Ratesofreaction 2

This question is about reversible reactions and chemical equilibrium.
1
(a) Reversible reactions can reach equilibrium in a closed system.
(i) What is meant by a closed system?
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(1)
(ii) Explain why, when a reversible reaction reaches equilibrium, the reaction appears to
have stopped.
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(2)
Page 2 of 53
(b) In the Haber process, the reaction of nitrogen with hydrogen to produce ammonia is
reversible.
N2(g) + 3 H2(g) 2 NH3(g)
(i) Name a natural resource from which hydrogen is produced.
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(1)
(ii) The Haber process uses a catalyst to speed up the reaction.
Explain how a catalyst speeds up a reaction.
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(2)
(iii) What happens to the amount of ammonia produced at equilibrium if the pressure is
increased?
Give a reason for your answer.
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(2)
Page 3 of 53
(c) The decomposition of hydrogen iodide into hydrogen and iodine is reversible.
2HI(g) H2(g) + I2(g)
The forward reaction is endothermic.
The energy level diagram shown below is for the forward reaction.
(i) Draw an arrow to show the activation energy on the diagram.

(1)
(ii) How does the diagram show that the reaction is endothermic?
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(1)
(iii) Suggest what effect, if any, increasing the temperature will have on the amount of
hydrogen iodide at equilibrium.
Give a reason for your answer.
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(2)
(Total 12 marks)
Page 4 of 53
Sodium thiosulfate solution reacts with hydrochloric acid. As the reaction takes place the solution
2 slowly turns cloudy.
The diagram shows a method of measuring the rate of this reaction.
A student used this method to investigate how changing the concentration of the sodium
thiosulfate solution affects the rate of this reaction.
The student used different concentrations of sodium thiosulfate solution. All the other variables
were kept the same.
Page 5 of 53
The results are shown on the graph below.
(a) (i) Draw a line of best fit on the graph.

(1)
(ii) Suggest two reasons why all of the points do not lie on the line of best fit.
1 ........................................................................................................................
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2 ........................................................................................................................
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(2)
(b) (i) In a conclusion to the investigation the student stated that:
‘The rate of this reaction is directly proportional to the concentration of the sodium
thiosulfate solution.’
How does the graph support this conclusion?
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(1)
Page 6 of 53
(ii) Explain, in terms of particles, why the rate of reaction increases when the
concentration of sodium thiosulfate is increased.
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(2)
(Total 6 marks)
Solutions A and B are colourless. When they are mixed, they react and turn blue after a period
3 of time. A student investigated how temperature affected the rate of reaction between solutions A
and B. The rate was measured by timing how long the mixture took to turn blue.
The results are shown in the table.
Temperature in °C 22 25 34 45 51
Time taken to turn blue, in seconds 290 250 200 170 160
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(a) (i) Draw a graph for these results.
(3)
(ii) Use your graph to find how long it takes the solution to turn blue at 40°C.
Time = ......................................... s
(1)
(b) (i) How does the rate of reaction change as the temperature is increased?
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(1)
Page 8 of 53
(ii) Explain, in terms of particles, why temperature has this effect on the rate of reaction.
To gain full marks in this question you should write your ideas in good English.
Put them into a sensible order and use the correct scientific words.
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(3)
(c) State one variable that must be kept constant to make this experiment a fair test.
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(1)
(Total 9 marks)
Page 9 of 53
The picture shows a lump of phosphate rock.
4
Rob Lavinsky, iRocks.com – CC-BY-SA-3.0 [CC-BY-SA-3.0], via Wikimedia Commons
Phosphoric acid is made by reacting phosphate rock with sulfuric acid.
Only three of the methods shown below will increase the rate of this reaction.
Put a tick ( ) next to each of the three methods that will increase the rate of this reaction.
Tick
Method
( )
Use a more concentrated solution of sulfuric acid
Use larger lumps of phosphate rock
Cool the mixture of phosphate rock and sulfuric acid
Grind the phosphate rock into a powder before adding the acid
Increase the temperature of the sulfuric acid
Dilute the sulfuric acid solution with water
(3)
(Total 3 marks)
Page 10 of 53
Read the information about car engines.
5
Burning petrol in air is an exothermic reaction. This reaction is used in car engines.
When petrol burns it produces harmful substances such as nitrogen oxides and
carbon monoxide.
A catalytic converter stops these harmful substances being released into the air.
(a) Draw a ring around the correct answer to complete each sentence.
decrease.
(i) The exothermic reaction makes the temperature of the engine increase.
stay the same.

