Exercise-U2-Topic 6 - Energetics

Questions
Q1.
Magnesium reacts with sulfuric acid in an exothermic reaction.
(a) Write an equation for the reaction.

Include state symbols in your answer.
(2)
(b) A student carried out an experiment to determine the enthalpy change of the reaction.
A sample of 0.50 g of magnesium powder was added to 25 cm3 of 0.20 mol dm−3 sulfuric acid.
Calculate the number of moles of magnesium and of sulfuric acid that reacted.
Justify your answer.
(3)
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(c) (i) The results obtained are given in the table.

Plot the results on the grid.
(2)
(ii) Use your graph to determine the maximum change in temperature.
You must show your working on the graph.
(2)
ΔT = ...........................................................
(d) Calculate the standard molar enthalpy change for the reaction, using your answers to (b) and (c)(ii).
Include a sign and units in your answer.
[Specific heat capacity of solution = 4.18 J g–1 °C–1]
(4)
(Total for question = 13 marks)
Q2.
Phosgene (COCl2) is a colourless gas used in the pharmaceutical industry.
Phosgene has a boiling temperature of 8 °C and is extremely toxic.
(a) Complete the dot-and-cross diagram to show the bonding in phosgene.

(2)
(b) Phosgene can be formed from carbon monoxide and chlorine, using a catalyst of activated carbon.
CO(g) + Cl2(g) ↔ COCl2(g) ΔrH = –107.6 kJ mol–1

(i) State and explain how the reaction conditions could be changed to maximise the equilibrium yield
of phosgene in
this reaction.
(4)
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(ii) The standard enthalpy change of formation for phosgene is ΔfH = –220.1 kJ mol–1.
Complete the Hess cycle and determine the standard enthalpy change of formation for carbon
monoxide. Use the data from (b)(i).
Include state symbols in your cycle.
(4)
CO(g) + Cl2(g) → COCl2(g)
(c) The mass spectrum of a sample of phosgene is shown.

The peak at m / z = 65 has been omitted.
(i) Give the reason for the ratio of peak heights at m / z values of 102, 100 and 98.
(2)
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(ii) Suggest an identity for the peak at m / z = 63.
(1)
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(iii) The peak at m / z = 65 has been omitted.
Draw on the mass spectrum the peak at m / z = 65, showing its relative intensity.
(1)
(d) Use your Data Booklet to suggest the wavenumber of a strong absorbance you would expect to see
in the infrared
spectrum for phosgene. Justify your answer.
(2)
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(e) In UV light, trichloromethane (CHCl3 , boiling temperature 61°C) reacts with oxygen to form phosgene
and
hydrogen chloride.
(i) Write an equation for this reaction.
State symbols are not required.
(1)
(ii) In a closed bottle, the rate of this reaction decreases with time.
Give a reason for this.
(1)
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(iii) Suggest a precaution that should be taken when opening a bottle of trichloromethane.
(1)
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(iv) Trichloromethane can be used as an anaesthetic.
Suggest whether an old bottle of trichloromethane can still be used for medical treatment, giving a
reason for your answer.
(1)
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Q3.
Biobutanol is a possible alternative to bioethanol as an additive to petrol.
(a) (i) Complete the table for the four isomers of C4H9OH which are alcohols.
(3)
(ii) Explain the difference in boiling temperature between butan-1-ol and 2-methylpropan-2-ol.
(2)
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(iii) The displayed formula of butan-1-ol is shown.
Complete the diagram to show the strongest intermolecular force between two molecules of butan-1-
ol. Include the intermolecular bond angle.
(2)
(b) (i) Complete the equation for the combustion of butan-1-ol.
(1)
(ii) Calculate a value for the enthalpy change of combustion of butan-1-ol using the equation in (b)(i)
and the mean bond enthalpies in the table.
(3)
(iii) A data book value of the molar enthalpy change of combustion of butan-1-ol is −2670 kJ mol−1
Give two reasons for the difference between this value and the value calculated in (b)(ii).
(2)
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(c) Biobutanol has some advantages over bioethanol.

(i) The combustion of bioethanol releases 23 MJ dm−3 compared to petrol which releases 32 MJ dm−3.
Calculate the energy released in MJ dm−3 for the combustion of biobutanol.
(2)
(ii) Biobutanol can be mixed with petrol in any proportion whereas bioethanol cannot.
Petrol is a mixture of liquid alkanes.
Explain why petrol is more miscible with biobutanol than with bioethanol.
(2)
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Q4.
For each question, select one answer from A to D and put a cross in the box . If you change
your mind about an answer, put a line through the box and then mark your new answer with a
cross .
The equation for the complete combustion of methanal is shown.

Some bond enthalpy data are shown.
What is the bond enthalpy in methanal?

A 623 kJ mol−1
B 678 kJ mol−1
C 805 kJ mol−1
D 1036 kJ mol−1
(Total for question = 1 mark)
Q5.
Answer the question with a cross in the box you think is correct . If you change your mind
about an answer, put a line through the box and then mark your new answer with a cross .
Hydrogen reacts with oxygen to form steam.
H2(g) + 1⁄2O2(g) → H2O(g) ΔH = −242 kJ mol−1
What is the bond enthalpy of the O—H bond, in kJ mol−1?

A 221.5
B 463.5
C 588
D 927
Q6.
Chlorine reacts with ethane to form chloroethane and hydrogen chloride.
What is the enthalpy change for the reaction, in kJ mol–1?

