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Chemicalanalysis

Chlorine and bromine are group 7 elements. Chlorine is added to drinking water to disinfect it. When bromine water is added to an unsaturated organic compound, it causes the compound to brominate. Bromine can be extracted from seawater by reacting bromide ions with chlorine to form bromine and chloride ions. Bromine is less reactive than chlorine due to having more electron shells between the valence and inner electrons. Identifying sodium and potassium ions in low sodium salt is difficult using flame tests due to the presence of other ions.

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0% found this document useful (0 votes)

7 views

Chemicalanalysis

Uploaded by

muhammadshadid4

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

You are on page 1/ 90

Chlorine and bromine are important Group 7 elements.

1
(a) Explain why chlorine is added to drinking water.

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

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

(b) Describe what you would see when bromine water is added to an unsaturated organic
compound.

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

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

(c) Bromine can be extracted from seawater. The dissolved bromide ions are reacted with
chlorine. Bromine and chloride ions are formed.

(i) Complete and balance the equation below, which represents the reaction between
chlorine and bromide ions.

Cl2 + 2Br– → ......................... + .........................

(1)

(ii) Describe what you see when chlorine is added to a solution containing bromide ions.

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

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

(d) In terms of electronic structure:

(i) state why bromine and chlorine are both in Group 7

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

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

Page 2 of 91
(ii) explain why bromine is less reactive than chlorine.

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

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

(e) What is the result of adding acidified silver nitrate solution to a solution containing:

(i) chloride ions

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

(ii) bromide ions?

...................................................................................................................
(1)
(Total 10 marks)

The label is from a packet of Low Sodium Salt.

Page 3 of 91
(a) A student tested some Low Sodium Salt to show that it contains carbonate ions and
chloride ions.

(i) Describe and give the result of a test for carbonate ions.

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

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

(ii) A student identified chloride ions using acidified silver nitrate solution.

State what you would see when acidified silver nitrate solution is added to a solution
of Low Sodium Salt.

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

(iii) Flame tests can be used to identify potassium ions and sodium ions.

Suggest why it is difficult to identify both of these ions in Low Sodium Salt using a
flame test.

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

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

(b) Read the following information and then answer the questions.

Salt – friend or foe?

Sodium chloride (salt) is an essential mineral for our health. It is used to flavour
and preserve foods. Too much sodium in our diet may increase the risk of high
blood pressure and heart disease. Heart disease is the biggest cause of death in
the United Kingdom. Some people claim that excess sodium is a poison that can
cause cancer, while others say that more evidence is needed.
Many processed foods contain salt, so it is easy to exceed the recommended
daily upper limit of about 5 g of salt per person. A ‘healthier’ amount should be
about 3 g. In the United Kingdom many people consume over 10 g of salt each
day.
One way to reduce sodium in our diet is to use Low Sodium Salt. This has two
thirds of the sodium chloride replaced by potassium chloride.
A national newspaper asked readers for their views on two options.
Option 1: Ban the use of sodium chloride in foods.
Option 2: Reduce the amount of sodium chloride in all foods to a ‘healthier’ level.

Page 4 of 91
(i) Suggest why Option 1 was rejected.

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

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

(ii) Suggest two advantages and one disadvantage of Option 2.

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

...................................................................................................................
(3)
(Total 8 marks)

Chemical tests can be used to identify ions in solutions.

3
(a) List A gives the names of two sulfates in solution.
List B gives the results of adding sodium hydroxide solution.

Draw a straight line from each sulfate in List A to its correct test result in List B.

List A List B
Name of sulfate Result of adding
in solution sodium hydroxide solution

(2)

(b) Suggest why clean test tubes were used for each test.

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

.............................................................................................................................
(1)
Page 5 of 91
(c) Draw a ring around the correct colour to complete this sentence.

Sulfate solutions react with barium chloride solution to give a

blue
green precipitate.
white

(1)
(Total 4 marks)

The result of a process used to detect and identify the colours in two foods, A and B, is
4 shown.

(i) Describe the differences between the colours used in food A and food B.

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

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

(ii) Tick ( ) the name of the process used to detect and identify colours in food.

Process ( )

chromatography

extraction

hardening

(1)
(Total 3 marks)

Page 6 of 91
This question is about chemical tests.
5
(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)

Page 7 of 91
(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?

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

(ii) What is the colour produced by potassium ions in a flame test?

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

(iii) Why is it not possible to tell from the flame test that both ions are present in low
sodium salt?

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

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

Page 8 of 91
Chemical tests can be used to detect and identify elements and compounds.
6
A jar of a chemical from 1870 is shown.

Copperas was a name used for iron(II) sulfate, FeSO4. It does not contain any copper!

(a) A student tested solutions of copperas to show which ions it contained.

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

(i) The student tested for iron(II) ions, Fe2+

barium chloride.

The student added a solution of silver nitrate.

sodium hydroxide.

green

The colour of the precipitate formed was red.

white

liquid.

The precipitate was a gas.

solid

(3)

Page 9 of 91
(ii) The student tested for sulfate ions, SO42–

barium chloride

The student added dilute hydrochloric acid and silver nitrate solution.

sodium hydroxide

green

The colour of the precipitate formed was red.

white

Sulfuric acid (H2SO4) should not be used instead of hydrochloric acid (HCl) when

chloride ions, Cl–

testing for sulfate ions. This is because sulfuric acid contains nitrate ions, NO3–

sulfate ions, SO42–

(3)

(b) A flame test can be used to identify the metal ions in a compound.

How do you carry out a flame test?

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

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

State one advantage of using instrumental methods compared with chemical tests.

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

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

Page 10 of 91
7
Alums are salts. They have been used since ancient times in dyeing and medicine and still
have many uses today.

Three alums are shown in the table:

Name Ions present

Ammonium alum NH4+ Al3+ SO42–

Potassium alum K+ Al3+ SO42–

Sodium alum Na+ Al3+ SO42–

A student tested these alums to show which ions were present.

(a) The student did a flame test on these alums. A sample of each alum was held on a wire in
a colourless flame.

In (a)(i) and (a)(ii) use the correct word from the box to complete each sentence.

blue lilac yellow green

(i) Sodium ions give a .................................................. flame.

(1)

(ii) Potassium ions give a .................................................. flame.

(1)

(iii) Draw a ring around the correct answer to complete the sentence.

density.

The wire used in a flame test should have a high electrical conductivity.

melting point.

(1)

Page 11 of 91
(b) Draw a ring around the correct word to complete the sentences.

(i) The student tested a solution of each salt for sulfate ions (SO42– ).

barium chloride

The student added dilute hydrochloric acid and nitric acid solution and

silver nitrate

gas

a liquid was formed.

white

solid

(2)

(ii) The student tested a solution of each salt for aluminium ions (Al3+ ).

green

The student added sodium hydroxide solution and a red precipitate

white

was formed. When excess sodium hydroxide solution was added, the

boiled.

precipitate condensed.

dissolved.

(2)
(Total 7 marks)

Page 12 of 91
A student investigated an egg shell.
8

Trish Steel [CC-BY-SA-2.0], via Wikimedia Commons

(a) The student did some tests on the egg shell.

The student’s results are shown in the table below.

Test Observation

A gas was produced.

Dilute hydrochloric acid was
1
added to the egg shell. The egg shell dissolved, forming a
colourless solution.

A flame test was done on the

2 colourless solution from test 1. The flame turned red.

Sodium hydroxide solution was A white precipitate formed that did not
3 added to the colourless solution dissolve in excess sodium hydroxide
from test 1. solution.

Silver nitrate solution was added

4 to the colourless solution from A white precipitate formed.
test 1.

(i) The student concluded that the egg shell contains carbonate ions.

Describe how the student could identify the gas produced in test 1.

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

Page 13 of 91
(2)

(ii) The student concluded that the egg shell contains aluminium ions.

Is the student’s conclusion correct? Use the student’s results to justify your answer.

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

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

(iii) The student concluded that the egg shell contains chloride ions.

Is the student’s conclusion correct? Use the student’s results to justify your answer.

