Chemistry (Us) : Number Key Number Key

Cambridge International Advanced Subsidiary Level and Advanced Level
9185 Chemistry (US) June 2014

Principal Examiner Report for Teachers
CHEMISTRY (US)
Paper 9185/11
Multiple Choice
Question Question
Key Key
Number Number
1 B 21 B
2 B 22 C
3 D 23 B
4 D 24 C
5 B 25 D
6 C 26 A
7 B 27 D
8 A 28 C
9 D 29 C
10 C 30 A
11 C 31 C
12 D 32 D
13 C 33 D
14 B 34 B
15 B 35 A
16 C 36 C
17 A 37 C
18 B 38 B
19 B 39 A
20 A 40 A
General Comments
This examination paper provided a difficult challenge to the candidates with many pleasing performances.
Sixteen questions can be said to have been found to be easier. 50% or more of candidates chose the
correct responses to each of Questions 4, 7, 10, 11, 12, 16, 17, 19, 20, 21, 22, 23, 24, 27, 28, and 32.
Six questions can be said to have been found to be particularly difficult. Fewer than 31% of candidates
chose the correct responses to each of Questions 2, 15, 29, 31, 33 and 40.
Comments on Specific Questions
Question 2
26% of candidates chose the correct answer, B. The most commonly chosen incorrect answers were A,
chosen by 30% of candidates, and C, chosen by 33% of candidates. This question requires candidates to
insert the data in the question into pV=nRT, and then to rearrange the expression to find T. Answer A arises
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if candidates do not appreciate that iodine vapour consists of I2, with an Mr of 254. Answer C arises if
candidates do not convert the volume 1.247 dm3 into 1.247 x 10-3 m3.
Question 15
30% of candidates chose the correct answer, B. The most commonly chosen incorrect answer was C,
chosen by 39% of candidates. Although calcium is directly below magnesium in the Periodic Table it does
not burn with a purely white flame. The flame seen when calcium burns is red.
Question 29
9% of candidates chose the correct answer, C. Choices A, B and D were each chosen by an approximately
equal number of candidates. It was hoped that candidates would draw structures on their examination
paper to help them and ideally these would have been skeletal formulae. This exercise probably produces
four diagrams which can be called “cis-cis”, “cis-trans”, “trans-cis”, and “trans-trans”. However it can be seen
that the “cis-trans” and “trans-cis” diagrams actually represent the same structure. Therefore, hex-2,4-diene
has three geometrical isomers.
Question 31
28% of candidates chose the correct answer, C. Choices A, B and D were each chosen by an
approximately equal number of candidates. The only reasonable structure for N2F4 is F2N-NF2. The reaction
is therefore N2F4 → 2NF2 and it involves the breaking of the N-N bond. Statement 1 is therefore false.
Statement 2 can be verified in the Data Booklet. Statement 3 can be verified with the help of a ‘dot-and-
cross’ diagram.
Question 33
27% of candidates chose the correct answer, D. The most commonly chosen incorrect answer was A,
chosen by 31% of candidates. Statement 1 is true; the activation energy of a chemical reaction has an effect
on the reaction rate. Statement 2 is false; the size of the enthalpy change does not affect the reaction rate.
Statement 3 is false; an equilibrium constant is a calculated value based on experimental observations made
under certain conditions, it is not a “factor” that influences other properties.
Question 40
28% of candidates chose the correct answer, A. Choices B, C and D were each chosen by an
approximately equal number of candidates. The three alcohols given are isomeric so 74.00 g is 1.00 mol in
each case. The question therefore rests on whether the given mass represents 0.62 mol of the given
product. Since this is true for choices 1, 2 and 3 the answer is A.
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CHEMISTRY (US)
Paper 9185/13
Multiple Choice
Question Question
Key Key
Number Number
1 B 21 C
2 B 22 A
3 A 23 D
4 D 24 B
5 A 25 B
6 B 26 A
7 C 27 D
8 C 28 D
9 D 29 D
10 A 30 D
11 C 31 A
12 A 32 B
13 A 33 B
14 C 34 B
15 A 35 B
16 D 36 C
17 A 37 C
18 D 38 D
19 B 39 B
20 A 40 C
General Comments
This examination paper provided a suitable challenge to the candidates with some pleasing performances.
Ten questions can be said to have been found to be easier. 70% or more of candidates chose the correct
responses to each of questions 4, 6, 7, 8, 16, 22, 23, 31, 32 and 36. Six questions can be said to have been
found to be particularly difficult. Fewer than 43% of candidates chose the correct responses to each of
questions 17, 20, 21, 26, 35 and 37.
Question 17
15% of candidates chose the correct answer, A. The most commonly chosen incorrect answer was B,
chosen by 46% of candidates. Chlorine will react with an excess of hot NaOH(aq) to form NaClO3. The
equation is 3Cl2 + 6NaOH → 5NaCl + NaClO3 + 3H2O. Therefore 0.6 moles of Cl2 gives 0.2 moles of
NaClO3 which has a mass of 21.3 g. Candidates who chose B may have done so assuming the product was
NaClO.
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Question 20
42% of candidates chose the correct answer, A. The most commonly chosen incorrect answer was D,
chosen by 34% of candidates. Candidates are encouraged to draw out the formula given on their question
paper to enable them to see the residue of butane-1,4-dioic acid in the centre of the molecule.
Question 21
41% of candidates chose the correct answer, C. The most commonly chosen incorrect answer was A,
chosen by 48% of candidates. In the free radical substitution reaction between ethane and chlorine a
number of radicals are formed, including C2H5, ethyl radicals. Two ethyl radicals can join together to form a
molecule of butane, hence the answer C. Answer A, CH3Cl, would only be correct if C-C bonds were broken
in the reaction which does not happen.
Question 26
33% of candidates chose the correct answer, A. The most commonly chosen incorrect answer was C,
chosen by 54% of candidates. A is correct because H2 + Ni will reduce an alkene to an alkane and will also
reduce an aldehyde to a primary alcohol. C is incorrect because NaBH4 will reduce an aldehyde to a primary
alcohol, but it is not capable of the reduction of an alkene to an alkane.
Question 35
40% of candidates chose the correct answer, B. The most commonly chosen incorrect answer was D,
chosen by 30% of candidates. It can be inferred from this that for many candidates the choice of answer
rested on the truth, or otherwise, of statement 2. Statement 2 is correct. The conversion of alcohols to acids
is an oxidation reaction, since SO2 is a reducing agent and an anti-oxidant it will help to prevent these
reactions. SO2 also helps to inhibit microbial growth, this will also contribute to the prevention of the
oxidation of alcohols to acids.
Question 37
40% of candidates chose the correct answer, C. The most commonly chosen incorrect answer was A,
chosen by 30% of candidates. It can be inferred from this that for many candidates the choice of answer
rested on the truth, or otherwise, of statement 1. Statement 1 is incorrect. If 2,4-dinitrophenylhydrazine is
added to propanal, the familiar reaction, giving an orange crystalline product, takes place at room
temperature and no heating is required.
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CHEMISTRY (US)
Paper 9185/21
AS Structured Questions
Key Messages
Candidates should be reminded to read questions carefully and check their answers thoroughly.
Candidates ought to be clear about the transition of physical and chemical properties of
elements/compounds across Period 3, and should be particularly careful in their use of chemical terminology,
e.g. ions as opposed to molecules. Careful attention is also required with respect to organic reactions and
mechanisms, where small slips can often invalidate answers.
Candidates should also be reminded that all working in calculations should be shown to ensure that due
credit can be awarded.
General Comments
This paper tested candidates’ knowledge and understanding of important aspects of AS Level Chemistry.
Careful reading of questions would have been of particular benefit in Question 3(a), where the identity of
atoms and ions were tested, with accompanying balanced equations. Question 4(b) highlighted the same
issue.
Question 1
This question combined an assessment of candidates’ knowledge of atomic structure with some Period 3
Chemistry. There were good answers to (a), (b) and (e), although (c) and (d) were less well answered;
many candidates struggled with the calculation of Ar and with the identification of the differing behaviour of
the chlorides of sodium and silicon.
(a) Most candidates were able to identify the loss of an electron as a process of ionisation, but
references to a molar enthalpy and gas-phase species were less frequently given.
(b) (i) The group to which A belongs was frequently correctly identified, but the accompanying
explanation sometimes lacked a clarity of expression that would have correctly highlighted the
large difference between the fifth and sixth ionisation energies.
(ii) This part was generally well answered, although some candidates incorrectly gave electronic
configurations for atoms in Period 3.
(c) (i) Candidates’ recall of this definition was not particularly secure, and the choice of terminology
undermined some answers. Many wrote correctly of an average mass, but then did not relate that
either to atoms of an element, nor make mention of the carbon-12 scale.
(ii) A number of different methods were employed here to good effect. Common errors included
omitting to count two chloride ions in the compound and not giving answers to three significant
figures. A significant number of candidates incorrectly attempted the calculation by pre-
determining the element they guessed Z to be.
(d) (i) Candidates were often able to correctly identify the reaction(s) between SiCl4 and water, but many
suggested that NaCl is hydrolysed to give NaOH and HCl.
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(ii) Following from (d)(i), some candidates were unable to score credit in this part. Reference was
required both to the structure and bonding of the compounds; many answers referred to SiCl4 as
being giant covalent.
(e) This question was generally answered well.
Question 2
This question was generally answered well, although the latter parts of (b) elicited guesses about the value
of x, which then led to circular calculations being performed.
(a) (i) Candidates’ attention should be drawn to the wording of the question, which asks for the meaning
of oxidise in the context of the statement, not for a definition of oxidation.
(ii) A large variety of answers were observed here.
(b) (i) There were many correct answers given to this part.
(ii) There were many correct answers given to this part.
(iii) Many candidates did not use their answer to (ii) in the calculation, opting instead to use a
constructed answer from (iv).
(iv) Where candidates had not managed to obtain a correct answer to (iii), the value of x was guessed
(often as 1), incorrectly to derive Mr = 151.8.
(v) Candidates who had followed (i) to (iv) correctly answered this well; others ended up performing
circular calculations for which credit could not be awarded.
Question 3
Part (b) of this question was largely answered well, whereas very few candidates secured full credit in any of
the three parts of (a), perhaps revealing a lack of knowledge of the properties and reactions of group 7
elements and compounds.
(a) (i) K was rarely correctly identified as chloride, although many candidates were awarded credit for
their equation (common errors included a lack of balancing and/or the use of NaSO4 as a wrong
formula) and explanation.
(ii) Neither Iodide, I–, nor the colour of its precipitate with silver, were rarely correctly identified, but
candidates tended to give the equations successfully.
(iii) This question was correctly answered by many candidates, although many also omitted to give
reference to the number of electrons and the intermolecular forces involved.
(b) (i) Many candidates answered this question very well. There was some confusion observed between
the products at the anode and cathode.
(ii) There were many correct answers seen for this part. Near-correct answers were often let down by
the lack of balancing or the misplacement of electrons.
Question 4
This question tested a wide range of topics within organic chemistry. Candidates’ recall of conditions and
mechanism names was good, but answers often lacked further depth.
(a) Many answers contradicted the question stem by stating that alkanes do not react with bromine,
and were unable, therefore, to gain credit for highlighting the (reasons for) different conditions
required for reaction.
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(b) (i) This question was answered well.
(ii) This question was answered well.
