Task #3 EOC Term 3 2024

Marking Feedback
General:
● DO NOT write your name on the paper
● HAVE TO write your student number CORRECTLY
● Students need to attempt every question - a reasonable attempt
● If you leave most questions blank in the paper, it will be regarded as NON
SERIOUS ATTEMPTS, and may lead to N-Warnings
● Students should not write / drawn inappropriate things onto their paper -
anything not relevant to a questions
● Students using the additional working pages at the back must make a note
in the question paper stating - please see additional pages. In the HSC this
could be missed from a question if you do not make it clear.
● All numerical answers should be checked for significant figures
● All numerical answers should have units
● All working should be shown for any part of a calculation
● To answer multiple choice questions PLEASE just shade in the bubbles: NO
TICKS and CROSSES - Follow instructions on the paper.
Question Answer Explanation
1 B Magnesium chloride is an ionic solid, which dissolves in water.
The process is physical. The ions are separated and surrounded
by water molecules (i.e. hydrated). The ions are Mg2+ and Cl-.

2 C The solid is molecular; hence it exists as small molecules,

which can be separated by the organic solvent, vegetable oil,
but not by water. It cannot be covalent network as these
structures have strong covalent bonds which link the atoms
together into very large solids and there are no small molecular
units to be separated by the organic oil.
3 C Each atom of chromium-54 has 30 neutrons (54 – 24).
0.025 mol of atoms has
0.025 x 6.03 x 1023 x 30 neutrons = 4.5 x 1023 neutrons.
4 B Chlorine is the smallest of the listed atoms, so requires the
greatest amount of energy to remove a negative electron from
the positively charged nucleus of the atom.
5 C
6 D
7 A Ea reverse = Ea forward – ∆H = 140 – 100 = 40 kJ/mol

8 D Density = m/V
Hence V = m/d = 30.0/0.7914 = 37.9 mL.

9 B or C Properties of non-metalsCopper (Cu) is a more active metal

than silver, so will react with the ions of the less active metal
(Ag+).

10 D The element with configuration 1s2 2s2 2p6 3s2 3p6 4s2 3d6 is
iron (Fe). It is a transition metal. When the Fe3+ ion forms, 2 of
the electrons are lost from the 4s and one from the 3d subshells.
Hence the Fe3+ has the configuration 1s2 2s2 2p6 3s2 3p6 3d5.

11 B Precipitation reactions involve an insoluble solid being formed

from soluble reactants.
12 C A catalyst lowers the potential energy of the activation
complex.

13 A

14 A Mol of Al = m/MM = 4.0 x10-5 / 26.98 = 1.49 x 10-6 mol

No. of atoms = 1.49 x 10-6 x 6.022 x 1023 atoms = 8.9 x 1017
atoms.

15 C
16 D Rearranging the equations and adding:
O – (g) → O (g) + e – ∆H =+142 kJ mol–1

O (g) + 2e – → O2– (g) ∆H = +702 kJ mol–1

O – (g) + e – → O2– (g) ∆H = +844 kJ mol–1

17 D The balanced equation is:
3Cu (s) + 2NO3– (aq) + 8H+ (aq) → 3Cu2+ (aq) + 2NO (g) +
4H2O (l)
Balance the Cu2+, then the oxygen atoms, then the nitrogen
atoms, then the hydrogen ions. The net charge (6+) should be
the same on each side of the equation.

18 D

19 C No. of moles of Na+ in 250 mL of solution = 2 x 0.250 x 0.550

= 0.275 mol
If this is diluted to a total volume of 1.25 L, then
Conc = 0.275 mol /1.25 L = 0.220 mol L-1

20 C
Question 21.
(a)
In better responses students were able to:
● Most students were able to draw a correct electron-dot formula
Areas for students to improve include:
● There are still gaps in the student's knowledge about what an electron-dot
formula is.
● Failed to draw octet around carbon and chlorine both.

Marking criteria:

21 (a) (1 mark)

Criteria Mark

· Draws a correct electron-dot formula 1

Sample answer
(b)
In better responses students were able to:
● Students were able to explain carbon bonding covalently with other non
metals. (Ability to explain why carbon shares electrons with other non
metal to form octet).
Areas for students to improve include:
● Unable to explain why C-Cl is polar; chlorine is much more electronegative
than carbon therefore electron charge in each covalent bond is unevenly
distributed, the bond is described as polar. And not explaining 4 C–Cl bonds
are symmetrically arranged around the central carbon atom at
tetrahedrally; hence electron charge is symmetrical.

