USE 2017 Chemistry Typical test tasks Medvedev

M.: 2017. - 120 p.

Typical test tasks in chemistry contain 10 options for sets of tasks, compiled taking into account all the features and requirements of the Unified state exam in 2017. The purpose of the manual is to provide readers with information about the structure and content of KIM 2017 in chemistry, the degree of difficulty of tasks. The collection contains answers to all test options and provides solutions to all tasks of one of the options. In addition, examples of forms used in the exam are given to record answers and decisions. The author of the tasks is a leading scientist, teacher and methodologist, who is directly involved in the development of control measuring instruments. USE materials. The manual is intended for teachers to prepare students for the exam in chemistry, as well as for high school students and graduates - for self-training and self-control.

Format: pdf

Size: 1.5 MB

Watch, download:drive.google

CONTENT
Preface 4
Work instructions 5
OPTION 1 8
Part 1 8
Part 2, 15
OPTION 2 17
Part 1 17
Part 2 24
OPTION 3 26
Part 1 26
Part 2 33
OPTION 4 35
Part 1 35
Part 2 41
OPTION 5 43
Part 1 43
Part 2 49
OPTION 6 51
Part 1 51
Part 2 57
OPTION 7 59
Part 1 59
Part 2 65
OPTION 8 67
Part 1 67
Part 2 73
OPTION 9 75
Part 1 75
Part 2 81
OPTION 10 83
Part 1 83
Part 2 89
ANSWERS AND SOLUTIONS 91
Answers to the tasks of part 1 91
Solutions and answers to tasks of part 2 93
Solution of tasks of option 10 99
Part 1 99
Part 2 113

This textbook is a collection of tasks to prepare for the Unified State Exam (USE) in chemistry, which is like a final exam for the course high school as well as university entrance exams. The structure of the manual reflects modern requirements for the procedure passing the exam in chemistry, which will allow you to better prepare for new forms of final certification and for admission to universities.
The manual consists of 10 options for tasks, which in form and content are close to USE demos and do not go beyond the content of the course of chemistry, normatively determined by the Federal component state standard general education. Chemistry (Order of the Ministry of Education No. 1089 dated March 5, 2004).
Content Presentation Level educational material in tasks it is correlated with the requirements of the state standard for the preparation of graduates of a secondary (complete) school in chemistry.
Three types of tasks are used in the control measuring materials of the Unified State Exam:
- tasks basic level Difficulties with short answers
- tasks of an increased level of complexity with a short answer,
- tasks high level Difficulties with a detailed answer.
Each option examination work built according to a single plan. The work consists of two parts, including a total of 34 tasks. Part 1 contains 29 short answer items, including 20 basic difficulty items and 9 advanced difficulty items. Part 2 contains 5 tasks of a high level of complexity, with a detailed answer (tasks numbered 30-34).
In tasks of a high level of complexity, the text of the solution is written on a special form. Tasks of this type make up the bulk of the written work in chemistry at the entrance exams to universities.

M.: 2017. - 432 p.

Tutorial contains material to prepare for the exam in chemistry. The manual for preparing for the exam includes a systematic theoretical material in four sections of chemistry, as well as tasks for independent work(with answers). All types of tasks and approaches to their assessment are presented. Comments on the solution of tasks will help you once again repeat the basic concepts necessary to prepare for the exam. The manual provides training options for the exam. Addressed to students in grades 10-11, who intend to take the exam in chemistry, as well as chemistry teachers.

