1. Intermediate Cambridge International AS and A Level Chemistry (9701)
Harare, Zimbabwe
Chris Conoley
April 2016

2. Housekeeping Health and safety Fire alarms Fire safety
Start-finish, breaks
Washrooms
Refreshments
Plan of the day.
Delivery notes:
Health & Safety
General health and safety, e.g. location of toilets, room temperature
Fire Alarms
Check with the venue if there are any planned fire alarms that day and inform the delegates, what time this will be.
If the venue is a school, please advise what type of sound the Fire Alarm is, so the Fire Alarm is not confused with any school bell systems.
Fire Safety Inform delegates of the nearest fire exits
Start-finish, breaks
Run through session start and finish times and also Lunch/refreshment breaks

3. Welcome and introduction

4. Who am I? My name is Chris Conoley.
I have been a Chemistry teacher for 35 years.
I have been a Cambridge examiner for 30 years.
I am also an author of Chemistry textbooks and online resources.
I revised the 2016 Teachers’ Guide and scheme of work for 0620.

5. Now it’s your turn
The course will be more productive with a mixture of delegates on each table so if you work with people on your table, please change tables. 5

6. Who are you?
Introduce yourself to everyone else on your table and tell them more about yourself.
Where do you work?
What types of teaching do you do?
How much teaching do you do?
How many learners do you teach?
Are you already teaching AS and A Level Chemistry?
Do you teach the 9701 Chemistry course at present?

7. About us
Cambridge International Examinations prepare school students for life, helping them develop an informed curiosity and a lasting passion for learning. We are part of Cambridge Assessment, a department of the University of Cambridge.
Our international qualifications are recognised by the world’s best universities and employers, giving students a wide range of options in their education and career. As a not-for-profit organisation, we devote our resources to delivering high-quality educational programmes that can unlock learners’ potential.
Cambridge International Examinations is part of the University of Cambridge, which celebrated its 800th anniversary in 2009.
Cambridge International Examinations is also part of Cambridge Assessment – founded over 150 years ago. Today, Cambridge Assessment is an organisation of 1500 people, and Cambridge International Examinations is a vital part of its international educational expertise and assessment research. Our sister organisations within Cambridge Assessment are OCR (Oxford Cambridge and RSA) which offers qualifications for schools here in the UK and Cambridge English Language Assessment, which provides exams testing English language skills among speakers of other language. Research is at the heart of everything we do - the reliability of our assessment comes from our evidence-based and research-led approach to all developments. And so of course we have our own assessment research division, the largest research capability of its kind.
Because we belong to the University of Cambridge, we are a charitable foundation. We invest any return from our activities into education and research.
Cambridge International Examinations is the world’s largest provider of international education for 5-19 year olds.

8. What is the Cambridge programme?
Cambridge Primary 5 to 11 years*
Cambridge Secondary to 14 years*
Cambridge Secondary to 16 years*
Cambridge Advanced 16 to 19 years*
Cambridge Primary
Cambridge Primary Checkpoint
Cambridge ICT Starters
Cambridge Secondary 1
Cambridge Secondary 1 Checkpoint
Cambridge ICT Starters
Cambridge IGCSE®
Cambridge O Level
Cambridge International AS & A Level
Cambridge Pre-U
Cambridge programmes and qualifications are carefully designed to engage your learners and give them solid foundations to achieve high levels of academic and personal attainment.
The programmes are progressive, giving you and your learners a clearly defined path to success from 5 to 19 years. Our four stages lead seamlessly from primary to secondary and
pre-university years, and each stage builds on the learners’ development from the previous one.
We offer flexibility, allowing you to shape Cambridge curricula to the needs and abilities of your learners. You can offer our programmes and qualifications for learners at every stage, or focus on specific ones.
Our programmes and qualifications are compatible with other curricula, so you are free to build a unique curriculum that suits your school’s values. And you will have the expertise and support of Cambridge alongside you.
A global curriculum
21st century skills
International perspective
*Age ranges are for guidance only

9. This course aims to… Reinforce knowledge of the syllabus.
Provide detailed knowledge of examination papers, marking procedures and standards.
Consider lesson plans for different types of learners.
Increase familiarity with the practical chemistry methods needed for the Cambridge course.
Discuss the role of assessment in improving performance.
Provide the opportunity to discuss and alleviate concerns.
Share good practice in teaching Chemistry.

