Secondary Student’s Guide

5 Ways to Tackle
‘O’ Level Chemistry
Focus on Paper 2
 About the ‘O’ Level
Chemistry Paper 2
Paper 2 of the ‘O’ Level Chemistry Paper carries 80 marks and
accounts for 50% of the overall ‘O’ Level Chemistry grade.
Since the demands of Paper 2 are high and the given duration for
students to complete the paper is relatively short, students have to
strategise in order to manage this paper.

UNPACK THE ‘O’ LEVEL CHEMISTRY PAPER 2

Total 1 h 45 min
Duration

Section A B

Marks 50 30

Questions Consists of 7 to Consists of 3 questions

9 compulsory The first 2 questions are
structured questions, compulsory questions.
each with several These questions are 8 to 12
parts marks each.
One of the questions will be
a data-based question which
requires students to interpret,
to evaluate or to solve problems
using information in the form
of tables, graphs, texts, images,
diagrams, etc.
The last question will be
presented in an either/or form
and will carry 10 marks.

Data
A copy of the Periodic Table of Elements
Provided
 Strategising for Success
In order to score well, students need to:

know their practise time

content well management

identify question
answer each
types and
question with
requirements with
accuracy
precision

Essentially, students need to have good content knowledge and good

examination skills. In this guide, Head of Secondary Science, Sheryl Ng,
shares 5 tips to tackle the ‘O’ Level Chemistry Paper 2.
01
Focus on Content
The ‘O’ Level Chemistry syllabus requires students to demonstrate a strong understanding of
scientific knowledge.

Both the scope and the depth of the curriculum mean that students should utilise specific strategies
when revising and reviewing topical knowledge.

A. KNOW YOUR PERIODIC TABLE

Secondary school teachers will tell you that this is non-negotiable: students must know how to use
the Periodic Table.

Why? The Periodic Table has a wealth of information that can help students to solve questions across
the entire Paper 2.

While some information such as proton number, mass number, group number and period number
can be obtained directly from the Periodic Table, students can also deduce certain scientific
information based on these data points.

Refer to the following table to see how students can fully use the Periodic Table to their advantage.

DIRECT
INFORMATION
PROTON NUMBER GROUP PERIOD
FROM THE
AND MASS NUMBER NUMBER NUMBER
PERIODIC
TABLE

WHAT CAN Students can use the Students can use Students can use
BE DEDUCED proton number and mass the group number to the period number
number to deduce deduce to deduce
• Number of protons • Number of • Number of
• Number of electrons valence electrons electron shells
• Number of neutrons • Charge of • Relative sizes of
• Electronic configuration ion formed by atoms
element
• Number of electron
shells • Valency
• Number of valence
electrons
B. UNDERSTAND THE LINK BETWEEN TOPICS

Paper 2 questions require students to use knowledge of more than one specific topic.

Hence, students should be able to link several concepts across different topics to answer
questions. A good way to prepare for such questions would be to have strong content knowledge in
foundational topics.

Key foundational topics to master are:

Kinetic Particle Atomic Energy

Theory Structure Changes

Chemical Equations Mole Concept

TOPICS OFTEN TESTED IN TANDEM INCLUDE:

• Acids, Bases and Salts + Metals + Qualitative Analysis

• Elements, Compounds and Mixtures + Separation Techniques

• Periodic Table + Metals/Salts

• Metals + Reduction and Oxidation Reactions

• Electrolysis + Reduction and Oxidation Reactions

• Atomic Structure + Chemical Bonding

• Chemical Bonding + Periodic Table

TLL Top Tip:

As long as chemical equations are involved, there is every opportunity for topics
such as Mole Concept and Energy Changes to be tested.
C. STUDY SMART — MEMORISE BASIC INFORMATION

The time crunch in an exam situation means that the more quickly students can recall knowledge,
the better they can focus on applying their knowledge to application questions.

One way to do so is to commit certain basic scientific information to memory.

These basic topics or data sets can help students to deduce or predict other scientific information
that they will need to solve questions in Paper 2.

QUALITATIVE MOLE
ANALYSIS: CONCEPT:
BASIC REACTIVITY TEST AND THE ESSENTIAL
SOLUBILITY
INFORMATION SERIES FOR OBSERVATIONS EQUATIONS
TABLE
TO MEMORISE METALS FOR CATIONS, GOVERNING
ANIONS AND MOLAR
GASES CALCULATIONS

WHAT CAN • Method of • Method • Presence or • Mole ratio

BE DEDUCED extraction to of salt absence of ions of reactants
employ for each preparation in a compound, and products
metal or mixture of in a balanced
• Displacement compounds chemical
of a metal • Chemical equation
from its salt by reactions taking
another metal place in a
• Reactions of reaction scheme
metals with
acids, water and
steam
• Relative stability
of metal
compounds
formed
02
Focus on Skills

Examination skills help students gain maximum marks because they are able to accomplish two
main things — understand the requirements of each question, and accurately answer with the
relevant topical knowledge.

The following section covers two ways that ‘O’ Level Chemistry students can employ question
analysis and answer precision skills in Paper 2.

