545/1

CHEMISTRY
Paper 1
2024

UGANDA NATIONAL EXAMINATIONS BOARD

Uganda Certificate of Education

CHEMISTRY

Paper 1

New Lower Secondary Curriculum

SCORING GUIDE

© 2024 Uganda National Examinations Board Turn Over

 545/1 - CHEMISTRYDRAFT GUIDE / BASIS

Section A

Item 1.
Basis of
S/N Assessment Criteria Scoring
Assessment
A. CATEGORY / Onyera used a soapy detergent (or soap) 02
TYPE instead of a soapless detergent.

B. - The dirt is held on the cloth by a layer

FUNCTIONS OF
PRODUCTS of oil.
(How It Works) - Detergents (soaps) facilitate the
emulsification and removal of grease / .
Alternatively
- Detergents facilitate breakdown of fats
into small parts.
- A soap molecule contains two parts;
namely; the water-soluble /polar
carboxylate head / hydrophilic end or
lipophobic head and non-polar tail/fat-
soluble part / hydrophobic 02
part/lipophilic part.
-During washing, soap acts by lowering
the surface tension between water and
oil/grease/other water insoluble
materials and also emulsifies them.
The hydro-carbon tail becomes
attached to dirt /oil /fat while the polar
head dissolves in water. With constant
agitation, the dirt is pulled off the
cloth and gets dispersed in water as
tiny droplets which are then poured
away. The cloth is then rinsed several
times and dried.
C. (a) Soap contains chemicals that can
DANGERS OR
SIDE EFFECT OF cause:
03
PRODUCTS.  Skin burns / blisters / irritation and
hence pain or cancer.

2
  Eye redness and pain; hence loss of
vision.
- Mitigation can be done by
thoroughly washing the affected areas
(or irrigation of the affected areas) like
skin or eyes.
(b) Soapless detergents contain
phosphates which cause algae
bloom/alagalbloom and hence water
pollution.
N.B. Algae/algal bloom already
means accumulation.

D. EVALUATION (a) Similarities:

OF PRODUCTS  Both soapy detergents and soapless
AND PROCESSS. detergents are salts of Organic acids
of long carbon chain.
 Both soapy detergents and soapless
detergents are effective cleansing
agents in soft water / rain water.
(b) (i) Differences; Soapy detergents:
 Forms scum with hard water.
 Gentle on skin during cleansing..
 Sodium salts of carboxylic acid of
long chains and cannot be used in 02
strongly acidic solutions.
 Biodegradable

(b) (ii) Soapless detergents:

 does not form scum with any form of
water.
 not gentle on skin during washing.
 Sodium salts of long chain benzene
sulphonic acids and can be used in
strongly acidic solutions.
 Non-biodegradable

3
Item 2.
Basis of
S/N Assessment Criteria Scoring
Assessment
A. CATEGORY OF A material is a substance or a mixture of
ELEMENT substances that constitute an object. It
COMPOUND. can be Natural or Artificial.
(Substance and
Natural material is God made / exists in
material with a 03
nature and its formation is not influenced
reason.) by man e.g. rocks, sand, wood, water, soil
etc.
Artificial material is man-made /
synthetic manufactured by man e.g. iron
bars, plastics, paint, composites.
B. PROPERTIES OR
Materials to be used for constructing a
PREDICTIONS OF
good strong house have different qualities
PROPERTIES OF
MATERIAL. based on their nature. A house is made
up of the following:
(a) Iron;
- Very strong (can support heavy load.)
- has high tensile strength (resists
breakage).
- its ductile and malleable (easy to
mould.)
- has high melting point (resists fires.)
03
- Galvanised iron resists rusting.
- steel has improved properties,
making it suitable for many users.
(b) Aluminium;
- low density(used on top of
buildings).
- strong, not easy to break / durable.
- has high melting points (resists fires).
- has bright appearance (used for
doors, roofing, window frames.)
- high electrical/ heat conductivity
(making utensils.)

4
(c) Wood;
- Readily available so easy to get
cheaply.
- Strong, so it can support heavy load.
- Light when dry so good for roofing.
- Easy to smoothen to give nice
appearance.
- can rot or be eaten by termites when
not treated.
(d) Mortar; Composite made of cement,
sand and water,
- Hard so reacts deformation.
-It is adhesive so can join bricks.
-Cushioning to spread the vertical load
(e) Glass;
- Ordinary glass is transparent so good
for windows to see through.
- tinted glass allows light to pass
through it in only one direction so
good for windows (visual security.)
- Double-glazed glass (tampered glass)
is strong, resistant to fire attack and it
is not brittle.
- Glass is reflective, attractive and it
adds value when put in doors and
windows.
(f) Paint; This is a liquid composite
made of pigment, resin, solvent and
additives.
- Weather guard resists bad weather
(water proof). So good for outside
walls.
- Silk vinyl paint does not burn, so
good for interior purposes.
- Paint can be insect repelling, light
sensitive to beautify, protect walls.