A −1434
B −122
C +122
D +1434
Q7.
This question is about enthalpy changes.
(a) An experiment was carried out to determine the enthalpy change of combustion for ethanol.
C2H5OH(l) + 3O2(g) → 2CO2(g) + 3H2O(l)

1.19 g of ethanol was burned in a spirit burner. The heat energy from this combustion raised the
temperature of 100 g of water from 21.6 °C to 63.9 °C.
(i) Calculate the number of moles of ethanol in 1.19 g.
[Molar mass of ethanol = 46.0 g mol−1]
(1)
(ii) Calculate the heat energy required to raise the temperature of 100 g of water from 21.6 °C to 63.9
°C.
[Specific heat capacity of water = 4.18 J g−1 °C−1]
(2)
(iii) Use your answers to (a)(i) and (ii) to calculate a value for the enthalpy change of combustion of
ethanol.
Give your answer to an appropriate number of significant figures and include a sign and units.
(3)
(iv) The value of the enthalpy change of combustion from this experiment was very inaccurate.
Give two reasons why this value was so inaccurate, apart from heat loss.
(2)
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(b) Mean bond enthalpies can be used to calculate a value for the enthalpy change of combustion of a
compound.
(i) Give the meaning of the term 'mean bond enthalpy'.
(2)
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(ii) Calculate a value for the enthalpy change of combustion of methanol, using the information in the
table and the equation shown.
(3)
CH3OH + 11⁄2O2 → CO2 + 2H2O
(c) Enthalpy changes of combustion can be used to calculate the enthalpy change of formation of a
compound.
Complete the Hess cycle and use it to calculate the standard enthalpy change of formation for ethanal,
CH3CHO.
(3)
2C(s, graphite) + 2H2(g) + 1⁄2O2(g) → CH3CHO(g)
Q8.
Use the data shown.
What is the standard enthalpy change of formation of methane (CH4) in kJ mol–1?

A −1791
B −75
C +75
D +1791
Use this space for any rough working. Anything you write in this space will gain no credit.
Q9.
In an experiment, 50.0 cm3 of 1.0 mol dm−3 HCl(aq) reacts with

50.0 cm3 of 1.0 mol dm−3 NaOH(aq).
The energy released = 2500 J.
The specific heat capacity of the mixture is 4.18 J g−1 °C−1
What temperature change occurs in the reaction?

A an increase of 6.0°C
B a decrease of 6.0°C
C an increase of 12.0°C
D a decrease of 12.0°C
Q10.
What is the mass of carbon formed when 1.80 g of propan-1-ol, C3H7OH, undergoes incomplete
combustion according to the equation shown?
C3H7OH(l) + 2O2(g) → 2C(s) + CO(g) + 4H2O(l)

A 0.18 g
B 0.36 g
C 0.72 g
D 1.08 g

Q11.
Some diesel cars contain an extra catalytic converter for the reduction of nitrogen oxides (NOx) in exhaust
gases.
A solution of urea is used for this process.
(a) Urea has a melting temperature of 133 °C.

Explain why this value is higher than expected for a relatively small molecule.
(3)
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(b) A saturated solution of urea has a concentration of 9.07 mol dm–3 at 25°C.
Calculate the mass of urea in 150 cm3 of a saturated solution.
(2)
(c) State why NOx emissions are harmful to the environment.

(1)
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(d) An infrared spectrum of urea is shown.

Refer to your Data Booklet.
(i) Draw a circle around an absorption in the spectrum that could be due to the stretching of the N—H
bond.
(1)
(ii) Identify the bond responsible for the absorption at 1683 cm−1.
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(1)
(e) In a diesel car exhaust system, the urea reacts with water to form ammonia and carbon dioxide. The
enthalpy change for this reaction is +133 kJ mol−1.
(i) Complete the equation for this reversible reaction.
(1)
(NH2)2CO + H2O .........................................................................................................................................
....
(ii) Sketch the reaction profile for the forward reaction on the axes provided.
Include labels for ΔH and the activation energy (Ea).
(3)
(f) The catalytic converter contains metal oxides. When the exhaust gases pass through the catalytic
converter, ammonia reacts with NOx gases to form nitrogen and water.
(i) Explain why it is not correct to state that urea is acting as a catalyst in the reaction.
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(1)
(ii) Explain how a catalyst increases the rate of a chemical reaction.
Use the Maxwell-Boltzmann distribution shown and refer to the collision theory.
(3)
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(g) The catalytic converter works best at a temperature of around 350 °C.
(i) Suggest how the catalytic converter reaches this temperature.
(1)
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(ii) The chemical reactions in the exhaust system of a diesel car, using a catalytic converter, form 89.3
m3 of nitrogen per hour.
Calculate the number of molecules of nitrogen formed per hour.
[Molar volume at 350 °C = 51.1 dm3 mol−1
Avogadro constant, L = 6.02 × 1023 mol−1]
(3)
Q12.
This question is about compounds containing Group 2 elements.
(a) Hydrated magnesium nitrate has the formula Mg(NO3)2.xH2O.

A student devised an experiment to determine the value of x by leaving 5.12 g of
hydrated magnesium nitrate for several hours in a warm oven. After this time, the
solid remaining had a mass of 2.97 g.
(i) State why the student used a warm oven to remove the water from the
hydrated salt, rather than direct heating with a Bunsen burner.
(1)
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(ii) Use the data obtained by the student to calculate the value of x.
You must show your working.
(4)
(b) Magnesium carbonate, MgCO3, is a white solid used as an additive in foods.
(i) Explain, in terms of energy changes, why magnesium carbonate is insoluble in water.
(2)
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(ii) The Hess cycle and data to calculate the enthalpy change for the thermal
decomposition of MgCO3 are shown.
Calculate the enthalpy change for the thermal decomposition of MgCO3.

(2)
(iii) Explain the trend in thermal stability of Group 2 carbonates.
(4)
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Q13.
A student carries out two experiments and uses the results to determine the enthalpy change when
anhydrous copper(II) sulfate forms hydrated copper(II) sulfate, .
(a) In the first experiment, the student determines the enthalpy change when hydrated copper(II) sulfate
dissolves in water.
10.68 g of hydrated copper(II) sulfate is added to distilled water in a polystyrene cup to give 55.0 g of
solution.
The mixture is stirred and the temperature change determined.
Results
Initial temperature = 21.0 °C
Minimum temperature = 18.5 °C
Calculate the enthalpy change for this reaction.
Give your answer to an appropriate number of significant figures.
Include a sign and units.
Data: Specific heat capacity of the solution = 3.70 J g−1 °C−1
Molar mass = 249.6 g mol−1
(4)
(b) In the second experiment, the student determined the enthalpy change of the reaction when
anhydrous copper(II) sulfate dissolves in water.
CuSO4(s) + aq → CuSO4(aq) ΔH = −67.4 kJ mol−1

(i) Complete the Hess cycle.
(2)
(ii) Calculate the enthalpy change when anhydrous copper(II) sulfate forms hydrated copper(II)
sulfate. Include a sign and units.
(2)
Q14.
Some enthalpy changes of combustion are shown.
What is the enthalpy change of formation of ethanal, CH3CHO, in kJ mol−1?

