Chemistry Ppe

Q1.Ethene is used to produce poly(ethene).
(a) Draw the bonds to complete the displayed formulae of ethene and poly(ethene) in the
equation.
(2)
(b) Polyesters are made by a different method of polymerisation.
The equation for the reaction to produce a polyester can be represented as:
Compare the polymerisation reaction used to produce poly(ethene) with the

polymerisation reaction used to produce a polyester.
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(4)
(Total 6 marks)
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Q2.This question is about polymers.
(a) The polymer polyvinyl chloride (PVC) is non-biodegradable.
Give one problem caused by non-biodegradable polymers.
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(1)
(b) Figure 1 shows a short section of a PVC molecule.
Figure 1
PVC is produced from a monomer that contains two carbon atoms.
Complete the structure of the monomer.
C C
(2)
(c) Figure 2 represents a few short chains of PVC molecules.
Explain why PVC softens and melts when heated.
Use Figure 2 and your knowledge of structure and bonding to help you to answer the
question.
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(3)
(d) Monomer A and monomer B react to form polymer C.
The displayed structures of monomer A, monomer B and a short section of polymer C are
shown in Figure 3. The functional group of each structure is shown in a box.
Complete the Table below below by writing the names of the functional groups for
monomer A and polymer C.
Table
Name of functional group
Monomer A ...........................................................................
Monomer B alcohol
Polymer C ...........................................................................
(2)
(Total 8 marks)
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Q3.Crude oil is a fossil fuel.
(a) Describe how crude oil is separated into fractions.
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(4)
(b) Fuel oil is one of the fractions from crude oil.
Power stations burn fuel oil to generate electricity. The waste gases from the combustion of
fuel oil contain carbon dioxide, water vapour, sulfur dioxide and oxides of nitrogen.
The waste gases are passed through a suspension of limestone in water. Limestone is
mainly calcium carbonate.
Suggest how the use of a suspension of limestone decreases one of the environmental
impacts that the waste gases would cause.
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(3)
(c) Some fractions from crude oil contain large hydrocarbon molecules.
(i) Hydrocarbon molecules, such as decane, can be cracked to produce smaller, more
useful molecules.
Write the correct formula of the third product to complete the chemical equation.
You do not need to give the name of this product.
C10H22 C5H10 + C3H8 + ........................
decane pentene propane

(1)
(ii) Pentene is used to produce poly(pentene).
Complete the equation and the displayed structure of poly(pentene).
(3)
(iii) Some polymers are described as smart polymers.
Suggest one property of a smart polymer that is different to that of an ordinary

polymer.
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(1)
(Total 12 marks)
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Q4. To make a plastic, such as poly(ethene), from crude oil involves many processes.
(a) Describe how crude oil is separated into fractions.
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(2)
(b) Ethene is produced by cracking the hydrocarbons in the naphtha fraction.
(i) Balance the symbol equation for this reaction.
C10H22 → C4H10 + C2H4

decane butane ethene
(1)
(ii) Describe how cracking is carried out.
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(2)
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(c) Alkanes, such as butane (C4H10), do not form polymers.
Alkenes, such as ethene (C2H4), do form polymers.
Explain these statements.
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(2)
(d) Ethene molecules form the polymer poly(ethene). One molecule in poly(ethene) will
contain thousands of carbon atoms. The diagram represents part of a poly(ethene)
molecule.
Propene molecules form the polymer poly(propene).
Draw a diagram to represent part of a poly(propene) molecule.
(2)
(Total 9 marks)
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Q5. (a) PEX is a material that is used as an alternative to copper for hot water pipes.
PEX is made from poly(ethene).
(i) Describe how ethene forms poly(ethene).
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(2)
(ii) PEX is a shape memory polymer. What property does a shape memory polymer
have?
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(1)
(iii) The simplified structures of poly(ethene) and PEX are shown.
Poly(ethene) PEX
Poly(ethene) is a thermoplastic that softens easily when heated.
Suggest and explain how the structure of PEX changes this property.
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(3)
(b) Copper was considered to be the most suitable material to use for hot water pipes.
PEX is now used as an alternative material for hot water pipes.
Copper is extracted from its ore by a series of processes.

1 The low-grade ore is powdered and concentrated.
2 Smelting is carried out in an oxygen flash furnace. This furnace is heated to 1100 °C
using a hydrocarbon fuel. The copper ore is blown into the furnace with air,
producing impure, molten copper.
3 Oxygen is blown into the impure, molten copper to remove any sulfur. The copper is
cast into rectangular slabs.
4 The final purification of copper is done by electrolysis.
PEX is made from crude oil by a series of processes.

1 Fractional distillation
2 Cracking
3 Polymerisation
4 Conversion of poly(ethene) into PEX
Suggest the possible environmental advantages of using PEX instead of copper for hot
water pipes.
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(4)
(Total 10 marks)
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Q6. Crude oil is the source of many useful materials. Crude oil is separated into fractions by
fractional distillation.
(a) Describe how the naphtha fraction separates from the other fractions.
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(2)
(b) The naphtha fraction is often used to make other useful materials.
This involves the cracking of hydrocarbons in the naphtha fraction.
For example:
decane → hexane + ethene
C10H22 → C6H14 + C2H4
(i) Balance the symbol equation given above.

