Download 9278655 PS/Chemistry Key Ja03

FOR TEACHERS ONLY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
PS–CH
PHYSICAL SETTING/CHEMISTRY
Wednesday, January 29, 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 B–1
Allow 1 credit for each correct response.
Part A
PartPart
B–1B–1
1 . . . . . . 4. . . . . .
11 . . . . . . 3. . . . . .
21 . . . . . .3. . . . .
31 . . . . .1. . . . . . .
41 . . . . .2. . . . . . .
2 . . . . . . 3. . . . . .
12 . . . . . . 2. . . . . .
22 . . . . . .3. . . . .
32 . . . . .1. . . . . . .
42 . . . . .1. . . . . . .
3 . . . . . . 1. . . . . .
13 . . . . . . 2. . . . . .
23 . . . . . .1. . . . .
33 . . . . .4. . . . . . .
43 . . . . .3. . . . . . .
4 . . . . . . 4. . . . . .
14 . . . . . . 2. . . . . .
24 . . . . . .4. . . . .
34 . . . . .3. . . . . . .
44 . . . . .2. . . . . . .
5 . . . . . . 3. . . . . .
15 . . . . . . 3. . . . . .
25 . . . . . .1. . . . .
35 . . . . .2. . . . . . .
45 . . . . .3. . . . . . .
6 . . . . . . 4. . . . . .
16 . . . . . . 4. . . . . .
26 . . . . . .3. . . . .
36 . . . . .3. . . . . . .
46 . . . . .2. . . . . . .
7 . . . . . . 2. . . . . .
17 . . . . . . 4. . . . . .
27 . . . . . .4. . . . .
37 . . . . .1. . . . . . .
47 . . . . .2. . . . . . .
8 . . . . . . 3. . . . . .
18 . . . . . . 4. . . . . .
28 . . . . . .2. . . . .
38 . . . . .1. . . . . . .
48 . . . . .3. . . . . . .
9 . . . . . . 2. . . . . .
19 . . . . . . 1. . . . . .
29 . . . . . .1. . . . .
39 . . . . .4. . . . . . .
49 . . . . .2. . . . . . .
10 . . . . . . 1. . . . . .
20 . . . . . . 1. . . . . .
30 . . . . . .4. . . . .
40 . . . . .4. . . . . . .
50 . . . . .4. . . . . . .
[1]
[OVER]
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 student’s
work by making insertions or changes of any kind.
On the detachable answer sheet for Part A and Part B–1, 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 student’s responses
to the Part B–2 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 student’s 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
student’s 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 B–1, Part B–2, 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 student’s
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 student’s scaled score should be entered in
the labeled box on the student’s answer booklet. The scaled score is the student’s 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 student’s 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 student’s final examination score is based
on a fair, accurate, and reliable scoring of the student’s 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 student’s
final score. The chart in this scoring key is usable only for this administration of the examination.
[3]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
Part B–2
Allow a total of 14 credits for this part. The student must answer all questions in this part.
51
[2] a Allow 1 credit for correctly drawing two different compounds. At least two different particles must
be touching in each drawing and there must be different combinations drawn of touching atoms.
Acceptable responses include, but are not limited to, these examples:
Note: No specific bond angle is necessary.
b Allow 1 credit for correctly drawing a mixture of the two kinds of particles drawn in part a. There
must be at least one drawing of each particle. Acceptable responses include, but are not limited to,
this example:
52
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
Lower the temperature to condense ammonia.
Place all three gases in water. Ammonia will dissolve (is soluble).
distillation
[4]
PHYSICAL SETTING/CHEMISTRY – continued
53
[1]
Voltaic Cell
Wire
V
Voltmeter
Wire
Salt
bridge
Zinc
strip
Electrolyte
Copper
strip
Electrolyte
Allow 1 credit for a correct response. All arrows must be drawn in the correct direction from zinc
toward copper through the wire.
54
[1] Allow 1 credit for Zn0 → Zn2+ + 2e– or Zn0 – 2e– → Zn2+. Zn instead of Zn0 is acceptable.
Indicating states is acceptable but not required for credit.
55
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
migration of ions
maintains neutrality
prevents polarization
56
[3] a Allow 1 credit for fission.
b Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, this
example:
The mass is converted to energy.
c Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
fusion
nuclear decay
radioactive decay
natural transmutation
[5]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
57
[1] Allow 1 credit for a correct response. Pairs of dots and/or Xs or single dashes are acceptable for any
shared pair. Acceptable responses include, but are not limited to, these examples:
••
H •• N •• H
••
H
••
H x• N x• H
•x
H
••
—
H—N—H
H
Note: Accept a correct structure in any rotational orientation.
58
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
The molecule is symmetrical in shape and/or charge.
Electrons are evenly distributed.
All polar covalent dipoles cancel — no dipole moments.
no dipoles
59
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
NH3 has polar molecules that attract each other.
NH3 has an unshared pair of electrons around the center atom.
NH3 is capable of hydrogen bonding.
unequal distribution of electrons — in strong attraction
[6]
PHYSICAL SETTING/CHEMISTRY – continued
60
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
KCl — ionic bond; A, B, C — no ionic bonds
Atoms do not share electrons when bonding.
There is a transfer of electrons from K to Cl.
KCl forms by electrostatic attraction.
Bonding involves a metal with a nonmetal.
61
[1] Allow 1 credit for a correct response that refers to both saturated and unsaturated compounds.
Acceptable responses include, but are not limited to, these examples:
Unsaturated hydrocarbons — double or triple bonds (multiple bonds) and saturated
hydrocarbons — all single bonds
An unsaturated hydrocarbon has at least one multiple covalent bond between carbon atoms, and
a saturated hydrocarbon has single covalent bonds between carbon atoms.
Unsaturated hydrocarbons have more than one shared pair of electrons between carbon atoms,
and saturated hydrocarbons have only one shared pair of electrons between carbon atoms.
[7]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
Part C
Allow a total of 21 credits for this part. The student must answer all questions in this part.
62
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
The atom is mostly empty space.
The volume of the atom is mostly unoccupied.
63
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
Alpha particles were deflected by the positively charged nucleus.
nucleus — charged
64
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
The atom has a positively charged nucleus; negative electrons surround the outside.
The positive charges are in the nucleus; electrons are not mixed in the nucleus.
nucleus smaller than atom
65
[1] Allow 1 credit for a correct response. A reference to solubility and pressure must be in the answer.
Acceptable responses include, but are not limited to, this example:
Solubility of CO2(g) decreases with a decrease in pressure.
Note: Do not allow credit for “Soda goes flat.”
[8]
PHYSICAL SETTING/CHEMISTRY – continued
66
[1] Allow 1 credit for a correct response. A reference to solubility and temperature must be in the
answer. Acceptable responses include, but are not limited to, this example:
Solubility decreases as temperature increases.
Note: Do not allow credit for “Soda goes flat.”
or
Temperature
[2] a
Solubility
67
Temperature
Solubility
Allow 1 credit for a correctly drawn and labeled set of axes.
or
Temperature
Solubility
b
Solubility
Temperature
Allow 1 credit for a line that starts toward the top of the y-axis and goes downward toward the right
end of the x-axis.
Note: Assume the origin to be zero unless otherwise labeled.
68
[2] Allow 1 credit for 710 (±10).
and
Allow 1 credit for mm Hg as the unit.
69
[2] Allow 1 credit for 114 (±2).
and
Allow 1 credit for °C as the unit.
[9]
[OVER]
PHYSICAL SETTING/CHEMISTRY – concluded
70
[2] Allow 1 credit for liquid A.
and
Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, this
example:
The higher vapor pressure of liquid A indicates that the intermolecular forces between its
molecules are weaker, allowing the molecules to escape more readily to the vapor phase.
71
[2] Allow 1 credit for 12 mL or 12.0 mL.
and
Allow 1 credit if the setup is correct, but a computational error is made.
72
[2] Allow 1 credit for phenolphthalein or bromthymol blue or litmus.
and
Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
Strong acid and strong base reach an end point at pH = 7.
Phenolphthalein goes from colorless to pink after pH = 7.
Bromthymol blue (or litmus) reaches an intermediate color around pH = 7.
73
[3] Allow 1 credit for 1.01 or 1.0 or 1.
and
Allow 1 credit for two significant figures consistent with the student’s calculated answer.
and
Allow 1 credit for M or moles per liter or an equivalent as the unit.
74
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
Multiple trials help to cancel out experimental error in each trial.
Each trial involves errors either above or below the true value. Therefore, the average value
would contain the least error.
Multiple trials ensure better accuracy of results.
to correct for inconsistencies between trials (in measurement)
[10]
Regents Examination in Physical Setting/Chemistry
January 2003
Chart for Converting Total Test Raw Scores to
Final Examination Scores (Scaled Scores)
Raw Scaled Raw Scaled Raw Scaled Raw Scaled
Score Score Score Score Score Score Score Score
85
100
63
74
41
60
19
39
84
98
62
73
40
60
18
38
83
97
61
72
39
59
17
36
82
95
60
72
38
58
16
35
81
93
59
71
37
57
15
33
80
92
58
70
36
57
14
31
79
91
57
70
35
56
13
30
78
89
56
69
34
55
12
28
77
88
55
68
33
54
11
26
76
87
54
68
32
54
10
24
75
85
53
67
31
53
9
22
74
84
52
67
30
52
8
20
73
83
51
66
29
51
7
18
72
82
50
66
28
50
6
15
71
81
49
65
27
49
5
13
70
80
48
64
26
48
4
11
69
79
47
64
25
47
3
8
68
78
46
63
24
46
2
5
67
77
45
63
23
44
1
3
66
76
44
62
22
43
0
0
65
75
43
61
21
42
64
75
42
61
20
41
To determine the student’s final examination score, find the student’s 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
student’s final examination score. Enter this score in the space labeled “Final Score” on the student’s answer
sheet.
[11]
Map to Core Curriculum
Key Ideas
January 2003 Physical Setting/ Chemistry
Question Numbers
Part A
Part B
Standard 1
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
8,22
Part C
43
71,73
67
51,57,58,59
62,63,64
39,40
68,69,71,74
Standard 2
Key Idea 1
Key Idea 2
Standard 6
Key Idea 1
Key Idea 2
Key Idea 3
Key Idea 4
Key Idea 5
45
50
38,47
Standard 7
Key Idea 1
Key Idea 2
Standard 4 Process Skills
33,34,36,37,40,41,
42,44,45,46,48,49,
50,51,52,53,54,55,
56a,61
31,32,38,47,56c
Key Idea 3
Key Idea 4
Key Idea 5
65,66,71,72,73
35,39,56b,57,59,60
70
32,34,36,37,40,41,
42,44,45,46,48,49,
50,51,52,53,61
31,33,38,47,56a,
56c
35,39,56b,57,58,
59,60
62,63,64,65,66,
67,71,72,73,74
Standard 4
Key Idea 3
1,2,3,4,5,7,8,9,11,13,
16,18,19,21,22,23,24,
25,26,27,28,30
Key Idea 4
12,17,20
Key Idea 5
6,10,14,15,29
68,69,70
Reference Tables
2002 Edition
3,4,6,7,20
31,37,44,45,46,53
72
FOR TEACHERS ONLY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
PS–CH
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 B–1
Allow 1 credit for each correct response.
Part
B–1
Part
B–1
Part A
1 . . . . . . 1. . . . . .
13 . . . . . . 3. . . . . .
25 . . . . . .3. . . . .
36 . . . . .1. . . . . . .
44 . . . . .3. . . . . . .
2 . . . . . . 3. . . . . .
14 . . . . . . 4. . . . . .
26 . . . . . .3. . . . .
37 . . . . .1. . . . . . .
45 . . . . .4. . . . . . .
3 . . . . . . 4. . . . . .
15 . . . . . . 2. . . . . .
27 . . . . . .1. . . . .
38 . . . . .4. . . . . . .
46 . . . . .1. . . . . . .
4 . . . . . . 3. . . . . .
16 . . . . . . 4. . . . . .
28 . . . . . .2. . . . .
39 . . . . .1. . . . . . .
47 . . . . .1. . . . . . .
5 . . . . . . 2. . . . . .
17 . . . . . . 1. . . . . .
29 . . . . . .2. . . . .
40 . . . . .3. . . . . . .
48 . . . . .3. . . . . . .
6 . . . . . . 3. . . . . .
18 . . . . . . 1. . . . . .
30 . . . . . .4. . . . .
41 . . . . .4. . . . . . .
49 . . . . .4. . . . . . .
7 . . . . . . 4. . . . . .
19 . . . . . . 2. . . . . .
31 . . . . . .3. . . . .
42 . . . . .3. . . . . . .
50 . . . . .2. . . . . . .
8 . . . . . . 1. . . . . .
20 . . . . . . 4. . . . . .
32 . . . . . .1. . . . .
43 . . . . .2. . . . . . .
Part B–1 Score
9 . . . . . . 2. . . . . .
21 . . . . . . 4. . . . . .
33 . . . . . .1. . . . .
10 . . . . . . 2. . . . . .
22 . . . . . . 2. . . . . .
34 . . . . . .2. . . . .
11 . . . . . . 3. . . . . .
23 . . . . . . 3. . . . . .
35 . . . . . .1. . . . .
12 . . . . . . 4. . . . . .
24 . . . . . . 4. . . . . .
Part A Score
[1]
[OVER]
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 student’s
work by making insertions or changes of any kind.
On the detachable answer sheet for Part A and Part B–1, 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 student’s responses
to the Part B–2 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 student’s 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
student’s 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 B–1, Part B–2, 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 student’s
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 student’s scaled score should be entered in
the labeled box on the student’s answer booklet. The scaled score is the student’s 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 student’s 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 student’s final examination score is based
on a fair, accurate, and reliable scoring of the student’s 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 student’s
final score. The chart in this scoring key is usable only for this administration of the examination.
[3]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
Part B–2
Allow a total of 15 credits for this part. The student must answer all questions in this part.
51
[1] Allow 1 credit for 2.
52
[1] Allow 1 credit for Y or 2–8–7–3.
53
[1] Allow 1 credit for Na and Rb.
54
[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
O
H H
H
C
H H
C C O C C H
H
56
C
H
H H
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
H
OH H
H
H C C
C
C H
H
H
H
H
C C
C
C
OH
C C
C
C
OH
C C
C
OH
C
or
Allow 1 credit for a response consistent with the student’s answer to question 55.
[4]
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
particle.
and
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.
[5]
[OVER]
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 student’s 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
[6]
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:
V
P
P
65
V
[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 student’s 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
MAVA = MBVB
(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
student’s setup.
[7]
[OVER]
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 area’s 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
[8]
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.
[9]
[OVER]
PHYSICAL SETTING/CHEMISTRY – concluded
–
77
[1] Allow 1 credit for H+ or hydrogen or H3O+ or hydronium or NO3 or nitrate.
78
[1] Allow 1 credit for 5. Significant figures do not need to be shown.
79
[1] Allow 1 credit for yellow.
or
Allow 1 credit for a response consistent with the student’s answer to question 78.
[10]
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 student’s final examination score, find the student’s 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 student’s final examination score. Enter this score in the
space labeled “Final Score” on the student’s answer sheet.
Map to Core Curriculum
Key Ideas
June 2003 Physical Setting/ Chemistry
Question Numbers
Part A
Part B
Standard 1
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
67
56
71,72
Standard 2
Key Idea 1
Key Idea 2
40,41
68
Standard 6
Key Idea 1
Key Idea 2
Key Idea 3
Key Idea 4
Key Idea 5
77
Standard 7
Key Idea 1
Key Idea 2
Key Idea 3
Key Idea 4
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
Key Idea 5
Key Idea 4
Key Idea 5
11,12,13,33,34
2002 Edition
71,72
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
Key Idea 3
64,65,66a,76,78,
79
64,65,66,67,74,
75,76,77,78,79
69,70,71,72,73
40,41,47,60,61
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
[12]
FOR TEACHERS ONLY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
PS–CH
PHYSICAL SETTING/CHEMISTRY
Wednesday, August 13, 2003 — 12:30 to 3:30 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 B–1
Allow 1 credit for each correct response.
Part
B–1
Part
B–1
Part AA
Part
1 . . . . . . 1. . . . . .
13 . . . . . . 2. . . . . .
25 . . . . . .4. . . . .
36 . . . . .2. . . . . . .
44 . . . . .3. . . . . . .
2 . . . . . . 4. . . . . .
14 . . . . . . 1. . . . . .
26 . . . . . .3. . . . .
37 . . . . .1. . . . . . .
45 . . . . .2. . . . . . .
3 . . . . . . 1. . . . . .
15 . . . . . . 1. . . . . .
27 . . . . . .1. . . . .
38 . . . . .1. . . . . . .
46 . . . . .3. . . . . . .
4 . . . . . . 3. . . . . .
16 . . . . . . 4. . . . . .
28 . . . . . .4. . . . .
39 . . . . .4. . . . . . .
47 . . . . .2. . . . . . .
5 . . . . . . 1. . . . . .
17 . . . . . . 2. . . . . .
29 . . . . . .3. . . . .
40 . . . . .4. . . . . . .
48 . . . . .1. . . . . . .
6 . . . . . . 3. . . . . .
18 . . . . . . 1. . . . . .
30 . . . . . .4. . . . .
41 . . . . .3. . . . . . .
49 . . . . .4. . . . . . .
7 . . . . . . 2. . . . . .
19 . . . . . . 1. . . . . .
31 . . . . . .4. . . . .
42 . . . . .2. . . . . . .
50 . . . . .3. . . . . . .
8 . . . . . . 1. . . . . .
20 . . . . . . 3. . . . . .
32 . . . . . .3. . . . .
43 . . . . .2. . . . . . .
Part B–1 Score
9 . . . . . . 1. . . . . .
21 . . . . . . 2. . . . . .
33 . . . . . .4. . . . .
10 . . . . . . 3. . . . . .
22 . . . . . . 3. . . . . .
34 . . . . . .2. . . . .
11 . . . . . . 2. . . . . .
23 . . . . . . 2. . . . . .
35 . . . . . .2. . . . .
12 . . . . . . 4. . . . . .
24 . . . . . . 4. . . . . .
Part A Score
[1]
[OVER]
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 student’s
work by making insertions or changes of any kind.
On the detachable answer sheet for Part A and Part B–1, 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 student’s responses
to the Part B–2 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 student’s 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
student’s 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 B–1, Part B–2, 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 student’s
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 student’s scaled score should be entered in
the labeled box on the student’s answer booklet. The scaled score is the student’s 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 student’s 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 student’s final examination score is based
on a fair, accurate, and reliable scoring of the student’s 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 student’s
final score. The chart in this scoring key is usable only for this administration of the examination.
[3]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
Part B–2
Allow a total of 14 credits for this part. The student must answer all questions in this part.
51
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
lowers activation energy
provides an alternate reaction pathway
brings particles together
forms a different activated complex at lower activation energy
52
[2] Allow 1 credit for showing a peak that is higher than the beginning and the end of the curve.
and
Allow 1 credit for showing that the end of the curve is higher than the beginning of the curve.
Potential Energy
Acceptable responses include, but are not limited to, this example:
Reaction Coordinate
Note: The labeling of the activation energy and/or the potential energy of the reactants and
products does not need to be shown. However, if labels are shown, they must be consistent
with a correct answer.
53
[1] Allow 1 credit for a correctly balanced equation showing atoms, ions, electrons, and appropriate
coefficients. Acceptable responses include, but are not limited to, these examples:
Cl2 + 2e– → 2 Cl–
Cl2 → 2 Cl– – 2e–
C1 + e– → Cl–
54
[1] Allow 1 credit for
C6H12O6
enzyme
2
C2H5OH +
2
Note: Allow credit even if the coefficient 1 is written in front of C6H12O6.
[4]
CO2.
PHYSICAL SETTING/CHEMISTRY – continued
55
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these examples:
fermentation
decomposition
redox
57
[1] Allow 1 credit only if all values are correct.
Atomic
Number
Element
First Ionization Energy
(kJ/mol)
2
He
2372
10
Ne
2081
18
Ar
1521
36
Kr
1351
54
Xe
1170
[2] Allow 1 credit for marking an appropriate scale on the axis labeled “First Ionization Energy.”
Note: An appropriate scale is one that allows a trend to be seen.
and
Allow 1 credit for correctly plotted (± 0.3 grid space) and connected points. Allow credit even if the
points are not circled on the graph.
or
Allow 1 credit for plotted (±0.3 grid space) and connected points that are consistent with the student’s response to question 56. Allow credit even if the points are not circled on the graph.
Acceptable responses include, but are not limited to, this example:
3000
First Ionization Energy (kJ/mol)
56
2500
2000
1500
1000
10
20
30
Atomic Number
[5]
40
50
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
58
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
As atomic number increases within Group 18, the first ionization energy decreases.
decreases
or
Allow 1 credit for a description that is consistent with the student’s graph in question 57.
59
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
boiling
vaporization
liquid – vapor equilibrium
60
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
AB
CD
EF
Note: The lines over the letters do not need to be shown.
61
[1] Allow 1 credit for a drawing with particles appearing in the gas phase. Acceptable responses include, but
are not limited to, this example:
62
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
The potential energy of the particles increases.
PE increases.
KE remains the same.
particles more disordered
Particles are spreading farther apart.
Intermolecular forces of attraction decrease.
[6]
PHYSICAL SETTING/CHEMISTRY – continued
Part C
Allow a total of 21 credits for this part. The student must answer all questions in this part.
63
[2] Allow 2 credits, 1 credit each for H and He or hydrogen and helium.
64
[2] Allow 1 credit for a correct response involving the change from the excited state to the ground state.
and
Allow 1 credit for a correct response involving the release of energy.
Acceptable responses include, but are not limited to, these examples:
Excited state to ground state releases energy.
energy released — excited to ground
An electron absorbs energy and moves to a higher shell (energy level). As the electron returns to
a lower shell (energy level), it releases energy in the form of a bright-line spectrum.
Note: An accurate drawing or sketch may be used in the student’s explanation.
65
[3] Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to,
these examples:
(19.91)(10.01) + 80.09(11.01)
100
(.1991)(10.01) + (.8009)(11.01)
and
Allow 1 credit for 10.81 or for a response that is consistent with the student’s setup.
and
Allow 1 credit for a response that is consistent with the student’s setup.
