A LEVEL CHEMISTRY COURSE HANDBOOK 2017 - · PDF fileA LEVEL CHEMISTRY COURSE HANDBOOK 2017 - 2018 . 2 ... Additional guidance to support students with data Page 24 – 38 Chemistry

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NAME:______________________________

Target Grade:_________________________

Challenge Grade:______________________

A LEVEL CHEMISTRY COURSE HANDBOOK

2017 - 2018

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Contents page

Policies and procedures Page 3-5

Useful contacts Page 5

Reading lists and independent study Page 6

Folder assessment sheets Page 7 – 12

Assessments, CPAC and practical skills Page 13 - 15

How to use a laboratory book Page 16

Assessment objectives Page 17

Course structure Page 18 - 21

Exam information Page 22 – 23

Additional guidance to support students with data Page 24 – 38

Chemistry Data Sheets Page 39 - 40

Periodic table Page 41

Higher education and fields in Chemistry Page 42

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A LEVEL CHEMISTRY POLICY & PROCEDURES

Personal and General laboratory safety

1. Pupils must conduct themselves in a responsible manner at all times in the laboratory. 2. Follow all written and verbal instructions carefully. If you do not understand a direction or part of a

procedure, ASK YOUR TEACHER BEFORE PROCEEDING WITH THE ACTIVITY 3. Never eat or drink while working in the laboratory. 4. Read labels carefully. 5. Wear safety glasses or face shields when working with hazardous materials and/or equipment. 6. Wear gloves when using any hazardous or toxic agent. 7. Shorts and sandals should not be worn in the lab at any time. 8. If you have long hair or loose clothes, make sure it is tied back or confined. 9. Keep the work area clear of all materials except those needed for your work. 10. Disposal - Students are responsible for the proper disposal of used material if any in appropriate containers. 11. Clean up your work area before leaving. 12. Wash hands after leaving the lab and before eating

SCIENCE FACULTY EXPECTATIONS

Students must-

1. Be wearing lanyards and IDs – you will not be allowed into lessons without them. 2. Be dressed appropriately i.e. no headwear, no hoods, no earphones / headphones etc. – items will be

confiscated if necessary 3. Be punctual to lessons 4. Not use mobile phones during lessons– phones will be confiscated if necessary. 5. Be aware that you may be tested at any time 6. Purchase and bring to lessons the recommended text book & revision guide. 7. Have the following equipment WB PEN, WB, TRAFFIC LIGHT CARDS, CALCULATOR, PERIODIC TABLE,

SPECIFICATION AND HANDBOOK

HOMEWORK POLICY

In order to progress well during the A LEVEL Chemistry course: 1. A LEVEL Chemistry students are expected to complete a minimum of 5 hours independent study which will

include directed homework tasks per week. 2. Homework will be set in all lessons. 3. Homework must be recorded in your planner and completed by the next lesson. 4. Failure to complete homework will result in detention and parental notification

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ATTENDANCE & PUNCTUALITY POLICY

In order to progress well during the course it is vital that students attend ALL lessons and arrive early to all lessons and internal assessments.

The attendance and punctuality of all sixth form students will be monitored and recorded weekly by the KS5 Co-ordinator. If you are late more than once to Science faculty lessons within a week you will be issued with a

detention. Lateness to lessons causes disruption to teaching and the learning of all students and will be taken very seriously.

In the unlikely event that you do miss a lesson an email explaining why you are absent must be sent to the teacher and the KS5 Co-ordinator.

All work missed must be completed by the student. Internal exams can only be repeated if a doctor’s certificate for illness is provided.

HELP

If you require help during the course please contact your teacher at the beginning or end of a lesson. Alternatively

you can ask questions via email or arrange a meeting at an appropriate time. It is vital that you ask for help as soon

as possible. Your teacher will do their best to assist you with your concerns. It is also helpful if you can tell your

teacher the section of the topic you are struggling with.

ACADEMIC ATTAINMENT

All students will be tested regularly throughout the course. Students are expected to achieve their target grades as a

minimum requirement. If a student does not achieve their target grade in a test they will be required to attend an

independent study session after school with the KS5 Science Co-ordinator. Consistent failure to achieve your target

grade could result in removal from the course.

SUBJECT FOLDERS

All pupils are required to have a subject folder. The folder must be brought to ALL lessons. The folder should

compose of the following sections;

1) Course Handbook

2) Course Specification

3) Lesson Notes

4) Revision Notes

5) Homework

6) End of topic Tests

In addition to the above students are also expected to bring their core textbook with them to every lesson.

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STUDENT CONTRACT

I confirm that I have read and understood all policies set out in the A2 Chemistry course

handbook. I am now fully aware of the structure of the course and the high expectations

that I must adhere to. I agree to follow these policies and accept that failure to do so will

result in sanctions up to and including removal from the course.

SIGNED: ____________________________(student)

SIGNED: ________________________________(parent/carer)

DATE: _________________________________

USEFUL CONTACTS

KS5 SCIENCE CO-ORDINATOR/DEPUTY HEAD OF SCIENCE FACULTY Miss C Simons

Email: [email protected]

ACTING HEAD OF SCIENCE FACULTY Mrs C Purtell

Email: [email protected]

mailto:[email protected]

mailto:[email protected]

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A LEVEL CHEMISTRY READING LIST

Compulsory Textbook:

Henry, N. McFarland, A. (2015) AQA A Level Chemistry Student Book 2. Hodder Education:London

NB: The textbook listed above must be purchased by all students on this course by 18/09/17 Suggested Reading: Lister,T. Renshaw, J. (2015). AQA Chemistry A Level Year 2 Student book. 2nd Ed. Oxford: Oxford University Press. ISBN-13: 978-019835774

Independent study

Useful Websites for independent study:

http://www.dynamic-learning-student.co.uk

www.chemguide.co.uk

http://www.chemgym.net/web/?mp-docker-index

http://www.docbrown.info/page19/AQAchemistryAS.htm

Record any other websites provided to you by your teacher throughout the year below

1.

2.

3.

4.

5.