(1)
(ii) Describe how cracking is carried out.
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(2)
(iii) Why does ethene have different chemical properties from decane and hexane?
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(2)
(c) Ethene is used as the starting material for many polymers. The most common polymer is
poly(ethene). One hydrocarbon molecule in poly(ethene) will contain thousands of carbon
atoms.
Complete the diagram to show the bonds in ethene.
H H
C C
H H
(1)
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(d) Read the following information.
Landfill, Incineration, Recycling and Re-use of Poly(ethene)
People could be encouraged to re-use their poly(ethene) bags and containers.
Recycling poly(ethene) saves raw materials and energy needed to make new plastic.
When polymers are recycled the plastics must be collected, transported, sorted into
different types by hand and washed. This requires the use of fossil fuels and is
expensive.
Poly(ethene) can be burnt in an incinerator with other household waste. The heat
released could be used to make steam to drive an electric generator. Surplus heat
could be used to heat greenhouses used for growing vegetables. Incineration at too
low a temperature can produce harmful substances. The residue (ash) has to go to
landfill.
Landfill is probably the easiest way to dispose of polymers and it is cheap. Polymers
are often mixed in with other household rubbish. Household waste does not get
sorted into different materials because it is disposed of in the same hole in the
ground. When the hole is eventually full, the waste is covered by a layer of soil to stop
it smelling. The waste gets compressed under its own weight. Most polymers, such as
poly(ethene), are not biodegradable so will remain in the ground forever.
You are asked to decide which option for the disposal of poly(ethene) will be put forward in
your area. You decide that recycling is the best option.
Suggest one economic argument and one environmental argument that will be made
against recycling.
For each argument made, how will you persuade those making the argument to accept your
option?
(You must use only one sentence for each argument made against your decision and only
one sentence for your response to it.)
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(4)
(Total 12 marks)
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This question is about chemicals in fireworks.
1.
Coloured flames are produced because of the metal ions in the fireworks.
(a) What colour flame would sodium ions produce?
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(1)
(b) Name a metal ion that would produce a green flame.
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(1)
(c) Some fireworks contain a mixture of metal ions.
Why is it difficult to identify the metal ions from the colour of the flame?
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(1)
(d) Flame emission spectroscopy is used to identify metal ions in a firework.
The diagram below shows:

• the flame emission spectra of five individual metal ions
• a flame emission spectrum for a mixture of two metal ions.
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Which two metal ions are in the mixture?
Tick two boxes.
Ca2+
Cu2+
K+
Li+
Na+
(2)
The compounds in fireworks also contain non-metal ions.
A scientist tests a solution of the chemicals used in a firework.
(e) Silver nitrate solution and dilute nitric acid are added to the solution.
A cream precipitate forms
Which ion is shown to be present by the cream precipitate?
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(1)
(f) Describe a test to show the presence of sulfate ions in the solution.
Give the result of the test if there are sulfate ions in the solution.
Test _______________________________________________________________
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Result _____________________________________________________________
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(3)
(Total 9 marks)
Burgundy Mixture is a formulation used to kill fungi on grapevines.
2.
It is made by mixing two compounds, A and B.
The ratio by mass of A : B in the mixture is 1 : 8
(a) Calculate the mass of A needed in a mixture containing 125 g of B.
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Mass of A = ____________________ g
(2)
Scientists test a solution of compound A.
The table shows their results.
Test Result
Add sodium hydroxide solution Blue precipitate
Add dilute hydrochloric acid and barium

White precipitate
chloride solution
(b) Which two ions are in compound A?
Choose the answers from the box.
bromide chloride copper
iron(II) iron(III) sulfate
___________________ ions and ___________________ ions

(2)
(c) The scientists think that compound B is sodium carbonate.
Describe how the scientists can test a solution of B to see if sodium ions are present.
Give the result of the test if sodium ions are present.
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(2)
(d) Describe how the scientists can test a solution of B to see if carbonate ions are
present.
Give the result of the test if carbonate ions are present.
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(3)
(Total 9 marks)
This question is about chemical tests.

3.
(a) Solutions of copper(II) ions and iron(III) ions produce coloured precipitates with sodium
hydroxide solution.
Draw one line from each metal ion to the colour of the precipitate it produces.
(2)
(b) Sodium hydroxide solution was added to a solution containing ions of a metal.
A white precipitate was produced. The white precipitate dissolved in excess

sodium hydroxide solution.
Use the correct answer from the box to complete the sentence.
aluminium magnesium potassium
The ions in the solution were ions of ______________________________ .

