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OCR A Level Chemistry:A guide to purposeful practical work
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The changes to the GCE AS and A level which took effect for first teaching in 2015 implemented a significant change in the approach take to practical and investigative science. In particular, the emphasis has shifted from practical skills tasks set by the board and marked by teachers to a much more open ended practical endorsement scheme. Previously, the majority of marks awarded for Assessment Objective 3 ‘How Science Works’, (HSW) were for the practical skills tasks. This situation has now significantly changed.
Specification H432 for first assessment in 2017 requires students to record their practical achievement and experiences in a lab book similar to an undergraduate lab book. They are required to complete a minimum of 12 practical activities which they record in a lab book or practical portfolio, which is assessed by the centre and endorsed by the board. They do not provide marks for the final GCE grade. Despite the lack of practical skills tasks contributing to the assessment of HSW, the contribution of AO3 which assesses HSW has increased from 20% to between 25% and 28% which will be assessed through the written components of the assessment. The clear implication of this is that students require teaching and learning which nourishes their HSW skills and abilities. Although practical work mainly covers HSW 4 to HSW 6, these will be assessed by the written components of the assessment and should therefore be adequately addressed during lessons, along with the other aspects of HSW. The HSW skills at GCE A level build on the KS4 HSW skills acquired by students within their GCSE curriculum.
Curriculum time is limited and it is important that all activities especially practical and investigative activities are purposeful and make a worthwhile contribution to learning. Practical work which does not contribute to learning wastes valuable curriculum time. The ‘Getting Practical’ project was based on the paper, Analysing practical activities to assess and improve effectiveness: The Practical Activity Analysis Inventory (PAAI), by Robin Millar of York University, 2009. It promotes purposeful and effective practical work where students engage fully with practical work: ‘Hands on! Minds on!’ This document aims to identify opportunity for effective practical work which supports students to work scientifically. It is not expected that schools will attempt all of these practical activities. However, it is hoped that teachers will see the value of these possibilities for practical work, especially in conjunction with the suggested purposes.
The two books referred to in the document are:
• ASE School Chemistry Experiments – compiled by Ralph Farley, which is available from the ASE website https://secure.ase.org.uk/membersarea/Shop/details.asp?id=59
• Chemistry in Context, a laboratory manual by Graham Hill and John Holman, which is available from OUP or Amazon.Both offer a wealth of ideas and advice for chemistry practical work.
As with all practical work, always follow your employer’s risk assessment (which normally follows CLEAPSS or SSERC guidance). Check that the safety advice, where given on websites, is in accordance with your employer’s safety advice.
Getting PracticalThe purpose of the practical work identified in this document relate to Getting Practical: Improving Practical Work in Science http://www.gettingpractical.org.uk/
There is a detailed paper which supports the Getting Practical project written by Robin Millar entitled Analysing practical activities to assess and improve effectiveness: The Practical Activity Analysis Inventory (PAAI)
A copy of this paper can be found at: https://www.rsc.org/cpd/teachers/content/filerepository/frg/pdf/ResearchbyMillar.pdf
Getting Practical learning objectives:
A: By doing this activity, pupils should develop their understanding of the natural world A1: Pupils can recall an observable feature of an object, or material, or event A2: Pupils can recall a ‘pattern’ in observations (e.g. a similarity, difference, trend, relationship) A3: Pupils can demonstrate understanding of a scientific idea, or concept, or explanation, or model, or theory
B: By doing this activity, pupils should learn how to use a piece of laboratory equipment or follow a standard practical procedure B1: Pupils can use a piece of equipment, or follow a practical procedure, that they have not previously met B2: Pupils are better at using a piece of equipment, or following a practical procedure, that they have previously met
C: By doing this activity, pupils should develop their understanding of the scientific approach to enquiry C1: Pupils have a better general understanding of scientific enquiry C2: Pupils have a better understanding of some specific aspects of scientific enquiry
PAGE 1
This is one of a series of documents designed to support science departments to integrate engaging and purposeful practical and investigative science activities within their current schemes of learning. They highlight opportunities throughout the A Level Specification and identify possible purposes for each activity relating to the ‘Getting Practical’ project.
