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Page 1: SAMPLE ASSESSMENT MATERIALS - Eduqas · Teaching from 2016 GCSE SAMPLE ASSESSMENT MATERIALS This Ofqual regulated qualification is not available for candidates in maintained schools

Teaching from 2016

GCSE

SAMPLE ASSESSMENTMATERIALS

This Ofqual regulated qualification is not available forcandidates in maintained schools and colleges in Wales.

WJEC Eduqas GCSE in

CHEMISTRYACCREDITED BY OFQUAL

Page 2: SAMPLE ASSESSMENT MATERIALS - Eduqas · Teaching from 2016 GCSE SAMPLE ASSESSMENT MATERIALS This Ofqual regulated qualification is not available for candidates in maintained schools
Page 3: SAMPLE ASSESSMENT MATERIALS - Eduqas · Teaching from 2016 GCSE SAMPLE ASSESSMENT MATERIALS This Ofqual regulated qualification is not available for candidates in maintained schools

GCSE CHEMISTRY Sample Assessment Materials 1

© WJEC CBAC Ltd.

For teaching from 2016 For award from 2018 GCSE (9-1) CHEMISTRY SAMPLE ASSESSMENT MATERIALS This draft qualification has not yet been accredited by Ofqual. It is published to enable teachers to have early sight of our proposed approach to GCSE Chemistry. Further changes may be required and no assurance can be given at this time that the proposed qualification will be made available in its current form, or that it will be accredited in time for first teaching in September 2016 and first award in 2018.

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GCSE CHEMISTRY Sample Assessment Materials 3

© WJEC CBAC Ltd.

Contents

Page Component 1: Concepts in Chemistry Foundation Tier: Sample Paper 5 Marking Scheme 38 Summary of marks allocated to assessment objectives 54 Higher Tier: Sample Paper 55 Marking Scheme 83 Summary of marks allocated to assessment objectives 99 Component 2: Applications in Chemistry Foundation Tier: Sample Paper 101 Resource Booklet 117 Marking Scheme 120 Summary of marks allocated to assessment objectives 132 Higher Tier: Sample Paper 133 Resource Booklet 149 Marking Scheme 152 Summary of marks allocated to assessment objectives 163

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GCSE CHEMISTRY Sample Assessment Materials 5

© WJEC CBAC Ltd.

Candidate Name Centre Number Candidate Number

GCSE CHEMISTRY COMPONENT 1 Concepts in Chemistry FOUNDATION TIER SAMPLE PAPER (2 hours 15 minutes)

For Examiner’s use only Question Maximum

Mark Mark

Awarded 1 9 2 15 3 11 4 7 5 12 6 11 7 8 8 9 9 8

10 12 11 10 12 8

Total 120 ADDITIONAL MATERIALS In addition to this examination paper you will need: a calculator a ruler INSTRUCTIONS TO CANDIDATES Use black ink or black ball-point pen. Do not use gel pen. Do not use correction fluid. Write your name, centre number and candidate number in the spaces at the top of this page. Answer all questions. Write your answers in the spaces provided in this booklet. INFORMATION FOR CANDIDATES The number of marks is given in brackets at the end of each question or part-question. The assessment of the quality of extended response (QER) will take place in question 9.

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GCSE CHEMISTRY Sample Assessment Materials 6

© WJEC CBAC Ltd.

Answer all questions. 1. (a) Chromatography can be used to test if racehorses have been given drugs. Urine samples from four horses, A–D, were tested to find out whether they

contained caffeine or paracetamol. The following diagram shows the results obtained.

(i) Give the letter of the horse, A, B, C or D, that had been given

paracetamol. [1] …………………………………

(ii) Explain how the results show that none of the horses had been given

caffeine. [1]

............................................................................................................................ ............................................................................................................................

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GCSE CHEMISTRY Sample Assessment Materials 7

© WJEC CBAC Ltd.

(iii) The Rf value can be used to identify a substance. Use the following equation to calculate the Rf value of paracetamol. [2]

Rf = distance moved by paracetamol distance moved by solvent

Rf = ……………….. (b) The diagram below shows the laboratory apparatus used to separate crude oil

into four fractions.

The table below shows properties of the four fractions collected.

Fraction Boiling point range (°C)

Colour of fraction

Viscosity (how runny)

at 20 °C How it burns

1 20-100 colourless runny very easily with a clean flame

2 100-150 pale yellow fairly runny easily with a clean flame

3 150-200 yellow quite thick quite easily with a

yellow flame and some smoke

4 200-250 dark yellow thick hard to burn and a very smoky flame

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GCSE CHEMISTRY Sample Assessment Materials 8

© WJEC CBAC Ltd.

Use the information in the table to answer parts (i) and (ii). (i) Give the number (1, 2, 3 or 4) of the fraction: [4] I which is darkest in colour …………………. II which is easiest to burn …………………. III which is easiest to pour …………………. IV with the biggest boiling range ……………….… (ii) Underline the process industry uses to obtain fractions from crude oil. [1] neutralisation polymerisation cracking fractional distillation

9

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GCSE CHEMISTRY Sample Assessment Materials 9

© WJEC CBAC Ltd.

2. (a) Iron is extracted in the blast furnace. Iron ore, limestone, coke and hot air are

the raw materials.

(i) Draw a line to link the raw material to its use in the blast furnace. [3]

iron ore

limestone

coke

source of iron

act as a fuel

remove impurities

Raw material Use

hot air source of oxygen

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GCSE CHEMISTRY Sample Assessment Materials 10

© WJEC CBAC Ltd.

(ii) The symbol equation below shows one of the main reactions occurring in the furnace.

Fe2O3 + 3CO 2Fe + 3CO2 I Use the information above to complete the word equation for

the reaction. [2] Iron(III) oxide + carbon monoxide ………………... + ………...……….. II Put a tick (√) in the box next to the term used to describe the

removal of oxygen from iron(III) oxide. [1] reduction oxidation combustion decomposition (b) The graph below shows how the tensile strength of iron alloys changes with

the percentage of carbon present.

0

100

200

300

400

500

600

700

800

0 0.5 1 1.5 2 2.5 3 3.5 4

Tensile strength (Mpa)

Percentage of carbon present (%)

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GCSE CHEMISTRY Sample Assessment Materials 11

© WJEC CBAC Ltd.

(i) Describe how the tensile strength changes as the percentage of carbon present increases. [2]

............................................................................................................................ ............................................................................................................................

(ii) The table below shows the percentage of carbon present in some iron alloys.

Alloy of iron Percentage of carbon present in the alloy (%)

wrought iron 0.1

mild steel 0.3

high-carbon steel 0.9

cast iron 3.7

A steel with high tensile strength is needed in building the frame for a

roof. Use the information in the table and the graph to name the alloy which has the highest tensile strength. [1]

............................................................................. (c) A student was asked to investigate what happens when grey iron filings are

added to copper(II) sulfate solution. The apparatus was set up as shown below. The mass was recorded at the

start and again after one hour.

(i) I Name this type of reaction. [1] ……………………….……………………..

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GCSE CHEMISTRY Sample Assessment Materials 12

© WJEC CBAC Ltd.

II Explain why this reaction takes place. [2] ................................................................................................................ ................................................................................................................ (ii) Complete the balanced symbol equation for the reaction taking place.

[1] Fe + CuSO4 ........................ + ......................... (iii) Put a circle around the statement which describes the mass of the

beaker and contents after 1 hour. mass of beaker + contents < 80.6 g mass of beaker + contents = 80.6 g mass of beaker + contents > 80.6 g mass of beaker + contents = 40.3 g Give a reason for your choice. [2] ............................................................................................................................

15

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GCSE CHEMISTRY Sample Assessment Materials 13

© WJEC CBAC Ltd.

3. (a) The diagrams below show the electronic structures of a magnesium atom and an oxygen atom.

Magnesium reacts with oxygen to form magnesium oxide. State, in terms of electrons, what happens to magnesium and oxygen atoms

during this reaction. [2] ....................................................................................................................................... ....................................................................................................................................... .......................................................................................................................................

(b) The key below represents atoms of some elements.

(i) Use the key to draw a diagram representing a molecule of ammonia,

NH3. [1] (ii) Use the key to give the chemical formula for the compound

represented by the following diagram. [1]

formula ............................

magnesium atom oxygen atom

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GCSE CHEMISTRY Sample Assessment Materials 14

© WJEC CBAC Ltd.

(c) The box below shows the symbols and formulae for some gases.

CO2 O2 He CH4 Ne SO2

(i) Choose two elements from the box above. ............... and ................. [1] (ii) Choose two compounds from the box above. ............... and ................. [1] (d) (i) Give the formulae of the: [2] positive ion in potassium chloride ................ negative ion in Na2O ................ (ii) Give the chemical formula for magnesium hydroxide. [1] ................................................................................. (e) Sodium chlorate, NaClO3, is used to bleach paper. Calculate the relative formula mass (Mr) of sodium chlorate. [2]

Mr = ...................

11

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GCSE CHEMISTRY Sample Assessment Materials 15

© WJEC CBAC Ltd.

4. (a) Methanol and ethanol are both fuels. A group of students were asked to carry out an experiment to find out which was the better fuel. The apparatus they used is shown in the following diagram and their results are recorded in the table below.

Methanol Ethanol

Mass of spirit burner and fuel before heating (g) 140.5 136.8

Mass of spirit burner and fuel after heating (g) 140.0 136.3

Volume of water used (cm3) 100 100

Temperature of water before heating (oC) 20 21

Temperature of water after heating (oC) 25 29

(i) State which is the better fuel and give a reason for your answer. [1] ............................................................................................................................ ............................................................................................................................

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GCSE CHEMISTRY Sample Assessment Materials 16

© WJEC CBAC Ltd.

(ii) Their teacher said that burning these amounts of fuels would have given off enough heat for the water to reach much higher temperatures.

Suggest two possible reasons why higher temperatures were not

reached. [2] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ (iii) Complete and balance the symbol equation for the combustion of

methanol. [2] 2CH3OH + 3O2 ......................... + ......................... (b) (i) The following diagram shows the structural formula of ethanol.

C C

H

H

H O

H

H

H

Give the molecular formula of ethanol. .......................................... [1] (ii) An alcohol contains three carbon atoms, eight hydrogen atoms and

one oxygen atom. Draw the structural formula of an alcohol with this number of atoms. [1]

7

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GCSE CHEMISTRY Sample Assessment Materials 17

© WJEC CBAC Ltd.

5. (a) Alloys and composites are synthetic materials produced for a huge range of uses.

State whether the statements listed below relate to alloys or composites. Circle your answer (alloy or composite) in each case. [2]

Statement Answer

a mixture of two or more elements of which alloy composite at least one is a metal each component is easily recognised alloy composite reinforced concrete alloy composite bronze alloy composite

(b) A common example of a composite material is fiberglass. This is made by

mixing glass fibres with a polymer resin such as epoxy resin.

Give one advantage of arranging the glass fibres as shown in the diagram

above. [1] ............................................................................................................................

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GCSE CHEMISTRY Sample Assessment Materials 18

© WJEC CBAC Ltd.

(c) The table below shows some properties of glass and epoxy resin.

Material Density (g/cm3) Strength (N/cm2)

glass 2.4 350 000

epoxy resin 1.5 6000

(i) A fibre glass panel contains 3 cm3 of epoxy resin. Calculate the mass

of the resin. [2] Use the following equation: mass = density × volume

mass = .......................... g (ii) A force of 52.5 N just breaks a glass fibre. Calculate the cross-

sectional area (csa) of the glass fibre. [2] Use the following equation: force = strength csa

cross-sectional area (csa) = .................................. cm2

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GCSE CHEMISTRY Sample Assessment Materials 19

© WJEC CBAC Ltd.

(d) The equation below shows the formation of the plastic polythene from ethene.

C CH

H

H

HC C

H H

HH

HHn

ethene polyethenen

Describe what happens to ethene molecules during the formation of

polythene. [3] ....................................................................................................................................... ....................................................................................................................................... .......................................................................................................................................

(e) The table below shows some information about monomers and the polymers that can be made from them.

Complete the table. [2]

Name of monomer

Structural formula of monomer

Name of polymer Repeating unit for the polymer

tetrafluoroethene C CF

FF

F

polytetrafluoroethene PTFE

vinylchloride (chloroethene) polyvinylchloride

PVC C C

H Cl

HH

HH

n

12

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GCSE CHEMISTRY Sample Assessment Materials 20

© WJEC CBAC Ltd.

