5.1.

Chemistry Theory Paper 1

INSTRUCTIONS TO CANDIDATES
i) This paper consists of two Section, A and B. Section A consists of 10 structured
questions. Section B has six questions of essay type or semi structured.
ii) Answer all questions in Section A in the spaces provided
iii) Answer Any Four questions in Section B

Chemistry
Paper 1
Sample paper 2021

2 hours

Uganda Certificate of Education

Chemistry
Paper 1
2 hours 30 minutes

CANDIDATE NAME: __________________________________________________

CANDIDATE NUMBER: ________________________________________________
CENTRE NUMBER: ___________________________________________________

THIS PAGE IS FOR EXAMINER USE ONLY

Do not write in the boxes on this page. The examiner will use them to keep a record of
your marks.
SECTION A
Qn 1 2 3 4 5 6 7 8 9 10 Total

Max marks 4 4 4 4 4 4 4 4 4 4 40

Actual marks

SECTION B
Qn 11 12 13 14 15 16 Total

Max marks 15 15 15 15 15 15 60

Actual marks
 SECTION A
Answer all questions in this section. Write your answers to the questions in the spaces
provided.

1. Students were asked to identify examples of the changes that can take place in the
atmosphere but use the same components of air. One student mentioned the
burning of magnesium in air and the rusting of iron.
(a) What component(s) of air are used during burning of magnesium and rusting of
iron. (1 mark)
___________________________________________________________________________________
_________________________________________________
(b) What is the similarity between the two chemical changes (1 mark)?
___________________________________________________________________________________
_________________________________________________
(c) c) What makes rusting of iron different from burning of magnesium in air in term
conditions for the reaction (1 mark)
___________________________________________________________________________________
_________________________________________________
(d) d)Write the formulae of the products of each of the changes (1mark)
___________________________________________________________________________________
_________________________________________________

2. A student dropped a few pieces of marble in dilute hydrochloric acid contained in a

test tube. The gas produced was passed through calcium hydroxide solution (lime
water) for a long time.
(a) What changes would be observed in lime water? (2 marks)
___________________________________________________________________________________
_______________________________________________
(b) Write balanced chemical equations for the changes observed.
____________________________________________________________________________________
________________________________________________
(2 marks)

3. Food cooked without common salt is tasteless. Only those suffering from
hypertension (high blood pressure) and associated illnesses are advised to eat food
without salt. This is because the ions of the chemical elements in salt can worsen
 their health conditions.

(a) Identify the chemical elements present in common salt and write the formula of
their ions. (2marks)

___________________________________________________________________________________
_______________________________________________

(b) Explain what the presence of ions in sodium chloride indicates about its bonding
and formation. (2marks)

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________

4. A group of students went for field study in one of the largest limestone quarries in
Tororo, Eastern Uganda. Limestone is used in the production of cement.
(a) Write the formula of the main compound in limestone used for cement
manufacture. (1 mark)
____________________________________________________________________________________
__________________________________________________
(b) Describe the major steps involved in making cement from limestone.
(3 marks)
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_________________________________________________________________________________

5. In Uganda, there are many industries that manufacture soaps and detergents. Some
of the common detergent brands include OMO, ARIEL, NOMI and VIM. Explain why
you would prefer to use powdered detergents such as those mentioned above to bar
soap? (4 marks)
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
___________________________________
6. A group of students found out that different metals react differently. They observed
this when some metals were made to react with cold water and steam. The changes
they observed are summarised in the table below.
Metal Reaction with water Reaction with steam
 Sodium Reacts rapidly Reacts violently
Calcium Slow reaction Fast reaction
Copper No reaction No reaction
Magnesium Very slowly Relatively fast
Iron Too slow Slow
(a) Use the information in the table to arrange the given metals starting with the
most reactive to the least reactive(1mark)
___________________________________________________________________________________
_________________________________________________
(b) Explain if calcium could be suitable for making roofing sheets (2 marks)
____________________________________________________________________________________
____________________________________________________________________________________
_________________________________________
(c) Which of the metals would be most suitable for use in making water pipes?
(1 mark)
________________________________________________________________________________
____________________________________________________

7. A juice vendor makes juice by mixing passion fruit, water and sugar. The vendor
separates the passion fruit seeds from the mixtures and adds sugar to make it
sweet.