(g) Plastics;
- These are man-made polymers which

5
 can undergo permanent deformation
without breaking when subjected to
a strong force. E.g. PVC, Polyethene,
Nylon, Polyesters.
- They are flexible so can be bent 03
easily.
- They are water prone so a good for
Plumbing and roofing.
- They are light and strong, so good
for shuttering purposes.
- They have low melting points so can
be attacked by fires easily.

(h) Clay and Ceramics;

- They are brittle so break easily.
- They are water proof so good for
flooring.
- They are good looking, so nice for
Finishing purpose like floors, walls.
- They cannot be attacked by
chemicals.

(i) Bricks and blocks:

- Resistant to fire so good for wall
construction.
- They are strong, so can support heavy
loads.

USES OF The choice of material for

MATERIALS, construction is dependent on the
ELEMENTS OR purpose it is meant to do and its
SUBSTANCES / impact to the environment.
APPLICATION.(Q
(a) Iron;
uantity of Matter
i.e. Moles) - Making shutters for doors, windows.
01
- Making frames for doors windows.
- Reinforcing concrete.
- Irons used to fix / join objects like
timber, iron sheets.
- Used for plumbing.

6
(b) Aluminium;
- Making shutters for doors, and
windows.
- Making frames for doors and
windows.
- Reinforcing concrete.
- Making roofing materials (struts and
ties).
- electrical installations, wires.

(c) Wood;
- Used to make shutters for windows,
doors.
- Making frames for doors, windows.
- Making struts and ties during
roofing.
- Making poles, pillars and beams.

(d) Mortar;
- Joining and binding bricks.
- Making concrete for floors.
- Plastering walls.

(e) Glass;
- Making shutters for doors, windows.

(f) Paint;
- Beautifying (better appearance) of
buildings.
- Protecting materials, from rusting.
- Enhancing durability.

The choice of material for construction is

dependent on the purpose it is meant to
do and its impact to the environment.

(f) Plastics; 03
- Making pipes (water pipes) for
plumbing.
- Making door and window stutters.

7
 (h) Clay and Ceramics;
- Making bricks.
- Making Tiles (floor tiles).
- Making roofing tiles.

(i) Bricks and blocks;

- Constructing walls.

IMPACT/ Material used in construction of a house

POLLUTION OF have impact to the environment.
ENVIRONMENT
ELEMENTS, (a) Iron;
COMPOUND
- Depletes soil fertility when it
MATERIAL /
accumulates.
SUBTANCE.
- Being a heavy metal can cause
cancer.
(Quantity of - Non biodegradable.
D. Matter 02
i.e. Moles) (b) Aluminium;
- Depletes soil fertility when it
accumulates.
(c) Plastics;
- Non biodegradable spoils the soil.
(d) Mortar;
- Bulky, takes long to decompose and
so spoils the soil.

SECTION B
Item 3
Basis of
S/N Assessment Criteria Scoring
Assessment
A. RAW Concentrated sodium chloride solution
02
MATERIAL (brine).OR
(RM) Sodium chloride crystals (Rock salt)

B. PROCESS OF Chlorine from brine. 03

PRODUCTION

8
 (Pp) Brine is electrolysed in a cell made up of
mercury cathode and graphite anode.

Brine contains Na+, Cl– l , OH- and H+ .

The ions migrate to oppositely charged
electrodes.

Na+ are discharged at the cathode by

electron gain in preference to H+ since
Na+are more concentrated.
Na+(aq)+e –Na(s).
At the anode chloride ions are
discharged, in preferance to hydroxide
ions; being in higher concentration
than hydroxyl ions chlorine gas is
formed.

2 Cl–(aq)–2e – Cl2 (g) or (l)

The chlorine formed is collected and

stored in tightly closed tanks.
The chlorine is dried, liquefied and
stored.

ALTERNATIVE USING ROCK SALT

Basis of
S/N Assessment Criteria Scoring
Assessment

Solid sodium chloride (rock salt)

and little calcium chloride are fed
into Down’s cell. The mixture is
electrolysed using titanium or
graphite anode and steel or iron 02
cathode.
The ions migrate to oppositely
charged electrodes. At the cathode
Na+ are discharged by reduction
being the only ions present.
Na+(aq)+e –Na(s).
9
 At the anode Cl– are discharged by
electron loss forming chlorine gas.
2Cl–(aq)Cl2(g)+ 2e – .

The chlorine formed is collected

and stored in tightly closed tanks
The Clorine is dried, liquefied and
stored.

