Pathways School, Noida

MYP 4_Chemistry_Semester 1 End Assessment - copy

IB Middle Years
Chemistry
Grade: Grade 9
Criteria: A B C D

Duration: 125 mins

Start time: Dec 01, 08:25 am(School TZ)
Authors: Pooja Sharma

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Question 1

Q 1.1 (i) A mistake at an oil refinery caused petrol and kerosene to become mixed. Select A
the best method of separating and collecting them?

A Condensation

B Filtration

C Fractional Distillation

D Evaporation

Teacher's Explanation

Q 1.2 (ii) A student was provided with only a thermometer, a stopwatch and a beaker. A
Identify what could the student measure? (Level 1-2)

A 10.5 g solid and 24.8 cm3 liquid

B 10.5 g solid and 25 °C

C 24.8 cm3 liquid and 45 seconds

D 25 °C and 45 seconds

Teacher's Explanation

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Question 2

(a)The apparatus in the diagram given below is used to obtain pure water from impure water.
(Level 3-4)

Q 2.1 (i) State the names of apparatus A and liquid C. A

Teacher's Explanation

A – Condenser/water jacket C – Pure/distilled water

Q 2.2 (ii) Outline the process which purifies the water in this way. A

Teacher's Explanation

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 Simple distillation is based on the wide difference in boiling points of components of mixtures. The
liquids mixture is heated to boiling points and condensing back them to liquids.

Q 2.3 A

(b) The formula for the sodium ion is given below. Use the Periodic table to calculate
the sub- atomic particles. (Level 3-4)
Ion No of Protons No of Neutrons No of Electrons

Teacher's Explanation

Ion No of Protons No of Neutrons No of Electrons

11 12 10

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Question 3

(Level 5-6)
(a) Mothballs are commonly made of naphthalene or Para dichlorobenzene, both of which are
toxic to humans. These chemicals are solids at room temperature and are made into round balls,
flakes, or cakes.

Mary saw her mother putting mothballs in her woollen clothes to protect them from insects but
noticed that mothballs disappeared after a few days. She was puzzled over her observation. She
asked for your help to solve her problem.

Q 3.1 Identify and describe the process which causes the mothballs to disappear after some A
time.

Teacher's Explanation

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 The process is sublimation. In this process solids change into gaseous state without changing into
liquid state. Solid mothballs change into gaseous state directly and disappeared.

(Level 5-6)
(b) Paint is a liquid substance that contains pigments and is applied to surfaces to add colour and
create a protective or decorative coating.
The color of the paints come from pigments that can be either natural or synthetic. Natural
pigments are made by crushing minerals into a fine powder and adding them to water, oil or
another liquid along with solvents and additives.

Editorial, Artsy, and Ingrid Christensen. “Your Paints May Contain Toxic Chemicals. Here's
How to Stay Safe.” Artsy, 10 Aug. 2018, www.artsy.net/article/artsy-editorial-paints-toxic-
chemicals-avoid-harming-environment

Q 3.2 (i)Identify whether paint is a solution, an emulsion or a pure substance A

(ii)Suggest why it is easier to remove water colour paint than oil paint by washing?

(iii)Use the information from (ii) and evaluate which type of paint causes less damage
to the environment.

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Teacher's Explanation

(i) Paint is an emulsion.

(ii)Since water colour paints are soluble in water and oil paints are insoluble in water, it is easier to
remove water colour paints.
(iii) Correct justification.
Oil colour paints will cause less damage to environment as they are not soluble in water so will not
dissolve in water bodies and soil and harm aquatic animals and plants.
Or
Water colour paints will cause less damage to environment as they are soluble in water so will not
remain in the soil and will run off to larger water bodies.

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Question 4

(Level 7-8)
Statues made of marble corrode slowly due to acid rain but sometimes corrosion is
faster.

Marble is CaCO3, which reacts with acid to form a salt, water and carbon dioxide gas.
A student investigated the reaction of a small piece of marble, Calcium carbonate, with 5cm3 of
hydrochloric acid at 25oC. She measured the time taken for the reaction to stop.
CaCO3(s) + 2HCl(aq) → CaCl2(aq) + CO2(g) + H2O(l)
She conducted similar experiments always using 5cm3 of hydrochloric acid. She found that the
reaction was faster or slower in different conditions. Another student suggested that she was
making some mistakes, so the reaction rate is coming slower or faster.
She turned to you for help. Solve her problem by analysing the data below and answer the
following questions.

Experime Number of pieces of Concentration of acid in Temperature Time/minu

nt marbles mol/dm3 / oC tes
1 1 1.00 25 3
2 1 0.50 25 7
3 1 piece crushed 1.00 25 1
4 1 1.00 35 2

Q 4.1 Explain the following using the collision theory of particles. A

(i) Why is the rate in experiment 2 slower than in experiment 1?

