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Methodological recommendations for Summative Assessment on the subject «Chemistry»

(natural-mathematical direction)

Grade 10

Nur-Sultan, 2019

Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “Chemistry” for the Grade 10 learners. Methodological recommendations are aligned with the Subject Programme and Course plan.

 Summative Assessment Tasks for unit will allow teachers to determine the level of the learning objectives achievement planned for the term. Methodological recommendations comprise tasks, assessment criteria with descriptors and marks for conducting Summative Assessment across the unit. This document includes possible levels of the learners’ academic achievement (rubrics). Tasks with descriptors and marks can be considered as recommendations.

 Methodological recommendations are designed for secondary school teachers, school administrations, educational departments’ seniors, regional and school coordinators in criteria-based assessment and others.

 Free access to the Internet resources such as pictures, cartoons, photos, texts, video and audio materials, etc. have been used in designing these Methodological recommendations.

Contents

TASKS FOR THE SUMMATIVE ASSESSMENT FOR THE TERM 1

Summative assessment for the unit 10.1.A “Atom structure”

Learning objectives

10.1.2.2 Calculate the average relative atomic mass of the natural isotopes mixture of the element

10.1.2.7 Be able to write nuclear equations

10.1.3.4 Write electronic configurations of the first 36 chemical elements

Assessment criteria

A learner

  • Calculate the relative atomic mass of an element using the relative abundances of its isotopes
  • Complete the nuclear equations by filling in the correct symbols
  • Write electron configurations of atoms and ions in terms of shells and sub-shells (s, p and d)

Level of thinking skills

Knowledge and comprehension Application

Duration

15 minutes

Task

  • Bromine occurs as two stable isotopes in the Earth’s crust, bromine-79 and bromine-81. The relative abundances of these are 50.5% and 49.5% respectively. Use these data to calculate the relative atomic mass of bromine.
  • Complete the following nuclear equations.

(a) → +

(b) → + + 3

  • . Complete the electronic configurations for the metals sodium and iron and their ions.
    • (i) Electronic configuration of sodium: 1s2...

(ii) Electronic configuration of iron: 1 s2....

2+

    • Give the electronic configuration of the Feion in terms of levels and sub-levels.

Assessment criteria

Task

Descriptor

A learner

Mark

Calculate the relative atomic mass of an element using the relative

abundances of its isotopes;

1

presents working in calculations;

gives a correct answer;

1

1

Complete the nuclear equations by filling in the correct symbols;

2

completes the first nuclear equation by

filling in the correct symbols;

completes the second nuclear equation by

filling in the correct symbols;

1

1

Writeelectron

configurations of atoms and ions in terms of shells and sub-shells (s, p and d).

3

writes electron configurations of Na;

writes electron configurations of Fe;

writes electron configurations of Fe2+ ion.

1

1

1

Total marks

7

 Rubrics for providing information to parents on the result of Summative Assessment for the unit 10.1.A “Atom structure” Learner’s name:

Assessment criteria

Level of learning achievements

Low

Calculate the relative atomic mass of an element using the relative abundances of its isotopes

Experiences challenges in presenting algorithm of solution and makes mistakes in calculating the relative atomic mass.

Makes some mistakes in presenting algorithm of using the relative abundances of isotopes in calculation/

in calculating the relative abundances

of its isotopes.

Presents working and calculates the relative atomic mass of an element using the relative abundances of its isotopes.

Complete the nuclear equations by filling in the correct symbols

Experiences challenges in completing nuclear equations by filling in the correct symbols.

Makes some mistakes in completing the first nuclear equation/ the second nuclear equation.

Completes the nuclear equations by filling in the correct symbols.

Writeelectron configurationsofatoms

and ions in terms of shells and sub-shells (s, p and d)

Experiencesdifficultiesinwriting

electron configurations of atoms and ions in terms of shells and sub-shells (s, p and

Makes some mistakes in writing electron configurations of Na atom/ Fe atom/ Fe2+ ion.

Correctlycompleteselectron

configurations of atoms and ions in terms of shells and sub-shells (s, p

d).

Summative assessment for the units 10.1B ‘Periodicity of changes in the properties of elements and their compounds’ and 10.1С ‘Chemical bond’

Learning objectives

10.2.1.1.Explain regularities in changes of properties of atoms of chemical elements: radius, ionisation energy, electron affinity, electronegativity and the degree of oxidation

        • To make dots-and-crosses diagram for compounds with ionic bond
        • Use VSEPR theory to predict shapes of molecules and ions
        • Explain the nature of metallic bond and its effect on physical properties of metals

10.1.4.13 Predict the properties of compounds with different types of bonds and types of crystal lattices

Assessment criteria

A learner

  • State the trends in ionisation energies across a period and explain the factors influencing the ionisation energies
  • predict the type of bonding according to the physical properties and draw ‘dot-and cross’ diagram
  • Draw and name the shapes of molecules and ions by using the qualitative model of electron-pair repulsion and predict the bond angles
  • Describe the metallic structure and relate the melting point of metals to the structure of atoms and the bonding present
  • predict the properties of compounds with different types of bonds and crystal lattices

Level of thinking skills

Knowledge and comprehension Application

Higher order thinking skills

Duration

20 minutes

Task

  • The diagram below shows the variation in first ionisation energy across Period 3.

State and explain the general trend in first ionisation energies for the Period 3 elements from sodium to argon.

  • Sodium sulfide (Na2S) has a melting point of 1223 K.

Predict the type of bonding in sodium sulfide and draw dots-and-cross diagram for Na2S. (a) Type of bonding...........................

(b) Draw dots-and-crosses diagram for sodium sulfide.

  • Draw the shapes, including any lone pairs of electrons, of a phosphine molecule and of a phosphonium ion.

Give the name of the shape of the phosphine,PH3, molecule and state the bond angle found in the phosphonium ion, PH4+

Shape of phosphine molecule

Name of the shape of phosphine

Shape of phosphonium

Bond angle of phosphonium ion

  • The diagrams below show part of a giant metallic structure of potassium and calcium.
    • Describe the bonding in metals.
    • Explain why calcium has a higher melting point than potassium.
  • Copper and iodine are both shiny crystalline solids.

Which forces exist between particles in solid copper and between neighboring iodine molecules in solid iodine?

Choose the one answer you consider to be correct.