66
[2] Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to,
this example:
7.56 – 7.14
× 100
7.14
and
Allow 1 credit for a correct response. Significant figures are not needed. Acceptable responses
include, but are not limited to, these examples:
5.88
5.9
6
or
Allow 1 credit for a response that is consistent with the student’s setup.
[7]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
67
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
Entropy increases.
more entropy
Entropy changes.
68
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
NaCl(s) ions cannot move (are not mobile).
no charged particles free to move
69
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
An endothermic process absorbs heat energy.
Heat flows from the surroundings to the mixture.
heat absorbed by system
70
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
4He
2
4α
2
Note: Do not allow credit for α.
71
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
Emitted particles alter genetic information.
change DNA
72
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
both Group 2 metals
Radium is a more active metal.
similar chemical properties
They are both alkaline earth metals.
It also has two valence electrons.
[8]
PHYSICAL SETTING/CHEMISTRY – concluded
73
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
acts as the scintillator
It emits visible light in response to ionizing radiation.
74
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
Zinc sulfide is not soluble in water.
insoluble
75
[1] Allow 1 credit for H3O+ or H+ or hydronium or hydrogen.
76
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
to increase CO2 solubility in H2O
to force CO2 into the solution
77
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
Very little carbon dioxide will dissolve in water.
low solubility
78
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
CO2: nonpolar
H2O: polar
CO2: symmetrical in shape and charge
H2O: asymmetrical in shape and charge
or
Allow 1 credit for a response that is consistent with the student’s response to question 77.
[9]
[10]
Regents Examination in Physical Setting/Chemistry
August 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
96
94
93
91
90
88
87
85
84
83
81
80
79
78
77
76
75
74
73
72
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
71
71
70
69
68
68
67
67
66
66
65
64
64
63
62
62
61
61
60
60
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
58
57
57
56
55
55
54
53
53
52
51
50
49
48
47
46
45
44
43
42
41
40
Raw
Score
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
Scaled
Score
38
37
35
34
32
31
29
27
25
23
21
19
17
15
13
10
8
5
3
0
To determine the student’s final examination score, find the student’s 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 student’s final examination score. Enter this score in the
space labeled “Final Score” on the student’s answer sheet.
Map to Core Curriculum
2002 Edition
[12]
FOR TEACHERS ONLY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
PS–CH
PHYSICAL SETTING/CHEMISTRY
Wednesday, January 28, 2004 — 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 B–1
Allow 1 credit for each correct response.
Part A
Part
B–1
Part
B–1
1 . . . . . .2
......
12 . . . . . . 3
......
23 . . . . . .4. . . . .
32 . . . . .4. . . . . . .
42 . . . . .4. . . . . . .
2 . . . . . .2
......
13 . . . . . . 2
......
24 . . . . . .2. . . . .
33 . . . . .2. . . . . . .
43 . . . . .3. . . . . . .
3 . . . . . .1
......
14 . . . . . . 4
......
25 . . . . . .1. . . . .
34 . . . . .1. . . . . . .
44 . . . . .2. . . . . . .
4 . . . . . .4
......
15 . . . . . . 3
......
26 . . . . . .2. . . . .
35 . . . . .1. . . . . . .
45 . . . . .2. . . . . . .
5 . . . . . .2
......
16 . . . . . . 4
......
27 . . . . . .3. . . . .
36 . . . . .2. . . . . . .
46 . . . . .1. . . . . . .
6 . . . . . .3
......
17 . . . . . . 3
......
28 . . . . . .4. . . . .
37 . . . . .3. . . . . . .
47 . . . . .1. . . . . . .
7 . . . . . .3
......
18 . . . . . . 3
......
29 . . . . . .3. . . . .
38 . . . . .1. . . . . . .
48 . . . . .3. . . . . . .
8 . . . . . .1
......
19 . . . . . . 3
......
30 . . . . . .1. . . . .
39 . . . . .4. . . . . . .
49 . . . . .2. . . . . . .
9 . . . . . .3
......
20 . . . . . . 1
......
31 . . . . . .2. . . . .
40 . . . . .1. . . . . . .
50 . . . . .2. . . . . . .
10 . . . . . . 4
......
21 . . . . . . 4
......
11 . . . . . . 4
......
22 . . . . . . 4
......
Part A Score
[1]
41 . . . . .1. . . . . . .
Part B–1 Score
[OVER]
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 student’s
work by making insertions or changes of any kind.
On the detachable answer sheet for Part A and Part B–1, 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 student’s responses
to the Part B–2 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 student’s 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
student’s 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 B–1, Part B–2, 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 student’s
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 student’s scaled score should be entered in
the labeled box on the student’s answer booklet. The scaled score is the student’s 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 student’s 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 student’s final examination score is based
on a fair, accurate, and reliable scoring of the student’s 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 student’s
final score. The chart in this scoring key is usable only for this administration of the examination.
[3]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
Part B–2
Allow a total of 13 credits for this part. The student must answer all questions in this part.
51
[1] Allow 1 credit for
C5H12(g) + 8 O2(g) → 5
if the coefficient “1” is written in front of C5H12(g).
52
[2] a Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to,
these examples:
CO2(g) +
6
H2O(g). Allow credit even
8 O2
5.0 O2
=
6 H2O
X H2O
5 moles O2
X moles H2O
=
8
6
5 mol O2 ×
6 mol H2O
8 mol O2
or
Allow 1 credit for a numerical setup consistent with the student’s response to question 51.
b Allow 1 credit for 3.75 or 3.8.
or
Allow 1 credit for a response consistent with the student’s numerical setup for question 52a.
53
[1] Allow 1 credit for at least six correctly listed electronegativities as shown below.
Atomic Number
Electronegativity
11
0.9 or .9
12
1.3
13
1.6
14
1.9
15
2.2
16
2.6
17
3.2
[4]
PHYSICAL SETTING/CHEMISTRY – continued
54 and 55 An example of an acceptable response is shown below.
3.2
3.0
2.8
2.6
Electronegativity
2.4
2.2
2.0
1.8
1.6
1.4
1.2
1.0
0.8
11 12 13 14 15 16 17
Atomic Number
54
[1] Allow 1 credit for a correctly scaled y-axis.
55
[1] Allow 1 credit for correctly plotting (±0.3 grid space) and connecting the points. Allow credit even if
the points are not circled.
56
[1] Allow 1 credit for KCl or potassium chloride.
57
[1] Allow 1 credit for 90 (±2).
58
[1] Allow 1 credit for 30 (±2).
or
Allow 1 credit for a response consistent with the student’s answer to question 57.
[5]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
59
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
half-cell 1
Pb
left
lead
60
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
from the Pb electrode to the Ag electrode
left to right
cell 1 → cell 2
Note: Allow credit for “right to left” or for its equivalent only if it is consistent with the student’s
response to question 59.
Do not allow credit for a response that indicates that electrons flow through the salt bridge.
61
[1] Allow 1 credit for Pb(s) → Pb2+(aq) + 2e–. Allow credit even if the labels (s) and (aq) are not included.
62
[1] Allow 1 credit for P or for any other acceptable arrangement of five dots around the element
symbol P..
[6]
PHYSICAL SETTING/CHEMISTRY – continued
Part C
Allow a total of 22 credits for this part. The student must answer all questions in this part.
63
[2] Allow 1 credit for A.
and
Allow 1 credit for D.
64
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
Energy is released when an electron falls from a high state (excited) to a low state (ground).
excited state to ground state
high energy to low energy
65
[1] Allow 1 credit for 3.
66
[1] Allow 1 credit for 2.
67
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
A compound must contain two or more different elements.
only 1 kind of atom present
68
[1] Allow 1 credit for esterification or making an ester.
69
[1] Allow 1 credit for alcohol.
[7]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
70
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
H OH H
H C C C H
H H H
H H
H
H C C O C H
H H
H
OH
C C C
Note: Do not allow credit if the student has placed the —OH group on an end carbon.
71
[2] Allow 1 credit for indicating 42He or 42α or α on the right side of the arrow.
and
Allow 1 credit for having mass/charge balanced.
Acceptable responses include, but are not limited to, this example:
241Am
95
72
→ 42He + 237
93 Np
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
85Kr
undergoes beta decay and 241Am undergoes alpha decay.
Decay mode and half-life are different.
half-lives different
73
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
Radioactivity can be used in medical diagnosis and/or treatment.
food irradiation
radioactive dating
[8]
PHYSICAL SETTING/CHEMISTRY – continued
74
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
Extensive exposure can make people sick.
contamination of environment
introduction of radioactive materials into the ecosystem
75
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
172
172.2
76
[2] a Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to,
these examples:
36 g
× 100
172 g
36
x
=
172 100
or
Allow 1 credit for a numerical setup consistent with the student’s response to question 75.
b Allow 1 credit for a correct response. Significant figures do not need to be used. Acceptable
responses include, but are not limited to, these examples:
21
20.9
20.93
or
Allow 1 credit for a response consistent with the student’s setup. Significant figures do not need
to be used.
77
[1] Allow 1 credit for D.
78
[1] Allow 1 credit for C.
[9]
[OVER]
PHYSICAL SETTING/CHEMISTRY – concluded
79
[1] Allow 1 credit for KNO3 or NaCl or NH4Cl or NH4NO3, or potassium nitrate or sodium
chloride or ammonium chloride or ammonium nitrate.
80
[1] Allow 1 credit for 7.
81
[1] Allow 1 credit for Ba(OH)2 or Sr(OH)2 or barium hydroxide or strontium hydroxide. Allow credit
for just barium or strontium.
[10]
Regents Examination in Physical Setting/Chemistry
January 2004
Chart for Converting Total Test Raw Scores to
Final Examination Scores (Scaled Scores)
Raw Scaled Raw Scaled Raw Scaled Raw Scaled
Score Score Score Score Score Score Score Score
85
100
63
72
41
58
19
39
84
98
62
71
40
58
18
37
83
96
61
70
39
57
17
36
82
95
60
70
38
57
16
34
81
93
59
69
37
56
15
33
80
91
58
68
36
55
14
31
79
90
57
68
35
55
13
29
78
88
56
67
34
54
12
27
77
87
55
67
33
53
11
26
76
85
54
66
32
52
10
24
75
84
53
66
31
51
9
22
74
83
52
65
30
51
8
20
73
82
51
64
29
50
7
17
72
80
50
63
28
49
6
15
71
79
49
63
27
48
5
13
70
78
48
62
26
47
4
10
69
77
47
62
25
46
3
8
68
76
46
61
24
45
2
5
67
75
45
61
23
44
1
3
66
74
44
60
22
42
0
0
65
74
43
60
21
41
64
73
42
59
20
40
To determine the student’s final examination score, find the student’s 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 student’s final examination score. Enter this score in the space
labeled “Final Score” on the student’s answer sheet.
[11]
[OVER]
Map to Core Curriculum
January 2004 Physical Setting/ Chemistry
Question Numbers
Key Ideas
Part A
Standard 1
Math Key Idea 1
Part B
34,39,40,41,
52a,54,55
36,42,57,58
33,45,47,52b
Math Key Idea 2
Math Key Idea 3
Sci. Inq. Key Idea 1
Sci. Inq. Key Idea 2
Sci. Inq. Key Idea 3
60
32,35,37,38,43,
44,48,49,51,56,
59
Part C
76a
75,76b
64,67,72
63,68,77,78,79,81
Eng. Des. Key Idea 1
Standard 2
Key Idea 1
Key Idea 2
53
69,72
61
65,66,70,71
80
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
73,74
Standard 4 Process Skills
32,33,34,35,36,
38,39,40,41,42,
43,44,45,48,49,
50,51,52,56,57,
58,59,60,61,62
Key Idea 4
46,47
Key Idea 5
Key Idea 3
Key Idea 4
Key Idea 5
2002 Edition
63,65,66,67,68,
69,70,75
71,77,78
37
Standard 4
1,2,3,4,5,6,8,
11,12,13,14,15,
16,17,18,19,21,
22,23,24,25,26,
27,28,29
32,33,34,35,36,
38,39,40,41,42,
43,44,45,48,49,
50,51,52a,
52b,53,56,57,
58,59,60,61
30
46,47
7,9,10,20,31
37,62
Reference Tables
3,4,6,15,22
33,34,35,37,40,
41,45,47,48,53,
57,58,59
[12]
63,64,65,66,67,
68,69,70,75,76a,
76b,80,81
71,72,73,74,77,
78,79
69,71,72,75,79,81
FOR TEACHERS ONLY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
PS–CH
PHYSICAL SETTING/CHEMISTRY
Wednesday, June 23, 2004 — 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.
Updated information regarding the rating of this examination may be posted on the New York State
Education Department’s web site during the rating period. Visit the site http://www.emsc.nysed.gov/osa/
and select the link “Latest Information” for any recently posted information regarding this examination. This site should be checked before the rating process for this examination begins and at least
one more time before the final scores for the examination are recorded.
Part A and Part B–1
Allow 1 credit for each correct response.
Part B–1
Part A
1 . . . . . .4
......
12 . . . . . . 4
......
23 . . . . . .1. . . . .
34 . . . . . 1. . . . . . .
43 . . . . . 2. . . . . . .
2 . . . . . .3
......
13 . . . . . . 3
......
24 . . . . . .4. . . . .
35 . . . . . 3. . . . . . .
44 . . . . . 1. . . . . . .
3 . . . . . .1
......
14 . . . . . . 1
......
25 . . . . . .1. . . . .
36 . . . . . 2. . . . . . .
45 . . . . . 4. . . . . . .
4 . . . . . .3
......
15 . . . . . . 2
......
26 . . . . . .1. . . . .
37 . . . . . 4. . . . . . .
46 . . . . . 4. . . . . . .
5 . . . . . .2
......
16 . . . . . . 3
......
27 . . . . . .2. . . . .
38 . . . . . 1. . . . . . .
47 . . . . . 4. . . . . . .
6 . . . . . .3
......
17 . . . . . . 4
......
28 . . . . . .2. . . . .
39 . . . . . 1. . . . . . .
48 . . . . . 2. . . . . . .
7 . . . . . .2
......
18 . . . . . . 4
......
29 . . . . . .1. . . . .
40 . . . . . 2. . . . . . .
49 . . . . . 2. . . . . . .
8 . . . . . .2
......
19 . . . . . . 3
......
30 . . . . . .2. . . . .
41 . . . . . 2. . . . . . .
50 . . . . . 1. . . . . . .
9 . . . . . .4
......
20 . . . . . . 3
......
31 . . . . . .1. . . . .
42 . . . . . 3. . . . . . .
Part B–1 Score
10 . . . . . . 3
......
21 . . . . . . 1
......
32 . . . . . .1. . . . .
11 . . . . . . 3
......
22 . . . . . . 3
......
33 . . . . . .3. . . . .
[1]
2
1
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 student’s
work by making insertions or changes of any kind.
On the detachable answer sheet for Part A and Part B–1, 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 student’s responses
to the Part B–2 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 student’s 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
student’s 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 B–1, Part B–2, 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 student’s
raw score should be converted to a scaled score by using the conversion chart that will be
posted on the Department’s web site http://www.emsc.nysed.gov/osa/ on Wednesday,
June 23, 2004. The student’s scaled score should be entered in the labeled box on the student’s answer booklet. The scaled score is the student’s 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 student’s 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 student’s final examination score is based
on a fair, accurate, and reliable scoring of the student’s 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 student’s
final score. The chart in this scoring key is usable only for this administration of the examination.
[3]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
Part B–2
Allow a total of 14 credits for this part. The student must answer all questions in this part.
51
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
decomposition
analysis
redox
endothermic
electrolysis
52
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
4 H and 2 O on both sides
4 H = 4 H and 2 O = 2 O
same number of each element on both sides
53
[1] Allow 1 credit for 4.
54
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
Ag+ + e– → Ag
2 Ag+ + 2e– → 2 Ag
55
[1] Allow 1 credit for
Cu(s) +
2
AgNO3(aq) →
Cu(NO3)2(aq) +
2 Ag(s).
Allow credit even if the coefficient “1” is written in front of Cu(s) and Cu(NO3)2(aq).
56
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
colorless to pink
no color to red
[4]
PHYSICAL SETTING/CHEMISTRY – continued
57
[1] Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to,
these examples:
(0.30 M)(42.2 mL)
60.0 mL
(x)(60) = (.3)(42.2)
58
[1] Allow 1 credit for 2.
59
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
Each isotope has a different number of neutrons.
different number of neutrons
Ne-22 has two more neutrons than Ne-20 and one more neutron than Ne-21.
60
[1] Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to,
these examples:
(0.909)(19.99) + (0.003)(20.99) + (0.088)(21.99)
(90.9%)(19.99) + (0.3%)(20.99) + (8.8%)(21.99)
(90.9)(19.99) + (0.3)(20.99) + (8.8)(21.99)
100
61
[1] Allow 1 credit for 20.
62
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
They have the same number of valence electrons.
form 1+ ions
are located in same group
both alkali metals
[5]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
63
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
H
H
H
H
H
C
C
C
C
H
Br Br H
H
Br
C
C
C
C
Br
CH3
CH
CH
Br
Br
CH3
CH3CHBr CHBr CH3
64
+
[1] Allow 1 credit for+01e or +01β or β or positron.
[6]
PHYSICAL SETTING/CHEMISTRY – continued
Part C
Allow a total of 21 credits for this part. The student must answer all questions in this part.
65
[1] Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to,
these examples:
8.40 g ×
1 mole
=
58.3 g
8.4
58.3
66
[1] Allow 1 credit for 0.025.
67
[1] Allow 1 credit for NaHCO3.
68
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
Naphthalene has weak intermolecular forces.
They are weak.
69
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
Naphthalene is nonpolar; water is polar.
Nonpolar won’t dissolve in polar.
Like dissolves like.
70
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
C10H8
H8C10
[7]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
71 and 72 An example of a correct response is shown below.
Solubility Curve
50
Solute per 100 g of H2O(g)
40
30
20
10
0
10
20
30
40
50
60
70
80
90
100
Temperature (°C)
71
[1] Allow 1 credit for marking an appropriate scale. An appropriate scale is one that allows a trend to be
seen.
72
[1] Allow 1 credit for plotting all the points correctly (±0.3 grid space). Plotted points do not need to be
circled or connected.
73
[1] Allow 1 credit for 9.
74
[1] Allow 1 credit for a response in the range of 6–8.
[8]
PHYSICAL SETTING/CHEMISTRY – continued
75
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
Particles move slower.
The molecules will slow down as the temperature decreases.
The average kinetic energy of the particles decreases.
decreases
76
[1] Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to,
these examples:
(100.8 kPa)(52.5 L)
(45.6 kPa)(X)
=
(295 K)
(252 K)
52.5 ×
252
100.8
×
295
45.6
77
[1] Allow 1 credit for –21.
78
[1] Allow 1 credit for .45 or 0.45. Significant figures do not need to be shown.
79
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
Removing CO2 disrupts equilibrium and thus the system must shift to create more CO2 from
the H2CO3 in order to restore equilibrium.
Equilibrium shifts to the right.
H2CO3 decreases to remove the stress of changing the CO2.
80
[1] Allow 1 credit for +4 or 4.
81
[1] Allow 1 credit for a correct response. Brackets do not need to be shown. Acceptable responses
include, but are not limited to, this example:
[F]
–
[9]
[OVER]
PHYSICAL SETTING/CHEMISTRY – concluded
82
[1] Allow 1 credit for SnF2.
83
[1] Allow 1 credit for 1.43. Significant figures do not need to be shown.
84
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
The water has a fluoride level of 1.43 ppm, which is below the maximum contaminant level for
fluoride, so it is safe to drink.
F– below 4 ppm, safe, below max level
Safe: 1.43 ppm < 4 ppm
or
Allow 1 credit for a response consistent with the student’s answer to question 83.
85
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
Perform tests under ventilation (fume) hood.
Avoid spills.
no open-toed shoes
[10]
The Chart for Determining the Final Examination Score for the June 2004
Regents Examination in Physical Setting/Chemistry will be posted on the
Department’s web site http://www.emsc.nysed.gov/osa/ on Wednesday,
June 23, 2004. Conversion charts provided for previous administrations of
the Regents Examination in Physical Setting/Chemistry must NOT be used
to determine students’ final scores for this administration.
[11]
[OVER]
Map to Core Curriculum
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
June 2004 Physical Setting/ Chemistry
Question Numbers
Part A
Part B
Standard 1
58
Part C
71,72,77,78
52,62
41,49,61
85
67,74,80,82
Standard 2
Key Idea 1
Key Idea 2
41,49
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
Key Idea 4
84
Standard 4 Process Skills
34,35,36,37,38,
42,43,44,45,46,
47,48,50,51,53,
54,55,56,57,59,
60,63
40,49,64
Key Idea 5
Key Idea 3
Standard 4
1,2,3,4,5,6,7,8,
14,16,18,19,20,
21,22,23,24,25,
26,27,28,29,30,
31,33
Key Idea 4
15
Key Idea 5
9,10,11,12,13,
17,32
2002 Edition
39,41
68,81
34,35,36,37,38,
42,43,44,45,46,
47,48,50,51,52,
53,54,55,56,57,
58,59,60,61,62,
63
40,49,64
65,66,67,69,70,
71,72,73,74,75,
76,78,79,80,82,
83,84,85
34,39,41
68,81
Reference Tables
2,4,5,8,10,11, 34,35,37,39,41,
13,23,24,25,26, 48,49,50,54,56,
31
57
[12]
65,66,69,70,73,
74,75,76,79,83
77
67,74,76,77,78,
80,81,82,83
FOR TEACHERS ONLY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
PS–CH
PHYSICAL SETTING/CHEMISTRY
Tuesday, August 17, 2004 — 12:30 to 3:30 p.m., only
SCORING KEY AND RATING GUIDE
Directions to the Teacher:
Refer to the directions on page 3 before rating student papers.
Updated information regarding the rating of this examination may be posted on the New York State
Education Department’s web site during the rating period. Visit the site http://www.emsc.nysed.gov/osa/
and select the link “Latest Information” for any recently posted information regarding this examination. This site should be checked before the rating process for this examination begins and at least
one more time before the final scores for the examination are recorded.
Part A and Part B–1
Allow 1 credit for each correct response.
