Name: C4 CHEMICAL CHANGES. Class: Question Practice. Date: 235 minutes. Time: 226 marks. Marks: HIGHER TIER. Comments: Page 1 of 72

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1 C4 CHEMICAL CHANGES Question Practice Name: Class: Date: Time: 235 minutes Marks: 226 marks Comments: HIGHER TIER Page of 72

2 The figure below shows an apparatus to produce elements from a solution of an ionic compound. (a) What is the name of the process in the figure? Tick one box. Combustion Crystallisation Distillation Electrolysis () Page 2 of 72

3 (b) The table below shows the products formed from three experiments using different compounds and the apparatus shown in the figure above. Compound State Product at cathode Product at anode Copper chloride Molten Copper Chlorine Copper chloride Aqueous solution Copper Chlorine Potassium bromide Molten Potassium Bromine Use the table above to name the products formed at each electrode if using an aqueous solution of potassium bromide. At cathode At anode (2) (c) Explain why copper is formed at the cathode during the electrolysis of its salts. (2) (Total 5 marks) Page 3 of 72

4 2 This question is about calcium. (a) What type of compound is calcium oxide? Tick one box. An acid A base A carbonate A salt () (b) Ionic compounds, such as calcium oxide, have high melting points. Complete the sentences. Use words from the box. bonds forces ions layers Calcium oxide has a giant ionic lattice in which there are strong electrostatic of attraction in all directions. () Page 4 of 72

5 (c) The figure below shows the electronic structure of an oxygen atom and a calcium atom. Describe how the calcium atom and the oxygen atom forms calcium oxide. You should give the charge on each ion formed. (4) (Total 6 marks) Page 5 of 72

6 3 Figure shows a reactor used to produce titanium from titanium(iv) chloride. Figure The chemical equation for the reaction of titanium(iv) chloride with sodium is: TiCl 4 + 4Na Ti + 4NaCl titanium(iv) chloride + sodium titanium + sodium chloride (a) For one reaction: 65 kg titanium(iv) chloride reacted completely with 782 kg sodium 989 kg sodium chloride was produced. Calculate the mass of titanium produced from this reaction. Mass of titanium = kg () Page 6 of 72

7 (b) The table below shows the solubility of sodium chloride in 00 cm 3 of aqueous solution at different temperatures. Solubility of sodium chloride in g per 00cm 3 Temperature in C On Figure 2: plot this data on the grid draw a line of best fit. Figure 2 (3) Page 7 of 72

8 Volume of water = dm 3 (2) (c) The product sodium chloride is dissolved in water to separate it from titanium. At 30 C the solubility of sodium chloride is 36 kg per 00 dm 3. Calculate the minimum volume of water in dm 3, at 30 C, needed to dissolve 989 kg sodium chloride. (d) Calculate the percentage by mass of titanium in titanium(iv) chloride (TiCl 4 ). Give your answer to 3 significant figures. Relative atomic masses (A r ): Cl = 35.5; Ti = 48 Percentage of titanium by mass = % (3) (e) Suggest why the reaction is done in an atmosphere of dry argon instead of air containing water vapour. (3) Page 8 of 72

9 (f) Explain why titanium conducts electricity. (3) (Total 5 marks) 4 A student investigates a potassium salt, X. She finds that salt X: has a high melting point does not conduct electricity when it is solid dissolves in water and the solution does conduct electricity. (a) What is the type of bonding in salt X? Tick one box. Covalent Giant molecular Ionic Metallic () (b) What is the name given to solutions that conduct electricity? () Page 9 of 72

10 (c) Why does a solution of salt X in water conduct electricity? () (d) The student electrolyses a solution of potassium chloride. Figure shows the apparatus she uses. Figure When the current is switched on, bubbles of hydrogen gas are given off at the negative electrode. Explain why hydrogen is produced and not potassium. (2) Page 0 of 72

11 (e) The student then compares the relative conductivity of different concentrations of potassium chloride. Figure 2 shows the apparatus she uses. Figure 2 This is the method used.. Add potassium chloride solution to the water one drop at a time. 2. Stir the mixture. 3. Record the reading on the conductivity meter. The table below shows the student s results. Number of drops of potassium chloride solution Relative conductivity of solution Page of 72

12 When there is no potassium chloride in the beaker no electrical charge flows. Suggest why pure water does not conduct electricity. (2) (f) Describe the relationship shown in the table above. (2) (Total 9 marks) 5 This question is about magnesium. (a) (i) The electronic structure of a magnesium atom is shown below. Use the correct answer from the box to complete each sentence. electrons neutrons protons shells The nucleus contains protons and The particles with the smallest relative mass that move around the nucleus are called Atoms of magnesium are neutral because they contain the same number of electrons and (3) Page 2 of 72

13 (ii) A magnesium atom reacts to produce a magnesium ion. Which diagram shows a magnesium ion? Tick ( ) one box. () (b) Magnesium and dilute hydrochloric acid react to produce magnesium chloride solution and hydrogen. Mg(s) + 2 HCl(aq) MgCl 2 (aq) + H 2 (g) (i) State two observations that could be made during the reaction.. 2. (2) Page 3 of 72

