Mark Scheme (Results)

Summer 2023

Pearson Edexcel GCSE

In Chemistry (1CH0)
Paper 1H
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Summer 2023
Publications Code 1CH0_1H_2306_MS
All the material in this publication is copyright
© Pearson Education Ltd 2023
General Marking Guidance

• All candidates must receive the same treatment. Examiners

must mark the first candidate in exactly the same way as they
mark the last.
• Mark schemes should be applied positively. Candidates must be
rewarded for what they have shown they can do rather than
penalised for omissions.
• Examiners should mark according to the mark scheme not
according to their perception of where the grade boundaries may
lie.
• There is no ceiling on achievement. All marks on the mark scheme
should be used appropriately.
• All the marks on the mark scheme are designed to be awarded.
Examiners should always award full marks if deserved, i.e. if the
answer matches the mark scheme. Examiners should also be
prepared to award zero marks if the candidate’s response is not
worthy of credit according to the mark scheme.
• Where some judgement is required, mark schemes will provide
the principles by which marks will be awarded and
exemplification may be limited.
• When examiners are in doubt regarding the application of the
mark scheme to a candidate’s response, the team leader must be
consulted.
• Crossed out work should be marked UNLESS the candidate has
replaced it with an alternative response.
Mark schemes have been developed so that the rubrics of each mark scheme reflects
the characteristics of the skills within the AO being targeted and the requirements of
the command word. So for example the command word ‘Explain’ requires an
identification of a point and then reasoning/justification of the point.
Explain questions can be asked across all AOs. The distinction comes whether the
identification is via a judgment made to reach a conclusion, or, making a point through
application of knowledge to reason/justify the point made through application of
understanding. It is the combination and linkage of the marking points that is needed
to gain full marks.
When marking questions with a ‘describe’ or ‘explain’ command word, the detailed
marking guidance below should be consulted to ensure consistency of marking.

Assessment Command Word

Objective

Strand Element Describe Explain

AO1 An answer that combines the An explanation that links

marking points to provide a identification of a point with
logical description reasoning/justification(s) as
required

AO2 An answer that combines the An explanation that links

marking points to provide a identification of a point (by
logical description, showing applying knowledge) with
application of knowledge and reasoning/justification
understanding (application of understanding)

AO3 1a and An answer that combines

1b points of
interpretation/evaluation to
provide a logical description

AO3 2a and An explanation that combines

2b identification via a judgment
to reach a conclusion via
justification/reasoning

AO3 3a An answer that combines the

marking points to provide a
logical description of the
plan/method/experiment

AO3 3b An explanation that combines

identifying an improvement of
the experimental procedure
with a linked
justification/reasoning
Chemistry 1CH0/1H

Question Answer Mark

number
1(a) isotope A isotope B AO1 1
atomic number 1 1 all 6 correct (2) (2)
mass number 1 2 4 or 5 correct (1)
number of protons 1 1 0-3 correct scores 0
number of electrons 1 1
number of neutrons 0 1

Question Answer Additional guidance Mark

number
1(b) An description including AO3 1
• voltage {stays same/ constant/ steady/ stable/ for MP1 units of voltage not essential (but time (2)
at 1.1(V)} for 60 minutes/ 1hr (1) span required)
allow 1.08-1.12(V)
allow power for voltage

• and then falls to 0(V) (during the time 60-75 for MP2 units of voltage not required must specify
mins) (1) that V decreases to zero/ nothing (but time span
not required)
ignore phrases such as ‘voltage stops’, ‘no
voltage’, ‘voltage runs out’

Question Answer Additional guidance Mark

number
1(c) • sodium would react with the {electrolyte / allow sodium is not inert/ is (very) reactive / reacts AO2 2
water/ solution} (1) with the liquid (2)
ignore ‘sodium will dissolve’/ will react with air/ loses
electrons

• sulfur does not conduct (electricity) (1) allow poor conductor/ sulfur is a non-metal/ electrons
cannot pass through
Question Answer Additional guidance Mark
number
2(a) stir/ swirl/ shake (the beaker) allow mix, warm/ heat AO1 2
ignore wait (until reaction over/ until powder disappears) (1)

Question Answer Additional guidance Mark

number
2(b) in either order: allow phonetic spellings but reject calcium chlorine AO2 1
(2)
calcium chloride (1) allow CaCl2 but formula must be correct for the mark
ignore ‘solution’/ any state symbols
water (1) allow H2O but formula must be correct for the mark
if three products given, allow (1) only if both correct products are given.
four or more products scores (0)

Question Answer Mark

number
2(c) C s aq is the only correct answer AO2 1
(1)
A, B and D are not correct because the calcium hydroxide is a solid and the acid is an aqueous solution.

Question Answer Additional Guidance Mark

number
2(d)(i) 1 allow 0.9 or 1.1 AO3 2
(1)

Question Answer Mark

number
2(d)(ii) 0.74 (g) AO3 2
(1)
Question Answer Additional guidance Mark
number
2(d)(iii) An explanation linking: AO2 1
(3)
START
• solution is acidic / acids have low pH / high {concentration/ allow for low pH:
amount} of H+ ions/ excess H+ ions (1) pH less than 7 / pH 1-6 / pH =1
ignore there is no alkali
ignore references to ‘strong’ or weak’

REACTION
• neutralisation/ H+ + OH- → H2O/ {the hydroxide/ alkali} allow acid → neutral → alkali (2)
reacts with the {acid/ H+} (1)

END
• {amount/ concentration} of H+ ions has reduced/ {amount/ allow calcium hydroxide is {an alkali/a
concentration} of OH- ions has increased / excess OH- ions/ base}
(excess of) hydroxide ions have pH > 7 (1) ignore description of pattern – as calcium
hydroxide added pH increases (0)
ignore ‘becomes alkaline’/ is alkaline/ is
less acidic
Question Answer Mark
number
3(a) A calcium is the only correct answer AO1 1
(1)
B, C and D are incorrect because copper, silver and gold do not react with cold water

Question Answer Additional guidance Mark

number
3(b)(i) Mark answer lines first, if blank or only contain statements AO3 2
that can be ignored, then look at the table. (2)
Ignore hydrogen / gas / reactivity of metal
reject incorrect additional observations for each metal

