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Summer 1999
HIGHER STILL
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INTRODUCTION
These support materials for Chemistry have been developed as part of the Higher Still
Development Programme to assist teachers/lecturers with the gathering of evidence to
estimate student performance in the Higher and Intermediate 2 level examinations.
While the unit tests can give some indication of possible performance in the external
assessment, e.g. a student who attains nearly full marks first time in each test is probably
going to perform well in the external exam, the unit tests on their own do not provide
sufficient evidence for estimates or appeals. This is because there is no evidence of some of
the abilities identified in the grade descriptions for the course.
Grade descriptions
Performance at C
As well as meeting the performance criteria for the three outcomes in each of three course
units, students achieving a course award at C will have, in addition, demonstrated an overall
satisfactory level of performance by:
•
•
•
retaining knowledge and understanding over a long period of time
integrating knowledge and understanding across the three components units of the course
displaying problem solving skills in less familiar contexts
Performance at A
As well as meeting the performance criteria for the three outcomes in each of three course
units, students achieving a course award at A will have, in addition, demonstrated a high
overall level of performance by:
•
•
•
•
retaining knowledge and understanding over a long period of time
showing a deeper level of knowledge and understanding
integrating knowledge and understanding across the three component units of the course
displaying problem solving skills in less familiar and more complex contexts
Evidence of such abilities needs to be generated; this can be done in a variety of ways using a
sensible balance of additional questions drawn from appropriate materials.
Chemistry: Additional Questions (Higher)
1
To provide evidence of achievement at C, presenting centres are therefore likely to use
additional questions which assess:
• both Standard Grade and Intermediate 2 content
(relevant to Higher level only)
• content in earlier units of the course
• the prescribed practical activities
• the content of more than one unit
• wider applications of the problem solving skills
and, in addition, to estimate performance at A
• more demanding questions
Note that while integration can require students to combine knowledge and understanding of
the content of more than one unit in a single answer, it is also defined in terms of a question
which has a context which is developed in a number of parts which draw on different units of
the course.
While it follows that not all questions need to be constructed to be intrinsically ‘more
demanding’, longer-term retention of knowledge and understanding, integration and less
familiar contexts may lead to greater difficulties for many students.
Centres may wish to consider the use of some additional questions at the end of each of the
units of the course. At the end of the second unit, it may be desirable to construct a prelim
based on a combination of the end-of-unit test and selected additional questions. If a separate
prelim is to be given, then particular care should be taken to avoid the over-use of demanding
additional questions to ensure that the overall balance of difficulty is similar to that of the
course examination.
It should also be noted that the use of additional questions can serve two secondary purposes;
they can help to make students aware of the full demands of the external examination and
also provide practice in the type of questions which are used.
The following are examples of the types of additional questions which can be used at the end
of each of the units of the Higher, Intermediate 2 and Intermediate 1 courses. Most are taken
from SQA (or the former SEB) past examination papers which, along with commerciallyavailable materials, provide a rich source of additional questions.
A commentary on the suitability of the questions for use as additional questions, along with
their classification (in accordance with the SQA version of the Arrangements), is also
included.
Chemistry: Additional Questions (Higher)
2
Higher
Chemistry: Additional Questions (Higher)
3
Chemistry: Additional Questions (Higher)
4
UNIT 1 ENERGY MATTERS
Quest.
Classification
Commentary
1
Outcome 1
Standard Grade
Revisits Standard Grade.
2
Outcome 2 PC(c)
Revisits Standard Grade.
Context
Standard Grade
3
Outcome 1
Standard Grade
Revisits Standard Grade.
4
Outcome 1
Unit 1 PC(a)
The demands are above basic competence.
5
Outcome 2 PC(c)
Grid questions are not in the unit tests but do
contribute to course achievement.
Context
Unit 1 PC(d)
6
Outcome 2 PC(c)
As question 5.
Context
Unit 1 PC(e)
7
Outcome 1
Unit 1 PC(a)
The demands are above basic competence.
8
(a) Outcome 1
Unit 1 PC(b)
(a) The demands are above basic competence.
(b) Outcome 3
Unit 1
9
(a) Outcome 1
Unit 1 PC(d)
(b) Outcome 1
Unit 1 PC(c)
(b) The unit assessment of Outcome 3 is by a report
but the course assessment of the prescribed
practicals is by written questions.
