Chemistry GCSE practicals guide for England
From September 2016 there are new practical requirements for GCSE science in England and Wales.
Are you concerned about introducing one of the new experimental techniques? or just looking for an interesting way to approach a particular topic - in either case this document is for you.
To support the teaching of chemistry practical work, we have mapped the GCSE chemistry specifications from AQA, OCR, Edexcel, and Eduqas to practical activities and linked these to Learn Chemistry resources
Table 1 - Required practical apparatus and techniques for chemistry as specified by the English National Curriculum:
|
Apparatus and techniques |
|
|
1 |
Use of appropriate apparatus to make and record a range of measurements accurately, including mass, time, temperature, and volume of liquids and gases. |
|
2 |
Safe use of appropriate heating devices and techniques, including use of a Bunsen burner and a water bath or electric heater. |
|
3 |
Use of appropriate apparatus and techniques for conducting and monitoring chemical reactions, including appropriate reagents and/or techniques for the measurement of pH in different situations. |
|
4 |
Safe use of a range of equipment to purify and/or separate chemical mixtures, including evaporation, filtration, crystallisation, chromatography, and distillation. |
|
5 |
Making and recording of appropriate observations during chemical reactions, including changes in temperature and the measurement of rates of reaction by a variety of methods such as the production of gas or a colour change. |
|
6 |
Safe use and careful handling of gases, liquids and solids, including careful mixing of reagents under controlled conditions, using appropriate apparatus to explore chemical changes and/or products. |
|
7 |
Use of appropriate apparatus and techniques to draw, set up and use electrochemical cells for separation and production of elements and compounds. |
|
8 |
Use of appropriate qualitative reagents and techniques to analyse and identify unknown samples or products, including gas tests, flames tests, precipitation reactions, and the determination of concentrations of strong acids and strong alkalis. |
NB: Practical technique 8 is only required in the single sciences
Single science chemistry:
In England, for the single sciences, students need to complete 8 experiments in each of Biology, Chemistry and Physics.
Table 2 – Practical techniques and exam board experiments numbers; England
|
Practical techniques |
Edexcel topic links |
AQA practical numbers |
OCR A and B practical activity groups |
Eduqas topic references |
|
1 |
4.6, 6.10, 9,2c, 13.1, 20.3c |
2, 4, 5 |
C4, C6, C7, C8 |
1, 7, 8, 9, 11 |
|
2 |
3.7, 4.17, 17.6, 20.3 |
1, 5, 7, 8 |
C4, C5 |
1, 7, 11 |
|
3 |
4.6, 4.17, 9.2c |
1, 3, 5 |
C6 |
6, 7, 9 |
|
4 |
3.7, 4.17 |
1, 5, 6, 8 |
C3, C4, C7 |
1, 7 |
|
5 |
4.17, 13.1, 20.3c |
4, 5, 7 |
C8 |
6, 8, 9 |
|
6 |
4.6, 4.17, 9.2, 13.1 |
1, 3, 5 |
C1, C7 |
1, 4, 6, 7, 8, 9, 11 |
|
7 |
6.10 |
3 |
C2 |
6 |
|
8 |
9.2c, 17.6c |
2, 7 |
C2, C5, C6 |
4 |
Table 3 - Exam board experiments for English GCSEs mapped to suitable Learn Chemistry resources
All the resources linked in the table are intended to be used to support teaching GCSE science, rather than to provide direction on teaching or schemes of work.