MAGNESIUM
many bubbles / bubbles produced allow ‘magnesium disappears/ dissolves’
quickly / bubbles vigorously ignore steady bubbling / slightly warm
OR
test tube feels hot / warm / warmer
than with zinc (1)

IRON
few bubbles / bubbles produced slowly / ignore steady bubbling / no bubbling
some bubbles
OR
test tube feels very slightly warm (1) allow does not feel warm
ignore test tube feels slightly warm

Question Answer Additional guidance Mark

number
3(b)(ii) a description to include the following points AO1 2
(2)
• apply lighted splint (to the gas) (1) allow apply flame / ignite
ignore ‘squeaky pop test’
reject glowing splint

• (squeaky) pop (1)

MP2 depends on MP1
Question Answer Additional guidance Mark
number
3(b)(iii) Mg + 2HCl → MgCl2 + H2 AO2 1
(2)
H2 (1) reject H2, H2, 2H, 2h, h2, h2

2 (1)

Question Answer Mark

number
3(c)(i) ten (times) / 10 (x) / (x) 10 AO1 1
(1)

Question Answer Additional guidance Mark

number
3(c)(ii) 0.05 (g) 0.05 scores whether (c)(i) correct or not. AO3 1
OR (1)
0.005 x factor from (c)(i) if answer not 0.05, only then apply ecf and no working is required
e.g x2 AND 0.01 (1); x100 AND 0.5 (1)
Question Answer Additional guidance Mark
number
4(a) final answer of 34 with or without working scores 4 allow ecf at MPs 2-4 AO2 1
(4)
• total mass = 191 (1)

• 64 = 0.33507 (1) MP2 must be for 64/ total mass from MP1
191 note: 63.5/191 is not correct

• x 100 = 33.507 (1) MP3 must be for multiplying fraction from MP2
that has been produced using question data x 100

• = 34 (1) MP4 for rounding correctly number produced

using question data to 2s.f. and must be <100%

33.5/ 33.51 scores 3

0.33 scores 2
0.34 scores 3
33 scores 3
64/382 x 100 = 17 scores 3
191/64 x 100 = 298 scores 2
64/127(.5) x 100 = 50 scores 3
191/191 x 100 = 100 scores 1

Question Answer Mark

number
4(b) D 1910 orange is the only correct answer. AO2 1
(1)
A, B and C are incorrect because the melting point of transition metals are high and transition metals
have coloured compounds
Question Answer Additional guidance Mark
number
4(c)(i) final answer of 490 with or without working scores 2 AO2 1
(2)
400 = 5 (1) 80/ 400 x 98 = 19.6 scores 1
80 allow ecf for MP2 only if MP1 uses 80 and 98
5 x 98 = 490 (1)

OR

98 =1.225 (1)
80 80/98 x 400 = 326.5 scores 1
1.225 x 400 = 490 (1) allow ecf for MP2 only if MP1 uses 80 and 98

allow 490000 kg only if unit given

allow 490000000 g only if unit given

Question Answer Additional guidance Mark

number
4(c)(ii) final answer of 96% with or without working scores 2 AO2 1
(2)
672 = 0.96 (1) allow 24/25
700

x 100 = 96 (1) no ecf for MP2

4 scores 1
104 scores 1
Question Answer Additional guidance Mark
number
4(c)(iii) Any two of the following ignore impure reactants/ contaminants/ reaction AO1 1
conditions/ human error/ measurement errors/ (2)
reversible reaction

• incomplete reaction allow reaction incomplete/ reactant left over/ not all
reactants used

• loss {of substance/reactant/product} allow reasonable examples e.g. left in apparatus/ in

(during practical)/ practical losses transfer/ escape to air/ not in a closed system/ lost
to surroundings
ignore incompetence e.g. spillages

• unwanted reactions/ side-reactions allow reasonable example e.g product reacts with air
ignore waste products/ by-products
Question Answer Additional guidance Mark
number
5(a)(i) N2 + 3H2 ⇌ 2NH3 (3) MP1: three formulae and no others on correct sides of an equation. AO2 1
allow incorrect cases and subscripts e.g. n2 (1) (3)
MP2 depends on MP1: balancing these correct formulae, allow multiples (1)
MP3: stand alone mark: equilibrium symbol, allow ⇄, ⇋ (1)

allow equation written in reverse

Question Answer Mark

number
5(a)(ii) D 450 200 is the only correct answer AO1 1
(1)
A, B and C are incorrect because the temperature is 450℃ and the pressure is 200 atm.

Question Answer Additional guidance Mark

number
5(a)(iii) catalyst/ increase rate of reaction(s)/ lower ignore provide an alternative route for the reaction AO1 1
activation energy/ increase rate of attainment of (1)
equilibrium

Question Answer Additional guidance Mark

number
5(a)(iv) An explanation including any two from: MP1/ MP2/ MP3 are marked independently AO1 1
reject contradictions within MP2 or within MP3 (2)

• moves in exothermic direction (1)

• moves {right/ forwards / towards ammonia/ to allow to increase yield

products} (1)

• to oppose the temperature reduction / to ignore just ‘to oppose the (temperature) change’
release heat / to increase the temperature (1) allow to increase heat
Question Answer Additional guidance Mark
number
5(b) A description including AO3 3a
steps 1 and 2 can be reversed, but must (3)
be practical e.g. ignore ‘heat tube up’

METHOD OF HEATING AND COOLING

• put tube into hot water (1) allow water from kettle
reject placing tube in kettle/ heating with
steam

• then into cold water/ add cold water/ add ice (1)

OBSERVATIONS
• colour goes darker MP3 is for observation but depends on
AND tube being heated and cooled (even if MP1
colour goes lighter/ colourless and/or MP2 not scored)

allow colour changes in both hot and cold

ignore clear

allow suitable diagram(s)

ignore opening of tube

ignore attempts at explanation

Question Mark
number
6(a) C at the cathode is the only correct answer AO2 2
(1)
A, B and D are incorrect because the copper ions are positive so are reduced at the cathode.

