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Methodological recommendations for Summative Assessment

on the subject «Chemistry»

(social-humanitarian 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. 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

SUMMATIVE ASSESSMENT FOR THE TERM 1.

Summative Assessment for the unit 10.1A “Atom structure”

Learning objectives

10.1.3.3 Write electronic configurations of the first 36 chemical elements

10.1.3.1 Know the features and values of quantum numbers

10.1.1.1 Write the chemical formulas of compounds by the mass fraction of atoms of their chemical elements

10.2.1.9 Know the types of radioactive decay and be able to compose the equations of simple nuclear reactions (α, β-, β +, γ decay)

10.1.2.2 Distinguish the forms s, p, d, f orbitals

Assessment criteria

A learner

• Writes electronic configurations of the chemical elements

• Determines the value of quantum numbers

• Finds the chemical formula of compound by the mass fraction of atoms of their chemical elements

• Determines the types of radioactive decay and makes the equations of simple nuclear reactions (α, β-, β +, γ decay)

  • Distinguishes the forms of s,p,d,f orbitals

Level of thinking skills

Knowledge and comprehension

Application

Duration

20 minutes

Task

  • (a) Write the electron configuration for the copper (I) ion (Z = 29).

(b) Write the electron configuration for the potassium atom (Z=19).

  • (a) How many electrons may have the quantum numbers n = 3, l = 2, ml = 1?

(b) What is the 1st quantum number for a 4s orbital?

(c) Write all quantum number values for the 10th electron of sodium atom.

  • (a) Determine the empirical and molecular formula for chrysotile asbestos. Chrysotile has the following percent composition: 28.03% Mg, 21.60% Si, 1.16% H, and 49.21% O.

The molar mass for chrysotile is 520.8 g/mol.

Empirical formula

Molecular formula

(b) A major textile dye manufacturer developed a new yellow dye. The dye has a percent composition of 0.76 g C, 0.18 g N, and 0.63 g H by mass with a molar mass of about 240 g/mol. Determine the molecular formula of the dye.

  • Write a nuclear reaction for each step in the formation of  from , which proceeds by a series of decay reactions involving the step-wise emission of α, β, β, α, α, α, α particles, in that order.
  • (a) Explain the term atomic orbital.

(b) Draw the shapes of s and p orbitals.

(i) s orbital

(ii) p orbital

(c) Element X has the electronic configuration 1s2 2s2 2p6 3s2 3p6 3d8 4s2.

(i) Which block in the Periodic Table does element X belong to?

(ii) State the maximum possible number of electrons in a d subshell.

(iii) Element X forms an ion of type X2+

Write the full electronic configuration for this ion using 1s2 notation

Assessment criteria

Task

Descriptor

A learner

Mark

Writes electronic configurations of the chemical elements

1

writes the electron configuration for the copper (I) ion;

writes the electron configuration for the potassium atom;

1

1

Determines the value of quantum numbers

2

indicates the number of electrons in the given quantum numbers;

indicates the value of the orbital quantum number for a 4s orbital;

writes the all quantum number values for 10th electron of sodium atom;

1

1

1

Finds the chemical formula of compound by the mass fraction of atoms of their chemical elements

3

calculates the ratio of mass fractions to atomic masses;

determines the empirical formula;

determines the molecular formula;

calculates the ratio of mass fractions to atomic masses;

determines the molecular formula;

1

1

1

1

1

Determines the types of radioactive decay and makes the equations of simple nuclear reactions (α, β-, β +, γ decay)

4

Writes a nuclear reaction for first α, β-decay;

Writes a nuclear reaction for next β, α-decay;

Writes a nuclear reaction for last α, α, α -decay;

1

1

1

Distinguishes the forms of s,p,d,f orbitals

5

explains the definition of atomic orbitals;

draws the shape of s-orbital;

draws the shape of p-orbital;

determines block in the Periodic Table;

determines maximum number of electrons in a d subshell;

writes the full electronic configuration of a given ion.

1

1

1

1

1

1

Total marks

19

Rubrics for providing information to parents on the result of Summative Assessment for the unit 10.1A “Atom structure”

Learner’s name: ________________________________________________________________

Assessment criteria

Level of learning achievements

Low

Writes electronic configurations of the chemical elements

Experiences difficulties in writing electronic configurations;

Makes mistakes in writing electronic configuration of copper (I) ion/ potassium;

Completely writes electronic configurations;

Determines the value of quantum numbers

Experiences difficulties in determining the value of quantum numbers;

Makes some mistakes when indicates the number of electrons in quantum numbers/ the value of the orbital quantum number/ writes the all quantum number values;

Completely determines the value of quantum numbers;

Finds the chemical formula of compound by the mass fraction of atoms of their chemical elements

Experiences difficulties in determines the chemical formula of compound by the mass fraction of atoms of their chemical elements;

Makes some mistakes when calculates the ratio of mass fractions to atomic masses/ determines the empirical formula/ molecular formula of compound by the mass fraction of atoms;

Completely determines the chemical formula of compound by the mass fraction of atoms;

Determines the types of radioactive decay and makes the equations of simple nuclear reactions (α, β-, β +, γ decay)

Experiences difficulties in determining the types of radioactive decay and making the equations of simple nuclear reactions;

Makes some mistakes in writing a stepwise equations of simple nuclear reactions;

Completely determines the types of radioactive decay and makes the equations of simple nuclear reactions;

Distinguishes the forms of s,p,d,f orbitals

Experiences difficulties when distinguishes the forms s, p, d, f orbitals.

