Qualification

Accredited
Oxford Cambridge and RSA

AS LEVEL
Specification

CHEMISTRY A
H032
For first assessment in 2016

Version 1.4 (April 2023) [Link]/chemistrya

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 Contents
Introducing…
AS Level Chemistry A (from September 2015) ii
Teaching and learning resources iii
Professional development iv
1 Why choose an OCR AS Level in Chemistry A? 1
1a. Why choose an OCR qualification? 1
1b. Why choose an OCR AS Level in Chemistry A? 2
1c. What are the key features of this specification? 3
1d. How do I find out more information? 4
2 The specification overview 5
2a. Overview of AS Level in Chemistry A (H032) 5
2b. Content of AS Level in Chemistry A (H032) 6
2c. Content of modules 1 to 4 7
2d. Prior knowledge, learning and progression 37
3 Assessment of OCR AS Level in Chemistry A 38
3a. Forms of assessment 38
3b. Assessment objectives (AO) 39
3c. Total qualification time 39
3d. Assessment availability 40
3e. Retaking the qualification 40
3f. Assessment of extended responses 40
3g. Synoptic assessment 40
3h. Calculating qualification results 40
4 Admin: what you need to know 41
4a. Pre-assessment 41
4b. Accessibility and special consideration 42
4c. External assessment arrangements 42
4d. Results and certificates 43
4e. Post-results services 43
4f. Malpractice 43
5 Appendices 44
5a. Overlap with other qualifications 44
5b. Avoidance of bias 44
5c. Chemistry A data sheet 45
5d. How Science Works (HSW) 49
5e. Mathematical requirements 50
5f. Health and Safety 54
Summary of updates 55
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AS Level in Chemistry A i
Introducing…
AS Level Chemistry A (from September 2015)
This specification allows teachers to adopt a flexible Contact the team
approach to the delivery of AS Level Chemistry.
We have a dedicated team of people working on our
The course has been designed to enable centres to
AS Level Chemistry qualifications.
deliver the content modules (Modules 2–4) using the
framework provided or to design a customised course. If you need specialist advice, guidance or support, get
Practical work done to support teaching of the content in touch as follows:
will serve to cover the requirements of the practical
skills module (Module 1), which is assessed in written • 01223 553998
examinations.
• scienceGCE@[Link]
The specification is divided into chemical topics,
• @OCR_science
each containing different key concepts of chemistry.
Throughout the specification, cross-references indicate
the relevance of individual learning outcomes to
the mathematical criteria that are embedded in the
assessments.

This specification incorporates the Ofqual GCE Subject

Level Conditions and Requirements for Chemistry.

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ii AS Level in Chemistry A
Teaching and learning resources
We recognise that the introduction of a new Plenty of useful resources
specification can bring challenges for implementation
and teaching. Our aim is to help you at every stage and You’ll have four main types of subject-specific teaching
we’re working hard to provide a practical package of and learning resources at your fingertips:
support in close consultation with teachers and other
• Delivery Guides
experts, so we can help you to make the change.
• Transition Guides
Designed to support progression for all
• Topic Exploration Packs
Our resources are designed to provide you with a
range of teaching activities and suggestions so you can • Lesson Elements.
select the best approach for your particular students.
Along with subject-specific resources, you’ll also have
You are the experts on how your students learn and
access to a selection of generic resources that focus
our aim is to support you in the best way we can.
on skills development and professional guidance for
We want to… teachers.

• Support you with a body of knowledge Skills Guides – we’ve produced a set of Skills
that grows throughout the lifetime of the Guides that are not specific to Chemistry, but each
specification covers a topic that could be relevant to a range
of qualifications – for example, communication,
• Provide you with a range of suggestions so legislation and research. Download the guides at
you can select the best activity, approach [Link]/skillsguides
or context for your particular students
Active Results – a free online results analysis service
• Make it easier for you to explore and to help you review the performance of individual
interact with our resource materials, in students or your whole school. It provides access to
particular to develop your own schemes detailed results data, enabling more comprehensive
of work analysis of results in order to give you a more accurate
• Create an ongoing conversation so we can measurement of the achievements of your centre and
develop materials that work for you. individual students. For more details refer to
[Link]/activeresults

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

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

our AS Level Chemistry A qualification.

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iv AS Level in Chemistry A
1 Why choose an OCR AS Level in Chemistry A?

1a. Why choose an OCR qualification?

Choose OCR and you’ve got the reassurance that We provide a range of support services designed to
you’re working with one of the UK’s leading exam help you at every stage, from preparation through to
boards. Our new AS Level in Chemistry A course
has been developed in consultation with teachers,
the delivery of our specifications. This includes:
1
employers and Higher Education to provide students • A wide range of high-quality creative resources
with a qualification that’s relevant to them and meets including:
their needs. o delivery guides
o transition guides
We’re part of the Cambridge Assessment Group, o topic exploration packs
Europe’s largest assessment agency and a department o lesson elements
of the University of Cambridge. Cambridge Assessment o …and much more.
plays a leading role in developing and delivering
assessments throughout the world, operating in over • Access to Subject Advisors to support you
150 countries. through the transition and throughout the
lifetime of the specifications.
We work with a range of education providers, including
• CPD/Training for teachers to introduce the
schools, colleges, workplaces and other institutions
qualifications and prepare you for first teaching.
in both the public and private sectors. Over 13,000
centres choose our A levels, GCSEs and vocational • Active Results – our free results analysis service
qualifications including Cambridge Nationals and to help you review the performance of individual
Cambridge Technicals. students or whole schools.
• ExamBuilder – our free online past papers
Our Specifications service that enables you to build your own test
We believe in developing specifications that help you papers from past OCR exam questions.
bring the subject to life and inspire your students to
All AS level qualifications offered by OCR are accredited
achieve more.
by Ofqual, the Regulator for qualifications offered in
We’ve created teacher-friendly specifications based on England. The accreditation number for OCR’s AS Level
extensive research and engagement with the teaching in Chemistry A is QN: 601/5256/4.
community. They’re designed to be straightforward
and accessible so that you can tailor the delivery of
the course to suit your needs. We aim to encourage
learners to become responsible for their own learning,
confident in discussing ideas, innovative and engaged.

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AS Level in Chemistry A 1
 1b. Why choose an OCR AS Level in Chemistry A?
We appreciate that one size doesn’t fit all so we offer up‑to-date relevant content within a framework that is
two suites of qualifications in each science: interesting to teach and administer within all centres
1 Chemistry A – a content-led approach. A flexible
(large and small).

approach where the specification is divided into topics, Our new AS Level Chemistry A qualification builds
each covering different key concepts of chemistry. on our existing popular course. We’ve based the
Teaching of practical skills is integrated with the redevelopment of our AS level sciences on an
theoretical topics and they’re assessed both through understanding of what works well in centres large
written papers and, for A level only, the Practical and small and have updated areas of content and
Endorsement. assessment where stakeholders have identified that
improvements could be made. We’ve undertaken a
Chemistry B (Salters) – a context-led approach. significant amount of consultation through our science
Learners study chemistry in a range of different forums (which include representatives from learned
contexts, conveying the excitement of contemporary societies, HE, teaching and industry) and through focus
chemistry. Ideas are introduced in a spiral way with groups with teachers. Our papers and specifications
topics introduced in an early part of the course have been trialled in centres during development to
reinforced later. The ‘B’ specification places a particular make sure they work well for all centres and learners.
emphasis on an investigational and problem-solving
approach to practical work and is supported by The content changes are an evolution of our legacy
extensive new materials developed by the University of offering and will be familiar to centres already
York Science Education Group. following our courses, but are also clear and logically
laid out for centres new to OCR, with assessment
All of our specifications have been developed with models that are straightforward to administer. We have
subject and teaching experts. We have worked in worked closely with teachers and HE representatives
close consultation with teachers and representatives to provide high quality support materials to guide you
from Higher Education (HE) with the aim of including through the new qualifications.

Aims and learning outcomes

OCR’s AS Level in Chemistry A specification aims to • develop their interest in and enthusiasm for
encourage learners to: the subject, including developing an interest in
further study and careers associated with the
• develop essential knowledge and understanding subject
of different areas of the subject and how they
relate to each other • understand how society makes decisions about
scientific issues and how the sciences contribute
• develop and demonstrate a deep appreciation to the success of the economy and society (as
of the skills, knowledge and understanding of exemplified in ‘How Science Works’ (HSW)).
scientific methods
• develop competence and confidence in a variety
of practical, mathematical and problem solving
skills

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2 AS Level in Chemistry A
1c. What are the key features of this specification?
Our Chemistry A specification is designed with a Endorsement are indicated throughout the
content-led approach and provides a flexible approach specification, in the Additional guidance column,
to teaching. The specification: by use of PAG, refer to the A level specification,
Section 5, for Practical Endorsement 1
• retains and refreshes the popular topics from requirements
the legacy OCR Chemistry qualification (H158)
• exemplifies the mathematical requirements of
• is laid out clearly in a series of teaching modules the course (see Section 5)
with Additional guidance added where required
to clarify assessment requirements • highlights opportunities for the introduction of
key mathematical requirements (see Section 5
• is co-teachable with the A level and the additional guidance column for each
• embeds practical requirements within the module) into your teaching
teaching modules. Whilst the Practical • identifies, within the Additional guidance how
Endorsement is not part of AS Level in the skills, knowledge and understanding of How
Chemistry A, opportunities for carrying out Science Works (HSW) can be incorporated within
activities that would count towards the Practical teaching.

