Oxford ambridge and RSA GSE (9 1) hemistry A (Gateway Science) Paper 4, 4 6 and 7 (igher Tier) Year 11 Test Time allowed: 1 hour 45 minutes You must have: a ruler (cm/mm) the Data Sheet for GSE hemistry A You may use: a scientific or graphical calculator an B pencil First name Last name entre number andidate number INSTRUTIONS Use black ink. You may use an B pencil for graphs and diagrams. omplete the boxes above with your name, centre number and candidate number. Answer all the questions. Write your answer to each question in the space provided. Additional paper may be used if required but you must clearly show your candidate number, centre number and question number(s). Do not write in the barcodes. INFORMATION The total mark for this paper is 90. The marks for each question are shown in brackets [ ]. Quality of extended responses will be assessed in questions marked with an asterisk (*). This document consists of 28 pages. D (LK/SW) 164464/2 OR is an exempt harity Turn over
2 SETION A Answer all the questions. You should spend a maximum of 30 minutes on this section. 1 Look at the equation for the reaction between copper oxide, uo, and hydrochloric acid, l. uo + 2l ul 2 + 2 O A student reacts 7.95 g of copper oxide with hydrochloric acid. The student predicts she should make 13.45 g of copper chloride, ul 2. She actually makes 11.00 g. What is her percentage yield? A 30.8% B 59.1% 72.3% D 81.8%
2 Look at the graph. 3 It shows the percentage of ammonia made under different conditions of temperature and pressure. Percentage of ammonia made 70 60 50 40 30 20 10 350 450 550 0 100 200 300 400 Pressure (atmospheres) Predict the percentage of ammonia made at 500 and 350 atmospheres? A 20% B 30% 40% D 70% 3 Raw liver can act as a catalyst. It speeds up the decomposition of hydrogen peroxide. Why does raw liver act as a catalyst in this reaction? A B D Liver contains an enzyme called catalase. Liver increases the activation energy of the reaction. Liver increases the concentration of the hydrogen peroxide. Liver reduces the frequency of successful collisions in the reaction. Turn over
4 4 Magnesium metal reacts with hydrochloric acid. Which concentration of hydrochloric acid will give the fastest rate of reaction? A 1.0 10 2 mol / dm 3 B 2.5 10 4 mol / dm 3 5.0 10 2 mol / dm 3 D 7.5 10 3 mol / dm 3 5 What is the general formula for the alkanes? A B n 2n 2n n 2n+2 n D n 2n+2 6 Look at the displayed formula for propene. Poly(propene) is a polymer made from propene. n 3 n n 3 n A B D Which is the displayed formula for poly(propene)?
7 A student investigates the reaction between 1 g of zinc metal and 50 cm 3 of dilute sulfuric acid. ydrogen gas is given off in the reaction and a colourless solution is made. 50 cm 3 of hydrogen gas is collected in 65 seconds. 5 The student wants to make the reaction go faster by adding a catalyst. She investigates four possible substances to use as a catalyst. Substance Appearance of substance at start Time to collect 50 cm 3 of hydrogen (s) Other observations A blue solid 10 zinc is coated with a pink solid B green solid 15 zinc is coated with a grey solid red-brown solid 56 red-brown solid left behind D white solid 65 white solid left behind Which substance is a catalysts? 8 A titration is used to find out the concentration of an acid or an alkali. The titration is repeated until two concordant titres are obtained. What is meant by concordant titres? A B D The final burette readings are identical to each other. The final burette readings are within 0.10 cm 3 of each other. The volumes added from the burette are within 0.10 cm 3 of each other. The volumes added from the pipette are within 0.10 cm 3 of each other. Turn over
6 9 ow many moles of oxygen are in 200 cm 3 of oxygen gas at room temperature and pressure? Use 1 mole = 24 dm 3 of gas. A 8.3 10 5 B 8.3 10 3 8.3 10 2 D 8.3 10 hemical engineers consider many factors when choosing a reaction pathway. Which of the following would they consider? A B D Physical properties of the raw materials p of the product Rate of reaction Reactivity of the product 11 Which of the following describes condensation polymerisation? A B D Many monomer molecules join together to form a polymer molecule. Many monomer molecules join together to form a polymer molecule and water molecules. Many molecules react together to form a polymer molecule and carbon dioxide molecules. Two molecules react together to form a polymer molecule.