6. (a) The pie charts below show how the present day atmosphere on Earth compares with the early atmosphere formed billions of years ago.

(i) Use the information in the pie charts to describe how today’s

atmosphere is different from the early atmosphere. [3] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................

(ii) Use the information in the diagram to describe how volcanoes contributed to the appearance of oxygen in the atmosphere. [2]

............................................................................................................................ ............................................................................................................................ ............................................................................................................................

nitrogen 78%

oxygen 21%

argon and carbon dioxide

1%

Today's atmosphere

carbon dioxide

90%

nitrogen 5%

other 2%

sulfur dioxide

3%

Early atmosphere

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GCSE CHEMISTRY Sample Assessment Materials 21

© WJEC CBAC Ltd.

(b) The following graph shows how the concentration of carbon dioxide in the Earth’s atmosphere changed between 1750 and the year 2000.

(i) Describe the change in the pattern shown in the graph before and

after 1900. Explain what caused the change. [3] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ (ii) Explain how the change in concentration of carbon dioxide is believed

by most scientists to be causing sea levels to rise. [3] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ ............................................................................................................................

11

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GCSE CHEMISTRY Sample Assessment Materials 22

© WJEC CBAC Ltd.

7. (a) Some sulfur dioxide is produced when fossil fuels are burnt. One of the major consequences of sulfur dioxide emission is the formation of acid rain. Acid rain causes the pH in lakes and reservoirs to decrease.

The graph below shows how the pH of a reservoir changed between 1982

and 2005.

(i) Describe how the pH and the acidity changed between 1982 and 2005. [2]

pH .............................................................................. Acidity .............................................................................. (ii) The reservoir is in a remote part of the country and difficult to reach. pH readings were taken daily and used to produce the graph above.

Give the letter of the equipment above that you would choose to

record and store the pH of the reservoir several times a day. Give a reason for your choice. [2]

Letter ...................... Reason ………………........................................................................... ……........................................................................................................

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GCSE CHEMISTRY Sample Assessment Materials 23

© WJEC CBAC Ltd.

(b) The graph below shows the total annual sulfur dioxide emissions in the UK between 1970 and 2012. International targets for sulfur dioxide levels are also shown ().

(i) Use the information to give two conclusions relating to sulfur dioxide

emissions in the UK between 2000 and 2012. [2] ............................................................................................................................ ………................................................................................................................

(ii) The generation of electricity in power stations is the main source of sulfur dioxide.

Suggest an explanation for the small peak in sulfur dioxide emissions

in 1979. [2] ............................................................................................................................ ………................................................................................................................

8

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GCSE CHEMISTRY Sample Assessment Materials 24

© WJEC CBAC Ltd.

8. (a) One method of preparing dry copper(II) sulfate crystals is by reacting a carbonate with a dilute acid. The information below shows the stages a pupil follows to make copper(II) sulfate crystals.

(i) Name the acid used in the process. [1] ............................................................................................................................ (ii) Name gas A formed in stage 1. [1] ........................................................................................................................... (iii) Name the substance removed during stage 3. [1] ............................................................................................................................ (b) The blue colour of hydrated copper(II) sulfate crystals is due to the presence

of water molecules. These water molecules can be removed by gently heating to form white anhydrous copper(II) sulfate powder using the apparatus shown below.

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GCSE CHEMISTRY Sample Assessment Materials 25

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6.25 g of blue hydrated copper(II) sulfate was gently heated in a crucible until the mass remaining was a constant 4.00 g.

(i) Calculate the mass of water removed during heating. [1]

mass of water = ....................... g (ii) Use the equation below to calculate the percentage of water in the

blue copper(II) sulfate. [2]

sulfate copper(II) blue of mass

w aterof mass sulfate copper(II) blue in w aterof percentage × 100

percentage of water = ............................... % (iii) The equation below represents the reaction taking place. CuSO4.5H2O CuSO4 + 5H2O State and explain what you would expect to see if water were added

to the white anhydrous copper(II) sulfate powder. [3] ........................................................................................................................... ............................................................................................................................ ............................................................................................................................ ............................................................................................................................

9

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GCSE CHEMISTRY Sample Assessment Materials 26

© WJEC CBAC Ltd.

9. A small amount of an element, which is not a giant molecule, was heated and its temperature was recorded over a period of 12 minutes. At room temperature the element is a solid. The results are shown on the grid below.

(i) Give the melting point and boiling point of the element. [1] melting point = ..…….….oC boiling point = ……...…oC (ii) State whether the element is a metal or a non-metal. Give the reason

for your choice. [1] ……………………………………………...…………..……………………………… ……………………………………………...…………..……………………………… ……………………………………………...…………..………………………………

0

200

400

600

800

1000

1200

1400

0 2 4 6 8 10 12 14

Temperature (oC)

Time (min)

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GCSE CHEMISTRY Sample Assessment Materials 27

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(b) Describe and explain, using particle theory, the changes that occur to the element when it is heated over the period of the first 12 minutes. [6 QER]

....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... .......................................................................................................................................

8

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GCSE CHEMISTRY Sample Assessment Materials 28

© WJEC CBAC Ltd.

10. (a) Complete the following table that shows information about atoms of some elements. [5]

Element Symbol Number of protons

Number of neutrons

Number of electrons

beryllium 9Be

4 4 5 4

fluorine 19F

9 9 ……………

…………….

calcium …………….. 20 20

…………….

argon 40Ar

18

……………. 22 18

(b) The diagram below shows the electronic structure of an element in the

Periodic Table.

Using X to represent an electron, draw a similar diagram to show the

electronic structure of the element which: (i) lies directly below this element in the Periodic Table; [1] (ii) lies directly to the right of this element in the Periodic Table. [1]

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GCSE CHEMISTRY Sample Assessment Materials 29

© WJEC CBAC Ltd.

(c) The diagram below shows the early form of the Periodic Table developed by Mendeleev.

I

H 1.01 II III IV V VI VII

Li 6.94

Be 9.01

B 10.8

C 12.0

N 14.0

O 16.0

F 19.0

Na 23.0

Mg 24.3

Al 27.0

Si 28.1

P 31.0

S 32.1

Cl 35.5 VIII

K 39.1

Cu 63.5

Ca 40.1

Zn 65.4

Ti 47.9

V 50.9

As 74.9

Cr 52.0

Se 79.0

Mn 54.9

Br 79.9

Fe 55.9

Co 58.9

Ni 58.7

Rb 85.5

Ag 108

Sr 87.6

Cd 112

Y 88.9

In 115

Zr 91.2

Sn 119

Nb 92.9

Sb 122

Mo 95.9

Te 128

Ru 101

Rh 103

Pd 106

I 127

Ce 133

Au 197

Ba 137

Hg 201

La 139

Ti 204

Ta 181

Bi 209

W 184

Os 194

Ir 192

Pt 195

Pb 207

Th 232

U 238

(i) State what information Mendeleev used to arrange the elements. [2] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ (ii) Describe and explain the differences between Period 4 of Mendeleev's

table and that of the modern table. [3] ............................................................................................................................ ............................................................................................................................ ...........................................................................................................................

12

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GCSE CHEMISTRY Sample Assessment Materials 30

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11. A pupil investigated how the temperature changes when dilute hydrochloric acid reacts with dilute sodium hydroxide solution.

conical flask

thermometer

25 cm3 sodium hydroxide solution

(a) 80 cm3 of dilute acid was added, 10 cm3 at a time, to 25 cm3 of alkali in a

conical flask. The highest temperature reached was recorded each time.

The table below shows the results obtained.

Volume of acid added (cm3)

Temperature (oC)

0 21.0

10 22.8

20 24.2

30 25.4

40 26.4

50 27.0

60 26.7

70 26.2

80 25.6 (i) Use the grid provided on the next page to plot the volume of acid

added against temperature. Add a suitable line. [4]

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(ii) Describe and explain the shape of the graph in relation to the

chemical reaction taking place. [3] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................

............................................................................................................................ ............................................................................................................................

20

21

22

23

24

25

26

27

28

0 10 20 30 40 50 60 70 80

Tem

pera

ture

(o C)

Volume of acid (cm3)

20

0

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GCSE CHEMISTRY Sample Assessment Materials 32

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(b) (i) Apart from measuring the change in temperature, state a different method that could be used to show the stages of this reaction. [1]

…………………………………………………………………………………………. (ii) Explain how your new method would show the stages of the reaction. [2] …………………………………………………………………………………………. ………………………………………………………………………………………….

10

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12. (a) The electrolysis of water can be used to form hydrogen on an industrial scale. The overall equation for the electrolysis of water is:

2H2O 2H2 + O2

(i) Using the formula below calculate the atom economy for the

production of hydrogen. [2]

Ar(H) = 1 Ar(O) = 16

mass of desired product x100 total mass of all reactant(s) atom economy = …….. % (ii) Explain how the atom economy calculated in a(i) supports the

reason for not using the electrolysis of water as the main method for the industrial preparation of hydrogen. [2]

…………………………………………………………………………………………. ..……………………………………………………………..…………………………. ………………………………………………………………………………………….

% atom economy =

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(b) The graph below shows the total mass of oxygen formed over 10 minutes.

Draw a second line on the grid to show the mass of hydrogen that you

would expect to be collected during the same 10 minutes. [2]

0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

0 2 4 6 8 10

Mass of oxygen (g)

Time (min)

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GCSE CHEMISTRY Sample Assessment Materials 35

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(c) Use only information from the table below to explain two advantages of using hydrogen as a fuel for cars. [2]

Raw material water

Extraction method electrolysis

Combustion product(s) water

State at room temperature and pressure gas

Storage thick steel containers ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... ....................................................................................................................................... .......................................................................................................................................

8

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COMPONENT 1 - Concepts in Chemistry

FOUNDATION TIER

MARK SCHEME

GENERAL INSTRUCTIONS Recording of marks Examiners must mark in red ink. One tick must equate to one mark (apart from the questions where a level of response mark scheme is applied). Question totals should be written in the box at the end of the question. Question totals should be entered onto the grid on the front cover and these should be added to give the script total for each candidate. Marking rules All work should be seen to have been marked. Marking schemes will indicate when explicit working is deemed to be a necessary part of a correct answer. Crossed out responses not replaced should be marked. Credit will be given for correct and relevant alternative responses which are not recorded in the mark scheme.

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Extended response question A level of response mark scheme is used. Before applying the mark scheme please read through the whole answer from start to f inish. Firstly, decide which level descriptor matches best with the candidate’s response: remember that you should be considering the overall quality of the response. Then decide which mark to award within the level. Award the higher mark in the level if there is a good match with both the content statements and the communication statements. Marking abbreviations The following may be used in marking schemes or in the marking of scripts to indicate reasons for the marks awarded. cao = correct answer only ecf = error carried forward bod = benefit of doubt

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Question Marking details Marks Available AO1 AO2 AO3 Total Maths Prac

1 (a) (i) C 1 1 1 (ii) caffeine ‘spot’ not present in urine samples 1 1 1 (iii) Distance moved by paracetamol is 3 (1)

0.3 (1) Correct answer with no working (2)

1 1

2

2

(b) (i) I 4 1 1 II 1 1 1 III 1 1 1 IV 1 1 1 (ii) fractional distillation

1

1

Question 1 total 2 2 5 9 0 4

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Question Marking details Marks Available AO1 AO2 AO3 Total Maths Prac

2 (a) (i) Line connecting points as follows: iron ore ……………source of iron limestone ………….remove impurities coke …………………fuel / forms carbon monoxide hot air ………………..source of oxygen All four correct 3 marks Any two correct 2 marks Any one correct 1 mark

3

3

(ii) I Iron (1) Carbon dioxide (1) 2 2 II Reduction 1 1 (b) (i) It increases up to 0.8% carbon then decreases (2)

If not awarded, credit (1) for increases then decreases

2 2 2

(ii) high-carbon steel 1 1 1 (c) (i) I Displacement reaction (1)

1

1 1

II Iron reacts with copper(II) sulfate to form iron(II) sulfate/copper (1) Iron is more reactive than copper (1)

1 1

2

2

(ii) FeSO4 and Cu – both needed

1 1 1

(iii) = 80.6 g (1) Mass has not left or entered the beaker / same number of atoms in the beaker (1)

2

2

1

Question 2 total 8 4 3 15 4 4

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Question Marking details Marks available AO1 AO2 AO3 Total Maths Prac

3 (a) (i) Magnesium atom loses two electrons (1) Oxygen atom gains two electrons (1) If not awarded, credit (1) for magnesium loses electrons and oxygen gains electrons

