04.1 — Name the method used to separate dyes in black ink

04.2 — Name the separation method shown in the diagram

04.3 — Explain why solid C separated from the mixture of C and D

04.4 — Name the separation method shown in Figure 9

04.5 — State which liquid collected first in the conical flask given boiling point data

04.6 — Match two descriptions to the correct process names

04.7 — Identify whether water temperature at K is lower, same or higher than at J in condenser

03.5 — State what isotopes are

03.1 — Complete the sentence about why some alpha particles are deflected in the scattering experiment

03.2 — Explain why most alpha particles pass straight through the gold foil

03.3 — State one conclusion from the alpha particle scattering experiment

06.2 — Identify which model represents the plum pudding model from four diagrams

06.3 — Identify which atomic model resulted from Chadwick's experimental work

06.4 — State what is meant by isotopes in terms of subatomic particles

01.6 — Identify the correct order for the development of the model of the atom from three given models

01.7 — Name the scientist who discovered the existence of neutrons

03.4 — Determine the number of protons and neutrons in one atom of argon

06.1 — Give the number of electrons and neutrons in an aluminium atom

03.2 — Describe the atomic structure of a carbon atom including subatomic particles

01.2 — State the number of electrons and neutrons in a lithium atom from a diagram

01.1 — State the number of protons and neutrons in beryllium from a diagram of the atom

01.4 — Complete a table of subatomic particles — include relative charge and mass

03.1 — State the approximate radius of a carbon atom

01.2 — State the radius of a potassium atom

01.3 — State the name given to the number of protons in an atom

06.5 — Calculate the relative atomic mass of potassium from isotope abundance data

01.7 — Identify the correct formula for calculating Ar of potassium from isotope abundance data

06.1 — State one difference and one similarity in the electronic structures of sodium and chlorine

03.6 — Write the electronic structure of an argon atom

04.1 — Identify which element from a periodic table diagram belongs to a specific group

03.1 — State the property used to arrange elements in early periodic tables

03.2 — Complete the sentence about why Mendeleev left gaps in his periodic table

05.1 — Identify the property used to arrange elements in early periodic tables

05.2 — Suggest why Mendeleev placed iodine after tellurium in his periodic table

06.1 — Identify which group of elements had not been discovered when Mendeleev published his periodic table

04.1 — Determine the percentage of elements in the periodic table that are metals [Figure 5 — print if needed]

04.2 — Give two physical properties of metals

01.1 — Identify which types of element react when magnesium reacts with chlorine

03.3 — Identify the name of the group that contains argon

03.7 — Explain why argon is unreactive

04.4 — Explain why no product is formed when magnesium and argon are heated together

04.3 — Complete sentences describing the colours seen during the reaction of sodium with chlorine

04.5 — Complete the sentence about why potassium is more reactive than sodium

04.6 — Compare the size of a potassium atom with a sodium atom and give a reason

05.4 — Complete a bar graph of melting points of Group 1 metals [Figure 8 — print if needed]

05.6 — Give two reasons why potassium is more reactive than lithium

04.1 — State the name of Group 1 elements

04.2 — Read the melting point of sodium from a graph of Group 1 melting points [Figure 5 — print if needed]

04.5 — Compare observations when sodium reacts with water versus when potassium reacts with water

01.1 — State what the Group 1 elements are known as

01.5 — Read the melting point of caesium from a bar chart of Group 1 melting points [Figure 2 — print if needed]

01.6 — Draw a bar for potassium on a bar chart of Group 1 melting points [Figure 2 — print if needed]

01.7 — Describe the trend in melting points of Group 1 elements from the bar chart [Figure 2 on prev page — print if needed]

01.9 — Complete the sentence about the reactivity of potassium compared to sodium

01.1 — State the name given to Group 1 elements

01.6 — Predict the melting point of potassium from a graph of Group 1 melting points

02.1 — Identify which group of the periodic table contains the halogens

02.3 — Complete the word equation for chlorine reacting with potassium bromide solution

02.4 — Identify the type of reaction when chlorine displaces bromine from potassium bromide solution

02.5 — Complete the sentence about the reactivity of chlorine compared to bromine

02.6 — Compare the size of a chlorine atom with a bromine atom

02.7 — Give a reason for the difference in size between chlorine and bromine atoms