10. Course materials The materials used on these two days will be:
Chemistry 9701 specification
past question papers, mark schemes, and examples of answers
task sheets and other hand outs
practical activities

11. Course programme Day One Session 1 Cambridge Chemistry
9701 syllabus and examination
How we examine chemistry 9701
Changes to the syllabus in 2016

12. Course programme Day One Session 2
Multiple choice questions, teaching methods
Analysing Paper 1
Teaching strategies and learning styles

13. Course programme Day One Session 3 Lesson planning, lesson activities
Structuring lessons
Planning for active learning

14. Course programme Day One Session 4 Assessing 9701 Chemistry Paper 4
Past paper marking exercise
Writing new questions
Setting mark schemes

15. Course programme Day Two Session 5 Practical session 1
Titration exercises 1 and 2

16. Course programme Day Two Session 6 Practical session 2
Qualitative analysis

17. Course programme Day Two Session 7 Improving results with assessment
Assessment for learning (AfL)
Formative and summative assessment
AfL techniques

18. Course programme Day Two Session 8 Paper 5, helping students to revise
Approaches to Paper 5
Revision strategies

19. Session 1
Chemistry
How we examine AS and A Level Chemistry 9701

20. Session structures
This is an Intermediate course – one element of it is the structuring and planning of lessons.
The three-part or four-part lesson model includes a starter activity and a plenary activity.
Each of the eight seminars of this course will reflect this by having a starter activity and a plenary activity that you could use.
Please join in!

21. Starter exercise Put these statements into two groups of four:
Have lower melting and boiling points
Weak intermolecular forces
Strong forces between – and + ions
Conduct electricity in liquid and aqueous states
Have higher melting and boiling points
Do not conduct electricity in the liquid state
Mostly hard crystalline solids
Mostly liquids and gases

22. What are starters for?
They begin lessons with a focus that can be fun! People like puzzles!
They encourage learners to arrive on time
They can recap recent knowledge – this starter would be used to start the next lesson after these structures have been taught.
They can set the scene for the lesson ahead.

23. How we examine Chemistry 9701
At the end of their AS year students sit three examinations:
Paper 1 – 40 multiple choice questions
Paper 2 – the structured paper
Paper 3 – the practical paper

24. Paper 3 – the practical examination
Cambridge now has one practical exam.
The change from two to one was made for several reasons.
Two practical exams put great pressure on centres during the exam season.
Varied practical exams require varied equipments and chemicals – this puts an additional pressure on centres.

25. How we examine Chemistry 9701
At the end of their A2 year students sit two examinations:
Paper 4 – structured questions, which did have the Applications of Chemistry questions at the end, but this is changing for 2016.
Paper 5 – planning, analysis and evaluation

26. Paper 5
In place of the A2 practical exam, Cambridge now have Paper 5 – planning, analysis, and evaluation.
We believe we can examine these skills more accurately on a written paper.
If students planned poorly on a practical paper, they had to use their poor plan!
Examining analysis and evaluation is more reliable if all learners have the same results.

27. The Cambridge syllabus
Where can you find out more about the content and requirements of Cambridge AS and A Level Chemistry?
The first port of call should always be Teacher Support. 27

28. Key documents Question papers
Adobe pdf copies of these can be found on:
Teacher Support
Cambridge Online
Syllabus support CD rom
Also available in hard copy via publications list 28

29. Key documents Syllabus Adobe pdf copies of these can be found on:
Teacher Support
Cambridge Online
Syllabus support CD rom
Also available in hard copy via publications list 29

30. Key documents Mark schemes Adobe pdf copies of these can be found on:
Teacher Support
Cambridge Online
Syllabus support CD rom
Also available in hard copy via publications list 30

31. Which key document is missing?31

32. Other useful documents
Scheme of work

33. Other useful documents
The AS and A2 practical booklets.

34. The Cambridge approach
We believe that all countries in the world need good chemists, not just people who can become good at passing chemistry exams.
We try to set interesting and varied questions in order to encourage this.
We want students to learn to think about, and to understand, their chemistry.
We want students to be able to use their chemistry in their future careers.

35. Terms used in exam questions
Match the each of the glossary words, taken from the syllabus, to a description of its meaning.

36. What’s the answer?
One of the most usual questions during a seminar like this is “If there is such-and-such question, what answer will get full marks?”
We will not answer this question! But . . .
The best chemistry will always get full marks!
Mark schemes will change each year.
We must encourage teaching of best chemistry, not teaching of mark schemes.

37. “Describe the hydrogen bonding in water”
What does this question want? (How many marks?)
Is “attraction of δ+ hydrogen for δ- oxygen enough?
This diagram is better, but is it all there?
Complete chemistry will get full marks, so that is what we teach

38. Weighting of examination
Assessment objective
weighting
Knowledge with understanding
42%
Handling, applying and evaluating information
35%
Experimental skills and investigations
23%
Note: there is greater weighting for skills (58%) compared to that for knowledge and understanding (42%)
This needs to be reflected in your schemes of work. 38

39. What’s new in the 2016 syllabus
Paper 4
No longer any Section A and B.
The assessment of the core and applications material will be integrated.
Material from syllabus topics 11.1 to 11.3 has been inserted into other topics (or in some cases removed).