Format: pdf

Size: 5.3 MB

Watch, download:drive.google

CONTENT
Preface 6
BASICS OF CHEMISTRY
1.1. Theoretical material 10
Modern ideas about the structure of the atom 11
Periodic law and Periodic system of chemical elements D.I. Mendeleev. Patterns of changes in the chemical properties of elements and their compounds by periods and groups 16
Chemical bond and structure of matter 20
Electronegativity. Oxidation state and valency of chemical elements 28
Substances of molecular and non-molecular structure. Dependence of the properties of substances on the features of their crystal lattice 37
Classification chemical reactions in inorganic and organic chemistry. Reversible and irreversible chemical reactions.
Balance shift 40
Electrolytic dissociation of electrolytes in aqueous solutions. Strong and weak electrolytes.
Ion exchange reactions 43
Salt hydrolysis. Wednesday aqueous solutions 46
Redox reactions 47
Electrolysis of melts and solutions (salts, alkalis, acids) 52
Chemical reaction rate 53
1.2. Tasks with comments and solutions 55
1.3. Assignments for independent work 70
2. INORGANIC CHEMISTRY
2.1. Theoretical material 87
Classification and nomenclature organic compounds 87
Characteristics of elements by position in Periodic system 97
Chemical properties of simple inorganic substances 104
Chemical properties of complex inorganic substances 122
2.2. Tasks with comments and solutions 137
2.3. Assignments for independent work 149
3. ORGANIC CHEMISTRY
3.1. Theoretical material 168
Theory of the chemical structure of organic compounds: homology and isomerism 168
Types of bonds in molecules of organic substances. Hybridization of atomic orbitals of carbon.
Radical. Functional group 169
Classification and nomenclature of organic substances 170
characteristic Chemical properties hydrocarbons 175
Aromatic hydrocarbons (arenes) 187
Characteristic chemical properties of saturated monohydric and polyhydric alcohols, phenol 192
Characteristic chemical properties of aldehydes, saturated carboxylic acids, esters 198
Biologically important substances (fats, carbohydrates) 204
Characteristic chemical properties of nitrogen-containing organic compounds 210
Biologically important substances 216
The main methods for producing hydrocarbons 217
The main methods for obtaining oxygen-containing substances 222
The main methods for obtaining nitrogen-containing substances 226
The relationship of organic compounds 228
3.2. Tasks with comments and solutions 229
3.3. Assignments for independent work 240
4. METHODS OF KNOWLEDGE IN CHEMISTRY. CHEMISTRY AND LIFE
4.1. Theoretical material 264
Experimental Foundations of Chemistry 264
General ideas about industrial methods for obtaining the most important substances 269
Natural sources of hydrocarbons, their processing 2 76
high molecular weight compounds.
Reactions of polymerization and polycondensation.
Polymers. Plastics, fibers, rubbers 281
Calculations for chemical formulas and reaction equations 286
4.2. Tasks with comments and solutions 297
4.3. Assignments for independent work 309
EXAMPLE USE OPTIONS
Option 1 318
Option 2 330
Option 3 341
Option 4 352
Option 5 363
ANSWERS TO TASKS FOR INDEPENDENT WORK
Fundamentals of chemistry 374
Inorganic chemistry 379
Organic Chemistry 387
Knowledge and application of substances and chemical reactions 394
Answers to exemplary tasks
training USE options 409
Answers to the tasks of part 1 409
Answers to the tasks of part 2 411

The manual brought to your attention is intended for studying, summarizing and systematizing the material on chemistry studied at the senior level of the school. Working with the manual will also allow you to successfully prepare for the unified state exam (USE) in chemistry, which is carried out using control measuring materials (CMM) - standardized tasks, the content of which fully complies with the current regulatory framework for school chemistry education - the Federal State Educational Standard for Secondary ( complete) general education.
The allowance includes:
- educational and training materials on the main sections of the chemistry course (theory and training tasks);
- exemplary options USE;
- answers to tasks for independent work and tasks of approximate options.
Educational and training materials for the main sections of the chemistry course are a systematic presentation of the material about substances, their composition, structure and properties; about a chemical reaction, the essence and patterns of reactions of various types; about the use of substances and chemical transformations, methods of knowledge of chemical objects. The material included in the manual is a mandatory component (invariant core) of the content of all existing secondary school programs in chemistry for classes studying chemistry at the profile level.

Oksana Galkevich: Yura, you so quickly "rejected" Timur Urazbakhtin, and I wanted to ask him if he liked chemistry at school. Okay, I'll ask you. How are you?

Yuri Kovalenko:I loved it, it's one of my favorite items, actually.

Oksana Galkevich: Loved, right? Organic, inorganic?

Yuri Kovalenko:Organic, I'm for naturalness.

Oksana Galkevich: Come on, now you will take the rap for all of Russian journalism. Dear friends, this is our rubric "About the exam subject." Today we will talk about the unified state exam in chemistry. We will talk about how the exam goes, give some recommendations - not us, of course, but our guests, experts in the studio - how to prepare for the exam better, and tell you about some criteria for assessing student knowledge.

Yuri Kovalenko:A specialist from the Federal Institute for Pedagogical Measurements will give advice on what you can take for the exam, what to use on it and how to independently assess your knowledge, where you can test it. Let's figure it out then.

Oksana Galkevich: But first, perhaps, we will give a reference on the exam, namely on the Unified State Examination in chemistry. The fact is that you all know, dear friends, that there are mandatory exams, and there are elective exams. So chemistry is an elective subject. An assessment in this subject is required for admission to the chemical, chemical-technological, medical, biological faculties, as well as for admission to specialties that are associated with the organization Catering such as construction, light industry. Therefore, this exam is now very popular, how popular, literally in a second or two, we will find out from our guests. Last year, about 74 thousand people passed it in our country. To successfully pass the exam, you need to score 36 test points, but last year, unfortunately, 15% of those who took the exam could not overcome this bar. Wherein GPA on the exam was equal to 55 points.

