Q16.

A student uses this apparatus to find the temperature change when sodium hydroxide solution reacts with dilute hydrochloric acid.

This is the student's method.

 pour 20 cm3 of sodium hydroxide solution into a polystyrene cup

 record the temperature of the sodium hydroxide solution
 add 20 cm3 of dilute hydrochloric acid and stir the mixture
 record the highest temperature of the mixture

(a) (i) Give the formula of the ion that causes sodium hydroxide solution to be alkaline.
(1)
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(ii) Suggest a pH value for the dilute hydrochloric acid.
(1)
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(b) Explain why a polystyrene cup is used in this experiment.

(2)
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(c) The diagram shows the thermometer readings at the start and at the end of the experiment.

Use the readings to complete the table, giving all values to the nearest 0.1 °C.
(3)

(d) Another student does the experiment, but uses 25 cm3 of sodium hydroxide solution and 25 cm3 of dilute
hydrochloric acid.
She records a temperature change of 5.2 °C. Calculate the heat energy (Q) in kilojoules (kJ) released in this reaction.
 [mass of 1.0 cm3 of solution = 1.0 g] [for the solution, c = 4.2 J / g / °C]
(4)

Q = ........................................................... kJ

(Total for question = 11 marks)

Q17.

A student uses this apparatus to find the heat energy change when ammonium nitrate dissolves in water to form a solution.

This is the student's method.

 add 50 cm3 of distilled water to the polystyrene cup and record the initial temperature of the water

 add a known mass of ammonium nitrate to the polystyrene cup and stir the mixture until all the solid dissolves

 record the minimum temperature of the ammonium nitrate solution

(a) Give two reasons why the student stirs the mixture.
(2)
1 ..........................................................................................................................................

2 ..........................................................................................................................................

(b) The diagram shows the minimum temperature of the solution.

Complete the table by giving the missing information.

Give both values to the nearest 0.1 °C.
(2)

(c) The student repeats the experiment, again using 50 cm3 water, and finds that the temperature change is 3.9 °C.
 (i) Show that the heat energy change, Q, in this experiment is about 800 J.
[c = 4.2 J / g / °C for the solution] [mass = 1.0 g for 1.0 cm3 of solution]
(2)

(ii) The student uses 2.8 g of ammonium nitrate in this experiment. Calculate the enthalpy change, ΔH, in kJ / mol.
Include a sign in your answer. [for NH4NO3, Mr = 80]
(4)

ΔH = ........................................................... kJ / mol

(d) Describe a test to show that the ammonium nitrate solution contains ammonium ions.
(3)
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(e) In another experiment the student adds anhydrous copper(II) sulfate to distilled water.
The table shows the student's results.

Explain what the results show about the type of energy change that occurs when anhydrous copper(II) sulfate dissolves in
water.
(2)
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(Total for question = 15 marks)

Q18.

This question is about gases.

(a) The table gives information about some gases. Complete the table by choosing a gas from the box that matches the
information.

You may use each gas once, more than once, or not at all.
(4)
(b) A teacher uses this apparatus to determine the percentage of oxygen in a sample of air.

This is the teacher's method.

 record the total volume of air in the apparatus

 heat the copper powder
 use the syringes to pass air over the heated copper powder several times
 allow the remaining gas to cool and record its volume

The copper powder turns black.

(i) State why the copper powder turns black.

(1)
.............................................................................................................................................

(ii) Give a reason why the remaining gas is allowed to cool before its volume is recorded.
(1)
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(iii) At the start of the experiment, the total volume of air in the apparatus is 138 cm3. At the end of the experiment, the volume
of gas remaining is 108 cm3. Calculate the percentage of oxygen in the sample of air. Assume that all the oxygen has reacted.
(2)

percentage of oxygen = ........................................................... %

(Total for question = 8 marks)

Q19.
A student uses this apparatus to investigate the rate of reaction between marble chips and dilute hydrochloric acid.
The equation for the reaction is

CaCO3 + 2HCl → CaCl2 + H2O + CO2

(a) During the reaction the mass of the contents of the flask decreases.
(i) State why the mass of the contents of the flask decreases.
(1)
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(ii) State the purpose of the cotton wool.
(1)
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(iii) Explain why sulfuric acid is not a suitable acid to use in this investigation.
(2)
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(b) The graph shows the student's results.

