This question is about reversible reactions and chemical equilibrium.

1
(a) Reversible reactions can reach equilibrium in a closed system.

(i) What is meant by a closed system?

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(1)

(ii) Explain why, when a reversible reaction reaches equilibrium, the reaction appears to
have stopped.

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(2)

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(b) In the Haber process, the reaction of nitrogen with hydrogen to produce ammonia is
reversible.

N2(g) + 3 H2(g) 2 NH3(g)

(i) Name a natural resource from which hydrogen is produced.

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(1)

(ii) The Haber process uses a catalyst to speed up the reaction.

Explain how a catalyst speeds up a reaction.

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(2)

(iii) What happens to the amount of ammonia produced at equilibrium if the pressure is
increased?

Give a reason for your answer.

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(2)

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(c) The decomposition of hydrogen iodide into hydrogen and iodine is reversible.

2HI(g) H2(g) + I2(g)

The forward reaction is endothermic.

The energy level diagram shown below is for the forward reaction.

(i) Draw an arrow to show the activation energy on the diagram.

(1)

(ii) How does the diagram show that the reaction is endothermic?

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(1)

(iii) Suggest what effect, if any, increasing the temperature will have on the amount of
hydrogen iodide at equilibrium.

Give a reason for your answer.

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(2)
(Total 12 marks)

Page 4 of 53
 Sodium thiosulfate solution reacts with hydrochloric acid. As the reaction takes place the solution
2 slowly turns cloudy.

The diagram shows a method of measuring the rate of this reaction.

A student used this method to investigate how changing the concentration of the sodium
thiosulfate solution affects the rate of this reaction.

The student used different concentrations of sodium thiosulfate solution. All the other variables
were kept the same.

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The results are shown on the graph below.

(a) (i) Draw a line of best fit on the graph.

(1)

(ii) Suggest two reasons why all of the points do not lie on the line of best fit.

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

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

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(2)

(b) (i) In a conclusion to the investigation the student stated that:

‘The rate of this reaction is directly proportional to the concentration of the sodium
thiosulfate solution.’

How does the graph support this conclusion?

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(1)

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 (ii) Explain, in terms of particles, why the rate of reaction increases when the
concentration of sodium thiosulfate is increased.

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(2)
(Total 6 marks)

Solutions A and B are colourless. When they are mixed, they react and turn blue after a period
3 of time. A student investigated how temperature affected the rate of reaction between solutions A
and B. The rate was measured by timing how long the mixture took to turn blue.

The results are shown in the table.

Temperature in °C 22 25 34 45 51

Time taken to turn blue, in seconds 290 250 200 170 160

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(a) (i) Draw a graph for these results.

(3)

(ii) Use your graph to find how long it takes the solution to turn blue at 40°C.

Time = ......................................... s
(1)

(b) (i) How does the rate of reaction change as the temperature is increased?

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(1)

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 (ii) Explain, in terms of particles, why temperature has this effect on the rate of reaction.

To gain full marks in this question you should write your ideas in good English.
Put them into a sensible order and use the correct scientific words.

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(3)

(c) State one variable that must be kept constant to make this experiment a fair test.

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(1)
(Total 9 marks)

Page 9 of 53
 The picture shows a lump of phosphate rock.
4

Rob Lavinsky, iRocks.com – CC-BY-SA-3.0 [CC-BY-SA-3.0], via Wikimedia Commons

Phosphoric acid is made by reacting phosphate rock with sulfuric acid.

Only three of the methods shown below will increase the rate of this reaction.

Put a tick ( ) next to each of the three methods that will increase the rate of this reaction.

Tick
Method
( )

Use a more concentrated solution of sulfuric acid

Use larger lumps of phosphate rock

Cool the mixture of phosphate rock and sulfuric acid

Grind the phosphate rock into a powder before adding the acid

Increase the temperature of the sulfuric acid

Dilute the sulfuric acid solution with water

(3)
(Total 3 marks)

Page 10 of 53
 Read the information about car engines.
5
Burning petrol in air is an exothermic reaction. This reaction is used in car engines.

When petrol burns it produces harmful substances such as nitrogen oxides and
carbon monoxide.

A catalytic converter stops these harmful substances being released into the air.

(a) Draw a ring around the correct answer to complete each sentence.

decrease.

(i) The exothermic reaction makes the temperature of the engine increase.

stay the same.

(1)

energy is taken in from the surroundings.

(ii) This is because during exothermic reactions energy is given out to the surroundings.

there is no energy change.

(1)

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(b) The diagram shows a catalytic converter which removes harmful substances.
The catalytic converter has two parts, A and B, which contain different catalysts.

