Grade 11 Physical Science Term 2 Resource Pack

PHYSICAL
SCIENCES
Grade 11
TERM 2
RESOURCE
PACK
Gr11_Physical_Science_Term2_Resource_Book.indb 1 2018/12/31 10:14:45 AM
Contents
Worksheets 3
Topic 5: Geometrical Optics 4
Topic 6: 2D and 3D Wavefronts 19
Topic 7: Ideal Gases and Thermal Properties 27
Topic 8: Quantitative Aspects of Chemical Change 36
Formal Experiment: Intermolecular Forces 43

Technical Instructions 44
Learner’s Worksheet 50
Marking Guidelines 58
Assessments63
Topic 5: Geometrical Optics 64
Topic 6: 2D and 3D Wavefronts 74
Topic 7: Ideal Gases and Thermal Properties 83
Topic 8: Quantitative Aspects of Chemical Change 91

WORKSHEETS

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Topic 5: Geometrical Optics
WORKSHEET
MULTIPLE CHOICE
1. Consider light travelling in air towards an air/water boundary, as shown in the diagram
below. Which of the following best describes the reflected ray 2?
air
i1 i2 Ray 2
water i3
Ray 3
A No light will be reflected, so ray 2 does not exist.

B Some light will be reflected and i1 = i2 .
C All light will be reflected and i1 > i2 .
D Some light will be reflected and i1 < i2 . (2)
2. Consider the situation shown in Q1, above. Which of the following would best describe
the situation with the refracted ray and the angle of refraction, i3 ?
A i1 = i 3 .
B i1 > i 3 .
C i1 < i 3 .
D No light will be refracted as it is all reflected. (2)
LONG QUESTIONS
3. Light is going from an insect into water, as shown in the diagram below.
air
water
3.1. Define the term ‘refraction’. (2)
4 Grade 11 Physical Sciences

TOPIC 5: GEOMETRICAL OPTICS
3.2. Why does the light ray change direction? (1)
WORKSHEETS
3.3. In which direction does the light ray bend? (1)
3.4. Copy and complete the ray diagram to show how the ray of light reaches the
fish’s eye. (3)
3.5. Where would the insect appear as seen by the fish? Show the position of the
fish on your diagram. (2)
3.6. A friend says that light always travels in straight lines. How would you respond to
TOPIC 5
her/him? (2)
4. Complete the following ray diagram to illustrate the path of the light.
Include the following labels in your sketch:

incident ray, emergent ray, refracted ray, normal lines, angles of incidence and
refraction and angle of deviation. (9)
5. Consider a ray of light entering a semi-circular glass block, as shown below.

5.1. Copy and complete the following ray diagram: (2)
Glass
block
O
5.2. Which medium has a higher optical density; the glass or the air? (1)
5.3. The ray does not bend when it enters the semi-circular block.
What does this tell you about the angle of incidence? Explain your answer. (3)
What does this tell you about point O? (1)
Term 2 5

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6. In the diagram below (not to scale), a ray of light, is travelling from glass towards the
boundary with ice.
Ice n =1,31
Glass n =1,52
21˚
6.1. The angle on incidence is 21°. Copy and complete the ray diagram for the ray
at the boundary of the glass and ice. (3)
6.2. Write down the equation for Snell’s Law. (1)
6.3. Calculate the critical angle for light going from glass into ice. (3)
6.4. How does the speed of light in the glass compare to speed of light in ice? (2)
7. In an experiment, light goes from air to diamond. The angle of incidence is 21° and the
angle of refraction is 60°.
7.1. State Snell’s law. (2)
7.2. The refractive index for air is 1,00. Calculate the refractive index for
this diamond. (4)
7.3. Calculate the speed of light in diamond. (3)
8. 8.1 What two criteria are needed for total internal reflection to occur? (2)
8.2. Explain how an optical fibre uses total internal reflection. (2)
8.3. Give two practical uses for optical fibres. (2)

9. Consider a ray of light travelling through water into olive oil and then into air, as shown
WORKSHEETS
in the diagram below.
Air
n =1,0
Olive Oil
n =1,47
TOPIC 5
Water
n =1,33
9.1. Redraw and complete the path of the ray through the three mediums. (4)
9.2. Explain why the ray changes direction as it goes from the water into the olive oil.
(2)
Term 2 7

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CONSOLIDATION EXERCISE
TOTAL: 54 MARKS
GRADE 11 TERM 2 WORKSHEET
MULTIPLE CHOICE
1. Light goes from air into a glass circular prism (as shown below), at 90° to the surface of
the prism.
QUESTION 9 Which of the following best describes and explains the path of the ray inside
the prism?
90˚
PATH OF THE RAY EXPLANATION
A Light bends towards the normal The glass is optically more dense than the air.
B Light bends away from the normal The glass is optically more dense than the air.
C Light does not bend The ray is travelling along the normal.
D Light does not bend The air and the glass have the same optical
CONSOLIDATION QUESTIONS density.
(2)
QUESTION 2
2. A light ray travels from medium P to medium Q. Medium Q has a lower refractive
index than medium P. The critical angle for this situation is 40°. Which one of the
following sketches represents the correct path of the ray?
(2)

LONG QUESTIONS
WORKSHEETS
3. The diagram below shows a ray box and a rectangular glass block placed on a sheet of
paper.
ray box
TOPIC 5
incident ray
glass block
emergent ray
lateral
displacement
The ray is laterally displaced when it leaves the block as shown in the diagram above.
3.1 Explain why the ray is laterally displaced. (1)
3.2 Explain why the emergent ray is parallel to the incident ray. (2)
3.3 Copy and complete the diagram to show the path of the ray of light. (3)
3.4 The block is placed in a medium of liquid carbon disulphide, which has a higher
optical density than the block. Redraw the diagram showing the incident and
refracted rays. (3)
4. During an experiment to verify Snell’s law, a ray of light was passed from one medium
into another. The results are recorded in the table below.
MATERIAL MATERIAL n1
1 2
n1 n2 i1 sin i1 i2 sin i2 sin i2
n2 sin i1
water air 1,33 1,0 25 34,2
75% sugar water 1,47 1,33 25 27,8

solution
diamond water 2,42 1,33 25 50,3
75% sugar diamond 1,47 2,42 25 14,9

solution
n
4.1 Calculate the ratio n12 for each of the four experiments. (4)
n
4.2 Is there a relationship between n12 and i2 ? State this relationship. (2)
Term 2 9

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n n
4.3 Draw the graph of n12 and i2 , with n12 on the x-axis. (4)
sin i2
4.4 Complete the table by calculating sin i1 , sin i2 and . (8)
sin i1
n sin i2 n
4.5 Draw the graph of n12 and with n12 on the x-axis. (4)
sin i1
n sin i2
4.6 State the relationship between n12 and . (2)
sin i1
4.7 Compare this relationship to Snell’s law. (2)
5. The diagram below shows an optical fibre used for data transmission.
core cladding
5.1 The speed of light in a vacuum is 3,0 × 108 m.s-1. Calculate the speed of light in the
fibre of refractive index 1,52. (3)
5.2 Calculate the minimum time taken for a pulse of light to travel along a straight
optical fibre of length 3 000 m and refractive index 1,52. (3)
6. Consider a ray of light travelling through water into olive oil and then into air, as shown
below.
Olive Oil
n =1,47
Water
n =1,33
6.1. Calculate the speed of light through olive oil. (3)

6.2. The angle of incidence in the water is 37°. Calculate the angle of refraction. (4)
6.3. What does the refractive index of the oil tell us about the optical density of the oil
compared to the water? (2)

MARKING GUIDELINES
WORKSHEETS
MULTIPLE CHOICE
1. B Some light will be reflected and it will obey the law of reflection . (2)
2. C The refracted ray will bend towards the normal. (2)
LONG QUESTIONS
TOPIC 5
3. 3.1 The change of direction of a light ray  because its speed changes when it passes
from one medium into another. (2)
3.2 Because it’s speed changes.  (1)
3.3 Towards the normal.  (1)
3.4  for ray bending

 for bending towards normal
 for normal. (3)
3.5 See above; refracted ray appears to be straight ; similar length of incident and
apparent rays . (2)
3.6 Light does not always travel  in straight lines, it can be refracted or reflected . (2)
Term 2 11

RESOURCE
QUESTIONPACK
4
4.
 Angle of incidence (1)  Angle of refraction (2)

 Angle of incidence (1)
 Angle of deviation (3)  Angle of incidence (4)
 Angle of refraction (2)
 Angle of Refracted
deviation (3) ray
 Emergent ray  Normal
 Angle of incidence (4)at incident ray
 Normal at emergent ray  Refracted ray (9)
 Emergent ray
5. Semi-circular glass block  Normal at incident ray
 Normal at emergent ray (9)
5.1. (2)
Glass
block
O
Normal
Ray bends away from the normal
(2)
5.2. The glass  (1)
5.3. 5.3.1 Angle of incidence = 0  (along normal) Because otherwise it would bend
towards the normal. (3)
5.3.2 O is the centre of the diameter.  (1)

6.
WORKSHEETS
Ice n = 1,31
> 21˚
Glass n = 1,52
21˚
TOPIC 5
6.1.  for refracted ray;  ray bends away from normal;  for indication of angle of
refraction. (3)
6.2. n1 sin i1 = n2 sin i2  (1)
6.3. n1 sin i1 = n2 sin i2
1, 52 sin i1 = 1, 31 sin 90c
sin i1 = 0, 86
i1 = 59, 5°  (3)
n1
6.4.
n2 = 0, 86 Light travels slower in glass (at 86% of the speed that it does in ice) 
(2)
7. 7.1 n1 sin i1 = n2 sin i2 (2)
7.2 n1 sin i1 = n2 sin i2
1, 00 { sin 60c { = n2 sin 21c {
n2 = 2, 41 { (4)
c
7.3 n= v
8{
2, 41 { = 3 × v10
v = 1, 24 × 108 m.s -1 { (3)
8. The light needs to be in a more optically dense medium  (higher n); the angle of
8.1
incidence must be greater than the critical angle.  (2)
8.2 The light enters the optical fibre. When the light hits the surface of the core, the
angle of incidence is usually greater than the critical angle, thus all of the light is
reflected back into the core. (2)
8.3 Telecommunications/transmissions of large amounts of data; endoscopes, 
where one set of fibres take light into the body and another set pick up the reflected
light and take it back to the doctors. (2)
Term 2 13

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9. 9.1
Air
ray bends away from normal  angle of

n =1,0 refraction greater than angle of incidence in
water.
Olive Oil
n = 1,47
 ray bends towards normal

Water
n = 1,33
(4)
9.2 Going into the olive oil, the ray slowed down  and bent towards the normal. (2)

WORKSHEETS
(54 MARKS)
MULTIPLE CHOICE
1. C  Ray does not bend as it travels along the normal. (2)
2. A  Ray refracts away from normal going into a less optically dense medium, at
less than the critical angle. (2)
TOPIC 5
LONG QUESTIONS
3. 3.1 The ray bends towards the normal as it enters the block.  (1)
3.2 Because the sides of the block are parallel, the emergent ray will be parallel to
the incident ray. The extent that it bends towards the normal when entering the
blockGRADE 11 TERM 2 CONSOLIDATION QUESTIONS
will be matched by the extent by which it bends away from the normal when
exiting the block. (2)
3.3 The diagram,
Question 3the
c ray,  normal lines.  (3)
Term 2 15

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QUESTION
3.4 Bends away from normal,  emergent ray bends towards normal;  rest  (3)
4.
MATERIAL MATERIAL n1 sin i2

n1 n2 i1 sin i1 i2 sin i2 sin i
1 2 n2 1
water air 1,33 1,0 1,33 25 0,422 34,2 0,56 1,33
75% sugar water 1,47 1,33 1,1 25 0,422 27,8 0,47 1,1
solution
diamond water 2,42 1,33 1,8 25 0,422 50,3 0,77 1,8
75% sugar diamond 1,47 2,42 0,61 25 0,422 14,9 0,25 0,61
solution
4.1 Above  each. (4)

n
4.2 As n12 increases, so does i2 .   (However these variables are not directly
proportional to one another.) (2)

4,3  for heading;  for points;  for line of best fit (not actually a straight line)(4)
WORKSHEETS
Graph of the Angle of Refraction vs
the Ratio of the Refractive Indices
60
Graph of the Angle of Refraction vs
the Ratio of the Refractive Indices
60 50
Angle of Refraction (o)
50 40
TOPIC 5
Angle of Refraction (o)
40 30
30 20
20 10
10 0
0,0 0,2 0,4 0,6 0,8 1,0 1,2 1,4 1,6 1,8 2,0
Ratio of Refractive Indices (n1/n2)
0
0,0 0,2 0,4 0,6 0,8 1,0 1,2 1,4 1,6 1,8 2,0
4.4. See above;  for column sin i1 ;  for column sin i2 ;   for column
sin i2 Ratio of Refractive Indices (n1/n2)
.(8)
sin i1
Graph of the Ratio of sin θ/sin θ vs
4.5  for heading;  for points;  for line of best fit. (4)
the Ratio of Refractive Indices (n1/n2)
2,0
Graph
Graph ofRatio
of the the Ratio ofθ/sin
of sin sin θ/sin
θ vs θ vsRatio
the
1,8
the Ratio of Refractive
of Refractive Indices
Indices (n1/n(n1/n2)
2
)
1,6
2,0
Ratio of sin θ1 /sin θ2
1,4
1,8
1,2
1,6
Ratio of sin θ1 /sin θ2
1,0
1,4
0,8
1,2
0,6
1,0
0,4
0,8
0,2
0,6
0,0
0,4
0,0 0,2 0,4 0,6 0,8 1,0 1,2 1,4 1,6 1,8 2,0
0,2 Ratio of Refractive Indices (n1/n2)
0,0
0,0 0,2 0,4 0,6 0,8 1,0 1,2 1,4 1,6 1,8 2,0
Ratio of Refractive Indices (n1/n2)
n1 sin i2
4.6
n2 and sin i1 are directly proportional   (they are also equal) (2)
n1 sin i2
4.7
n2 = sin i1 is the same as Snell’s law n1 sin i1 = n2 sin i2  (2)
Term 2 17