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

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

(b) Some scientists wanted to investigate the amount of lead found in egg shells.
They used a modern instrumental method which was more sensitive than older methods.

(i) Name one modern instrumental method used to identify elements.

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

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

(ii) What is the meaning of more sensitive?

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

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

Page 14 of 91
Read the article.
9

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)

Page 15 of 91
(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)

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

........................................................................................................................
(3)
(Total 5 marks)

Page 16 of 91
Icing on cakes is tested to check that safe colours were used when they were made.
10

By Megan Chromik [CC-BY-SA-2.0], via Wikimedia Commons

Paper chromatography is one method of testing which colours are in cake icing.

(a) The diagram shows an experiment a student did.

(i) Suggest why there is a lid on the container.

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

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

Page 17 of 91
(ii) The start line should be drawn in pencil not in ink.
Suggest why.

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

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

(b) The diagram shows the results of the paper chromatography experiment.

(i) How many different food colours were used in the colouring from the cake icing?

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

(ii) Is the cake icing safe to eat?

Give a reason for your answer.

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

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

(c) Gas chromatography linked to mass spectroscopy is an example of an instrumental

method. This method was used on a mixture of solvents.

(i) Give two advantages of gas chromatography compared with paper chromatography.

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

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

Page 18 of 91
(ii) What does gas chromatography do to the mixture of solvents?

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

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

(iii) What information does mass spectroscopy give?

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

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

Four bottles of chemicals made in the 1880s were found recently in a cupboard during a
11 Health and Safety inspection at Lovell Laboratories.

Sodium carbonate Sodium chloride

Sodium nitrate Sodium sulfate

The chemical names are shown below each bottle.

Page 19 of 91
(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:

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

Test and result for chloride ions:

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

Test and result for nitrate ions:

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

Test and result for sulfate ions:

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

...............................................................................................................
(4)

Page 20 of 91
(ii) Suggest why a flame test would not distinguish between these four chemicals.

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

(b) Instrumental methods of analysis linked to computers can be used to identify chemicals.

Give two advantages of using instrumental methods of analysis.

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

........................................................................................................................
(2)
(Total 7 marks)

Page 21 of 91
An article began:
12

Ban yellow additives

Quinoline yellow (E104) is suspected of causing hyperactivity, asthma and rashes in
children.

(a) A student tested a food to find out if it contained quinoline yellow (E104).
The student’s results are shown below.

(i) Draw a ring around the correct answer to complete the sentence.

chromatography.

This method of detecting and identifying colours is called distillation.

electrolysis.

(1)

(ii) Using the student’s results, how many different colours are in the food? ......
(1)

(iii) Using the student’s results, how can you tell that the food does not contain quinoline
yellow (E104)?

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

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

Page 22 of 91
(b) Quinoline yellow (E104) is used in foods such as sweets, drinks and ice cream.

(i) Give one reason why quinoline yellow (E104) is added to foods.

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

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

(ii) Suggest what should be done to decide if quinoline yellow (E104) should be banned.

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

...............................................................................................................
(1)
(Total 5 marks)

This is part of an article about food additives.

13
THE PERIL OF FOOD ADDITIVES

Some orange drinks contain the additives E102 (Tartrazine),

E104 (Quinoline Yellow) and E110 (Sunset Yellow).These
three coloured additives are thought to cause hyperactivity in
children.

(a) State two reasons that a manufacturer might give to justify the use of these additives.

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

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

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

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

Page 23 of 91
(b) Some scientists asked 4000 twelve-year-old children to help them investigate if there is a
link between these three coloured additives and hyperactivity.

How would the scientists use these 4000 children to investigate if there is a link between
these three coloured additives and hyperactivity in children?

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

........................................................................................................................
(4)

(c) A manufacturer used an independent scientist to show that their orange drink did not
contain these three coloured additives.

(i) Suggest why the manufacturer would use a scientist who was independent instead of
using their own scientist.

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

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

Page 24 of 91
(ii) The scientist had samples of E102, E104 and E110 and the orange drink. The
scientist used paper chromatography for the test.

Describe how the scientist could use the results to show if the orange drink contained
any of these three coloured additives.

You may include a diagram of the paper chromatography results.

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

...............................................................................................................
(2)
(Total 9 marks)

Colours are used to coat some chocolate sweets.

14
Some of these colours are given E-numbers.

Use the correct word from the box to complete the sentence.

additive element fuel

An E-number is used to identify a permitted food ........................................................

(1)

Page 25 of 91
(b) Chromatography was used to compare three of the colours used to coat the chocolate
sweets.

What do these results tell you about these three colours?

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

........................................................................................................................
(3)
(Total 4 marks)

Page 26 of 91
The colours of fireworks are produced by chemicals.
15

(a) Information about four chemicals is given in the table.

Complete the table below.

Colour produced in
Chemical
firework

barium chloride green

......................... carbonate crimson

sodium nitrate .........................

calcium sulfate red

(2)

(b) Describe a test to show that barium chloride solution contains chloride ions.

Give the result of the test.

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

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

Page 27 of 91
(c) A student did two tests on a solution of compound X.

Test 1
Sodium hydroxide solution was added.
A blue precipitate was formed.

Test 2
Dilute hydrochloric acid was added.
Barium chloride solution was then added.
A white precipitate was formed.

The student concluded that compound X is iron(II) sulfate.

Is the student’s conclusion correct?

Explain your answer.

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

........................................................................................................................
(3)
(Total 7 marks)

The label shows the ingredients in a drink called Cola.

Cola
Ingredients:

Carbonated water
Sugar
Colouring
Phosphoric acid
Flavouring
Caffeine

(a) (i) The pH of carbonated water is 4.5.

The pH of Cola is 2.9.

Name the ingredient on the label that lowers the pH of Cola to 2.9.

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

Page 28 of 91
(ii) Which ion causes the pH to be 2.9?

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

(b) A student investigated the food colouring in Cola and in a fruit drink using paper
chromatography.

The chromatogram in the figure below shows the student’s results.

Cola Fruit drink

(i) Complete the sentence.

The start line should be drawn with a ruler and ...................................... .

Give a reason for your answer.

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

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

(ii) Suggest three conclusions you can make from the student’s results.

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

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

Page 29 of 91
(c) Caffeine can be separated from the other compounds in the drink by gas chromatography.

Why do different compounds separate in a gas chromatography column?

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

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

(d) Caffeine is a stimulant.

Large amounts of caffeine can be harmful.

(i) Only one of the questions in the table can be answered by science alone.

Tick ( ) one question.

Question Tick ( )

Should caffeine be an ingredient in drinks?

Is there caffeine in a certain brand of

drink?

How much caffeine should people drink?

(1)

(ii) Give two reasons why the other questions cannot be answered by science alone.

Reason 1 ..............................................................................................

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

Reason 2 ..............................................................................................

...............................................................................................................
(2)
(Total 11 marks)

Page 30 of 91
(a) The colours of fireworks are produced by chemicals.
17

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.

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

...............................................................................................................
(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)

Page 31 of 91
(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?

...............................................................................................................
(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?

...............................................................................................................
(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)

Page 32 of 91
The diagram shows three stages in the treatment of reservoir water.
18

(a) (i) What is separated from the reservoir water during filtration?

Tick (✔) one box.

Bacteria

Dissolved nitrates

Solids

(1)

(ii) What is added to sterilise the water?

Tick (✔) one box.

Calcium

Chlorine

Magnesium

(1)

(iii) State one advantage of adding fluoride to drinking water.

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

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

Page 33 of 91
(b) The diagram shows a water filter used in the home.

Water in

A student collected a sample of water from the filter.

The student could show that the filtered water contains dissolved salts without using a
chemical test.

Describe how.

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

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

Page 34 of 91
(c) Seawater is forced through a membrane to make drinking water.

Seawater

Drinking water

Suggest why water molecules can pass through the membrane, but sodium ions and
chloride ions cannot.

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

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

Page 35 of 91
Chromatography can be used to separate components of a mixture.
19
(a) A student used paper chromatography to analyse a black food colouring.