40. What’s new in the 2016 syllabus
New material included e.g.
Entropy
Gibbs Free Energy
the Nernst Equation
reaction mechanisms and orders of reaction from rate equations
stereoisomerism in transition metal complexes
stability constants
Carbon-13 NMR spectroscopy

41. What’s new in the 2016 syllabus
Other changes include material removed
Group 4 is no longer examined as a group, although some material may be examined elsewhere
Detail of industrial processes (the electrolysis of brine, the extraction of aluminium and the electrolytic purification of copper, the Haber and Contact processes)
Biochemical topics on protein structure and the replication and function of DNA

42. Changes in 9701 Chemistry summary
Partition coefficients – out of AofC and into ⇋ (A Level)
Using a rate equation to suggest a mechanism (A Level)
Group 4 is gone – although might still be used as contexts for application questions.
More on complex ions at A Level, including Kstab
We’ve been more specific about organic naming.

43. Changes in 9701 Chemistry continued
Major changes in the syllabus:
The inductive effect of alkyl groups at AS. This will be used to explain addition, e.g. HBr + CH2=CHCH3
More detail on how polymers will be examined at AS Level.
Friedel-Crafts and position of substitution in arenes (data booklet) at A Level.
Triiodomethane test is now AS Level.

44. Changes in Chemistry 9701 continued
Major changes in the syllabus:
The oxidation of methanoic acid and ethanedioic acid at A Level.
Formation and hydrolysis of amides back in A Level.
The halogens group is now Group 17.

45. No separate applications section
Polymers material is now in the polymerisation section.
Proteins material is in organic nitrogen compounds, polymerisation and rates sections.
There is a new analytic techniques section
- IR at AS
- mass spectra, chromatography, 1H-nmr and 13C-nmr at A Level.
There is a new organic synthesis section at A Level.

46. How a paper is written: It is prepared about 2 years ahead.
It is written by a Principal Examiner (and team).
It is revised to check all is on syllabus, covers the topics in syllabus, questions are clear.
It is discussed at the Question Paper Evaluation Committee.
A mark scheme is written with the paper.
A final check is conducted by referee. 46

47. Writing an A2 question
Use the data in the sheet ‘Writing an A Level question’ to write a question.
Devise a possible mark scheme. The relevant page of the data booklet is also in your pack. 47

48. How a paper is marked
Team of senior examiners start with existing mark scheme.
Consider comments by examiners.
Look at candidates’ responses and add/ modify mark scheme.
Final mark scheme sent to all examiners.
Consistency is very important. 48

49. General principles Marking should be:
clear and transparent (both to other examiners / teachers and to learners)
objective (the mark awarded should not depend on who has marked it)
consistent (each candidate / learner should be assessed according to the same criteria / mark scheme)
inclusive of different methods of expression (mark not the words but mark the Chemistry) 49

50. Marking and beyond
Papers are marked, over 10% are sampled and remarked by senior examiners.
Borderline papers are remarked at grade review.
You can appeal if learner results are unexpectedly low.
Principal examiner sends in the final mark scheme for publication.
Principal examiner writes the examiner report for the paper incorporating the feedback given by the team of examiners.
Any questions? 50

51. Plenary Fe
Fe2+(aq)
Zn2+(aq)
Use to show the outer electron arrangements of these atoms and ions.
Explain why Fe2+(aq) ions are coloured, whereas Zn2+(aq) ions are colourless. [4]

52. End of Session 1

53. Analysing Paper 1 Teaching strategies and learning styles
Session 2
Analysing Paper 1
Teaching strategies and learning styles

54. Starter exercise Solve the anagrams : ranosecdy ttrryeia pyarrim
Where do these three words appear in the syllabus?

55. Three multiple choice questions for you.
How should a candidate answer a multiple choice paper?
A Try and work out A, B, C and D in their heads.
B Do working out on the question paper. 55

56. Question 2
What should a candidate do when she does not know the answer?
A Leave the answer blank.
B Guess at any answer and put it down.
C Eliminate answers which are obviously wrong and guess at what is left. 56

57. Question 3 If a question is difficult what should a candidate do?
A Work through the question however long it takes.
B Leave it blank and come back to it later.
C Just put a guess and move on. 57

