5070 s19 QP 41-Merged

2
1 Ammonium sulfate is a salt. It is used as a fertiliser.
A student prepares some ammonium sulfate crystals by neutralisation.
She uses dilute sulfuric acid and aqueous ammonia.
The diagrams show some of the apparatus the student can use.
A B C D
(a) The student measures 25.0 cm3 of aqueous ammonia into a conical flask.
Write the letter of the piece of apparatus she should use to measure the aqueous ammonia.
Name this piece of apparatus.
letter ....................................................
name .........................................................................................................................................
[1]
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(b) (i) The student:
• adds a few drops of methyl orange indicator to the aqueous ammonia in the conical
flask
• adds dilute sulfuric acid until the indicator changes colour
• records the volume of dilute sulfuric acid added.
She uses the apparatus shown in the diagram to add the sulfuric acid.
Name this piece of apparatus.
..................................................................................................................................... [1]
(ii) What is the colour of methyl orange indicator:
• in aqueous ammonia .................................................................
• in dilute sulfuric acid? .................................................................

[2]
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4
(c) At the end-point the student records that 12.5 cm3 of 0.100 mol / dm3 sulfuric acid has
neutralised 25.0 cm3 of 0.100 mol / dm3 ammonia.
Plan an experiment to prepare a pure sample of ammonium sulfate crystals.
You should use:
• 0.100 mol / dm3 sulfuric acid

• 0.100 mol / dm3 ammonia
• the apparatus normally found in a chemistry laboratory.
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(d) Calcium hydroxide is used to neutralise soil acidity. It reacts with ammonium sulfate fertiliser
in the soil.
The student investigates the reaction between these two compounds.
She uses the apparatus shown.
20 40 60 80 100 cm3
gas syringe
conical flask
solution of calcium hydroxide

with ammonium sulfate
(i) What volume of gas is in the gas syringe?
....................................................cm3 [1]
(ii) After the gas has been collected, a piece of damp blue litmus paper and a piece of damp
red litmus paper are put in the gas.
What happens to the colour of:
• the damp blue litmus paper .................................................................
• the damp red litmus paper? .................................................................

[1]
[Total: 12]

6
2 Iron rusts when in contact with air and water to form a solution containing aqueous iron(III) ions.
When an indicator is added to a solution containing aqueous iron(III) ions it turns dark blue.
A student investigates the effect of sodium chloride on the rate at which iron rusts.
The student:
• places a piece of iron in a beaker containing 25 cm3 of water and five drops of indicator
• starts the stop-watch
• stops the stop-watch when a blue colour is first seen in the mixture and records the time
• repeats the experiment five times, adding a different mass of solid sodium chloride each time.
The results are shown in the table.
mass of sodium chloride time for first blue colour to appear

experiment
/g /s
1 0.00 1450
2 0.25 800
3 0.50 550
4 1.00 300
5 1.50 300
6 2.00 100
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(a) (i) On the grid, plot a graph of time for first blue colour to appear on the y-axis against mass
of sodium chloride on the x-axis. Label the axes. Plot the points and draw a smooth
curve of best-fit.
[3]
(ii) Use the graph to predict the time it takes for the blue colour to appear if 0.7 g of
sodium chloride is used.
time ....................................................... s [1]
(b) The teacher suggests that the student repeats one of the experiments.
(i) Which number experiment is repeated?
..................................................................................................................................... [1]
(ii) Why is this experiment repeated?
...........................................................................................................................................
..................................................................................................................................... [1]

8
(c) Use your graph to deduce the effect of sodium chloride on the rate at which the iron rusts.
...................................................................................................................................................
............................................................................................................................................. [1]
(d) The student repeats all six experiments using pieces of iron which have been painted. The
other variables remain the same.
Describe the effect this change has on the time for the blue colour to appear and explain your
answer.
effect .........................................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
[2]
(e) A class of students repeat the first six experiments. They all use identical pieces of apparatus
and the same indicator. They measure all volumes and masses correctly.
The times measured by each student are different but each student produces a graph of the
same shape.
(i) Suggest why the times measured by each student are different.
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) Suggest why all the graphs are the same shape.
..................................................................................................................................... [1]
[Total: 11]
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3 A student is given three colourless liquids, A, B and C.

She knows that the liquids are hexene, ethanol and ethanoic acid.
She needs to identify A, B and C.
She does some tests by adding the reagents in the table to A, B and C.
Some of her results are recorded in the table.
observations
test
A B C
The mixture turns from The mixture remains

Add aqueous bromine.
orange to colourless. orange.
Add solid calcium

No visible change. No visible change.
carbonate.
Add dilute sulfuric acid

and a few drops of The mixture turns from The mixture remains
aqueous potassium purple to colourless. purple.
manganate(VII).
(a) Use the observations in the table to identify liquids A, B and C.
A ...............................................................................................................................................
B ...............................................................................................................................................
C ...............................................................................................................................................
[2]
(b) Complete the table. [3]
(c) The student mixes two of the three liquids together, adds a few drops of concentrated
sulfuric acid as a catalyst and warms the mixture. A sweet smell is produced.
(i) Name the two liquids that the student mixes.
..................................................................................................................................... [1]
(ii) Suggest a safety precaution the student should take when doing this experiment. Give a
reason for your answer.
precaution .........................................................................................................................
reason ...............................................................................................................................
[1]
[Total: 7]

10
4 A sample of river water is tested for pollutants.
Complete the table to show the tests, observations and pollutant ions present in the sample.
pollutant ions present

test observations
in sample
White precipitate, soluble in

excess giving a colourless Al 3+
solution.
Acidify with dilute nitric acid,

then add aqueous silver Cl −
nitrate.
Light blue precipitate, soluble

Add aqueous ammonia. in excess, giving a dark blue
solution.
SO42−
[5]
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11
5 A liquid hydrocarbon is burnt using the apparatus shown.
delivery boiling
tube tube
conical flask
ice
liquid beaker limewater

hydrocarbon
(a) The gases produced by burning the hydrocarbon move along the delivery tubes and through
the boiling tube and conical flask.
A colourless liquid is formed in the boiling tube.
Describe a chemical test which can be used to show that the liquid is water.
test ............................................................................................................................................
observation ...............................................................................................................................
[2]
(b) Suggest why the boiling tube is placed in a beaker of ice.
...................................................................................................................................................
............................................................................................................................................. [1]
(c) Carbon dioxide is also produced by burning the hydrocarbon.
What effect does carbon dioxide have on the limewater in the conical flask?
............................................................................................................................................. [1]

12
(d) The experiment is repeated with 100 cm3 of 2.00 mol / dm3 sodium hydroxide instead of
limewater, as shown in the diagram.
delivery boiling
tube tube
conical flask
ice
liquid beaker 100 cm3 of 2.00 mol / dm3

hydrocarbon aqueous sodium hydroxide
The carbon dioxide produced by burning the hydrocarbon reacts with the sodium hydroxide in
the conical flask.
After the hydrocarbon has been burnt, the mixture in the conical flask is solution Q. Solution Q
is titrated with 1.00 mol / dm3 hydrochloric acid, HCl.
(i) The initial and final readings for three titrations are shown in the diagram.
titration 1 titration 2 titration 3

28
0
5
24 14
29 38
1
6
25 15
30 39
2
7
26 16
Use the information in the diagram to complete the results table.
titration number 1 2 3
final reading / cm3
initial reading / cm3
volume of 1.00 mol / dm3 HCl / cm3
best titration results (3)
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In the table, tick the best titration results (3).
Use these best results to calculate the average volume of 1.00 mol / dm3 HCl used.
.................................................... cm3 [4]
(ii) Calculate the number of moles of HCl in the average volume of 1.00 mol / dm3 HCl.
................................................ moles [1]
(iii) Use the equation and your answer to (ii) to calculate the number of moles of
sodium hydroxide, NaOH, in 25.0 cm3 of Q.
NaOH + HCl NaCl + H 2O
................................................ moles [1]
(iv) Calculate the number of moles of NaOH in 100 cm3 of Q.
................................................ moles [1]
(v) Calculate the number of moles of NaOH in the original 100 cm3 of 2.00 mol / dm3 NaOH.
................................................ moles [1]
(vi) Use your answers to (iv) and (v) to calculate the number of moles of NaOH which reacted
with the carbon dioxide produced by burning the hydrocarbon.
................................................ moles [1]
(vii) Use the equation and your answer to (vi) to calculate the number of moles of
carbon dioxide produced by burning the hydrocarbon.
CO2 + 2NaOH Na2CO3 + H 2O
................................................ moles [1]

14
(viii) The mass of hydrocarbon burnt is 0.73 g. The Mr of the hydrocarbon is 86.
Calculate the number of moles of hydrocarbon burnt.
................................................ moles [1]
(ix) This hydrocarbon is an alkane. The general formula of alkanes is CnH2n+2.
Use your answers to (vii) and (viii) to calculate the value of n in this hydrocarbon.
n = ......................................................... [1]
[Total: 16]
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6 A student does an electrolysis experiment to investigate how the length of time an electric current
is passed through 1 mol / dm3 copper(II) sulfate affects the mass of the cathode.
He weighs a carbon electrode to use as a cathode and records its mass.
He sets up the apparatus shown.
+ –
carbon anode carbon cathode
1 mol / dm3 copper(II) sulfate
The student:
• passes a current of 2 amps through the circuit for 5 minutes

• removes the cathode, dries it and weighs it
• records the new mass of the cathode
• replaces the cathode into the circuit.
This process is repeated until the current has been passed for a total of 25 minutes.
time the current is passed mass of cathode increase in mass

/ min /g /g
0 4.63 0.00
5 4.82 0.19
10 5.01
15 5.20 0.57
20 5.39
25 5.58 0.95
(a) Complete the table by calculating the missing increases in mass. [1]

16
(b) (i) Describe the appearance of the cathode when the current has been passed for
25 minutes.
..................................................................................................................................... [1]
(ii) Explain this observation.
..................................................................................................................................... [1]
The student plots the points on a grid.
1.2
1.0
0.8
increase in mass
/g
0.6
0.4
0.2
0.0
0 5 10 15 20 25 30
time the current is passed / min
(c) Predict the increase in mass if a current of 2 amps is passed for 28 minutes.
Show on the grid how you have made your prediction.
increase in mass ...................................................... g [2]
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(d) The student calculates the theoretical increase in mass of the cathode.
He notices that the theoretical increase is greater than the actual increase.
Suggest a reason for this.
...................................................................................................................................................
............................................................................................................................................. [1]
(e) The experiment is repeated using copper electrodes instead of carbon.
(i) What happens to the mass of the anode in this experiment?
..................................................................................................................................... [1]
(ii) The initial mass of the copper anode is 4.00 g.
Use the information in the table to predict the mass of the anode after 2 amps has been
passed through 1 mol / dm3 copper(II) sulfate for 15 minutes.
mass ....................................................... g [2]
[Total: 9]
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2
1 Milk of Magnesia is a liquid medicine used to treat indigestion.
Milk of Magnesia contains magnesium hydroxide, Mg(OH)2.
A student does a series of titrations to determine the percentage by mass of magnesium hydroxide
in Milk of Magnesia.
Diagrams of some of the apparatus used by the student are shown.
A B C
(a) Name the three pieces of apparatus.
A ...............................................................................................................................................
B ...............................................................................................................................................
C ...............................................................................................................................................
[3]
(b) The student:
• puts 5.0 cm3 of the Milk of Magnesia into apparatus A and adds some distilled water
• adds a few drops of a suitable indicator to the mixture in apparatus A
• fills apparatus C with 0.600 mol / dm3 hydrochloric acid
• titrates the contents of apparatus A with the 0.600 mol / dm3 hydrochloric acid until the
indicator changes colour
• records the readings.
The student repeats the procedure three further times.
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(i) The diagrams show parts of apparatus C with the liquid levels at the beginning and the
end of titration 3.
titration 3
initial reading final reading
0
23
1
24
2
25
Record the values in the results table.
Complete the results table for each of titrations 1, 3 and 4.
titration number 1 2 3 4
final reading / cm3 24.1 47.5 24.4
initial reading / cm3 0.0 23.7
volume of 0.600 mol / dm3 hydrochloric acid used / cm3 23.8 23.6
[3]
(ii) Tick (3) the best titration results in the table.

Use these best titration results to calculate the average volume of 0.600 mol / dm3
hydrochloric acid used.
average volume ...................................................cm3 [1]
(iii) Suggest why the volume of distilled water the student adds to apparatus A does not
affect the results of the titrations.
...........................................................................................................................................
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..................................................................................................................................... [1]
4
(c) A second student does another series of titrations using the same method. This student
obtains an average volume of 23.3 cm3.
The equation for the reaction during the titration is shown.
Mg(OH)2 + 2HCl MgCl 2 + 2H2O
(i) Calculate the number of moles of 0.600 mol / dm3 hydrochloric acid used by this second
student.
................................................ moles [1]
(ii) Calculate the number of moles of magnesium hydroxide present in 5.0 cm3 of the Milk of
Magnesia.
................................................ moles [1]
(iii) Calculate the mass of magnesium hydroxide in 5.0 cm3 of the Milk of Magnesia.
[Ar: Mg, 24; O, 16; H, 1]
........................................................ g [2]
(iv) The density of the Milk of Magnesia is 2.34 g / cm3.
mass in g
density in g / cm3 =
volume in cm3
Calculate the mass of 5.0 cm3 of the Milk of Magnesia.
........................................................ g [1]
(v) Calculate the percentage by mass of magnesium hydroxide in the Milk of Magnesia.
.......................................................% [1]
[Total: 14]
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5
2 E150a and E155 are both brown food colourings.
Plan an investigation to find whether the brown food colouring in a soft drink is E150a or E155.
The food colourings are both soluble in water.
You are provided with solutions of E150a, E155 and the brown food colouring from the soft drink.
You also have access to the apparatus normally found in a chemistry laboratory.
You should draw a labelled diagram with your plan and include essential practical details.
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[6]

6
3 The apparatus shown is used for the electrolysis of aqueous copper(II) sulfate.
+ –
anode cathode
aqueous copper(II) sulfate
(a) Inert graphite electrodes are used for the electrolysis.
(i) Describe what is seen at each electrode during the electrolysis.
cathode .............................................................................................................................
anode ................................................................................................................................
[2]
(ii) Give a test and observation to identify the product at the anode.
test ....................................................................................................................................
observation ........................................................................................................................
[2]
(iii) Describe what happens to the colour of the solution during the electrolysis. Explain your
answer.
description .........................................................................................................................
explanation ........................................................................................................................
...........................................................................................................................................
[2]
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(b) The electrolysis is repeated using copper electrodes in place of the inert graphite electrodes.
(i) Describe what happens to the colour of the solution during this electrolysis.
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) State what happens to the mass of each electrode during this electrolysis.
Explain your answer.
mass of cathode ................................................................................................................
mass of anode ...................................................................................................................
explanation ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[3]
(iii) Suggest a practical use for the electrolysis of aqueous copper(II) sulfate.
..................................................................................................................................... [1]
[Total: 11]

8
4 Hydrogen peroxide, H2O2, reacts with iodide ions to produce water and iodine.
Acid must also be added for the reaction to occur.
H2O2(aq) + 2H+(aq) + 2I−(aq) 2H2O(l) + I2(aq)
(a) The initial reaction mixture is colourless.
State what is observed during this reaction.
...................................................................................................................................................
............................................................................................................................................. [1]
(b) The rate of this reaction is investigated by removing samples of the reaction mixture, of equal
volumes, at timed intervals.
Each sample is added to an excess of powdered calcium carbonate in a flask to stop the
reaction in the sample.
(i) Suggest why the reaction stops when the sample is added to calcium carbonate.
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) Suggest why the calcium carbonate is powdered.
...........................................................................................................................................
..................................................................................................................................... [1]
(iii) State what is observed when a sample of the reaction mixture is added to
calcium carbonate.
...........................................................................................................................................
..................................................................................................................................... [1]
(c) After each sample is added to calcium carbonate, the contents of this flask are titrated with
aqueous sodium thiosulfate.
The sodium thiosulfate reacts with the iodine produced by the reaction between
hydrogen peroxide and iodide ions.
The volume of aqueous sodium thiosulfate needed for each titration depends on the amount
of iodine in the sample.
The results of the experiment are shown in the table.
time sample removed / s 0 100 200 300 400 500 600

volume of aqueous sodium
thiosulfate needed for 0 11.0 12.0 15.5 17.5 18.5 18.5
titration / cm3
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(i) Plot the results on the grid.
20
15
volume of
aqueous sodium 10
thiosulfate / cm3
0
0 100 200 300 400 500 600
time sample removed / s
[2]
(ii) Draw a circle around the anomalous point on the grid. [1]
(iii) Use the points to draw a curve of best fit. [1]
(iv) Use the graph to determine the volume of aqueous sodium thiosulfate needed for a
sample taken at 250 s.
volume ...................................................cm3 [1]
(v) Use the graph to determine the time at which a sample is taken if 6.0 cm3 of aqueous
sodium thiosulfate is needed.
time ....................................................... s [1]

