Combined Science A (Gateway) · OCR J250 · Chemistry Paper 9 · Higher · June 2024
The diagram represents the particle model for a change in the arrangement of some particles.
Which row describes this change?
| Type of change Explanation | |
| A | chemical The particles break up and then join together in a different way. |
| B | chemical The particles stay the same but are arranged in a different way. |
| C | physical The particles break up and then join together in a different way. |
| D | physical The particles stay the same but are arranged in a different way. |
[1]
Which element in the table is a non-metal ?
| Appearance at room temperature | Melting point (°C) Electrical conductivity | |
| A | silver liquid | –39 high |
| B | orange-red solid | 1083 high |
| C | yellow solid | 113 low |
| D | silvery-white | 3422 high |
[1]
The graph shows how the temperature of two samples of a substance, Y and Z, changes as they melt from solids to liquids.
Which row describes Y and Z?
| Y | Z | |
| A | impure | impure |
| B | impure | pure |
| C | pure | impure |
| D | pure | pure |
[1]
This is the equation for the reaction between copper carbonate and dilute hydrochloric acid:
What is the state symbol for CuCl2?
A aq
B g
C l
D s
[1]
[1]
Boron, B, is in Group 3 of the Periodic Table and chlorine, C l, is in Group 7 of the Periodic Table.
What is the formula of the compound formed when boron reacts with chlorine?
A BC l
B BCl3
C B3Cl
D B3Cl7
[1]
The equation shows the reaction of zinc carbonate when it is heated.
• 5.0 g of zinc carbonate is heated in a test tube for 10 minutes.
• The mass of the test tube decreases by 0.6 g.
How does the law of conservation of mass explain this decrease in mass?
A 0.6 g of carbon dioxide is produced.
B 0.6 g of zinc oxide is produced.
C 4.4 g of carbon dioxide is produced.
D 5.6 g of zinc oxide is produced.
[1]
Magnesium reacts very slowly with oxygen at room temperature.
When magnesium is heated in a Bunsen burner flame it burns very brightly after only a few seconds.
Which statement is correct?
A The activation energy for the reaction is high.
B The reaction is endothermic.
C Magnesium is an unreactive metal.
D Magnesium only reacts at very high temperatures.
[1]
What is the empirical formula of this compound?
B CH3O
C C2H6O2
D HOCH2CH2OH
[1]
Lithium reacts with oxygen to form lithium oxide.
The symbols for lithium and oxygen on the Periodic Table are:
Explain how the positions of lithium and oxygen in the Periodic Table are used to decide that lithium is a metal and oxygen is a non-metal.
Use the Periodic Table on the Data Sheet.
[1]
Lithium reacts with oxygen to make lithium oxide.
Complete the balanced symbol equation for the reaction.
[2]
Write the electron arrangement for an atom of lithium.
[1]
When an atom of lithium reacts with oxygen it forms a lithium ion, Li +. (d)
Describe how an atom of lithium forms a lithium ion.
[2]
A student thinks that sodium reacts in a similar way to lithium.
Explain why they are correct.
Use the Periodic Table on the Data Sheet.
[1]
Lithium can exist as two isotopes.
Explain what isotope means.
[2]
Lithium can be added to aluminium to make an alloy. One alloy contains 2% lithium.
A student draws a diagram of the alloy.
Calculate the percentage of lithium atoms in the alloy drawn by the student.
[2]
Suggest a reason why the student’s diagram is incorrect.
[1]
Describe what happens when solid potassium bromide is heated up until it melts into a liquid.
Use ideas about the particle model.
[3]
Explain why potassium bromide must be molten for electrolysis to happen.
[1]
State the product made at the cathode and write the half equation for the reaction.
[2]
The electrolysis is repeated with a solution of potassium bromide.
A student thinks that the same product will be formed at the cathode.
Explain why the student is incorrect.
Name of the different product formed........
[2]
13* A student has samples of three solids labelled A, B and C.
They think:
• A is calcium carbonate
• B is sodium carbonate
• C is sodium chloride.
They know the following information.
Describe simple test tube experiments the student could do using water and dilute hydrochloric acid to show the solids have been labelled correctly.
Describe any observations that the student would see in these experiments and how they help show the labels are correct.
[6]
Write the formula of the molecules in the box for R to show a balanced reaction.
[2]
Write the name and the formula of the compound in solution S.
[2]
Name the type of reaction which happens between solutions P and Q.
[1]
Which of the solutions in the diagram shows a strong acid?
Tick (✓) one box.
Give two reasons for your answer.
[3]
A student dissolves 2 g of a strong acid in 250 cm3 of water. (e)
Calculate the concentration of the solution formed in g / dm3.
Concentration of the solution =........ g / dm3
[3]
Copper can be made by reacting copper oxide, CuO, with carbon, C.
When 2.00 g of copper oxide reacts with 1.00 g of carbon, copper oxide is the limiting reactant.
Explain the effect of a limiting reactant on a reaction.
[1]
Calculate the number of moles in 2.00 g of copper oxide and 1.00 g of carbon.
Give your answers to 3 decimal places.
Relative atomic mass (Ar): C = 12.0 O = 16.0 Cu = 63.5
[3]
Use your answers in part (b) to explain why copper oxide is the limiting reactant.
[1]
The number of moles in a different mass of copper oxide is 0.045.
Calculate the maximum mass of copper, Cu, that can be made from 0.045 moles of copper oxide.
Give your answer to 2 significant figures.
Relative atomic mass (Ar): Cu = 63.5
[3]
The diagram shows the model of the atom developed by Rutherford.
The model developed by Rutherford was based on the results of an experiment performed whilst working with Geiger and Marsden.
They fired positively charged alpha particles at very thin gold foil.
State two observations made in the experiment and the conclusion Rutherford reached.
[3]
Describe how Bohr improved Rutherford’s model of the atom.
[1]
What is the typical atomic radius size of an atom in metres?
Give your answer in standard form.
[1]
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