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.
This document contains notes and formulas for mathematics from Form 1 to Form 5. It covers topics such as solid geometry, circle theorems, polygons, factorisation, indices, linear equations, trigonometry, statistics, and lines and planes. For each topic, key formulas and properties are listed. For example, under solid geometry it defines the formulas for calculating the areas and volumes of shapes like cubes, cuboids, cylinders, cones and spheres. Under statistics it explains how to calculate measures like the mean, mode, median, and introduces different types of graphs like histograms and frequency polygons.
The document provides a summary of mathematics formulae for Form 4 students. It includes:
1) Common functions and their derivatives such as absolute value, inverse, quadratic, and fractional functions.
2) Key concepts in algebra including the quadratic formula, nature of roots, and forming quadratic equations from roots.
3) Essential statistics measures like mean, median, variance, and standard deviation.
4) Formulas for coordinate geometry topics like distance, gradient, parallel and perpendicular lines, and locus equations.
5) Rules for differentiation including algebraic, fractional, and chain rule.
Dokumen tersebut berisi daftar kosa kata dan frasa bahasa Melayu yang menarik. Beberapa contohnya adalah abstrak, alternatif, autentik, bertele-tele, konotasi, nostalgia, reputasi, dan frasa seperti "Acuan generasi baharu", "Agar kepentingan dan hak mereka terlindung", "Bagi mengisi keperluan sumbe tenaga manusia".
This document contains notes and formulas for mathematics from Form 1 to Form 5. It covers topics such as solid geometry, circle theorems, polygons, factorisation, indices, linear equations, trigonometry, statistics, and lines and planes. For each topic, key formulas and properties are listed. For example, under solid geometry it defines the formulas for calculating the areas and volumes of shapes like cubes, cuboids, cylinders, cones and spheres. Under statistics it explains how to calculate measures like the mean, mode, median, and introduces different types of graphs like histograms and frequency polygons.
The document provides a summary of mathematics formulae for Form 4 students. It includes:
1) Common functions and their derivatives such as absolute value, inverse, quadratic, and fractional functions.
2) Key concepts in algebra including the quadratic formula, nature of roots, and forming quadratic equations from roots.
3) Essential statistics measures like mean, median, variance, and standard deviation.
4) Formulas for coordinate geometry topics like distance, gradient, parallel and perpendicular lines, and locus equations.
5) Rules for differentiation including algebraic, fractional, and chain rule.
Dokumen tersebut berisi daftar kosa kata dan frasa bahasa Melayu yang menarik. Beberapa contohnya adalah abstrak, alternatif, autentik, bertele-tele, konotasi, nostalgia, reputasi, dan frasa seperti "Acuan generasi baharu", "Agar kepentingan dan hak mereka terlindung", "Bagi mengisi keperluan sumbe tenaga manusia".
Cik Ti, a small animal, was searching for food in the rain but found none in its shelter. Hungry and tired, it went into a nearby house kitchen. Seeing cheese, it ate but then became thirsty. It drank water from a cup but was then trapped by Mamat in a plastic bag. Unable to breathe, Cik Ti shouted for help and died from lack of air.
A plant thanked another for giving it water, which it can use to make food. It also thanked the other for keeping it in direct sunlight, allowing it to get enough light to make food.
Dokumen tersebut merupakan borang kaji selidik mengenai persepsi pelajar puteri asrama Jengka Pusat terhadap peniaga borong pakaian di Bandar Pusat, Jengka. Borang tersebut mengandungi soalan-soalan berkaitan profil pelajar, tahap kepuasan pelajar terhadap ciri-ciri perniagaan peniaga borong pakaian, dan perkhidmatan yang disediakan oleh peniaga borong pakaian tersebut.
Malaysia menggunakan dasar luar yang berbeza pada tiga tahap berbeza. Pada tahap pertama, Malaysia bergantung kepada Britain dan menumpukan kepada isu keselamatan. Pada tahap kedua, Malaysia mengamalkan dasar berkecuali dan berbaik-baik dengan semua negara. Pada tahap ketiga, matlamat ekonomi menjadi tumpuan utama dasar luar Malaysia.
Kajian ini menganalisis jumlah guna tenaga dalam sektor pembinaan di Malaysia dari tahun 2000 hingga 2012. Ia mendapati peningkatan guna tenaga kecuali pada beberapa tahun. Terdapat permasalahan seperti kekurangan tenaga mahir tempatan yang menyebabkan pertambahan buruh asing. Usaha bersama kerajaan dan swasta diperlukan untuk mengatasi masalah ini dan memajukan industri pembinaan.
Ringkasan dokumen:
Dokumen ini membahas tentang kajian lapangan geografi yang mengenai kawasan ekopelancongan di Taman Eko-Rimba Gunung Tampin, Negeri Sembilan. Kajian ini menjelaskan konsep ekopelancongan, kepentingannya bagi daerah Tampin, dan langkah-langkah untuk membangun industri ekopelancongan di kawasan tersebut.
Bab 2 membahasikan tiga topik utama tentang perancangan pengeluaran: (1) reka bentuk pengeluaran meliputi simplification, standardization, dan modular; (2) jenis-jenis pengeluaran seperti mengikut tempahan, secara massa, dan secara berkelompok; (3) penjelasan mendalam tentang konsep-konsep tersebut.
Perang Dunia Kedua memberi kesan mendalam terhadap senario politik antarabangsa dengan munculnya dua kuasa besar iaitu Amerika Syarikat dan Soviet Union yang menjadi pemimpin ideologi dunia masing-masing. Benua Eropah terbahagi kepada blok Barat dan Timur yang menganuti ideologi berbeza akibat pertelingkahan kedua-dua kuasa ini. Perang ini juga menyebabkan beberapa negara di Asia berpecah mengikut ideologi komunis
Kertas 2 pep pertengahan tahun sbp 2011norainiamin
The document provides the marking scheme for Chemistry Paper 1, 2 and 3 for a mid-year exam in 2011. It includes the answers and marks allocated for each question in the three papers. For Paper 1, it lists the answers for 50 multiple choice questions. For Paper 2, it provides the answers and explanations for 9 questions. For Paper 3, it outlines the scoring rubrics for assessing 5 long answer questions on topics like the effect of temperature on reaction rate and variables in an experiment. The marking scheme aims to standardize the evaluation of students' responses for the Chemistry mid-year exam across its three papers.
This document contains the marking scheme for the 2015 Sijil Pendidikan MRSM Chemistry Paper 2 examination. It provides guidance for examiners on how to mark students' answers, including symbols to indicate if an answer should be fully replaced, a word replaced, or can be summarized. It then provides the mark scheme for each question, breaking it down into sub-marks. The questions cover topics like types of drugs, uses of antibiotics, herbal medicines as alternatives, food additives, chemical equations, organic compounds, acid-base reactions, electrochemistry, diffusion, chemical bonding, and corrosion.
Cik Ti, a small animal, was searching for food in the rain but found none in its shelter. Hungry and tired, it went into a nearby house kitchen. Seeing cheese, it ate but then became thirsty. It drank water from a cup but was then trapped by Mamat in a plastic bag. Unable to breathe, Cik Ti shouted for help and died from lack of air.
A plant thanked another for giving it water, which it can use to make food. It also thanked the other for keeping it in direct sunlight, allowing it to get enough light to make food.
