Chemistry Syllabus: Caribbean Examinations Council

CARIBBEAN EXAMINATIONS COUNCIL
Caribbean Secondary Education Certificate

CSEC®
CHEMISTRY
SYLLABUS
Effective for examinations from May–June 2015
CXC 21/G/SYLL 13
Published by the Caribbean Examinations Council.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or
transmitted in any form, or by any means electronic, photocopying, recording or otherwise without
prior permission of the author or publisher.
Correspondence related to the syllabus should be addressed to:
The Pro-Registrar
Caribbean Examinations Council
Caenwood Centre
37 Arnold Road, Kingston 5, Jamaica
Telephone Number: + 1 (876) 630-5200

Facsimile Number: + 1 (876) 967-4972
E-mail Address: cxcwzo@cxc.org
Website: www.cxc.org
Copyright © 2013 by Caribbean Examinations Council

The Garrison, St Michael BB14038, Barbados
CXC 21/G/SYLL 13
Contents
RATIONALE ................................................................................................................................... 1
AIMS ............................................................................................................................................. 1
CANDIDATE POPULATION ............................................................................................................. 2
SUGGESTED TIME-TABLE ALLOCATION ........................................................................................ 3
ORGANISATION OF THE SYLLABUS ............................................................................................... 3
SUGGESTIONS FOR TEACHING THE SYLLABUS.............................................................................. 3
CERTIFICATION AND DEFINITION OF PROFILES ............................................................................ 4
FORMAT OF THE EXAMINATIONS ................................................................................................. 6
REGULATIONS FOR RESIT CANDIDATES ........................................................................................ 7
REGULATIONS FOR PRIVATE CANDIDATES ................................................................................... 7
THE PRACTICAL APPROACH .......................................................................................................... 7
SECTION A - PRINCIPLES OF CHEMISTRY..................................................................................... 11
SECTION B - ORGANIC CHEMISTRY ............................................................................................. 27
SECTION C - INORGANIC CHEMISTRY .......................................................................................... 33
GUIDELINES FOR THE SCHOOL-BASED ASSESSMENT ................................................................... 42
LIST OF SUGGESTED CHEMICALS .................................................................................................. 61
SUGGESTED EQUIPMENT LIST ...................................................................................................... 64
RESOURCES ................................................................................................................................... 66
GLOSSARY ..................................................................................................................................... 67
CXC 21/G/SYLL 13
This document CXC 21/G/SYLL 13 replaces CXC 21/G/SYLL 02 issued in 2002.
Please note that the syllabus has been revised and amendments are indicated by italics.
First Published 1983

Reprinted with amendments 1986, 1987
Revised 1991, 1996, 2002, 2013
Please check the website www.cxc.org for updates on CXC’s syllabuses.
CXC 21/G/SYLL 13
Chemistry Syllabus
 RATIONALE
The application of scientific principles and the conduct of relevant research are of significant importance
in identifying, assessing and realising the potential of the resources of Caribbean territories. A good
foundation in the sciences will help citizens of the Caribbean to respond to the challenges of a rapidly
changing world using the scientific approach.
Chemistry is concerned with the physical and chemical properties of substances and the interaction of
energy and matter. The study of Chemistry involves an investigation into chemical reactions and
processes. The discipline seeks to explain and predict events at the atomic and molecular level.
Through the principles of Chemistry, students will understand everyday life, nature and technology, and
the significance of the well-being of man and the environment.
The CSEC Chemistry Syllabus is redesigned to allow students to work individually and with others in
practical, field and interactive activities that are related to theoretical concepts in the course. It is
expected that students will apply investigative and problem-solving skills, effectively communicate
scientific information and appreciate the contribution that a study of chemistry makes to their
understanding of the world. The syllabus places greater emphasis on the understanding and application
of chemical concepts and principles and different learning styles and needs, so that students will
develop skills that will be of long term value in an increasingly technological world, rather than focusing
on large quantities of factual information. In addition, it encourages the use of various teaching and
learning strategies while at the same time catering to multiple intelligences.
It contributes to the development of the Ideal Caribbean Person as articulated by the CARICOM Heads
of Government in the following areas: respect for human life, awareness of the importance of living in
harmony with the environment; demonstrates multiple literacies, independent and critical thinking and
the innovative application of science and technology to problem solving. In keeping with the UNESCO
Pillars of Learning, on completion of this course of study, students will learn to do, learn to be and learn
to transform themselves and society.
 AIMS
This syllabus aims to:
1. appreciate and understand natural phenomena and the ways in which materials behave;
2. be aware of the power, impact and influence which Chemistry has in a modern scientific world
and to emphasise that there is a responsibility that Chemistry be used for the good of the
society and for the preservation of the environment;
3. appreciate, understand and use methods of science;
CXC 21/G/SYLL 13 1
4. see the relevance of Chemistry to everyday life;
5. appreciate and understand the role of Chemistry in enabling materials to be used in the
service of mankind, in the Caribbean and elsewhere;
6. understand basic chemical concepts in sufficient depth to provide an adequate foundation for
specialisation;
7. develop the spirit of inquiry and to continue the search for new ways in which materials may
be used in the service of mankind;
8. appreciate the inter-relationships among Chemistry, Biology, Physics, Mathematics and other
subjects;
9. make use of chemical data, concepts, principles and terminology in communicating chemical
information;
10. develop the ability to work independently and collaboratively with others when necessary;
11. appreciate the significance and limitations of science in relation to social and economic
development;
12. integrate Information and Communication Technology (ICT) tools and skills into the teaching
and learning of chemical concepts.
 CANDIDATE POPULATION
The syllabus is designed for students intending to pursue further studies in Science at the tertiary level
as well as students whose formal study of the subject is unlikely to proceed further.
CANDIDATE REQUIREMENTS
1. Candidates should be exposed to at least three years of science at the secondary level, which
should provide an introduction to basic scientific principles.
2. Candidates should be concurrently studying or have done:
(a) CSEC Mathematics or its equivalent;
(b) CSEC English A (English Language) or its equivalent.
It is assumed that students will be able to:
1. make calculations involving addition, subtraction, multiplication and division of quantities;
2. use significant figures, estimate orders of magnitude;
3. express fractions as percentages and vice versa;
4. use indices, transform decimal notation to powers of ten (standard form);
5. substitute values into equations;
CXC 21/G/SYLL 13 2
6. manipulate formulae;
7. sketch curves (elementary), plot results graphically, select their own scales; determine
gradients of curves and straight lines;
8. extrapolate and interpolate (from data);
9. perform simple operations involving ratio and proportion;
10. perform simple operations involving variation;
11. perform simple operations involving rates of change;
12. use pie charts, bar charts and histograms in representing data.
CLASS SIZE
It is recommended that practical classes accommodate a maximum of twenty-five students.
 SUGGESTED TIME-TABLE ALLOCATION

It is recommended that a minimum of five 40-minute periods per week, including one double period,
be allocated to the subject over a two-year period.
 ORGANISATION OF THE SYLLABUS

The syllabus is divided into three sections, namely:
SECTION A - Principles of Chemistry
SECTION B - Organic Chemistry
SECTION C - Inorganic Chemistry
 SUGGESTIONS FOR TEACHING THE SYLLABUS

It is recommended that Section A be taught first. However, in teaching each section, teachers need
not follow the sequence given. SI units and IUPAC conversion of nomenclature should be used
throughout.
Teachers are strongly encouraged to use inquiry-based strategies to teach chemical concepts.
Teachers should ensure that their lessons stimulate the students’ curiosity and facilitate critical
thinking and problem solving. This will help students view Chemistry as a dynamic and exciting
investigative process. The provision of cooperative and collaborative activities is encouraged.
The general and specific objectives indicate the scope of the content including practical work that
should be covered. However, unfamiliar situations may be presented as stimulus material in
examination questions.
CXC 21/G/SYLL 13 3
This syllabus caters to varying teaching and learning styles, with specific attention made to ensure
the interrelatedness of concepts. The fourth column entitled, “Skills and Interrelationships” states
which specific objectives are best suited for Observation, Recording and Reporting (ORR),
Manipulation and Measurement (MM), Analysis and Interpretation (AI), and Planning and Designing
(PD) skills. It also highlights connections between chemical concepts and fields of Biology, Physics,
Mathematics and Agricultural Science. Whenever possible, a variety of teaching and learning
strategies suitable to varying learning needs of students should be employed with special attention
given to the identification of variables and the use of controls in chemical investigations. The need
for repeated investigations and observations to arrive at meaningful conclusions should be
emphasised.
In addition to developing a solid foundation of factual information, teachers are encouraged to

emphasise the application of scientific concepts and principles and minimise memorisation and rote
learning. In order to make the course as relevant as possible, every opportunity should be taken to
help students make the connections between chemistry and their environment.
The role of the teacher is to facilitate students’ learning accurate and unbiased information that will
indirectly contribute to a more scientifically literate citizenry that is capable of making educated
decisions regarding the world in which we live.
 CERTIFICATION AND DEFINITION OF PROFILES

The syllabus will be examined for General Proficiency certification.
In addition to the overall grade, there will be a profile report on the candidate's performance under
the following headings:-
1. Knowledge and Comprehension;
2. Use of Knowledge;
3. Experimental Skills.
Knowledge and Comprehension (KC)
The ability to:
Knowledge identify, remember, grasp the meaning of basic facts, concepts and
principles;
Comprehension select appropriate ideas, match, compare and cite examples of facts,
concepts and principles in familiar situations.
Use of Knowledge (UK)
The ability to:
Application use facts, concepts, principles and procedures in unfamiliar situations;

transform data accurately and appropriately; use common
characteristics as a basis for classification; use formulae accurately for
computations;
CXC 21/G/SYLL 13 4
Analysis and Interpretation identify and recognise the component parts of a whole and interpret
the relationships between those parts; identify causal factors and show
how they interact with each other; infer, predict and draw conclusions;
make necessary and accurate calculations and recognise the limitations
and assumptions inherent in the collection and interpretation of data;
Synthesis combine component parts to form a new meaningful whole; make

predictions and solve problems;
Evaluation make reasoned judgements and recommendations based on the value

of ideas and information and their implications;
Environmental show concern and awareness for the environment and the
conservation of natural resources.
Experimental Skills (XS)
The ability to:
Observation/Recording/ use the senses and extensions of them to perceive objects and events
Reporting accurately; present a written report, drawing or other graphical
representation, which is clear, concise, accurate and pertinent to the
investigation; report and recheck unexpected results;
Drawing make large, clear, labelled line representations of apparatus or models;
Manipulation/ set up, use carefully and competently simple laboratory apparatus and
Measurement measuring instruments; appropriately prepare materials for
observation/investigation; master separation techniques; use materials
economically;
Planning and Designing develop hypotheses and devise means of carrying out investigations to
test them; plan experimental procedures and operations in appropriate
sequence; identify variables, state expected results, identify
precautions and possible sources of error. It is expected that some of
the planning and designing activities will be carried out to help students
develop this skill. However, the reports of these activities are no longer
plans and cannot be assessed as Planning and Design. They can be
marked for other skills, for example, ORR.
CXC 21/G/SYLL 13 5
 FORMAT OF THE EXAMINATIONS
Paper 01 An objective test consisting of 60 multiple choice items.
(1 hour 15 minutes)
Paper 02 One compulsory data analysis question, two structured

(2 hours 30 minutes) questions and three extended response questions.
Paper 03/1 School-Based Assessment will evaluate the achievement of the

School-Based Assessment (SBA) candidate in the Experimental Skills and Analysis and
Interpretation involved in the laboratory and fieldwork.
Candidates will be required to keep a separate practical
workbook. CXC will require a sample of these for external
moderation.
Paper 03/2 Alternate to the School-Based Assessment for private

Assessment for Private candidates. This paper will examine the same skills as those
Candidates only tested in Paper 03/1. The focus, therefore, will be on
(2 hours and 10 minutes) Experimental Skills and Use of Knowledge (Analysis and
Interpretation).
NOTES ON THE EXAMINATIONS
1. The use of non-programmable calculators will be permitted in the examination. The use of a
calculator to recall previously stored information during an examination is prohibited.
2. Copies of the Periodic Table will be provided if necessary.
3. SI units will be used on all examination papers.
WEIGHTING OF PAPERS AND PROFILES
The percentage weighting of the examination components and profiles is as follows:
Table 1- Percentage Weighting of Papers and Profiles
PAPER 01 PAPER 02 PAPER 03 TOTAL TOTAL

PROFILES Multiple Structured and SBA RAW %
Choice Data Analysis
Knowledge and 50 35 - 85 43
Comprehension
Use of Knowledge 10 55 10 75 37
Experimental Skills – 10 30 40 20
TOTAL % 60 100 40 200 100
CXC 21/G/SYLL 13 6
 REGULATIONS FOR RESIT CANDIDATES
Resit candidates must complete Papers 01 and 02 and Paper 03 of the examination for the year for
which they re-register. Resit candidates may elect not to repeat the School-Based Assessment
component, provided they re-write the examination no later than two years following their first
attempt.
Candidates may opt to complete the School-Based Assessment (SBA) or may opt to re-use another
SBA score which satisfies the condition below.
A candidate who re-writes the examination within two years may re-use the moderated SBA score
earned in the previous sitting within the preceding two years. Candidates re-using SBA scores in
this way must register as “Resit candidates” and provide the previous candidate number.
All resit candidates may enter through schools, recognized educational institutions, or the Local
Registrar’s Office.
 REGULATIONS FOR PRIVATE CANDIDATES

Private candidates must be entered for examination through the Local Registrar in their respective
territories and will be required to sit Papers 01, 02, and EITHER Paper 03/1 OR Paper 03/2.
Paper 03/2 is a practical examination designed for candidates whose work cannot be monitored by
tutors in recognised educational institutions. The Paper will be of 2 hours and 10 minutes duration and
will consist of three questions. Questions will test the Experimental Skills and Use of Knowledge
(Analysis and Interpretation) profiles and will incorporate written exercises and practical activities.
 THE PRACTICAL APPROACH

The syllabus is designed to foster the use of inquiry-based learning through the application of the
practical approach. Students will be guided to answer scientific (testable) questions by a process of
making observations, asking questions, doing experiments and analysing and interpreting data. The
CXC CSEC Chemistry syllabus focuses on the following skills.
1. Planning and Designing (PD)
Student’s ability to:
(a) Ask questions: how, what, which, why or where. (Students must be guided by their
teachers to ask scientific questions based on a stated problem).
Sample Problem: It has been observed that galvanized roofs on beach houses
corrode faster than those on houses inland.
Example: Why do galvanized roofs on beach houses corrode faster than those on
houses inland?
(b) Construct a hypothesis; the hypothesis must be clear, concise and testable.
Example: Iron rusts faster in the presence of salt water.
CXC 21/G/SYLL 13 7
(c) Design an experiment to test the hypothesis Experimental reports must include the
following:
(i) problem statement;
(ii) aim;
(iii) list of materials and apparatus to be used;
(iv) clear and concise step by step procedure;
(v) manipulated and responding variables;
(vi) controlled variables;
(vii) observations to be made or measurements to be taken;
(viii) suggested display of results(for example, graphs tables ;
(ix) proposed use of results;
(x) possible limitations, assumptions;
(xi) precautions to be taken.
2. Measurement and Manipulation (MM)
(a) Handle scientific equipment competently.
The list of equipment includes:
(i) Bunsen burner;
(ii) measuring cylinder;
(iii) beakers;
(iv) thermometer;
(v) ruler;
(vi) stop watch/clock;
(vii) balance;
(viii) boiling tube;
(ix) burette;
(x) pipette;
CXC 21/G/SYLL 13 8
(xi) conical flask;
(xii) syringe;
(xiii) voltmeter;
(xiv) ammeter.
This list is not exhaustive.
(b) Use of appropriate apparatus.
(c) Take accurate measurements.
3. Observation, Reporting and Recording (ORR)
(a) Recording
Student’s ability to record observations and to collect and organize data.

