Scribd Logo
Upload

Welcome to Scribd!

  • 55 views

    Chemistry SA Unit1 Balance Criteria A

    Uploaded by

    Martin Levkovski
    The document is a chemistry summative assessment covering unit 1 on balance. It consists of 3 sections testing students' knowledge and understanding, problem solving, and analysis skills. Section A has 1 question assessing application of knowledge. Section B has questions assessing problem solving in familiar and unfamiliar situations. Section C has 1 question assessing analysis to make scientifically supported judgments. Students are evaluated on a scale of 1-8 based on their performance across the 3 sections.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Chemistry SA Unit1 Balance Criteria A

    Uploaded by

    Martin Levkovski
    55 views6 pages
    The document is a chemistry summative assessment covering unit 1 on balance. It consists of 3 sections testing students' knowledge and understanding, problem solving, and analysis skills. Section A has 1 question assessing application of knowledge. Section B has questions assessing problem solving in familiar and unfamiliar situations. Section C has 1 question assessing analysis to make scientifically supported judgments. Students are evaluated on a scale of 1-8 based on their performance across the 3 sections.

    Original Description:

    Chemistry SA Unit1 Balance Criteria A

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The document is a chemistry summative assessment covering unit 1 on balance. It consists of 3 sections testing students' knowledge and understanding, problem solving, and analysis skills. Section A has 1 question assessing application of knowledge. Section B has questions assessing problem solving in familiar and unfamiliar situations. Section C has 1 question assessing analysis to make scientifically supported judgments. Students are evaluated on a scale of 1-8 based on their performance across the 3 sections.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    55 views6 pages

    Chemistry SA Unit1 Balance Criteria A

    Uploaded by

    Martin Levkovski
    The document is a chemistry summative assessment covering unit 1 on balance. It consists of 3 sections testing students' knowledge and understanding, problem solving, and analysis skills. Section A has 1 question assessing application of knowledge. Section B has questions assessing problem solving in familiar and unfamiliar situations. Section C has 1 question assessing analysis to make scientifically supported judgments. Students are evaluated on a scale of 1-8 based on their performance across the 3 sections.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    You are on page 1of 6

    MYP4/LEVEL15

    CHEMISTRY SUMMATIVE ASSESSMENT


    UNIT 1- BALANCE
    SOI “Imbalanced relationships affect finite resources, both locally and
    globally.”
    Key concept: Relationships Related concept: Balance
    Global context: Fairness and development

    Name:__________________________________ Date:_____________
    CRITERIA A-Knowing and understanding
    The questions in this test will be used to give you a criterion A level, it is divided into three
    sections.
    Section A: A question that will assess your application of scientific knowledge and how you use
    it.
    Section B: Questions that will assess how you apply scientific knowledge and understanding to
    solve problems set in familiar and unfamiliar situations.
    Section C: A question that will assess how you analyse information to make scientifically
    supported judgments.
    You should attempt all of the questions.
    Achieved SECTION
    Level A B C
    1–2
    3–4
    5–6
    7-8

    Your achievement level: ____________________________________________


    What could you do to improve your level on the next assessment:
    ______________________________________________________________________________
    Section A:

    1. Solve each problem and fill in the missing links.

    a) A balanced equation is a chemical equation in which mass is changed/conserved and


    there are equal/different numbers of atoms of each element on one/both sides of the
    equation. Chemical equations are written with the reactants on the left/right side of
    the equation and products on the left/right side of the equation

    b) Le Chatelier’s principle states that if a system in equilibrium is disturbed by changes


    in _________, ________, and _________the system will shift the position of the
    equilibrium to counteract the change and return the system to balance.

    c) How many oxygen atoms are in Ca(NO3)2?


    a. 2
    b. 3
    c. 5
    d. 6

    2. Balance the following chemical equations and show your solving procedure.

    a) K2O(s)  K(s) + O2(g)

    b) H2SO4(aq) + NaOH(aq)  Na2SO4(aq) + H2O(l)

    c) Pb(NO3)2(aq) + NaCl(aq)  PbCl2(s) + NaNO3(aq)

    Section B:
    3. For each of the following chemical reactions, examine the reactants and products and
    their states of matter, balance the reactions and decide how the changes in the reaction
    conditions will affect the position of the equilibrium.

