Periodic table

Q1.
This question is about the periodic table.

In the 19th century, some scientists tried to classify the elements by arranging them in
order of their atomic weights.

The figure below shows the periodic table Mendeleev produced in 1869.

His periodic table was more widely accepted than previous versions.

(a) The atomic weight of tellurium (Te) is 128 and that of iodine (I) is 127

Why did Mendeleev reverse the order of these two elements?

___________________________________________________________________

___________________________________________________________________
(1)

(b) Mendeleev left spaces marked with an asterisk *

He left these spaces because he thought missing elements belonged there.

Why did Mendeleev’s periodic table become more widely accepted than previous
versions?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 1 of 35
 ___________________________________________________________________

___________________________________________________________________
(3)

(c) Mendeleev arranged the elements in order of their atomic weight.

What is the modern name for atomic weight?

Tick (✓) one box.

Atomic number

Mass number

Relative atomic mass

Relative formula mass

(1)

(d) Complete the sentence.

In the modern periodic table, the elements are arranged in order of

___________________________________________________________________
(1)

Chlorine, iodine and astatine are in Group 7 of the modern periodic table.

(e) Astatine (At) is below iodine in Group 7.

Predict:

• the formula of an astatine molecule

• the state of astatine at room temperature.

Formula of astatine molecule ____________________________

State at room temperature ______________________________

(2)

(f) Sodium is in Group 1 of the modern periodic table.

Describe what you would see when sodium reacts with chlorine.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
Page 2 of 35
 ___________________________________________________________________
(2)
(Total 10 marks)

Structure and bonding and linking to properties

Q2.
This question is about structure and bonding.

(a) Complete the dot and cross diagram to show the covalent bonding in a nitrogen
molecule, N2

Show only the electrons in the outer shell.

(2)

(b) Explain why nitrogen is a gas at room temperature.

Answer in terms of nitrogen’s structure.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(c) Graphite and fullerenes are forms of carbon.

Graphite is soft and is a good conductor of electricity.

Explain why graphite has these properties.

Answer in terms of structure and bonding.

___________________________________________________________________

Page 3 of 35
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

(d) Figure 1 shows a model of a Buckminsterfullerene molecule.

A lubricant is a substance that allows materials to move over each other easily.

Suggest why Buckminsterfullerene is a good lubricant.

Use Figure 1.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Silver can form cubic nanocrystals.

Figure 2 represents a silver nanocrystal.

Page 4 of 35
 (e) A silver nanocrystal is a cube of side 20 nm

Calculate the surface area to volume ratio of the nanocrystal.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Surface area to volume ratio = ____________________

(3)

(f) Silver nanoparticles are sometimes used in socks to prevent foot odour.

Suggest why it is cheaper to use nanoparticles of silver rather than coarse particles
of silver.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 16 marks)

Q3.
Figure 1 shows the outer electrons in an atom of the Group 1 element potassium and in
an atom of the Group 6 element sulfur.

Figure 1

Page 5 of 35
 (a) Potassium forms an ionic compound with sulfur.

Describe what happens when two atoms of potassium react with one atom of sulfur.

Give your answer in terms of electron transfer.

Give the formulae of the ions formed.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(5)

(b) The structure of potassium sulfide can be represented using the ball and stick model
in Figure 2.

Figure 2

The ball and stick model is not a true representation of the structure of potassium
sulfide.

Give one reason why.

___________________________________________________________________

___________________________________________________________________
(1)

Page 6 of 35
 (c) Sulfur can also form covalent bonds.

Complete the dot and cross diagram to show the covalent bonding in a molecule of
hydrogen sulfide.

Show the outer shell electrons only.

(2)

(d) Calculate the relative formula mass (Mr) of aluminium sulfate Al2(SO4)3

Relative atomic masses (Ar): oxygen = 16; aluminium = 27; sulfur = 32

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Relative formula mass = _______________________________

(2)

(e) Covalent compounds such as hydrogen sulfide have low melting points and do not
conduct electricity when molten.

Draw one line from each property to the explanation of the property.