|
Edexcel |
AQA |
OCR-A |
OCR-B |
Eduqas |
Resources |
|
Investigate the preparation of pure, dry, hydrated copper sulfate crystals starting from copper oxide including the use of a water bath |
Preparation of a pure, dry sample of a soluble salt from an insoluble oxide or carbonate using a Bunsen burner to heat dilute acid in a water bath (or) electric heater to evaporate the solution |
Production of pure dry sample of a salt |
Production of pure dry sample of an insoluble and soluble salt |
Preparation of crystals of a soluble salt from an insoluble base or carbonate |
https://edu.rsc.org/resources/preparing-a-soluble-salt-by-neutralisation/1760.article https://edu.rsc.org/resources/reacting-copperii-oxide-with-sulfuric-acid/1917.article https://edu.rsc.org/resources/preparing-an-insoluble-salt/1761.article |
|
Investigate the composition of inks using paper chromatography |
Investigate how paper chromatography can be used to separate and tell the difference between coloured substances. Students should calculate Rf values |
Using chromatography to identify the mixtures of dyes in an unknown ink |
Using chromatography to identify mixtures of dyes in a sample of an unknown composition |
Separation of liquids by paper chromatography |
https://edu.rsc.org/resources/outreach-chromatography-how-black-is-a-black-pen/1612.article https://edu.rsc.org/resources/chromatography-worksheet/620.article https://edu.rsc.org/resources/chromatography-of-leaves/389.article |
|
Investigate the effect of changing conditions of a reaction on the rates of reaction by; a) measuring the production of gas (in the reaction between hydrochloric acid and marble chips) and b) observing colour change (in the reaction between sodium thiosulfate and hydrochloric acid) |
Investigate how changes in concentration affect the rates of reactions by methods involving measuring the production of a gas produced and a method involving a colour change or turbidity. This should be a investigation involving the developing a hypothesis |
Investigation of the effect of surface area or concentration on the rate of an acid / carbonate reaction |
Investigate the effect of surface area, concentration and temperature on the rate of a chemical reaction |
Investigation into the effect of one factor on the rate of a reaction using a gas collection method AND Investigation into the effect of one factor on the rate of the reaction between dilute hydrochloric acid and sodium thiosulfate |
https://edu.rsc.org/resources/the-effect-of-temperature-on-reaction-rate/448.article https://edu.rsc.org/resources/the-effect-of-concentration-on-reaction-rate/743.article https://edu.rsc.org/resources/the-rate-of-reaction-of-magnesium-with-hydrochloric-acid/1916.article https://edu.rsc.org/resources/iodine-clock-reaction-demonstration-method/744.article |
|
Investigate the electrolysis of copper sulfate solution with inert electrodes and copper electrodes |
Investigate what happens when aqueous solutions are electrolysed using inert electrodes. This should be an investigation involving developing a hypothesis |
Electrolysis of aqueous sodium chloride or aqueous copper sulfate solution testing for the gases produced |
Electrolysis of aqueous sodium chloride or aqueous copper sulfate solution testing for the gases produced |
Investigation into electrolysis of aqueous solutions and electroplating |
https://edu.rsc.org/resources/electrolysis-of-copperii-sulfate-solution/476.article https://edu.rsc.org/resources/the-electrolysis-of-solutions/466.article https://edu.rsc.org/resources/turning-copper-coins-into-silver-and-gold/839.article |
|
Carry out an accurate acid-alkali titration, using burette, pipette and a suitable indicator |
Determination of the reacting volumes of solutions of a strong acid and a strong alkali by titration. For higher tier only determination of the concentration of one of the solutions in mol/dm3 and g/dm3 from the reacting volumes and the known concentration of the other solution |
Titration of a strong acid and strong alkali to find the concentration of the acid using an appropriate pH indicator |
Titration of a strong acid and strong alkali to find the concentration of the acid using an appropriate pH indicator |
Titration of a strong acid against a strong base using an indicator |
https://edu.rsc.org/resources/titration-screen-experiment/2077.article https://edu.rsc.org/resources/titrating-sodium-hydroxide-with-hydrochloric-acid/697.article |
|
Identify the ions in unknown salts, using the tests for the specified cations and anions |
Use of chemical tests to identify the ions in unknown single ionic compounds covering the ions from topics ‘Flame tests’ to ‘Sulfates’ |
Identification of an unknown compound using cation tests, anion tests and flame tests. |
Identification of an unknown compound using cation tests, anion tests and flame tests. |
Identification of unknown substances using flame tests and chemical tests for ions and gases |