The student placed spots of known food colours, A, B, C, D and E, and the black food
colouring on a sheet of chromatography paper.

The student set up the apparatus as shown in Diagram 1.

Diagram 1

The student made two errors in setting up the apparatus.

Identify the two errors and describe the problem each error would cause.

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

.........................................................................................................................
(4)

Page 36 of 91
(b) A different student set up the apparatus without making any errors.

The chromatogram in Diagram 2 shows the student’s results.

Diagram 2

(i) What do the results tell you about the composition of the black food colouring?

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

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

(ii) Use Diagram 2 to complete Table 1.

Table 1

Distance in mm

Distance from start line to solvent front .............................

Distance moved by food colour C .............................

(2)

(iii) Use your answers in part (b) (ii) to calculate the Rf value for food colour C.

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

Rf value = ........................................
(1)

Page 37 of 91
(c) Table 2 gives the results of chromatography experiments that were carried out on some
known food colours, using the same solvent as the students.

Table 2

Distance from start

Name of food Distance moved by
line to solvent front Rf value
colour food colour in mm
in mm

Ponceau 4R 62 59 0.95

Carmoisine 74 45 0.61

Fast red 67 27 0.40

Erythrosine 58 17 0.29

Which of the food colours in Table 2 could be food colour C from the chromatogram?

Give the reason for your answer.

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

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

(d) Two types of chromatography are gas chromatography and paper chromatography.

Give one advantage of gas chromatography compared with paper chromatography.

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

.........................................................................................................................
(1)
(Total 12 marks)

Page 38 of 91
In this question you will be assessed on using good English, organising information
20 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.

Page 39 of 91
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.

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

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

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

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

Page 40 of 91
This question is about chemical analysis.
21
(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)

Page 41 of 91
(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.

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

........................................................................................................................
(5)
(Total 8 marks)

Page 42 of 91
This question is about reactions of ethanoic acid and the analysis of salts.
22
(a) Figure 1 shows the apparatus used to investigate the reaction of ethanoic acid with
calcium carbonate.

(i) Describe a change that would be seen in each test tube.

Give a reason for each change.

Test tube 1................................................................................................

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

Test tube 2................................................................................................

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

...................................................................................................................
(4)

(ii) Complete the displayed structure of ethanoic acid.

(1)

Page 43 of 91
(iii) Ethanoic acid is a carboxylic acid.
Complete the sentence.

Carboxylic acids react with alcohols in the presence of an

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

catalyst to produce pleasant-smelling compounds

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

(b) Figure 2 shows four test tubes containing three different salt solutions and water.

Each solution and the water was tested with:

• silver nitrate in the presence of dilute nitric acid

• barium chloride in the presence of dilute hydrochloric acid.

Complete the table of results.

Calcium
Potassium Ammonium
nitrate Water
chloride solution sulfate solution
solution

Test with silver

nitrate in the
no change no change
presence of dilute
nitric acid

Test with barium

chloride in the
no change white precipitate
presence of dilute
hydrochloric acid

(2)

Page 44 of 91
(c) Flame tests can be used to identify metal ions.

(i) Complete the following sentences.

The flame colour for potassium ions is ........................ .

The flame colour for calcium ions is ........................ .

(2)

(ii) Give one reason why a flame test would not show the presence of both potassium
ions and calcium ions in a mixture.

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

...................................................................................................................
(1)
(Total 12 marks)

This question is about mixtures and analysis.

23
(a) Which two substances are mixtures?

Tick two boxes.

Air

Carbon dioxide

Graphite

Sodium Chloride

Steel

(2)

Page 45 of 91
(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)

Page 46 of 91
(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 47 of 91
A student investigated food dyes using paper chromatography.
24
This is the method used.

1. Put a spot of food colouring X on the start line.

2. Put spots of four separate dyes, A, B, C and D, on the start line.
3. Place the bottom of the paper in water and leave it for several minutes.

Figure 1 shows the apparatus the student used.

Figure 1

(a) Write down two mistakes the student made in setting up the experiment and explain what
problems one of the mistakes would cause.

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

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

Page 48 of 91
(b) Another student set up the apparatus correctly.

Figure 2 shows the student’s results. The result for dye D is not shown.

Figure 2

Calculate the Rf value of dye A

Give your answer to two significant figures.

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

Rf value = ...........................................
(3)

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

Distance moved by dye D = ...........................................

(1)

Page 49 of 91
(d) Explain how the different dyes in X are separated by paper chromatography.

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

.............................................................................................................................
(4)

(e) Flame emission spectroscopy can be used to analyse metal ions in solution.

Figure 3 gives the flame emission spectra of five metal ions, and of a mixture of two metal
ions.

Figure 3

Use the spectra to identify the two metal ions in the mixture.

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

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

Page 50 of 91
(f) Explain why a flame test could not be used to identify the two metal ions in the mixture.

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

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

(g) Two students tested a green compound X.

The students added water to compound X.
Compound X did not dissolve.

The students then added a solution of ethanoic acid to compound X.

A gas was produced which turned limewater milky.

Student A concluded that compound X was sodium carbonate.

Student B concluded that compound X was copper chloride.

Which student, if any, was correct?

Explain your reasoning.

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

.............................................................................................................................
(4)
(Total 18 marks)

Page 51 of 91
Water from a lake in the UK is used to produce drinking water.
25
(a) What are the two main steps used to treat water from lakes?

Give a reason for each step.

Step 1 ................................................................................................................

Reason .............................................................................................................

Step 2 ...............................................................................................................

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

(b) Explain why it is more difficult to produce drinking water from waste water than from water
in lakes.

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

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

(c) Some countries make drinking water from sea water.

Complete the figure below to show how you can distil salt solution to produce and collect
pure water.

Label the following:

• pure water
• salt solution

(3)

Page 52 of 91
(d) How could the water be tested to show it is pure?

Give the expected result of the test for pure water.

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

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

(e) Why is producing drinking water from sea water expensive?

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

.............................................................................................................................
(1)
(Total 11 marks)

Page 53 of 91
A student investigated a food colouring using paper chromatography.
26
This is the method used.

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)

Page 54 of 91
(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)

Page 55 of 91
(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)

Page 56 of 91
Mark schemes
(a) kills bacteria / sterilises (water)
1
allow kills microorganisms / microbes / germs
allow ‘makes (water) safe (to drink)’ or disinfectant
ignore cleans water or removes impurities / bacteria
1

(b) goes colourless / decolourised (from red / red-brown / brown / yellow / orange)
allow colour disappears
ignore ‘goes clear’ or discoloured
do not accept incorrect initial colour
do not accept precipitate
1

(c) (i) Br2 and 2Cl–

allow multiples / fractions if whole equation balanced
1

(ii) changes to red / red-brown / brown / yellow / orange

do not accept effervescence / fizzing / precipitate / gas given off
ignore vapour / temperature changes / ignore initial colour
1

(d) (i) 7 outer electrons or

same number of outer electrons

allow last / final shell for outer
allow energy level / orbit / ring for shell
allow ‘need to gain 1 e – to have a full outer shell’
ignore ‘similar number of outer electrons’
1

(ii) bromine / it (atom) is bigger or

must be a comparison

outer electrons (level / shell) further from nucleus or more shells

do not accept more outer shells
ignore more electrons

forces / attractions are weaker or more shielding or attracts less

do not accept magnetic / gravitational / intermolecular forces
allow ‘electron(s) attracted less easily’

electron(s) gained less easily

“outer / last / final” must be mentioned once, otherwise max 2
marks.
accept converse for chlorine throughout where clearly stated
3

Page 57 of 91
(e) (i) white precipitate or white solid
ignore names of chemicals
1

(ii) cream precipitate or cream solid

allow pale yellow / off-white precipitate / solid
ignore names of chemicals
1
[10]

(a) (i) hydrochloric acid / HCl

2
accept any (named) acid
1

carbon dioxide / CO2

accept bubbles / fizz / gas or limewater gets milky
ignore ‘add limewater’
do not accept other named gases
2nd mark dependant on first mark
accept for this answer only heat gives CO2 / limewater milky = 1
mark
1

