Science Department: Chemistry

Second Semester 2023/2024

Midterm summative Assessment

Name: MYP Year Level: 4 Date: For practice

Section: Teacher name: Ms. Safia Darwish Duration: 90 min

Criteria Name of Criterion Maximum Level Level Achieved

Criterion A Knowing and understanding 8

Read the assessment instructions carefully before you start answering the questions .

- Do not open this examination paper until instructed to do so.

- Write your first and last name in the space provided above.
- You are allowed to use calculators in this paper.
- Answer all questions in the provided space for each question.
All solution steps are to be evident, highest levels may not be rewarded for questions -
.with final answers without work shown
When you finish the assessment, check you work and remain seated in silence until the -
.full assessment time is over
If you have a question or need something, raise your hand and your teacher will -
.come to you. You will not be given hints or answers, so please do not ask for them
- Write in blue or black pen only.
.A periodic table has been provided at the end of this assessment -

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Sciences assessment criteria: Year 4 Criterion
A: Knowing and understanding
Achievement Task Specific Rubric
Level
0 The student does not reach a standard identified by any of the descriptors below.
1-2 The student is able to:
i. State scientific knowledge
ii. Apply scientific knowledge and understanding to suggest solutions to
problems set in familiar situations
iii. Interpret information to make judgments.
3-4 The student is able to:
i. Outline scientific knowledge
ii. Apply scientific knowledge and understanding to solve problems set in
familiar situations
iii. Interpret information to make scientifically supported judgments.
5-6 The student is able to:
i. Describe scientific knowledge
ii. Apply scientific knowledge and understanding to solve problems set in
familiar situations and suggest solutions to problems set in unfamiliar
situations
iii. Analyse information to make scientifically supported judgments.
7-8 The student is able to:
i. Explain scientific knowledge
ii. Apply scientific knowledge and understanding to solve problems set in
familiar situations and unfamiliar situations
iii. Analyze and evaluate information to make scientifically supported
judgments.

Level
Criterion A
1-2 3-4 5-6 7-8 Best fit

Strand (i)

Strand (ii)

Strand (iii)

You have achieved

a level:

Teacher’s Comment:
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What could you do next time to improve your achievement level?

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Command Term Original Definition Shorthand Definition
Break down in order to bring out the Break down and interpret data to
1. Analyze essential elements or structure. To reach conclusions.
identify parts and relationships, and to
interpret information to reach
conclusions.
Use knowledge and understanding in Use an idea, equation, principle,
2. Apply response to a given situation or real theory or law in a new situation.
circumstances.
Give a detailed account or picture of a Give a detailed account of what
3. Describe situation, event, pattern or process. you observe.

Offer a considered and balanced Give an account including a

4. Discuss review that includes a range of
arguments, factors
or hypotheses. Opinions or
conclusions should be presented
clearly and supported by appropriate
evidence.
Make clear the differences between
5. Distinguish two or more concepts or items.
Make an appraisal by weighing up the
7. Evaluate strengths and limitations.
range of arguments for and
against the relative importance
of various factors, or
comparisons of alternative
hypotheses.
Make clear the differences
between two or more concepts
or items.
Assess the strengths and
limitations.

Give a detailed account. Give a detailed account.

8. Explain
Express precisely and systematically
9. Formulate the relevant concept(s) or
argument(s).
Use knowledge and understanding to
10. Interpret recognize trends and draw
conclusions from given information.
Give a brief account.
11. Outline
Choose from a list or group.
12. Select
Obtain the answer(s) using
13. Solve appropriate methods.
Give a specific name, value or other
14. State brief answer without explanation or
calculation.
Propose a solution, hypothesis or
15. Suggest other possible answer.
Accurately express and organize
relevant concept(s) or
argument(s).
Recognize a trend and draw
conclusions from the given
information.
Give a brief account.
Choose from a list or group.
Obtain an answer using
algebraic and/or numerical
methods.
Give a specific name, value or
other brief answer without
explanation or calculation.
Propose a hypothesis or other
possible answer.

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Strand one: Explain scientific knowledge.
Question one: This question is about ions and bonding.