Observations and data may be recorded in the following format.
(i) Prose
Written description of observations in the correct tense.
(ii) Table (Neatly enclosed)

Numerical: physical quantities in heading, correct units stated in heading,
symbols, decimal points.
Non-numerical: headings correct, details present.
(iii) Graph
Axes labelled with units, correct scales, correct plotting, smooth curves/best
fit lines.
(iv) Drawing of apparatus as set up for use.
(b) Reporting
Student’s ability to prepare a comprehensive written report on their assignments

using the following format:
(i) Date (date of experiment).
(ii) Aim (what is the reason for doing the experiment).
(iii) Apparatus and Materials (all equipment, chemicals and materials used in
the experiment must be listed).
(iv) Method/Experimental Procedure (step-by-step procedure written in the

past tense, passive voice).
(v) Results and Observations (see (a) above: Recording).
(vi) Discussion and Conclusion (see 4: Analysis and Interpretation).
CXC 21/G/SYLL 13 9
4. Analysis and Interpretation
(a) identify patterns and trends;
(b) make accurate calculations;
(c) identify limitations and sources of error;
(d) make a conclusion to either support or refute the hypothesis;
(e) compare actual results with expected results if they are different;
(f) suggest alternative methods or modifications to existing methods;
(g) analyse and interpret results and observations, and make conclusions.
CXC 21/G/SYLL 13 10
 SECTION A - PRINCIPLES OF CHEMISTRY
Section A is designed as an introduction to fundamental chemical concepts and principles. A study of
the particulate nature of matter, structure, bonding, chemical properties and physical properties of
elements, compounds and mixtures is included as well as certain quantitative properties.
Comprehension of these concepts and principles will help students appreciate the importance of
chemistry as it relates to the environment and the daily activities of man.
GENERAL OBJECTIVES
On completion of this Section, students should:
1. be aware that matter is made up of particles;
2. understand that different types of mixtures can be separated based on the properties of the
components;
3. be familiar with the concept of the atom as the basic building block of matter;
4. appreciate that matter can be classified based on physical or chemical properties;
5. be aware of the different forces of attraction that exist between particles;
6. understand the mole as the unit for comparison of amounts of matter;
7. appreciate that properties of chemicals will affect their reactions;
8. assess the impact of certain materials on living systems and the environment;
9. be familiar with the composition of certain materials and develop the ability to make reasoned
choices concerning their use;
10. understand that the rate at which a chemical reaction proceeds is dependent on a number of
physical factors;
11. appreciate that energy changes occur during the course of a chemical reaction;
12. appreciate the importance of chemistry to the environment.
CXC 21/G/SYLL 13 11
SECTION A - PRINCIPLES OF CHEMISTRY (cont’d)
SPECIFIC OBJECTIVES CONTENT/ SUGGESTED SKILLS AND

EXPLANATORY PRACTICAL INTER-
NOTES ACTIVITIES RELATIONSHIP
1. STATES OF MATTER
Students should be able to:
1.1 explain how Evidence obtained Experiments of Biology- Osmosis,

evidence supports from practical work diffusion of ammonia diffusion.
the particulate involving processes, and hydrogen chloride Physics-Kinetic
theory of matter; such as diffusion and gases in cylindrical Theory.
osmosis. Use of salt tube. Osmosis of
or sugar to control Pawpaw (green) strips Skills: ORR; PD.
garden pests and as a in a container of
preservative. distilled water.
Potassium manganate
(VII) in water.
1.2 distinguish among Arrangement of

the three states of particles, energy of
matter; particles, strength of
forces of interaction.
Consideration of
physical
characteristics of
states.
Example: Volume,
density,
compressibility.
1.3 explain the changes Consideration of Heat the following ice, Physics - Specific
between the three freezing, melting, water, butter, Iodine latent heat.
states of matter in boiling, evaporation, (in a fume hood).
terms of energy and sublimation, Skills: MM; AI;
arrangement of condensation; heating ORR.
particles. and cooling curves.
2. MIXTURES AND SEPARATIONS
2.1 distinguish between Elements, Compare boiling Biology – Solutions

pure substances and compounds, atoms, point of pure in life processes.
mixtures; molecules, fixed water and sodium
composition, chloride solution. Skill: MM.
properties, variable
composition, variable
properties.
CXC 21/G/SYLL 13 12

2.2 distinguish among Reference to particle Filtration, use of lamp Skills: ORR, MM.
solutions, sizes, passage of light to view particles.
suspensions and light, sedimentation.
colloids;
2.3 identify different Types of solutions: Observe examples of

types of solutions; solid in liquid, solid in each type of solution.
solid, gas in liquid,
liquid in liquid, gas in
gas.
2.4 investigate the effect Examples showing Determine the Biology –

of temperature on that a decrease in solubility of a solute in Transport system.
solubility of solids in solubility with water, for example, Skills: AI; ORR; MM.
water; increasing potassium nitrate.
temperature will not
be required.
2.5 apply suitable Properties to be Use of simple Biology – Function

separation techniques included: particle size, filtration, simple and of the kidney,
based on differences boiling point, fractional distillation, digestive system.
in properties of the crystalline structure, paper
components of solubility and solute chromatography, and Skills: MM; ORR.
mixtures; mobility in solvent. the separating funnel.
Include line drawing to
represent the
separation process.
Refer to SO B1.2, B3.8,
C5.8.
2.6 describe the A simple treatment of A field visit to a sugar Physics – Gas Laws,
extraction of sucrose the following crushing, producing plant. circular motion,
from sugar cane. precipitation, Specific latent heat.
filtration, vacuum
distillation,
crystallisation,
centrifugation.
CXC 21/G/SYLL 13 13

3. ATOMIC STRUCTURE
3.1 describe with The atom as consisting Make models. Physics-Particles in

illustrations, the of three basic the atom.
structure of atoms particles: protons,
of atomic number 1 neutrons and electrons
to 20; arranged in shells. No
consideration of
orbitals is expected.
3.2 state properties of Properties related to

electrons, protons relative mass and
and neutrons; relative charge only.
3.3 define atomic Physics –

number and mass Particles in the
number; atom.
3.4 define relative Relative atomic mass

atomic mass; based on carbon-12
isotope.
3.5 interpret notations a – mass number;

of the form b – atomic number;
a c c - charge;
X d - number of
b d items in the entity;
X – symbol of atom.
3.6 define isotopy; Isotopes as atoms with Physics-

the same number of Radioactivity.
protons and different
number of neutrons.
3.7 list uses of At least three uses of Physics-

radioactive isotopes. radioactive isotopes; Radioactivity.
for example, carbon
dating, radiotherapy,
tracers, pacemakers
and energy
generation.
CXC 21/G/SYLL 13 14

EXPLANATORY NOTES PRACTICAL INTER-
ACTIVITIES RELATIONSHIP
4. PERIODIC TABLE AND PERIODICITY
4.1 explain the basis for Mention historical Physics-Structure of

the arrangement of development of the the atom.
elements in the periodic table, for
periodic table; example, contributions
from Mendeleev and
Dobereiner. Classification
based on atomic number,
atomic structure.
Arrangement in periods
and groups.
4.2 explain trends in Ease of ionisation, Reactions of Skills: ORR; AI.

Group II; reactivity with oxygen, magnesium and
water, and dilute calcium with
hydrochloric acid. water, air, and
dilute hydrochloric
acid.
4.3 explain trends in Consideration of the Carry out simple Skills: ORR, AI.
Group VII; following properties: displacement
physical state at room reactions with
temperature, strength of chlorine, bromine
oxidising power. and iodine.
Observe the
physical state of
these elements.
4.4 identify trends in Metallic to semi-metallic

period 3; to non-metallic properties.
Refer to SO A7.1.
4.5 predict properties of Plan and design an Skill: PD.

unknown elements investigation of
based on the position the position of
in periodic table. element X in the
periodic table.
CXC 21/G/SYLL 13 15

5. STRUCTURE AND BONDING
5.1 explain the formation Draw dot and cross

of ionic and covalent diagrams to show ionic and
bonds; covalent bonding.
Refer to SO B2.1.
5.2 predict the likelihood

of an atom forming
an ionic or a
covalent bond based
on atomic structure;
5.3 write formulae to

represent ions,
molecules and
formula units;
5.4 explain metallic Arrangement of cations Physics-Particles in

bonding; and mobile electrons. the atom.
Refer to SO C1.1.
5.5 describe ionic Make diagrammatic Make models of

crystals, simple representations of sodium sodium chloride,
molecular crystals chloride, graphite and graphite and
and giant molecular diamond. diamond.
crystals;
5.6 distinguish between Use melting point, Investigate Physics –

ionic and molecular solubility in water and melting point and Electricity,
solids; organic solvents, and solubility of solids specific latent
conductivity. and conductivity heat. Biology –
of resulting Life processes.
solutions.
Skills: ORR; MM; AI.
5.7 relate structure of Use melting point, Physics - Electricity,

sodium chloride, solubility in water, latent heat.
diamond and conductivity, hardness and Biology - Solutions
graphite to their lubricating power. in life processes.
properties and uses;
5.8 explain the term Reference to the

allotropy. allotropes of carbon –
diamond and graphite.
CXC 21/G/SYLL 13 16

6. MOLE CONCEPT
6.1 define mole and The mole as the amount of Observe and Physics-Kinetic
molar mass; substance that contains compare the Theory.
6.0 x 1023 (the Avogadro’s masses of 1 mole
constant) particles in that of different Skills: MM, AI.
substance. Molar mass - substances.
mass of 1 mole of a
substance in gmol-1.
6.2 perform calculations Calculations from mass to

involving the mole; moles and moles to mass
and percentage
composition by mass.
Calculate relative
molecular mass or relative
formula mass given atomic
masses.
No definitions are required

for the relative masses.
Distinguish between molar
mass and relative masses.
6.3 state Avogadro’s Calculations involving

Law; molar volumes. [rtp
and stp].
6.4 state the Law of

Conservation of
Matter;
6.5 write balanced Use of both ionic and Use simple Skills: ORR, AI.
equations; molecular equations chemical reactions
(including state symbols) to illustrate.
to represent chemical
reactions referred to in the Refer to SO C1.1,
syllabus. C1.2, C6.1.
CXC 21/G/SYLL 13 17

6.6 apply the mole Calculations involving

concept to masses and volumes.
equations, both Refer to SO A7.11.
ionic and molecular;
6.7 define the term Molar concentration and Prepare standard Skills: MM; AI.
standard solution. mass concentration. solutions.
Refer to SO A7.11.
7. ACIDS, BASES AND SALTS
7.1 define acid, acid Consideration of proton

anhydride, base, donor or acceptor and
alkali, salt, acidic, replaceable hydrogen.
basic, amphoteric and Relate to basic and
neutral oxides; acidic oxides.
Refer to SO A4.4.
7.2 relate acidity and pH scale - No formal Carry out simple Biology - Digestion,
alkalinity to the pH definition of pH exercises with blood, enzyme
scale; required. litmus paper and activity.
universal
Refer to SO C6.3. indicator. Skill: ORR.
7.3 discuss the strength Degree of ionisation Use pH meter.

of acids and alkalis on linked to strength and
the basis of their the pH of the solution.
completeness of
ionisation;
7.4 investigate the Reactions of acids with Practicals to Biology – Use of

reactions of non- metals, carbonates, demonstrate antacids.
oxidising acids; hydrogen carbonates, reactions of acids.
bases. Demonstrate Skills: ORR; PD; AI.
Refer to SO C1.2, C5.3. reactions with
antacids, baking
powder, fire
extinguishers.
CXC 21/G/SYLL 13 18

7.5 list examples of acids Vitamin C (ascorbic acid), Plan, design and Biology – Nutrition,
in living systems; methanoic acid (in ants), conduct an respiration.
lactic acid (build-up in investigation to
muscles). Neutralisation compare the Skills: PD; ORR, AI.
of Vitamin C with sodium vitamin C content
hydrogen carbonate. of a named fruit
Formula of Vitamin C not juice before and
required. The treatment after heating.
of ant stings, use of
vinegar in food
preservation due to low
pH. Use of lime juice to
remove rust stains.
7.6 investigate the Refer to SO A 7.10, SO

reaction of bases with C5.2.
ammonium salts;
7.7 identify an A general knowledge of Prepare insoluble Skills: MM; PD.

appropriate method the solubility of sulfates, salts by
of salt preparation nitrates, chlorides, precipitation;
based on the carbonates and bases. prepare soluble
solubility of the salt; Uses of salts in everyday salts by direct
life. combination and
by replacing
hydrogen ions of
an acid directly or
indirectly by a
metal or
ammonium
radical.
CXC 21/G/SYLL 13 19

7.8 list the uses and Refer to action of baking Use of universal Skills: ORR; PD.
dangers of salts; powder, calcium indicator, pH meter
carbonate for the reaction with
manufacture of cement. carbonates.
For food preservation:
sodium chloride, sodium
nitrite, sodium nitrate,
sodium benzoate. For
medical uses: plaster of
Parris (calcium sulfate),
Epsom salts (magnesium
sulfate). Sodium nitrate
is implicated in causing
brain damage in infants
and also suspected to be
carcinogenic.
7.9 distinguish between Basicity of acids.

acid salts and normal
salts;
7.10 investigate Use of colour change of Carry out Physics –

neutralisation indicators and neutralisation Fundamental
reactions using temperature changes to reactions using quantities and
indicators and determine neutralisation indications and units.
temperature point. Refer to the thermometers.
changes; action of toothpaste in Skills: ORR; AI;
neutralising acids in the PD; MM.
mouth. For example,
fluoride ions replacing
hydroxide ions in the
enamel of the tooth.
Effect of adding lime to
soil. Effect of adding
lime and an ammonium
fertiliser to soil at the
same time.
Refer to SO A 7.6, A11.3.
CXC 21/G/SYLL 13 20

7.11 perform calculations (a) Number of moles Acid-Base Skills: MM, AI.
using volumetric reacting. titrations.
analysis data. (b) The mole ratio in
which the
reactants
combine.
(c) The molar
concentration
and mass
concentration of
reactants.
Refer to SO A6.6, A6.7.
8. OXIDATION – REDUCTION REACTIONS
8.1 investigate the action Action of bleach (stain

of common oxidising removal, browning of
and reducing cut fruits and rusting.
substances in Sodium sulfite or sulfur
everyday activities; dioxide used as food
preservatives.
8.2 define oxidation and Loss and gain of

reduction; electrons and a
change in oxidation
number.
8.3 deduce oxidation

number from
formulae;
8.4 identify oxidation and Refer to SO A9.8. Skills: ORR; AI.

reduction reactions
including reactions at
electrodes;
CXC 21/G/SYLL 13 21

8.5 distinguish between Equations involving Perform reduction and Skills: ORR; MM;
oxidising and formulae for oxidation reactions AI; PD.
reducing agents; potassium with potassium
chromate(VI), manganate (VII)
potassium iron(II)sulfate,
manganate(VII) and potassium
household bleach are chromate(VI),
not required. hydrogen peroxide and
potassium iodide.
Inclusion of at least Concentrated
one example of a hydrogen peroxide
substance, which can should be handled
behave both as an with care.
oxidising and a
reducing agent.
Refer to SO B3.7, C6.3.
8.6 perform tests for Refer to SO C6.3. Skills: ORR; AI;

oxidising and MM; PD.
reducing agents.
9. ELECTROCHEMISTRY
9.1 conduct Low voltage supplies Physics – Current,

investigations leading only. Plastic and electricity.
to the classification of metals.
substances as
conductors or non-
conductors;
9.2 distinguish between Reference to mobile Use simple circuits Physics – Current,
metallic and electrons in metals including plastic, electricity.
electrolytic and mobile ions in metals or solutions.
conduction; solution. Skills: AI; MM; PD.
9.3 classify electrolytes Use of acids, salts Physics – Current,

as strong or weak and alkalis as electricity.
based on their examples of
conductivity; electrolytes.
9.4 define electrolysis, Physics –

cathode, anode, Current,
cation, anion; electricity.
CXC 21/G/SYLL 13 22

9.5 identify ions present

in electrolytes;
9.6 predict the electrode

to which an ion will
drift;
9.7 predict chemical Consideration of gain

reactions making use or loss of electron and
of electrochemical formation of cation.
series;
9.8 discuss the Principles related to: Carry out electrolysis Physics – Current,
electrolysis of certain of the following electricity.
substances; (a) Concentration of substances: dilute
electrolyte. sulfuric acid, Skills: ORR; AI.
(b) Type of concentrated aqueous
electrode (active sodium chloride, dilute
and inert). aqueous sodium
Position of ions in chloride, aqueous
the copper(II)sulfate using
electrochemical carbon or platinum
series with and copper electrodes.
respect to the One fused halide, for
named example, lead (II)
substances. Refer bromide, using inert
to SO A8.4. electrodes. Draw
simple line diagrams
representing
electrolytic cell.
9.9 define the Faraday Approximate value of Physics – Current,

constant; the Faraday constant electricity.
as 96 500 C mol-1
(coulombs per mole)
of electrons.
9.10 calculate the masses Quantity of electricity Physics – Current,

and volumes of dependent on the electricity.
substances liberated current and time.
during electrolysis;
Q =It.
CXC 21/G/SYLL 13 23
9.11 describe industrial Reference to: Physics – Current
applications of (a) metallic electricity.
electrolysis. extraction
(based on
position in
electrochemical
series);
(b) purification;
(c) electroplating:
(d) anodising.
Refer to SO C2.3.
10. RATES OF REACTION
10.1 define rate of The change in

reaction; concentration of
reactant or product
with time at a stated
temperature.
10.2 identify the factors Factors: Carry out exercises Biology- Enzymes in
which affect the rate (a) concentration; varying one factor at a biological systems.
of reaction; (b) temperature; time while maintaining
(c) surface area; the others constant, Skills: AI; ORR; PD;
(d) presence or for example: MM.
absence of a (a) magnesium strips
catalyst. and dilute acid;
The danger of (b) potassium iodide
explosive combustion and hydrogen
of finely divided peroxide;
substances, for (c) sodium
example, flour in flour thiosulfate and
mills. Consideration of dilute acid;
the change in rate of (d) marble chips and
reaction as the dilute
reaction proceeds. hydrochloric acid.
10.3 predict the effect of
factors on rates of
reaction from given
data;
10.4 interpret graphical Include graphs of
representation of (a) Concentration
data obtained in (volume; mass) vs.
studying rates of time;
reaction. (b) Concentration
Vs 1/t5
(c) rate vs time.
CXC 21/G/SYLL 13 24

11. ENERGETICS
11.1 distinguish between Energy content of Perform investigations Physics-Thermal

exothermic and products and to demonstrate energy.
endothermic reactants. Bond endothermic and
reactions; breaking being exothermic changes, Skills: MM; AI; ORR.
endothermic; bond for example,
forming being potassium nitrate and
exothermic; water, sodium
temperature change in hydroxide pellets and
surroundings. water.
Use of  notation.
11.2 draw energy profile Simple energy profile Physics-Thermal

diagrams to illustrate diagrams including energy.
endothermic and energy barrier.
exothermic change; Include the action of
catalyst using energy
profile diagrams.
11.3 calculate energy Reference to heat Carry out experiments Physics - Thermal
changes from of solution and by reacting metals with energy.
experiments or from heat of acids, volumetric
experimental data. neutralisation of analysis of alkali and Skills: ORR; AI.
strong acid and acid. Record
strong base. temperature changes.
End point of
Assumptions: density thermometric titration
and specific heat determined from the
capacity of pure water; intersection of lines
negligible heat from the graph
loss/gain from obtained.
surroundings.
Refer to SO A7.10.
CXC 21/G/SYLL 13 25
Suggested Teaching and Learning Activities
To facilitate students’ attainment of the objectives of this Section, teachers are advised to engage
students in the teaching and learning activities below. These activities are designed to promote
inquiry-based learning and cater to students with various learning styles.
1. Take a trip to a sugar producing plant to understand the processes involved in the manufacture
of sugar.
2. Look at a video clip on the processes involved in the manufacture of sugar from a sugar
producing plant.
3. Create models of structures of atoms using everyday materials.
4. Use the internet to examine 3D structures of atoms.
5. Conduct research on the development of the Periodic Table and make group presentations.
6. Use of large Periodic Table chart to examine the elements.
7. Construct 3D models of sodium chloride, diamond and graphite using simple everyday
materials.
8. Conduct research on the use of salts in everyday life, for example, preservatives, controlling
pests, medicines.
9. Create posters showing the uses of radioactive isotopes and the dangers of radioisotopes.
10. Use role play to demonstrate the energy of particles in the different states of matter.
11. Use the internet to conceptualise and stir interest in understanding the mole concept.
12. Use role play to demonstrate/atoms in bonding.
13. Research, present and discuss acid-base reactions and oxidation-reduction reactions in
everyday life.
14. Create pamphlets to alert the school community on the dangers of chemicals used in everyday
life.
15. Students bring labels from home in order to stimulate discussions and analyse chemical
information.
16. Use of video clips explaining the application of electrolysis in electroplating, anodising and
purification.
17. Use of social networking (Facebook) to share and discuss information.
CXC 21/G/SYLL 13 26
 SECTION B – ORGANIC CHEMISTRY
Section B involves the study of the sources and nature of the compounds of carbon. The classification
of the carbon compounds in terms of some functional groups, their structures, physical and chemical
properties and their uses should also be presented.
GENERAL OBJECTIVES
1. understand some of the processes involved in the formation of carbon compounds from
natural sources;
2. relate bonding properties of carbon to simple organic compounds;
3. understand the patterns of reactions of the various homologous series of carbon

compounds;
4. understand the general pattern involved in the nature and formation of polymers;
5. relate the properties of carbon compounds to their uses.

