08.1 — Explain why the contents of the conical flask lose mass during the reaction

08.2 — Plot data from a table on Figure 6 and draw a line of best fit [Figure 6 — print if needed; Table 5 on prev page]

08.3 — Determine the rate of reaction at a given point from a tangent on Figure 7 [Figure 7 — print if needed]

08.1 — Determine the mean rate of reaction from a graph using a tangent [Figure 4 on next page — print if needed]

08.2 — Determine the mean rate of reaction for small calcium carbonate lumps between 20 and 105 seconds [Figure 4 — print if needed]

08.3 — Explain how the student's results show that large lumps reacted more slowly

09.1 — Identify the error the student made in setting up the apparatus [Figure 8 on same page]

09.2 — Explain why the lines of best fit on the graph become horizontal [Figure 9 on same page]

09.3 — Explain how the graph shows that zinc powder reacts more slowly with lower concentration acid

09.4 — Determine the rate of reaction at 80 seconds from a tangent [Figure 9 on prev page — print if needed]

08.2 — Determine the rate of reaction at 30 seconds from a tangent on Figure 7 [Figure 7 — print if needed]

01.3 — Identify two changes that would increase the mean time taken to collect 20 cm³ of gas

07.2 — Explain why the mass of the conical flask and contents decreased

07.3 — Determine the rate of reaction at 75 seconds from a tangent on Figure 4 [Figure 4 on same page — print if needed]

09.1 — Explain why the volume of hydrogen collected is less than the volume produced

09.3 — Determine the rate of reaction at 45 seconds from a tangent on Figure 12 [Figure 12 — print if needed]

09.5 — Explain how increasing temperature would affect the rate of reaction between zinc and sulfuric acid

05.1 — Explain why a solution becomes cloudy in the sodium thiosulfate reaction

05.2 — Plan an investigation to show how concentration affects rate of the sodium thiosulfate reaction

08.1 — Explain why the mixture becomes cloudy in the sodium thiosulfate reaction

08.3 — Explain why the rate of reaction changes between 0 and 60 seconds [Figure 7 on prev page]

08.4 — Explain why the reaction stopped between 80 and 120 seconds [Figure 8 on same page]

08.5 — Sketch a line on the graph to show results for higher concentration sodium thiosulfate [Figure 8 — print if needed]

08.6 — Identify how the student could improve the method so that same percentages of light are obtained

08.7 — Identify the term for similar results obtained on different days under the same conditions

08.8 — Identify the expression representing the relationship between volume of sodium thiosulfate and mass of sulfur [Figure 9 on prev page]

08.9 — Determine the simplest whole number ratio of volumes of sodium thiosulfate to hydrochloric acid [Figure 9 on prev page — print if needed]

01.1 — Suggest why the stopper must be placed in the conical flask as quickly as possible

01.2 — Determine the mean time taken to collect 20 cm³ of gas without the anomalous result [Table 1 on same page]

07.4 — Sketch the expected results for lower concentration hydrogen peroxide on Figure 5 [Figure 5 — print if needed]

09.4 — Sketch the expected results for lower concentration sulfuric acid on Figure 13 [Figure 13 — print if needed]

08.4 — Calculate the surface area to volume ratio of a cube [Figure 5 on same page — print if needed]

08.5 — Describe how the surface area to volume ratio of a larger cube differs from the one in Figure 5

09.1 — Identify the type of substance that acts as a catalyst for breaking down methanol in the body

09.5 — Explain how a catalyst increases the rate of a reaction

09.6 — Suggest why a catalyst is used in the industrial production of methanol (not rate)

09.5 — Identify the most likely formula of the metal ions that lower the activation energy

07.1 — Explain how a manganese dioxide catalyst increases the rate of decomposition of hydrogen peroxide

02.4 — Complete the reaction profile for the catalysed reaction [Figure 2 — print if needed]