2

2

(b) (i)

N atom at centre with three H atoms independently attached. Shape is not important but do not accept atoms incorrectly joined e.g. in a chain

1

1

(ii) N2O Accept ON2

1 1

(c) (i) Any two from O2 / He / Ne

1 1

(ii) Any two from CO2 / CH4 / SO2

1 1

(d) (i) K+ (1) O2‒ (1)

2

2

(ii) Mg(OH)2 1 1 (e) 23 + 35.5 + 3(16) (1)

106.5 (1) Correct answer only 2 marks

2

2

2

Question 3 total 2 9 0 11 2 0

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Question Marking details Marks available

AO1 AO2 AO3 Total Maths Prac 4 (a) (i) Ethanol is the better fuel because it gives the greater

temperature rise

1

1

1

(ii) Some heat escaped to the room (1) Second mark for any of following (1) Heat absorbed by beaker Heat escaped because there is no lid Heat escaped through beaker

2

2

2

(iii) Both formulae correct – CO2 and H2O (1) Correctly balanced - 2CO2 + 4H2O (1) Must have correct formulae for this mark to be awarded

1 1

2

1

(b) (i) C2H5OH

1 1

(ii)

or

1

1

Question 4 total 1 3 3 7 1 3

C C CH

H

H

H

H

H

OH

H C C CH

H

H

H

OH

H

H

H

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Question Marking details Marks available AO1 AO2 AO3 Total Maths Prac

5 (a) alloy composite composite alloy All four correctly circled (2) Any two correctly circled (1)

2

2

(b) Gives a stronger material

1 1

(c) (i) Mass = 1.5 × 3 (1) Mass = 4.5 (1) Correct answer with no working (2)

1 1

2

2

(ii) csa = 52.5/350 000 (1) csa = 0.00015 (or 1.5 x 10-4) (1) Correct answer with no working (2)

2

2

2

(d) C=C bond opens (1) Ethene molecules / monomers join together (1) Long chain / polymer forms (1)

3

3

(e)

C C

F F

FF

HH

(1) (1)

2

2

Question 5 total 7 5 0 12 4 0

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Question Marking details Marks available AO1 AO2 AO3 Total Maths Prac

6 (a) (i) Amount of carbon dioxide / sulfur dioxide has decreased (1) Amount of nitrogen has increased (1) Contains oxygen / amount of oxygen has increased (1)

3

3

(ii) Volcanoes released carbon dioxide [and water] (1) Plants used carbon dioxide during photosynthesis producing oxygen (1)

2

2

(b) (i) Gradual increase in carbon dioxide before 1900 (1) Large increase in carbon dioxide after 1900 (1) Increased industrialisation / huge increase in amount of fossil fuels burned (1)

1

2

3

2

(ii) Increasing / changing concentration increases greenhouse effect / global warming (1) Increases mean atmospheric temperature (1) Increases mass of polar ice melting (1)

3

3

Question 6 total 7 2 2 11 2 0

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Question Marking details Marks available AO1 AO2 AO3 Total Maths Prac

7 (a) (i) pH increased (1) Acidity decreased (1)

1 1

2

(ii) B (1) Can record data several times over a period of time / continuously (1)

1 1

2

2

(b) (i) Emissions decreasing (1) Levels below international targets (1)

2

2

(ii) More electricity generated (1) Sensible explanation e.g. cold winter therefore more electricity used for heating (1)

1 1

2

Question 7 total 3 2 3 8 0 2

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Question Marking details Marks available AO1 AO2 AO3 Total Maths Prac

8 (a) (i) Sulfuric acid

1 1 1

(ii) Carbon dioxide 1

1 1

(iii) Water 1 1 1 (b) (i) 2.25 1 1 1 (ii) 2.25 × 100 (1)

6.25 36 (1) Allow ecf

1

1

2

2

2

(iii) Turns blue (1) Water bubbles / boils / reacts exothermically (1) Copper(II) sulfate is rehydrated / recombines with water (1)

3

3

3

Question 8 total 7 2 0 9 2 9

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Question Marking details Marks available AO1 AO2 AO3 Total Maths Prac

9 (a) (i) m.p. 100oC and b.p. 880oC Both needed for (1) 1 1 1 (ii) The element is a metal since metals have high melting points

and boiling point 1 1

(b) Indicative content We start with a solid in which particles are closely packed and fixed in place. (AO1) Time 0-1 min - As temperature increases vibrations increase but the particles cannot break free of each other (AO2) Between 1-5 min the energy supplied allows particles to break free from a rigid structure - the substance is melting (AO2) In a liquid, particles are still close packed but are no longer in a fixed structure and can move around (AO1) Between 5-8 min we have a liquid (AO2) in which the particles gain more and more energy and move faster but remain close together (AO1) Between 8-12 min the energy is supplied to overcome forces of attraction between particles. The element is boiling. (AO2) The particles break free of each other forming a gas in which particles are widely spaced. (AO1) 5 ─ 6 marks: Accurately describes solids, liquids and gases using particle theory. States energy is absorbed when substance melts or boils. Explains what is happening to particles in each region of the graph using particle theory. There is a sustained line of reasoning which is coherent, substantiated and logically structured. The information included in the response is relevant to the argument.

3 3 6

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3 ─ 4 marks: Describes in some detail solids, liquids and gases using particle theory. Understands energy is needed for melting and boiling. Explains what is happening to particles in (at least) the regions of the graph where melting or boiling is occurring using particle theory. There is a line of reasoning which is partially coherent, supported by some evidence and with some structure. Mainly relevant information is included in the response but there may be some minor errors or the inclusion of some information not relevant to the argument.

1 ─ 2 marks: Basic description of solids, liquids and gases. Recognises energy is needed to bring about a state change There is a basic line of reasoning which is not coherent, supported by limited evidence and with very little structure. There may be significant errors or the inclusion of information not relevant to the argument. 0 marks: No attempt made or no response worthy of credit.

Question 9 total 3 4 1 8 1 0

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Question Marking details Marks available AO1 AO2 AO3 Total Maths Prac

10 (a) 10 (1) 9 (1) 40Ca (1) 20 (1) 20 18 (1)

5

5

(b) (i)

1

1

(ii)

1

1

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Question Marking details Marks available AO1 AO2 AO3 Total Maths Prac

(c) (i) Atomic weights (1) Patterns of reactivity (1)

2

2

(ii) Any three of the following Must have explanation as well as observation K and Cu occupy their own spaces–have different properties (1) Gaps filled – new elements discovered (1) Additional group – noble gases discovered (1) Transition metals placed together – have similar properties (1)

3

3

Question 10 total 5 7 0 12 0 0

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Question Marking details Marks available AO1 AO2 AO3 Total Maths Prac

11 (a) (i) Scales: Both axes (1) Plotting: All correct (2) Any 8 correct (1) Line: Smooth curve through all points (1) Judgement by eye

4 4 4

(ii) Graph rises as acid and alkali react in a neutralisation reaction (1) Which is exothermic (1) Temperature falls after alkali used up and exothermic reaction no longer occurring (1)

3

3

3

(b) (i) pH / universal indicator 1 1 1 (ii) Colour change as acid added (1)

Description of colour change (1) e.g. purple to green to red

2 2 2

Question 11 total 3 4 3 10 4 6

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Question Marking details Marks available AO1 AO2 AO3 Total Maths Prac

12 (a) (i) 11.1 (2) 4/36 x 100 Award (1) for 4/36 Allow ecf

2

2 2

(ii) Low atom economy (1) and any one from: (1) Not efficient process/ Not economic process/ Not a ‘green’ process / O2 is a waste product …

2 2

(b) Straight line from (0,0) of lower gradient (1) Line to 0.2 g after 10 minutes (1)

2

2

2

2

(c) raw material is water …renewable natural resource (1) combustion product is water ….does not contribute to global warming (1)

2 2

Question 12 total 0 4 4 8 4 2

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COMPONENT 1 - Concepts in Chemistry

FOUNDATION TIER

SUMMARY OF MARKS ALLOCATED TO ASSESSMENT OBJECTIVES

Question AO1 AO2 AO3 TOTAL MARK MATHS PRAC

1 2 2 5 9 0 4

2 8 4 3 15 4 4

3 2 9 0 11 2 0

4 1 3 3 7 1 3

5 7 5 0 12 4 0

6 7 2 2 11 2 0

7 3 2 3 8 0 2

8 7 2 0 9 2 9

9 3 4 1 8 1 0

10 5 7 0 12 0 0

11 3 4 3 10 4 6

12 0 4 4 8 4 2

TOTAL 48 48 24 120 24 30

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Candidate Name Centre Number Candidate Number

GCSE CHEMISTRY COMPONENT 1 Concepts in Chemistry HIGHER TIER SAMPLE PAPER (2 hours 15 minutes)

For Examiner’s use only Question Maximum

Mark Mark

Awarded 1 12 2 10 3 8 4 12 5 14 6 9 7 8 8 20 9 10

10 11 11 6

Total 120 ADDITIONAL MATERIALS In addition to this examination paper you will need: a calculator a ruler INSTRUCTIONS TO CANDIDATES Use black ink or black ball-point pen. Do not use gel pen. Do not use correction fluid. Write your name, centre number and candidate number in the spaces at the top of this page. Answer all questions. Write your answers in the spaces provided in this booklet. INFORMATION FOR CANDIDATES The number of marks is given in brackets at the end of each question or part-question. The assessment of the quality of extended response (QER) will take place in question 11.

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Answer all questions.

1. (a) Complete the following table that shows information about atoms of some

elements. [5]

Element Symbol Number of protons

Number of neutrons

Number of electrons

beryllium 9Be

4 4 5 4

fluorine 19F

9 9 ……………

…………….

calcium …………….. 20 20

…………….

argon 40Ar

18

……………. 22 18

(b) The diagram below shows the electronic structure of an element in the

Periodic Table.

Using X to represent an electron, draw a similar diagram to show the

electronic structure of the element which: (i) lies directly below this element in the Periodic Table; [1] (ii) lies directly to the right of this element in the Periodic Table. [1]

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(c) The diagram below shows the early form of the Periodic Table developed by Mendeleev.

I

H 1.01 II III IV V VI VII

Li 6.94

Be 9.01

B 10.8

C 12.0

N 14.0

O 16.0

F 19.0

Na 23.0

Mg 24.3

Al 27.0

Si 28.1

P 31.0

S 32.1

Cl 35.5 VIII

K 39.1

Cu 63.5

Ca 40.1

Zn 65.4

Ti 47.9

V 50.9

As 74.9

Cr 52.0

Se 79.0

Mn 54.9

Br 79.9

Fe 55.9

Co 58.9

Ni 58.7

Rb 85.5

Ag 108

Sr 87.6

Cd 112

Y 88.9

In 115

Zr 91.2

Sn 119

Nb 92.9

Sb 122

Mo 95.9

Te 128

Ru 101

Rh 103

Pd 106

I 127

Ce 133

Au 197

Ba 137

Hg 201

La 139

Ti 204

Ta 181

Bi 209

W 184

Os 194

Ir 192

Pt 195

Pb 207

Th 232

U 238

(i) State what information Mendeleev used to arrange the elements. [2] ............................................................................................................................ ............................................................................................................................ ............................................................................................................................ (ii) Describe and explain the differences between Period 4 of Mendeleev's

table and that of the modern table. [3] ............................................................................................................................. ............................................................................................................................. .............................................................................................................................

12

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2. A pupil investigated how the temperature changes when dilute hydrochloric acid reacts with dilute sodium hydroxide solution.

conical flask

thermometer

25 cm3 sodium hydroxide solution

(a) 80 cm3 of dilute acid was added, 10 cm3 at a time, to 25 cm3 of alkali in a

conical flask. The highest temperature reached was recorded each time. The table below shows the results obtained.

Volume of acid added (cm3)

Temperature (oC)

0 21.0

10 22.8

20 24.2

30 25.4

40 26.4

50 27.0

60 26.7

70 26.2

80 25.6 (i) Use the grid provided on the next page to plot the volume of acid

added against temperature. Add a suitable line. [4]

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(ii) Describe and explain the shape of the graph in relation to the

chemical reaction taking place. [3] ............................................................................................................................. ............................................................................................................................. .............................................................................................................................

............................................................................................................................. .............................................................................................................................

