This question is about chemical elements.
(a) Use the Periodic Table to help you answer this question.
(a) (i) Identify the element with atomic number 5.
(a) (ii) Give the symbol of a metallic element in Period 3.
(a) (iii) Identify the element whose atoms contain 14 protons.
(a) (iv) Identify the element whose atoms have the electronic configuration 2.5.
(a) (v) Give the name of the compound formed between oxygen and the element with atomic number 13.
(b) The position of an element in the Periodic Table can be used to predict its properties.
(b) (i) Which group contains elements that are all unreactive?
- A) Group 2
- B) Group 5
- C) Group 6
- D) Group 0
(b) (ii) Which of these is the least reactive element in Group 1?
- A) caesium
- B) lithium
- C) potassium
- D) sodium
Most-appropriate topic codes (Pearson Edexcel IGCSE Chemistry 4CH1):
• 1(d): The Periodic Table: Group 0 (Noble gases) — part (b)(i)
• 2(a): Group 1 (alkali metals) — part (b)(ii)
• 1(f): Ionic bonding — part (a)(v)
▶️ Answer/Explanation
(a)(i) Boron / B
Explanation: The element with atomic number 5 is boron. Its symbol is B. It is located in Group 13, Period 2 of the Periodic Table.
(a)(ii) Na / Mg / Al
Explanation: Any metallic element from Period 3 (Na, Mg, Al) is acceptable. Sodium (Na), Magnesium (Mg), and Aluminium (Al) are all metals found in Period 3.
(a)(iii) Silicon / Si
Explanation: The number of protons in an atom defines its atomic number. An atom with 14 protons has an atomic number of 14, which corresponds to the element silicon (Si).
(a)(iv) Nitrogen / N
Explanation: The electronic configuration 2.5 indicates an atom with 2 electrons in its first shell and 5 in its second, giving a total of 7 electrons (and therefore 7 protons, atomic number 7). This is nitrogen (N). Allow N\(_2\).
(a)(v) Aluminium oxide
Explanation: The element with atomic number 13 is aluminium (Al), a metal in Group 13. It reacts with oxygen (a non-metal in Group 16) to form an ionic compound, aluminium oxide. The formula is Al\(_2\)O\(_3\).
(b)(i) D (Group 0)
Explanation: Group 0 contains the noble gases (e.g., helium, neon, argon). These elements have full outer electron shells, making them very stable and chemically unreactive under standard conditions.
A is not correct because Group 2 elements (alkaline earth metals) are reactive, readily losing two electrons to form 2+ ions.
B is not correct because Group 5 elements (like nitrogen and phosphorus) can form various compounds and are not all unreactive.
C is not correct because Group 6 elements (like oxygen and sulfur) are reactive, especially oxygen which readily gains electrons.
(b)(ii) B (lithium)
Explanation: Reactivity in Group 1 (alkali metals) increases down the group. Lithium, being at the top of the group, has the smallest atomic radius and the highest ionization energy among the listed options, making it the least likely to lose its outer electron. Therefore, it is the least reactive.
A is not correct because caesium, being at the bottom of Group 1, is the most reactive alkali metal listed.
C is not correct because potassium is more reactive than lithium and sodium.
D is not correct because sodium is more reactive than lithium.
(a) The boxes list changes that may happen in a laboratory and the names of some changes.
Draw one straight line from each change to its correct name.
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(b) A student has two solids, X and Y.
One of these solids is a pure substance and the other is a mixture.
Describe how the student could identify which solid is pure and which is a mixture by measuring a physical property of each solid.
Most-appropriate topic codes (Edexcel IGCSE Chemistry):
• 1(b): Elements, compounds and mixtures — Understanding processes like dissolving
▶️ Answer/Explanation
(a)
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Note: The other changes are incorrect for these processes. Diffusion involves movement of particles from high to low concentration, evaporation is liquid to gas at the surface, and freezing is liquid to solid.
(b)
A correct answer will contain three distinct marks, aligning with the mark scheme:
M1: Measure the melting point (or boiling point) of each solid. [1 mark]
M2: The solid that has a fixed/sharp melting point is the pure substance. [1 mark]
Reasoning: Pure substances have a definite, sharp melting point because their particles are arranged in a regular pattern and melt at a single, specific temperature (e.g., pure ice melts exactly at \(0^\circ \text{C}\)).
M3: The solid that melts over a range of temperatures is the mixture. [1 mark]
Reasoning: Mixtures contain different substances that interfere with each other’s structure, causing melting to occur over a broader temperature range. The presence of impurities lowers and broadens the melting point.
Alternative (if using boiling point):
M1: Measure the boiling point.
M2: The solid that boils at a fixed temperature is pure.
M3: The solid that boils over a range of temperatures is a mixture.
This question is about metals.
(a) Metals can be arranged in a reactivity series based on their reactions with water and their reactions with dilute hydrochloric acid.