Dokumen tersebut merupakan borang kaji selidik mengenai persepsi pelajar puteri asrama Jengka Pusat terhadap peniaga borong pakaian di Bandar Pusat, Jengka. Borang tersebut mengandungi soalan-soalan berkaitan profil pelajar, tahap kepuasan pelajar terhadap ciri-ciri perniagaan peniaga borong pakaian, dan perkhidmatan yang disediakan oleh peniaga borong pakaian tersebut.
Malaysia menggunakan dasar luar yang berbeza pada tiga tahap berbeza. Pada tahap pertama, Malaysia bergantung kepada Britain dan menumpukan kepada isu keselamatan. Pada tahap kedua, Malaysia mengamalkan dasar berkecuali dan berbaik-baik dengan semua negara. Pada tahap ketiga, matlamat ekonomi menjadi tumpuan utama dasar luar Malaysia.
Kajian ini menganalisis jumlah guna tenaga dalam sektor pembinaan di Malaysia dari tahun 2000 hingga 2012. Ia mendapati peningkatan guna tenaga kecuali pada beberapa tahun. Terdapat permasalahan seperti kekurangan tenaga mahir tempatan yang menyebabkan pertambahan buruh asing. Usaha bersama kerajaan dan swasta diperlukan untuk mengatasi masalah ini dan memajukan industri pembinaan.
Ringkasan dokumen:
Dokumen ini membahas tentang kajian lapangan geografi yang mengenai kawasan ekopelancongan di Taman Eko-Rimba Gunung Tampin, Negeri Sembilan. Kajian ini menjelaskan konsep ekopelancongan, kepentingannya bagi daerah Tampin, dan langkah-langkah untuk membangun industri ekopelancongan di kawasan tersebut.
Bab 2 membahasikan tiga topik utama tentang perancangan pengeluaran: (1) reka bentuk pengeluaran meliputi simplification, standardization, dan modular; (2) jenis-jenis pengeluaran seperti mengikut tempahan, secara massa, dan secara berkelompok; (3) penjelasan mendalam tentang konsep-konsep tersebut.
Perang Dunia Kedua memberi kesan mendalam terhadap senario politik antarabangsa dengan munculnya dua kuasa besar iaitu Amerika Syarikat dan Soviet Union yang menjadi pemimpin ideologi dunia masing-masing. Benua Eropah terbahagi kepada blok Barat dan Timur yang menganuti ideologi berbeza akibat pertelingkahan kedua-dua kuasa ini. Perang ini juga menyebabkan beberapa negara di Asia berpecah mengikut ideologi komunis
Kertas 2 pep pertengahan tahun sbp 2011norainiamin
The document provides the marking scheme for Chemistry Paper 1, 2 and 3 for a mid-year exam in 2011. It includes the answers and marks allocated for each question in the three papers. For Paper 1, it lists the answers for 50 multiple choice questions. For Paper 2, it provides the answers and explanations for 9 questions. For Paper 3, it outlines the scoring rubrics for assessing 5 long answer questions on topics like the effect of temperature on reaction rate and variables in an experiment. The marking scheme aims to standardize the evaluation of students' responses for the Chemistry mid-year exam across its three papers.
This document contains the marking scheme for the 2015 Sijil Pendidikan MRSM Chemistry Paper 2 examination. It provides guidance for examiners on how to mark students' answers, including symbols to indicate if an answer should be fully replaced, a word replaced, or can be summarized. It then provides the mark scheme for each question, breaking it down into sub-marks. The questions cover topics like types of drugs, uses of antibiotics, herbal medicines as alternatives, food additives, chemical equations, organic compounds, acid-base reactions, electrochemistry, diffusion, chemical bonding, and corrosion.
This document contains information about an AIEEE examination paper for the year 2020, including instructions for candidates. It provides the code for the question paper, lists the subjects that will be covered (Physics, Chemistry, and Mathematics), and sets the date, time limits, and maximum marks for the exam. It also lists 13 important instructions for candidates regarding filling out personal details, permitted materials, answering questions, and exam procedures.
This document contains information about the II PUC Chemistry question bank and model question papers for the subject. It begins with a disclaimer noting that while efforts have been made to make the question bank comprehensive, errors may exist, and questions from the bank may not be the only ones appearing on examinations. It notes that the copyright of the question bank lies with the Director of the Department of Pre-University Education and it is for academic purposes only.
The document then provides the blueprints for two model question papers, outlining the distribution of questions from different topics across various parts of the papers. It allocates a total of 105 marks to the papers and divides them into parts A, B, C and D, with part A containing
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Those coaching institutes, who are investing highly on advertisements, are actually, wasting their money on it, in a sense. Rather, the money should be invested on highly experienced faculty members and on teaching gears.
We all at 'Apex' are taking this initiative to improve the quality of education along-with each student's development and growth.
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( Motivator & Mentor)
1. The document discusses several chemistry problems and their solutions.
2. Questions cover topics like organic reactions, equilibrium constants, ionization, isoelectronic species, and more.
3. Correct answers and step-by-step workings are provided for each problem.
This document provides information about chemistry questions and answers from a 2014 exam in Kedah, Malaysia. It includes the question paper for Module 2 Chemistry, with 50 multiple choice questions and answers. It also includes the mark scheme and answers for the paper. The document discusses the questions asked, the correct answers, and the number of marks awarded for each part of each question. It provides a detailed breakdown of the questions, expected answers and marking criteria for the chemistry exam.
This document provides a chemistry sample paper with 30 questions covering various topics in chemistry. It includes very short answer questions (1 mark), short answer questions (2-3 marks) and long answer questions (5 marks). The questions test a range of concepts including stoichiometry, gas laws, equilibrium, electrochemistry, organic chemistry and more. Sample solutions are provided for some questions to illustrate the expected level of detail in the responses. The document serves as a practice test for students to evaluate their understanding of key chemistry concepts.
This document provides instructions for a chemistry exam with two sections - Section A and Section B. Section A contains 19 multiple choice questions to be answered. Section B contains 20 questions where the test taker must answer 10. Some general data is provided including physical constants. Section A questions cover topics like gas properties, reaction mechanisms, spectroscopy, and thermodynamics. Section B questions involve predicting products, identifying reaction types, solving reaction mechanisms, and transformations. The exam tests knowledge of inorganic and organic chemistry concepts.
IIT JEE 2011 Solved Paper by Prabhat GauravSahil Gaurav
(1) The document provides instructions for a test paper containing 69 multiple choice questions across 3 subjects (Chemistry, Physics, and Mathematics) divided into 4 sections each.
(2) It details the marking scheme for each section - for sections with single correct answers, marks are awarded based on selecting the right option and penalizing for wrong ones; sections with multiple correct options award marks only for fully correct responses.
(3) Instructions are given on filling details on the answer sheet correctly and handling the paper and materials during the exam.
This document provides information about atomic structure, the periodic table of elements, and chemical bonds. It begins by discussing the properties of substances X, Y, and Z, including their states of matter and bonding properties. It then covers concepts like melting and boiling points on a graph. The document also contains practice questions on chemical formulas and equations, including calculating mole ratios and determining empirical and molecular formulas. It provides the answers to these practice questions. In summary, the document reviews key concepts in atomic structure and bonding and provides worked examples of related chemical calculations.
This document provides a chemistry exam review with 99 questions from the 2013 SPM exam. It includes the exam paper sections, topics covered in each year from 2008-2012, and the number of questions from each topic. It then lists the first 20 questions from the exam paper along with multiple choice answers. The questions cover topics like chemical bonding, acids and bases, rates of reaction, and electrochemistry.
