Demonstration options for the exam in chemistry for grade 11 consist of two parts. The first part includes tasks to which you need to give a short answer. The tasks from the second part must be answered in detail.
All demo versions of the exam in chemistry contain correct answers to all assignments and assessment criteria for items with a detailed answer.
There are no changes in comparison with.
Demonstration options for the exam in chemistry
Note that demonstration options for chemistry are presented in pdf format, and to view them it is necessary that, for example, the free software package Adobe Reader be installed on your computer.
| Demonstration version of the USE in chemistry for 2002 |
| Demonstration version of the exam in chemistry for 2004 |
| Demonstration version of the USE in chemistry for 2005 |
| Demonstration version of the USE in chemistry for 2006 |
| Demo version of the USE in chemistry for 2008 |
| Demonstration version of the USE in chemistry for 2009 |
| Demonstration version of the exam in chemistry for 2010 |
| Demonstration version of the exam in chemistry for 2011 |
| Demonstration version of the exam in chemistry for 2012 |
| Demonstration version of the USE in chemistry for 2013 |
| Demonstration version of the exam in chemistry for 2014 |
| Demonstration version of the USE in chemistry for 2015 |
| Demonstration version of the exam in chemistry for 2016 |
| Demonstration version of the USE in chemistry for 2017 |
| Demo version of the exam in chemistry for 2018 |
| Demonstration version of the exam in chemistry for 2019 |
Changes in the demo versions of the exam in chemistry
Demonstration versions of the exam in chemistry for grade 11 for 2002 - 2014 consisted of three parts. The first part included tasks in which you need to choose one of the proposed answers. The tasks from the second part required a short answer. The tasks from the third part had to be given a detailed answer.
In 2014 in demo version of the exam in chemistrythe following changes:
- all calculation tasks, the performance of which was estimated at 1 point, were placed in part 1 of the work (A26-A28),
- topic "Redox reactions" tested using assignments IN 2 and C1;
- topic "Hydrolysis of salts" checked only with the task AT 4;
- a new task was included (in position AT 6) to check the topics "qualitative reactions to inorganic substances and ions", "qualitative reactions of organic compounds"
- total number of tasks in each version became 42 (instead of 43 in 2013 work).
In 2015, there were fundamental changes were made:
- The grading system has been changed tasks for finding the molecular formula of a substance... The maximum score for its implementation - 4 (instead of 3 points in 2014).
The variant became be in two parts (part 1 - short answer assignments, part 2 - tasks with a detailed answer).
Numbering assignments became through throughout the entire version without letter designations A, B, C.
Was the form of recording the answer in tasks with a choice of answer has been changed:it became necessary to write the answer in a number with the number of the correct answer (and not mark with a cross).
It was reduced the number of tasks of the basic difficulty level from 28 to 26 tasks.
Maximum score for completing all tasks of the examination work in 2015 became 64 (instead of 65 points in 2014).
IN 2016 year in demo version in chemistrysignificant changes were made compared to previous 2015 :
In part 1 changed the format of tasks 6, 11, 18, 24, 25 and 26 basic level of difficulty with a short answer.
Changed the format of tasks 34 and 35advanced level of complexity : these tasks now require matching instead of choosing multiple correct answers from the suggested list.
Changed the distribution of tasks by difficulty level and types of tested skills.
In 2017 compared to demo version 2016 in chemistrythere have been significant changes. The structure of the examination work has been optimized:
Was the structure of the first part has been changed demo version: tasks with a choice of one answer were excluded from it; tasks were grouped into separate thematic blocks, each of which began to contain tasks of both basic and advanced levels of difficulty.
It was reduced the total number of tasks up to 34.
Was grading scale changed (from 1 to 2 points) performing tasks of the basic level of complexity, which test the assimilation of knowledge about the genetic relationship of inorganic and organic substances (9 and 17).
Maximum score for completing all the tasks of the examination work was reduced to 60 points.
In 2018 in demo version of the exam in chemistry compared with demo 2017 in chemistrythe following changes:
It was added task 30 high level of complexity with a detailed answer,
Maximum score for completing all the tasks of the examination work remained without change by changing the grading scale for tasks in Part 1.
IN demo version of the 2019 exam in chemistry compared with demo 2018 in chemistrythere were no changes.
On our website, you can also familiarize yourself with the training materials prepared by the teachers of our training center "Resolvent" to prepare for the exam in mathematics.
For schoolchildren in grades 10 and 11 who want to prepare well and pass Unified State Exam in Mathematics or Russian for a high score, the Resolvent training center conducts
We also have organized
In 2015, 11% of all examinees (75,600 people) took the exam in chemistry.
507 people received 100 points.