20

21

22

23

24

25

26

27

28

0 10 20 30 40 50 60 70 80

Tem

pera

ture

(o C)

Volume of acid (cm3) 0

20

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(b) (i) Apart from measuring the change in temperature, state a different method that could be used to show the stages of this reaction. [1]

……..…………………………………………………………………………………… (ii) Explain how your new method would show the stages of the reaction. [2] ………………………………………………………………………………………….. …….…………………………………………………………………………………….

10

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3. (a) The electrolysis of water can be used to form hydrogen on an industrial scale. The overall equation for the electrolysis of water is:

2H2O 2 H2 + O2

(i) Using the formula below calculate the atom economy for the production of hydrogen. [2]

Ar(H) = 1 Ar(O) = 16

mass of desired product x100 total mass of all reactant(s)

atom economy = …………..%

(ii) Explain how the atom economy calculated in a(i) supports the reason for not using the electrolysis of water as the main method for the industrial preparation of hydrogen. [2]

………………………………………………………………………………………….. ………………………………………………………………………………………….. …………………………………………………………………………………………..

% atom economy =

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(b) The graph below shows the total mass of oxygen formed over 10 minutes.

Draw a second line on the grid to show the mass of hydrogen that you

would expect to be collected during the same 10 minutes. [2]

0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

0 2 4 6 8 10

Mass of oxygen (g)

Time (min)

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(c) Use only information from the table below to explain two advantages of using hydrogen as a fuel for cars. [2]

Raw material water

Extraction method electrolysis

Combustion product(s) water

State at room temperature and pressure gas

Storage thick steel containers ............................................................................................................................. ............................................................................................................................. ............................................................................................................................. ............................................................................................................................. ............................................................................................................................. ............................................................................................................................. ............................................................................................................................. ............................................................................................................................. .............................................................................................................................

8

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4. (a) The graph below shows the production of copper between 1900 and 2015, and the predicted production to 2020.

Suggest an explanation for the increase in copper production since the 1940s.

[1] ........................................................................................................................................ ........................................................................................................................................

........................................................................................................................................ (b) The traditional method of obtaining copper is to extract it from high grade

copper ore obtained from a copper mine. Describe two problems with obtaining copper ore from copper mines. [2] ........................................................................................................................................ ........................................................................................................................................

1900 1920 1940 1960 1980 2000 2020 0

2

4

6

8

10 12

18

14

16

Production (106 tonnes)

Year

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(c) The flow diagram below shows the steps taken in obtaining copper by the process of phytomining.

(i) Describe the role of the plant in Stage 1. [1] ............................................................................................................................. (ii) Give the chemical name for the compound A. [1] ............................................................................................................................. (iii) Describe three disadvantages of obtaining copper using phytomining

compared with traditional mining. [3] ............................................................................................................................. ............................................................................................................................. ............................................................................................................................. .............................................................................................................................

Stage 1 Stage 2

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(iv) The ash obtained from Stage 2 can be reacted with sulfuric acid to

form aqueous copper(II) sulfate. Describe and explain one method used to obtain copper metal from

aqueous copper(II) sulfate. Include a balanced symbol equation in your answer. [4] ............................................................................................................................. ............................................................................................................................. ............................................................................................................................. ............................................................................................................................. ............................................................................................................................. .............................................................................................................................

12

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5. (a) Aluminium is extracted from molten aluminium oxide by electrolysis.

(i) Complete the following electrode equations. [2] At the cathode: …….… + 3e‒ Al At the anode: 2O2‒ ‒ …..... O2 (ii) State and explain how the production costs of aluminium are reduced.[4] ............................................................................................................................. ............................................................................................................................. ............................................................................................................................. ............................................................................................................................. ............................................................................................................................. ............................................................................................................................. (iii) The overall equation for the extraction of aluminium is as follows. 2Al2O3 4Al + 3O2 I Calculate how many tonnes of aluminium can be obtained from

2040 tonnes of aluminium oxide. [3]

mass of aluminium = ............................... tonnes

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II Calculate the volume of oxygen in m3 that could be formed from

2040 tonnes of aluminium oxide. The volume of 1 mol of gas at room temperature and pressure is 0.024 m3. [3]

volume of oxygen = .................................... m3

(b) Explain, in terms of the metallic bonding model, why aluminium: (i) conducts electricity; [1] ………………………………………………………………………………………… ………………………………………………………………………………………… (ii) is malleable and ductile. [1] ………………………………………………………………………………………… …………………………………………………………………………………………

14

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6. (a) A pupil used the following tests to identify unknown compounds A, B, C and D.

These are described below as tests 1 to 5 but not necessarily in that order. The charts show the results obtained for each compound. Deduce which test is which and hence identify compounds A, B, C and D. [4] A ..................................................................................... B ..................................................................................... C ..................................................................................... D .....................................................................................

cream precipitate formed

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(b) Sodium hydroxide solution can be used to detect the presence of aqueous copper(II) ions.

(i) The equation below represents the reaction occurring between

copper(II) chloride solution and sodium hydroxide solution. CuCl2(aq) + 2NaOH(aq) Cu(OH)2(s) + 2NaCl(aq) Write the ionic equation for the reaction, including state symbols. [2]

..................... + ..................... ...................................... (ii) When sodium hydroxide solution is added to iron(III) bromide solution,

FeBr3(aq), a brown precipitate is formed. Write the balanced symbol equation for this reaction. [3] ..................... + ..................... ..................... + .....................

9

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7. Hydrogen sulfide (H2S) burns in air to give sulfur dioxide and water. The following equation shows the rearrangement of atoms as hydrogen sulfide burns.

S

HHS

HH

O OO OO O

SO O

OH H

OH H

SO O

++

The relative energies of these bonds are given in the table below.

Bond Bond energy (kJ)

H‒S 339

O=O ....................

S=O 523

O‒H 463

The overall relative energy change during the reaction is ‒1103 kJ, which shows that

the reaction is exothermic. (a) Use the information given above to calculate the energy needed to break the

O=O bond. [5] energy needed = .............................. kJ

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(b) Draw arrows (↕) on the reaction profile to show the activation energy (A) and the overall energy change (B) for the burning of hydrogen sulfide. [2]

(c) Use the graph to explain why this reaction is exothermic. [1] ........................................................................................................................................ ........................................................................................................................................

8

Energy (kJ)

Reaction pathway

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8. Ammonia is an important compound used by industry and agriculture. (a) (i) Describe, in terms of outer shell electrons, the bonding in a molecule

of ammonia. You should include a suitable diagram showing outer shell electrons in

your answer. [2] ………………………………………………………………………………………… ………………………………………………………………………………………… (ii) Explain why ammonia is a gas at room temperature. [2] ………………………………………………………………………………………… ………………………………………………………………………………………… (b) The diagram and equation below outline the manufacture of ammonia by the

Haber process.

(i) Using atmospheric pressure would be safer and cheaper. Explain the

effect on yield of using atmospheric pressure in the process. [3] ............................................................................................................................. ............................................................................................................................. ............................................................................................................................. .............................................................................................................................

H2

ammonia

The forward reaction is exothermic

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(ii) Increasing the temperature would increase the rate of reaction. Explain why a catalyst is used to increase the rate rather than using a higher temperature. [3]

............................................................................................................................. ............................................................................................................................. ............................................................................................................................. ............................................................................................................................. (c) The diagram below shows the stages in the industrial production of

ammonium nitrate.

(i) Write a balanced symbol equation for the reaction occurring in stage 1. [2] ............................................................................................................................. (ii) The industrial process can be adapted and carried out using simple

laboratory apparatus. Describe and explain the laboratory method for obtaining a

sample of ammonium nitrate from 1.0 M solutions of nitric acid and ammonia. [3]

............................................................................................................................. ............................................................................................................................. ............................................................................................................................. .............................................................................................................................

nitric acid solution

ammonia solution

Stage 1 Stage 2 Stage 3

ammonium nitrate solution formed

neutral solution is heated leaving molten ammonium nitrate

molten ammonium nitrate is sprayed into a cooling chamber

air is blown in to cool

chamber

ammonium nitrate pellets

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(d) Ammonium phosphate, (NH4)3PO4 is used as a fertiliser. (i) Calculate the percentage (%) of nitrogen in ammonium phosphate to

one decimal place. [2] Ar(H) = 1 Ar(N) = 14 Ar(O) = 16 Ar(P) = 31 % of nitrogen = ………..% (ii) Fertilisers often contain more than one compound. Suggest how you

could carry out a test to distinguish between the two fertilisers below. Both fertiliser A and B are in pellet form and contain compounds which are all water soluble.

Practical details are not required. [3]

Fertiliser Composition

Fertiliser A Mixture of ammonium nitrate, ammonium nitrate, potassium nitrate, magnesium sulfate

Fertiliser B Mixture of ammonium nitrate, potassium nitrate

………………………………………………………………………………………….. ………………………………………………………………………………………….. …………………………………………………………………………………………..

20

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9. An investigation was carried out to find out which alcohol gives out the most energy when burned.

The diagram below shows the apparatus used.

In each case sufficient alcohol was burned to increase the temperature of 100 g of

water by 40 °C. Each alcohol was tested three times and the mean mass required was calculated.

The results are shown in the table below.

Alcohol Total mass before (g)

Total mass after (g)

Mass of alcohol

required (g)

Mean mass of alcohol

required (g)

Energy released

(kJ/ g)

ethanol

184.29 182.79 1.50

1.50 11.2 182.79 181.26 1.53

181.20 179.83 1.48

propanol

198.21 196.99 1.22

1.22 13.8 196.86 195.67 1.19

195.57 194.43 1.26

butanol

177.05 175.59 1.46

0.98 175.26 174.20 1.06

174.94 174.03 0.90

(a) The energy in joules (J) released by 1.0 g of an alcohol can be calculated using the formula:

required alcohol of mass meanchange etemperatur 4.2 w aterof mass released energy

Use this formula to calculate the energy released in kJ / g when 0.98 g of

butanol is burned. Give your answer to three significant figures. [2]

energy released = ………………….. kJ / g

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(b) One of the mass values for butanol was not used in calculating the mean mass required.

Identify this value and suggest one experimental error that would explain why this result was recorded. [2]

........................................................................................................................................ ........................................................................................................................................ ........................................................................................................................................ (c) The theoretical values for the energy released by each alcohol are given in the

table below.

Alcohol Theoretical values for energy released (kJ/g)

ethanol 29.7

propanol 33.6

butanol 36.1

Compare the experimental and the theoretical values and give two

conclusions that can be drawn from the results of the investigation. [2] ........................................................................................................................................ ........................................................................................................................................ ........................................................................................................................................ ........................................................................................................................................

(d) Describe and explain two improvements that could be made to the method to obtain experimental values closer to the theoretical values of energy released.

[4] ........................................................................................................................................ ........................................................................................................................................ ........................................................................................................................................ ........................................................................................................................................ ........................................................................................................................................ ........................................................................................................................................

10

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10. (a) A food scientist was asked to check the quality of a bottle of vinegar. Vinegar contains ethanoic acid, CH3COOH.

The apparatus shown was used to find the concentration of ethanoic acid in

vinegar. Dilute sodium hydroxide of concentration 0.90 mol/dm3 was added a little at a

time to 25.0 cm3 of vinegar until the indicator changed colour. The procedure was carried out three times.

(i) Ethanoic acid reacts with sodium hydroxide solution according to the

equation below. CH3COOH + NaOH CH3COONa + H2O I Calculate the mean volume of sodium hydroxide needed to

neutralise 25.0 cm3 of vinegar. [1]

mean volume = ........................... cm3

II Using the mean volume of sodium hydroxide, calculate the

concentration of the ethanoic acid in mol/dm3. [3]

concentration = ........................... mol / dm3

Run 1 Run 2 Run 3

Volume of sodium hydroxide added (cm3) 24.1 23.9 24.0

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(ii) The label on the vinegar bottle states that it contains a minimum of 5 g of ethanoic acid, CH3COOH, in 100 cm3 vinegar.

I Calculate the relative molecular mass, Mr, of ethanoic acid. [1]

Mr = ......................... II Show whether the information on the label is correct. [2] ................................................................................................................. .................................................................................................................

(b) Jo measured the pH of two different acids in his laboratory. He knew the concentration of the hydrochloric acid. His results and conclusion are below.

Acid pH 0.10 mol / dm3 hydrochloric

acid 1

ethanoic acid 3 Jo’s conclusion stated: ‘that since the pH difference is 2 then the concentration of the hydrochloric

acid must be 100 (10x10) times great than the ethanoic acid. Since the hydrochloric acid concentration is 0.10 mol/dm3 then the ethanoic acid concentration must be 0.0010 mol /dm3.