(iii) This question was not generally answered well. Many candidates omitted some/all of the three
necessary pieces of information: that it was a termination step within the bromination of ethane,
producing a hydrocarbon.
(iv) Again, candidates’ knowledge of free-radical mechanisms was poor. Only the most able
candidates scored credit here.
(c) (i) This question was answered well.
(ii) Most candidates scored some credit here. Common errors included an incorrectly displayed dipole
on Br—Br and imprecisely drawn curly arrows, both in the reactants and from the lone pair of Br– to
the carbocation intermediate.
(d) This question was answered well, although some candidates drew too many chlorine substituents,
or opted to draw a hexane derivative rather than a polymer.
(e) (i) The identification of NaOH (or KOH) as the reagent was generally given correctly. The need for
alcoholic conditions for heat/reflux was often omitted as a second piece of information.
(ii) Although many candidates were awarded credit for this, the skeletal representation of ethanol was
generally poor. Candidates should be reminded to draw full-length bonds at 120° where possible.
(iii) Only the most able candidates scored well here. The most common error with the displayed
formula was to not show the cyanide/nitrile group fully (—C≡N). Contractions of the name
propanenitrile, e.g. “propanitrile”, often invalidated the answer.
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CHEMISTRY
Paper 9185/23
AS Structured Questions
Key Messages
Candidates are to be reminded to read questions carefully and check answers thoroughly. In this paper,
candidates would have benefitted from this particularly in Question 1(c), where there was often a lack of
continuity between the answers offered; Question 3(a)(ii), where answers included unbalanced equations;
and in Question 4(e)(ii), where specific guidance was given as to the features to be included in the
mechanism.
Candidates need to ensure that any equations given are balanced and are also reminded that their working
in calculations should be shown to ensure that due credit can be awarded.
Candidates are recommended to make sure that keywords and definitions are learnt thoroughly; not only so
that questions such as 1(a) can be answered correctly but also so that the correct basic principles of
chemistry can be applied. This is especially true when explaining ideas such as trends in physical and
chemical properties.
General Comments
This paper tested a range of recall and application skills from across the AS syllabus and discriminated
effectively between candidates from across the ability range. There were, however, some recurrent
weaknesses which candidates would be well-advised to address. These include areas such as organic
nomenclature, for example in Question 1(c); and characteristic reactions of particular elements, for example
in Question 4, where the recall of halogen / halide reactions was expected.
Question 1
This question included a definition, a calculation sequence and some organic reactions.
(a) This was one of the most poorly answered questions on the paper and highlights the importance of
candidates thoroughly learning keywords and definitions.
(b) (i) More than half of candidates gained full credit here.
(ii) Full credit was obtained by the majority of candidates. The nature of many of the incorrect
responses, which did not fully take into account information provided by the question, reinforces the
importance of reading all the information given before attempting an answer.
(iii)–(v) Calculating the volume of oxygen used up was not well attempted by many candidates but most
were able to earn credit in (b)(iv) and (b)(v) as errors were carried forward (“ecf”) from the earlier
sections of the question.
(c) (i) It is recommended that candidates plan their answers to sequential questions such as this, perhaps
using a rough flow diagram so that the relationships between the different compounds can be seen.
This should reduce the lack of continuity in some candidates’ answers. For example, in this case,
a significant number of candidates offered a primary halogenoalkane as their answer for X and
then a secondary or tertiary alcohol as their answer for Z.
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(ii) A large number of candidates produced a response containing the mnemonic “the strong get
stronger” but it should be remembered that this is only an aid to remembering the outcome of this
reaction and does not actually constitute an explanation of why it happens. To gain full credit for
this question, a clear reference to the greater stability of the tertiary carbocation or to the inductive
effect of three (rather than one) alkyl groups was needed, but was not offered by many candidates.
Question 2
This proved to be by far the easiest question on this paper although there were again some problems with a
lack of continuity between the answers offered by candidates. For example, in (b)(ii) candidates were told
that the amount of NaOH calculated was equal to the amount of HCl left in excess, but many were unable to
use this idea to calculate the answer to (b)(iii).
Question 3
This question involved some introductory questions on atmospheric chemistry followed by calculations based
on a gaseous equilibrium.
(a) (i) Very few candidates offered the expected answers of lightning, causing reaction between
atmospheric nitrogen and oxygen, and car engines, where the high temperature causes some
reaction between nitrogen and oxygen.
(ii) This equation was not well remembered by candidates and was poorly attempted. Many
candidates offered NO2 + H2O → HNO3 despite this equation being unbalanced.
(iii) By contrast, this question was much better attempted and most candidates were able to earn credit
for SO3 + H2O → H2SO4. Fewer candidates were able to include both the other equations required.
(b) (i) Most candidates used the correct powers and terms in the relationship. However, many
candidates did not finally gain credit as a result of including square brackets, which should only be
used in an expression for Kc and never in an expression for Kp.
(ii) The key in questions of this type is to remember that there are potentially three quantitative pieces
of information about each species in the equation: initial amounts, final amounts and the amounts
reacting or being produced. Crucially, the stoichiometric ratio shown in the equation only applies to
the last of these. In this case initial amount of N2O4 is 2.00 mol, initial amount of NO2 is 0.00 mol,
and final amount of N2O4 is 1.84 mol. From this it can be deduced that 0.16 mol of N2O4 has
reacted during the reaction. As the ratio of NO2:N2O4 is 2:1, the amount of NO2 produced is twice
this, i.e. 0.32 mol.
(iii) Candidates should remember that, despite being called a “mole fraction”, the conventional way of
presenting this information is as a decimal, rounded to an appropriate number of significant figures;
in this case the expected answers were therefore 0.852 (or 0.85) and 0.148 (or 0.15).
(iv)(v) Given the possibility of carrying errors forward, most candidates were able to earn credit in these
sections. Candidates must be alert for any instruction to give an answer to a specific number of
significant figures.
Question 4
This question focused on halogen chemistry both from the point of view of Group VII and halogenoalkanes.
(a) (i) There was evidence of confusion here with some candidates discussing the trend in reactivity of
the hydrogen halides instead of the reactivity of the halogens themselves. Despite this, the
majority of candidates was able to earn credit for stating that reactivity decreases down the group.
(ii) Most candidates earned some credit here for a correct reference either to the halogen-halogen
bond strength or to the halogen-hydrogen bond strength, but very few were able to combine the
two ideas into a coherent argument for full credit.
(b) (i) This was correctly answered by the vast majority of candidates.
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(ii) Very few candidates were able to offer an adequate explanation for using a different preparation
method.
(iii) Following on from (b)(ii), this proved to be one of the most challenging questions on the paper for
candidates as the oxidation of the halide ion by concentrated sulfuric acid was not well
remembered.
(c) (i) It was pleasing to see that this question was one of the best answered on the paper. Most
candidates avoided drawing the same structure twice.
(ii) Naming caused difficulties for many candidates. There was also a lot of variation in the manner of
drawing three-dimensional structures. To be sure of communicating the correct idea, candidates
should use the conventional approach illustrated in section 10.1 of the syllabus.
(d) This proved a difficult question for many candidates. Some candidates were able to earn credit for
appreciating that the precipitate was due to halide ions liberated from the halogenoalkane, but very
few were able to explain the order of appearance of the precipitates in terms of the trend in carbon-
halogen bond strengths.
(e) (i) This question was mostly well answered by candidates.
(ii) The conventional representations of the principle organic reaction mechanisms must be learnt
thoroughly and, unfortunately, few candidates seemed to have done so in the case of nucleophilic
substitution. Candidates should remember that a curly arrow will always begin either at a lone pair
or at a line representing a bond.
(f) (i)(ii) Recall of these ideas related to atmospheric chemistry was generally good.
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CHEMISTRY (US)
Paper 9185/31
Advanced Practical Skills 1
Key Messages
● Candidates should practise reading scales on apparatus to an appropriate level of precision. The
data should then be recorded to reflect this precision.
● Candidates should practise recording errors and improvements in their quantitative lab work carried
out over the whole course.
● Candidates should be careful to obey instructions given in the exam paper, to quote answers to an
appropriate number of significant figures and to be careful to round these answers correctly.
● Candidates should be reminded to complete the Session and Laboratory boxes on the front of the
paper.
General comments
The Examiners thank Supervisors at Centres who supplied experimental data for Questions 1 and 2 for
each Session/Laboratory. Centres are reminded that the following documentation for each session and for
each laboratory within a session should be included in the script packet:
● a list of the candidates present and a seating plan for the laboratory;
● a copy of the examination paper with the Supervisor’s experimental results.
If candidates are not to be disadvantaged it is important that every candidate can be linked to a particular
session/laboratory and to a corresponding set of Supervisor’s results. Where this data is missing and
unobtainable candidates may be disadvantaged as a consequence.
This paper proved accessible to most candidates and wide range of credit was awarded. Almost all
candidates completed the paper indicating that there were no time constraints.
Comments on specific questions
Question 1
The majority of the candidates successfully completed the practical work and were able to gain credit both
for accuracy and in the calculation.
(a) Candidates should be reminded to record burette readings for the rough titration even though these
do not need to be to the same level of precision as those generating values for the accurate titres.
A significant minority of candidates did not record accurate burette readings to 0.05 cm3 and lost
the credit available for concordant titres by carrying out further titrations that were more than
0.10 cm3 from others. Candidates should be encouraged to continue with the rest of the paper
once they have achieved two titres within 0.10 cm3. Many candidates completed the titration well
and so gained full credit for accuracy.
As in most titration questions set, the quantities given were intended to produce titre values that
were in the mid-range of the burette. Some Centres recorded Supervisor values that were very
small (less than a few cm3) and others recorded values that meant that the burette would have had
to be refilled. In either case the Centre should check the chemicals used, since very small or very
large titres can make it difficult for candidates to access the credit available for accuracy.
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(b) The majority of candidates calculated a suitable value for the volume of FA 1 to be used in the
calculation. Candidates should be reminded that they must indicate which titres they are using in
their calculation and record their answers correct to two decimal places.