(a) The demands are above basic competence.
(b) The allocation of the two marks to this question
means that the students have to bring a certain
structure to their answer; this skill is above basic
competence and not assessed in the unit tests.
Chemistry: Additional Questions (Higher)
5
10
Outcome 1
Unit 1 PC(b)
(a) The student is only required to demonstrate basic
competence but the question is a ‘lead-in’ to:
(b) The allocation of two marks to the calculation
corresponds to students having to combine all the
steps in their answer; this demanding skill is above
basic competence and not assessed in the unit
tests.
11
Outcome 2 PC(b)
The demands are above basic competence.
Context
Unit 1 PC(e)
12
Outcome 1
Unit 1 PC(c)
The allocation of the two marks to this question means
that the students have to bring a certain structure to
their answer; this skill is above basic competence and
not assessed in the unit tests.
13
(a) Outcome 1
Standard Grade
(a) Revisits Standard Grade.
(b) Outcome 2 PC(d)
(b) The demands are above basic competence.
Context
Unit 1 PC(a)
14
Outcome 1
Unit 1 PC(c)
The allocation of the two marks to this question means
that the students have to bring a certain structure to
their answer; this skill is above basic competence and
not assessed in the unit tests.
15
Outcome 2 PC(b)
The demands are above basic competence.
Context
Unit 1 PC(e)
16
Outcome 2
(a)(i) and (b) PC(b)
(a)(ii) PC(c)
Context
Unfamiliar
In the course assessment, a small number of marks are
allocated to problem-solving questions set in quite
unfamiliar contexts; students are expected to apply
their knowledge and understanding to ‘decoded
information’; since the idea of differential thermal
analysis is not part of the course, this question comes
into this category.
Chemistry: Additional Questions (Higher)
6
UNIT 1
ENERGY MATTERS
Additional Questions
1.
2.
In which structure would the nails corrode before the roof itself?
A.
Zinc roof with iron nails
B.
Iron roof with copper nails
C.
Zinc roof with copper nails
D.
Copper roof with iron nails
Particles with the same electron arrangement are said to be isoelectronic.
Which of the following compounds contains ions which are isoelectronic ?
3.
A.
Na2S
B.
MgCl2
C.
KBr
D.
CaCl2
What volume of sodium hydroxide solution, concentration 0.4 mol 1-1, is needed to
neutralise 50 cm3 of sulphuric acid, concentration 0.1 mol 1-1 ?
A.
25 cm3
B
50 cm3
C.
l00 cm3
D.
200 cm3
Chemistry: Additional Questions (Higher)
7
4.
In area X
5.
A
molecules always form an activated complex
B
no molecules have the energy to form an activated complex
C
collisions between molecules are always succesful in forming products
D
all molecules have the energy to form an activated complex.
The grid shows information which can be applied to different elements in the solid
state.
A
B
discrete molecules
D
C
conducts electricity
E
contains covalent
contains van der Waals'
bonds
F
network solid
monatomic
(a)
Identify the statement which can be applied to sulphur but not to silicon.
(b)
Identify the statement which can be applied to neon and nitrogen.
Chemistry: Additional Questions (Higher)
8
6.
Carbon dioxide is produced in respiration.
Identify the true statement(s) about carbon dioxide.
7.
A
The mass of 6.02 x 1023 molecules of the gas is 44 g.
B
44 g of the gas contains 6.02 x 1023 atoms.
C
One molecule of the gas is 44 times as heavy as a molecule of hydrogen.
D
44 g of the gas occupies the same volume as 16 g of oxygen, under the same
conditions.
E
44 g of the gas contains the same number of atoms as 60 g of neon.
F
One molecule of the gas has a mass of 44g.
A pupil was investigating the effect of temperature on the rate of reaction of
magnesium with hydrochloric acid.
With the help of an energy distribution diagram, explain why a small temperature
rise can have such a great effect on reaction rate.
8.
(2)
A pupil used a cylinder of camping gas to measure the enthalpy of combustion of
butane. The experimental set-up is shown.
(a)
(b)
Write a balanced equation to show the reaction which corresponds to the
enthalpy of combustion of butane.
Apart from the mass of the butane cylinder at the start and the end of the
experiment, state three measurements that the student would have made.
