FOR TEACHERS ONLY

The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION

PSCH

PHYSICAL SETTING/CHEMISTRY
Tuesday, June 24, 2003 9:15 a.m. to 12:15 p.m., only

SCORING KEY AND RATING GUIDE

Directions to the Teacher: Refer to the directions on page 3 before rating student papers.

Part A and Part B1 Allow 1 credit for each correct response.

Part A 1 . . . . . .1 ...... 2 . . . . . .3 ...... 3 . . . . . .4 ...... 4 . . . . . .3 ...... 5 . . . . . .2 ...... 6 . . . . . .3 ...... 7 . . . . . .4 ...... 8 . . . . . .1 ...... 9 . . . . . .2 ...... 10 . . . . . . 2 ...... 11 . . . . . . 3 ...... 12 . . . . . . 4 ...... 13 . . . . . . 3 ...... 14 . . . . . . 4 ...... 15 . . . . . . 2 ...... 16 . . . . . . 4 ...... 17 . . . . . . 1 ...... 18 . . . . . . 1 ...... 19 . . . . . . 2 ...... 20 . . . . . . 4 ...... 21 . . . . . . 4 ...... 22 . . . . . . 2 ...... 23 . . . . . . 3 ...... 24 . . . . . . 4 ...... 25 . . . . . .3. . . . . 26 . . . . . .3. . . . . 27 . . . . . .1. . . . . 28 . . . . . .2. . . . . 29 . . . . . .2. . . . . 30 . . . . . .4. . . . . 31 . . . . . .3. . . . . 32 . . . . . .1. . . . . 33 . . . . . .1. . . . . 34 . . . . . .2. . . . . 35 . . . . . .1. . . . .
Part A Score

Part B1 Part B1 36 . . . . .1 ....... 37 . . . . .1 ....... 38 . . . . .4 ....... 39 . . . . .1 ....... 40 . . . . .3 ....... 41 . . . . .4 ....... 42 . . . . .3 ....... 43 . . . . .2 ....... 44 . . . . .3 ....... 45 . . . . .4 ....... 46 . . . . .1 ....... 47 . . . . .1 ....... 48 . . . . .3 ....... 49 . . . . .4 ....... 50 . . . . .2 .......
Part B1 Score

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PHYSICAL SETTING/CHEMISTRY continued

Directions to the Teacher Follow the procedures below for scoring student answer papers for the Physical Setting/Chemistry examination. Additional information about scoring is provided in the publication Information Booklet for Administering and Scoring Regents Examinations in the Sciences. Use only red ink or red pencil in rating Regents papers. Do not correct the students work by making insertions or changes of any kind. On the detachable answer sheet for Part A and Part B1, indicate by means of a checkmark each incorrect or omitted answer. In the box provided at the end of each part, record the number of questions the student answered correctly for that part. At least two science teachers must participate in the scoring of each students responses to the Part B2 and Part C open-ended questions. Each of these teachers should be responsible for scoring a selected number of the open-ended questions on each answer paper. No one teacher is to score all the open-ended questions on a students answer paper. Students responses must be scored strictly according to the Scoring Key and Rating Guide. For open-ended questions, credit may be allowed for responses other than those given in the rating guide if the response is a scientifically accurate answer to the question and demonstrates adequate knowledge as indicated by the examples in the rating guide. Complete sentences are not required. Phrases, diagrams, and symbols may be used. In the students answer booklet, record the number of credits earned for each answer in the box printed to the right of the answer lines or spaces for that question. Fractional credit is not allowed. Only whole-number credit may be given to a response. Units need not be given when the wording of the questions allows such omissions. Raters should enter the scores earned for Part A, Part B1, Part B2, and Part C on the appropriate lines in the box printed on the answer booklet and then should add these four scores and enter the total in the box labeled Total Written Test Score. Then, the students raw score should be converted to a scaled score by using the conversion chart printed at the end of this Scoring Key and Rating Guide. The students scaled score should be entered in the labeled box on the students answer booklet. The scaled score is the students final examination score. All student answer papers that receive a scaled score of 60 through 64 must be scored a second time. For the second scoring, a different committee of teachers may score the students paper or the original committee may score the paper, except that no teacher may score the same open-ended questions that he/she scored in the first rating of the paper. The school principal is responsible for assuring that the students final examination score is based on a fair, accurate, and reliable scoring of the students answer paper. Because scaled scores corresponding to raw scores in the conversion chart may change from one examination to another, it is crucial that for each administration, the conversion chart provided in the scoring key for that administration be used to determine the students final score. The chart in this scoring key is usable only for this administration of the examination.