The document describes the process for selecting the German team for the International Chemistry Olympiad (IChO), which involves 4 rounds of testing. Students first complete problems at home, then the top scorers advance to chemistry camps involving theoretical and practical exams. The top 15 students then participate in a final week-long practical training camp, after which the IChO team is selected. The document also provides the problems and solutions for each round of the national competition.
This document is a chemistry exam paper that consists of 7 questions testing knowledge of various chemistry concepts. It provides instructions for candidates on how to answer the questions, including writing in boxes provided and not writing in barred code or grey areas. It also lists the number of marks allocated for each question or part of a question. Finally, it states that the exam paper is made up of 14 printed pages and 2 blank pages.
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 contains the marking scheme for Paper 2 Chemistry Set 2 for JUJ Pahang 2019. It includes 10 questions testing various chemistry concepts. The marking scheme provides the answers and sub-marks for each question. For example, Question 1 has 9 sub-marks testing concepts such as the periodic table, ionic compounds, and chemical bonding. In total, the paper tests 109 sub-marks across all questions. The marking scheme is detailed, providing the answers and sub-marks allocated for each part of every question on the exam.
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 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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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1. TABLE OF SPECIFICATION CHEMISTRY PAPER 1 2017
OUESTION CONSTRUCT TOPIC TYPEOTITEM KEY DTACRAM /TABLENUMBER
I KNOWLEDGE F 4LM M. CHOICE C
2 KNOWLEDGE F4LA3 M, CHOICE D DIACRAM 1
,]
KNOWLEDGE F'd T AA M. CHOICE C
4 KNOU'I-EDGE F4LA4 M. CHOICE A
5 KNOWLEDGE F4LA5 M. CHOICE A
6 KNOWLEDGE F4LA6 M. CHOICE D DIAGRAM2
7 KNOWLEDGE F4LA7 M. CHOICE B
8 KNOWLEDCE F 4LAl M. COMPLETION B
9 KNOWLEDGE F4LA8 M. CHOICE D DIAGRAM 3
0 KNOWLEDGE F4LA9 M. CHOICE C
KNOWLEDCE F4LA9 M. CHOICE D DIAGRAM4
2 KNOWLEDGE F5LA2 M. CHOICE D
J KNOWLEDGE F5LAI M. CHOICE B
4 KNOWLEDGE F5LA2 M. CHOICE A DIAGRAM5
t5 KNOWI-EDGE F5LA3 M. CHOICE A
t6 KNOWLEDGE F5LA3 M, CHOICE D
7 KNOWLEDGE F5LA4 M. CHOICE A
a
KNOWLEDGE r < r A< M. CHOiCE D DIAGRAM6
9 KNOWI-EDGE F5LA4 M. CHOICE A DIAGRAM 7
20 KNOWLEDGE F4LA2 M. CHOICE B
lt COMPREHENSION F 4LA2 M. CHOICE A
22 COMPREHENSlON F4LA3 M. CHOICE B
23 COMPREHENS]ON F4LA4 M. CHOICE C TABLE I
24 COMPREHENSION F4LA5 M. CHOICE B
25 COMPREHENSION F4LA6 M. CHOICE B DIAGRAM 8
26 COMPREIiENSION F 4LA2 M. CHOICE A DIAGRAM9
27 COMPREHENSION F4LA7 M. CHOICE C
28 COMPREHENSION F5LA3 M. COMPLETION C DIAGRAM IO
29 COMPREHENSION F 4 LA7 M. CHOICE A TABLE 2
COMPREi{ENSION F4LA9 M. CHOICE A DIAGRAM II
31 CCMPREHENSION F4LA8 M. CHOICE C EIAGRAM 12
32 COMPREHENSION F4LA9 M. CHOICE C
33 COMPREHENSION F5 LAI M. CHOICE D DIAGRAM 13
34 COMPREHENSION F5 LA2 M. CHOICE B DIAGRAM 14
35 r-nn { Dp r [] crQ I .]l F5 I-.C4 M. CHOICE C
36 APPLICATION F4LA3 M. CHOICE C DIAGRAM 15
7 APPLICATION F4LA3 M. CHOICE c
38 APPLICATION F 41,A4 M. CHOICE B
.IABLE
3
39 APPI-1(]ATION F4LA5 M. CHOICE B DIAGRAM 16
40 APPLICATION F4LA7 M. CHOICE A
4I APPLICATION F4LA6_ M, CHOICE B DIAGRAM 17
42 APPLICATION F 4LA7 M. CHOICE B DIAGRAM 18
43 APPLICATION F4LA6 M. CHOICE D
44 APPLICATION F4LA8 M. CHOICE D
45 APPLICATION F4LA8 M. COMPLETION TABLE 4
46 APPLiCATION r J LAi M. CHOICE c DIACRAM 19
47 APPLICATION F 5 LAI M. CHOICE D TABLE 5/ CRAPH I
48 APPLICATiON F5 LAz M. CHOICE D
49 APPLICATION F 5 I,A3 M. CHOICE C DIAGRAM 20
50 APPLICATION F5LA4 M. CHOICE n DIAGRAM2l
l2
ts 12
C !3
D 13
50
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2. STJLIT
454u2
Kimia
Kertas 2
0gos
20r7
^1 .
z;lam
4s41t2
MAKTAB RENDAH SAINS MARA
PEPERIKSAAN AKHIR SIJIL PENDIDIKAN MRSM 2017
H
a
PERATURAN PEMARKAHAN
KIMIA
Kertas 2
Duajam tiga puluh minit
I}NTUK KEGUNAAN PEMERIKSA SAIIAJA
AMARAN
Peraturan pemarkahan ini SULIT dan Hak Cipta Bahagian Pendidikan Menengah
MARA. Kegunaannya khusus unhrk pemeriksa yang berkenaan sahaja. Sebarang
maklumat dalam peraturan pemarkahan ini tidak boleh dimaklumkan kepada
sesiapa.
[Lihat sebelah
SULIT454112 @zotz Hut Clpta Bahagian Pendidikan Menengah MARA
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3. SULIT
,,
MAB|I(ING S,,IiIDEIINES
4s4il2{PP)
[Lihat hala:nan sebelah
SULIT
Symbol
r)
tl
_ or bold
a.d.p
wcr
a.
r.
e.c.f
Meaning
replace the whole sentence
replace the previous word
can be sumrnarized from explanation
keyword
avoid double penalty
wrong cancel right
accept
reject
error carry forward
of
454112 (PP) o 2017 Hak cipta BPM MARA
4. SULIT 4s41/2EP)
Question
No
Mark Scheme
Mark
Sub Total
t(o) (i) Xe /l Xenon 1 1
(ii) NaCl// Sodium chloride i 1
(iii) Turns to red and bleached/ white. I 1
(iv) Pi. Naphthlene is a covalent compound
P2. It does not have free moving ion to conduct electicity/l
consist of neutral molecules
1
1 2
(v) The outermost shell of xenon atom is fully filled with electrons l/
Atonr has achieved octet electron arrangement/eight valence
electron
I 1
1(b) (i) Molecuie 1 1
(ii) 800c 1 1
(iii) Heat absorbed is used to overcome force of attraction between
molecules
1 i
TOTAL 9
ILihat halarnan sebelah
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5. SULIT 4s41/2(PP)
[Lihat halaman sebelah
SULIT
Question
No
Mark Scheme
Mark
Sub .Total
2(a) (i) Chemical formula that shows the simplest whole number ratio of
atoms of each element in a compound
a: without whole number
1 i
(ii) Element Zn o
Mass (g) 30.5-24.0:6.5 32.1-30.5:1.6
Number of
mole of
atoms
6.5/65= 0.1 1.6/16:A.1
Simplest
ratio of
moles
1 1
Empirical formula : ZnO
1
1
1
3
(iii) Ionic compound 1
t
I
(iv) Yellow to white //
Yellow when hot and white when cold
I
t
I
2(b) (i) Nikic acid/ HNO: 1 1
(ii) P1.. Heat (zinc nitrate) solution until saturateii
and cool at room temperafure
, Filter the mixture and dryP2.
