Cambridge O Level

* 0 7 4 9 2 2 9 4 5 1 *

CHEMISTRY 5070/41
Paper 4 Alternative to Practical May/June 2023

1 hour

You must answer on the question paper.

No additional materials are needed.

INSTRUCTIONS
● Answer all questions.
● Use a black or dark blue pen. You may use an HB pencil for any diagrams or graphs.
● Write your name, centre number and candidate number in the boxes at the top of the page.
● Write your answer to each question in the space provided.
● Do not use an erasable pen or correction fluid.
● Do not write on any bar codes.
● You may use a calculator.
● You should show all your working and use appropriate units.

INFORMATION
● The total mark for this paper is 40.
● The number of marks for each question or part question is shown in brackets [ ].
● Notes for use in qualitative analysis are provided in the question paper.

This document has 12 pages.

DC (EF/SG) 312588/4
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1 A student uses chromatography to separate the dyes in a food colouring.

Fig. 1.1 shows the apparatus the student uses.

lid

dyes
apparatus X

chromatography paper
start line

solvent

Fig. 1.1

(a) Name apparatus X.

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(b) State why it is important to have a lid on X.

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(c) State why the start line is:

• above the level of the solvent

• drawn in pencil.

above the level of the solvent ...................................................................................................

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drawn in pencil ..........................................................................................................................

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[2]

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(d) The Rf value of one of the dyes in the food colouring is 0.60.

In the separation this dye travels 5.7 cm.

Calculate the distance travelled by the solvent during the separation.

distance travelled by solvent .................................................... cm [2]

[Total: 6]

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2 White vinegar is a colourless solution containing ethanoic acid.

A student titrates 0.400 mol / dm3 aqueous sodium hydroxide with two samples of vinegar, A and B.

The student does four titrations, two with A and two with B.

The student:

Step 1. uses a volumetric pipette to add 25.0 cm3 of 0.400 mol / dm3 sodium hydroxide to a
conical flask
Step 2. adds five drops of an indicator to the conical flask
Step 3. adds A from a burette while swirling the contents of the flask, adding drop by drop
near the end‑point, until the solution just changes colour
Step 4. empties the conical flask and rinses it with distilled water
Step 5. repeats steps 1 to 4
Step 6. repeats steps 1 to 5 using B instead of A.

(a) (i) Fig. 2.1 shows the burette readings for the two titrations with vinegar A.

Titration 1 Titration 2

0 24 11 36

1 25 12 37

2 26 13 38

initial final initial final

Fig. 2.1

Record the burette readings in Table 2.1.

Complete Table 2.1 with the volume used in each titration.

Table 2.1

Titration 1 Titration 2

final burette reading / cm3

initial burette reading / cm3

volume of A used / cm3

[3]

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(ii) Fig. 2.2 shows the burette readings for one of the titrations with vinegar B.

Titration 4

12 24

13 25

14 26

initial final

Fig. 2.2

Record the burette readings for Titration 4 in Table 2.2.

Calculate the volume of vinegar B added in Titrations 3 and 4.

Table 2.2

Titration 3 Titration 4

final burette reading / cm3 12.6

initial burette reading / cm3 0.1

volume of B used / cm3

[1]

(b) Calculate the mean volume of A and of B needed to neutralise 25.0 cm3 of 0.400 mol / dm3
aqueous sodium hydroxide.

mean volume of A ........................................................ cm3

mean volume of B ........................................................ cm3

[1]

(c) Suggest why the titrations using A and B are repeated.

............................................................................................................................................. [1]

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(d) The equation for the reaction between ethanoic acid and sodium hydroxide is shown.

CH3COOH + NaOH CH3COONa + H2O

The answer to (b) shows the mean volume of B used to neutralise 25.0 cm3 of
0.400 mol / dm3 aqueous sodium hydroxide.

Calculate the concentration of ethanoic acid in B.

Give your answer to an appropriate number of significant figures.

concentration .......................................... mol / dm3 [2]

(e) Use your answer to (d) to calculate the mass of ethanoic acid in 500 cm3 of B.

[Mr: ethanoic acid, 60]

mass ....................................................... g [2]

(f) Use your answers to (b) and (e) to calculate the mass of ethanoic acid in 500 cm3 of A.

mass ....................................................... g [1]

(g) Suggest why the conical flask is rinsed with distilled water and not 0.400 mol / dm3 aqueous
sodium hydroxide between titrations.

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

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

............................................................................................................................................. [2]

(h) Some vinegars are brown rather than colourless.

Suggest why this titration method would not be suitable for finding the concentration of
ethanoic acid in brown vinegar.

