chemistry essay and objective

WAEC Chemistry Questions and Answers 2024 Objectives and Essay

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• Post published: November 19, 2023
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WAEC chemistry 2024 answers are now available. WAEC chemistry questions and answers 2024/2025 objective and essay and other exam details for WASSCE 2024 are on this page. See the 2024 WAEC chemistry answers for both objective and theory below. Get the WAEC chemistry objective and essay answers here.

The 2024 chemistry WAEC OBJ and theory questions and answers are provided here for free. All you have to do is to go through the questions and take note of the WAEC chemistry answers 2024. Read on to find out.

WAEC Chemistry Questions and Answers 2024 Objective and Essay

Have you been searching on Google in order to get the WASSCE chemistry questions and answers 2024? If so, we have got you covered!

We have the 2024 WAEC chemistry questions and our team of experts will soon upload the WAEC chemistry questions and their accurate answers to help you pass the 2024 WAEC chemistry examination.

The 2024 WAEC chemistry theory questions and OBJ will be uploaded any moment from now. So if you are searching for the WAEC chemistry answers 2024 for objective and theory, then you are on the right page. See WAEC chemistry objective and essay questions and answers below.

WAEC Chemistry Answers 2024 Objective and Theory

The West Africa Examinations Council (WAEC) is an examination body in Nigeria that conducts the Senior Secondary Certificate Examination and the General Certificate in Education in May/June and November/December respectively.

The 2024 WAEC chemistry questions are set from the SS1 to SS3 chemistry syllabus. So all the questions you will encounter in this year’s examination are in the syllabus, and nearly 90% of the questions are repeated.

You don’t have to worry about the 2024 WAEC chemistry questions and answers PDF (essay and objective). The WAEC chemistry answers 2024 will be uploaded any moment from now. All you need to do is to keep refreshing this page so as not to miss out.

Once again, keep refreshing this page because we will upload the original WAEC chemistry questions and answers for this year’s exams on this page at any moment from now. Also, to download the past questions and answers, click on this link WAEC chemistry past questions .

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There is nothing like WAEC chemistry expo 2024 online. All students are advised to avoid all patronizing online fraudsters/vendors who claim to provide such services.

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WAEC GCE Chemistry Questions and Answers 2023 – Objectives and Essay

The West African Examination Council (WAEC) conducts the GCE Chemistry exam for Senior School Certificate candidates. If you are preparing for the 2023 WAEC GCE Chemistry exam, you might be wondering about the types of questions you can expect and how to effectively prepare for them. In this comprehensive guide, we will provide you with valuable insights and tips to help you excel in the exam. We will cover both the objective and essay sections, providing you with a complete understanding of the topics to focus on.

Objectives Section

The objectives section of the WAEC GCE Chemistry exam tests your knowledge and understanding of various concepts. It consists of multiple-choice questions that require you to select the correct answer from the options provided. Here are some key points to keep in mind for this section:

1. Familiarize Yourself with Past Questions

To excel in the objectives section, it is essential to familiarize yourself with past questions. These questions often follow a similar pattern, allowing you to identify recurring topics and concepts. By practicing with past questions, you can develop a deeper understanding of the exam format and improve your speed and accuracy in answering.

2. Understand the Marking Scheme

Understanding the marking scheme is crucial for maximizing your score in the objectives section. Each question carries equal marks, and there is no negative marking for incorrect answers. Therefore, it is advisable to attempt all questions, even if you are unsure of the correct answer. Eliminate options that you know are incorrect and make an educated guess if necessary.

3. Review Key Concepts and Formulas

The objectives section covers a wide range of topics, including atomic structure, chemical reactions, organic chemistry, and more. Reviewing key concepts and formulas related to these topics is essential for answering questions accurately. Create concise notes or flashcards to help you memorize important information and revise regularly to reinforce your understanding.

4. Practice Time Management

Time management is crucial during the exam. The objectives section is time-sensitive, and you need to allocate enough time to answer all the questions. Practice solving past papers within the allotted time frame to improve your speed and efficiency. Additionally, learn to prioritize questions based on your strengths and weaknesses to maximize your score.

Essay Section

The essay section of the WAEC GCE Chemistry exam tests your ability to express your understanding of the subject matter in a coherent and structured manner. Here are some tips to help you excel in the essay section:

1. Understand the Question

Before you start writing your essay, take the time to carefully read and understand the question. Identify the key points and concepts the question is asking you to address. This will help you structure your essay effectively and ensure that you stay on topic throughout.

2. Plan Your Essay

Planning your essay is essential for organizing your thoughts and presenting a well-structured argument. Create an outline that includes an introduction, body paragraphs, and a conclusion. Map out the main points you want to discuss in each section, ensuring a logical flow of ideas.

3. Provide Relevant Examples

To support your arguments and demonstrate a deep understanding of the subject matter, provide relevant examples in your essay. These examples can be drawn from real-life situations, experiments, or case studies. Use specific details and data to strengthen your points and make your essay more persuasive.

4. Use Proper Scientific Terminology

The essay section of the WAEC GCE Chemistry exam requires you to use proper scientific terminology to communicate your ideas effectively. Make sure to use the appropriate terms and definitions related to the topic you are discussing. Avoid using vague or ambiguous language that may confuse the examiner.

Additional Tips for Success

Here are some additional tips to help you succeed in the WAEC GCE Chemistry exam:

• Practice Regularly : Consistent practice is key to mastering the concepts and improving your problem-solving skills. Dedicate regular study sessions to revise the topics and solve practice questions.
• Seek Clarification : If you come across any concepts or questions that you find difficult to understand, don’t hesitate to seek clarification from your teacher or classmates. Understanding the fundamentals will help you tackle more complex problems.
• Manage Your Time : Develop a study schedule that allows you to cover all the necessary topics before the exam. Allocate sufficient time to practice past questions and identify areas where you need to improve.
• Stay Calm and Confident : On the day of the exam, stay calm and confident in your preparation. Trust in your abilities and approach each question with a clear mind. Avoid rushing and carefully read each question before answering.

Preparing for the WAEC GCE Chemistry exam requires diligent study and practice. By familiarizing yourself with past questions, understanding the marking scheme, reviewing key concepts, and practicing time management, you can excel in both the objectives and essay sections. Remember to plan your essay effectively, provide relevant examples, and use proper scientific terminology. With consistent effort and a strategic approach, you can achieve excellent results in the 2023 WAEC GCE Chemistry exam.

Remember, success in the exam is not just about memorizing answers but also demonstrating a deep understanding of the subject matter. Use this comprehensive guide as a roadmap to guide your preparation and ace the WAEC GCE Chemistry exam. Best of luck!

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Home » EXAM NEWS » WAEC Chemistry Objective And Theory Answers 2023/2024

WAEC Chemistry Objective And Theory Answers 2023/2024

Waec Chemistry Questions and Answers for free to all Weac candidates In Ghana, Liberia, Nigeria, Sierra Leone, and The Gambia. On this page, all the Waec Chemistry questions and answers for 2023 and the most common questions and answers are released here.

Waec Candidates that applied for the West African Examination Council (WAEC) SSCE Examination will write their Waec Chemistry For Science students. All details you need for you to be successful and pass this 2023 Waec Exam will also be given and make sure you read all through.

2023 Waec Chemistry Exam Papers

2023 Waec Chemistry Exam Papers Are

• Waec Chemistry Essay Questions
• Waec Chemistry Objectives Questions,

You are writing the 2 papers in only one day. In this post, the previous Year’s Waec questions and answers for Chemistry are released and the 2023 Waec Chemistry Exam Questions will also be released for those participating in the 2023 Waec examination.

2023 Waec Chemistry Questions and Answers Objective (paper 1)

The  2023 Waec Chemistry questions and answers loading!  2023 Chemistry objective answers Loading!! 2023 Waec Chemistry Theory Answers Loading!!! Kindly bookmark the website for the answers that will be released. or better still reload the site to check if the answers for the 2023 Waec Chemistry questions and answers have dropped.

Previous Year WAEC Chemistry OBJ ANSWERS

CHEM-OBJ 1caacabcdbc 11babaadbdca 21bccaabcdcb 31abcbcccbbc 41abdbbbaabb Chem-Theory-Answers

==================================

2023 Waec Chemistry Questions and Answers THEORY (paper 2)

The  2023 Waec Chemistry Theory questions and answers are loading!  2023 Chemistry Essay answers Loading!! 2023 Waec Chemistry Theory Answers Loading!!! Kindly bookmark the website for the answers that will be released. or better still reload the site to check if the answers for the 2023 Waec Chemistry questions and answers have dropped.

3d) VIEW IMAGE HERE – CLICK

3ai) structural isomerism is the existence of two or more compounds ( known as isomers) with the same molecular formula but different molecular structures

3ai) i) tertiary alkanol ii) secondary alkanol iii) primary alkanol

3bi) i) 2[CH3 CH2 COOH ] 2K(s)—-> ii) [CH3 CH2 COO ] K + H2 i) 2[CH3 CH2 COOH ] +2 K(s) ——> 2[ CH3 CH2 COO ] K + H2

ii) CH3 CH2 COOH + C4 H9OH HEAT—->CH3 CH2 COO C4 H9 + H20 H2SO4

iii)CH3 CH2 CH2 CH20H + H^+ KMnO4——> CH3 CH2 CH2 CH2 – 0H EXCESS

3bii) i) potassium ethanoate,hydrogen ii) butyl propanoate and water iii) enthanal

3c) The percentage composition of the hydrocarbon = 100 H + C = 100 14.3 + C =100 C= 100 – 14.3 C= 85.7% ================

1a) nucleons is the collective name for two important sub-atomic particles:neutrons and protons

1b) Graham’s law of diffusion states that at a constant temperature and presure,the rate of diffusion of a gas is inversely proportional to the square root of it density

1c) because when aluminum is exposed to moist air,a thin continuous coating of aluminum oxide is formed, which prevents futher attack of the aluminium by atmospheric oxygen and water or steam under normal conditions

1d) i) electron – affinity ii) electron – negativity iii) ionization – energy

1e) i) the molecule of real gases occupies space and there are forces of the attraction between them ii) real gases do liquefy when their temperature droops.

1f) i)used in seperation of different component of crude oil. ii)it is used for separating acetonic from water iii) it is used for obtaining different gases from air for industrial use.

1g) i)concentration of ions in electrolyte ii)the nature of the electrode iii)the position of ions in the electrochemical series

1h) i)substitution reaction ii)addition reaction

1i) i)carbon dioxide ii)water vapour iii) carbon monoxide

1j) i)centrifugation ii)sieving iii)evaporation to dryness ==================================

2a) i) isotopy ii) they have the same number of proton (atomic number) but different mass number iii) oxygen,carbon iv)1s^2,2s^2,2p^6,3s^2,3p^5

2bi) PHYSICAL PROPERTIES METAL i) high melting and boiling point ii) they are good conductor of heat and electricity

NON-MATEL i)they have lower melting and boiling point ii)they are poor conductors of heat and electricity.

CHEMICAL PROPERTIES METAL i) they form basic and ampheric oxides ii)the react by electron lose or donation of electron NON-METAL i)the form acidic oxides ii)the react by sharing and accepting electrons

2bii) i) Al2 O3(Aluminum oxide) ii) sodium hydride (NaH) iii)zinc trioxocarbonate(iv)ZnCo3 iv)silicon tetrachloride (SiCl4)

2ci) i) variable oxidation states ii) complex ion formation iii) they possess strong metallic bonding

2cii) 1s^2,2s^2, 2p^6, 3s^2, 3p^6, 3d^10, 4s^2

2ciii) Zinc is not considered as a typical transition element bacause it has only one oxidation state of +2, it metallic ion are not coloured and it is not used as a catalyst.

2d) Na2Co3 + MgCl2 —->2NaCl + MgCo3 1mole 1mole 2mole 1mole molar mass of Na2 Co3 = 2 * 23 + 12 * 1 + 16 * 3 = 46+12+48 = 106g ==================================

5ai) Na2S2O3 ===>2 + 2x + 6 = 0 2x = 6 – 2 = 4 X = 4/2 X = 2 The oxidation number of sulphur is 2

5aii) Rhombic&monoclinic

5aiii) – Both are tetravalent – both are allotrope of carbon

5bi) CO2&Chloroflorocarbon

5bii) There is increase in sun radiation reaching the earths surface ie Global warming

5biii) ThunderStorm

5iv) I2KNo3. ——–>2KNO3 + O2 2AgNo3 ———>. 2Ag + 2No

5ci) Calcium chloride in a solution can give rise to crystal using filtration and evaporation to dryness. The sol is filtered into filtrate and residue b4 evaporation to dryness takes place.

5cii) – Because of presence of hydrogen bonding in NH3 – Because Iodine as higher molecular mass than chlorine

5di) Mol of Nacl = Mass / MM = 5.85/ 58.01 = 0.1mol From the equation 2mol of Nacl gives 2mol of HCL, 0.1mol of Nacl gives 0.1mol of Hcl Vol of Hcl = 0.1 x 22.4 = 2.24mol/dm^3 ================

Practice Waec Chemistry Questions On Objective

If you can be able to access these questions with the appropriate answers without using textbooks or materials you are 80% ready for the 2023 Chemistry Exam. Kindly submit the answer in the comment section below and if you are interested in the 2023 Waec Chemistry answers kindly show interest.

The components of universal indicator solution can best be separated by

A. Chromatography B. Filtration C. Evaporation D. Crystallization E. Fractional distillation

The number of replaceable hydrogen atoms in one acid indicates its

A. Basicity B. Acidity C. Alkalinity D. Reactivity E. PH value

Catalytic hydrogenation of alkenes produces compounds with the general formula

A. CnH2n+1 OH B. CnH2n+1 C. CnH2n+2 D. CnH2n-2 E. Cx(H2O)y

A measure of the degree of disorder in a chemical system is known as the

A. Enthalpy B. Free energy C. Activation energy D. Entrophy E. Equilibrium

Which of the following occurs when an aqueous solution of sodium hydroxide is electrolysed using graphite electrodes?

A. Sodium metal is produced at the anode B. Sodium amalgam is formed at the cathode C. Oxygen gas is produced at the anode D. The grahite anode dissolves E. The resulting solution becomes acidic

If the volume of a given mass of gas at 0oC is 27.3cm3, what will be the volume of the gas at 10oC, pressure remaining constant?

A. 2.73cm3 B. 28.3cm3 C. 37.3cm3 D. 273cm3 E. 283cm3

Glucose can be obtained from starch by

A. Hydrogenation B. Dissoiation C. Hydrolysis D. Dialysis E. Dehydration

How many faradays of electricity are required to liberate 9g aluminium? (AI = 27)

A. 0.1 B. 0.3 C. 1.0 D. 2.7 E. 3.0

When water is dropped on calcium carbide, the gaseous product is an

A. Alkane B. Alkene C. Alkyne D. Alkanol E. Alkanal

Practice Waec Chemistry Questions On Theory

a) Define each of the following terms and indicate one use of each: (i) Nuclear fission; (ii) Nuclear fusion. (b) Alpha particle emission by 29325� proceduces an element A. Beta particle emission by the particle A produces another element B. Element B also undergoes alpha particle emission to produce 22789��. Write balanced equations to represent the above statement. (c) The models below represent the filling of orbitals in an atom.

State which rule(s) is/are violated or obeyed by each model. (d) Explain why the boiling point of H2S with relative molecular mass of 34 is lower than that of H2O with relative molecular mass of 18.

(e) HCI is passed into each of the following solvents: (i) water; (ii) methylbenzene. I. State the effect of each solution on blue litmus paper II. Compare the electrical conductivities of the two solutions.

(f) Zinc dust is added to copper (II) tetraoxosulphate (VI) solution. State; (i) what is observed; (ii) the type of reaction that occurs.

Question 2 :

(a)(i) State two differences betwecii the properties of solids and gases (ii) What process does each of X, Y and Z represent in the changes shown below?

Waec Chemistry Question and Answers

(b)(i) State Charles’ Law (ii) Draw a sketch to graphically illustrate Charles’ Law.

(d)(i) State two assumptions X of the kinetic theory. (ii) Consider the reaction represented by the Solid or Liquid following equation: H2(�) + Cl2(�) → 2HCI(�) Use the kinetic theory to explain how the rate of formation of HCI(�) would be affected by I. increase in temperature; II. decrease in pressure.

(e) Given different examples, mention one metal in each case that produces hydrogen on reacting with (i) dilute mineral acid; (ii) cold water; (iii) steam; (iv) hot, concentrated alkali.

The  2023 Waec Chemistry Theory and objective questions and answers are loading!  2023 Chemistry Essay answers Loading!! 2023 Waec Chemistry objective Answers Loading!!! Kindly bookmark the website for the answers that will be released. or better still reload the site to check if the answers for the 2023 Waec Chemistry questions and answers have dropped.