Produced in partnership with the Association for Science Education
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Possible practical activities
Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
Module 5.1.1
Rates of Reaction
• Carry out practicals such as the reaction between calcium carbonate and hydrochloric acid, monitoring the rate of gas production or mass loss and deduce the reaction rate from shape of curve. (Practical Activity 12 OCR Teacher Support CD)
• Investigate the effect of concentration on rate by using hydrochloric acid and magnesium or thiosulfate and hydrochloric acid reaction: http://www.rsc.org/learn-chemistry/resource/res00000743/the-effect-of-concentration-on-reaction-rate
• Use the Iodine Clock to find the rate constant by plotting concentration against 1/t. There are many practical sheets for this reaction including RSC’s (http://www.rsc.org/learn-chemistry/resource/res00000744/iodine-clock-reaction)
• Use the YouTube video https://www.youtube.com/watch?v=Db0eCVt3W-E to discuss effect of temp on rate of reaction.
• Students need lots of practice of interpreting graphs; deducing units etc. There is some useful material here http://www.knockhardy.org.uk/sci_htm_files/08kin.pdf
• Card sorts and matching graphs to what they show would be suitable activities can be found on the RSC starters for 10: http://www.rsc.org/learn-chemistry/resource/res00001358/advanced-starters-for-ten#!cmpid=CMP00002942 . This includes a useful sheet on the rate determining step which links to everyday activities like making a cup of tea.
• A useful demo of the rate determining can be seen here: https://www.youtube.com/watch?v=eGaec7V1U28
B2C1
Gas Syringes
SY14858Holder
ST110450Balance 100x0.001g
BA140300Volumetric Flask 1L
FL130635Magnetic Stirrer
ST150510Starch Soluble
ST5936Sodium Acetate
SO5444Potassium Iodide
PO4976Sodium Thiosulphate
SO5862Hydrochloric Acid 2M
HY3052Marble Chips Small
MA3772/SM Marble Chips Medium
MA3772/MMarble Chips Large
MA3772/LMagnesium Ribbon
MA3614Burettes
BU03765Burette Clamp
ST14062Vision
DA130585Temperature Sensors
DA130870
Module 5.1.2
How far?
Students should be encouraged to carry out a range of practical experiments related to this topic. Possible experiments include: determining the value for an equilibrium constant for a simple esterification reaction.
• Determination of the equilibrium constant for the formation of an ester – from ASE School Chemistry Experiments – compiled by Ralph Farley. The ester suggested is ethyl ethanoate and a sample of the reaction mixture is removed to determine the concentration of the remaining ethanoic acid or
• The RSC Microscale resource offers an alternative investigation: http://www.rsc.org/learn-chemistry/resource/res00000537/measuring-an-equilibrium-constant?cmpid=CMP00000609
To make microscale titration equipment, see http://www.rsc.org/learn-chemistry/resource/res00000536/a-microscale-acid-base-titration?cmpid=CMP00006605
You could give students a series of equilibrium reactions and ask them to write expressions for Kc (You could use apps like Quizlet to generate multiple choice questions to test understanding)
The following resource has lots of useful links: http://www.ocr.org.uk/Images/261544-equilibrium-delivery-guide.pdf
A1A3
Glacial Acetic Acid
AC1018Iron II Sulphate
IR3228Sulfuric Acid 0.5M
SU6112Silver Nitrate 0.1M
SI5382Potassium Thiocyanate
PO5060Volumetric Flask 100ml
FL130620Ethanol
ET2634Burette
BU03765Burette Clamp
ST14062Volumetric Flask 50ml
FL130615Balance 100x0.001g
BA140300Weighing Boats
BA01375
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Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
5.1.3
Acids, bases and buffers
Students could
• Use a pH probe to investigate the effect of serial dilution on the pH of a known concentration of acid (e.g. 0.1M HCl; 0.01M HCl; 0.001M HCl); you could extend to dibasic acids;
• Investigate the dissociation of bromophenol blue (a weak acid) to determine the dissociation constant from ASE School Chemistry Experiments – compiled by Ralph Farley (or use the sample results for calculations). The bromophenol is added to 4M sodium hydroxide and the colour of the solution compared with bromophenol in solution in water.
