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If you have been learning, revising your science diligently and know your secondary chemistry concepts, yet you have not been doing as well due to carelessness or your performances have reached a stagnating point, we are here to help you make that breakthrough.

What is science cognition

When we make sense of what we read or see, we are applying cognition - the mental processes involved in knowing, learning, and understanding things.

When we apply those processes in science, we call that science cognition.

I know the NH3 gas and HCl gas will diffuse. Rate of diffusion depends on Mr and temperature of the gases. At the same temperature, NH3 gas will travel further than HCl gas as NH3 has a smaller Mr so will diffuse faster. So the white solid will be further from X than from Y. At a higher temperature, NH3 gas will diffuse faster. But I also know HCl gas will also diffuse faster at higher temperature. So how will this affect the outcome?

Thought process

The apparatus was set up with two cotton wool plugs soaked in concentrated aqueous ammonia and concentrated aqueous hydrochloric acid respectively.

These plugs were placed at opposite ends of a long glass tube as shown. After some time, a white solid formed within the tube.

The experiment was then repeated at a higher temperature.

Context

I will first write down the reduction half equation for Cu2+ ion. Cu2+ + 2e- ---> Cu I can convert 32 g of Cu to number of mol of Cu ; 32/64 = 0.5 mol This means 1 mol of e- are gained by the Cu2+ ions. This also means 1 mol of e- are gained by the chromium ions for reduction. I can convert 13 g of Cr to number of mol of Cr ; 13/52 = 0.25 mol This means the mol ratio between e- and Cr = 1 : 0.25 = 4 : 1 I will next write down the reduction half equation for chromium ion, where x = charge number of chromium ion. Crx+ + 4e- ---> Cr This means the chromium ion must have a charge of +4 so that the oxidation state of chromium will be 0 after the reduction.

Thought process

In an electrolysis experiment, the same amount of charge deposited 32 g of copper and 13 g of chromium.

Context

Zn will react with HCl to produce ZnCl2 and H2. Zn + 2HCl ---> ZnCl2 + H2 As Zn is the excess reagent, HCl is the limiting reagent. I know the amount of product formed depends on the amount of limiting reagent. Since the number of mol of HCl (0.005 mol) is the same for both experiments, the total volume of H2 produced is the same. Experiment 2 has a faster speed of reaction since the gradient of the graph is steeper. This could mean the blue copper(II) sulfate solution is a catalyst.

Thought process

A student carried out two experiments involving the reaction between zinc and dilute hydrochloric acid.

Information about the experiments is given in the table below.

The results of the experiments are shown in the graph.

Context

After the 'Learning' phase, students will be ready to move on to the next phase.

In the 'Producing' phase, students will apply what they have learnt during the 'Learning' phase.

Students will type in their thought processes based on the different contexts.

All the students' thought processes will help to improve the quality of our AI-driven chemistry knowledge chatbot.

Our AI-driven chemistry knowledge chatbot is a separate service that the public can eventually tap on.

After the 'Learning' and 'Producing' phases, students will be ready to move on to the final phase.

In the 'Mastering' phase, students will apply what they have learnt during both the 'Learning' and 'Producing' phases.

By now, students will have the skill to make sense of both routine and novel contexts using their thought process.

Therefore, in the 'Mastering' phase, students will be ready to answer questions. Suggested thought processes and answers are provided for students to check.

Why this works

When we apply the relevant thought processes, we draw out the relevant science concepts and vocabulary to make sense of what we read or see.

In doing so, we have a deeper understanding of the specific contexts in different situations and thus we will produce higher quality responses.

Frequency matters. The more we apply science cognition to make sense of the information, the more skillful we will become.

In a few months' time, we will find this novel SCOGNITION way of approaching science questions instinctive and effortless. When that time comes, we will be grateful for learning this breakthrough skill.

What is science cognitionWhat is science cognition

How this worksHow this works

Thought process

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Thought process

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Thought process

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How this worksHow this works

Why this worksWhy this works