7 12 1.20 g of copper(ii) sulfate was dissolved in 500 cm 3 of water. What is the concentration of the copper(ii) sulfate solution in g / dm 3? A 0.0024 g / dm 3 B 0.6 g / dm 3 2.4 g / dm 3 D 600 g / dm 3 13 Look at the equation for a reversible reaction. N 2 (g) + 3 2 (g) 2N 3 (g) Δ = 92 kj / mol In a sealed container the reversible reaction forms a dynamic equilibrium. Which changes will move the position of equilibrium to the right? A B D Decreasing the pressure and decreasing the temperature. Decreasing the pressure and increasing the temperature. Increasing the pressure and decreasing the temperature. Increasing the pressure and increasing the temperature. 14 Why is chlorine more reactive than iodine? A B D The outer shell of a chlorine atom is closer to the nucleus and an electron is gained more easily than iodine. The outer shell of a chlorine atom is closer to the nucleus and an electron is lost more easily than iodine. The outer shell of a chlorine atom is further from the nucleus and an electron is gained more easily than iodine. The outer shell of a chlorine atom is further from the nucleus and an electron is lost more easily than iodine. Turn over
15 Polyesters are polymers. 8 They are made when two different monomers react. Which functional groups do these monomers contain? A B D OO and O ON 2 and OO ON 2 and O N 2 and OO
9 SETION B Answer all the questions. 16 A student investigates the reaction between calcium carbonate, ao 3, and hydrochloric acid, l. (a) Write the balanced symbol equation for this reaction.... [2] (b) The student wants to investigate how changing the size of the marble chips (calcium carbonate) affects the rate of the reaction. Beaker Marble chips Dilute hydrochloric acid Balance The student does the experiment using 20 g of small marble chips and 50 cm 3 of dilute hydrochloric acid. The student: Adds 50 cm 3 of dilute hydrochloric acid to the conical flask Places the flask on the balance Sets the balance to zero and adds 20 g of small marble chips into the acid Starts a stop clock Records the loss in mass every 30 seconds for 5 minutes. The temperature of the acid is 20. The student repeats the experiment using 20 g of large marble chips. (i) Write about two ways the student could improve her experiment.... [2] (ii) The rate of reaction is faster with small marble chips. Explain why.... Turn over
10 (c) Another student investigates the reaction between marble chips and hydrochloric acid. e uses the same method. Look at the graph of his results. 0.6 0.5 Loss in mass (g) 0.4 0.3 0.2 0.1 0.0 0 50 100 150 200 250 300 350 Time (seconds) (i) The student knows that the reaction is still taking place after 50 seconds. Explain how he can tell this from his results.... (ii) ow long does it take for this reaction to stop? Answer =... seconds (iii) Use the graph to calculate the mean rate of reaction between 50 seconds and 100 seconds. Answer =... units... [3]
(iv) 11 The student repeats his experiment. This time he uses hydrochloric acid which is at a higher temperature. The reaction is faster. Explain why. Use ideas about collisions between particles.... [2] Turn over
17 Ammonia is used to make fertilisers. 12 Fertilisers provide three of the essential elements needed by plants: Nitrogen Phosphorus Potassium. (a) Plants do not grow well if these essential elements are in limited supply in the soil. The plants may show signs of mineral deficiency. omplete the table. Element Problem caused by mineral deficiency Nitrogen, N... Phosphorus, P Poor root growth, discoloured leaves Potassium, K... [2] (b) Ammonia, N 3, reacts with nitric acid, NO 3, to make ammonium nitrate, N 4 NO 3. The equation for the reaction is: N 3 + NO 3 N 4 NO 3 alculate the mass of ammonium nitrate which could be made from 51 tonnes of ammonia. Answer =... tonnes [2]
13 (c) Ammonium nitrate can also be made from ammonium chloride. Ammonium chloride + Silver nitrate Ammonium nitrate + Silver chloride N 4 l + AgNO 3 N 4 NO 3 + Agl Substance Relative formula mass, M r N 4 l 53.5 AgNO 3 169.9 N 4 NO 3 80.0 Agl 143.4 Silver chloride is a waste product in this reaction. alculate the atom economy for this reaction. Answer =... % [2] Turn over
14 18 An instrument called an infrared spectrometer can detect covalent bonds in a molecule. It measures the wavenumber of different bonds and shows this in an infrared spectrum. Look at the infrared spectrum for compound X. 100 80 % Transmittance 60 40 1282 20 0 4000 3357 2975 3500 3000 2500 2000 1500 1000 Wavenumber (cm 1 ) 890 The table shows the wavenumber for different bonds in an infrared spectrum. Bond Wavenumber (cm 1 ) 2850 3300 750 1100 = 1620 1680 =O 1680 1750 O 1000 1300 N 3360 3500 O 3230 3550 (a) ompound X has a relative formula mass, M r, of 60. Use the infrared spectrum and the relative formula mass, M r, to complete the displayed formula for a molecule of compound X. [2]
(b) A different compound, Y, also has a relative formula mass, M r, of 60. ere is the mass spectrum for nitrogen. 15 100 80 Relative abundance 60 40 20 Molecular ion peak 0.0 12 16 20 24 28 32 Mass to charge ratio Look at the mass spectrum for compound Y. 100 80 60 Relative abundance 40 B 20 0.0 0.0 A 10 20 30 40 50 60 70 Mass to charge ratio Which peak, A, B or, on the mass spectrum represents the molecular ion peak of compound Y? Explain your answer.... [2] Turn over
(c) ompound Y is a carboxylic acid. 16 Propanoic acid, 2 5 OO, is also a carboxylic acid. (i) Draw the functional group in propanoic acid.... (ii) Propanoic acid reacts with sodium carbonate, Na 2 O 3. Sodium propanoate, 2 5 OONa, and two other products are made. Write the balanced symbol equation for this reaction.... [2]
17 19 The Group 1 elements are known as the alkali metals. The table shows some information about five elements in Group 1. The properties of rubidium are missing from the table. Element Symbol Melting point ( ) Boiling point ( ) Density (g/cm³) Lithium Li 181 1342 0.53 Sodium Na 98 883 0.97 Potassium K 64 759 0.89 Rubidium Rb......... aesium s 29 671 1.87 (a) Look at the properties of the elements. (i) Which one of the properties of the elements does not show a definite trend?... (ii) Predict values for the three properties of rubidium that are missing. Write your answers in the table. [3] (b) (i) Lithium reacts with water. Lithium hydroxide and hydrogen are made. Write the balanced symbol equation for the reaction.... [2] (ii) Which reacts faster with water, lithium or rubidium? Explain your answer. Use ideas about electrons.... [3] Turn over
18 20 A school has a fence made of galvanised steel. Galvanised steel is steel coated with a layer of zinc. (a) Explain why galvanised steel does not rust.... [2] (b) arbon steels are alloys made of iron and carbon. Look at the table. arbon steel Percentage of carbon (%) Relative tensile strength Relative ductility A 0.10 1.00 1.00 B 0.20 1.17 0.89 0.27 1.23 0.82 Describe the trend in relative tensile strength....
19 21 This question is about the Earth and its atmosphere. (a) There are many ideas about the formation of the Earth s atmosphere. It is likely that in the formation of the Earth s atmosphere volcanoes released huge amounts of water vapour and carbon dioxide. Describe how scientists think an oxygen-rich atmosphere developed over time.... [3] Turn over
20 (b) The graphs show changes in the Earth s atmosphere between the years 1850 and 2010. They show the changes in mean temperature of the Earth s atmosphere the changes in relative amount of carbon dioxide in the Earth s atmosphere. 0.6 0.4 hange in temperature ( ) 0.2 0.0 0.2 0.4 0.6 1850 1870 1890 1910 1930 Year 1950 1970 1990 2010 Relative amount of carbon dioxide Key arbon dioxide from burning fossil fuels arbon dioxide from changes in land use Total amount of carbon dioxide in the atmosphere 1850 1870 1890 1910 1930 Year 1950 1970 1990 2010
21 Some scientists think there is a link between the amount of carbon dioxide in the atmosphere and the temperature of the atmosphere. Evaluate to what extent the graphs show that carbon dioxide levels are linked to global temperatures.... [3] (c) Describe the enhanced greenhouse effect and the problems it may cause.... [4] Turn over
22 A student does a titration using sulfuric acid and sodium hydroxide. 22 0.10 mol / dm 3 sulfuric acid Burette 25.0 cm 3 of 0.10 mol / dm 3 sodium hydroxide and a few drops of indicator The student does a rough titration to find the approximate volume (titre) of sulfuric acid needed to neutralise the sodium hydroxide solution. (a) Describe how she uses the same equipment to obtain a repeatable titre for the volume of sulfuric acid needed to neutralise the sodium hydroxide.... [3] (b) The table shows the colours of some indicators that could be used in the titration. Indicator olour in acid olour in alkali olour at end point Litmus Red Blue Purple Phenolphthalein olourless Red olourless Bromothymol blue Yellow Blue Green Litmus is not a good choice of indicator for this titration. Suggest why....