10
(vi) Describe and explain the difference in the slope of your curve at 50 seconds and at
400 seconds.
difference in slope .............................................................................................................
...........................................................................................................................................
explanation ........................................................................................................................
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[4]
[Total: 14]
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11
5 Salts can be prepared in the laboratory in various ways.
Describe a suitable method to prepare a pure, dry sample of each of the named salts.
In your description you should include the names of any techniques, apparatus and chemicals
used.
(a) Copper(II) sulfate

This method should use the reaction between an insoluble compound and a dilute acid.
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(b) Silver chloride

This method should use a precipitation reaction.
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[Total: 9]
12
6 The mineral alstonite contains two different cations but only one anion.
The table shows the tests a student does on a sample of alstonite.
Complete the table. Any gases formed should be named.
test observations conclusions

(a) To a portion of alstonite The solid dissolves.
in a boiling tube, add
dilute hydrochloric acid Effervescence is observed
until all the solid has and the gas formed turns
dissolved. limewater milky.
Use the resulting

solution in tests (b), (c)
and (d). [2]
(b) To a portion of the
solution from (a) in a
test-tube, add dilute
sulfuric acid.
Alstonite contains Ba2+ ions.
[1]
(c) To a portion of the
test-tube, add aqueous
sodium hydroxide until Alstonite may contain Ca2+
in excess. ions.
[2]
(d) To a portion of the
test-tube, add aqueous
ammonia.
Alstonite contains Ca2+ ions.
[1]
[Total: 6]
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Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
© UCLES 2019 5070/42/M/J/19

3
1 A student electrolyses three solutions using the apparatus shown.
+ –
solution
(a) Complete the table.
anode (+) cathode (–)
solution name of product observation name of product observation

aqueous bubbles of
oxygen copper
copper(II) sulfate colourless gas
aqueous
brown liquid
potassium iodide
bubbles of bubbles of
dilute sulfuric acid
colourless gas colourless gas
[6]
(b) Give a test and observation to identify oxygen gas.
test ............................................................................................................................................
observation ...............................................................................................................................
[2]
[Total: 8]
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4
2 Calcium carbonate reacts with dilute hydrochloric acid.
CaCO3(s) + 2HCl (aq) CaCl 2(aq) + CO2(g) + H2O(l)
A student investigates the rate of this reaction at three different temperatures using the apparatus
shown.
dilute hydrochloric acid
calcium carbonate
In each experiment the student adds dilute hydrochloric acid to an excess of calcium carbonate.
The volume of carbon dioxide in B is recorded every 30 seconds.
(a) What is meant by an excess of calcium carbonate?
...................................................................................................................................................
............................................................................................................................................. [1]
(b) Name the two pieces of apparatus, A and B.
A ...............................................................................................................................................
B ...............................................................................................................................................
[2]
(c) The student does experiment 1 at 20 °C.
Name a piece of apparatus that can be used to keep the temperature constant.
............................................................................................................................................. [1]
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5
(d) The student does two more experiments:
• experiment 2 at 40 °C
• experiment 3 at 60 °C.
Suggest two variables that the student keeps constant so that temperature is the only variable
that affects the rate of reaction.
1 ................................................................................................................................................
2 ................................................................................................................................................
[2]
(e) The student plots a graph of the results.
experiment
volume
experiment
of
carbon dioxide experiment
/ cm3
0
0 time / seconds
(i) Describe how the graphs are used to decide which experiment has the fastest rate.
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) Write a number in each box on the graph to identify experiments 1, 2 and 3. [1]
(iii) State how the graph shows that the reactions stop.
..................................................................................................................................... [1]
(iv) Why do the reactions stop?
..................................................................................................................................... [1]
[Total: 10]

6
3 Carbon and copper(II) oxide are both black solids. Copper(II) oxide reacts with dilute sulfuric acid
to form an aqueous solution. Carbon does not react with or dissolve in dilute sulfuric acid. Neither
carbon nor copper(II) oxide dissolve in water.
A mixture contains carbon and copper(II) oxide only.
Plan an experiment to produce a sample of pure carbon from the mixture.
You may use:
• dilute sulfuric acid

• distilled water
• any of the apparatus usually found in a chemistry laboratory.
No other chemicals are available.
Your plan should include details of:
• how to dissolve the copper(II) oxide in the dilute sulfuric acid

• how to separate the carbon
• how to purify the carbon
• observations occurring at each stage of the process.
Chemical equations are not required.
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[5]
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7
4 A student is provided with three solutions:
• aqueous zinc sulfate

• aqueous copper(II) sulfate
• aqueous calcium nitrate.
The student tests the three aqueous solutions by adding each reagent shown in the table.
Record the observations in the table.
Write ‘no reaction’ where appropriate.
reagents
aqueous aqueous
aqueous
sodium barium nitrate aluminium and aqueous
solutions sodium
hydroxide in and dilute sodium hydroxide + heat
hydroxide
excess nitric acid
aqueous
zinc sulfate
aqueous
copper(II)
sulfate
name of gas
..............................................
test for gas

aqueous
calcium nitrate
..............................................
result of test
..............................................
[10]

9
5 Solution J is bleach.
A student does an experiment to determine the concentration of sodium chlorate(I), NaCl O, in J.
The student transfers 25.0 cm3 of J to a conical flask using a pipette.
(a) Why does the student use a pipette instead of a measuring cylinder to measure 25.0 cm3
of J?
............................................................................................................................................. [1]
(b) Which other piece of apparatus could be used to measure 25.0 cm3 of J?
............................................................................................................................................. [1]
The student adds an excess of aqueous sodium iodide and an excess of hydrochloric acid to the
conical flask. A reaction occurs to form iodine. This is solution K.
The amount of iodine produced can be determined by titration with aqueous sodium thiosulfate,
Na2S2O3 , with a suitable indicator.
Solution L is 0.0500 mol / dm3 Na2S2O3.
L is put into a burette and run into the conical flask until the end-point is reached.
(c) Why is it wrong to wash out the burette with water immediately before filling it with L?
...................................................................................................................................................
............................................................................................................................................. [1]

10
(d) Three titrations are done. The diagrams show parts of the burette with the liquid levels at the
beginning and end of each titration.
22 24
0 48
9 32
23 25
1 49
10 33
24 26
2 50 34
11
Use the diagrams to complete the table.
final burette reading / cm3
initial burette reading / cm3
volume of L / cm3
Summary
Tick (3) the best titration results in the table.
Use these best results to calculate the average volume of L.
......................................................... cm3
[4]
(e) Calculate the number of moles of Na2S2O3 in the average volume of L, 0.0500 mol / dm3
Na2S2O3 , used in the titration.
................................................ moles [1]
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11
(f) Use the equation to calculate the number of moles of I2 in 25.0 cm3 of K.
2Na2S2O3 + I2 Na2S4O6 + 2NaI
................................................ moles [1]
(g) Use the equation to calculate the number of moles of NaCl O that produces the number of
moles of I2 calculated in (f).
NaCl O + 2NaI + 2HCl I2 + 3NaCl + H2O
................................................ moles [1]

(h) Calculate the Mr of NaCl O.
[Ar: Na, 23; Cl , 35.5; O, 16]
.......................................................... [1]
(i) Use your answers to (g) and (h) to calculate the mass of NaCl O in 25.0 cm3 of J.
..................................................... g [1]
(j) Calculate the concentration of NaCl O in J
(i) in g / dm3
................................................g / dm3 [1]
(ii) in mol / dm3.
............................................mol / dm3 [1]
[Total: 14]

12
6 When zinc is added to aqueous iron(II) sulfate, the temperature of the mixture increases.
The equation for the reaction is shown.
Zn(s) + FeSO4(aq) ZnSO4(aq) + Fe(s)
(a) A student transfers 25.0 cm3 of 2.0 mol / dm3 iron(II) sulfate into a beaker. The temperature of
this solution is 22.0 °C.
The student then adds excess zinc to the aqueous iron(II) sulfate and starts a timer. The
student stirs the mixture with a thermometer and measures the temperature at 1 minute
intervals. The results are shown.
time / minutes temperature / °C

1.0 31.6
2.0 30.3
3.0 29.9
4.0 27.6
5.0 26.3
6.0 25.0
(i) As soon as the zinc is added to the aqueous iron(II) sulfate, the temperature of the
mixture increases.
What can you deduce about the reaction from this information?
..................................................................................................................................... [1]
(ii) Why do the temperature readings in the table decrease from 1.0 to 6.0 minutes?
...........................................................................................................................................
..................................................................................................................................... [1]
(iii) If the student had continued to measure the temperatures after 6.0 minutes, suggest the
lowest temperature that would be reached.
.......................................................... [1]
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13
(b) (i) Plot the results from the table on the grid. Draw a straight line of best-fit. Extend the line
until it intersects with the y-axis.
36.0
34.0
32.0
temperature
30.0
/ °C
28.0
26.0
24.0
0.0 1.0 2.0 3.0 4.0 5.0 6.0
time / minutes
[3]
(ii) On the grid, draw a circle around the anomalous point. [1]
(c) (i) Use your graph to determine the temperature of the mixture at a time of 2.5 minutes.
......................................................°C [1]
(ii) Use your graph to determine the time at which the temperature of the mixture would be
30.0 °C.
............................................. minutes [1]

14
(d) (i) Use your graph to determine the temperature of the mixture at 0.0 minutes. This figure
represents the maximum temperature that the mixture reaches in the reaction.
......................................................°C [1]
(ii) The initial temperature of the aqueous iron(II) sulfate was 22.0 °C. Calculate the
maximum temperature rise after the zinc is added.
......................................................°C [1]
(e) The student uses 25.0 cm3 of 2.0 mol / dm3 iron(II) sulfate and an excess of zinc.
(i) Calculate the number of moles of iron(II) sulfate in 25.0 cm3 of 2.0 mol / dm3
iron(II) sulfate.
................................................ moles [1]
(ii) The heat produced in the reaction in kJ / mol is calculated using the expression shown.
25 × 4.2 × maximum temperature rise

heat produced =
1000 × moles of iron(II) sulfate
Use this expression and your answers to (d)(ii) and (e)(i) to calculate the heat produced
in the reaction in kJ / mol.
...............................................kJ / mol [1]
[Total: 13]
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2
1 Three gases, A, B and C, have the properties shown.
gas density solubility in water appearance

A less dense than air insoluble colourless
B more dense than air insoluble colourless
C more dense than air soluble green
Some sets of apparatus, X, Y and Z, used to collect gases are shown.
gas in
D D
gas in
X Y
gas in D
water
(a) Apparatus D is used to collect the gases.
Name apparatus D.
............................................................................................................................................. [1]
(b) Which two sets of apparatus, from X, Y and Z, can be used to collect gas A?
................................................................. and .................................................................... [1]
(c) Which set of apparatus, X, Y or Z, can be used to collect gas C?
............................................................................................................................................. [1]
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3
(d) (i) State why apparatus Y is less suitable than apparatus X to collect gas B.
..................................................................................................................................... [1]
(ii) State why apparatus X is less suitable than apparatus Z to collect gas B.
...........................................................................................................................................
..................................................................................................................................... [1]
[Total: 5]

4
2 Calcium carbonate reacts with dilute hydrochloric acid.
CaCO3(s) + 2HCl (aq) CaCl 2(aq) + CO2(g) + H2O(l)
Vigorous bubbling is seen.
A student investigates the rate of this reaction using three samples of calcium carbonate. Each
sample has a different particle size.
loosely fitting
cotton wool plug
weighing bottle
dilute hydrochloric
calcium carbonate acid
126.76 balance
In each experiment the student adds all of the calcium carbonate, an excess, to dilute
hydrochloric acid in apparatus E. The weighing bottle is replaced on the balance. The student
records the mass every 30 seconds.
In experiment 1 the student uses large lumps of calcium carbonate.
(a) Name apparatus E.
............................................................................................................................................. [1]
(b) Which variable, other than mass, is measured in the experiment? Name the piece of
apparatus used to measure this variable.
variable .....................................................................................................................................
apparatus ..................................................................................................................................
[1]
(c) Why does the mass decrease?
............................................................................................................................................. [1]
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5
(d) The student does two more experiments. In each experiment the student uses
calcium carbonate of different particle sizes.
In experiment 2 the student uses small lumps of calcium carbonate instead of large lumps.
In experiment 3 the student uses powdered calcium carbonate instead of large lumps.
Suggest two variables that the student keeps constant so that the particle size of the
calcium carbonate is the only variable that affects the rate of reaction.
1 ................................................................................................................................................
2 ................................................................................................................................................
[2]
(e) The student plots a graph of the results.
experiment
experiment
experiment
mass / g
0
0 time / seconds
(i) Describe how the graphs are used to decide which experiment has the fastest rate.
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) Write a number in each box on the graph to identify experiments 1, 2 and 3. [1]
(iii) State how the graph shows that the reactions stop.
..................................................................................................................................... [1]
(iv) Why do the reactions stop?
..................................................................................................................................... [1]
[Total: 9]
6
3 An unlabelled bottle contains solid sodium carbonate, Na2CO3. Another unlabelled bottle contains
solid sodium hydrogencarbonate, NaHCO3.
The reaction between sodium carbonate and dilute hydrochloric acid is exothermic.
The reaction between sodium hydrogencarbonate and dilute hydrochloric acid is endothermic.
Plan experiments using the reaction of each solid with dilute hydrochloric acid:
• to identify each solid

• to determine which reaction produces the larger energy change per gram of solid.
You may use any of the apparatus normally found in a chemistry laboratory but no other chemicals.
You should state all the measurements you would make.
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
[7]
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7
4 A student is provided with solutions of:
• aqueous chromium(III) nitrate

• aqueous iron(II) chloride
• aqueous iron(III) chloride.
The student tests the three aqueous solutions by adding each reagent shown in the table.
Record the observations in the table.
Write ‘no reaction’ where appropriate.
reagents
aqueous aqueous silver
aqueous
sodium nitrate and aluminium and aqueous
solutions sodium
hydroxide in dilute nitric sodium hydroxide + heat
hydroxide
excess acid
name of gas
..............................................
aqueous test for gas

chromium(III)
nitrate ..............................................
result of test
..............................................
aqueous
iron(II)
chloride
aqueous
iron(III)
chloride
[10]

8
5 A student does an experiment to determine the percentage by mass of potassium iodate(V), KIO3,
in a sample of impure potassium iodate(V). The sample of impure potassium iodate(V) is placed
in a previously weighed container which is then reweighed.
mass of container + impure potassium iodate(V) = 8.20 g
mass of empty container = 5.28 g
(a) Calculate the mass of impure potassium iodate(V) used in the experiment.
....................................................... g [1]
(b) The student transfers the sample of impure potassium iodate(V) to a beaker, adds water and
stirs with a glass rod until all the solid has dissolved. The solution is then transferred to a
suitable container.
The beaker is washed out twice with water and the washings are transferred to the same
container as the solution.
Why is the beaker washed out and the washings transferred to the same container as the
solution?
............................................................................................................................................. [1]
(c) The solution of impure potassium iodate(V) is made up to 500.0 cm3 with water. This is
solution G.
Name the container in which solution G is made.
............................................................................................................................................. [1]
(d) The student transfers 25.0 cm3 of G to a conical flask using a pipette.
Which liquid should be used to wash out the pipette, immediately before using it, to measure
25.0 cm3 of G?
............................................................................................................................................. [1]
The student adds an excess of aqueous potassium iodide and an excess of dilute sulfuric acid to
the conical flask. A reaction occurs to form iodine. This is solution H.
The amount of iodine produced can be determined by titration with aqueous sodium thiosulfate,
Na2S2O3, with a suitable indicator.
Solution L is 0.100 mol / dm3 Na2S2O3.
L is put into a burette and run into the conical flask until the end-point is reached.
(e) Why is it unnecessary to measure exactly the same amounts of aqueous potassium iodide
and dilute sulfuric acid for each of the titrations?
...................................................................................................................................................
............................................................................................................................................. [1]
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9
(f) Three titrations are done. The diagrams show parts of the burette with the liquid levels at the
beginning and end of each titration.
21 23
0 45
10 31
22 24
1 46
11 32
23 25
2 47 33
12
volume of L / cm3
Summary
Use these best results to calculate the average volume of L.
........................................................ cm3
[4]