Chemistry: Additional Questions (Higher)
1
2
(3)
9
9.
The electronegativity scale was devised by the American Scientist, Linus Pauling.
(a)
(b)
Use the electronegativity values in the data booklet to state why carbon
disulphide contains pure covalent bonds.
Explain the trend in the electronegativity values of the Group 7 elements.
1
2
(3)
10. A simplified diagram
of a portable cold pack
is shown.
When the pack is given a short knock, the inner bag bursts.
The temperature drops as the ammonium nitrate dissolves in the water.
(a) What name is given to the type of chemical reaction in which heat
is taken in?
1
In a laboratory experiment, 10 g of ammonium nitrate (NH4NO3) was dissolved in
400 cm3 of water.
11.
(b) Calculate the change in temperature.
2
(Take ∆H solution for ammonium nitrate to be + 26 kJ mol-1.)
(3)
Gas syringes are graduated to allow the volumes of gases to be measured.
The heated box kept the syringe at a temperature greater than 1000C. The syringe
contained 150 cm3 of hydrogen and 50 cm3 of carbon monoxide mixed with 200 cm3 of
oxygen. When ignited, the gases reacted as shown.
CO(g) + 3H2(g) + 2O2(g)
(a)
(b)
→
CO2(g) + 3H2O(g)
Name the reactant gas which was in excess and give the remaining volume
of this gas.
What was the volume and composition of the products of the reaction?
Chemistry: Additional Questions (Higher)
1
1
(2)
10
12. Methanol is less volatile than petrol and less likely to explode in a car accident.
Explain why methanol is less volatile than petrol.
13.
14.
Marble chips, calcium carbonate, react with dilute hydrochloric acid. The rate of the
reaction can be followed by recording the volume of carbon dioxide gas produced over
a period of time.
(a)
Write a balanced equation for the reaction.
(b)
Draw a labelled diagram of the assembled apparatus which could be used to carry
out this experiment.
2
(3)
1
Explain the trend in first ionisation energy going down Group 1 in the Periodic Table:
lithium → sodium → potassium
15.
(2)
(2)
Lithium hydroxide has been used to absorb the carbon dioxide produced by astronauts.
The equation for the reaction is:
LiOH
+
CO2
→
LiHCO3
6.9 g of lithium hydroxide absorbs 5.9 litres of carbon dioxide.
Calculate the molar volume of carbon dioxide.
(2)
16. Differential thermal analysis (DTA) is a technique used to investigate changes which
occur in substances when they are heated. This technique involves measuring the
temperature difference between a test substance and a reference substance when both
are heated.
Chemistry: Additional Questions (Higher)
11
As soon as a change occurs in the test substances, its temperature (TT) will
differ from that of the reference substance (TR).
The following DTA curve was obtained when using calcium oxalate (CaC2O4) as the
test substance.
CaC2O4
→
CaCO3
+
CaO
This change occurs at 448 oC.
(a) (i)
(ii)
(b)
Why can it be concluded that the rise in the DTA curve is due to the
change being exothermic?
1
Suggest a property which a substance must have to make it suitable as a
reference substance in DTA analysis.
1
Selenium melts at 217 oC.
Draw the DTA curve which would be expected if selenium was heated
in the DTA apparatus in the range 150 to 300 oC.
1
(3)
Chemistry: Additional Questions (Higher)
12
UNIT 2 WORLD OF CARBON
Quest.
Classification
Commentary
1
Outcome 1
Standard Grade
Revisits Standard Grade.
2
Outcome 2 PC(c)
Revisits Unit 1 in a problem-solving context.
Context
Unit 1 PC(d)
3
Outcome 1
Unit 1 PC(a)
Revisits Unit 1.
4
Outcome 1
Unit 2 PC(c)
The demands are above basic competence.
5
Outcome 2 PC(c)
Grid questions are not in the unit tests but do
contribute to course achievement.
Context
Unit 2 PC(b)
6
Outcome 2 PC(c)
As question 5.
Context
Unit 2 PC(f)
7
(a) Outcome 3
Unit 2
(b) Outcome 1
Unit 2 PC(c)
(c) Outcome 1
Unit 2 PC(e)
8
Outcome 2 PC(c)
(a) The unit assessment of Outcome 3 is by a report
but the course assessment of the prescribed
practicals is by written questions.