https://edu.rsc.org/resources/colourful-chemistry-infographics/1807.article https://edu.rsc.org/resources/testing-for-negative-ions/758.article https://edu.rsc.org/resources/flame-tests-the-wooden-splint-method/759.article https://edu.rsc.org/resources/qualitative-analysis-quizzes/2201.article |
|
Investigate the composition of inks using simple distillation |
Analysis and purification of water samples from different sources, including pH, dissolved salts and distillation |
Distillation of a mixture, for example orange juice, cherry cola, hydrocarbons and inks |
Distillation of a mixture, for example orange juice, cherry cola, hydrocarbons and inks |
Separation of liquids by distillation, e.g. ethanol from water |
https://edu.rsc.org/resources/distillation/1070.article https://edu.rsc.org/resources/fractional-distillation/1343.article https://edu.rsc.org/resources/the-fractional-distillation-of-crude-oil/754.article |
|
Investigate the temperature rise produced in a known mass of water by the combustion of the alcohols, ethanol, propanol, butanol and pentanol |
Determination of the amount of energy released by a fuel |
https://edu.rsc.org/resources/heat-energy-from-alcohols/1733.article https://edu.rsc.org/resources/which-fuel-is-better/1166.article |
|||
|
Using displacement reactions to identify the reaction trend of the halogen elements |
Using displacement reactions to identify the reaction trend of the halogen elements |
Determination of relative reactivities of metals through displacement reactions |
https://edu.rsc.org/resources/displacement-reactions-between-metals-and-their-salts/720.article https://edu.rsc.org/resources/teachers-tv-chemistry-exciting-elements/2231.article https://edu.rsc.org/resources/reactions-of-halogens-as-aqueous-solutions/733.article https://edu.rsc.org/resources/ri-christmas-lectures-2012-the-halogens/1126.article |
||
|
Investigate the change in pH on adding powdered calcium hydroxide/calcium oxide to a fixed volume of dilute hydrochloric acid |
https://edu.rsc.org/resources/acid-base-solutions-simulation/1457.article https://edu.rsc.org/resources/neutralisation-curing-acidity/1756.article |
||||
|
Investigate the variables that affect temperature changes in reacting solutions such as, e.g. acid plus metals, acid plus carbonates, neutralisations and displacements of metals |
https://edu.rsc.org/resources/energy-changes-in-neutralisation/525.article https://edu.rsc.org/resources/exothermic-or-endothermic/406.article |
||||
|
Investigation into the effect of various catalysts on the decomposition of hydrogen peroxide |
https://edu.rsc.org/resources/hydrogen-peroxide-decomposition-using-different-catalysts/831.article |
||||
|
Determination of a melting point e.g. for naphthalene (pure substance) or candle wax (impure substance) |
https://edu.rsc.org/resources/melting-point-determination/1068.article |
||||
|
Determination of the percentage of water in a hydrated salt, e.g. copper(II) sulfate |
https://edu.rsc.org/resources/findingthe-formula-of-hydrated-copperii-sulfate/436.article |
Combined sciences:
For the combined sciences the students need to complete 16 experiments across Biology, Chemistry, and Physics. The split of the 16 experiments are five each for Biology and Chemistry and six for Physics.
Table 4 – Required practical technique and specification experiment numbers
|
Practical techniques |
Edexcel topic links |
AQA Synergy practical numbers |
AQA Trilogy practical number |
OCR A(Gateway) |
OCR B (21st Century) |
Eduqas topic references |
|
1 |
4.5, 6.10, 13.1 |
5, 13, 14 |
8 |
C3, C4, C5 |
C2, C4, C5 |
7, 8, 9 |
|
2 |
3.7, 4.17 |
13, 14 |
6, 8, 10 |
C3 |
C2, C4 |
1, 7 |
|
3 |
4.5, 4.17 |
6, 7, 8 |
6, 7, 9 |
|||
|
4 |
3.7, 4.17 |
14, 16 |
6, 8, 9, 10 |
C2, C3, C4 |
C2, C3, C4 |
1, 7 |
|
5 |
4.17, 13.1 |
5, 7, 13, 14, 16 |
8 |
C5 |
C5 |
6, 8, 9 |
|
6 |
4.5, 4.17, 13.1 |
7, 13 |
6, 7, 8 |
C4 |
C4 |
6, 7, 8, 9 |
|
7 |
6.10 |
5, 13 |
7 |
C1 |
C1 |
6 |
Table 5 - English specification experiments mapped to suitable Learn Chemistry resources
|
Edexcel |
AQA (trilogy and synergy) |
OCR-A |
OCR-B |
Eduqas |
Learn Chemistry Resources |
|
Investigate the preparation of pure, dry, hydrated copper sulfate crystals starting from copper oxide using a water bath |
Preparation of a pure, dry sample of a soluble salt from an insoluble oxide or carbonate using a Bunsen burner to heat dilute acid in a water bath (or) electric heater to evaporate the solution |
Production of pure dry sample of a salt |
Production of pure dry sample of an insoluble and soluble salt |
Preparation of crystals of a soluble salt from an insoluble base or carbonate |
https://edu.rsc.org/resources/preparing-a-soluble-salt-by-neutralisation/1760.article https://edu.rsc.org/resources/reacting-copperii-oxide-with-sulfuric-acid/1917.article https://edu.rsc.org/resources/preparing-an-insoluble-salt/1761.article |
|
Investigate the composition of inks using simple distillation and paper chromatography |
