28.08.2020

Oge chemistry real options. Collection of ideal social studies essays

Who are these tests for?

These materials are intended for students preparing for OGE-2018 in chemistry. They can also be used for self-control when studying a school chemistry course. Each is dedicated to a specific topic that a ninth grader will meet on the exam. The test number is the number of the corresponding task in the OGE form.

How are thematic tests arranged?

Will other thematic tests be published on this site?

Undoubtedly! I plan to place tests on 23 topics, 10 tasks each. Stay tuned!

Thematic test number 11. Chemical properties of acids and bases. (Preparing for release!)

Thematic test number 12. Chemical properties of medium salts. (Preparing for release!)

Thematic test No. 13. Separation of mixtures and purification of substances. (Preparing for release!)

Thematic test number 14. Oxidizing agents and reducing agents. Redox reactions. (Preparing for release!)

What else is on this site for those preparing for the OGE-2018 in chemistry?

Do you feel like something is missing? Would you like to expand some sections? Need some new content? Something needs to be corrected? Did you find any mistakes?

Good luck to everyone preparing for the OGE and the USE!

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.

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 CMM model, 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 involves performing a "thought experiment";

Exam model 2 contains tasks 22 and 23, which provide for the performance of laboratory work (a real chemical experiment).

Scale for converting points into grades:

"2"– from 0 to 8

"3"– from 9 to 17

"4"– from 18 to 26

"5"– from 27 to 34

The system for assessing the performance of individual tasks and the examination work as a whole

The correct performance of each of the tasks 1-15 is estimated at 1 point. The correct performance of each of the tasks 16-19 is estimated as a maximum of 2 points. Tasks 16 and 17 are considered completed correctly if two answers are correctly selected in each of them. For an incomplete answer - one of the two answers is correctly named or three answers are named, of which two are correct - 1 point is given. The rest of the answers are considered incorrect and are scored 0 points. Tasks 18 and 19 are considered completed correctly if three matches are correctly established. Partially correct is the answer in which two out of three matches are established; it is worth 1 point. The remaining options are considered incorrect answers and are scored 0 points.

Checking the tasks of part 2 (20–23) is carried out by the subject commission. The maximum score for a correctly completed task: for tasks 20 and 21 - 3 points each; in model 1 for task 22 - 5 points; in model 2 for task 22 - 4 points, for task 23 - 5 points.

To complete the examination work in accordance with model 1, 120 minutes are allotted; according to model 2 – 140 minutes

The state final certification of 2019 in chemistry for graduates of the 9th grade of general educational institutions is carried out in order to assess the level of general education of graduates in this discipline. The tasks test knowledge of the following sections of chemistry:

The structure of the atom.
Periodic law and Periodic system of chemical elements D.I. Mendeleev.
The structure of molecules. Chemical bond: covalent (polar and non-polar), ionic, metallic.
Valency of chemical elements. The degree of oxidation of chemical elements.
Simple and complex substances.
Chemical reaction. Conditions and signs of chemical reactions. Chemical equations.
Electrolytes and non-electrolytes. Cations and anions. Electrolytic dissociation of acids, alkalis and salts (medium).
Ion exchange reactions and conditions for their implementation.
Chemical properties of simple substances: metals and non-metals.
Chemical properties of oxides: basic, amphoteric, acidic.
Chemical properties of bases. Chemical properties of acids.
Chemical properties of salts (medium).
Pure substances and mixtures. Rules for safe work in the school laboratory. Chemical pollution of the environment and its consequences.
The degree of oxidation of chemical elements. Oxidizing agent and reducing agent. Redox reactions.
Calculation of the mass fraction of a chemical element in a substance.
Periodic law D.I. Mendeleev.
Initial information about organic substances. Biologically important substances: proteins, fats, carbohydrates.
Determination of the nature of the medium of a solution of acids and alkalis using indicators. Qualitative reactions to ions in solution (chloride, sulfate, carbonation, ammonium ion). Qualitative reactions to gaseous substances (oxygen, hydrogen, carbon dioxide, ammonia).
Chemical properties of simple substances. Chemical properties of complex substances.

Date of passing the OGE in chemistry 2019:
June 4 (Tuesday).

There are no changes in the structure and content of the examination paper in 2019 compared to 2018.

In this section you will find online tests that will help you prepare for passing the OGE (GIA) in chemistry. We wish you success!

The standard OGE test (GIA-9) of the 2019 format in chemistry consists of two parts. The first part contains 19 tasks with a short answer, the second part contains 3 tasks with a detailed answer. In this regard, only the first part (i.e., the first 19 tasks) is presented in this test. According to the current structure of the exam, among these tasks, only 15 answers are offered. However, for the convenience of passing the tests, the site administration decided to offer answers in all tasks. But for tasks in which answer options are not provided by the compilers of real control and measuring materials (KIMs), the number of answer options has been significantly increased in order to bring our test as close as possible to what you will have to face at the end of the school year.

The standard OGE test (GIA-9) of the 2018 format in chemistry consists of two parts. The first part contains 19 tasks with a short answer, the second part contains 3 tasks with a detailed answer. In this regard, only the first part (i.e., the first 19 tasks) is presented in this test. According to the current structure of the exam, among these tasks, only 15 answers are offered. However, for the convenience of passing the tests, the site administration decided to offer answers in all tasks. But for tasks in which answer options are not provided by the compilers of real control and measuring materials (KIMs), the number of answer options has been significantly increased in order to bring our test as close as possible to what you will have to face at the end of the school year.

The standard OGE test (GIA-9) of the 2017 format in chemistry consists of two parts. The first part contains 19 tasks with a short answer, the second part contains 3 tasks with a detailed answer. In this regard, only the first part (i.e., the first 19 tasks) is presented in this test. According to the current structure of the exam, among these tasks, only 15 answers are offered. However, for the convenience of passing the tests, the site administration decided to offer answers in all tasks. But for tasks in which answer options are not provided by the compilers of real control and measuring materials (KIMs), the number of answer options has been significantly increased in order to bring our test as close as possible to what you will have to face at the end of the school year.

The standard OGE test (GIA-9) of the 2016 format in chemistry consists of two parts. The first part contains 19 tasks with a short answer, the second part contains 3 tasks with a detailed answer. In this regard, only the first part (i.e., the first 19 tasks) is presented in this test. According to the current structure of the exam, among these tasks, only 15 answers are offered. However, for the convenience of passing the tests, the site administration decided to offer answers in all tasks. But for tasks in which answer options are not provided by the compilers of real control and measuring materials (KIMs), the number of answer options has been significantly increased in order to bring our test as close as possible to what you will have to face at the end of the school year.

The standard OGE test (GIA-9) of the 2015 format in chemistry consists of two parts. The first part contains 19 tasks with a short answer, the second part contains 3 tasks with a detailed answer. In this regard, only the first part (i.e., the first 19 tasks) is presented in this test. According to the current structure of the exam, among these tasks, only 15 answers are offered. However, for the convenience of passing the tests, the site administration decided to offer answers in all tasks. But for tasks in which answer options are not provided by the compilers of real control and measuring materials (KIMs), the number of answer options has been significantly increased in order to bring our test as close as possible to what you will have to face at the end of the school year.

When completing tasks A1-A19, select only one correct option.
When completing tasks B1-B3, select two correct options.

When completing tasks A1-A15, select only one correct option.

When completing tasks A1-A15, choose only one correct option.

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.

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

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1 0 0

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