Part B–1
Part A
1 . . . . . .2
......
12 . . . . . . 4
......
23 . . . . . .2. . . . .
34 . . . . . 3. . . . . . .
43 . . . . . 2. . . . . . .
2 . . . . . .4
......
13 . . . . . . 3
......
24 . . . . . .3. . . . .
35 . . . . . 3. . . . . . .
44 . . . . . 4. . . . . . .
3 . . . . . .3
......
14 . . . . . . 1
......
25 . . . . . .2. . . . .
36 . . . . . 1. . . . . . .
45 . . . . . 2. . . . . . .
4 . . . . . .1
......
15 . . . . . . 2
......
26 . . . . . .2. . . . .
37 . . . . . 1. . . . . . .
46 . . . . . 2. . . . . . .
5 . . . . . .4
......
16 . . . . . . 4
......
27 . . . . . .3. . . . .
38 . . . . . 3. . . . . . .
47 . . . . . 1. . . . . . .
6 . . . . . .3
......
17 . . . . . . 2
......
28 . . . . . .2. . . . .
39 . . . . . 3. . . . . . .
48 . . . . . 2. . . . . . .
7 . . . . . .3
......
18 . . . . . . 3
......
29 . . . . . .4. . . . .
40 . . . . . 3. . . . . . .
49 . . . . . 3. . . . . . .
8 . . . . . .4
......
19 . . . . . . 4
......
30 . . . . . .3. . . . .
41 . . . . . 4. . . . . . .
50 . . . . . 3. . . . . . .
9 . . . . . .3
......
20 . . . . . . 4
......
31 . . . . . .3. . . . .
42 . . . . . 3. . . . . . .
Part B–1 Score
10 . . . . . . 3
......
21 . . . . . . 1
......
32 . . . . . .2. . . . .
11 . . . . . . 4
......
22 . . . . . . 1
......
33 . . . . . .2. . . . .
[1]
2
1
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 student’s
work by making insertions or changes of any kind.
On the detachable answer sheet for Part A and Part B–1, indicate by means of a check
mark 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 student’s responses
to the Part B–2 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 student’s 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
student’s 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 B–1, Part B–2, 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 student’s
raw score should be converted to a scaled score by using the conversion chart that will be
posted on the Department’s web site http://www.emsc.nysed.gov/osa/ on Tuesday,
August 17, 2004. The student’s scaled score should be entered in the labeled box on the student’s answer booklet. The scaled score is the student’s 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 student’s 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 student’s final examination score is based
on a fair, accurate, and reliable scoring of the student’s 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 student’s
final score. The chart in this scoring key is usable only for this administration of the examination.
[3]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
Part B–2
Allow a total of 15 credits for this part. The student must answer all questions in this part.
51
[1] Allow 1 credit for Group 13 and Period 4.
52
[1] Allow 1 credit for 16 or 16.0.
53
[1] Allow 1 credit for a correct numerical setup. Units do not need to be shown. Acceptable responses
include, but are not limited to, these examples:
1.2 M =
1.2 =
0.50 mole
x
0.50
x
0.50 mol ×
1L
1.2 mol
1.2 mole .5 mole
=
1L
x
54
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
Both samples are at the same temperature.
Samples B and C are both at 273 K (or at 0°C).
both at STP
55
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
Sample A has only one type of molecule.
All particles are the same.
not a mixture
[4]
PHYSICAL SETTING/CHEMISTRY – continued
56
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these examples:
Sample C represents a diatomic element and a compound.
shows an element and a compound mixed
= F2 and
57
= HCl
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these examples:
Particles in sample A show molecules of a compound whereas particles in sample B show two
compounds as a mixture.
A – compound, B – mixture
A – 1 compound, B – 2 compounds
58 and 59 An example of a correct response is shown below.
Electronegativity
4
3
2
1
0
10
20
30
40
50
60
Atomic Number
58
[1] Allow 1 credit for marking an appropriate scale. An appropriate scale is one that allows a trend to be seen.
59
[1] Allow 1 credit for plotting all the points correctly (±0.3 grid space). Plotted points do not need to be
circled or connected.
[5]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
60
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
The difference in electronegativity for the H–F bond is 1.9 and the electronegativity
difference for the H–I bond is 0.6. The difference for H–F is greater and therefore
H–F is more polar.
H–F is more polar because F is more electronegative than I.
61
[1] Allow 1 credit for 96.
62
[1] Allow 1 credit for a correct numerical setup. Units do not need to be shown. Acceptable responses
include, but are not limited to, these examples:
11 g ×
1 mole
44 g
11
44
63
[1]
Allow 1 credit for a correct response. Do not allow credit for answers only citing Reference Table G.
Acceptable responses include, but are not limited to, these examples:
Increasing the temperature favors the forward, endothermic reaction.
Adding heat shifts the reaction to the right.
64
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
The rate of dissolving KNO3 is equal to the rate of recrystallizing KNO3.
The KNO3 is going into the solution at the same rate it precipitates out of the solution.
65
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
H
H
H
H
C
C
C
H
H
H
O
C
OH
O
C
C
C
C
OH
[6]
PHYSICAL SETTING/CHEMISTRY – continued
Part C
Allow a total of 20 credits for this part. The student must answer all questions in this part.
[1] Allow 1 credit for
Fe2O3 + 3 CO → 2 Fe + 3 CO2. Allow credit even if the coefficient “1”
is written in front of Fe2O3.
67
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, this
example:
Potential Energy
66
Reaction Coordinate
68
[1] Allow 1 credit for +4 or 4.
69
[1] Allow 1 credit for 1535.
70
[1] Allow 1 credit for 18.
71
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
potassium atom 2-8-8-1 and potassium ion 2-8-8
The K+ ion has only three electron shells.
72
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
charge
mobility
size
[7]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
73
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
polymerization
addition polymerization
synthesis
addition
74
[1] Allow 1 credit for two correct responses. The responses must be two different consumer products.
Acceptable responses include, but are not limited to, these examples:
synthetic fibers
clothing
carpeting
antifreeze (ethylene glycol)
food wrap
plastic bottles
high-density polyethylene
low-density polyethylene
75
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
has a carbon-carbon double bond
Two carbons share four electrons.
C
76
C
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
2
Zn
anode
right
[8]
PHYSICAL SETTING/CHEMISTRY – continued
77
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, this example:
Pb2+ + 2e– → Pb
or
Allow 1 credit for a response consistent with the student’s answer to question 76.
78
[1] Allow 1 credit for a correct response indicating direction. Acceptable responses include, but are not
limited to, these examples:
from anode to cathode
Zn electrode to Pb electrode
to the left
from half-cell 2 to half-cell 1
– to +
or
Allow 1 credit for a response consistent with the student’s answer to question 76.
79
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
insoluble
not soluble
80
81
[1] Allow 1 credit for a correct numerical setup. Correct numerical substitutions must be shown for all
three brands. Units do not need to be shown. Acceptable responses include, but are not limited to,
these examples:
X:
25.20 mL
2.00 g
Y:
18.65 mL
1.20 g
Z:
22.50 mL
1.75 g
[1] Allow 1 credit for Y.
or
Allow 1 credit for a response consistent with the student’s setup for brands X, Y, and Z in
question 80.
[9]
[OVER]
PHYSICAL SETTING/CHEMISTRY – concluded
82
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
cause bone tumors
damage bone marrow
can cause leukemia or anemia
radioactive
DNA damage
death
83
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
226Ra
88
→ 24He + 222
86Rn
226Ra
88
4
→ 222
86 Rn + 2α
84 [1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
Radium and calcium are both located in Group 2 on the Periodic Table.
same family
2 valence electrons
85
[1] Allow 1 credit for 1600.
[10]
The Chart for Determining the Final Examination Score for the August 2004
Regents Examination in Physical Setting/Chemistry will be posted on the
Department’s web site http://www.emsc.nysed.gov/osa/ on Tuesday,
August 17, 2004. Conversion charts provided for previous administrations
of the Regents Examination in Physical Setting/Chemistry must NOT be
used to determine students’ final scores for this administration.
[11]
[OVER]
Map to Core Curriculum
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
August 2004 Physical Setting/Chemistry
Question Numbers
Part A
Part B
Standard 1
42,50,58,59,60
54
Part C
69,80
80,81
71,75,84
68,85
Standard 2
Key Idea 1
Key Idea 2
79
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
Key Idea 4
74,80,81,82
Standard 4 Process Skills
34,35,36,37,39,
40,44,45,46,47,
48,51,52,53,55,
56,57,61,62,63,
64,65
43,49
Key Idea 5
66,70,73,76,
77,78,83
67,85
38,41
72
34,35,36,37,39,
40,44,45,46,47,
48,50,51,52,53,
55,56,57,58,59,
61,62,63,64,65
42,43,49,54
66,68,72,73,
74,75,76,77,
78,79,80,81,
84
Key Idea 4
Standard 4
1,2,3,4,7,8,9,11,
12,13,15,17,18,
20,21,22,23,24,
25,26,27,28,29,
30,32,33
14,19,31
67,69,82,83,85
Key Idea 5
5,6,9,10,16
38,40,41,60
70,71,72
Key Idea 3
2002 Edition
Reference Tables
2,4,7,10,14,
34,35,36,38,39,
27,31,32
40,41,42,44,47,
48,49,50,51,53,
58,59,60,61,62
[12]
68,69,70,75,
79,83,84,85
FOR TEACHERS ONLY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
PS–CH
PHYSICAL SETTING/CHEMISTRY
Thursday, January 27, 2005 — 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.
Updated information regarding the rating of this examination may be posted on the New York State
Education Department’s web site during the rating period. Visit the site http://www.emsc.nysed.gov/osa/
and select the link “Latest Information” for any recently posted information regarding this examination. This site should be checked before the rating process for this examination begins and at least
one more time before the final scores for the examination are recorded.
Part A and Part B–1
Allow 1 credit for each correct response.
Part A
Part B–1
1 . . . . . .1
......
11 . . . . . . 1
......
21 . . . . . .4. . . . .
31 . . . . . 2. . . . . . .
41 . . . . . 3. . . . . . .
2 . . . . . .3
......
12 . . . . . . 4
......
22 . . . . . .4. . . . .
32 . . . . . 3. . . . . . .
42 . . . . . 3. . . . . . .
3 . . . . . .1
......
13 . . . . . . 4
......
23 . . . . . .1. . . . .
33 . . . . . 1. . . . . . .
43 . . . . . 1. . . . . . .
4 . . . . . .1
......
14 . . . . . . 2
......
24 . . . . . .1. . . . .
34 . . . . . 1. . . . . . .
44 . . . . . 4. . . . . . .
5 . . . . . .2
......
15 . . . . . . 2
......
25 . . . . . .1. . . . .
35 . . . . . 4. . . . . . .
45 . . . . . 3. . . . . . .
6 . . . . . .2
......
16 . . . . . . 4
......
26 . . . . . .4. . . . .
36 . . . . . 1. . . . . . .
46 . . . . . 4. . . . . . .
7 . . . . . .3
......
17 . . . . . . 2
......
27 . . . . . .1. . . . .
37 . . . . . 1. . . . . . .
47 . . . . . 1. . . . . . .
8 . . . . . .4
......
18 . . . . . . 4
......
28 . . . . . .1. . . . .
38 . . . . . 3. . . . . . .
48 . . . . . 4. . . . . . .
9 . . . . . .2
......
19 . . . . . . 4
......
29 . . . . . .3. . . . .
39 . . . . . 1. . . . . . .
49 . . . . . 2. . . . . . .
10 . . . . . . 4
......
20 . . . . . . 3
......
30 . . . . . .1. . . . .
40
. . . 3. . . . . . .
50 . . . . . 4. . . . . . .
Part A Score
[1]
P
B 1S
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 student’s
work by making insertions or changes of any kind.
On the detachable answer sheet for Part A and Part B–1, 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 student’s responses
to the Part B–2 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 student’s 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
student’s 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 B–1, Part B–2, 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 student’s
raw score should be converted to a scaled score by using the conversion chart that will be
posted on the Department’s web site http://www.emsc.nysed.gov/osa/ on Thursday,
January 27, 2005. The student’s scaled score should be entered in the labeled box on the student’s answer booklet. The scaled score is the student’s 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 student’s 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 student’s final examination score is based
on a fair, accurate, and reliable scoring of the student’s 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 for that administration be used to determine the student’s final score.
[3]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
Part B–2
Allow a total of 15 credits for this part. The student must answer all questions in this part.
51
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
S
sulfur
52
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
CO2 is symmetrical.
CO2 has an even distribution of charge.
CO2 is linear with O at each end.
53
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
The electronegativity difference in a carbon-oxygen bond is greater than the electronegativity
difference in a fluorine-fluorine bond.
The EN difference for C and O is 0.9 and the EN difference for F and F is 0.
54
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
remains the same
It does not change.
55
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
DE is longer than BC .
more time to boil than to melt
[4]
PHYSICAL SETTING/CHEMISTRY – continued
56
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
C2H2
C2H2(g)
57
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
3
three
58
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
Arrow 2 gets shorter.
The activation energy would be lower.
The peak of the curve is lower.
59
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
H
H
H
H
C
C
C
H
H
C
C
C
H
H
C
C
[5]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
60
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, this example:
2-chlorobutane
61
[1]
Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these examples:
ester
esters
62
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
alkene
alkenes
CnH2n
olefins
63
[1] Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to,
these examples:
(1.4)(15.40)
22.10
(1.4 M)(15.40 mL) = MB(22.10 mL)
(1.4)(15.40) = X(22.10)
64
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
Multiple trials improve precision of results.
to see if results are repeatable
more trials, less error
65
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
14.46
14.5
14
[6]
PHYSICAL SETTING/CHEMISTRY – continued
Part C
Allow a total of 20 credits for this part. The student must answer all questions in this part.
66
[1] Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to,
these examples:
(12.00)(0.9893) + (13.00)(0.0107)
(12.00)(98.93) + (13.00)(1.07)
100
67
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
Carbon-12 has six neutrons and carbon-13 has seven neutrons.
Carbon-13 has one more neutron than carbon-12.
C-12 has 6n; C-13 has 7n.
68
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
dinitrogen pentoxide
nitrogen(V) oxide
69
[1] Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to,
this example:
32
46
× 100
[7]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
70 and 71 An example of an acceptable response is shown below.
Change in Temperature
During the Dissolving of a Solid
50
Temperature (°C)
40
30
20
10
0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
Time (min)
70
[1] Allow 1 credit for marking an appropriate scale on the axis labeled “Temperature (°C).” An
appropriate scale is one that allows a trend to be seen.
71
[1] Allow 1 credit for plotting six or seven points correctly (±0.3 grid space). Plotted points do not need
to be circled or connected.
[8]
PHYSICAL SETTING/CHEMISTRY – continued
72
[2] a Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
The data show an increase in temperature, which indicates an exothermic reaction.
solution temperature goes up, exothermic
b Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
Table I shows that ∆H is negative for NaOH and LiBr, which indicates an exothermic reaction.
∆H is negative for both.
NaOH: ∆H = – 44.51 kJ/mol
73
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
Heat is transferred from the copper to the water.
Heat flows from the hotter object to the cooler object.
copper heat → water
[9]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
74
[1] Allow 1 credit if all values are correctly placed in the data table as shown below.
Data Table
Data (units are given)
Quantity Measured
Mass of copper
75
50.0 or 50 g
Temperature of hot copper
100.0 or 100°C
Mass of H2O in calorimeter
100.0 or 100 g
Initial temperature of H2O in calorimeter
23.2°C
Final temperature of H2O and copper
26.3°C
[1] Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to,
these examples:
q = (100.0 g) (4.18 J/g•°C) (3.1°C)
(100)(4.18) (26.3-23.2)
or
Allow 1 credit for a setup consistent with the student’s data in question 74.
76
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
heat lost to surroundings
heat absorbed by the thermometer
heat absorbed by the calorimeter
77
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
Both 2-propanol and water are polar.
2-propanol has an uneven distribution of charge.
—OH functional group is polar.
Like dissolves like.
[10]
PHYSICAL SETTING/CHEMISTRY – continued
78
[1] Allow 1 credit for a correct response. Significant figures do not need to be shown. Acceptable responses
include, but are not limited to, these examples:
62
62.06864
62.1
79
[1] Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to,
these examples:
10.0 M = x mol
2.50 L
(2.5) (10)
80
[1] Allow 1 credit for a correct response. The half-reaction must include electrons. Acceptable responses
include, but are not limited to, these examples:
Cu → Cu2+ + 2e–
Cu – 2e– → Cu2+
81
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
Iron is a more active metal.
Fe above Cu
Iron metal loses electrons more easily than copper metal.
copper less active
82
83
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
137Cs
55
→ –10 e + 137
56Ba
137Cs
55
→ –10 + 137
56Ba
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
one hundred
100
[11]
[OVER]
PHYSICAL SETTING/CHEMISTRY – concluded
84
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to, these
examples:
Iodine-131 would decay faster.
Iodine has a much shorter half-life.
Most of the I-131 would be gone.
[12]
The Chart for Determining the Final Examination Score for the January
2005 Regents Examination in Physical Setting/Chemistry will be posted on
the Department’s web site http://www.emsc.nysed.gov/osa/ on Thursday,
January 27, 2005. Conversion charts provided for previous administrations
of the Regents Examination in Physical Setting/Chemistry must NOT be
used to determine students’ final scores for this administration.
[13]
Map to Core Curriculum
66,67,68,69,70,71,
[14]
FOR TEACHERS ONLY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
PS–CH
PHYSICAL SETTING/CHEMISTRY
Wednesday, June 22, 2005 — 1:15 to 4:15 p.m., only
SCORING KEY AND RATING GUIDE
Directions to the Teacher:
Refer to the directions on page 3 before rating student papers.
Updated information regarding the rating of this examination may be posted on the New York State
Education Department’s web site during the rating period. Visit the site http://www.emsc.nysed.gov/osa/
and select the link “Latest Information” for any recently posted information regarding this examination. This site should be checked before the rating process for this examination begins and at least
one more time before the final scores for the examination are recorded.
Part A and Part B–1
Allow 1 credit for each correct response.
Part B–1
Part A
1 . . . . .3
.......
12 . . . . . 1
.......
23 . . . . .2. . . . . .
34 . . . . . 4. . . . . . .
43 . . . . . 3. . . . . . .
2 . . . . .4
.......
13 . . . . . 2
.......
24 . . . . .3. . . . . .
35 . . . . . 3. . . . . . .
44 . . . . . 1. . . . . . .
3 . . . . .1
.......
14 . . . . . 1
.......
25 . . . . .4. . . . . .
36 . . . . . 1. . . . . . .
45 . . . . . 4. . . . . . .
4 . . . . .4
.......
15 . . . . . 2
.......
26 . . . . .3. . . . . .
37 . . . . . 2. . . . . . .
46 . . . . . 1. . . . . . .
5 . . . . .3
.......
16 . . . . . 1
.......
27 . . . . .3. . . . . .
38 . . . . . 3. . . . . . .
47 . . . . . 2. . . . . . .
6 . . . . .4
.......
17 . . . . . 2
.......
28 . . . . .1. . . . . .
39 . . . . . 2. . . . . . .
48 . . . . . 4. . . . . . .
7 . . . . .1
.......
18 . . . . . 3
.......
29 . . . . .3. . . . . .
40 . . . . . 3. . . . . . .
49 . . . . . 2. . . . . . .
8 . . . . .4
.......
19 . . . . . 2
.......
30 . . . . .2. . . . . .
41 . . . . . 1. . . . . . .
50 . . . . . 2. . . . . . .
9 . . . . .1
.......
20 . . . . . 2
.......
31 . . . . .4. . . . . .
42 . . . . . 1. . . . . . .
Part B–12 Score
10 . . . . . 4
.......
21 . . . . . 1
.......
32 . . . . .3. . . . . .
11 . . . . . 1
.......
22 . . . . . 3
.......
33 . . . . .2. . . . . .
[1]
1
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 student’s
work by making insertions or changes of any kind.
On the detachable answer sheet for Part A and Part B–1, 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 student’s responses
to the Part B–2 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 student’s 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
student’s 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 B–1, Part B–2, 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 student’s
raw score should be converted to a scaled score by using the conversion chart that will be
posted on the Department’s web site http://www.emsc.nysed.gov/osa/ on Wednesday,
June 22, 2005. The student’s scaled score should be entered in the labeled box on the student’s answer booklet. The scaled score is the student’s 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 student’s 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 student’s final examination score is based
on a fair, accurate, and reliable scoring of the student’s 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 for that administration be used to determine the student’s final score.
[3]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
Part B–2
Allow a total of 15 credits for this part. The student must answer all questions in this part.
51
[1] Allow 1 credit for 2 or two.
52
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to:
Mg-26 nucleus
2
2
53
8
7
1
1
3
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to:
Germanium atoms and silicon atoms both have the same number of valence electrons.
_
4 valence e in each
same number of valence electrons
54
[1] Allow 1 credit for 6.0 or 6 or six. Significant figures do not need to be shown.
[4]
PHYSICAL SETTING/CHEMISTRY – continued
55
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to:
CI CI
CI–CI
56
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to:
The sodium atom transfers its one valence electron to the chlorine atom.
Na
CI
Metal loses e– to nonmetal.
[2] Allow a maximum of 2 credits, allocated as follows:
Allow 1 credit for showing a peak that is higher than the beginning and the end of the curve.
and
Allow 1 credit for showing that the PE of products is lower than the PE of reactants.
Acceptable responses include, but are not limited to:
Potential Energy
57
2NO2(g) + 7H2(g)
Reaction Coordinate
[5]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
58
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to:
An increase in temperature favors the endothermic (reverse) reaction, consuming more NH3(g).
temperature ↑, reaction shifts left
59
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to:
addition
chlorination
halogenation
redox
synthesis
60
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to:
H H H H
H C C C C H
Cl Cl H H
CI
C C C C
Cl
61
[1] Allow 1 credit for all three correct responses shown below.
Element
Number of
Protons
Number of
Neutrons
Mass Number
Nuclide
C
6
6
12
C-12
N
7
9
16
N-16
Ne
10
9
19
Ne-19 or
S
16
16
32
S-32
[6]
19
Ne
PHYSICAL SETTING/CHEMISTRY – continued
62
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to:
The neutron-to-proton ratio causes the nuclide to be stable.