Question Answer Additional Guidance Mark

number
6(b)(i) An explanation including: ignore names of electrodes AO2 1
(3)
• as current increases mass increases / the mass overall trend required e.g. more mass at 0.4A
is proportional to the current (1) than 0.2A (0), as current up by 0.2 mass up
0.04 (1), more current, more copper(1)

allow positive correlation (between current and

mass)
allow ‘amps’ for ‘current’, ‘amount’ for mass

• because the higher the current the more allow ‘greater flow of electrons’
electrons (per second) (1) allow higher rate of electron transfer
allow electrons move faster
allow higher (amount of) charge

• so more copper ions {are reduced/ gain allow Cu2+ + 2e- → Cu

electrons/ are discharged} (1) allow more copper ions react
if give copper ion symbol, allow any positive
charge
ignore more copper (atoms) form
Question Answer Additional Guidance Mark
number
6(b)(ii) A description including: MP1 and MP2 independent AO2 2
allow anode/ electrodes (2)

• (rinse and) dry {electrode / cathode} (1) allow rinse electrode with solvent/ propanone
(and leave for solvent to evaporate)
ignore clean/ wipe electrode

• measure mass of {electrode/ cathode} (on a allow weigh electrode at start and end
balance) (and subtract original mass) (1) allow subtract original mass from final mass
allow ‘find increase in mass of electrode’

ignore measure mass of copper before and after

scrape off copper and weigh scores 0 marks

Question Answer Additional Guidance Mark
number
6(c) 7.015 x 1020 with or without working scores 3 allow ecf for MP2 and MP3 AO2 1
allow correct rounding at each stage (3)

• mass copper in g = 74
1000
= 0.074 / 7.4 x 10-2 g (1)
MP2 for mass
• amount of copper = 0.074 63.5
63.5
= 0.001165…./ 1.165…. x 10-3 mol (1)

• number of atoms = 0.001165… x 6.02 x 1023 MP3 for number using 74 and 63.5 x Avogadro
= 7.015 x 1020 (1) correctly worked out
allow 1 or more sig fig.
7.015 x 1023 scores 2
7.015 x 1026 scores 2
2.829 x 1024 scores 2
2.829 x 1027 scores 1
Question Additional guidance Mark
number
7(a)(i) • ammonia (solution) (1) allow ammonium hydroxide for ammonia. AO1 1
• nitric acid (1) ignore any formulae (2)

Question Answer Mark

number
7(a)(ii) D hydrogen, nitrogen, oxygen and phosphorus only is the only correct answer AO2 1
(1)
A, B and C are incorrect because they each lack one of the elements

Question Answer Additional guidance Mark

number
7(b)(i) AO3 1
• two readings: 27.75 and 1.45 (1) MP1 for these values only (2)

• 27.75 – 1.45 = 26.30 (1) MP2 for correct subtraction of 2 volumes (to 1 or 2
d.p.) but answer must be 2 d.p.
Any 1 d.p. answer including 26.3 does not score MP2.

Answers with NO working

26.30 (2); any other answer (0)

26.30 with working may score 2 (if 2 correct values

used) or score 1 (e.g. 27.78 – 1.48 = 26.30; 27.8 –
1.5 = 26.30)

Question Answer Mark

number
7(b)(ii) 25.90 24.90 24.60 25.00 AO3 2
✓ ✓ (1)
Question Answer Additional Guidance Mark
number
7(b)(iii) An answer including any three from AO3 3
• rinse the burette with titrant (1) allow clean/ wash the burette / wash with water (3)
allow rinse with (named) acid or alkali
ignore dry the burette

• fill the jet / tip (1) allow indication of this part of apparatus e.g. below tap
allow ensure no gas bubbles/ air

• do not fill burette over 0 cm3 / note: diagram shows overfilled burette
overfill/ run liquid out until ignore measure start volume
volume at or below 0 cm3 (1) allow do not fill to top

• add drop by drop only near {end allow rough titration first (then add similar volume before going
point/ colour change} (1) dropwise)

ignore any remarks about taking readings

ignore additional method points e.g. use funnel, clamping burette

Question Answer Additional Guidance Mark

number
7(c) in colours allow any qualifiers e.g. light/ dark etc AO1 2
(1)
from: pink-blue/ pink-purple/ blue-purple/ purple FROM
allow any type of purple alone e.g lilac
allow any combination of pink/blue/purple
reject blue alone or pink alone
reject any red

TO
to red Reject any other colours with red
Question Answer Additional Guidance Mark
number
7(d) None / volume the same Must be clear there is NO effect e.g. ‘little to no AO1 2
change’ (0) (1)
Question Answer Additional Guidance Mark
number
8(a) water allow H2O AO1 1
2 must be subscript (1)
H and O must be capitals
ignore copper sulfate/ CuSO4

Question Answer Additional Guidance Mark

number
8(b) An explanation including MP1, 2 and 3 are independent AO1 2
(3)
OBSERVATION
• when some powder remains in the beaker allow {mixture/ solution} turns black/ copper oxide
(after stirring) (1) does not ‘dissolve’/ copper oxide remains / solution
gets no darker blue

ignore fizzing stops

ignore copper oxide precipitate

COPPER OXIDE
• there is an excess of copper oxide (1)

ACID
• all the acid {is neutralised/ has reacted}/ no allow acid used up
acid remains (1) allow acid is the limiting reactant
ignore reaction complete

Question Answer Mark

number
8(c) C heat the solution with a water bath is the only correct answer. AO1 2
(1)
A is incorrect because the solution will not be separated.
B is incorrect because a powder forms instead of crystals.
D is incorrect because the method would be very slow.
Question Answer Additional guidance Mark
number
8(d) A description including any three from: allow atoms or particles for ions AO1 1
reject molecules once (3)

allow suitable diagrams (could score MP2, MP4)

ignore any reference to bonding

SOLUTION
• (the ions) are (freely) moving (1) allow liquid for solution
ignore flowing
• (the ions) are randomly arranged (1)

