PMT

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Pearson Edexcel
International GCSE (9–1)

Thursday 9 January 2020

Morning (Time: 2 hours) Paper Reference 4CH1/1CR 4SD0/1CR

Chemistry
Unit: 4CH1
Science (Double Award) 4SD0
Paper: 1CR
You must have: Total Marks
Calculator, ruler

Instructions
• Use black ink or ball-point pen.
• centre
Fill in the boxes at the top of this page with your name,
number and candidate number.
• Answer all questions.
• Answer the questions in the spaces provided
– there may be more space than you need.
• Show all the steps in any calculations and state the units.
• Some questions must be answered with a cross in a box
your mind about an answer, put a line through the box
. If you change
and then mark
your new answer with a cross .

Information
• The total mark for this paper is 110.
• The marks for each question are shown in brackets
– use this as a guide as to how much time to spend on each question.

Advice
• Read each question carefully before you start to answer it.
• Try toyour
Write answers neatly and in good English.
• Checkanswer every question.
• your answers if you have time at the end.
Turn over

P62060A
©2020 Pearson Education Ltd.

1/1/1/1/1/1/
*P62060A0136*
 2
The Periodic Table of the Elements
1 2 3 4 5 6 7 0
1 4
H He
hydrogen helium

Key 1 2

7 9 relative atomic mass 11 12 14 16 19 20

Li Be atomic symbol B C N O F Ne
lithium beryllium name boron carbon nitrogen oxygen fluorine neon
3 4 atomic (proton) number 5 6 7 8 9 10

23 24 27 28 31 32 35.5 40
Na Mg Al Si P S Cl Ar
sodium magnesium aluminium silicon phosphorus sulfur chlorine argon
11 12 13 14 15 16 17 18

39 40 45 48 51 52 55 56 59 59 63.5 65 70 73 75 79 80 84
K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr
potassium calcium scandium titanium vanadium chromium manganese iron cobalt nickel copper zinc gallium germanium arsenic selenium bromine krypton
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

85 88 89 91 93 96 [98] 101 103 106 108 112 115 119 122 128 127 131
Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe
rubidium strontium yttrium zirconium niobium molybdenum technetium ruthenium rhodium palladium silver cadmium indium tin antimony tellurium iodine xenon
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54

133 137 139 178 181 184 186 190 192 195 197 201 204 207 209 [209] [210] [222]
Cs Ba La* Hf Ta W Re Os Ir Pt Au Hg Tl Pb Bi Po At Rn
caesium barium lanthanum hafnium tantalum tungsten rhenium osmium iridium platinum gold mercury thallium lead bismuth polonium astatine radon

*P62060A0236*
55 56 57 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86

[223] [226] [227] [261] [262] [266] [264] [277] [268] [271] [272]
Fr Ra Ac* Rf Db Sg Bh Hs Mt Ds Rg Elements with atomic numbers 112-116 have been reported but not fully
francium radium actinium rutherfordium dubnium seaborgium bohrium hassium meitnerium darmstadtium roentgenium authenticated
87 88 89 104 105 106 107 108 109 110 111

* The lanthanoids (atomic numbers 58-71) and the actinoids (atomic numbers 90-103) have been omitted.

The relative atomic masses of copper and chlorine have not been rounded to the nearest whole number.
PMT
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Answer ALL questions.

1 The diagram shows the particles in the atom of an element.

Key
particle Y
particle Z

(a) Particle Y is a proton.

What is particle Z?
(1)
A an electron
B a molecule
C a neutron
D a nucleus

(b) Which of these has the smallest mass?

(1)
A an electron
B a neutron
C a nucleus
D a proton

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(c) What is the mass number of this atom?

(1)
A 4
B 5
C 9
D 13

(d) What is the atomic number of this atom?

(1)
A 4
B 5
C 9
D 13

(e) (i) Identify the element that contains this atom.

(1)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

(ii) State what is formed when this atom loses its outer shell electrons.
(1)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

(Total for Question 1 = 6 marks)

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2 This question is about states of matter.

(a) The diagram shows how the particles of a substance are arranged in two different states.

solid liquid gas

(i) Complete the diagram to show how particles are arranged in the liquid state.
(1)
(ii) Identify the state of matter in which the particles have the most energy.
(1)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

(b) The state symbols (s), (l), (g) and (aq) are often used in chemistry.
The table shows some physical changes.
Complete the table by giving the state symbol before and after each change.
(3)

State symbol
Physical change before change after change

water evaporates

crystals of iodine sublime

ice melts

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(c) Explain why hot water evaporates more quickly than cold water.
(2)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

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(Total for Question 2 = 7 marks)

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3 The Group 7 elements are called halogens.