(b) The demands are above basic competence.
(c) The demands are above basic competence.
The demands are above basic competence.
Context
Unit 2 PC(c)
Chemistry: Additional Questions (Higher)
13
9
(a) Outcome 1
Unit 2 PC(c)
(b) Outcome 2 PC(c)
Context
Unit 2 PC(c)
(a) The demands are above basic competence.
(b) The allocation of the two marks to this question
means that the students have to bring a certain
structure to their answer; this skill is above basic
competence and not assessed in the unit tests.
10
Outcome 1
Unit 2 PC(c)
In this calculation the students have to combine all the
steps in their answer; this demanding skill is above
basic competence and not assessed in the unit tests.
11
Outcome 1
Unit 1 PC(d)
Revisits Unit 1.
12
(a) Outcome 2 PC(c)
(a) The demands are above basic competence.
Context
Unit 2 PC(b)
(b) and (c) In the course assessment at Higher level, a
small number of marks are allocated to problemsolving questions set in quite unfamiliar contexts;
students are expected to apply their knowledge and
understanding to ‘decoded information’; since the
ideas of geometric and optical isomerism are not in
the course, parts (b) and (c) come into this
category.
(b) and (c)
Outcome 2 PC(c)
Context
Unfamiliar
13
(a) Outcome 2 PC (c) (a) Revisits Standard Grade in an unfamiliar context.
Context
Standard Grade
(b) and (c)
Outcome 2 PC(c)
Context
Unfamiliar
14
(b) and (c) In the course assessment, a small number
of marks are allocated to problem-solving questions
set in quite unfamiliar contexts; students are
expected to apply their knowledge and
understanding to ‘decoded information’; since the
idea of X-ray crystallography is not in the course,
parts (b) and (c) come into this category.
(a) Outcome 1
Unit 2 PC(b)
(a) The student is only required to demonstrate basic
competence but the question is a ‘lead-in’ to:
(b) Outcome 1
Unit 2 PC(a)
(b) The allocation of the two marks to this question
means that the students have to bring a certain
structure to their answer; this skill is above basic
competence and not assessed in the unit tests.
Chemistry: Additional Questions (Higher)
14
UNIT 2
THE WORLD OF CARBON
Additional Questions
1.
The instruction card shown below was used by pupils when they were preparing a
sample of a salt.
A barium salt prepared by this method could be a
2.
A
bromide
B
chloride
C
nitrate
D
sulphate.
A metal (melting point 328 oC, density 11.3 g cm-3) was obtained by the electrolysis of
its molten chloride (melting point 501 oC, density 5.84 g cm-3).
During the electrolysis, how would the metal occur?
A
As a solid on the surface of the electrolyte
B
As a liquid on the surface of the electrolyte
C
As a solid at the bottom of the electrolyte
D
As a liquid at the bottom of the electrolyte
Chemistry: Additional Questions (Higher)
15
3.
Two identical samples of zinc were added to an excess of two solutions of sulphuric
acid, concentrations 2 mol l-1 and 1 mol l-1 respectively.
Which of the following would have been the same for the two samples?
4.
5.
A
The total mass lost
B
The total time for the reaction
C
The initial reaction rate
D
The average rate of evolution of the gas
Which alkanol can be oxidised to form a ketone?
A
2-methylbutan-1-ol
B
2,3-dimethylpentan-1-ol
C
3-methylbutan-2-ol
D
2-methylbutan-2-ol
Oil of wintergreen and aspirin are used in medicine. Their structures are shown below.
A
B
hydrocarbon
D
C
aromatic
E
alcohol
aldehyde
F
carboxylic acid
ester
(a)
Identify the term which can be applied to aspirin but not to oil wintergreen.
(b)
Identify the term(s) which can be applied to both aspirin and oil of
wintergreen.
Chemistry: Additional Questions (Higher)
16
6.
7.
Proteins and fats are hydrolysed during digestion.
(a)
Identify the compound which could be formed by the hydrolysis of a protein.
(b)
Identify the compound(s) which could be formed by the hydrolysis of a fat.
(a)
Esters can be prepared in the laboratory by heating an alcohol and a carboxylic
acid with a few drops of concentrated sulphuric acid in a water bath. After 10
minutes or so, the reaction mixture is poured into a sodium hydrogencarbonate
solution.
