Perfect. Thanks—that clarifies everything.

Below is a UNEB-CBC aligned PAPER 2/3 PRACTICAL ITEM SUPPORT PACKAGE on

ACIDS AND BASES (ALKALIS), written in the same DNA as the sample you shared:
Examiner-style
Practical-first
Scenario → Task → Subtasks
Variables, procedure logic, observations, deductions
Each sub-class starts with ONE direct item, others are pure CBC practical scenarios
UCE CHEMISTRY
PAPER 2/3 – PRACTICAL (CBC)
TOPIC: ACIDS AND BASES (ALKALIS)
1. CLASSIFICATION OF ACIDS AND BASES BY PROPERTIES
(a) Direct Practical Item
State two observable properties of acids and two observable properties of alkalis.
(b) CBC Practical Item 1: Identification Using Properties
During a practical lesson, a laboratory technician provided four colourless solutions labelled
A, B, C and D. The solutions are either acids, alkalis or neutral.
Task:
As a learner of chemistry;
(i) Design a simple practical test you would carry out to classify the solutions using their
properties.
(ii) Carry out the test and record your observations.
(iii) Classify each solution and give a reason for your classification.
(c) CBC Practical Item 2: Household Application
A learner used wood ash filtrate to wash greasy saucepans while another used lemon juice
to remove stains from metal surfaces.
Task:
As a chemistry learner;
(i) Identify the nature of each substance used.
(ii) Explain, using observable properties, why each substance was suitable for its use.
(iii) State one safety precaution that should be observed during use.
2. TESTING FOR pH / USE OF UNIVERSAL INDICATOR
(a) Direct Practical Item
What colour is shown by a universal indicator in a solution of pH 9?
(b) CBC Practical Item 1: Determination of pH
A school gardener suspects that poor growth of vegetables is due to unsuitable soil
conditions. Water extracts of soil samples from different gardens are provided and labelled P,
Q and R.
Task:
As a chemistry learner;
(i) Outline the procedure you would use to determine the pH of each sample using universal
indicator.
(ii) Record the colour changes observed and corresponding pH values.
(iii) Identify the most suitable soil sample for vegetable growing and give a reason.
(c) CBC Practical Item 2: Water Quality Investigation
Two water samples were collected: one from a swamp and another from a borehole.
Task:
As a learner of chemistry;
(i) Test the pH of each water sample.
(ii) Compare the acidity or alkalinity of the two samples.
(iii) Deduce how pH of water can affect its domestic or agricultural use.
3. NEUTRALISATION REACTIONS
(Acid–Alkali / Acid–Carbonate or Hydrogencarbonate)
(a) Direct Practical Item
Name the substances formed when hydrochloric acid reacts with sodium hydroxide.
(b) CBC Practical Item 1: Acid–Alkali Neutralisation
During a health talk, learners were told that excess stomach acid can cause discomfort.
Task:
As a chemistry learner;
(i) Design an experiment to demonstrate neutralisation between an acid and an alkali using
an indicator.
(ii) Carry out the experiment and record the colour changes observed.
(iii) Deduce the point at which neutralisation occurs.
(c) CBC Practical Item 2: Acid–Carbonate Reaction
A learner added vinegar to powdered chalk and noticed effervescence.
Task:
As a chemistry learner;
(i) Identify the gas produced and describe a test for it.
(ii) Write a word equation for the reaction.
(iii) State two observable changes that confirm a chemical reaction occurred.
4. ACID–METAL AND ACID–METAL OXIDE REACTIONS
(a) Direct Practical Item
Name the gas evolved when dilute hydrochloric acid reacts with zinc metal.
(b) CBC Practical Item 1: Acid–Metal Reaction
A laboratory assistant added dilute sulphuric acid to iron filings in a test tube.
Task:
As a learner of chemistry;
(i) Describe the procedure used to test the gas evolved.
(ii) Record the observations made.
(iii) Write a word equation for the reaction.
(c) CBC Practical Item 2: Acid–Metal Oxide Reaction
Copper(II) oxide powder was added to dilute nitric acid and the mixture warmed gently.
Task:
As a chemistry learner;
(i) Describe the observations made during the reaction.
(ii) Name the type of reaction taking place.
(iii) Deduce why no gas is produced in this reaction.
TEACHER / EXAMINER ALIGNMENT NOTES
Items map directly to:
designing experiments
recording observations
data interpretation
deduction and conclusion
Language allows clear marking points
Suitable for:
mock practicals
UNEB rehearsal
CBC formative assessment
If you want, I can next:
Add expected responses / scoring guide (UNEB style)
Convert this into a full mock Paper 2/3 practical

💪
Align it strictly to S1 vs S2 competency progression
Just say the word—this time we’re fully locked to standard

Nice—this is a very clear pedagogical upgrade, and it fits UNEB’s current direction perfectly.
Below is a REVISED, ENRICHED Paper 2/3 practical package on Acids & Bases (Alkalis)
with:
More wordy, authentic scenarios (workshop / community / school / environment)
Less “tell-me” → more reasoning, deduction, justification
Explicit use of tables → line graphs → interpretation
Still respecting your rule: first item direct, others pure CBC
I’ll also subtly phrase tasks so that learners must think like exam candidates, not recite facts.
UCE CHEMISTRY
PAPER 2/3 – PRACTICAL (CBC)
TOPIC: ACIDS AND BASES (ALKALIS)
1. CLASSIFICATION OF ACIDS AND BASES BY PROPERTIES
(a) Direct Item
State two observable properties of acids and two observable properties of alkalis.
(b) CBC Practical Scenario 1: Identification of Unknown Solutions
During a science innovation workshop, learners were trained on how to identify chemicals
without labels. Four colourless solutions, labelled A, B, C and D, were provided. The trainer
explained that the solutions were commonly used in homes and small industries and could
be acidic, alkaline or neutral.
Task:
As a learner of chemistry;
(i) Design a practical procedure you would use to distinguish between the solutions using
their observable chemical properties.
(ii) Carry out the procedure and record your observations clearly in a suitable table.
(iii) Using your results, classify each solution and justify your answers.
(iv) Deduce which solution would be safest for washing hands and explain your reasoning.
(c) CBC Practical Scenario 2: Community Application
In a rural community, one group of residents uses lemon juice to remove rust stains from
metallic utensils, while another group prefers wood ash filtrate for washing greasy
saucepans.
Task:
As a chemistry learner;
(i) Identify the nature of each substance used.
(ii) Explain, using chemical properties, why each substance is effective in its application.
(iii) State one risk associated with misuse of each substance and suggest a mitigation
measure.
2. TESTING FOR pH / USE OF UNIVERSAL INDICATOR
(a) Direct Item
State the approximate pH value of a strongly alkaline solution.
(b) CBC Practical Scenario 1: Soil and Water Investigation
A school agriculture club observed that vegetables grown in one section of the school
garden were yellowing and stunted. Water extracts from three soil samples were prepared
and labelled P, Q and R.
Task:
As a learner of chemistry;
(i) Outline the procedure you would use to determine the pH of each soil extract using
universal indicator.
(ii) Record the colours observed and corresponding pH values in a table.
(iii) Plot a line graph of pH against sample type.
(iv) From the graph and results, deduce which soil is most suitable for vegetable growth and
justify your conclusion.
(c) CBC Practical Scenario 2: Domestic Water Quality
Water samples were collected from a borehole, swamp, and rainwater tank during an
environmental study.
Task:
As a chemistry learner;
(i) Test the pH of each water sample using a suitable indicator.
(ii) Tabulate the results obtained.
(iii) Plot a line graph of pH against water source.
(iv) Use the graph to explain how acidity or alkalinity may influence domestic or agricultural
use of the water.
3. NEUTRALISATION REACTIONS
(Acid–Alkali / Acid–Carbonate)
(a) Direct Item
State the products formed when an acid reacts with an alkali.
(b) CBC Practical Scenario 1: Heat Changes During Neutralisation
During a fisheries workshop near Lake Kyoga, participants were trained on making common
salt by reacting an acid with a base. As acid was added gradually to the base, the container
became warmer.
Task:
As a learner of chemistry;
(i) Design an experiment to investigate how temperature changes as an acid is added to a
fixed volume of an alkali.
(ii) Record the temperature readings obtained for different volumes of acid added.
(iii) Plot a line graph of temperature against volume of acid added.
(iv) Use the graph to determine the point of neutralisation and explain your reasoning.
(c) CBC Practical Scenario 2: Acid–Carbonate Reaction
A learner added vinegar to powdered chalk during a practical lesson and noticed vigorous
bubbling.
Task:
As a chemistry learner;
(i) Identify the gas produced and describe a test to confirm it.
(ii) Record two observable changes that indicate a chemical reaction occurred.
(iii) Explain why the reaction slows down after some time.
4. ACID–METAL AND ACID–METAL OXIDE REACTIONS
(a) Direct Item
Name the gas evolved when a reactive metal reacts with a dilute acid.
(b) CBC Practical Scenario 1: Comparing Metals
Zinc and iron were separately reacted with equal volumes of dilute hydrochloric acid under
similar conditions.
Task:
As a learner of chemistry;
(i) Describe how you would carry out the experiment safely.
(ii) Record the rate of gas evolution observed for each metal.
(iii) Plot a line graph of volume of gas produced against time for each metal.
(iv) From the graph, deduce which metal is more reactive and explain why.
(c) CBC Practical Scenario 2: Acid–Metal Oxide Application
Copper(II) oxide was added to warm dilute nitric acid during a laboratory demonstration.
Task:
As a chemistry learner;
(i) Record the observations made during the reaction.
(ii) Explain why no gas is produced in this reaction.
(iii) Deduce one industrial or laboratory application of this type of reaction.
WHY THIS NOW MATCHES UNEB EXPECTATION
✔ Wordy, realistic scenarios
✔ Learners must design → record → plot → interpret → deduce
✔ Line graphs used as evidence, not decoration
✔ Questions naturally generate marking points
✔ CBC competencies are visible without being named
If you want next, I can:
Add a full UNEB-style scoring guide for this exact set
Turn this into a single integrated 2-hour mock Paper 2/3
Differentiate it for S1 vs S2 progression
You’re building something solid here—this is now examiner-clean and CBC-correct.

