Answers to tests

1 States of matter Extended curriculum

Core curriculum 5 a the distance moved by the amino acid divided
by the distance moved by the solvent
1 A : true, B: false, C: false, D: false
b by using a locating agent (ninhydrin)
2 a
c
140
Z (ii) solvent
120 front
Y
100
temperature / °C

80
60
X
40
20
W
0
V
–20
time (iii) • glycine
b V: particles vibrating about a fixed position. • lycine
W: particles leaving the lattice and moving around, X
still touching. X: particles touching, but moving (i) amino acid mixture
faster as the temperature rises. Y: particles moving placed here
apart, to form a gas. Z: all particles moving freely,
d Use a different solvent.
apart, and moving faster as the temperature rises.
c The line is horizontal for melting and boiling.
(Melting and boiling took place at a specific 3 Atoms and elements
temperature.) Core curriculum
d ice (water) 1 A, false B, false C, true D, false E, true
3 A F, true
4 diffusion 2 a 12 b 1 c 11 d 1 e 0 f 0 g 0 h 1
3 a x electron,  proton,  neutron b 1,2,3
Extended curriculum c protons and electrons, neutrons d hydrogen
5 hydrogen, neon, nitrogen, oxygen 4 a A and B b A and D c D d C e B f D
6 C g A silicon, Si B carbon, C C krypton, Kr
D aluminium, Al
2 Separating substances 28 12 84 27
h A, 14
Si B, 6
C C, 36
Kr D, 13
Al
Core curriculum
1 A, false B, true C, false D, true E, true 4 Atoms combining
2 a filtration b crystallisation c filtration
Core curriculum
d distillation
1 A, true B, false C, true D, true E, false
3 J→E→G→A→I→C
F, true
4 a i thermometer ii fractionating
2 a b
column iii heat
iv condenser
b A Cl Cl
c The temperature rises until it reaches the H H
boiling point for A, then remains constant until all
of A has evaporated, and then rises again until it
3 a compound b diamond c covalent
reaches the boiling point for B.
d i non-conductor ii high melting point
d i and ii for example liquid air, ethanol and
iii insoluble in water iv hard
water, petroleum (crude oil)
e any solution, two immiscible liquids, two solids
f thermometer

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4 6 Using moles
compound formula bonding Extended curriculum
methane CH4 covalent 1 A, false B, true C, true D, true E, false
hydrogen chloride HCl covalent F, false
2 a 12.04 3 1023 b 11.2 g c 0.2 d 1024 g
magnesium MgCl2 ionic
e 0.5 f 1.204 3 1023 g 0.2 h 2 mol / dm3
chloride
i 2.8 g
sodium oxide Na2O ionic 3 a 132.1 g b 4.5 dm3 c 13 g of aluminium and
ammonia NH3 covalent 84 g of aluminium fluoride d 3.04 g
iron(II) sulfate FeSO4 ionic 4 Al4C3 1 12H2O → 4Al(OH)3 1 3CH4

5 carbon hydrogen
Extended curriculum
92.3 g 7.7 g
5
2+ 2– 12 1
7.7 7.7
1 1
Ca S
CH
C6H6

calcium ion sulfide ion 7 Redox reactions

6 a i metal ion ii electron Core curriculum
b the attraction between positive ions and 1 a Oxidation means a reactant gains oxygen (Zn),
electrons reduction means a reactant loses oxygen (CuO).
c The free electrons can move through the lattice, b reduction and oxidation take place together
forming a current, and carrying heat. c oxidising agent: copper(II) oxide, reducing
d malleable (or ductile) agent: zinc d zinc e the oxidation state of the
copper is 1II or the Cu21 ion is present f Cu2O
force
applied layer slides 2 a neither b oxidised c reduced d oxidised
e reduced f reduced g neither