Independent study tasks During your independent study time you should try to complete all worksheets which are linked specifically to the topics/modules you will be studying throughout this course. Log onto the following websites;

http://www.creative-chemistry.org.uk/alevel/module1/index.htm http://www.creative-chemistry.org.uk/alevel/module2/index.htm http://www.creative-chemistry.org.uk/alevel/module3/index.htm You must download, print off and complete the relevant worksheets each week in connection with what you have been studying with your class teacher.

http://www.dynamic-learning-student.co.uk/

http://www.chemguide.co.uk/

http://www.chemgym.net/web/?mp-docker-index

http://www.docbrown.info/page19/AQAchemistryAS.htm

http://www.creative-chemistry.org.uk/alevel/module1/index.htm



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Independent Study tasks

The maintenance of your folder is very taken very seriously whilst you are a member of 6th form.

It is suggested that you spend 5 hours per week on independent study tasks. To help you get the most from this

time the table below should be used for each topic that is being taught

Criterion How to do this

1 Use of target sheet Have this at the front of each topic Highlighting key ideas, ticking when revised, writing a page reference from text book.

2 Own Notes From text book etc

Sometimes it is absolutely necessary to copy a sentence. Whole paragraphs can be neatly summarised.

3 Evidence of wider reading

Goode search “Chem Guide”, these are very useful information pages. The library also has Chem Journals. You could also include a printed page from past exam paper. Remember that evidence should very simple log of what you did and what the source was. e.g. AQA unit 1 QP and MS Jun 2012. Question about RAM, etc

4 Glossary This is very important. This does not only mean single words but includes definitions such as, “geometric isomers”.

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Homework Compulsory Completed Filing and organisation

During the course you will be expected to do homework from the text book or work sheet. Evidence for this must be included.

6 Hand-outs Filing Use as part of study

From time to time you will receive materials that will help your learning. These should be appropriately filed.

7 Concept/mind mapping / revision

This is evidence of revision and takes very little time to complete

8 Use of dividers Organisation of learnt topics

This instantly lets us know about your organisation

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CPAC #(Number and task)

These will need to be completed in your lab books and laboratory work can be written up as well. It is imperative that for CP homework you make sure you use the PowerPoint to help you.

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File Audit: Name__________________________________ Date of Audit: ________________

Peer review of folders

Criterion

Completed by yourself How would you rate each of the criteria? 1 = poor 5 = excellent

Completed by your peer __________________ Date: _____________ To what extent would you say each criterion is met?

E / G / S / U

Teacher evaluation

1 Use of target sheet 1 2 3 4 5


1 2 3 4 5

3

Evidence of wider reading Chem Guide Chem Journal (Library)

1 2 3 4 5

4 Glossary 1 2 3 4 5

5


1 2 3 4 5

This is compulsory


1 2 3 4 5

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Concept/mind mapping / revision Example:

1 2 3 4 5


1 2 3 4 5

9


1 2 3 4 5

This will need to be returned to your teacher. Your teacher may need to see your folder and it will need to be left

behind

Smart target:

What do you aim to improve?

Evaluation of study plan: How confident are you about using your 5 hour provision for each subject



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Criterion



E / G / S / U

Teacher evaluation



1 2 3 4 5

3


1 2 3 4 5


5


1 2 3 4 5

This is compulsory


1 2 3 4 5

7


1 2 3 4 5


1 2 3 4 5

9


1 2 3 4 5


behind

Smart target:


Evaluation of study plan: How confident are you about using your 5 hour provision for each subject?



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Criterion



E / G / S / U

Teacher evaluation



1 2 3 4 5

3


1 2 3 4 5


5


1 2 3 4 5

This is compulsory


1 2 3 4 5

7


1 2 3 4 5


1 2 3 4 5

9


1 2 3 4 5


behind

Smart target:





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Criterion



E / G / S / U

Teacher evaluation



1 2 3 4 5

3


1 2 3 4 5


5


1 2 3 4 5

This is compulsory


1 2 3 4 5

7


1 2 3 4 5


1 2 3 4 5

9


1 2 3 4 5


behind

Smart target:





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Criterion



E / G / S / U

Teacher evaluation



1 2 3 4 5

3


1 2 3 4 5


5


1 2 3 4 5

This is compulsory


1 2 3 4 5

7


1 2 3 4 5


1 2 3 4 5

9


1 2 3 4 5


behind

Smart target:



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A LEVEL CHEMISTRY COURSE PLANNER

Time Frame:

All A LEVEL teaching content completed by February half-term 2018

All core practical’s to be completed by February half term 2018

All students will be required to complete 6 core practical’s during their A LEVEL year which can be assessed in paper 3.

External assessments:

N.B – As A LEVEL Chemistry exams are linear students will be assessed on content covered within their AS year

including core practicals

Paper 1 – June 2018



A LEVEL CHEMISTRY ASSESSMENTS

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Core practicals The required practical activities are part of the specification. As such, exam papers could contain questions about the activities and assume that students understand those activities. A student who misses a particular practical activity may be at a disadvantage when answering questions in the exams. The first six practicals will have been completed in the AS year and the second six in the A LEVEL year.

Required activity Apparatus and technique reference

1. Make up a volumetric solution and carry out a simple acid–base titration

a, d, e, f, k

2. Measurement of an enthalpy change

a, d, k

3. Investigation of how the rate of a reaction changes with temperature

a, b, k

4. Carry out simple test-tube reactions to identify:

• cations – Group 2, NH4+

• anions – Group 7 (halide ions), OH–, CO32–, SO4

2–

d, k

5. Distillation of a product from a reaction

b, d, k

6. Tests for alcohol, aldehyde, alkene and carboxylic acid

b, d, k

7. Measuring the rate of reaction:

• by an initial rate method

• by a continuous monitoring method

a, k, l

a, k, l

8. Measuring the EMF of an electrochemical cell

j, k

9. Investigate how pH changes when a weak acid reacts with a strong base

and when a strong acid reacts with a weak base

a, c, d, k

10. Preparation of:

• a pure organic solid and test of its purity

• a pure organic liquid

a, b, d, g, h, k

b, d, g, k

11. Carry out simple test-tube reactions to identify transition metal ions in

aqueous solution

b, d, k

12. Separation of species by thin-layer chromatography

i, k

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Core practical skills

NB In addition to the core practical skills above students must also show evidence of common practical assessment criteria (CPAC). There are five competencies which are listed below to show this criteria, all of which must be fulfilled in order to pass the course.

5 competencies: 1. Follows written instructions 2. Applies investigative approaches and methods when using instruments and equipment 3. Safely uses a range of practical equipment and materials 4. Makes and records observations 5. Researches, references and reports Assessment of core practical skills and competencies Students will be assessed on core practical skills in papers 1, 2 and 3. In addition to this students will be expected to keep and maintain a lab book which has evidence of the core practicals completed, the core apparatus and techniques skills obtained from the practicals and evidence of the five competencies. If students do not have this evidence they will not be able to pass the course. The assessment of practical skills is a compulsory requirement of the course of study for A-level qualifications in Chemistry. It will appear on all students’ certificates as a separately reported result, alongside the overall grade for the qualification.

