The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
PHYSICAL SETTING
CHEMISTRY
Wednesday, June 20, 2007 — 1:15 to 4:15 p.m., only
This is a test of your knowledge of chemistry. Use that knowledge to answer all
questions in this examination. Some questions may require the use of the Reference
Tables for Physical Setting/Chemistry. You are to answer all questions in all parts of
this examination according to the directions provided in the examination booklet.
Your answer sheet for Part A and Part B–1 is the last page of this examination
booklet. Turn to the last page and fold it along the perforations. Then, slowly and
carefully, tear off your answer sheet and fill in the heading.
The answers to the questions in Part B–2 and Part C are to be written in your
separate answer booklet. Be sure to fill in the heading on the front of your answer
booklet.
Record the number of your choice for each Part A and Part B–1 multiple-choice
question on your separate answer sheet. Write your answers to the Part B–2 and
Part C questions in your answer booklet. All work should be written in pen, except for
graphs and drawings, which should be done in pencil. You may use scrap paper to
work out the answers to the questions, but be sure to record all your answers on your
separate answer sheet and in your answer booklet.
When you have completed the examination, you must sign the statement printed
at the end of your separate answer sheet, indicating that you had no unlawful
knowledge of the questions or answers prior to the examination and that you have
neither given nor received assistance in answering any of the questions during the
examination. Your answer sheet and answer booklet cannot be accepted if you fail to
sign this declaration.
Notice. . .
A four-function or scientific calculator and a copy of the Reference Tables for Physical
Setting/Chemistry must be available for you to use while taking this examination.
The use of any communications device is strictly prohibited when taking this
examination. If you use any communications device, no matter how briefly, your
examination will be invalidated and no score will be calculated for you.
DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN.
PS/CHEMISTRY
PS/CHEMISTRY
Part A
Answer all questions in this part.
Directions (1–30): For each statement or question, write on the separate answer sheet the number of the
word or expression that, of those given, best completes the statement or answers the question. Some questions
may require the use of the Reference Tables for Physical Setting/Chemistry.
1 According to the wave-mechanical model of the
atom, electrons in an atom
(1) travel in defined circles
(2) are most likely found in an excited state
(3) have a positive charge
(4) are located in orbitals outside the nucleus
2 What is the total charge of the nucleus of a
carbon atom?
(1) –6 (3) +6
(2) 0 (4) +12
3 A sample composed only of atoms having the
same atomic number is classified as
(1) a compound (3) an element
(2) a solution (4) an isomer
4 Which two particles each have a mass approxi-
mately equal to one atomic mass unit?
(1) electron and neutron
(2) electron and positron
(3) proton and electron
(4) proton and neutron
5 Which two characteristics are associated with
metals?
(1) low first ionization energy and low electro-
negativity
(2) low first ionization energy and high electro-
negativity
(3) high first ionization energy and low electro-
negativity
(4) high first ionization energy and high electro-
negativity
6 Which element is most chemically similar to
chlorine?
(1) Ar (3) Fr
(2) F (4) S
7 Which substance can be decomposed by
chemical means?
(1) ammonia (3) phosphorus
(2) oxygen (4) silicon
8 When an atom loses one or more electrons, this
atom becomes a
(1) positive ion with a radius smaller than the
radius of this atom
(2) positive ion with a radius larger than the
radius of this atom
(3) negative ion with a radius smaller than the
radius of this atom
(4) negative ion with a radius larger than the
radius of this atom
9 What is the name of the polyatomic ion in the
compound Na
2
O
2
?
(1) hydroxide (3) oxide
(2) oxalate (4) peroxide
10 Given the balanced equation:
I + I → I
2
Which statement describes the process repre-
sented by this equation?
(1) A bond is formed as energy is absorbed.
(2) A bond is formed and energy is released.
(3) A bond is broken as energy is absorbed.
(4) A bond is broken and energy is released.
P.S./Chem.–June ’07 [2]
11 An oxygen molecule contains a double bond
because the two atoms of oxygen share a total of
(1) 1 electron (3) 3 electrons
(2) 2 electrons (4) 4 electrons
12 Which term is defined as a measure of the
average kinetic energy of the particles in a sample?
(1) temperature (3) thermal energy
(2) pressure (4) chemical energy
13 A 3.0 M HCl(aq) solution contains a total of
(1) 3.0 grams of HCl per liter of water
(2) 3.0 grams of HCl per mole of solution
(3) 3.0 moles of HCl per liter of solution
(4) 3.0 moles of HCl per mole of water
14 A dilute, aqueous potassium nitrate solution is
best classified as a
(1) homogeneous compound
(2) homogeneous mixture
(3) heterogeneous compound
(4) heterogeneous mixture
15 Given the equation representing a phase change
at equilibrium:
C
2
H
5
OH(ᐍ) C
2
H
5
OH(g)
Which statement is true?
(1) The forward process proceeds faster than
the reverse process.
(2) The reverse process proceeds faster than the
forward process.
(3) The forward and reverse processes proceed
at the same rate.
(4) The forward and reverse processes both
stop.
16 A 5.0-gram sample of zinc and a 50.-milliliter
sample of hydrochloric acid are used in a
chemical reaction. Which combination of these
samples has the fastest reaction rate?
(1) a zinc strip and 1.0 M HCl(aq)
(2) a zinc strip and 3.0 M HCl(aq)
(3) zinc powder and 1.0 M HCl(aq)
(4) zinc powder and 3.0 M HCl(aq)
17 For a given reaction, adding a catalyst increases
the rate of the reaction by
(1) providing an alternate reaction pathway that
has a higher activation energy
(2) providing an alternate reaction pathway that
has a lower activation energy
(3) using the same reaction pathway and
increasing the activation energy
(4) using the same reaction pathway and
decreasing the activation energy
18 Which reaction releases the greatest amount of
energy per 2 moles of product?