(i) The equation for the reaction that takes place in part A is:

2NO → N2 + O2

Which one of the substances shown in the equation is a compound?

Give the formula of this compound.

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(1)

(ii) The equation for the reaction that takes place in part B is:

2CO + O2 → 2CO2

Why is it important to stop carbon monoxide (CO) from being released into the air?

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(1)

(c) The table lists some statements about catalysts. Only two statements are correct.

Tick ( ) the two correct statements.

Statement Tick ( )

A catalyst can speed up a chemical reaction.

A catalyst is used up in a chemical reaction.

Different reactions need different catalysts.

A catalyst does not change the rate of a chemical reaction.

(2)

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(d) Modern catalytic converters contain nanosized particles of catalyst.
Less catalyst is needed when nanosized catalyst particles are used.

(i) Complete the sentence.

The size of nanosized particles is ........................................ than normal sized

particles.
(1)

(ii) The catalysts contain platinum.

Suggest why a manufacturer of catalytic converters would want to use less catalyst.

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(1)
(Total 8 marks)

Page 13 of 53
 A student investigated the effect of temperature on the decomposition of hydrogen peroxide.
6 Hydrogen peroxide decomposes to oxygen and water when a manganese(IV) oxide catalyst is
added.

The student measured the time taken to collect 5 cm3 of oxygen gas.

The apparatus shown below was used for the investigation. The reaction was started by shaking
the flask so that the manganese(IV) oxide and hydrogen peroxide were mixed.

The student did the investigation at two different temperatures. All the other variables were kept
constant.

The student’s results are shown in the table.

Temperature of the Time taken to

Volume of oxygen Rate of reaction in
hydrogen peroxide collect the oxygen
collected in cm3 cm3 per second
solution in °C in seconds

20 5 40 0.125

25 5 25

(a) (i) Calculate the rate of reaction at 25 °C.

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Rate of reaction = ............................................ cm3 per second

(2)

(ii) The teacher said that the student should repeat the investigation to get more results.

Suggest why.

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(1)

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 (b) The student concluded that:

‘the rate of reaction increases when the temperature is increased’.

Explain, in terms of particles, why the rate of reaction increases.

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(2)
(Total 5 marks)

The picture shows a lump of phosphate rock.

7

Rob Lavinsky, iRocks.com – CC-BY-SA-3.0 [CC-BY-SA-3.0], via Wikimedia Commons

Phosphoric acid is made by adding sulfuric acid to phosphate rock.

(a) The rate of reaction between sulfuric acid and phosphate rock can be increased if the
mixture is heated to a higher temperature.

Explain, in terms of particles, why an increase in temperature increases the rate of

reaction.

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(2)
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 (b) State one other way in which the rate of reaction between sulfuric acid and phosphate rock
can be increased.

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(1)
(Total 3 marks)

A student investigated the rate of reaction between sodium thiosulfate and dilute hydrochloric
8 acid.

The student placed a conical flask over a cross on a piece of paper.

The student mixed the solutions in the flask.

The solution slowly went cloudy.

The student timed how long it took until the cross could not be seen.

The equation for the reaction is:

Na2S2O3(aq) + 2 HCl(aq) → 2 NaCl(aq) + H2O(l) + SO2(g) + S(s)

sodium hydrochloric sodium sulfur

+ → + water + + sulfur
thiosulfate acid chloride dioxide

(a) Explain why the solution goes cloudy.

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(2)

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 (b) The student repeated the experiment with different concentrations of sodium thiosulfate.

Time taken until the cross could not be seen

Concentration of
in seconds
sodium thiosulfate
in moles per dm3
Trial 1 Trial 2 Trial 3 Mean

0.040 71 67 69 69

0.060 42 45 45 44

0.080 31 41 33

(i) Calculate the mean time for 0.080 moles per dm3 of sodium thiosulfate.

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Mean = ........................................ seconds

(2)

(ii) Describe and explain, in terms of particles and collisions, the effect that increasing
the concentration of sodium thiosulfate has on the rate of the reaction.

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(3)
(Total 7 marks)

(a) The figure below represents the reaction of sulfur dioxide with oxygen.
9
Oxygen

Sulfur dioxide Sulfur trioxide

(i) Complete the word equation for the reaction of sulfur dioxide with oxygen.

sulfur dioxide + ................................... ...................................

(1)

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 (ii) Draw a ring around the correct answer to complete the sentence.

a compound.
Sulfur dioxide (SO2) is an element.
a mixture.
(1)

(b) The reactants are gases.

When the pressure of the gases is increased, the reaction gets faster.

Complete the sentence.

When the pressure of the gases is increased,

the frequency of the collisions ...................................................................... .