(ii) Why is the rate in experiment 3 faster than in experiment 1?

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 (iii) Why is the rate in experiment 4 faster than in experiment 1?

Teacher's Explanation

(i) The concentration of HCl acid in experiment 2 is less at 0.5 M than 1.0 M in experiment 1. Lower the
concentration of HCl, slower is the rate of reaction as there are less particles of HCl at lower
concentration so there will less collisions between the particles and slower rate of reaction.
(ii) The surface area of marble (calcium carbonate) is more in experiment 3 as it is crushed as compared
to experiment 1 where there are pieces of marble. More particles are exposed in powdered form
resulting in more successful collision and higher rate of reaction.
(iii) The temperature of experiment 4 is higher at 35oC than 25oC in experiment 1. Higher the
temperature of HCl, faster is the rate of reaction as at higher temperature, particles will have more
energy so they will collide more and with more energy, resulting in more successful collision and higher
rate of reaction.

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Question 5

There are diagrams of three atoms given below. (Level 7-8)

Q 5.1 (i) Evaluate the information provided and write whether these atoms are of the same A
element. Justify your answer.
(ii) What is the difference between these atoms and what are they called?
(iii) What type of ions will these atoms form? Justify your answer.

Teacher's Explanation

(i) Yes, these atoms are of the same element as the atomic number (proton number) is same 8 so they
are oxygen atoms.
(ii) These are isotopes of oxygen. These atoms have different atomic masses/mass numbers as the
number of neutrons are different.
(iii) They will form negative ions with 2- charges as they have 6 valence electrons. To complete their
outmost shell/valence shell, they will gain two electrons.

(Level 7-8)
Sodium reacts with oxygen to form a compound. The chemical reaction is given below.

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Q 5.2 Balance the following equation A
Na + O2 → Na2O

Teacher's Explanation

4Na + O2 → 2Na2O

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Question 6

It is known that increased amounts of carbon dioxide and sulphur oxides released by burning
forests or farmland can lead to increase in air pollution. This increase in air pollution can
contribute to acid rain. Acid rain may damage statues containing calcium carbonate (CaCO3) by
forming calcium salt, water and carbon dioxide.
The action of an acid on calcium carbonate can be shown by the following equation:
CaCO3(s) + 2HCl(aq) → CaCl2 (aq) + H2O (l) + CO2 (g)

The above diagram shows a method to determine the rate of reaction by the mass lost.

Q 6.1 Design an experiment to investigate a factor which affects the rate of reaction. In your B
plan, you should include:

· Research question
· Hypothesis with scientific explanation
· The independent, dependent and two controlled variables.
· A list of additional equipment you will use.
· The method you will follow with details of measurements you will take to collect
sufficient data.
· Any safety precautions you need to take.

Teacher's Explanation

RQ- Clear RQ stating the relationship between IV and DV and should include atleast two CV
Hypothesis- Prediction of the effect of the chosen IV on the rate of reaction, supported by collision
theory

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IV- Concentration of acid/ surface area(particle size) of calcium carbonate/ temperature/ catalyst
DV- Time taken for the reaction / Rate of reaction/ Loss in mass in a given time
CV- Any two CV depending on the IV chosen
Additional equipments- equipments mentioned in the diagram and the additional equipments as per
the CV chosen by the student
Method- Clear method with the mention of trials and average
Safety precautions- Wear safety goggles, lab coat and gloves, corrosive nature of the acid should be
mentioned

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Question 7

Two students investigated the speed of reaction between excess calcium carbonate and dilute
hydrochloric acid using the apparatus below:

Large lumps of calcium carbonate were used. The volume of carbon dioxide produced was
measured every minute for five minutes.

Q 7.1 (i) Use the measuring cylinder diagrams to complete the table of results. C

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Teacher's Explanation

0- 0cm3
1- 20cm3
2- 26cm3
3- 41cm3
4- 45cm3
5- 46cm3

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Q 7.2 (ii) Organize, transform and present the data table using the readings from part (i). C

Teacher's Explanation

A table with two columns - one for IV and one for DV

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Q 7.3 (iii) Plot a graph to represent the data. C

Teacher's Explanation

All the points plotted correctly and a line graph

Q 7.4 (iv) Give an appropriate title to the graph and label x-axis and y-axis C

Teacher's Explanation

Title showing the relationship between IV and DV

IV as x axis and DV as y-axis

Q 7.5 The student hypothesized that “when the small lumps of calcium carbonate will be C
used, less volume of carbon dioxide will be produced after 5 minutes.” Evaluate the
validity of the hypothesis.

