Q1. Sodium thiosulfate solution reacts with hydrochloric acid.

As the reaction takes place the

solution slowly turns cloudy.

The diagram shows a method of measuring the rate of this reaction.

A student used this method to study how changing the concentration of the sodium thiosulfate
solution alters the rate of this reaction.

The student used different concentrations of sodium thiosulfate solution. All the other variables
were kept the same.

The results of the experiments are shown on the graph below.

(a) (i) Draw a line of best fit on the graph.

(1)

(ii) Suggest two reasons why all of the points do not lie on the line of best fit.

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

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

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

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

...............................................................................................................
(2)

Page 1 of 41
 Concentration of sodium
thiosulfate solution in mol per dm3

(b) (i) In a conclusion to the experiment the student stated that:

‘The rate of this reaction is directly proportional to the concentration of the sodium
thiosulfate.’

How does the graph support this conclusion?

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

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

(ii) Explain, in terms of particles, why the rate of reaction increases when the
concentration of sodium thiosulfate is increased.

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

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

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

...............................................................................................................
(2)
(Total 6 marks)

Page 2 of 41
Q2. Hydrogen gas is produced by the reaction of methane and steam.

(a) The diagram represents a molecule of hydrogen.

(i) What type of bond joins the atoms of hydrogen?

Tick (✔) one box.

Covalent

Metallic

Ionic

(1)

(ii) A catalyst is used in the reaction.

Draw a ring around the correct answer to complete the sentence.

increases the rate of reaction.

A catalyst increases the temperature.
increases the yield of a reaction.
(1)

(b) The equation for the reaction of methane and steam is:

CH4(g) + H2O(g) CO(g) + 3H2(g)

(i) What is meant by the symbol ?

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

(ii) Lowering the pressure reduces the rate of reaction.

Explain why, in terms of particles.

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

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

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

...............................................................................................................
(2)

(iii) The graph shows the yield of hydrogen at different temperatures.

Page 3 of 41
 Temperature in °C

The forward reaction is endothermic.

How does the graph show that the forward reaction is endothermic?

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

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

(iv) Why is a higher yield produced if the reaction is repeated at a lower pressure?

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

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

(c) In this question you will be assessed on using good English, organising information clearly
and using specialist terms where appropriate.

Car engines are being developed that use hydrogen gas as a fuel instead of petrol.

The table compares the two fuels.

Hydrogen Petrol

Energy 5700 kJ per litre 34 000 kJ per litre

State Gas Liquid

Equation for combustion 2H2 + O2 → 2H2O 2C8H18 + 25O2 → 16CO2 + 18H2O

How the fuel is obtained Most hydrogen is produced Fractional distillation of crude oil.
from coal, oil or natural gas.
Hydrogen can be produced by
the electrolysis of water or the
solar decomposition of water.

Page 4 of 41
Use the information in the table and your knowledge of fuels to evaluate the use of
hydrogen instead of petrol as a fuel.

You should describe the advantages and disadvantages of using hydrogen instead of
petrol.

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

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

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

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

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

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

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

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

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

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Extra space ....................................................................................................

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Page 5 of 41
 (6)
(Total 13 marks)

Q3. The diagram represents the particles in a piece of reactive metal.

The piece of reactive metal is added to dilute hydrochloric acid.

(a) (i) Which particle will probably react first?

Choose from:

• a particle inside the piece;

• a particle at the centre of a face;
• a particle on one of the corners.

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

(ii) Explain the reason for your choice.

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

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

Page 6 of 41
 (b) The reaction can be speeded up by making changes to the hydrochloric acid or the solid.

(i) State two ways to speed up the reaction by changing the hydrochloric acid. In each
case explain in terms of particles why the reaction is faster.

1. ......................................................................................................................

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

..........................................................................................................................
(2)

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

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

..........................................................................................................................
(2)

(ii) What change can you make to the piece of solid to speed up the reaction? Explain in
terms of the particles why the reaction is able to speed up.

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

..........................................................................................................................
(2)
(Total 8 marks)

Q4. Solutions A and B are colourless. When they are mixed, they react and turn blue after a
period of time. A student investigated how temperature affected the rate of reaction between
solutions A and B. The rate was measured by timing how long the mixture took to turn blue.