(c) Most candidates correctly calculated the number of moles of potassium manganate(VII) in (i) and
many then went on to use the stoichiometry of the equation to find the concentration of the
hydrogen peroxide in (iii). Even less able candidates could write an equation for the
decomposition of hydrogen peroxide in (iv), but only the most able could interpret the information
on ‘volume strength’ to correctly complete (v).
Question 2
(a) Most candidates drew a table and successfully carried out the practical to record reaction times. A
small number, however, did not include all the required volumes of solutions used and a significant
number did not, as given in the instructions, ‘record this reaction time to the nearest second’. In
this case rates quoted to two or three significant figures were accepted but a number who had
clearly calculated the value could not be awarded credit when they rounded their answers
incorrectly.
(b) It was not necessary to attempt to quote the exact mathematical relationship between ‘rate of
reaction’ and concentration, but answers had to make it clear in which direction the effect of
changing the concentration affected the rate.
(c) This part was not well answered with only the most able candidates gaining credit. Since the
question asked for the effect of changing the concentration of potassium iodide it was the volume
of FA 4 that had to be altered. Many candidates recognised this but few also recognised that the
total volume of solution must be kept constant so that the volume of FA 4 used had to be less than
20 cm3.
(d) Acceptable responses to questions asking about errors and improvements must be specific to the
actual example. Some responses clearly recognised a problem, but the suggested solutions were
too imprecise. Examples of this include the idea that changing the temperature would have an
effect and then trying to correct this problem by keeping it constant without specifying a practical
method, such as a water bath, for actually doing so.
(e) (i) Many candidates correctly calculated the percentage error using the expression 1/time from
Experiment 1.
(ii) This was less well done since a number of candidates assumed that, as the concentration
increased, the rate would be higher and the time less. However, since the colour change occurred
when all the thiosulfate had been used up, a higher concentration actually meant that the reaction
time was greater.
Question 3
Although many candidates gained the majority of the available credit, some ignored the instruction to give
the full name or formula of any reagent selected for a test. Use of the Qualitative Analysis Notes helps with
the descriptions of precipitates formed and should remind candidates that, in the investigation of cations, it is
necessary to add excess reagent.
(a) (i) Most candidates recognised that it was necessary to use aqueous sodium hydroxide and aqueous
ammonia, and a large number gave all observations correctly to identify the presence of Zn2+ and
thus score full credit. A number, however, did not unambiguously give observations when first a
small volume and then excess of these reagents were added.
(ii) Most candidates clearly recognised that the tests were designed to show the presence of a halide
and then sulfate / sulfite. To conclude that the halide was bromide, the precipitate formed with
silver nitrate must be described as being cream.
(b) In this part the descriptions of observations had to be precise to be awarded credit. In (i) the
original precipitate had to be given as being green but, since the instruction stated that the test
should be left for a few minutes, it was also necessary to state that it then went brown.
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In (ii) no reaction was expected but answers that gave a yellow or green solution were accepted.
In (iii) the formation of a precipitate of iron(III) hydroxide was recognised by many but few
candidates noted the effervescence that also occurred, and even fewer identified the gas by use of
a glowing splint.
Many candidates correctly recognised the reaction as being redox in (iv) but a small number
suggested just oxidation, neutralisation or displacement.
Answers to (v) which focused either on the formation of oxygen from the hydrogen peroxide or
oxidation of iron(II) to iron(III) were accepted and credit was often awarded.
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CHEMISTRY (US)
Paper 9185/35
Advanced Practical Skills 1
Key Messages
● Candidates should practise reading scales on apparatus to an appropriate level of precision. The
data should then be recorded to reflect this precision.
● Candidates should practise recording errors and improvements in their quantitative lab work carried
out over the whole course.
● The overwriting in pen of answers in pencil should be discouraged as the difficulty of reading may
lead to the candidate being unnecessarily penalised. In the case of crossed out answers any
subsequent work should be clearly set out for marking.
● Candidates should be reminded to complete the Session and Laboratory boxes on the front of the
paper.
General comments
The Examiners thank Supervisors at Centres who supplied experimental data for Questions 1 and 2 for
each Session/Laboratory. Centres are reminded that the following documentation for each session and for
each laboratory within a session should be included in the script packet:
● a list of the candidates present and a seating plan for the laboratory;
● a copy of the examination paper with the Supervisor’s experimental results.
If candidates are not to be disadvantaged it is important that every candidate can be linked to a particular
session/laboratory and to a corresponding set of Supervisor’s results. Where this data is missing and
unobtainable candidates may be disadvantaged as a consequence.
This paper proved accessible to most candidates and wide range of credit was awarded. Almost all
candidates completed the paper indicating that there were no time constraints.
Comments on specific questions
Question 1
Very few candidates were unable to complete the practical work, and most were able to gain credit both for
accuracy and in the calculation. This question was answered well by a large majority of candidates.
(a) Candidates should be reminded to record burette readings for the rough titration even though these
do not need to be to the same level of precision as those generating values for the accurate titres.
A significant minority of candidates did not record accurate burette readings to 0.05 cm3 and lost
the credit available for concordant titres by carrying out further titrations that were more than
0.10 cm3 from others. Candidates should be encouraged to continue with the rest of the paper
once they have achieved two titres within 0.10 cm3. The credit awarded for accuracy tended to be
Centre-dependent with many candidates from some Centres gaining the majority of the available
credit.
(b) The majority of candidates calculated a suitable value of the volume of FA 3 to be used in the
calculation. Candidates should be reminded that they must indicate which titres they are using in
their calculation and record their answers correct to two decimal places.
(c) The calculation was straightforward and many candidates gained full credit. The majority gave final
answers correct to three or four significant figures.
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(d) Many candidates found this section difficult and in (i) only a minority realised that a volume of FA 2
would involve two burette readings, or that the answers should be to two decimal places as given in
the question. Only a minority of candidates were able to link the lower volume of FA 2 with a
greater concentration of calcium hydroxide. Some candidates attempted to answer the question in
terms of percentage error.
(e) The responses tended to be Centre-dependent. A number of candidates suggested that the
calcium hydroxide would react with oxygen in the air.
Question 2
This question was generally answered well by a large majority of the candidates.
(a) Candidates should ensure they record all data stipulated in the instructions with full and
unambiguous headings. Most candidates recorded balance readings to a consistent number of
decimal places and gave units in the accepted format. However, many candidates ignored the
instruction to record their observations on heating and cooling the solid. Many candidates gained
credit for accuracy.
(b) A large majority of candidates answered (i) correctly with most of these showing the correct use of
44 and 125.4 in (ii). Most candidates used the mass of FA 4 (before heating) in (iii) and so gained
most of the available credit.
(c) Many candidates specified heating to constant mass in part (i), indicating that they were familiar
with this type of procedure, although some did not explain the reason for this sufficiently clearly.
Question 3
Careful reading of the introductory paragraphs would have helped some candidates attain more marks. The
marks ranged widely with some excellent responses from candidates who carried out the instructions
carefully and used the Qualitative Analysis Notes to good effect.
(a) Most candidates gained some credit for (i). Some needed to realise that larger than normal
volumes of aqueous sodium hydroxide and ammonia would be needed to test for the second cation
in FA 5 owing to the presence of excess nitric acid in the solution. However, the majority of
candidates achieved some credit for this section.
(b) The instruction in (i) to heat gently and then strongly implied that two observations were needed
but not all candidates gave these. However, many tested successfully for ammonia. Many
candidates recorded the expected results in test (ii), but fewer completed (iii) as they did not test
the gas evolved on adding nitric acid, contrary to the instructions at the start of the question.
Again, many candidates gained at least partial credit for the identities of the ions present.
© 2014
Cambridge International Advanced Level
CHEMISTRY (US)
Paper 9185/41
A2 Structured Questions
Key Messages
● Candidates would benefit from an increased familiarity with drawing structural formulae, especially three-
dimensional diagrams for octahedral, square planar and tetrahedral structures.
● Many candidates should be reminded of the distinguishing tests for the different functional groups in
organic chemistry.
● Candidates should set out calculations which clearly explain what the numbers refer to.
Candidates should also be reminded of the need to re-visit and revise AS material while preparing for the
A Level examination, particularly in the key definitions as seen in Questions 2(a)(i) and 3(c)(i), and organic
chemistry.
Candidates need to read the questions carefully before answering them; questions where this often
appeared not to have been done were:
Question 2(a)(ii) – required a three-dimensional structure to be drawn,
Questions 7(b)(i)-(ii), 7(c) and 7(d) – answers to this question tended to be very good from candidates who
were familiar with NMR, or quite poor from candidates who resorted to an amount of guesswork.
General Comments
This paper gave candidates of all abilities the opportunity to demonstrate their knowledge and understanding
of a wide range of chemistry topics. Candidates who were well-prepared for the examination were able to
tackle all of the questions. There was no evidence that candidates had insufficient time to complete the
paper.
The questions in Section B were generally answered well, and the overall neatness and legibility of answers
was good. This was not always the case however, and candidates are reminded to make sure that their
desired final answers are legible and obvious to the Examiner.
The arithmetical working in calculation questions should be set out clearly, to allow Examiners to award
‘error-carried-forward’ marks wherever possible.
Candidates are also reminded of the importance of careful, thorough reading of the question before
attempting to answer it, underlining key words or phrases on the question paper to ensure that it is answered
in the correct manner.
This report should be read in conjunction with the published mark scheme for this paper.
© 2014
Section A
Question 1
(a) (i) Most candidates answered this correctly.
(ii) Only a few candidates managed to explain these differences correctly. For high melting point, few
candidates mentioned about more delocalised electrons. For density, many candidates referred to
mass instead of atomic mass, and often the link to atomic/ionic radius was omitted.
(b) (i) This was generally answered well, although some candidates erroneously included a battery in
their circuit. A number did not include or label a salt bridge.