SOLID
• (the ions) are fixed/ not moving/ vibrating (1) ignore have less energy

• (the ions) are in a regular arrangement/ lattice/ allow in rows/ tightly packed/ close together
giant structure (1)

Question Answer Additional Guidance Mark

number
8(e) An explanation including: mark independently with no ecf AO1 1
(2)
• the copper (ions are) neither oxidised nor reduced allow copper oxide not oxidised or reduced
(1) allow ‘neither’

• the copper (ions) do not lose or gain electrons/ Cu2+ allow copper (ions) have same number of
present at start and end (1) electrons/ have same charge

ignore references to spectator ions

Question Answer Additional Guidance Mark

number
8(f) 11.9625 with or without working scores 1 11.963/ 11.96/ 12.0/ 12 scores 1 AO2 2
(1)
11.9625
Question Answer Additional guidance Mark
number
9(a)(i) C6H8N2SO2 Letters can be in any order e.g C6N2H8O2S (1) AO2 1
must be written as a formula (1)
numbers do not have to be subscripts
ignore any formula with brackets

Question Answer Additional Guidance Mark

number
9(a)(ii) A description including: ignore repeats the stem e.g. melting point is 160-164 AO3 1
ignore suggestions about composition e.g B is an element (3)
mark independently (can score MP2 and MP3 even if MP1
incorrect)
• B is pure and A is impure and C is
impure (1)

• B has a sharp/ single melting point (1) allow fixed / specific / definite/ one/ exact/ no range
ignore accurate/ precise melting point

• A and C have melting points {over a allow the melting points vary /gradual change/ not sharp/
range / lower than (the sharp melting not exact
point of) B} (1)
ignore these have two melting points/ different melting
points (i.e idea that melts at 160 and at 164)

reject boiling point only once in MP2 or MP3

Question Answer Additional Guidance Mark

number
9(b) 0.528/ 0.53 with or without working scores 2 AO2 1
(2)
• distance = Rf x solvent front distance/ 0.22 MP1 for rearranged equation or values
x 2.4 (1) note : any unambiguous wording accepted in formula
If additional calculation steps used, score 0 for whole
question.

• = 0.528/ 0.53 (cm) (1) 0.5 scores 2 only with working

No ecf for MP2
Question Indicative content Mark
number
*9(c) Answers will be credited according to candidate’s deployment of knowledge and understanding of the (6)
material in relation to the qualities and skills outlines in the generic mark scheme. AO1 1
AO1 2
The indicative content below is not prescriptive and candidates are not required to include all the
material which is indicated as relevant. Additional content included in the response must be scientific
and relevant.
Do not credit separation techniques other than distillation (e.g. crystallisation/ simply evaporating off
the water) or additional steps to distillation that would not work. Allow distil off (some) water and
then crystallise the remaining (concentrated) sodium chloride solution.
Allow fractional distillation.

AO1 (6 marks)
SODIUM CHLORIDE
• ionic compound
• giant lattice
• positive (sodium) ions and negative (chloride) ions
• strong electrostatic attraction between ions
• lots of energy to overcome attraction/ bonds

WATER
• simple covalent/ molecular
• strong covalent bonds between atoms in a molecule
• weak forces between molecules
• little energy needed to overcome the intermolecular forces

SEPARATION
• use distillation – with condenser or simple apparatus: delivery tube into test tube in ice water
• water has much lower boiling point
• water will distil but sodium chloride will not
• water collected after being condensed
• sodium chloride remains in flask
Level Mark Descriptor
0 No rewardable material.
Level 1 1–2 • Demonstrates elements of chemical understanding, some of which is inaccurate. Understanding of
scientific ideas lacks detail. (AO1)
• Presents an explanation with some structure and coherence. (AO1)
Level 2 3–4 • Demonstrates chemical understanding, which is mostly relevant but may include some inaccuracies.
Understanding of scientific ideas is not fully detailed and/or developed. (AO1)
• Presents an explanation that has a structure which is mostly clear, coherent and logical. (AO1)
Level 3 5–6 • Demonstrates accurate and relevant chemical understanding throughout. Understanding of the scientific
ideas is detailed and fully developed. (AO1)
• Presents an explanation that has a well-developed structure which is clear, coherent and logical. (AO1)
Level Mark Descriptor Additional Guidance
0 No rewardable material. Read whole answer and ignore all incorrect material/ discard any contradictory material then:

Level 1–2 Additional Guidance Possible candidate response

1 a basic description of one of sodium chloride is ionic (1)
the types of bonding or the use distillation (1)
separation technique sodium chloride has ionic bonding and water has covalent bonding (2)
sodium chloride has strong ionic bonds which take a lot of energy to break (2)
heat the mixture and condense the water (2)
Level 3–4 Additional Guidance Possible candidate response
2 a description of two of the water is a simple molecular covalent compound, there are weak intermolecular forces which take little
aspects: bonding in NaCl/ energy to break but sodium chloride is ionic (3)
intermolecular forces in sodium chloride has ionic bonding, there are strong electrostatic forces of attraction between
water/ distillation oppositely charged ions, which take a lot of energy to break and the solution is separated by
distillation (3)
use distillation because water has a lower boiling point than sodium chloride so water will distil but
sodium chloride will not, water can be collected after it has been condensed and the sodium chloride
will remain in the flask. This is because sodium chloride is ionic with strong bonds. (4)
Level 5–6 Additional Guidance sodium chloride has strong ionic bonds which take a lot of energy to break whereas water has
3 An explanation of both of the intermolecular forces which does not take a lot of energy to break. Heat the mixture and condense the
types of bonding and of the water, sodium chloride is left in the flask (5)
separation technique Sodium chloride is ionic, the electrostatic attractions between ions take a lot of energy to break. Water
is covalent, not a lot of energy is used to overcome the intermolecular forces. Use distillation because
water has a lower boiling point than sodium chloride so water will distil but sodium chloride will not,
water can be collected after it has been condensed and the sodium chloride will remain in the flask. (6)
Question Answer Additional Guidance Mark
number
10(a)(i) a description to include AO1 1
• reaction of a metal (1) allow specified metals (2)
ignore ‘rusting’