Yuri Kovalenko:The exam lasts 3.5 hours, during this time it is necessary to complete several tasks, which, in fact, will be discussed now.

And today we are talking with our guests: in our studio Dmitry Dobrotin, head of the Federal Commission for the Development of the KIM Unified State Examination and the Unified State Examination in Chemistry, and Anna Kostromina, chemistry teacher at Moscow School No. 1028. Hello.

Oksana Galkevich: Hello, dear guests, Dmitry Yurievich, Anna Ivanovna.

Anna Kostromina: Hello.

Dmitry Dobrotin: Hello.

Oksana Galkevich: Dear viewer, please join our conversation. If suddenly you are a young man and are now studying in grades 9-11 - in advance, because the guys choose their profession, specialty - please call us, ask questions, because we have a person in the studio who is directly involved in the preparation of these very USE test tasks in chemistry, dear friends. If you are a teacher, please call and chat with Anna Ivanovna, who will tell you how to properly prepare children for the exam. If you are a parent and also empathize, also call and ask us something too. Dear friends, write, call us, send your messages to the SMS portal - 3443, the first letters "OTR".

Please tell us, we said that now this is a very popular, widespread exam, 74,000 took it just last year. What is the increase compared to 2016-2015? - what is the dynamics?

Dmitry Dobrotin: To be honest, there is practically no dynamics. That is, we have a stable contingent of those who choose our exam. That is, for the last...

Oksana Galkevich: Difficult exam, really.

Dmitry Dobrotin: Yes, including, probably, because of its complexity, probably because of its specificity and, nevertheless, rather high requirements. Here is the figure that you mentioned, 15% still do not overcome this bar, it just reflects that there is something for us to think about, which means that there is something to think about when preparing and systematically build preparation for the exam.

Yuri Kovalenko:But is the school curriculum enough to prepare for the exam in chemistry, or is it still necessary to take a tutor? Because 15% already say that every 7th person cannot pass this exam.

Oksana Galkevich: And "few hours" - you mean a regular school ...

Anna Kostromina: Yes, this is the baseline.

Oksana Galkevich: And more is specialized, in-depth study, Yes?

Anna Kostromina: Yes, profile level.

Oksana Galkevich: Do you teach in such a school, in such a class, or are you still in a regular general education school?

Anna Kostromina: I have a basic level of teaching chemistry and a specialized level of teaching chemistry in grades 10-11.

Oksana Galkevich: And that's how the guys who choose this subject to pass as a unified state exam ... You just give them some Additional tasks? Do you organize them around you for some extra work, do you stay after school? How do you build this interaction that Dmitry Yuryevich is talking about?

Anna Kostromina: There is a program according to which we teach, we have codifiers, specifications that allow us to prepare children for the unified state exam. But all the training is built just the same not to prepare the child specifically to solve test tasks, but to teach the child to think. Because if even the slightest change in wording has occurred in KIM, the child will be confused if we do not teach him to think. Therefore, first of all, we teach to think, to reason logically.

Yuri Kovalenko:That is, formulas alone are not enough, some kind of creativity and spatial thinking to understand how it all..?

Anna Kostromina: No, formulas alone were never enough.

Dmitry Dobrotin: I just want to add here that, of course, the more options for tasks in general, not only in test form- OGE, USE - and the more diverse, the more the child trains, the more calmly he goes to the exam. Therefore, this training, of course, should not be built only in the direction of tasks that will be included in the control and measuring materials. That is, here the variability in terms of tasks and in terms of the level of these tasks, of course, shows the child himself that he can, he copes, and at the stage of writing the version directly, this, of course, gives him confidence and calmness, and this is very important in the exam.

Oksana Galkevich: Dmitry Yuryevich, you, as a person who, in fact, is involved in the formulation of these same tasks, do you try to be more intricate somehow, more complicated, or vice versa, nothing more to make it clear?

Dmitry Dobrotin: You know, it depends on the form of the task. Because there are tasks that should directly lead the child to a very specific answer, despite the fact that, of course, he must think. That is, we have practically no assignments for the reproduction "you know or you don't know", that is, all the same, some kind of process of reflection is assumed. There are tasks that lead the child to the need to build some kind of logical chains, cause-and-effect relationships; there are tasks that involve the creation of some kind of model experiment, when, according to the condition of the task, the child must reproduce in his figurative thinking those processes that occur with substances, how they change in the course of chemical reactions. Therefore, the creation of images and work, perhaps, on the formation of images ... Teachers, of course, do this, including, of course, this should be facilitated by a chemical experiment, which still distinguishes our course from many others in many ways.

