nbsp; On the official website of the Federal Institute of Pedagogical Measurements (FIPI) published demonstration versions of the OGE in chemistry (grade 9) for 2009 - 2019.

All options contain tasks of three types: tasks where you need to choose one of the proposed answers, tasks where you need to give a short answer, and tasks where you need to give a detailed answer. Correct answers were given to tasks of the first and second types, and the content of the correct answer and the criteria for evaluating tasks with a detailed answer were given to tasks of the third type.

Represented two models. These models differ only ( tasks 22,23). To organize and conduct a real chemical experiment in model 2, the Federal Institute of Pedagogical Measurements developed methodological materials

IN demo versions of the OGE 2019 in chemistry compared to 2018 demos no changes.

Demonstration options for the OGE in chemistry

Note that demonstration versions of the OGE in chemistry are presented in pdf format, and to view them you need to have installed, for example, the freely distributed software package Adobe Reader on your computer.

The scale for recalculating the primary score for the performance of the examination paper into a mark on a five-point scale

• a scale for recalculating the primary score for the completion of the examination paper in 2018 into a mark on a five-point scale;
• a scale for recalculating the primary score for completing the examination paper in 2017 into a mark on a five-point scale;
• a scale for recalculating the primary score for the performance of the examination paper in 2016 into a mark on a five-point scale.
• a scale for recalculating the primary score for the performance of the examination paper in 2015 into a mark on a five-point scale.
• a scale for recalculating the primary score for the performance of the examination paper in 2014 into a mark on a five-point scale.
• a scale for recalculating the primary score for the performance of the examination paper in 2013 into a mark on a five-point scale.

Chemistry demo changes

In 2015 in demo versions of the OGE in chemistry was the structure of options has been changed:

• The variant began to consist in two parts.
• Numbering assignments has become through throughout the variant without letter designations A, B, C.
• The form of recording the answer in tasks with a choice of answers has been changed: the answer has become necessary to write digit with the number of the correct answer(not circled).

Since 2014, demonstration versions of the OGE in chemistry represented two models. These models differ only in the practice-oriented tasks of the last part, moreover, model 1 is similar to the work of previous years, and model 2 provides for the implementation real chemical experiment (tasks C3, C4 in the 2014 version and tasks 22.23 in the 2015-2016 versions). To organize and conduct a real chemical experiment in model 2, methodological materials were developed by the Federal Institute of Pedagogical Measurements. The choice of the exam model is carried out by the educational authorities of the constituent entities of the Russian Federation.

IN demo versions of the OGE 2016-2019 in chemistry compared to 2015 demos there were no changes.

So the responsible time is approaching - the time to take exams, on which the future of the student largely depends. What is new in the OGE in chemistry, what is the content of the examination paper and is it even possible for an ordinary student to write a hundred points? It's conceivable if you're prepared. Now let's look at the structure of the work itself and see that nothing terrible, supernatural is asked there.

In the OGE 2017, no changes are planned compared to previous years. Two exam models are offered. The choice is made by the executive authority of the Russian Federation that manages education.

If exam model 1 is selected, chemistry teachers cannot be present at the exam. Such a ban, of course, is justified: the exam must be fair for all participants, the possibility of assistance from people who are competent in the subject being taken must be completely excluded.

But when choosing model 2, one of the tasks of which will be the implementation of practical work, the preparation and issuance of laboratory kits is carried out by chemistry specialists. How to evaluate this work in this case? The experts evaluating the performance are invited to a room specially designated for practical work.

The examination paper has tasks of three levels: basic (68% of all tasks), advanced (18%), complex (14%). Therefore, if the child taught, understood the materials of the paragraphs, he will complete all the tasks. If, however, this science is not very good for him, or he is very confused during the exam due to stress, then at least he will complete the tasks of the basic level anyway - and, as we see, there are more than half of them.