(1)
(c) Low sodium salt contains sodium chloride and potassium chloride.
A student used a flame test on low sodium salt.
(i) What is the colour produced by sodium ions in a flame test?
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(1)
(ii) What is the colour produced by potassium ions in a flame test?
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(1)
(iii) Why is it not possible to tell from the flame test that both ions are present in low
sodium salt?
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(1)
(Total 6 marks)
This question is about chemical analysis.
4.
(a) A student has solutions of three compounds, X, Y and Z.
The student uses tests to identify the ions in the three compounds.
The student records the results of the tests in the table.
Test
Add
Add sodium Add nitric acid
hydrochloric
Compound Flame test hydroxide and silver nitrate
acid and barium
solution solution
chloride solution
X no colour green precipitate white precipitate no reaction
Y yellow flame no reaction no reaction yellow precipitate
Z no colour brown precipitate no reaction cream precipitate
Identify the two ions present in each compound, X, Y and Z.
X ____________________________________________________________
Y ____________________________________________________________
Z ____________________________________________________________
(3)
(b) A chemist needs to find the concentration of a solution of barium hydroxide.
Barium hydroxide solution is an alkali.
The chemist could find the concentration of the barium hydroxide solution using two
different methods.
Method 1
• An excess of sodium sulfate solution is added to 25 cm 3 of the barium hydroxide
solution. A precipitate of barium sulfate is formed.
• The precipitate of barium sulfate is filtered, dried and weighed.
• The concentration of the barium hydroxide solution is calculated from the mass of
barium sulfate produced.
Method 2
• 25 cm 3 of the barium hydroxide solution is titrated with hydrochloric acid of known
concentration.
• The concentration of the barium hydroxide solution is calculated from the result of the
titration.
Compare the advantages and disadvantages of the two methods.
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(5)
(Total 8 marks)
A student was investigating a magnesium salt, X.
5.
The student found that X:
• has a high melting point
• does not conduct electricity
• dissolves in water and the solution conducts electricity.
(a) (i) What is the type of bonding in magnesium salt X?
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(1)
(ii) Explain why solid X does not conduct electricity but a solution of X does conduct
electricity.
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(2)
(b) The student dissolved X in water.
The student added dilute nitric acid and silver nitrate solution to the solution of X.
A white precipitate was formed.
Salt X contains chloride ions.
Explain why a white precipitate was formed.
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(2)
(c) The student dissolved X in water.
The student added a few drops of sodium hydroxide solution to the solution of X.
A white precipitate was formed.
(i) Salt X contains magnesium ions.
Name two other metal ions that would give a white precipitate when a few drops of
sodium hydroxide solution are added.
1. ____________________________________________________________
2. ____________________________________________________________
(2)
(ii) Describe the two further tests the student would have to do to show that salt X
contains magnesium ions, and not the two metal ions you identified in part (c) (i).
Give the expected results of each test.
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(4)
(Total 11 marks)
In this question you will be assessed on using good English, organising
6. information clearly and using specialist terms where appropriate.
A group of students had four different colourless solutions in beakers 1, 2, 3 and 4, shown in the
figure below.
The students knew that the solutions were
• sodium chloride
• sodium iodide
• sodium carbonate
• potassium carbonate
but did not know which solution was in each beaker.
The teacher asked the class to plan a method that could be used to identify each solution.
She gave the students the following reagents to use:
• dilute nitric acid
• silver nitrate solution.
The teacher suggested using a flame test to identify the positive ions.
Outline a method the students could use to identify the four solutions.
You should include the results of the tests you describe.
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Extra space _____________________________________________________________
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(Total 6 marks)
(a) The colours of fireworks are produced by chemicals.
7.
© Igor Sokalski/iStock/Thinkstock
Three of these chemicals are lithium sulfate, potassium chloride and sodium nitrate.
(i) A student wants to carry out flame tests on these three chemicals.
Describe how to carry out a flame test.
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(2)
(ii) Draw one line from each chemical to the correct flame colour.
The first one has been done for you.
Chemical Flame colour
(2)
(iii) Dilute nitric acid and silver nitrate solution are added to solutions of the three
chemicals.
A white precipitate forms in one of the solutions.
Which chemical produces the white precipitate?
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(1)
(b) The student tests a fourth chemical, X.
(i) The student adds sodium hydroxide solution to a solution of chemical X.
A blue precipitate is formed.
Which metal ion is in chemical X?
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(1)
(ii) The student adds dilute hydrochloric acid to a solution of chemical X and then adds
barium chloride solution.
A white precipitate is formed.
Which negative ion is in chemical X?
Draw a ring around the correct answer.
chloride nitrate sulfate
(1)
(Total 7 marks)
Four bottles of chemicals made in the 1880s were found recently in a cupboard
8. during a Health and Safety inspection at Lovell Laboratories.
Sodium carbonate Sodium chloride
Sodium nitrate Sodium sulfate
The chemical names are shown below each bottle.
(a) You are provided with the following reagents:
• aluminium powder
• barium chloride solution acidified with dilute hydrochloric acid
• dilute hydrochloric acid
• silver nitrate solution acidified with dilute nitric acid
• sodium hydroxide solution.
• limewater
• red litmus paper
(i) Describe tests that you could use to show that these chemicals are correctly named.
In each case give the reagent(s) you would use and state the result.
Test and result for carbonate ions:
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Test and result for chloride ions:
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Test and result for nitrate ions:
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Test and result for sulfate ions:
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(4)
(ii) Suggest why a flame test would not distinguish between these four chemicals.
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(1)
(b) Instrumental methods of analysis linked to computers can be used to identify chemicals.
Give two advantages of using instrumental methods of analysis.
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(2)
(Total 7 marks)
This question is about mixtures and analysis.
1.
(a) Which two substances are mixtures?
Tick two boxes.
Air
Carbon dioxide
Graphite
Sodium Chloride
Steel
(2)
(b) Draw one line from each context to the correct meaning.
Context Meaning
A substance that has had nothing

added to it
Pure substance
A single element or a single compound
in chemistry
A substance containing only atoms which

have different numbers of protons
Pure substance A substance that can be separated by

in everyday life filtration
A useful product made by mixing

substances
(2)
(c) What is the test for chlorine gas?
Tick one box.
A glowing splint relights
A lighted splint gives a pop
Damp litmus paper turns white
Limewater turns milky
(1)
(d) A student tested a metal chloride solution with sodium hydroxide solution.
A brown precipitate formed.
What was the metal ion in the metal chloride solution?
Tick one box.
Calcium
Copper(II)
Iron(II)
Iron(III)
(1)
(Total 6 marks)
Carbon dioxide is produced when copper carbonate is heated.
2.
A student investigated heating copper carbonate.
The student used the apparatus to measure how long it took for carbon dioxide to be
produced.
The student also noted what happened during each minute for three minutes.
(a) The student used changes to the limewater to measure how long it took for carbon dioxide
to be produced.
Describe how.
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(2)
(b) The student wrote down her observations.
Time interval
Observations
in minutes
A slow release of gas bubbles.

Between 0 and 1 The limewater did not change.
The solid in the test tube was green.
A fast release of gas bubbles.

Between 1 and 2
The limewater changed at 1 minute 10 seconds.
No release of gas bubbles.

Between 2 and 3
The solid in the test tube was black.
(i) Suggest the reason for the student’s observations between 0 and 1 minute.
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(2)
(ii) Explain the student’s observations between 1 and 2 minutes.
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(2)
(iii) Explain the student’s observations between 2 and 3 minutes.
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(2)
Cheshunt mixture is a powder containing copper sulfate, CuSO4, and ammonium
3. carbonate,(NH4)2CO3
(a) A student tested the Cheshunt mixture.
(i) Hydrochloric acid was added.

A gas was produced that turned limewater milky.
Complete the sentence.
The gas was __________________________________ which shows
that _________________________ ions are in the mixture.

(2)
(ii) Sodium hydroxide solution was added.