(ii) Most candidates scored some credit here. Many mentioned 1 mol dm–3, but some called the
solutions “Cu(II)/Cu and Fe(II)/Fe”. Another common error was to suggest platinum as one or both
of the electrodes.
(iii) Most candidates carried out the calculation correctly.
(iv) This question was more challenging, with only the more able candidates giving a well argued
answer. Some candidates gained partial credit for explaining their Ecell change in terms of the Fe2+
+ 2e– Fe (or Cu2+ + 2e– Cu) moving to the right hand side.
Candidates were expected to state how the Eelectrode changes and relate this to their Ecell.
(c) (i) Few candidates knew that the end point of the reaction is given by the first appearance of a pale
pink colouration when one drop of KMnO4 is added in excess. A common error was to give the
colour change as from purple to colourless.
(ii) Most candidates scored some credit here. The final molar mass was found to be more challenging
than the other two parts.
Question 2
(a) (i) This was generally answered well, although a number of candidates did not specify (central) atom
or ion in their definition of a complex.
(ii) This question was not answered well. Some poor three-dimensional diagrams were drawn as well,
as there were many square planar instead of tetrahedral structures of CuCl42–.
Some examples of correct three-dimensional diagrams of (Cu(H2O)6)2+ and (CuCl4)2–- are shown
below.
Common incorrect structures included:
© 2014
A small number of octahedral structures were given that showed two vertical bonds and a
perspectively-drawn square planar of 4 H2Os. These structures did not normally include any out of
plane bonds, so this structure gained no credit.
(iii) This was generally answered well. Geometrical was accepted as an alternative to cis-trans. Some
candidates incorrectly suggested optical isomerism or stereoisomerism.
(b) (i) A significant number of candidates were not awarded credit here; a common error was filling the 4s
orbital either fully or partially.
(ii) This seemed to be Centre-specific. The first part of the explanation was standard bookwork.
Some very good answers were seen but equally quite a number of candidates did not mention the
splitting of the d-orbitals by the ligand field or/and the promotion of an electron from a lower to a
higher level by the absorption of visible light. For the second part, it was expected that the
candidates would state that the d subshell is full or that there are no unpaired electrons in a
d-orbital; common incorrect answers included statements that the energy gap between the
d-orbitals is too large or that they have a full d-orbital.
(c) (i) This was answered well. Common incorrect answers included –212 (incorrect subtraction), +178.8
(omitting to multiply by 2), and –393.8 or +79.2 (one incorrect sign), all of which were partially
credited.
(ii) Many candidates performed well here and the application of le Chatelier’s principle in the second
part was good.
Question 3
(a) Few candidates gave the correct reagents and conditions for this hydrolysis, with most omitting the
water or heating.
(b) (i) A number of candidates failed to recognise that there were four isomers of piperic acid.
(ii) Fewer candidates were able to draw a cis isomer of piperic acid. Many candidates gave the same
isomer of piperic acid as given in the question.
(iii) This proved to be a difficult question and was not answered well. Candidates needed to draw the
two products from the oxidative cleavage of the two C=C bonds using hot concentrated acidified
KMnO4.
(c) (i) This was answered very well. The expression Kw = Ka × Kb was not accepted since the ionisation
of water should be defined as Kw = (H+(aq))(OH–(aq)).
(ii) Many candidates carried out this calculation correctly.
(iii) This proved difficult for many candidates. Answers were often too vague such as stating that
NaOH is more basic, and candidates did not mention that piperidine was a poorer proton acceptor
or only partly ionised.
(iv) Many candidates also found this difficult. Only the more able recognised that the piperidine was
more basic due to the presence of the electron donating alkyl groups.
(d) (i) Many candidates calculated the starting n(HCl) instead of the remaining n(HCl).
(ii) Only occasionally could error-carried-forward credit be awarded. Many candidates divided their
answer to (d)(i) by 0.02 rather than 0.03, or just took the pH = –log(n(HCl)).
© 2014
(iii) A reasonable number of candidates scored full credit for the graph, although many of these
included an error-carried-forward for the pH at 20 cm3. The most common error was suggesting
that the end-point was 10 cm3 instead of 15 cm3.
(iv) A number of candidates correctly identified B as the most suitable indicator.
Question 4
(a) Most candidates correctly identified three functional groups here.
(b) (i) This proved difficult for many candidates with only the more able gaining full credit. For the first
part, only a few recognised that Z was a cyanohydrin. The analogous benzyl alcohol and benzoic
acid were common errors. In the second part, most omitted a base or NaCN with the HCN
reagent, and Sn + HCl was a common error for the reductant.
(ii) Most candidates described the correct colour change or formation of a white precipitate, but far
fewer managed to suitably brominate the ring, with the OHs often undergoing replacement.
(c) (i) This was generally answered well, although many candidates formed the sodium alkoxide as well
as the two phenoxides.
(ii) Fewer candidates were able to draw the correct product of noradrenaline with HCl(aq). A common
error was substitution of one or both OHs by Cl.
(iii) The reaction with CH3COCl was much better known by candidates, and many gained some credit.
However, only the more able realised that three ester and one amide groups would be formed with
excess CH3COCl.
(d) Only a minority of candidates scored full credit here, although most correctly identified the ester.
Question 5
(a) (i) This was correctly answered by most candidates.
(ii) This too was mostly answered correctly.
(iii) This was less well known, with many candidates suggesting a secondary alcohol which was not
sufficient.
(b) In this part, candidates were expected to use their answers from (a)(i)-(iii) to suggest structures for
V and W. Often their answers did not tally with the groups suggested. A common error was
drawing an enol for one or both structures.
(c) Most candidates scored full credit here, although many of these included error-carried-forward for
cis-trans and corresponding isomers of their enol suggested in (b).
(d) This proved difficult for many candidates, with only the more able gaining full credit. A number of
gem-diols were incorrectly suggested.
© 2014
Section B
Question 6
(a) This part was straightforward, and most candidates scored full credit.
(b) This question was answered well. Common errors seen were thyamine/thiamine (instead of
thymine) and cysteine (instead of cytosine).
(c) (i) Most candidates gave the correct answer here.
(ii) This was generally answered well. It was expected that candidates would mention that hydrogen
bonds are weak so are easy to break; a number did not give a full explanation.
(d) Many candidates gave the correct answer here.
Question 7
(a) Candidates showed a good understanding of how to calculate the number of carbon atoms from
the mass spectrum peak height ratio.
(b) (i) This question required the use of the Data Booklet and the splitting pattern, which is so
characteristic of the ethyl group. These seemed to be ignored by a lot of candidates. Common
errors were (δ 2.2) RCH2R and (δ 11.8) OH.
(ii) This proved a challenging question with only the more able candidates gaining full credit. Only
about half of the candidates correctly identified the peak at δ 11.8. There seemed to be a poor
understanding of hydrogen-deuterium exchange.
(iii) This question proved to be difficult with only the stronger candidates drawing the correct structural
formula of G, CH3CH2COOH. A small number suggested the acceptable amide alternative,
CH3CH2CONH2. Many candidates did not suggest a viable structure that only had three different
proton environments, or a structure that had a group that would undergo hydrogen-deuterium
exchange.
(c) (i) Only a few candidates gave one of the acceptable structures, methyl ethanoate being the most
common. Most incorrect answers suggested had three, instead of two, different proton
environments.
(ii) This was marked conditionally of (c)(i). Full credit was rarely awarded.
Question 8
(a) (i) This part was generally well answered. A common incorrect answer was amine.
(ii) Fewer candidates managed to state that the type of reaction is hydrolysis. A variety of incorrect
answers were seen including condensation, neutralisation and reduction.
(iii) This part was answered well.
(iv) This was marked conditionally of (a)(iii). It was expected that candidates would circle three
functional groups, two methyl esters and the amide.
© 2014
Many circled two groups only and the amide was commonly forgotten. Many only circled the C of
the C=O and did not include the singly-bonded heteroatom either. In this case partial credit was
awarded.
(b) (i) Most candidates identified the correct location, Q, and gave a suitable explanation here.
(ii) There were many good answers to this part. Some candidates stopped short with only a reference
to its hydrophilic nature.
(c) (i) Most candidates gave a correct response here.
(ii) Fewer candidates scored here and it usually depended on whether they mentioned ‘cells’ or
‘tissues’. A number of vague references to causing harm and comparing the size of the nanocage
to the wavelength of the radiation were seen.
© 2014
CHEMISTRY (US)
Paper 9185/43
A2 Structured Questions
Key Messages
● Candidates would benefit from an increased familiarity with drawing structural formulae, especially three-
dimensional diagrams for octahedral, square planar and tetrahedral structures.
● Many candidates should be reminded of the distinguishing tests for the different functional groups in
organic chemistry.
● Candidates should set out calculations which clearly explain what the numbers refer to.
Candidates should also be reminded of the need to re-visit and revise AS material while preparing for the
A Level examination, particularly in the key definitions as seen in Questions 2(a)(i) and 3(c)(i), and organic
chemistry.
Candidates need to read the questions carefully before answering them; questions where this often
appeared not to have been done were:
Question 2(a)(ii) – required a three-dimensional structure to be drawn,
Questions 7(b)(i)-(ii), 7(c) and 7(d) – answers to this question tended to be very good from candidates who
were familiar with NMR, or quite poor from candidates who resorted to an amount of guesswork.
General Comments
This paper gave candidates of all abilities the opportunity to demonstrate their knowledge and understanding
of a wide range of chemistry topics. Candidates who were well-prepared for the examination were able to
tackle all of the questions. There was no evidence that candidates had insufficient time to complete the
paper.
The questions in Section B were generally answered well, and the overall neatness and legibility of answers
was good. This was not always the case however, and candidates are reminded to make sure that their
desired final answers are legible and obvious to the Examiner.
The arithmetical working in calculation questions should be set out clearly, to allow Examiners to award
‘error-carried-forward’ marks wherever possible.
Candidates are also reminded of the importance of careful, thorough reading of the question before
attempting to answer it, underlining key words or phrases on the question paper to ensure that it is answered
in the correct manner.
This report should be read in conjunction with the published mark scheme for this paper.
© 2014
Section A
Question 1
(a) (i) Most candidates answered this correctly.
(ii) Only a few candidates managed to explain these differences correctly. For high melting point, few
candidates mentioned about more delocalised electrons. For density, many candidates referred to
mass instead of atomic mass, and often the link to atomic/ionic radius was omitted.
(b) (i) This was generally answered well, although some candidates erroneously included a battery in
their circuit. A number did not include or label a salt bridge.
(ii) Most candidates scored some credit here. Many mentioned 1 mol dm–3, but some called the
solutions “Cu(II)/Cu and Fe(II)/Fe”. Another common error was to suggest platinum as one or both
of the electrodes.
(iii) Most candidates carried out the calculation correctly.
(iv) This question was more challenging, with only the more able candidates giving a well argued
answer. Some candidates gained partial credit for explaining their Ecell change in terms of the Fe2+
