CONTENTS

INTRODUCTION
AIMS
ASSESSMENT OBJECTIVES
SCHEME OF ASSESSMENT
MARKS ALLOCATED TO ASSESSMENT OBJECTIVES

INTRODUCTION

Candidates will be assumed to have knowledge and understanding of Chemistry at O Level, as a single subject or as part of a balanced science course. This syllabus is designed to place less emphasis on factual material and greater emphasis on the
understanding and application of scientific concepts and principles. This approach has been adopted in recognition of the need for students to develop skills that will be of long term value in an increasingly technological world rather than focusing on large quantities of factual material which may have only short term relevance. Experimental work is an important component and should underpin the teaching and learning of Chemistry.

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AIMS

These are not listed in order of priority. Many of these Aims are reflected in the Assessment Objectives
which follow; others are not readily assessed.

The aims are to

1. provide, through well-designed studies of experimental and practical chemistry, a worthwhile educational experience for all students, whether or not they go on to study science beyond this level
and, in particular, to enable them to acquire sufficient understanding and knowledge to:
1.1 become confident citizens in a technological world, able to take or develop an informed interest in
matters of scientific importance
1.2 recognise the usefulness, and limitations, of scientific method and to appreciate its applicability in
other disciplines and in everyday life
1.3 be suitably prepared for employment and/or further studies beyond A Level.

2. develop abilities and skills that:
2.1 are relevant to the study and practice of science
2.2 are useful in everyday life
2.3 encourage efficient and safe practice
2.4 encourage the presentation of information and ideas appropriate for different audiences and
purposes
2.5 develop self-motivation and the ability to work in a sustained fashion.

 

3. develop attitudes relevant to science such as:
3.1 accuracy and precision
3.2 objectivity
3.3 integrity
3.4 enquiry
3.5 initiative
3.6 insight.

 

4. stimulate interest in and care for the environment.

5. promote an awareness that:
5.1 the study and practice of science are co-operative and cumulative activities and are subject to
social, economic, technological, ethical and cultural influences and limitations
5.2 the applications of science may be both beneficial and detrimental to the individual, the
community and the environment
5.3 that science transcends national boundaries and that the language of science, correctly and
rigorously applied, is universal
5.4 the use of information technology is important for communication, as an aid to experiments and
as a tool for interpretation of experimental and theoretical results.

 

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ASSESSMENT OBJECTIVES

The assessment objectives listed below reflect those parts of the Aims which will be assessed.

A Knowledge with understanding
Students should be able to demonstrate knowledge with understanding in relation to:
1. scientific phenomena, facts, laws, definitions, concepts, theories
2. scientific vocabulary, terminology, conventions (including symbols, quantities and units)
3. scientific instruments and apparatus, including techniques of operation and aspects of safety
4. scientific quantities and their determination
5. scientific and technological applications with their social, economic and environmental implications.
The Syllabus Content defines the factual knowledge that candidates may be required to recall and explain.
Questions testing these objectives will often begin with one of the following words: define, state, describe,
explain or outline. (See the Glossary of Terms)

 

B Handling, applying and evaluating information
Students should be able, in words or by using symbolic, graphical and numerical forms of presentation
1. locate, select, organise and present information from a variety of sources
2. handle information, distinguishing the relevant from the extraneous
3. manipulate numerical and other data and translate information from one form to another
4. analyse and evaluate information so as to identify patterns, report trends and conclusions, and draw
inferences
5. present reasoned explanations for phenomena, patterns and relationships
6. construct arguments to support hypotheses or to justify a course of action
7. apply knowledge, including principles, to novel situations
8. evaluate information and hypotheses
9. demonstrate an awareness of the limitations of chemistry theories and models
10. bring together knowledge, principles and concepts from different areas of chemistry, and apply them in
a particular context
11. use chemical skills in contexts which bring together different areas of the subject.
These assessment objectives cannot be precisely specified in the Syllabus content because questions
testing such skills may be based on information which is unfamiliar to the candidate. In answering such
questions, candidates are required to use principles and concepts that are within the syllabus and apply
them in a logical, reasoned or deductive manner to a novel situation. Questions testing these objectives will
often begin with one of the following words: predict, suggest, construct, calculate or determine. (See the
Glossary of Terms)

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SCHEME OF ASSESSMENT

All candidates are required to enter for Papers 1 and 2.

Paper Type of Paper Duration Marks Weighting(%)
1 Multiple Choice 50 mins 30 33
2  Structure and Free Response Questions 2 hours 80 67

Paper 1 (50 min, 30 marks)
30 multiple choice questions, all compulsory. 25 items will be of the direct choice type and 5 of the multiple
completion types. All questions will include 4 responses.

Paper 2 (2h, 80 marks)
Section A (40 marks)
A variable number of structured questions plus one or two data-based questions, all compulsory. Answered on
the question paper. The data-based question(s) constitute(s) 10–15 marks for this paper.
The data-based question(s) provide(s) a good opportunity to test higher order thinking skills such as
handling, applying and evaluating information.

Section B (40 marks)
Candidates will be required to answer a total of two out of three questions. Each question will carry 20
marks. All the questions will require candidates to integrate knowledge and understanding from different
areas and topics of the chemistry syllabus.

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MARKS ALLOCATED TO ASSESSMENT OBJECTIVES

The relationship between the assessment objectives and assessment components in the Theory Papers.

In demonstrating what they know, understand and can do, candidates will be expected, within the Theory
Papers (other than the multiple-choice paper), to use a form of communication appropriate to the context of
the question.

Assessment Objectives Weighting (%) Assessment Components
A Knowledge with understanding 40 Papers 1, 2
B Handling, applying and
evaluating information
60 Papers 1, 2

The proportion of marks allocated to Physical, Inorganic and Organic Chemistry in Papers 1 and 2 will be in
the approximate ratio 5:1:3.

Data Booklet
A Data Booklet is available for use in the Theory Papers. The booklet is reprinted at the end of this syllabus
document.

Nomenclature
Students will be expected to be familiar with the nomenclature used in the syllabus. The proposals in ‘Signs,
Symbols and Systematics’ (The Association for Science Education Companion to 16–19 Science, 2000) will
generally be adopted although the traditional names sulfate, sulfite, nitrate, nitrite, sulfurous and nitrous
acids will be used in question papers. Sulfur (and all compounds of sulfur) will be spelt with f (not with ph) in
question papers, however students can use either spelling in their answers.

Grading Conditions
Candidates’ results are based on the aggregation of their marks in the various papers, i.e. there are no
hurdle conditions under which a prescribed level of performance in an individual paper prevents the award of
an A Level result.

Disallowed Subject Combinations
Candidates may not simultaneously offer Chemistry at H1 and H2.

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