.g. Equations should use [O] to represent the oxidising
Cr2O72–/H+ (i.e. K2Cr2O7/H2SO4), including: agent.
(i) the oxidation of primary alcohols to form PAG7 (see also 6.3.1 c)
aldehydes and carboxylic acids; the control
of the oxidation product using different
reaction conditions
(ii) the oxidation of secondary alcohols to form
ketones
(iii) the resistance to oxidation of tertiary
2
alcohols
(d) elimination of H2O from alcohols in the presence Mechanism not required.
of an acid catalyst (e.g. H3PO4 or H2SO4) and heat
to form alkenes
(e) substitution with halide ions in the presence of Mechanism not required.
acid (e.g. NaBr/H2SO4) to form haloalkanes.
4.2.2 Haloalkanes
Substitution reactions of haloalkanes
(a) hydrolysis of haloalkanes in a substitution PAG7 (see also 6.3.1 c)
reaction:
(i) by aqueous alkali
(ii) by water in the presence of AgNO3 and
ethanol to compare experimentally the
rates of hydrolysis of different carbon–
halogen bonds
(b) definition and use of the term nucleophile (an
electron pair donor)
(c) the mechanism of nucleophilic substitution in the HSW1,2 Use of reaction mechanisms to explain
hydrolysis of primary haloalkanes with aqueous organic reactions.
alkali (see also 4.1.1 h–i)
(d) explanation of the trend in the rates of hydrolysis
of primary haloalkanes in terms of the bond
enthalpies of carbon–halogen bonds (C–F, C–Cl,
C–Br and C–I)

Environmental concerns from use of organohalogen compounds
(e) production of halogen radicals by the action Simple equations of the breakdown process are
of ultraviolet (UV) radiation on CFCs in the required, e.g.
upper atmosphere and the resulting catalysed
CF2Cl 2 → CF2Cl • + •Cl
breakdown of the Earth’s protective ozone layer,
including equations to represent: •Cl + O3 → •Cl O + O2
(i) the production of halogen radicals •Cl O + O → •Cl + O2
2 (ii) the catalysed breakdown of ozone by Cl •

and other radicals e.g. •NO.
Learners could be expected to construct similar
equations for other stated radicals.
HSW9,10,11,12 Benefits of CFCs; acceptance of

scientific evidence explaining ozone depletion
leading to government legislation against CFC use.
4.2.3 Organic synthesis

Practical skills
(a) the techniques and procedures for: PAG5
(i) use of Quickfit apparatus including for HSW4 Opportunities to carry out experimental and
distillation and heating under reflux investigative work.
(ii) preparation and purification of an organic
liquid including:
• use of a separating funnel to remove an
organic layer from an aqueous layer
• drying with an anhydrous salt (e.g.
MgSO4, CaCl 2)
• redistillation
Synthetic routes
(b) for an organic molecule containing several Learners will be expected to identify the functional
functional groups: groups encountered in Module 4.
(i) identification of individual functional groups
HSW3 Development of synthetic routes.
(ii) prediction of properties and reactions
(c) two-stage synthetic routes for preparing organic Learners will be expected to be able to devise two-
compounds. stage synthetic routes by applying transformations
between all functional groups encountered up to
this point of the specification.
Extra information may be provided on exam papers
to extend the learner’s toolkit of organic reactions.

4.2.4 Analytical techniques
Infrared spectroscopy
(a) infrared (IR) radiation causes covalent bonds to
vibrate more and absorb energy
(b) absorption of infrared radiation by atmospheric HSW9,10,11,12 Acceptance of scientific evidence
2
gases containing C=O, O–H and C–H bonds explaining global warming has prompted
(e.g. CO2, H2O and CH4), the suspected link to governments towards policies to use renewable
global warming and resulting changes to energy energy supplies.
usage
(c) use of an infrared spectrum of an organic M3.1
compound to identify:
(i) an alcohol from an absorption peak of the In examinations, infrared absorption data will be
O–H bond provided on the Data Sheet.
(ii) an aldehyde or ketone from an absorption Learners should be aware that most organic
peak of the C=O bond compounds produce a peak at approximately
3000 cm–1 due to absorption by C–H bonds.
(iii) a carboxylic acid from an absorption peak of
the C=O bond and a broad absorption peak
of the O–H bond
(d) interpretations and predictions of an infrared M3.1
spectrum of familiar or unfamiliar substances
using supplied data Restricted to functional groups studied in this
specification (see also 6.3.2 e).
HSW3,5 Analysis and interpretation of spectra.

(e) use of infrared spectroscopy to monitor gases HSW12 Use of analytical techniques to provide
causing air pollution (e.g. CO and NO from car evidence for law courts, e.g. drink driving.
emissions) and in modern breathalysers to
measure ethanol in the breath
Mass spectrometry
(f) use of a mass spectrum of an organic compound M3.1
to identify the molecular ion peak and hence to
determine molecular mass Limited to ions with single charges.
Learners will not be expected to interpret mass
spectra of organic halogen compounds.
Limited to organic compounds encountered in this

specification (see also 6.3.2 e).
Learners should be aware that mass spectra may

contain a small M+1 peak from the small proportion
of carbon-13.

(g) analysis of fragmentation peaks in a mass M3.1
spectrum to identify parts of structures.
Learners should be able to suggest the structures of
fragment ions.

Combined techniques
(h) deduction of the structures of organic M3.1
2 compounds from different analytical data
Limited to functional groups encountered in this
including:
specification.
(i) elemental analysis (see also 2.1.3c)
Learners will not be expected to interpret mass
(ii) mass spectra
(iii) IR spectra.
HSW3,5,6 Analysis and interpretation of different
analytical data.

Module 5: Physical chemistry and transition elements
The content within this module assumes knowledge Synoptic assessment

and understanding of the chemical concepts developed
in Module 2: Foundations in chemistry and Module 3: This module provides a context for synoptic
Periodic table and energy. assessment and the subject content links strongly with
the content encountered in Module 2: Foundations in
This module extends the study of energy, reaction chemistry and Module 3: Periodic table and energy.
rates and equilibria, and the periodic table.
The main areas of physical chemistry studied include:

• Atoms, moles and stoichiometry
2
• Acid and redox reactions
• rate equations, orders of reaction, the rate-
determining step
• Periodicity, Group 2 and the halogens
• equilibrium constants, Kc and Kp
• Enthalpy changes
• acid–base equilibria including pH, Ka and buffer
solutions • Reaction rates
• lattice enthalpy and Born–Haber cycles • Chemical equilibrium
• entropy and free energy Knowledge and understanding of Module 2 and
Module 3 will be assumed and examination questions
• electrochemical cells.
will be set that link their content with this module and
The main areas of inorganic chemistry studied include: other areas of chemistry.
• redox chemistry
• transition elements.
5.1 Rates, equilibrium and pH
The largely qualitative treatment of reaction rates There are many opportunities for developing
and equilibria encountered in Module 3 is developed mathematical skills, including use of logarithms and
within a quantitative and graphical context. exponents, when studying the content of this section
and when carrying out quantitative practical work.
This section also allows learners to develop practical
quantitative techniques involved in the determination
of reaction rates and pH.

5.1.1 How fast?
Orders, rate equations and rate constants
(a) explanation and use of the terms: rate of
reaction, order, overall order, rate constant, half-
2 life, rate-determining step
(b) deduction of: M0.2
(i) orders from experimental data
Learners are expected to interpret initial rates data
(ii) a rate equation from orders of the form: to determine orders with respect to reactants.
rate = k[A]m[B]n, where m and n are 0, 1 or 2 Integrated forms of rate equations are not required.
PAG10
HSW8 Use of rate equations.
(c) calculation of the rate constant, k, and related M0.0, M0.1, M0.4, M1.1, M2.2, M2.3, M2.4
quantities, from a rate equation including
determination of units
Rate graphs and orders
(d) from a concentration–time graph: M0.1, M0.4, M1.1, M3.1, M3.2, M3.3, M3.4, M3.5
(i) deduction of the order (0 or 1) with respect
Concentration–time graphs can be plotted from
to a reactant from the shape of the graph
continuous measurements taken during the course
(ii) calculation of reaction rates from the of a reaction (continuous monitoring).
measurement of gradients (see also 3.2.2 b)
(e) from a concentration–time graph of a first order M3.1, M3.2
reaction, measurement of constant half-life, t1/2
Learners should be aware of the constancy of half-
life for a first order reaction.
(f) for a first order reaction, determination of the M0.1, M0.4, M1.1, M2.3, M2.4, M2.5
rate constant, k, from the constant half-life, t1/2,
using the relationship: k = ln 2/t1/2 Learners will not be required to derive this equation
from the exponential relationship between
concentration and time, [A] = [A0]e–kt.
(g) from a rate–concentration graph: M0.1, M0.4, M1.1, M3.1, M3.2, M3.3, M3.4, M3.5
(i) deduction of the order (0, 1 or 2) with
Rate–concentration data can be obtained from initial
respect to a reactant from the shape of the
rates investigations of separate experiments using
graph
different concentrations of one of the reactants.
(ii) determination of rate constant for a first Clock reactions are an approximation of this method
order reaction from the gradient where the time measured is such that the reaction
has not proceeded too far.
HSW5 Link between order and rate.

(h) the techniques and procedures used to PAG9,10
investigate reaction rates by the initial rates HSW4 Opportunities to carry out experimental and
method and by continuous monitoring, including investigative work.
use of colorimetry (see also 3.2.2 e)
Rate-determining step
(i) for a multi-step reaction, prediction of, HSW1 Use of experimental evidence for the
(i) a rate equation that is consistent with the proposal of reaction mechanisms.
rate-determining step 2
(ii) possible steps in a reaction mechanism
from the rate equation and the balanced
equation for the overall reaction
Effect of temperature on rate constants
(j) a qualitative explanation of the effect of M0.3
temperature change on the rate of a reaction and
hence the rate constant (see 3.2.2 f–g)
(k) the Arrhenius equation: M0.1, M0.4, M2.2, M2.3, M2.4, M2.5, M3.1, M3.2,
(i) the exponential relationship between the M3.3, M3.4
rate constant, k and temperature, T given by
Ea = activation energy,
the Arrhenius equation, k = Ae–Ea/RT
A = pre-exponential factor,
(ii) determination of Ea and A graphically R = gas constant (provided on the Data Sheet)
using: ln k = –Ea/RT + ln A derived from the Explanation of A is not required.
Arrhenius equation. Equations provided on the Data Sheet.
HSW5 Link between k and T.

5.1.2 How far?
Equilibrium
(a) use of the terms mole fraction and partial See also 3.2.3 Chemical Equilibrium.
pressure
2 (b) calculation of quantities present at equilibrium, M0.2
given appropriate data
(c) the techniques and procedures used to Not for Kp.
determine quantities present at equilibrium
HSW4 Opportunities to carry out experimental and
investigative work.
(d) expressions for Kc and Kp for homogeneous and M0.2
heterogeneous equilibria (see also 3.2.3 f)
Note: liquid and solid concentrations are constant
and are omitted in heterogeneous Kc and Kp
expressions.
(e) calculations of Kc and Kp, or related quantities, M0.0, M0.1, M0.2, M0.4, M2.2, M2.3, M2.4
including determination of units (see also 3.2.3 f)
Learners will not be required to solve quadratic
equations.
(f) (i) the qualitative effect on equilibrium M0.3
constants of changing temperature for
exothermic and endothermic reactions
(ii) the constancy of equilibrium constants with
changes in concentration, pressure or in the
presence of a catalyst
(g) explanation of how an equilibrium constant M0.3
controls the position of equilibrium on changing
concentration, pressure and temperature
(h) application of the above principles in 5.1.2 How
far? for Kc, Kp to other equilibrium constants,
where appropriate (see also 5.1.3 c etc.).