Teacher support

The extensive support offered alongside this • ExamBuilder (see Section 1a)
specification includes:
• mock examinations service – a free service
• delivery guides – providing information on offering a practice question paper and mark
assessed content, the associated conceptual scheme (downloadable from a secure location).
development and contextual approaches to
Along with:
delivery
• transition guides – identifying the levels of • Subject Advisors within the OCR science team to
demand and progression for different key stages help with course queries
for a particular topic and going on to provide • teacher training
links to high quality resources and ‘checkpoint
tasks’ to assist teachers in identifying learners • Science Spotlight (our termly newsletter)
‘ready for progression’
• OCR Science community
• lesson elements – written by experts, providing
• Practical Skills Handbook
all the materials necessary to deliver creative
classroom activities • Maths Skills Handbook.
• Active Results (see Section 1a)

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AS Level in Chemistry A 3
 1d. How do I find out more information?
Whether new to our specifications, or continuing Find out more?
on from our legacy offerings, you can find more
1 information on our webpages at: [Link] Contact the Subject Advisors: ScienceGCE@[Link],
01223 553998.
Visit our subject pages to find out more about the
assessment package and resources available to support Visit our Online Support Centre at [Link]
your teaching. The science team also release a termly
Check what CPD events are available:
newsletter Science Spotlight (despatched to centres
[Link]
and available from our subject pages).
Follow us on Twitter: @ocr_science

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4 AS Level in Chemistry A
2 The specification overview

2a. Overview of AS Level in Chemistry A (H032)

Learners must complete both components (01 and 02) to be awarded the OCR AS Level in Chemistry A.

Content Overview Assessment Overview

Content is split into four teaching

modules:
Breadth in chemistry
(01)* 50% 2
• Module 1 – Development of 70 marks
practical skills in chemistry of total
1 hour 30 minutes
• Module 2 – Foundations in written paper
AS level
chemistry
• Module 3 – Periodic table and
energy Depth in chemistry
(02)* 50%
• Module 4 – Core organic
chemistry 70 marks of total
1 hour 30 minutes
Both components assess content written paper
AS level
from all four modules.

*Both components include synoptic assessment.

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AS Level in Chemistry A 5
 2b. Content of AS Level in Chemistry A (H032)
The AS Level in Chemistry A specification content is A summary of the content for the AS level course is as
divided into four teaching modules and each module is follows:
further divided into key topics.
Module 1 – Development of practical skills in
Each module is introduced with a summary of the chemistry
chemistry it contains and each topic is also introduced
• Practical skills assessed in a written examination
2
with a short summary text. The assessable content is
then divided into two columns: Learning outcomes Module 2 – Foundations in chemistry
and Additional guidance.
• Atoms, compounds, molecules and equations
The Learning outcomes may all be assessed in the
examination. The Additional guidance column is • Amount of substance
included to provide further advice on delivery and the
expected skills required from learners. • Acid–base and redox reactions
• Electrons, bonding and structure
References to HSW (Section 5) are included in the
guidance to highlight opportunities to encourage a Module 3 – Periodic table and energy
wider understanding of science.
• The periodic table and periodicity
The mathematical requirements in Section 5 are also
referenced by the prefix M to link the mathematical • Group 2 and the halogens
skills required for AS Level Chemistry to examples of • Qualitative analysis
chemistry content where those mathematical skills
could be linked to learning. • Enthalpy changes

Module 1 of the specification content relates to the • Reaction rates and equilibrium (qualitative)
practical skills learners are expected to gain throughout Module 4 – Core organic chemistry
the course, which are assessed throughout the written
examinations. • Basic concepts
Practical activities are embedded within the learning • Hydrocarbons
outcomes of the course to encourage practical
activities in the laboratory, enhancing learners’ • Alcohols and haloalkanes
understanding of chemical theory and practical skills. • Organic synthesis
The specification has been designed to be co-teachable • Analytical techniques (IR and MS)
with the A Level in Chemistry A qualification.

Learners studying the A level study modules 1 to 4 and

then continue with the A level only modules 5 and 6 in
year 13. The internally assessed Practical Endorsement
skills also form part of the full A Level (see module 1.2.
in the A Level specification).

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6 AS Level in Chemistry A
2c. Content of modules 1 to 4
Module 1: Development of practical skills in chemistry

Chemistry is a practical subject and the development needed to collect and analyse empirical data. Skills in
of practical skills is fundamental to understanding planning, implementing, analysing and evaluating, as
the nature of chemistry. Chemistry A gives learners outlined in 1.1, will be assessed in the written papers.
many opportunities to develop the fundamental skills
2
1.1 Practical skills assessed in a written examination

Practical skills are embedded throughout all modules Learners will be required to develop a range of
in this specification. practical skills throughout the course in preparation for
the written examinations.

1.1.1 Planning
Learning outcomes Additional guidance
Learners should be able to demonstrate and
apply their knowledge and understanding of:
(a) experimental design, including to solve problems Including selection of suitable apparatus, equipment
set in a practical context and techniques for the proposed experiment.

Learners should be able to apply scientific

knowledge based on the content of the specification
to the practical context.
HSW3
(b) identification of variables that must be
controlled, where appropriate
(c) evaluation that an experimental method is HSW6
appropriate to meet the expected outcomes.

1.1.2 Implementing
Learning outcomes Additional guidance
Learners should be able to demonstrate and
apply their knowledge and understanding of:
(a) how to use a wide range of practical apparatus As outlined in the content of the specification.
and techniques correctly HSW4
(b) appropriate units for measurements M0.0
(c) presenting observations and data in an HSW8
appropriate format.

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AS Level in Chemistry A 7
 1.1.3 Analysis
Learning outcomes Additional guidance
Learners should be able to demonstrate and
apply their knowledge and understanding of:
(a) processing, analysing and interpreting qualitative Including reaching valid conclusions, where
and quantitative experimental results appropriate.
HSW5
2 (b) use of appropriate mathematical skills for Refer to Section 5 for a list of mathematical skills
analysis of quantitative data that learners should have acquired competence in as
part of the course.
HSW3
(c) appropriate use of significant figures M1.1
(d) plotting and interpreting suitable graphs from M3.2
experimental results, including:
(i) selection and labelling of axes with
appropriate scales, quantities and units
(ii) measurement of gradients. M3.3, M3.4, M3.5

1.1.4 Evaluation
Learning outcomes Additional guidance
Learners should be able to demonstrate and
apply their knowledge and understanding of:
(a) how to evaluate results and draw conclusions HSW6
(b) the identification of anomalies in experimental
measurements
(c) the limitations in experimental procedures
(d) precision and accuracy of measurements and M1.3
data, including margins of error, percentage
errors and uncertainties in apparatus
(e) refining experimental design by suggestion of HSW3
improvements to the procedures and apparatus.

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8 AS Level in Chemistry A
Module 2: Foundations in chemistry

This module acts as an important bridge into AS and The importance of these basic chemical concepts
A Level Chemistry from the study of chemistry within is seen as a prerequisite for all further chemistry
science courses at GCSE level. modules, and it is recommended that this module
should be studied first during this course.
This module provides learners with a knowledge and
understanding of the important chemical ideas that This module allows learners to develop important
underpin the study of AS Chemistry: quantitative techniques involved in measuring masses,

• atomic structure
gas and solution volumes, including use of volumetric
apparatus.
2
• quantitative chemistry: formulae, equations, Learners are also able to develop their mathematical
amount of substance and the mole skills during their study of amount of substance and
• reactions of acids when carrying out quantitative practical work.

• oxidation number and redox reactions

• bonding and structure.

2.1 Atoms and reactions

This section builds directly from GCSE Science, starting The role of acids, bases and salts in chemistry is
with basic atomic structure and isotopes. developed in the context of neutralisation reactions.

Important basic chemical skills are developed: writing Finally, redox reactions are studied within the context
chemical formulae, constructing equations and of oxidation number and electron transfer.
calculating chemical quantities using the concept of
amount of substance.

2.1.1 Atomic structure and isotopes

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

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AS Level in Chemistry A 9
 Relative mass
(c) explanation of the terms relative isotopic mass Definitions required.
(mass compared with 1/12th mass of carbon-12)
and relative atomic mass (weighted mean mass
compared with 1/12th mass of carbon-12), based
on the mass of a 12C atom, the standard for
atomic masses

2 (d) use of mass spectrometry in:

(i) the determination of relative isotopic
M0.2, M1.2, M3.1

Knowledge of the mass spectrometer not required.

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

Definitions of relative molecular mass and relative

formula mass will not be required.

2.1.2 Compounds, formulae and equations

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

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10 AS Level in Chemistry A
2.1.3 Amount of substance
Learning outcomes Additional guidance
Learners should be able to demonstrate and
apply their knowledge and understanding of:
The mole
(a) explanation and use of the terms: M0.0, M0.1, M0.2, M0.4
(i) amount of substance
(ii) mole (symbol ‘mol’), as the unit for amount
Amount of substance will be used in exams using
the formula of the substance e.g. amount of NaCl;
2
of substance amount of O2.
(iii) the Avogadro constant, NA (the number of
In recognition of IUPAC’s review, we will accept
particles per mole, 6.02 × 1023 mol–1)
both the classical (carbon-12 based) and revised
(iv) molar mass (mass per mole, units g mol–1) (Avogadro constant based) definitions of the mole
(v) molar gas volume (gas volume per mole, in examinations from June 2018 onwards (see
units dm3 mol–1) [Link]

The value for NA and the molar gas volume at RTP

are provided on the Data Sheet.
Determination of formulae
(b) use of the terms: Definitions not required.
(i) empirical formula (the simplest whole
number ratio of atoms of each element
present in a compound)
(ii) molecular formula (the number and type of
atoms of each element in a molecule)
(c) calculations of empirical and molecular formulae, M0.2, M2.2, M2.3, M2.4
from composition by mass or percentage
compositions by mass and relative molecular To include calculating empirical formulae from
mass elemental analysis data.