D. UNDERSTAND QUESTION REQUIREMENTS — ANALYSE KEY WORDS

There are several types of key words to look out for in the ‘O’ Level Chemistry Paper 2. They are the
directive word and the key words that identify the topic(s) being tested.

Look at the Directive Word

Questions which begin with the words, “define”, “state”, “describe”, “explain” or
“outline” will test factual knowledge and understanding. Such questions will require
students to recall and explain specific concepts.
Questions which ask students to “describe” will require them to use results or
observations from the question in their answers. On the other hand, questions which
ask students to “explain” will require them to use scientific concepts to back up the
observations they pen in their answers.

Identify the Detect Extended

Tested Topic(s)
Students should identify the topic(s)
and/or concept(s) tested in a question
by looking out for key words.
For example, such key words or phrases
may include “rate of reaction” or “double
displacement reaction”. Students should
take care to include related key words/
phrases in their answers.
Questions
In the case of questions which are split
into parts, students must ensure that
their answers for subsequent parts are
consistent with earlier parts. Some key
words/phrases students may look out
for to identify such questions are “Use
your answer from …” or “Based on
your observations from …”
E. ANSWER WITH PRECISION — UNDERSTANDING QUESTION REQUIREMENTS

In Section B of Paper 2, students are expected to demonstrate a more in-depth understanding of the
syllabus and to apply critical analytical skills.

HIGHER-ORDER Questions which involve a novel set-up or application will require students
QUESTIONS to apply what they have learnt.
Additional information may be provided by the question if advanced
concepts are being introduced. Such questions tend to be longer because a
lot of information and/or data is provided.
Questions may begin with the following words: “predict”, “suggest”,
“calculate” or “determine”.
Such higher-order questions require students to study the given trends and
to predict any changes based on the variable changed.
For questions which ask students to “suggest” an outcome, students can
give a relevant or plausible answer so long as the suggestion is based on
facts.

DATA ANALYSIS For data analysis questions, graphs may be provided for students to analyse
QUESTIONS and consider both the purpose of the experiment as well as the results as
shown by the data.
Students should first identify the aim of the experiment, followed by the
independent (on the y-axis) and dependent (on the x-axis) variables.
Their answers should relate to the experimental set-up, and provide the
trends, results or observations from the given experimental set-up.
Additionally, students may also be asked to predict the shape of a graph
when a single variable is changed. To test students’ understanding of trends,
they may be asked to complete an extrapolation of the existing graph(s).

EITHER/OR The either/or question requires students to choose one of two questions
QUESTIONS to answer. Students are expected to provide an in-depth answer and a
substantiation for their answer.
Students should provide a full answer complete with elaboration. They
may choose to craft their answer in a chronological manner (step-by-step)
or to use the “cause and effect” format which lists a cause and explains the
resulting effect.
In order to ensure that their answer is relevant and accurate, students are
encouraged to use named examples within their answer.
 PLANNING AN Questions on planning an investigation test students’ ability to
INVESTIGATION conceptualise how to prove or disprove a hypothesis. Therefore, it is
QUESTIONS important to recall and apply skills learnt for experimental design for the
practical exam component to this part of the exam.
Students should be prepared to apply knowledge from topics such as
Separation Techniques, Rate of Reaction, Periodic Table, Metals and Organic
Chemistry.

TLL Bonus Tip: Use The 3 Cons Method

When structuring answers for Paper 2, use the ‘3 Cons’ Method. It is a systematic
approach that helps students to provide accurate and coherent answers.

CONTEXT
Consider and mention the parameters and given information from the question
(which could include numerical values, graphs, tables, diagrams, etc.).

CONCEPT
Deploy the appropriate concepts used to explain the contextual cues given in the question.

CONCLUSION
Directly answer the question by linking back to the main focus of the question.
 Secondary School
Chemistry Unlocked —
Help Your Child Thrive

Secondary school Science can be tough without the right

guidance and support. In our lessons, your child will learn the
key strategies to manage every major examinable component
with carefully-planned curriculum taught by teachers who
understand how secondary school students learn best.
By equipping our students with the key skills to understand,
analyse and respond to question requirements, we help them to
use key terms and methods to craft precise answers and conduct
scientific analysis.

Find out more about our Secondary Science programme at

www.thelearninglab.com.sg or by calling 6733 8711.

Join Us For Lessons

The Learning Lab is now available at 8 locations. Find a location that suits your needs.
If you have any enquiries about our programmes, please email us at
enquiry@thelearninglab.com.sg or call us at 6733 8711 and we will be happy to assist you.
 Ready for School
Ready for Life

We’re committed to helping each and every student

fulfil his or her greatest potential.

With the right knowledge, skills and dispositions, we empower

each student to tackle the tests in school and in life.

If you are interested to find out more about our teaching and
learning framework or about our programmes, feel free to drop us
an email at enquiry@thelearninglab.com.sg or call us at 6733 8711.

CO N TACT US

thelearninglab.com.sg thelearninglab TheLearningLabSingapore