(ii) (white) precipitate / solid

ignore names of substances even if incorrect
accept white deposit / substance
do not accept any coloured precipitate
1

(iii) eg flame colour of (Na) and flame colour of (K)

interfere / mask / mix with each other
accept ‘can’t see the colours’ or ‘difficult to determine the colour’ or
‘both produce different colours’ or a correct statement of colours or
hard to distinguish
1

(b) (i) eg essential (mineral) or everyone

needs it / some (salt) or problems
with health if have no salt
accept preservative / flavouring / taste
it = salt
(all) foods contain / use it / sodium chloride / salt
1

Page 58 of 91
(ii)
mark positively ie no list principle

advantages

any two from:

ignore economic arguments throughout or people eat less salt

• more people will be healthier

• (should have) less heart disease

• (should have) less cancer

• (more people with) lower blood pressure

disadvantages

any one from:

ignore references to too much / too little (salt)

• not everyone affected

• not enough evidence

• does not provide choice

• undemocratic

• less taste / flavour

ignore no flavour / taste

• shorter shelf life / not preserved (as long)

ignore references to sell by dates

• too much potassium chloride might be bad

1
[8]

(a) copper sulfate → blue precipitate

3 1

iron(II) sulfate → green precipitate

Page 59 of 91
(b) eg some idea of contamination
allow so you can see the colour change clearly / easily

give misleading / incorrect results / lead to wrong conclusion

allow to get accurate / reliable results
ignore fair test
1

(i) any two from:

4
• A has four colours(*)

• B has three colours(*)

(*) if first two bullets not stated
accept A has more colours (than B) or B has less colours (than A)
for 1 mark only

• A / B have two colours the same

• B has one different colour

(ii) chromatography
1
[3]

(a) copper (II) → blue

5
iron (III) → brown
more than one line from any box negates the mark
1
1

(b) aluminium
allow correct answer shown in box if answer line blank
1

Page 60 of 91
(c) (i) yellow
allow orange
1

(ii) lilac
allow purple
1

(iii) one colour masks the other

allow colours mixed
1
[6]

6
(a) (i) sodium hydroxide
1

green
1

solid
1

(ii) barium chloride

white
1

sulfate ions, SO42–

(b) some indication of contact between

(colourless) flame and the chemical
ignore colour of flame
1

Page 61 of 91
(c) any one from:
ignore reference to cost / safer

• accurate

• precise

• sensitive

• reliable

• rapid

• only small amount needed

1
[8]

7
(a) (i) yellow
1

(ii) lilac
1

(iii) melting point

(b) (i) barium chloride

solid
1

(ii) white
1

dissolved
1
[7]

(a) (i) (bubble gas produced through) limewater

8
incorrect tests = zero
1

(limewater) goes cloudy / milky

Page 62 of 91
(ii) ignore yes or no

red flame indicates that calcium / lithium ions present

allow aluminium has no flame colour

Ca/Mg also produce a (white) precipitate with NaOH

the (white) precipitate formed in test 3 or by adding sodium hydroxide

solution would dissolve (in excess) if aluminium ions were present
1

(iii) ignore yes or no

because a white precipitate is formed in test 4 or by adding silver nitrate

but chloride ions are in hydrochloric acid

(b) (i) mass spectrometry

allow MS

atomic absorption spectroscopy

allow AAS
spectrometry / spectroscopy alone is insufficient
1

(ii) can detect a small(er) amount of the substance

allow can detect small(er) changes
allow small(er) sample sizes
ignore references to precision / accuracy
1
[8]

(a) (improve) appearance

9
allow add colour
allow these food colourings have not been proven to cause
hyperactive behaviour in young children
do not accept taste / flavour / preservatives
ignore reference to E-numbers
1

(b) X
1

Page 63 of 91
(c) any three from:

• S contains six / 6 colourings

• P contains five / 5 colourings

if neither of first 2 bullet points given allow 1 mark for S contains
more colours than P or converse

• both S and P contain the same

five / 5 colourings

• both contain W and Y

• both sweets (may) cause hyperactivity

ignore unsafe

• neither contain X and Z

3
[5]

(a) (i) prevent evaporation of solvent

10
allow prevent loss of solvent
allow to support the (chromatography) paper
1

(ii) ink dissolves in the solvent

allow ink ‘runs’ / spreads or pencil does not ‘run’ / spread
allow ink would affect the result / mixes with colours

carbon / graphite does not dissolve in the solvent

accept pencil for carbon / graphite
1

(b) (i) 4
1

Page 64 of 91
(ii) no mark for ‘no / don’t know’ ,

ignore numbers

any one from:

• because not all colours match

• not all colours are safe

• some colours could be unsafe

• some colours travelled higher (than safe colours)

(c) (i) any two from:

ignore reliable / precise

• rapid / quick

• accurate

• sensitive or detects very small quantities

accept small sample
2

(ii) separates
1

(iii) identifies solvents / compounds / substances

accept (relative) molecular mass
accept formula mass
accept Mr
accept relative mass
accept molecular ion peak
1
[8]

(a) (i) Na2CO3: HCl → gas / effervescence / bubbles (1)

11 CO2 / carbon dioxide / turns lime water milky (1)
1

NaCl: AgNO3 → white ppt (1)

silver chloride (1)
1

NaNO3: Al + NaOH → pungent / sharp smell / choking gas (1)

NH3 / ammonia / turns (red) litmus blue(1)
1

Page 65 of 91
Na2SO4: BaCl2 → white ppt (1)
barium sulfate (1)
1
each correct test and one result = 1 mark
one other result for any test = 1 mark this mark can only be
awarded once

(ii) all would give a yellow / yellow-orange (flame) / same coloured (flame) / same
results
allow orange (flame) 1

they all contain sodium

(b) any two from:

ignore cost/errors

• fast / quick or comment about speed

allow precise

• small amounts/sensitive
allow can be left to run/continuous analysis

• accurate

• ease of automation
accept operators do not need chemical skills

• sample not used up

• reliable / efficient
2
[7]

(a) (i) chromatography

12 1

(ii) 3 / three
1

(iii) the colour / E104 is not on the same level as any of the colours in the food
accept E104 does not match
1

(b) (i) to improve the appearance of the food

ignore adds yellow / colour
ignore taste / flavour
1

Page 66 of 91
(ii) further / or different tests (for harmful effects) or obtain more evidence
(that it is harmful)
allow do a survey / study
1
[5]

(a) any two from:

13
ignore reference to taste / shelf-life / sales etc

• improve the colour / appearance

• additives are permitted / not banned / listed on the label

• link between additives and hyperactivity not proved

• maintain the low cost of the drink or natural colours would make the drink cost
more
allow cheaper if qualified
2

(b) have a control group / placebo or test children before any drink given
1

give a drink to at least 3 groups or give a drink at least 3 times

give each additive to different group / children / at different times

observe / monitor / compare behaviour of group / children

(c) (i) so that there would be trust / respect / no bias

(ii) compare the colours / spots from the orange drink with those of the (three)
additives
accept diagram of chromatogram(s) with spots for E102, 104, 110
and sample from the orange drink
1

there should be no matching colours / spots

1
[9]

(a) additive
14 1

Page 67 of 91
(b) colour 3 is a mixture of colours 1 and 2

any two from:

accept E-number or additive instead of colour
ignore comments about height / level
1

• colour 1 is made up of only one colour / dye

• colour 2 is made up of only one colour / dye

• colour 3 is made up of two colours / dyes

or
more colours (than colours 1 and 2)
2
[4]

(a) lithium
15
allow Li+ / Li
1

yellow
allow orange
1

(b) silver nitrate (solution)

incorrect test = 0 marks
ignore (nitric) acid
do not allow other named acids
1

white precipitate
1

(c) blue precipitate (with sodium hydroxide) indicates copper ions

allow Cu2+
1

and white precipitate (with barium chloride) indicates sulfate ions

allow SO42-
accept compound X is copper sulfate / CuSO4 for 1 mark
1

but iron(II) ions produce a green precipitate (with sodium hydroxide)

1
[7]

Page 68 of 91
(a) (i) (phosphoric) acid
16
allow phosphoric
1

(ii) H+ / hydrogen (ion)

if ion symbol given, charge must be correct
1

(b) (i) pencil

so it will not run / smudge / dissolve

ignore pencil will not interfere with / affect the results

because ink would run / smudge / dissolve

ignore ink will interfere with / affect the results
1

(ii) any three from:

reference to spots / dots = max 2
allow colouring for colour
• 3 colours in Cola
allow more colours in cola or fewer colours in fruit drink
• 2 colours in Fruit drink
• one of the colours is the same
• two of the colours in Cola are different
• one of the colours in Fruit drink is different
allow some of the colours in the drinks are different
• one of the colours in Cola is the most soluble
accept one of the colours in Cola has the highest Rf value
3

(c) different substances travel at different speeds or have different retention times
accept different attraction to solid
ignore properties of compounds
1

(d) (i) Is there caffeine in a certain brand of drink?

