Support Materials

AS/A Level Chemistry B (Salters)

GCE Chemistry B (Salters) H035/H435:

Practical Skills Handbook

Version 1.5
© OCR 2013
AS/A Level GCE

Practical Skills Handbook

GCE Chemistry B (Salters)

OCR Advanced Subsidiary GCE in Chemistry H035
OCR Advanced GCE in Chemistry H435

This Practical Skills Handbook is designed to accompany the OCR Advanced Subsidiary
GCE and Advanced GCE specifications in Chemistry B (Salters) for teaching from
September 2008.

OCR will update this document on a regular basis. Please check the OCR website
(www.ocr.org.uk) at the start of the academic year to ensure that you are using the
latest version.

Version 1.5
The only changes made between version 1.1 and 1.2 were the incorporation of updated
screenshots on pp. 11 and 12, the inclusion of an Interchange Help Sheet and the removal of
FAQs for F333, these are available as a separate document.

The only changes made between version 1.2 and 1.3 were the updating of the mark descriptors for
F336 and the addition of a FAQ on page 47.

The only change made between version 1.3 and 1.4 was the deletion of duplicate information from
Section 5.

The only change since version 1.4 is an update to the Health and Safety information in Section 8.
No other changes have been made.

© OCR 2013
Contents

1 Introduction 4

2 The Assessment model 5

Summary of the model 5

3 AS Unit F333 Chemistry in Practice 6

Downloading Practical Skills tasks 10
Administration and regulations 13
Marking advice for teachers 17

4 Interchange Help Sheet 18

5 A2 Unit F336 Chemistry Individual Investigation 22

6 FAQs for A2 Unit F336 43

7 Resources 45
General resources 45

8 Health & Safety 46

© OCR 2013 3
GCE Chemistry B (Salters)
1 Introduction

The new structure of assessment at Advanced level has been introduced for teaching from
September 2008. This Practical Skills Handbook has been written to assist teachers in
preparing candidates for and assessing candidates’ practical skills. The Handbook should be
read in conjunction with the specification itself. The specification is the document on which
assessment is based and this Handbook is intended to elaborate on the content of the
specification to clarify how skills are assessed and what practical experience is necessary to
support an assessment.
In keeping with its innovative approach to teaching and learning, Chemistry B (Salters) has
developed a scheme for the assessment of candidates’ practical skills which emphasises the
coherent progression from separate practical skills in AS to their application in the context of a
whole investigation at A2. At AS level, practical skills are assessed in the context of separate
practical exercises and by assessment of the candidate’s overall practical performance
throughout the AS year. At A2 level, candidates are assessed in the context of a single
Individual Investigation in which each candidate pursues his or her own assignment.
While this Handbook is concerned with the assessment of coursework, it cannot be emphasised
too strongly that before candidates are assessed on their experimental and investigative skills,
these skills must be taught and candidates must have opportunities to practise and to develop
their abilities.
The skills are assessed in Unit F333 at AS and in Unit F336 at A2.
Unit F336, Chemistry Individual Investigation, also contains synoptic assessment.

Synoptic assessment involves the explicit drawing together of knowledge, understanding and
skills learned in different parts of the Advanced GCE course. The emphasis of synoptic
assessment is to encourage the development of the understanding of the subject as a
discipline.

Synoptic assessment requires candidates to make and use connections within and between
different areas of Chemistry at AS and A2 by:

 applying knowledge and understanding of more than one area to a particular situation or
context;

 using knowledge and understanding of principles and concepts in planning experimental

and investigative work and in the analysis and evaluation of data;

 bringing together scientific knowledge and understanding from different areas of the
subject and applying them.

4 © OCR 2013
GCE Chemistry B (Salters)
2 The Assessment model

Summary of the model

AS Unit F333: Chemistry in Practice

20% of the total AS GCE marks; 10% of the total Advanced GCE marks.

60 marks

Five skills are assessed by the teacher. One skill requires the wide-ranging assessment of the
candidate’s ability to work competently in a range of different practical contexts. The other skills
are focused on practical tasks set by OCR, completed by the candidates under controlled
conditions and marked by teachers (and moderated by OCR) against mark schemes set by
OCR.

A2 Unit F336: Chemistry Individual Investigation

15% of the total Advanced GCE marks.

45 marks

Candidates work on a chemical investigation of their choice. The reports will be marked and
authenticated by the teacher and moderated by OCR.

© OCR 2013 5
GCE Chemistry B (Salters)
3 AS Unit F333 Chemistry in Practice
Introduction

This unit assesses candidates’ practical skills. Candidates should acquire, practice and develop
their skills by undertaking activities which are an integral part of the Chemistry B (Salters)
course. Centres may assess candidates at any time after they have acquired the skills required
for a particular assessment task. This may often be as a normal part of the Salters course.

Candidates are assessed in five skill areas. Teachers assess the ability of candidates to:

 Skill I (Competence) – carry out practical work competently and safely using a range of
techniques;

 Skill II (Measurement) – carry out quantitative experiments accurately and make and
record reliable and valid measurements with appropriate accuracy and precision;

 Skill III (Analysis and evaluation) – apply chemical knowledge and processes to
unfamiliar situations to analyse and evaluate their own quantitative experiments;

 Skill IV (Observation) – make and record valid qualitative observations with appropriate
accuracy and detail;

 Skill V (Interpretation) – recognise, recall and show understanding of chemical

knowledge to interpret and explain their own qualitative experiments, with due regard to
spelling, punctuation and grammar and correct use of technical terms.

Skill I is assessed over a period of time using a minimum of six different practical activities.
Its assessment is designed to recognise a candidate’s overall practical ability without being
onerous either to the candidates or to the teacher.

Skills II, III, IV and V may be assessed in separate tasks or they may be assessed together in
two linked tasks as follows: Skills II and III; Skills IV and V. These tasks are provided by OCR
via the Interchange website.

Candidates carry out all of their assessed tasks under direct teacher supervision.

Each task is internally assessed using a mark scheme provided by OCR via the Interchange
website.

Candidates may attempt more than one task from each skill area (II–V) with the best mark
from each skill area being used to make up the overall mark. A candidate is only
permitted one attempt at each task.

For each candidate, centres supply OCR with a single mark out of 60.

(Activity sheets from the course material should not be used for assessment.)

6 © OCR 2013
GCE Chemistry B (Salters)
Skill I

Candidates carry out a range of practical work over time as a normal and integral part of their
study of Chemistry. Opportunities for candidates to meet these requirements are provided
several times in the activities devised to accompany the Chemistry B (Salters) course as
illustrated by the references to activities in Salters modules below. The practical activities must
provide opportunities for the candidate to:

 carry out a titration (e.g. EL1.2, ES4.1, ES5.1, A3.2);

 make thermochemical measurements (e.g. DF2.1, DF2.2);
 carry out qualitative experiments using test-tubes (e.g. EL4.1, ES2.2, ES4.4, ES6.2,
A9.1, PR2.1);
 carry out an experiment involving ICT (e.g. EL1.3, DF2.2, ES4.4, A6.2);
 prepare an organic compound (e.g. DF4.4, ES6.3, PR4.3);
 collaborate with other students in solving a problem (e.g. ES4.1, A3.3).

Teachers should assess the ability of candidates to carry out practical work competently and
safely by direct observation and by matching achievement against the following descriptors:

Marks Descriptors

1 Works safely some of the time.

Demonstrates competent manipulative skills only in basic practical procedures (e.g.
heating, transferring solids and liquids) and does not resolve problems without help.
Demonstrates a haphazard and disorganised approach to practical work, takes little
care when making measurements or observations and pays little attention to detail.

3 Works safely for much of the time.

Demonstrates competent manipulative skills in some of the more demanding practical
procedures (e.g. weighing, use of pipette or burette) and resolves some minor problems
without help.
Demonstrates a reasonable degree of organisation in approach to practical work and
makes many measurements and observations carefully and pays attention to some of
the detail.

4 Works safely most of the time.

Demonstrates competent manipulative skills in most of the more demanding practical
procedures (e.g. weighing, use of pipette or burette) and resolves most minor problems
without help.
Demonstrates a good degree of organisation in approach to practical work and makes
most measurements and observations carefully and pays attention to much of the
detail.

6 Works safely all of the time.

Demonstrates well developed manipulative skills in all practical procedures and
resolves most problems without help.
Demonstrates a highly organised approach to practical work and makes all
measurements and observations with great care and attention to detail.

© OCR 2013 7
GCE Chemistry B (Salters)
The descriptors should be applied in a ‘best fit’ manner to choose a mark between 0 and 6
which best describes the work of the candidate over the whole range of practical activities
and takes account, if appropriate, of a higher level of achievement in some of the characteristics
within the descriptors and a lower level of achievement in other characteristics. A mark of 0
should be awarded if the descriptors are not met in any way.

It is expected that there will be a broad match between the mark awarded for skill I and the
evidence available from the assessment of skills II and IV and Moderators will check for this
match.

Teachers should record notes about candidates’ achievement over time on a competence
record card. Teachers should use this document to note features of candidates’ performance
which will help them award an appropriate overall mark at the end of the year. It is not expected
that a separate mark will be awarded for each separate experiment. There is also no
requirement for teachers to comment on all candidates for a particular experiment or all
experiments for a particular candidate. The competence record cards should be included with
the sample of candidates’ work sent for external moderation. No other evidence is required for
this skill area.

Skills II–V

The assessment of skills II, III, IV and V is made using OCR set Tasks and specific mark
schemes provided by OCR (via the Interchange website). These Tasks must be carried out
individually under controlled conditions supervised by the teacher.

Each year there will be available via the OCR Interchange site:
 Three tasks which can be used to assess skills II with three linked tasks to assess skill
III;
 Three tasks which can be used to assess skills IV with three linked tasks to assess skill
V.