(1) 2CO(g) + O
2
(g) → 2CO
2
(g)
(2) 4Al(s) + 3O
2
(g) → 2Al
2
O
3
(s)
(3) 2H
2
(g) + O
2
(g) → 2H
2
O(g)
(4) N
2
(g) + 3H
2
(g) → 2NH
3
(g)
19 What is the total number of carbon atoms in a
molecule of ethanoic acid?
(1) 1 (3) 3
(2) 2 (4) 4
20 Given the formulas for two compounds:
These compounds differ in
(1) gram-formula mass
(2) molecular formula
(3) percent composition by mass
(4) physical properties at STP
21 A double carbon-carbon bond is found in a
molecule of
(1) pentane (3) pentyne
(2) pentene (4) pentanol
P.S./Chem.–June ’07 [3] [OVER]
and
H
H
CC
H
H
H
H
C
HC
H
H
OH
H
H
CC
H
H
H
H
CHOC
H
H
H
P.S./Chem.–June ’07 [4]
22 Which changes occur when Pt
2+
is reduced?
(1) The Pt
2+
gains electrons and its oxidation
number increases.
(2) The Pt
2+
gains electrons and its oxidation
number decreases.
(3) The Pt
2+
loses electrons and its oxidation
number increases.
(4) The Pt
2+
loses electrons and its oxidation
number decreases.
23 Which balanced equation represents an
oxidation-reduction reaction?
(1) BaCl
2
+ Na
2
SO
4
→ BaSO
4
+ 2NaCl
(2) C+H
2
O → CO + H
2
(3) CaCO
3
→ CaO + CO
2
(4) Mg(OH)
2
+ 2HNO
3
→ Mg(NO
3
)
2
+ 2H
2
O
24 Which energy conversion occurs during the
operation of a voltaic cell?
(1) Chemical energy is spontaneously converted
to electrical energy.
(2) Chemical energy is converted to electrical
energy only when an external power source
is provided.
(3) Electrical energy is spontaneously converted
to chemical energy.
(4) Electrical energy is converted to chemical
energy only when an external power source
is provided.
25 An Arrhenius base yields which ion as the only
negative ion in an aqueous solution?
(1) hydride ion (3) hydronium ion
(2) hydrogen ion (4) hydroxide ion
26 According to one acid-base theory, a water
molecule acts as an acid when the water
molecule
(1) accepts an H
+
(3) donates an H
+
(2) accepts an OH
–
(4) donates an OH
–
27 Which list of radioisotopes contains an alpha
emitter, a beta emitter, and a positron emitter?
(1) C-14, N-16, P-32
(2) Cs-137, Fr-220, Tc-99
(3) Kr-85, Ne-19, Rn-222
(4) Pu-239, Th-232, U-238
28 Which nuclear decay emission consists of
energy, only?
(1) alpha particle (3) gamma radiation
(2) beta particle (4) positron
29 Which balanced equation represents nuclear
fusion?
(1)
1
0
n +
235
92
U →
142
56
Ba +
91
36
Kr + 3
1
0
n
(2)
226
88
Ra →
222
86
Rn +
4
2
He
(3)
6
3
Li +
1
0
n →
3
1
H +
4
2
He
(4)
2
1
H +
3
1
H →
4
2
He +
1
0
n
30 The energy released by a nuclear reaction
results primarily from the
(1) breaking of bonds between atoms
(2) formation of bonds between atoms
(3) conversion of mass into energy
(4) conversion of energy into mass
31 Which electron configuration could represent a
strontium atom in an excited state?
(1) 2–8–18–7–1 (3) 2–8–18–8–1
(2) 2–8–18–7–3 (4) 2–8–18–8–2
32 Which grouping of circles, when considered in
order from the top to the bottom, best
represents the relative size of the atoms of Li,
Na, K, and Rb, respectively?
33 What is the total number of neutrons in an atom
of
57
26
Fe?
(1) 26 (3) 57
(2) 31 (4) 83
34 At STP, which element is brittle and not a
conductor of electricity?
(1) S (3) Na
(2) K (4) Ar
35 What is the total number of electrons in a
Mg
2+
ion?
(1) 10 (3) 14
(2) 12 (4) 24
36 Which formula represents lead(II) chromate?
(1) PbCrO
4
(3) Pb
2
CrO
4
(2) Pb(CrO
4
)
2
(4) Pb
2
(CrO
4
)
3
37 Compared to an electron in the first electron
shell of an atom, an electron in the third shell of
the same atom has
(1) less mass (3) more mass
(2) less energy (4) more energy
38 Which pair consists of a molecular formula and
its corresponding empirical formula?
(1) C
2
H
2
and CH
3
CH
3
(3) P
4
O
10
and P
2
O
5
(2) C
6
H
6
and C
2
H
2
(4) SO
2
and SO
3
39 Which particle diagram represents a sample of
one compound, only?
Part B–1
Answer all questions in this part.
Directions (31–50): For each statement or question, write on the separate answer sheet the number of the
word or expression that, of those given, best completes the statement or answers the question. Some questions
may require the use of the Reference Tables for Physical Setting/Chemistry.
P.S./Chem.–June ’07 [5] [OVER]
( 4 )( 1 ) ( 2 ) ( 3 )
Key
= atom of one element
= atom of a different element
( 1 ) ( 3 )
( 2 ) ( 4 )
40 An atom in the ground state contains a total of
5 electrons, 5 protons, and 5 neutrons. Which
Lewis electron-dot diagram represents this
atom?