The results are shown in the table.

Temperature in °C 22 25 34 45 51

Time taken to turn blue, in seconds 290 250 200 170 160

Page 7 of 41
(a) (i) Draw a graph for these results.

(3)

(ii) Use your graph to find how long it takes the solution to turn blue at 40°C.

Time = ......................................... s
(1)

(b) (i) How does the rate of reaction change as the temperature is increased?

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

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

Page 8 of 41
 (ii) Explain, in terms of particles, why temperature has this effect on the rate of reaction.

To gain full marks in this question you should write your ideas in good English.
Put them into a sensible order and use the correct scientific words.

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

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

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

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

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

..........................................................................................................................
(3)

(c) State one variable that must be kept constant to make this experiment a fair test.

.....................................................................................................................................
(1)
(Total 9 marks)

Page 9 of 41
Q5. The picture shows a lump of phosphate rock.

Rob Lavinsky, iRocks.com – CC-BY-SA-3.0 [CC-BY-SA-3.0], via Wikimedia Commons

Phosphoric acid is made by reacting phosphate rock with sulfuric acid.

Only three of the methods shown below will increase the rate of this reaction.

Put a tick ( ) next to each of the three methods that will increase the rate of this reaction.

Tick
Method
( )

Use a more concentrated solution of sulfuric acid

Use larger lumps of phosphate rock

Cool the mixture of phosphate rock and sulfuric acid

Grind the phosphate rock into a powder before adding the acid

Increase the temperature of the sulfuric acid

Dilute the sulfuric acid solution with water

(3)
(Total 3 marks)

Page 10 of 41
Q6. Magnesium reacts with dilute sulphuric acid.

magnesium  +  sulphuric acid  →  magnesium sulphate + hydrogen

A student measured the volume of hydrogen given off every 10 seconds. The results are shown
on the graph.

(a) The average rate of hydrogen production in the first 10 seconds is

(60 cm3 ÷ 10 s) = 6 cm3/s.

(i) Calculate the average rate of production of hydrogen between 30 seconds and 50
seconds. Show clearly how you work out your answer.

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

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

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

Rate ............................... cm3/s

(3)

(ii) Explain, as fully as you can, why the average rate between 30 and 50 seconds is
different from the rate between 0 and 10 seconds.

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

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

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

...........................................................................................................................
(2)

Page 11 of 41
 (b) In industry, enzymes are used in both batch processes and continuous processes.

Give one reason why continuous processes are usually more profitable than batch
processes.

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

.....................................................................................................................................
(1)
(Total 6 marks)

Q7. The apparatus shown in the diagram was used to investigate the rate of reaction of excess
marble chips with dilute hydrochloric acid, HCl. Marble is calcium carbonate, formula CaCO3.
The salt formed is calcium chloride, CaCl2.

(a) Write a balanced equation for the reaction.

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

....................................................................................................................................
(2)

The following results were obtained from the experiment.

Time in Reading on balance

minutes in g

0.5 269.6

1.0 269.3

2.0 269.0

3.0 268.8

5.0 268.7

9.0 268.6

Page 12 of 41
(b) (i) Plot the results and draw a graph on the axes below.

(3)

(ii) Continue the graph you have drawn to show the expected reading after11 minutes.
(1)

(iii) On the axes above, sketch a graph of the result which would be obtained if in a
similar experiment the same mass of powdered marble was used instead of marble
chips.
(2)
(Total 8 marks)

Page 13 of 41
Q8. A student studied the reaction between dilute hydrochloric acid and an excess of calcium
carbonate.

calcium carbonate + hydrochloric acid → calcium chloride + water + carbon dioxide

The student measured the volume of carbon dioxide produced in the experiment. The results
are shown on the graph.

(a) After how many minutes had all the acid been used up?

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

(b) The student wrote this conclusion for the experiment:

‘The reaction gets slower and slower as the time increases.’

Explain why the reaction gets slower. Your answer should be in terms of particles.

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

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

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

.....................................................................................................................................
(2)

Page 14 of 41
 (c) A second experiment was carried out at a higher temperature. All other factors were the
same.