58. Paper 1: Multiple choice
In pairs or threes analyse the June 2014 paper in your pack.
Which questions do you think candidates found particularly difficult?
Use the sheet ‘Analysing a multiple choice paper’.
Refer to areas of difficulty arising in Session 1. Handout 2.1 – paper 1 Analyse for difficult questions.
Then handout 2.2 examiner’s report sheet from trainer pack 58

59. Paper 1: Multiple choice
How should we prepare students for multiple choice papers? Discussion.
Refer to areas of difficulty arising in Session 1. Handout 2.1 – paper 1 Analyse for difficult questions.
Then handout 2.2 examiner’s report sheet from trainer pack 59

60. Teaching methods
All teachers use a lecturing style sometimes, in which we stand at the front and teach.
Most teachers also give learners book references in order to learn by reading.
If we can add more variety to this:
students with different learning styles will do better
lessons become more varied and memorable
deeper learning is more likely to occur.

61. What is “deeper learning”?
Deeper learning usually takes longer.
Deeper learning is more likely to involve understanding.
Deeper learning is less likely to be forgotten.

62. What are “learning styles”?
We don’t all learn in the same way
Some people learn best from what they see V
Some people learn best from what they hear A
Some people learn best from what they do K
If we ignore ideas of learning styles and simple stand in front of a class and ‘teach’ them Auditory learners may be fine, but Visual and Kinaesthetic learners can struggle.

63. Learning styles
VAK Visual (looking) pictures, images, diagrams, graphs, charts, photos, drawings, colour Auditory (hearing) words, music, sounds, accents, conversations Kinaesthetic (feeling and doing) emotions, smells, tastes, tactile experiments
FLY IN?? 63

64. Which “learning style” do you prefer?
Spend 5 minutes reading through and ticking the answer which best describes the way you behave.
The questionnaire was devised for people in the UK, but it is still interesting to see what “learning style” it suggests works best for you.

65. Teaching style
Your preferred learning style will influence your preferred teaching style.
We need to adapt and be flexible to support our learners. 65

66. Possible teaching methods 1
brainstorming
demonstration practicals
discussions
discovery learning
hands-on learning
learner practical work
drama/role play
model making
FLY IN 66

67. Possible teaching methods 2
multi-media instruction
peer tutoring
project-based learning
practising methods makes perfect
reading – alone or in class
simulations and games
production of visuals
FLY IN 67

68. Lecturing
Lecturing, should be regarded as the last resort in teaching.
It may be necessary for some things, but often it can be replaced by more learner-centred approaches.
Learners remember/understand things better if they do it for themselves. 68

69. A generalisation
There is likely to be poor learning if the same type of activity is used for too long.
Learners learn best by being exposed to different types or chunks of activity.
Therefore we should try to break a lesson into different parts.
Our activities are egs! 69

70. Teaching methods in action
We will be concentrating on learner-centred approaches (LCAs).
What are the implications of using these methods?

71. Difficult bits In pairs decide which bits of the syllabus:
the learners find difficult
you find hard to teach.
Are they the same?
Look at syllabus content. Write problem areas on flipchart – discuss now or later (depends on time) 71

72. Plenary – practice question
C4H10O has four structural isomers which are alcohols. When a single pure isomer is analysed by mass spectrometry, peaks are observed with m/e values of 15, 17, 29, 45, 57, 59 and 74 only.
Draw structural formulae of the four isomers. [4]
Identify the compound that was analysed, giving your reasons. [6]
Use the Session 2 sheet and when you have the answers devise a mark scheme

73. End of Session 2

74. Session 3
Lesson planning and lesson activities

75. Starter exercise The diagram shows the mass spectrum of neon.
What species is responsible for the peak at m/e 22?
Use Session 3 starter activity
What other teaching points can be made?

76. Teaching methods in action
Take the trend in 1st ionisation energy across the P
periodic table as a topic.
In groups think about, and outline, at least two different ways of teaching the topic.
Keep in mind
- visual learners
- auditory learners
kinaesthetic / tactile learner
Use ‘teaching methods’ in action sheet
Spend 10 minutes on this task 76

77. Planning a lesson Three or four-part lesson: starter
development activity one
(development activity two)
plenary
This is suited to 50, 60, or 70 minute lessons. (40 minute lessons – three-part).