02.5 — Identify how Figure 2 would be different if no catalyst was used

07.4 — Identify the most likely metal in the metal oxide catalyst for the sulfuric acid reaction

10.1 — Give the name of the solvent used to dissolve the ions in the iron/thiocyanate reaction

10.5 — Identify which metal ion could form a coloured equilibrium mixture with thiocyanate ions

02.1 — Determine the mass of the empty test tube [Table 1 on same page]

02.2 — Explain why the mass of the test tube and contents decreased

02.3 — Suggest why the test tube and contents were heated until the mass did not change

02.5 — Identify the type of reaction that takes place when hydrated cobalt chloride is heated

09.1 — Calculate the maximum mass of water produced from 11.7 g of hydrated copper sulfate

09.2 — Calculate the energy transferred to the surroundings when 15.0 g of anhydrous copper sulfate becomes hydrated

09.8 — Explain why concentrations do not change at dynamic equilibrium

03.1 — Identify two words that describe the reaction between hydrogen gas and oxygen gas

03.2 — Identify the correct sentence describing the water dissociation reaction at equilibrium

09.3 — Explain what happens to the yield of methanol if a higher temperature is used

09.4 — Explain why higher pressure gives greater yield and increased rate for methanol production

10.2 — Describe and explain the colour change when concentrated thiocyanate ions are added to the equilibrium mixture

10.3 — Explain what the colour change in a water bath shows about the energy change for the forward reaction

10.4 — Explain why a change in pressure does not affect the colour of the equilibrium mixture

10.3 — Explain how the conditions for producing ethanol from ethene and steam should be chosen for economical production

09.3 — Identify what happens to the equilibrium position when temperature is increased in the NO2/N2O4 reaction

09.4 — Identify the colour of the mixture when a new equilibrium position is reached after increasing pressure [Figure 8 on same page]

09.5 — Explain the effect of increasing pressure on the equilibrium position of the HI reaction

09.7 — Identify how to shift the equilibrium to make the reaction mixture more yellow

07.2 — Identify the correct statement about the forward reaction from a graph of yield vs temperature [Figure 7 on same page]

07.3 — Explain why the percentage yield of sulfur trioxide is greater at higher pressure

09.7 — Suggest the effect of using the catalyst on the equilibrium yield of methanol

09.6 — Suggest the effect of adding a catalyst on the equilibrium position of the HI reaction

03.1 — Match hexane and hexene to their correct molecular formulae

02.1 — Plot boiling point data for alkanes on a graph [Figure 2 — print if needed; Table 1 on same page]

02.2 — Predict the boiling point of the alkane with seven carbon atoms [Figure 2 on prev page — print if needed]

02.3 — Suggest why Figure 2 is not suitable to show the boiling point of the alkane with three carbon atoms

02.4 — State the physical state at 20°C of the alkane with four carbon atoms [Table 1 on same page]

02.5 — Complete the formula of nonane

02.6 — Explain why nonane condenses lower in a fractionating column than the other alkanes in the table

06.2 — Complete a table of names and formulae for cycloalkenes

04.1 — Explain how crude oil fractions are obtained by fractional distillation [Table 3 on same page]

04.4 — Justify why heavy fuel oil is more viscous than kerosene [Table 4 on same page]

04.5 — Justify why heavy fuel oil is more viscous than kerosene [Table 4 on prev page]

05.5 — Explain how kerosene is produced from hydrocarbon vapours in a fractionating column

02.4 — Suggest one use of methylated spirit

03.2 — State the observations when bromine water is added to hexane and to hexene

03.3 — Compare ethane and ethene in terms of structure, bonding and reactions

06.1 — Describe a test for the double carbon-carbon bond in cycloalkenes and give the result

06.3 — Complete the displayed structural formula of C6H10Cl2 [Figure 7 — print if needed]

04.7 — Identify which pair of hydrocarbon molecules would both turn bromine water colourless

08.1 — Circle the alkene functional group on Figure 8 [Figure 8 — print if needed]