(1)
energy is taken in from the surroundings.
(ii) This is because during exothermic reactions energy is given out to the surroundings.
there is no energy change.

(1)
Page 11 of 53
(b) The diagram shows a catalytic converter which removes harmful substances.
The catalytic converter has two parts, A and B, which contain different catalysts.
(i) The equation for the reaction that takes place in part A is:
2NO → N2 + O2
Which one of the substances shown in the equation is a compound?
Give the formula of this compound.
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(1)
(ii) The equation for the reaction that takes place in part B is:
2CO + O2 → 2CO2
Why is it important to stop carbon monoxide (CO) from being released into the air?
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(1)
(c) The table lists some statements about catalysts. Only two statements are correct.
Tick ( ) the two correct statements.
Statement Tick ( )
A catalyst can speed up a chemical reaction.
A catalyst is used up in a chemical reaction.
Different reactions need different catalysts.
A catalyst does not change the rate of a chemical reaction.
(2)
Page 12 of 53
(d) Modern catalytic converters contain nanosized particles of catalyst.
Less catalyst is needed when nanosized catalyst particles are used.
(i) Complete the sentence.
The size of nanosized particles is ........................................ than normal sized

particles.
(1)
(ii) The catalysts contain platinum.
Suggest why a manufacturer of catalytic converters would want to use less catalyst.
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(1)
(Total 8 marks)
Page 13 of 53
A student investigated the effect of temperature on the decomposition of hydrogen peroxide.
6 Hydrogen peroxide decomposes to oxygen and water when a manganese(IV) oxide catalyst is
added.
The student measured the time taken to collect 5 cm3 of oxygen gas.
The apparatus shown below was used for the investigation. The reaction was started by shaking
the flask so that the manganese(IV) oxide and hydrogen peroxide were mixed.
The student did the investigation at two different temperatures. All the other variables were kept
constant.
The student’s results are shown in the table.
Temperature of the Time taken to

Volume of oxygen Rate of reaction in
hydrogen peroxide collect the oxygen
collected in cm3 cm3 per second
solution in °C in seconds
20 5 40 0.125
25 5 25
(a) (i) Calculate the rate of reaction at 25 °C.
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Rate of reaction = ............................................ cm3 per second

(2)
(ii) The teacher said that the student should repeat the investigation to get more results.
Suggest why.
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(1)
Page 14 of 53
(b) The student concluded that:
‘the rate of reaction increases when the temperature is increased’.
Explain, in terms of particles, why the rate of reaction increases.
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(2)
(Total 5 marks)
The picture shows a lump of phosphate rock.

7
Rob Lavinsky, iRocks.com – CC-BY-SA-3.0 [CC-BY-SA-3.0], via Wikimedia Commons
Phosphoric acid is made by adding sulfuric acid to phosphate rock.
(a) The rate of reaction between sulfuric acid and phosphate rock can be increased if the
mixture is heated to a higher temperature.
Explain, in terms of particles, why an increase in temperature increases the rate of

reaction.
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(2)
Page 15 of 53
(b) State one other way in which the rate of reaction between sulfuric acid and phosphate rock
can be increased.
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(1)
(Total 3 marks)
A student investigated the rate of reaction between sodium thiosulfate and dilute hydrochloric
8 acid.
The student placed a conical flask over a cross on a piece of paper.
The student mixed the solutions in the flask.
The solution slowly went cloudy.
The student timed how long it took until the cross could not be seen.
The equation for the reaction is:
Na2S2O3(aq) + 2 HCl(aq) → 2 NaCl(aq) + H2O(l) + SO2(g) + S(s)
sodium hydrochloric sodium sulfur

+ → + water + + sulfur
thiosulfate acid chloride dioxide
(a) Explain why the solution goes cloudy.
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(2)
Page 16 of 53
(b) The student repeated the experiment with different concentrations of sodium thiosulfate.
Time taken until the cross could not be seen

