The box lists some substances.
Choose substances from the box to answer these questions.
Each substance may be used once, more than once or not at all.
Name an element that is a gas at room temperature.
(1)
Name an element that forms a basic oxide.
(1)
Name two elements that are in the same group of the Periodic Table.
(1)
A student does a chromatography experiment using ink 1, ink 2, and three known dyes A, B and C. The student uses water as the solvent.
The diagram shows the student’s chromatogram.
| ink | ink | dye dye | dye | |
| 1 | 2 | A | B | C |
Deduce what conclusions can be made about the composition of ink 1.
(2)
Give one conclusion that can be made about ink 2.
(1)
Suggest how the student could change the experiment to find the composition of ink 2.
(1)
Calculate the Rf value of dye C, giving your answer to 2 significant figures.
(3)
Crude oil is a mixture of organic compounds.
Most of these compounds are members of the same homologous series.
State the name of this homologous series.
(1)
An industrial process is used to separate crude oil into fractions.
The process depends on a difference in a property of the fractions.
What is this property?
(1)
The boxes give some uses of fractions and some names of fractions.
Draw one straight line from each use to its correct fraction.
(3)
Fuels obtained from the fractions may contain impurities.
Explain how the combustion of a common impurity in fuels may cause an environmental problem.
(3)
Some of the fractions contain long-chain molecules which are not very useful.
Give the name of the process used to convert long-chain molecules into more useful shorter-chain molecules.
(1)
Give the catalyst and temperature used in the industrial process to convert long-chain molecules into shorter-chain molecules.
(2)
When C13H28 is used in this process, three different molecules are formed.
Complete the equation for this reaction.
(2)
When iron is left in damp air, rust forms on its surface.
State the chemical name for rust.
(1)
Explain how a barrier method prevents rusting.
(2)
A student uses this apparatus to find the approximate percentage by volume of oxygen in air.
This is the student’s method.
place a graduated glass tube in a beaker of water
place some damp iron wool and a rubber bung in the top of the tube
record the reading of the water level in the tube
leave the apparatus for a few days
record the reading of the water level again
The diagram shows the readings at the start and at the end of the experiment.
Use the readings to complete the table, giving all values to the nearest 0.5 cm3.
(2)
The student uses these results to calculate the percentage by volume of oxygen in air.
Suggest why her calculated value is lower than the expected value.
(1)
The student repeats the experiment using the same apparatus.
These are her results for the second experiment.
volume of air in tube at start = 80.0 cm3
reading at start = 20.0
reading at end = 35.5
Use the results to calculate the percentage by volume of oxygen in air.
(3)
A student uses this apparatus to investigate the effect of heat on different solid metal carbonates.
This is the student’s method.
use a spatula to put some metal carbonate in the boiling tube
fit the delivery tube into position
pour some limewater into the test tube
start a timer and immediately begin to heat the metal carbonate
record the time when a change first occurs in the limewater
The student repeats the method using different metal carbonates.
When a metal carbonate is heated a reaction sometimes occurs.
The equation for the reaction is
metal carbonate 
metal oxide + carbon dioxide
State the name given to this type of reaction.
(1)
State two variables that the student should control in this investigation.
(2)
Suggest why bubbles appear in the limewater immediately after heating has started but before there is any change to the metal carbonate.
(1)
Explain the purpose of limewater in this investigation.
(2)
The table shows some of the results for the student’s investigation.
| Metal carbonate Colour change of solid | Time taken for any change in limewater |
| calcium carbonate remains white | 90 seconds |
| sodium carbonate remains white | no change |
| copper(II) carbonate | 50 seconds |
State the colour change that occurs for copper(II) carbonate.
(2)
Give a chemical equation for this reaction of copper(II) carbonate.
(1)
There is a relationship between the position of a metal in the reactivity series and how easily the metal carbonate reacts when heated.
Use the student’s results and your own knowledge to deduce this relationship.
(2)
State how you should extend the investigation to see if your deduction is correct.
(1)
Zinc reacts with dilute hydrochloric acid to form hydrogen.
Give a chemical equation for this reaction.
(2)
Give a test for hydrogen gas.
(1)
A student investigates the reaction between pieces of zinc and dilute hydrochloric acid.
In each experiment, he uses the same mass of zinc but a different volume of the acid.
He collects the hydrogen and measures its volume in each experiment.
The graph shows the student’s results.
Volume of dilute hydrochloric acid in cm3
Use the graph to find the minimum volume of acid needed to react with all of the zinc.
(1)
The student repeats the investigation, using hydrochloric acid of double the original concentration.
Determine the volume of hydrogen that would be collected using 15 cm3 of this acid.
Show your working on the graph.
(2)
Explain how increasing the concentration of the hydrochloric acid affects the rate of reaction.
(3)
The rate of reaction could also be affected by changing the temperature of the hydrochloric acid, or by using a catalyst.
Explain one other way in which the rate of reaction between zinc and hydrochloric acid can be affected.
(3)
The formation of ions and covalent bonds involves electrons.
The table gives the electronic configurations of atoms of hydrogen, lithium and chlorine.
| Element | Electronic configuration of atom |
| hydrogen | 1 |
| lithium | 2.1 |
| chlorine | 2.8.7 |
Describe the different roles of electrons in the formation of
ions in lithium chloride
covalent bonds in hydrogen chloride
(3)
Explain why lithium chloride has a higher melting point than hydrogen chloride.
Refer to structure and bonding in your answer.
(5)
Organic compounds can exist as isomers.
Explain what is meant by the term isomers.
(2)
Organic compound Q reacts with bromine, without the presence of ultraviolet radiation, to form the compound C4H8Br2
Draw the displayed formulae of two isomers of Q.
(2)
An acrylic polymer can be formed from molecules with this structure.
A student describes the molecule as an unsaturated hydrocarbon.
Explain whether this is a correct description.
(2)
Name the type of polymerisation that occurs in the formation of the polymer.
(1)
Complete the equation for the polymerisation reaction.
(2)
Octane is a compound in petrol.
The equation for the complete combustion of octane is
The fuel tank of a car contains 50.0 dm3 of octane.
Calculate the mass, in kg, of carbon dioxide formed if all the octane in the fuel tank undergoes complete combustion.
[mass of 1 dm3 of octane = 700 g]
(5)
State an environmental problem caused by carbon dioxide.
(1)
Lithium, sodium and potassium are the first three elements in Group 1 of the Periodic Table.
Suggest why these three elements are all stored in paraffin oil.
(1)
Caesium, Cs, is below potassium in Group 1.
Give a similarity and a difference between the reactions of potassium with water and caesium with water.
(2)
Give the chemical equation for the reaction between caesium and water.
(2)
A student investigates the temperature change in the reaction between dilute acids and solutions of Group 1 hydroxides.
He uses this apparatus.
This is the student’s method.
measure the temperature of 50 cm3 of hydrochloric acid
pour the acid into a polystyrene cup
add 50 cm3 of sodium hydroxide solution to the acid
measure the maximum temperature of the mixture
Suggest what could be added to the apparatus to improve the experiment.
(1)
Explain a change to the method that would improve the accuracy of the experiment.
(2)
These are the student’s results.
temperature of hydrochloric acid = 19.9 °C
maximum temperature of mixture = 26.5 °C
Calculate the energy change, Q, in joules for this reaction.
[mass of 1.0 cm3 of mixture = 1.0 g]
[for the mixture, c = 4.2 J/g/°C]
(3)
In the student’s reaction between hydrochloric acid and sodium hydroxide, 0.050 mol of water forms.
Calculate the molar enthalpy change, Δ H, in kJ/mol for this reaction.
ΔH =........ kJ/mol
(2)
This question is about salts.
Soluble salts can be prepared by the reaction between a metal oxide and an acid.
The equation for this type of reaction is
metal oxide + acid 
salt + water
State the name given to this type of reaction.
(1)
State, in terms of protons, what happens in this reaction.
(1)
A student is given 50 cm3 of dilute sulfuric acid and a bottle of solid copper(II) carbonate.
Describe the method that the student should use to prepare a saturated solution of copper(II) sulfate.
In your answer, refer to the pieces of apparatus that the student should use.
(5)
The student produces dry crystals of hydrated copper(II) sulfate from the saturated solution.
He calculates that 6.40 g of dry crystals should be formed.
The mass of dry crystals he actually obtains is 1.80 g less than he calculated.
Calculate the student’s percentage yield.
Give your answer to one decimal place.
(3)
Gypsum is hydrated calcium sulfate.
A sample of gypsum contains 79% of calcium sulfate by mass.
Calculate the value of x in CaSO4.xH2O
(3)
Describe a test for calcium ions in the sample of gypsum.
(2)
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