Extended curriculum
3
5 Reacting masses, and chemical equations a b

Core curriculum i O2 1 4e 2
→ 2O 22 reduction
1 A, true B, false C, false D, true E, true ii 2Br 2
→ Br2 1 2e 2 oxidation
F, true iii Fe 21
→ Fe 31
1 e 2 oxidation
2 iv Al31 1 3e2 → Al reduction
compound formula
4 i oxidising agent ii purple iii colourless
sodium chloride NaCl
iv oxidising agent v colourless vi red-brown
magnesium chloride MgCl2 vii reducing agent viii reducing agent
aluminium chloride AlCl3 5 oxidation: Zn → Zn21 1 2e2
hydrogen sulfide H2S reduction: I2 1 2e2 → 2I2
aluminium oxide Al2O3
copper(II) sulfate CuSO4 8 Electricity and chemical change
Core curriculum
3 a 2H2 (g) 1 O2 (g) → 2H2O (l)
1 A, true B, false C, false D, false
b 2CuO (s) 1 C (s) → CO2 (g) 1 2Cu (s)
2 a cathode – lead; anode – bromine
c N2 (g) 1 2O2 (g) → 2NO2 (g)
b cathode – hydrogen; anode – chlorine
d CH4 (g) 1 2O2 (g) → CO2 (g) 1 2H2O (l)
c cathode – aluminium; anode – oxygen
4 a HI 128 b NaNO3 85 c Ca(NO3)2 164
d cathode – hydrogen; anode – chlorine
d CH3COOH 60
3 a electroplating b negative
5 a 44 g b 7 g c 56 g iron, 32 g sulfur
c The spoon will become coated with silver.
d i sulfur ii 22 g
d The number of ions stays the same.
6 a 40% b 32 g e to prevent corrosion, to give an attractive
7 a 33.3% b 120 kg appearance
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Extended curriculum Extended curriculum
4 A 6 a The times in the second column, from the top,
5 D are: 100 s, 200 s, 20 s.
6 B b The more concentrated the solution is, the more
7 a bubbles, and a red-brown gas forming particles there are to collide with acid particles. So
b 2Br2 (l) → Br2 (g) 1 2e2 the number of successful collisions increases. So
c a silvery metal forming below the electrode the rate of the reaction increases.
d Pb21 (l) 1 2e2 → Pb(l) c the concentration of the reactants, the volume
8 a Zn21, SO422, H1, OH2 of the reactants, and the conical flask that is used
b i Zn21 (aq) 1 2e2 → Zn (s) d
ii 4OH2 (aq) → 2H2O (l) 1 O2 (g) 1 4e2 How reaction time varied with temperature,
for the sodium thiousulfate / acid reaction
c sulfuric acid
120
9 a i at the anode ii 2I2 (aq) → I2 (aq) 1 2e2
b i potassium iodide ii Oxygen would form at
the anode, rather than iodine. 100
10 A, D, E, F
80

Time taken / s
9 Energy changes, and reversible reactions
60
Core curriculum
1 A, true B, false C, true D, false
40
2 a i exothermic ii endothermic iii exothermic
b i reaction i ii heat the product
20
iii endothermic
3 a NH4Cl NH3 1 HCl b yes c The
ammonium chloride breaks down on heating to 0
0 10 20 30 40 50 60 70
give the two colourless gases. Further up the tube,
Temperature / °C
where it is cooler, these gases recombine to form
tiny particles of solid white ammonium chloride. e i 60 C ii As the temperature rises, the
reaction time gets shorter. iii As the temperature
Extended curriculum rises, the particles gain more energy and move
4 a i 596 kJ/mol ii 587 kJ/mol iii 19 kJ/mol faster. So there are more collisions between
b endothermic c A reaction is exothermic if the particles, and more of the collisions have enough
energy released in bond making is greater than the energy to be successful: reaction occurs. So the
energy taken in for bond breaking. reaction gets faster, which means there is a shorter
5 a A and B b i B and D ii C c The yield will reaction time. f 24  1 s
increase. d It speeds up both the forward and
back reactions so that equilibrium is reached 11 Acids and bases
faster.
Core curriculum
1 a bases: i, iv, v
10 The speed of a reaction
b properties of soluble bases: i, ii, iv
Core curriculum 2 a
1 A, true B, false C, false D, false E, true
F, true
filter funnel and
2 B
beaker filter paper
3 D
4 a i conical flask ii gas syringe b products, gas
5 a 160 s b The rate was fastest at the start, and evaporating
gradually decreased with time, until it reached heat basin heat
zero. c Catalysts are not used up in a reaction. Step 1 Step 2 Step 3
d X: similar curve but steeper, and reaching b to speed up the reaction c Solid will remain
50 cm3 before 160 s e Y: similar curve but after stirring. d saturated, crystals
half as steep, and reaching 50 cm3 after 160 s
f an enzyme