+ 2e– Fe (or Cu2+ + 2e– Cu) moving to the right hand side.
Candidates were expected to state how the Eelectrode changes and relate this to their Ecell.
(c) (i) Few candidates knew that the end point of the reaction is given by the first appearance of a pale
pink colouration when one drop of KMnO4 is added in excess. A common error was to give the
colour change as from purple to colourless.
(ii) Most candidates scored some credit here. The final molar mass was found to be more challenging
than the other two parts.
Question 2
(a) (i) This was generally answered well, although a number of candidates did not specify (central) atom
or ion in their definition of a complex.
(ii) This question was not answered well. Some poor three-dimensional diagrams were drawn as well,
as there were many square planar instead of tetrahedral structures of CuCl42–.
Some examples of correct three-dimensional diagrams of (Cu(H2O)6)2+ and (CuCl4)2–- are shown
below.
Common incorrect structures included:
© 2014
A small number of octahedral structures were given that showed two vertical bonds and a
perspectively-drawn square planar of 4 H2Os. These structures did not normally include any out of
plane bonds, so this structure gained no credit.
(iii) This was generally answered well. Geometrical was accepted as an alternative to cis-trans. Some
candidates incorrectly suggested optical isomerism or stereoisomerism.
(b) (i) A significant number of candidates were not awarded credit here; a common error was filling the 4s
orbital either fully or partially.
(ii) This seemed to be Centre-specific. The first part of the explanation was standard bookwork.
Some very good answers were seen but equally quite a number of candidates did not mention the
splitting of the d-orbitals by the ligand field or/and the promotion of an electron from a lower to a
higher level by the absorption of visible light. For the second part, it was expected that the
candidates would state that the d subshell is full or that there are no unpaired electrons in a
d-orbital; common incorrect answers included statements that the energy gap between the
d-orbitals is too large or that they have a full d-orbital.
(c) (i) This was answered well. Common incorrect answers included –212 (incorrect subtraction), +178.8
(omitting to multiply by 2), and –393.8 or +79.2 (one incorrect sign), all of which were partially
credited.
(ii) Many candidates performed well here and the application of le Chatelier’s principle in the second
part was good.
Question 3
(a) Few candidates gave the correct reagents and conditions for this hydrolysis, with most omitting the
water or heating.
(b) (i) A number of candidates failed to recognise that there were four isomers of piperic acid.
(ii) Fewer candidates were able to draw a cis isomer of piperic acid. Many candidates gave the same
isomer of piperic acid as given in the question.
(iii) This proved to be a difficult question and was not answered well. Candidates needed to draw the
two products from the oxidative cleavage of the two C=C bonds using hot concentrated acidified
KMnO4.
(c) (i) This was answered very well. The expression Kw = Ka × Kb was not accepted since the ionisation
of water should be defined as Kw = (H+(aq))(OH–(aq)).
(ii) Many candidates carried out this calculation correctly.
(iii) This proved difficult for many candidates. Answers were often too vague such as stating that
NaOH is more basic, and candidates did not mention that piperidine was a poorer proton acceptor
or only partly ionised.
(iv) Many candidates also found this difficult. Only the more able recognised that the piperidine was
more basic due to the presence of the electron donating alkyl groups.
(d) (i) Many candidates calculated the starting n(HCl) instead of the remaining n(HCl).
(ii) Only occasionally could error-carried-forward credit be awarded. Many candidates divided their
answer to (d)(i) by 0.02 rather than 0.03, or just took the pH = –log(n(HCl)).
© 2014
(iii) A reasonable number of candidates scored full credit for the graph, although many of these
included an error-carried-forward for the pH at 20 cm3. The most common error was suggesting
that the end-point was 10 cm3 instead of 15 cm3.
(iv) A number of candidates correctly identified B as the most suitable indicator.
Question 4
(a) Most candidates correctly identified three functional groups here.
(b) (i) This proved difficult for many candidates with only the more able gaining full credit. For the first
part, only a few recognised that Z was a cyanohydrin. The analogous benzyl alcohol and benzoic
acid were common errors. In the second part, most omitted a base or NaCN with the HCN
reagent, and Sn + HCl was a common error for the reductant.
(ii) Most candidates described the correct colour change or formation of a white precipitate, but far
fewer managed to suitably brominate the ring, with the OHs often undergoing replacement.
(c) (i) This was generally answered well, although many candidates formed the sodium alkoxide as well
as the two phenoxides.
(ii) Fewer candidates were able to draw the correct product of noradrenaline with HCl(aq). A common
error was substitution of one or both OHs by Cl.
(iii) The reaction with CH3COCl was much better known by candidates, and many gained some credit.
However, only the more able realised that three ester and one amide groups would be formed with
excess CH3COCl.
(d) Only a minority of candidates scored full credit here, although most correctly identified the ester.
Question 5
(a) (i) This was correctly answered by most candidates.
(ii) This too was mostly answered correctly.
(iii) This was less well known, with many candidates suggesting a secondary alcohol which was not
sufficient.
(b) In this part, candidates were expected to use their answers from (a)(i)-(iii) to suggest structures for
V and W. Often their answers did not tally with the groups suggested. A common error was
drawing an enol for one or both structures.
(c) Most candidates scored full credit here, although many of these included error-carried-forward for
cis-trans and corresponding isomers of their enol suggested in (b).
(d) This proved difficult for many candidates, with only the more able gaining full credit. A number of
gem-diols were incorrectly suggested.
© 2014
Section B
Question 6
(a) This part was straightforward, and most candidates scored full credit.
(b) This question was answered well. Common errors seen were thyamine/thiamine (instead of
thymine) and cysteine (instead of cytosine).
(c) (i) Most candidates gave the correct answer here.
(ii) This was generally answered well. It was expected that candidates would mention that hydrogen
bonds are weak so are easy to break; a number did not give a full explanation.
(d) Many candidates gave the correct answer here.
Question 7
(a) Candidates showed a good understanding of how to calculate the number of carbon atoms from
the mass spectrum peak height ratio.
(b) (i) This question required the use of the Data Booklet and the splitting pattern, which is so
characteristic of the ethyl group. These seemed to be ignored by a lot of candidates. Common
errors were (δ 2.2) RCH2R and (δ 11.8) OH.
(ii) This proved a challenging question with only the more able candidates gaining full credit. Only
about half of the candidates correctly identified the peak at δ 11.8. There seemed to be a poor
understanding of hydrogen-deuterium exchange.
(iii) This question proved to be difficult with only the stronger candidates drawing the correct structural
formula of G, CH3CH2COOH. A small number suggested the acceptable amide alternative,
CH3CH2CONH2. Many candidates did not suggest a viable structure that only had three different
proton environments, or a structure that had a group that would undergo hydrogen-deuterium
exchange.
(c) (i) Only a few candidates gave one of the acceptable structures, methyl ethanoate being the most
common. Most incorrect answers suggested had three, instead of two, different proton
environments.
(ii) This was marked conditionally of (c)(i). Full credit was rarely awarded.
Question 8
(a) (i) This part was generally well answered. A common incorrect answer was amine.
(ii) Fewer candidates managed to state that the type of reaction is hydrolysis. A variety of incorrect
answers were seen including condensation, neutralisation and reduction.
(iii) This part was answered well.
(iv) This was marked conditionally of (a)(iii). It was expected that candidates would circle three
functional groups, two methyl esters and the amide.
© 2014
Many circled two groups only and the amide was commonly forgotten. Many only circled the C of
the C=O and did not include the singly-bonded heteroatom either. In this case partial credit was
awarded.
(b) (i) Most candidates identified the correct location, Q, and gave a suitable explanation here.
(ii) There were many good answers to this part. Some candidates stopped short with only a reference
to its hydrophilic nature.
(c) (i) Most candidates gave a correct response here.
(ii) Fewer candidates scored here and it usually depended on whether they mentioned ‘cells’ or
‘tissues’. A number of vague references to causing harm and comparing the size of the nanocage
to the wavelength of the radiation were seen.
© 2014
CHEMISTRY (US)
Paper 9185/51
Planning, Analysis and Evaluation
Key Messages
• An increased familiarity with experimental techniques and experience of carrying out practical
procedures would be of benefit to candidates.
• Candidates should be reminded that useful information is often given in the question introduction
which needs to be considered before answering.
General Comments
The basis of Question 1 was the determination of the stoichiometric relationship for the thermal
decomposition of magnesium nitrate(V). Candidates struggled with formulae and with drawing suitable
equipment for gas collection.
In Question 2 candidates were required to handle electrode potential data and manipulate the Nernst
equation, the latter proving difficult for some candidates. The drawing of the graph was much improved on
previous years’ performances, possibly because of the introduction of labelled axes on which candidates
plotted their points.
Question 1
(a) (i) Despite being given the reactants and products, many candidates were not able to state correct
equations for the thermal decomposition of magnesium nitrate(V). The formulae of magnesium
nitrate(V) and nitrogen(IV) oxide were common problems. It should be emphasised that the skills
involved here are fundamental in chemistry and provide the basis for much subsequent
understanding.
(ii) Most candidates calculated a correct relative molecular mass for magnesium oxide. Many
candidates were successful in calculating molar volumes even if their equation in (a)(i) was
incorrect, provided they correctly used the molar ratios given by their equation. Candidates should
be reminded to make sure they have fully answered the question; in this case all values were
required. Units should always be given.
(b) (i) Experience of practical experimental procedures was necessary to produce a diagrammatic
representation of equipment that would carry out the required process. The question required that
the nitrogen(IV) oxide absorbance and oxygen collection be done separately and sequentially.
Many candidates had two output tubes from the reaction vessel leading to two syringes or one tube
that split into two and onto two syringes. In both these cases the candidates assumed that each
syringe would collect one of the gases alone. Some drawings of oxygen collection over water did
not function. Various nitrogen(IV) oxide absorbers were proposed and although the question
stated that the nitrogen(IV) oxide was acidic and reacts completely with alkalis, many did not
include an alkali (or base) in their absorber. Many attempts were made which included an alkali
but would not properly work. These included having cotton wool soaked in alkali in the upper part
of the tube, having the magnesium nitrate(V) heated in an alkali solution, having various U tubes
that would not allow the passage of gas and passing the gas stream over solid alkali in a tube.
Often the diagrams were not sufficiently labelled or the apparatus was not drawn as airtight. Very
few candidates received full credit on this question which is significant since confidence in
experimental set up details of this nature are fundamental to practical chemistry.
© 2014
(ii) In order to successfully state the volume of the gas collector, candidates needed to be familiar with
the equipment available in a common school laboratory. Some candidates proposed very large
(e.g. 50 dm3) collectors which were impractical or sizes that lacked a unit.
In order to calculate an appropriate mass of magnesium nitrate(V) to be used, a number of