• with oxygen/ oxidation (1) allow to form oxide/ air for oxygen
ignore mention of water

oxidation of a metal scores 2

when a metal oxide forms scores 2

Question Answer Additional Guidance Mark

number
10(a)(ii) 61 000 / 60 923 cm3 with or without working scores 4 allow ecf and correct rounding at each stage AO2 1
110/130 does not score MP1 but (4)
• amount of sodium azide = 110/65 110/130 x 3 = 2.538 scores MP1 and MP2
= 1.692… mol (1)
130g NaN3 → 84g N2 then 110g NaN3 → 71g
N2 scores MP1, then mark on

• amount of nitrogen = 3/2 x 1.692

= 2.538… mol (1)

• volume of nitrogen = 24 x 2.538 MP3 for attempt at moles of nitrogen worked

= 60.923… dm3 (1) out using data in question x 24

• volume in cm3 = 60.923 x 1000 MP4 for attempt at volume of nitrogen

= 60923/ 61 000 cm3 (1) worked out using data in question x 1000
Allow 2 s.f. or more

30462 scores 3
40615 scores 3
40.615 scores 2
20308 scores 2
20.308 scores 1
Question Indicative content Mark
number
*10(b) Answers will be credited according to candidate’s deployment of knowledge and understanding of (6)
the material in relation to the qualities and skills outlines in the generic mark scheme. A01 1

The indicative content below is not prescriptive and candidates are not required to include all the
material which is indicated as relevant. Additional content included in the response must be
scientific and relevant.

Marks can be awarded for suitable diagrams.

AO1 (6 marks)

METAL PROPERTIES
• good conductors of heat
• good conductors of electricity
• malleable
• ductile
• shiny (when pure)
• copper is unreactive
• aluminium samples are resistant to corrosion due to oxide layer
• aluminium has low density

ALLOY PROPERTIES
• good conductors of heat
• good conductors of electricity
• malleability is lower than pure metal
• ductility lower than pure metal
• specific properties of magnalium e.g. low density (ignore light)
• specific properties of brass

METAL USES
• aluminium for cooking foil, food trays
• copper for water pipes, electrical wires, roofing

ALLOY USES
• aluminium alloys for aircraft parts, vehicles, ladders
 • copper alloys for coins, brass instruments, jewellery, plug prongs

COMPARE/ SIMILARITIES between metal and alloy

• both exist as lattices of ions with delocalised electrons
• conduct heat because delocalised electrons in both to carry thermal energy
• conduct electricity because delocalised electrons in both can move
• high melting and boiling points due to strong metallic bonds

CONTRAST/ DIFFERENCES between metal and alloy

• layers of ions/ atoms/ particles in alloys disrupted
• harder for layers to slide
• therefore alloys typically stronger, less malleable and less ductile
• alloys can be more corrosion resistant
• pure aluminium used (e.g. cooking foil) where conducting heat required but strength not
needed
• aluminium alloy used (e.g aircraft, ladders) where low density required but greater
strength of alloy needed
• pure copper used (e.g. electrical wires) where conducting electricity needed but high
strength not required
• copper alloys used (e.g.plug pins) where conducting electricity needed but needs to be
harder than pure copper
• metals have fixed melting point but alloys a range as a mixture
Level Mark Descriptor
0 No rewardable material.
Level 1 1–2 • Demonstrates elements of chemical understanding, some of which is inaccurate. Understanding of
scientific ideas lacks detail. (AO1)
• Presents an explanation with some structure and coherence. (AO1)
Level 2 3–4 • Demonstrates chemical understanding, which is mostly relevant but may include some inaccuracies.
Understanding of scientific ideas is not fully detailed and/or developed. (AO1)
• Presents an explanation that has a structure which is mostly clear, coherent and logical.
(AO1)
Level 3 5–6 • Demonstrates accurate and relevant chemical understanding throughout. Understanding of the
scientific ideas is detailed and fully developed. (AO1)
• Presents an explanation that has a well-developed structure which is clear, coherent and
logical. (AO1)
Level Mark Descriptor Additional Guidance
0 No rewardable material. Read whole answer and ignore all incorrect material/ discard any contradictory material then:

Level 1 1–2 Additional Guidance Possible candidate response

(Descriptions) Aluminium (alloy) is used to make aircraft (1)
A basic description of at least Copper alloys are used to make coins (1)
three different properties Alloys are stronger than pure metals (1)
and/or uses of either aluminium, Copper and aluminium have high melting points. (1)
copper and/or their alloys
OR Copper and aluminium conduct electricity and are malleable, and copper is used to make water
A basic description of the pipes. (2)
structure of a metal and/or or Alloys have different sized atoms in their structure so are strong (2)
alloy
Level 2 3–4 Additional Guidance Possible candidate response
(Similarity or difference) Metals are malleable. Alloys are strong. Alloys and metals have high melting points because
A description covering (a) they have strong metallic bonds. Copper is used to make pipes. (3)
property of metals,
(b) a different property of alloys, Alloys are stronger than metals. This is because alloys have different sized atoms in their
(c) three uses including at least structure which stops the layers from sliding. Copper is a good conductor so is used in wires.
one metal and at least one Copper is also used to make trumpets. Aluminium alloys have low density and are used to make
alloy. aircraft bodies. (4)
AND
An explanation of a similarity or
difference.
Level 3 5–6 Additional Guidance Possible candidate response
(Similarity AND difference) Metals and alloys conduct electricity, but alloys are stronger than metals. This is because alloys
One description and one have different sized atoms in their structure. Ladders and aircraft are made from aluminium and
explanation covering at least copper alloys make coins. (5)
(a) one similar property of pure
metals and alloys, and Metals and alloys conduct electricity, but alloys are stronger than metals. This is because alloys
(b) one difference. have different sized atoms in their structure which stops the layers from sliding. Copper alloys
Three uses including at least are used to make coins and brass instruments and aluminium us used to make cooking foil. (6)
one metal and an at least one
alloy given.
 Please check the examination details below before entering your candidate information
Candidate surname Other names

Centre Number Candidate Number

Pearson Edexcel Level 1/Level 2 GCSE (9–1)

Monday 22 May 2023
Morning (Time: 1 hour 45 minutes) Paper
reference 1CH0/1H
Chemistry  

PAPER 1

Higher Tier
You must have: Total Marks
Calculator, ruler

Instructions
•• Use black ink or ball-point pen.
Fill in the boxes at the top of this page with your name,
centre number and candidate number.
•• Answer all questions.
Answer the questions in the spaces provided
– there may be more space than you need.
•• Calculators may be used.
Any diagrams may NOT be accurately drawn, unless otherwise indicated.
• You must show all your working out with your answer clearly identified at the
end of your solution.

