MARKING SCHEME PAPER 3 Question No. 1 (a) Rubric Able to state the inference correctly.

Sample answer: The reactivity (of alkali metals with oxygen) increase from lithium to potassium. // Lithium so!ium an! potassium / alkali metals show similar chemical in their reactions with oxygen. Able to state the inference less correctly. Sample answer: The reactivity increase // #ll metals $urns pro!uce! white fume an! white soli! // %oing !own group & the reactivity increase. Able to state any idea of inference. Sample answer: Lithium so!ium an! potassium show !ifferent reactivity // (otassium So!ium lithium &ncrease No response or wrong response ) 1 ' " Score

Question No. 1 ($)

Rubric Able to state the three variables correctly: 1. Method to manipulate variable. 2. The responding variable. ". The controlled variable. Sample answer: (i) *se !ifferent types of (alkali)/(group 1) metals

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(ii) +eactivity of metals with oxygen // ,igorousness of the reaction $etween metals an! oxygen. (iii) -xygen gas // si.e / mass of metal Able to state any two variables correctly: Able to state any one variable correctly. No response or wrong response ' 1 )

Question No. 1 (c)

Rubric Able to state the relationship correctly between the manipulated variable and the responding variable. Sample answer: (The lower/higher the position of metal in)/(%oing !own/up) %roup 1 the more/less reactive is the metal in reaction with oxygen. // The lower/higher the position of metals in group 1 the lower/higher is the reactivity. The metal which is lower / upper in %roup 1 is more/less reactive in reaction with oxygen. // The lower/higher the metal in %roup 1 the more/less reactive the reaction with oxygen. Able to state the relationship between the manipulated variable and the responding variable. Sample answer: +eactivity increases for the reaction $etween alkali metals an! oxygen when going !own %roup 1/ from lithium to potassium. // (The lower/higher the position of metal in)/(%oing !own/up) %roup 1 the more/less reactive. // The metal which is lower/upper in %roup 1 is more/less reactive // The lower/higher the metal in %roup 1 the more/less reactive the reaction. // The more reactive the reaction the lower the position of the metal in %roup 1. Able to state the idea of hypothesis. Sample #nswer: /etals in %roup 1 can react with oxygen. // #lkali metals have !ifferent reactivity. No response or wrong response

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Question No. 1 (!)

Rubric Able to give the operational definition accurately by stating the following three information. alkali metals vigorously more vigorous reactive with o!ygen more highly reactive

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Sample answer: #n alkali metal that reacts more vigorously with oxygen is a more reactive metal. Able to give the operational definition correctly by stating any two of the information above. Sample answer: The metal that reacts more vigorously with oxygen is a more reactive metal. // ' The alkali metal that reacts more vigorously is a more reactive metal. // The higher/lower the alkali metals the more/less reactive metal. Able to give the operational definition correctly by stating any one of the information above. Sample answer: 1 #lkali metals can react with oxygen. // /etals can react vigorously with oxygen. No response or wrong response )

Question No. 1 (e)(i)

Rubric Able to state the position of metal " in #roup 1 accurately. Sample answer: (erio! 0/1/2 Able to make a prediction of the position of metal " in #roup 1 less accurately. Sample answer: 3elow /un!er potassium // Lower than potassium Able to make any prediction of the position of metal " in #roup 1. Sample answer: &n group 1 // *pper than Li/4a/5 // Lower than Li/ 4a No response or wrong response

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Question No. 1 (e)(ii)

Rubric Able to arrange the metals in ascending order based on their reactivity. Sample answer: Lithium So!ium (otassium 6 // Li 4a 5 6 Able to arrange any three of the metals in ascending order based on their reactivity. Sample answer: 6 Li 4a 5 // 4a Li 5 6 // Li 5 4a 6 // 4a 5 Li 6 // 5 Li 4a 6 // Li 6 4a 5

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Able to arrange any two of the metals in ascending order based on their reactivity or arrange in descending order. Sample answer: 6 5 Li 4a // 6 Li 4a 5 // 5 6 4a Li // 6 4a 5 Li // 6 5 4a Li // 5 6 4a Li 4a 5 Li 6 1

No response or wrong response

Question No. 1 (f)

Rubric Able to state the relationship between the mass of sodium and the time taken for the metal to burn completely in o!ygen gas. the higher the mass the bigger the si$e the longer the time taken burn completely