Halogens form compounds called halides.
Three of the halogens are represented by the formulae X2 , Y2 and Z2
Solutions of these halogens are added separately to solutions of sodium halides,
NaX, NaY and NaZ.
The table shows whether or not a reaction occurs.

X2 Y2 Z2
NaX no yes yes
NaY no no yes
NaZ no no no

(a) Use the information in the table to deduce the order of reactivity of the halogens
X2 , Y2 and Z2
(1)

most reactive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................

least reactive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................

(b) An aqueous solution of halogen Y2 is orange.

This solution is decolourised when it reacts with an alkene.
Deduce the identity of halogen Y2
(1)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

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(c) (i) The table shows some physical properties of the halogens.
Complete the table by predicting a boiling point for chlorine, the state of fluorine
at room temperature and the colour of astatine.
(3)

State at
Halogen Boiling point in °C Colour
room temperature

fluorine −188 yellow

chlorine gas green

bromine 59 liquid red-brown

iodine sublimes solid grey

astatine 337 solid

(ii) Why do the halogens have similar chemical properties?

(1)
A they are non-metals
B they are molecules
C they have the same number of outer shell electrons
D they are in the same period of the Periodic Table

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(d) A teacher uses this apparatus to demonstrate the reaction between chlorine gas
and iron wool. The teacher does the reaction in a fume cupboard.

iron wool

unreacted chlorine

chlorine

heat

(i) Suggest why the teacher does the reaction in a fume cupboard.
(1)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

(ii) The product of the reaction between iron and chlorine is iron(III) chloride.
The ions in iron(III) chloride are Fe3+ and Cl−
Use this information to give the chemical equation for this reaction.
(2)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

(Total for Question 3 = 9 marks)

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4 This question is about ammonium chloride.

(a) Give the formula of the ammonium ion.
(1)

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(b) Describe a test to show that ammonium chloride contains ammonium ions.
(3)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

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(c) The equation shows the thermal decomposition of ammonium chloride.

NH4Cl(s) U NH3(g) + HCl(g)

State what the U symbol indicates about this reaction.

(1)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

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(d) The diagram shows the formation of ammonium chloride in a glass tube.

cotton wool soaked in cotton wool soaked in

concentrated hydrochloric acid ammonium chloride concentrated ammonia solution

(i) Explain how the mean speed of ammonia molecules compares with the
mean speed of hydrogen chloride molecules.
(2)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

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(ii) Gas particles travel very quickly.

Give two reasons why it takes several minutes for the ammonium chloride to form.
(2)

1 . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . .. . . . . . . . . . . . . . . . . . .

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2 . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................................................................................................................................... . .. . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

(Total for Question 4 = 9 marks)

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5 A teacher uses the reaction between phosphorus and oxygen to calculate the percentage
of oxygen in air.
She uses this apparatus and excess phosphorus.

piece of phosphorus
on a wire

scale in
0.5 cm3 divisions
glass tube
full of air

water

The volume of gas in the tube decreases as the phosphorus reacts with oxygen.
The teacher measures the volume of gas in the tube at one-minute intervals.
The table shows the teacher’s results.

Volume of gas in tube

Time in minutes
in cm3
0 48.5
1 41.0
2 38.0
4 37.5
5 37.0
6 37.0
7 37.0

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(a) State how the results show that all the oxygen has reacted.
(1)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

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(b) Give one change to this experiment that would make the results more accurate.
(1)

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(c) Use the results to calculate the percentage of oxygen in air.

Give your answer to one decimal place.
(3)

percentage = .............................................. . . . . . . . . . . . . . . . . %

(Total for Question 5 = 5 marks)

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6 The reaction between magnesium and copper(II) sulfate solution is exothermic.

This apparatus is used to measure the temperature increase when excess magnesium
is added to 100 cm3 of copper(II) sulfate solution.

magnesium
powder thermometer

100 cm3
copper(II) sulfate
solution

(a) (i) State why a reaction occurs when magnesium is added to copper(II) sulfate solution.
(1)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

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(ii) Complete the word equation for this reaction.

(1)

magnesium + copper(II) sulfate o .............................................................. + ............................................................. .