Outline of the phases in the development

of practical skills

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The purpose of a lab book

A lab book is a complete record of everything that has been done in the laboratory. As such it becomes important both to track progress of experiments, but also, in industry and universities, to prove who developed an idea or discovered something first.

A lab book is a:

source of data that can be used later by the experimenter or others

complete record of what has been done so that experiments could be understood or repeated by a competent scientist at some point in the future

tool that supports sound thinking and helps experimenters to question their results to ensure that their interpretation is the same one that others would come to

record of why experiments were done.

Style

Notes should be recorded as experiments are taking place. They should not be a “neat” record written at a later date from scraps of paper. However, they should be written clearly, in legible writing and in language which can be understood by others.

Many lab books are used in industry as a source of data, and so should be written in indelible ink.

To ensure that an observer can be confident that all data are included when a lab book is examined, there should be no blank spaces. Mistakes should be crossed out and re-written. Numbers should not be overwritten, erased, nor should Tippex be used. Pencil should not be used for anything other than graphs and diagrams.

Each page should be dated

Worksheets, graphs, printed information, photographs and even flat “data” such as chromatograms or TLC plates can all be stuck into a lab book. They should not cover up any information so that photocopying the page shows all information in one go. Anything glued in should lie flat and not be folded.

Content

Generally, lab books will contain:

title and date of experiment

notes on what the objectives of the experiment

notes on the method, including all details (eg temperatures, volumes, settings of pieces of equipment) with justification where necessary

sketches of how equipment has been set up can be helpful. Photographs pasted in are also acceptable

data and observations input to tables (or similar) while carrying out the experiment

calculations – annotated to show thinking

graphs and charts

summary, discussions and conclusions

cross-references to earlier data and references to external information.

This list and its order are not prescriptive. Many experiments change as they are set up and trials run. Often a method will be given, then some data, then a brief mention of changes that were necessary, then more data and so on.

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Assessment objectives

Assessment objectives (AOs) are set by Ofqual and are the same across all AS and A-level Chemistry specifications and all exam boards. The exams will measure how students have achieved the following assessment objectives. • AO1: Demonstrate knowledge and understanding of scientific ideas, processes, techniques and procedures • AO2: Apply knowledge and understanding of scientific ideas, processes, techniques and procedures: • in a theoretical context • in a practical context • when handling qualitative data • when handling quantitative data • AO3: Analyse, interpret and evaluate scientific information, ideas and evidence, including in relation to issues, to: • make judgements and reach conclusions • develop and refine practical design and procedures.

Weighting of assessment objectives for A Level Chemistry

20% of the overall assessment of A-level Chemistry will contain mathematical skills equivalent to Level 2 or above.

At least 15% of the overall assessment of A-level Chemistry will assess knowledge, skills and understanding in

relation to practical work.

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A LEVEL CHEMISTRY STRUCTURE – Year 1 3.1 Physical chemistry

3.1.1 Atomic structure The chemical properties of elements depend on their atomic structure and in particular on the arrangement of electrons around the nucleus. The arrangement of electrons in orbitals is linked to the way in which elements are organised in the Periodic Table. Chemists can measure the mass of atoms and molecules to a high degree of accuracy in a mass spectrometer. The principles of operation of a modern mass spectrometer are studied. 3.1.2 Amount of substance When chemists measure out an amount of a substance, they use an amount in moles. The mole is a useful quantity because one mole of a substance always contains the same number of entities of the substance. An amount in moles can be measured out by mass in grams, by volume in dm3 of a solution of known concentration and by volume in dm3 of a gas. 3.1.3 Bonding The physical and chemical properties of compounds depend on the ways in which the compounds are held together by chemical bonds and by intermolecular forces. Theories of bonding explain how atoms or ions are held together in these structures. Materials scientists use knowledge of structure and bonding to engineer new materials with desirable properties. These new materials may offer new applications in a range of different modern technologies. 3.1.4 Energetics The enthalpy change in a chemical reaction can be measured accurately. It is important to know this value for chemical reactions that are used as a source of heat energy in applications such as domestic boilers and internal combustion engines. 3.1.5 Kinetics The study of kinetics enables chemists to determine how a change in conditions affects the speed of a chemical reaction. Whilst the reactivity of chemicals is a significant factor in how fast chemical reactions proceed, there are variables that can be manipulated in order to speed them up or slow them down. 3.1.6 Chemical equilibria, Le Chatelier’s principle and Kc In contrast with kinetics, which is a study of how quickly reactions occur, a study of equilibria indicates how far reactions will go. Le Chatelier’s principle can be used to predict the effects of changes in temperature, pressure and concentration on the yield of a reversible reaction. This has important consequences for many industrial processes. The further study of the equilibrium constant, Kc, considers how the mathematical expression for the equilibrium constant enables us to calculate how an equilibrium yield will be influenced by the concentration of reactants and products. 3.1.7 Oxidation, reduction and redox equations Redox reactions involve a transfer of electrons from the reducing agent to the oxidising agent. The change in the oxidation state of an element in a compound or ion is used to identify the element that has been oxidised or reduced in a given reaction. Separate half-equations are written for the oxidation or reduction processes. These half-equations can then be combined to give an overall equation for any redox reaction. 3.2 Inorganic chemistry 3.2.1 Periodicity The Periodic Table provides chemists with a structured organisation of the known chemical elements from which they can make sense of their physical and chemical properties. The historical development of the Periodic Table and models of atomic structure provide good examples of how scientific ideas and explanations develop over time.