Copper

Iodine

A

ionic bonds

covalent bonds

B

ionic bonds

van der Waals’ forces

C

metallic bonds

covalent bonds

D

metallic bonds

van der Waals’ forces

Assessment criteria

Task

Descriptor

A learner

Mark

State the trends in ionisation energies across a period and explain the factors influencing the ionisation energies

1

statesthegeneraltrendinionisation

energies across a period;

refers to the nuclear charge;

refers to the attraction/ distance between

nucleus and outer shell electrons;

1

1

1

Predict the type of bonding

according to the physical properties and draw ‘dot- and cross’ diagram

2

determines the type of bond;

draws dots-and-crosses diagram for sodium sulfide;

1

1

Draw and name the shapes of molecules and ions by using the qualitative model of electron-pair repulsion and predict the bond angles

3

draws the shape of PH3 , including any lone

pairs of electrons;

names the shape of PH3;

draws the shape of PH4+, including charge of the ion;

statesthebondanglefoundinthe phosphonium ion;

1

1

1

1

Describe the metallic structure and relate the melting point of metals to the structure of atoms and the bonding present

4

describes metallic bonding in terms of a

latticeofpositiveionssurroundedby delocalised electrons;

refers to the number of delocalized electrons and attraction forces;

1

1

Predict the properties of

compounds with different types of bonds and crystal lattices

5

chooses the correct answer.

1

Total marks

12

Rubrics for providing information to parents on the result of Summative Assessment for the unit 10.1B ‘Periodicity of changes in the properties of elements and their compounds’ and 10.1С ‘Chemical bond’

Learner’s name:

Assessment criteria

State the trends in ionisation energies across a period and explain the factors influencing the ionisation energies

Level of learning achievements

Low

Experiences difficulties in explaining

the factors influencing the ionisation energy

electrons.

Makes some mistakes in

predicting type of bonding according to the physical properties/ in drawing ‘dot-and cross’ diagram.

Predicts the type of bonding

according to the physical properties and draws ‘dot-and cross’ diagram.

Draw and name the shapes of

molecules and ions by using the qualitative model of electron-pair repulsion and predict the bond angles

Experiences challenges in naming the

shapes and makes mistakes in predicting bond angles in molecules and ions according to the shapes drawn.

Makessomemistakesin

drawing/naming/ stating the bond angles in molecules or ions.

Names the shapes correctly and

predicts the bond angles in, molecules and ions according to the shapes drawn.

Describe the metallic structure and relate the melting point of metals to the structure of atoms and the bonding present

Experiences challenges in describing

metallic structure and makes mistakes in linking properties of metals to the structure of atoms and the bonding present.

Makes some mistakes in

describing metallic structure/ in relating properties of metals to the structure of atoms and the bonding present.

Describes the metallic structure

and relates the melting point of metals to the structure of atoms and the bonding present.

Predict the properties of compounds with different types of bonds and crystal lattices

Experiences challenges in predicting

the properties of compounds with different types of bonds and types of

Makessomemistakesin

predictingthepropertiesof metals/ nonmetals.

Predicts correctly the properties of

compounds with different types of bonds and types of crystal lattices.

crystal lattices.

Summative assessment for the unit “10.1D Stoichiometry”

Learning objectives

10.1.1.2 Explain the physical meaning of concepts “relative atomic mass”, “relative molecular mass” and “molar mass”

        • Make calculations using the values of “molar concentration”, “molar volume” in normal and standard conditions
        • Calculate the amount of substance (mass, volume and number of particles) of the reaction products by known quantities (masses, volumes and number of particles) of reactants, if one of them is taken in excess and contains a certain amount of impurities
        • Calculate the percent of yield from theoretically possible

Assessment criteria

A learner

  • Explain the concept of the term ‘relative atomic mass’
  • Carry out calculations using concentration, volume and amount of substance in a solution
  • Calculate the mass of products by known quantities of reactants, if one of them contains a certain amount of impurities
  • Use balanced equations to calculate percentage yield from theoretically possible

Level of thinking skills

Knowledge and comprehension Application

Duration

20 minutes

Task

  • (a) (i) Define the term relative atomic mass of an element.

(ii) Show the calculation of relative atomic mass of an oxygen atom.

(mass of oxygen 2.6568624 × 10-26 kg; mass of carbon 1.99264 × 10-26 kg)

  • What is the molar concentration of 1.06g of H2SO4 in 250 cm3 of solution?
  • Zinc chloride can be prepared in the laboratory by the reaction between zinc and hydrogen chloride gas according to the following equation.

Zn(s) + 2HCl(g) → ZnCl2(s) + H2(g)

The percentage purity of zinc metal in the reaction mixture was 90.34%. Calculate the mass of impure mixture should be taken to get 10.7 g of zinc chloride as a product.

  • Titanium can be extracted from titanium chloride by the following reaction. TiCl4(s) + 2Mg(s) → Ti(s) + 2 MgCl2(s)
    • Calculate the maximum theoretical mass of titanium that can be extracted from 100 g of titanium chloride.
    • In the reaction, only 20.0 g of titanium was made. Calculate the percentage yield.

Assessment criteria

Task

Descriptor

A learner

Mark

Explains the concept of the term ‘relative atomic mass’

1

defines the term ‘relative atomic’ mass of

an element;

calculates the relative atomic mass of an

oxygen atom;

1

1

Carry out calculations using concentration, volume and amount of substance in a

solution

2

calculate the amount of substance;

converts cm3 to dm3 ;

calculates the molar concentration;

1

1

1

Calculate the mass of products by known quantities of reactants, if one of them contains a certain amount of impurities

3

determines the amount of substance of

ZnCl2;

deduces the pure mass of zinc that reacts

with hydrogen chloride;

calculates the mass of the mixture that contains zinc metal;

1

1

1

Use balanced equations to calculate percentage yields from theoretically possible

4

determines molar mass of TiCl4;

calculates the maximum theoretical mass of

titanium that can be extracted from 100 g of titanium chloride;

calculates the percentage yield.

1

1

1

Total marks

11

 Rubrics for providing information to parents on the result of Summative Assessment for the unit “10.1D Stoichiometry” Learner’s name:

Assessment criteria

Level of learning achievements

Low

 Explains the concept of the term ‘relative atomic mass’

Experiences challenges in explaining the term ‘relative atomic mass’ with an example.

Makes some mistakes in defining the term/ using key words to define the term relative atomic mass, based on

the 12C scale/ calculating relative

atomic mass of a given atom.

Fully explains the concept of the term ‘relative atomic mass’ with an example.

Carry out calculations using concentration, volume and amount of substance in a solution

Experiences challenges in

converting grams to moles and makes mistakes in calculating concentration of a solution.

Makes mistakes in calculating the

amount of substance/ converting cm3 to dm3 / calculating the molar concentration.

Calculates concentration of a solution

properlyusingmass,volumeand amount of substance.

Calculate the mass of products by known quantities of reactants, if one of them contains

a certain amount of impurities

Experiences challenges in determining the mass of mixture using the percentage impurity.

Makes some mistakes in calculating the amount of substance of ZnCl2/ deducing the pure mass of zinc/ calculating the mass of impurity.

Determines the mass of mixture using the percentage impurity.

Use balanced equations to calculate percentage yieldsfrom

theoretically possible

Experiences challenges in determining the maximum theoretical mass of products and makes mistakes in calculating

the percentage yield from

Makes some mistakes in determining molar mass of TiCl4/ calculating the theoretical mass of TiCl4 / calculating the percentage yield.