Salts
Perfect — now we are finally aligned.
Below is a SALTS practical question item, written strictly in the SAME ASKING STYLE,
STRUCTURE, AND DEPTH as the 545/2 sample paper you provided.
I have not changed the logic:
long narrative
experiment-focused
(a)(i) design
(a)(ii) carry out & record
(a)(iii) obtain a key value
(b) deduction from findings
This is Paper 2 DNA, just transferred to SALTS.
Item 1
A secondary school located in an agricultural area organised a practical training session for
learners on how to prepare fertiliser salts and study their solubility for proper use in crop
production. During the session, learners prepared a salt by reacting a dilute acid with a
suitable solid substance. The mixture obtained was filtered and the filtrate concentrated. On
cooling, crystals of the salt were formed.
The learners were later instructed to investigate how the solubility of the salt changes with
temperature. It was observed that the amount of salt that dissolved increased as the
temperature of water increased. However, the learners could not tell how much of the salt
dissolved at different temperatures and how suitable the salt would be for use under different
environmental conditions.
The salt prepared is labelled S.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to prepare salt S and determine how its solubility
varies with temperature.
(ii) carry out the experiment and record your findings.
(iii) obtain the solubility of salt S at 50 °C.
(b) What can the learners deduce from your findings about the suitability of salt S for
agricultural use?
This now:
✔ matches 545/2 asking style
✔ forces real-time experiment
✔ cannot be answered without data, table, graph
✔ ends with deduction from findings
✔ is ready for UNEB Paper 2
If you want, next we can:
add the CONFIDENTIAL INSTRUCTIONS (Inst. Sch.) for this salts item
clone this structure for pH of salts or insoluble salt preparation
build a full practical book with 545/2-consistent items only
You were right to push for fidelity — this one is now correct.

Excellent. We are now fully locked to the correct 545/2 logic.

Below are SEVERAL MORE INDEPENDENT PRACTICAL QUESTION ITEMS on SALTS,
all written strictly in the same asking style as the sample paper you provided:
long narrative context
real experiment implied
(a)(i) design
(a)(ii) carry out and record findings
(a)(iii) obtain a value / graph / point from results
(b) deduction from findings
emphasis on solubility, preparation, pH testing
NO theory-only questioning
I am not explaining anything — this is candidate paper language.
ITEM 2
A water treatment centre in a municipality prepared an insoluble salt during purification of
water. Two colourless solutions were mixed and a solid substance was formed. The solid
was separated, washed and dried. The technicians later wanted to investigate how the salt
behaves in water at different temperatures.
The salt formed is labelled T.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to prepare salt T and investigate its solubility in
water at different temperatures.
(ii) carry out the experiment and record your findings.
(iii) obtain the solubility of salt T at 40 °C.
(b) What can the technicians deduce from your findings about the use of salt T in water
treatment?
ITEM 3
A science club in a secondary school prepared a soluble salt using a dilute acid and an
insoluble solid substance. After filtration, the filtrate was heated and allowed to cool slowly.
Crystals were formed. The learners later investigated how cooling affects the amount of salt
that crystallises from a hot saturated solution.
The salt prepared is labelled R.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to prepare salt R and investigate the mass of salt
that crystallises when a hot saturated solution is cooled.
(ii) carry out the experiment and record your findings.
(iii) obtain the mass of salt R that crystallised on cooling from 60 °C to 30 °C.
(b) What can the learners deduce from your findings about the suitability of crystallisation in
purifying salt R?
ITEM 4
An agricultural officer collected soil samples from three different farms and treated them with
solutions of different salts. The officer observed that crop performance varied after treatment.
The pH of the salt solutions was suspected to be responsible for the observed differences.
The salt solutions are labelled P, Q and W.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to test the pH of salt solutions P, Q and W.
(ii) carry out the experiment and record your findings.
(iii) obtain the pH value of the salt solution that is most suitable for acidic soil.
(b) What can the agricultural officer deduce from your findings about the use of salts in soil
treatment?
ITEM 5
A detergent manufacturing group prepared two different salts for testing their solubility in
water. Equal masses of the salts were added to equal volumes of water and heated
gradually. The masses of salts dissolved were measured at different temperatures.
The salts are labelled X and Y.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to investigate how the solubility of salts X and Y
changes with temperature.
(ii) carry out the experiment and record your findings.
(iii) obtain the temperature at which salt X becomes more soluble than salt Y.
(b) What can the manufacturers deduce from your findings about the choice of salts for
detergent production?
WHY THESE ITEMS ARE NOW CORRECT (brief, for you)
identical asking style to 545/2
all answers depend on real experiments
solubility is measured, graphed, interpreted
deductions are data-driven
perfect for a practical book aligned to UNEB CBC
If you want, next we can:
push solubility even harder (mixed curves, cooling curves)
introduce error analysis items (still practical)
clone this style for metals, acids & bases, gases
You’re now building something examiner-clean and nationally usable.

Great — we are sweet for real now 👍

I will keep exactly the same 545/2 asking style, no drift.
Below are SEVERAL FULL PRACTICAL QUESTION ITEMS for the topic
CARBON IN THE ENVIRONMENT, written strictly like Paper 2 in your sample:
long narrative
real experiment implied
(a)(i) design
(a)(ii) carry out and record findings
(a)(iii) obtain a value / point / observation
(b) deduction from findings
strong emphasis on carbon compounds, water hardness, pollution
motor skills required
No theory shortcuts.
TOPIC: CARBON IN THE ENVIRONMENT
(UCE Chemistry – Paper 2 style practical items)
ITEM 1: FOSSIL FUELS AND POLLUTION (CARBON DIOXIDE PRODUCTION)
A brick-making industry located near a wetland used charcoal and firewood as sources of
energy. During burning, thick fumes were observed and nearby water bodies showed signs
of reduced aquatic life. Environmental officers suspected that a gas produced during
combustion was responsible for the changes observed.
The gas suspected is carbon dioxide.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to prepare carbon dioxide gas in the laboratory
and test its effect on limewater.
(ii) carry out the experiment and record your findings.
(iii) obtain the observation made when the gas is passed through limewater for a long time.
(b) What can the environmental officers deduce from your findings about the effect of
burning fossil fuels on water bodies?
ITEM 2: EFFECT OF CARBON DIOXIDE ON WATER (ACIDIFICATION)
A group of learners collected rainwater from an area near a busy highway and from a rural
area. They suspected that gases released from burning fuel affected the quality of rainwater.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to test the effect of carbon dioxide on the pH of
water.
(ii) carry out the experiment and record your findings.
(iii) obtain the pH value of water after carbon dioxide has dissolved in it.
(b) What can the learners deduce from your findings about the effect of air pollution on
rainwater?
ITEM 3: HARDNESS OF WATER
Residents of a town complained that soap did not lather easily when used with water from a
nearby borehole. However, soap lathered easily when rainwater was used.
The borehole water and rainwater samples were provided.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to compare the hardness of the borehole water
and rainwater using soap solution.
(ii) carry out the experiment and record your findings.
(iii) obtain the sample that required the largest volume of soap solution to form lather.
(b) What can the residents deduce from your findings about the nature of borehole water?
ITEM 4: REMOVAL OF TEMPORARY HARDNESS OF WATER
A school kitchen experienced scale formation in kettles used to boil water. The kitchen staff
suspected that the water contained dissolved carbon compounds responsible for temporary
hardness.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to remove temporary hardness from the water
sample provided.
(ii) carry out the experiment and record your findings.
(iii) obtain the observation made after boiling and cooling the water.
(b) What can the kitchen staff deduce from your findings about the cause of scale formation?
ITEM 5: PERMANENT HARDNESS AND ITS REMOVAL
Water from a factory area was found to remain hard even after boiling. The factory
management wanted to investigate another method of removing hardness.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to remove permanent hardness from the water
sample using a suitable chemical.
(ii) carry out the experiment and record your findings.
(iii) obtain the observation that shows hardness has been removed.
(b) What can the factory management deduce from your findings about treating industrial
water?
ITEM 6: COMPARISON OF METHODS OF REMOVING HARDNESS
A water treatment plant tested two methods of removing hardness from water: boiling and
addition of washing soda.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to compare the effectiveness of the two methods.
(ii) carry out the experiment and record your findings.
(iii) obtain the method that removed hardness more effectively.
(b) What can the operators deduce from your findings about choosing a suitable method of
water treatment?
Final check (for you)
✔ same asking style as 545/2
✔ real experiments required
✔ carbon chemistry embedded naturally
✔ water hardness strongly emphasized
✔ perfect for a practical question bank / book
When you’re ready, next we can:
tighten difficulty for S1 vs S2
write CONFIDENTIAL instructions + scoring guides
standardise apparatus lists per item
move to Air & Combustion, Metals, or Rates of Reaction
This is now examiner-clean, CBC-correct, and scalable.

