Week 1 / Weekly learning outcomes / Student book links / Practical activity links
  1. Revision of AS 2.1.3
  2. Benzene’s structure – historical to modern
  3. The evidence for and against the delocalised model
  4. The extra stability of the benzene molecule and its reluctance to undergo addition reactions
  5. The mononitration of benzene
  6. The monohalogenation of benzene
  7. The mechanisms for the two electrophilic substitution reactions in 5 and 6 above
/ Students should be able to:
  • Explain the terms: arene and aromatic.
  • Describe and explain the models used to depict the structure of benzene.
  • Review the evidence for a delocalised model of benzene.
  • Describe the delocalised model of benzene.
  • Describe the electrophilic substitution of arenes with concentrated nitric acid.
  • Describe the electrophilic substitution of arenes with a halogen in the presence of a halogen carrier.
  • Outline the mechanism of electrophilic substitution in arenes.
  • Outline the mechanism for the mononitration and monohalogenation of benzene.
/
  • 1.1.1–5
/
  • Practical activity 1: The nitration of methyl benzoate – to form methyl 3-nitrobenzoate

OCR Scheme of Work topic outlines
4.1.1 Arenes
  • Structure of benzene
  • Electrophilic substitution of arenes

Week 2 / Weekly learning outcomes / Student book links / Practical activity links
  1. A comparison of the reaction of bromine with benzene and an alkene such as cyclohexene
  2. The structures of phenol and other phenols
  3. The acidic properties of phenol, i.e. with sodium and sodium hydroxide
  4. The explanation of the acidic properties of phenol – in terms of the delocalisation of oxygen’s lone pairs
  5. The reaction of phenol with bromine
  6. The explanation of phenol’s reactivity compared with benzene – in terms of the delocalisation of oxygen’s lone pairs
  7. The uses of phenols
/ Students should be able to:
  • Explain the relative resistance to bromination of benzene compared with alkenes.
  • Describe the reactions of phenol with aqueous alkalis and with sodium to form salts.
  • Discuss the role of phenol as an early antiseptic.
  • Describe the reactions of phenol with bromine to form 2,4,6-tribromophenol.
  • Explain the relative ease of bromination of phenol compared with benzene.
  • State the uses of phenols.
/
  • 1.1.6–8

OCR Scheme of Work topic outlines
4.1.1 Arenes
  • Phenols

Week 3 / Weekly learning outcomes / Student book links / Practical activity links
  1. The carbonyl group and the difference between aldehydes and ketones
  2. The oxidation of primary alcohols to aldehydes and carboxylic acids
  3. The oxidation of secondary alcohols to ketones
  4. The oxidation of aldehydes to carboxylic acids
  5. The reduction of aldehydes and ketones
  6. The mechanism for the reaction of carbonyls with the H– ion in NaBH4
  7. The use of 2,4-DNPH to detect and identify carbonyl compounds
  8. The use of Tollens’ reagent to distinguish between aldehydes and ketones
/ Students should be able to:
  • Recognise and name aldehydes and ketones.
  • Describe the oxidation of primary alcohols to form aldehydes and carboxylic acids.
  • Describe the oxidation of secondary alcohols to form ketones.
  • Describe the oxidation of aldehydes to form carboxylic acids.
  • Describe the use of
    2,4-dinitrophenylhydrazine (2,4-DNPH) to detect and identify a carbonyl compound.
  • Describe the use of Tollens’ reagent to detect the presence of an aldehyde group.
  • Describe the reduction of carbonyl compounds to form alcohols.
  • Outline the mechanism for nucleophilic addition reactions of aldehydes and ketones with hydride.
/
  • 1.1.9–12
/
  • Practical activity 2: The characteristic test for a carbonyl compound and the use of the 2,4-DNPH derivative to identify an unknown carbonyl compound
  • Practical activity 3: Oxidation and reduction reactions of carbonyl compounds

OCR Scheme of Work topic outlines
4.1.2 Carbonyl compounds
  • Naming of carbonyls and formation via oxidation of primary and secondary alcohols
  • Reactions of carbonyl compounds
  • Mechanism of nucleophilic addition