Marking criteria:

21 (b) (2 marks)

Criteria Marks

· Explains why each of the C–Cl bonds is polar, in terms of the 2

different electronegativity of carbon and chlorine

AND

· Explains that the overall distribution of charge is symmetrical

because of the tetrahedral shape of the carbon tetrachloride
molecule

· Explains why each of the C–Cl bonds is polar, in terms of the 1

different electronegativity of carbon and chlorine

OR
· Explains that the overall distribution of charge is symmetrical
because of the tetrahedral shape of the carbon tetrachloride
molecule

Sample answer

Chlorine is much more electronegative than carbon. Chlorine is a smaller atom

and electrons in the C–Cl bonds are unevenly distributed, being closer to the
chlorine than carbon.Because the electron charge in each covalent bond is
unevenly distributed, the bond is described as polar.

However, the 4 C–Cl bonds are symmetrically arranged around the central carbon
atom at tetrahedral angles (104°) in 3 dimensions, the overall electron charge is
symmetrical. This means the molecule as a whole will not align itself in any
particular direction in an electric field, so the molecule is described as non-polar.

(C)
In better responses students were able to:
● Provides some physical properties of CCl4
Areas for students to improve include:

● This question is poorly attempted.

● Lots of non-attempts.
● Students need to attempts ALL questions - DO NOT LEAVE IT BLANK
● Students can PROVIDE 2 properties, however, they are not able to give
reasons as to how it is related to the non-polar nature of the molecule.
Marking criteria:

21 (c) (3 marks)

Criteria Marks

· Predicts correctly TWO physical properties of CCl4 - 1 mark 3

· Explains how these TWO properties are related to the

non-polar nature of the molecule - 1 mark each for the two
properties

· Predicts correctly TWO physical properties of CCl4 2

· Explains how ONE property is related to the non-polar nature of

the molecule

· Predicts correctly TWO physical properties of CCl4 1

Sample answer

The 2 physical properties are:

· relatively low volatility (relatively low boiling point)

· immiscible in water, forming layers of different density.

· Non conductor

Carbon tetrachloride is a dense, colourless liquid at room temperature and will

boil at 76°C.

Because of the non-polar nature of the compound CCl4, neighbouring molecules

are not attracted to each other, so it is fairly volatile at temperatures below its
boiling point and forms a vapour with a sweet smell. There are no permanent
intermolecular forces between neighbouring molecules (only weak
dispersion/temporary dipole-dipole interactions) which are easily overcome when
the liquid is heated.
Carbon tetrachloride does not mix with water, forming layers, because of the
difference in polarity and different densities. Water molecules (polar)attract each
other strongly because of hydrogen bonding in 3D, so carbon tetrachloride
molecules cannot get between the water molecules. Hence CCl4 (non-polar) does
not dissolve in water and forms layers when the 2 liquids are poured into a
container. The denser CCl4 will be in the lower layer.

As a solvent, CCl4 is well suited to dissolving other non-polar carbon compounds

such as oils. It can also dissolve iodine. The non-polar molecules will not be
repelled from each other, and one can be dispersed evenly through the mixture,
i.e. they will be miscible.

CCl4 is a non conductor as it does not have free moving ions to transfer current
and contains only molecules.

21(d)

In better responses students were able to:

● Most students were able to explain carbon forming covalent bonds with
examples.

Areas for students to improve include:

● Students are not able to explain carbon bonding in relation to carbon E.C.
● Some did not even explain carbon bonding covalently with other non
metals providing examples neither were they able to explain carbon
bonding – ionically with examples.
● Very few students gave examples of the ionic bonding with carbon atom

Marking criteria:
21 (d) (4 marks)

Criteria Marks

· Relates the bonding to the position of the carbon atom in Group 4 of the 4
Periodic Table – 1 mark

· Explains why carbon forms a large number of covalently bonded

compounds 1 mark

· Explains why carbon forms few ionic compounds – 1 mark

· Uses appropriate example(s)of covalently bonded elements and

compounds containing carbon -1 mark

· THREE of the above 3

· TWO of the above 2

· ONE of the above 1

Sample answer

Carbon has electron configuration 2,4. The 4 electrons are symmetrically arranged in a
tetrahedral shape in the valency shell. Carbon has low electronegativity and needs to lose 2
or gain 4 electrons to form the stable full shell of a positive or negative ion.