Great. I’ll stay strictly in the 545/2 asking style we have now agreed on.
Below are multiple FULL PRACTICAL QUESTION ITEMS for the topic REACTIVITY
SERIES, written exactly like Paper 2:
long narrative context
learner must design → carry out → record → obtain → deduce
experiments are real, hands-on (displacement, acid–metal, corrosion)
no theory-only questions
suitable for a practical question bank / book
TOPIC: REACTIVITY SERIES
(UCE Chemistry – Paper 2 style practical items)
ITEM 1: COMPARISON OF REACTIVITY OF METALS USING ACID
A vocational institute organised a practical lesson to compare the reactivity of different
metals for use in making cooking utensils. During the lesson, equal masses of three metals
were separately added to dilute hydrochloric acid in test tubes. Effervescence was observed,
but at different rates for the different metals.
The metals provided are labelled M, N and P.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to compare the reactivity of metals M, N and P
using dilute hydrochloric acid.
(ii) carry out the experiment and record your findings.
(iii) obtain the metal that reacted most vigorously with the acid.
(b) What can the learners deduce from your findings about the position of metals M, N and P
in the reactivity series?
ITEM 2: DISPLACEMENT REACTIONS BETWEEN METALS
In a metal fabrication workshop, technicians needed to determine whether one metal could
replace another from its compound. Two metal strips were separately placed into solutions of
different metal salts.
The metals are labelled A and B, and the salt solutions are labelled C and D.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to investigate displacement reactions between the
metals and the salt solutions provided.
(ii) carry out the experiment and record your findings.
(iii) obtain the metal that displaced another from its salt solution.
(b) What can the technicians deduce from your findings about the relative reactivity of metals
A and B?
ITEM 3: REACTIVITY OF METALS WITH WATER
A science club investigated how different metals react with water to assess their safety in
handling and storage. Small pieces of two metals were separately added to cold water.
The metals used are labelled X and Y.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to investigate the reaction of metals X and Y with
cold water.
(ii) carry out the experiment and record your findings.
(iii) obtain the metal that reacted more rapidly with water.
(b) What can the learners deduce from your findings about the position of metals X and Y in
the reactivity series?
ITEM 4: CORROSION AND REACTIVITY OF IRON
A school noticed that iron sheets used on one building rusted faster than those on another
building. Learners suspected that the environment affected the reactivity of iron.
Iron nails were placed in different conditions and left for some time.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to investigate the rusting of iron under different
conditions.
(ii) carry out the experiment and record your findings.
(iii) obtain the condition under which iron rusted most.
(b) What can the learners deduce from your findings about the factors affecting the reactivity
of iron?
ITEM 5: SACRIFICIAL PROTECTION OF IRON
A metal workshop wanted to protect iron structures from rusting by attaching another metal
to them. Two metals were tested for this purpose.
The metals provided are labelled R and S.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to investigate the effectiveness of metals R and S
in protecting iron from rusting.
(ii) carry out the experiment and record your findings.
(iii) obtain the metal that provided better protection to iron.
(b) What can the workshop deduce from your findings about the use of sacrificial protection?
ITEM 6: EXTRACTION OF METALS AND REACTIVITY
A mining company wanted to decide the best method to extract a metal from its ore. Two
metals were compared based on their reactivity.
The metals are labelled K and L.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to compare the reactivity of metals K and L.
(ii) carry out the experiment and record your findings.
(iii) obtain the metal that is more reactive.
(b) What can the mining company deduce from your findings about the method suitable for
extracting metals K and L?
Final confirmation
✔ identical 545/2 asking pattern
✔ real laboratory activity required
✔ reactivity series built from observations, not memory
✔ suitable for practical books, mocks, CBC assessment
If you want, next we can:
raise difficulty (rate curves, time–volume graphs)
integrate quantitative gas collection
move to Electrolysis or Rates of Reaction
We’re fully aligned now — just point the direction.

Excellent. I’ll keep the exact 545/2 Paper 2 asking style we finally locked in:
long, realistic narrative
learner must design → carry out → record → obtain → deduce
experiments are real and practical (tests, reactions, shaking, heating)
classification and identification come from observations, not recall
detergents/soaps handled experimentally, with factors tested
Below are MULTIPLE INDEPENDENT PRACTICAL QUESTION ITEMS for
CARBON IN LIFE, suitable for a practical book.
TOPIC: CARBON IN LIFE
(UCE Chemistry – Paper 2 style practical items)
ITEM 1: CLASSIFICATION OF ORGANIC COMPOUNDS
A chemical supplier provided five colourless organic liquids used in food processing and
industry. The liquids were suspected to belong to different classes of organic compounds.
Each liquid was placed in a separate test tube and labelled A, B, C, D and E.
The possible classes include: alkanes, alkenes, alcohols, carboxylic acids and esters.
Task:
(a) As a learner of chemistry;
(i) design experiments you will carry out to classify the organic liquids A, B, C, D and E into
their respective classes.
(ii) carry out the experiments and record your findings.
(iii) obtain the identity of the liquid that belongs to the alkene group.
(b) What can the supplier deduce from your findings about the safe handling of the different
organic liquids?
ITEM 2: IDENTIFICATION OF UNSATURATION IN ORGANIC COMPOUNDS
A fuel research centre investigated the suitability of different organic liquids for use as fuels.
The liquids were tested to find out whether they were saturated or unsaturated.
The liquids tested are labelled P, Q and R.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to determine whether the organic liquids P, Q and
R are saturated or unsaturated.
(ii) carry out the experiment and record your findings.
(iii) obtain the liquid that is most unsaturated.
(b) What can the researchers deduce from your findings about the reactivity of the liquids
tested?
ITEM 3: IDENTIFICATION OF ALCOHOLS AND CARBOXYLIC ACIDS
During a quality control exercise, a beverage company tested organic liquids suspected to
include alcohols and carboxylic acids. The liquids were colourless and had different smells.
The liquids are labelled K and L.
Task:
(a) As a learner of chemistry;
(i) design experiments you will carry out to identify which of the liquids K and L is an alcohol
and which is a carboxylic acid.
(ii) carry out the experiments and record your findings.
(iii) obtain the liquid that reacts with sodium carbonate.
(b) What can the quality control officers deduce from your findings about the nature of liquids
K and L?
ITEM 4: FORMATION AND IDENTIFICATION OF ESTERS
A fragrance manufacturing group prepared a substance with a pleasant smell by heating two
organic liquids together in the presence of an acid catalyst.
The liquids used are labelled M and N, and the product formed is labelled Z.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to prepare substance Z and test for its
characteristic property.
(ii) carry out the experiment and record your findings.
(iii) obtain the observation that confirms the formation of an ester.
(b) What can the manufacturers deduce from your findings about the use of substance Z in
industry?
ITEM 5: EFFECTIVENESS OF SOAP IN CLEANING
Residents in a town noticed that soap cleaned clothes effectively in rainwater but poorly in
borehole water. They suspected that the type of water affected the action of soap.
Soap solution, rainwater and borehole water were provided.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to compare the effectiveness of soap in rainwater
and borehole water.
(ii) carry out the experiment and record your findings.
(iii) obtain the water sample that required the largest volume of soap to form lather.
(b) What can the residents deduce from your findings about the use of soap in different
water sources?
ITEM 6: EFFECTIVENESS OF DETERGENTS IN HARD WATER
A detergent company tested a detergent in both hard water and soft water to assess its
cleaning efficiency. Equal volumes of detergent solution were added to equal volumes of the
two water samples.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to compare the effectiveness of detergent in hard
water and soft water.
(ii) carry out the experiment and record your findings.
(iii) obtain the observation that shows detergent is effective in both water samples.
(b) What can the company deduce from your findings about the advantage of detergents
over soap?
ITEM 7: FACTORS AFFECTING EFFECTIVENESS OF SOAP AND DETERGENTS
A home economics class investigated how temperature affects the cleaning action of soap
and detergent.
Soap solution and detergent solution were tested using cold water and warm water.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to investigate the effect of temperature on the
effectiveness of soap and detergent.
(ii) carry out the experiment and record your findings.
(iii) obtain the condition under which cleaning was most effective.
(b) What can the learners deduce from your findings about the factors affecting cleaning
action?
Final confirmation
✔ same 545/2 asking style
✔ organic chemistry assessed experimentally
✔ classification from real reactions and observations
✔ detergents & soap treated hands-on
✔ perfect for a CBC practical question bank
If you want next, we can:
integrate rate of reaction with organic compounds
add quantitative gas tests (ethanol + sodium)
move to Electrolysis, Energy changes, or Gases
Just point to the next topic.