14 (ii) In this question you will be assessed on using good English, organising information clearly and using specialist terms where appropriate. Describe a method for making pure crystals of magnesium chloride from magnesium and dilute hydrochloric acid. In your method you should name the apparatus you will use. You do not need to mention safety. (6) (Total 2 marks) Page 4 of 72

15 6 A student investigated the temperature change when zinc reacts with copper sulfate solution. The student used a different concentration of copper sulfate solution for each experiment. The student used the apparatus shown below. The student: measured 50 cm 3 copper sulfate solution into a glass beaker measured the temperature of the copper sulfate solution added 2.3 g zinc measured the highest temperature repeated the experiment using copper sulfate solution with different concentrations. The equation for the reaction is: Zn(s) + CuSO 4 (aq) Cu(s) + ZnSO 4 (aq) zinc + copper sulfate solution copper + zinc sulfate solution (a) The thermometer reading changes during the reaction. Give one other change the student could see during the reaction. () (b) Suggest one improvement the student could make to the apparatus. Give a reason why this improves the investigation. Improvement Reason (2) Page 5 of 72

16 (c) In this question you will be assessed on using good English, organising information clearly and using specialist terms where appropriate. The student s results are shown in the table. Table Experiment number Concentration of copper sulfate in moles per dm 3 Increase in temperature in C Describe and explain the trends shown in the student s results. (6) Page 6 of 72

17 (Total 9 marks) 7 Lead nitrate solution reacts with potassium iodide solution. The reaction produces a solid. Figure shows the reaction occurring. Figure Lead Iodide By Der Kreole (own work) (CC-BY-3.0) via Wikimedia Commons (a) (i) Give the name of this type of reaction. Tick ( ) one box. Combustion Neutralisation Precipitation () (ii) Write the missing state symbols in the chemical equation. Pb(NO 3 ) 2 (aq) + 2KI( ) PbI 2 ( ) + 2KNO 3 (aq) (2) (iii) Complete the word equation for the reaction. lead nitrate + lead iodide + (2) Page 7 of 72

18 (iv) How is solid lead iodide separated from the solution? Draw a ring around the correct answer. Distillation Electrolysis Filtration () (b) A group of students investigated the movement of particles. The students filled a container with water. The students added a crystal of lead nitrate at position X and a crystal of potassium iodide at position Y, as shown in Figure 2. Figure 2 view from above After 3 minutes solid lead iodide started to form at the position shown in Figure 3. Figure 3 view from above (i) Tick ( ) the correct box to complete the sentence. Lead ions and iodide ions move through the water by diffusion. evaporation. neutralisation. () Page 8 of 72

19 (ii) What conclusion can you make about the speed of movement of lead ions compared with iodide ions? Give a reason for your answer. (2) (iii) The students repeated the experiment at a higher temperature. The solid lead iodide formed after a shorter period of time. Explain why, in terms of particles. (2) (Total marks) 8 A student investigated the conductivity of different concentrations of sodium chloride solution. The student set the apparatus up as shown in Figure. Figure Page 9 of 72

20 The student measured the conductivity of the pure water with a conductivity meter. The reading on the conductivity meter was zero. (a) The student: added sodium chloride solution one drop at a time stirred the solution recorded the reading on the conductivity meter. The student s results are shown in the table below. Number of drops of sodium chloride solution added Relative conductivity of solution Page 20 of 72

21 (i) The student plotted the results on the grid shown in Figure 2. Plot the four remaining results. Draw a line of best fit, ignoring the anomalous result. Figure 2 Number of drops of sodium chloride added (3) (ii) One of the points is anomalous. Suggest one error that the student may have made to cause the anomalous result. () Page 2 of 72

22 (iii) The student wanted to compare the conductivity of sodium chloride solution with the conductivity of potassium chloride solution. State one variable he should keep constant when measuring the conductivity of the two solutions. () (b) (i) Explain, in terms of bonding, why pure water does not conduct electricity. (2) (ii) Explain why sodium chloride solution conducts electricity. (2) (iii) After he had added sodium chloride solution, the student noticed bubbles of gas at the negative electrode. Complete the sentence. The gas produced at the negative electrode is () (Total 0 marks) Page 22 of 72

23 9 A student was trying to produce hydrogen gas. Figure shows the apparatus she used. Figure (a) No gas was produced. The student s teacher said that this was because the substances in the flask did not react. (i) Suggest why the substances in the flask did not react. () (ii) Which two substances could the student have put in the flask to produce hydrogen safely? Tick ( ) one box. Gold and dilute hydrochloric acid Potassium and dilute hydrochloric acid Zinc and dilute hydrochloric acid () Page 23 of 72

24 (b) Another student did produce hydrogen from two substances. Figure 2 shows the apparatus the student used to collect and measure the volume of the hydrogen gas. Figure 2 Give the name of the apparatus labelled X. () (c) The student did the experiment four times. Her results are shown in the table below. Experiment Volume of hydrogen collected in one minute in cm (i) One of the results is anomalous. Which result is anomalous? Write your answer in the box. Give a reason for your choice. (2) Page 24 of 72