C. SIDE EFFECTS (a) Air pollution by waste gases,

OF THE - acidic gases can cause acid
PROCESS OF rain which leads to crumbling of
PRODUCTION buildings, lowering soil pH and
AND corrosion of roofs made of iron.
MITIGATION 03
Mitigation can be done by:
- fitting catalytic converters in
exhaust pipes of machines to
convert oxides of nitrogen into
nitrogen and carbon monoxide to
carbon dioxide.
- neutralise the acidic gases
before releasing waste gases into
the atmosphere.

ALTERNATIVE USING ROCK SALT

Basis of
S/N Assessment Criteria Scoring
Assessment

[Link] (b) Leakage of Chlorine. 03

EFFECTS OFTHE (c ) Land degradation.
PROCESSOF
PRODUCTIONAND
MITIGATION

- Employment opportunity; improved

[Link]
income thus better standards of living.
BENEFITS
- Development of infrastructure e.g. 03
electricity lines, roads, hospitals schools
etc.
10
Item 4
Basis of
S/N Assessment Criteria Scoring
Assessment

RAW Liquid air / Air.

A. 02
MATERIAL

B. Air is passed through air filters to remove

PROCESS
dust and smoke particles. Air is passed
OF
through concentrated sodium hydroxide
PRODUCTION.
solution to absorb/ remove carbon dioxide,
which is acidic.
2NaOH(aq)+CO2(g)Na2CO3 (aq)+H2O(l).

Air is free from Carbon dioxide is now

passed through Silicon(IV) oxide / silica gel
to absorb water vapour. Carbon dioxide and
water vapour are removed from air before it
is liquefied because they solidify and block
the apparatus. 03

The air is now compressed at 200

atmospheres and allowed to cool by making
it escape into a large space through a jet.

The process of cooling is repeated several

times to obtain liquid air at about –200 oC.
The liquid air is fractionally distilled using a
fractionating column / tower.
Nitrogen boils off first because it has a lower
boiling point (–196 oC) leaving behind
oxygen with a higher boiling point (-183 oC).
Both nitrogen and oxygen collected obtained
contain traces of noble gases. Pure oxygen is
then stored under pressure in steel cylinders.
C. SIDE EFFECTS (a) Explosion of oxygen cylinders due to 03
OF THE high pressure. This can cause other
PROCESS OF materials to ignite spontaneously/catch fire.
PRODUCTION The resulting fire can cause damage to
AND equipment and injury to people.
MITIGATION Mitigation can be done by:

11
 - Regular maintaince and monitoring of
cylinders.
- keeping cylinders in cool areas / avoid
exposure to heat.
(b) Exposure to liquid oxygen can cause
severe skin and eye irritations and burns.
This may cause loss of vision and cancer.
Mitigation can be done by:
- Posting hazard and warning information
in the working area.
- Communicating all information on the
health and safety hazards of oxygen to
potentially exposed workers; for example;
submerging the affected body parts in warm
water.
(c ) Air pollution by waste gases. Acidic
gases can cause acid rain which leads to
crumbling of buildings,
- acidic gases can cause acid rain which
leads to crumbling of buildings, lowering of
soil pH and corrosion of roofs made of iron.
Mitigation can be done by:
- fitting catalytic converters in exhaust
pipes of machines to convert oxides of
nitrogen into nitrogen and carbon monoxide
to carbon dioxide.
- neutralise the acidic gases before
releasing waste gases into the atmosphere.
D. - Employment opportunity; improved
SOCIAL income thus better standards of living.
BENEFITS - Development of infrastructure e.g.
03
electricity lines, roads, hospitals schools
etc., Improved road network will facilitate
trade hence improved income and better
standards of living.

12
Item 5.
Basis of
S/N Assessment Criteria Scoring
Assessment
A. IDENTIFY They are classified as:
CATEGORY Renewable and Non-renewable. Renewable
OF NATURAL Natural resources can be replenished e.g. Air, 03
RESOURCE water vapour, dust etc.
REASON AND
EXAMPLE. Non-renewable resources cannot be
replenished (get used up) e.g. fossil fuels,
rocks/ minerals.
B. COMPOSITION
 Air contains Nitrogen, Oxygen Carbon
OF NATURAL
RESOURCES. dioxide, rare gases, water contains; Hydrogen
and oxygen.
 Fossil fuels contain Carbon, Hydrogen,
Oxygen. 02

 Rocks contain Iron, copper, calcium

carbonate, and other minerals like Gold,
Cobalt, etc.