Before you leave this page kindly make sure you understand and know how WASSCE grades your WAEC Subject. The reason why we are doing this, is not to frighten or scare you but to put you in check and see reasons why you need to be serious with your Government study for the 2023 Government Exam

Waec Grading System For all Waec Candidates

Do you know that the West African Examination Council (WAEC) Board has published the Waec grading system of results? Kindly check below to see the meaning of the  Waec Grading Result .

The table below shows candidates’ positioning of the Waec grading of results ranging from A1, B2, B3, C4, C5, C6, D7, E8, F9 are the complete list of Waec Grading Result. All Waec candidates must fall into one of the Waec Grading Systems.

WAEC Gradi n g Percentage Scores

• A1 Excellent 75% – 100%
• B2 Very good 70% – 74%
• B3 Good 65%  –  69%
• C4 Credit 60% – 64%
• C5 Credit 55% – 59%
• C6 Credit 50% – 54%
• D7 Pass 45% – 49%
• E8 Pass 40% – 45%
• F9 Failure 0% – 44%

If you have been wondering where to get the best and latest Waec news updates and guide about Waec 2023, how to pass Waec, a timetable for 2022/2023 Waec, free online and hardcopy Waec past questions, and hot topics to read for Waec, latest news updates and Waec CBT practice platform, then  subscribe to the newsletter  or join our Forum

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8.2: How to Write a Thesis Statement

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Whether you are writing a short essay or a doctoral dissertation, your thesis statement will arguably be the most difficult sentence to formulate. An effective thesis statement states the purpose of the paper and, therefore, functions to control, assert and structure your entire  argument . Without a sound thesis, your argument may sound weak, lacking in direction, and  uninteresting to the reader.

Start with a question — then make the answer your thesis

Regardless of how complicated the subject is, almost any thesis can be constructed by answering a question.

• Thesis: “Computers allow fourth graders an early advantage in technological and scientific education.”
• Thesis: “The river comes to symbolize both division and progress, as it separates our characters and country while still providing the best chance for Huck and Jim to get to know one another.”
• Thesis: “Through careful sociological study, we’ve found that people naturally assume that “morally righteous” people look down on them as “inferior,” causing anger and conflict where there generally is none.”

Tailor your thesis to the type of paper you’re writing

N ot all essays persuade, and not all essays teach. The goals of your paper will help you find the best thesis.

• Ex. “This dynamic between different generations sparks much of the play’s tension, as age becomes a motive for the violence and unrest that rocks King Lear.”
• Ex. “The explosion of 1800’s philosophies like Positivism, Marxism, and Darwinism undermined and refuted Christianity to instead focus on the real, tangible world.”
• Ex. “Without the steady hand and specific decisions of Barack Obama, America would never have recovered from the hole it entered in the early 2000’s.”

Ensure your thesis is provable

Good Theses Examples:

• “By owning up to the impossible contradictions, embracing them and questioning them, Blake forges his own faith, and is stronger for it. Ultimately, the only way for his poems to have faith is to temporarily lose it.”
• “According to its well-documented beliefs and philosophies, an existential society with no notion of either past or future cannot help but become stagnant.”
• “By reading “Ode to a Nightingale” through a modern deconstructionist lens, we can see how Keats viewed poetry as shifting and subjective, not some rigid form.”

Bad Theses Examples:

• “The wrong people won the American Revolution.” While striking and unique, who is “right” and who is “wrong” is exceptionally hard to prove, and very subjective.
• “The theory of genetic inheritance is the binding theory of every human interaction.” Too complicated and overzealous. The scope of “every human interaction” is just too big
• “Paul Harding’s novel Tinkers is ultimately a cry for help from a clearly depressed author.” Unless you interviewed Harding extensively, or had a lot of real-life sources, you have no way of proving what is fact and what is fiction.”

Get the sound right

Example thesis statements with good statement language include:

• “Because of William the Conqueror’s campaign into England, that nation developed the strength and culture it would need to eventually build the British Empire.”
• “Hemingway significantly changed literature by normalizing simplistic writing and frank tone.”

Know where to place a thesis statement

Because of the role thesis statements play, they appear at the beginning of the paper, usually at the end of the first paragraph or somewhere in the introduction. Although most people look for the thesis at the end of the first paragraph, its location can depend on a number of factors such as how lengthy of an introduction you need before you can introduce your thesis or the length of your paper.

Limit a thesis statement to one or two sentences in length

Thesis statements are clear and to the point, which helps the reader identify the topic and direction of the paper, as well as your position towards the subject.

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Process of Photosynthesis

Presentation Photosynthesis, process by which green plants and certain different living beings utilize the vitality of light to change over carbon dioxide and water into the basic sugar glucose. In this manner, photosynthesis gives the fundamental vitality source to basically all life forms. A critical result of photosynthesis is oxygen, on which most living beings depend. Photosynthesis happens in green plants, ocean growth, green growth, and certain microscopic organisms. These living beings are veritable sugar plants, creating a huge number […]

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To begin, the idea of photosynthesis was created by, according to Encyclopaedia Britannica, ""A Dutch scientist, Jan Ingenhousz. (Ingenhousz 1.) He was born in the Netherlands on December 8, 1730. Ingenhousz, is most known for his discovery of photosynthesis. According, to Encyclopedia Britannica, ""Ingenhousz discovered that light is necessary for photosynthesis, only the green parts of the plant perform photosynthesis, and all living parts of the plant can potentially damage the air."" (Ingenhousz 1.) Photosynthesis occurs in two steps inside […]

Air Pollution Scrubber

Introduction Air pollution in urban areas has become an issue affecting human health to a degree unprecedented in human history. The World Health Organization (WHO) recently prioritized the reduction of air pollution, citing: An estimated 4.2 million premature deaths globally are linked to ambient air pollution, mainly from heart disease, stroke, chronic obstructive pulmonary disease, lung cancer, and acute respiratory infections in children. Worldwide ambient air pollution accounts for: 29% of all deaths and disease from lung cancer. (World Health […]

Green Synthesis of Silver Nanoparticles by Using Various Plants Leaves

Abstract In the present experimental work, a rapid and simple method was applied for the synthesis of silver nanoparticles using different types of medicinal plants, viz. Sphagneticola trilobata, Catharanthus roseus, Azadirachta indica, and Dalbergia sissoo. The aqueous leaf extracts of these plants were used as both the reducing agent and the capping agent for silver nanoparticles synthesis. The green synthesis of silver nanoparticles (AgNPs) was characterized by UV-Visible spectroscopy. The UV-Visible spectrophotometer showed surface plasmon absorbance peaks in the range […]

Exploring the Intricacies of Genetics through DNA

Introduction The hereditary molecule that is tasked with carrying genetic instructions that are used in all living things in development, growth, reproduction and functioning is referred to as deoxyribonucleic acid (DNA). DNA molecules consist of two strands which are bipolar and are mostly coiled near to one another to form a spiral. This strands are referred to as polynucleotides simply because they are made of small units known as nucleotides. The information of the DNA is stored in this nucleotides. […]

Photosynthesis and Energy

Energy is very important and plays a substantial role in life itself, but where does energy come from, and how does energy work? Of course, the answer is simple: photosynthesis. With this reading, you will learn what photosynthesis is, how it works, the energy it creates, and how energy is stored and used. Finally, you will learn about different types of energy and the benefits those energy sources have. The process of photosynthesis begins when a plant receives carbon dioxide […]

The Unsustainability of Fracking

Over the last ten years, America has experienced an energy revolution. Energy consumption has never been higher and the majority of this consumption is supplied by fossil fuels such as coal and oil or natural gas. In order to compensate the high energy demand, most conventional natural resources in the United States have been exhausted. Therefore, prices of natural gas and other fossil fuels are continuing to rise. In an attempt to increase oil and gas production and lower prices, […]

How to Relieve Global Warming by Carbon Dioxide Capture and Storage

Introduction 'US President Donald Trump has cast doubt on a report by his own government warning of devastating effects from climate change.' (BBC News,26 November 2018) Several months ago, Donald Trump claims that the America exit 'Paris Agreement' because he think Global Warming is the lie of the scientists. Does he is true? The tables below show: 'On the Linearity of Local and Regional Temperature Changes from 1.5°C to 2°C of Global Warming.' Fig. 1. 30% rise in atmospheric CO2 […]

Environmental Heavy Metals on Diabetes Mellitus Type II

ADVERSE HEALTH EFFECTS OF ENVIRONMENTAL HEAVY METALS ON DIABETES MELLITUS (TYPE II) AMONG TANNERY WORKERS IN VELLORE DISTRICT 1.0. INTRODUCTION Health is a vital aspect of life, determined by controlled lifestyle activities. These include cleanliness, appropriate nutrition, hygiene, and the overall environment. Disruptions in any of these factors can lead to ill-health. Independent or combined changes in lifestyle, genetic traits, heredity, and environment may result in a life-threatening disorder or metabolic syndrome called diabetes. Diabetes mellitus has undergone a notable […]

Characterization and Utilization of Bio-char

1.1 Municipal Sewage Sludge (MSS) Sludge consists of various elements such as waste, organic and inorganic compounds, which are disposed into the atmosphere and are harmful to it. Sludge contains different pollutants and solid waste, including heavy metals, large organic solids, calcium, magnesium, metal sulphides, heavy metal organic complexes, precipitated soaps and detergents, biomass, and precipitated phosphates. Methods of sludge treatment involve stabilization and dewatering residue. Various types of unit processes and operations are used for the management of the […]

Long-Term Affects of Wastewater in Disposal Sites from Fracking

Overview This article discusses a study done at Penn state into the long-term affects of wastewater in disposal sites from fracking. In 2011, water and sediment downstream of fracking disposal sites was discovered to still contain unsafe levels of some chemicals, despite the water being treated, and had become radioactive. This had contaminated drinking water and aquatic life in the river, causing die-off of some present species. Due to this discovery, fracking wastewater was no longer treated and released back […]

Characterization and Application of Protease Enzyme from Oceanobacillus Iheyensis KB7

RESULTS Molecular identification of bacteria The 16S rRNA gene of the Oceanobacillus iheyensis strain was amplified using Polymerase Chain Reaction (PCR) with the help of 16S rRNA Universal primers. The 16S rRNA gene sequences were submitted to the BANK it and the ID number is (O. iheyensis _ MF192763). The Phylogenetic relationship was obtained using neighbor joining by pair wise comparison among the 16S rRNA gene sequence of selected isolate with species. The dendrogram was constructed for their Phylogenetic relationship […]

Characterization Testing and Applications of Composite Materials

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X-Ray Diffraction Characterization

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Electrochamical Characterization of Bovine Serum Albumin on Phenoli Coated Nickel Titanium

Blood-material interactions are critical for the performance and biocompatibility of biomedical devices, implanted in thousands of patients every day. When an implant is introduced into the body, both protein adsorption and the activation of complement proteins occur [1-3]. A series of interactions happen [4], where firstly, water molecules reach the surface of the implant and build a water shell around it on a timescale that is of the order of nanoseconds. The interaction of the water molecules with the surface […]

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How to Write Essay About Chemistry

Chemistry, transcending the bounds of a mere topic, emerges as a comprehensive subject deeply rooted in the STEM field, where its intricate and often abstract concepts can pose substantial challenges to understanding. Students regularly encounter complex chemistry homework assignments that test their grasp of the subject, leading to difficulties that can be overwhelming. Recognizing these academic hurdles, PapersOwl extends its scope beyond the realm of essay writing to provide specialized assistance in chemistry homework . Our service is tailored to demystify the complexities of chemical reactions, molecular structures, and theoretical concepts, offering students the support and guidance they need. By leveraging our expertise, students can navigate the challenging aspects of chemistry with greater ease and confidence, ensuring they not only complete their homework but also deepen their understanding of this fundamental scientific discipline.

Composing an essay on chemistry requires a blend of scientific knowledge, analytical skills, and the ability to communicate complex ideas effectively. Here’s a guide to help you navigate the process of writing a chemistry essay:

Understanding the Essay Topic

Begin by clearly understanding the specific aspect of chemistry you are tasked with exploring. Chemistry is a broad field that encompasses organic, inorganic, physical, analytical, and biochemistry. Determine the focus of your essay, whether it's discussing a chemical reaction, exploring a chemical theory, analyzing a laboratory experiment, or examining the impact of a chemical discovery.

Conducting Comprehensive Research

In-depth research forms the backbone of a good chemistry essay. Utilize credible sources such as scientific journals, chemistry textbooks, and authoritative online resources. Pay close attention to recent research findings, experiments, and theoretical developments in the field. Take detailed notes on relevant chemical processes, reactions, formulas, and experiments that align with your topic.

Developing a Clear Thesis Statement

Your thesis statement should succinctly present the main argument or objective of your essay. In chemistry, this could be an assertion about a chemical principle, the importance of a discovery, or the implications of a particular research finding. Ensure that your thesis is focused, specific, and directly related to the chemistry topic you are discussing.

Planning Your Essay Structure

Organize your essay in a logical and coherent manner. Start with an introduction that sets the context for your topic and presents your thesis statement. In the body, divide your main arguments or points into paragraphs, each focusing on a specific aspect supported by scientific evidence. Conclude by summarizing your main points and restating your thesis in light of the discussion.

Writing the Essay

Use clear and precise language, and explain chemical terms and concepts for clarity. Chemistry essays often involve detailed descriptions of processes and reactions, so it's important to be accurate and thorough. Present your arguments logically, supported by data, experiments, and theoretical explanations. Be analytical and critical, particularly when discussing the implications or applications of chemical principles.

Incorporating Scientific Data and Examples

Chemistry essays may include scientific data, chemical formulas, and graphical representations. Ensure that all such elements are accurately presented and relevant to your argument. Use examples and case studies to illustrate your points, and explain how they support your thesis.

Citing Your Sources

Proper citation is crucial, especially when referring to experimental data, chemical properties, or theories developed by others. Use an appropriate citation style (like ACS, APA, or MLA) and consistently cite all your sources, including figures and diagrams.

Editing and Proofreading

Review your essay for clarity, coherence, and logical flow of ideas. Check for accuracy in your chemical descriptions and ensure that your analysis is thorough. Proofread for grammar, spelling, and formatting issues. It's often helpful to have someone else read your essay, as they might catch errors or unclear sections you missed.

Writing an essay about chemistry involves understanding complex scientific concepts and effectively communicating them in a structured and insightful manner. By thoroughly researching your topic, organizing your essay logically, and presenting your arguments with precision and clarity, you can create a compelling chemistry essay that showcases your understanding and insights into this fascinating field.

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Chemistry Essay for everyone – topics, samples and guade how to write

16 February, 2022

34 minutes read

Author:  Elizabeth Brown

If you’re a science department student, you will likely have no questions about what a Chemistry essay is. You’re probably well-versed with a variety of academic papers on this subject. But even if you’re new to this field, here we familiarize students with the basics of Chemistry writing and explain the fundamentals of planning and […]

If you’re a science department student, you will likely have no questions about what a Chemistry essay is. You’re probably well-versed with a variety of academic papers on this subject. But even if you’re new to this field, here we familiarize students with the basics of Chemistry writing and explain the fundamentals of planning and completing an essay. Stay tuned, and you will learn all ins and outs of professional, competent essay composition.

First, let’s clarify what this assignment means. When you receive a task to write on some Chemistry-related topic, it’s most often a task meant to check your comprehension of a scientific principle, topic, or area. So, you’re expected to conduct thorough research, check what other people say on that issue, what positions they argue, and which of those positions or assumptions is closer to you. Once you pick a standpoint, you can write your own academic piece arguing that point and supporting your views with reliable evidence.

If you’ve received such a task and don’t know how to approach it, you may turn to our experts’ help with this subject. You’re guaranteed an individual approach to any assignment entrusted to our experts and top-notch content produced on any Chemistry theme.

Chemistry Essay Format

Completing Chemistry homework is a bit different from writing a Human Resources management essay or a Human Resources school essay. Here, you cannot experiment that much with arguments and theories; you need to stick to the objective facts, formulas, and evidence from your textbook. The Chemistry format typically includes the following parts.

Introduction

This element of your Chemistry paper should introduce the topic to the readers and communicate what you’re planning to examine. Once you provide those details to your audience, you can rest assured that even laypersons will capture the significance of your subject. Besides, you clarify your stand on the issue, thus helping your readers evaluate the strength and persuasiveness of your arguments. 

The body of your paper typically takes 80-90% of the entire paper’s volume, so you need to include several meaningful paragraphs into it. Dedicate one paragraph to every idea you’re using to argue your stand, and your readers will follow the line of argumentation much easier this way.

