Name: ________________________

STEM Potential A Level

Chemistry
Class: ________________________
Physical Chemistry

Date: ________________________

Time: 98 minutes

Marks: 96 marks

Comments:
Q1.
Which of these correctly shows the numbers of sub-atomic particles in a 41K+ ion?

Number of Number of Number of

electrons protons neutrons

A 19 19 20

B 18 20 21

C 18 19 22

D 19 18 23

(Total 1 mark)

Q2.
Magnesium exists as three isotopes: 24Mg, 25Mg and 26Mg

(a) In terms of sub-atomic particles, state the difference between the three isotopes of
magnesium.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)

(b) State how, if at all, the chemical properties of these isotopes differ.

Give a reason for your answer.

Chemical properties __________________________________________________

___________________________________________________________________

Reason ____________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
25
(c) Mg atoms make up 10.0% by mass in a sample of magnesium.

Magnesium has Ar = 24.3

Use this information to deduce the percentages of the other two magnesium
isotopes present in the sample.
24 26
Mg percentage = ________ % Mg percentage = ________ %
(4)

(d) In a TOF mass spectrometer, ions are accelerated to the same kinetic energy (KE).
 where m = mass (kg) and v = velocity (m s-1)

where d = distance (m) and t = time (s)

In a TOF mass spectrometer, each 25Mg+ ion is accelerated to a kinetic energy of

4.52 × 10-16 J and the time of flight is 1.44 × 10-5 s.
Calculate the distance travelled, in metres, in the TOF drift region.
(The Avogadro constant L = 6.022 + 1023 mol-1)

Distance = __________________ m
(4)
(Total 11 marks)

Q3.
A sample of ethanedioic acid was treated with an excess of an unknown alcohol in the
presence of a strong acid catalyst. The products of the reaction were separated and
analysed in a time of flight (TOF) mass spectrometer. Two peaks were observed at m / z =
104 and 118.

(a) Identify the species responsible for the two peaks.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(b) Outline how the TOF mass spectrometer is able to separate these two species to
give two peaks.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)
(Total 6 marks)

Q4.
Methanol can be manufactured by the reaction of carbon monoxide with hydrogen

CO(g) + 2H2(g) ⇌ CH3OH(g)

 In an experiment, 0.73 mol of carbon monoxide was heated with 1.25 mol of hydrogen. An
equilibrium mixture was formed that contained 0.43 mol of methanol.

(a) Calculate the amount, in moles, of each reactant present at equilibrium.

Amount of carbon monoxide = ____ mol

Amount of hydrogen = ___________ mol

(2)

(b) Write an expression for the equilibrium constant, Kc, for this reaction.

___________________________________________________________________
(1)

(c) In another experiment at a different temperature, the equilibrium mixture contained

0.452 mol of carbon monoxide, 0.106 mol of hydrogen and 0.273 mol of methanol in
a flask of volume 9.40 × 103 cm3.

Calculate the value of the equilibrium constant, Kc, at this temperature and state the
units.

Kc = __________ Units = __________

(4)

(d) The total pressure of this equilibrium mixture in the flask was 482.9 kPa.

Calculate the temperature, in °C, of the equilibrium mixture.

(The ideal gas constant R = 8.31 J mol–−1 K−1)

Temperature = ________________ °C
(4)
(Total 11 marks)

Q5.
A sample of pure Mg(NO3)2 was decomposed by heating as shown in the equation below.

2Mg(NO3)2(s) 2MgO(s) + 4NO2(g) + O2(g)

(a) A 3.74 × 10−2 g sample of Mg(NO3)2 was completely decomposed by heating.

Calculate the total volume, in cm3, of gas produced at 60.0 °C and 100 kPa.
Give your answer to the appropriate number of significant figures.
The gas constant R = 8.31 J K−1 mol−1.

Total volume of gas = ___________ cm3

(5)
 (b) The mass of MgO obtained in this experiment is slightly less than that expected
from the mass of Mg(NO3)2 used.
Suggest one practical reason for this.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)
(Total 6 marks)

Q6.
This question is about elements in Group 7 of the Periodic Table and their compounds.