Explain whether Jo has correctly interpreted the information. [4] ........................................................................................................................................

........................................................................................................................................

........................................................................................................................................

........................................................................................................................................

........................................................................................................................................

11

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11. Explain the differences between addition polymerisation and condensation polymerisation. [6 QER]

Include relevant equations in your answer. .................................................................................................................................................... .................................................................................................................................................... .................................................................................................................................................... .................................................................................................................................................... .................................................................................................................................................... .................................................................................................................................................... .................................................................................................................................................... .................................................................................................................................................... .................................................................................................................................................... .................................................................................................................................................... .................................................................................................................................................... .................................................................................................................................................... .................................................................................................................................................... .................................................................................................................................................... ....................................................................................................................................................

6

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COMPONENT 1 - Concepts in Chemistry

HIGHER TIER

MARK SCHEME

GENERAL INSTRUCTIONS

Recording of marks Examiners must mark in red ink. One tick must equate to one mark (apart from the questions where a level of response mark scheme is applied). Question totals should be written in the box at the end of the question. Question totals should be entered onto the grid on the front cover and these should be added to give the script total for each candidate. Marking rules All work should be seen to have been marked. Marking schemes will indicate when explicit working is deemed to be a necessary part of a correct answer. Crossed out responses not replaced should be marked. Credit will be given for correct and relevant alternative responses which are not recorded in the mark scheme.

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Extended response question A level of response mark scheme is used. Before applying the mark scheme please read through the whole answer from start to f inish. Firstly, decide which level descriptor matches best with the candidate’s response: remember that you should be considering the overall quality of the response. Then decide which mark to award within the level. Award the higher mark in the level if there is a good match with both the content statements and the communication statements. Marking abbreviations The following may be used in marking schemes or in the marking of scripts to indicate reasons for the marks awarded. cao = correct answer only ecf = error carried forward bod = benefit of doubt

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Question Marking details Marks available AO1 AO2 AO3 Total Maths Prac

1 (a) 10 (1) 9 (1) 40Ca (1) 20 (1) 20 18 (1)

5

5

(b) (i)

1

1

(ii)

1

1

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Question Marking details Marks available AO1 AO2 AO3 Total Maths Prac

(c) (i) Atomic weights (1) Patterns of reactivity (1)

2

2

(ii) Any three of the following Must have explanation as well as observation K and Cu occupy their own spaces – have different properties (1) Gaps filled – new elements discovered (1) Additional group – noble gases discovered (1) Transition metals placed together – have similar properties (1)

3

3

Question 1 total 5 7 0 12 0 0

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Question Marking details Marks available AO1 AO2 AO3 Total Maths Prac

2 (a) (i) Scales: Both axes (1) Plotting: All correct (2) Any 8 correct (1) Line: Smooth curve through all points (1) Judgement by eye

4 4 4

(ii) Graph rises as acid and alkali react in a neutralisation reaction (1) Which is exothermic reaction (1) Temperature falls after alkali used up and exothermic reaction no longer occuring (1)

3

3

3

(b) (i) pH / universal indicator 1 1 1 (ii) Colour change as acid added (1)

Description of colour change (1) e.g. purple to green to red

2 2 2

Question 2 total 3 4 3 10 4 6

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Question Marking details Marks available AO1 AO2 AO3 Total Maths Prac

3 (a) (i) 11.1 (2) 4/36 x 100 Award (1) for 4/36 Allow ecf

2

2 2

(ii) Low atom economy (1) and any one form: (1) Not efficient process/ Not economic process/ Not a ‘green’ process / O2 is a waste product

2 2

(b) Straight line from (0,0) of lower gradient (1) Line to 0.2 g after 10 minutes (1)

2

2

2

2

(c) Raw material is water …renewable natural resource (1) Combustion product is water ….does not contribute to global warming (1)

2 2

Question 3 total 0 4 4 8 4 2

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Question Marking details

Marks Available AO1 AO2 AO3 Total Maths Prac

4 (a) Increase in demand for copper for relevant use with brief explanation e.g. more copper wire required as more electrical appliances built, more copper for pipes as central heating installed in more homes

1

1

(b) Any two of the following High grade copper ore reserves being used up (1) Lower supply leads to increasing costs (1) Negative effect on landscape / habitat (1)

2

2

(c) (i) Plants absorb copper compounds through their roots 1 1 (ii) copper(II) oxide 1 1 (iii) Any three:

Large scale harvesting of plants required Only small amounts of copper are obtained from plant Huge areas for plant growth Supply limited by plant growth cycle /Slow process

3

3

(iv) Add iron to copper(II) sulfate (1) Iron is a more reactive metal than copper (1) Iron displaces copper / iron reduces copper(II) ions (1) CuSO4 + Fe → FeSO4 + Cu (1)

1

1

1

1

4

3

Question 4 total 10 2 0 12 0 3

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Question Marking details Marks Available AO1 AO2 AO3 Total Maths Prac

5 (a) (i) Al3+ (1) 4e- (1)

2

2

(ii) Up to two methods for one mark each with second mark available for development of point, e.g. Cryolite added to lower melting point of aluminium oxide (1) Process can operate at a lower temperature (1) Cheaper source of electricity (1) Locate in countries with plentiful energy / fossil fuel reserves or nuclear power (1)

4

4

(iii) I Mr Al2O3 = 102 (1) Mass ratio 204 : 108 (1) Answer = 1080 (1) Accept calculation by alternative method using mole ratios

3

3

3

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Question Marking details Marks Available AO1 AO2 AO3 Total Maths Prac

II Mass ratio 2040 : 960 (1) Number of moles oxygen = 960 × 106 (1) 32 Volume = 3 × 107 × 0.024 = 7.2 × 105 (1)

3

3

3

(b) (i) mobile sea of electrons 1 1

(ii) layers of atoms/ions slide over one another 1 1

Question 5 total 8 6 0 14 6 0

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Question Marking details Marks Available AO1 AO2 AO3 Total Maths Prac

6 (a) A sodium iodide (1) B ammonium carbonate (1) C calcium chloride (1) D iron(II) bromide (1)

2

2

4

4

(b) (i) Cu2+(aq) + 2OH‒(aq) → Cu(OH)2(s) (2) Must include correct state symbols for full marks to be awarded If equation not correct award (1) for correct ions LHS and compound RHS correct balancing

2

2

(ii) FeBr3 + 3NaOH → Fe(OH)3 + 3NaBr (3) Ignore state symbols If equation not correct award (1) for each of the following Fe(OH)3 on product side NaBr on product side

3 3

Question 6 total 2 5 2 9 0 4

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Question Marking details Marks Available AO1 AO2 AO3 Total Maths Prac

7 (a) Energy released in forming bonds = (4 × 523) + (4 × 463) (1) 3944 (1) Total energy needed to break bonds = 3944 ‒ 1103 = 2841 (1) 2841 = (4 × 339) + (3 × O=O) (1) (O=O) = 495 (1) Error carried forward (ecf) possible

1

1

1

1

1

5

5

(b) (1) for each of A and B as shown

2

2

(c) Products have less energy than the reactants

1 1

Question 7 total 3 4 1 8 5 0

A

B

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Question Marking details Marks Available AO1 AO2 AO3 Total Maths Prac

8 (a) (i) Nitrogen atom shares electrons with three hydrogen atoms

N

H

HH

1 1

2

(ii) Weak forces between ammonia molecules (1) Molecules have sufficient energy at room temperature to overcome these forces (1)

2

2

(b) (i) Equilibrium position moves to oppose any change (1) Decreasing pressure moves equilibrium position towards the side with more gas molecules in order to oppose change (1) Left hand side has more gas molecules therefore yield of ammonia decreases (1)

1

1

1

3

(ii) Increasing temperature moves equilibrium position in the endothermic direction (1) This is the right to left reaction therefore yield of ammonia decreases (1) A catalyst increases rate without affecting the yield (1)

3

3

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(c) (i) HNO3 + NH3 → NH4NO3 (2)

If equation not correct award (1) for correct reactants or correct products Accept alternative equation HNO3 + NH4OH → NH4NO3 + H2O (2)

2 2

(ii) React equal volumes of HNO3 and NH3 to get neutral solution (1) Heat/boil solution to remove/evaporate some of the water (1) Leave to cool and crystallise (1)

1

1

1

3

3

(d) (i) Mr (NH4)3PO4 = 149 (1) 42/149 x100 = 28.2 (1) Award 42/149 (1) if answer is incorrect

2 2 2

(ii) Dissolve pellets in water / add pellets to water to make solution (1) Add dilute barium chloride solution to each solution (1) Fertiliser A – no change observed, fertiliser B white precipitate (of barium sulfate / barium sulfate & barium phosphate) (1) Accept alternate test to verify Mg2+ ions e.g. Add dilute sodium hydroxide to each solution (1) Fertiliser A - no change observed, fertiliser B white precipitate (of magnesium hydroxide) (1)

2

1

3 3

Question 8 total 10 10 0 20 2 6

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Question Marking details Marks Available AO1 AO2 AO3 Total Maths Prac

9 (a) 17143 (1) Accept anything up to full calculator reading 17.1 (1) Must be given to 3 significant figures

1

1

2

2

2

(b) First reading / 1.46 (1) Any of the following for (1) Heat loss here was greater than for other measurements e.g. bigger gap between flame and beaker More than 100 g of water measured into beaker Credit other sensible suggestions

2

2

2

(c) Experimental values much lower than / around half the theoretical values (1) Same trend in results i.e. amount of energy released increases from ethanol to propanol to butanol (1)

2

2

2 (d) Any two pairs with 1 mark for improvement and 1 mark for

explanation in each case Improvement Enclose apparatus / reduce drafts (1) Explanation Less heat lost between flame and beaker (1) Improvement Copper can instead of glass beaker / better conductor (1) Explanation More heat transferred to water (1) Improvement Improve insulation / lag beaker / lid on beaker (1) Explanation Less heat lost after transfer to water (1) Credit other sensible improvement (1) and explanation (1)

4

4

4

Question 9 total 1 1 8 10 2 10

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Question Marking details Marks Available AO1 AO2 AO3 Total Maths Prac

10 (a) (i) I 24.0 ‒ do not accept 24 1 1 1

II Moles NaOH = 0.0216 (1) 1 mol NaOH : 1 mol CH3COOH (1) Concn CH3COOH = 0.864 (1) Award full marks for correct answer with no working Error carried forward possible (ecf)

3

3

3

3

(ii) I 60 1 1

II Moles CH3COOH in 100 cm3 vinegar = 0.0833 (1) Conc CH3COOH is 0.833 therefore label information is correct (1)

2

2

2

2

(b) Jo is incorrect to say that the concentration of the ethanoic acid is 0.0010 mol/dm3. – Marks given for logical reasoning: pH is a measure of conc of H+ ions in solution (1) There is a difference of 100x in H+ concentration because the pH changes 10 times with each pH unit/ Two unit changes in pH means a 10 x 10 =100 change in H+ conc (1) But ethanoic acid is a weak acid and does not completely ionise (1) so concentration of the acid is not same as/ is higher than the H+ ion conc (1)

4

4

1

Question 10 total 2 3 6 11 6 6

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Question Marking details Marks Available

AO1 AO2 AO3 Total Maths Prac 11 Indicative content:

AO1 allocation - Addition polymers e.g. polyethene, polychloroethene etc. One type of monomer, unsaturated therefore reactive, C=C double bond opens, monomers join to form saturated polymer chain Condensation polymers e.g. nylon May have one or two different monomers, must have reactive functional groups at both ends, functional groups react to produce polymer chain, small molecule produced at each bond new bond location AO2 allocation - Representation of reactions using appropriate equations/block diagrams 5 ─ 6 marks: Comparison of monomer type/number, functional groups and reaction products; illustrated with reference to one named example for both and good attempt at one equation. There is a sustained line of reasoning which is coherent, substantiated and logically structured. The information included in the response is relevant to the argument. 3 ─ 4 marks: Comparison of at least one of monomer type/number, functional groups and reaction products; one named example for both There is a line of reasoning which is partially coherent, supported by some evidence and with some structure. Mainly relevant information is included in the response but there may be some minor errors or the inclusion of some information not relevant to the argument. 1 ─ 2 marks: Description of at least one characteristic of any monomer linked to the correct type of polymerisation. There is a basic line of reasoning which is not coherent, supported by limited evidence and with very little structure. There may be significant errors or the inclusion of information not relevant to the argument. 0 marks: No attempt made or no response worthy of credit.