10
(g) Calculate the number of moles of Na2S2O3 in the average volume of L, 0.100 mol / dm3
Na2S2O3, used in the titration.
................................................ moles [1]
(h) Use the equation to calculate the number of moles of I2 in H in the conical flask.
2Na2S2O3 + I2 2NaI + Na2S4O6
................................................ moles [1]
(i) Use the equation to calculate the number of moles of KIO3 that produces the number of
moles of I2 calculated in (h). This is the number of moles of KIO3 in 25.0 cm3 of G.
KIO3 + 5KI + 3H2SO4 3I2 + 3K2SO4 + 3H2O
................................................ moles [1]
(j) Calculate the number of moles of KIO3 in 500.0 cm3 of G.
................................................ moles [1]
(k) Calculate the Mr of KIO3.
[Ar: K, 39; I, 127; O, 16]
.......................................................... [1]
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11
(l) Use your answers to (j) and (k) to calculate the mass of potassium iodate(V), KIO3 , in the
sample of impure potassium iodate(V).
........................................................ g [1]
(m) Use your answers to (a) and (l) to calculate the percentage by mass of KIO3 in the sample of
impure potassium iodate(V).
...................................................... % [1]
[Total: 16]

13
6 A student passes an electric current through an electrolyte of aqueous copper(II) sulfate using an
inert anode and a copper cathode.
+ –
inert copper
anode cathode
aqueous
copper(II) sulfate
(a) Bubbles of gas are observed at the anode.
Name the gas given off at the anode. Give a test and observation to identify the gas.
name .........................................................................................................................................
test ............................................................................................................................................
observation ...............................................................................................................................
[2]
(b) A layer of copper is deposited at the copper cathode. A student wants to find the mass of
copper deposited.
The student removes the cathode after 5 minutes.
(i) What should the student do to the cathode before weighing it?
..................................................................................................................................... [1]
(ii) The student weighs the cathode. Which essential measurement is missing from the
experimental method?
..................................................................................................................................... [1]

14
(c) After the student weighed the cathode she replaced it in the circuit and continued the
experiment. She determined the mass of copper deposited at five-minute intervals.
time / minutes mass of copper deposited / g

0 0.00
5 0.28
10 0.54
15 0.62
20 1.12
25 1.20
30 1.20
35 1.20
(i) Plot the results in the table on the grid. Use the points to draw two intersecting straight
lines of best-fit.
1.4
1.2
1.0
0.8
mass of
copper
deposited
/g
0.6
0.4
0.2
0.0
0 5 10 15 20 25 30 35
time / minutes [4]
(ii) Draw a circle around the anomalous point. [1]
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15
(d) (i) Use your graph to determine how long it takes for 0.80 g of copper to be deposited.
............................................. minutes [1]
(ii) Use your graph to determine how long it takes for all the copper to be deposited.
............................................. minutes [1]
(e) What is the colour of the electrolyte:
• at the start of the experiment
...................................................................
• when all the copper has been deposited at the cathode?
...................................................................
[2]
[Total: 13]
© UCLES 2019 5070/42/O/N/19

2
1 A student investigates a sample of rock salt.
The student:
• grinds the rock salt into a powder

• places the powder into a beaker and adds water to it
• stirs the mixture
• pours the mixture through the apparatus shown.
A
brown solid
colourless solution
(a) (i) Name apparatus A. .......................................................... [1]
(ii) Name apparatus B. .......................................................... [1]
(iii) A brown solid remains in apparatus A. A colourless solution is collected in apparatus B.
Name the process used to separate the solid from the colourless solution.
..................................................................................................................................... [1]
(b) The colourless solution contains two different cations. One cation is sodium.
The student adds dilute nitric acid and aqueous sodium sulfate to the colourless solution.
A white precipitate is formed.
Name the other cation in the colourless solution.
............................................................................................................................................. [1]
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3
(c) A student investigates the effect of adding different masses of rock salt on the temperature of
a mixture of ice and water.
The diagram shows the volume of water the student uses in the investigation.
cm3
25
20
15
10
State the volume of water the student uses. .................................................................cm3 [1]
(d) The student:
• places the water in a beaker

• adds ice
• measures the lowest temperature of the mixture
• repeats the experiment four times.
In each of the repeated experiments a different mass of rock salt is added to the mixture.
(i) State a variable that needs to be kept constant in each experiment.
..................................................................................................................................... [1]

4
(ii) The diagram shows part of the thermometer the student uses to measure the lowest
temperature reached when 1.0 g of rock salt is added.
–2
–3
–4
–5
–6
[1]
Record this temperature in the table of results.
mass of rock salt added lowest temperature of ice and salt

/g mixture
/ °C
0.0 0.0
0.5 –1.9
1.0
1.5 –5.8
2.0 –7.8
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5
(iii) Plot the results on the grid.
Include:
• a suitable scale for the x-axis

• a straight line of best fit.
–1
–2
–3
–4
lowest
temperature – 5
of mixture
/ °C
–6
–7
–8
–9
– 10
mass of rock salt added / g [3]
(iv) Use your graph to find the lowest temperature when 1.4 g of rock salt is added.
.................................................................................................................................°C [1]
(v) Deduce the relationship between the mass of rock salt added and the lowest temperature
reached.
...........................................................................................................................................
..................................................................................................................................... [1]
[Total: 12]

6
2 Limewater is a saturated solution of calcium hydroxide, Ca(OH)2.
A student finds the mass of calcium hydroxide in 1.00 dm3 of limewater.
The student:
• measures 25.0 cm3 of limewater into a flask using a 100 cm3 measuring cylinder
• adds a few drops of methyl orange indicator to the flask
• places 0.100 mol / dm3 hydrochloric acid in a burette and takes an initial reading
• runs hydrochloric acid from the burette into the flask until the mixture changes colour
• records the final reading
• repeats the experiment two times.
The initial and final readings for all titrations are shown in the diagrams.
0
11
11 23 23
34
1
12
12 24 24
35
2
13
13 25 25
(a) Use the information in the diagrams to complete the results table.
final reading / cm3
initial reading / cm3
volume used / cm3
[3]
(b) (i) The results are not consistent.
Identify the apparatus the student uses that is not accurate enough for titration.
..................................................................................................................................... [1]
(ii) Suggest a more accurate piece of apparatus the student can use.
..................................................................................................................................... [1]
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7
(iii) The student adds the hydrochloric acid drop by drop near the end-point of the titration.
Suggest why the hydrochloric acid is added drop by drop near the end-point.
...........................................................................................................................................
..................................................................................................................................... [1]
(c) The student repeats the whole experiment three more times using the more accurate
apparatus.
initial reading / cm3 0.0 11.7 22.3
volume used / cm3 11.8 11.6 11.3
best titration results (✓)
(i) Tick (✓) the best titration results in the results table.
Use the ticked values to calculate the average volume of 0.100 mol / dm3 HCl used.
average volume ...................................................cm3 [1]
(ii) Calculate the number of moles of HCl in the average volume of 0.100 mol / dm3 HCl.
................................................ moles [1]
(iii) Calculate the number of moles of calcium hydroxide, Ca(OH)2, in 25.0 cm3 of limewater.
Ca(OH)2 + 2HCl CaCl 2 + 2H2O
................................................ moles [1]
(iv) Calculate the number of moles of Ca(OH)2 in 1.00 dm3 of limewater.
................................................ moles [1]

8
(v) Calculate the Mr of Ca(OH)2.

[Ar: Ca, 40; H,1; O,16]
Mr = ......................................................... [1]
(vi) Calculate the mass of Ca(OH)2 in 1.00 dm3 of limewater. Give your answer to two
significant figures.
........................................................ g [1]
[Total: 12]
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9
3 Bromine, chlorine, fluorine and iodine are elements in Group VII of the Periodic Table.
Group VII elements react with compounds of Group VII elements in aqueous solution in
displacement reactions. More reactive elements displace less reactive elements from their
compounds. For example:
potassium iodide + fluorine potassium fluoride + iodine
2KI + F2 2KF + I2
You have access to:

• colourless aqueous solutions of potassium bromide, potassium chloride and potassium iodide
• aqueous solutions of bromine (orange), chlorine (yellow) and iodine (brown)
• the apparatus normally found in a school laboratory.
No other chemicals are available.
Plan experiments using these solutions to show that:

• chlorine is more reactive than bromine and iodine
• bromine is more reactive than iodine but less reactive than chlorine.
Your plan must include:

• what you need to do
• the observations you expect
• an explanation of how these observations show the order of reactivity of bromine, chlorine
and iodine.
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
[Total: 5]

10
4 Scientists analyse a sample of soil. They discover that the soil contains nitrate ions, carbonate
ions and iron(III) ions.
(a) Complete the tables to show the observations of their tests.
Name any gases formed and state the tests used to identify them.
(i) Tests on a solid sample of soil.
ion test observations and conclusions

nitrate, NO3– Add aqueous sodium
hydroxide, then add
aluminium foil and
warm gently.
carbonate, CO32– Add dilute

hydrochloric acid.
[6]
(ii) Tests on an aqueous solution made from soil.
ion test observations

iron(III), Fe3+ Add aqueous sodium
hydroxide.
Add excess
aqueous sodium
hydroxide.
[2]
(b) The scientists also want to know the pH of the soil. They test the soil by shaking it with
universal indicator solution then leaving it to stand.
They discover that the pH is 6.
State the colour of the universal indicator at pH 6.
............................................................................................................................................. [1]
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11
(c) The scientists believe that some fertiliser containing iodide ions has been added to the soil.
Describe how the scientists could test the solution made from the soil for the presence of
iodide ions and the result of the test if iodide ions are present.
test:
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
result:
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[3]
[Total: 12]

12
5 Leaves of plants contain a number of different coloured pigments.
Four students want to extract and analyse some of these coloured pigments.
The leaves are chopped up and ground using a mortar and pestle and then mixed with ethanol.
leaves
pestle
mortar
The pigments are separated using paper chromatography.
(a) (i) Suggest a reason for cutting and grinding the leaves.
..................................................................................................................................... [1]
(ii) Four students do the paper chromatography separation.
The diagrams show four sets of apparatus used by the students. Three of the students
make mistakes in setting up the apparatus.
lid
chromatography paper chromatography paper
spots of pigment
depth of ethanol
baseline drawn in ink
baseline drawn in ink
depth of ethanol
spots of pigment
A B
lid
chromatography paper chromatography paper
spots of pigment
depth of ethanol
baseline drawn in pencil
baseline drawn in pencil
depth of ethanol
spots of pigment
C D
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13
Which diagram, A, B, C, or D, shows the correct set-up of the apparatus?
..................................................................................................................................... [1]
(iii) Describe two mistakes made by the students shown in the diagrams.
Explain why each mistake will prevent the chromatography from working correctly.
mistake 1:
...........................................................................................................................................
...........................................................................................................................................
explanation:
...........................................................................................................................................
...........................................................................................................................................
mistake 2:
...........................................................................................................................................
...........................................................................................................................................
explanation:
...........................................................................................................................................
...........................................................................................................................................
[4]
(iv) Chromatography often uses water in the beaker.
Suggest why ethanol is used instead of water in this experiment.
..................................................................................................................................... [1]
(v) What property of ethanol makes it hazardous to use in the laboratory?
What safety precaution needs to be taken to avoid this hazard?
property: .............................................................................................................................
precaution: .........................................................................................................................
[2]

14
(b) The diagram shows the results for three known pigments, W, X and Y, and pigments from
three plants.
solvent
front
baseline
W X Y cabbage grass spinach
(i) How many pigments are there in grass? Explain your answer.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) Which pigment is in all of the plants?
..................................................................................................................................... [1]
(iii) Calculate the Rf value for pigment W.
...........................................................................................................................................
..................................................................................................................................... [2]
(iv) Which of the plants contain pigment W?
..................................................................................................................................... [1]
[Total: 14]
© UCLES 2020 5070/41/M/J/20

15
6 A student investigates the reactivity series by putting pieces of metals into aqueous solutions.
The table shows the experiments.
metal solution observation
copper magnesium sulfate
copper iron(II) sulfate no change

magnesium copper(II) sulfate red / brown solid formed
magnesium zinc sulfate silver / grey solid formed
magnesium iron(II) sulfate
iron red / brown solid formed
zinc iron(II) sulfate grey / black solid formed

zinc magnesium sulfate no change
(a) Complete the table. [3]
(b) Use the information in the table to arrange the four metals in order of reactivity starting with
the most reactive first.
most reactive metal ..........................................................................................................
..........................................................................................................
..........................................................................................................
least reactive metal ..........................................................................................................

[2]
[Total: 5]
© UCLES 2020 5070/41/M/J/20

2
1 Iron tablets are used to treat iron deficiency in the body.
Iron tablets contain iron(II) ions, Fe2+.
A student does a series of titrations with aqueous potassium manganate(VII), KMnO4, to determine
the percentage of iron in some iron tablets.
Diagrams of some of the apparatus the student uses are shown.
10
9
8
7
25 cm3
6
5
4
3
2
1
A B C
A ...............................................................................................................................................
B ...............................................................................................................................................
C ...............................................................................................................................................
[3]
(b) The student:
• records the total mass of five iron tablets
• crushes the tablets, dissolves them in distilled water and makes the solution up to
250 cm3
• uses apparatus C to transfer 25.0 cm3 of the solution of Fe2+ ions into a conical flask
• uses apparatus B to add 10.0 cm3 of dilute sulfuric acid to the conical flask
• fills apparatus A with 0.00500 mol / dm3 KMnO4(aq)
• titrates the solution of Fe2+ with the 0.00500 mol / dm3 KMnO4(aq) until the first permanent
pink colour is seen in the conical flask
• repeats the titration three times.
© UCLES 2020 5070/42/M/J/20

3
MnO4– + 5Fe2+ + 8H+ Mn2+ + 5Fe3+ + 4H2O
(i) Suggest why dilute sulfuric acid is added to the conical flask.
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) Give the formula of the ion responsible for the pink colour seen at the end-point.
..................................................................................................................................... [1]
(iii) The diagrams show parts of apparatus A with the liquid levels at the beginning and the
end of titration 3.
titration 3
0.0 17.0
1.0 18.0
Complete the results table for each of titrations 1, 3 and 4.
titration number 1 2 3 4
volume used / cm3 16.9 16.7
[3]
(iv) Tick (✓) the best titration results in the table.
Use the ticked values to calculate the average volume of 0.00500 mol / dm3 KMnO4(aq)
used.
average volume .................................................. cm3 [1]

4
(c) A second student does another series of titrations using the same method and
0.00500 mol / dm3 KMnO4(aq).
This student obtains an average volume of 16.9 cm3.
MnO4– + 5Fe2+ + 8H+ Mn2+ + 5Fe3+ + 4H2O
(i) Calculate the number of moles of MnO4– used by the second student.
.................................................... mol [1]
(ii) Calculate the number of moles of Fe2+ ions present in the 25.0 cm3 sample of solution.
.................................................... mol [1]
(iii) Calculate the total mass of Fe2+ ions in the five tablets.
[Ar: Fe, 56]
........................................................ g [2]
(iv) The total mass of the five tablets is 1.83 g.
Calculate the percentage, by mass, of iron in the tablets.
Give your answer to three significant figures.
.......................................................% [1]
[Total: 14]
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5
2 (a) A solution contains one cation and two different anions.
The table shows the tests a student does on this solution.
Complete the table.
Name any gases formed.