operations were required. These included converting the proposed volume of the gas collector to
moles of oxygen, then using their mole ratios from the answer to (a)(i) along with the relative
molecular mass of magnesium nitrate(V). Many candidates made a good attempt at this
calculation and most of those were successful. As a generality in a multistage calculation it is best
not to round values during the calculation but to do so at the final answer (if necessary). On
occasion the unit was missing or incorrect. Some candidates confused magnesium nitrate(V) and
magnesium oxide.
(c) Most candidates had some idea of the measurements of the reactant and products required for the
verification of the equation, but the answers were mostly incomplete. There was a requirement for
the starting and finishing mass; this was often omitted.
(d) (i) There are many observations (e.g. no bubbles in the trough or syringe plunger stops moving) that
could be used to indicate the end of the reaction; simply saying ‘no more gas is produced’ does not
indicate how this would be observed. Some candidates who gave ‘until no more solid in the tube’
did not take account of the solid nature of the magnesium oxide product. Others incorrectly
surmised there may be a colour change at the end.
(ii) In experiments involving measurement of gas volumes, the temperature and/or pressure conditions
are crucial to having accurate results. Too many answers did not refer to this, instead referring to
having a syringe set to zero, empty or in a vacuum.
(e) The majority of the candidates understood that a response in terms of mole ratios was required but
often became confused. In order to maintain clarity in responses requiring more than one piece of
information, candidates may find it helpful to use bullet points.
(f) The hazard data given in the question concerned the dangers of inhaling nitrogen(IV) oxide, thus
ways of preventing that were required, such as masks or guards of various descriptions or fume
cupboards that would prevent gas escape into the laboratory.
Question 2
There was a substantial amount of background information concerning the cell set up which needed to be
considered before attempting answering the questions. A feature of the calculations in this question was the
significance of the negative sign which was often ignored by candidates.
(a) The data calculation was very straightforward and the vast majority of the candidates gained full
credit here. Most of the errors were in decimal place typically 1.00 and 2.00 being given as 1 and 2
respectively. Sometimes there was evidence of truncation rather than correct rounding, e.g. the
last value of -3.699 given a -3.69 rather than -3.70.
(b) The candidates were not required, as in past years, to draw, label and scale the axes which made
good graphical representation much more straightforward. All the candidates used the given axes
without alteration and coped well with the negative log scale.
The nature of the values of the data and scaling of the axes meant that all of the points were on the
intersection of two grid lines. As a consequence the plotting of the data was very well done. There
were only a few mis-plots, notably the point (-0.30,0.94) which was often plotted at (-3.00,0.94).
Some candidates’ plots were very faint and difficult to see, for example a dot plot often gets
obscured by the drawn line. Some candidates with a dot or cross plot had a small circle around
them making them more obvious (any anomaly would then have a double circle to identify it).
The line of best fit was mostly done very well with the best line going through five points and just
missing points 3, 5 and 7. There was some evidence that a few candidates did not use a ruler or
had a line composed of more than one line.
© 2014
(c) It was apparent that most candidates were expecting there to be anomalous points and selected
those that were just off the line as anomalous. However those points were well within the variation
that could be expected in the data so were not anomalous. A minority of candidates correctly
reported no anomalies. Even fewer gave a reason for that based on the rounding of the log values
and the measurement of the cell potential to two decimal places leading to some variability in the
data.
(d) (i) Most candidates drew satisfactory construction lines on their graphs. For the calculation of the
slope most candidates correctly read the co-ordinate values typically using data points that were on
the line and correctly calculated the slope. However, some candidates gave some inversion of co-
ordinate values i.e. (y1 -y2)/(x2 - x1) whist others did not give the slope as negative which should
have been apparent to candidates by way of the negative slope of the line.
The calculation of a value for n proved difficult for many candidates, even though the equation
given could be rearranged into the form y = mx + c. Some candidates with a good value for n did
not round to the nearest whole number.
(ii) The simplest way of determining Eo is from the line equation y = mx + c where the intercept on the
y axis (at x = 0) is Eo and if the line was produced back to that axis it would give 0.931 V. As the
data was given to two decimal places then 0.93 V was acceptable. Some candidates calculated Eo
from the Nernst equation using the value of n from (d)(i) and one set of data. If a reasonable value
of n was used this approach was usually successful.
(e) Only a minority of candidates used a correct calculation in this part. The most common deviations
were the inversion of the calculation and the loss of the important negative sign. Also required was
the identity of M from the Eo value which had to be a metal but was often given as an ion.
(f) The required equation was often given incorrectly here. Common errors were having the reverse
reaction or not balancing the equation, particularly in the number of silver atoms in the products.
(g) (i) It was very pleasing to see that many candidates were aware that the salt bridge allows the
movement of ions rather than electrons.
(ii) This question was not well answered; the solubility of potassium and nitrate compounds and the
insolubility of lead and silver chlorides were not well known. Many candidates attempted
explanations in terms of electrode potential.
© 2014
CHEMISTRY (US)
Paper 9185/53
Planning, Analysis and Evaluation
Key Messages
• An increased familiarity with experimental techniques and experience of carrying out practical
procedures would be of benefit to candidates.
• Candidates should be reminded that useful information is often given in the question introduction
which needs to be considered before answering.
General Comments
The basis of Question 1 was the determination of the stoichiometric relationship for the thermal
decomposition of magnesium nitrate(V). Candidates struggled with formulae and with drawing suitable
equipment for gas collection.
In Question 2 candidates were required to handle electrode potential data and manipulate the Nernst
equation, the latter proving difficult for some candidates. The drawing of the graph was much improved on
previous years’ performances, possibly because of the introduction of labelled axes on which candidates
plotted their points.
Question 1
(a) (i) Despite being given the reactants and products, many candidates were not able to state correct
equations for the thermal decomposition of magnesium nitrate(V). The formulae of magnesium
nitrate(V) and nitrogen(IV) oxide were common problems. It should be emphasised that the skills
involved here are fundamental in chemistry and provide the basis for much subsequent
understanding.
(ii) Most candidates calculated a correct relative molecular mass for magnesium oxide. Many
candidates were successful in calculating molar volumes even if their equation in (a)(i) was
incorrect, provided they correctly used the molar ratios given by their equation. Candidates should
be reminded to make sure they have fully answered the question; in this case all values were
required. Units should always be given.
(b) (i) Experience of practical experimental procedures was necessary to produce a diagrammatic
representation of equipment that would carry out the required process. The question required that
the nitrogen(IV) oxide absorbance and oxygen collection be done separately and sequentially.
Many candidates had two output tubes from the reaction vessel leading to two syringes or one tube
that split into two and onto two syringes. In both these cases the candidates assumed that each
syringe would collect one of the gases alone. Some drawings of oxygen collection over water did
not function. Various nitrogen(IV) oxide absorbers were proposed and although the question
stated that the nitrogen(IV) oxide was acidic and reacts completely with alkalis, many did not
include an alkali (or base) in their absorber. Many attempts were made which included an alkali
but would not properly work. These included having cotton wool soaked in alkali in the upper part
of the tube, having the magnesium nitrate(V) heated in an alkali solution, having various U tubes
that would not allow the passage of gas and passing the gas stream over solid alkali in a tube.
Often the diagrams were not sufficiently labelled or the apparatus was not drawn as airtight. Very
few candidates received full credit on this question which is significant since confidence in
experimental set up details of this nature are fundamental to practical chemistry.
© 2014
(ii) In order to successfully state the volume of the gas collector, candidates needed to be familiar with
the equipment available in a common school laboratory. Some candidates proposed very large
(e.g. 50 dm3) collectors which were impractical or sizes that lacked a unit.
In order to calculate an appropriate mass of magnesium nitrate(V) to be used, a number of