4

2

6

Question 11 total 4 2 0 6 0 0

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COMPONENT 1 - Concepts in Chemistry

HIGHER TIER

SUMMARY OF MARKS ALLOCATED TO ASSESSMENT OBJECTIVES

Question AO1 AO2 AO3 TOTAL MARK MATHS PRAC

1 5 7 0 12 0 0

2 3 4 3 10 4 6

3 0 4 4 8 4 2

4 10 2 0 12 0 3

5 6 8 0 14 6 0

6 2 5 2 9 0 4

7 3 4 1 8 5 0

8 10 10 0 20 2 6

9 1 1 8 10 2 10

10 2 3 6 11 6 6

11 4 2 0 6 0 0

TOTAL 48 49 24 120 29 37

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Candidate Name Centre Number Candidate Number

GCSE CHEMISTRY COMPONENT 2 Applications in Chemistry FOUNDATION TIER SAMPLE PAPER (1 hour 15 minutes)

For Examiner’s use only

Question Maximum Mark

Mark Awarded

Section A 1 5 2 11 3 6 4 6 5 7 6 4 7 6

Section B 8 15 Total 60

ADDITIONAL MATERIALS In addition to this examination paper you will need a resource booklet, a calculator and a ruler. INSTRUCTIONS TO CANDIDATES Use black ink or black ball-point pen. Do not use gel pen. Do not use correction fluid. Write your name, centre number and candidate number in the spaces at the top of this page. Answer all questions. Write your answers in the spaces provided in this booklet. INFORMATION FOR CANDIDATES This paper is in two Sections, Section A and Section B. Section A: 45 marks. Answer all questions. You are advised to spend about 50 minutes on this section. Section B: 15 marks. Read the article in the resource booklet carefully then answer all questions. You are advised to spend about 25 minutes on this section. The number of marks is given in brackets at the end of each question or part-question. The assessment of the quality of extended response (QER) will take place in question 7.

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SECTION A

Answer all questions. 1 (a) Draw lines to match each diagram below with the correct name of the

apparatus. One has been done for you. [2]

Bunsen burner

pipette

measuring cylinder

burette

balance

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(b) Choose a method from the box to answer parts (i) to (iii). Name the method you would use to separate: (i) two liquids (water and ethanol) …………………………… [1] (ii) the colourings in a food dye ..………………………….. [1] (iii) a precipitate from water …………………………… [1]

5

chromatography distillation electrolysis filtration

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2. (a) The following table shows the colours of universal indicator at different pH values.

colour red orange yellow green blue navy blue purple

pH 0-2 3-4 5-6 7 8-9 10-12 13-14 Use this information to help you complete the table below. [3]

Substance Colour with universal indicator pH value

Acid, alkali or neutral?

detergent purple

distilled water 7

soap 8

(b) Different lengths of magnesium ribbon were put into separate beakers each

containing 25 cm3 dilute hydrochloric acid and the temperature measured. The initial temperature of the acid in each beaker was 16 oC. The results are shown in the table below. Two temperatures are missing.

Length of magnesium ribbon (cm) 2 4 6 8 10 12

Final temperature (oC) 20 23 28 33 35

………. Initial temperature (oC) 16 16 16 16 16 16

Temperature rise (OC) 4 7 12 17 19

……….

(i) Complete the table by using the thermometer reading shown below. [2]

Thermometer reading when 12 cm of magnesium was used.

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(ii) Plot the length of magnesium ribbon against the temperature rise and draw a suitable line. [3]

(iii) Use your graph to find the temperature rise if 5 cm of magnesium was

added to 25 cm3 dilute hydrochloric acid. [1]

temperature rise …………. oC (iv) Put a tick (√) next to the statement which describes the temperature

rise you would expect if the hydrochloric acid was replaced with vinegar. Give a reason for your choice. [2]

temperature rise will be higher with vinegar than with hydrochloric acid

temperature rise will be lower with vinegar than with hydrochloric acid temperature rise will be the same with vinegar as with hydrochloric acid Reason for choice …………………………………………………………………………………

0

5

10

15

20

25

30

0 2 4 6 8 10 12 14

Temperature rise (oC)

Length of magnesium ribbon (cm)

11

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3. The diagrams below show the stages in making the compound zinc sulfate by reacting zinc carbonate with dilute sulfuric acid. The diagram showing the apparatus for Stage 2 is missing.

(a) State what you would see when excess zinc carbonate is added. [1] …………………………………………………………………………………………………. (b) State why excess zinc carbonate is added. [1]

…………………………………………………………………………………………………..

(c) Draw the apparatus you would use to carry out stage 2. [3] Label the excess zinc carbonate on your diagram. (d) Put a tick (√) next to the box that shows the estimated time it would take for

all the water to evaporate from 25 cm3 of zinc sulfate solution in stage 3. [1] 1 hour 1 week 1 school term 1 year

6

Stage 1 Stage 2 Stage 3

Excess zinc carbonate is added to dilute sulfuric acid, the mixture being continuously stirred

Excess zinc carbonate is removed

Colourless solution is left in an evaporating basin at room temperature to obtain white crystals of zinc sulfate

sulphuric acid

colourless solution

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4. Hydrogen peroxide solution decomposes very slowly at room temperature. H2O2(aq) + 2H2O(l) O2(g) This reaction can be catalysed using manganese(IV) oxide. The statement below shows the definition of a catalyst. “A catalyst will change the speed of a chemical reaction but will not be used up

during the reaction.” A student carried out an investigation to find out if it is true that a catalyst is not used

up in a reaction. 1.50 g of manganese(IV) oxide powder was accurately weighed and put into 20 cm3

of hydrogen peroxide solution. After the reaction had stopped, the reaction mixture was filtered into a pre-weighed filter paper. The filtered manganese(IV) oxide and filter paper was dried in an oven.

The mass readings are shown below.

Mass (g)

filter paper 1.26

manganese(IV) oxide and filter paper after drying 2.74

recovered manganese(IV) oxide 1.48

(a) Calculate the percentage (%) mass of manganese(IV) oxide recovered to one

decimal place. [3]

% mass of manganese(IV) oxide recovered = ……….. % (b) Do you agree with the statement that ‘a catalyst is not used up in a reaction’ Give the reason for your decision. [1] …………………………………………………………………………………………………..

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(c) Suggest why not all of the manganese(IV) oxide was recovered and how this problem could be overcome. [2]

………….………………………………………………………………………………………. ………….………………………………………………………………………………………. ………….……………………………………………………………………………………….

6

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5. (a) A compound was dissolved in water and tested as described below. Use the information to complete the table and name the compound. [3]

Solution of unknown compound Observation Conclusion

dilute hydrochloric acid was added, the gas produced was passed through limewater

limewater turned

milky …………………………………………

…………………………………………

….…….………………………………

a flame test was carried out an orange flame …………………………………………

………..……………………….………

…..…………………………………….

The compound is …………………………………………………………..………

(b) A solution contains barium ions. It may also contain magnesium ions.

Use the information below to decide how to remove the barium ions and then test to find if magnesium ions are present. [4]

You are also given a solution of sodium sulfate and a solution of sodium carbonate which you can use.

Compound Soluble or insoluble?

barium sulfate insoluble

barium carbonate insoluble

magnesium sulfate soluble

magnesium carbonate insoluble

sodium sulfate soluble

sodium carbonate soluble

Method to remove barium ions ……………………………………………………….………………………………… …………………………………………………………………………………………. Test for magnesium ions ……………………………………………………….………………………………… …………………………………………………………………………………………

7

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6. A student measured out 25 cm3 of a sodium carbonate solution. The sodium carbonate solution had a concentration of 1.06 g / dm3.

Calculate the mass of sodium carbonate (Na2CO3) that was in 25 cm3 of this solution. Give your answer in units of g and mg. [4]

……………………………………………………………………………………………….

……………………………………………………………………………………………….

4

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7. Describe and explain an investigation you would carry out to find the relative positions of copper, iron and magnesium in the reactivity series. Include equations where appropriate.

You are provided with: - solid samples of copper, iron and magnesium - solid samples of copper(II) sulfate, iron(II) sulfate and magnesium sulfate.

[6 QER]

…………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… ……………………………………………………………………………………………………………

6

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SECTION B

Read the article in the resource booklet and answer all the questions that follow. 8. (a) Describe the bonding between carbon atoms in diamond. Include a dot and cross diagram in your answer. [3] Details of the structure of diamond are not required. ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… (b) (i) Explain why graphene is a good conductor of electricity. [2] ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… (ii) Explain why graphite is soft and slippery and can act as a lubricant. [2] ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… (iii) Diamond is a very dense allotrope of carbon because the carbon

atoms are tightly packed. Calculate the volume of the cube containing carbon atoms in Diagram 2. Give the unit. [1]

volume = …………..

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(c) Determine the molecular formula of the fullerene identified using mass spectroscopy in the article.

Show your working. [2]

molecular formula = ………….

(d) (i) Calculate the specific strength of Kevlar (Table 1) and use this value

to estimate the breaking length. [3] specific strength ………… kN m/kg breaking length …………… km

(ii) Explain why carbon nanotubes may eventually replace materials like steel and aluminium in the manufacture of power lines. [2]

………………………………………………………………………………………… ………………………………………………………………………………………… …………………………………………………………………………………………

15

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GCSE CHEMISTRY COMPONENT 2 Applications in Chemistry FOUNDATION TIER RESOURCE BOOKLET for use in Section B

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Allotropes of carbon

Carbon exists as a number of different allotropes. Some important allotropes of carbon are described in this article. Diagram 1 Diamond and graphite

Diamond Graphite

The structure of diamond can be related to a cube. The diagram below shows this. Diagram 2 A unit cubic cell of diamond

The cell dimension a = b = c = 0.36 nm Diagram 3 Graphene and fullerene

Graphene Fullerene

a

b

c

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Graphene and fullerenes Graphene is a single sheet with the carbon atoms arranged in the layer as they are in graphite. Fullerenes are cage-like spherical molecules. They were first discovered using a method known as mass spectroscopy. One fullerene identified by mass spectrometry had a relative molecular mass of 720. Carbon nanotubes Carbon nanotubes are made of graphene sheets rolled into the shape of a cylinder, often with at least one end closed. Diagram 4 Carbon nanotube

Properties of carbon nanotubes The specific strength is a material's tensile strength divided by its density. It is also known as the strength-to-weight ratio. Another way to describe specific strength is breaking length which is the maximum length of a vertical column of the material that could support its own weight when suspended only at the top. Table 1

Material Tensile strength (MPa)

Density (g/cm³)

Specific strength

(kN m/kg) Breaking length

(km)

stainless steel 505 8.00 63.1 6.4

aluminium 572 2.81 204 20.8

kevlar 3 620 1.44 carbon nanotube 62 000 1.34 46 268 4 716

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COMPONENT 2 - Applications in Chemistry

FOUNDATION TIER

MARK SCHEME

GENERAL INSTRUCTIONS

Recording of marks Examiners must mark in red ink. One tick must equate to one mark (apart from the questions where a level of response mark scheme is applied). Question totals should be written in the box at the end of the question. Question totals should be entered onto the grid on the front cover and these should be added to give the script total for each candidate. Marking rules All work should be seen to have been marked. Marking schemes will indicate when explicit working is deemed to be a necessary part of a correct answer. Crossed out responses not replaced should be marked. Credit will be given for correct and relevant alternative responses which are not recorded in the mark scheme.