5.1.3 Acids, bases and buffers
Brønsted–Lowry acids and bases
(a) (i) a Brønsted–Lowry acid as a species that Learners should be able to identify acid–base pairs
donates a proton and a Brønsted–Lowry in equations for acid–base equilibria.
base as a species that accepts a proton
HSW1,7 Development of different models over time
2
(see also 2.1.4 Acids)
to explain acid–base behaviour.
(ii) use of the term conjugate acid–base pairs
(iii) monobasic, dibasic and tribasic acids
(b) the role of H+ in the reactions of acids with
metals and bases (including carbonates, metal
oxides and alkalis), using ionic equations
(see also 2.1.4 c, 2.1.5 e)
(c) (i) the acid dissociation constant, Ka, for the M0.1, M0.2, M0.4, M2.3, M2.4, M2.5
extent of acid dissociation (see also 2.1.4 b)
(ii) the relationship between Ka and pKa
pH and [H+(aq)]
(d) use of the expression for pH as: M0.1, M0.4, M2.2, M2.3, M2.4, M2.5
pH = –log[H+] HSW8 pH as convenient terminology for

communicating [H+].
[H+] = 10–pH
(e) use of the expression for the ionic product of M0.1, M0.4, M2.2, M2.3, M2.4
water, Kw
(f) calculations of pH, or related quantities, for: M0.1, M0.4, M2.2, M2.3, M2.4, M2.5
(i) strong monobasic acids
(ii) strong bases, using Kw
(g) calculations of pH, Ka or related quantities, for a M0.1, M0.4, M2.1, M2.2, M2.3, M2.4, M2.5
weak monobasic acid using approximations
Approximations for weak acid calculations:
[HA]equilibrium ~ [HA]undissociated
i.e. [HA] >> [H+]
[H+] equilibrium ~ [A–] equilibrium

i.e. negligible dissociation of H2O.
Learners will not be required to solve quadratic

equations.

(h) limitations of using approximations to Ka related M0.3
calculations for ‘stronger’ weak acids
Including reasons why
[HA]equilibrium ~ [HA]undissociated may no longer be

valid.
HSW6 Understanding of the circumstances under

which Ka approximations break down.
2 Buffers: action, uses and calculations
(i) a buffer solution as a system that minimises pH
changes on addition of small amounts of an acid
or a base
(j) formation of a buffer solution from:
(i) a weak acid and a salt of the weak acid,
e.g. CH3COOH/CH3COONa
(ii) excess of a weak acid and a strong alkali,
e.g. excess CH3COOH/NaOH
(k) explanation of the role of the conjugate
acid–base pair in an acid buffer solution,
e.g. CH3COOH/CH3COO–, in the control of pH
(l) calculation of the pH of a buffer solution, from M0.1, M0.4, M2.2, M2.3, M2.4, M2.5
the Ka value of a weak acid and the equilibrium
concentrations of the conjugate acid–base pair;
calculations of related quantities
(m) explanation of the control of blood pH by the The H2CO3/HCO3– buffer is present in blood plasma,
carbonic acid–hydrogencarbonate buffer system maintaining a pH between 7.35 and 7.45.
Neutralisation
(n) pH titration curves for combinations of strong M3.1
and weak acids with strong and weak bases,
including:
(i) sketch and interpretation of their shapes No indicator is suitable for a weak acid/weak base
(ii) explanation of the choice of suitable titration.
indicators, given the pH range of the
indicator
(iii) explanation of indicator colour changes in The indicator should be considered as a weak acid,
terms of equilibrium shift between the HA HA.
and A– forms of the indicator
(o) the techniques and procedures used when PAG11
measuring pH with a pH meter. HSW4 Opportunities to carry out experimental and
investigative work.

5.2 Energy
Born–Haber cycles are used as a theoretical model Redox chemistry permeates chemistry and the
to illustrate the energy changes associated with ionic introductory work in Module 2 is developed further
bonding. within this section, including use of volumetric
analysis for redox titrations and an introduction of
Entropy and free energy are then introduced as electrochemistry in the context of electrode potentials.
concepts used to predict quantitatively the feasibility
of chemical change.
2
5.2.1 Lattice enthalpy
Lattice enthalpy
(a) explanation of the term lattice enthalpy Definition required.
(formation of 1 mol of ionic lattice from gaseous
ions, ∆LEH) and use as a measure of the strength
of ionic bonding in a giant ionic lattice
(see also 2.2.2 b–c)
Born–Haber and related enthalpy cycles
(b) use of the lattice enthalpy of a simple ionic solid M2.2, M2.3, M2.4, M3.1
(e.g. NaCl, MgCl 2) and relevant energy terms for:
Relevant energy terms: enthalpy change of
(i) the construction of Born–Haber cycles
formation, ionisation energy, enthalpy change of
(ii) related calculations atomisation and electron affinity.
Definition required for first ionisation energy
(see also 3.1.1 c) and enthalpy change of formation
(see also 3.2.1 d) only.
HSW2 Application of conservation of energy to

determine enthalpy changes.
(c) explanation and use of the terms: Definitions required.
(i) enthalpy change of solution (dissolving of 1 Details of infinite dilution not required.
mol of solute, ∆solH)
(ii) enthalpy change of hydration (dissolving of
1 mol of gaseous ions in water, ∆hydH)
(d) use of the enthalpy change of solution of a M2.2, M2.3, M2.4, M3.1
simple ionic solid (e.g. NaCl, MgCl 2) and relevant
energy terms (enthalpy change of hydration and HSW2 Application of conservation of energy to
lattice enthalpy) for: determine enthalpy changes.
(i) the construction of enthalpy cycles
(ii) related calculations

(e) qualitative explanation of the effect of ionic
charge and ionic radius on the exothermic value
of a lattice enthalpy and enthalpy change of
hydration.
5.2.2 Enthalpy and entropy

2 apply their knowledge and understanding of:
Entropy
(a) explanation that entropy is a measure of the HSW1 The model of entropy to explain
dispersal of energy in a system which is greater, thermodynamic stability.
the more disordered a system
(b) explanation of the difference in magnitude of the
entropy of a system:
(i) of solids, liquids and gases
(ii) for a reaction in which there is a change in
the number of gaseous molecules
(c) calculation of the entropy change of a system, M2.2, M2.3, M2.4
∆S, and related quantities for a reaction given the
entropies of the reactants and products
Free energy
(d) explanation that the feasibility of a process HSW1,5,6 Use of entropy, enthalpy and temperature
depends upon the entropy change and for predicting feasibility.
temperature in the system, T∆S, and the
enthalpy change of the system, ∆H
(e) explanation, and related calculations, of the free M0.0, M2.2, M2.3, M2.4
energy change, ∆G, as: ∆G = ∆H – T∆S (the Gibbs’
equation) and that a process is feasible when ∆G HSW5 Link between ∆G and feasibility.
has a negative value
(f) the limitations of predictions made by ∆G about M0.3
feasibility, in terms of kinetics.
HSW6 The relative effects of entropy and rate in
determining feasibility of processes.

5.2.3 Redox and electrode potentials
Redox
(a) explanation and use of the terms oxidising agent
and reducing agent (see also 2.1.5 Redox)
(b) construction of redox equations using half- M0.2
2
equations and oxidation numbers
(c) interpretation and prediction of reactions
involving electron transfer
Redox titrations
(d) the techniques and procedures used when HSW4 Opportunities to carry out experimental and
carrying out redox titrations including those investigative work.
involving Fe2+/MnO4– and I2/S2O32−
(see also 2.1.5 e–f)
(e) structured and non-structured titration M0.1, M0.2, M0.4, M1.1, M1.2, M2.2, M2.3, M2.4
calculations, based on experimental results of
redox titrations involving: Non-structured titration calculations could be
examined in the context of both acid–base and
(i) Fe2+/MnO4– and I2/S2O32−
redox titrations (see also 2.1.4 d–e).
(ii) non-familiar redox systems
Electrode potentials
(f) use of the term standard electrode (redox) E odata will be provided on examination papers.
potential, E ,o including its measurement using a
hydrogen electrode
(g) the techniques and procedures used for the For measurement of standard cell potentials, ions
measurement of cell potentials of: of the same element can have concentrations of
(i) metals or non-metals in contact with their 1 mol dm–3 or be equimolar.
ions in aqueous solution
PAG8
(ii) ions of the same element in different HSW4 Opportunities to carry out experimental and
oxidation states in contact with a Pt investigative work.
electrode
(h) calculation of a standard cell potential by
combining two standard electrode potentials
(i) prediction of the feasibility of a reaction using M0.3
standard cell potentials and the limitations
of such predictions in terms of kinetics and HSW6 The relative effects of standard electrode
concentration potential, rate and concentration in determining
feasibility of processes.

Storage and fuel cells
(j) application of principles of electrode potentials Details of storage cells and required equations will
to modern storage cells be provided. Relevant electrode potentials and
other data will be supplied.
HSW9 Benefits of electrochemical cells counteracted

by risks from toxicity and fire from Li-based cells.
(k) explanation that a fuel cell uses the energy from Recall of fuel cells and equations will not be
2 the reaction of a fuel with oxygen to create a required. Relevant electrode potentials and other
voltage and the changes that take place at each data will be supplied.
electrode.
5.3 Transition elements
This section provides learners with a deeper This section includes the role of ligands in complex
knowledge and understanding of the periodic table ions, stereochemistry, precipitation, ligand substitution
within the context of the transition elements. and redox reactions. The colour changes and
observations in these reactions increase the toolkit
of qualitative inorganic tests for identifying unknown
ionic compounds.
5.3.1 Transition elements

Properties
(a) the electron configuration of atoms and ions of Learners should use sub-shell notation e.g. for Fe:
the d-block elements of Period 4 (Sc–Zn), given 1s22s22p63s23p63d64s2.
the atomic number and charge (see also 2.2.1 d)
(b) the elements Ti–Cu as transition elements i.e.
d-block elements that have an ion with an
incomplete d-sub-shell
(c) illustration, using at least two transition No detail of how colour arises required.
elements, of:
Practical examples of catalytic behaviour include:
(i) the existence of more than one oxidation
Cu2+ for reaction of Zn with acids;
state for each element in its compounds
MnO2 for decomposition of H2O2.
(see also 5.3.1 k)
(ii) the formation of coloured ions (see also No detail of catalytic processes required.
5.3.1 h, j–k)
HSW9 Benefits of reduced energy usage; risks from
(iii) the catalytic behaviour of the elements and toxicity of many transition metals.
their compounds and their importance in
the manufacture of chemicals by industry
(see 3.2.2 d)

Ligands and complex ions
(d) explanation and use of the term ligand in terms Examples should include:
of coordinate (dative covalent) bonding to a monodentate: H2O, Cl – and NH3
metal ion or metal, including bidentate ligands bidentate: NH2CH2CH2NH2 (‘en’).
In exams, other ligands could be introduced.

(e) use of the terms complex ion and coordination M4.1, M4.2
number and examples of complexes with:
(i) six-fold coordination with an octahedral
Examples: 2
Octahedral: many hexaaqua complexes, e.g.
shape
[Cu(H2O)6]2+, [Fe(H2O)6]3+
(ii) four-fold coordination with either a planar Tetrahedral: many tetrachloro complexes, e.g.
or tetrahedral shape (see also 2.2.2 g–h) CuCl 42– and CoCl 42–
Square planar: complexes of Pt, e.g. platin:
Pt(NH3)2Cl 2 (see also 5.3.1 g).
(f) types of stereoisomerism shown by complexes, M4.1, M4.2, M4.3
including those associated with bidentate and
multidentate ligands: Learners should be able to draw 3-D diagrams to
illustrate stereoisomerism.
(i) cis–trans isomerism e.g. Pt(NH3)2Cl 2
(see also 4.1.3 c–d) HSW8
(ii) optical isomerism e.g.
[Ni(NH2CH2CH2NH2)3]2+ (see also 6.2.2 c)
(g) use of cis-platin as an anti-cancer drug and its HSW9 Benefits of chemotherapy; risks from
action by binding to DNA preventing cell division unpleasant side effects.
Ligand substitution
(h) ligand substitution reactions and the Complexed formulae should be used in ligand
accompanying colour changes in the formation substitution equations.
of:
(i) [Cu(NH3)4(H2O)2]2+ and [CuCl 4]2– from
[Cu(H2O)6]2+
(ii) [Cr(NH3)6]3+ from [Cr(H2O)6]3+
(see also 5.3.1 j)
(i) explanation of the biochemical importance of
iron in haemoglobin, including ligand substitution
involving O2 and CO
Precipitation reactions
(j) reactions, including ionic equations, and the For precipitation, non-complexed formulae or
accompanying colour changes of aqueous Cu2+, complexed formulae, are acceptable e.g. Cu2+(aq) or
Fe2+, Fe3+, Mn2+ and Cr3+ with aqueous sodium [Cu(H2O)6]2+; Cu(OH)2(s) or Cu(OH)2(H2O)4.
hydroxide and aqueous ammonia, including: With excess NaOH, only Cr(OH)3 reacts further
(i) precipitation reactions forming [Cr(OH)6]3–.
With excess NH3, only Cr(OH)3 and Cu(OH)2 react
(ii) complex formation with excess aqueous forming [Cr(NH3)6]3+ and [Cu(NH3)4(H2O)2]2+
sodium hydroxide and aqueous ammonia respectively (see also 5.3.1 h).