Skills II and III may be assessed using a pair of linked tasks in which the candidate makes,
records, analyses and evaluates quantitative measurements.

In assessing skill III, candidates will be provided with the data from OCR rather than using data
they have recorded themselves in the assessment of skill II. This is to avoid penalising
candidates who may have recorded an incomplete or inaccurate set of data.

Alternatively, the task for skill II may be done without proceeding to the skill III task, or the task
for skill III may be done without previously having done the skill II task.

Skills IV and V may be assessed using a pair of linked tasks in which the candidate makes,
records, interprets and explains qualitative observations. In assessing skill V, candidates will be
provided with the data from OCR rather than using data they have recorded themselves in the
assessment of skill IV. This is to avoid penalising candidates who may have recorded an
incomplete or inaccurate set of data.

Alternatively, the task for skill IV may be done without proceeding to the skill III task, or the task
for skill V may be done without previously having done the skill IV task.

A specific mark scheme is provided for each task by OCR (via the Interchange website) for use
by the teacher. This enables a mark out of 12 to be awarded for each Task.

Where a skill is assessed on more than one occasion, only the best mark should be reported. A
candidate may take a particular assessment task only once.

8 © OCR 2013
GCE Chemistry B (Salters)
Summary of marks submitted to OCR

 Skill I – Competence /12

 Skill II – Measurement /12

 Skill III – Analysis and evaluation /12 Total/60 OCR

 Skill IV – Observation /12

 Skill V – Interpretation /12

© OCR 2013 9
GCE Chemistry B (Salters)
Downloading Practical Skills tasks

For skills II, III, IV and V, tasks, mark schemes, and Instructions for Teachers and Technicians
are provided to centres as separate PDF files (combined into one zip file) via OCR’s secure
website, Interchange (https://interchange.ocr.org.uk ).

(PDF files require the use of adobe acrobat reader. Free copies of acrobat reader are
available from http://www.adobe.com/uk/products/acrobat; If you use Windows 95, 98,
ME, or NT, a zip program such as WinZip or PKZip can be used to extract the files.
Windows XP has a built-in zip extractor.)

Copies of the Chemistry B (Salters) Data Sheet, the Practical Skills Handbook and coursework
forms are also available via Interchange and via OCR’s public website (www.ocr.org.uk ).

How to use OCR Interchange

OCR Interchange is a secure extranet enabling registered users to administer qualifications on-
line. Your Examinations Officer is probably using OCR Interchange to administer qualifications
already. If this is not the case, then your centre will need to register.

Your Examinations Officer will be able to:

 download the relevant documents for you by adding the role of ‘Science Coordinator’ to
their other roles or
 make you a New User (Science Coordinator role) so that you can access the GCE
Chemistry B (Salters) pages and download documents when you need them.

The website address for Interchange is:

https://interchange.ocr.org.uk

The teacher who has downloaded these materials is responsible for ensuring that any pages
labelled confidential are stored securely so that candidates do not have the opportunity to
access them.

Distribution of the Practical Skills tasks is limited to those candidates who are currently
undertaking that Task. Task sheets should be photocopied and issued to candidates at the start
of the Task. They must be counted out and in; numbering the documents may help to keep
track of them.

All unused Tasks and candidates’ scripts must be collected after the assessment and stored
securely or destroyed.

Candidates must not take Tasks out of the room where assessments are taking place.

Under no circumstances can candidates be allowed to see the mark schemes.

10 © OCR 2013
GCE Chemistry B (Salters)
Science Materials pages are arranged according to qualification level and subject (see below).

Qualification
level

General GCE
information

Subject
(click to view)

The user simply clicks on the relevant link to access the relevant subject material. Any important
notices are shown at the top of the page along with useful supporting materials (e.g. the
specification, the Practical Skills Handbook, forms) and a ‘Getting started’ file (which includes
an Abstract and title for each assessment task for the current assessment year). Tasks are
arranged according to level and type (Skills II and III, Skills IV and V, see below). Hovering the
mouse pointer over a Task or document link generates a summary of the file.

Simply clicking on the Task link allows you to download the zipped material to your desktop.
The zip file contains everything you need to complete the task (instructions, task and mark
scheme). All files have a unique name so there is no danger of overwriting material on your
computer.

© OCR 2013 11
GCE Chemistry B (Salters)
Important notices
appear in a box here Supporting materials for download, e.g.
forms, specification, Practical Skills
Handbook, Getting Started file,
Advance Notice article (when available)
Additional information
regarding registering for
e-mail updates

Document summary
(activated by hovering
the mouse pointer over
a link)

Zipped Tasks
for download

E-mail updates

To be notified by e-mail when changes are made to the GCE Chemistry B (Salters) page on
Interchange please e-mail [email protected] including your centre number, a
contact name and the subject line GCE Chemistry B (Salters). It is strongly recommended that
all centres register for e-mail updates.

12 © OCR 2013
GCE Chemistry B (Salters)
Registering for Interchange

If your Examinations Officer is not already a registered user of Interchange then he/she will
need to register before the Chemistry B (Salters) tasks can be downloaded.

This is a straightforward process:

 Go to the website – https://interchange.ocr.org.uk
 The first page has a New User section
 Click on Sign Up to access the OCR Interchange Agreement Form 1
 Download this document and fill in your details
 Return form by post to OCR Customer Contact Centre, Westwood Way, Coventry, CV4
8JQ or fax the form back to 024 76 851633
 OCR will then contact the Head of Centre with the details needed for the Examinations
Officer to access OCR Interchange

Administration and regulations

Availability of Tasks
Mark schemes, Tasks and Instructions for Teachers and Technicians will be available until 15
May in each year. Tasks for the following year will be available from early June.
It is intended that Tasks should form part of the normal teaching programme and so may be
taken by candidates at any time during the year. Where possible, a Task should be
administered immediately after the knowledge, understanding and skills required for the Task
have been taught.

Unit Task First Tasks on Coursework

Interchange by submission date

F333 Skill II (×3) June 2008 15 May each year from

Skill III (×3) 2009
Skill IV (×3)
Skill V (×3)

Security
It is the responsibility of the centre to ensure that downloaded Tasks, mark schemes,
instructions (including any copies made of these documents), and candidates’ scripts
are stored securely. Any breach in security must be reported to OCR as soon as possible
by submitting a written report (a blank report form is available on Interchange) from the
Head of Centre to the Subject Officer detailing the circumstances, the candidates
concerned and any action taken.

The instructions for each assessed Task contain information to allow teachers to check the
availability of the necessary apparatus and chemicals and for any solutions to be prepared in
advance.

Tasks, mark schemes and Instructions can be downloaded at any time as long as they are kept
secure. The instructions summarise the information that may be given to candidates regarding
assessed Tasks; no other information must be given either directly or indirectly to candidates
relating to the content of the Tasks or the marking.

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GCE Chemistry B (Salters)
Candidates’ scripts for all completed Tasks must be stored securely and they should be
available for moderation. Centres should retain Tasks securely until such time as they are clear
that candidates will not wish to re-submit work to OCR in future sessions. At this point the work
should be securely destroyed.

How to use the Tasks

There are at least three Tasks available for each skill area (II–V). These may be used in a
variety of ways. For example, candidates may complete all three of the skill II Tasks and the
teacher can then submit the best mark. Alternatively, the teacher may use the first skill II Task
for formative assessment, the second for submission of marks and keep the third in reserve in
case a particular candidate does not perform well on the second Task.

A candidate is not permitted to have more than one attempt at a single Task, or to re-write or
change a Task once it has been submitted to the teacher for marking.

The experiments
The experiments used in the Tasks have been trialled. The Instructions provided should ensure
that the candidates are able to collect appropriate data in the time available. However, it is vital
that the teacher trials the Tasks before they are attempted by the candidates to ensure that:

 appropriate materials and equipment are available;

 the experiment works and generates the expected data.

On some occasions it may be necessary to provide a data set against which candidates’ results
can be compared. In such cases this requirement will be stated in the Instructions for Teachers
and Technicians.

Teachers may make appropriate changes to the materials and apparatus listed in the
Instructions where these make provision easier/cheaper and they have no impact on the
outcome, or demand, of the experiment. Other changes can be made to, for example,
volumes/concentrations/amounts in order to make the experiment work as intended and to
ensure that candidates are able to make appropriate observations/measurements. All such
changes may be made without OCR’s approval, but details must be retained and made
available to the Moderator when work is submitted.

Details of changes made must be notified to OCR by e-mail to [email protected]

Remember to include the centre number on all e-mails.

We will acknowledge all e-mails but will only respond in detail where there are concerns over
suggested modifications. OCR may update the materials on the Interchange website where this
is appropriate. If there are any issues with any of the experiments that cannot be satisfactorily
resolved by the centre, details should be provided to OCR using the same e-mail address.

Centres with more than one teaching group

It is recognised that some centres are likely to have more than one group with lessons
timetabled at different times. In these circumstances, centres are asked to ensure that a
particular Task is carried out by all the groups in as short a period as possible.

14 © OCR 2013
GCE Chemistry B (Salters)
Absence at the time of an assessment
If a candidate is absent from a centre when an assessment is carried out, the Task may be set
at an alternative time provided that the centre is satisfied that security has been maintained by
keeping all materials secure.

Candidates with access arrangements

Candidates who are eligible for access arrangements and need additional time for the Skills III
and V may be given up to 25% extra time and their name should be recorded on the
Interchange Access Arrangements site. Where other access arrangements are required,
applications should be made to OCR at the beginning of the course using the standard forms
and procedures in the Joint Council regulations and guidance document. However, it should be
remembered that these Tasks are intended to assess practical skills. Credit is given to those
skills which the candidate has performed independently. The Disability Discrimination Act lays
no duty on awarding bodies to make reasonable adjustments with respect to the application of a
competence standard or, in this case, the assessment objective being tested.