Explanation
Property
of property

Electrons are free

to move

There are no
charged particles
free to move

Low melting point

Page 7 of 35
 Ions are free
to move

Weak intermolecular
forces of attraction

Does not conduct

electricity when
molten

Bonds are weak

Bonds are strong

(2)

(f) Ionic compounds such as potassium sulfide have high boiling points and conduct
electricity when dissolved in water.

Draw one line from each property to the explanation of the property.

Explanation
Property
of property

Electrons are free

to move

There are no
charged particles
free to move

High boiling point

Ions are free

to move

Weak intermolecular
forces of attraction

Conduct electricity
when molten

Bonds are weak

Page 8 of 35
 Bonds are strong

(2)
(Total 14 marks)

Reactions of acids and metals and titration required practical

Q4.
This question is about acids and alkalis.

(a) Dilute hydrochloric acid is a strong acid.

Explain why an acid can be described as both strong and dilute.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) A 1.0 × 10−3 mol/dm3 solution of hydrochloric acid has a pH of 3.0

What is the pH of a 1.0 × 10−5 mol/dm3 solution of hydrochloric acid?

pH = ___________________
(1)

A student titrated 25.0 cm3 portions of dilute sulfuric acid with a 0.105 mol/dm3 sodium
hydroxide solution.

(c) The table below shows the student’s results.

Titration Titration Titration Titration Titration

1 2 3 4 5

Volume of
sodium
23.50 21.10 22.10 22.15 22.15
hydroxide
solution in cm3

The equation for the reaction is:

2 NaOH + H2SO4 ⟶ Na2SO4 + 2 H2O

Page 9 of 35
 Calculate the concentration of the sulfuric acid in mol/dm3

Use only the student’s concordant results.

Concordant results are those within 0.10 cm3 of each other.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Concentration of sulfuric acid = ___________________ mol/dm3

(5)

(d) Explain why the student should use a pipette to measure the dilute sulfuric acid and
a burette to measure the sodium hydroxide solution.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(e) Calculate the mass of sodium hydroxide in 30.0 cm3 of a 0.105 mol/dm3 solution.

Relative formula mass (Mr): NaOH = 40

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Mass of sodium hydroxide = ___________________ g

(2)
(Total 12 marks)

Page 10 of 35
Page 11 of 35
 Making salts required practical

Q5.
A scientist produces zinc iodide (ZnI2).

This is the method used.

1. Weigh 0.500 g of iodine.

2. Dissolve the iodine in ethanol.
3. Add an excess of zinc.
4. Stir the mixture until there is no further change.
5. Filter off the excess zinc.
6. Evaporate off the ethanol.

(a) Ethanol is flammable.

Suggest how the scientist could carry out Step 6 safely.

___________________________________________________________________

___________________________________________________________________
(1)

(b) Explain why the scientist adds excess zinc rather than excess iodine.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(c) Calculate the minimum mass of zinc that needs to be added to 0.500 g of iodine so
that the iodine fully reacts.

The equation for the reaction is:

Zn + I2 ⟶ ZnI2

Relative atomic masses (Mr): Zn = 65 I = 127

___________________________________________________________________

___________________________________________________________________

Page 12 of 35
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Minimum mass of zinc = ____________________ g

(3)

A different scientist makes zinc iodide by the same method.

The scientist obtains 12.5 g of zinc iodide.

The percentage yield in this reaction is 92.0%.

(d) What is the maximum theoretical mass of zinc iodide produced in this reaction?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Maximum theoretical mass = ____________________ g

(3)

(e) Suggest one reason why the percentage yield in this reaction is not 100%.

___________________________________________________________________

___________________________________________________________________
(1)

(f) The scientist makes a solution of zinc iodide with a concentration of 0.100 mol / dm3

Calculate the mass of zinc iodide (ZnI2) required to make 250 cm3 of this solution.

Relative atomic masses (Ar): Zn = 65 I = 127

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 13 of 35
 ___________________________________________________________________

Mass = ____________________ g
(3)
(Total 14 marks)

Page 14 of 35
 Investigating reactivity required practical

Q6.
This question is about metals and the reactivity series.

(a) Which two statements are properties of most transition metals?

Tick (✓) two boxes.

They are soft metals.

They form colourless compounds.

They form ions with different charges.

They have high melting points.