The table shows how four metals, P, Q, R and S, react with water and with dilute hydrochloric acid.
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(a) (i) Identify which of the metals P, Q, R or S could be gold.
(a) (ii) Suggest why the reaction between metal R and dilute hydrochloric acid was not done.
(a) (iii) Use the information in the table to place the metals in order of reactivity from most reactive to least reactive.
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(b) Zinc is used to coat iron gates to prevent the iron from rusting.
(b) (i) State the name of this method of preventing iron from rusting.
(b) (ii) State another method of preventing iron from rusting.
(c) A mixture of zinc powder and copper(II) oxide is heated.
The chemical equation for the reaction that takes place is
\[ \text{Zn} + \text{CuO} \rightarrow \text{ZnO} + \text{Cu} \]
(c) (i) State how the reaction shows that zinc is more reactive than copper.
(c) (ii) Explain which substance is the oxidising agent.
Most-appropriate topic codes (Edexcel IGCSE Chemistry 4CH1):
• 2(d): Rusting of iron and its prevention — parts (b)(i), (b)(ii)
• 2(d): Redox (oxidation and reduction) — part (c)(ii)
▶️ Answer/Explanation
(a)(i) Q
Explanation: Gold is a very unreactive metal. It does not react with water or dilute acids. In the table, only metal Q shows no reaction with both water and dilute hydrochloric acid.
(a)(ii) Any one of: might be explosive / dangerous / unsafe
Explanation: Metal R reacts with water very quickly to produce hydrogen gas. This indicates it is a very reactive metal (like potassium or sodium). Such metals often react violently or explosively with acids, so the experiment was likely omitted for safety reasons.
(a)(iii) R, S, P, Q
Explanation: The reactivity order is deduced from the vigour of reactions.
- R is most reactive: reacts very quickly with water.
- S is next: reacts quickly with water and very quickly with acid.
- P is less reactive: no reaction with water, slow reaction with acid.
- Q is least reactive: no reaction with either.
(b)(i) galvanising / galvanisation
Explanation: This is the process of coating iron or steel with a layer of zinc to prevent rusting. The zinc acts as a protective barrier and can also provide sacrificial protection.
(b)(ii) Any one of: painting / oiling / greasing / sacrificial protection
Explanation: These are common barrier methods (paint, oil, grease) that exclude oxygen and water. Sacrificial protection involves attaching a more reactive metal (like magnesium or zinc) to the iron, which corrodes instead.
(c)(i) zinc displaces copper
Explanation: In the reaction, zinc atoms (Zn) remove oxygen from copper(II) oxide (CuO) to form zinc oxide (ZnO) and copper metal (Cu). A more reactive metal can displace a less reactive metal from its oxide.
(c)(ii)
- Oxidising agent: copper(II) oxide / CuO (1 mark)
- Explanation: because copper(II) oxide loses oxygen / gives oxygen to zinc / is reduced (1 mark)
Detailed explanation: Oxidation is the gain of oxygen; reduction is the loss of oxygen. In this reaction, zinc gains oxygen to form ZnO (zinc is oxidised). Copper(II) oxide loses oxygen to form Cu (copper(II) oxide is reduced). The substance that causes oxidation by being reduced itself is the oxidising agent. Therefore, CuO is the oxidising agent.
(a) Sodium hydroxide dissolves in water, forming a strongly alkaline solution. Ammonia dissolves in water, forming a slightly less alkaline solution.
(i) Identify the ion that makes the sodium hydroxide solution alkaline.
(ii) What is a possible pH of ammonia solution?
- A) 3
- B) 6
- C) 11
- D) 14
(b) When ammonia solution reacts with sulfuric acid, a neutralisation reaction occurs and ammonium sulfate forms.
(i) How does the sulfuric acid act in this reaction?
- A) as a neutron donor
- B) as a neutron acceptor
- C) as a proton donor
- D) as a proton acceptor
(ii) The diagram shows a beaker containing some ammonia solution and a few drops of phenolphthalein indicator.
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Dilute sulfuric acid is added to the beaker until it is in excess. What are the colours of the phenolphthalein indicator before and after adding excess sulfuric acid?
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(c) Ammonium sulfate, \((\text{NH}_4)_2\text{SO}_4\), is used by gardeners as a fertiliser because it contains nitrogen.
(i) Explain why the chemical formula of ammonium sulfate is \((\text{NH}_4)_2\text{SO}_4\). Refer to the charges on the ions in your answer.
(ii) Calculate the relative formula mass of ammonium sulfate, \((\text{NH}_4)_2\text{SO}_4\).
(iii) Calculate the mass, in grams, of nitrogen in 1.0 kg of ammonium sulfate.