• Investigate buffer solutions e.g. made from different quantities of ethanoic acid and sodium ethanoate - See: http://www.chemguide.co.uk/physical/acidbaseeqia/buffers.html
• Investigate different pH titration curves with strong and weak acids and alkalis (ASE School Chemistry Experiments compiled by Farley has a range of suggested practicals with indicators and sample results)
• Use http://www.rsc.org/learn-chemistry/resource/res00001457/acid-base-solutions
• There is a simulation to help students understand what happens when a weak acid and strong alkali; or a strong acid and a weak alkali are mixed: http://www.rsc.org/learn-chemistry/resource/res00000703/indicators-and-dry-ice-demonstration See also Chemistry in Context Practical 11 – Acids, Bases & indicators
• Introduce acid dissociation constant – Creative Chemistry has a useful fact sheet. See: http://www.creative-chemistry.org.uk/alevel/module4/documents/N-ch4-05.pdf
• Recap the reactions of acids with carbonates, oxides and hydroxides, including writing ionic equations.
• Use fact sheet http://www.creative-chemistry.org.uk/alevel/module4/documents/N-ch4-01.pdf to create a card sort or activities to test knowledge of expressions
• Use http://www.chemguide.co.uk/physical/acidbaseeqia/acids.html to explain the difference between Ka and pKa and to link to strength of acid and degree of ionisation. Get students to write equilibrium expressions and indicate where the position of equilibrium will lie.
A1A2B2C2
Bromophenol Blue
BR1670Sodium Hydroxide
SO5642Burettes
BU03765Burette Clamp
ST14062pH Tester
PH150000pH Probe
DA130805Vision
DA130585pH Paper
TP7170Universal Indicator Solution
UN13005Hydrochloric Acid
HY3060Acetic Acid
AC1030Sodium Ethanoate
SO5436Sodium Hydroxide
SO5678Phenolphthalein
PH4572
5.2.1
Lattice Enthalpy
To learn the key definitions you could use a card sort with students. Draw Born-Haber cycles on mini white boards and do lots of practice of calculations
Possible experiments include
• Enthalpy change of solution – measure enthalpy change of solution of different Group 1 chlorides - see Chemistry in Context, Practical 10: Heats of Solution
• Enthalpy and volume changes associated with solvation practical from ASE School Chemistry Experiments compiled by Ralph Farley can be used to show the effect of ionic charge and ionic radius on the exothermic value of lattice enthalpy and enthalpy change of hydration. Reagents suggested are Group I chlorides, calcium chloride and iron (III) chloride.
A2A3
Hydrochloric Acid 2M
HY3052Nitric Acid 2M
NI4290Sulphuric Acid 2M
SU6102Sodium Hydroxide 2M
SO5672Vision
DA130585Temperature Sensor
DA130870Calcium Chloride
CA1868Iron III Chloride
IR3250Lithium
LI3518Potassium
PO4808Sodium
SO5422
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Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
5.2.2
Enthalpy and entropy
• Introduce the topic by considering the factors that make a chemical reaction proceed: http://www.rsc.org/education/teachers/resources/aflchem/resources/68/index.htm
• This reference provides some useful and thought provoking discussion for students: http://www.chemguide.co.uk/inorganic/group2/problems.html
and this is also useful
http://alevelchem.com/aqa_a_level_chemistry/unit3.5/s351/06.htm
• Students need to practise enthalpy and entropy calculations. There are practice questions available in Starters for 10: http://www.rsc.org/learn-chemistry/resource/res00001358/advanced-starters-for-ten?cmpid=CMP00002956#!cmpid=CMP00002951
Students should observe and discuss typical reactions in terms of disorder and enthalpy change, such as:
• dissolving ammonium nitrate crystals in water
• reacting ethanoic acid with ammonium carbonate
• burning magnesium ribbon in air
• mixing solid barium hydroxide, Ba(OH)2.8H2O, with solid ammonium chloride
A1A2A3
Ammonium Nitrate
AM1298Ammonium Carbonate
AM1222Acetic Acid
AC1018Magnesium Ribbon
MA3614Barium Hydroxide
BA1470Ammonium Chloride
AM1230
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Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
5.2.3
Redox and electrode potentials
• Recap what is meant by the term ‘redox and write oxidation states for reactions.
