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Methodological recommendations for Summative Assessment on the subject «Chemistry»

(Social- humanitarian direction)

Grade 11

 Methodological recommendations for Summative Assessment are designed to assist teachers in planning, organizing and carrying out Summative Assessment in “Chemistry” for the Grade 11 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. Also 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

TERM 1

Summative Assessment for the unit 11.1A «Introduction to organic chemistry. Theory of the structure of organic compounds»

Learning objectives

11.4.2.1

Study the hybridization of carbon in hydrocarbons;

11.4.2.2

Explain the structural features of the carbon atom and the

ability to form a C-C bond;

11.4.2.5

List types of isomerism and formulate isomer formulas:

structural,bondingpositions,functionalgroups,and

interclasses;

11.4.2.6

Form an understanding of the structure of free radicals;

11.4.2.10

Compose the structural formulas of compounds and name

according to the IUPAC nomenclature

Assessment criteria

Student is able to:

  • Determine the hybridization of carbon in hydrocarbons
  • Explain the structural features of the carbon atom and the ability to form a c-c bond
  • Determine the types of isomerism
  • Compose the isomers: structural, bonding positions, functional groups and interclasses
  • Describe the structure of free radicals
  • Construct the structural formulas of compounds
  • Name the organic compounds according to the iupac nomenclature

Level of thinking skills

Knowledge and comprehension Application

Duration

20 minutes

Task

1.

  • In which of the following species is the underlined carbon having sp3 – hybridisation:
    • CH3COOH
    • CH3CH2OH
    • CH3COCH3
    • CH2 ═ CH – CH3
  • The hybridization of carbons of C – C single bond of HC ≡ C – CH ═ CH2 is:
    • sp3 – sp3
    • sp – sp2
    • sp3 – sp
    • sp2 – sp3
  • Acetylene molecule has carbon in:
    • sp – hybridization
    • sp2 – hybridization
    • sp3 – hybridization
    • sp3d – hybridization

2.

CH3−CH(CH3)−C(CH3)2−CH2−CH(CH3)−CH2−CH3

    • Primary-6 Secondary-2 Tertiary-2 Quaternary-1
    • Primary-2 Secondary-6 Tertiary-3 Quaternary-0
    • Primary-2 Secondary-4 Tertiary-3 Quaternary-2
    • Primary-2 Secondary-2 Tertiary-4 Quaternary-3
  • Define the term “electronic configuration”

3.

  • Draw all the isomers of C2H2Br2 which contain a carbon-carbon double bond and name them.
  • Two isomers with the formula C4H9OH are given below:

IsomerNameType of isomerism

Complete the naming of the isomers in the table above. Name the type of isomerism shown by these isomers.

4.

Alkanes react with halogens in a reaction described as homolytic free radical substitution.

  • Explain what is meant by the terms:
    • homolytic:
    • free radical:
  • What are examples of free radicals?

5.

The hydrocarbon but-1-ene (C4H8) is a member of the homologous series of alkenes. But- 1-ene has structural isomers.

  • Draw the displayed formula of a functional group isomer of but-1-ene and name it:

Name

  • Draw the structure for each compound:
    • 4-ethyloctane:
    • 3-ethyl-2-methylpentane:
    • 3,3,5-trimethylheptane:

Assessment criteria

Task

Descriptor

A learner

Mark

Determinethe hybridization of carbon in hydrocarbons

1(a)

(b)

(c)

defines a carbon atom having sp3 hybridization;

determines the hybridization of carbons of C –

C single bond in a molecule;

determines the hybridization of carbon in

acetylene molecule;

1

1

1

Explain the structural features of the carbon atom and the ability to form a C-C bond

2(a)

(b)

(c)

(d)

indicates the number of primary, secondary, tertiary and quaternary carbons are present in the

hydrocarbon;

formulates the definition of the term;

writes the electronic configuration of the ground

state of carbon;

writes the electronic configuration of the excited

state of carbon;

1

1

1

1

Determine the types of isomerism

Compose the isomers: structural, bonding positions, functional groups, and interclasses

3(a)

draws the structural isomers of the molecule;

names the isomers;

1

1

(b)

names the isomers;

determines the type of isomerism;

2

1

Describe the structure of free radicals

4(a)

(i)

(ii)

(b)

defines the term homolytic;

defines the term free radical;

writes examples of free radicals;

1

1

1

Construct the structural formulas of compounds Name the organic compounds according to theIUPAC

nomenclature

5(a)

(b)(i)

(ii)

(iii)

draws the displayed formula of a functional group isomer;

names the isomer;

draws the correct structure of 4-ethyloctane;

drawsthecorrectstructureof3-ethyl-2-

methylpentane;

drawsthecorrectstructureof3,3,5- trimethylheptane.