(a) Bromine (Br2), strontium chloride (SrCl2) and iodine monochloride (ICl) all have
similar Mr values.

Suggest, with reasons, the order of melting points for these three substances.
(6)

(b) Write an equation for the reaction of chlorine with cold water.

State a reason why chlorine is added to drinking water, and suggest a disadvantage
of treating water in this way.

Equation

___________________________________________________________________

Reason ____________________________________________________________

___________________________________________________________________

Disadvantage _______________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

(c) Bromine reacts with phosphorus to form phosphorus tribromide.

Write an equation for this reaction and draw the shape of the phosphorus tribromide
molecule formed.

Suggest the bond angle in phosphorus tribromide.

Equation

___________________________________________________________________

Shape
 Bond angle _________________________________________________________
(3)

(d) Phosphorus pentabromide in the solid state consists of PBr4+ and Br − ions.

Draw the shape of the PBr4+ ion and suggest its bond angle.

Shape

Bond angle _________________________________________________________

(2)
(Total 14 marks)

Q7.
(a) Explain how the electron pair repulsion theory can be used to deduce the shape of,
and the bond angle in, PF3

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(6)

(b) State the full electron configuration of a cobalt(II) ion.

___________________________________________________________________
(1)

(c) Suggest one reason why electron pair repulsion theory cannot be used to predict
the shape of the [CoCl4]2− ion.

___________________________________________________________________

___________________________________________________________________
(1)
 (d) Predict the shape of, and the bond angle in, the complex rhodium ion [RhCl4]2−.

Shape _____________________________________________________________

Bond angle _________________________________________________________

(2)
(Total 10 marks)

Q8.
(a) Write an equation, including state symbols, for the reaction with enthalpy change
equal to the standard enthalpy of formation for CF4(g).

___________________________________________________________________
(1)

(b) Explain why CF4 has a bond angle of 109.5°.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) Table 1 gives some values of standard enthalpies of formation (ΔfHϴ).

Table 1

Substance F2(g) CF4(g) HF(g)

ΔfHϴ / kJ 0 −680 −269

mol−1

The enthalpy change for the following reaction is −2889 kJ mol−1.

C2H6(g) + 7F2(g) 2CF4(g) + 6HF(g)

Use this value and the standard enthalpies of formation in Table 1 to calculate the
standard enthalpy of formation of C2H6(g).

Standard enthalpy of formation of C2H6(g) = ____________________ kJ mol−1

(3)

(d) Methane reacts violently with fluorine according to the following equation.
 CH4(g) + 4F2(g) CF4(g) + 4HF(g) ΔH = −1904 kJ mol−1

Some mean bond enthalpies are given in Table 2.

Table 2

Bond C−H C−F H−F

Mean bond enthalpy / kJ 412 484 562

mol−1

A student suggested that one reason for the high reactivity of fluorine is a weak F−F
bond.

Is the student correct? Justify your answer with a calculation using these data.

___________________________________________________________________

___________________________________________________________________
(4)
(Total 10 marks)

Q9.
Alcohols such as methanol (CH3OH), ethanol (CH3CH2OH) and propan-1-ol
(CH3CH2CH2OH) are good fuels.

(a) A student carried out an experiment to determine the enthalpy of combustion of

methanol.

Methanol was placed in a spirit burner and the mass of the spirit burner measured.
The student placed 100 g of water in a copper calorimeter and clamped it above the
spirit burner. The burner was lit and allowed to burn for a few minutes. The flame
was then extinguished and the new mass of the spirit burner found.

The measured temperature rise was 38.0 °C. The specific heat capacity of water is
4.18 J K−1 g−1.

A diagram of the apparatus is shown alongside a table which shows the

measurements the student recorded.
 Use the student’s data to calculate an experimental value for the enthalpy of
combustion of methanol in kJ mol−1.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

(b) Suggest one reason, other than incomplete combustion or heat transfer to the
atmosphere, why the student’s value for the enthalpy of combustion of
methanol is different from that in a Data Book.

___________________________________________________________________

___________________________________________________________________
(1)

(c) The uncertainty in each of the temperature readings from the thermometer in
this experiment was ±0.25 °C. This gave an overall uncertainty in the
temperature rise of ±0.5 °C.