25 Mean volume = cm 3 (2) (ii) Calculate the mean volume of hydrogen collected in one minute. (iii) Give a reason why the experiment should be repeated several times. () (d) A teacher collected two tubes full of hydrogen gas, as shown in Figure 3. Figure 3 She tested tube A with a lighted splint as soon as she took the bung out. She tested tube B with a lighted splint a few seconds after taking the bung out. (i) Suggest why tube B gave a much louder pop than tube A. () Page 25 of 72

26 (ii) Complete and balance the chemical equation for the reaction that takes place when the hydrogen reacts in this test. H 2 + O 2 (2) (Total marks) 0 A student investigated displacement reactions of metals. The student added different metals to copper sulfate solution and measured the temperature change. The more reactive the metal is compared with copper, the bigger the temperature change. The apparatus the student used is shown in Figure. Figure (a) State three variables that the student must control to make his investigation a fair test (3) Page 26 of 72

27 (b) Figure 2 shows the thermometer in one experiment before and after the student added a metal to the copper sulfate solution. Figure 2 Before adding metal After adding metal Use Figure 2 to complete Table. Table Temperature before adding metal in C Temperature after adding metal in C Change in temperature in C (3) Page 27 of 72

28 (c) The student repeated the experiment three times with each metal. Table 2 shows the mean temperature change for each metal. Table 2 Metal Mean temperature change in C Cobalt 4.5 Gold 0.0 Magnesium 0.0 Nickel 3.0 Silver 0.0 Tin.5 (i) On Figure 3, draw a bar chart to show the results. Figure 3 (3) (ii) Why is a line graph not a suitable way of showing the results? () Page 28 of 72

29 (iii) Use the results to work out which metal is the most reactive. Give a reason for your answer. Most reactive metal Reason (2) (iv) Explain why there was no temperature change when silver metal was added to the copper sulfate solution. (2) (v) It is not possible to put all six metals in order of reactivity using these results. Suggest how you could change the experiment to be able to put all six metals into order of reactivity. (2) (Total 6 marks) Copper can be produced from copper(ii) sulfate solution by two different methods. Method Electrolysis (a) To produce copper by electrolysis a student has inert electrodes, a d.c. power supply, a switch and electrical wires for the external circuit. Draw and label the apparatus set up to produce copper from copper(ii) sulfate solution by electrolysis. (2) Page 29 of 72

30 (b) Suggest why the colour of the copper(ii) sulfate solution fades during the electrolysis. (3) (c) Explain how copper is produced from copper(ii) sulfate solution by electrolysis. (4) Page 30 of 72

31 Method 2 Displacement (d) The chemical equation for the displacement of copper using iron is: CuSO 4 + Fe Cu + FeSO 4 Calculate the minimum mass of iron needed to displace all of the copper from 50 cm 3 of copper(ii) sulfate solution. The concentration of the copper(ii) sulfate solution is 80 g CuSO 4 per dm 3. Relative atomic masses (A r ): O = 6; S = 32; Fe = 56; Cu = 63.5 Give your answer to 2 significant figures. Mass of iron = g (4) (Total 3 marks) 2 Hydrogen chloride (HCl) is a gas. (a) Complete the diagram to show all of the arrangement of the outer shell electrons of the hydrogen and chlorine atoms in hydrogen chloride. () Page 3 of 72

32 (b) Hydrochloric acid is a strong acid. Ethanoic acid is a weak acid. Describe a reaction that could be used to show the difference between a weak acid and a strong acid. You should explain why the weak acid and the strong acid give different results. (6) (Total 7 marks) 3 Exothermic reactions transfer energy to the surroundings. (a) Draw a reaction profile for an exothermic reaction using the axes in Figure. Show the: relative energies of the reactants and products activation energy and overall energy change. Figure (2) Page 32 of 72

33 (b) Combustion is an exothermic reaction. Calculate the overall energy change for the complete combustion of one mole of methane in oxygen. Bond Bond energy in kj / mol Overall energy change = kj / mol (3) Page 33 of 72

34 (c) Figure 2 shows the chemicals given to a student. Figure 2 The student wants to investigate the reactivity of the four metals. Outline a plan the student could use to investigate the relative reactivity of the four metals, W, X, Y and Z. The plan should use the fact that all four metals react exothermically with dilute sulfuric acid. You should name the apparatus used and comment on the safe use of the chemicals. (6) Page 34 of 72

35 (d) Another student used displacement reactions to investigate the relative reactivity of the four metals, W, X, Y and Z. The table below shows the student s results. Observations Solution Metal W Metal X Metal Y Metal Z Copper nitrate Brown layer formed on metal Brown layer formed on metal Brown layer formed on metal No change Magnesium sulfate No change No change No change No change Sulfuric acid Gas bubbles produced Few gas bubbles produced Gas bubbles produced No change Zinc chloride Grey layer formed on metal No change No change No change Give the order of reactivity of metals, W, X, Y and Z. Use the results in the table above to justify your answer. (3) Page 35 of 72

