07.

2 – Energy Profiles (Mark Scheme)

07.3 – Calculating ∆H (Mark Scheme)
07.3 – Calculating Bond Energies (Mark Scheme)
07.4 – Temperature Change [RP]
Q1)
Q2)

(a)

allow one mark if answers are reversed

1

(b) polystyrene is a better insulator

1

(c) both bars labelled

1

both bars correctly plotted

allow tolerance of ±½ small square
ignore width and spacing of bars
if no other mark scored, allow 1 mark
for any one bar correctly plotted and
labelled
1

(d) temperature increases

allow (because) energy / ‘heat’ is
transferred to the surroundings

or

temperature does not decrease

energy / ‘heat’ is not taken in from the
surroundings
allow the energy of the products is less
than the energy of the reactants
1

(e) (most reactive)

magnesium

(zinc)

nickel
this order only
1
(f) suitable method described
1

the observations / measurements required to place in order

1

an indication of how results would be used to place the unknown

metal in the reactivity series
1

approaches that could be used:

approach 1:
add the unknown metal to copper sulfate solution (1)

measure temperature change (1)

place the metals in order of temperature change (1)

approach 2:
add the metal to salt solutions of the other metals
or
heat the metal with oxides of the other metals (1)

measure temperature change (only if salt solutions used)

or
observe whether a chemical change occurs (1)

compare temperature change or whether there is a reaction to place

in correct order (1)

approach 3:
add all of the metals to an acid (1)

measure temperature change or means of comparing rate of reaction

(1)

place the metals in order of temperature change or rate of reaction

(1)

approach 4:
set up electrochemical cells with the unknown metal as one electrode
and each of the other metals as the other electrode (1)

measure the voltage of the cell (1)

place the metals in order of voltage (1)

(g) D
1

(h) C
1
[12]
Q3)

(a) Level 3: The method would lead to the production of a valid

outcome. The key steps are identified and logically sequenced.
5−6

Level 2: The method would not necessarily lead to a valid outcome.

Most steps are identified, but the plan is not fully logically sequenced.
3−4

Level 1: The method would not lead to a valid outcome. Some

relevant steps are identified, but links are not made clear.
1−2

No relevant content
0

Indicative content

Key steps
• measure volume of (hydrochloric) acid
• pour acid into a container
• record the mass of sodium carbonate
• add the sodium carbonate to the (hydrochloric) acid
• record the highest temperature reached

Valid results
• use the same starting temperature
or
add successive masses of sodium carbonate to the same
mixture
• repeat the experiment with different masses of solid
• use the same volume of (hydrochloric) acid each time
or
states the volume of (hydrochloric) acid used
• use the same concentration of (hydrochloric) acid each time
or
states the concentration of (hydrochloric) acid used

Other points
• use a measuring cylinder to measure volume
• use of an insulated / polystyrene container
• stir
• use a thermometer to measure temperature
• use a balance to measure mass
• use excess (hydrochloric) acid
(b) change in highest temperature
allow a tolerance of ± ½ a small square
1

corresponding change in mass

allow a tolerance of ± ½ a small square
1

(gradient =)

allow correct use of an incorrectly

determined change in highest
temperature and / or mass
View answers with graph
1

(gradient =) 1.6
1

°C/g
1

(c) extrapolates line to the y-axis

1

20.6 (°C)
allow a value in the range 20.5 to 20.7
(°C)
1

(d) C
1

(e) (X) energy

1

(Y) (overall) energy change

allow ΔH
1

(f) products energy / line is below reactants energy / line

allow the overall energy change is
negative

allow the energy decreases overall

1
[17]
Q4)

(a) didn’t stir (the solution enough)

allow measured the temperature before
the temperature stopped falling
allow measured the temperature too
soon
1

(b) the temperature decreases (initially) because energy is taken in (by

the reaction from the solution)
allow temperature decreases (initially)
because the reaction is endothermic

when 1.5 g (of citric acid) is added the sodium

hydrogencarbonate has all reacted
allow when the temperature reaches
11.6 °C the sodium hydrogencarbonate
has all reacted

or
from 1.5 g the citric acid is in excess
allow after the temperature reaches
11.6 °C the citric acid is in excess

or
when 1.5 g (of citric acid) is added the reaction is complete
allow when the temperature reaches
11.6 °C the reaction is complete

(so) the temperature increases as energy is transferred from the

room to the solution
allow (so) the temperature increases as
energy is transferred from the excess
citric acid to the solution
1

(c) less steep line starting at 16.8 °C and reaching 1.00 g (of citric acid)
ignore any part of the line drawn
beyond 1.00 g
1

(as) metal is a better conductor

allow (as) polystyrene is a better
insulator
1

(so) more energy is absorbed (from the surroundings)

allow (so) more heat is absorbed (from
the surroundings)
1
(d) (Mr citric acid =) 192

(moles = × 0.0500) = 0.0125

(mass = 0.0125 × 192 =) 2.4 (g)

1
allow correct use of an incorrectly
calculated Mr
allow correct use of an incorrectly
calculated number of moles
1

alternative approach:

(Mr citric acid =) 192 (1)

(concentration = 0.0500 × 192)

= 9.6 (g/dm3) (1)
allow correct use of an incorrectly
calculated Mr

(mass = × 9.6 =) 2.4 (g) (1)

allow correct use of an incorrectly
calculated concentration in g/dm3

(e) add the citric acid (to the flask) until there is a (permanent) colour
change
ignore colours of indicator
1

measure / record the volume (of citric acid) added

allow take the final (and initial) burette
reading
1

any one from:

• swirl
• use a white tile
• add the citric acid dropwise (near the end-point)
• repeat and calculate a mean
allow add the citric acid slowly (near the
end-point)
1
(f) any two from:
• can add (the citric acid) in small increments
allow can add (the citric acid) drop by
drop
allow can add (the citric acid) slowly