i
1 2
TOTAL 9
454112 (PP) e 2ol? Hak cipta BPM MARA
4
6. Question
No
lllark Scheme
Mark
Sub Total
3(a) (i) 7 1 i
(i i) Sodium chloride 1 i
(iii) P1 No.ofmoleHCl:1.0 x 20
1000
:0.02 mol
1 mol HCl : I mol NaOH
0.02 mol HCI : 0.02 mol NaOH
MolarityNaOH, M:0.02 x 1000
2A
= 1,0 moldm3
P2
P3
1
1
1 3
(iv) Pl. 40 cm3
P2. HzSO+ is diprotic acid ll
Concentration of hydrogen ion/ H* in HzSO+ is twice
1
1 2
3(b) (i) Add/ Dissolve/Pour/ Put baking soda powder / lime water/ CaAl
CaCOr
I 1
(ii) Baking soda powderl lime waterlCaO/ CaCO: neutralise the
acidic water
1 1
(iii) the higher the concentration of hydrogen
pH value,
Or
The iower the concentration of hydrogen
pH value
ions, H*, the lower the
ions, H*, thc higher the
1
1
TOTAL 10
SULIT 5 4s41|Z(PP)
halarnan sebelah
7. Question
No
Mark Scheme Mark
Sutr Total
4(a) Hydrocarbon which has at least one double covalent bon# triple
covalent bond between carbon atorns
1
I 1
4(b) (i) Polyethene / Polyethylene I
(ii)
HH
lrC- C
llHH
1 2
4(c) (i) CzHq+HzOlCzHsOH
Pl. Correct formulaof reactants
P2. Correct formula of product
1
1
2
(ii) P1: No. of mole CzH:0H - *6-
46
- 0.1 mol
P2: I mol CzHs0H produce 2 mol COz
0.1 mol C:HsOH produce 0.2 mol COz
volume of COz :0.2 mol x 24 dm3 mol-l
:4.8 dm3
P3:
1
I
1 3
i iiir Santplc Ansu.cr
P 1 : Percentage of ethanol/ solvent in Eau Fraiche is the
highest.
P2: ethanol has low boiling point and easily evaporates to
surroundings
1
1
2
TOTAL 10
SULIT 6 4y1/z{PP)
[Lihat halaman sebelah
SULIT454112 (PP) o 2017 Hak cipta BPM MARA
8. SULIT 454m(PP)
Question
No
Mark Scheme Mark
Sub Total
s (a) (i) Cuz*, ff, SOq
2-,
OH- 1 1
(i i) Brown solid deposit i 1
(iii )
Experim
ent
.'
i Oxygen gas
Position of OH- lower than
So+2-ion in the
electrochemical series
II
ii:-.;-i;r.i; r,I';-
l'.i.."-. 'r::i"n:;'
:a-:f-]. i_. r .:::!
Type of eiectrode
1+1
1 3
(iv) Cu --+ f,pr+ + 2e 1 1
(v) P1 Experiment IL
Number/concentration of Cu2* ion remains
unchanged //
Rate of ionisation/ oxidation of
copper atom at the anode is the same as the
rate of dischargd reduced of Cu2* ion at
the cathode,
1
I
I 2
(b)
(i) zcl - ---+ Clz * 2e 1 1
(ii) P 1 : Fez+ ions are oxidized by ehlorine.
P2: To forrn Fe3* ions which is trown in colour.
1
I
1 2
TOTAL 11
halaman sebelah
9. SULIT 4s4u2(PP
[Lihat halaman sebelah
ST'LIT
Question
No
Mark Scheme
Mark
Sutr Total
6 (a) (i) Pl : Exothermic reaction.
P2: AlVHeat of reactibn has a negative sign which
indicates that heat is evolved in the reaction.
1
1 2
(ii) Hz*'/rOz ) HzO //
ZHz+ Oz ) ZHzO
P 1 . Correct formula of reactants and products
P2. Balance
1
1 2
(iii)
Energy
2Hz+ Oz
P1. Correct energy level with label energy
P2. Correct reactants, products(chemical equation) and
value <lf A1l
1
1 .1,
(b)
(i) Number of mole of Hz
50
2(1,
:25 mol 1 1
(ii) pl
na
iL
1 rnoi of hydrogen released 282kJ beat
25 mol of hydrogen released:2-5 x 282 k.)
1
: 7050 kJ ll 7.05 x 106 J
I
i 2
(c) Pi
P2
The product of the combustion of hydrogen is
water/steam only.
Hence, this reaction is clean and non-polluting.
1
1 2
TOTAL 11
454112 (PP) o 20r7 Hak ciptr BpM MARA
10. SULIT 4s4U2|YP)
Question
No
Mark Scheme
Mark
Sub Total
7 (a)
Illethane Differences Sodium flouride
covalent Type of compound ronlc
moiecule Tlpe of particle ton
1+1
1+1
4
7 (b) P1: Electron arrangement of flourine atom is 2.7 and
sodium atorn is 2.8.1
P2: To achieve octet electron arrangement,
P3: sodium atom donate 1 electron to form sodiuni ion/ Na*//
half equation
P4: Flourine atom accept 1 electron to form fluoride ion/ F- //
half equation
P5: Sodium ion/ Na" and fluoride ion/ F- attracted by a strong
electrostatic force to form ionic bond.
P6: Diagrarn of electron arrangement
P7: Electron arrangement of carbon atom is 2.4 and hydrogen
atom is L
P8: Atom carbon sontribute/ give/provide 4 electrons and atom
hydrogen contribute one electron
P9: One carbon atom share 4 electron each with four hydrogen
atoil.l to fomr covalenl bcnd.
P 10: Diagram of electron arrangement
fadp: atom]
1
I
1
I
I
1
i
1
1
1
1
1 10
7 (c)
CHa NaF
The boiling point of CHc is
lower
The boiling point of NaF is
higher
CHa rnolecules are athacted
by a rveak Van der Waals
forces/ intermolecular fo rces.
There are Na* ion and F- ion
that are attracted to each bY a
shong electrostatic forces
Less heat energy is needed to
overcome the forces.
Higher heat energy is needed
to overcome the forces.
TOTAL
1+l
1+1
1+1 6
2A
l-T ih"+ lralamon cphplah
9
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11. SULIT 10 4s4UI(PP)
[Lihat halaman sebelah
P3. The layers of atoms can slide easily over each other when
force is applid
P4. The average diameter of the dent on the copper block is
larger/biggerl/ Cu block is softer.
P5. The sizes of atoms in alloy/bronze/brass block are not
the same/ different.