Week 4 / Weekly learning outcomes / Student book links / Practical activity links
  1. The names and structures of carboxylic acids
  2. The solubility in water due to hydrogen bonding
  3. The acidic reactions – e.g. with metals, bases and carbonates
  4. Making esters
  5. The hydrolysis of esters
  6. The uses of esters
/ Students should be able to:
  • Name common carboxylic acids.
  • Explain the water solubility of carboxylic acids.
  • Describe the reactions of carboxylic acids with metals, carbonates and bases.
  • Describe the esterification of carboxylic acids with alcohols in the presence of an acid catalyst.
  • Describe the reaction of acid anhydrides with alcohols to form esters.
  • Describe the hydrolysis of esters.
  • State the uses of esters in perfumes and flavourings.
/
  • 1.1.13–14
/
  • Practical activity 4: The preparation of two esters – ethyl ethanoate and
    methyl 2-hydroxybenzoate
  • Practical activity 6: Hydrolysis of an ester – the hydrolysis of methyl benzoate to produce benzoic acid
  • Practical activity 9: Reactions of carboxylic acids and those of glycine

OCR Scheme of Work topic outlines
4.1.3 Carboxylic acids and esters
  • Properties of carboxylic acids

Week 5 / Weekly learning outcomes / Student book links / Practical activity links
  1. The structure of a triol such as propane-1, 2,3-triol
  2. The structure of fatty acids such as hexadecanoic acid
  3. The formation of an ester (triglyceride) from the above compounds
  4. Saturated and unsaturated fats
  5. Cis and trans unsaturated fats
  6. The comparative healthiness of unsaturated – especially trans – fats
  7. The increased use of fatty acid esters as biodiesel
/ Students should be able to:
  • Describe a triglycerideas a triester of glycerol (propane-1,2,3-triol) and fatty acids.
  • Compare the structures of saturated fats, unsaturated fats and fatty acids.
  • Compare the structures of cis and trans isomers of unsaturated fatty acids.
  • Compare the link between trans fatty acids, the possible increase in bad cholesterol and the resultant increased risk of coronary heart disease and strokes.
  • Describe and explain the increased use of fatty acid esters as biodiesel
/
  • 1.1.15–16
/
  • Practical activity 7: Reactions of ethanoic anhydride and the synthesis of aspirin (acetylsalicylic acid)

OCR Scheme of Work topic outlines
4.1.3 Carboxylic acids
  • Esters, triglycerides, unsaturated and saturated fats

Week 6 / Weekly learning outcomes / Student book links / Practical activity links
  1. The structural formulae of some simple amines
  2. Define a base as a proton acceptor.
  3. Explain that amines are bases because nitrogen’s lone pair can accept a proton.
  4. Examples of amines reacting with acids to form salts
  5. The preparation of aliphatic amines from halogenoalkanes
  6. The preparation of phenylamine by the reduction of nitrobenzene
  7. The synthesis of an azo dye
  8. Uses of reactions such as in (7) to form dyestuffs
/ Students should be able to:
  • Explain the basicity of amines in terms of proton acceptance by the nitrogen lone pair.
  • Describe the reactions of amines with acids to form salts.
  • Describe the preparation of aliphatic amines by the substitution of halogenoalkanes.
  • Describe the preparation of aromatic amines by the reduction of nitroarenes.
  • Describe the synthesis of an azo dye by diazotisation and coupling.
  • State the use of the azo dye reactions in the formation of dyestuffs.
/
  • 1.1.17–18
/
  • Practical activity 5: The synthesis of antifebrin
  • Practical activity 8: The reactions of amines and the preparation of azo dyes

OCR Scheme of Work topic outlines
4.1.4 Amines
  • Reactions/formation of amines
  • Azo dyes
  • Uses of azodyes

Week 7 / Weekly learning outcomes / Student book links / Practical activity links
  1. The general formula of an -amino acid
  2. Some simple examples and structures – plus common and systematic names
  3. The formation of zwitterions
  4. The isoelectric point and the affect of different R groups on this point
  5. The acid-base properties of amino acids at different pHs
  6. The condensation of amino acids to form polypeptides and proteins
  7. The alkaline hydrolysis of polypeptides and proteins
  8. The acidic hydrolysis of polypeptides and proteins
  9. Optical isomerism and chiral carbons
  10. E/Z isomers and optical isomers as stereoisomers
/ Students should be able to:
  • State the general formula for an -amino acid such as RCH(NH2)COOH.
  • State that an amino acid exists as a zwitterion at a pH value called the isoelectric point.
  • State that different R groups in -amino acids may result in different isoelectric points.
  • Describe the acid–base properties of -amino acids at different pH values.
  • Explain the formation of a peptide (amide) linkage between -amino acids to form polypeptides and proteins.
  • Describe the acidand alkaline hydrolysis of proteins and peptides.
  • Describe optical isomers as non-superimposable mirror images about an organic chiral centre.
  • Identify chiral centres in a molecule of given structural formula.
  • Explain that optical isomerism and EIZ isomerism are types of stereoisomerism.
/
  • 1.2.1–3
/
  • Practical activity 9: Reactions of carboxylic acids and those of glycine