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(b) The temperature at the start of the reaction is 20.2 °C.

The maximum temperature recorded is 56.3 °C.
(i) Calculate the heat energy change, in joules, for the reaction.
[mass of 1.00 cm3 of solution = 1.00 g]
[c for the solution = 4.2 J/g/ °C]
(2)

heat energy change = ............................................. . . . . . . . . . . . . . . . . . J

(ii) Explain why it is better to use a polystyrene cup rather than a glass beaker in
this experiment.
(2)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

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(c) The reaction between zinc and copper(II) sulfate solution is also exothermic.
(i) A mass of 0.500 g of zinc is reacted with an excess of copper(II) sulfate solution.
The heat energy change is 1.67 kJ.
Calculate the molar enthalpy change, ǻH, in kJ/mol.
Include a sign in your answer.
Give your answer to three significant figures.
(3)

ǻH = ............................................................ . . kJ/mol
(ii) The ionic equation for the reaction between zinc and copper(II) sulfate is

Zn(s) + Cu2+(aq) o Zn2+(aq) + Cu(s)

Explain why this is a redox reaction.

(3)

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

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(Total for Question 6 = 12 marks)

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BLANK PAGE

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7 A student investigates the reaction between sodium hydroxide solution and hydrochloric acid.
He uses this method.
Step 1 add 50 cm3 of dilute hydrochloric acid to a conical flask
Step 2 add a 5 cm3 portion of sodium hydroxide solution to the conical flask
Step 3 test the pH of the mixture using both universal indicator paper and a pH meter
The student repeats step 2 and step 3 until a total of 50 cm3 of sodium hydroxide solution
has been added.
(a) (i) State the piece of apparatus that should be used to measure 50 cm3 of
hydrochloric acid.
(1)

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(ii) Name the type of reaction that occurs between hydrochloric acid and
sodium hydroxide.
(1)

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(b) Graph 1 shows how the pH of the mixture changes as the sodium hydroxide solution
is added.
14

13

12

11

10

8
pH
7

0
0 10 20 30 40 50
Volume of sodium hydroxide solution in cm3
Graph 1

(i) Determine the pH after 40 cm3 of sodium hydroxide solution has been added.
(1)

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(ii) Suggest the colour of the universal indicator paper when these volumes of
sodium hydroxide solution have been added.
(2)

15 cm3 .............................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . .. . . . .

30 cm3 .............................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . .. . . . .

(iii) Give the formula of the ion that causes sodium hydroxide to be alkaline.
(1)

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(c) Another student investigates how the temperature changes when the sodium hydroxide
solution is added to the hydrochloric acid.
The hydrochloric acid and the sodium hydroxide solution are at the same temperature
at the start of the investigation.
The student records the temperature of the mixture after adding each 5 cm3 portion
of sodium hydroxide solution.
Graph 2 shows her results.

35

30
Temperature
in °C
25

20
0 5 10 15 20 25 30 35 40 45 50
Volume of sodium hydroxide solution in cm3

Graph 2

Explain the shape of graph 2.

(3)

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(Total for Question 7 = 9 marks)

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*P62060A02236*
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8 (a) The diagram shows the arrangement of electrons in an atom of calcium and in an
atom of chlorine.

Ca Cl

Describe, in terms of electrons, what happens when calcium reacts with chlorine
to form the ionic compound calcium chloride, CaCl2
(3)

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(b) Describe tests to show that an aqueous solution of calcium chloride contains
calcium ions and chloride ions.
(4)

calcium ions............. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . .

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chloride ions ........... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. . . . . . . . . . . . . . . . . . . . .

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(c) Solid calcium chloride does not conduct electricity. Aqueous solutions of calcium chloride
do conduct electricity.
A student uses this method to investigate how the conductivity of a solution changes when
calcium chloride is dissolved in pure water.
Step 1 add 100 cm3 of pure water to a beaker
Step 2 add one spatula of solid calcium chloride to the beaker
Step 3 stir the solution
Step 4 measure the conductivity of the solution
Step 5 repeat until nine spatulas of solid calcium chloride have been added
The table shows the student’s results.