23 (c) The student recorded the following results. Titration number 1 2 3 4 Final burette reading (cm 3 ) 26.85 26.15 26.90 24.95 Initial burette reading (cm 3 ) 1.75 2.85 3.65 1.65 Titre (volume of acid used) (cm 3 ) 25.10 23.30 23.25 23.30 (i) Which results should the student use to calculate the mean volume of acid used? Explain your choice.... [2] (ii) alculate the mean volume of acid used from the results. Give your answer to 2 decimal places. Answer =... (d) Another student found that 25.0 cm 3 of sodium hydroxide was neutralised by exactly 22.30 cm 3 of 0.10 mol / dm 3 sulfuric acid. Look at the equation for the reaction between sulfuric acid, 2 SO 4, and sodium hydroxide, NaO. 2 SO 4 + 2NaO Na 2 SO 4 + 2 2 O alculate the concentration of sodium hydroxide in mol/dm³. Give your answer to 2 significant figures. Answer =... mol / dm 3 [4] Turn over
24 23 This question is about biological methods of metal extraction. igh-grade ores, which are rich in copper, are running out. Research is being carried out to find new ways to extract copper from the remaining low-grade ores without harming the environment too much. (a) (i) Bioleaching is one method of extraction being used. Bioleaching extracts copper from copper ores using bacteria. Write about the advantages and disadvantages of bioleaching compared to traditional mining and purification of copper.... [4] (ii) During bioleaching, iron(ii) ions are oxidised to iron(iii) ions. Explain, with the help of a balanced ionic equation, why this is oxidation.... [2] (b) Phytoextraction is another method of extraction being used. (i) Describe how plants are used in phytoextraction to extract metals.... [3] (ii) Phytoextraction is a more carbon-neutral activity than traditional mining and processing. Explain why.... [2]
25 BLANK PAGE PLEASE DO NOT WRITE ON TIS PAGE Turn over
26 24* In the chemical industry methanol, 3 O, is made by reacting carbon monoxide and hydrogen. Look at the equation for the reaction. O(g) + 2 2 (g) 3 O(g) The reaction is reversible. The forward reaction is exothermic. The table shows the percentage of methanol made at different temperatures and pressures. Pressure (atmospheres) Percentage of methanol (%) At 275 At 300 At 325 At 350 25 14 6 50 39 27 10 70 54 35 20 10 150 82 69 53 36 300 96 90 82 70 The conditions used to make methanol in the chemical industry are 50 100 atmospheres pressure 300 A catalyst.
27 Analyse the data in the table to describe and explain the conditions which would give the maximum yield of methanol. Explain why the actual conditions used in the chemical industry are different.................................... [6] END OF QUESTION PAPER
28 PLEASE DO NOT WRITE ON TIS PAGE Oxford ambridge and RSA opyright Information OR is committed to seeking permission to reproduce all third-party content that it uses in its assessment materials. OR has attempted to identify and contact all copyright holders whose work is used in this paper. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced in the OR opyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download from our public website (www.ocr.org.uk) after the live examination series. If OR has unwittingly failed to correctly acknowledge or clear any third-party content in this assessment material, OR will be happy to correct its mistake at the earliest possible opportunity. For queries or further information please contact the opyright Team, First Floor, 9 ills Road, ambridge B2 1GE. OR is part of the ambridge Assessment Group; ambridge Assessment is the brand name of University of ambridge Local Examinations Syndicate (ULES), which is itself a department of the University of ambridge.