03.4 — State what Group 7 elements are known as

03.5 — Identify which halogen is most reactive with gold from experimental data

01.1 — Identify the type of bonding in calcium oxide from a diagram

06.2 — Describe what happens when a sodium atom reacts with a chlorine atom in terms of electron transfer

04.4 — Write the formulae of the ions present in sodium chloride

05.5 — Describe what happens to a lithium atom and a chlorine atom when they react in terms of electrons

01.3 — State the relative charge on a lithium ion

01.2 — State the relative charge on a beryllium ion

03.1 — Identify which group of elements does not form ions

03.2 — Describe what happens to electrons when potassium reacts with chlorine to form KCl

01.5 — State the charge on a potassium ion from its electron configuration diagram

08 — Compare the structure and bonding of sodium chloride and oxygen — 6-mark extended response

01.5 — Determine the formula of copper oxide given the charges of its ions

07.5 — Determine the formula for zinc nitrate given the charges of its ions

06.1 — State the formula of potassium sulfate given the charges of its ions

03.3 — Identify the diagram representing the arrangement of ions in solid potassium chloride

04.3 — Determine the formula of copper bromide from given ion charges

02.2 — Complete the dot-and-cross diagram for a fluorine molecule [Figure 8 — print if needed]

05.4 — Complete the dot-and-cross diagram for a water molecule [Figure 5 — print if needed]

05.5 — Complete the sentence about the type of bonding between atoms of oxygen

07.1 — Suggest one limitation of using a ball and stick model for a water molecule

02.1 — Complete the dot-and-cross diagram for hydrogen chloride [Figure 4 — print if needed]

03.4 — Complete the dot-and-cross diagram for a water molecule

02.1 — Complete a dot-and-cross diagram for a methane molecule

05.3 — State the physical state of lithium at 100°C using a table of melting point data

01.4 — Match stages of heating and cooling lithium to the correct physical changes

01.8 — State the physical state of sodium at 150°C given melting and boiling point data

01.3 — Identify the state of matter represented by a particle diagram

01.4 — Name the process when a liquid changes to a gas, using a state diagram

01.5 — Describe how state B can be changed into state C using Figure 3

03.3 — State what the state symbol (aq) means

05.1 — State the state symbol for oxygen at room temperature

07.1 — Give the state symbol for ammonium nitrate solution

07.3 — State the state symbol for nitric acid

06.5 — Identify the state symbol (x) in the equation CaCO₃ + 2HCl → CaCl₂ + CO₂ + H₂O(x)

05.2 — Identify the state symbol for molten magnesium chloride

01.8 — Complete the sentence about when sodium chloride can conduct electricity

01.9 — Match statements to reasons about conductivity of solid and molten NaCl

04.4 — Identify what holds particles together in sodium chloride

04.5 — Give two ways sodium chloride can be made to conduct electricity

04.6 — Explain why sodium chloride conducts electricity when molten but not when solid

01.2 — Identify the type of particle shown in a diagram of methane

02.9 — Explain why fluorine is a gas at room temperature [Figure 9 on same page]

05.6 — Compare the boiling points of sulfur and oxygen and explain using intermolecular forces

07.2 — Complete the sentence about why ice has a low melting point

07.3 — State the molecular formula of a molecule shown in a structural diagram [Figure 13 — print if needed]

03.6 — Identify what holds the atoms together in a polymer chain

03.7 — Complete the sentence about what holds polymer chains together

03.6 — State what holds polymer molecules together

03.7 — Describe the trend shown in a graph of polymer melting point vs molecule length

07.6 — Name two other substances with giant covalent structures

03.1 — Identify the type of structure of silicon dioxide

03.2 — State the number of bonds formed by each silicon atom in silicon dioxide

03.5 — Determine the ratio of Si to O atoms in silica from a structural diagram

03.8 — Calculate the percentage of copper atoms in a magnesium alloy [Figure 9 — print if needed]

03.9 — Explain why the magnesium alloy is harder than pure magnesium

06.1 — Give two conclusions from a graph of mass of copper produced 1900–2010

06.2 — Explain why an alloy of copper and zinc is harder than pure copper

01.6 — Complete the sentence about the electrical conductivity of copper as a solid