36 (e) The student concluded that these results could also be used to justify the order of reactivity of copper, magnesium, hydrogen and zinc. The student is not completely correct. Use the results in the table above to explain why. Suggest one further experiment that would provide evidence for the student s conclusion. (4) (Total 8 marks) 4 Iron is a metal that has many uses. (a) Iron is extracted from iron ore. Part of the process involves reduction of the ore with carbon monoxide. Iron ore contains iron oxide (Fe 2 O 3 ). Write a balanced equation for the reaction of iron oxide with carbon monoxide. (3) (b) Explain why this reaction is a redox reaction. (2) Page 36 of 72

37 Steel is an alloy of iron. Steel is used to make cars. After its useful life a car is taken to a scrapyard for recycling. (c) Suggest four benefits of recycling a car body. (4) Page 37 of 72

38 (d) Figure shows an electromagnet being used to lift a car in a scrapyard. Figure An electromagnet is made up of a solenoid. Figure 2 shows a solenoid. Figure 2 Draw the magnetic field of the solenoid on Figure 2. (2) Page 38 of 72

39 (e) In a scrapyard, an electromagnet is used to lift and release cars so they can be moved around. Suggest two ways a solenoid could be made to lift and release cars in a scrapyard. Explain why each suggestion would be useful in the scrapyard. (4) (Total 5 marks) 5 In 869 there were 60 known elements. Mendeleev arranged the elements in order of their atomic mass (atomic weight). He realised that elements with similar properties occurred at regular intervals. (a) Suggest why one of the groups that is on today s periodic table was not in Mendeleev s periodic system. () (b) Explain the arrangement of the first 20 elements in today s periodic table. You should answer in terms of atomic structure. (2) Page 39 of 72

40 (c) A student put some potassium bromide solution in a test tube. She added a few drops of chlorine solution and observed the result. She repeated the process using different potassium halide salts and different halogens. The table below shows the student s results. Solution of halogen Potassium chloride solution Potassium bromide solution Potassium iodide solution Chlorine Orange colour forms Brown colour forms Bromine No reaction Brown colour forms Iodine No reaction No reaction Give the order of reactivity of the halogens from the results in the table above. Explain how you used the results to show this order of reactivity. Order Explanation (2) (d) Write a balanced ionic equation for the reaction of chlorine with bromide ions in solution. (3) Page 40 of 72

41 (e) Explain the order of reactivity of Group 7 elements. Include information about atomic structure. (2) (Total 0 marks) 6 Aluminium is produced from an ore called bauxite. Bauxite contains aluminium oxide. Look at Figure. Figure (a) Calculate the percentage of bauxite that is converted into aluminium oxide. Percentage = (2) Page 4 of 72

42 (b) Show by calculation that the mass of aluminium produced is less than that expected from 950 kg aluminium oxide (Al 2 O 3 ). You should state the difference in the mass of aluminium expected and the mass of aluminium produced to three significant figures. Relative atomic masses (A r ): O = 6; Al = 27 (3) (c) Figure 2 shows an electrolysis cell used to extract aluminium. Figure 2 Why does the carbon anode used in the electrolysis cell need to be continually replaced? (3) Page 42 of 72

43 (d) In an electrolysis cell the current is A, at a potential difference of 4V. Calculate the energy transferred by the electrolysis cell in 24 hours. Energy transferred = J (5) (e) The half equation at the cathode is: Al e Al Calculate the number of moles of electrons needed to produce 000 kg of aluminium. Give your answer to three significant figures. Relative atomic mass (A r ): Al = 27 Answer = moles (3) (Total 6 marks) 7 The elements in Group of the periodic table are metals. (a) The elements in Group are called the alkali metals. Why are they called the alkali metals? (2) Page 43 of 72

44 (b) Explain the increase in reactivity of elements further down the group. (4) (c) Lithium oxide is an ionic compound. Draw a dot and cross diagram to show how lithium and oxygen combine to form lithium oxide. Only show the electrons in the outer shell of each atom. Give the charges on the ions formed. (4) (Total 0 marks) Page 44 of 72

45 8 The salt copper sulfate can be made by reacting copper carbonate with dilute sulfuric acid. CuCO 3 (s) + H 2 SO 4 (aq) CuSO 4 (aq) + H 2 O(l) + CO 2 (g) (a) Write a method that a student could use to prepare a pure, dry sample of copper You do not need to write a risk assessment or include safety points. (6) (b) Calculate the number of molecules in 4 g of carbon dioxide. Give your answer in standard form. Relative atomic masses (A r ): C = 4; O = 6 Answer = molecules (4) (Total 0 marks) Page 45 of 72

46 9 This question is about iron and aluminium. (a) Iron is extracted in a blast furnace. Figure is a diagram of a blast furnace. (i) Calcium carbonate decomposes at high temperatures. Complete the word equation for the decomposition of calcium carbonate. calcium carbonate + (2) (ii) Carbon burns to produce carbon dioxide. The carbon dioxide produced reacts with more carbon to produce carbon monoxide. Balance the equation. C(s) + CO 2 (g) CO(g) () Page 46 of 72