41 At STP, fluorine is a gas and bromine is a liquid
because, compared to fluorine, bromine has
(1) stronger covalent bonds
(2) stronger intermolecular forces
(3) weaker covalent bonds
(4) weaker intermolecular forces
42 The boiling point of a liquid is the temperature
at which the vapor pressure of the liquid is equal
to the pressure on the surface of the liquid.
What is the boiling point of propanone if the
pressure on its surface is 48 kilopascals?
(1) 25°C (3) 35°C
(2) 30.°C (4) 40.°C
43 At which Celsius temperature does lead change
from a solid to a liquid?
(1) 874°C (3) 328°C
(2) 601°C (4) 0°C
44 Given the equation representing a reaction at
equilibrium:
N
2
(g) + 3H
2
(g) 2NH
3
(g) + energy
Which change causes the equilibrium to shift to
the right?
(1) decreasing the concentration of H
2
(g)
(2) decreasing the pressure
(3) increasing the concentration of N
2
(g)
(4) increasing the temperature
45 Which compound is an unsaturated hydrocarbon?
(1) hexanal (3) hexanoic acid
(2) hexane (4) hexyne
46 The organic compound represented by the
condensed structural formula CH
3
CH
2
CH
2
CHO
is classified as an
(1) alcohol (3) ester
(2) aldehyde (4) ether
47 Given the balanced ionic equation representing
a reaction:
2Al
3+
(aq) + 3Mg(s) → 3Mg
2+
(aq) + 2Al(s)
In this reaction, electrons are transferred from
(1) Al to Mg
2+
(3) Mg to Al
3+
(2) Al
3+
to Mg (4) Mg
2+
to Al
48 Which two formulas represent Arrhenius acids?
(1) CH
3
COOH and CH
3
CH
2
OH
(2) HC
2
H
3
O
2
and H
3
PO
4
(3) KHCO
3
and KHSO
4
(4) NaSCN and Na
2
S
2
O
3
49 Information related to a titration experiment is
given in the balanced equation and table below.
H
2
SO
4
(aq) + 2KOH(aq) → K
2
SO
4
(aq) + 2H
2
O(ᐍ)
Titration Experiment Results
Based on the equation and the titration results,
what is the concentration of the H
2
SO
4
(aq)?
(1) 0.12 M (3) 0.24 M
(2) 0.16 M (4) 0.96 M
50 Which radioisotope is used in medicine to treat
thyroid disorders?
(1) cobalt-60 (3) phosphorus-32
(2) iodine-131 (4) uranium-238
P.S./Chem.–June ’07 [6]
volume of H
2
SO
4
(aq) used
12.0 mL
concentration of H
2
SO
4
(aq)
?
volume of KOH(aq) used 36.0 mL
concentration of KOH(aq) 0.16 M
( 1 )
X
( 4 )
X
( 3 )
X
( 2 )
X
Part B–2
Answer all questions in this part.
Directions (51–63): Record your answers in the spaces provided in your answer booklet. Some questions
may require the use of the Reference Tables for Physical Setting/Chemistry.
Base your answers to questions 51 through 53 on the information below.
A gas sample is held at constant temperature in a closed system. The volume of the gas
is changed, which causes the pressure of the gas to change. Volume and pressure data are
shown in the table below.
Volume and Pressure of a Gas Sample
51 On the grid in your answer booklet, mark an appropriate scale on the axis labeled
“Volume (mL).” [1]
52 On the same grid, plot the data from the table. Circle and connect the points. [1]
53 Based on your graph, what is the pressure of the gas when the volume of the
gas is 200. milliliters? [1]
54 Explain, in terms of collision theory, why the rate of a chemical reaction increases with
an increase in temperature. [1]
55 Determine the percent composition by mass of oxygen in the compound C
6
H
12
O
6
. [1]
P.S./Chem.–June ’07 [7] [OVER]
Volume (mL) Pressure (atm)
1200 0.5
600 1.0
300 2.0
150 4.0
100 6.0
Example:
Base your answers to questions 56 through 58 on the information below.
A 5.00-gram sample of liquid ammonia is originally at 210. K. The diagram of the
partial heating curve below represents the vaporization of the sample of ammonia at
standard pressure due to the addition of heat. The heat is not added at a constant rate.
Some physical constants for ammonia are shown in the data table below.
Some Physical Constants for Ammonia
56 In the space in your answer booklet, calculate the total heat absorbed by the 5.00-gram
sample of ammonia during time interval AB. Your response must include both a
correct numerical setup and the calculated result. [2]
57 Describe what is happening to both the potential energy and the average kinetic
energy of the molecules in the ammonia sample during time interval BC. Your response
must include both potential energy and average kinetic energy. [1]
58 Determine the total amount of heat required to vaporize this 5.00-gram sample of
ammonia at its boiling point. [1]
P.S./Chem.–June ’07 [8]
Partial Heating Curve for Ammonia
Temperature (K)
270.
AB CD
240.
210.
Time
specific heat capacity of NH
3
(ᐉ)
4.71 J/g•K
heat of fusion 332 J/g
heat of vaporization 1370 J/g
P.S./Chem.–June ’07 [9] [OVER]
Base your answers to questions 59 and 60 on the information below.
The unbalanced equation below represents the decomposition of potassium chlorate.
