Aga Khan University Examination Board

Notes from E-Marking Centre on SSC-II Chemistry Annual Examinations 2023

Introduction
This document has been produced for the teachers and candidates of Secondary School
Certificate (SSC) Part II Chemistry. It contains comments on candidates’ responses to the 2023
SSC-II Examination indicating the quality of the responses and highlighting their relative
strengths and weaknesses.
E-Marking Notes
This includes overall comments on candidates’ performance on every question and some
specific examples of candidates’ responses that support the mentioned comments. Please note
that the descriptive comments represent an overall perception of the better and weaker
responses as gathered from the e-marking session. However, the candidates’ responses shared
in this document represent some specific example(s) of the mentioned comments.
Teachers and candidates should be aware that examiners may ask questions that address the
Student Learning Outcomes (SLOs) in a manner that requires candidates to respond by
integrating knowledge, understanding and application skills they have developed during the
course of study. Candidates are advised to read and comprehend each question carefully before
writing the response to fulfill the demand of the question.
Candidates need to be aware that the marks allocated to the questions are related to the answer
space provided on the examination paper as a guide to the length of the required response. A
longer response will not in itself lead to higher marks. Candidates need to be familiar with the
command words in the SLOs which contain terms commonly used in examination questions.
However, candidates should also be aware that not all questions will start with or contain one
of the command words. Words such as ‘how’, ‘why’ or ‘what’ may also be used.
General Observations
Most candidates achieved success in constructing good responses. Especially in the concepts
of macroscopic properties of a reversible reaction and differentiation between oil and fats. Most
of the candidates also outperformed when they were asked to recommend strategies that the
governments adopt to control air pollution. Nonetheless, it is essential for teachers to
concentrate on the following content and provide candidates with more drills and practice to
foster a solid understanding.
• A clear division between the designated sections to address each area in CRQs as ERQs
should be maintained.
• Illustrate alkyl radicals clearly showing either by removal of hydrogen or the position
of vacant carbon.
• Recognise the importance of changes in water properties like colour, temperature, taste,
and pH due to chemical contamination.
• Understand the fundamental properties of salts, including their ionic nature, crystalline
structure, and physical characteristics.
• Calculations related to percentage, mole ratio, molecular mass, simplest ratio, and
empirical formula along with mass and number.
• Stepwise, various methods of balancing equations of different chemical reactions.
• Identification and formation of ionic and covalent bonds.
Note: Candidates’ responses shown in this report have not been corrected for
grammar, spelling, format, or information.
 DETAILED COMMENTS
Constructed Response Questions (CRQs)
Question No. 1
Question Text Mention FOUR macroscopic properties of a reversible reaction with reference to both
forward and reverse reactions.
SLO No. 9.1.4
SLO Text Describe the macroscopic characteristics of: a. forward and reverse reactions b. dynamic
equilibrium.
Max Marks 4
Cognitive K*
Level
Checking 1 mark for each macroscopic property
Hints
Overall The overall success rate of this question indicates candidates possess a strong understanding
Performance of the macroscopic properties of reversible reactions involving both forward and reverse
reactions. However, some candidates revealed confusion between reversible and reverse
reactions and inaccurately linked factors affecting the rate of reversible reaction to both
forward and reverse reactions.
Description of Better responses showed a good grip over the macroscopic properties of reversible
Better reactions. They correctly distinguished between forward and reverse reactions by
Responses highlighting the direction of the reaction, conversion of reactant to product and vice versa,
along with a good grasp on the dynamics of reaction speed.
Image of
Better
Response

Description of Weaker responses were unable to identify the keywords of the question. They represented
Weaker confusion between reversible reactions and reverse reactions. Moreover, they linked the
Responses concept of forward and reverse reaction with factors affecting the rate of reversible reaction
by focusing on the effect of change in temperature, pressure and catalyst on reversible
reaction at equilibrium.
Image of
Weaker
Response
Suggestions for improvement (Highlight all that apply)