A +765
B −765
C +193
D −193
Q15.
For each question, select one answer from A to D and put a cross in the box . If you change
your mind about an answer, put a line through the box and then mark your new answer with a
cross .
5.20 g of sodium hydrogencarbonate is added to an excess of acid.
The temperature increases and the energy change is calculated to be 1030 J.
What is the enthalpy change per mole of sodium hydrogencarbonate?
[Mr NaHCO3 = 84.0]

A –12.3 kJ mol−1
B –16.6 kJ mol−1
C –63.8 kJ mol−1
D –16 600 kJ mol−1
Q16.
The enthalpy changes for two reactions are shown.
What is the enthalpy change for the dissociation of CH3COOH(aq) into CH3COO−(aq) and H+(aq) ions, in
kJ mol−1?
A +113.2
B +1.2
C −1.2
D −113.2
Q17.
Enthalpy changes of combustion can be determined using calorimetry or calculated using Hess cycles.
Apparatus for a calorimetry experiment is shown.
A sample of 2-methylpropan-2-ol was burned in a spirit burner and used to heat 75 g of water. The results
are shown.
(a) (i) Complete the table.

(1)
(ii) Calculate the enthalpy change of combustion, ΔcH, of 2-methylpropan-2-ol.
Give a sign and units in your answer.
[Specific heat capacity of water = 4.18 J g−1 °C−1]
(4)
(b) The standard enthalpy change of combustion, , can be calculated using standard enthalpy
changes of formation.
(i) State why no value has been given for oxygen.

(1)
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(ii) Complete the Hess cycle.
(2)
(iii) Calculate the standard enthalpy change of combustion of 2-methylpropan-2-ol using the data in
the table and the completed Hess cycle.
(2)
(c) The value for ΔcH obtained in part (a)(ii) is much less exothermic than
Suggest two reasons for this other than non-standard conditions.
(2)
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Q18.
This question is about ethanoic acid and some related salts.
(a) A test to confirm the presence of an aqueous acid is adding a small amount of solid sodium carbonate
to the solution.
Describe two observations you would see in this test.
(2)
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(b) Sodium ethanoate is a component of reusable hand warmers. In use, a supersaturated solution of
sodium ethanoate recrystallises to form solid hydrated sodium ethanoate, releasing energy.
CH3COONa(aq) + 3H2O(l) → CH3COONa.3H2O(s) ΔrH = −19.7 kJ mol−1
A hand warmer has a mass of 63.2 g and forms 20.1 g of hydrated sodium ethanoate on
recrystallisation.
Calculate the maximum temperature reached by the hand warmer if its initial temperature is 5.0°C.
[Specific heat capacity of the hand warmer = 3.0 J °C−1 g−1]
(5)
(c) Ammonium ethanoate, CH3COONH4(s), is used to control the pH of foods. It can be formed by the
reaction of pure ethanoic acid, CH3COOH(l), with ammonium carbonate, (NH4)2CO3(s).
Calculate the standard enthalpy change for this reaction by completing the Hess cycle and using the
data shown.
(5)
(d) Ammonium carbonate, (NH4)2CO3, is an ingredient in cleaning solutions for camera lenses.
These are aqueous solutions which contain no more than 1.8 g of ammonium carbonate in 100 cm3 of
solution.
Calculate the maximum concentration, in mol dm−3, of ammonium carbonate in such a solution.
(2)
Q19.
(a) The standard enthalpy change of combustion, , of 2,2,4-trimethylpentane is −5461 kJ mol−1.
(i) State the two standard conditions for this enthalpy change.
(1)
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(ii) Write the equation for the complete combustion of 2,2,4-trimethylpentane, using molecular
formulae.
(2)
(iii) Draw a labelled enthalpy level diagram for the complete combustion of 2,2,4-trimethylpentane.
(2)
(iv) Calculate the heat energy released during the complete combustion of 1 dm3 of 2,2,4-
trimethylpentane.
[Density of 2,2,4-trimethylpentane = 0.692 g cm−3]
(3)
(b) In an experiment to determine the enthalpy change of combustion of ethanol, C2H5OH, a student used
the apparatus shown.
Results:
Mass of water = 100.0 g
Mass of ethanol used = 0.305 g
Temperature rise of water = 13.2°C
(i) Calculate the enthalpy change of combustion of ethanol.
Give your answer to an appropriate number of significant figures, and include a sign and units.
[Specific heat capacity of water = 4.18 J g−1°C−1]
(4)
(ii) The uncertainty in each thermometer reading is ±0.05 °C.

Calculate the percentage uncertainty in the temperature rise in this experiment.
(1)
(iii) The student looked in a data book and found the actual value for the standard enthalpy change of
combustion of ethanol was more exothermic than the experimental value obtained.
Give two reasons for the difference between the data book value and the experimental value, other
than referring to standard conditions.
(2)
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(c) The enthalpy changes for the conversion of four compounds in the gas phase into their constituent
atoms are shown.
Calculate the bond enthalpy of the C—C bond, in kJ mol−1.

You must show your working.
(3)
(d) Ethanol can be manufactured by reacting ethene with steam.
C2H4(g) + H2O(g) ↔ C2H5OH(g) ΔrH = −45 kJ mol−1

This reaction is usually carried out in industry at 300 °C and 70 atm pressure using a catalyst.
Explain the effect on the equilibrium position and the equilibrium yield of ethanol if the reaction is
carried out at 300°C and 200 atm pressure.
(2)
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Q20.
Answer the questions with a cross in the boxes you think are correct . If you change your mind
The diagram shows a reaction profile for a reversible reaction.

(a) Which symbol represents the enthalpy change for the reaction R → P?
(1)
A u
B v
C w
D x
(b) Which symbol represents the activation energy of the reaction P → R?

(1)
B u
B v
C w
D x
(c) Hess's Law can be applied to this system.
Which expression is correct?

(1)
A v+x=u+w
B w+x=u
C u–w=v
D u–v=x
Q21.
Which is the correctly labelled reaction profile for an exothermic reaction?

Q22.
(a) Silver ions have anti-microbial properties and are used in some wound dressings. Silver nitrate can
be made
by warming a mixture of silver metal and concentrated nitric acid.
Show, by reference to oxidation numbers, that this is a redox reaction.