Ionic carbides are formed by the combination of highly electropositive elements like alkali
metals or alkaline earth metals and carbide ions (C22-). These ions are attracted to each
other by the strong electrostatic force. The ionic carbide occurs when there is a high
electronegativity difference between the metal atom and carbon. Examples of ionic
carbides are aluminium carbide and calcium carbide. Since these ionic compounds contain relatively
few atoms hence there are relatively few of them compared to the number of covalently bonded compounds formed.
Carbon can be part of a negative ion after a combination of non-metal atoms has formed an
ion, such as in the CN- and CO32-.

Carbon forms millions of stable substances (elemental forms and compounds) by sharing
its valency electrons with other atoms. These substances all have covalent bonds. Carbon
forms giant network elemental forms in diamond, graphite, and fullerenes. The 4 valency
electrons of each carbon atom can form covalent bonds with other carbon atoms or atoms
of other elements. These substances can exist as very long chains, in rings or in
combinations of rings and chains. Polymers result from these combinations of carbon with
other non-metal atoms or other carbon atoms.

Carbon’s 4 valency electrons can form single, double, and triple covalent bonds. This leads to
the formation of a wide range of compounds.

Question22

(a)i
In better responses students were able to:
● Very few students are getting equations correct
Areas for students to improve include:
● Writing correct balanced equations with correct states has been a challenge
for the entire cohort even with numerous revision sessions and going over
corrections from every other assessment where writing equations have
been part of every assessment.
● Thorough, genuine revision on writing formulas, solubility table, polyatomic
ions and its valencies
● Balancing equations with the lowest possible numbers
Marking criteria:
22 (a) (i) (1 mark)

Criteria Mark
● Writes a correct balanced equation with states 1

Sample answer
2HCl (aq) + Zn (s) → ZnCl2 (aq) + H2 (g)

22(a)ii
In better responses students were able to:
● Most were able to calculate the moles of HCl
Areas for students to improve include:
 ● Due to a gap in the knowledge in balancing equations, moles of Zn were
incorrect, hence, mass of Zn calculated is incorrect.
● SF has been a challenge for the entire cohort even with numerous revision
sessions and going over corrections from every other assessment where SF
has been part of every assessment.
● Thorough, genuine revision on SF is required
Marking criteria:

22 (a) (ii) (2 marks)

Criteria Marks

· Correctly calculates the mass of zinc reacting (to 2 significant figures) AND 2
Includes correct working

· Correct method of calculation of moles of HCl or moles of Zn but with 1

mathematical error(s) in the calculation of mass of Zn or no calculation of
mass of Zn

Sample answer

Moles HCl added = 160/1000 x 0.30 = 0.048 mol

Hence moles Zn reacting = ½ x 0.048 = 0.024 mol

1 mark

Hence mass of Zn reacting = 0.024 x 65.38 g = 1.569 g = 1.6 g (corrected to 2 sig. figures)

1 mark
22(b)
In better responses students were able to:
● Very few students are getting equations correct
Areas for students to improve include:
● Writing correct balanced equations with correct states has been a challenge
for the entire cohort even with numerous revision sessions and going over
corrections from every other assessment where writing equations have
been part of every assessment.
● Thorough, genuine revision on writing formulas, solubility table, polyatomic
ions and its valencies
● Balancing equations with the lowest possible numbers
Marking criteria:

22 (b) (1 mark)
Criteria Mark
● Writes a correct equation 1

Sample answer
H2SO4 (aq) + 2KOH (aq) → K2SO4 (aq) + 2H2O (l)

Question 23
(a)
In better responses students were able to:
● Some students got the answer correct
Areas for students to improve include:
● Use of technical vocabulary is another weak area
● Wider reading of the resource materials provided on CANVAS is required
● Making own summary notes to be able to familiarise with technical
vocabulary
Marking criteria:

23 (a) (1 mark)
Criteria Marks
● Identifies name used to describe a form of an element where the atoms are
1
bonded together in a different manner

Sample answer
Allotrope

23(b)
In better responses students were able to:
● Most students were able to draw the Lewis dot diagram and correctly write
the E.C in SPDF notation
Areas for students to improve include:
● Electrons to be placed in the orbitals singly before doubling up
Marking criteria:

23 (b) (2 marks)
Criteria Marks
● Provides correct Lewis dot diagram AND spdf notation for phosphorus atom 2
● Provides correct Lewis dot diagram OR spdf notation for phosphorus atom 1