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c
5. 5.1 n= v
c
v= n
3 × 108 {
=
1, 52 {
= 1, 97 × 108 m.s -1 { (3)
Dx
5.2 v= t
3000 {
t=
1, 97 × 108 {
= 0, 0000152 s { (3)
c
6. 6.1 n= v
c
v= n
3 × 108 {
=
1, 47 {
= 2, 04 × 108 m.s -1 (3)
6.2 n1 sin i1 = n2 sin i2
1, 33 sin 37c { = 1, 47 sin i {
1, 33 sin 37c
sin i = 1, 47
sin i = 0, 544 { 
i = 33° { (4)
6.3 The oil is more  optically dense  than the water. (2)

TOPIC 6: 2D AND 3D WAVEFRONTS
TOPIC 6: 2D and 3D Wavefronts
WORKSHEETS
WORKSHEET
MULTIPLE CHOICE
1. The ability of a wave to spread out as it passes as sharp edge is known as:
A Snell’s law.
B total internal reflection.
C diffraction.
D Huygens’ principle. (2)
2. The ability of a wave to spread out as it passes as sharp edge is best explained by:
TOPIC 6
A Snell’s law.
B Newton’s third law.
C diffraction.
D Huygens’ principle. (2)
LONG QUESTIONS
3. Give the name or term for the following:

3.1 The small circular wave that is created by a point on a wavefront. (1)
3.2 When two waves interact with each other in the same space at the same time. (1)
3.3 The bending of a wave as it passes an obstacle. (1)
4. For the diffraction pattern below, what would you expect to change if:
4.1. the wavelength gets larger? (1)

4.2. the wavelength gets smaller? (1)
4.3. a larger slit is used? (1)
4.4. a smaller slit is used? (1)
4.5. the frequency of the wave increases? (1)
4.6. the frequency of the wave decreases? (1)
Term 2 19

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5. The following experiment is set up in a water ripple tank.
5.1. Copy and complete the diagram to show what happens to the wave as it passes
through the slit. (4)
5.2. Name the phenomenon demonstrated in the experiment. (1)
5.3. Christiaan Huygens explained this effect by what is known as Huygens’ principle.
5.3.1 State Huygens’ principle. (2)
5.3.2 Explain how this principle explains this phenomenon. (3)
6. Two learners experimented to find out what effect the width of the slit has on the degree
of diffraction. They set up the experiment as shown in the diagram below, using light
with a wavelength of 520 nm. For each different slit width they measured the distance of
the 1st dark band from the bright central band.
Single slit
Light source Position of 1st

dark band
The following results are obtained:

WIDTH SLIT (m) POSITION OF 1ST DARK
LINE FROM THE CENTRE
5,3 x 10-8 19,6
4,9 x 10-8 21,2
4,2 x 10-8 24,8
6.1. State Huygens’ principle. (2)

For this experiment name …
6.2.
6.2.1 the dependent variable.
6.2.2 the independent variable. (2)
6.3. Give the conclusion for this experiment. (2)

WORKSHEETS
[43 MARKS]
MULTIPLE CHOICE
1. Which of the following will cause the maximum diffraction?
A Long wavelength, small gap
B Long wavelength, large gap
C Short wavelength, small gap
D Short wavelength, large gap (2)
2. Which property of sound enables it to undergo diffraction?

A That it is a longitudinal wave.
That it is a wave.
TOPIC 6
B
C That is carries energy.

D That it carries sound. (2)
LONG QUESTIONS
3. Consider the diffraction patterns for green light, as shown below.
3.1. What gives rise to the alternating bright and dark areas? (4)
3.2. The two patterns came from green light of identical wavelength. What was done to
change the degree of diffraction? (2)
3.3. Explain why there is a broad central band of light that is much wider than either
the slit or the incident ray. (2)
3.4. What does this pattern tell you about the nature of the light? (2)
4. 4.1 Define diffraction. (2)

4.2 State Huygen’s principle. (2)
4.3 Use the answers to 4.1 and 4.2 to explain the pattern that is shown in the diagram
below.(4) wall
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5. The image below is typical of images found in several text books;

source: http://labman.phys.utk.edu/phys136/modules/m9/diff.htm
In part A waves approach a barrier; Part B is the barrier.

5.1. What is in the barrier that enables the waves to pass through? (1)
5.2. How will the size of this feature affect the waves as they pass through? (2)
5.3. What phenomenon is observed in part C? (1)
5.4. D is a screen. Describe the pattern on the screen. (2)
5.5. Explain how the dark and bright areas on the screen arise. (3)
5.6. Part E is a graph of the brightness (intensity) for the wave on the screen. Using the
principle of constructive and destructive interference, explain how variations of
intensity comes about and how they are related to the bright and dark areas on the
screen. (4)
6. Diffraction and interference are regarded as two ways of proving that something
behaves as a wave.
6.1. What is meant by diffraction? (2)
6.2. How did Huygens use interference to explain diffraction? (2)
6.3. Give a practical example of your own where a particle does not undergo:
6.3.1 diffraction. (2)
6.3.2 interference. (2)

MARKING GUIDELINES
WORKSHEETS
MULTIPLE CHOICE
1. C  (2)
2. D  (2)
LONG QUESTIONS
3. 3.1 Wavelet  – by definition (1)
3.2 Superposition or interference  (1)
3.3 Diffraction  (1)
m
4. These all use degree of diffraction a width .
4.1. The pattern gets wider/shows more diffraction.  (1)
TOPIC 6
4.2. The pattern is narrower/less diffracted.  (1)
4.3. The pattern is narrower/less diffracted.  (1)
4.4. The pattern gets wider/shows more diffraction.  (1)
v
4.5. The pattern is narrower/less diffracted  m = f so m decreases .(1)
v
4.6. The pattern gets wider/shows more diffraction  m = f so m increases .(1)
5. 5.1
wall
 for waves going through  for waves bending at the top ;  for waves bending
at the bottom;  for overall symmetry of diagram. (4)
5.2 Diffraction  (1)
5.3 5.3.1 Every point on a wavefront acts as the source of secondary wavelets that
spread out in the forward direction with the same speed as the wave. (2)
5.3.2 Every point on the wavefront is a wavelet. The wavelets destructively interfere
with each other except on the wavefront.  However, when the wavefront
Term 2 23

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passes through a slit, the wavelets on each side are removed,  which means
that the wavelets spread out and cause interference.  (3)
6. 6.1 The ability of a wave to spread out in wavefronts as they pass through a small
aperture or around a sharp edge  OR The bending of a wave around an obstacle
or the corners of a narrow opening.
6.2 Every point on a wavefront acts as the source of secondary wavelets that spread out
in the forward direction with the same speed as the wave.  (2)
6.3 6.3.1 The position of the 1st dark band 
6.3.2 The width of the slit  (2)
6.4 The degree of diffraction is inversely proportional to the width of the slit.  (2)

WORKSHEETS
[43 MARKS]
MULTIPLE CHOICE
1. A  The degree of diffraction is proportional to the wavelength and inversely
proportional to width. (2)
2. B  Only waves, but all types of waves undergo diffraction. (2)
LONG QUESTIONS
3. 3.1 e bright bands come from constructive interference  and the dark bands
Th
from destructive interference.  (4)
3.2 The width of the slit was changed  As the 2nd set of results shows more
diffraction, the width was decreased.  (2)
TOPIC 6
3.3 The broad central band comes from the wavefront spreading out  as a result of
the diffraction.  (2)
3.4 Light has a wave  nature. (2)
4. Diffraction is the ability of a wave to spread out in wavefronts as they pass through
4.1
a small aperture or around a sharp edge OR The bending of a wave around an
obstacle or the corners of a narrow opening.  (2)
4.2 Every point on a wavefront acts as the source of secondary wavelets that spread out
in the forward direction with the same speed as the wave. (2)
4.3 Every point on the wavefront is a wavelet. The wavelets destructively interfere with
each other except on the wavefront.  However, when the wavefront passes an
obstruction, the wavelets on the one side are removed , which means that the
wavelets spread out on that side  as there is no destructive interference.  (4)
5. 5.1 A slit/gap  (1)

m
5.2. Diffraction a width A wider slit means less diffraction (or a narrower slit means
more diffraction.)  (2)
5.3. Diffraction (1)
5.4. Alternating bright  and dark bands (2)
5.5. The bright bands come from constructive interference and the dark bands from
destructive interference. (3)
5.6. The bright band corresponds to a wave with high amplitude in part E  because
there has been lots of constructive interference  resulting in the brighter band.
The dark bands correspond to a part of the wave with zero amplitude  due to the
destructive interference,  resulting in no light (dark.) (4)
Term 2 25

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6. 6.1 e ability of a wave to spread out in wavefronts as they pass through a small
Th
aperture or around a sharp edge  OR The bending of a wave around an
obstacle or the corners of a narrow opening. (2)
6.2 Every point on the wavefront is a wavelet. The wavelets destructively interfere
with each other except on the wavefront.) However, when the wavefront passes an
obstruction, the wavelets on the one side are removed,  which means that the
wavelets spread out on that side as there is no destructive interference.  (2)
6.3 Learners own
6.3.1 e.g.a ball does not diffract when it goes through a doorway etc.  (2)
6.3.2 e .g. two balls collide, they bounce off each other, do not pass through
& diffract.  (2)

TOPIC 7: IDEAL GASES AND THERMAL PROPERTIES
TOPIC 7: Ideal Gases and Thermal
WORKSHEETS
Properties
WORKSHEET
MULTIPLE CHOICE
1. A gas is enclosed in a gas syringe. The pressure on the gas is increased, but the
temperature of the gas is kept constant. What will happen to the average kinetic energy
of the particles?
A The average kinetic energy will increase.
B The average kinetic energy will decrease.
C The average kinetic energy will remain constant.
D Not enough information is given to answer this question. (2)
2. Two gas syringes, X and Y, each contains the same gas at STP. The volume of syringe
X is 20 cm3 and that of syringe Y is 10 cm3 as shown below.
TOPIC 7
20cm 3 10cm 3
X Y
Assume ideal gas behaviour.

Which ONE of the following statements is CORRECT?
A e average kinetic energy of the molecules in X is less than that of the molecules
Th
in Y.
B The total kinetic energy of the molecules in X is less than that of the molecules in Y.
C The number of gas molecules in X is equal to the number of gas molecules in Y.
D There are more gas molecules in X than in Y. (2)
3. Which one of the following is not a property of an ideal gas?

A The force of attraction between the particles is zero.
B The molecules have elastic collisions with each other.
C e product of pressure and volume are constant for a sample of gas at constant
Th
temperature.
D e volume occupied by the gas is equal to the total volume occupied by the
Th
molecules. (2)
Term 2 27

RESOURCE PACK
LONG QUESTIONS
4. An experiment is conducted to verify the relationship between the volume and pressure
of a gas at constant temperature. A 20 cm3 sample of gas is in a syringe, with a freely
moving plunger, at 0°C and at 100 kPa.
4.1. What volume would the gas occupy if the pressure was decreased to 75 kPa? (3)
4.2. Name the law that you used in solving 4.1. (1)
4.3. If both the pressure and the kelvin temperature are doubled, how does the volume
of the gas sample change? (2)
5. During an investigation into the relationship between the volume and the pressure
of a given mass of gas at constant temperature (287 K), the following readings were
obtained:
PRESSURE (kPa) VOLUME (cm3)
55 80
85 51,8
110 40
155 28,4
200 22
5.1. What is the relationship between the pressure and volume of a gas? (1)
5.2. Support your answer by using at least two sets of readings to show the relationship.
(4)
5.3. Why can the volume not be read immediately after the pressure is changed? (2)
5.4. Draw a sketch graph of pressure against volume. (2)
5.5. Draw a sketch graph of pressure and the inverse of volume (1/V). (2)
6. The following relationship holds good for an ideal gas: pV \ T

6.1. Write down what each of the symbols p, V and T represent (3)
6.2. Draw a sketch graph of pV and T. Put T on the vertical (y) axis. (3)
6.3. Under what conditions does the behaviour of a real gas deviate from that of an
ideal gas? (2)
6.4. 32 g of a gas occupies a volume of 24,1 dm3 at 112,0 kPa and 51°C. Use this to
calculate the molar mass of this gas. (5)

WORKSHEETS
MULTIPLE CHOICE
1. Which of the following gases would have behaviour that deviates the most from an ideal
gas?
A helium
B hydrogen
C nitrogen
D chlorine (2)
2. In which ONE of the following graphs does the dotted line CORRECTLY represent the
deviation of a real gas from ideal gas behaviour?
A. B.
A B
p (kPa) p (kPa)
TOPIC 7
1/V (dm )
-3 1/V (dm -3 )

C. D.
C D
p (kPa) p (kPa)
1/V (dm )
-3
1/V (dm )
-3

(2)
LONG QUESTIONS
3. Consider an ideal gas.
3.1. State the ideal gas law in symbols. (2)
3.2. Use the ideal gas law to explain the warning that is given on aerosol cans “Do not
heat or expose to high temperatures.”(3)
3.3. The pressure on a car tyre is 200 kPa at 27 °C. After a fast journey, the temperature
increased to 57 °C. If the volume of the tyre remains constant, what is the pressure
in the tyre at 57 °C? (3)
Term 2 29

RESOURCE PACK
4. A gas syringe is connected to a pressure gauge by means of a short thick tube.