Redox reactions
(k) redox reactions and accompanying colour Fe2+ can be oxidised with H+/MnO4– and Fe3+
changes for: reduced with I–, Cr3+ can be oxidised with H2O2/
(i) interconversions between Fe2+ and Fe3+ OH– and Cr2O72– reduced with Zn/H+, Cu2+ can be
reduced with I–. In aqueous conditions, Cu+ readily
(ii) interconversions between Cr3+ and Cr2O72– disproportionates.
(iii) reduction of Cu2+ to Cu+ and
disproportionation of Cu+ to Cu2+ and Cu Learners will not be required to recall equations
2 but may be required to construct and interpret
redox equations using relevant half-equations and
oxidation numbers (see 5.2.3 b–c).
(l) interpretation and prediction of unfamiliar
reactions including ligand substitution,
precipitation, redox.
5.3.2 Qualitative analysis

Tests for ions
(a) qualitative analysis of ions on a test-tube scale: PAG4
processes and techniques needed to identify the HSW4 Qualitative analysis.
following ions in an unknown compound:
(i) anions: CO32–, Cl –, Br–, I–, SO42–

(see 3.1.4 a)
(ii) cations: NH4+; Cu2+, Fe2+, Fe3+, Mn2+, Cr3+
(see 3.1.4 a, 5.3.1 j).

Module 6: Organic chemistry and analysis
The content within this module assumes knowledge Synoptic assessment

and understanding of the chemical concepts developed
in Module 2: Foundations in chemistry and Module 4: This module provides a context for synoptic
Core organic chemistry. assessment and the subject content links strongly with
the content encountered in Module 2: Foundations in
This module introduces several new functional groups chemistry and Module 4: Core organic chemistry.
and emphasises the importance of organic synthesis.
This module also adds NMR spectroscopy to the
instrumentation techniques used in organic and
• Atoms, moles and stoichiometry
2
• Acid and redox reactions
forensic analysis.
The main areas of organic chemistry studied include:
• Organic nomenclature and structures
• aromatic compounds
• Hydrocarbons
• carboxylic acids and esters
• Alcohols and haloalkanes
• organic nitrogen compounds: amines and amino
acids • Synthesis and analysis
• polymerisation: addition polymers and Knowledge and understanding of Module 2 and

condensation polymers Module 4 will be assumed and examination questions
will be set that link their content with this module and
• synthetic organic chemistry and further other areas of chemistry.
development of practical skills
• the importance of modern analytical techniques
in organic analysis.
6.1 Aromatic compounds, carbonyls and acids
This section extends the range of functional groups The important carbonyl compounds, aldehydes and
encountered in Module 4. ketones, are then studied.
Aromatic compounds are first introduced, including Finally, carboxylic acids and their related functional
the central role of delocalisation within the chemistry groups, acyl chlorides and esters, are studied. The
of arenes and phenols. Directing groups are also importance of acyl chlorides in organic synthesis is
introduced, including their importance to organic emphasised.
synthesis.

6.1.1 Aromatic compounds
Benzene and aromatic compounds
(a) the comparison of the Kekulé model of benzene Learners may represent the structure of benzene in
with the subsequent delocalised models for equations and mechanisms as:
2 benzene in terms of p-orbital overlap forming a
delocalised π-system
or
HSW1,7 Development of the model for benzene

over time.
(b) the experimental evidence for a delocalised, HSW11 Acceptance of the delocalised benzene
rather than Kekulé, model for benzene in model by the scientific community in light of
terms of bond lengths, enthalpy change of supporting experimental evidence.
hydrogenation and resistance to reaction
(see also 6.1.1 f)
(c) use of IUPAC rules of nomenclature for Use of locant numbers to identify positions of
systematically naming substituted aromatic substitution e.g. 2,4-dinitromethylbenzene.
compounds
HSW8 Introduction of systematic nomenclature.
Electrophilic substitution
(d) the electrophilic substitution of aromatic Halogen carriers include iron, iron halides and
compounds with: aluminium halides.
(i) concentrated nitric acid in the presence of
concentrated sulfuric acid
(ii) a halogen in the presence of a halogen
carrier
(iii) a haloalkane or acyl chloride in the
presence of a halogen carrier (Friedel–Crafts
reaction) and its importance to synthesis by
formation of a C–C bond to an aromatic ring
(see also 6.2.4 d)
(e) the mechanism of electrophilic substitution in For nitration mechanism, learners should include
arenes for nitration and halogenation equations for formation of NO2+.
(see also 4.1.1 h–i) Halogen carriers include iron, iron halides and
aluminium halides.
For the halogenation mechanism, the electrophile
can be assumed to be X+.

organic reactions.

(f) the explanation of the relative resistance to HSW2,5 Use of delocalised benzene model to
bromination of benzene, compared with alkenes, explain reactivity.
in terms of the delocalised electron density
of the π-system in benzene compared with
the localised electron density of the π-bond in
alkenes (see also 4.1.3 a, 6.1.1 a)
(g) the interpretation of unfamiliar electrophilic Extra information may be provided on exam papers.
substitution reactions of aromatic compounds,
including prediction of mechanisms 2
Phenols
(h) the weak acidity of phenols shown by the PAG7 (see also 6.3.1 c)
neutralisation reaction with NaOH but absence of
reaction with carbonates (see also 5.1.3 b)
(i) the electrophilic substitution reactions of phenol: Note that nitration with phenol does not
(i) with bromine to form 2,4,6-tribromophenol require concentrated HNO3 or the presence of a
concentrated H2SO4 catalyst.
(ii) with dilute nitric acid to form a mixture of
2-nitrophenol and 4-nitrophenol
(j) the relative ease of electrophilic substitution Illustrated by reactions with bromine and with nitric
of phenol compared with benzene, in terms of acid.
electron pair donation to the π-system from an Explanation is only in terms of susceptibility of
oxygen p-orbital in phenol (see also 4.1.3 a) ring to 'attack' and not in terms of stability of
intermediate.
HSW2,5 Use of delocalised benzene model to

explain reactivity.
(k) the 2- and 4-directing effect of electron- Learners will not be expected to know further
donating groups (OH, NH2) and the 3-directing electron-donating or electron-withdrawing
effect of electron-withdrawing groups (NO2) in groups; relevant additional data will be supplied in
electrophilic substitution of aromatic compounds examinations.
HSW5 Correlation between substituted group and

position of reaction.
(l) the prediction of substitution products of
aromatic compounds by directing effects and the
importance to organic synthesis (see also 6.2.5
Organic Synthesis).
6.1.2 Carbonyl compounds

Reactions of carbonyl compounds
(a) oxidation of aldehydes using Cr2O72–/H+ In equations for organic redox reactions, [O] and [H]
(i.e. K2Cr2O7/H2SO4) to form carboxylic acids should be used.
PAG7 (see also 6.3.1 c)

(b) nucleophilic addition reactions of carbonyl
compounds with:
(i) NaBH4 to form alcohols
(ii) HCN [i.e. NaCN(aq)/H+(aq)], to form
hydroxynitriles (see also 6.2.4 b)
(c) the mechanism for nucleophilic addition For NaBH4, the nucleophile can be considered
reactions of aldehydes and ketones with NaBH4 as being the hydride ion, H–, with subsequent
2 and HCN protonation of the organic intermediate from H2O.
For HCN, initial nucleophilic attack is from CN– ions;

subsequent protonation stage can be shown using
H2O or H+.

organic reactions.
Characteristic tests for carbonyl compounds
(d) use of 2,4-dinitrophenylhydrazine to:
(i) detect the presence of a carbonyl group in The equation for this reaction is not required.
an organic compound Structure of derivative not required.
(ii) identify a carbonyl compound from the
melting point of the derivative
HSW4 Qualitative analysis.
(e) use of Tollens’ reagent (ammoniacal silver In equations involving Tollens’ reagent, [O] is
nitrate) to: acceptable.
(i) detect the presence of an aldehyde group
(ii) distinguish between aldehydes and ketones, HSW4 Qualitative analysis.
explained in terms of the oxidation of
aldehydes to carboxylic acids with reduction
of silver ions to silver.
6.1.3 Carboxylic acids and esters

Properties of carboxylic acids
(a) explanation of the water solubility of carboxylic
acids in terms of hydrogen bonding
(b) reactions in aqueous conditions of carboxylic Comparison of acidity of different carboxylic acids
acids with metals and bases (including not required.
carbonates, metal oxides and alkalis)
PAG7 (see 6.3.1 c)

Esters
(c) esterification of:
(i) carboxylic acids with alcohols in the
presence of an acid catalyst (e.g.
concentrated H2SO4)
(ii) acid anhydrides with alcohols
(d) hydrolysis of esters:
(i) in hot aqueous acid to form carboxylic acids 2
and alcohols
(ii) in hot aqueous alkali to form carboxylate
salts and alcohols
Acyl chlorides
(e) the formation of acyl chlorides from carboxylic
acids using SOCl 2
(f) use of acyl chlorides in synthesis in formation Including esterification of phenol, which is not
of esters, carboxylic acids and primary and readily esterified by carboxylic acids.
secondary amides.
6.2 Nitrogen compounds, polymers and synthesis
This section focuses on organic nitrogen compounds, to consider multi-stage synthetic routes towards an
including amines, amides and amino acids. Chirality organic product.
and optical isomerism is also introduced.
This module allows learners many opportunities to
Condensation polymerisation is also introduced and further develop their organic practical skills, especially
compared with addition polymerisation. in preparing and purifying organic solids, including
recrystallisation and determination of melting points.
The importance of carbon–carbon bond formation in
organic synthesis is stressed. Learners are also able
6.2.1 Amines
Basicity and preparation of amines
(a) the basicity of amines in terms of proton Comparison of basicity of different amines not
acceptance by the nitrogen lone pair and the required.
reactions of amines with dilute acids, e.g. Restricted to inorganic acids.
HCl (aq), to form salts

(b) the preparation of: Including formation of primary amines from
(i) aliphatic amines by substitution of ammonia and secondary/tertiary amines from
haloalkanes with excess ethanolic ammonia amines.
and amines See also reduction of nitriles (see 6.2.4 c).
(ii) aromatic amines by reduction of nitroarenes
using tin and concentrated hydrochloric
acid.
2 6.2.2 Amino acids, amides and chirality

Reactions of amino acids
(a) the general formula for an α-amino acid as
RCH(NH2)COOH and the following reactions of
amino acids:
(i) reaction of the carboxylic acid group with
alkalis and in the formation of esters (see
also 6.1.3 c)
(ii) reaction of the amine group with acids
Amides
(b) structures of primary and secondary amides
(see also 6.1.3 f, 6.2.3 a–b)
Chirality
(c) optical isomerism (an example of M4.2, M4.3
stereoisomerism, in terms of non-
superimposable mirror images about a chiral Learners should be able to draw 3-D diagrams to
centre) (see also 4.1.3 c–d) illustrate stereoisomerism.
HSW1,8
(d) identification of chiral centres in a molecule of M4.2, M4.3
any organic compound.

