WORKSHEET/QUESTIONS WITH SOLUTIONS

Q1 The table below gives some properties of elements of group I

element
Atomic
Electronic Melting
Boiling
symbol
structure
point /C
point/C
Lithium
Li
2,1
180
1330
Sodium
Na
2,8,1
98
892
Potassium K
2,8,8,1
64
760
Rubidium Rb
2,8,18,8,1

(J98/p2/A4)
Density
Atomic
g/cm3
radius/pm
0.53
152
0.97
186
0.86
231

a)i The properties of rubidium are missing from the above table
which one of the properties of elements does not show a definite trend?
(ii) predict numerical values for the other three properties of rubidium.
Write answers in your table.
b) what common feature of electronic structure of the group I elements is responsible for
their chemical properties being similar?
Comment
This question generated a wide range of marks.
ai) Having correctly identified density as having no definite trend ,this did not prevent
some candidates from giving an estimate for the density in the table.
ii) Estimation of these figures proved to be difficult for many.The expected answers were:
melting point,30-50C,boiling point 650-750C,radius 280-320pm.
b) Failure to answer the question was the main reason for mark loss.Some reference to
the quoted electronic structure was required.Answers such as they have the same
valency miss this point.
Q2) i Complete the following table that describes what happens when aqueous chlorine is
added to an aqueous metal halide. (J99/p2/A5b)
Aqueous halide
observation
Names of products
Potassium bromide
Colourless solution turns orange
Potassium iodide
ii) Give the ionic equation for one of the above reactions
b) Chlorine will oxidize aqueous iron(II) chloride to form aqueous iron(III) chloride.
Describe how aqueous sodium hydroxide can be used to show that the oxidation has
taken place.
Comment
(i)
(ii)

The names of the products were often correct but the colour change was rarely
scored.Typical errors were to describe aqueous potassium iodide as yellow or
brown.
This equation was rarely scored.A molecular equation does not answer this
question.When the ionic equation was attempted,the charges on the ions were

rarely correct, ionic equations,which included spectator ions ,were given

credit .
b)
This section confused the majority of candidates.The expected answer was
that a green precipitate formed with iron (II) and brown with iron(III).Many
answers tried to oxidize or reduce the sodium hydroxide or discussed reaction
between sodium hydroxide and chlorine.
Q3) Ethanol is manufactured by the reversible reaction between steam and ethane.
(J01/p2/B10)
C2H4(g) + H2O(g) CH3CH2OH(g)
The position of equilibrium is affected by changes in pressure and temperature.
In an experiment ,one mole of ethene was allowed to react with excess steam.The
table shows the amount of ethanol in the equilibrium mixture under five different sets
of conditions.
Temperature/C

Pressure/atm

300
300
300
250
350

50
60
70
50
50

Amount of ethanol at
equilibrium/mol
0.40
0.46
0.55
0.42
0.38

(a) (i) Describe the effect of increasing the pressure on the amount of ethanol at
equilibrium.
(ii) is the reaction between ethene and steam endothermic or exothermic?Explain
your answer.
(iii) which set of conditions (temperature and pressure) will give the lowest rate of
reaction?
Comment
(a) (i) This was usually correctly answered
(ii) Exothermic was only a little more popular choice than endothermic. Rather than
quoting figures or trends from the table,the explanation was frequently an irrelevant
account of bond breaking and bond formation.
(iii)
Although lowest rate was printed in bold, many candidates chose 350C and
50 atm, the figures for the lowest yield.
Q4 What is a condenser used for? (J03/p4/q12)
Comment
Cool or change vapours to liquids. An answer stating that it is used to condense vapours
was insufficient as it does not explain the meaning of the word, condense.