(2)
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(b) Two students used different methods to determine the concentration of a silver nitrate solution.
(i) Student A used a calorimetric method, reacting a 50.0 cm3 sample of the solution
with excess powdered zinc.
The student recorded a maximum rise in temperature of 5.2 °C.

Calculate the concentration of the silver nitrate solution in mol dm–3.
[Assume the specific heat capacity of the solution is 4.18 J g–1 °C–1 and the density of the solution is
1.00 g cm–3.]
(3)
(ii) Student B used a gravimetric method, which involved weighing a product of a reaction.
A 50.0 cm3 sample of the same silver nitrate solution was mixed with excess potassium bromide
solution.
The precipitate was filtered and weighed.
The mass of the precipitate was found to be 5.96 g.

Calculate the concentration of the silver nitrate solution, in mol dm–3, from this gravimetric method.
(2)
(iii) The students' values were different from the data book value.
Student A's value was lower and student B's value was higher.
Give a possible reason for each difference.
(2)
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Q23.
Enthalpy changes of formation are often difficult to determine directly.
Some enthalpy data are shown.
Standard enthalpy change of combustion of propane
(a) (i) Add arrowheads and stoichiometric coefficients to the Hess's Law diagram.
(1)
(ii) Use the data at the start of the question and your Hess's Law diagram to calculate the standard
enthalpy change of formation of propane.
Include a sign and units in your answer.
(2)
(b) The values for the boiling temperatures and the standard enthalpies of combustion of a series of
straight-chain alkanes
are shown in the table.
(i) Explain why the increases in the values of are similar.

(2)
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(ii) The increase in the value of from butane to pentane is smaller than any other increase.
Suggest an explanation for this.
(2)
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(iii) Explain, with reference to their intermolecular forces, why the boiling temperatures of alkanes
increase as the
number of carbon atoms increases. A detailed description of the intermolecular forces is not
required.
(3)
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Q24.
The table shows the amount of energy released per gram when some alkanes are burned in excess
oxygen under standard conditions.
Which alkane has a standard enthalpy change of combustion of −2877 kJ mol−1?
A methane
B ethane
C propane
D butane
Q25.
Major volcanic eruptions, such as the one in Indonesia in 1815, eject large amounts of ash and gases into
the atmosphere. The gases include carbon dioxide, water vapour, hydrogen chloride and sulfur dioxide.
(a) (i) Complete the dot-and-cross diagram to show a possible arrangement of the outer shell electrons
in a molecule of sulfur dioxide.
Use dots (•) for the sulfur electrons and crosses (×) for the oxygen electrons.
(2)
(ii) Suggest a value for the bond angle.
(1)
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(b) The levels of sulfur dioxide in the atmosphere can be measured by collection and titration with sodium
hydroxide solution.
One possible method is:
 air containing sulfur dioxide is bubbled through hydrogen peroxide solution

 all the sulfur dioxide reacts to form 40.0 cm3 of dilute sulfuric acid, solution Z
SO2(g) + H2O2(aq) → H2SO4(aq)
 a pipette is used to remove 10.0 cm3 portions of solution Z

 each portion is titrated with 0.00500 mol dm−3 sodium hydroxide.
The results are shown in the table.
The mean titre is 21.10 cm3

(i) Give a reason why a further titration was not attempted.
(1)
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(ii) Calculate the number of moles of sulfuric acid in the 40 cm3 of solution Z.
2NaOH(aq) + H2SO4(aq) → Na2SO4(aq) + 2H2O(aq)
(3)
(iii) Deduce the number of moles of sulfur dioxide bubbled through the hydrogen peroxide solution, using the
answer from (b)(ii) and the equation
SO2(g) + H2O2(aq) → H2SO4(aq)
(1)
(iv) The air containing sulfur dioxide was bubbled through the hydrogen peroxide solution at a rate of 10 dm 3
min−1 for 30 minutes.
Calculate the concentration of sulfur dioxide in the air in parts per million (ppm) by volume.
The molar volume of a gas at r.t.p. is 24 dm3 mol−1.
(3)
(c) (i) During a volcanic eruption, hydrogen chloride gas is also released into the upper atmosphere, which in turn
produces some chlorine free radicals. Chlorine free radicals react with ozone:
Derive the overall equation for this reaction of ozone.

(1)
(ii) Give two reasons why the presence of a small number of chlorine free radicals in the upper atmosphere
causes a large decrease in the amount of ozone.
(2)
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(d) (i) Sulfur dioxide is converted into sulfur trioxide in the upper atmosphere in the presence of ultraviolet light.
2SO2(g) + O2(g) → 2SO3(g)