6.2.3 Polyesters and polyamides
Condensation polymers
(a) condensation polymerisation to form: Formation from carboxylic acids/dicarboxylic acids
(or respective acyl chlorides) and from alcohols/diols
(i) polyesters
(ii) polyamides
or amines/diamines. 2
Learners will not be expected to recall the structures
of synthetic polyesters and polyamides or their
monomers.
(b) the acid and base hydrolysis of:
(i) the ester groups in polyesters
(ii) the amide groups in polyamides
(c) prediction from addition and condensation See also 4.1.3 j.
polymerisation of:
(i) the repeat unit from a given monomer(s)
(ii) the monomer(s) required for a given section
of a polymer molecule
(iii) the type of polymerisation.
6.2.4 Carbon–carbon bond formation

Extending carbon chain length
(a) the use of C–C bond formation in synthesis to
increase the length of a carbon chain
(see also 6.1.1 d, 6.1.2 b)
(b) formation of C–C / N by reaction of:
(i) haloalkanes with CN– and ethanol, including
nucleophilic substitution mechanism
(see also 4.2.2 c)
(ii) carbonyl compounds with HCN, including
nucleophilic addition mechanism
(see also 6.1.2 b–c)
(c) reaction of nitriles from (b):
(i) by reduction (e.g. with H2/Ni) to form
amines
(ii) by acid hydrolysis to form carboxylic acids

(d) formation of a substituted aromatic C–C by
alkylation (using a haloalkane) and acylation
(using an acyl chloride) in the presence of a
halogen carrier (Friedel–Crafts reaction)
(see also 6.1.1 d).
6.2.5 Organic synthesis

2 Learners should be able to demonstrate and
Practical skills
(a) the techniques and procedures used for the PAG6
preparation and purification of organic solids HSW4 Opportunities to carry out experimental and
involving use of a range of techniques investigative work.
(see also 4.2.3 a) including:
(i) organic preparation
• use of Quickfit apparatus
• distillation and heating under reflux
(ii) purification of an organic solid
• filtration under reduced pressure
• recrystallisation
• measurement of melting points
Synthetic routes
(b) for an organic molecule containing several Learners will be expected to identify functional
functional groups: groups encountered in Module 6 (see also 4.2.3 b).
(i) identification of individual functional groups
(ii) prediction of properties and reactions
(c) multi-stage synthetic routes for preparing organic Learners will be expected to be able to devise multi-
compounds. stage synthetic routes by applying transformations
between all functional groups studied throughout
the specification.
Extra information may be provided on exam papers
to extend the learner’s toolkit of organic reactions.

6.3 Analysis
This section develops and complements the The instrumentation methods of analysis studied
spectroscopic areas of organic chemistry previously during the A level course provide learners with an
encountered (see Module 4: Core organic chemistry; important base of knowledge, understanding and
4.2.4 Analytical techniques). awareness for further study in Higher Education and in
many areas of employment in the broad scientific field.
This section demonstrates how analytical techniques
introduced in Module 4 (infrared spectroscopy, mass This section also looks at how unknown organic
spectrometry and elemental analysis) may be used
in combination with NMR spectroscopy to provide
functional groups can be analysed and identified using
simple test-tube tests.
2
evidence of structural features in molecules.
6.3.1 Chromatography and qualitative analysis

Types of chromatography
(a) interpretation of one-way TLC chromatograms in M3.1
terms of Rf values
PAG6
HSW3 Interpretation of TLC to analyse organic
compounds.
(b) interpretation of gas chromatograms in terms of: M3.1, M3.2
(i) retention times
To include creation and use of external calibration
(ii) the amounts and proportions of the curves to confirm concentrations of components.
components in a mixture. Peak integration values will be supplied.
HSW3 Interpretation of GC to analyse organic

compounds.
Tests for organic functional groups
(c) qualitative analysis of organic functional groups
on a test-tube scale;
processes and techniques needed to identify PAG7
the following functional groups in an unknown HSW4 Qualitative analysis.
compound:
(i) alkenes by reaction with bromine
(see also 4.1.3 f)
(ii) haloalkanes by reaction with aqueous silver
nitrate in ethanol (see also 4.2.2 a)
(iii) phenols by weak acidity but no reaction
with CO32– (see also 6.1.1 h)
(iv) carbonyl compounds by reaction with 2,4-
DNP (see also 6.1.2 d)
(v) aldehydes by reaction with Tollens’ reagent
(see also 6.1.2 e)

(vi) primary and secondary alcohols and
aldehydes by reaction with acidified
dichromate (see also 4.2.1 c, 6.1.2a)
(vii) carboxylic acids by reaction with CO32–
(see also 6.1.3 b).
6.3.2 Spectroscopy
2 Learners should be able to demonstrate and
NMR Spectroscopy
(a) analysis of a carbon-13 NMR spectrum of an M3.1
organic molecule to make predictions about:
All carbon-13 NMR spectra that are assessed will be
(i) the number of carbon environments in the
proton decoupled.
molecule
In examinations, NMR chemical shift values will be
(ii) the different types of carbon environment provided on the Data Sheet.
present, from chemical shift values Restricted to functional groups studied in the A level
(iii) possible structures for the molecule specification.
HSW3,5 Interpretation of spectra to analyse organic

compounds.
(b) analysis of a high resolution proton NMR M3.1
spectrum of an organic molecule to make
predictions about:
(i) the number of proton environments in the In examinations, NMR chemical shift values will be
molecule provided on the Data Sheet.
(ii) the different types of proton environment Restricted to functional groups studied in the A level
present, from chemical shift values specification.
Learners will be expected to identify aromatic
(iii) the relative numbers of each type of proton protons from chemical shift values but will not be
present from relative peak areas, using expected to analyse their splitting patterns.
integration traces or ratio numbers, when
required HSW3,5 Interpretation of spectra to analyse organic
(iv) the number of non-equivalent protons compounds.
adjacent to a given proton from the spin–
spin splitting pattern, using the n + 1 rule
(v) possible structures for the molecule
(c) prediction of a carbon-13 or proton NMR M3.1
spectrum for a given molecule

(d) (i) the use of tetramethylsilane, TMS, as the
standard for chemical shift measurements
(ii) the need for deuterated solvents,
e.g. CDCl 3, when running an NMR spectrum
(iii) the identification of O–H and N–H protons
by proton exchange using D2O
Combined techniques
(e) deduction of the structures of organic M3.1 2
compounds from different analytical data
including: Spectral reference data will be provided on the Data
Sheet.
(i) elemental analysis (see also 2.1.3 c)
Restricted to functional groups studied in the A level
(ii) mass spectra (see also 4.2.4 f–g)
specification.
(iii) IR spectra (see also 4.2.4 d–e)
(iv) NMR spectra. Learners will not be expected to interpret mass
HSW3,5,6 Interpretation of a variety of different

evidence to analyse organic compounds.

2d. Prior knowledge, learning and progression
This specification has been developed for learners who Some learners may wish to follow a chemistry course
wish to continue with a study of chemistry at Level for only one year as an AS, in order to broaden
3 in the National Qualifications Framework (NQF). their curriculum, and to develop their interest and
The A level specification has been written to provide understanding of different areas of the subject. Others
progression from GCSE Science, GCSE Additional may follow a co-teachable route, completing the one–
Science, GCSE Further Additional Science, GCSE year AS course and/or then moving to the two–year A
Chemistry or from AS Level Chemistry. Learners who level.
2 have successfully taken other Level 2 qualifications in
Science or Applied Science with appropriate chemistry The A Level Chemistry course will prepare learners
content may also have acquired sufficient knowledge for progression to undergraduate courses in
and understanding to begin the A Level Chemistry Chemistry, Biochemistry, Medicine, Dentistry,
course. Engineering, Pharmacy, one of the other sciences or
related subjects. For learners wishing to follow an
There is no formal requirement for prior knowledge apprenticeship route or those seeking direct entry into
of chemistry for entry onto this qualification. Other chemical science careers, this A level provides a strong
learners without formal qualifications may have background and progression pathway.
acquired sufficient knowledge of chemistry to enable
progression onto the course. There are a number of Science specifications at OCR.
Find out more at www.ocr.org.uk

3 Assessment of OCR A Level in Chemistry A
3a. Forms of assessment

All three externally assessed components (01–03) Stretch and challenge questions will support the
contain some synoptic assessment, some extended awarding of the A* grade at A level, addressing the
response questions and some stretch and challenge need for greater differentiation between the most able
questions. learners.
Stretch and challenge questions are designed to allow

the most able learners the opportunity to demonstrate
the full extent of their knowledge and skills.
Periodic table, elements and physical chemistry (Component 01)
This component is worth 100 marks and is split into Section B includes short answer question styles
3
two sections and assesses content from teaching (structured questions, problem solving, calculations,
modules 1, 2, 3 and 5. Learners answer all questions. practical) and extended response questions. This
section of the paper is worth 85 marks.
Section A contains multiple choice questions. This
Synthesis and analytical techniques (Component 02)
This component is worth 100 marks and is split into Section B includes short answer question styles
two sections and assesses content from teaching (structured questions, problem solving, calculations,
modules 1, 2, 4 and 6. Learners answer all questions. practical) and extended response questions. This
Section A contains multiple choice questions. This
Unified chemistry (Component 03)
This component assesses content from across all Question styles include short answer (structured
teaching modules 1 to 6. Learners answer all questions. questions, problem solving, calculations, practical) and
This component is worth 70 marks. extended response questions.
Practical Endorsement in chemistry (Component 04)
Performance in this component is reported separately Learners may work in groups but must demonstrate
to the performance in the A level as measured and record independent evidence of their competency.
through externally assessed components 01 to 03. Teachers who award a pass to their learners must be
This non-exam assessment component rewards the confident that each learner consistently and routinely
development of practical competency in chemistry exhibits the competencies listed in Section 5g and has
and is teacher assessed. Learners demonstrate demonstrated competence in all the skills detailed in
competence in the range of skills and techniques section 1.2.1 and in all the apparatus and techniques
specified in Section 1.2 of the specification by carrying detailed in Section 1.2.2 before completion of the
out a minimum of 12 assessed practical activities. The A level course. The practical activities provided by
Practical Endorsement is teacher assessed against the OCR are all mapped against the specification and
Common Practical Assessment Criteria as specified in assessment criteria.
Section 5g.

3b. Assessment objectives (AO)
There are three assessment objectives in OCR’s A Level Learners are expected to demonstrate their ability to:
in Chemistry A. These are detailed in the table below.
Assessment Objective
Demonstrate knowledge and understanding of scientific ideas, processes, techniques and

AO1
procedures.
Apply knowledge and understanding of scientific ideas, processes, techniques and procedures:
• in a theoretical context
3 AO2 • in a practical context
• when handling qualitative data
• when handling quantitative data.
Analyse, interpret and evaluate scientific information, ideas and evidence, including in relation
to issues, to:
AO3
• make judgements and reach conclusions
• develop and refine practical design and procedures.
AO weightings in A Level in Chemistry A
The relationship between the assessment objectives

and the components are shown in the following table:
% of A Level in Chemistry A (H432)

Component
AO1 AO2 AO3
Periodic table, elements and physical chemistry (H432/01) 13–14 15–16 8–9
Synthesis and analytical techniques (H432/02) 13–14 15–16 8–9
Unified chemistry (H432/03) 5–6 10–12 9–10
Practical endorsement in chemistry (H432/04)* N/A N/A N/A
Total 31–34 40–44 25–28
* The Practical Endorsement is assessed and reported separately from the overall A level grade (see Section 5).
3c. Total qualification time

Total qualification time (TQT) is the total amount of assessment. The total qualification time for A Level in
time, in hours, expected to be spent by a learner to Chemistry A is 360 hours. The total guided learning
achieve a qualification. It includes both guided learning time is 360 hours.
hours and hours spent in preparation, study, and

3d. Qualification availability outside of England
This qualification is available in England. For Wales Northern Ireland Entitlement Framework Qualifications
and Northern Ireland please check the Qualifications Accreditation Number (NIEFQAN) list to see current
in Wales Portal (QIW) or the Northern Ireland availability.
Department of Education Performance Measures /
3e. Language
This qualification is available in English only. All
assessment materials are available in English only and
all candidate work must be in English.
3
3f. Assessment availability
There will be one examination series available This specification will be certificated from the June
each year in May/June to all learners. All examined 2017 examination series onwards.
components must be taken in the same examination
series at the end of the course.
3g. Retaking the qualification

Learners can retake the qualification as many times Endorsement may be carried forward for the lifetime
as they wish. Learners must retake all examined of the specification.
components but they can choose to either retake the
Practical Endorsement or carry forward their most A candidate who is retaking A Level Chemistry A may
recent result (see Section 4d). re-use a previous result for the Practical Endorsement,
even if it was awarded by another awarding
Candidates can choose either to retake the Practical organisation or if it was awarded for an alternative
Endorsement or to carry forward their result for the suite [e.g. a Practical Endorsement pass result from
Practical Endorsement by using the carry forward entry A Level Chemistry A could be re-used for retaking
option (see Section 4a). The result for the Practical A Level Chemistry B (Salters)].
3h. Assessment of extended response

The assessment materials for this qualification provide Extended response questions are included in all
learners with the opportunity to demonstrate their externally assessed components, including two
ability to construct and develop a sustained and questions in each component assessed using questions
coherent line of reasoning and marks for extended marked by Level of Response, in which the quality of
responses are integrated into the marking criteria. the extended response is explicitly rewarded. These
questions will be clearly identified in the assessment
papers.