a) Name the process by which passion fruit seeds are separated from the mixture.
(1 Mark)
_________________________________________________________________________________
_______________________________________________
b) Explain why it is possible to separate passion fruit juice by the process named.
(2marks)
_________________________________________________________________________________
_________________________________________________________________________________
_______________________________________
c) What do you expect to have happened to the sugar crystals when added to the
fruit juice? (1mark)
_________________________________________________________________________________
_______________________________________________
8. A carpenter was contracted to fix a door lock for a new house. He went to a hard
ware shop but found different metal types of locks with handles made from iron,
brass, zinc and copper. However, the carpenter opted to use locks made of brass
out of the different types.
(a) What is the composition of brass? (1 mark)
 _________________________________________________________________________________
_____________________________________________________
(b) Explain why the carpenter preferred to use brass to the other metal
materials available in the hard ware? (3 marks)
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
___________
9. The table below shows the melting point, boiling points and densities of substances
A to D.
substance Melting point(oC) Boiling point (oC) Density (g/cm3)
A 1110 2606 9.1
B -266 -252 0.07
C 60 120 1.6
D -14 60 0.9
State with reasons which substances are;
a) gas at room temperature (1 mark)
____________________________________________________________
b) liquid at room temperature (1
mark)
____________________________________________________________
c) solids at room temperature (1 mark)
____________________________________________________________
d) Comment on the relationship between melting point and density of the of the
substances (1 mark)
______________________________________________________________________________
__________________________________________________
10. A small river called Nyagak passes through the rural farming communities of Alur and Madi
into river Nile, in north western Uganda. On analysis the water downstream was found to
have unsuitably high levels of nitrates after passing the Alur and Madi communities.

a)(i) What practice leads to high levels of nitrates in the area. (1mark)
________________________________________________________________________________________
__________________________________________________________
(ii) How do the nitrates form distant communities reach the water
sources (1mark)
________________________________________________________________________________________
__________________________________________________________
 b) What alternative material can be used by the communities to lower the nitrate levels?
Explain why. (2marks)

______________________________________________________________________

SECTION B
Answer any four questions from this section.
Begin each question on a fresh page.
11. A student found a container of Hand sanitizer with a label shown below:
S.O HAND SANITIZER
Effective on common germs
Active component: absolute ethanol
Other components: water and Glycerine

a) State one use of hand sanitizer (1 mark)

b) Explain why the liquid is not regarded as a pure substance (2 marks)
c) Explain why the liquid is thick and less viscous (2 marks)
d) Describe a practical method that could be used to separate the components the
hand sanitizer? (6 mark)
e) Describe a chemical test that can be carried out to show the presence of water in
the hand sanitizer (2 marks)
f) Explain why it is not advisable to keep a hand sanitizer near a source of fire.
(2 marks)

12. Large deposits of oil have been discovered in lake Albert and near Hoima city.
Crude Oil contains a variety of different compounds but with similar structure. The
simplest of these compounds is methane of CH4. The amount of energy released by
the complete combustion of 1 mole of methane is 890.7 KJ/mole
a) Identify and write the general formula of the organic family to which the
components of oil belong. (1 mark)
b) Name and write structural formula of the next three members of the organic
family after methane (3 marks)
c) Petrol is another product of oil used as fuel but burns more slowly when samples
of some lead compounds are added to it.
Draw sketch curves on same graph, of amount petrol burnt against time to
represent the burning rates of unleaded and leaded petrol. (3 marks
 d) (i) What mass of methane in grams of would be needed heat 1 (one) litre or
0 0
water from 25 C to 60 C (Specific heat capacity of water =4.2 Joules/g/K,
3
density of 1g/cm ) (3 marks)
(ii) If ethanol was used instead of methane to heat the same amount water, what
mass of ethanol would be needed? (Enthalpy of ethanol = -1366,8 KJ/mole
(3marks)
(iii) Which one between one between ethanol or methane is a more effective fuel
and why? (1marks)

13. Students were asked to develop a project that would result into repair of cracked
pathway. The practical report developed by the students had the following set of
instructions for making concrete:
To make good, strong concrete, thoroughly mix together 4 buckets of gravel, 3
buckets of sand and one bucket of cement. When this is done then add a half
bucket of water.
a) State one property of concrete that make it suitable for its uses. (1 mark)
b) Copy and complete the table below showing the percentage of each ingredient in
the concrete mixture. (Give your answer to the nearest whole number)

