Aga Khan University Examination Board

Notes from E-Marking Centre on HSSC-I Chemistry Examination May 2019

Introduction

This document has been produced for the teachers and candidates of Higher Secondary School
Certificate (HSSC) Part I Chemistry. It contains comments on candidates’ responses to the
2019 HSSC-I 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 which 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 fulfil 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

In comparison to previous years, overall performance of the candidates has improved.

However, there is still room for improvement. Mentioned below are few concepts on which
teachers need to focus and give candidates more drill and practice to have a strong grip.
a. Clarity of Bronsted Lowry concept of acid and base in terms of proton that is followed by
the concept of conjugate species
b. Concept of bond energy with reference to the electronegativity differences of bonded
atoms, ionic characters and bond length
c. Solubility of ionic compounds in water on the basis of lattice energy and hydration energy,
whereas, solubility of polar covalent compounds on the basis of weak intermolecular force
of attractions
d. Causes and effects of the change in pressure on lungs during scuba diving
e. Clarity of relationship between negative exponential values and solubility products of
different salts and extent of dissociation of partially soluble salts

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f. Graphical representation and interpretation of thermodynamic reactions and miscible
liquids in an ideal solution
g. Identification of oxidation and reduction half cells on the basis of cell equations/ or cell
potentials
h. Use of formulas in different stepwise calculations for determining empirical and
molecular formula of compounds
i. Calculations for the energy of electron in different orbits with reference to Bohr’s equation
j. Sequential construction of Born Haber cycle and related calculations

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Detailed Comments:

Constructed Response Questions (CRQs)

Question 1a:
Describe Heisenberg’s uncertainty principle.

Better responses successfully described the Heisenberg’s uncertainty principle with the clarity
of wave nature of electron. These responses clearly presented that there must be an inaccuracy/
uncertainty in the measurements of position or momentum of electron if both calculated at the
same time.

Example:

Weaker responses failed to describe Heisenberg’s uncertainty principle. Some of these

responses demonstrated that there is an uncertainty in the measurement of velocity and position
of electron, while some others mentioned that position and momentum of electron cannot be
calculated simultaneously without any concept of uncertainty. A few of these responses
described that this principle deals with the energy of electron in an orbit and their jumping from
one orbit to another.

Example:

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 Question 1b:

Identify each principle/ rule of electronic configuration described in the given table

Name of
S.
Description Principle/
No.
Rule
Electron should be filled in energy subshells in order of
1
increasing energy values.
Two electrons in the same orbital should have opposite
2
spin.
Each orbital in a sublevel is separately occupied before
3
any orbital is doubly occupied.

Better responses were able to identify the principle/ rules of electronic configuration with the
help of description given in the question. Candidates showed knowledge about Aufbau
principle which is the ‘building up’ principle which states that electrons occupy orbitals in
order of increasing energy. Similarly, these responses showed correct identification for Pauli’s
Exclusion principle and Hund’s rule.

Example:

Weaker responses depicted poor knowledge of principle/ rule related to electronic

configuration. In many responses, candidates mentioned the correct name of principle/ rule but
mentioned it against wrong description. It was frequently observed that candidates mentioned
Heisenberg’s uncertainty principle in any one out of three, since it was given in part a. In few
other responses, candidates also mentioned names of different Quantum numbers and Hess’s
law.

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Example:

Question 2:

Describe the concept of conjugate acids and bases using the following reactions as
examples.

a. Reaction between hydrogen chloride and water

b. Reaction between ammonia and water

Better responses showed well explained conceptual knowledge of Bronsted Lowry theory of
acids and bases. These responses conveyed a clear idea of proton donor and acceptor species
as acid and base, whereas, the species formed after the donation or acceptance of that proton
are conjugated base and conjugated acid respectively. These responses were able to describe
both the reactions with the help of equation and paired-up the acids and bases with their
conjugated parts using arrows.

Example:

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Weaker responses displayed a misconception in pairing acids and bases with their conjugated
part. In these responses, a lack of understanding was shown in the concept of acid and base
with reference to proton. Many of these responses depicted with the limited knowledge
regarding the behaviour of water as an acid or a base in both reactions. Very few of the weaker
responses successfully did part ‘a’ of the question, i.e. reaction between HCl and H2O but failed
to show the equation/ description/ role of water as an acid in part ‘b’ and ultimately their
conjugated pairs could not be identified.