Oksana Galkevich: Let's talk about the experiment again. Let's listen to our viewer Tatyana from Nizhny Tagil. Tatyana, hello.

Viewer: Hello.

Oksana Galkevich: Hello. Are you a mom or a teacher?

Viewer:I am the mother of the one who passed the exam in chemistry in the 11th grade last year, and the teacher too, but not in chemistry. I would like to ask a question to those who create these USE tests: why do they have a basic textbook, it says so, and there is only one lesson a week, what kind of experiments can you talk about in it? Why do they want more from them? Of course, at our own expense, so to speak, we went through everything that ...

Oksana Galkevich: With tutors, that is, right?

Viewer:…outside of the textbook and, of course, solving problems is much more difficult than in the textbook.

Oksana Galkevich: Yes, thank you, Tatyana. This is probably a question for you too.

Anna Kostromina: This is exactly what I was talking about. If you have already decided in advance that the child is going to enter a university where an exam in chemistry is required, then after grade 9 you need to clearly decide that you need to study chemistry at a specialized or advanced level. Because, of course, the basic level will not give us that opportunity, that large amount of information that the child needs, and all this falls additionally on the shoulders of the child. That is, the child will have to learn more information on his own, show more independence. Although, again, the teacher is nearby, the teacher can direct, give certain tasks and check.

Oksana Galkevich: Is the teacher ready? You got one, you know, very inquisitive, but without a tutor, and now he constantly pesters with questions: "Give me a task." Educator, are your colleagues now ready to pay attention to such meticulous things?

Anna Kostromina: I think yes. Such children are always very interesting, very interesting.

Oksana Galkevich: You know, as if it's happiness. Actually, I think yes, it is...

Anna Kostromina: For a teacher, it is happiness when such children.

Yuri Kovalenko:Interest in the eyes of the student.

But still, which of the tasks are considered obviously easy, and which ones most often fail in the exam?

Anna Kostromina: Calculation problems are quite complex. This is traditionally difficult, because they include not only our chemical science, but also a mathematical component, you can’t get away from this.

Yuri Kovalenko:That is, if it is bad with mathematics, it will also be a problem with chemistry?

Anna Kostromina: Well, I can’t say that children who pass chemistry have problems with mathematics, but sometimes there are incidents of a calculated plan. That is, you need a combination of all this. Therefore, as a rule, it is more difficult for children, and it is precisely the calculation tasks that are given.

Yuri Kovalenko: Is it easier?

Anna Kostromina: And it’s easier - this is our first part, the traditional one, where even a basic level of knowledge is enough if the child works independently.

Yuri Kovalenko:Well, for example, some question from the first part.

Anna Kostromina: I think that the easiest questions for children are on the periodic table of chemical elements.

Oksana Galkevich: Woo, it seems to me that even Yura and I are now ...

Yuri Kovalenko:Is it "Name the 48th element" or what?

Anna Kostromina: No, why? The elements are given, that is, the elements are listed, and they need to be arranged in a certain sequence.

Dmitry Dobrotin: For example, in ascending order of atomic radii.

Anna Kostromina: Yes.

Dmitry Dobrotin: Quite easily, children cope with classification tasks, for classification - this is the establishment of a correspondence between the formula of a substance and the class, the group to which it belongs, children quite successfully cope with this. Probably, this is also because they begin to work out these assignments at the stage - just what Anna Ivanovna was talking about - 8-9th grades, then it only improves. And there is some material that grows already in the 10th-11th grades, including organics, for example, organic chemistry begins in the 10th grade. Of course, questions in this respect, in this section, also often cause, perhaps, a little more difficulty; perhaps this is due to the specifics of writing the formulas of organic substances, which are often written in expanded form, and for children with, perhaps, underdeveloped figurative thinking this causes additional difficulties. Therefore, such difficulties also occur in this regard.

Oksana Galkevich: Two calls in line, can we get it?

Dmitry Dobrotin: We accept, of course.

Oksana Galkevich: Tatyana is also from Petersburg, hello.

Viewer:I am from St. Petersburg, Ekaterina Yurievna.

Oksana Galkevich: Hello, I'm sorry, I was told wrong.

Viewer: Hello.

Oksana Galkevich: We listen to you.

Viewer:I myself graduated from the Herzen Institute with a degree in Chemistry, but, unfortunately, I could not work at school, but both of my sons passed the Unified State Examination by the will of my mother. And you know, I want to say that actually...