Ingredient cement water sand Gravel

Number of
buckets
Percentage
(4 marks)
c) Describe an investigation that could be performed to determine what particular
mixture of gravel, sand and cement makes the strongest concrete. (6 marks)

d) What would be varied, what would be kept the same to test the strength of the
concrete and explain the effect? (4 marks)
14. A scientist discovered potassium metal by carrying out electrolysis of molten
potassium iodide. Small, shiny beads of molten potassium were produced when an
electric current from a battery was passed through molten potassium Iodide using
graphite electrodes. The electrolytic cell is shown in the diagram below.
 a) Name the electrodes A and B (1 mark)
b) Explain how the potassium metal and all other products were formed during the
electrolysis. Use equation to justify your explanation. (4 marks)
c) Explain what would happen at the electrodes if 1.0 M potassium iodide solution
at 25 °C was electrolysed instead of the molten one using graphite electrodes.
(4 marks)
d) Many other metal elements such as aluminium are extracted from their ores by
electrolysis. Using a named ore of aluminium, describe its process of extraction
from the named ore. (6 marks)

15. What term can be used to describe the reaction between baking soda and acidic
liquid injected by bee sting? (1mark)
a) You are given two solutions A and B. The pH of solution A is 6 and pH of solution
B is 3.
(i) Which solution has more hydrogen ion concentration?
(ii) Give reason for your answer. (2 Marks)
b) Explain the following:
i) Sulphuric acid is a stronger acid than carbonic acid? Use equations to support
your answer (4marks)
ii) Dry hydrochloric acid (HCl) gas does not change the colour of the dry blue
litmus paper. Use equation to justify your answer (4Marks)
 iii) When dilute sulphuric acid is added to zinc chloride a colourless solution is
observed. However, when the dilute acid is added to calcium chloride, a white
precipitate is observed. (4mark)
16. The figure below shows a sample of a metamorphic rock obtained from Kilembe
mines.

a) Name two observable features of the rock sample (2 marks)

b) The sample was analysed and found to contain 51.6% copper, 9.7% carbon and
the rest oxygen.
i) Calculate the percentage composition of Oxygen in the rock sample.
(1mark)
ii) What is the empirical formula of the copper compound in the rock sample
(Cu=64, C=12, O=16)? (3marks)
iii) If the molecular mass of the copper compound from the rock sample is
124, what is its molecular formula? (2 marks)
c) 6.2g of the copper compound in (b) above was heated strongly to constant mass.
i) Write equation for the change that took place during heating. (2 marks)
ii) Calculate the volume of the gaseous formed at stp. (molar gas volume =
22.4dm3 at stp) (2 marks)

iii) Calculate the change in mass of the copper compound. (3 marks)

- END -
5.2. Chemistry Practical Paper

Chemistry
Practical Paper
Paper 2
Sample paper 2021

2 hours

Uganda Certificate of Education

Chemistry Practical

Paper 2

1 hour 45 minutes

CANDIDATE NAME: ____________________________________________________

CANDIDATE NUMBER: _________________________________________________

CENTRE NUMBER: ____________________________________________________

THIS PAGE IS FOR EXAMINER USE ONLY

Do not write in the boxes on this page. The examiner will use them to keep a record of
your marks.
SECTION 1
Qn 1 a b c d e f g h Total
Max marks 1 3 1 1 10 7 5 2 30
Actual marks
QUESTION 1
In this experiment you will investigate the rate of reaction between sodium thiosulphate
and hydrochloric acid at different concentrations.
You are provided with 0.2M sodium thiosulphate, 0.1M hydrochloric acid and all the
other apparatus required for the investigation.
Carry out the investigation and write a report about your findings. Your report should
include the following:
a. Aim of the experiment
b. Variables of the experiment
c. Hypothesis
d. List of apparatus and materials
e. Procedure of the experiment
f. Tabulation of data
g. A graph of concentration of sodium thiosulphate against time for the
investigation
h. Conclusion from the investigation

12
6.0. MARKING GUIDES
6.1. Marking Guide for Chemistry Paper 1

Chemistry
Paper 1
Sample paper 2021
2 hours

Uganda Certificate of Education

Chemistry

Paper 1

2 hours
CANDIDATE NAME: ____________________________________________________
CANDIDATE NUMBER: _________________________________________________
CENTRE NUMBER: ____________________________________________________

THIS PAGE IS FOR EXAMINER USE ONLY

Do not write in the boxes on this page. The examiner will use them to keep a record of
your marks.
SECTION A
Qn 1 2 3 4 5 6 7 8 9 10 Total