(i) To a portion of the The solution contains Fe2+
solution in a boiling .......................................... ions.
tube, add aqueous
sodium hydroxide. ..........................................
..........................................
[1]
(ii) To a portion of the A gas is evolved that turns
solution in a test-tube limewater milky. ..........................................
add dilute nitric acid
until no further change ..........................................
is seen.
..........................................
Keep the solution for
test (iii). [2]
(iii) Add aqueous barium A white precipitate forms.
nitrate. ..........................................
..........................................
[1]

6
(b) Calcium ammonium nitrate, CaNH4(NO3)3, is a water-soluble compound.
Describe a series of tests, and the observations, to identify the calcium, ammonium and
nitrate ions in a sample of CaNH4(NO3)3.
Your description will need to explain how to prevent ammonium ions interfering with the test
for nitrate ions.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [6]
[Total: 10]
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7
3 (a) Name the process used to separate ethanol from a mixture of ethanol and water.
State why this process is suitable.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
(b) Describe a suitable method in each case to separate the named substance from the mixture.
Explain your choice in each case.
(i) pure, dry sodium chloride from a mixture of sodium chloride and sand
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(ii) a food colouring from a mixture of three food colourings
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
[Total: 8]

8
4 A student suggests a method to prepare pure, dry crystals of hydrated copper(II) sulfate but some
processes are missing.
step 1 Measure a known volume of 0.5 mol / dm3 sulfuric acid into a beaker.
step 2 Add a spatula measure of solid copper(II) oxide and stir.
step 3 Heat to evaporate all the water and obtain the crystals.
(a) There is a process missing between steps 1 and 2 to increase the rate of reaction.
Identify the missing process.
............................................................................................................................................. [1]
(b) In step 2 all the solid copper(II) oxide disappears.
State and explain what the student should do next in step 2.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
(c) There is a process missing between steps 2 and 3.
Identify the missing process and explain why it is important.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
(d) Step 3 will not make crystals of hydrated copper(II) sulfate.
State and explain how the student should change step 3 to make pure, dry crystals of hydrated
copper(II) sulfate.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
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9
(e) Describe two observations the student makes during the preparation of pure, dry crystals of
hydrated copper(II) sulfate.
For each observation make clear at which step it is seen.
observation 1 ............................................................................................................................
...................................................................................................................................................
observation 2 ............................................................................................................................
...................................................................................................................................................
[2]
(f) State a hazard involved in this preparation and a safety precaution the student should take to
reduce the risk from this hazard.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [1]
[Total: 11]

10
5 A student does an experiment to determine the enthalpy change for the displacement reaction
between zinc and aqueous copper(II) sulfate, CuSO4(aq).
Zn(s) + CuSO4(aq) ZnSO4(aq) + Cu(s)
(a) State what is observed during this reaction.
...................................................................................................................................................
............................................................................................................................................. [1]
(b) The student:
• weighs a sample bottle with a small amount of zinc powder
• pours 25.0 cm3 of 0.500 mol / dm3 CuSO4(aq) into a glass beaker and records the
temperature
• records the temperature of the CuSO4(aq) at one minute intervals for three minutes
• adds the zinc powder to the CuSO4(aq) at the 4th minute and reweighs the sample bottle
• stirs the mixture in the glass beaker and records the temperature at one minute intervals
for six minutes.
The masses recorded are shown.
mass of container with zinc powder 15.18 g
mass of container after zinc powder added to CuSO4(aq) 14.23 g
(i) Calculate the mass of zinc powder added to CuSO4(aq).
mass of zinc powder ....................................................... g [1]
The student’s results are shown.
time / min 0 1 2 3 4 5 6 7 8 9 10
temperature / °C 22.1 22.1 22.1 22.1 29.1 28.9 28.7 28.5 28.3 28.1
(ii) Suggest why no temperature was recorded at the 4th minute.
...........................................................................................................................................
..................................................................................................................................... [1]
(iii) Suggest why the zinc is powdered.
...........................................................................................................................................
..................................................................................................................................... [1]
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11
(iv) State why the glass beaker is not the most suitable piece of apparatus for this experiment.
Suggest an improvement.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(v) Plot the values of temperature / °C against time / min on the grid.
30
29
28
27
temperature / °C 26
25
24
23
22
0 1 2 3 4 5 6 7 8 9 10
time / min
[2]
(vi) Draw a straight line of best fit through the points from 0 to 3 minutes.
Extrapolate this line to the 4th minute. [1]
(vii) Draw a straight line of best fit through the points from 5 to 10 minutes.
Extrapolate this line back to the 4th minute. [1]
(viii) Use your extrapolated lines to determine the temperature change, ΔT, at the 4th minute.
ΔT .....................................................°C [1]

12
(ix) Calculate the energy change, q, in J, during the reaction.
Use the expression shown.
q = m × c × ΔT
[m = mass of solution, 25.0 g; c = specific heat capacity of solution, 4.2 J / g °C]
q ....................................................... J [1]
(x) The limiting reagent is CuSO4.
Calculate the number of moles of CuSO4 in 25.0 cm3 of 0.500 mol / dm3 CuSO4(aq).
.................................................... mol [1]
(xi) Use your answers from (b)(ix) and (b)(x) to calculate the enthalpy change, ΔH, of the
reaction in kJ / mol.
Include the appropriate sign with your answer.
ΔH ............................................. kJ / mol [3]
(c) The actual enthalpy change of this reaction is likely to be greater than the value calculated in
(b)(xi).
Suggest the reason for this difference.
...................................................................................................................................................
............................................................................................................................................. [1]
[Total: 17]
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2
1 A student wants to separate a mixture of dyes so that the dyes in the mixture can be identified.
The apparatus the student uses is shown.
The student also tests dyes A, B, C and D.
lid
beaker
paper
baseline
A B mixture C D
of dyes solvent
(a) Name the process the student uses to separate the mixture of dyes.
............................................................................................................................................. [1]
(b) The apparatus shown in the diagram is set up incorrectly. Explain why.
............................................................................................................................................. [1]
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3
The apparatus is then set up correctly.
The solvent travels up the paper.
The paper is removed and then dried.
The result is shown in the diagram.
solvent front
paper
baseline
A B mixture C D
of dyes
(c) Which of the dyes A, B, C and D are present in the mixture of dyes?
............................................................................................................................................. [1]
(d) The student identifies the dyes in the mixture of dyes using Rf values.
(i) Measure the distance between:
• the baseline and the solvent front ........................... cm
• the baseline and the position of A ........................... cm.

[1]
(ii) Calculate the Rf value of A.
Rf value of A ......................................................... [1]
[Total: 5]

4
2 When metal carbonates are heated they decompose and give off a gas that turns limewater milky.
A student investigates the rate of decomposition of four metal carbonates using the apparatus
shown.
metal
carbonate
heat
limewater
The student:
• separately heats each of the metal carbonates with a Bunsen burner

• measures the time taken for the limewater to turn milky.
metal carbonate time taken for limewater to turn milky / s

calcium carbonate 500
lead(II) carbonate 120
magnesium carbonate 300
zinc carbonate 205
(a) Name the gas that turns limewater milky.
............................................................................................................................................. [1]
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5
(b) The amount of heat supplied by the Bunsen burner must be controlled in each experiment.
(i) Suggest two ways in which the heat supplied by the Bunsen burner is kept constant.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(ii) Suggest two other variables that must be controlled.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(c) Which metal carbonate is the slowest to decompose?
............................................................................................................................................. [1]
(d) Suggest how the investigation can be improved to make the results more reliable.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
[Total: 8]

6
3 A student is provided with dilute sulfuric acid labelled L.
The student determines the concentration of L by titration.
The student uses apparatus A to measure and transfer 25.0 cm3 of L into apparatus B.
The diagrams show apparatus A and B.
25.0
cm3
500
cm3
A B
(a) (i) Name apparatus A.
..................................................................................................................................... [1]
(ii) Name the other piece of apparatus that should be used with A to measure 25.0 cm3 of L.
..................................................................................................................................... [1]
(iii) Why is apparatus A used instead of a measuring cylinder?
..................................................................................................................................... [1]
(b) The student makes up the 25.0 cm3 sample of L to 500 cm3 with distilled water in apparatus B.
This is solution M.
Name apparatus B.
............................................................................................................................................. [1]
The student transfers 25.0 cm3 of M into a conical flask and adds two drops of methyl orange
indicator.
Solution R is 0.100 mol / dm3 aqueous sodium hydroxide, NaOH(aq).
R is put into a burette and run into the conical flask until the indicator changes colour and the
end-point is reached.
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7
(c) Which liquid is used to wash out the burette immediately before it is filled with R?
............................................................................................................................................. [1]
(d) What is the colour change of the methyl orange indicator at the end-point?
The colour changes from ................................................ to ................................................ [1]
(e) The student does three titrations. The diagrams show parts of the burette with the liquid levels
at the beginning and end of each titration.
0 20 22 42
10 29
1 21 23 43
11 30
2 22 24 44
12 31
0.0 21.2 22.7 43.9 10.2 30.8

(i) Use the diagrams to complete the table.
volume of R / cm3
Summary
Use the ticked values to calculate the average volume of R.
................................................... cm3 [4]
(ii) Why was it unnecessary for the student to do a third titration?
..................................................................................................................................... [1]

8
(f) Solution R is 0.100 mol / dm3 aqueous sodium hydroxide, NaOH(aq).
Calculate the number of moles of NaOH in the average volume of 0.100 mol / dm3 NaOH used
in the titration. Give your answer to three significant figures.
................................................... mol [1]
(g) Dilute sulfuric acid reacts with aqueous sodium hydroxide as shown.
H2SO4 + 2NaOH Na2SO4 + 2H2O
Calculate the number of moles of H2SO4 in 25.0 cm3 of M.
................................................... mol [1]
(h) Calculate the number of moles of H2SO4 in 500 cm3 of M.
................................................... mol [1]
(i) Calculate the number of moles of H2SO4 in 25.0 cm3 of L.
................................................... mol [1]
(j) Calculate the concentration of H2SO4 in L.
........................................... mol / dm3 [1]
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9
(k) Between each titration the student washes the conical flask with water and dries it.
(i) A second student repeats the experiment but uses L instead of water to wash the conical
flask and does not dry the flask.
State and explain whether the second student’s titration volume of NaOH(aq) would
be smaller, larger or unchanged compared with the first student’s titration volume of
NaOH(aq).
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(ii) A third student repeats the experiment, washes the conical flask out with water but does
not dry it before each titration.
State and explain whether the third student’s titration volume of NaOH(aq) would be
smaller, larger or unchanged compared with the first student’s titration volume of
NaOH(aq).
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
[Total: 20]

10
4 A student wants to electroplate a metallic spoon with a layer of copper.
Plan how the student does the experiment.
You should:
• state what needs to be done to the spoon before electrolysis

• include a labelled diagram of the apparatus
• give the names of the substances used.
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
.................................................................................................................................................... [5]
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11
5 Compound Q contains two cations and one anion. The following table shows the tests a student
does on compound Q.
Complete the table.
Identify any gases that are formed in the tests.
test observation conclusion

(a) Q is dissolved in water. A coloured solution is formed.
The solution is divided ................................................
into two portions for tests
(b) and (c). ................................................
................................................ [1]
(b) (i) To the first portion, Q contains Cr3+ or Fe2+ ions.
aqueous sodium ................................................
hydroxide is added
until a change is ................................................
seen. [1]
(ii) An excess of Q contains Fe2+ ions.
aqueous sodium ................................................
hydroxide is added
to the mixture from ................................................
(b)(i).
................................................ [1]
(iii) The mixture from The gas turns damp red litmus
(b)(ii) is warmed and paper blue. ................................................
the gas formed is
tested with damp red ................................................
litmus paper.
................................................ [2]
(c) Q contains SO42– ions.
................................................ ................................................
................................................ ...............................................
................................................
................................................
................................................ [3]
[Total: 8]

12
6 A student investigates the amount of heat released when ethanol burns.
The diagram shows the apparatus the student uses.
thermometer
metal beaker
200 cm3 water
burner containing
ethanol
(a) The student burns a known mass of ethanol.
The heat released is used to heat 200 cm3 of water.
The student determines the temperature rise of the water while the ethanol is burning.
(i) In the first experiment the student burns 1.0 g of ethanol and the temperature rises
by 20 °C.
State all the measurements the student makes to obtain these values.
...........................................................................................................................................
..................................................................................................................................... [2]
(ii) Why is a metal beaker used instead of a glass beaker?
..................................................................................................................................... [1]
(iii) The student finds out that 1.0 g of ethanol should give a theoretical temperature rise of
more than 20 °C.
Suggest two reasons why the temperature rise of the water was less than the theoretical
value.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
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13
(iv) Suggest two ways, using 1.0 g of ethanol and 200 cm3 of water, in which the apparatus
can be changed to produce a temperature rise of more than 20 °C.
1 ........................................................................................................................................
2 ........................................................................................................................................
[2]
(b) The relative formula mass of ethanol, C2H5OH, is 46.
Calculate the number of moles of ethanol in 1.0 g.
................................................... mol [1]

14
(c) The experiment is repeated using the same number of moles of different alcohols.
The temperature rises are shown in the table.
number of carbon atoms

temperature rise / °C
in each alcohol molecule
2 20
3 32
4 43
5 55
6 66
7 78
(i) What evidence in the table shows that all the reactions are exothermic?
..................................................................................................................................... [1]
(ii) Plot the data in the table on the grid.
Draw a straight line of best fit.
Extend your line to the left hand side of the grid.
80
60
temperature
40
rise / °C
20
0
1 2 3 4 5 6 7
number of carbon atoms in each
alcohol molecule
[2]
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15
(d) The student repeats the experiment with methanol, CH3OH.
The student uses the same number of moles of methanol as the other alcohols and the same
volume of water.
Use your graph to predict the temperature rise for methanol.
..................................................... °C [1]
(e) The student predicts that the temperature rise with another alcohol is 90 °C.
(i) The student uses an initial water temperature of 20 °C.
Explain why it is not possible to obtain a temperature rise of 90 °C.
..................................................................................................................................... [1]
(ii) The student wants to obtain a temperature rise of 90 °C with this alcohol and the same
apparatus.
Suggest one way the student can obtain a temperature rise of 90 °C.
..................................................................................................................................... [1]
[Total: 14]
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2
1 A student investigates two different aqueous electrolytes using the apparatus shown.
+ –
aqueous electrolyte
(a) Complete the table.
anode (+) cathode (–)
aqueous name of observation name of observation

electrolyte product product
dilute sulfuric hydrogen bubbles of
acid colourless gas
aqueous bubbles of
copper(II) colourless gas
sulfate
[5]
(b) State the test and its observation to identify hydrogen gas.
test ............................................................................................................................................
observation ......................................................................................................................... [1]
[Total: 6]
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3
2 When solid Group I nitrates are heated they decompose and give off a gas. The gas relights a
glowing splint.
(a) Name the gas that relights a glowing splint.
............................................................................................................................................. [1]
A student investigates the rate of decomposition of four Group I nitrates.
The student heats each of the nitrates separately with a Bunsen burner. The student measures
the time taken for a glowing splint to relight for each nitrate.
glowing splint
metal nitrate
heat
(b) It is important to control the amount of heat supplied by the Bunsen burner.
Suggest two ways the amount of heat supplied is kept constant.
1 ................................................................................................................................................
2 .......................................................................................................................................... [2]
(c) Suggest a variable, involving the metal nitrate, that should be controlled.
............................................................................................................................................. [1]

4
(d) Each experiment is repeated two more times. The results are shown in the table.
time taken for glowing splint to relight / s
metal nitrate experiment 1 experiment 2 experiment 3 average time
lithium nitrate 100 150 100
potassium nitrate 150 300 320
rubidium nitrate 400 450 410
sodium nitrate 200 200 240
(i) Use the times in the table to calculate an average time for each metal nitrate. Do not use
any anomalous times. Write your answers in the table. [2]
(ii) Which metal nitrate decomposes the fastest? Use information from the table to explain
your answer.
metal nitrate ......................................................................................................................
explanation .................................................................................................................. [2]
[Total: 8]
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5
3 A student is provided with solution K, which is aqueous sodium hydroxide, NaOH. The student
determines the concentration of K by titration.
The student measures 25.0 cm3 of K and transfers it to apparatus A.
500
cm3
(a) Name a piece of apparatus used to measure 25.0 cm3 accurately.
............................................................................................................................................. [1]
(b) Name apparatus A.
............................................................................................................................................. [1]
The student makes up the 25.0 cm3 sample of K to 500 cm3 with distilled water. This is solution L.
The student transfers 25.0 cm3 of L into a conical flask and adds two drops of methyl orange
indicator.
Solution M is 0.0500 mol / dm3 sulfuric acid, H2SO4.
M is put into a burette and run into the conical flask until the indicator changes colour and the
end‑point is reached.
(c) Why is it wrong to wash out the burette with distilled water immediately before filling it with M?
............................................................................................................................................. [1]
(d) What is the colour change of the methyl orange indicator at the end‑point?
The colour changes from ............................................... to ............................................... [1]

6
(e) The student does three titrations. The diagrams show parts of the burette with the liquid levels
at the beginning and end of each titration.

