Lesson 1
Q1. The diagram shows a model of the particles in a gas and in a liquid.
(a) Complete the diagram to show the arrangement of particles of the same substance as a solid.
(2)
(b) What is the name of the process when a substance changes from a gas to a liquid?
Tick one box.
• melting point of 98 °C • boiling point of 883 °C
What is the state of the substance at 20 °C?
Tick one box.
(d) What type of change is a change of state?
Tick one box.
Condensing
Evaporating
Freezing
Melting
Gas
Liquid
Solid
(1)
(e) Which two statements are correct about the particles when a liquid turns into a gas?
Tick two boxes.
(2)
(f) Which two quantities are needed to calculate the energy required to turn a liquid into a gas with no change in temperature?
Tick two boxes.
(g) A mass of 2.0 kg of water is heated.
The temperature increase of the water is 80 °C
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Particles move faster
Specific latent heat of vaporisation
Time the liquid is heated
The specific heat capacity of water is 4200 J / kg °C
Calculate the change in thermal energy when the water is heated.
Use the equation:
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(Total 11 marks)
(a) Complete the sentences.
The particles are arranged in a regular pattern in ____________________ .
The particles are close together but not in a pattern in ____________________ .
The particles move quickly in all directions in ____________________ . (2)
(b) Which will have the most internal energy?
Tick one box.
Tick one box.
(d) The iceberg has a mass of 11 200 kg
The volume of the iceberg is 12.0 m3
Calculate the density of the iceberg.
Use the equation:
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Ice
Steam
Water
Q3. (a) The diagrams, X, Y and Z, show how the particles are arranged in the three states of
matter.
(i) Which one of the diagrams, X, Y or Z, shows the arrangement of particles in a liquid?
Write the correct answer in the box. (1)
(ii) Which one of the diagrams, X, Y or Z, shows the arrangement of particles in a gas?
Write the correct answer in the box. (1)
(b) Draw a ring around the correct answer in each box to complete each sentence.
(1)
forces between the particles in a liquid. (1)
(c) The picture shows a puddle of water in a road, after a rain shower.
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vibrating in fixed positions.
not moving.
stronger than
(ii) In a solid, the forces between the particles are equal to the
weaker than
(i) During the day, the puddle of water dries up and disappears. This happens because the water particles move from the puddle into the air.
What process causes water particles to move from the puddle into the air?
Draw a ring around the correct answer.
(1)
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(Total 6 marks)
Q4. Figure 1 shows a model of the particles in a liquid.
Figure 1
(a) Give one similarity and one difference you would see in Figure 1 if it showed the same substance as a gas.
Similarity ___________________________________________________________
(2)
(b) Describe two limitations of the model shown in Figure 1.
1. _________________________________________________________________
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(d) Some fire extinguishers contain liquid carbon dioxide.
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Eventually all the ice changed to a gas.
Figure 2 shows how the temperature changed over 800 seconds.
Figure 2
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(f) Explain how Figure 2 shows that the specific latent heat of vaporisation is greater than the specific latent heat of fusion.
Use data from Figure 2.
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(g) 1695 kJ of energy is transferred to water at 100 °C
The specific latent heat of vaporisation of water is 2.260 × 106 J / kg
Calculate the mass of water changed into a gas at 100 °C
Use the Physics Equations Sheet.
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(Total 13 marks)
Q5. The figure below shows a simple model of the three states of matter.
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(a) What is the correct equation to work out the density of a material?
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(b) A student explains density to his teacher using the particle model in the figure above.
His teacher says there are limitations to the model.
Give two limitations of the particle model in the figure above.
1. _________________________________________________________________
2. _________________________________________________________________
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(c) When the gas in a container with a fixed volume is heated, the pressure increases as the temperature increases.
Explain why the pressure increases.
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(a) The atomic number (proton number) of aluminium is 13.
Complete the diagram to show the electronic structure of an aluminium atom. Use crosses (x) to represent the electrons.
(1)
(b) Aluminium is used as the electrical conductor for overhead power cables.
