SALTERS ADVANCED CHEMISTRY

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SALTERS ADVANCED CHEMISTRY
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Aims

• Emphasis on the ways chemistry is used and the
  work that chemists do
• Broadening the appeal of chemistry by showing how
  it relates to peoples lives
• Emphasis on frontier areas of chemistry
• Wider range of teaching and learning activities
• A rigorous treatment of chemistry that will
• lay foundations for future studies
• satisfy those who will study no further chemistry
• Units of work that are free-standing and tell
  their own story

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How is the course different?

• Top down rather than bottom up
• Learning in context with chemistry introduced
  on a need to know basis
• Drip-feeding of chemical principles where ideas
  revisited, reinforced and developed further
• Connections between different areas of chemistry
• Learning through a wide range of supporting
  activities
• Communication, IT and study skills integrated
  into the support materials

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Teaching Units   AS EL The Elements of
Life DF Developing Fuels M From Minerals to
Elements A The Atmosphere PR The Polymer
Revolution WM What's in a Medicine?   A2 DP Design
er Polymers EP Engineering Proteins SS The Steel
Story AA Aspects of Agriculture CD Colour by
Design O The Oceans MD Medicines by
Design VCI Visiting the Chemical Industry
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AS Assessment
Module 1
Module 2
Module 3
From Minerals to Elements The Atmosphere The
Polymer Revolution Whats in a Medicine? (20)
Open-Book Paper (7.5) Experimental
Skills (7.5)
The Elements of Life Developing Fuels (15)
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A2 Assessment
Module 4
Module 5
Module 6
Aspects of Agriculture Colour by Design The
Oceans Medicines by Design Visiting the
Chemical Industry (20)
Designer Polymers Engineering Proteins The
Steel Story (15)
Individual Investigation (15)
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Assessment Overview
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Assessment Objectives
AO1 Knowledge and understanding AO2 Application
of knowledge and understanding, analysis and
evaluation AO3 Experiment and investigation AO4
Synthesis of knowledge, understanding and skills
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Unit 1 Chemistry for Life

• Elements of Life
• Amount of substance
• Atomic structure
• Atomic spectroscopy
• Periodic table periodicity
• Group 2
• Chemical bonding
• Shapes of molecules

• Developing Fuels
• Reacting masses and molar volumes
• Thermochemistry
• Homologous series
• Alkanes and structural isomerism
• Catalysis
• Entropy (qualitative)

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Unit 2 Minerals to Medicines

• From Minerals to Elements
• Ions in solution
• Group 7
• Types of reactions
• The Polymer Revolution
• Addition polymers and alkenes
• Electrophilic addition
• Intermolecular forces
• Whats in a Medicine?
• Alcohols and phenols
• Mass spectrometry and infrared spectroscopy

• The Atmosphere
• Interaction of matter and radiation
• Halogenoalkanes
• Reaction mechanisms (nucleophilic substitution
  radicals)
• Rates of reaction (qualitative)
• Chemical equilibrium (qualitative)

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Unit 4 Polymers,Proteins and Steel

• Designer Polymers
• Condensation polymers
• Carboxylic acids and esters
• Amines and amides
• Engineering Proteins
• Amino acids, proteins and DNA
• Rates of reaction (quantitative)
• Chemical equilibrium (quantitative)
• Nuclear magnetic resonance
• The Steel Story
• Steelmaking
• Redox and electrochemistry
• D-Block chemistry

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Unit 5 Chemistry by Design

• Aspects of Agriculture
• Properties, structure and bonding
• Chemical equilibria involving gases
• Trends in chemical properties across a period
• Colour by Design
• Analytical techniques
• Aromatic chemistry
• The Oceans
• Enthalpy changes involving ionic compounds
• Entropy (quantitative)
• Acid-base equilibria, buffer solutions,
  solubility products
• Medicines by Design
• Organic synthesis
• Spectroscopic techniques
• Visiting the Chemical Industry

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Visiting the Chemical Industry