KClO
3
(s) → KCl(s) + O
2
(g)
59 Balance the equation in your answer booklet, using the smallest whole-number
coefficients. [1]
60 Determine the oxidation number of chlorine in the reactant. [1]
61 Complete the nuclear equation in your answer booklet. Include the symbol, atomic number,
and mass number for the missing particle. [1]
62 Explain, in terms of electronegativity, why a P–Cl bond in a molecule of PCl
5
is more
polar than a P–S bond in a molecule of P
2
S
5
. [1]
63 A 1.00-mole sample of neon gas occupies a volume of 24.4 liters at 298 K and
101.3 kilopascals. In the space in your answer booklet, calculate the density of this
sample. Your response must include both a correct numerical setup and the calculated
result. [2]
Part C
Answer all questions in this part.
Directions (64–82): Record your answers in the spaces provided in your answer booklet. Some questions
may require the use of the Reference Tables for Physical Setting/Chemistry.
Base your answers to questions 64 through 66 on the information below.
Scientists who study aquatic ecosystems are often interested in the concentration of
dissolved oxygen in water. Oxygen, O
2
, has a very low solubility in water, and therefore
its solubility is usually expressed in units of milligrams per 1000. grams of water at
1.0 atmosphere. The graph below shows a solubility curve of oxygen in water.
64 A student determines that 8.2 milligrams of oxygen is dissolved in a 1000.-gram sample
of water at 15°C and 1.0 atmosphere. In terms of saturation, what type of solution is
this sample? [1]
65 Explain, in terms of molecular polarity, why oxygen gas has low solubility in water. Your
response must include both oxygen and water. [1]
66 An aqueous solution has 0.0070 gram of oxygen dissolved in 1000. grams of water. In
the space in your answer booklet, calculate the dissolved oxygen concentration of this
solution in parts per million. Your response must include both a correct numerical
setup and the calculated result. [2]
P.S./Chem.–June ’07 [10]
Solubility of Oxygen in
Water Versus Temperature
Mass of Dissolved O
2
(mg)
in 1000. g of Water
0
10. 20. 30.
0
15.0
Temperature (°C)
5.0
10.0
Base your answers to questions 67 and 68 on the information below.
Sulfur dioxide, SO
2
, is one gas produced when fossil fuels are burned. When this gas
reacts with water in the atmosphere, an acid is produced forming acid rain. The pH of the
water in a lake changes when acid rain collects in the lake.
Two samples of the same rainwater are tested using two indicators. Methyl orange is
yellow in one sample of this rainwater. Litmus is red in the other sample of this rainwater.
67 Identify a possible pH value for the rainwater that was tested. [1]
68 Write the formula for one substance that can neutralize the lake water affected by acid
rain. [1]
Base your answers to questions 69 through 72 on the information below.
Propane is a fuel that is sold in rigid, pressurized cylinders. Most of the propane in a
cylinder is liquid, with gas in the space above the liquid level. When propane is released
from the cylinder, the propane leaves the cylinder as a gas. Propane gas is used as a fuel by
mixing it with oxygen in the air and igniting the mixture, as represented by the balanced
equation below.
C
3
H
8
(g) + 5O
2
(g) → 3CO
2
(g) + 4H
2
O(ᐍ) + 2219.2 kJ
A small amount of methanethiol, which has a distinct odor, is added to the propane to
help consumers detect a propane leak. In methanethiol, the odor is caused by the thiol
functional group (–SH). Methanethiol, CH
3
SH, has a structure that is very similar to the
structure of methanol.
69 In the box in your answer booklet, draw a particle diagram to represent propane in a
pressurized cylinder using the key in your answer booklet. Your response must include
at least six molecules of propane in the gas phase and at least six molecules of propane
in the liquid phase. [1]
70 On the diagram in your answer booklet, draw a potential energy diagram for this
reaction. [1]
71 Determine the total amount of energy released when 2.50 moles of propane is
completely reacted with oxygen. [1]
72 In the space in your answer booklet, draw a structural formula for a molecule of
methanethiol. [1]
P.S./Chem.–June ’07 [11] [OVER]
P.S./Chem.–June ’07 [12]
Base your answers to questions 73 through 76 on the information below.
The table below lists physical and chemical properties of six elements at standard
pressure that correspond to known elements on the Periodic Table. The elements are
identified by the code letters, D, E, G, J, L, and Q.
Properties of Six Elements at Standard Pressure
73 What is the total number of elements in the “Properties of Six Elements at Standard
Pressure” table that are solids at STP? [1]
74 An atom of element G is in the ground state. What is the total number of valence
electrons in this atom? [1]
75 Letter Z corresponds to an element on the Periodic Table other than the six listed
elements. Elements G, Q, L, and Z are in the same group on the Periodic Table, as
shown in the diagram below.
Based on the trend in the melting points for elements G, Q, and L listed in the
“Properties of Six Elements at Standard Pressure” table, estimate the melting point of
element Z, in degrees Celsius. [1]
76 Identify, by code letter, the element that is a noble gas in the “Properties of Six
Elements at Standard Pressure” table. [1]
Element D
Density 0.00018 g/cm
3
Melting point –272°C
Boiling point –269°C
Oxide formula (none)
Element E
Density 1.82 g/cm
3
Melting point 44°C
Boiling point 280°C
Oxide formula E
2
O
5
Element G
Density 0.53 g/cm
3
Melting point 181°C
Boiling point 1347°C
Oxide formula G
2
O
Element J
Density 0.0013 g/cm
3
Melting point –210°C
Boiling point –196°C
Oxide formula J
2
O
5
Element L
Density 0.86 g/cm
3
Melting point 64°C
Boiling point 774°C
Oxide formula L
2
O
Element Q
Density 0.97 g/cm
3
Melting point 98°C
Boiling point 883°C
Oxide formula Q
2
O
G
Q
L
Z
P.S./Chem.–June ’07 [13]
Base your answers to questions 77 through 79 on the information below.