1. SOURCES OF HYDROCARBON COMPOUNDS
1. 1 identify natural gas Physics-Forms of

and petroleum as Energy.
natural sources of Biology-Ecology;
hydrocarbons; Natural resources.
1. 2 list the main uses of Uses should include Physics-Forms of

at least three fuels, petrochemicals, Energy.
fractions obtained lubricants. Biology-Ecology.
from the fractional Refer to SO A2.5.
distillation of
petroleum;
1. 3 describe cracking of Thermal and catalytic

petroleum fractions. cracking of alkanes.
CXC 21/G/SYLL 13 27
SECTION B – ORGANIC CHEMISTRY (cont’d)

2. ORGANIC CHEMISTRY - AN INTRODUCTION
2.1 illustrate that carbon Illustrate various

atoms can form single H H molecular structures
and double bonds, using models.
branched and H C C H
unbranched chains
and ring compounds; H H
H H
C C
H H
Carbon atoms form

four bonds.
Refer to SO A5.1.
2.2 write formulae to Structures to be

represent simple represented by the
organic compounds; condensed formulae
CH3CH2CH2CH3 and
fully displayed
(structural) formulae:
H H H H
H C C C C H
H H H H
2.3 list the general

characteristics of a
homologous series;
2.4 write general and Alkanes, alkenes,

molecular formulae alcohols and alkanoic
for members of a (carboxylic) acid.
given homologous
series;
CXC 21/G/SYLL 13 28

2.5 deduce the

homologous series
given the fully
displayed and
condensed formulae
of compounds;
2.6 write fully displayed IUPAC notation Use molecular

structures and names structure limited to models.
of branched and compounds of up to 6
unbranched alkanes carbon atoms.
and unbranched
alkenes, alcohols, and
alkanoic acid;
2.7 define structural

isomerism;
2.8 write the fully Limited to structural

displayed structures isomerism for alkanes
of isomers given their and alkenes up to 6
molecular formulae. carbon atoms.
3. REACTIONS OF CARBON COMPOUNDS
3.1 describe the The chemical reactions Demonstrate Physics-Forms of

reactions of alkanes considered should be: burning of energy.
and alkenes; burning and appropriate Biology - Ecology.
halogenation of hydrocarbons for
alkanes and alkenes; example (hexane,
hydration and hexene).
hydrogenation for
alkenes. Equations
and conditions for
reactions are required.
3.2 relate the Emphasis should be

characteristic placed on the
reactions of alkanes dominance of
and alkenes to their substitution in alkanes
structures; and addition in
alkenes.
CXC 21/G/SYLL 13 29
3.3 distinguish between Carbon-Carbon double Test for unsaturation Skill: ORR; AI;
alkanes and alkenes; bond (C=C) associated (burning is not PD.
with unsaturation. acceptable). Use
bromine solution or
acidified potassium
manganate (VII).
3.4 relate the properties Alkanes as fuels and Physics - Energy.

of hydrocarbons to solvents and alkenes Biology - Ecology.
their uses; as the starting
material for a wide
range of polymers (for
example, plastics)
biogas production
from decomposition of
manure.
Refer to SO B4.2.
3.5 identify alcohols, Alcohol : R– OH,

acids and esters by Acid: R-COOH,
their functional Ester: COO-R
groups; where R represents
an alkyl group.
3.6 relate the properties The presence of Investigate solubility Skills: ORR; AI.
of alcohols, acids and hydroxyl (- OH) groups of alcohols and acids
to their functional linked to solubility and in water.
groups; volatility.
3.7 describe the Combustion, reaction Demonstration of the Physics - Forms of

reactions of ethanol; with sodium, principles of the energy.
dehydration. Oxidation breathalyser test, Biology - Ecology.
by reaction with formation of esters
potassium chromate and reaction of
(VI), (KMnO4). Reaction sodium with ethanol.
with organic acids to
form esters. Equations
and conditions for
reactions are required.
Equations for the
conversion to acid are
not required.
Refer to SO A8.5.
CXC 21/G/SYLL 13 30
3.8 describe the Fermentation of a Prepare a sample of Biology - Aerobic

fermentation process suitable carbohydrate, ethanol. and anaerobic
by which ethanol is for example, glucose. respiration.
produced from Equation is required.
carbohydrates; Reference to wine- Skills: ORR; AI.
making and rum
manufacture.
Draw line diagrams

of the distillation
process in the
laboratory.
Refer to SOA2.5.
3.9 describe the Condensation Esterification with

reactions of ethanoic reactions with alcohols appropriate alcohols
acid; (ester formation) and carboxylic acids.
Reactions with metals,
oxides, hydroxides,
and carbonates.
Equations and
conditions of
reactions are
required.
3.10 explain hydrolysis of Equation for hydrolysis Preparation and Skills: ORR; AI; MM.
esters including of an ester. hydrolysis of a suitable
saponification; Include saponification ester, for example,
of fats and oils. ethyl ethanoate.
Preparation of a
sample of soap.
3.11 compare soapy and Compare effect on A comparison of the Skills: ORR; AI.
soapless detergents; hard and soft water, effect of soaps and
environmental impact. soapless detergents on
Refer to SO C5.5, C5.6, hard water.
C5.7.
4.1 define polymers; Polymers as

macromolecules
produced from 50 or
more monomers.
CXC 21/G/SYLL 13 31

4.2 distinguish between Addition – polyalkenes

addition Condensation –
and.condensation polyamides
as.reactions in polyesters
the.formation polysaccharides.
of.polymers; The mechanism of
polymerization is NOT
required.
Refer to SO B3.4.
4.3 state at least one Polyalkene

use of each of the Polyamide
following types of Polyester
polymers. Polysaccharide.
A named example is
required in each case,
for example, polyvinyl
chloride (PVC) used in
pipe fittings.
Refer to SO C5.5.
students in the teaching and learning activities below. These activities are designed to promote inquiry-
based learning and cater to students with various learning styles.
1. Take a trip to a petroleum industry and examine the chemical processes or view a video clip of
the processes involved in the separation of crude oil.
2. Take a trip to observe the processes in the manufacture of alcohol.
3. Assess the impact of organic compounds used in everyday life on human health, society and the
environment, for example, plastics, food additives, pharmaceuticals, detergents.
4. Propose a course of action to reduce the use of compounds that are harmful to human health
and the environment.
5. Create models showing 3D structures of organic compounds.
6. Carry out a project to demonstrate the production of methane gas from manure/compost.
7. Invite a policeman to demonstrate the use of the breathalyser machine to test for alcohol.
8. View samples of each type of polymers.
CXC 21/G/SYLL 13 32
 SECTION C – INORGANIC CHEMISTRY
Metals and non-metals are two types of elements which, based on their reactivity, can exist as free
elements or in a combined state as compounds. The methods of extraction of metals and the
laboratory preparation of some non-metals are investigated. A study of the physical properties,
chemical properties and the uses of metals, non-metals and their compounds is integrally linked to
their impact on living systems and the environment.
GENERAL OBJECTIVES
1. understand the features which characterise metals and non-metals;
2. understand the relationship between the method of extraction of a metal and its reactivity;
3. develop or determine an order of reactivity of the metals;
4. be familiar with laboratory methods of preparation and collection of non-metals and their
compounds;
5. appreciate the relationship between metals and non-metals and their uses;
6. understand the characteristics by which specific metals, non-metals and their ions can be
identified;
7. appreciate that metals, non-metals and their compounds impact on the environment;
8. appreciate that metals, non-metals and their compounds impact on living systems;
9. appreciate the impact that man’s activities have on the environment and apply the
knowledge of chemistry for the good of society.

1. CHARACTERISTICS OF METALS
1.1 describe the physical Physical properties Physical examinations Physics - Specific
and chemical melting point, boiling and reactions of latent heat,
properties of metals; point, conductivity, various metals, current, electricity.
lustre, hardness, including zinc, iron,
density. sodium, calcium, Skills: ORR; AI;
Chemical properties to magnesium, MM.
include action of aluminium, copper.
oxygen, water, dilute Reaction of acids with
hydrochloric acid, sodium and calcium
dilute sulfuric acid. should not be
Refer to SO A5.4. attempted.
CXC 21/G/SYLL 13 33
SECTION C – INORGANIC CHEMISTRY (cont’d)

1.2 describe the Equations are The action of dilute Skills: ORR; AI;
reactions of metallic required. Reaction sulfuric acid and MM.
oxides, hydroxides, with dilute acid, action hydrochloric acid on
nitrates and of heat. metallic oxides and
carbonates. Refer to SO A7.4, hydroxides. The action
A6.5. of heat on nitrates,
carbonates and
hydroxides.
2. REACTIVITY AND EXTRACTION OF METALS
2.1 discuss the reactivity Reactivity based on Refer to practical Skills: ORR; AI; MM.
of metals; displacement activities at SO C1.1
reactions, reactions and 1.2.
with oxygen, relative
ease of decomposition
of their nitrates,
carbonates, oxides and
hydroxides.
2.2 deduce the order of Refer to practical Skills: ORR; AI; MM;
reactivity of metals activities at SO PD.
based on C1.1, 2.2.
experimental results
or data supplied;
2.3 describe the Relate the principles

extraction of underlying the
aluminum and iron. extraction of a metal
to its position in the
electrochemical series;
details of purification
of the raw materials
not required. Use of
carbon or hydrogen in
the extraction of iron.
3. USES OF METALS
3.1 explain why metal Consideration of

alloys are often aluminum alloys,
used in place of steel and solder.
the metals;
CXC 21/G/SYLL 13 34

3.2 relate the properties Consideration of Physics – Current,
of the metals aluminum alloys, steel electricity.
(aluminum, lead, and solder. Reference
iron) and their alloys to the use of lead in
to their uses. batteries. Use of
metal cans as storage
containers.
4. IMPACT OF METALS ON LIVING SYSTEMS AND THE ENVIRONMENT

4.1 investigate the Reference to iron Experiments with iron
conditions necessary and aluminum. and aluminium under
for the corrosion of various conditions to
metals; show that air and water
are necessary for
corrosion.
4.2 explain the Organometallic Biology -
importance of metals compounds such as Transport,
and their compounds chlorophyll (containing nutrition.
on living systems and magnesium) and
environment; haemoglobin,
(containing iron).
Importance of trace
metals, for example,
zinc.
4.3 discuss the harmful Reference to toxicity of
effect of metals and certain metals
their compounds to example: Lead
living systems and the (Lead compounds in
environment. car exhaust fumes,
and paints, disposal of
vehicular batteries),
arsenic (for mining),
cadmium (disposal of
nickel-cadmium
batteries), and
mercury (disposal of
thermometers in
hospitals and labs,
mercury content in
fish). Problem of
disposal of solid waste
(metals).
CXC 21/G/SYLL 13 35

5. NON-METALS
5.1 describe the physical Hydrogen, chlorine, Burning of sulfur Biology –
and chemical oxygen, carbon, sulfur, and carbon Photosynthesis,
properties of non- nitrogen. Reactions conductivity of nitrogen cycle,
metals; with oxygen and carbon and sulfur. Physics – Specific
metals, oxidising and latent heat, current
reducing properties. electricity.
Physical properties
(melting point, boiling
point, conductivity,
luster, hardness,
density).
5.2 describe the Preparation of O2, CO2, Skills: ORR; AI,

laboratory NH3. Relate methods MM.
preparation of gases; of drying and
collection to the
properties of gas
(density, solubility and
reaction with drying
agents).
Preparation of gases,
line drawings of
apparatus used.
Refer to SO A7.6.
5.3 explain the use of Example: carbon

gases based on their dioxide in fire
properties; extinguishers, oxygen
in hospitals and for
welding.
Refer to SO A7.4.
5.4 list uses of the non- Inclusion of Biology - Nutrition;

metals: carbon, insecticides, soils, fertilisers.
sulfur, phosphorus, strengthening of
chlorine, nitrogen, plastics with fibre,
silicon and their jewellery, tyre
compounds; manufacture,
matches, phosphate
and other fertilisers
(NPK), bleaches, glass,
ceramics.
CXC 21/G/SYLL 13 36

5.5 discuss the harmful Pollution and role Biology - Ecology.

effects of non-metal played by sulfur
on living systems and dioxide, carbon
the environment; monoxide, hydrogen
sulfide, oxide of
nitrogen, carbon
dioxide, chlorofluoro
carbons, nitrates,
phosphates, herbicides
and pesticides;
problem of disposal of
solid waste (non-
metal, example,
plastics).
Refer to SO B3.11,
B4.3.
5.6 relate the unique Include density Physics-Specific

properties of water changes, solvent heat capacity,
to its functions in properties, specific density.
living systems; heat capacity,
volatility.
Refer to SO B 3.11.
5.7 discuss the Hardness of water Biology – Ecology.

consequences of the (temporary and
solvent properties of permanent). Leaching.
water; Refer to SO B 3.11.
5.8 describe the methods Boiling, filtering, Biology – Role of

used in the treatment chlorinating, softening. decomposers.
of water for domestic Include equations for
purposes; softening water.
Refer to SO A2.5.
CXC 21/G/SYLL 13 37

5.9 define Green Green Chemistry is the

Chemistry; utilization of a set of
principles that reduces
or eliminates the use
of generations of
hazardous substances
in the design,
manufacture and
application of chemical
products.
Refer to SO C4.3, C5.5.
5.10 outline the principles In-depth study of the

of Green Chemistry. principles is not
required.
6. QUALITATIVE ANALYSIS
6.1 identify cations - Pb2+, The following criteria Appropriate Skills: AI; ORR; PD.
Al3+, Ca2+, Zn2+, Fe3+, to be used for experimental
Fe2+, NH4+ ,Cu2+; identification; activities based on
(a) metallic ions - criteria in
colour, solubility “Content/
of the hydroxides Explanatory Notes”.
in:
(i) aqueous Use of Potassium
sodium Iodide.
hydroxide
refer to SO
A7.1;
(ii) aqueous Use of potassium
ammonia or a iodide identity of
suitable Pb 2+ions.
confirmatory
test.
CXC 21/G/SYLL 13 38

(b) ammonium ion,

evolution of
ammonia gas after
treatment with
aqueous sodium
hydroxide and
warming.
Ionic equations are

required.
Refer to SO A6.5.
6.2 identify anions - The following criteria to Use criteria listed Skills: ORR; AI; PD.
CO32-, SO42-, SO32-, be used for under “Content/
NO3-, Br-, I-, CI; identification: Explanatory Notes”
to conduct simple
(a) evolution and experiments.
identification of
gases produced
when compounds
containing the
anions are:
(i) heated
strongly,
(ii) treated with

acid (dilute
and
concentrated);
(b) colour and solubility
of the silver halide
in aqueous
ammonia or lead
halide;
(c) colour of
precipitate
formed when
anion reacts with a
solution containing
barium ions;
(d) solubility of the
precipitate
formed in (c), in
dilute acids.
CXC 21/G/SYLL 13 39

6.3 identify gases - H2, O2, The following criteria Standard laboratory Biology -
CO2, NH3, SO2, Cl2, NO2, to be used for tests for the gases. Photosynthesis,
H2O; identification: respiration.
(a) colour; Skills: ORR; AI; PD.