A gas was produced that indicates that ammonium ions are in the mixture.
The gas was __________________________________ which turns
damp red ___________________________________________ blue.

(2)
(b) Cheshunt mixture is dissolved in water before it is used.

When the student dissolved the Cheshunt mixture in water it formed a blue solution.
(i) Suggest how the student knew that copper ions are in this solution.
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(1)
(ii) The student tested the Cheshunt solution and the result of the test indicated that
sulfate ions are in the solution.
The student added a solution of ________________ in the presence of
dilute hydrochloric acid and a ________________ precipitate was produced.

(2)
(Total 7 marks)
A student investigated an egg shell.
4.
Trish Steel [CC-BY-SA-2.0], via Wikimedia Commons
(a) Draw a ring around the correct answer to complete each sentence.
(i) Test 1
Dilute hydrochloric acid was added to the egg shell.
milky.
Carbon dioxide gas was produced which turned limewater blue.
red.
carbonate ions.
This test shows that the egg shell must contain chloride ions.
sulfate ions.
(2)
(ii) Test 2
The student then did a flame test.

He used the solution remaining after dilute hydrochloric acid was added
to the egg shell.
The flame test showed that the egg shell contained calcium ions because
red.
the flame was blue.
lilac.
(1)
(b) Some scientists investigated the amount of lead found in egg shells.
They used a modern instrumental method which was more sensitive and more accurate
than older methods.
(i) Draw a ring around the correct answer to complete the sentence.
The modern instrumental method is more sensitive, which means that
larger
it can measure much larger amounts of lead than older methods.
smaller
(1)
(ii) Tick ( ) the meaning of more accurate.
Tick ( )
The measurement is given to more decimal places.
The answer obtained is closer to the true value.
The equipment used is more expensive.
(1)
(Total 5 marks)
Read the information in the box and then answer the questions.
5.
Seidlitz Powder is a medicine.
Seidlitz Powder comes as two powders. One powder is wrapped in white paper and
contains tartaric acid. The other powder is wrapped in blue paper and contains
sodium hydrogencarbonate.
The contents of the blue paper are dissolved in water and the contents of the white
paper are added. This causes a reaction that produces carbon dioxide gas. The
mixture is safe to drink when the reaction stops.
(a) Suggest why Seidlitz Powder comes as two separate powders.
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(1)
(b) The reaction produces carbon dioxide gas.
(i) What would you see during the reaction?
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(1)
(ii) Which state symbol in a chemical equation shows that carbon dioxide is a gas?
Draw a ring around one answer.
(s) (l) (aq) (g)
(1)
(iii) Draw a ring around the correct answer to complete the sentence.
limescale
Carbon dioxide can be identified because it turns limestone milky.
limewater
(1)
(c) Sodium hydrogencarbonate contains sodium ions. Sodium ions can be identified
by flame tests.
Draw a ring around the correct answer to complete the sentence.
blue
Sodium ions give a red flame.
yellow
(1)
(d) Some Seidlitz Powder was bought on the Internet for £5. However, when tested, it was
found to be only magnesium sulfate, worth a few pence.
Draw a ring around the correct answer to complete each sentence.
barium chloride
(i) The test for sulfate ions uses silver nitrate solution.
sodium hydroxide
(1)
blue
(ii) A positive test for sulfate ions produces a red precipitate..
white
(1)
(iii) Suggest one disadvantage of buying medicines on the Internet.
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(1)
(Total 8 marks)
A bottle of washing soda was found in a school laboratory. The modern name of
6. washing soda is sodium carbonate.
A student tested the washing soda to prove that it was sodium carbonate.
(a) The student did a flame test to show that washing soda is a sodium compound.
The student used a clean wire to put the washing soda into the flame.
(i) Why should the wire be clean when used for a flame test?
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(1)
(ii) The table shows some properties of metals.
Two of these are properties that the wire must have if it is used for a flame test.
Put a tick ( ) next to the two correct properties.
Property ( )
Good electrical
conductor
High density
High melting point
Low boiling point
Unreactive
(2)
(iii) Which one of the following flame colours shows that washing soda is a sodium
compound?
Draw a ring around your answer.
brick-red lilac yellow-orange

(1)
(b) The student used dilute hydrochloric acid to show that washing soda was a
carbonate. Carbon dioxide gas was given off.
(i) Describe what you see happening when a gas is given off.
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(1)
(ii) The student used limewater to prove that the gas given off was carbon dioxide.
Complete this sentence by choosing the correct word from the box.
clear colourless milky
When carbon dioxide reacts with limewater, the limewater turns
___________________________ .
(1)
(c) Instrumental methods are used to identify chemicals.
Describe some advantages of instrumental methods compared with chemical tests by

considering:
• the length of time needed to carry out a test

• the amount of chemical used.
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(2)
(Total 8 marks)
Potable water is water that is safe to drink.

7.
Seawater can be changed into potable water by desalination.
(a) Name the substance removed from seawater by desalination.
___________________________________________________________________
(1)
(b) Desalination requires large amounts of energy.
Desalination is only used when there is no other source of potable water.
Give one reason why.
___________________________________________________________________
___________________________________________________________________
(1)
Water from lakes and rivers can be treated to make it potable.
(c) The first stage is to filter the water from lakes and rivers.
Why is the water filtered?
___________________________________________________________________
___________________________________________________________________
(1)
(d) Chlorine gas is then added to the filtered water.
Why is chlorine gas used to treat water?
___________________________________________________________________
___________________________________________________________________
(1)
(e) Describe a test for chlorine gas.
Give the result of the test if chlorine is present.
Test ______________________________________________________________
Result ____________________________________________________________
(2)
Some students investigated different water samples.
The table shows some of their results.
Mass of dissolved solid in