This is the last part of your essay, but don’t underestimate its significance for your assignment’s value and correctness. Here, you need to show what you’ve achieved and learned in the process of academic inquiry, thus showing your progress and restating the study’s significance.

Write Chemistry Essay in 5 Steps

Now let’s proceed to the mechanics of writing a paper on Chemistry. It’s pretty simple to compose a great work if you have a tried and tested algorithm at hand and can complete a good-looking, professional paper.

• Find examples of similar assignments to use their structure and approach. Obviously, you can take a look at some Human Resources school essay examples available online, but keep in mind that a Chemistry report is not a typical Human Resources plan essay. It should be focused on a specific topic, such as, for instance, organic chemistry, acid reactions, etc., and follow a predetermined format.
• Pick a topic that you know well. It’s easier to compose a paper on Chemistry if you know what you’re talking about and are genuinely interested in learning the subject in more depth.
• Follow the prompt that your Chemistry professor gave to you. It’s even better if you have a Chemistry example and can reproduce it step by step (though without copy-pasting).
• Draft the paper and include all evidence you’ve found in the research process. Distribute the evidence and arguments evenly by dedicating one paragraph to every single idea. In this way, the paper will be coherent and readable.
• Reread your draft to identify typos or flow inconsistencies. By correcting these minor issues, you polish the paper to perfection and prepare it for the final submission.

As you can see, completing such an assignment is not hard at all. Follow these tips and steps to finalize the essay quickly, and you will save lots of time for other priorities and tasks.

Chemistry Topics

Are you unsure about the Chemistry topics to examine? Here is a list of evergreen suggestions that are sure to incite the interest of your readers and win you a high grade.

• The chemical fundamentals of healthy, correct nutrition.
• The exciting chemistry of fireworks.
• The innovative scientific field of computational chemistry.
• Synthesis and transformation of organic substances.
• Chemical synthesis of oligonucleotides.
• The fundamentals of heterocyclic chemistry.
• Stellar evolution and the spectral classes of stars.
• How can one predict new chemical elements and compounds?
• Atomic and physical properties of hydrogen. 
• Are atomic weights precisely known or still uncertain?
• Protonic acids and bases.
• Introduction to the hydrogen bond. 
• Discovery and isolation of chemical elements.
• The ionic-bond model.
• Availability and distribution of chemical elements on the Earth.
• Availability of rare chemical elements in space.
• The introduction to hydroxides.
• The chemical properties of alkali metals.
• Introduction to the property of chemical reactivity.
• Oxoacid salts: properties and practical use.
• Isolation and purification of boron.
• Bonding and topology of aluminum compounds.
• Allotropic forms of carbon.
• Practical application of graphite intercalation compounds.
• Atomic and physical properties of silicon.
• Production and uses of germanium.
• Nitrous acid and nitrites.
• The industrial use of phosphorus-nitrogen compounds.
• Chemical reactivity and group trends of arsenic.
• Physiological activity of arsenicals.
• Chemical properties of O2.
• Aqua complexes and solid hydrates: water types.
• Different methods for classifying oxides.

All of these are argumentative Chemistry topics, which means that you will have enough space and freedom to pick a position and argue it with the help of reliable evidence. Choose any of the recommended themes, and you are guaranteed an excellent grade.

How to Start a Chemistry Essay

Starting a Chemistry paper may turn into a challenge for those new to such types of assignments. But don’t fall into despair. Here are some pro tips to simplify the process:

• Study the prompt carefully to see what the professor wants to see in the assignment’s text.

Many students make the mistake of hasting to write something as soon as possible. As a result, they end up with off-topic assignments that they cannot submit to the professor. Don’t commit that error; always study the instructions and proceed to research and writing only after you’re 100% sure about the expected essay outcome.

• Focus on the topic that you already know.

Don’t start something anew if you’re short of time and want to complete an essay quickly. It’s always easier to expand your knowledge on the topic you already know well, thus writing a good-looking essay hassle-free.

• Use only argumentative topics if you’re given the freedom of choice.

It’s much simpler to compose something interesting and thought-provoking on an argumentative subject than just review what people know about a specific chemical substance or reaction. Today, chemistry is a trendy science, so you may find numerous exciting ideas and suggestions for its practical value for humanity.

We have a large writer team specializing in all kinds of essay writing, Human Resources to Chemistry to Programming to Literature. Thus, you will always have a realm of talented authors at your service, available 24/7 to deliver top-notch papers on demand.

You can always find a capable Chemistry writer in our company, thus entrusting your assignment to professionals and not worrying about the outcomes.

Determination of Potassium and the reactions of Li, Na and K

Introduction and theory.

Chemists are frequently charged with the responsibility of performing assays on different compounds. An assay is defined by two parameters: quality and quantity of a certain substance. In this case, we are provided with KB(Ph)4 to analyze. In the first part, we are to determine the quantity of potassium (K) in his compound and in the second part we are to test various group 1 salts to see their specific reactions. During gravimetric determination of potassium, sodium tetraphenylboron acts as a precipitator for the potassium ions. A definite volume of sodium ions is added to the sample solution and used in determining the concentration. Alkali metals react with many chemical substances and hence have many physical and chemical properties. Their properties differ with the individual elements. For example, lithium burns with a red flame, sodium with a yellow-orange one while potassium burns with a purple one. Their reactivity increases from lithium to potassium and this greatly defines the difference in their reaction patterns.

25cm3 of the K solution was pipetted in a 250cm3 beaker and a few drops of dilute NaOH and bromothymol blue indicator added to it. Any precipate formed at that point was then filtered off. 5% ethanoic acid was added until the colour of the solution changed to yellow. The solution was then diluted to 100 cm3 with H2O and heated to 65ºC. 15 cm3 of 2% sodium tetraphenylboron solution was then added to the heated solution while stirring. The solution was then cooled to room temperature; it took 10 minutes to do so. The solution was then filtered through a pre-weighed No. 4 sintered glass crucible into a clean Buchner flask. The filtrate was then tested for complete precipitation with a few drops of the reagent. On further precipitation, the filtrate was transferred into a beaker, a further 10cm3 added and the solution re-filtered. The precipitate was washed with 5% ethanoic acid and dried between 110 ºC to 120 ºC for 30 minutes. The precipitate was then cooled and weighed as KB(Ph)4 and used to get the concentration f the original solution.

Dilute solutions of Li+, Na+ and K+ were treated as follows: 1. By flame test 2. Addition of excess ammonical ammonium fluoride 3. Addition of dilute ethanoic acid followed by sodium cobaltinitrate (aq) 4. Addition, dropwise and carefully of potassium perchlorate The above processes were carried out in a test tube and observations recorded. Method 2 A mixture of LiCl and KCl (about 0.3g) was shaken with 6 cm3 of absolute ethanol in a closed tube. The residual solid was separated by filtration and the residue washed with 3 1cm3 portions of ethanol. The filtrate and the washings were then combined and evaporated to dryness. The resultant solid was then dissolved in 2cm3 of H2O. Icm3 portions were tested for lithium a) With ammonium fluoride 1cm3 4 mol dm-3 and conc. Ammonia (dropwise). b) Potassium with a solution of sodium cobaltinitrate 1cm3, 0.2 mol dm-3) The original residual solid was separated by filtration and dissolved in 2cm3 H2O and portions tested for lithium and potassium in the same manner.

Weight for empty sample = 39.419g Weight of dry sample =39.930g Difference in weight (Amount of potassium) = 0.511g

test Li Na K 1 Red flame Orange flame Purple flame 2 No observable change No observable change No observable change 3 No observable change No observable change No observable change 4 No observable change No observable change No observable change

In the first part of formation of KB(Ph)4 the reaction is as described by this equation: K+ + NaB(Ph)4 = KB(Ph)4 + Na+ The colour change to yellow is due to excess acid after the achieved end point. For the flame test, all alkali metals burn in presence of oxygen to form oxides and sometimes form peroxides in excess oxygen. They burn with different characteristic colours. 4Li + O2 = 2Li2O Red flame 4Na + O2 = 2Na2O Yellow-orange flame 4K + O2 = 2K2O Purple flame For the ammonical ammonium fluoride, alkali metals displace ammonium ions from their anions to form soluble salts. The reactions are as follows: Li+ + NH4F = LiF + NH4+ K+ + NH4F = KF + NH4+ Na+ + NH4F = NaF + NH4+ Ethanoic acid then sodium cobaltinitrate, displacement reactions occur between the alkali metal ions to form soluble products. The reactions are as follows: CH3COOH + Li = CH3COOLi CH3COOLi+ Na3Co(NO2)6 = CH3COONa + Li3Co(NO2)6 CH3COOH + Na = CH3COONa CH3COONa + Na3Co(NO2)6 = no reaction CH3COOH + K = CH3COOK CH3COOK+ Na3Co(NO2)6 = CH3COONa + K3Co(NO2)6 With potassium perchlorate, displacement reactions occur between the alkali metal ions to form soluble products. The reactions are as follows: CH3COOLi + KClO4 =CH3COOK + Li CLO4 CH3COONa+ KClO4 =CH3COOK + NaCLO4

Lithium, sodium and potassium burn with red, orange and purple flames respectively. Most of the group 1 elements form soluble salts.

Belcher, R. & Wilson, C. L. New methods in analytical chemistry. Chapman and Hall, 1955. Chemical Society, Chemical Society (Great Britain). Inorganic chemistry of the main-group elements. Chemical Society, 1971.

NUCLEAR MAGNETIC RESONANCE SPECTROSCOPY (NMR)

(Author’s name) (Institutional Affiliation)

Nuclear Magnetic Resonance (NMR) is becoming a powerful techniques used to determine the molecular structure of organic and inorganic compounds. Its acceptability is mainly due to the several advantages is has such as reproducibility, accuracy and the ability to have mathematical equations (Maniara et al. 1998). A study done to determine the purity of glyphosate using an Uncertainty Budget, by Quantitative Nuclear Magnetic Resonance Spectroscopy (QNMR) confirms these qualities of NMR. The finding from the study was that, a big part in the uncertainties of the methods used, that is 1H and 31P, was the standard deviation of the replicate. The study concluded that an alternative organic phosphate, with similar nOe, may therefore be preferred as a calibrator (Tareq et al. 2004).

NMR, technique, molecular structure, glyphosphate

The discovery of nuclear magnetic resonance spectroscopy (NMR), as a qualitative technique, has made possible the identification and elucidation of chemical structures in organic and inorganic compounds. According to Maniara et al (1998), quantitative NMR (QNMR) has gained acceptance since it is accurate, precise, no calibrator is needed for the analyte. It can also be described by mathematical equations which can be used at the highest metrological level (Janke, 1998). Advantages of NMR Janke (1998) concluded that NMR is a cost effective analytical method since it not only shows all present soluble substances but also identifies impurities with similar structures. It is a non destructive technique with minimal sample preparations for analytes that contain 19F, 13C, 1H and 31P (Lee et al., 2001). Marina (1998) was able to show that QNMR was reproducible using 1H and 31P. Henderson (1996), using several agricultural weedicide, was able to show that by using coaxial inserts, it would be possible to eliminate sources of error in conventional quantification NMR spectroscopy.

Research on NMR

A study done to determine the purity of glyphosate using an Uncertainty Budget, by Quantitative Nuclear Magnetic Resonance Spectroscopy (QNMR) using 1H and 31P, is an example of the reproducibility of a type A uncertainty combined by other type B effects. Reagents used included Analytes such as glyphosate, certified reference material e.g dimethylsulfone, deuterated NMR Solvents like deuterium oxide D. The results supported all the qualities that are mentioned above about QNMR (Tareq et al. 2004). Another finding from the study was that, a big part in the uncertainties of the methods used, that is 1H and 31P, was the standard deviation of the replicate. A bottom up analysis was attempted to estimate the effects that contributed to this term was able to identify half of the standard deviation measured. Effects from the operator while weighing had the greatest effects. About 0.23% of the remaining uncertainty was assigned to heterogeneity of the contaminations in the sub samples. Since impurities in the solid samples do not distribute homogeneously, no effort was made to grind and mix the samples prior to the analysis (Tareq et al. 2004). The contributions of the uncertainty budget in the standard deviations of the results were standard deviations of the means. The calculated purity from the replicated data was related to the combined standard uncertainty from each determination. The calculation for the uncertainty was 0.82% for 31P NMR and 0.66% for 1H NMR. Despite trisodium phosphate being excellent in purity, water soluble, and chemically stable, its use as a calibrator for 31P NMR can lead to a bias with concomitant uncertainty. This is due to the absence of protons in its electron configuration and so cannot exhibit nOe. The study concluded that an alternative organic phosphate may therefore be preferred as a calibrator (Tareq et al. 2004).

Bibliography

Janke, H. 1998. CCQM/98 98: 1 – 12. Maniara, G., Rajamoorthi, K., Rajan, S. and Stockton, G. W. (1998). Quantitative NMR Spectroscopy Anal. Chem. 70, 4921- 4928. Tareq Saed Al-Deen, D. Brynn, Hibbert, James. M. Hook and Robert J. W. (2004). An uncertainty budget for the determination of the purity of glyphosate by quantitative nuclear magnetic resonance (QNMR) spectroscopy. Accreditation and Quality Assurance, 9, 55-63.

#3 Uncertainty Estimates

Name Institution Lecturer Course Date

Summary of the Article

The article, “Is My Uncertainty Estimate Realistic”, by Analytical Method Committee (2003), is about the realism of uncertainty estimates. The author poses and explicates the issue that uncertainty estimates often quoted by analysts in their results are somewhat low. According to the author, it is practically impossible to incorporate all the factors contributing to uncertainty estimate when determining the standard deviation from repeated results that have been obtained from repeatability conditions. There are various factors that contribute to uncertainty estimate including the difference in the way analysts interpret method protocol in different laboratories, difference in runs for the same method and numerous, systematic errors, such as calibration differences and difference in permitted variations. However, it is quite difficult to avoid such factors that contribute towards method, laboratory and run bias. Therefore, it is paramount to check that the uncertainty estimates used or quoted are realistic to apply the effective corrective measure to unrealistic uncertainty estimates that have been found. The author gives different ways of checking for uncertainty estimates. These include, checking standard uncertainty estimate against collaborative trial statistics, comparing the indicated uncertainty with reproducibility standard deviation that has been estimated from available repeatability precision statistics and examining the proficiency test results. Once uncertainty estimates have been found, the author gives different ways through which such estimates can be corrected. An analyst can eliminate identified causative factors or apply an appropriate correction to the identified causative factor. Other strategies include basing uncertainty estimate on interlaboratory study, increase expansion factor or add an arbitrary term to the uncertainty budget. 1. What is the paper about? The paper is about the realism of uncertainty estimate. It describes uncertainty estimates in laboratory tests, how to check if uncertainty estimates are realistic and how to correct uncertainty estimates that are unrealistic. 2. What are the issues raised? The author indicates that, in many instances, the uncertainty estimates cited by analysts are somewhat low and, therefore, unrealistic. The author clarifies this problem by indicating that if interlaboratory studies results are observed, such as proficiency tests and collaborative trials, one will find that the uncertainty estimates used are unrealistic. The problem of unrealistic uncertainty is so because it is often impractical to avoid and confirm the absence of all errors arising from method, laboratory and run bias. There are various sources of errors that contribute to results dispersion and many analysts often do not take them into account when determining their uncertainty budgets. Accordingly, it is crucial to check if the uncertainty estimates are realistic to apply corrective measures to any unrealistic uncertainty estimate. 3. Does the paper agree with Professor Hibbert’s book? Yes, the paper agrees with the book especially on checking and correcting unrealistic uncertainty estimate. Hibbert, in his book outlines the steps necessary to check and correct uncertainty estimates, which include:

• Specifying the measurand;
• Identifying the main sources of uncertainty;
• Determining the magnitude of the various uncertainty components;
• Combining the various significant uncertainty components that have been identified;
• Reviewing the estimates and reporting the measurement uncertainty.

The Analytical Method Committee (2003) has given the same procedure of identifying and correcting uncertainty estimates. Particularly, the article, like in Gilbertt’s book, eliminating uncertainty estimates involves identifying and correcting the main components of uncertainty estimates. 4. How does the topic fit in the overall problem of quality in the laboratory? The topic is extremely helpful in improving quality in laboratory tests, especially in analytical chemistry. Knowing that it is often impossible to avoid and confirm the absence of all errors arising from method, laboratory and run bias, the knowledge on how to check and correct uncertainty estimates helps in improving the quality of laboratory results. For instance, the article has suggested various methods of determining unrealistic uncertainties and correcting them. Therefore, analysts will be able to indicate realistic uncertainties in their results, which will help in improving laboratory results through increased validity and reliability. 5. Are there any other papers or published material on this topic (post a bibliography)? There are other papers and published material on the topic as described in the bibliography. a. A Method to Estimate the Uncertainty of Measurements in a Conglomerate of Instruments/Laboratories by Kallner, Khorovskaya and Pettersson (2005) This is a research article in which the authors address the issues of repeatability and reproducibility of laboratory tests. The authors conclude that variations often arise regarding laboratory results, which may pose a serious threat depending on the application of the test results. Accordingly, the authors provide an applicable approach for measuring and correcting uncertainty estimates in measurements. b. The Evaluation of Measurement Uncertainty from Method Validation Studies by Barwick, Ellison, Rafferty and Gill (2000). This is a research paper in which the authors develop a protocol for measuring uncertainty estimates. Calculation of uncertainty estimates is crucial in deciding a corrective measure to ensure that laboratory results are valid and reliable.