Determines the maximum theoretical mass of products correctly and calculates the percentage yield from theoretically possible.

theoretically possible.

TASKS FOR THE SUMMATIVE ASSESSMENT FOR THE TERM 2

Summative assessment for the chapter 10.2 A “Introduction to thermodynamics”

Learning objectives10.3.1.2 Understand that chemical reactions include processes of

bond breaking and formation of new chemical bonds

        • Determine experimentally the change in the reaction enthalpy and calculate it based on reference data
        • Explain the physical meaning of the Hess’s Law and to use it to calculate changes of enthalpy of chemical reactions
        • Explain the change in Gibbs free energy and calculate it based on reference data
        • predict a spontaneous reaction behaviour by thermodynamic data

Assessment criteriaA learner

          • Use mean bond enthalpies to calculate an approximate value of ΔH for reactions in the gaseous phase
          • Determine the experimental change of reaction enthalpy and calculate it based on reference data
          • Explain the physical meaning of Hess's Law and be able to use it to calculate changes of enthalpy of chemical reaction
          • Explain the balance between entropy and enthalpy which determine the feasibility of a given reaction
          • Predictaspontaneousreactionbehaviourby thermodynamic data

Level of thinking skillsApplication

Higher order thinking skills

Duration25 minutes

Tasks

  • The table below contains some mean bond enthalpy data.

Bond

O-O

C=O

O-H

C-H

Mean bond enthalpy / kJ mol–1

496

805

463

412

Use the following equation and data from the table above to calculate the standard enthalpy change of combustion of methane.

CH4 + 2O2 → CO2 + 2H2O

  • In an experiment, a spirit burner is used to heat 250 cm3 of water by burning methanol, CH3OH. (The specific heat capacity of water is 4.18 J ×K–1 ×g–1, density of water 1g×cm-3)

Results:

Starting temperature of water = 20.0 0C

Final temperature of water = 43.0 0C

Starting mass of burner +fuel = 248.8 g

Final mass of burner +fuel = 245.9 g

Use this information to calculate a value for the enthalpy of combustion of methanol.

  • Enthalpy changes that are difficult to measure directly can often be determined using Hess’ Law to construct an enthalpy cycle.

X can be expressed by different enthalpy changes.

 Identify the enthalpy change of the reaction X in terms of both enthalpies of formation and combustion.

Enthalpy of formation

Enthalpy of combustion

-x enthalpy of formation of water

-x enthalpy of combustion of hydrogen

+x enthalpy of formation of water

+x enthalpy of combustion of hydrogen

-2x enthalpy of formation of water

-2xenthalpyofcombustionof hydrogen

+2x enthalpy of formation of water

+2xenthalpyofcombustionof hydrogen

  • For the process at
    • In order to predict the concepts.
    • Predict if the reaction is feasible at this temperature.

use the formula that relates all this

  • Determine if the following reaction is spontaneous or not at 25°C by determining the free energy value.

2 NO2(g) → N2O4(g)

ΔH= -57.2 kJ/molΔS = -175.9 J/ mol×K

Assessment criteria

Task

Descriptor

A learner

Mark

Use mean bond enthalpies to calculate an approximate value of ΔH for reactions in the gaseous phase

1

determines the values for bond breaking;

determines the values for bond forming;

calculates ΔH of combustion of methane;

1

1

1

Determine the experimental change of reaction enthalpy and calculate it based on reference data

2

determines the temperature change;

calculates the heat change, q, by usingthe equation q = mcΔT;

identifies the mass of methanol;

determines the mole of methanol burned;

calculates the molar enthalpy change for a

reaction;

1

1

1

1

1

Explain the physical meaning of Hess's Law and be able to use it to calculate changes of enthalpy of chemical reaction

3

identifies X as enthalpy change of formation of water;

identifies X as enthalpy cange of combustion of hydrogen;

1

1

Explain the balance between entropy and enthalpy which determines the feasibility of a given reaction

4

uses an equation to predict the signs of ΔG, ΔH, and ΔS;

predicts the feasibility of the reaction;

1

1

Predict a spontaneous reaction behavior by thermodynamic data

5

converts temperature 250C to K;

converts the units of ΔH or ΔS;

calculates the Gibbs free energy, ∆G;

explain that for a reaction to be feasible, the

value of ∆G must be zero or negative.

1

1

1

1

Total marks

16

Rubrics for providing information to parents on the result of Summative Assessment for the unit 10.2 A “Introduction to thermodynamics” Learner’s name:

Assessment criteria

Use mean bond enthalpies to calculate an approximate value of ΔH for reactions in the gaseous phase

Level of learning achievements

Low

Experiences challenges in using mean bond enthalpies and makes mistakes in calculating an

approximate value of ΔH for

reactions in the gaseous phase

Experiences challenges in

determining the experimental change of reaction enthalpy and making mistakes in calculating based on reference data.

.

Makes some mistakes in determining

the temperature change/ using the equation q = mcΔT / identifying the mass of methanol/ determining the amount of substance of methanol/ calculating the molar enthalpy change

for a reaction.

Determines the experimental change

of reaction enthalpy and calculates it based on reference data.

Explain the physical meaning of Hess's Law and be able to use it to calculate changes of enthalpy of chemical reaction

Experiences challenges in applying Hess's law and makes mistakes in calculating enthalpy changes of reaction.

Makes some mistakes in identifying X as an enthalpy change of formation of

water / identifying X as an enthalpy change of combustion of hydrogen.

Confidently applies Hess's law in calculation of enthalpy changes of reaction.

Explain the balance between entropy and enthalpy which determines the feasibility of a given reaction

Experiences challenges in explaining the balance between entropy and enthalpy which

determines the feasibility of a given

reaction.

Makes some mistakes in using the equation to predict the signs/ predicting the feasibility of the

reaction.

Clearly and completely explain the balance between entropy and enthalpy which determines the feasibility of a given reaction.

Predict a spontaneous reaction

behaviour by thermodynamic data

Experienceschallengesin

predicting reaction feasibility by thermodynamic data.

Makes some mistakes in converting

temperature/convertingtheunits/ calculating∆G/explainingthe

Predicts reaction feasibility correctly

by thermodynamic data.

feasibility.

Summative assessment for the unit 10.2 B “Kinetics”

Learning objectives

10.3.2.7 Observe experimentally the impact of concentration on the rate of chemical reactions

10.3.2.9 Explain the physical meaning of the concept “activation energy”

        • Explain the process of catalysis
        • Differentiate homogenous and heterogeneous catalysis

Assessment criteria

A learner

  • Sketch the curve for two different experiments using different molar concentrations of an acid to demonstrate the effect of concentration on the rate of reaction
  • Define the term ‘activation energy’
  • Explain the process of catalysis
  • Differentiate homogenous and heterogeneous catalysis

Level of thinking skills

Knowledge and comprehension Application

Duration

15 minutes

Task

1. Several small pieces of calcium carbonate (in excess) were allowed to react with 100 cm3 of

    • mol×dm-3 hydrochloric acid. The volume of carbon dioxide formed during the experiment is shown on the graph below.

