Triple Paper 1 Revision Pack

Year 11 Triple Science Chemistry Paper 1 PPQs
Contents
4.1 Atomic structure and the periodic table .......................................................................................................... 2
4.1.1 A simple model of the atom, symbols, relative atomic mass, electronic charge and isotopes .............. 2
4.1.2 The periodic table ....................................................................................................................................... 6
4.1.3 Properties of transition metals (chemistry only) .................................................................................... 9
4.2 Bonding, structure, and the properties of matter ......................................................................................... 14
4.2.1 Chemical bonds, ionic, covalent and metallic ........................................................................................ 14
4.2.2 How bonding and structure are related to the properties of substances ................................................. 19
4.2.3 Structure and bonding of carbon .............................................................................................................. 23
4.2.4 Bulk and surface properties of matter including nanoparticles (chemistry only)................................. 27
4.3 Quantitative chemistry .................................................................................................................................... 29
4.3.1 Chemical measurements, conservation of mass and the quantitative interpretation of chemical
equations .......................................................................................................................................................... 29
4.3.2 Use of amount of substance in relation to masses of pure substances ................................................ 32
4.3.3 Yield and atom economy of chemical reactions (chemistry only) ..................................................... 37
4.3.4 Using concentrations of solutions in mol/dm3 (chemistry only) (HT only) ....................................... 41
4.3.5 Use of amount of substance in relation to volumes of gases (chemistry only) (HT only) ................ 45
4.4 Chemical changes ........................................................................................................................................... 52
4.4.1 Reactivity of metals ............................................................................................................................. 52
4.4.2 Reactions of acids ................................................................................................................................ 57
4.4.3 Electrolysis ............................................................................................................................................... 62
4.5 Energy changes ............................................................................................................................................... 69
4.5.1 Exothermic and endothermic reactions.................................................................................................. 69
4.5.2 Chemical cells and fuel cells (chemistry only) ........................................................................................ 73
Page 1 of 115
4.1 Atomic structure and the periodic table
4.1.1 A simple model of the atom, symbols, relative atomic mass, electronic charge
and isotopes
Standard demand Q1.

This question is about atomic structure and the periodic table.
Gallium (Ga) is an element that has two isotopes.
(a) Give the meaning of ‘isotopes’.
You should answer in terms of subatomic particles.
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(2)
(b) The table below shows the mass numbers and percentage abundances of the
isotopes of gallium.
Mass Percentage abundance

number (%)
69 60
71 40
Calculate the relative atomic mass (Ar) of gallium.
Give your answer to 1 decimal place.
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Relative atomic mass (1 decimal place) = _______________

(2)
Page 2 of 115
Gallium (Ga) is in Group 3 of the modern periodic table.
(c) Give the numbers of electrons and neutrons in an atom of the isotope
Number of electrons ______________
Number of neutrons ______________

(2)
(d) What is the most likely formula of a gallium ion?
Tick (✓) one box.
Ga+
Ga–
Ga3+
Ga3–
(1)
(e) Gallium was discovered six years after Mendeleev published his periodic table.
Give two reasons why the discovery of gallium helped Mendeleev’s periodic table to
become accepted.
1 _________________________________________________________________
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2 _________________________________________________________________
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(2)
(Total 9 marks)
Page 3 of 115
High demand Q2.
This question is about Group 1 elements.
(a) Give two observations you could make when a small piece of potassium is added to
water.
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2 _________________________________________________________________
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(2)
(b) Complete the equation for the reaction of potassium with water.
You should balance the equation.
K + H2O → +
(2)
(c) Explain why the reactivity of elements changes going down Group 1.
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(4)
Page 4 of 115
Sodium reacts with oxygen to produce the ionic compound sodium oxide.
Oxygen is a Group 6 element.
(d) Draw a dot and cross diagram to show what happens when atoms of sodium and
oxygen react to produce sodium oxide.
Diagram
(4)
(e) Why is oxygen described as being reduced in the reaction between sodium and
oxygen?
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(1)
(f) Explain why sodium oxide has a high melting point.
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(3)
(Total 16 marks)
Page 5 of 115
4.1.2 The periodic table
Standard demand Q3.

This question is about the periodic table.
In the 19th century, some scientists tried to classify the elements by arranging them in
order of their atomic weights.
The figure below shows the periodic table Mendeleev produced in 1869.
His periodic table was more widely accepted than previous versions.
(a) The atomic weight of tellurium (Te) is 128 and that of iodine (I) is 127
Why did Mendeleev reverse the order of these two elements?
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(1)
(b) Mendeleev left spaces marked with an asterisk *
He left these spaces because he thought missing elements belonged there.
Why did Mendeleev’s periodic table become more widely accepted than previous
versions?
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(3)
Page 6 of 115
(c) Mendeleev arranged the elements in order of their atomic weight.
What is the modern name for atomic weight?
Tick (✓) one box.
Atomic number
Mass number
Relative atomic mass
Relative formula mass
(1)
(d) Complete the sentence.
In the modern periodic table, the elements are arranged in order of
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(1)
Chlorine, iodine and astatine are in Group 7 of the modern periodic table.
(e) Astatine (At) is below iodine in Group 7.
Predict:
• the formula of an astatine molecule

• the state of astatine at room temperature.
Formula of astatine molecule ____________________________
State at room temperature ______________________________

(2)
(f) Sodium is in Group 1 of the modern periodic table.
Describe what you would see when sodium reacts with chlorine.
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(2)
(Total 10 marks)
Page 7 of 115
High demand Q4.
This question is about the development of scientific theories.
The diagram below shows a timeline of some important steps in the development of the
model of the atom.
(a) The plum pudding model did not have a nucleus.
Describe three other differences between the nuclear model of the atom and the
plum pudding model.
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2 _________________________________________________________________
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3 _________________________________________________________________
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(3)
(b) Niels Bohr adapted the nuclear model.
Describe the change that Bohr made to the nuclear model.
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(2)
Page 8 of 115
(c) Mendeleev published his periodic table in 1869.
Mendeleev arranged the elements in order of atomic weight.
Mendeleev then reversed the order of some pairs of elements.
A student suggested Mendeleev’s reason for reversing the order was to arrange the
elements in order of atomic number.
Explain why the student’s suggestion cannot be correct.
Use the diagram above.
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(2)
(d) Give the correct reason why Mendeleev reversed the order of some pairs of
elements.
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(1)
(Total 8 marks)
4.1.3 Properties of transition metals (chemistry only)
Standard demand Q5.

This question is about metals and the reactivity series.
(a) Which two statements are properties of most transition metals?
Tick (✓) two boxes.
They are soft metals.
They form colourless compounds.
They form ions with different charges.
They have high melting points.
They have low densities.
Page 9 of 115
(2)
(b) A student added copper metal to colourless silver nitrate solution.
The student observed:

• pale grey crystals forming
• the solution turning blue.
Explain how these observations show that silver is less reactive than copper.
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(3)
(c) A student is given three metals, X, Y and Z to identify.
The metals are magnesium, iron and copper.
Plan an investigation to identify the three metals by comparing their reactions with
dilute hydrochloric acid.
Your plan should give valid results.
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(4)
Page 10 of 115
(d) Metal M has two isotopes.
The table below shows the mass numbers and percentage abundances of the
isotopes.
Mass number Percentage abundance (%)
203 30
205 70
Calculate the relative atomic mass (Ar) of metal M.
Give your answer to 1 decimal place.
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Relative atomic mass (1 decimal place) = _______________

(2)
(Total 11 marks)
High demand Q6.

A student investigated how a change in concentration affects the rate of the reaction
between zinc powder and sulfuric acid.
The equation for the reaction is:
Zn(s) + H2SO4(aq) → ZnSO4(aq) + H2(g)
This is the method used.
1. Pour 50 cm3 of sulfuric acid of concentration 0.05 mol/dm3 into a conical flask.
2. Add 0.2 g of zinc powder to the conical flask.
3. Put the stopper in the conical flask.
4. Measure the volume of gas collected every 30 seconds for 5 minutes.
5. Repeat steps 1 to 4 with sulfuric acid of concentration 0.10 mol/dm3
Figure 1 shows the apparatus used.
Page 11 of 115
Figure 1
(a) The student made an error in setting up the apparatus in Figure 1.
What error did the student make?
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(1)
The student corrected the error.
Figure 2 shows the student’s results.
Figure 2
Page 12 of 115
(b) Explain why the lines of best fit on Figure 2 become horizontal.
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(2)
(c) How does Figure 2 show that zinc powder reacts more slowly with 0.05 mol/dm3
sulfuric acid than with 0.10 mol/dm3 sulfuric acid?
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(1)
Page 13 of 115
(d) Determine the rate of the reaction for 0.05 mol/dm3 sulfuric acid at 80 seconds.
Show your working on Figure 2.
Give your answer to 2 significant figures.
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Rate of reaction (2 significant figures) = _______________ cm3/s

(5)
(e) The activation energy for the reaction between zinc and sulfuric acid is lowered if a
solution containing metal ions is added.
What is the most likely formula of the metal ions added?
Tick (✓) one box.
Al3+
Ca2+
Cu2+
Na+
(1)
(Total 10 marks)
4.2 Bonding, structure, and the properties of matter
4.2.1 Chemical bonds, ionic, covalent and metallic
Standard demand Q7.

This question is about carbon and its compounds.
Fullerenes are molecules of carbon atoms.
The first fullerene to be discovered was Buckminsterfullerene (C60).
(a) What shape is a Buckminsterfullerene molecule?
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Page 14 of 115
(1)
(b) Give one use of a fullerene.
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(1)
Propanone is a compound of carbon, hydrogen and oxygen.
Figure 1 shows the dot and cross for a propanone molecule.
Figure 1
(c) Complete Figure 2 to show a propanone molecule.
Use a line to represent each single bond.
Use Figure 1.
Figure 2
(1)
(d) Determine the molecular formula of propanone.
Use Figure 1.
Molecular formula = _______________

(1)
Page 15 of 115
(e) Propanone is a liquid with a low boiling point.
Why does propanone have a low boiling point?
Tick (✓) one box.
The covalent bonds are strong.
The covalent bonds are weak.
The intermolecular forces are strong.
The intermolecular forces are weak.
(1)
(f) Figure 3 represents the structure of graphite.
Figure 3
Explain why graphite is:

• a good electrical conductor
• soft and slippery.
You should answer in terms of structure and bonding.
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Page 16 of 115
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(6)
(Total 11 marks)
High demand Q8.

This question is about ammonia, NH3
(a) Complete the dot and cross diagram for the ammonia molecule shown in Figure 1.
Show only the electrons in the outer shell of each atom.
Figure 1
(2)
(b) Give one limitation of using a dot and cross diagram to represent an ammonia
molecule.
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(1)
(c) Explain why ammonia has a low boiling point.
You should refer to structure and bonding in your answer.
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Page 17 of 115
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(3)
Ammonia reacts with oxygen in the presence of a metal oxide catalyst to produce nitrogen
and water.
(d) Which metal oxide is most likely to be a catalyst for this reaction?
Tick (✓) one box.
CaO
Cr2O3
MgO
Na2O
(1)
Figure 2 shows the displayed formula equation for the reaction.
Figure 2
The table shows some bond energies.
Bond
Bond energy in
391 498 945 464
kJ/mol
(e) Calculate the overall energy change for the reaction.
Use Figure 2 and the table.
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Overall energy change = ________________________ kJ/mol
Page 18 of 115
(3)
(f) Explain why the reaction between ammonia and oxygen is exothermic.
Use values from your calculation in part (e).
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(2)
(g) Figure 3 shows the reaction profile for the reaction between ammonia and oxygen.
Complete Figure 3 by labelling the:
• activation energy
• overall energy change.
Figure 3
(2)
(Total 14 marks)
4.2.2 How bonding and structure are related to the properties of substances
Standard demand Q9.
Page 19 of 115
This question is about structure and bonding.
(a) Which two substances have intermolecular forces between particles?
Tick (✓) two boxes.
Diamond
Magnesium
Poly(ethene)
Sodium chloride
Water
(2)
(b) The table below shows the structures of three compounds.
Compound Structure
Carbon dioxide
Magnesium
oxide
Silicon dioxide
Compare the structure and bonding of the three compounds:

• carbon dioxide
• magnesium oxide
Page 20 of 115
• silicon dioxide.
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(6)
(Total 8 marks)
High demand Q10.