Pressure gauge
V = 100cm3
The initial volume all the enclosed air is 100 cm3, and the pressure is 100 kPa.
4.1. What will happen to the reading on the gauge if the plunger is pushed down? (1)
4.2. Calculate the volume of the gas when the pressure is increased to 140 kPa. (3)
5. The diagram below shows three graphs which were obtained in an experiment to verify
Boyles’ law for equal masses of oxygen, helium and neon gases.
A
B
1/p (kPa )
-1
V (dm )
3
5.1. Write down the defining equation for Boyle’s law. (2)
5.2. Which of the graphs (A, B, or C) represent oxygen, which helium and which neon?
Give precise reasons for your answers. (6)
5.3.
1/p (kPa )
-1
V (dm )
3
A sketch graph of B only is given. Copy this into your answer sheet. If an equal
mass of the same gas was investigated at a lower temperature, sketch, on the same
set of axes as B, the graph that would be obtained. Label this graph D. Explain your
reasoning. (4)

6. A sketch graph of volume and temperature for an ideal gas is given below.
WORKSHEETS
V
6.1. Redraw the graph and on the same axes show what the graph for a real gas would
look like. (2)
6.2. Explain the deviation you have shown. (2)
TOPIC 7
Term 2 31

RESOURCE PACK
MARKING GUIDELINES
MULTIPLE CHOICE
1. C  From the definition of temperature, but showing the misconception that
pressure is a measure of average EK.(2)
2. D  At equal pressure and at the same temperature, the number of molecules must
be larger in the larger container. (2)
3. D  Uses one of the misconceptions of the Ideal gas model, which is good for the
learners to check their own understanding. (2)
LONG QUESTIONS
4. p1 = 100; V1 = 20; p2 = 75; V2 = ? (3)
4.1. p1 V1 = p2 V2
100^20h {
V2 = = 26, 7 cm3 {
75 {
4.2. Boyle’s law (1)
nRT
4.3. V2 = p if both T and p double, then V remains the same (2)
5. 5.1 pV = k  or pressure is inversely proportional to volume etc. (1)

5.2.
PRESSURE VOLUME (cm3) pV
(kPa)
55 80 4400
85 51,8 4403
110 40 4400
155 28,4 4402
200 22 4400
All the pV values are essentially identical.  for each pV value (2 max) and 
for the conclusion. (4)
5.3. Because the readings take a few seconds to settle. (2)
5.4.
(2)
p (kPa)
V (dm )
3

5.5.
WORKSHEETS
 (2)
p (kPa)
1/V (dm–3 )

6. 6.1 p is pressure ; V is volume  and T is absolute temperature .(3)

6.2.
 graph shape
 axes etc. (3)
pV
6.3. Real gas behaviour deviates at low temperature  and high pressure .(2)
TOPIC 7
pV
6.4. n = RT
24, 1 × 10 { × 112 × 10 {
-3 3
=
8, 31 × 324 {
=1
m
M= n
32
= 1 { (5)
= 32 g.mol -1 {
Term 2 33

RESOURCE PACK
MULTIPLE CHOICE
1. D  H2 and He are small molecules with weak IMF; N2 has larger molecules, but
still has weak IMF; Cl2 has the biggest molecules and the strongest IMF; it has
the highest boiling point. (2)
2. C  Real gases deviate under high pressure (so only A or C); the P is greater than
expected due to the size of the molecules. (2)
LONG QUESTIONS
3. 3.1. pV = nRT  (2)

3.2. When temperature is high , the pressure inside the can will be high  (P α T) and
V is fixed . The pressure becomes so high that the can may explode. (3)
p1 p2
3.3.
T1 = T2
200
p2 = 300 {× 350 {
= 233 kPa (3)
4. 4.1 It will increase (1)

4.2. p1 V1 = p2 V2
100 × 100 {
V2 =
140 {
= 74, 1 cm3 { (3)
5. 5.1 pV = k {{ (OR p1 V1 = p2 V2) (2)

5.2. All the gases have equal masses
n = m/M; and MHe = 4; MNe = 20; MO2 = 32 
so pVHe > pVNe > pVO2 
1 V 1 1
pV = nRT; p = nRT or p = nRT (v)
This means the greater n is, the smaller the slope  of the 1/p vs V graph
` A is O2 ; B is Ne ; C is He (6)

5.3.
WORKSHEETS
D

B
1/p (kPa )
-1
1/V (dm )
3

1 1
p = nRT {(V) so a lower T implies a greater slope  of the graph. (4)
6. 6.1
 graph shape
T (2)
6.2. At very low temperatures, the volume of the gas is greater  than expected due to
TOPIC 7
the size of the molecules being significant. (2)
Term 2 35

RESOURCE PACK
TOPIC 8: Quantitative Aspects of

Chemical Change
WORKSHEET
MULTIPLE CHOICE
1. How many moles of chloride ions are present in 111 g of calcium chloride?
A 0,5
B 2
C 1
D 1,47 (2)
2. What amount of oxygen gas (in moles) contains 1,8 x 1022 molecules?
A 0,03
B 33,34
C 1,2 # 1024
D 1,08 # 1046 (2)
3. Which of the following is true for a standard solution? In a standard solution the…
A concentration is always known.
B concentration is always 1 mol.dm-3.
temperature
C PAGE 36 is always 0 oC.
pH is 5always 7.
D QUESTION (2)
4.
-3
= 0,2mol
n =n 0,2 mol cC==0,5
0,5 mol.dm
mol⋅dm -3
V = 0,3 dm3 V = 0,2 dm3
V = 0,3 dm3 V = 0,2 dm3
Beaker P contains 0,2 mol NaCl dissolved in 0,3 dm3 of water. Beaker Q contains
0,2 dm3 of NaCl solution with a concentration of 0,5 mol.dm-3. If the contents of
beaker P are added to the contents of beaker Q, the concentration of the mixture will
be …

TOPIC 8: QUANTITATIVE ASPECTS OF CHEMICAL CHANGE
A 1,17 mol.dm-3
WORKSHEETS
B 0,67 mol.dm-3
C 0,60 mol.dm-3
D 0,58 mol.dm-3 (2)
LONG QUESTIONS
5. Coal burns in oxygen to produce energy, according to the following equation:

C(s) + O2(g) → CO2(g)
5.1. If coal reacts with 9 000 000 000 m3 of oxygen, what volume of carbon dioxide is
produced? (2)
5.2. In addition to your answer give an important science idea that you use to deduce
the answer. (2)
6. The Haber process is used to produce ammonia according to the equation:

N2(g) + 3H2(g) " 2NH3(g).
At STP, 30 m3 of ammonia is produced.
6.1. What does “STP” stand for? (2)
6.2. Give the values for STP. (2)
6.3. What volume of nitrogen was reacted? (2)
6.4. What volume of hydrogen was reacted? (2)
TOPIC 8
7. 20 cm3 of a 0,1 mol·dm-3 nitric acid solution neutralises 25 cm3 sodium carbonate
solution according to the following balanced equation:
2HNO3(aq) + Na2CO3(aq) " 2NaNO3(aq) + H2O(ℓ) + CO2(g)
7.1. Write down the NAME of the salt formed in the reaction. (1)
7.2. Calculate the mass of sodium carbonate used to prepare 250 cm3 of sodium
carbonate solution of this concentration. (5)
8. Calcium carbide reacts with water to produce ethyne and calcium hydroxide according
to the following equation:
CaC2(s) + 2H2O(ℓ) "Ca(OH)2(aq) + C2H2(g)
8.1. 15,0 dm3 of ethyne gas is produced at STP. How many moles of gas are produced?
(2)
8.2. 49,15 g of calcium carbide was used to produce the gas. What is the percentage
purity of the reactant? (4)
Term 2 37

RESOURCE PACK
8.3. On Wednesday 12 August 2015 a series of explosions that killed over one hundred
people and injured hundreds of others occurred at a container storage station
at the Port of Tianjin in China. A fire had broken out at a warehouse, and the
first people on the scene couldn’t keep the fire from spreading. Firefighters then
arrived and tried to douse the fire with water as they were unaware that dangerous
chemicals, including calcium carbide, were stored on the site, and so they set in
motion a series of more violent chemical reactions. The first full explosion occurred
soon after and registered as a magnitude 2,3 earthquake, generating shock-waves
equivalent to 3 tons of TNT. Shortly after, a second more powerful explosion,
equivalent to 21 tons TNT occurred, causing most of the damage and injuries with
shock-waves felt many kilometres away. The resulting fireballs reached heights of
hundreds of meters.
Adapted from Wikipedia https://en.wikipedia.org/wiki/2015_Tianjin_explosions; accessed 22 Feb 2016
8.3.1 Why should “dry” firefighting methods have been used? (2)
8.3.2 Give the balanced reaction equation for C2H2 burning in oxygen to produce
carbon dioxide and water. (3)
8.3.3 One ton of calcium carbide can produce 15 625 mol of C2H2. Calculate the
mass of CO2 produced from one ton of calcium carbide. (3)

WORKSHEETS
[33 MARKS]
MULTIPLE CHOICE
1. Which of these samples contains the same number of atoms as 1 gram of H2?
A. 22 g of carbon dioxide, CO2
B. 8 g of methane, CH4
C. 20 g of neon, Ne
D. 8 g of ozone, O3 (2)
LONG QUESTIONS
2. 160 cm3 of a 1,5 mol.dm-3 nitric acid solution reacts with 15 g of calcium carbonate,
according to the following balanced reaction:
2HNO3 + CaCO3  Ca(NO3)2 + H2O + CO2
2.1. Identify the limiting reactant. (5)
2.2. What mass of water is produced? (4)
3. It is found that 40 cm3 of a 0,5 mol.dm-3 sodium hydroxide solution is needed to

neutralise 20 cm3 of the vinegar with a mass of 20,8 g. Vinegar is a solution of ethanoic
acid in water. The balanced chemical equation for this reaction is:
NaOH + CH3COOH " CH3COONa + H2O
3.1. Calculate the number of moles of sodium hydroxide that reacted. (2)
3.2. Calculate the mass of ethanoic acid present in the vinegar. (3)
3.3. Calculate the percentage (by mass) of ethanoic acid present in the vinegar. (2)
TOPIC 8
4. Consider the following balanced chemical reaction:
2HNO3 (aq) + Ca(OH)2 (aq)  Ca(NO3)2 (aq) + 2H2O (l)
25,0 ml of the nitric acid of concentration of 0,15 mol.dm-3 reacts with the calcium
hydroxide solution.
4.1. How many moles of acid are used? (2)
4.2. What mass of calcium hydroxide reacted with the nitric acid? (3)
4.3. 13,6 ml of calcium hydroxide solution was used. What was the concentration of the
calcium hydroxide solution? (2)
5. A protein is found to consist of: 18.39% oxygen, 31,18% nitrogen, 41,38% carbon and
8,05% hydrogen.
5.1. Determine its empirical formula. (6)
5.2. The molar mass of the protein is 174,0 g.mol-1. What is its molecular formula? (2)
Term 2 39

RESOURCE PACK
MARKING GUIDELINES
MULTIPLE CHOICE
m
1. C  M = 40 + 2(35,5) = 111; n = M (2)
N
2. A  n= = 0.03 (2)
6, 02 × 1023
3. A  by definition (2)
n ^0, 2h + ^CV h ^0, 2h + ^0, 1h
4. C  C = V = 0, 2 + 0, 3 = 0, 5 = 0, 6 mol.dm -3 (2)
LONG QUESTIONS
3
5. 5.1 9 000 000 000 m of CO2(g) is produced. (2)
5.2 Science idea: The balanced equation for the reaction equation gives the mole
ratio of O2(g) : CO2(g) is 1 : 1, which is the ratio of the volumes of the gases. (2)
6. 6.1 Standard temperature and pressure.   (2)

6.2. 0 K  and 101,3 kPa  (2)
6.3. 15 m   (mole & volume ratio is 1:2)
3
(2)
6.4. 45 m3   (mole & volume ratio is 3:2) (2)
7. 7.1 sodium nitrate  (1)

7.2. nHNO = CV = 0, 02 × 0, 1 {= 0, 002 mol {
3
nNa CO = 0, 001 mol {^from ratiosh in 25 cm3

2 3
nNa CO = 0, 01 {mol in 250 cm3

2 3
m = nM = 0, 01^23 × 2 + 12 + 16 × 3h = 1, 06 g { (5)
8. CaC2 ^ s h + 2H2 O^ l h Ca^OHh2 ^aqh + C2 H2 (g)

V 15, 0
8.1.1 n =
22, 4 = 22, 4 {= 0, 67 mol (-1 no unit) (2)
8.1.2 CaC 2 : C2 H2
1 mol : 1 mol
nCaC = 0, 67 mol {
2 OR 49,15 g  0,768 mol
m = nM = 0, 67 × 64 {= 42, 88 g { % purity = 0,67/0,768 = 87,24%
42, 88
% purity = 49, 15 × 100 = 87, 24% { (4)
8.2.1 Because CaC2 reacts with water  to produce a flammable gas.  (2)
8.2.2 2C2 H2 + 502 4CO2 + 2H2 O  left  right balancing (3)
8.2.3 C2 H2 : CO2
1 mol : 2 mol
15 625 mol : 31 250 mol 
m = nM = 31250 × 44 {= 1 375 000 g { (i.e. 1,375 tonnes) (3)

WORKSHEETS
[33 MARKS]
MULTIPLE CHOICE
1 1 1
1. C nH = 1 = 1 mol atoms; (A = 2 mol; B = 2 mol; D = 0,167 mol) (2)
LONG QUESTIONS
2. 2.1 2HNO3 + CaCO3  Ca(NO3)2 + H2O + CO2
n (HNO3) = CV 15
n (CaCO3) = 40 + 12 + 48
= (1,5)(0,16)  15
= 100
= 0,24 mol 
= 0,15 mol 
2:1 ratio.  Therefore, HNO3 is the limiting reactant.  (5)
2.2. 0,24 mol ÷ 2  = 0,12 mol 
m
n (H2O) = 18 C.A.
m
` 0,12 = 18  ` m = 2,16 g  (4)
3. 3.1 n(NaOH) = CV
= (0,5)(0,04) 
= 0,02 mol  (2)
3.2. n(CH3COOH) = n(NaOH)
= 0,02 mol 
` m(CH3COOH) = nMr
TOPIC 8
= (0,02)(60) 
= 1,2 g  (3)
3.3. % mass of CH3COOH = 1,2 / 20,8 x 100 

= 5,77 %  (2)
4. 4.1 na = Ca Va = ^0, 15h^0, 025 {h = 0, 00375 mol { (2)

4.2. HNO3 : Ca(OH)2
2 mol : 1 mol
0,00375 : 0,001875 mol
m = nM = ^0, 001875h^74 {h = 0, 14 g { (3)
n 0, 001875
4.3. Cb = Vb = = 0, 14 mol.dm -3 { (2)
b 0, 0136 {
Term 2 41

18, 39
5. 5.1 nO = 16 = 1, 15 mol {
32, 18
nN = 14 = 1, 30 mol {
41, 38
nC = 12 = 3, 45 mol {
8, 05
nH = 1 = 8, 05 mol {
Ratio O : N : C : H
1,15 : 2,30 : 3,45 : 8,05
1 : 2 : 3 : 7 
So empirical formula is C3H7ON2  (6)
5.2. MM (C3 H7 ON2) = 87, 0 g.mol -1 {; Mactual = 174 = 2 × 87

Molecular formula is C6H14O2N6  (2)

FORMAL
EXPERIMENT

FORMAL EXPERIMENT
GRADE 11 TERM 2: CHEMISTRY
Intermolecular Forces
62 marks
This section provides guidance and assessment of the learner’s knowledge

and understanding when carrying out a virtual experiment using the NECT
video of the same name.
If your class is carrying out the experiment using laboratory apparatus and
taking down their own results, you must set up your classroom appropriately
and give the learners the relevant instructions. You may find it useful to
refer to the Technical Instructions which precede the Learner’s Instructions
while preparing for this experiment.
If the learners are proceeding with the virtual experiment, then continue
with the NECT programme by using the information, handouts and marking
guidelines contained in this section of this Resource Book.