It seems to many parents and children that the goal of the OGE is to “fill up” the unfortunate student, to prove that he does not know anything, does not understand. Therefore, tricky questions, super-difficult tasks are invented. Nothing like this. The knowledge, skills and abilities acquired during the course of this subject for two years (!) - in the 8th and 9th grades are tested. And note that chemistry is not a compulsory subject. Why take it if you don't understand anything at all? Parents force because they see their beloved child as a medical worker? Then moms and dads had to take responsibility for fulfilling their whims: during the school year, additionally explain the topics being studied to the child, enroll him in reliable courses, hire tutors. The child must understand the subject that he (!) or with the help of caring parents has chosen as an exam. It would be good for moms and dads to remember what they want, insist and get their way, and the child will have to really take an exam in a subject that he may just hate.

For delivery, it is reasonable to choose this subject for those who are passionate about chemistry, plan to continue their studies in the corresponding profile 10th grade or educational institution, where these points are one of the passing ones. In this case, the exam will be an excellent test of the existing level of knowledge, a litmus test that makes it possible to objectively identify the strengths and weaknesses of the student's preparation. And three months of summer vacation will help to tighten the revealed gaps in knowledge.

The examination paper consists of two parts. As in previous years, each next task is more difficult than the previous one, that is, the complexity increases from task to task.

There are 22 tasks in total (23 in model 2), 19 of them with a short answer in the form of one digit or their sequence (two or three digits without spaces), and 3 (4) with a detailed answer. According to the level of complexity, the tasks are distributed as follows: 15 tasks test the presence of basic knowledge, four are tasks of increased complexity, and three (four in model 2) are of high complexity.

Part 2 is the most difficult and consists of three (exam model 1) or four (exam model 2) tasks of a high level of complexity with a detailed answer. The ways of their implementation, depending on the examination model, are also different: in the first task 22 requires a thought experiment and the ability to plan an experiment based on the properties of the proposed substances, write signs of chemical reactions, draw up a molecular reaction equation and a reduced ionic equation, and in the second task model 22 and 23 suggest doing actual laboratory work, demonstrating the ability to safely handle laboratory equipment and proposed chemicals, conduct the experiment correctly and record the conclusions.

Tasks test not only knowledge of theory, but also demonstration of practical skills and abilities. Therefore, the preparation of the experimental, practical part should be given the closest attention: to thoroughly understand the sequence of laboratory work, understand the logic of the experiment, carefully study the instructions for its safe conduct. Actions must be logically justified, reasonable, show understanding of the purpose of the experiment.

The exam lasts 120 minutes (Exam Model 1) or 140 (Model 2). In practice, the optimal distribution of the allotted time was determined: each task of part 1 should be performed approximately from 3 to 8 minutes, tasks of part 2 - from 12 to 17 minutes each. It is optimal to allocate about 20 minutes for laboratory work. As you can see, there is not much time, so if the child has forgotten how the task is performed, you need to move on to the next one. Then you can return to those that have become problematic and calmly think about them.

Part 1 is checked by experts or computers, and tasks 20-23, that is, part 2, are subject commission.

The maximum primary score is 34 or 38, depending on which examination model the graduate performed - the first or second.

What prompts (i.e. additional materials and equipment) can be expected on the exam itself? The periodic system of chemical elements of D.I. Mendeleev, the table of the solubility of salts, acids and bases in water are provided; electrochemical series of voltages of metals. With skillful use, these materials will help to pass on a high score. How? You just need to make it a rule to learn each paragraph, relying on them. Then for the graduate there will be not empty icons and letters, but real tips.

A non-programmable calculator is also allowed, which will significantly reduce the time of calculations and allow eliminating errors in them or at least minimizing their number.

It takes a lot of hard work to pass the exam with excellent marks. You can, of course, study on your own or with tutors, but in this case, the preparation takes place without an optimal plan covering all sections of this subject. It is better to trust a positively proven educational institution of additional education, where such training has been successfully carried out for many years. Then all the material will be repeated, worked out on the demo and examination versions of previous years under the guidance of experienced teachers-experts of the OGE and the USE.

The choice of an academic discipline for passing the exam is a serious, crucial moment that requires comprehensive consideration. There should be a reasonable answer to the question: “Why am I going to take it? For what purpose? For what?" If there is none, it is probably better to choose a more understandable subject.