This question is about metals.
(a) The table below shows information about four substances.
Does it conduct Does it conduct

Melting Boiling
Substance electricity in the electricity in the
point in °C point in °C
solid state? liquid state?
A –117 79 No No
B 801 1413 No Yes
C 1535 2750 Yes Yes
D 1610 2230 No No
Which substance could be a metal?
Tick (✓) one box.
A B C D
(1)
Page 21 of 115
(b) Explain why alloys are harder than pure metals.
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(3)
(c) A student wants to compare the reactivity of an unknown metal, Q, with that of zinc.
Both metals are more reactive than silver.
The student is provided with:

• silver nitrate solution
• metal Q powder
• zinc powder
• a thermometer
• normal laboratory equipment.
No other chemicals are available.
Describe a method the student could use to compare the reactivity of metal Q with
that of zinc.
Your method should give valid results.
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Page 22 of 115
(4)
(Total 8 marks)
4.2.3 Structure and bonding of carbon
Standard demand Q11.

This question is about materials and their properties.
(a) Figure 1 shows a carbon nanotube.
Figure 1
The structure and bonding in a carbon nanotube are similar to graphene.
Carbon nanotubes are used in electronics because they conduct electricity.
Explain why carbon nanotubes conduct electricity.
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(2)
(b) Figure 2 shows a badminton racket.
Figure 2
The following table shows some properties of materials.
Page 23 of 115
The materials could be used to make badminton racket frames.
Relative Relative
Material Density in g/cm3
strength stiffness
Aluminium 2.7 0.3 69
Carbon nanotube 1.5 60 1000
Wood 0.71 0.1 10
Evaluate the use of the materials to make badminton racket frames.
Use the table above.
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(4)
Zinc oxide can be produced as nanoparticles and as fine particles.
(c) A nanoparticle of zinc oxide is a cube of side 82 nm
Figure 3 represents a nanoparticle of zinc oxide.
Figure 3
Page 24 of 115
Calculate the surface area of a nanoparticle of zinc oxide.
Give your answer in standard form.
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Surface area = __________________________ nm2

(1)
(d) Some suncreams contain zinc oxide as nanoparticles or as fine particles.
Suggest one reason why it costs less to use nanoparticles rather than fine particles
in suncreams.
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(1)
(Total 10 marks)
High demand Q12.

This question is about structure and bonding.
(a) Complete the dot and cross diagram to show the covalent bonding in a nitrogen
molecule, N2
Show only the electrons in the outer shell.
(2)
(b) Explain why nitrogen is a gas at room temperature.
Answer in terms of nitrogen’s structure.
Page 25 of 115
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(3)
(c) Graphite and fullerenes are forms of carbon.
Graphite is soft and is a good conductor of electricity.
Explain why graphite has these properties.
Answer in terms of structure and bonding.
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(4)
(d) Figure 1 shows a model of a Buckminsterfullerene molecule.
A lubricant is a substance that allows materials to move over each other easily.
Suggest why Buckminsterfullerene is a good lubricant.
Use Figure 1.
Page 26 of 115
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(2)
Silver can form cubic nanocrystals.
Figure 2 represents a silver nanocrystal.
(e) A silver nanocrystal is a cube of side 20 nm
Calculate the surface area to volume ratio of the nanocrystal.
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Surface area to volume ratio = ____________________

(3)
(f) Silver nanoparticles are sometimes used in socks to prevent foot odour.
Suggest why it is cheaper to use nanoparticles of silver rather than coarse particles
of silver.
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(2)
(Total 16 marks)
4.2.4 Bulk and surface properties of matter including nanoparticles (chemistry only)
Page 27 of 115
The article gives some information about graphene.
Nanotunes!
Carbon can be made into nano-thin, strong sheets called

graphene.
A graphene sheet is a single layer of graphite.
Graphene conducts electricity and is used in loudspeakers.
The picture shows the structure of graphene.
© 7immy/iStock
(a) Use the picture and your knowledge of bonding in graphite to:
(i) explain why graphene is strong;
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(3)
(ii) explain why graphene can conduct electricity.
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Page 28 of 115
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(2)
(b) Graphite is made up of layers of graphene.
Explain why graphite is a lubricant.
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(2)
(Total 7 marks)
4.3 Quantitative chemistry
4.3.1 Chemical measurements, conservation of mass and the quantitative
interpretation of chemical equations

This question is about the extraction of metals.
Element R is extracted from its oxide by reduction with hydrogen.
3 H2 + RO3 → R + 3 H2O
(a) The sum of the relative formula masses (Mr) of the reactants (3 H2 + RO3) is 150
Calculate the relative atomic mass (Ar) of R.
Relative atomic masses (Ar): H = 1 O = 16
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Relative atomic mass (Ar) of R = _______________

(2)
(b) Identify element R.
You should use:

• your answer to part (a)
• the periodic table.
Identity of R = _______________
Page 29 of 115
(1)
(c) Carbon is used to extract tin (Sn) from tin oxide (SnO2).
SnO2 + C → Sn + CO2
Calculate the percentage atom economy for extracting tin in this reaction.
Relative atomic masses (Ar): C = 12 O = 16 Sn = 119
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Percentage atom economy = _______________ %

(3)
(d) Tungsten (W) is a metal.
Tungsten is extracted from tungsten oxide (WO3).
All other solid products from the extraction method must be separated from the
tungsten.
The table below shows information about three possible methods to extract tungsten
from tungsten oxide.
Relative cost of
Method Reactant Products
reactant
Tungsten solid
Carbon dioxide gas
1 Carbon Low
Tungsten carbide
solid
Tungsten solid
2 Hydrogen High
Water vapour
Tungsten solid Iron

3 Iron Low
oxide solid
Evaluate the three possible methods for extracting tungsten from tungsten oxide.
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Page 30 of 115
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(4)
(Total 10 marks)
High demand Q15.

This question is about displacement reactions.
(a) The displacement reaction between aluminium and iron oxide has a high activation
energy.
What is meant by ‘activation energy’?
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(1)
(b) A mixture contains 1.00 kg of aluminium and 3.00 kg of iron oxide.
2 Al + Fe2O3 → 2 Fe + Al2O3
Show that aluminium is the limiting reactant.
Relative atomic masses (Ar): O = 16 Al = 27 Fe = 56
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Page 31 of 115
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(4)
Magnesium displaces zinc from zinc sulfate solution.
(c) Complete the ionic equation for the reaction.
You should include state symbols.
Mg(s) + Zn2+(aq) → _________ + _________

(2)
(d) Explain why the reaction between magnesium atoms and zinc ions is both oxidation
and reduction.
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(2)
(Total 9 marks)
4.3.2 Use of amount of substance in relation to masses of pure substances

This question is about metal compounds.
(a) Lithium reacts with chlorine to produce lithium chloride.
When lithium atoms and chlorine atoms react to produce lithium chloride, lithium
ions and chloride ions are formed.
The diagram shows the electronic structures of the atoms and ions.
The symbols o and x are used to represent electrons.
Page 32 of 115
Describe what happens when a lithium atom reacts with a chlorine atom.
Answer in terms of electrons.
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(4)
Zinc sulfate can be made by two methods.
The equations for the two methods are:
Method 1: ZnO + H2SO4 ⟶ ZnSO4 + H2O
Method 2: ZnCO3 + H2SO4 ⟶ ZnSO4 + H2O + CO2
Page 33 of 115
(b) Calculate the percentage atom economy for making zinc sulfate in Method 1.
Use the equation:
percentage atom economy =
Relative formula masses (Mr): ZnO = 81 H2SO4 = 98 ZnSO4 = 161
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Percentage atom economy = ____________________ %

(3)
(c) Method 1 gives a higher percentage atom economy for making zinc sulfate than
Method 2.
Give a reason why it is important to use a reaction with a high atom economy.
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(1)
(d) A student uses 50 cm 3 of a zinc sulfate solution of 80 g/dm 3
What mass of zinc sulfate is dissolved in 50 cm 3 of this zinc sulfate solution?
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Mass = ____________________ g
(2)
(Total 10 marks)
Page 34 of 115
High demand Q17.
This question is about salts.
(a) Name the salt produced by the neutralisation of hydrochloric acid with potassium
hydroxide.
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(1)
(b) Write an ionic equation for the neutralisation of hydrochloric acid with potassium
hydroxide.
_____ + _____ → __________

(1)
(c) Soluble salts can be produced by reacting dilute hydrochloric acid with an insoluble
solid.
Copper, copper carbonate and copper oxide are insoluble solids.
Which of these insoluble solids can be used to make a copper salt by reacting the
solid with dilute hydrochloric acid?
Tick (✓) one box.
Copper and copper carbonate only
Copper and copper oxide only
Copper carbonate and copper oxide

only
Copper, copper carbonate and copper

oxide
(1)
A student makes crystals of magnesium sulfate.

1. Add sulfuric acid to a beaker.
2. Warm the sulfuric acid.
3. Add a spatula of magnesium oxide to the beaker.
4. Stir the mixture.
5. Repeat steps 3 and 4 until there is magnesium oxide remaining in the beaker.
6. Filter the mixture.
7. Evaporate the filtrate gently until crystals start to form.
8. Leave the solution to finish crystallising.
(d) Give one reason for:

• step 2
Page 35 of 115
• step 5
• step 6.
Step 2 _____________________________________________________________
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Step 6 _____________________________________________________________
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(3)
(e) How should the filtrate be evaporated gently in step 7?
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(1)
(f) Iron chloride is produced by heating iron in chlorine gas.
2 Fe + 3 Cl2 → 2 FeCl3
Calculate the volume of chlorine needed to react with 14 g of iron.
You should calculate:

• the number of moles of iron used
• the number of moles of chlorine that react with 14 g of iron
• the volume of chlorine needed.
Relative atomic mass (Ar): Fe = 56
The volume of 1 mole of gas = 24 dm3
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Volume of chlorine = _______________dm3

(3)
(Total 10 marks)
Page 36 of 115
4.3.3 Yield and atom economy of chemical reactions (chemistry only)

This question is about silver iodide.
Silver iodide is produced in the reaction between silver nitrate solution and sodium iodide
solution.
AgNO3(aq) + NaI(aq) → AgI(s) + NaNO3(aq)
(a) A student investigated the law of conservation of mass.

1. Pour silver nitrate solution into a beaker labelled A.
2. Pour sodium iodide solution into a beaker labelled B.
3. Measure the masses of both beakers and their contents.
4. Pour the solution from beaker B into beaker A.
5. Measure the masses of both beakers and their contents again.
The table below shows the student’s results.
Mass before Mass after mixing

mixing in g in g
Beaker A and
78.26 108.22
contents
Beaker B and
78.50 48.54
contents
Explain how the results demonstrate the law of conservation of mass.
You should use data from table above in your answer.
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(2)
(b) Suggest how the student could separate the insoluble silver iodide from the mixture
at the end of the reaction.
___________________________________________________________________
___________________________________________________________________
(1)
Page 37 of 115
The student purified the separated silver iodide.

1. Rinse the silver iodide with distilled water.
2. Warm the silver iodide.
(c) Suggest one impurity that was removed by rinsing with water.
___________________________________________________________________
___________________________________________________________________
(1)
(d) Suggest why the student warmed the silver iodide.
___________________________________________________________________
___________________________________________________________________
(1)
(e) Calculate the percentage atom economy for the production of silver iodide in this
reaction.
AgNO3(aq) + NaI(aq) → AgI(s) + NaNO3(aq)
Relative formula masses:
(Mr): AgNO3 = 170 NaI = 150 AgI = 235 NaNO3 = 85
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Percentage atom economy (3 significant figures) = _______________ %

(4)
(f) Give one reason why reactions with a high atom economy are used in industry.
___________________________________________________________________
___________________________________________________________________
Page 38 of 115
(1)
(Total 10 marks)
High demand Q19.