0 22 10 33
43
20
1 23 11 34
44
21
2 24 12 35
45
22
volume of M / cm3
Summary
Use the ticked results to calculate the average volume of M.
................................................... cm3 [4]
(f) Solution M is 0.0500 mol / dm3 sulfuric acid, H2SO4.
Calculate the number of moles of H2SO4 in the average volume of M used in the titration.
.................................................... mol [1]
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7
(g) Dilute sulfuric acid reacts with aqueous sodium hydroxide as shown.
H2SO4 + 2NaOH Na2SO4 + 2H2O
Calculate the number of moles of NaOH in 25.0 cm3 of L.
.................................................... mol [1]
(h) Calculate the number of moles of NaOH in 500 cm3 of L.
.................................................... mol [1]
(i) Calculate the number of moles of NaOH in 25.0 cm3 of K.
.................................................... mol [1]
(j) Calculate the concentration of NaOH in K.
........................................... mol / dm3 [1]
(k) Between each titration, the student washes the conical flask with water. A second student
repeats the experiment but uses L instead of water to wash the conical flask.
State and explain whether the second student’s titration volume of dilute sulfuric acid would
be smaller, larger or unchanged compared with the first student’s volume of dilute sulfuric
acid.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
[Total: 15]
8
4 You are provided with a mixture of copper(II) carbonate and carbon.
Both copper(II) carbonate and carbon are solids. They are both insoluble in water. Copper(II)
carbonate reacts with dilute sulfuric acid and forms an aqueous solution. Carbon does not react
with or dissolve in dilute sulfuric acid.
dilute
sulfuric
acid
mixture of copper(II) carbonate

and carbon
Use this information to plan an experiment to produce a sample of pure carbon from the mixture.
You are provided with the mixture of copper(II) carbonate and carbon as well as dilute sulfuric
acid and distilled water. You have access to the apparatus normally found in a school chemistry
laboratory. No other chemicals are available.
Your plan should include details of how to:
• separate the carbon

• purify the carbon.
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
.................................................................................................................................................... [4]
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9
5 A solid mixture R contains two cations and one anion. The table shows the tests that a student
does on R.
Complete the table.
Identify any gases that are formed in the tests.

(a) R is dissolved in water. The
solution is divided into three .............................................
A coloured solution is
portions for tests (b), (c)
formed.
and (d). .............................................
[1]
(b) (i) To a portion of the
solution from (a), .............................................
R contains Cr3+ or Fe2+
aqueous ammonia is
ions.
added until a change is .............................................
seen. [1]
(ii) An excess of aqueous
ammonia is added to .............................................
the mixture from (b)(i).
ions.
.............................................
[1]
(c) (i) To a portion of the
solution from (a), .............................................
aqueous sodium
ions.
hydroxide is added .............................................
until a change is seen. [1]
(ii) An excess of aqueous
sodium hydroxide is .............................................
added to the mixture R contains Cr3+ ions.
from (c)(i). .............................................
[2]
(iii) The mixture from (c)(ii)
is warmed and the gas .............................................
The gas turns damp red
formed is tested with
litmus paper blue.
damp red litmus paper. .............................................
[2]
(d)
........................................... .............................................
........................................... ............................................. R contains SO42– ions.
...........................................
[3]
[Total: 11]

10
6 A student investigates the temperature rise when different masses of magnesium are added to
dilute hydrochloric acid.
In each experiment the student:
• pours 100 cm3 of dilute hydrochloric acid into a beaker

• places a thermometer into the acid
• records the temperature of the acid
• adds a known mass of magnesium to the acid and stirs the mixture
• records the highest temperature reached.
thermometer
magnesium
100 cm3 hydrochloric acid
(a) (i) The temperature rise with each mass of magnesium is less than expected. Give one
reason for this.
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) State two changes that can be made to the apparatus so that the temperature rise for
each mass of magnesium is closer to the expected value for each mass.
1 ........................................................................................................................................
2 .................................................................................................................................. [2]
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11
The diagrams show parts of the thermometer stem giving the highest temperature recorded using
different masses of magnesium.
31
28 35
33
30
27 34
32
29
26 33
31
28
25 32
30
27
24 31
29
26
23 30
28
25
22 29
0.20 g 0.30 g 0.40 g
27 0.50 g
Mg 24Mg Mg Mg
28
(b) Use the thermometer readings to complete the following table.
mass of magnesium initial temperature highest temperature temperature rise

/g of hydrochloric acid of hydrochloric acid / °C
/ °C / °C
0.10 20.0 22.6 2.6
0.20 20.0
0.30 20.0
0.40 20.0
0.50 20.0
0.60 20.0 32.4 12.4
0.70 20.0 32.4 12.4

[2]
(c) What evidence in the table shows that the reaction is exothermic?
............................................................................................................................................. [1]

12
(d) Plot the temperature rise against the mass of magnesium on the grid.
Draw a straight line through the first four points.
Draw another straight line through the last three points. Extend both straight lines so that they
cross.
14.0
12.0
10.0
8.0
temperature
rise / °C
6.0
4.0
2.0
0.0
0.00 0.10 0.20 0.30 0.40 0.50 0.60 0.70
mass of magnesium / g
[3]
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13
(e) Use your graph to answer the questions. In each case assume that magnesium is added to
100 cm3 of dilute hydrochloric acid at 20.0 °C.
(i) What is the temperature rise when 0.35 g of magnesium is used?
...................................................... °C [1]
(ii) What is the highest temperature when 0.15 g of magnesium is used?
...................................................... °C [1]
(iii) What mass of magnesium is used to give a highest temperature of 26.0 °C?
........................................................ g [1]
(iv) What is the minimum mass of magnesium that reacts with all of the hydrochloric acid?
........................................................ g [1]
(f) (i) Use your answer to (e) (iv) to calculate the number of moles of magnesium that reacts
with 100 cm3 of dilute hydrochloric acid.
[Ar: Mg, 24]
.................................................... mol [1]
(ii) Magnesium reacts with dilute hydrochloric acid.
Mg + 2HCl MgCl 2 + H2
Calculate the concentration, in mol / dm3, of the hydrochloric acid.
........................................... mol / dm3 [2]
[Total: 16]
© UCLES 2020 5070/42/O/N/20

2
1 A student uses dilute sulfuric acid and copper(II) carbonate to make a pure dry sample of blue
copper(II) sulfate crystals.
Dilute sulfuric acid is colourless.

Copper(II) carbonate is an insoluble green powder.
H2SO4(aq) + CuCO3(s) CuSO4(aq) + CO2(g) + H2O(l)
(a) The student:
• uses one of the pieces of apparatus shown in the diagram to measure 20 cm3 of dilute
sulfuric acid
• pours the dilute sulfuric acid into the other piece of apparatus as shown in the diagram.
25
20
15
10
5
(i) Name the apparatus the student uses to measure the acid.
.......................................................... [1]
(ii) Name the apparatus into which the student pours the acid.
.......................................................... [1]
(b) The student adds solid copper(II) carbonate to the dilute sulfuric acid until the reaction is
finished and the copper(II) carbonate is in excess.
Describe two observations which show that the reaction is finished and the copper(II) carbonate
is in excess.
reaction is finished ....................................................................................................................
...................................................................................................................................................
copper(II) carbonate is in excess .............................................................................................
...................................................................................................................................................
[2]
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3
(c) The student filters the reaction mixture through filter paper in a filter funnel.
Describe the appearance of the residue on the filter paper and the filtrate after filtration is
complete.
appearance of the residue on the filter paper
...................................................................................................................................................
appearance of the filtrate
...................................................................................................................................................
[2]
[Total: 6]

5
2 A student investigates the effect of concentration on the energy change in a neutralisation reaction.
The student:
• measures 25.0 cm3 of aqueous sodium hydroxide, NaOH(aq), into a beaker

• measures the temperature of this solution
• adds 25.0 cm3 of 0.10 mol / dm3 hydrochloric acid, HCl (aq), to the beaker
• measures and records the highest temperature of the solution in the beaker
• repeats the experiment with different concentrations of hydrochloric acid.
(a) The diagram shows the highest temperatures reached for 0.10 mol / dm3 and
0.50 mol / dm3 HCl (aq).
0.10 mol / dm3 0.50 mol / dm3
25 25
24 24
23 23
22 22
21 21
20 20
19 19
The initial temperature of NaOH(aq) and the HCl (aq) for all experiments is 20.0 °C.
Record the highest temperatures and the temperature changes in the table.
concentration highest temperature

of HCl (aq) temperature change
in mol / dm3 in °C in °C
0.10
0.50
[2]

6
Another student repeats the experiment for eight different concentrations of HCl (aq) and records
the temperature changes.
concentration temperature
of HCl (aq) change
in mol / dm3 in °C
0.10 0.6
0.30 2.0
0.50 3.4
0.70 2.6
0.90 6.2
1.30 6.9
1.50 6.9
1.60 6.9
(b) The temperature change for 0.70 mol / dm3 HCl (aq) is anomalous.
Suggest what the student should do to check that this temperature change is anomalous.
............................................................................................................................................. [1]
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7
(c) Plot the points of temperature change (y-axis) against concentration of HCl (aq) (x-axis) on
the grid.
5
temperature change in °C
0
0 0.2 0.4 0.6 0.8 1.0 1.2 1.4 1.6
concentration of HCl (aq) in mol / dm3
[2]

8
(d) Draw one straight line of best fit for concentrations up to 0.90 mol / dm3 and a second straight
line through the other three points.
Extend both straight lines until they intersect. [2]
(e) Use the graph to determine the concentration of HCl (aq) which gives a temperature change
of 5.4 °C.
concentration .......................................... mol / dm3 [1]
(f) Use the graph to determine the temperature change for 1.40 mol / dm3 HCl (aq).
temperature change ................................................... °C [1]
(g) Use the graph to determine the minimum concentration of HCl (aq) that neutralises all the
NaOH(aq).
concentration .......................................... mol / dm3 [1]
(h) A major source of error in this experiment is heat loss.
Suggest how the student can reduce the heat loss.
...................................................................................................................................................
............................................................................................................................................. [1]
[Total: 11]
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9
3 A student does a series of tests on a mixture of ionic compounds in aqueous solution.
Complete the table.
Name any gases formed and describe the tests used to identify these gases.
tests observations conclusions

(a) aqueous ammonia is a green precipitate forms
added to the mixture which is insoluble in excess .............................................
aqueous ammonia
[1]
(b) aqueous sodium a green precipitate is formed
hydroxide is added to the which is soluble in excess .............................................
mixture aqueous sodium hydroxide
the mixture is warmed a gas is also produced which

.............................................
turns damp red litmus paper
blue
.............................................
[3]
(c) excess dilute nitric acid is
added to the mixture ............................................. .............................................
............................................. CO32− ions are in the mixture
.............................................
followed by aqueous I− ions are in the mixture

silver nitrate .............................................
.............................................
[4]
(d) SO42− ions are in the mixture
...................................... .............................................
...................................... .............................................
...................................... ............................................. [3]
[Total: 11]

10
4 A mixture of aqueous iron(III) nitrate and aqueous sodium thiosulfate is purple.
A reaction takes place in the mixture.
When the reaction is complete the solution turns from purple to colourless.
Plan experiments to show that aqueous copper(II) sulfate increases the rate of this reaction.
You are provided with
• aqueous iron(III) nitrate

• aqueous sodium thiosulfate
• aqueous copper(II) sulfate
Your answer should include
• a method which includes the names of the apparatus you would use and the variables you
would control
• the measurements you need to make during your experiment
• the results you expect
• an explanation of how the results show that copper(II) sulfate increases the rate of the
reaction.
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
.................................................................................................................................................... [9]
© UCLES 2021 5070/41/M/J/21

11
5 A student investigates a solid metal carbonate using two different methods.
Method 1.
The student:
• measures the mass of an empty test-tube

• adds some metal carbonate to the test-tube and measures the mass again
• heats the test-tube strongly then lets it cool
• measures the mass of the test-tube and contents again
• heats the test-tube a second time then lets it cool
• measures the mass of the test-tube and contents again
• heats the test-tube a third time then lets it cool
• measures the mass of the test-tube and contents again.
The student’s results are shown in the table.
mass / g
empty test-tube 59.14
test-tube and metal carbonate before heating 63.34
test-tube and contents after first heating 61.78
test-tube and contents after second heating 61.14
test-tube and contents after third heating 61.14
(a) (i) Calculate the mass of metal carbonate used.
mass ...................................................... g [1]
(ii) Calculate the total change in mass of the contents of the test-tube after heating.
change in mass ...................................................... g [1]
(b) Explain why the student heats the metal carbonate three times.
...................................................................................................................................................
............................................................................................................................................. [1]

12
(c) The metal in the metal carbonate is represented by M.
MCO3(s) MO(s) + CO2(g)
(i) Explain why there is a change in mass during heating.
..................................................................................................................................... [1]
(ii) The M r of carbon dioxide is 44.
Use your answer to (a)(ii) to calculate the number of moles of carbon dioxide made in
the reaction.
number of moles of carbon dioxide ......................................................... [1]
(iii) Use the equation to calculate the number of moles of metal carbonate used in the
experiment.
number of moles of metal carbonate ......................................................... [1]
(iv) Use your answers to (a)(i) and (c)(iii) to calculate the mass of one mole of the metal
carbonate.
mass of one mole of metal carbonate ...................................................... g [1]
(v) Calculate the A r of metal M.

[A r: C,12; O,16]
A r of metal M ......................................................... [2]
(vi) Due to an issue with question 5(c)(vi), the question has been removed from the question
paper.
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13
(d) Method 2.
The student:
• measures 0.20 g of metal carbonate

• sets up the apparatus shown in the diagram
• removes the bung and quickly adds the metal carbonate
• replaces the bung
• measures the total volume of gas collected when all of the metal carbonate has reacted.
100 cm3
hydrochloric acid
(i) Name the apparatus used to collect the carbon dioxide.
.......................................................... [1]
(ii) State the volume of carbon dioxide collected.
................................................... cm3 [1]
(iii) Calculate the number of moles of carbon dioxide collected.

[One mole of any gas at room temperature and pressure occupies 24 dm3.]
................................................... mol [1]

14
(iv) The student uses this information to calculate the relative atomic mass, A r, of M.
Suggest a reason why method 2 is less accurate than method 1.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [1]
(v) Identify a hazard in method 2 and suggest a safety precaution to reduce the risk
associated with this hazard.
hazard ...............................................................................................................................
precaution .........................................................................................................................
[2]
[Total: 16]
© UCLES 2021 5070/41/M/J/21

15
6 A student determines the concentration of dilute sulfuric acid, H2SO4(aq), by titrating it with
aqueous sodium hydroxide, NaOH(aq).
The student:
• transfers 10.0 cm3 of 0.100 mol / dm3 NaOH(aq) into a flask

• adds a few drops of methyl orange indicator to the flask
• fills a burette with H2SO4(aq)
• adds H2SO4(aq) to the flask until the indicator changes colour.
The diagrams show parts of the burette with the liquid levels at the beginning and end of each
titration.
1st titration 2nd titration 3rd titration
0 23 23 47 0 24
1 24 24 48 1 25
2 25 25 49 2 26
(a) Use the diagrams to complete the table.
final burette reading
/ cm3
initial burette reading
/ cm3
volume of acid added
/ cm3
best titration result (3)
Tick (3) the best titration results.