12.8% of graduates did not score the minimum number of points, which is five times more than in the previous one. Still, it is surprising how, with such weak knowledge, they chose chemistry for passing the exam, and even more so, apparently, they were going to study it at a university!
The exam results showed that the graduates coped relatively well with the basic level. Even a poorly trained category of children demonstrated a general knowledge of these topics. We can say that the elementary foundations of chemistry have been mastered: the periodic table of elements of D.I. Mendeleev, and the structure of the atom, and the classification of chemical reactions, the drawing up of simple chemical equations.
Schoolchildren know how the properties of elements and their compounds change depending on the position in the periodic table of the chemical elements of D.I. Mendeleev. Moreover, these tasks did not require a detailed answer - a simple choice and recording the number of the correct answer.
But most of the graduates did not demonstrate a deep understanding of the dependence of the course of a chemical reaction on the chemical properties of the interacting substances.
The advanced level assignments turned out to be practically impossible even for well-trained participants. Perhaps because such tasks came as a surprise to them, they did not prepare for them.
Particularly difficult was the task of establishing the molecular formula of an organic substance and recording it, as well as recording the molecular formula of the original substance,
Difficult for graduates and the topic "The relationship of different classes of inorganic substances." Only a few were able to fully describe the sequential series of chemical transformations of a substance that reacts with other substances. Basically, they either did not even undertake this task, or wrote one or two first reactions.
According to the section "Organic chemistry", difficulties arose with how to identify the specified substance from a number of those proposed to choose from, since they do not know which substances react with each other (for example, which of the proposed reagents should be taken to determine that the available chemical substance - acetic acid).
Completion of the tasks of the block "Methods of cognition of substances and chemical reactions" showed good results, including calculations by chemical equations.
However, complex complex tasks (numbers 39 and 40), involving knowledge of the interaction of substances and writing a sequential chain of equations with subsequent calculations, puzzled the graduates.
Both for poorly trained graduates and for the strong, the task of industrial production of a substance (for example, ammonia, menthol, sulfuric acid) caused a difficulty. And also finding a correspondence (for example, between the interacting substances indicated in two columns).
What conclusions suggest themselves from the results of the exam in chemistry in 2015?
First of all, he is more critical about the choice of subject for the exam. If knowledge is weak, it is probably wiser to help the child find such an educational institution to continue his education that does not require high marks in chemistry.
If, nevertheless, you stopped at passing the exam in this difficult subject, then you need to collect all the willpower, finances and start systematic targeted preparation.
The study of theory should go in parallel with the solution of many tests for the passed part of the subject, versions of the USE of previous years, and a demo version of the exam.
Each element of DI Mendeleev's table should become a family and beloved one for the child. He must be able to tell at any time of the day or night the characteristics of any element, its features, the ability to interact with other substances and which ones; perfectly reflect this in formulas and equations and be able to do calculations on them.
Before starting targeted preparation for the successful passing of the USE in chemistry, it is imperative to study the recommendations given in the following documents: Specification of test materials, Codifier of content elements and requirements for the level of training, Methodological recommendations for teachers, prepared on the basis of an analysis of typical mistakes of USE participants in 2015 chemistry (and you can also study a similar document for past years for safety reasons). And be guided by them in preparation. All listed documents can be found on the FIPI website.
The season of state examinations has started in Russian schools. From March 23 to May 7, early exams are held, and from May 25, the Unified State Exam in the Russian language opens the main wave, which will end in reserve retakes on June 26. Further - obtaining certificates, graduation balls, admission to the university!
KIM of the early USE in chemistry for review can be downloaded. In the near future I will post answers and solutions for this option.
Some of the results of the early USE in chemistry, which took place on April 4, 2015, can be summed up now. Examples of assignments with written answers received from colleagues and students who passed exams:
Task 36.
1) KJ + KJO 3 +… \u003d… + K 2 SO 4 + H 2 O
2) Fe (OH) 3 +… + Br2 \u003d K2FeO4 +… + H2O
3) Cr (OH) 3 + J2 +… \u003d K2CrO4 +… + H2O
Decision:
1) Based on the fact that potassium sulfate is formed on the right side, add sulfuric acid on the left side. The oxidizing agent in this reaction is potassium iodate, the reducing agent is potassium iodide. This reaction is an example of counter-disproportionation, when both atoms - both the oxidizing agent (J +5) and the reducing agent (J -), pass into one atom - iodine with the oxidation state 0.
5KJ + KJO 3 + 3H 2 SO 4 \u003d 3I 2 + 3K 2 SO 4 + 3H 2 O
2J - - 2e \u003d J 2 0
2J 5+ + 10e \u003d J 2 0
Oxidizing agent - KJO 3 (J +5)
Reducing agent - KJ (J -).
