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Chemistry
Open-ended Questions
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Contents
Assessing insight, rewarding creativity
1.
2.
3.
4.
5.
Example questions
6.
Marking guidance
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OPEN-ENDED QUESTIONS
Open-ended questions
Assessing insight, rewarding creativity
The Advanced Higher Chemistry examination has always contained a range of
question types. Some test knowledge and recall of chemical facts, whilst
others assess the learners ability to carry out calculations, interpret data,
write short explanations or design experiments. One type of question that is
new to the revised Advanced Higher is the open-ended question.
The purpose of this document is to introduce practitioners to the key features
of open-ended questions, to advise on how they can be used for teaching and
learning, and to provide guidance on assessment.
1.
OPEN-ENDED QUESTIONS
2.
2.
All open-ended questions must have more than one possible answer.
Different learners may write totally different responses. However, as
long as these responses meet the assessment criteria then full marks are
obtainable. This set of criteria is demonstrated in the marking of openended questions section (page 7).
3.
4.
3.
OPEN-ENDED QUESTIONS
2.
3.
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7.
OPEN-ENDED QUESTIONS
4.
OPEN-ENDED QUESTIONS
5.
Example questions
Open-ended questions are much more difficult to write than the more common
extended answer questions. Here are some suggestions:
1.
OPEN-ENDED QUESTIONS
2.
O
C
4.
OPEN-ENDED QUESTIONS
OH
HO
O
O
OH
HO
OH
O
HO
OH
O
OH
OH
HO
HO
OH
OH
OH
Thearubigin (colourless)
OH
and why the colour may depend on the source of the water used.
The thearubigins are coloured in their anion form and behave as a
natural indicator. The acid in the lemon juice shifts the equilibrium to
the left, the colourless molecule, thearubigin. Sodium bicarbonate is a
base and reacts with the hydrogen ions in the molecules, shifting the
equilibrium to the right and making the colour darker. Learners may
also state that the colour observed is white light minus absorbed colour
and suggest reasons, in terms of electrons, for the absorption of energy.
The water used may have a different pH and so also have an effect on
the equilibrium and the colour observed. Learners may use an equation
to
10
2H +
OPEN-ENDED QUESTIONS
7.
8.
11
OPEN-ENDED QUESTIONS
Electric sparks or arcs display blue hues of light in air. Using your
knowledge of chemistry, comment on the reasons why this occurs.
This question gives the learner the opportunity to show their
understanding of the key concepts covered in the electromagnetic
radiation section. Relevant and correct chemistry is expected. Learners
can discuss the nature of light and may suggest a suitable wavelength
for the light (around the 400 nm range). This would allow them to
calculate the energy associated with this light or they may discuss how
energy is related to wavelength. Learners can show that they understand
how light is produced by describing the emission of photons from
excited electrons falling to lower energy states. The excitation energy in
this case would come from the electrical energy and the learners may
also mention that since nitrogen is the main component in air it is the
most likely source of the blue colour.
10.
A learner doing Advanced Higher Chemistry wrote There are only two
types of arrows used in chemistry. The usual arrow, which represents
reactants turning into products, and a double arrow, which indicates that
a reaction is reversible or has reached equilibrium.
Using your knowledge of chemistry, comment on the learners
statement.
This question gives learners the opportunity to show their
understanding of some key concepts in chemistry. Learners may explain
that an arrow represents a chemical reaction and suggests all reactants
are converted into products. However, many chemical reactions do not
give 100% products and are more accurately represented by a double
arrow. Learners with a deeper understanding may comment on the
difference between an open and a closed system, eg in rusting an
equilibrium is never established because it is an open system. Learners
can also use their knowledge of equilibrium to explain how an
equilibrium constant is calculated and what this means in practice.
Another route into this question would come from a learner disagreeing
with the statement and discussing curly arrow notation in organic
12
OPEN-ENDED QUESTIONS
The equation for ammonia being made from nitrogen and hydrogen is:
N 2 (g) + 3H 2 (g)
Coca-Cola and Pepsi have changed the manufacturing process for their
drinks to bring their products in line with new legislation regarding
cancer-causing chemicals. The new process gives caramel colouring in
the drinks that has less 4-methylimidazole (4-MEI), a chemical which
California has added to its list of carcinogens. The structure of 4-MEI is
13
OPEN-ENDED QUESTIONS
Using your knowledge of chemistry, write down what you can about 4MEI.
Learners may give the molecular formula C 4 H 6 N 2 and its relative
formula mass 82 1. It is a heterocyclic organic molecule with a fivemembered diunsaturated ring structure composed of three carbon atoms
and two nitrogen atoms at non-adjacent positions. It also has a methyl
group.
Learners could suggest possible fragments in mass spectroscopy, peaks
in proton NMR spectroscopy or peaks in infra-red spectroscopy.
The lone pair of electrons on the nitrogen might suggest it is basic in
behaviour. The hybridisation and formation of sigma and pi bonds could
also be discussed. Any other relevant chemistry would be acceptable.
In answering open-ended questions it is hoped that learners will be able to
apply chemical knowledge and understanding to everyday situations.
In other types of open-ended question, information may be presented in
formats such as diagrams, pictures, tables and graphs. Learners will then be
required to analyse these and come to a relevant chemical conclusion.
Another type of question could invite learners to comment on the work of a
peer. This may be in the form of a laboratory report or simply recorded results
from an experiment.
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OPEN-ENDED QUESTIONS
6.
Marking guidance
0 marks
1 mark
3 marks
15