(b) odour;
(c) reaction with a
lighted or a
glowing splint:
(i) reaction
with moist
litmus
paper;
(ii) reaction
with dry
cobalt
chloride
paper/
anhydrous
copper(II)
sulfate;
(iii) reaction
with
acidified
potassium
manganate
(VII)
acidified
potassium
dichromate
(VI);
(iv) reaction with
a glass rod
dipped in
concentrated
aqueous
ammonia or
concentrated
hydrochloric
acid;
CXC 21/G/SYLL 13 40


(v) hydroxide
reactions with
lime water/
aqueous
calcium.
Refer to SO A7.2,
A8.5, A8.6.
students in the teaching and learning activities below. These activities are designed to promote inquiry-
based learning and cater to students with various learning styles.
1. View video clips on the extraction of iron and aluminum.
2. Students display samples of alloys used at home.
3. Use of different forms of presentations by students to demonstrate an understanding of the

dangers of metals and non-metals on living systems and the environment.
4. Use of group presentations and projects to explore “Green Chemistry”.
5. View the following websites:
http://www.rsc.org/Education/Teachers/Resources/Practical
http://www.brainpop.com/science/
http://www.bbcscience.net
http://www.bbc/.co.uk/schools/gscelutesize/chemistry/
http://portal.acs.org/portal/acs/corg.
CXC 21/G/SYLL 13 41
 GUIDELINES FOR THE SCHOOL-BASED ASSESSMENT
RATIONALE
School-Based Assessment (SBA) is an integral part of student assessment in the course covered by this
syllabus. It is intended to assist students in acquiring certain knowledge, skills and attitudes that are
critical to the subject. The activities for the School-Based Assessment are linked to the “Suggested
Practical Activities” and should form part of the learning activities to enable the student to achieve the
objectives of the syllabus.
During the course of study of the subject, students obtain marks for the competence they develop and
demonstrate in undertaking their SBA assignments. These marks contribute to the final marks and
grades that are awarded to students for their performance in the examination.
The guidelines provided in this syllabus for selecting appropriate tasks are intended to assist teachers
and students in selecting assignments that are valid for the purpose of the SBA. These guidelines are
also intended to assist teachers in awarding marks according to the degree of achievement in the SBA
component of the course. In order to ensure that the scores awarded by teachers are not out of line
with the CXC standards, the Council undertakes the moderation of a sample of SBA assignments
marked by the teacher.
School-Based Assessment provides an opportunity to individualise a part of the curriculum to meet the
needs of students. It facilitates feedback to the students at various stages of the experience. This
helps to build the self-confidence of the students as they proceed with their studies. School-Based
Assessment further facilitates the development of essential investigative and practical skills that allow
the students to function more effectively in their chosen vocation and everyday life. School-Based
Assessment therefore, makes a significant and unique contribution to the development of relevant
skills of the students. It also provides an instrument for testing them and rewarding them for their
achievements.
PROCEDURES FOR CONDUCTING SBA
SBA assessments should be made in the context of normal practical coursework exercises. It is
expected that the exercises would provide authentic learning experiences. Assessments should only
be made after candidates have been taught the skills and given enough opportunity to develop
them. Sixteen practicals over the two-year period would be considered the minimum number for
candidates to develop their skills and on which to base realistic assessments. These practicals MUST
include all of the following:
1. separation techniques;
2. acids, bases and salts;
3. redox reactions and electrolysis;
4. qualitative analysis;
5. volumetric analysis;
6. rates of reaction;
7. energetics;
8. saturated and unsaturated hydrocarbons.
CXC 21/G/SYLL 13 42
Each skill must be assessed at least three times over the two-year period. Candidates should be
encouraged to do corrections so that misconceptions will not persist. As the assessment of
certain skills, especially those requiring on-the-spot observation or involve looking at several
behaviours or criteria, teachers are advised to select not more than two skills to be assessed in any
activity. The practical exercises selected to be used for assessment should make adequate demands
on the candidates and the skills assessed should be appropriate for the exercises done. For the
assessment of written work, the practical selected should be one that can be completed in the time
allotted for the class and the notebooks should be collected at the end of the period.
Candidates who have not been assessed over the two-year period will be deemed absent from the
whole examination. Under special circumstances, candidates who have not been assessed at all
points may, at the discretion of CXC, have their marks pro-rated (adjusted proportionately).
1. In preparation for an SBA practical, the teacher should:
(a) select tasks which must be chosen from the eight (8) topics on page 42 and should
be related to a given syllabus objective. These tasks may be chosen from the
“Suggested Practical Activities” and should fit in with the normal work being done in
that class;
(b) list the materials including quantities and equipment that will be needed for each
student;
(c) carry out the experiment beforehand, if possible, to ascertain the suitability of
materials and the kind of results (observations, readings) which will be obtained,
noting especially any unusual or unexpected results;
(d) list the steps which will be required by the candidates in performing the experiment.
From this it will be clear to the teacher how the candidates should be arranged in
the laboratory, whether any sharing of equipment or materials is necessary, the
skills which can be assessed from the practical, and the instructions to be given;
(e) list the skills that may be assessed (for example, observation/recording/reporting,
analysis and interpretation). No more than two practical skills should be assessed
from any one activity;
(f) select the skills to be assessed on this occasion. Skills other than those required for
that year should also be included for teaching purposes;
(g) work out the criteria for assessing each skill. This will form the basis of a mark
scheme and a checklist.
2. The teacher should carry out the assessment and record the marks.
This is the most critical step in the assessment process. For a teacher to produce marks that
are reliable, the marking must be consistent for all candidates and the marks should reflect
the standard of performance at the level. The teacher must be able to justify the marks,
and this occurs when there is a fixed set of conditions, factors or criteria for which the
teacher looks. Marks should be submitted electronically to CXC on the SBA form provided.
The forms should be dispatched through the Local Registrar by the Moderator to reach CXC
by 30 April in the year of the examination.
CXC 21/G/SYLL 13 43
ASSESSMENT OF PRACTICAL SKILLS
School-Based Assessment will assess skills under the profiles Experimental Skills and Use of Knowledge
(Analysis and Interpretation only).
The assessment will be conducted during Terms 1 - 5 of the two-year period following the programme
indicated in the Table below.
SBA SKILLS TO BE ASSESSED FOR CXC MODERATION
YEAR 2 TOTAL
SKILLS YEAR 1
NO. OF NO. OF NO. OF

PROFILE TIMES TIMES TIMES
SKILLS TO MARKS SKILLS TO MARKS SKILLS TO MARKS
BE BE BE
ASSESSED ASSESSED ASSESSED
Manipulation/ 1 10 2 20 3 30
Measurement
Observation/ 1 10 2 20 3 30 90
XS Recording/
Reporting (30*)
Planning and 2 20 1 10 3 30
Designing*
UK Analysis and 2 20 1 20 3 40 40
Interpretation
(10*)
TOTAL 6 60 6 70 12 130 (40*)
*Weighted mark
Investigative project to be done in Year 2.
The investigative project would be assessed for two skills, Planning and Design and Analysis and
Interpretation.
Students who are pursuing two or more of the single science subjects (Biology, Chemistry, Physics)
may opt to carry out ONE investigation* only from any of these subjects.
[ONLY the marks for the investigation can be transferred across subjects.]
CXC 21/G/SYLL 13 44
Assessment of Investigation Skills
Proposal (Planning and Design)
The maximum marks available for the Proposal is 10 marks
The format for this part is shown below

Observation/Problem/Research question stated
Hypothesis 2 marks
Aim 1 mark
Materials and Apparatus 1 mark
Method 2 marks
Controlled variables 1 mark
Expected Results 2 marks
Assumptions, Precautions/ Limitations 1 mark
TOTAL 10 marks
Implementation (Analysis and Interpretation)
The maximum marks available for the Implementation is 20 marks
The format for this part is shown below.
Method 1 mark
Results 4 marks
Discussion 5 marks
Limitation 3 marks
Reflection 5 marks
Conclusion 2 marks
TOTAL 20 marks
CXC 21/G/SYLL 13 45
REPORTING FORMAT OF INVESTIGATION
PART A THE PROPOSAL (Planning and Design)
Statement of the Problem – Can be an observation, a problem

Hypothesis
Aim – Should be related to the hypothesis
Materials and Apparatus
Method – Should also include variables
Assumptions/Precautions
Expected Results
PART B THE IMPLEMENTATION (Analysis and Interpretation)
Method - Linked to Part A (change of tense)

Results
Discussion – Explanations/Interpretations/Trends
Limitations
Reflections
Conclusion
CRITERIA FOR ASSESSING INVESTIGATIVE SKILLS
A. PLANNING AND DESIGN
HYPOTHESIS 2
- Clearly stated 1
- Testable 1
AIM 1
- Related to hypothesis 1
MATERIALS AND APPARATUS 1

- Appropriate materials and apparatus 1
METHOD 2
- Suitable 1
- At least one manipulated or responding variable 1
CONTROLLED VARIABLE 1
-Controlled variable stated 1
EXPECTED RESULTS 2
- Reasonable 1
- Link with method 1
ASSUMPTIONS/PRECAUTIONS/POSSIBLE SOURCES OF 1
ERRORS
- Any one stated 1
TOTAL (10)
CXC 21/G/SYLL 13 46
-
B. ANALYSIS AND INTERPRETATION
METHOD 1
Linked to Proposal, Change of tense
RESULTS 4
- Correct formulae and equations: 2
Accurate (2)
Acceptable (1)
- Accuracy of data: 2
Accurate (2)
Acceptable (1)
DISCUSSION 5
- Explanation 2
Development of points:
Thorough (2)
Partial(1)
- Interpretation 2
Fully supported by data (2)
Partially supported by data (1)
- Trends 1
Stated
LIMITATIONS 3
-Sources of error identified 1
-Precautions stated 1
-Limitation stated 1
REFLECTIONS 5
- Relevance between the experiment and real life 1
(Self, Society or Environment)
- Impact of knowledge gain from experiment on self 1

- Justification for any adjustment made during experiment 1
- Communication of information 2
(Use of appropriate scientific language, grammar and clarity of
expression all of the time (2); some of the time (1)
CONCLUSION 2
- Stated 1
- Related to the aim 1
TOTAL (20)
CXC 21/G/SYLL 13 47
EXAMPLAR OF INVESTIGATIVE PRACTICAL
EXEMPLAR 1
Part A THE PROPOSAL
Observation
Whenever an uncovered carbonated beverage is left exposed at room temperature the beverage
goes ‘flat’ (that is, loses its fizz) within a few hours but when an uncovered carbonated beverage is
stored in a refrigerator it remains fizzy for much longer.
Hypothesis: The higher the temperature of an uncovered carbonated drink the faster the drink will
lose carbon dioxide gas.
Aim: To determine if increasing the temperature causes an uncovered carbonated beverage to lose
carbon dioxide gas at a higher rate.
Materials/Apparatus: A sealed bottle of a carbonated beverage, cold water, 3 boiling tubes, 3

delivery tubes with rubber bungs, three test tube racks, a 60 ˚C water bath, an ice- bath, 3
thermometers, three measuring cylinder, three retort stands with clamps, 3 graduated syringes and
a timing device.
Method
1. All apparatus will be cleaned and dried before beginning the experiment.
2. Label each boiling tube as follows: R- for room temperature, C- for cold and H- for hot.
Measure 20 cm3 of the carbonated beverage and pour slowly into each boiling tube.
3. Leave the uncovered boiling tube labeled R on the counter at room temperature. Place the
uncovered tube labeled C into an ice-bath and the uncovered tube labeled H into a 60˚C
water bath. Record the temperature of each beverage in a table and leave each tube
undisturbed for 30 minutes.
4. After the 30 minutes has passed for each beverage, securely fit the tube with a rubber bung
and delivery tube. Keep the shaking of the tube to a minimum during this set-up process.
The open end of the delivery tube will be attached to a graduated syringe and the boiling
tube shaken for two minutes. Record the volume reached by the gas in a suitable table.
Repeat the same procedure for each tube.
Precaution: Carbonated beverage was poured slowly down the sides of the boiling tube to minimise
loss of gas.
Expected Results
It is expected that the carbonated beverage labeled H will produce the least volume of gas,
beverage R will produce more gas than H but less than C and beverage C will produce the highest
volume of gas.
CXC 21/G/SYLL 13 48
PART B- THE IMPLEMENTATION
Introduction
Whenever an uncovered carbonated beverage is left exposed at room temperature the beverage
goes ‘flat’ (that is, loses its fizz) within a few hours but when an uncovered carbonated beverage is
stored in a refrigerator it remains fizzy for much longer.
The gas responsible for the fizz of a carbonated drink is carbon dioxide and the lower the carbon
dioxide content of a drink the ‘flatter’ the drink will be.
In this experiment the relationship between the temperature and the carbon dioxide content of a
carbonated drink will be explored so as to offer an explanation to the observation made.
Method
1. All apparatus was cleaned and dried before beginning the experiment.
2. Each boiling tube was labeled as follows: R- for room temperature, C- for cold and H- for
hot.
3. 20 cm3 of the carbonated beverage was measured and poured slowly into each boiling tube.
4. The uncovered boiling tube labeled R was left on the counter at room temperature, the
uncovered tube labeled C was placed into an ice-bath and the uncovered tube labeled H was
placed into a 60˚C water bath. The temperature of each beverage was recorded in a table
and each tube was left undisturbed for 30 minutes.
5. After 30 minutes had passed for each beverage, the tube was securely fitted with a rubber
bung and delivery tube. Shaking of the tube was kept to a minimum during this set-up
process. The open end of the delivery tube was attached to a graduated syringe and the
boiling tube was shaken for two minutes. The volume reached by the gas was recorded in a
suitable table. The same procedure was repeated for each tube.
Results
TABLE SHOWING THE VOLUME OF CARBON DIOXIDE GAS COLLECTED AT VARIOUS

TEMPERATURES
Boiling Tube Temperature (˚C) Volume of CO2 gas
(cm3)
R 30
H 60
C 2
Discussion
From this experiment, it was determined that as the temperature increased the carbon dioxide
content of the drink decreased. The drink which was kept at the highest temperature lost the most
gas in the allotted time period.
When a carbonated drink is left uncovered, the decrease in pressure causes the gas particles to
leave the solution at the surface faster. Also, increasing the temperature gives the gas particles
more kinetic energy and increases the rate at which these particles leave the drink’s surface.
CXC 21/G/SYLL 13 49
Particles possess more kinetic energy at higher temperatures than at lower temperatures. Hence,
more gaseous particles will leave the surface of a drink at room temperature than at a lower
temperature.
Therefore it is clear that when the carbonated drink was left at room temperature the loss of CO 2
would have occurred more readily than if the same drink was kept in a refrigerator and as a result
the drink at room temperature would become flat much sooner than one stored at colder
temperatures.
Limitations
Every effort was made to reduce experimental error as much as possible. Shaking of the beverage
during measuring was minimized and the temperatures were monitored strictly. However, the
following situations may have contributed to experimental error:
1. Loss of gas as an undetermined amount of gas was lost during the pouring of the
beverage.into the measuring cylinder.
2. Loss of gas occurred during the assembling of the delivery tube to the graduated syringe.
Reflections
Whenever an uncovered carbonated beverage is left exposed at room temperature, the beverage
goes flat (it loses its fizz) within a few hours but when an uncovered carbonated beverage is stored
in a refrigerator it remains fizzy for much longer.
From the experiment, I have learnt that the reason carbonated drinks go flat faster at room
temperature is because of the higher temperature which gives the gas particles enough energy to
leave the drink’s surface faster. Therefore, based on scientific fact it is better to store a carbonated
drink at low temperatures as this will preserve its CO2 content for much longer.
This experiment was carried out as designed in the plan.
Conclusion
Increasing the temperature of an uncovered carbonated drink causes the drink to lose carbon
dioxide faster.
Exemplar 2
Part A THE PROPOSAL
Observation
While on a field trip to the local Botanical Gardens, an observation was made that the all the rocks
in the river which flowed through this garden had shiny, rusty-brown surfaces. The villagers claim
that the water flowing through the gardens contains iron compounds and that the rocks had these
compounds deposited from the water on their surfaces.
Hypothesis: The rusty brown solid on the rock surfaces is a compound of iron.
Aim: To determine if the deposit on the surfaces of the river rocks is a compound of iron.
CXC 21/G/SYLL 13 50
Materials/Apparatus: A sample of the rock from the river bed, a sample of rock from the river
shore, knife, test tube and test tube rack, 2 M H2SO4 solution, sodium hydroxide solution, measuring
cylinder and a teat pipette.
Method
1. All apparatus will be cleaned and dried before beginning the experiment.
2. The knife will be used to remove some of the deposit from the surface of the river rock. The
deposit will be placed into a test tube. 4 cm3 of acid will be added to the test tube and the
tube will be shaken. The mixture will be decanted to isolate any undissolved particles. To
the filtrate, sodium hydroxide solution will be added dropwise until in excess. Repeat the
experiment using the sample of rock from the river shore.
3. All observations will be recorded and tabulated.
Assumption: There is enough iron compound in the rock deposit to react with the acid.
Expected Results
It is expected that if an iron compound is present, the iron compound from the deposit will react in
the acid to give a pale yellow solution. When the solution is tested with the sodium hydroxide
dropwise, a rusty-brown precipitate will form which will be insoluble in excess.
PART B - THE IMPLEMENTATION
Introduction
While on a field trip to the local Botanical Gardens, an observation was made that the all the rocks
in the river which flowed through this garden had shiny, rusty-brown surfaces. The villagers claim
that the water flowing through the gardens contain compounds of iron and that the rocks had iron
compounds deposited from the water on their surfaces.
Fe3+ ions which are present in iron compounds will precipitate out as iron (III) oxide which is rusty
brown in colour. This compound coats the rocks, making them appear as shiny rusty brown
surfaces.
It is suspected that the water contains iron (III) ions which will form a rusty brown deposit. The
purpose of this experiment is to determine if this is the case.
Method
All pieces of apparatus were cleaned and dried before beginning the experiment.
The knife was used to remove some of the deposit from the surface of the river rock. The deposit
was placed into a test tube. 4 cm3 of acid was added to the test tube and the tube was shaken to
dissolve as much of the deposit as possible. The mixture was filtered to isolate any undissolved
particles. To the filtrate, sodium hydroxide solution was added dropwise until in excess.
All observations were recorded and tabulated.
CXC 21/G/SYLL 13 51
Results
TABLE SHOWING THE OBSERVATIONS WHEN SODIUM HYDROXIDE SOLUTION WAS ADDED
DROPWISE AND IN EXCESS
OBSERVATION WITH DILUTE NaOH (aq)