C. IMPACT OF  Air
NATURAL - Some components of Air pollute environment
RESOURCES ON and cause global warming, and carbondioxide
THE because its a green house gas thus traps heat in
ENVIRONMENT the atmosphere.
AND HOW IT
OCCURS / C(s)+O2(g)CO2(g).
CHEMICALS
AND PHYSICAL
- Carbon monoxide is a poisonous gas and
REACTIONS AND causes suffocation, carbon monoxide can also
be converted to carbon dioxide e.e.
MITIGATION.
03
2CO(g)+O2(g) 2CO2(g).
Mitigation:
 Increased Afforestation to replace the cut
trees which absorb CO2 from the atmosphere
to reduce global warming.
 Carbon monoxide effects and production can
be reduced by using catalytic converters on
exhaust pipes of cars and other fuel engines to
reduce the poison in the environment.
13
Water Impact and how it occurs.
Water contains dissolved gases like O2and
CO2. The CO2 in it forms carbonic acid.
H2O(l)+CO2(g) H2CO3(aq).
The carbonic acid makes water acidic. The acid
rains dissolve or deplete rocks.
H2CO3(aq)+CaCO3(s)Ca(HCO3)2 (aq).
 Water has dissolved oxygen which facilitates
rusting of iron containing materials according
to the following equation:
2Fe(s)+xH2O(l)+ O2(g)Fe2O3xH2O(l)
𝟑
𝟐
 Hot water as an effluent from industries when
introduced into the water bodies, increase the
temperature of the water bodies affecting the
life of aquatic organisms.
 Water pollution caused by farming and
Agriculture. So the use of fertilizers results in
Eutrophication of nearby water bodies and
Algae blooms/algal bloom.
 Re-afforestation to reduce the impact of acid
rains.
 Use of Alloys, painting, galvanising to reduce
the effect of rusting.
 Hot water reservoirs and effluent deposit
points from factories to cool the exhaust water
before introduction into the water bodies.
 Use of organic fertilizers e.g. manure from
both animal and plant waste which are
Biodegradable and reduce on use of synthetic
fertilisers.
 Vehicles and machines burn fossil fuels
leading to reduction of gaseous pollutants into
the atmosphere.
2C(s)+O2(g) 2CO(g).
CH4(g)+ 2O2(g)CO2(g). +2H2O(l)
S(s)+O2(g)SO2(g).

14
 2SO2(g)+O2(g)2SO3(g)

Mitigation:
 Use of alternative fuel and energy sources
like solar and Hydroelectric Power (HEP)
from the sun and water respectively reduce on
depletion of Fossils and also the decrease in
gaseous pollutants.
Benefits  Air facilitates respiration, During respiration
carbohydrates combine with oxygen in order to
release energy and carbon dioxide used for
proper body functioning.
- Air facilitates photosynthesis. During
photosynthesis, carbon dioxide from air
combines with water in presence of sunlight
trapped by chlorophyll to form glucose,
carbohydrates and oxygen.
Fossil fuels are used as fuels; fossil fuels when
burnt produce heat energy used to run engines
and machines and for cooking.
Water is a habitat for many aquatic organisms;
water bodies like lakes, rivers, swamps, dams,
pools contain necessary conditions for survival 02
of animals like fish, snails, snakes, worms,
bacteria and plants e.g. blue green algae
planktons which are fish foods etc.
Water bodies like; lakes, rivers, pools, as well
as water vapour from plants crucial role in rain
formation.
Water from the water bodies evaporates and
eventually cools and condenses on the clouds,
these results into precipitation.
Water bodies like rivers can be used to
generate electricity, fast moving waters to the
rivers drives turbines at waterfalls which
produce kinetic energy into electrical energy.

15
Item 6
Basis of
S/N Assessment Criteria Scoring
Assessment
A. IDENTITY Theme ‘MY ENVIRONMENT MY
CATEGORY RESPONSIBILITY’
OF NATURAL Resources in our environment which we use
RESOURCE
to satisfy our needs; water, air, trees, grass,
REASON AND
EXAMPLE. rocks. 03
They are classified as renewable and non-
renewable.
Renewable resources can be sustained e.g. air,
water, grass.
Non-renewable resources can be exhausted
and not replaceable e.g. fossil fuels, rocks etc.
B. COMPOSITION
Air: is composed of Nitrogen, Oxygen,
OF NATURAL
RESOURCES. Carbon dioxide, rare gases, water vapour and
dust in different proportions.
Water:is a compound made up of hydrogen
and oxygen. It has dissolved minerals, micro-
organisms and living things.
Rocks: are of different types of example 02
igneous, sedimentary metamorphic.
They contain minerals for example limestone,
iron, gold, copper, quartz etc.
Trees and natural vegetation is made up of
important elements like carbon, hydrogen,
magnesium etc. (depending on the soil
composition).
C. IMPACT OF Impact to the Environment:
NATURAL
RESOURCESON - Several activities impact negatively on
THE natural resources for example charcoal
ENVIRONMENT. burning involves cutting down of trees which
HOW ITOCCURS
AND
leads to deforestation and loss of habitat for
wild animals. 03
MITIGATION./
CHEMICALS It leads to increased amount of carbon dioxide
AND PHYSICAL
REACTIONS in the atmosphere which contributes to
climate change and global warming.