P6. The zincltin atoms disrupV disturb the orderly arrangement
of copper atoms
P7. The atorns/layers of atoms cannot slide easily over each
other when force is applied
P8. Average diarneter of dent on alloy/brass/bronze block is
smallcr//alloy hlock is harder.
adp : when force is applied
Question
No.8
Mark Scheme
Mark
Sub Total
8(a) (i) P1. Antibiotic
P2. Used to treat infectionsl kill/ slow down the growth of
bacteria
1
I 2
(ii) Pl.To make sure all the bacteria are killed
P2. Bacteriamay become more resistant I immune ll
Higher dose of antibiotic is needed to fight the same
infection in ftture
1
1
2
(b)
(Any two function)
Detergent addifiVes Function
Sodium perborate bleaching agents/remove
coloured stains
Builders/used to soften hard
water
Sodium sulphaie' Drylng agents
Optical brighteners Brighteners/ make fabrics
appear whiter and brighter
Zeolite Adsorbents/catalyst l+i
2
Pi. Average diameter:
(3.00+3.20)12=3.10 cm
(1.90+2.00)12:1.95 cm
P2. The size of Cu atoms is the same/l
The Cu atoms are arranged in an orderly manner.
1
1
454112 (PP) o 2o r ? Hak Cipta
S odium trypollphosphate
(")
I
1
1
1
1
T 8
12. SULIT 11 4s41l2(PP)
Question
No
Mark Scheme
Mark
Sub Total
8(d) P1
P2
Neutralize the SOz release
with CaO/ Ca(OH)z/ CaCO:
I
1
2
(e)
Pl: Borosilicate glass
P2: It has a lower thermal expansion coefiicient //
High resistant to heat// more resistant to chemical attack.
P3: Polyvinyl chloride
P4: It does not rust a: Light
1
1
1
1 4
TOTAL 20
II ihat fiqlqmqn cehelnh
13. SULIT 17 454u2{PPt
[Lihat halaman sebelah
SULI'T
Question
No
Mark Scheme
Mark
Sub
Total
9 (a) P1
P2
P3
Transition element ll groap3-12
Bridge: malleable// high tensile strength// strong
Electrical wire: conduct electricity ll hidfi melting point //
withstand high ternperature// ductile
Gemstone: fonned coloured compound / ion
[Accept any suitable answer]
P4
1
I
1
1
4
e (b) (i) P1. Y is more reactive than X.
P2. Electron arrangqnent Y atom is 2.8.1
P3. Atomic size of Y / Size of atom Y is bigger
P4. Distance between nucleus and valence electron in atom Y
fi:rther
is
I'5. Nuclei attraction towards valence electron is weakerl/
Attraction force between nucleus and valence eleirtron is
weaker.
It is easier for atom Y to release its valence electron.P6.
fNote: vice versa]
1
1
t
I
1
1 6
(ii) Materials:
Small pieces of Y and Z, filter paper, water.
Apparatus:
Knife. forceps. water trough,&asin. fi1ter paper.
Procedure:
1 . Fill the rvater trough rvith rvater.
2. Cut a smal11;iece of Y using knii'e ald forcep.
3. Dry the oil on the surface of Y u,ith fi1ter paper.
4. Place Y on the surface of water.
5. Record thc obscn'aliorrs.
6. Repeat steps 1 to 4 using Z to replace Y.
Clhenrisa l E.qr: ati r-in :
2y + 2HzO )
2Na -l 2HzO )
2,2 + 2=llzo )
2K + ZHzO )
2YOil + Hr ll
2NaOH + Hz
?.ZQII + Hz ll
2KOH + Hz
P1. Correct fonnula of reactants and products
P2. Balance
1
1
6
1
1
10
TOTAL 2A
4s4ll2 (PP) o 2017 Hak cipta BpM
https://cikguadura.wordpress.com/
14. SULIT 13 4s41/2(PP)
Question
No
l!{ark Scheme
Mark
Sub Total
10 (a) (i) Acid : Hydrochloric aci d/sul phuric acidlnitric acid/ethanoic acid
a: any dilute acid
Metal : Magnesium/zinCaluminium
(Any one acid and one metal)
I
I 2
(ii) Catalyst : Copper(Ii) sulphatei CuSOq
The presence of catalystlcopper(Il) sulphate in Experiment
lowers the activation energy
More colliding particles able to achieve the lorv activation
energy
P4. Frequency of collision between H* ions and zinc atoms is
higher
P5. Frequency of effective collision between H*ions and zinc
atoms is higher
P1
P2
IT
P3
1
1
I
1
1 5
(b) P 1 . Temperature at 60"C is higher than room temperature
P2. The water and sugar molecules gain higher kinetic energy
P3. Easier for the molecules/watei and sugar molecules to
o v erco lt.l e thc i ntenl o I ec u I ar lo rcel att ract i t-. n fc.rce b etrv ecn
molecule forces.
1
1
I J
halaman sebelah
15. Question
No
Mark Scheme
Mark
Sub Total
10 (c) P1 . Ntmed substance M: magnesiuml/alurninium/ lzincl I
Calcium carbonate [Any suitable metai carbonatel metai]
. (25-50) cm3 of (0.1-1.0) mo1 dm-3 of hydrochloric acid is
measured and poured into a conical flask.
. About 5.0 g of zinc granules is weigh.
. A burette is filled with water and inverted into a basin
containing water.
. The water level in the burette is adjusted to 50 crn3 mark.
. The granulated zinc is added into the conical flask.
. Immediately the conicai flask is closed and connect it using
delivery tube to the burette.
P8. Start the stopwatch.
P9. Shake the conical flask.
Pl0. Record volume of hydrogen gas every 30 seconds intervai.
P1 l. The experiment is repeated using 5-0 g of zinc powder to
rcplauu 5.0 g of zinr; granules.
P3
P4
P5
P6
P7
1
1
1
1
I
1
1
i
i
1
1
t
1
11
1Y 1O
10
'l'0't'AL 2tJ
SULIT
END OF MARKNqG SCHEME
454U2(PP.)t4
454112 (PP) o zolT Hak cipta BPM MARA SULIT
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16. suLIT,,
4541/3
Kirnia
Kertas 3
0gos
2,017
1| i,'n
KI]T IA
F.ertas i
Satu jam tiga puluh nr init
4511/3
[-ihat .srllclalr
_sr..LrT
NIAI(TAB ITENDATI SAINS MARA
UN'IUK KEGUiyAAN pElvrERrKSr SA HA.rA
AMAIL{N
Peraturzin peinarkahan ini sl,rl,IT cian Hak cipta Bahagiarr penciiclikan
r4crcngahMARA' Kegr'rnaannya khusus unruk pemerikia 1'ang bir.k.,ru*, sahaja. Sebarans
::[Y"
daiam peraturan p.,ro.kulr*r ini tidak
-boleh
dimak]umkan t"pa.ti
PEPERIKSAAN AKHIR SIJIL PENDIDIKAN MRSM 2017
PERATURAN PEMARI(A.HAN
t{5'i l,/-l ,ejirl .: ;ir,;: l.iIr: II}ralriir pcncrrjiirrr llcrrrrr:rir i,1ili_,i
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17. 454 1i3{}'P)
1 (a)
l'{ark Scherne
Ahle to stsle ofie inference corr,:t:tlit
Slrilpic ansu,cr:
1{ethyl cthanoate// eth1,1 propano:ite,,i1propr{ methanoate// Liquid u,hic!.r
iess dense ihan waier is produceril F-sier is pr 116ugg(.