Calculate the percentage uncertainty for the use of the thermometer in this
experiment.

___________________________________________________________________

___________________________________________________________________
(1)

(d) The student said correctly that using a thermometer with an overall
 uncertainty for the rise in temperature of ±0.5 °C was adequate for this
experiment.

Explain why this thermometer was adequate for this experiment.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(1)

(e) The enthalpy of combustion of ethanol is −1371 kJ mol−1. The density of

ethanol is 0.789 g cm−3.

Calculate the heat energy released in kJ when 0.500 dm3 of ethanol is burned.
Give your answer to an appropriate number of significant figures.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 10 marks)

Q10.
This question is about the Maxwell–Boltzmann distribution of molecular energies in a
sample of a gas shown in the following figure.

What does the area under the curve represent?

A The total energy of the particles.

B The total number of particles.

C The number of particles that can react with each other.

 D The total number of particles that have activation energy.

(Total 1 mark)

Q11.
Nitryl chloride reacts with nitrogen monoxide according to the equation:

ClNO2(g) + NO (g) ⟶ NO2(g) + ClNO(g)

The Maxwell–Boltzmann distribution curve in Figure 1 shows the distribution of molecular

energies in 1 mol of this gaseous reaction mixture (sample 1) at 320 K.

(a) On the same axes, draw a curve for sample 1 at a lower temperature.
(2)

(b) Explain the effect that lowering the temperature would have on the rate of reaction.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) A Maxwell–Boltzmann distribution curve was drawn for a second sample of the
reaction mixture in the same reaction vessel. Figure 2 shows the results.
 Deduce the change that was made to the reaction conditions.

Explain the effect that this change has on the rate of reaction.

Change ____________________________________________________________

___________________________________________________________________

Explanation _________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 7 marks)

Q12.
Hydrogen is produced in industry from methane and steam in a two-stage process.

(a) In the first stage, carbon monoxide and hydrogen are formed.
The equation for this reaction is

CH4(g) + H2O(g) CO(g) + 3H2(g) ΔH = +206 kJ mol−1

(i) Use Le Chatelier’s principle to state whether a high or low temperature should
be used to obtain the highest possible equilibrium yield of hydrogen from this
first stage.
Explain your answer.

Temperature ___________________________________________________
 Explanation ____________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)

(ii) Le Chatelier’s principle suggests that a high pressure will produce a low yield
of hydrogen in this first stage.

Explain, in terms of the behaviour of particles, why a high operating pressure

is used in industry.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(iii) A nickel catalyst is used in the first stage.

Explain why the catalyst is more effective when coated onto an unreactive
honeycomb.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(b) The second stage is carried out in a separate reactor. Carbon monoxide is
converted into carbon dioxide and more hydrogen is formed.

The equation for this reaction is

CO(g) + H2O(g) CO2(g) + H2(g) ΔH = −41 kJ mol−1

Use Le Chatelier’s principle to state the effect, if any, of a decrease in the total
pressure on the yield of hydrogen in this second stage. Explain your answer.
Effect ______________________________________________________________

Explanation _________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)
(Total 9 marks)
Mark schemes

Q1.
C
[1]

Q2.
24
(a) Mg has 12n; 25Mg has 13n; 26Mg has 14n

OR They have different numbers of neutrons

1

(b) No difference in chemical properties

1

Because all have the same electronic structure (configuration)

OR they have the same number of outer electrons

1

(c) If fraction with mass 24 = x

Fraction with mass 26 = 0.900 − x

Fraction with mass 25 = 0.100

1

Ar = 24x + (25 × 0.100) + 26(0.900 − x)

1

24.3 = 24x + 2.50 + 23.4 −26x

2x = 1.60

x = 0.800 i.e. percentage 24Mg = 80.0(%) (80.0% 3sf)