Teacher's Explanation

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 Incorrect hypothesis as small lumps will produce more volume of carbon dioxide in 5 min. Evaluation
on the basis of collision theory

Q 7.6 Suggest an improvement to this experiment that would increase the validity of the C
data. Also suggest one extension that would benefit the scientific investigation

Teacher's Explanation

Improvement- increase the number of trials/ use of more precise apparatus like pipette/ burette
Extension- any other IV to measure the mass loss or calculate the rate of reaction for the same reaction
by a different method

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Question 8

Global population increases have caused an increased demand for safe drinking water. Many
governments are passing laws to make sure that factories and processing plants remove waste
products from any water that leaves their sites before it enters rivers or other water sources.
Heavy metal ions such as copper, arsenic, mercury and lead need to be removed as they have
been linked to a variety of health concerns.
Modern chemical industries try to adopt the principles of green chemistry. This involves several
aspects such as preventing waste, being energy efficient and using renewable materials.Printed
circuit boards (PCBs) are made using a copper layer. Any copper not required for electrical
connections is removed using a chemical reaction. This reaction produces a waste copper ion
solution. It is important that the dissolved copper ions are removed before the water is returned to
the sources as it may cause liver damage and insomnia.

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Industrial methods to remove copper Imag
e

1. Precipitation of Copper

· Simple and safe

· Inexpensive
· Majority of the metal removed even for high concentrations of copper
· Large amount of waste sludge produced
· Problems with disposal of sludge
· Large volume of additional chemicals used

1. Electrochemical method for removal

· Particular metals can be removed

· Pure metals can be obtained
· High set-up costs
· High energy consumption
· No additional chemicals needed
· No consumption of chemicals
· No waste products

3. Chemisorption

· Highly efficient at low concentrations, removes >99% of metal ions.

· Not efficient at high copper concentrations
· Some types of adsorbent can be reused
· High initial costs to set up
· For some types of adsorbent, copper can be recovered using further chemical
processing
· Minimal waste products formed

4. Photocatalysts

·New, experimental technology undergoing further development

· Uses solar energy
· 100% copper ions removed from wastewater
· Needs more than one week to remove all of the copper
· Large area needed as UV light is needed for activation
· Catalyst is cheap

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Q 8.1 You are about to set up a company in an area with a population with high levels of D
liver disease and insomnia which have been caused by high amounts of copper in the
water supply from an old factory. Your new factory will produce PCBs. Discuss and
Evaluate two processes for treating waste water from the information given. In your
answer, you should consider:
· The efficiency of each process
· The environmental impact of each process
· The economic impact of each process.
· How each process matches the principles of green chemistry
· Your final choice of process with justification

Teacher's Explanation

Level Descriptors

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Levels The efficiency Environment Economic Ways in Concluding
of each al impact of impact of which each appraisal
process each process each process process
matches the
principles of
green
chemistry

1-2 Outline the Outlined the The economic outlined how No concluding
ways how environmental impact of one both method appraisal.
both methods impact of one wastewater matches the
are efficient in of the treatment principles of
removing methods by method has green
copper from considering been outlined chemistry by
waste water. the amount of including any
waste one factors:
generated by use of
each process. renewable
resources/ the
reduction of
waste/ the use
of non-toxic
chemicals.

3-4 Summarize Described the The economic Described Concluding

the environmental impact of how one appraisal only
effectiveness impact of one both the method stated
of both waste or both the wastewater matches the
water methods by treatment principles of
treatment including the methods have green
methods in amount of been chemistry by
removing waste described. including any
copper generated by two factors:
including the each process. use of
percentage of renewable
efficiency of resources/ the
one of the reduction of
methods. waste/ the use
of non-toxic
chemicals.
and Briefly
outline the
second
method on the

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 basis of one
factor
5-6 Describe the Discuss the Discuss the Discuss how Concluding
effectiveness environmental economic both method appraisal
of both the impact of impact of matches the described
waste water both the both the principles of
treatment methods by wastewater green
methods in including the treatment chemistry by
removing amount of methods by including any
copper, it waste including two factors:
should generated by use of
include: (i) each process renewable
Brief and its impact resources/ the
description on the reduction of
about the environment. waste/ the use
percentage of of non-toxic
effeciency chemicals.
both the
methods.
7-8 Explain the Evaluate the Discuss the Evaluate how Concluding
effectiveness environmental economic both methods appraisal
of both the impact of impact of matches the discussed
waste water both the both the principles of with some
treatment methods by wastewater green justification
methods in including the treatment chemistry by
removing amount of methods by including all
copper. It waste comparing the three
should generated by their cost. factors:
include: (i) each process, · use of
comparison of the energy renewable
the required to resources
percentage of run the · the
copper ions process, and reduction of
removed at the impact of waste
various the waste on · the use of
concentrations the non-toxic
. environment. chemicals.

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