Concentration of
in seconds
sodium thiosulfate
in moles per dm3
Trial 1 Trial 2 Trial 3 Mean
0.040 71 67 69 69
0.060 42 45 45 44
0.080 31 41 33
(i) Calculate the mean time for 0.080 moles per dm3 of sodium thiosulfate.
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Mean = ........................................ seconds

(2)
(ii) Describe and explain, in terms of particles and collisions, the effect that increasing
the concentration of sodium thiosulfate has on the rate of the reaction.
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(3)
(Total 7 marks)
(a) The figure below represents the reaction of sulfur dioxide with oxygen.
9
Oxygen
Sulfur dioxide Sulfur trioxide
(i) Complete the word equation for the reaction of sulfur dioxide with oxygen.
sulfur dioxide + ................................... ...................................

(1)
Page 17 of 53
(ii) Draw a ring around the correct answer to complete the sentence.
a compound.
Sulfur dioxide (SO2) is an element.
a mixture.
(1)
(b) The reactants are gases.
When the pressure of the gases is increased, the reaction gets faster.
Complete the sentence.
When the pressure of the gases is increased,
the frequency of the collisions ...................................................................... .

(1)
(c) The particles need energy to react.
Complete the sentence.
The minimum amount of energy that particles need to react is called
the ...................................................................... energy.

(1)
(d) Give one way of increasing the rate of the reaction other than changing the pressure.
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(1)
(Total 5 marks)
Page 18 of 53
Lithium carbonate reacts with dilute hydrochloric acid.
10
A group of students investigated the volume of gas produced.
This is the method used.
1. Place a known mass of lithium carbonate in a conical flask.

2. Measure 10 cm3 of dilute hydrochloric acid using a measuring cylinder.
3. Pour the acid into the conical flask.
4. Place a bung in the flask and collect the gas as shown in Figure 1.
Figure 1
(a) Figure 2 shows the measuring cylinder.
Figure 2
What volume of gas has been collected?

Page 19 of 53
Volume = .......................................... cm3
(1)
Page 20 of 53
(b) The table below shows the students’ results.
Mass of lithium carbonate in g Volume of gas in cm3
0.0 0
0.1 22
0.2 44
0.3 50
0.4 88
0.5 96
0.6 96
0.7 96
On Figure 3:
• Plot these results on the grid.
• Complete the graph by drawing two straight lines of best fit.
Figure 3
(4)
Page 21 of 53
(c) What are two possible reasons for the anomalous result?
Tick two boxes.
Too much lithium carbonate was added.
The bung was not pushed in firmly enough.
There was too much water in the trough.
The measuring cylinder was not completely over

the delivery
The conical flask was too small.
(2)
(d) Describe the pattern the graph shows up to 0.4 g of lithium carbonate added.
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(2)
Page 22 of 53
(e) Lithium carbonate decomposes when heated.
The equation shows the decomposition of lithium carbonate.
Li2CO3 (s) → Li2O (s) + CO2 (g)
Figure 4 shows the apparatus a student used to decompose lithium carbonate.
Figure 4
Why does the limewater bubble?
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(1)
(f) The student repeated the experiment with potassium carbonate.

The limewater did not bubble.
Suggest why there were no bubbles in the limewater.
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(1)
(Total 11 marks)
Page 23 of 53
A student investigated the rate of reaction between calcium carbonate (marble chips) and
11 hydrochloric acid.
The student used the apparatus shown in Figure 1.
The student:
• recorded the volume of gas collected every 5 seconds
• repeated the experiment using hydrochloric acid at different temperatures.
CaCO3(s) + 2 HCl(aq) CaCl2(aq) + H2O(l) + CO2(g)
Page 24 of 53
(a) The student plotted results for the hydrochloric acid at 20 °C and 40 °C on a graph.
Figure 2 shows the student’s graph.
Use information from Figure 2 to answer these questions.
(i) State one conclusion the student could make about the effect of temperature on the
rate of the reaction.
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(1)
(ii) Give one reason why the student could make this conclusion.
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(1)
(iii) For the hydrochloric acid at 60 °C the student had collected 30 cm3 after 15 seconds.
Calculate the average rate of reaction from 0 to 15 seconds.
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Rate of reaction = ........................................ cm3 per second

