Q1.

Sodium carbonate reacts with hydrochloric acid in an exothermic reaction.

The equation for the reaction is:

Na2CO3(s) + 2 HCl(aq) → 2 NaCl(aq) + CO2(g) + H2O(l)

A student investigated the effect of changing the mass of sodium carbonate powder on
the highest temperature reached by the reaction mixture.

(a) Plan a method to investigate the effect of changing the mass of sodium carbonate
powder on the highest temperature reached.

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(6)

Figure 1 shows a line of best fit drawn through the student’s results.

Figure 1

Page 1 of 2
(b) Determine the gradient of the line of best fit in Figure 1.

Use the equation:

Gradient =

Give the unit.

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Gradient = _______________________________________ Unit _______________

(5)

Page 2 of 2
(c) The initial temperature of the reaction mixture is where the line of best fit would meet
the y-axis.

Determine the initial temperature of the reaction mixture.

Show your working on Figure 1.

Initial temperature of the reaction mixture = _______________°C

(2)

(d) Another student repeated the investigation but added sodium carbonate until the
sodium carbonate was in excess.

Which sketch graph shows the results obtained when sodium carbonate was added
until in excess?

Tick (✓) one box.

Page 3 of 2
 (1)

Figure 2 shows a reaction profile for the reaction of sodium carbonate with hydrochloric
acid.

Figure 2

(e) What do labels X and Y represent on Figure 2?

X ____________________

Y ____________________
(2)

(f) How does the reaction profile show that the reaction is exothermic?

Use Figure 2.

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(1)
(Total 17 marks)

Q2.

Page 4 of 2
Sodium thiosulfate solution reacts with dilute hydrochloric acid.

The solution becomes cloudy as the reaction takes place.

(a) The equation for the reaction is:

Na2S2O3(aq) + 2 HCl(aq) ⟶ 2 NaCl(aq) + SO2(g) + H2O(l) + S(s)

Explain why the solution becomes cloudy.

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(2)

(b) Plan an investigation to show how the concentration of the sodium thiosulfate
solution affects the rate of the reaction with dilute hydrochloric acid.

Your plan should give valid results.

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 ___________________________________________________________________

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(6)
(Total 8 marks)

Q3.
A student investigated the colours in three different flowers, A, B and C.

The colours are soluble in ethanol but are insoluble in water.

This is the method used.

1. Crush flower A.
2. Add ethanol to flower A.
3. Filter the mixture.
4. Put spots of the coloured filtrate on to the chromatography paper.
5. Repeat steps 1-4 with flowers B and C.

Figure 1 shows the apparatus used.

Figure 1

(a) The student made two mistakes in setting up the apparatus.

Give one problem caused by each mistake.

Mistake 1 __________________________________________________________

Problem caused _____________________________________________________

Page 6 of 2
 ___________________________________________________________________

Mistake 2 __________________________________________________________

Problem caused _____________________________________________________

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(4)

(b) Another student set up the apparatus correctly.

Figure 2 represents the student’s results.

Figure 2

Give two conclusions you can make from Figure 2.

1. _________________________________________________________________

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2. _________________________________________________________________

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(2)

(c) Colour A has an Rf value of 0.65

Colour A moves 3.2 cm

Calculate the distance moved by the solvent.

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Distance moved by the solvent = __________________ cm

(2)
(Total 8 marks)

Q4.
This question is about electrolysis.

Page 7 of 2
Some students investigated the electrolysis of silver nitrate solution.

This electrolysis produces silver at the negative electrode.

Figure 1 shows the apparatus.

Figure 1

This is the method used.

1. Weigh the negative electrode.
2. Set up the apparatus shown in Figure 1.
3. Switch on the power supply.
4. Switch off the power supply after five minutes.
5. Rinse the negative electrode with water and allow to dry.
6. Reweigh the negative electrode.
7. Repeat steps 1 to 6 for different times.

(a) Some silver did not stick to the negative electrode but fell to the bottom of the
beaker.

The students needed to weigh this silver.

How could the students separate the silver from the silver nitrate solution?

Tick (✓) one box.