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PHYSICAL SETTING/CHEMISTRY continued Part B2 Allow a total of 15 credits for this part. The student must answer all questions in this part. 51 52 53 54 [1] Allow 1 credit for 2. [1] Allow 1 credit for Y or 2873. [1] Allow 1 credit for Na and Rb. [1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these examples: same number of valence electrons Group 1 Elements in the same group (family) have similar chemical properties. Both lose one electron when they react. 55 [1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these examples:
C C H H H O C C

H H

C C O C C H H H H H

56

[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these examples:
H OH H C H H C H H OH C C C C H C C H H

OH C C C C C C C C OH

or Allow 1 credit for a response consistent with the students answer to question 55.
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PHYSICAL SETTING/CHEMISTRY continued 57 [1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these examples: Cu is less active than hydrogen gas. Zn more reactive Cu is below H2 on the activity series and Zn is above H2. 58 [1] Allow 1 credit for any metal other than Zn, that is above H2 on Table J. Acceptable responses include, but are not limited to, these examples: magnesium or Mg aluminum or Al

59

[2] Allow 1 credit for correctly drawing four

particles and one and

particle.

Allow 1 credit for showing any particles in a gaseous state. Acceptable responses include, but are not limited to, this example:

Box B System After Reaction Has Gone to Completion

60

[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these examples: gets bigger increases The ion is larger than the atom.

61

[1] Allow 1 credit for 2 or negative.

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PHYSICAL SETTING/CHEMISTRY continued 62 [2] a Allow 1 credit for a correct setup. Writing the formula in the setup is not required. Acceptable responses include, but are not limited to, these examples: q = mHf = (25.0 g)(334 J/g) 25.0(334) b Allow 1 credit for 8350 J or 8350 joules. or Allow 1 credit for a response consistent with the students setup and that has an appropriate unit. Note: Significant figures do not need to be shown.

63

[1] Allow 1 credit for a correct response. Students must discuss both voltaic and electrolytic cells. Acceptable responses include, but are not limited to, these examples: Voltaic cells produce energy; electrolytic cells consume energy. voltaic changes chemical to electrical, electrolytic opposite Voltaic cells involve spontaneous redox reactions; electrolytic cells involve nonspontaneous redox reactions. voltaic spontaneous/electrolytic not

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PHYSICAL SETTING/CHEMISTRY continued Part C Allow a total of 20 credits for this part. The student must answer all questions in this part. 64 [1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these examples:

65

[2] a Allow 1 credit for a correct setup. Writing the formula in the setup is not required. Units and significant figures do not need to be shown. Acceptable responses include, but are not limited to, these examples: (6.2 mL)(1.4 atm) = (3.1 mL)(P2) P2 = 6.2 mL(1.4 atm) 3.1 mL

The volume is halved so pressure must double. b Allow 1 credit for 2.8. or Allow 1 credit for a response consistent with the students setup. Note: Significant figures do not need to be shown.

66

[2] a Allow 1 credit for a correct setup. Writing the formula and/or the unit in the setup is not required. Acceptable responses include, but are not limited to, these examples: MKOH = (0.100 M)(10.01 mL) 5.01 mL

M AV A=M BV B (0.100 M)(10.01 mL) = (MB)(5.01 mL) b Allow 1 credit for 0.200. The response must contain three significant figures. or Allow 1 credit for a response containing two or three significant figures consistent with the students setup.