1

26
Mg = 0.900 − 0.800 = 0.100 ie percentage 26Mg = 10.0(%)
1

(d) m=
1

2
v = 2ke/m or v2 =
1

D = vt =1.48 × 105 × 1.44 × 10−5

D = 2.13 (m)
1
[11]
Q3.
(a) [CH3OCOCOOH]+
Allow names
1

[CH3OCOCOOCH3]+
Do not allow molecular formula
1

(b) Positive ions are accelerated by an electric field

1

To a constant kinetic energy

1

The positive ions with m / z of 104 have the same kinetic energy as those with
m / z of 118 and move faster
1

Therefore, ions with m / z of 104 arrive at the detector first

1
[6]

Q4.
(a) Mol CO = (0.73 − 0.43) = 0.30 (mol)
1

Mol H2 = (1.25 − 2(0.43)) = 0.39 (mol)

1

c
(b) K =
1

(c) Divides throughout by volume

1

Kc =
1

Kc =

Kc = 4.75 × 103
1

Unit = mol−2 dm+6

1

(d) pV = nRT

T=
1

n = 0.452 + 0.106 + 0.273 = 0.831 (mol)

Calculation of moles and substitution of all values
1
 =
Correct conversion of p and V
1

= 384 °C
Conversion to °C
1
[11]

Q5.
(a) Stage 1

Mr for Mg(NO3)2 = 148.3

Moles of Mg(NO3)2 = = 2.522 × 10-4 mol

Extended response calculation
1

Stage 2

Total moles of gas produced = 5/2 × moles of Mg(NO3)2

= 5/2 × 2.522 × 10–4 = 6.305 × 10–4

If ratio in stage 2 is incorrect, maximum marks for stage 3 is
2
1

Stage 3

PV = nRT so volume of gas V = nRT / P

1

V = = 1.745 × 10–5 m3
1

V = 1.745 × 10–5 × 1 × 106 = 17.45 cm3 = 17.5 (cm3)

Answer must be to 3 significant figures (answer could be
17.4 cm3 dependent on intermediate values)
1

(b) Some of the solid is lost in weighing product / solid is blown away with the gas
1
[6]

Q6.
(a) SrCl2> ICl > Br>
If wrong can award 1 for one in the correct ‘position’
2

SrCl2 strong ionic bonds / (strong electrostatic attraction between opposite ions)
1

Lattice so many strong bonds to overcome

1
 ICl has dipole-dipole between molecules – weaker than ionic bonds
1

Br2 has van der Waals forces between molecules – much weaker
Accept London / dispersion / induced dipole forces
1

(b) Cl2 + H2O ⇌ HCl + HClO

OR 2Cl2 + 2H2O ⇌ O2 + 4HCl
OR Cl2 + H2O ⇌ 2H+ + Cl− + ClO−
1

Kills bacteria
1

Wasteful as most potable water not used for drinking - used in washing clothes etc

OR Some people suffer eye irritation / Some people find the taste unpleasant

OR can react with organic compounds to produce harmful substances

Allow ‘it is potentially toxic as it can be if over concentrated’
1

(c) 6Br2 + P4 ⟶ 4PBr3

Accept 4P for P4
1

Pyramidal shown in a diagram (but the name of the shape isn’t needed)
1

100–108°
Actual value is 101° (hence larger range of values allowed)
1

(d) Tetrahedral shown in a diagram (but the name of the shape isn’t needed)
1

109.5°
Accept 109° or 109°28’
1
[14]

Q7.
(a) This question is marked using levels of response. Refer to the Mark Scheme
Instructions for Examiners for guidance on how to mark this question.

All stages are covered and the explanation of each stage is generally correct
and virtually complete.

Answer is communicated coherently and shows a logical progression from

stage 1 to stage 2 then stage 3.
Level 3
5 – 6 marks

All stages are covered but the explanation of each stage may be incomplete or
may contain inaccuracies OR two stages are covered and the explanations
are generally correct and virtually complete.

Answer is mainly coherent and shows progression from stage 1 to stage 3.

 Level 2
3 – 4 marks

Two stages are covered but the explanation of each stage may be incomplete
or may contain inaccuracies, OR only one stage is covered but the
explanation is generally correct and virtually complete

Answer includes isolated statements but these are not presented in a logical
order or show confused reasoning.
Level 1
1 – 2 marks

Insufficient correct chemistry to gain a mark.