Investigate how paper chromatography can be used to separate and tell the difference between coloured substances. Students should calculate Rf values |
Using chromatography to identify the mixtures of dyes in an unknown ink |
Using chromatography to identify the mixtures of dyes in a sample of an unknown composition |
Separation of liquids by paper chromatography |
https://edu.rsc.org/resources/outreach-chromatography-how-black-is-a-black-pen/1612.article https://edu.rsc.org/resources/chromatography-worksheet/620.article https://edu.rsc.org/resources/chromatography-of-leaves/389.article |
|
Investigate the effects of changing the conditions of a reaction on the rates of chemical reactions by; a) measuring the production of a gas (in the reaction between hydrochloric acid and marble chips) and b) observing colour change (in the reaction between sodium thiosulfate and hydrochloric acid) |
Investigation of how changes in concentration affect the rates of reactions by a method involving measuring the volume of a gas produced and a method involving a change in colour or turbidity. This should be an investigation involving developing a hypothesis |
Investigation the effect of surface area or concentration on the rate of an acid / carbonate reaction |
Investigate the effect of surface area, concentration and temperature on the rate of a chemical reaction |
Investigation into the effect of one factor on the rate of a reaction using a gas collection method AND Investigation into the effect of one factor on the rate of the reaction between dilute hydrochloric acid and sodium thiosulfate |
https://edu.rsc.org/resources/the-effect-of-temperature-on-reaction-rate/448.article https://edu.rsc.org/resources/the-effect-of-concentration-on-reaction-rate/743.article https://edu.rsc.org/resources/the-rate-of-reaction-of-magnesium-with-hydrochloric-acid/1916.article https://edu.rsc.org/resources/iodine-clock-reaction-demonstration-method/744.article |
|
Investigate the electrolysis of copper sulfate solution with inert electrodes and copper electrodes |
Investigate what happens when aqueous solutions are electrolysed using inert electrodes. This should be an investigation involving developing a hypothesis |
Electrolysis of aqueous sodium chloride or aqueous copper sulfate solution testing for the gases produced |
Electrolysis of aqueous sodium chloride or aqueous copper sulfate solution testing for the gases produced |
Investigation into electrolysis of aqueous solutions and electroplating |
https://edu.rsc.org/resources/electrolysis-of-copperii-sulfate-solution/476.article https://edu.rsc.org/resources/the-electrolysis-of-solutions/466.article https://edu.rsc.org/resources/turning-copper-coins-into-silver-and-gold/839.article |
|
Investigate the composition of inks using simple distillation and paper chromatography |
Analysis and purification of water samples from different sources, including pH, dissolved salts and distillation |
Distillation of a mixture, for example orange juice, cherry cola, hydrocarbons, inks |
Distillation of a mixture, for example orange juice, cherry cola, hydrocarbons, inks |
Separation of liquids by distillation, e.g. ethanol from water, |
https://edu.rsc.org/resources/distillation/1070.article https://edu.rsc.org/resources/fractional-distillation/1343.article https://edu.rsc.org/resources/the-fractional-distillation-of-crude-oil/754.article |
|
Investigate the change in pH on adding powdered calcium hydroxide/calcium oxide to a fixed volume of dilute hydrochloric acid |
https://edu.rsc.org/resources/acid-base-solutions-simulation/1457.article https://edu.rsc.org/resources/neutralisation-curing-acidity/1756.article |
||||
|
Titration of a strong acid against a strong base using an indicator |
https://edu.rsc.org/resources/titration-screen-experiment/2077.article https://edu.rsc.org/resources/titrating-sodium-hydroxide-with-hydrochloric-acid/697.article |
||||
|
Determination of relative reactivities of metals through displacement reactions |
https://edu.rsc.org/resources/displacement-reactions-between-metals-and-their-salts/720.article |
||||
|
Investigate the variables that affect the temperature changes of a series of reactions in solutions, e.g. acid plus metals, acid plus carbonates, neutralisations and displacement of metals |
https://edu.rsc.org/resources/exothermic-or-endothermic/406.article https://edu.rsc.org/resources/energy-changes-in-neutralisation/525.article |
||||
|
Determination of the amount of energy released by a fuel |
https://edu.rsc.org/resources/heat-energy-from-alcohols/1733.article https://edu.rsc.org/resources/which-fuel-is-better/1166.article |
||||
|
Investigation into the effect of various catalysts on the decomposition of hydrogen peroxide |
https://edu.rsc.org/resources/hydrogen-peroxide-decomposition-using-different-catalysts/831.article |
This resource contains public sector information from each awarding body on their draft science GCSE specifications.