Example:

Question 3:

a. Arrange the following bonded atoms in the correct order of decreasing bond energy.

C≡C, C≡O, C≡N

b. Give a justification for your arrangement in part a.

Better responses profitably arranged the bonded atoms in descending order of bond energy in
part ‘a’, i.e. C≡O > C≡N > C≡C, whereas in part ‘b’, better responses justified their
arrangement with decreasing bond energy i.e. bond energy decreases with the decrease in
electronegativity difference/ increase in atomic size/ increase in bond length/ decrease in ionic
character.

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Example:

Weaker responses failed to arrange the bonded atoms in correct order of decreasing bond
energy in part ‘a’. They were rather mentioned in the opposite order, i.e. C≡O < C≡N < C≡C
or random arrangement. These responses also remained unsuccessful in giving justification of
the order as candidates contradicted their own statements. Like, they mentioned C≡C required
minimum bond energy (correct statement) because it has two lone pairs (incorrect reason).
Similarly, in many weaker responses, candidates showed incorrect arrangement with correct
reasoning, i.e. C≡C possess highest bond energy (incorrect statement) because the bond length
is greater as compared to C≡N and C≡O (correct reason).

Example:

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 Question 4:
Give a reason why

a. ionic compounds are soluble in water but insoluble in non-aqueous solvents.

b. some covalent compounds dissolve in water.

Better responses, in part ‘a’, described the correct reasons for the solubility of ionic compounds
in water. These responses mentioned about the relationship between hydration energy than and
lattice energy interference to the polarity of both solute and solvent. Most of the responses
explained this polarity in terms of detachment of ions in ionic compound with the attraction of
polar parts of water with these ions. Whereas, there is no concept of hydration in non-aqueous
solvent due to lack of polarity. In part ‘b’, candidates were able to identify weak intermolecular
forces either dipole-dipole interaction or hydrogen bonding are responsible to make a covalent
compound soluble in water.

Example:

Weaker responses demonstrated the concept of polarity in case of dissolution of ionic

compounds in water or non-aqueous solvents in part ‘a’ but failed to explain hydration energy
in comparison to lattice energy. In many weaker responses, candidates mentioned that ionic
compounds break into ions/ dissociate into ions/ separate into ions but remained unsuccessful
in justifying this dissociation. Furthermore, these responses didn’t mention the comparative
reasoning for aqueous and non-aqueous solvents/ solute-solvent interactions. In such
responses, candidates mentioned hydrogen bonding of water with ionic compounds that makes
ionic compound to be soluble in water. Whereas, in part ‘b’, candidates mentioned the concept
of polarity instead of the formation of weak intermolecular attractions between polar covalent
compounds and polar water molecules.

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Example:

Question 5a:

State Dalton’s law of partial pressure.

Better responses stated the Dalton’s law of partial pressure for ideal (or non-reactive) gases.
These responses also represented the mathematic expression of the law, i.e.
Px = P1 + P2 + P3 + ….

Example:

Weaker responses failed to state the Dalton’s law of partial pressure. Few of these responses
stated the law in a very generic way without taking in view the concept of ideal (or non-
reactive) gases.

Example:

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 Question 5b:
Explain why it is dangerous for divers to hold their breath during scuba diving.

Better responses correctly explained the effects of increasing and decreasing pressure in
relation to volume on the lungs of scuba diver. These responses clearly elaborated the increase
in pressure and decrease in volume of lung while a diver descends. Whereas, during ascending
to the surface pressure drops and lungs expand due to increase in volume and holding breath at
the mean time expands lungs beyond their limit of expansion and this could be fatal.

Example:

Weaker responses depicted lack of conceptual understanding of pressure during scuba diving.
Candidates explained either in a very generalised way referring to the use of the effect of
breathing equipment or in terms of balancing of body with the decrease and increase in
pressure. Many of the weaker responses identified the process as an application of Boyle’s law
instead of Dalton’s law of partial pressure.

Example:

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 Question 6a:
Describe the role of a catalyst in a reversible reaction.