Makes some mistakes when drawing the shape of s-, p-orbital/ determining block in the Periodic Table/ identifying maximum number of electrons in a d subshell/ writing the full electronic configuration.

Completely distinguishes the forms s, p, d, f orbitals.

Summative Assessment for the unit 10.1B “Periodic law and periodic system of chemical elements”

Learning objectives

10.2.1.1 Explain the physical meaning of the periodic law

10.2.1.3 Describe the regularities of change in the properties of atoms of chemical elements: radius, ionization energy, electron affinity, electronegativity and oxidation degree

10.2.1.5 Predict the properties of chemical elements and their compounds by their position in the periodic system

10.2.1.4 Explain the regularities of changes in the acid - base properties of oxides, hydroxides and hydrogen compounds of chemical elements by periods and groups

Assessment criteria

A learner

  • Explain the physical meaning of the periodic law
  • Describe the regularities of change in the properties of atoms of chemical elements: radius, ionization energy, electron affinity, electronegativity and oxidation degree
  • Predict the properties of chemical elements and their compounds by their position in the periodic system
  • Explain the regularities of changes in the acid - base properties of oxides, hydroxides and hydrogen compounds of chemical elements by periods and groups

Level of thinking skills

Knowledge and comprehension

Application

Higher order thinking skills

Duration

15 minutes

Task

  • (a) Explain what is meant by the term ‘periodic property’:

______________________________________________________________

(b) The graph shows how a periodic property varies when plotted against atomic number for Period 3 (sodium to argon).

(i) Identify the property:

_________________________________________________________________

(ii) Explain the overall trend across the period:

_________________________________________________________________

2. For each of the following, give the name of an element from Period 3 (sodium to argon), which matches the description.

(a) an element which is a colorless gas at room temperature and pressure:

_________________________________________________________________

(b) an element that is used for the disinfection of water:

_________________________________________________________________

(c) an element that forms a basic oxide of the type XO:

_________________________________________________________________

(d) an element that forms an amphoteric oxide:

_________________________________________________________________

(e) an element that reacts vigorously with cold water to produce hydrogen:

_________________________________________________________________

3. (a) Which is the most basic oxide of the Period 3 elements?

_______________________________________________________________

(b) SO3 can act as an acid in its own by reacting with a base.

 Write an equation to show it reacting with a base.

_______________________________________________________________

Assessment criteria

Task

Descriptor

A learner

Mark

Explain the physical meaning of the periodic law;

1

defines the term “periodic property’ referring to atoms recurring/repeating properties;

1

Describe the regularities of change in the properties of atoms of chemical elements: radius, ionization energy, electron affinity, electronegativity and oxidation degree;

identifies a property by a graph;

describes the increase in ionization energy;

explains in terms of change in nuclear charge and attraction;

1

1

1

Predict the properties of chemical elements and their compounds by their position in the periodic system;

2

determines the element according to its appearance;

determines the element according to its application;

determines the element according to its general formula;

determines the element according to chemical properties;

determines the element according to chemical reactions;

1

1

1

1

1

Explain the regularities of changes in the acid - base properties of oxides, hydroxides and hydrogen compounds of chemical elements by periods and groups.

3

determines most basic oxide of the Period 3 elements;

Write an equation to show reaction SO3 with a base.

1

1

Total marks

11

Rubrics for providing information to parents on the result of Summative Assessment for the unit 10.1B “Periodic law and periodic system of chemical elements”

Learner’s name: ________________________________________________________________

Assessment criteria

Level of learning achievements

Low

explain the physical meaning of the periodic law;

describe the regularities of change in the properties of atoms of chemical elements: radius, ionization energy, electron affinity, electronegativity and oxidation degree;

Experiences difficulties in defining the term “periodic property’/ a property by graph/ in describing the overall trend across the period;

Makes some mistakes in defining the term “periodic property’/ in identifying a property by graph/ in describing the in ionization energy/ explaining the trend;

Completely explains the physical meaning of the periodic law and describes the change in the properties of atoms: ionization energy/atomic radius;

predict the properties of chemical elements and their compounds by their position in the periodic system;

Experiences difficulties in determining the conformity of an element with its properties;

Makes some mistakes in determining the element according to its appearance/ general formula/ application/ chemical properties/ chemical reactions;

Completely determines the conformity of an element with its properties;

explain the regularities of changes in the acid - base properties of oxides, hydroxides and hydrogen compounds of chemical elements by periods and groups.

Experiences difficulties in determines most basic oxide between the highest oxides of the Period 3 elements/ writes an equation to show reaction SO3 with a base.

Makes some mistakes in determining most basic oxide of the Period 3 elements/ writing an equation to show reaction SO3 with a base.

Completely determines most basic oxide between the highest oxides of the Period 3 elements/ writes an equation to show reaction SO3 with a base.