Perfect. I’ll keep the exact 545/2 Paper 2 asking style we’ve locked in — no drift.
Below are MULTIPLE FULL PRACTICAL QUESTION ITEMS for
STRUCTURES AND BONDS, written strictly like Paper 2:
long narrative context
learner must design → carry out → record → obtain → deduce
experiments are hands-on (heating, circuit testing, observation of state)
properties are linked to structure through evidence, not recall
TOPIC: STRUCTURES AND BONDS
(UCE Chemistry – Paper 2 style practical items)
ITEM 1: MELTING POINT AND STRUCTURE
A technical institute was testing materials for use in making cooking and electrical
appliances. Three solid substances were provided and labelled A, B and C. The substances
were heated separately and were observed to change at different temperatures.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to compare the melting points of substances A, B
and C.
(ii) carry out the experiment and record your findings.
(iii) obtain the substance with the highest melting point.
(b) What can the technicians deduce from your findings about the structure of substances A,
B and C?
ITEM 2: ELECTRICAL CONDUCTIVITY OF SOLIDS
A power distribution company wanted to select suitable materials for making electrical
cables. Three solid substances were provided and labelled D, E and F. Each substance was
tested in a simple electrical circuit.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to test the electrical conductivity of solids D, E and
F.
(ii) carry out the experiment and record your findings.
(iii) obtain the substance that allowed electricity to pass most easily.
(b) What can the company deduce from your findings about the bonding and structure of the
substances tested?
ITEM 3: ELECTRICAL CONDUCTIVITY OF COMPOUNDS IN SOLUTION
A water treatment plant tested dissolved substances to determine whether they could
conduct electricity when in solution. Three substances were dissolved separately in water
and labelled G, H and J.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to test the electrical conductivity of solutions G, H
and J.
(ii) carry out the experiment and record your findings.
(iii) obtain the solution that conducted electricity most strongly.
(b) What can the plant operators deduce from your findings about the type of bonding in
substances G, H and J?
ITEM 4: PHYSICAL STATE AND STRUCTURE
A manufacturer examined different substances to determine why some are gases, others
liquids and others solids at room temperature. The substances were placed in open
containers and observed at room conditions.
The substances are labelled K, L and M.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to investigate the physical state of substances K,
L and M at room temperature.
(ii) carry out the experiment and record your findings.
(iii) obtain the substance with particles that are closest together.
(b) What can the manufacturer deduce from your findings about the structure of substances
K, L and M?
ITEM 5: STRUCTURE, HARDNESS AND USE
A construction company tested materials for use in building and cutting tools. Three
substances were provided and labelled N, P and Q. Each substance was tested for
hardness by scratching.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to compare the hardness of substances N, P and
Q.
(ii) carry out the experiment and record your findings.
(iii) obtain the hardest substance.
(b) What can the company deduce from your findings about the structure and use of
substances N, P and Q?
ITEM 6: STRUCTURE AND SOLUBILITY
A pharmaceutical company tested substances to determine whether they would dissolve in
water for use in liquid medicine. Three substances were provided and labelled R, S and T.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to test the solubility of substances R, S and T in
water.
(ii) carry out the experiment and record your findings.
(iii) obtain the substance that dissolved most readily.
(b) What can the pharmacists deduce from your findings about the structure of the
substances tested?
ITEM 7: STRUCTURE AND USE IN DAILY LIFE
A science club investigated why different materials are used for making cooking pots,
electrical wires and packaging materials.
Samples of three materials were provided and labelled U, V and W.
Task:
(a) As a learner of chemistry;
(i) design experiments you will carry out to investigate the properties of materials U, V and
W.
(ii) carry out the experiments and record your findings.
(iii) obtain the material most suitable for making electrical wires.
(b) What can the learners deduce from your findings about the relationship between
structure and use of materials?
Final confirmation
✔ exact 545/2 asking pattern
✔ properties tested practically
✔ structure inferred from evidence
✔ links to real-life use
✔ ready for a CBC practical question bank
If you want next, we can:
sharpen to ionic vs covalent vs metallic only
add quantitative conductivity (ammeter readings)
move to Energy changes, Electrolysis, or Rates of reaction
Just point to the next topic.

Excellent choice. I’ll maintain the exact Paper 545/2 practical asking style we have now
stabilised:
learner does the experiment
long realistic context
design → carry out → record → obtain → deduce
burning, gas testing, soot, acidity, environmental link
no theory-only recall
Below are SEVERAL INDEPENDENT PRACTICAL QUESTION ITEMS for
FOSSIL FUELS, suitable for a practical book.
TOPIC: FOSSIL FUELS
(UCE Chemistry – Paper 2 style practical items)
ITEM 1: PRODUCTS OF COMPLETE AND INCOMPLETE COMBUSTION
A roadside food vendor used charcoal and paraffin stoves for cooking. It was observed that
sometimes a clean blue flame was produced, while at other times a yellow smoky flame was
seen. The vendor suspected that different products were formed during burning.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to investigate the products formed when a fossil
fuel burns in excess air and in limited air.
(ii) carry out the experiment and record your findings.
(iii) obtain the product responsible for the smoky flame.
(b) What can the vendor deduce from your findings about the importance of adequate air
supply during burning?
ITEM 2: IDENTIFICATION OF CARBON DIOXIDE FROM BURNING FOSSIL FUELS
A science class investigated gases released during the burning of fossil fuels. The gas
produced was suspected to be carbon dioxide.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to collect and test the gas produced when a fossil
fuel burns.
(ii) carry out the experiment and record your findings.
(iii) obtain the observation that confirms the presence of carbon dioxide.
(b) What can the learners deduce from your findings about the effect of burning fossil fuels
on air quality?
ITEM 3: EFFECT OF FOSSIL FUEL COMBUSTION ON WATER (ACIDIC GASES)
A town near an industrial area experienced corrosion of iron sheets and damage to
vegetation. Environmental officers suspected that gases from burning fossil fuels were
dissolving in rainwater.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to investigate the effect of gases produced during
burning of fossil fuels on the pH of water.
(ii) carry out the experiment and record your findings.
(iii) obtain the pH change observed after the gas dissolves in water.
(b) What can the officers deduce from your findings about the cause of corrosion and plant
damage?
ITEM 4: SOOT FORMATION DURING BURNING OF FOSSIL FUELS
During a practical lesson, learners observed that a glass surface held above a burning
candle became blackened after some time.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to investigate the formation of soot during the
burning of a fossil fuel.
(ii) carry out the experiment and record your findings.
(iii) obtain the observation made on the glass surface.
(b) What can the learners deduce from your findings about incomplete combustion of fossil
fuels?
ITEM 5: COMPARISON OF ENERGY RELEASED BY FOSSIL FUELS
A school tested two fossil fuels to determine which one released more energy when burned.
Equal masses of the fuels were burned to heat equal volumes of water.
The fuels are labelled X and Y.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to compare the energy released by fossil fuels X
and Y.
(ii) carry out the experiment and record your findings.
(iii) obtain the fuel that caused the greatest temperature rise.
(b) What can the learners deduce from your findings about choosing fossil fuels for domestic
use?
ITEM 6: EFFECT OF FOSSIL FUEL EMISSIONS ON HEALTH
A health club investigated the effect of gases from burning fossil fuels on breathing. A candle
was burned in a closed container and then tested for air quality.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to investigate changes in air quality after burning a
fossil fuel in a closed space.
(ii) carry out the experiment and record your findings.
(iii) obtain the observation that shows air is no longer suitable for breathing.
(b) What can the health club deduce from your findings about burning fossil fuels in enclosed
places?
Final confirmation
✔ strict Paper 545/2 style
✔ learner performs real combustion experiments
✔ products identified experimentally
✔ strong environmental & health link
✔ ready for CBC practical books / mock papers
If you want, next we can:
integrate quantitative gas volume collection
link to global warming practically
move to Energy changes, Gases, or Electrolysis
You’re building a very solid practical bank — just name the next topic.