Level 0
0 marks

Indicative chemistry content

Stage 1: Electrons round P

• P has 5 electrons in the outside shell
• With 3 electrons from 3 fluorine, there are a total of 8 electrons in
outside shell
• so 3 bond pairs, 1 non-bond pair

Stage 2: Electron pair repulsion theory

• Electron pairs repel as far as possible
• Lone pair repels more than bonding pairs

Stage 3: Conclusions
• Therefore, tetrahedral / trigonal pyramidal shape
• With angle of 109(.5)° decreased to 107°
6

(b) 1s22s22p63s23p63d7
Allow correct numbers that are not superscripted
1

(c) Too many electrons in d sub-shell / orbitals

1

(d) Tetrahedral (shape)

1

109.5°
Allow 109°
1
[10]

Q8.
(a) C(s) + 2F2(g) CF4(g)
State symbols essential
1

(b) Around carbon there are 4 bonding pairs of electrons (and no lone pairs)
1

Therefore, these repel equally and spread as far apart as possible

1

(c) ΔH = Σ ΔfH products – Σ ΔfH reactants or a correct cycle

1
 Hence = (2 × –680) + (6 × –269) – (x) = –2889
1

x = 2889 – 1360 – 1614 = –85 (kJ mol–1)

1
–1
Score 1 mark only for +85 (kJ mol )

(d) Bonds broken = 4(C–H) + 4(F–F) = 4 × 412 + 4 × F–F

Bonds formed = 4(C–F) + 4(H–F) = 4 × 484 + 4 × 562

Both required
1

–1904 = [4 × 412 + 4(F–F)] – [4 × 484 + 4 × 562]

4(F–F) = –1904 – 4 × 412 + [4 × 484 + 4 × 562] = 632

1

F–F = 632 / 4 = 158 (kJ mol–1)

1

The student is correct because the F–F bond energy is much less than the
C–H or other covalent bonds, therefore the F–F bond is weak / easily broken
Relevant comment comparing to other bonds
(Low activation energy needed to break the F–F bond)
1
[10]

Q9.
(a) M1 (q = mcΔT = 100 × 4.18 × 38(.0))
= 15 884 / 15 880 / 15 900 / 16 000 (J)
(OR 15.884 / 15.88 / 15.9 / 16 (kJ))
Award full marks for correct answer
Mark is for value not expression (at least 2sf); penalise
incorrect units here only if M1 is the only potential scoring
point in M1-M3
1

M2 Moles (methanol = 1.65 / 32.0) = 0.0516 or 0.052

At least 2sf
1

M3 Heat change per moles = M1/M2

(15 884 / 0.0516 / 1000 = 308 (kJ mol−1)
(allow 305 to 310)
At least 2sf; answer must be in kJ mol−1
1

M4 Answer = −308 (kJ mol−1) (allow −305 to −310)

This mark is for – sign (mark independently)
1

(b) Heating up copper / calorimeter / container / thermometer /

heat capacity of copper / calorimeter / thermometer not taken into account
OR
Evaporation of alcohol/methanol
OR
Experiment not done under standard conditions
 Not human errors (e.g. misreading scales)
Not impure methanol
Allow evaporation of water
1

(c) (100 × 0.5 / 38 =) 1.3 or 1.32 or 1.316% (minimum 2 sf)

Allow correct answer to at least 2sf;
Allow 1.31 or 1.315%
1

(d) Idea that heat loss is more significant issue OR

Idea that temperature change/rise is (significantly / much)
bigger than uncertainty
One of these two ideas only and each one must involve a
comparison
1

(e) M1 Mass of ethanol = 500 × 0.789 (= 394.5 or 395 (g))

1

M2 Moles of ethanol = M1 / 46.0 (= 8.576 or 8.58)

1

M3 Heat released = M2 × 1371 = 11800 (kJ) must be 3 sf

1
Correct answer to 3sf scores 3; correct value to 2sf or more
than 3sf scores 2
Answers that are a factor of 10x out score 2 if given to 3sf or
1 if given to a different number of sf
M3 ignore units, but penalise incorrect units
M3 ignore sign
M2 and M3 – allow consequential marking
[10]

Q10.
B
[1]

Q11.