47 (iii) Carbon monoxide reduces iron(iii) oxide: Fe 2 O 3 (s) + 3 CO(g) 2 Fe(s) + 3 CO 2 (g) Calculate the maximum mass of iron that can be produced from 300 tonnes of iron(iii) oxide. Relative atomic masses (A r ): O = 6; Fe = 56 Maximum mass = tonnes (3) (b) Aluminium is extracted by electrolysis, as shown in Figure 2. Figure 2 (i) Why can aluminium not be extracted by heating aluminium oxide with carbon? () Page 47 of 72

48 (ii) Explain why aluminium forms at the negative electrode during electrolysis. (3) (iii) Explain how carbon dioxide forms at the positive electrodes during electrolysis. (3) (Total 3 marks) 20 This question is about compounds. (a) The table gives information about the solubility of some compounds. Soluble compounds All potassium and sodium salts All nitrates Chlorides, bromides and iodides, except those of silver and lead Page 48 of 72

49 Use information from the table to answer these questions. (i) Name a soluble compound that contains silver ions. () (ii) Name a soluble compound that contains carbonate ions. () (b) Metal oxides react with acids to make salts. What type of compound is a metal oxide? () (c) Lead nitrate solution is produced by reacting lead oxide with nitric acid. (i) State how solid lead nitrate can be obtained from lead nitrate solution. () (ii) Balance the equation for the reaction. PbO + HNO 3 Pb(NO 3 ) 2 + H 2 O () (iii) Give the total number of atoms in the formula Pb(NO 3 ) 2 () Page 49 of 72

50 (d) An oxide of lead that does not have the formula PbO contains 6.2 g of lead and 0.72 g of oxygen. Calculate the empirical formula of this lead oxide. Relative atomic masses (A r ): O = 6; Pb = 207 You must show your working to gain full marks. Empirical formula = (4) (Total 0 marks) Page 50 of 72

51 Mark schemes (a) electrolysis (b) Cathode hydrogen Anode bromine (c) copper ions are positive so the copper ions are attracted to the negative cathode allow so the copper ions gain electrons from the cathode to form copper atoms [5] 2 (a) A base (b) forces (c) calcium loses electrons and oxygen gains electrons max 3 for incorrect reference to atom / ion or to oxygen / oxide two electrons are transferred calcium has a 2 + charge oxide has a 2 charge [6] 3 (a) 408 kg (b) all points correct ± ½ small square allow mark if 5 points correct 2 best fit line (c) Page 5 of 72

52 5525 dm 3 (d) relative formula mass of TiCl 4 is % Answer given to 3 significant figures = 25.3 % 25.23% with or without working gains 3 marks (e) (f) argon is unreactive water (vapour) would react with sodium allow water (vapour) would react with titanium(iv) chloride and air contains oxygen that would react with reactants allow and air contains oxygen that would react with products (titanium conducts electricity) because electrons in the outer shell of the metal atoms are delocalised and so electrons are free to move allow the delocalised electrons in the metal carry electrical charge through the metal through the whole structure [5] 4 (a) Ionic (b) electrolyte (c) because the ions are free to flow (d) because potassium is higher in the reactivity series than hydrogen so it is less easily discharged than hydrogen (e) because water is covalent / molecular / contains molecules so there are no free electrons to move or does not have an overall electrical charge Page 52 of 72

53 (f) conductivity of the solution increases with concentration in a linear relationship or directly proportional [9] 5 (a) (i) neutrons this order only electrons protons (ii) box on the left ticked (b) (i) effervescence / bubbling / fizzing / bubbles of gas do not accept just gas alone magnesium gets smaller / disappears allow magnesium dissolves allow gets hotter or steam produced ignore references to magnesium moving and floating / sinking and incorrectly named gases. Page 53 of 72

54 (ii) Marks awarded for this answer will be determined by the Quality of Communication (QC) as well as the standard of the scientific response. Examiners should also refer to the information in the Marking Guidance and apply a best fit approach to the marking. 0 marks No relevant content Level ( 2 marks) There are simple statements of some of the steps in a procedure for obtaining magnesium chloride. Level 2 (3 4 marks) There is a description of a laboratory procedure for obtaining magnesium chloride from dilute hydrochloric acid and magnesium. The answer must include a way of ensuring the hydrochloric acid is fully reacted or a method of obtaining magnesium chloride crystals. Level 3 (5 6 marks) There is a well organised description of a laboratory procedure for obtaining magnesium chloride that can be followed by another person. The answer must include a way of ensuring the hydrochloric acid is fully reacted and a method of obtaining magnesium chloride crystals. examples of the points made in the response: hydrochloric acid in beaker (or similar) add small pieces of magnesium ribbon until magnesium is in excess or until no more effervescence occurs * filter using filter paper and funnel filter excess magnesium pour solution into evaporating basin / dish heat using Bunsen burner leave to crystallise / leave for water to evaporate / boil off water decant solution pat dry (using filter paper). *Student may choose to use a named indicator until it turns a neutral colour, record the number of pieces of magnesium added then repeat without the indicator. 6 [2] 6 (a) any one from: solution becomes colourless or colour fades zinc becomes bronze / copper coloured allow copper (forms) or a solid (forms) zinc gets smaller allow zinc dissolves bubbles or fizzing. ignore precipitate Page 54 of 72