Alternative apparatus for candidates eligible for access arrangements

Advice about specialist equipment that may be suitable for candidates eligible for access
arrangements (e.g. talking thermometers, talking scales, notched syringes) can be obtained
from the RNIB (www.rnib.org.uk ) and other specialist disability organisations. Before using
such equipment for an assessed task the awarding body should be contacted to ensure that it
does not interfere with the competence standards being assessed.

Unexpected circumstances
If an unexpected problem (such as a fire alarm or other circumstance beyond the teacher’s
control) occurs while an assessed practical Task is taking place, the Task may be resumed
subsequently provided the teacher ensures that no candidate is likely to have been advantaged
or disadvantaged by doing so.

Support allowed for candidates

All practical Tasks will be accompanied by appropriate instructions. Teachers may provide
additional safety instructions (including written advice) if this is felt to be necessary.

Candidates will not be permitted to refer to their class notes or to books during the Task
except where specifically indicated on the Task cover sheet and Instructions. Use of the
Chemistry B (Salters) Data Sheet (available from Interchange and www.ocr.org.uk ) is
allowed.

If it becomes necessary for a teacher to provide a candidate with assistance during the course
of a practical Task, the work may still be marked alongside the work of other candidates but the
Task sheet must be annotated to indicate the assistance given. The teacher should use their
professional judgement to award marks appropriately.

© OCR 2013 15
GCE Chemistry B (Salters)
Supervision
All Tasks must be carried out under the direct supervision of the teacher. However, they are not
practical examinations and there is no requirement for ‘examination conditions’ to be imposed.
Candidates may need to interact as they collect materials or use particular pieces of apparatus,
but the teacher should set up the Tasks so that this interaction is kept to a minimum. The
teacher must ensure that candidates do not copy from, or assist, each other so that s/he can
with confidence authenticate the work of each candidate.

Group work
Candidates must work individually to collect their own data. However, where a Task requires the
collection of a large data set, instructions may include the pooling of data from a number of
candidates and each candidate will then work with the same large data set. It will always be
expected that each candidate contributes his/her data to the pool. In some cases candidates
may need to share equipment or apparatus and the centre must make arrangements for this to
take place without disadvantaging any candidates.

Time allowed for Tasks

Skill II and IV Tasks are not time restricted: most have been designed to be conducted in a
single practical session lasting about an hour. However, there may be a number of
circumstances in which it is not possible to complete the work in the time available; for example,
there may be difficulties with the experiment, a fire alarm or a shortage of equipment. In such
cases, candidates’ work should be collected in and issued to them again at the start of the next
lesson. They must not take the work away with them or complete it without supervision.

Skill III and V Tasks should be completed within 1 hour.

Submission date for work

Candidates’ marks must be despatched to the Moderator and to OCR to arrive by 15 May in the
year of the examination.

The following forms (available both from Interchange and www.ocr.org.uk ) must be included
with the submitted marks:

 For Skill I (Competence) – A competence record card to describe the activities on which
the mark for Skill I is based and to record marks in this skill area. The mark awarded out
of six is multiplied by two to give a mark out of twelve;

 Centre authentication sheet (CCS160);

 Details of any changes made to the experiments. (Changes can be marked up on a

blank copy of the Task or Instruction sheet). Please attach a copy of any
correspondence with OCR;

The Moderator will ask for a sample of work. If there are ten or fewer candidates at the centre,
all work submitted for skills II, III, IV and V should be sent to the Moderator to arrive by 15 May.

16 © OCR 2013
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Internal standardisation
A centre must set up an internal standardisation procedure to ensure that all teachers at the
centre are applying the mark schemes in the same way. This procedure could include double
marking of a sample of candidates, or the remarking of work by a senior member of staff.

Coursework consultancy
OCR offers a coursework consultancy service whereby centres can send up to four photocopies
of marked work to OCR for commentary by a senior Moderator. If a centre wishes to make use
of this service, work should be submitted to OCR no less than 8 weeks before the coursework
submission date (15 May). The coursework enquiry forms are available at www.ocr.org.uk and
on Interchange.

Repeating Tasks
Candidates can only attempt a Task once. However, if they score poorly on a Task they may
take another Task for that skill.

Marking advice for teachers

The marking schemes provided to centres have been made as explicit and as easy to apply as
possible. Teachers should note that the mark schemes are not hierarchical. A measure of
professional judgement may sometimes be necessary.

Once the work has been collected in, it must be marked by the teacher as it stands. Under no
circumstances can a candidate be allowed to change or elaborate on an answer.

Teachers are reminded that it is possible for a candidate to be assessed on another occasion
using a different Task and that the best mark achieved for each skill area should be submitted.
It is appropriate for the teacher to provide feedback to explain how the work could have been
improved although details of the mark scheme must not be directly communicated to the
candidate.

Tasks should be marked clearly, in red ink, and in accordance with the Task-specific mark
scheme. Annotation can help the Moderator and staff in the centre who are checking the
marking as part of internal standardisation.

Useful annotations consist of:

 ticks and crosses against responses to show where marks have been earned or not
earned;
 specific words or phrases to confirm why a mark has been earned or indicate why a
mark has not been earned (e.g. indicate an omission).

Where a candidate has given an answer not covered by the mark scheme, the teacher should
use his/her professional judgement to decide whether the answer is worthy of credit. If it is, then
the script should be annotated accordingly and the mark(s) awarded.

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4 Interchange Help Sheet
Questions and answers

Where can I get the Practical Skills Assessment Tasks?

The live Tasks must be downloaded from Interchange, OCR’s secure web portal. Printed copies
will not be sent to Centres. Do not confuse the live assessment Tasks on Interchange with the
Specimen Assessment Materials (SAMs) on the public OCR website – the SAMs must not be
used for live assessment.

What is the web address for Interchange?

https://interchange.ocr.org.uk (Note: do not add ‘www.’ before the word ‘interchange’.)

How do I obtain a username and password to log in to Interchange?

If your Centre is not already registered to use Interchange, your Examinations Officer will need
to follow the information about how to register given in the Appendices of the GCE
specifications and in the subject specific Practical Skills Handbook. Once registered, your
Examinations Officer (or whoever holds the role of 'Centre Administrator') must either set you up
as a new user with the role of 'Science Coordinator' to allow you to download the Tasks, or (less
preferably) assign the role of 'Science Coordinator' to themselves so that they can download the
Tasks and pass them to you.

How does my Examinations Officer set me up as a new user with the role of 'Science
Coordinator'?
Your Examinations Officer (or whoever holds the role of 'Centre Administrator') should follow
these steps in Interchange:

1. Hover the mouse cursor over ‘Admin’ in the left-hand menu, and then select ‘Manage centre
users’ from the pop-up menu that appears. A list of all current users at your Centre will be
loaded.

2. Click the 'Add New User' link (above the list of current users).

3. Enter user details.

4. Select the 'Roles' tab.

5. Select the role of 'Science Co-ordinator' on the left-hand side of the screen.

6. Click the '>' button. The 'Science Co-ordinator' role moves across to the right-hand side of the
screen.

7. Click the 'User' tab.

8. Click 'Add'.

You will receive notification on screen of whether the new user was added successfully or not.
Errors are indicated by a red asterisk (*) and are detailed on screen. Please note that it usually
takes approximately 20 minutes for the new user to be able to access Interchange.

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After logging in to Interchange, where can I find the Tasks?
Hover the mouse cursor over ‘Coursework and tests’ in the left-hand menu, and then select
‘Science co-ordinator materials’ from the pop-up menu that appears. Near the top of the new
page that opens click the ‘GCE AS/A2’ link. Finally, select the appropriate specification name.

I don't have the ‘Coursework and tests’ and/or 'Science co-ordinator materials' options in
the left-hand menu…
You need to be given the role of 'Science Co-ordinator'. Your Examinations Officer (or whoever
holds the role of 'Centre Administrator') must assign the role of 'Science Co-ordinator' to you, as
follows: step 1 above, click on the relevant username, steps 4 – 7 above, then click ‘Update’).

When I click on the specification name nothing happens / I get an error message / I get a
warning about blocked content…
When you click on a subject heading (or click on the 'More detail…' link to the right of the
heading), the rest of the page should slide down to reveal the Tasks and other materials
available to download for the specification you selected. This works using Javascript, so your
browser may alert you to ‘active content’ or ‘blocked content’. Please ensure that you select the
appropriate option to allow all content to run. In Internet Explorer, the alert may appear as a
pale yellow bar at the top of the page; you will need to click on the pale yellow bar and select
‘Allow blocked content’.

Check also that Javascript is enabled in your browser. In Internet Explorer, go to the 'Tools'
menu and select 'Internet Options'; select the 'Advanced' tab on the far right; scroll down the list
of check boxes to the coffee cup icon next to the heading 'Java (Sun)'; ensure that the 'Use
Java for <applet>' check box (or similar) is ticked; click the 'OK' button; close Internet Explorer
and then re-open it and log back in to Interchange. You should only ever have to do this once,
unless you move to a different computer.

How do I download the Task ‘zip’ files?

Click on the Task that you want to download. If you are prompted whether to 'Open' or 'Save'
the file, select 'Save'. You will be prompted for a location to which to save the file - select an
appropriate location on your hard drive or USB stick. It is your responsibility to keep the Tasks
strictly confidential after download, so choose a location that only you have access to.
Remember that Tasks can only be used for assessment in the period stated on the Task cover
(e.g. between 1 June 2009 and 14 May 2010). For future sessions, new Tasks need to be
downloaded from Interchange.

What is a ‘zip’ file? / How to I get the Tasks from the ‘zip’ file?
The ‘zip’ file for each Task is a single file that has several PDF documents compressed inside it,
namely the candidates’ Task sheet, the Instructions for Teachers and Technicians and the Mark
Scheme, together with any additional files pertinent to the Task. You will need to extract the
compressed PDF files before you can use them.