I agree with Anna Ivanovna that it is logic in chemistry that is very important, that is, in fact, there are a lot of tasks in the exam that are associated with exceptions to the general rules. In fact, the children really do not know them and perhaps should not know them. Maybe pay more attention to the logic of chemistry? In fact, it is a pity that the textbooks of Rudzitis and Feldman left the program, in fact, they are now studying mainly according to Gabrielyan, there is very ... Chemical logic is not always sustained there. Therefore, it seems to me that it is also worth paying attention to in schools when preparing for the Unified State Exam and the OGE, so that they return to the classics. Thank you.

Oksana Galkevich: Thank you. Qualified opinion, authoritative opinion, experience of your colleague.

Dmitry Dobrotin: Yes.

Anna Kostromina: Yes, more than.

Dmitry Dobrotin: Probably, we can partly agree that textbooks play a really big role, and how logically the textbook material itself is presented and how much the teacher manages to form these logical skills, and, again, not only on assignments, but also on questions that involve full detailed answers. That is, again, this ability of a child to formulate fully and extensively, it seems to me, is very important skill, but when a child also speaks a scientific language using chemical terminology, this also develops his thinking very well. That's why…

As for the quality of textbooks, there are certain problems. But what should be said here? How many people, so many opinions. Because I know that, for example, there is a fairly large group of teachers who are sympathetic to the textbook by Oleg Sergeevich Gabrielyan, at the same time, for example, they have complaints about the textbook of other authors who were named Rudzitis, Feldman.

Oksana Galkevich: By the way, let's ask our directors to show the FIPI website, which, dear friends, has open bank tasks of the unified state exam for previous years. So you open the FIPI page, find this open bank of tasks, click, now it will open for me, select here the subject that you intend to prepare for unified state exam(in this case, today we have chemistry) - it opens here, look: " Theoretical basis Chemistry", "Inorganic Chemistry", "Organic Chemistry" ...

Dmitry Dobrotin: Main sections.

Oksana Galkevich: Sections, yes. I’m even scared to look into the organic one, what questions are there.

I wanted to ask Anna Ivanovna: tell me, is this, in principle, a good method of preparing for the unified state exam - just solving tasks for previous years?

Anna Kostromina: Yes, it's very convenient.

Oksana Galkevich: Very comfortably.

Anna Kostromina: And the kids are comfortable.

Oksana Galkevich: That is, it can be done anywhere in our country? Not everyone has the opportunity, maybe with tutors to study additionally. If a person, so to speak, is set on some task, on winning, on the decision to improve himself in chemistry, it’s not bad to prepare for the exam, maybe even to enter ...

Dmitry Dobrotin: Yes of course. So you need to expect that you will definitely do it. And here the bank is still, you know, as one of the components of preparation. That is, if you only focus on the tasks of the bank, then I absolutely agree with Anna Ivanovna that there is a situation that the variability of these tasks can be confusing, that “I solved these tasks, I met a little different”, the child begins to get lost. Therefore, here it is necessary to solve more diverse tasks and at some stage move on to solving options in order to understand how to plan time for solving, maybe even in what order to solve which parts.

Oksana Galkevich: That's how? Tell in what order to solve which parts. Where should you start? - probably from the simplest?

Dmitry Dobrotin: Yes. In general, psychologists recommend really going from simple to complex, and if the task causes some very serious difficulties, skip it and move on. I know a fairly large number of graduate children who start with the more difficult part, because there you have to write down everything in detail, so you immediately plunge into the world of signs and images, and then, as if activating your brain, you you move on to those tasks that involve more, let's say, the possibility of choosing from the proposed options, the possibility of relying on the left formulas.

Anna Kostromina: More simple steps.

Dmitry Dobrotin: Yes, simpler steps.

Anna Kostromina: How many children, so many methods will be.

Oksana Galkevich: You don't insist, you never say that "That's just how to do it, start with the simple and move on to the complex?"

Anna Kostromina: And there is no point. A child cannot be broken, he must think over how he will do it ...

Oksana Galkevich: You rarely hear this from our teacher.

Anna Kostromina: Our job is to guide, that is, to offer options, so try and try so, the child must choose. That is, I believe that it is very important that the child chooses.

Yuri Kovalenko:Are there any tricks in the exam? Still, chemistry is so enough practical subject. Is there any practical experience during the exam, or is it out of the question?

Dmitry Dobrotin: It is the conduct of experiments in the Unified State Examination that is not supposed, in the OGE there is a model that involves the conduct of an experiment. If we are talking about the Unified State Examination, then nevertheless there are tasks, the performance of which is very accurately based on the ability to conduct an experiment and on knowledge, for example, of the signs of chemical reactions.