Use these results to calculate the average volume of H2SO4(aq) required to neutralise the
NaOH(aq).
........................................................ cm3
[4]

16
(b) Calculate the number of moles of NaOH in 10.0 cm3 of 0.100 mol / dm3 NaOH(aq).
................................................... mol [1]
(c) The equation for the reaction between NaOH and H2SO4 is shown.
2NaOH + H2SO4 Na2SO4 + 2H2O
Calculate the number of moles of H2SO4 that react with 10.0 cm3 of 0.100 mol / dm3 NaOH(aq).
................................................... mol [1]
(d) Calculate the concentration of the H2SO4(aq) in mol / dm3. Give your answer to three
significant figures.
........................................... mol / dm3 [1]
[Total: 7]
© UCLES 2021 5070/41/M/J/21

3
1 Hydrated magnesium sulfate has the formula MgSO4•xH2O.
When hydrated magnesium sulfate is heated, it loses the water of crystallisation to form anhydrous
magnesium sulfate.
MgSO4•xH2O(s) MgSO4(s) + xH2O(g)
(a) A student does an experiment to find the value of x in MgSO4•xH2O.
The student:
1 records the mass of a crucible
2 adds hydrated magnesium sulfate to the crucible and records the mass again
3 heats the crucible strongly
4 allows the crucible and contents to cool and then records the mass again
5 repeats 3 and 4 until the same mass is recorded twice
6 uses the results to calculate the initial mass of MgSO4•xH2O and the final mass of
MgSO4.
(i) Suggest why a crucible is used instead of a glass beaker.
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) Suggest why 3 and 4 are repeated until the same mass is recorded twice.
...........................................................................................................................................
..................................................................................................................................... [1]

4
(b) Several students do the same experiment with different initial masses of MgSO4•xH2O.
initial mass of MgSO4•xH2O / g 0.52 0.98 1.50 2.04 2.53 2.99
final mass of MgSO4 / g 0.25 0.48 0.83 1.00 1.23 1.46
mass of H2O lost / g 0.50 0.67 1.30 1.53
(i) Complete the table. [1]
(ii) On the grid, plot the final mass of MgSO4 against the mass of H2O lost. [2]
1.60
1.40
1.20
1.00
final
mass of
0.80
MgSO4
/g
0.60
0.40
0.20
0
0 0.20 0.40 0.60 0.80 1.00 1.20 1.40 1.60
mass of H2O lost / g
© UCLES 2021 5070/42/M/J/21

5
(iii) Draw a circle around the anomalous result on your graph. [1]
(iv) Suggest a reason for the anomalous result.
...........................................................................................................................................
..................................................................................................................................... [1]
(v) Draw a straight line of best fit. [1]
(c) (i) In another experiment, the final mass of MgSO4 is 1.20 g.
Use your graph to determine the mass of H2O lost.
....................................................... g [1]
(ii) Calculate the number of moles of water in your answer to (i).
[Ar; H, 1; O, 16]
................................................... mol [2]
(iii) 1.20 g of MgSO4 contains 0.01 mol of MgSO4.
Calculate the value of x in MgSO4•xH2O.
x .......................................................... [1]
[Total: 12]

6
2 (a) A solution contains two different cations and one anion.
Complete the table.
Name any gases formed and describe the tests used to identify these gases.

Add aqueous sodium a pale green precipitate
hydroxide to the solution forms
in a boiling tube.
(i) To the same boiling a green precipitate
tube, continue adding dissolves to form a green cation 1 is .........................
aqueous sodium solution
hydroxide until in
excess. a white precipitate remains cation 2 is .........................
Keep the contents of

the boiling tube for
test (ii). [2]
(ii)
................................... ............................................. ..........................................
................................... ............................................. anion is NO3–
................................... .............................................
............................................. [4]
© UCLES 2021 5070/42/M/J/21

7
(b) Ammonium sulfite, (NH4)2SO3, is a water-soluble compound.
Aqueous ammonium sulfite is slowly oxidised by oxygen in air.
This means aqueous ammonium sulfite will also contain some sulfate ions, SO42–.
Describe a series of tests, and the observations, to show the presence of ammonium ions,
sulfite ions and sulfate ions in this solution.
It must be clear in your answer which ion is identified by each test.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [6]
[Total: 12]

8
3 A titration method can be used to make soluble salts.
A student does an experiment to prepare a pure sample of sodium chloride.
Part of the method is shown in the diagram.
rest of
method
step 1 step 2 step 3 step 4
(a) In step 1 the student uses a measuring cylinder to add 25 cm3 of aqueous sodium hydroxide
to the conical flask.
State how the accuracy of the experiment could be improved in step 1.
............................................................................................................................................. [1]
(b) Describe what the student does in step 2 of the method.
Include the names of apparatus A and solution B.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
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9
(c) Identify what is added to the flask in step 3 before starting the titration.
............................................................................................................................................. [1]
(d) In step 4 the student adds solution B to the aqueous sodium hydroxide in the conical flask
until the end-point is reached.
The student records the volume of solution B added.
State how the student knows when the end-point is reached.
............................................................................................................................................. [1]
(e) The rest of the method involves adding the recorded volume of solution B to another 25 cm3
of aqueous sodium hydroxide.
The substance added in step 3 of the first titration is not added.
(i) State why this substance is not added.
..................................................................................................................................... [1]
(ii) Describe how the student obtains pure crystals of sodium chloride from the solution in
the conical flask.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
[Total: 10]

10
4 A student oxidises a sample of ethanol.
Some of the apparatus the student uses is shown.
P Q R
P ...............................................................................................................................................
Q ...............................................................................................................................................
R ...............................................................................................................................................
[3]
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11
(b) The student:
• transfers 25.0 cm3 of ethanol into apparatus Q
• adds an oxidising agent
• assembles the apparatus as shown
water out
water in
• heats apparatus Q gently until all the oxidising agent has changed colour.
(i) Name a suitable piece of apparatus to measure 25.0 cm3 of ethanol.
..................................................................................................................................... [1]
(ii) Name a suitable oxidising agent.
..................................................................................................................................... [2]
(iii) State the colour change that would be seen with this oxidising agent.
from ............................................................ to ............................................................. [1]
(iv) Suggest a reason for placing apparatus P vertically.
...........................................................................................................................................
..................................................................................................................................... [1]

12
(c) After all the oxidising agent reacts, apparatus Q contains a mixture of ethanol, water and the
product of the oxidation.
(i) Name the product of the oxidation.
..................................................................................................................................... [1]
(ii) Name the process used to separate the three liquids in apparatus Q.
..................................................................................................................................... [1]
(iii) State why this process is suitable.
You should refer to a physical property of the liquids.
...........................................................................................................................................
..................................................................................................................................... [1]
[Total: 11]
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13
5 The apparatus shown is used to compare the rates of reaction of different metals with hydrochloric
acid.
50 cm3 measuring cylinder

string
small tube to hold

metal sample
50 cm3 of 0.100 mol / dm3

hydrochloric acid
The metals used and the mass of each are shown.
metal used calcium iron magnesium zinc
mass / g 0.080 0.112 0.048 0.130
(a) The student:
• places a sample of one of the metals in the small tube
• transfers 50 cm3 of 0.100 mol / dm3 hydrochloric acid into the conical flask
• places the small tube into the apparatus as shown in the diagram
• tips the flask so that the small tube falls over and the metal and acid come into contact
• starts a timer
• records the total volume of gas formed at regular time intervals until the reaction finishes
• repeats the method with each metal.
(i) Name an alternative piece of apparatus that could be used, instead of the measuring
cylinder, to collect the gas and measure its volume.
..................................................................................................................................... [1]
(ii) The gas collected in the measuring cylinder is hydrogen.
Give a test and its result to show that this gas is hydrogen.
test ....................................................................................................................................
result .................................................................................................................................
[2]

14
(b) Another student thinks it would be easier to remove the bung from the flask, add the metal
directly to the acid and then replace the bung.
State two disadvantages of this method compared with the one described.
1 ................................................................................................................................................
2 ................................................................................................................................................
[2]
(c) A graph representing the results is shown.
A B C D
(i) Give the correct labels for each axis of the graph.
x-axis .................................................................................................................................
y-axis .................................................................................................................................
[2]
(ii) State why curve A starts steep, gradually levels off and then becomes horizontal.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(iii) Identify which of the metals gives each of the curves A, B, C and D.
A .............................................................
B .............................................................
C .............................................................
D .............................................................
[1]
© UCLES 2021 5070/42/M/J/21
15
(iv) Different masses of each metal are used for the four experiments.
State three variables that must be kept constant for the experiments.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
(v) Suggest why different masses of each metal are used for the four experiments.
...........................................................................................................................................
..................................................................................................................................... [1]
[Total: 15]
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2
1 A student uses the apparatus to make ethanoic acid from ethanol.
bung
water in
A
water out
B
ethanol and acidified aqueous
potassium manganate(VII)
heat
(a) Name apparatus A and B.
A ...............................................................................................................................................
B ...............................................................................................................................................
[2]
(b) Identify two errors in the assembled apparatus shown in the diagram.
1 ................................................................................................................................................
2 ................................................................................................................................................
[2]
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3
The errors are corrected and the experiment is started.
(c) (i) State why apparatus B is not heated directly using the flame of a Bunsen burner.
..................................................................................................................................... [1]
(ii) Name a piece of apparatus that is used for heating without a flame.
..................................................................................................................................... [1]
(d) Heating with apparatus A in the vertical position is called heating under reflux.
Describe what happens after the vapours from apparatus B enter apparatus A.
...................................................................................................................................................
............................................................................................................................................. [2]
[Total: 8]

4
2 A student investigates the reaction between calcium carbonate and hydrochloric acid.
CaCO3(s) + 2HCl(aq) CaCl2(aq) + CO2(g) + H2O(l)
(a) The student observes bubbles of a gas being produced when calcium carbonate is added to
hydrochloric acid. The student does a test to show that the gas is carbon dioxide.
(i) Give a test and observation to identify carbon dioxide gas.
test ....................................................................................................................................
observation ........................................................................................................................
[1]
(ii) State one other observation the student makes when calcium carbonate is added to
hydrochloric acid.
..................................................................................................................................... [1]
The student does an experiment to find out how the rate of this reaction changes as the
concentration of hydrochloric acid changes.
Method
The student:
• measures 100 cm3 of 1.0 mol / dm3 hydrochloric acid (an excess) and pours this into a
beaker
• adds a known mass of calcium carbonate to the acid
• immediately starts a clock
• stops the clock when all the calcium carbonate has reacted
• records this reaction time.
The student repeats the experiment several times with different concentrations of hydrochloric acid.
The concentration of hydrochloric acid for each experiment is changed by changing the volume of
1.0 mol / dm3 hydrochloric acid.
Water is added to make the total volume equal in each experiment.
All other variables likely to affect the rate of reaction are kept constant in each experiment.
© UCLES 2021 5070/41/O/N/21

5
experiment volume of volume of water reaction time / s

hydrochloric / cm3
acid / cm3
1 100 0 30
2 20 150
3 60 40 120
4 40 60 140
5 20 170
(b) Complete the table to show the two missing volumes. [1]
(c) (i) State which experiment has an anomalous reaction time.
..................................................................................................................................... [1]
(ii) Suggest what the student should do to check if the reaction time in (c)(i) is anomalous.
..................................................................................................................................... [1]
(iii) State which experiment has the smallest rate of reaction.
..................................................................................................................................... [1]
(iv) Describe how the rate of this reaction changes as the concentration of the hydrochloric
acid increases.
..................................................................................................................................... [1]
(d) There is no suitable catalyst for this reaction.
Suggest two variables, other than the concentration of the hydrochloric acid or the mass of
calcium carbonate, that affect the rate of this reaction.
1 ................................................................................................................................................
2 ................................................................................................................................................
[2]
[Total: 9]

6
3 A student is provided with three unlabelled bottles which each contain a solution.
The student knows that the bottles contain:
• dilute sulfuric acid

• aqueous calcium chloride
• aqueous zinc chloride.
The student is provided with:
• dilute nitric acid

• aqueous barium nitrate
• aqueous sodium hydroxide
but no other chemicals or indicators.
For each of the three unlabelled bottles, describe a test and give the observations to identify the
contents of the bottle.
You must describe tests that give positive results to identify the contents of each bottle.
It must be clear in your answer which solution is identified by each positive result.
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
.................................................................................................................................................... [7]
© UCLES 2021 5070/41/O/N/21

7
4 A student determines the percentage by mass of iron in a sample of impure iron.
(a) The student measures the mass of an empty beaker.
The student adds a sample of impure iron to the beaker and then measures the mass of the
beaker and the impure iron.
mass of beaker = 36.53 g
mass of beaker + impure iron = 38.31 g
Calculate the mass of impure iron used in the experiment.
....................................................... g [1]
(b) An excess of dilute sulfuric acid is added to the beaker containing impure iron.
The dilute sulfuric acid reacts with the iron as shown.
Fe(s) + 2H+(aq) Fe2+(aq) + H2(g)
Hydrogen gas is produced in the reaction.
Give a test and observation to identify hydrogen gas.
test ............................................................................................................................................
observation ...............................................................................................................................
[1]
The impurities in the impure iron do not react with or dissolve in dilute sulfuric acid.
The impurities are separated from the aqueous solution by filtration.
filter paper
impurities
conical flask
filtrate containing Fe2+(aq)
(c) Suggest how the student makes sure that no Fe2+(aq) remains on the filter paper.
............................................................................................................................................. [1]

8
(d) The filtrate is transferred from the conical flask into a volumetric flask.
Suggest how the student should make sure that all the filtrate is transferred from the conical
flask to the volumetric flask.
...................................................................................................................................................
............................................................................................................................................. [2]
The solution in the volumetric flask is made up to 500 cm3 with water. This is solution P.
(e) The student transfers 25.0 cm3 of P into a clean conical flask.
Name the piece of apparatus used to transfer 25.0 cm3 of P into the conical flask.
............................................................................................................................................. [1]
Solution Q is 0.0100 mol / dm3 potassium manganate(VII).
The student:
• washes out a burette with distilled water

• washes out the burette with a solution
• fills the burette with Q
• adds Q from the burette into the conical flask until the end-point is reached.
(f) Identify the solution used to wash out the burette before it is filled with Q.
............................................................................................................................................. [1]
The student does three titrations. The diagrams show parts of the burette with the liquid levels at
the beginning and at the end of each titration.

33
0
10 12 36
23
34
1
11 13 37
24
35
2
12 14 38
25
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9
(g) Use the diagrams to complete the table.
volume of Q / cm3
Summary
Use the ticked values to calculate the average volume of Q.
................................................... cm3 [4]
(h) Solution Q is 0.0100 mol / dm3 potassium manganate(VII).
Calculate the number of moles of potassium manganate(VII) in the average volume of Q

used in the titration.
................................................... mol [1]
(i) One mole of potassium manganate(VII) reacts with five moles of Fe2+(aq).
Calculate the number of moles of Fe2+ (aq) in 25.0 cm3 of P.
................................................... mol [1]
(j) Calculate the number of moles of Fe2+ (aq) in 500 cm3 of P.
................................................... mol [1]

10
(k) Calculate the mass of iron in 500 cm3 of P.
[Ar: Fe, 56]
....................................................... g [1]
(l) Use your answers to (a) and (k) to calculate the percentage by mass of iron in the impure
iron.
...................................................... % [1]
[Total: 16]
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11
5 A solid R contains two cations and one anion.
Complete the table.
Name any gases that are formed in the tests.