(a)
M1 Curve is higher and displaced to the left
 M2 Only crosses the original curve once
2

(b) Rate of reaction decreases (no mark)

Fewer particles will have energy greater than or equal to the activation energy
1

Fewer successful collisions in a given time

Less frequent successful collisions
1

(c) The amount of gas present (or number of molecules) has been reduced / or the
pressure has been reduced
1

Rate of reaction decreases (no mark)

Particles are spread further apart

1

Fewer collisions between gas particles so fewer successful collisions

1
[7]

Q12.
(a) (i) M1
High (temperature) OR Increase (the temperature)
If M1 is incorrect CE = 0 for the clip
If M1 is blank, mark on and seek to credit the correct
information in the text

M2
The (forward) reaction / to the right is endothermic or takes in / absorbs
heat
OR
The reverse reaction / to the left is exothermic or gives out / releases
heat

M3 depends on correct M2 and must refer to temperature / heat

M3 depends on a correct statement for M2

At high temperature, the (position of ) equilibrium shifts / moves left to

right to oppose the increase in temperature
For M3, the position of equilibrium shifts / moves
to absorb heat OR
to lower the temperature OR
to cool down the reaction
3

(ii) M1
The reaction gets to equilibrium faster / in less time
OR
Produces a small yield faster / in less time
OR
Increases the rate (of reaction / of attainment of equilibrium)
Mark independently
 M2

High pressure leads to one of the following

• more particles / molecules in a given volume
• particles / they are closer together
• higher concentration of particles / molecules
AND
• more collisions in a given time / increased collision frequency
Penalise M2 for reference to increased energy of the
particles
2

(iii) M1 Increase in / more / large(r) / big(ger) surface area / surface sites

Mark independently
For M1 accept Éan increase in surface”

M2 increase in / more successful / productive / effective collisions (in a

given time) (on the surface of the catalyst / with the nickel)
For M2 not simply “more collisions”
Ignore “the chance or likelihood” of collisions
2

(b) M1
No effect / None
If M1 is incorrect CE = 0 for the clip
If M1 is blank, mark on and seek to credit the correct
information in the text

M2 requires a correct M1
Equal / same number / amount of moles / molecules / particles on either side
of the equation
OR
2 moles / molecules / particles on the left and 2 moles / molecules / particles
on the right
M2 depends on a correct statement for M1
In M2 not “atoms”
2
[9]
Examiner reports

Q9.
Enthalpy of combustion & calorimetry

In the calculation of the enthalpy of combustion from the experimental data, many
students used the mass of the fuel (rather than the water) when using q = mcΔT. Others
incorrectly added 273 to the temperature rise. When finding the moles of methanol
burned, some students rounded this to 1 significant figure which gave inaccurate answers.
Some students failed to include the minus sign on their final answer to show that the
reaction is exothermic. In (b) many students referred to the problems already stated in the
question rather than an additional one. Many students suggested mistakes made during
the experiment rather than design features. Many students scored the mark for (c) but
many others did not know where to start. The calculation of apparatus percentage
uncertainties should be an important and routine part of practical work. Few students
realised that (d) related to the size of the uncertainty in the temperature rise compared to
the actual temperature rise and/or heat loss in the experiment. Many students were
uncertain how to start the calculation in (e), namely by using the density to find the mass
of the ethanol. Others struggled to convert the volume in dm3 to cm3.

Q12.
Students have begun to demonstrate considerable ability in using Le Chatelier’s principle
to explain the effect of changing reaction conditions on equilibrium yield, but are less
effective in their explanations concerning rates of reaction. The low demand first mark in
part (a)ii proved elusive for some and the higher demand mark was marred by incomplete
answers missing important ideas such as more collisions in a given time and more
particles in a given volume or words to that effect in each case. In part (a)iii the idea that
there is an increase in the available surface area when a catalyst is spread onto an inert
honeycomb was understood by many, but the necessity to state that this would lead to an
increase in successful collisions was often missed. Overall only about one fifth of students
scored both marks in part (a)ii and part (a)iii.