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    Hi!

    Here's another thread specifically made for all of us doing taking the N5 Chemistry Course this academic year

    It's edging towards the exams, so how's the revision going? I'm pretty sure they're going to suddenly appear in a few weeks with lots of revision exercises :eek:

    In my school, we've already covered our assignment - in January/February - what about you? Are your teachers waiting on this month for all coursework?

    Finally, how did the Prelims go? I'd say that mine went fairly well, got a good score and all - so full steam ahead for the exams.

    It'll be good to talk to more N5 Chemistry Students, you always see so many GCSE people on this and we're all sitting here like "what even is a gcse or that weird aqa, edexcel stuff... :confused:"
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    Well, I have to say I really underestimated Chemistry this year; I've not done badly given I haven't really revised but I'm going to struggle to get by B. I think the problem for me is that we don't actually write down any notes which means I feel less engaged in the lesson and can't remember as much. I have enjoyed the course so far as it's fairly interesting but I don't think I would be doing Higher even if I was doing really well this year. We finished our assignments last week, very chaotic and short notice but I think I will get a decent mark, my Underlying Chemistry was a bit vague, however.
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    (Original post by MLM99)
    Well, I have to say I really underestimated Chemistry this year; I've not done badly given I haven't really revised but I'm going to struggle to get by B. I think the problem for me is that we don't actually write down any notes which means I feel less engaged in the lesson and can't remember as much. I have enjoyed the course so far as it's fairly interesting but I don't think I would be doing Higher even if I was doing really well this year. We finished our assignments last week, very chaotic and short notice but I think I will get a decent mark, my Underlying Chemistry was a bit vague, however.
    Sounds good, it's a similar case in our class.
    Our teacher sort of reads through our notes, but we never really do the same things we do in physics or maths, it's more listening and the odd question. Underlying Chemistry, brr. I think I spent a lot of evenings and late night concentration sessions working on notes - didn't pull it all together until it was fairly close to the write up itself
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    (Original post by faye.2002)
    i am writing my national 5 chemistry assignment, but i am stuck on how to write a evaluation. it is on how different metals effect the voltage made in an electrochemical cell. i used copper and then changed the second metal 3 times and then repeated each experiment 3 times.

    any help would be great
    thanks
    :wavey: Thought you might find this thread useful
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    Looking at the above post, faye.2002
    Strangely enough, we've done our assignments on the same thing. We used copper as metal b and did tests with six other metals instead, repeating it twice. Anyway, unfortunately saying taking more readings won't drastically change your experiments outcome, so thats not the best option. For mine, one of our metals was aluminium. I spoke about aluminium being reactive and forming what's known as an oxide layer. This makes results inaccurate and therefore has to be removed before performing the experiment. If you have not used aluminium, you should look into metals which could have formed and oxide layer, and possible ways to remove it to make your results more accurate. Best of luck!
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    Hey does anyone have any tips for the open-ended (using your knowledge) questions? i never understand what they want us to say or what they're on about.... like this question from the 2017 paper:

    A student wanted to investigate whether copper could be used as a catalyst for the reaction between zinc and sulfuric acid.
    Zn(s) + H2SO4(aq) ZnSO4(aq) + H2(g)
    Using your knowledge of chemistry, suggest how the student could investigate this.
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    (Original post by hollcap)
    Hey does anyone have any tips for the open-ended (using your knowledge) questions? i never understand what they want us to say or what they're on about.... like this question from the 2017 paper:

    A student wanted to investigate whether copper could be used as a catalyst for the reaction between zinc and sulfuric acid.
    Zn(s) + H2SO4(aq) ZnSO4(aq) + H2(g)
    Using your knowledge of chemistry, suggest how the student could investigate this.
    It's difficult to provide advice on this, as the questions can be so varied. One thing I'd recommend is just a lot of practice- though there aren't SQA resources for this, lots of schools have stuff specifically for open ended questions on their websites: https://www.google.co.uk/search?q=na...hrome&ie=UTF-8
    Using these type of resources should help massively.

    Use whatever they give you in the question, so for example the one you posted- they say catalyst (what do you know about the properties catalysts?), what can you say about the reactions, or any of the reactants/products involved, can you think of an experiment you have done to investigate catalysts before? You can use diagrams, equations and words to help explain your ideas or knowledge.

    These questions are generally poorly done, and I would advise you to miss them out the first time you go though the paper. Once you've been through it, then go back to them. This prevents you from using up too much time on what is only a few marks. And, another reason for doing this is that other questions in the paper can actually help you with ideas by reminding you of stuff you might want to include!

    Hope this helps
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    (Original post by Labrador99)
    It's difficult to provide advice on this, as the questions can be so varied. One thing I'd recommend is just a lot of practice- though there aren't SQA resources for this, lots of schools have stuff specifically for open ended questions on their websites: https://www.google.co.uk/search?q=na...hrome&ie=UTF-8
    Using these type of resources should help massively.

    Use whatever they give you in the question, so for example the one you posted- they say catalyst (what do you know about the properties catalysts?), what can you say about the reactions, or any of the reactants/products involved, can you think of an experiment you have done to investigate catalysts before? You can use diagrams, equations and words to help explain your ideas or knowledge.

    These questions are generally poorly done, and I would advise you to miss them out the first time you go though the paper. Once you've been through it, then go back to them. This prevents you from using up too much time on what is only a few marks. And, another reason for doing this is that other questions in the paper can actually help you with ideas by reminding you of stuff you might want to include!

    Hope this helps
    thanks!!! also thanks for such a fast reply
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    (Original post by hollcap)
    thanks!!! also thanks for such a fast reply
    No problem! Glad to be able to help
 
 
 
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