(1)
Page 25 of 53
(b) The student then investigated how the surface area of marble chips affected the rate of
reaction.
(i) Which two variables should the student keep constant?
Tick ( ) two boxes.
Amount of water in the trough
Concentration of acid
Mass of marble chips
Size of marble chips
Volume of measuring cylinder
(2)
(ii) Explain, in terms of particles and collisions, the effect that increasing the surface area
of the marble chips has on the rate of reaction.
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(2)
(c) Calcium carbonate is a catalyst for the industrial production of biodiesel.
Give one reason why using a catalyst reduces costs.
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(1)
(Total 8 marks)
Page 26 of 53
A student investigated the rate of reaction between sodium thiosulfate solution and dilute
12 hydrochloric acid, as shown in Figure 1.
The reaction produced a precipitate, which made the mixture turn cloudy.
The student timed how long it took until she could no longer see the cross.
She calculated the rate of the reaction.
(a) The equation for the reaction is:
Na2S2O3(aq) + 2 HCl(aq) 2 NaCl(aq) + S(s) + SO2(g) + H2O(l)
Name the product that made the mixture go cloudy.
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(1)
Page 27 of 53
(b) The student investigated the effect of changing the temperature of the sodium thiosulfate
solution on the rate of reaction.
She plotted her results on a graph, as shown in Figure 2.
Describe the trends shown in the student’s results.
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(2)
Page 28 of 53
(c) The student then investigated the effect of changing the concentration of sodium thiosulfate
solution on the rate of the reaction.
(i) Suggest two variables the student would need to control to make sure that her
results were valid.
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(2)
(ii) From this investigation the student correctly concluded:
‘As the concentration of sodium thiosulfate solution doubles, the rate of reaction
doubles.’
Explain the student’s conclusion in terms of particles.
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(3)
(Total 8 marks)
Page 29 of 53
A student investigated the rate of reaction between marble chips and hydrochloric acid.
13
Figure 1 shows the apparatus the student used.
Figure 1
(a) What is A?
Tick one box.
cotton wool
limestone
poly(ethene)
rubber bung
(1)
Page 30 of 53
(b) Table 1 shows the student’s results for one investigation.
Table 1
Time Mass lost

in s in g
0 0.0
20 1.6
40 2.6
60 2.9
80 3.7
100 4.0
120 4.0
On Figure 2:
• Draw a line of best fit.
Figure 2
(3)
Page 31 of 53
(c) Use Figure 2 to complete Table 2.
Table 2
Mass lost after 0.5 minutes ............ g
Time taken to complete the reaction ............ s

(2)
(d) The equation for the reaction is:
2HCl(aq) + CaCO3(s) → CaCl2(aq) + H2O(l) + CO2(g)
Explain why there is a loss in mass in this investigation.
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(2)
(e) Another student investigated the rate of a different reaction.
Table 3 shows the results from the different reaction.
Table 3
Mass lost when the reaction was complete 9.85 g
2 minutes 30
Time taken to complete the reaction seconds
Calculate the mean rate of the reaction using Table 3 and the equation:
mean rate of reaction =
Give your answer to two decimal places.
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Mean rate of reaction = .......................................... g / s

(2)
Page 32 of 53
(f) The student measured the change in mass of the reactants.
Describe another method, other than measuring the change in mass of the reactions, that
the student could have used to find the rate of the reaction between marble chips and
hydrochloric acid.
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(2)
(g) Another student planned to investigate the effect of temperature on the rate of reaction.
The student predicted that the rate of reaction would increase as the temperature was
increased.
Give two reasons why the student’s prediction is correct.
Tick two boxes.
The particles are more concentrated.
The particles have a greater mass.
The particles have a larger surface area.
The particles have more energy.
The particles move faster.
(2)
(Total 14 marks)
Page 33 of 53
Marble chips are mainly calcium carbonate (CaCO3).
14
A student investigated the rate of reaction between marble chips and hydrochloric acid (HCl).
Figure 1 shows the apparatus the student used.
Figure 1
(a) Complete and balance the equation for the reaction between marble chips and hydrochloric
acid.
.................. + .................. → CaCl2 + .................. + ..................

(2)
Page 34 of 53
(b) The table below shows the student’s results.
Time Volume of gas

in s in dm3
0 0.000
30 0.030
60 0.046
90 0.052
120 0.065
150 0.070
180 0.076
210 0.079
240 0.080
270 0.080
On Figure 2:
• Draw a line of best fit.
Figure 2
Page 35 of 53
(4)
(c) Sketch a line on the grid in Figure 2 to show the results you would expect if the experiment
was repeated using 20 g of smaller marble chips.
Label this line A.