INTERMOLECULAR FORCES
TECHNICAL INSTRUCTIONS
AIM: TO VERIFY INTERMOLECULAR FORCES AND THE EFFECTS OF
INTERMOLECULAR FORCES ON EVAPORATION, SURFACE TENSION,
SOLUBILITY IN WATER AND BOILING POINTS.
PRACTICAL
BACKGROUND INFORMATION
The liquids which we will work with are ethanol, water, acetone (nail polish remover),
methylated spirits, glycerine and cooking oil. Here is table showing the types of
intermolecular forces between their molecules.
VAN DER WAALS

SUBSTANCE TYPE OF MOLECULE HYDROGEN BONDS
FORCES
Ethanol Polar  dipole-dipole 
Water Polar  dipole-dipole 
Polar (can also

 London forces and
Acetone dissolve in non-polar
dipole-dipole forces
substances)
Methylated spirits Polar  dipole-dipole 
Glycerine Polar  dipole-dipole 
Cooking oil Non-polar  London forces
Chloroform Slightly polar  dipole-dipole
APPARATUS
Part 1: Evaporation rate: ethanol, water, acetone, methylated spirits
4 evaporating dishes
4 mass meters (electronic mass meters work best)
4 × measuring cylinders or syringes (to measure 20ml)
Part 2: Surface tension: water, cooking oil, glycerine, acetone, methylated spirits
5 × small glass measuring cylinders
5 × stirring rods
1 microscope glass sheet
Part 3: Solubility: Solvents: water, ethanol, chloroform
Solutes: sodium chloride, iodine, potassium permanganate
9 x 100 ml beakers
3 spatulas
3 stirring rods
Term 2 45

RESOURCE PACK
3 × 10 ml test tubes
3 × 50 ml syringes (or 100 ml measuring cylinders)
Masking tape (to label the beakers)
A fine-line permanent marker
Part 4: Boiling points: glycerine, acetone, methylated spirits
3 × boiling (test) tubes
3 × 30 ml syringes
1 large beaker
Hot plate or burner with tripod and gauze mat
Access to water
INVESTIGATING THE EFFECTS OF INTERMOLECULAR FORCES

The following four experiments investigate the effect of various physical properties
(evaporation, surface tension, solubility, boiling point and capillarity) of substances and
determine how the intermolecular forces between the molecules relate to these properties.
Each experiment looks at a different property.
PART 1: EVAPORATION RATE

AIM: TO VERIFY EVAPORATION AND TO DETERMINE THE RELATIONSHIP
BETWEEN EVAPORATION RATE AND INTERMOLECULAR FORCES.
Substances: ethanol, water, acetone, methylated spirits
METHOD
1. Place an evaporating dish onto each of four electronic mass meters placed in the same
warm spot in the laboratory.
2. Zero each balance (so that it will only read the mass of the substance placed in the dish).
3. Measure 20 ml of each substance into each of the evaporating dishes.
4. Measure the mass of 20 ml of each substance.
5. After 6 minutes, measure the mass of each substance.
PART 2: SURFACE TENSION

AIM:
To verify surface tension and to determine the relationship between surface tension and
intermolecular forces
Substances: water, cooking oil, glycerin, acetone, methylated spirits

METHOD
1. Place about 50 ml of each substance into separate small measuring cylinders.
2. Observe the shape of the meniscus. (This is the level of the liquid). Note what happens
at the edges where the liquid touches the glass. (You can place a few drops of food
colouring in each substance to help you see the meniscus more clearly.)
3. Now place a drop of the substance on a small piece of glass. Observe the shape of the
drop.
PRACTICAL
PART 3: SOLUBILITY
AIM: TO VERIFY SOLUBILITY AND TO DETERMINE THE RELATIONSHIP
BETWEEN SOLUBILITY AND INTERMOLECULAR FORCES.
PRECAUTION
Chloroform is a volatile solvent. Its fumes cause drowsiness. It is unsafe to allow these
fumes to be inhaled by anyone for even short periods of time. Work with chloroform in a
well-ventilated space e.g. outdoors, or in a protected space such as a fume cupboard.
Sodium
chloride
Water Ethanol Chloroform
Potassium
permanganate
Iodine
METHOD:
1. Place 50 ml of each solvent given into three separate beakers.
2. Arrange the beakers as shown in the diagram.
3. Into the first set of beakers add about 2 g of sodium chloride.
4. Into the second set of beakers add two or three crystals of potassium permanganate.
5. Into the third set of beakers add one or two pieces (or crystals) of iodine.
6. Stir the contents of each beaker four times (using a clean stirring rod each time).
7. Wait about a minute then observe what happens to the contents of each beaker.
Term 2 47

RESOURCE PACK
PART 4: BOILING POINT

AIM: TO VERIFY BOILING POINT AND TO DETERMINE THE RELATIONSHIP
BETWEEN BOILING POINT AND INTERMOLECULAR FORCES
WARNING
Methylated spirits and acetone are highly flammable. They will easily catch fire if left near
an open flame. For this reason, they must be heated in a water bath. This experiment MUST
be performed in a well-ventilated room. The fumes from methylated spirits and acetone are
toxic.
NOTE
1. Cooking oil produces smoke from its surface long before it boils. It is therefore difficult
to establish the boiling point of cooking oil. We have therefore left cooking oil out of
this experiment.
2. Since we are using a water bath to heat the substances, we can measure (or compare)
the temperature at which water boils. Therefore, we are testing three liquids: acetone,
ethanol and glycerine.
3. The water bath can be heated using a hot plate, or by using a burner, tripod and gauze
mat.
4. If you have access to a digital thermometer, place the probe in the water bath so that you
can read the approximate temperature at which each substance (A, B and/or C) begins
to boil.
METHOD
The boiling points of these liquids are easy to look up on the internet or other media, so we
are turning this investigation around a little, and identifying the liquids according to their
boiling points. You will start with 20 ml of three liquids in separate test tubes labelled A, B
and C.
A B C
Test tubes

1. Half-fill the beaker with water and place it on the hot plate (or gauze mat).
2. Place the three test tubes in the beaker.
3. Observe the order in which each substance begins to boil.
4. If a substance does not boil by the time the water boils, record its boiling point as “above
the boiling point of water”.
In the investigation shown in the video the liquids were as follows:
PRACTICAL
A. acetone
B. ethanol
C. glycerine
Term 2 49

RESOURCE PACK
NAME: GRADE:
Formal Experiment
VAN DER WAALS

FORCES
Polar (can also

substances)
APPARATUS:
Part 1: Evaporation rate: ethanol, water, acetone, methylated spirits
4 evaporating dishes
4 mass meters (electronic mass meters work best)
Part 2: Surface tension: water, cooking oil, glycerine, acetone, methylated spirits
5 × small glass measuring cylinders
5 × stirring rods
1 microscope glass sheet

Part 3: Solubility:
Solvents: water, ethanol, chloroform
Solutes: sodium chloride, iodine, potassium permanganate
9 × 100 ml beakers
3 spatulas
3 stirring rods
3 × 10 ml test tubes
3 × 50 ml syringes (or 100 ml measuring cylinders)
Masking tape (to label the beakers)
PRACTICAL
A fine-line permanent marker
Part 4: Boiling points: glycerine, acetone, methylated spirits
3 × boiling (test) tubes
3 × 30 ml syringes
1 large beaker
Hot plate or burner with tripod and gauze mat
Access to water
INVESTIGATING THE EFFECTS OF INTERMOLECULAR FORCES

The following four experiments investigate the effect of various physical properties
(evaporation, surface tension, solubility, boiling point and capillarity) of substances and
determine how the intermolecular forces between the molecules relate to these properties.
Each experiment looks at a different property.

BETWEEN EVAPORATION RATE AND INTERMOLECULAR FORCES.
Substances: ethanol, water, acetone, methylated spirits
METHOD
1. Place an evaporating dish onto each of four electronic mass meters placed in the same
warm spot in the laboratory.
2. Zero each balance (so that it will only read the mass of the substance placed in the dish).
3. Measure 20 ml of each substance into each of the evaporating dishes.
4. Measure the mass of 20 ml of each substance.
5. After 6 minutes, measure the mass of each substance.
Term 2 51

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RESULTS
MASS MASS AFTER CHANGE IN %CHANGE RANKING OF

BEFORE 6 MINUTES MASS IN MASS EVAPORATION
SUBSTANCE (G) (G) (G) (%) RATE
(1 = FASTEST;
4 = SLOWEST)
Ethanol
Water
Acetone
Methylated
spirits
(12)
CONCLUSION (4)

AIM: TO VERIFY SURFACE TENSION AND TO DETERMINE THE
RELATIONSHIP BETWEEN SURFACE TENSION AND INTERMOLECULAR
FORCES
Substances: water, cooking oil, glycerin, acetone, methylated spirits
METHOD
1. Place about 50 ml of each substance into separate small measuring cylinders.
2. Observe the shape of the meniscus. (This is the level of the liquid). Note what happens
at the edges where the liquid touches the glass. (You can place a few drops of food
colouring in each substance to help you see the meniscus more clearly.)
3. Now place a drop of the substance on a small piece of glass. Observe the shape of the
drop.

RESULTS
For each substance draw the shape of the meniscus. (5)
50 50 50 50 50
40 40 40 40 40
30 30 30 30 30
20 20 20 20 20
PRACTICAL
10 10 10 10 10
Water Cooking oil Glycerine Acetone Methylated spirits
For each substance draw the shape of the droplet, and the side view of the droplet’s shape.
SHAPE
WATER COOKING OIL GLYCERINE ACETONE METHYLATED

SPIRITS
SIDE VIEW (10)

Background information: Glass is a polar substance.
2.1 Which substance is most strongly attracted to glass? Justify your answer with
reference to the observations. (4)
2.2 Rank the substances in increasing order of surface tension. Justify your answer. (4)
Term 2 53

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PART 3: SOLUBILITY
AIM: TO VERIFY SOLUBILITY AND TO DETERMINE THE RELATIONSHIP
PRECAUTION
Chloroform is a volatile solvent. Its fumes cause drowsiness. It is unsafe to allow these
fumes to be inhaled by anyone for even short periods of time. Work with chloroform in a
well-ventilated space e.g. outdoors, or in a protected space such as a fume cupboard.
Sodium
chloride
Potassium
permanganate
Iodine
METHOD:
1. Place 50 ml of each solvent given into three separate beakers.
2. Arrange the beakers as shown in the diagram.
3. Into the first set of beakers add about 2 g of sodium chloride.
4. Into the second set of beakers add two or three crystals of potassium permanganate.
5. Into the third set of beakers add one or two pieces (or crystals) of iodine.
6. Stir the contents of each beaker four times (using a clean stirring rod each time).
7. Wait about a minute then observe what happens to the contents of each beaker.