(i)
(ii)
What evidence, apart from smell, shows that the ester has been
formed ?
1
State two safety precautions that should be adopted when carrying out
his experiment.
1
(b)
Draw the full structural formula for the ester produced by the condensation of
butan-2-ol with ethanoic acid.
1
(c)
Bucrylate is an ester which is used for repairing torn tissue.
It instantaneously polymerises when it comes in contact with ionic solutions.
(i)
What type of polymerisation will bucrylate undergo ?
1
(ii)
Draw the structure of the repeating unit in polybucrylate.
1
(5)
Chemistry: Additional Questions (Higher)
17
8.
Propanone is a widely used solvent. It can be made from propene.
Using full structural formulae show the steps involved in this preparation
and name the reagents used in each step.
9.
A compound in a headache tablet has the following structure.
(a)
Give the molecular formula for the compound.
(b)
Headache tablets which are kept for many months, especially in hot and humid
climates, often smell of vinegar (ethanoic acid).
Suggest why this happens.
10.
1
2
(3)
Trichlorophenol (TCP) is an antiseptic which is used to relieve throat infection.
It is prepared from phenol as follows.
Calculate the percentage yield if 488 g of TCP is obtained from 250 g of phenol.
11.
(3)
(2)
Fullerenes were first made by passing a high current of electricity through a graphite
rod in an atmosphere of helium. This caused the graphite to vapourise.
(a)
What is the type of structure in a fullerene?
1
(b)
Suggest why helium gas was used.
1
(2)
Chemistry: Additional Questions (Higher)
18
12. There are different types of isomers.
(a)
Draw a structural isomer of 1,2-dibromoethane.
1
(b)
Draw the geometric isomers of but-2-ene.
1
(c)
Complete the diagram below to show the lightest alkane molecule
containing a chiral carbon atom.
Chemistry: Additional Questions (Higher)
1
(3}
19
13. X-ray diffraction is a technique used to determine the structure of moecules. It is the
electrons in the atoms of the molecules which diffract the X-rays. From the diffraction
pattern, an electron-density contour map of the molecule can be constructed.
The following map was obtained using an aromatic compound with molecular formula
C6H3Cl3O.
(a)
Suggest why the hydrogen atoms do not show up clearly in the electron density
contour map.
1
(b)
Draw the full structural formula for this compound.
(c)
Draw the electron-density contour map that would be obtained for
methanoic acid
1
1
(3)
14. (a) Name the aromatic hydrocarbon with the molecular formula C6H6.
(b) Explain why the demand for fuel with a higher aromatic content has
increased in the last ten years.
Chemistry: Additional Questions (Higher)
1
2
(3)
20
UNIT 3 CHEMICAL REACTIONS
Quest.
Classification
Commentary
1
Outcome 1
Standard Grade
Revisits Standard Grade.
2
Outcome 2 PC(c)
Revisits Unit 1.
Context
Unit 1 PC(a)
3
Outcome 1
Unit 2 PC(c)
Revisits Unit 2.
4
Outcome 2 PC(b)
This performance criterion is not assessed in the unit.
Context
Unit 3 PC(f)
5
Outcome 2 PC(c)
Context
Unit 1 PC(c)(d)
6
Outcome 2 PC(c)
Revisits Unit 1; grid questions are not in the unit tests
but do contribute to course achievement.
As question 5 but the focus is Unit 3.
Context
Unit 3 PC(f)
7
8
(a) Outcome 1
Standard Grade
Draws on knowledge and understanding from both
Standard Grade and Higher.
(b) Outcome 1
Unit 3 PC(c)
(a) Revisits an essential Standard Grade ‘routine’.
(a) Outcome 2 PC(c)
Draws on knowledge and understanding from different
parts of the course.
Context
Unit 2 PC(b)
(b) Outcome 2 PC(c)
Context
Unit 3 PC(d)
(b) The allocation of the two marks to this question
means that the students have to bring a certain
structure to their answer; this skill is above basic
competence and not assessed in the unit tests.
(a) Revisits Unit 2.
(b) The question integrates knowledge and
understanding of pH and rates of reaction. Also the
allocation of the two marks means that the students
have to bring a certain structure to their answer;
this skill is above basic competence and not
assessed in the unit tests.