(d) the terms anhydrous, hydrated and water of M0.2, M2.2, M2.3, M2.4
crystallisation and calculation of the formula
of a hydrated salt from given percentage PAG1
composition, mass composition or based on
experimental results
Calculation of reacting masses, gas volumes and mole concentrations
(e) calculations, using amount of substance in mol, M0.0, M0.1, M0.4, M1.1, M2.2, M2.3, M2.4
involving:
Learners will be expected to express concentration
(i) mass
in mol dm–3 and g dm–3.
(ii) gas volume
(iii) solution volume and concentration
(f) the ideal gas equation: M0.0, M0.1, M0.4, M1.1, M2.2, M2.3, M2.4
pV = nRT
The value for R is provided on the Data Sheet.
Learners will be expected to express quantities in
SI units.

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AS Level in Chemistry A 11
 (g) use of stoichiometric relationships in calculations M0.2
Percentage yields and atom economy
(h) calculations to determine: M0.2, M1.1, M2.2, M2.3, M2.4
(i) the percentage yield of a reaction or related
quantities
(ii) the atom economy of a reaction

2 (i) the techniques and procedures required during

experiments requiring the measurement of mass,
PAG1
HSW4 Many opportunities to carry out experimental
volumes of solutions and gas volumes and investigative work.
(j) the benefits for sustainability of developing HSW10 Use of processes with high atom economy in
chemical processes with a high atom economy. chemical industry and other areas.

2.1.4 Acids
Learning outcomes Additional guidance
Learners should be able to demonstrate and
apply their knowledge and understanding of:
Acids, bases, alkalis and neutralisation
(a) the formulae of the common acids (HCl, H2SO4,
HNO3 and CH3COOH) and the common alkalis
(NaOH, KOH and NH3) and explanation that acids
release H+ ions in aqueous solution and alkalis
release OH– ions in aqueous solution
(b) qualitative explanation of strong and weak acids
in terms of relative dissociations
(c) neutralisation as the reaction of:
(i) H+ and OH– to form H2O
(ii) acids with bases, including carbonates,
metal oxides and alkalis (water-soluble
bases), to form salts, including full equations
Acid–base titrations
(d) the techniques and procedures used when PAG2
preparing a standard solution of required HSW4 Many opportunities to carry out experimental
concentration and carrying out acid–base and investigative work.
titrations
(e) structured and non-structured titration M0.1, M0.2, M1.1, M1.2, M2.2, M2.3, M2.4
calculations, based on experimental results of
familiar and non-familiar acids and bases.

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12 AS Level in Chemistry A
2.1.5 Redox
Learning outcomes Additional guidance
Learners should be able to demonstrate and
apply their knowledge and understanding of:
Oxidation number
(a) rules for assigning and calculating oxidation Learners will be expected to know oxidation

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

HSW8 Systematic and unambiguous nomenclature.

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

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AS Level in Chemistry A 13
 2.2 Electrons, bonding and structure

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

2 2.2.1 Electron structure

Learning outcomes Additional guidance
Learners should be able to demonstrate and
apply their knowledge and understanding of:
Energy levels, shells, sub-shells,
atomic orbitals, electron configuration
(a) the number of electrons that can fill the first four
shells
(b) atomic orbitals, including: HSW1,7 Development of models to explain electron
(i) as a region around the nucleus that can hold structure.
up to two electrons, with opposite spins
(ii) the shapes of s- and p-orbitals
(iii) the number of orbitals making up s-, p- and
d-sub-shells, and the number of electrons
that can fill s-, p- and d-sub-shells
(c) filling of orbitals: Learners are expected to be familiar with the
(i) for the first three shells and the 4s and 4p 'electrons in box' representations.
orbitals in order of increasing energy
HSW1 Development of refined models for electron
(ii) for orbitals with the same energy, structure.
occupation singly before pairing
(d) deduction of the electron configurations of: Learners should use sub-shell notation, i.e. for
(i) atoms, given the atomic number, up to oxygen: 1s22s22p4.
Z = 36 The electron configurations of Cr and Cu will not be
assessed.
(ii) ions, given the atomic number and ionic
charge, limited to s- and p-blocks up to
Z = 36.

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14 AS Level in Chemistry A
2.2.2 Bonding and structure
Learning outcomes Additional guidance
Learners should be able to demonstrate and
apply their knowledge and understanding of:
Ionic bonding
(a) ionic bonding as electrostatic attraction between

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

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AS Level in Chemistry A 15
 Electronegativity and bond polarity
(i) electronegativity as the ability of an atom to Learners should be aware that electronegativity
attract the bonding electrons in a covalent bond; increases towards F in the periodic table.
interpretation of Pauling electronegativity values
HSW1,2 Using ideas about electronegativity to
predict chemical bond type.
(j) explanation of:

2 (i) a polar bond and permanent dipole within

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

Induced dipole–dipole interactions can also be

referred to as London (dispersion) forces.

HSW1,2 Dipole interactions as a model to explain

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

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16 AS Level in Chemistry A
Module 3: Periodic table and energy

The focus of this module is inorganic and physical techniques involved in determination of energy
chemistry, the applications of energy use to changes and reaction rates.
everyday life and industrial processes, and current
environmental concerns associated with sustainability. There are opportunities for developing mathematical
skills when studying enthalpy changes and reaction
The content within this module assumes knowledge rates and when carrying out quantitative practical
and understanding of the chemical concepts developed work.
in Module 2: Foundations in chemistry. 2
Synoptic assessment
This module provides learners with a knowledge and
understanding of the important chemical ideas that This module provides a context for synoptic
underpin the study of inorganic and physical chemistry: assessment and the subject content links strongly with
content encountered in Module 2: Foundations in
• the periodic table: periodic and group properties chemistry.
• enthalpy changes and their determination • Atoms, moles and stoichiometry
• rates of reaction • Acid and redox reactions
• reversible reactions and chemical equilibrium • Bonding and structure
• consideration of energy and yield in improving Knowledge and understanding of Module 2 will be
sustainability. assumed and examination questions will be set that
This module allows learners to develop important link its content with this module and other areas of
qualitative practical skills, especially observational chemistry.
skills required for analysis, and accurate quantitative

3.1 The periodic table

Periodic trends are first studied to extend the Finally, this section looks at how unknown ionic
understanding of structure and bonding. Group compounds can be analysed and identified using
properties are then studied using Group 2 and the simple test-tube tests.
halogens as typical metal and non-metal groups
respectively, allowing an understanding of redox
reactions to be developed further.

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AS Level in Chemistry A 17
 3.1.1 Periodicity
Learning outcomes Additional guidance
Learners should be able to demonstrate and
apply their knowledge and understanding of:
The structure of the periodic table
(a) the periodic table as the arrangement of HSW1,7,11 The development of the Periodic Law

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

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18 AS Level in Chemistry A
(f) explanation of physical properties of giant Explanations should be in terms of the types of
metallic and giant covalent lattices, including particle present in a lattice, the relative strength of
melting and boiling points, solubility and forces and bonds, and the mobility of the particles
electrical conductivity in terms of structure and involved, as appropriate.
bonding
HSW1 Use of ideas about bonding to explain
macroscopic properties.
(g) explanation of the variation in melting points M3.1
across Periods 2 and 3 in terms of structure and
bonding (see also 2.2.2 o). Trend in structure from giant metallic to giant 2
covalent to simple molecular lattice.

3.1.2 Group 2
Learning outcomes Additional guidance
Learners should be able to demonstrate and
apply their knowledge and understanding of:
Redox reactions and reactivity of
Group 2 metals
(a) the outer shell s2 electron configuration and the
loss of these electrons in redox reactions to form
2+ ions
(b) the relative reactivities of the Group 2 elements Reactions with acids will be limited to those
Mg → Ba shown by their redox reactions with: producing a salt and hydrogen.
(i) oxygen
(ii) water
(iii) dilute acids
(c) the trend in reactivity in terms of the first and M3.1
second ionisation energies of Group 2 elements
down the group (see also 3.1.1 c) Definition of second ionisation energy is not
required, but learners should be able to write an
equation for the change involved.
Reactions of Group 2 compounds
(d) the action of water on Group 2 oxides and the
approximate pH of any resulting solutions,
including the trend of increasing alkalinity
(e) uses of some Group 2 compounds as bases,
including equations, for example (but not limited
to):
(i) Ca(OH)2 in agriculture to neutralise acid
soils
(ii) Mg(OH)2 and CaCO3 as ‘antacids’ in treating
indigestion.

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 3.1.3 The halogens
Learning outcomes Additional guidance
Learners should be able to demonstrate and
apply their knowledge and understanding of:
Characteristic physical properties
(a) existence of halogens as diatomic molecules and

2
explanation of the trend in the boiling points of
Cl2, Br2 and I2, in terms of induced dipole–dipole
interactions (London forces) (see also 2.2.2 k)
Redox reactions and reactivity of
halogens and their compounds
(b) the outer shell s2p5 electron configuration Throughout this section, explanations of redox
and the gaining of one electron in many redox reactions should emphasise electron transfer and
reactions to form 1– ions oxidation number changes and include full and ionic
equations (see also 2.1.5 Redox).
(c) the trend in reactivity of the halogens Cl2, Br2 Including colour change in aqueous and organic
and I2, illustrated by reaction with other halide solutions.
ions
(d) explanation of the trend in reactivity shown in
(c), from the decreasing ease of forming 1– ions,
in terms of attraction, atomic radius and electron
shielding
(e) explanation of the term disproportionation as
oxidation and reduction of the same element,
illustrated by:
(i) the reaction of chlorine with water as used
in water treatment
(ii) the reaction of chlorine with cold, dilute
aqueous sodium hydroxide, as used to form
bleach
(iii) reactions analogous to those specified in (i)
and (ii)
(f) the benefits of chlorine use in water treatment HSW9,10,12 Decisions on whether or not to
(killing bacteria) contrasted with associated chlorinate water depend on balance of benefits and
risks (e.g. hazards of toxic chlorine gas and risks, and ethical considerations of people’s right to
possible risks from formation of chlorinated choose. Consideration of other methods of purifying
hydrocarbons) drinking water.
Characteristic reactions of halide ions
(g) the precipitation reactions, including ionic Complexes with ammonia are not required other
equations, of the aqueous anions Cl –, Br– and than observations.
I– with aqueous silver ions, followed by aqueous PAG4
ammonia, and their use as a test for different HSW4 Qualitative analysis.
halide ions.