Able to stale a*y one inference {ess torrectly
f i,!rpi__L:!lti,.f Cr:
Perfuure is firrned li tiquicl fk-rat on the sr.rr{hcc of water,i/ Proc1ucti
substance rvhich less dense than u,ater is produced /,i
,4ble to state aily one infbrence rorreclljt
Sample arlswer':
[Lihat iralanan scbelah
SULIT454X12 (PP) er 20lr llak Cipta BpN,r tr4ARA
18. s Lrt_t-t
Q u estion
I (b)
1541;3(PP)
I'Iark Scheme
thla ttt .;tute 3 nume ttf estallr corrcctlt,
Able to stflte an! two name af ester correctW
Estcr
Ester
,lb y sllte::t one nanre of e.tter corrccr{r.
lto re.spott.se given / *,rong respons€
N{ark
Alcohol
lethanol
C--arboxi,lic acid
Etn-iGi
"iia-
Ester/ Organic
coixpound
irA"ttrl.iitfranoat
!]qai1gl
Propanol
Propanoic acid _Ethyl p.oparroit"
Methanoic acid
Plopyl
methanoate
Esterr'Orqanic
compound
i I {ethvl ethanoate
Ethvl propanoate
Propyl methanoate
Alcohol Carboxylic acid
Ester/ Organic
compound
Methanol Ethanoic acid It4ethyl ethanoate
bthanol Propano c acid Ethyl propanoate
Propanol Methano c acid &gpyl methanoate
Y"!D,f etiranoate
Et!,llpLttpanoare
Prgpyl llethanoarc
ILihai fialai:tan se l,.ellit
s t't_r I
15{ Il'2 (PP) L tit ir ii:,i ( ipr:r t-}i,ir1 r,1 ;,,;r..
-1
2
1
t)
19. ,r- t,r ! 45{113(I}}':
l-l,iirat halaman sebel ah
SLiLIT
Ouestions l'Iark scheme rl i il t'l(
l(c) {i) Able to stute the lhree variables cotectlj,.
Manipulated variable : hexane and hexcne ll Tlpe of hyrlrocarhoni/
saturatecl h-vclrcr:arbon atid unsatut'atetl
hydr<;carboni'i aikane anci aikene
Responding variable : reaci.ioir torvarris brominc rvatcr and acidi{luri
potassium mangauaie('iI) ii Colour changes
Fixed variable : bromine v,atcr llacidified pctassiutl
manganate(VII) solutron.
Able to state eny ttw variobles carrectly // One varioble correctly and
two ideas 2
AbIe to st$te nny one variable correctly /l ldet af three v*ri$bles
No response given /wrong response ll
.154112 (FF) t' t0 ti Hlk c ipr.r BPIr,l ir4rltA
I
20. STiI-IT
-151r i3(PP)
estion Mark Schenre
I (c) (ii) Able to state ofte hypothesis correctll,
S;rnpli:_lrrrs.ri u'
Ilexaner'alkane,/saturaierJ hyclrocarbo6 canlot react .jjth broiline 1,atei.
B'hile hexener'alkene/uirsati-irateri h,r.drocarhc,n cair ieact rviti: broprine
'ater
OR
H exan eralkane.'sat urai ed hl'ilrocarbon caruL) r react r.i,i th aci di ii ed
po tassi um r;ran_r:anate( VI I ) -so luti on g,hi le hexene/aikene/unsaturated
hvdrocarbon can rcact with acidificrl potassiu,r rnarrganatc(,lJ) soluti.n
OR
Sql1plqq4s",cI
Hexene/alkene,iunsaturated hydrocarbon can react wrth bromine water il
Hexaneialkane/ saturated hydrocarbon carmot react rvith bromine u,ater
I I Hexenel alkenelunsaturated hydrocarbon can react rvith aci di il ed
potassium man gan ate(rll) soiuti on /I{exa,ei alkaneisaturatetl
hydrocarbon cannot react *'ith acidi fi eri potassiur-r-:, an ganate(v I I)
solution /z'
Hexane,'alkanc,/saturaierl hl.drocarooi'r cio ,ot chailue tire colour of.
l-.rourine u,at cr i ac id i li eci po trss rum ilt an gan alte( ,, ,I 1 ) _so luti orr
iiH ex eneialken e,.unsaturateri hydrcicarbon cl ecoioun ses the co lour of
bromine r,vatcr /acidifi ed iro tassium rltirnganete(,,1) ) sol u ti on,
.lblt to.'tat( tlt(,itleu ol hy1rt,,7l1er;,
).ri],i i.it' itt)( r'l
Ttie colour of the reagents changes u'he,n relci *'rtli h_r.,rlrocarbon,',
D i f1-eren t h vri lrr cat'l_-, on cli ii'cient co I o ur ch arr l e
,'o rasponse !iyt'tt or lt,r()fig r(tspans(,
i0iii_- _1__ _.-_j
seb cla it
SLiI,I I'
{541i2 (I'}P) ri, 2{iir Hiii: Cipta tsi,,1 ,1,r,RA
ILihat halama;r
Able to stste the hypothesis less correctly 1RV
21. uestion
( c)(ii i )
: ! I I
4s4r/3(FPi
h{ark Scheme
Able to pratlict and explairt coruectiv
fuul-r-lq--,rnruql
F1 . % of c;irhon by ilass in hexane =
,6.tark
b( 12)
.,it7rrt{(1) r 1007b lt E3.7291,
P2. ?'o of carbon by mass hexarre = ',,r.,#lf,, x 100% tt 8s.11 %
P3. Hereneialkene/unsaturated hydrocarbon prciduces ntore sorlt
because percentage of carbou by mass in hexene is greater than in
hexane/al kaneisatura-ted hvdrocarbon.
Able to predict OR explain correctly
sauul-siuslsr
P1 . oA of carbon by mass 100o/o ll 83 -12 or'a
IA0o/o ll 85.71 %Pi. oA
of carbon by mass iu hexauc -
OR
P 1 . Hex.ene/alkene/unsaturated hydrocarbon produces more soof beeause
percenlage of r:arhon hy mass in hexene is grenter than in
hexanelalkane,/saturated hvdrocarbon //
P2. Alkene produce more soot than alkane
Able to give an idca
&r:u]ria!-igsr
Dj lfercrrt substancelhyclrocarbon producc ciilferenl sooi ,/,i
'l'ire number of'hydrogen atours per molecule of hvrirocarLrorr in lrr:rane
is !:l'e atr:r theLlt rn hexene .
ILihat ita] iiman scbciah
SULiT4541/?, (PP) o ?ot7 Hak cipta BpM MARA
{;
22. Strl-lT
lQuestion;
.t5J I i3(P l,)
Mark Scheme fiIark
2(a)
Question
, (b)
SaIUIC aesvittf.
Sct i: i 8 V
Set2: 1.1 V
Set -1. 0.4 /
Ab[e to record 3 readings accuratety *ttl, ,orr"rt
.4blc to record 3
fui:urlqiuuyrtr
Sct l: L8
Set 2: 1.1
Set 3: 0.;1
readings correctl! ;-ithoul urtit
Able to record any 2 readingt
"orreri$
No response given / wrong response
Mark Scheme
Able to state ONE observation correctly
Sarn!lc- unsrvcr
Magnesium electrode becomes thinner/l
(loppcr electrode bccomes ihicker,ii
Bluc coloui- tun'ls,' becolne paieri coiourlessi/
l'h r need i c tr i-','i.r1 tn.iciirr ri r-il ect ed.
