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Chemistry 8402/2 4
Paper 2 5
6
Tuesday 10 June 2014 1.30 pm to 3.00 pm
7
For this paper you must have:
a ruler TOTAL
a calculator
the periodic table (enclosed).
Time allowed
1 hour 30 minutes
A
Instructions
Use black ink or black ball-point pen.
Fill in the boxes at the top of this page.
Answer all questions.
You must answer the questions in the spaces provided. Do not write
outside the box around each page or on blank pages.
Do all rough work in this book. Cross through any work you do not want
to be marked.
Information
The marks for questions are shown in brackets.
The maximum mark for this paper is 90.
You are expected to use a calculator where appropriate.
You are reminded of the need for good English and clear presentation in
your answers.
Question 5(b) should be answered in continuous prose.
In this question you will be marked on your ability to:
use good English
organise information clearly
use specialist vocabulary where appropriate.
Advice
In all calculations, show clearly how you work out your answer.
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1 (a) Some metal carbonates break down when heated to produce carbon dioxide gas.
1 (a) (i) What name is given to a chemical reaction in which a compound breaks down when
heated?
Exothermic
Neutralisation
Thermal decomposition
1 (a) (ii) What is the name of the metal oxide produced when calcium carbonate is heated?
[1 mark]
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Limestone is obtained by
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1 (b) A student investigated the change in mass when metal carbonates are heated.
1 (b) (i) The equation for the reaction that takes place when copper carbonate is heated is:
Why is there a decrease in mass of the solid when copper carbonate is heated?
1 (b) (ii) When potassium carbonate is heated there is no change in the mass of the solid.
Suggest why.
[1 mark]
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1 (c) The student investigated the decomposition of metal carbonates using the apparatus
shown in Figure 1.
Figure 1
Rubber bung
Water
Metal
carbonate Measuring
cylinder
HEAT
The student measured the volume of gas collected after heating the metal carbonate for
5 minutes.
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Table 1
Magnesium carbonate 22 21 20
Iron carbonate 29 28 27
Rubidium carbonate 4 4 4
Zinc carbonate 24 22 0
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1 (c) (iii) The student tested the gases collected with limewater.
The gas collected when rubidium carbonate was heated strongly did not turn limewater
cloudy.
Explain why.
[2 marks]
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Figure 2
Water
Flask
Dilute
hydrochloric
acid
Copper
The students teacher said that this was because the substances in the flask
did not react.
2 (a) (i) Suggest why the substances in the flask did not react.
[1 mark]
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2 (a) (ii) Which two substances could the student have put in the flask to produce hydrogen
safely?
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Figure 3 shows the apparatus the student used to collect and measure the volume of
the hydrogen gas.
Figure 3
0 50 100
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2 (c) The student did the experiment four times. Her results are shown in Table 2.
Table 2
1 49
2 50
3 35
4 48
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2 (c) (ii) Calculate the mean volume of hydrogen collected in one minute.
[2 marks]
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2 (c) (iii) Give a reason why the experiment should be repeated several times.
[1 mark]
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2 (d) A teacher collected two tubes full of hydrogen gas, as shown in Figure 4.
Figure 4
Hydrogen gas
Tube A Tube B
She tested tube A with a lighted splint as soon as she took the bung out.
She tested tube B with a lighted splint a few seconds after taking the bung out.
2 (d) (i) Suggest why tube B gave a much louder pop than tube A.
[1 mark]
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2 (d) (ii) Complete and balance the chemical equation for the reaction that takes place when the
hydrogen reacts in this test.
[2 marks]
H2 + O2
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The student added different metals to copper sulfate solution and measured the
temperature change.
The more reactive the metal is compared with copper, the bigger the temperature
change.
Figure 5
Thermometer
Metal
3 (a) State three variables that the student must control to make his investigation a fair test.
[3 marks]
1 . ........................................................................................................................................
2 . ........................................................................................................................................
3 .........................................................................................................................................
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3 (b) Figure 6 shows the thermometer in one experiment before and after the student added
a metal to the copper sulfate solution.
Figure 6
C 35 C 35
30 30
25 25
20 20
15 15
Table 3
Change in temperature in C
...............
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3 (c) The student repeated the experiment three times with each metal.
Table 4
Mean
Metal temperature
change in C
Cobalt 4.5
Gold 0.0
Magnesium 10.0
Nickel 3.0
Silver 0.0
Tin 1.5
Figure 7
10
Mean 6
temperature
change in C
4
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3 (c) (ii) Why is a line graph not a suitable way of showing the results?
[1 mark]
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3 (c) (iii) Use the results to work out which metal is the most reactive.
Reason ..............................................................................................................................
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3 (c) (iv) Explain why there was no temperature change when silver metal was added to the
copper sulfate solution.
[2 marks]
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3 (c) (v) It is not possible to put all six metals in order of reactivity using these results.
Suggest how you could change the experiment to be able to put all six metals into order
of reactivity.
[2 marks]
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Write a word equation for the reaction of iron with oxygen and water.
[1 mark]
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Figure 8
Iron wool
50
40
Burette
30
Air
20
10
0
Water
The water level in the burette slowly went up and then stopped rising.
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Figure 9 shows the water level in the burette at the start of the experiment and after a
few days.
Figure 9
25 33
24 32
4 (b) (i) Complete Table 5 to show the reading on the burette after a few days.
[1 mark]
Table 5
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4 (b) (iii) The percentage of air that is oxygen can be calculated using the equation:
The student cannot use his results to calculate the correct percentage of air that is
oxygen.
Explain why.