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20 AS Level in Chemistry A
3.1.4 Qualitative analysis
Learning outcomes Additional guidance
Learners should be able to demonstrate and
apply their knowledge and understanding of:
Tests for ions
(a) qualitative analysis of ions on a test-tube scale;

2
processes and techniques needed to identify the
following ions in an unknown compound:
(i) anions: Sequence of tests required is carbonate, sulfate then
• CO32–, by reaction with H+(aq) halide. (BaCO3 and Ag2SO4 are both insoluble.)
forming CO2(g) (see 2.1.4 c)
PAG4
• SO42–, by precipitation with Ba2+(aq) HSW4 Qualitative analysis.

• Cl –, Br–, I– (see 3.1.3 g)

(ii) cations: NH4+, by reaction with warm
NaOH(aq) forming NH3.

3.2 Physical chemistry

This section introduces physical chemistry within the Reversible reactions are then studied, including
general theme of energy. the dynamic nature of chemical equilibrium and
the influence of conditions upon the position of
Learners first study the importance of enthalpy equilibrium.
changes, their uses and determination from
experimental results including enthalpy cycles. Finally, the integrated roles of enthalpy changes,
rates, catalysts and equilibria are considered as a
This section then investigates the ways in which a way of increasing yield and reducing energy demand,
change in conditions can affect the rate of a chemical improving the sustainability of industrial processes.
reaction, in terms of activation energy, the Boltzmann
distribution and catalysis.

3.2.1 Enthalpy changes

Learning outcomes Additional guidance
Learners should be able to demonstrate and
apply their knowledge and understanding of:
Enthalpy changes: ∆H of reaction, formation,
combustion and neutralisation
(a) explanation that some chemical reactions are
accompanied by enthalpy changes that are
exothermic (∆H, negative) or endothermic
(∆H, positive)
(b) construction of enthalpy profile diagrams to M3.1
show the difference in the enthalpy of reactants
compared with products

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AS Level in Chemistry A 21
 (c) qualitative explanation of the term activation M3.1
energy, including use of enthalpy profile
Activation energy in terms of the minimum energy
diagrams
required for a reaction to take place.
(d) explanation and use of the terms:
(i) standard conditions and standard states Definitions required for enthalpy changes of
(physical states under standard conditions) formation, combustion and neutralisation only.
(ii) enthalpy change of reaction (enthalpy
2 change associated with a stated equation,
∆rH)
Standard conditions can be considered as 100 kPa
and a stated temperature, 298 K.

(iii) enthalpy change of formation (formation

of 1 mol of a compound from its elements,
∆fH)
(iv) enthalpy change of combustion (complete
combustion of 1 mol of a substance, ∆cH)
(v) enthalpy change of neutralisation
(formation of 1 mol of water from
neutralisation, ∆neutH)
(e) determination of enthalpy changes directly from M0.0, M0.2, M2.2, M2.3, M2.4
appropriate experimental results, including use PAG3
of the relationship: q = mc∆T
Bond enthalpies
(f) (i) explanation of the term average bond M0.0, M0.2, M2.2, M2.3, M2.4
enthalpy (as the breaking of 1 mol of bonds
in gaseous molecules) Formal definition of average bond enthalpy not
required.
(ii) explanation of exothermic and endothermic
reactions in terms of enthalpy changes Learners are expected to understand that an actual
associated with the breaking and making of bond enthalpy may differ from the average value.
chemical bonds
(iii) use of average bond enthalpies to calculate
enthalpy changes and related quantities
(see also 2.2.2 f)
Hess’ law and enthalpy cycles
(g) Hess’ law for construction of enthalpy cycles and M0.0, M0.2, M1.1, M2.2, M2.3, M2.4, M3.1
calculations to determine indirectly:
Definition of Hess' law not required.
(i) an enthalpy change of reaction from
Unfamiliar enthalpy cycles will be provided.
enthalpy changes of combustion
(ii) an enthalpy change of reaction from HSW2 Application of the principle of conservation of
enthalpy changes of formation energy to determine enthalpy changes.
(iii) enthalpy changes from unfamiliar enthalpy
cycles
(h) the techniques and procedures used to M3.1, M3.2
determine enthalpy changes directly and
PAG3
indirectly.
HSW4 Opportunities for carrying out experimental
and investigative work.

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22 AS Level in Chemistry A
3.2.2 Reaction rates
Learning outcomes Additional guidance
Learners should be able to demonstrate and
apply their knowledge and understanding of:
Simple collision theory
(a) the effect of concentration, including the

2
pressure of gases, on the rate of a reaction, in
terms of frequency of collisions
(b) calculation of reaction rate from the gradients M3.1, M3.2, M3.5
of graphs measuring how a physical quantity
changes with time Suitable physical quantities to monitor could include
concentration, gas volume, mass, etc.
Catalysts
(c) explanation of the role of a catalyst: Details of processes are not required.
(i) in increasing reaction rate without being
used up by the overall reaction
(ii) in allowing a reaction to proceed via a
different route with lower activation energy,
as shown by enthalpy profile diagrams
(d) (i) explanation of the terms homogeneous and
heterogeneous catalysts
(ii) explanation that catalysts have great HSW9,10 Benefits to the environment of improved
economic importance and benefits for sustainability weighed against toxicity of some
increased sustainability by lowering catalysts.
temperatures and reducing energy demand
from combustion of fossil fuels with
resulting reduction in CO2 emissions
(e) the techniques and procedures used to PAG9
investigate reaction rates including the HSW4 Many opportunities to carry out experimental
measurement of mass, gas volumes and time and investigative work.
The Boltzmann distribution
(f) qualitative explanation of the Boltzmann M3.1
distribution and its relationship with activation
energy (see also 3.2.1 c)
(g) explanation, using Boltzmann distributions, M3.1
of the qualitative effect on the proportion of
molecules exceeding the activation energy and HSW1,2,5 Use of Boltzmann distribution model to
hence the reaction rate, for: explain effect on reaction rates.
(i) temperature changes
(ii) catalytic behaviour (see also 3.2.2 c).

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AS Level in Chemistry A 23
 3.2.3 Chemical equilibrium
Learning outcomes Additional guidance
Learners should be able to demonstrate and
apply their knowledge and understanding of:
Dynamic equilibrium and le Chatelier’s principle
(a) explanation that a dynamic equilibrium exists

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

(c) explanation that a catalyst increases the rate

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

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24 AS Level in Chemistry A
Module 4: Core organic chemistry

This module introduces organic chemistry and its In the context of this module, it is important that
important applications to everyday life, including learners should appreciate the need to consider
current environmental concerns associated with responsible use of organic chemicals in the
sustainability. environment. Current trends in this context include
reducing demand for hydrocarbon fuels, processing
The module assumes knowledge and understanding plastic waste productively, and preventing use of
of the chemical concepts developed in Module 2:
2
ozone-depleting chemicals.
Foundations in chemistry.

The module provides learners with a knowledge and Synoptic assessment

understanding of the important chemical ideas that This module provides a context for synoptic
underpin the study of organic chemistry: assessment and the subject content links strongly with
the content encountered in Module 2: Foundations in
• nomenclature and formula representation,
chemistry.
functional groups, organic reactions and
isomerism • Atoms, moles and stoichiometry
• aliphatic hydrocarbons • Acid and redox reactions
• alcohols and haloalkanes • Bonding and structure
• organic practical skills and organic synthesis Knowledge and understanding of Module 2 will be
• instrumental analytical techniques to provide assumed and examination questions will be set that
evidence of structural features in molecules. link its content with this module and other areas of
chemistry.
This module also provides learners with an opportunity
to develop important organic practical skills, including
use of Quickfit apparatus for distillation, heating under
reflux and purification of organic liquids.

4.1 Basic concepts and hydrocarbons

This section is fundamental to the study of organic functional groups, isomerism and reaction mechanisms
chemistry. using curly arrows.

This section introduces the various types of structures The initial ideas are then developed within the context
used routinely in organic chemistry, nomenclature, of the hydrocarbons: alkanes and alkenes.
and the important concepts of homologous series,

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AS Level in Chemistry A 25
 4.1.1 Basic concepts of organic chemistry
Learning outcomes Additional guidance
Learners should be able to demonstrate and
apply their knowledge and understanding of:
Naming and representing the formulae
of organic compounds

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

HSW8 Use of systematic nomenclature to avoid

ambiguity.
HSW11 The role of IUPAC in developing a systematic
framework for chemical nomenclature.
(b) interpretation and use of the terms: M4.2
(i) general formula (the simplest algebraic
See also 2.1.3 b for empirical formula and molecular
formula of a member of a homologous
formula.
series) e.g. for an alkane: CnH2n+2
Definitions not required.
(ii) structural formula (the minimal
detail that shows the arrangement of In structural formulae, the carboxyl group will be
atoms in a molecule) e.g. for butane: represented as COOH and the ester group as COO.
CH3CH2CH2CH3 or CH3(CH2)2CH3
The symbols below will be used for cyclohexane and
(iii) displayed formula (the relative positioning benzene:
of atoms and the bonds between them)
e.g. for ethanol:
H H

H C C O H

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

OH

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

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AS Level in Chemistry A 27
 (g) the term radical (a species with an unpaired Radical mechanisms will be represented by a
electron) and use of ‘dots’ to represent species sequence of equations.
that are radicals in mechanisms Dots, •, are required in all instances where there
is a single unpaired electron (e.g. Cl • and CH3•).
Dots are not required for species that are diradicals
(e.g. O).
(h) a ‘curly arrow’ described as the movement of an ‘Half curly arrows’ are not required, see 4.1.2 f.
electron pair, showing either heterolytic fission
2 or formation of a covalent bond HSW1,8 Use of the ‘curly arrow’ model to
demonstrate electron flow in organic reactions.
(i) reaction mechanisms, using diagrams, to show Any relevant dipoles should be included.
clearly the movement of an electron pair with Curly arrows should start from a bond, a lone pair of
‘curly arrows’ and relevant dipoles. electrons or a negative charge.