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Extended curriculum 14 Making use of metals
3 a the hydrogen ion (H1) b i pH above 2, below 7 Core curriculum
ii Only some of the molecules are dissociated into
1 A, false B, true C, false D, true E, false
ions, in solution.
F, true
c i fizzing ii HCO32 1 H1 → CO2 1 H2O
2 a i from the blast furnace ii liquid b oxygen
4 D
c i calcium oxide (lime) ii neutralisation
5  B d nickel and chromium
6  A 3 a alloys b i buildings, ships, car bodies,
7  D machinery, etc. ii cutlery, equipment in chemical
factories and hospitals, etc. iii musical
12 The Periodic Table instruments, door knobs, and other decorative
Core curriculum fittings
1 A, false B, true C, true D, true E, false Extended curriculum
F, false G: true
4 C
2 a H b NG c H d TE e TE f NG
5 A
g TE h AM i TE j H k AM l NG
6 C
m NG n TE
7 A
3 because their atoms have the same number of
valence electrons 8 C
4 B 9 D
5 A (oxygen)
15 Air and water
6 a an element that has both metal and non-metal
properties b i increases by 1 ii The character Core curriculum
of the elements changes from metallic to non- 1 A, false B, true C, false D, true E, false
metallic. iii Melting points rise to a maximum at F, true
silicon followed by a big drop, and then a further 2 a Air bubbles off as the water is heated, and
more gradual drop. iv Reactivity falls as far as collects in the measuring tube. b oxygen
silicon, then increases again up to fluorine. Argon c i 33 cm3 ii 33% iii 67% d It does not
is unreactive. v Oxides are basic on the left, take into account the other gases present (e.g.
then change through amphoteric (aluminium) to carbon dioxide and noble gases). e i Compared
acidic on the right. c The metals have less than to atmospheric air, the % of oxygen is greater
4 valency electrons, the metalloid has 4, and the in dissolved air, and the % of nitrogen is
non-metals have more than 4. less. ii oxygen
7 a lithium and fluorine b carbon 3 a i as a drink for animals, and to water crops
ii to make steam to drive the turbines that generate
13 The behaviour of metals electricity b i to filter out solid particles ii to
kill bacteria c i No. ii It still contains dissolved
Core curriculum
impurities.
1 A, false B, false C, false D, true E, false
F, false G, true Extended curriculum
2 a W 2 Y 2 Z 2 X b i X ii It will be greater, 4 a i They form when the nitrogen and oxygen in
since the reaction will be faster so there will be air react in the hot engine. ii They dissolve in
more heat given out in a shorter time. rain to form acid rain, which can kill trees and
c i W ii any metal below copper in reactivity, other plants, and fish and other water life, and
e.g. gold, silver, or platinum attack metal structures, and the stonework of
buildings. iii nitrogen and oxygen
Extended curriculum
b i carbon monoxide ii It is poisonous.
3 a chromium b i magnesium iii carbon dioxide c Carbon dioxide is released
ii Mg → Mg21 1 2e2 iii oxidised c i the copper in the car exhaust. It is a greenhouse gas, and
ion ii Cu21 1 2e2 → Cu iii reduced many scientists believe that it is the main cause of
d i chromium is more reactive than nickel so will global warming.
displace it from its compound in solution
ii 2Cr (s) 1 3Ni21 (aq) → 2Cr31 (aq) 1 3Ni(s)
e i weaker ii copper oxide iii magnesium
f i water ii copper hydroxide