Max marks 4 4 4 4 4 4 4 4 4 4 40

Actual marks

SECTION B
Qn 11 12 13 14 15 16 Total

Max marks 15 15 15 15 15 15 60

Actual marks

13
 QUESTION SCORING GUIDE
ITEM DETAILS OF ANSWER MA Scoring Criteria
No. RKS
1 a) A chemical change is one in which  Award 2 marks if chemical and
new substances are formed. 1 physical changes are clearly
A physical change is one in which NO 1 explained
new substances are formed  Award 1 mark if either
chemical or physical change
only is clearly explained
b) Dissolving sugar in water and boiling 1  Award 2 marks if learners
of water are physical changes 1 correctly identify the types of
Burning of wood in air and rusting of iron changes undergone by
are chemical changes dissolving sugar and burning
wood
 Award 1 mark if only any of the
changes is correctly identified
Total 4
2 a) White precipitate was initially formed  Award 2 marks if learner
(turned cloudy/milky) correctly mentions both the
White precipitate dissolved 2 white precipitate and its
(cloudy/milky appearance dissolving in excess of carbon
disappeared) when excess carbon dioxide
dioxide was passed through  Award 1 mark if learner only
mentions the white precipitate
b)  Award 2 marks if both
Ca(OH)2(aq) + CO2(g) CaCO3 1 equations are correctly written,
(s) + balanced with state symbols
H2O (l) 1  Award 1 mark if one equation
is correctly written, but without
CaCO3(s) + H2O (l) + CO2(g) state symbols
Ca(HCO3)2
(aq)
3 a) Elements; Sodium and Chlorine 1  Award 2 marks if both ions
Ions; Na + and Cl- 1 formed from the elements are
correctly identified with their
charges
 Award 1 mark if only one of the
ions is correctly identified
b) 23 + 35.5 = 58.5  Award 2 marks if RAM of
1 sodium and chlorine are
2.3 correctly added, correct
= 0.039 moles
58.5 1 substitution is done to obtain
the correct number of moles
 Award 1 mark if RAM of NaCl
is obtained, the number of
moles is not correctly obtained
4. a) CaCO3 1  Award 2 marks if CaCO¬¬3 is
Mixing the limestone and clay 1 mentioned, correct steps are
Heating the mixture in the kiln 1 given as mixing, heating and
Grinding and packing 1 grinding
 Award 1 mark if learner only

35
 mentions CaCO3, but doesn’t
give all the steps
5 Soaps do not readily form lather when 1  Award 4 marks if learners
used to wash with hard water clearly explain why soaps do
1 not form lather with hard
Instead, soap forms scum which can water, mentions scum as
stain fabric 1 cause of stain, compares soap
and detergent correctly; and
Detergents on the other hand readily 1 states that detergents are
form lather but no scum and better cleansing agents.
 Award 3 marks if learner
Thus, detergents are better washing clearly explain why soaps do
agents not form lather with hard
water, but doesn’t mention
scum as cause of stain,
however, compares soap and
detergent correctly; and states
that detergents are better
cleansing agents.
 Award 2 marks if learner
clearly explain why soaps do
not form lather with hard
water, doesn’t compare action
of soap and detergent
correctly; but states that
detergents are better cleansing
agents.
 Award 1 mark if learner only
states that detergents are
better cleansing agents.
6 a) Sodium, Calcium, Magnesium, Iron, 1  Award 1 mark if learner
Copper correctly arranges at least
three of the elements
b) Calcium is not suitable for making 2  Award 2 marks if the learner
roofing sheets because it would clearly explains the reason why
react with water and get worn out calcium is not suitable and
what would happen to it
 Award 1 mark if learner only
mentions why calcium is not
suitable, but doesn’t state what
exactly happens

c) Copper because it does not react 1  Award 1 mark if learner

with water correctly identifies the least
reactive element and gives the
reason
7 a) Filtration. 1 Award 1 marks if learner
identifies the correct method
b) Because the seeds are insoluble 2  Award 2 marks if learner
solids that cannot pass through the identifies the residue and gives
sieve. a reason