01.7 — Complete the sentence about why copper can conduct electricity

04.7 — Explain why sodium metal conducts electricity when solid

04.1 — State which particles carry electrical charge through the metal wire

07.4 — State the number of bonds formed by each carbon atom in diamond

07.5 — Give two physical properties of diamond

02.2 — Identify the diagram representing the structure of diamond

01.4 — Identify the type of bond labelled A in a diagram of graphite

01.5 — State how many electrons one carbon atom uses to form one bond in graphite

03.3 — State how many bonds each carbon atom forms in graphite

03.4 — Identify the type of bonds holding carbon atoms together in graphite

03.5 — Suggest why graphite can be used as a lubricant using a structural diagram

02.3 — State how many covalent bonds each carbon atom forms in graphite

02.4 — Identify which particles carry electrical charge through graphite

01.3 — Complete the sentence about the structure of C60

03.6 — Match two structural diagrams to the correct forms of carbon

03.3 — Complete the sentence about the shape that fullerene structures are based on

03.4 — Complete the sentence about the atoms that make up the fullerene shown

03.5 — State what the fullerene shown in Figure 7 is used for

02.5 — State where fullerenes are used

02.6 — Describe the structure of the fullerene shown in Figure 4

02.8 — Balance the equation for fluorine reacting with chlorine

04.1 — Balance the equation for sodium reacting with chlorine

04.2 — Calculate the mass of chlorine that reacted given data about sodium and sodium chloride

03.6 — Calculate the mass of chlorine that reacts with gold using conservation of mass

04.3 — Balance the equation for sodium reacting with chlorine

01.2 — Write the word equation for magnesium reacting with chlorine

01.4 — State what mass of magnesium chloride is produced when 1.0 g magnesium reacts with chlorine

04.3 — Balance the equation for sodium reacting with water

02.3 — Calculate the mass of one product when given masses of reactants and the other product

04.1 — Balance the equation for magnesium reacting with oxygen

05.5 — Balance the equation for the reaction of TiCl₄ with sodium

05.6 — Calculate the mass of carbon dioxide produced in the copper oxide + carbon reaction

05.5 — Calculate the mass of iron oxide that reacts with 0.72 g of magnesium using conservation of mass

04.5 — Read the mass of Group 2 carbonate from a graph [Figure 10 — print if needed]

04.6 — Calculate the mass of Group 2 carbonate needed to produce 24 dm³ of gas [Figure 10 on prev page — print if needed]

04.8 — Calculate the relative atomic mass of metal X in XCO3 and name the metal

05.2 — Read the percentage by mass of calcium in calcium carbonate from a pie chart [Figure 4 — print if needed]

03.7 — Calculate the relative formula mass of gold chloride AuCl3

01.5 — Calculate the percentage mass of magnesium in magnesium oxide

04.4 — Calculate the relative formula mass of sodium hydroxide

04.3 — Calculate the relative formula mass of magnesium fluoride

07.2 — Calculate the relative formula mass (Mr) of sulfuric acid (H₂SO₄)

07.3 — Calculate the percentage by mass of oxygen in lithium sulfate (Li₂SO₄) to 2 s.f.

06.3 — Calculate the mass of copper in a 5.25 g alloy containing 13.5% zinc — give to 3 s.f.

05.3 — Calculate the mean mass of solid after heating sodium nitrate and give to 3 significant figures

08 — Plan a method to test a hypothesis about metal carbonates and CO2 production

05.7 — Explain why the mass of contents in the crucible changed during the experiment

07.4 — Plot data from thermal decomposition of copper carbonate and draw line of best fit

07.5 — Explain why the mass decreases when copper carbonate is thermally decomposed

04.7 — Identify two mistakes in a student's gradient calculation and calculate the correct gradient [Figure 11 — print if needed]

01.3 — Identify the apparatus used to measure the mass of 1.0 g of magnesium

01.6 — Identify the most likely reason for an anomalous result when heating magnesium carbonate

05.4 — Determine the gradient of a line on a graph of temperature change vs mass of zinc [Figure 10 — print if needed]

04.2 — Suggest one safety precaution when heating magnesium and oxygen

05.5 — Calculate the mass of solid CuCl2 used in each experiment given concentration and volume data

06.5 — Calculate the concentration of hydrochloric acid given mass and volume data

02.7 — Calculate the mass of copper sulfate in 25 cm³ given data about 100 cm³

02.6 — Calculate the mass of copper chloride in 40.0 cm³ given data about 500 cm³