16
 Mitigation:
Ensure sustainable fuel production using soft
wood which is renewable. (Afforestation)
Use charcoal briquettes made from waste
organic materials.
Stone quarrying:
Involves breaking of rocks into small stones
and gravel for construction purposes. This
disrupts the underground water cycle and
sources hence reduced water quality, air
pollution from dust, destruction of vegetation
cover.
Mitigation:
Strict government policies and laws against
stone quarrying. Filling up holes made during
the process of quarrying, encourage
population to use alternative construction
materials like tiles and clay bricks..
Farming:
Involves the use of fertilisers and manure
which pollutes water bodies and makes the
water unsafe for use.
Mitigation:
Sensitise farmers to use controlled doses of
fertilisers and manure in gardens.
Animal Husbandry:
Causes water pollution through their excreta.
Mitigation:
People should ensure proper disposal of
animal excreta and also convert it into other
useful products for example biogas, organic
fertilisers and briquettes.
D. BENEFIT / Air is used for respiration. During
IMPORTANCE respiration carbohydrate combine with
OF NATURAL
RESOURCE oxygen in air to release energy and carbon
dioxide used for proper body functioning. 03
Air facilitates photosynthesis, During
photosynthesis carbon dioxide from air
combines with water in presence of sunlight

17
trapped by chlorophyll to form glucose and
oxygen.
Fossil fuels are used as fuels: Fossil fuels
when burnt produce heat energy used to run
engines and machines, even for cooking..

END.

18
Candidate’s Name: ....................................................................................................
Random No. Personal No.
Signature: ……........................................

(Do not write your School/ Centre Name or Number anywhere on this Booklet.)
545/1
CHEMISTRY
Paper 1
2024
2 hours

UGANDA NATIONAL EXAMINATIONS BOARD

Uganda Certificate of Education

CHEMISTRY

Paper 1

2 hours

INSTRUCTIONS TO CANDIDATES:

This paper consists of two sections; A and B. It has six examination items.
Section A has two compulsory items.
Section B has two Parts; I and II. Answer one item from each part.
Answer four items in all.
Answers to Section A must be written in the spaces provided while those of
Section B must be written on the answer booklet(s) provided.
Any additional item(s) answered will not be scored.

© 2024 Uganda National Examinations Board Turn Over

 SECTION A
Answer all the items from this section.
Item 1.
Onyera, living in an area where they use bore hole water, slid, fell and his white shirt
became dirty. He decided to use a detergent to clean his shirt. The shirt remained
with some brown spots yet he had rinsed it several times.
Task:
As a chemistry learner;

(a) point out the problem Onyera made when choosing a product.
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(b) help Onyera understand how the product works.

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2
(c) advice Onyera on the challenges associated with the long term use of the
product.
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Item 2.
Peter is in the process of constructing his house without affecting the environment.
He wants to build a good strong house; there are various building materials of
different quality and properties on the market. However, he does not know the quality
of materials to use.

Peter knows that choosing quality materials depends on the nature of the material
and has come to you for advice.
Task:
Use your chemistry knowledge to;
(a) Explain
(i) Categories of materials.
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3 Turn Over
 (ii) The suitability of the materials.
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(b) Advise peter on the choice of materials.

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4
 SECTION B
Part I
Answer one item from this part.
Item 3.
One of the large scale uses of chlorine is treating water, to ensure that chlorine is
readily available and at a cheaper cost. Government has cleared a local investor to
set up a chlorine production plant near Lake Katwe in Kasese district. However, the
community is concerned about its environmental effects and how the environmental
process will occur.

The class teacher has appointed you to sensitize the other learners.
Task:
Prepare a presentation you will make during the meeting.

Item 4.
Air which is a mixture of different components contains 21% oxygen. Due to a wide
spread of respiratory illnesses caused by COVID-19, there was an increased demand
for oxygen by patients in hospitals. The government supply of oxygen is not enough
and is planning to set up an oxygen production plant with minimal environmental
impact.

However, the science club members in your school would like to know how the
process of production will be carried out.
Task:
As chemistry student, make a write up you will use during the presentation.

5 Turn Over
 Part II
Answer one item from this part.
Item 5.
Natural resources have been destroyed as a result of increasing population and human
activities. This has attracted the attention of the officials from the National
Environment Management Authority (NEMA).