Most-appropriate topic codes (Edexcel IGCSE Chemistry 4CH1):
• 2(g): Acids, bases and salt preparations — parts (a)(i), (b)(i), (c)
• 1(e): Chemical formulae, equations and calculations — parts (c)(ii), (c)(iii)
• 2(h): Chemical tests (indicator colours) — part (b)(ii)
▶️ Answer/Explanation
(a)(i) Hydroxide ion / \(\text{OH}^-\)
Detail: Sodium hydroxide dissociates in water to produce \(\text{Na}^+\) and \(\text{OH}^-\) ions. The \(\text{OH}^-\) ions are responsible for the alkalinity (high pH).
(a)(ii) C (11)
A is not correct because 3 is acidic, not alkaline.
B is not correct because 6 is weakly acidic.
D is not correct because 14 is the pH of a very strong alkali like concentrated sodium hydroxide; ammonia solution is only weakly alkaline.
(b)(i) C (as a proton donor)
Detail: According to the Brønsted-Lowry theory, an acid is a proton (\(\text{H}^+\)) donor. Sulfuric acid donates protons to the ammonia (which acts as a base).
A and B are not correct because neutrons are not involved in acid-base reactions.
D is not correct because a proton acceptor is the definition of a base.
(b)(ii) C (pink | colourless)
Detail: Phenolphthalein is pink in alkaline solutions (like ammonia solution) and colourless in neutral or acidic solutions. Adding excess sulfuric acid neutralises the ammonia and then makes the solution acidic, causing the indicator to turn colourless.
A is not correct because phenolphthalein does not turn orange or red.
B is not correct for the same reason.
D is not correct because it reverses the colour change.
(c)(i)
M1: Ammonium ion is \(\text{NH}_4^+\) (charge 1+) and sulfate ion is \(\text{SO}_4^{2-}\) (charge 2-).
M2: To balance the charges, two ammonium ions (total charge 2+) are needed for every one sulfate ion (charge 2-), giving the formula \((\text{NH}_4)_2\text{SO}_4\).
(c)(ii)
Calculation:
\( M_r = 2 \times [14 + (4 \times 1)] + 32 + (4 \times 16) \)
\( = 2 \times [18] + 32 + 64 \)
\( = 36 + 32 + 64 = 132 \)
The relative formula mass is 132.
(c)(iii)
Method 1 (Using mass ratio):
M1: In 132 g of \((\text{NH}_4)_2\text{SO}_4\), the mass of nitrogen is \(2 \times 14 = 28\) g.
M2: Mass of nitrogen in 1 g of ammonium sulfate is \(28 \div 132\).
M3: Mass of nitrogen in 1000 g (1.0 kg) is \(1000 \times (28 \div 132) = 212.\overline{12}\) g ≈ 212 g (to 3 significant figures).
Method 2 (Using moles):
M1: Moles of ammonium sulfate = \(1000 \div 132 \approx 7.57576\) mol.
M2: Each mole of \((\text{NH}_4)_2\text{SO}_4\) contains 2 moles of N atoms.
M3: Mass of nitrogen = \(7.57576 \times 2 \times 14 = 212.\overline{12}\) g ≈ 212 g.
(a) Chlorine, bromine and iodine are elements in the Periodic Table.
Explain how the position of these elements in the Periodic Table depends on their electronic configurations.
(b) Chlorine reacts with methane to form \(\text{CH}_3\text{Cl}\) and \(\text{HCl}\).
(i) State the condition necessary for this reaction.
(ii) Give the equation for this reaction.
(iii) The bonds in a molecule of \(\text{CH}_3\text{Cl}\) are covalent. Explain, in terms of electrostatic attractions, what is meant by a covalent bond.
(iv) Draw a dot-and-cross diagram for a molecule of \(\text{CH}_3\text{Cl}\). Show only the outer electrons of the atoms.
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(v) \(\text{CH}_3\text{Cl}\) has a simple molecular structure. Explain why \(\text{CH}_3\text{Cl}\) has a low boiling point.
(c) Graphite is another substance that contains covalent bonds.
The diagram shows the structure of graphite.
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Most covalent substances do not conduct electricity.
Explain why graphite is able to conduct electricity.
Most-appropriate topic codes (Edexcel IGCSE Chemistry):
• 2(b): Group 7 (halogens) — part (a), specification points 2.5–2.8C
• 4(c): Alkanes (reactions with halogens) — part (b)(i) & (ii), specification point 4.22
• 1(g): Covalent bonding — parts (b)(iii), (b)(iv), specification points 1.44–1.47
• 1(g): Properties of simple molecular substances — part (b)(v), specification points 1.47, 1.51
• 4(a): Introduction to organic chemistry (formulae, naming) — implicit in parts (b)(ii), (b)(iv)
▶️ Answer/Explanation
5 (a)
Any two from:
- They are all in the same group (Group 7/halogens).
- Because they all have the same number of electrons (seven) in their outer shell.
- The period they are in depends on the number of electron shells / energy levels.