They have low densities.

(2)

(b) A student added copper metal to colourless silver nitrate solution.

The student observed:

• pale grey crystals forming
• the solution turning blue.

Explain how these observations show that silver is less reactive than copper.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(c) A student is given three metals, X, Y and Z to identify.

The metals are magnesium, iron and copper.

Page 15 of 35
 Plan an investigation to identify the three metals by comparing their reactions with
dilute hydrochloric acid.

Your plan should give valid results.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

(d) Metal M has two isotopes.

The table below shows the mass numbers and percentage abundances of the
isotopes.

Mass number Percentage abundance (%)

203 30

205 70

Calculate the relative atomic mass (Ar) of metal M.

Give your answer to 1 decimal place.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Relative atomic mass (1 decimal place) = _______________

(2)
(Total 11 marks)
Page 16 of 35
 Titration required practical

Q7.
This question is about acids and alkalis.

(a) Which ion do all acids produce in aqueous solution?

Tick (✓) one box.

H+

H−

O2−

OH−

(1)

(b) Calcium hydroxide solution reacts with an acid to form calcium chloride.

Complete the word equation for the reaction.

calcium hydroxide + ___________________ acid → calcium chloride + ___________________

(2)

A student investigates the volume of sodium hydroxide solution that reacts with 25.0 cm 3
of dilute sulfuric acid.

Figure 1 shows the apparatus the student uses.

Figure 1

Page 17 of 35
 Use Figure 1 to answer parts (c) and (d).

(c) Name apparatus A.

___________________________________________________________________
(1)

(d) What is the reading on apparatus A?

___________________________cm3
(1)

(e) The higher the concentration of a sample of dilute sulfuric acid, the greater the
volume of sodium hydroxide needed to neutralise the acid.

The student tested two samples of dilute sulfuric acid, P and Q.

Describe how the student could use titrations to find which sample, P or Q, is more
concentrated.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 18 of 35
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)
(Total 11 marks)

Electrolysis

Q8.
This question is about electrolysis.

A student investigated the electrolysis of copper chromate solution.

Copper chromate solution is green.

Copper chromate contains:

• blue coloured Cu2+ ions
• yellow coloured CrO42– ions.

The diagram below shows the apparatus used.

The student switched the power supply on.

The student observed the changes at each electrode.

The table below shows the student’s observations.

Changes at positive Changes at negative

electrode electrode

Solution turned yellow

Solution turned blue
Bubbles formed at the
Solid formed on the electrode
electrode

Page 19 of 35
 (a) Explain why the colour changed at the positive electrode.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) The gas produced at the positive electrode was oxygen.

The oxygen was produced from hydroxide ions.

Name the substance in the solution that provides the hydroxide ions.

___________________________________________________________________
(1)

(c) Describe how the solid forms at the negative electrode.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(d) The student repeated the investigation using potassium iodide solution instead of
copper chromate solution.

Name the product at each electrode when potassium iodide solution is electrolysed.

Negative electrode

___________________________________________________________________

Positive electrode

___________________________________________________________________
(2)
(Total 8 marks)

Exothermic and endothermic reactions

Q9.
The reaction between hydrogen and oxygen releases energy.
Page 20 of 35
 (a) A student drew a reaction profile for the reaction between hydrogen and oxygen.

Figure 1 shows the student's reaction profile.

Figure 1

The student made two errors when drawing the reaction profile.

Describe the two errors.

1 _________________________________________________________________

___________________________________________________________________

2 _________________________________________________________________

___________________________________________________________________
(2)

(b) The reaction between hydrogen and oxygen in a hydrogen fuel cell is used to
produce electricity.

Hydrogen fuel cells and rechargeable cells are used to power some cars.

Give two advantages of using hydrogen fuel cells instead of using rechargeable
cells to power cars.

1 _________________________________________________________________

___________________________________________________________________

2 _________________________________________________________________

___________________________________________________________________
(2)

(c) Reactions occur at the positive electrode and at the negative electrode in a
Page 21 of 35
 hydrogen fuel cell.

Write a half equation for one of these reactions.

___________________________________________________________________
(1)

(d) The three states of matter can be represented by a simple particle model.

