Di sini cikgu sertakan soalan ramalan kimia kertas 2 yang telah dianalisis dari tahun ke tahun lepas. Selamat mencuba dan selamat berjaya. Mudah-mudahan usaha kamu akan berhasil untuk memperoleh A dalam subjuk kimia pada tahun ini.
Di sini cikgu sertakan soalan ramalan kimia kertas 2 yang telah dianalisis dari tahun ke tahun lepas. Selamat mencuba dan selamat berjaya. Mudah-mudahan usaha kamu akan berhasil untuk memperoleh A dalam subjuk kimia pada tahun ini.
Perhatian kepada pelajar yang akan mengambil peperiksaan pada tahun 2013 ini, cikgu berharap agar kamu semua dapat menggunakan soalan analisis ini sebaik mungkin. Analisis ini telah cikgu kaji dari tahun ke tahun sebelumnya. Tolong fokus tajuk ini sebaik mungkin.
This document contains marking schemes for Papers 1, 2, and 3 of the JUJ Chemistry Set 1 2017 exam. It provides the answers and allocation of marks for each question. For Paper 1, it lists the answers for multiple choice questions. For Papers 2 and 3, it outlines the expected responses for each sub-question and allocates a maximum mark for each. The marking schemes are intended to guide those marking the papers to consistently and fairly award marks based on the level of understanding and knowledge demonstrated by students.
Perhatian kepada pelajar yang akan mengambil peperiksaan pada tahun 2013 ini, cikgu berharap agar kamu semua dapat menggunakan soalan analisis ini sebaik mungkin. Analisis ini telah cikgu kaji dari tahun ke tahun sebelumnya. Tolong fokus tajuk ini sebaik mungkin.
This document contains marking schemes for Papers 1, 2, and 3 of the JUJ Chemistry Set 1 2017 exam. It provides the answers and allocation of marks for each question. For Paper 1, it lists the answers for multiple choice questions. For Papers 2 and 3, it outlines the expected responses for each sub-question and allocates a maximum mark for each. The marking schemes are intended to guide those marking the papers to consistently and fairly award marks based on the level of understanding and knowledge demonstrated by students.
This document is a link to a WordPress blog titled "Cikgu Adura" that appears to be about teaching and education based on the URL. The document repeats the same link multiple times without providing any other visible text or context about the blog.
This document is a link to the website https://cikguadura.wordpress.com/ repeated multiple times. The website appears to be about education but without visiting the link, the specific topic or content of the site cannot be determined from the repeated link alone.
This document is a link to the website https://cikguadura.wordpress.com/ that appears to be the blog of a teacher. The website is mentioned multiple times throughout the document, suggesting it is the key topic or focus. In a few short sentences, the document repeats and directs the reader to the teacher's blog site at https://cikguadura.wordpress.com/.
This document is a series of repeated links to the same website address. The high level information provided is just the URL https://cikguadura.wordpress.com/ repeated multiple times with no other context.
This document is a link to the website https://cikguadura.wordpress.com/. The website appears to be about education as it contains the word "Cikgu" which means teacher in Malay. However, as the document only contains repetitions of the website link, no other information about the content or purpose of the site could be determined from the given document.
This document is a list of repeated links to the website https://cikguadura.wordpress.com/. The website appears to be about an individual named Cikgu Adura based on its URL but no other information is provided in the document itself other than the repeated listing of the same link over multiple lines.
This document is a link to the website https://cikguadura.wordpress.com/. The website appears to be about education as it contains the word "Cikgu" which means teacher in Malay. However, without visiting the link, there is no other information provided in the document to summarize.
The document contains marking schemes for Chemistry Paper 1, 2 and 3 for a diagnostic academic examination held in August 2017. The marking schemes provide the answers to questions in the papers and the marks allocated for each part of the questions. It also contains rubrics describing how marks are awarded for parts of questions involving explanations or descriptions. The marking schemes allow examiners to consistently apply marks to students' responses during marking to ensure fair and accurate assessment.
This document provides a table of specification for a chemistry paper 1 exam from 2017. It lists 50 questions that could appear on the exam grouped into categories of knowledge, comprehension, and application. For each question, it provides the topic, question type, and whether it includes a diagram or table. This allows examiners to structure the exam to test students on different cognitive levels and topics in chemistry while adhering to the specification.