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3.2.2 Group 2, the alkaline earth metals The elements in Group 2 are called the alkaline earth metals. The trends in the solubilities of the hydroxides and the sulfates of these elements are linked to their use. Barium sulfate, magnesium hydroxide and magnesium sulfate have applications in medicines whilst calcium hydroxide is used in agriculture to change soil pH, which is essential for good crop production and maintaining the food supply. 3.2.3 Group 7(17), the halogens The halogens in Group 7 are very reactive non-metals. Trends in their physical properties are examined and explained. Fluorine is too dangerous to be used in a school laboratory but the reactions of chlorine are studied. Challenges in studying the properties of elements in this group include explaining the trends in ability of the halogens to behave as oxidising agents and the halide ions to behave as reducing agents. 3.3 Organic chemistry 3.3.1 Introduction to organic chemistry Organic chemistry is the study of the millions of covalent compounds of the element carbon. These structurally diverse compounds vary from naturally occurring petroleum fuels to DNA and the molecules in living systems. Organic compounds also demonstrate human ingenuity in the vast range of synthetic materials created by chemists. Many of these compounds are used as drugs, medicines and plastics. Organic compounds are named using the International Union of Pure and Applied Chemistry (IUPAC) system and the structure or formula of molecules can be represented in various different ways. Organic mechanisms are studied, which enable reactions to be explained. In the search for sustainable chemistry, for safer agrochemicals and for new materials to match the desire for new technology, chemistry plays the dominant role. 3.3.2 Alkanes Alkanes are the main constituent of crude oil, which is an important raw material for the chemical industry. Alkanes are also used as fuels and the environmental consequences of this use are considered in this section. 3.3.3 Halogenoalkanes Halogenoalkanes are much more reactive than alkanes. They have many uses, including as refrigerants, as solvents and in pharmaceuticals. The use of some halogenoalkanes has been restricted due to the effect of chlorofluorocarbons (CFCs) on the atmosphere. 3.3.4 Alkenes In alkenes, the high electron density of the carbon–carbon double bond leads to attack on these molecules by electrophiles. This section also covers the mechanism of addition to the double bond and introduces addition polymers, which are commercially important and have many uses in modern society. 3.3.5 Alcohols Alcohols have many scientific, medicinal and industrial uses. Ethanol is one such alcohol and it is produced using different methods, which are considered in this section. Ethanol can be used as a biofuel. 3.3.6 Organic analysis Our understanding of organic molecules, their structure and the way they react, has been enhanced by organic analysis. This section considers some of the analytical techniques used by chemists, including test-tube reactions and spectroscopic techniques.

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A LEVEL CHEMISTRY STRUCTURE – Year 2

3.1 Physical chemistry

3.1.8 Thermodynamics The further study of thermodynamics builds on the Energetics section and is important in understanding the stability of compounds and why chemical reactions occur. Enthalpy change is linked with entropy change enabling the free-energy change to be calculated. 3.1.9 Rate equations In rate equations, the mathematical relationship between rate of reaction and concentration gives information about the mechanism of a reaction that may occur in several steps. 3.1.10 Equilibrium constant K p for homogeneous systems The further study of equilibria considers how the mathematical expression for the equilibrium constant K p enables us to calculate how an equilibrium yield will be influenced by the partial pressures of reactants and products. This has important consequences for many industrial processes. 3.1.11 Electrode potentials and electrochemical cells Redox reactions take place in electrochemical cells where electrons are transferred from the reducing agent to the oxidising agent indirectly via an external circuit. A potential difference is created that can drive an electric current to do work. Electrochemical cells have very important commercial applications as a portable supply of electricity to power electronic devices such as mobile phones, tablets and laptops. On a larger scale, they can provide energy to power a vehicle. 3.1.12 Acids and bases Acids and bases are important in domestic, environmental and industrial contexts. Acidity in aqueous solutions is caused by hydrogen ions and a logarithmic scale, pH, has been devised to measure acidity. Buffer solutions, which can be made from partially neutralised weak acids, resist changes in pH and find many important industrial and biological applications. 3.2 Inorganic chemistry 3.2.4 Properties of Period 3 elements and their oxides The reactions of the Period 3 elements with oxygen are considered. The pH of the solutions formed when the oxides react with water illustrates further trends in properties across this period. Explanations of these reactions offer opportunities to develop an in-depth understanding of how and why these reactions occur. 3.2.5 Transition metals The 3d block contains 10 elements, all of which are metals. Unlike the metals in Groups 1 and 2, the transition metals Ti to Cu form coloured compounds and compounds where the transition metal exists in different oxidation states. Some of these metals are familiar as catalysts. The properties of these elements are studied in this section with opportunities for a wide range of practical investigations. 3.2.6 Reactions of ions in aqueous solution The reactions of transition metal ions in aqueous solution provide a practical opportunity for students to show and to understand how transition metal ions can be identified by test-tube reactions in the laboratory. 3.3 Organic chemistry 3.3.7 Optical isomerism Compounds that contain an asymmetric carbon atom form stereoisomers that differ in their effect on plane polarised light. This type of isomerism is called optical isomerism. 3.3.8 Aldehydes and ketones Aldehydes, ketones, carboxylic acids and their derivatives all contain the carbonyl group which is attacked by nucleophiles. This section includes the addition reactions of aldehydes and ketones.

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3.3.9 Carboxylic acids and derivatives Carboxylic acids are weak acids but strong enough to liberate carbon dioxide from carbonates. Esters occur naturally in vegetable oils and animal fats. Important products obtained from esters include biodiesel, soap and glycerol. 3.3.10 Aromatic chemistry Aromatic chemistry takes benzene as an example of this type of molecule and looks at the structure of the benzene ring and its substitution reactions. 3.3.11 Amines Amines are compounds based on ammonia where hydrogen atoms have been replaced by alkyl or aryl groups. This section includes their reactions as nucleophiles. 3.3.12 Polymers The study of polymers is extended to include condensation polymers. The ways in which condensation polymers are formed are studied, together with their properties and typical uses. Problems associated with the reuse or disposal of both addition and condensation polymers are considered. 3.3.13 Amino acids, proteins and DNA Amino acids, proteins and DNA are the molecules of life. In this section, the structure and bonding in these molecules and the way they interact is studied. Drug action is also considered. 3.3.14 Organic synthesis The formation of new organic compounds by multi-step syntheses using reactions included in the specification is covered in this section. 3.3.15 Nuclear magnetic resonance spectroscopy Chemists use a variety of techniques to deduce the structure of compounds. In this section, nuclear magnetic resonance spectroscopy is added to mass spectrometry and infrared spectroscopy as an analytical technique. The emphasis is on the use of analytical data to solve problems rather than on spectroscopic theory. 3.3.16 Chromatography Chromatography provides an important method of separating and identifying components in a mixture. Different types of chromatography are used depending on the composition of mixture to be separated.