(2)
(d) Explain, in terms of particles, how and why the rate of reaction changes during the reaction
of calcium carbonate with hydrochloric acid.
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(4)
Page 36 of 53
(e) Another student investigated the rate of reaction by measuring the change in mass.
Figure 3 shows the graph plotted from this student’s results.
Figure 3
Use Figure 3 to calculate the mean rate of the reaction up to the time the reaction is
complete.
Give your answer to three significant figures.
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Mean rate of reaction = ........................................... g / s

(4)
Page 37 of 53
(f) Use Figure 3 to determine the rate of reaction at 150 seconds.
Show your working on Figure 3.
Give your answer in standard form.
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Rate of reaction at 150 s = ........................................... g / s

(4)
(Total 20 marks)
Page 38 of 53
A student investigated the effect of temperature on the rate of a reaction.
15 The picture below shows an experiment.
The student:
• put sodium thiosulfate solution into a conical flask

• heated the sodium thiosulfate solution to the required temperature
• put the flask on a cross drawn on a piece of paper
• added dilute hydrochloric acid and started a stopclock
• stopped the stopclock when the cross could no longer be seen
• repeated the experiment at different temperatures.
(a) Explain why the solution goes cloudy.
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(2)
Page 39 of 53
(b) Give two variables the student must control to make the investigation a fair test.
1 ..........................................................................................................................
2 ..........................................................................................................................
(2)
(c) State the effect that increasing the temperature of the sodium thiosulfate solution has on
the rate of the reaction.
Explain this effect in terms of particles and collisions.
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(4)
(d) Suggest how the student should change the method to investigate the rate of
reaction at 5°C.
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(1)
(Total 9 marks)
Page 40 of 53
Mark schemes
(a) (i) nothing can enter and nothing can leave the reaction
1
allow sealed reaction vessel
1
(ii) forward and backward reactions have same rate

1
so there is no (overall) change in quantities of reactants and products

allow concentrations of reactants and products
1
(b) (i) natural gas

allow methane / CH4
allow fossil fuels / hydrocarbons
allow water
1
(ii) provides an alternative reaction pathway

1
which has a lower activation energy

ignore references to collisions
1
(iii) the amount (of ammonia) increases

allow yield increases
1
the equilibrium moves to the side (of the equation) with fewer (gaseous)
molecules / moles
allow it favours the forward reaction
1
(c) (i) vertical arrow from reactants to maximum

1
(ii) (energy of) products higher than (energy of) reactants

allow converse
1
(iii) amount of hydrogen iodide decreases

1
equilibrium moves in the direction of the endothermic reaction

allow it favours the forward reaction
1
[12]
(a) (i) a continuous straight line missing anomalous point

2
allow a line which does not start at zero / origin
1
Page 41 of 53
(ii) any two sensible errors eg
• timing errors and / or example(*)
• measurement errors and / or example(*)
• apparatus errors and / or example(*)
• human / experimental / random error and / or example

or ‘did not do it right’(*)
(*)could be two from same category eg two timing errors – watch
not started at the same time plus difficulty in deciding when the
cross has disappeared.
• temperature fluctuation
• anomalous point
accept outlier / wrong result
• results not recorded correctly
• plotting error
• rate calculated incorrectly

ignore ‘not repeated’
ignore systematic / zero error / weighing error or error unqualified
2
(b) (i) straight line
or
as concentration increases the rate goes up or converse

accept numerical example
accept positive correlation
accept same gradient
ignore ‘most points near / on line of best fit’
1
Page 42 of 53
(ii) more collisions
accept greater chance of collisions
accept collide more successfully
accept alternative versions of collide eg ‘bump / hit’
ignore references to energy / speed of particles / surface area
1
more particles (in each volume of solution)(i.e. an attempt at defining concentration)

accept ‘particles are closer together’
allow ions / atoms / molecules for particles ignore reactants
accept greater frequency of collisions or greater number of
collisions per second for 2 marks
1
[6]
3
(a) (i) accurate plotting of points ( square)
2 marks for all points
1 mark for 3 or 4 points
2
sensible smooth curve

reasonable attempt
do not accept double lines or dot to
dot
1
(ii) accurately read from their graph to square