RESULTS:
Record your results in the table below. If you observe only a small amount of the solid
dissolving, then write that very little solid dissolved. If the entire solid dissolves, then write
that all the solid dissolved. (9)
SUBSTANCE WATER ETHANOL CHLOROFORM
Sodium chloride
PRACTICAL
Potassium
permanganate
Iodine
3.1 Classify the solutes as ionic or molecular, and polar or non-polar. (2)
SUBSTANCE IONIC OR MOLECULAR POLAR OR NON-POLAR
Sodium chloride
Potassium permanganate
Iodine
CONCLUSION:

BETWEEN BOILING POINT AND INTERMOLECULAR FORCES
WARNING
Methylated spirits and acetone are highly flammable. They will easily catch fire if left near
an open flame. For this reason, they must be heated in a water bath. This experiment MUST
be performed in a well-ventilated room. The fumes from methylated spirits and acetone are
toxic.
Term 2 55

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NOTE
1. Cooking oil produces smoke from its surface long before it boils. It is therefore difficult
to establish the boiling point of cooking oil. We have therefore left cooking oil out of
this experiment.
2. Since we are using a water bath to heat the substances, we can measure (or compare)
the temperature at which water boils. Therefore, we are testing three liquids: acetone,
ethanol and glycerine.
3. The water bath can be heated using a hot plate, or by using a burner, tripod and gauze
mat.
4. If you have access to a digital thermometer, place the probe in the water bath so that you
can read the approximate temperature at which each substance (A, B and/or C) begins
to boil.
METHOD
The boiling points of these liquids are easy to look up on the internet or other media, so we
are turning this investigation around a little, and identifying the liquids according to their
boiling points. You will start with 20 ml of three liquids in separate test tubes labelled A, B
and C.
A B C
Test tubes
1. Half-fill the beaker with water and place it on the hot plate (or gauze mat).
2. Place the three test tubes in the beaker.
3. Observe the order in which each substance begins to boil.
4. If a substance does not boil by the time the water boils, record its boiling point as “above
the boiling point of water”.
RESULTS
4.1 Write down the boiling points of these liquids.
Glycerin ………….. Acetone ………………. Ethanol ……………. (1)

4.2 In which order did the liquids boil? Write down the labels A, B or C.
1st ………………. 2nd ………………… 3rd …………….. (2)
4.3 Identity the substances.
A …………………………………………………………….…
B ………………………………………………………………..
C ……………………………………………………………….. (2)
PRACTICAL
4.4 How are the intermolecular forces inside a substance related to its boiling point?
Justify your answer.
(4)
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Formal Experiment
MARKING GUIDELINES
62 MARKS
VAN DER WAALS

FORCES
Polar (can also

substances)


BETWEEN EVAPORATION RATE AND INTERMOLECULAR FORCES
RESULTS
MASS MASS AFTER CHANGE IN %CHANGE RANKING OF
PRACTICAL
BEFORE 6 MINUTES MASS IN MASS EVAPORATION
SUBSTANCE (G) (G) (G) (%) RATE
(1 = FASTEST;
4 = SLOWEST)
Ethanol 15,4 14,2 1,2 7,8 2
Water 19,3 19,0 0,3 1,6 4
Acetone 15,1 11,6 3,5 23,2 1
Methylated
16,2 15,0 1,2 7,4 3
spirits
(12)
CONCLUSION (4)
• The intermolecular forces between the molecules of acetone are the weakest.
• At the same temperature more acetone molecules were able to break free (evaporate)
from the surface of the liquid. 
• The other three substances (liquids) each have strong hydrogen bonds  between their
molecules, so it takes more energy for molecules to break free of the liquid surface. 
Term 2 59

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AIM: TO VERIFY SURFACE TENSION AND TO DETERMINE THE
RELATIONSHIP BETWEEN SURFACE TENSION AND INTERMOLECULAR
FORCES
RESULTS
For each substance draw the shape of the meniscus. (5)
50 50 50 50 50
40 40 40 40 40
30 30 30 30 30
20 20 20 20 20
10 10 10 10 10
Water Cooking oil Glycerine Acetone Methylated spirits
For each substance draw the shape of the droplet, and the side view of the droplet’s shape.
SHAPE [One  each]
Water Cooking Oil Glycerine Acetone Methylated spirits
SIDE VIEW [ One  each] (10)

Background information: Glass is a polar substance.
2.1 Which substance is most strongly attracted to glass? Justify your answer with
reference to the observations. (4)
Water  is most strongly attracted to glass because it has the most concave menis-
cus  and one of the flattest water droplets.  Because water is a polar solvent and
glass is also a polar substance, they are strongly attracted to each other.
2.2 Rank the substances in increasing order of surface tension. Justify your answer. (4)

Cooking oil 
Acetone
Glycerine
Methylated spirits
Water 
Cooking oil is a non-polar substance with the weakest intermolecular (or cohesive)
forces between its molecules.  [The learners could discuss the shape of cooking
oils droplets to prove that oil is non-polar].
PRACTICAL
PART 3: SOLUBILITY
AIM: TO VERIFY SOLUBILITY AND TO DETERMINE THE RELATIOSHIP
RESULTS:
[One  each; Some learners may record colour and appearance of mixture – that’s fine.
They MUST state whether the solute dissolved or not as shown in these answers to gain the
mark.] (9)
SUBSTANCE WATER ETHANOL CHLOROFORM
Very little solid

dissolved (OR also
Sodium chloride All the solid dissolved No solid dissolved
accept)
No solid dissolved
Potassium Very little solid

All the solid dissolved No solid dissolved
permanganate dissolved
Some solid dissolved Some solid dissolved

Iodine No solid dissolved to form a yellow brown to form a purple (pink)
solution solution
3.1 Classify the solutes as ionic or molecular, and polar or non-polar. (2)
IONIC OR MOLECULAR POLAR OR NON-POLAR

SUBSTANCE
[ ALL CORRECT] [ ALL CORRECT]
Sodium chloride ionic polar
Potassium permanganate ionic polar
Iodine molecular non-polar
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CONCLUSION (3)
Ionic solutes dissolve in water because these are both polar substances. 
Ethanol can act as a polar and a non-polar solvent because it dissolves both polar and non-
polar substances. 
Chloroform acts as a non-polar solvent even though it has a slightly polar molecule.

BETWEEN BOILING POINT AND INTERMOLECULAR FORCES.
RESULTS
4.1 Write down the boiling points of these liquids.
Glycerine: 290 °C Acetone: 57 °C Ethanol: 79 °C (1)
4.2 In which order did the liquids boil? Write down the labels A, B or C.
1st A  2nd B 3rd C  (2)
[Any two in correct order]
4.3 Identity the substances.
A Acetone 
B Ethanol
C Glycerine 
[Any two in correct order c.o.e. from 4.2] (2)
4.4 How are the intermolecular forces inside a substance related to its boiling point?
Justify your answer.
The stronger the intermolecular forces  the higher the boiling point of the liquid.

Acetone has the weakest intermolecular forces and it has the lowest boiling point.
 (4)

ASSESSMENTS

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Topic 5: Geometrical Optics

QUESTIONS
MULTIPLE CHOICE
1. Study the ray diagram below. Material 1 has a lower refractive index than Material 2.
ray 1
Material 1
ray 2
Material 2
ray 3
Which of the following options is correct?
Rays which will be observed
A Ray 2 only
B Ray 1 and ray 2
C Ray 3 only
D Ray 3 and ray 1

(2)
2. Which of the following correctly describes the conditions required for total
internal reflection to take place?
A The ray must go from a medium with a higher to a medium with a lower
refractive index, and the angle of incidence must be greater than the critical
angle.
B The ray must go from a medium with a lower to a medium with a higher
refractive index, and the angle of incidence must be greater than the critical
angle.
C The ray must go from a medium with a higher to a medium with a lower
refractive index, and the angle of incidence must be less than the critical angle.
D The ray must go from a medium with a lower to a medium with a higher
refractive index, and the angle of incidence must be less than the critical angle.(2)

3. Light travels faster in pure water than it does in a 30% sugar solution. Which of the
following deductions is/are correct?
i) 30% sugar water has a higher refractive index than pure water.
ii) Light travelling from 30% sugar water into pure water will usually bend
towards the normal.
iii) The 30% sugar water is optically less dense than pure water.
A i) only
B i) and ii) only
C i) and iii) only
D i), ii) and iii) (2)
4. A light wave travels obliquely from air into a glass block and its speed changes as
it bends towards the normal.
Which ONE of the combinations below correctly describes the changes in the
FREQUENCY of the wave and the REFRACTIVE INDEX of the block compared
to that of air?
REFRACTIVE INDEX of the block

FREQUENCY
compared to air
A Remains the same Larger
B Remains the same Smaller
C Increases Larger
D Decreases Larger (2)
5. Which one of the following statements is always true?

A Light always travels at a speed of 3 × 108 m.s-1.
B All waves travel at a speed of 3 × 108 m.s-1.
C All colours of light travel at the same speed in a vacuum.
D Light can travel at a speed of higher than 3 × 108 m.s-1 in a medium with a
very low refractive index. (2)
6. Which of the following statements correctly describes the conditions required for
refraction of a light ray to be observed?
i) The incident ray must travel along the normal.
ii) The light must go from one medium to another, with different optical densities.
iii) The angle of incidence must be greater than 0° but less than 90°.
A i) only
B i) and ii) only
C ii) only
D ii) and iii) only (2)
Term 2 65

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LONG QUESTIONS
7. Learners investigate how the path of a light ray incident on an air-glass boundary
changes as it enters the glass.
Their results are shown in the table below.
angle Î (°) angle rˆ(°) sin i sin r
15 10 0,259 0,174
25 16 0,423 0,276
45 28 0,707 0,469
55 33 0,819 0,545
60 35 0,866 0,574
70 39 0,940 0,629
7.1 For this investigation, write down the:

i) dependent variable. (1)
ii) independent variable. (1)
iii) fixed (control) variable. (1)
7.2 Draw a graph of the sin r against sin i. (6)
7.3 Calculate the slope of the graph. (2)
7.4 Re-arrange Snell’s Law to express the slope of the graph in terms of ni and nr. (2)
7.5 From your answers above, and knowing that the speed of light in air is
3 × 108 m.s−1, calculate the speed of the light through the glass. (4)
8. Refer to the diagram of a periscope shown below.

Periscope
Light Ray
Eye

8.1 State the law of reflection. (2)

8.2 Why does the light ray, as drawn, not refract as it enters the prism? (2)
8.3 Which has a higher refractive index, the prism or the air? Explain why this is
necessary. (2)
8.4 Prisms can make use of a phenomenon called ‘total internal reflection’.
8.4.1 State two conditions necessary for total internal reflection to occur. (2)
8.4.2 Give two other examples of where total internal reflection is used. (2)
9. 9.1 A marble is placed at the bottom a polystyrene cup which is full of water. It is
viewed from above as shown in the diagram below.
9.1.1 Define refraction.(2)

9.1.2 Although the opaque side of the cup is directly between the marble
and the observer’s eye, the marble can still be seen. Use a ray diagram
to show how this is possible. (3)
9.1.3 If there was no water in the cup, could the marble be seen from the
same position? Draw a diagram to explain your answer. (4)
9.2 Consider the diagram below of a ray of light entering a glass prism.
air air
glass
9.2.1 Redraw the diagram and complete the path of the ray through the prism
and out into the air. (2)
9.2.2 On your diagram, label the following: incident ray, emergent ray, refracted
ray, normal lines. (4)
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10. Fibre optics uses the principle of total internal reflection. A diagram of a fibre
optic cable is shown below.
Glass cladding Secondary buffer
Glass core Source: errantscience.com

Primary buffer
10.1 Define the term critical angle.(2)

10.2 Calculate the speed of light in glass given that the refractive index of glass is
1,9. (3)
10.3 Explain why it is important for the glass cladding around the glass core to
have a lower refractive index than the core. (2)
10.4 What is the purpose of the secondary buffer? (2)
10.5 Give two advantages of using optical fibre over conventional copper cable to
transmit information. (2)
10.6 Give one disadvantage of using optical fibre. (1)
11. The diagram below shows a ray box and a rectangular glass block placed on a
sheet of paper.
The ray is laterally displaced when it leaves the block as shown below.
ray box
incident ray
glass block
emergent ray
lateral
displacement
11.1 Explain why the emergent ray is parallel to the incident ray. (2)
11.2 Copy and complete the ray diagram, including the normal lines. (2)

11.3 Using the diagram as shown above, measure the angle of incidence and the
angle of refraction. Use these values to complete the table below.
Angle of incidence (θ1) Sin θ1 Angle of refraction (θ2 ) Sin θ2
(4)
11.4 Air has a refractive index of 1,0.
5.4.1 State Snell’s law. (2)
5.4.2 Calculate the refractive index of the block. (3)
12. The diagram below shows a light ray travelling through an optical fibre. The fibre
is made of two different types of glass, the one being the glass core and the other
the glass cladding.
Core
Core
Cladding
12.1 State two conditions needed for total internal reflection to occur. (4)
12.2 Which part of the optical fibre will have a higher refractive index? (1)
12.3 The speed of light in the cladding is 2,7 × 108 m.s−1. Calculate the refractive
index of the cladding. (3)
12.4 The critical angle for the boundary of the two surfaces is 27°. Calcuate the
refactive index of the core. (4)
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MARKING GUIDELINES
MULTIPLE CHOICE
1. D  As the ray is going into a more optically dense medium, the refraction
will be towards the normal. However, there still will be some
reflection, (ray 1), even it is limited. [CL3] (2)
2. A  These are the standard conditions for total internal reflection. [CL2] (2)
3. A  Only (i) is true. Light travels slower in the sugar solution, therefore
the sugar solution is more optically dense than water, A light ray
passing from sugar solution into water would bend away from the
normal. [CL3] (2)
4. A  Although the speed of the light decreases in the block, the frequency
of the light does not change, but the wavelength changes. [CL2] (2)
5. C  A is not true because light changes speed in different mediums; B is
not true because only electromagnetic waves travel at the speed of
light; D is not true as the speed of light is the maximum speed that
light can travel at. [CL2] (2)
6. D  A light ray travelling along the normal will not bend when it passes
from one medium to another, so no refraction will be observed. The
speed of the light ray will decrease when it enters the more optically
dense medium. [CL2] (2)
LONG QUESTIONS
7. 7.1 i) sin of the angle of refraction  (or the angle of refraction) [CL2] (1)
ii) sin of the angle of incidence  (or the angle of incidence) [CL2] (1)
iii) the mediums  [CL2] (1)
7.2
Graph of sin r against sin i for glass
0.7
sin r (angle of refraction)
0.6
0.5
0.4
0.3
0.2
0.1
0
0 0.2 0.4 0.6 0.8 1
sin i (angle of incidence)
Heading ; axes labelled , plotting of points  line of best fit  [CL2] (6)
Dy ^0, 6 - 0h
7.3 slope = = {= 0, 65 { [CL3] (2)
Dx ^0, 92 - 0h