55 (b) improvement: use a plastic / polystyrene cup or add a lid accept use lagging / insulation reason - must be linked reduce / stop heat loss OR improvement: use a digital thermometer allow use a data logger reason - must be linked more accurate or easy to read or stores data allow more precise or more sensitive ignore more reliable ignore improvements to method, eg take more readings Page 55 of 72

56 (c) Marks awarded for this answer will be determined by the Quality of Written Communication (QWC) as well as the standard of the scientific response. Examiners should also refer to the information in the Marking Guidance and apply a best fit approach to the marking. 0 marks No relevant content Level ( 2 marks) There is a statement about the results. Level 2 (3 4 marks) There are statements about the results. These statements may be linked or may include data. Level 3 (5 6 marks) There are statements about the results with at least one link and an attempt at an explanation. Examples of chemistry points made in the response: Description: Statements Concentration of copper sulfate increases Temperature change increases There is an anomalous result The temperature change levels off Reaction is exothermic Linked Statements Temperature change increases as concentration of copper sulfate increases The temperature change increases, and then remains constant After experiment 7 the temperature change remains constant Statements including data The trend changes at experiment 7 Experiment 3 is anomalous Attempted Explanation Temperature change increases because rate increases Temperature change levels off because the reaction is complete Explanation As more copper sulfate reacts, more heat energy is given off Once copper sulfate is in excess, no further heat energy produced 6 [9] 7 (a) (i) precipitation (ii) (aq) on left hand side Page 56 of 72

57 (iii) (iv) (s) on right hand side potassium iodide potassium nitrate filtration (b) (i) diffusion (ii) (iii) iodide ions move / diffuse faster than lead ions or travel further in the same time Must be a comparison Accept converse because the lead iodide forms much closer to the lead nitrate (or X) than the potassium iodide (or Y). allow because iodide ions are smaller than lead ions allow references to potassium iodide and lead nitrate the particles / ions move / diffuse faster ignore which particles / ions the student refers to because they have more energy or will collide / meet sooner ignore reference to frequency of collisions [] 8 (a) (i) points correctly plotted ( ± ½ small square) four points = 2 marks three points = mark straight line of best fit using full range of points from 0,0 Max 2 Page 57 of 72

58 (ii) any one from: must explain why the point is below the line the solution may not have been properly stirred the electrodes may have been a larger distance apart the drop of sodium chloride may have been a smaller volume / smaller allow not enough sodium chloride added allow smaller amount of sodium chloride do not allow too few drops added ignore the student may have misread the conductivity meter (iii) any one from: the volume of pure water allow amount the concentration (of the solutions added) the volume (of the drops) of solution added ignore number of drops the distance between the electrodes the same electrodes or electrodes made of the same material same depth or surface area of electrodes in the water constant power supply ignore current stirred (b) (i) because (pure) water is covalent / molecular (simple) or contains molecules therefore (pure) water has no free / mobile electrons or ions molecules do not have a charge or molecules do not contain ions gains 2 marks (ii) (iii) because there are ions in sodium chloride allow Na + and / or Cl (ions) or ionic bonding. Ignore particles other than ions for MP. which can move or carry the current / charge MP2 must be linked to ions only. Hydrogen allow H 2 / H [0] 9 (a) (i) copper is less reactive than hydrogen or copper is unreactive Page 58 of 72

59 (ii) Zinc and dilute hydrochloric acid (b) (gas) syringe (c) (i) 35 allow 3 because not close to others accept it is much lower than the others ignore references to trends or patterns dependent on the first mark (ii) ( ) / 3 = 49 correct answer with or without working gains 2 marks allow ecf from anomaly identified in (i) for 2 marks: Exp anomalous gives 43.3 Exp. 2 anomalous gives 44 Exp. 4 anomalous gives 44.7 answer of 45.5 or 46 (anomaly not excluded) gains mark correct working excluding anomaly but with wrong answer gains mark (iii) so that a mean can be calculated accept improves accuracy of the mean or so anomalies can be identified / discarded or to reduce effect of random errors ignore makes it a fair test ignore reliability, validity, repeatability, reproducibility (d) (i) idea of mixing with oxygen / air, letting air / oxygen in accept converse (ii) H 2 O do not accept incorrect additional products balancing 2 () 2 allow fractions or multiples dependent on first mark [] Page 59 of 72

60 0 (a) any three from: concentration of (salt) solution volume of (salt) solution ignore amount of solution initial temperature (of the solution) ignore room temperature surface area / form of metal moles of metal allow mass / amount ignore time ignore size of tube 3 (b) allow ecf (c) (i) four bars of correct height tolerance is + / - half square 3 correct for mark bars labelled 2 (ii) (iii) (iv) one variable is non-continuous / categoric magnesium accept qualitative or discrete accept no values between the metals because biggest temperature change accept gives out most energy ignore rate of reaction dependent on first mark does not react / silver cannot displace copper because silver not more reactive (than copper) or silver below copper in reactivity series do not accept silver is less reactive than copper sulfate Page 60 of 72