1
(b) (i) (as temperature increases) rate increases

accept speeds up, gets faster, gets quicker
accept higher speed
do not accept gets bigger / higher unqualified
do not accept answers about time on its own
1
(ii) Quality of Written Communication

The answer to this question requires ideas in good English in a
sensible order with correct use of scientific terms. Quality of written communication
should be considered in crediting points in the
mark scheme.
maximum 2 marks if ideas not expressed well
Page 43 of 53
any three from:
for converse maximum 2 marks
particles have more energy

higher kinetic energy
particles move faster

do not accept move more or vibrate more
3
more collisions
accept greater rate of collisions
more energetic / successful / harder collisions

more particles have activation energy
(c) concentration (of solutions) or volume (of solutions)

accept ‘how much of’
accept references to intensity of colour
accept same endpoint
accept rate of stirring / shaking
do not accept reference to solids or catalysts etc
ignore containers
do not accept pH
1
[9]
use a more concentrated solution of sulfuric acid

4 1
grind the phosphate rock into a powder before adding the acid
1
increase the temperature of the sulfuric acid

1
[3]
(a) (i) increase

5 1
(ii) energy is given out to the surroundings

1
(b) (i) NO
allow 2NO
ignore nitrogen oxide
do not allow equations
1
Page 44 of 53
(ii) harmful / poisonous (owtte)
allow dangerous
ignore reference to pollution / global warming
do not accept references to ozone layer
1
(c) a catalyst can speed up a chemical reaction

1
different reactions need different catalysts

1
(d) (i) smaller

accept less / tiny / very small
allow 10-9
do not allow small unless qualified
1
(ii) reduce cost (owtte) or

ignore references to energy
save resources / raw materials (owtte)

1
[8]
(a) (i) 0.2

6
correct answer gains 2 marks with or without working
accept answer in table
if answer incorrect 5/25 gains 1 mark
2
(ii) any one from:
• wider range of temperatures (owtte)
• (repeat at the same temperature) to improve accuracy / reliability

allow to make it reliable / accurate
• reveal anomalous results (owtte)

allow to eliminate random / human errors / to check results owtte
• so you can get an average / better average

ignore to make it a fair test / to get better results
ignore precision and validity
1
Page 45 of 53
(b) any two from:
allow atoms / molecules / they instead of particles throughout
• particles gain energy / have more energy

ignore increases particles activation energy
• particles move faster

ignore move more / vibrate more
• particles collide more
• more of the particles have the activation energy or more of the collisions are
successful (owtte)
ignore increases / decreases activation energy
or
particles collide with more force / harder / more energy
allow more successful collisions
alone for 1 mark
2
[5]
7
(a) particles move faster
accept molecules / atoms / ions instead of particles
or
particles have more energy
ignore move / vibrate more
1
so they collide more often / frequently

allow particles collide harder / with more force
ignore collide quicker
or
more of the collisions are successful / have the activation energy
ignore collide more / more collisions
1
Page 46 of 53
(b) any one from:
• increase surface area (of the rock)

accept crush / powder the rock
• increase the concentration (of the acid)

ignore increase the pressure / temperature
• add a catalyst
• stir / mix the mixture

1
[3]
(a) because sulfur / S forms

8 1
which is insoluble / a solid / a precipitate

1
(b) (i) 32
correct answer with or without working gains 2 marks
accept evidence of 31 + 33 / 2 for 1 mark
allow 35 for 1 mark
2
(ii) reaction rate increases

if incorrect reference to energy = max 2
1
because of more particles (per unit volume)

allow because particles are closer together
1
and because there is an increase in frequency of collisions

accept because particles are more likely to collide or higher chance
of collision
ignore more (successful) collisions
1
[7]
Page 47 of 53
(a) (i) oxygen, sulfur trioxide
9
both needed for mark
1
(ii) compound
1
(b) increases
accept (goes) higher / (goes) up / (is) faster) / (are) more frequent
1
(c) activation
1
(d) catalyst or increase temperature

1
[5]
(a) 36 cm3
10 1
(b) all points correct

± ½ small square
2
allow 1 mark if 6 or 7 of the points are correct
2 best fit lines drawn

must not deviate towards anomalous point
2
allow 1 mark if 1 line correct
(c) The bung was not pushed in firmly enough.