Analytical Method Committee (AMC). 2003. AMC Technical Brief: Is my Uncertainty Estimate Realistic? Royal Society of Chemistry. Barwick, V.J, Ellison, L.R, Rafferty, J.Q & Gill, R.S. 2000. “The Evaluation of Measurement Uncertainty from Method Validation Studies. Part 2: The Practical Application of a Laboratory Protocol”. Accred Qual Assur, vol 5, pp. 104-113. Kallner, A, Khorovskaya, L, & Pettersson, T. 2005. “A Method to Estimate the Uncertainty of Measurements in a Conglomerate of Instruments/Laboratories”. Scandinavian Journal of Clinical & Laboratory Investigation, Vol 65, pp. 551-558.

#4 Competence in Measurement

Article 1: What is the paper about? The paper is about accreditation and its ability to ensure competence in measurement. The paper describes accreditation, shows the need for ensuring competence through common understanding of the measurement concepts and how to ensure common understanding of the concepts (Bievre 2008). What are the issues raised? The author posits that accreditation, against an ISO Standard, is a must for measurement laboratories based on the notion that accredited laboratories are competent. However, the author wonders if such accreditation results to real and demonstrated competence, which is crucial in laboratory measurement. Real and demonstrated competence would be possible if assessors were able to understand and explain the key concepts forming the basis of the assessment and accreditation. Therefore, there is a dire need for the assessors and measurement laboratories to understand the various measurement concepts for accreditation to ensure competence in measurements. Professional bodies tasked with ensuring common understanding of the measurement concepts, including IUPAC and ISO, have come up with strategies to ensure common understanding of the concepts. Such strategies include, for example, the International Vocabulary of Metrology-Basic and General Concepts and Associated Terms developed and provided by ISO. Does the paper agree with Professor Hibbert’s book? Yes, the paper agrees with Professor Hibbert’s book especially on the importance of a common understanding of the measurement concepts, such as the measurand, in ensuring competence in laboratory measurements. Bievre (2008) has stressed on the same issue, indicating that common understanding of the concepts will ensure consistency of answers when accrediting against international standards. How does the topic fit in the overall problem of quality in the laboratory? The topic contributes towards ensuring quality in the laboratory through competence resulting from accreditation. In other words, accreditation will work towards ensuring competence and eventually quality improvement in the laboratory. If analysts and assessors have a common understanding of the measurement concepts and the terminologies arising from them, accreditation will be meaningful, and it will ensure competence is measurement. Article 2: What is the article about? The article is about the need for competent assessors especially in understanding what they are assessing and performing measurement uncertainty (Bievre 2011). What are the issues raised? Bievre (2011) begins by indicating the need for specifying measurement uncertainty during accreditation considering that measurements have uncertainties (measurement results vary with procedures). Accordingly, the author posits that assessors should not consider measurement methods to have constant measurement uncertainty because measurement uncertainty vary with various parameters, the most crucial being the level of skill, competence, professionalism and accuracy an analyst shows when carrying out measurement procedures. Therefore, an assessor should evaluate the measurement procedure when evaluating and accrediting. In doing so, assessors are able to evaluate the consistency between declared measurement uncertainty and the analyst’s skills and competence. Therefore, assessors should have a clear understanding of what analysts are measuring to assess them effectively. Consequently, assessors should be knowledgeable on establishing metrological traceability and measurement procedures to ensure competence in measurement when assessing and accrediting measurement laboratories. Does the paper agree with Professor Hibbert’s book? Yes, the paper agrees with the book especially on uncertainty. The article outlines the various sources of variance in measurement results including the level of competence and accuracy during measurement, which call for the need for measurement uncertainty in accreditation. Similarly, Professor Hibbert talks about measurement uncertainty, the need to measure and consider it. How does the topic fit in the overall problem of quality in the laboratory? The paper is particularly helpful in improving the quality in laboratory measurements by ensuring that accreditation of laboratory measurements ensure competence in measurement. Competent and knowledgeable assessors will ensure competence in laboratory measurements by assessing the skills and competence of the analysts, which will ensure quality, competence and professionalism in laboratories. In other words, accreditation will help in ensuring competence in laboratories.

Bievre, P. 2008. ‘Does Accreditation Ensure Competence in Measurement?’ Accred Qual Assur, vol. 16, pp. 1-2. Bievre, P. 2011. ‘Does Accreditation Ensure Competence in Measurement?’ Accred Qual Assur, vol. 13, pp. 1-2.

What is supercritical fluid chromatography (SFC)? Compare supercritical fluid chromatography (SFC) with other column chromatographic methods. Supercritical fluid chromatography is a chemical separation method that uses supercritical forms of gases. The term supercritical is used for highly compressed chemical gases such that they possess both the characteristics of a gas and characteristics of a liquid .In other words, a substance is referred as a supercritical fluid when both its pressures and its temperatures are above its critical pressure and temperature. While a critical temperature is the temperature of a substance above which the liquid phase will not exist, critical pressure is the vapor pressure at the critical temperature of a substance. Density, refractive index, and viscosity are some of the properties of supercritical fluid. These however vary with temperature and pressure. SFH is similar to other column chromatographic methods like HPLC given that they utilize the similar principle. One of the variations is the fact that SFC typically utilizes CO2 as the mobile phase thus the need to pressurize the entire chromatographic flow path. In SFH just like in HPLC, separation is affected by variation of the mobile phase composition. For supercritical fluid chromatography, unlike other column chromatographic methods can be used within a wide range of sensitive detectors. IN GC and HPLC, the type of detector to be used is dominated by the mobile phase whereas SFC utilizes mobile phase, which can either be liquid like or gas like. List some of the advantageous properties of supercritical CO2 as a mobile phase for chromatographic separations. How analytes are usually recovered after an SFC? Often, supercritical CO2 is used in the mobile phase of supercritical fluid chromatography. CO2 remains one of the most useful in this case due to its ready availability .Other advantages of CO2 include low cost, low interference with chromatographic detectors, nontoxicity, low critical temperature ,inflammability and that it can permit aflame ionization detector to be used, with all the benefits in terms of ease of use, linearity and sensitivity. How do instruments for supercritical fluid chromatography differ from those for (a) HPLC and (b) GC? The major difference between the instruments used in supercritical fluid chromatography and high performance liquid chromatography is the number of analytical columns used. In the former, two types of analytical columns areused, that is, Capillary columns of fused silica coated with cross-linked chemically bonded stationary phases and packed columns that are meant for high-performance liquid chromatography .The high-performance liquid chromatography only uses packed analytical columns .Similarly, the gas chromatography method only uses capillary columns of fused silica coat. The columns in all cases are made of stainless steel. List some advantages and important applications of SFC technique Advantages of supercritical fluid chromatography include: 1. It does not require a concentrating procedure or a cleanup procedure before analysis. 2. It is applied for various compounds from different matrixes, including caffeine extraction, tocopherolenrichment, flavors extraction and analysis of pesticide residues 3. SFC is available to use for non-volatile or thermally unstable compounds when combined with FID 4. SFC is advantageous given that supercritical fluids have low viscosity therefore fast in analysis and the use of open tubular columns is feasible. 5. Another advantage of SFC is that it can be used with a wide range of sensitive detectors. 6. With SFC, it is possible to analyse solutes of much higher molecular weight. 7. It is also possible to analyse thermally labile compounds with SFC. Applications of supercritical fluid chromatography; 1. Hypertensive patients’ diagnosis of the kidney fluids. 2. The method is used in the analysis of an aqueous solution of prostaglandins. 3. It has been used in analysis of fossil fuels and hydrocarbons in industries.

List of References

Graves, S.W. & Markides, K.E. 2000. Application of supercritical fluid chromatography to characterize a labile digitalis-like factor. Hypertension 36, pp.1059–1064. King, J.W. & Hill, H.H. 1993. Analytical Supercritical Fluid Chromatography and Extraction. Peoria, Illnois: National Center for Agricultural Utilization Research. pp.2-41. Mansoori, G.A. 2001. Supercritical Fluid Chromatography and Gel Permeation Chromatography for Characterization of Macromolecules. Chicago: University of Illnois, Department of Chemical Engineering. pp.2-30.

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Writing in Chemistry (Part 1)

In this article, we state the rules about the format and content of an academic paper in the field of chemistry and describe the scientific conventions used in chemistry papers.

Format and Content of Chemistry Articles

You need to remember that the readers expect two things when reading your paper:

• to understand the information presented
• to know that the findings are legitimate

How Do You Meet These Goals?

Introduction, methods and materials.

This format may slightly differ depending on the journal, e.g., some ask you to include an abstract or separate section for the hypothesis. Overall, however, this represents a textual version of the scientific method.

Choose terms that are as specific as the text permits

Avoid: A magnetic alloy

Use:  A vanandium–iron alloy

• Refrain from using phrases such as “on the,” “a study of,” “research on,” and “regarding.”
• Refrain from using non-quantitative, meaningless words such as “rapid” and “new.”

A good abstract clearly identifies the purpose of the experiment and the important results.

Avoid pedagogical comments such as,

This experiment helped us learn about the nature of chemical reactions.

The goal of this experiment was to learn about dyes.

Avoid starting with “ The purpose of this experiment was… ” Such background information belongs in the Introduction section.

Avoid referencing. Be specific about what was done.

Avoid vague statements such as “ …a metal complex was prepared and the percent yield was calculated.”

Instead use , “… hexaammine cobalt (III) chloride was prepared from cobalt (II), chloride, and hydrogen peroxide. The yield was 8.45 g.”

When writing a full report, write the Abstract last.

Go step-wise!

• Start by explaining the larger area of the research
• Provide examples of progress in the field
• A clear statement of the research problem
• Approach being addressed in the current report

Avoid: This experiment intends to investigate upon any measurable amounts of Nickel in the surrounding mud area and within barnacles living on the pilings.

Use: The purpose of this study is to determine the nickel content in the surrounding mud area and in the barnacles living on the pilings.

Include a description of your experimental procedure and names of instruments used. Don’t rewrite the lab manual or protocol.

Avoid: Next, prepare copper solution. Weigh 0.1821 g of copper nitrate and dilute it in 10 mL of tap water.

Use: A solution was prepared by dissolving copper nitrate (0.1821 g) in tap water (10 mL).

Further subdivide into:

• Materials—sources and purity of reagents used
• Preparation of compounds—with procedure and summary of characterization by NMR, IR, etc.
• Instrumentation—manufacturer, description of any adaptation, or sample preparation

A good materials and methods section should allow the reader to completely reproduce what you did in the lab using what you have written.

Include a summary of your raw data, preferably supported by tables and figures, and important observations.

Don’t include long tables of raw data, instead simply present the results of your calculations.

Avoid: The following standard concentrations were used to follow X law for the absorbances at the corresponding wavelength (Table).

Use: The standard concentrations were measured at the corresponding wavelengths and the data provided in Table 1.

Figures, Tables, Equations

Explain the purpose of every figure, schemes, equation, and table in the Results section. When referring to a figure, table, or equation, use its number in the text.

A plateau was observed at reduced pressures >0.1, as indicated in Table 1.

Indicate every figure, table, and equation with a number. Figures and tables require a number and a descriptive title and equations normally have a number placed in parentheses at the right margin.

Figure 1. Mass Uptake vs. Reduced Pressure for A

Table 1. Powder Diffraction Data Obtained for A

A = B 2                                                                             (1)

“Figure” is much preferred presently compared to the labels “chart” and “graph.”

• Analyze your results
• Comment on the purpose of the experiment
• Explain what the results indicate
• What are sources of error (experimental uncertainty/precision) and limitations?
• What additional experiments could help address any dangling ends?
• Do the results agree with what others have found?
• Do the results support a model or hypothesis?

Avoid: If, for example, we could have used a red and green apple to determine the components, we could have averaged the data and obtained more accurate results.

Use: For example, if data were obtained from both a red and a green apple, the averaged results could provide more representative values.

Summarize your results and discussion with a short conclusion , phrasing it in terms of the broader questions addressed in the Introduction .

When testing a hypothesis, you may want to say that the hypothesis was “ proved ” or “ disproved ” or was “ correct ” or “ incorrect .”

Remember, you’re testing a theory with a procedure that lasts only a few hours and relies on only a few trials, which severely compromises your ability to be sure about the “truth” you see.

Therefore, words like “supported,” “indicated,” and “suggested” are more acceptable ways to evaluate your hypothesis .

In the  next article , we will discuss the scientific conventions and styles used in Chemistry articles.

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Chemistry Writing Guide

Introduction, writing assignments, discipline-specific strategies, watch out for..., professor's comments and websites.

Writing in chemistry is similar to writing in other disciplines in that your paper must have a clear purpose that explains why you are writing, a thesis statement or main idea that defines the problem to be addressed, and background information wherever necessary. In addition, you should include evidence in the form of figures, graphs, and tables to support your argument.

You will be asked to write an abstract -- a single-spaced paragraph summary that briefly states the purpose of the experiment, important results (and how the results were obtained), and conclusions. Ideally, the abstract can be thought of as one or two sentences from each section of the paper that form a cohesive paragraph that summarizes the entire paper. The abstract should be single spaced unless you receive other instructions from your professor.

When writing an abstract, you should avoid too much experimental detail (e.g. concentration of stock solutions used) or preliminary results (i.e. "raw" data). In addition, make certain that the purpose of the experiment is stated clearly and early in the abstract. Ideally, it should be stated in the first or second sentence.

Lab Reports

There are six main sections in a chemistry paper: introduction, experimental section, results section, discussion section, conclusion, and list of references. As with most disciplines, the introduction should include your background knowledge of the experiment, including theory and past research, the relevance of your research, and the thesis statement. You may also state in your introduction any general conclusions you discovered, but try to avoid making your introduction longer than a page. The purpose of the introduction in a chemical journal is to provide (1) a literature review of what has been published on the subject to justify the importance of your research, (2) an explanation of any unusual experimental approaches, and (3) any background information or explanations that will help the reader understand your experiment and your results. Ultimately, the introduction should explain how the experimental approach you chose allows you to find the numerical or qualitative results you are looking for. For example, if you're going to determine if the substance you synthesized is a particular compound by examining its UV-Vis spectrum, you should find in the literature or a reference book the maximum wavelength of the compound and present it in the introduction. The experimental section focuses on the details of the experiment. Be certain to include enough information so that the reader could repeat the experiment and obtain similar results within the limits of uncertainty. The following should be addressed in this section: treatment of data (e.g. calculations or computations used to generate graphs) and an identification of instruments and sources of materials used (e.g. synthesized within the lab or bought from Aldrich, Sigma, or Fluka). For commercially available equipment, the manufacturer and the model should be mentioned (e.g. JASCO UV-Vis Spectrophotometer). The results section should include any figures, graphs, and tables that summarize the data. The material in this section should be presented in the order that best defends the thesis and the order in which they will be addressed in the discussion section. The order in which the data was collected is rarely important. For example, just because the data for graph N was collected before that of graph M does not mean that M shouldn't be presented first if it makes the presentation of data more coherent. In the results section, graphs are usually listed as figures. Tables are numbered and given specific titles (must include concentrations, volumes, etc.), which are placed at the top of the table. Figures (graphs or any other visuals) are numbered and given a caption, not a title. The caption should be several sentences long and explain what the figure is, what result is found from the figure, and the importance of the result. Captions are placed below the figure. For a results section, the text, tables, and figures should mirror each other. That is, the text must include all of the important information given in the graphs and tables, but in written form. If a table or figure is included in the report, it must be specifically referenced in the text as at the end of this sentence (Table 1). It might also be worthwhile to note that figures and tables are usually submitted to a journal and also to a professor with the tables and figures attached to the end of the report, not interspersed throughout the text. Journals insert your figures and tables according to their page format. In the discussion section, you should explain your results and observations and illustrate how they support your thesis, discuss any possible sources of error, and suggest potential future research stemming from your results. You may also want to mention any past research in the field that may pertain to your experiment's results.