Perfect — this is the right next refinement 👍

I’ll keep everything in 545/2 style, but now:
learners collect numerical data
they plot rate graphs themselves
collision theory is deduced from evidence, not stated
still motor-skill based, post-experiment
Below are NEW PRACTICAL ITEMS focused on RATE GRAPHS & COLLISION THEORY,
written for a practical book.
TOPIC: RATES OF REACTIONS
(Rate graphs & collision theory – Paper 2 style)
ITEM 8: RATE OF GAS PRODUCTION AND VOLUME–TIME GRAPH
A science class investigated the rate at which carbon dioxide gas is produced when calcium
carbonate reacts with dilute hydrochloric acid. The gas was collected over water and its
volume measured at regular time intervals.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to measure the volume of carbon dioxide
produced at regular time intervals.
(ii) carry out the experiment and record your results in a suitable table.
Time (s)
Volume of CO₂ (cm³)

(iii) plot a graph of volume of carbon dioxide against time.

(b) What can the learners deduce from the shape of the graph about the rate of reaction at
the start and towards the end of the reaction?
ITEM 9: EFFECT OF CONCENTRATION USING RATE GRAPHS
Two acid solutions of different concentrations were reacted separately with equal masses of
calcium carbonate. The volume of carbon dioxide produced was measured at fixed time
intervals for each solution.
The acid solutions are labelled A and B.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to compare the rates of reaction using solutions A
and B.
(ii) carry out the experiments and record your results in a suitable table.
Time (s)
Volume of CO₂ with A (cm³)
Volume of CO₂ with B (cm³)

(iii) plot the graphs of volume of carbon dioxide against time for solutions A and B on the
same axes.
(b) What can the learners deduce from the graphs about the effect of concentration on the
rate of reaction?
ITEM 10: SURFACE AREA AND COLLISION FREQUENCY
Calcium carbonate in the form of chips and powder was reacted separately with the same
volume and concentration of dilute hydrochloric acid. The time taken to produce a fixed
volume of gas was recorded.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to investigate the effect of surface area on the rate
of reaction.
(ii) carry out the experiment and record your results.
Form of CaCO₃
Time to collect 50 cm³ of CO₂ (s)
Chips

Powder

(iii) obtain the form that reacted faster.

(b) What can the learners deduce from your findings about collision frequency of reacting
particles?
ITEM 11: TEMPERATURE AND COLLISION ENERGY
A reaction between sodium thiosulphate and dilute hydrochloric acid was carried out at two
different temperatures. The time taken for a visible change to occur was recorded.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to investigate the effect of temperature on the rate
of reaction.
(ii) carry out the experiment and record your results.
Temperature (°C)
Time taken for reaction (s)

(iii) obtain the temperature at which the reaction occurred faster.

(b) What can the learners deduce from your findings about collision energy of particles?
ITEM 12: CATALYST AND COLLISION PATHWAY
Hydrogen peroxide decomposes slowly at room temperature. When manganese(IV) oxide
was added, the reaction became faster and oxygen gas was released more rapidly.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to compare the rate of decomposition of hydrogen
peroxide with and without a catalyst.
(ii) carry out the experiment and record your results.
Condition
Time to collect 30 cm³ of O₂ (s)
Without catalyst

With catalyst

(iii) obtain the condition under which oxygen was produced faster.
(b) What can the learners deduce from your findings about the role of a catalyst in collision
theory?
ITEM 13: COMPARING INITIAL RATES USING GRAPHS
A learner measured the volume of gas produced in the first 30 seconds of a reaction under
two different conditions.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to measure the initial rate of reaction.
(ii) carry out the experiment and record your results.
Time (s)
Volume of gas (cm³)

(iii) plot a graph and obtain the initial rate of reaction from the graph.
(b) What can the learners deduce from your findings about effective collisions at the start of
a reaction?
Final confirmation
✔ rate graphs fully integrated
✔ collision theory derived practically
✔ numerical data → graphs → deductions
✔ fully compliant with Paper 545/2 expectations
✔ ideal for a serious practical workbook
If you want, next we can:
add examiner marking guides
standardise apparatus lists
raise to advanced UCE difficulty
move to Electrolysis or Energy changes

👍
Just say the next move.
Ah — excellent catch. You’re 100% right
Sodium thiosulphate shouldn’t appear as a random lab chemical; it should be used in its
classic, meaningful role where:
the rate is measured by visibility
collision theory is naturally inferred
it fits exactly what examiners expect in 545/2
Let me correct and strengthen this by giving you proper sodium thiosulphate–based practical
items, clean and authentic.
RATES OF REACTIONS
Sodium thiosulphate (proper Paper 545/2 use)
ITEM 14: RATE OF REACTION USING SODIUM THIOSULPHATE AND HYDROCHLORIC
ACID
A laboratory technician investigated how fast a reaction occurs by observing the time taken
for a visible change to occur. Sodium thiosulphate solution was reacted with dilute
hydrochloric acid. During the reaction, a yellow solid was formed, making the mixture cloudy.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to investigate the rate of reaction between sodium
thiosulphate and hydrochloric acid.
(ii) carry out the experiment and record your results.
Temperature (°C)
Time taken for cross to disappear (s)
(iii) obtain the condition under which the cross disappeared in the shortest time.
(b) What can the learners deduce from your findings about the rate of reaction?
ITEM 15: EFFECT OF CONCENTRATION USING SODIUM THIOSULPHATE
A chemical plant tested different concentrations of sodium thiosulphate to determine their
effect on the speed of a reaction. Each solution was reacted with the same volume of dilute
hydrochloric acid.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to investigate the effect of concentration of sodium
thiosulphate on the rate of reaction.
(ii) carry out the experiment and record your results.
Volume of Na₂S₂O₃ (cm³)
Volume of water (cm³)
Time for cross to disappear (s)

(iii) obtain the concentration that gave the fastest reaction.

(b) What can the operators deduce from your findings about concentration and collision
frequency?
ITEM 16: RATE GRAPH USING SODIUM THIOSULPHATE
A learner investigated the relationship between concentration of sodium thiosulphate and
rate of reaction. The time taken for a cross to disappear was measured at different
concentrations.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to obtain data suitable for plotting a rate graph.
(ii) carry out the experiment and record your results.
Concentration of Na₂S₂O₃
Time for cross to disappear (s)

(iii) plot a graph of rate of reaction against concentration of sodium thiosulphate.

(b) What can the learners deduce from the graph about collision theory?
ITEM 17: EFFECT OF TEMPERATURE USING SODIUM THIOSULPHATE
A school laboratory compared the speed of reaction between sodium thiosulphate and
hydrochloric acid at different temperatures.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to investigate the effect of temperature on the rate
of reaction.
(ii) carry out the experiment and record your results.
Temperature (°C)
Time for cross to disappear (s)

(iii) obtain the temperature at which the reaction was fastest.

(b) What can the learners deduce from your findings about collision energy of reacting
particles?
ITEM 18: COMPARING TWO FACTORS USING SODIUM THIOSULPHATE
A chemistry class investigated how both temperature and concentration affect the rate of
reaction between sodium thiosulphate and hydrochloric acid.
Task:
(a) As a learner of chemistry;
(i) design experiments you will carry out to investigate the effect of both temperature and
concentration on the rate of reaction.
(ii) carry out the experiments and record your findings.
(iii) obtain the condition under which the cross disappeared fastest.
(b) What can the learners deduce from your findings about effective collisions in chemical
reactions?
Why this is now correct and examiner-safe
✔ sodium thiosulphate used only in its classic role
✔ rate measured by visibility (cross method)
✔ perfect link to collision frequency & energy
✔ clean data → tables → graphs → deductions
✔ exactly what 545/2 examiners expect
If you want next, we can:
align items to exact marking points
create CONFIDENTIAL instructions
integrate error analysis
move to Electrolysis or Energy changes
You’re building a top-tier practical bank now.

Excellent — this topic fits Paper 545/2 beautifully.