Dropwise Excess
A rusty-brown The rusty-brown
precipitate formed. precipitate remained
insoluble.
Discussion
Mineral water is obtained from a mineral spring and contains various minerals such as salts and
even compounds of sulfur. Other compounds found in mineral water are iron compounds, the
levels of which may vary depending on the time of year and the pH of the water. During certain
times of the year the river water becomes more acidic and this causes an increase in the amount of
iron salts from the soil dissolved in the river water. Some of those salts can then precipitate unto
the river rocks and change the regular appearance of the rocks’ surfaces.
The rusty brown solid is likely to be iron(III) oxide which reacts with the sulfuric acid forming a
soluble iron(III) salt which is a pale yellow solution. By performing qualitative analysis on a sample
of the deposit it was determined that the rusty-brown deposit on the rock contained iron(III) ions
due to the presence of an iron(III) salt. Iron(III) salt solutions form the rusty-brown, insoluble iron
(III) hydroxide precipitate with sodium hydroxide solution. As shown by the equation below:
3+ -
Fe (aq) + 3 OH (aq)  Fe(OH)3(s)
Limitations
The reaction between the iron compound and the acid produced a small amount of iron (III) ion
solution. Iron compounds will react with sufuric acid to form soluble salts which can then be tested
using aqueous sodium hydroxide. If small amounts of the iron (III) ions are produced in the reaction
between the acid and the deposit, then the resulting solution may not have sufficient iron(III) ions to
produce a visible precipitate with sodium hydroxide.
Reflections
Mineral springs produce water which contains a number of dissolved salts, one of which is a
compound of iron. The rusty brown deposits on the rocks are likely to be iron(III) oxide which will
react with acids to produce iron(III) ion solutions.
It is believed that mineral water has medicinal properties because of the presence of some
compounds such as compounds of iron.
Knowledge of the iron content of water allows decisions to be made as to the benefits of using this
water for health purposes.
It was decided that filtration would replace decantation as suggested in the proposal to ensure that
the suspended particles were completely removed.
CXC 21/G/SYLL 13 52
Conclusion
Iron compounds were found to be deposited on the river rocks. . The results of the test support the
villagers’ claims. Iron compounds are indeed present in the river water.
RECORD KEEPING
Each candidate is required to keep a practical workbook containing all practicals done over the two-
year period prior to the examination. Those assessed for CXC will be used to determine the standard
of marking by the teacher. A mark scheme must be provided for each practical assessed for CXC. All
practicals should be dated and an index made by the candidates of the practicals done. Those assessed
for CXC should be clearly indicated along with the marks awarded for each skill. This must include the
identity of unknowns and expected readings.
Candidates' workbooks should be durable and neatness should be encouraged. The pages should be
numbered and all exercises should be dated. The workbook should contain a contents page
providing the following information concerning the practicals:
1. page number;
2. date;
3. aim of practical;
4. an indication using an asterisk, of which practicals were assessed for CXC;
5. the skills assessed.
A possible format is given below:
Page No. Date Aim of Practical Skills Assessed

8 2013-10-02 Separation of mixtures- oils
and water, dyes in screened
methyl orange, ammonium
chloride and sodium chloride
*9 2013-10-23 To observe the effect of heat

Man./Meas.
on nitrates
Note: The asterisk (*) indicates practical assessed for CXC.
A breakdown of the skills assessed and the marks awarded should be given at the end of the report
for each SBA practical (for example):
Manipulation and Measurement (mm) 6/10

Observation, Recording, Reporting (ORR) 8/10
CXC will require a sample of practical workbooks for moderation. Teachers are reminded that the
marks awarded for each practical skill should be in the candidate's workbook and that accuracy in
recording marks on CXC mark sheets is essential.
Additional workbooks may be requested. The school should therefore retain all other practical
workbooks until at least three (3) months after the publication of examination results. Candidates'
workbooks should show evidence of conducting test some of the experiments, which they have
planned and designed.
CXC 21/G/SYLL 13 53
Moderation of School-Based Assessment
The reliability (consistency) of the marks awarded by teachers on the School-Based Assessment is an
important characteristic of high quality assessment. To assist in this process, the Council undertakes
on-site moderation of the School-Based Assessment conducted by visiting external Moderators.
The Moderator will make a first visit in Term 3 of Year 1. Teachers must make available to the
Moderator ALL Assessment Sheets (Record of Marks, Mark Schemes and the proposal for the
Investigation).
During the Term 2 of Year 2, the Moderator will make a second visit. Teachers must make available
to the Moderator ALL Assessment Sheets (Record of Marks, Mark Schemes and the report on the
Investigation). Teachers are NOT required to submit to CXC samples of candidates’ work, unless
specifically requested to do so by the Council BUT will be required to submit the candidates’ marks
electronically.
The Moderator will remark the skills, and investigation reports for a sample of five candidates, who
are selected using the guidelines listed below.
1. Candidates’ total marks on the SBA are arranged in descending order (highest to lowest).
2. The sample comprises the work of the candidates scoring the:
(a) highest Total mark;

(b) middle Total mark;
(c) lowest Total mark;
(d) mark midway between the highest and middle Total mark;
(e) mark midway between the middle and lowest Total mark;
3. The candidates selected above may be required to demonstrate some

practical skills.
Teachers’ marks may be adjusted as a result of the moderation and feedback will be provided by the
Moderator to the teachers.
The Moderator may re-mark the assignments of additional candidates. Where the total number of
candidates is five or fewer, the Moderator will remark ALL.
On the first visit, the Moderator will re-mark a sample of the Year 1 candidates. A copy of this report
must be retained by the teacher, and be made available to the Moderator during Term 2 of Year 2.
The Moderator will submit the Assessment Sheets, moderation of SBA Sample and the moderation
reports to the Local Registrar by April 30 of the year of the examination. A copy of the Assessment
Sheets and candidates’ work must be retained by the school for three months after the examination
results are published by CXC.
School-Based Assessment Record Sheets are available online via the CXC’s website www.cxc.org.
All School-Based Assessment Record of marks must be submitted online using the SBA data capture
module of the Online Registration System (ORS).
CXC 21/G/SYLL 13 54
EXAMPLE OF A POSSIBLE SBA PRACTICAL
Aim: Finding the end of a neutralisation reaction by measuring temperature changes.
Apparatus: 2 mol dm-3 sodium hydroxide solution.

2 mol dm-3 hydrochloric acid solution.
Thermometer (0-110°C, 1°C gradations).
Styrofoam cup.
25 cm3 or 20 cm3 pipette. (Measuring cylinder can be used if pipettes are
unavailable)
Burette (Test tube calibrated to measure 5 cm3 or syringe or any other suitable
measuring container).
Procedure: 1. Pipette 25 cm3 of the sodium hydroxide solution into the Styrofoam cup.
Measure and record the temperature of this solution.
2. Fill the burette to the 0 mark with the acid and deliver 5 cm3 of acid into the
alkali all at once. Stir with the thermometer and record the highest
temperature reached. WITHOUT DELAY, add a second 5 cm3 of the acid, stir
and record the highest temperature reached. Repeat the procedure until a
total of 40 cm3 of acid has been added.
3. Record your readings in an appropriate table.
Activities:
1. Plot a graph of total volume of acid added (x-axis) against the temperature (y-axis) and draw two
best-fit lines.
2. Account for the shape of the graph you have obtained.
3. Use your graph to determine the total volume of acid needed to neutralise exactly 25 cm3 of
alkali.
4. Determine likely sources of error in this procedure for determining the end-point of a
neutralisation reaction.
5. Write the ionic equation for the neutralisation reaction.
MARK SCHEME
Skills assessed: Observation/Recording/Reporting, Analysis and Interpretation.
Temperature change during neutralisation
1. Observation/Recording/Reporting
Table
(a) Neatly enclosed table. 1
(b) Headings with units. 1
(c) Data written correctly to a consistent number of decimal places. 1
CXC 21/G/SYLL 13 55
(d) Graph.
(i) Labelling of axes with units 2
(ii) Selecting a suitable scale for x and y axes. 2
(iii) Plotting accurately. 2
(iv) Drawing best fit intersecting lines. 1
10 Marks
2. Analysis and Interpretation
(a) Deducing that for the portion of the graph sloping upwards:
(i) reaction is incomplete; 1

(ii) amount of heat given off increases as more reactant (acid) is available. 1
(b) Deducing that for the portion of graph sloping downwards:
(i) reaction is complete; 1

(ii) temperature falls as more reactant is added. 1
(c) Deducing that reaction is complete when highest temperature is reached, 1

hence peak in graph.
(d) Reading off volume of acid corresponding to highest temperature reached. 2
(e) Two likely sources or error (for example, heat loss to surroundings, 2
incomplete transfer of acid).
(f) Ionic equation 1

H+(aq) + OH-(aq) H2O(l) + heat.
10 Marks
Manipulation and Measurement
Aim: To investigate how the solubility of potassium nitrate crystals

varies with temperature.
Apparatus and Materials: Boiling tube, test tube holder, Bunsen burner, glass rod, measuring
cylinder, thermometer, matches, potassium nitrate, distilled water,
tap water, ice.
Procedure: 1. Place 5 g of KNO3 crystals into a boiling tube.

2. Using a measuring cylinder, pour 3.0 cm3 of distilled water
into the KNO3.
3. Heat the contents of the boiling tube carefully over Bunsen
flame while stirring until all the solid dissolves.
4. Remove the boiling tube carefully from the flame. Place the
thermometer in the boiling tube. Allow the boiling tube to
cool and record the temperature at which the crystals first
appear.
5. Add to the contents of the boiling tube a further 3.0 cm3 of
distilled water and repeat the above procedure, noting the
temperature at which crystals first appear.
6. Repeat the procedure adding a further 3.0 cm3 portions of
water to obtain a total volume of 15 cm3.
CXC 21/G/SYLL 13 56
Results: Record the results in a table with the following headings (include
appropriate units).
Volume of H2O Temperature at Which Mass of KNO3 dissolved in

Added to 5 g KNO3 Crystals Appear 100 g of H2O (Solubility)
Analysis of Results:
Calculate the solubility of KNO3 at for each volume of water using the equation below.
3.0 cm3 of H2O dissolves 5 g of KNO3
100 cm3 of H2O dissolves 5 x 100 = 166.6 g
Plot graph of temperature at which crystals form (x-axis) vs solubility in 100 g of water (y-axis) and
draw the best-fit curve.
Use your graph to determine:

o
1. the solubility of KNO3 at 45 C;
2. the mass of KNO3 that would crystallize when a solution of KNO3 cools from 65oC to 35oC.
Discussion:
Define solubility.
Account for the shape of the graph you have obtained.
MARK SCHEME
NB. This lab may be assessed for ORR and AI.
Skill Assessed: Manipulation and Measurement
(a) Correct use of balance (scale). 1

(b) Placing measuring cylinder on flat surface. 1
(c) Taking reading at eye level. 1
(d) Correctly lighting Bunsen burner. 4
(closing air hole, striking match, turning on gas, lighting burner,
opening air hole, adjusting gas to control height of flame).
(e) Carefully heating contents of boiling tube with 1
stirring by holding tube away from self and others.
(f) Holding thermometer upright for reading. 1
(g) Making sure that the bulb of the thermometer 1
is submerged and not touching the walls of the container.
10 Marks
Planning and Design
Problem:
In a café, sugar is provided in a single package cube. Each customer is given one package per order.
Each cube contains 5 g of sugar. The manager notices that there is sugar left in the bottom of many
of the used iced tea cups but not in the bottom of the hot tea cups.
Propose an hypothesis to explain this observation. Plan and design an experiment to test this
hypothesis.
CXC 21/G/SYLL 13 57
Skills Assessed: Planning and Design
Hypothesis: Clearly stated with ONE variable, testable. 2
Aim: Related to hypothesis and problem statement, method to be 2

used specified
Apparatus 2
and Materials: All essential ones stated.
Procedure: Logical sequence of steps, written in present or future tense, 4

workable or feasible to test hypothesis.
Variables: (Manipulated, controlled and responding): Clearly stated or 3

implied
Data to be collected: Observations, measurements or qualitative data which will 2

prove or disprove hypothesis.
Treatment/ 2
Interpretation of data: Shows link between how data to be collected proves or
disproves hypothesis.
Assumptions, Limitations, Precautions. 3

20 marks (scale to 10)
Conversion of marks to the 11-point scale
The 11-point scale ranges from 0 to 10 thus the maximum mark for each skill at any assessment
point is 10. Always marking out of 10 or multiples of 10 makes conversion easy but this is not
necessary, as this may be readily calculated. Conversion of the scale can be done for each
assessment but this is not the only possibility. The raw marks out of the totals used must be
recorded and these marks totalled for each skill and the conversion done only when their
submission to CXC is required.
The following hypothetical result for the assessment of a student on a particular skill may be used as
an example. If the marks obtained for observation/recording/reporting are:
5/7, 4/6, 5/5, 7/9, 6/8
The total marks are out of a possible 35 marks. This may be converted by calculations as follows:
27 x 10 = 7.71 (approximately)
35 = 8 for CXC purposes.
VALIDITY AND RELIABILITY OF TEACHERS’ MARKS
The reliability of marks awarded is a significant factor in SBA and has far-reaching implications for
the candidate's final grade. Teachers are asked to note the following:
1. The criteria for assessing a skill should be clearly identified. A mark scheme must be
submitted with the sample of books sent for moderation. Failure to do this could result in
the candidates being unavoidably penalised.
CXC 21/G/SYLL 13 58
2. The relationship between the SBA marks in the practical workbooks and those submitted to
CXC on the SBA forms must be clearly shown. It is important that the marks awarded reflect
the degree of mastery of the skills assessed.
3. Workbooks should contain all practical work and those exercises used for SBA marks should
be clearly identified. At least eight exercises should be undertaken.
4. The standard of marking must be consistent, hence the need for a mark scheme.
5. Collaboration among teachers especially in the same centre is urged to minimise the
discrepancy in the standard of assessment among teachers.
STRATEGIES FOR ASSESSING THE PLANNING AND DESIGN SKILL
The Planning and Designing skill is intended to test students’ ability to develop hypotheses and devise
means of carrying out investigations to test them, plan experimental procedures and operations in
appropriate sequence, identify variables, state expected results and identify precautions and possible
sources of error. It is expected that some activities related to the planning and designing skill will be
carried out. However, the reports of these activities are no longer plans and cannot be assessed as
planning and design (PD). They can be marked for other skills, for example, observation, recording and
reporting (ORR).
The assessing of Planning and Designing is not intended to test the students’ research ability but
rather their ability to use known procedures in a novel situation, or to make a novel use of a known
procedure. Developing this skill to a good standard requires an understanding of the concepts
involved. It requires much practice before it is assessed.
The following steps are recommended to ensure that this important skill is developed by students
and properly tested by the teacher (See Guidelines for the School-Based Assessment for further
details):
1. The problem selected should preferably be one which allows for different feasible routes to a
solution, and should give opportunities for resourcefulness.
2. Less than(ii)
full instructions should be given for typical experiments. The fewer the Instructions
the greater the test of the student's ability to plan and design.
3. Allow
(ii) candidates to plan the sequence of steps in the identification of unknown substances.
For example, candidates could be given test tubes of substances labelled A, B, C and so on,
and be required to decide from a separate list of the names of the substances (not given in
the correct order) the identity of each one using only the substances given in the test tubes,
or a given set of reagents.
They should be required to prepare a clear logical plan of the procedure before carrying out the
investigation. This should include a list of requirements, precautions necessary, and the significance
of each step proposed. They should then be required to explain how the results will be interpreted,
including the relevant equations.
CXC 21/G/SYLL 13 59
SCHOOL-BASED ASSESSMENT IN CHEMISTRY
NAME OF SCHOOL: SCHOOL CODE: YEAR OF FINAL EXAMINATION: ________________________
NAME OF TEACHER: TERRITORY:
YEAR 2 TOTAL
CANDIDATES YEAR 1 TOTAL TOTAL
REGISTRATION
NUMBER NAME COMMENTS
XS XS XS UK XS XS XS UK PROFILE OVERALL
MM ORR PD AI Year 1 MM ORR PD AI Year 2
P3 (10) P3 (10) P3 (20) P2 (20) 60 P3 (20) P3 (20) P3 (10) P2 (20) 70 P3 (90) P2 (40)
TEACHER'S SIGNATURE: PRINCIPAL'S NAME: _______________________________________
DATE: PRINCIPAL'S SIGNATURE: ______________________________ __
CXC 21/G/SYLL 13 60
 LIST OF SUGGESTED CHEMICALS
1. Aluminium foil.
2. Aluminium powder.
3. Aluminium Ammonium Sulfate.

-3
4. Aqueous Ammonia, 3 mol dm .
5. Ammonium Chloride or Ammonium Carbonate.
6. Ammonium Nitrate.
7. Barium Chloride or Barium Nitrate 0.25 mol dm-3.
8. Bromine.
9. Calcium.
10. Calcium Carbonate, (powdered or precipitated).
11. Calcium Chloride, anhydrous.
12. Calcium Hydroxide saturated solution (filtered).
13. Calcium Nitrate.
14. Charcoal powder.
15. Copper (turnings or powder).
16. Copper, thick wire or strips.
17. Copper (II) Carbonate.
18. Copper (II) Nitrate.
19. Copper (II) Oxide.
20. Copper (II) Sulfate.
21. Ethanoic (acetic) Acid.
22. Hydrochloric Acid 2 mol dm ¯³, 6 mol dm¯³.
CXC 21/G/SYLL 13 61
LIST OF SUGGESTED CHEMICALS (cont’d)
23. Hydrogen Peroxide, 20 volume.
24. Distilled water.
25. Iodine (resublimed).
26. Iodine solution.
27. Iron nails.
28. Iron (II) Ammonium Sulfate.
29. Iron (II) Sulfide.
30. Iron (III) Chloride.
31. Lead foil.
32. Lead (II) Bromide of Lead(II)Iodide .
33. Lead Ethanoate.
34. Lead (II) Nitrate.
35. Lead (II) Oxide.
36. Litmus paper, blue and red.
37. Magnesium ribbon.
38. Manganese (IV) Oxide.
39. Marble chips.
40. Methyl orange or screened methyl orange.
41. Nitric Acid 2 dm-3.
42. Phenolphthalein.
43. Potassium Bromide or Sodium Bromide.
44. Potassium Carbonate.
CXC 21/G/SYLL 13 62
LIST OF SUGGESTED CHEMICALS (cont’d)
-3
45. Potassium Iodide 0.5 mol dm .
46. Potassium Nitrate.
47. Potassium Permanganate (manganate (VII)).
48. Silver Nitrate 0.1 mol dm-3.
49. Sodium.
50. Sodium Carbonate.
51. Sodium Carbonate hydrated (washing soda).
52. Sodium Chloride.
53. Sodium Hydrogen Carbonate.