The nuclide has an equal number of neutrons and protons.
because of neutron-proton ratio
63
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to:
9:7
9
7
64
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to:
0
–1e
+ 168 O
–
β + 168 O
[7]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
Part C
Allow a total of 20 credits for this part. The student must answer all questions in this part.
65
[2] Allow a maximum of 2 credits, 1 credit for each correct conclusion. Acceptable conclusions include,
but are not limited to:
The nucleus is small.
The nucleus is positively charged.
The atom is mostly empty space.
The nucleus is dense.
66 and 67 An example of an acceptable response is shown below.
Heating Curve
Temperature (°C)
70
60
50
40
30
20
10
0 1 2 3 4 5 6 7 8 9 10 11 12
Time (min)
66
[1] Allow 1 credit for marking an appropriate scale. An appropriate scale is one that allows a trend to be
seen.
67
[1] Allow 1 credit for plotting all the points correctly (±0.3 grid space). Plotted points do not need to be
circled or connected.
68
[1] Allow 1 credit for 53°C.
[8]
PHYSICAL SETTING/CHEMISTRY – continued
69
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to:
The temperature of the substance is increasing.
temperature ↑
positive slope for this section of graph
70
[1] Allow 1 credit for 915 J. Significant figures do not need to be shown.
71
[1] Allow 1 credit for 12 mol or 12.0 mol or twelve mol. Significant figures do not need to be shown.
72
[1] Allow 1 credit for the symbol or name of one of the following metals from Reference Table J:
73
Li
Ba
Rb
Sr
K
Ca
Cs
Na
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to:
The salt bridge allows ions to flow between the half-cells.
maintains electrical neutrality
prevents polarization
74
[1] Allow 1 credit for 2 HNO3 +
Ca(OH)2 →
Ca(NO3)2 + 2 H2O. Allow credit even if the
coefficient 1 is written in front of Ca(OH)2 and Ca(NO3)2.
75
[1] Allow 1 credit for 6.0 or 6 or six. Significant figures do not need to be shown.
76
[1] Allow 1 credit for a correct response. Significant figures do not need to be shown. Acceptable
responses include, but are not limited to:
0.0033 M
3.25 × 10–3 M
77
[1] Allow 1 credit for 0.500 mol. Significant figures do not need to be shown.
[9]
[OVER]
PHYSICAL SETTING/CHEMISTRY – concluded
78
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to:
Equal volumes of two gases at the same temperature and pressure contain equal number of particles.
both gases — same conditions
79
[1] Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to:
(1.0 atm)(12.3 L)
(P )(12.3 L)
= 2
(300 K)
(450 K)
1
x
=
300 450
450
300
80
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to:
As the number of carbon atoms in these molecules increases, the boiling point increases.
carbon atoms ↓, boiling point ↓
81
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to:
The intermolecular forces are weaker for molecules that have fewer carbon atoms.
greater number of carbon atoms, stronger intermolecular forces
82
[1] Allow 1 credit for a correct response. Acceptable responses include, but are not limited to:
methane
ethane
propane
methyl propane
butane
83
[1] Allow 1 credit for 18 or eighteen.
[10]
The Chart for Determining the Final Examination Score for the June 2005
Regents Examination in Physical Setting/Chemistry will be posted on the
Department’s web site http://www.emsc.nysed.gov/osa/ on Wednesday,
June 22, 2005. Conversion charts provided for previous administrations of
the Regents Examination in Physical Setting/Chemistry must NOT be used
to determine students’ final scores for this administration.
[11]
Map to Core Curriculum
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
June 2005Physical Setting/ Chemistry
Question Numbers
Part A
Part B
Standard 1
63
39,42
56,62
36,38,43,45,53,
57,61
Part C
66,67,68,79
81
78
78
65,72,80,82,83
Eng. Des. Key Idea 1
Standard 2
Key Idea 1
Key Idea 2
Standard 6
Key Idea 1
Key Idea 2
Key Idea 3
Key Idea 4
Key Idea 5
52
75
58
Standard 7
Key Idea 1
Key Idea 2
Key Idea 3
Key Idea 4
Standard 4 Process Skills
34,35,37,41,47, 71,73,74,76,77,79
48,49,50,51,52,
53,54,58,59,60,
64
68,69,70
44,57
Key Idea 5
40,46,55
Standard 4
1,2,3,4,5,6,7,9,
10,13,14,15,16,
18,19,20,21,22,
23,24,25,26,27,
28,31,33
34,35,36,37,38,
39,41,42,43,45,
47,48,49,50,51,
52,53,54,58,59,
60,61,62,63
65,71,72,73,74,
75,76,77,78,79,
80,82,83
Key Idea 4
17,29,31,32
44,57,64
66,67,68,69,70
Key Idea 5
8,11,12,23,30
34,40,46,55,56
81
Key Idea 3
2002 Edition
Reference Tables
2,3,4,5,7,9,10, 34,35,36,38,39,
11,12,14,21,22, 40,41,42,44,47,
23,24,25,27,29, 48,50,51,53,55,
30,31
56,60,61,63,64
[12]
65,70,72,76,79,
82,83
FOR TEACHERS ONLY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
PS–CH
PHYSICAL SETTING/CHEMISTRY
Tuesday, August 16, 2005 — 12:30 to 3:30 p.m., only
SCORING KEY AND RATING GUIDE
Directions to the Teacher:
Refer to the directions on page 3 before rating student papers.
Updated information regarding the rating of this examination may be posted on the New York State
Education Department’s web site during the rating period. Visit the site http://www.emsc.nysed.gov/osa/
and select the link “Latest Information” for any recently posted information regarding this examination. This site should be checked before the rating process for this examination begins and at least
one more time before the final scores for the examination are recorded.
Part A and Part B–1
Allow 1 credit for each correct response.
Part B–1
Part A
1 . . . . . .2. . . . . .
11 . . . . . .1. . . . . .
21 . . . . . 4. . . . . .
31 . . . . . 4. . . . . . .
41 . . . . . 3. . . . . . .
2 . . . . . .2. . . . . .
12 . . . . . .2. . . . . .
22 . . . . . 1. . . . . .
32 . . . . . 4. . . . . . .
42 . . . . . 4. . . . . . .
3 . . . . . .4. . . . . .
13 . . . . . .4. . . . . .
23 . . . . . 1. . . . . .
33 . . . . . 1. . . . . . .
43 . . . . . 4. . . . . . .
4 . . . . . .2. . . . . .
14 . . . . . .3. . . . . .
24 . . . . . 4. . . . . .
34 . . . . . 3. . . . . . .
44 . . . . . 2. . . . . . .
5 . . . . . .4. . . . . .
15 . . . . . .2. . . . . .
25 . . . . . 4. . . . . .
35 . . . . . 4. . . . . . .
45 . . . . . 4. . . . . . .
6 . . . . . .1. . . . . .
16 . . . . . .1. . . . . .
26 . . . . . 3. . . . . .
36 . . . . . 2. . . . . . .
46 . . . . . 4. . . . . . .
7 . . . . . .4. . . . . .
17 . . . . . .3. . . . . .
27 . . . . . 3. . . . . .
37 . . . . . 3. . . . . . .
47 . . . . . 2. . . . . . .
8 . . . . . .2. . . . . .
18 . . . . . .3. . . . . .
28 . . . . . 4. . . . . .
38 . . . . . 4. . . . . . .
48 . . . . . 2. . . . . . .
9 . . . . . .1. . . . . .
19 . . . . . .2. . . . . .
29 . . . . . 1. . . . . .
39 . . . . . 1. . . . . . .
49 . . . . . 1. . . . . . .
10 . . . . . .3. . . . . .
20 . . . . . .1. . . . . .
30 . . . . . 3. . . . . .
40 . . . . . 1. . . . . . .
50 . . . . . 4. . . . . . .
[1]
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 Scoring Regents Examinations in the Sciences.
Use only red ink or red pencil in rating Regents papers. Do not correct the student’s
work by making insertions or changes of any kind.
On the detachable answer sheet for Part A and Part B–1, 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 student’s responses
to the Part B–2 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 student’s 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
student’s 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 B–1, Part B–2, 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 student’s
raw score should be converted to a scaled score by using the conversion chart that will be
posted on the Department’s web site http://www.emsc.nysed.gov/osa/ on Tuesday,
August 16, 2005. The student’s scaled score should be entered in the labeled box on the student’s answer booklet. The scaled score is the student’s 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 student’s 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 student’s final examination score is based
on a fair, accurate, and reliable scoring of the student’s 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 for that administration be used to determine the student’s final score.
[3]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
Part B–2
Allow a total of 17 credits for this part. The student must answer all questions in this part.
51
[1] Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to:
6(12.0) + 12(1.0) + 6(16.0)
6(12) + 12(1) + 6(16)
52
[1] Allow 1 credit for CH2O. The order of the elements can vary.
53
[1] Allow 1 credit for +80 kJ or 80 kJ.
54
[1] Allow 1 credit for +100 kJ or 100 kJ.
55
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
A catalyst provides an alternate reaction pathway that has a lower activation energy than an
uncatalyzed reaction.
A catalyst speeds up the reaction.
lower activation energy
56
[1] Allow 1 credit.
Examples of 1-Credit Responses
H O H
H C C C H
H
H
C
C O
C
[4]
PHYSICAL SETTING/CHEMISTRY – continued
57
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
As the temperature increases, more molecules have enough energy to escape the liquid phase.
58
[1] Allow 1 credit for 45°C (±2).
59
[1] Allow 1 credit for 18.
60
[1] Allow 1 credit for 1 or one.
61
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
same number of protons, different number of neutrons
K-37 has fewer neutrons than K-42.
same element; different number of neutrons
62
[1] Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to:
V2 =
(20.0 mL)(101.3 kPa)(283 K)
(94.6 kPa)(297 K)
(101.3)(20.0) (94.6)V2
=
297
283
63
[1] Allow 1 credit. The angle of atom arrangements may vary.
Examples of 1-Credit Responses
CI P CI
CI
CI
CI P CI
[5]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
64
[1] Allow 1 credit for marking an appropriate linear scale. An appropriate scale is one that allows a trend
to be seen.
65
[1] Allow 1 credit for plotting all the points correctly (±0.3 grid space). Plotted points do not need to be
circled or connected.
64 and 65
Example of a 2-Credit Graph for Questions 64 and 65
First Ionization Energy Versus
Atomic Number of Selected Elements
First Ionization Energy (kJ/mol)
520
500
480
460
440
420
400
380
360
3
7
11
15
19
23
27
31
35
39
43
47
51
55
Atomic Number
66
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
As atomic number increases, first ionization energy decreases.
Ionization energy decreases.
67
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
As atomic radius increases, valence electrons are more easily removed.
The force of attraction between the nucleus and the valence electrons decreases down the
group.
cesium has more shells, easier to remove electrons
[6]
PHYSICAL SETTING/CHEMISTRY – continued
Part C
Allow a total of 18 credits for this part. The student must answer all questions in this part.
NaN3(s) → 2
68
[1] Allow 1 credit for 2
Na(s) + 3
N2(g).
69
[1] Allow 1 credit. Significant figures do not need to be shown. Acceptable responses include, but are
not limited to:
0.800 mol
70
[1] Allow 1 credit. Significant figures do not need to be shown. Acceptable responses include, but are
not limited to:
62.5 g
71
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
conducts heat
high melting point
It is malleable.
72
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
The aqueous solution has mobile ions.
Charged particles can move in water.
73
[1] Allow 1 credit for +2 or 2 or two.
74
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
negative electrode
cathode
one on the right
[7]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
75
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Electrolytic cells require energy.
The battery forces the nonspontaneous reaction to occur.
76
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Na+ + e– → Na
2Na+ + 2e– → 2Na
77
[1] Allow 1 credit for 18.21 mL.
78
[1] Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to:
MA =
(3.00 M)(18.21 mL)
25.00 mL
MA(25) = (3)(18.21)
or
Allow 1 credit for a numerical setup consistent with the student’s response to question 77.
79
[1] Allow 1 credit for 3 or three.
80
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Stream A has more hydronium ions.
Stream B has a lower concentration.
A is higher.
100 times higher
81
[1] Allow 1 credit for yellow.
[8]
PHYSICAL SETTING/CHEMISTRY – concluded
82
[1] Allow 1 credit. Also allow credit for a correctly written chemical formula of an acceptable compound.
Acceptable responses include, but are not limited to:
sodium hydroxide
lime
NH3
any base
83
[1] Allow 1 credit for 147 N.
84
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
The half-life of N-16 is too short.
decays too fast
Too little N-16 remains in the sample.
85
[1] Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to:
17 190 y
3(5730) y
[9]
The Chart for Determining the Final Examination Score for the August 2005
Regents Examination in Physical Setting/Chemistry will be posted on the
Department’s web site http://www.emsc.nysed.gov/osa/ on Tuesday,
August 16, 2005. Conversion charts provided for previous administrations
of the Regents Examination in Physical Setting/Chemistry must NOT be
used to determine students’ final scores for this administration.
[11]
Map to Core Curriculum
Key Ideas
August 2005 Physical Setting/ Chemistry
Question Numbers
Part A
Part B
Standard 1
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
41,58,64,65
Part C
70,78,79
31,36,41
61
50,58
73,74,82,84
Standard 2
Key Idea 1
Key Idea 2
Standard 6
Key Idea 1
Key Idea 2
Key Idea 3
Key Idea 4
Key Idea 5
80
58
Standard 7
Key Idea 1
Key Idea 2
Key Idea 3
Key Idea 4
Key Idea 5
Key Idea 3
Standard 4 Process Skills
32,33,34,35,37,
38,39,40,41,43,
45,46,47,48,49,
51,52,56,59,60,
61,62,66,67
44,53,54,55,57
68,69,71,72,75,
76,77,78,81
83,85
42,57,58,63
Standard 4
1,2,3,4,5,6,7,8,
9,10,12,17,18,
19,20,21,22,23,
24,25,26,27,28,
30
31,32,33,34,35,
36,37,38,39,40,
41,43,45,46,47,
48,49,50,51,52,
56,59,60,61,62,
64,65,66,67
68,69,70,71,72,
73,74,75,76,77,
78,79,80,81,82
Key Idea 4
16,29
44,53,54,55,57
83,84,85
Key Idea 5
7,11,13,14,15
42,58,63
72
2002 Edition
Reference Tables
1,2,4,6,7,8,9, 31,32,33,34,35,
19,20,28
36,39,42,43,44,
47,48,49,50,51,
56,57,58,59,60,
61,62,63
[12]
73,76,78,81,82,
83,84,85
FOR TEACHERS ONLY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
PS–CH
PHYSICAL SETTING/CHEMISTRY
Thursday, January 26, 2006 — 1:15 to 4:15 p.m., only
SCORING KEY AND RATING GUIDE
Directions to the Teacher:
Refer to the directions on page 3 before rating student papers.
Updated information regarding the rating of this examination may be posted on the New York State
Education Department’s web site during the rating period. Visit the site http://www.emsc.nysed.gov/osa/
and select the link “Latest Information” for any recently posted information regarding this examination. This site should be checked before the rating process for this examination begins and at least
one more time before the final scores for the examination are recorded.
Part A and Part B–1
Allow 1 credit for each correct response.
Part B–1
Part A
1 . . . . . .3
......
11 . . . . . . 4
......
21 . . . . . .1. . . . .
31 . . . . . 2. . . . . . .
41 . . . . . 1. . . . . . .
2 . . . . . .2
......
12 . . . . . . 3
......
22 . . . . . .4. . . . .
32 . . . . . 1. . . . . . .
42 . . . . . 3. . . . . . .
3 . . . . . .4
......
13 . . . . . . 2
......
23 . . . . . .3. . . . .
33 . . . . . 2. . . . . . .
43 . . . . . 2. . . . . . .
4 . . . . . .1
......
14 . . . . . . 2
......
24 . . . . . .1. . . . .
34 . . . . . 3. . . . . . .
44 . . . . . 1. . . . . . .
5 . . . . . .2
......
15 . . . . . . 3
......
25 . . . . . .1. . . . .
35 . . . . . 2. . . . . . .
45 . . . . . 4. . . . . . .
6 . . . . . .3
......
16 . . . . . . 3
......
26 . . . . . .3. . . . .
36 . . . . . 4. . . . . . .
46 . . . . . 1. . . . . . .
7 . . . . . .1
......
17 . . . . . . 3
......
27 . . . . . .4. . . . .
37 . . . . . 2. . . . . . .
47 . . . . . 1. . . . . . .
8 . . . . . .2
......
18 . . . . . . 2
......
28 . . . . . .2. . . . .
38 . . . . . 2. . . . . . .
48 . . . . . 3. . . . . . .
9 . . . . . .2
......
19 . . . . . . 2
......
29 . . . . . .1. . . . .
39 . . . . . 3. . . . . . .
49 . . . . . 2. . . . . . .
10 . . . . . . 4
......
20 . . . . . . 4
......
30 . . . . . .1. . . . .
40 . . . . . 4. . . . . . .
50 . . . . . 4. . . . . . .
Part B 1 Score
[1]
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 student’s
work by making insertions or changes of any kind.
On the detachable answer sheet for Part A and Part B–1, 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 student’s responses
to the Part B–2 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 student’s 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
student’s 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 B–1, Part B–2, 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 student’s
raw score should be converted to a scaled score by using the conversion chart that will be
posted on the Department’s web site http://www.emsc.nysed.gov/osa/ on Thursday,
January 26, 2006. The student’s scaled score should be entered in the labeled box on the student’s answer booklet. The scaled score is the student’s 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 student’s 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 student’s final examination score is based
on a fair, accurate, and reliable scoring of the student’s 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 for that administration be used to determine the student’s final score.
[3]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
Part B–2
Allow a total of 17 credits for this part. The student must answer all questions in this part.
51
[1] Allow 1 credit for 14.
52
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
An iodine atom has more electron shells than a fluorine atom.
A fluorine atom has fewer electron shells.
Note: Do not allow credit for a response indicating greater atomic number.
53
[1] Allow 1 credit. The correct symbol and six electrons must be shown. The location of single electrons
and electron pairs may vary.
Example of a 1-credit response:
Se
54
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Electrons in liquid mercury are mobile.
valence electrons free to move and conduct electric current
55
[1] Allow 1 credit.
Examples of a 1-credit response:
H
H C H
H
H
H
H C C C C H
H H H
H
C
C C C
C
[4]
PHYSICAL SETTING/CHEMISTRY – continued
56
1
[1] Allow 1 credit for 32 or 0.03125. Significant figures do not need to be shown.
57
[1] Allow 1 credit for 1.24 mol. Significant figures do not need to be shown.
58
[1] Allow 1 credit for 1250 J. Significant figures do not need to be shown.
59
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
An increase in temperature favors the endothermic reaction, which produces more SO2(g).
The reaction shifts to the left, increasing the concentration of SO2(g).
60
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
A higher concentration of O2(g) causes more collisions and reactions with SO2(g) molecules,
decreasing SO2(g) concentration.
More collisions between reactants shift the reaction to the right.
61
[1] Allow 1 credit for 3.61 g/L. Significant figures do not need to be shown.
62
[1] Allow 1 credit for 0.090 g/L or 9.0 × 10–2 g/L.
63
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
The electronegativity difference for HCl is 1.1, which is higher than the 0.6 for HI.
The difference for HCl is greater.
64
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Hydrogen has weaker intermolecular forces than HBr.
hydrogen — weaker forces
[5]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
65
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
HCl’s molecular polarity is more similar to water’s polarity than H2’s polarity compared to
water’s.
HCl and water both polar, H2 nonpolar, like dissolves like
HCl polarity is more similar to water’s polarity.
66
[1] Allow 1 credit for 50°C. Significant figures do not need to be shown.
67
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
AB
from time 0 to 2 minutes
[6]
PHYSICAL SETTING/CHEMISTRY – continued
Part C
Allow a total of 18 credits for this part. The student must answer all questions in this part.
68
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
If the water temperature is higher, the tablet will dissolve at a faster rate.
higher temperature, less time to dissolve
lower rate in cold water
69
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
At higher temperatures the water molecules collide more often and more effectively with the
tablet, so the tablet dissolves faster.
high temperature → more collisions → dissolves faster
or
Allow 1 credit for a response consistent with the student’s answer to question 68.
70
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
crushing the tablet
stirring/shaking/agitating
71
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
The pH goes down because there are more hydronium ions in solution.
[H3O+] ↑
–
–
72
[1] Allow 1 credit for NO3 or NO31– or NO3–1 or OH .
73
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
There will be a decrease in the number of fish eggs that hatch.
fewer eggs produced
more deformities
[7]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
74
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
As the water temperature increases, the solubility of sulfur dioxide decreases.
The solubility of SO2 decreases.
75
[1] Allow 1 credit for 164 g/mol. Significant figures do not need to be shown.
76
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
(0.2001 Lmol)
0.250 L
0.2 =
77
x
0.25
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
mass of Ca(NO3)2
mass of solute
mass
78
[1] Allow 1 credit for all five correctly listed boiling points shown below. Allow credit even if the degree
sign is shown for the boiling points.
Data Table
Symbol
Atomic Number
Boiling Point (K)
He
Ne
Ar
Kr
Xe
2
10
18
36
54
4
27
87
121
166
[8]
PHYSICAL SETTING/CHEMISTRY – continued
79
[1] Allow 1 credit for plotting all the points correctly (±0.3 grid space). Plotted points do not need to be
circled or connected.
Example of a 1-credit response:
Boiling Point Versus Atomic Number
for He, Ne, Ar, Kr, and Xe
200.
Boiling Point (K)
150.
100.
50.
0
0
20
40
60
Atomic Number
or
Allow 1 credit for a response consistent with the student’s answer to question 78.
80
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
As atomic number increases, boiling point increases.
or
Allow 1 credit for a response consistent with the student’s graph in question 79.
or
Allow 1 credit for a response consistent with the student’s data in question 78.
[9]
[OVER]
PHYSICAL SETTING/CHEMISTRY – concluded
81
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
75 kPa
x
=
295 K 418 K
(75)(418)
295
P2 =
82
[1] Allow 1 credit for 145°C.
83
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Copper is less reactive than iron.
Cu below H2 on Table J
84
[1] Allow 1 credit for electrolytic or electrolysis.
