The diagram shows how the particles are arranged in the three states of matter.
Use words from the box to identify the changes of state X, Y and Z.
(3)
Describe the differences in the movement of particles in solids and gases.
(2)
This question is about gases in the atmosphere.
Name the most abundant gas in the atmosphere.
(1)
Name the noble gas that makes up about 1% of the atmosphere.
(1)
Name a greenhouse gas in the atmosphere.
(1)
A student uses this apparatus to determine the percentage of oxygen in a sample of air.
This is the student’s method.
• measure the initial length of the column of air in the tube
• leave the apparatus for one week
• measure the final length of the column of air
The table shows the student’s results.
State the appearance of the iron wool after one week.
(1)
Use the student’s results to show that the percentage of oxygen in the sample of air is approximately 18%.
(2)
The actual percentage of oxygen in air is approximately 21%.
Give a reason why the percentage of air calculated from the student’s results is less than 21%.
(1)
This question is about alkanes.
An alkane has the structural formula CH3CH2CH2CH3
Give the missing information for this alkane.
(4)
There are two isomers of C4H10
State what is meant by the term isomers.
(2)
Draw the displayed formula of each isomer of C4H10
Isomer 1
Isomer 2
(2)
Methane reacts with bromine to form bromomethane and one other product.
Give the formula of the other product.
(1)
What is the name of this type of reaction?
(1)
State the condition needed for this reaction to occur.
(1)
When ethane (C2H6) burns in a plentiful supply of air, carbon dioxide and water are formed.
Give a chemical equation for this reaction.
(2)
When the air supply is limited, incomplete combustion occurs.
Explain why a gas formed by incomplete combustion can cause a problem for humans.
(2)
A student investigates the effect of temperature on the rate of reaction between two solutions, A and B. When the reaction occurs, the mixture turns from colourless to blue.
This is the student’s method.
• pour 25 cm3 of solution A into a conical flask
• add solution B and measure the temperature of the mixture
• record the time taken for the mixture to turn blue
The student repeats this method at different temperatures.
Give two variables that the student needs to keep constant in this investigation.
(2)
The table shows the student’s results.
| Temperature in °C | 15 | 20 | 25 | 35 | 45 | 65 |
| Time taken in seconds | 178 | 156 | 132 | 130 | 122 | 113 |
Plot the student’s results on the grid.
(1)
Draw a circle around the anomalous result.
(1)
Draw a curve of best fit.
(1)
Give a reason for the anomalous result.
(1)
Use your graph to determine the time taken for the mixture to turn blue at 55 °C.
Show your working on the graph.
(2)
Use information from the table to calculate the mean rate of reaction at 20 °C.
Use the expression
Give your answer in standard form.
(2)
Explain how increasing the temperature affects the rate of a reaction.
Refer to particle collision theory in your answer.
(3)
This question is about organic compounds.
Give the total number of atoms in one molecule of methanoic acid.
(1)
Determine the relative molecular mass (Mr) of methanoic acid.
(1)
Explain why methanoic acid is not a hydrocarbon.
(2)
The atoms in methanoic acid are held together by covalent bonds.
State, in terms of electrostatic attractions, what is meant by the term covalent bond.
(2)
Draw a dot‑and‑cross diagram to show the bonding in a molecule of methanoic acid.
Show only the outer electrons of each atom.
(3)
Calculate the empirical formula of the organic compound with this composition by mass.
C = 52.2% H = 13.0% O = 34.8%
(3)
This question is about elements in Group 7 of the Periodic Table.
Which element is a liquid at room temperature?
(1)
Describe a test for chlorine gas.
(2)
A sample of chlorine, containing two isotopes, has this percentage composition by mass.
chlorine‑35 71.2% chlorine‑37 28.8%
Calculate the relative atomic mass of this sample of chlorine.
Give your answer to one decimal place.
(3)
A student is given an aqueous solution of chlorine and an aqueous solution of sodium iodide.
Explain how the student can use these solutions to compare the reactivity of chlorine with the reactivity of iodine.
(4)
A teacher ignites a piece of magnesium ribbon and places it in a gas jar of oxygen.
This is the equation for the reaction.
Give two observations that would be made during this reaction.
(2)
The teacher demonstrates the reaction between aluminium and iron(III) oxide.
The teacher ignites the magnesium fuse. A very exothermic reaction then occurs between aluminium powder and iron(III) oxide.
The products of the reaction are iron and aluminium oxide.
State what is meant by the term exothermic.
(1)
Give a chemical equation for the reaction between aluminium and iron(III) oxide.
(1)
Explain why this reaction is a redox reaction.
(2)
A student uses this apparatus to determine the formula of magnesium oxide.
This is the student’s method.
• find mass of empty crucible and lid
• place some magnesium ribbon in crucible
• find mass of crucible, lid and magnesium ribbon
• heat crucible, lifting lid occasionally
• after five minutes, find mass of crucible, lid and magnesium oxide
Explain why the student lifts the lid.
(2)
The mass of magnesium oxide formed is less than expected.
Describe what the student should do next to obtain a more accurate value for the mass of magnesium oxide.
(2)
This question is about the oxides of some elements in Group 4 of the Periodic Table.
When 5.34 g of lead(II) carbonate are heated, lead(II) oxide and carbon dioxide are formed.
This is the equation for the reaction.
Give the name for this type of reaction.
(1)
Calculate the maximum mass of lead(II) oxide that can be formed from 5.34 g of lead(II) carbonate.
[for PbCO3, Mr = 267 for PbO, Mr = 223]
(2)
The diagram shows apparatus used to heat lead(II) carbonate.
Complete the diagram to show what needs to be added to the apparatus to test that the gas released is carbon dioxide.
(2)
Give the result of the test.
(1)
Silicon dioxide (SiO2) and carbon dioxide both contain covalent bonds.
Silicon dioxide is a solid with a high melting point. Carbon dioxide is a gas at room temperature.
Explain why silicon dioxide has a much higher melting point than carbon dioxide.
Refer to structure and bonding in your answer.
(6)
A student uses the reaction between zinc powder and dilute nitric acid to prepare some zinc nitrate crystals.
Complete the equation for the reaction by adding the state symbols.
(1)
State what the student would observe during this reaction.
(1)
In the preparation, the student adds an excess of zinc powder to some dilute nitric acid.
State why the student uses an excess of zinc powder.
(1)
Describe what the student should do next to obtain pure, dry crystals of zinc nitrate.
(5)
The formula for the zinc nitrate crystals is Zn(NO3)2.6H2O
When zinc nitrate crystals are heated, the products are zinc oxide, nitrogen dioxide (NO2), oxygen and water.
Complete the equation for this reaction.
(2)
A student uses this apparatus to find the heat energy change when ammonium nitrate dissolves in water to form a solution.
This is the student’s method.
• add 50 cm3 of distilled water to the polystyrene cup and record the initial temperature of the water
• add a known mass of ammonium nitrate to the polystyrene cup and stir the mixture until all the solid dissolves
• record the minimum temperature of the ammonium nitrate solution
Give two reasons why the student stirs the mixture.
(2)
The diagram shows the minimum temperature of the solution.
Complete the table by giving the missing information.
Give both values to the nearest 0.1 °C.
(2)
The student repeats the experiment, again using 50 cm3 water, and finds that the temperature change is 3.9 °C.
Show that the heat energy change, Q, in this experiment is about 800 J.
[c = 4.2 J / g / °C for the solution]
[mass = 1.0 g for 1.0 cm3 of solution]
(2)
The student uses 2.8 g of ammonium nitrate in this experiment.
Calculate the enthalpy change, Δ H, in kJ / mol.
Include a sign in your answer.
[for NH4NO3, Mr = 80]
ΔH =........ kJ / mol
(4)
Describe a test to show that the ammonium nitrate solution contains ammonium ions.
(3)
In another experiment the student adds anhydrous copper(II) sulfate to distilled water.
The table shows the student’s results.
Explain what the results show about the type of energy change that occurs when anhydrous copper(II) sulfate dissolves in water.
(2)
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