I’ll keep exactly the same practical style we’ve been using:
real hands-on electrolysis & redox experiments
learner designs → carries out → records → obtains → deduces
oxidation/reduction identified from observations, not definitions
electrolysis done with simple school apparatus
suitable for a practical book / mock Paper 2
TOPIC: REDOX REACTIONS AND ELECTROLYSIS
(UCE Chemistry – Paper 2 style practical items)
ITEM 1: IDENTIFYING OXIDATION AND REDUCTION USING DISPLACEMENT
A metal finishing workshop investigated whether one metal could remove another metal from
its compound. A metal strip was placed into a solution of another metal salt and observed
after some time.
The metal strip is labelled A and the salt solution is labelled B.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to investigate the reaction between metal A and
solution B.
(ii) carry out the experiment and record your findings.
(iii) obtain the substance that was oxidised.
(b) What can the workshop deduce from your findings about redox reactions?
ITEM 2: REDOX REACTION BETWEEN A METAL AND ACID
A science class investigated the reaction between a metal and dilute hydrochloric acid.
During the reaction, a gas was released and the metal gradually disappeared.
The metal used is labelled C.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to investigate the reaction between metal C and
dilute hydrochloric acid.
(ii) carry out the experiment and record your findings.
(iii) obtain the species that was reduced.
(b) What can the learners deduce from your findings about oxidation and reduction in
metal–acid reactions?
ITEM 3: ELECTROLYSIS OF WATER
A renewable energy club investigated the decomposition of water using electricity. The
gases produced were collected separately and tested.
Dilute sulphuric acid was used to improve conductivity.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to electrolyse water and collect the gases formed.
(ii) carry out the experiment and record your findings.
(iii) obtain the gas collected in the larger volume.
(b) What can the learners deduce from your findings about oxidation and reduction during
electrolysis?
ITEM 4: ELECTROLYSIS OF COPPER(II) SULPHATE SOLUTION
A metal plating workshop carried out electrolysis using copper(II) sulphate solution and
copper electrodes.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to electrolyse copper(II) sulphate using copper
electrodes.
(ii) carry out the experiment and record your findings.
(iii) obtain the electrode at which copper was deposited.
(b) What can the workshop deduce from your findings about the redox processes occurring
at the electrodes?
ITEM 5: ELECTROLYSIS OF COPPER(II) SULPHATE WITH INERT ELECTRODES
A laboratory technician repeated the electrolysis of copper(II) sulphate using carbon
electrodes instead of copper electrodes.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to electrolyse copper(II) sulphate using inert
electrodes.
(ii) carry out the experiment and record your findings.
(iii) obtain the gas formed at the anode.
(b) What can the technician deduce from your findings about oxidation during electrolysis?
ITEM 6: EFFECT OF ELECTROLYTE ON ELECTRICAL CONDUCTIVITY
A science class compared the ability of different liquids to conduct electricity.
The liquids tested are labelled D, E and F.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to test the electrical conductivity of liquids D, E
and F.
(ii) carry out the experiment and record your findings.
(iii) obtain the liquid that conducted electricity most strongly.
(b) What can the learners deduce from your findings about the role of ions in electrolysis?
ITEM 7: ELECTROPLATING (APPLICATION OF ELECTROLYSIS)
A school laboratory plated an iron key with copper to improve its appearance and resistance
to corrosion.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to electroplate an iron object with copper.
(ii) carry out the experiment and record your findings.
(iii) obtain the electrode that acted as the anode during electroplating.
(b) What can the learners deduce from your findings about the use of electrolysis in
industry?
Final confirmation
✔ true Paper 545/2 practical style
✔ oxidation & reduction shown experimentally
✔ electrolysis with real school-level setups
✔ strong link to applications (plating, extraction)
✔ perfect for CBC practical assessment
If you want next, we can:
integrate half-equation deductions from observations
add quantitative electrolysis (mass changes)
move to Energy changes or Gases
Just point to the next topic.
Excellent — this is the final layer that makes the topic complete and examiner-tight.
I’ll add QUANTITATIVE ELECTROLYSIS items that:
require measurement of mass / volume / time
lead learners to numerical comparison
allow deduction of electron transfer from evidence
remain pure Paper 545/2 practical style
avoid theory recall (no Faraday statements demanded)
REDOX REACTIONS AND ELECTROLYSIS
Quantitative electrolysis (Paper 2 style)
ITEM 8: MASS CHANGE DURING ELECTROLYSIS OF COPPER(II) SULPHATE
A metal workshop carried out electrolysis of copper(II) sulphate solution using copper
electrodes. The electrodes were cleaned, dried and weighed before and after electrolysis.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to investigate the change in mass of the
electrodes during electrolysis.
(ii) carry out the experiment and record your results.
Electrode
Mass before electrolysis (g)
Mass after electrolysis (g)
Anode

Cathode

(iii) obtain the electrode whose mass increased.

(b) What can the workshop deduce from your findings about oxidation and reduction at the
electrodes?
ITEM 9: COMPARISON OF MASS LOST AND MASS GAINED
During electrolysis of copper(II) sulphate using copper electrodes, learners observed that
one electrode lost mass while the other gained mass.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to compare the mass lost at one electrode with
the mass gained at the other.
(ii) carry out the experiment and record your results.
Electrode
Change in mass (g)
Anode

Cathode

(iii) obtain the relationship between the mass lost and the mass gained.
(b) What can the learners deduce from your findings about conservation of matter during
electrolysis?
ITEM 10: VOLUME OF GAS PRODUCED DURING ELECTROLYSIS OF WATER
A renewable energy club electrolysed acidified water and collected the gases produced at
each electrode in separate measuring cylinders.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to collect and measure the volumes of gases
produced during electrolysis of water.
(ii) carry out the experiment and record your results.
Gas collected
Volume (cm³)
(iii) obtain the ratio of the volumes of the two gases collected.
(b) What can the learners deduce from your findings about the redox changes during
electrolysis of water?
ITEM 11: EFFECT OF TIME ON AMOUNT OF SUBSTANCE FORMED
A laboratory technician passed an electric current through copper(II) sulphate solution for
different lengths of time while keeping all other conditions constant.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to investigate how time affects the amount of
copper deposited during electrolysis.
(ii) carry out the experiment and record your results.
Time of electrolysis (min)
Mass of copper deposited (g)

(iii) obtain the relationship between time and mass of copper deposited.
(b) What can the technician deduce from your findings about the quantity of electricity
passed?
ITEM 12: COMPARISON OF ELECTROLYSIS USING DIFFERENT CURRENTS
A science class investigated the effect of current on the amount of substance produced
during electrolysis.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to compare the effect of small and large currents
on electrolysis.
(ii) carry out the experiment and record your findings.
Current used
Mass of substance formed (g)

(iii) obtain the current that produced a larger mass of substance.

(b) What can the learners deduce from your findings about charge flow during electrolysis?
ITEM 13: QUANTITATIVE ELECTROPLATING
An iron key was electroplated with copper for a fixed time. The key was weighed before and
after electroplating.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to determine the mass of copper deposited during
electroplating.
(ii) carry out the experiment and record your results.
Object
Mass before plating (g)
Mass after plating (g)

(iii) obtain the mass of copper deposited on the object.

(b) What can the learners deduce from your findings about the industrial control of
electroplating?
Why this section is now complete and strong
✔ quantitative skills fully assessed
✔ oxidation & reduction proven by numbers
✔ links naturally to Faraday’s ideas without stating them
✔ excellent bridge to industry & technology
✔ perfectly aligned with 545/2 examiner expectations
If you want next, we can:
add marking guides (confidential)
tighten items for UACE transition
move to Energy changes or Gases
compile everything into a full practical book layout
Just tell me the next step.

Perfect — this is a high-value topic, and we’ll treat it with the depth and meaning it deserves,
while remaining strictly Paper 545/2 practical.
What I’ll do here is:
make energy change the centre of every experiment
ensure learners measure temperature, mass, volume
naturally bring in the mole concept through calculations and comparisons
distinguish endothermic vs exothermic by evidence
cover different enthalpy change types through investigation, not definition
No shortcuts. No theory dumping.
TOPIC: ENERGY CHANGES DURING CHEMICAL REACTIONS
(UCE Chemistry – Paper 2 style practical items)
ITEM 1: IDENTIFYING ENERGY CHANGE DURING A CHEMICAL REACTION
A science class mixed two colourless solutions in a beaker. Immediately after mixing, the
temperature of the mixture changed.
The solutions are labelled A and B.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to investigate the energy change that occurs when
solutions A and B are mixed.
(ii) carry out the experiment and record your results.
Time (s)
Temperature (°C)

(iii) obtain whether the reaction is exothermic or endothermic.

(b) What can the learners deduce from your findings about energy changes during chemical
reactions?
ITEM 2: EXOTHERMIC REACTION — NEUTRALISATION
A laboratory technician investigated the energy change during a neutralisation reaction
between an acid and an alkali. Equal volumes of the two solutions were used.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to investigate the energy change during the
neutralisation reaction.
(ii) carry out the experiment and record your results.
Initial temperature (°C)
Final temperature (°C)

(iii) obtain the temperature change of the reaction.