Better responses expressed the role of a catalyst in a reversible reaction specifically, i.e. it
accelerates the rate of reaction reversibly/ it helps to attain equilibrium in lesser time/ it alters
the path of reaction without changing itself/ it lowers the activation energy for both reactions.

Example:

Weaker responses mostly explained the role of catalyst in a generic way without relating it to
the reversible reactions or equilibrium. Candidates mostly wrote that a catalyst increases the
rate of forward reaction but it stops/ inhibits the backward reaction. They related the amount
or concentration of catalyst to its extent of functioning.

Example:

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 Question 6b:

Identify the salt from the given table which has the

S. No. Salts Ionic Product Ksp

1 Ag2CO3 [Ag+]2 [CO32 ] 8.1 x 10–12

2 AgCl [Ag+] [Cl–] 1.8 x 10–10

3 Fe(OH)3 [Fe3+] [OH–]3 1.6 x 10–39

i. highest tendency to dissociate.

ii. least tendency to dissociate.

Better responses identified the correct salt that has the highest dissociation tendency, i.e. AgCl
because its Ksp value is the greatest, i.e. 8.1 x 10–10. Whereas, the salt which has the lowest Ksp
value, i.e. 1.6 x 10–39 has the least tendency to dissociate.

Example:

Weaker responses mostly swapped the salts showing lack of conceptual clarity, i.e. connection
between dissociation tendency and value of Ksp. In few of these responses, candidates also
picked Ag2CO3 as any one of the possibility regardless the given value of Ksp.

Example:

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 Question 7a:

Draw a labelled energy diagram for an exothermic reaction.

Potential Energy

Reaction Progress

Better responses illustrated the correct position of reactant(s) and product(s) on the curve, i.e.
high energy of reactant(s) and low energy of product(s). Moreover, candidates showed
labelling of activation energy/ energy released/ - ∆H.

Example:

Weaker responses depicted lack of graphical understanding with respect to chemical

energetics. Candidates failed to illustrate the correct components of graph in many cases. The
incorrect responses showed low energy of reactant and high energy of product/ + ∆H/ for
absorption of energy. It reflects the need of clarity between reactions’ graphical representations
of exothermic and endothermic reactions.

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Examples 1:

Examples 2:

Question 7b:

Describe the effective collision among molecules with reference to collision theory.

Better responses described the effective collision of molecules in light of the collision theory,
i.e. it takes place only if the energy of the colliding particles is high enough to overcome the
repulsion between electrons around the reacting particles/ when the colliding particles possess
certain amount of energy known as activation energy. Furthermore, candidates also wrote that
colliding particle must approach each other with proper orientation for effective collision.

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Example:

Weaker responses showed lack of understanding of the concept of effective collision.

Candidates wrote that effective collision happens/ and the rate of reaction increases when the
reaction proceeds rather than stating that reaction proceeds when the effective collision
happens, since all collisions are not effective collisions.

Example:

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 Question 8:

Consider the composition-temperature graph of an ideal solution of two miscible liquids A

and B.

Boiling Point
Temperature C
of Pure A
T1

Boiling Point
of Pure B
0A C2 C1 1.0 A
1.0 B 0B
Composition →
(Mole Fractions)

a. Which liquid is more volatile, A or B? Give a reason for your identification.

b. Interpret the following parts in the given graph.

i. Point C1

ii. Point C2

Better responses, in part ‘a’, successfully identified that liquid B is more volatile because its
boiling point is low. In part ‘b’, candidates successfully interpreted point C1, in the given graph,
as the composition of liquid mixture where the percentage of component A is higher than that
of component B and point C2 was explained as the composition of vapour phase where the
percentage of component B is higher than that of component B.

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Example:

Weaker responses failed to understand the graphical representation of an ideal solution of two
miscible liquids. In part ‘a’, candidates wrongly identified the compound with greater volatility
and the reason behind that. Some of the weaker responses shown contradiction in the
identification and the reason of identification, i.e. they wrongly identified compound A as a
highly volatile compound but wrote the correct reason for high volatility, i.e. low boiling point.
Whereas, in part ‘b’, candidates mentioned the interconversion of the given values of
composition rather than interpreting it. Futhermore, these responses failed to interpret that C 1
represents liquid phase and C2 vapour phase.