7.4 ni sin i i = nr sin i r

n
sin i r = nri {sin i i { [CL3] (2)
ni . -1
7.5 nr = 0, 65 { As vin air = 3 × 10 m s , ni = 1. 
8
1
nr = 0.65 = 1, 5 {
c c 3 × 108
n = v ; v = n = 1, 5 = 2 × 108 m.s -1 { [CL3] (4)
8.1 The angle of incidence equals  the angle of reflection.  [CL1] (2)
8.2 Because the light ray enters along the normal.  [CL3] (2)
8.3 The prism  – total internal reflection is used in the prism, so it must have a
higher n than the air.  [CL3] (2)
8.4.1 Light goes from more optically dense to less optically dense material

(or from higher to lower refractive index); the angle of incidence is
greater than the critical angle.  [CL1] (2)
8.4.2 In optical fibres; in binoculars, telescopes & microscopes (any 2
reasonable).  [CL2] (2)
9. 9.1.1 The change of direction  of a light ray because its speed changes
when it passes from one medium into another.  [CL1] (2)
9.1.2
 Ray must bend away from normal

 Ray must reach eye
 Normal must be shown
[CL2] (3)
9.1.3


No , because the ray from the object straight  to the eye would be
through the side of the cup, which is opaque. If there is no water, there
would be no refraction.  [CL3] (4)
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9.2
normal normal
emergent ray
incident ray refracted ray
9.2.1 refracted ray ; emergent ray , as per diagram above. [CL2] (2)
9.2.2 Labels as shown in the diagram above. [CL2] (4)
10. 10.1 The angle of incidence  which will give an angle of refraction of 90° and
the refracted ray is parallel to the boundary between the media. [CL1] (2)
c 3 × 10 { 8
10.2 n = v = = 1, 58 × 108 m.s -1 { [CL2] (3)
1, 9 {
10.3 In order to have total internal reflection , the light must be in a medium
with a higher refractive index.  [CL3] (2)
10.4 To protect the fibre and to isolate it. [CL1] (2)
10.5 Optical fibres are less expensive to make , can carry much larger amounts
of information  and are less likely to be stolen. (Any two). [CL1] (2)
10.6 Breaks are difficult to repair.  [CL2] (1)
11. 11.1 Because the sides of the block are parallel , the emergent ray will be parallel
to the incident ray; the extent that it bends towards the normal  when
entering the block will be matched by the extent by which it bends away from
the normal when exiting the block. [CL3] (2)
11.2 Complete the ray diagram , including the normal lines.  [CL2] (2)
ray box
incident ray
glass block
emergent ray
lateral
displacement

11.3
Angle of incidence (θ1) Sin θ1 Angle of refraction (θ2) Sin θ2
46  0,72  22  0,375 
(allow for a few degrees of error in the measurement) [CL2] (4)

11.4 11.4.1 n1 sin i1 = n2 sin i2 {{ [CL1] (2)
11.4.2 n1 sin i1 = n2 sin i2
1^0, 72h {= n2 (0, 375) {
n2 = 1, 92 { [CL2] (3)
12. 12.1 Light goes from more optically dense to less optically dense material  
(or from higher to lower refractive index); the angle of incidence must be
greater than the critical angle.  [CL1] (4)
12.2 The core.  [CL2] (1)
c 3, 0 × 10 {
8
12.3 n v
= = [CL2] (3)
2, 7 × 108 {
= 1, 1 {
12.4 n1 sin i1 = n2 sin i2
n1 × sin 27 {= 1, 1 {× sin 90° { [CL3] (4)
1, 1
n1 = 0, 45 = 2, 45 {
Term 2 73

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Topic 6: 2D and 3D Wavefronts

QUESTIONS
MULTIPLE CHOICE
1. Which one of the following statements is true for all transverse waves?
A They are electromagnetic in nature.
B They transfer energy.
C They have a speed of 3 × 108 m.s−1.
D They all undergo the same degree of diffraction. (2)
2. Two types of monochromatic light are shone through the same slit. Both undergo
diffraction, but light 1 has more diffraction than light 2. Which of the following
could explain this observation?
A Light 1 is more intense than light 2.
B Light 2 is more intense than light 1.
C Light 1 has a longer wavelength than light 2.
D Light 2 has a longer wavelength than light 1. (2)
3. Which of the following phenomena can occur with a longitudinal wave like sound?
A Interference only.
B Interference and diffraction only.
C Interference and refraction only.
D Interference, diffraction and refraction. (2)
4. Sound waves bend readily around buildings whereas light waves only bend very
slightly around buildings.
Which ONE of the following statements BEST explains this observation?
A Sound waves have much longer wavelengths than light waves.
B Sound waves have much shorter wavelengths than light waves.
C Sound waves have higher frequencies compared to light waves.
D Sound waves have greater amplitudes compared to light waves. (2)
5. The amplitudes of two pulses combine when they meet in a medium. What is the
term used to describe this phenomenon?
A reflection
B refraction
C superposition (2)
D diffraction

6. It often happens that through an open door you can hear someone talking in
another room, although you cannot see them. This is due to:
A reflection.
B refraction.
C superposition.
D diffraction. (2)
LONG QUESTIONS
7.1 All types of waves undergo diffraction.
7.1.1 Name two types of waves. (2)
7.1.2 Define the term diffraction.(2)
7.1.3 State the conditions needed for diffraction to be observed with a single slit. (2)
7.2 Light of a wavelength of 400 nm passes through a single slit of width 8 × 10-6 m. A
ASSESSMENTS
diffraction pattern is seen on a screen, as shown in the diagram below.
7.2.1 Describe the pattern observed on the screen. (2)

7.2.2 Describe how each of the following changes will affect the width or
broadness of the portion X in the diagram above:
7.2.2.1 The wavelength of the light is increased to 420 nm. (1)
7.2.2.2 The width of the slit is changed to 1 × 10 m.(1)
-5
8.
silt screen
8.1 Define the term diffraction in words. (2)

In the diagram shown above, wave fronts of light are seen approaching a narrow
opening. The light has a wavelength of 650 nm. The screen, placed some distance
from the slit as shown, has a clear diffraction pattern on it.
Term 2 75

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8.2 Express 650 nm in m, using scientific notation. (1)

8.3 Describe the pattern seen on the screen. (2)
8.4 Name the two important principles that are used to explain the diffraction
pattern.(2)
8.5 The width of the slit is decreased slightly. Explain how this change will affect:
2.5.1 The brightness of the diffraction pattern. (1)
2.5.2 The width of the diffraction pattern. (1)
8.6 Light of wavelength 600 nm is used. How will this change the diffraction
pattern that is observed? (1)
9. Sound waves from a siren pass the edge of a wall as shown in the diagram below.
wall
9.1 Redraw and complete the diagram to show what happens to the sound wave
as it passes the wall. (4)
9.2 Name this phenomenon. (1)
9.3 Huygen’s principle is often used to explain this phenomenon.
9.3.1 State Huygen’s principle. (2)
9.3.2 In your own words, and using a simple diagram, explain how
Huygen’s principle describes how this phenomenon occurs. (3)
10. Two pulses, as shown below, meet at a single point.
10.1 What do we call the meeting of two pulses at a single point? (1)
10.1.1 What type of interference will happen in this case? (1)
10.1.2 Redraw the diagram, showing one of the original pulses and the final
pulse.(3)

10.2 Now two pulses, which are totally out of phase, as shown below, meet at point.
10.2.1 What name is given to this interference? (1)

10.2.2 Redraw the diagram to show the original pulses and the resultant pulse.
Label the resultant clearly. (3)
10.3 You are given the diffraction pattern for red light below:
ASSESSMENTS
A B C D
10.3.1 Which of the points A, B C, D would correspond to the phenomenon

described in 10.1.1?
10.3.2 Which of the points A, B C, D would correspond to the phenomenon
described in 10.2.1? (4)
11. The diagram below shows wave fronts approaching a single slit in a ripple tank.
slit
11.1.1 Describe how you would devise an experiment to test the effect of the
wavelength of the waves on the degree of diffraction. (3)
11.1.2 State the relationship you would expect between the degree of diffraction
and the wavelength. (1)
11.1.3 Draw a sketch graph for this relationship. (2)
Term 2 77

RESOURCE PACK
11.2 11.2.1 Describe how you would devise an experiment to test the effect of the
width of the gap on the degree of diffraction. (2)
11.2.2 State the relationship you would expect between the degree of
diffraction and the width. (1)
11.2.3 Draw a sketch graph of ‘degree of diffraction’ against width. (2)
11.2.4 How would you get a straight line graph for this experiment? (2)
12. Beams of red, green and blue light are each shone through a narrow single slit.
12.1 Use a diagram to explain what the diffraction pattern of red light would
look like. Indicate the bright and dark bands on your sketch. (3)
12.2 Explain, using Huygen’s principle, how diffraction occurs. (3)
12.3 Explain, in terms of interference, how the light and dark bands form. (2)
12.4 Compare the diffraction patterns for the red, green and blue light. (2)


MARKING GUIDELINES
MULTIPLE CHOICE
1. B  There are non-electromagnetic transverse waves (such as a transverse
wave set up in a rope.) However, learners often forget that waves carry
energy. [CL1] (2)
2. C  Degree of diffraction is greater for light 1 therefore it has a greater
wavelength. [CL2] (2)
3. D  Waves will show interference, diffraction and refraction. [CL3] (2)
4. A  Sound waves diffract around a wall or building because they have
much longer wavelengths than light waves. [CL3] (2)
ASSESSMENTS
5. C  This is by definition. [CL3] (2)
6. D  The bending of a wave going through a gap (the door) is diffraction.
[CL1] (2)
LONG QUESTIONS
7. 7.1 7.1.1 Transverse waves and longitudinal waves  [CL1](2)
7.1.2 The ability of a wave to spread out in wavefronts as they pass
through a small aperture or around a sharp edge.  OR The bending
of a wave around an obstacle or the corners of a narrow opening. [CL1](2)
7.1.3 The slit must be small relative to the wavelength , and the screen
must be relatively far away.  [CL2] (2)
7.2 7.2.1 There will be a large central bright band , with smaller bright bands
on either side alternating with dark areas.  [CL3] (2)
7.2.2 X will increase with increasing wavelength.  [CL2] (1)
7.2.3 The width of the slit is increased, so the width of X will decrease. 
[CL2] (1)
8. 8.1 The ability of a wave to spread out in wavefronts as they pass through
a small aperture or around a sharp edge.  OR The bending of a wave
around an obstacle or the corners of a narrow opening. [CL1] (2)
8.2 650 × 10 m  OR 65,0 × 10 m OR 6,50 × 10 m
-9 -8 -7
[CL2] (1)
8.3 There will be a large central bright band , with smaller bright bands on
either side alternating with dark areas.  [CL3] (2)
8.4 Huygen’s principle  and the principle of superposition (or interference)
[CL2] (2)
8.5 2.5.1 It will be less bright.  [CL3] (1)
2.5.2 It will be less wide.  [CL2] (1)
8.6 The wavelength is increased, so the diffraction will be more noticeable, with
the bright bands wider.  [CL2] (1)
Term 2 79

RESOURCE PACK
3.1
9. 9.1
 for diagram.  for showing increasing bending and  for 3 or more

waves after the wall [CL3] (4)
9.2 Diffraction  [CL1] (1)
9.3 9.3.1 Every point on a wavefront acts as the source of secondary wavelets 
that spread out in the forward direction with the same speed as the
wave.  [CL1] (2)
9.3.2
 for diagram
Every point on the wavefront is a wavelet. The wavelets destructively

interfere with each other except on the wavefront.  However, when
the wavefront passes an obstruction (the wall) the wavelets on the
one side are removed, which means that the wavelets spread out
without any interference,  causing the circular spreading seen in the
diagram.
(source for diagram: https://www.ux1.eiu.edu/~cfadd/1160/Ch25WO/Huygn.html) [CL4] (3)

10. 10.1 Superposition  (or interference) [CL1] (1)

10.1.1 Constructive interference [CL1] (1)
10.1.2 drawing ; new pulse has same phase ; double the amplitude 
of original pulse [CL2] (3)
ASSESSMENTS
10.2 10.2.2  for original pulse (either) and  for the horizontal zero line. [CL2] (3)

10.3 10.3.1 A , B  and C  are constructive interference.
10.3.2 D  is destructive interference. [CL4] (4)
11. 11.1.1 Change the wavelength of the waves  by changing the frequency

of the waves  and keep everything else constant.  Measure the
degree of diffraction in each case. [CL3] (3)
11.1.2 Degree of diffraction is directly proportional to the wavelength. [CL2] (1)
11.1.3
Degree of diffraction
Wavelength
straight line going through the origin [CL2] (2)

11.2 11.2.1 Change the width of the gap. Measure the degree of diffraction in
each case.  [CL3] (2)
11.2.2 Degree of diffraction is inversely proportional to the width. [CL2] (1)
Term 2 81

RESOURCE PACK
11.2.3  hyperbolic curve
Degree of diffraction
Width [CL3] (2)

11.2.4 Plot degree of diffraction against the inverse of width. [CL4] (2)
12. 12.1
Image source: https://i.stack.imgur.com/3Jsx4.jpg.