Water pH
g / dm3
Tap water 6.5 0.5
Seawater 8.1 35.0
Pure water
(f) Complete the table above to show the expected results for pure water.
(2)
(g) What mass of dissolved solid is present in 100 cm 3 of the sample of tap water?
Tick (✔) one box.
0.05 g
0.5 g
5g
50 g
(1)
(h) Boiling points can be used to show whether substances are pure.
The diagram shows the apparatus the students used to find the boiling point
of tap water.
The students made a mistake setting up the apparatus.
What mistake did the students make?
___________________________________________________________________
___________________________________________________________________
(1)
(Total 10 marks)
This question is about the Earth and its atmosphere.
1.
(a) Figure 1 shows the Earth and its atmosphere billions of years ago.
Figure 1
The boiling point of water is 100 °C.
Suggest one reason why there was no liquid water on the Earth’s surface billions of years
ago.
___________________________________________________________________
___________________________________________________________________
(1)
(b) The Earth’s atmosphere today contains nitrogen, oxygen, argon, carbon dioxide and other
gases.
(i) Draw one line from each substance to a description of the substance.
(3)
(ii) Which gas in the Earth’s atmosphere is used when hydrocarbons burn?
Tick (✔) one box.
carbon dioxide
nitrogen
oxygen
(1)
(iii) What percentage of the Earth’s atmosphere is nitrogen?
Tick (✔) one box.
about 40%
about 60%
about 80%
(1)
(c) Figure 2 shows the carbon dioxide percentage (%) in the Earth’s atmosphere since the
year 1800.
Figure 2
(i) What was the carbon dioxide percentage in 1900?
_______________________ %
(1)
(ii) Describe, in detail, how the carbon dioxide percentage changed from 1900 to
2015. ______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(iii) Suggest two reasons for the change in the carbon dioxide percentage from 1900 to
2015.
1. ____________________________________________________________
______________________________________________________________
2. ____________________________________________________________
______________________________________________________________
(2)
(Total 11 marks)
This question is about life, the Earth and its atmosphere.

2.
(a) There are many theories about how life was formed on Earth.
Suggest one reason why there are many theories.
___________________________________________________________________
___________________________________________________________________
(1)
(b)
This Earth and its atmosphere today are not like the early Earth and its atmosphere.
Describe and explain how the surface of the early Earth and its atmosphere have changed
to form the surface of the Earth and its atmosphere today.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(6)
(Total 7 marks)
The Earth has a layered structure and is surrounded by an atmosphere.
3.
(a) Scientists believe that the Earth’s atmosphere was formed by volcanoes releasing gases.
This early atmosphere was about 95 % carbon dioxide.
The composition of the Earth’s atmosphere is always changing.
(i) The Earth’s atmosphere today contains about 0.035 % carbon dioxide.
What happened to most of the carbon dioxide that was in the Earth’s early
atmosphere?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(ii) About 60 million years ago a large meteorite hit the Earth.
This meteorite heated limestone in the Earth’s crust causing the release of large
amounts of carbon dioxide.
Explain how carbon dioxide is released from limestone.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(b) The graph shows the percentage of carbon dioxide in the Earth’s atmosphere over the last
50 years.
Explain, as fully as you can, why we should be concerned about the information displayed
on this graph.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
___________________________________________________________________
___________________________________________________________________
(c) Scientists believe that all the continents of the Earth were once joined together.
The huge ‘supercontinent’ was called Pangaea.
In 1915, Alfred Wegener had an idea that the change shown in the diagram was caused by
continental drift. Most scientists could not accept his idea.
(i) Suggest why most scientists in 1915 could not accept Wegener’s idea of continental
drift.
______________________________________________________________
______________________________________________________________
(1)
To help you with this question, the information and diagram from the beginning of the
question are reproduced here.
The Earth has a layered structure and is surrounded by an atmosphere.
(ii) Use this information and your knowledge and understanding to explain how
continents move.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(3)
(Total 11 marks)
Scientists study the atmosphere on planets and moons in the Solar System to
4.
understand how the Earth’s atmosphere has changed.
(a) Millions of years ago the Earth’s atmosphere was probably just like that of Mars
today.
The table shows data about the atmospheres of Mars and Earth as they are now.
Mars Earth
nitrogen 3% nitrogen 78%
oxygen trace oxygen 21%
water trace water trace
carbon dioxide 95% carbon dioxide trace
Average surface temperature –23 °C Average surface temperature 15 °C
Suggest what has caused the main gases in the Earth’s atmosphere of millions of years
ago to change to the present-day atmosphere.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(b) Titan is the largest moon of the planet Saturn. It has an atmosphere that, like the Earth’s,
contains mainly nitrogen. Methane is the other main gas.
Main gases in
Percentage (%) Boiling point in °C
Titan’s atmosphere
Nitrogen 95 –196
Methane 5 –164
Average surface temperature –178 °C
When it rains on Titan, it rains methane! Explain why.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(c) Ultraviolet radiation from the Sun produces simple alkenes, such as ethene and propene,
from methane in Titan’s atmosphere.
(i) Draw the structure of propene, C3H6, to show the covalent bonds.
(1)
(ii) Explain how propene molecules form a polymer. You should name the polymer
formed.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(3)
(Total 8 marks)
Read the passage, which is from the start of a magazine article. It will help you to answer the
5. questions.
Third rock from the Sun

Geologists now have evidence that the Earth’s crust began to form about four and a half
billion years ago. The surface of the Earth was then at temperatures well above 100 °C
and the atmosphere was mostly carbon dioxide with some ammonia, methane and water
vapour. About a quarter of a billion years after it had first formed, the crust had become
thicker and had cooled down to below 100 °C.
Slowly, over a period of about three billion years, oxygen became established in the
atmosphere. Some was released from the Earth’s interior by volcanoes and some was
produced, by the process of photosynthesis, by algae which had evolved in the seas.
(a) Explain how the first seas formed.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(b) Briefly describe two processes which reduced the proportion of carbon dioxide in the
Earth's atmosphere over the period of three billion years.
1. _________________________________________________________________
___________________________________________________________________
2. _________________________________________________________________
___________________________________________________________________
(2)
(Total 4 marks)
(a) Apart from water vapour, two gases account for about 99% of the present atmosphere of
6. our planet.
What are the names of these gases?
_____________________________ and ____________________________