In Windows XP and Windows Vista you can look inside the ‘zip’ file by double-clicking it, or by
right-clicking it and selecting 'Explore'; once inside the ‘zip’, click on the 'File' menu, and then
select 'Extract all'. If you use an older version of Windows (e.g. 95, 98, 2000, ME, or NT) you will
need to download and use third-party ‘zip’ extractor software such as WinZip or PKZip to extract
the files.

Mac OS X version 10.3 (‘Panther’) and later releases have built-in support for ‘zip’ files. If you
are using an older release, or if you experience difficulty extracting the PDF documents from the
‘zip’ file, try downloading and using third-party ‘zip’ extractor software such as StuffIt Expander
to extract the files.

© OCR 2013 19
GCE Chemistry B (Salters)
I get an error message saying that the ‘zip’ file is corrupt…
OCR has tested the files to ensure that they can all be downloaded successfully. If you are
having problems with one of the files you have downloaded, delete the file and download it
again or try downloading it on a different computer. Also check with your IT administrator to
ensure that a virus scanner or firewall on your Centre's network is not disrupting the file.

Some of the Tasks / Mark Schemes are missing…

Tasks for all GCE science specifications will be uploaded from 1st June each year. The
previous year’s Tasks will have been taken down during May, and must not be used for
assessment in the current session. If all of the Tasks are not available the first time you log in,
check back in subsequent weeks for the latest additions, or register for e-mail updates to be
alerted when new Tasks are uploaded (see below). Mark Schemes for all of the Tasks will be
uploaded from 1st September each year.

Do I have to keep logging in to Interchange to check for updates?

No. Just above the Tasks for each specification is a notice about ‘e-mail updates’. To be notified
by e-mail when changes are made to the Task pages, send an e-mail to
[email protected] including your name, Centre number and Centre name, and state
the name of the specification(s) for which you wish to receive updates in the subject line.

Is there a way to see titles/summaries the Tasks without downloading them all?
The document called ‘Getting Started’ in the ‘Support Materials’ box on each specification page
gives titles and summaries for all Tasks that are available for assessment in the current session.
Click the ‘Getting Started’ link to download the document.

20 © OCR 2013
GCE Chemistry B (Salters)
https://interchange.ocr.org.uk
1 (Do not add “www.” before “interchange”!) 2

Hover
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‘Scienceco-ordinator
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5 6
‘Getting
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© OCR 2013 21
GCE Chemistry B (Salters)
5 A2 Unit F336 Chemistry Individual
Investigation
Introduction

This unit is teacher assessed and externally moderated by OCR.

Candidates carry out a single individual investigation. The investigation should be carried out in
laboratories at the centre and be supervised by the teacher.

The topic for the investigation may be taken from any aspect of chemistry. Candidates are
expected to spend about 18 hours in the laboratory carrying out practical work as part of their
investigation, and an appropriate amount of time both before and after this period preparing for
and using the results of their investigation.

Candidates are assessed in eight skill areas (A–H). Teachers assess the ability of candidates to:

 Skill Area A (Chemical ideas) – apply scientific knowledge and processes to unfamiliar
situations (6 marks);

 Skill Area B (Methods) – select and describe appropriate qualitative and quantitative
methods (6 marks);

 Skill Area C (Communication) – select, organise and communicate relevant information

with due regard to spelling, punctuation and grammar and the accurate use of specialist
vocabulary (5 marks);

 Skill Area D (Observations and measurements) – make, record and communicate

reliable and valid observations and measurements with appropriate precision and accuracy
(6 marks);

 Skill Area E (Analysis and interpretation) – analyse and interpret the results of
investigative activities (6 marks);

 Skill Area F (Evaluation) – explain and evaluate the methodology and results of
investigative activities (6 marks);

 Skill Area G (Manipulation) – demonstrate safe and skilful practical techniques and
processes (5 marks);

 Skill Area H (Demand) – develop and apply familiar and new chemical knowledge and
processes in demanding situations (5 marks).

The marks for the eight skill areas are added together to provide a mark out of 45 for this unit
which is submitted to OCR.

Authentication and marking of candidates’ work

Candidates must complete and hand in their investigation report in three separate sections.
Teachers must verify that, to the best of their knowledge, each section is the work of the
candidate concerned.

22 © OCR 2013
GCE Chemistry B (Salters)
Section 1 of the investigation report (teacher marks skills A–C)

Candidates must complete and hand in a first draft of section 1 of their investigation report before
they begin any practical work. This draft should be authenticated by the teacher and returned
to the candidate so that it can be revisited and modified as the investigation proceeds.

The final draft of this section should be taken in by the teacher for final marking as soon as
practical work has been completed. In this section candidates should:

 identify and describe the aims of the investigation;

 describe the chemical knowledge which they have researched in order to help them devise
their plan;
 describe the equipment, materials and experimental procedures they use to achieve the
investigation aims;
 include a risk assessment;
 include a list of references to sources they have consulted to help them devise their plan.

In all of these, candidates should be careful to use technical terms correctly and pay careful
attention to spelling, punctuation and grammar.

Award of marks

Teachers award marks using generic criteria in three skill areas (A, B and C). In each area the
marks are awarded by applying a ‘best fit’ approach to match the candidate’s work against criteria.

Section 2 of the investigation report (teacher marks skill D)

Candidates must complete and hand in section 2 of their investigation report as soon as they have
completed their practical work. This section should be authenticated by the teacher.

Candidates are expected to retain a copy of this section to allow them to interpret and evaluate the
results of their investigation. In this section candidates should:

 Record the observations and measurements made during the investigation, taking care that
there are a sufficient number of good quality measurements and/or observations that are
presented clearly.

Teachers award marks using generic criteria in one skill area (D). In this area the marks are
awarded by applying a ‘best fit’ approach to match the candidates’ work against criteria.

Section 3 of the investigation report (teacher marks skills E and F)

Candidates must complete and hand in section 3 of their investigation report after they have been
given time to analyse, interpret and evaluate their investigation. This section should be
authenticated by the teacher. In this section candidates should:

 describe the outcomes of their investigation;

 draw together observations and/or manipulate raw data using calculations and graphs;
 interpret observations and measurements;
 draw conclusions from raw and/or manipulated data and observations using underlying
chemical knowledge;

© OCR 2013 23
GCE Chemistry B (Salters)
 comment on the limitations of practical procedures;
 calculate, where appropriate, the experimental uncertainty associated with measurements;
 evaluate the choices of equipment, materials and practical procedures used in the
investigation.

Teachers award marks using generic criteria in two skill areas (E and F). In each skill area the
marks are awarded by applying a ‘best fit’ approach to match the candidates’ work against the
criteria.

Additional skill areas (G and H)

In addition to the six skill areas described above, teachers award marks in two further skill areas (G
and H) using generic criteria. In both skill areas, marks are awarded by applying a ‘best fit’
approach to match the candidates’ work against the criteria.

Marks for these two skill areas must be awarded soon after the completion of practical work. The
practical work undertaken by the candidate must be supervised by the teacher who will assess skill
area G. In addition, teachers must keep a record as a working document of their observation of the
candidates’ ability to carry out practical work safely and skillfully.

The teacher will assess the ability of the candidate to:

 work safely;
 manipulate equipment and materials;
 make observations and take measurements in an organised way.

In skill area H teachers assess the demand of the investigation undertaken by the candidate.

Teachers take account of the demand arising from the candidate:

 using unfamiliar equipment and chemical ideas;

 using experimental procedures in unfamiliar situations;
 using chemical ideas in unfamiliar situations;
 devising innovative experimental procedures;
 solving emerging problems.

‘Best fit’ mark schemes

For each skill shown in the tables that follow, the descriptors should be applied in a ‘best fit’
manner to choose a mark between 1 and 5 or 6 (depending on the skill) which best describes the
work of the candidate and takes account, if appropriate, of a higher level of achievement in some
of the characteristics within the descriptors and a lower level of achievement in other
characteristics. This should be achieved by selecting the descriptors at each level which provide
the best match with different aspects of the candidates’ work. A mark of 0 should be awarded if the
descriptors are not met in any way.

Moderation of candidates’ work

Where candidates are assessed by different teachers in a centre, a system of internal moderation
must be devised and used to ensure that exactly the same standards are used in the award of
marks for all candidates. A recommended method would involve all teachers in the centre marking
the work of a selection of candidates at the start of the moderation process to establish the
standards to be applied to the work of all candidates. The work of candidates will also be subject to
external moderation by OCR. Teachers must supply the following documentation for external
moderation purposes:

24 © OCR 2013
GCE Chemistry B (Salters)
 a completed F336 mark sheet showing the marks awarded in each skill area for each
candidate;
 a working document used by teachers to help award an appropriate mark in skill area G;
 sections 1, 2 and 3 of the candidates’ final investigation report on which the award of marks
is based for those candidates in the moderation sample;
 centre authentication sheet (CCS160).

The Moderator will ask for a sample of work. If there are ten or fewer candidates at the centre, all
work submitted should be sent to the Moderator to arrive by 15 May.

© OCR 2013 25
GCE Chemistry B (Salters)
Detailed mark schemes

Marks Descriptors for Skill A Descriptors for Skill B

(Chemical ideas) (Methods)
(6 marks) (6 marks)
Apply chemical knowledge and processes to Select and describe appropriate qualitative and quantitative
unfamiliar situations. methods.
(range, depth, accuracy) (aims, choices, descriptions)
1 Describes a small range of basic chemical Identifies and defines the aims of the investigation in a vague
knowledge in support of the investigation. or unclear manner.
Describes chemical knowledge superficially Selects equipment and materials and devises experimental
and includes few details. procedures that are sometimes inappropriate to achieve the
Makes errors in using chemical knowledge aims of the investigation.
and describes chemical knowledge which is Describes in limited detail the experimental procedures used.
not relevant to the actual investigation
undertaken.

3 Describes a wide range of chemical Identifies and defines the aims of the investigation in a
knowledge in support of the investigation. generally precise and clear manner.
Describes chemical knowledge in some Selects equipment and materials and devises experimental
depth and includes many details. procedures that are generally appropriate to achieve the aims
Makes a few errors when describing of the investigation.
chemical knowledge and describes chemical Describes, including most appropriate detail, experimental
knowledge which is generally relevant to the procedures used.
actual investigation undertaken.

6 Describes a comprehensive range of Identifies and defines the aims of the investigation in a very
chemical knowledge in support of the precise and clear manner.
investigation. Selects equipment and materials and devises experimental
Describes chemical knowledge in great depth procedures that are fully appropriate to achieve the aims of
and includes all appropriate details. the investigation.
Describes chemical knowledge without errors Describes in fine detail the experimental procedures used.
and describes chemical knowledge which is
fully relevant to the actual investigation
undertaken.
Intermediate marks should be awarded to provide the best match between a candidate’s performance and the
descriptors.

26 © OCR 2013
GCE Chemistry B (Salters)
Marks Descriptors for Skill D Descriptors for Skill E Descriptors for Skill F
(Observation and measurements) (Analysis and interpretation) (Evaluation)
(6 marks) (6 marks) (6 marks)
Make, record and communicate reliable and Analyse and interpret the results of investigative activities.
Explain and evaluate the methodology and results of investigative
valid observations and measurements with (outcomes, calculations, graphs, interpretation of activities.
appropriate precision and accuracy. observations, conclusions) (limitations of procedures, reliability and validity of observations,
(results: number, range, quality, clarity) uncertainty associated with measurements, equipment and
procedure choice)
1 Records significantly fewer observations Describes the outcomes of the investigation in basic terms Comments briefly and in simple terms on the limitations of
and/or measurements than are appropriate only. practical procedures.
for the particular investigation undertaken Makes little effective use of observations to support Comments briefly and in simple terms on the reliability and
and records a limited range of observations conclusions and/or makes little progress in calculations or validity of observations and/or includes calculations of the
and/or measurements. draws poor quality or inappropriate graphs from uncertainty associated with measurements that are of limited
Records observations that are vague, lack measurements. range or inaccurate.
detail or are inappropriate and/or Makes little use of underlying chemical knowledge to Comments briefly in descriptive rather than evaluative terms on
measurements that are imprecise, of poor interpret observations and/or measurements and draws the choices made of materials, equipment and practical
quality or lack appropriate units. basic or superficial conclusions from recorded procedures used in the investigation.
Records observations and/or measurements observations and/or measurements.
in a haphazard, unclear or disorganised
format which make it difficult to understand
them.
3 Records most appropriate observations Describes the outcomes of the investigation in reasonable Comments on some of the key limitations of practical procedures.
and/or measurements for the particular detail. Comments in reasonable detail on the reliability and validity of
investigation undertaken, and records a Makes reasonably effective use of observations to support observations and/or includes calculations of the uncertainty
wider range of observations and/or conclusions and/or generally uses calculations effectively associated with measurements that include a range of different
measurements. and draws graphs from measurements which are types and are generally accurate.
Records observations that are often precise, generally of good quality and appropriate. Evaluates in reasonable detail the choices made of materials,
detailed and appropriate and/or Makes quite good use of underlying chemical knowledge equipment and practical procedures used in the investigation.
measurements that are generally precise, of to interpret observations and/or measurements and draws
good quality and include appropriate units. conclusions from recorded observations and/or
Records observations and/or measurements measurements which are in some detail and depth.
in a generally clear and organised format
which make it possible to understand them
with little difficulty.

© OCR 2013 27
GCE Chemistry B (Salters)
Marks Descriptors for Skill D Descriptors for Skill E Descriptors for Skill F
(Observation and measurements) (Analysis and interpretation) (Evaluation)
(6 marks) (6 marks) (6 marks)
Make, record and communicate reliable and Analyse and interpret the results of investigative activities. Explain and evaluate the methodology and results of investigative
valid observations and measurements with (outcomes, calculations, graphs, interpretation of activities.
appropriate precision and accuracy. observations, conclusions) (limitations of procedures, reliability and validity of observations,
(results: number, range, quality, clarity) uncertainty associated with measurements, equipment and
procedure choice)
6 Records all appropriate observations and/or Describes the outcomes of the investigation in full detail. Comments on all of the expected limitations of practical
measurements for the particular investigation Makes very effective use of observations to support procedures.
undertaken and records a wide range of conclusions and/or uses calculations effectively and draws Comments in full detail on the reliability and validity of
observations and/or measurements to graphs from measurements which are all of good quality observations and/or includes accurate calculations of the
investigate the chosen topic effectively. and appropriate. uncertainty associated with all types of measurements recorded.
Records observations that are precise, Makes comprehensive and effective use of underlying Fully evaluates the choices made of materials, equipment and
detailed and appropriate and/or chemical knowledge to interpret observations and/or practical procedures used in the investigation.
measurements that are precise, of good measurements and draws conclusions from recorded
quality and include appropriate units. observations and/or measurements which are in
Records observations and/or measurements considerable detail and depth.
in a clear and organised format which make it
easy to understand them.
Intermediate marks should be awarded to provide the best match between a candidate’s performance and the descriptors.

28 © OCR 2013
GCE Chemistry B (Salters)
Marks Descriptors for Skill C Descriptors for Skill G Descriptors for Skill H
(Communication) (Manipulation) (Demand)
(5 marks) (5 marks) (5 marks)
Select, organise and communicate relevant Demonstrates safe and skilful techniques and processes. Develop and apply familiar and new chemical knowledge and
information. (safety, manipulative skills, organisation) processes in demanding situations.
(risk assessment, references, clarity, (procedures, chemical ideas, innovation/creativity)
vocabulary, QWC)
1 Includes a risk assessment which covers Does not demonstrate appropriate safety procedures. The level of demand in the investigation is low because:
only some of the hazards, contains much Demonstrates competent manipulative skills in basic Experimental procedures do not extend much beyond activities
material which is not relevant to the practical procedures only and does not resolve problems undertaken as a normal part of the chemistry course;
investigation undertaken, is superficial and is without help. Chemical ideas are used in a simple and superficial manner;
inaccurate. Approach to practical work is haphazard and There is little evidence of innovation or creativity in devising
Includes a list of references which is linked to disorganised, takes little care when making observations experimental procedures and/or, if appropriate, in solving
a narrow range of sources and which lacks and/or measurements and pays little attention to detail. emerging problems.
detail about the sources. Works safely some of the time. The level of demand in the investigation is low because:
Produces an account which is unclear and is Demonstrates competent manipulative skills in basic Experimental procedures cover activities undertaken as a normal
difficult to understand, in which specialist practical procedures and resolves problems with help. part of the chemistry course;
vocabulary is used inappropriately and in Some aspects of the approach to practical work are Chemical ideas which have been met before are used in familiar
which spelling of technical terms is frequently organised, takes some care when making observations situations;
inaccurate. and/or measurements and pays some attention to detail. There is some limited evidence of innovation or creativity in
devising experimental procedures and/or, if appropriate, in
solving emerging problems.
3 Includes a risk assessment which covers Works safely most of the time. The level of demand in the investigation is intermediate because:
most hazards, contains material which is Demonstrates competent manipulative skills in a wide Experimental procedures extend beyond activities undertaken as
generally relevant to the investigation range of practical procedures and resolves minor a normal part of the chemistry course and are used in new
undertaken, is in some detail and is generally problems without help. situations;
accurate. Demonstrates a reasonable degree of organisation in Chemical ideas which have been met before are used in new
Includes a list of references which is linked to approach to practical work, makes most observations situations;
a fairly wide range of sources and which and/or measurements carefully and pays attention to There is some evidence of innovation or creativity in devising
includes some detail about the sources. some of detail most of the time. experimental procedures and/or, if appropriate, in solving
Produces an account which is generally clear emerging problems.
and is generally easy to understand, in which
specialist vocabulary is used appropriately
most of the time, and in which spelling of
technical terms is generally accurate.

© OCR 2013 29
GCE Chemistry B (Salters)
Marks Descriptors for Skill C Descriptors for Skill G Descriptors for Skill H
(Communication) (Manipulation) (Demand)
(5 marks) (5 marks) (5 marks)
Select, organise and communicate relevant Demonstrates safe and skilful techniques and processes. Develop and apply familiar and new chemical knowledge and
information. (safety, manipulative skills, organisation) processes in demanding situations.
(risk assessment, references, clarity, (procedures, chemical ideas, innovation/creativity)
vocabulary, QWC)
5 Includes a risk assessment which covers all Works safely all of the time. The level of demand in the investigation is high because:
hazards, contains material all of which is Demonstrates highly developed manipulative skills in all Experimental procedures used in the investigation have not been
relevant to the investigation undertaken, practical procedures and resolves most problems without previously met or are familiar procedures which are developed
contains full details and is accurate. help. and used in new and unfamiliar situations;
Includes a list of references which is linked to a Demonstrates a highly organised approach to practical Chemical ideas used in the investigation have not been
comprehensive and appropriate range of work, makes all observations and/or measurements with previously met or are familiar ideas which are developed and
sources which includes detail about the sourcesgreat care and pays great attention to detail. used in new and unfamiliar situations;
linked effectively to specific parts of the written There is clear evidence of innovation or creativity in devising
account. experimental procedures and/or, if appropriate, in solving
Produces an account which is very clear and emerging problems.
easy to understand, in which specialist
vocabulary is used appropriately all of the
time and in which spelling of technical terms
is accurate.
Intermediate marks should be awarded to provide the best match between a candidate’s performance and the descriptors.

30 © OCR 2013
GCE Chemistry B (Salters)
Choice of investigation topic

The investigation topic may be taken from any aspect of chemistry. It may be based on an idea
arising out of the Chemistry B (Salters) course or it may be completely unconnected.