Bright and dark bands alternate, the bright central band 
 for diagram [CL3] (3)
12.2 Every point on the wavefront is a wavelet. The wavelets destructively
interfere with each other except on the wavefront.  However, when the
wavefront passes through a slit, the wavelets on each side are remove, 
which means that the wavelets spread out and cause interference. 
[CL4] (3)
12.3 The bright bands are constructive interference  and the dark bands are
regions of destructive interference.  [CL3] (2)
12.4 Red will show the most diffraction  i.e. the widest central band and the
most spread bands, blue will show the least and green in the middle. [CL2] (2)

Topic 7: Ideal Gases and Thermal

Properties
QUESTIONS
MULTIPLE CHOICE
1. Which of the following statements regarding an ideal gas is NOT TRUE?
A The forces of attraction between the gas molecules are negligibly small.
B All collisions between the gas molecules are perfectly elastic.
C The gas molecules collide with the sides of the container and thus exert pressure.
D The volume of the individual gas molecules, collectively, is significant. (2)
ASSESSMENTS
2. Which graph best represents the relationship between the pressure p and the
Celsius temperature T of a gas sample at constant volume? (2)
p (kPa)
p (kPa)
T (˚C)
T (˚C)
B
A
p (kPa) p (kPa)
C T (˚C) D T (˚C)
3. When the volume of a given mass of gas is halved at a given temperature, the
pressure is doubled. Which of the following best explains this fact?
A The force of attraction between the molecules is doubled.
B The kinetic energy of the molecules is doubled.
C The number of collisions per unit time between the molecules and the walls
of the container is doubled.
D The momentum of the molecules is doubled. (2)
Term 2 83

RESOURCE PACK
4. The diagram shows two containers A and B connected by a tube with a stop-
cock (tap.) The volume of container A is V and it contains a gas at a pressure p.
Container B is evacuated. The stop-cock (tap) is opened and the pressure inside
A decreases to ¾ p. The volume of the tube and stop-cock is negligible. If the
temperature of the gas remains constant, what is the volume of B?
A 1 3 V
B
B 2 3 V A
C 3 4 V
D 4 3 V (2)
5. Which of the following statements is FALSE? As the temperature of the gas in the
container increases, …
A the molecules move more quickly.
B the molecules expand.
C the molecules collide more often.
D the molecules move further apart. (2)
6. Which of the following will double the volume of a given mass of gas?
A Pressure is halved at constant temperature.
B Temperature in celsius is halved at constant pressure.
C Pressure is doubled and kelvin temperature is halved.
D The pressure is doubled at constant temperature. (2)
LONG QUESTIONS
7. An agricultural company wants to measure the average volume of a very small
type of seed. They use the apparatus sketched below to do this, with a constant
temperature being maintained at all times.
pressure gauge
Funnel
tap
20 cm3
Seed chamber
X Air tight piston Y
7.1 With the tap open and the piston at X, the pressure gauge indicates that the
atmospheric pressure is 1,02 × 105 Pa. The tap is closed and the piston is
slowly pushed to Y. The gauge now reads 1,62 × 105 Pa. The internal volume
of the piston is 20 cm3. Show that the volume of the air in the rest of the
apparatus is 34 cm3. (6)
7.2 The tap is now opened and the piston returned to X. A sample of seeds is
poured in through the funnel and the tap is closed. The piston is slowly
pushed to Y and the pressure gauge reads 1,95 × 105 Pa.
7.2.1 Calculate the volume of air in the apparatus. (3)
7.2.2 Calculate the volume of seeds present. (1)

8. 8.1 At sea level a small, soft plastic milk bottle is sealed up with 2 dm3 of air
inside it at 25 °C. The bottle is now submerged below the water, to a pressure
of 160 kPa at 15 °C. What volume does the air inside the bottle now occupy? (3)
8.2. During the testing on Earth, with an air pressure of 100 kPa, it was found
that the tyre pressure in a moon buggy operated best at 280 kPa.
2.2.1 To what pressure would the tyres have to be inflated on the Moon so
as to be ready to use? (1)
2.2.2 Explain your answer given above. (2)
8.3 Calculate the pressure of 80 g of butane gas (C4H10) enclosed in a 8 dm3
cylinder at 18 °C. (4)
9. The sketch below is of a gas syringe. The total capacity of the syringe is 150 cm3
and the plunger is free to move. 120 cm3 of nitrogen, initially at 298 K is trapped
in the syringe at atmospheric pressure, then the end of the syringe is slowly
ASSESSMENTS
immersed in hot water at 77 °C.
120 cm
3
9.1 Explain why the pressure in the syringe remains at atmospheric pressure,
even when the end of the syringe is immersed in hot water. (2)
9.2 Calculate the volume of the gas at 77 °C. (4)
9.3 Hence, will the plunger remain in the syringe? (1)
9.4 Calculate the mass of the nitrogen gas initially in the syringe. (5)
10. You are given a sample of oxygen gas.

10.1 Under which conditions of temperature and pressure will this oxygen sample
behave like an ideal gas? (2)
10.2 The temperature of the gas increases from 0 °C to 273 °C. The initial volume
of the sample was 5 dm3. What will the final volume of the sample be? (3)
10.3 A cylinder with a volume of 30 dm contains oxygen gas at a pressure of 41,6
3
kPa and a temperature of 27 °C. Calculate the mass of oxygen in the cylinder. (5)
Term 2 85

RESOURCE PACK
11. A pump is used to inflate a rubber balloon.
V= 120 ml air
450 mm valve
balloon
The cylinder of the pump is 450 mm long when the piston is fully out, as shown
above, and the volume of the cylinder is 120 ml. At the outlet of the cylinder
is a valve which allows air to pass through it when the pressure in the cylinder
exceeds the pressure on the other side by more than 50 kPa. On the reverse
stroke, the cylinder fills with air at atmospheric pressure.
Initially the balloon is deflated. The internal volume of the balloon can rise to
240 ml before the rubber of the balloon starts to stretch. Atmospheric pressure is
100 kPa. Assume that the air temperature remains constant at 25 °C in all processes.
11.1 With the balloon detached, how far must the piston be pushed down the
cylinder before the valve opens? (5)
11.2 If the piston is pushed fully down, what volume will the air that escapes into
the atmosphere occupy? Explain your answer. (4)
11.3 When the balloon is attached, how many strokes of the pump are needed
before the rubber of the balloon starts to stretch? (2)
11.4 After the balloon begins to stretch, for each subsequent stroke, the piston has
to be pushed further down than the previous stroke before the valve opens.
Explain why this is so. (4)
12. A small group of learners investigate the relationship between pressure and
volume of an enclosed mass of gas at 298 K. They record the volume of the gas for
different pressures in the table below:
Pressure (kPa) Volume (cm3) 1/V (cm-3)
80 43 0,02
160 27 0,04
200 22 (a)
240 18 (b)
12.1 Write down the name of the law being investigated. (1)
12.2 Two 1/V values, (a) and (b) have been left out of the table. Calculate these
values.(2)
12.3 Draw a graph of pressure against 1/V on graph paper. (4)
12.4 Use the graph to determine the volume of the gas at 170 kPa. (2)
12.5 Calculate the slope of your graph. (2)
12.6 If the experiment was repeated at a higher temperature of 350 K, slightly
different results would be expected. On the same set of axes as used earlier,
draw a sketch of the graph you would expect and label this graph. (2)

MARKING GUIDELINES
MULTIPLE CHOICE
1. D  The other distractors are statements of the ideal gas assumptions, this
negates an assumption. [CL1] (2)
2. B  The equation is pV = nRT i.e. p = mT, where T is in kelvin and
m = (nR/V). However, for a celcius temperature, the graph becomes
p = mT + c; where c is (nR/V) + 273. [CL3] (2)
3. C  This comes from the definition of pressure. Since T is constant, both A
and D are excluded. If a gas deviates from ideal gas behaviour and the
force of attraction increases, then the pressure would decrease. [CL2] (2)
ASSESSMENTS
4. A  This is a fairly tricky calculation.
pA VA = nRT but 0VB = 0RT ;
3
Once the tap is opened; nRT = 4 pA(VA + VB)
3
So 4 p A ^VA + VBh = p A VA since nRT is equal before and after the tap was
opened.
3 3
4 p A VA + 4 p A VB = p A VA
3 1
4 pA VB = 4 pA VA
3VB = 1VA
1
VB = 3 VA [CL4] (2)
5. B  This question is designed to clarify the difference between the volume
the gas occupies and the negligible size of the particles. [CL1] (2)
6. A  The correct answer is simply Boyle’s law. The other options are
designed to test the understanding of kelvin temperature and the
correct use of the gas laws. [CL2] (2)
LONG QUESTIONS
7. 7.1 p1 V1 = p2 V2
1, 02 × 105 { ^20 + Vh { = 1, 62 × 105 (V) {
20, 4 × 105 + 1, 02 × 105 ^V h {= 1, 62 × 105 ^V h
0, 6 × 105 ^V h = 20, 4 × 105 {
V = 34 cm3 { [CL3] (6)
7.2 7.2.1 p1 V1 = p2 V2
1, 02 × 105 ^54h {= 1, 95 × 105 (V) {
55, 08 × 105 = 1, 95 × 105 ^V h
V = 28, 24 cm3 { [CL2] (3)
7.2.2 Vseed = 34,0-28,24 = 5,75 cm3  [CL3] (1)
Term 2 87

RESOURCE PACK
8. V1 = 2 dm3; p1 = 101 kPa; T1 = 298 K; p2 = 160 kPa; T2 = 288 K; V2 = ?

Note that p1 has to be understood from ‘at sea level’.
8.1 p1 V1 p2 V2
T1 = T2
101 × 2 160 × V2
298 {= 288 { [CL2] (3)
V2 = 1, 22 dm3 {
8.2 8.2.1 On the Moon the tyres would have to be inflated to a pressure of
180 kPa.  [CL3] (1)
8.2.2 The difference in pressure is 180 kPa , but on the Moon there is no
atmospheric pressure  i.e. 0 kPa, so the pressure in the tyre would
only be 180 kPa. [CL4] (2)
8.3 p = ? V = 8 × 10 m ; T = ^273 + 18h K; n needs to be calculated
-3 3
m
n= M
80
= 
^48 + 10h
= 1, 4 mol {
nRT
p= V
1, 4 ^8, 31h^291 {h
=
8 × 10 -3 {
= 416 933 Pa { [CL3] (4)
9. V1 = 120; T1 = 298 K; T2 = 350 K; V2 = ?

9.1 Because the plunger is free to move , it will move so that the force on each
side of it is equal , i.e. each side is at atmospheric pressure. [CL3] (2)
V1 T2
9.2 V2 = T
1
120 { ^350h {
=
^298h {
= 140, 9 cm3 { [CL2] (4)
9.3 The plunger will remain in the syringe.  [CL2] (1)
9.4 pV = nRT
RT
n = pV
^8, 31h^298h {
=
^101 × 10 3h { ^120 × 10 -6h {
n = 0, 0489 mol
m = n × M = 0, 0489 × 28 {= 0, 14 g { [CL3] (5)

10. V1 = 5; T1 = 298 K; T2 = 596 K; V2 = ?

10.1 At high temperature and low pressure  [CL2] (2)
10^596h {
10.2 V2 =
5{
= 20 dm3 { [CL2] (3)
10.3 pV = nRT
RT
n = pV [CL3] (5)
^8, 31h^300h {
=
^41, 6 × 10 3h { ^30 × 10 -3h {
n = 0, 05008 mol
m = n × M = 0, 05006 × 32 {= 0, 16 g {
ASSESSMENTS
11. V1 = 120; p1 = 100 kPa p2 = 150 kPa; V2 = ?
100^120h {
11.1 V2 =
150 {
= 80 ml 
80 ml is 2/3 of the volume , so the plunger will be 1/3 down i.e. 150 mm. 
[CL4] (5)
11.2 120 ml – Once the pressure inside the pump is greater than 150 kPa, the
valve opens.  As the plunger pushes down the pressure is maintained at
>150 kPa.  But the 80 ml of air expands  again to 120 ml once it has
escaped at the atmospheric pressure (=100 kPa). [CL3] (4)
11.3 2 strokes  = 240 ml [CL2] (2)
11.4 Once the balloon begins to stretch the pexterior > 100 kPa.  Therefore pinside
must be greater than 150 kPa  before the valve opens,  thus the piston
needs to be pushed further down. [CL3] (4)
Term 2 89

RESOURCE PACK
12. 12.1 Boyle’s law  [CL1] (1)

12.2 (a) 0,045  (b) 0,055  [CL2] (2)
12.3
Graph to show the relationship between
inverse of volume and pressure
Inverse of volume (cm -3 ) 0.07

0.06
0.05
0.04
6.7
0.03
0.02
0.01
0
0 50 100 150 200 250 300
Pressure (kPa )
heading;  axes;  plotting points;  line of best fit [CL2] (4)

12.4 1/V = 0,042  (allow for some error) [CL2] (2)
V = 23,8 cm3 
12.5 Slope = (0,05-0) /(200-0) = 0,0025 cm−3.kPa−1  [CL3] (2)
12.6 The slope is smaller, as slope is 1/nRT.  (  for plotting) [CL3] (2)

Topic 8: Quantitative Aspects of

Chemical Change
QUESTIONS
MULTIPLE CHOICE
1. The molar mass of sodium sulfate is …
A 70 g.mol-1
B 98 g.mol-1
C 119 g.mol-1
D 142 g.mol-1 (2)
ASSESSMENTS
2. During a reaction 0,02 moles of magnesium were ignited in excess oxygen at
standard temperature and pressure. The reaction that occurred is shown below:
2Mg(s) + O2(g)  2MgO(s)
The volume of O2 that reacted with the magnesium was …
A 0,320 dm3
B 0,160 dm3
C 0,224 dm3
D 0,224 cm3(2)
3. Consider the reaction:
C3H8(g) + 5O2(g)  3CO2(g) + 4H2O(g)
If the rate of appearance of CO2 is 0,8 mol∙s-1, the rate of disappearance of O2 is:
A 0,8 mol∙s-1
B 0,48 mol∙s-1
C 0,27 mol∙s-1
D 1,33 mol∙s-1 (2)
4. Which of the following solutions contains the greatest number of dissolved ions?
A 50 cm3 of 0,1 mol∙dm-3 LiF
B 100 cm3 of 0,2 mol∙dm-3 KCl
C 100 cm3 of 0,1 mol∙dm-3 MgCl2
D 50 cm3 of 0,2 mol∙dm-3 Na2O(2)
Term 2 91