Yuri Kovalenko:That is some kind of qualitative reaction.

Dmitry Dobrotin: There are definitely at least 3-4 such tasks in the unified state exam, so the experimental component plays an important role.

Oksana Galkevich: Irina from Moscow, hello.

Viewer:Hello. Here I am also a mother, we are preparing for the second time already to pass the exam. My eldest child already passed the exam, we passed it very successfully and entered all universities. But now I would like such a wish for the compilers of the USE programs. We have now adopted the federal educational state standard in education and textbooks, and I would like all these programs that are compiled for the Unified State Examination to be within the federal educational state standard so as not to load the child with classes with tutors. Because no matter how secret it is for anyone: in order to successfully pass the exam, you need to study with a tutor, but this places a big burden on the child. Of course, we manage to do everything, we pass everything, we do it, but how would you think: the child is studying, grade 11 is basically 7 lessons, and can you imagine, after 7 lessons he still runs somewhere to the tutors. This is almost every day, because we have to pass 4 exams, we are preparing for 4 subjects. We passed everything successfully, but it was a very big burden for the child.

Oksana Galkevich: And for parents too, yes.

Viewer:I would like all these compiling the exam were within the school curriculum, this is my wish as a mother, who, as it were, saw all this.

Oksana Galkevich: Yes, Irina, thank you very much. There are a lot of messages, by the way, on our SMS portal - they ask why organic questions are from the profile. “Why are there mistakes in the USE?” Belgorod Region writes to us (I don’t know what this opinion is based on). "Why are the tasks of the open segment of the FIPI not systematized by the chemistry of the elements and there are no answers?" Asks the Volgograd region. If possible, very briefly.

Dmitry Dobrotin: In principle, the answers should be there, because this is really a training bank. As for the level of requirements, you still need to clearly understand: there is a basic one and there is an advanced one, and the tasks of the unified state exam are drawn up precisely at two levels, at the basic and advanced ones, so the advanced level, of course, is focused not on an hour-long study, but on study over a large amount of time.

Oksana Galkevich: Anna Ivanovna, are your colleagues asking whether Khomchenko's textbook is now allowed to study the subject of chemistry?

Dmitry Dobrotin: This is a guide for university applicants.

Anna Kostromina: This is not a textbook, this is a guide.

Dmitry Dobrotin: As such, there is no such textbook.

Anna Kostromina: It's like an add-on for those who want it.

Oksana Galkevich: Thank you, dear friends, thank you to our experts. To everyone who is preparing for the chemistry exam, we wish good luck, dear friends.

Yuri Kovalenko:Not fluff or feathers, to be exact.

Oksana Galkevich: Are there many 100 points, by the way?

Dmitry Dobrotin: 0.49% is quite a lot. 0.5% is a good indicator, one of the highest in the subjects to be handed over.

Oksana Galkevich: Very good. I wish you 1% 100 points in the exam this year.

Dmitry Dobrotin: Thank you.

Anna Kostromina: Thank you.

Oksana Galkevich: In our studio today, dear friends, were Dmitry Yuryevich Dobrotin, head of the Federal Commission for Developers of Control and Measurement Materials for the Unified State Examination and the Unified State Examination, and Anna Ivanovna Kostromina, chemistry teacher at Moscow School No. 1028. Thanks a lot.

Yuri Kovalenko: Thank you.

Oksana Galkevich: And we do not say goodbye to you, we will return in a few minutes.

Dmitry Dobrotin: Thank you.

Anna Kostromina: Thank you.

M.: 2017. - 432 p.

The textbook contains material to prepare for the exam in chemistry. The manual for preparing for the exam includes a systematic theoretical material in four sections of chemistry, as well as assignments for independent work (with answers). All types of tasks and approaches to their assessment are presented. Comments on the solution of tasks will help you once again repeat the basic concepts necessary to prepare for the exam. The manual provides training options for the exam. Addressed to students in grades 10-11, who intend to take the exam in chemistry, as well as chemistry teachers.