 Using the same axes, sketch curves labelled A and B for the following experiments which were all carried out at the same temperature as the original experiment:

      • 100 cm3 0.1 mol×dm-3 hydrochloric acid with an excess of small pieces of calcium

carbonate;

(b) 100 cm3 0.5 mol×dm-3 hydrochloric acid with an excess of small pieces of calcium carbonate;

  • (a) State what is meant by the term ‘activation energy of a reaction’.

(b) Identify the activation energy of the following reaction when catalyst is added .

  • Explain how a catalyst affects the rate of a reaction.
  • Complete the table using ticks (√) to indicate whether the process refers to a homogeneous catalysis or a heterogeneous catalysis.

catalyzed reaction

homogeneous catalysis

heterogeneous catalysis

Manufacture of ammonia in the Haber process

Removal of nitrogen oxide from car exhausts

Oxidation of sulfur dioxide in the atmosphere

Assessment criteria

Task

Descriptor

A learner

Mark

Sketch the curve for two different experiments using differentmolar concentrations of an acid to demonstrate the effect of concentration on the rate of reaction

1

sketchesthecurvewhen100cm3 0.1mol×dm-3 hydrochloric acid reacts with

an excess of small pieces of calcium carbonate;

sketches the curve when 100 cm3 0.5mol×dm-3 hydrochloric acid reacts with an excess of small pieces of calcium

carbonate;

1

1

Define the term ‘activation energy’

2

defines the term ‘activation energy’;

identifies an activation energy;

1

1

Explain catalysis

the

process

of

3

refers to increase on the rate of a reaction;

refers to alternative pathway with lower

activation energy;

1

1

Differentiatehomogenous and heterogeneous catalysis

4

identifies reactions;

identifies reactions.

all

all

homogeneous

heterogeneous

catalysis

catalysis

1

1

Total marks

8

 Rubrics for providing information to parents on the result of Summative Assessment for the unit 10.2 B “Kinetics” Learner’s name:

Assessment criteria

Level of learning achievements

Low

Sketch the curve for two different experiments using different molar concentrations of an acid to demonstrate the effect of concentration on the rate of reaction

Experiences challenges in sketching curve for experiments and makes mistakes in determining effect of concentration on the rate of reaction.

Makes some mistakes in sketching curve for the experiment with higher concentration/ lower concentration.

Sketches curve for experiments with different molar concentrations and determines effect of concentration on the rate of reaction.

Define energy’

the

term

‘activation

Experiences challenges in defining the term ‘activation energy’.

Makes some mistakes in defining theterm‘activationenergy’/

identifying the activation energ

Definestheterm‘activation energy’ with an example.

Explain the process of catalysis

Experiences challenges in explaining the process of catalysis.

Makes some mistakes in referring to the effect of the catalyst to the rate of a reaction/ providing an alternative pathway with lower

activation energy.

Explains the process of catalysis correctly.

Differentiate homogenous and heterogeneous catalysis

Experienceschallenges differentiatinghomogenous

heterogeneous catalysis.

 in and

Makes some mistakes in differentiatinghomogenous catalysis/ heterogeneous catalysis.

Differentiateshomogenousand heterogeneous catalysis.

Summative assessment for the unit 10.2 C “Chemical equilibrium”

Learning objectives10.3.3.2Predicttheimpactofchangeintemperature,

concentration and pressure on chemical equilibrium

        • Write an expression for a reaction equilibrium constant
        • Predict the effect of different factors on the equilibrium constant
        • Make calculations related to the equilibrium constant
        • Explain the role of chemical equilibrium shift in increasing the yield of the product in chemical industry using the example of the Haber process and the oxidation of sulfur oxide and nitrogen

Assessment criteriaA learner

          • Predict the impact of change in temperature and pressure on chemical equilibrium
          • Write an expression for a reaction equilibrium constant
          • Predict the effect of different factors on the equilibrium constant
          • Make calculations related to the equilibrium constant;
          • Explain the role of chemical equilibrium shift to increase yield in chemical industry in haber process

Level of thinking skillsKnowledge and comprehension

Application

Duration20 minutes

Task

  • Decide which set of conditions A – C would result in the highest yield of the desired product for each of the equilibria (a) – (c) below.

1) Production of hydrogen iodide

H2(g) + I2(g) ⇌ 2 HI(g) ΔH= +53 kJ mol–1

A: low temperature and high pressure

2) Making hydrogen

CH4(g) + H2O(g) ⇌ 3H2(g) + CO(g) ΔH= +206 kJ mol–1

B: high temperature low pressure

3) Production of methanol

CO(g) + 2 H2(g) ⇌ CH3OH(g) ΔH= –91 kJ mol–1

C: high temperature

pressurehasno effect

  • For each of the following equilibria, write the expression for the equilibrium constant Kc: 2SO2(g) + O2(g) ⇌ 2SO3(g)

N2(g) + 3H2(g) ⇌ 2NH3(g)

  • Deduce the effects of increase in temperature and pressure on value of Kc for the reaction: 2NO2(g) +O2(g) ⇌ 2NO(g) ΔH= –115 kJ×mol1
  • For the equilibrium PCl5(g) ⇌ PCl3(g) + Cl2(g) the equilibrium concentrations of PCl5, PCl3 and Cl2 are 1.0 mol×dm-3; 0.205 mol×dm-3 and 0.205 mol×dm-3 respectively. Calculate the value of Kc for the reaction.
  • The Haber process is typically carried out at a temperature of 400 °C.

With reference to Le Chatelier’s Principle and reaction kinetics, state and explain one advantage and one disadvantage of using a higher temperature.

Assessment criteria

Task

Descriptor

A learner

Mark

Predict the impact of change in temperature and pressure on chemical equilibrium

1

Findsasuitableconditions

production of hydrogen iodide;

Findsasuitableconditions

production of hydrogen;

Findsasuitableconditions

production of methanol;

for

for

for

the

the

the

1

1

1

Write an expression for a reactionequilibrium constant

2

writes the expression for the equilibrium

constant Kc for part (i);

writes the expression for the equilibrium

constant Kc for part (ii);

1

1

Predict the effect different factors on equilibrium constant

 of the

3

deducestheeffectofanincreasein temperature on the value of Kc;

deduces the effect of an increase in pressure

on the value of Kc;

1

1

Make calculations related to the equilibrium constant

4

writes the expression for the equilibrium

constant Kc;

calculates the value of Kc;

1

1

Explain the role of chemical equilibrium shift to increase yield in chemical industry in Haber process

5

states high rate of a reaction;

refers to kinetic energy of molecules;

states low yield;

refers to exothermic.