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A LEVEL CHEMISTRY EXAM INFORMATION

Exam Board: AQA AS and A level Chemistry

Website: http://www.aqa.org.uk/subjects/science/as-and-a-level/chemistry-7404-7405

Syllabus: http://filestore.aqa.org.uk/resources/chemistry/specifications/AQA-7404-7405-SP-2015-V1-0.PDF Exam Terminology

Command words are the words and phrases used in exams and other assessment tasks that tell students how they should answer the question. The following command words are taken from Ofqual's official list of command words and their meanings that are relevant to this subject. Analyse Interpret data to arrive at a conclusion. Calculate Work out the value of something. Comment Present an informed opinion. Compare Identify similarities and/or differences. Complete Finish a task by adding to given information. Deduce Draw conclusions from information provided. Define Specify meaning. Describe Set out characteristics. Design Set out how something will be done. Determine Use given data or information to obtain an answer. Draw Produce a diagram. Estimate Assign an approximate value. Evaluate Judge from available evidence. Explain Set out purposes or reasons. Give Produce an answer from recall or from given information. Identify Name or otherwise characterise. Justify Support a case with evidence. Label Provide appropriate names on a diagram. List List a number of features or points without further elaboration. Name Identify using a recognised technical term. Outline Set out main characteristics.

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Predict Give a plausible outcome. Show Provide structured evidence to reach a conclusion. Sketch Draw approximately. State Express in clear terms. Suggest Present a possible case/solution.

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Additional guidance to support students with data

Tabulating data

It is important to keep a record of data whilst carrying out practical work. Tables should have clear headings with units indicated using a forward slash before the unit.

Distance / cm

Count rate / s

10.0 53

20.0 25

30.0 12

Although using a forward slash is the standard format, other formats are generally acceptable. For example:

Volume in cm3

Time taken in s

Time (hours)

Number of cells

15 23 0 1

25 45 6 45

35 56 12 304

It is good practice to draw a table before an experiment commences and then enter data straight into the table. This can sometimes lead to data points being in the wrong order. For example, when studying the temperature at which an enzyme works best, a student may do a number of experiments at 25, 30, 35, 40 and 45 ᵒC, and then investigate the area between 30 and 40 further by adding readings at 31, 32, 33, 34, 36, 37, 38 and 39 ᵒC. Whilst this is perfectly acceptable, it is generally a good idea to make a fair copy of the table in ascending order of temperature to enable patterns to be spotted more easily. Reordered tables should follow the original data if using a lab book, data should not be noted down in rough before it is written up.

It is also expected that the independent variable is the left hand column in a table, with the following columns showing the dependent variables. These should be headed in similar ways to measured variables. The body of the table should not contain units.

Tabulating logarithmic values

When the logarithm is taken of a physical quantity, the resulting value has no unit. However, it is important to be clear about which unit the quantity had to start with. The logarithm of a distance in km will be very different from the logarithm of the same distance in mm.

These should be included in tables in the following way:

Reading number

time / s log (time/s)

1 2.3 0.36

2 3.5 0.54

3 5.6 0.75

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Significant figures

Data should be written in tables to the same number of significant figures. This number should be determined by the resolution of the device being used to measure the data or the uncertainty in measurement. For example, a sample labelled as “1 mol dm-3 acid” should not be recorded in a table of results as 1.0 mol dm-3.

There is sometimes confusion over the number of significant figures when readings cross multiples of 10. Changing the number of decimal places across a power of ten retains the number of significant figures but changes the accuracy. The same number of decimal places should therefore generally be used, as illustrated below.

0.97 99.7

0.98 99.8

0.99 99.9

1.00 100.0

1.10 101.0

It is good practice to write down all digits showing on a digital meter.

Calculated quantities should be shown to the number of significant figures of the data with the least number of significant figures.

Example:

Calculate the size of an object if the magnification of a photo is ×25 and it is measured to be 24.6 mm on the photo.

𝑠𝑖𝑧𝑒 𝑜𝑓 𝑟𝑒𝑎𝑙 𝑜𝑏𝑗𝑒𝑐𝑡 = 𝑠𝑖𝑧𝑒 𝑜𝑓 𝑖𝑚𝑎𝑔𝑒

𝑚𝑎𝑔𝑛𝑖𝑓𝑖𝑐𝑎𝑡𝑖𝑜𝑛

𝑠𝑖𝑧𝑒 𝑜𝑓 𝑟𝑒𝑎𝑙 𝑜𝑏𝑗𝑒𝑐𝑡 = 24.6 ×10−3

25

𝑠𝑖𝑧𝑒 𝑜𝑓 𝑟𝑒𝑎𝑙 𝑜𝑏𝑗𝑒𝑐𝑡 = 9.8 × 10−4

Note that the size of the real object can only be quoted to two significant figures as the magnification is only quoted to two significant figures.

26

Uncertainties

Students should know that every measurement has some inherent uncertainty.

The uncertainty in a measurement using a particular instrument is no smaller than plus or minus half of the smallest division or greater. For example, a temperature measured with a thermometer is likely to have an uncertainty of ±0.5 °C if the graduations are 1 °C apart.

Students should be aware that measurements are often written with the uncertainty. An example of this would be to write a voltage was (2.40 ± 0.005) V.

Measuring length

When measuring length, two uncertainties must be included: the uncertainty of the placement of the zero of the ruler and the uncertainty of the point the measurement is taken from.

As both ends of the ruler have a ±0.5 scale division uncertainty, the measurement will have an uncertainty of ±1 division.

ruler

For most rulers, this will mean that the uncertainty in a measurement of length will be ±1 mm.

Other factors

There are some occasions where the resolution of the instrument is not the limiting factor in the uncertainty in a measurement.

Best practice is to write down the full reading and then to write to a fewer significant figures when the uncertainty has been estimated.

Examples:

A stop watch has a resolution of hundredths of a second, but the uncertainty in the measurement is more likely to be due to the reaction time of the experimenter. Here, the student should write the full reading on the stop watch (eg 12.20 s) and reduce this to 12 s later.

If a student measures the length of a piece of wire, it is very difficult to hold the wire completely straight against the ruler. The uncertainty in the measurement is likely to be higher than the ±1 mm uncertainty of the ruler. Depending on the number of “kinks” in the wire, the uncertainty could be reasonably judged to be nearer ± 2 or 3 mm.

object area of uncertainty

27

Multiple instances of readings

Some methods of measuring involve the use of multiple instances in order to reduce the uncertainty. For example measuring the thickness of several sheets of paper together rather than one sheet, or timing several swings of a pendulum. The uncertainty of each measurement will be the uncertainty of the whole measurement divided by the number of sheets or swings. This method works because the percentage uncertainty on the time for a single swing is the same as the percentage uncertainty for the time taken for multiple swings.