Something to think about: results and discussion sections are often combined in chemical journals. In that case, each result is presented and then its relevance is explained. If you are writing a results section alone, you should only present, not interpret, your results. For example, a statement like, "The UV-Vis spectrum of the complex showed a peak at 291 nm" is a statement of your numerical result and is appropriate for a results section. A statement like, "The peak at 291 nm indicates that the complex changed conformation" is interpretive and belongs in a discussion section. Your conclusion should contain a brief summary of the paper and must state important results (e.g. yield of product) and assess the research with respect to the purpose. This section may be combined with the discussion section; that is, the last paragraph of the discussion section may act as a conclusion. In the reference section you must list all non-original sources used in the paper in the order in which they appear with the appropriate number. Citations should be made according to the format of the journal to which you will submit your paper. For a Swarthmore class, the Journal of the American Chemical Society format is appropriate. Unlike other disciplines, citations in a chemistry paper are usually not in-text or parenthetical, but incorporated using superscripts as at the end of this sentence. 1 It is sometimes appropriate in a discussion section to refer to other researchers by name and end the sentence with a reference. For example, "Khmelnitksy, et al. found that trypsin denatures in 2-propanol." 2

• Chemistry papers should be written in passive voice (unless you receive other instructions from your professor).
• Abbreviations or acronyms must be explained the first time they are used.
• Figures, graphs, and tables must be titled and referenced in the text.
• References (including textbooks and lab manuals) must be cited and numbered consecutively with the superscript number corresponding to that reference in the reference section of the paper. The use of superscript suffices as the mode of reference because it eliminates the need for in-text citations and footnotes.

I. Organization: As for all lab reports, chemistry reports are very structured and must be highly organized in a logical way. Organization of results is especially important. Your results and discussion sections, as well as tables and figures, should be organized in a way that leads the reader to draw the same conclusion that you did based on your data. Don't just tack on a graph at the end of the paper or arbitrarily put your results into a table. Think about how you can use tables to make comparisons between your data and literature or reference values. Think about the format of your tables and the chronology of your results section. How can you present your results so that the reader is already convinced of your conclusion before you explicitly state it?

II. Repetition: If you've already said it once, or it's already been published somewhere else, don't say it again. You can refer to other parts of your paper instead of repeating explanations or facts. If you've already written an experimental methods section, you've already explained your procedure; there is no need to provide procedural details again when you talk about results. If the procedure you used came from a published article, provide a short summary, explain any alterations, and then give the citation. Also, if you explain someone else's experimental results in the introduction, it is acceptable to write statements like, "As discussed above, Khmelnitsky, et al. found contradictory results" in your results section. Journals have page limits. Repetitious or unnecessary words or figures are unwelcome.

III. Distraction: Remember that the whole point of writing a chemistry paper is to present results and prove your conclusion based on those results. There are a lot of numbers, facts, and procedure information that you can easily get bogged down by. Just remember that ultimately you have to convince the reader that your conclusion is accurate. If you feel overwhelmed by the amount of information you have to include, try making a flow chart that shows the logical progression of your procedure. Or create your figures and tables first, and then use them as an outline or guide to write your results section. Take a look at published articles to get a sense of how others organize papers and what kinds of phrases and sentence structure are useful and accepted.

Courses Taught: General Chemistry, Organic I and II laboratories

Particular stylistic issues you should keep in mind:

"Write as concisely as possible. Know the meanings of the words you use and choose the best word for your purpose."

Grammar/spelling and word choice pet peeves:

• Using "this" and "that' as undefined pronouns
• Using "so" without "that" or "as"
• Misspelling of terms that are presented in the manual

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Why Study Chemistry?

Reasons to Study Chemistry

• Chemical Laws
• Periodic Table
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• Ph.D., Biomedical Sciences, University of Tennessee at Knoxville
• B.A., Physics and Mathematics, Hastings College

Chemistry is the study of matter and energy and the interaction between them. There are many reasons to study chemistry, even if you aren't pursuing a career in science.

Chemistry is everywhere in the world around you! It's in the food you eat, clothes you wear, water you drink, medicines, air, cleaners... you name it. Chemistry sometimes is called the "central science" because it connects other sciences to each other, such as biology, physics, geology, and environmental science. Here are some of the best reasons to study chemistry .

• Chemistry helps you to understand the world around you. Why do leaves change color in the fall? Why are plants green? How is cheese made? What is in soap and how does it clean? These are all questions that can be answered by applying chemistry .
• Basic knowledge of chemistry helps you to read and understand product labels.
• Chemistry can help you make informed decisions. Will a product work as advertised or is it a scam? If you understand how chemistry works you'll be able to separate reasonable expectations from pure fiction.
• Chemistry is at the heart of cooking. If you understand the chemical reactions involved in making baked goods rise or neutralizing acidity or thickening sauces, chances are you'll be a better cook.
• A command of chemistry can help keep you safe! You'll know which household chemicals are dangerous to keep together or mix and which can be used safely.
• Chemistry teaches useful skills. Because it is a science, learning chemistry means learning how to be objective and how to reason and solve problems.
• Helps you to understand current events, including news about petroleum, product recalls, pollution, the environment and technological advances.
• Makes life's little mysteries a little less... mysterious. Chemistry explains how things work.
• Chemistry opens up career options. There are many careers in chemistry , but even if you're looking for a job in another field, the analytical skills you gained in chemistry are helpful. Chemistry applies to the food industry, retail sales, transportation, art, homemaking... really any type of work you can name.
• Chemistry is fun! There are lots of interesting chemistry projects you can do using common everyday materials. Chemistry projects don't just go boom. They can glow in the dark, change colors, produces bubbles and change states.
• Why Is Chemistry Important in Everyday Life?
• Why Is Chemistry Important?
• What Is the Importance of Chemistry?
• What Chemistry Is and What Chemists Do
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Learning to write in chemistry

By Michael Seery 2016-03-14T00:00:00+00:00

Michael Seery highlights the importance of carefully-designed writing activities in enabling students to build their scientific writing skills

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Students pursuing a career in science need opportunities to develop their writing skills so they can communicate scientific results, procedures and arguments to a variety of audiences.

In chemistry education, a lot of writing effort is directed at laboratory reports, where students mimic a research article by providing an introduction, procedure, data obtained and an analysis of what that data means. Another common approach to expose students to the process of writing is to have them summarise journal articles or other scientific pieces, where they are asked to present the main findings of an article and the basis for these conclusions. However, many studies show that while these kinds of activities improve basic writing skills such as referencing, they do not improve the ability to explain context or develop an argument.

Both of these activities may suffer from confusion in the purpose of the activity. We can distinguish between writing to learn – writing activities where the purpose is to learn more about the science – and learning to write – activities designed to improve students’ ability to write. Activities such as summarising a journal article may be limited in developing students’ ability to write because students are diverting attention to understanding the chemistry involved instead of considering how best to convey the central arguments and ideas of the article. It follows that activities with the purpose of helping students to improve their writing should have as their subject chemistry that students are already familiar with.

Assignment design

We can continue the effort of focusing students on the writing activity itself by carefully considering the design of the assignment. Writing as a skill takes time to develop, and the progressive development of this skill can be mapped out over a term, a year or even a course. Jeffery Kovac and Donna Sherwood have developed a table that summarises a conceptual hierarchy of forms of writing for chemistry educators (see Table 1). 1

This hierarchy provides a useful list of command words in assignments and gives guidance on the kinds of activities we can assign over the course of an instructional period. It might be unfair, for example, to ask students to write a piece arguing how subsequent discoveries led to modification of the postulates of Dalton’s atomic theory if we haven’t first allowed them to develop the ability to summarise. We could envisage, then, a series of writing activities that lead to the development of students’ ability to write a scientific argument (see Table 2).

The use of this hierarchy means the requirements of the assignment are clearer to students. Instead of using a generic ‘write an essay on atomic theory’ prompt, the command words associated with the hierarchy make it much easier for students to focus on what the body of text they write should be. This means they are writing with a greater purpose, rather than aiming to fill a page with text associated with a particular topic, hoping they hit on the salient points required by the teacher. The latter is a problem often seen in student laboratory reports.

As well as making the assignment expectations clearer to students, the advantage of using such a hierarchy means we can be much more specific and targeted in our feedback. Assessment and feedback can focus on how students addressed the specific requirements of the assignment in terms of the conceptual hierarchy, and hence can be more pointed in providing suggestions for how the student can improve the next piece of work in the series. Some more discussion on feedback is given in  Reducing time spent on feedback .

Assignment purpose

Having considered the conceptual hierarchy, we can further clarify the assignment to students by giving more information on its purpose. Who is the assignment going to be read by? What is its rhetorical form? What type of writing is it? How long should it be?

A significant problem with a lot of writing activity we assign students is that it is seen as a one-off activity, only for the eyes of the teacher. This is endemic in laboratory reports. This results in students completing a body of writing for the purpose of that particular assignment, rather than considering the development of their writing ability. Feedback opportunities are lost, as students see that assignment as ‘done’, and move on to the next one. There is also evidence to suggest that students, in writing for their teachers, will often not explain concepts fully or be vague in certain parts they are unsure about, knowing the teacher has sufficient knowledge to fill in any gaps they leave in the text. Some studies have demonstrated that in writing for peers, students are much more likely to explain concepts more fully, and indeed, consider that assignment to have a greater purpose. This is one of the advantages of peer review as part of the assessment and feedback phase (see Reducing time spent on feedback ).

Examples of assignment types

• Historical paper
• Annotated bibliography
• Proposal summary and review
• Résumé/cover letter
• Popular article
• Personal journal
• Short in-class summary
• Concept paper

In order to provide greater meaning to the piece being written, assignments should clarify who the audience is. Who will be reading the piece? We typically ask students to write for someone who knows more than them (teaching staff) – an audience viewed as experts in the topic. While this has the advantage of setting expectations on the accuracy of the content, it can lead to the problems outlined above. However, setting clear goals and expectations of the assignment by using the conceptual hierarchy means this is still a worthy exercise. A second audience is one that is scientifically literate, but not an expert. These are conceptualised as classmates. A general audience, conceptualised as friends/family members, forms a third type of audience.

Writing as a skill takes time to develop, and the progressive development of this skill can be mapped out over a term, a year or even a course

Each audience type will trigger a different form of expression in writing, and experience in individual situations will offer insight as to the right balance between writing coherently and explaining the underlying chemistry. The choice in a particular assignment will depend on the purpose of the assignment; whether you wish to develop students’ ability to write about a topic in detail or whether you wish to develop their ability to explain to others. The examples so far have focused on the traditional essay, but of course there are many forms of assignment (see Examples of assignment types ). Indeed we are no longer restricted to students writing or typing an assignment to be viewed only by the teacher. Peter Banks wrote recently on the Education in Chemistry blog on the use of blogs in developing his own students’ writing. 3 Lowell Thomson has used student blogs extensively, inviting members of the chemistry community to give feedback and thoughts on student blogs. 4

The rhetorical form of an assignment is the final thing to consider. Are we asking students to explain a topic, or persuade us of a particular viewpoint, or express their own experiences? The explanatory rhetorical form is predominant in writing activities. In this case, the focus is on the subject, with the student being asked to explain a particular topic based on their knowledge and reading. These can suffer from being demotivating; students may wonder why they are being asked to summarise something that is already well documented. However, they have value, certainly in early stages of learning to write, in becoming familiar with different forms of conceptual hierarchy and in the basics of writing such as paragraph construction.

A second rhetorical form is persuasive. In this case, the focus is on the audience, with the student making a case for a particular position. This has the advantage of allowing the student to use their voice to argue for a particular point of view, and even if the content is as well-rehearsed as atomic theory, it adds an impetus in that they are aiming to convince the audience. The third rhetorical form is expressive, sadly almost absent from our curricula. Here the focus is on the writer and their own personal experience, typically seen in learning or reflective journals.

Preparing a writing activity – an example

Assignment sequence: two of three

Instructional objective

• Content: Atomic theory
• Conceptual hierarchy: Seriation, summary, compare and contrast
• Rhetorical form: Explanatory
• Length: 1 page
• Opportunity for feedback: Peer feedback loop included

Instructions to students

In a one page essay, summarise the main findings of the Rutherford experiment and compare and contrast the atomic structures described by Dalton and Rutherford. Your writing will be reviewed in the first instance by a peer who should provide you with feedback by the dates indicated. The final assignment is due by the date indicated.

It is possible to construct a series of writing activities that aim to develop students’ writing ability. A form such as the one shown in Preparing a writing activity can be used, so that the instructional objectives are made explicit in the design.

Progressive development of skills

In order for students’ writing skills to develop, they will need to develop other skills in tandem as their writing ability grows. To be able to address the lower end of the conceptual hierarchy such as listing and seriation, students will need to develop their reading skills; how to use textbooks and other sources of information. Activities such as one page summaries and reporting laboratory procedures can be useful in this regard.

As they progress through the hierarchy, they will need to develop their critical thinking, placing value on sources and judging their merit; an especially important feature when dealing with information from the internet. Compare and contrast activities and annotated bibliographies can be useful to develop these skills, which relate to the value of science.

At the upper end of the conceptual hierarchy, students will begin to develop skills such as creating a scientific argument and writing as a scientist, as they integrate a growing understanding of the nature of science.

If we can enthuse our students to develop this ability to write over the course of their time with us, we will be providing them with an education that will last a lifetime. 

Michael Seery is a reader in chemistry education at the University of Edinburgh, UK

Reducing time spent on feedback

A significant consideration in planning writing assignments is the time available for assessment and feedback. While there is no avoiding the fact this will take time, some useful tips and suggestions have been reported from those who have implemented writing assignment cycles.

Limit the length of the assessment. If you wish to develop students’ writing, they shouldn’t need to write much to identify where they can improve. Limit early assignments or those where you introduce a new stage of the conceptual hierarchy to 500 words or one page.

What are the key factors you are looking for in the piece of writing? List these out in a table and allocate them a weighting. When you are correcting, give each one a mark and pass that sheet to the student as feedback. This encourages students to reflect on their work using the rubric as a guide.

Peer feedback

Writing for peers has the advantage of giving the assignment greater purpose. Peer feedback can provide a first stage of feedback on overall comprehension and readability. A structure will need to be in place, such as a rubric, and you may need to ask peer reviewers specific questions and ask them to show evidence from the student’s writing to justify their statements. Some literature shows peers tend not to be critical, but using peer feedback can still add value to the assessment cycle.

Laboratory reports

Laboratory reports are already a place where student work is read regularly. Rethinking the structure of reports can create a means of developing student writing over time. This was the subject of a recent Education in Chemistry blogpost. 2

Further reading

J Kovac and D W Sherwood, Writing across the chemistry curriculum: an instructor’s handbook . Prentice Hall, 2001

• J Kovac and D W Sherwood, J. Chem. Educ. , 1999, 76 , 1399 (DOI: 10.1021/ed076p1399 )
• Learning to write about chemistry
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• International School Bangkok student blogs
• Communication skills

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WAEC Chemistry Past Questions and Answers in 2023 PDF Download Objective & Theory

Are you writing the West Africa Examination Council WAEC Internal or External examination, if yes you need the WAEC Past Questions on Chemistry

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Our research has confirm that candidate that uses WASSCE Chemistry past questions to prepare is ten times better than those who do not.

Table of Contents

• 1.1 Chemistry WAEC Objective Questions
• 2 SSCE WAEC Chemistry Theory Questions
• 3 Chemistry WAEC Essay Questions
• 4 Free WAEC Chemistry Exam Past Questions Download
• 5 How to Get WASSCE Chemistry Exam Past Questions and Answers

SSCE WAEC Chemistry Objective Questions and Answers

CHEMISTRY Paper 1 (Objective Test Questions) Paper 1 will last for 1 hours Use HB pencil throughout.

Answer All Questions Each question is followed by four options lettered A to D. Find out the correct options for each question and shade in pencil on your answer sheet, the answer space which bears the same letter as the option you Chosen. Give only one answer to each question. An example is given below

What others are downloading   WAEC Past Questions for all Subjects

Chemistry WAEC Objective Questions

Which of the following elements reacts with water? A. Carbon B. Iodine C. Sodium D. Sulphur

The correct answer is Sodium, which is lettered C and therefore answer space C would be shaded. [A] [ B ] [C] [ D ]

Think carefully before you shade the answer spaces; erase completely any answer you wish to change.

Which of the following raw materials is used in the plastic industry? A. Ethene B. Methane C. Sulphur D. Hydrogen

Which of the following organic compounds can undergo both addition and substitution reactions? A. Petane B. Benzene C. Propane D. Hexane

Which of the following equations represents a redox reaction? A. AgNO 3 (aq) + KCl(ag)->AgCl(s)+ KNO 3 (aq) B. HNO 3 (aq)+ NaOH(aq) -> NaNO 3 (aq) + H 2 O(l) C. CaCO 3 (s) -> CaO(s) + CO 2 (g) D. 2H 2 S(g) + SO 2 (g) -> 2H 2 O(I) + 3S(g)

T he process of extraction of iron from its ore is A. decomposition. B. oxidation. C. reduction. D. sublimation.