Ozone gas, O
3
, can be used to kill adult insects in storage bins for grain without
damaging the grain. The ozone is produced from oxygen gas, O
2
, in portable ozone
generators located near the storage bins. The concentrations of ozone used are so low that
they do not cause any environmental damage. This use of ozone is safer and more
environmentally friendly than a method that used bromomethane, CH
3
Br. However,
bromomethane was more effective than ozone because CH
3
Br killed immature insects as
well as adult insects.
Adapted From: The Sunday Gazette (Schenectady, NY) 3/9/03
77 Determine the total number of moles of CH
3
Br in 19 grams of CH
3
Br (gram-formula
mass = 95 grams/mol). [1]
78 Given the balanced equation for producing bromomethane:
Br
2
+ CH
4
→ CH
3
Br + HBr
Identify the type of organic reaction shown. [1]
79 Based on the information in the passage, state one advantage of using ozone instead of
bromomethane for insect control in grain storage bins. [1]
Base your answers to questions 80 through 82 on the information below.
In living organisms, the ratio of the naturally occurring isotopes of carbon,
C-12 to C-13 to C-14, is fairly consistent. When an organism such as a woolly
mammoth died, it stopped taking in carbon, and the amount of C-14 present in the
mammoth began to decrease. For example, one fossil of a woolly mammoth is found to
have of the amount of C-14 found in a living organism.
80 Identify the type of nuclear reaction that caused the amount of C-14 in the woolly
mammoth to decrease after the organism died. [1]
81 Determine the total time that has elapsed since this woolly mammoth died. [1]
82 State, in terms of subatomic particles, how an atom of C-13 is different from an atom
of C-12. [1]
1
32
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
PHYSICAL SETTING
CHEMISTRY
Wednesday, June 20, 2007 — 1:15 to 4:15 p.m., only
ANSWER SHEET
Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sex:
II
Mal
e
II
Female Grade . . . . . . . . . . .
Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Record your answers to Part A and Part B–1 on this answer sheet.
Write your answers to Part B–2 and Part C in your answer booklet.
The declaration below should be signed when you have completed the examination.
I do hereby affirm, at the close of this examination, that I had no unlawful knowledge of the questions or answers prior to
the examination and that I have neither given nor received assistance in answering any of the questions during the examination.
Signature
Tear Here
Tear Here
Part A
1 . . . . . . . . . . . . 11 . . . . . . . . . . . . 21 . . . . . . . . . . .
2 . . . . . . . . . . . . 12 . . . . . . . . . . . . 22 . . . . . . . . . . .
3 . . . . . . . . . . . . 13 . . . . . . . . . . . . 23 . . . . . . . . . . .
4 . . . . . . . . . . . . 14 . . . . . . . . . . . . 24 . . . . . . . . . . .
5 . . . . . . . . . . . . 15 . . . . . . . . . . . . 25 . . . . . . . . . . .
6 . . . . . . . . . . . . 16 . . . . . . . . . . . . 26 . . . . . . . . . . .
7 . . . . . . . . . . . . 17 . . . . . . . . . . . . 27 . . . . . . . . . . .
8 . . . . . . . . . . . . 18 . . . . . . . . . . . . 28 . . . . . . . . . . .
9 . . . . . . . . . . . . 19 . . . . . . . . . . . . 29 . . . . . . . . . . .
10 . . . . . . . . . . . . 20 . . . . . . . . . . . . 30 . . . . . . . . . . .
Part B–1
31 . . . . . . . . . . . . 41 . . . . . . . . . . . .
32 . . . . . . . . . . . . 42 . . . . . . . . . . . .
33 . . . . . . . . . . . . 43 . . . . . . . . . . . .
34 . . . . . . . . . . . . 44 . . . . . . . . . . . .
35 . . . . . . . . . . . . 45 . . . . . . . . . . . .
36 . . . . . . . . . . . . 46 . . . . . . . . . . . .
37 . . . . . . . . . . . . 47 . . . . . . . . . . . .
38 . . . . . . . . . . . . 48 . . . . . . . . . . . .
39 . . . . . . . . . . . . 49 . . . . . . . . . . . .
40 . . . . . . . . . . . . 50 . . . . . . . . . . . .
Part A Score
Part B–1 Score
51–52
53
atm
Maximum Student’s
Part Score Score
A 30
B–1 20
B–2 15
C 20
Total Written Test Score
(Maximum Raw Score: 85)
Final Score
(from conversion chart)
Raters’ Initials:
Rater 1 . . . . . . . . . . Rater 2 . . . . . . . . . . .
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
PHYSICAL SETTING
CHEMISTRY
Wednesday, June 20, 2007 — 1:15 to 4:15 p.m., only
ANSWER BOOKLET
Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sex:
II
Female
Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Grade . . . . . . . . . .
Answer all questions in Part B–2 and Part C. Record your answers
in this booklet.
II
Male
Part B–2
For Raters
Only
52
53
2.0
Pressure (atm)
1.0
3.0
4.0
0
6.0
Volume (mL)
5.0
Pressure Versus Volume
of a Gas Sample
51
54
55 %
56
J
57
58 J
59
KClO
3
(s) → KCl(s) + O
2
(g)
60
[2]
For Raters
Only
54
55
56
57
58
59
60
[3] [OVER]
61
42
19
K →
0
–1
e +
62
63
g/L
For Raters
Only
61
62
63
Total Score
for Part B–2
[4]
For Raters
Only
Part C
64
65
66
ppm
67
68
64
66
67
65
68
[5] [OVER]
69
70
71 kJ
72
For Raters
Only
69
72
71
70
Key
= propane molecule
Reaction Coordinate
Potential Energy
73
74
75 °C
76
77 mol
78
79
80
81 y
82
For Raters
Only
[6]
75
76
77
78
79
80
81
Total Score
for Part C
82
73
74
n n
Part B–1
31 . . . . . . . . . . . . 41 . . . . . . . . . . . .
