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

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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

A3B2C2

No equipment links