(a) R is dissolved in water. A coloured solution forms.
The solution is divided ...............................................
into three portions for
tests (b), (c) and (d). ............................................... [1]
(b) (i) To a portion of the R contains Cr3+ or Fe2+ ions.
solution from (a), ...............................................
aqueous ammonia
is added until a ...............................................
change is seen. [1]
(ii) An excess of R contains Cr3+ or Fe2+ ions.
aqueous ammonia ...............................................
is added to the
mixture from (b)(i). ............................................... [1]
(c) (i) To a portion of the R contains Cr3+ or Fe2+ ions.
solution from (a), ...............................................
aqueous sodium
hydroxide is added ...............................................
until a change is
seen. [1]
(ii) An excess of R contains Cr3+ ions.
aqueous sodium ...............................................
hydroxide is added
to the mixture from ...............................................
(c)(i).
............................................... [1]
(iii) The mixture from R contains NH4+.
(c)(ii) is warmed ...............................................
and the gas formed
is tested with damp ...............................................
red litmus paper.
............................................... [2]
(d) A white precipitate forms R contains Cl –.
...............................................
...............................................
............................................... [2]
[Total: 9]

12
6 The reaction between aqueous lead(II) nitrate and aqueous potassium iodide produces a
precipitate of lead(II) iodide.
Pb(NO3)2(aq) + 2KI(aq) PbI2(s) + 2KNO3(aq)
A student has two solutions.
G is 1.0 mol / dm3 KI(aq).
H is Pb(NO3)2(aq) of unknown concentration.
The student determines the concentration of H.
The student:
• adds 5.0 cm3 of H to 10.0 cm3 of G in a test-tube

• removes the precipitate by filtration
• measures the mass of the pure dry precipitate
• repeats with different volumes of H.
The table shows the results.
experiment volume of G / cm3 volume of H / cm3 mass of precipitate / g

1 10.0 5.0 0.64
2 10.0 10.0 1.28
3 10.0 15.0 1.92
4 10.0 20.0 2.31
5 10.0 25.0 2.31
6 10.0 30.0 2.31
(a) The student uses a burette to measure the volume of H.
State why the student uses a burette instead of a measuring cylinder.
............................................................................................................................................. [1]
(b) Suggest why the student does not repeat the experiment with more than 30.0 cm3 of H.
............................................................................................................................................. [1]
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13
(c) Plot the results from the table on the grid.
Draw one straight line through the first three points and a second straight line through the
other three points.
Extend both straight lines until they intersect.
2.50
2.00
mass of
precipitate
/g 1.50
1.00
0.50
0.00
0.0 5.0 10.0 15.0 20.0 25.0 30.0
volume of H / cm3
[3]
(d) Use your graph to answer these questions.
(i) Determine the mass of precipitate formed when 12.0 cm3 of H is added to 10.0 cm3 of G.
....................................................... g [1]
(ii) Determine the minimum volume of H added to 10.0 cm3 of G to make exactly 0.80 g of
precipitate.
................................................... cm3 [1]

14
(e) (i) Use your graph to determine the minimum volume of H that reacts with all of the KI in
10.0 cm3 of G.
................................................... cm3 [1]
(ii) G is 1.0 mol / dm3 KI(aq).
The equation for the reaction between Pb(NO3)2 and KI is shown.
Pb(NO3)2(aq) + 2KI(aq) PbI2(s) + 2KNO3(aq)
Use your answer to (e)(i) and the equation to calculate the concentration of Pb(NO3)2
in H.
........................................... mol / dm3 [3]
[Total: 11]
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2
1 A student uses the apparatus to separate a mixture of three alkanes.
thermometer
water in
water out
conical
flask
mixture
of alkanes
heat
(a) Name apparatus A and B.
A ...............................................................................................................................................
B ...............................................................................................................................................
[2]
(b) Identify two errors in the assembled apparatus shown in the diagram.
1 ................................................................................................................................................
2 ................................................................................................................................................
[2]
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3
The errors are corrected.
The mixture of alkanes is heated in the flask to start the separation.
The boiling points of the alkanes are shown.
alkane boiling point / °C

octane 126
nonane 151
decane 174
(c) (i) State why the flask is not heated directly with the flame of a Bunsen burner.
..................................................................................................................................... [1]
(ii) State why the flask is not heated with a beaker of boiling water.
..................................................................................................................................... [1]
(iii) Name a piece of apparatus that is suitable to heat the flask.
..................................................................................................................................... [1]
(d) Name the first alkane collected in the conical flask.
alkane .................................
explanation ...............................................................................................................................
...................................................................................................................................................
[1]
(e) State the purpose of apparatus B.
............................................................................................................................................. [1]
[Total: 9]

4
2 A student investigates the reaction between zinc and dilute sulfuric acid.
Zn(s) + H2SO4(aq) ZnSO4(aq) + H2(g)
(a) The student observes bubbles of a gas being produced when zinc is added to dilute sulfuric
acid. The student does a test to show that the gas is hydrogen.
(i) Give a test and observation to identify hydrogen gas.
test ....................................................................................................................................
observation ........................................................................................................................
[1]
(ii) State one other observation the student makes when zinc is added to dilute sulfuric acid.
..................................................................................................................................... [1]
A student does an experiment to find out how the rate of this reaction changes as the temperature
of the dilute sulfuric acid changes.
Method
The student:
• measures 100 cm3 of 1.0 mol / dm3 dilute sulfuric acid (an excess) and pours this into a
beaker
• places a thermometer in the acid
• heats the acid to the required temperature
• removes the heat
• adds a known mass of zinc to the acid
• immediately starts a clock
• stops the clock when all the zinc has reacted
• records this reaction time.
The student repeats the experiment several times at different temperatures.
All other variables likely to affect the rate of reaction are kept constant in each experiment.
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5
experiment temperature / °C reaction time / s
1 30 150
2 40 80
3 50 45
4 60 90
5 70 2
(b) (i) State which experiment has an anomalous reaction time.
..................................................................................................................................... [1]
(ii) Suggest what the student should do to check if the reaction time in (b)(i) is anomalous.
..................................................................................................................................... [1]
(iii) State which experiment has the greatest rate of reaction.
..................................................................................................................................... [1]
(iv) Describe how the rate of this reaction changes as the temperature of the dilute sulfuric
acid increases.
..................................................................................................................................... [1]
(c) Another student does the reaction at 90 °C.
State why it is difficult to measure an accurate reaction time at 90 °C.
............................................................................................................................................. [1]
(d) Suggest two variables, other than the temperature of the dilute sulfuric acid or the mass of
zinc, that affect the rate of this reaction.
1 ................................................................................................................................................
2 ................................................................................................................................................
[2]
[Total: 9]

6
3 A student is provided with three unlabelled bottles which each contain a solution.
The student knows the bottles contain:
• dilute hydrochloric acid

• aqueous aluminium sulfate
• aqueous zinc sulfate.
The student is provided with:
• dilute nitric acid

• aqueous silver nitrate
• aqueous ammonia
but no other chemicals or indicators.
For each of the three unlabelled bottles, describe a test and give the observations to identify the
contents of the bottle.
You must describe tests that give positive results to identify the contents of each bottle.
It must be clear in your answer which solution is identified by each positive result.
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
.................................................................................................................................................... [7]
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8
4 A solid mixture contains iron(II) sulfate and sand.
A student determines the percentage by mass of iron(II) sulfate in this mixture.
(a) The student measures the mass of an empty beaker.
The student adds a sample of the mixture to the beaker and then measures the mass of the
beaker and the mixture.
mass of beaker = 36.02 g
mass of beaker + mixture = 55.96 g
Calculate the mass of the mixture used in the experiment.
....................................................... g [1]
The student adds water to the mixture in the beaker.
Iron(II) sulfate dissolves in the water.
The sand does not react with or dissolve in the water.
The sand is separated from the aqueous iron(II) sulfate by filtration.
filter paper
sand
conical flask
aqueous
iron(II) sulfate
(b) Suggest how the student makes sure that no iron(II) sulfate remains on the filter paper.
............................................................................................................................................. [1]
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9
(c) The aqueous iron(II) sulfate is transferred from the conical flask into a volumetric flask.
Suggest how the student should make sure that all the aqueous iron(II) sulfate is transferred
from the conical flask to the volumetric flask.
...................................................................................................................................................
............................................................................................................................................. [2]
The solution in the volumetric flask is made up to 500 cm3 with water. This is solution R.
(d) The student uses a pipette together with another piece of apparatus to place 20.0 cm3 of R
into a conical flask.
Name the other piece of apparatus that is used with the pipette.
............................................................................................................................................. [1]
The student adds excess dilute sulfuric acid to the conical flask.
Solution T is 0.0200 mol / dm3 potassium manganate(VII).
The student:
• fills a burette with T

• runs T into the conical flask until the end-point is reached.
(e) Solution T reacts with the iron(II) sulfate in the conical flask.
Iron(II) sulfate is a reducing agent.
State the colour change in the conical flask at the end-point of the titration.
from .................................................. to ................................................................. [1]

10
(f) The student does three titrations. The diagrams show parts of the burette with the liquid levels
at the beginning and at the end of each titration.

37
0
12 12 39
26
38
1
13 13 40
27
39
2
14 14 41
28
volume of T / cm3
Summary
Use the ticked values to calculate the average volume of T.
................................................... cm3 [4]
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11
(g) Solution T is 0.0200 mol / dm3 potassium manganate(VII).
Calculate the number of moles of potassium manganate(VII) in the average volume of T

used in the titration.
................................................... mol [1]
(h) One mole of potassium manganate(VII) reacts with five moles of iron(II) sulfate, FeSO4.
Calculate the number of moles of FeSO4 in 20.0 cm3 of R.
................................................... mol [1]
(i) Calculate the number of moles of FeSO4 in 500 cm3 of R.
................................................... mol [1]
(j) Calculate the mass of FeSO4 in 500 cm3 of R.
[Mr: FeSO4, 152]
....................................................... g [1]
(k) Use your answers to (a) and (j) to calculate the percentage by mass of FeSO4 in the mixture.
...................................................... % [1]
[Total: 15]

12
5 A solid S contains two cations and one anion.
Complete the table.
Name any gases that are formed in the tests.

(a) S is dissolved in water. The A coloured solution forms.
solution is divided into three .............................................
portions for tests (b), (c)
and (d). .............................................
[1]
(b) (i) To a portion of the S contains Cu2+ ions.
solution from (a), .............................................
aqueous ammonia is
added until a change is .............................................
seen. [1]
(ii) An excess of aqueous S contains Cu2+ ions.
ammonia is added to .............................................
the mixture from (b)(i).
.............................................
[1]
(c) (i) To a portion of the S contains Cu2+ ions.
solution from (a) .............................................
aqueous sodium
hydroxide is added .............................................
until a change is seen. [1]
(ii) An excess of aqueous S contains Cu2+ ions.
sodium hydroxide is .............................................
added to the mixture
from (c)(i). .............................................
.............................................
[1]
(iii) The mixture from (c)(ii) S contains NH4+.
is warmed and the gas .............................................
formed is tested with
damp red litmus paper. .............................................
.............................................
[2]
(d) A white precipitate forms. S contains SO42–.
...........................................
...........................................
...........................................
[2]
[Total: 9]
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14
6 When aqueous sodium hydroxide is added to dilute sulfuric acid a reaction occurs.
2NaOH(aq) + H2SO4(aq) Na2SO4(aq) + 2H2O(l)
A student has two solutions.
W is 2.0 mol / dm3 NaOH(aq).
X is H2SO4(aq) of unknown concentration.
The student determines the concentration of X.
The student:
• transfers 20.0 cm3 of W into a glass beaker

• measures the temperature of W
• adds 5.0 cm3 of X to W in the beaker
• measures the highest temperature reached
• calculates the increase in temperature
• repeats with different volumes of X.
The table shows the results.
experiment volume of W / cm3 volume of X / cm3 temperature increase / °C

1 20.0 5.0 2.7
2 20.0 10.0 5.4
3 20.0 15.0 8.0
4 20.0 20.0 9.1
5 20.0 25.0 7.8
6 20.0 30.0 6.5
(a) The student uses a burette to measure the volumes of W and X.
State why the student uses a burette instead of a measuring cylinder.
............................................................................................................................................. [1]
(b) State the evidence in the table that shows that the reaction is exothermic.
............................................................................................................................................. [1]
(c) Plot the results from the table on the grid.
Draw one straight line through the first three points and a second straight line through the
other three points.
Extend both straight lines until they intersect.
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15
10.0
8.0
temperature
increase
/ ºC
6.0
4.0
2.0
0.0 5.0 10.0 15.0 20.0 25.0 30.0
volume of X / cm3
[3]
(d) Use your graph to answer these questions.
(i) Determine the volume of X that produces a temperature increase of 5.6 °C when added
to 20.0 cm3 of W.
................................................... cm3 [1]
(ii) Determine the temperature increase if 12.5 cm3 of X is added to 20.0 cm3 of W.
..................................................... °C [1]

16
(e) (i) Use your graph to determine the minimum volume of X that reacts with all of the NaOH
in 20.0 cm3 of W.
................................................... cm3 [1]
(ii) W is 2.0 mol / dm3 NaOH.
The equation for the reaction between NaOH and H2SO4 is shown.
2NaOH(aq) + H2SO4(aq) Na2SO4(aq) + 2H2O(l)
Use your answer to (e)(i) and the equation to calculate the concentration of H2SO4 in X.
........................................... mol / dm3 [3]
[Total: 11]
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3
1 A student transfers 4.0 cm3 of aqueous potassium manganate(VII) from the burette into
apparatus A.
burette
aqueous potassium manganate(VII)
(a) Name apparatus A.
............................................................................................................................................. [1]
(b) The student adds 25 cm3 of dilute sulfuric acid to apparatus A.
Name a suitable piece of apparatus to measure the 25 cm3 of acid.
............................................................................................................................................. [1]
(c) The student heats the mixture in apparatus A until it reaches 60 °C.
Name a suitable piece of apparatus to measure the temperature.
............................................................................................................................................. [1]

4
(d) The student:
• places apparatus A, containing the hot mixture, on a white tile

• adds 10 cm3 of aqueous glucose to apparatus A
• starts a stop-watch
• stirs the contents of apparatus A and records the temperature
• stops the stop-watch when the colour changes
• records the time taken.
The student does this experiment at five different temperatures.
temperature / °C time taken / s
55 5
40 25
32 48
23 90
20 150
A grid to plot the results is shown.
200
180
160
140
120
100
80
60
40
20
0
10 15 20 25 30 35 40 45 50 55 60 65 70
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5
(i) Label the axes on the grid. Include the appropriate units. [1]
(ii) Plot the results on the grid. [2]
(iii) Draw a curve of best fit. [1]
(iv) Use the graph to:
• determine the time taken at 25 °C

• extend your curve of best fit to determine the temperature at which the reaction
takes 180 s
• suggest why an experiment at 70 °C is not done.
time ............................. s
temperature ............................. °C
suggestion .........................................................................................................................
[4]
[Total: 11]

6
2 A student has a mixture of solid ionic compounds.
The student adds the mixture to a beaker with water and stirs the contents of the beaker.
The beaker contains a colourless solution and an insoluble black solid.
(a) Draw a diagram to show how the student separates the colourless solution from the black solid.
Label the apparatus, the black solid and the colourless solution in your diagram.
[3]
(b) The student tests the colourless solution as shown in the table.
(i) Complete the table.
Name any gas formed and describe the tests used to identify the gas.

1 Add dilute hydrochloric
acid followed by ........................................ ........................................
aqueous barium
chloride. ........................................ ........................................
........................................ The mixture contains

sulfate ions and
........................................ carbonate ions.
2 Add aqueous sodium
hydroxide and warm the ........................................ ........................................
mixture.
........................................ ........................................
........................................ The mixture contains

ammonium ions.
........................................
3 Add dilute nitric acid
followed by aqueous ........................................ ........................................
silver nitrate.
........................................ ........................................
........................................ ........................................
A pale yellow precipitate ........................................

is formed.
[8]
© UCLES 2022 5070/41/M/J/22
7
(ii) Use the conclusions from tests 2 and 3 only to name an ionic compound in the mixture.
..................................................................................................................................... [1]
(c) The student tests the insoluble black solid as shown in the table.
Complete the table.