36
  Award 1 mark if learner only
identifies the residue, but
doesn’t give a reason
c) The sugar crystals would dissolve in 1 Award 1 mark if learner correctly
the fruit juice identifies sugar as the
substance that would dissolve in
the juice
8 a) Copper and tin 1 Award 1 mark if learner correctly
mentions the composition of
brass
b) Brass consists of two metals with 1  Award 3 marks if learner
different physical properties in their correctly mentions that brass
pure forms. consists of two metals, that
The properties of the pure metal not property of pure metal is
suitable for certain uses. 1 unsuitable, and that mixture of
Mixing the two metals to form brass the two metals improves
improves the properties and makes 1 properties of the alloy
the alloy a better choice for as door  Award 2 marks if the learner
handles. correctly mentions that brass
consists of two metals, but
doesn’t mention that property
of pure metal is unsuitable,
however, mentions that
mixture of the two metals
improves properties of the
alloy
 Award 1 mark if the learner
only correctly mentions that
brass consists of two metals/
that property of pure metal is
unsuitable/that mixture of the
two metals improves
properties of the alloy
9. a) B because both the melting point and 1  Award 1 mark if learner
boiling point are below room correctly states element B
temperature and gives a correct reason as
boiling point are below room
temperature
b) D because melting point is below 1  Award 1 mark if learner
room temperature while the boiling correctly states element D
point is above room temperature and gives a correct reason as
the boiling point is above
room temperature
c) A and C because both the melting 1  Award 1 mark if learner
point and boiling point are above correctly states elements A
room temperature and C and gives a correct
reason as the boiling points
are above room temperature
d) The greater the density, the higher the 1  Award 1 mark if learner
melting point correctly states mentions the
relationship between density

37
 and melting point
Total 4
10. a) Application of nitrate fertilizers 1  Award 1mark if learner
correctly mentions application
of nitrate fertilizers
b) Run -off of rain water from settlement 1  Award 1 mark if learner
areas mentions run-off water from
settlements
c) Organic fertilizers such as 1  Award 1 mark if learner
manure mentions organic fertilizer and
gives an example
d) Materials in organic fertilizers are 1  Award 1 mark if learner
bio-degradable mentions that organic
fertilizers are bio-degradable
Total 4
11 a) To kill germs (bacteria, virus and other 1  Award 1 mark if learner
microorganisms) correctly mentions one use of
hand sanitizer
b) The liquid is not regarded as a  Award 2 marks if learner
chemical compound because the 1 correctly explains why the
constituents in the liquid can be liquid is not regarded as a
separated by physical means the 1 chemical compound and gives
composition of the components of the a reason
liquid sanitizer can be varied  Award 1 mark if learner only
mentions that the components
of liquid can be separated by
physical means
c) Hand sanitizer is thick less viscous 1  Award 2 marks if learner
due to presence of glycerin. correctly mentions why hand
Thickness reduces rate of evaporation 1 sanitizer is less viscous, and
of the active component (ethanol) the advantage of being less
from skin so as to make the sanitizer viscous
be more effective action  Award 1 marks if learner
correctly mentions why hand
sanitizer is less viscous, but
doesn’t give the advantage of
being less viscous
d) - By the process of fractional 1  Award 5 marks if learner
distillation, based on the difference in clearly mentions fractional
boiling point of the three components 1 distillation, how the liquid hand
in the liquid hand sanitizer. sanitizer is separated, the
- When the liquid mixture of the hand composition of hand sanitizer
sanitizer is boiled, ethanol with 1 in water and glycerin, what
lowest boiling point in the mixture happens when the water
boils off into vapour at fastest rate. 1 condenses, repletion of the
This is followed by water and then distillation process and which
glycerin which has the highest separates out the highest
boiling point. 1 fraction
- The proportion of ethanol in the  Award 3-4 marks if learner
condensed water vapour will be the 1 clearly mentions fractional
greatest, followed by water and distillation, how the liquid hand

38
 glycerin. sanitizer is separated, the
- When the condensed water is re- composition of hand sanitizer
boiled, the same process of in water and glycerin, but
increased proportion in vapour of doesn’t mention what happens
liquids with lower boiling point takes when the water condenses,
place. repletion of the distillation
- Further repeated condensing and re- process and which separates
boiling will result in complete out the highest fraction
separation of the components into  Award 1-2 marks if learner
different fractions column clearly mentions fractional
according to increase in their boiling distillation, how the liquid hand
points. sanitizer is separated, but
- The liquid with the lowest boing doesn’t mention the
point will separate out at the highest composition of hand sanitizer
fraction/part of the column and the in water and glycerin, what
rest successively do so according happens when the water
their increasing boiling points condenses, repletion of the
distillation process and which
separates out the highest
fraction
e) White anhydrous copper(ll)sulphate is 1  Award 2 marks if learner
added to the hand sanitizer 1 identifies anhydrous copper(II)
A change from white to blue indicates sulphate and clearly describes
that the liquid in the bottle contains the observation in colour
water change
 Award 1 mark if learner only
identifies anhydrous copper(II)
sulphate, but doesn’t clearly
describe the observation in
colour change