The document is a chemistry exam paper from MRSM containing questions about various chemistry concepts and chemical substances. It consists of 4 sections with a total of 100 marks. Section A has multiple choice and short answer questions about consumer products and their chemical formulas, heating curves, and acid-base titration. Section B involves questions about empirical formulas, types of compounds and predicting products of chemical reactions. Section C contains calculations involving moles, volumes and concentrations in acid-base titration. Section D has questions on unsaturated hydrocarbons, polymers, esters and combustion reactions.
The document is a chemistry exam paper from Malaysia containing multiple choice questions about various chemistry concepts such as:
- Atoms and molecules
- Chemical reactions and equations
- Acids and bases
- Properties of substances
- Experimental setups and interpretation
The questions cover topics like chemical bonding, electrolysis, acids and bases, oxidation states, physical and chemical properties of substances. Diagrams are provided to illustrate experimental setups. Students are required to choose the correct answer from the options given for each question.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness and well-being.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
The document is a list of 50 identical links to the website http://www.chngtuition.blogspot.my. It does not contain any other text, images, or meaningful content beyond repeatedly listing the same URL 50 times.
Dokumen tersebut merupakan soalan-soalan ujian fizik SPM negeri Pahang tahun 2017. Terdapat 50 soalan yang meliputi konsep-konsep asas fizik seperti mekanik, termodinamik, elektrik dan optik. Calon dikehendaki menjawab semua soalan dengan menandakan jawapan pada kertas jawapan yang disediakan.
1. STiLIT
4s41/3
Kimia
Kertas 3
(}gos
2$1 ?
.l .
t- I$m
Kelas: .............
4541/3
MAKTAB RENSAH SA{NS MARA
PEPERIKSAAN AKHIR SIJIL PENDII}IKAN MRSM 2*I7a
KIMIA
Kertas 3
Satu jarn tiga puluh minit
JAFiIGAN BUKA KERTAS SOAI.AN TNT SEHIFi{;{;A IXEERITAIdTJ
2.
t
1. T'uIiskctn n#Fno, kelus dan angk*
giliron $ilLt{t p{td$ rLtailg ru}1s
disetliakan.
Unfuk Ke gunaan P emer iks a
Soalan
fu{arkah
Penuh
Markah
diperoleh
i 15
2 18
^l tt
.lunrlalt 5L)
Kertas' sonlun ini ttdaltth daiam
ciy,ihahcts{t.
()tion c{ikehentlcki menj u*ult seffiuo
soulctn.
Kertas scalan iri mengandungi i 1 halaman bercetak dan t halaman tidak bereetak
[Lihat setrelah
IULIT
1511/3 o2{ilT Ilak Cipta Eakagir* P*::rf i<liLnn in'ien*risirir {AI{"A
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2. For
Examine.r',t
Lrse
r(a)
SULIT 7
Answer all questions
Jawab semu& soalan
Diagram 1 shows the apparatus set up for the preparation of an organic
compound in a laboratory.
Rajah 1 menunjttkkan susunan radas bagi penyediaarc suatu sebatian arganik dalam
malnnal.
.n c,/-f- ,/ ,{/
lf --) {.{E*rl ' q-.:r'
V Cs*Cerrated I
sr**fotui{. *eid H**t
Asid sulfurik F*n*p&ox
Pekat
Diagram 1
Raiah I
Table 1.1 show three examples of alcohols and carboxylic acids used in the
preparation.
jaiuot 1.1 menunjukkan tiga contoh {}lkolxol dan asid karboksilik yang digunakan
dal am p enye diaan t er s ebut.
. Table 1.1
Jadual 1.1
State one inference for this experiment.
Nyatakan satu inferens bagi eksperimen ini.
C*ldtl,drr
-,{ir'sqrurd*
(a)
454Lt3
--41
l+r€9r=:#
r:t'I
' {
lrl
.-,> t I
L E, {
-
t::*-:--J
Set
Alcohol
Alkohol
Carboxylic acid
Asid karboksilik
Observation
Pemerhatiail
i
Methanol
Metanol
Ethanoic acid
Asid etanoik
Pleasaat smel1
Bauhantm
2
Ethanol
Etanol
Propanoic acid
Asid propanoik
Pleasant smel1
Bau hurum
J
Propanol
Propanol
Methanoic acid
Asid metanoik
Pleasant smell
Bau harttlt
[3 marks]
13 markahl
fl-ihat halaman sebelah
SULIT
454113 -rc2oir Hak cipta BPM MARA
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3. SULIT For
Examiner's
Use
(b) Conskuct a table to show the name of the organic compounds fonned in
Table 1.1.