-3
54. Sodium Hydroxide 2 mol dm , pellets.
55. Sodium Sulfate.
56. Sodium Sulfite.
57. Sodium Thiosulfate.
58. Steel wool.

-3
59. Sulfuric Acid 3 mol dm , 6 mol dm ¯³
60. Universal indicator paper.
61. Universal indicator solution.
62. Zinc granulated or powdered.
63. Zinc Carbonate.
64. Zinc Oxide.
65. Zinc Nitrate.
66. Zinc Sulfate.
67. Ethanol.
68. Sulfur powder.
CXC 21/G/SYLL 13 63
 SUGGESTED EQUIPMENT LIST
1. Balance (+ 0.1g).
2. Beakers (100 cm3, 250 cm3, 400 cm3).
3. Boiling tubes.
4. Bunsen burners.
3
5. Burettes (50 cm ).
6. Burette brushes.
7. Burette clamps or clips.
8. Capillary tubes (melting point tubes).

3
9. Conical flasks (250 cm ).
10. Crucible tongs.
11. Distillation apparatus (simple and fractional)
12. Dropper or teat pipettes.
13. Evaporating dishes.
14. Filter funnels.
15. Filter paper.
16. First Aid kit (1 per lab.).
17. Fire Extinguisher (1 per lab)
18. Gas syringes (100 cm3).
19. Glass rods.
20. Glass tubing.
21. Measuring cylinders (20 cm3, 100 cm3) (1000 cm3 for teachers use only).
22. Pipette fillers.
23. Pipettes (25 cm3, (20 cm3).
24. Reagent bottles.
CXC 21/G/SYLL 13 64
SUGGESTED EQUIPMENT LIST (cont’d)
25. Retort stands.
26. Rubber tubing.
27. Separating funnel.
28. Simple electrolysis apparatus (electrodes, cells, wire).
29. Spatulas.
30. Stoppers or Bungs.
31. Test tubes (125 mm x 15 mm).
32. Test tube brushes.
33. Test tube holder.
34. Test tube racks.

o
35. Thermometers (1 C grad.).
36. Tripods.
37. Volumetric flasks (250 cm3, 1dm3, 2dm3, - for teacher's use).
38. Wash bottles.
39. Watch glasses.
40. Wire gauzes.
41. Delivery tubes.
42. Boss heads.
43. Crucibles.
44. Stop watches.
45. Gas jars.
46. Splints.
47. Pneumatic trough.
48. Beehive shelf.
CXC 21/G/SYLL 13 65
 RESOURCES
Chapman, S., Luttig, D., Murray, J., Chemistry for CSEC, United Kingdom: Nelson Thornes
Ritchie, E. and Tindale, A. Limited, 2009.
Clarke, J. and Oliver, R. Chemistry for CSEC, Jamaica: Carlong Publishers

(Caribbean) Limited, 2008.
Nazir, Joanne Chemistry Explained. A CECEC Course: Caribbean

Educational Publishers, 2010.
Taylor, M. and Chung-Harris, T. CXC Chemistry, Oxford: Macmillan Education, 2006.
Remy C. Mason, L. Chemistry for CSEC Revised Edition: Oxford Heineman,

2007.
CXC 21/G/SYLL 13 66
 GLOSSARY
WORD/TERM DEFINITION/MEANINGS NOTES
annotate add a brief note to a label {simple phrase of a few words

only; KC}
apply use knowledge and principles to solve problems {make inferences and conclusions;
UK}
assess present reasons for the importance {compare the advantages and
of particular structures, relationships disadvantages or the merits and
or processes demerits of a particular structure,
relationship or process; UK}
calculate arrive at the solution to numerical problem {steps should be shown; units
must be included; UK}
cite quote or refer to {KC}
classify divide into groups according to observable {UK}

characteristics
comment state opinion or view with supporting reasons {UK}
compare state similarities and differences {an explanation of the significance

of each similarity and difference
stated may be required for
comparisons which are other than
structural; UK}
construct use a specific format to make or draw a {such representation should

graph, histogram, pie chart or other normally bear a title, appropriate
representation using data or material headings and legend; UK}
provided or drawn from practical
investigations, build (for example, a model)
draw scale diagram
deduce make a logical connection between two or {UK}

more pieces of information; use data to arrive
at a conclusion
define state concisely the meaning of a word or term {this should include the defining
equation or formula where
relevant; KC}
demonstrate show, direct attention to… {KC}
derive to deduce, determine or extract from data by a {this relationship etc. may be
set of logical steps some relationship, formula general or specific; KC}
or result
CXC 21/G/SYLL 13 67
describe provide detailed factual information on {descriptions may be in words,

the appearance or arrangement of a drawings or diagrams or any
specific structure or the sequence of a appropriate combination. Drawings or
specific process diagrams should be annotated to show
appropriate detail where necessary; KC}
determine find the value of a physical quality {UK}
design plan and present, with appropriate {where hypotheses are stated or when
practical detail tests are to be conducted, possible
outcomes should be clearly stated the
way in which data will be analyzed and
presented; XS}
develop expand or elaborate on an idea or {KC/UK}

argument with supporting reasons
differentiate state or explain briefly those differences {KC}

or between or among items which can be
distinguish used to define the items or place them
(between or into separate categories
among)
discuss present reasoned argument; consider {UK}

points both for an against; explain the
relative merits of a case
draw make a line representation of apparatus {A diagram is a simplified

which shows accurate relationship representation showing the relationship
between the parts between components; KC/UK}
estimate make an approximate quantitative {UK}

judgement
evaluate weigh evidence and make judgements {the use of logical supporting reasons
based on given criteria for a particular point of view is more
important than the view held; usually
both sides of an argument should be
considered; UK}
explain give reasons, based on recall, to account {KC}

for
find locate a feature or obtain as from a graph {UK}
formulate devise a hypothesis {UK}
identify name or point out specific components or {KC}

features
CXC 21/G/SYLL 13 68
illustrate show clearly by using appropriate {KC/UK}

examples or diagrams, sketches
investigate use simple systematic procedures to {XS}

observe, record data and draw logical
conclusions
label add names to identify structures or parts {KC}

indicated by pointers
list itemise without detail {KC}
measure take accurate quantitative readings using {XS}

appropriate instruments
name give only the name of {no additional information is

required; KC}
note write down observations {XS}
observe pay attention to details which characterise {observations may involve all the
reaction or change taking place; to senses or extensions of them but
examine and note scientifically would normally exclude the sense of
taste; XS}
plan prepare to conduct an exercise {XS}
predict use information provided to arrive at a {UK}

likely conclusion or suggestion possible
outcome
record write an accurate description of the full {this includes the values for any
range of observations made during a given variable being investigated; where
procedure appropriate, recorded data may be
depicted in graphs, histograms or
tables; XS}
relate show connections between; explain how {UK}

one set of facts or data depend on others
or are determined by them
sketch Make a simple freehand diagram showing {KC}

relevant proportions and any important
details
state provide factual information in concise {KC}

terms omitting explanations
CXC 21/G/SYLL 13 69
suggest offer an explanation deduced from {no correct or incorrect solution is

information provided or previous presumed but suggestions must be
knowledge. (... an hypothesis; provide a acceptable within the limits of
generalisation which offers a likely scientific knowledge; UK}
explanation for a set of data or
observations.)
test to find out following set procedures {XS}
KEY TO ABBREVIATIONS
KC - Knowledge and Comprehension

UK - Use of Knowledge
XS - Experimental Skills
Western Zone Office

24 September 2012
CXC 21/G/SYLL 13 70
CARIBBEAN EXAMINATIONS COUNCIL®
Caribbean Secondary Education Certificate

(CSEC)®
CHEMISTRY
Specimen Papers and Mark Schemes/Keys
Specimen Papers: Paper 01

Paper 02
Paper 03/2
Mark Schemes/Keys: Paper 02

Paper 03/2
TEST CODE 01212010
FORM 01212010/SPEC 2012

CARIBBEAN SECONDARY EDUCATION CERTIFICATE®

EXAMINATION
CHEMISTRY
SPECIMEN PAPER
Paper 01 – General Proficiency
1 hour 15 minutes
READ THE FOLLOWING INSTRUCTIONS CAREFULLY.
1. This paper consists of 60 items. You will have one hour and 15 minutes to answer them.
2. In addition to this test booklet, you should have an answer sheet.
3. Each item in this test has four suggested answers, lettered (A), (B), (C) and (D). Read each
item you are about to answer and decide which choice is best.
4. On your answer sheet, find the number which corresponds to your item and shade the space
having the same letter as the answer you have chosen. Look at the sample item below.
Sample Item
The SI unit of length is the

Sample Answer
(A) metre
(B) newton A B C D
(C) second
(D) kilogram
The best answer to this item is “metre”, so answer space (A) has been shaded.
5. If you want to change your answer, erase it completely before you fill in your new choice.
6. When you are told to begin, turn the page and work as quickly and as carefully as you can.
If you cannot answer an item, omit it and go on to the next one. You can return to the
omitted item later. You score will be the total number of correct answers.
7. You may do any rough work in this booklet.
8. Figures are not necessarily drawn to scale.
9. The use of silent electronic calculators is allowed.
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.

Copyright © 2012 Caribbean Examinations Council
All rights reserved.
01212010/SPEC 2012
-2-
Items 1 - 2 refer to the table below which presents 4. A mixture of copper(II) chloride solution
two physical properties of four substances at room and copper(II) oxide could BEST be
temperature (28 ºC) . In answering the items, separated by
each of the options below may be used once or
not at all. (A) distilling the mixture
(B) heating the mixture and
Substance Melting Point Boiling Point condensing
(ºC) (ºC) (C) shaking with excess water and
P −285 −183 then filtering
Q 800 1400 (D) shaking with excess water
R 190 180 followed by fractional
S −20 350 distillation
(A) P only
(B) R only 5. Which of the following halogens is a
(C) P and S only liquid at room temperature?
(D) Q and R only
(A) Bromine
Which substance(s) (B) Fluorine
(C) Chlorine
1. will have fast moving particles? (D) Iodine
2. will be solid(s)?
6. Which of the following compounds does
NOT consist of individual molecules?
3. At a stage in the process of extracting
sucrose from sugar cane, lime is added to (A) Ethane
the sucrose solution in order to (B) Ethanol
(C) Hydrogen chloride
(A) lower the pH of the solution (D) Sodium chloride
(B) raise the pH of the solution
(C) stop the sucrose changing into
sugars 7. Which of the following salts are soluble
(D) increase the percentage of sugar in water?
that would crystallize out
I. Ammonium carbonate
II. Barium sulfate
III. Lead nitrate
(A) I and II only

(B) I and III only
(C) II and III only
(D) I, II and III
8. The ionic equation between zinc and sulfuric acid can BEST be represented by
(A) Zn(s) + 2H (aq)  Zn 2 (aq)  H2 (g)

(B) Zn(s) + H2SO4 (aq)  ZnSO4 (aq)  H2 (g)
(C) Zn(s) + H2SO4  Zn 2 (aq)  SO42 (aq) + H2 (g)
(D) Zn(s) + 2H (aq) + SO42 (aq)  Zn 2 (aq) + SO42 (aq)  H2 (g)
01212010/SPEC 2012 GO ON TO THE NEXT PAGE

-3-
9. In which of the following compounds 14. In the electrolysis of concentrated

does manganese have an oxidation copper(II) chloride solution using carbon
number of +7? electrodes, the substance formed at the
anode is
(A) MnO
(B) MnO2 (A) carbon
(C) Mn2O3 (B) copper
(D) KMnO4 (C) oxygen
(D) chlorine
Items 10 - 12 refer to the following

information. 15. Which of the following substances will
NOT conduct electricity?
A compound when treated with aqueous
sodium hydroxide and warmed gives off a (A) Solid calcium
colourless gas which turns moist red (B) Molten calcium
litmus paper blue. (C) Solid calcium chloride
(D) A solution of calcium chloride in
10. The gas given off is water
(A) ammonia
(B) sulfur dioxide 16. Which of the following statements about
(C) nitrogen dioxide isotopes is NOT true?
(D) hydrogen sulfide
(A) Diseases can be diagnosed and
treated using radioisotopes.
11. The aqueous sodium hydroxide is acting (B) The age of archaeological
as specimens can be determined
using C-12 dating.
(A) a base (C) In artificial pacemakers,
(B) an acid plutonium-238 is used in the
(C) a catalyst thermoelectric batteries.
(D) a reducing agent (D) Nuclear power stations use the
fission of uranium-235 as a
source of energy.
12. The compound is MOST LIKELY
(A) iron(III) oxide 17. Which of the properties below will

(B) sodium nitrate decrease down the group F, Cl, Br, and I?
(C) ammonium nitrate
(D) aluminium hydroxide I. Atomic radius
II. Electronegativity
III. Oxidising power
13. Which of the following can act as
oxidising agents? (A) I only
(B) I and II only
I. Metallic ions (C) II and III only
II. Metallic atoms (D) I, II and III
III. Non-metallic atoms
(A) I only
(B) II only
(C) I and III only
(D) II and III only

-4-
18. The layer-like arrangement of graphite

and the weak bonds between the layers Items 22 - 24 refer to the following
determine that graphite is energy-profile diagram.
(A) colourless and transmit light

(B) very hard with a high density
(C) greasy and used as a lubricant
(D) a good conductor of electricity
19. Which of the following copper(II)

compounds is LEAST suitable for
preparing copper(II) sulfate by reacting
with dilute sulfuric acid?
(A) Oxide
(B) Chloride
(C) Carbonate 22. Which letter in the diagram denotes the
(D) Hydroxide energy necessary for the reaction to take
place?
20. Which of the following statements would (A) L

be correct if diamond and graphite are (B) M
allotropes? (C) N
(D) O
I Both can be represented by the
symbol C.
II. Both have a relative atomic mass 23. Which of the following equations is
equal to that of carbon. correct for ∆H (enthalpy change)?
III. They have similar physical
properties. (A) ∆H = P – L
(B) ∆H = O – M
(A) I and II only (C) ∆H = L – M
(B) I and III only (D) ∆H = M – N
(C) II and III only
(D) I, II and III
24. Which of the following statements about
the forward reaction is NOT true?
21. Which of the following bonds can be
formed by an atom of hydrogen? (A) ∆H is negative.
(B) The reaction is exothermic.
I. An ionic bond by losing an (C) The energy content of the product
electron is greater than that of the
II. An ionic bond by gaining an reactant.
electron (D) The energy necessary for the
III. A covalent bond by sharing a pair reverse reaction is greater than
of electrons that for the forward reaction.
(A) I and II only

(B) I and III only
(C) II and III only
(D) I, II and III

-5-
25. Which of the following diagrams BEST Items 27 - 30 refer to the following
illustrates bonding of nitrogen? information.
A piece of calcium is added to some

distilled water in a container and the
following observations are recorded.
- The reaction is rapid.

- Bubbles of gas evolve.
- A white suspension forms.
- Temperature increases.
27. The gas evolved would be expected to
(A) relight a glowing splint

(B) decolourize acidified aqueous
potassium manganate(VII)
(C) give a „pop‟ with a lighted splint
(D) turn acidified aqueous potassium
dichromate green
28. Calcium forms a white suspension in

water because its
26. Oxygen, 16 20
8 O , occurs before neon, 10 Ne ,
(A) hydroxide is slightly soluble
in the periodic table because oxygen
(B) carbonate is insoluble
(C) oxide is slightly soluble
(A) is a better oxidising agent than
(D) sulfate is insoluble
neon
(B) has fewer protons on its atom
than neon
29. A sample of the suspension is filtered and
(C) reacts with metals more readily
the pH of the filtrate determined. The
than neon
expected pH of the filtrate should be
(D) has a smaller relative atomic
approximately
mass than neon
(A) 3
(B) 5
(C) 7
(D) 10
30. The increase in temperature shows that
(A) bonds in the products are formed

(B) bonds in the reactants are broken
(C) the products contain less energy
than the reactants
(D) the reactants contain less energy
than the products

-6-
31. Which of the following quantities of acid 32. Epsom salts (magnesium sulfate) is
can exactly neutralise 40 cm3 of widely used. Which of the following
2.0 mol dm¯3 sodium hydroxide? statements are true of this salt?
I. 10 cm3 of 2.0 mol dm¯3 I. It relaxes the muscles.

hydrochloric acid II. It sedates the nervous system.
II. 10 cm3 of 4.0 mol dm¯3 sulfuric III. It is used as a supplement for
acid plant growth.
III. 20 cm3 of 4.0 mol dm¯3 nitric acid
(A) I and II only
(B) I and III only
(A) I only (C) II and III only
(B) II only (D) I, II and III
(C) I and II only
(D) II and III only
33. Which of the following acids is important
for healing wounds?
(A) Lactic
(B) Ascorbic
(C) Ethanoic
(D) Methanoic
34. Which of the following classifications is correct?
BASIC OXIDE ACIDIC OXIDE NEUTRAL OXIDE
(A) Sodium oxide aluminium oxide water

(B) Sodium oxide carbon dioxide sulfur (IV) oxide
(C) Sulfur(IV) oxide calcium oxide carbon monoxide
(D) Copper(II) oxide carbon dioxide carbon monoxide
Items 35 – 38 refer to the following

options. 39. An organic compound X has a relative
molecular mass between 40 and 50. On
(A) Propene shaking it with bromine, the mixture
(B) Methane quickly turns colourless. From this
(C) Bitumen information, X could be
(D) Medicinal paraffin
(A) C2H4
Match EACH item below with one of the (B) C3H6
options above. Each may be used once, (C) CH3CO2H
more than once or not at all. (D) C2H5OH
35. Is a major constituent of natural gas.