f) Ethanol which is the active 1  Award 2 marks if learner

component in hand is flammable 1 explains the nature of ethanol
When kept near source of fire the in the sanitizer as flammable
hand sanitizer can easily catch fire and give a reason why it should
not be kept near fire
 Award 1 mark if learner
explains the nature of ethanol
in the sanitizer as flammable,
but doesn’t give the meaning
of the term flammable
Total 15
12 a) Alkanes 1  Award 2 marks if learner give
C¬nH2n+2 1 correct name and general
formula of the alkane
 Award 1 mark if learner gives
correct name or general
formula of the alkane only
b)  Award 3 marks if learner draws
correct structures of ethane,
propane and butane

39
 1  Award 2 marks if learner draws
correct structures of any two
of the alkanes: ethane, propane
and butane
1  Award 1 mark if learner draws
correct structure of only one of
the alkanes: ethane, propane
and butane

c) Graph showing combustion of leaded 3  Award 3 marks if learner draws

unleaded petrol two axes labeled time and
volume, two curves showing
leaded and unleaded petrol
 Award 2 marks if learner draws
two axes labeled time and
volume, but only shows one of
the curves for leaded and
unleaded petrol
 Award 1 marks if learner only
draws two axes labeled time
and volume, but doesn’t
indicate the two curves
showing leaded and unleaded
petrol
d) Temperature change = 60 – 25 = 35,  Award 5-6 marks if learner
Mass of water= density x volume 1 works out answer using first
in cm3 = 1 x 1000. principles showing
Heat gained water = mass x temperature difference, using
specific heat capacity x 1 correct formula for getting
temperature change: 1000 x 4.2 x heat gained, finding the molar
35 = 147,000 Joule (147 KJ) mass of methane, and heat
1 gained by 16g of methane and
Molar mass of CH4= 12+ 4 =16 then the mass that would
generate heat due to the
890.7 KJ heat are produced by 1 temperature rise.
16g of CH4  Award 3-4 marks if learner
works out answer using first
147 KJ g of heat are 1 principles showing
16 temperature difference, using
produced( x 1 correct formula for getting
890.7
heat gained, but doesn’t find
147)g = 2.64g of 1 out the molar mass of
methane, and heat gained by
(ii) Molar mass of CH3CH2 OH (C2H6O) 1 16g of methane and then the

40
 = (12 x 2) + (1 x 6) + (1 x 16) = mass that would generate heat
46g due to the temperature rise.
 Award 1-2 marks if learner
1366.8 KJ of heat is produced by doesn’t work out answer using
46 g of CH3CH2 OH first principles showing
temperature difference, using
147 KJ g of heat are correct formula for getting
46 heat gained, doesn’t find out
produced( x the molar mass of methane,
1336,8
and heat gained by 16g of
147)g = 4.95g methane and then the mass
that would generate heat due
to the temperature rise.
(iii) Methane because it produces more
heat energy per unit mass.
Total 15
a) It is hard/ not easy to break 1  Award 1 mark if learner
(OR it has high resistance to water) correctly states any one of the
properties

 Award 4 marks if learner

b) correctly fills in the blank
13 ingredient cemen water sand Gravel spaces and obtains the correct
t percentages
Number 1 1 3 4  Award 2-3 marks if learner
of 1 correctly fills in 2-3 spaces and
buckets 1 obtains 2-3 of the percentages
percenta 11.1 11.1 33.3 44.4 1 correctly
ge 1  Award 1mark if learner
correctly fills in only one
(Marks allocation spaces and obtains one of the
Percentage of cement in the table percentages correctly
Percentage of water in the table
Percentage of sand in the table
Percentage of gravel in the table)

c) - The wooden blocks are moved close  Award 6-7 marks if learner
to each other with an open space 1 accurately describes all 4
between them steps to determine the
- A concrete block is placed to rest like strength of the concrete with
a bridge between the straight edges 1 illustrations and mentions
of the two wooden blocks so that repeating of the steps with
either ends of the of the concrete different samples of concrete
block resting above each of the edge  Award 4-5 marks if learner
is the same length. 1 accurately describes all 3
- The middle part of the concrete block steps to determine the
remains hanging in air in the space strength of the concrete with
between the two straight edges of the 1 illustrations but not
wooden blocks so that strong rope mentioning repeating of the
connected load pan is suspended at steps with different samples