How to Approach SLO Pedagogy** Used for Assessment Strategies

that SLO
• Understand the • Story Board • Past paper questions
expectations of the • Cause and Effect • Discussion on E-Marking Notes
command words • Fish and Bone • AKU-EB Digital Learning Solution
• Look at the cognitive level • Concept Mapping powered by Knowledge Platform
• Identify the content that is • Audio Visual [Link]
required to answer that Resources
question (both in terms of • Think, Pair and Share
understanding of concepts • Knowledge Platform
and any skills that may be videos
required like analyzing or • Questioning
evaluating) Technique (Socratic
• Go through the past paper approach)
questions on that particular • Practical
concept Demonstration
• Refer to the resource guide
for extra resources ** For description of each
Pedagogy, refer to
Annexure A
Any Additional Suggestion: Teachers should make candidates read the question carefully to understand the
demand of the question by focusing on the command words and to comprehend the concept asked. To improve
candidates' performance teachers should focus on accurately identifying key terms, distinguishing between
different reaction types, and gaining a thorough understanding of factors influencing reaction rates.
*K = Knowledge U = Understanding A = Application and other higher-order cognitive skills
Question No. 2
Question Text Draw the structures of any THREE possible alkyl radicals that can be formed using the
given chain isomers.
• n-butane
• isobutane
n-butane Isobutane

SLO No. 11.3.2

SLO Text Illustrate the formation of alkyl groups by the removal of hydrogen atom from their
corresponding alkanes (up to five carbon atoms).
Max Marks 3
Cognitive A
Level
Checking 1 mark for drawing the structure of each alkyl radical (any 3 required)
Hints
Overall Overall, candidates showed better performance in this question by clearly illustrating all the
Performance possible alkyl radicals. However, a few candidates struggled while showing the removal of
hydrogen.
Description of Better responses illustrated the alkyl radicals with the removal of pertinent hydrogen
Better connected to the structure. They represented the clear concept of drawing alkyl radicals
Responses mentioning/ depicting the terminal/ central hydrogen that is removed.
Images of Image (i)
Better
Responses

Image (ii)

Description of Weaker responses were unable to illustrate all possible radicals. They had a misconception
Weaker in identifying the hydrogen to be removed, which represented the removal of terminal
Responses hydrogen as two different radicals although they were the same structures. Some candidates
represented propyl radicals instead of butyl. Additionally, instead of representing the vacant
carbon position as a radical, they mistakenly substituted a side chain/ alkyl radical (-R) for
the removed hydrogen.
Images of Image (i)
Weaker
Responses

Image (ii)
Suggestions for improvement (Highlight all that apply)

How to Approach SLO Pedagogy Used for that Assessment Strategies

SLO
• Understand the • Story Board • Past paper questions
expectations of the • Cause and Effect • Discussion on E-Marking Notes
command words • Fish and Bone • AKU-EB Digital Learning Solution
• Look at the cognitive level • Concept Mapping powered by Knowledge Platform
• Identify the content that is • Audio Visual [Link]
required to answer that Resources
question (both in terms of • Think, Pair and Share
understanding of concepts • Knowledge Platform
and any skills that may be videos
required like analysing or • Questioning
evaluating) Technique (Socratic
• Go through the past paper approach)
questions on that particular • Practical
concept Demonstration
• Refer to the resource guide
for extra resources
Any Additional Suggestion: Teachers are recommended to encourage candidates to critically assess their
own illustrations, comparing them to the original molecule and considering the changes induced by hydrogen
removal. To improve the responses candidates should understand the distinction between a radical and an
alkyl substituent, ensuring that a free carbon vacancy is represented in radical form.

Question No. 3
Question Text Differentiate between oils and fats on the basis of the given features.
Feature Oils Fats
Source

Level of Unsaturation
Physical State at Room
Temperature
SLO No. 13.4.2
SLO Text Differentiate between fats and oil.
Max Marks 3
Cognitive U
Level
Checking 1 mark for each difference (3 required)
Hints
Overall A significant number of candidates demonstrated a competent grasp of key differentiators
Performance between oils and fats. However, most of the weak responses struggled to provide correct
answers related to source and level of unsaturation.
Description of Better responses showed a good understanding of sources (oil from plants and fats from
Better animal sources), level of unsaturation (high in oil and low in fats) and physical state at room
Responses temperature (oils are liquid and fats are solid).
 Image of
Better
Response