Format: pdf

Size: 5.3 MB

Watch, download:drive.google

CONTENT
Preface 6
BASICS OF CHEMISTRY
1.1. Theoretical material 10
Modern ideas about the structure of the atom 11
Periodic law and Periodic system of chemical elements D.I. Mendeleev. Patterns of changes in the chemical properties of elements and their compounds by periods and groups 16
Chemical bond and structure of matter 20
Electronegativity. Oxidation state and valency of chemical elements 28
Substances of molecular and non-molecular structure. Dependence of the properties of substances on the features of their crystal lattice 37
Classification of chemical reactions in inorganic and organic chemistry. Reversible and irreversible chemical reactions.
Balance shift 40
Electrolytic dissociation of electrolytes in aqueous solutions. Strong and weak electrolytes.
Ion exchange reactions 43
Salt hydrolysis. Aqueous media 46
Redox reactions 47
Electrolysis of melts and solutions (salts, alkalis, acids) 52
Chemical reaction rate 53
1.2. Tasks with comments and solutions 55
1.3. Assignments for independent work 70
2. INORGANIC CHEMISTRY
2.1. Theoretical material 87
Classification and nomenclature of inorganic compounds 87
Characteristics of elements by position in the Periodic system 97
Chemical properties of simple inorganic substances 104
Chemical properties of complex inorganic substances 122
2.2. Tasks with comments and solutions 137
2.3. Assignments for independent work 149
3. ORGANIC CHEMISTRY
3.1. Theoretical material 168
Theory of the chemical structure of organic compounds: homology and isomerism 168
Types of bonds in molecules of organic substances. Hybridization of atomic orbitals of carbon.
Radical. Functional group 169
Classification and nomenclature of organic substances 170
Characteristic chemical properties of hydrocarbons 175
Aromatic hydrocarbons (arenes) 187
Characteristic chemical properties of saturated monohydric and polyhydric alcohols, phenol 192
Characteristic chemical properties of aldehydes, saturated carboxylic acids, esters 198
Biologically important substances (fats, carbohydrates) 204
Characteristic chemical properties of nitrogen-containing organic compounds 210
Biologically important substances 216
The main methods for producing hydrocarbons 217
The main methods for obtaining oxygen-containing substances 222
The main methods for obtaining nitrogen-containing substances 226
The relationship of organic compounds 228
3.2. Tasks with comments and solutions 229
3.3. Assignments for independent work 240
4. METHODS OF KNOWLEDGE IN CHEMISTRY. CHEMISTRY AND LIFE
4.1. Theoretical material 264
Experimental Foundations of Chemistry 264
General ideas about industrial methods for obtaining the most important substances 269
Natural sources of hydrocarbons, their processing 2 76
high molecular weight compounds.
Reactions of polymerization and polycondensation.
Polymers. Plastics, fibers, rubbers 281
Calculations by chemical formulas and reaction equations 286
4.2. Tasks with comments and solutions 297
4.3. Assignments for independent work 309
EXAMPLE USE OPTIONS
Option 1 318
Option 2 330
Option 3 341
Option 4 352
Option 5 363
ANSWERS TO TASKS FOR INDEPENDENT WORK
Fundamentals of chemistry 374
Inorganic Chemistry 379
Organic Chemistry 387
Knowledge and application of substances and chemical reactions 394
Answers to exemplary tasks
training options for the exam 409
Answers to the tasks of part 1 409
Answers to the tasks of part 2 411

The manual brought to your attention is intended for studying, summarizing and systematizing the material on chemistry studied at the senior level of the school. Working with the manual will also allow you to successfully prepare for the unified state exam (USE) in chemistry, which is carried out using control measuring materials (CMM) - standardized tasks, the content of which fully complies with the current regulatory framework for school chemistry education - the Federal State Educational Standard for Secondary ( complete) general education.
The allowance includes:
- educational and training materials on the main sections of the chemistry course (theory and training tasks);
- exemplary variants of the exam;
- answers to tasks for independent work and tasks of approximate options.
Educational and training materials for the main sections of the chemistry course are a systematic presentation of the material about substances, their composition, structure and properties; about a chemical reaction, the essence and patterns of reactions of various types; about the use of substances and chemical transformations, methods of knowledge of chemical objects. The material included in the manual is a mandatory component (invariant core) of the content of all existing secondary school programs in chemistry for classes studying chemistry at the profile level.

The collective monograph reveals the content and features extracurricular activities junior schoolchildren in the context of studying an integrated subject " The world". The materials of the monograph can be used in their work by teachers-organizers of extracurricular activities and additional education, methodologists, teachers of all levels of education, as well as graduate students and students of master's and undergraduate studies in the study of disciplines corresponding to the title of the manual. The publication is intended for school teachers and educational leaders.

This manual is intended to prepare 9th grade students for the state final certification - the Main State Exam (OGE) in chemistry. The publication includes standard assignments for all substantive lines of the examination work, as well as exemplary options in the OGE 2020 format.
The manual will help schoolchildren to test their knowledge and skills in the subject, and teachers - to assess the degree of achievement of the requirements educational standards individual students and ensure their targeted preparation for the exam.