Show, by use of all the relevant oxidation numbers, that this is a redox reaction.
(2)
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(ii) Sulfur trioxide reacts with water to produce sulfuric acid.
SO3(g) + H2O(l) → H2SO4(aq) ΔrH = −200 kJ mol−1
Draw an enthalpy level diagram to show the enthalpy change for this reaction.
(2)
(iii) Droplets of sulfuric acid are formed when sulfur trioxide reacts with water in the upper atmosphere. These
droplets reflect ultraviolet radiation from the Sun back into space.
In the volcanic eruption in Indonesia in 1815, large amounts of both carbon dioxide and sulfur dioxide were
released.
During the following year, there were global low temperatures.
Assess the effect of both gases on global temperatures after the volcanic eruption.
(3)
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Q1.
No Examiner's Report available for this question
Q2.
Q3.
Q4.
Q5.
Q6.
Q7.
(a) The majority of candidates had a reasonable understanding of the enthalpy of combustion experiment and the
first two parts of the calculation (i) and (ii) were well understood. However, common errors included using the mass
of ethanol instead of the mass of water and adding 273 to the temperature difference. Very few candidates scored full
marks for the calculation in (iii). Many failed to to appreciate the precision required and gave the wrong number of
significant figures in their final answer and the minus sign was regularly omitted too. In (iv), incomplete combustion
scored more frequently than the evaporation of ethanol but very few candidates achieved full marks. In fact many
answers mentioned various types of heat loss despite the question specifically saying not to. Water changing state
and non-standard conditions were also common wrong answers and this suggested some candidates incorrectly
anticipated the mark scheme instead of reading and answering the question posed.
(b) The meaning of mean bond enthalpy in (i) was not well understood by the majority of candidates and the most
common mark was zero as many responses were too generic and lacked precision. Although a significant number
focussed on the word 'mean', few marks were scored as most candidates did not state that the average was taken
from a number of compounds. Omitting 'gaseous ' and 'one mole' were also common mistakes. A surprising number
of simple arithmetic errors cost marks in the calculation in (ii) with a number of candidates producing wrong
answers for both breaking and making bonds. Common mistakes were the wrong number of O=O bonds and many
seemed to think that carbon dioxide molecules contained C-O single bonds rather than C=O double bonds. Although
the mark scheme allowed a TE mark for the final calculation, some candidates reversed the sum and subtracted bond
breaking from bond making, possibly because they thought the final answer should be 'products minus reactants'.
(c) Although most got the direction of the arrow correct, balancing proved problematic for many. The final
calculation was answered relatively well but a common mistake was not multiplying by 2 when calculating the left
hand side value.
Q8.
Q9.
Q10.
This question was a high scoring question, where over 75% of candidates achieved the marks.
Q11.
(a) Candidates most frequently gained the mark for hydrogen bonding, though sometimes it was unclear whether
candidates were actually referring to the nitrogen-hydrogen covalent bonds within the molecule rather than the
intermolecular forces. Comments about breaking covalent bonds negated a mark being awarded. M3 was regularly
given for comments about hydrogen bonds being the strongest intermolecular force (though some candidates did not
include any comparisons in their responses and couldn't score). M2 was the least frequently awarded mark; even
when candidates recognised the polar bonds it was a minority who went on to relate this to intermolecular forces.
Very few responses mentioned London forces at all.
(b) This question was well answered.
(c) Only half of all candidates achieved this mark with many confusing the nitrogen oxide gases with those
contributing to global warming and climate change. A clear elucidation of the specific gases involved in each
environmental problem is required during the teaching of this topic.
(d) Over 80% of candidates could identify the relevant area of the spectrum, but fewer could recognize the bond
causing the absorbance at 1683 cm−1. Some candidates drew the whole molecule, or several atoms, rather than
identifying a bond.
(e) Just over 60% of candidates scored the mark in (e)(i). The most common error was failing to balance the
equation or adding additional products, and those who gave the correct products sometimes used a single arrow.
In (e)(ii), few candidates achieved all three marks. A lot of double headed arrows were seen, these were penalised
once. Some candidates drew the more familiar exothermic reaction profile, where two marks could be awarded for
correct arrows as transferred error. Candidates need to focus on precision here, ensuring arrows accurately show the
energy change (by clear start and end points) and are pointing in the right direction.
(f) Half of the candidates could describe the difference between a catalyst and a reactant for (f)(i). Some candidates
stated that "catalysts do not take part in the reaction" which shows a misapprehension about how catalysts work.
Many candidates responded that urea does not reduce the activation energy, this is not an adequate explanation and
was ignored. In part (ii), the first two marks were regularly awarded but many candidates failed to give an indication
of time or frequency to score M3.
(g) Fewer than 25% of candidates scored the mark in part (i). Many candidates stated that the reaction was
endothermic, which is counter-intuitive when the question is about heating. A surprising number of candidates failed
to read the question and gave an irrelevant answer relating to the balance of rate and equilibrium. This was a
relatively simple question and candidates need to remember that sometimes only a straightforward answer is needed.
A third of candidates scored full marks in part (ii). Common errors included failing to convert from m 3 to dm3 and
multiplying by the 51.1 dm3 instead of dividing. A few candidates attempted to use the molar volume in standard
conditions instead of the value given on the paper. Some candidates lost the final mark for calculating the number of
atoms instead of molecules.
Q12.
(a) (i) This question illustrates the difference between learning an answer and repeating it and understanding a
concept and applying it.
Here, candidates had to apply their knowledge of Group 2 chemistry in an unfamiliar context and they often found
this challenging. A number thought the use of the Bunsen would lead to the nitrate burning, whilst others thought the
nitrate may 'spit' and lead to a variety of hazards or inaccuracies. A large number were concerned that removing the
water too quickly would be problematic.
The best answers realised that the decomposition of the nitrate would lead to a lower mass remaining after heating.
Results Plus: Examiner Comments

This example shows a common misconception that the ionic salt would evaporate along with the water,
so did not receive any credit.
Results Plus: Examiner Tip

Practise as many exam-style questions as possible to improve your ability to apply the
ideas you know to a range of scenarios.
(a) (ii) This question showed the candidates at their best. The lack of scaffolding in the question
did not hinder progress and many candidates were able to score four marks, primarily by
determining the mass and moles of water removed and comparing it to the moles of anhydrous
magnesium nitrate.
A small number lost a mark as they did not give an integer value for x, but it was rare to see less
than 2 marks awarded for this question.
This answer shows the value of perseverance in a chemical calculation. The first two
marks are evident for the mass and moles of water removed. The candidate then finds
it difficult to deduce the moles of the anhydrous salt, eventually arriving at the incorrect
value of 0.0107 mol, so does not score the third mark. However, they then correctly
compare this to the moles of water to deduce a value for x of 11, which, though
incorrect, is a consistent transferred error so scored the fourth mark. This gives a total
of 3 marks.

Even if you think you might have made a mistake in an unstructured calculation, keep
going. There is always the chance you may score marks for transferred errors if your
working is clear, or an odd final answer may help you realise you've made an error and
you can then check your answer.
(b) (i) Many candidates tried to frame their response in terms of intermolecular forces, so did not
consider the formation of ions and their subsequent hydration. Of those who did realise
magnesium carbonate was ionic, a large number believed the ions would form hydrogen bonds
to the water, so struggled to access the second mark. The best answers simply thought about
what happens when ionic compounds do dissolve and reversed this argument to explain why
some ionic compounds don't dissolve.

In this example, this candidate has realised what needs to happen for the carbonate to
dissolve and used this to explain the lack of solubility. They have scored both marks as
they have realised that a large amount of energy is needed to break the forces of
attraction between the ions (ionic bonds) and this is not compensated for by the
magnitude of the energy that would be realised if the ions were hydrated.