• There are plenty of redox titrations which can be undertaken including an estimation of the percentage iron in iron tablets or principles of titrations involving thiosulfate/iodine – Chemistry in Context Lab Manual Graham Hill and John Holman. Iron tablet titration can be found at: http://www.a-levelchemistry.co.uk/AQA%20Chemistry/AQA%20A2%20Chemistry/Unit%206/PSA%20%28PSV%29/AQA-2420-W-TRB-PSA10.pdf
• For a procedure to determine the percentage of copper in brass see http://www.rsc.org/learn-chemistry/resource/res00000542/the-determination-of-copper-in-brass
Electrode potentials
• Students should be encouraged to construct electrochemical cells and measure electrode potentials. The following may help http://www.rsc.org/learn-chemistry/resource/res00001579/electrode-potentials?cmpid=CMP00004284#!cmpid=CMP00004288 or use Chemistry in Context Practical 12
• There is a quiz to test student understanding at: http://www.rsc.org/learn-chemistry/resource/res00001579/electrode-potentials?cmpid=CMP00004284#!cmpid=CMP00004292
• Additional support for electrode potentials can be found at: http://www.rsc.org/learn-chemistry/resource/res00001579/electrode-potentials?cmpid=CMP00004284#!cmpid=CMP00004294
Storage and Fuel Cells
• The RSC site has a number of news articles about fuel cells such as: http://www.rsc.org/chemistryworld/2013/12/toilet-wastewater-purification-hydrogen-fuel-cell
For questions to test redox understanding, see RSC Starters for 10:
http://www.rsc.org/learn-chemistry/resource/res00001358/advanced-starters-for-ten?cmpid=CMP00002956#!cmpid=CMP00002953
B2C1
A1A2A3
A1A2A3
Burettes
BU03765Burette Clamp
ST14062Volumetric Flask 100ml
FL130620Balance 100x0.001g
BA140300Sulfuric Acid 1M
SU6106Potassium Manganate(VII) Solution 0.02M
PO5000Weighing Boats
BA01375Nitric Acid
NI4280Copper Nitrate
CO2240Brass Filings
BR1586Volumetric Flask
FL130605Digital Voltmeter
EL101482Copper Electrode
EL150410Zinc Electrode
EL150422Iron Electrode
EL150418Lead Electrode
EL150424Electrode Connector
EL150426Copper Foil
CO2190Copper Sulphate
CO2260Zinc Foil
ZI6648Zinc Sulphate
ZI6718Multimeter
EL52400Potassium Nitrate
PO5012Platinum Electrodes
EL06890Hydrogen Fuel Cell
HE82335Salt Water Fuel Cell
EN140160Ethanol Fuel Cell
EN140165Bio-Fuel Energy Kit
EN120100
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Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
5.3.1
Transition Elements
• Revise writing electron configurations for the d block elements and derive definition
• Use an activity such as Activity 26 OCR A2 Teacher Support disc to demonstrate colours of transition metal compounds.
• Expt. 11.10 in ASE School Chemistry Experiments compiled by Ralph Farley is a useful reference to demonstrate that the colour of transition metal compounds is the result of partially filled p-orbitals. In the reaction described, copper(II) ions are reduced to copper(I) ions by the reaction between copper sulfate and sodium thiosulfate. The solution turns from blue to colourless.