Download and read OGE, Chemistry, Getting ready for the final certification, Dobrotin D.Yu., Molchanova G.N., 2020

This manual is intended to prepare 9th grade students for the state final certification - the Main State Exam (OGE) in chemistry. The publication includes standard assignments for all substantive lines of the examination work, as well as exemplary options in the OGE 2020 format. The manual will help schoolchildren to test their knowledge and skills in the subject, and teachers - to assess the degree of achievement of the requirements of educational standards by individual students and ensure their targeted preparation for the exam.

Download and read Chemistry, Main State Exam, Preparing for the final certification, Dobrotin D.Yu., Molchanova G.N., 2020

Methodological materials for chairmen and members of regional subject commissions for checking assignments with a detailed answer to the examination papers of the OGE 2019.
The procedure for conducting the state final certification for educational programs basic general education (Order of the Ministry of Education of Russia and Rosobrnadzor dated November 7, 2018 No. 189/1513) establishes the obligatory passage by experts who check the examination papers of students, "additional vocational education, which includes practical exercises (at least 18 hours) on evaluating samples of examination papers in accordance with the criteria for evaluating examination papers according to the relevant subject determined by Rosobrnadzor".
To this end, the specialists of the Federal Institute of Pedagogical Measurements have prepared teaching materials to organize the training of experts of subject commissions to check the completion of tasks with a detailed answer in 2019. The manual on the subject includes a description of the examination work in 2019, scientific and methodological approaches to checking and evaluating the performance of tasks with a detailed answer, examples of answers from exam participants with comments to the assessment of these answers, as well as materials for independent work of the expert.

Download and read OGE 2019, Chemistry, Grade 9, Guidelines, Dobrotin D.Yu.

Guidelines for teachers prepared on the basis of the analysis common mistakes participants of the USE 2019 in CHEMISTRY.
Control measuring materials that were used in conducting the exam in chemistry in 2019, in terms of their content, structure and typology of tasks were similar to KIM 2018. Each examination option consisted of two parts and included 35 tasks: part 1 contained 29 tasks with a short answer of the basic and elevated levels difficulties; part 2 contained 6 tasks with a detailed answer of a high level of complexity.

Download and read the USE 2019, Chemistry, Grade 11, Guidelines, Dobrotin D.Yu., Sviridenkova N.V., Snastina M.G.

This manual is intended to prepare 9th grade students for the state final certification - the Main State Exam (OGE) in chemistry. The publication includes standard tasks for all content lines of the examination work, as well as exemplary options in the 2019 OGE format. The manual will help schoolchildren to test their knowledge and skills in the subject, and teachers - to assess the degree of achievement of the requirements of educational standards by individual students and ensure their targeted preparation for the exam.

Download and read Chemistry, Main State Exam, Preparing for the final certification, Dobrotin D.Yu., Kaverina A.A., Goncharuk O.Yu., Molchanova G.N., 2019

Increasing the objectivity of the results of the state final certification for programs of basic general education in the form of the main state exam (hereinafter referred to as the OGE) is largely determined by the quality of expert verification by subject commissions of completing tasks with a detailed answer. The procedure for conducting the state final certification for educational programs of basic general education (order of the Ministry of Education of Russia and Rosobrnadzor dated November 7, 2018 No. 189/1513) establishes the obligatory passage by experts who check the examination papers of students, “additional professional education, including practical classes (at least 18 hours) for evaluating samples of examination papers in accordance with the criteria for evaluating examination papers in the relevant academic subject, determined by Rosobrnadzor. To this end, the specialists of the Federal Institute of Pedagogical Measurements have prepared methodological materials for organizing the training of experts of subject commissions to check the fulfillment of tasks with a detailed answer in 2019. The manual on the subject includes a description of the examination work in 2019, scientific and methodological approaches to checking and evaluating the performance tasks with a detailed answer, examples of answers of exam participants with comments on the assessment of these answers, as well as materials for independent work of an expert.

Download and read Chemistry, Guidelines for assessing the performance of OGE tasks with a detailed answer, Dobrotin D.Yu., 2019

As in previous years, the object of control in the framework of the USE 2018 was the system of knowledge of the basics of general, inorganic and organic chemistry. The main components of this system include: the leading concepts of chemistry about chemical element, substance and chemical reaction; basic laws and theoretical provisions chemistry; knowledge about the systematic nature and causality of chemical phenomena, ways of knowing substances and chemical reactions, the use of substances, as well as the skills that students should master in the process of studying a chemistry course.

Download and read Guidelines for teachers, prepared on the basis of an analysis of typical mistakes of participants in the 2018 USE in chemistry, Dobrotin D.Yu., Sviridenkova N.V.

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