Number of spatulas Conductivity of solution

of calcium chloride in arbitrary units
0 0
1 6
2 12
3 12
4 24
5 30
6 36
7 36
8 36
9 36

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(i) Plot the results on the grid and draw two straight lines of best fit.
Ignore the anomalous result.
(3)

40

30

Conductivity of
solution 20
in arbitrary units

10

0
0 1 2 3 4 5 6 7 8 9
Number of spatulas of calcium chloride

(ii) State the trend shown on the graph for the first six spatulas of calcium chloride.
(1)

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(iii) Suggest an error the student could have made to cause the anomalous result.
(1)

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(d) Describe another way to make solid calcium chloride conduct electricity.
(2)

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(Total for Question 8 = 14 marks)

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9 This question is about alkenes and polymers.

(a) (i) Ethene (C2H4) can be represented by different types of formula.
Complete the table by giving the missing information.
(2)

Molecular formula C2H4

Empirical formula

General formula

(ii) Ethene is a member of the homologous series of alkenes.

All members of the same homologous series have the same general formula.
Give two other characteristics of a homologous series.
(2)

1 . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. .. . . . . . . . . . . . . . . . . . .

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2 . . . . . . . . ................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................. .. . . . . . . . . . . . . . . . . . .

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(b) Ethene is used to make poly(ethene).

(i) State the type of polymerisation used to form poly(ethene).
(1)

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(ii) Complete the equation for the polymerisation of ethene.

(2)

H H
n C C C C
H H

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*P62060A02636*
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(iii) Poly(ethene) is used to make plastic bags.

Corn starch from plants can also be used to make polymers for plastic bags.
The table gives some information about poly(ethene) and polymers made
from corn starch.

Poly(ethene) Polymers from corn starch

Cost per tonne £1500 £3700
Relative strength 100 50
Time to decompose estimated 450 years 3–6 months

Use the information in the table and your knowledge to discuss the
advantages and disadvantages of using poly(ethene) to make plastic bags.
(5)

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(c) The diagram shows the repeat unit of another polymer.

H C H H

C C

H H

Draw the displayed formula of the monomer used to make this polymer.
(1)

(Total for Question 9 = 13 marks)

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10 This question is about carbon and its compounds.

(a) (i) Draw a dot-and-cross diagram to show the outer shell electrons in a molecule
of carbon dioxide, CO2
(2)

(ii) The atoms in carbon dioxide are held together by covalent bonds.
Describe the forces of attraction in a covalent bond.
(2)

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(b) The diagram shows three different structures of carbon.

diamond graphite C60 fullerene

(i) Explain why graphite conducts electricity.

(2)

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(ii) Explain why diamond has a much higher melting point than C60 fullerene.
Refer to structure and bonding in your answer.
(5)

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(Total for Question 10 = 11 marks)

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11 This question is about the reduction of metal oxides.

(a) Solid oxides of copper can be reduced by reacting them with methane gas.
Complete the equation for the reaction between copper(II) oxide and methane.
Include state symbols.
(2)

. . . . . . . . . ....... CuO(............... . ) + ................ CH4(. . . . . . . . . . . . . . . . ) o ................ Cu(................ ) + ................ CO2(................ ) + ................ H2O(. . . . . . . . . . . . . . . . )

(b) A teacher uses this apparatus to demonstrate the reaction between a different oxide
of copper and methane.

excess methane
burning

methane gas

oxide of copper
heat in weighing boat

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(i) The teacher heats the oxide of copper until the reaction is complete.
The table shows the teacher’s results.

Mass in g
empty weighing boat 15.05
weighing boat + oxide of copper 18.63
weighing boat + copper 18.23

Use the teacher’s results to show that the empirical formula of this oxide of
copper is Cu2O
(4)

(ii) The teacher wears safety glasses and a lab coat during the demonstration.
Give one other safety precaution that she should take.
(1)

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(c) Iron forms when iron(III) oxide is heated with carbon.

The equation for the reaction is

Fe2O3 + 3C o 2Fe + 3CO

(i) State how the equation shows that iron(III) oxide is reduced.
(1)

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(ii) State why carbon monoxide should not be released into the atmosphere.
(1)

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(iii) Calculate the maximum mass, in tonnes, of iron that can be produced when
30.0 tonnes of iron(III) oxide are reacted with an excess of carbon.
[1 tonne = 1.0 × 106 g]
(4)

mass = ............................................................. . tonnes

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(iv) A mixture of 25 000 mol of iron(III) oxide and 840 000 g of carbon is heated.
Use this equation to show that the iron(III) oxide is in excess.

Fe2O3 + 3C o 2Fe + 3CO

(2)

(Total for Question 11 = 15 marks)

TOTAL FOR PAPER = 110 MARKS

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BLANK PAGE

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