Titanium is a transition metal.
Titanium is extracted from titanium dioxide in a two-stage industrial process.
Stage 1 TiO2 + 2 C + 2 Cl2 ⟶ TiCl4 + 2 CO
Stage 2 TiCl4 + 4 Na ⟶ Ti + 4 NaCl
(a) Suggest one hazard associated with Stage 1.
___________________________________________________________________
___________________________________________________________________
(1)
(b) Water must be kept away from the reaction in Stage 2.
Give one reason why it would be hazardous if water came into contact with sodium.
___________________________________________________________________
___________________________________________________________________
(1)
(c) Suggest why the reaction in Stage 2 is carried out in an atmosphere of argon and
not in air.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(d) Titanium chloride is a liquid at room temperature.
Explain why you would not expect titanium chloride to be a liquid at room
temperature.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Page 39 of 115
___________________________________________________________________
(3)
In Stage 2, sodium displaces titanium from titanium chloride.
(e) Sodium atoms are oxidised to sodium ions in this reaction.
Why is this an oxidation reaction?
___________________________________________________________________
___________________________________________________________________
(1)
(f) Complete the half equation for the oxidation reaction.
Na ⟶ ____________ + ____________
(1)
(g) In Stage 2, 40 kg of titanium chloride was added to 20 kg of sodium.
TiCl4 + 4 Na ⟶ Ti + 4 NaCl
Relative atomic masses (Ar): Na = 23 Cl = 35.5 Ti = 48
Explain why titanium chloride is the limiting reactant.
You must show your working.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(4)
(h) For a Stage 2 reaction the percentage yield was 92.3%
The theoretical maximum mass of titanium produced in this batch was 13.5 kg.
Calculate the actual mass of titanium produced.
___________________________________________________________________
___________________________________________________________________
Page 40 of 115
___________________________________________________________________
Mass of titanium = ______________________ kg

(2)
(Total 15 marks)
4.3.4 Using concentrations of solutions in mol/dm3 (chemistry only) (HT only)

(a) A student had a colourless solution.
The student thought the solution was dilute hydrochloric acid.
(i) The student added universal indicator to this solution.
What colour would the universal indicator change to if the solution is

hydrochloric acid?
______________________________________________________________
(1)
(ii) Describe how the student could show that there are chloride ions in this
solution.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(b) The results of a titration can be used to find the concentration of an acid.
Describe how to use the apparatus to do a titration using 25 cm3 of dilute

hydrochloric acid.
Page 41 of 115
In your answer you should include:
• how you will determine the end point of the titration

• how you will make sure the result obtained is accurate.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(4)
(c) Hydrochloric acid is a strong acid.
Ethanoic acid is a weak acid.
What is meant by the term weak acid?
___________________________________________________________________
___________________________________________________________________
(1)
(d) The displayed formula of ethanoic acid is:
(i) On the formula, draw a circle around the functional group in ethanoic acid.
(1)
Page 42 of 115
(ii) Ethanoic acid and ethanol react together to make the ester ethyl ethanoate.
Draw the displayed formula of ethyl ethanoate.
(2)
(Total 11 marks)
High demand Q21.

This question is about acids.
Hydrogen chloride and ethanoic acid both dissolve in water.
All hydrogen chloride molecules ionise in water.
Approximately 1% of ethanoic acid molecules ionise in water.
(a) A solution is made by dissolving 1 g of hydrogen chloride in 1 dm3 of water.
Which is the correct description of this solution?
Tick (✓) one box.
A concentrated solution of a strong

acid
A concentrated solution of a weak acid
A dilute solution of a strong acid
A dilute solution of a weak acid
(1)
Page 43 of 115
(b) Which solution would have the lowest pH?
Tick (✓) one box.
0.1 mol/dm3 ethanoic acid solution
0.1 mol/dm3 hydrogen chloride solution
1.0 mol/dm3 ethanoic acid solution
1.0 mol/dm3 hydrogen chloride solution
(1)
A student investigated the concentration of a solution of sodium hydroxide by titration with

a 0.0480 mol/dm3 ethanedioic acid solution.
1. Measure 25.0 cm3 of the sodium hydroxide solution into a conical flask using a
25.0 cm3 pipette.
2. Add two drops of indicator to the sodium hydroxide solution.
3. Fill a burette with the 0.0480 mol/dm3 ethanedioic acid solution to the 0.00 cm3
mark.
4. Add the ethanedioic acid solution to the sodium hydroxide solution until the
indicator changes colour.
5. Read the burette to find the volume of the ethanedioic acid solution used.
(c) Suggest two improvements to the method that would increase the accuracy of the
result.
1 _________________________________________________________________
___________________________________________________________________
2 _________________________________________________________________
___________________________________________________________________
(2)
(d) Ethanedioic acid is a solid at room temperature.
Calculate the mass of ethanedioic acid (H2C2O4) needed to make 250 cm3 of a
solution with concentration 0.0480 mol/dm3
Relative formula mass (Mr): H2C2O4 = 90
___________________________________________________________________
Page 44 of 115
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Mass = _______________g
(2)
(e) The student found that 25.0 cm3 of the sodium hydroxide solution was neutralised by
15.00 cm3 of the 0.0480 mol/dm3 ethanedioic acid solution.
H2C2O4 + 2 NaOH → Na2C2O4 + 2 H2O
Calculate the concentration of the sodium hydroxide solution in mol/dm3
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Concentration = _______________ mol/dm3

(3)
(Total 9 marks)
4.3.5 Use of amount of substance in relation to volumes of gases (chemistry only) (HT
only)

Lead bromide is a solid. Some students were measuring how soluble lead bromide is at
different temperatures.
This is the method they used.
A Pour 100 cm3 of water into a beaker.
B Heat or cool the water to the required temperature.
C Add lead bromide to the water.
D Stir until no more lead bromide dissolves.
E Transfer 50 cm3 of the lead bromide solution into an evaporating basin of known
mass.
F Heat the evaporating basin until all of the water has evaporated.
G Measure the mass of the evaporating basin containing the dry lead bromide.
Page 45 of 115
(a) (i) How could the lead bromide solution be separated from the undissolved solid
lead bromide after step D?
Draw a ring around the correct answer.
electrolysis filtration neutralisation

(1)
(ii) Draw a ring around the correct answer to complete the sentence.
A suitable item of apparatus for measuring 50 cm3 of the lead bromide solution
cylinder.
in step E is a measuring funnel.
tube.
(1)
(iii) One student’s results are shown in Table 1.
Table 1
Volume of lead bromide solution 50 cm3
Mass of empty evaporating basin 35.4 g
Mass of the evaporating basin containing dry lead 36.0 g

bromide
Calculate the mass of lead bromide dissolved in 50 cm3 of lead bromide

solution.
______________________________________________________________
______________________________________________________________
Mass of lead bromide dissolved = __________ g

(2)
Page 46 of 115
(b) A different student got the results shown in Table 2.
Table 2
Temperature
of lead Mass of lead bromide
bromide dissolved in 50 cm3 of
solution in solution in g
°C
0 0.20
20 0.40
40 0.70
60 1.70
80 1.55
100 2.30
(i) Plot these results on the grid in Graph 1.
Draw a smooth curve of best fit.
Graph 1
Temperature in °C
(3)
(ii) One of the points is anomalous.
Draw a ring around the anomalous point on the graph.
Page 47 of 115
Suggest one possible error in the experiment, and give a reason why this error
would cause the anomalous point.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(3)
(c) The solubility of lead bromide is so low that it can be made using a precipitation
reaction.
A student investigated how much lead bromide was precipitated when different
volumes of potassium bromide and lead nitrate solutions were mixed together.
This is the method the student used.
• Place 10 cm3 of lead nitrate solution in a boiling tube.
• Using a burette, add 2 cm3 of potassium bromide solution to the boiling tube
containing the lead nitrate solution.
• Leave the mixture to stand.
• Measure the depth of the lead bromide precipitate using a ruler.
• Repeat using different volumes of potassium bromide solution.
(i) A teacher suggested that the student should do the reaction in a measuring
Page 48 of 115
cylinder.
Explain why it is a good idea to do the reaction in a measuring cylinder.
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(ii) The student’s results are plotted on Graph 2.
Graph 2
Volume of potassium bromide solution in cm3
There are no anomalous points.
Complete the graph by drawing two straight lines through the points.
(2)
(iii) What depth of precipitate would you expect to get if 14 cm3 of potassium
bromide was used?
Give a reason for your answer.
Depth of precipitate ________________________ mm
Reason _________________________________________________
______________________________________________________________
Page 49 of 115
______________________________________________________________
(2)
(iv) How would the results be different if the experiment was repeated using
solutions at a higher temperature?
Give a reason for your answer.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(Total 18 marks)
High demand Q23.

This question is about the reaction between hydrogen sulfide (H2S) and oxygen.
2 H2S(g) + 3 O2(g) → 2 H2O(g) + 2 SO2(g)
(a) What does H2O(g) represent?
___________________________________________________________________
(1)
(b) Calculate the volume of oxygen required to react with 50 cm3 of hydrogen sulfide.
___________________________________________________________________
___________________________________________________________________
Volume = _______________cm3
(1)
(c) Figure 1 shows part of the reaction profile for the reaction.
The reaction is exothermic.
Complete Figure 1.
You should:
• complete the profile line
• label the activation energy
• label the overall energy change.
Figure 1
Page 50 of 115
(3)
(d) Figure 2 shows the displayed formula equation for the reaction of hydrogen sulfide
with oxygen.
Figure 2
The table below shows some of the bond energies.
Bond
Energy in kJ/mol 364 498 464 X
In the reaction the energy released forming new bonds is 1034 kJ/mol greater than
the energy needed to break existing bonds.
Calculate the bond energy X for the bond.
Use Figure 2 and the table above.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
X = _______________kJ/mol
Page 51 of 115
(5)
(Total 10 marks)
4.4 Chemical changes
4.4.1 Reactivity of metals

This question is about metals and metal compounds.
(a) Iron pyrites is an ionic compound.
The diagram below shows a structure for iron pyrites.
Determine the formula of iron pyrites.
Use the diagram above.
___________________________________________________________________
(1)
(b) An atom of iron is represented as
Give the number of protons, neutrons and electrons in this atom of iron.
Number of protons _______________________
Number of neutrons _______________________
Number of electrons _______________________

(3)
(c) Iron is a transition metal.
Sodium is a Group 1 metal.
Give two differences between the properties of iron and sodium.
1. _________________________________________________________________
___________________________________________________________________
2. _________________________________________________________________
___________________________________________________________________
(2)
Page 52 of 115
Nickel is extracted from nickel oxide by reduction with carbon.
(d) Explain why carbon can be used to extract nickel from nickel oxide.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(e) An equation for the reaction is:
NiO + C ⟶ Ni + CO
Calculate the percentage atom economy for the reaction to produce nickel.
Relative atomic masses (Ar): C = 12 Ni = 59
Relative formula mass (Mr): NiO = 75
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Percentage atom economy = _____________________ %

(3)
(Total 11 marks)
High demand Q25.

This question is about chemical reactions and electricity.
(a) Electrolysis and chemical cells both involve chemical reactions and electricity.
Explain the difference between the processes in electrolysis and in a chemical cell.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
Page 53 of 115
(b) A teacher demonstrates the electrolysis of molten lead bromide.
Bromine is produced at the positive electrode.
Complete the half equation for the production of bromine.
You should balance the half equation.
(2)
(c) Two aqueous salt solutions are electrolysed using inert electrodes.
Complete the table below to show the product at each electrode.
Product at positive Product at negative

Salt solution
electrode electrode
Copper nitrate copper
Potassium iodide
(3)
Some students investigated the electrolysis of copper nitrate solution using inert
electrodes.
Figure 1 shows the apparatus.
Figure 1
The students investigated how the mass of copper produced at the negative electrode
varied with:
• time
• current.