(1)
(b) Scientists now have evidence that, over three billion years ago, our planet’s atmosphere
was mostly a mixture of water vapour, carbon dioxide, methane and ammonia. Since then
the mixture has gradually changed.
(i) Suggest why there is now less water vapour in the atmosphere.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(ii) Suggest why there is now less carbon dioxide in the atmosphere.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(c) The following information suggests that the continents of Africa and South America were
once joined together but then began to move apart.
Fossilised remains of a large fern-like plant called Glossopteris have been found in the
rocks of the Carboniferous period in both Africa and South America.
Fossilised remains of a freshwater reptile called Mesosaurus have been found in the rocks
of the Permian period in both Africa and South America.
No fossils of identical organisms have been found in the rocks of the Jurassic or the
Cretaceous period in Africa or South America.
The following table gives the names of some of the periods in our planet’s geological
history.
Start of the period Name of the period

millions of years ago
2 Quaternary
65 Tertiary
136 Cretaceous
190 Jurassic
225 Triassic
280 Permian
345 Carboniferous
395 Devonian
435 Silurian
500 Ordovician
570 Cambrian
(i) Use this information to suggest when Africa and South America began to move apart.
About _____________________________ million years ago.

(1)
(ii) What conditions were necessary for Africa and South America to move apart?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(3)
(Total 9 marks)
A student investigated the colours in three different flowers, A, B and C, using paper
1. chromatography.
The colours are soluble in ethanol but are insoluble in water.
This is the method used.
1. Place ethanol in a beaker.

2. Add the flower.
3. Stir until the colours dissolve in the ethanol.
4. Filter the mixture.
5. Put spots of the coloured filtrate on the chromatography paper.
(a) The filtrate was a very pale coloured solution.
How could the student obtain a darker coloured solution?
Tick two boxes.
Crush the flower
Filter the mixture three times
Use a larger beaker
Use more ethanol
Use more flowers
(2)
(b) Figure 1 shows the apparatus used.
Figure 1
What two mistakes did the student make in setting up the apparatus?
Tick two boxes.
The paper does not touch the beaker
The start line is drawn in ink
The water level is below the start line
Uses a lid on the beaker
Uses water as the solvent
(2)
(c) Another student sets up the apparatus correctly.
Figure 2 represents the student’s results.
Figure 2
What two conclusions can be made from Figure 2?
Tick two boxes.
Flower A contains a single pure colour
Flowers A and B contain the same colours
The colour in flower C is a mixture
The colour in flower B was the least soluble
Two of the colours have the same Rf value
(2)
(d) The student records some measurements.
The measurements are:

• the colour from flower B moves 7.2 cm
• the solvent moves 9.0 cm
Calculate the Rf value for the colour from flower B.
Use the equation:
___________________________________________________________________
___________________________________________________________________
(2)
(Total 8 marks)
A student investigated the colours in three different flowers, A, B and C.

2.
The colours are soluble in ethanol but are insoluble in water.
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 _____________________________________________________
___________________________________________________________________
Mistake 2 __________________________________________________________
Problem caused _____________________________________________________
___________________________________________________________________
(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. _________________________________________________________________
___________________________________________________________________
2. _________________________________________________________________
___________________________________________________________________
(2)
(c) Colour A has an Rf value of 0.65
Colour A moves 3.2 cm
Calculate the distance moved by the solvent.
___________________________________________________________________
___________________________________________________________________
Distance moved by the solvent = __________________ cm

(2)
(Total 8 marks)
A student investigated a food colouring using paper chromatography.
3.
1. Put a spot of food colouring X on the start line.

2. Put spots of three separate dyes, A, B and C, on the start line.
3. Place the bottom of the paper in water and leave it for several minutes.
(a) Figure 1 shows the apparatus the student used.
Figure 1
Give two mistakes the student made in setting up the experiment.
Tick two boxes.
The lid was on the beaker.
The paper did not touch the bottom of the

beaker.
The spots were too small.
The start line was drawn in ink.
The water level was above the spots.
(2)
(b) Another student set the experiment up correctly.
Figure 2 shows the student’s results.
Figure 2
How many dyes were in X?
Tick one box.
1 3 4 6
(1)
(c) Which dye, A, B or C, is not in X?
Write your answer in the box.
(1)
(d) Use Figure 2 to complete the table below.
Calculate the value for Rf for dye A.
Distance in mm
Distance moved by dye A

______________
Distance from start line to solvent front

______________
Use the equation:
Give your answer to two significant figures.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Rf value = ________________________________
(5)
(Total 9 marks)
Read the article.
4.
Problem food colourings

Scientists say they have evidence that some
food colourings cause hyperactive behaviour in
young children.
These food colourings are added to some sweets.
W, X, Y and Z are food colourings that may cause hyperactive behaviour in young children.
A scientist used chromatography to see if these food colourings were used in two sweets, S and
P.
The results are shown on the chromatogram.
(a) Food colourings, such as W, X, Y and Z, are added to some sweets.
Suggest one reason why.
___________________________________________________________________
___________________________________________________________________
(1)
(b) In chromatography, the Rf value =
Use the scale on the chromatogram to help you to answer this question.
Which food colouring, W, X, Y or Z, has an Rf value of 0.7?
(1)
(c) From the chromatogram, what conclusions can the scientist make about the colourings in
sweets S and P?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
(Total 5 marks)
This question is about mixtures and analysis.
5.
(a) Which two substances are mixtures?
Tick two boxes.
Air
Carbon dioxide
Graphite
Sodium Chloride
Steel
(2)
(b) Draw one line from each context to the correct meaning.
Context Meaning
A substance that has had nothing

added to it
Pure substance
A single element or a single compound
in chemistry
A substance containing only atoms which

have different numbers of protons
Pure substance A substance that can be separated by