For questions 1-5 below, select the correct option. (Level: 1-2)

The compound MgCl2 is named .1

.A) magnesium dichloride

.B) magnesium chlorine
.C) magnesium (II) chloride
.D) dimagnesium chloride
.E) magnesium chloride

The ion of aluminum is .2

+
A) Al2
-
B) Al2
+
C) Al3
+
D) Al
-
E) Al3

To form an ion, a sodium atom .3

A) loses two electrons

B) gains one electron
C) loses seven electrons
D) loses one electron
E) gains two electrons

,In a molecule with covalent bonding .4

A) atoms of metals form bonds to atoms of nonmetals

B) atoms of different metals form bonds
C) atoms are held together by sharing electrons
D) oppositely charged ions are held together by strong electrical attractions
.E) atoms of noble gases are held together by attractions between oppositely charged ions

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An anion always .5

A) forms covalent bonds

B) contains a group of two or more atoms with a positive charge
C) has a negative charge
D) has a positive charge
E) contains a metal and a non-metal

Question two: This question is about naming and writing formula of compounds.

a. Deduce the name/formula of the following compounds. (Level: 3-4)

NaNO3

CaCO3

H2S

P3S7

Ammonium sulfate

Iron (III) oxide

Carbon tetrafluoride

Nitrogen trichloride

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b.i Arrange the compounds in part a. into the table below depending on whether they are ionic
or covalent. (Level:5-
6)

Ionic Covalent

b.ii Describe how it was determined whether the compound was ionic or covalent. (Level:5-6)

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Question 3: This question is about making salts

A student wanted to make the salt copper (II) phosphate in the lab.

The student followed the method shown in figure 1 below.

The student had to select the most suitable reactants to make the salt copper (II) phosphate.

Figure 1: Making salt (source: www.tes.com)

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 a. Suggest the reactants the students could use and write the complete word equation and
a balanced symbolic equation for the reaction: (Level: 7-8)

i. Suggested reactants:
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ii. Word equation:

iii. Balanced symbolic equation:

b. Explain why the student had to be selective with his choice of reactants that would be used
to make the required salt, copper phosphate, and the considerations that had to be made.

(Level: 7-8)

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Strand two: Apply scientific knowledge and understanding to solve problems set in familiar
situations and unfamiliar situations.

Question four: This question is about compounds and bonding.

Define and present an example on the following: (Level: 1-2)

a. Ionic bond
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b. Covalent bond
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c. Metallic bond
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d. Allotrope
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Question five: This question is about Lewis structures

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a. Draw Lewis structures for the following. For each structure you should also deduce the
number of bonding electrons and lone pairs of electrons and display formula. (Level: 3-4)

i. Ammonia, NH3

ii. Water, H2O

a. In 1866, John Newlands designed a periodic table. See figure 3 below.

b. Ammonia, NH3, has both intramolecular and intermolecular forces. Describe the
difference between intramolecular and intermolecular forces in ammonia. You must
include an annotated diagram to support your answer. (Level: 5-
6)

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Question six: This question is about giant covalent structures

The information in table 1 below shows information about four giant covalent structures.

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 Table 1: properties of giant covalent structures (source: www.tes.com)

By interpreting the information in the table, compare and contrast between the
properties of the four different giant covalent structures. You must provide scientific
explanations for all the properties in the table by linking to structure and bonding.

(Level: 7-8)

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Strand 3: Analyze and evaluate information to make scientifically supported judgments.

Question seven: This question is about ionic, covalent and metallic bonding.

Read the statements below and state the type of bonding in each substance as being
either ionic, covalent or metallic. Provide reasoning for your answers.

a. A substance that is a non-conductor in all of its states. (Level: 1-2)

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Reasoning: (Level: 3-4)

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b. A Solid that is malleable, insoluble in water and conducts electricity. (Level: 1-2)

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Reasoning: (Level: 3-4)

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c. A substance that is brittle when hammered and does not conduct electricity in its solid state
but may do in other states. (Level: 1-2)

Reasoning: (Level: 3-4)

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.Question eight: This question is about metallic bonding and alloys

An alloy is one metal mixed with at least one other element (often but not always another
metal)

Pure metals are often rather soft and overly malleable/ductile.

Steel is an alloy of iron and carbon. Describe why pure metals are rather soft and
malleable/ductile whereas steel is so much stronger than Iron.

Support your answer using a diagram to compare between the structure and bonding of pure
metals and alloys. (Level: 5-6)

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.Question nine: This question is about ionic, covalent and metallic substance

.The table below shows the properties of substances W, X, Y and Z

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 W

Analyze and interpret the information in the table above to determine which of the substances
are metallic, ionic, simple molecular and giant covalent substances. You must provide scientific
reasoning and an explanation for your answer. (Level: 7-8)

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