Details: The vertical group number is determined by the number of outer shell electrons. Since Cl, Br, and I all have 7 electrons in their outer shell, they are in Group 7. Their horizontal period is determined by the number of occupied electron shells (e.g., Cl has 3 shells, Br has 4, I has 5).
(b) (i) Ultraviolet (UV) radiation / UV light.
Note: “Sunlight” may be accepted, but “UV radiation” is the precise condition for the free-radical substitution reaction between methane and chlorine.
(b) (ii) \(\text{Cl}_2 + \text{CH}_4 \rightarrow \text{CH}_3\text{Cl} + \text{HCl}\)
(b) (iii)
M1: (A covalent bond involves) the attraction between a shared pair of electrons and
M2: the nuclei of the (two) atoms (involved in the bond).
Alternative wording: A bonding/shared pair of electrons is attracted to the nuclei of both atoms.
(b) (iv)
M1: Four shared pairs of electrons correctly shown between carbon and the other four atoms (three H, one Cl).
M2: The rest of the molecule is correct, including the three lone pairs (six electrons) on the chlorine atom.
Representative diagram (text description): Carbon atom in the centre, single-bonded to three H atoms and one Cl atom. Each bond is represented by a shared pair of electrons (can be dots, crosses, or a combination). The Cl atom has three additional lone pairs (six non-bonding electrons). Only outer shell electrons are shown.
(b) (v)
M1: There are weak forces of attraction between \(\text{CH}_3\text{Cl}\) molecules (weak intermolecular forces).
M2: Only a small amount of heat energy is needed to overcome these weak forces.
Details: \(\text{CH}_3\text{Cl}\) is a simple molecule. The strong covalent bonds within the molecule are not broken during boiling. Instead, the weak intermolecular forces (e.g., permanent dipole-dipole forces and London dispersion forces) between molecules are overcome. This requires relatively little energy, hence the low boiling point.
(c)
M1: (One) electron (per carbon atom) is delocalised / free.
M2: (So these delocalised electrons are) free to move / carry charge (through/along the layers).
Details: In graphite, each carbon atom forms three strong covalent bonds, arranged in layers (graphene sheets). This leaves one outer electron per carbon atom that is not involved in bonding and is delocalised. These delocalised electrons are mobile and can move through the structure when a potential difference is applied, allowing graphite to conduct electricity.
Note: The mark scheme specifies that you must mention electrons and their ability to move. Do not refer to ions or a “sea of electrons” (that’s for metals).
The table shows the molecular formulae of six organic compounds, A, B, C, D, E and F.
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(a) (i) Explain which homologous series compound B belongs to.
(a) (ii) Give the letter of the compound that has the same empirical formula as its molecular formula.
(a) (iii) Compound F exists as two isomers.
Explain what is meant by the term isomers.
Include the structures of the two isomers of compound F in your answer.
(b) Describe how compound D can be obtained from crude oil using the industrial process of fractional distillation.
(c) Compound C can be used to make a polymer.
(c) (i) State the type of polymer formed from compound C.
(c) (ii) Name the polymer formed from compound C.
(c) (iii) Draw the structure of this polymer.
Include the displayed formula of the repeat unit.
Most-appropriate topic codes (Edexcel IGCSE Chemistry 4CH1):
• 4(b): Crude oil — Fractional distillation (part b)
• 4(c): Alkanes — General formula \(C_nH_{2n+2}\) (part a(i))
• 4(d): Alkenes — General formula \(C_nH_{2n}\) (part a(i)), polymer formation (part c)
• 4(h): Synthetic polymers — Addition polymerization (part c)
▶️ Answer/Explanation
(a) (i)
• M1: Alkanes
• M2: Because its molecular formula fits the general formula for alkanes, \(C_nH_{2n+2}\). For \(C_2H_6\), \(n=2\), so \(2n+2=6\), which matches.
(a) (ii)
• D
Explanation: Compound D is \(C_3H_8\). Its empirical formula (simplest whole number ratio) is also \(C_3H_8\), so they are the same.
(a) (iii)
• M1: Isomers are compounds with the same molecular formula but different structural/displayed formulae.
• M2: Butane (straight-chain):
CH3-CH2-CH2-CH3
• M3: Methylpropane (branched-chain):
CH3-CH(CH3)-CH3
Note: \(C_4H_{10}\) is butane. The two isomers are butane (unbranched) and methylpropane (branched, also called isobutane).
(b)
Mark scheme points:
• M1: Heat/vaporize the crude oil.
• M2: Pass the vapor into a fractionating column/tower.
• M3: Fractions/compounds separate due to their different boiling points (temperature gradient in the column).
• M4: Compound D (\(C_3H_8\), propane) is collected at the top of the column in the refinery gas fraction.
Award maximum 3 marks. If the description is of a lab process, max 3. If confused with cracking, only M1 can be awarded.
(c) (i)
• Addition (polymer)
Reject “additional”.