Practise using an idea or argument in reverse. For example, make sure you can
explain what happens when ionic compounds dissolve in water, but then reverse the
argument to justify why others don't.
(b) (ii) This calculation was a straightforward application of a Hess Cycle, and many candidates
were able to score both marks. Common issues revolved around applying the cycle the wrong
way around or confusion over the use of negative values in calculations.
Again, the need to take care was evident as examiners saw a number of values transposed
incorrectly from the paper into the working of candidates.
This example shows the most common error in this question leading to the negative
rather than positive value. Such answers scored one mark, but this error could have
been avoided if the context of the reaction was considered by the candidate. The
reaction was a thermal decomposition, so must be endothermic and result in a positive
enthalpy change.

When carrying out any chemical calculation, always check to see if the sign and
magnitude of the numerical answer makes sense in the context of the question.
(b) (iii) Examiners were pleased with the quality of written explanations in this question, with a
satisfying number of concise, yet accurate explanations.
The number of candidates confusing atoms, ions or molecules seemed fewer than in previous
series and the vast majority of answers focused on the polarisation of the carbonate ion, without
clouding the issue by discussing the level of covalent character, which is not relevant in this
case. However, only the better candidates were able to link the polarisation of the anion to its
effect on the carbon – oxygen bond.
This succinct answer covers the first three marking points with clarity. To improve, it
would need to discuss how the decreased polarising power of the cation impacts on
the bond strength within the carbonate ion.

Practise explaining the opposite trend in similar contexts. For instance, make sure you
can explain the trend in thermal stability of Group 2 nitrates as you go up the group.
Q13.
This energetics question proved to have a range of marks. Some candidates scored very well but
others found aspects of the Hess cycle very challenging.
(a) The majority of candidates had a reasonable understanding of how to calculate an enthalpy
change from the given data. However, a number were confused about which mass to use in the
Q = mCΔT equation. The mass of copper sulfate was sometimes used instead of the mass of
solution and, in a few cases the mass of the solution and copper sulfate were added together.
Almost all candidates used the correct temperature change with very few wrongly adding 273.
Calculating the number of moles of copper sulfate appeared very straightforward, but incorrect
rounding was sometimes seen. However, candidates who had made a mistake calculating the
energy change and/or the number of moles were often able to score a transfer of error (TE) mark
for calculating the enthalpy change per mole. The final mark required the correct sign and
appropriate number of significant figures but many failed to recognise that it was an endothermic
change so gave the wrong sign. Quoting too many significant figures was also a common
mistake that did not score. Candidates should be reminded there is always a question requiring
an answer to an appropriate number of significant figures.
(b)(i) Correctly completing the Hess cycle proved to be quite challenging with arrows frequently
seen in the wrong direction, or even double headed and a range of different species, including
atoms placed in the box. Those candidates who correctly identified CuSO4 usually gave the
correct (aq) state symbol and although extra water molecules were sometimes seen, they were
ignored.
(b)(ii) As the Hess cycle in (b)(i) was often completed incorrectly, many candidates were unable
to score these marks. However, some who had the arrows in the wrong direction gave the
correct calculation, whilst others who had the arrows in the right direction could not work the
calculation through, presumably because they appeared confused with how the cycle worked.
Q14.
Q15.
Q16.
Q17.
(a) In part (i) the vast majority of candidates scored the mark. A negative temperature change
was not awarded, and this was seen occasionally.
The calculation in part (ii) was not well done, with the mean mark being two from four. Many
candidates substituted the wrong numbers (such as the moles of alcohol) into the mcΔT
expression and/or calculated the Mr incorrectly. The negative sign and units were essential for
the final mark, so some students lost out here from not reading the question carefully.
(b) Part (i) was poorly answered, many failed to state either that oxygen was an element or that
it was in its standard state. Only 15% of candidates scored here.
The cycle in part (ii) was designed to make these marks easy for candidates to achieve but was
poorly answered, many could either not balance the equations or omitted the state symbols for
the elements on the bottom line. A significant number of candidates forgot that hydrogen and
oxygen are diatomic in their elemental states, and some didn't include the oxygen atom in the
alcohol on the bottom line.
The calculation from the cycle in was better than the part (ii), most candidates gained both marks
here. Common errors were omitting the stoichiometry or one or more negative signs, though the
vast majority included a negative sign in their final answer showing that they could use the cycle
correctly.
(c) Most candidates scored a mark here. Common errors included stating that "not all the
alcohol burned fully" which is ambiguous and was not accepted in place of incomplete
combustion, as well as listing heat loss from two locations (this could only gain M1).
Q18.
In (a), the realisation that bubbles would be seen was almost universal. The second mark was
harder to come by though, with lots of students opting for generic answers such as the formation
of a precipitate or a colour change of solution. A noticeable number of students described
'sodium' as dissolving, so did no score the second mark. Care should be taken when transcribing
information from the stem of the question.
The unstructured nature and novel context of (b) was a significant challenge for many of this
cohort. The use of ΔrH to determine the amount of energy released by the hand warmer eluded
many. Others realised this step was important but could not calculate the relative formula mass
of hydrated sodium ethanoate, omitting the mass of the water molecules. It was equally common
to see 63.2 used as the mass of the hydrated sodium ethanoate when determining the amount.
The conversion of kJ to J was left out by some, leading to a negligible change in temperature.
There was little evidence of evaluation of a final value in light of the context of a hand warmer.
Hence such tiny changes, temperature decreases and extremely high final temperatures were
just accepted by students. Several solutions presented the answer as a single algebraic
expression.
Whilst laudable in many respects, errors such as those previously mentioned were still prevalent,
suggesting that whilst these answers were mathematically competent, the appreciation of the
chemistry still needs development.
In (c) just a few candidates could write a balanced equation for the reaction of ethanoic acid with
ammonium carbonate. For many, this then limited their ability to tackle the subsequent
calculation and it is clear that the skill of putting together a Hess Cycle for a reaction, based on
enthalpy changes of formation, needs practice. In general, those who could write the equation for
the reaction went on to correctly calculate the enthalpy change of the reaction.
Part (d) was accessible for most students. The few mistakes that were seen involved errors in
finding the relative formula mass of ammonium carbonate. Most students calculated the moles of
ammonium carbonate, then used the equation concentration = moles ÷ volume, rather than
scaling up by a factor of 10. This meant a few students did not convert the volume to dm3 so did
not score the second mark.
Q19.
(a)(i) It was disappointing that many candidates did not know the temperature and pressure for
standard conditions. Many gave incorrect temperatures, and the units were often incorrect for the
pressure.
This response scored 0. The temperature is correct, but the pressure is incorrect. Both
temperature and pressure needed to be correct to award the mark.