............................................................................................................................................. [1]

[Total: 14]

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3 A student investigates solution W and copper(II) carbonate.

(a) The tests the student does on W are shown in Table 3.1.

Some of the observations for these tests are also shown.

Table 3.1

tests on solution W observations

1 Add aqueous sodium hydroxide to W. solution remains colourless

2 Add dilute nitric acid, then add aqueous barium nitrate to W. white precipitate

3 Add dilute hydrochloric acid, then add aqueous silver nitrate to W. white precipitate

4 Flame test on W. no colour is observed

(i) The student correctly concludes that ammonia is formed in test 1.

Describe what else the student must have done to reach this conclusion.

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

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

..................................................................................................................................... [3]

(ii) State why the student cannot identify the anion in W from the observation in test 3.

..................................................................................................................................... [1]

(iii) State how the tests and observations show that W does not contain sodium ions.

..................................................................................................................................... [1]

(iv) Identify the cation and anion in W.

cation ....................................................... anion ....................................................... [2]

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(b) The student adds dilute hydrochloric acid to copper(II) carbonate.

A gas and a solution are produced.

(i) State the observation that confirms the production of a gas.

..................................................................................................................................... [1]

(ii) Describe how to do a flame test to confirm the presence of copper(II) ions in the solution.

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

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

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

..................................................................................................................................... [3]

(iii) Describe one other method the student could use to confirm that the solution contains
copper(II) ions.

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

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

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

..................................................................................................................................... [3]

[Total: 14]

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4 Baking powder is used to make cakes rise. When water is added to baking powder, carbon dioxide
gas is released.

The longer the baking powder is stored, the less carbon dioxide it releases when water is added.

Plan an investigation to show which of two different samples of baking powder has been stored for
longer.

Your plan should include the use of common laboratory apparatus, the two samples of baking
powder and water. No other chemicals should be used.

Your plan should include:

• the apparatus needed
• the method to use
• the measurements to take
• the variables to control
• how to use the results to determine which sample has been stored for longer.

You may draw a diagram to help you answer the question.

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[6]

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Notes for use in qualitative analysis

Tests for anions

anion test test result

carbonate, CO3 2– add dilute acid, then test for carbon effervescence, carbon dioxide
dioxide gas produced
chloride, Cl – acidify with dilute nitric acid, then white ppt.
[in solution] add aqueous silver nitrate
bromide, Br – acidify with dilute nitric acid, then cream ppt.
[in solution] add aqueous silver nitrate
iodide, I– acidify with dilute nitric acid, then yellow ppt.
[in solution] add aqueous silver nitrate
nitrate, NO3– add aqueous sodium hydroxide, ammonia produced
[in solution] then aluminium foil; warm carefully
sulfate, SO42 – acidify with dilute nitric acid, then white ppt.
[in solution] add aqueous barium nitrate
sulfite, SO32 – add a small volume of acidified the acidified aqueous potassium
aqueous potassium manganate(VII) manganate(VII) changes colour
from purple to colourless

Tests for aqueous cations

cation effect of aqueous sodium hydroxide effect of aqueous ammonia

aluminium, Al 3+ white ppt., soluble in excess, giving white ppt., insoluble in excess
a colourless solution
ammonium, NH4+ ammonia produced on warming –
calcium, Ca2+ white ppt., insoluble in excess no ppt. or very slight white ppt.
chromium(III), Cr 3+ green ppt., soluble in excess green ppt., insoluble in excess
copper(II), Cu2+ light blue ppt., insoluble in excess light blue ppt., soluble in excess,
giving a dark blue solution
iron(II), Fe2+ green ppt., insoluble in excess, green ppt., insoluble in excess,
ppt. turns brown near surface on ppt. turns brown near surface on
standing standing
iron(III), Fe3+ red‑brown ppt., insoluble in excess red‑brown ppt., insoluble in excess
zinc, Zn2+ white ppt., soluble in excess, giving white ppt., soluble in excess, giving
a colourless solution a colourless solution

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Tests for gases

gas test and test result

ammonia, NH3 turns damp red litmus paper blue
carbon dioxide, CO2 turns limewater milky
chlorine, Cl 2 bleaches damp litmus paper
hydrogen, H2 ‘pops’ with a lighted splint
oxygen, O2 relights a glowing splint
sulfur dioxide, SO2 turns acidified aqueous potassium manganate(VII) from purple to colourless

Flame tests for metal ions

metal ion flame colour

lithium, Li+ red
sodium, Na+ yellow
potassium, K+ lilac
copper(II), Cu2+ blue‑green
calcium, Ca2+ orange‑red
barium, Ba2+ light green

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© UCLES 2023 5070/41/M/J/23