For example: Time taken for a pendulum to swing 10 times: (5.1 ± 0.1) s Mean time taken for one swing: (0.51 ± 0.01) s Repeated measurements

If measurements are repeated, the uncertainty can be calculated by finding half the range of the measured values. For example:

Repeat 1 2 3 4

Distance/m 1.23 1.32 1.27 1.22

1.32 – 1.22 = 0.10 so

Mean distance: (1.26 ± 0.05) m

Percentage uncertainties

The percentage uncertainty in a measurement can be calculated using:

𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑢𝑛𝑐𝑒𝑟𝑡𝑎𝑖𝑛𝑡𝑦 = 𝑢𝑛𝑐𝑒𝑟𝑡𝑎𝑖𝑛𝑡𝑦

𝑣𝑎𝑙𝑢𝑒 𝑥 100%

The percentage uncertainty in a repeated measurement can be calculated using:

𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑢𝑛𝑐𝑒𝑟𝑡𝑎𝑖𝑛𝑡𝑦 = 𝑢𝑛𝑐𝑒𝑟𝑡𝑎𝑖𝑛𝑡𝑦

𝑚𝑒𝑎𝑛 𝑣𝑎𝑙𝑢𝑒 𝑥 100%

Titration

Titration is a special case where a number of factors are involved in the uncertainties in the measurement.

Students should carry out a rough titration to determine the amount of titrant needed. This is to speed up the process of carrying out multiple samples. The value of this titre should be ignored in subsequent calculations.

When repeating titrations only concordant values (those within 0.10 cm3 of each other) should be included in calculations.

Unlike in some Biology experiments (where anomalous results are always included unless there is good reason not to), in Chemistry it is assumed that repeats in a titration should be concordant. If they are not then there is likely to have been some experimental error. For example the wrong volume of solution added from the burette, the wrong amount of solution measuring the pipette or the end point might have been misjudged.

The total error in a titre is caused by three factors:

Error Uncertainty

Reading the burette at the start of the titration Half a division = ±0.05 cm3

Reading the burette at the end of the titration Half a division = ±0.05 cm3

Judging the end point to within one drop Volume of a drop = ± 0.05 cm3

Total ± 0.15 cm3

This will, of course, depend on the glassware used, as some burettes are calibrated to a higher accuracy than others.

28

Uncertainties from gradients

To find the uncertainty in a gradient, two lines should be drawn on the graph. One should be the “best” line of best fit. The second line should be the steepest or shallowest gradient line of best fit possible from the data. The gradient of each line should then be found.

The uncertainty in the gradient is found by:

percentage uncertainty = |best gradient−worst gradient|

best gradient × 100%

Note the modulus bars meaning that this percentage will always be positive.

In the same way, the percentage uncertainty in the y-intercept can be found:

percentage uncertainty = |best 𝑦 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 − worst 𝑦 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡|

be𝑠𝑡 𝑦 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 × 100%

5

10

15

20

25

30

35

0 20 40 60 80 100

Best gradient

Worst gradient could be either:

Steepest gradient possible

or

Shallowest gradient possible

29

Combining uncertainties

Percentage uncertainties should be combined using the following rules:

Combination Operation Example

Adding or subtracting values

𝒂 = 𝒃 + 𝒄

Add the absolute uncertainties Δa = Δb + Δc

Length of leaf on day 1 = (5.0 ± 0.1) cm

Length of leaf on day 2 = (7.2 ± 0.1) cm

Difference in length = (2.2 ± 0.2) cm

Multiplying values

𝒂 = 𝒃 × 𝒄

Add the percentage uncertainties εa = εb + εc

Voltage = (15.20 ± 0.1) V

Current = (0.51 ± 0.01) A

Percentage uncertainty in voltage = 0.7%

Percentage uncertainty in current = 1.96 %

Power = Voltage x current = 7.75 W

Percentage uncertainty in power = 2.66 %

Absolute uncertainty in power = ± 0.21 W

Dividing values

𝒂 = 𝒃

𝒄

Add the percentage uncertainties εa = εb + εc

Mass of salt solution= (100 ± 0.1) g

Mass of salt = (20.0 ± 0.5) g

Percentage uncertainty in mass of solution = 0.1 %

Percentage uncertainty in mass of salt = 2.5 %

Percent composition by mass =

𝑚𝑎𝑠𝑠 𝑜𝑓 𝑠𝑎𝑙𝑡

𝑚𝑎𝑠𝑠 𝑜𝑓 𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛 × 100% = 0.2%

Percentage uncertainty of percentage = 2.6 %

Absolute uncertainty = ±0.005 %

Power rules

𝒂 = 𝒃𝒄

Multiply the percentage uncertainty by the power εa = c × εb

Radius of circle = (6.0 ± 0.1) cm

Percentage uncertainty in radius = 1.6 %

Area of circle = πr2 = 20.7 cm2

Percentage uncertainty in area = 3.2 %

Absolute uncertainty = ± 0.7 cm2

(Note – the uncertainty in π is taken to be zero)

Note: Absolute uncertainties (denoted by Δ) have the same units as the quantity.

Percentage uncertainties (denoted by ε) have no units.

Uncertainties in trigonometric and logarithmic functions will not be tested in A-level exams.

30

Graphing

Graphing skills can be assessed both in written papers for the A-level grade and by the teacher during the assessment of the endorsement. Students should recognise that the type of graph that they draw should be based on an understanding of the data they are using and the intended analysis of the data. The rules below are guidelines which will vary according to the specific circumstances.

Please note: The Society of Biology suggests that even straight lines on graphs should be referred to as a curve. This convention is not used in the following pages to ensure clarity.

Labelling axes

Axes should always be labelled with the quantity being measured and the units. These should be separated with a forward slash mark:

time / seconds

length / mm

Axes should not be labelled with the units on each scale marking.

Data points

Data points should be marked with a cross. Both and marks are acceptable, but care should be taken that data points can be seen against the grid.

Error bars can take the place of data points where appropriate.

Scales and origins

Students should attempt to spread the data points on a graph as far as possible without resorting to scales that are difficult to deal with. Students should consider:

the maximum and minimum values of each variable

the size of the graph paper

whether 0.0 should be included as a data point

how to draw the axes without using difficult scale markings (eg multiples of 3, 7, 11 etc)

In exams, the plots should cover at least half of the grid supplied for the graph.