By chromatography

By crystallisation

Page 8 of 2
 By distillation

By filtration

(1)

Table 1 shows the students’ results.

Table 1

Time in minutes Mass of silver in g

0 0.00

5 0.06

10 0.12

15 0.18

20 0.24

25 0.30

(b) Draw a graph on Figure 2.

You should:
• use a suitable scale for the x-axis
• plot the data from Table 1
• draw a line of best fit.

Figure 2

(4)

(c) Determine the mass of silver that would be produced after 12 minutes.

Page 9 of 2
 Use Figure 2.

Mass of silver = _______________ g

(1)

(d) A student investigated the electrolysis of two aqueous salt solutions.

Hydrogen is produced at the negative electrode when the metal in the salt solution is
more reactive than hydrogen.

Complete Table 2 to show what the student would observe at the negative
electrode for each salt solution.

Table 2

Salt solution Observation at negative electrode

Copper
sulfate

Sodium
chloride
(2)

(e) A teacher demonstrates the electrolysis of molten lead bromide.

The products at the electrodes are lead and bromine.

Why should the teacher do the demonstration in a fume cupboard?

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(1)

(f) Two other molten compounds are electrolysed.

Complete Table 3 to show the molten compounds and the products.

Table 3

Product at Product at
Molten compound
the negative the positive
electrolysed
electrode electrode

Zinc chloride

Potassium Iodine
(3)
(Total 12 marks)

Q5.
This question is about ink.

A student investigated green ink using paper chromatography in a beaker.

Page 10 of 2
The student used water as the solvent.

The diagram below shows the chromatogram obtained.

Diagram not to
scale

(a) The Rf value of the yellow dye = 0.60

The distance moved by the yellow dye = 5.7 cm

Calculate the distance moved by the solvent.

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Distance moved by the solvent = _______________cm

(3)

(b) The green ink contains more than two compounds.

Suggest one reason why only two spots are seen on the diagram above.

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(1)

(c) On the student’s chromatogram, the yellow and blue spots are very close together.

Which two ways could increase the distance between the spots?

Tick (✓) two boxes.

Allow the solvent front to travel further.

Dry the chromatogram more slowly.

Page 11 of 2
 Use a different solvent.

Use a larger beaker.

Use a larger spot of green ink.

(2)

(d) The manufacturers of the green ink always use the same proportions of yellow dye
and blue dye.

Suggest one reason why.

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(1)

(e) The Rf value of a dye depends on:

• the solubility of the dye in the solvent
• the attraction of the dye to the paper.

Which will definitely produce a smaller Rf value if the solvent and paper are both
changed?

Tick (✓) one box.

The dye is less soluble in the new solvent and

less attracted to the new paper.

The dye is less soluble in the new solvent and

more attracted to the new paper.

The dye is more soluble in the new solvent and

less attracted to the new paper.

The dye is more soluble in the new solvent and

more attracted to the new paper.
(1)
(Total 8 marks)

Q6.
This question is about chemical reactions and electricity.

(a) Electrolysis and chemical cells both involve chemical reactions and electricity.

Explain the difference between the processes in electrolysis and in a chemical cell.

Page 12 of 2
 ___________________________________________________________________

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(2)

(b) A teacher demonstrates the electrolysis of molten lead bromide.

Bromine is produced at the positive electrode.

Complete the half equation for the production of bromine.

You should balance the half equation.

(2)

(c) Two aqueous salt solutions are electrolysed using inert electrodes.

Complete the table below to show the product at each electrode.

Product at positive Product at negative

Salt solution
electrode electrode

Copper nitrate copper

Potassium iodide
(3)

Some students investigated the electrolysis of copper nitrate solution using inert
electrodes.

Figure 1 shows the apparatus.

Figure 1

The students investigated how the mass of copper produced at the negative electrode
varied with:

Page 13 of 2
• time
• current.

This is the method used.

1. Weigh the negative electrode.
2. Set up the apparatus shown in Figure 1.
3. Adjust the power supply until the ammeter shows a current of 0.3 A
4. Switch off the power supply after 5 minutes.
5. Rinse the negative electrode with water and allow to dry.
6. Reweigh the negative electrode.
7. Repeat steps 1 to 6 for different times.
8. Repeat steps 1 to 7 at different currents.