Draw a line on the graph above to show the results that you would expect.
(2)
(Total 5 marks)

Q9. A student investigated the effect of temperature on the decomposition of hydrogen peroxide.
Hydrogen peroxide decomposes to oxygen and water when a manganese(IV) oxide catalyst is
added.

The student measured the time taken to collect 5 cm3 of oxygen gas.

The apparatus shown below was used for the investigation. The reaction was started by shaking
the flask so that the manganese(IV) oxide and hydrogen peroxide were mixed.

The student did the investigation at two different temperatures. All the other variables were kept
constant.

The student’s results are shown in the table.

Temperature of the Time taken to

Volume of oxygen Rate of reaction in
hydrogen peroxide collect the oxygen
solution in °C collected in cm3 in seconds cm3 per second

20 5 40 0.125

25 5 25

(a) (i) Calculate the rate of reaction at 25 °C.

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

Rate of reaction = ............................................ cm3 per second

(2)

Page 15 of 41
 (ii) The teacher said that the student should repeat the investigation to get more results.

Suggest why.

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

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

(b) The student concluded that:

‘the rate of reaction increases when the temperature is increased’.

Explain, in terms of particles, why the rate of reaction increases.

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

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

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

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

........................................................................................................................
(2)
(Total 5 marks)

Q10. A student investigated the rate of reaction between marble and hydrochloric acid.

The student used an excess of marble.

The reaction can be represented by this equation:

CaCO3(s) + 2HCl(aq)  →  CaCl2(aq) + H2O(l) + CO2(g)

The student used the apparatus shown in the diagram.

Page 16 of 41
The student measured the mass of the flask and contents for ten minutes.

The results are shown on the graph. Use the graph to answer the questions.

(a) (i) Complete the graph by drawing a line of best fit.

(1)

(ii) Use the graph to find the mass of the flask and contents after 1.8 minutes.

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

(iii) The rate of reaction can be measured by the steepness of the graph line.

Describe, as fully as you can, how the rate of reaction changes with time in this
experiment.

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

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

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

...............................................................................................................
(2)

Page 17 of 41
(b) The mass of the flask and contents decreased during the experiment.

Use the equation for this reaction to help you explain why.

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

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

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

........................................................................................................................
(2)

(c) A balance is used to measure the mass of the apparatus.

(i) Which balance, A, B, or C, has the highest resolution?

Balance A Balance B Balance C

The balance with the highest resolution is balance

(1)

(ii) The balance used for this experiment should have a high resolution.

Explain why.

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

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(2)

Page 18 of 41
 (d) The student repeated the experiment using powdered marble instead of marble chips.

The rate of reaction between the marble and hydrochloric acid particles was much faster
with the powder.

Explain why.

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(2)
(Total 11 marks)

Q11. Copper sulfate (CuSO4) is a salt that has many uses.

An aqueous solution of copper sulfate can be made by reacting copper oxide (CuO) with an
acid.

(a) (i) Name this acid. ...............................................................................................

(1)

(ii) Write a balanced symbol equation, including state symbols, for this reaction.

.........................................................................................................................
(2)

(b) Copper oxide reacts much faster with acid at 40 °C than at 20 °C.

Explain why in terms of particles.

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(2)
(Total 5 marks)

Page 19 of 41
Q12. This question is about compounds of copper.

(a) A student made some copper(II) sulfate crystals.

The flow diagram shows the stages of the preparation of copper(II) sulfate crystals.

Stage 1 Stage 2 Stage 3

(i) The reaction mixture is heated in Stage 1.

Suggest why.

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

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

(ii) Complete the equation for this reaction.

CuO  +  .................................  →  CuSO4 + .................................

(2)

(iii) How would the student remove the unreacted copper(II) oxide in Stage 2?

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

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

(iv) How would the student obtain copper(II) sulfate crystals from the copper(II) sulfate
solution in Stage 3?

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

(v) The mass of crystals obtained was less than the student had calculated.

Suggest one reason why.

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

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

Page 20 of 41
(b) The student heated the blue copper(II) sulfate crystals.