Chemistry: Additional Questions (Higher)
21
9
(a) Outcome 3
Unit 3
(b) Outcome 1
Unit 3 PC(e)
10
(a) Outcome 2 PC(b)
Context
Unfamiliar
(b) Outcome 1
Unit 3 PC(e)
(a) The unit assessment of Outcome 3 is by a report
but the course assessment of the prescribed
practicals is by written questions.
(b) The allocation of three marks to the calculation
corresponds to students having to combine all the
steps in their answer; this demanding skill is above
basic competence and not assessed in the unit
tests.
(a) In the course assessment, a small number of marks
are allocated to problem-solving questions set in
quite unfamiliar contexts; students are expected to
apply their knowledge and understanding to
‘decoded information’; since the idea of oxidation
number is not part of the course, part (a) of this
question comes into this category.
(b) The demands are above basic competence.
11
(a) Outcome 2 PC(c)
Context
Unit 2 PC(b)
(b) Outcome 1
Standard Grade
(c) Outcome 2 PC(b)
Draws on knowledge and understanding across the
different units of the course as well as Standard Grade.
(a) Related to Unit 2.
(b) Related to Standard Grade.
(c) Related to Unit 3.
(d) Related to Unit 1.
Context
Unit 3 PC(d)
(d) Outcome 1
Unit 1 PC(b)
12
13
Outcome 2 PC(b)
Context
Unit 3 PC(e)
A problem-solving calculation involving a number of
steps and designed to discriminate at the top end of the
ability range.
Outcome 2 PC(b)
As question 12.
Context
Unit 3 PC(b)
14
Outcome 1
Unit 3 PC(d)
(a) The student is only required to demonstrate basic
competence but the question is a ‘lead-in’ to:
(b) The allocation of the two marks to this question
means that the students have to bring a certain
structure to their answer; this skill is above basic
competence and not assessed in the unit tests.
Chemistry: Additional Questions (Higher)
22
UNIT 3
CHEMICAL REACTIONS
Additional Questions
1.
2.
A positively charged particle with electronic configuration 2, 8 could be
A
a fluoride ion
B
a sodium ion
C
an aluminum atom
D
a neon atom.
Two identical samples of zinc were added to an excess of two solutions of sulphuric
acid, concentrations 2 mol 1-1 and 1 mol 1-1 respectively.
Which of the following would have been the same for the two samples ?
3.
A
The total mass lost
B
The total time for the reaction
C
The initial reaction rate
D
The average rate of evolution of gas
The dehydration of butan-2-ol can produce two isomeric alkenes, but-1-ene and
but-2-ene.
Which one of the following alkanols can similarly produce, on dehydration, a pair of
isomeric alkenes ?
A
propan-2-ol
B
pentan-3-ol
C
hexan-3-ol
D
heptan-4-ol
Chemistry: Additional Questions (Higher)
23
4.
The chart below was obtained from an 8-day old sample of an alpha-emitting
radioisotope.
What is the half-life of the radioisotope?
5.
A
2 days
B
4 days
C
8 days
D
12 days
Identify the trend(s) which would occur as the relative atomic mass of the halogens
increases.
A
The atomic size decreases.
B
The density decreases.
C
The ionisation energy decreases.
D
The boiling point decreases.
E
The van der Waal’s forces become stronger.
Chemistry: Additional Questions (Higher)
24
6.
The last five isotopes in a natural decay series are shown.
215
Po
→
211
Pb
→
211
Bi →
207
Tl
→
207
Pb
Identify the true statement(s)
7.
A
207
Tl and 207Pb have the same atomic number.
B
211
Pb and 207Pb have the same electron arrangement.
C
When 215Po undergoes alpha-emission, the immediate product is 211Bi.
D
211
E
The nucleus of a 215Po isotope contains 135 neutrons.
F
When 207Tl undergoes beta-emission, the immediate product is 207Pb.
Pb and 211Bi are isotopes.
In Britain, the main source of magnesium is sea water. One stage in the production of
magnesium is shown in the diagram.
In the furnace, the water of crystallisation in the MgCl2.6H2O is removed
be heating. However this can cause the formation of magnesium oxide.