06.5 — Calculate the mass of potassium sulfate needed to make 1.0 dm³ of solution

07.4 — Calculate the concentration of lithium sulfate solution in g/dm³

05.6 — Calculate the mass of MgCl₂ in 30 cm³ given 180 g/dm³ concentration

04.2 — Name the two products when calcium carbonate is heated

04.3 — Identify the type of reaction when a compound breaks down on heating

05.2 — State what the production of copper at the cathode tells you about the reactivity of copper

06.1 — Identify the correct order of reactivity of four metals from experimental results [Figure 7 — print if needed]

06.2 — Name two variables that must be kept constant in the metals with acid experiment

06.3 — Identify the independent variable in the metals with acid experiment

06.4 — Predict the reactivity of beryllium compared with magnesium using the periodic table

02.1 — Determine the temperature change when metal X is added to copper sulfate [Figure 2 — print if needed]

02.2 — Give two variables that must be kept constant in the metals with copper sulfate investigation

02.3 — Calculate the mean temperature change for metal Y, ignoring the anomalous result

02.4 — Determine the position of an unknown metal in the reactivity series from experimental data

02.5 — State what happens to the temperature when silver is added to copper sulfate solution

02.6 — Suggest why the student should not add potassium to copper sulfate solution

05.1 — Give three improvements to a flawed zinc and copper sulfate investigation

05.2 — Read the volume of copper sulfate solution from a measuring cylinder diagram [Figure 8 — print if needed]

05.5 — Suggest why the student should not use more than 10 g of zinc [Figure 10 on prev page — print if needed]

07 — Plan an investigation to find the order of reactivity of three metals using temperature change with hydrochloric acid

02.1 — Identify the piece of equipment labelled X in the apparatus diagram

02.2 — Name the best equipment to measure volumes of solution

02.3 — Calculate mean temperature increase (value Y) from a table of results

02.4 — Calculate the temperature increase when a different mass of magnesium is used

02.6 — Explain why copper does not displace zinc from zinc sulfate solution

03.1 — Identify the type of variable represented by mass of zinc in the investigation

03.2 — Name the salt produced when zinc reacts with copper sulfate solution

03.3 — Give two observations when zinc reacts with copper sulfate solution (other than temperature change)

03.4 — Complete a table — read highest temperature from a thermometer diagram and calculate temperature increase

03.5 — Calculate the mean temperature increase value B from a results table

03.6 — State the range of temperature increase for the 2.0 g zinc experiment

03.7 — Identify the anomalous result for 3.0 g zinc and suggest a reason

05.4 — State the order of reactivity of Cu, Mg and Fe and give two reasons using the displacement experiment data

06.2 — State what is meant by the term reduction

04.5 — Match two metals to their extraction methods using a reactivity series [Figure 10 on prev page — print if needed]

05.3 — Suggest why the extraction of titanium from titanium chloride is carried out in an inert atmosphere

05.4 — Identify the gas used for the inert atmosphere in titanium extraction

05.8 — State what happens to copper oxide in the reaction and give a reason

01.2 — Identify which acid reacts with zinc to produce zinc chloride

01.3 — Identify the type of substance that zinc chloride is

05.1 — Identify which gas is produced when magnesium reacts with hydrochloric acid

03.2 — Name the acid and metal oxide used to produce zinc nitrate

07.2 — State the formula of nitric acid

01.6 — Suggest how to speed up the reaction between an acid and copper oxide

07.4 — Give two observations when zinc carbonate is added to nitric acid until in excess

02.2 — Complete the word equation for hydrochloric acid reacting with sodium hydroxide

05.1 — Give three observations when excess copper carbonate is added to sulfuric acid

06.6 — Describe a method to investigate volume of CO₂ produced from different masses of CaCO₃ — 6-mark extended response

07.1 — State the type of reaction when lithium hydroxide reacts with sulfuric acid

07 — Explain all improvements needed to a student's flawed method to produce copper sulfate crystals

02.1 — Identify which acid should be used to make copper chloride crystals

02.2 — Suggest how the student would know that excess copper oxide has been added

02.3 — Put four stages for making copper chloride crystals in the correct order

01.7 — Complete the sentence about why excess copper oxide is added during salt preparation

01.8 — Identify the apparatus used to separate an insoluble solid from a liquid

01.9 — State the process used to produce crystals of a salt from a salt solution

07.6 — Plan a method to produce pure dry copper chloride from an acid and a metal oxide