The word equation for the reaction is shown below.

hydrated copper(II) sulfate anhydrous copper(II) sulfate + water

blue white

(i) What does the symbol mean ?

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

(ii) 300 J of energy are taken in when some blue copper(II) sulfate crystals are heated.

What is the energy change when an excess of water is added to the anhydrous
copper(II) sulfate produced?

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

...............................................................................................................
(2)

(c) A sample of copper nitride contains 3.81 g of copper and 0.28 g of nitrogen.

Calculate the empirical formula.

You must show all your working to get full marks.

Relative atomic masses (Ar): N = 14; Cu = 63.5.

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Empirical formula = ..................................................

(4)
(Total 13 marks)

Page 21 of 41
Q13. A student heated some hydrated copper sulfate crystals.
The equation for this reaction is shown below.

CuSO4.5H2O(s) CuSO4(s) + 5H2O(1)

hydrated copper sulfate crystals anhydrous copper sulfate water

The diagram shows the apparatus used.

(a) Name liquid A ......................................................................

(1)

(b) What helped the vapour to condense into liquid A?

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

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

(c) Put a tick ( ) next to the correct meaning of the symbol

Meaning ( )

equal amounts of reactants and products

exothermic reaction

reversible reaction
(1)

(d) The student weighed the copper sulfate before and after it was heated.
The experiment was repeated and the two sets of results are shown in the table.

Mass of copper sulfate Mass of copper sulfate Mass lost in grams

before heating in grams after heating in grams

2.50 1.65 0.85

2.50 1.61 0.89

Page 22 of 41
 (i) Draw a ring around the average mass lost for these two sets of results.

0.85 g 0.87 g 0.89 g

(1)

(ii) The student used the same mass of copper sulfate each time but the mass lost was
different.

Put a tick ( ) next to the two reasons which could explain why the mass lost is
different.

Reason ( )

The student used different test tubes for the two experiments.

The student made errors in weighing during the experiments.

The student used more ice in one of the experiments.

The student did not heat the copper sulfate for long enough in
one of the experiments.
(2)

(e) Anhydrous copper sulfate is used to test for water.

Use words from the box to complete the sentence.

blue green red white

Water changes the colour of anhydrous copper sulfate from ............................................

to ............................................. .
(2)
(Total 8 marks)

Page 23 of 41
Q14. Instant cold packs are used to treat sports injuries.

One type of cold pack has a plastic bag containing water. Inside this bag is a smaller bag
containing ammonium nitrate.

The outer bag is squeezed so that the inner bag bursts. The pack is shaken and quickly gets
very cold as the ammonium nitrate dissolves in the water.

(a) One of the statements in the table is correct.

Put a tick ( ) next to the correct statement.

Statement ( )

The bag gets cold because heat energy is given out to the surroundings.

The bag gets cold because heat energy is taken in from the surroundings.

The bag gets cold because plastic is a good insulator.

(1)

(b) Draw a ring around the word that best describes the change when ammonium nitrate
dissolves in water.

electrolysis endothermic exothermic

(1)

Page 24 of 41
 (c) Suggest and explain why the pack is shaken after the inner bag has burst.

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

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

.....................................................................................................................................
(2)
(Total 4 marks)

Q15. Hand warmers use chemical reactions.

(a) The table shows temperature changes for chemical reactions A, B and C.

Reaction Starting Final temperature Change in

temperature in °C in °C temperature in °C

A 18 25 +7

B 17 ..................... +5

C 18 27 +9

What is the final temperature for reaction B? Write your answer in the table.
(1)

(b) (i) What name is given to reactions that heat the surroundings? ...........................
(1)

(ii) Which reaction, A, B or C, would be best to use in a hand warmer?

Reaction

Give a reason why you chose this reaction.

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

........................................................................................................................
(2)

Page 25 of 41
(c) A student added water to some anhydrous copper sulfate.

The equation for the reaction is shown.

anhydrous copper sulfate + water hydrated copper sulfate

CuSO4 + 5 H2O CuSO4.5H2O

The student measured the temperature before and after the reaction.

(i) The measurements showed that this reaction can be used for a hand warmer.