Bina satu jadaat unh*k menunjukkan nama sebatian-sebatian organik yang
dihasilhan dalam J*dual l. L
[3 marks]
f3 markah)
454113 @2017 Hak cipta BPM MARA pihat halaman sebelah
4. For
Examiner's
Use
1(cXi)
SULIT
(c)
454u3
Tab1e 1.2 shows the observation for an experiment to differentiate hexane
and hexene.
Jadual 1.2 menur$ukkan pemerhatian bagi suatu el<sperimen untuk membezakan
helrsana dan hel<sena.
Table 1.2
Jadual 1.2
(i) For this experiment, state
Bagi eksperimen ini, nyatalmn
The manipulated variable
P emb ol e hub ah dimanipul as i
The responding variable
P embo I ehub ah b ergerakb al as
The fixed variable
P emb o I ehub ah di mq.l arkan
[3 marks]
13 markahl
[Lihat halaman sebelah
SULIT
Reagent
Bahan tindak balas
0bservation
Pemerhatian
Ilexane
Heksana
Hexene
Heksena
Bromine water
Air bromin
No change
Tiada perubahan
Brown bromine water decolorized
Warna perang air bromin
dinyahwarnakan
Acidified potassium
manganate (VII) solution
Larutan kalium
manganat (VII) berasid
No change
Tiada perttbahan
Purple colour of solution
decolorized
Warna ttngtt larutan
dinyahwarnakan
4541,13 @2017 Hak cipta BPM MARA
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5. SULIT
(ii) State one hypothesis for this experiment.
Nyatakan satu hipotesis bagi eksperimen ini.
[3 marks]
13 markahl
(iii) Hexene, CoHtz, can also be differentiated from hexane, CeHlc, based on the
sootiness of flame when bumt.
Predict the substance that will produce more soot when burnt.
Explain your answer.
fRelative atomic mass: H : 1 ; C : 127
Helrsena, Col{tz, juga boleh dibezakan dari heksana, CaI{u, berdasarlmn
kej elagaan nyalaan apabila dibakar.
Ramalkqn bahan yang akan menghasilkan lebih banyak jelaga apabila dibakar.
Terangkan jawapan anda.
[Jisim atom relatif H : I ; C = 12J
[3 marks]
13 markah)
For
Examiner's
Use
1 /-/ii
Total 1
H
r(c)(iii)
454113 @2017 Hak cipta BPM MARA pihat halaman sebelah
6. ST]LIT 454u3
Diagram 2.1 shows the apparatus set-up to investigate the transfer of electron at a
distance, using magnesium electrode and copper electrode at the beginning of the
experiment and after 30 minutes. The experiment is repeated by replacing the
magnesium electrode with zinc and silver.
Rajah 2.1 menunjukkan susunan radas untuk mengkaji pemindahan elektron pada satu
jarak dengan menggunakan elehrod magnesium dan elehrod kuprum pada awal
el<sperimen dan selepas 30 minit. Elcsperimen ini diulangi dengan menggantikan elehrod
magnesium dengan zink dan argentum.
Dragram2.l
Rajah 2.1
[Lihat halaman sebelah
SULIT
At the beginning
of experiment
Pada awal
eksperimm
c4pa &{agnesiunr
ffuprunt ;tJag::esiam
BIEe sok*loa&f
c.ryperfiIj sc$fuate
I;glrutsFt bira
laryramffi s"Ifat
Coks:rless solutio,* qf
magsrsile selphate
Larutan tidak b crugarng
magnesium s*lfat
Sodirsft chloride sohrtbn
Larut*nnatfium klonde"
After 30 minutes
Selepas 30 minit
Copper &{agnesirmr
Kqtrum ;lfagxeslu.nr
Colourtress soktiot
Larutan ti dak b arw,aruil
Ce&msless sq&rtiorl
Larutan tidak bemtans
Ssdifficftt$rid€ sohtic&
Laru,t*n fi$tfirl*t klaridg
l::
454113 @2017 Hak ciptaBPM MARA
7. SULIT 7 4541t3
For
Examiner's
UseTable 2.1 shows the voltmeter reading for the three experiments.
Jadual 2.1 menunjukkan bacaan voltmeter bagi ketiga-tiga el<sperimen tersebut.
Set I Set II Set III
Mg/Cu Zn/Cu
Reading :..........................