Information
•• The total mark for this paper is 100.
The marks for each question are shown in brackets
– use this as a guide as to how much time to spend on each question.
• structure
In questions marked with an asterisk (*), marks will be awarded for your ability to
your answer logically, showing how the points that you make are related or
follow on from each other where appropriate.
• There is a periodic table on the back cover of the paper.
Advice
•• Read each question carefully before you start to answer it.
Try to answer every question.
• Check your answers if you have time at the end. Turn over

P72631A
©2023 Pearson Education Ltd.
N:1/1/1/1/1/1/1/
*P72631A0132*
 Answer ALL questions. Write your answers in the spaces provided.

Some questions must be answered with a cross in a box . If you change your mind about an

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answer, put a line through the box and then mark your new answer with a cross .

1 (a) Figure 1 shows information about two isotopes of hydrogen, A and B.

Complete the table to show the number of subatomic particles in each isotope.
(2)

isotope A isotope B

atomic number 1 1

mass number 1 2

number of protons
.............................................................. ..............................................................

number of electrons
.............................................................. ..............................................................

number of neutrons
.............................................................. ..............................................................

Figure 1

(b) Hydrogen gas and oxygen gas are used in a hydrogen–oxygen fuel cell.
Separate containers of hydrogen and oxygen are used to supply the gases.
A student tests the voltage supplied by the fuel cell every 15 minutes.
The results are shown in Figure 2.

voltage 1.2
in V
1.0

0.8

0.6

0.4

0.2

0.0
0 15 30 45 60 75 90
time in minutes

Figure 2

2
*P72631A0232* 
 Describe what Figure 2 shows about how the voltage of this fuel cell varies
with time.
(2)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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

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

(c) A chemical cell is made by placing two electrodes into an aqueous electrolyte.
Figure 3 shows a chemical cell.

V
electrode
electrode

electrolyte

Figure 3

State why sodium and sulfur electrodes are not suitable for this experiment.
(2)
sodium

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

sulfur

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

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

(Total for Question 1 = 6 marks)

3
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2 In an experiment, powdered calcium hydroxide was added to dilute hydrochloric acid
and the pH was measured.

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The method used was
step 1 measure 200 cm3 dilute hydrochloric acid into a beaker
step 2 add 0.1 g of powdered calcium hydroxide to the beaker
step 3 find the pH of the mixture
step 4 repeat steps 2 and 3 until the pH stops changing.

(a) State what should be done after step 2 to make sure that any reaction
is complete.
(1)

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

(b) Complete the word equation for the reaction.

(2)

calcium hydroxide + hydrochloric acid → ................................................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(c) Which row of the table shows the state symbols for powdered calcium hydroxide
and dilute hydrochloric acid in the balanced chemical equation?

(1)
calcium hydroxide hydrochloric acid

A aq l

B l aq

C s aq

D s l

4
*P72631A0432* 
 (d) The results of the experiment are shown in Figure 4.

pH 14
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12

10

0
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0
mass of calcium hydroxide added in grams

Figure 4

(i) Using Figure 4, give the pH of the acid at the start of the experiment.
(1)

pH = ......................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(ii) Using Figure 4, give the mass of calcium hydroxide required to make a
neutral mixture.
(1)

mass of calcium hydroxide = ............................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . g

(iii) Explain why the pH starts at a low value and ends at a higher value.
(3)

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

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

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

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

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

(Total for Question 2 = 9 marks)

5
 *P72631A0532* Turn over
3 Figure 5 shows part of the reactivity series of metals.

calcium

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magnesium
aluminium
zinc
iron
copper
silver
gold
increasing reactivity

Figure 5

(a) Which metal reacts when added to cold water?

(1)
A calcium

B copper
C gold

D silver

(b) A student investigates the reactivity of four different metals.

The student adds an equal‑sized piece of each metal to separate test tubes
containing dilute hydrochloric acid.
The student’s observations for zinc and copper are recorded in Figure 6.

metal observations

magnesium

bubbles produced at a steady rate

zinc
test tube feels slightly warm

iron

copper no reaction

Figure 6

6
*P72631A0632* 
 (i) Use the information in Figure 5 and in Figure 6 to predict the observations for
the reactions of magnesium and of iron with dilute hydrochloric acid.
(2)
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magnesium

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

iron

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

(ii) When metals react with acids, hydrogen gas is produced.

Describe the test to show that the gas is hydrogen.
(2)

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

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

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

(iii) When magnesium reacts with hydrochloric acid, magnesium chloride and
hydrogen are formed.
Complete the balanced equation for the reaction.
(2)

Mg + . . . . . . . . . . . . . . . . . . . . . . . . . ..................... HCl → MgCl2 + ...............................................

7
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 (c) An excess of magnesium is added to some dilute hydrochloric acid of pH 2.
The mass of hydrogen gas produced is measured.

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The experiment is repeated with excess magnesium but with the same volume of
dilute hydrochloric acid of pH 1.
(i) State how many times greater the concentration of hydrogen ions is in the
acid of pH 1 than in the acid of pH 2.
(1)

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

(ii) With the acid of pH 2, the mass of hydrogen gas produced when the reaction
is complete is 0.005 g.
Predict the mass of hydrogen gas produced in the reaction with acid of pH 1.
(1)

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

mass = ............................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . g
(Total for Question 3 = 9 marks)

8
*P72631A0832* 
 Turn over
9
*P72631A0932*
BLANK PAGE

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4 There are several stages to the production of sulfuric acid in industry.

(a) Sulfur dioxide is required for the production of sulfuric acid.

