Examiners Report January 2011

GCE Chemistry 6 (INT) 6CH08 01

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GCE Chemistry 6 (INT) 6CH08 01 2

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Introduction
This paper requires candidates to think as if they are in a laboratory environment. The emphasis is on what they would see during experiments and in producing logical deductions from this evidence.

Question 1(a)
Many candidates knew that a transition metal ion was present in X or that it contained a transition metal. The statement that X is a transition metal was not credited since X is not the metal itself.

Examiner Comments The candidate clearly understands that transition metal ions cause the colour - and perhaps has read the whole question and therefore knows that there might be other cations present as well.

Examiner Comments This just about scores - the candidate doesn't say that X is a transition metal.

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Examiner Comments X is not a transition element - it is a compound of a transition element.

Question 1(b)
Virtually every candidate knew the ame colour for potassium, even though many ignored the information later on in the question and abandoned it completely in their suggested formula for X in their answer to 1d.

Question 1(c)(d)
In 1(c)(i): The identity of BaSO4 was widely known. For the weaker candidate it was often the only correct answer in question 1(c). In 1(c)(ii): Large numbers of candidates gave Cr(OH)3 correctly. Some included three molecules of water as well, which was allowed, though no other number of water molecules was. Candidates were somewhat less successful with Cr(OH)63-, where positive charges were sometimes seen, or coordination numbers other than 6 which are not found in chromium chemistry. In 1(c)(iii): Many candidates got this correct; near misses usually had a single negative charge. In 1(c)(iv): The correct formula for the dichromate ion was common, even with answers which were otherwise very poor. For many the orange colour gave them the answer. In 1(c)(v): Most candidates gave Cr3+, with a few offering the hexaaqua ion. In 1(d): There were few correct answers given for the identity of chromium potassium sulphate. A large number simply made no reference to the potassium ion, the most popular answer being K2Cr2O7.

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Examiner Comments This is a very good answer, clear and well thought out.

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Question 1(e)
In 1(e)(i): Large number of candidates got this correct. Those who didnt confused the test with the Benedicts or Fehlings tests or failed to mention a precipitate. Some thought, incorrectly, that the precipitate can be red. In 1(e)(ii): An overwhelmingly large number of candidates gave the correct response to this question.

Examiner Comments This is a good example of an answer for part (i) which is a true statement but not an answer to this question.

Examiner Comments Part (i) does not score because the precipitate is not red.

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Question 2(a)(i)
The graphs were largely very well drawn with sensible axes and the points clearly visible. Some answers incorrectly showed point-to-point lines. Any reasonable estimate of the best-fit straight line was credited. Very few scored poorly on this section.

Examiner Comments The points are not visible, so it is impossible to tell whether the line is a reasonable best fit.

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Examiner Comments The line is not a best fit line but is joined point-to-point, so loses a mark because of this.

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Examiner Comments This is a good graph - clear scale, points, and best fit line. Well worth the 4 marks.

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Question 2(a)(ii)
For full credit candidates must say that the volume of thiosulphate is proportional to the iodine concentration. Some gave answers based on stoichiometry but unrelated to the volume; others said that the volume is related to the iodine concentration, but did not say what this relationship was.

Examiner Comments This scores the mark, because the statement as far as 'thiosulphate' covers the point. The rest is irrelevant and, fortunately, not contradictory.

Examiner Comments A true statement, but not the answer to this question.

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Question 2(a)(iii)
Many candidates knew that the constancy of the propanone and acid concentrations meant that the kinetics observed was governed by iodine alone. Others were vague that excess also meant constancy but gave enough information to allow the second mark to be awarded. Weaker answers said that the propanone and acid concentrations did not affect the rate, clearly not true.

Examiner Comments The inclusion of the equation for the rate in the presence of excess propanone and acid is a useful indicator that the candidate understands what is going on.

Question 2(a)(iv)

Examiner Comments A variant on this theme 'To give complete reaction' was a commonlyseen error.