Description of Weaker responses displayed candidates’ misconceptions with reference to source and level
Weaker of unsaturation. In the sources, they exhibited confusion between natural sources and
Responses reagents hence mentioned fatty acid and glycerol as sources of fats. Likewise, in the level
of unsaturation, they inaccurately used the terms ‘saturated’ and ‘unsaturated’ instead of
mentioning the degree of unsaturation in both oil and fats, i.e., high and low respectively.
Image of
Weaker
Response

Suggestions for improvement (Highlight all that apply)

How to Approach SLO Pedagogy Used for that Assessment Strategies

SLO
• Understand the • Story Board • Past paper questions
expectations of the • Cause and Effect • Discussion on E-Marking Notes
command words • Fish and Bone • AKU-EB Digital Learning Solution
• Look at the cognitive • Concept Mapping powered by Knowledge Platform
level • Audio Visual [Link]
• Identify the content that Resources
is required to answer that • Think, Pair and Share
question (both in terms of • Knowledge Platform
understanding of videos
concepts and any skills • Questioning
that may be required like Technique (Socratic
analysing or evaluating) approach)
• Go through the past • Practical
paper questions on that Demonstration
particular concept
• Refer to the resource
guide for extra
resources
Any Additional Suggestion: Teachers are highly recommended to emphasise the terminology, i.e., level of
unsaturation, to meet the requirement of the question and prevent potential misinterpretations in their responses.
Teachers can make their students get benefit from creating diagrams or charts that visually depict the
differences between oils and fats based on their properties.
 Question No. 4
Question Text Chemical wastes are one of the causes of water pollution.
a. Identify the source through which these wastes enter into water.
b. Describe any ONE harmful effect of these wastes on each of the following:
i. Water quality
ii. Aquatic life
SLO No. 15.4.2
SLO Text Describe the effects of agricultural, industrial and household wastes on life.
Max Marks 3
Cognitive U
Level
Checking a. 1 mark for writing the source of chemical wastes
Hints b. 1 mark for writing each effect of chemical wastes on water quality
1 mark for writing each effect of chemical wastes on aquatic life
Overall The overall performance of candidates in these questions (a and b) was moderate. Most
Performance candidates successfully identified the source of chemical waste in water bodies. However,
in part ‘b’, a significant number of candidates struggled to effectively describe the harmful
effects of waste on water quality and aquatic life.
Description of Better responses in part ‘a’, correctly identified the sources that contribute to adding
Better chemical wastes into the water like industrial effluents, agricultural effluents, and domestic
Responses effluents (sewage, non-biodegradable detergents, and plastic waste).
In part ‘b’ they clearly described the harmful effects of chemical wastes on the quality of
water. This includes changes in colour, temperature, appearance, taste, pH, smell (odour)
and elevated amount of minerals in the water. Additionally, they also highlighted the
toxicity of these chemicals to various forms of aquatic life, impeding their growth, causing
infertility, or resulting in mortality.
Image of
Better
Response

Description of Weaker responses demonstrated shallow knowledge of the harmful effects of chemical
Weaker waste on the quality of water. Most of these responses deviated towards the water-borne
Responses diseases that are caused by using contaminated water, rather than alterations in water quality
due to contamination.
 Image of
Weaker
Response

Suggestions for improvement (Highlight all that apply)

How to Approach SLO Pedagogy Used for that Assessment Strategies

SLO
• Understand the • Story Board • Past paper questions
expectations of the • Cause and Effect • Discussion on E-Marking Notes
command words • Fish and Bone • AKU-EB Digital Learning Solution
• Look at the cognitive • Concept Mapping powered by Knowledge Platform
level • Audio Visual [Link]
• Identify the content that Resources
is required to answer that • Think, Pair and Share
question (both in terms • Knowledge Platform
of understanding of videos
concepts and any skills • Questioning Technique
that may be required like (Socratic approach)
analysing or evaluating) • Practical
• Go through the past Demonstration
paper questions on that
particular concept
• Refer to the resource
guide for extra resources
Any Additional Suggestion: It is highly recommended that teachers instil in their students the habit of
carefully reading and comprehending the entire question. They should ensure that students' responses are
aligned with the specific question prompt, focusing on the changes in water properties rather than waterborne
diseases. To improve the latter part of the question, teachers should address the topic holistically by
considering both the immediate physical changes in water quality and the subsequent effects on ecosystems
and human communities.
 Extended Response Questions (ERQs)
Extended response questions offered a choice between parts ‘a’ and ‘b’