(c) (ii)
• Poly(propene) / Polypropene
Allow polypropylene.
(c) (iii)
• M1: Correct repeat unit:
-[-CH(CH3)-CH2-]- or displayed as:![]()
• M2: Brackets around the repeat unit, ‘n’ subscript, and extension bonds (single bonds extending out of the brackets) shown correctly.
Ignore bond angles. Allow use of CH3. M2 is dependent on M1.
Dilute hydrochloric acid reacts with a solution of sodium thiosulfate (\( \text{Na}_2\text{S}_2\text{O}_3 \)) to form a precipitate. The equation for the reaction is:
\( \text{Na}_2\text{S}_2\text{O}_3(aq) + 2\text{HCl}(aq) \rightarrow 2\text{NaCl}(aq) + S(s) + \text{H}_2\text{O}(l) + \text{SO}_2(g) \)
(a) State the name of the precipitate that forms.
(b) The reaction is often used to investigate rates of reaction. The diagram shows the apparatus a student uses to investigate the effect of temperature on the rate of the reaction.
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The reaction is often used to investigate rates of reaction. A student uses the following method to investigate the effect of temperature:
- Pour 50 cm³ of sodium thiosulfate solution into a conical flask and heat it to 20 °C.
- Draw a cross (X) on paper and place it under the flask.
- Add 5 cm³ of dilute hydrochloric acid to the flask.
- Look at the cross from above and record the time taken until the cross cannot be seen.
The student repeats the experiment four times, using sodium thiosulfate solution at a different temperature each time.
He keeps the volumes of sodium thiosulfate solution and hydrochloric acid constant in each experiment.
Give two other factors that the student should keep constant.
(c) The table shows the student’s results.
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The highest temperature the student uses is 60°C because he thinks the results might not be as accurate at temperatures higher than 60°C.
Suggest a reason why the results might not be as accurate at temperatures higher than 60°C.
(d) The student wants to compare the rates of the reaction at the different temperatures.
He uses the formula:
\( \text{rate} = \frac{1}{\text{time in s}} \)
The table shows the value of the rate of reaction at each temperature.
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Plot the values of temperature and rate of reaction on the grid.
Draw a curve of best fit through the points.
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(e) (i) Use the graph to determine a value for the rate of the reaction at 45°C. Show on the graph how you obtained your answer.
(e) (ii) Calculate the time that it would take for the cross not to be seen at 45°C.
(e) (iii) Describe the relationship between rate of reaction and temperature shown by the graph.
(f) Explain, in terms of particle collision theory, the effect that increasing the temperature has on the rate of a reaction.
Most-appropriate topic codes (Edexcel IGCSE Chemistry 4CH1):
• 3(b) 3.9-3.11: Describe experiments, effects, and explanations of factors affecting rate (temperature, concentration).
• 3(b) 3.11: Explain effects of temperature in terms of particle collision theory — part (f).
• Appendix 4: Mathematical skills (Graphs) — part (d) plotting and interpreting graphs.
▶️ Answer/Explanation
(a) Sulfur (S)
The solid sulfur (S) formed is the yellow precipitate that obscures the cross.
(b) Any two from:
- Concentration of hydrochloric acid.
- Concentration of sodium thiosulfate solution.
- Height of the eye above the flask / viewing position.
- Same size/shape of conical flask.
- Same size/darkness of the cross.
To make it a fair test, all variables except temperature must be controlled.
(c) Any one from:
- The thiosulfate solution would cool down / not remain at the required (higher) temperature during the reaction.
- Larger (percentage) errors in timing because the times become very small (the reaction is very fast).
- Risk of some solution evaporating at higher temperatures, changing concentrations.
At higher temperatures, the reaction is extremely fast, making timing imprecise and difficult.
(d)
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- All five points plotted correctly (e.g., (20, 0.0025), (30, 0.0053), (40, 0.012), (50, 0.023), (60, 0.042)).
- A smooth curve of best fit drawn through the points, showing a positive, non-linear relationship.
The graph shows that rate increases with temperature, initially slowly then more rapidly.
(e) (i) Example answer: 0.016 s\(^{-1}\) (accept 0.015–0.017 s\(^{-1}\)).
To obtain this, draw a vertical line from 45°C on the x-axis up to the curve, then a horizontal line to the y-axis to read the rate.
(e) (ii) Using \( \text{time} = \frac{1}{\text{rate}} \).
If rate = 0.016 s\(^{-1}\), then \( \text{time} = \frac{1}{0.016} = 62.5 \) s (accept answers from 58.8 s to 62.5 s based on a rate between 0.017 and 0.016).
(e) (iii) As temperature increases, the rate of reaction increases. Not linear/directly proportional; the increase is steeper at higher temperatures.
The relationship is positive and exponential-like, as shown by the curve.