    3.1 The Haber process describes the industrial production of ammonia gas on a large
    scale.
    N 2 ( g )+ H 2 ( g ) ⇌ NH 3 ( g )

    Cooling ammonia turns into ______________and is removed from the system.

    What is the source of the reactants nitrogen and hydrogen used in this process?
    ______________________________________________________________________________
    This reaction is not taking place regularly. Why not? In order for the reaction to happen what
    need to be done?
    ______________________________________________________________________________
    ______________________________________________________________________________
    Predict the effect of the following changes on the position of the equilibrium in the Haber
    process.

    a) Nitrogen gas is added to the system at equilibrium. _________________________________

    b) Hydrogen gas is removed from the system at equilibrium.


    _____________________________

    c) The pressure of the system is decreased.


    ___________________________________________

    d) The temperature of the system is increased.


    ________________________________________

    3.2 The decomposition of sulfur trioxide is an endothermic process:

    SO 3 ( g ) ⇌ SO 2 ( g ) +O2 ( g )

    Predict the effect of the following changes on the position of the equilibrium:

    a) Sulfur trioxide gas is removed from the system of equilibrium. ______________________

    b) Oxygen gas is removed from the system of equilibrium. ___________________________


    c) The pressure of the system is increased. ________________________________________

    d) The temperature of the system is decreased. _____________________________________

    Section C:

    4. How has industrial-scaled ammonia production impacted the global population?

    5. How can imbalanced relationships produce both local and global effects?
    Criterion A: Knowing and understanding
    Maximum: 8
    At the end of year 3, students should be able to:
    i. describe scientific knowledge
    ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
    situations
    iii. analyze information to make scientifically supported judgments.

    Level Level descriptor Task-specific clarifications

    The student is able to: The student is able to:

    i. recall scientific knowledge i. recall scientific knowledge and partially solves section A.

    1-2 ii. apply scientific knowledge and ii. apply scientific knowledge and understanding to suggest
    understanding to suggest solutions to solutions to problems set in familiar situations in Section B.
    problems set in familiar situations
    iii. apply information to make judgments and partially answer
    iii. apply information to make section C.
    judgments.

    The student is able to: The student is able to:

    i. state scientific knowledge i. state scientific knowledge and solves section A partially
    correctly.
    ii. apply scientific knowledge and
    understanding to solve problems set ii. apply scientific knowledge and understanding to suggest
    3-4 in familiar situations solutions to problems set in familiar situations in Section B.

    iii. apply information to make iii. apply information to make scientifically supported
    scientifically supported judgments. judgments and partially answers section C.

    The student is able to: The student is able to:

    i. outline scientific knowledge i. outline scientific knowledge while answering question 1.

    ii. apply scientific knowledge and ii. apply scientific knowledge and understanding to solve
    understanding to solve problems set problems set in
    in
    familiar situations Section B and suggest solutions to
    5-6 familiar situations and suggest problems set in unfamiliar situations Section B
    solutions to problems set in
    unfamiliar situations iii. interpret information to make scientifically supported
    judgments in Section C.
    iii. interpret information to make
    scientifically supported judgments
    The student is able to: The student is able to:

    i. describe scientific knowledge i. describe scientific knowledge and fully answer Section A

    ii. apply scientific knowledge and ii. apply scientific knowledge and understanding to solve
    understanding to solve problems set problems set in familiar and unfamiliar situations by fully
    7-8 in familiar and unfamiliar and correctly answering questions in section B.
    situations
    iii. analyze information to make scientifically supported
    iii. analyze information to make judgments while fully answering Section C.
    scientifically supported judgments.

    You might also like