85
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
ions
charged particles
+
H3O
2–
SO4
[10]
The Chart for Determining the Final Examination Score for the January
2006 Regents Examination in Physical Setting/Chemistry will be posted on
the Department’s web site http://www.emsc.nysed.gov/osa/ on Thursday,
January 26, 2006. Conversion charts provided for previous administrations
of the Regents Examination in Physical Setting/Chemistry must NOT be
used to determine students’ final scores for this administration.
[11]
[OVER]
Map to Core Curriculum
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
January 2006 Physical Setting/ Chemistry
Question Numbers
Part A
Part B
Standard 1
39,43,48,56,57,58,
61,62,64
34,35
33,51,61
52,59,60
76,77,79,81,82
31,41,47,63,66,67
68,72,78,83,84
Part C
80
69,70,75
71,85
Standard 2
Key Idea 1
Key Idea 2
73
Standard 6
Key Idea 1
Key Idea 2
Key Idea 3
Key Idea 4
Key Idea 5
32,36,49,53,55
41
80
Standard 7
Key Idea 1
Key Idea 2
Standard 4 Process Skills
Key Idea 3
34,35,36,37,38,39,
41,42,44,45,46,47,
48,51,52,53,55,57,
59,65
69,74,75,76,77,
81,83,84
Key Idea 4
40,43,49,50,56,58,
66,67
82
Key Idea 5
54,63,64,65
Key Idea 3
Key Idea 4
Key Idea 5
2002 Edition
Standard 4
1,2,3,4,5,6,7,8, 31,32,33,34,35,36,
9,10,13,14,15, 37,38,39,41,42,44,
17,18,20,21,22, 45,46,47,48,51,52,
23,24,28,30
55,57,59,60,61
68,69,70,71,72,
73,74,75,76,77,
78,80,81,83,84,
85
16,27
40,43,49,50,56,58,
66,67
11,12,19,25,26,
53,54,63,64,65
29
Reference Tables
3,6,7,8,12,19, 31,33,39,40,44,45,
21,24,26,28
47,48,49,51,52,53,
56,57,58,61,63
[12]
72,74,75,76,78,
81,82,83
FOR TEACHERS ONLY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
PS–CH
PHYSICAL SETTING/CHEMISTRY
Wednesday, June 21, 2006 — 1:15 to 4:15 p.m., only
SCORING KEY AND RATING GUIDE
Directions to the Teacher:
Refer to the directions on page 3 before rating student papers.
Updated information regarding the rating of this examination may be posted on the New York
State Education Department’s web site during the rating period. Check this web site
http://www.emsc.nysed.gov/osa/ and select the link “Examination Scoring Information” for any
recently posted information regarding this examination. This site should be checked before the rating
process for this examination begins and several times throughout the Regents examination period.
Part A and Part B–1
Allow 1 credit for each correct response.
Part B–1
Part A
1 . . . . .1. . . . . . .
11 . . . . .1. . . . . . .
21 . . . . 2
.......
31 . . . . . 4. . . . . . .
41 . . . . . 2. . . . . . .
2 . . . . .4. . . . . . .
12 . . . . .3. . . . . . .
22 . . . . 4
.......
32 . . . . . 4. . . . . . .
42 . . . . . 2. . . . . . .
3 . . . . .4. . . . . . .
13 . . . . .2. . . . . . .
23 . . . . 3
.......
33 . . . . . 3. . . . . . .
43 . . . . . 1. . . . . . .
4 . . . . .2. . . . . . .
14 . . . . .3. . . . . . .
24 . . . . 2
.......
34 . . . . . 4. . . . . . .
44 . . . . . 2. . . . . . .
5 . . . . .4. . . . . . .
15 . . . . .3. . . . . . .
25 . . . . 4
.......
35 . . . . . 3. . . . . . .
45 . . . . . 2. . . . . . .
6 . . . . .3. . . . . . .
16 . . . . .2. . . . . . .
26 . . . . 4
.......
36 . . . . . 1. . . . . . .
46 . . . . . 3. . . . . . .
7 . . . . .2. . . . . . .
17 . . . . .2. . . . . . .
27 . . . . 4
.......
37 . . . . . 4. . . . . . .
47 . . . . . 3. . . . . . .
8 . . . . .3. . . . . . .
18 . . . . .2. . . . . . .
28 . . . . 1
.......
38 . . . . . 3. . . . . . .
48 . . . . . 3. . . . . . .
9 . . . . .2. . . . . . .
19 . . . . .4. . . . . . .
29 . . . . 4
.......
39 . . . . . 1. . . . . . .
49 . . . . . 2. . . . . . .
10 . . . . .1. . . . . . .
20 . . . . .1. . . . . . .
30 . . . . 1
.......
40 . . . . . 1. . . . . . .
50 . . . . . 2. . . . . . .
Part B 1 Score
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 Scoring Regents Examinations in the Sciences.
Use only red ink or red pencil in rating Regents papers. Do not correct the student’s
work by making insertions or changes of any kind.
On the detachable answer sheet for Part A and Part B–1, 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 student’s responses
to the Part B–2 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 student’s 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
student’s 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 B–1, Part B–2, 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 student’s
raw score should be converted to a scaled score by using the conversion chart that will be
posted on the Department’s web site http://www.emsc.nysed.gov/osa/ on Wednesday,
June 21, 2006. The student’s scaled score should be entered in the labeled box on the student’s answer booklet. The scaled score is the student’s 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
student’s 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 student’s final examination score is based
on a fair, accurate, and reliable scoring of the student’s 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 for that administration be used to determine the student’s final score.
[3]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
Part B–2
Allow a total of 16 credits for this part. The student must answer all questions in this part.
51
[1] Allow 1 credit for 6 or six.
52
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Iron is more active than hydrogen.
Fe is higher on Table J than H2.
53
[1] Allow 1 credit for 10 or ten.
54
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
The third shell has one electron before the second shell is completely filled.
The electron configuration is not 2-7, which is the ground state for an atom with atomic number 9.
Note: Do not allow credit for a response that simply restates that the electron configuration is 2-6-1.
55
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
alkanes
CnH2n+2
56
[1] Allow 1 credit for 781 g. Significant figures do not need to be shown.
57
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Heat flows from the student’s hand to the test tube.
The test tube absorbs heat from the hand.
[4]
PHYSICAL SETTING/CHEMISTRY – continued
58
[1] Allow 1 credit. Acceptable responses must show at least two water molecules with at least one
hydrogen atom of each water molecule facing toward the Cl– ion.
Example of a 1-credit response:
Cl
59
–
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Potential energy of the product is less than potential energy of the reactant.
More energy is released than absorbed.
Energy appears on the right.
60
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Equilibrium shifts toward the fewer number of moles of gas.
The reaction shifts to the side that would result in a reduction of pressure.
fewer moles of gas, less pressure
61
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
substitution
chlorination
halogenation
[5]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
62
[1] Allow 1 credit.
Examples of a 1-credit response:
H H H H
Cl
C C C C
H
H H H H
Cl
C C C C
63
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Particles move slower and collide less frequently.
fewer effective collisions between molecules
64
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Ethanol’s boiling point is lower than the boiling point of the solution.
The solution’s boiling point is higher than 78.2°C.
65
[1] Allow 1 credit for 2730 kJ. Significant figures do not need to be shown.
66
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
soluble in water
boiling point
volatility
[6]
PHYSICAL SETTING/CHEMISTRY – continued
Part C
Allow a total of 19 credits for this part. The student must answer all questions in this part.
67
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
The greater the total number of carbon atoms in a molecule of a primary alcohol, the less
soluble the alcohol is in water.
number of carbons ↓, solubility ↑
68
[1] Allow 1 credit for 2.5 g ± 0.1 g.
69
[1] Allow 1 credit for 2 NaN3(s) → 2 Na(s) + 3 N2(g).
70
[2] Allow a maximum of 2 credits, allocated as follows:
• Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not
limited to:
V2 =
(273 K)(1.30 atm)(40.0 L)
(301 K)(1.00 atm)
(273)(1.30)(40.0)
(301)(1.00)
• Allow 1 credit for 47.2 L. Significant figures do not need to be shown.
or
Allow credit for a response consistent with the student’s numerical setup.
Note: Do not allow credit for a numerical setup and calculated result that are not related to the
concept assessed by the question.
71
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
This compound contains an —SH functional group.
There is a sulfur atom instead of an oxygen atom in the functional group.
[7]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
72
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Oxygen and sulfur atoms have the same number (six) of valence electrons.
Atoms of both elements need two more valence electrons to complete their outer shells.
73
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
10–4 M
0.0001 M
74
[1] Allow 1 credit for blue.
75
[1] Allow 1 credit for seawater.
76
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
density
mass
volume
77
[1] Allow 1 credit. Significant figures do not need to be shown. Acceptable responses include, but are
not limited to:
3.9 cm3
3.88 cm3
78
[1] Allow 1 credit. All three oxidation states must be correct to receive credit. Acceptable responses
include, but are not limited to:
Na: +1
Al: +3
F:
79
–1
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Al3+ + 3e– → Al
[8]
PHYSICAL SETTING/CHEMISTRY – concluded
80
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
There are freely moving ions in the molten cryolite.
Ions are no longer held together in a crystal lattice.
81
[1] Allow 1 credit for a correct response that includes both processes. Acceptable responses include, but
are not limited to:
A voltaic cell produces electrical energy and an electrolytic cell used in the Hall process requires
electrical energy.
Electrolysis uses electrical energy. Voltaic cells produce electrical energy.
82
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
The electron of hydrogen absorbs energy and jumps to a higher energy state. The excited
electron returns to a lower energy state, releasing light energy.
The e– absorbs energy and jumps to a higher level. The e– falls back to a lower level and releases
energy related to a particular color.
83
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
The spectrum from a star is compared to spectra of known elements.
84
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
% error = 647 nm – 656 nm × 100
656 nm
647 – 656 × 100
656
[9]
[OVER]
The Chart for Determining the Final Examination Score for the June 2006
Regents Examination in Physical Setting/Chemistry will be posted on the
Department’s web site http://www.emsc.nysed.gov/osa/ on Wednesday,
June 21, 2006. Conversion charts provided for previous administrations of
the Regents Examination in Physical Setting/Chemistry must NOT be used
to determine students’ final scores for this administration.
The Teacher Evaluation of State Examinations forms will also be posted on
the same web site. Please select the link “Teacher Evaluation Forms” and
then the examination title to complete the evaluation form for the
June 2006 Regents Examination in Physical Setting/Chemistry.
[10]
Map to Core Curriculum
[11]
FOR TEACHERS ONLY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
PS–CH
PHYSICAL SETTING/CHEMISTRY
Wednesday, August 16, 2006 — 12:30 to 3:30 p.m., only
SCORING KEY AND RATING GUIDE
Directions to the Teacher:
Refer to the directions on page 3 before rating student papers.
Updated information regarding the rating of this examination may be posted on the New York
State Education Department’s web site during the rating period. Check this web site
http://www.emsc.nysed.gov/osa/ and select the link “Examination Scoring Information” for any
recently posted information regarding this examination. This site should be checked before the rating
process for this examination begins and several times throughout the Regents examination period.
Part A and Part B–1
Allow 1 credit for each correct response.
Part B–1
Part A
1 . . . . .2. . . . . . .
11 . . . . .3. . . . . . .
21 . . . . 3
.......
31 . . . . . 3. . . . . . .
41 . . . . . 1. . . . . . .
2 . . . . .4. . . . . . .
12 . . . . .1. . . . . . .
22 . . . . 4
.......
32 . . . . . 2. . . . . . .
42 . . . . . 3. . . . . . .
3 . . . . .1. . . . . . .
13 . . . . .2. . . . . . .
23 . . . . 1
.......
33 . . . . . 4. . . . . . .
43 . . . . . 3. . . . . . .
4 . . . . .2. . . . . . .
14 . . . . .1. . . . . . .
24 . . . . 2
.......
34 . . . . . 3. . . . . . .
44 . . . . . 1. . . . . . .
5 . . . . .3. . . . . . .
15 . . . . .3. . . . . . .
25 . . . . 4
.......
35 . . . . . 1. . . . . . .
45 . . . . . 1. . . . . . .
6 . . . . .3. . . . . . .
16 . . . . .2. . . . . . .
26 . . . . 1
.......
36 . . . . . 2. . . . . . .
46 . . . . . 4. . . . . . .
7 . . . . .4. . . . . . .
17 . . . . .3. . . . . . .
27 . . . . 3
.......
37 . . . . . 1. . . . . . .
47 . . . . . 3. . . . . . .
8 . . . . .3. . . . . . .
18 . . . . .2. . . . . . .
28 . . . . 4
.......
38 . . . . . 2. . . . . . .
48 . . . . . 1. . . . . . .
9 . . . . .3. . . . . . .
19 . . . . .4. . . . . . .
29 . . . . 4
.......
39 . . . . . 4. . . . . . .
49 . . . . . 2. . . . . . .
10 . . . . .2. . . . . . .
20 . . . . .4. . . . . . .
30 . . . . 2
.......
40 . . . . . 4. . . . . . .
50 . . . . . 4. . . . . . .
Part B 1 Score
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 Scoring Regents Examinations in the Sciences.
Use only red ink or red pencil in rating Regents papers. Do not correct the student’s
work by making insertions or changes of any kind.
On the detachable answer sheet for Part A and Part B–1, 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 student’s responses
to the Part B–2 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 student’s 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
student’s 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 B–1, Part B–2, 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 student’s
raw score should be converted to a scaled score by using the conversion chart that will be
posted on the Department’s web site http://www.emsc.nysed.gov/osa/ on Wednesday,
August 16, 2006. The student’s scaled score should be entered in the labeled box on the
student’s answer booklet. The scaled score is the student’s 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
student’s 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 student’s final examination score is based
on a fair, accurate, and reliable scoring of the student’s 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 for that administration be used to determine the student’s final score.
[3]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
Part B–2
Allow a total of 15 credits for this part. The student must answer all questions in this part.
51
[1] Allow 1 credit.
Examples of a 1-credit response:
S
xx
x
xS
xx
52
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
An atom of each element has six electrons in its outer shell.
same number of valence electrons
53
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
heterogeneous
nonuniform
54
[1] Allow 1 credit for compound or compounds.
55
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
The water molecules, sodium ions, and chloride ions are uniformly mixed together.
All particles distribute evenly.
56
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Evaporate the water.
Decant the water.
filtration
[4]
PHYSICAL SETTING/CHEMISTRY – continued
57
[1] Allow 1 credit for marking an appropriate scale. An appropriate scale is linear and allows a trend to
be seen.
58
[1] Allow 1 credit for plotting all four points correctly ± 0.3 grid space. Plotted points do not need to
be circled or connected.
57 and 58
Example of a 2-credit graph for questions 57 and 58:
Reaction Time Versus Initial Concentration
80.
70.
Reaction Time (s)
60.
50.
40.
30.
20.
10.
0.000
0.005
0.010
0.015
0.020
0.025
Initial Concentration (M)
59
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
As concentration of the reactant decreases, the rate of the reaction decreases.
As concentration increases, the rate of reaction increases.
60
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
The greater the kinetic energy of the reactant particles, the greater the frequency and
effectiveness of the collisions.
Increasing the temperature causes more collisions.
more effective collisions
[5]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
61
[1] Allow 1 credit for propene.
62
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
addition
halogenation
bromination
63
[1] Allow 1 credit. Significant figures do not need to be shown. Acceptable responses include, but are
not limited to:
202 g/mol
201.9 g/mol
64
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
4
2He
alpha particle
α
65
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
The nucleus of Pb-206 is stable.
Pb-206 is not radioactive.
If Pb-206 were not stable, it would spontaneously decay.
[6]
PHYSICAL SETTING/CHEMISTRY – continued
Part C
Allow a total of 20 credits for this part. The student must answer all questions in this part.
66
67
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
59
26 Fe
→ –10 e +
59
27 Co
59
26 Fe
→
+ –10 ␤
59
27 Co
[1] Allow 1 credit. Significant figures do not need to be shown. Acceptable responses include, but are not
limited to:
1
16
0.0625
6 14 %
68
[1] Allow 1 credit for solid.
69
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Metals have freely moving valence electrons.
mobile valence electrons
sea of mobile electrons
Electrons are delocalized.
70
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
The ionic radius is smaller because the atom loses two electrons.
The ion has one less occupied energy level.
71
[1] Allow 1 credit for MI2.
72
[1] Allow 1 credit for 50.ºC ± 2ºC.
[7]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
73
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
The average kinetic energy of the particles remains the same.
KE remains constant.
no change
74
[1] Allow 1 credit.
Temperature (°C)
Example of a 1-credit response:
Time (min)
75
[1] Allow 1 credit for 288 K.
76
[1] Allow 1 credit. Significant figures do not need to be shown. Acceptable responses include, but are not
limited to:
9.50 mL HCl(aq) and 3.80 mL NaOH(aq)
9.5 mL HCl(aq) and 3.8 mL NaOH(aq)
77
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
(0.10 M)(9.50 mL) = MB(3.80 mL)
(0.1)(9.5)
3.8
or
Allow credit for a response consistent with the student’s answer to question 76.
[8]
PHYSICAL SETTING/CHEMISTRY – continued
78
[1] Allow 1 credit.
Examples of a 1-credit response:
H
H H
H
O
C
C
C
C
H H
H
H
O
C
H
H
O
C
O C
C
C
C
O
CH O
3
79
C
CH CH CH
2
2
3
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
ethanol
ethyl alcohol
80
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Drain cleaner contains KOH or NaOH, which are bases with a pH value greater than 7.
A pH of 12.8 indicates a base.
A base has a pH above 7.
81
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
The liquids in bottle 1 and bottle 2 both have a pH below 8, but thymol blue does not change
color until the pH value reaches at least 8.0.
The pH range for the thymol blue color change is too high.
82
[1] Allow 1 credit for _____ Mg(s) +
2
HCl(aq) → _____ MgCl2(aq) + _____ H2(g). Allow credit
even if the coefficient “1” is written in front of Mg(s), MgCl2(aq), or H2(g).
[9]
[OVER]
PHYSICAL SETTING/CHEMISTRY – concluded
83
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
The reaction is single replacement.
single displacement
redox
84
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
2.50 g × 1 mol
24.3 g
2.50
24
85
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Ag is below H2 in the activity series.
Ag is more difficult to oxidize.
[10]
Regents Examination in Physical Setting/Chemistry
August 2006
Chart for Converting Total Test Raw Scores to
Final Examination Scores (Scaled Scores)
The Chart for Determining the Final Examination Score for the August 2006
Regents Examination in Physical Setting/Chemistry will be posted on the
Department’s web site http://www.emsc.nysed.gov/osa/ on Wednesday,
August 16, 2006. Conversion charts provided for previous administrations
of the Regents Examination in Physical Setting/Chemistry must NOT be
used to determine students’ final scores for this administration.
Submitting Teacher Evaluations of the Test to the Department
Suggestions and feedback from teachers provide an important contribution to the test
development process. The Department provides an online evaluation form for State
assessments. It contains spaces for teachers to respond to several specific questions and to
make suggestions. Instructions for completing the evaluation form are as follows:
1. Go to www.emsc.nysed.gov/osa/exameval.
2. Select the test title.
3. Complete the required demographic fields.
4. Complete each evaluation question and provide comments in the space provided.
5. Click the SUBMIT button at the bottom of the page to submit the completed form.
[11]
Map to Core Curriculum
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
August 2006 Physical Setting/ Chemistry
Question Numbers
Part A
Part B
Standard 1
Part C
39,42,48,55,57,58 74,75,77,84
59
37,39,42
67,70,76
43,51,52,55
69,70,81,85
5,23,24
36,40,41,47,48,
53,54,61,64,65
68,71,72,73,74,
79,80,81,82
Eng. Des. Key Idea 1
Standard 2
Key Idea 1
Key Idea 2
Standard 6
Key Idea 1
Key Idea 2
Key Idea 3
Key Idea 4
Key Idea 5
33
50
45
41,46,65
Standard 7
Key Idea 1
Key Idea 2
Key Idea 3
Key Idea 4
Key Idea 5
Key Idea 3
Standard 4 Process Skills
33,34,35,38,40,
41,42,45,47,48,
49,51,52,56,60,
61,62,63,64
39,44,46
Standard 4
1,2,3,4,5,6,7,12,
13,14,15,16,17,
18,19,20,21,22,
23,24,25,26,27,
30
69
31,32,33,34,35,
36,37,38,39,40,
41,42,43,45,48,
49,50,52,53,54,
55,56,57,58,59,
60,61,62,63,65
68,71,76,77,78,
79,80,81,82,83,
84,85
66,67,72,73,74,
75
69,70
28
44,46,64
Key Idea 5
4,8,9,10,11
47,51
Reference Tables
2,5,8,9,10,13,
34,35,39,41,42,
14,17,20,26,
44,47,51,52,61,
28,29
63,64,65
[12]
66,67,72,73,74,
43
Key Idea 4
2002 Edition
68,75,76,77,78,
79,80,81,82,83,
84,85
66,67,68,71,75,
77,78,79,84,85
FOR TEACHERS ONLY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
PS–CH
PHYSICAL SETTING/CHEMISTRY
Thursday, January 25, 2007 — 1:15 to 4:15 p.m., only
SCORING KEY AND RATING GUIDE
Directions to the Teacher:
Refer to the directions on page 3 before rating student papers.
Updated information regarding the rating of this examination may be posted on the New York
State Education Department’s web site during the rating period. Check this web site
http://www.emsc.nysed.gov/osa/ and select the link “Examination Scoring Information” for any
recently posted information regarding this examination. This site should be checked before the rating
process for this examination begins and several times throughout the Regents examination period.
Part A and Part B–1
Allow 1 credit for each correct response.
Part B–1
Part A
1 . . . . .3. . . . . . .
11 . . . . .4. . . . . . .
21 . . . . 4
.......
31 . . . . . 4. . . . . . .
41 . . . . . 3. . . . . . .
2 . . . . .1. . . . . . .
12 . . . . .2. . . . . . .
22 . . . . 4
.......
32 . . . . . 2. . . . . . .
42 . . . . . 1. . . . . . .
3 . . . . .1. . . . . . .
13 . . . . .4. . . . . . .