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Q10. This question is about sodium and chlorine.
Figure 1 shows the positions of sodium and chlorine in the periodic table.
Figure 1
(a) State one difference and one similarity in the electronic structure of sodium and of chlorine.
Difference __________________________________________________________
Similarity ___________________________________________________________
___________________________________________________________________ (2)
(b) Sodium atoms react with chlorine atoms to produce sodium chloride (NaCl).
Describe what happens when a sodium atom reacts with a chlorine atom.
Write about electron transfer in your answer.
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(c) The reaction between sodium and chlorine is an exothermic reaction.
Complete the reaction profile for the reaction between sodium and chlorine.
Figure 2
(Total 8 marks)
Q11. (a) The diagram shows an atom of magnesium and an atom of chlorine.
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Magnesium Chlorine
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(b) Calculate the relative formula mass (Mr) of magnesium chloride (MgCl2).
Relative atomic masses (Ar): magnesium = 24; chlorine = 35.5
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(Total 6 marks)
Lesson 3
Q7. (a) The chart shows the reactions of the metal calcium with water, oxygen and dilute
hydrochloric acid.
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(iii) gas C ____________________________________________________ (3)
(b) The diagrams below show the electronic structure of an atom of calcium and an atom of oxygen.
Describe fully what happens to its electrons when:
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(Total 11 marks)
Q8. The structures of four substances, A, B, C and D, are represented in Figure 1.
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(a) Use the correct letter, A, B, C or D, to answer each question.
(1)
(1)
(1)
(1)
(i) What is the formula of substance C?
Draw a ring around the correct answer.
(1)
(iv) Which substance is made of ions?
SO2 SO2 S2O
(ii) Use the correct answer from the box to complete the sentence.
When a sulfur atom and an oxygen atom bond to produce substance C,
electrons are _____________________________________________ (1)
(iii) What is the type of bonding in substance C?
Draw a ring around the correct answer.
(1) (Total 7 marks)
(a) A sodium atom is represented as
Complete the diagram below to show the electronic structure of a sodium atom.
(1)
A teacher demonstrated the reaction between lithium and water.
The teacher repeated the demonstration using sodium and then potassium with water.
(b) The teacher wore eye protection.
Suggest two other safety precautions the teacher should take.
1. _________________________________________________________________
___________________________________________________________________ (2)
(c) Universal indicator is added to the solution formed in the reaction between potassium and water. The universal indicator becomes purple in colour.
Which ion causes universal indicator to turn purple?
Tick one box.
(1)
(d) The table below gives the diameter of atoms of Group 1 elements.
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Lithium 0.304
Sodium 0.372
Potassium 0.454
Rubidium 0.496
Caesium 0.530
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(a) Use words from the box to answer these questions.
(i) What is the name of the central part of the atom? ______________________ (1)
(ii) What is the name of the particle with no charge? _______________________ (1)
(iii) What is the name of the particle with a negative charge? _________________ (1)
(b) Use the diagram above to help you answer these questions.
(i) Draw a ring around the atomic (proton) number of this magnesium atom.
(1)
(ii) Draw a ring around the mass number of this magnesium atom.
(1)
(c) The diagram shows how magnesium and iodine atoms form magnesium iodide.
Only the outer electrons are shown.
The dots () and crosses (×) are used to represent electrons.
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electron neutron nucleus proton
Use the diagram to help you to answer this question.
Describe, as fully as you can, what happens when magnesium reacts with iodine to make magnesium iodide.
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Q12. This question is about hydrogen chloride.
(a) A hydrogen atom contains 1 electron and a chlorine atom contains 17 electrons.
Complete Figure 1 to show a dot and cross diagram for a hydrogen chloride molecule.
Show the outer electrons only.
Figure 1
(2)
Hydrogen gas (H2) reacts with chlorine gas to produce hydrogen chloride.
(b) Complete the balanced chemical equation for the reaction between hydrogen and chlorine.
H2 + _____________ _____________ (2)
Figure 2 shows the reaction profile diagram for the reaction between hydrogen and chlorine.