(1)

(c) The particles need energy to react.

Complete the sentence.

The minimum amount of energy that particles need to react is called

the ...................................................................... energy.

(1)

(d) Give one way of increasing the rate of the reaction other than changing the pressure.

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(1)
(Total 5 marks)

Page 18 of 53
 Lithium carbonate reacts with dilute hydrochloric acid.
10
A group of students investigated the volume of gas produced.

This is the method used.

1. Place a known mass of lithium carbonate in a conical flask.

2. Measure 10 cm3 of dilute hydrochloric acid using a measuring cylinder.
3. Pour the acid into the conical flask.
4. Place a bung in the flask and collect the gas as shown in Figure 1.

Figure 1

(a) Figure 2 shows the measuring cylinder.

Figure 2

What volume of gas has been collected?

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Volume = .......................................... cm3
(1)

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(b) The table below shows the students’ results.

Mass of lithium carbonate in g Volume of gas in cm3

0.0 0

0.1 22

0.2 44

0.3 50

0.4 88

0.5 96

0.6 96

0.7 96

On Figure 3:
• Plot these results on the grid.
• Complete the graph by drawing two straight lines of best fit.

Figure 3

(4)

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(c) What are two possible reasons for the anomalous result?

Tick two boxes.

Too much lithium carbonate was added.

The bung was not pushed in firmly enough.

There was too much water in the trough.

The measuring cylinder was not completely over

the delivery

The conical flask was too small.

(2)

(d) Describe the pattern the graph shows up to 0.4 g of lithium carbonate added.

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(2)

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(e) Lithium carbonate decomposes when heated.

The equation shows the decomposition of lithium carbonate.

Li2CO3 (s) → Li2O (s) + CO2 (g)

Figure 4 shows the apparatus a student used to decompose lithium carbonate.

Figure 4

Why does the limewater bubble?

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(1)

(f) The student repeated the experiment with potassium carbonate.

The limewater did not bubble.

Suggest why there were no bubbles in the limewater.

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(1)
(Total 11 marks)

Page 23 of 53
 A student investigated the rate of reaction between calcium carbonate (marble chips) and
11 hydrochloric acid.

The student used the apparatus shown in Figure 1.

The student:
• recorded the volume of gas collected every 5 seconds
• repeated the experiment using hydrochloric acid at different temperatures.

The equation for the reaction is:

CaCO3(s) + 2 HCl(aq) CaCl2(aq) + H2O(l) + CO2(g)

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(a) The student plotted results for the hydrochloric acid at 20 °C and 40 °C on a graph.

Figure 2 shows the student’s graph.

Use information from Figure 2 to answer these questions.

(i) State one conclusion the student could make about the effect of temperature on the
rate of the reaction.

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(1)

(ii) Give one reason why the student could make this conclusion.

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(1)

(iii) For the hydrochloric acid at 60 °C the student had collected 30 cm3 after 15 seconds.

Calculate the average rate of reaction from 0 to 15 seconds.

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Rate of reaction = ........................................ cm3 per second

(1)

Page 25 of 53
(b) The student then investigated how the surface area of marble chips affected the rate of
reaction.

(i) Which two variables should the student keep constant?

Tick ( ) two boxes.

Amount of water in the trough

Concentration of acid

Mass of marble chips

Size of marble chips

Volume of measuring cylinder

(2)

(ii) Explain, in terms of particles and collisions, the effect that increasing the surface area
of the marble chips has on the rate of reaction.

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(2)

(c) Calcium carbonate is a catalyst for the industrial production of biodiesel.

Give one reason why using a catalyst reduces costs.

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(1)
(Total 8 marks)

Page 26 of 53
 A student investigated the rate of reaction between sodium thiosulfate solution and dilute
12 hydrochloric acid, as shown in Figure 1.

The reaction produced a precipitate, which made the mixture turn cloudy.

The student timed how long it took until she could no longer see the cross.

She calculated the rate of the reaction.

(a) The equation for the reaction is:

Na2S2O3(aq) + 2 HCl(aq) 2 NaCl(aq) + S(s) + SO2(g) + H2O(l)

Name the product that made the mixture go cloudy.

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(1)

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(b) The student investigated the effect of changing the temperature of the sodium thiosulfate
solution on the rate of reaction.

She plotted her results on a graph, as shown in Figure 2.

Describe the trends shown in the student’s results.

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(2)

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(c) The student then investigated the effect of changing the concentration of sodium thiosulfate
solution on the rate of the reaction.

(i) Suggest two variables the student would need to control to make sure that her
results were valid.

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(2)

(ii) From this investigation the student correctly concluded:

‘As the concentration of sodium thiosulfate solution doubles, the rate of reaction
doubles.’