RESOURCE PACK
5. Water is formed when oxygen reacts with hydrogen according to the following
unbalanced reaction: H2 + O2 " H2O
What mass of oxygen is required to react completely with 2 g of hydrogen?
A 12 g
B 16 g
C 96 g
D 144 g (2)
6. Consider beakers A and B below:
Beaker A Beaker B
Beaker
200 cm
3
A Beaker
150 cm
3
B
200mol.dm
0.25 cm3 -3
150
0.1 cm3
mol.dm
-3
NaOH(aq) NaCl(aq)
0,25 mol.dm−3 0,1 mol.dm−3
NaOH(aq) NaCl(aq)
20 cm3 of the NaOH(aq) solution in beaker A is added to the NaCℓ(aq) solution

in beaker B. Which one of the following represents the correct calculation for the
new concentration of Na+(aq) ions in beaker B?
0, 015 + 0, 005
A 0, 17
0, 015 + 0.05
B 0, 17
0, 015 + 0, 05
C 0, 15
0, 015 + 0, 005
D 0, 15 (2)
LONG QUESTIONS
7. Iron (Fe) reacts with sulfur (S) to form iron sulfide (FeS) according to the
following balanced equation:
Fe(s) + S(s) → FeS(s)
7.1 Define the term limiting reactant. (2)
7.2 Calculate which of the two substances will be used up completely if 20 g of
Fe and 10 g of S are mixed and heated. (5)
7.3 How many grams of the other substance are in excess? (2)

7.4 Magnesium burns in air to form magnesium oxide according to the

following balanced equation:
2Mg(s) + O2(g) " 2MgO(s)
If the percentage yield of this reaction is only 80%, calculate the mass of
magnesium that needs to be burned to produce 30 g of magnesium oxide. (6)
8. A standard solution of ethanol (CH3CH2OH) is made up so that it will have a

volume of 0,25 dm3 and a concentration of 0,5 mol.dm-3.
The standard solution is made up using distilled water.
8.1 Calculate the mass of CH3CH2OH required to make up the standard solution. (4)
8.2 27 g of propane is burnt in air. The balanced reaction equation is shown below:
C3H8 + 5O2 " 3CO2 + 4H2O
ASSESSMENTS
8.2.1 27,0 g of propane is burnt. What mass of CO2 will be produced? (5)
8.2.2 What would the volume of this gas be at STP? (2)
9. A group of learners react ethanoic acid and potassium hydroxide. They repeat the
experiment, a titration, a number of times until they obtain three results that have
a high degree of precision. The concentration of the standard KOH solution they
use is 0,1 mol.dm-3. They calculate that the average volume of KOH required to
neutralise 25,0 cm3 of vinegar solution is 44,1 cm3.
CH3COOH(aq) + KOH(aq) " CH3COOK(aq) + H2O(l)
9.1 9.1.1 E
xplain how the learners will determine whether their results “have a
high degree of precision”. (2)
9.1.2 Calculate the number of moles of ethanoic acid in the vinegar solution. (4)
9.1.3 Hence, calculate the mass of ethanoic acid in the vinegar solution. (3)
9.1.4 If 5 g of white spirit vinegar was used to make up the 25 cm³ vinegar
solution used in the titration, calculate the percentage (by mass) of
ethanoic acid in white spirit vinegar. (2)
9.2 During the titrations the learners used a burette to measure out the
volume of KOH required to neutralise the vinegar solution. Describe two
precautions that the learners should take when using the burette to ensure
that the measurements that they take with the burette are as accurate as
possible.(2)
Term 2 93

RESOURCE PACK
10. Magnesium burns in air to form magnesium oxide

according to the following balanced equation:
2Mg(s) + O2(g)  2MgO(s)
2,4 g of magnesium combines with 0,8 g of oxygen,
which is at STP.
10.1 What does STP stand for? (1)
10.2 Calculate how many moles of magnesium and
how many moles of oxygen are present. (3)
10.3 Which of the two substances will be used up
completely?(2)
10.4 Determine how many moles of the other substance
is in excess. (2)
10.5 What mass of product will form? (3)
11. 11.1 20 g of impure iron reacts with excess sulfuric acid, releasing 5 dm³ of
hydrogen gas. The balanced equation is shown below:
Fe (s) + H2SO4 (aq)  FeSO4 (aq) + H2 (g)
11.1.1 Calculate the number of moles of hydrogen gas released. (2)
11.1.2 Write down the number of moles of pure Fe which reacted. (1)
11.1.3 Calculate the percentage purity of the iron. (3)
11.2 Consider the balanced equation shown below. The yield for the production
of water is 68,7%.
2 HNO3 (aq) + NO (g)  3 NO2 (g) + H2O (g)
11.2.1 If 44,1 g of HNO3 reacts completely with nitrogen monoxide, calculate
the theoretical mass of water which is produced. (4)
11.2.2 Considering the yield for this reaction (68,7%), now calculate the
actual mass of water which is produced. (2)
12. A standard solution of Mg(OH)2 is made up so that it will have a volume of

0,25 dm³ and a concentration of 0,5 mol.dm-3.
The standard solution is made up using distilled water.
12.1 Name the solute used to make this solution. (2)
12.2 Calculate the mass of solid Mg(OH)2 required to make up the standard
solution.(6)
12.3 If the solution needed to be diluted to a concentration of 0,2 mol.dm-3, how
much additional distilled water would need to be added? (4)

MARKING GUIDELINES
MULTIPLE CHOICE QUESTIONS
1. D  Na2SO4 MR = 2(23) + 32 + 4(16)=142 g.mol-1. [CL2] (2)

2. C  0,02 mol Mg reacts with 0,01 mol O2  [CL2] (2)
3. D  5 mol O2 gas produce 3 mol CO2. Therefore O2 is used at a rate of
(5 × 0,8)/3 = 1,33 mol.s−1. [CL2] (2)
4. B  This is comparison (2 # 50 × 0,1) vs (2 × 100 × 0,2) vs
(3 × 100 × 0,1) vs (3 × 50 × 0,2). There is no need to convert units to
do the comparison. [CL3] (2)
5. B  The reaction needs to be balanced 2H2 + O2  2H2O; 1 mol of H2
ASSESSMENTS
reacts with 0,5 mol O2 i.e. 16 g [CL3] (2)
6. A  Only 20 cm³ of beaker A (= 0,02 × 0,25 mol) is transferred. Moles in B
was 0,015; total volume is (0,015 + 0,02 = 0,17 dm3). [CL4] (2)
LONG QUESTIONS
7. 7.1 The reactant that will be used up totally in a chemical reaction 
[CL1] (2)
20 10
7.2 nFe = 55, 8 {= 0, 358 mol {; nS = 32 = 0, 3125 mol {
From equation nFe: nS is 1: 1. { Thus S runs out first;
S is the limiting reagent  [CL3] (5)
7.3 m = nM = ^0, 358 - 0, 3125h {^55, 8h = 2, 56 { [CL2] (2)
30
7.4 Actual yield = 30 g; theoretical yield = 0, 8 {= 37, 5 g {
37, 5
nMgO = = 0, 93 mol {
24, 3 + 16 {
nMg: nMgO = 2: 2 { hence nMg = 0, 93 mol {
m = nM = 0, 93 × 24, 3 = 22, 61 g { [CL4] (6)
8. 8.1 n = CV = 0,5 (0,25) = 0,125 mol
m = nM = 0,125 (46 ) = 5,75 g  [CL2] (4)
8.2.1 n = m/M = 27/(44 ) = 0,81 
ratio
1: 3
0,81: 2,45 
m =nM = 2,45(44 ) = 108 g  [CL2] (5)
8.2.2 V = n(22,4 ) = 55,0 dm³  [CL2] (2)
Term 2 95

RESOURCE PACK
9. 9.1.1 I f their results are very similar  (within a range of 0,5 ml ) they will
have a high degree of precision. [CL2] (2)
9.1.2 n(KOH) = CV = 0,1 × 0,044 = 0,0044 mol KOH 
` n(acid) = 0,0044 mol CH3COOH  [CL4] (4)
9.1.3 m = n × M  = 0,0044 × 60  = 0,264 g  [CL4] (3)
0, 264
9.1.4 5 × 100 = 5, 28% method ans [CL4] (2)
9.2 • Rinse burette out with water and KOH solution.

• When filling burette let KOH run through tap and ensure no air bubbles.
• When taking readings ensure eye is parallel with the bottom of the
meniscus to avoid the error of parallax.
• Estimate to one decimal place (any two). [CL3] (2)
10. 10.1 Standard temperature and pressure  [CL1] (1)
2, 4 0, 8
10.2 nMg = 24, 3 {= 0, 099 mol {; nO = 32 = 0, 025 mol {
2 [CL2] (3)
10.3 nMg:nO2 = 2:1  so 0,025 mol O2 will react with 0,05 mol Mg ; hence O2
will run out first. [CL3] (2)
10.4 excess Mg = 0,099-0,05  = 0,049 mol  [CL2] (2)
10.5 m = nM = 0, 05 × 2 {× ^24, 3 + 16h {= 4, 03 g { [CL2] (3)
11. 11.1 11.1.1 n(H2) = V/Vm  = 5/22,4 = 0,223 mol  [CL2] (2)
11.1.2 mol Fe = 0,223 mol (1:1)  [CL2] (1)
11.1.3 m(Fe) = nM  = 0,223 × 56 = 12,5 g 
` %purity = 12,5/20 × 100 = 62,5%  [CL3] (3)
11.2.1 n(HNO3) = m/M = 44,1/63  = 0,7 mol 
` n(H2O) = 0,7/2 = 0,35 mol (2:1) 
m(H2O) = nM = 0,35 × 18 = 6,3 g H2O  (theoretical mass) [CL3] (4)
11.2.2 % yield = actual yield / theoretical yield × 100
` actual yield = 68,7/100 × 6,3 = 4,33 g H2O  [CL3] (2)
12. 12.1 magnesium hydroxide  ID  correct name [CL1] (2)

12.2 n = CV {= 0, 5 × 0, 25 {(both subs) = 0, 125 mol
m = nM {= 0, 125 {× 58, 3 {= 7, 29 g { [CL2] (6)
n 0, 125^coeh
12.3 V = C = 0, 2 {= 0, 625 dm3 {
Vadded = 0, 625 - 0, 25 {= 0, 375 dm3 { [CL4] (4)

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PHYSICAL

Formal Experiment: Intermolecular Forces 43

Gr11_Physical_Science_Term2_Resource_Book.indb 2 2018/12/31 10:14:45 AM

Gr11_Physical_Science_Term2_Resource_Book.indb 3 2018/12/31 10:14:45 AM

Topic 5: Geometrical Optics

A No light will be reflected, so ray 2 does not exist.

3.1. Define the term ‘refraction’. (2)

4 Grade 11 Physical Sciences

Gr11_Physical_Science_Term2_Resource_Book.indb 4 2018/12/31 10:14:50 AM

3.2. Why does the light ray change direction?  (1)

Include the following labels in your sketch:

5. Consider a ray of light entering a semi-circular glass block, as shown below.

Gr11_Physical_Science_Term2_Resource_Book.indb 5 2018/12/31 10:14:50 AM

6 Grade 11 Physical Sciences

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PATH OF THE RAY EXPLANATION

8 Grade 11 Physical Sciences

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75% sugar water 1,47 1,33 25 27,8

diamond water 2,42 1,33 25 50,3

75% sugar diamond 1,47 2,42 25 14,9

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6.1. Calculate the speed of light through olive oil. (3)

10 Grade 11 Physical Sciences

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3.4  for ray bending

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 Angle of incidence (1)  Angle of refraction (2)

12 Grade 11 Physical Sciences

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Gr11_Physical_Science_Term2_Resource_Book.indb 13 2018/12/31 10:14:59 AM

 ray bends towards normal

14 Grade 11 Physical Sciences

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MATERIAL MATERIAL n1 sin i2

water air 1,33 1,0 1,33 25 0,422 34,2 0,56 1,33

diamond water 2,42 1,33 1,8 25 0,422 50,3 0,77 1,8

4.1 Above  each.  (4)

16 Grade 11 Physical Sciences

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18 Grade 11 Physical Sciences

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TOPIC 6: 2D and 3D Wavefronts

3. Give the name or term for the following:

4.1. the wavelength gets larger? (1)

Gr11_Physical_Science_Term2_Resource_Book.indb 19 2018/12/31 10:15:05 AM

5. The following experiment is set up in a water ripple tank.

Light source Position of 1st

The following results are obtained:

5,3 x 10-8 19,6

4,9 x 10-8 21,2

4,2 x 10-8 24,8

6.1. State Huygens’ principle. (2)

20 Grade 11 Physical Sciences

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2. Which property of sound enables it to undergo diffraction?

C That is carries energy.

4. 4.1 Define diffraction.  (2)

Gr11_Physical_Science_Term2_Resource_Book.indb 21 2018/12/31 10:15:06 AM

5. The image below is typical of images found in several text books;

In part A waves approach a barrier; Part B is the barrier.

Formal Experiment: Intermolecular Forces 43

3.1. Define the term ‘refraction’. (2)

3.2. Why does the light ray change direction? (1)

6.1. Calculate the speed of light through olive oil. (3)

4.1 Above  each. (4)

4.1. the wavelength gets larger? (1)

6.1. State Huygens’ principle. (2)

4. 4.1 Define diffraction. (2)

2. B  Only waves, but all types of waves undergo diffraction. (2)

5. 5.1 A slit/gap  (1)

5. 5.1 pV = k  or pressure is inversely proportional to volume etc. (1)

6. 6.1 p is pressure ; V is volume  and T is absolute temperature .(3)

3. 3.1. pV = nRT  (2)

4. 4.1 It will increase (1)

5. 5.1 pV = k {{ (OR p1 V1 = p2 V2) (2)

6. 6.1 Standard temperature and pressure.   (2)

7. 7.1 sodium nitrate  (1)

4. 4.1 na = Ca Va = ^0, 15h^0, 025 {h = 0, 00375 mol { (2)