Example:

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 Question 9:

Use the given information to answer the following questions.

Pt (s) MnO4(aq), H(aq)

 2
, Mn(aq) 4
Sn (aq) 2
, Sn (aq) Pt (s)

The half-cell reactions and potentials are:

Equation 1 MnO4(aq)  8H(aq)


 5e  Mn(aq)
2
 4H 2O(l) E  1.51V

4
Equation 2 Sn (aq)  2e  Sn (aq)
2
E  0.15 V

a. Which equation, 1 OR 2, is the oxidation half-cell reaction? Show the correct

representation of the identified equation with its cell potential.

b. Write a balanced chemical equation for the overall cell reaction that occurs on the
conduction of current.

c. Calculate the standard potential (E) of the given electrochemical cell.

Better responses, in part ‘a’, distinctively identified the correct oxidation half-cell reaction, i.e.
equation number 2. Since both equations are showing reduction reactions, candidates identified
it with the help of reduction potential and made it correct by reversing the equation and operation
sign from + to - of cell potential. In part ‘b’, candidates multiplied equation 1 by 2 and equation
2 by 5 to balance the number of electrons and added both the equation after balancing to get the
overall cell reaction by cancelling equal number of electrons on both side. In part ‘c’, candidates
correctly used formula to calculate standard electrode potential, i.e. E cell  E ox  E red .

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Example:

Weaker responses, in part ‘a’, wrongly identified the oxidation half-cell reaction, i.e. equation
1. Another mistake after identification candidates made was the reversal of wrongly identified
equation without reversal of operation sign from + to - or vice versa. In some responses, the
correction of equation step was overall missing. Hence, candidates showed poor command on
the concept of oxidation and reduction. Additionally, candidates in part ‘b’, failed to balance
the number of electrons in both equations and summed up both equations as it is to get the
overall reaction. In part ‘c’, some of the responses wrote incorrect formula of standard cell
potential, while others placed incorrect values or signs in the correct formula that ultimately
resulted in an incorrect value for standard electrode potential.

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Example:

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 Extended Response Questions (ERQs)

The following questions (10 and 11) offered a choice between part a and b.

Majority of the candidates attempted part ‘a’ of both questions, 10 and 11. This shows their
interest and in-depth understanding of both concepts, i.e. ‘stoichiometry’ and ‘balancing of
equation’. However, some responses in part ‘b’ reflected that mostly candidates lack
confidence and command over the knowledge embedded in the concepts of ‘Bohr’s equation’
and ‘Born-Haber cycle’.
Question 10a:

The combustion analysis of an organic compound with relative molar mass 99 g shows
that it contains 4.04% hydrogen, 24.24% carbon and 71.72% chlorine.

(Note: Atomic mass of H = 1 amu, C = 12 amu and Cl = 35.5 amu)

What are the ‘i’ empirical formula and (ii) molecular formula of the given compound?
Show the steps of working clearly.

Better responses clearly mentioned all the steps required to calculate empirical formula in part
‘i’. First of all, candidates used given elemental percentages for the calculation of correct
number of moles. After that candidates used calculated number of moles to find the simplest
elemental ratio and incorporated it to formulate the empirical formula of the given organic
compound. While proceeding to part ‘ii’, candidates calculated empirical formula mass by
using empirical formula determined previously. This empirical formula mass was then used to
calculate the value of ‘n’ followed by molecular formula of the compound.

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Example:

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Weaker responses, in part ‘i’, failed to perform step-wise calculation to calculate empirical
formula. These responses showed inability of candidates to use elemental percentages in
calculating the mole ratios. In many responses, candidates directly used percentages to find the
simplest elemental ratio/ used wrong method to find number of mole/ used multiplication or
division by 100 in the calculation for the number of moles. Since wrong number of moles had
calculated. Therefore, candidates failed to determine the correct empirical formula and
ultimately its mass. Besides that, in part ‘ii’, candidates remained unsuccessful in finding the
correct value of ‘n’ for further determining the empirical formula.