Draw a ring around the correct answer to complete the sentence.

When water is added to anhydrous copper sulfate the temperature

increases.

of the mixture decreases.

stays the same.

(1)

(ii) Anhydrous copper sulfate is white.

What colour is seen after water is added to the anhydrous copper sulfate?

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

(iii) What does the symbol mean?

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

Page 26 of 41
(iv) The student heated a tube containing hydrated copper sulfate.

Name the solid substance produced.

........................................................................................................................
(1)
(Total 8 marks)

Page 27 of 41
M1. (a) (i) a continuous straight line missing anomalous point
allow a line which does not start at zero / origin
1

(ii) any two sensible errors eg

ignore systematic / zero error / weighing error or error unqualified

• timing errors and / or example

• measurement errors and / or example

• apparatus errors and / or example

• human / experimental / reading / random error and / or example or

‘did not do it right’
could be two from same category
eg two timing errors – watch not started at the same time plus
difficulty in deciding when the cross has disappeared.

• temperature fluctuation

• anomalous point
accept outlier / wrong result

• results not recorded correctly

• plotting error

• rate calculated incorrectly

ignore ‘not repeated’
2

(b) (i) straight line

allow as concentration increases the rate goes up or converse
allow numerical example
allow positive correlation
allow same gradient
ignore ‘most points near / on line of best fit’
1

(ii) because of an increase in frequency of collisions

max 1 if incorrect reference to energy or if subatomic particle
specified
accept because particles are more likely to collide or higher
chance of collision
ignore more (successful) collisions
1

because there are more particles (per unit volume)

allow because particles are closer together
1
[6]

M2. (a) (i) covalent

1

Page 28 of 41
 (ii) increases the rate of reaction
1

(b) (i) the reaction is reversible

1

(ii) at lower pressure the molecules will be further apart

1

so there will be fewer collisions per unit time

accept frequency of collisions lower
1

(iii) as the temperature increases, the yield of the reaction increases

1

(iv) 2 molecules / volumes become 4 or more molecules / volumes of product

than reactant
1

Page 29 of 41
 (c) Marks awarded for this answer will be determined by the Quality of Communication
(QoC) as well as the standard of the scientific response. Examiners should also
refer to the information on page 5, and apply a ‘best-fit’ approach to the marking.

0 marks
No relevant content

Level 1 (1 – 2 marks)
Candidate has written about some basic points from the table but has not added any
extra knowledge. Candidate may have included advantages or disadvantages.

Level 2 (3 – 4 marks)
Candidate has attempted an evaluation using points from the table and their own
knowledge. Candidate has included advantages and disadvantages.

Level 3 (5 – 6 marks)
Candidate has given an evaluation that includes both advantages and
disadvantages. Candidate has clearly linked points from the table with their own
knowledge and uses appropriate scientific terminology.

examples of the points made in the response

Advantages of using hydrogen:

• its combustion only produces water

• combustion of hydrogen does not produce carbon dioxide or does not contribute to
climate change
• petrol requires much more oxygen to burn so partial combustion is possible
producing carbon monoxide
• combustion of hydrogen does not produce any particulates or does not contribute to
global dimming
• petrol comes from a non-renewable source or there are renewable ways of
producing hydrogen, eg electrolysis of water.

Disadvantages of using hydrogen:

• hydrogen has to be stored at high pressure or risk of explosion or larger volume

needed for storage.
• much less energy produced from the combustion of hydrogen or need to refuel more
often
• most methods of producing hydrogen need fossil fuels.
6
[13]

M3. (a) (i) corners

accept an arrow to any corner
1

(ii) more (surface) exposed

accept can be attacked from more
directions or more space around it
1

Page 30 of 41
 (b) (i) 1 any two pairs from

more concentrated
answers may be in either order
do not accept more acid
do not accept more powerful or
stronger (but stronger is neutral)
a reference to sulphuric acid is neutral
1

more particles to hit the solid

accept more collisions per second
do not accept more collisions
1

2 hotter solution or increasing temperature

(faster) particles hit more often

or harder
accept particles have more energy
or are more powerful or
more successful collisions
1