[2 marks]
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Figure 10
Rubber bung
Thread
Nail
Water
The student repeated the experiment at different temperatures using a new, identical,
nail each time.
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Figure 11
0.20
0.15
Increase in
mass of nail
in g 0.10
0.05
0.00
0 10 20 30 40 50 60 70 80
Temperature in C
4 (c) (i) Why does the mass of the nail increase when it rusts?
[1 mark]
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4 (c) (ii) Use the graph to describe the relationship between the temperature and the increase in
mass of the nail.
[3 marks]
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4 (c) (iii) The increase in mass of the nail after 3 days is a measure of the rate of rusting.
The students graph does not correctly show how increasing the temperature above
42 C changes the rate of rusting.
How could the experiment be changed to show the effect of temperatures above 42 C
on the rate of rusting?
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Figure 12
100
90
80
Relative
electrical 70
conductivity
60
50
40
0.0 0.2 0.4 0.6 0.8 1.0
Percentage of impurities in copper
The 99% pure copper produced by smelting is purified to 99.9999% pure copper by
electrolysis.
Use values from the graph to explain why copper is purified to 99.9999%.
[2 marks]
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5 (b) In this question you will be assessed on using good English, organising
information clearly and using specialist terms where appropriate.
Copper extraction
World demand for copper for the year 2011 was about 20 million tonnes.
Most of the copper used is obtained from copper ores, which are mined.
The copper ore chalcopyrite is heated in a furnace to produce copper sulfide, CuS
Air is then blown through the hot copper sulfide, to produce copper and sulfur dioxide.
CuS + O2 Cu + SO2
Use the information in the box and your own knowledge and understanding to justify
the scientists statement.
[6 marks]
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5 (c) Phytomining is used to obtain copper from land that contains very low percentages of
copper compounds.
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Calcium chloride can be made by reacting dilute hydrochloric acid with either solid
calcium oxide or solid calcium carbonate.
6 (a) Name the type of reaction that takes place when dilute hydrochloric acid reacts with
calcium oxide.
[1 mark]
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6 (b) Write a balanced symbol equation for the reaction of dilute hydrochloric acid with
calcium oxide.
[2 marks]
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6 (c) A student added solid calcium oxide to dilute hydrochloric acid in a beaker.
The student added solid calcium carbonate to dilute hydrochloric acid in another beaker.
Describe one difference between the two reactions that the student would see.
[1 mark]
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6 (d) Describe how crystals of calcium chloride can be made from calcium carbonate and
dilute hydrochloric acid.
[4 marks]
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6 (e) (i) Describe what the student would see if the salt contained calcium ions.
[2 marks]
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6 (e) (ii) Why does the result you have described in part (e)(i) not prove that the salt contains
calcium ions?
[1 mark]
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6 (e) (iii) Describe an additional test the student could do that would prove the salt contains
calcium ions.
[2 marks]
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7 (a) (ii) Complete combustion of ethanol produces carbon dioxide and water.
C2H5OH + .......................................................................................................................
7 (a) (iii) Explain, in terms of bond breaking and bond forming, why the combustion of ethanol is
exothermic.
[3 marks]
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7 (b) A group of students investigated the amount of energy given out when different
alcohols are burned. The students used the apparatus shown in Figure 13.
Figure 13
Thermometer
Calorimeter
50 g of water
Alcohol
7 (b) (i) The energy used to heat the water, Q, can be found using the equation:
Q = m c T
Calculate the heat energy, in joules, given out by burning 0.85 g of the alcohol.
Assume that all of the heat energy given out by burning the alcohol is used to heat the
water (specific heat capacity of water = 4.2 J / g / C).
[2 marks]
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7 (b) (ii) Use your answer to part (b)(i) and the fact that 0.85 g of alcohol were burned to
calculate the heat energy that would be given out by 1 g of alcohol.
If you could not answer part (b)(i), use 3000 J as the heat energy given out by burning
0.85 g of the alcohol. This is not the correct answer to part (b)(i).
[1 mark]
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7 (c) Another group of students investigated the amount of heat energy given out when
different alcohols are burned. They used a different, better, set of apparatus than the
first group of students.
They used the results from their investigation to calculate the heat energy given out by
burning 1 g of each alcohol.
They used a data book to find the theoretical amount of heat energy 1 g of each alcohol
should have given out when burned completely.
The students recorded their experimental results and the theoretical values in Table 6.
Table 6
Theoretical
Experimental
Number of amount of
amount of heat
carbon atoms in heat energy
Name of alcohol energy given
one molecule of given out when
out when 1 g is
alcohol 1 g is burned
burned in kJ
completely in kJ
7 (c) (i) What is the relationship between the number of carbon atoms in one molecule of the
alcohol and the heat energy given out when the alcohol is burned?
[1 mark]
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7 (c) (ii) Suggest one reason why the students experimental results are lower than the
theoretical values.
[1 mark]
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7 (c) (iii) The students observed that as the number of carbon atoms in one molecule of the
alcohol increased:
the flame was more orange
more carbon was left on the bottom of the calorimeter.
Suggest why.
[1 mark]
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7 (c) (iv) The heat energy given out when 1 g of ethanol (C2H5OH) is burned is 29.7 kJ.
Calculate the heat energy, in kilojoules, that will be given out when 1 mole of ethanol is
burned.
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END OF QUESTIONS
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Permission to reproduce all copyright material has been applied for. In some cases, efforts to contact copyright-holders have been unsuccessful and
AQA will be happy to rectify any omissions of acknowledgements in future papers if notified.
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