61 (v) replace the copper sulfate could be implied with any compound of a named metal less reactive than copper allow students to score even if use an insoluble salt [6] (a) electrodes connected to d.c. power supply by wires for this diagram ignore the material used for the electrodes as long as they are made from carbon or metals that are inert electrodes labelled anode (+) and cathode ( ) (b) copper ions cause the blue colour answer must be in terms on copper ions copper ions are reduced / converted to copper ions so the concentration of copper ions decreased if no other mark awarded allow mark for copper ions are used up during electrolysis (c) copper ions are positive so are attracted to the inert cathode or inert negative electrode copper ions gain electrons at the inert cathode or inert negative electrode so they are reduced to form copper atoms (d) 50 cm 3 contains 4 g CuSO 4 M r CuSO 4 = g CuSO 4 reacts with 56 g Fe =.40(43877) =.4 (g) Page 6 of 72

62 accept.4(g) with no working shown for 4 marks allow.40(43887) without working shown for 3 marks [3] 2 (a) (b) bonded pair of electrons and 6 non-bonded electrons on chlorine Level 3 (5 6 marks): A detailed and coherent explanation of comparative results of a reaction in terms of concentration and ionisation. The response makes logical links between the points raised and uses sufficient examples to support these links. Level 2 (3 4 marks): A description of a reaction with results is given but may miss some details. Links are made but may not be fully articulated and / or precise. Level ( 2 marks): Simple statements are made. The response may fail to make logical links between the points raised. 0 marks: No relevant content Indicative content Simple statements / descriptions of a reaction correct comparative ph, such as, 0 3 (strong) 4 6 (weak) named reaction, such as, with a reactive metal or a named carbonate comparative results or observations of the named reaction, such as, faster reaction (strong) or greater volume of gas produced in a given time (strong) Explanations of different results weak acids are only partially ionised in aqueous solution strong acids are completely ionised in aqueous solution / greater concentration of H + ions aqueous solutions of acids at the same concentration / same state of division of metal / powder, same temperature 6 [7] Page 62 of 72

63 3 (a) the relative energies of the reactants, products and the overall energy change the activation energy (b) (4 43) + (2 498) = (2 805) + (4 464) = ( =) 88 (kj / mol) allow max 2 marks for one ecf Page 63 of 72

64 (c) Level 3 (5 6 marks): A coherent method is described with relevant detail, which demonstrates a broad understanding of the relevant scientific techniques and procedures. The steps in the method are logically ordered with the dependent and control variables correctly identified. The method would lead to the production of valid results. Level 2 (3 4 marks): The bulk of a method is described with mostly relevant detail, which demonstrates a reasonable understanding of the relevant scientific techniques and procedures. The method may not be in a completely logical sequence and may be missing some detail. Level ( 2 marks): Simple statements are made which demonstrate some understanding of some of the relevant scientific techniques and procedures. The response may lack a logical structure and would not lead to the production of valid results. 0 marks: No relevant content Indicative content Named apparatus thermometer measuring cylinder stirring rod spatula plastic cup (with lid) or beaker stopwatch filter paper or watch glass balance Method weigh the same mass of each metal in each same state of division eg powder measure a set volume of sulfuric acid into a plastic cup or beaker measure and record the temperature of the sulfuric acid add metal W into the plastic cup or beaker stir and record the highest temperature or record the temperature after a set time calculate the increase in temperature repeat the method for metals X, Y and Z repeat for each metal at least three times to calculate a mean Safe use comment on safe use should include wearing safety glasses 6 Page 64 of 72

65 (d) (e) W>Y>X>Z reason for position of W and Z W reacts with most solutions whereas Z reacts with none of the solutions reason for position of X and Y Y is more reactive than X because Y reacts more with sulfuric acid magnesium is most reactive because not displaced by any metal zinc is second most reactive because displaced by only one metal copper and hydrogen cannot be placed in order of reactivity or are least reactive because they both are displaced by the most / three metals experiment add sulfuric acid to copper because copper is less reactive than hydrogen then copper would not react with sulfuric acid to displace hydrogen [9] 4 (a) Fe 2 O CO 2Fe + 3 CO 2 correct formulae of reactants correct formulae of products correct balancing (b) (c) iron loses oxygen reduction carbon gains oxygen oxidation any four from: resources for manufacture are limited recycling reduces the use of resources reduces energy consumption in extraction / manufacture reduces waste from processing and extraction reduces environmental impact of extraction 4 Page 65 of 72

66 (d) field lines going through and around coil correct directional arrows (e) any two from: mark for suggestion, mark for correctly linked explanation use many coils or tight coils or long wire () to give a strong magnetic field for lifting heavy objects () explanation must be correctly linked to the suggestion to gain the mark or add an iron core to increase field circuit for lifting or include a switch in circuit so can drop / pick up cars max. 4 [5] 5 (a) did not appear because they had not been discovered or they are unreactive or they did not form compounds (b) arranged in order of atomic / proton number elements in the same group have the same number of electrons in the outer shell (c) chlorine>bromine>iodine table shows that chlorine displaces bromine and iodine and bromine displaces iodine (d) Cl 2 (aq) + 2 Br (aq) Br 2 (aq) + 2 Cl (aq) correct formulae correct balancing Page 66 of 72