1. Weigh the negative electrode.
2. Set up the apparatus shown in Figure 1.
3. Adjust the power supply until the ammeter shows a current of 0.3 A
Page 54 of 115
4. Switch off the power supply after 5 minutes.
5. Rinse the negative electrode with water and allow to dry.
6. Reweigh the negative electrode.
7. Repeat steps 1 to 6 for different times.
8. Repeat steps 1 to 7 at different currents.
(d) Some of the copper produced did not stick to the negative electrode but fell to the
bottom of the beaker.
Suggest how the students could find the total mass of copper produced.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(4)
The students plotted their results on a graph.
Figure 2 shows the graph.
Figure 2
Page 55 of 115
A student correctly concluded that the total mass of copper produced is directly
proportional both to the time and to the current.
(e) How do the results in Figure 2 support the conclusion that the total mass of copper
produced is directly proportional to the time?
___________________________________________________________________
___________________________________________________________________
(1)
(f) How do the results in Figure 2 support the conclusion that the total mass of copper
produced is directly proportional to the current?
Use data from Figure 2 in your answer.
___________________________________________________________________
___________________________________________________________________
(1)
(g) Copper nitrate solution is blue.
Suggest why the blue colour of the copper nitrate solution fades during the
electrolysis.
___________________________________________________________________
___________________________________________________________________
(1)
(h) Determine the number of atoms of copper produced when copper nitrate solution is
electrolysed for 20 minutes at a current of 0.6 A
Use Figure 2.
Relative atomic mass (Ar): Cu = 63.5
The Avogadro constant = 6.02 × 1023 per mole
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Number of atoms (3 significant figures) = _______________

(3)
(Total 17 marks)
Page 56 of 115
4.4.2 Reactions of acids

This question is about acids and alkalis.
(a) Which ion do all acids produce in aqueous solution?
Tick (✓) one box.
H+
H−
O2−
OH−
(1)
(b) Calcium hydroxide solution reacts with an acid to form calcium chloride.
Complete the word equation for the reaction.
calcium hydroxide + ___________________ acid → calcium chloride + ___________________

(2)
A student investigates the volume of sodium hydroxide solution that reacts with 25.0 cm3
of dilute sulfuric acid.
Figure 1 shows the apparatus the student uses.
Figure 1
Page 57 of 115
Use Figure 1 to answer parts (c) and (d).
(c) Name apparatus A.
___________________________________________________________________
(1)
(d) What is the reading on apparatus A?
___________________________cm3
(1)
(e) The higher the concentration of a sample of dilute sulfuric acid, the greater the
volume of sodium hydroxide needed to neutralise the acid.
The student tested two samples of dilute sulfuric acid, P and Q.
Describe how the student could use titrations to find which sample, P or Q, is more
concentrated.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Page 58 of 115
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(6)
(Total 11 marks)
High demand Q27.

This question is about citric acid (C6H8O7).
Citric acid is a solid.
A student investigated the temperature change during the reaction between citric acid and
sodium hydrogencarbonate solution.

1. Pour 25 cm3 of sodium hydrogencarbonate solution into a polystyrene cup.
2. Measure the temperature of the sodium hydrogencarbonate solution.
3. Add 0.20 g of citric acid to the polystyrene cup.
4. Stir the solution.
5. Measure the temperature of the solution.
6. Repeat steps 3 to 5 until a total of 2.00 g of citric acid has been added.
The student plotted the results on a graph.
The student’s graph is shown below.
Page 59 of 115
(a) The graph shows an anomalous point when 0.60 g of citric acid was added. This
was caused by the student making an error.
The student correctly:

• measured the mass of the citric acid
• read the thermometer
• plotted the point.
Suggest one reason for the anomalous point.
___________________________________________________________________
___________________________________________________________________
(1)
(b) Explain the shape of the graph in terms of the energy transfers taking place.
You should use data from the graph above in your answer.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
(c) A second student repeated the investigation using a metal container instead of the
polystyrene cup. The container and the cup were the same size and shape.
Sketch a line on above graph to show the second student’s results until 1.00 g of
citric acid had been added. The starting temperature of the solution was the same.
Explain your answer.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
The student used a solution of citric acid to determine the concentration of a solution of
sodium hydroxide by titration.
(d) The student made 250 cm3 of a solution of citric acid of concentration 0.0500
mol/dm3
Calculate the mass of citric acid (C6H8O7) required.
Page 60 of 115
Relative atomic masses (Ar): H=1 C = 12 O = 16
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Mass = _______________ g
(3)
This is part of the method the student used for the titration.
1. Measure 25.0 cm3 of the sodium hydroxide solution into a conical flask using a
pipette.
2. Add a few drops of indicator to the flask.
3. Fill a burette with citric acid solution.
(e) Describe how the student would complete the titration.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
(f) Give two reasons why a burette is used for the citric acid solution.
1 _________________________________________________________________
___________________________________________________________________
2 _________________________________________________________________
___________________________________________________________________
(2)
(g) 13.3 cm3 of 0.0500 mol/dm3 citric acid solution was needed to neutralise 25.0 cm3 of
sodium hydroxide solution.
3 NaOH + C6H8O7 → C6H5O7Na3 + 3 H2O
Page 61 of 115
Calculate the concentration of the sodium hydroxide solution in mol/dm3
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Concentration = _______________ mol/dm3

(3)
(Total 18 marks)
4.4.3 Electrolysis

Chemical reactions can produce electricity.
(a) The diagram below shows a simple cell.
Page 62 of 115
Which of these combinations would not give a zero reading on the voltmeter in the
diagram above?
Tick one box.
Electrode A Electrode B Electrolyte
Sodium chloride
Copper Copper
solution
Zinc Zinc Water
Sodium chloride
Copper Zinc
solution
Copper Zinc Water
(1)
Alkaline batteries are non-rechargeable.
(b) Why do alkaline batteries eventually stop working?
___________________________________________________________________
___________________________________________________________________
(1)
(c) Why can alkaline batteries not be recharged?
___________________________________________________________________
___________________________________________________________________
(1)
Hydrogen fuel cells and rechargeable lithium-ion batteries can be used to power electric
cars.
(d) Complete the balanced equation for the overall reaction in a hydrogen fuel cell.
________ H2 + ________ ⟶ ________ H2O

(2)
Page 63 of 115
(e) The table below shows data about different ways to power electric cars.
Rechargeable
Hydrogen fuel
lithium-ion
cell
battery
Time taken to refuel or

5 30
recharge in minutes
Distance travelled before

refuelling or recharging in Up to 415 Up to 240
miles
Distance travelled per unit of

22 66
energy in km
Cost of refuelling or
50 3
recharging in £
Minimum cost of car in £ 60 000 18 000
Evaluate the use of hydrogen fuel cells compared with rechargeable lithium-ion
batteries to power electric cars.
Use the table above and your own knowledge.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Page 64 of 115
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(6)
(Total 11 marks)
High demand Q29.

This question is about electrolysis.
A student investigated the electrolysis of copper chromate solution.
Copper chromate solution is green.
Copper chromate contains:

• blue coloured Cu2+ ions
• yellow coloured CrO42– ions.
The diagram below shows the apparatus used.
The student switched the power supply on.
The student observed the changes at each electrode.
The table below shows the student’s observations.
Changes at positive Changes at negative

electrode electrode
Solution turned yellow

Solution turned blue
Bubbles formed at the
Solid formed on the electrode
electrode
Page 65 of 115
(a) Explain why the colour changed at the positive electrode.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(b) The gas produced at the positive electrode was oxygen.
The oxygen was produced from hydroxide ions.
Name the substance in the solution that provides the hydroxide ions.
___________________________________________________________________
(1)
(c) Describe how the solid forms at the negative electrode.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
(d) The student repeated the investigation using potassium iodide solution instead of
copper chromate solution.
Name the product at each electrode when potassium iodide solution is electrolysed.
Negative electrode
___________________________________________________________________
Positive electrode
___________________________________________________________________
(2)
(Total 8 marks)
Page 66 of 115
High demand Q30.
A student investigated the temperature change when zinc reacts with copper sulfate
solution.
The student used a different concentration of copper sulfate solution for each experiment.
The student used the apparatus shown below.
The student:
• measured 50 cm3 copper sulfate solution into a glass beaker
• measured the temperature of the copper sulfate solution
• added 2.3 g zinc
• measured the highest temperature
• repeated the experiment using copper sulfate solution with different concentrations.
Zn(s) + CuSO4(aq) Cu(s) + ZnSO4(aq)
zinc + copper sulfate solution copper + zinc sulfate solution
(a) The thermometer reading changes during the reaction.
Give one other change the student could see during the reaction.
___________________________________________________________________
___________________________________________________________________
(1)
(b) Suggest one improvement the student could make to the apparatus.
Give a reason why this improves the investigation.
Improvement ________________________________________________________
___________________________________________________________________
Reason ____________________________________________________________
___________________________________________________________________
(2)
Page 67 of 115
(c)
The student’s results are shown in the table below.
Concentration of
Experiment Increase in
copper sulfate
number temperature in °C
in moles per dm3
1 0.1 5
2 0.2 10
3 0.3 12
4 0.4 20
5 0.5 25
6 0.6 30
7 0.7 35
8 0.8 35
9 0.9 35
10 1.0 35
Describe and explain the trends shown in the student’s results.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(6)
(Total 9 marks)
Page 68 of 115
4.5 Energy changes
4.5.1 Exothermic and endothermic reactions

The reaction between hydrogen and oxygen releases energy.
(a) A student drew a reaction profile for the reaction between hydrogen and oxygen.
Figure 1 shows the student's reaction profile.
Figure 1
The student made two errors when drawing the reaction profile.
Describe the two errors.
1 _________________________________________________________________
___________________________________________________________________
2 _________________________________________________________________
___________________________________________________________________
(2)
(b) The reaction between hydrogen and oxygen in a hydrogen fuel cell is used to
produce electricity.
Hydrogen fuel cells and rechargeable cells are used to power some cars.
Give two advantages of using hydrogen fuel cells instead of using rechargeable
cells to power cars.
1 _________________________________________________________________
Page 69 of 115
___________________________________________________________________
2 _________________________________________________________________
___________________________________________________________________
(2)
(c) Reactions occur at the positive electrode and at the negative electrode in a
hydrogen fuel cell.
Write a half equation for one of these reactions.
___________________________________________________________________
(1)
(d) The three states of matter can be represented by a simple particle model.
Figure 2 shows a simple particle model for hydrogen gas.
Figure 2
Give two limitations of this simple particle model for hydrogen gas.
1 _________________________________________________________________
___________________________________________________________________
2 _________________________________________________________________
___________________________________________________________________
(2)
(e) The hydrogen gas needed to power a car for 400 km would occupy a large volume.
Suggest one way that this volume can be reduced.
___________________________________________________________________
___________________________________________________________________
(1)
(f) The energy needed for a car powered by a hydrogen fuel cell to travel 100 km is 58
megajoules (MJ).
The energy released when 1 mole of hydrogen gas reacts with oxygen is 290 kJ
The volume of 1 mole of a gas at room temperature and pressure is 24 dm3
Page 70 of 115
Calculate the volume of hydrogen gas at room temperature and pressure needed for
the car to travel 100 km
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Volume of hydrogen gas = _______________ dm3

(4)
(Total 12 marks)
High demand Q32.

This question is about chemical cells.
A student investigated the voltage produced by different chemical cells.
Figure 1 shows the apparatus.
Figure 1
1. Use cobalt as electrode X.
2. Record the cell voltage.
3. Repeat steps 1 and 2 using different metals as electrode X.
(a) Suggest two control variables used in this investigation.
Page 71 of 115
1 _________________________________________________________________
___________________________________________________________________
2 _________________________________________________________________
___________________________________________________________________
(2)
The following table shows the student’s results.
Electrode X Voltage of cell in volts
cobalt +0.62
copper 0.00
magnesium +2.71
nickel +0.59
silver −0.46
tin +0.48
(b) Write the six metals used for electrode X in order of reactivity.
Justify your order of reactivity.
Most reactive ____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
Least reactive ____________________________________
Justification _________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(4)
(c) Which of the following pairs of metals would produce the greatest voltage when used
as the electrodes in the cell?
Page 72 of 115
Tick (✓) one box.
Magnesium and cobalt
Magnesium and tin
Nickel and cobalt
Nickel and tin
(1)
(d) Hydrogen fuel cells can be used to power different forms of transport.
Some diesel trains are being converted to run on hydrogen fuel cells.
A newspaper article referred to the converted trains as the new ‘steam trains’.
Suggest why.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(Total 9 marks)
4.5.2 Chemical cells and fuel cells (chemistry only)
High demand Q33.