NOTES
Information for Teachers
Teachers who are about to teach syllabuses in this booklet for the first time should obtain
and study the relevant past examination papers and Subject Reports.
Nomenclature
The proposals in Signs, Symbols and Systematics (The Association for Science
Education Companion to 5-16 Science, 1995) will generally be adopted. Reference
should be made to the joint statement on chemical nomenclature issued by the GCE
boards. In particular, the traditional names sulphate, sulphite, nitrate, nitrite, sulphurous
and nitrous acids will be used in question papers.
It is intended that, in order to avoid difficulties arising out of the use of l as the symbol
for litre, use of dm3 in place of l or litre will be made.
In chemistry, full structural formulae (displayed formulae) in answers should show in
detail both the relative placing of atoms and the number of bonds between atoms. Hence
CONH2 and CO2H are not satisfactory as full structural formulae, although either of
the usual symbols for the benzene ring is acceptable.
Units, significant figures
Candidates should be aware that misuse of units and/or significant figures, i.e. failure to
quote units where necessary, the inclusion of units in quantities defined as ratios or
quoting answers to an inappropriate number of significant figures, is liable to be
penalised.

SCHEME OF ASSESSMENT
Candidates are required to enter for Papers 1, 2 and either Paper 3 or Paper 4.
Paper
Type of Paper
Duration Marks
1
Multiple Choice
1 h 40
2
Theory
1 h 30 min 75
3
Practical Test
1 h 30 min 30
4
Alternative to Practical (written)
1 h 30
Paper 1 Theory (1 h, 40 marks)
A paper consisting of 40 compulsory multiple choice items of the simple direct choice'
type. A copy of the data sheet (appendix 2) will be printed as part of this Paper.
Paper 2 Theory (1 h 30 min, 75 marks)
consisting of two sections
Section A will carry 45 marks and will consist of a small number of compulsory,
structured questions of variable mark value.
Section B will carry 30 marks and will consist of 4 questions each of 10 marks with
candidates being required to attempt 3 questions. A copy of the data sheet (appendix 2)
will be printed as part of this Paper.
Paper 3 Practical Test (1 h 30 min, 30 marks).
This paper will be marked out of 40 and then scaled to a mark out of 30.
Details of the syllabus and requirements for this paper are given in appendix 3.
Candidates are NOT allowed to refer to notebooks, text books or any other information in
the practical examination.
Paper 4 Alternative to Practical (1 h, 30 marks).
This paper will be marked out of 60 and then scaled to a mark out of 30.
A written paper of compulsory short-answer and structured questions designed to test
familiarity with laboratory practical procedures.
Questions may be set requiring candidates to:
(a) record readings from diagrams of apparatus;
(b) describe, explain, comment on or suggest experimental arrangements, techniques and
procedures;
(c) complete tables of data and/or plot graphs;
(d) interpret, draw conclusions from and evaluate observations and experimental
(including graphical) data;
(e) describe tests for gases, ions, oxidising and reducing agents and/or draw conclusions
from such tests;
Candidates may also be required to perform simple calculations.

TOPICS RELATED TO APPLICATIONS OF CHEMISTRY

It is important that, throughout the course, attention should be drawn to:
(i) the finite life of the world's resources and economic and environmental issues relating
to recycling, renewable energy and conservation;
(ii) economic considerations in the chemical industry, such as the availability and cost of
raw materials and energy;
(iii) the social, environmental, health and safety issues relating to the use of chemicals in
the laboratory, in the home and in industry;
(iv) the importance of chemicals in industry and in everyday life.
5 ENERGY FROM CHEMICALS
(1) describe hydrogen, derived from water or hydrocarbons, as a potential fuel for use in
future, reacting with oxygen to generate electricity directly in a fuel cell (details of the
construction and operation of a fuel cell are not required) and discuss the advantages
and disadvantages of this.
(2)describe photosynthesis as the reaction between carbon dioxide and water in the
presence of chlorophyll, using sunlight (energy) to produce glucose and explain how
this can provide a renewable energy source.
7.3 PROPERTIES AND USES OF AMMONIA
(1) describe the use of nitrogenous fertilisers in promoting plant growth and crop yield
(2) describe eutrophication and water pollution problems caused by nitrates leaching
from farm land and explain why the high solubility of nitrates increases these
problems
(3) describe the displacement of ammonia from its salts and explain why adding calcium
hydroxide to soil can cause the loss of nitrogen from added nitrogenous fertilizer
(4) state the uses of sulphuric acid in the manufacture of detergents and fertilisers; and
as a battery acid
9.3 Extraction of metals
(1)