• Alternatively, use Exp. 11.9 in ASE School Chemistry Experiments to investigate the different colours of vanadium ions. The stepwise reduction of vanadium(V) to vanadium(II) occurs in the reaction between ammonium trioxovanadate and zinc powder.
Complex ion and co-ordination shapes
• Carry out an experiment to show ligand exchange reactions, such as Expt. 11.11 in ASE School Chemistry Experiments compiled by Farley. Here, copper(II) chloride forms octahedral blue ions in aqueous solution. In concentrated hydrochloric acid solution, it forms an intense green solution caused by the yellow tetrahedral complex [CuCl4]2-. Students should practise drawing complex ions - see http://www.chemguide.co.uk/inorganic/complexions/shapes.html
There is a useful podcast about cis-platin at: http://www.rsc.org/chemistryworld/podcast/CIIEcompounds/transcripts/cisplatin.asp
A1 A2 A3
A1 A2 A3
Copper Sulphate
CO2260Sodium Thiosulfate
SO5862Ammonium Metavanadate
AM1284Zinc Powder
ZI6680Copper(II) Chloride
CO2230Conc Hydrochloric Acid
HY3047Ammonia Solution
AM1188Sulphuric Acid 1M
SU6106Chromium Chloride
CH2100
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Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
5.3.2
Qualitative Analysis
There is a practical describing testing for ions at: http://www.rsc.org/learn-chemistry/resource/res00000464/testing-salts-for-anions-and-cations?cmpid=CMP00000534
B2
Ammonia
AM1188Sodium Hydroxide
SO5656Sodium Carbonate
SO5490Barium Chloride
BA1462Limewater
LI3508Nitric Acid 1M
NI4280Silver Nitrate 0.1M
SI5382Copper II Chloride
CO2230Iron (II) Sulphate
IR3228Copper (II) Sulphate
CO2260Nickel(II) Chloride
NI4226Potassium Carbonate
PO4834Potassium Iodide
PO4976Lead Nitrate
LE3436Full Range Indicator Paper
TP7180Flame Test Wires
FL07725Flame Test Glasses
FL07720Welding Filter Lens
FL160900Hydrochloric Acid Conc
HY3044
6.1.1
Aromatic compounds
A procedure for the nitration of methyl benzoate can be found in the RSC Wolfson Gifted and Talented guide to synthesis and analysis: http://www.rsc.org/learn-chemistry/resource/download/res00000849/cmp00000965/pdf
Chemguide has some useful background on Friedel Crafts reaction as does organic chemistry help.
Students should practise writing mechanisms on mini white boards
• Learn Chemistry has an interesting resource on Phenol http://www.rsc.org/learn-chemistry/resource/res00000008/dettol?cmpid=CMP00000010 Students need to compare the reactivity of phenol and benzene
• Starters for 10 includes some useful activities to test knowledge and understanding: http://www.rsc.org/learn-chemistry/resource/res00001358/advanced-starters-for-ten?cmpid=CMP00002945#!cmpid=CMP00002946
A3B1C2
Methyl Benzoate
ME3898Conc. Nitric Acid
NI4280Melting Point Apparatus
ME10351Melting Point Tubes
ME10375Filter Flask
FL07975Buchner Funnel
FU08386Filter Pump
FI07615
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Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
6.1.2
Carbonyl compounds
• To test for carbonyl compounds, see: http://www.rsc.org/learn-chemistry/resource/res00000549/the-formation-of-solid-derivatives-of-aldehydes-and-ketones-using-24-dinitrophenylhydrazine-bradys-test?cmpid=CMP00000621
• For reactions of carbonyl compounds (A2 Support disc Practical 2 and 3)
• Starters for 10 includes activities on carbonyl compounds: http://www.rsc.org/learn-chemistry/resource/res00001358/advanced-starters-for-ten?cmpid=CMP00002945