Summative Assessment for the unit 10.1C “Chemical bond and substance structure”

Learning objectives

10.1.4.3 Compile a Lewis diagram for H2, Cl2, O2, N2, HCl, NH3 molecules

10.1.4.1 Explain the formation of a covalent bond by the exchange and donor-acceptor mechanisms

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

Assessment criteria

A learner

  • Compile a Lewis diagram for some molecules
  • Explain the formation of a covalent bond by the exchange and donor-acceptor mechanisms
  • Predict the properties of compounds with different types of bonds and types of crystal lattices

Level of thinking skills

Knowledge and comprehension

Application

Higher order thinking skills

Duration

15 minutes

Task

1. Draw a Lewis diagram for nitrogen molecule.

2. Both aluminium chloride, AlCl3, and ammonia, NH3, have covalent bonds.

(a) Draw a diagram of an ammonia molecule, showing its shape. Show any lone pairs of electrons.

(b) An ammonia molecule and an aluminium chloride molecule can join by forming a co-ordinate bond.

(i) Explain how a donor-acceptor bond is formed.

(ii) Draw a Lewis diagram to show the bonding in the compound formed between ammonia and aluminium chloride, H3NAlCl3.

(Use a ● for a nitrogen electron, a ○ for an aluminium electron and an × for the hydrogen and chlorine electrons.)

(c) Aluminium chloride molecules join together to form a compound with the formula Al2Cl6.

Draw a displayed formula (showing all atoms and bonds) to show the bonding in one Al2Cl6 molecule. Show the donor-acceptor bonds by arrows:

3. Compounds having giant covalent lattices are very important in industry and in our daily life.

Which statement(s) about giant covalent lattices is (are) correct? Underline the correct statement.

1. Graphite, diamond and silica are the well-known representatives of giant covalent structures.

2. Giant covalent lattices contain a lot of metal atoms, each joined to adjacent atoms by covalent bonds.

3. Some giant covalent lattices conduct electricity very well.

Assessment criteria

Task

Descriptor

A learner

Mark

Compile a Lewis diagram for some molecules

1

shows three shared pairs of electrons;

shows two lone pair electrons in the molecule;

1

1

Explain the formation of a covalent bond by the exchange and donor-acceptor mechanisms

2

draws a diagram of an ammonia molecule, showing its shape;

explains formation of co-ordinate bond;

draws a Lewis diagram;

draws a displayed formula Al2Cl6;

1

1

1

1

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

3

identifies examples of giant covalent structures;

describes the physical properties of giant covalent structures.

1

1

Total marks

8

Rubrics for providing information to parents on the result of Summative Assessment for the unit 10.1C “Chemical bond and substance structure”

Learner’s name: ________________________________________________________________

Assessment criteria

Level of learning achievements

Low

Compile a Lewis diagram for some molecules

Experiences difficulties when drawing a Lewis diagram for compounds;

Makes some mistakes when drawing shared pair of electrons / lone pairs of electrons;

Completely draw a Lewis diagram for compounds;

Explain the formation of a covalent bond by the exchange and donor-acceptor mechanisms

Experiences difficulties when drawing Lewis diagram and some shapes and structures;

Makes some mistakes when drawing a diagram/ explaining formation of co-ordinate bond/ drawing Lewis diagram/ drawing displayed diagram of a compound;

Completely draws a Lewis diagram and all the shapes and structures;

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

Experiences difficulties in determining correct statement(s) about macromolecular covalent lattices.

Makes some mistakes in identifying examples of giant covalent structures/ describing their physical properties.

Completely determines correct statement(s) about macromolecular covalent lattices.

SUMMATIVE ASSESSMENT FOR THE TERM 2

Summative Assessment for the unit 10.2A “Regularities of chemical reactions”

Learning objectives

10.2.3.2 Be able to compose oxidation and reduction equations using the electronic balance method

10.2.3.5 Be able to plot diagrams for the electrolysis of melts and solutions

10.3.4.1 Prove the qualitative composition of solutions of acids, hydroxides and salts according to the pH of solutions

10.3.1.1 Be able to classify chemical reactions by their thermal effect

Assessment criteria

A learner

  • Write oxidation and reduction equations using the electronic balance method
  • Draw diagrams for the electrolysis of solutions and molten compounds
  • Describe the qualitative composition of solutions of acids, hydroxides and salts according to the ph of solutions
  • Classify chemical reactions by their thermal effect

Level of thinking skills

Knowledge and comprehension

Application

Higher order thinking skills

Duration

20 minutes

Task

1. (a) Use the electronic balance method to complete these equations.

(i) H2SO4 + HI → S + I2 + H2O

(ii) HBr + H2SO4 → Br2 + SO2 + H2O

(iii) V3+ + I2 + H2O → VO2+ + I– + H+

2. Identify the anode and cathode products during the electrolysis of aqueous Na2SO4 solution.

3. (a) Describe the acid–base nature of the solutions obtained when the following compounds are added to water. Use equations to illustrate your answers.

 (i) sodium chloride

  (ii) sulfur trioxide

  (iii) sodium oxide

(b) (i) Write an equation for the reaction of magnesium with cold water.

 (ii) Predict and explain the pH of the resulting solution.

 

(c) When magnesium is added to water, the reaction is very slow. In contrast, phosphorus (III) chloride (PCl3) is a liquid that reacts vigorously with water. One of the products of this reaction is H3PO3, which forms in solution.

(i) Write an equation, including state symbols, showing the reaction of phosphorus (III) chloride with water.

(ii) Predict the pH of the solution obtained.

4. Classify each process as exothermic or endothermic:

 (a) the burning of magnesium in air

 (b) the crystallization of copper (II) sulfate from a saturated solution

 (c) the thermal decomposition of magnesium nitrate

 (d) the fermentation of glucose by yeast

Assessment criteria

Task

Descriptor

A learner

Mark

Write oxidation and reduction equations using the electronic balance method

1

correctly balances the first reaction;

correctly balances the second reaction;

correctly balances the third reaction;

1

1

1

Draw diagrams for the electrolysis of solutions and molten compounds

2

determines the anode;

determines the cathode;

1

1

Describe the qualitative composition of solutions of acids, hydroxides and salts according to the ph of solutions

3

describes acid-base nature of salt;

describes acid-base nature of a non-metal oxide;

describes acid-base nature of a metal oxide;

writes an equation for the reaction;

predicts and explains the pH of the resulting solution;

writes an equation for the reaction;

predicts the pH of the resulting solution;

1

1

1

1

1

1

1

Classify Chemical Reactions By Their Thermal Effect

4

Identifies exothermic processes

Identifies endothermic processes

1

1

Total marks

14

Rubrics for providing information to parents on the result of Summative Assessment for the unit 10.2A “Regularities of chemical reactions”

Learner’s name: ________________________________________________________________

Assessment criteria

Level of learning achievements

Low

Write oxidation and reduction equations using the electronic balance method

Experiences difficulties when balancing the reactions;

Makes some mistakes in determining the first reaction/ second reaction/ third reaction;

Completely balances of all reactions;

Draw diagrams for the electrolysis of melts and solutions

Experiences difficulties when determining cathode and anode;

Makes some mistakes when determining anode/ cathode;

Determines the anode and cathode;

Describe the qualitative composition of solutions of acids, hydroxides and salts according to the ph of solutions

Experiences difficulties when describe the acid–base nature of the solutions;

Makes some mistakes when describing the acid–base nature of oxides/ salts/ writing equations of the reactions/ predicting the pH of the solutions;

Completely describe the acid–base nature of the solutions;

Classify chemical reactions by their thermal effect

Experiences difficulties when identifying endothermic and exothermic processes;

Makes some mistakes when identifying exothermic/ endothermic processes;

Completely identifies exothermic and endothermic processes;

Summative Assessment for the unit 10.2B “Kinetics”

Learning objectives

10.3.2.1 Experimentally study the effect of temperature, concentration, pressure on the rate of chemical reactions

10.3.2.5 Explain the mechanism of homogeneous and heterogeneous catalysis

10.3.2.4 Explain the effect of catalyst and inhibitor on the rate of chemical reaction

Assessment criteria

A learner

  • Explain the effect of temperature, concentration, pressure on the rate of chemical reactions
  • Explain the mechanism of homogeneous and heterogeneous catalysis
  • Explain the effect of catalyst and inhibitor on the rate of chemical reaction

Level of thinking skills

Knowledge and comprehension

Application

Duration

15 minutes

Task

1. Copper (II) carbonate reacts with dilute sulfuric acid.

 CuCO3(s) + H2SO4(aq) → CuSO4(aq) + CO2(g) + H2O(l)

 The rate of the reaction can be changed by varying the conditions.

 Which changes increases the rate of this chemical reaction? One or more answers may be correct.

 (a) increasing the concentration of sulfuric acid

 (b) increasing the size of the pieces of copper(II) carbonate

 (c) increasing the temperature

 (d) increasing the volume of sulfuric acid

2. (a) (i) Explain whether the reaction below is an example of heterogeneous or homogeneous catalysis.

V2O5

2SO2(g) + O2(g) ↔ 2SO3(g)

(b) Enzymes are used in the biotechnology industry. They are far more efficient than conventional catalysts used in industrial processes.

What would be the benefits of using enzymes instead of conventional catalysts in the industrial production of a chemical?

3. (a) Define the following terms.

(i) Activation energy

(ii) Catalyst

(b) Use the collision theory to explain how changing the surface area of a solid reactant increases the rate of reaction.

Assessment criteria

Task

Descriptor

A learner

Mark

Explain the effect of temperature, concentration, pressure on the rate of chemical reactions

1

identifies the effect of the concentration change to the rate of reaction;

identifies the effect of temperature change to the rate of reaction;

1

1

Explain the mechanism of homogeneous and heterogeneous catalysis

2

identifies the heterogeneous catalysis;

describes the benefits of biological catalysts;

1

1

Explain the effect of catalyst and inhibitor on the rate of chemical reaction

3

defines the term ‘activation energy’;

defines the term ‘catalyst’;

explains the effect of surface area change in terms of collision theory.

1

1

1

Total marks

7

Rubrics for providing information to parents on the result of Summative Assessment for the unit 10. 2B “Kinetics”

Learner’s name: ________________________________________________________________

Assessment criteria

Level of learning achievements

Low

explain the effect of temperature, concentration, pressure on the rate of chemical reactions;

Experiences difficulties in explain the effect of temperature, concentration on the rate of chemical reactions

Makes some mistakes in explaining the effect of temperature/ concentration on the rate of chemical reactions

Completely explains the effect of temperature, concentration on the rate of chemical reactions;

explain the mechanism of homogeneous and heterogeneous catalysis;

Experiences difficulties in explaining the mechanism of homogeneous/ heterogeneous catalysis;

Makes some mistakes in explaining the mechanism of homogeneous/ heterogeneous catalysis;

Completely explains the mechanism of homogeneous and heterogeneous catalysis;

explain the effect of catalyst and inhibitor on the rate of chemical reaction.

Experiences difficulties in explaining the effect of catalyst and inhibitor on the rate of chemical reaction.

Makes some mistakes in defining the term ‘activation energy’/ ‘catalyst’ / in explaining in terms of collision theory.

Completely explains the effect of catalyst and inhibitor on the rate of chemical reaction.

Summative Assessment for the unit 10. 2C “Chemical equilibrium”

Learning objectives

10.3.3.3 Be able to compose expressions for the equilibrium constant

10.3.3.2 Predict the effect of changes in temperature, concentration and pressure on chemical equilibrium

Assessment criteria

A learner

  • Write expressions for the equilibrium constant
  • Predict the effect of changes in temperature, concentration and pressure on chemical equilibrium

Level of thinking skills

Knowledge and comprehension

Application

Duration

15 minutes

Task

1. Nitrogen reacts with hydrogen to produce ammonia.

N2(g) + 3H2(g) ↔ 2NH3(g)

A mixture of 2.00 mol of nitrogen, 6.00 mol of hydrogen, and 2.40 mol of ammonia is allowed to reach equilibrium in a sealed vessel of volume 1 dm3 under certain conditions. It was found that 2.32 mol of nitrogen were present in the equilibrium mixture.

What is the value of Kc under these conditions?

________________________________________________________________

2. Write the equilibrium constant expressions for the given reactions.

(a) CO(g) + 1/2 O2(g) ↔ CO2(g)

(b) BaCO3(s) → BaO(s) + CO2(g)

3. (a) Predict the effect of increasing the temperature on the reaction.

H2(g) + CO2(g) ↔ H2O(g) + CO(g) ΔHr = +41.2 kJ mol–1

 ________________________________________________________________

(b) For the following reaction

Ag2CO3(s) ↔ Ag2O(s) + CO2(g)

increasing the temperature increases the amount of carbon dioxide formed at constant pressure. Is this reaction exothermic or endothermic? Explain your answer.

________________________________________________________________

Assessment criteria

Task

Descriptor

A learner

Mark

Write expressions for the equilibrium constant

1, 2

identifies amount of substances at equilibrium;

identifies concentration of substances at equilibrium;

calculates expression for the equilibrium constant;

writes expressions for the equilibrium constant;

writes expressions for the equilibrium constant;

1

1

1

1

1

Predict the effect of changes in temperature, concentration and pressure on chemical equilibrium

3

predicts the effect of increasing the temperature on the reaction;

identifies the reaction as endothermic or exothermic;

Explains the thermochemical reaction;

1

1

1

Total marks

8

Rubrics for providing information to parents on the result of Summative Assessment for the unit 10. 2C “Chemical equilibrium”

Learner’s name: ________________________________________________________________

Assessment criteria

Level of learning achievements

Low

Write expressions for the equilibrium constant

Experiences difficulties when writing expressions for the equilibrium constant;

Makes some mistakes when identifying amount of substances at equilibrium/ concentration at equilibrium/ writing expressions for the equilibrium constants

Completely writes expressions for the equilibrium constant;

Predict the effect of changes in temperature, concentration and pressure on chemical equilibrium;

Experiences difficulties in predicting the effect of changes in temperature, concentration on chemical equilibrium.

Makes some mistakes in predicting the effect of changes in temperature on the reaction/ identifying the reaction as endothermic/ explaining the answer.

Completely predicts the effect of changes in temperature, concentration on chemical equilibrium.

SUMMATIVE ASSESSMENT FOR THE TERM 3

Summative Assessment for the unit 10.3A “General features of metals and non-metals” and 10.3B “Essential s-elements and their compounds”

Learning objectives

10.2.1.11 Describe the structural features of metals and non-metals: radius, ionization energy, electron affinity, crystal lattices

10.2.1.13 Explain the basic physical properties of metals and non-metals

10.2.1.21 Explain the difference in the chemical activity of sodium, potassium and calcium in reactions with water

10.2.1.22 Compose reaction equations characterizing the main properties of calcium, magnesium and their most important compounds

10.4.1.5 Explain the hardness of water and how to eliminate it

Assessment criteria

A learner

  • Describe the structural features of metals and non-metals: radius, ionization energy, electron affinity, crystal lattices
  • Explain the basic physical properties of metals and non-metals
  • Explain the difference in the chemical activity of alkaline and alkaline earth metals
  • Write reaction equations characterizing the main properties alkaline earth metals and their most important compounds
  • Explain the hardness of water and how to eliminate it

Level of thinking skills

Knowledge and comprehension

Application

Higher order thinking skills

Duration

25 minutes

Task

  • The diagram shows the first ionisation energies of the first 20 elements in the periodic table.
  • Look at the section of the diagram from Li to Ne. Explain why there is a general increase in first ionisation energy.

______________________________________________________________

  • Explain why the first ionisation energy of the third element in each period (B and Al) is lower than that of the second elements (Be and Mg).

_______________________________________________________________

  • Explain why the first ionisation energy of oxygen is lower than that of nitrogen.

_______________________________________________________________

  • Explain why the first ionisation energy of potassium is lower than that of sodium.

_______________________________________________________________

  • The diagram shows the structures of graphite and diamond.

Use the diagrams and your knowledge of structure and bonding to answer the following questions.

(a) Explain why both diamond and graphite have high melting points.

_________________________________________________________________

(b) Explain why graphite is used in pencil ‘leads’ for writing.

_________________________________________________________________

(c) Explain why diamond is used on the tips of high-speed drills.

__________________________________________________________________

3. (a) A metal, X, reacts with water to produce a colourless solution which gives a white precipitate when mixed with aqueous sulfuric acid. What is metal X?

 A) barium

 B) magnesium

 C) potassium

 D) sodium

(b) Write reaction equations between metal-X and water:

 ______________________________________________________________________

4. Radium (Ra) is a radioactive element found below barium at the bottom of Group 2.

Predict:

 (i) the formula of its ion: ___________________________________________

 (ii) the formula of its oxide and hydroxide: ____________________________

 (iii) its reactivity compared with barium: ______________________________

 (iv) the relative pH of its saturated hydroxide solution compared with a saturated solution of calcium hydroxide: _______________________________________________________________________

5. (a) What is the temporary hardness of water?

 _________________________________________________________________

(b) How can boiling water remove temporary hardness?

 _________________________________________________________________

(c) How can slake lime remove temporary hardness?

 _________________________________________________________________

(d) How permanent hardness of water be removed by washing soda?

 __________________________________________________________________

Assessment criteria

Task

Descriptor

A learner

Mark

Describe the structural features of metals and non-metals: radius, ionization energy, electron affinity, crystal lattices

1

explains the general trend in ionization energy;

explains the shielding effect on ionization energy;

explains the electron pair repulsion force on ionization energy;

explains the effect of distance from nucleus to electron on ionization energy;

1

1

1

1

Explain the basic physical properties of metals and non-metals

2

explains the high melting point of structures;

describes the application of graphite in pencils;

describes the application of diamond;

1

1

1

Explain the difference in the chemical activity of alkaline and alkaline earth metals

3

identify an alkaline earth metal;

write reaction equations of an alkaline earth metal with water;

1

1

Write reaction equations characterizing the main properties alkaline earth metals and their most important compounds

4

predicts the formula of radium ion;

predicts the formula of radium oxide and hydroxide;

predicts the reactivity of radium compared with barium;

predicts the pH of the solution;

describes the flame test result of sodium;

describes the flame test result of potassium;

describes the flame test result of calcium;

1

1

1

1

1

1

1

Explain the hardness of water and how to eliminate it

5

defines the temporary hardness of water;

describes how boiling influences the hardness of water;

describes how lime removes the hardness of water;

describes how washing soda removes permanent hardness.

1

1

1

1

Total marks

20

Rubrics for providing information to parents on the result of Summative Assessment for the unit 10.3A “General features of metals and non-metals”, 10.3B “Essential s-elements and their compounds”

Learner’s name: ________________________________________________________________

Assessment criteria

Level of learning achievements

Low

Describe the structural features of metals and non-metals: radius, ionization energy, electron affinity, crystal lattices

Understands some parts when describe the structural features of metals and non-metals: radius, ionization energy, electron affinity, crystal lattices;

Makes some mistakes in describing ionization energy/ shielding effect/ electron pair repulsion force/ distance on the value of the ionization energy;

Completely describes the structural features of metals and non-metals: radius, ionization energy, electron affinity, crystal lattices;

Explain the basic physical properties of metals and non-metals

Experiences difficulties when explaining the basic physical properties of metals and non-metals.

Makes some mistakes in explaining melting point/ describing the application of graphite/ diamond.

Completely explains the basic physical properties of metals and non-metals.

Explain the difference in the chemical activity of alkaline and alkaline earth metals

Experiences difficulties in explaining the chemical properties of metals;

Makes some mistakes in identifying an alkaline earth metal/ writing the reaction equations of an alkaline earth metal with water;

Completely explains the difference in the chemical activity of alkaline and alkaline earth metals;

Write reaction equations characterizing the main properties alkaline earth metals and their most important compounds

Experiences difficulties when predicting the formulas and properties of metals;

Makes some mistakes in predicting formulas/ reactivity of metal/ pH of solution;.

Predicts the formulas and properties of metals;

Explain the hardness of water and how to eliminate it

Experiences difficulties when explaining the hardness of water.

Makes some mistakes when explain the hardness of water/ effect of boiling/ adding lime/ adding washing soda.

Completely explains the hardness of water and how to eliminate it.

Summative Assessment for the unit 10.3C “Essential d-elements and their compounds”

Learning objectives

10.2.1.24 Explain the position of the d-elements in the periodic system on the basis of the structure of their atoms

10.2.1.29 Be able to recognize Fe2+, Fе3+ ions

10.2.3.7 Know the types of corrosion and its causes and explain its negative impact on the longevity of metal structures

Assessment criteria

A learner

  • Explain the position of the d-elements in the periodic system on the basis of the structure of their atoms
  • Describe the chemical properties of Fe2+, Fе3+ ions
  • Determine the types of corrosion and its causes and explain its negative impact on the longevity of metal structures

Level of thinking skills

Knowledge and comprehension

Application

Duration

12 minutes

Task

1. (a) State the electronic configurations of the following atom and ion:

 (i) Ti _________________________________________________________

 (ii) Fe3+_______________________________________________________

(b) Explain why scandium and zinc are not considered as transition elements.

 _________________________________________________________________

2. Write the equation for the following reactions:

(a) between iron (II) sulfate and sodium hydroxide:

 Observation:

 _________________________________________________________________

 (b) between iron (III) sulfate and sodium hydroxide:

 Observation:

 __________________________________________________________________

  • (a) Describe some types of corrosion.

(b) Suggest the different methods to prevent corrosion.

(c) What effect does corrosion have on metals?

Assessment criteria

Task

Descriptor

A learner

Mark

Explain the position of the d-elements in the periodic system on the basis of the structure of their atoms

1

writes the electronic configuration of a metal;

writes the electronic configuration of a metal ion;

explains why some metals are not considered as transition;

1

1

1

Describe the chemical properties of Fe2+, Fе3+ ions

2

writes the equation for the reaction between iron (II) sulfate and sodium hydroxide;

describes the observation for the reaction between iron (II) sulfate and sodium hydroxide;

writes the equation for the reaction between iron (III) sulfate and sodium hydroxide;

describes the observation for the reaction between iron (III) sulfate and sodium hydroxide;

1

1

1

1

Determine the types of corrosion and its causes and explain its negative impact on the longevity of metal structures

3

describes types of corrosion;

suggests different methods to prevent corrosion;

describes effect of corrosion on metals.

1

1

1

Total marks

10

Rubrics for providing information to parents on the result of Summative Assessment for the unit 10.3C “Essential d-elements and their compounds”

Learner’s name: ________________________________________________________________

Assessment criteria

Level of learning achievements

Low

Explain the position of the d-elements in the periodic system on the basis of the structure of their atoms

Experiences difficulties in explaining the position of the d-elements in the periodic system;

Makes some mistakes in writing electronic configuration of a metal/ ion/ in explaining why some metals are not accepted as transition;

Completely explains the position of the d-elements in the periodic system;

Describe the chemical properties of Fe2+, Fе3+ ions

Experiences difficulties in identifying Fe2+, Fе3+ ions;

Makes some mistakes in identify Fe2+ ion/ Fе3+ ion/ observations being made;

Completely identifies Fe2+, Fе3+ ions;

Determine the types of corrosion and its causes and explain its negative impact on the longevity of metal structures

Experiences difficulties in determining the types of corrosion and its causes and explaining its negative impact on the longevity of metal structures.

Makes some mistakes in determining the types of corrosion/ its causes/ explaining its negative impact on the longevity of metal structures.

Completely determines the types of corrosion and its causes and explains its negative impact on the longevity of metal structures.

SUMMATIVE ASSESSMENT FOR THE TERM 4

Summative Assessment for the unit 10.4A “Essential p-elements and their compounds”

Learning objectives

10.2.1.31 Explain the regularities of changes in the properties of p-elements and their compounds in groups and periods from the standpoint of the structure of atoms

10.2.1.32 Study the amphoteric properties of aluminium oxide and hydroxide

10.2.1.41 Explain the regularities of changes in the physical and chemical properties of halogens in the group

Assessment criteria

A learner

  • Explain the physical properties of p-elements and their compounds
  • Determine the amphoteric properties of aluminium oxide and hydroxide
  • Explain the regularities of changes in the physical and chemical properties of halogens in the group

Level of thinking skills

Knowledge and comprehension

Application

Higher order thinking skills

Duration

20 minutes

Task

1. Bromine, Br2, and iodine monochloride, ICl, have the same number of electrons. But the boiling point of iodine monochloride is nearly 40 °C higher than the boiling point of bromine. Explain this difference.

2. Aluminium oxide is an amphoteric oxide. It reacts with water.

(a) Write a balanced symbol equation, including state symbols, to show the reaction of aluminium oxide with aqueous sodium hydroxide.

(b) Write a balanced symbol equation, including state symbols, to show the reaction of aluminium oxide with dilute nitric acid.

(c) Describe the chemical bonding and structure of aluminium oxide.

3. (a) How does the volatility change down Group 17?

(b) Describe the state of each halogen at 25°C.

(c) State and explain the trend in the atomic radii of the halogens.

Assessment criteria

Task

Descriptor

A learner

Mark

Explain the physical properties of p-elements and their compounds

1

refers to the polarities of compounds;

refers to the intermolecular forces between molecules;

1

1

Determine the amphoteric properties of aluminum oxide and hydroxide

2

writes the reaction of aluminum oxide with sodium hydroxide;

writes the reaction of aluminum oxide with dilute nitric acid;

describes the chemical bonding and structure of aluminum oxide;

1

1

1

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

3

describes the volatility trend down Group 17;

describes the appearance of each halogen;

describes the trend of atomic radii of halogens.

explains the physical properties of halogens

1

1

1

1

Total marks

9

Rubrics for providing information to parents on the result of Summative Assessment for the unit 10. 4A “Essential p-elements and their compounds”

Learner’s name: ________________________________________________________________

Assessment criteria

Level of learning achievements

Low

Explain the physical properties of p-elements and their compounds;

Experiences difficulties in explaining the regularities of changes in the properties of p-elements and their compounds;

Makes some mistakes in referring to the polarities of compounds/ refers to the intermolecular forces between molecules;

Completely explains the regularities of changes in the properties of p-elements and their compounds;

Determine the amphoteric properties of aluminium oxide and hydroxide;

Experiences difficulties in determining the amphoteric properties of aluminium oxide;

Makes some mistakes in writing the reaction of some oxides with water/ dilute acids/ predicting the bonding and structure;

Completely determines the amphoteric properties of aluminium oxide;

Explain the regularities of changes in the properties of p-elements and their compounds in groups and periods from the standpoint of the structure of atoms.

Experiences difficulties in explaining the regularities of changes in the properties of p-elements and their compounds.

Makes some mistakes in describing volatility / appearance/ physical properties of elements.

Completely explains the regularities of changes in the properties of p-elements and their compounds.

Summative Assessment for the unit 10.4B “Production of inorganic compounds and alloys”

Learning objectives

10.2.1.46 Describe the methods of industrial production of ammonia and nitric acid and the fields of application of its products

10.2.1.45 Describe the contact process of industrial production of sulfuric acid and know its significance for industry

Assessment criteria

A learner

  • Describe the methods of industrial production of ammonia and nitric acid and the fields of application of its products
  • Describe the contact process of industrial production of sulfuric acid and know its significance for industry

Level of thinking skills

Knowledge and comprehension

Application

Higher order thinking skills

Duration

15 minutes

Task

  • Ammonia is made during the Haber process.

(a) What is the formula of ammonia?

 ________________________________________________________

(b) Write a balanced equation for the formation of ammonia from nitrogen

 and hydrogen in the Haber process.

 ________________________________________________________

(c) Suggest three uses of ammonia.

 ________________________________________________________

(d) Give the formulae of the following ammonium salts:

(i) ammonium chloride:

________________________________________________________

(ii) ammonium nitrate:

________________________________________________________

(e) Ammonium chloride reacts with calcium hydroxide when heated to produce ammonia gas.

 Write a balanced equation for this reaction.

 __________________________________________________________

  • The following reaction is an exothermic and catalysed by vanadium (V) oxide,V2O5.

2SO2(g) + O2(g) ↔ 2SO3(g)

You are given a vessel containing all three gases at equilibrium.

(a) What will happen to the position of equilibrium if:

(i) More oxygen is added to the vessel.

__________________________________________________________

(ii) The pressure in the vessel is lowered.

__________________________________________________________

(iii) The temperature in the vessel is increased.

___________________________________________________________

(b) (i) Suggests three uses of sulfuric acid.

 ____________________________________________________________

 (ii) What effect to the environment has the production of sulfuric acid.

 ____________________________________________________________

Assessment criteria

Task

Descriptor

A learner

Mark

Describe the methods of industrial production of ammonia and nitric acid and the fields of application of its products

1

writes the formula of ammonia;

writes a balanced equation for the formation of ammonia;

suggests three uses of ammonia;

writes the formulae of the ammonium chloride;

writes the formulae of the ammonium nitrate;

writes the balanced equation between ammonium chloride and calcium hydroxide;

describes the effect of concentration change on equilibrium;

1

1

1

1

1

1

1

Describe the contact process of industrial production of sulfuric acid and know its significance for industry

2

describes the effect of increased pressure on equilibrium;

describes the effect of decreased pressure on equilibrium;

describes the effect of temperature change on equilibrium;

suggests uses of sulfuric acid;

describes the effect of the production of sulfuric acid.

1

1

1

1

1

Total marks

12

Rubrics for providing information to parents on the result of Summative Assessment for the unit 10.4B “Production of inorganic compounds and alloys”

Learner’s name: ________________________________________________________________

Assessment criteria

Level of learning achievements

Low

Describe the methods of industrial production of ammonia and nitric acid and the fields of application of its products

Experiences difficulties in describing the methods of industrial production of ammonia;

Makes some mistakes in writing the formula of ammonia/ reaction of formation of ammonia/ uses of ammonia/ formula of ammonium chloride/ formula of ammonium nitrate/ reaction between ammonium chloride and calcium hydroxide;

Completely describe the methods of industrial production of ammonia;

Describe the contact process of industrial production of sulfuric acid and know its significance for industry

Experiences difficulties in describing the contact process of industrial production of sulfuric acid.

Makes some mistakes in describing the effect of pressure/ concentration/ temperature on equilibrium/ suggests uses of sulfuric acid.

Completely describe the contact process of industrial production of sulfuric acid;



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