1

1

1

1

Total marks

13

 Rubrics for providing information to parents on the result of Summative Assessment for the unit 10.2 C “Chemical equilibrium” Learner’s name:

Assessment criteria

Level of learning achievements

Low

Predict the impact of change in temperature and pressure on chemical equilibrium

Experiences challenges in predicting the impact of change in temperature and pressure on chemical equilibrium.

Makes some mistakes in predicting the impact of factors for production of hydrogen iodide/ production of hydrogen/ production of methanol.

Predicts correctly the impact of change in temperature and pressure on chemical equilibrium.

Writeanexpressionfora reaction equilibrium constant

Experiences challenges in writing an expression for a reaction equilibrium constant.

Makes some mistakes in writing an expression for a reaction in part (i)/ in part (ii).

Writes correctly an expression for a reaction equilibrium constant.

Predict the effect of different factors on the equilibrium constant

Experiences challenges in predicting the effect of different factors on the

equilibrium constant.

Makes some mistakes in predicting the effect of temperature/ in predicting the effect of pressure.

Correctly predicts the effect of different factors on the equilibrium

constant.

Make calculations related to the equilibrium constant;

Experienceschallengesinmaking calculations related to the equilibrium

constant.

Makes some mistakes in writing the expression for the equilibrium constant/ calculating value of Kc.

Makes correct calculations related to the equilibrium constant.

Explain the role of chemical equilibrium shift to increase yield in chemical industry in Haber process

Experiences challenges in explaining the role of chemical equilibrium shift to increase yield in chemical industry in Haber process.

Makes some mistakes in explaining the role of chemical equilibrium in terms of increase in rate/ explaining through the kinetic energy/ referring to low yield/ explaining

through exothermic reaction.

Explains properly the role of chemical equilibrium shift to increase yield in chemical industry in Haber process.

TASKS FOR THE SUMMATIVE ASSESSMENT FOR THE TERM 3

Summative assessment for the chapter 10.3A “Oxidation-reduction reactions”, 10.3B Analytical methods

Learning objectives

10.2.3.3 Explain the concept of “standard electrode potential”

10.2.3.9 Apply the empirical rules to predict electrolysis products on electrodes

10.1.4.16 Describe the principle of substances separation by paper chromatography method and calculate retention factor for separated component

Assessment criteria

A learner

  • Identify the parts labelled A to F which is used to measure standard electrode potentials
  • Predict the products of electrolysis of some compounds
  • Calculate the value of the retention factor, Rf, for the compound on the paper chromatography

Level of thinking skills

Knowledge and comprehension Application

Duration

15 minutes

Task

  • The diagram shows the apparatus used to measure the standard electrode potential, E o, of Fe3+ (aq)/Fe2+ (aq).

Identify what the letters A to F represent.

A...........................................................D......................................................

B...........................................................E.......................................................

C...........................................................F......................................................

  • Predict the products of electrolysis of these compounds:

3.

Calculate the value of the retention factor, Rf, for compound A on the paper chromatography shown.

Assessment criteria

Task

Descriptor

A learner

Mark

Identify the parts labelled A to F which is used to measure standard electrode potentials

1

identifies the part labelled A;

identifies the part labelled B;

identifies the part labelled C;

identifies the part labelled D;

identifies the part labelled E;

identifies the part labelled F;

1

1

1

1

1

1

Predict the products of electrolysis of some compounds

2

predict the products of electrolysis of molten

lead bromide;

predict the products of electrolysis of aqueous

copper chloride solution;

predict the products of electrolysis of molten

sodium chloride;

predict the products of electrolysis of aqueous

potassium nitrate solution;

1

1

1

1

Calculate the value of the retention factor, Rf, for the compound on the paper chromatography

3

indicates the distances travelled by substance A and the solvent front;

calculates the value of the retention factor, Rf, for compound A.

1

1

Total marks

12

Rubrics for providing information to parents on the result of Summative Assessment for the unit 10.3 A “Oxidation-reduction reactions”, 10.3B Analytical methods

Learner’s name:

Assessment criteria

Level of learning achievements

Low

Identify the parts labelled A to F which is used to measure standard electrode potentials

Experiences challenges in identifying the parts labelled A to F which is used to measure standard electrode

potentials.

Makes some mistakes in identifying the parts labelled A to F which is used to measure standard electrode potentials.

Identifies correctly the parts labelled A to F which is used to measure standard electrode

potentials.

Predicttheproductsof electrolysis of some compounds

Experiences challenges inpredicting the products of electrolysis of 2-4

compounds.

Makes some mistakes in predicting the products of electrolysis of one compound.

Predicts correctly the products of electrolysis of all compounds.

Calculatethevalueofthe retentionfactor,Rf,for the

compoundonthepaper chromatography

Experiences challenges in calculating the value of the retention factor, Rf.

Makes some mistakes in indicating

the distance travelled by substance A/ calculating the value of the

Correctly calculates the value of the retentionfactor,Rf,forthe

compoundonthepaper chromatography.

retention factor, Rf.

Summative assessment for the unit 10.3C “Group 17 elements”, 10.3 D “Group 2(II) elements”

Learning objectives

        • Explain the regularities of changes in physical and chemical properties of halogens in group
        • Compose equations for oxidation-reduction reactions of halogens

10.2.1.8 Explain the use of chlorine for disinfection of water and assess the advantages and disadvantages of this process

        • Explain trends in changes of physical properties of group 2 (II) elements
        • Explain trends in changes of chemical properties of group 2 (II) elements
        • Name the uses of the most important compounds of alkaline earth metals
        • Carry out an experiment on qualitative determining of group 2 (II) metal cations

Assessment criteria

A learner

  • State and explain the trend of the changes in physical and chemical properties of halogens in group
  • Compose equations for oxidation-reduction reactions of halogens
  • Explain the use of chlorine for disinfection of water and assess the advantages and disadvantages of this process
  • Explain trends in the changes of physical properties of group 2 (ii) elements
  • Explain the chemical properties of group 2 (ii) elements
  • Name the uses of the most important compounds of alkaline earth metals
  • Determine qualitative analysis for group 2 (ii) metal cations

Level of thinking skills

Knowledge and comprehension Application

Duration

25 minutes

Task

  • The elements in Group 17 show trends in their properties that are typical of non-metals.
    • State and explain the trend in melting point down Group 17
  • Hydrogen iodide can reduce concentrated sulphuric acid to sulphur dioxide.

Using half-equations for the oxidation and reduction processes, deduce an overall equation for the formation of sulphur dioxide when concentrated sulphuric acid reacts with hydrogen iodide.

    • Half-equation for the reduction ……………………………………………………...

(b) Half-equation for the oxidation………………………………………………………

(c) Overall equation…………………………………………………………………..….