1
The measuring cylinder was not completely over the delivery tube.
1
(d) as mass of lithium carbonate increases volume of gas produced increases

1
linear / (directly) proportional

1
(e) A gas / carbon dioxide is produced.

allow because the air in the tube expands
1
(f) any one from:

• Potassium carbonate does not decompose to produce carbon dioxide / a gas.
• Potassium carbonate does not decompose at the temperature of the Bunsen
burner or the Bunsen burner is not hot enough to decompose potassium carbonate.
• When potassium carbonate decomposes a gas is not formed.
1
[11]
Page 48 of 53
(a) (i) the higher the temperature, the greater the rate
11 or
at 40 °C rate is faster than at 20 °C
accept the higher the temperature, the faster the reaction
1
(ii) 40 °C curve is steeper

accept the 40 °C line becomes horizontal sooner
accept at higher temperatures the reaction finishes sooner
accept reaction finishes sooner at 40 °C
accept at higher temperatures the gas is produced faster
or
correct comparison of data from the graph
1
(iii) 2
1
(b) (i) Concentration of acid

Mass of marble chips
2
(ii) increases rate

incorrect reference to energy = max 1
1
(because of) more frequent collisions (between particles)

accept particles are more likely to collide
ignore more collisions
ignore more successful collisions
1
(c) any one from:

• increases rate of reaction
• reduces energy required
• lower temperature can be used
• catalyst is not used up.
1
[8]
(a) sulfur / sulphur / S / S(s)

12 1
(b) as the temperature increases, the rate of reaction increases

allow two correct values for rate quoted (from graph) at different
temperatures
1
the rate of increase increases or there is an exponential relationship

accept the rate of reaction increases slowly (from 20 °C to 50 °C)
then increases more rapidly for 2 marks
answer MUST be based on rate / speed of reaction
1
Page 49 of 53
(c) (i) any two from:
• temperature (of the reactants)
• concentration of hydrochloric acid
• volume of hydrochloric acid
• volume of sodium thiosulfate
• the (size / darkness / thickness of the) cross
• total volume of solution.
if no other marks gained, allow 1 mark for:
rate of stirring
OR
amount of hydrochloric acid / sodium thiosulfate
OR
volume of solution
2
(ii) (because as the concentration increases) the number of particles per unit
volume increases or particles are closer together.
idea of more particles in a given space is required for the first mark.
ignore references to area.
1
(therefore) the frequency of (successful) collisions increases

allow increased chance / probability of collisions
number of collisions increases is insufficient here.
must mention per unit time or frequency.
ignore speed of collisions.
if reference to space and time missing from M1 and M2 but they are
otherwise correct, then award 1 mark.
1
so the number of particles (per unit volume) doubles or (the frequency of)
collisions doubles.
students can score 2 marks for a qualitative explanation; the third
mark is for a quantitative explanation.
1
[8]
(a) cotton wool

13 1
(b) all points correct

± ½ small square
2
best fit line

must not deviate towards anomalous point
1
Page 50 of 53
(c) (mass)
2.1 (g)
allow ecf from drawn best fit line
1
(time)
100 (s)
1
(d) a gas is produced

1
which escapes from the flask

1
(e)
0.07 (g / s)
allow ecf answer correctly calculated to 2 decimal places
1
(f) collect the gas in a gas syringe

1
measured the volume of gas

allow carbon dioxide for gas
1
allow for 1 mark
collected gas
or
counted bubbles
(g) The particles have more energy

1
The particles move faster

1
[14]
(a) CaCO3 + 2HCl → CaCl2 + H2O + CO2

14 2
allow 1 mark for correct formulae
(b) sensible scales, using at least half the grid for the points
1
all points correct

± ½ small square
2
best fit line

1
Page 51 of 53
(c) steeper line to left of original
1
line finishes at same overall volume of gas collected

1
(d) acid particles used up

allow marble / reactant used up
1
so concentration decreases
allow surface area of marble decreases
1
so less frequent collisions / fewer collisions per second

do not accept fewer collisions unqualified
1
so rate decreases / reaction slows down

1
(e) mass lost of 2.2 (g)