Question No. 5a
Question Text i. Write any TWO characteristic properties of salts.
ii. With the help of a balanced chemical equation, show the preparation of soluble salts
by reacting
• hydrochloric acid with aluminium.
• sulphuric acid with ammonium hydroxide.
SLO No. 10.7.2 (10.7.3)
SLO Text Describe the properties of salts. (Describe the methods of preparing soluble and insoluble
salts.)
Max Marks 6
Cognitive U
Level
Checking 1 mark for each characteristic property of salt (2 required)
Hints 2 marks for the reaction of hydrochloric acid with aluminium
- 1 mark for chemical equation
- 1 mark for balancing
2 marks for the reaction of sulphuric acid with ammonium hydroxide
- 1 mark for chemical equation
- 1 mark for balancing
Overall Overall, most of the candidates showcased a solid grasp of the characteristic properties of
Performance salts. However, most of the candidates faced challenges in balancing equations accurately.
Description of Better responses represented a good understanding of the characteristic properties of salts
Better such as salts are ionic compounds found in crystalline solids form and have high melting
Responses and boiling points. Similarly, these responses successfully portrayed the preparation of
soluble salts by showing the balanced chemical equations with the correct formula as
follows: The reaction of hydrochloric acid with aluminium
2Al(s) + 6HCl(aq) → 2AlCl3(aq) + 3H2(g)
The Reaction of sulphuric acid with ammonium hydroxide
2NH4OH(aq) + H2SO4(aq) → (NH4)2SO4(aq) + 2H2O(l)
Image of
Better
Response

Description of Weaker responses in part ‘i’, showed a lack of content knowledge regarding specific
Weaker characteristics of salts. These responses provided irrelevant answers such as highlighting
Responses the formation of salt by acid-base neutralisation and mentioning the uses of salt.
Likewise, they exhibited a lack of clarity regarding the formula writing and concept of
valancies. They erroneously represented ammonium ions as ammonia and were unable to
balance the equation as well.
Image of
Weaker
Response
Suggestions for improvement (Highlight all that apply)

How to Approach SLO Pedagogy Used for that Assessment Strategies

SLO
• Understand the • Story Board • Past paper questions
expectations of the • Cause and Effect • Discussion on E-Marking Notes
command words • Fish and Bone • AKU-EB Digital Learning Solution
• Look at the cognitive • Concept Mapping powered by Knowledge Platform
level • Audio Visual [Link]
• Identify the content that Resources
is required to answer that • Think, Pair and Share
question (both in terms of • Knowledge Platform
understanding of videos
concepts and any skills • Questioning Technique
that may be required like (Socratic approach)
analysing or evaluating) • Practical
• Go through the past paper Demonstration
questions on that
particular concept
• Refer to the resource
guide for extra resources
Any Additional Suggestion: It is recommended that teachers provide practice materials for accurately writing
chemical formulas to help candidates become familiar with the concept of valency. This will help avoid
confusion and errors in their responses. It is also suggested that when providing chemical equations, teachers
should ensure that they are appropriate and accurately represent the preparation of the specified compounds.
To improve performance, teachers should encourage students to comprehend the question, hone their formula-
writing skills, and understand the core properties and preparation methods of salts.

Question No. 5b
Question Text i. Write any TWO physical properties of ethene.
ii. Write chemical equations to show the preparation of ethene by the following methods.
• Dehydration of ethanol using an excess of sulphuric acid
• Dehydrohalogenation of ethyl bromide with alcoholic potassium hydroxide
(Note: Mention conditions where essential for the reaction to occur.)
SLO No. 12.6.2 (12.6.3)
SLO Text Describe the physical properties of ethene (ethylene), (Show the preparation of alkenes from
dehydration of alcohols and dehydrohalogenation of alkyl halides using chemical
equations)
Max Marks 6
Cognitive U
Level
Checking 1 mark for each correct property (any 2 required)
Hints 2 marks for each correct chemical equation (2 required)
Overall The overall performance of candidates in part ‘i’ was up to the mark, demonstrating a clear
Performance understanding of ethane’s physical properties. However, in part ‘ii’, most of the candidates
encountered challenges while providing the correct balanced equation for
dehydrohalogenation of the alkyl halide to ethene.
Description of Better responses in part ‘i’ showed a sound understanding of the physical properties of
Better ethane. They correctly mentioned that ethane is a colourless gas and possesses a faint sweet/
Responses pleasant smell (odour). Furthermore, they have accurately written that ethane is insoluble
in polar solvents like water but dissolves in organic solvent/ non-polar solvents such as
alcohol and ether. In part ‘ii’, they represented the dehydration of alcohol with the correct
catalyst H2SO4 at 180oC along with the correct balanced equation of dehydrohalogenation
of alkyl halide to prepare ethene.
Image of
Better
Response