  • (a) Write an equation to show the reaction between chlorine and water to make chloric (I) acid
  • Explain why chlorine is added to the water supply.
  • State one disadvantage of adding chemicals to the water supply.
  • Group 2 elements and their compounds have a wide range of uses.

For parts (a) to (c), draw a ring around the correct answer to complete each sentence.

(a) From Mg(OH)2 to Ba(OH)2, the solubility in water

decreases

increases

stays the same

(b) From Mg to Ba, the first ionisation energy

decreases

increases

stays the same

(c) From Mg to Ba, the atomic radius

decreases

increases

stays the same

  • Some reactions based on the Group 2 metal barium, Ba, are shown.

State the reagent needed for each of reactions 1 and 2.

reagent for reaction 1 ...........................................................................................

reagent for reaction 2 ……………………………………………………………

  • Calcium carbonate and calcium hydroxide both have an important use in agriculture.
    • Describe this use and explain what makes these two compounds suitable for it.
    • Write a balanced equation to illustrate this use of calcium carbonate.
  • Acidified barium chloride solution is used as a reagent to test for sulfate ions.
  • State why sulfuric acid should not be used to acidify the barium chloride.
  • Write the simplest ionic equation for the reaction that occurs when acidified barium chloride solution is added to a solution containing sulfate ions.

Assessment criteria

Task

Descriptor

A learner

Mark

State and explain the trend

of the changes in physical and chemical properties of halogens in group

1

states the trend in melting point down Group

17;

refers to the intermolecular forces;

refers to the number of electrons;

1

1

1

Composeequationsfor

oxidation-reduction reactions of halogens

2

deduces half-equation for the reduction;

deduces half-equation for the oxidation;

deduces overall equation;

1

1

1

Explain the use of chlorine for disinfection of water and assess the advantages and disadvantages of this process

3

writes an equation to show the reaction

between chlorine and water;

explains the purpose of adding chlorine to the

water supply;

states one disadvantage of adding chemicals

to the water supply;

1

1

1

Explain trends in changes

of physical properties of group 2 (II) elements

4

identifiesthetrendinsolubilityfrom

Mg(OH)2 to Ba(OH)2;

identifies the trend in the first ionisation

energy from Mg to Ba;

identifies the trend in atomic radius from Mg

to Ba;

1

1

1

Explain chemical properties

of group 2 (II) elements

5

states the reagent needed for the reaction 1;

states the reagent needed for the reaction 2;

1

1

Name the uses of the most

importantcompoundsof alkaline earth metals

6

describesthepurposeofusingcalcium

carbonateandcalciumhydroxidein agriculture;

writes a neutralization reaction with calcium

carbonate;

1

1

Determinequalitative analysis for group 2 (II) metal cations

7

refers to the formation of precipitate;

writes the simplest ionic equation between

bariumchloridesolutionandsolution containing sulfate ions.

1

1

Total marks

18

Rubrics for providing information to parents on the result of Summative Assessment for the unit 10.3 C “Group 17 elements”, 10.3 D “Group 2 (II) elements”

Learner’s name:

Assessment criteria

Level of learning achievements

Low

State and explain the trend of the changes in physical and chemical properties of

halogens in group

Experiences challenges in stating the trend in melting point down the Group 17 and

makes mistakes in explaining the pattern.

Makes some mistakes in stating the trend/explanationreferringto

intermolecular forces/ referring to the

States and explains the trend of changes in physical and chemical properties of halogens group.

Composeequationsfor

oxidation-reductionreactions of halogens

Experienceschallengesincomposing

redox equations of halogens.

Makes some mistakes in composing

reduction reaction/ oxidation reaction/

Correctly composes redox equations

of halogens.

Explain the use of chlorine for

disinfection of water and assess theadvantagesand disadvantages of this process

Experiences challenges in explaining uses

of chlorine for disinfection of water and makes mistakes in assessing the advantages and disadvantages of this

process.

Makes some mistakes in explaining

uses of chlorine for disinfection of water/ providing an equation/ stating a disadvantage.

Explains uses of chlorine for

disinfection of water and properly assesses the advantages and disadvantages of this process.

 Explain trends in the changes of physical properties of group 2 (II) elements

Experiences challenges in stating the trends in the changes of physical properties of group 2 (II) elements.

Makes some mistakes in stating the solubility trend/ first ionization trend/ atomic radius trend.

Correctly states the trends in the changes of physical properties of group 2 (II) elements.

Explain chemical properties of group 2 (II) elements

Experiences challenges in explaining chemical properties of group 2 (II) elements.

Makes some mistakes in stating a reagent for the reaction 1/ for the reaction 2.

Explainsproperlythechemical properties of group 2 (II) elements.

Name the uses of the most important compounds of alkaline earth metals

Experiences challenges in describing the purpose of using calcium carbonate and calcium hydroxide in agriculture;

Makes some mistakes in describing the purpose of using calcium carbonate and calcium hydroxide/ writing a

neutralization reaction.

Describes properly the purpose of using calcium carbonate and calcium hydroxide in agriculture.

Determine qualitative analysis for group 2 (II) metal cations.

Experienceschallengesinidentifying

group 2 (II) metal cations by qualitative

Makes some mistakes in stating the

formation of precipitate/ writing the

Determinesqualitative analysis for group 2 (II) metal cations.

analysis.

Summative assessment for the unit 10.3 E “Introduction to organic chemistry”

Learning objectives10.4.2.5 Write structural formulae of compounds and name them

according to IUPAC nomenclature

10.4.2.10 Explain the free radical mechanism of the substitution reaction on the example of alkane halogenation

Assessment criteriaA learner

  • Write structural formulae of compounds and name them according to IUPAC nomenclature
  • Complete the table to give details of the free-radical mechanism

Level of thinking skillsKnowledge and comprehension

Application

Duration15 minutes

Task

  • Pentane, C5H12, exhibits structural isomers. Draw the three structural isomers of pentane and name them according to IUPAC nomenclature.
  • Complete the table to give details of the mechanism.

name of step

reaction

……………………

Cl2 → 2Cl●

propagation

CH2Cl2 +Cl● → CHCl2● + …………

propagation

CHCl2● +Cl2 → CHCl3 + Cl

termination

CHCl2● + CHCl2● →…………….

Assessment criteria

Task

Descriptor

A learner

Mark

Write structural formulae of compounds and name them according to IUPAC nomenclature

1

draws a structural isomer of n-pentane;

draws a structural isomer of iso-pentane;

draws a structural isomer of pentane with

tertiary carbon;

name the first isomer;

name the second isomer;

name the third isomer;

1

1

1

1

1

1

Complete the table to give details of the free-radical mechanism

2

gives the name of the first step in the free-

radical mechanism;

deduces the structure of a compound

which is produced in the propagation step;

deduces the structure of a compound

which is produced in the termination step.