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Extended response question A level of response mark scheme is used. Before applying the mark scheme please read through the whole answer from start to f inish. Firstly, decide which level descriptor matches best with the candidate’s response: remember that you should be considering the overall quality of the response. Then decide which mark to award within the level. Award the higher mark in the level if there is a good match with both the content statements and the communication statements. Marking abbreviations The following may be used in marking schemes or in the marking of scripts to indicate reasons for the marks awarded. cao = correct answer only ecf = error carried forward bod = benefit of doubt

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Question Marking details Marks Available AO1 AO2 AO3 Total Maths Prac

1 (a) All connected correctly (2) Any two lines drawn correctly (1)

2

2

(b) (i) Distillation 1 1

(ii) Chromatography 1 1

(iii) Filtration 1 1

Question 1 total 5 0 0 5 0 5

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Question Marking details Marks Available AO1 AO2 AO3 Total Maths Prac

2 (a) Detergent 13/14 alkali both needed for [1] Distilled water green neutral both needed for [1] Soap blue alkali both needed for [1]

1 2 3 3

(b)

(i) final temperature 42 [1] temperature rise 26 [1]

2 2 2

(ii) Plotting - All correct [2] any five correct [1] ± 0.02 Allow e.c.f for point 12 cm Line - straight line of best fit ( ruler) Judgement by eye Allow - e.c.f. for point 12 cm

3 3 3

(iii) 10.5 ± 1 e.c.f. 1 1 1

(iv) Temperature rises are lower √ (1) Weaker acid / lower pH (1) Do not accept ‘less concentrated’

1

1 2

Question 2 total 2 9 0 11 4 5

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Question Marking details Marks available AO1 AO2 AO3 Total Maths Prac

3 (a) solid (left at bottom of beaker / zinc carbonate left at bottom of beaker)

1 1 1

(b) to neutralise all the acid / to cancel out all the acid

1 1

1 (c)

3 3 3

(d) 1 week √ 1 1 1 Question 3 total 5 1 0 6 0 6

(filter paper) (1)

excess zinc carbonate [1] (filter funnel) (1)

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Question Marking details Marks available

AO1 AO2 AO3 Total Maths Prac 4 (a) 98.7 (3)

If answer is incorrect award 1.48/1.5 x 100 (1) 98.66 (1)

3 3 3

(b) Yes - any sensible decision e.g. ‘only 1.3%’/ ’difference due to procedural errors’ / ‘poor experimental method’ Accept ‘no’ with sensible decision e.g. ‘1.3%’

1 1 1

(c) not all manganese oxide recovered during filtering (1)…… …..wash beaker out with water (to retrieve all manganese oxide) (1)

2 2 2

Question 4 total 0 3 3 6 3 3

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Question Marking details Marks available AO1 AO2 AO3 Total Maths Prac

5 (a) carbonate present/ CO32- present (1)

sodium present / Na+ present (1) sodium carbonate (allow ecf ) (1)

1 1 1

3

3

(b) Remove barium: Add solution of sodium sulfate (1) Filter off precipitate of barium sulfate (1) Test for magnesium ions by adding sodium carbonate solution Also allow sodium/potassium hydroxide solution in place of sodium carbonate solution (1) White precipitate if Mg2+ present (1)

1

1 1 1

4

4

Question 5 total 1 0 6 7 0 7

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Question Marking details Marks available AO1 AO2 AO3 Total Maths Prac

6

mass = 1.06 x 25/1000 (1) =0.0265 g and 26.5 mg (accept ecf for answer in mg) Must give units in both cases for 2 marks. No units in either or both cases then only 1 mark for each correct numerical answer

1 3

4

2

4

Question 6 total 1 3 0 4 2 4

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Question Marking details Marks available AO1 AO2 AO3 Total Maths Prac

7 Indicative content: AO1 allocation - Description of method: dissolve salts in water add each metal to solution of other two aqueous metal

solutions Expected observations copper to solutions of iron & magnesium salts no change iron and copperII sulfate – solution turns colourless,

coppery coloured deposit. No change with Mg salt magnesium to iron(II) and copper salts. Solutions turn

colourless. Coppery coloured deposit with copper(II) solution

AO2 allocation - Explanation

in terms of displacement reactions; order metals in reactivity series relevant equations

5 ─ 6 marks: Explanation of displacement, correct observations; correct conclusion; three relevant equations There is a sustained line of reasoning which is coherent, substantiated and logically structured. The information included in the response is relevant to the argument 3 ─ 4 marks: All reactions to be done given; some outcomes correct; conclusion given There is a line of reasoning which is partially coherent, supported by some evidence and with some structure. Mainly relevant information is included in the response but there may be some minor errors or the inclusion of some information not relevant to the argument.

4

2

6

6

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1 ─ 2 marks: Some reactions to be done given; few outcomes correct; conclusion attempted There is a basic line of reasoning which is not coherent, supported by limited evidence and with very little structure. There may be significant errors or the inclusion of information not relevant to the argument. 0 marks: No attempt made or no response worthy of credit.

Question 7 total 4 2 0 6 0 6

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Question Marking details Marks available AO1 AO2 AO3 Total Maths Prac

8 (a) Covalent bonding (1) Each carbon atom shares electron pairs with four other carbon atoms (1)

C

CCC

C

(1)

1 1

1

3

(b) (i) Three valence electrons of carbon are used up in forming the covalent bonds (1) The fourth electron is delocalised and able to move (1)

2

2

(ii) In graphite, the carbon atoms are arranged in flat parallel layers attracted to adjacent layers by weak forces (1) This allows each layer to slide over the other easily (1)

2 2

(iii) 0.047 nm3 Both answer and unit required 1 1 1

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Question Marking details Marks available AO1 AO2 AO3 Total Maths Prac

(c) Number carbon atoms = 720/12 (1) Molecular formula C60 (1) (allow error carried forward)

1 1

2

(d) (i) 3 620/1.44 (1) = 2 514 (1) Estimate of approx. 251/252 (also allow error carried forward - accept value if it is clearly 10:1 ratio of specific strength)

3

3

3

(ii) Carbon nanotubes have a much higher strength-to-weight ratio (1) So will be stronger and lighter (1)

2

2

Question 8 total 6 6 3 15 4 0

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COMPONENT 2 - Applications in Chemistry

FOUNDATION TIER

SUMMARY OF MARKS ALLOCATED TO ASSESSMENT OBJECTIVES

Question AO1 AO2 AO3 TOTAL MARK MATHS PRAC

1 5 0 0 5 0 5

2 2 9 0 11 4 5

3 5 1 0 6 0 6

4 0 3 3 6 3 3

5 1 0 6 7 0 7

6 1 3 0 4 2 4

7 4 2 0 6 0 6

8 6 6 3 15 4 0

TOTAL 24 24 12 60 13 36

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Candidate Name Centre Number Candidate Number

GCSE CHEMISTRY COMPONENT 2 Applications in Chemistry HIGHER TIER SAMPLE PAPER (1 hour 15 minutes)

For Examiner’s use only Question Maximum

Mark Mark

Awarded Section

A 1 15

Section B

2 7 3 8 4 7 5 7 6 10 7 6

Total 60 ADDITIONAL MATERIALS In addition to this examination paper you will need a resource booklet, a calculator and a ruler. INSTRUCTIONS TO CANDIDATES Use black ink or black ball-point pen. Do not use gel pen. Do not use correction fluid. Write your name, centre number and candidate number in the spaces at the top of this page. Answer all questions. Write your answers in the spaces provided in this booklet. INFORMATION FOR CANDIDATES This paper is in two sections, Section A and Section B. Section A: 15 marks. Read the article in the resource booklet carefully then answer all questions. You are advised to spend about 25 minutes on this section. Section B: 45 marks. Answer all questions. You are advised to spend about 50 minutes on this section. The number of marks is given in brackets at the end of each question or part-question. The assessment of the quality of extended response (QER) will take place in question 7.

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SECTION A

Read the article in the resource booklet and answer all the questions that follow. 1. (a) Describe the bonding between carbon atoms in diamond. Include a dot and cross diagram in your answer. [3] Details of the structure of diamond are not required. ………………………………………………………………………………………………….. ………………………………………………………………………………………………….. ………………………………………………………………………………………………….. (b) (i) Explain why graphene is a good conductor of electricity. [2] ……………………………………………………………………………………….. ……………………………………………………………………………………….. ……………………………………………………………………………………….. (ii) Explain why graphite is soft and slippery and can act as a lubricant. [2] ……………………………………………………………………………………….. ……………………………………………………………………………………….. ……………………………………………………………………………………….. (iii) Diamond is a very dense allotrope of carbon because the carbon

atoms are tightly packed. Calculate the volume of the cube containing carbon atoms in Diagram 2. Give the unit. [1]

volume = …………..

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(c) Determine the molecular formula of the fullerene identified using mass spectroscopy in the article.

Show your working. [2]

molecular formula ………….

(d) (i) Calculate the specific strength of Kevlar (Table 1) and use this value

to estimate the breaking length. [3] specific strength ………… kN m/kg breaking length …………… km

(ii) Explain why carbon nanotubes may eventually replace materials like steel and aluminium in the manufacture of power lines. [2]

…………………………………………………………………………………………. …………………………………………………………………………………………. ………………………………………………………………………………………….

15

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SECTION B

Answer all questions.

2. The diagram shows the apparatus which can be used to separate a mixture of ethanol and water. Ethanol has a boiling point of 78 °C.

(a) Explain how the mixture is separated. [4] ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………………

(b) Compound X has a boiling point of 75 °C.

(i) Suggest why this method would not be very effective in separating compound X and ethanol. [2]

………………………………………………………………………………………… ………………………………………………………………………………………… (ii) Suggest how you could adapt the method to improve the separation of

compound X and ethanol. [1] …………………………………………………………………………………………

7

distillate

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copper(II) sulfate solution

3. Three students individually investigated the mass of copper formed when four different masses of zinc powder were added to 50 cm3 of copper(II) sulfate solution.

The equation for the reaction is:

Cu2+(aq) + Zn(s) Cu(s) + Zn2+(aq)

The results obtained are shown in the table.

Mass of zinc added (g)

Mass of copper formed (g)

Student A Student B Student C Mean

0.10 0.18 0.13 0.17 0.16

0.15 0.23 0.24 0.19 0.22

0.20 0.35 0.31 0.36 0.34

0.25 0.33 0.40 0.38 0.37

The graph on the next page shows the relationship between the mass of zinc added and the expected mass of copper formed.

zinc powder copper powder

stirrer

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(a) Explain whether copper ions are oxidised or reduced in this reaction. [1]

………………………………………………………………………………………………….. (b) (i) Suggest a method to separate the copper powder from the solution. [1] ……………………………………………………………………………………….. (ii) I On the grid above, plot the mean mass of copper formed

against the mass of zinc added in this investigation. Add a line of best fit to the graph. [2] II Extrapolate your line of best fit on the graph to predict the mass

of copper (to two decimal places) that would be formed if 0.30 g of zinc is added. [1]

………………………

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0 0.05 0.1 0.15 0.2 0.25 0.3

Mass of copper formed (g)

Mass of zinc added (g)

expected results

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(iii) Describe the main difference between the graph of expected results and the one plotted using experimental results. [1]

………………………………………………………………………………..

………………………………………………………………………………..

(iv) Suggest two possible reasons for the difference between the graphs. [2]

…………………………………………………………………………………………

…………………………………………………………………………………………

………………………………………………………………………………………… ….………………………………………………………………………………………

8

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4. Three groups of students used the apparatus shown in the diagram to investigate how the electric current passing through a sodium chloride solution depends on the concentration of the solution.

The test was carried out using 50 cm3 of each solution. The students were given a

stock solution of concentration 0.5 M and asked to dilute this as required to make the other solutions.

Table of results

Current (A)

Concentration (M) Group A Group B Group C

0.1 0.07 0.06 0.06

0.2 0.14 0.12 0.13

0.3 0.20 0.19 0.20

0.4 0.28 0.26 0.27

0.5 0.35 0.33 0.34

………………………

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(a) Add the missing label on the diagram. [1] (b) Using the information in the table, describe the relationship between the

concentration of sodium chloride solution and the current. [1] ………………………………………………………………………………………………… …………………………………………………………………………………………………

(c) Using the information in the table, state whether the evidence to support your answer in (b) is strong or weak. Explain your answer. [1]

………………………………………………………………………………………………… …………………………………………………………………………………………………

(d) (i) Calculate the mean value for the current using sodium chloride concentration with a value of 0.5 M. [1]

mean current = …………………… A

(ii) Use the formula below to calculate the percentage variation in the

current measured using this solution. [1]

(furthest value from the mean value – mean value) × 100 mean value

percentage variation = …………………… % (e) Calculate the total volume of the stock solution required by the students in

Group A to prepare all five of their solutions. [2]

volume = …………………… cm3

7

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5. Thomas was asked to carry out an experiment to find the formula of an oxide of copper using the apparatus below.

Thomas weighed the bung and tube. He added the oxide of copper and re-weighed

the bung and tube. He began heating and passing the methane gas over the oxide. After 5 minutes, he

stopped heating and turned off the gas. He allowed the tube to cool and weighed the bung, the tube and its contents again. He repeated these steps twice more.

His results are shown in the table.