23 . . . . 3
.......
33 . . . . . 1. . . . . . .
43 . . . . . 3. . . . . . .
4 . . . . .2. . . . . . .
14 . . . . .1. . . . . . .
24 . . . . 4
.......
34 . . . . . 4. . . . . . .
44 . . . . . 4. . . . . . .
5 . . . . .4. . . . . . .
15 . . . . .1. . . . . . .
25 . . . . 1
.......
35 . . . . . 3. . . . . . .
45 . . . . . 1. . . . . . .
6 . . . . .1. . . . . . .
16 . . . . .2. . . . . . .
26 . . . . 4
.......
36 . . . . . 2. . . . . . .
46 . . . . . 2. . . . . . .
7 . . . . .3. . . . . . .
17 . . . . .4. . . . . . .
27 . . . . 3
.......
37 . . . . . 1. . . . . . .
47 . . . . . 2. . . . . . .
8 . . . . .4. . . . . . .
18 . . . . .3. . . . . . .
28 . . . . 1
.......
38 . . . . . 4. . . . . . .
48 . . . . . 4. . . . . . .
9 . . . . .2. . . . . . .
19 . . . . .4. . . . . . .
29 . . . . 4
.......
39 . . . . . 2. . . . . . .
49 . . . . . 1. . . . . . .
10 . . . . .2. . . . . . .
20 . . . . .1. . . . . . .
30 . . . . 3
.......
40 . . . . . 2. . . . . . .
50 . . . . . 1. . . . . . .
Part B 1 Score
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 Scoring Regents Examinations in the Sciences.
Use only red ink or red pencil in rating Regents papers. Do not correct the student’s
work by making insertions or changes of any kind.
On the detachable answer sheet for Part A and Part B–1, 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 student’s responses
to the Part B–2 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 student’s 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
student’s 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 B–1, Part B–2, 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 student’s
raw score should be converted to a scaled score by using the conversion chart that will be
posted on the Department’s web site http://www.emsc.nysed.gov/osa/ on Thursday,
January 25, 2007. The student’s scaled score should be entered in the labeled box on the
student’s answer booklet. The scaled score is the student’s 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
student’s 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 student’s final examination score is based
on a fair, accurate, and reliable scoring of the student’s 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 for that administration be used to determine the student’s final score.
[3]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
Part B–2
Allow a total of 18 credits for this part. The student must answer all questions in this part.
51
[2] Allow a maximum of 2 credits, allocated as follows:
• Allow 1 credit for a correct numerical setup. Significant figures do not need to be shown.
Acceptable responses include, but are not limited to:
(10.013)(0.199) + (11.009)(0.801)
(19.9)(10.013) + (80.1)(11.009)
100
(10.013)(19.9%) + (11.009)(80.1%)
• Allow 1 credit. Significant figures do not need to be shown. Acceptable responses include, but
are not limited to:
10.8 atomic mass units
10.81 atomic mass units
10.8108 atomic mass units
or
Allow 1 credit for a response consistent with the student’s numerical setup.
Note: Do not allow credit for a numerical setup and a calculated result that are not related
to the concept assessed by the question.
52
[1] Allow 1 credit for ZnCl2.
53
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Cu
Ag
gold
[4]
PHYSICAL SETTING/CHEMISTRY – continued
54
[2] Allow a maximum of 2 credits, allocated as follows:
• Allow 1 credit for a correct numerical setup. Significant figures do not need to be shown.
Acceptable responses include, but are not limited to:
21.4% – 20.9%
× 100
20.9%
21.4 – 20.9
× 100
20.9
• Allow 1 credit. Significant figures do not need to be shown. Acceptable responses include, but
are not limited to:
2%
2.4%
2.39%
or
Allow 1 credit for a response consistent with the student’s numerical setup.
Note: Do not allow credit for a numerical setup and a calculated result that are not related to
the concept assessed by the question.
55
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
AQ2
Q2 A
56
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
polar covalent
covalent
[5]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
57
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
The total mass of reactants equals the total mass of product.
Mass of reactants equals mass of product.
Mass is conserved.
58
[1] Allow 1 credit for a correct response that shows an activation energy that is higher than the potential
energy of the reactants and lower than the original activation energy.
Potential Energy
Example of a 1-credit response:
Reaction Coordinate
59
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
As molecules acquire more kinetic energy, the number of effective collisions increases.
higher temperature, greater frequency of collisions
60
[1] Allow 1 credit for 0.300 g. Significant figures do not need to be shown.
61
[1] Allow 1 credit for
62
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
3 Cu2+(aq) +
2 Al(s) →
3 Cu(s) +
2 Al3+(aq).
Aluminum atoms are losing electrons and becoming aluminum ions that are entering the
solution.
[6]
PHYSICAL SETTING/CHEMISTRY – continued
63
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
It allows migration of ions.
maintains neutrality
prevents polarization
64
[1] Allow 1 credit for any two of the following responses:
methyl orange
bromthymol blue
thymol blue
65
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Methane is nonpolar because its molecules are symmetrical.
Charges are evenly distributed throughout the molecule.
66
[1] Allow 1 credit for 97°C ± 1°C.
[7]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
Part C
Allow a total of 17 credits for this part. The student must answer all questions in this part.
67
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Group 18
noble gases
68
[1] Allow 1 credit for 173.
69
[1] Allow 1 credit for 118.
70
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Reproducing results verifies that the results are valid.
reliability of results
[8]
PHYSICAL SETTING/CHEMISTRY – continued
71
[1] Allow 1 credit for correctly plotting all five points ± 0.3 grid space. Plotted points do not need to be
circled or connected.
Example of a 1-credit response:
Surface Tension Versus
Water Temperature
Surface Tension (mN/m)
75.0
70.0
65.0
60.0
55.0
0
20.
40.
60.
80.
100.
Water Temperature (°C)
72
[1] Allow 1 credit for 66.1 mN/m ± 0.3 mN/m. Significant figures do not need to be shown.
or
Allow 1 credit for a response consistent with the student’s graph in question 71.
73
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Surface tension will decrease as temperature increases.
as temperature ↑, surface tension ↓
Note: Do not allow credit for “inverse relationship.”
[9]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
74
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Tetrachloromethane, CCl4, has weaker intermolecular forces than water, H2O.
Surface tension of water at 25°C is greater than 26.3 mN/m, so the intermolecular forces of
water are stronger.
The forces between water molecules are greater.
75
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
0.1250 L
0.125 L
1.25 × 10–1 L
76
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
V2 =
(1.0 atm)(125.0 mL)
1.5 atm
(1.0)(125) = (1.50)(V2)
or
Allow 1 credit for a response consistent with the student’s answer to question 75.
77
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Both samples have the same number of particles.
Equal volumes of gases at the same temperature and pressure contain the same number of
particles.
78
[1] Allow 1 credit for hydrochloric acid.
[10]
PHYSICAL SETTING/CHEMISTRY – concluded
79
[1] Allow 1 credit. Significant figures do not need to be shown. Acceptable responses include, but are
not limited to:
0.833 M
8.3 × 10–1 M
80
[1] Allow 1 credit for 3 or three.
81
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
wearing gloves
no open-toed shoes
82
[1] Allow 1 credit.
Examples of a 1-credit response:
H
H C H
H
H
H H
H C C C
C C H
H
H
H
H C H H C H
H
C
H
C
C C C C C
C
83
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
The arrangement of molecules in the vapor state are more random or disordered.
Particles in the vapor state are farther apart and move more freely.
[11]
[OVER]
Regents Examination in Physical Setting/Chemistry
January 2007
Chart for Converting Total Test Raw Scores to
Final Examination Scores (Scaled Scores)
The Chart for Determining the Final Examination Score for the January
2007 Regents Examination in Physical Setting/Chemistry will be posted on
the Department’s web site http://www.emsc.nysed.gov/osa/ on Thursday,
January 25, 2007. Conversion charts provided for previous administrations
of the Regents Examination in Physical Setting/Chemistry must NOT be
used to determine students’ final scores for this administration.
Submitting Teacher Evaluations of the Test to the Department
Suggestions and feedback from teachers provide an important contribution to the test
development process. The Department provides an online evaluation form for State
assessments. It contains spaces for teachers to respond to several specific questions and to
make suggestions. Instructions for completing the evaluation form are as follows:
1. Go to www.emsc.nysed.gov/osa/exameval.
2. Select the test title.
3. Complete the required demographic fields.
4. Complete each evaluation question and provide comments in the space provided.
5. Click the SUBMIT button at the bottom of the page to submit the completed form.
[12]
[13]
FOR TEACHERS ONLY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
PS–CH
PHYSICAL SETTING/CHEMISTRY
Wednesday, June 20, 2007 — 1:15 to 4:15 p.m., only
SCORING KEY AND RATING GUIDE
Directions to the Teacher:
Refer to the directions on page 3 before rating student papers.
Updated information regarding the rating of this examination may be posted on the New York
State Education Department’s web site during the rating period. Check this web site
http://www.emsc.nysed.gov/osa/ and select the link “Examination Scoring Information” for any
recently posted information regarding this examination. This site should be checked before the rating
process for this examination begins and several times throughout the Regents examination period.
n
n
n
n
Part A and Part B–1
Allow 1 credit for each correct response.
PartPB–1
Part A
1 . . . . .4. . . . . . .
11 . . . . .4. . . . . . .
21 . . . . 2
.......
31 . . . . . 2. . . . . . .
41 . . . . . 2. . . . . . .
2 . . . . .3. . . . . . .
12 . . . . .1. . . . . . .
22 . . . . 2
.......
32 . . . . . 1. . . . . . .
42 . . . . . 3. . . . . . .
3 . . . . .3. . . . . . .
13 . . . . .3. . . . . . .
23 . . . . 2
.......
33 . . . . . 2. . . . . . .
43 . . . . . 3. . . . . . .
4 . . . . .4. . . . . . .
14 . . . . .2. . . . . . .
24 . . . . 1
.......
34 . . . . . 1. . . . . . .
44 . . . . . 3. . . . . . .
5 . . . . .1. . . . . . .
15 . . . . .3. . . . . . .
25 . . . . 4
.......
35 . . . . . 1. . . . . . .
45 . . . . . 4. . . . . . .
6 . . . . .2. . . . . . .
16 . . . . .4. . . . . . .
26 . . . . 3
.......
36 . . . . . 1. . . . . . .
46 . . . . . 2. . . . . . .
7 . . . . .1. . . . . . .
17 . . . . .2. . . . . . .
27 . . . . 3
.......
37 . . . . . 4. . . . . . .
47 . . . . . 3. . . . . . .
8 . . . . .1. . . . . . .
18 . . . . .2. . . . . . .
28 . . . . 3
.......
38 . . . . . 3. . . . . . .
48 . . . . . 2. . . . . . .
9 . . . . .4. . . . . . .
19 . . . . .2. . . . . . .
29 . . . . 4
.......
39 . . . . . 4. . . . . . .
49 . . . . . 3. . . . . . .
10 . . . . .2. . . . . . .
20 . . . . .4. . . . . . .
30 . . . . 3
.......
40 . . . . . 3. . . . . . .
50 . . . . . 2. . . . . . .
P
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 Scoring Regents Examinations in the Sciences.
Use only red ink or red pencil in rating Regents papers. Do not correct the student’s
work by making insertions or changes of any kind.
On the detachable answer sheet for Part A and Part B–1, indicate by means of a check
mark 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 student’s responses
to the Part B–2 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 student’s 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
student’s 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 B–1, Part B–2, 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 student’s
raw score should be converted to a scaled score by using the conversion chart that will be
posted on the Department’s web site http://www.emsc.nysed.gov/osa/ on Wednesday,
June 20, 2007. The student’s scaled score should be entered in the labeled box on the
student’s answer booklet. The scaled score is the student’s 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
student’s 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 student’s final examination score is based
on a fair, accurate, and reliable scoring of the student’s 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 for that administration be used to determine the student’s final score.
[3]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
Part B–2
Allow a total of 15 credits for this part. The student must answer all questions in this part.
51
[1] Allow 1 credit for marking an appropriate scale on the axis labeled “Volume (mL).” An appropriate
scale is linear and allows a trend to be seen.
52
[1] Allow 1 credit for all five points plotted correctly ± 0.3 grid space. Plotted points do not need to be
circled or connected.
Examples of 2-credit responses to questions 51 and 52:
Pressure Versus Volume
of a Gas Sample
6.0
6.0
5.0
5.0
4.0
4.0
Pressure (atm)
Pressure (atm)
Pressure Versus Volume
of a Gas Sample
3.0
2.0
1.0
3.0
2.0
1.0
0
0
300
600
900
1200
Volume (mL)
300
600
900
1200
Volume (mL)
53
[1] Allow 1 credit for 3.0 atm or for a response consistent with the student’s graph ± 0.3 grid space.
Significant figures do not need to be shown.
54
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
As temperature increases, the rate of a chemical reaction increases because the reactant
particles move faster and collide more often.
More reactant molecules have sufficient activation energy.
The number of effective collisions per unit time increases.
[4]
PHYSICAL SETTING/CHEMISTRY – continued
55
[1] Allow 1 credit for 53.3%. Significant figures do not need to be shown.
56
[2] Allow a maximum of 2 credits, allocated as follows:
• Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to:
q = mC∆ T = (5.00 g)(4.71 J/g•K)(30. K)
(5)(4.71)(30)
• Allow 1 credit for 710 J or for a response consistent with the student’s numerical setup. Significant
figures do not need to be shown.
Note: Do not allow credit for a numerical setup and calculated result that are not related to the
concept assessed by the question.
57
[1] Allow 1 credit. Both potential energy and kinetic energy must be included in the student’s response
to receive credit. Acceptable responses include, but are not limited to:
The potential energy of the ammonia molecules increases and the average kinetic energy of
the ammonia molecules remains the same.
PE increases and KE is constant.
58
[1] Allow 1 credit for 6850 J. Significant figures do not need to be shown.
59
[1] Allow 1 credit for
60
[1] Allow 1 credit for +5.
2 KClO3(s) →
2 KCl(s) +
[5]
3 O2(g).
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
61
[1] Allow 1 credit for 42
20Ca.
62
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
A P–Cl bond is more polar than a P–S bond because the electronegativity difference for P–Cl is
1.0 and the electronegativity difference for P–S is 0.4.
Cl has a higher electronegativity value than S.
A chlorine atom has a greater attraction for electrons in a bond than a sulfur atom.
63
[2] Allow a maximum of 2 credits, allocated as follows:
• Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to:
d=
m 20.179 g
=
V
24.4 L
20
24.4
• Allow 1 credit for 0.827 g/L or for a response consistent with the student’s numerical setup.
Significant figures do not need to be shown.
Note: Do not allow credit for a numerical setup and calculated result that are not related to the
concept assessed by the question.
[6]
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. Acceptable responses include, but are not limited to:
The sample is an unsaturated solution.
unsaturated
65
[1] Allow 1 credit. Both oxygen and water must be included in the student’s response to receive credit.
Acceptable responses include, but are not limited to:
Oxygen molecules are nonpolar and water molecules are polar.
Because H2O and O2 have different polarities, O2 has low solubility in H2O.
oxygen nonpolar, water polar
66
[2] Allow a maximum of 2 credits, allocated as follows:
• Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to:
ppm =
0.0070 gram O2
× 1 000 000
(1000. grams of water + 0.0070 gram of O2 )
(0.0070 / 1000.0070) × 1 000 000
• Allow 1 credit for 7.0 ppm or for a response consistent with the student’s numerical setup.
Significant figures do not need to be shown.
Note: Do not allow credit for a numerical setup and calculated result that are not related to the
concept assessed by the question.
67
[1] Allow 1 credit for a pH value that is greater than or equal to 4.4, but is less than or equal to 5.5.
68
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Ca(OH)2
KOH
Na2CO3
[7]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
69
[1] Allow 1 credit. Molecules of the gas must be drawn farther apart than molecules of the liquid.
Example of a 1-credit response:
70
[1] Allow 1 credit.
Potential Energy
Example of a 1-credit response:
Reaction Coordinate
71
[1] Allow 1 credit. Significant figures do not need to be shown. Acceptable responses include, but are
not limited to:
5550 kJ
5.5 × 103 kJ
[8]
PHYSICAL SETTING/CHEMISTRY – continued
72
[1] Allow 1 credit.
Examples of 1-credit responses:
H
H
C
SH
H
C
SH
73
[1] Allow 1 credit for 4 or four.
74
[1] Allow 1 credit for 1 or one.
75
[1] Allow 1 credit for a temperature value below 64°C.
76
[1] Allow 1 credit for D or He.
77
[1] Allow 1 credit for 0.20 mol. Significant figures do not need to be shown.
78
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
substitution
bromination
halogenation
79
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Ozone is better to use because it is safer than bromomethane.
O3 is more environmentally friendly.
[9]
[OVER]
PHYSICAL SETTING/CHEMISTRY – concluded
80
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
natural transmutation
transmutation
beta decay
radioactive decay
81
[1] Allow 1 credit for 28 650 y. Significant figures do not need to be shown.
82
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
A C-13 atom has seven neutrons and a C-12 atom has six neutrons.
An atom of C-13 and an atom of C-12 have different numbers of neutrons.
The number of neutrons is different.
[10]
Regents Examination in Physical Setting/Chemistry
June 2007
Chart for Converting Total Test Raw Scores to
Final Examination Scores (Scaled Scores)
The Chart for Determining the Final Examination Score for the June 2007
Regents Examination in Physical Setting/Chemistry will be posted on the
Department’s web site http://www.emsc.nysed.gov/osa/ on Wednesday,
June 20, 2007. Conversion charts provided for previous administrations of
the Regents Examination in Physical Setting/Chemistry must NOT be used
to determine students’ final scores for this administration.
Submitting Teacher Evaluations of the Test to the Department
Suggestions and feedback from teachers provide an important contribution to the test
development process. The Department provides an online evaluation form for State
assessments. It contains spaces for teachers to respond to several specific questions and to
make suggestions. Instructions for completing the evaluation form are as follows:
1. Go to www.emsc.nysed.gov/osa/exameval.
2. Select the test title.
3. Complete the required demographic fields.
4. Complete each evaluation question and provide comments in the space provided.
5. Click the SUBMIT button at the bottom of the page to submit the completed form.
[11]
[OVER]
Map to Core Curriculum
June 2007 Physical Setting/Chemistry
Key Ideas/Performance Indicators
Math Key Idea 1
Math Key Idea 2
Math Key Idea 3
Science Inquiry Key Idea 1
Science Inquiry Key Idea 2
Science Inquiry Key Idea 3
Engineering Design Key Idea 1
Question Numbers
Part A
Part B
Standard 1
42, 43, 51, 52,
56, 63
53
55, 58, 60, 62, 63
37, 62
36, 48, 49, 60
Part C
66, 77
64, 74, 75
66, 71, 77, 81
68
67, 73, 76
Standard 2
Key Idea 1
Key Idea 2
Standard 6
Key Idea 1
Key Idea 2
Key Idea 3
Key Idea 4
Key Idea 5
72
69
44
Standard 7
Key Idea 1
Key Idea 2
Key Idea 3
Key Idea 4
Key Idea 5
Key Idea 3
Key Idea 4
Key Idea 5
2002 Edition
79
Standard 4 Process Skills
31, 32, 33, 34,
35, 38, 39, 40,
43, 44, 45, 46,
47, 48, 49, 54, 59
50, 56, 57, 58, 61
41
Standard 4
1, 2, 3, 4, 5, 6, 7, 31, 32, 33, 34,
13, 14, 15, 16,
36, 37, 38, 39,
17, 19, 20, 22,
42, 43, 44, 45,
23, 24, 25, 26, 28 46, 47, 48, 49,
51, 52, 53, 54,
55, 59, 60, 63
12, 18, 27, 29
50, 57, 58, 61
8, 9, 10, 11, 21,
35, 40, 41, 62
30
Reference Tables
2, 5, 6, 9, 13, 18, 31, 34, 36, 40,
19, 21, 27
42, 43, 45, 46,
47, 48, 49, 55,
56, 58, 60, 61,
62, 63
[12]
64, 66, 67, 68,
69, 72, 73, 74,
75, 76, 77, 78,
80, 82
70, 81
65
64, 66, 67, 68,
69, 72, 73, 74,
75, 76, 77, 78, 82
70, 71, 80, 81
65, 79
66, 67, 68, 71,
72, 73, 74, 75,
76, 77, 81, 82
FOR TEACHERS ONLY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
PS–CH
PHYSICAL SETTING/CHEMISTRY
Thursday, August 16, 2007 — 12:30 to 3:30 p.m., only
SCORING KEY AND RATING GUIDE
Directions to the Teacher:
Refer to the directions on page 3 before rating student papers.
Updated information regarding the rating of this examination may be posted on the New York
State Education Department’s web site during the rating period. Check this web site
http://www.emsc.nysed.gov/osa/ and select the link “Examination Scoring Information” for any
recently posted information regarding this examination. This site should be checked before the rating
process for this examination begins and several times throughout the Regents examination period.
Part A and Part B–1
Allow 1 credit for each correct response.
Part B–1
Part A
1 . . . . .2. . . . . . .
11 . . . . .4. . . . . . .
21 . . . . 1
.......
31 . . . . . 3. . . . . . .
41 . . . . . 1. . . . . . .
2 . . . . .1. . . . . . .
12 . . . . .2. . . . . . .
22 . . . . 1
.......
32 . . . . . 3. . . . . . .
42 . . . . . 3. . . . . . .
3 . . . . .2. . . . . . .
13 . . . . .4. . . . . . .
23 . . . . 2
.......
33 . . . . . 1. . . . . . .
43 . . . . . 2. . . . . . .
4 . . . . .3. . . . . . .
14 . . . . .2. . . . . . .
24 . . . . 2
.......
34 . . . . . 1. . . . . . .
44 . . . . . 2. . . . . . .
5 . . . . .3. . . . . . .
15 . . . . .3. . . . . . .
25 . . . . 2
.......
35 . . . . . 3. . . . . . .
45 . . . . . 4. . . . . . .
6 . . . . .4. . . . . . .
16 . . . . .3. . . . . . .
26 . . . . 1
.......
36 . . . . . 3. . . . . . .
46 . . . . . 4. . . . . . .
7 . . . . .3. . . . . . .