Figure 2
(c) What do A and B represent on Figure 2?
A _________________________________________________________________
B _________________________________________________________________ (2)
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(e) Hydrogen chloride gas dissolves in water to form hydrochloric acid.
Hydrochloric acid contains hydrogen ions and chloride ions.
Explain why hydrogen chloride gas does not conduct electricity but hydrochloric acid
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(Total 10 marks)
Q14. Iron is extracted from iron oxide in the blast furnace.
(a) The equation for one of the reactions in the blast furnace is:
Fe2O3 + 3CO 2Fe + 3CO2
(i) Complete the word equation for this reaction.
(2)
(ii) Oxygen is removed from iron oxide in the blast furnace.
Draw a ring around the correct answer to complete the sentence.
(1)
(b) The diagrams represent pure iron and iron from the blast furnace.
Pure iron Iron from the blast furnace
(i) Draw one line from each statement to the correct explanation.
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neutralised.
oxidised.
reduced.
(2)
(ii) Explain why iron from the blast furnace is harder than pure iron.
Use the diagrams on page 4 to help you.
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Q15. (a) The diagram shows one way of making crystals of copper sulphate.
(i) Why was the solution filtered?
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(ii) How could you make the crystals form faster from the copper sulphate solution?
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(iii) The chemical equation is shown for this reaction.
CuO(s) + H2SO4(aq) → CuSO4(aq) + H2O(l)
In the chemical equation what does (aq) mean?
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Mark schemes
Lesson 1
Q1. (a) (approximate same size particles as each other and as liquid and gas) touching
do not accept particles that overlap 1
regular arrangement (filling the square) 1
(b) condensing 1
(c) solid 1
(d) physical 1
particles move faster 1
(f) mass of the liquid 1
specific latent heat of vaporisation 1
(g) 2 × 4 200 × 80 1
672 000 (J) an answer of 672 000 (J) scores 2 marks
1 [11]
allow 1 mark for 1 or 2 correct answers 2
(b) 1 kg of steam 1
(c) steam 1
(d) ρ = 11 200 / 12.0 1
ρ = 933 (kg/m3) an answer of 933 (kg/m3) scores 2 marks
1
(e) the internal energy of the iceberg increases allow there is a temperature difference between ice and water / air
1
energy is transferred from the sea/water to the ice(berg) 1
[8]
(ii) stronger than 1
(c) (i) evaporation 1
(ii) any one from:
• temperature increases accept (becomes) sunny “the sun” alone is insufficient
• less humid 1
1
(difference) further apart / fewer in same area allow none / not many touching
1
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(b) any two from: • no movement shown • atoms / molecules / ions / particles are not solid spheres • no forces between the spheres • only 2D
2
(c) • different forces between particles allow substances have different types of bond
1
• (so) different amounts of energy required (to break forces) 1
(d) high(er) pressure (within fire extinguisher) 1
(e) liquid to gas 1
(f) (change from solid to liquid) 80 seconds
and
(change from liquid to gas) takes 550 seconds 1
(therefore) takes longer so more (thermal) energy is supplied (to change state) 1
(g) 1 695 000 = m × 2.260 × 106
1
1
0.75 an answer of 0.75 scores 3 marks allow conversion of kJ to J
1 [13]
1
(b) any two from:
• no forces shown between spheres • atoms / molecules / ions are not solid spheres • not all the same size.