(f) Explanation includes:
- Increasing temperature increases the (mean) kinetic energy of the particles.
- Particles move faster and collide more frequently.
- A greater proportion of collisions have energy equal to or greater than the activation energy (successful collisions).
- Therefore, the frequency of successful collisions per second increases, so the rate of reaction increases.
This is a direct application of collision theory, linking temperature to energy and collision success.
A student uses this apparatus to investigate the heat energy change when a salt dissolves in water to form a solution.
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This is the student’s method.
- add 50 cm3 of distilled water to a polystyrene cup
- record the initial temperature of the water
- add a known mass of solid anhydrous copper(II) sulfate to the polystyrene cup and stir the solution with the thermometer until all the solid has dissolved
- record the maximum temperature of the copper(II) sulfate solution
(a) (i) Name the piece of apparatus the student should use to add the 50 cm\(^3\) of distilled water to the polystyrene cup.
(a) (ii) The student stirs the solution to help the solid dissolve more quickly. Suggest another reason why the student stirs the solution.
(a) (iii) State the colour of the copper(II) sulfate solution.
(b)The diagram shows the temperatures in one experiment.
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Complete the table, giving all values to the nearest 0.1 °C.
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(c) (i) In a second experiment, when a student dissolves the anhydrous copper(II) sulfate in 50 cm\(^3\) of distilled water, the increase in temperature is 3.3 °C.
Show that the heat energy change \(Q\) in this second experiment is approximately 700 J.
[For water, \(c = 4.2 \, \text{J g}^{-1} °C^{-1}\); mass of 1.0 cm\(^3\) of water = 1.0 g]
(c) (ii) In this second experiment, the student uses 1.70 g of the anhydrous copper(II) sulfate.
Calculate the molar enthalpy change \(\Delta H\) in kJ/mol. Include a sign in your answer.
[\(M_r\) of \(\text{CuSO}_4 = 159.5\)]
(d) Another student does a similar experiment but uses hydrated copper(II) sulfate instead of anhydrous copper(II) sulfate.
The table shows his results.
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Explain what the results show about the type of energy change that occurs when hydrated copper(II) sulfate dissolves.
Most-appropriate topic codes (Edexcel IGCSE Chemistry):
• 1(e): Chemical Formulae, Equations and Calculations — part (c)(ii) — mole and \(M_r\) calculations
• 3(a) Practical Skills: Calorimetry Experiments — parts (a)(i), (a)(ii)
• 2(g): Acids, Bases and Salt Preparations — part (a)(iii) — knowledge of copper(II) sulfate
▶️ Answer/Explanation
(a)(i) Measuring cylinder (Allow: pipette, burette).
This apparatus is used to measure a fixed volume of liquid accurately.
(a)(ii) To ensure the temperature is the same throughout the solution / to ensure heat is evenly distributed.
Stirring ensures a uniform temperature for an accurate thermometer reading.
(a)(iii) Blue.
Aqueous copper(II) ions (\(\text{Cu}^{2+}(aq)\)) give a characteristic blue colour.
(b)
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(c)(i)
The formula for heat energy is \(Q = mc\Delta T\).
Mass of water, \(m = 50 \, \text{cm}^3 = 50 \, \text{g}\) (since \(1 \, \text{cm}^3 = 1 \, \text{g}\)).
Specific heat capacity, \(c = 4.2 \, \text{J g}^{-1} °C^{-1}\).
Temperature change, \(\Delta T = 3.3 \, °C\).
Therefore: \[ Q = 50 \times 4.2 \times 3.3 = 693 \, \text{J} \]
693 J is approximately 700 J, as required.
(c)(ii)
Step 1 – Moles of \(\text{CuSO}_4\): \[ \text{Moles} = \frac{\text{mass}}{M_r} = \frac{1.70}{159.5} = 0.01066 \, \text{mol} \, (\text{approximately } 0.0107 \, \text{mol}) \]
Step 2 – Enthalpy change per mole (using \(Q = 693 \, \text{J}\)): \[ \Delta H = \frac{Q}{\text{moles}} = \frac{693}{0.01066} = 64990 \, \text{J/mol} \approx 65.0 \, \text{kJ/mol} \]
Step 3 – Apply sign: The temperature increased, so the reaction is exothermic. Therefore, \(\Delta H\) is negative.
Final answer: \(\mathbf{\Delta H = -65 \, \text{kJ/mol}}\) (Allow range: -64 to -66 kJ/mol).
(d)
• The temperature decreased from 23.8 °C to 22.7 °C.
• This means the dissolving process absorbed heat from the surroundings.
• Therefore, the process is endothermic.
Explanation: For anhydrous \(\text{CuSO}_4\), dissolving is exothermic due to energy released during hydration of ions. For hydrated \(\text{CuSO}_4 \cdot 5\text{H}_2\text{O}\), the energy required to break the ionic lattice and separate the ions is greater than the energy released when they are hydrated (as they are already partially hydrated), resulting in an overall endothermic process.