40. Ethanol may be used as a fuel because it
36. Is the residue in the fractional distillaton
of petroleum. (A) is easily converted to ethane
(B) is easily converted to carbon
37. Requires the least oxygen per mole for (C) has a low heat of formation
complete combustion. (D) has a high heat of combustion
38. Is used in making plastics.

-7-
41. Unsaturated compounds show addition reactions but saturated compounds do not because
(A) saturated compounds contain double bonds

(B) unsaturated compounds contain multiple bonds
(C) unsaturated compounds contain single C-C bonds only
(D) saturated compounds are much more reactive than unsaturated compounds
42. The diagram below shows some reactions.
Steam Fermentation
Ethene X Glucose
What is the product X?
(A) Carbon
(B) Ethane
(C) Ethanol
(D) Carbon dioxide
43. What is the name of the following 44. Which of the following substances is a
compound? well-known polyamide?
(A) Nylon
(B) Plastic
(C) Bakelite
(D) Polystyrene
(A) Ethyl ethanoate

(B) Ethyl methanoate
(C) Methyl ethanoate
(D) Methyl propanoate
45. Which of the following equations represents a condensation reaction?
(A) CH3CH2CH3 + Br2 → CH3CH2CH2Br + HBr

(B) CH3CH = CH2 + HBr → CH3−CH2−CH2Br
(C) CH3CH2COOH + NaOH → CH3CH2COONa + H2O
(D) CH3COOH + CH3CH2OH → CH3COOCH2CH3 + H2O

-8-
46. Which of the following names is correct Items 49 – 51 refer to the extraction of
for the compound whose formula is aluminium from bauxite by electrolysis.
H3C – CH2 – CH2 – CH2OH?
(A) n-propanol 49. Cryolite is important in the extraction

(B) n-butanol process because it
(C) 2-propanol
(D) 2-butanol (A) functions as the electrolyte
(B) reacts with oxygen
(C) protects the carbon anode
47. Addition of hydrocholoric acid to a (D) lowers the melting point of the
solution of metallic nitrate gives a white electrolyte
precipitate which is insoluble in water but
soluble in aqueous ammonia. The 50. During electrolysis the carbon anode
metallic nitrate is LIKELY to be tends to
(A) silver nitrate (A) react with the cryolite

(B) lead(II) nitrate (B) be oxidised by oxygen
(C) barium nitrate (C) dissolve in the electrolyte
(D) zinc nitrate (D) be oxidised by flourine from
cryolite
48. A colourless gas with a pungent odour

turns blue litmus paper red and turns filter 51. Which of the following materials is used
paper dipped in acidified potassium for the cathode?
dichromate from orange to green.
(A) Iron
This gas is (B) Carbon
(C) Copper
(A) ammonia (D) Mercury
(B) chlorine
(C) sulfur dioxide
(D) nitrogen dioxide
52. A white metallic hydroxide, X, undergoes no colour change when heated. It dissolves
in both dilute sulfuric acid and sodium hydroxide solutions. The metallic hydroxide is
MOST likely
(A) Al(OH)3
(B) Zn(OH)2
(C) Pb(OH)2
(D) Ca(OH)2
53. Which of the following elements is

MOST electropositive?
54. To positively identify sulfur dioxide gas,
(A) Zinc a strip of paper is soaked in an aqueous
(B) Calcium solution of
(C) Aluminium
(D) Magnesium (A) blue litmus
(B) iron(II) sulfate
(C) lead(II) ethanoate
(D) potassium dichromate(VI)

-9-
55. Which of the following substances can cause temporary hardness of water?
(A) Calcium carbonate

(B) Magnesium carbonate
(C) Calcium hydrogen carbonate
(D) Sodium hydrogen carbonate
56. Which of the following reactions is likely to take place MOST readily?
(A) Zn(s) + Pb(NO3 )2 (aq)  Zn(NO3 )2 (aq) + Pb(s)

(B) Zn(s) + Fe(NO3 )2 (aq)  Zn(NO3 )2 (aq) + Fe(s)
(C) Zn(s) + Cu(NO3 )2 (aq)  Zn(NO3 )2 (aq) + Cu(s)
(D) Zn(s) + 2AgNO3 (aq)  Zn(NO3 )2 (aq) + 2Ag(s)
Items 57 – 58 refer to the following Item 59 – 60 refer to the following

diagrams which illustrate four methods of information.
collecting gases. Choose the diagram,
(A), (B), (C) or (D), which corresponds to A solution of iron(II) sulfate is added
each item. Each diagram may be used until in excess to a solution of barium
once, more than once or not at all. nitrate. The precipitate produced is
filtered off and water is added to the
residue in the filter paper.
59. The colour of the precipitate produced is
(A) green
(B) white
(C) orange
(D) yellow
60. With which of the following solutions

would the filtrate produce a precipitate?
I. Barium chloride
II. Aqueous ammonia
III. Sodium hydroxide
(A) I and II only

(B) I and III only
(C) II and III only
(D) I, II and III
Which of the above methods is suitable

for collecting
57. moist oxygen?
58. carbon dioxide?

END OF TEST
IF YOU FINISH BEFORE TIME IS CALLED, CHECK YOUR WORK FIRST
01212010/SPEC 2012
- 10 -
CARIBBEAN EXAMINATION COUNCIL
SECONDARY EDUCATION CERTIFICATE
CHEMISTRY SPECIMEN PAPER 2012
Item Specific Key Item Specific Key

Objective Objective
1 A 1.3 A 31 A 7.11 D
2 A 1.3 D 32 A 7.8 D
3 A 2.6 B 33 A 7.5 B
4 A 2.5 C 34 A 7.1 D
5 A 4.3 A 35 B 1.1 B
6 A 5.2 D 36 B 1.2 C
7 A 7.7 B 37 B 3.1 B
8 A 6.5 A 38 B 4.3 A
9 A 8.3 D 39 B 3.3 B
10 C 5.2 A 40 B 3.7 D
11 A 7.6 A 41 B 3.3 B
12 C 5.2 C 42 B 3.8 C
13 A 8.5 C 43 B 3.10 C
14 A 9.8 D 44 B 4.3 A
15 A 9.2 C 45 B 3.9 D
16 A 3.7 B 46 B 2.6 B
17 A 4.3 C 47 C 6.2 A
18 A 5.7 C 48 C 6.3 C
19 A 7.7 B 49 C 2.3 D
20 A 5.8 A 50 C 2.3 B
21 A 5.2 D 51 C 2.3 B
22 A 11.2 B 52 C 1.2 A
23 A 11.1 A 53 C 2.1 B
24 A 11.1 C 54 C 6.3 D
25 A 5.1 C 55 C 5.7 C
26 A 4.1 B 56 C 2.1 D
27 C 6.3 C 57 C 5.2 C
28 C 1.1 A 58 C 5.2 A
29 A 7.2 D 59 C 6.2 B
30 A 11.1 C 60 C 6.1 D

TEST CODE 01212020
FORM 01212020/SPEC2012
CARIB B E AN E XAMINAT IO NS CO UNCIL

EXAMINATION
CHEMISTRY
SPECIMEN PAPER
2 hours 30 minutes
READ THE FOLLO WING INSTRUCTIONS CARE FULLY.
1. This paper consists of SIX compulsory questions.
2. Write your answers in THIS booklet.
3. For Section A, write your answer to EACH question in the space provided after each
part of the question.
4. For Section B, write your answers in the spaces provided at the end of the entire
question.
5. The use of silent, non-programmable calculators is allowed.
6. Return this booklet at the end of the examination.

01212020/SPEC 2012
-2-
SECTION A
Answer ALL Questions.

Write your answers in the spaces provided for each part of the question.
Do NOT spend more than 30 minutes on Question 1.
1. (a) Steve knows that hydrogen peroxide decomposes to produce oxygen and water, and that
catalysts can be used to speed up this reaction.
Steve conducted a series of experiments to investigate the effect of the mass of catalyst on the
rate of decomposition of hydrogen peroxide. For each experiment, he combined a different
mass of the catalyst, manganese dioxide (MnO2), with 50 cm3 of 0.8 mol dm-3 hydrogen
peroxide solution and measured the volume of oxygen produced. He then calculated the rate of
the reaction for each quantity of catalyst used and recorded the information in Table 1.
TABLE 1: RATE OF REACTION BY MASS OF MANGANESE DIOXIDE
Mass of Manganese Rate of Reaction

Dioxide (g) (10-3 g O2 s-1)
0.7 0.6
1.0 1.3
2.0 2.5
3.0 3.8
4.0 5.0
(i) Define the term „rate of reaction‟.
______________________________________________________________________
______________________________________________________________________
(1 mark)
(ii) Write a balanced chemical equation to show the decomposition of hydrogen peroxide.
______________________________________________________________________
(2 marks)
(iii) Use the axes in Figure 1 on page 3 to plot a graph showing rate of reaction versus mass
of manganese dioxide.
(3 marks)
GO ON TO THE NEXT PAGE

01212020/SPEC 2012
-3-
Rate of reaction x 𝟏𝟎−𝟑 (g 𝐎𝟐 𝐬 −𝟏 )
Mass of manganese dioxide (g)
Figure 1. Rate of reaction versus mass of manganese dioxide

01212020/SPEC 2012
-4-
(iv) From the graph, describe the relationship between the rate of reaction and the mass of
the catalyst.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
(2 marks)
(v) Explain how the catalyst affects the rate of the reaction as described in (a)(iv).
______________________________________________________________________
(2 marks)
(vi) From the graph, determine the mass of oxygen produced after 10 s using 3.5 g of the
catalyst.
______________________________________________________________________
______________________________________________________________________
2 marks)
(vii) Draw a diagram of the apparatus that Steve should use for conducting this experiment
and collecting the gas.
(3 marks)
(viii) Steve conducted another experiment to compare the rate of decomposition of

0.3 mol dm-3 hydrogen peroxide using the same amounts of MnO2. On the same axes
in Figure 1, sketch a graph to show how the rate of production of oxygen compares
with that from Experiment 1.
(2 marks)

01212020/SPEC 2012
-5-
(b) Tara needed to identify an unknown compound, X. She carried out a number of tests on an
aqueous solution of X and recorded some of her results in Table 2. Complete Table 2 by
inserting the missing inferences.
TABLE 2: OBSERVATIONS AND INFERENCES
Test Observation Inference
To a sample of Solution X, Light blue precipitate is

aqueous ammonia was added soluble in excess to produce
until in excess. deep blue solution.
(1 mark)
Powdered zinc was added to

A red/brown solid is
a sample of Solution X.
produced and the blue liquid
gets paler.
Ionic equation is required.
(3 marks)
(c) Tara has a sample of sodium chloride which became contaminated by a small amount of sand
and iodine crystals. List the steps that Tara should perform to remove the iodine and sand from
the mixture in order to obtain pure sodium chloride.
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
(4 marks)
Total 25 marks

01212020/SPEC 2012
-6-
2. (a) Study Table 3 which presents a portion of the periodic table with Q, R, T, W and X
representing some elements, and answer the questions which follow.
TABLE 3: REPRESENTATION OF THE PERIODIC TABLE
I II III IV V VI VII VIII

3Li 20Ne
X Q R
W 20Ca T
(i) Identify an alkaline-earth metal.
______________________________________________________________________
(1 mark)
(ii) Which of the elements shown has the HIGHEST atomic number?
______________________________________________________________________
(1 mark)
(iii) Which element will form ions with oxidation number of 2?
______________________________________________________________________
(1 mark)
(iv) R reacts with W to form a compound.
a) What type of bonding takes place when R reacts with W?
_______________________________________________________________
(1 mark)
b) Draw a dot and cross diagram to show the bonding between R and W.
(3 marks)

01212020/SPEC 2012
-7-
(v) R reacts vigorously with water to form a solution. A gas is evolved.
a) What would you observe when the solution is tested with red or blue litmus
paper?
_______________________________________________________________
(1 mark)
b) Describe a suitable test to identify the gas evolved in (a) (v) .

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
(2 marks)
(b) (i) Define the term „heat of neutralization‟.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
(2 marks)
The equations below represent the reactions between strong acids and strong alkalis.
Reaction 1: HC1(aq) + NaOH(aq) NaC1(aq) + H2O(1),  H1= 56 kJ mol−1
Reaction 2: HNO3(aq) + KOH(aq) KNO3(aq) + H2O(1),  H2 = 56 kJ mol1
(ii) Write an ionic equation to represent ONE of the reactions.
______________________________________________________________________
______________________________________________________________________
(2 marks)
(iii) The values  H1 and  H2 are approximately the same. Suggest a reason for this.
______________________________________________________________________
______________________________________________________________________
(1 mark)
Total 15 marks

01212020/SPEC 2012
-8-
3. Pentane and pentene are two hydrocarbons.
(a) (i) Write the name of the homologous series for:
Pentane_______________________________________________________________
Pentene_______________________________________________________________
(2 marks)
(ii) Draw the FULLY displayed unbranched structure of pentane.
(2 marks)
(iii) Write a balanced chemical equation to show the conversion of pentene to pentane.
______________________________________________________________________
(2 marks)
(b) (i) Define the term „structural isomerism‟.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
(2 marks)
(ii) Draw a FULLY displayed structure of another isomer with the SAME molecular
formula as pentane.
(2 marks)
(iii) State the name of the isomer in (b) (ii).
______________________________________________________________________
(1 mark)

01212020/SPEC 2012
-9-
(c) (i) What chemical tests may be used to distinguish between pentane and pentene?
Reagents______________________________________________________________
Observations___________________________________________________________
______________________________________________________________________
(2 marks)
(ii) State ONE use of:
Pentane_______________________________________________________________
Pentene_______________________________________________________________
(2 marks)
Total 15 marks

01212020/SPEC 2012
-10-
SECTION B
Answer ALL questions in this section.

Write your answers in the spaces provided at the end of the question.
4. (a) Figure 2 shows some reactions of dilute sulfuric acid. Use the figure to answer the questions
which follow.
Figure 2. Some reactions of dilute sulfuric acid.
Identify EACH substance labeled A, B, C, D and E respectively.

(5 marks)
(b) Some people suffer from indigestion when their stomach produces excess acid. The label on a
household brand of indigestion tablet is shown below.
INDIGESTION TABLETS
CONTAINS: Magnesium carbonate
INSTRUCTIONS:
Take 1 or 2 tablets as required.
Chew properly before swallowing.
(i) Magnesium carbonate is insoluble in water. Magnesium carbonate is mixed with water
and strips of blue litmus paper are dipped into the mixture. What colour change is
observed in the litmus paper?
(1 mark)
(ii) Explain why the instructions suggest that the tablets be chewed before swallowing?
(2 marks)
(iii) The acid present in the stomach is hydrochloric acid. Write a balanced equation for the
reaction taking place in the stomach when the tablet is swallowed.
(2 marks)

01212020/SPEC 2012
-11-
(iv) Name this type of reaction.
(1 mark)
(v) A gas is produced from the reaction in 4(b)(iii). How can you test for this gas in the
laboratory?
(2 marks)
(c) Car batteries contain strong sulfuric acid. In treating a spillage from a car battery, washing
soda is added to the affected area. Write an ionic equation to show the reaction of washing
soda with sulfuric acid.
(2 marks)
Total 15 marks
Write the answer to Question 4 here.
(a)
(i) Gas A_________________________________________________________________
(ii) Solution B_____________________________________________________________
(iii) Gas C_________________________________________________________________
(iv) Indicator D_____________________________________________________________
(v) Solution E _____________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

01212020/SPEC 2012
-12-

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

01212020/SPEC 2012
-13-
5. Iron can be extracted from its ore by reduction.
(a) (i) Define „reducing agent‟ in terms of oxidation number. (2 marks)
(ii) Name a reducing agent that could be used to extract iron from its ore. (1 mark)
(iii) Write a balanced chemical equation to show the reduction of iron ore with the
reducing agent you have named in 5(a)(ii). (2 marks)
(b) Compounds containing iron(II) ions can act as reducing agents.