For answers to tasks 20-22, use a separate sheet. First write down the task number (20, 21, 22), and then a detailed answer to it. Write your answers clearly and legibly.

Using the electronic balance method, arrange the coefficients in the reaction equation, the scheme of which

HI + H 2 SO 4 → I 2 + H 2 S + H 2 O

Determine the oxidizing agent and reducing agent.

Show answer

1) Compiled electronic balance:

2) The coefficients are placed in the reaction equation:

8HI + H 2 SO 4 \u003d 4I 2 + H 2 S + 4H 2 O

3) It is indicated that sulfur in the +6 oxidation state is an oxidizing agent, and iodine in the –1 oxidation state is a reducing agent

170 g of silver nitrate solution was mixed with an excess of sodium chloride solution. A precipitate weighed 8.61 g. Calculate the mass fraction of salt in a solution of silver nitrate.

Show answer

1) The reaction equation is composed:

AgNO 3 + NaCl = AgCl + NaNO 3

2) The amount of substance and the mass of silver nitrate contained in the initial solution were calculated:

according to the reaction equation n (AgNO 3) \u003d n (AgCl) \u003d m (AgCl) / M (AgCl) \u003d 8.61 / 143.5 \u003d 0.06 mol

m (AgNO 3) \u003d n (AgNO 3) M (AgNO 3) \u003d 0.06 170 \u003d 10.2 g

3) The mass fraction of silver nitrate in the initial solution was calculated:

ω (AgNO 3) \u003d m (AgNO 3) / m (solution) \u003d 10.2 / 170 \u003d 0.06, or 6%

Substances are given: FeCl 3 , H 2 SO 4 (conc.), Fe, Cu, NaOH, CuSO 4 . Using water and the necessary substances only from this list, you will receive iron (II) hydroxide in two stages. Describe the signs of ongoing reactions. For an ion exchange reaction, write the abbreviated ionic reaction equation.

Show answer

Two reaction equations are composed:

1) Fe + CuSO 4 = FeSO 4 + Cu

2) FeSO 4 + 2NaOH \u003d Fe (OH) 2 + Na 2 SO 4

The signs of the reactions are described:

3) for the first reaction: isolation of a red precipitate of metallic copper;

4) for the second reaction: a gray-green precipitate.

An abbreviated ionic equation for the second reaction has been compiled.

Specification
control measuring materials
to be held in 2017
main state exam
in chemistry

1. Appointment of KIM for OGE- to evaluate the level of general education in chemistry of graduates of the ninth grade of general education organizations for the purpose of the state final certification of graduates. The results of the exam can be used when enrolling students in specialized secondary school classes.

The OGE is conducted in accordance with the Federal Law of the Russian Federation of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”.

2. Documents defining the content of KIM

3. Approaches to the selection of content, the development of the structure of KIM

The development of KIM for the OGE in chemistry was carried out taking into account the following general provisions.

• KIM are focused on testing the assimilation of the knowledge system, which is considered as an invariant core of the content of existing chemistry programs for the basic school. In the Federal component of the state educational standard in chemistry, this system of knowledge is presented in the form of requirements for the preparation of graduates.
• KIM are designed to provide an opportunity for a differentiated assessment of the training of graduates. For this purpose, the verification of mastering the basic elements of the content of the chemistry course in grades VIII-IX is carried out at three levels of complexity: basic, advanced and high.
• The educational material on the basis of which the tasks are built is selected on the basis of its significance for the general educational preparation of graduates of the basic school. At the same time, special attention is paid to those elements of the content that are developed in the course of chemistry of X-XI classes.

4. Connection of the examination model of the OGE with KIM USE

The most important principle taken into account when developing KIM for the OGE is their continuity with the KIM USE, which is due to unified approaches to assessing the educational achievements of students in chemistry in primary and secondary schools.