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The best answers showed an understanding of what is going on in this experiment and could relate the gradient of the graph to the rate. Inevitably some seized on the straight-line graph as being indicative of a first-order reaction. Many said that the order with respect to iodine was zero, even though the rest of their answer suggested that they did not know why.

Examiner Comments It was common to see first order as being derived from a straight-line graph. The candidate has not realized what the graph means.

Examiner Comments In contrast this candidate does understand the meaning of the constant gradient.

Question 2(b)(i)
Most candidates knew that starch is the indicator required for iodine titrations and gave the correct colour change. Some got this reversed, from colourless to blue-black. It is important always to give the colour change; so blue-black colour disappears does not get the mark since the colour of the final solution is not stated. Blue-black solution decolourises does score, however, since the implication is that the final solution is colourless.

Question 2(b)(ii)

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Many candidates said that the starch should be added near the endpoint, without saying how they would know when this point had been reached. Many correctly said when the solution was strawcoloured or pale yellow; others said that it was when the iodine colour had faded, the meaning of which was not clear. The significant number who added it at the endpoint had missed the point of the indicator. Candidates had to mention that early addition of starch gives an insoluble precipitate of the starchiodine complex. Those who said that an irreversible complex, or a complex that prevented iodine from reacting is formed, also got credit. It was essential to make clear that the formation of the complex removes iodine irreversibly, since the soluble reversible complex is also between iodine and starch.

Examiner Comments The point at which starch should be added is well understood. However the effect of earlier addition is not since 'absrobed' is not enough to suggest an irreversible reaction.

Examiner Comments The 'permanent' comment enables the award of the second mark.

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Examiner Comments The 'black lumps of solid' are not said to be insoluble. Maybe the candidate means that, but has not said so.

Examiner Comments Second mark awarded but not the first for this example. How do we know when we are near the endpoint?

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Question 2(c)
This was possibly the worst-answered question on the whole paper. The idea of increased relative error was very rarely seen. Many candidates believed that a small quantity could not be measured accurately simple by virtue of being small. Others, completely adrift from what the data mean, said that the results were not concordant with the previous titres. There was a significant group that said that the data was least accurate because the points did not fall on the graph, begging the question of where the graph had come from in the first place.

Question 2(d)
Many candidates correctly gave the order with respect to propanone, and mostly for the right reasons.

Question 2(e)
The most popular choices for alternative techniques for following the reaction were colorimetry, though candidates did not always mention that iodine is coloured; or conductivity. Some candidates suggested using the iodoform reaction or simply modified the existing experiment. Neither was able to make clear what the justification for these experiments could be.

Examiner Comments A clear understanding of a good technique and the basis for it.

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Question 3(a)(i)
Everyone knew that the mixing of the acids is exothermic; only the better scripts made the point that this was due to water in the nitric acid reacting with sulphuric acid. Some related it to oxidising abilities, but many gave no reason.

Examiner Comments This is a good example of an answer which demonstartes an understanding of the reasons for the exothermic reaction.

Examiner Comments There is no understanding of why the reaction is exothermic - and the 'burst' comment is a minor example of an excessively vigorous view of what is happening.

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Question 3(a)(ii)
Candidates need to be clear what can escape from the reaction mixture at 55oC and what cannot. Vague references to escape of substances or of products did not score the first mark. References to volatile organic substances or to benzene itself were required. Many candidates know that benzene and the nitrating mixture are immiscible and gave this as the reason for stirring, although the weaker offerings said that this was to distribute the heat evenly.

Examiner Comments The first mark is marred somewhat by reference to the products. Nitrobenzene is not going to evaporate at 55C. The second point is not explicitly made about immiscibility. Taken as a whole the answer is worth 1 out of 2.

Examiner Comments This is a typical example of a candidate who does not really know what is happening. The temperature point was made by many.

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Examiner Comments Although 'products' are mentioned in this answer there is more which shows that the candidate understands that volatile compounds are condensed. The immiscibility point is made clearly.

Question 3(a)(iii)
Many candidates could give sensible precautions and say why they were used, although with some, the results of failing to do so were excessively dramatic. Candidates need to get a sense of perspective when considering hazard and risk.

