The diagram shows the electronic configuration of an atom of an element.
Name the part of the atom that contains the protons and neutrons.
(1)
Give the number of protons in this atom.
(1)
Give the number of the group that contains this element.
(1)
Give the number of the period that contains this element.
(1)
Give the charge on the ion formed from this atom.
(1)
The box shows some changes of state.
The table lists some physical changes.
Complete the table using words from the box to show the change of state for each physical change.
(4)
A student plans to obtain salt crystals from a mixture of salt and sand.
The student adds pure water to the mixture to dissolve the salt.
State two things the student could do to make the salt dissolve quickly.
(2)
State what the student should do next to separate the sand from the salt solution.
(1)
Describe how the student can obtain pure dry crystals of salt from the salt solution.
(4)
Crude oil is an important source of organic compounds.
The diagram shows how crude oil can be separated into fractions by fractional distillation.
State what happens to the crude oil when it is in X.
(1)
Give the name of fraction E.
(1)
One of the compounds in fraction D is tridecane (C13H28) which can be cracked to form shorter-chain hydrocarbons.
State the catalyst and temperature used in this cracking reaction.
catalyst
(2)
temperature
The equation shows an example of a catalytic cracking reaction.
Give two reasons why this reaction is important.
(2)
Sulfur is an impurity in crude oil. Explain why this is a problem for the environment.
(3)
A student uses the reaction between iron and oxygen to find the percentage of oxygen in air.
The diagram shows the apparatus the student uses.
State why the iron powder needs to be wet.
(1)
State the colour of the compound formed in the reaction between iron and oxygen.
(1)
Give the formula of the compound formed.
(1)
Explain the advantage of using iron powder rather than pieces of iron.
(2)
The syringe in the diagram shows the reading at the end of the experiment.
Complete table 1 to show the readings on the syringe.
Give both values to the nearest 1 cm3.
(2)
The student repeats the experiment and obtains a different set of results.
Table 2 shows these results.
Use the results from table 2 to calculate the percentage by volume of oxygen in the air.
(3)
This question is about alkanes and alkenes.
The alkane C5H12 has three isomers.
Calculate the relative formula mass (Mr) of C5H12
(1)
This is the displayed formula of one of the isomers.
H H H H H
Give the name of this isomer.
(1)
Draw the displayed formulae of the other two isomers.
Isomer 1
Isomer 2
(2)
Ethane (C2H6) and ethene (C2H4) both react with bromine.
Describe the differences in the reactions of ethane and ethene with bromine.
Refer to the conditions, the products and the types of reaction involved.
(5)
A student uses this apparatus to investigate the reaction between magnesium and dilute hydrochloric acid.
The word equation for the reaction is
magnesium + hydrochloric acid 
magnesium chloride + hydrogen
Complete the chemical equation for this reaction.
(1)
Give the test for hydrogen.
(1)
The student uses 0.090 g of magnesium and 0.025 mol of hydrochloric acid.
Show by calculation that the hydrochloric acid is in excess.
(2)
The student measures the volume of hydrogen collected at regular intervals until the reaction stops.
The table shows the student’s results.
| Time in s | 0 | 15 | 30 | 45 | 60 | 75 |
| Volume of hydrogen in cm3 | 0 | 40 | 68 | 80 | 88 | 88 |
Plot the student’s results.
(1)
Draw a curve of best fit.
(1)
Determine the volume of hydrogen collected in the first 10 seconds.
Show on the graph how you obtained your answer.
(2)
Explain why the rate of reaction is greatest at the start of the reaction.
(2)
The student repeats the experiment at a temperature 5 °C higher than the original temperature.
All other conditions are kept the same.
On the grid, draw the curve you would expect the student to obtain.
(2)
Explain, in terms of particle collision theory, how increasing the temperature affects the rate of reaction.
(3)
This question is about copper and copper compounds.
A sample of copper contains two isotopes.