31

0

5

10

15

20

25

30

35

0 20 40 60 80 100

0

5

10

15

20

25

30

35

0 20 40 60 80 100

This graph has well-spaced marking

points and the data fills the paper.

Each point is marked with a cross (so

points can be seen even when a line of

best fit is drawn).

This graph is on the limit of

acceptability. The points do not quite

fill the page, but to spread them

further would result in the use of

awkward scales.

32

Lines of best fit

Lines of best fit should be drawn when appropriate. Students should consider the following when deciding where to draw a line of best fit:

Are the data likely to have an underlying equation that it is following (for example, a relationship governed by a physical law)? This will help decide if the line should be straight or curved.

Are there any anomalous results?

Are there uncertainties in the measurements? The line of best fit should fall within error bars if drawn.

There is no definitive way of determining where a line of best fit should be drawn. A good rule of thumb is to make sure that there are as many points on one side of the line as the other. Often the line should pass through, or very close to, the majority of plotted points. Graphing programs can sometimes help, but tend to use algorithms that make assumptions about the data that may not be appropriate.

Lines of best fit should be continuous and drawn with a thin pencil that does not obscure the points below and does not add uncertainty to the measurement of gradient of the line.

Not all lines of best fit go through the origin. Students should ask themselves whether a 0 in the independent variable is likely to produce a 0 in the dependent variable. This can provide an extra and more certain point through which a line must pass. A line of best fit that is expected to pass through (0,0) but does not would some systematic error in the experiment. This would be a good source of discussion in an evaluation.

25

26

27

28

29

30

31

32

33

34

35

20 40 60 80 100

At first glance, this graph is well

drawn and has spread the data out

sensibly.

However, if the graph were to later

be used to calculate the equation

of the line, the lack of a y-intercept

could cause problems. Increasing

the axes to ensure all points are

spread out but the y-intercept is

also included is a skill that requires

practice and may take a couple of

attempts.

33

Dealing with anomalous results

At GCSE, students are often taught to automatically ignore anomalous results. At A-level students should think carefully about what could have caused the unexpected result. For example, if a different experimenter carried out the experiment. Similarly, if a different solution was used or a different measuring device. Alternatively, the student should ask if the conditions the experiment took place under had changed (for example at a different temperature). Finally, whether the anomalous result was the result of an accident or experimental error. In the case where the reason for an anomalous result occurring can be identified, the result should be ignored. In presenting results graphically, anomalous points should be plotted but ignored when the line of best fit is being decided.

Anomalous results should also be ignored where results are expected to be the same (for example in a titration in Chemistry).

Where there is no obvious error and no expectation that results should be the same, anomalous results should be included. This will reduce the possibility that a key point is being overlooked.

Please note: when recording results it is important that all data are included. Anomalous results should only be ignored at the data analysis stage.

It is best practice whenever an anomalous result is identified for the experiment to be repeated. This highlights the need to tabulate and even graph results as an experiment is carried out.

Measuring gradients

When finding the gradient of a line of best fit, students should show their working by drawing a triangle on the line. The hypotenuse of the triangle should be at least half as big as the line of best fit.

25

26

27

28

29

30

31

32

33

34

35

20 40 60 80 100

Δy

𝒈𝒓𝒂𝒅𝒊𝒆𝒏𝒕 = ∆𝒚

∆𝒙

The line of best fit here has an

equal number of points on

both sides. It is not too wide so

points can be seen under it.

The gradient triangle has been

drawn so the hypotenuse

includes more than half of the

line.

In addition, it starts and ends

on points where the line of

best fit crosses grid lines so the

points can be read easily (this

is not always possible).

Δx

34

Testing relationships

Sometimes it is not clear what the relationship between two variables is. A quick way to find a possible relationship is to manipulate the data to form a straight line graph from the data by changing the variable plotted on each axis.

For example

Raw data and graph

This is clearly not a straight line graph. The relationship between x and y is not clear.

Manipulated data and graphs A series of different graphs can be drawn from these data. The one that is closest to a straight line is a good candidate for the relationship between x and y.

x y

0 0.00

10 3.16

20 4.47

30 5.48

40 6.32

50 7.07

60 7.75

70 8.37

80 8.94

90 9.49

100 10.00

x y √y y2 y3

0 0.00 0.00 0.00 0.00

10 3.16 1.78 10.00 32

20 4.47 2.11 20.00 89

30 5.48 2.34 30.00 160

40 6.32 2.51 40.00 250

50 7.07 2.66 50.00 350

60 7.75 2.78 60.00 470

70 8.37 2.89 70.00 590

80 8.94 2.99 80.00 720

90 9.49 3.08 90.00 850

100 10.00 3.16 100.00 1000

0

1

2

3

4

5

6

7

8

9

10

11

0 20 40 60 80 100

y

x

0

1

2

3

4

0 20 40 60 80 100

y

√x

35

0

10

20

30

40

50

60

70

80

90

100

0 20 40 60 80 100

y

x2

0

100

200

300

400

500

600

700

800

900

1000

0 20 40 60 80 100

y

x3

𝑦 ∝ 𝑥2

This is an idealised set of data to

illustrate the point.

The straightest graph is y against x2,

suggesting that the relationship

between x and y is

y ∝ x2

This is an idealised set of data to illustrate the point.

The straightest graph is y against x2, suggesting that the relationship between x and y is

36

More complex relationships

Graphs can be used to analyse more complex relationships by rearranging the equation into a form similar to y=mx+c.

Example one

When water is displaced by an amount l in a U tube, the time period, T, varies with the following relationship:

T = 2π√l

2g

This could be used to find g, the acceleration due to gravity.

Take measurements of T and l.

Rearrange the equation to become linear:

𝑇2 = 4π2 𝑙

2𝑔

Calculate T2 for each value of l.

By re-writing the equation as:

𝑇2 =4π2

2𝑔l

it becomes clear that a graph of T2 against l will be linear with a gradient of 4π2

2𝑔.

Calculate the gradient (m) by drawing a triangle on the graph.

Find g by rearranging the equation 𝑚 = 4π2

2𝑔 into 𝑔 =

4π2

2𝑚.