describe metal ores as a finite resource and hence the need to recycle metals
(2) discuss the social, economic and environmental advantages and disadvantages of
recycling metals e.g. aluminium and copper
9.5 Aluminium
(1) state the uses of aluminium and relate the uses to the properties of this metal and its
alloys, e.g. the manufacture of aircraft; food containers; electrical cables

10 ATMOSPHERE AND ENVIRONMENT

AIR
(1) discuss some of the effects of these pollutants on health and on the
environment
(2) the poisonous nature of carbon monoxide
(3) the role of nitrogen dioxide and sulphur dioxide in the formation of acid rain and
its effects on respiration and buildings
(4) discuss the importance of the ozone layer and the problems involved with the
depletion of ozone by reaction with chlorine containing compounds,
chlorofluorocarbons (CFCs)
(5) state that carbon dioxide and methane are greenhouse gases and may contribute to
global warming, give the sources of these gases and discuss the possible
consequences of an increase in global warming
WATER
(1) discuss the environmental effects of the dissolved substances named in (a)
(2) beneficial, e.g. oxygen and mineral salts for aquatic life
(3) pollutant, e.g. hazards to health; eutrophication
11 ORGANIC CHEMISTRY
(1) describe the issues relating to the competing uses of oil as an energy source and as
a chemical feedstock
(2 state some commercial uses of esters, e.g. perfumes; flavourings; solvents
(3) state some typical uses of man-made fibres such as nylon and Terylene, e.g.
clothing; curtain materials; fishing line; parachutes; sleeping bags
(4) describe the pollution problems caused by the disposal of non-biodegradable plastics

Teachers training workshop

OL Chemistry: Miss Sumaira Ali
Bahria College Islamabad
15th May 2004
Workshop Programme
Session 1
Introduction
Aims and Objectives of training
Scheme of assessment
Topics related to applications of chemistry
Teaching strategies( rate of reaction curves)
Teaching materials(Worksheets e.t.c)
Past paper questions and comment from subject report
Session 2
5070/4 A.T.P Questions
Discussion
Questions about 5070
Feedback

RESOURCE LIST 5070

Teachers may find reference to the following books helpful.
*Chemistry by R. Harwood, published by Cambridge University Press (ISBN 052157628-8)
Chemistry for IGCSE by A. Clegg, published by Heinemann (ISBN 0-435-96675-8)
Chemistry Counts by G. Hill, published by Hodder and Stoughton (ISBN 0-340-63934-2)
Thinking Chemistry (GCSE Edition) by Lewis and Waller, published by Oxford
University Press (ISBN 0-19-914257-2)
Chemistry by B. Earl and L. D. R. Wilford, published by John Murray (ISBN 0-71955303-2)
These titles represent some of the texts available at the time of printing this booklet.
Teachers are encouraged to choose texts for class use which they feel will be of interest to
their students and will support their own teaching style.
The book marked with an asterisk is also available from Cambridge University Press in a
Low Priced Edition (ISBN 0-521-66662-7) from their local distributors in Africa, The
Caribbean,Bangladesh, India, Nepal, Pakistan and Sri Lanka. For a full list, or details of
distributors in your local area, please contact Mark Ellwood at CUP
(mellwood@cambridge.org, tel: +44 1223 312393, fax: +44 1223 315052).

Online resources
Website address
Chemsoc : www.chemsoc.org
RSC and CVC : www.rsc.org/is/cvc/cvc_un16/un16_fp.htm
The Chemists: www.chemclub.com/teachers
The Chemistry video consortium: www.soton.ac.uk/~chemweb/cvc/