(ii) any two from:

• cannot be done by experiment

• based on opinion / lifestyle choice
• ethical, social or economic issue
accept caffeine has different effects on different people
2
[11]

Page 69 of 91
(a) (i) method of introducing sample into flame
17
e.g. wire / splint / spray
1

clean wire or colourless flame

allow blue / roaring flame
1

(ii)

1
1

(iii) (potassium) chloride

allow KCl or Cl–
1

(b) (i) copper

allow Cu2+
1

(ii) sulfate
1
[7]

(a) (i) Solids

18 1

(ii) Chlorine
1

(iii) improves dental health or reduces tooth decay

(b) put a sample of the filtered water in an evaporating basin or leave to evaporate
accept any description of evaporation (using a Bunsen or leaving on
the windowsill)
1

there will be crystals of salt left

(c) sodium and / or chloride ions are bigger than water (molecules) or ions are charged
or molecules are not charged
do not accept sodium chloride molecules as ions is given in the
question
1
[6]

(a) start line drawn in ink

19 1

Page 70 of 91
so it will run / dissolve in the solvent / split up
allow mixes with the spots
1

spots under solvent or solvent above spots / start line

so they will mix with solvent or wash off paper or colour the solvent or dissolve in the
solvent
1

(b) (i) contains A and E

and one other (unknown substance)

if no other marks awarded, an answer saying it is made up of three
colours gains 1 mark
1

(ii) 45 or 46
allow any value from 45 to 46
1

18
allow any value from 16 to 20
award 1 mark if numbers correct but in cm
1

(iii) 0.40
allow ecf from (b)(ii)
ignore units
1

(c) fast red

allow ecf from (b)(iii)
1

has same Rf value

allow none of them, as none has the same Rf value for 2 marks
1

(d) any one from:

• more accurate
• more sensitive
• uses small quantities of samples
• quicker / faster / more rapid
• can link to mass spectrometer (MS)
1
[12]

Page 71 of 91
Marks awarded for this answer will be determined by the Quality of Communication (QC)
20 as well as the standard of the scientific response. Examiners should also apply a ‘best-fit’
approach to the marking.

0 marks
No relevant content

Level 1 (1 – 2 marks)
Any description of a method used and / or a result given

Level 2 (3 – 4 marks)
Description of workable methods used, with results to identify positive or negative ions

Level 3 (5 – 6 marks)
Description of methods used to identify both positive and negative ions, with relevant
results

examples of the points made in the response

extra information

Test: add (platinum / nichrome) wire (for the flame test)

accept any method of introducing the solution into the flame, eg a
splint soaked in the solution or sprayed from a bottle

Result: the sodium compounds result in a yellow / orange / gold flame or the potassium
compound results in a lilac / purple / mauve flame
student could state that potassium carbonate gives a different
colour to the three sodium compounds as long as it is clear that the
flame test colour comes from Na+ or K+

Test: add dilute nitric acid to all four solutions

allow any acid

Result: sodium carbonate and potassium carbonate will effervesce or sodium chloride and
sodium iodide will not effervesce

Test: add dilute nitric acid followed by silver nitrate

Result: sodium chloride and sodium iodide produce a precipitate or sodium chloride
produces a white precipitate and sodium iodide produces a yellow precipitate
accept sodium carbonate and potassium carbonate do not produce
a precipitate
[6]

(a) X:
21 Fe2+ / iron(II), SO42- / sulfate
allow iron(II) sulfate
or FeSO4
1

Page 72 of 91
Y:
Na+ / sodium, I- / iodide
allow sodium iodide
or NaI
1

Z:
Fe3+ / iron(III), Br- / bromide
allow iron(III) bromide
or FeBr3
correct identification of any two ions = one mark
correct identification of any four ions = two marks
1

(b) any five from:

allow converse arguments

method 1

• weighing is accurate
• not all barium sulfate may be precipitated
• precipitate may be lost
• precipitate may not be dry
• takes longer
• requires energy
allow not all the barium hydroxide has reacted

method 2
• accurate
• works for low concentrations
allow reliable / precise
5
[8]

(a) (i) fizz / effervescence / bubbles

22
allow calcium carbonate decreases in size or dissolves
1

because carbon dioxide produced / released

allow because gas produced / released
1

limewater turns cloudy / milky / white

because (a precipitate of or solid) calcium carbonate forms

allow because of carbon dioxide if not already credited
1

Page 73 of 91
(ii)

allow -OH
do not allow lower case ‘h’
1

(iii) acid
must be in this order
ignore any name of an acid
1

ester(s)
1

(b) white (precipitate) no change

no change no change

all four correct 2 marks

any two correct 1 mark
2

(c) (i) lilac

allow purple
1

red
1
must be in this order

(ii) colours are masked / changed by each flame colour

1
[12]

(a) Air
23 2

Steel
1

Page 74 of 91
(b)

Allow 1 mark for the correct meanings linked to context but incorrect way around
1

(c) Damp litmus paper turns white

(d) Iron(III)
1
[6]

(a) water level above the start line

24 and
start line drawn in ink
allow water level too high
1

water level
food colours would dissolve into water
or
start line
the ink would ‘run’ on the paper
1

(b) (distance moved by A) 2.8cm and 8.2 cm (distance moved by solvent)

allow values in range 2.7 − 2.9 cm and 8.1 − 8.3 cm
1

Page 75 of 91
0.34
allow 0.33 or 0.35
allow ecf from incorrect measurement to final answer for 2 marks if
given to 2 significant figures
accept 0.34 without working shown for 3 marks
1

(d) solvent moves through paper

different dyes have different solubilities in solvent

and different attractions for the paper

and so are carried different distances

(e) calcium ions

allow Ca2+
1

sodium ions
allow Na+
1

(f) two different colours

or
Ca2+ / one is orange-red and Na+ / the other is yellow
allow brick red for Ca2+ and / or orange for Na+
allow incorrect colours if consistent with answer to 7.5
1

(so) colours mix

or
(so) one colour masks the other
1

(g) (Student A was incorrect)

because sodium compounds are white not green
or
because sodium carbonate is soluble
1

so can’t contain sodium ions

Page 76 of 91
(Student B was incorrect)
because adding acid to carbonate produces carbon dioxide
1

so must contain carbonate not chloride ions

1
[18]

(a) filtration
25 or
by passing through filter beds to remove solids
1

sterilisation to kill microbes

allow chlorine / ozone allow ultraviolet light
1

(b) water needs more / different processes

because it contains any two from:

• more organic matter
• more microbes
• toxic chemicals or detergents
2

(c) (as part of glassware attached to bung)

salt solution in (conical) flask
allow suitable alternative equipment, eg boiling tube
1

(at end of delivery tube)

pure water in test tube which must not be sealed
allow suitable alternative equipment, eg, beaker, condenser
1

heat source (to heat container holding salt solution)

1
if no other mark obtained allow for 1 mark suitable equipment drawn
as part of glassware attached to bung and at end of delivery tube

(d) determine boiling point

should be at a fixed temperature 100°C

allow should be 100°C
allow if impure will boil at a temperature over 100°C
1

(e) high energy requirement

1
[11]

(a) The start line was drawn in ink

26 1

Page 77 of 91
The water level was above the spots
1

(b) 3
1

(d) (distance moved by dye A) 38 (mm)

allow values in range 36-40
1

(distance from start line to solvent front)

102 (mm)
allow values in range 101-103
1

allow ecf from Table 1

0.37254 …
allow values in range 0.35 − 0.39
1

0.37
1
accept 0.37 with no working shown for 5 marks
[9]

Page 78 of 91
Examiner reports
Parts (a) and (d) were answered quite well, the other parts less so.
1
(a) Most candidates knew why chlorine is added to drinking water. However, candidates need
to say that chlorine kills bacteria rather than just removes bacteria. Weaker candidates
simply stated it was to clean the water or thought it softened the water.