Sodium hydrogencarbonate \( \text{(NaHCO}_3) \) is also known as baking soda. Baking soda can be used to make cakes increase in size in an oven. This is the equation for the reaction that takes place when baking soda is heated.
\[ 2\text{NaHCO}_3(s) \rightarrow \text{Na}_2\text{CO}_3(s) + \text{CO}_2(g) + \text{H}_2\text{O}(g) \]
(a) (i) What type of reaction is this?
- A) combustion
- B) decomposition
- C) oxidation
- D) reduction
(a) (ii) Suggest why the reaction makes the cakes increase in size.
(b) A student uses this apparatus to investigate the reaction that takes place when sodium hydrogencarbonate is heated.
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This is the student’s method.
- weigh a crucible and record the mass
- add some sodium hydrogencarbonate to the crucible, reweigh it and record the mass
- heat the crucible and contents for five minutes, then allow to cool before weighing and recording the mass
- heat the crucible and contents again for a further three minutes, then allow to cool before weighing and recording the mass
(b) (i) Give a reason why the crucible and contents are heated for a further three minutes.
(b) (ii) The student considered using a lid on the crucible in the experiment. Suggest an advantage and a disadvantage of using a lid on the crucible.
(c) The table shows some of the student’s results.
| mass of crucible and sodium hydrogencarbonate in g | 29.75 |
|---|---|
| mass of empty crucible in g | 26.50 |
(c) (i) Calculate the mass of sodium hydrogencarbonate that the student uses.
(c) (ii) Using the equation, calculate the maximum mass of sodium carbonate \( (\text{Na}_2\text{CO}_3) \) that could form in the student’s reaction.
\( M_r \) of \( \text{NaHCO}_3 = 84 \)
\( M_r \) of \( \text{Na}_2\text{CO}_3 = 106 \)
(d) In a second experiment, the student uses a larger mass of sodium hydrogencarbonate. She calculates that she should obtain 4.8 g of sodium carbonate. She actually obtains 4.2 g of sodium carbonate.
(d) (i) Calculate the percentage yield from the student’s experiment.
(d) (ii) Other than spillages, suggest a possible reason why the student’s actual yield is less than expected.
Most-appropriate topic codes (Edexcel IGCSE Chemistry):
• 1(e): Reacting masses and percentage yield — parts (c)(ii), (d)(i), (d)(ii)
• 1(e): Types of chemical reaction — part (a)(i)
• 3(b): Rates of reaction and experimental methods — parts (b)(i), (b)(ii)
▶️ Answer/Explanation
(a)(i) B (decomposition)
A is not correct because when sodium hydrogencarbonate is heated, combustion does not take place.
C is not correct because when sodium hydrogencarbonate is heated, oxidation does not take place.
D is not correct because when sodium hydrogencarbonate is heated, reduction does not take place.
(a)(ii) Because carbon dioxide gas is produced/given off. The gas forms bubbles within the cake mixture, causing it to rise and increase in volume.
(b)(i) To ensure the reaction is complete / to obtain a constant mass / to ensure all the \( \text{NaHCO}_3 \) has decomposed. Heating again ensures no further mass loss occurs, confirming the reaction has finished.
(b)(ii)
Advantage: To stop any solid (e.g., \( \text{Na}_2\text{CO}_3 \) or \( \text{NaHCO}_3 \)) from spitting out or being lost during heating.
Disadvantage: The gases (\( \text{CO}_2 \) and \( \text{H}_2\text{O} \) vapour) produced cannot easily escape, which might affect the reaction or cause pressure build-up.
(c)(i)
Mass of \( \text{NaHCO}_3 \) = (mass of crucible + \( \text{NaHCO}_3 \)) – (mass of empty crucible)
= \( 29.75 \, \text{g} – 26.50 \, \text{g} \)
= \( 3.25 \, \text{g} \)
(c)(ii)
Step 1: Calculate moles of \( \text{NaHCO}_3 \).
\( n = \frac{\text{mass}}{M_r} = \frac{3.25}{84} = 0.03869 \, \text{mol} \)
Step 2: Use reaction stoichiometry. From the equation: \( 2\text{NaHCO}_3 \rightarrow 1\text{Na}_2\text{CO}_3 \).
Moles of \( \text{Na}_2\text{CO}_3 = \frac{0.03869}{2} = 0.019345 \, \text{mol} \).
Step 3: Calculate mass of \( \text{Na}_2\text{CO}_3 \).
Mass = moles \( \times M_r = 0.019345 \times 106 = 2.05 \, \text{g} \) (to 3 significant figures).
Alternative method using mass ratio:
\( 2 \times 84 = 168 \, \text{g} \) of \( \text{NaHCO}_3 \) produces \( 106 \, \text{g} \) of \( \text{Na}_2\text{CO}_3 \).