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Sample answer: The higher the mass of metals the longer the time taken to $urn completely. // The $igger the si.e of metals the longer the time taken to $urn completely. Able to state the relationship between the mass of sodium and the time taken for the metal to burn completely in o!ygen gas. Sample answer: The higher the mass of metals the longer the time taken. // /ore mass more time to $urn completely // Able to state the relationship between the mass of sodium and the time taken for the metal to burn completely in o!ygen gas. Sample answer: 3igger mass $urns longer. // The metals nee!s longer time // /ore mass more time to $urn. No response or wrong response

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Question No. 1 (g)

Rubric Able to record all the readings with one decimal place accurately. Sample answer: 1).1 1).1 1).7

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Able to record any two readings with one decimal place accurately. Sample answer: 1).1 1).1 1).8 // 1).1 1).0 1).7 // 1).) 1).1 1).7 '

Able to record at least one reading with one decimal place accurately. Sample answer: 1).1 // 1).1 // 1).7 No response or wrong response ) 1

Question No. 1 (h)

Rubric Able to state observations for blue and red litmus paper correctly. Sample answer: Solutions %as 9ar & %as 9ar && %as 9ar &&& +e! litmus paper Turns $lue Turns $lue Turns $lue 3lue litmus paper 4o change 4o change 4o change

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Able to state any one of the litmus paper observations correctly. Sample answer: Solutions %as 9ar & %as 9ar && %as 9ar &&& // Solutions %as 9ar & %as 9ar && %as 9ar &&& +e! litmus paper Turns $lue Turns $lue Turns $lue +e! litmus paper Turns re! Turns re! Turns re! 3lue litmus paper Turns re! Turns re! Turns re! 3lue litmus paper 4o change 4o change 4o change '

Able to give an idea on litmus paper observations. Sample answer: Solutions %as 9ar & %as 9ar && %as 9ar &&& +e! litmus paper 4o change 4o change 4o change 3lue litmus paper Turns $lue Turns $lue Turns $lue

No response or wrong response

Question No. 1 (i)

Rubric Able to write the two balanced chemical e%uations for the reaction accurately. Sample answer : i. :4a ; -' '4a''4a-< an!

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ii. 4a'- ; <'-

4otes: So!ium can $e replace! with any alkali metals from Ta$le 1. Able to write two chemical e%uations with correct chemical formulae but not balanced Any one of the two balanced chemical e%uations for the reaction accurately. Sample answer: i. ii. i. ii. 4a ; -' 4a'4a-< '4a''4a-< an! // // '

4a'- ; <':4a ; -'

4a'- ; <'-

Able to give at least one chemical formulae of the substances correct Able to write any one of the two chemical e%uations with correct chemical formulae but not balanced . Sample answer: i. ii. i. 4a // -' // 4a'4a-< 4a'4a-< ) // an! 1

4a'- // <'- // 4a ; -'

ii. 4a'- ; <'-

No response or wrong response

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Question No. 1 (=)

Rubric Able to classify all alkaline solutions into strong alkali and one weak alkali correctly. Sample answer: Strong alkali : So!ium hy!roxi!e / 4a-< (otassium hy!roxi!e / 5-< >eak alkali : #mmonia solution/ 4<" ?alcium hy!roxi!e / ?a(-<)' Able to classify any two of strong alkali and one weak alkali correctly. Sample answer: Strong alkali : So!ium hy!roxi!e / 4a-< (otassium hy!roxi!e / 5-< >eak alkali : #mmonia solution / 4<" Able to classify any one of strong alkali and weak alkali correctly. Sample answer: Strong alkali : So!ium hy!roxi!e / 4a-< // (otassium hy!roxi!e / 5-< // ?alcium hy!roxi!e / ?a(-<)' // >eak alkali : #mmonia solution / 4<" No response or wrong response