(b) Less than half of the candidates knew that bromine water was decolourised. It does not go
clear and neither does it become discoloured.

(c) (i) Only the best candidates were able to complete and balance the equation. Most
candidates had no idea what the products of the reaction were, and charges were
frequently omitted/added even when the products’ formulae were correct.

(ii) The large majority of the candidates were unable to describe the effect of chlorine on
bromide ions. Many candidates thought that a precipitate formed or that there was an
effervescence.

(d) (i) The majority of candidates knew that these elements have the same number of outer
electrons (7) or need one electron to gain a complete outer shell of electrons.
Chlorine and bromine do not have a similar number of outer electrons.

(ii) An excellent discriminator as usual, and some excellent answers were seen. In a
question such as this, a comparison is required so it is essential to include
comparative terms such as more/most, closer/closest, stronger/strongest or
easier/easiest. Simply saying easy/easily, close or strong/strongly is insufficient.

Candidates needed to mention outer electron or outer energy level or outer shell
somewhere in their answer to receive full credit. Some candidates suggested that a
bromine atom loses an electron less easily. Others wrote about bromine having more
outer shells than chlorine. Some candidates thought that intermolecular, magnetic or
gravitational forces hold the electrons to the nucleus, while others referred to the
strength of the bond between electron and nucleus. The third marking point proved
elusive for many who often concluded their answer with the words therefore bromine
is less reactive rather than therefore bromine gains an electron less easily.

(e) A quite discriminating question.

(i) Less than half the candidates knew that a white precipitate/solid was formed when
silver nitrate solution was added to a solution containing chloride ions. Simply saying
that the solution goes white or milky is insufficient.

(ii) Even fewer candidates knew that a pale yellow (or cream) precipitate was formed
with bromide ions. Candidates should be aware that a yellow precipitate is formed
when silver nitrate solution is added to a solution containing iodide ions.

Page 79 of 91
Foundation Tier
2
Part (a) was quite poorly attempted In Part (a)(i) a large number of candidates did not
know the test for carbonates. Many candidates wrote ‘add lime water’ and ‘it will go cloudy’.
Some candidates even wrote ‘flame test’. They seemed to know that carbon dioxide was
somehow involved/evolved and simply gave the test for carbon dioxide.

A large number of candidates in Part (a)(ii) wrote ‘bubbles’ or ‘gas’ while some suggested
‘there will be a colour change’. Very few candidates knew that there would be a precipitate or a
solid formed. Some lost marks by giving an incorrectly coloured precipitate.

Many candidates in Part (a)(iii) lost the mark here. They could not apply their knowledge of
separate flame colours to a mixture. Many candidates wrote ‘they have similar coloured flames’
or ‘they produce same coloured flames’ while others suggested that ‘it is low in sodium’. Some
stated wrong colours for sodium and potassium.

Part (b) was quite well attempted. The majority of the candidates were able to pick out the
relevant points from the passage.

In Part (a)(i) most candidates got the mark for ‘essential mineral’.

The majority of the candidates in Part (a)(ii) gave two advantages for option 2 but many
found it difficult to identify a disadvantage. The most commonly seen correct responses were
‘preservation’, ‘taste’ and ‘flavour’. Some candidates wrote ‘it is an essential mineral’ while others
talked in terms of the difficulty of removing salt from food and how expensive that would be.

Higher Tier

In part (a)(i) a surprising number of candidates did not know the test for carbonates. Many
used silver nitrate, sodium hydroxide or flame tests, and some thought carbon was evolved.
Many candidates knew that carbon dioxide was involved in some way but too many simply added
the limewater to the carbonate. Carbon dioxide forms a white precipitate with limewater.

Many candidates in part (a)(ii) lost marks by describing an incorrectly coloured precipitate
– cream and yellow were common errors.

In part (a)(iii) many candidates had difficulty expressing themselves, and those candidates
who stated the colours frequently gave the wrong colours. Potassium was sometimes suggested
to give a red or a white flame test rather than lilac.

Both parts in (a) were well answered and it was clear that generally candidates understood
the issues and gave very sensible and mature answers.

Part (b)(i) was well answered – most candidates were able to suggest a reason why Option
1 was rejected.

In part (b)(ii) the majority of the candidates could extract the information for the advantages
of Option 2 from the passage. However, identifying the disadvantage was problematic for many
who focused on the difficulty of removing salt from food and quoted economic factors in their
response. Taste, flavour and preservation were the correct responses most often seen.

Page 80 of 91
(a) A lot of candidates did not know the colours given by the two sulfates.
3
(b) This was quite well attempted although some candidates wrote so no bacteria present.

(c) This was quite poorly attempted.

(i) Despite the fact that the Specification includes detection and identification of artificial
4 colours by chromatography, most candidates showed little or no understanding of the test
results. These candidates often expressed their answers in terms of low = safe and high =
unsafe. Candidates who gained one mark usually did so by stating that A has more colours
than B.

(ii) The majority of candidates did recognise that the result shown was produced by
chromatography.

(a) About a third of candidates knew both and a further third knew one. Iron(III) was
5 unsurprisingly often linked to green.

(b) Less than a third of students knew this test result. Magnesium was predictably the more
popular incorrect answer.

(c) (i) Slightly more than half the students scored this mark. Some students seemingly were
just guessing the colour (blue, brown, white) whilst others were clearly mixed up
(crimson, red).

(ii) There was evidently quite a lot of guess work.

(iii) This was very poorly attempted. Many students were unable to express themselves
well. There were responses like ‘sodium is more reactive and will show its colour’,
‘the flame cannot give two separate colours’, ‘it can only produce one colour’, ‘it’s a
low sodium salt’, ‘they are both the same colour’, and ‘the most reactive element’s
colour is shown’.

Page 81 of 91
6
(a) (i) A few candidates could not recall the test for Fe2+ ions but the vast majority
managed to gain at least one mark here.

(ii) This was better attempted and a large number of candidates managed to gain at least
two marks.

(b) Some candidates found this difficult. There were vague answers like heat the compound
with a Bunsen burner or place it in a beaker and heat it. Others suggested carrying out a
test for either hydrogen or oxygen gas, eg put the compound in a test tube, bring a lighted
splint near the mouth of the test tube and see if there is a pop sound.

(c) Some candidates gave the names of instrumental methods eg mass spectrometry. Others
gave vague answers such as it will be fairer or there will not be much wastage of the
sample while some candidates made references to cost and safety.

7
(a) (i) More than half of the candidates got this wrong. They could not identify the
correct colour of the flame given by the sodium ion.

(ii) Almost half of the candidates were unable to identify the correct colour of the flame
given by the potassium ion.

(iii) A large majority of candidates gained a mark here as they were able to recall the fact
that the wire used in a flame test should have a high melting point.

(b) (i) Many candidates could not recall the test for the sulfate ion.

(ii) While most of the candidates gained some credit, about a third gained both marks.

Page 82 of 91
(a) (i) Most students correctly described the limewater test for carbon dioxide and
8 gave the correct result. A very small number mentioned limewater but omitted the
result. A common error was to fail to notice that the question specifically asked
students how to identify the gas produced from the addition of acid to a carbonate. As
a result, many described tests for other gases such as for hydrogen or ammonia.