Figure 2 shows a simple particle model for hydrogen gas.

Figure 2

Give two limitations of this simple particle model for hydrogen gas.

1 _________________________________________________________________

___________________________________________________________________

2 _________________________________________________________________

___________________________________________________________________
(2)

(e) The hydrogen gas needed to power a car for 400 km would occupy a large volume.

Suggest one way that this volume can be reduced.

___________________________________________________________________

___________________________________________________________________
(1)

(f) The energy needed for a car powered by a hydrogen fuel cell to travel 100 km is 58
megajoules (MJ).

The energy released when 1 mole of hydrogen gas reacts with oxygen is 290 kJ

The volume of 1 mole of a gas at room temperature and pressure is 24 dm3

Calculate the volume of hydrogen gas at room temperature and pressure needed for
the car to travel 100 km

___________________________________________________________________

Page 22 of 35
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Volume of hydrogen gas = _______________ dm3

(4)
(Total 12 marks)

Mark schemes

Q1.
(a)
ignore reference to atomic structure
ignore references to Cr, Mn and Mo

any one from:

• so elements / iodine / tellurium were in groups with similar properties
• iodine has similar properties to Br / Cl / F / Group 7
allow corresponding argument in terms of
tellurium
• iodine has different properties to Se / S / O / Group 6
allow corresponding argument in terms of
tellurium
1

(b)
ignore reference to atomic structure

Mendeleev had predicted properties of missing elements

1

elements were discovered (that filled the spaces / gaps)

1

properties (of these elements) matched Mendeleev’s predictions

allow atomic weights (of these elements) fitted in
the spaces / gaps
1
if no other mark awarded, allow 1 mark for in previous versions of
the periodic table the pattern of similar properties broke down
1

(c) relative atomic mass

1

Page 23 of 35
 (d) (increasing) atomic / proton number
ignore (increasing) electron number
do not accept relative atomic / proton number
1

(e) (formula) At2

ignore incorrect state symbol
1

(state) solid
allow (s)
ignore s
1

(f) any two from:

• flame
allow burns
• (white) solid forms
allow (white) smoke forms
• colour of gas / chlorine disappears / fades
2
[10]

Q2.
(a) six electrons in the overlap
allow dots, crosses or e(-) for electrons
1

2 non-bonding electrons on each nitrogen atom

2 marks for an answer of:

(b) weak forces

1

between molecules
or
intermolecular
do not allow references to covalent bonding between
molecules
1

(which) need little energy to overcome

1

Page 24 of 35
 (c) each (carbon) atom forms three covalent bonds
1

forming layers (of hexagonal rings)

1
(soft)
(because) layers can slide over each other
1

(conducts electricity)
(because of) delocalised electrons
1

(d) molecules are spherical

1

(so molecules) will roll

1

(e) surface area (= 20 × 20 × 6) = 2400 (nm 2)

1

volume (= 203) = 8000 (nm 3)

1

ratio = 0.3 (nm 3): 1 (nm 3)

ratio = 0.3 (nm 3): 1 (nm 3)
or
1 (nm 3): 3.33 (nm 3)
1

(f) (nanoparticles) have a larger surface area to volume ratio

1

so less can be used for the same effect

1
[16]

Q3.
(a) electrons transferred from potassium to sulfur
1

two potassium atoms each lose one electron

1

forming K+ / 1+ ions
1

sulfur atoms gain 2 electrons

1

forming S2− / 2− ions

1

(b) there are no gaps / sticks between the potassium ions and sulfide ions
1

(c) (two) shared pairs between H and S

Page 25 of 35
 1

rest correct - no additional hydrogen electrons and two non-bonding pairs on sulfur
second mark dependent on first
1

(d) 342
2
allow 1 mark for evidence of (2 × 27) + 3[32 + (16 × 4)]

(e) Property Explanation of property

more than one line drawn from a variable negates the mark
2

(f) Property Explanation of property

more than one line drawn from a variable negates the mark
2
[14]

Page 26 of 35
 Q4.
(a) (strong because) completely ionised (in aqueous solution)
ignore pH
allow dissociated for ionised
do not accept hydrogen is ionising
do not accept H+ are ionised
1