3i. Synoptic assessment
Synoptic assessment tests the learners’ understanding Synoptic assessment requires learners to make and
of the connections between different elements of the use connections within and between different areas of
subject. chemistry, for example, by:
Synoptic assessment involves the explicit drawing • applying knowledge and understanding of more
together of knowledge, understanding and skills than one area to a particular situation or context
learned in different parts of the A level course. The
emphasis of synoptic assessment is to encourage the • using knowledge and understanding of principles
development of the understanding of the subject as a and concepts in planning experimental and
discipline. All components within Chemistry A contain investigative work and in the analysis and
an element of synoptic assessment. evaluation of data
3 • bringing together scientific knowledge and
understanding from different areas of the
subject and applying them.
3j. Calculating qualification results

A learner’s overall qualification grade for A Level in by the learner and for the relevant exam series to
Chemistry A will be calculated by adding together their determine the learner’s overall qualification grade.
marks from the three examined components taken to
give their total weighted mark. A learner’s result for their Practical Endorsement in
chemistry component will not contribute to their
This mark will then be compared to the qualification overall qualification grade.
level grade boundaries for the entry option taken

4 Admin: what you need to know
The information in this section is designed to give an More information about the processes and deadlines
overview of the processes involved in administering involved at each stage of the assessment cycle can be
this qualification so that you can speak to your exams found in the Administration area of the OCR website.
officer. All of the following processes require you to
submit something to OCR by a specific deadline. OCR’s Admin overview is available on the OCR website
at http://www.ocr.org.uk/administration.
4a. Pre-assessment
Estimated entries
Estimated entries are your best projection of the Estimated entries should be submitted to OCR by the
number of learners who will be entered for a specified deadline. These do not incur a cost and do
qualification in a particular series. not commit your centre in any way.
Updated arrangements for monitoring the Practical Endorsement

4
Full details on the monitoring and the implementation series to jointly plan monitoring visits for the current
of the practical endorsement are available on the two-year cycle and the subsequent cycles. Most
Positive about Practical pages at https://www.ocr.org. centres will be monitored for a different science than
uk/subjects/science/positive-about-practical. Lead that which was monitored in the previous monitoring
teachers are required to have undertaken the free cycle. Large centres will continue to be monitored for
online training for A level science teachers, available biology, chemistry and physics in each cycle. The first
here: https://practicalendorsement.ocr.org.uk/login/ contact with a centre will be from the AO with which
the science to be monitored was entered in the prior
index.php. The lead teacher should also ensure that
summer series. This first contact will be with the exams
all other teachers of that science within the centre are officer (or other nominated school contact).
familiar with the requirements so that standards are
applied consistently. It is the responsibility of a centre that is new, or is
switching exam boards, or that only offers one or two
The awarding organisations (AOs) use information from science A levels to let AOs know, so that appropriate
centre entries for the A levels in biology, chemistry monitoring can be scheduled.
and physics from the previous summer examination
Final entries
Final entries provide OCR with detailed data for Final entries must be submitted to OCR by the
each learner, showing each assessment to be taken. published deadlines or late entry fees will apply.
It is essential that you use the correct entry code,
considering the relevant entry rules. All learners taking A Level in Chemistry A must be
entered for one of the entry options shown on the
following table:

Entry option Component
Entry code Title Code Title Assessment type
H432 Chemistry A 01 Periodic table, elements and physical chemistry External assessment
02 Synthesis and analytical techniques External assessment
03 Unified chemistry External assessment
04 Practical Endorsement in chemistry Non-exam assessment
(Visiting monitoring)
H432C Chemistry A 01 Periodic table, elements and physical chemistry External assessment
02 Synthesis and analytical techniques External assessment
03 Unified chemistry External assessment
80 Practical Endorsement in chemistry – Carried Non-exam assessment
4 Forward* (Carried Forward)
*The carry forward option will be available for the first time from June 2018.
Private candidates
Private candidates may enter for OCR assessments. The Practical Endorsement is an essential part of the
course and will allow learners to develop skills for
A private candidate is someone who pursues a course further study or employment, as well as imparting
of study independently but takes an examination important knowledge that is part of the specification.
or assessment at an approved examination centre.
A private candidate may be a part-time student, Private candidates need to contact OCR approved
someone taking a distance learning course, or centres to establish whether they are prepared to
someone being tutored privately. They must be based host them as a private candidate. The centre may
in the UK. charge for this facility and OCR recommends that the
arrangement is made early in the course.
The A Level Chemistry A qualification requires learners
to complete a Practical Endorsement incorporating Further guidance for private candidates may be found
a minimum of 12 practical activities, allowing them on the OCR website: http://www.ocr.org.uk
to demonstrate a range of practical skills, use of
apparatus and techniques to fulfil the Common
Practical Assessment Criteria.
Head of Centre Annual Declaration
The practical science statement is contained within Please see the JCQ publication Instructions for
the NEA Centre Declaration Form which can be found conducting non-examination assessments for further
on the OCR website at www.ocr.org.uk/formsfinder. information.
By signing the form, the centre is confirming that
they are meeting all the requirements detailed in Any failure by a centre to provide a practical science
the specification, including that they have provided statement to OCR in a timely manner (by means of
all candidates the opportunity to undertake the an NEA Centre Declaration Form) will be treated as
prescribed practical activities. malpractice and/or maladministration [under General
Condition A8 (Malpractice and maladministration)].

NEA Centre Declaration Form: Practical Science Statement
Centres must provide a written practical science b) Whilst undertaking the practical activities, all
statement confirming that reasonable opportunities candidates have written and retained a record of
have been provided to all learners being submitted their work.
for entry for assessment to undertake at least twelve
appropriate practical activities. Centres should have records confirming points (a) to
(b) above available as they may be requested as part of
The practical science statement is contained within the the monitoring process.
NEA Centre Declaration Form, this form can be found
on the OCR website at www.ocr.org.uk/formsfinder. Any failure by a centre to provide a practical science
statement to OCR in a timely manner (by means of
By signing the form, the centre is confirming that: an NEA Centre Declaration Form) will be treated as
malpractice and/or maladministration [under General
a) At least twelve practical activities have been Condition A8 (Malpractice and maladministration)].
completed by each candidate enabling them to
demonstrate competence in all skills, apparatus
and techniques as specified in OCR’s A Level
science specifications. 4
Collecting evidence of student performance to ensure resilience in the qualifications system
Regulators have published guidance on collecting For more detailed information on collecting evidence
evidence of student performance as part of long- of student performance please visit our website at:
term contingency arrangements to improve the https://www.ocr.org.uk/administration/general-
resilience of the qualifications system. You should qualifications/assessment/
review and consider this guidance when delivering this
qualification to students at your centre.
4b. Accessibility and special consideration

Reasonable adjustments and access arrangements Special consideration is a post-assessment adjustment
allow learners with special educational needs, to marks or grades to reflect temporary injury, illness
disabilities or temporary injuries to access the or other indisposition at the time the assessment was
assessment and show what they know and can do, taken.
without changing the demands of the assessment.
Detailed information about eligibility for special
Applications for these should be made before the consideration can be found in the JCQ A guide to the
examination series. Detailed information about special consideration process and JCQ Reasonable
eligibility for access arrangements can be found Adjustments for GCE A-level sciences – Endorsement of
in the JCQ Access Arrangements and Reasonable practical skills.
Adjustments.
4c. External assessment arrangements

Regulations governing examination arrangements Learners are permitted to use a scientific or graphical
are contained in the JCQ Instructions for conducting calculator for components 01, 02 and 03. Calculators
examinations. are subject to the rules in the document Instructions
for Conducting Examinations published annually by JCQ
(www.jcq.co.uk).

Carrying forward the Practical Endorsement in Chemistry
Learners who are retaking the qualification can choose Learners must decide at the point of entry whether
to either retake the endorsement or carry forward they are going to carry forward the endorsement or
their most recent result for that component (even if it not.
was awarded by another awarding organisation or if it
was awarded for an alternative suite). The result for the endorsement may be carried forward
for the lifetime of the specification and there is no
To carry forward the result, you must use the carry restriction on the number of times the result may be
forward entry option (see table in Section 4a). carried forward. However, only the most recent
non-absent result may be carried forward.
4d. Admin of non-exam assessment

Regulations governing arrangements for internal OCR’s Admin overview is available on the OCR website
4 assessments are contained in the JCQ Instructions for
conducting non-examination assessments. Appendix 1
at http://www.ocr.org.uk/administration.
of this document gives specific details for the Practical

Skills Endorsement for A Level sciences designed for
use in England.
4e. Results and certificates

Grade scale
A level qualifications are graded on the scale: A*, A, B, Results for the A Level Sciences Practical Endorsements
C, D, E, where A* is the highest. Learners who fail to will be shown independently of the qualification
reach the minimum standard for E will be Unclassified grade on the certificate. Candidates who fulfil the
(U). Only subjects in which grades A* to E are attained requirements and reach the minimum standard will be
will be recorded on certificates. awarded a Pass grade. Candidates who fail to reach the
minimum standard will be recorded as ‘Not Classified’
and this will also be reported on the certificate.
Results
Results are released to centres and learners for The following supporting information will be available:
information and to allow any queries to be resolved
before certificates are issued. • raw mark grade boundaries for each component
Centres will have access to the following results • weighted mark grade boundaries for each entry
information for each learner: option.
Until certificates are issued, results are deemed to
• the grade for the qualification
be provisional and may be subject to amendment.
• the raw mark for each component A learner’s final results will be recorded on an OCR
certificate.
• the total weighted mark for the qualification.
The qualification title will be shown on the certificate
as ‘OCR Level 3 Advanced GCE in Chemistry A’.

4f. Post-results services
A number of post-results services are available: • Access to scripts – Centres can request access to
marked scripts.
• Review of results – If you are not happy with
the outcome of a learner’s results, centres may • Practical Endorsement – As monitoring and any
request a review of marking. potential request for further visits take place
throughout the period of the qualification, there
• Missing and incomplete results – This service is no post-results service provided.
should be used if an individual subject result
for a learner is missing, or the learner has been
omitted entirely from the results supplied.
4g. Malpractice
Any breach of the regulations for the conduct Detailed information on malpractice can be found
of examinations and coursework may constitute in the Suspected Malpractice in Examinations and
malpractice (which includes maladministration) and Assessments: Policies and Procedures published by 4
must be reported to OCR as soon as it is detected. JCQ.

5 Appendices
5a. Overlap with other qualifications

There is a small degree of overlap between the content Physics
of this specification and those for other AS level/A level
Sciences. • Atomic structure.
Examples of overlap include: Science
Biology • Atomic structure.