Therefore, \( 3.25 \, \text{g} \) produces \( \frac{106}{168} \times 3.25 = 2.05 \, \text{g} \).
(d)(i)
Percentage yield = \( \frac{\text{actual yield}}{\text{theoretical yield}} \times 100\% \)
= \( \frac{4.2}{4.8} \times 100\% = 87.5\% \) (accept 88%).
(d)(ii) Any one from:
• The sodium hydrogencarbonate used was impure.
• Not all of the sodium hydrogencarbonate reacted/decomposed (the reaction may not have gone to completion).
• Some product may have been lost during handling (though “other than spillages” is specified, this could include sublimation or dust loss).
• The weighing measurements may have had errors.
The table gives information about some lead compounds.
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(a) When a sample of red lead oxide is heated, it changes into a yellow solid and a gas forms that relights a glowing splint.
Complete the word equation for this reaction.
(b) A sample of one of the oxides of lead contains 86.6% lead and 13.4% oxygen by mass.
Show by calculation that the sample is lead(IV) oxide, PbO\(_2\).
\([A_r \text{ of } Pb = 207 \quad A_r \text{ of } O = 16]\)
(c) Red lead oxide reacts with warm dilute nitric acid.
(i) Complete the chemical equation for the reaction.
\[Pb_3O_4(……) + 4HNO_3(……) \rightarrow ……Pb(NO_3)_2(aq) + PbO_2(s) + ……H_2O(l)\]
(ii) A student is given a sample of solid red lead oxide and some dilute nitric acid.
Describe how the student could obtain a pure dry sample of lead(II) nitrate crystals.
Most-appropriate topic codes (Edexcel IGCSE Chemistry):
• 2(g): Acids, bases and salt preparations — part (c)(ii)
• 2(d): Reactivity series — part (a) (context of thermal decomposition)
• 1.33: Calculate empirical and molecular formulae from experimental data — part (b)
• 2.39: Describe an experiment to prepare a pure, dry sample of a soluble salt, starting from an insoluble reactant — part (c)(ii)
▶️ Answer/Explanation
(a) red lead oxide → lead(II) oxide + oxygen
Explanation: Heating red lead oxide (Pb\(_3\)O\(_4\)) causes thermal decomposition. The yellow solid formed is lead(II) oxide (PbO). The gas that relights a glowing splint is oxygen, which supports combustion.
(b)
Method 1: Empirical Formula
• Assume 100 g of sample → 86.6 g Pb, 13.4 g O.
• Moles of Pb = \( \frac{86.6}{207} = 0.4184 \) mol.
• Moles of O = \( \frac{13.4}{16} = 0.8375 \) mol.
• Ratio Pb:O = \( \frac{0.4184}{0.4184} : \frac{0.8375}{0.4184} = 1 : 2 \).
• Empirical formula = PbO\(_2\), which matches the molecular formula of lead(IV) oxide.
Method 2: Percentage Verification
• \(M_r\) of PbO\(_2\) = \(207 + (2 \times 16) = 239\).
• % Pb = \( \frac{207}{239} \times 100 = 86.6\% \).
• % O = \( \frac{32}{239} \times 100 = 13.4\% \).
This matches the given data.
(c)(i)
\[Pb_3O_4(s) + 4HNO_3(aq) \rightarrow 2Pb(NO_3)_2(aq) + PbO_2(s) + 2H_2O(l)\]
Explanation: Red lead oxide (Pb\(_3\)O\(_4\)) is a mixed oxide containing Pb(II) and Pb(IV). With dilute nitric acid, the Pb(II) component forms soluble lead(II) nitrate, while the Pb(IV) component precipitates as insoluble lead(IV) oxide. The state symbols are essential: (s) for solids, (aq) for aqueous, (l) for liquid.
(c)(ii) A description that includes the following key steps:
1. Reaction: Warm/heat the dilute nitric acid. Add the solid red lead oxide (Pb\(_3\)O\(_4\)) in portions with stirring until no more reacts (excess solid ensures all acid is used up).
2. Filtration: Filter the mixture to remove the unreacted red lead oxide and the insoluble brown lead(IV) oxide (PbO\(_2\)) solid. Collect the filtrate, which contains aqueous lead(II) nitrate.
3. Crystallisation: Heat/evaporate the filtrate (lead(II) nitrate solution) gently until crystals start to form on a glass rod (or until a saturated solution is obtained). Do not boil dry.
4. Cooling: Allow the solution to cool slowly, enabling more crystals to form.
5. Isolation: Filter off the formed lead(II) nitrate crystals.
6. Drying: Dry the crystals between sheets of filter paper or in a warm oven/desiccator.
Key Points: The method uses an insoluble reactant (red lead oxide) to produce a soluble salt (lead(II) nitrate). Filtration removes the insoluble products. Crystallisation and drying yield pure, dry crystals.