Cells contain chemicals which react to produce electricity.
(a) Why can a rechargeable cell be recharged?
___________________________________________________________________
___________________________________________________________________
(1)
(b) Give two factors that affect the voltage produced by a cell.
1. _________________________________________________________________
2. _________________________________________________________________
(2)
Page 73 of 115
(c) Balance the half-equation for the reaction occurring at an electrode in one type of
hydrogen fuel cell.
H2 + OH− ⟶ H2O + e−
(1)
(d) Why is the fuel cell in Question (c) described as an alkaline fuel cell?
___________________________________________________________________
___________________________________________________________________
(1)
(e) Another type of fuel cell uses methanol instead of hydrogen.
The diagram represents the reaction in this fuel cell.
The table shows the bond energies for the reaction.
C–H C–O O–H O=O C=O
Bond energy in kJ / mol 412 360 464 498 805
Calculate the overall energy change for the reaction.
Use the diagram and the table above.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Overall energy change = ____________________ kJ / mol

(3)
(Total 8 marks)
Page 74 of 115
Mark schemes
Q1.
(a) (atoms with the) same number of protons
allow atoms with the same atomic number
allow atoms of the same element
ignore the same number of electrons
1
(but with) different numbers of neutrons

ignore (but with) different mass numbers
do not accept (but with) different relative atomic
mass
1
(b)
1
= 69.8
1
(c) (number of electrons) = 31

1
(number of neutrons) = 38
1
(d) Ga3+
1
(e) (gallium) fitted in a gap (Mendeleev had left)

1
(gallium’s) properties were predicted correctly (by Mendeleev)

allow (gallium’s) properties matched the rest of
the group
1
[9]
Q2.
(a) any two from:
• (potassium) floats
• (potassium) melts
• (potassium) moves around
• potassium becomes smaller
allow potassium disappears
• (lilac) flame
• effervescence
allow fizzing
2
(b) 2K + 2H2O → 2KOH + H2
Page 75 of 115
allow multiples
allow 1 mark for KOH and H2
2
(c) reactivity increases (going down the group)

1
(because) the outer electron / shell is further from the nucleus

allow (because) there are more shells
allow (because) the atoms get larger
1
(so) there is less attraction between the nucleus and the outer electron / shell
allow (so) there is more shielding from the
nucleus
do not accept incorrect attractions
1
(so) the atom loses an electron more easily

1
(d) (dot and cross diagram to show) sodium atom and oxygen atom
allow use of outer shells only
1
two sodium atoms to one oxygen atom

allow two sodium ions to one oxide ion
1
(to produce) sodium ion with a + charge

1
(to produce) oxide ion with a 2– charge

1
scores 4 marks
Page 76 of 115
(e) (oxygen) gains electrons
1
(f) giant structure

allow (giant ionic) lattice
1
(with) strong (electrostatic) forces of attraction between (oppositely charged)

ions
1
(so) large amounts of energy are needed to break the bonds / forces
allow (so) large amounts of energy are needed to
separate the ions
1
[16]
Q3.
(a)
ignore reference to atomic structure
ignore references to Cr, Mn and Mo
any one from:

• so elements / iodine / tellurium were in groups with similar properties
• iodine has similar properties to Br / Cl / F / Group 7
allow corresponding argument in terms of
tellurium
• iodine has different properties to Se / S / O / Group 6
allow corresponding argument in terms of
tellurium
1
(b)
ignore reference to atomic structure
Mendeleev had predicted properties of missing elements

1
elements were discovered (that filled the spaces / gaps)

1
properties (of these elements) matched Mendeleev’s predictions

allow atomic weights (of these elements) fitted in
the spaces / gaps
1
if no other mark awarded, allow 1 mark for in previous versions of
the periodic table the pattern of similar properties broke down
1
(c) relative atomic mass

1
(d) (increasing) atomic / proton number

ignore (increasing) electron number
do not accept relative atomic / proton number
1
Page 77 of 115
(e) (formula) At2
ignore incorrect state symbol
1
(state) solid
allow (s)
ignore s
1
(f) any two from:

• flame
allow burns
• (white) solid forms
allow (white) smoke forms
• colour of gas / chlorine disappears / fades
2
[10]
Q4.
(a) any three from: (nuclear model)
• mostly empty space
allow the plum pudding model has no empty
space
allow the plum pudding model is solid
• the positive charge is (all) in the nucleus

allow in the plum pudding model the atom is a
ball of positive charge (with embedded electrons)
do not accept reference to protons
• the mass is concentrated in the nucleus

allow in the plum pudding model the mass is
spread out
do not accept reference to neutrons
• the electrons and the nucleus are separate

allow in the plum pudding model the electrons
are embedded
allow in the nuclear model the electrons are in orbits
3
(b) electrons orbit the nucleus

do not accept reference to protons / neutrons
allow electrons are in energy levels around the
nucleus
or
allow electrons are in shells around the nucleus
1
electrons are at specific distances from the nucleus

1
(c) atomic number is the number of protons

1
(and) protons were not discovered until later
Page 78 of 115
ignore electrons / neutrons were not discovered
until later
1
(d) so their properties matched the rest of the group

allow converse
1
[8]
Q5.
(a) they form ions with different charges
1
they have high melting points

1
(b) the (grey) crystals are silver

1
the copper ions (produced) are blue

allow the copper nitrate / compound (produced)
is blue
1
(because) copper displaces silver

1
(c) Level 2: The method would lead to the production of a valid outcome. The key
steps are identified and logically sequenced.
3−4
Level 1: The method would not lead to a valid outcome. Some relevant steps
are identified, but links are not made clear.
1−2
No relevant content
0
Indicative content
Key steps
• add the metals to (dilute) hydrochloric acid
• measure temperature change

or
compare rate of bubbling
or
compare colour of resulting solution
for copper:
• no reaction
• shown by no temperature change
or
shown by no bubbles
for magnesium and iron:

• magnesium increases in temperature more than iron
or
Page 79 of 115
magnesium bubbles faster than iron
or
magnesium forms a colourless solution and iron forms a coloured
solution
Control variables
• same concentration / volume of hydrochloric acid
• same mass / moles of metal
• same particle size of metal
• same temperature (of acid if comparing rate of bubbling)
(d)
or
= 204.4
ignore units
1
[11]
Q6.
(a) (delivery) tube is in (sulfuric) acid
1
(b) reaction has stopped

allow no more gas produced
1
(because a) reactant is used up

allow named reactants
1
(c) any one from:

• the line (for 0.05 mol/dm3 sulfuric acid) is less steep
allow converse statements about 0.10 mol/dm3
sulfuric acid
ignore produces less gas
• (0.05 mol/dm3 sulfuric acid) produces less gas in a fixed time

do not accept produces less gas in total
• the reaction (using 0.05 mol/dm3 sulfuric acid) takes longer to finish
1
(d) tangent drawn at 80 s on 0.05 mol/dm3 curve

1
(from tangent)
Page 80 of 115
value for x-step
and
value for y-step
allow a tolerance of ± ½ a small square
1
allow correct use of incorrectly determined values

from tangent for x-step and/or y-step
1
calculation of rate
1
answer to 2 significant figures

allow an answer correctly calculated to 2
significant figures from an incorrect calculation of
rate
1
(e) Cu2+
1
[10]
Q7.
(a) spherical
allow ball-shaped
ignore round / circular
1
(b) any one from:

• drug delivery (round the body)
• hydrogen storage
• anti-oxidants
• reduction of bacterial growth
• catalysts
• (cylindrical fullerenes for) strengthening materials
• (spherical fullerenes for) lubricants
1
(c)
(d) C3H6O
allow CH3COCH3
allow elements in any order
1
Page 81 of 115
(e) the intermolecular forces are weak
1
(f) Level 3: Relevant points (reasons/causes) are identified, given in detail and
logically linked to form a clear account.
5−6
Level 2: Relevant points (reasons/causes) are identified, and there are

attempts at logical linking. The resulting account is not fully clear.
3−4
Level 1: Points are identified and stated simply, but their relevance is not clear
and there is no attempt at logical linking.
1−2
No relevant content
0
Indicative content
• bonds are covalent
• giant / macromolecular structure
• three (covalent) bonds per carbon atom

or
only three electrons per carbon atom used in (covalent) bonds
• so one electron per carbon atom (is delocalised)
• these delocalised electrons
• can move through the structure
• carrying (electrical) charge
• so graphite conducts electricity
• layered structure
• of (interlocking) hexagonal rings
• with weak (intermolecular) forces between layers
or
no (covalent) bonds between layers
• so the layers can slide over each other
• so graphite is soft and slippery
[11]
Q8.
(a)
scores 2 marks
allow dots, crosses, circles or e(-) for electrons
1 bonding pair of electrons in each overlap

1
Page 82 of 115
2 non-bonding electrons on nitrogen
do not accept non-bonding electrons on
hydrogen
ignore inner shell electrons drawn on nitrogen
1
(b) does not show the shape

or
only two-dimensional
allow is not three-dimensional
1
(c) (ammonia has) small molecules

allow (ammonia has) a simple molecular
(structure)
1
(ammonia has) weak intermolecular forces

allow (ammonia has) weak intermolecular bonds
do not accept weak covalent bonds
1
(so) little energy is needed to overcome the intermolecular forces

allow (so) little energy is needed to break the
intermolecular bonds
allow (so) little energy is needed to separate the
molecules
do not accept references to breaking covalent
bonds
1
(d) Cr2O3
1
(e)
an answer of (-)1272 (kJ) scores 3 marks
(for bonds broken)

((12 x 391) + (3 x 498) = ) 6186
1
(for bonds made)

((2 x 945) + (12 x 464) = ) 7458
1
(overall energy change = 6186-7458 = ) (-)1272 (kJ)

allow correct calculation using incorrectly
calculated values from step 1 and/or step 2
1
(f)
allow ecf from part (e)
7458 (kJ) (released in making bonds) is greater than 6186

(kJ) (used in breaking bonds)
or
the products have 1272 (kJ) less energy than the reactants
allow the (overall) energy change is -1272 (kJ)
Page 83 of 115
1
(so) energy is released (to the surroundings)

dependent on MP1 being awarded
allow (so) heat is released (to the surroundings)
if no values given, allow 1 mark for more energy
released in making bonds than used in breaking
bonds
1
(g)
scores 2 marks
allow discontinuous lines
ignore arrow heads
activation energy labelled

1
(overall) energy change labelled

1
[14]
Q9.
(a) poly(ethene)
1
water
1
(b) Level 2: Scientifically relevant features are identified; the way(s) in which they
are similar/different is made clear and (where appropriate) the magnitude of
the similarity/difference is noted.
4−6
Level 1: Relevant features are identified and differences noted. 1–3

1−3
No relevant content
0
Indicative content
Page 84 of 115
• (both) carbon dioxide and silicon dioxide are made up of atoms
• (but) magnesium oxide is made up of ions
• (both) silicon dioxide and magnesium oxide are giant structures

• (but) carbon dioxide is small molecules
• with weak intermolecular forces
• all three compounds have strong bonds

• (both) carbon dioxide and silicon dioxide are formed from two non-
metals
• (so) bonds formed are covalent
• (so) electron (pairs) are shared (between atoms)
• (but) magnesium oxide is formed from a metal and a non-metal
• (so) bonds in magnesium oxide are ionic
• (so) electrons are transferred
• from magnesium to oxygen
• two electrons are transferred
• bonds in silicon dioxide are single bonds