41
 the middle of the concrete block. of concrete
- Several loads are added on the  Award 1-3 marks if learner
suspended load pan until the accurately describes all 2
concrete breaks. steps to determine the
- The procedure is repeated for the 3 strength of the concrete
different samples of concrete blocks without illustrations and not
and the weights that caused them to mentioning repeating of the
break are compared to determine steps with different samples of
their strength concrete

d) - Cement and sand, are varied while 1  Award 3 marks if learner

gravel and water are kept correctly mentions the
constant/the same. 2 constant and varied variables,
- When the amount of cement is giving correct explanations
increased while that of sand is  Award 2 marks if learner
decrease at a constant amount of correctly mentions the
gravel and water, the strength of the constant and varied variables,
concrete increases without giving correct
explanations
 Award 1 mark if learner
correctly mentions only the
constant or varied variables,
without giving correct
explanations
Total 15
14 a) P is Anode, Q is Cathode 1 Award 1 mark if learner correctly
names the electrodes
b) The potassium ions being positively 1  Award 4 marks if the learner
charged moved to the cathode and accurately describes how the
were discharged by gain of electrons. 1 molten potassium is obtained,
K+ (l) + e → K(s) illustrating with two correctly
The negatively charged iodide moved 1 balanced chemical equations
to the anode and were discharged by 1  Award 3 marks if the learner
loss of electrons. accurately describes how the
2I- (l) → I2(s) + e molten potassium is obtained,
illustrating with only one
correctly balanced chemical
equation
 Award 1-2 marks if the learner
accurately describes how the

42
 molten potassium is obtained,
but not illustrating with any
balanced chemical equations
c) A solution of potassium iodide 1  Award 4-5 marks if learner
contains hydrogen ions and hydroxide accurately mentions the ions
ion from water in addition to the 1 formed, using equations,
potassium ions and iodide ions from migration of the ions to the
the salt appropriate electrodes and
The positive potassium ions and 1 their discharge
hydrogen ions move to the cathode  Award 1-2 marks if learner
but hydrogen ions being lower in the 1 accurately mentions the ions
electrochemical series are discharged formed, using equations,
in preference to potassium ions 1 migration of the ions to the
2H+(aq) + 2e → H2(g) appropriate electrodes, but
The negative iodide ions and doesn’t correctly explain their
hydroxide ions move to the anode but discharge
hydroxide ions being lower in the  Award 1 mark if learner
electrochemical series are discharged accurately mentions the ions
in preference to iodide ions formed, without using
4OH-(aq) → 2 H2O(g) +O2(g) + 4e- equations, migration of the
ions to the appropriate
electrodes and their discharge
d)  Award 2 marks if correctly
(i) The use of molten cryolite as a 1 mentions the use of cryolite
solvent reduces some of the and explains the reason why
energy costs involved in it is used
extracting aluminium by allowing 1  Award 1 mark if correctly
the ions in aluminium to move mentions the use of cryolite,
freely at a lower temperature but no explanation of the
reason why it is used
(ii) The positive aluminium ions
move to the cathode and are 1
discharged by gaining electrons 1  Award 4 marks if the equations
Al3+(l) + 3e → Al(s) 1 for the reactions at the
The negatively charged oxide 1 cathode and anode are
move to the anode and are correctly written and balanced
discharged by loss of electrons. with state symbols
2O2- (l) → O2(g) + 2e  Award 3 marks if the equations
for the reactions at the
cathode and anode are
correctly written and only one
of the balanced chemical
equations with state symbols
is correct
 Award 1-2 marks if the only
one of the equations for the
reactions at the cathode and
anode is correctly written, but
not balanced and without state
symbols

43
TOTAL 15
15 a) Neutralization 1
b) Solution B; 1
Solution B has a smaller the pH value
than A, therefore solution B is more 1
acidic than A
c)
(i) In solution sulphuric acid is 1
fully/completely in ionized 1
H2SO4(aq) → 2 H+(aq) + SO42-(aq)
In solution carbonic acid is partially 1
ionized 1
H2CO3(aq) 2 H+(aq) + CO32-
(aq) 1
(ii) - Dry hydrogen chloride gas is
covalent and does not have free
hydrogen ions to be acidic, when 1
dissolved in water, it is ionized to 1
form free hydrogen and chloride
ions, 1
- The ionization hydrogen chloride 1
into free ions produces free 1
hydrogen and chloride ions
forming hydrochloric acid that 1
turns red litmus blue 1
HCl(g) → H+(aq) + Cl-(aq)
(iii) Zinc chloride reacts with sulphuric
acid to form zinc sulphate which
is a soluble salt whose solution is
colourless.
However, calcium chloride reacts
with dilute sulphuric acid to form
insoluble calcium sulphate which is
a white precipitate.
H2SO4(aq) + ZnCl2(aq) → 2HCl(aq) +
ZnSO4(aq)
H2SO4(aq) + CaCl2(aq) → 2 HCl(aq) +
CaSO4(aq)
Total 15
16 a) irregularly distributed coloured 1 Award 2 marks if description of
patches 1 colour is stated as irregularly
Crystal structure not visible and mentions that crystal
structure not visible
b)
i) 100 – (51.6 + 9.7) =100-61.3 1
=38.7%
ii)
Elements Cu
Percentages 51.6 1

44
 Moles: (Divide by 51 . 6
atomic mass)  0 . 80 1
64
Ratio of moles 0 . 806
(divide by the 1
0 . 806
smallest value) 1
(Cu : C : O

Empirical formula 1
(iii) (CuCO3) n = 124 1
(1 x 64)n + (1 X 12)n +
(3 x 16)n = 124n = 124

n= 1
Molecular formular is
CuCO3
c)
(i) CuCO3(s) → CuCO3s) 1
+ CO2(g)
1
(ii) 124 g of CuCO3 produces
22,4 dm3 1
1
22.4 1
1g of CuCO3 produces dm3
124
2g of CuCO3 produced 22,4 dm3 1

22.4 1
( x6.2) dm3
124

= 1.12 dm3
(iii) Molecular sass of residue = 16 +
64 = 80
124 g of CuCO3 produced
80g of CuO

1g of CuCO3 produced
80
22,4 dm3 ( x 6.2)g
124
of CuO
=4g
Change in mass = (6.2 – 4)
= 2.2g

Total 15

45
6.2. Sample Marking Guide for Chemistry Paper

Chemistry
Practical Paper
Paper 2
Sample paper 2021

2 hours

Uganda Certificate of Education

Chemistry Practical

Paper 2

2 hours
CANDIDATE NAME: ____________________________________________________

CANDIDATE NUMBER: _________________________________________________

CENTRE NUMBER: ____________________________________________________

THIS PAGE IS FOR EXAMINER USE ONLY

Do not write in the boxes on this page. The examiner will use them to keep a record of
your marks.
SECTION 1
Qn 1 a b c d e f g h
Max marks 1 3 1 1 10 7 5 2 30
Actual marks

46
Item no. Responses Marks
a. Aim of the experiment
To investigate the effect of concentration on the rate of reaction 1
between sodium thiosulphate and hydrochloric acid
b. Variables of the experiment
i) Manipulated: Concentrations of sodium thiosulphate solution
ii) Responding: Time of the disappearance of “X” 3
iii) Controlled: Temperature and volume of sodium thiosulphate and
hydrochloric acid
c. Hypothesis;
The higher the concentration of sodium thiosulphate the faster the 1
disappearance of “X”
d. Apparatus:
Measuring cylinders (50cm3 and 10 cm3), conical flask, filter paper, 1
stop clock (stop watch).
e. Tabulation of results
Experiment 1 2 3 4 5
Volume of sodium 50 40 30 20 10
thiosulphate(cm3)
10
Volume of hydrochloric 10 10 10 10 10
acid(cm3)
Volume of water(cm3) 0 10 20 30 40
Time for disappearance of “X”
t(seconds)

f. Procedure
1. 50cm3 of sodium thiosulphate is measured into a clean conical
flask
2. The flask is placed onto a filter paper marked with “X”
3. 10cm3 of hydrochloric acid is added onto the sodium thiosulphate
as a stop clock is simultaneously started.
4. The mixture in the conical flask is swirled and the “X” mark is
observed from the top of the conical flask. 7
5. The stop watch is stopped as soon as the” X” mark disappears
from the view.
6. The conical flask is emptied and cleaned.
7. Steps 1 to 6 are repeated using different volumes of sodium
thiosulphate but each time topping the deficit volume with water.

g. Interpretation
A graph of concentration of sodium thiosulphate against time is
drawn and has a shape below:

42
Item no. Responses Marks

h. Conclusion
The rate of chemical reaction increases with increase in
concentration of the reactants. 2
Total 30

43