Learn the standard conditions used for enthalpy changes.
(a)(ii) Although many candidates were able to write the balanced equation for the complete
combustion of 2,2,4-trimethylpentane, some ignored the instruction to use molecular formulae
and drew a structural or displayed formula for the alkane. The candidates who did not use the
molecular formula were able to access the mark for balancing the equation. Some candidates did
not read the information in the question that this alkane is an isomer of octane, so the molecular
formula must be C8H18, and some focussed on the 'pentane' part of the name and used C5H12 so
lost both marks.

This candidate has written a balanced equation, but they have ignored the question
that asks them to use molecular formulae, so they scored 1 mark instead of 2.

Read the questions carefully, particularly any words in bold.
(a)(iii) Although some excellent, clearly labelled enthalpy level diagrams were seen, there were
a significant number of poor diagrams. Many candidates labelled the y axis as enthalpy change
instead of just enthalpy and many drew careless arrows to represent the enthalpy change as the
arrow did not start at the reactants level and finish at the products level. Some candidates just
drew a line for ΔH , some labelled it as – ΔH and others drew a double-headed arrow.

This enthalpy level diagram has too many errors to score any marks.
The y axis should be labelled with enthalpy or energy.
If formulae are used as labels on the reactants line, they should be correct, and all
reactants included.
There should not be an activation energy 'hump' although that was not penalised in this
question.
There is no arrowhead on the delta H line.

Revise how to draw enthalpy level diagrams.
This candidate has made a good attempt at drawing an enthalpy level diagram.
However, the arrow showing delta H is too short as it should start at the reactants level
and finish at the products level. It should also not have a negative sign.

The arrows drawn on enthalpy level diagrams should start and finish at the correct
levels.
(a)(iv) Candidates who looked carefully at the units of the quantities in the question and who
could work out how to use the density to calculate mass, scored full marks on this question.
Some candidates did not seem to understand that the unit for density shows them that density is
equal to the mass divided by volume.
This response scored 2 marks.
The calculations to determine the mass of 2,2,4-trimethylpentane and the number of
moles are correct. However, the heat energy released is the standard enthalpy change
of combustion multiplied by the number of moles, not divided by the number of moles.

The standard enthalpy change of combustion is measured in kJ mol-1 so 6.07 mol of
fuel will release a lot more energy than 1 mol.
(b)(i) Candidates were much more confident in the calculation in this question as it followed a
familiar format for them. The common errors were just using the mass of ethanol to calculate the
heat evolved or adding the mass of ethanol to the mass of water, converting the temperature rise
to kelvin, omitting the minus sign to show that the reaction is exothermic and not giving the final
answer to an appropriate number of significant figures.
This response scored the first two marks from the mark scheme for calculating the heat
evolved and the number of moles of ethanol.
Unfortunately the candidate has written two digits (5 and 1) the wrong way around in
the calculation of ΔH and they have not given their final answer to an appropriate
number of significant figures.

Check that you have copied numbers correctly.
Check whether the question asks you to give your answer to a particular number of
significant figures or an appropriate number of significant figures. You will lose a mark if
you do not follow the instructions in the question.
This response scored 3 marks. The candidate carried out the calculation correctly but
omitted to include the minus sign in the final answer.

Remember that a ΔH value for an exothermic reaction should have a negative sign and
ΔH for an endothermic reaction should have a positive sign.
(b)(ii) It was disappointing that many candidates were unable to calculate the percentage
uncertainty in the temperature rise. Some forgot that there are two temperature measurements
so they should multiply their answer by two, however, a significant number rounded 0.75758 to
0.75% and lost the mark.

This was a common response that scored 0. The full answer is 0.75758 and the
candidate has rounded it incorrectly to 0.75%.
Think carefully about how to round your final answer. Don't just leave off the final digits
from your calculator.
(b)(iii) Most candidates knew two reasons for the difference between the data book value and
the experimental value, with incomplete combustion and heat loss to the surroundings being the
most common reasons seen. Some candidates gave answers that were too general to score
marks, such as experimental error. A few candidates referred to mean bond enthalpies, which
were not relevant to this question and a few were confused between incomplete combustion and
the idea that not all of the ethanol was burned.

This response scored 1 mark for the idea of heat loss to the surroundings.
The idea that 'some ethanol is not burned' will not make any difference to the
calculated enthalpy change as the mass of ethanol burned will be lower. Many
candidates think this is the same as incomplete combustion, where carbon and/or
carbon monoxide would be formed.

Revise the meaning of incomplete combustions.
(c) This style of question involving the use of bond enthalpies was less familiar to candidates but
those who worked through the equations in a logical order to identify the bond enthalpies of
different bonds, generally scored 3 marks. Some candidates did not know how to start this
question and they need to review the concept of bond enthalpies to understand what they
represent.
This is an example of a good response that scored 3 marks. The candidate has set out
their working clearly and logically.

Examiners will find it easier to award you marks if they can follow your working, so
write a few words to explain each step.
(d) This was a straightforward question on the effect of increasing the pressure on an industrial
process at equilibrium and many candidates scored both marks. However, some spent time
writing about the effect of temperature and/or a catalyst, when these were not required. Some
candidates omitted to state what would happen to the equilibrium yield of ethanol.

This response scored 0. The candidate has spent time writing about a change in
temperature and the effect of a catalyst, neither of which was needed to answer this
question. The candidate has written that high pressure will increase the yield, but this
needed to be included with a comment about the position of equilibrium shifting to the
right.

Read the question carefully and don't spend time writing about points that are
irrelevant to the question.
Q20.
This question was mostly answered well.