Mass of bung and tube 20.0 g

Mass of bung, tube and oxide of copper 25.9 g

Mass of bung, tube and contents after 5 minutes 25.1 g

Mass of bung, tube and contents after 10 minutes 24.7 g

Mass of bung, tube and contents after 15 minutes 24.7 g

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(a) State why methane gas was passed through the tube. [1] ………………………………………………………………………………………………….. ………………………………………………………………………………………………….. (b) Explain why Thomas heated and weighed the tube and its contents several

times. [1] ………………………………………………………………………………………………….. ………………………………………………………………………………………………….. (c) (i) Calculate the mass of oxygen in the oxide of copper. [1]

mass of oxygen = …………………… g (ii) Calculate the empirical formula for this oxide of copper. Show your working. [4]

empirical formula ……………………

7

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6. (a) The labels have fallen off three bottles. The bottles contain solutions of sodium bromide, sodium chloride and potassium chloride. It is not known which bottle is which. Suggest how you could identify the three solutions using two tests.

You will be rewarded for a logical testing sequence in which you carry out the

minimum amount of testing necessary to identify each solution. Give the observations you would expect for each solution in each test. Detailed practical details are not required. [5] ……………………………………………………………………….………………………….

………………………………………………………………....………………………………..

……………………………………………………………….………………………………….

…………………………………………………………….…………………………………….

…………………………………………………………………………………………………..

…………………………………………………………….…………………………………….

…………………………………………………………………………………………………..

…………………………………………………………….…………………………………….

(b) It is thought that magnesium ions have contaminated a solution containing

barium ions. Use the information below to develop a method to test for the presence of

magnesium ions in a solution which also contains barium ions. No other metal ions are present in the solution. Explain the purpose of each step in the method. Include the observations you expect to make if magnesium ions are present. [5]

Compound Soluble or insoluble?

barium sulfate insoluble

barium carbonate insoluble

magnesium sulfate soluble

magnesium carbonate insoluble

sodium sulfate soluble

sodium carbonate soluble

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……………………………………………………………………….…………………

………………………………………………………………....……………………….

……………………………………………………………….…………………………

…………………………………………………………….……………………………

………………………………………………………………………………………….

……………………………………………………………….…………………………

…………………………………………………………….……………………………

10

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7. Group 1 compounds are all soluble in water. Explain how you could prepare crystals of potassium nitrate from an acid and alkali of your

choice. Include a balanced symbol equation in your answer. [6 QER] ……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

6

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GCSE CHEMISTRY COMPONENT 2 Applications in Chemistry HIGHER TIER RESOURCE BOOKLET for use in Section A

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Allotropes of carbon

Carbon exists as a number of different allotropes. Some important allotropes of carbon are described in this article. Diagram 1 Diamond and graphite

Diamond Graphite

The structure of diamond can be related to a cube. The diagram below shows this. Diagram 2 A unit cubic cell of diamond

The cell dimension a = b = c = 0.36 nm Diagram 3 Graphene and fullerene

Graphene Fullerene

a

b

c

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Graphene and fullerenes Graphene is a single sheet with the carbon atoms arranged in the layer as they are in graphite. Fullerenes are cage-like spherical molecules. They were first discovered using a method known as mass spectroscopy. One fullerene identified by mass spectrometry had a relative molecular mass of 720. Carbon nanotubes Carbon nanotubes are made of graphene sheets rolled into the shape of a cylinder, often with at least one end closed. Diagram 4 Carbon nanotube

Properties of carbon nanotubes The specific strength is a material's tensile strength divided by its density. It is also known as the strength-to-weight ratio. Another way to describe specific strength is breaking length which is the maximum length of a vertical column of the material that could support its own weight when suspended only at the top. Table 1

Material Tensile strength (MPa)

Density (g/cm³)

Specific strength

(kN m/kg) Breaking length

(km)

stainless steel 505 8.00 63.1 6.4

aluminium 572 2.81 204 20.8

kevlar 3 620 1.44 carbon nanotube 62 000 1.34 46 268 4 716

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COMPONENT 2 - Applications in Chemistry

HIGHER TIER

MARK SCHEME

GENERAL INSTRUCTIONS Recording of marks Examiners must mark in red ink. One tick must equate to one mark (apart from the questions where a level of response mark scheme is applied). Question totals should be written in the box at the end of the question. Question totals should be entered onto the grid on the front cover and these should be added to give the script total for each candidate. Marking rules All work should be seen to have been marked. Marking schemes will indicate when explicit working is deemed to be a necessary part of a correct answer. Crossed out responses not replaced should be marked. Credit will be given for correct and relevant alternative responses which are not recorded in the mark scheme.

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Extended response question A level of response mark scheme is used. Before applying the mark scheme please read through the whole answer from start to f inish. Firstly, decide which level descriptor matches best with the candidate’s response: remember that you should be considering the overall quality of the response. Then decide which mark to award within the levels. Award the higher mark in the level if there is a good match with both the content statements and the communication statements. Marking abbreviations The following may be used in marking schemes or in the marking of scripts to indicate reasons for the marks awarded. cao = correct answer only ecf = error carried forward bod = benefit of doubt

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Question Marking details Marks available AO1 AO2 AO3 Total Maths Prac

1 (a) Covalent bonding Each carbon atom shares electron pairs with four other carbon atoms

C

CCC

C

(1)

1 1

1

3

(b) (i) Three valence electrons of carbon are used up in forming the covalent bonds (1) The fourth electron is delocalized and able to move (1)

2

2

(ii) In graphite, the carbon atoms are arranged in flat parallel layers attracted to adjacent layers by weak forces (1) This allows each layer to slide over the other easily (1)

2 2

(iii) 0.047 nm3 Both answer and unit required 1

1

1

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Question Marking details Marks available AO1 AO2 AO3 Total Maths Prac

(c) No carbon atoms = 720/12 (1) Molecular formula C60 (1) (allow error carried forward)

1 1

2

(d) (i) 3 620/1.44 = 2 514 Estimate of approx. 251/252 (also allow error carried forward - accept value if it is clearly 10:1 ratio of specific strength)

3

3

3

(ii) Carbon nanotubes have a much higher strength-to-weight ratio (1) So will be stronger and lighter (1)

2

2

Question 1 total 6 6 3 15 4 0

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Question Marking details Marks available AO1 AO2 AO3 Total Maths Prac

2 (a) Separation occurs because the two liquids have different boiling points (1) Ethanol boils at a lower temperature than water (1) At 78 °C ethanol vapour enters the condenser and becomes liquid as it is cooled (1) Ethanol is collected in the beaker and water is left in the flask (1)

1

1

1

1

4

4

(b) (i) Only a small difference between boiling points (1) A large amount of ethanol vapour would also reach the condenser at the boiling point of compound X / 75 °C (1)

1

1

2

2

(ii) Add fractionating column/ use fractional distillation 1 1 1 Question 2 total 2 4 1 7 0 7

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Question Marking details Marks available AO1 AO2 AO3 Total Maths Prac

3 (a) Reduction since the ions gain electrons 1 1 (b) (i) Filtration / filter 1 1 1 (ii) I All points plotted correctly (1)

Straight line of best fit– drawn with ruler (1) Must go through origin and run between 0.2 and 0.25 points

2 2 2 2

II Allow ecf Use candidate’s extrapolated straight line to award a mark for the value (Allow rounding up or down if value falls between minor gridlines) If answer is given to 1 or 3 decimal places do not award mark Unit must be included to obtain the mark Expected value 0.46 g (allow 0.47 g)

1 1 1 1

(iii) Experimental results below expected results / less copper formed than expected

1

1

1

(iv) Any two of following for (1) each Not all the zinc added had reacted Zinc contains an impurity / is oxidised Not all copper transferred from beaker to filter

2

2

2 Question 3 total 2 4 2 8 3 7

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0 0.05 0.1 0.15 0.2 0.25 0.3

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Question Marking details Marks Available AO1 AO2 AO3 Total Maths Prac

4 (a) Electrode

1 1 1

(b) Any of following for (1) Higher the concentration of sodium chloride, the higher the current Doubling the concentration doubles the current Current is proportional to concentration

1

1

(c) Evidence is strong because Results are reproducible / each group has similar results / each 0.1 M increase in concentration leads to a similar increase in current

1

1

1

(d) (i) 0.34

1 1

(ii) 3.0 / 3

1 1 1

(e) Calculation showing ratio required for any of 0.1, 0.2, 0.3 or 0.4 M solutions e.g. 0.1 × 50 (1) 0.5 150 (1)

1

1

2

2

2

Question 4 total 2 3 2 7 3 4

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Question Marking details Marks Available AO1 AO2 AO3 Total Maths Prac

5 (a) Methane is the reducing agent / reacts with the oxide

1 1 1

(b) To ensure that the reaction was complete

1 1 1

(c) (i) 1.2

1 1

(ii) Mass of copper = 4.7 (1) Cu 4.7 O 1.2 (1) 64 16 Cu : O ratio is 0.73 : 0.75 Therefore empirical formula is CuO (1) Working must be shown

1

1

1

1

4

4

Question 5 total 4 3 0 7 4 2

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Question Marking details Marks available AO1 AO2 AO3 Total Maths Prac

6 (a) Flame test (1) NaBr & NaCl give yellow orange flame - KCl gives lilac flame. (Both observations for 1 mark).The KCl solution is identified Add dilute silver nitrate solution to the remaining solutions (1) NaBr gives cream precipitate (1) NaCl gives white precipitate (1) Award full marks for above. If candidate has added extra unnecessary test (i.e. test for KCl twice) then maximum mark possible is 4. Alternative approach involves reversing testing sequence: Add dilute silver nitrate solution to the solutions (1) NaCl and KCl give a white precipitate (1) NaBr gives cream precipitate (1) NaBr identified Flame test (1) NaCl gives orange flame & KCl a lilac flame (1) Award full marks for above. If candidate has added extra unnecessary test (i.e. test for NaBr twice) then maximum mark possible is 4.

1 2

1

1

5

5

(b) The first step is to remove barium ions from the solution so that we can test for Mg2+ without Ba2+ ions interfering (1) 1. Add sodium sulfate solution to the test solution (1) Precipitate of barium sulfate formed which can be removed by filtration (1) 2. Add sodium carbonate to the solution from step 2 to test for magnesium ions (1) 3. White precipitate of magnesium carbonate seen if magnesium ions are present (1)

1

4

5

5

Question 6 total 4 2 4 10 0 10

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Question Marking details Marks Available AO1 AO2 AO3 Total Maths Prac

7 Indicative content: AO1 allocation - Reagents: nitric acid and potassium hydroxide (or potassium carbonate) Description Use titration Measure known volume of one reagent into conical flask using pipette, add indicator solution Add other reagent steadily from burette whilst swirling flask, add dropwise near to end-point, record volume of reagent needed for colour change Repeat reaction using identical volumes of both solutions but without indicator Heat solution to reduce volume/evaporate, leave to crystallise AO2 allocation - Explanation Titration used since both reagents are soluble in water so need to use titration to exactly neutralise acid and alkali. This way the solution will not contain unreacted acid or alkali which otherwise cannot be easily separated. Equation HNO3 + KOH KNO3 + H2O (AO2) (2 HNO + K2CO3 2KNO3 + H2O + CO2)

5 - 6 marks: Correct apparatus named, suitable volume of first reagent given, indicator and colour change specified, good detail for evaporation stage. There is a sustained line of reasoning which is coherent, substantiated and logically structure. The information included in the response is relevant to the argument. 3 - 4 marks: At least one piece of apparatus named, reaction repeated without indicator, reference to evaporation stage. There is a line of reasoning which is partially coherent, supported by some evidence and with some structure. Mainly relevant information is included in the response but there may be some minor errors or the inclusion of some information not relevant to the argument

4

2

6

6

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1 - 2 marks: Reagents named, reference to use of indicator and crystallisation. There is a basic line of reasoning which is not coherent,supported by limited evidence and with very little structure. There may be significant errors or the inclusion of information not relevant to the argument. 0 marks: No attempt made or no response worthy of credit.

Question 7 total 4 2 0 6 0 6

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COMPONENT 2 - Applications in Chemistry

HIGHER TIER

SUMMARY OF MARKS ALLOCATED TO ASSESSMENT OBJECTIVES

Question AO1 AO2 AO3 TOTAL MARK MATHS PRAC

1 6 6 3 15 4 0

2 2 4 1 7 0 7

3 2 4 2 8 3 7

4 2 3 2 7 3 4

5 4 3 0 7 4 2

6 4 2 4 10 0 10

7 4 2 0 6 0 6

TOTAL 24 24 12 60 14 36

WJEC Eduqas GCSE Chemistry SAMs from 2016/ED/EM 01/04/16