Example two

The equation that relates the rate constant of a reaction to temperature is

𝑘 = 𝐴𝑒−𝐸𝑎𝑅𝑇

This can be rearranged into

ln(𝑘) = −𝐸𝑎

𝑅(

1

𝑇) + 𝑙𝑛𝐴

So a graph of ln (𝑘) against (1

𝑇)should be a straight line, with a gradient of−

𝐸𝑎

𝑅 and a y-intercept of 𝑙𝑛𝐴

37

Key data terminology

Accuracy A measurement result is considered accurate if it is judged to be close to the true value. Calibration Marking a scale on a measuring instrument. This involves establishing the relationship between indications of a measuring instrument and standard or reference quantity values, which must be applied. For example, placing a thermometer in melting ice to see whether it reads 0⁰C, in order to check if it has been calibrated correctly. Data Information, either qualitative or quantitative, that have been collected. Errors See also uncertainties. measurement error The difference between a measured value and the true value. anomalies These are values in a set of results which are judged not to be part of the variation caused by random uncertainty. random error These cause readings to be spread about the true value, due to results varying in an unpredictable way from one measurement to the next. Random errors are present when any measurement is made, and cannot be corrected. The effect of random errors can be reduced by making more measurements and calculating a new mean. systematic error These cause readings to differ from the true value by a consistent amount each time a measurement is made. Sources of systematic error can include the environment, methods of observation or instruments used. Systematic errors cannot be dealt with by simple repeats. If a systematic error is suspected, the data collection should be repeated using a different technique or a different set of equipment, and the results compared. zero error Any indication that a measuring system gives a false reading when the true value of a measured quantity is zero, eg the needle on an ammeter failing to return to zero when no current flows. A zero error may result in a systematic uncertainty. Evidence Data that have been shown to be valid. Fair test A fair test is one in which only the independent variable has been allowed to affect the dependent variable. Hypothesis A proposal intended to explain certain facts or observations. Interval The quantity between readings eg a set of 11 readings equally spaced over a distance of 1 metre would give an interval of 10 centimetres. Precision Precise measurements are ones in which there is very little spread about the mean value. Precision depends only on the extent of random errors – it gives no indication of how close results are to the true value. Prediction A prediction is a statement suggesting what will happen in the future, based on observation, experience or a hypothesis. Range The maximum and minimum values of the independent or dependent variables; For example a range of distances may be quoted as either: 'From 10cm to 50 cm' or 'From 50 cm to 10 cm' Repeatable A measurement is repeatable if the original experimenter repeats the investigation using same method and equipment and obtains the same results. Reproducible

38

A measurement is reproducible if the investigation is repeated by another person, or by using different equipment or techniques, and the same results are obtained. Resolution This is the smallest change in the quantity being measured (input) of a measuring instrument that gives a perceptible change in the reading. Sketch graph A line graph, not necessarily on a grid, that shows the general shape of the relationship between two variables. It will not have any points plotted and although the axes should be labelled they may not be scaled. True value This is the value that would be obtained in an ideal measurement. Uncertainty The interval within which the true value can be expected to lie, with a given level of confidence or probability eg “the temperature is 20 °C ± 2 °C, at a level of confidence of 95 %”. Validity Suitability of the investigative procedure to answer the question being asked. For example, an investigation to find out if the rate of a chemical reaction depended upon the concentration of one of the reactants would not be a valid procedure if the temperature of the reactants was not controlled. Valid conclusion A conclusion supported by valid data, obtained from an appropriate experimental design and based on sound reasoning. Variables These are physical, chemical or biological quantities or characteristics. categoric variables Categoric variables have values that are labels eg names of plants or types of material or reading at week 1, reading at week 2 etc. continuous variables Continuous variables can have values (called a quantity) that can be given a magnitude either by counting (as in the case of the number of shrimp) or by measurement (eg light intensity, flow rate etc). control variables A control variable is one which may, in addition to the independent variable, affect the outcome of the investigation and therefore has to be kept constant or at least monitored. dependent variables The dependent variable is the variable of which the value is measured for each and every change in the independent variable. independent variables The independent variable is the variable for which values are changed or selected by the investigator. nominal variables A nominal variable is a type of categoric variable where there is no ordering of categories (eg red flowers, pink flowers, blue flowers)

39

Chemistry Data Sheets

40

Chemistry Data Sheets

41

42

Higher Education related to Chemistry:

1. http://www.whatuni.com/degrees/courses/degree-courses/chemistry-degree-courses-united-kingdom/m/united+kingdom/r/5943/page.html

2. http://www.independent.co.uk/student/into-university/az-degrees/chemistry-755352.html

Top 10 Chemistry Degree Universities: 1. University of Cambridge 2. University of Oxford 3. University of Durham 4. University of York 5. University of St Andrews 6. University of Southampton 7. University of Bristol 8. University of Nottingham 9. University of Sheffield 10. University of Warwick Career Options related to Chemistry-

Chemistry Ethnobotany Environmental Law Patent Law Technical Writing Pharmaceuticals Oceanography Software Design Space Exploration Government Policy Forensic Science Biotechnology Metallurgy Ceramics Industry Plastics Industry Paper Industry Medicine Teaching Engineering Geochemistry Agrochemistry Military Systems

This list isn't remotely complete. You can work chemistry into any industrial, educational, scientific, or governmental field. Chemistry is a very versatile science.

A-level Chemistry attempts to answer the big question ‘what is the world made of’ and it’s the search for this answer that makes this subject so fascinating. From investigating how one substance can be changed drastically into another, to researching a new wonder drug to save millions of lives, the opportunities that chemistry provides are endless.

Further information

1. www.chemistryguide.org 2. http://www.jobsinscience.com/

http://www.newscientistjobs.com/jobs/browse/chemistry.htm

http://www.whatuni.com/degrees/courses/degree-courses/chemistry-degree-courses-united-kingdom/m/united+kingdom/r/5943/page.html

http://www.whatuni.com/degrees/courses/degree-courses/chemistry-degree-courses-united-kingdom/m/united+kingdom/r/5943/page.html

http://www.independent.co.uk/student/into-university/az-degrees/chemistry-755352.html

http://www.independent.co.uk/student/into-university/az-degrees/chemistry-755352.html

http://www.chemistryguide.org/

http://www.jobsinscience.com/

http://www.newscientistjobs.com/jobs/browse/chemistry.htm

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A LEVEL CHEMISTRY COURSE HANDBOOK 2017 - · PDF fileA LEVEL CHEMISTRY COURSE HANDBOOK 2017 - 2018 . 2 ... Additional guidance to support students with data Page 24 – 38 Chemistry