The officials are planning to create awareness to the people of the country through
sensitization workshops organized in different district communities.
Task:
As a chemistry student, prepare a short presentation you will deliver during the
workshop upon invitation.
Item 6.
Osukuru village in Tororo district is at the foot of Tororo rock. People of this village
for a long time have practiced charcoal burning , animal husbandry , crop husbandry
and stone quarrying, recently the animals have started dying and wells are drying up
yet the little water available is not fresh. The locals are now wondering why all these
are happening.

A sensitization workshop is to be organized to explain the existing situation in the

village. The theme of the work shop is MY ENVIRONMENT MY RESPONSIBILITY.
Task:
As chemistry student, write a massage you will deliver upon invitation.

6 END
 545/2
CHEMISTRY
Paper 2
2024

UGANDA NATIONAL EXAMINATIONS BOARD

Uganda Certificate of Education

CHEMISTRY

Paper 2

New Lower Secondary Curriculum

SCORING GUIDE

© 2024 Uganda National Examinations Board

 545/2 - CHEMISTRY SAMPLE PAPER SCORING GUIDE

ITEM 1:
Basis of
S/N Assessment Criteria Scoring
Assessment
(a) (i) A. AIM OF THE An experiment to determine the
02
EXPERIMENT maximum heat produced during reaction
of sodium hydroxide and hydrochloric
acid or between BA2 and BA2 (student
may start like this).

B. VARIABLES (DV) Dependent variable:

OF THE Temperature of solution. 03
EXPERIMENT
(IV) Independent variable:
Volume of acid added.
(CV) Controlled variable:
Volume of base fixed/volume of
base measured.
C. HYPOTHESIS The reaction between sodium hydroxide
and hydrochloric acid produces heat.
Or Reaction between sodium hydroxide
and hydrochloric acid is exothermic. 02

D. PROCEDURE OF 3
20/25cm of BA2 is pipetted into a
EXPERIMENT plastic beaker and its initial temperature
WITH noted and recorded. The initial
RELEVANT temperature of BA1 is also noted and
MATERIALS recorded and then filled into a burette 03
and adjusted to the zero mark. BA1 is
added to BA2 in the beaker at uniform
3 3
intervals of 5cm /10cm each time
stirring and noting the highest
temperature of the mixture for seven
3 3 3
readings upto 35cm /40cm /50cm .

2
S/ Basis of
Assessment Criteria Scoring
N Assessment

E. RISKS AND – Swallowing of the base during pipetting. 02

MITIGATIONS Mitigation: Use a pipette sucker or filler. Or stop sucking
in as soon as solution goes past the mark.
– Acid pouring on the skin or question paper.
Mitigation
Put on a lab coat, gloves, closed shoes.
Dry the working table as soon as it is wetted by the
chemical.
Clean the thermometer before using in another solution to
ensure no reaction occurs before mixing the two solutions.
Handle glass ware with care to avoid accidents and
breakages.
Risk: Blockage of burette.
Mitigation: Pipetting the base inside of acid to avoid
blockages in the burette when the base reacts with carbon
dioxide forming sodium carbonate.

Risk: Breakage of thermometer

Mitigation: Putting back the thermometer in its

case/container after use.

Risk: Spilling solutions on table

Mitigation: Use a filter funnel for filling the funnel.

F. PRESENTATION The results are recorded in the table below. 04

OF DATA.
Table of Results:

Initial Temperature of BA1- 25.0 oC

Initial Temperature of BA2- 27.5/28.0oC
Average Initial Temperature- 26.25/26.5oC
Volume of BA2 used - 25.0 cm3

3
 RECORDING Initial Temperature of BA1- 25.0 oC 04
OF DATA. Initial Temperature of BA2- 27.5/28.0oC
Average Initial Temperature- 26.25/26.5oC
Volume of BA2 used - 25.0 cm3
TABLE, T1
Volume of pipette= 25.0cm3.
G. Volume of BA1
0 5 10 15 20 25 30 35 40
added / cm3.
Highest temp. 04
28.0 31.0 33.5 33.5 36.5 35.0 34.0 33.0 32.0
of mixture/ oC.
Temperature 04
change. 0.0 3.0 5.0 7.0 8.0 7.0 6.0 5.0 4.0

Trend: Increasing and decreasing temperatures.

ALTERNATIVE METHODS

TABLE, T2
Volume of BA1 added /
cm3. 0 10 20 30 40 50

Highest temp. of
mixture/ oC. 27.5 33.0 37.0 34.5 33.0 32.5

Temperature Change 0.0 5.5 9.5 7.0 5.5 5.0

Volume of BA2 used = 20.0cm3.