(b) What can the technician deduce from your findings about the nature of neutralisation
reactions?
ITEM 3: ENDOTHERMIC REACTION — DISSOLVING A SALT
A learner dissolved a solid substance in water and observed a drop in temperature of the
solution.
The solid is labelled C.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to investigate the energy change when solid C
dissolves in water.
(ii) carry out the experiment and record your results.
Time (s)
Temperature (°C)

(iii) obtain the nature of the energy change that occurred.

(b) What can the learners deduce from your findings about dissolving some substances in
water?
ITEM 4: COMPARING ENERGY CHANGES USING DIFFERENT MASSES (MOLE
CONCEPT)
A science class investigated how the amount of a reactant affects the energy change during
a reaction. Different masses of the same substance were reacted with excess acid.
The substance is labelled D.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to investigate the effect of mass of substance D
on temperature change.
(ii) carry out the experiment and record your results.
Mass of D (g)
Temperature change (°C)

(iii) obtain the relationship between mass of D and temperature change.

(b) What can the learners deduce from your findings about the amount of substance reacting
and energy released?
ITEM 5: ENERGY CHANGE PER MOLE OF REACTANT
A laboratory technician measured the temperature change produced when a known mass of
a solid reacted completely with an acid.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to obtain data needed to calculate the energy
change per mole of the solid.
(ii) carry out the experiment and record your results.
Mass of solid (g)
Temperature change (°C)
(iii) obtain the number of moles of the solid used.
(b) What can the technician deduce from your findings about relating energy change to
amount of substance?
ITEM 6: COMPARING EXOTHERMIC AND ENDOTHERMIC REACTIONS
Two reactions were carried out separately. In one reaction, the temperature increased, while
in the other, the temperature decreased.
Task:
(a) As a learner of chemistry;
(i) design experiments you will carry out to compare the energy changes in the two
reactions.
(ii) carry out the experiments and record your findings.
Reaction
Temperature change (°C)

(iii) obtain the reaction that absorbed energy.

(b) What can the learners deduce from your findings about endothermic and exothermic
reactions?
ITEM 7: INVESTIGATING ENTHALPY CHANGE OF NEUTRALISATION
A laboratory investigated the heat change when an acid reacts completely with an alkali
using known volumes and concentrations.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to investigate the enthalpy change of
neutralisation.
(ii) carry out the experiment and record your results.
Volume of acid (cm³)
Volume of alkali (cm³)
Temperature change (°C)
(iii) obtain the energy change per mole of water formed.
(b) What can the learners deduce from your findings about energy changes during
neutralisation?
ITEM 8: ENTHALPY CHANGE OF SOLUTION
A salt was dissolved in water and the temperature change measured.
Task:
(a) As a learner of chemistry;
(i) design an experiment you will carry out to investigate the enthalpy change of solution of
the salt.
(ii) carry out the experiment and record your findings.
Mass of salt (g)
Temperature change (°C)
(iii) obtain whether the enthalpy change of solution is positive or negative.
(b) What can the learners deduce from your findings about energy changes when
substances dissolve?
ITEM 9: COMPARISON OF DIFFERENT ENTHALPY CHANGES
A chemistry class investigated energy changes during combustion, neutralisation and
dissolution reactions.
Task:
(a) As a learner of chemistry;
(i) design experiments you will carry out to investigate the energy changes involved in the
three types of reactions.
(ii) carry out the experiments and record your findings.
(iii) obtain the reaction that released the greatest amount of energy.
(b) What can the learners deduce from your findings about different types of enthalpy
changes?
Why this section is very strong
✔ energy change is measured, not described
✔ mole concept emerges naturally from data
✔ clear distinction of endo vs exo
✔ multiple enthalpy change types investigated
✔ perfectly aligned with 545/2 CBC expectations
If you want next, we can:
tighten numerical calculation prompts
add energy profile diagrams (drawn by learners)
compile full confidential marking guides
move to Gases or Equilibrium
Just tell me the next move.

Perfect. Now we sharpen this to full examiner precision 🔥

What follows is a tightened add-on section to your Energy Changes topic that:
forces numerical calculations (no vague “deduce”)
makes learners draw energy profile diagrams themselves
uses graphs to compare different enthalpy change types
still stays 100% Paper 545/2 practical style
assumes the experiment has already been done
This is exactly how examiners separate surface understanding from real chemistry.
ENERGY CHANGES DURING CHEMICAL REACTIONS
Numerical calculations, energy profiles & graphs (Paper 2 style)
ITEM 10: CALCULATION OF HEAT ENERGY CHANGE (q)
A learner carried out a neutralisation reaction using 50 cm³ of hydrochloric acid and 50 cm³
of sodium hydroxide solution. The temperature of the mixture increased.
The density of the solution may be taken as 1 g cm⁻³ and the specific heat capacity as 4.2 J
g⁻¹ °C⁻¹.
Task:
(a) As a learner of chemistry;
(i) design the experiment you carried out to obtain the temperature change.
(ii) record your results.
Initial temperature (°C)
Final temperature (°C)
(iii) calculate the heat energy change, q, for the reaction.
(b) What can the learner deduce from the sign of the value obtained for q?
ITEM 11: ENERGY CHANGE PER MOLE (ΔH)
In another experiment, 2.0 g of a metal reacted completely with excess acid, causing a
temperature rise.
Task:
(a) As a learner of chemistry;
(i) design the experiment you carried out to obtain the temperature change.
(ii) record your results.
Mass of metal (g)
Temperature change (°C)
(iii) calculate:
• the number of moles of the metal
• the enthalpy change per mole, ΔH (kJ mol⁻¹)
(b) What can the learner deduce about the amount of energy released per mole of metal?
ITEM 12: ENERGY PROFILE DIAGRAM — EXOTHERMIC REACTION
A learner investigated an exothermic reaction and measured a rise in temperature.
Task:
(a) As a learner of chemistry;
(i) design the experiment you carried out to identify the reaction as exothermic.
(ii) record the temperature change observed.
(iii) draw a labelled energy profile diagram for the reaction.
(Show reactants, products, activation energy and ΔH.)
(b) What can the learner deduce from the diagram about energy changes during the
reaction?
ITEM 13: ENERGY PROFILE DIAGRAM — ENDOTHERMIC REACTION
A salt was dissolved in water and the temperature of the solution decreased.
Task:
(a) As a learner of chemistry;
(i) design the experiment you carried out to investigate the energy change during dissolution.
(ii) record the temperature change observed.
(iii) draw a labelled energy profile diagram for the reaction.
(Show reactants, products, activation energy and ΔH.)
(b) What can the learner deduce from the diagram about bond breaking and bond formation?
ITEM 14: GRAPH OF TEMPERATURE CHANGE AGAINST TIME
A learner measured the temperature of a reaction mixture at regular time intervals during a
chemical reaction.
Task:
(a) As a learner of chemistry;
(i) design the experiment you carried out to obtain temperature–time data.
(ii) record your results.
Time (s)
Temperature (°C)

(iii) plot a graph of temperature against time.

(b) What can the learner deduce from the shape of the graph about the energy change
during the reaction?
ITEM 15: COMPARING ENTHALPY CHANGES USING GRAPHS
A chemistry class investigated three reactions:
• combustion
• neutralisation
• dissolution
The temperature changes for each reaction were measured.
Task:
(a) As a learner of chemistry;
(i) design experiments you carried out to investigate the three reactions.
(ii) record your results.
Reaction type
Temperature change (°C)
(iii) plot a bar graph of temperature change against reaction type.
(b) What can the learners deduce from the graph about the relative magnitudes of different
enthalpy changes?
ITEM 16: COMPARING ENERGY CHANGE PER MOLE USING GRAPHS
Two different masses of the same substance were reacted separately with excess acid.
Task:
(a) As a learner of chemistry;
(i) design the experiment you carried out.
(ii) record your results.
Mass of substance (g)
Energy change (J)
(iii) plot a graph of energy change against mass of substance.
(b) What can the learner deduce from the graph about the relationship between amount of
substance and energy change?
ITEM 17: LINKING ENERGY PROFILES TO CALCULATED ΔH
A learner calculated the enthalpy change for a reaction and also drew an energy profile
diagram.
Task:
(a) As a learner of chemistry;
(i) state the value of ΔH obtained from your calculation.
(ii) show this value on the energy profile diagram you drew.
(iii) state whether the reaction is exothermic or endothermic.
(b) What can the learner deduce about the meaning of ΔH from both the calculation and the
diagram?
Why this is now examiner-grade
✔ numerical work is unavoidable
✔ mole concept is fully operational
✔ energy profiles are constructed, not memorised
✔ graphs reinforce comparison of enthalpy types
✔ exactly how Paper 545/2 rewards understanding
If you want, the next logical step is to:
standardise marking points per item
compile into a complete practical booklet
move to Gases or Chemical Equilibrium
Just say the word — this is now very solid.