1
time taken of
270 s
allow values in range 265 − 270
1
allow ecf for values given for mass and time

1
0.00815 (g / s)
or
8.15 × 10−3
allow 1 mark for correct calculation of value to 3 sig figs
accept 0.00815 or 8.15 × 10−3 with no working shown for 4 marks
1
(f) correct tangent

1
eg 0.35 / 50
1
0.007
allow values in range of 0.0065 − 0.0075
1
7 × 10−3
1
Page 52 of 53
accept 7 × 10−3 with no working shown for 4 marks
[20]
(a) because sulfur / S (forms)

15 1
(which) is solid / insoluble / a precipitate / a suspension

1
(b) any two from:

• volume of sodium thiosulfate
ignore amount of sodium thiosulfate
• volume of (hydrochloric) acid
ignore amount of (hydrochloric) acid
• concentration of sodium thiosulfate
• concentration of (hydrochloric) acid
if no other mark, allow 1 mark for same cross or same flask or
unspecified volume or unspecified concentration
ignore same person
do not accept references to temperature
2
(c) rate increases

1
because particles move faster
accept particles have more energy
1
so frequency of collisions increases
accept particles are more likely to collide or more chance of
collisions
ignore more collisions
1
more particles / collisions have energy greater than (or equal to) the activation energy
1
(d) cool
accept refrigerate or method to decrease temperature
or
decrease the temperature (of the solutions)

1
[9]
Page 53 of 53

Ratesofreaction 2

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This question is about reversible reactions and chemical equilibrium.

(i) What is meant by a closed system?

N2(g) + 3 H2(g) 2 NH3(g)

(i) Name a natural resource from which hydrogen is produced.

(ii) The Haber process uses a catalyst to speed up the reaction.

Explain how a catalyst speeds up a reaction.

Give a reason for your answer.

2HI(g) H2(g) + I2(g)

The forward reaction is endothermic.

(i) Draw an arrow to show the activation energy on the diagram.

Give a reason for your answer.

The diagram shows a method of measuring the rate of this reaction.

(a) (i) Draw a line of best fit on the graph.

(b) (i) In a conclusion to the investigation the student stated that:

How does the graph support this conclusion?

The results are shown in the table.

Rob Lavinsky, iRocks.com – CC-BY-SA-3.0 [CC-BY-SA-3.0], via Wikimedia Commons

Phosphoric acid is made by reacting phosphate rock with sulfuric acid.

Use a more concentrated solution of sulfuric acid

Use larger lumps of phosphate rock

Cool the mixture of phosphate rock and sulfuric acid

Increase the temperature of the sulfuric acid

Dilute the sulfuric acid solution with water

stay the same.

energy is taken in from the surroundings.

there is no energy change.

Which one of the substances shown in the equation is a compound?

Give the formula of this compound.

Tick ( ) the two correct statements.

A catalyst can speed up a chemical reaction.

A catalyst is used up in a chemical reaction.

Different reactions need different catalysts.

A catalyst does not change the rate of a chemical reaction.

(i) Complete the sentence.

The size of nanosized particles is ........................................ than normal sized

(ii) The catalysts contain platinum.

The student’s results are shown in the table.

Temperature of the Time taken to

(a) (i) Calculate the rate of reaction at 25 °C.

Rate of reaction = ............................................ cm3 per second

‘the rate of reaction increases when the temperature is increased’.

Explain, in terms of particles, why the rate of reaction increases.

The picture shows a lump of phosphate rock.

Rob Lavinsky, iRocks.com – CC-BY-SA-3.0 [CC-BY-SA-3.0], via Wikimedia Commons

Phosphoric acid is made by adding sulfuric acid to phosphate rock.

Explain, in terms of particles, why an increase in temperature increases the rate of

The student placed a conical flask over a cross on a piece of paper.

The student mixed the solutions in the flask.

The solution slowly went cloudy.

The equation for the reaction is:

Na2S2O3(aq) + 2 HCl(aq) → 2 NaCl(aq) + H2O(l) + SO2(g) + S(s)

sodium hydrochloric sodium sulfur

(a) Explain why the solution goes cloudy.

Time taken until the cross could not be seen

Mean = ........................................ seconds

Sulfur dioxide Sulfur trioxide

sulfur dioxide + ................................... ...................................

(b) The reactants are gases.