B2
Ethanol
ET2634Acetone
AC14015Benzaldehyde
BE1508Methanol
ME3860Acetaldehyde
AC10002,4 Dinitrophenylhydrazine
DI2510Sulphuric Acid Conc
SU6072
6.1.3
Carboxylic acids and esters
• For preparing and hydrolysing esters, see: http://www.rsc.org/learn-chemistry/wiki/Expt:Preparation_of_esters
• There is a screen cast lecture at: http://www.rsc.org/learn-chemistry/resource/res00001351/chemistry-vignettes-mechanisms-of-esters-amides?cmpid=CMP00002901
Formation of acyl chlorides
• Useful background from http://www.chemguideforcie.co.uk/2016section19/learning19p2c.html
• Starters for 10 activities: http://www.rsc.org/learn-chemistry/resource/res00001358/advanced-starters-for-ten? cmpid=CMP00002956#! cmpid=CMP00002945
A3B2C2
Methanol
ME3860Ethanol
ET2634Propan-1-ol
PR5088Propan-2-ol
PR5094Butan-1-ol
BU1736Butan-2-ol
BU17422-Methylpropan-1-ol
ME4000Pentan-1-ol
PE4502Acetic Acid
AC1018Butanoic Acid
BU1730Propionic Acid
PR5106Conc Sulfuric Acid
SU607214/23 BU/M Set
JG26380Anti-Bumping Granules
AN1394Separating Funnels 100ml
FU08465
6.2.1
Amines
See Starters for 10 activities http://www.rsc.org/learn-chemistry/resource/res00001358/advanced-starters-for-ten?cmpid=CMP00002956#! cmpid=CMP00002947
No equipment links
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Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
6.2.2
Amino acids, amides and chirality
Present the general formula of an amino acid; revise the reactions of the acid group including forming esters
Starters for 10 includes an activity on amino acids: http://www.rsc.org/learn-chemistry/resource/res00001358/advanced-starters-for-ten?cmpid=CMP00002956#!cmpid=CMP00002947
For another resource which gives background info on amino acids, see: http://www.rsc.org/learn-chemistry/resources/chemistry-in-your-cupboard/veet/2
Introduce chirality and practice drawing 3-d diagrams and identifying chiral centre
To demonstrate chirality in sugars see: http://www.rsc.org/learn-chemistry/resource/res00000971/chirality-in-sugars?cmpid=CMP00001494
A1A2A3
Biochemistry Set – Teacher
MO55800Biochemistry Set – Student
MO55805Organic Molymod - Teacher
MO11302Organic Molymod - Student
MO11305Plain Mirror
OP11704Polarimeter
OP74740Sucrose
SU5996Glucose
GL2856Fructose
FR2780Polaroid Squares
OP110105Amino Acid Starter Kit
MO110150
6.2.3
Polyesters and polyamides
• making nylon - the ‘nylon rope trick’ http://www.rsc.org/learn-chemistry/resource/res00000755/making-nylon-the-nylon-rope-trick?cmpid=CMP00000834
A3B2C2
1,6-Diaminohexane
DI24301,6 Diaminohexane Solution
DI2434Sebacoyl Chloride
SE5300Sebacoyl Chloride in Cyclohexane
SE5306Cyclohexane
CY2332
6.2.5
Synthesis
• This section provides an opportunity to revisit synthetic techniques such as making aspirin or similar. The RSC screen experiment may be useful here: http://www.rsc.org/learn-chemistry/resource/res00001644/aspirin-screen-experiment?cmpid=CMP00004907 and http://www.rsc.org/learn-chemistry/content/filerepository/CMP/00/000/045/Aspirin.pdf See also: http://www.rsc.org/learn-chemistry/resource/res00000287/aspirin and http://www.rsc.org/learn-chemistry/resource/res00000556/the-microscale-synthesis-of-aspirin
• Techniques should include recrystallization and melting point analysis. The synthesis of aspirin provides good opportunity for both these techniques.