32 . . . . . . . . . . . . 42 . . . . . . . . . . . .
33 . . . . . . . . . . . . 43 . . . . . . . . . . . .
34 . . . . . . . . . . . . 44 . . . . . . . . . . . .
35 . . . . . . . . . . . . 45 . . . . . . . . . . . .
36 . . . . . . . . . . . . 46 . . . . . . . . . . . .
37 . . . . . . . . . . . . 47 . . . . . . . . . . . .
38 . . . . . . . . . . . . 48 . . . . . . . . . . . .
39 . . . . . . . . . . . . 49 . . . . . . . . . . . .
40 . . . . . . . . . . . . 50 . . . . . . . . . . . .
P
n n
Part A
1 . . . . . . . . . . . . 11 . . . . . . . . . . . . 21 . . . . . . . . . . .
2 . . . . . . . . . . . . 12 . . . . . . . . . . . . 22 . . . . . . . . . . .
3 . . . . . . . . . . . . 13 . . . . . . . . . . . . 23 . . . . . . . . . . .
4 . . . . . . . . . . . . 14 . . . . . . . . . . . . 24 . . . . . . . . . . .
5 . . . . . . . . . . . . 15 . . . . . . . . . . . . 25 . . . . . . . . . . .
6 . . . . . . . . . . . . 16 . . . . . . . . . . . . 26 . . . . . . . . . . .
7 . . . . . . . . . . . . 17 . . . . . . . . . . . . 27 . . . . . . . . . . .
8 . . . . . . . . . . . . 18 . . . . . . . . . . . . 28 . . . . . . . . . . .
9 . . . . . . . . . . . . 19 . . . . . . . . . . . . 29 . . . . . . . . . . .
10 . . . . . . . . . . . . 20 . . . . . . . . . . . . 30 . . . . . . . . . . .
P
4
3
3
4
1
2
1
1
4
2
2
1
2
1
1
1
4
3
4
3
2
3
3
3
4
2
3
2
3
2
4
1
3
2
3
4
2
2
2
4
2
2
2
1
4
3
3
3
4
3
FOR TEACHERS ONLY
The University of the State of New York
REGENTS HIGH SCHOOL EXAMINATION
PHYSICAL SETTING/CHEMISTRY
Wednesday, June 20, 2007 — 1:15 to 4:15 p.m., only
SCORING KEY AND RATING GUIDE
PS–CH
Directions to the Teacher:
Refer to the directions on page 3 before rating student papers.
Updated information regarding the rating of this examination may be posted on the New York
State Education Department’s web site during the rating period. Check this web site
http://www.emsc.nysed.gov/osa/
and select the link “Examination Scoring Information” for any
recently posted information regarding this examination. This site should be checked before the rating
process for this examination begins and several times throughout the Regents examination period.
Part A and Part B–1
Allow 1 credit for each correct response.
Directions to the Teacher
Follow the procedures below for scoring student answer papers for the Physical
Setting/Chemistry examination. Additional information about scoring is provided in the
publication Information Booklet for Scoring Regents Examinations in the Sciences.
Use only red ink or red pencil in rating Regents papers. Do not correct the student’s
work by making insertions or changes of any kind.
On the detachable answer sheet for Part A and Part B–1, indicate by means of a check
mark each incorrect or omitted answer. In the box provided at the end of each part, record
the number of questions the student answered correctly for that part.
At least two science teachers must participate in the scoring of each student’s responses
to the Part B–2 and Part C open-ended questions. Each of these teachers should be respon-
sible for scoring a selected number of the open-ended questions on each answer paper. No
one teacher is to score all the open-ended questions on a student’s answer paper.
Students’ responses must be scored strictly according to the Scoring Key and Rating
Guide. For open-ended questions, credit may be allowed for responses other than those
given in the rating guide if the response is a scientifically accurate answer to the question
and demonstrates adequate knowledge as indicated by the examples in the rating guide.
Complete sentences are not required. Phrases, diagrams, and symbols may be used. In the
student’s answer booklet, record the number of credits earned for each answer in the box
printed to the right of the answer lines or spaces for that question.
Fractional credit is not allowed. Only whole-number credit may be given to a response.
Units need not be given when the wording of the questions allows such omissions.
Raters should enter the scores earned for Part A, Part B–1, Part B–2, and Part C on the
appropriate lines in the box printed on the answer booklet and then should add these four
scores and enter the total in the box labeled “Total Written Test Score.” Then, the student’s
raw score should be converted to a scaled score by using the conversion chart that will be
posted on the Department’s web site http://www.emsc.nysed.gov/osa/
on Wednesday,
June 20, 2007. The student’s scaled score should be entered in the labeled box on the
student’s answer booklet. The scaled score is the student’s final examination score.
All student answer papers that receive a scaled score of 60 through 64 must be scored
a second time. For the second scoring, a different committee of teachers may score the
student’s paper or the original committee may score the paper, except that no teacher may
score the same open-ended questions that he/she scored in the first rating of the paper. The
school principal is responsible for assuring that the student’s final examination score is based
on a fair, accurate, and reliable scoring of the student’s answer paper.
Because scaled scores corresponding to raw scores in the conversion chart may change
from one examination to another, it is crucial that for each administration, the conversion
chart provided for that administration be used to determine the student’s final score.