• Industrial chemistry is a recurrent theme
  throughout the course
• Students should use appropriate sections of the
  Visiting the Chemical Industry storyline to
  support their work in each topic
• A structured visit to some chemical industry is a
  strongly recommended part of the full A Level
  course (not necessary for AS)
• Questions relating to the chemical industry may
  be set in any of the question papers chemistry
  involved will be appropriate to that unit
• Questions specifically related to the VCI unit
  may be set in Unit 5 (2854)

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Drip-feeding of Chemical Ideas

• Chemical ideas are introduced on a need to know
  basis
• No need to cover large and difficult topics all
  in one go
• Only enough chemistry is taught to understand the
  storyline at a particular point
• A large and potentially difficult topic (such as
  chemical equilibrium) may be visited four or five
  times, each time in a different context, each
  time taking the topic a little further while
  reinforcing what has already been learnt.

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Drip-feeding of Chemical Concepts
Chemical Equilibrium
Teaching Unit Area covered Context The
Atmosphere The idea of dynamic The distribution
of CO2 equilibrium (qualitative) between the
atmosphere Le Chateliers Principle and the
oceans Engineering Equilibrium
constant, Diabetes and the equilibrium
between Proteins Kc (quantitative) insulin
monomers and hexamers The Steel Story Electrode
potentials Rusting of iron Use of stability
constants Transition metal complexes formed
in steel food cans Aspects of Equilibrium
constant, Kp Haber process Agriculture (quantitati
ve) Ion exchange Soil chemistry Partition
equilibria Accumulation of pesticides in fatty
tissue The Oceans Ionic equilibria What happens
to the CO2 dissolved in the (pH, Ka, buffers,
Ksp) oceans?
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Synoptic Assessment

• Requires candidates to make connections between
  different areas of chemistry, for example, by
  applying knowledge and understanding of
  principles and concepts of chemistry in planning
  experimental work and in the analysis and
  evaluation of data
• Includes opportunities for candidates to use, in
  contexts which may be new to them, skills and
  ideas which permeate chemistry, for example,
  writing chemical equations, quantitative work,
  relating empirical data to knowledge and
  understanding.
• Synoptic assessment (AO4) in A2 only
• It accounts for 20 of the total A level mark
• Unit 5 15 AO4
• Individual Investigation 5 AO4
• (skills P and A)

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Teaching with two teachers

• Teacher A (inorganic/physical)
• Route 1
• EL1-3
• M
• A
• DP
• SS
• AA
• O
• Route 2
• EL
• M
• A
• VCI
• SS
• AA
• O
• Route 3
• EL1-3

• Teacher B (organic/physical)
• Route 1
• EL4-5
• DF
• PR
• WM
• EP
• CD
• MD
• Route 2
• DF
• PR
• WM
• DP
• EP
• CD
• MD
• Route 3
• EL4-5

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Important practical techniques (AS)

• Measuring enthalpy changes
• Making up a standard solution
• Carrying out a titration
• Filtering under vacuum
• Using a hand-held spectroscope
• Heating under reflux
• Purifying an organic liquid (use of a separating
  funnel, distillation and measurement of boiling
  point)
• Paper and thin layer chromatography

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Important practical techniques (A2)

• Purifying a solid (recrystallisation and
  determination of melting point)
• Using a colorimeter to measure concentration of a
  coloured solution
• Measuring a standard electrode potential
• Investigating the rate of a reaction
• Measuring pH

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Experimental and Investigative Skills

• AS
• Candidates assessed on all four skill areas
  separately using a number of activities
• Activities can be drawn from course materials
• Marked out of 45 7.5 of full A level (15 AS)
• A2
• Candidates assessed on all four skills in context
  of a single extended practical investigation
• Marked out of 45 then doubled to give a mark out
  of 90 15 of full A level
• Both AS and A2
• Based on similar criteria for assessment
  (progression from AS to A2)
• Internally assessed and externally moderated
• Teachers submit one mark per skill for each
  candidate

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The Individual Investigation

• Lasts about 4 weeks
• Students work on a practical investigation of
  their own choice
• Topics may be inside or outside the Salters
  course
• Assessed by teacher and externally moderated
• 15 of total marks (5 of these are synoptic)
• Marked out of 45 with marks in the following
  skill areas
• P Planning (11)
• I Implementing (12)
• A Analysing and drawing conclusions (11)
• E Evaluating evidence and procedures (11)

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AS 2852/1 The Open-Book Paper

• Classed as internal assessment but externally set
  and marked
• No choice of questions
• Taken over a two week period between Feb 15 and
  May 15
• Classed as a June examination (not available in
  January)
• Role of teacher limited to guidance in selecting
  suitable additional sources of information.