17 . . . . .3. . . . . . .
27 . . . . 1
.......
37 . . . . . 2. . . . . . .
47 . . . . . 2. . . . . . .
8 . . . . .3. . . . . . .
18 . . . . .2. . . . . . .
28 . . . . 2
.......
38 . . . . . 1. . . . . . .
48 . . . . . 2. . . . . . .
9 . . . . .1. . . . . . .
19 . . . . .3. . . . . . .
29 . . . . 3
.......
39 . . . . . 4. . . . . . .
49 . . . . . 4. . . . . . .
10 . . . . .1. . . . . . .
20 . . . . .4. . . . . . .
30 . . . . 4
.......
40 . . . . . 4. . . . . . .
50 . . . . . 3. . . . . . .
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 Scoring Regents Examinations in the Sciences.
Use only red ink or red pencil in rating Regents papers. Do not correct the student’s
work by making insertions or changes of any kind.
On the detachable answer sheet for Part A and Part B–1, indicate by means of a check
mark 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 student’s responses
to the Part B–2 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 student’s 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
student’s 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 B–1, Part B–2, 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 student’s
raw score should be converted to a scaled score by using the conversion chart that will be
posted on the Department’s web site http://www.emsc.nysed.gov/osa/ on Thursday,
August 16, 2007. The student’s scaled score should be entered in the labeled box on the
student’s answer booklet. The scaled score is the student’s 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
student’s 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 student’s final examination score is based
on a fair, accurate, and reliable scoring of the student’s 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 for that administration be used to determine the student’s final score.
[3]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
Part B–2
Allow a total of 16 credits for this part. The student must answer all questions in this part.
51
[1] Allow 1 credit for +2.
52
[1] Allow 1 credit for an excited state configuration indicating a total of 13 electrons that has no more
than 2 electrons in shell 1 and no more than 8 electrons in shell 2. Acceptable responses include, but
are not limited to:
2-7-4
1-8-4
2-6-2-3
Note: Do not allow credit for the configuration 2-8-3.
53
[1] Allow 1 credit for blue.
54
[1] Allow 1 credit for 15 or fifteen.
55
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
(27.98)(0.9222) + (28.98)(0.0469) + (29.97)(0.0309)
(27.98)(92.22) + (28.98)(4.69) + (29.97)(3.09)
100
56
[1] Allow 1 credit for 6.5%. Significant figures do not need to be shown.
57
[1] Allow 1 credit for 120.°C ± 2°C.
[4]
PHYSICAL SETTING/CHEMISTRY – continued
58
[1] Allow 1 credit.
Example of a 1-credit response:
59
[1] Allow 1 credit for 3.0 min ± 0.2 min. Significant figures do not need to be shown.
60
[1] Allow 1 credit for 30. kJ ± 3 kJ. Significant figures do not need to be shown.
61
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Heat term is on the right side of the equation.
The 571.6 kJ is a product.
[1] Allow 1 credit.
Example of a 1-credit response:
Potential Energy
62
Reaction Coordinate
[5]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
63
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
A liquid is formed from gases.
A compound is formed from its elements.
The number of gas particles in the system decreases.
64
[1] Allow 1 credit.
Examples of a 1-credit response:
H
O
C OH
H C
H
H
O
C OH
H C
H
65
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
ethanoic acid
acetic acid
66
[1] Allow 1 credit.
Examples of a 1-credit response:
H
HO
H
H H
C
C C OH
H
H H
C
C C
[6]
PHYSICAL SETTING/CHEMISTRY – continued
Part C
Allow a total of 19 credits for this part. The student must answer all questions in this part.
67
[1] Allow 1 credit. Positions of the three dots can vary.
Examples of a 1-credit response:
Uut
x
x
Uut
x
68
[1] Allow 1 credit for +113.
69
[1] Allow 1 credit for any element in Group 13. Acceptable responses include, but are not limited to:
Tl
boron
70
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
synthesis
redox
oxidation
71
[1] Allow 1 credit for 160. g/mol. Significant figures do not need to be shown.
72
[1] Allow 1 credit for iron(III) oxide.
73
[1] Allow 1 credit for 3 or three.
[7]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
74
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
% H2O =
0.76 g
× 100
2.13 g
0.76
× 100
2.13
75
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Until the sample reaches a constant mass, the student cannot be sure that all the water has been
removed.
to make sure all of the water is heated out of the sample
76
[1] Allow 1 credit. Acceptable responses must show at least two water molecules with at least one
hydrogen atom of each water molecule facing toward the chloride ion.
Example of a 1-credit response:
CI-
77
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
The concentration of OCl–(aq) increases because there will be a greater number of effective
collisions between the Cl2(g) and the OH–(aq).
more collisions between Cl2(g) and OH–(aq)
78
[1] Allow 1 credit for OH– or hydroxide ion.
[8]
PHYSICAL SETTING/CHEMISTRY – concluded
79
[2] Allow a maximum of 2 credits, allocated as follows:
• Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to:
molarity = moles of solute = 0.500 mol NaOH
0.400 L solution
liters of solution
0.5
0.4
• Allow 1 credit for 1.25 M or for a response consistent with the student’s numerical setup.
Significant figures do not need to be shown.
Note: Do not allow credit for a numerical setup and calculated result that are not related to the
concept assessed by the question.
80
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
NaOH(aq) + HNO3(aq) → NaNO3(aq) + H2O(ᐉ)
NaOH(aq) + HNO3(aq) → HOH + NaNO3
81
[1] Allow 1 credit for 22 920 y. Significant figures do not need to be shown.
82
[1] Allow 1 credit for 147N.
83
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Silver nitrate produces more ions than silver chloride in water.
AgNO3 readily dissolves in H2O; AgCl dissolves only slightly in H2O.
84
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
The battery provides the electrical energy necessary for the reaction to occur.
[9]
[OVER]
Regents Examination in Physical Setting/Chemistry
August 2007
Chart for Converting Total Test Raw Scores to
Final Examination Scores (Scaled Scores)
The Chart for Determining the Final Examination Score for the August 2007
Regents Examination in Physical Setting/Chemistry will be posted on the
Department’s web site http://www.emsc.nysed.gov/osa/ on Thursday,
August 16, 2007. Conversion charts provided for previous administrations
of the Regents Examination in Physical Setting/Chemistry must NOT be
used to determine students’ final scores for this administration.
Submitting Teacher Evaluations of the Test to the Department
Suggestions and feedback from teachers provide an important contribution to the test
development process. The Department provides an online evaluation form for State
assessments. It contains spaces for teachers to respond to several specific questions and to
make suggestions. Instructions for completing the evaluation form are as follows:
1. Go to www.emsc.nysed.gov/osa/exameval.
2. Select the test title.
3. Complete the required demographic fields.
4. Complete each evaluation question and provide comments in the space provided.
5. Click the SUBMIT button at the bottom of the page to submit the completed form.
[11]
Map to Core Curriculum
August 2007 Physical Setting/Chemistry
Key Ideas/Performance Indicators
Math Key Idea 1
Math Key Idea 2
Math Key Idea 3
Science Inquiry Key Idea 1
Science Inquiry Key Idea 2
Science Inquiry Key Idea 3
Question Numbers
Part A
Part B
Standard 1
37, 40, 56
31, 37, 40, 51, 60
41, 46
45
37, 44, 47, 63,
64, 65
Part C
73, 74, 79, 81
71, 79, 81
83, 84
68, 69, 72, 75,
78, 80, 83
Engineering Design Key Idea 1
Standard 2
Key Idea 1
Key Idea 2
Standard 6
Key Idea 1
Key Idea 2
Key Idea 3
Key Idea 4
Key Idea 5
61
76
48
62
Standard 7
Key Idea 1
Key Idea 2
Key Idea 3
Key Idea 4
Key Idea 5
Key Idea 3
Key Idea 4
Key Idea 5
2002 Edition
Standard 4 Process Skills
32, 33, 34, 35,
36, 38, 39, 42,
43, 44, 45, 46,
47, 49, 52, 53,
54, 55, 58, 63, 66
57, 59, 60, 61, 62
41
Standard 4
1, 2, 3, 4, 5, 7, 8, 32, 33, 34, 35,
9, 10, 11, 15, 17, 37, 38, 39, 42,
18, 19, 20, 22,
43, 44, 45, 46,
23, 24, 25, 26,
47, 48, 51, 52,
27, 29, 30
53, 54, 55, 56,
58, 63, 64, 65, 66
28
40, 50, 57, 59,
60, 61, 62
6, 12, 13, 14, 16, 31, 36, 41, 49, 50
21
Reference Tables
4, 5, 7, 11, 12,
31, 33, 34, 39,
16, 22, 23, 25,
40, 47, 52, 53,
26, 27, 28, 30
54, 64, 65, 66
[12]
67, 70, 71, 77,
79, 80
82
67, 68, 69, 70,
71, 72, 73, 74,
75, 77, 78, 79,
80, 83, 84
81, 82
76
67, 68, 69, 71,
72, 78, 79, 80,
82, 83
FOR TEACHERS ONLY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
PS–CH
PHYSICAL SETTING/CHEMISTRY
Thursday, January 24, 2008 — 1:15 to 4:15 p.m., only
SCORING KEY AND RATING GUIDE
Directions to the Teacher:
Refer to the directions on page 3 before rating student papers.
Updated information regarding the rating of this examination may be posted on the New York
State Education Department’s web site during the rating period. Check this web site
http://www.emsc.nysed.gov/osa/ and select the link “Examination Scoring Information” for any
recently posted information regarding this examination. This site should be checked before the rating
process for this examination begins and several times throughout the Regents examination period.
Part A and Part B–1
Allow 1 credit for each correct response.
Part B–1
Part A
1 . . . . .1. . . . . . .
11 . . . . .4. . . . . . .
21 . . . . 1
.......
31 . . . . . 4. . . . . . .
41 . . . . . 1. . . . . . .
2 . . . . .2. . . . . . .
12 . . . . .3. . . . . . .
22 . . . . 2
.......
32 . . . . . 1. . . . . . .
42 . . . . . 2. . . . . . .
3 . . . . .3. . . . . . .
13 . . . . .3. . . . . . .
23 . . . . 1
.......
33 . . . . . 4. . . . . . .
43 . . . . . 1. . . . . . .
4 . . . . .2. . . . . . .
14 . . . . .1. . . . . . .
24 . . . . 3
.......
34 . . . . . 4. . . . . . .
44 . . . . . 3. . . . . . .
5 . . . . .2. . . . . . .
15 . . . . .3. . . . . . .
25 . . . . 4
.......
35 . . . . . 2. . . . . . .
45 . . . . . 2. . . . . . .
6 . . . . .4. . . . . . .
16 . . . . .4. . . . . . .
26 . . . . 4
.......
36 . . . . . 2. . . . . . .
46 . . . . . 4. . . . . . .
7 . . . . .1. . . . . . .
17 . . . . .2. . . . . . .
27 . . . . 1
.......
37 . . . . . 1. . . . . . .
47 . . . . . 2. . . . . . .
8 . . . . .4. . . . . . .
18 . . . . .3. . . . . . .
28 . . . . 1
.......
38 . . . . . 2. . . . . . .
48 . . . . . 4. . . . . . .
9 . . . . .3. . . . . . .
19 . . . . .2. . . . . . .
29 . . . . 1
.......
39 . . . . . 2. . . . . . .
49 . . . . . 4. . . . . . .
10 . . . . .3. . . . . . .
20 . . . . .3. . . . . . .
30 . . . . 4
.......
40 . . . . . 2. . . . . . .
50 . . . . . 2. . . . . . .
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 Scoring Regents Examinations in the Sciences.
Use only red ink or red pencil in rating Regents papers. Do not correct the student’s
work by making insertions or changes of any kind.
On the detachable answer sheet for Part A and Part B–1, indicate by means of a check
mark 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 student’s responses
to the Part B–2 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 student’s 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
student’s 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 B–1, Part B–2, 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 student’s
raw score should be converted to a scaled score by using the conversion chart that will be
posted on the Department’s web site http://www.emsc.nysed.gov/osa/ on Thursday,
January 24, 2008. The student’s scaled score should be entered in the labeled box on the
student’s answer booklet. The scaled score is the student’s 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
student’s 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 student’s final examination score is based
on a fair, accurate, and reliable scoring of the student’s 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 for that administration be used to determine the student’s final score.
[3]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
Part B–2
Allow a total of 15 credits for this part. The student must answer all questions in this part.
51
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
form 1+ ions
react vigorously with water
easily lose one electron
form ionic bonds with nonmetals
form halides with the general formula MX
52
[1] Allow 1 credit.
Potential Energy
Example of a 1-credit response:
Reaction Coordinate
53
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
2–7–4–1
2–7–5
2–8–3–1
1–8–5
Note: Do not allow credit for 2–8–4.
[4]
PHYSICAL SETTING/CHEMISTRY – continued
54
[1] Allow 1 credit for C4H9.
55
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
The electron-shell diagram shows the total number of protons and the total number of neutrons
in an atom.
shows number of electrons in each inner shell
shows total number of protons in an atom
shows the number of electron shells
56
[1] Allow 1 credit for 23.
57
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Lewis electron-dot diagrams only show valence electrons, which are involved in bonding.
shows only electrons involved in bonding
58
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
801°C to 1465°C
59
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
AB
CD
60
[1] Allow 1 credit for CD.
61
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
The rate of the forward reaction equals the rate of the reverse reaction.
[5]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
62
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
The H+(aq) concentration increases.
[H3O+] increases.
Concentration increases.
63
[1] Allow 1 credit.
Examples of 1-credit responses:
O H
HO C C
H
H
O
C C
OH
64
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
The solubility of KNO3(s) is not affected by an increase in pressure.
When the pressure on the solution increases, the solubility of KNO3 remains the same.
65
[1] Allow 1 credit for 62 g ± 2 g.
[6]
PHYSICAL SETTING/CHEMISTRY – continued
Part C
Allow a total of 20 credits for this part. The student must answer all questions in this part.
66
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
alcohol
67
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Water and 1,2-ethanediol molecules are both polar.
Both molecules have similar polarity.
68
[2] Allow a maximum of 2 credits, allocated as follows:
• Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to:
6690 g
62.0 g/mol
6690
62
• Allow 1 credit for 108 mol or for a response consistent with the student’s numerical setup.
Significant figures do not need to be shown.
Note: Do not allow credit for a numerical setup and calculated result that are not related to the
concept assessed by the question.
69
[1] Allow 1 credit for 3 S(s) + 2 KClO3(s) → 3 SO2(g) + 2 KCl(s) + energy.
70
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
The activation energy results from striking the balls together.
heat produced as the balls collide
mechanical energy
friction
[7]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
71
[1] Allow 1 credit for +5.
72
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Methanol does not conduct an electric current.
Bromthymol blue tests blue in a base and yellow in an acid, so bottle B must be methanol.
Bromthymol blue would be green in methanol because methanol is not an acid or a base.
73
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
Test: bromthymol blue
Test result: yellow
Test: reactivity with Mg
Test result: reaction
74
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
All three solutions have a pH greater than 4.4.
Methyl orange changes to yellow at a pH of 4.4, which is still in the acid range.
A solution with a pH greater than 4.4 could be acidic, basic, or neutral.
75
[2] Allow a maximum of 2 credits, allocated as follows:
• Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to:
q = mCΔT = (100.0 g)(4.18 J/g•°C)(57.0°C − 22.0°C)
(100)(4.18)(35)
• Allow 1 credit for 14 600 J or for a response consistent with the student’s numerical setup.
Significant figures do not need to be shown.
Note: Do not allow credit for a numerical setup and calculated result that are not related to the
concept assessed by the question.
76
[1] Allow 1 credit for −14% or 14%. Significant figures do not need to be shown.
[8]
PHYSICAL SETTING/CHEMISTRY – continued
77
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
12
× 100
(2 × 23) + 12 + (3 × 16)
12 g /mol
× 100
106 g / mol
78
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
decomposition
endothermic
79
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
3.5 mol
3 1 mol
2
7
2
80
mol
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
melting
vaporization
solidification
81
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
The burning candle releases heat and light.
A cobalt chloride test indicates water is produced.
A limewater test indicates carbon dioxide gas is produced.
[9]
[OVER]
PHYSICAL SETTING/CHEMISTRY – concluded
82
[1] Allow 1 credit for 124°C ± 2°C.
83
[1] Allow 1 credit. Acceptable responses include, but are not limited to:
As molar mass increases, there are stronger intermolecular forces.
The forces are greater between heavier molecules.
[10]
Regents Examination in Physical Setting/Chemistry
January 2008
Chart for Converting Total Test Raw Scores to
Final Examination Scores (Scaled Scores)
The Chart for Determining the Final Examination Score for the January 2008
Regents Examination in Physical Setting/Chemistry will be posted on the
Department’s web site http://www.emsc.nysed.gov/osa/ on Thursday,
January 24, 2008. Conversion charts provided for previous administrations
of the Regents Examination in Physical Setting/Chemistry must NOT be
used to determine students’ final scores for this administration.
Submitting Teacher Evaluations of the Test to the Department
Suggestions and feedback from teachers provide an important contribution to the test
development process. The Department provides an online evaluation form for State
assessments. It contains spaces for teachers to respond to several specific questions and to
make suggestions. Instructions for completing the evaluation form are as follows:
1. Go to www.emsc.nysed.gov/osa/exameval.
2. Select the test title.
3. Complete the required demographic fields.
4. Complete each evaluation question and provide comments in the space provided.
5. Click the SUBMIT button at the bottom of the page to submit the completed form.
[11]
[OVER]
Map to Core Curriculum
January 2008 Physical Setting/Chemistry
Question Numbers
Key Ideas
Part A
Standard 1
Math Key Idea 1
Math Key Idea 2
Part B
38, 41, 46
34, 43, 49, 54, 56,
58, 65
55, 57, 61, 64
Math Key Idea 3
Sci. Inquiry Key Idea 1
Sci. Inquiry Key Idea 2
35, 37, 39, 40, 47,
53, 65
Sci. Inquiry Key Idea 3
Part C
68, 75, 76, 77, 82
68, 69, 71, 79
70, 72, 80, 81
66, 69, 71, 72, 73
Eng. Design Key Idea 1
Standard 2
Key Idea 1
Key Idea 2
Standard 6
Key Idea 1
Key Idea 2
Key Idea 3
Key Idea 4
Key Idea 5
41
48
62
64, 65
82, 83
Standard 7
Key Idea 1
Key Idea 2
Key Idea 3
Key Idea 4
Standard 4 Process Skills
31, 32, 33, 34, 38,
41, 42, 44, 45, 46,
47, 51, 53, 54, 55,
56, 61, 62, 63, 65
49, 50, 52, 58, 59,
60
Key Idea 5
Key Idea 3
36, 57
Standard 4
1, 2, 3, 4, 5, 6, 7,
8, 9, 13, 14, 15,
16, 17, 18, 19, 21,
22, 23, 24, 25, 27,
29
Key Idea 4
20, 28, 30
Key Idea 5
10, 11, 12, 26
31, 32, 33, 34, 37,
38, 39, 41, 42, 43,
44, 45, 46, 47, 48,
51, 53, 54, 55, 56,
61, 62, 63, 64, 65
40, 49, 50, 52, 58,
59
66, 67, 68, 69, 73,
74, 77, 78, 79, 80,
81
70, 75
83
66, 67, 68, 69, 71,
72, 73, 74, 77, 78,
79, 80, 81, 82
70, 75, 76
35, 36, 57, 60
83
34, 35, 36, 37, 38,
40, 41, 42, 43, 46,
47, 49, 50, 51, 53,
63, 64, 65
66, 71, 74, 75, 76,
77
Reference Tables
2002 Edition
2, 3, 6, 8, 14, 15,
19, 22, 25, 27, 28
[12]
FOR TEACHERS ONLY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
PS–CH
PHYSICAL SETTING/CHEMISTRY
Wednesday, August 13, 2008 — 12:30 to 3:30 p.m., only
SCORING KEY AND RATING GUIDE
Directions to the Teacher:
Refer to the directions on page 3 before rating student papers.
Updated information regarding the rating of this examination may be posted on the New York
State Education Department’s web site during the rating period. Check this web site
http://www.emsc.nysed.gov/osa/ and select the link “Examination Scoring Information” for any
recently posted information regarding this examination. This site should be checked before the rating
process for this examination begins and several times throughout the Regents examination period.
Part A and Part B–1
Allow 1 credit for each correct response.
Part B–1
Part A
1 . . . . .4. . . . . . .
11 . . . . .2. . . . . . .
21 . . . . 2
.......
31 . . . . . 2. . . . . . .
41 . . . . . 1. . . . . . .
2 . . . . .3. . . . . . .
12 . . . . .3. . . . . . .
22 . . . . 1
.......
32 . . . . . 1. . . . . . .
42 . . . . . 1. . . . . . .
3 . . . . .1. . . . . . .
13 . . . . .4. . . . . . .
23 . . . . 2
.......
33 . . . . . 2. . . . . . .
43 . . . . . 4. . . . . . .
4 . . . . .2. . . . . . .
14 . . . . .4. . . . . . .
24 . . . . 3
.......
34 . . . . . 4. . . . . . .
44 . . . . . 3. . . . . . .
5 . . . . .1. . . . . . .
15 . . . . .3. . . . . . .
25 . . . . 1
.......
35 . . . . . 2. . . . . . .
45 . . . . . 4. . . . . . .
6 . . . . .4. . . . . . .
16 . . . . .4. . . . . . .
26 . . . . 1
.......
36 . . . . . 1. . . . . . .
46 . . . . . 3. . . . . . .
7 . . . . .4. . . . . . .
17 . . . . .1. . . . . . .
27 . . . . 4
.......
37 . . . . . 3. . . . . . .
47 . . . . . 2. . . . . . .
8 . . . . .1. . . . . . .
18 . . . . .3. . . . . . .
28 . . . . 3
.......
38 . . . . . 2. . . . . . .
48 . . . . . 4. . . . . . .
9 . . . . .2. . . . . . .
19 . . . . .2. . . . . . .
29 . . . . 3
.......
39 . . . . . 3. . . . . . .
49 . . . . . 3. . . . . . .
10 . . . . .1. . . . . . .
20 . . . . .3. . . . . . .