• The atmosphere, the development of renewable
• Amino acids, proteins, chromatography, buffers,
alternatives to finite energy resources, enthalpy
pH, catalysis.
changes, rates of reaction, catalysis.
Geology
• Amino acids, proteins, infrared spectroscopy,
• The atmosphere. chromatography.
5b. Avoidance of bias

The A level qualification and subject criteria have Characteristic as defined by the Equality Act 2010. All
been reviewed in order to identify any feature which reasonable steps have been taken to minimise any
5 could disadvantage learners who share a protected such disadvantage.

5c. Chemistry A data sheet
Data Sheet for Chemistry A

GCE Advanced Subsidiary and Advanced Level
Chemistry A (H032 / H432)
The information in this sheet is for the use of candidates following Chemistry A (H032 / H432).
Copies of this sheet may be used for teaching.

General Information
Molar gas volume = 24.0 dm3 mol–1 at room temperature and pressure, RTP
Avogadro constant, NA = 6.02 × 1023 mol–1
Specific heat capacity of water, c = 4.18 J g–1 K–1
Ionic product of water, Kw = 1.00 × 10–14 mol2 dm–6 at 298 K
1 tonne = 106 g
Arrhenius equation: k = Ae–Ea/RT or ln k = –Ea/RT + ln A
Gas constant, R = 8.314 J mol–1 K–1
Characteristic infrared absorptions in organic molecules
Bond Location Wavenumber / cm–1

C–C Alkanes, alkyl chains 750–1100
5 C–X Haloalkanes (X = Cl, Br, I) 500–800

C–F Fluoroalkanes 1000–1350
C–O Alcohols, esters, carboxylic acids 1000–1300
C=C Alkenes 1620–1680
Aldehydes, ketones, carboxylic acids, esters, amides, acyl

C=O 1630–1820
chlorides and acid anhydrides
aromatic Several peaks in range

Arenes
C=C 1450–1650 (variable)
C /N Nitriles 2220–2260
C–H Alkyl groups, alkenes, arenes 2850–3100
O–H Carboxylic acids 2500–3300 (broad)
N–H Amines, amides 3300–3500
O–H Alcohols, phenols 3200–3600

A Level in Chemistry A
13C NMR chemical shifts relative to TMS

C
C Cl
Cl
C
C Br
Br
C
C
C
C C
C
C
C N
N
C
C C
C
C O C
C
C O
C
C O
O C
C C
C
C
C C
C
220
220 200
200 180
180 160
160 140
140 120
120 100
100 80
80 60
60 40
40 20
20 0
0
δ
δ // ppm
ppm
1H NMR chemical shifts relative to TMS
O
O H
H N
N H
H
CH
CH
H
H
HC O O
O
O
O HC O
O
O HC
HC Cl
Cl HC
HC C
C
C C
C C
C HC R
C H C HC Br HC R
H C HC Br HC N
OH H
H HC N
OH
12
12 11
11 10
10 9
9 8
8 7
7 6
6 5
5 4
4 3
3 2
2 1
1 0
0
δ / ppm
δ / ppm
Chemical shifts are variable and can vary depending on the solvent, concentration and substituents. As a result, shifts may be outside the ranges indicated above.
OH and NH chemical shifts are very variable and are often broad. Signals are not usually seen as split peaks.
Note that CH bonded to ‘shifting groups’ on either side, e.g. O–CH2–C=O, may be shifted more than indicated above.
77
5
5
78
The Periodic Table of the Elements
(1) (2) (3) (4) (5) (6) (7) (0)
1 Key 18
1 atomic number 2
H Symbol He
hydrogen name helium
1.0 2 relative atomic mass 13 14 15 16 17 4.0
3 4 5 6 7 8 9 10
Li Be B C N O F Ne
lithium beryllium boron carbon nitrogen oxygen fluorine neon
6.9 9.0 10.8 12.0 14.0 16.0 19.0 20.2
11 12 13 14 15 16 17 18
Na Mg Al Si P S Cl Ar
sodium magnesium aluminium silicon phosphorus sulfur chlorine argon
23.0 24.3 3 4 5 6 7 8 9 10 11 12 27.0 28.1 31.0 32.1 35.5 39.9
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr
potassium calcium scandium titanium vanadium chromium manganese iron cobalt nickel copper zinc gallium germanium arsenic selenium bromine krypton
39.1 40.1 45.0 47.9 50.9 52.0 54.9 55.8 58.9 58.7 63.5 65.4 69.7 72.6 74.9 79.0 79.9 83.8
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe
rubidium strontium yttrium zirconium niobium molybdenum technetium ruthenium rhodium palladium silver cadmium indium tin antimony tellurium iodine xenon
85.5 87.6 88.9 91.2 92.9 95.9 101.1 102.9 106.4 107.9 112.4 114.8 118.7 121.8 127.6 126.9 131.3
55 56 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86
Cs
caesium
Ba
barium
• 57–71
lanthanoids
Hf
hafnium
Ta
tantalum
W
tungsten
Re
rhenium
Os
osmium
Ir
iridium
Pt
platinum
Au
gold
Hg
mercury
Tl
thallium
Pb
lead
Bi
bismuth
Po
polonium
At
astatine
Rn
radon
132.9 137.3 178.5 180.9 183.8 186.2 190.2 192.2 195.1 197.0 200.6 204.4 207.2 209.0
87
Fr
francium
88
Ra
radium
•• 89–103 104
Rf
rutherfordium
105
Db
dubnium
106
Sg
seaborgium
107
Bh
bohrium
108
Hs
hassium
109
Mt
meitnerium
110
Ds
darmstadtium
111
Rg
roentgenium
112
Cn
114
Fl
116
Lv
livermorium
actinoids copernicium flerovium
57 58 59 60 61 62 63 64 65 66 67 68 69 70 71
• 138.9 La
lanthanum
Ce
cerium
Pr
praseodymium
Nd
neodymium
Pm
promethium
Sm
samarium
Eu
europium
Gd
gadolinium
Tb
terbium
Dy
dysprosium
Ho
holmium
Er
erbium
Tm
thulium
Yb
ytterbium
Lu
lutetium
140.1 140.9 144.2 144.9 150.4 152.0 157.2 158.9 162.5 164.9 167.3 168.9 173.0 175.0
89 90 91 92 93 94 95 96 97 98 99 100 101 102 103

•• Ac
actinium
Th
thorium
Pa
protactinium
U
uranium
Np
neptunium
Pu
plutonium
Am
americium
Cm
curium
Bk
berkelium
Cf
californium
Es
einsteinium
Fm
fermium
Md
mendelevium
No
nobelium
Lr
lawrencium
232.0 238.1
5d. How Science Works (HSW)
How Science Works was conceived as being a • HSW2 Use knowledge and understanding
wider view of science in context, rather than just to pose scientific questions, define scientific
straightforward scientific enquiry. It was intended to problems, present scientific arguments and
develop learners as critical and creative thinkers, able scientific ideas
to solve problems in a variety of contexts.
• HSW3 Use appropriate methodology, including
Developing ideas and theories to explain the operation information and communication technology
of matter and how its composition, structure, (ICT), to answer scientific questions and solve
properties and changes it undergoes, constitutes scientific problems
the basis of life and all nature. How Science Works
• HSW4 Carry out experimental and investigative
develops the critical analysis and linking of evidence
activities, including appropriate risk
to support or refute ideas and theories. Learners
management, in a range of contexts
should be aware of the importance that peer review
and repeatability have in giving confidence to this • HSW5 Analyse and interpret data to provide
evidence. evidence, recognising correlations and causal
relationships
Learners are expected to understand the variety
of sources of data available for critical analysis to • HSW6 Evaluate methodology, evidence and
provide evidence and the uncertainty involved in its data, and resolve conflicting evidence
measurement. They should also be able to link that
evidence to contexts influenced by culture, politics and
• HSW7 Know that scientific knowledge and
understanding develops over time
5
ethics.
• HSW8 Communicate information and ideas in
Understanding How Science Works requires an appropriate ways using appropriate terminology
understanding of how scientific evidence can influence
ideas and decisions for individuals and society, which • HSW9 Consider applications and implications of
is linked to the necessary skills of communication for science and evaluate their associated benefits
audience and for purpose with appropriate scientific and risks
terminology.
• HSW10 Consider ethical issues in the
Incorporating Section 8 (the skills, knowledge and treatment of humans, other organisms and the
understanding of How Science Works) of the DfE environment
criteria for science into the specification.
• HSW11 Evaluate the role of the scientific
The examples given within the specification are not community in validating new knowledge and
exhaustive but give a flavour of opportunities for ensuring integrity
integrating HSW within the course. • HSW12 Evaluate the ways in which society uses
science to inform decision making.
References in this specification to How Science Works
(HSW) are to the following statements:
• HSW1 Use theories, models and ideas to

develop scientific explanations

5e. Mathematical requirements
In order to be able to develop their skills, knowledge All mathematical content will be assessed within the
and understanding in A Level Chemistry, learners need lifetime of the specification. Skills shown in bold type
to have been taught, and to have acquired competence will only be tested in the full A level course, not the
in, the appropriate areas of mathematics relevant to standalone AS level course.
the subject as indicated in the table of coverage below.
This list of examples is not exhaustive and is not limited
The assessment of quantitative skills will include to Level 2 examples. These skills could be developed
at least 20% Level 2 (or above) mathematical skills in other areas of specification content from those
for chemistry (see later for a definition of ‘Level 2’ indicated.
mathematics). These skills will be applied in the
context of the relevant chemistry.
Exemplification of the
Areas of the specification which
mathematical skill in the context
Mathematical skill to be exemplify the mathematical
of A Level Chemistry (assessment
assessed skill (assessment is not limited
is not limited to the examples
to the examples below)
below)
5 M0 – Arithmetic and numerical computation

M0.0 Recognise and make use Learners may be tested on their 1.1.2(b), 2.1.3(a,e), 3.2.1(e,f,g),
of appropriate units in ability to: 5.1.1(c), 5.1.2(e), 5.2.2(e)
calculations • convert between units
e.g. cm3 to dm3 as part of
volumetric calculations
• give units for an equilibrium
constant or a rate constant
• understand that different
units are used in similar topic
areas, so that conversions
may be necessary e.g.
entropy in J mol–1 K–1 and
enthalpy changes in kJ mol–1.

below)
M0.1 Recognise and use Learners may be tested on their 2.1.3(a,e), 5.1.1(c,d,f,g,k),
expressions in decimal and ability to: 5.1.2(e), 5.1.3(c,d,e,f,g,l),
ordinary form • use an appropriate number 5.2.3(e)
of decimal places in
calculations
• carry out calculations using
numbers in standard and
ordinary form e.g. use of
Avogadro constant
• understand standard form
when applied to areas such
as (but not limited to) Kw
• understand that significant
figures need retaining when
making conversions between
standard and ordinary form,
5
e.g. 0.0050 mol dm–3 is
equivalent to
5.0 × 10–3 mol dm–3.
M0.2 Use ratios, fractions and Learners may be tested on their 2.1.1(d), 2.1.2(b), 2.1.3(c,d,g,h),
percentages ability to: 3.2.3(f), 5.1.1(b), 5.1.2(b,d,e),
• calculate percentage yields 5.1.3(c), 5.2.3(b,e)
• calculate the atom economy
of a reaction
• construct and/or balance
equations using ratios.
M0.3 Estimate results Learners may be tested on their 3.2.3(g), 5.1.1(j), 5.1.2(f,g),
ability to: 5.1.3(h), 5.2.2(f), 5.2.3(i)
• evaluate the effect of
changing experimental
parameters on measurable
values e.g. how the value
of Kc would change with
temperature given different
specified conditions.