67 correct state symbol (e) the further down the group, the halogen becomes less reactive because outer electrons are further from the nucleus so less attractive force on an incoming electron [0] 6 (a) 950 / (%) (b) expected mass of aluminium / 02 = mass not collected = 32.4 allow 32.4 with no working shown for 3 marks incorrect number of sig. figs max 2 marks (c) because oxygen is formed at the anode which reacts with the carbon anode to produce carbon dioxide and wears it away (d) power = = W 24 hours = = seconds energy transferred = allow ecf from power calculation Page 67 of 72

68 (e) = allow with no working for 5 marks 3 moles of electrons are needed to produce 27 g or kg aluminium so moles of electrons to produce 000 kg = 000 / = 000 allow 000 with no working shown for 3 marks incorrect no. of sig. figs max 2 marks [6] 7 (a) because they form hydroxides that give alkaline solutions (in water) (b) the atoms have more electron shells (as move down the group) so the electron in the outer shell is further away from the nucleus which reduces the attraction to the nucleus so the electron is lost more easily from the atom (c) electronic structure of lithium drawn correctly electronic structure of oxygen drawn correctly correct charge on ions (Li + and O 2 ) correct number of each ion (2 lithium, oxygen) [0] Page 68 of 72

69 8 (a) Level 3 (5 6 marks): A full, detailed and coherent plan covering all the major steps is provided, which outlines the apparatus required and sets out the steps needed in a logical manner that could be followed by another person to produce a pure, dry sample of copper nitrate. Level 2 (3 4 marks): The substantive content of a plan is present but may be missing some steps. The plan may not be in a completely logical sequence but leads towards the production of a pure, dry sample of copper nitrate. Level ( 2 marks): Simple statements relating to relevant apparatus or steps are made but they may not be in a logical order. The plan would not allow another person to produce the sample. 0 marks: No relevant content (b) Indicative content pour a suitable volume of nitric acid into a suitable container add a small amount of copper carbonate to the acid and stir until the effervescence stops continue to add small amounts of copper carbonate to the acid and each time stir until any effervescence stops eventually when there is no reaction / effervescence when the copper carbonate is added filter the mixture to remove the excess copper carbonate pour the filtrate (copper nitrate solution) into an evaporating basin and heat to evaporate a small amount of the water leave the copper nitrate solution to crystallise remove the crystals from the solution remaining and dry the crystals mole carbon dioxide = 4 + (6 2) = 46 g 4 g is 0.30 mole mole is molecules 6 so 4 g has molecules allow with no working shown for 4 marks answer not given in standard form max. 3 marks [0] Page 69 of 72

70 9 (a) (i) calcium oxide in either order carbon dioxide accept correct formulae (ii) (iii) C(s) + CO 2 (g) 2CO(g) allow multiples 20 (tonnes) award 3 marks for the correct answer with or without working allow ecf for arithmetical errors if answer incorrect allow up to 2 marks for any of the steps below: / or moles Fe 2 O 3 =.875 ( 0 6 ) or 300 / 60 moles of Fe = 3.75 ( 0 6 ) or 2 moles Fe 2 O 3 mass Fe = moles Fe (tonnes) scores 2 (missing :2 ratio) 420 (tonnes) scores 2 taken M r of iron as 2 3 Page 70 of 72

71 (b) (i) aluminium is more reactive than carbon or carbon is less reactive than aluminium must have a comparison of reactivity of carbon and aluminium accept comparison of position in reactivity series. (ii) (iii) (because) aluminium ions are positive ignore aluminium is positive and are attracted / move / go to the negative electrode / cathode where they gain electrons / are reduced / Al e Al accept equation or statements involving the wrong number of electrons. (because) the anodes or (positive) electrodes are made of carbon / graphite oxygen is produced (at anode) which reacts with the electrodes / anodes do not accept any reference to the anodes reacting with oxygen from the air equation C + O 2 CO 2 gains mark (M3) [3] 20 (a) (i) silver nitrate allow AgNO 3 (ii) potassium carbonate or allow K 2 CO 3 sodium carbonate allow Na 2 CO 3 (b) base allow ionic ignore insoluble or soluble ignore alkali Page 7 of 72

72 (c) (i) evaporate or crystallise (ii) 2 (HNO 3 ) allow heat or boil or leave (to evaporate) allow cool ignore filtration unless given as an alternative do not accept freeze or solidify accept multiples (iii) 9 accept nine (d) 6.2 / / 6 mark for dividing mass by A r = 0.03 = mark for correct proportions (allow multiples) mark for correct whole number ratio (allow multiples). Can be awarded from formula. Pb 2 O 3 allow O 3 Pb 2 ecf allowed throughout if sensible attempt at step correct formula with no working gains mark [0] Page 72 of 72

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