operations were required. These included converting the proposed volume of the gas collector to
moles of oxygen, then using their mole ratios from the answer to (a)(i) along with the relative
molecular mass of magnesium nitrate(V). Many candidates made a good attempt at this
calculation and most of those were successful. As a generality in a multistage calculation it is best
not to round values during the calculation but to do so at the final answer (if necessary). On
occasion the unit was missing or incorrect. Some candidates confused magnesium nitrate(V) and
magnesium oxide.
(c) Most candidates had some idea of the measurements of the reactant and products required for the
verification of the equation, but the answers were mostly incomplete. There was a requirement for
the starting and finishing mass; this was often omitted.
(d) (i) There are many observations (e.g. no bubbles in the trough or syringe plunger stops moving) that
could be used to indicate the end of the reaction; simply saying ‘no more gas is produced’ does not
indicate how this would be observed. Some candidates who gave ‘until no more solid in the tube’
did not take account of the solid nature of the magnesium oxide product. Others incorrectly
surmised there may be a colour change at the end.
(ii) In experiments involving measurement of gas volumes, the temperature and/or pressure conditions
are crucial to having accurate results. Too many answers did not refer to this, instead referring to
having a syringe set to zero, empty or in a vacuum.
(e) The majority of the candidates understood that a response in terms of mole ratios was required but
often became confused. In order to maintain clarity in responses requiring more than one piece of
information, candidates may find it helpful to use bullet points.
(f) The hazard data given in the question concerned the dangers of inhaling nitrogen(IV) oxide, thus
ways of preventing that were required, such as masks or guards of various descriptions or fume
cupboards that would prevent gas escape into the laboratory.
Question 2
There was a substantial amount of background information concerning the cell set up which needed to be
considered before attempting answering the questions. A feature of the calculations in this question was the
significance of the negative sign which was often ignored by candidates.
(a) The data calculation was very straightforward and the vast majority of the candidates gained full
credit here. Most of the errors were in decimal place typically 1.00 and 2.00 being given as 1 and 2
respectively. Sometimes there was evidence of truncation rather than correct rounding, e.g. the
last value of -3.699 given a -3.69 rather than -3.70.
(b) The candidates were not required, as in past years, to draw, label and scale the axes which made
good graphical representation much more straightforward. All the candidates used the given axes
without alteration and coped well with the negative log scale.
The nature of the values of the data and scaling of the axes meant that all of the points were on the
intersection of two grid lines. As a consequence the plotting of the data was very well done. There
were only a few mis-plots, notably the point (-0.30,0.94) which was often plotted at (-3.00,0.94).
Some candidates’ plots were very faint and difficult to see, for example a dot plot often gets
obscured by the drawn line. Some candidates with a dot or cross plot had a small circle around
them making them more obvious (any anomaly would then have a double circle to identify it).
The line of best fit was mostly done very well with the best line going through five points and just
missing points 3, 5 and 7. There was some evidence that a few candidates did not use a ruler or
had a line composed of more than one line.
© 2014
(c) It was apparent that most candidates were expecting there to be anomalous points and selected
those that were just off the line as anomalous. However those points were well within the variation
that could be expected in the data so were not anomalous. A minority of candidates correctly
reported no anomalies. Even fewer gave a reason for that based on the rounding of the log values
and the measurement of the cell potential to two decimal places leading to some variability in the
data.
(d) (i) Most candidates drew satisfactory construction lines on their graphs. For the calculation of the
slope most candidates correctly read the co-ordinate values typically using data points that were on
the line and correctly calculated the slope. However, some candidates gave some inversion of co-
ordinate values i.e. (y1 -y2)/(x2 - x1) whist others did not give the slope as negative which should
have been apparent to candidates by way of the negative slope of the line.
The calculation of a value for n proved difficult for many candidates, even though the equation
given could be rearranged into the form y = mx + c. Some candidates with a good value for n did
not round to the nearest whole number.
(ii) The simplest way of determining Eo is from the line equation y = mx + c where the intercept on the
y axis (at x = 0) is Eo and if the line was produced back to that axis it would give 0.931 V. As the
data was given to two decimal places then 0.93 V was acceptable. Some candidates calculated Eo
from the Nernst equation using the value of n from (d)(i) and one set of data. If a reasonable value
of n was used this approach was usually successful.
(e) Only a minority of candidates used a correct calculation in this part. The most common deviations
were the inversion of the calculation and the loss of the important negative sign. Also required was
the identity of M from the Eo value which had to be a metal but was often given as an ion.
(f) The required equation was often given incorrectly here. Common errors were having the reverse
reaction or not balancing the equation, particularly in the number of silver atoms in the products.
(g) (i) It was very pleasing to see that many candidates were aware that the salt bridge allows the
movement of ions rather than electrons.
(ii) This question was not well answered; the solubility of potassium and nitrate compounds and the
insolubility of lead and silver chlorides were not well known. Many candidates attempted
explanations in terms of electrode potential.
© 2014