HSW1,2,8 Use of reaction mechanisms to explain

organic reactions.

4.1.2 Alkanes
Learning outcomes Additional guidance
Learners should be able to demonstrate and
apply their knowledge and understanding of:
Properties of alkanes
(a) alkanes as saturated hydrocarbons containing Hybridisation not required.
single C–C and C–H bonds as σ-bonds (overlap
of orbitals directly between the bonding atoms); HSW1 Use of model of orbital overlap to explain
free rotation of the σ-bond covalent bonding in organic compounds.

(b) explanation of the tetrahedral shape and M4.1, M4.2

bond angle around each carbon atom in
alkanes in terms of electron pair repulsion Learners should be able to draw 3-D diagrams.
(see also 2.2.2 g–h)
(c) explanation of the variations in boiling points of M3.1
alkanes with different carbon-chain length and
branching, in terms of induced dipole–dipole
interactions (London forces) (see also 2.2.2 k)
Reactions of alkanes
(d) the low reactivity of alkanes with many reagents HSW1 Use of ideas about enthalpy and polarity to
in terms of the high bond enthalpy and very low explain macroscopic properties of alkanes.
polarity of the σ-bonds present (see also 2.2.2 j)
(e) complete combustion of alkanes, as used in fuels,
and the incomplete combustion of alkane fuels
in a limited supply of oxygen with the resulting
potential dangers from CO

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28 AS Level in Chemistry A
(f) the reaction of alkanes with chlorine and Learners are not required to use ‘half curly arrows’
bromine by radical substitution using ultraviolet in this mechanism.
radiation, including a mechanism involving Equations should show which species are radicals
homolytic fission and radical reactions in terms using a single ‘dot’, •, to represent the unpaired
of initiation, propagation and termination (see electron.
also 4.1.1 f–g)
(g) the limitations of radical substitution in synthesis
by the formation of a mixture of organic
products, in terms of further substitution and
reactions at different positions in a carbon chain.
2
4.1.3 Alkenes
Learning outcomes Additional guidance
Learners should be able to demonstrate and
apply their knowledge and understanding of:
Properties of alkenes
(a) alkenes as unsaturated hydrocarbons containing Hybridisation is not required.
a C=C bond comprising a π-bond (sideways
overlap of adjacent p-orbitals above and below HSW1 Use of the model of orbital overlap to explain
the bonding C atoms) and a σ-bond (overlap of covalent bonding in organic compounds.
orbitals directly between the bonding atoms)
(see also 4.1.2 a); restricted rotation of the
π-bond
(b) explanation of the trigonal planar shape and M4.1, M4.2
bond angle around each carbon in the C=C of
alkenes in terms of electron pair repulsion (see
also 2.2.2 g–h, 4.1.2 b)

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AS Level in Chemistry A 29
 Stereoisomerism in alkenes
(c) (i) explanation of the terms: M4.2, M4.3
• stereoisomers (compounds with the
same structural formula but with a H3C H H H
different arrangement in space) C C C C
• E/Z isomerism (an example of H CH3 H3C CH3
stereoisomerism, in terms of
2
E-but-2-ene Z-but-2-ene
restricted rotation about a double (trans) (cis)
bond and the requirement for two
Use of E as equivalent to trans and Z as equivalent
different groups to be attached to
to cis is only consistently correct when there is an H
each carbon atom of the C=C group)
on each carbon atom of the C=C bond.
• cis–trans isomerism (a special case
of E/Z isomerism in which two of the Assigning CIP priorities to double or triple bonds
substituent groups attached to each within R groups is not required:
carbon atom of the C=C group are the
same) R R''
C C
(ii) use of Cahn–Ingold–Prelog (CIP) priority
rules to identify the E and Z stereoisomers R' R'''

(d) determination of possible E/Z or cis–trans M4.2, M4.3

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

HSW1,2,8 Use of reaction mechanisms to explain

organic reactions.

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30 AS Level in Chemistry A
(i) use of Markownikoff’s rule to predict formation Limited to stabilities of primary, secondary and
of a major organic product in addition reactions tertiary carbocations.
of H–X to unsymmetrical alkenes, e.g. H–Br to Explanation for relative stabilities of carbocations
propene, in terms of the relative stabilities of not required.
carbocation intermediates in the mechanism
HSW1,2,5 Use of stability to explain products of
organic reactions.
Polymers from alkenes
(j) addition polymerisation of alkenes and 2
substituted alkenes, including:
(i) the repeat unit of an addition polymer
deduced from a given monomer
(ii) identification of the monomer that would
produce a given section of an addition
polymer
Waste polymers and alternatives
(k) the benefits for sustainability of processing waste HSW9,10 Benefits of cheap oil-derived plastics
polymers by: counteracted by problems for the environment of
(i) combustion for energy production landfill; the move to re-using waste, improving the
use of resources.
(ii) use as an organic feedstock for the
production of plastics and other organic
chemicals
(iii) removal of toxic waste products, e.g.
removal of HCl formed during disposal
by combustion of halogenated plastics
(e.g. PVC)
(l) the benefits to the environment of development HSW9,10 Benefits of reduced dependency on finite
of biodegradable and photodegradable polymers. resources and alleviating problems from disposal of
persistent plastic waste.

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AS Level in Chemistry A 31
 4.2 Alcohols, haloalkanes and analysis

This section introduces two further functional Finally, the important techniques of infrared
groups: alcohols and haloalkanes, and considers the spectroscopy and mass spectrometry are used to
importance of polarity and bond enthalpy to organic illustrate instrumental analysis as a valuable tool for
reactions. identifying organic compounds.

Throughout this section, there are many opportunities

for developing organic practical skills, including
2 preparation and purification of organic liquids.

4.2.1 Alcohols
Learning outcomes Additional guidance
Learners should be able to demonstrate and
apply their knowledge and understanding of:
Properties of alcohols
(a) (i) the polarity of alcohols and an explanation,
in terms of hydrogen bonding, of the water
solubility and the relatively low volatility of
alcohols compared with alkanes (see also
2.2.2 l and 4.1.2 c)
(ii) classification of alcohols into primary,
secondary and tertiary alcohols
Reactions of alcohols
(b) combustion of alcohols
(c) oxidation of alcohols by an oxidising agent, Equations should use [O] to represent the oxidising
e.g. Cr2O72–/H+ (i.e. K2Cr2O7/H2SO4), including: agent.
(i) the oxidation of primary alcohols to form
PAG7
aldehydes and carboxylic acids; the control
of the oxidation product using different
reaction conditions
(ii) the oxidation of secondary alcohols to form
ketones
(iii) the resistance to oxidation of tertiary
alcohols
(d) elimination of H2O from alcohols in the presence Mechanism not required.
of an acid catalyst (e.g. H3PO4 or H2SO4) and heat
to form alkenes
(e) substitution with halide ions in the presence of Mechanism not required.
acid (e.g. NaBr/H2SO4) to form haloalkanes.

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32 AS Level in Chemistry A
4.2.2 Haloalkanes
Learning outcomes Additional guidance
Learners should be able to demonstrate and
apply their knowledge and understanding of:
Substitution reactions of haloalkanes
(a) hydrolysis of haloalkanes in a substitution PAG7

2
reaction:
(i) by aqueous alkali
(ii) by water in the presence of AgNO3 and
ethanol to compare experimentally the
rates of hydrolysis of different carbon–
halogen bonds
(b) definition and use of the term nucleophile (an
electron pair donor)
(c) the mechanism of nucleophilic substitution in the HSW1,2 Use of reaction mechanisms to explain
hydrolysis of primary haloalkanes with aqueous organic reactions.
alkali (see also 4.1.1 h–i)
(d) explanation of the trend in the rates of hydrolysis
of primary haloalkanes in terms of the bond
enthalpies of carbon–halogen bonds (C–F, C–Cl,
C–Br and C–I)
Environmental concerns from use of organohalogen compounds
(e) production of halogen radicals by the action Simple equations of the breakdown process are
of ultraviolet (UV) radiation on CFCs in the required, e.g.
upper atmosphere and the resulting catalysed CF2Cl2 → CF2Cl • + •Cl
breakdown of the Earth’s protective ozone layer, •Cl + O3 → •Cl O + O2
including equations to represent: •Cl O + O → •Cl + O2
(i) the production of halogen radicals Learners could be expected to construct similar
equations for other stated radicals.
(ii) the catalysed breakdown of ozone by Cl •
and other radicals e.g. •NO. HSW9,10,11,12 Benefits of CFCs; acceptance of
scientific evidence explaining ozone depletion
leading to government legislation against CFC use.

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AS Level in Chemistry A 33
 4.2.3 Organic synthesis
Learning outcomes Additional guidance
Learners should be able to demonstrate and
apply their knowledge and understanding of:
Practical skills
(a) the techniques and procedures for: PAG5

2 (i) use of Quickfit apparatus including for HSW4 Opportunities to carry out experimental and
distillation and heating under reflux investigative work.
(ii) preparation and purification of an organic
liquid including:
• use of a separating funnel to remove
an organic layer from an aqueous
layer
• drying with an anhydrous salt (e.g.
MgSO4, CaCl2)
• redistillation
Synthetic routes
(b) for an organic molecule containing several Learners will be expected to identify functional
functional groups: groups encountered in this specification: alkanes,
(i) identification of individual functional groups alkenes, alcohols and haloalkanes.
(ii) prediction of properties and reactions HSW3 Development of synthetic routes.
(c) two-stage synthetic routes for preparing organic Learners will be expected to be able to
compounds. devise two‑stage synthetic routes by applying
transformations between all functional groups
studied in this specification.