.lble to stute ohsert'arion.for the orperii.ni
.S,liut]S.ltlrU r.:i
I,iag:esi Lrnt e:l ectroii e tiisso I ve.s,,/
it,'-i',:.i:r I
,l,iuc
e,'j.,il, il*,t.j.ci:(c
,1g corrode
^1 hle to gir,t: un i d ca .f r; r t it t o b sert'atio rt.
1 1n1 ch:u,grr:r ai a'i"a,r, ,.,.
u t'r,.trr,il tt, t)t tt,t(ttt! un h,(,r
[1.iilit halanrar: srbc]ah
S Lr t,Il'
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-1
2
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Mark
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23. 5L T-E i
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4541/-i{;':ri
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Mark scheme
4ble to state the correct opttrationsl de-iinition.fttr redox resclioil irt
Set III y,ith the J'ollox,ing aspects'
i. What mr.rst be dnne
lcopper dipped intti ,:oppcv'(lI) sulphata cu'td sih,cr
dipped into silver nilrate solutiortl
ANI)
Z, 4rat is observed
It,o[tmeter needle deflected/ the y,ohagc i.s 0.411
Sanrnlc arlfrrerl
1. Wlten copper dipped into copper(ll) sulphate and silver dipped into
silver nitlate solution. the voltmeter needle deilectedi the voltaqe rs 0..,iV
.4ble to state the corrtcl optrational dc/inition.for re dox re.action iil
Set III with the following aspects
1. What must be done
lcoppcr ciipped into copper(Il) sttiphate anti silt'er
ciippeci into ,silver nitrate solutionl
OR
l. 'lrat rs ol'rscn,cd
lvitltnletr:r needle tie/lectedi lhe "',oltdgi: i.t l) 1l')
Sqrxpig_anslv_ql
lledox reaction is an oxidation and reduction hai:1-.ens at the sure tjr.ne r'
sinruItaneouslv i,'
i-,^,- r.()l-.1)i,': 11l1.1r1rl iiii . .- .-'-r.'(ll) :-:1.1tliC ,,r.i ril' _'r ail;, ,,r :;1rrr
siivor nitratr: sohii.irxr. tiie lcitmeler dcf]ecteci.
'IltIc to gin: ,, ,,,, i,!,,:u u{tln,' ,tpt'ruti:onu!,1t,finitiott.
S4i_rI!e 91.:tt._ru
I . it4i:"a1 tirl;peti irri.r.i si,l iri.itrii.
h'o respon"'? 0r x,rlng $tls,l+'ef 0-
il-ihat halanan scbclair
SULIT451112 (PP) ,r, L0ll ]1ak Cipta iil']lvl IiIARA
24. SL;t_l'f
1 . Rusting of ir.rin occur' ,ii
2. Iie + Fe2* + Zell
3. lron atoi.n donates ttr,o eiectrons 1o ftrnl iron (ll) ion ii
r+ 'l'he iron nail crorrodes ,,,'
5. I'he iltrn ltail dissolves ,',r
(r. 'l'he iron nail oxidizes r,'
i . Ircrn donates electrons i'r
8. iron rs rnore eiectropositive I reaclive ll
9. Silver is less electropositive/ reactive i'l
10. 1'he position of iron is higher than silver //
1 l. 'fhe position of iron is higher in Electrochemical Series /i
12. I'he position of silver is lorver in Electrochemical Series
Able to state thc idea presence of blue spat less correctl)?
Salnpic an.,;n.u
1. Fe=2cgFc'
2. Fe2- + 2e ) Fe
3 The iron nail changed.
4. I'i-ic presence of iron(li) ion
5. The pcrsition oi-iron is lor'.,ei"than siiier in Electl.ochentical
Scr-ies i trr r_ie < i,ul Sl i
,'o respottse 0r ttlrong {tnsb,ar
.i5J 1i3 (tlP)
Ia r ii
lLihat iralaritiin scseiah
SULiT'J51 1i2 (PP) l()l; i1:rk ('irtir L-i[,h.l 4riRA
Qucstion
I
Iark schrnre
; ;,. ,.:, (G) (il Able to explain the presence oJ'blue r^pot L,orrectlv
S-a-ti:p19-eqs_lgt
Iron is more clcctropositive than siiver-i','
The position olirorr is liigher rhan silvei in the Electrochcnrical Serre_s
or /ice versa)
Able lo explain the presence o.{ blae spot less correctly
25. ll;r 5.r
Question
j iiri i;ii
ti; 454i,'3(FP)
h'Iark Scheme
Abte to state thi ii;;s";ii;trrst* rf th; i;;ii|i'prtritin ti*;;;rtb
Sq pie_e1grvel
Irrtcnsit;, r''l hlue sp^t irrcrr:usq..i lrig!rcl' rr llen rir.ltc incretse/ loneer
Able ta stfite tlre chunge ot'intensity o.f the blue spot tyith time less
correctlv
S arnl;lc*ansrvcr
intelrsit1, of blue spitt irrcrease/ bi ggeri highcr
Able to state the idea of change of intensity of the blue spot t
'iti iii
5ii:tl:i_e_:Ur_q1!CL
Blue spot increase/ higgeri change
No response or wrong dflswer
I Liiiat halantan -.cbclah
SULIT,154112 (Fl') ,o 2ii t7 Hak Cipta BpM lrirRA
l'1*rli
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26. S LI i- I'I'
Question
' (c)
i1 .{5.1 I i -1{ I'P i
*{ark Scheme
.4hle to classift' ull fir,e raactonts into reducing and oxidizing agert
correctly.
L Corrcel. heedings
2. List of reducing md o:,.idizing agents
'!1uu]-q.:::sroq
Reducing agent
l,4asxcsiurr
Porfssiurn iociiile
Hvdrogen sulphide gas
#Score l: ifreverse
Able to classifj, any j reactants coryectly
Able to classify any 2 reectonts coruectty
No responss or wrong answer
,I ark l
ILihat haiarran sebelait
S L'LI'f
Oxidising agent
. llronrine water
. Acidified potassium
manganate(zII)
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27. SUT,IT'
Question
3 (a)
Question
12 j+5'i i i3(Ftii)
h'Iark Scheme
Able to state the problem stat€fient o.f the experiment correcii';
San:p& aus.,r,'er
Horv to diff.erentiafe calciurn carbona-te ;1pd 12lqirs11 sr:!nhate based llr
action of heaV [using any nalued acid)'? lt
Can calcium carbonate and calciLrm sulphate be c'iifTbrcntiated b,r acliorr
of heaV lusing any named acid'l?
Able to state problem stotenreilt less correctb
.S-rLn-D]s-iI]I!u'q
Horv to diffcrentiate calcium carbonatelcarbonate salL/ shel1 and caicirint
sulphate/sulphate salt,i'plasle:- of Pnris"l r,r
Can calcium carbonateicarbonate saltishell :urd calciun-r
sulphate/suiphate salt/ 'plasier of Paris' tie difi'crentiated? lr'
Can sait be ditferentiated by action of heat/ rcaction rvith acicl?
Ab:l.e n give an idefr afproblem ststement af the experiment
Sample answefi
1. Carbonate and sulphate are different //
2. Different salts have different rcaetion ll
3. Mentioning the physical properties of salt /l
(e.g calcium carbonatc is insoiuble in water/lcaicium sulphate is
a solid salt etc.)