(ii) Many students knew that test 3 was for aluminium but there was some confusion over
whether the insolubility of the precipitate in excess sodium hydroxide argued in
favour of or against aluminium ions. Of those who did score the mark relatively few
went on to say that test three indicated magnesium or calcium ions to gain a second
mark. The flame test was often cited, but usually incorrectly. Quite a few said that
aluminium produces a red flame; others that it does not, but only a few gained a mark
by correctly attributing the red flame to calcium (or lithium) or by indicating that
aluminium produces no flame colour (which is not the same as ‘not red’). A few were
incorrectly drawn to the test for nitrates by the mention of aluminium.

(iii) There was some confusion with other tests but most identified test 4 as indicating the
presence of chloride ions. Far fewer realised that the test was rendered invalid by the
prior addition of hydrochloric acid and most of those who did unfortunately omitted to
mention the test so that very few gained both marks.

(b) (i) Just over half of students answered correctly, mass spectrometry proving slightly
more popular than atomic absorption spectroscopy. Wrong answers included
incorrect instrumental methods such as nmr or uv but some gave wet chemistry
answers such as flame tests. A few simply answered ‘spectroscopy’ without further
elucidation. There is still confusion between spectroscopy and spectrometry along
with much misspelling of these terms, but these were not penalised.

(ii) Responses to this question were disappointing, with just under half of students being
awarded a mark. Students frequently mentioned or described accuracy and,
especially, precision. Such references did not gain a mark but, where cited in addition
to a correct response, nor were they penalised.

Page 83 of 91
(a) Surprisingly, only about half of the students gave the correct reason that colourings
9 are added to improve the appearance of the sweets. Many students thought that the
colouring was added to improve the taste of the sweets or to provide an energy boost or
even to preserve the sweets. Several students also thought that it was a good idea to add
colourings because it would make children hyperactive.

(b) About half of the students correctly identified X.

(c) There were very few answers that earned all three marks. Most students had difficulty
interpreting the chromatogram. Many students incorrectly thought that W, X, Y and Z were
also sweets. A comparison of the number of colourings and the types of colourings in each
sweet was required. The most common marks awarded were for ‘the sweets may cause
hyperactivity’, ‘both sweets contain W and Y’ and ‘sweet S contains more colourings than
sweet P’. Very few students mentioned the actual number of colourings in each sweet or
mentioned that both sweets did not contain X and Z.

Page 84 of 91
This question involving chromatography was generally not well answered. It appeared that
10 many students had not had practical experience of carrying out paper chromatography.

(a) (i) The vast majority of answers were incorrect. Many responses referred to the function
of the lid as to preventing substances such as gases, oxygen and bacteria getting
into the container. Vague references to contamination and preventing the escape of
toxins/poisons and the colours were prevalent. The idea of preventing the
loss/evaporation of solvent was rarely seen.

(ii) Generally well answered. A lack of knowledge and understanding was evident when
some students discussed the problems of removing the ink compared to rubbing out
a pencil mark if a mistake were made.

(b) (i) A surprising number of students were unable to deduce that four different colours
were present in the cake icing. Seven, three and two were common incorrect
answers.

(ii) Many students thought that the cake icing was safe because they identified the two
safe colours and ignored the others. Answers that detailed that all the cake colours
were safe showed a lack of understanding.

(i) This was the best attempted part of the question. Confusion between accuracy and
reliability and precision was evident. Vague references to better results, the cost and
‘easier to do’ were common.

(ii) The idea of separating the mixture was the correct answer. Poor responses referred
to evaporation and the mixing of solvents.

(iii) Very few students scored credit here. Those who did implied that the identity of the
solvents could be realised. Many vague answers such as ‘something to do with
weight/mass’ showed no knowledge of molecular mass.

(a) (i) This question clearly divided the students into those who had learned the tests
11 and those who had not. Approximately one quarter answered well, gaining four or five
marks, but well over half scored one or zero. Most knew that the test for the
carbonate ion involved carbon dioxide but many incorrectly suggested adding sodium
carbonate directly to limewater. Of the remaining three tests, that for sulfate ions was
by far the best known, and that for nitrates the least. A frequent mistake in the latter
was to omit either sodium hydroxide or aluminium powder from the test. Many
students believed that test for ions required the use of those ions in the test; for
example by adding silver nitrate to test for nitrate ions or barium chloride to test for
chloride ions.

Page 85 of 91
(ii) About half of students answered correctly. A major source of confusion was the belief
that only anions, which would have no flame colour, were being tested. Others failed
to recognise that all the compounds contained sodium and therefore wrote of the
difficulty of recognising individual colours within a mixture.

(b) Most students managed to score a mark, with the majority gaining both. The most frequent
answers identified accuracy or precision, speed, or a small sample size.

(a) (i) The majority of students gained credit for knowing that chromatography is the
12 method used to detect and identify colours in food.

(ii) Most students understood that the food contained three different colours.

(iii) Many students had difficulty describing the positions of the colours on the
chromatogram. A comparison of levels is the probably the clearest way. There were
still far too many vague descriptions of what was happening or comparisons of the
number of colours on each columns.

(b) (i) Surprisingly, less than half of the students could give the correct reason that colours,
such as quinoline yellow (E104), are added to improve the appearance of the food.
Many students thoughtthat the colouring was added to improve the taste of the food
or to make food sweeter or to provide an energy boost or even to preserve the food.
Several students also thought that it was a good idea to add E104 because it would
make people hyperactive

(ii) Most of the students managed to get the idea that further or different tests were
needed. There were a few students who incorrectly wanted to use chromatography
again, use a different colouring or simply ban E104.

(a) There were lots of good reasons given as to why a manufacturer might justify the use
13 of additives in orange drinks. However, there was a large minority who felt that the
possibility of the additives causing hyperactivity might be a good selling point as an energy
drink.

(b) There were many good answers as to how scientists could use 4000 children to investigate
if there is a link between three coloured additives and hyperactivity in children. The most
common error was to have just two groups of children: a control group and another group
that were given all three coloured additives.

(ii) Chromatography was less well known. There were few correct descriptions of how to
use paper chromatography for the test. Very few students said how the results could
be used to show if the orange drink contained any of the three coloured additives.

Page 86 of 91
(a) Most students did know that an E-number is used to identify a permitted food additive.
14
(b) There were very few answers that earned all three marks. Most students had difficulty
interpreting the simple chromatogram. Many students incorrectly thought that the height of
the dots represented the level of hyperactivity the colour causes or that the number of dots
represented the number of tests done. Few students mentioned the actual number of
colourings in each colour or mentioned that colour 3 is a mixture of colour 1 and colour 2.

(a) Part a was done well; students seemed reasonably secure in their knowledge of
15 flame colours. Where an error was made it was usually in identifying lithium.

(b) This part was much less well done than part (a), with just over a third gaining both marks.
Few scored a single mark; most who knew the test also knew the correct result. There
were several common errors. Many added hydrochloric acid as a reagent, perhaps
associating it with barium chloride in the test for sulfate ions. Many suggested a flame test,
often giving green as the expected colour, which would be the correct test for barium but
which did not answer the question. A few stated that a green flame colour would be caused
by the presence of chlorine. Finally, a significant number of students gave incorrect or
spurious tests, many of which were claimed to give a white precipitate, although no mark
was awarded for this.

(c) Part b produced a good spread of marks. The best students were able to gain all three
marks with clear and thorough answers. Marks were usually lost by omission; students
should take note of the number of marks achievable on this type of question. Some less
able students confined themselves to reiterating the information in the question without
adding anything significant, for example, ‘Yes, because it produced a white precipitate with
barium chloride’.

Page 87 of 91
(a) (i) The majority of students correctly named the ingredient as phosphoric acid
16 recognising that a pH of 2.9 indicated acidity.

(ii) The correct response was hydrogen ion. Only a few students read the question and
were able to give an ion. Most chose an incorrect answer from the list of ingredients
for Cola. The most popular answers were phosphoric acid, carbonated water and
sugar.