Example 1:

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Example 2:

Question 10b:

Bohr’s equation for the calculation of energy associated with electron in the nth orbit of
 me 4  me 4
hydrogen atom is E n  2 2 2 where  2.18  10 18 J .
8ε  n h 2 2
8ε  h

Justify that the energy difference E3 – E2 > E4 – E3. Show the steps of working and
determine the number of times E3 – E2 is greater than E4 – E3.

(Note: Write answers up to two decimal places.)

Better responses accurately used the given Bohr’s formula for finding the values of energy
associated with electron in the 2nd, 3rd, and 4th orbit. After that candidates successfully
calculated the difference between E3 – E2 and E4 – E3 by using the values calculated in the
previous step. In next step, candidates justified that E3 – E2 > E4 – E3, along with the
interpretation of values, these responses showed the correct ratio of the energy difference, i.e.
2.85.

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Example:

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Weaker responses, in part ‘b’, demonstrated limited understanding of Bohr’s formula for
finding En. Most of these responses used wrong formula for calculating energies associated
with electron in 2nd, 3rd, and 4th orbits. Candidates used incorrect values of constants/ incorrect
values of ‘n’/ unable to square the value of ‘n’/ incorrect arithmetic methods for calculations/
wrong manipulation of formula. A few of the candidates used incorrect values of exponents.
Furthermore, the sign conventions (negative and positive) were ignored. Candidates failed to
calculate the difference between energies related to different orbits and their ratio.

Example:

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 Question 11a:
The given reaction takes place in an acidic medium.
 2
PbO2(s)  I(aq)  Pb(aq)  I 2(g)

Balance the given equation using the half-reaction method.

(Note: Show all the steps of balancing in sequence.)

Better responses correctly balanced the given ionic equation using half-reaction method in a
step-wise manner. First of all, candidates identified oxidation and reduction half-reaction and
mentioned these reactions in two separate equations. Candidates balanced each equation
accordingly. Candidates successively mentioned balancing of iodine with same number of
atoms in oxidation half-reaction. In reduction half-reaction, balancing of oxygen by adding
water on product side and balancing of hydrogen by adding H+ ion on reactant side was carried
out correctly. Beside that, addition of 2 electrons in both equations on the correct position was
mentioned. Moreover, candidates summed up these two half-reactions by generating the overall
balanced equation.

Example:

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Example:

Weaker responses wrongly identified the oxidation and reduction half-reactions. In many of
these weaker responses, candidates were able to balance atoms of iodine in oxidation half-
reaction but failed to balance oxygen in reduction half-reaction. Similarly, in few responses,
candidates either added the correct number of electrons but showed wrong placement or added
wrong number of atoms with correct placement. Because of errors, candidates remained
unsuccessful in determining the overall balanced chemical equation.

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Example:

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 Question 11b:

Change in Standard Enthalpy Value/ kJ mol 1

Hat Heat of atomisation of Ca(s) + 179

HBDE Bond dissociation enthalpy of F2(g) + 158

Hi First ionisation energy of Ca(g) + 590

Hi Second ionisation energy of Ca+(g) + 1,150

Hea First electron affinity of F(g)  328

Hf Heat of formation of CaF2(s)  1,220

Using the given data,

i. construct a labelled Born-Haber cycle for calcium fluoride (CaF2).

ii. calculate the lattice enthalpy of CaF2.

Better responses, in part ‘i’, distinctively constructed a well labelled Born-Haber cycle by
showing the change in standard state of substances at each stage as given in the table. This
indicates that candidates had sound clarity of the concept of Born-Haber cycle. Furthermore,
these responses showed the correct direction of arrows for absorption and emission of heat in
each step. In part ‘ii’, candidates showed the correct substitution of values and operation sign
in the formula of lattice enthalpy and deduced the final value of lattice enthalpy for CaF2.

Example:

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Weaker responses, in part ‘i’, showed incorrect order of events occuring in the formation of
CaF2. Step-wise arrangement of changes in enthalpy were wrongly displayed/ direction of
arrows for heat absorption and emission were incorrect/ incomplete cycle was mentioned. In
many responses to part ‘ii’, candidates ignored the operation signs with heat enthalpies and
substituted wrong values or applied wrong formula to calculate lattice enthalpy of CaF2. The
major mistake observed in this part was that candidates did not multiply electron affinity of
fluoride by 2 which led them to the incorrect value of lattice enthalpy.

Example:

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