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Sulfur dioxide can be obtained by heating copper sulfide, Cu2S, in excess air.

Cu2S + O2 → 2Cu + SO2

Calculate the atom economy for the production of sulfur dioxide, SO2, in
this reaction.
(relative atomic mass: Cu = 63.5
relative formula masses: O2 = 32.0, Cu2S = 159.0, SO2 = 64.0)
Give your answer to two significant figures.
(4)

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

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atom economy = ............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . %

(b) In one stage vanadium oxide, V2O5, is used.
Based on the position of vanadium in the periodic table, which row shows the
most likely melting point of vanadium and colour of vanadium oxide?
(1)

melting point of vanadium in °C colour of vanadium oxide

A 50 white
B 1910 white
C 50 orange
D 1910 orange

10
*P72631A01032* 
 (c) The equation shows a reaction forming sulfuric acid.

SO3 + H2O → H2SO4

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(i) Calculate the maximum mass of sulfuric acid that could be produced from
400 tonnes of sulfur trioxide, SO3 .
(relative formula masses: SO3 = 80, H2SO4 = 98)
(2)

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

maximum mass of sulfuric acid = ............................................. . . . . . . . . . . . . . . . . . tonnes

(ii) Using a different amount of sulfur trioxide, it was calculated that 700 tonnes
of sulfuric acid could be made.
The actual mass produced was 672 tonnes.
Calculate the percentage yield of sulfuric acid.
(2)

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

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

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

percentage yield = ......................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(iii) State two reasons why the percentage yield is less than 100 %.
(2)

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

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

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

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

(Total for Question 4 = 11 marks)

11
 *P72631A01132* Turn over
5 (a) Ammonia is manufactured in the Haber process by the reversible reaction
between nitrogen and hydrogen.

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(i) Write the balanced equation for the reversible reaction between nitrogen and
hydrogen to make ammonia, NH3.
(3)

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(ii) Which row shows the typical conditions of temperature and pressure used in
the Haber process?
(1)

temperature in °C pressure in atmospheres

A 250 100
B 250 200
C 450 500
D 450 200

(iii) In the Haber process, iron is added to the vessel where the nitrogen and
hydrogen react.
State the purpose of the iron.
(1)

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

(iv) The reaction between nitrogen and hydrogen to make ammonia can reach
dynamic equilibrium.
The reaction gives out heat.
Explain how the position of equilibrium changes if the temperature
is decreased.
(2)

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

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

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

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

12
*P72631A01232* 
 (b) Compound A is a dark brown gas.
Compound B is a colourless gas.
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Two molecules of A combine to form one molecule of B in a reversible reaction.

You are given
• a sealed glass tube containing an equilibrium mixture of A and B
• a beaker
• a kettle
• some ice
At room temperature, the equilibrium mixture is a pale brown colour.
Devise an experiment to show how the position of equilibrium of this reaction is
affected by temperature.
The sealed tube must not be opened.
(3)

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

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

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

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

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

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

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

(Total for Question 5 = 10 marks)

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6 A student investigates the mass of copper produced when copper chloride solution
in a beaker is electrolysed using inert electrodes.

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(a) Where is copper formed during the electrolysis?
(1)
A at the anode

B at the bottom of the beaker

C at the cathode

D on the surface of the electrolyte

(b) The student investigated the change in the mass of copper formed when the
current was altered.
The results are shown in Figure 7.

current in A mass of copper formed in g

0.0 0.000

0.2 0.040

0.4 0.080

0.6 0.118

0.8 0.158

1.0 0.196

Figure 7

(i) State and explain the trend shown in these results.

(3)

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

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

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

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

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

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

14
*P72631A01432* 
 (ii) Describe how, after the power supply has been switched off, the mass of
copper formed can be measured.
(2)
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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

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

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

(c) In another experiment, 74 mg of copper is formed.

Calculate the number of copper atoms in 74 mg of copper.
(relative atomic mass Cu = 63.5; Avogadro constant = 6.02 × 1023 )
(3)

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

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

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

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

number of atoms = ......................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 6 = 9 marks)

15
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
*P72631A01632*
BLANK PAGE

16
 7 Titration is used to carry out some neutralisation reactions.
(a) Ammonium nitrate can be made by neutralisation.
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(i) State the name of the two reactants that are neutralised to make the salt
ammonium nitrate.
(2)

............................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................ and ............................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(ii) Ammonium nitrate is a fertiliser.

Another fertiliser is ammonium phosphate.
Which elements are combined in ammonium phosphate?
(1)
A nitrogen, oxygen and phosphorus only

B hydrogen, oxygen and phosphorus only

C hydrogen, nitrogen and phosphorus only

D hydrogen, nitrogen, oxygen and phosphorus only

(b) Titrations involve aqueous solutions and the use of burettes.

(i) Figure 8 shows readings on part of a burette at the start and at the end of
a titration.

start of titration end of titration

1 27

2 28

Figure 8

Calculate the volume of solution added from this burette.

Give your answer to a suitable number of decimal places.
(2)

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

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

volume = .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . cm3

17
 *P72631A01732* Turn over
 (ii) A student carries out a titration four times.
The volumes from the student’s results table are shown in Figure 9.

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rough titration 1 titration 2 titration 3

volume in cm3 25.90 24.90 24.60 25.00

used to calculate
mean volume

Figure 9

Tick the volumes that should be used to calculate the mean volume.
(1)

(iii) Figure 10 shows the burette and flask prepared for use by the student.
The burette is supported vertically by a clamp that is not shown in
the diagram.

Figure 10
18
*P72631A01832* 
 The student wrote a description of how they used the burette.
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I took the burette from the cupboard. I closed the tap and filled
the burette with the correct solution. I added the solution from the
burette drop by drop to the flask until the indicator changed colour.

Give three improvements to the way that the student used the burette.
(3)

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

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

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

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

3 ............................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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

(c) In a titration a student placed alkali in the flask.