(i) In the investigation the marble chips are in excess.

Explain the shape of the graph.
(4)
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(ii) The student repeats the experiment using the same volume of hydrochloric acid but of half the concentration of
the original acid. All other conditions are kept the same. On the grid, draw the curve the student would obtain.
(2)
(c) Explain, using particle collision theory, how increasing the temperature affects the rate of a reaction.
(4)
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(Total for question = 14 marks)

Q20.
A student uses the reaction between iron and oxygen to find the percentage of oxygen in air.

The diagram shows the apparatus the student uses.

(a) (i) State why the iron powder needs to be wet.

(1)
.............................................................................................................................................
(ii) State the colour of the compound formed in the reaction between iron and oxygen.
(1)
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(iii) Give the formula of the compound formed.
(1)
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(iv) Explain the advantage of using iron powder rather than pieces of iron.
(2)
.............................................................................................................................................

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(b) The syringe in the diagram shows the reading at the end of the experiment.
Complete table 1 to show the readings on the syringe.
Give both values to the nearest 1 cm3.
(2)
(c) The student repeats the experiment and obtains a different set of results.
Table 2 shows these results.

Use the results from table 2 to calculate the percentage by volume of oxygen in the air.
(3)

percentage by volume of oxygen in air = ........................................................... %

Q21.

This question is about rusting.

(a) When iron rusts, it reacts with oxygen in the air.

A student uses the rusting of iron to find the percentage of oxygen in a sample of air.
The diagram shows the apparatus.

These are the student's results.

Calculate the percentage of oxygen in the sample of air using the student's results.
(3)

percentage of oxygen = ........................................................... %

(b) (i) Cars are painted to prevent the iron in car bodies from rusting.
Explain how painting prevents the iron in car bodies from rusting.
(2)
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(ii) Some car manufacturers use paint containing tiny particles of zinc.
Explain how particles of zinc prevent iron in car bodies from rusting even when this paint is scratched.
(2)
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Q22.
A student uses this apparatus in an experiment to study the rate of the reaction between zinc and dilute sulfuric acid.

This is the student's method.

 add a few zinc granules to a conical flask on a balance

 of dilute sulfuric acid to the flask, start a timer and immediately record the mass of the flask and contents
 record the mass of the flask and contents every minute until the mass remains constant

The mass of the flask and contents decreases because hydrogen gas is produced and leaves the flask.

The student uses the mass readings to calculate the total mass of hydrogen produced.
(1)
Zn (................) + H2SO4 (................) → ZnSO4 (................) + H2 (................)

(b) The table shows the student's results.

(i) Plot the student's results. The first three have been done for you.
(1)
(ii) Draw a circle around the anomalous result.
(1)
(iii) Draw a curve of best fit.
(1)
 (iv) Give a possible reason for the anomalous result.
(1)
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(v) Determine a more likely value for this result.
(1)
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(c) (i) Explain how the shape of the curve shows how the rate of the reaction changes as time increases.
(2)
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(ii) At the end of the experiment there is no zinc left in the flask.
Give a conclusion the student could make from this observation.
 (1)
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(d) The student does another experiment using

 the same amount of similarly sized magnesium granules instead of zinc

 the same volume of sulfuric acid, but of a lower concentration
Explain why it is difficult to predict how the rate of reaction in this experiment compares with the rate of reaction in the first
experiment.
(3)
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(e) Explain, in terms of particle collision theory, how increasing the temperature affects the rate of a reaction.
(3)
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(Total for question = 15 marks)