OCR Scheme of Work topic outlines
4.2.1 Amino acids and chirality
  • Amino acids

Week 8 / Weekly learning outcomes / Student book links / Practical activity links
  1. Explain the term condensation polymerisation.
  2. Explain polyesters with some examples, including Terylene and poly(lactic acid).
  3. Explain polyamides with some examples, including Nylon-6,6 and Kevlar®.
  4. Practise working out the type and structure of a polymer given its monomers, and vice versa.
  5. Give the use of polyesters and polyamides as fibres in clothing.
  6. Compare and contrast condensation and addition polymerisation.
  7. Describe the acid and base hydrolysis of condensation polymers.
  8. Minimising environmental waste, e.g. degradable polymers
/ Students should be able to:
  • Describecondensation polymerisation to form polyesters and polyamides such as Terylene,poly(lactic acid), Nylon-6,6 and Kevlar®.
  • State the use of polyesters and polyamides as fibres in clothing.
  • Compare condensation polymerisation with addition polymerisation.
  • Suggest the type of polymerisation from a given:
  • monomer or pair of monomers
  • section of a polymer molecule.
  • Identify the monomer(s) required to form a given section of a polymer, and vice versa.
  • Describe the acid and base hydrolysis of polyesters and polyamides.
  • Outline the role of chemists in the development of degradable polymers.
  • Explain that condensation polymers may be photodegradable and hydrolysed.
/
  • 1.2.4–6
/
  • Practical activity 10: Nylon rope trick and the preparation of a polyester resin and a polyacrylic ester

OCR Scheme of Work topic outlines
4.2.2 Polyesters and polyamides
  • Role of chemists in producing biodegradable plastics

Week 9 / Weekly learning outcomes / Student book links / Practical activity links
  1. Molecules and functional groups
  2. Give each student a copy of the flowcharts from the student book.
  3. Explain the idea behind synthesis.
  4. Discuss the presence of chiral centres in pharmaceuticals and the problems that it can cause.
  5. Explain how single optical isomers can be produced and how this increases costs.
/ Students should be able to:
  • Identify functional groups in an organic molecule containing several functional groups.
  • Predict properties and reactions of an organic molecule containing several functional groups.
  • Devise multi-stage synthetic routes for preparing organic compounds.
  • Explain that the synthesis of pharmaceuticals often requires the production of a single optical isomer.
  • Explain that synthetic molecules often contain a mixture of optical isomers, whereas natural molecules often only have one optical isomer.
  • Explain that there are increased costs if the synthesised pharmaceutical is a single optical isomer.
  • Describe strategies for the synthesis of a pharmaceutical with a single optical isomer.
/
  • 1.2.7–9

OCR Scheme of Work topic outlines
4.2.3 Synthesis
  • Synthetic routes

Week 10 / Weekly learning outcomes / Student book links / Practical activity links
  1. Explain the terms: chromatography, mobile phase and stationary phase.
  2. Describe separation by adsorption and by relative solubility.
  3. Describe thin layer chromatography (TLC).
  4. Describe gas chromatography (GC).
  5. Explain Rf values and retention time.
  6. Describe the extra usefulness of GC-MS and the uses to which it can be put
/ Students should be able to:
  • Describe chromatography as an analytical technique that separates components in a mixture between a mobile phase and a stationary phase.
  • State that the mobile phase may be a liquid or a gas.
  • State that the stationary phase may be a solid, or either a liquid or solid on a solid support.
  • State that a solid stationary phase separates by adsorption.
  • State that a liquid stationary phase separates by relative solubility.
  • State that the mobile phase in TLC is a liquid and the stationary phase is a solid on a solid support and that the solid stationary phase in TLC separates by adsorption.
  • Explain the term Rf value and interpret chromatograms in terms of Rf values.
  • Explain the term retention time and interpret gas chromatograms in terms of retention times and the approximate proportions of the components of a mixture.
  • Explain that analysis by gas chromatography has limitations.
  • Explain that mass spectrometry can be combined with chromatography in GC-MS to provide a far more powerful analytical tool than from gas chromatography alone.
  • Explain that the mass spectra generated can be analysed or compared with spectral databases for positive identification of a component.
  • State the use of GC-MS in analysis – e.g. in forensics, environmental analysis, airport security and space probes.
/
  • 1.3.1–4
/
  • Practical activity 11: Thin layer and paper chromatography