Bacaan.: ,.
Ag/Cu
Bacaan:
Table 2.1
Jadual 2.1
(a) Record the voltmeter reading in the space provided in Table2.l
Rekodkan bqcaan voltmeter di dalam ruang yang disediakan dalam Jadual 2.1.
[3 marks]
f3 markahl
(b) State one observation for Set I.
Nyatakan satu pemerhatian bagi Set I.
it;;;k;l
13 markahl
pihat halaman sebelah
SULIT
454113 @2017 Hak cipta BPM MARA
2(b)
G
8. For
Examiner's
Use
2(c)
2(d)(il
SULIT
(c) State the operational definition for the redox reaction in Set III.
Nyatakan definisi secara operasi bagi tindak balas redolds dalam Set III.
454u3
(d) Diagram 2.2 shows the rusting occurs when an iron nail is coiled with silver.
Raiah 2.2 menuniukkan pengaratan berlaku apabila rod besi dililit dengan argentum.
[3 marks]
13 markahl
Gelatin t Potassium hexacyanoferrate (IIf
Gelatin I Kalium hel<sasianoferat (III)
(i)
Iron nail
Pqku besi
Silver
Argentum
Diagram2.2
Rajah 2.2
Based on the Diagram 2.2,blle spot present because potassium
hexacyanoferrate(Il! detects the presence of iron(Il) ion.
Explain why.
Berdasarkan Rajah 2.2, tompok biru kelihatan kerana kalium
h e ltsa s i a n ofe r a t (III) m e n ge s an keh a dir an i o n fer um (II).
Terangkan mengapa.
[3 marks]
13 markahl
[Lihat halaman sebelah
SULIT
4541/3 @20r7 Hak Cipta BPM MARA
8
9. :----_
SULIT 9 4541/3
The apparatus is then left for a week.
State the change of intensity of the blue spot with time.
Radas ditinggalkan s elama s eminggt.
Nyatakan perubqhan keamatqn tompok berwarna biru dengan masa.
[3 marks]
[3 markah]
(ii)
[3 marks]
13 markahl
[Lihat halaman sebelah
SULIT
For
Examiner's
Use
2(d)(ii)
A list of substances are identified as follows:
Senarai bahqn-bahan dikenalpasti seperti di bawah:
Bromine water
Air bromin
Potassium iodide
Kalium iodida
Magnesium
Magnesium
Acidified potassium manganate(Vll), KMnO+
Kalium mangsnat (VII) berasid, KMnOq
Hydrogen sulphide, HzS gas
Gas hidrogen suffida, HzS
(e)
classifr the substances into reducing agents and oxidizing agents.
Kelaskan bahan-bahsn ini kepada agen penurunan dan agen pengoksidaan.
4541/3 @2or 7 Hak cipta BpM MARA
Total2
t
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10. SULIT 454u3
Diagram 3 shows the uses of two salts in our daily life.
Rajah j menunjukkan kegunaan dua garam yang digunakan dalam kehidupan seharian.
10
Diagram 3
Rajah 3
Plan a laboratory experiments to differentiate both of the salts by
process or any suitable chemicals
Rancangkan satu eksperimen malfinal untuk membezakan kedua-dua
dengan menggunakan proses pemanasan atau bahan kimia yang sesuai.
Your planning should include the following aspects:
Perancangan anda hendaklah mengandtmgi aspek-aspek berikut:
(a) Problem statement
Penyataan masalah
(b) All the variables
Semua pembolehubah
(c) Statement of the hypothesis
Penyataan hipotesis
(d) List of materials and apparatus
Senarai bahan dqn rqdas
(e) Procedure for the experiment
Prosedur eksperimen
(0 Tabulation of data
Penjadualan data
END OF QUESTION PAPER
KERTAS PEPERIKSAAN TAMAT
454113 o2ol7 Hak ciptaBPM MARA
using heating
garam tersebut
[17 marks]
ll7 markah)
'Plaster of Paris' is made up from
caleium sulphate, CaSO+ to support the
broken bone.
'Plaster Paris' diperbuat daripada garam
kalsium sulfut, CaSOq, digunakan untuk
menyokong tulang yang patah.
Calcium carbonate, CaCO: is used widely
as an effective source of calcium
supplement and antacid.
Kalsium karbanat, CaCOt digunakan secara
meluas sebagai sumber kalsium tambahan dan
antasid.
SULIT
rl
V)
(,.)
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