What is the solubility of a salt if 0.4 g of it is obtained on evaporating 200 cm3 of its saturated solution to dryness? A. 0.08 gdm -3 B. 2.00 gdm -3 C. 8.00 gdm -3 D. 80.00 gdm -3

An acidic salt has A. double anions in its aqueous solution. B. a single cation in its aqueous solution. C. hydrogen ions in its aqueous solution. D. hydrogen atoms in its aqueous solution.

A reaction is endothermic if the A. reaction vessel feels cool during the reaction. B. enthalpy change is negative. C. bond forming energy exceeds bond breaking energy. D. heat of formation of reactants exceeds heat of formation of products.

In which of the following compounds does hydrogen form ionic compounds? A. CH 4 B. HCl C. NH 3 D. NaH

Consider the following reaction equation: Br 2 + 2KI -> 2KBr + I 2 . Bromine is acting as A. an oxidizing agent. B. a reducing agent. C. an acid. D. a base.

An organic compound has the empirical formula CH 2 . If its molar mass is 42 gmol-1 what is its molecular formula? [H = 1.0, C = 12.0] A. C 2 H 4 B. C 3 H 4 C. C 3 H 6 D. C 4 H 8

Ethene is produced from ethanol by A. decomposition. B. hydrolysis. C. ozonolysis. D. dehydration.

Consider the following equilibrium reaction: 2 AB(g) + B 2 (g) -><- 2AB 3 (g) AH = -XkJmol -1 The backward reaction will be favored by A. a decrease in pressure. B. an increase in pressure. C. a decrease in temperature. D. an introduction of a positive catalyst.

What is the mass of solute in 500 cm 3 of 0.005 moldm -3 H 2 SO 4 ? [H =1.0, O = 16.0, S = 32.0] A. 0.490 g B. 0.049 g C. 0.245 g D. 0.0245 g

Pure water can be made to boil at a temperature lower than 100 °C by A. reducing its quantity. B. decreasing the external pressure. C. distilling it. D. increasing the external pressure.

Consider the following sketch of the solubility curve of some substances. Note: scroll down to download the free chemistry waec questions in pdf copy to view the sketch

At what temperature does the solubility of KNO 3, equal that of NaNO 3 ? A. 0°C B. 20 °C C. 30 °C D. 40 °C

When a salt is added to its saturated solution, the salt A. dissolves and the solution becomes super saturated. B. dissolves and the solution becomes unsaturated. C. precipitates and the solution remains unchanged. D. dissolves and crystals are formed.

When substance X was added to a solution of bromine water, the solution became colorless. X is likely to be A. propane. B. propanoic acid. C. propyne. D. propanol.

The preferential discharge of ions during electrolysis is influenced by the A. mechanism of electrolysis. B. electrolytic reactions. C. nature of the electrode. D. type of electrolytic cell.

The valence electrons of 12 Mg are in the A. 3s orbital. B. 2px orbital. C. 2s orbital. D. 1s orbital.

Stainless Steel is an alloy comprising of A. Fe and C. B. Fe and Ni. C. Fe, C and Ni. D. Fe, C and Al.

The number of hydrogen ions in 1.0 dm 3 of 0.02 moldm -3 tetraoxosulphate(VI) acid is [NA = 6.02 x 1023] A. 1.2 x 10 22 B. 1.2 x 10 23 . C. 2.4 x 10 22 . D. 2.4 x 10 23 .

The most suitable substance for putting out petrol fire is A. water. B. carbon(IV)oxide. C. fire blanket. D. sand.

The following factors would contribute to environmental pollution except A. production of ammonia. B. manufacture of cement. C. photosynthesis. D. combustion.

The position of equilibrium in a reversible reaction is affected by A. particle size of the reactants. B. vigorous stirring of the reaction mixture. C. presence of a catalyst. D. change in concentration of the reactants.

The diagram below illustrates a conical flask containing water and ice.

NOTE: scroll down and download the free chemistry pdf past questions to see the diagram

Which of the following statements about the diagram is correct? A. The water is at a lower temperature than the ice B. Energy is absorbed when the ice changes to water C. Energy is released when the ice changes to water D. The water molecules vibrate about a fixed point

Which of the following statements best explains the differences between a gas and a vapor? A. Unlike gases, vapors are liquids at room temperature B. Unlike gases, vapor can easily be condensed into liquids C. Unlike gases, vapour is readily converted into solids D. Vapours are generally denser than gases

Consider the following reaction equation: 2HCl + Ca(OH) 2 –> CaCl 2 + H 2 O. What is the volume of 0.1 moldrn -3 HCl that would completely neutralize 25cm 3 of 0.3 moldm -3 Ca(OH) 2 ? A. 150 cm 3 B. 75 cm 3 C. 30 cm 3 D. 25 cm 3

Cu and HNO 3 are not suitable for preparing hydrogen gas because of their A. reactivity and oxidation respectively. B. conductivity and corrosiveness respectively. C. melting point and reduction respectively. D. electro negativity and solubility respectively.

Which of the following formulae cannot be an empirical formula? A. CH B. CH2 C. P2O5 D. N204

One of the criteria for confirming the purity of benzene is to determine its A. heat capacity. B. boiling point. C. mass. D. colour.

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SSCE WAEC Chemistry Theory Questions

Chemistry Paper 2 Paper 2 will last for 2 hours This paper consists of two sections A and B. Answer one questions from Section A and three questions from Section B.

Credit will be given for clarity of expression and orderly presentation of material.

SECTION A (1ai) Define the term fermentation. (1aii) Name the catalyst that can be used for this process.

(b) Name two factors which determines the choice of an indicator for an acid-base titration. (c) Consider the following reaction equation: [Fe + H2S04 ] FeS04 + H2. Calculate the mass of unreacted iron when 5.0g of iron reacts with 10cm3 of 1.0 moldrrv3 H SO [Fe = 56.0] (d) Name one: (di) Heavy chemical used in electrolytic cells; (dii) Fine chemical used in textile industries.

(e) Explain briefly how a catalyst increases the rate of a chemical reaction. (f) (i) Write the chemical formula for the product formed when ethanoic acid reacts with ammonia. (ii) Give the name of the product formed in 1 (f) (i)..

(g) List three properties of aluminum that makes it suitable for the manufacture of drink can. (h) State two industrial uses of alkylalkanoates. (i) List two effects of global warming. (j) Name two steps involved in the crystallization of a salt from its solution.

Chemistry WAEC Essay Questions

SECTION B. 2ai. State the collision theory of reaction rates. 2aii.Using the collision theory, explain briefly how temperature can affect the rate of a chemical reaction.

bi. Sketch a graphical representation of Charles’s law. bii. Calculate the volume of oxygen that would be required for the complete combustion of 2.5moles of ethanol at s.t.p. [ molar volume at s.t.p = 22.4dm3]

ci. Define esterification. cii. Give two uses of alkanoates. ciii. Give the products of the alkaline hydrolysis of ethyl ethanoate.

d. A tin coated plate and a galvanized plate were exposed for the same length of time. di. Which of the two plates corrodes faster? dii. Explain briefly your answer in 2 (d) (i).

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Home » WAEC Chemistry Answers 2024 Essay/OBJ Questions is Out

2024 WAEC Chemistry Questions & Answers for Essay and Objective Released.

The Waec chemistry answers 2024 essay and objective questions for the West African Examination Council (WAEC) Chemistry SSCE exam paper scheduled to be written on Tuesday, 12th December, 2023 can now be studied here.

The 2023 Chemistry Essay answer paper will start at 9:30 am and will last for 2hrs while the Objective exam will commence at 11:30 pm and will last for 1hr.

In this post, we will be posting the West African Senior School Certificate Examinations (WASSCE) Chemistry questions for candidates who will participate in the examination from past questions.

Continue reading below.

WAEC Chemistry Answers 2024.

PAPER 2 [Essay] Answer any FOUR questions. Write your answers on the answer booklet provided.

1. (a) (i) What is the common name given to the group VII elements? (ii) Name the hydrides of the first two elements in group VII. (iii) State three chemical properties of group VII elements.

(b) Copy and complete the following table

(c) (i) Define each of the following processes: nuclear fission; nuclear fusion.                                                                     (ii) Give one use of each process in 1(c)(i)

(d) (i) List three types of radiation that are produced during radioactivity. (ii) Arrange the radiations listed in 1(d)(i) in order of increasing: penetrating power; ionizing power.

ANS: (a) (i) Halogens         (ii)  Hydrogen fluoride; Hydrogen chloride      (iii) high electron affinity/strong oxidizing agents/electron acceptor – highly electronegative; – react with hydrogen to form acid; – form salts with metals; – react with alkalis to form salts; – react with water to form acids;  – displacement of lower halogens from their acids/salts; – react with hydrocarbon to form alkyl halides. (b)

(c)(i) I. Nuclear fission – splitting of a heavy nucleus into two smaller nuclei of similar mass with the release of a large amount of energy and radiation. II. Nuclear fusion – a combination of smaller nuclei to form a large nucleus with the release of large amounts of energy and radiation. (ii) I. Used to generate electricity/nuclear bomb/production of new elements/production of radioisotopes. II. Used to produce nuclear weapons/atomic bombs/production of new elements/production radioisotopes.                                                                                                             (d) (i)  alpha, beta, gamma OR α ,    β, (ii)  I.    α   <    β    <  increasing penetrating power II.   <β     <   α increasing ionizing power.

2. (a) (i) What is the structure of the atom as proposed by Rutherford? (ii) Distinguish between the atomic number and the mass number of an element. (iii) Explain briefly why the relative atomic mass of chlorine is not a whole number.

(b) (i) What is meant by first ionization energy? (ii) List three properties of electrovalent compounds (iii) Consider the following pairs of elements: 9F and 17CL; 12Mg and 20Ca. Explain briefly why the elements in each pair have similar chemical properties.

(c) Explain briefly the following terms using an appropriate example in each case (i) homologous series; (ii) heterolytic fission.

(d) State the indicator(s) which could be used to determine the end-point of the following titrations: (i) dilute hydrochloric acid against sodium hydroxide solution; (ii) dilute hydrochloric acid against ammonium hydroxide solution; (iii) ethanoic acid against sodium hydroxide solution.

(e) A solid chloride E which sublimed on heating reacted with an alkali F to give a choking gas G. G turned moist red litmus paper blue.  Identify E, F and G.

ANS:  (a) (i) The atom has a small/ tiny positively charged centre /nucleus with electrons surrounding the space around the centre.   (ii) Atomic number of an element is the number of protons/electrons in an atom of the element while the mass number is the sum of the protons and neutrons in the atom of the element. (iii) Chlorine atom is made up of a mixture of isotopes and the relative atomic mass of chlorine is the average of its isotopic masses.

(b) (i) Is the (minimum) energy required to remove one mole of an electron from one mole of gaseous atom (to form one mole gaseous charged ion (ii) High melting /boiling point; Ability to conduct electricity in the molten state or in solution; Solid at room temperature; Soluble in water or polar solvents /insoluble in non-polar solvents. (iii) Atoms of the elements in each pair have the same number of electrons in their outer-most shell therefore similar chemical properties.

(c) (i) Is a family of organic compounds: – where successive members differ by –CH2 of the molar mass of 14; – with similar chemical properties; – which conform to the same general formula; – which show a gradation of physical properties; – which have the same general method of preparation. e.g  alkanes, alkenes , alkanols. (ii) Is a process in which a (covalent) bond is broken in such a way that the electron pair is completely transferred to one of the atoms (resulting in the formation of ions) H ÷ CI     →      H+ + Cl-/ HCl ® H+ + Cl- (d)(i) Methyl orange/ methyl red/ phenolphthalein; (ii) Methyl orange/ methyl red; (iii) Phenolphthalein. (e) E   –   NH4Cl F  –  NaOH, KOH, or Ca (OH)2,  Li OH, CsOH, Ba(oH)2, Mg(OH)2 G  –   NH3.

3. (a) (i) Define saturated solution.  (ii) The solubility of KN03 at 20°C was 3.00 mol dm-3 If 67.0g of KN03 was added to 250cm3 of water and stirred at 20°C, determine whether the solution formed was saturated or not at that temperature.

(b) (i) Distinguish between the dative bond and covalent bond.  (ii) Explain why sugar and common salt do not conduct electricity in the solid state.  (iii) State the type of intermolecular forces present in I. hydrogen fluoride; II. argon.  (iv) Consider the compounds with the following structures:  S – H —-N and 0 – H —–N  In which of the compounds is the hydrogen bond stronger? Give a reason for your answer.

(c) (i) State Dalton’s Law of Partial Pressure. (ii) If 200cm3 of carbon(IV) oxide were collected over water at 18°C and 700 mmHg, determine the volume of the dry gas at s.t.p.[ standard vapour pressure of water at 18°C = 15 mmHg] 

ANS: (a) (i) Is a solution that contains the maximum amount of solute it can dissolve at a given temperature (in the presence of undissolved solute). (ii) Solubility of KN03 in in g dm-3 = 3.00 x 101 = 303  .. 1000cm3 of saturated solution = 303g  250cm3 of the solution = 303 x 250                                                  1000                                              = 75.8 g Since the quantity of KN03 added (67.0) to 250 cnr’ of water is less than the maximum amount required to form a saturated solution, then the solution is unsaturated.

(b)(i) In a dative bond, only one of the participating atoms/ species donated electrons to be shared by both atoms while in a covalent bond both participating atoms/ species contribute equally to the electrons being shared.  (ii) Sugar is covalent while common salt (NaCl) is electrovalent/ ionic. Electrical conductivity (in compounds) depends on the presence of mobile ions. (iii) The intermolecular forces present in hydrogen fluoride and argon were hydrogen bond and van der Waal’s forces respectively.  (iv) 0 – H —- N has a stronger hydrogen bond because oxygen is more electronegative and smaller in size than sulphur. 

(c)(i) the total pressure exerted by a mixture of gases that do not react chemically is equal to the sum of the individual partial pressures of the gases in the mixture. (ii) pressure of the dry gas (P 1) = 700 – 15 = 685 mmHg  VI = 200cm 3 , TI = 18°C = 273 + 18 = 291K, P2 = 760 mmHg,  T2 = 273  P1V1  =  P2V2     T1         T2 V2 =  P1V1T 2   =                  P2T1

= 685 x 200 x 273     760 x 291

= 169.1cm 3

4. (a) (i) Define nuclear fission (ii) A certain natural decay series starts with and ends with. Each step involves the loss of an alpha or a beta particle. Using the given information,  deduce how many alpha and beta particles were emitted. (b) Consider the equilibrium reaction represented by the following equation: A2(g)  +  3B2(g)    2AB3(g);    H   =  +  kJmol-1 Explain briefly the effect of each of the following changes on the equilibrium composition; (i)  increase in the concentration of B; (ii) decrease in pressure of the system; (iii) addition of catalyst. (c) The lattice energies of three sodium halides are as follows:

Explain briefly the trend.

(d) State the property exhibited by nitrogen (IV) oxide in each of the following reactions: (i) 4Cu  +  2NO2        4CuO + N2; (ii) H2O+ 2NO2        HNO3   + HNO2

(e) Iron is manufactured in a blast furnace using iron ore (Fe2O3), coke and limestone. Write the equation for the reaction(s) at the: (i) top of the furnace; (ii) middle of the furnace; (iii) bottom of the furnace. (f) (i) Name two products of destructive distillation of coal. (ii) Give one use of each product in 3(f)(i).

5. Copy and complete the following table:

(i) Mention  one  compound that makes water I. temporarily hard; II. permanently hard. (ii) State  one  method that could be used to remove I. only temporary hardness; II. permanent hardness. (iii) Write an equation to show the removal of: I. temporary hardness; II. permanent hardness. (c) (i) List  three  sources of water pollution. (ii) Mention  two  ways by which water pollution can be controlled. (d) state the function of  each  of the following substances in the purification of water for town supply: I. sodium aluminate (III) (NaAIO2); II. lime (calcium hydroxide); III. calculated mount of iodine; IV. sand bed.

6. (a) (i) What is meant by atomicity? (ii) Mention one element in each case which is I. monatomic, II. diatomic, III. tetratomic. (iii) Write the orbital electron configuration of I. 20Ca, II. 9F. a. In which group does each of the elements belong? b. How many unpaired electrons are present in 9F? c. How many electrons are present in 20Ca2+?