By mistake a few drops of litmus and a few drops of phenolphthalein were added
to the flask.
The student added acid to the flask until the mixture was acidic.
Predict the colour change that would be seen.
(1)

from ................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......................................... to .......................................................................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(d) In a titration a student rinsed out the flask with distilled water and did not dry it.
They used the flask for titration, adding the solution from the burette until the
indicator changed colour.
State the effect, if any, on the titre volume of using the wet flask rather than a
dry flask.
(1)

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

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

(Total for Question 7 = 11 marks)

19
 *P72631A01932* Turn over
8 Crystals of copper sulfate are prepared by reacting copper oxide, a base, with
dilute sulfuric acid.

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(a) Name the other product of this reaction.
(1)

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(b) During the experiment, a spatula measure of copper oxide, a black powder, is
added to warm, dilute sulfuric acid in a beaker.
When the mixture is stirred, the black powder disappears and the mixture turns
pale blue.
The student then adds more copper oxide until the maximum amount of
copper sulfate is formed without wasting copper oxide.
Explain how the student knows when to stop adding copper oxide.
(3)

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

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

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

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

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

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

(c) The reaction produces an aqueous solution of copper sulfate.

What is the best way to obtain crystals of copper sulfate from an
aqueous solution?
(1)
A pour the solution through filter paper in a funnel

B heat the solution with a Bunsen burner until dry

C heat the solution using a water bath

D leave the solution in a cold, damp place

20
*P72631A02032* 
 (d) When some water is removed from the aqueous solution of copper sulfate,
crystals of copper sulfate are made.
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Describe how the arrangement and movement of the particles change as crystals
are formed from a solution.
(3)

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

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

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

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

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

(e) In this reaction, copper oxide, CuO, forms copper sulfate, CuSO4.
Explain, in terms of electrons, whether the copper in copper oxide has been
oxidised, has been reduced, or has not been oxidised or reduced.
(2)

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

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

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

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

(f ) In another experiment, a copper sulfate solution with a concentration of

39.875 g dm–3 is used.
Calculate the mass of copper sulfate dissolved in 0.300 dm3 of this solution.
(1)

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

mass = .............................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . g
(Total for Question 8 = 11 marks)

21
 *P72631A02132* Turn over
9 (a) Figure 11 shows the structure of a molecule of compound S.

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O O
H C S
C C N H

C C
H N C H
H

H H

Figure 11

(i) Use Figure 11 to deduce the empirical formula of compound S.

(1)

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(ii) The melting points of three samples of S are shown in Figure 12.

sample melting point in °C

A 160–164

B 166

C 163–165

Figure 12

State whether each of these samples, A, B and C, is pure or impure and justify
your answers using the information in Figure 12.
(3)

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

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

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

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

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

22
*P72631A02232* 
 (b) A scientist uses chromatography in an investigation of compound S.
In the conditions used, compound S has an Rf value of 0.22.
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Calculate the distance the spot of compound S moves if the solvent front has
moved by 2.4 cm.
(2)

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

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

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

distance = .................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . cm

23
 *P72631A02332* Turn over
 *(c) A solution of sodium chloride in water needs to be separated to obtain a sample
of pure, dry sodium chloride and a sample of pure water.

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Figure 13 shows the boiling points of sodium chloride and water.

substance boiling point in °C

sodium chloride 1465

water 100

Figure 13

Explain this difference in boiling points in terms of the structure and bonding of
sodium chloride and water and how this difference is used to choose a method to
separate sodium chloride solution into pure, dry sodium chloride and pure water.
(6)

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

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

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

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

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

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

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

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

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

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

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

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

24
*P72631A02432* 
 ................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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

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

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

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

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

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

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

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

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

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

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

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

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

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(Total for Question 9 = 12 marks)

25
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10 (a) Buildings sometimes have water sprinklers to put out fires.
The pipes in some water sprinklers are filled with nitrogen gas to prevent

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corrosion when the system is not in use.
(i) State what is meant by the term corrosion.
(2)

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

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

(ii) Nitrogen can be made from sodium azide, NaN3.

2NaN3 → 2Na + 3N2

Calculate the maximum volume, in cm3, of nitrogen produced from 110 g of

sodium azide.

(relative formula mass: NaN3 = 65;

1 mol of gas occupies 24 dm3 in the conditions used)
(4)

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volume = .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . cm3

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 *(b) Compare and contrast the properties and uses of pure aluminium and pure
copper with the alloys of aluminium and the alloys of copper.

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Include in your answer an explanation of the similarities and the differences in
the properties and the uses of a pure metal and its alloy.
(6)

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(Total for Question 10 = 12 marks)

TOTAL FOR PAPER = 100 MARKS

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 32
The periodic table of the elements
1 2 3 4 5 6 7 0
1 4
H He
hydrogen helium

Key 1 2

7 9 relative atomic mass 11 12 14 16 19 20

Li Be atomic symbol B C N O F Ne
lithium beryllium name boron carbon nitrogen oxygen fluorine neon
3 4 atomic (proton) number 5 6 7 8 9 10

23 24 27 28 31 32 35.5 40
Na Mg Al Si P S Cl Ar
sodium magnesium aluminium silicon phosphorus sulfur chlorine argon
11 12 13 14 15 16 17 18

39 40 45 48 51 52 55 56 59 59 63.5 65 70 73 75 79 80 84
K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr
potassium calcium scandium titanium vanadium chromium manganese iron cobalt nickel copper zinc gallium germanium arsenic selenium bromine krypton
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

85 88 89 91 93 96 [98] 101 103 106 108 112 115 119 122 128 127 131
Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe
rubidium strontium yttrium zirconium niobium molybdenum technetium ruthenium rhodium palladium silver cadmium indium tin antimony tellurium iodine xenon
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54

133 137 139 178 181 184 186 190 192 195 197 201 204 207 209 [209] [210] [222]
Cs Ba La* Hf Ta W Re Os Ir Pt Au Hg Tl Pb Bi Po At Rn

*P72631A03232*
caesium barium lanthanum hafnium tantalum tungsten rhenium osmium iridium platinum gold mercury thallium lead bismuth polonium astatine radon
55 56 57 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86

* The elements with atomic numbers from 58 to 71 are omitted from this part of the periodic table.

The relative atomic masses of copper and chlorine have not been rounded to the nearest whole number.

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