1

1

1

1

1

Total marks

20

 Rubrics for providing information to parents on the result of Summative Assessment for the unit 11.1A «Introduction to organic chemistry. Theory of the structure of organic

compounds»

Learner’s name:

Assessment criteria

Level of learning achievements

Low

Determinethe

hybridizationof

carbonin

hydrocarbons

Experiences difficulties indeterminingthe hybridization of carbon in hydrocarbons

Makes some mistakes

in determining the hybridization of carbon in hydrocarbons

Completely determining the hybridization of carbon in hydrocarbons

Explainthe structural features of the carbon atom and the ability to form a C-C bond

Experiences difficulties inexplainingthe structural features and electronic configuration of the carbon atom

Makes some mistakes whenexplainsthe structural features and electronic configuration of the carbon atom

Completely explains the structural features and electronic configuration of the carbon atom

Determine the types of isomerism Composethe isomers: structural, bondingpositions, functionalgroups,

and interclasses

Experiences difficulties in determining types of isomerism, drawing isomer formulae and naming isomers

Makes some mistakes

in determining types of isomerism, drawing isomer formulae and naming isomers

Completely determines types of isomerism, draws isomer formulae and names isomers

Describethe structure of free radicals

Experiences difficulties whendescribesthe

structure of free radicals

Makes some mistakes whendescribesthe

structure of free radicals

Completely describes the structure of free radicals

Constructthe

structural formulas of compounds Name the organic compounds accordingtothe IUPAC

nomenclature

Experiences difficulties

when draws the structural formulae of compounds and names according to the IUPAC nomenclature

Makes some mistakes

when draws the structural formulae of compounds and names according to the IUPAC nomenclature

Completely draws the

structural formulae of compounds and names according to the IUPAC nomenclature

Summative Assessment for the unit 11.1 B «Hydrocarbons and their natural sources»

Learning objectives

11.4.2.14

11.4.2.15

11.4.2.17

11.4.2.20

11.4.2.22

Know the products of combustion of alkanes and assess their impact on the environment;

Determine the molecular formula of the substance according to the combustion products;

Consider the homologous series, structure, chemical and physical properties of cycloalkanes;

Be able to make polymerization reactions (polyethylene, polypropylene, polyvinyl chloride);

Know the qualitative reactions to alkenes (unsaturation)

Assessment criteria

Student is able to:

  • Determine the products of combustion of alkanes
  • Evaluate the impact of the products of combustion of alkanes on the environment
  • Determine the molecular formula of the substance according to the combustion products
  • Distinguishes the homologous series, structure, chemical and physical properties of cycloalkanes
  • Composetheequationsofpolymerizationreactions (polyethylene, polypropylene, polyvinyl chloride)
  • Describe the qualitative reactions to alkenes (unsaturation)

Level of thinking skills

Knowledge and comprehension Application

Higher-order thinking skills

Duration

20 minutes

Task

1.

  • Compose the balanced equation for the complete combustion of the alkane C11H24
  • Compose the balanced equation for the incomplete combustion of C11H24
  • Name two pollutants from a car engine that are oxidised in a catalytic converter
  • Name a pollutant that is reduced in a catalytic converter:
  • Identify the pollutant from a car engine which is not diminished by the use of a catalytic converter:
  • Name the environmental problem that this pollutant contributes to

2.

A 1.000 g sample of a compound is burned in excess of oxygen and the products are 2.492 g of CO2 and 0.6495 g of H2O.

  • Determine the empirical formula of the compound.
  • Given that its molar mass is 388.46 g/mol, determine the compound's molecular formula.

3.

  • Identify the compound with the highest ring
    • Cyclomethane
    • Cyclopropane
    • Cyclobutane
    • Cyclopentane
  • Identify the incorrect statement regarding cyclohexane:
    • It is non-polar
    • It serves as an organic solvent
    • It a hydrophilic hydrocarbon
    • It is commercially used for a variety of applications
  • Which among the following compounds explodes with oxygen:
    • Cyclopropane
    • Cyclobutane
    • Cyclopentane
    • Cyclohexane

4.

"PVC" is the polymer that formed from the polymerization of chloroethene.

  • Write a chemical equation for this reaction
  • Write the structure of PVC polymer chain that contain three repeating units
  • What is one of the properties of PVC

5.

  • Describe a simple chemical test to determine whether an unknown hydrocarbon is unsaturated
  • Describe the result if the test is positive:

Assessment criteria

Task

Descriptor

A learner

Mark

Determine the products of combustion of alkanes

Evaluate the impact of the products of combustion of alkanes on the environment

1(a)

(b)

(c)

(d)

(e)

(f)

writes an equation for the complete combustion of the alkane;

writesanequationfortheincomplete

combustion of the alkane;

defines two pollutants from a car engine that are

oxidised in a catalytic converter;

defines a pollutant that is reduced in a catalytic

converter;

defines a pollutant from a car engine is not

diminished by the use of a catalytic converter;

determines the environmental problem;

1

1

2

1

1

1

Determinethe molecular formula of the substance according to the combustion products

2(a)

(b)

determines the mass of carbon in the carbon

dioxide and the mass of hydrogen in the water;

determines the mass of oxygen that is in the

sample;

determines the number of moles of carbon, hydrogen, and oxygen;

determinestheempiricalformulaofthe

compound;

determinesthemolecularformulaofthe

compound;

1

1

1

1

1

Distinguishesthe

homologous series, structure, chemical and physical properties of cycloalkanes

3(a)

(b)

(c)

identifies the compound with the highest ring;

identifies the incorrect statement;

finds the compound which explodes on contact

with oxygen;

1

1

1

Compose the equations ofpolymerization reactions (polyethylene, polypropylene, polyvinyl chloride)

4(a)

(b)

(c)

writes the equation of PVC polymerization

reaction;

writes the structure of PVC polymer chain which contains three repeating units;

writes the properties of PVC;

1

1

1

Describe the qualitative reactions to alkenes (unsaturation)

5(a)

(b)

describes the unsaturation test;

describes the test result.

1

1

Total marks

20

Rubrics for providing information to parents on the result of Summative Assessment for the unit 11.1B «Hydrocarbons and their natural sources»

Learner’s name:

Assessment criteria

Level of learning achievements

Low

Determinethe

productsof

combustionof alkanes

Evaluate the impact of the products of combustionof alkanes on the

environment

Experiences difficulties indetermining the products of combustion ofalkanesandtheir impactonthe environment

Makes some mistakes indeterminingthe productsof

combustion of alkanes and their impact on the environment

Completely determinesthe

productsof

combustion of alkanes and their impact on the environment

Determinethe molecularformula ofthesubstance according to the combustion products

Experiences difficulties indeterminingthe molecular formula of the substance according to the combustion products

Makes some mistakes when determines the molecular formula of thesubstance accordingtothe combustion products

Completely determinesthe molecular formula of thesubstance accordingtothe combustion products

Distinguish the homologous series, structure, chemical andphysical propertiesof cycloalkanes

Experiences difficulties in distinguishing the structure, chemical and physical properties of cycloalkanes

Makes some mistakes when distinguishes the structure, chemical and physical properties of cycloalkanes

Completely distinguishesthe structure,chemical andphysical propertiesof cycloalkanes

Composethe

equationsof polymerization reactions (polyethylene, polypropylene, polyvinyl chloride)

Experiences difficulties in composing the polymerization reaction and constructing the structure based on the repeating units

Makes some mistakes incomposingthe polymerization reactionand

constructingthe structure based on the repeating units

Completely composes the polymerization reactionand

constructsthe structure based on the repeating units

Describethe qualitative reactions toalkenes

(unsaturation)

Experiences difficulties indescribingthe qualitative reactions to

alkenes

Makes some mistakes indescribingthe qualitative reactions to

Completely describes thequalitative reactions to alkenes

alkenes

TERM 2

Summative Assessment for the unit 11.2A «Hydrocarbons and their natural sources»

Learning objectives

11.4.2.23

Know the structure, properties of alkadienes;

11.4.2.26

Consider the homologous series of alkynes, the structure,

physical and chemical properties, methods for their

production;

11.4.2.27

Explain the structure of the benzene molecule from the

point of delocalization of electrons;

11.4.2.28

Write reactions for the production of benzene and its

homologues;

11.4.2.29

Describe the properties characteristic of benzene and its

homologues

Assessment criteria

Student is able to:

  • Describe the structure, properties of alkadienes
  • Distinguish the homologous series of alkynes, the structure, physical and chemical properties, methods for their production
  • Explain the structure of the benzene molecule from the point of delocalization of electrons
  • Compose the reactions for the production of benzene and its homologues
  • Describe the characteristic properties of benzene and its homologues

Level of thinking skills

Knowledge and comprehension Application

Higher-order thinking skills

Duration

20 minutes

Task

1.

  • Identify the incorrect statement regarding alkadiene:
    • These are acyclic acids
    • These are unsaturated hydrocarbons
    • These compounds have only one C=C bond
    • These compounds have the general formula CnH2n-2
  • Which of the following is (are) conjugated dienes:
    • Only I
    • Only II
    • Only I and II
    • I, II and III

2.

  • Select the incorrect statement
    • The addition reactions occur more frequently in the alkenes than the alkynes
    • The pi system of the alkynes gets weakened when they lose the pi atoms
    • Alkynes readily undergo oligomerization
    • Alkynes do not undergo polymerization
  • Alkynes cannot be prepared from
    • Ketones
    • Alcohols
    • Aldehydes
    • Other alkynes
  • Identify the incorrect statement
    • Alkynes exist in a gaseous state
    • They are soluble in water
    • They are soluble in organic solvents
    • Alkynes have a very good boiling point

3.

  • Identify the correct statement which is related to an aromatic hydrocarbon
    • It has only sigma bonds
    • It has only pi bonds
    • It has a sigma and two pi bonds
    • It has a sigma and delocalized pi bond
  • Define the term ‘delocalised electrons’ in terms of the structure of benzene

4.

Compose the equations of the reactions for the

  • production of benzene from acetylene
  • production of benzene from cyclohexane
  • production of toluene from methylcyclohexane

5.

The characteristic reactions of benzene are substitution reactions in which one or more hydrogen atoms are replaced with another atom or group of atoms.

  • Write the equation for the reaction of benzene with chlorine in the presence of an iron (III) chloride catalyst:
  • Name the type of mechanism for the reaction mentioned in a(i)
  • Draw the mechanism of the reaction mentioned in a(i) using curly arrows to show the movement of electron pairs
  • Two equations below show the alkylation and acylation of benzene, which can be used to produce the monosubstituted products.
    • Complete the following equations

reaction1C6H6+CH3CH2CH2Cl+

Assessment criteria

Task

Descriptor

A learner

Mark

Describe the structure, properties of alkadienes

1 (a)

(b)

identifies the incorrect statement;

determines conjugated dienes;

1

1

Distinguishthe homologous series of alkynes, the structure, physical and chemical properties, methods for their production

2 (a)

(b)

(c)

identifies the incorrect statement;

determines methods for production alkynes;

identifies the incorrect statement about the physical

properties of alkynes;

1

1

1

Explain the structure of the benzene molecule from the point of delocalizationof

electrons

3 (a)

(b)

explains the structure of the benzene molecule;

defines the term ‘delocalized electrons’ in terms of the structure of benzene;

1

1

Compose reactions for the production of benzene and its homologues

4

  • composes equation of benzene production from acetylene;
  • composes equation of benzene production from cyclohexane;
  • composes equation of toluene production from methylcyclohexane;

3

Describethe

characteristic properties of benzene and its homologues

5 (a) (i)

(a)(ii)

(a)(iii)

(b)(i)

(b)(ii)

(b)(iii)

writes the equation for the reaction of benzene; with chlorine in the presence of an iron (III)

chloride catalyst;

names the type of mechanism for the reaction;

draw the mechanism of reaction mentioned in a (i);

complete the alkylation and acylation reactions of

benzene;

names the mono-substituted organic productin

reaction 1;

determines the class of compound that is formed in

reaction 2.

1

1

4

2

1

1

Total marks

20

Rubrics for providing information to parents on the result of Summative Assessment for the unit 11.2A «Hydrocarbons and their natural sources»

Learner’s name:

Assessment criteria

Level of learning achievements

Low

Describethe structure, properties of alkadienes

Experiences difficulties indescribingthe structure, properties of alkadienes

Makes some mistakes indescribingthe structure, properties of alkadienes

Completely describes the structure, properties of alkadienes

Distinguishes the homologous series of alkynes, the structure, physical andchemical

properties, methods for their production

Experiences difficulties indeterminingthe alkynesstructure, physical and chemical properties, methods for their production

Makes some mistakes indeterminingthe alkynesstructure, physical and chemical

properties, methods for their production

Completely determines the alkynes structure, physical and chemical properties, methods for their production

Explainsthe structure of the benzene molecule from the point of delocalization of electrons

Experiences difficulties in describing the structure of the benzene molecule from the point of delocalization of electrons

Makes some mistakes whendescribes the structure ofthe benzenemolecule fromthepointof delocalization of

electrons

Completely describes the structure of the benzene molecule from the point of delocalization of electrons

Compose reactions for the production of benzene and its homologues

Experiences difficulties when writes equations of thereactionsforthe production of benzene

and its homologues

Makes some mistakes when writes equations of the reactions for the production of benzene

and its homologues

Completelywrites equations of the reactions for the production of benzene and its

homologues

Describethe characteristic properties of benzeneandits homologues

Experiences difficulties incomposingthe equationsof

characteristic properties of benzene and its homologueswith

appropriate mechanism

Makes some mistakes incomposingthe equationsof characteristic properties of benzene anditshomologues

withappropriate

Completely composes the equationsof

characteristic properties of benzene and its homologueswith appropriate mechanism

TERM 3

Summative Assessment for the unit 11.3A «Oxygen-containing organic compounds»

Learning objectives

11.4.2.40

Compose structural formulas of alcohols, aldehydes, and

ketones, carboxylic acids, ethers and name them according

to IUPAC;

11.4.2.42

Know the methods of obtaining alcohols and phenols;

11.4.2.43

Compose the equations of reactions characterizing the

chemical properties of alcohols and phenols;

11.4.2.49

Name the products of oxidation and reduction of aldehydes

and ketones;

Explain the physical properties and methods of producing

11.4.2.50

carboxylic acids

Assessment criteria

Student is able to:

  • Construct structural formulae of alcohols, aldehydes and ketones, carboxylic acids, ethers
  • Name the alcohols, aldehydes and ketones, carboxylic acids, ethers according to iupac
  • Determine the methods of obtaining alcohols and phenols
  • Compose and balance the equations of reactions characterizing the chemical properties of alcohols and phenols
  • Determine the products of oxidation and reduction of aldehydes and ketones
  • Describe the physical properties and methods of producing carboxylic acids

Level of thinking skills

Application

Higher-order thinking skills

Duration

20 minutes

Task

1.

  • Give the IUPAC name for each compound:

 Name Name

  • Name the ester formed in each of the following reactions:

reaction 1between butan-1-ol and ethanoic acid

Name of the product

reaction 2between ethanol and hexanoic acid

Name of the product

2.

(c) Write the structural formula of each ester formed in (b)

3.

  • Which one of the following cannot be produced by oxidation of propane-l-ol?
    • Carbon dioxide
    • Propanone
    • Propanal
    • Propionic acid
  • Draw the structure of an alcohol-containing four carbon atoms which is resistant to oxidation
  • (i) Determine the product formed when phenol reacts with bromine in carbon disulphate at low temperature
    • m-bromophenol
    • o-and p-bromophenol
    • p-bromophenol
    • 2,4,6-tribromophenol
  • Write a balanced equation for the reaction in c)(i)
  • Bromine reacts with phenol and turns its color from orange into .
  • White precipitate
  • Pink precipitate
  • Blue precipitate
  • Black precipitate

4.

  • Write a balanced equation for the reaction that takes place when propanal is warmed with an aqueous alkaline solution of sodium tetrahydridoborate, using the symbol [H] to represent a hydrogen atom as the reducing agent:
  • Name the product formed in the reduction reaction if pentan-3-one is added to lithium tetrahydridoaluminate in dry ether:
  • Which of the following reactions is not characteristic for ketones:
    • Reaction with HCN
    • Reaction with NaHSO3
    • Reaction with 2,4-dinitrophenyl hydrazine
    • Reaction with Fehling solution

5.

  • Acetic acid is obtained when which of the given reaction takes place
    • Methyl alcohol is oxidised with potassium permanganate
    • Calcium acetate is distilled in the presence of calcium formate
    • Acetaldehyde is oxidised with potassium dichromate and sulphuric acid
    • Glycerol is heated with sulphuric acid
  • Compare the boiling points of butanoic acid (molar mass 88) and 2-pentanone (molar mass 86) and explain your opinion

Explanation

Assessment criteria

Task

Descriptor

A learner

Mark

Constructstructural

1(a)

gives the IUPAC name for each compound;

2

formulaeofalcohols,

aldehydes and ketones, carboxylic acids, ethers

(b)

names the ester formed in each reactions;

2

Namethealcohols,

(c)

writes the structural formula of esters;

2

aldehydes and ketones,

carboxylic acids, ethers

according to IUPAC

Determine the methods of obtaining alcohols and phenols

2(a)

(b)

(c)

determines the method of obtaining phenol;

finds alkene which produces tertiary butyl

alcohol;

determines a method which is not used in the

preparation of alcohol;

1

1

1

Compose and balance the equations of reactions characterizing the chemical properties of alcohols and phenols

3(a)

(b)

(c)(i)

(c)(ii)

(c)(iii)

determines the substance which is not used for

the preparation of propane-1-ol

draws the structure of alcohol which is resistant

to oxidation;

determines the product of the reaction between

phenol and bromine;

writes a balanced equation in part c(i);

describes a qualitative reaction to phenol;

1

1

1

1

1

Determine the products of oxidation and reduction of aldehydes and ketones

4(a)

(b)

(c)

writes a balanced equation;

names the product formed in the reduction of ketones;

determinesthereactionwhichisnot

characteristic properties for ketones;

1

1

1

Describe the physical properties and methods of producing carboxylic acids

5(a)

(b)

explains the method of producing carboxylic

acids;

compares the boiling points of carboxylic acids and explains the reasons.

1

2

Total marks

20

Rubrics for providing information to parents on the result of Summative Assessment for the unit 11.3A «Oxygen-containing organic compounds»

Learner’s name:

Assessment criteria

Level of learning achievements

Low

Construct structural formulasof alcohols, aldehydes andketones, carboxylic acids, ethers

Name the alcohols, aldehydesand ketones, carboxylic acids,ethers according to IUPAC

Experiences difficulties inconstructingand namingstructural formulasofalcohols, aldehydes and ketones, carboxylic acids, ethers andnamesthem according to IUPAC

Makes some mistakes inconstructingand namingstructural formulas of alcohols, aldehydes and ketones, carboxylicacids, ethers and names them according to IUPAC

Completely constructs and names structural formulas of alcohols, aldehydesand ketones, carboxylic acids, ethers and names them according to IUPAC

Determines the

methodsof obtaining alcohols and phenols

Experiences diffic

in determining the methods of obtaining alcohols and phenols

when determining the methods of obtaining alcohols and phenols

determiningthe methods of obtaining alcohols and phenols

Makes some mis

Completely

Composeand

balancethe

equationsof reactions characterizingthe chemical properties ofalcoholsand phenols

Experiences difficulties in describing the equations of reactions characterizingthe chemical properties of alcohols and phenols

Makes some mistakes when describing the equations of reactions characterizing the chemical properties of alcohols and phenols

Completely describes theequationsof reactions characterizingthe chemical properties of alcohols and phenols

Determinethe

productsof

oxidationand

reductionof

aldehydesand ketones

Experiences difficulties in determining the products of oxidation and reduction of

aldehydes and ketones

Makes some mistakes in determining the products of oxidation and reduction of

aldehydes and ketones

Completely determinesthe products of oxidation andreductionof

aldehydes and ketones

Describethe

physical properties andmethodsof producing carboxylic acids

Experiences difficulties

in explaining the physical properties and methods of producing carboxylic acids

Makes some mistakes

in explaining the physical properties and methods of producing carboxylic acids

Completely explains

the physical properties and methods of producing carboxylic acids

Summative Assessment for the unit 11.3B «Oxygen-containing organic compounds»

Learning objectives

11.5.1.1

Compose the reaction equation for the preparation of

ethers and esters;

11.5.1.5

Name the products of hydrolysis and saponification of

fats;

11.5.1.6

Know the difference in the formulas of the molecules of

glucose, fructose, ribose, deoxyribose, sucrose, starch

and cellulose;

11.5.1.8

Compose the equations for the reactions of alcoholic,

lactic fermentation of glucose;

11.5.1.11

Compare the structure and properties of starch and

cellulose

Assessment criteria

Student is able to:

  • Compose the equations of the reactions for the preparation of ethers and esters
  • Determine the products of hydrolysis and saponification of fats
  • Describe the difference in the formulae of the molecules of glucose, fructose, ribose, deoxyribose, sucrose, starch and cellulose
  • Compose the equations for the reactions of alcoholic and lactic fermentation of glucose
  • Compare the structure and properties of starch and cellulose

Level of thinking skills

Knowledge and comprehension Application

Duration

20 minutes

Task

1.

  • Chloroethane reacts with X to form diethyl ether. What is X?
    • NaOH
    • H2SO4
    • C2H5Ona
    • Na2S2O3
  • Which pair of substances could react to give the ester CH3CH2CO2CH3 ethanol and ethanoic acid
    • methanol and ethanoic acid
    • methanol and propanoic acid
    • propane-1-ol and methanoic acid

2.

  • What is the name of the soap produced through the saponification of this triglyceride:
    • Sodium decanoate
    • Sodium oleate
    • Sodium stearate
    • Sodium acetate
  • Which of the following term describe saponification
    • Cleaving of ester molecules into carboxylic acid and alcohol
    • Dehydration synthesis by removing water
    • Hydrolysis of salt by adding a weak acid
    • Synthesis of two alkyl groups to make an ether
  • Which of the following compound is an industrial manufacturing product by hydrolysis
    • Sodium chloride
    • Potassium hydroxide
    • Glycerol
    • Sodium hydroxide

3.

  • Which of the following is not a disaccharide
    • Sucrose
    • Maltose
    • Lactose
    • Galactose

(b) Identify the differences among glucose, fructose and sucrose

(c) Classify each sugar as an aldose or a ketose and then as a triose, tetrose, pentose, or hexose

(d) When an aqueous solution of trehalose is heated, two molecules of glucose are produced for each molecule of trehalose. Is trehalose a monosaccharide, a disaccharide, or a polysaccharide?

4.

Compose the balanced equation for the reaction of

  • lactic fermentation of glucose:
  • alcoholic fermentation of glucose:

5.

Fill the table. Place a “tick” in the box if the statement is correct, place an “x” in the box if it is incorrect.

StatementStarchCellulose

Storage molecule in plants The polymer of beta glucose

Strengthened by thousands of hydrogen bonds

A mixture of two polysaccharides

Assessment criteria

Task

Descriptor

A learner

Mark

Compose the equations of the reaction for the preparation of ethers

and esters

1(a)

(b)

names the reagent for the preparation of ether;

finds a pair of substances which could react to give the ester;

1

1

Determine the products of hydrolysis and saponification of fats

2(a)

(b)

(c)

namestheproductsofsaponificationof

triglyceride ;

finds the correct description of saponification

reaction;

finds the product of hydrolysis ;

1

1

1

Describe the difference in the formulae of the molecules of glucose, fructose,ribose, deoxyribose, sucrose, starch and cellulose

3(a)

(b)

(c)

(d)

distinguishes disaccharides;

identifies the differences (in structures and in

classification) among glucose, fructose, sucrose;

identifies each sugar as an aldose or a ketose identifies each sugar as a triose, tetrose,

pentose, or hexose;

distinguishes carbohydrates;

1

3

2

2

1

Compose the equations for the reactions of alcoholic and lactic fermentation of glucose

4(a)

(b)

writes and balances the equations for the

reactions of lactic fermentation of glucose;

writes and balances the equations for the reactions of alcoholic fermentation of glucose;

1

1

Compare the structure

and properties of starch and cellulose

5

compares the structure and properties of starch and cellulose.

4

Total marks

20

Rubrics for providing information to parents on the result of Summative Assessment for the unit 11.3B «Oxygen-containing organic compounds»

Learner’s name:

Assessment criteria

Level of learning achievements

Low

Composethe reaction equation for the preparation of ethers and esters

Experiences difficulties in describing the reaction equation for the preparation of ethers and esters

Makes some mistakes in describing the reaction equation for the preparation of ethers and esters

Completely describes the reaction equation for the preparation of ethers and esters

Determinethe

productsof

hydrolysisand

saponificationof fats

Experiences difficulties determiningthe products of hydrolysis and saponification of fats

Makes some mistakes determiningthe products of hydrolysis and saponification of fats

Completely determinesthe products of hydrolysis and saponification of fats

Describethe difference in the formulae of the moleculesof glucose, fructose, ribose, deoxyribose, sucrose, starch and cellulose

Experiences difficulties in determining the difference in the formulas of the molecules of glucose, fructose,ribose, deoxyribose, sucrose, starch and cellulose

Makes some mistakes when determining the difference in the formulas of the molecules of glucose, fructose,ribose, deoxyribose, sucrose, starch and cellulose

Completely determines the differenceinthe formulasofthe molecules of glucose, fructose,ribose, deoxyribose, sucrose, starch and cellulose

Composethe equations for the reactionsof

alcoholic, lactic fermentation of glucose

Experiences difficulties in describing the equations for the reactions of alcoholic, lactic fermentation of glucose

Makes some mistakes in describing the equations for the reactions of alcoholic, lactic fermentation of glucose

Completely describes the equations for the reactions of alcoholic, lactic fermentation of glucose

Comparethe

structureand properties of starch and cellulose

Experiences difficulties in comparing the structure and properties of starch and cellulose

Makes some mistakes when comparing the structureand properties of starch and cellulose

Completely compares the structure and properties of starch and cellulose

TERM 4.

Summative Assessment for the unit 11.4A «Nitrogen-containing organic compounds.

Heterocyclic compounds. Nucleic acids»

Learning objectives

11.4.2.55

11.5.1.12

11.5.1.14

11.5.1.16

11.5.1.20

Comparethestructuresandbasicpropertiesof ammonia, amines, and aniline

Know the trivial and systematic names of amino acids Consider amphoteric amino acids

Know the products of protein hydrolysis Compare the structures of DNA and RNA

Assessment criteria

Student is able to:

  • Compare and explain the structures and basic properties of ammonia, amines, and aniline
  • Nameaminoacidsbythetrivialandsystematic nomenclature
  • Describe the amphoteric properties of amino acids
  • Determine the products of protein hydrolysis
  • Compare the structures of dna and rna

Level of thinking skills

Knowledge and comprehension Application

Duration

20 minutes

Task

1.

Amine is a substance, in which one or more hydrogen atoms in ammonia are replaced by hydrocarbon groups.

  • Draw the structure for each compound:

DiethylmethylamineEthylphenylamine

  • Compare the basicity of the compounds given in a) and explain your answer.

Explanation

  • Phenylamine is an example of an aromatic primary amine where the -NH2 group is attached directly to a benzene ring: C6H5NH2. Why is phenylamine a much weaker base than ammonia?

2.

The structures of the amino acids alanine and glycine are shown below.

Give the systematic name for alanine and glycine.

Alanine Glycine

3.

Explain the amphoteric properties of 2-aminobutanoic acid composing the equations with following reagents:

hydrochloric acid sodium hydroxide

4.

Phenylalanylvaline has the structure represented below

Write equation for the acidic hydrolysis of the phenylalanylvaline

5.

(a) Compare the structures of DNA and RNA by filling the table below

DNARNA

Shape Pentose sugar Base

Location

  • In DNA, nitrogenous bases occur in complementary pairs.
    • Explain the term “complementary pair”
    • Name the complementary base in RNA for:

Adenine Cytosine

  • Name a component of a nucleotide that is neither a carbohydrate nor a nitrogenous base.

Assessment criteria

Task

Descriptor

A learner

Mark

Compare and explain the structures and basic properties of ammonia, amines, and aniline

1(a)

(b)

(c)

draw the structure for two compounds;

compare basicity of compounds given in part 1

(a) and explain your answer;

explains the reason why phenylamine much

weaker base than ammonia;

2

2

1

Name amino acids by the trivial and systematic names

2

gives the systematic name for alanine and for glycine;

2

Describe the amphoteric properties of amino acids

3

writes the reaction of 2-aminobutanoic acid with hydrochloric acid AND with sodium hydroxide;

2

Determine the products

of protein hydrolysis

4

writes equation for acid-catalyzed hydrolysis of

the phenylalanylvaline;

3

Compare the structures of DNA and RNA

5(a)

(b)(i)

(b)(ii)

(c)

compares the structures of DNA and RNA by

their shape, a pentose sugar, base, location;

explains the term “complementary pair”;

names the complementary base for Adenine and

Cytosine in RNA;

names a carbohydrate that is a component of

nucleotides.

4

1

2

1

Total marks

20

 Rubrics for providing information to parents on the result of Summative Assessment for the unit 11.4A «Nitrogen-containing organic compounds. Heterocyclic compounds. Nucleic acids»

Learner’s name:

Assessment criteria

Level of learning achievements

Low

Compareand

explainthe structures and basic propertiesof ammonia, amines,

and aniline

Experiences difficulties in comparing the structures and basic properties of ammonia, amines, and aniline

Makes some mistakes in comparing the structures and basic properties of ammonia, amines, and aniline

Completely compares the structures and basic properties of ammonia, amines, and aniline

Name amino acids

by the trivial and systematic names

Experiences diffic

in giving the systematic names of amino acids

when giving the systematic names of amino acids

systematic names of amino acids

Makes some mis

Completely give

Describethe amphoteric properties of amino acids

Experiences difficulties inexplaining amphoteric properties of amino acids in terms of composingthe

appropriate equations

Makes some mistakes explaining amphoteric properties of amino acids in terms of composingthe

appropriate equations

Completely explains amphoteric properties of amino acids in terms of composing theappropriate equations

Determinethe products of protein hydrolysis

Experiences difficulties in describing the products of protein hydrolysis

Makes some mistakes when describing the products of protein hydrolysis

Completely describes the products of protein hydrolysis

Comparethe structures of DNA and RNA

Experiences difficulties in comparing the structures of DNA and RNA

Makes some mistakes when comparing the structures of DNA and RNA

Completely compares the structures of DNA and RNA

Summative Assessment for the unit 11.4B «Artificial and synthetic polymers. Chemistry in human life»

Learning objectives

11.4.2.58

11.4.2.59

11.4.2.60

11.5.1.23

11.4.1.3

Distinguish between the concepts of monomer, elementary link, oligomer, polymer,

Composetheequationofthepolymerizationand polycondensation reaction degree of polymerization

Name the properties and applications of certain polymers and plastics

Describe the functions of vitamins, hormones in the human body

Explain the difference in the problem of the 'greenhouse effect' and the destruction of the ozone layer

Assessment criteria

Student is able to:

  • Explain the concepts of “monomer”, “elementary unit”, “oligomer”, “polymer”, “degree of polymerization”
  • Describe the structure of addition and condensation polymers
  • Compose the equations of the addition polymerization and polycondensation reactions
  • Describe the properties and applications of certain polymers and plastics
  • Describe the functions of vitamins, hormones in the human body
  • Compare the differences between the “greenhouse effect” problem and the destruction of the ozone layer

Level of thinking skills

Knowledge and comprehension Application

Higher-order thinking skills

Duration

20 minutes

Task

1.

Acrylic fiber is often used as a furnishing fabric or as a wool substitute in sweaters. It is an addition polymer of propionitrile, CH2 ═ CHCN (also called acrylonitrile).

  • Compose the balanced equation for the polymerisation of propenenitrile. Use a displayed formula in your equation to indicate the repeating unit of this polymer.
  • A polymer which is often used to make plastic boxes for food storage has the structure:
    • Draw displayed formulae of the monomer from which it is made and name it.

Name

    • Name the polymer given above
  • Kevlar is a condensation polymer that is used for making bullet-proof vests.
    • Explain the term “condensation polymer”:
    • Here are two monomers that could be used for making Kevlar:
      • Explain the term “monomer”
      • Give the structure of Kevlar, showing the repeat unit
      • What type of condensation polymer is Kevlar?
    • Fill the boxes to represent the equation of the formation of the nylon polymer from its monomers.
  • (a) Decide whether each following statement about biodegradable polymers “True” or “False”
  • Something which is disposed of by burning
  • Can be broken down by bacteria in the soil and rots away
  • Something which can be easily reshaped

(b) Match the column A with B

Column A

Column B

PVC

Non-stick cookware – plastics

Teflon

Fabric

Bakelite

Tubes, Pipes

Nylon-6

Electrical plugs and sockets

  • Explain the term “vitamins” with giving examples.
  • What’s the difference between the “enhanced greenhouse effect” and “ozone depletion”?

Assessment criteria

Task

Descriptor

A learner

Mark

Explain the concepts of “monomer”, “elementary unit”,“oligomer”, “polymer”, “degree of polymerization”

1 (a)

(b)(i)

(b)(ii)

composes a balanced equation for the polymerisation of propionitrile;

draws displayed formulae of the monomer and names it;

names the polymer;

1

3

Describe the structure of additionand

condensation polymers Compose the equations of theaddition

polymerization and polycondensation reactions

2(a)

(b)(i)

(b)(ii)

(b)(iii)

(c)

explains the term “condensation polymer”;

explains the term monomer;

writes the structure of Kevlar, showing the repeat

unit;

names the type of polymerization in Kevlar;

Fills the boxes to represent the equation of the

formation of the nylon polymer from its monomers;

1

1

2

1

3

Describe the properties and applications of certain polymers and plastics

3(a)

(b)

Determines correct “True” And “False” statements about the term “biodegradable”;

Matches the column A (name of the plastics) with column B (application) correct the type of plastic;

1

4

Describe the functions of vitamins, hormones in the human body

4

explains the term vitamins and gives examples;

1

Compare the differences between

“greenhouseeffect” problem and the destruction of the ozone layer

5

Explains the difference between the “enhanced greenhouse effect” and “ozone depletion”.

2

Total marks

20

Rubrics for providing information to parents on the result of Summative Assessment for the unit 11.4B «Artificial and synthetic polymers. Chemistry in human life»

Learner’s name:

Assessment criteria

Level of learning achievements

Low

Explainthe

conceptsof “monomer”, “elementaryunit”, “oligomer”, “polymer”, “degree of polymerization”

Experiences difficulties when distinguishes between the concepts of monomer, elementary link, oligomer, polymer, degreeof

polymerization

Makes some mistakes when distinguishes between the concepts ofmonomer, elementarylink, oligomer, polymer, degreeof

polymerization

Completely distinguishes between theconceptsof monomer, elementary link,oligomer, polymer,degreeof polymerization

Describethe structure of addition and condensation polymers

Compose the equationsofthe addition polymerization and polycondensation reactions

Experiences difficulties when describes the structure of addition and condensation polymers and composes equations of the polymerization and polycondensation reactions

Makes some mistakes whendescribesthe structure of addition andcondensation polymersand composes equations of the polymerization and polycondensation reactions

Completely describes thestructureof addition and condensation polymersand composes equations of the polymerization and polycondensation reactions

Describethe

propertiesand

applications of certain polymers and plastics

Experiences difficulties when gives the name of the properties and applications of certain polymers and plastics

Makes some mistakes when gives the names of the properties and applications of certain polymers and plastics

Completely gives the names of the

propertiesand applications of certain polymers and plastics

Describethe

functionsof vitamins, hormones in the human body

Experiences difficulties when describes the functions of vitamins in the human body

Makes some mistakes when describes the functions of vitamins in the human body

Completely describes the functions of vitamins in the human body

Comparethe differences between “greenhouse effect” problem and the destruction of the ozone layer

Experiences difficulties in explaining the difference in the problem of the 'greenhouse effect' and the destruction of the ozone layer

Makes some mistakes when explains the difference in the problem of the 'greenhouse effect' and the destruction of the ozone layer

Completely explains the difference in the problem of the 'greenhouse effect' and the destruction of the ozone layer


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