30 . . . . 4
.......
40 . . . . . 2. . . . . . .
50 . . . . . 3. . . . . . .
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 Scoring Regents Examinations in the Sciences.
Use only red ink or red pencil in rating Regents papers. Do not correct the student’s
work by making insertions or changes of any kind.
On the detachable answer sheet for Part A and Part B–1, indicate by means of a check
mark 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 student’s responses
to the Part B–2 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 student’s 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
student’s 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 B–1, Part B–2, 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 student’s
raw score should be converted to a scaled score by using the conversion chart that will be
posted on the Department’s web site http://www.emsc.nysed.gov/osa/ on Wednesday,
August 13, 2008. The student’s scaled score should be entered in the labeled box on the
student’s answer booklet. The scaled score is the student’s 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
student’s 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 student’s final examination score is based
on a fair, accurate, and reliable scoring of the student’s 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 for that administration be used to determine the student’s final score.
[3]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
Part B–2
Allow a total of 18 credits for this part. The student must answer all questions in this part.
51 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
Cl–
sulfate
carbonate ion
any halide
sulfide
OH–
CrO42–
PO43–
52 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
Place the sample on a solid surface. Strike the sample with a hammer several times to see if the
sample flattens.
Try to bend the sample to change the shape.
53 [2] Allow a maximum of 2 credits, 1 credit for each acceptable response. Acceptable responses include,
but are not limited to:
Increasing the temperature of the reaction causes the reacting particles to move faster and
collide more frequently.
Increasing the concentration increases the number of particle collisions.
Increasing the surface area (solid reactant) allows a greater number of particles to collide.
Adding a catalyst provides an alternate way for the particles to react.
[4]
PHYSICAL SETTING/CHEMISTRY – continued
54 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
An atom of copper-63 has two fewer neutrons than an atom of copper-65.
An atom of Cu-63 has 34 neutrons and an atom of Cu-65 has 36 neutrons.
55 [1] Allow 1 credit for 29.
56 [1] Allow 1 credit for 5 or five.
57 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
(0.6917)(62.930 u) + (0.3083)(64.928 u)
(69.17)(62.930) + (30.83)(64.928)
100
58 [1] Allow 1 credit for 79°C ± 1°C. Significant figures do not need to be shown.
59 [2] Allow a maximum of 2 credits, allocated as follows:
• Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to:
65.0 g
838 J
1g
(65)(838)
• Allow 1 credit for 5.45 × 104 J or 54 500 J or for a response consistent with the student’s
numerical setup. Significant figures do not need to be shown.
Note: Do not allow credit for a numerical setup and calculated result that are not related to the
concept assessed by the question.
[5]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
60 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
esterification
dehydration synthesis
61 [1] Allow 1 credit for C6H12O2. The order of the elements can vary.
62 [1] Allow 1 credit.
Examples of 1-credit responses:
H
H
H
C C
OH
H H
HO C C
2
63 [1] Allow 1 credit for ____Mg(s) + ____HCl(aq)
→ _____MgCl2(aq) + _____H2(g).
Allow credit even if the coefficient “1” is written in front of Mg(s), MgCl2(aq), and/or H2(g).
64 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
nonpolar covalent bond
covalent bond
nonpolar
[6]
PHYSICAL SETTING/CHEMISTRY – continued
65 [2] Allow a maximum of 2 credits, allocated as follows:
• Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to:
V2 =
(99.5 kPa)(45.6 mL)(273 K )
(293 K)(101.3 kPa)
(99.5)(45.6)
(101.3) x
=
293
273
• Allow 1 credit for 41.7 mL or for a response consistent with the student’s numerical setup.
Significant figures do not need to be shown.
Note: Do not allow credit for a numerical setup and calculated result that are not related to the
concept assessed by the question.
[7]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
Part C
Allow a total of 17 credits for this part. The student must answer all questions in this part.
66 [1] Allow 1 credit for plotting all four points correctly ± 0.3 grid space. Plotted points do not need to be
circled or connected.
Example of a 1-credit response:
Light Energy Versus Frequency
5.0
Energy (× 10–19 J)
4.0
3.0
2.0
1.0
0
0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
Frequency (× 1014 Hz)
67 [1] Allow 1 credit for 1.5 × 10–19 J ± 0.1 × 10–19 J or for a response consistent with the student’s graph.
68 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
When the electron in a hydrogen atom moves from a higher energy state to a lower energy state,
a specific amount of energy is emitted.
Light is emitted when electrons drop from higher electron shells to lower electron shells.
69 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
high temperature
[8]
PHYSICAL SETTING/CHEMISTRY – continued
70 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
In graphite, the electrons in the bonds between carbon atoms in different layers are only
loosely held, but in diamond all of the electrons in the bonds are strongly held.
Graphite has electrons that can move more freely than the electrons in diamond.
71 [2] Allow a maximum of 2 credits, allocated as follows:
• Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to:
V=
0.200 g
m
=
d
3.51 g /cm3
0.200 g
1 cm3
3.51 g
0.2
3.51
• Allow 1 credit for 0.0570 cm3 or for a response consistent with the student’s numerical setup.
Significant figures do not need to be shown.
Note: Do not allow credit for a numerical setup and calculated result that are not related to the
concept assessed by the question.
72 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
The boiling point of O3 is 161 K, and the boiling point of O2 is 90 K. Therefore, intermolecular
forces between O3 molecules are stronger than between O2 molecules.
The intermolecular forces between oxygen molecules are weaker than those between molecules
of ozone.
73 [1] Allow 1 credit for a diagram with at least six molecules drawn far apart and in a random arrangement.
Example of a 1-credit response:
Key
= propane
molecule
[9]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
74 [2] Allow a maximum of 2 credits, allocated as follows:
• Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to:
mass = (number of moles) (gram molecular mass)
= (5.0 mol)((3)(12 g/mol) + (8)(1 g/mol))
5.0 mol ×
44 g
1.0 mol
(5)(44)
• Allow 1 credit for 220 g or for a response consistent with the student’s numerical setup. Significant
figures do not need to be shown.
Note: Do not allow credit for a numerical setup and calculated result that are not related to the
concept assessed by the question.
75 [1] Allow 1 credit for 15 mol.
76 [1] Allow 1 credit for Y(OH)3.
77 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
0.055 g
× 1000
250. g
0.055
× 100
250
78 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
Energy flows from the skin to the surroundings.
Heat is transferred from the skin to the water in sweat.
[10]
PHYSICAL SETTING/CHEMISTRY – concluded
79 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
Charged particles are free to move when salts dissolve in water.
The ions in the salts dissociate and are free to move.
The salts form aqueous solutions that can conduct electric current.
80 [1] Allow 1 credit.
Examples of 1-credit responses:
Na+
K
+
Note: Do not accept a response that has dots around the element symbol.
[11]
[OVER]
Regents Examination in Physical Setting/Chemistry
August 2008
Chart for Converting Total Test Raw Scores to
Final Examination Scores (Scaled Scores)
The Chart for Determining the Final Examination Score for the August 2008
Regents Examination in Physical Setting/Chemistry will be posted on the
Department’s web site http://www.emsc.nysed.gov/osa/ on Wednesday,
August 13, 2008. Conversion charts provided for previous administrations of
the Regents Examination in Physical Setting/Chemistry must NOT be used to
determine students’ final scores for this administration.
Submitting Teacher Evaluations of the Test to the Department
Suggestions and feedback from teachers provide an important contribution to the test
development process. The Department provides an online evaluation form for State
assessments. It contains spaces for teachers to respond to several specific questions and to
make suggestions. Instructions for completing the evaluation form are as follows:
1. Go to www.emsc.nysed.gov/osa/exameval.
2. Select the test title.
3. Complete the required demographic fields.
4. Complete each evaluation question and provide comments in the space provided.
5. Click the SUBMIT button at the bottom of the page to submit the completed form.
[12]
Map to Core Curriculum
August 2008 Physical Setting/Chemistry
Key Ideas/Performance Indicators
Question Numbers
Part A
Standard 1
Math Key Idea 1
Math Key Idea 2
Math Key Idea 3
Science Inquiry Key Idea 1
Science Inquiry Key Idea 2
Science Inquiry Key Idea 3
Part B
Part C
37, 43, 47, 56, 57,
59, 65
36, 43
35, 47, 49, 59, 63,
65
53
52
31, 32, 33, 41, 42,
43, 45, 46, 51, 58,
60, 61, 62
66, 67, 71, 73, 74,
76, 77
51
68
71, 74, 75, 76
68, 70, 72
76, 79
Engineering Design Key Idea 1
Standard 2
Key Idea 1
Key Idea 2
Standard 6
78
69, 73
Key Idea 1
Key Idea 2
Key Idea 3
Key Idea 4
Key Idea 5
Standard 7
Key Idea 1
Key Idea 2
Standard 4 Process Skills
Key Idea 3
Key Idea 4
Key Idea 5
Key Idea 3
Standard 4
1, 2, 3, 4, 5, 6, 7,
8, 9, 11, 14, 15,
16, 17, 19, 20, 21,
22, 23, 24, 25, 26,
27, 29
Key Idea 4
28, 30
Key Idea 5
10, 12, 13, 18
ESRT 2001 Edition (Revised)
3, 4, 5, 6, 7, 8, 9,
10, 15, 19, 21, 25
[13]
31, 32, 33, 34, 37,
38, 39, 40, 45, 47,
53, 54, 55, 57, 60,
62, 63, 65
44, 48, 49, 50, 59
64
73, 74, 75, 77
31, 32, 33, 34, 35,
38, 39, 40, 41, 42,
43, 45, 46, 47, 51,
52, 53, 54, 55, 56,
57, 60, 61, 62, 63,
65
37, 44, 48, 49, 50,
58, 59
36, 64
66, 67, 68, 69, 71,
73, 74, 75, 76, 77,
79
31, 32, 33, 35, 36,
37, 39, 41, 43, 47,
48, 51, 55, 58, 59,
61, 62, 64, 65
69, 71, 72, 74, 76,
77, 80
72, 80
78
70, 72, 80
FOR TEACHERS ONLY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
PS–CH
PHYSICAL SETTING/CHEMISTRY
Thursday, January 29, 2009 — 1:15 to 4:15 p.m., only
SCORING KEY AND RATING GUIDE
Directions to the Teacher:
Refer to the directions on page 3 before rating student papers.
Updated information regarding the rating of this examination may be posted on the New York
State Education Department’s web site during the rating period. Check this web site
http://www.emsc.nysed.gov/osa/ and select the link “Examination Scoring Information” for any
recently posted information regarding this examination. This site should be checked before the rating
process for this examination begins and several times throughout the Regents examination period.
Part A and Part B–1
Allow 1 credit for each correct response.
Part
AA
Part
PartPart
B–1B–1
1 . . . . .2. . . . . . .
11 . . . . .2. . . . . . .
21 . . . . 1
.......
31 . . . . . 2. . . . . . .
41 . . . . . 4. . . . . . .
2 . . . . .3. . . . . . .
12 . . . . .3. . . . . . .
22 . . . . 4
.......
32 . . . . . 2. . . . . . .
42 . . . . . 1. . . . . . .
3 . . . . .2. . . . . . .
13 . . . . .4. . . . . . .
23 . . . . 3
.......
33 . . . . . 4. . . . . . .
43 . . . . . 1. . . . . . .
4 . . . . .3. . . . . . .
14 . . . . .1. . . . . . .
24 . . . . 2
.......
34 . . . . . 3. . . . . . .
44 . . . . . 2. . . . . . .
5 . . . . .4. . . . . . .
15 . . . . .3. . . . . . .
25 . . . . 3
.......
35 . . . . . 3. . . . . . .
45 . . . . . 1. . . . . . .
6 . . . . .4. . . . . . .
16 . . . . .1. . . . . . .
26 . . . . 4
.......
36 . . . . . 4. . . . . . .
46 . . . . . 1. . . . . . .
7 . . . . .2. . . . . . .
17 . . . . .4. . . . . . .
27 . . . . 3
.......
37 . . . . . 4. . . . . . .
47 . . . . . 3. . . . . . .
8 . . . . .2. . . . . . .
18 . . . . .3. . . . . . .
28 . . . . 2
.......
38 . . . . . 2. . . . . . .
48 . . . . . 2. . . . . . .
9 . . . . .2. . . . . . .
19 . . . . .3. . . . . . .
29 . . . . 3
.......
39 . . . . . 3. . . . . . .
49 . . . . . 3. . . . . . .
10 . . . . .1. . . . . . .
20 . . . . .1. . . . . . .
30 . . . . 1
.......
40 . . . . . 4. . . . . . .
50 . . . . . 3. . . . . . .
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 Scoring Regents Examinations in the Sciences.
Use only red ink or red pencil in rating Regents papers. Do not correct the student’s
work by making insertions or changes of any kind.
On the detachable answer sheet for Part A and Part B–1, indicate by means of a check
mark 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 student’s responses
to the Part B–2 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 student’s 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
student’s 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 B–1, Part B–2, 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 student’s
raw score should be converted to a scaled score by using the conversion chart that will be
posted on the Department’s web site http://www.emsc.nysed.gov/osa/ on Thursday,
January 29, 2009. The student’s scaled score should be entered in the labeled box on the
student’s answer booklet. The scaled score is the student’s 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
student’s 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 student’s final examination score is based
on a fair, accurate, and reliable scoring of the student’s 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 for that administration be used to determine the student’s final score.
[3]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
Part B–2
Allow a total of 16 credits for this part. The student must answer all questions in this part.
51 [1] Allow 1 credit. The specific positioning of the dots may vary.
Examples of 1-credit responses:
B
B
52 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
Neon has atoms with a complete outer shell of electrons.
Neon has a complete octet.
Neon has eight valence electrons.
53 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
The rate of the forward reaction decreases because there are fewer N2 molecules to collide with
H2 molecules.
The rate slows down because collisions are less frequent.
fewer effective collisions
[4]
PHYSICAL SETTING/CHEMISTRY – continued
54 [1] Allow 1 credit for 1.94 g.
55 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
A Ca2+ ion has two fewer electrons than a Ca atom, so the ion is smaller.
Ca has an electron configuration of 2-8-8-2, and Ca2+ has an electron configuration of 2-8-8, so
the ion is smaller.
56 [1] Allow 1 credit for correctly plotting all six points ± 0.1 grid space. Plotted points do not need to be
circled or connected.
Example of a 1-credit response:
Solubility of NH4Br in H2O
Versus Temperature
Mass of NH4Br
per 100. g of H2O (g)
150.
120.
90.
60.
30.
0
0 10. 20. 30. 40. 50. 60. 70. 80. 90. 100.
Temperature (°C)
57 [1] Allow 1 credit for 210. g or for a response consistent with the student’s graph in question 56.
Significant figures do not need to be shown.
58 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
As temperature increases, the solubility of NH4Br(s) in H2O increases and the solubility of
NH3(g) in H2O decreases.
NH4Br becomes more soluble and NH3 becomes less soluble.
[5]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
59 [1] Allow 1 credit for identifying one physical property and one chemical property of CS2. Acceptable
responses include, but are not limited to:
Physical property:
liquid at room temperature
colorless
odor
boiling point above room temperature
Chemical property:
CS2 can be decomposed into C and S.
flammable
60 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
The potential energy of the CO2 molecules increases.
PE increases.
61 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
Carbon disulfide has stronger intermolecular forces than carbon dioxide.
CO2 has weaker intermolecular forces.
62 [1] Allow 1 credit.
Examples of 1-credit responses:
H H H H
H C C C C H
H H H H
C
C C C
[6]
PHYSICAL SETTING/CHEMISTRY – continued
63 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
pentane
C5H12
64 [1] Allow 1 credit for 231 K.
65 [1] Allow 1 credit for 3 or three.
66 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
V2
112 mL
=
298 K
273 K
(112)(273)(1)
(298)(1)
[7]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
Part C
Allow a total of 19 credits for this part. The student must answer all questions in this part.
67 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
Electrons flow from the magnesium block to the iron pipe.
Electrons flow from the Mg to the Fe through the wire.
Electrons flow from the anode to the cathode in a voltaic cell.
from the block to the pipe
68 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
Magnesium atoms lose electrons more easily than zinc atoms.
Mg oxidizes more readily than Zn.
Mg is more active than Zn.
69 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
2HI(g) → H2(g) + I2(g)
2HI → I2 + H2
70 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
The concentration of each product and the concentration of the reactant remain the same.
The concentrations have reached constant levels.
The horizontal lines on the graph show that the concentrations are constant.
Note: Do not allow credit for a response stating the color of the gas is not changing, without
including a reference to concentration.
[8]
PHYSICAL SETTING/CHEMISTRY – continued
71 [2] Allow a maximum of 2 credits, allocated as follows:
• Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to:
126.905 × 2 = 253.810 g/mol
(0.013 M)(1.00 L)(253.810 g/mol)
mass = 0.013 × 254
• Allow 1 credit for 3.3 g or for a response consistent with the student’s numerical setup. Significant
figures do not need to be shown.
Note: Do not allow credit for a numerical setup and calculated result that are not related to the
concept assessed by the question.
72 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
The hydroxide ion concentration is greater than the hydrogen ion concentration.
The H3O+ concentration is less than the OH− concentration.
[OH−] > [H3O+]
73 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
The pH is between 4.4 and 6.0, which indicates an acidic soil.
The pH of the soil surrounding the plant is below 6.0.
For chlorosis, the soil pH must be above 7.
74 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
H3O+(aq) + OH−(aq) → 2H2O(ᐉ)
H+ + OH− → HOH
hydrogen ions + hydroxide ions → water
hydroxide ions + hydronium ions → water
75 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
yttrium oxide
[9]
[OVER]
PHYSICAL SETTING/CHEMISTRY – continued
76 [2] Allow a maximum of 2 credits, allocated as follows:
• Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to:
(11)(26.981 54 g /mol)
× 100
(140.12 g /mol) + (24.305 g /mol) + 11(26.981 54 g /mol) + 19(15.9994 g /mol)
297 × 100
765
• Allow 1 credit for 38.8% or for a response consistent with the student’s numerical setup.
Significant figures do not need to be shown.
Note: Do not allow credit for a numerical setup and calculated result that are not related to the
concept assessed by the question.
77 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
Electrons move from the ground state to an excited state as the compounds gain energy. Light
energy is released when the electrons return to lower states.
Electrons lose energy as they move to lower shells.
Light is emitted as electrons return from higher to lower energy states.
78 [2] Allow a maximum of 2 credits, allocated as follows:
• Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to:
(0.000 156)(3.78 kg)
0.0156 × 3.78
100
• Allow 1 credit for 5.90 × 10−4 kg or 0.000 590 kg or for a response consistent with the student’s
numerical setup. Significant figures do not need to be shown.
Note: Do not allow credit for a numerical setup and calculated result that are not related to the
concept assessed by the question.
[10]
PHYSICAL SETTING/CHEMISTRY – concluded
79 [1] Allow 1 credit for 10n.
80 [2] Allow a maximum of 2 credits, 1 credit for each acceptable response. Acceptable responses include,
but are not limited to:
A butanoic acid molecule has four carbon atoms and an ethanol molecule has two carbon atoms.
Butanoic acid has a different functional group than ethanol.
A butanoic acid molecule has more hydrogen atoms than an ethanol molecule.
In a butanoic acid molecule, one oxygen atom has a double bond and in an ethanol molecule,
the oxygen atom has two single bonds.
81 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
esterification
dehydration synthesis
[11]
[OVER]
Regents Examination in Physical Setting/Chemistry
January 2009
Chart for Converting Total Test Raw Scores to
Final Examination Scores (Scaled Scores)
The Chart for Determining the Final Examination Score for the January 2009
Regents Examination in Physical Setting/Chemistry will be posted on the
Department’s web site http://www.emsc.nysed.gov/osa/ on Thursday,
January 29, 2009. Conversion charts provided for previous administrations of
the Regents Examination in Physical Setting/Chemistry must NOT be used to
determine students’ final scores for this administration.
Online Submission of Teacher Evaluations of the Test to the Department
Suggestions and feedback from teachers provide an important contribution to the test
development process. The Department provides an online evaluation form for State
assessments. It contains spaces for teachers to respond to several specific questions and to
make suggestions. Instructions for completing the evaluation form are as follows:
1. Go to www.emsc.nysed.gov/osa/exameval.
2. Select the test title.
3. Complete the required demographic fields.
4. Complete each evaluation question and provide comments in the space provided.
5. Click the SUBMIT button at the bottom of the page to submit the completed form.
[12]
Map to Core Curriculum
January 2009 Physical Setting/Chemistry
Key Ideas/Performance Indicators
Question Numbers
Part A
Standard 1
Math Key Idea 1
Math Key Idea 2
Math Key Idea 3
Science Inquiry Key Idea 1
Science Inquiry Key Idea 2
Science Inquiry Key Idea 3
Part B
Part C
37,38,49,56,64,65
35,58
37,44,54,57,64,66
41,53,55
76
70
71,76,78
68,77,80
32,36,37,46,48,49,
57,63
68,69,72,73,75
Engineering Design Key Idea 1
Standard 2
59
Key Idea 1
Key Idea 2
Standard 6
Key Idea 1
Key Idea 2
Key Idea 3
Key Idea 4
Key Idea 5
42
Standard 7
Key Idea 1
Key Idea 2
Standard 4 Process Skills
31,32,33,34,39,40,
41,43,45,47,52,53,
54,57,58,62,66
38,39,42,50,60
45,51,61
Key Idea 3
Key Idea 4
Key Idea 5
67,69,70,71,73,74,
80,81
79
Standard 4
Key Idea 4
1,2,3,4,5,6,7,8,9,
10,11,15,16,17,18,
20,21,22,23,24,25,
26,27,28,30
14,19,29
Key Idea 5
12,13
2002 Edition
2,6,7,8,9,12,13,15,
25,27,28,30
Key Idea 3
31,32,33,34,36,40,
41,43,44,46,47,49,
53,54,56,57,58,59,
62,65,66
35,38,39,42,48,50,
60,63,64
37,45,51,52,55,61
67,68,69,70,71,72,
73,74,75,76,77,78,
80,81
79
Reference Tables
[13]
33,34,37,38,43,44,
45,46,47,48,49,51,
55,62,64,66
67,68,71,73,74,75,
76,78,79,80,81