TABLE, T3
Volume of BA1 added
3 0 5 10 15 20 25 30 35
/ cm .

Highest temp. of
mixture/ oC. 27.0 31.0 34.0 36.0 35.0 33.5 32.5 31.5

Temperature Change 0 4.0 7.0 9.0 8.0 6.5 5.5 4.5

4
TABLE, T4

Volume of BA1 added / cm3. 0 10 20 30 40 50

Highest temp. of mixture/ oC. 26.0 34.0 35.5 33.0 32.0 30.5
Temperature Change 0 8.0 9.5 7.0 6.0 4.5

Basis of
S/N Assessment Criteria Scoring
Assessment
(a) (ii) H. DATA A graph of highest temperature against volume
ANALYSIS AND of BA1 added was plotted as shown on graph
INTERPRETATION/ paper.
CREATING
MEANING Heat evolved by reaction:
=Heat gained by mixture.
=mC .

Graph 1, (G1):

Heat evolved
=(20 +25)  4.2  (36.5 – 28.0)
= –1,606.5 J mol .
-1

03
Graph 2, (G2):
Heat evolved
=(20 +25)  4.2  (37.0 – 27.5)
= –1,795.5 J mol .
-1

Graph 3, (G3):
Heat evolved
=(20 +15)  4.2  (36.0 – 27.0)
= –1,323 J mol .
-1

Graph 4, (G4):
Heat evolved
=(20 +20)  4.2  (35.5 – 26.0)
= –1,596 J mol
-1

5
(b) I. CONCLUSION Heat is evolved when sodium hydroxide reacts 01
with hydrochloric acid. The maximum heat
3
evolved when 25cm of sodium hydroxide is
mixed with 20cm of hydrochloric acid
-1
is 1606. 5 Jmol .

ALTERNATIVE METHOD:
Basis of
S/N Assessment Criteria Scoring
Assessment

PROCEDURE OF (VARIABLES INTERCHANGED)

EXPERIMENT
(a) All the BA1 provided (50cm3) was
diluted by adding an equal volume of water
3 3
(50cm ) to form 100cm of solution. The
resultant solution was labelled BA3.
03
Its initial temperature is noted.

(b) 20cm3of BA3 was measured using a

measuring cylinder into a plastic beaker
followed by 5cm3 of BA2 and the mixture
stirred. The highest temperature of the
mixture is noted and recorded.

(c) Procedure (b) is repeated for values of

BA2 equal to 10, 15, 20 and 25 cm3. The
results are then entered in the table below.

PRESENTATION – Initial temperature of BA3= 25.0 OC

OF DATA. – Initial temperature of BA2= 26.0 OC 03
– Average temperature= 25.5 OC

RECORDING OF – Volume of BA3 used= 20.0 cm3

DATA.

6
TABLE, T5

Volume of BA2 added / cm3. 0 5 10 15 20 25

Highest temp. of mixture / oC. 25.0 30.0 32.5 32.0 31.0 30.0

A graph of highest temperature against volume of BA2 added is plotted.

BOTH VARIABLES FIXED / CONTROLLED:

Basis of
S/N Assessment Criteria Scoring
Assessment

(BOTH VARIABLES FIXED /

CONTROLLED)

25cm3 of BA1 is measured into a plastic

beaker and its initial temperature noted
and recorded. 25cm3 of BA2 is also 03
measured and its initial temperature noted
and recorded. The two volumes of BA1
and BA2 are mixed at once and the
mixture stirred using a thermometer.

The highest temperature of the mixture is

noted and recorded.
All the results are entered in the table
below.

Highest temperature of mixture= 37.0 OC

Initial temperature of BA1= 25.0 OC
Initial temperature of BA2= 26.0 OC
Average temperature of 03
mixture= 25.5 OC

Volume of BA1 used = 25.0cm3.

Volume of BA2 used = 25.0cm3.
Total volume of solution= 50.0cm3.

DATA ANALYSIS Heat evolved by reaction:

7
AND =heat gained by mixture.
INTERPRETATION =mC .
/ CREATING
=(50  1  4.2  (37 – 25.5)
MEANING. –1
= –2,415 Jmol .

8
9
10
11
12
13
545/2&3 Inst. Sch.
CHEMISTRY
PRACTICAL
INSTRUCTIONS
2024

UGANDA NATIONAL EXAMINATIONS BOARD

Uganda Certificate of Education

CHEMISTRY PRACTICAL INSTRUCTIONS

545/2&3 Inst. Sch.

CONFIDENTIAL

This information is given only to facilitate preparation of examination.

Great care should be taken that the information given below does not reach the
candidates either directly or indirectly.