• (where) each silicon forms four bonds
• (and) each oxygen forms two bonds
• (but) in carbon dioxide the bonds are double bonds
• (where) carbon forms two double bonds
• (and) oxygen forms one double bond
ignore properties e.g. melting point, electrical conductivity

[8]
Q10.
(a) C
1
(b) (in an alloy) the atoms are of different sizes

1
(so) the layers (of atoms in an alloy) are distorted

1
(so in an alloy) the layers slide over each other less easily (than in a pure
metal)
1
(c) measure temperature change

allow measure the temperature before and after
the reaction
1
when each metal is added to silver nitrate solution

1
same concentration / volume of solution

or
same mass / moles of metal
allow same initial temperature (of silver nitrate
solution)
1
Page 85 of 115
the greater the temperature change the more reactive
1
[8]
Q11.
(a) contain delocalised electrons
allow contain free electrons
1
(so) electrons can move through the structure / nanotube

allow (so) electrons can carry charge through the
structure / nanotube
ignore throughout for through
ignore current / electricity for charge
1
(b) Level 2: Some logically linked reasons are given. There may also be a simple
judgement.
3–4
Level 1: Relevant points are made. They are not logically linked.
1–2
No relevant content
0
Indicative content
• wood is the least dense so lightest to use

• aluminium is the most dense so will make the racket too heavy
• carbon nanotube is the strongest so least likely to break

• wood / aluminium are too weak so the racket will break more easily
• carbon nanotube is the stiffest so least likely to bend out of shape

• wood / aluminium are not very stiff so could bend out of shape
• justified conclusion
(c)
an answer of 4.0 x 104 (nm2) scores 3 marks
an answer of 40344 (nm2) scores 2 marks
(822 =) 6724 (nm2)

1
(6 x 6724 =) 40344 (nm2)

allow 40344 (nm2) correctly rounded to any
number of significant figures
allow correct calculation using incorrectly
calculated value of area of one face from step1
1
= 4.0 x 104 (nm2)

allow 4.0344 x 104 (nm2) correctly rounded to 1 or
more significant figures
allow a correctly calculated and rounded
conversion to standard form of an incorrect
Page 86 of 115
calculation of surface area
1
(d)
allow converse statements about fine particles
any one from:

• less can be used (for the same effect)
ignore nanoparticles are smaller
• greater surface area (to volume ratio)
1
[10]
Q12.
(a) six electrons in the overlap
allow dots, crosses or e(-) for electrons
1
2 non-bonding electrons on each nitrogen atom

2 marks for an answer of:
(b) weak forces

1
between molecules
or
intermolecular
do not allow references to covalent bonding between
molecules
1
(which) need little energy to overcome

1
(c) each (carbon) atom forms three covalent bonds

1
forming layers (of hexagonal rings)

1
(soft)
(because) layers can slide over each other
1
(conducts electricity)
(because of) delocalised electrons
1
Page 87 of 115
(d) molecules are spherical
1
(so molecules) will roll

1
(e) surface area (= 20 × 20 × 6) = 2400 (nm 2)

1
volume (= 203) = 8000 (nm 3)

1
ratio = 0.3 (nm 3): 1 (nm 3)

ratio = 0.3 (nm 3): 1 (nm 3)
or
1 (nm 3): 3.33 (nm 3)
1
(f) (nanoparticles) have a larger surface area to volume ratio

1
so less can be used for the same effect

1
[16]
Q13.
(a) (i) giant lattice
allow each carbon atom is joined to three others
1
atoms in graphene are covalently bonded

max. 2 marks if any reference to wrong type of bonding
1
and covalent bonds are strong or need a lot of energy to be broken

allow difficult to break
1
(ii) because graphene has delocalised electrons

allow each carbon atom has one free electron
1
which can move throughout the structure

do not accept just electrons can move.
1
(b) because there are weak forces between molecules

allow no bonds between the layers
1
so layers / molecules can slip / slide.

1
[7]
Q14.
(a) (3 × Mr H2O = 3 × (2 + 16) =) 54
Page 88 of 115
(Ar R = 150 – 54 =) 96
ignore units
1
alternative approach:
(Mr RO3 = 150 – 6 =) 144 (1)
(Ar R = 144 – (3 × 16) =) 96 (1)

ignore units
1
(b) (R =) molybdenum / Mo
allow ecf from question (a)
1
(c) (total Mr of reactants) = 163

1
(% atom economy =)
allow correct use of an incorrectly calculated
value of total Mr
1
= 73 (%)
allow 73.00613 (%) correctly rounded to at least
2 significant figures
1
(d) Level 2: Some logically linked reasons are given. There may also be a simple
judgement.
3−4
Level 1: Relevant points are made. They are not logically linked.
1−2
No relevant content
0
Indicative content
• carbon and iron are the cheapest reactants

• hydrogen is the most expensive reactant
• separating solid products is expensive

• separating solid products is time consuming
• in method 1, tungsten needs to be separated from tungsten carbide

• in method 1, some tungsten is lost as tungsten carbide
• in method 1, the carbon dioxide produced will escape
• in method 2, the water vapour produced will escape

• in method 2, no separation of solids is needed
• in method 3, tungsten needs to be separated from iron oxide

[10]
Page 89 of 115
Q15.
(a) the (minimum) energy needed for particles to react
or
the (minimum) energy needed for a reaction to occur
allow the (minimum) energy needed to start a
reaction
1
(b) (Mr of Fe2O3 =) 160

1
(moles Fe2O3 = =)
18.75 (mol)
allow correct use of incorrectly calculated Mr
1
(moles Al = =) 37.0 (mol)

allow 37.037037 (mol) correctly rounded to at
least 2 significant figures
if both MP2 and MP3 are not awarded allow 1
mark for 0.01875 mol Fe2O3 and 0.037 mol Al
1
(aluminium is limiting because)

37.0 mol is less than the (2 x 18.75 =) 37.5 mol (aluminium needed)
or
iron oxide is in excess because 18.75 mol is more than the ( =) 18.5 mol
(iron oxide needed)
allow correct use of incorrect number of moles
from steps 2 and/or 3
alternative approaches:
approach 1:
(finding required mass of aluminium by moles method)
(Mr of Fe2O3 =) 160 (1)
(moles Fe2O3 = =)
18.75 (mol) (1)
(moles Al needed =18.75 × 2 = ) 37.5 (mol)

and
(mass Al needed = 37.5 × 27 =) 1012.5 (g) or 1.0125 kg (1)

allow correct use of incorrectly calculated moles
of iron oxide
of aluminium needed
Page 90 of 115
(so) 1.00 kg of aluminium is not enough (1)
dependent on calculated mass of aluminium
needed being greater than 1.00 (kg)
approach 2:
(finding required mass of aluminium by proportion method)
(Mr of Fe2O3 =) 160 (1)
(3.00 kg Fe2O3 needs)
× 2 × 27 (kg Al) (1)

(=) 1.0125 (kg) (1)
(so) 1.00 kg of aluminium is not enough (1)

dependent on calculated mass of aluminium
needed being greater than 1.00 (kg)
approach 3:
(finding required mass of iron oxide by moles method)
Mr of Fe2O3 =) 160 (1)
(moles Al = =) 37.0 (mol) (1)

allow 37.037037 (mol) correctly rounded to at least 2
significant figures
(moles Fe2O3 needed) = ) = 18.5 (mol)

and
(mass Fe2O3 needed = 18.5 × 160 =) 2960 (g) or 2.96 (kg) (1)
of aluminium
of iron oxide needed
(so) 3.00 kg of iron oxide is an excess (1)

dependent on calculated mass of iron oxide
needed being less than 3.00 (kg)
approach 4:
(finding required mass of iron oxide by proportion method)
(Mr of Fe2O3 =) 160 (1)
(1.00 kg Al needs) (kg Fe2O3) (1)

(=) 2.96 (kg) (1)
Page 91 of 115
(so) 3.00 kg of iron oxide is an excess (1)
dependent on calculated mass of iron oxide
needed being less than 3.00 (kg)
1
(c) Mg(s) + Zn2+(aq) → Mg2+(aq) + Zn(s)

allow multiples
allow 1 mark for Mg2+ + Zn with missing or
incorrect state symbols
2
(d) magnesium (atoms) are oxidised because they lose electrons

1
(and) zinc (ions) are reduced because they gain electrons

if no other marks awarded allow 1 mark for
magnesium (atoms) lose electrons and zinc
(ions) gain electrons 1
1
[9]
Q16.
(a) lithium (atom) loses (one) electron(s)
1
chlorine (atom) gains (one) electron(s)

1
reference to transfer of one electron

1
to form positive and negative ions

allow to form noble gas electronic structures
or
allow to form stable electron arrangements
or
allow to form full outer shells
or
allow reference to ionic bonding
1
(b)
1
= 89.944134
1
= 89.9 (%)
1
an answer of 89.9 (%) scores 3 marks
(c) more sustainable or less waste

allow any sensible economic or environmental reason but
not ‘cheaper’ without qualification
Page 92 of 115
1
(d) 50 / 1000 (dm 3) or 0.05 dm 3

or
80 / 1000 (g / cm 3) or 0.08 g / cm 3
1
= 4(.00) (g)
1
an answer of 4(.00) (g) scores 2 marks
[10]
Q17.
(a) potassium chloride
allow KCl
1
(b) H+ + OH− → H2O

ignore state symbols
1
(c) copper carbonate and copper oxide only

1
(d) (Step 2) to speed up the reaction

1
(Step 5) to make sure all the (hydrochloric) acid reacts

1
(Step 6) to remove the excess magnesium oxide

ignore to remove impurities
1
(e) using a (boiling) water bath

or
using an electric heater
1
(f) (moles Fe = =) 0.25 (mol)

1
(moles Cl2 = 2 × 0.25 =) 0.375 (mol)

number of moles of Fe
1
(volume Cl2 = 24 × 0.375) = 9.0 (dm3)

number of moles of Cl2
1
[10]
Q18.
Page 93 of 115
(total) mass before = 156.76 (g)
and
(total) mass after = 156.76 (g)
allow 78.26 + 78.50 = 156.76
and
108.22 + 48.54 = 156.76
or
increase in mass of beaker A and contents = 29.96 (g)

and
decrease in mass of beaker B and contents = 29.96 (g)
allow 108.22 – 78.26 = 29.96
and
48.54 – 78.50 = – 29.96
1
(so) the mass of products equals the mass of the reactants

or
(so) there is no change in mass during the reaction
allow (so) no atoms were lost or made during the
reaction
1
(b) filter / filtration

allow a description of filtration
1
(c) sodium nitrate (solution)

or
silver nitrate (solution)
or
sodium iodide (solution)
allow correct formulae
allow sodium / nitrate / silver / iodide ions
1
(d) to remove / evaporate the water

allow to dry (the solid)
1
(e) (total Mr = 170 + 150) = 320

allow (235 + 85) = 320
1
(% atom economy =) 235
allow correct use of incorrectly calculated total Mr

1
= 73.4375 (%)
1
= 73.4 (%)
allow an answer correctly calculated to 3
Page 94 of 115
significant figures from an incorrect percentage
calculation which uses the values in the question
1
(f) any one from:
• for sustainable development

• for economic reasons
• to produce a high(er) percentage of useful product
allow to reduce waste
1
[10]
Q19.
(a) chlorine is toxic
allow carbon monoxide is toxic
allow poisonous for toxic
ignore harmful / deadly / dangerous
allow a poisonous gas is used / produced
allow titanium chloride is corrosive
1
(b) any one from:

• very exothermic reaction
allow explosive
allow violent reaction
ignore vigorous reaction
ignore sodium is very reactive
• produces a corrosive solution

allow caustic for corrosive
ignore alkaline
• produces hydrogen, which is explosive / flammable
allow flames produced
ignore sodium burns
1
(c) argon is unreactive / inert

allow argon will not react (with reactants /
products / elements)
1
oxygen (from air) would react with sodium / titanium

or
water vapour (from air) would react with sodium / titanium
allow elements / reactants / products for sodium /
titanium
1
(d) metal chlorides are usually ionic

allow titanium chloride is ionic
1
(so)(metal chlorides) are solid at room temperature

or
Page 95 of 115
(so)(metal chlorides) have high melting points
allow titanium chloride for metal chlorides
1
(because) they have strong (electrostatic) forces between the ions

ignore strong ionic bonds
or
(but) must be a small molecule or covalent
allow molecular
1
allow alternative approach:
titanium chloride must be covalent or has small
molecules (1)
with weak forces between molecules
do not accept bonds unless intermolecular
bonds(1)
(but) metal chlorides are usually ionic (1)
(e) sodium (atoms) lose electrons

do not accept references to oxygen
1
(f) Na ⟶ Na+ + e−
do not accept e for e−
1
(g) (Mr of TiCl4 =) 190
1
*allow 1 mark for 0.870 mol Na and 0.211 mol
TiCl4
allow use of incorrectly calculated Mr from step 1
either
(sodium is in excess because) 870 mol Na is more than the 844 mol needed
or
(because) 211 mol TiCl4 is less than the 217.5 mol needed
the mark is for correct application of the factor of
4
other correct reasoning showing, with values of
moles or mass, an excess of sodium or
insufficient TiCl4 is acceptable
allow use of incorrect number of moles from
steps 2 and / or 3
1
approach 1:
Page 96 of 115
(Mr of TiCl4 =) 190(1)
(40 kg TiClr needs)
(=) 19.4 (kg) (1)

so 20 kg is an excess (1)
approach 2:
(Mr of TiCl4 =) 190(1)
(20 kg Na needs)
(=) 41.3 (kg) (1)

so 40 kg is not enough (1)
(h)
or
(actual mass =) 0.923 × 13.5
1
= 12.5 (kg)
allow 12 / 12.46 / 12.461 / 12.4605 (kg)
1
an answer 12.5 (kg) scores 2 marks
[15]
Q20.
(a) (i) red
ignore pink
1
(ii) add silver nitrate (solution)

1
white precipitate
dependent on addition of silver nitrate
ignore addition of another acid
if hydrochloric acid added max 1 mark
1
(b) suitable named alkali / sodium hydroxide solution in burette

1
add alkali solution until (indicator) becomes pink / red

1
if acid to acid titration described, first two marking points not
available
any two from:
• wash / rinse equipment
Page 97 of 115
• add dropwise or slowly (near end point)
• swirl / mix
• read (meniscus) at eye level
• white background
• read start and final burette levels / calculate the volume needed
• repeat
2
(c) does not ionise / dissociate completely

allow for acids of the same concentration, weak acids have a
higher pH or fewer hydrogen ions
1
(d) (i) ring round COOH
(ii)
if not fully correct, allow 1 mark for correct ester group −

minimum
2
[11]
Q21.
(a) a dilute solution of a strong acid
1
(b) 1.0 mol/dm3 hydrogen chloride solution

1
(c) any two from:

• swirl (the solution)
• white tile (under the flask)
• add (ethanedioic) acid dropwise (near the endpoint)
• repeat and calculate mean
2
Page 98 of 115
(d) (concentration = 90 × 0.0480 =)
4.32 (g/dm3)
1
(mass = 4.32 × ) = 1.08 (g)

value of concentration in g/dm3
1
(moles = 0.0480 × =)
0.012 (mol) (1)
(mass = 0.012 × 90 )
= 1.08 (g) (1)
value of number of moles
(e) (moles H2C2O4 = × 0.0480)

= 0.00072 (mol)
1
(moles NaOH =
moles H2C2O4 × 2 = )
0.00144 (mol)
value of number of moles of H2C2O4
1
(concentration= × 1000)
= 0.0576 (mol/dm3)
allow 0.058 (mol/dm3)
value of number of moles of NaOH
1
allow inverse
(conc NaOH =)
allow correct use of incorrect mole ratio
= 0.0576 (mol/dm3) (1)

[9]
Q22.
(a) (i) filtration
1
Page 99 of 115
(ii) cylinder
1
(iii) 0.6
correct answer with or without working gains 2 marks
if answer incorrect, allow mass of lead bromide = 36.0–35.4
for 1 mark
2
(b) (i) all points plotted correctly

± half a small square
4 or 5 correct for 1 mark
2
smooth curve through five points (excluding anomaly)

do not accept straight sections / multiple lines
1
(ii) point at 60°C circled

1
measured out more than 50 cm3

explanation must explain why mass dissolved is too large
1
so solution contained more lead bromide
or
did not heat until all water gone
so additional mass of water
or
heated water to over 60 °C
so more dissolved
allow correct explanation for an incorrectly circled point
1
(c) (i) because (a measuring cylinder) has graduations on it

1
so it is easier to read how much precipitate
or
(a measuring cylinder) has a flat bottom
so measurement of depth is more accurate

1
(ii) straight line covering points from (2,5) to (8,20)

line need not be extrapolated to (0,0), but line is correct only
if any extrapolation would go through (0,0)
1
Page 100 of 115

straight line through points (8,20) and (10,20)
all straight lines must be drawn with a ruler
1
(iii) 20 mm
1
all of the lead nitrate has reacted or lead nitrate is limiting or potassium
bromide is in excess or reaction was over when 8 cm3 potassium
bromide were used
1
(iv) amount / depth of precipitate would be less

1
because lead bromide is more soluble at higher temperatures or less

solid / more dissolved or solution of lead bromide more concentrated
1
[18]
Q23.
(a) water vapour
allow steam
allow gaseous water
1
(b) 75 (cm3)
1
(c) product level below reactants

ignore labelling of products
1
activation energy drawn and labelled

1
overall energy change drawn and labelled

if endothermic profile drawn allow corresponding
overall energy change
scores 3 marks
1
Page 101 of 115

(d) (bonds broken = 4(364) + 3(498) =) 2950
1
(bonds formed = 2950 + 1034 =) 3984

allow correct use of incorrectly calculated values
of bonds broken
1
4X + 4(464) = 3984
of bonds formed
1
4X = (3984 – 1856 =) 2128

1
X = 532 (kJ/mol)
1
(bonds broken = 4(364) + 3(498) =) 2950 (1)
(bonds formed = 4(464) + 4X =) 1856 + 4X (1)
(1856 + 4X) – 2950 = 1034 (1)

of bonds broken and/or bonds formed
4X = (1034 + 2950 – 1856 =) 2128 (1)
X = 532 (kJ/mol) (1)

[10]
Q24.
(a) FeS2
do not accept equations
1
(b) 26
1
30
1
26
1
must be this order
(c) any two from:

• iron has a high(er) melting / boiling point
• iron is dense(r)
• iron is hard(er)
allow iron is less malleable / ductile
• iron is strong(er)
• iron is less reactive
Page 102 of 115

allow specific reactions showing difference in
reactivity
• iron has ions with different charges

• iron forms coloured compounds
• iron can be a catalyst
allow iron is magnetic
allow the converse statements for sodium
allow transition metal for iron
allow Group 1 metal for sodium
ignore references to atomic structure
ignore iron rusts
2
(d) carbon is more reactive (than nickel)

allow converse
1
(so) carbon will displace / replace nickel (from nickel oxide)

allow (so) nickel ions gain electrons
or
(so) carbon will remove oxygen (from nickel oxide)
allow (so) carbon transfers electrons to nickel
(ions)
1
(e) (total Mr of reactants =) 87

1
(percentage atom economy)
allow (percentage atom economy)
= 67.8 (%)
allow an answer from an incorrect calculation to 3
sig figs
1
an answer of 67.8 (%) scores 3 marks
an answer of 67.8160919 (%) or correctly
rounded answer to 2, 4 or more sig figs scores 2
marks
an incorrect answer for one step does not
prevent allocation of marks for subsequent steps
[11]
Q25.
(a) electrolysis uses electricity to produce a chemical reaction
Page 103 of 115

allow voltage for electricity
allow potential difference for electricity
allow (electrical) current for electricity
allow electrolysis uses electricity to decompose a
compound / electrolyte
1
(but) cells use a chemical reaction to produce electricity

1
(b) 2Br– → Br2 + 2e–

allow multiples
allow 1 mark for Br2 and e–
2
(c)
Product at positive Product at

Salt solution
electrode negative electrode
(copper nitrate) oxygen (1) (copper)
(potassium iodide) iodine (1) hydrogen (1)

1
2
(d) filter the mixture

1
wash and dry the copper / residue

1
weigh the copper collected

1
add to the increase in mass of the electrode

1
(e) (for given current) straight line through the origin

allow (for given current) when time doubles,
mass doubles
1
(f) (for given time) when current doubles, mass doubles with supporting data
1
(g) copper ions are discharged (from the solution)

allow the solution becomes less concentrated
allow copper ions are removed (from the
solution)
allow copper ions are used up (from the solution)
1
(h) (number of moles = =)

3.78 × 10–3 or 0.00378
1
Page 104 of 115

(number of atoms =)
0.00378 × 6.02 × 1023
number of moles
1
= 2.28 × 1021
allow a correct evaluation to 3 significant figures
of an incorrect expression which involves only a
mass from the graph, the Ar of copper and the
Avogadro constant
1
[17]
Q26.
(a) H+
1
(b) hydrochloric (acid)

allow HCl
1
water
allow H2O
1
(c) burette
do not accept biuret
1
(d) 27.6 (cm3)

allow 27.60 (cm3)
1
(e) Level 3: The design/plan would lead to the production of a valid outcome. All
key steps are identified and logically sequenced.
5–6
Level 2: The design/plan would not necessarily lead to a valid outcome. Most
steps are identified, but the plan is not fully logically sequenced.
3–4
Level 1: The design/plan would not lead to a valid outcome. Some relevant
steps are identified, but links are not made clear.
1–2
No relevant content
0
Indicative content
allow converse using acid added to alkali
Key steps
• measure the volume of acid
• add indicator to the acid
• add sodium hydroxide solution
• until the colour changes
• record volume of sodium hydroxide solution added
Page 105 of 115

• repeat procedure with the other acid
Use of results
• compare the two volumes of sodium hydroxide solution to find which
sample P or Q is more concentrated
Other points
• pipette to measure volume of acid

• use a few drops of indicator
• swirl
• use a white tile
• rough titration to find approximate end point
• add dropwise near the endpoint
• read volume from bottom of meniscus
• repeat and take a mean
[11]
Q27.
(a) didn’t stir (the solution enough)
allow measured the temperature before the
temperature stopped falling
allow measured the temperature too soon
1
(b) the temperature decreases (initially) because energy is taken in (by the
reaction from the solution)
allow temperature decreases (initially) because
the reaction is endothermic
when 1.5 g (of citric acid) is added the sodium

hydrogencarbonate has all reacted
allow when the temperature reaches 11.6 °C the
sodium hydrogencarbonate has all reacted
or
from 1.5 g the citric acid is in excess
allow after the temperature reaches 11.6 °C the
citric acid is in excess
or
when 1.5 g (of citric acid) is added the reaction is complete
allow when the temperature reaches 11.6 °C the
reaction is complete
(so) the temperature increases as energy is transferred from the room to the
solution
allow (so) the temperature increases as energy is
transferred from the excess citric acid to the
solution
1
(c) less steep line starting at 16.8 °C and reaching 1.00 g (of citric acid)
ignore any part of the line drawn beyond 1.00 g
1
Page 106 of 115

(as) metal is a better conductor
allow (as) polystyrene is a better insulator
1
(so) more energy is absorbed (from the surroundings)

allow (so) more heat is absorbed (from the
surroundings)
1
(d) (Mr citric acid =) 192
(moles = × 0.0500) = 0.0125
(mass = 0.0125 × 192 =) 2.4 (g)

1
allow correct use of an incorrectly calculated Mr
number of moles
1
(Mr citric acid =) 192 (1)
(concentration = 0.0500 × 192)

= 9.6 (g/dm3) (1)
allow correct use of an incorrectly calculated Mr
(mass = × 9.6 =) 2.4 (g) (1)

concentration in g/dm3
(e) add the citric acid (to the flask) until there is a (permanent) colour change
ignore colours of indicator
1
measure / record the volume (of citric acid) added

allow take the final (and initial) burette reading
1
any one from:

• swirl
• use a white tile
• add the citric acid dropwise (near the end-point)
• repeat and calculate a mean
allow add the citric acid slowly (near the end-
point)
1
(f) any two from:

• can add (the citric acid) in small increments
allow can add (the citric acid) drop by drop
allow can add (the citric acid) slowly
Page 107 of 115

• can measure variable volumes
allow has a scale 2
• more accurate than a measuring cylinder

2
(g) (moles citric acid = × 0.0500) = 0.000665

1
(moles NaOH = 3 × 0.000665 ) = 0.001995

number of moles of citric acid
1
(conc = × 0.001995) = 0.0798 (mol/dm3)

allow 0.08 or 0.080 (mol/dm3)
number of moles of NaOH
1
allow
(conc NaOH =) 3 × (1)
= 0.0798 (mol/dm3) (1)

allow 0.08 or 0.080 (mol/dm3)
[18]
Q28.
(a) copper, zinc, sodium chloride solution
1
(b) a reactant is used up

allow the reaction stops
allow electrolyte / electrode / ions / metal / metal
hydroxide / alkali for reactant
1
(c) the reaction is not reversible

1
(d) 2H2 + O2 ⟶ 2H2O

allow fractions / multiples
allow 1 mark for O2
2
Page 108 of 115

(e) Level 3: A judgement, strongly linked and logically supported by a sufficient
range of correct reasons, is given.
5−6
Level 2: Some logically linked reasons are given. There may also be a simple
judgement.
3−4
Level 1: Relevant points are made. This is not logically linked.