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PHYSICAL SETTING/CHEMISTRY continued 67 [3] a Allow 1 credit for identifying one experiment. Acceptable responses include, but are not limited to, these examples: gold foil (Rutherford) cathode rays (Thomson) electron bombardment (Moseley) b Allow 1 credit for a description consistent with the experiment chosen by the student. Acceptable responses include, but are not limited to, this example: In the gold-foil experiment, gold foil was bombarded with alpha particles. Some alpha particles were deflected. c Allow 1 credit for stating a conclusion drawn from the experiment chosen by the student. Acceptable responses include, but are not limited to, these examples: The gold-foil experiment shows that an atom is mostly empty space. An atom has a small dense core. An atom has a positively charged center. 68 [1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these examples: corrosion rates of the waste containers the areas vulnerability to earthquakes climate changes that increase rainfall 69 [1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these examples: pollution of fresh water in the area adverse effects on humans, fish, and wildlife Radioactivity would get into the food chain. Groundwater would become contaminated. 70 [1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these examples: The other sites may be in more populated areas so more people would be at risk. Leaving radioactive waste in sites spread around the country would expose more regions to contamination. terrorism 71 [1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these examples: any response from 150 to 152 5 half-lives
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PHYSICAL SETTING/CHEMISTRY continued 72 [1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these examples: The half-life of cesium-137 is short, and the sample would almost be entirely decayed after 10,000 years. The half-life of strontium-90 is short, and the sample would almost be entirely decayed after 10,000 years. 73 [1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these examples: because water may transport the radioactive materials cause containers to corrode 74 [1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these examples: concentration of HCl HCl(aq) HCl [HCl] 75 [1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these examples: temperature surface area of Zn amount of Zn Zn concentration of Zn [Zn] 76 [1] Allow 1 credit for a response with a correct justification. Acceptable responses include, but are not limited to, these examples: rate , more collisions The rate will increase because the higher concentration of HCl will lead to a greater number of collisions.

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PHYSICAL SETTING/CHEMISTRY concluded 77 [1] Allow 1 credit for H+ or hydrogen or H3O+ or hydronium or NO3 or nitrate. [1] Allow 1 credit for 5. Significant figures do not need to be shown.

78

79

[1] Allow 1 credit for yellow. or Allow 1 credit for a response consistent with the students answer to question 78.

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Regents Examination in Physical Setting/Chemistry June 2003 Chart for Converting Total Test Raw Scores to Final Examination Scores (Scaled Scores) Raw Score 85 84 83 82 81 80 79 78 77 76 75 74 73 72 71 70 69 68 67 66 65 64 Scaled Score 100 98 97 95 94 93 91 90 89 87 86 85 84 83 82 81 80 79 78 77 76 75 Raw Score 63 62 61 60 59 58 57 56 55 54 53 52 51 50 49 48 47 46 45 44 43 42 Scaled Score 74 73 72 72 71 70 69 68 68 67 66 66 65 64 63 62 62 61 60 59 59 58 Raw Score 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 22 21 20 Scaled Score 57 56 55 55 54 53 52 51 50 49 48 47 46 45 44 43 42 41 40 38 37 36 Raw Score 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 Scaled Score 35 33 32 30 29 27 26 24 22 21 19 17 15 13 11 9 7 5 2 0

To determine the students final examination score, find the students total test raw score in the column labeled Raw Score and then locate the scaled score that corresponds to that raw score. The scaled score is the students final examination score. Enter this score in the space labeled Final Score on the students answer sheet.

Map to Core Curriculum

June 2003 Physical Setting/ Chemistry Question Numbers Part A Part B Standard 1

Key Ideas Math Key Idea 1 Math Key Idea 2 Math Key Idea 3 Sci. Inq. Key Idea 1 Sci. Inq. Key Idea 2 Sci. Inq. Key Idea 3 Eng. Des. Key Idea 1

Part C 66b,74,75

54,60,61 56 Standard 2

67 71,72

Key Idea 1 Key Idea 2 Standard 6 Key Idea 1 Key Idea 2 Key Idea 3 Key Idea 4 Key Idea 5 Standard 7 Key Idea 1 Key Idea 2 Key Idea 3

40,41 68

77

69,70,73 Standard 4 Process Skills 36,37,38,41,42, 44,45,46,48,50, 51,52,53,55,57, 58,59,63 39,43,49,62 47 Standard 4 1,2,3,4,5,6,8,9, 36,37,38,42,44, 10,14,15,16,18, 45,46,48,50,51, 19,20,21,23,24, 52,53,54,55,56, 25,26,27,28,29, 57,58,59,63 30,31,32,35 7,17,22 39,43,49,62 11,12,13,33,34 40,41,47,60,61 64,65,66,67,74, 75,76,77,78,79

64,65,66a,76,78, 79

Key Idea 4 Key Idea 5 Key Idea 3

71,72

Key Idea 4 Key Idea 5 2002 Edition

69,70,71,72,73

Reference Tables 2,7,10,13,14, 36,37,40,41,44, 64,65,66,71,72,79 19,24,26,32 47,48,49,52,53, 54,55,56,57,58, 62

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