below)
M0.4 Use calculators to find and Learners may be tested on their 2.1.3(a,e,f), 5.1.1(c,d,f,g,k),
use power, exponential and ability to: 5.1.2(e), 5.1.3(c,d,e,f,g,l)
logarithmic functions • carry out calculations using
the Avogadro constant
• carry out pH and pKa
calculations
• make appropriate
mathematical
approximations in buffer
calculations.
M1 – Handling data
M1.1 Use an appropriate number Learners may be tested on their 1.1.3(c), 2.1.3(e), 2.1.4(e),
of significant figures ability to: 3.2.1(g), 3.2.3(f), 5.1.1(c,d,f,g),
5 • report calculations to an
appropriate number of
5.2.3(e)
significant figures given

raw data quoted to varying
numbers of significant figures
• understand that calculated
results can only be reported
to the limits of the least
accurate measurement.
M1.2 Find arithmetic means Learners may be tested on their 2.1.1(d), 2.1.4(e), 5.2.3(e)
ability to:
• calculate weighted means,
e.g. calculation of an atomic
mass based on supplied
isotopic abundances
• select appropriate titration
data (i.e. identification of
outliers) in order to calculate
mean titres.
M1.3 Identify uncertainties in Learners may be tested on their 1.1.4(d)
measurements and use ability to:
simple techniques to • determine uncertainty when
determine uncertainty when two burette readings are
data are combined used to calculate a titre value.

below)
M2 – Algebra
M2.1 Understand and use the No exemplification required.
symbols: =, 1, %, &, 2, \,
+, ?
M2.2 Change the subject of an Learners may be tested on their 2.1.3(c,d,e,f), 2.1.4(e),
equation ability to: 3.2.1(e,f,g), 5.1.1(c,k), 5.1.2(e),
• carry out structured 5.1.3(d,e,f,g,l), 5.2.1(b,d),
and unstructured mole 5.2.2(c,e), 5.2.3(e)
calculations
• calculate a rate constant, k
from a rate equation.
M2.3 Substitute numerical values Learners may be tested on their 2.1.3(c,d,e,f), 2.1.4(e),
into algebraic equations ability to: 3.2.1(e,f,g), 3.2.3(f), 5.1.1(c,f,k),
using appropriate units for
physical quantities
• carry out enthalpy change 5.1.2(e), 5.1.3(c,d,e,f,g,l),
5.2.1(b,d), 5.2.2(c,e), 5.2.3(e)
5
calculations
• calculate the value of an
equilibrium constant, Kc
• carry out rate calculations.
M2.4 Solve algebraic equations Learners may be tested on their 2.1.3(c,d,e,f), 2.1.4(e),
ability to: 3.2.1(e,f,g), 3.2.3(f), 5.1.1(c,f,k),
• carry out Hess’ law 5.1.2(e), 5.1.3(c,d,e,f,g,l),
calculations 5.2.1(b,d), 5.2.2(c,e), 5.2.3(e)
• calculate a rate constant, k
from a rate equation.
M2.5 Use logarithms in relation Learners may be tested on their 5.1.1(f,k), 5.1.3(c,d,f,g,l)
to quantities that range ability to:
over several orders of • carry out pH and pKa
magnitude calculations.
M3 – Graphs
M3.1 Translate information Learners may be tested on their 2.1.1(d), 3.1.1(c,g), 3.2.1(b,c,g),
between graphical, ability to: 3.2.2(b,f,g), 4.2.4(c,d,f,g),
numerical and algebraic • interpret and analyse spectra 5.1.1(d,e,g,k), 5.1.3(n),
forms 5.2.1(b,d), 6.3.1(a,b),
• determine the order of a 6.3.2(a,b,c,e)
reaction from a graph and
derive rate expression.

below)
M3.2 Plot two variables from Learners may be tested on their 1.1.3(d), 3.2.1(h), 3.2.2(b),
experimental or other data ability to: 5.1.1(d,e,g,k), 6.3.1(b)
• plot graphs from collected or
supplied data to follow the
course of a reaction
• draw lines of best fit
• extrapolate and interpolate
• construct calibration curves.
M3.3 Determine the slope and Learners may be tested on their 1.1.3(d), 5.1.1(d,k)
intercept of a linear graph ability to:
• calculate values for Ea and
A from the gradient and
intercept of a graph using
5 the Arrhenius equation.
M3.4 Calculate rate of change Learners may be tested on their 1.1.3(d), 5.1.1(d,g,k)
from a graph showing a ability to:
linear relationship • calculate the rate constant
of a first-order reaction
by determination of
the gradient of a rate–
concentration graph.
M3.5 Draw and use the slope of Learners may be tested on their 1.1.3(d), 3.2.2(b), 5.1.1(d,g)
a tangent to a curve as a ability to:
measure of rate of change • calculate the rate of a
reaction from the gradient of
a concentration–time graph
for a first or second order
reaction.
M4 – Geometry and trigonometry
M4.1 Use angles and shapes Learners may be tested on their 2.2.2(g), 4.1.2(b), 5.3.1(e,f)
in regular 2-D and 3-D ability to:
structures • predict/identify shapes of
and bond angles in molecules
with and without a lone
pair(s), for example NH3, CH4,
H2O etc.

below)
M4.2 Visualise and represent 2-D Learners may be tested on their 2.2.2(g), 4.1.1(b,e), 4.1.2(b),
and 3-D forms including ability to: 4.1.3(c,d), 5.3.1(e,f), 6.2.2(c,d)
2-D representations of 3-D • draw different forms of
objects isomers
• identify chiral centres from a
2-D or 3-D representation.
M4.3 Understand the symmetry Learners may be tested on their 4.1.3(b,c,d), 5.3.1(f), 6.2.2(c,d)
of 2-D and 3-D shapes ability to:
• describe the types of
stereoisomerism shown by
molecules/complexes
• identify chiral centres from a
2-D or 3-D representation.
Definition of Level 2 mathematics 5

Within A Level Chemistry, 20% of the marks available • questions involving use of A level mathematical
within written examinations will be for assessment of content (as of 2012), e.g. use of logarithmic
mathematics (in the context of chemistry) at a Level 2 equations.
standard, or higher. Lower level mathematical skills will
still be assessed within examination papers but will not The following will not be counted as Level 2
count within the 20% weighting for chemistry. mathematics:
The following will be counted as Level 2 (or higher) • simple substitution with little choice of equation
mathematics: or data
• structured question formats using GCSE
• application and understanding requiring choice
mathematics (based on 2012 GCSE mathematics
of data or equation to be used
content).
• problem solving involving use of mathematics
Additional guidance on the assessment of mathematics
from different areas of maths and decisions
within chemistry is available on the OCR website as a
about direction to proceed
separate resource, the Maths Skills Handbook.

5f. Health and Safety
In UK law, health and safety is primarily the Where an employer has adopted model risk
responsibility of the employer. In a school or college assessments an individual school or college then has
the employer could be a local education authority, to review them, to see if there is a need to modify
the governing body or board of trustees. Employees or adapt them in some way to suit the particular
(teachers/lecturers, technicians etc), have a legal duty conditions of the establishment.
to cooperate with their employer on health and safety
matters. Various regulations, but especially the COSHH Such adaptations might include a reduced scale of
Regulations 2002 (as amended) and the Management working, deciding that the fume cupboard provision
of Health and Safety at Work Regulations 1999, was inadequate or the skills of the learners were
require that before any activity involving a hazardous insufficient to attempt particular activities safely. The
procedure or harmful microorganisms is carried out, or significant findings of such risk assessment should
hazardous chemicals are used or made, the employer then be recorded in a “point of use text”, for example
must carry out a risk assessment. A useful summary on schemes of work, published teachers guides, work
of the requirements for risk assessment in school or sheets, etc. There is no specific legal requirement that
college science can be found at http://www.ase. detailed risk assessment forms should be completed
org.uk/resources/health-and-safety-resources/ for each practical activity, although a minority of
risk-assessments/ employers may require this.
For members, the CLEAPSS® guide, PS90, Making and Where project work or investigations, sometimes
5 recording risk assessments in school science1 offers
appropriate advice.
linked to work-related activities, are included in
specifications this may well lead to the use of novel
procedures, chemicals or microorganisms, which are
Most education employers have adopted nationally not covered by the employer’s model risk assessments.
available publications as the basis for their Model Risk The employer should have given guidance on how
Assessments. to proceed in such cases. Often, for members, it will
involve contacting CLEAPSS®.
1These,and other CLEAPSS® publications, are on the CLEAPSS® Science Publications website www.cleapss.org.uk. Note that
CLEAPSS® publications are only available to members. For more information about CLEAPSS® go to www.cleapss.org.uk.

5g. Practical endorsement
The Practical Endorsement is common across from the Practical Activity Groups (PAGs) defined
Chemistry A and Chemistry B (Salters). It requires a below (Fig. 1).
minimum of 12 practical activities to be completed
12
Investigative Research
skills
10 11
Rates of
reaction –
Unscaﬀolded initial rates pH measurement
method
6 7 8 9
Qualitative Rates of
2nd year practicals Synthesis of an

analysis of
organic
Electrochemical
cells
reaction
continuous
–
5
organic solid functional monitoring
groups method
1 2 3 4 5
1st year Moles Acid–base Enthalpy Qualitative Synthesis of an

practicals determination titration determination analysis of ions organic liquid
Fig. 1 OCR’s Practical Activity Groups (PAGs), also see Table 1