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@xperiment 1: 4a'S'-" ; <'S-: 4a'S-: ; S ; S-' ; <'Question No. ' (i) Rubric Able to give the statement of the problem accurately. &esponse is in %uestion form. Sample answer: Aoes the temperature of so!ium thiosulphate solution affect the rate of reactionB // <ow !oes the temperature of so!ium thiosulphate solution affect the rate of reactionB // <ow !oes the high / low temperature of so!ium thiosulphate solution affect the rate of reactionB Able to give the statement of the problem less accurately. &esponse in %uestion form. Sample answer: Aoes the increase / !ecrease in temperature increase/!ecrease the rate of reactionB // <ow !oes the increase/!ecrease in temperature affect the rate of reactionB Able to give an idea of statement of the problem. Sample answer: Aoes temperature affect the rate of reactionB The increase/!ecrease in temperature will increase /!ecrease the rate of reaction. // The higher / lower in temperature will increase /!ecrease the rate of reaction. // To investigate the effect of temperature to the rate of reaction. No response or wrong response ) 1 ' Score

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Question No. ' (ii)

Rubric Able to state the three variables correctly Sample answer: /anipulate! varia$le: Temperature of so!ium thiosulphate solution +ate of reaction // Time taken for mark C6D to $ecome invisi$le /!isappear ?onstant varia$le: ,olume an! concentration of so!ium thiosulphate/ sulphuric aci! / si.e of conical flask Able to state any two variables correctly Able to state any one variables correctly No response or wrong response

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Question No. ' (iii)

Rubric Able to state the relationship correctly between the manipulated variable and the responding variable with direction. Sample answer: The higher/lower the temperature of so!ium thiosulphate solution the higher/lower the rate of reaction. // The higher/lower the temperature of so!ium thiosulphate solution the shorter/longer the time taken for mark C6D to !isappear from sight/view // The increase/!ecrease in temperature of so!ium thiosulphate solution will increase/!ecrease the rate of reaction. // >hen the temperature of so!ium thiosulphate solution increase /!ecrease the rate of reaction will increase/!ecrease. Able to state the relationship between the manipulated variable and the responding variable with direction. Sample answer: The higher/lower the temperature the higher/lower the rate of reaction. //

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' The higher/lower the temperature the shorter/longer the time taken for mark C6D to !isappear // The increases/!ecreases in temperature will increase /!ecrease the rate of reaction. // Able to state the idea of hypothesis. Sample answerE Aifferent temperature !ifferent reactivity. // Temperature changes the time taken is !ifferent. No response or wrong response ) 1

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Question No. ' (iv)

Rubric #ble to give complete list of materials and apparatus Sample answer: /aterials: So!ium thiosulphate solution sulphuric aci!.

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" #pparatus: ?onical flask $unsen $urner measuring cylin!er (1) ml) measuring cylin!er (0) ml) stopFwatch filter /white /car!$oar! paper. Able to give complete list of materials and four apparatus as following. #nswer: /aterials: So!ium thiosulphate solution sulphuric aci!. #pparatus : ?onical flask thermometer $unsen $urner filter / white /car!$oar! paper. Able to give at least one substances and at least one apparatus. No response or wrong response 1 ) '

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Question No. ' (v)

Rubric Able to list all the steps correctly Sample #nswer: 1. C6 Cmark is !rawn on a piece of white/filter/ car!$oar! paper. '. 0) cm" of so!ium thiosuphate solution G().)1F1.)) mol !mF"H is measure! with a (0) cm" ) measuring cylin!er an! is poure! into a conical flask. ". The solution is slowly heate! until ") o?. :. 0 cm" of hy!rochloric aci! G().1F '.)) mol !mF"H is measure! with a (1) cm") measuring cylin!er an! is a!!e! to the conical flask. # stopFwatch is starte! imme!iately. 0. The conical flask is swirle! an! is place! on a white/filter/car!$oar! paper with a mark C6D. 1. The C6D mark is o$serve! vertically from the top through the solution. 2. The stopFwatch is stoppe! imme!iately when the C6D mark cannot $e seen. Time is recor!e!. 8. The experiment is repeate! $y using the so!ium thiosuphate solution at :) o? 0) o? 1) o? an! 2) o? respectively. Able to list down steps 2' (' )' *' + #$le to give an i!ea to step :. No response or wrong response

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Question No. ' (vi)

Rubric Able to tabulate the data with following aspects 1. ,orrect titles with units 2. ,omplete list of temperatures Sample answer: Temperature (o?) ") :) 0) 1) 2) Time (s)

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Able to contruct a table. 1. At least 1 titles correct without units 2. -ncomplete list of tempereatures Sample answer: Temperature ") 1