(b) (i) Write a balanced equation for the thermal decomposition of KCƖO3. (ii) Mention the catalyst that could be used to increase the rate of reaction in 6(b)(i). (ii) If 5.0 g of KCƖO3 was decomposed by heat, determine the volume of oxygen produced at s.t.p. [Molar gas volume at s.t.p. = 22.4dm3, K = 39,  Cl = 35.5, O = 16]

(c) (i) Mention the products formed when each of the following substances is heated strongly: I. ZnCO3; II. CuSO4.5H2O. (ii) State the colour change observed when each of the residues in 1(d)(i) above is allowed to cool.

7. (a) Describe briefly how each of the following aqueous solutions could be identified in the laboratory: (i) Ammonium trioxocarbonate (IV); (ii)Ammonium chloride. (b) Arrange the following compounds in order of increasing boiling point and give reasons for your answer: CS2,  NaF and CO2. (c) List two gases each that are: (i) acidic; (ii) highly soluble in water; (iii) oxidized by acidified KMnO4(aq). (d) In a tabular form, compare the elements silicon and sulphur under the following properties: (i) metallic character; (ii) physical state; (iii) conduction of electricity. (e) A cuboid piece of sodium metal measures 3 cm x 4 cm x 10 cm. If the density of sodium is 0.971 g cm-3, calculate the number of atoms in the sodium metal. [ Na = 23; Avogadro constant = 6.02 x 1023 mol_1 ]

8. (a)  (i) Define standard electrode potential. (ii) State two factors that affect the value of standard electrode potential. (iii) Give two uses of the values of standard electrode potential. (iv) Draw and label a diagram for an electrochemical cell made up of                Cu2+/Cu;   = + 0.34                 Zn2+/Zn;   = – 0.76 (v) Calculate the e.m.f of the cell in 8(a)(iv) above (b) (i)  In terms of electron transfer, define I. oxidation; II. oxidizing agent. (ii) Balance the following redox reaction: MnO4-    +  I- H+   I2Mn2+

(c) Classify each of the following oxides as basic, amphoteric, acidic or neutral: (i) Carbon (II) oxide; (ii) Sulphur(IV) oxide; (iii) Aluminium oxide; (iv) Lithium oxide.

(d) What is hydrogen bonding?

WAEC Chem Objective Questions 202 4 .

PAPER 1 [Essay] Answer All questions in this section. Write your answers on the answer sheet provided.

1. Two immiscible liquids with different boiling points can be separated by _____ A. The use of separating funnel B. Evaporation C. Distillation D. Decantation.

2. A mixture of CaCl2 and CaCO3 in water can be separated by  ______ A. Evaporation B. Sublimation C. Distillation D. Decantation.

3. What is responsible for metallic bonding? A. sharing of electrons between the metal atoms B. attraction between the atomic nuclei and the cloud of electrons C. Transfer of electrons from one atom to another D. attraction between positive and negative ions.

4. 25cm3 of 1.5M solution of NaCl are added to 50cm3 of 3M NaCl. The molar concentration of the resulting solution is ________ A. 2.5M       B. 3M             C. 2.25M     D. 4.5M

5. A solution of salt formed from HCl and NH3 solutions is _____ A. Acidic     B. Basic          C. complex          D. Neutral

6. Which of the following elements will burn in excess oxygen to form a product that is neutral to litmus?                                                                              A. carbon          B. Hydrogen          C. Sulphur        D. Sodium

7. A current was passed for 10 mins and 0.2mole of Cu was deposited. How many grammes of Ag will it deposit? (Cu = 64, Ag = 108) A. 43.2g       B. 21.6g         C. 10.8g    D. 5.4g

8. Pollution of underground water by metal ions is very likely in a soil that has high  ________ A. Acidity       B. Alkalinity        C. Chloride content     D. Nitrate content

9. Producer gas is a gas with low caloric value because it contains more ____ A. CO2 than O2      B. N2 than CO     C. CO2 than N2     D. N2 than CO2

10. Silver chloride turns grey when exposed to sunlight because _____ A. The silver ion is reduced to silver B. The silver ion is oxidized to silver C. Silver is a transition metal D. The silver chloride forms complexes in the sun.

11. Which of these compounds exhibits resonance? A. Benzene   B. Ethanol    C. Propene    D. Butyne

15. Hydrolysis of CH3COOCH2CH3 in dilute HCl produces ______ A. CH3COOH + CH3CH3 B. CH3CH2OH + CH3COCl C. CH3COOH + CH3CH2OH D. CH3COOH + CH3CH3

16. Calculate the volume of CO2 measured at s.t.p produced on heating 250g of potassium hydrogen trioxocarbonate (IV) strongly.  (K = 39, H = 1, C = 12, O = 16)  A. 28dm3   B. 2.8dm3  C.5.6dm3  D. 11.2dm3

17. The boiling points of water, ethanol, methylbenzene and butan-2-ol are 373.0K, 351.3K, 383.6K and 372.5K respectively. Which liquid has the highest vapour pressure at 323.0K? A. Water      B. Methylbenzene       C. Ethanol       D. Butan-2-ol

18. The conclusion from Rutherford’s alpha scattering experiment is that ______ A. Atoms are mostly empty space with a small nucleus B. Emissions from radioactive substances consist of three main components C. There is a nuclear pull on orbital electrons D. Electrons are deflected by both magnetic and electric fields.

19. Elements P, Q and R have atomic numbers 9, 16 and 20 respectively. Which of them would gain electron(s) during ionic bonding                              A. Q and R B. P and R C. P and Q D. P, Q and R.

20. Which of the following has the lowest PH? A. 5cm3 of M/10 HCl B. 10cm3 of M/10 HCl C. 20cm3 of M/8 HCl D. 15cm3 of M/2 HCl

21. Which of the following is an acid salt? A. (NH4)2CO3     B. CHCOONa   C. KHSO4     D. MgSO4.7H2O

22. Cr2O2-7 + 14H+  + 6I → 2Cr3+  + 3I2  + 7H2O. The change in the oxidation number of oxygen in the equation above is _______ A. 0       B. 1          C. 2         D. 7

23. During electrolysis of CuSO4 solution using platinum electrodes, which of the following occurs ______ A. Acidity increases at the cathode B. Oxygen is liberated at the cathode C. PH decreases at the cathode D. PH of solution increases.

24. Which of the following ions is a pollutant in drinking water even in trace quantities? A. Ca2+    B. Pb2+    C. Mg2+     D. Fe2+

25. The solubility of a salt of molar mass 100g at 20oC is 0.34mol/dm3. If 3.4g of that salt dissolved completely 250cm3 of water at that temperature, the resulting solution is ________ A. A suspension B. Saturated C. Unsaturated D. Supersaturated

26. Catalyst is important in in chemical industry in that ______ A. it affects the purity of the products B. it affects the quantity of the products C. it increases the time for reaching equilibrium D. Bond breaking is slowed down.

27. An alkanioc acid has a molecular mass of 88. Name the acid. (C = 12, O =16, H = 1) A. Propanioc acid B. Botanioc acid C. Pentanioc acid D. But-2-ionic acid

28. Ethyne undergoes the following reactions EXCEPT A. Polymerization   B. Addition  C. Combustion    D. Etherification

Keep following, more questions and answers will be added soon.

PS: Once again, there is nothing like waec chemistry expo. Do not fall victim to scammers online trying to obtain money from you with fake promises of having access to live question paper before the exam. What we have on this page are likely exam questions from waec past questions and answers to serve as a revision guide.

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CHEMISTRY THEORY And OBJECTIVE: QUESTIONS & ANSWERS For 2022/2023 WAEC EXAM.

Chemistry Theory And Objective: Questions  & Answers For 2022/2023 WAEC Exam. Are you a student who wants to make a good grade in Chemistry? Here are the WAEC Chemistry questions and everything you need to know about 2021 WAEC Chemistry. This post provides provided for you with all you need to know in Chemistry Paper 1 (Objective) and Chemistry 2 (Essay).

Table of Contents

Welcome to the Chemistry Theory and Objective: Questions & Answers for the 2022/2023 WAEC Exam. This comprehensive guide has been designed to assist students in their preparation for the upcoming WAEC Chemistry examination. It presents a collection of theory and objective questions along with their corresponding answers, covering the essential topics and concepts outlined in the WAEC syllabus. By studying and practicing these questions, you will gain a solid foundation in chemistry and improve your chances of achieving excellent results in the exam. So let’s delve into the world of chemistry and embark on a journey of learning and success.

The Question & Answers: CHEMISTRY THEORY And OBJECTIVE: QUESTIONS & ANSWERS For 2022/2023 WAEC EXAM.

Furthermore, below are the WAEC Chemistry questions. Read them properly. In fact, they will make you ready to score high in your WAEC Chemistry exam.

The West Africa Examination Council (WAEC) is an examination body in Nigeria. It has the statutory power to conduct the Senior Secondary Certificate Examination in May/June and the General Certificate in Education in November/December.

THE OBJECTIVE OF POST: CHEMISTRY THEORY And OBJECTIVE: QUESTIONS & ANSWERS For 2022/2023 WAEC EXAM.

Because people are asking about WAEC Chemistry and objective questions and answer 2022/2023. In fact, they are also asking for JAMB 2022 CHEMISTRY questions and answers pdf, The solutions are the objectives of this post. This post, therefore, takes care of those students who plan to do well in the WAEC exams this year.

The best way to read this post is to read it by clicking the highlighted topics for referencing. So check out these related topics that follow.

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CHEMISTRY THEORY And OBJECTIVE: QUESTIONS & ANSWERS For 2022/2023 WAEC EXAM.

General tips and advice to help you prepare for your exams effectively..

• Study the syllabus: Familiarize yourself with the syllabus for your respective exams. Understand the topics and concepts that are likely to be covered and focus your preparation accordingly.
• Review past papers: Practice solving past exam papers to get an idea of the types of questions that may be asked. This will help you become familiar with the exam format and identify any areas where you need further improvement.
• Understand the concepts: Chemistry involves understanding fundamental concepts and principles. Ensure you have a strong foundation by studying the theory thoroughly. Take notes, create summaries, and use diagrams or visual aids to help you grasp complex concepts.
• Practice problem-solving: Chemistry often requires application and problem-solving skills. Practice solving numerical problems and chemical equations regularly to strengthen your problem-solving abilities. This will also help you become more familiar with the calculations and techniques needed for the exam.
• Seek clarification: If you come across any challenging topics or concepts, don’t hesitate to seek clarification from your teachers, classmates, or online resources. Understanding the material thoroughly will boost your confidence during the exam. CHEMISTRY THEORY And OBJECTIVE: QUESTIONS & ANSWERS For 2022/2023 WAEC EXAM..
• Create a study schedule: Plan your study sessions and allocate sufficient time to each topic based on its importance and your level of understanding. Break down your study material into manageable chunks and set realistic goals to stay motivated.
• Collaborate with peers: Consider forming study groups with classmates or friends who are also preparing for the exams. Discussing and explaining concepts to each other can enhance your understanding and retention of the material.
• Utilize available resources: Take advantage of textbooks, reference materials, online resources, and educational platforms that provide study materials, practice questions, and tutorials specific to your exam. These resources can provide valuable insights and additional practice opportunities. CHEMISTRY THEORY And OBJECTIVE: QUESTIONS & ANSWERS For 2022/2023 WAEC EXAM.
• Practice time management: During the exam, time management is crucial. Practice solving questions within the allocated time limits to improve your speed and accuracy. This will ensure that you can complete the exam within the given time frame.
• Stay focused and maintain a healthy lifestyle: Avoid distractions and create a conducive study environment. Take regular breaks, exercise, eat nutritious meals, and get enough sleep to keep your mind and body in optimal condition for studying.

Remember, success in any exam is a result of consistent effort, effective preparation, and a positive mindset. Good luck with your exams!

WAEC Chemistry Questions and Answers 2022:

Furthermore, the questions below are the WAEC Chemistry Questions. Going through them will make you ready to score high in your WAEC 2021 Chemistry Examination. Congratulations.

• How many alkoxy alkanes can be obtained from the molecular formula C4 H4O4

ANSWER: C (3)

• Element Y has two isotopes Y and Y present in the ratio 1:3. The relative atomic mass of Y would be

ANSWER: C (21.5)

• What condition favors the formation of the product for the endothermic reaction, N2O4(g) —><—– 2NO2(g)

A. Decrease in pressure

B. A decrease in volume

C. An increase in pressure

D. A constant volume

ANSWER: A ( Decrease in pressure)

• Elements X and Y have electronic configurations 1S22S22P4 and 1S22S22P63S23P1 respectively. When they combine the formula of the compound formed is

ANSWER: B (Y2X3)

CHEMISTRY THEORY And OBJECTIVE: QUESTIONS & ANSWERS For 2022/2023 WAEC EXAM

• A solution of 0.20 mole of NaBr and 0.20 mole of MgBr2 in 2.0 dm3 of water is to be analyzed. How many moles of Pb(NO3 )2 must be added to precipitate all the bromide as insoluble PbBr2

A. 0.30 mol

B. 0.10 mol

C. 0.20 mol

D. 0.40 mol

ANSWER: A (0.30 mol)

• Na2CO3 + HCl —-> NaHCO3 + NaCl. The indicator most suitable for this reaction should have pH equal to.

ANSWER: D (9)

• A saturated solution of silver trioxocarbonate (IV), was found to have a concentration of 1.30 x 10-5 moldm-3 . The solubility product of the trioxocarbonate (IV) is

A. 8.79 x 10-15

B. 1.69 x 10-10

C. 1.82 x 10-11

D. 9.84 x 10-10

ANSWER: A (8.79 x 10-15)

QUESTIONS & ANSWERS FOR THE 2022/2023 WAEC EXAM

• 100.0g of KClO3 was added to 40.0 cm^3 of water to give a saturated solution at 298K. If the solubility of the salt is 20.0 moldm^-3 at 298K, what percentage of the salt is left undissolved? {K= 39, Cl = 35.5, O = 16}
• Tetraoxosulphate (VI) ions are the final test using

A. acidified silver nitrate

B. acidic barium chloride

C. lime water

D. dilute hydrochloric acid

ANSWER: D (dilute hydrochloric acid)

• When platinum electrodes are used during the electrolysis of copper (II) tetraoxosulphate (IV) solution, the solution gets progressive

D. Atmospheric

ANSWER: A (Acidic)

WAEC 2022/2023 Chemistry Theory Questions

PAPER 2 (ESSAY) SECTION A

• (a) When calcium oxide and coke are heated in an electric furnace, the products are carbon (ii) oxide and calcium carbide (CaC2), write the equation for this reaction.

(b) The addition of water to calcium carbide leads to the formation of calcium hydroxide and ethyne. Write the equation for the production of ethyne.

• Calculate the percentage by mass of silicon tetrachloride. [2 marks]
• Ammonia, NH3, and phosphine, Ph3, are the hydrides of the first two elements in group 5. (a) Draw a dot and cross diagram for the ammonia molecule. [2 marks] (b) Sketch and explain the shape of the ammonia molecule. [3 marks]
• The first ionization energy of chlorine is +1260KJmol-1. (a) Define the term first ionization energy. (b) State and explain the general trend in the values of the first ionization energy for the elements across the period, sodium to argon in the periodic table.
• Compound A consists of carbon and hydrogen only. The compound was found to contain 80% carbon by mass. (a) Calculate the empirical formula of compound A using the data above. (b) The relative molecular mass of compound A was found to be 30. Use this information to deduce the molecular formula of compound A. [H = 1.00 C = 12.00]
• State two factors other than a change in temperature or the use of a catalyst that influence the rate of a chemical reaction.
• Identify the solid remaining when each of the following is heated. (a) lithium trioxonitrate (V) (b) potassium trioxonitrate (V) (c) calcium trioxonitrate (V)

CHEMISTRY THEORY And OBJECTIVE: QUESTIONS & ANSWERS For the 2022/2023 WAEC EXAM

• An aqueous solution has a pH of 4.0. (a) (i) What is the hydrogen ion concentration of the solution? (ii) What effect will it have on litmus paper? (iii) Which of the following salt solutions would have the same effect on litmus? Give a reason for your answer. NH4Cl(aq); NaCl(aq) ; CH3OON(aq). (b) (i) Differentiate between a fine chemical and a heavy chemical. (ii) Name two sources of air pollution. (iii) Suggest one way of reducing air pollution in cities
• (a) (i) Explain briefly the fermentation process. (ii) Write a balanced equation for the fermentation of glucose. (iii) What substance must be added to glucose solution to ferment it? (iv) Explain briefly why tightly corked glass filled to the brim with palm wine shatters on standing. (b) State one industrial application of each of the following methods of separation: (i) Crystallization; (ii) Fractional distillation. (c) Explain the following terms: (i) Saponification; (ii) Esterification. (d) Write a balanced equation to illustrate each of the terms in (c). (e) i) What is hydrocarbon compound? (ii) Name two principal sources of hydrocarbons.

