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CHEMISTRY5070
GCE Ordinary Level/School
Certificate2005
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Nomenclature
The proposals in Signs, Symbols andSystematics (The Association for ScienceEducation Companion to 5-16 Science,1995) will generally be adopted.
Reference should be made to the jointstatement on chemical nomenclature issued
by the GCE boards. In particular, the
traditional names sulfate, sulfite, nitrate,nitrite, sulfurous and nitrous acids will beused in question papers.
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Nomenclature (continued)
It is intended that, in order to avoid
difficulties arising out of the use of l as
the symbol for litre, use of dm3 in place
of l or litre will be made.
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Nomenclature (continued)
In chemistry, fullstructuralformulae
(displayed formulae) in answers should
show in detail both the relative placing
of atoms and the number of bondsbetween atoms. HenceCONH2 and
CO2H are not satisfactory as full
structural formulae, although either ofthe usual symbols for the benzene ring is
acceptable.
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Units, significant figures
Candidates should be aware that misuse
of units and/or significant figures, i.e.
failure to quote units where necessary,the inclusion of units in quantities
defined as ratios or quoting answers to
an inappropriate number of significantfigures, is liable to be penalised.
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INTRODUCTION
This syllabus is designed to place less
emphasis on factual material and greater
emphasis on the understanding and application
ofscientific concepts andprinciples. This
approach has been adopted in recognition of
the need for students to develop skills that will
be of long-term value in an increasingly
technological world rather than focusing onlarge quantities of factual material that may
have only short-term relevance.
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AIMS
These are not listed in order of priority. The aims are to
1. provide, through well designed studies
of experimental and practicalchemistry, a worthwhile educationalexperience for all students, whether ornot they go on to study science beyond
this level and, in particular, to enablethem to acquire sufficientunderstanding and knowledge to
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AIMS (continued)
1.1 become confident citizens in a
technological world, able to
take or develop an informedinterest in matters of scientific
import;
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AIMS (continued)
1.2 recognise the usefulness, and
limitations, of scientific methodand to appreciate its
applicability in other disciplines
and in everyday life;
1.3 be suitably prepared for studies
beyond O/SC level in puresciences, in applied sciences or
in science-dependent vocational
courses.
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AIMS (continued)
2. develop abilities and skills that2.1 are relevant to the study and
practice of science;
2.2 are useful in everyday life;
2.3 encourage efficient and safe
practice;2.4 encourage effective
communication.
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AIMS (continued)
3. develop attitudes relevant to sciencesuch as
3.1 concern for accuracy and
precision;3.2 objectivity;
3.3 integrity;
3.4 enquiry;3.5 initiative;
3.6 inventiveness.
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AIMS (continued)
4. stimulate interest in and care for the localand global environment.
5. promote an awareness that
5.1 the study and practice of science are
co-operative and cumulative activities,and are subject to social, economic,technological, ethical and culturalinfluences and limitations;
5.2 the applications of sciences may beboth beneficial and detrimental to theindividual, the community and theenvironment.
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ASSESSMENT OBJECTIVES
A. Knowledge with understandingStudents should be able to demonstrateknowledge and understanding in relation
to:1. scientific phenomena, facts, laws,
definitions, concepts, theories;
2. scientific vocabulary, terminology,conventions (including symbols,quantities and units);
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ASSESSMENT OBJECTIVES (continued)
3. scientific instruments andapparatus, including techniques ofoperation and aspects of safety;
4. scientific quantities and theirdetermination;
5. scientific and technologicalapplications with their social,economic and environmentalimplications.
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ASSESSMENT OBJECTIVES (continued)
The subject content defines the factual
knowledge that candidates may be
required to recall and explain. Questionstesting those objectives will often begin
with one of the following words: define,
state, describe, explain or outline.
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ASSESSMENT OBJECTIVES (continued)
B. Handling information and solvingproblems
Students should be able - in words or
by using symbolic, graphical and
numerical forms of presentation - to:
1. locate, select, organise and presentinformation from a variety of
sources;
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2. translate information from one formto another;
3. manipulate numerical and other
data;4. use information to identify patterns,
report trends and draw inferences;
5. present reasoned explanations forphenomena, patterns andrelationships;
ASSESSMENT OBJECTIVES (continued)
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ASSESSMENT OBJECTIVES (continued)
6. make predictions and propose
hypotheses;
7. solve problems.
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ASSESSMENT OBJECTIVES (continued)
These assessment objectives cannot beprecisely specified in the subject contentbecause questions testing such skills may
be based on information that is unfamiliarto the candidate. In answering suchquestions, candidates are required to use
principles and concepts that are within thesyllabus and apply them in a logical,reasoned or deductive manner to a novelsituation.
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ASSESSMENT OBJECTIVES (continued)
Questions testing these objectives will
often begin with one of the following
words:predict, suggest, construct,calculate or determine.
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ASSESSMENT OBJECTIVES (continued)
C. Experimental skills and investigations
Students should be able to:
1. follow a sequence of instructions;2. use techniques, apparatus and
materials;
3. make and record observations,
measurements and estimates;
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ASSESSMENT OBJECTIVES (continued)
4. interpret, evaluate and report upon
observations and experimental
results;5. design/plan an investigation, select
techniques, apparatus and materials;
6. evaluate methods and suggestpossible improvements.
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SCHEME OF ASSESSMENT
Candidates are required to enter forPapers 1, 2 and either Paper 3 or Paper 4.
Paper Type of paper Duration Marks
1 Multiple Choice 1 hour 40
2 Theory 1 hour 30 minutes 75
4 Alternative to
practical
1 hour 30
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SCHEME OF ASSESSMENT
(continued)
Paper 1 Theory (1 h, 40 marks)
A paper consisting of 40 compulsory
multiple choice items of the simpledirect choice' type.
A copy of the Periodic Table will be
printed as part of this Paper.
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SCHEME OF ASSESSMENT
(continued)
Paper 2 Theory (1 h 30 min, 75 marks)consisting of two sections
Candidates will answer on the QuestionPaper.
A copy of the Periodic Table will be
printed as part of this Paper.
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SCHEME OF ASSESSMENT
(continued)
Paper 2 Theory (1 h 30 min, 75 marks)consisting of two sections
Section A45 marks
Compulsory, structured questions of
variable mark value.
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SCHEME OF ASSESSMENT
(continued)
Paper 2 Theory (1 h 30 min, 75 marks)consisting of two sections
Section B - 30 marks
4 questions each of 10 marks
Attempt any 3 questions.
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SCHEME OF ASSESSMENT
(continued)
Paper 4Alternative to Practical (1 h, 30 marks)
Marked out of 60 and then scaled to a mark
out of 30
Candidates will answer on the Question
Paper.
A written paper of compulsory short-answerand structured questions designed to test
familiarity with laboratory practical
procedures.
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SCHEME OF ASSESSMENT
(continued)
Paper 4Alternative to Practical (1 h, 30 marks)
Questions may be set requiring candidates
to:(a) record readings from diagrams of
apparatus;
(b) describe, explain, comment on orsuggest experimental arrangements,
techniques and procedures;
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SCHEME OF ASSESSMENT
(continued)
Paper 4 Alternative to Practical (1 h, 30 marks)
(c) complete tables of data and/or plot
graphs;(d) interpret, draw conclusions from
and evaluate observations and
experimental (including graphical)data;
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SCHEME OF ASSESSMENT
(continued)
Paper 4Alternative to Practical (1 h, 30 marks)
(e) describe tests for gases, ions,oxidising and reducing agents and/ordraw conclusions from such tests;
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SCHEME OF ASSESSMENT
(continued)
Paper 4 Alternative to Practical (1 h, 30 marks)
Candidates may also be required to
perform simple calculations.
The Qualitative Analysis Notes areNOT
provided.
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SCHEME OF ASSESSMENT
(continued)
Weighting of Assessment Objectives
Theory Papers (Papers 1 and 2)
A Knowledge with understanding,~ 65% of the marks with ~ allocated
to recall.
B Handling information and solving
problems,
~ 35% of the marks.
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SCHEME OF ASSESSMENT
(continued)
Weighting of Assessment Objectives
Practical Assessment (Papers 3 and 4)C Experimental skills and investigations,
Carries about 20% of the marks for the
subject.
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SUBJECT CONTENT
Most of the objectives specified in the
syllabus relate to Knowledge with
understanding, although some indicationhas been given as to where the skills of
Handling information and solving problems
may be developed.
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SUBJECT CONTENT
Some of the marks are allocated to these
higher thinking' skills.
Students should therefore be given
practice at dealing with unfamiliar
situations so that these higher thinking
skills can be developed.
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It is important that, throughout the course,
attention should be drawn to:
(i) the finite life of the world'sresources and economic and
environmental issues relating to
recycling, renewable energy andconservation;
SUBJECT CONTENT (continued)
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SUBJECT CONTENT (continued)
(ii) economic considerations in thechemical industry, such as the
availability and cost of raw
materials and energy;
(iii) the social, environmental, health
and safety issues relating to the
use of chemicals in the laboratory,
in the home and in industry;
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SUBJECT CONTENT (continued)
(iv) the importance of chemicals in
industry and in everyday life.
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MATHEMATICAL REQUIREMENTS
Calculators may be used in all parts of the
examination, providing they are in
accordance with the regulations stated in the
"UCLES Handbook for Centres" (General
Certificate of Education).
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MATHEMATICAL REQUIREMENTS
(continued)
Candidates should be able to:
1. add, subtract, multiply and divide;
2. use averages, decimals, fractions,percentages, ratios and reciprocals;
3. recognise and use standard notation;
4. use direct and inverse proportion;
5. use positive, whole number indices;
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MATHEMATICAL REQUIREMENTS
(continued)
6. draw charts and graphs from given
data;
7. interpret charts and graphs;8. select suitable scales and axes for
graphs;
9. make approximate evaluations ofnumerical expressions;
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MATHEMATICAL REQUIREMENTS
(continued)
10. recognise and use the relationshipbetween length, surface area and
volume, and their units on metricscales;
11. solve equations of the form x = yz
for any one term when the other twoare known;
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MATHEMATICAL REQUIREMENTS
(continued)
12. comprehend and use the
symbols/notations , , /, ;
13. comprehend how to handlenumerical work so that significant
figures are neither lost
unnecessarily nor used beyond whatis justified.
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GLOSSARY OF TERMS USED IN
CHEMISTRY PAPERS
1. Define (the term(s)...) is intended
literally. Only a formal statementor equivalent paraphrase being
required.
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GLOSSARY OF TERMS
(continued)
2. What do you understand by/What is
meant by (the term(s)...) normally implies that
a definition should be given, together with
some relevant comment on the significance or
context of the term(s) concerned, especially
where two or more terms are included in the
question. The amount of supplementarycomment intended should be interpreted in the
light of the indicated mark value.
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GLOSSARY OF TERMS
(continued)
3. State implies a concise answer with
little or no supporting argument, e.g. a
numerical answer that can be obtained
by inspection.
G OSSA O S
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GLOSSARY OF TERMS
(continued)
4. List requires a number of points,
generally each of one word, with no
elaboration. Where a given number of
points is specified, this should not be
exceeded.
GLOSSARY OF TERMS
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GLOSSARY OF TERMS
(continued)
5. Explain may imply reasoning or some
reference to theory, depending on the
context.
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GLOSSARY OF TERMS (continued)
6. Describe requires candidates to state inwords (using diagrams where appropriate)
the main points of the topic. It is often
used with reference either to particularphenomena or to particular experiments.
In the former instance, the term usually
implies that the answer should includereference to (visual) observations
associated with the phenomena.
GLOSSARY OF TERMS
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GLOSSARY OF TERMS
(continued)
In other contexts, describe and give an
account of should be interpreted more
generally, i.e. the candidate has greater
discretion about the nature and the
organisation of the material to be
included in the answer. Describe andexplain may be coupled in a similar
way to state and explain.
GLOSSARY OF TERMS
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GLOSSARY OF TERMS
(continued)
7. Discuss requires candidates to give a
critical account of the points involved
in the topic.
8. Outline implies brevity, i.e. restricting
the answer to giving essentials.
GLOSSARY OF TERMS
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GLOSSARY OF TERMS
(continued)
9. Predict or deduce implies that the
candidate is not expected to produce the
required answer by recall but by making
a logical connection between other
pieces of information. Such information
may be wholly given in the question or
may depend on answers extracted in an
early part of the question.
GLOSSARY OF TERMS
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GLOSSARY OF TERMS
(continued)
10. Comment is intended as an open-ended
instruction, inviting candidates to recall
or infer points of interest relevant to thecontext of the question, taking account
of the number of marks available.
GLOSSARY OF TERMS
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GLOSSARY OF TERMS
(continued)
11. Suggest is used in two main contexts, i.e.
either to imply that there is no unique
answer (e.g. in chemistry, two or more
substances may satisfy the given conditions
describing an unknown), or to imply that
candidates are expected to apply their
general knowledge to a novel situation,one that may be formally not in the
syllabus.
GLOSSARY OF TERMS
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GLOSSARY OF TERMS
(continued)
12. Find is a general term that may variously
be interpreted as calculate, measure,
determine etc.13. Calculate is used when a numerical
answer is required. In general, working
should be shown, especially where twoor more steps are involved.
GLOSSARY OF TERMS
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GLOSSARY OF TERMS
(continued)
14. Measure implies that the quantity
concerned can be directly obtained
from a suitable measuring instrument,e.g. length, using a rule, or angle, using
a protractor.
GLOSSARY OF TERMS
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GLOSSARY OF TERMS
(continued)
15. Determine often implies that the
quantity concerned cannot be measured
directly but is obtained by calculation,substituting measured or known values
of other quantities into a standard
formula, e.g. relative molecular mass.
GLOSSARY OF TERMS
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GLOSSARY OF TERMS
(continued)
16. Estimate implies a reasoned order of
magnitude statement or calculation of
the quantity concerned, making suchsimplifying assumptions as may be
necessary about points of principle and
about the values of quantities nototherwise included in the question.
GLOSSARY OF TERMS
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GLOSSARY OF TERMS
(continued)
17. Sketch, when applied to graph work,
implies that the shape and/or position of
the curve need only be qualitatively
correct, but candidates should be aware
that, depending on the context, some
quantitative aspects may be looked for,
e.g. passing through the origin, having an
intercept, asymptote or discontinuity at a
particular value.
GLOSSARY OF TERMS
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GLOSSARY OF TERMS
(continued)
In diagrams, sketch implies that a
simple, freehand drawing is acceptable:
nevertheless, care should be taken overproportions and the clear exposition of
important details.
GLOSSARY OF TERMS
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GLOSSARY OF TERMS
(continued)
18. Construct is often used in relation to
chemical equations where a candidate
is expected to write a balanced equation,not by factual recall but by analogy or
by using information in the question.
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Special Note
Units, significant figures. Candidatesshould be aware that misuse of units and/orsignificant figures, i.e. failure to quote units
where necessary, the inclusion of units inquantities defined as ratios or quotinganswers to an inappropriate number of
significant figures, is liable to be penalised.