[3] [OVER]
PHYSICAL SETTING/CHEMISTRY – continued
PHYSICAL SETTING/CHEMISTRY – continued
[4]
Part B–2
Allow a total of 15 credits for this part. The student must answer all questions in this part.
51 [1] Allow 1 credit for marking an appropriate scale on the axis labeled “Volume (mL).” An appropriate
scale is linear and allows a trend to be seen.
52 [1] Allow 1 credit for all five points plotted correctly ± 0.3 grid space. Plotted points do not need to be
circled or connected.
Examples of 2-credit responses to questions 51 and 52:
53 [1] Allow 1 credit for 3.0 atm or for a response consistent with the student’s graph ± 0.3 grid space.
Significant figures do not need to be shown.
54 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
As temperature increases, the rate of a chemical reaction increases because the reactant
particles move faster and collide more often.
More reactant molecules have sufficient activation energy.
The number of effective collisions per unit time increases.
2.0
Pressure (atm)
1200
1.0
3.0
4.0
0
6.0
900600300
Volume (mL)
5.0
Pressure Versus Volume
of a Gas Sample
2.0
Pressure (atm)
1200
1.0
3.0
4.0
0
6.0
900600300
Volume (mL)
5.0
Pressure Versus Volume
of a Gas Sample
55 [1] Allow 1 credit for 53.3%. Significant figures do not need to be shown.
56 [2] Allow a maximum of 2 credits, allocated as follows:
• Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to:
q = mC∆ T = (5.00 g)(4.71 J/g•K)(30. K)
(5)(4.71)(30)
• Allow 1 credit for 710 J or for a response consistent with the student’s numerical setup. Significant
figures do not need to be shown.
Note: Do not allow credit for a numerical setup and calculated result that are not related to the
concept assessed by the question.
57 [1] Allow 1 credit. Both potential energy and kinetic energy must be included in the student’s response
to receive credit. Acceptable responses include, but are not limited to:
The potential energy of the ammonia molecules increases and the average kinetic energy of
the ammonia molecules remains the same.
PE increases and KE is constant.
58 [1] Allow 1 credit for 6850 J. Significant figures do not need to be shown.
59 [1] Allow 1 credit for 2
KClO
3
(s) → 2 KCl(s) + 3 O
2
(g).
60 [1] Allow 1 credit for +5.
PHYSICAL SETTING/CHEMISTRY – continued
[5] [OVER]
PHYSICAL SETTING/CHEMISTRY – continued
61 [1] Allow 1 credit for
42
20
Ca.
62 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
A P–Cl bond is more polar than a P–S bond because the electronegativity difference for P–Cl is
1.0 and the electronegativity difference for P–S is 0.4.
Cl has a higher electronegativity value than S.
A chlorine atom has a greater attraction for electrons in a bond than a sulfur atom.
63 [2] Allow a maximum of 2 credits, allocated as follows:
• Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to:
•Allow 1 credit for 0.827 g/L or for a response consistent with the student’s numerical setup.
Significant figures do not need to be shown.
Note: Do not allow credit for a numerical setup and calculated result that are not related to the
concept assessed by the question.
[6]
d
m
V
= =
20 179
24 4
.
.
g
L
20
24 4.
Part C
Allow a total of 20 credits for this part. The student must answer all questions in this part.
64 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
The sample is an unsaturated solution.
unsaturated
65 [1] Allow 1 credit. Both oxygen and water must be included in the student’s response to receive credit.
Acceptable responses include, but are not limited to:
Oxygen molecules are nonpolar and water molecules are polar.
Because H
2
O and O
2
have different polarities, O
2
has low solubility in H
2
O.
oxygen nonpolar, water polar
66 [2] Allow a maximum of 2 credits, allocated as follows:
• Allow 1 credit for a correct numerical setup. Acceptable responses include, but are not limited to:
•Allow 1 credit for 7.0 ppm or for a response consistent with the student’s numerical setup.
Significant figures do not need to be shown.
Note: Do not allow credit for a numerical setup and calculated result that are not related to the
concept assessed by the question.
67 [1] Allow 1 credit for a pH value that is greater than or equal to 4.4, but is less than or equal to 5.5.
68 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
Ca(OH)
2
KOH
Na
2
CO
3
[7] [OVER]
PHYSICAL SETTING/CHEMISTRY – continued
ppm =
gram O
grams of water
2
0 0070
1000
.
( .
++ 0.0070 gram of O )
1 000 000
2
×
(0.0070 1 000 000/ . )1000 0070 ×
69 [1] Allow 1 credit. Molecules of the gas must be drawn farther apart than molecules of the liquid.
Example of a 1-credit response:
70 [1] Allow 1 credit.
Example of a 1-credit response:
71 [1] Allow 1 credit. Significant figures do not need to be shown. Acceptable responses include, but are
not limited to:
5550 kJ
5.5
× 10
3
kJ
[8]
PHYSICAL SETTING/CHEMISTRY – continued
Reaction Coordinate
Potential Energy
72 [1] Allow 1 credit.
Examples of 1-credit responses:
73 [1] Allow 1 credit for 4 or four.
74 [1] Allow 1 credit for 1 or one.
75 [1] Allow 1 credit for a temperature value below 64°C.
76 [1] Allow 1 credit for D or He.
77 [1] Allow 1 credit for 0.20 mol. Significant figures do not need to be shown.
78 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
substitution
bromination
halogenation
79 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
Ozone is better to use because it is safer than bromomethane.
O
3
is more environmentally friendly.
PHYSICAL SETTING/CHEMISTRY – continued
[9] [OVER]
H
H
CSHH
CSH
PHYSICAL SETTING/CHEMISTRY – concluded
[10]
80 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
natural transmutation
transmutation
beta decay
radioactive decay
81 [1] Allow 1 credit for 28 650 y. Significant figures do not need to be shown.