1−2
No relevant content
0
Indicative content
reasons why fuel cells could be judged as better
from the table from other knowledge
• time for refuelling a fuel • hydrogen can be

cell is faster than renewable if made by
recharging electrolysis using
or renewable energy
a fuel cell does not need • lithium-ion batteries can
to be recharged catch fire
• a fuel cell has a greater • produces only water
range or
no pollutants produced
• lithium-ion batteries may
release toxic chemicals
on disposal
• lithium-ion batteries
(eventually cannot be
recharged so) have a
finite life
reasons why the lithium-ion battery could be judged as better
from the table from other knowledge
• lithium-ion uses energy • hydrogen is often made

more efficiently from fossil fuels so is not
• cost of lithium-ion car renewable
much less • charging points are more
• cost of recharging much widely available than
less than refuelling with hydrogen filling stations
hydrogen • hydrogen takes up a lot of
space
or
is difficult to store
• hydrogen can be highly
flammable / explosive
• no emissions produced
• (catalyst in the hydrogen
fuel-cell eventually
becomes poisoned so)
Page 109 of 115

have a finite life
[11]
Q29.
(a) CrO42- / chromate ions moved to the positive electrode
allow anode for positive electrode
allow yellow (coloured) ions moved to the
positive electrode
1
(because) opposite charges attract

allow (because) negative ions are attracted to the
positive electrode
1
(b) water
ignore copper chromate solution
1
(c) copper ions gain two electrons

allow Cu2+ for copper ions
allow 1 mark for copper ions gain electrons
or
allow 1 mark for copper ions are reduced
do not accept copper ions are oxidised
2
(to) form copper (atoms)

allow Cu for copper (atoms)
the equation:
Cu2+ + 2e- → Cu
scores 3 marks
1
(d) (negative electrode) hydrogen

allow H2
1
(positive electrode) iodine

allow I2
1
[8]
Q30.
(a) any one from:
• solution becomes colourless or colour fades
• zinc becomes bronze / copper coloured

allow copper (forms) or a solid (forms)
• zinc gets smaller

allow zinc dissolves
Page 110 of 115

• bubbles or fizzing.
ignore precipitate
1
(b) improvement:
use a plastic / polystyrene cup or add a lid
accept use lagging / insulation
1
reason - must be linked

reduce / stop heat loss
OR
improvement:
use a digital thermometer

allow use a data logger
reason - must be linked
more accurate or easy to read or stores data

allow more precise or more sensitive
ignore more reliable
ignore improvements to method, eg take more readings
1
(c) Marks awarded for this answer will be determined by the Quality of Written
Communication (QWC) as well as the standard of the scientific response.
Examiners should also refer to the information in the Marking Guidance and
apply a ‘best–fit’ approach to the marking.
0 marks
No relevant content
Level 1 (1−2 marks)

There is a statement about the results.

There are statements about the results. These statements may be linked or
may include data.

There are statements about the results with at least one link and an attempt at
an explanation.
Examples of chemistry points made in the response:
Description:
Statements
Concentration of copper sulfate increases
Temperature change increases
There is an anomalous result
The temperature change levels off
Page 111 of 115

Reaction is exothermic
Linked Statements
Temperature change increases as concentration of copper sulfate increases
The temperature change increases, and then remains constant
After experiment 7 the temperature change remains constant
Statements including data
The trend changes at experiment 7
Experiment 3 is anomalous
Attempted Explanation
Temperature change increases because rate increases
Temperature change levels off because the reaction is complete
Explanation
As more copper sulfate reacts, more heat energy is given off
Once copper sulfate is in excess, no further heat energy produced

6
[9]
Q31.
(a) the activation energy should be from the reactants (line to the peak)
ignore description of where the activation energy
is on the diagram
1
the products (line) should be below the reactants (line)

or
the products should have less energy than the reactants
allow the product (line) is above the reactants
(line)
allow the products have more energy than the
reactants allow the profile shows an endothermic
reaction
ignore the arrow for the overall energy change
should point downwards
1
(b) any two from: (hydrogen fuel cells)

allow converse arguments for a rechargeable cell
• no toxic chemicals to dispose of at the end of the cell's life
• take less time to refuel (than to recharge rechargeable cells)
• travel further before refuelling (than before recharging rechargeable
Page 112 of 115

cells)
allow has a greater range
• no loss of efficiency (over time)

allow does not lose capacity / range in cold
weather 2
2
(c) any one from:

allow multiples
• H2 ⟶ 2 H+ + 2 e-
allow H2 - 2 e- ⟶ 2 H+
• O2 + 4 H+ + 4 e- ⟶ 2 H2O
allow H2 + 2 OH- - 2 e- ⟶ 2 H2O
• H2 + 2 OH- ⟶ 2 H2O + 2 e-
• O2 + 2 H2O + 4 e- ⟶ 4 OH-
1
(d) any two from:

• hydrogen is not shown as H2 / molecules
• particles are shown as spheres
• particles are shown as solid
• does not show the (weak) forces (between particles)
• does not show the movement / speed (of particles)
• is only two-dimensional
2
(e) any one from:

• under (higher) pressure
allow increase concentration
• cool
allow condense
• absorb / adsorb in a solid
allow store as a liquid / solid
allow develop more efficient engines
1
(f) (58 MJ =) 58 000 kJ

or
(290 kJ =) 0.290 MJ
allow (58 MJ =) 58 000 000 J
and
(290 kJ =) 290 000 J
1
(moles = or
allow correct use of an incorrectly converted or
unconverted value of energy
1
(volume =) 200 × 24
Page 113 of 115

number of moles of hydrogen
1
= 4800 (dm3)
1
(58 MJ =) 58 000 kJ (1)
(energy released per dm3 = =) 12.08333 (kJ/dm3) (1)
(volume =) (1)
allow correct use of an incorrectly converted or
unconverted value of energy
energy released per dm3
= 4800 (dm3) (1)

[12]
Q32.
(a) any two from:
• temperature (of solution)
ignore room temperature
• concentration of electrolyte / solution
• compound / ions in electrolyte / solution
allow volume of electrolyte / solution
allow size of electrode
allow distance between electrodes
do not accept electrode X unqualified
do not accept (measured) voltage
2
(b) order:
(most reactive) magnesium
cobalt
nickel
tin
copper
(least reactive) silver
allow 1 mark for magnesium, cobalt, nickel, tin in
order at top
allow 1 mark for copper and silver in order at the
bottom
2
justification:
the higher the (positive) voltage, the more reactive (the metal)
allow the most reactive (metal) has the highest
voltage
1
Page 114 of 115

silver has a negative voltage because silver is less reactive than copper
1
(c) magnesium and tin

1
(d) (in a fuel cell) hydrogen is oxidised (to produce water)

allow (in a fuel cell) hydrogen reacts with oxygen
(to produce water)
1
water is produced / released as gas / vapour / steam

if no other mark awarded, allow 1 mark for fuel cells produce water
1
[9]
Q33.
(a) the chemical reaction is reversible
1
(b) any two from:

• type of electrode
• electrolyte
• concentration of electrolyte
• temperature
2
(c) H2 + 2OH− → 2H2O + 2 e−

allow multiples
1
(d) contains OH− ions

1
(e) (bonds broken)
((6 × 412) + (2 × 360) + (2 × 464) + (3 × 498)) = 5614

1
(bonds made)
((4 × 805) + (8 × 464)) = 6932
1
(overall energy change)

(6932 − 5614) = −1318 (kJ / mol)
allow ecf from marking point 1 and / or marking point 2
1
an answer of 1318 (kJ / mol) scores 3 marks
[8]
Page 115 of 115

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Year 11 Triple Science Chemistry Paper 1 PPQs

4.1.2 The periodic table ....................................................................................................................................... 6

4.1.3 Properties of transition metals (chemistry only) .................................................................................... 9

4.2 Bonding, structure, and the properties of matter ......................................................................................... 14

4.2.1 Chemical bonds, ionic, covalent and metallic ........................................................................................ 14

4.2.3 Structure and bonding of carbon .............................................................................................................. 23

4.3 Quantitative chemistry .................................................................................................................................... 29

4.3.2 Use of amount of substance in relation to masses of pure substances ................................................ 32

4.4 Chemical changes ........................................................................................................................................... 52

4.4.1 Reactivity of metals ............................................................................................................................. 52

4.4.2 Reactions of acids ................................................................................................................................ 57

4.4.3 Electrolysis ............................................................................................................................................... 62

4.5 Energy changes ............................................................................................................................................... 69

4.5.1 Exothermic and endothermic reactions.................................................................................................. 69

4.5.2 Chemical cells and fuel cells (chemistry only) ........................................................................................ 73

Standard demand Q1.

Gallium (Ga) is an element that has two isotopes.

(a) Give the meaning of ‘isotopes’.

You should answer in terms of subatomic particles.

Mass Percentage abundance

Calculate the relative atomic mass (Ar) of gallium.

Give your answer to 1 decimal place.

Relative atomic mass (1 decimal place) = _______________

Number of electrons ______________

Number of neutrons ______________

(d) What is the most likely formula of a gallium ion?

Tick (✓) one box.

You should balance the equation.

Oxygen is a Group 6 element.

(f) Explain why sodium oxide has a high melting point.

Standard demand Q3.

Why did Mendeleev reverse the order of these two elements?

(b) Mendeleev left spaces marked with an asterisk *

He left these spaces because he thought missing elements belonged there.

What is the modern name for atomic weight?

Tick (✓) one box.

Relative atomic mass

Relative formula mass

(d) Complete the sentence.

In the modern periodic table, the elements are arranged in order of

(e) Astatine (At) is below iodine in Group 7.

• the formula of an astatine molecule

Formula of astatine molecule ____________________________

State at room temperature ______________________________

(f) Sodium is in Group 1 of the modern periodic table.

(a) The plum pudding model did not have a nucleus.

(b) Niels Bohr adapted the nuclear model.

Describe the change that Bohr made to the nuclear model.

Mendeleev arranged the elements in order of atomic weight.

Mendeleev then reversed the order of some pairs of elements.

Explain why the student’s suggestion cannot be correct.

Use the diagram above.

4.1.3 Properties of transition metals (chemistry only)

Standard demand Q5.

(a) Which two statements are properties of most transition metals?

Tick (✓) two boxes.

They are soft metals.

They form colourless compounds.

They form ions with different charges.

They have high melting points.

They have low densities.

(b) A student added copper metal to colourless silver nitrate solution.

The student observed: