UCE CHEMISTRYBY

MR. OTIM EMMANUELTEACHER OF CHEMISTRY

MAKERERE COLLEGE SCHOOL

KNOWLEDGEKnowledge of chemical terminology and conventions.Knowledge of a variety of experimental methods from work in the laboratory, from demonstrations that provide experience of techniques, of equipment and of observation.Knowledge of the main facts that have been established.Knowledge of the main generalizations that have been made and of the theories that are widely held.N.B. Abilities tested here include: ‘recall’, ‘state’, ‘recognise’, ‘name’ and ‘define’,

The ability to understand and interpret scientific information presented in verbal, numerical or graphical form and to translate such information from one form to another.

The ability to explain familiar phenomena in terms of relevant models, laws and principles.

The ability to select and apply known laws and principles to given situations.

The ability to analyse given data. The ability to recongise mistakes and

misconceptions. N.B. Abilities tested here include:

‘explain’, ‘interpret’, ‘predict’, ‘judge’ and ‘classify’.

The ability to apply the above knowledge and abilities to practical situations.

The ability to handle apparatus and perform experiments in given situations.

The ability to make accurate observations. The ability to devise simple experiments. The ability to record results accurately and

present data in an appropriate form. The ability to make correct deductions from

observations.

545/1 PAPER 1 50 OBJECTIVE TYPE QUESTIONS 1 ½ HOURS 50 MARKS

545/2 PAPER 2 SECTION A 10 COMPULSORY QUESTIONS & SECTION B 4 ESSAY TYPE QUAETIONS 2 HOURS 80 MARKS

545/3/4/5 PRACTICAL PAPER 2 HOURS 30 MARKS

THE MARKS ARE SCALED DOWN TO 25, 50 & 25.

Write the correct pipette value correctly i.e. 10.0 cm3 or 20.0 cm3 or 25.0 cm3.

Fill the table of values to two decimal places e.g. 22.50 cm3 and subtract values correctly.

Select at least two titre values to be used for calculating the average titre value.

Calculate the required variable from First Principles. Where a thermometer is used enter the correct readings

in the table to 1 decimal place. For qualitative analysis, teach students to follow

instructions properly, make observations and draw correct deductions from their observations. They should test gases such as carbon dioxide, ammonia, hydrogen chloride, sulphur dioxide correctly. Correct use of chemical terms and writing formulae of cations and anions must be emphasized.

Attitude of the students. Methodology i.e. handling of the subject. Survival trend (time). Inadequate feedback from examining body. Lack of chemicals and apparatus. Motivation of students and teachers.

Poor writing of chemical names e.g. carbondioxide Using trivial names or trade names such as marble

chips, quick lime, lime water etc Mis-spelling words e.g. consentrated, involved etc.

Poor English especially in essay (descriptive) questions.

Mixing up names e.g. magnesium oxide instead of manganese(IV) oxide

Not using correct oxidation state or valency for elements with more than one oxidation state or valency such as copper oxide instead of copper(II) oxide.

Using symbols or formulae in descriptive work. Using un-conventional words such as ppt, excs, c,

conc., etc. Giving more responses than required. For example,

give two uses of hydrogen. Equations – Wrongly written equations do not get

any marks awarded. Using wrong symbols e.g. CL, AL, CU, Ca, mg, pb,

fe, k and Zn Using wrong formulae e.g. Co2, Co, NaoH, H2o etc. Not indicating conditions for reactions, i.e. heat.

In practical work, using words that are ambiguous such as clear solution, white solution, reacts, carbon dioxide

Failure to relate knowledge gained in practical work, if any, to questions set in theory.

Grammatical errors e.g. election (electron), rather (lather), iron (ion), cell (shell) etc.

Graphs with un-labelled axes, poor scale, poorly plotted and joined points. Instructions are not followed.

Wrongly written structural formulae. Using prepared formulae e.g. molarity =

concentration in g per litre/formula mass. Using units in wrong places e.g. RAM, RMM, RFM. Poor mathematical background. Not sticking to accuracy level indicated in the stem

of the question e.g. 12.4 g Poor interpretation of the mole concept. Drawing diagrams that are not to scale & are not

properly labelled. The apparatus used is NOT working.

Classify – is to group or arrange items according to their behavior (system/category/Principle) e.g. oxides

Explain – is to make an issue clear or understandable, giving reasons or the difference.

Identify or state or list or outline When these words are used in a question, one can use a

symbol/formula or name but not both e.g. identify a gas that re-lights a glowing splint. The answer is either oxygen or O2 but not oxygen (O2).

Deduce – is to infer/conclude by logical reasoning. This is commonly examined in all papers but more so in paper 3.

Define – is to set boundaries of or determine something.

Describe – is expecting one to explain or write about or give a detailed account of something. Picture something and write about it in details.

Discuss – is to write about something deliberately. You consider and argue about the positive and negative aspects of the topic or idea or statement made. This is very rare in chemistry.

Illustrate – is to make something clear or easily understood by examples or comparisons.

Examine children on low ability skill questions e.g. state, identify, mention, outline etc and high ability skill questions e.g. explain, describe etc.

Teach chemistry by practical approach (Learner – Centered) as much as possible. Where the learner – centered approach does not work, demonstrate otherwise minimize use of chalk & talk method.

Interest students in mathematics so that they can appreciate the obvious importance of mathematics in chemistry.

Think of unique practical questions that are challenging to students to give them opportunity to think critically. Give practical work as frequently as possible.

Your students should endeavour at all times to comprehend/understand the questions before answering them.

Test students more in paper 2. Try to set your own questions following the normal patterns in paper 2.

Encourage students to:Use correct grammar and chemical terms in their work. They should not misuse words.Use chemical names than trade names or trivial names.Use proper words and not abbreviations e.g. ppt, conc, xcs etc.Describe or explain using words and not symbols or formulae. Train students to acquire reasoning capacity so as to be able to explain facts in chemistry.Write correct symbols and formulae.Write well balanced chemical equations with correct state symbols and indicate conditions of reactions. Equations constitute unavoidable language of chemists.

Write correct structural formulae for organic compounds. Write names of compounds with variable oxidation

states or valencies using Roman numbers in brackets e.g. iron(III) chloride, lead(II) oxide etc.

Write names of compounds correctly e.g. copper(II) sulphate, carbon monoxide etc.

Use units appropriately (RMM or RFM or RAM do not require units).

Draw representative graphs with axes labeled, scale given, and points correctly plotted and smoothly joined.

Draw diagrams with working apparatus to scale and label them appropriately using names of reagents, gases etc. Instill skills of drawing diagrams in science.

Calculate from First Principles, observe accuracy and avoid using prepared formulae as much as possible.

Interpret molarity well. Record observations in practical work using

acceptable words and make critical conclusions.BELIEVE IN YOUR SELF, YOUR ABILITY &

TRUST IN OTHERS GUIDANCE (WISE COUNSEL) GOOD LUCK