(d) Some of the copper produced did not stick to the negative electrode but fell to the
bottom of the beaker.

Suggest how the students could find the total mass of copper produced.

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(4)

The students plotted their results on a graph.

Figure 2 shows the graph.

Figure 2

Page 14 of 2
A student correctly concluded that the total mass of copper produced is directly
proportional both to the time and to the current.

(e) How do the results in Figure 2 support the conclusion that the total mass of copper
produced is directly proportional to the time?

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(1)

(f) How do the results in Figure 2 support the conclusion that the total mass of copper
produced is directly proportional to the current?

Use data from Figure 2 in your answer.

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(1)

(g) Copper nitrate solution is blue.

Suggest why the blue colour of the copper nitrate solution fades during the
electrolysis.

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(1)

(h) Determine the number of atoms of copper produced when copper nitrate solution is
electrolysed for 20 minutes at a current of 0.6 A

Give your answer to 3 significant figures.

Use Figure 2.

Page 15 of 2
 Relative atomic mass (Ar): Cu = 63.5

The Avogadro constant = 6.02 × 1023 per mole

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Number of atoms (3 significant figures) = _______________

(3)
(Total 17 marks)

Q7.
This question is about ink.

A student investigated green ink using paper chromatography in a beaker.

The diagram below shows:

• the results the student obtained
• measurements A, B, C and D the student could make.

(a) The student calculated the Rf value of the blue dye.

The student measured:

• the distance moved by the blue dye = 2.7 cm
• the distance moved by the solvent = 9.0 cm

Calculate the Rf value of the blue dye.

Use the equation:

Page 16 of 2
 ___________________________________________________________________

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Rf = _______________
(2)

(b) Which measurements on the diagram above are needed to calculate the Rf value of
the yellow dye?

Tick (✓) one box.

A and B

A and C

B and D

C and D

(1)

(c) Paper chromatography has a stationary phase and a mobile phase.

Draw one line from each phase to the identity of that phase in the student’s
investigation.

Phase Identity

Beaker

Mobile phase Ink

Paper

Stationary phase Solvent

Start line
(2)

The green ink contains 85% yellow dye and 15% blue dye.

(d) Determine the simplest whole number ratio of yellow dye : blue dye in the green ink.

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Page 17 of 2
 ___________________________________________________________________

Yellow dye : Blue dye = __________ : __________

(1)

(e) Which word correctly describes the green ink?

Tick (✓) one box.

Compound

Element

Formulation

Solvent

(1)

(f) The student repeated the investigation using green ink containing 75% yellow dye
and 25% blue dye.

What would happen to the Rf value of the yellow dye?

Tick (✓) one box.

The Rf value would decrease.

The Rf value would increase.

The Rf value would stay the same.

(1)
(Total 8 marks)

Q8.
Potash alum is a chemical compound.

Potash alum contains potassium ions, aluminium ions and sulfate ions.

(a) Which two methods can be used to identify the presence of potassium ions in
potash alum solution?

Tick (✓) two boxes.

Flame emission spectroscopy

Page 18 of 2
 Flame test

Measuring boiling point of solution

Paper chromatography

Using litmus paper

(2)

(b) Sodium hydroxide solution is used to test for some metal ions.

Sodium hydroxide solution is added to a solution of potash alum until a precipitate

forms.

Complete the sentence.

Choose the answer from the box.

blue brown green white

The colour of the precipitate formed is ____________________.

(1)

(c) Complete the sentence.

Choose the answer from the box.

barium chloride
limewater
solution
red litmus paper silver nitrate solution

Sulfate ions can be identified using dilute hydrochloric acid

and ______________________________.
(1)

(d) A solution of potash alum has a concentration of 258 g/dm3

Calculate the mass of potash alum needed to make 800 cm3 of a solution of potash
alum with a concentration of 258 g/dm3

Give your answer to 3 significant figures.

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Page 19 of 2
___________________________________________________________________

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Mass (3 significant figures) = _______________ g

(4)
(Total 8 marks)

Page 20 of 2
Mark schemes

Q1.
(a) Level 3: The method would lead to the production of a valid outcome.
The key steps are identified and logically sequenced.
5−6

Level 2: The method would not necessarily lead to a valid outcome.