Sample answer

1s 2s 2p 3s 3p
2 2 6 2 3
Question23(c)
4 marks
In better responses students were able to:
● Identify the correct units for temperature in K
● Using consistent units for delta S and delta H in the gibbs free energy
equation either J or kJ
● Determine spontaneity based on sign of change in gibbs free energy being
less than 0
Areas for students to improve include:
● Show full working out at each step
● Substituting in correct values
Marking criteria:

Criteria Mark
● Determines the reaction is spontaneous by
● Calculates standard entropy change
4
● Converts standard enthalpy change into J mol-1 and temperature to K
● Calculates Gibbs free energy change
● Makes significant progress to determining the reaction is spontaneous as
3
above
● Makes some progress to determining the reaction is spontaneous as above 2
● Provides some relevant information 1

Sample answer

ΔS° = ∑S°(products) – ∑S°(reactants)

ΔS° = [4 × S°(PCl (g))] – [S°(P (s)) + 6 × S°(Cl (g))]
3 4 2

ΔS° = [4 × 311.7] – [22.9 + (6 × 223.1)]

ΔS° = 1246.8 – [22.9 + 1338.6]
ΔS° = 1246.8 – 1361.5
ΔS° = –114.7 J mol K -1 -1

ΔH° = –1207 kJ mol -1

ΔH° = –1207000 J mol -1

T = 25°C
T = 298.15 K
ΔG° = ΔH° – TΔS°
ΔG° = –1207000 – (298.15 × –114.7)
ΔG° = –1207000 + 34197.805
ΔG° = –1172802.195 J mol -1

ΔG° = –1172.8 kJ mol -1

The reaction is spontaneous at 25°C as ΔG° < 0

Question 24a.
2 marks
In better responses students were able to:
● Identify factors which impact reaction rate relevant to specific chemical
reaction
● Surface area impacts reaction rate, however, there are no solids in this
reaction
● Similarly pressure has no impact on reaction rate as there are no gases in
this reaction
Areas for students to improve include:
● More comprehensive understanding of why factors affect reaction rate
Marking criteria:

Criteria Marks
● Identifies 2 correct factors which can be changed to increase the rate of
2
reaction
● Identifies 1 correct factor which can be changed to increase the rate of
1
reaction

Sample answer
This reaction occurs totally in solution. There is no solid present. The reaction is between ions,
so increasing the concentrations of solutions of both or either of the reactants will increase the
rate of reaction.
Increasing the temperature of the solution will also increase the rate of reaction.
Question 24b.
2 marks
In better responses students were able to:

● Identify that particles need to collide with sufficient energy to react

● Identify the effect of temperature on kinetic energy or speed of particles
Areas for students to improve include:
● Understanding of collision theory
Marking criteria:

Criteria Marks
● Uses collision theory to explain how increased concentration of the ions and
2
increased temperature increase the reaction rate
● Uses collision theory to explain one factor which increases the reaction rate 1

Sample answer
The rate of reaction is greatest when there are most successful collisions. Successful collisions
occur when the ions are moving with sufficient energy and are correctly aligned so that collision
results in breaking of bonds in the carbonate ions and for new products (CO2 and H2O) to be
formed.
An increase in temperature means that the average kinetic energy of the particles is higher than at
a lower temperature, so there is a greater probability of a successful collision in terms of the
energy required for bonds to break. Also, at a higher temperature, a greater proportion of
particles has the activation energy required for a successful collision. Hence, an increase in
temperature increases the reaction rate.
At higher concentrations of the solutions, there is a shorter distance between the reacting
particles. Collision theory explains why most reaction rates increase as concentrations increase.
With an increase in the concentration of any reacting substances, the chances for collisions
between molecules are increased because there are more molecules per unit of volume.
Question 25a.
3 marks
In better responses students were able to:
● Draw a labeled energy profile diagram
● Identify that combustion reactions are exothermic
● Identify that in exothermic reactions, the reactants have more
heat/potential energy than the products.
Areas for students to improve include:
● Many students have misconceptions about what part of the energy profile
diagram shows activation energy
Marking criteria:

25 (a) (3 marks)
Criteria Marks
● Sketches a correct energy profile, showing
● a negative enthalpy change
AND
● positive activation energy
3
● States that the reaction is classified as exothermic.
● Explains why the reaction is exothermic in terms of the energy required to
break bonds and the energy released when bonds are formed (or in terms of
the relative stability of products and reactants)
● Sketches a partially correct energy profile
● States that the reaction is classified as exothermic 2
● Gives a partially correct explanation of why the reaction is exothermic
● Sketches a partially correct energy profile
1
● States that the reaction is classified as exothermic