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Cambridge International Advanced Subsidiary Level and Advanced Level

9185 Chemistry (US) June 2014

Comments on Specific Questions

Comments on Specific Questions

Comments on Specific Questions

(e) This question was generally answered well.

(ii) A large variety of answers were observed here.

(ii) There were many correct answers given to this part.

(ii) This question was answered well.

(c) (i) This question was answered well.

Comments on Specific Questions

(e) (i) This question was mostly well answered by candidates.

Comments on specific questions

Comments on specific questions

Question 2(a)(ii) – required a three-dimensional structure to be drawn,

(a) (i) Most candidates answered this correctly.

(iii) Most candidates carried out the calculation correctly.

Common incorrect structures included:

(ii) Many candidates carried out this calculation correctly.

(iv) A number of candidates correctly identified B as the most suitable indicator.

(a) Most candidates correctly identified three functional groups here.

(a) (i) This was correctly answered by most candidates.

(ii) This too was mostly answered correctly.

(c) (i) Most candidates gave the correct answer here.

(d) Many candidates gave the correct answer here.

(iii) This part was answered well.

(c) (i) Most candidates gave a correct response here.

Question 2(a)(ii) – required a three-dimensional structure to be drawn,

(a) (i) Most candidates answered this correctly.

(iii) Most candidates carried out the calculation correctly.

Common incorrect structures included:

(ii) Many candidates carried out this calculation correctly.

(iv) A number of candidates correctly identified B as the most suitable indicator.

(a) Most candidates correctly identified three functional groups here.

(a) (i) This was correctly answered by most candidates.

(ii) This too was mostly answered correctly.

(c) (i) Most candidates gave the correct answer here.

(d) Many candidates gave the correct answer here.

(iii) This part was answered well.

(c) (i) Most candidates gave a correct response here.

Comments on Specific Questions

In order to calculate an appropriate mass of magnesium nitrate(V) to be used, a number of

Comments on Specific Questions

In order to calculate an appropriate mass of magnesium nitrate(V) to be used, a number of

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