82 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
A C-13 atom has seven neutrons and a C-12 atom has six neutrons.
An atom of C-13 and an atom of C-12 have different numbers of neutrons.
The number of neutrons is different.
[11] [OVER]
The Chart for Determining the Final Examination Score for the June 2007
Regents Examination in Physical Setting/Chemistry will be posted on the
Department’s web site http://www.emsc.nysed.gov/osa/
on Wednesday,
June 20, 2007. Conversion charts provided for previous administrations of
the Regents Examination in Physical Setting/Chemistry must NOT be used
to determine students’ final scores for this administration.
Regents Examination in Physical Setting/Chemistry
June 2007
Chart for Converting Total Test Raw Scores to
Final Examination Scores (Scaled Scores)
Submitting Teacher Evaluations of the Test to the Department
Suggestions and feedback from teachers provide an important contribution to the test
development process. The Department provides an online evaluation form for State
assessments. It contains spaces for teachers to respond to several specific questions and to
make suggestions. Instructions for completing the evaluation form are as follows:
1. Go to www.emsc.nysed.gov/osa/exameval
.
2. Select the test title.
3. Complete the required demographic fields.
4. Complete each evaluation question and provide comments in the space provided.
5. Click the SUBMIT button at the bottom of the page to submit the completed form.
[12]
Map to Core Curriculum
June 2007 Physical Setting/Chemistry
Question Numbers
Key Ideas/Performance Indicators Part A Part B Part C
Standard 1
Math Key Idea 1
42, 43, 51, 52,
56, 63
66, 77
Math Key Idea 2
53 64, 74, 75
Math Key Idea 3
55, 58, 60, 62, 63 66, 71, 77, 81
Science Inquiry Key Idea 1 37, 62 68
Science Inquiry Key Idea 2
Science Inquiry Key Idea 3 36, 48, 49, 60 67, 73, 76
Engineering Design Key Idea 1
Standard 2
Key Idea 1
Key Idea 2
Standard 6
Key Idea 1 72
Key Idea 2 69
Key Idea 3
Key Idea 4 44
Key Idea 5
Standard 7
Key Idea 1 79
Key Idea 2
Standard 4 Process Skills
Key Idea 3 31, 32, 33, 34,
35, 38, 39, 40,
43, 44, 45, 46,
47, 48, 49, 54, 59
64, 66, 67, 68,
69, 72, 73, 74,
75, 76, 77, 78,
80, 82
Key Idea 4 50, 56, 57, 58, 61 70, 81
Key Idea 5 41 65
Standard 4
Key Idea 3 1, 2, 3, 4, 5, 6, 7,
13, 14, 15, 16,
17, 19, 20, 22,
23, 24, 25, 26, 28
31, 32, 33, 34,
36, 37, 38, 39,
42, 43, 44, 45,
46, 47, 48, 49,
51, 52, 53, 54,
55, 59, 60, 63
64, 66, 67, 68,
69, 72, 73, 74,
75, 76, 77, 78, 82
Key Idea 4 12, 18, 27, 29 50, 57, 58, 61 70, 71, 80, 81
Key Idea 5 8, 9, 10, 11, 21,
30
35, 40, 41, 62 65, 79
Reference Tables
2002 Edition 2, 5, 6, 9, 13, 18,
19, 21, 27
31, 34, 36, 40,
42, 43, 45, 46,
47, 48, 49, 55,
56, 58, 60, 61,
62, 63
66, 67, 68, 71,
72, 73, 74, 75,
76, 77, 81, 82
Regents Examination in Physical Setting / Chemistry
June 2007
Chart for Converting Total Test Raw Scores to
Final Examination Scores (Scaled Scores)
Raw
Score
Scaled
Score
Raw
Score
Scaled
Score
Raw
Score
Scaled
Score
Raw
Score
Scaled
Score
85 100 63 75 41 60 19 41
84 98 62 74 40 60 18 40
83 96 61 73 39 59 17 38
82 95 60 73 38 58 16 37
81 93 59 72 37 58 15 35
80 92 58 71 36 57 14 34
79 90 57 71 35 56 13 32
78 89 56 70 34 56 12 30
77 88 55 69 33 55 11 28
76 87 54 69 32 54 10 26
75 86 53 68 31 53 9 24
74 85 52 67 30 52 8 22
73 83 51 67 29 52 7 20
72 82 50 66 28 51 6 17
71 81 49 66 27 50 5 15
70 80 48 65 26 49 4 12
69 80 47 64 25 48 3 9
68 79 46 64 24 47 2 7
67 78 45 63 23 46 1 4
66 77 44 62 22 45 0 0
65 76 43 62 21 43
64 75 42 61 20 42
To determine the student’s final examination score, find the student’s total test raw score in the
column labeled “Raw Score” and then locate the scaled score that corresponds to that raw score. The
scaled score is the student’s final examination score. Enter this score in the space labeled “Final
Score” on the student’s answer sheet.
All student answer papers that receive a scaled score of 60 through 64 must be scored a
second time. For the second scoring, a different committee of teachers may score the student’s
paper or the original committee may score the paper, except that no teacher may score the same
open-ended questions that he/she scored in the first rating of the paper. The school principal is
responsible for assuring that the student’s final examination score is based on a fair, accurate and
reliable scoring of the student’s answer paper.
Because scaled scores corresponding to raw scores in the
conversion chart change from one
examination to another, it is crucial that for each administration, the conversion chart provided for that
administration be used to determine the student’s final score. The chart above is usable only for this
administration of the Physical Setting / Chemistry Examination.