Question 3(a)(iv)
Most knew that sodium carbonate removes residual acid in the organic layer.

Question 3(a)(v)
Calcium chloride was the most popular correct drying agent. The mark-scheme did not require this to be anhydrous but it was pleasing to see that many knew that it is. Many other substances that absorb or react with water, such as anhydrous copper(II) sulphate or cobalt chloride, or sulphuric acid, or phosphorus pentoxide, were also suggested. Candidates should realise that the drying agent needs to absorb significant amounts of water (not true for anhydrous copper(II) sulphate or cobalt chloride), and be a solid once it has done so and not contaminate the organic layer (not true for sulphuric acid or phosphorus pentoxide). Silica gel was allowed although it is not a very good drying agent compared to anhydrous calcium chloride.

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Question 3(a)(vi)
A significant number of drawings of a distillation apparatus were reasonably good, drawn in section, and would work. There were few which failed because the molecules would have to know where to go once leaving the liquid; those that did usually were very confused about the structure of a Liebig condenser. It would be better if candidates routinely showed a heating mantle rather than just the word heat or, worse, an arrow, under the distillation ask.

Examiner Comments This is an example of an apparatus which cannot work. It is sealed, but much more serious is the complete lack of internal structure for the condenser. The candidate gets 1 mark for the correct heating but no other credit is possible.

Examiner Tip Candidates should look at their diagram and ask if the molecules would have to know where to go. If the answer is 'yes', then the apparatus is not correctly drawn.

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Examiner Comments The thermometer is in the wrong place in this example, and a water bath will not distil any nitrobenzene.

Examiner Comments This is on the whole a very good diagram - the gap at the top of the condenser is regarded as a slip, given that the rest of the drawing is good.

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Question 3(b)
In 3(b)(i): Many candidates did not know the properties of nitrous acid so scored poorly on this question. Even those who referred to its instability did not always make the point that it could not therefore be transported or stored. In 3(b)(ii): Many candidates think that below 0oC diazotization does not occur at all, whereas it is simply too slow. Others think the mixture freezes, and although this was allowed, in reality the ionic strength of the mixture means that the freezing point is well below 0oC. Many knew that decomposition would occur above 10oC or more specifically that phenol would be produced; some however believe that phenylamine will be regenerated.

Examiner Comments One mark in each section - the first in both. The starting materials are not reformed above 10C in (ii)

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Examiner Comments No credit for (i), but the answer for (ii) clearly gets both marks. There are various ways of saying that the mixture would decompose above 10C

Question 3(c)(i)

Many knew that a saturated solution is required for the azo-dye to recrystallize. A simple statement of maximize yield was not allowed on its own it needed some justification.

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Question 3(c)(ii)
Many candidates knew that insoluble impurities are removed by filtration, but fewer recognised that cooling would cause the dye to recrystallize in the funnel.

Examiner Comments A very good, clear and crisp answer.

Examiner Comments This gets the second mark but not the first. There is no mention of insoluble impurities.

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Examiner Comments This gets the first mark but not the second.

Question 3(c)(iii)

This was often answered correctly; weaker candidates simply said that impurities were removed, making no reference to their solubility.

Question 3(c)(iv)
Answers relating to melting or decomposition in an oven were often seen. It was clear that some candidates have no idea what a desiccator is. Candidates must, as the introduction states, be encouraged to think in a practical manner when answering this paper. They need to imagine doing the experiment rather than memorising rote answers from other papers or giving reex answers - the 'inconsistent titre' argument in 2c being but one example of this. Candidates also need a sense of perspective regarding hazards. Some of their views on the mixing of sulphuric and nitric acids, or on the toxicity of some materials, verge on the apocalyptic. Very few things in A level Chemistry are likely to make asks 'burst' or 'explode'. The proper understanding of hazard and then the evaluation of risk is part of the proper understanding of practical chemistry.

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Grade Boundaries
Grade boundaries for this, and all other papers, can be found on the website on this link: http://www.edexcel.com/iwantto/Pages/grade-boundaries.aspx

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