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AS Open-Book PaperDivision of Marks
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• Topics used in the Open-Book Paper
• 1992 Air pollution and the lower atmosphere
• 1996 Discovery of buckminsterfullerene and
  subsequent research
• 1997 Link between CFCs and ozone depletion, and
  the search for replacements
• Use of micro-organisms to extract metals from
  their ores
• __________________________________________________
  ______________________________
• 2001 The development of poly(ethene) and
  poly(propene)

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Opportunities to develop skills for the Open-Book
Paper

• EL4.1 How do we know about the structure of
  atoms?
• EL4.4 Radon in the rocks
• DF1.1 Which fuel for the future?
• M2.5 The philosophers microbe?
• A4.3 Designing refrigerants
• A9 Controlling carbon dioxide

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Messages from 2001 Paper

• Make sure students are familiar with what is
  required (rubric and sample papers) and how the
  paper is marked
• Practice writing and marking summaries
• Practice writing and using references
• Integrate illustrations into the report
• Use formulae and equations where appropriate
• Stress the importance of planning structure of
  report and efficient use of time

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How to do badly in the open-book paper (1)

• Dont read the rubric
• Dont try to baffle the Examiner with chemical
  details be as vague as you possibly can
• Ignore the articles provided and copy technical
  information you dont understand from other
  sources
• Photocopy diagrams out of the question paper and
  stick them into your report without any
  explanation of your own

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How to do badly in the open-book paper (2)

• Get round the 1000 word limit by cramming as much
  information as possible into diagrams, tables,
  flow charts etc
• Tie up the pages in the wrong order, then number
  them as if the order was right
• Tie up the pages so tightly they will not turn
  over or with a knot that comes undone
• If you use a word-processor
• dont check the typing
• dont bother with subscripts and superscripts
• leave out arrows in equations
• put all your diagrams at the end

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A Level Entries 1990-2001
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Numbers of candidates taking A level examination
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Percentage grade distribution of candidatesS
Salters ChemistryN National Chemistry other
than Salters
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Percentage A Grades by Gender Old Syllabus
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Percentage A Grades by Gender AS 2001
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Support for Centres

• Help from York
• Telephone helpline
• Regular newsletter
• Training workshops for teachers and technicians
• Coordinatioon of a network of local User Groups
• Help from OCR
• Full range of INSET including Examiner Feedback
• Reports on each examination from Principal
  Examiners and Principal Moderator
• Past question papers and mark schemes available
  after each examination session
• Coursework guidance materials, including a list
  of suggested activities for assessment of AS
  Experimental Skills and mark schemes, suitable
  topics for the Individual Investigation and
  marked exemplars
• Written advice on coursework proposals
• Marked exemplars for the Open-Book Paper
• Individual feedback to each centre on the
  moderation of coursework

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Important web sites

• www.york.ac.uk/org/seg/salters/chemistry
• www.uyseg.org
• www.ocr.org.uk
• www.heinemann.co.uk
• Salters Teachers Forum forums.delphiforums.com/S
  altersChem
• (group name SChem)
• Salters Technicians Forum forums.delphiforums.co
  m/Stechnicians
• (group name STech)

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For more information
Gwen Pilling Salters Advanced Chemistry
Project Department of Chemistry University of
York York YO10 5DD, UK Tel [phone]
Fax [phone] Email gmp3_at_york.ac.uk Salte
rs Advanced Chemistry web site www.york.ac.uk/org
/seg/salters/chemistry