Description of In part ‘i’, weaker responses presented the molecular structure or uses of ethene instead of
Weaker writing about the physical properties.
Responses Similarly, in part ‘ii’, they were unable to represent HCl as a catalyst and did not mention
the condition of heat. Furthermore, some candidates represented ethyl chloride instead of
ethyl bromide.
Image of
Weaker
Response
Suggestions for improvement (Highlight all that apply)

How to Approach SLO Pedagogy Used for that Assessment Strategies

SLO
• Understand the • Story Board • Past paper questions
expectations of the • Cause and Effect • Discussion on E-Marking Notes
command words • Fish and Bone • AKU-EB Digital Learning Solution
• Look at the cognitive • Concept Mapping powered by Knowledge Platform
level • Audio Visual Resources [Link]
• Identify the content that • Think, Pair and Share
is required to answer • Knowledge Platform
that question (both in videos
terms of understanding • Questioning Technique
of concepts and any (Socratic approach)
skills that may be • Practical Demonstration
required like analysing*K =
or evaluating)
• Go through the past
paper questions on that
particular concept
• Refer to the resource
guide for extra resources
Any Additional Suggestion: To provide a comprehensive answer, teachers are advised to emphasise the
importance of specifying all necessary reaction conditions, such as catalysts and temperature. Utilising
examples of various compounds and reactions can help to solidify candidates’ understanding and application
of the concepts.

Question No. 6a
Question Text An air quality index (AQI) of a city report that the level of greenhouse gases and particulate
matter is alarming.
Suggest any SIX measures that the city government should take to combat the given
situation.
SLO No. 14.3.4
SLO Text Recommend strategies that the governments adopt to control air pollution;
Max Marks 6
Cognitive U
Level
Checking 1 mark for each correct suggestion (Any 6 required)
Hints Any other relevant suggestion will be awarded marks
Overall The overall performance of candidates in this question was well responded to as many of
Performance the candidates displayed a comprehensive understanding of effective strategies to address
air pollution. Moreover, they showcased a problem-solving approach aligned with
government initiatives.
Description of Better responses in part ‘a’ suggested government to promote the use of public transport,
Better restrict deforestation and promote afforestation, promote biogas industries and
Responses environmentally friendly fuel, use catalytic converters in automobiles, ensure proper solid
waste management instead of incineration, use of biodegradable resources, promote the use
of solar/ wind energy/ any other renewable resources and promote recycling of waste and
much more relevant point.
 Image of
Better
Response

Description of Weak responses responded with limitation or restriction of sources of air pollution like the
Weaker industrial sector should work for fewer hours or we should close the factories, there should
Responses be no use of petrol etc. They were unable to mention the suitable strategies that governments
adopt to meet the problem.
Image of
Weaker
Response

Suggestions for improvement (Highlight all that apply)

How to Approach SLO Pedagogy Used for that Assessment Strategies

SLO
• Understand the • Story Board • Past paper questions
expectations of the • Cause and Effect • Discussion on E-Marking Notes
command words • Fish and Bone • AKU-EB Digital Learning Solution
• Look at the cognitive • Concept Mapping powered by Knowledge Platform
level • Audio Visual [Link]
• Identify the content that is Resources
required to answer that • Think, Pair and Share
question (both in terms of • Knowledge Platform
understanding of concepts videos
and any skills that may be • Questioning
required like analysing or Technique (Socratic
evaluating) approach)
 • Go through the past paper • Practical
questions on that Demonstration
particular concept
• Refer to the resource
guide for extra resources
Any Additional Suggestion: Teachers are recommended that during classroom teaching and learning to
encourage candidates to back up their suggestions with relevant examples to demonstrate the feasibility and
effectiveness of their proposed strategies.

