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
The student is able to:
i. recall scientific knowledge
1-2 ii. apply scientific knowledge and
understanding to suggest solutions to
problems set in familiar situations
iii. apply information to make
judgments.
The student is able to:
i. state scientific knowledge
ii. apply scientific knowledge and
understanding to solve problems set
3-4 in familiar situations
iii. apply information to make
scientifically supported judgments.
The student is able to:
i. outline scientific knowledge
ii. apply scientific knowledge and
understanding to solve problems set
in
5-6 familiar situations and suggest
solutions to problems set in
unfamiliar situations
iii. interpret information to make
scientifically supported judgments
Task-specific clarifications
The student is able to:
i. recall scientific knowledge and partially solves section A.
ii. apply scientific knowledge and understanding to suggest
solutions to problems set in familiar situations in Section B.
iii. apply information to make judgments and partially answer
section C.
The student is able to:
i. state scientific knowledge and solves section A partially
correctly.
ii. apply scientific knowledge and understanding to suggest
solutions to problems set in familiar situations in Section B.
iii. apply information to make scientifically supported
judgments and partially answers section C.
The student is able to:
i. outline scientific knowledge while answering question 1.
ii. apply scientific knowledge and understanding to solve
problems set in
familiar situations Section B and suggest solutions to
problems set in unfamiliar situations Section B
iii. interpret information to make scientifically supported
judgments in Section C.
 The student is able to:
i. describe scientific knowledge
ii. apply scientific knowledge and
understanding to solve problems set
7-8 in familiar and unfamiliar
situations
iii. analyze information to make
scientifically supported judgments.
The student is able to:
i. describe scientific knowledge and fully answer Section A
ii. apply scientific knowledge and understanding to solve
problems set in familiar and unfamiliar situations by fully
and correctly answering questions in section B.
iii. analyze information to make scientifically supported
judgments while fully answering Section C.