No response or wrong reipons'e
l'Iark Scheme
3 (b) Able lo state the variables correctly.
&iar"ii
I
I
I
S,.:t.ltllqi:rsu:ct:
Manipulated varialrle
l)., ,.,,...1:.,.. "..- l-t1L [t(,/i(r.,i]- ] "1, I l{rl!
Fircrl r',rrialrlc
: Calciurl carbonate and calciunr sulnhate r','
tr?c ot'saltsil carbonaie salt anC srrlphare sali
Gas i"uirls ilic iiit;c '.'a',ci
ciriiiil'r, .,r
bubhl cs of' sasliciJir!'r'Sc()uiie
i4ass oi'-calts/l itpc oi-acidi'i' Iirne u ater
,'ible lo slale ilil1,tti,o +'uriabltt r:orrectil'$r ; 1,oy;,161c. t'orrerily unti
ideo rtf t*t, yuriohlcs
,<titi rr, t,trti orrrl, ,l,i,li ,,,ir,,itr,., t:orrccl!,,, ttr idL,c o.f 3 rariables
l'rt rrs'pons'e 0r :x'r0n1,: uns'r{,iti'
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1
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[Lihai i'ialanran selr *] air
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28. SiJLIT
ar*tir;
3 (c)
llark Scheme
,lhle to stttte rhe ,rti,ti,,,lrtiii iolnr,,,,u rtri iii-ripAotrA ,i,liiitt" on,t
the responding r:ariable aild stete the tlirt,t.lirtrt t.orrectllr
,!.!:Ul.:i!r:[ci
/hen calciurn cai-bonate rs heateri. sas
qlgUdI u,hiie- r,hen calciuir-r sulphate is
unchanged.
OR
t.1 {5.i I ti(t}i})
released tunts the ]j41c r1-rilcr
irer:ed. tlre lirne u,nlcr rcmains
when caicium carbonare is adciecli nutr reacts u,ith IIClfnamcd acid].
gas releaserl tur:rs tire Iinrc u,atcr clurrclvgrrs llLrbblcs proiir_rcsili/ r,,,hile
rvhen calciunr sulpliaie is added/ put,'reacts uirh llcl[named acid], the
lime u,ater rcmains unchanged// no gas bubbles produced.
Able to state the relationship betx,een tn,
"r"iip"t"t"iiorroot, orl
the responding variable *irhout stating the direction ,/ reverse
direction
Sq,!p]g ili5,el
1. when calsium carbcrnater carbonate sart is heated, a colourless
gas released fums the lirnc r.r'ltcr- clttLrclv //
2. when caicium sulphatei sulphate salt is heated. the iime rvarcr
rernaills unchangeci,',/
3, Gas released tun"rs lhe lirric:rr atcf_liCgil u,hen calcium
car'bonate,'cari:onatc sait is heatcd rvhile the lirle *.att:r r.r:nrains
unciranged *'hen calciuni -sLrllrhnte, suiphate salt is heatecl ,. 1
.+. l"hc l,inc u'atcr tiints cioudr.
Able to s'tate the idea o/-hvpothesis
Siilnltle altsi'ai"
i. Lttnc rYatel chani:r'Lt
?,-l]:1!-iqt -'al t:' ci i il ere-nt I cac t i Ljrr
:'o respottse 0r hrlnX ails4,er
lLihat naliiman sebcliih
SULI]15,11i2 (PF) i :()t- ]lrik tiipra i]J,,i ,iARA
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29. .)L L-t I
Question
3 (d)
14 ,i5,ill:i{PP}
h{arkMark Schcme
,4ble to list ull the materials and apparotus
fui:n,,;rlll:*,vqr
fl-lcatingl
Materials: L-alcium earbonate, caleium sulphate. lirne lvater.
Apparatus: Boilirig tube, test tube. ie*st tube holder, ul1sen burner,
stopper and delir,ery fr-rbc,
OR
IAcid]
Matetials: Calcium carbonate" caicium sulpirate. f any narned acidl
Apparatus: Boiling tube, test hrbe, iest tube holder, stopper and
delivery tube.
Able tu un! one of the sslt and suitahle container
-Sample answer:
Materials : Any narneci carbonate salt l/ any namerl sulphate salt.
Ntr:CO: i/ K:CO: . lime ivater.
Apparatus: ,,rrv suitirblc coritainer. Bunscn burncl
No response or wrong afls:.*,er
[Lihat halaman scbelah
SULIT
Able to list the following ntaterinls and oppslatus
$3rnirle an"1l!ql
Materials : any named carbonate salt (except NazCOr and KzCO:), any
named suiphate salt, lirne r.vater
Apparatus: Boiling tube, test tube, Bunsen bumer. stopper and delivery
tube
454112 (PP) ro 2a1"7 Hak Cipta Bph4 MARA
--1
2
1
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30. S Lr},I1' 15 i5-t 1i3(P P)
--) _
.1.
,5.
4.
5.
J.
S_rtUuL:_lAUri
U_lg4ti!'r I
Put/place 1 sparula (2-5g) of carcium carbonate into a boiiing rul-.c.
1'he boiling rube rs sroppered with a <lerivery tube dippecl into lirnc
lvaier rr,/ bubble,'ficri,rohanneliipass through ti're gas pioduced into
lime,,i,ater (bi, using deliverl, tube).
Heat the salt strongly.
CJbsen,c anri rercorii an1, changes.
I{epeat step 1 uirtil ,5 b1.,rcplacing calciuin carbonate lvith calciunr
sulphate .
OR
IAcid]
l, i'uvplace 1 spatula (2-5g) of carcium carbonate into a boiring
tube.
Add HCI into the boiling tube
Stoppered with a delivery tube dipped into lime water ll
bubble/flou'ichamel//pass through the gas produced into rime
u,ater (by using delivery tube).
Observe and rccor.d anv changes.
Repeat step i until 3 by replacing calcium carbonate rvith calciurn
sulphate.
Ahle ta list steps 1,3 and ,4
{HeatingJ
,-lble to list sreps 1,2 und -/ l.4cit:tl
Ahle to list steps I snd 3 [HeatingJ
.lhle to list -cteps I ond 2 f.,lcidl
.'o respon.s'c or h,r0fi!: etz.'*:er
!
I Lihat halainan scbeialt
s Lli_l'f1511 2 (PP) ,-. lirt. ]-lrrr Crpr:r lt})i irl ,rri.,.i
Mark Scheme
31. Mark Scherne
,4ble to tsbul&te the dalq u,ith the follotting aspacts
I /-^.--^^. +:+l ^-
2. Co;npieic iisi cf saiisi ci;ii-ip;i:u;il1s
,cilt!-tl-c- orutlgt
AbIe ta tubulste the data but ineomplete
Sarnirle aiis-w*r
-i'1pe
of salts
Any suitahle RV (e.g olrsen,alion.
chanue ol'lime 'alc1'. ctc i
Calcium carbonate
Calcium sulphate
T-ype of salts
s tj i-i'E' i6 +5.4113(F ri
Observaiion
Calcium carbonate
Calcium sulphate
la : formula]
I
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--_t
I
ia: ionni-ilal
l'tt rcsStttnse or *roilo an,'''ltlct'
OR
0
I,-ND OF' hX,IFTKINC SCIII]]{E
154117 (Pl'}) rc20l7 ilax (.iptaB))N,lNlAIiA SULTT
'I-1pe
ol salts
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