Question No. 6b
Question Text Explain the negative effect of excessive use of fertilisers on the following components of the
environment.
i. Water bodies
ii. Human health
iii. Climate across the globe
SLO No. 16.5.4
SLO Text Discuss advantages and disadvantages of using synthetic fertilisers versus natural fertilisers.
Max Marks 6
Cognitive U
Level
Checking 2 marks for the effects on each component (3 required)
Hints Award 1 mark for writing information related to each component, i.e., 2 points for each
component
Overall Overall, moderate performance by the candidates was observed, however, candidates need
Performance more concentration on this topic and must broaden their knowledge of the pros and cons of
fertilisers.
Description of Better responses showed a proper understanding of the demand of the question as they
Better accurately covered all their required areas (water bodies, human health, and climate across
Responses the globe) being affected by excessive use of fertilisers.
Regarding water bodies, candidates mentioned the increasing growth of algae and decreasing
levels of oxygen, leading to a toxic environment, and ultimately causing the death of aquatic
creatures.
Referring to human health, they provided an explanation about the potential hazards of using
contaminated water/ food, which can cause chronic diseases, especially in children
Furthermore, they highlighted the risks of respiratory and skin problems and pointed out the
potential for the development of cancer.
In climate across the globe, they focused on the production of greenhouse gases leading to
global warming and weather changes. They also mentioned the by-products of nitrogen and
their contribution towards acid rain.
Images of Image (i)
Better
Responses
Image (ii)
 Description of Weak responses displayed confusion regarding the negative effects of fertilisers within the
Weaker specified environmental components. Their answers exhibited an unclear segmentation of the
Responses question’s three required areas: water bodies, human health, and global climate.
Consequently, they jumbled up these areas and struggled to adequately describe any of them.
They wrote general responses like water will get contaminated instead of focusing on key
points that will be the reason for contamination like the deposition of toxic chemicals for a
long time and its effect on survival needs of water bodies. They were unable to identify the
proper effect of excessive use of fertilisers on human health and on climate across the globe
as well.
Image of
Weaker
Response

Suggestions for improvement (Highlight all that apply)

How to Approach SLO Pedagogy Used for that Assessment Strategies

SLO
• Understand the expectations • Story Board • Past paper questions
of the command words • Cause and Effect • Discussion on E-Marking Notes
• Look at the cognitive level • Fish and Bone • AKU-EB Digital Learning Solution
• Identify the content that is • Concept Mapping powered by Knowledge Platform
required to answer that • Audio Visual [Link]
question (both in terms of Resources
understanding of concepts • Think, Pair and
and any skills that may be Share
required like analysing or • Knowledge
evaluating) Platform videos
• Go through the past paper • Questioning
questions on that particular Technique (Socratic
concept approach)
 • Refer to the resource guide • Practical
for extra resources Demonstration

** For description of
each pedagogy, refer to
Annexure A

Any Additional Suggestion: Teachers are advised to encourage candidates to focus on distinct points within
each area, discussing precise effects, consequences, and mechanisms to showcase a deeper understanding.
Teachers should make candidates consider the local and global context while discussing impacts, tailoring
their responses to suit both regional and worldwide implications. Moreover, teachers should guide candidates
to maintain a clear division between the designated sections to address each area which are water bodies,
human health, and global climate, separately and comprehensively.
 Annexure A: Pedagogies Used for Teaching the SLOs
Pedagogy: Storyboard
Description: A visual pedagogy that uses a series of illustrated panels to present a narrative,
encouraging creativity and critical thinking. It helps learners organise ideas, sequence events,
and comprehend complex concepts through storytelling.
Example: In a Literature class, students are tasked with creating storyboards to visually retell
a novel. They draw key scenes, write captions, and present their stories to the class,
enhancing their reading comprehension and fostering their imagination.

Pedagogy: Cause and Effect

Description: This pedagogy explores the relationships between actions and consequences. By
analysing cause-and-effect relationships, learners develop a deeper understanding of how
events are interconnected and how one action can lead to various outcomes.
Example: In a History class, students study the causes and effects of the Industrial Revolution.
They research and discuss how technological advancements in manufacturing led to significant
societal changes, such as urbanisation and labour reform movements.