Explain the student’s conclusion in terms of particles.

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(3)
(Total 8 marks)

Page 29 of 53
 A student investigated the rate of reaction between marble chips and hydrochloric acid.
13
Figure 1 shows the apparatus the student used.

Figure 1

(a) What is A?

Tick one box.

cotton wool

limestone

poly(ethene)

rubber bung

(1)

Page 30 of 53
(b) Table 1 shows the student’s results for one investigation.

Table 1

Time Mass lost

in s in g

0 0.0

20 1.6

40 2.6

60 2.9

80 3.7

100 4.0

120 4.0

On Figure 2:
• Plot these results on the grid.
• Draw a line of best fit.

Figure 2

(3)

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(c) Use Figure 2 to complete Table 2.

Table 2

Mass lost after 0.5 minutes ............ g

Time taken to complete the reaction ............ s

(2)

(d) The equation for the reaction is:

2HCl(aq) + CaCO3(s) → CaCl2(aq) + H2O(l) + CO2(g)

Explain why there is a loss in mass in this investigation.

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(2)

(e) Another student investigated the rate of a different reaction.

Table 3 shows the results from the different reaction.

Table 3

Mass lost when the reaction was complete 9.85 g

2 minutes 30
Time taken to complete the reaction seconds

Calculate the mean rate of the reaction using Table 3 and the equation:

mean rate of reaction =

Give your answer to two decimal places.

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Mean rate of reaction = .......................................... g / s

(2)

Page 32 of 53
(f) The student measured the change in mass of the reactants.

Describe another method, other than measuring the change in mass of the reactions, that
the student could have used to find the rate of the reaction between marble chips and
hydrochloric acid.

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(2)

(g) Another student planned to investigate the effect of temperature on the rate of reaction.
The student predicted that the rate of reaction would increase as the temperature was
increased.

Give two reasons why the student’s prediction is correct.

Tick two boxes.

The particles are more concentrated.

The particles have a greater mass.

The particles have a larger surface area.

The particles have more energy.

The particles move faster.

(2)
(Total 14 marks)

Page 33 of 53
 Marble chips are mainly calcium carbonate (CaCO3).
14
A student investigated the rate of reaction between marble chips and hydrochloric acid (HCl).

Figure 1 shows the apparatus the student used.

Figure 1

(a) Complete and balance the equation for the reaction between marble chips and hydrochloric
acid.

.................. + .................. → CaCl2 + .................. + ..................

(2)

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

Time Volume of gas

in s in dm3

0 0.000

30 0.030

60 0.046

90 0.052

120 0.065

150 0.070

180 0.076

210 0.079

240 0.080

270 0.080

On Figure 2:

• Plot these results on the grid.

• Draw a line of best fit.

Figure 2

Page 35 of 53
 (4)

(c) Sketch a line on the grid in Figure 2 to show the results you would expect if the experiment
was repeated using 20 g of smaller marble chips.

Label this line A.

(2)

(d) Explain, in terms of particles, how and why the rate of reaction changes during the reaction
of calcium carbonate with hydrochloric acid.

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(4)

Page 36 of 53
(e) Another student investigated the rate of reaction by measuring the change in mass.

Figure 3 shows the graph plotted from this student’s results.

Figure 3

Use Figure 3 to calculate the mean rate of the reaction up to the time the reaction is
complete.

Give your answer to three significant figures.

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Mean rate of reaction = ........................................... g / s

(4)

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(f) Use Figure 3 to determine the rate of reaction at 150 seconds.

Show your working on Figure 3.

Give your answer in standard form.

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Rate of reaction at 150 s = ........................................... g / s

(4)
(Total 20 marks)

Page 38 of 53
 A student investigated the effect of temperature on the rate of a reaction.
15 The picture below shows an experiment.

The student:

• put sodium thiosulfate solution into a conical flask

• heated the sodium thiosulfate solution to the required temperature
• put the flask on a cross drawn on a piece of paper
• added dilute hydrochloric acid and started a stopclock
• stopped the stopclock when the cross could no longer be seen
• repeated the experiment at different temperatures.

The equation for the reaction is:

(a) Explain why the solution goes cloudy.

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(2)

Page 39 of 53
(b) Give two variables the student must control to make the investigation a fair test.

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

2 ..........................................................................................................................
(2)

(c) State the effect that increasing the temperature of the sodium thiosulfate solution has on
the rate of the reaction.
Explain this effect in terms of particles and collisions.

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(4)

(d) Suggest how the student should change the method to investigate the rate of
reaction at 5°C.

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(1)
(Total 9 marks)

Page 40 of 53