• can measure variable volumes

allow has a scale 2

• more accurate than a measuring cylinder

2

(g) (moles citric acid = × 0.0500) = 0.000665

1

(moles NaOH = 3 × 0.000665 ) = 0.001995

allow correct use of an incorrectly
calculated number of moles of citric acid
1

(conc = × 0.001995) = 0.0798 (mol/dm3)

allow 0.08 or 0.080 (mol/dm3)
allow correct use of an incorrectly
calculated number of moles of NaOH
1

alternative approach:

allow

(conc NaOH =) 3 × (1)

= 0.0798 (mol/dm3) (1)

allow 0.08 or 0.080 (mol/dm3)
[18]
07.5 – Cells & Fuel Cells

Q1.
(a) (zinc-carbon) cheap(est)
1

(alkaline) long(est) lasting

1

(nickel-metal hydride) rechargeable

allow do not have to be thrown away
1

(b) any one from:

• (metal / alkaline waste) can be toxic / harmful / corrosive
allow (batteries) can ignite / explode
• (metal / alkaline waste) could cause pollution in landfill sites
• recycling would save resources
ignore dangerous
1

(c) copper and iron

1

(d) any one from:

• temperature (of electrolyte / solution)
• concentration (of electrolyte / solution)
ignore type of electrode / electrolyte
allow size / mass / length of electrode
allow surface area of electrode
allow distance between electrodes
allow volume of solution / electrolyte
1

(e) hydrogen
allow H2
1

oxygen
allow O2
1
[8]
Q2.
(a) any two from:
• temperature (of solution)
ignore room temperature
• concentration of electrolyte / solution
• compound / ions in electrolyte / solution
allow volume of electrolyte / solution
allow size of electrode
allow distance between electrodes
do not accept electrode X unqualified
do not accept (measured) voltage
2

(b) order:
(most reactive) magnesium
cobalt
nickel
tin
copper
(least reactive) silver
allow 1 mark for magnesium, cobalt,
nickel, tin in order at top
allow 1 mark for copper and silver in
order at the bottom
2

justification:
the higher the (positive) voltage, the more reactive (the metal)
allow the most reactive (metal) has the
highest voltage
1

silver has a negative voltage because silver is less reactive than

copper
1

(c) magnesium and tin

1

(d) (in a fuel cell) hydrogen is oxidised (to produce water)

allow (in a fuel cell) hydrogen reacts
with oxygen (to produce water)
1

water is produced / released as gas / vapour / steam

if no other mark awarded, allow 1 mark for fuel cells
produce water
1
[9]
Q3.
(a) (zinc has) lost electron(s)
accept loss of electrons
1

(b) copper is the least reactive

1

because it gave the most negative voltage when it was metal 2

or
it gave the biggest voltage with chromium
or
it gave the most positive voltage when it was metal 1
1

(c) −0.7 V
1

The voltage with chromium and copper is 1.2

accept use of other cell pairings such as tin with
copper and tin with iron
1

The voltage with chromium and iron is 0.5 and copper is less reactive (than
iron)
1

(d) hydrogen + oxygen = water

1

(e) H2 → 2H+ + 2e−

1

O2 + 4H+ + 4e− → 2H2O

1
[9]
Q4.
(a) the chemical reaction is reversible
1

(b) any two from:

• type of electrode
• electrolyte
• concentration of electrolyte
• temperature
2

(c) H2 + 2OH− → 2H2O + 2 e−

allow multiples
1

(d) contains OH− ions

1

(e) (bonds broken)

((6 × 412) + (2 × 360) + (2 × 464) + (3 × 498)) = 5614

1

(bonds made)
((4 × 805) + (8 × 464)) = 6932
1

(overall energy change)

(6932 − 5614) = −1318 (kJ / mol)
allow ecf from marking point 1 and / or marking
point 2
1
an answer of 1318 (kJ / mol) scores 3 marks
[8]

Q5.
(a) copper, zinc, sodium chloride solution
1

(b) a reactant is used up

allow the reaction stops
allow electrolyte / electrode / ions /
metal / metal hydroxide / alkali for
reactant
1

(c) the reaction is not reversible

1

(d) 2H2 + O2 ⟶ 2H2O

allow fractions / multiples
allow 1 mark for O2
2
(e) Level 3: A judgement, strongly linked and logically supported by a
sufficient range of correct reasons, is given.
5−6

Level 2: Some logically linked reasons are given. There may also be
a simple judgement.
3−4

Level 1: Relevant points are made. This is not logically linked.

1−2

No relevant content
0

Indicative content

reasons why fuel cells could be judged as better

from the table from other knowledge

• time for refuelling a fuel • hydrogen can be

cell is faster than renewable if made by
recharging electrolysis using
or renewable energy
a fuel cell does not need • lithium-ion batteries can
to be recharged catch fire
• a fuel cell has a greater • produces only water
range or
no pollutants produced
• lithium-ion batteries may
release toxic chemicals
on disposal
• lithium-ion batteries
(eventually cannot be
recharged so) have a
finite life

reasons why the lithium-ion battery could be judged as better

from the table from other knowledge

• lithium-ion uses energy • hydrogen is often made

more efficiently from fossil fuels so is not
• cost of lithium-ion car renewable
much less • charging points are more
• cost of recharging much widely available than
less than refuelling with hydrogen filling stations
hydrogen • hydrogen takes up a lot of
space
or
is difficult to store
• hydrogen can be highly
flammable / explosive
• no emissions produced
• (catalyst in the hydrogen
fuel-cell eventually
becomes poisoned so)
have a finite life
[11]