5
88
Table 1 Practical activity requirements for the OCR Chemistry Practical Endorsement
Practical activity group Techniques/skills covered (minimum) Example of a suitable practical activity Specification reference
(PAG) (a range of examples will be available (examples)
from the OCR website and centres can
devise their own activity)
1 Moles determination • Measurement of mass Determination of the composition of 2.1.3(d), 2.1.3(h)
• Measurement of volume of gas copper(II) carbonate
2 Acid–base titration • Measurement of volume of a liquid Titration of sodium hydrogencarbonate 2.1.4(d)
• Use of volumetric flask, including accurate technique against hydrochloric acid
for making up a standard solution
• Titration, using burette and pipette
• Use of acid–base indicators in titrations of weak/
strong acids with weak/strong bases
3 Enthalpy determination • Measurement of temperature Determination of the enthalpy change 3.2.1(e), 3.2.1(h)
of neutralisation
4 Qualitative analysis of • Use of apparatus for qualitative tests for ions Identification of the anions and cations 3.1.3(g), 3.1.4(a), 5.3.2(a)
ions • Make and record qualitative observations present in a mixture of Group 2 salts
5 Synthesis of an organic • Heating under reflux1 Synthesis of a haloalkane 4.2.3(a)
liquid • Purification using a separating funnel
• Distillation
• Risk assessment
6 Synthesis of an organic • Purification by recrystallisation Synthesis of aspirin 6.2.5(a), 6.3.1(a)
solid • Use of melting point apparatus
• Use of thin layer or paper chromatography
• Filtration
• Heating under reflux1
• Risk assessment
•
7 Qualitative analysis of Use of apparatus for qualitative tests for organic Identifying functional groups in a series 4.1.3(f), 4.2.1(c), 4.2.2(a),
organic functional groups functional groups of unknown organic compounds 6.1.1(h), 6.1.2(a), 6.1.2(d),
• Heating using water bath or electric heater 6.1.2(e), 6.1.3(b), 6.3.1(c)
• Make and record observations
Practical activity group Techniques/skills covered (minimum) Example of a suitable practical activity Specification reference
(PAG) (a range of examples will be available (examples)
from the OCR website and centres can
devise their own activity)
8 Electrochemical cells • Set up of electrochemical cells and measurement of The effect of concentration on the cell 5.2.3(g)
voltages potential of an electrochemical cell
9 Rates of reaction – • Measurement of rate of reaction by a continuous Finding the half-life of a reaction 3.2.2(e), 5.1.1(h)
continuous monitoring monitoring method
method • Measurement of time
• Use of appropriate software to process data2
10 Rates of reaction – • Measurement of rate of reaction by an initial rate Finding the order and rate constant for 5.1.1(b), 5.1.1(h)
initial rates method method a reaction
• Use of appropriate software to process data2
• Identify and control variables
11 pH measurement • Measurement of pH Identifying unknown solutions via pH 5.1.3(o)
measurements
12 Research skills • Apply investigative approaches How long does it take iron tablets to Opportunities throughout
• Use online and offline research skills break down in the stomach? specification
• Correctly cite sources of information
1,2 These techniques/skills may be covered in either of the groups indicated.
The technique, ‘Safely and carefully handling solids and liquids, including corrosive, irritant, flammable and toxic substances (1.2.2 k)’ needs to be covered across the
selection of activities.
It is expected that the following skills will be developed across all activities, regardless of the exact selection of activities. The ability to:
• safely and correctly use a range of practical equipment and materials (1.2.1 b)
• follow written instructions (1.2.1 c)
• make and record observations/measurements (1.2.1 d)
• keep appropriate records of experimental activities (1.2.1 e)
• present information and data in a scientific way (1.2.1 f)
• use a wide range of experimental and practical instruments, equipment and techniques (1.2.1 j).
89
5
The practical activities can be completed at any point 1.2.2), will receive a ‘Pass’ grade (note that the
during the two year A level course at the discretion of practical activity tracker available from OCR
the centre. Candidates starting from a standalone AS allows confirmation that the activities selected
can count A level practical activities carried out during cover all the requirements).
the AS year towards the A level Practical Endorsement
provided that they are appropriately recorded. It is • There will be no direct assessment of practical
recommended therefore that candidates starting AS skills for AS qualifications
maintain a record of practical activities carried out (e.g. • Students will answer questions in the AS
this could be in the form of a ‘log book’ or ‘practical and A level examination papers that assess
portfolio’) that could be counted towards the Practical the requirements of Appendix 5a (Practical
Endorsement. For candidates who then decide to skills identified for indirect assessment and
follow a full A level, having started from AS, they can developed through teaching and learning,
carry this record with them into their A level study. covered in Section 1.1) from the prescribed
subject content, published by the Department
The assessment of practical skills is a compulsory
for Education. These questions may draw on, or
requirement of the course of study for A level
range beyond, the practical activities included in
qualifications in chemistry. It will appear on all
the specification.
students’ certificates as a separately reported result,
alongside the overall grade for the qualification. The In order to achieve a pass, students will need to:
arrangements for the assessment of practical skills
are common to all awarding organisations. These • develop these competencies by carrying out
arrangements include: a minimum of 12 practical activities (PAG1
5 • A minimum of 12 practical activities to be carried
to PAG12), which allow acquisition of all the
skills, apparatus and techniques outlined in the
out by each student which, together, meet the requirements of the specification (Sections 1.2.1
requirements of Appendices 5b (Practical skills and 1.2.2)
identified for direct assessment and developed
through teaching and learning, covered in • consistently and routinely exhibit the
Section 1.2.1) and 5c (Use of apparatus and competencies listed in the CPAC (Table 2) before
techniques, covered in Section 1.2.2) from the completion of the A-level course
the prescribed subject content, published by • keep an appropriate record of their practical
the Department for Education. The required work, including their assessed practical activities
practical activities are defined by each awarding
organisation (see Fig. 1 and Table 1) • be able to demonstrate and/or record
independent evidence of their competency,
• Teachers will assess students against Common including evidence of independent application
Practical Assessment Criteria (CPAC) issued by of investigative approaches and methods to
the awarding organisations. The CPAC (see practical work.
Table 2) are based on the requirements of
Appendices 5b and 5c of the subject content The practical activities prescribed in the subject
requirements published by the Department for specification (PAG1 to PAG12) will provide
Education, and define the minimum standard opportunities for demonstrating competence in all the
required for the achievement of a pass. skills identified, together with the use of apparatus and
techniques for each subject. However, students can
• Each student will keep an appropriate record also demonstrate these competencies in any additional
of their practical work, including their assessed practical activity undertaken throughout the course of
practical activities study which covers the requirements of appendix 5b
• Students who demonstrate the required and 5c (covered in Sections 1.2.1 and 1.2.2).
standard across all the requirements of the
Students may work in groups but teachers who award
CPAC, incorporating all the skills, apparatus and
a pass to their students need to be confident of
techniques (as defined in Sections 1.2.1 and
individual students’ competence.

Table 2 Common Practical Assessment Criteria (CPAC) for the assessment of practical competency in A Level
sciences
Competency Practical Mastery

In order to be awarded a Pass a Learner must, by the end of the practical science
assessment, consistently and routinely meet the criteria in respect of each
competency listed below. A Learner may demonstrate the competencies in any
practical activity undertaken as part of that assessment throughout the course of
study.
Learners may undertake practical activities in groups. However, the evidence
generated by each Learner must demonstrate that he or she independently meets
the criteria outlined below in respect of each competency. Such evidence –
a) will comprise both the Learner’s performance during each practical activity and
his or her contemporaneous record of the work that he or she has undertaken
during that activity, and
b) must include evidence of independent application of investigative approaches
and methods to practical work.
(1) Follows written a) Correctly follows instructions to carry out experimental techniques or
procedures procedures.
(2) Applies investigative a) Correctly uses appropriate instrumentation, apparatus and materials (including 5
approaches and ICT) to carry out investigative activities, experimental techniques and procedures
methods when using with minimal assistance or prompting.
instruments and b) Carries out techniques or procedures methodically, in sequence and in
equipment combination, identifying practical issues and making adjustments when necessary.
c) Identifies and controls significant quantitative variables where applicable, and
plans approaches to take account of variables that cannot readily be controlled.
d) Selects appropriate equipment and measurement strategies in order to ensure
suitably accurate results.
(3) Safely uses a range of a) Identifies hazards and assesses risks associated with these hazards, making
practical equipment and safety adjustments as necessary, when carrying out experimental techniques and
materials procedures in the lab or field.
b) Uses appropriate safety equipment and approaches to minimise risks with
minimal prompting.
(4) Makes and records a) Makes accurate observations relevant to the experimental or investigative
observations procedure.
b) Obtains accurate, precise and sufficient data for experimental and investigative
procedures and records this methodically using appropriate units and conventions.
(5) Researches, a) Uses appropriate software and/or tools to process data, carry out research and
references and reports report findings.
b) Cites sources of information, demonstrating that research has taken place,
supporting planning and conclusions.

Choice of activity (iii) using activities devised by the centre and
mapped against Section 1.2 of the specification
Centres can include additional skills, apparatus and and the CPAC
techniques within an activity (PAG) beyond those listed
as the minimum in Table 1 or in the published practical (iv) using activities from external sources such as the
activities. They may also carry out more than the learned societies, mapped against Section 1.2 of
minimum 12 practical activities required to meet the the specification and the CPAC
Practical Endorsement.
Centres can receive guidance on the suitability of
To achieve a Pass within the Practical Endorsement, their own practical activities or against any of the
candidates must have demonstrated competence in options within (ii) to (iv) above through our free
all the skills, apparatus and techniques detailed in practical assessment support service by emailing
Sections 1.2.1 and 1.2.2 of the specification by carrying pass@ocr.org.uk.
out a minimum of 12 assessed practical activities
Where centres devise their own practical activity or
(covering all of PAG1 to PAG12) and achieved the level
use an alternative activity, that practical activity must
of competence defined within the Common Practical
be of a level of demand appropriate for A level.
Assessment Criteria (Table 2).
Practical Activity Groups 1 to 12 can be achieved
The minimum of 12 activities can be met by:
through more than one centre devised practical
(i) using OCR suggested activities (provided as activity, and centres are not limited to 12 practical
resources from Interchange, or by contacting activities such that a centre could, for instance, split
PAG6 into two activities of their own (rather than one)
5 pass@ocr.org.uk should you be unable to access
Interchange) with the two activities fulfilling the requirements.
Alternatively it could be possible that an extended
(ii) modifying OCR suggested activities to match activity may cover the requirements of more than one
available equipment whilst fulfilling the same group, in which case the centre could then select an
skills, apparatus and techniques and CPAC additional activity from another group to achieve the
required minimum of 12 practical activities.

5h. Revision of the requirements for practical work
OCR will review the Practical Endorsement detailed If any revision to the Practical Endorsement is made,
in Section 5g of this specification following any OCR will produce an amended specification which
revision by the Secretary of State of the skills, will be published on the OCR website. OCR will then
apparatus or techniques specified in respect of use the following methods to communicate the
A Level Chemistry A. amendment to centres: subject information update
emailed sent to all Examinations Officers, e-alerts to
OCR will revise the Practical Endorsement if centres that have registered to teach the qualification
appropriate. and social media.

Summary of updates
Date Version Section Title of section Change

Dec 2017 2 Multiple Changes to generic wording and OCR website links
throughout the specification. No changes have been
made to any assessment requirements
April 2018 2.1 2c Content of Correction of minor typographical errors and
modules 1 to 6 amendment to learning outcome
6.1.1 (i) (ii)
May 2018 2.2 4a Head of Update in line with new NEA Centre Declaration
Centre Annual form.
Declaration
August 2.3 3d Retaking the Update to wording for carry forward rules.
2018 qualification
4d Admin of
non-exam
assessment
January 2.4 2c Content of Guidance on the new definition of moles 2.1.3(a)
2019 modules 1 to 6
Update to average bond enthalpy guidance 3.2.1(f)
May 2020 2.5 1d How do I find Insertion of Online Support Centre link
out more
information?
4d Post-results Enquiries about results changed to Review of results

services
Update to specification covers to meet digital

accessibility standards.
December 2.6 4a Pre-assessment Changes to practical endorsement requirements and
2020 advice.
Update to specification covers to meet digital
accessibility standards
April 2023 2.7 3c Total Update to include total qualification time and
qualification guided learning hours to comply with QiW
time regulations
March 2.8 3d, 3e Qualification Inclusion of disclaimer regarding availability and
2024 availability, language
Language
4a Pre-assessment Update to include resilience guidance
Checklist Inclusion of Teach Cambridge

YOUR
CHECKLIST
Our aim is to provide you with all

the information and support you
o Bookmark OCR website for all the latest information
and news on AS and A Level Chemistry A
need to deliver our specifications.
o Sign up for Teach Cambridge: our personalised and secure website that
provides teachers with access to all planning, teaching and assessment
support materials
o Be among the first to hear about support materials and resources

as they become available – register for Chemistry updates
o Find out about our professional development
o View our range of skills guides for use across subjects

and qualifications
o Discover our new online past paper service
o Learn more about Active Results
o Visit our Online Support Centre

Download high-quality, exciting
and innovative AS and A Level
Chemistry resources from ocr.org.uk/
alevelchemistrya
Free resources and support for our A Level Chemistry
qualification, developed through collaboration between
our Chemistry Subject Advisors, teachers and other subject
experts, are available from our website. You can also contact
our Chemistry Subject Advisors for specialist advice, guidance
and support, giving you individual service and assistance
whenever you need it.
Contact the team at:

01223 553998
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Qualification

Version 2.8 (March 2024) ocr.org.uk/alevelchemistrya

We will inform centres about changes to specifications. We will also publish

Oxford Cambridge and RSA is a Company Limited by Guarantee. Registered in

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Throughout the specification, cross-references indicate

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We’ll be running events to help you get to grips with

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1a. Why choose an OCR qualification?

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Aims and learning outcomes

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2a. Overview of A Level in Chemistry A (H432)

Content Overview Assessment Overview

Periodic table, elements

All components include synoptic assessment.

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The mathematical requirements in Section 5 are also • Organic synthesis

• Practical skills assessed in a written examination • Carboxylic acids and esters

• Practical skills assessed in the practical • Nitrogen compounds

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Learners should be able to apply scientific

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1.2.1 Practical skills

Research and referencing

(h) use online and offline research skills including

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(j) use a wide range of experimental and practical See Section 5.

1.2.2 Use of apparatus and techniques

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• oxidation number and redox reactions

2.1 Atoms and reactions

2.1.1 Atomic structure and isotopes

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2 (d) use of mass spectrometry in:

Knowledge of the mass spectrometer not required.

Definitions of relative molecular mass and relative

2.1.2 Compounds, formulae and equations

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HSW8 Systematic and unambiguous nomenclature.

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2.2.1 Electron structure

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2 (i) a polar bond and permanent dipole within

Induced dipole–dipole interactions can also be

HSW1,2 Dipole interactions as a model to explain

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3.1 The periodic table

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