No response or wrong response

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@xperiment ': '<?l ; In In?l' ; <' Question No. ' (i) Rubric Able to give the statement of the problem accurately. &esponse is in %uestion form. Sample answer: Aoes the temperature of hy!rochloric aci! solution affect the rate of reactionB // " <ow !oes the temperature of hy!rochloric aci! solution affect the rate of reactionB // <ow !oes the high / low temperature of solution affect the rate hy!rochloric aci! of reactionB Able to give the statement of the problem less accurately. &esponse in %uestion form. Sample answer: Aoes the increase / !ecrease in temperature increase/!ecrease the rate of reactionB // <ow !oes the increase/!ecrease in temperature affect the rate of reactionB Able to give an idea of statement of the problem. Sample answer: Aoes temperature affect the rate of reactionB The increase/!ecrease in temperature will increase /!ecrease the rate of reaction. // The higher / lower in temperature will increase /!ecrease the rate of reaction. // To investigate the effect of temperature to the rate of reaction. No response or wrong response ) 1 ' Score

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Question No. ' (ii)

Rubric Able to state the three variables correctly Sample answer: /anipulate! varia$le: Temperature of hy!rochloric aci! +espon!ing varia$le: +ate of reaction // ,olume of gas per unit time ?onstant varia$le: /ass/si.e of .inc // ,olume an! concentration of hy!rochloric aci! Able to state any two variables correctly Able to state any one variables correctly No response or wrong response

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Question No. ' (iii)

Rubric Able to state the relationship correctly between the manipulated variable and the responding variable with direction. Sample answer: The higher/lower the temperature of hy!rochloric aci! the higher/lower the rate of reaction. // The higher/lower the temperature of hy!rochloric aci! the higher/lower the volume of the hy!rogen gas release per unit time // The increase/!ecrease in temperature of hy!rochloric aci! will increase/!ecrease the rate of reaction. // >hen the temperature of hy!rochloric aci! increases/!ecreases the rate of reaction will increase/!ecrease. Able to state the relationship between the manipulated variable and the responding variable with direction. Sample answer: The higher/lower the temperature the higher/lower the rate of reaction. //

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' The higher/lower the temperature the higher/lower the volume of the hy!rogen gas release! per unit time. // The increase/!ecrease in temperature will increase/!ecrease the rate of reactions. // Able to state the idea of hypothesis. Sample answerE Aifferent temperature !ifferent reactivity. // Temperature changes the time taken is !ifferent. No response or wrong response ) 1

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Question No. ' (iv)

Rubric #ble to give complete list of materials and apparatus Sample answer: /aterials: Iinc hy!rochloric aci!

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" #pparatus: ?onical flask thermometer $unsen $urner stopFwatch measuring cylin!er (0) ml) !elivery tu$e an! stopper $urette $asin Able to give all materials and five apparatus as following. #nswer: /aterials: Iinc hy!rochloric aci! #pparatus : ?onical flask thermometer $unsen $urner !elivery tu$e $urette Able to give at least one substance and at least one apparatus. No response or wrong response 1 ) '

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Question No. ' (v)

Rubric Able to list all the steps correctly Sample #nswer: 1. 3urette is fille! with water an! inverte! into a $asin containing water. '. The $urette is clampe! vertically using retort stan!. ". &nitial rea!ing of $urette is recor!e!. :. G')F0)H cm" of hy!rochloric aci! G().)1F1.)) mol !mF"H is measure! with a (0) ml) measuring cylin!er an! is poure! into a conical flask. 0. The solution is slowly heate! until ") o?. 1. ' g of .inc is weighe! an! is put into the conical flask. 2. The conical flask is close! imme!iately with a stopper which is =oine! to the !elivery tu$e an! the stopwatch is starte!. 8. The $urette rea!ing is recor!e! at interval of ") secon!s until the reaction is complete!. 7. The experiment is repeate! $y using the hy!rochloric aci! at :) o? 0) o? 1) o? an! 2) o? respectively. Able to list down steps 1' (' .' +' / #$le to give an i!ea to step 1. No response or wrong response

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Question No. ' (vi)

Rubric Able to tabulate the data with following aspects 1. ,orrect titles with units 2. ,omplete list of temperatures Sample answer: Temperature (o?) ") :) 0) 1) 2) Time (s)

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Able to contruct a table. 1. At least 1 titles correct without units 2. -ncomplete list of tempereatures Sample answer: Temperature ") 1

No response or wrong response

END OF MARKING SCHEME

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