in everyday life filtration
A useful product made by mixing

substances
(2)
(c) What is the test for chlorine gas?
Tick one box.
A glowing splint relights
A lighted splint gives a pop
Damp litmus paper turns white
Limewater turns milky
(1)
(d) A student tested a metal chloride solution with sodium hydroxide solution.
A brown precipitate formed.
What was the metal ion in the metal chloride solution?
Tick one box.
Calcium
Copper(II)
Iron(II)
Iron(III)
(1)
(Total 6 marks)
Page 1 of 17
The diagrams represent two compounds, A and B.
1.
Compound A Compound B
(a) (i) Compound B is an alcohol.
Name compound B.
______________________________________________________________
(1)
(ii) Use the correct answer from the box to complete the sentence.
burned decomposed oxidised
To form compound A,
compound B is ___________________________________
(1)
(iii) Compounds A and B are both colourless liquids.
A test tube contains a colourless liquid, which could be either compound A or

compound B.
Describe a simple chemical test to show which compound, A or B, is in the test tube.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(b) Compounds A and B react to produce compound C and compound D.
Compound A Compound B Compound C
(i) What is the formula of compound D?
______________________________________________________________
(1)
(ii) Compound C is an ester.
Name compound C.
______________________________________________________________
(1)
(iii) State one use of esters.
______________________________________________________________
(1)
(Total 7 marks)
This question is about ethanol.
2.
(a) Ethanol is produced by the reaction of ethene and steam:
C2H 4 + H 2O C2H5OH
(i) Figure 1 shows the energy level diagram for the reaction.
How does the energy level diagram show that the reaction is exothermic?
______________________________________________________________
______________________________________________________________
(1)
(ii) A catalyst is used for the reaction.
Explain how a catalyst increases the rate of the reaction.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(b) Figure 2 shows the displayed structure of ethanol.
Complete the dot and cross diagram in Figure 3 to show the bonding in ethanol.
Show the outer shell electrons only.
(2)
(c) A student burned some ethanol.
Figure 4 shows the apparatus the student used.
(i) The student recorded the temperature of the water before and after heating.
His results are shown in Table 1.
Table 1
Temperature before heating 20.7 °C
Temperature after heating 35.1 °C
Calculate the energy used to heat the water.
Use the equation Q = m × c × ΔT
The specific heat capacity of water = 4.2 J / g / °C
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Energy used = ____________________ J

(3)
(ii) Table 2 shows the mass of the spirit burner before the ethanol was burned and after
the ethanol was burned.
Table 2
Mass of spirit burner before ethanol was

72.80 g
burned
Mass of spirit burner after ethanol was burned 72.10 g
Calculate the number of moles of ethanol (C2H5OH) that were burned.
Relative atomic masses (Ar): H = 1; C = 12; O = 16
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Number of moles burned = ____________________

(3)
(iii) Calculate the energy released in joules per mole.
You should assume that all the energy from the ethanol burning was used to heat the
water.
______________________________________________________________
Energy = ____________________ J / mole

(1)
(d) The names, structures and boiling points of ethanol and two other alcohols are shown in
Table 3.
Table 3
Name Methanol Ethanol Propanol
Structure
Boiling
65 78 97
point in °C
Use your knowledge of structure and bonding to suggest why the boiling points increase as
the number of carbon atoms increases.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
(Total 15 marks)
This question is about carboxylic acids.

3.
Carboxylic acids belong to a homologous series.
The table below shows information about the first three carboxylic acids in this homologous
series.
Name Formula pH of a 0.01 mol/dm3 solution
Methanoic acid 2.91
Ethanoic acid CH3COOH 3.39
CH3CH2COOH 3.44
(a) Complete the table above.

(2)
(b) Ethanoic acid ionises in water.
The equation for the reaction is:
CH3COOH(aq) ⇌ CH3COO–(aq) + H+(aq)
Explain how the equation shows that ethanoic acid is a weak acid.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(2)
(c) A student adds a solution of ethanoic acid to zinc carbonate in an open flask on a balance.
Explain what happens to the mass of the flask and its contents during the reaction.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
(d) The student compares the rates of the reaction of zinc carbonate with:
• 0.01 mol/dm3 methanoic acid
• 0.01 mol/dm3 ethanoic acid.
The rate of the reaction with methanoic acid is greater than the rate of the reaction with
ethanoic acid.
Explain why.
You should refer to ions in your answer.
Use the table above.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(3)
Ethanoic acid reacts with ethanol to produce an ester.
(e) Give the name of the ester produced when ethanoic acid reacts with ethanol.
___________________________________________________________________
(1)
(f) Hexanedioic acid and ethanediol join together to produce a polyester.
Ethanoic acid and ethanol join together in the same way to produce an ester.
Which is the displayed structural formula of the ester produced when ethanoic acid reacts
with ethanol?
✓) one box.
Tick (✓
(1)
(Total 12 marks)
This question is about ethanol and ethanoic acid.

4.
Ethanol is an alcohol.
(a) The diagram below shows the displayed structural formula of ethanol.
Draw a circle on the diagram above around the alcohol functional group.
(1)
(b) An ethanol molecule contains atoms of three different elements.
Complete the table below to show:

• the name of each element
• the symbol for each element
• the number of atoms of each element in one molecule of ethanol.
Use the diagram above.
Number of atoms in
Name of element Symbol for element one molecule of
ethanol
Carbon C
Hydrogen 6
O 1
(3)
(c) Ethanol removes grass stains from clothes.
What type of substance is ethanol when used to remove grass stains?
✓) one box.
Tick (✓
A solute
A solution
A solvent
Wine contains ethanol.
Wine is produced from grape juice by fermentation.

(1)
(d) Complete the sentence.
Grape juice can be fermented to produce wine because
grape juice contains ______________________________.