(b) (i) Most students scored a mark for using a pencil. To gain the second mark the idea
was needed that the pencil was insoluble and that ink was soluble with the
appropriate consequences for the chromatogram. Answers scoring no further credit
included the line being straight, being able to erase the line if an error occurred and
vague answers that ink interfered with the results of the separation.

(ii) This question discriminated well with the full range of marks awarded. Many students
were poor at expressing their ideas. The most common answer quoted the cola as
having the most colours with the fruit juice having fewer colours. Good answers
showed students had analysed the chromatogram and referred to the number of
colours in each drink and deduced that one of the colours was the same.
Misconceptions were often in terms of the speed of dots rising up the paper. There
were several incorrect conclusions about the similarity and differences of the dots.

(c) This was poorly answered. Reference to substances travelling at different speeds was rare.
Common incorrect answers involved boiling point or pH. Several answers confused gas
chromatography with mass spectrometry thinking that the speed through the column was
related to the mass of the molecule.

(d) (i) About half of students chose the correct answer, ‘Is there caffeine in a certain brand
of drink?’

(ii) Common correct responses were concerned with opinion or choice or ethical / moral
reasons followed by words to the effect that caffeine has different effects on different
people. Answers involving the inability to do an experiment were less frequent. Lots
of confused responses discussed the labels on the drinks at length.

Page 88 of 91
(a) (i) Many students did not know how to carry out the flame test in any detail,
17 although a majority gained at least one mark. A large number of students did not
mention a colourless flame or cleaning of the wire. A fair number specifically stated
that the safety flame should be used. Some just added the substance to the flame
without being in any way specific about how this should be achieved. Others
suggested adding the chemical to water, perhaps confusing a flame test with the
reactions of alkali metals with water.

(ii) Most students managed to gain both marks although a significant number failed to
gain any marks.

(iii) As in previous years, students do not seem to have learned chemical tests. Only a
small minority correctly identified potassium chloride. Many students did not appear
to realise that their answer should be limited to the three given chemicals, with many
random guesses attempted. Students should be encouraged to see questions as a
whole rather than as a sequence of unrelated parts.

(b) (i) Despite not having a restricted choice of answers as in part (a)(iii), students fared
better in this question, with more than twice as many successfully identifying copper,
perhaps due to a familiarity with the blue colour of copper sulfate.

(ii) Again, with only three answers to choose from, less than a third of students did so
correctly. The most popular answer was chloride. A knowledge of the chemical tests
in the specification is an area that needs attention.

This question produced a wide range of responses; some very clearly expressed, others
20 suggesting that the student had not done any practical chemistry of this sort. Nearly half of the
responses, however, achieved Level 3 with five or six marks.

There were several routes to identifying the ions and substances. The most popular route was to
use the flame test to differentiate the potassium ion (and hence potassium carbonate) from the
three sodium compounds, then to carry out the halide test, using nitric acid and silver nitrate, to
identify sodium chloride and iodide. Students then assumed that the remaining chemical, which
would not produce a precipitate, was sodium carbonate. Some students identified the carbonates
as well, using nitric or hydrochloric acid and passing the gas released through limewater.

Most of the other methods chosen were similar, some students starting with the halide test,
others with identification of the two carbonates.

Some descriptions were very detailed, explaining why nitric acid was used before adding silver
nitrate, while others confused the halide test with that for a sulfate.

The method used for the flame test varied considerably. The most common methods included
spraying the solutions in the flame, soaking spills in the solutions before placing in the flame and
using nichrome wire or glass rods that had been dipped in the solutions. Some students
evaporated the water from the solutions to gain a solid version of the substance. Others just
stated that the flame test should be used but did not give a method, which limited their mark to
four.

Page 89 of 91
(a) A wide spread of responses was seen, as might be expected. In general, the cation
21 tests were better known than the anion tests. Sulfate was the least well known of all. Some
students spoiled their halide ion answers by naming them iodine and bromine. Fewer than
a quarter knew all six ion results.

(b) The responses to this question were generally poor. A large number of students considered
how difficult it would be for them to do the experiments rather than compare the two
methods being done by a competent chemist. Therefore they frequently stated that the
titration would take a long time and the results would be inaccurate due to the difficulty of
recognising the end point in a titration. Students also considered the calculation (instead of
the actual method) and gave the response that a titration calculation would be difficult to do
and was prone to mistakes, whereas the calculation for the precipitation reaction would be
very easy to do. Even students who recognised that some of the precipitate would be lost
then sometimes went on to state that this method is more accurate than the titration. In
general, the greater speed and accuracy of the titration were the two marks most frequently
awarded, with loss of precipitate also mentioned by some students. The other marking
points were seldom seen and in general the award of four marks was uncommon and of
five marks extremely rare. As with question 4(b), students need to be careful that their
responses in respect of each method do not contradict each other.

Foundation
22
(a) (i) Reasonably well answered by the majority, with three marks being the most common
score. Many students described either effervescence or reduction in size of calcium
carbonate in the first test tube and some went on to link this with the evolution of
carbon dioxide. More often, though, credit was given for carbon dioxide when it was
used as an explanation for the formation of cloudy limewater in the second tube. The
least well known feature was that the cloudy observation is caused by a precipitate of
calcium carbonate. Some students thought that the limewater would be drawn back
into the first tube. A significant minority wrote their responses for the two tubes in the
wrong spaces but were given credit if it was clear what was meant.

(ii) Fewer than one in ten of the students could draw the structure of ethanoic acid.
Incorrect responses included completion with hydrogen atoms to show ethane, or
something completely infeasible.

(iii) Most students had no idea what the catalyst was, so chose a substance they knew
was a catalyst from other parts of the specification – usually iron, sometimes nickel.
However, ester was known by more, even if often spelled like the female name.
‘Perfume’ and ‘fragrance’ were commonly seen. No credit was available for ether.

(b) Poorly attempted by many. It is clear that students do not know or understand these anion
tests. Often a random scatter of white, cream and yellow precipitates were seen, and even
flame colour precipitates like lilac and crimson. However, some students at least
recognised that water would do nothing in either test.

(c) (i) Nearly one-third of students knew both flame colours.

(ii) This question stretched the powers of expression of many students to the limit. Many
inadequate statements such as ‘you can’t see two colours at once’ or ‘only one colour
can be seen at a time’ were seen. However, credit was given to those students who
thought the colours would mix or blend.

Page 90 of 91
Higher

(a) (i) Reasonably well answered by the majority, with three marks being the most common
score. Many students described either effervescence or reduction in size of calcium
carbonate in the first test tube and some went on to link this with the evolution of
carbon dioxide. More often, though, credit was given for carbon dioxide when it was
used as an explanation for the formation of cloudy limewater in the second tube. The
least well known feature was that the cloudy observation is caused by a precipitate of
calcium carbonate. Some students thought that the limewater would be drawn back
into the first tube. A significant minority wrote their responses for the two tubes in the
wrong spaces but were given credit if it was clear what was meant.

(ii) Fewer than half of the students could draw the structure of ethanoic acid. A small
minority extended the diagram and drew propanoic acid instead. The weaker
responses involved completion with hydrogen atoms to show ethane.

(iii) Most students had no idea what the catalyst was, so chose a substance they knew
was a catalyst from other parts of the specification – usually iron, sometimes nickel.
However, ester was well known, even if often spelled like the female name. No credit
was available for ether.

(b) Quite poorly attempted by many. It is clear that students do not know or understand these
anion tests. Often a random scatter of white, cream and yellow precipitates were seen, and
even flame colour precipitates like lilac and crimson. However, most students recognised
that water would do nothing in either test.

(c) (i) Nearly three-quarters of students knew both flame colours.

(ii) This question stretched the powers of expression of many students to the limit. Many
inadequate statements such as ‘you can’t see two colours at once’ or ‘only one colour
can be seen at a time’ were seen. However, credit was given to those candidates
who thought the colours would mix or blend.

Page 91 of 91

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