QUESTIONS & ANSWERS FOR 2022/2023 WAEC EXAM

• (a) Two elements represented by the letters Q and R have atomic numbers 9 and 12 respectively. (i) Write the electron configuration of R. (ii) To what group does Q belong in the periodic table? (iii) Write the formula of the compound formed when Q combines with R. (iv) Explain briefly, why Q is a good oxidizing agent. (v) State whether R would be expected to form acidic or basic oxide. (b) (i) State two assumptions of the kinetic theory of gases. (ii) When some solids are heated, they change directly into the gaseous state. What name is given to this phenomenon? (iii) List two substances that exhibit the phenomenon mentioned in (ii). (iv) Write an expression to show the mathematical relationship between the rate of diffusion of a gas and its vapor.

READ ALSO FOR CHEMISTRY THEORY And OBJECTIVE: QUESTIONS & ANSWERS For 2022/2023 WAEC EXAM.

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HOW TO PARTNER WITH US: CHEMISTRY THEORY And OBJECTIVE: QUESTIONS & ANSWERS For 2022/2023 WAEC EXAM.

In conclusion, mastering the Chemistry theory and objectives is crucial for success in the upcoming 2022/2023 WAEC exam. By diligently studying and understanding the key concepts, practicing with a wide range of questions, and seeking clarification when needed, students can enhance their understanding of this fascinating subject. Remember, a strong foundation in Chemistry will not only boost your performance in the exam but also equip you with valuable knowledge for future academic pursuits. Stay focused, stay determined, and embark on this journey with confidence. Best of luck in your preparations and may you excel in the upcoming WAEC exam! CHEMISTRY THEORY And OBJECTIVE: QUESTIONS & ANSWERS For 2022/2023 WAEC EXAM.

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NECO Chemistry Questions and Answers 2023/2024 (Essay and Objectives)

NECO Chemistry Questions and Answers 2023. I will be showing you past Chemistry objectives and theory repeated questions for free in this post. You will also understand how  NECO  Chemistry questions are set and how to answer them.

The National Examinations Council (NECO) is an examination body in Nigeria that conducts the Senior Secondary Certificate Examination and the General Certificate in Education in June/July and December/January respectively.

Table of Contents

NECO Chemistry Objectives and Essay Answers 2023 (Expo)

The 2023 NECO Chemistry expo will be posted here today 24th July during the NECO Chemistry examination. Keep checking and reloading this page for the answers.

NECO 2023 Chemistry Answers Loading.

OBJ Answers:

1-10: DEADADECAD

11-20: BAEDDBDBAE

21-30: CCDCABDDCD

31-40: EBEECEBCEE

41-50: BCCECDDADD

51-60: DABBDEAECA

————————————————————————————————————-

NECO Chemistry Questions and Answers For Practice

The following NECO Chemistry questions are questions to expect in the 2023 NECO examination.

1. The minimum amount of energy required for effective collisions between reacting particles is known A) Activation energy B) Bond energy C) Kinetic energy D) Potential energy

2. The bond formed between H2OH2O and H+H+ to form the hydroxonium H3O+H3O+ is A) Dative B) Covalent C) Electrovalent D) Ionic

3. An element XX forms the following oxides X2O,XOX2O,XO and XO2.XO2. This phenomenon illustrates the law of ________. A) Conservation of mass B) Definite proportion C) Mass action D) Multiple proportion

4.. How many moles of oxygen would contain 1.204×10241.204×1024 molecules? NB: Avogadro’s constant (NA) =6.02×1023=6.02×1023 A) 1 B) 2 C) 3 D) 4

See: NECO Timetable

5. Which of the following statements about solids is correct? A) Solid particles are less orderly than those of a liquid B) Solid have lower densities than liquids C) Solid particles have greater kinetic energies than those of liquids D) Solid particles cannot be easily compressed

6. Which of the following apparatus can be used to measure a specific volume of a liquid accurately? A) Beaker B) Conical flask C) Measuring cyclinder D) Pipette

7. The general gas equation PVT=KPVT=K is a combination of A) Boyle’s and Charles’ laws B) Boyle’s and Graham’s laws C) Charles’ and Graham’s laws D) Dalton’s and Graham’s laws

8. The spreading of the scent of a flower in a garden is an example of? A) Brownian motion B) Diffusion C) Osmosis D) Tynadal effect

9. Propane and carbon (IV) oxide diffuse at the same rate because [H = 1.00, C = 12.0, O = 16.0] Options A) They are both gases B) Their molecules contain carbon C) They have the same relative molecular mass D) Both are denser than air

1O. The energy which accompanies the addition of an electron to an isolated gaseous atom is A) Atomization B) Electronegativity C) Electron affinity D) Ionization

11. A sample of hard water contains some calcium sulphate and calcium hydrogen carbonate. The total hardness may therefore be removed by A. boiling the water B. adding excess calcium hydroxide C. adding a calculated amount of calcium hydroxide D. adding sodium carbonate E. adding magnesium hydroxide

12. During the electrolysis of copper II sulphate between platinum electrodes, if litmus solution is added to the anode compartment, A. the litmus turns blue but no gas is evolved B. the litmus turns blue and oxygen is evolved C. the litmus turns blue and hydrogen is evolved D. the litmus turns red and oxygen is evolved E. the litmus turns red and then becomes colourless

13. The reaction between an organic acid and an alcohol in the presence of an acid catalyst is known as; A. saponification B. dehydration C. esterification D. hydrolysis E. hydration

14. The IUPAC names of the compounds CH3COOH and CH2=CH2 are respectively; A. acetic acid and ethane B. ethanoic acid and ethene C. methanoic acid and ethylene D. ethanol and ethene E. acetic acid and ethylene

15. If 30cm3 of oxygen diffuses through a porous pot in 7 seconds, how long will it take 60cm3 of chlorine to diffuse through the same pot, if the vapour densities of oxygen and chlorine are 16 and 36 respectively? A. 9.3 sec B. 14 sec C. 21 sec D. 28 sec E. 30.3 sec

16. When heat is absorbed during a chemical reaction, the reaction is said to be A. thermodynamic B. exothermic C. isothermal D. endothermic E. thermostatic

17. When large hydrocarbon molecules are heated at high temperature in the presence of a catalyst to give smaller molecules, the process is known as A. disintegration B. polymerization C. cracking D. degradation E. distillation

18. The pH of four solutions W, X, Y, Z are 4, 6, 8, 10 respectively, therefore A. none of these solutions is acidic B. the pH of Y is made more acidic by addition of distilled water C. Z is the most acidic solution D. W is the most acidic solution E. X is neutral

19. When each of the nitrates of Potassium, Magnesium and iron is heated, A. all the nitrates decompose to their oxides B. the nitrate of magnesium gives the nitrite and oxygen C. the nitrates of iron magnesium and iron give the oxides D. the nitrate of iron gives the nitrite and oxygen E. the nitrate of the magnesium is not decomposed

2O. Which of the following metals cannot replace hydrogen from water or steam? A. Sodium B. Magnesium C. Iron D. Calcium E. Copper

21. small quantity of solid ammonium chloride (NH4Cl) was heated gently in a test tube, the solid gradually disappears to produce two gases. Later, a white cloudy deposit was observed on the cooler part of the test tube. The ammonium chloride is said to have undergone A. distillation B. sublimation C. precipitation D. evaporation E. decomposition

22. Elements P, Q, R, S have 6, 11, 15, 17 electrons respectively, therefore, A. P will form an electrovalent bond with R B. Q will form a covalent bond with S C. R will form an electrovalent bond with S D. Q will form an electrovalent bond with S E. Q will form a covalent bond with R

23. An element X forms the following compounds with chlorine; XCl4, XCl3, XCl2. This illustrates the A. law of multiple proportions B. law of chemical proportions C. law of simple proportions D. law of conservation of mass E. law of definite proportions

24. The oxidation state of chlorine in potassium chlorate is A. +1 B. +2 C. +3 D. +5 E. +7

25. 10 When air which contains the gases Oxygen, nitrogen, carbondioxide, water vapour and the rare gases, is passed through alkaline pyrogallol and then over quicklime, the only gases left are; A. nitrogen and carbondioxide B. the rare gases C. nitrogen and oxygen D. nitrogen and the rare gases E. nitrogen, carbondioxide and the rare

26. Which of the following statements is NOT correct? A. The average kinetic energy of a gas is directly proportional to its temperature B. At constant tempearture, the volume of a gas increases as the pressure increases C. The pressure of a gas is inversely proportional to its volume D. The temperature of a gas is directly proportional to its volume E. The collisions of molecules with each other are inelastic

27. Zinc Oxide is a A. Basic Oxide B. Acidic Oxide C. Amphoteric Oxide D. Neutral Oxide E. Reactive Oxide

28. When sodium chloride and metallic sodium are each dissolved in water A. both processes are exothermic B. both processes are endothermic C. the dissolution of metallic sodium is endothermic D. the dissolution of metallic sodium is exothermic E. the dissolution of sodium chloride is explosive

29. The periodic classification of elements is an arrangement of the elements in order of their A. Atomic Weights B. Isotopic Weights C. Molecular Weights D. Atomic Numbers E. Atomic Masses

3O. In the reaction between sodium hydroxide and sulphuric acid solutions, what volume of 0.5 molar sodium hydroxide would exactly neutralise 10cm3 of 1.25 molar sulphuric acid? A. 5cm3 B. 10cm3 C. 20cm3 D. 25cm3 E. 50cm3

Recommended: How to check NECO Result

NECO Chemistry Questions And Answers 2023 (Paper 2)

Don’t worry about these NECO Chemistry Questions And Answers 2023. All you need to do is to keep on refreshing this page for the 2023 NECO Chemistry Questions And Answers for this year. It will be posted here in few minutes.

Tips on How to Pass 2023 NECO Chemistry Examinations

The following guidelines will help you pass the 2023 NECO Chemistry examination with flying colours.

Have a Target and Work Towards Actualizing it 

You have decided to pass NECO Chemistry 2023 and I am sure of that. Now, the next thing you should do is set targets.

You have told yourself, “I will score A in NECO Chemistry 2023”, that’s not all. You need to plan on how to make it happen. Create a timetable and master plan to achieve your goals.

 Get the Recommended Textbook on Chemistry for 2023 NECO Examination

Normally, NECO recommends books for the examination. But apart from NECO Literature in English where certain novels are compulsory, you are free to use any good Chemistry textbook to prepare for NECO 2023 exam.

Some textbooks are more difficult to understand. If you have any topic you are finding difficult to understand, then get a textbook that will simplify the topics and make life better for you.

 Do not Skip Chemistry Examples and Exercise you Will Come Across While Reading: 

Many candidates are fond of skipping exercises and even examples while studying textbooks. In fact, we like notebooks so much that we could ask, “can I read my notebook and pass NECO Chemistry 2023?” Don’t be scared of attempting exercises in Biology. Face the challenges.

If you have any questions about the  NECO Chemistry Questions and Answers 2023 , kindly drop your question in the comment box.

Last Updated on July 25, 2023 by Admin

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122 thoughts on “NECO Chemistry Questions and Answers 2023/2024 (Essay and Objectives)”

Please when will the answer come up

I just need questions for the two

I am really greatfull for the coperation you showed to us most especially me if not for you guys thisneco would have been trouble so sincear thank you

WHERE IS THE ANSWER FOR THE OBJ QUESTIONS THAT IS UP THERE

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NECO Chemistry Questions and Answers 2023 Objectives and Essay

Neco chemistry 2023 answers are now available. neco chemistry questions and answers 2023/2024 objective and essay and other exam details for neco 2023 are on this page. see the 2023 neco chemistry answers for both objective and theory below. get the neco chemistry objective and essay answers here. the 2023 chemistry neco obj and theory […] the post neco chemistry questions and answers 2023 objectives and essay appeared first on study forum..

NECO chemistry 2023 answers are now available. NECO chemistry questions and answers 2023/2024 objective and essay and other exam details for NECO 2023 are on this page. See the 2023 NECO chemistry answers for both objective and theory below. Get the NECO chemistry objective and essay answers here.

The 2023 chemistry NECO OBJ and theory questions and answers are provided here for free. All you have to do is to go through the questions and take note of the NECO chemistry answers 2023. Read on to find out.

NECO Chemistry Questions and Answers 2023 Objective and Essay

Have you been searching on Google in order to get the NECO chemistry questions and answers 2023? If so, we have got you covered!

We have the 2023 NECO chemistry questions and our team of experts will soon upload the NECO chemistry questions and their accurate answers to help you pass the 2023 NECO chemistry examination.

The 2023 NECO chemistry theory questions and OBJ will be uploaded any moment from now. So if you are searching for the NECO chemistry answers 2023 for objective and theory, then you are on the right page. See NECO chemistry objective and essay questions and answers below.

NECO Chemistry Answers 2023 Objective and Theory

The National Examination Council (NECO) is an examination body in Nigeria that conducts the Senior Secondary Certificate Examination and the General Certificate in Education in June/July and November/December respectively.

The 2023 NECO chemistry questions are set from the SS1 to SS3 chemistry syllabus. So all the questions you will encounter in this year’s examination are in the syllabus, and nearly 95% of the questions are repeated.

You don’t have to worry about the 2023 NECO chemistry questions and answers PDF (essay and objective). The NECO chemistry answers 2023 will be uploaded any moment from now. All you need to do is to keep refreshing this page so as not to miss out.

Once again, keep refreshing this page because we will upload the original NECO chemistry questions and answers for this year’s exams on this page at any moment from now. Also, to download the past questions and answers, click on this link NECO chemistry past questions .

If you have any questions about the NECO chemistry questions 2023 and answers, feel free to use the comment box below or use the Chat With Us button and we will respond immediately.

The 2023 NECO chemistry answers will be posted here. Be patient. Keep checking and reloading this page for the correct answers. NECO 2023 chemistry answers loading…….

There is nothing like NECO chemistry expo 2023 online. All students are advised to avoid all patronizing online fraudsters/vendors who claim to provide such services.

The post NECO Chemistry Questions and Answers 2023 Objectives and Essay appeared first on Study Forum .

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NSF Graduate Research Fellowship Program honors nine Chemistry student community members

MINNEAPOLIS / ST. PAUL (4/26/2023) – Nine members of the Department of Chemistry student community were recently honored with recognition by the National Science Foundation Graduate Research Fellowship Program (NSF GRFP). Briana Krupinsky, Grace Murphy, Timmy Nguyen, and Ulises Perez were awarded fellowships, and Mrinalni Iyer, Killian MacFeely, Wallee Naimi, Miles Willis, and Ali Younis received honorable mentions.

Briana Krupinsky is a second-year graduate student in the Lamb group . She joined the UMN community after completing her undergraduate studies at the University of North Dakota. Briana investigates N-hetereocyclic carbene-carbodiimide (NHC-CDI) adducts for application as catalyst precursors in organocatalysis. At the moment, this includes working towards understanding the thermodynamic and kinetic properties of NHC-CDI adducts for well-controlled catalysis. One of Briana’s research goals is to develop a light-activated NHC-CDI catalyst precursor to achieve spatiotemporal control for the synthesis of polymers.

Grace Murphy , a member of the Hoover lab , came to UMN after completing her undergraduate studies at Saint Louis University. One of her long-term goals as a chemist is to study and develop transition metal catalyzed reactions that are used in organic chemistry. She is particularly interested in understanding the structure-reactivity relationships that make difficult reactions possible. Grace is currently working towards understanding the mechanism of nickel catalyzed/mediated decarbonylation, a reaction that has potential future applications to the synthesis of pharmaceuticals to polymer upcycling.

Timmy Nguyen first came to UMN for a summer research experience program in 2022, right before his senior year at California State Polytechnic University, Pomona. He officially joined the graduate program in 2023 as a member of the Haynes group. Timmy is interested in anisotropic nanoparticles as substrates and recently started working on a project to synthesize silica-coated gold nanorods for use in SERS sensors. He is also passionate about participating in outreach activities through Science for All, a student group that works to bring the excitement of science to Minnesota middle schools.

Ulises Perez , a Spring 2023 graduate from the UMN Chemistry undergraduate program and current PhD student at University of Washington, was also awarded a fellowship.

The NSF GRFP recognizes and supports outstanding graduate students in NSF-supported science, technology, engineering, and mathematics disciplines who are pursuing research-based master’s and doctoral degrees at accredited United States institutions. The program also seeks to support the participation of underrepresented groups in STEM graduate studies.

Mrinalni Iyer, Killian MacFeely, Wallee Naimi, Miles Willis, and Ali Younis received honorable mentions for their applications. The Department of Chemistry congratulates all nine students on this significant national academic achievement!

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