(dilute because) small amount of acid per unit volume

ignore low concentration
1

(b) 5.0
allow 5
1

(c) (titre):
chooses titrations 3, 4, 5
1

average titre = 22.13 (cm3)

allow average titre = 22.13(3…) (cm3)
allow a correctly calculated average from an
incorrect choice of titrations
1

(calculation):
(moles NaOH =

allow use of incorrect average titre from step 2

1
(moles H2SO4 =
½ × 0.002324 =) 0.001162
allow use of incorrect number of moles from step
3
1
(concentration =

= 0.0465 (mol/dm3)
allow use of incorrect number of moles from step
4
1
alternative approach for step 3, step 4 and step 5

(concentration H2SO4 =)

= 0.0465 (mol/dm3) (1)

Page 27 of 35
 an answer of 0.046473 or 0.04648 correctly
rounded to at least 2 sig figs scores marking
points 3, 4 and 5
an answer of 0.092946 or 0.09296 or 0.185892
or 0.18592 correctly rounded to at least 2 sig figs
scores marking points 3 and 5
an incorrect answer for one step does not
prevent allocation of marks for subsequent steps

(d) pipette measures a fixed volume (accurately)

1

(but) burette measures variable volume

allow can measure drop by drop
1

(e)
or 0.00315 (mol)

or
(mass per dm3 =) 0.105 × 40
or 4.2 (g)
1

= 0.126 (g)
1
an answer of 0.126 (g) scores 2 marks
an answer of 126(g) scores 1 mark
an incorrect answer for one step does not
prevent allocation of marks for subsequent steps
[12]

Q5.
(a) heat with a water bath
or
heat with an electric heater
or
allow to evaporate / crystallise at room temperature
1

(b) to make sure that all the iodine reacts

allow so can see the reaction is complete
1

(as) excess iodine would remain in solution

1

(so) iodine could not be filtered off

allow (whereas) excess zinc could be filtered off
Page 28 of 35
 or
(so) the zinc iodide would not be pure
allow (so) would have to separate iodine from zinc iodide
1

(c)
allow moles I2 = 0.00197
allow 65 g Zn: 254 g I2
1

mass Zn = 0.00197 × 65 (g)

1

mass = 0.128 (g)

1

allow an expression (g) for the first 2 marks

(d)
1

= 13.6 (g)
allow 13.5869... (g)
1

(e) some product lost on separation

allow incomplete reaction
1

(f) Mr ZnI2 = 319

1

moles needed

or
mass per dm 3 = 31.9 (g)
1

(mass) = 7.98 (g)

allow 7.975 / 8.0 (g)
1
an answer of 7.975, 7.98 or 8.0 (g) scores 3 marks
[14]

Q6.
(a) they form ions with different charges
Page 29 of 35
 1

they have high melting points

1

(b) the (grey) crystals are silver

1

the copper ions (produced) are blue

allow the copper nitrate / compound (produced)
is blue
1

(because) copper displaces silver

1

(c) Level 2: The method would lead to the production of a valid outcome. The key
steps are identified and logically sequenced.
3−4

Level 1: The method would not lead to a valid outcome. Some relevant steps
are identified, but links are not made clear.
1−2

No relevant content
0

Indicative content

Key steps
• add the metals to (dilute) hydrochloric acid

• measure temperature change

or
compare rate of bubbling
or
compare colour of resulting solution

for copper:
• no reaction
• shown by no temperature change
or
shown by no bubbles

for magnesium and iron:

• magnesium increases in temperature more than iron
or
magnesium bubbles faster than iron
or
magnesium forms a colourless solution and iron forms a coloured
solution

Control variables
• same concentration / volume of hydrochloric acid
• same mass / moles of metal
• same particle size of metal
• same temperature (of acid if comparing rate of bubbling)

Page 30 of 35
 (d)

or

= 204.4
ignore units
1
[11]

Q7.
(a) H+
1

(b) hydrochloric (acid)

allow HCl
1

water
allow H2O
1

(c) burette
do not accept biuret
1

(d) 27.6 (cm3)

allow 27.60 (cm3)
1

(e) Level 3: The design/plan would lead to the production of a valid outcome. All
key steps are identified and logically sequenced.
5–6