78. Why use three or four part lessons?

79. Lesson planning Choose a topic from the AS or A Level syllabus.
Plan one lesson
Possible choices include:
– any topic already highlighted as difficult;
– redox/ transition metals
– organic mechanisms
– rates/ equilibria
– entropy/Gibbs free energy change
Keep in mind - visual, auditory, kinaesthetic learners
Use the lesson planning sheet
Handout 3.2 planning sheet in delegate pack
(If necessary after they have come up with their ideas .... And here’s some I prepared earlier!) 79

80. Feedback – sharing good practice
Outline your lesson plan.
Comments from other groups
– is there anything others have done differently that has worked well in the past? 80

81. Mnemonics as starters or plenaries
These can be good for remembering lists of properties, e.g. OILRIG 81

82. Transition element mnemonic
Transition elements: hard, dense, high melting, good conductors
Tidy Elephants Help Dirty Hopelessly Muddled Giraffes Cook

83. More about starters Can the starter be FUN? (People like puzzles).
If it’s fun, learners will remember it better (what do they use best – phones or burettes?)

84. Lesson plenaries Possible approaches include:
Writing a summary of what I have learnt
Put summary into suitable language for 12YO
What do I think I will learn next?
Writing mnemonic

85. Please . . . Make the decision to try this out with a class soon
(Things we do not use get forgotten)
Then evaluate the learner-centred lesson:
Did the learners enjoy it?
How good was their engagement?
Did they remember the chemistry?

86. Plenary
H2(g)
100 kPa,
298K B D E C F
The [Pb2+] in a saturated solution of PbCl2 can be estimated by measuring the cell potential, Eo cell, of the following cell. What are the labels for A, B, C, D, E and F?

87. End of Session 3

88. Session 4
Assessing 9701 Chemistry
Paper 4

89. Plenary – from previous session
H2(g) at 100kPa and 298K B D
saturated solution of PbCl2 C
PbCl2(s)
The concentration of Pb2+ in a saturated solution of PbCl2 can be estimated by measuring the cell potential of the cell shown. What do the labels A, B, C, D, E and F represent?

90. Starter activity electrode potential / V – 0.17 – 0.13 – 0.09
In a saturated solution of PbCl2,
[PbCl2(aq)] = 3.5  10–2 mol dm–3.
The Eo for the Pb2+/Pb electrode is – 0.13 V.
Predict the value of the electrode potential for this solution.
Explain your answer?
electrode
potential / V
– 0.17
– 0.13
– 0.09
0.00

91. Interlude – why am I learning this?
Most of us have been asked this question at some time.
A good answer will motivate learners
Here is one possible way to answer.

92. Why am I learning this?
When footballers and other athletes train, they use weights.
When they play a match, there are no weights there.

93. Why am I learning this?
The weights have given the athlete a trained body.
The weights enable the athlete’s body to perform.

94. Why am I learning this?
When we teach young people, we explain chemistry to them.
When they enter the world of employment, there may be no chemistry there.

95. Why am I learning this?
The chemistry will give learners a trained mind
They won’t lose this skill
The chemistry will enable the learners’ mind to perform

96. Examining the course
Paper 41/42/43 is the big written paper in a learner’s final year.
There are 100 marks to be gained (or lost?)
For many learners this paper presents a real challenge.

97. Exam papers from June 2015
In this exercise you will need the June 2015 paper 9701/42, the three example scripts 220, 218, and 222, and the final version of the mark scheme.
Mark question 1 on each of the scripts. Once everyone has done this we will look together at the marks awarded.
We will then mark two more questions (3 and 5)
If you finish look at question 5

98. Marking Awarding marks – annotations used by Cambridge examiners  ^ X
If an answer is close enough to the mark scheme to score, but not exactly what is stated you can give
 bod

99. Marking (cont.)
Put a tick() next to the place you are awarding the mark.
Sometime a question will have more than one component for a mark. In this case the first marking point gets a dot() and then a tick() when the rest of the mark is complete.

100. Marking (cont.)
Sometimes a candidate phrases his/her answer in a different way to that given in the mark scheme. If the meaning is equivalent you can use  allow
If a candidate makes a mistake in the early part of a calculation, but then continues correctly, the error can be carried forward. You can use
 ecf

101. Setting your own questions
Write an exam-style, 6 mark question, to assess section 5.3 – Entropy change.
Write a mark scheme for your question.
Use ‘Producing questions to assess Section 5.3 Entropy change’ sheet.

102. Plenary This shows the repeat unit of Kevlar.
What type of polymer is it?
What name is given to this group of polymers?
Draw the structures of the monomers of Kevlar.

103. Day One summary
The Cambridge A Level chemistry course is both challenging and relevant.
Learner-centred approaches add variety.
Creative lesson planning can make facts memorable and boost results.
We need to use questions as resources to help prepare our learners for examinations.

104. For tomorrow
We’ll be doing practical so please bring a lab coat or wear suitable clothing.
We’ll be looking at revision exercises so if you have any favourites please bring them along to share with the group.
104

105. End of Day 1 Session 4