(1)
(e) What is added to grape juice to cause fermentation?
___________________________________________________________________
(1)
(f) Ethanol reacts with ethanoic acid to produce an ester.
What is the name of the ester produced when ethanol reacts with ethanoic acid?
✓) one box.
Tick (✓
Ethane
Ethene
Ethyl ethanoate
(1)
(g) Ethanoic acid reacts with sodium carbonate.
The equation for the reaction is:
2 CH3COOH(aq) + Na2CO3(s) → 2 CH3COONa(aq) + H2O(l) + CO2(g)
What is the name of the liquid produced by this reaction?
___________________________________________
(1)
(h) Vinegar is a solution that contains ethanoic acid.
400 cm3 of vinegar contains 20 g of ethanoic acid.
Calculate the mass of ethanoic acid in 1.0 dm3 of vinegar.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Mass = _______________g
(3)
(Total 12 marks)
This question is about organic compounds.

5.
(a) Ethanol burns in air.
Use the correct answer from the box to complete the word equation for the reaction.
carbon hydrogen oxygen
ethanol + _______________ carbon dioxide + water

(1)
(b) Use the correct answer from the box to complete the sentence.
milk hard water vinegar
Ethanoic acid is in ______________________________ .

(1)
(c) Ethanoic acid is a carboxylic acid.
Which diagram, A, B or C, has a ring around the functional group of a carboxylic acid?
Write your answer in the box.
Diagram
(1)
(d) Ethyl propanoate is produced by reacting ethanol with propanoic acid.
What type of organic compound is ethyl propanoate?
Tick ( ) one box.
Alcohol
Carboxylic acid
Ester
(1)
(e) Organic compounds such as ethyl propanoate are used in perfumes.
Give two properties of these compounds that make them suitable for use in perfumes.
___________________________________________________________________
___________________________________________________________________
(2)
(Total 6 marks)
This question is about organic compounds.
6.
(a) Ethanol is an alcohol.
One use of ethanol is in alcoholic drinks.
Give two other uses of ethanol.
___________________________________________________________________
___________________________________________________________________
(2)
(b) Which gas is produced when sodium reacts with ethanol?
Tick ( ) one box.
Carbon dioxide
Carbon monoxide
Hydrogen
Oxygen
(1)
(c) Ethanoic acid (CH3COOH) can be produced from ethanol (CH3CH2OH).
(i) What type of reaction produces ethanoic acid from ethanol?
______________________________________________________________
(1)
(ii) Complete the displayed structure of ethanoic acid.
(1)
(iii) Solutions of ethanoic acid and hydrochloric acid with the same concentration have
different pH values.
Explain why the solution of ethanoic acid has a higher pH than the solution of
hydrochloric acid.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
(2)
(d) Ethanol and ethanoic acid react in the presence of a catalyst to form an ester.
(i) Name the ester made from ethanol and ethanoic acid.
______________________________________________________________
(1)
(ii) What type of chemical is used as a catalyst in this reaction?
______________________________________________________________
(1)
(iii) Esters are used in perfumes because they smell pleasant and are volatile.
What does volatile mean?
______________________________________________________________
(1)
(Total 10 marks)

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Q1.Ethene is used to produce poly(ethene).

(b) Polyesters are made by a different method of polymerisation.

Compare the polymerisation reaction used to produce poly(ethene) with the

(a) The polymer polyvinyl chloride (PVC) is non-biodegradable.

Give one problem caused by non-biodegradable polymers.

(b) Figure 1 shows a short section of a PVC molecule.

PVC is produced from a monomer that contains two carbon atoms.

Complete the structure of the monomer.

(c) Figure 2 represents a few short chains of PVC molecules.

Explain why PVC softens and melts when heated.

(d) Monomer A and monomer B react to form polymer C.

Name of functional group

(a) Describe how crude oil is separated into fractions.

(b) Fuel oil is one of the fractions from crude oil.

You do not need to give the name of this product.

C10H22 C5H10 + C3H8 + ........................

decane pentene propane

(ii) Pentene is used to produce poly(pentene).

Complete the equation and the displayed structure of poly(pentene).

(iii) Some polymers are described as smart polymers.

Suggest one property of a smart polymer that is different to that of an ordinary

(a) Describe how crude oil is separated into fractions.

(b) Ethene is produced by cracking the hydrocarbons in the naphtha fraction.

(i) Balance the symbol equation for this reaction.

C10H22 → C4H10 + C2H4

(ii) Describe how cracking is carried out.

Alkenes, such as ethene (C2H4), do form polymers.

Explain these statements.

Propene molecules form the polymer poly(propene).

Draw a diagram to represent part of a poly(propene) molecule.

(i) Describe how ethene forms poly(ethene).

(iii) The simplified structures of poly(ethene) and PEX are shown.

Poly(ethene) is a thermoplastic that softens easily when heated.

Copper is extracted from its ore by a series of processes.

PEX is made from crude oil by a series of processes.

This involves the cracking of hydrocarbons in the naphtha fraction.

decane → hexane + ethene

C10H22 → C6H14 + C2H4

(i) Balance the symbol equation given above.

(ii) Describe how cracking is carried out.

Complete the diagram to show the bonds in ethene.

Landfill, Incineration, Recycling and Re-use of Poly(ethene)

People could be encouraged to re-use their poly(ethene) bags and containers.

(a) What colour flame would sodium ions produce?

(b) Name a metal ion that would produce a green flame.

(c) Some fireworks contain a mixture of metal ions.

(d) Flame emission spectroscopy is used to identify metal ions in a firework.

The diagram below shows:

Tick two boxes.

The compounds in fireworks also contain non-metal ions.

A scientist tests a solution of the chemicals used in a firework.

A cream precipitate forms

Which ion is shown to be present by the cream precipitate?

The ratio by mass of A : B in the mixture is 1 : 8

(a) Calculate the mass of A needed in a mixture containing 125 g of B.

Scientists test a solution of compound A.

The table shows their results.

Add sodium hydroxide solution Blue precipitate

Add dilute hydrochloric acid and barium

(b) Which two ions are in compound A?

_ ions and _ ions