Sample answer
The reaction is classified as exothermic because the reactants have more heat/potential energy
than the products. This results in heat being given out by the reaction.
More energy is released in the making of bonds in carbon dioxide and water than is required to
break the bonds in ethanol and oxygen.
Question 25b.
4 marks
In better responses students were able to:
● Write standard formation equations
● Use Hess’ law to find the standard enthalpy of formation of ethene
● Use correct units for the final answer
Areas for students to improve include:
● Many students need to work on balancing of equations
Marking criteria:

Criteria Marks
● Correctly calculates the standard enthalpy of formation of ethylene, showing
4
correct working and reasoning
● Incorrect answer due to mathematical error(s) but with correct reasoning and
3
method
● Writes a correct equation for the formation of ethylene from its elements in
their standard states
AND 2
● Writes a correct equation with correct ∆H value for the standard enthalpy
change for combustion of ethylene
● Writes a correct equation for the formation of ethylene from its elements in
their standard states
OR 1
● Writes a correct equation with correct ∆H value for the standard enthalpy
change for combustion of ethylene

Sample answer
The formation of ethylene is represented
2C (s) + 2H2 (g) → C2H4 (g) ∆H = standard enthalpy of formation of ethylene, at 25°C.

Given the enthalpy of combustion of ethylene:

C2H4 (g) + 3O2 (g) → 2CO2 (g) + 2H2O (l) ∆H = –1411 kJ/mol

Using the data supplied in the table:

C (s) + O2 (g) → CO2 (g) ∆H = –394 kJ/mol CO2
H2 (g) + ½O2 (g) → H2O (l) ∆H = –286 kJ/mol H2O

Rearranging the equations and adding them:

2CO2 (g) + 2H2O (l) → C2H4 (g) + 3O2 (g) ∆H = +1411 kJ
2C (s) + 2O2 (g) → 2CO2 (g) ∆H = –788 kJ
2H2 (g) + O2 (g) → 2H2O (l) ∆H = –572 kJ
2C (s) + 2H2 (g) → C2H4 (g) ∆H = standard enthalpy of formation of ethylene
= +51 kJ/mol
Question 25c.
3 marks
In better responses students were able to:
● Identify that bond breaking (reactants) is an endothermic reaction and
bond forming (products) is exothermic
● Use stoichiometric ratios alongside bond energies to calculate enthalpy
change
Areas for students to improve include:
● Being careful while substituting numbers

Marking criteria:

Criteria Marks
● Determines the correct value for enthalpy change for the combustion of
ethylene, using the bond energies provided (all working must be shown) 3
including units
● Determines an incorrect answer due to mathematical error(s) with correct
2
reasoning and method
● Correctly reasons that energy is given out when bonds are formed in CO2
1
and H2O and taken in when bonds are broken in C2H4

Sample answer
For the given reaction:
C2H4 (g) + 3O2 (g) → 2CO2 (g) + 2H2O (g)
Bonds broken = 4 C–H bonds + 1 C=C bond + 3 O=O bonds
= (4 x 414) + (611) + 3(498)
= 3761 kJ
Hence bonds to be broken total = 3761 kJ (endothermic processes)

Bonds formed = 4 C=O bonds + 4 O–H bonds

= (4 x 736) + (4 x 464) = 2944 + 1856
= 4800 kJ
Bonds formed total = 4800 kJ (exothermic processes)

Hence overall energy change to form 2 moles of H2O (g) = +3761 – 4800 = –1039 kJ
(Note. This differs from the value in the data for the heat of combustion given in part (b) of this
question. Bond energies are not as accurate as calculations done in part (b). H2O (g) is formed in
part (c) and H2O (l) in part (b). The difference between the 2 values is accounted for by the heat
given out when 2 moles H2O (g) is converted to H2O (l)).
Question 26 (a)
2 marks
In better responses students were able to:
● Give the balanced equations for photosynthesis and respiration
● Identify the enthalpy of photosynthesis as endothermic and the enthalpy of
respiration as exothermic
● Use the equation to identify the entropy of photosynthesis as negative and
respiration as positive.
Areas for students to improve include:
● Knowledge of the balanced equations for photosynthesis and respiration
● Make a cause and effect link to explain why respiration / photosynthesis is
spontaneous based on the enthalpy and entropy value
Marking criteria:

Criteria Marks
● Identifies the reactions that occur during both respiration and
photosynthesis (equations)
● Explains that respiration is spontaneous as the Gibbs free energy is
2
negative, with increases in entropy and a decrease in enthalpy occurring
● Explains that photosynthesis is non-spontaneous as the Gibbs free energy is
positive, with a decrease in entropy and an increase in enthalpy occurring
● Describes some correct information relating to spontaneity of reactions 1

Sample student answer:

Question 26 (b)
2 marks
In better responses students were able to:
● Convert all quantities to the standard units before using Gibbs free energy
formula (temperature in Kelvin, entropy to kJ/mol)
● Clearly link the sign of Delta G to spontaneity
● Show working AND reasoning
Areas for students to improve include:
● Use the data provided in the question - need to do a calculation fo delta G
● Give units for delta G = kJ/mol

Marking criteria:

Criteria Marks
● Correctly calculates the values of ∆G at 25°C and 250°C
AND 2
● Compares the spontaneity of the reaction at the different temperatures
● Correctly calculates the values of ∆G at 25°C and 250°C 1

Sample student answer:

Question 27 (a) 3 marks
In better responses students were able to:
● Show working for calculation of total mass
● Show all working

Areas for students to improve include:

● Give correct number of significant figures for all percentages from the
lowest number in the given data
● Give a percentage symbol as the unit of the answer
Marking criteria:

Criteria Marks
● Correctly calculates the percentage composition by weight of nitrogen,
3
hydrogen and oxygen in the compound
● Calculates the percentage composition by weight of nitrogen, hydrogen
and oxygen in the compound with error
OR 2
● Correctly calculates the percentage composition by weight of TWO of
the three elements found in the compound
● Provides some relevant information (e.g calculates the total mass)
OR
1
● Correctly calculates the percentage composition by weight of ONE of the
three elements found in the compound

Sample student answer:

Question 27 (b)
3 marks
In better responses students were able to:
● Show all working
● Convert the ratio into the empirical formula and write the formula
Areas for students to improve include:
● Show mass to moles calculation
● Not use rounded off numbers for calculating ratios as this leads to errors
Marking criteria:

Criteria Marks
● Determines the empirical formula of compound
● Calculates moles/ratio of each element in compound 3
● Calculates the simplest whole number ratio
● Calculates moles and ratio of each element in compound 2
● Provides some relevant information 1

Sample student answer:

OR
Question 28 (a)
5 marks
In better responses students were able to:
● Show all working
● Identify which percentage matched with which isotope - don’t assume the
marker knows
Areas for students to improve include:
● Use the RAM formula
● Recognise that a percentage adds to 100
Marking criteria:

Marking Criteria Marks

● Calculates the % abundances of each isotope, with sufficient working. 2
● Completes one step of the calculation OR demonstrates some knowledge of how relative mass
1
of a sample relates to the relative masses of isotopes present and their abundances

Sample student answer:

Question 28 (b)
2 marks
In better responses students were able to:
● Use the mass number and atomic number information to determine
protons and neutrons
● Link the charge on the ion to a gain of two electrons compared to the
number of protons
Areas for students to improve include:
● Familiarity with the notation given
Marking criteria:

Marking Criteria Marks

● Determines the correct number of protons, electrons and neutrons in the ion. 2
● Determines the correct number of protons OR electrons OR neutrons in the
1
ion.

Sample student answer:

Question 28 (c)
2 marks
In better responses students were able to:
● Write a balanced equation
● Show the beta particle using the correct notation
Areas for students to improve include:
● Check equations for balancing
Marking criteria:

Marking Criteria Marks

● Writes the equation for the beta decay 1

Sample student answer:

Question 29.
2 marks
In better responses students were able to:
● Use Chemistry language to describe structure and bonding of diamond
● Link structure and bonding to melting point
Areas for students to improve include:
● Understanding of bonding
● Understanding of intermolecular and intramolecular
Marking criteria:

Criteria Marks
Provides characteristics of diamonds accountable for very high melting 2
point
Provides some relevant information about bonding / structure 1

Sample student answer:

Question 30.
3 marks
In better responses students were able to:
● Calculate Delta T as final temperature - initial temperature
Areas for students to improve include:
● Delta T is the same in deg C or K. Do not add 273.15 to the change in
temperature
● Learn units for q are joules

Marking criteria:

Criteria Marks
Shows correct working out with correct answer and units 3
Any two of the above 2
Any one of the above 1

Sample student answer: