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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)
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Level of thinking skills | Knowledge and comprehension Application |
Duration | 20 minutes |
Task
(b) Write the electron configuration for the potassium atom (Z=19).
(b) What is the 1st quantum number for a 4s orbital? (c) Write all quantum number values for the 10th electron of sodium atom.
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.
(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 |
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Writes electronic configurations of the chemical elements | 1 |
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Determines the value of quantum numbers | 2 |
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Finds the chemical formula of compound by the mass fraction of atoms of their chemical elements | 3 |
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Determines the types of radioactive decay and makes the equations of simple nuclear reactions (α, β-, β +, γ decay) | 4 |
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Distinguishes the forms of s,p,d,f orbitals | 5 |
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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 |
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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
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Level of thinking skills | Knowledge and comprehension Application Higher order thinking skills |
Duration | 15 minutes |
Task
______________________________________________________________ (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. _______________________________________________________________
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Assessment criteria | Task |
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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; |
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Predict the properties of chemical elements and their compounds by their position in the periodic system; | 2 |
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Explain the regularities of changes in the acid - base properties of oxides, hydroxides and hydrogen compounds of chemical elements by periods and groups. | 3 |
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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 |
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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
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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 |
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Compile a Lewis diagram for some molecules | 1 |
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Explain the formation of a covalent bond by the exchange and donor-acceptor mechanisms | 2 |
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Predict the properties of compounds with different types of bonds and types of crystal lattices | 3 |
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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 |
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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
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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 |
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Write oxidation and reduction equations using the electronic balance method | 1 |
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Draw diagrams for the electrolysis of solutions and molten compounds | 2 |
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Describe the qualitative composition of solutions of acids, hydroxides and salts according to the ph of solutions | 3 |
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Classify Chemical Reactions By Their Thermal Effect | 4 |
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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 |
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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
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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 |
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Explain the effect of temperature, concentration, pressure on the rate of chemical reactions | 1 |
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Explain the mechanism of homogeneous and heterogeneous catalysis | 2 |
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Explain the effect of catalyst and inhibitor on the rate of chemical reaction | 3 |
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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 |
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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
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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 |
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Write expressions for the equilibrium constant | 1, 2 |
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Predict the effect of changes in temperature, concentration and pressure on chemical equilibrium | 3 |
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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 |
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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
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Level of thinking skills | Knowledge and comprehension Application Higher order thinking skills |
Duration | 25 minutes |
Task
______________________________________________________________
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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 |
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Describe the structural features of metals and non-metals: radius, ionization energy, electron affinity, crystal lattices | 1 |
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Explain the basic physical properties of metals and non-metals | 2 |
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Explain the difference in the chemical activity of alkaline and alkaline earth metals | 3 |
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Write reaction equations characterizing the main properties alkaline earth metals and their most important compounds | 4 |
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Explain the hardness of water and how to eliminate it | 5 |
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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 |
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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
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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: __________________________________________________________________
(b) Suggest the different methods to prevent corrosion. (c) What effect does corrosion have on metals? | |
Assessment criteria | Task |
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Explain the position of the d-elements in the periodic system on the basis of the structure of their atoms | 1 |
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Describe the chemical properties of Fe2+, Fе3+ ions | 2 |
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Determine the types of corrosion and its causes and explain its negative impact on the longevity of metal structures | 3 |
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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 |
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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
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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 |
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Explain the physical properties of p-elements and their compounds | 1 |
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Determine the amphoteric properties of aluminum oxide and hydroxide | 2 |
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Explain the regularities of changes in the physical and chemical properties of halogens in the group | 3 |
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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 |
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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
|
Level of thinking skills | Knowledge and comprehension Application Higher order thinking skills |
Duration | 15 minutes |
Task
(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. __________________________________________________________
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 |
| Mark | ||||||||||||||
Describe the methods of industrial production of ammonia and nitric acid and the fields of application of its products | 1 |
|
| ||||||||||||||
Describe the contact process of industrial production of sulfuric acid and know its significance for industry | 2 |
|
| ||||||||||||||
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 |
| ||||
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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