MgC12.6H2O
MgO + HC1 + H2O
(a)
Balance the above equation.
1
(b)
Explain why hydrogen chloride is added to the furnace.
2
(3)
Chemistry: Additional Questions (Higher)
25
8.
Acid
9.
A
CC13 COOH
B
CHC12 COOH
pH of 2 mol 1-1 solution
0.50
0.90
(a)
Draw the full structural formula for acid B.
(b)
Explain why an equal volume of acid A reacts faster with magnesium
than an equal volume of acid B.
1
2
(3)
Part of a workcard is shown.
(a)
(i)
(ii)
(b)
What is the next step before switching the current back
on again?
1
In addition to the current, what measurements should be taken?
1
A student carrying out this experiment passed the current through the solution
for 10 minutes.
Calculate the mass of hydrogen produced.
Chemistry: Additional Questions (Higher)
3
(5)
26
10. The idea of oxidation number leads to a systematic method of naming inorganic
compounds.
The systematic names of KC1O3 is potassium chlorate(V) where the roman numeral in
brackets represents the oxidation number of the chlorine atom.
Simplified rules for working out oxidation numbers are:
all Group 1 metals have an oxidation number of +1;
oxygen has an oxidation number of -2;
the sum of the oxidation numbers of all atoms in the formula of a compound
is zero.
(a)
Complete the table below.
Formula
Oxidation number
of non-oxygen
atom in the
negative ion
Systematic name
Charge on the
negative ion
KClO3
+5
potassium chlorate(V)
-1
Na2SO4
+6
-2
+7
potassium iodate(V)
-1
Na3PO4
2
(b)
In acid solution, potassium chlorate(V), KC1O3(aq), oxidises sodium iodide.
(i)
Write an ion-electron equation for the oxidation reaction.
(ii)
During the reaction, chlorate(V) ions are reduced to form chlorine.
C1O3-
→
Cl2
Write the ion-electron equation for the reduction reaction.
Chemistry: Additional Questions (Higher)
1
1
(4)
27
11. Urea is a substance found in human urine. The enzyme urease catalyses the
hydrolysis of urea.
urease enzyme
CO(NH2)2 + H2O
CO2
+ 2NH3
→
urea
The concentration of urea in a sample can be estimated using an indicator as shown in
the diagram.
The bromothymol blue indicator is yellow below pH 6 and blue above pH 8.3.
(a)
Draw the full structural formula for urea.
(b)
The initial yellow colour of the indicator changed to blue as the experiment
proceeded.
Explain fully the colours observed.
(c)
2
The pH of the gel after one completed experiment was found to be 11.
Calculate the concentration of hydroxide ions in mol l-1.
(d)
1
1
The graph shows the potential energy diagram for a urease catalyst of urea.
(i)
What is the enthalpy change for the reaction, in kJ mol-1?
(ii)
Acid is a less effective catalyst than urease for this reaction.
Add a curve to the potential energy diagram to show the
hydrolysis when acid is used as a catalyst.
Chemistry: Additional Questions (Higher)
1
1
(6)
28
12.
A pupil calculated the mass of alcohol in a bottle of wine.
The alcohol in a 1cm3 sample of the wine was oxidised using acidified potassium
dichromate solution.
It was found that 12.5 cm3 of 0.1 mol-1 acidified potassium dichromate solution was
required to oxidise the alcohol in the 1 cm3 sample of wine.
Calculate the mass of alcohol in the 1 cm3 sample of wine.
(3)
13. The enthalpy of formation of propan-1-ol is the enthalpy change for the reaction:
3C(s)
+
4H2(g)
+
1/2O2(g)
→
C3H7OH(l)
propan-1-ol
Calculate the enthalpy of formation of propan-1-ol using the enthalpies of
formation of carbon, hydrogen and propan-1-ol given in the data booklet.
14.
(3)
A solution of ammonium chloride has a pH of 7
(a) What is the concentration of H+(aq) ions, in mol l-1, in the solution?
1
(b) Explain why a solution of ammonium chloride is acidic.
2
(3)
Chemistry: Additional Questions (Higher)
29
Chemistry: Additional Questions (Higher)
30
Intermediate 2
Chemistry: Additional Questions (Intermediate 2)
1
Chemistry: Additional Questions (Intermediate 2)
2
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