The implementation of this principle is ensured by: the unity of the requirements for the selection of content, checked by the tasks of the OGE; the similarity of the structures of the examination options for KIM for the OGE and the USE; the use of similar task models, as well as the identity of the assessment systems for tasks of similar types used both in the OGE and in the USE.

5. Characteristics of the structure and content of KIM 1

In 2017, the choice of the executive authorities of the subjects of the Russian Federation that manage in the field of education is offered two models of examination work, in terms of their structure and content of the tasks included in it, similar to the models of examination work in 2014.

Each version of the examination paper consists of two parts.

Part 1 contains 19 tasks with a short answer, including 15 tasks of a basic level of complexity (the serial numbers of these tasks: 1, 2, 3, 4, ... 15) and 4 tasks of an increased level of complexity (the serial numbers of these tasks: 16, 17, 18, 19). 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 digit or a sequence of digits (two or three). The sequence of numbers is written in the answer sheet without spaces and other additional characters.

Part 2 depending on the model, the CIM contains 3 or 4 tasks of a high level of complexity, with a detailed answer. The difference between examination models 1 and 2 is in the content and approaches to the implementation of the last tasks of the examination options:

• exam model 1 contains task 22, which provides for the implementation of a "thought experiment";
• exam model 2 contains tasks 22 and 23, which provide for the implementation of a real chemical experiment.

Tasks are arranged according to the principle of gradual increase in the level of their complexity. The share of tasks of basic, advanced and high levels of complexity in the work was 68, 18 and 14%, respectively.
Table 1 gives a general idea of ​​the number of tasks in each part of the examination paper of models 1 and 2.

..............................

1 Model 1 (M1) corresponds to demo #1; model 2 (M2) - demo version No. 2.

OGE 2017 Chemistry Typical test tasks Koroshchenko

M.: 2017. - 96 p.

The manual contains 10 variants of standard test tasks for the 2017 Main State Exam. The purpose of the manual is to develop the practical skills of students in preparing for the exam in grade 9 in chemistry in 2017. The collection contains answers to all test options and provides a detailed analysis of all tasks of one of the options. The manual is intended for teachers and methodologists who use tests to prepare students for the 2017 Basic State Exam, it can also be used by students for self-study and self-control.

Format: pdf

Size: 1.5 MB

Watch, download:drive.google

CONTENT
Preface 5
Information about two exam models for conducting the OGE in chemistry 8
Operating Instructions (Model 1) 9
Chemistry Examination Grading System
Part 1 10
Part 2 10
Exam work options
Option 1
Part 1 18
Part 2 22
Option 2
Part 1 23
Part 2 27
Option 3
Part 1 ; 28
Part 2 32
Option 4
Part 1 33
Part 2 37
Option 5
Part 1 38
Part 2 42
Work instructions (Model 2) 43
Instructions for completing the task 23 44
Option 6
Part 1 46
Part 2 50
Option 7
Part 1 51
Part 2 55
Option 8
Part 1 56
Part 2 60
Option 9
Part 1 62
Part 2 66
Option 10
Part 1 67
Part 2 71
Solution of tasks of option 3
Part 1 72
Part 2 83
Answers and Solutions
Part 1 85
Part 2 86
Answers to the tasks of part 2 88

Basic general education is completed by the Basic State Examination of Graduates, during which the compliance of their knowledge with the requirements of the state educational standard is checked.
The examination of graduates of the 9th grade of general educational organizations is carried out in the form of testing.
The requirements for the level of preparation of graduates in chemistry, specified in the federal component of the state standard for general education, are the basis for the development of control measuring materials for the OGE.
According to these requirements, a certain system of knowledge about inorganic and organic substances, their composition, properties and application is mandatory for assimilation. This system of knowledge, which is based on the Periodic Law and the Periodic Table of Chemical Elements by D.I. Mendeleev, is the invariant core of all general educational programs in chemistry. In the proposed examination work, it was this content that was the basis for the development of control measuring materials.
The purpose of this manual is to acquaint teachers and students with the structure and content of the examination paper, to enable the graduate to independently check his readiness for a new form of examination in chemistry - in the form of testing.