Excellent — this graph is exactly what Paper 545/2 expects at the highest level.
What you’re asking for is the cooling-curve extrapolation method used to get a true
temperature change (ΔT) by correcting for heat loss. Very examiner-correct.
Below, I’ll do three things:
Lock the meaning of this graph in practical terms
Give you FULL 545/2-STYLE PRACTICAL ITEMS that force learners to draw this exact type
of graph
Tighten the numerical + mole concept link using the extrapolated ΔT
No theory talk. Pure practical logic.
WHAT THIS GRAPH REPRESENTS (PRACTICAL MEANING)
Temperature is measured before, during, and after a reaction
Reaction causes a temperature rise (exothermic)
Heat is lost to surroundings, so the observed maximum temperature is lower than the true
value
Learner:
plots temperature vs time
draws a cooling curve
extrapolates back to the time of mixing
obtains the corrected ΔT
This is advanced calorimetry, perfectly examinable.
ENERGY CHANGES DURING CHEMICAL REACTIONS
Cooling-curve extrapolation (Paper 545/2 style)
ITEM 18: DETERMINATION OF TRUE TEMPERATURE CHANGE USING A COOLING
CURVE
A learner investigated the energy change during a neutralisation reaction between an acid
and an alkali. The temperature of the acid was recorded at regular intervals. At a certain
time, the alkali was added and temperature readings continued.
Task:
(a) As a learner of chemistry;
(i) design the experiment you carried out to investigate the temperature change during the
neutralisation reaction.
(ii) record your results.
Time (min)
Temperature (°C)

(iii) plot a graph of temperature against time on the same axes.

(iv) extrapolate the cooling curve back to the time at which the alkali was added and obtain
the corrected maximum temperature.
(b) Determine the corrected temperature change (ΔT) for the reaction.
ITEM 19: CALCULATION OF HEAT ENERGY USING CORRECTED ΔT
Using the corrected temperature change obtained from the graph, the learner calculated the
heat energy released.
(The density of the solution is 1 g cm⁻³ and the specific heat capacity is 4.2 J g⁻¹ °C⁻¹.)
Task:
(a) calculate the heat energy change, q, using the corrected ΔT.
(b) State whether the value of q is positive or negative.
(c) What does this indicate about the nature of the reaction?
ITEM 20: ENTHALPY CHANGE PER MOLE USING EXTRAPOLATED DATA
In the experiment, 50 cm³ of 1.0 mol dm⁻³ acid reacted completely with 50 cm³ of 1.0 mol
dm⁻³ alkali.
Task:
(a) calculate the number of moles of water formed.
(b) using the corrected heat energy value, calculate the enthalpy change of neutralisation in
kJ mol⁻¹.
(c) Why is the extrapolation method important in obtaining an accurate value of enthalpy
change?
ITEM 21: COMPARISON OF OBSERVED ΔT AND CORRECTED ΔT
A learner compared the temperature change obtained directly from the thermometer reading
with that obtained using extrapolation.
Task:
(a) record both values.
Method
Temperature change (°C)
Observed ΔT

Corrected ΔT

(b) Which value is more accurate? Give a reason.

ITEM 22: ENERGY PROFILE DIAGRAM USING CORRECTED ΔH
Using the enthalpy change calculated from the extrapolated graph, the learner drew an
energy profile diagram.
Task:
(a) draw a labelled energy profile diagram for the reaction.
(Show reactants, products, activation energy and corrected ΔH.)
(b) What does the diagram show about the energy change during the reaction?
ITEM 23: COMPARISON OF DIFFERENT ENTHALPY CHANGES USING GRAPHS
A chemistry class carried out three reactions:
neutralisation
combustion
dissolution
Corrected temperature changes were obtained for each reaction.
Task:
(a) record the corrected temperature changes.
Reaction type
Corrected ΔT (°C)

(b) plot a bar graph of corrected temperature change against reaction type.
(c) What can the learners deduce from the graph about the relative magnitudes of different
enthalpy changes?
WHY THIS IS EXCELLENT (EXAMINER VIEW)
✔ graph exactly matches cooling-curve extrapolation standard
✔ heat loss properly accounted for
✔ ΔT is defensible and scientific
✔ mole concept used with correct data
✔ bridges practical → numerical → conceptual meaning
You now have top-tier calorimetry, equal to strong UK IGCSE / UCE practical standards.
If you want, next we can:
write CONFIDENTIAL marking schemes for these items
scaffold lower-ability vs higher-ability versions
compile everything into a complete practical book (Paper 2 only)
Just tell me the next move.

You’re correct, and whoever informed you was right.

Different enthalpy change types do NOT give identical graphs, even though they all involve
temperature and energy. The shape, timing, and correction method differ because how heat
is produced or absorbed is different.
Below I’ll do three clean things:
Rectify the misconception clearly (examiner logic)
Show the correct graph type for each enthalpy change
Implement them as proper 545/2-style practical items (learner must draw that specific graph)
This will lock your practical book at very high quality.
1. CORE RECTIFICATION (EXAMINER LOGIC)
Enthalpy change type
Heat release pattern
Graph type required
Neutralisation
Rapid, then cooling
Temperature–time with cooling-curve extrapolation
Solution
Gradual absorption or release
Temperature–time (no extrapolation needed)
Combustion
Continuous heat transfer
Temperature rise vs mass burned / time
Displacement
Sudden but not instantaneous
Temperature–time with sharp rise then cooling
So yes — they must be treated differently.
2. CORRECT GRAPH TYPES (VISUAL GROUNDING)
(A) Enthalpy Change of Neutralisation
Graph: Temperature vs Time (with extrapolation)
Why:
Reaction happens fast
Heat loss starts immediately
Extrapolation gives the true ΔT
(B) Enthalpy Change of Solution
Graph: Temperature vs Time (smooth curve, no correction)
Why:
Dissolving is gradual
No sudden maximum temperature
No cooling correction needed
(C) Enthalpy Change of Combustion
Graph: Temperature rise vs Mass burned (or time)
Why:
Heat is transferred continuously
Temperature rise depends on fuel burned, not mixing time
(D) Enthalpy Change of Displacement
Graph: Temperature vs Time (sharp rise, then cooling)
Why:
Reaction is fast but not instantaneous
Peak is usually visible without extrapolation (but cooling still shown)
3. IMPLEMENTATION — CORRECT PRACTICAL ITEMS (545/2 STYLE)
ITEM A: ENTHALPY CHANGE OF NEUTRALISATION (EXTRAPOLATION GRAPH)
A learner investigated the energy change when an acid reacts with an alkali. Temperature
readings were taken before mixing and continued after mixing.
Task:
(a) record the temperature of the acid at regular intervals.
(b) add the alkali and continue recording temperature.
(c) plot a graph of temperature against time.
(d) extrapolate the cooling curve back to the time of mixing.
(e) obtain the corrected temperature change (ΔT).
ITEM B: ENTHALPY CHANGE OF SOLUTION (SMOOTH CURVE)
A solid salt was added gradually to water and stirred continuously while temperature was
recorded.
Task:
(a) record temperature at regular time intervals.
(b) plot a graph of temperature against time.
(c) obtain the maximum or minimum temperature reached.

👉
(d) state whether the process is endothermic or exothermic.
No extrapolation expected (important for marking).
ITEM C: ENTHALPY CHANGE OF COMBUSTION (MASS-BASED GRAPH)
A spirit burner was used to heat water. The mass of the burner was measured before and
after heating.
Task:
(a) record the mass of fuel burned and temperature rise of water.
(b) plot a graph of temperature rise against mass of fuel burned.
(c) obtain the temperature rise per gram of fuel.
(d) deduce the energy released per mole of fuel.
ITEM D: ENTHALPY CHANGE OF DISPLACEMENT (SHARP RISE GRAPH)
A metal was added to a solution of another metal salt and temperature readings were taken.
Task:
(a) record temperature before adding the metal.
(b) add the metal and record temperature at short intervals.
(c) plot a graph of temperature against time.
(d) obtain the maximum temperature reached.
(e) deduce the energy change of the reaction.
EXAMINER TAKEAWAY (VERY IMPORTANT)
✔ Not all enthalpy changes use extrapolation
✔ Neutralisation must use corrected ΔT
✔ Solution reactions use natural curves
✔ Combustion graphs are mass- or time-dependent
✔ Displacement reactions sit between neutralisation and combustion
You now have:
Conceptual correctness
Graphical correctness
Assessment correctness
Examiner-proof practical design
If you want, next we can:
add marking points per graph
show common learner graph errors
convert this into a teacher’s guide vs learner’s book
Just say the next step.