• Cu-63 with relative abundance 69.5%
• Cu-65 with relative abundance 30.5%
State what is meant by the term isotopes.
(2)
Calculate the relative atomic mass (Ar) of this sample of copper.
Give your answer to three significant figures.
(3)
When copper(II) carbonate is heated, copper(II) oxide and carbon dioxide are formed.
What is the name of this type of reaction?
(1)
Which colour change occurs during this reaction?
(1)
A student uses this apparatus to find the value of x in the formula CuSO4.xH2O
This is the student’s method.
• find the mass of an empty boiling tube
• add hydrated copper(II) sulfate to the tube and record the new mass
• heat the hydrated copper(II) sulfate until it changes colour
• allow the tube to cool and record the mass again
The table shows the student’s results.
Calculate the mass of CuSO4 formed.
(1)
Calculate the mass of water formed.
(1)
Show that the value of x is approximately 4
[Mr of CuSO4 = 159.5 Mr of H2O = 18]
(3)
The actual value of x is 5
Give a reason why the calculated value of x is lower than the actual value.
(1)
Diamond and graphite are giant covalent structures made of carbon atoms.
The diagram shows their structures.
Discuss the differences between diamond and graphite.
Refer to structure and bonding, electrical conductivity and hardness in your answer.
(6)
C60 fullerene is a simple molecular substance made of 60 carbon atoms.
The diagram shows its structure.
The table shows the approximate melting points of diamond, graphite and C60 fullerene.
| Substance | Approximate melting point in °C |
| diamond | 4000 |
| graphite | 3600 |
| C60 fullerene | 600 |
Explain why C60 fullerene has a much lower melting point than diamond and graphite.
(4)
This question is about the oxides of lead.
Yellow lead oxide (PbO) can be reacted with hydrogen to produce lead.
Complete the equation for the reaction by adding the missing state symbols.
(1)
What is the charge on the lead ion in PbO?
(1)
Explain why the reaction of yellow lead oxide with hydrogen is a redox reaction.
(2)
Describe a physical test to show that the water produced in this reaction is pure.
(2)
When red lead oxide (Pb3O4) is heated, yellow lead oxide forms.
The equation for the reaction is
A scientist heats a known mass of red lead oxide in a crucible in a fume cupboard.
The scientist leaves the crucible to cool, then records the total mass of the crucible and its contents.
Describe what the scientist should do next to make sure that all the red lead oxide has reacted.
(2)
The red lead oxide used in the reaction has a mass of 5.48 g.
Calculate the maximum mass of yellow lead oxide that could form.
[Mr of Pb3O4 = 685 Mr of PbO = 223]
(3)
This question is about ammonia and ammonium compounds.
Ammonia (NH3) is a simple covalent molecule.
Draw a dot-and-cross diagram to show the bonding in a molecule of ammonia.
(2)
The table shows the names and formulae of some ammonium compounds.
| Name ammonium sulfate | ammonium carbonate |
| Formula (NH4)2SO4 NH4Cl |
Complete the table by giving the missing information.
(2)
When ammonia reacts with sulfuric acid, ammonium sulfate is formed.
Write a chemical equation for this reaction.
(1)
Describe a test for ammonium ions.
(3)
The table gives some information about ammonia and ammonium compounds.
| Name | Formula | Percentage of nitrogen (%) | Approximate pH in solution |
| ammonia | NH3(g) | 82 | 11 |
| ammonium nitrate | NH4NO3(s) | 5.5 | |
| ammonium sulfate | (NH4)2SO4(s) | 21 | 5.5 |
Calculate the percentage of nitrogen in ammonium nitrate.
[Mr of NH4NO3 = 80]
(2)
Fertilisers add nitrogen to the soil to help plants grow.
Ammonia and ammonium sulfate can both be used as fertilisers.
Discuss the advantages and disadvantages of using each of these compounds as fertilisers.
Use information from the table in your answer.
[pH of rainwater is approximately 5.6]
(4)
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