4541/3

Kimia
Kertas 3
Peraturan
Pemarkahan
2015

JABATAN PENDIDIKAN NEGERI PAHANG

PENTAKSIRAN SUMATIF PERTENGAHAN TAHUN
SIJIL PELAJARAN MALAYSIA 2015

KIMIA
KERTAS 3
PERATURAN PEMARKAHAN

UNTUK KEGUNAAN PEMERIKSA SAHAJA

AMARAN
Peraturan pemarkahan ini SULIT. Kegunaannya khusus untuk pemeriksa berkenaan sahaja

Peraturan Pemarkahan ini mengandungi 11 halaman bercetak

SULIT

4541/3 (PP)
MARKING SCHEME
MID EXAM JPNP 2015
PAPER 3

Question 1
NO
1(a)(i)

RUBRIC

SCORE
3

[ Able to state all 13 readings correctly ]

2 decimal places
Unit cm3
Suggested answer
50.00, 25.85, 20.00
[ Able to state any 2 readings correctly ] //
Able to record all the readings accurately without decimal point but with unit//
able to record all the readings accurately without unit but with 2 decimal point

[ Able to state any 1 readings correctly ] //

Able to record all the reading correctly without decimal point and without unit

No response or wrong response

1(a)(ii) [Able to design a table and record the time, buret reading and volume of gas liberated
with unit correctly]

1. Time /min
2. Buret reading /cm3
3. Volume of gas liberated / cm3
Suggested answer:
Time /min
Buret reading /cm3
Volume of gas / cm3

0.0
50.00
0.00

3.0
25.85
24.15

5.5
20.00
30.00

[Able to design a table and record two of the 3 items (time, buret reading and volume of
gas liberated] // Able to design table without unit

[Able to give idea on table ]

Suggest answer: 2 rows x 4 columns with at least one heading without unit

No response or wrong response

4541/3(PP) @ 2015 Hak Cipta Jabatan Pelajaran Pahang

SULIT
NO
1(b)

1(c)

1(d)

4541/3 (PP)
RUBRIC

SCORE
3

[Able to give the hypothesis accurately]

Eg : The higher the concentration of the hydrochloric acid, the higher the rate of
reaction. // When the concentration of of hydrochloric acid increase, the rate of reaction
increase. // The higher the concentration of the hydrochloric acid, the faster the reaction.
[Able to give the hypothesis almost accurately]
Eg : The higher the concentration, the higher the rate of reaction. // When the
concentration increase, the rate of reaction increase.// The higher the concentration, the
faster the rate of reaction.

[Able to state an idea of hypothesis]

Eg : Concentration influence the rate of reaction

No response or wrong response

[ Able to state three variables correctly ]

Eg :
Manipulated variable :
Concentration of hydrochloric acid
Responding variable :
Rate of reaction // time
Fixed variable :
Mass of zinc, volume of hydrochloric acid, temperature, types of acid

[ Able to state any two variables correctly ]

[ Able to state any one variable correctly ]

No response or wrong response

[ Able to state any three observations correctly ]

Eg :
- gas bubbles released
- the water level in the burette decrease
- the volume of water in the burette decrease
- the volume of gas in the burette increase
- the initial burette reading is 50.00 cm3
- the burette reading at 3.0 min is 25.85 cm3
- the final burette reading is 20.00 cm3

[ Able to state any two observations correctly ]

[ Able to state any one observation correctly/ idea of observation]

No response or wrong response

4541/3(PP) @ 2015 Hak Cipta Jabatan Pelajaran Pahang

SULIT
NO
1(e)

1(f)

1(g)

1(h)(i)

4541/3 (PP)
RUBRIC

SCORE
3

[ Able to give the inference correctly ]

Eg : When the concentration of hydrochloric acid increase, the time taken to complete the
reaction decrease // If the concentration of hydrochloric acid increase, the shorter the
time taken to complete the reaction.
[ Able to state the inference almost correctly ]
Eg : When the concentration increase, the time taken decrease // If the concentration
increase, the shorter the time taken.

[Able to state an idea of inference]

Eg : concentration affect the time for reaction.

No response or wrong response

[ Able to state the operational definition for rate of reaction correctly ]

Eg : The increase of the volume of hydrogen gas liberated during the reaction in a period
of time/ per unit time //

[ Able to state the operational definition for rate of reaction almost correctly ]
Eg : The change of the volume of hydrogen gas liberated during the reaction in a period
of time/per unit time/ The change of a quantity of products or reactants in a period of time

[Able to state an idea of operational definition for rate of reaction]

Eg : rate of reaction is the speed of reaction

No response or wrong response

[ Able to state the relationship between time and the rate of reaction correctly ]
Eg : The shorter the time taken to complete the reaction, the higher the rate of reaction

[ Able to state the relationship between time and the rate of reaction almost correctly ]
Eg : The shorter the time taken, the faster the rate of reaction //
The rate of reaction inversely proportional eith time

[ Able to state the idea of relationship between time and the rate of reaction]
Eg : Time influence the rate of reaction

No response or wrong response

[ Able to predict and sketch correctly]

4541/3(PP) @ 2015 Hak Cipta Jabatan Pelajaran Pahang

SULIT
NO

4541/3 (PP)

RUBRIC
-correct curve shape (curve on the graph shows the increase of initial rate of reaction)
- smooth curve
-label the curve

SCORE

Volume of hydrogen
gas / cm3

Ekperiment II
Ekperiment III

4.0

Time taken / min

[ Able to predict and sketch almost correctly]

-correct curve shape (curve on the graph shows the increase of initial rate of reaction)
-curve not very smooth
-no label

[ Able to give idea of sketching the graph / correct curve shape at any position other than
score 3&2]

No response or wrong response

1(h)(ii) [ Able to interprate the data correctly and accurately based on with the following
information :
-presence of copper (II) sulphate as a catalyst
-lower the activation energy
-more particles of reactants can overcome the activation energy
-frequency of effective collision increase
-rate of reaction increase/higher than experiment II

Eg : The presence of copper (II) sulphate as a catalyst, lower the activation energy. More
particles of reactants can overcome the lower activation energy. The frequency of
effective collision increase so the rate of reaction increase/higher than experiment II.