3 stirring

more surface area exposed or

particles available
accept more collisions per second
do not accept more collisions
1

(ii) cut it up or increase the surface area

accept grind it up or powder it
or flatten it do not accept make it smaller
or use a smaller piece
1

more particles are exposed or available or can react

accept heat it and there are more
successful collisions for both marks
1
[8]

M4. (a) (i) accurate plotting of points ( square)

2 marks for all points
1 mark for 3 or 4 points
2

sensible smooth curve

reasonable attempt
do not accept double lines or dot to
dot
1

Page 31 of 41
 (ii) accurately read from their graph to square
1

(b) (i) (as temperature increases) rate increases

accept speeds up, gets faster, gets quicker
accept higher speed
do not accept gets bigger / higher unqualified
do not accept answers about time on its own
1

(ii) Quality of Written Communication

The answer to this question requires ideas in good English in a
sensible order with correct use of scientific terms. Quality of written communication
should be considered in crediting points in the
mark scheme.
maximum 2 marks if ideas not expressed well

any three from:

for converse maximum 2 marks

particles have more energy

higher kinetic energy

particles move faster

do not accept move more or vibrate more
3

more collisions
accept greater rate of collisions

more energetic / successful / harder collisions

more particles have activation energy

(c) concentration (of solutions) or volume (of solutions)

accept ‘how much of’
accept references to intensity of colour
accept same endpoint
accept rate of stirring / shaking
do not accept reference to solids or catalysts etc
ignore containers
do not accept pH
1
[9]

M5. use a more concentrated solution of sulfuric acid

1

grind the phosphate rock into a powder before adding the acid
1

Page 32 of 41
 increase the temperature of the sulfuric acid
1
[3]

M6. (a) (i) 2.25

correct answer gains three marks
if incorrect allow 1 mark for 2 correct
readings (130 and 175) and further mark for 45 ÷ 20
allow e.c.f.
3

(ii) concentration of reactant(s) lower

1

fewer collisions per second / time unit

1

(b) labour costs lower / enzymes costs lower

not stop and start
1
[6]

M7. (a) CaCO3 + 2HC1 → CaC12 + CO2 + H2O

one mark for CO2 and H2O or H2CO3
one mark for balancing the equation
2

(b) (i) linear suitable scale for y axis

± one small square
1

accurate plots
deduct one mark for each error plot
1

smooth curve through the points or a line of best fit

this mark requires a neat smooth curve
1

(ii) curve becomes almost horizontal at or above 268.5

do not credit a straight line reaching 268.5 at 11 mins
accept a plot at 268.6
1

(iii) steeper initial part to curve

1

becoming nearly horizontal between 268.6 and 268.4 g

1
[8]

Page 33 of 41
M8. (a) 6
accept 5.8 – 6
1

(b) hydrochloric acid used up / reacted / combined / or fewer particles

(of hydrochloric acid) or fewer hydrogen ions owtte
accept reactants used up
accept less calcium carbonate or
smaller surface area of calcium
carbonate
accept lower concentration / less
crowded
do not accept atoms / molecules
ignore references to energy
do not accept references to atoms or molecules
1

fewer collisions owtte

independent mark
1

(c) steeper curve initially

independent marks
1

levels out at same volume

• must indicate levelling out
• if line goes higher than 66 do
not award this mark
• diagonal line only = 0 marks
• if steeper initially and then
crosses the line and finishes
correctly, then loses one
1
[5]

M9. (a) (i) 0.2

correct answer gains 2 marks with or without working
accept answer in table
if answer incorrect 5/25 gains 1 mark
2

Page 34 of 41
 (ii) any one from:

• wider range of temperatures (owtte)

• (repeat at the same temperature) to improve accuracy / reliability

allow to make it reliable / accurate

• reveal anomalous results (owtte)

allow to eliminate random / human errors / to check results owtte

• so you can get an average / better average

ignore to make it a fair test / to get better results
ignore precision and validity
1

(b) any two from:

allow atoms / molecules / they instead of particles throughout

• particles gain energy / have more energy

ignore increases particles activation energy

• particles move faster

ignore move more / vibrate more

• particles collide more

• more of the particles have the activation energy or more of the collisions are
successful (owtte)
ignore increases / decreases activation energy

or
particles collide with more force / harder / more energy
allow more successful collisions
alone for 1 mark
2
[5]