2
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(so) the (average) speed of the particles increases 1
(so there are) more frequent collisions with the wall of the container 1
which apply a greater force on wall of container (so pressure rises) 1
[7]
or e accept paired or unpaired
1
• electrons in highest energy level or electrons in outer shell
• electrons are delocalised or sea of electrons
• electrons are free or electrons move around / flow
• electrons carry charge / current ignore carry electricity
2 [3]
(ii) B calcium oxide/Quicklime/CaO
(iii) C hydrogen/H2 (accept correct formulae)/ not H2/H each for 1 mark
3
(b) (i) idea that electrons are lost (by the calcium atom)
gains1 mark
but two electrons are lost (by the calcium atom)/lose outer electrons to get full shell
gains 2 marks
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(ii) electrons are gained (by the oxygen atom) gains 1 mark
but two electrons are gained (by the oxygen atom)/gain electrons to get full outer shell
gains 2 marks
6
(b) (i)(ii) needs: electron loss/gain number (2) charge (+/–)
(c) idea that they are held together by many/strong forces/bonds a lot of energy/high temperature is required to break these forces/bonds
each for 1 mark 2
[11]
(ii) shared 1
(iii) covalent 1
• magnesium (atom) reacts with two iodine (atoms)
• magnesium (atom) loses electrons
• Iodine (atom) gains electron(s)
• iodide ion formed allow iodine ion
• iodide has negative charge / is a negative ion / particle allow iodine ignore I2–
• magnesium ion formed
• magnesium has positive charge
• oppositely charged ions attract
• a giant structure / lattice is formed allow 1 mark for unqualified reference to ion formation or ionic bonding
4 [9]
Q10. (a) (difference)
sodium has one and chlorine has seven electrons in outer level / shell or number of electrons
number of electrons must be correct if quoted 1
(similarity) both have three / same number of levels / shells or have electrons in third level / shell or both have incomplete (outer) levels / shells
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allow both have 2 electrons in inner shell or both have 8 electrons in second shell or both are one electron away from full outer level / shell
1
(b) sodium (atom) loses allow moves / transfers for loses do not accept sodium ion loses
1
one (outer shell electron) 1
chlorine (atom) gains do not accept chloride
1
one (electron) 1
transfer of 1 electron from chlorine to sodium max 2 marks reference to sharing or covalent bonding max 3 marks allow marks from suitable diagram(s)
(c)
ignore labels any curve / line going up and then down products line below reactants allow curve to start / finish anywhere along reactant / product lines
1 1
Q11. (a) magnesium loses electrons
there are four ideas here that need to be linked in two pairs.
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chlorine gains electrons magnesium loses electrons and chlorine gains electrons scores 2 marks.
1
two atoms of chlorine magnesium loses two electrons and two chlorines each gain one electron will score full marks.
1
(b) 95 correct answer with or without working gains 2 marks if answer incorrect, allow 24 + 35.5 + 35.5 for 1 mark
2 [6]
allow electrons drawn as dots, crosses, circles or e(−)
1
1 hydrogen electron and 7 chlorine electrons drawn on outer shells ignore inner shell electrons drawn on chlorine
1
correct balancing of equation containing HCl allow correct multiples
1
an answer of H2 + Cl2 2HCl scores 2 marks
(c) A activation energy 1
B (overall) energy change 1
(d) energy of products is less than the energy of the reactants
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1
(e) hydrogen chloride molecules do not have an overall electric charge allow hydrogen chloride does not contain ions
1
(which) are free to move so charge can flow* 1
*do not accept reference to delocalised electrons [10]
Q13. (a)
1
(b) any two from: • use tongs / tweezers to handle metal • use a (safety) screen • use a small piece of metal • use a large volume of water • keep a safe distance between teacher / students and apparatus
ignore store metal under oil 2
(c) OH−
(d) as diameter increases, reactivity increases 1
(because as diameter increases) outer electron is further from the nucleus allow (because as diameter increases) outer shell is further from nucleus
1
(so) outer electron is less attracted to the nucleus allow (so there is) increased shielding
1
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(b) (i) Statemant Explanation
each correct line gains 1 mark extra lines from statement negate the mark
max. 2
(ii) the layers / rows are distorted / disrupted or it doesn’t occur in layers or the atoms are different
1
so cannot slide over one another or slide less easily 1
[7]
Q15. (a) (i) to remove or separate copper oxide
accept to remove or separate unreacted or excess base accept to remove or separate insoluble solids
1
(ii) heat (the solution)
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accept heat the water accept evaporate the water rapid cooling/cool to lower temperature accept boil the water or solution not increase surface area, put in draught not increase the temperature
1
(iii) aqueous accept in water accept solution not soluble in water
1
[5]