Extra information may be provided on exam papers

to extend the learner’s toolkit of organic reactions.

HSW3 Development of synthetic routes.

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34 AS Level in Chemistry A
4.2.4 Analytical techniques
Learning outcomes Additional guidance
Learners should be able to demonstrate and
apply their knowledge and understanding of:
Infrared spectroscopy
(a) infrared (IR) radiation causes covalent bonds to

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

HSW3,5 Analysis and interpretation of spectra.

(e) use of infrared spectroscopy to monitor gases HSW12 Use of analytical techniques to provide
causing air pollution (e.g. CO and NO from car evidence for law courts, e.g. drink driving.
emissions) and in modern breathalysers to
measure ethanol in the breath
Mass spectrometry
(f) use of a mass spectrum of an organic compound M3.1
to identify the molecular ion peak and hence to
determine molecular mass Limited to ions with single charges.
Mass spectra limited to organic compounds
containing C, H and O encountered in this
specification.

Learners should be aware that mass spectra may

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

HSW3,5 Analysis and interpretation of spectra.

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AS Level in Chemistry A 35
 (g) analysis of fragmentation peaks in a mass M3.1
spectrum to identify parts of structures
Learners should be able to suggest the structures of
fragment ions.

HSW3,5 Analysis and interpretation of spectra.

Combined techniques

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

HSW3,5,6 Analysis and interpretation of different

analytical data.

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36 AS Level in Chemistry A
2d. Prior knowledge, learning and progression
This specification has been developed for learners who Other learners without formal qualifications may have
wish to continue with a study of chemistry at Level 3 acquired sufficient knowledge of chemistry to enable
in the National Qualifications Framework (NQF). The progression onto the course.
AS level specification has been written to provide
progression from GCSE Science, GCSE Additional Some learners may wish to follow a chemistry course
Science, GCSE Further Additional Science or from GCSE for only one year as an AS, in order to broaden

2
Chemistry. Learners who have successfully taken other their curriculum, and to develop their interest and
Level 2 qualifications in Science or Applied Science understanding of different areas of the subject.
with appropriate chemistry content may also have Others may follow a co-teachable route, completing
acquired sufficient knowledge and understanding to the one‑year AS course and/or then moving to the
begin the AS Level Chemistry course. two-year A level. For learners wishing to follow an
apprenticeship route or those seeking direct entry
There is no formal requirement for prior knowledge of into chemical science careers, this AS level provides a
chemistry for entry onto this qualification. strong background and progression pathway.

There are a number of Science specifications at OCR.

Find out more at [Link]

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AS Level in Chemistry A 37
 3 Assessment of OCR AS Level in Chemistry A

3a. Forms of assessment

Both externally assessed components (01 and 02) questions; in Component 02 some of these are marked
contain some synoptic assessment. Both components using Level of Response mark schemes.
additionally contain some extended response

Breadth in chemistry (Component 01)

This component is worth 70 marks and is split into Section B includes short answer question styles
two sections and assesses content from all teaching (structured questions, problem solving, calculations,
modules, 1 to 4. Learners answer all questions. practical) and extended response questions. This
section of the paper is worth 50 marks.
3 Section A contains multiple choice questions. This
section of the paper is worth 20 marks.

Depth in chemistry (Component 02)

This component assesses content from across Question styles include short answer (structured
all teaching modules, 1 to 4. Learners answer all questions, problem solving, calculations, practical) and
questions. This component is worth 70 marks. extended response questions, including those marked
using Level of Response mark schemes.

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38 AS Level in Chemistry A
3b. Assessment objectives (AO)
There are three assessment objectives in OCR’s AS Level in Chemistry A. These are detailed in the table below.

Learners are expected to demonstrate their ability to:

Assessment Objective

Demonstrate knowledge and understanding of scientific ideas, processes, techniques and

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

AO weightings in AS Level in Chemistry A

The relationship between the assessment objectives and the components are shown in the following table:

% of AS Level in Chemistry A (H032)

Component
AO1 AO2 AO3
Breadth in chemistry (H032/01) 22–24 19–21 6–9
Depth in chemistry (H032/02) 13–16 21–24 14–15
Total 35–40 40–45 20–24

3c. Total qualification time

Total qualification time (TQT) is the total amount of assessment. The total qualification time for AS Level
time, in hours, expected to be spent by a learner to in Chemistry A is 180 hours. The total guided learning
achieve a qualification. It includes both guided learning time is 180 hours.
hours and hours spent in preparation, study, and

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AS Level in Chemistry A 39
 3d. Assessment availability
There will be one examination series available This specification will be certificated from the June
each year in May/June to all learners. All examined 2016 examination series onwards.
components must be taken in the same examination
series at the end of the course.

3e. Retaking the qualification

Learners can retake the qualification as many times
as they wish. They retake all components of the
qualification.
3
3f. Assessment of extended responses
The assessment materials for this qualification provide questions in Component 02, which will be assessed
learners with the opportunity to demonstrate their using questions marked by Level of Response, in which
ability to construct and develop a sustained and the quality of the extended response is explicitly
coherent line of reasoning and marks for extended rewarded. These questions will be clearly identified in
responses are integrated into the marking criteria. the assessment papers.
Extended response questions are included in both
externally assessed components. This includes two

3g. Synoptic assessment

Synoptic assessment tests the learners’ understanding Synoptic assessment requires learners to make and
of the connections between different elements of the use connections within and between different areas of
subject. chemistry, for example, by:

Synoptic assessment involves the explicit drawing • applying knowledge and understanding of more
together of knowledge, understanding and skills than one area to a particular situation or context
learned in different parts of the AS level course. The
emphasis of synoptic assessment is to encourage the • using knowledge and understanding of principles
development of the understanding of the subject as and concepts in planning experimental and
a discipline. Both components within Chemistry A investigative work and in the analysis and
contain an element of synoptic assessment. evaluation of data
• bringing together scientific knowledge and
understanding from different areas of the
subject and applying them.

3h. Calculating qualification results

A learner’s overall qualification grade for AS Level in This mark will then be compared to the qualification
Chemistry A will be calculated by adding together their level grade boundaries for the relevant exam series to
marks from the two components taken to give their determine the learner’s overall qualification grade.
total weighted mark.

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40 AS Level in Chemistry A
4 Admin: what you need to know

The information in this section is designed to give an More information about the processes and deadlines
overview of the processes involved in administering involved at each stage of the assessment cycle can be
this qualification so that you can speak to your exams found in the Administration area of the OCR website.
officer. All of the following processes require you to
submit something to OCR by a specific deadline. OCR’s Admin overview is available on the OCR website
at [Link]

4a. Pre-assessment
Estimated entries

Estimated entries are your best projection of the Estimated entries should be submitted to OCR by the
number of learners who will be entered for a specified deadline. They are free and do not commit
qualification in a particular series. your centre in any way.

Final entries

Final entries provide OCR with detailed data for Final entries must be submitted to OCR by the
4
each learner, showing each assessment to be taken. published deadlines or late entry fees will apply.
It is essential that you use the correct entry code,
considering the relevant entry rules. All learners taking AS Level in Chemistry A must be
entered using the entry code H032.

Entry option Components

Entry code Title Code Title Assessment type
H032 Chemistry A 01 Breadth in chemistry External assessment
02 Depth in chemistry External assessment

Private candidates

Private candidates may enter for OCR assessments. Private candidates need to contact OCR approved
centres to establish whether they are prepared to
A private candidate is someone who pursues a course host them as a private candidate. The centre may
of study independently but takes an examination charge for this facility and OCR recommends that the
or assessment at an approved examination centre. arrangement is made early in the course.
A private candidate may be a part-time student,
someone taking a distance learning course, or Further guidance for private candidates may be found
someone being tutored privately. They must be based on the OCR website: [Link]
in the UK.

Head of Centre Annual Declaration

The Head of Centre is required to provide a declaration Any failure by a centre to provide the Head of Centre
to the JCQ as part of the annual NCN update, Annual Declaration will result in your centre status
conducted in the autumn term, to confirm that all being suspended and could lead to the withdrawal of
learners at the centre have had the opportunity to our approval for you to operate as a centre.
undertake the prescribed practical activities.

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AS Level in Chemistry A 41
 4b. Accessibility and special consideration
Reasonable adjustments and access arrangements Special consideration is a post-assessment adjustment
allow learners with special educational needs, to marks or grades to reflect temporary injury, illness
disabilities or temporary injuries to access the or other indisposition at the time the assessment was
assessment and show what they know and can do, taken.
without changing the demands of the assessment.
Applications for these should be made before the Detailed information about eligibility for special
examination series. Detailed information about consideration can be found in the JCQ A guide to the
eligibility for access arrangements can be found special consideration process.
in the JCQ Access Arrangements and Reasonable
Adjustments.

4c. External assessment arrangements

Regulations governing examination arrangements Learners are permitted to use a scientific or graphical
4 are contained in the JCQ Instructions for conducting
examinations.
calculator for both components. Calculators are
subject to the rules in the document Instructions for
Conducting Examinations published annually by JCQ
([Link]).

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42 AS Level in Chemistry A
4d. Results and certificates
Grade scale

Advanced Subsidiary qualifications are graded on the Unclassified (U). Only subjects in which grades A to E
scale: A, B, C, D, E, where A is the highest. Learners are attained will be recorded on certificates.
who fail to reach the minimum standard for E will be

Results

Results are released to centres and learners for The following supporting information will be available:
information and to allow any queries to be resolved
before certificates are issued. • raw mark grade boundaries for each component

Centres will have access to the following results • weighted mark grade boundaries for the
information for each learner: qualification.