1 Put the black solid into The black solid dissolves
dilute sulfuric acid and and a blue solution is ........................................
warm the mixture. formed.
........................................
........................................
........................................
2 To some of the blue A light blue precipitate is
solution from test 1, formed which is insoluble ........................................
add aqueous sodium in excess.
hydroxide drop by drop ........................................
until it is in excess.
........................................
........................................
3 To some of the blue
solution from test 1, ........................................
add aqueous ammonia
drop by drop until it is in ........................................
excess.
........................................
........................................
[4]
[Total: 16]

8
3 A student has three colourless organic liquids, W, X and Y.
One is an alkene, one is an alcohol and one is a carboxylic acid but the student does not know
which liquid is which.
Describe a series of tests to determine which liquid, W, X or Y, is the alkene, which is the alcohol
and which is the carboxylic acid.
Each liquid must be identified by a positive test.
You are provided with:
• separate samples of liquids W, X and Y

• acidified aqueous potassium manganate(VII)
• aqueous bromine
• solid calcium carbonate
In your answer include:
• a description of the tests

• the apparatus needed for the tests
• how the results of the tests are used to identify W, X and Y
• a safety risk that is involved in doing one of the tests and a precaution to avoid the risk.
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
.................................................................................................................................................... [8]
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10
4 A student determines the concentration of aqueous sodium hydroxide, NaOH(aq), by titration with
aqueous citric acid, C6H8O7(aq).
The student:
step 1 records the mass of an empty beaker and then adds solid citric acid
step 2 records the mass of the beaker and the citric acid
step 3 adds distilled water to the beaker and stirs the mixture until all the citric acid dissolves
step 4 transfers all of the aqueous citric acid from the beaker into a 250 cm3 volumetric flask
step 5 fills the volumetric flask up to the mark with distilled water and shakes the flask to make
solution P
step 6 uses a measuring cylinder to add 25.0 cm3 of P into a conical flask
step 7 adds a few drops of indicator to the flask
step 8 fills a burette with aqueous sodium hydroxide and records the initial volume in the burette
step 9 adds the NaOH(aq) to the flask until the indicator changes colour and records the final
volume in the burette.
The student repeats steps 6 to 9 three more times.
(a) The student uses an incorrect piece of apparatus to measure a volume.
Identify the incorrect piece of apparatus and suggest a more accurate piece of apparatus.
incorrect piece of apparatus ........................................................
more accurate piece of apparatus ............................................... [2]
(b) Explain why the contents of the volumetric flask are shaken in step 5.
...................................................................................................................................................
............................................................................................................................................. [1]
(c) Explain why the indicator is needed in step 9.
...................................................................................................................................................
............................................................................................................................................. [1]
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11
(d) The diagrams show the masses on an electronic balance.
citric acid
45.36 50.32
Calculate the mass of citric acid added to the beaker.
mass = ....................................................... g [1]
(e) Calculate the number of moles of citric acid added to the beaker.
[Mr: citric acid, 192]
.................................................... mol [1]
(f) Calculate the concentration, in mol / dm3, of citric acid in the volumetric flask.
............................................mol / dm3 [1]

12
(g) The diagrams show parts of the burette with the liquid levels at the beginning and end of
titration 1.
initial burette reading final burette reading
35
4
5 36
6 37
Use the diagrams to enter the values for titration 1 in the results table shown.
titration 1 2 3 4
final burette reading / cm3 30.9 30.7 30.8
initial burette reading / cm3 0.0 0.0 0.0
volume of NaOH(aq) added / cm3 30.9 30.7 30.8
best titration result (3)

[2]
(h) The table also shows the results of three other titrations.
Complete the table by ticking the best titration results.
Explain why you have ticked these values.
explanation ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
(i) Use the best titration results to calculate the average volume of NaOH(aq) used.
................................................... cm3 [1]
(j) Use your answer to (f) to calculate the number of moles of citric acid in 25.0 cm3 of solution P.
.................................................... mol [1]
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13
(k) The equation for the reaction between citric acid, C6H8O7, and NaOH is shown.
C6H8O7 + 3NaOH Na3C6H5O7 + 3H2O
Calculate the number of moles of NaOH that react with the citric acid in 25.0 cm3 of solution P.
.................................................... mol [1]
(l) Calculate the concentration, in mol / dm3, of the NaOH(aq).
............................................mol / dm3 [1]
(m) 25 cm3 of the NaOH(aq) is added to an excess of iron(II) sulfate, FeSO4(aq).
2NaOH(aq) + FeSO4(aq) Na2SO4(aq) + Fe(OH)2(s)
A precipitate is formed.
(i) Use the equation and your answer from (l) to calculate the number of moles of Fe(OH)2(s)
that is made.
If you do not have a value for the concentration of NaOH(aq) assume it is 0.255 mol / dm3
(this is not the correct value).
.................................................... mol [2]
(ii) State the colour of the precipitate.
..................................................................................................................................... [1]
[Total: 18]

14
5 A student:
• measures 25 cm3 of 1.0 mol / dm3 hydrochloric acid into a glass beaker
• measures the temperature of the hydrochloric acid
• adds 30 cm3, an excess, of aqueous potassium hydroxide
• records the maximum temperature the mixture reaches.
(a) The diagram shows the initial and final temperatures.
initial temperature final temperature
22 31
21 30
20 29
19 28
18 27
17 26
16 25
Use the diagram to complete the table.
initial temperature / °C
final temperature / °C
temperature change / °C
[2]
(b) Use the information in the table in (a) to suggest what type of reaction is taking place.
............................................................................................................................................. [1]
© UCLES 2022 5070/41/M/J/22

15
(c) The student repeats the experiment using 2.0 mol / dm3 instead of 1.0 mol / dm3 hydrochloric
acid.
All volumes are kept constant. The aqueous potassium hydroxide is still in excess.
Predict the temperature change in this new experiment.
prediction ............................. °C
explanation ...............................................................................................................................
...................................................................................................................................................
[2]
(d) The temperature change measured is lower than expected.
(i) Suggest a reason for the temperature change being lower than expected.
..................................................................................................................................... [1]
(ii) Suggest an improvement to the experiment which will make the measured temperature
closer to the expected value.
..................................................................................................................................... [1]
[Total: 7]
© UCLES 2022 5070/41/M/J/22

2
1 A student determines the concentration of aqueous potassium manganate(VII), KMnO4, by

titration with a solution of ethanedioic acid, H2C2O4.
An equation to represent this reaction is shown.
2KMnO4 + 5H2C2O4 + 6H+ 2Mn2+ + 10CO2 + 8H2O + 2K+
(a) Diagrams of some of the pieces of apparatus the student uses are shown.
A B C
Name the three pieces of apparatus.
A ...............................................................................................................................................
B ...............................................................................................................................................
C ...............................................................................................................................................
[3]
(b) The student:
• records the mass of a sample of solid ethanedioic acid
• dissolves the solid in distilled water and makes the solution up to 250 cm3
• uses apparatus B to transfer 25.0 cm3 of the solution of H2C2O4 into apparatus C
• adds 10.0 cm3 of dilute sulfuric acid to apparatus C
• fills apparatus A with the solution of KMnO4
• titrates the colourless solution of H2C2O4 with the solution of KMnO4 until the end-point
is reached
• repeats the titration three more times.
© UCLES 2022 5070/42/M/J/22

3
(i) Suggest why sulfuric acid is added to apparatus C.
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) State the colour change at the end-point.
from ............................................................ to ............................................................ [1]
(iii) The diagrams show parts of apparatus A with the liquid levels at the beginning and the
end of titration 1.
titration 1
1.0 27.0
2.0 28.0
Complete the results table.
titration 1 2 3 4
volume used / cm3 24.8 24.6

[3]
(iv) Tick (✓) the best titration results in the table.
Use the ticked values to calculate the average volume of KMnO4(aq) added in cm3.
average volume of KMnO4(aq) added .................................................. cm3 [1]

4
(c) Another student repeats the experiment using the same method.
This student uses 1.08 g of ethanedioic acid to make up the 250 cm3 solution of H2C2O4.
The student obtains an average titration volume of 24.55 cm3.
(i) Calculate the number of moles of ethanedioic acid in 25.0 cm3 of the H2C2O4(aq).
Show your working.
[Mr: H2C2O4, 90]
.................................................... mol [2]
(ii) During the reaction, two moles of KMnO4 react with five moles of H2C2O4.
Calculate the number of moles of KMnO4 in 24.55 cm3 of the aqueous potassium
manganate(VII).
.................................................... mol [1]
(iii) Calculate the concentration, in mol / dm3, of the KMnO4(aq).
........................................... mol / dm3 [1]
(iv) Calculate the concentration, in g / dm3, of the KMnO4(aq).
[Mr: KMnO4, 158]
............................................... g / dm3 [1]
[Total: 14]
© UCLES 2022 5070/42/M/J/22

5
2 (a) A solution contains one cation and two different anions.
The table shows the tests a student does on this solution.
Complete the table.
Name any gases formed.

(i) To 1 cm depth of
the solution in a ..............................................
test-tube, add a
small volume of ..............................................
aqueous sodium
hydroxide. ..............................................
Then add more .............................................. The cation might be Al 3+.

aqueous sodium
hydroxide until it is ..............................................
in excess. The cation could also be
..............................................
................................... .
[4]
(ii) To 1 cm depth of the
solution in a boiling ..............................................
tube, add a small
volume of aqueous ..............................................
ammonia.
..............................................
Then add more
aqueous ammonia .............................................. The cation is Al 3+.
until it is in excess.
..............................................
[2]
(iii) To 1 cm depth of A gas is evolved that
the solution in a decolourises acidified The gas is
test-tube add nitric potassium manganate(VII)
acid and warm until solution. ................................... .
no further change is
seen. One of the anions is
................................... .
[2]
(iv) To the solution from A yellow precipitate forms.
(iii) add aqueous The other anion is
silver nitrate.
........................................ .
[1]

7
(b) A mixture of solids contains barium sulfate and sodium chloride only.
Barium sulfate is insoluble in water. Sodium chloride is soluble in water.
Describe how to separate the mixture to obtain pure barium sulfate and pure crystals of
sodium chloride.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [6]
[Total: 15]

8
3 A student measures the temperature change during the reaction between HCl(aq) and
aqueous sodium hydroxide, NaOH(aq).
NaOH(aq) + HCl(aq) NaCl(aq) + H2O(l)
(a) The student:
• uses a measuring cylinder to add 25 cm3 of 1.50 mol / dm3 NaOH(aq) to a glass beaker
• records the temperature of the NaOH(aq)
• adds 4.0 cm3 of the HCl(aq) to the beaker and records the highest temperature reached
• adds further 4.0 cm3 portions of the HCl(aq), and records the highest temperature
reached each time.
The student’s results are shown.
total volume of
0 4.0 8.0 12.0 16.0 20.0 24.0 28.0 32.0
HCl(aq) / cm3
temperature / °C 24.5 25.0 28.5 30.5 32.5 32.5 31.5 30.5 29.5
(i) Name the type of reaction that takes place between HCl(aq) and NaOH(aq).
..................................................................................................................................... [1]
(ii) Name a piece of apparatus that can improve the accuracy of the volume of NaOH(aq)
added to the beaker.
..................................................................................................................................... [1]
(iii) Name the piece of apparatus used to add the 4.0 cm3 portions of HCl(aq).
..................................................................................................................................... [1]
(iv) Explain why the glass beaker is not the most suitable piece of apparatus for this
experiment.
Suggest an improvement.
explanation ........................................................................................................................
...........................................................................................................................................
improvement .....................................................................................................................
...........................................................................................................................................
[2]
© UCLES 2022 5070/42/M/J/22

9
(v) Plot the values of temperature against total volume of HCl(aq) on the grid.
temperature / °C
34
33
32
31
30
29
28
27
26
25
24
23
22
0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32
volume of HCl (aq) / cm3
[2]
(vi) Circle the anomalous point on the grid. [1]
(vii) Draw a straight line of best fit through the points from 0 to 16 cm3. [1]
(viii) Draw a straight line of best fit through the points from 20 to 32 cm3.
Extrapolate both lines so that they intersect. [2]
(ix) Use the intersection to determine the minimum volume of HCl(aq) needed to react with
all of the NaOH(aq).
volume of HCl(aq) .................................................. cm3 [1]

10
(x) Use the intersection to determine the temperature change, ∆T, due to the reaction.
∆T ..................................................... °C [1]
(xi) The heat change during this reaction is calculated using the expression shown.
heat change = mass of solution × specific heat capacity × temperature change
1.0 cm3 of this solution has a mass of 1.0 g.
Determine the value used for the mass of solution in the calculation of this heat change.
mass ....................................................... g [1]
(b) The actual heat change of this reaction is much greater than the value calculated using the
expression in (a)(xi).
Suggest a reason for this difference.
...................................................................................................................................................
............................................................................................................................................. [1]
[Total: 15]
© UCLES 2022 5070/42/M/J/22

12
4 The apparatus shown is used for the electrolysis of dilute sulfuric acid to produce hydrogen gas
and oxygen gas.
(a) The electrodes are made of platinum.
Give the name of each electrode.
positive electrode ......................................................................................................................
negative electrode ....................................................................................................................

[2]
(b) The equation for the reaction at the positive electrode is shown.
4OH− O2 + 2H2O + 4e−
(i) Give the equation for the reaction at the negative electrode.
..................................................................................................................................... [2]
© UCLES 2022 5070/42/M/J/22

13
(ii) Describe tests used to identify the gases produced.
oxygen
test ....................................................................................................................................
observations ......................................................................................................................
...........................................................................................................................................
hydrogen
test ....................................................................................................................................
observations ......................................................................................................................
[4]
[Total: 8]

14
5 A student uses the apparatus shown to investigate the rate of reaction between excess
copper(II) carbonate and dilute sulfuric acid.
CuCO3(s) + H2SO4(aq) CuSO4(aq) + CO2(g) + H2O(l)
bung
X
cotton thread
dilute sulfuric
acid
sample tube containing
copper(II) carbonate
(a) Identify the piece of apparatus labelled X.
............................................................................................................................................. [1]
(b) The student starts the reaction by tipping the sample tube so that the copper(II) carbonate
and acid come into contact.
Explain why this method is used instead of adding the copper(II) carbonate to the acid and
then replacing the bung.
...................................................................................................................................................
............................................................................................................................................. [1]
© UCLES 2022 5070/42/M/J/22

15
(c) The student takes a reading on apparatus X every 10 seconds until the reaction has stopped.
The student plots a graph of the results.
(i) Give the labels for each axis of the graph.
horizontal axis ...................................................................................................................
vertical axis .......................................................................................................................

[1]
(ii) List three things the student sees happening in the flask during the reaction.
1 ........................................................................................................................................
2 ........................................................................................................................................
3 ........................................................................................................................................
[3]
(iii) Use the graph to explain what happens to the rate of reaction during the reaction.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
[Total: 8]
© UCLES 2022 5070/42/M/J/22

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2

1 Ammonium sulfate is a salt. It is used as a fertiliser.

A student prepares some ammonium sulfate crystals by neutralisation.

She uses dilute sulfuric acid and aqueous ammonia.

© UCLES 2019 5070/41/M/J/19

(b) (i) The student:

Name this piece of apparatus.

(ii) What is the colour of methyl orange indicator:

• in aqueous ammonia .................................................................

• in dilute sulfuric acid? .................................................................

© UCLES 2019 5070/41/M/J/19 [Turn over

Plan an experiment to prepare a pure sample of ammonium sulfate crystals.

You should use:

• 0.100 mol / dm3 sulfuric acid

© UCLES 2019 5070/41/M/J/19

The student investigates the reaction between these two compounds.

She uses the apparatus shown.

solution of calcium hydroxide

(i) What volume of gas is in the gas syringe?

What happens to the colour of:

• the damp blue litmus paper .................................................................

• the damp red litmus paper? .................................................................

© UCLES 2019 5070/41/M/J/19 [Turn over

The results are shown in the table.

mass of sodium chloride time for first blue colour to appear

© UCLES 2019 5070/41/M/J/19

time ....................................................... s [1]

(i) Which number experiment is repeated?

(ii) Why is this experiment repeated?

© UCLES 2019 5070/41/M/J/19 [Turn over

© UCLES 2019 5070/41/M/J/19

3 A student is given three colourless liquids, A, B and C.

The mixture turns from The mixture remains

Add solid calcium

Add dilute sulfuric acid

(a) Use the observations in the table to identify liquids A, B and C.

(b) Complete the table. [3]

(i) Name the two liquids that the student mixes.

© UCLES 2019 5070/41/M/J/19 [Turn over

4 A sample of river water is tested for pollutants.

pollutant ions present

White precipitate, soluble in

Acidify with dilute nitric acid,

Light blue precipitate, soluble

© UCLES 2019 5070/41/M/J/19

5 A liquid hydrocarbon is burnt using the apparatus shown.

liquid beaker limewater

A colourless liquid is formed in the boiling tube.

(b) Suggest why the boiling tube is placed in a beaker of ice.

(c) Carbon dioxide is also produced by burning the hydrocarbon.

© UCLES 2019 5070/41/M/J/19 [Turn over

liquid beaker 100 cm3 of 2.00 mol / dm3

titration 1 titration 2 titration 3

Use the information in the diagram to complete the results table.

final reading / cm3

initial reading / cm3

volume of 1.00 mol / dm3 HCl / cm3

best titration results (3)