Level 2: The design/plan would not necessarily lead to a valid outcome. Most
steps are identified, but the plan is not fully logically sequenced.
3–4

Level 1: The design/plan would not lead to a valid outcome. Some relevant
steps are identified, but links are not made clear.
1–2

No relevant content
0

Indicative content
allow converse using acid added to alkali

Key steps
• measure the volume of acid
Page 31 of 35
 • add indicator to the acid
• add sodium hydroxide solution
• until the colour changes
• record volume of sodium hydroxide solution added
• repeat procedure with the other acid

Use of results
• compare the two volumes of sodium hydroxide solution to find which
sample P or Q is more concentrated

Other points

• pipette to measure volume of acid

• use a few drops of indicator
• swirl
• use a white tile
• rough titration to find approximate end point
• add dropwise near the endpoint
• read volume from bottom of meniscus
• repeat and take a mean
[11]

Q8.
(a) CrO42- / chromate ions moved to the positive electrode
allow anode for positive electrode
allow yellow (coloured) ions moved to the
positive electrode
1

(because) opposite charges attract

allow (because) negative ions are attracted to
the positive electrode
1

(b) water
ignore copper chromate solution
1

(c) copper ions gain two electrons

allow Cu2+ for copper ions
allow 1 mark for copper ions gain electrons
or
allow 1 mark for copper ions are reduced
do not accept copper ions are oxidised
2

(to) form copper (atoms)

allow Cu for copper (atoms)
the equation:
Cu2+ + 2e- → Cu
scores 3 marks
1

(d) (negative electrode) hydrogen

Page 32 of 35
 allow H2
1

(positive electrode) iodine

allow I2
1
[8]

Q9.
(a) the activation energy should be from the reactants (line to the peak)
ignore description of where the activation energy
is on the diagram
1

the products (line) should be below the reactants (line)

or
the products should have less energy than the reactants
allow the product (line) is above the reactants
(line)
allow the products have more energy than the
reactants allow the profile shows an endothermic
reaction
ignore the arrow for the overall energy change
should point downwards
1

(b) any two from: (hydrogen fuel cells)

allow converse arguments for a rechargeable cell

• no toxic chemicals to dispose of at the end of the cell's life

• take less time to refuel (than to recharge rechargeable cells)

• travel further before refuelling (than before recharging rechargeable

cells)
allow has a greater range

• no loss of efficiency (over time)

allow does not lose capacity / range in cold
weather 2
2

(c) any one from:

allow multiples

• H2 ⟶ 2 H + + 2 e -
allow H2 - 2 e- ⟶ 2 H+

• O2 + 4 H + + 4 e - ⟶ 2 H 2 O
allow H2 + 2 OH- - 2 e- ⟶ 2 H2O

• H2 + 2 OH- ⟶ 2 H2O + 2 e-

Page 33 of 35
 • O2 + 2 H2O + 4 e- ⟶ 4 OH-
1

(d) any two from:

• hydrogen is not shown as H2 / molecules
• particles are shown as spheres
• particles are shown as solid
• does not show the (weak) forces (between particles)
• does not show the movement / speed (of particles)
• is only two-dimensional
2

(e) any one from:

• under (higher) pressure
allow increase concentration
• cool
allow condense
• absorb / adsorb in a solid
allow store as a liquid / solid
allow develop more efficient engines
1

(f) (58 MJ =) 58 000 kJ

or
(290 kJ =) 0.290 MJ
allow (58 MJ =) 58 000 000 J
and
(290 kJ =) 290 000 J
1

(moles = or
allow correct use of an incorrectly converted or
unconverted value of energy
1

(volume =) 200 × 24
allow correct use of an incorrectly calculated
number of moles of hydrogen
1

= 4800 (dm3)
1

alternative approach:

(58 MJ =) 58 000 kJ (1)

(energy released per dm3 = =) 12.08333 (kJ/dm3) (1)

(volume =) (1)
allow correct use of an incorrectly converted or
unconverted value of energy

Page 34 of 35
 allow correct use of an incorrectly calculated
energy released per dm3

= 4800 (dm3) (1)

[12]

Page 35 of 35