OCR Scheme of Work topic outlines
4.3.1 Chromatography
Week 11 / Weekly learning outcomes / Student book links / Practical activity links
  1. Introduction and brief explanation of nuclear magnetic resonance (NMR)
  2. Tetramethylsilane (TMS) standard and the need for deuterated solvents
  3. Carbon-13 NMR – different types of carbon and chemical shifts and how to use a data sheet
  4. Using carbon-13 NMR to predict possible structures
  5. Go through the worked examples for carbon-13 NMR in the student book.
  6. Proton NMR – different types of proton, relative peak areas and chemical shifts
  7. The use of proton NMR to make predictions about structures
  8. Go through the worked examples for proton NMR in the student book.
/ Students should be able to:
  • State that nuclear magnetic resonance (NMR) spectroscopy involves the interaction of materials with the low-energy radio wave radiation.
  • Describe the use of tetramethylsilane (TMS) as the standard for chemical shift.
  • State the need for deuterated solvents such as CDCl3 when running an NMR spectrum.
  • Analyse carbon-13 NMR spectra to make predictions about the different types of carbon atoms present.
  • Predict the chemical shifts of carbons in a given molecule.
  • Analyse carbon-13 NMR spectra to make predictions about possible structures for an unknown compound.
  • Analyse a proton NMR spectrum to make predictions about:
  • the different types of proton present
  • the relative numbers of each type of proton present from relative peak areas and chemical shifts
  • possible structures for the molecule.
  • Predict the chemical shifts of the protons in a given molecule.
/
  • 1.3.5–8

OCR Scheme of Work topic outlines
4.3.2 Spectroscopy
Week 12 / Weekly learning outcomes / Student book links / Practical activity links
  1. Explain what is meant by splitting.
  2. How does splitting arise?
  3. Explain how to use the n+1 rule to determine the number of protons on the adjacent carbon.
  4. Explain how to predict the splitting pattern in a given molecule.
  5. Go through the worked example in the student book.
  6. Explain the use of deuterium (D2O) to identify –OH and –NH protons.
  7. Go through the worked example in the student book.
  8. Explain the similarities between NMR spectroscopy and magnetic resonance imaging (MRI).
/ Students should be able to:
  • Analyse a high-resolution proton NMR spectrum to make predictions about:
  • the number of non-equivalent protons adjacent to a given proton
  • possible structures for the molecule.
  • Predict the splitting patterns of the protons in a given molecule.
  • Describe the identification of –OH and –NH protons by proton exchange using deuterium (D2O).
  • Explain that NMR spectroscopy is the same technology as that used in magnetic resonance imaging (MRI).
/
  • 1.3.9–12

OCR Scheme of Work topic outlines
4.3.2 Spectroscopy
  • NMR Spectroscopy

Week 13 / Weekly learning outcomes / Student book links / Practical activity links
  1. Go through the infrared (IR) absorption peaks on the data sheets.
  2. Use the data sheets to identify the presence or absence of peaks from the data sheet on various IR spectra.
  3. Explain the use of molecular ion peaks in mass spectra.
  4. Explain the use of fragment peaks in mass spectra.
  5. Identify the various peaks in mass spectra and suggest a structure.
  6. Explain the limitations and advantages of each spectroscopic technique.
  7. Discuss the advantages of combining spectroscopic techniques.
  8. Go through some examples and get students to try some.
/ Students should be able to:
  • Analyse infrared absorptions in an infrared (IR) spectrum in order to identify the presence of functional groups in an organic compound.
  • Analyse molecular ion peaks and fragmentation peaks in a mass spectrum in order to identify parts of an organic structure.
  • Combine evidence from NMR, IR and mass spectra to deduce organic structures.
/
  • 1.3.13–14

OCR Scheme of Work topic outlines
4.3.2 Spectroscopy
  • Combined techniques

Week 14 / Weekly learning outcomes / Student book links / Practical activity links
  1. Revise AS work on rates of reaction.
  2. Explain and define the rate of a reaction.
  3. Describe how some rates are proportional to concentrations – i.e. first order.
  4. Describe how some rates are proportional to concentrations squared – i.e. second order.
  5. Define: order of reaction.
  6. Deduce rate equations from orders.
  7. Explain calculating the rate constant – including its units.
  8. Explain how concentration–time graphs can be plotted from experimental data and used to measure rates.
  9. Describe experimental methods for obtaining rate data.
/ Students should be able to:
  • Explain and use the terms: rate of reaction, order and rate constant.
  • Deduce the rate of a reaction from a concentration–time graph.
  • Plot a concentration–time graph from experimental results.
  • Deduce a rate equation from orders.
/
  • 2.1.1–3
/
  • Practical activity 12: The reaction between calcium carbonate and hydrochloric acid solution – monitoring gas loss or mass loss
  • Practical activity 13: The rate of reaction between propanone and iodine

OCR Scheme of Work topic outlines
5.1.1 How fast?
  • Rate graphs and orders