Pedagogy: Fish and Bone

Description: A method that breaks down complex topics into main ideas (the fish) and
supporting details (the bones). This visual approach enhances comprehension by highlighting
essential concepts and their relevant explanations.
Example: During a Biology class on human anatomy, the teacher uses the fish and bone
technique to teach about the human skeletal system. Teacher presents the main components of
the human skeleton (fish) and elaborates on each bone's structure and function (bones).

Pedagogy: Concept Mapping

Description: An effective way to visually represent relationships between ideas. Learners
create diagrams connecting key concepts, aiding in understanding the overall structure of a
subject and fostering retention.
Example: In a Psychology assignment, students use concept mapping to explore the various
theories of personality. They interlink different theories, such as Freud's psychoanalysis,
Jung's analytical psychology, and Bandura's social-cognitive theory, to see how they relate to
each other.

Pedagogy: Audio Visual Resources

Description: Incorporating multimedia elements like videos, images, and audio into lessons.
This approach caters to different learning styles, making educational content more engaging
and memorable.
Example: In a General Science class, the teacher uses a documentary-style video to teach
about the solar system. The video includes stunning visual animations of the planets,
interviews with astronomers, and background music, enhancing students' interest and
understanding of space.

Pedagogy: Think, Pair, and Share

Description: A collaborative learning technique where students ponder a question or problem
individually, then discuss their thoughts in pairs or small groups before sharing with the
entire class. It fosters active participation, communication skills, and diverse perspectives.
Example: In a Literature in English class, the teacher poses a thought-provoking question
about a novel's moral dilemma. Students first reflect individually, then pair up to exchange
their opinions, and finally participate in a lively class discussion to explore different
viewpoints.
Pedagogy: Questioning Technique (Socratic Approach)
Description: Based on Socratic dialogue, this method stimulates critical thinking by posing
thought-provoking questions. It encourages learners to explore ideas, justify their reasoning,
and discover knowledge through a process of inquiry.
Example: In an Ethics class, the instructor uses the Socratic approach to lead a discussion on
the meaning of justice. By asking a series of probing questions, the students engage in a
deeper exploration of ethical principles and societal values.

Pedagogy: Practical Demonstration

Description: A hands-on approach where learners observe real-life applications of theories or
skills. Practical demonstrations enhance comprehension, skill acquisition, and problem-
solving abilities by bridging theoretical concepts with real-world scenarios.
Example: In a Food and Nutrition class, the instructor demonstrates the proper technique for
filleting a fish. Students observe and then practice the skill themselves, learning the practical
application of knife skills and culinary precision.

(Note: The examples provided in this annexure serve as illustrations of various pedagogies. It
is important to understand that these pedagogies are versatile and can be applied across
subjects in numerous ways. Feel free to adapt and explore these techniques creatively to
enhance learning outcomes in your specific context.)
Acknowledgements
The Aga Khan University Examination Board (AKU-EB) acknowledges with gratitude the
invaluable contributions of all the dedicated individuals who have played a pivotal role in the
development of the Chemistry SSC-II E-Marking Notes.
We extend our sincere appreciation to Ms Uroosa Aslam, Specialist in Chemistry at AKU-EB,
for taking subject lead during the entire process of e-marking.
We particularly thank to Ms Saira Shah, Generation’s School, Karachi, for evaluating each
question’s performances, delineating strengths and weaknesses in candidates’ responses, and
highlighting instructional approaches along with recommendations for better performance.
Additionally, we express our gratitude to the esteemed team of reviewers for their constructive
feedback on overall performance, better and weaker responses, and validating teaching
pedagogies along with suggestions for improvement.
These contributors include:
• Dr Sumera Anjum, Lead Specialist, Curriculum and Examination Development, AKU-EB
• Sania Iqbal, Specialist, Curriculum and Examination Development, AKU-EB
• Rabia Nisar, Specialist, Assessment, AKU-EB
• Munira Muhammad, Lead Specialist, Assessment, AKU-EB
• Zain Muluk, Manager, Examination Development, AKU-EB
• Raabia Hirani, Manager, Curriculum Development, AKU-EB
• Ali Aslam Bijani, Manager, Teacher Support, AKU-EB
• Dr Shehzad Jeeva, CEO, AKU-EB