• the grade for the qualification

Until certificates are issued, results are deemed to 4
be provisional and may be subject to amendment.
• the raw mark for each component A learner’s final results will be recorded on an OCR
certificate.
• the total weighted mark for the qualification.
The qualification title will be shown on the certificate
as ‘OCR Level 3 Advanced Subsidiary GCE in
Chemistry A’.

4e. Post-results services

A number of post-results services are available: • Missing and incomplete results – This service
should be used if an individual subject result
• Review of results – If you are not happy with for a learner is missing, or the learner has been
the outcome of a learner’s results, centres may omitted entirely from the results supplied.
request a review of marking.
• Access to scripts – Centres can request access to
marked scripts.

4f. Malpractice
Any breach of the regulations for the conduct Detailed information on malpractice can be found
of examinations and coursework may constitute in the Suspected Malpractice in Examinations and
malpractice (which includes maladministration) and Assessments: Policies and Procedures published by
must be reported to OCR as soon as it is detected. JCQ.

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AS Level in Chemistry A 43
 5 Appendices

5a. Overlap with other qualifications

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

Examples of overlap include: Science

Biology • Atomic structure.

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

5b. Avoidance of bias

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

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44 AS Level in Chemistry A
5c. Chemistry A data sheet
Data Sheet for Chemistry A

GCE Advanced Subsidiary and Advanced Level

Chemistry A (H032 / H432)

The information in this sheet is for the use of candidates following Chemistry A (H032 / H432).

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AS Level in Chemistry A 45
 General Information

Molar gas volume = 24.0 dm3 mol–1 at room temperature and pressure, RTP

Avogadro constant, NA = 6.02 × 1023 mol–1

Specific heat capacity of water, c = 4.18 J g–1 K–1

Ionic product of water, Kw = 1.00 × 10–14 mol2 dm–6 at 298 K

1 tonne = 106 g

Arrhenius equation: k = Ae–Ea/RT or ln k = –Ea/RT + ln A

Gas constant, R = 8.314 J mol–1 K–1

Characteristic infrared absorptions in organic molecules

Bond Location Wavenumber / cm–1

C–C Alkanes, alkyl chains 750–1100
C–X Haloalkanes (X = Cl, Br, I) 500–800
5 C–F Fluoroalkanes 1000–1350
C–O Alcohols, esters, carboxylic acids 1000–1300
C=C Alkenes 1620–1680

C=O Aldehydes, ketones, carboxylic acids, esters, 1630–1820

amides, acyl chlorides and acid anhydrides

aromatic Several peaks in range

Arenes
C=C 1450–1650 (variable)

C/N Nitriles 2220–2260

C–H Alkyl groups, alkenes, arenes 2850–3100
O–H Carboxylic acids 2500–3300 (broad)
N–H Amines, amides 3300–3500
O–H Alcohols, phenols 3200–3600

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46 AS Level in Chemistry A
AS Level in Chemistry A
Version 1.4 © OCR 2023

13C NMR chemical shifts relative to TMS

C Cl
C Br
C
C C
C N
C C
C O C
C O C C
C C

220 200 180 160 140 120 100 80 60 40 20 0

δ / ppm
1H NMR chemical shifts relative to TMS

O H N H

CH

HC O O
O
O
HC Cl HC C
C C C HC R
H C HC Br
OH H HC N

12 11 10 9 8 7 6 5 4 3 2 1 0
δ / ppm
Chemical shifts are variable and can vary depending on the solvent, concentration and substituents. As a result, shifts may be outside the ranges indicated above.

OH and NH chemical shifts are very variable and are often broad. Signals are not usually seen as split peaks.
Note that CH bonded to ‘shifting groups’ on either side, e.g. O–CH2–C=O, may be shifted more than indicated above.
47

5
 5
48

The Periodic Table of the Elements

(1) (2) (3) (4) (5) (6) (7) (0)

1 Key 18
1 atomic number 2
H Symbol He
hydrogen name helium
1.0 2 relative atomic mass 13 14 15 16 17 4.0
3 4 5 6 7 8 9 10
Li Be B C N O F Ne
lithium beryllium boron carbon nitrogen oxygen fluorine neon
6.9 9.0 10.8 12.0 14.0 16.0 19.0 20.2
11 12 13 14 15 16 17 18
Na Mg Al Si P S Cl Ar
sodium magnesium aluminium silicon phosphorus sulfur chlorine argon
23.0 24.3 3 4 5 6 7 8 9 10 11 12 27.0 28.1 31.0 32.1 35.5 39.9
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr
potassium calcium scandium titanium vanadium chromium manganese iron cobalt nickel copper zinc gallium germanium arsenic selenium bromine krypton
39.1 40.1 45.0 47.9 50.9 52.0 54.9 55.8 58.9 58.7 63.5 65.4 69.7 72.6 74.9 79.0 79.9 83.8
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe
rubidium strontium yttrium zirconium niobium molybdenum technetium ruthenium rhodium palladium silver cadmium indium tin antimony tellurium iodine xenon
85.5 87.6 88.9 91.2 92.9 95.9 101.1 102.9 106.4 107.9 112.4 114.8 118.7 121.8 127.6 126.9 131.3
55 56 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86
Cs
caesium
Ba
barium
• 57–71
lanthanoids
Hf
hafnium
Ta
tantalum
W
tungsten
Re
rhenium
Os
osmium
Ir
iridium
Pt
platinum
Au
gold
Hg
mercury
Tl
thallium
Pb
lead
Bi
bismuth
Po
polonium
At
astatine
Rn
radon
132.9 137.3 178.5 180.9 183.8 186.2 190.2 192.2 195.1 197.0 200.6 204.4 207.2 209.0
87
Fr
francium
88
Ra
radium
•• 89–103 104
Rf
rutherfordium
105
Db
dubnium
106
Sg
seaborgium
107
Bh
bohrium
108
Hs
hassium
109
Mt
meitnerium
110
Ds
darmstadtium
111
Rg
roentgenium
112
Cn
114
Fl
116
Lv
livermorium
actinoids copernicium flerovium

57 58 59 60 61 62 63 64 65 66 67 68 69 70 71

• 138.9 La
lanthanum
Ce
cerium
Pr
praseodymium
Nd
neodymium
Pm
promethium
Sm
samarium
Eu
europium
Gd
gadolinium
Tb
terbium
Dy
dysprosium
Ho
holmium
Er
erbium
Tm
thulium
Yb
ytterbium
Lu
lutetium
Version 1.4 © OCR 2023

140.1 140.9 144.2 144.9 150.4 152.0 157.2 158.9 162.5 164.9 167.3 168.9 173.0 175.0
AS Level in Chemistry A

89 90 91 92 93 94 95 96 97 98 99 100 101 102 103

•• Ac
actinium
Th
thorium
Pa
protactinium
U
uranium
Np
neptunium
Pu
plutonium
Am
americium
Cm
curium
Bk
berkelium
Cf
californium
Es
einsteinium
Fm
fermium
Md
mendelevium
No
nobelium
Lr
lawrencium
232.0 238.1
5d. How Science Works (HSW)
How Science Works was conceived as being a References in this specification to How Science Works
wider view of science in context, rather than just (HSW) are to the following statements:
straightforward scientific enquiry. It was intended to
develop learners as critical and creative thinkers, able • HSW1 Use theories, models and ideas to
to solve problems in a variety of contexts. develop scientific explanations

Developing ideas and theories to explain the operation • HSW2 Use knowledge and understanding
of matter and how its composition, structure, to pose scientific questions, define scientific
properties and changes it undergoes, constitutes problems, present scientific arguments and
the basis of life and all nature. How Science Works scientific ideas
develops the critical analysis and linking of evidence • HSW3 Use appropriate methodology, including
to support or refute ideas and theories. Learners information and communication technology
should be aware of the importance that peer review (ICT), to answer scientific questions and solve
and repeatability have in giving confidence to this scientific problems
evidence.
• HSW4 Carry out experimental and investigative
Learners are expected to understand the variety activities, including appropriate risk
of sources of data available for critical analysis to management, in a range of contexts
provide evidence and the uncertainty involved in its
5
measurement. They should also be able to link that • HSW5 Analyse and interpret data to provide
evidence to contexts influenced by culture, politics and evidence, recognising correlations and causal
ethics. relationships
• HSW6 Evaluate methodology, evidence and
Understanding How Science Works requires an
data, and resolve conflicting evidence
understanding of how scientific evidence can influence
ideas and decisions for individuals and society, which • HSW7 Know that scientific knowledge and
is linked to the necessary skills of communication for understanding develops over time
audience and for purpose with appropriate scientific
technology. • HSW8 Communicate information and ideas in
appropriate ways using appropriate terminology
Incorporating Section 8 (the skills, knowledge and
understanding of How Science Works) of the DfE • HSW9 Consider applications and implications of
criteria for science into the specification. science and evaluate their associated benefits
and risks
The examples given within the specification are not
• HSW10 Consider ethical issues in the
exhaustive but give a flavour of opportunities for
treatment of humans, other organisms and the
integrating HSW within the course.
environment
• HSW11 Evaluate the role of the scientific
community in validating new knowledge and
ensuring integrity
• HSW12 Evaluate the ways in which society uses
science to inform decision making.

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AS Level in Chemistry A 49
 5e. Mathematical requirements
In order to be able to develop their skills, knowledge All mathematical content will be assessed within the
and understanding in AS Level Chemistry, learners lifetime of the specification.
need to have been taught, and to have acquired
competence in, the appropriate areas of mathematics This list of examples is not exhaustive and is not limited
relevant to the subject as indicated in the table of to Level 2 examples. These skills could be developed
coverage below. in other areas of specification content from those
indicated. For the mathematical requirements for the
The assessment of quantitative skills will include A Level in Chemistry A see the A level specification.
at least 20% Level 2 (or above) mathematical skills
for chemistry (see later for a definition of ‘Level 2’ Additional guidance on the assessment of mathematics
mathematics). These skills will be applied in the within chemistry is available on the OCR website.
context of the relevant chemistry.

Areas of the
specification which
Exemplification of the mathematical skill in the exemplify the
Mathematical skill to
context of AS Level Chemistry (assessment is not mathematical skill
be assessed
limited to the examples below) (assessment is

5 not limited to the

examples below)
M0 – Arithmetic and numerical computation
M0.0 Recognise and make Learners may be tested on their ability to: 1.1.2(b), 2.1.3(a,e,f),
use of appropriate • convert between units e.g. cm3 to dm3 as part 3.2.1(e,f,g)
units in calculations of volumetric calculations
• understand that different units are used in
similar topic areas, so that conversions may
be necessary e.g. J and kJ.
M0.1 Recognise and use Learners may be tested on their ability to: 2.1.3(a,e,f)
expressions in decimal • use an appropriate number of decimal places
and ordinary form in calculations
• carry out calculations using numbers in
standard and ordinary form e.g. use of the
Avogadro constant
• convert between numbers in standard and
ordinary form
• understand that significant figures need
retaining when making conversions between
standard and ordinary form
e.g. 0.0050 mol dm–3 is equivalent to
5.0 × 10–3 mol dm–3.

Version 1.4 © OCR 2023

50 AS Level in Chemistry A
 Areas of the
specification which
Exemplification of the mathematical skill in the exemplify the
Mathematical skill to
context of AS Level Chemistry (assessment is not mathematical skill
be assessed
limited to the examples below) (assessment is
not limited to the
examples below)
M0.2 Use ratios, fractions Learners may be tested on their ability to: 2.1.1(d), 2.1.2(b),
and percentages • calculate percentage yields 2.1.3(c,d,g,h), 3.2.3(f)
• calculate the atom economy of a reaction
• construct and/or balance equations using
ratios.
M0.3 Estimate results Learners may be tested on their ability to: 3.2.3(g)
• estimate the position of equilibrium from the
position of Kc.
M0.4 Use calculators to Learners may be tested on their ability to: 2.1.3(a,e,f)
find and use power • carry out calculations using the Avogadro
functions

M1 – Handling data
constant.
5
M1.1 Use an appropriate Learners may be tested on their ability to: 1.1.3(c), 2.1.3(e,f),
number of significant • report calculations to an appropriate number 2.1.4(e), 3.2.1(g),
figures of significant figures given raw data quoted to 3.2.3(f)
varying numbers of significant figures
• understand that calculated results can only
be reported to the limits of the least accurate
measurement.
M1.2 Find arithmetic means Learners may be tested on their ability to: 2.1.1(d), 2.1.4(e)
• calculate weighted means, e.g. calculation of
an atomic mass based on supplied isotopic
abundances
• select appropriate titration data (i.e.
identification of outliers) in order to calculate
mean titres.
M1.3 Identify uncertainties Learners may be tested on their ability to: 1.1.4(d)
in measurements and • determine uncertainty when two burette
use simple techniques readings are used to calculate a titre value.
to determine
uncertainty when data
are combined
M2 – Algebra
M2.1 Understand and use No exemplification required.
the symbols: =, <, <<,
>>, >, \, ~, ⇌

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AS Level in Chemistry A 51
 Areas of the
specification which
Exemplification of the mathematical skill in the exemplify the
Mathematical skill to
context of AS Level Chemistry (assessment is not mathematical skill
be assessed
limited to the examples below) (assessment is
not limited to the
examples below)
M2.2 Change the subject of Learners may be tested on their ability to: 2.1.3(c,d,e,f), 2.1.4(e),
an equation • carry out structured and unstructured mole 3.2.1(e,f,g)
calculations.
M2.3 Substitute numerical Learners may be tested on their ability to: 2.1.3(c,d,e,f), 2.1.4(e),
values into algebraic • carry out enthalpy change calculations 3.2.1(e,f,g), 3.2.3(f)
equations using
appropriate units for • calculate the value of an equilibrium constant,
physical quantities Kc.

M2.4 Solve algebraic Learners may be tested on their ability to: 2.1.3(c,d,e,f), 2.1.4(e),
equations • carry out Hess’ law calculations. 3.2.1(e,f,g), 3.2.3(f)

M3 – Graphs
5 M3.1 Translate information Learners may be tested on their ability to: 2.1.1(d), 3.1.1(c,g),
between graphical, • interpret and analyse spectra. 3.2.1(b,c,g),
numerical and 3.2.2(b,f,g),
algebraic forms 4.2.4(c,d,f,g)
M3.2 Plot two variables Learners may be tested on their ability to: 1.1.3(d), 3.2.1(h),
from experimental or • plot concentration–time graphs from 3.2.2(b)
other data collected or supplied data
• draw lines of best fit
• extrapolate and interpolate.
M3.5 Draw and use the Learners may be tested on their ability to: 1.1.3(d), 3.2.2(b)
slope of a tangent to a • calculate the rate of a reaction from the
curve as a measure of gradient of a concentration–time graph for a
rate of change first or second order reaction.
M4 – Geometry and trigonometry
M4.1 Use angles and shapes Learners may be tested on their ability to: 2.2.2(g), 4.1.2(b)
in regular 2-D and 3-D • predict/identify shapes of and bond angles in
structures molecules with and without a lone pair(s), for
example NH3, CH4, H2O etc.
M4.2 Visualise and Learners may be tested on their ability to: 2.2.2(g), 4.1.1(b,e),
represent 2-D and 3-D • draw different forms of isomers. 4.1.2(b), 4.1.3(c,d)
forms including 2-D
representations of 3-D
objects
M4.3 Understand the Learners may be tested on their ability to: 4.1.3(c,d)
symmetry of 2-D and • describe the types of stereoisomerism shown
3-D shapes by molecules/complexes.

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52 AS Level in Chemistry A
Definition of Level 2 mathematics

Within AS Level Chemistry, 20% of the marks available The following will not be counted as Level 2
within written examinations will be for assessment of mathematics:
mathematics (in the context of chemistry) at a Level 2
standard, or higher. Lower level mathematical skills will • simple substitution with little choice of equation
still be assessed within examination papers but will not or data
count within the 20% weighting for chemistry. • structured question formats using GCSE
The following will be counted as Level 2 (or higher) mathematics (based on 2012 GCSE mathematics
mathematics: content).
Additional guidance on the assessment of mathematics
• application and understanding requiring choice
within chemistry is available on the OCR website as a
of data or equation to be used
separate resource, the Maths Skills Handbook.
• problem solving involving use of mathematics
from different areas of maths and decisions
about direction to proceed
• questions involving use of A level mathematical
content (as of 2012), e.g. use of logarithmic
equations.
5

Version 1.4 © OCR 2023

AS Level in Chemistry A 53
 5f. Health and Safety
In UK law, health and safety is primarily the Where an employer has adopted model risk
responsibility of the employer. In a school or college assessments an individual school or college then has
the employer could be a local education authority, to review them, to see if there is a need to modify
the governing body or board of trustees. Employees or adapt them in some way to suit the particular
(teachers/lecturers, technicians etc), have a legal duty conditions of the establishment.
to cooperate with their employer on health and safety
matters. Various regulations, but especially the COSHH Such adaptations might include a reduced scale of
Regulations 2002 (as amended) and the Management working, deciding that the fume cupboard provision
of Health and Safety at Work Regulations 1999, was inadequate or the skills of the candidates were
require that before any activity involving a hazardous insufficient to attempt particular activities safely. The
procedure or harmful microorganisms is carried out, significant findings of such risk assessment should
or hazardous chemicals are used or made, the then be recorded in a “point of use text”, for example
employer must carry out a risk assessment. A useful on schemes of work, published teachers guides, work
summary of the requirements for risk assessment in sheets, etc. There is no specific legal requirement that
school or college science can be found at detailed risk assessment forms should be completed
[Link] for each practical activity, although a minority of
resources/risk-assessments/ employers may require this.

For members, the CLEAPSS® guide, PS90, Making and Where project work or investigations, sometimes
5 recording risk assessments in school science1 offers
appropriate advice.
linked to work-related activities, are included in
specifications this may well lead to the use of novel
procedures, chemicals or microorganisms, which are
Most education employers have adopted nationally not covered by the employer’s model risk assessments.
available publications as the basis for their Model Risk The employer should have given guidance on how
Assessments. to proceed in such cases. Often, for members, it will
involve contacting CLEAPSS®.

1These, and other CLEAPSS® publications, are on the CLEAPSS® Science Publications website [Link]. Note that
CLEAPSS® publications are only available to members. For more information about CLEAPSS® go to [Link].
Version 1.4 © OCR 2023
54 AS Level in Chemistry A
Summary of updates
Date Version Section Title of Section Change
May 2018 1.1 Front cover Disclaimer Addition of Disclaimer

January 2019 1.2 2c Content of modules 1 to 4 Guidance on the new

definition of moles
2.1.3 (a)

Update to average bond

enthalpy guidance
3.2.1 (f)
April 2020 1.3 1d How do I find out more Insert of Online Support
information? Centre link

4e Post-results services Enquiries about results

changed to Review of results
Update to specification covers
to meet digital accessibility
standards
April 2023 1.4 3c Total qualification time Update to include total
qualification time and guided
learning hours to comply with
QiW regulations

Version 1.4 © OCR 2023

AS Level in Chemistry A 55
 Version 1.4 © OCR 2023
56 112936/11 AS Level in Chemistry A
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