05.2 — State how excess copper carbonate can be removed from the solution

05.5 — Determine the mass of ammonium nitrate that crystallises on cooling [Figure 13 on prev page — print if needed]

07.1 — State the formula of the acid used to prepare copper sulfate from copper carbonate

07.2 — Explain why excess copper carbonate is used in stage 1

07.3 — Describe how to produce copper sulfate crystals from copper sulfate solution

03.1 — Identify which ion is found in all acids

03.4 — Suggest a pH value after adding hydrochloric acid to a solution of pH 8

03.5 — Describe a method using an indicator to identify three solids from their properties

07.3 — State the colour of universal indicator in nitric acid and in ammonia solution

07.4 — Identify which row shows the correct pH change as nitric acid is added to ammonia solution

01.1 — State the pH of sulfuric acid

01.4 — Identify which compound in a list is an alkali

07.1 — Identify the colour change when nitric acid is added to universal indicator and water

07.2 — State what happens to the pH of water when nitric acid is added

02.6 — Identify which two ions are present in sodium hydroxide solution

05.3 — State the pH of the solution at the end of the reaction

06.1 — Identify which ion makes a solution of carbon dioxide in water acidic

06.2 — Name an indicator to test if the solution is acidic and give the result

06.3 — Describe how the solubility of carbon dioxide changes as water temperature increases

06.4 — Explain how pH of the carbon dioxide solution changes as temperature increases

06.4 — State the free moving charged particles in three different conductors

02.1 — Complete the sentence about when copper chloride can conduct electricity

02.2 — Explain why negative ions move to the positive electrode during electrolysis

04.4 — Explain why copper ions move to the negative electrode

02.4 — State the products at each electrode when molten copper chloride is electrolysed

05.3 — Name the product at each electrode when molten MgCl₂ is electrolysed

02.6 — Complete the sentence about the source material used in the extraction of aluminium

06.3 — Explain why the carbon electrodes in aluminium extraction must be continually replaced

05.1 — Complete the sentence — explain why aluminium extraction is expensive

05.2 — State which gas is produced when oxygen reacts with the carbon electrodes in aluminium extraction

05.1 — Identify which gas is produced at the positive electrode during electrolysis of copper chloride solution

05.3 — Determine the mean mass of copper produced after 3 minutes from a results table

05.4 — Calculate the mass of copper produced in Experiment 2 after 5 minutes

02.5 — Calculate the gradient of a line from a graph [Figure 3 — print if needed]

02.3 — Identify where H⁺ and OH⁻ ions come from in electrolysis of copper chloride solution

02.4 — Identify which ion produces a metal at the negative electrode

02.5 — Describe what is seen at each electrode during electrolysis of copper chloride solution

06.2 — Read the volumes of hydrogen and oxygen collected in an electrolysis experiment [Figure 14 — print if needed]

06.3 — Explain how the volumes of gases collected support a hypothesis about the formula of water

06.4 — Calculate the uncertainty in oxygen volume measurements from repeated results

04.2 — Complete the word equation for the breakdown of a water molecule by electrolysis

04.5 — Complete the sentence — describe what happens to copper ions at the negative electrode

04.6 — State what happens to the mass of the negative electrode during electrolysis

04.7 — State the product at the positive electrode when copper bromide solution is electrolysed

04.4 — Identify the type of reaction based on its energy transfer

01.1 — Identify which item in a list uses an endothermic reaction

01.4 — Complete the sentence about the relationship between bond breaking and bond making energy

01.6 — Read the temperature from a thermometer diagram and calculate the temperature change [Figure 2 — print if needed]

02.4 — Read the temperature from a thermometer diagram [Figure 5 — print if needed]

02.5 — State the type of reaction when the temperature of a mixture increases

02.5 — Name the type of reaction that causes the temperature of a mixture to increase

06.3 — Complete the reaction profile diagram for the reaction between sodium and chlorine [Figure 14 — print if needed]

01.2 — Identify which letter on a reaction profile diagram represents activation energy [Figure 1 on prev page — print if needed]

01.3 — Identify which letter on a reaction profile diagram represents the overall energy change [Figure 1 on prev page — print if needed]

05.3 — Identify the type of reaction shown by a reaction profile diagram