Most steps are identified, but the plan is not fully logically sequenced.
3−4

Level 1: The method would not lead to a valid outcome. Some relevant
steps are identified, but links are not made clear.
1−2

No relevant content
0

Indicative content

• measure volume of (hydrochloric) acid

• with a measuring cylinder

• pour (hydrochloric) acid into a suitable container eg polystyrene cup

• measure the initial temperature (of hydrochloric acid)
• with a thermometer

• add a known mass of sodium carbonate

• measured with a balance
• stir

• measure the highest temperature reached

• repeat with different masses of sodium carbonate

or
add successive masses of sodium carbonate to the same mixture

• repeat the whole investigation

• use the same starting temperature

• use the same volume of (hydrochloric) acid each time
• use the same concentration of (hydrochloric) acid each time

(b) View with Figure 1

change in highest temperature

allow a tolerance of ± ½ a small square
1

corresponding change in mass

allow a tolerance of ± ½ a small square
1

(gradient =)

Page 21 of 2
 allow correct use of an incorrectly determined change in
highest temperature and / or change in mass
1

(gradient =) 1.6
1

°C/g
allow °C/gram(s)
1

(c) View with Figure 1

extrapolates line to the y-axis

1

20.6 (°C)
allow a tolerance of ± ½ a small square
allow a correctly determined value from an incorrectly
extrapolated line
1

alternative approach:

(highest temperature at 1.0 g − change in highest temperature per gram =)

22.2 − 1.6 (1)
allow correct use of value determined for gradient in part (b)

= 20.6 (°C) (1)

(d) C
1

(e) (X) energy

1

(Y) (overall) energy change

1

(f) (level of) products is below (level of) reactants

allow the energy decreases (overall)
allow energy is transferred to the surroundings
ignore references to bond making / breaking
1
[17]

Q2.
(a) sulfur (formed)
allow S / S8 (formed)
1

(which is a) precipitate
allow (which is a) solid
allow (which is) insoluble
1

Page 22 of 2
 (b) Level 3: The method would lead to the production of a valid outcome. All key
steps are identified and logically sequenced.
5−6

Level 2: The method would not necessarily lead to a valid outcome. Most
steps are identified, but the method is not fully logically sequenced.
3−4

Level 1: The method would not lead to a valid outcome. Some relevant steps
are identified, but links are not made clear.
1−2

No relevant content
0

Indicative content

method
• measure (indicated) volume of sodium thiosulfate
• place sodium thiosulfate in (conical) flask
• measure (indicated) volume of hydrochloric acid
• place on cross or between light sensor
or
connect to a gas syringe
or
other suitable method for timing a change
• add hydrochloric acid to (conical) flask
• swirl
• start stopclock / stopwatch
• measure time for cross to become no longer visible
or
log light transmission over time
or
measure time for fixed volume of gas to be produced
• repeat and find mean
• repeat for different concentrations of sodium thiosulfate
or change ratio of sodium thiosulfate volume : water volume

control variables
• concentration of hydrochloric acid
• volume of hydrochloric acid
• (total) volume of sodium thiosulfate solution
[8]

Q3.
(a) start line drawn in ink
allow start line should have been drawn in pencil
1

(so) ink dissolves

(as) pencil does not dissolve

or
ink runs in solvent / water
or

Page 23 of 2
 pencil does not run in solvent / water
1

water used (as solvent)

allow ethanol not used

or
water in beaker
1

(so) colours will not dissolve / move

1

(b) any two from:

• the flowers have no colours in common
allow the flowers are not the same colour

• A / B contain one colour

• C contains two colours

allow C is a mixture of colours

• (the colour in) B is most soluble

allow (the colour in) B has the highest Rf value
allow one of the colours in C is the least soluble
2

(c)
1

(distance moved) = 4.9 (cm)

allow 4.923076923 (cm) correctly rounded
1
an answer of 4.9 (cm) scores 2 marks
[8]