2) Bromine in an alkaline environment is very strong. Since the right side is formed salt iron +6, the reaction medium is alkaline, on the left we add alkali - potassium hydroxide. Since bromine is an oxidizing agent in this reaction, it is reduced to an oxidation state of -1, and in an alkaline medium is recorded as a salt - potassium bromide.
2Fe (OH) 3 + 10KOH + 3Br 2 \u003d 2K 2 FeO 4 + 6KBr + 8H 2 O
Fe 3+ - 3e \u003d Fe 6+
Br 2 + 2e \u003d 2Br -
Oxidizing agent - Br 2 (Br 2)
Reducing agent - Fe (OH) 3 (Fe 3+).
3) By the product on the right side - potassium chromate - we determine the alkaline medium in which the reaction is carried out, i.e. add alkali to the left - potassium hydroxide KOH. The oxidizing agent is molecular iodine in an alkaline medium, therefore, it is reduced to iodide ion and is written in the form of the KI salt:
2Cr (OH) 3 + 3J 2 + 10KOH \u003d 2K 2 CrO 4 + 6KI + 8H 2 O
Cr +3 - 3e \u003d Cr +6
J 2 + 2e \u003d 2J -
Oxidizing agent - J 2
Reducing agent - Cr (OH) 3 (Cr +3).
Task 37. A solution of copper nitrate was subjected to electrolysis. The substance formed at the cathode reacted with CuO The resulting substance was treated with concentrated sulfuric acid. Gas with a pungent odor was released. A sodium sulfide solution was added to this solution, and a black precipitate formed.
Task 38.
Let's take a closer look at the complex oxidation reaction of an aromatic hydrocarbon with an unsaturated alkyl substituent. Indeed, the reaction is ambiguous, and in the course of the reaction, a mixture of various oxidation products of organic matter is most likely formed. I'll make a reservation right away that everything that is written below refers to the USE and the interpretation of this oxidation in the USE.
So, why is there sigma and pi cleavage oxidation? Because oxidation with the rupture of only the pi-bond (Wagner reaction) in the exam is formalized as follows:
Oxidation of unsaturated hydrocarbons in an aqueous medium and upon heating occurs with the rupture of sigma and pi bonds (double bond). Moreover, we also know that the oxidation of benzene homologues produces benzoic acid (in an acidic medium) or metal benzoate (in a neutral medium). When the permanagnate is reduced, alkali is formed. The resulting alkali will neutralize the reaction products. To what extent it will neutralize them is a matter of stoichiometric ratios, i.e. the question of electronic balance, and it is possible to answer the question about the composition and quantity of products of the oxidation reaction of complex organic molecules only in the process of compiling the balance.
In this case, oxidation is likely to proceed according to the following mechanism: potassium benzoate is formed and the C-C bonds marked in the figure are broken. Detached carbon atoms are oxidized to carbon dioxide)
The following excerpts from textbooks prove the correctness of this assumption:
Chemistry. Grade 10. Profile level. Kuzmenko, Eremin. 2012, p. 421.
Organic chemistry. Traven V.F., volume 1, 2004, p. 474:
So, we have decided on the products, now we draw up a reaction scheme:
Electronic balance:
Having received the balance coefficients, we arrange them and equalize in order - balance coefficients, metal atoms, non-metal atoms, hydrogen, oxygen:
The reaction products - carbon dioxide and potassium hydroxide - interact between the vessel. Since alkali is in excess, 6 molecules of potassium carbonate are formed and 1 molecule of unreacted potassium hydroxide remains.
Thank you very much, colleagues and readers, for your questions. I will be glad to answer new questions and comments on the materials.
Task 39. 2.3 g of sodium was dissolved in 100 ml of water. To the resulting solution was added 100 ml of 30% nitric acid (p \u003d 1.18 g / ml). Find the mass fraction of salt in the final solution.
Task 40. The combustion of 20 g of acyclic organic matter produced 66 g of carbon dioxide and 18 ml of water. This substance reacts with an ammoniacal solution of silver oxide, 1 mole of this substance can attach only 1 mole of water. Determine the formula and write the reaction with ammonia solution of silver oxide.
Each version of the work of the Unified State Examination in Chemistry 2015 consists of two parts, which include 40 tasks. Part 1 contains 35 tasks with a short answer, including 26 tasks of the basic level of difficulty, the ordinal numbers of these tasks: 1, 2, 3, 4, ... 26, (former A part) and 9 tasks of the increased difficulty level, the ordinal numbers of these tasks : 27, 28, 29, ... 35 (former B part). The answer to each task is written briefly in the form of one number or a sequence of numbers (three or four). A sequence of numbers is written into the answer sheet without spaces and separating symbols.