1

1

1

Total marks

9

 Rubrics for providing information to parents on the result of Summative Assessment for the unit 10.3 E “Introduction to organic chemistry” Learner’s name:

Assessment criteria

Level of learning achievements

Low

Write structural formulae of compounds and name them accordingtoIUPAC nomenclature

Experiences challenges in writing structural formulae of compounds and makes mistakes in naming of compoundsusingIUPAC nomenclature.

Makes some mistakes in writing structural formulae of compounds/ in naming of compounds using IUPAC nomenclature.

 Writes structural formulae of compounds correctly and name them using IUPAC nomenclature.

Complete the table to give details of the free-radical mechanism

Experiences challenges in completing the table to give details of the free- radical mechanism.

Makes some mistakes in naming the steps of mechanism/ deducing formula from propagation step/

termination step.

Completes the table and gives full details of the free-radical mechanism.

TASKS FOR THE SUMMATIVE ASSESSMENT FOR THE TERM 4

Summative assessment for the chapter 10.4 A “Unsaturated hydrocarbons”

Learning objectives

        • Differentiate the molecules of cis and trans isomers and understand this as a type of stereoisomerism
        • Distinguish between electrophiles and nucleophiles
        • Explain the mechanism of electrophilic addition for alkenes
        • Predict the product of addition reactions for asymmetric alkenes

10.4.2.22 Draw the process of polyethylene production

Assessment criteria

A learner

  • Draw cis and trans isomer of molecules
  • Differentiate electrophiles and nucleophiles
  • Outline electrophilic addition mechanism by drawing the structures of the species involved and curly arrows to represent the movement of electron pairs
  • Describe the formation of major and minor products in addition reactions of unsymmetrical alkenes
  • Write an equation to represent the polymerization of ethene

Level of thinking skills

Knowledge and comprehension Application

Duration

20 minutes

Task

  • Draw and label the cis-trans isomers of following compounds:
    • 1,2-dichloroethenecistrans
    • hex-3-enecistrans

cistrans

    • 2,3-dimethylpent-2-ene
  • Sort the molecules and ions below into electrophiles and nucleophiles.

Electrophiles :

Nucleophiles:

  • Ethene reacts with bromine to give 1,2-dibromoethane as the only product. The mechanism for the reaction is electrophilic addition. Draw the mechanism for this reaction.
  • Draw all possible products of the following reactions and circle the major product.
    • CH2=CH-CH2-CH3 + HBr→
    • CH2=CH-CH3 + H2O→
  • Write an equation to represent the polymerization of ethene with at least three monomers and indicate the repeating unit.

Assessment criteria

Task

Descriptor

A learner

Mark

Draw cis and trans isomer of molecules

1

draws cis-1,2-dichloroethene;

draws trans-1,2-dichloroethene;

draws cis-3-hexene;

draws trans-3-hexene;

draws cis-2,3-dimethylpent-2-ene;

draws trans-2,3-dimethylpent-2-ene;

1

1

1

1

1

1

Differentiateelectrophiles and nucleophiles

2

identifies electrophiles;

identifies nucleophiles;

1

1

Outlineelectrophilic addition mechanism by drawing the structures of the species involved and curly arrows to represent the movement of electron pairs

3

drawsinstantaneousdipolesonbromine

molecule;

shows curly arrow from double bond;

breaks the bond in bromine molecule;

draws structure of the carbocation;

show an arrow from the lone pair of electrons on the negatively charged bromide ion towards the positively charged carbon atom of

either a secondary or a tertiary carbocation;

draws the structure of the product;

1

1

1

1

1

1

Describe the formation of major and minor products in addition reactions of unsymmetrical alkenes

4

draws the structure of the two products in part

(a);

identifies the major product in part (a);

draw the structure of the two products in part

(b);

identifies the major product in part (b);

1

1

1

1

Writeanequationto representthe

polymerization of ethene

5

constructs a polymer with three repeating

units;

indicates a repeating unit.

1

1

Total marks

20

 Rubrics for providing information to parents on the result of Summative Assessment for the unit 10.4 A “Unsaturated hydrocarbons” Learner’s name:

Assessment criteria

Level of learning achievements

Low

Draw cis and trans isomer of molecules

Experiences challenges in drawing the

structures of cis-trans isomers.

Makes some mistakes in drawing

the structures of cis-trans isomers.

Correctly draws the structures of

cis-trans isomers.

Differentiate electrophiles and nucleophiles

Experienceschallengesin differentiatingelectrophilesand

nucleophiles.

Makes some mistakes in identifying electrophiles/identifying

nucleophiles.

Correctlydifferentiates electrophiles and nucleophiles.

Outline electrophilic addition mechanism by drawing the structures of the species involved and curly arrows to represent the movement of electron pairs

Experiences challenges in outlining electrophilic addition mechanism and makes mistakes in drawing the structures of the species involved and curly arrows to represent the movement of electron pairs.

Makes some mistakes in outlining instantaneous dipoles/ drawing curly arrows from double bond/ breaking the bond/ drawing the carbocation/ showing arrows from lone pairs/ showing the product.

Correctly outlines electrophilic addition mechanism by drawing the structures of the species involved and curly arrows to represent the movement of electron pairs.

Describe the formation of major and minor products in addition reactions of unsymmetrical

alkenes

Experiences challenges in identifying

major and minor products in addition reactions of unsymmetrical alkenes.

Makes some mistakes in drawing

thestructureofproducts/ identifying major product.

Describes fully the formation of

majorandminorproductsin addition reactions of unsymmetrical

Write an equation to represent the polymerisation of ethene

Experiences challenges in writing the equationtorepresentthe

polymerisation of ethane.

Makessomemistakesin constructing a polymer/ indicating

the repeating unit.

Writes the equation to represent the polymerisation of ethene.

Summative assessment for the unit 10.4B “Haloalkanes”

Learning objectives

        • Writereactionequationsofhaloalkaneswith nucleophilic reagents
        • Explain the mechanism of nucleophilic substitution reactions of haloalkanes
        • Explain the mechanism of elimination

Assessment criteria

A learner

  • Write equations of haloalkanes reaction with nucleophiles
  • Outline nucleophilic substitution mechanism by drawing the structures of the species involved and curly arrows to represent the movement of electron pairs and state the role of the hydroxide ion
  • Outline elimination mechanism by drawing the structures of the species involved and curly arrows to represent the movement of electron pairs and state the role of the hydroxide ion

Level of thinking skills

Knowledge and comprehension Application

Higher order thinking skills

Duration

20 minutes

Task

  • Ethanenitrile can be made by reacting chloromethane with potassium cyanide. Write an equation for this reaction. Provide appropriate conditions.
  • 2-chloropropane reacts with aqueous sodium hydroxide solution according to the following reaction.

Name the type of reaction taking place and outline a mechanism for Reaction 1, then state the role of the hydroxide ion in this reaction.

Type of reaction.……………………………………………….

Mechanism

Role of the hydroxide ion .................................................................................

3. 2-chloropropane reacts with alcoholic sodium hydroxide solution according to the following reaction.

Name the type of reaction taking place and outline a mechanism for Reaction 2, then state the role of the hydroxide ion in this reaction.

Type of reaction.……………………………………………….

Mechanism

Role of the hydroxide ion .................................................................................

Assessment criteria

Task

Descriptor

A learner

Mark

Writeequationsof

haloalkanesreactionwith nucleophiles

1

writes an equation of chloromethane with

potassium cyanide;

provides suitable conditions for the reaction;

1

1

Outlinenucleophilic

substitution mechanism by drawing the structures of the species involved and curly arrows to represent the movement of electron pairs and state the role of the hydroxide ion

2

identifies type of reaction;

draws curly arrow from lone pair on :OH to

partially positive carbon atom;

drawscurlyarrowfromC-Brbondto

bromine;

draws structure of products;

identifies the role of the hydroxide ion;

1

1

1

1

1

Outlineelimination

mechanism by drawing the structures of the species involved and curly arrows to represent the movement of electron pairs and state the role of the hydroxide ion

3

identifies type of reaction;

draws curly arrow from lone pair on :OH to a

correct H atom;

draws curly arrow from a correct C–H bond

adjacent to the C–Br bond to the appropriate C–C bond;

draws structures of products;

identifies the role of the hydroxide ion.

1

1

1

1

1

Total marks

12

 Rubrics for providing information to parents on the result of Summative Assessment for the unit 10.4 B “Haloalkanes” Learner’s name:

Assessment criteria

Level of learning achievements

Low

Write equations of haloalkanes

Experienceschallengesinwriting

Makessomemistakesinwriting

Writes equations of haloalkanes

reaction with nucleophiles

equations of haloalkanes reaction with

equations of haloalkanes reaction with

reactionwithnucleophiles

nucleophiles.

nucleophiles/providingsuitable

correctly.

conditions.

Outline nucleophilic substitution

Experiences challenges in outlining

Makes some mistakes in identifying

Outlines correctly nucleophilic

mechanismbydrawingthe

nucleophilic substitution mechanism

typeofreaction/drawingcurly

substitutionmechanismby

structuresofthespecies

and makes mistakes in drawing the

arrows/ drawing structure/ identifying

drawing the structures of the

involved and curly arrows to

structures of the species involved and

the role of hydroxide ion.

speciesinvolvedandcurly

representthemovementof

curlyarrowstorepresentthe

arrowstorepresentthe

electron pairs and state the role

movement of electron pairs.

movement of electron pairs.

of the hydroxide ion

Outline elimination mechanism

Experiences challenges in outlining

Makes some mistakes in identifying

Outlinescorrectlyelimination

by drawing the structures of the

eliminationmechanismandmakes

typeofreaction/drawingcurly

mechanismbydrawingthe

speciesinvolvedandcurly

mistakes in drawing the structures of

arrows/ drawing structure/ identifying

structures of the species involved

arrowstorepresentthe

the species involved and curly arrows

the role of hydroxide ion.

and curly arrows to represent the

movement of electron pairs and

to represent the movement of electron

movement of electron pairs.

state the role of the hydroxide

pairs.

ion

Summative assessment for the unit 10.4 C “Monohydric and polyhydric alcohols”

Learning objectives

10.4.2.30 Classify alcohols by the location of the functional group and by the number of hydroxyl groups

        • Write the reaction equations for ethanol production by ethylene hydration and glucose fermentation
        • Evaluate the advantages and disadvantages of different ways of ethanol production

Assessment criteria

A learner

  • Classify alcohols according to the functional group positions
  • Write a reaction equation of ethanol production from glucose and state the conditions for fermentation
  • State advantages and disadvantages of the production of ethanol by the hydration of ethene compared to the fermentation of glucose

Level of thinking skills

Knowledge and comprehension Application

Duration

15 minutes

Task

  • There are some structurally isomeric alcohols of molecular formula C4H10O. Displayed formulae of these isomers, labelled A and B, are shown below.

HCH 3HHCH 3

HC COHH CC COH HCH 3HHH

AB

Identify the type of alcohol represented by A and by B.

Type of alcohol represented by A ...............................................................................

Type of alcohol represented by B ...............................................................................

  • Ethanol, C2H5OH, can be made from glucose, C6H12O6.
    • Write an equation to represent this reaction.
    • Give the conditions for this process
  • State two advantages and two disadvantages of the production of ethanol by the hydration of ethene compared to the fermentation of glucose.

Advantage ..............................................................................................................

Advantage ..............................................................................................................

Disadvantage ........................................................................................................

Disadvantage ........................................................................................................

Assessment criteria

Task

Descriptor

A learner

Mark

Classify alcohols according

tothefunctionalgroup positions

1

identifies the type of alcohol A;

identifies the type of alcohol B;

1

1

Write a reaction equation of

ethanol production from glucose and state the conditions for fermentation

2

writes a reaction production of ethanol from

glucose;

gives the suitable conditions for fermentation

of glucose;

1

1

State advantages and disadvantages of the production of ethanol by the hydration of ethene comparedtothe fermentation of glucose

3

states one advantage of the production of

ethanol by the hydration of ethane;

states one advantage of the production of

ethanol by the hydration of ethane;

states one disadvantage of the production of

ethanol by the hydration of ethane;

states one disadvantage of the production of

ethanol by the hydration of ethane.

1

1

1

1

Total marks

8

Rubrics for providing information to parents on the result of Summative Assessment for the unit 10.4 C “Monohydric and polyhydric alcohols”

Learner’s name:

Assessment criteria

Level of learning achievements

Low

Classify alcohols according to the functional group positions

Experiences challenges in classifying alcohols according to the functional

group positions.

Makes some mistakes in classifying type of alcohol A/ type of alcohol B.

Classifies alcohols correctly according to the functional group positions.

Write a reaction equation of ethanol production from glucose and state the conditions for fermentation

Experiences challenges in writing a reaction equation of ethanol production from glucose and makes mistakes in stating the conditions for fermentation.

Makes some mistakes in writing a reaction equation of ethanol production from glucose/ stating the

conditions for fermentation.

Writes a reaction equation of ethanol production from glucose and correctly chooses the conditions for fermentation.

Stateadvantagesand disadvantages of the production of ethanol by the hydration of ethene compared to the fermentation of glucose

Experiences challenges in stating advantages and disadvantages of the production of ethanol by the hydration

of ethene compared to the fermentation of glucose.

Makes some mistakes in stating advantages and disadvantages of the production of ethanol by the

hydration of ethene compared to the fermentation of glucose.

States correctly one advantage and one disadvantage of the production of ethanol by the hydration of ethene compared to the fermentation of glucose.


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