© Royal Society of Chemistry
Chemistry GCSE practicals guide for Wales.
Specified practical work in the new Chemistry GCSEs to be taught from September 2016
Practical skills as part of the WJEC science GCSEs
1) Development of scientific thinking
• Understand how scientific methods and theories develop over time
• Use a variety of models such as representational, spatial, descriptive, computational and mathematical to solve problems, make predictions and to develop scientific explanations and understanding of familiar and unfamiliar facts
• Appreciate the power and limitations of science and consider any ethical issues which may arise
• Explain every day and technological applications of science; evaluate associated personal, social, economic and environmental implications; and make decisions based on the evaluation of evidence and arguments
• Evaluate risks both in practical science and the wider societal context, including perception of risk in relation to data and consequences
• Recognise the importance of peer review of results and of communicating results to a range of audiences.
2) Experimental skills and strategies
• Use scientific theories and explanations to develop hypotheses
• Plan experiments or devise procedures to make observations, produce or characterise a substance, test hypotheses, check data or explore phenomena
• Apply knowledge of a range of techniques, instruments, apparatus, and materials to select those appropriate to the experiment
• Carry out experiments appropriately having due regard to the correct manipulation of apparatus, the accuracy of measurements and health and safety considerations
• Make and record observations and measurements using a range of apparatus and methods
• Evaluate methods and suggest possible improvements and further investigations
3) Analysis and evaluation
Apply the cycle of collecting, presenting and analysing data, including:
• Presenting observations and other data using appropriate methods
• Translating data from one form to another
• Carrying out and representing mathematical analysis
• Representing distributions of results and make estimations of uncertainty
• Interpreting observations and other data (presented in verbal, diagrammatic, graphical, symbolic or numerical form), including identifying patterns and trends, making inferences and drawing conclusions
• Presenting reasoned explanations including relating data to hypotheses
• Being objective, evaluating data in terms of accuracy, precision, repeatability and reproducibility and identifying potential sources of random and systematic error
• Communicating the scientific rationale for investigations, methods used, findings and reasoned conclusions through paper-based and electronic reports and presentations using verbal, diagrammatic, graphical, numerical and symbolic forms.
4) Scientific vocabulary, quantities, units, symbols and nomenclature
• Use scientific vocabulary, terminology and definitions
• Recognise the importance of scientific quantities and understand how they are determined
• Use SI units (e.g. kg, g, mg; km, m, mm; kJ, J) and IUPAC chemical nomenclature unless inappropriate
• Use prefixes and powers of ten for orders of magnitude (e.g. tera, giga, mega, kilo, centi, milli, micro and nano)
• Interconvert units
• Use an appropriate number of significant figures in calculation.
NB: All the Learn Chemistry resources mapped below are intended to be used to support teaching of GCSE science, rather than to provide direction on teaching or schemes of work
In Wales, students studying separate science GCSEs must experience 10 specified practicals, which may be assessed in examinations. For double award science GCSEs, students must experience 21 specified practicals (seven for each science discipline). Practical skill is mainly assessed in a separate practical assessment carried out in schools and externally marked by WJEC.
In applied science GCSE, single award students must experience 10 specified practicals, of which four are related to chemistry. Double award students must experience 21 specified practicals, of which eight relate to chemistry. Practical skills are mainly assessed in a separate practical assessment carried out in schools and externally marked by WJEC.
Table 1 - WJEC specified practical work mapped to suitable Learn Chemistry resources
This resource contains public sector information from each awarding body on their draft science GCSE specifications.
© Royal Society of Chemistry
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