4541/3(PP) @ 2015 Hak Cipta Jabatan Pelajaran Pahang

SULIT
NO

4541/3 (PP)

RUBRIC
[ Able to interprate the data almost correctly based on with the following information :
-presence of catalyst
-lower the activation energy
-frequency of effective collision increase
-rate of reaction increase/higher than experiment II

SCORE
2

Eg : Catalyst can lower the activation energy. The frequency of effective collision increase
so rate of reaction increase.

1(i)

[Able to give an idea of interprating the data]

Eg : Catalyst can increase the rate of reaction

No response or wrong response

[Able to make correct classification for the three situations]

Situations
I : Explosion are common in coal mines because
the fine coal reacts easily when flammable gas
is presense.
II : 3 spoon of sugar take a longer time to dissolve
in a glass of water.
III: Rice still in good condition when keeping in the
refrigerator for three days.

Rate of reaction
Increase
Decrease

[Able to make correct classification for any two situations]

[Able to make correct classification for any one situation]

No response or wrong response

4541/3(PP) @ 2015 Hak Cipta Jabatan Pelajaran Pahang

SULIT

4541/3 (PP)

Question 2

Question
Number
3(a)

Rubric
Able to give the statement of problem correctly.

Score
3

Sample answer:
How does the type of electrode / anode affect the
choice of ions to be discharged?
Able to give the statement of problem correctly.

Sample answer:
The type of electrode / anode affects the choice of
ions to be discharged.
Able to give the statement of problem correctly.

Sample answer:
Electrode affect the product formed.
No response or wrong response

Question
Number
3(b)

Rubric
Able to state all variables correctly

Score
3

Sample answer:
Manipulated variable: Type of electrodes
Responding variable: Product formed at anode
Constant variable: Electrolyte
Able to state any two variables above correctly
Able to state any one variables above correctly
No response or wrong response
Question
Number
3(c)

Rubric
Able to give hypothesis accurately.

2
1
0
Score
3

Sample answer:
Type of electrode / anode will af the affect of ion to
be discharged // type of electrodes / anode will
produce different product.

4541/3(PP) @ 2015 Hak Cipta Jabatan Pelajaran Pahang

SULIT

4541/3 (PP)
Able to give the statement of hypothesis

correctly.
Sample answer:
Different anode will affect the choice of ion to be
discharged // different anode will produce different
product
Able to give idea of hypothesis.

Sample answer:
Different electrode will produce different product
No response or wrong response

Question

Rubric

Score

Number
3(d)

Able to list completely the materials and apparatus

Sample answer:
Material:
1. Copper (II) sulphate solution, (0.5-2.0) mol dm-3 //
any suitable solution that match with metal plate
used.
2. Carbon rod
3. Copper plate // any plate that match with a solution
used.
4. Wooden splinter // any suitable material used for
testing a gas or any product at anode.

Apparatus:
1.
2.
3.
4.
5.
6.

Beaker
Battery
Connecting wire
Alligator clip
Test tube
Lighter

Able to list incompletely materials and apparatus.

Sample answer:

4541/3(PP) @ 2015 Hak Cipta Jabatan Pelajaran Pahang

SULIT

4541/3 (PP)
Materials:
1. Copper (II) sulphate solution // any suitable solution
that match with metal plate used.
2. Carbon rod
3. Copper plate // any metal plate that match with a
solution.

Apparatus:
1. Beaker / any suitable container
2. Battery
3. Connecting wire

Able to give an idea of materials and apparatus.

Sample answer:
Materials:
1. Any solution
2. Carbon rod / any metal plate

Apparatus:
1. Any container
2. Battery

No response or wrong response

Question
Number
3(e)

Rubric
Able to state all procedures completely and

0
Score
3

correctly
Sample answer:
1. Fill the electrolytic cell (beaker) with half full of
copper (II) sulphate solution(any suitable electrolyte
that match with metal plate used).
2. A test tube filled with copper (II) sulphate solution is
3.
4.
5.
6.

inverted on the anode carbon electrode.

Complete the circuit.
Electricity is flowed.
Record observation at anode.
Step 1-5 is repeated using copper plate.

Able to state procedures incompletely.

Sample answer:

4541/3(PP) @ 2015 Hak Cipta Jabatan Pelajaran Pahang

SULIT

4541/3 (PP)

1. Copper (II) sulphate solution (any suitable electrolyte

that matches with metal plate used) is poured into a
beaker / any suitable container.
2. Complete the circuit.
3. Record observation at anode.
4. Step 1-3 is repeated using copper plate.

Able to give an idea of the procedure.

Sample answer:
1. Copper (II) sulphate solution is poured into a any
container.
2. Complete the circuit

No response or wrong response

Question
Number
3(f)

Rubric
Able to exhibit the tabulation of data correctly.

0
Score
2

Sample answer:
Type of electrode

Product formed at
anode

Carbon
Copper / any metal

Able to exhibit the tabulation of data less

accurately.
Sample answer:
Type of electrode

Product formed at
anode

No response or wrong response

END OF MARK SCHEME

4541/3(PP) @ 2015 Hak Cipta Jabatan Pelajaran Pahang

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