Part 2 contains 5 tasks of a high level of difficulty with a detailed answer (former C part). The serial numbers of these tasks: 36, 37, 38, 39, 40. Answers to tasks 36–40 include a detailed description of the entire course of the task. In answer form No. 2, indicate the task number and write down its complete solution.
3 hours (180 minutes) are allocated for the examination work in chemistry.
All USE forms are filled in with bright black ink. The use of gel, capillary or fountain pens is allowed. When completing assignments, you can use the draft. Draft entries do not count towards grading work.
When performing work on the exam in chemistry, you can use the Periodic System of Chemical Elements of D.I. Mendeleev; table of solubility of salts, acids and bases in water; electrochemical series of metal voltages.
These accompanying materials are attached to the text of the work. Use a non-programmable calculator for calculations.
Changes in CMM for chemistry 2015 compared to 2014
In 2015, the following changes were adopted in comparison with 2014.
1. The structure of the CMM version has been changed: each version consists of two parts and includes 40 tasks (instead of 42 tasks in 2014), differing in form and level of difficulty. Tasks in the variant are presented in sequential numbering mode.
2. The number of tasks of the basic difficulty level has been reduced from 28 to 26 tasks. We combined the former A2 and A3 into task # 2, A 22 and A23 into task # 21.
3. The form of recording the answer to each of the tasks 1–26 has been changed: in the KIM 2015 it is required to write down the number corresponding to the number of the correct answer.
4. The maximum score for completing all the tasks of the examination paper in 2015 is 64 (instead of 65 points in 2014).
5. Changed the assessment scale for the task to find the molecular formula of a substance. The maximum score for its implementation is 4 (instead of 3 points in 2014). The task has become a little more complicated - it is necessary not only to establish the molecular formula of the original organic substance, but also to draw up the structural formula of this substance, which unambiguously reflects the order of the bonds of atoms in its molecule, and to write an additional equation for the reaction of this substance indicated in the condition of the problem.
Specification
control measuring materials
for the 2015 unified state exam
in chemistry
1. Purpose of KIM USE
The Unified State Exam (hereinafter - the Unified State Exam) is a form of objective assessment of the quality of training of persons who have mastered educational programs of secondary general education, using tasks of a standardized form (control measuring materials).
The Unified State Exam is conducted in accordance with the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation".
Control measuring materials allow to establish the level of mastering by graduates of the Federal component of the state standard of secondary (complete) general education in chemistry, basic and profile levels.
The results of the unified state exam in chemistry are recognized by educational organizations of secondary vocational education and educational organizations of higher vocational education as the results of entrance examinations in chemistry.
2. Documents defining the content of the KIM USE
3. Approaches to the selection of content, the development of the structure of the KIM USE
The basis of approaches to the development of KIM USE in chemistry was formed by those general methodological guidelines that were identified in the course of the formation of examination models of previous years. The essence of these settings is as follows.
- KIM are focused on testing the assimilation of the knowledge system, which is considered as the invariant core of the content of existing chemistry programs for general education institutions. In the standard, this knowledge system is presented in the form of requirements for the preparation of graduates. These requirements correlate with the level of presentation in the CMM of the checked content elements.
In order to ensure the possibility of a differentiated assessment of the educational achievements of KIM USE graduates, they check the mastering of basic educational programs in chemistry at three levels of complexity: basic, advanced and high. The educational material on the basis of which the assignments are built is selected on the basis of its importance for the general education of secondary school graduates. - The fulfillment of the tasks of the examination work involves the implementation of a certain set of actions. Among them, the most indicative are, for example, such as: to reveal the classification signs of substances and reactions; determine the oxidation state of chemical elements by the formulas of their compounds; explain the essence of a particular process, the relationship of the composition, structure and properties of substances. The examinee's ability to carry out various actions while performing work is considered as an indicator of mastering the studied material with the required depth of understanding.
- The equivalence of all variants of the examination work is ensured by strict adherence to the same ratio of the number of tasks that check the assimilation of the main elements of the content of various sections of the chemistry course.
4. The structure of the KIM USE
Each version of the examination work is built according to a single plan: the work consists of two parts, including 40 tasks. Part 1 contains 35 tasks with a short answer, including 26 tasks of the basic level of difficulty (ordinal numbers of these tasks: 1, 2, 3, 4, ... 26) and 9 tasks of an increased level of difficulty (ordinal numbers of these tasks: 27, 28, 29, ... 35). For all their differences, the tasks of this part are similar in that the answer to each of them is written briefly in the form of one number or a sequence of numbers (three or four). A sequence of numbers is written into the answer sheet without spaces and separating symbols.
Part 2 contains 5 tasks of a high level of complexity, with a detailed answer (ordinal numbers of these tasks: 36, 37, 38, 39, 40).