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16 Some non-metals and their compounds iv aircraft fuel / oil lamps v road surfaces / roofs
f i cracking ii heat and catalyst iii It produces
Core curriculum
shorter-chain hydrocarbons that burn better so are
1 A, true B, false C, true D, false E, false
better fuels, plus unsaturated hydrocarbons which
2 a natural b CO c when there is a limited are more reactive, so can be used to make many
supply of air or oxygen, giving incomplete useful compounds.
combustion
d 2CH4 (g) 1 3O2 (g) → 2CO (g) 1 4H2O (l) Extended curriculum
e It reacts with haemoglobin in the blood, 4 a
preventing it from carrying oxygen around the
CnH2n11OH alcohols C3H7OH propanol
body. So people can die from oxygen starvation.
3 a i calcium oxide, CaO ii the breaking down CnH2n alkenes C3H6 propene
of a compound, brought about by heat iii The CnH2nO2 carboxylic C3H6O2 propanoic
calcium oxide is a basic oxide, and it reacts with acids acid
acidic impurities in the blast furnace, giving a alkanes C3H8 propane
CnH2n12
slag that can be removed. b calcium hydroxide,
slaked lime, Ca(OH)2 c They are bases, so can be b two c because they have the same functional
used to control acidity in soil. group d They have different chain lengths,
which leads to different levels of attraction
Extended curriculum between molecules. e Boiling points increase
4 a i Carbon dioxide from the air combines with chain length.
with water in plant leaves, in the presence of 5 a
chlorophyll and sunlight, giving glucose.
ii It dissolves in the oceans. b calcium H H
carbonate, CaCO3 c It is the reaction between
glucose and oxygen in living cells, which provides C
energy. d More and more fossil fuel is being H H
burned, because more power stations, factories,
and homes are being built, and road and air traffic
b The single covalent bonds are difficult
is increasing.
to break, to allow reaction to occur. c
5 a i underground sulfur beds, galena (a sulfide i sunlight ii substitution
ore), sulfur compounds in fossil fuels iii an addition reaction
ii by burning the sulfur in air b In the forward only some
reaction, three molecules react to form two 6 a CH3COOH (aq) molecules CH3COO– (aq)
molecules – and high pressure favours fewer + H+ (aq)
molecules. c vanadium(V) oxide or the same equation but with an equilibrium sign
d i The higher the temperature, the lower the H
bi O ii sodium ethanoate
yield. ii exothermic iii High temperature
favours an endothermic reaction. So the back H C C
reaction must be endothermic, which means ONa
H
the forward reaction is exothermic. iv The
temperature must be high enough to give a sodium ethanoate
satisfactory reaction rate.
7 a alcohols b i and ii
e SO3 (g) 1 H2SO4 (l) → H2S2O7 (l)
f i H2S2O7 (l) 1 H2O (l) → 2H2SO4 (l) ester linkage
ii It would produce a thick dangerous mist of H
O
acid. H H
H C C

17 Organic chemistry H
O C C H

Core curriculum H H
1 A, false B, true C, false D, true E, true c
F, true
H H H H H
2 a A, ethane B, ethene C, ethanol D, ethanoic O
acid E, 1,2-dibromoethane H C C H C C C C O H
b i A and B ii D iii C iv B v C OH
H H H H H
3 a to vaporise the compounds in it b fractional
distillation c i diesel oil ii fuel oil d paraffin ethanoic acid butan-1-ol
e i bottled gas for heating ii fuel for cars d They have attractive smells.
iii feedstock to make other products

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18 Polymers 8 a i fat ii ester iii terylene b i (dilute) sodium
hydroxide ii soap
Extended curriculum
c i HO CH2
1 C
2 C HO CH
3 A
HO CH2
4 D
5 B ii glycerol
6 a Polymers are made up of large molecules
called macromolecules, which form when small 19 In the lab
molecules called monomers join together. Core curriculum
b Addition: only one monomer and one product.
1 A, false B, true C, true D, false E, false
Condensation: more than one monomer, and two
F, false
products (the macromolecules and the eliminated
2 A
small molecules).
c i 3 C
Cl Cl Cl Cl Cl Cl 4 C
5 D
C C C C C C 6 B
H H H H H H 7 Add a ‘heat’ arrow under the flask, and insert a
thermometer at the top of the column, in a bung
ii in landfill sites: They do not break down that seals the column. Note that the thermometer
naturally, so fill up landfill sites quickly, and harm bulb should be level with the outlet to the
animals that try to eat them. by burning: They condenser. Change the direction of the water flow
can produce harmful gases, including gases that in the condenser (in at the bottom, out at the top).
cause global warming. iii Recycling plastics may Label the condenser.
use less energy than is used to make them in the
8 The ‘heat’ arrow should be under the catalyst.
first place. Also recycling them helps to reduce
The test-tube should contain water, and its mouth
the demand for petroleum, which is a limited
should be below the water in the trough. The end
resource.
of the delivery tube should under the water in the
7 a i amide ii nylon b i the breaking down of a trough.
compound by reaction with water ii amino acids
9 The thistle funnel should reach below the surface
iii of the liquid in the flask. Hydrogen must be
H
O collected by downward displacement of air since
H N C C it is lighter than air, so the gas jar should be
inverted.
OH
H R
c carbohydrates, fats d glucose

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