Candidates will need considerable help in choosing an appropriate topic which will allow them to
demonstrate their ability in all skill areas when assessed using the marking descriptors. In
particular, investigations should be chosen which:

 involve methods that are known to work effectively;

 provide opportunities for 18 hours of practical work;

 provide opportunities for recording relevant quantitative and/or qualitative data;

 can be carried out at the centre;

 can be carried out safely.

The Chemistry B (Salters) coursework marking descriptors have been devised to allow a wide
variety of types of investigation. Many investigations will produce quantitative data that can be
manipulated via calculations or graphs. Other investigations will produce less quantitative data
and candidates should ensure that they record sufficient precise and detailed observations
which can be used to draw appropriate conclusions to meet the aims of the project.

Ideas for investigations are to be found in a number of different places. These include:

 past copies of Chemistry Review (www.york.ac.uk/depts/chem/chemrev )

 Salters Advanced Chemistry website www.york.ac.uk/org/seg/salters/chemistry

 The School Science Review (Association for Science Education)

One way of ensuring that candidates choose an appropriate investigation is for centres to
provide a bank of suggested investigation titles. These should include sufficient detail so that
candidates are directed towards fruitful research into the background chemical knowledge and
experimental methods that they will need to use. The detail might include a ‘starter sheet’ which
is designed to help the candidate focus on the first stages of their investigation.

© OCR 2013 31
GCE Chemistry B (Salters)
An example of an investigation information sheet is given below.

Title Possible aims Resources Comments

(These suggestions provide some alternative approaches to (These are starter materials
the same topic) which you will need to modify)

Kinetics of the Harcourt–Essen First Find order of reaction with respect to hydrogen peroxide, Starter Page 1 Straightforward practical method. Lots
reaction iodide and acid using a ‘clock’ reaction. Therefore find rate of different approaches.
equation, rate constant and possible mechanism. Chem. Rev., Nov. 1996

Then Find the order of reaction with respect to catalyst.

OR Look at the effect of catalyst on order of reaction of
hydrogen peroxide.
OR Find the activation enthalpy with and without catalyst.

Kinetics of the reaction between First Find order with respect to bromate, bromide and Starter Page 2 Straightforward practical method.
bromide, bromate and hydrogen hydrogen ions using a ‘clock’ reaction. Therefore find rate
ions equation, rate constant and possible mechanism. Chem. Rev., Nov. 1996 Opportunity to explore little developed
areas.
Then Find the activation enthalpy.
OR Look at the effect of ionic strength.
OR Explore the catalytic effect of ethanoate ions.

Kinetics of the reaction between First Find order with respect to iodide and persulfate using a Starter Page 3 Straightforward practical method.
iodide and persulfate ions ‘clock’ reaction. Therefore find rate equation, rate constant and Opportunity for creativity in extending
possible mechanism. Salters Activity EP 6.4 the investigation.
Then Find the activation enthalpy. Chem. Rev., Nov. 1996

OR Look at the effect of ionic strength.

OR Explore the effect of d block ion catalysts.

Kinetics of the reaction between FFirst Use a colorimeter to find the order of reaction with respect Starter Page 4 More demanding practical methods.
propanone and iodine in acid to propanone, iodine and acid. Therefore find rate equation,
solution rate constant and possible mechanism. ILPAC 9, pp. 77–78

Then Use a titration to find the activation enthalpy.

OR Find the equilibrium constant for this reaction.

Enthalpies of solution and First Find hydration enthalpy of anhydrous and hydrated Starter Page 5 Straightforward practical investigation

32 © OCR 2013
GCE Chemistry B (Salters)
hydration enthalpies of salts magnesium sulfate by measuring the temperature change ILPAC 2, builds on AS work on energetics.
using an insulated container. Use a coffee cup method and a
vacuum flask method and choose the most effective. Then pp. 24 – 25, 116–119,

Then Extend to a range of other salts to provide data for

comparison and explanation in terms of the size and charge
on ions.

Kinetics of the reaction between Explore reactions (using a data logger) of magnesium with Starter Page 6 Straightforward practical investigation
magnesium and acids hydrochloric, sulfuric and nitric acid. which can be used to explore unusual
aspects of the topic.
First Find order of reaction with respect to acids. Therefore
find rate equation, rate constant and possible mechanism. Chem. Rev., Jan. 1996

Then Find the activation enthalpy.

OR Explore the effect of added spectator ions.

Kinetics of the catalytic First Compare the effects of amount of catalyst solid catalysts Starter Page 7 Need to be able to use ICT if you use a
decomposition of hydrogen such as manganese(IV) oxide and lead(II) oxide on the rate of data logger. More demanding practical
peroxide reaction by collecting the oxygen evolved in a gas syringe or methods.
using a data logger.
Opportunity to explore little developed
Then Find the activation enthalpies with different catalysts. areas.
OR Compare the catalytic effect of metal hydroxides produced
from sodium hydroxide or ammonia solution.

Analysis and decomposition of First Compare two methods of analysis of bleach such as Starter Page 8 More demanding practical methods.
bleach iodine titration and decomposition using hydrogen peroxide.
School Sci. Rev., 219, Dec. Need to be creative in devising the
Then Choose one method to explore the decomposition of 1997 methods.
bleach due to the effects of light, heat, and metal ion catalysts.
Chem. Rev., Jan. 2007

Purity of aspirin First Compare different methods for analysing a made up Starter Page 9 Lots of different practical work.
mixture of aspirin and salicylic acid such as a titration, and
colorimetry. Salters activity WM6 Opportunity for creativity in extending
the investigation.
Then Make your own samples of aspirin using a traditional School Sci. Rev., 201 Jun.
method and a ‘green’ microwave method and recrystallise 1976
them. Analyse samples. Chem. Rev., Jan. 1997
OR Explore the hydrolysis of aspirin in warm, moist conditions.

© OCR 2013 33
GCE Chemistry B (Salters)
Vitamin C content of green First Compare two methods for finding the vitamin C content Starter Page 10 Quite demanding practical work.
peppers of a solution taken from titrations with DCPIP, iodine and NBS.
Chem. Rev., May 1996 Opportunity for creativity in extending
Then Use one method to explore the effect of different the investigation.
methods of cooking on the vitamin C content of green
peppers.
OR Explore the decomposition of vitamin C due to heat,
oxygen, and metal ions.

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A typical starter page might be:

Chemistry Individual Investigation

Starter Page 9

Purity of aspirin

When you make aspirin (2-ethanoyloxybenzoic acid or acetylsalicylic acid) or when aspirin
hydrolyses it is contaminated by 2-hydroxybenzoic acid (salicylic acid). You can find the purity
of the aspirin by titrating it with sodium hydroxide solution or by using a colorimeter to measure
the intensity of the violet coloured complex formed between salicylic acid and iron(III) chloride
solution.

Your first task is to carry out some preliminary experiments to work out what are suitable
amounts of materials to use in the titration method.

Requirements
Salicylic acid
Acetylsalicylic acid
Sodium hydroxide solution, 0.1 mol dm–3

Getting started

Look at the instructions in the Salters activity ‘What’s in a medicine?’ where you titrate about 0.3
g of aspirin with 0.1 mol dm–3 sodium hydroxide solution using phenolphthalein indicator. This
method only allows you to do one titration at a time. You could make up 100 cm3 of a solution of
aspirin and this would let you use a number of 10 cm3 portions to titrate the same solution. Try
weighing out and dissolving about 1.2 g aspirin in 100 cm3 of a 50/50 mix of ethanol and water
and titrating portions of this solution.

Are the amounts of materials that you used appropriate?

Make up another solution containing about 1 g of salicylic acid in 100 cm3 of a 50/50 mix of
ethanol and water and titrating portions of this solution.

Next you could make up a solution that is a mixture of aspirin and salicylic acid and titrate this
mixture to calculate the purity of the aspirin in your mixture and to compare with the known
composition.

Next you can move on to use the colorimetric method to find the purity in the mixture. You first
need to construct a calibration curve using a range of dilutions of a solution of sodium salicylate
(sodium 2-hydroxybenzoate) as described in School Science Review, no. 201, June 1976. How
accurate is the curve if you make up a known solution of salicylic acid? You can use a
colorimeter to find the absorbance due to the salicylic acid impurity in your mixture and the
absorbance after a sample has been heated in a boiling water bath for 15 minutes to hydrolyse
the aspirin in the mixture to salicylic acid.

This approach should not, however, preclude the opportunity for candidates to suggest their
own ideas. Teachers will need to discuss such ideas to confirm that they satisfy the criteria
described above. They should check particularly that the proposed investigation can be carried
out safely.

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Planning the investigation

Candidates need to spend an appropriate time planning their investigation before beginning
their practical work in the laboratory. This is an extremely important feature of the individual
investigation and it has a significant effect on the outcome of the whole project.

The first draft of the investigation plan must be handed in by the candidate before practical work
begins so that it can be authenticated by the teacher as being the candidate’s own work. This
plan is handed back to the candidate and can be modified as the investigation proceeds. It must
be finally handed in for marking as soon as all practical work is completed.

It is important that there is a dialogue between teacher and candidate during this planning
process so that candidates are clear what they have to do and receive the necessary support to
enable them to do it. One way of achieving this is to plan and carry out a series of teacher
interventions over a period of time. An example of a timetable of teacher interventions as part of
the individual investigation planning process is as follows:

Stage What happens Resources needed Date

1 Teacher introduces the nature of PowerPoint (Introduction to the

the assessment individual investigation)
Copies of PowerPoint hand out (one
per candidate)
Investigation information sheets
summarising bank of suggested topic
titles (one per candidate)

2 Candidate looks through Access to investigation packs for

investigation information packs suggested topic titles including starter
and/or discusses own ideas with sheets and supporting stimulus
the teacher material

3 Candidate decides on their Individual copy of investigation pack

investigation topic for chosen investigation where
appropriate

4 Teacher provides details about PowerPoint (References and risk

risk assessments, references and assessments)
experimental methods to help
Copies of PowerPoint hand out (one
candidates to devise their plan
per candidate)

5 Candidate researches information Relevant books and access to the

topic and devises outline plan internet
including a risk assessment
Hazcards and other sources of hazard
information

6 Candidate discusses outline plan Timetable of candidate appointments

with teacher

36 © OCR 2013
GCE Chemistry B (Salters)
7 Candidate devises detailed plan Relevant books and access to the
for first week of practical work internet

8 Candidate hands in draft plan for

authentication

9 Teacher provides detail about PowerPoint (recording and

recording data, carrying out manipulating data)
calculations and drawing graphs
Copies of PowerPoint hand out (one
per candidate)

10 Candidate begins practical work

Points that teachers may wish to make in an introductory Power Point presentation include:

Question Response

What is the  This is the way your practical skill are assessed at A2;
Individual  It is a unique experience;
Investigation?  It is an opportunity for you to spend all of your chemistry
classes for four weeks carrying out experiments.
What experiments  You will choose a topic that interests you and explore it in great
will I do? depth;
 You will become an expert on this topic.
Why am I spending  The Individual Investigation is worth 15% of your full A level
so long on this mark;
coursework?  This is the same as Unit F334 which tests the work in four
different teaching modules;
 All the work that you do on your project is taken into account
when awarding it marks.
How do I get  There is much to do before you even begin your practical work
started? The sequence of events is:
You choose your investigation topic,
You devise an overall plan,
You devise a detailed plan for the first week of practical
work.
Then you can begin your experiments.
How will I know what  You will be given information about a number of possible
topic to choose? investigation topics;
 You will have access to information packs on each topic which
provide more detail;
 If you want to choose something different you can discuss it
with your teacher.
How will my work be  You will produce a written report;
assessed?  The report is assessed using descriptors which indicate what is
required to get marks at different levels;
 You will be given a copy of these descriptors;
 Your report will contain:
Background theory that you have looked up to help you
devise your plan,
Details of all the experimental methods you have used,

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The results that you have obtained,
Manipulation of data using calculations and/or graphs,
Conclusions based on your results,
An evaluation of what you have done.
When do I write up  You need to write up your report as you go along:
my report? You will hand in your report in three different sections at
different stages of your investigation,
You will hand your initial plan in before you start
practical work,
It is best to word process it,
It will be a sizable document in the end,
You will spend a long time on it to ensure that you do
justice to all the practical work you have done and to get
the best mark possible.
What will I get out of  It is a unique experience;
it?  You will become an expert on your topic which will help in
written exam papers;
 Your practical skills will improve dramatically;
 You will get a mark which will contribute to your overall
Chemistry A level grade.

The Individual Investigation Report – Further Detail

Authentication of individual investigation reports

Teachers should sign and date each of the three sections of candidates’ written investigation
reports to signify that to the best of their knowledge the work is that of the candidate concerned.

Risk assessments

Section 1 of the report must include a risk assessment.

 It should cover all of the chemicals that are to be used, any chemical produced during
the investigation that has a significant hazard associated with it and any process
undertaken during the investigation that has a significant hazard associated with it;

 Risk assessments should be selective and not just a copy of general risk information.
They should focus on the chemical in the form it is to be used and in the context in which
it is to be used. For example: 1 mol dm–3 sulfuric acid should be identified as irritant
rather than corrosive; ethanol should be identified as being highly flammable which is
why it should be kept away from naked flames; methanol is highly flammable and toxic
which is why prolonged use should be undertaken in a fume cupboard. It should be
noted that providing a list of materials with which a chemical reacts violently is not
relevant if these materials are not to be used in the candidate’s investigation;

 A good first place to look up risk assessment information is in the CLEAPSS® Hazcards.
Information about less common chemicals may be found in a chemical supplier
catalogue;

 An increasingly comprehensive, relevant and precise risk assessment will be expected

to move to the higher mark levels in skill C.

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References

Section 1 must include appropriate references to information consulted and used in writing up
the investigation report.

 Candidates should make a note of references whenever they make use of resources so
they can say where the information came from;

 References should be precise and be linked by a simple numbering system to the parts
of the text of the investigation report in which the information from the resource is used;

 When citing references the following formats are recommended:

(i) Books

A. N. Author and A. N. Author, Title, Publisher name, Publisher location, x edition, year, pp. x–y.

OR

A. N. Author and A. N. Author, in Title, ed. A. N. Editor, Publisher name, Publisher location, x
edition, year, pp. x–y.

(ii) Magazines, journals etc.

A. N. Author and A. N. Author, Title of magazine/journal, year, volume, (issue no.), pp. x–y.

(iii) Websites

Actual web link, description of content, date accessed.

e.g. www.york.ac.uk/depts/chemrev/project.htm , article on decomposing hydrogen peroxide,

accessed 23 October 2007.

 Candidates’ should include references to both written and electronic material;

 An increasing number and range of references will be expected to move to the higher
mark levels in skill C.

Experimental methods

Candidates should devise their initial plan which is authenticated by their teacher before they
start practical work. They should expect to expand and sometimes modify this section as the
investigation proceeds.

 All of the fine detail of experimental methods used in the investigation should be
included such as the amounts and concentrations of materials used and the equipment
used in chemical processes;

 The experimental methods planned by the candidate and included should reflect the
attention to accuracy and detail expected in an A2 assessment;

 Pipettes or burettes rather than measuring cylinders should be used for accurate
measurement of volumes of liquid, for example, in serial dilutions;

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 In kinetics investigations involving the collection of a gas, measurements should be
made continually over time rather than by measuring the total volume evolved in a set
time. It is often more effective to record the time at which particular volumes are evolved
rather than trying to measure the volume at particular times;

 In investigations which set out to analyse the content of materials such as vitamin C or
aspirin it is helpful to be able to compare recorded data to reliable data such as an
internal standard of pure material or to external information;

 Where organic or inorganic synthesis is planned candidates should include quantitative

data such as percentage yield and should plan appropriate tests on the identity of the
materials they have made;

 Investigations into electrochemical cells can be very superficial. Candidates need to

change concentration on a logarithmic scale to study the effect on cell potential.

Chemical knowledge

Candidates should include in section 1 of their report chemical ideas which they have
researched in order to help them devise their investigation plan.

 The chemical knowledge should cover all aspects of the proposed investigation;

 It should be comprehensive and detailed;

 It will not be unusual for candidates to have referred to ideas which are not included in
the Chemistry B (Salters) course. For example, it would be expected that investigations
into the effect of temperature on the rate of a reaction will refer to the Arrhenius equation
and investigations into electrochemical cells will refer to the Nernst equation.

Recording data

 Recording data in a specially dedicated booklet rather than on loose pieces of paper can
prevent loss of vital information and allow candidates to more easily see the
development of their investigation. Dating entries is also helpful;

 All data collected during the investigation should be recorded, not just averages of
several experiments;

 Data should be recorded in tables with clear headings so it is clear what experiment the
information relates to;

 All data should have appropriate units;

 If an experiment results in poor data, candidates should consider the need to modify the
experimental conditions to improve the data, e.g. low titres from a titration or where a
gas is evolved too quickly or too slowly;

 Where observations form a key part of the recorded information they should be
comprehensive, precise and detailed.

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Graphs

 Candidates should plot and examine graphs as soon as they have collected the data;

 Graphs should use a full page of the investigation report;

 Graphs should include a suitable heading with clearly labelled axes including
appropriate units;

 An electronic spreadsheet can be used to draw graphs but sometimes there is an

advantage in plotting the points only and drawing in the curve by hand. It is often
important to show the origin and consider it in relation to a straight line;

 In investigations into reaction kinetics candidates may use a range of types of graphs
including a plot of rate against concentration squared for a second order reaction,
graphs of log rate against log of concentration and a graph to find the activation enthalpy
of a reaction using a plot based on the Arrhenius equation. A simple plot of rate against
temperature would not normally be appropriate in the context of an A2 assessment.

Drawing conclusions

In section 3 of their report candidates should draw together observations and/or manipulate raw
data using calculations and graphs.

 This will involve interpreting observations and measurements and drawing conclusions
from raw and/or manipulated data and observations;

 The conclusions should be evaluative rather than descriptive and make use of chemical
knowledge and ideas described in section 1 of the report;

 In some investigations candidates will be able to identify general trends in the data they
have collected or pick out clear outcomes. They may be able to calculate differences
within the data set or differences from expected behaviour. This quantitative approach
should allow them to comment with authority on the fine detail of the results they have
collected.

Evaluating the investigation

In section 3 of their report candidates should also evaluate their investigation.

 They should comment on the limitations of practical procedures, calculate, where

appropriate, the experimental uncertainty associated with measurements and evaluate
the choices of equipment, materials and practical procedures used in the investigation;

 Candidates should be able to identify those features of the investigation which are
particularly important in ensuring the accuracy and reliability of the data collected.

Manipulative skills

The practical work undertaken by the candidate must be supervised by the teacher who will
assess manipulative skills in skill area G. Teachers should use a working document to keep a
record of their observation of each candidate’s ability to carry out practical work safely and
skillfully so that they can award an appropriate mark at the end of the practical work period.
The teacher should assess the ability of the candidate to work safely, manipulate equipment
and materials and to make observations and take measurements.

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Demand of the investigation

In skill area H teachers assess the demand of the investigation undertaken by the candidate.
Teachers take account of the demand arising from the candidate:

 using unfamiliar equipment and chemical ideas;

 using experimental procedures with which they are familiar in unfamiliar situations;
 using chemical ideas with which they are familiar in unfamiliar situations;
 devising innovative experimental procedures;
 solving emerging problems.

A candidate planning and implementing an investigation in which they take a kinetics

experiment which they have carried out as part of the Chemistry B (Salters) course and expand
this to explore additional concentration variables would probably merit a mark for demand of 3
out of 5. If the candidate also explores the effect of temperature using the Arrhenius equation or
the relative effect of different catalysts this might increase the demand to a mark of 4 out of 5. If
the candidate devises original experimental methods to follow the course of the reaction or
manipulates data using complex calculations or graphs this might increase the demand to 5 out
of 5. If the candidate does not extend their investigation much above what they encountered in
the course experiment this might merit a mark of 1 or 2 out of 5.

Some candidates may devise investigations that involve chemical ideas which they have not
met before. Other candidates may choose investigations where they use equipment that they
have not met before or equipment which they have devised themselves. These types of
investigation will merit a high demand mark.

Some candidates may devise investigations which have little more demand than might be
expected at Key Stage 4. These types of investigation will merit a low demand mark.

It should be noted, however, that it is the approach to the investigation rather than the topic
itself which will determine the demand. The reaction of magnesium with acids can, for example,
be treated in a very superficial manner in which only the effect of acid concentration on rate of
reaction is explored. The same topic can also be investigated in a much deeper approach
where the effect of different acids (strong, weak and oxidising) are compared, the effect of
temperature is considered and the effect of added cations and anions on the interactions taking
place at the metal surface are investigated.

Coursework consultancy
OCR offers a coursework consultancy service whereby centres can send up to four photocopies
of marked work to OCR for commentary by a senior Moderator. If a centre wishes to make use
of this service, work should be submitted to OCR no less than 8 weeks before the coursework
submission date (15 May). The coursework enquiry forms are available at www.ocr.org.uk

42 © OCR 2013
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6 FAQs for A2 Unit F336
When is the best time to do an individual investigation?

This will depend on the centre. There is an advantage in leaving investigations until later in the
course because students will have covered more chemistry. This must be weighed against the
need for investigations to be completed and marked (and internally moderated where
necessary) so that a sample can be sent to arrive with the external moderator by 15 May. Some
centres use whole days or blocks of time when significant parts of the investigation are
completed with students released from their normal timetable. This can help get round the
problem of having only short sessions where getting out and putting away equipment can take
up a significant proportion of the available time.

What is the role of my technician?

The technician is a very important part of the chemistry team who should be part of the planning
discussions about investigations from the beginning. They will be responsible for getting
materials and equipment ready for students and may offer guidance in the use of unfamiliar
equipment. It will probably help if the technician makes up chemicals such as acids and alkalis
which are likely to be in great demand in bulk so that students can use their time on other
aspects of their investigation.

How do I store students’ equipment and materials?

This can be a problem in centres with large numbers of students carrying out individual
investigations at the same time. One approach is to give each student a stackable plastic box in
which they can save their materials between sessions. Another strategy that can help is to
transfer solutions into 500 cm3 or 1 dm3 plastic bottles once they have been made up to release
volumetric flasks for other students to use.

Can all students do the same investigation?

No. This is an individual investigation not a class practical and choice of investigation topic is
important. One of the motivating features of the investigation is that students can choose an
investigation topic which is of interest to them. They gain ownership of the investigation as it
proceeds and are, in a very real sense, experts in their topic by the end of the investigation.
There are, however, limits to the number of investigations that are suitable and some centres
will have many more students than there are different investigations available. It is therefore
acceptable for different students to carry out similar investigations in a centre but each student
must work on their own and should not share results. They should be encouraged to go off in
different directions within the same topic area.

How much help can I give my students?

Teachers will need to be involved in a continuous dialogue with their students while they plan
and carry out their practical work. Students may be using equipment that is unfamiliar to them or
applying chemical ideas which they have not met before and will need teacher support to
enable them to do this. Students should be encouraged to think carefully about their
investigation both in the planning and implementing phases. Careful wording of questions to
students should stimulate them to reflect on their results and consider the next step in their
investigation and the conclusions they can draw from the recorded data.

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Do students have to do preliminary experiments?

This depends on the investigation. In some topics preliminary experiments are an excellent way
of students confirming the amounts of materials and conditions needed for their investigation
and they provide a clear focus for developing the initial plan.

Where can I get help if projects don’t work?

The best answer to this question is to try not to get into this situation by ensuring that the core
method to be used in the investigation does actually work. If there are doubts about this then it
is probably better to choose a different investigation.

Can I get guidance on my marking?

Yes. OCR offers a coursework consultancy service and also runs regular INSET events where
internal assessment will feature strongly.

Will the marking of the Task be moderated?

Yes. A Moderator, appointed by OCR, will moderate a sample of your students’ work.

If a candidate wants to re-take F336 does (s)he have to start afresh with a new topic?

No. The candidate is permitted to re-take F336 by making improvements to, and re-working,
their original investigation. The candidate can be given formative feedback on areas they can
improve, but their original marked investigation should not be returned to them.
Re-submitted work will be moderated in the normal way, so you should provide a mark for each
skill area, even if the mark is the same as for the first attempt for unmodified sections of the
investigation report. Please note that any changes to centre marks recommended by the
moderator will also apply to candidates who are re-taking the unit.

44 © OCR 2013
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7 Resources

General resources

Chemistry B (Salters) course is unique in the support available to teachers and candidates. This
includes:

 Chemical Storylines for each module;

 A Chemical Ideas book for the whole course;

 Teachers’ and technicians’ guides for AS and A2;

 Direct support via a helpline from the University of York Science Education Group;

 Termly newsletter from the University of York Science Education Group;

 A dedicated website: www.york.ac.uk/org/seg/salters/chemistry

 An electronic forum for teachers (see website above);

 Annual teacher workshops;

 Regional teacher ‘User Groups’.

There are many other resources available to help teachers provide support to candidates.
These include both books and websites.

INSET

OCR runs INSET courses every year, primarily in the Autumn term, and these include sessions
either wholly or partly to support internally assessed tasks. More details about INSET provision
are available at www.ocr.org.uk

Coursework consultancy

OCR offers a coursework consultancy service whereby centres can send up to four photocopies
of marked work to OCR for commentary by a senior Moderator. If a centre wishes to make use
of this service, work should be submitted to OCR no less than 8 weeks before the coursework
submission date (15 May). The coursework enquiry forms are available at www.ocr.org.uk

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8 Health & Safety
Useful information can be found at www.cleapss.org.uk

Candidates are expected to be familiar with one or both of the chemical hazard labelling
systems illustrated below. Chemicals provided for assessment tasks should be labelled with the
appropriate hazard symbol or pictogram and should take account of the labelling system that
candidates will recognise and understand. Labels could also include additional information (eg
“use a fume cupboard” or “avoid inhalation”) if the risk assessment supported the view that this
information would contribute to the safety of candidates carrying out the activity.

Oxidising Toxic

Highly Harmful or ‘CHIP’ system

Flammable Irritant (being phased out)

Corrosive

‘CLP’ system
Oxidising Toxic (being phased in)

CLP pictograms
Indicates that are also
the chemical accompanied by a
Highly
could cause ‘signal word’ to
Flammable
serious long indicate the
term health severity of the
effects. hazard.

Indicates less ‘DANGER’ for

Corrosive serious health more severe;
hazards (e.g. ‘WARNING ’for
skin irritants). less severe.

In UK law, health and safety is the responsibility of the employer. Employees, i.e. teachers,
lecturers, and technicians have a duty to cooperate with their employer on health and safety
matters. Various regulations, but especially the COSHH Regulations 2002 and the Management
of Health and Safety at Work Regulations 1999, require that before any activity involving a
hazardous procedure or harmful micro-organisms is carried out, or hazardous chemicals are
used or made, the employer must provide a risk assessment. A useful summary of the
requirements for risk assessment in school or college science can be found at

http://www.ase.org.uk/resources/health-and-safety-resources

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For members, the CLEAPSS® guide, Managing Risk Assessment in Science* offers detailed
advice. Most education employers have adopted a range of nationally available publications as
the basis for their Model Risk Assessments. Those commonly used include:

• Safety in Science Education, DfEE, 1996, HMSO, ISBN 0 11 270915 X.

Now out of print but sections are available at

http://www.ase.org.uk/resources/health-and-safety-resources;

• Topics in Safety, 3rd edition, 2001, ASE ISBN 0 86357 316 9;

• Safeguards in the School Laboratory, 11th edition, 2006, ASE ISBN 978 0 86357 408 5;

• CLEAPSS® Hazcards, 2007 edition and later updates*;

• CLEAPSS® Laboratory Handbook*;

• Hazardous Chemicals, A Manual for Science Education, 1997, SSERC Limited

ISBN 0 9531776 0 2.

Where an employer has adopted these or other publications as the basis of their model risk
assessments, the teacher or lecturer responsible for overseeing the activity in the school or
college then has to review them, to see if there is a need to modify or adapt them in some way
to suit the particular conditions of the establishment.

Such adaptations might include a reduced scale of working, deciding that the fume cupboard
provision is inadequate or the skills of the candidates are insufficient to attempt particular
activities safely. The significant findings of such risk assessment should then be recorded, for
example on schemes of work, published teachers’ guides, work sheets, etc. There is no specific
legal requirement that detailed risk assessment forms should be completed, although a few
employers require this.

Where project work or individual investigations, sometimes linked to work-related activities, are
included in specifications this may well lead to the use of novel procedures, chemicals or
microorganisms, which are not covered by the employer’s model risk assessments. The
employer should have given guidance on how to proceed in such cases. Often, for members, it
will involve contacting CLEAPSS® (or, in Scotland, SSERC).

*These, and other CLEAPSS® publications, are on the CLEAPSS website. Note that
CLEAPSS® publications are only available to members. For more information about CLEAPSS
- go to www.cleapss.org.uk. In Scotland, SSERC (www.sserc.org.uk) has a similar role to
CLEAPSS®

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