Q4.
(a) by filtration
1

(b) 10 minutes per 2 cm on x-axis

allow 5 minutes per 1 cm on x-axis
1

all points plotted correctly

allow a tolerance of ± ½ a small square
allow 1 mark for 3 or 4 points plotted correctly
2

line of best fit

allow line of best fit drawn using incorrect plots
1

Page 24 of 2
 (c) 0.14 (g)
allow ecf from question (b)
allow a tolerance of ± ½ a small square
1

(d) (copper sulfate solution) pink / orange / red / brown solid

allow copper plating
allow metal for solid
1

(sodium chloride solution) bubbles / effervescence / fizzing

if no other mark awarded allow 1 mark for
copper and hydrogen
1

(e) toxic / poisonous (fumes)

allow harmful / corrosive (fumes)
ignore dangerous / deadly / lethal
1

(f)

Molten compound Product at the Product at the

electrolysed negative electrode positive electrode

(zinc chloride) zinc (1) chlorine (1)

potassium iodide (potassium) (iodine)

allow 1 mark if zinc and chlorine the wrong way round

2
1
[12]

Q5.

(a) 0.60 =
1

(distance moved by solvent =)

1

= 9.5 (cm)
1

(b) some of the compounds are colourless (in solution)

or

dyes / compounds have the same Rf values

allow there are only two compounds that are
coloured (in solution)
1

Page 25 of 2
 (c) allow the solvent front to travel further
1

use a different solvent

1

(d) so that the (shade of) green is the same

allow because the green ink is a formulation
1

(e) the dye is less soluble in the new solvent and more attracted to the new paper
1
[8]

Q6.
(a) electrolysis uses electricity to produce a chemical reaction
allow voltage for electricity
allow potential difference for electricity
allow (electrical) current for electricity
allow electrolysis uses electricity to decompose a
compound / electrolyte
1

(but) cells use a chemical reaction to produce electricity

1

(b) 2Br– → Br2 + 2e–

allow multiples
allow 1 mark for Br2 and e–
2

(c)

Product at positive Product at

Salt solution
electrode negative electrode

(copper nitrate) oxygen (1) (copper)

(potassium iodide) iodine (1) hydrogen (1)

1
2

(d) filter the mixture

1

wash and dry the copper / residue

1

weigh the copper collected

1

add to the increase in mass of the electrode

1

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

Page 26 of 2
 allow (for given current) when time doubles,
mass doubles
1

(f) (for given time) when current doubles, mass doubles with supporting data
1

(g) copper ions are discharged (from the solution)

allow the solution becomes less concentrated
allow copper ions are removed (from the
solution)
allow copper ions are used up (from the solution)
1

(h) (number of moles = =)

3.78 × 10–3 or 0.00378
1

(number of atoms =)
0.00378 × 6.02 × 1023
allow correct use of an incorrectly calculated
number of moles
1

= 2.28 × 1021
allow a correct evaluation to 3 significant figures
of an incorrect expression which involves only a
mass from the graph, the Ar of copper and the
Avogadro constant
1
[17]

Q7.

(a)
1

= 0.3
ignore units
1

(b) C and D
1

(c)

Page 27 of 2
 1

additional line from a box on the left negates the mark for that box
1

(d) 17 : 3
1

(e) formulation
1

(f) the Rf value would stay the same

1
[8]

Q8.
(a) flame emission spectroscopy
1

flame test
1

(b) white
1

(c) barium chloride (solution)

1

(d) (conversion)

(800 cm3 = =) 0.8

1

(dm3)
allow correct use of incorrect / no volume
conversion
1

(mass =) 0.8 × 258 (g)

1

= 206.4 (g)

= 206 (g)
allow an answer correctly calculated to 3
significant figures from an incorrect calculation

Page 28 of 2
 which uses the values in the question
1

alternative approach:
(conversion)

(258 g/dm3 = =) 0.258

(g/cm3) (1)

(mass = ) 0.258 × 800 (g) (1)

allow correct use of incorrect / no concentration
conversion

= 206.4 (g) (1)

= 206 (g) (1)

allow an answer correctly calculated to 3
significant figures from an incorrect calculation
which uses the values in the question
[8]

Page 29 of 2