(i) What would be observed when iron(II) ions react with hydrogen peroxide. (2 marks)
(ii) Write an ionic half equation to show iron(II) ions acting as reducing agents.
(2 marks)
(iii) With reference to oxidation numbers, explain why the equation below is a redox
reaction.
Fe(s) + CuSO4(aq) Cu(s) + FeSO4(aq) (3 marks)
(iv) What colour change would you expect to see in the reaction above?
(1 mark)
(c) Describe ONE harmful effect on the body of EACH of the following
(i) Lack of iron (1 mark)
(ii) Carbon monoxide (1 mark)
Total 15 marks

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

01212020/SPEC 2012
-14-

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

01212020/SPEC 2012
-15-
6. (a) Water has been shown to have unique properties which relate to many of its uses in living
systems.
(i) Draw a dot and cross diagram to show the bonding in the water molecule. (2 marks)
(ii) State THREE properties of water which can be considered unique. (3 marks)
(iii) Relate ONE of the properties you have stated in 6(a)(ii) to the structure and bonding of
water molecules. (2 marks)
(b) “The properties of water contribute to the problem of water pollution”.
(i) State TWO reasons to support this statement. (2 marks)
(ii) List THREE major sources of water pollution. (3 marks)
(iii) The use of natural cleaners is one method of reducing water pollution and is considered
one way of applying the principles of „Green Chemistry‟. Explain why this is one way
of applying „Green Chemistry‟. (3 marks)
Total 15 marks

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

01212020/SPEC 2012
-16-
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
END OF TEST

01212020/SPEC 2012
01212020/SPECIMEN PAPER/MS/2012
C A R I B B E A N E X A M I N A T I O N C O U N C I L
CARIBBEAN SECONDARY EDUCATION CERTIFICATE
CHEMISTRY
PAPER 02 - MARK SCHEME
SPECIMEN
- 2 -
01212020/K/MS/JUNE 2012
CHEMISTRY
PAPER 02 – GENERAL PROFICIENCY
MARK SCHEME
Question 1
Specific objectives: A2.5, 6.5, 6.6, 10.1, 10.3, 10.4,; C2.1, 5.2, 6.1
KC UK XS
(a) (i) The rate of change in concentration of reactant or product
with time. 1
(ii) 2H O (aq) O (g) + 2H O(l) 2
(iii) 4-5 points correctly plotted 2XS

2-3 points correctly plotted 1XS 3
Straight line 1xs
(iv) The reate of production of oxygen increases with the mass

of catalyst. The rate of production of oxygen is directly 2
proportional to the mass of catalyst used.
(v) The catalyst lowers the activation energy of the reaction

causing more molecules to participate in the reaction per 2
unit time.
(vi) Reading from graph = 4.4 x10 g s 1UK 2

Mass of O after 10 s = 10 X 4.4 X10 1 UK
(vii) Airtight apparatus; gas collected over water, graduated 3

collection device
(viii) Straight line going through origin; smaller slope than in

first plot. 2
(b).
Test Observation Inference
To a sample of Light blue Cu ions are present
Solution X, precipitate soluble (1UK)
aqueous ammonia in excess to
was added until in produce deep blue
excess solution
4
Powedered zinc was A red/brown solid Copper metal produced

added to a sample is produced and the Cu (aq) + Zn(s) 
of Solution X blue liquid gets Cu(s) + Zn (aq)
paler (3UK)
Ionic equation is
required.
(c) 1. Warm gently and the iodine sublimes. (1)

2. Add water to the remaining mixture and mix. (1) 4
3. Filter to remove the sand. (1)
4. Heat to remove the water and leave the salt. (1)
4XS
Total 25 marks 3 12 10
- 3 -
01212020/K/MS/JUNE 2012
CHEMISTRY
MARK SCHEME
Rate of Reaction x 𝟏𝟎−𝟑 (g 𝐎𝟐 𝐬 −𝟏 )
Mass of Manganese Dioxide (g)

Figure 1. Rate of reaction versus mass of manganese dioxide
- 4 -
01212020/K/MS/JUNE 2012
CHEMISTRY
MARK SCHEME
Question 2.
Specific objectives: A4.1, 4.5, 5.1, C1.1, 6.3, A 11.3, 6.5 KC UK
(a) (i) X 1
(ii) T 1
(iii) Q 1
(iv) a) Electrovalent or ionic bonding 1
(v) (a) Red litmus turns blue, blue litmus unchanged. 1
(b) Hold a lighted splint in gas. The flame goes out 2

with a ‘pop’ sound - hydrogen.
(b) (i) The heat of neutralization is the energy change per 2

mole of H 2 O formed during the neutralization of an
acid by a base.
2
(ii) H (aq) + OH (aq)  H O (l)
1
(iii) ΔH1 and ΔH 2 are the same because in each case, one
mole of water is formed.
Total 15 marks 7 8
- 5 -
01212020/K/MS/JUNE 2012
CHEMISTRY
MARK SCHEME
Question 3
Specific Objectives: B2.2 – 2.8, B3.1 – 3.4
KC UK
(a) (i) alkane
1
alkene 1
(ii)
2
(iii) C H (l) + H (g)  C H (l) 2
(b) (i) Structural isomerism is the occurrence of two or

more organic compounds with the same molecular 2
formula but different formulae.
(ii)
or 2
(iii) 2,2-dimethylpropane or 2-methylbutane 1
(c)(i) Bromine water - the alkane would have no effect on

bromine water. The alkene changes the reddish-brown 2
solution to colourless.
OR
Test with KMnO which changes from purple to

colourless upon reaction with pentene.
(ii) Fuel or solvent 2

Monomer (unsaturated) to polymer
TOTAL 15 marks 7 8
- 6 -
01212020/K/MS/JUNE 2012
CHEMISTRY
MARK SCHEME
Question 4
Specific Objectives: A7.4, 7.10, 7.5, 7.1, 6.3, 6.5

KC UK
(a) (i) Hydrogen or H 1
(ii) Copper sulfate or Cu SO
1
(iii) Carbon dioxide or CO
(iv) Phenolphthalein 1
(ii) Potassium hydroxide or KOH 1
1
(b) (i) Red litmus to blue
(ii) Chewing: to increase surface area

For faster reaction 1
2
(iii) MgCO + 2HCl  MgCl + CO + H O Balance (1)
(iv) Neutralisation reaction

2
(v) CO turns lime water(1) cloudy(1).
1
(c) 2H (aq) +  CO (g) + H O(l) Balanced (1)
2
Total 15 marks 6 9
- 7 -
01212020/K/MS/JUNE 2012
CHEMISTRY
MARK SCHEME
Question 5
Specific Objectives: A8.4, 8.5; C2.3, 4.2, 5.5

KC UK
(a) (i) A reducing agent undergoes an increase in oxidation

number 2
(ii) Carbon monoxide 1
(iii) Fe O 3CO 2Fe + 3CO 2
(b) (i) The pale green solution becomes reddish brown/yellow 2
(ii) Fe Fe + e−
OR
2
−
Fe − e Fe 2
(iii) Fe + Cu + SO  Cu + Fe SO 1
There is a change in oxidation state for Fe and/or Cu
1
(iv) Blue solution to green solution
1
(c) (i) Lack of iron will affect the formation of haemoglobin
which is essential for oxygen transport OR will cause
anaemia.
1
(ii) Carbon monoxide combines with haemoglobin resulting in
death.
TOTAL 15 marks 6 9
- 8 -
01212020/K/MS/JUNE 2012
CHEMISTRY
MARK SCHEME
Question 6
Specific Objectives: C5.6, 5.7, 5.9, 5.10

KC UK
(a) (i) Dot and Cross Diagram
(ii)
 Universal solvent
 High specific heat capacity 3
 High melting and boiling point
 Low volatility
 Density decreases when cooled below 4°C
(Any 3, Or any other reasonable answer)
(iii) Universal solvent:

 Water polar so can dissolve a range of substances
 High melting/boiling point(low volatility): 2
Intermolecular forces (H-bonding) strong so lots
of energy required to cause the change in state
 Density changes: Below 4°C, presence of H-bonds
prevents molecules from coming close together.
(Or any other reasonable answer.)
2
(b) (i) Water universal solvent(1) so will dissolve many
pollutants.(1)
(ii) Sources of water pollution: Farm run-off, sewage, 3

household waste, industrial waste.
Any three or any other reasonable answer
(iii) Green Chemistry:

1
 A proactive approach to pollution prevention.
 ‘It involves designing chemical products and 1
processes that reduce or eliminate the use and/or
generation of hazardous substances’.
(www.beyondbenign.org;24/04/2012)
 Natural cleaners produce less waste/ produce non-
toxic waste/ are biodegradable/ breakdown into 1
harmless substances/ are less harmful thus
reducing the chances of chemical accidents.
(Any other reasonable answer.)
Total 15 marks 6 9
TEST CODE 01212032
FORM 01212032/SPEC 2012
CARIB B E AN E XAMINAT IO NS CO UNCIL

EXAMINATION
CHEMISTRY
SPECIMEN PAPER
2 hours 10 minutes
READ TH E F O LLOWING INST RUC TIO NS CA REF ULLY .
1. Answer ALL questions on this paper.
2. Use your answer booklet when responding to the questions. For EACH question, write your
answer in the space indicated and return the answer booklet at the end of the examination.
3. You may use a silent, non-programmable calculator to answer the questions.
4. You are advised to take some time to read through the paper and plan your answers.

01212032/SPEC 2012
-2-
1. (a) M is a 0.07 mol dm-3 sodium hydroxide solution. P is a solution made by diluting 100 cm3 of
vinegar to 1000 cm3 with distilled water.
Titrate 25 cm3 portions of M with P using the indicator provided. These results will be used to
determine the concentration of ethanoic acid in the vinegar before dilution.
(i) Record your titration (burette) readings in Table 1.
TABLE 1: TITRATION READINGS
Titration Number
Burette Reading
1 2 3
3
Final Reading (cm )
Initial reading (cm3)
Volume of P used (cm3)
(8 marks)
(ii) Describe the colour change of the indicator at the end point.
______________________________________________________________________
(1 mark)
(iii) Record the volume of P to be used in calculation.
____________________________________________________________________
(1 mark)
(iv) Write an equation for the reaction between ethanoic acid and sodium hydroxide.
______________________________________________________________________
(2 marks)
(v) Calculate the number of moles of sodium hydroxide in 25 cm3 of Solution M.
(1 mark)
(vi) Calculate the number of moles of ethanoic acid in the volume of Solution P used.
(1 mark)

01212032/SPEC 2012
-3-
(vii) Calculate the concentration, in mol dm 3 , of ethanoic acid in Solution P.
(2 marks)
(viii) Calculate the concentration, in mol dm 3 , of the original vinegar (before dilution).
(1 mark)
(b) You are provided with TWO solutions labelled R and S, and a solid T. Perform the following
tests on R, S and T and record your observations in Table 2.
TABLE 2: TESTS AND OBSERVATIONS
Observations
Test
R S T
(i) In a test tube, add
approximately 4 cm3 of water
to a spatula full of solid T and
swirl the tube until there is no
further change.
To separate portions of R, S
and the mixture of T obtained
in (i), carry out tests (ii) – (iv). (1 mark)
(ii) Add aqueous ammonia
gradually until in excess.
(2 marks) (2 marks) (2 marks)
(iii) Add a few drops of aqueous

potassium iodide.
(1 mark) (1 mark)
Total 26 marks

01212032/SPEC 2012
-4-
2. The data collected from an experiment to compare the effect of temperature on the solubility of two
salts, Z and Q, are presented in Table 3.
TABLE 3: SOLUBILITIES OF Z AND Q AT VARIOUS TEMPERATURES
Temperature (ºC) 0 20 40 60 80
Solubility (g per 100 g water) Z 18 10 8 4 2
Q 8 25 48 64 85
(a) Using the graph paper provided on page 5, plot the data for the solubilities of Z and Q given in
Table 3. Use 2 cm to represent 10 ºC and 1 cm to represent 10g/100g of water.
(6 marks)
(b) Describe the effect of increasing temperature on the solubilities of Z and Q respectively.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
(2 marks)
From your graph, determine
(c) which salt is more soluble at 10 ºC
__________________________________________________________________________
(1 mark)
(d) the temperature at which the solubility of Z and the solubility of Q are equal.
__________________________________________________________________________
(1 mark)
Total 10 marks

01212032/SPEC 2012
-5-

01212032/SPEC 2012
-6-
3. Garcia conducted an experiment to compare the rate of reaction between iron and magnesium with
dilute hydrochloric acid. The rate of reaction was determined by comparing the rate of formation of the
gaseous product when the two metals react with dilute acid.
(a) Describe a possible procedure that Garcia might have used for successfully conducting this
experiment. In your response you should:
(i) State the manipulated (independent) and control variables.
Manipulated (Independent) variable - _______________________________________
_____________________________________________________________________
Control variable - ______________________________________________________
_____________________________________________________________________
(2 marks)
(ii) Outline the steps Garcia would take in carrying out this experiment.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
(3 marks)
(iii) Draw a diagram to show how the apparatus would be arranged for conducting the
experiment.
(3 marks)

01212032/SPEC 2012
-7-
(iv) Sketch a graph to show how the rate of reaction between the two metals would differ.
(2 marks)
(b) Describe a confirmatory test for the gaseous product of the reaction.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
(2 marks)
Total 10 marks
END OF TEST

01212032/SPEC 2012
01212032/SPECIMEN/MS/2012
C A R I B B E A N E X A M I N A T I O N C O U N C I L
CARIBBEAN SECONDARY EDUCATION CERTIFICATE
CHEMISTRY
PAPER 032 - MARK SCHEME
SPECIMEN
01212032/K/MS/JUNE 2012
CHEMISTRY
MARK SCHEME
Paper 3/2 – Question 1
Specific Objectives: A7.1, 7.2, 7.3, 7.4
UK XS
3 sets of entries/volumes – 3 x 1 mark
Accuracy +/- 0.1 cm3 5 mks
+/- 0.2 cm3 4mks
(a) (i) +/- 0.3 cm3 3 mks
+/- 0.4 cm3 2 mks
+/- 0.5 cm3 1 mk 8
Correct indicator colour 1

Phenolphthalein - pink to colourless
(ii)
Methyl orange - yellow to pink
(iii)
Correct volume of P based on burette readings 1
(iv) NaOH + CH3COOH→ CH3COONa + H2O 2
(v) No. moles NaOH = (0.07 / 1000) x 25= 0.00175 mol 1

No. moles acid = No. moles NaOH = 0.00175 mol
(vi)
1
Let the volume of P used = y cm3
y cm3 contains 0.00175 mol acid 2
(vii)
1000 cm3 contains (0.00175/y) x 1000 mol = z
Concentration of original vinegar = z x 10 1

(viii)
Test Observations
R S T
(i) Given Pale blue 9
solution
formed.
(1 mark)
White ppt. White ppt. Blue ppt.
(b) (ii) Given soluble in insoluble in insoluble in
XS XS XS
(2 marks) (2 marks) (2 marks)

(iii) Given No visible Bright
change yellow Ppt.
(1 mark) (1mark)
Total 26 marks 8 18
01212032/K/MS/JUNE 2012
CHEMISTRY
MARK SCHEME
Question 2
Specific Objectives: B7.1, 7.2, 7.3
UK XS
(a) ( Axes – correct labels (2) 6
aSuitable Scale (1)
)
Accuracy of Plot: 8 – 10 points accurately plotted - (3).
5 – 7 points accurately plotted - (2).
2 - 4 points accurately plotted - (1).
(b) ( Increasing temperature causes solubility of Z to decrease and that of Q 2
bto increase.
)
(c) ( Correct reading based on candidate’s graph 1
c
)
(d) ( Correct reading based on candidate’s graph 1
d
)
Total 10 marks 4 6
Question 3
Specific Objectives: A 5.2, 5.3
UK XS
(a) (i) Manipulated and control variables will be dependent on the 2
procedure used for conducting the reaction. Award one mark for
each.
(ii) Steps for conducting expt. 3
Clear and logical sequence of steps(1) that will yield gaseous
product (1)and will allow for comparison of rates.(1)
Award maximum of 1 mark if the procedure will allow for

formation of gaseous product but will not allow for comparison of
reaction rates.
(iii) Diagram should be airtight, allow for collection of gas and should 3
show reactants added together.
(iv) Sketch graph – Axes labeled and rate of Mg greater than for Zn 2
(b) Test for hydrogen. 2
Use a lighted splint.
Splint goes out with a “pop”.
Total 12 marks 12
01212032/K/MS/JUNE 2012
CHEMISTRY
MARK SCHEME

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CARIBBEAN EXAMINATIONS COUNCIL

Caribbean Secondary Education Certificate

Correspondence related to the syllabus should be addressed to:

Telephone Number: + 1 (876) 630-5200

Copyright © 2013 by Caribbean Examinations Council

CANDIDATE POPULATION ............................................................................................................. 2

SUGGESTED TIME-TABLE ALLOCATION ........................................................................................ 3

ORGANISATION OF THE SYLLABUS ............................................................................................... 3

SUGGESTIONS FOR TEACHING THE SYLLABUS.............................................................................. 3

CERTIFICATION AND DEFINITION OF PROFILES ............................................................................ 4

FORMAT OF THE EXAMINATIONS ................................................................................................. 6

REGULATIONS FOR RESIT CANDIDATES ........................................................................................ 7

REGULATIONS FOR PRIVATE CANDIDATES ................................................................................... 7

THE PRACTICAL APPROACH .......................................................................................................... 7

SECTION A - PRINCIPLES OF CHEMISTRY..................................................................................... 11

SECTION B - ORGANIC CHEMISTRY ............................................................................................. 27

SECTION C - INORGANIC CHEMISTRY .......................................................................................... 33

GUIDELINES FOR THE SCHOOL-BASED ASSESSMENT ................................................................... 42

LIST OF SUGGESTED CHEMICALS .................................................................................................. 61

SUGGESTED EQUIPMENT LIST ...................................................................................................... 64

First Published 1983

Please check the website www.cxc.org for updates on CXC’s syllabuses.

3. appreciate, understand and use methods of science;

2. Candidates should be concurrently studying or have done:

(a) CSEC Mathematics or its equivalent;

(b) CSEC English A (English Language) or its equivalent.

It is assumed that students will be able to:

1. make calculations involving addition, subtraction, multiplication and division of quantities;

2. use significant figures, estimate orders of magnitude;

3. express fractions as percentages and vice versa;

4. use indices, transform decimal notation to powers of ten (standard form);

5. substitute values into equations;

8. extrapolate and interpolate (from data);

9. perform simple operations involving ratio and proportion;

10. perform simple operations involving variation;

11. perform simple operations involving rates of change;

It is recommended that practical classes accommodate a maximum of twenty-five students.

 SUGGESTED TIME-TABLE ALLOCATION

 ORGANISATION OF THE SYLLABUS

SECTION A - Principles of Chemistry

SECTION B - Organic Chemistry

SECTION C - Inorganic Chemistry

 SUGGESTIONS FOR TEACHING THE SYLLABUS

In addition to developing a solid foundation of factual information, teachers are encouraged to

 CERTIFICATION AND DEFINITION OF PROFILES

1. Knowledge and Comprehension;

Knowledge and Comprehension (KC)

The ability to:

Use of Knowledge (UK)

The ability to:

Application use facts, concepts, principles and procedures in unfamiliar situations;

Synthesis combine component parts to form a new meaningful whole; make

Evaluation make reasoned judgements and recommendations based on the value

Experimental Skills (XS)

The ability to:

Drawing make large, clear, labelled line representations of apparatus or models;

Paper 02 One compulsory data analysis question, two structured

Paper 03/1 School-Based Assessment will evaluate the achievement of the

Paper 03/2 Alternate to the School-Based Assessment for private