• Students should be encouraged to produce summary sheets detailing the organic reactions they have encountered and should be encouraged to form patterns. For example, how halogenoalkanes are linked to alcohols. Encourage students to add reaction conditions and then to produce synthetic routes of given numbers of stages. The RSC synthesis explorer http://www.rsc.org/learn-chemistry/resources/synthesis-explorer/ can also be used for this purpose
• Use RSC Starters for 10 to test knowledge about organic syntheses: http://www.rsc.org/learn-chemistry/resource/res00001358/advanced-starters-for-ten?cmpid=CMP00002956#!cmpid=CMP00002950
• The mechanism inspector may also be useful here: http://www.rsc.org/learn-chemistry/resources/mechanism-inspector/core_skills.html
B2C1
14/23 BU/M Set
JG93080Heating Mantle
HE120105Filter Flask
FL07976Buchner Funnel
FU08386Filter Pump
FI07615Melting Point Apparatus
ME10365Acetic Anhydride
AC1036Sulphuric Acid
SU6072Salicylic Acid
SA5266Ethanol
ET2634Acetic Acid
AC1027
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Reference Practical and investigative activitiesGetting Practical Reference
Equipment Links
6.3.1
Chromatography and qualitative analysis
Chromatography
Ensure students understand how chromatography works and can use the terminology correctly
http://www.rsc.org/learn-chemistry/resource/res00001074/thin-layer-chromatography?cmpid=CMP00001940
• Using chromatography to separate a mixture of amino acids. Students will need ninhydrin spray or a UV source to identify the amino acids: http://www.chemguide.co.uk/analysis/chromatography/paper.html
• RSC video of Gas chromatography http://www.rsc.org/learn-chemistry/resource/res00001041/spectroscopy-videos?cmpid=CMP00001772
• There is a good RSC activity on the chromatography of leaves: http://www.rsc.org/learn-chemistry/resource/res00000389/chromatography-of-leaves?cmpid=CMP00004978
• Ensure students understand how chromatography works and can use the terminology correctly http://www.rsc.org/learn-chemistry/resource/res00001074/thin-layer-chromatography?cmpid=CMP00001940
• Starters for 10 can be used to test: http://www.rsc.org/learn-chemistry/resource/res00001358/advanced-starters-for-ten?cmpid=CMP00002956#!cmpid=CMP00002949
Tests for functional groups
• Encourage students to list all the functional groups they have met. They could play http://www.sporcle.com/games/sproutcm/Orgo_FG or http://www.sciencegeek.net/APchemistry/organic/functional.htm
Get students to tabulate the tests for the functional groups they have studied and add in equations.
A3B2C2
Chromatography Paper
CH04020Chromatography Tank
CH04012Lid
CH04013Hot Air Blower
CH04015UV Lamp
LA140120Ethanol
ET2634Dichloromethane
DI2464Ninhydrin Spray
NI4270Ninhydrin
NI4264Acetic Acid
AC1027Amino Acid Set
AM1186DL Aspartic Acid
CH90644DL Leucine
CH90646DLL Lysine
CH90648Marker Mixture
CH90650Melting Point Tubes
ME10375Acetone
AC14015Mortar and Pestle
MO11340
6.3.2
Spectroscopy
• Start here for some good background material including animations: http://www.rsc.org/learn-chemistry/collections/spectroscopy/introduction#NMRSpectroscopy
• The following has a wealth of info about NMR including spectra & worked examples: http://www.rsc.org/learn-chemistry/wiki/Introduction_to_NMR_spectroscopy
• The following resources support checking student understanding: http://www.rsc.org/learn-chemistry/wiki/Quiz:NMRR008:_Analyzing_NMR_spectra and http://www.rsc.org/learn-chemistry/resource/res00001358/advanced-starters-for-ten?cmpid=CMP00002956#!cmpid=CMP00002949
Starter for 10 can be used to support checking student understanding: http://www.rsc.org/learn-chemistry/resource/res00001358/advanced-starters-for-ten?cmpid=CMP00002956#!cmpid=CMP00002949
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