Q21.
Q22.
(a)
The redox equation had a familiar format and many responses showed that assigning oxidation
states was well known. The frequent error in assigning a value of +9 as the oxidation state of
silver in silver nitrate was difficult to understand. It is important for candidates to state clearly the
element being oxidised or reduced as phrases such as "NO3 — changes from 5 to 4" were often
seen and could not be given credit.
(b)(i)
There were several common mistakes in the thermometric determination of a solution

concentration. Some responses indicated that candidates' knowledge was insecure and they
inserted the value given for ΔrH into Q =mCpΔT and thought that they had calculated the mass of
silver nitrate used in the reaction. It is a common misconception that the mass represented by
"m" refers to the mass of reactant in solution rather than the total mass of solution which is
heated or cooled. However, having calculated an incorrect mass, those candidates who went on
to convert the mass into a solution concentration in mol dm−3 and express this to an appropriate
number of significant figures gained marking points 3 and 4.
(ii)
In contrast, the calculation using the gravimetric method was completed successfully more often.
The most common error seen was division of the precipitate mass by the Mr of silver nitrate
rather than that of silver bromide but once again, the second mark could be awarded where the
working was clearly shown.
(iii)
The critical analysis of practical results is still an area that is very weak amongst most candidates
and it would be beneficial to concentrate more on this area during practical work.
Many students stated generic errors such as zero errors or non-standard conditions in
experiments which were not consistent with the results. The response which scored most often
was heat loss. Often students did not make clear which experiment they were referring to.
Q23.
(a)(i)(ii)
The arrows and coefficients were inserted correctly by most candidates but some responses
showed that the coefficients had not been applied to the calculation. The enthalpy change of
combustion was also missing in some answers indicating that Hess's Law had not been
understood.
(b)(i)
Few candidates scored both marks for this question. Many recognised that the alkanes formed a
homologous series but even those who also added that each molecule differed by CH2 were
unable to appreciate that the increase in enthalpy of combustion was due to similar bonds being
broken and made during combustion. There was often confusion between boiling and
combustion with increasing intermolecular forces being cited as a reason for the increase.
(ii)
This question was misinterpreted by many candidates who suggested that experimental error
might be the cause. Some recognised the change from negative to positive boiling temperatures
but did not appreciate that butane boils below 25°C and so is a gas at r.t.p. but pentane is a
liquid at r.t.p. Some of the energy released during the combustion of pentane is used to change
pentane to a gas prior to combustion.
(iii)
This was a familiar question on the relationship between the increase in boiling temperatures and
the increase in carbon atoms of the alkanes. Many scored all three marks but it was
disappointing to see marks lost by those who did not state that the increase in the number of
electrons was responsible for the stronger London dispersion forces. The final mark for linking
the energy needed to the breaking in intermolecular bonds was frequently not scored. It is
important that candidates note how many marks are available for questions and give the
appropriate number of different points.
Q24.
Q25.
Mark Scheme
Q1.
Q2.
Q3.
Q4.
Q5.
Q6.
Q7.
Q8.
Q9.
Q10.
Q11.
Q12.
Q13.
Q14.
Q15.
Q16.
Q17.
Q18.
Q19.
Q20.
Q21.
Q22.
Q23.
Q24.
Q25.

Exercise-U2-Topic 6 - Energetics

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Questions

Magnesium reacts with sulfuric acid in an exothermic reaction.

(a) Write an equation for the reaction.

(c) (i) The results obtained are given in the table.

Phosgene (COCl2) is a colourless gas used in the pharmaceutical industry.

Phosgene has a boiling temperature of 8 °C and is extremely toxic.

(a) Complete the dot-and-cross diagram to show the bonding in phosgene.

CO(g) + Cl2(g) ↔ COCl2(g) ΔrH = –107.6 kJ mol–1

(c) The mass spectrum of a sample of phosgene is shown.

Biobutanol is a possible alternative to bioethanol as an additive to petrol.

(c) Biobutanol has some advantages over bioethanol.

(Total for question = 17 marks)

The equation for the complete combustion of methanal is shown.

What is the bond enthalpy in methanal?

(Total for question = 1 mark)

Hydrogen reacts with oxygen to form steam.

H2(g) + 1⁄2O2(g) → H2O(g) ΔH = −242 kJ mol−1

What is the bond enthalpy of the O—H bond, in kJ mol−1?

(Total for question = 1 mark)

Chlorine reacts with ethane to form chloroethane and hydrogen chloride.

What is the enthalpy change for the reaction, in kJ mol–1?

(Total for question = 1 mark)

This question is about enthalpy changes.

C2H5OH(l) + 3O2(g) → 2CO2(g) + 3H2O(l)

(Total for question = 16 marks)

Use the data shown.

What is the standard enthalpy change of formation of methane (CH4) in kJ mol–1?

In an experiment, 50.0 cm3 of 1.0 mol dm−3 HCl(aq) reacts with

The energy released = 2500 J.

The specific heat capacity of the mixture is 4.18 J g−1 °C−1

What temperature change occurs in the reaction?

(Total for question = 1 mark)

C3H7OH(l) + 2O2(g) → 2C(s) + CO(g) + 4H2O(l)

(Total for question = 1 mark)

(a) Urea has a melting temperature of 133 °C.

(c) State why NOx emissions are harmful to the environment.

(d) An infrared spectrum of urea is shown.

(Total for question = 20 marks)

This question is about compounds containing Group 2 elements.

(a) Hydrated magnesium nitrate has the formula Mg(NO3)2.xH2O.

Calculate the enthalpy change for the thermal decomposition of MgCO3.

(Total for question = 13 marks)

CuSO4(s) + aq → CuSO4(aq) ΔH = −67.4 kJ mol−1

Some enthalpy changes of combustion are shown.

What is the enthalpy change of formation of ethanal, CH3CHO, in kJ mol−1?

(Total for question = 1 mark)

5.20 g of sodium hydrogencarbonate is added to an excess of acid.

The temperature increases and the energy change is calculated to be 1030 J.

What is the enthalpy change per mole of sodium hydrogencarbonate?

[Mr NaHCO3 = 84.0]

The enthalpy changes for two reactions are shown.

(Total for question = 1 mark)

(a) (i) Complete the table.

(i) State why no value has been given for oxygen.

(Total for question = 12 marks)

This question is about ethanoic acid and some related salts.

(Total for question = 14 marks)

(ii) The uncertainty in each thermometer reading is ±0.05 °C.

Calculate the bond enthalpy of the C—C bond, in kJ mol−1.

(d) Ethanol can be manufactured by reacting ethene with steam.

C2H4(g) + H2O(g) ↔ C2H5OH(g) ΔrH = −45 kJ mol−1

(Total for question = 20 marks)