M10. (a) (i) curve missing anomalous point

1

(ii) answer in the range of 100.35 to 100.5

1

(iii) reaction goes quickly at first

accept reaction slows down
1

reaction stops
1

Page 35 of 41
 (b) because carbon dioxide is produced
accept gas is produced
1

carbon dioxide / gas escapes, therefore the mass of the

flask and contents decreases
1

(c) (i) balance B

1

(ii) because during the experiment a gas / carbon

dioxide escapes from the flask
1

therefore the balance needs a high resolution to

measure the small changes in the mass
1

(d) the (marble) powder has a larger surface area than the
(marble) chips
1

therefore there would be more collisions with the acid particles

(within the same amount of time)
1
[11]

M11. (a) (i) sulfuric

accept H2SO4
accept sulphuric
allow phonetic spellings
1

(ii) CuO + H2SO4 → CuSO4 + H2O

1 mark for reactants
1 mark for products
ignore state symbols
max 1 mark for incorrect balancing
2

Page 36 of 41
 (b) any two from:

• particles gain energy or particles have more energy

allow have more activation energy

• particles move faster

allow they collide faster / quicker
ignore move / vibrate more

• collide more often

allow more collisions

• collide more energetically

• more of the collisions are successful

or more particles have the activation energy
NB more successful collisions alone = 1 mark
if particles are identified as electrons = max 1 mark
2
[5]

M12. (a) (i) to increase the rate of reaction

1

(ii) H2SO4 on the left hand side

1

H2O on right hand side

1

(iii) filtration
allow centrifuging or decanting
ignore evaporation if after filtration
1

(iv) crystallisation
ignore reference to filtration
unless given as an alternative

or

evaporation / heating / boiling / cooling

1

Page 37 of 41
 (v) any one from:

• because of an incomplete reaction

accept not all acid reacted
accept impure reactants
accept unexpected reaction
ignore reversible reaction

• because some (copper sulfate) lost on filtering or when poured into

evaporating basin or boiled over or left in apparatus
must specify when lost
accept some (copper sulfate or acid) spilt

• weighing error (of copper sulfate)

1

(b) (i) reversible (reaction)

1

(ii) 300(J)
allow the same
1

(energy) given out / released

accept exothermic / –
ignore increasing or decreasing energy
1

(c)

1 mark for dividing mass by Ar (max 2 if Ar divided by mass)

1

= 0.06 = 0.02
1 mark for correct proportions
1

3 1
1 mark for correct whole number ratio (allow multiples). Can be
awarded from formula
1

Cu3N
ecf allowed from step 2 to step 3 and step 3 to step 4 if sensible
attempt at step 1
correct formula gains 1 mark
1
[13]

Page 38 of 41
M13. (a) water
accept H2O or 5H2O

2 must be below halfway

1

(b) the cold water / ice / cubes (owtte)

accept ‘cooled down’ or references to cold
1

(c) reversible reaction

1

(d) (i) 0.87g

1

(ii) the student made errors in weighing during

the experiments
1

the student did not heat the copper sulfate for long enough in one of the experiments
1

(e) white
1

blue
allow 1 mark for blue to white
1
[8]

M14. (a) the bag gets cold because heat energy is taken in from the surroundings
1

(b) endothermic
1

(c) any two from:

• mix / spread (the ammonium nitrate and water)

• dissolve faster(*)

• get cold faster or so the whole bag gets cold(*)

(*)allow increase rate or quicker reaction

• particles collide more or more collisions

2
[4]

M15. (a) 22
1

Page 39 of 41
(b) (i) exothermic
1

(ii) C
1

gives out most heat energy

accept has largest temperature change / increase
allow has highest (final) temperature or hottest
1

(c) (i) increases

1

(ii) blue
ignore pale / dark etc
1

(iii) reversible (reaction)

allow goes both ways or two / either way
1

(iv) anhydrous copper sulfate

1
[8]

Page 40 of 41
Page 41 of 41