INSTRUCTIONS FOR PREPARING CHEMICALS AND APPARATUS

The head teacher must ensure that the teacher responsible for preparing the
chemicals and apparatus hands in his/her trail results properly sealed in a separate
envelope and firmly fastened (attached) to the candidates’ scripts envelop(s).

© 2024 Uganda National Examinations Board Turn Over

1. The description of the reagents and chemicals specified below does
not necessarily correspond with the description in the question paper.
Candidates must not be informed of the differences.

2. Candidates are not allowed to use reference books (i.e. text books, booklets
on qualitative analysis etc.) during examination.

3. In addition to the fittings and substances ordinarily contained in a

chemistry laboratory, each candidate will require:
2 plastic beakers.
1 thermometer.
1 measuring cylinder of 50cm3 or 100 cm3.
1 burette.
2 conical flasks.
6 test tubes.
1 pipette of 25.0cm3 or 20.0cm3.
1 stop clock.
5 labels.
100 cm3of distilled water.
50 cm3 of BA1.
250 cm3 of BA2. Easy access to:
 Heat source.
 Phenolphthalein and methyl orange indicators.
BA1 is prepared by diluting 112cm3 of concentrated hydrochloric acid
(1.18g/cm3, 36%) acid with distilled water to make one litre of solution.
BA2 is prepared by dissolving 80g of Q, to make one litre with distilled water.
Q, will be provided by UNEB.

2
This information MUST be completed and returned in a separate envelope
firmly attached to the script enelope(s).

UGANDA CERTIFICATE OF EDUCATION

2024

REPORT ON CHEMISTRY PRACTICAL 545/2&3

Section I:
Any information which the teacher responsible for preparing the apparatus thinks
may be useful to the examiners should be given on this sheet. The teacher must try
the items and submit his/her results in the space provided below to guide the
examiners about the apparatus and concentrations of the chemicals used.
NB: Teachers who DO NOT submit their trial results will be held responsible for
their candidates’ performance.

Results:

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3 Turn Over
Section II:
The Invigilator in consultation with the teacher responsible for preparing the
apparatus should give details below of any difficulties experienced by particular
candidates, giving their names and personal numbers. This should include reference
to:
(a) difficulties due to faulty apparatus,
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(b) accidents due to apparatus or materials,
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(c) physical handicaps of candidates,
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(d) any other information.
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Other cases of hardship e.g. illness, disability, should be reported directly to UNEB
in the normal way.
A plan of work benches, giving details by personal numbers of the places
occupied by the candidates for each session, must be enclosed with the scripts.

DO NOT STAMP ANYWHERE ON THIS DOCUMENT.

Invigilator’s Name___________________________Signature________________

Signature of the teacher responsible for preparing chemicals __________________

Signature of the head teacher ___________________________________________

Random Number ____________________________________________________

4 END
Candidates Name: ……..............................................................................................
Random No. Personal No.
Signature: …...........................................

(Do not write your School/ Centre Name or Number anywhere on this Booklet.)
545/2&3
CHEMISTRY
Paper 2
2024
2 Hours

UGANDA NATIONAL EXAMINATIONS BOARD

Uganda Certificate of Education

CHEMISTRY

Paper 2&3
Practical

2 Hours

INSTRUCTIONS TO CANDIDATES:

This paper consists of one compulsory examination item. Answers to this item are to
be written in the spaces provided in this booklet. Use blue or black ink.
All working must be clearly shown. Graph paper will be provided.
Mathematical table and silent non-programmable scientific calculators may be used.
You are not allowed to use reference books (i.e. text books, booklets on qualitative
analysis etc.)
Candidates are advised to carefully read the item, make sure they have all the
apparatus and chemicals they may need and then plan appropriately before starting.

© 2024 Uganda National Examinations Board Turn Over

Item1.
An organisation operating in fishing around Lake Kyoga organised a workshop to
train local fish dealers on how to make common salt on a small scale which they can
use to preserve fish fresh. This involved mixing sodium hydroxide and hydrochloric
acid. During the training, a participant was randomly picked and instructed to add a
prepared solution of an acid to a base solution in a container. The participant noted
that the container became warmer as he kept on adding the acid. He could not
understand why and how much heat had been generated.
Sodium hydroxide reacts with hydrochloric acid according to the following equation.
NaOH(aq) + HCl(aq) → NaCl(aq) + H2O (l) + Heat
The heat produced varies with the volume of acid added to the base.
The acid provided is labeled BA1 and the base provided is labeled BA2.

Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to determine the amount of
heat, produced during reaction between BA1 and BA2 or produced
when BA1 is added to BA2.
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2
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3 Turn Over
4
 (ii) carry out the experiment and record your findings.
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(iii) Obtain the maximum heat produced during the reaction.
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(b) What can the participant deduce from your findings?
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5 END