08.2 — Describe what will be seen when compound A is shaken with bromine water

10.1 — Name the process used to produce ethene from large hydrocarbon molecules

10.2 — Describe the conditions used to produce ethene from large hydrocarbon molecules

04.2 — Identify two useful materials produced from crude oil feedstock

04.6 — Name the process that produces smaller molecules from heavy fuel oil and give the conditions

02.5 — Describe how ethanol is produced from sugar solution and name the process

02.6 — Complete the displayed formula of ethanol [Figure 2 — print if needed]

02.7 — Name the gas produced when sodium is added to ethanol

10.4 — Name the process by which ethanol is produced from sugar solution using yeast

10.5 — Suggest the reaction conditions needed to produce butanol from sugar solution using bacteria

10.6 — Calculate the number of moles of ethanol needed by a car to travel a given distance

10.7 — Write a balanced equation for the complete combustion of butanol

02.1 — Calculate the mass of ethanol that must be burned to release the same energy as 1.00 g of heptanol [Table 2 on same page]

02.2 — Plot energy released vs number of carbon atoms from Table 2 on Figure 2 [Figure 2 — print if needed; Table 2 on prev page]

02.3 — Estimate the energy released when 1.00 g of octanol is burned [Figure 2 on prev page]

02.8 — Identify the type of substance that reacts with methanol to produce methanoic acid

07.1 — Complete a table of names and formulae for the first three carboxylic acids [Table 3 on same page — print if needed]

07.2 — Compare the pH values of solutions of the three carboxylic acids

07.3 — Explain what happens to the mass of a flask during a reaction between ethanoic acid and zinc carbonate

07.4 — Explain why the rate of reaction with methanoic acid is greater than with ethanoic acid [Table 3 on prev page]

07.5 — Name the ester produced when ethanoic acid reacts with ethanol

07.6 — Identify the correct displayed structural formula of the ester produced from ethanoic acid and ethanol

02.4 — Complete the sentence about what limewater is

02.6 — Identify what is reacted with ethanol to produce ethanoic acid

02.7 — Complete the displayed structural formula of the –COOH functional group [Figure — print if needed]

02.8 — Match compounds to the products of their reactions with ethanoic acid

06.2 — Complete the structure of poly(propene) in the equation [Figure — print if needed]

06.4 — Evaluate the suitability of poly(propene) and polyester for firefighter uniforms [Table 3 on same page]

04.1 — Complete the displayed structural formula equation for the production of poly(ethene) [Figure 3 — print if needed]

04.2 — Suggest why poly(ethene) is easier to recycle than thermosetting polymers

04.3 — Explain how different forms of poly(ethene) can be produced from ethene

04.4 — Explain why HDPE has a higher density than LDPE [Figure 4 on same page]

01.1 — Complete the displayed structural formula of the monomer butene [Figure 2 — print if needed]

01.2 — Suggest why poly(butene) insulation must be removed before scrap copper is recycled

08.1 — Circle the functional group on chloroethene that allows it to produce an addition polymer

08.2 — Complete the equation for the production of poly(chloroethene) from chloroethene [print if needed]

08.5 — Complete the displayed formula equation for the production of polymer B [Figure — print if needed]

08.6 — Identify the type of polymer B

08.7 — Identify the word used to describe polymers which melt when heated

08.8 — Explain why some polymers do not melt when heated

06.1 — Name the small molecule lost when polyesters are produced

10.3 — Explain why melamine does not melt when heated

04.5 — Circle an alcohol functional group on the diagram of the monomers [Figure 5 — print if needed]

04.6 — Complete a table to show the formula of the small molecule produced when two sets of monomers react

08.3 — Circle the ester functional group on Figure 9 [Figure 9 — print if needed]

09.1 — Describe a test to identify the gas collected when algae photosynthesise and give the result

09.2 — Name two naturally occurring polymers produced from glucose

09.3 — State the number of functional groups in the amino acid molecule shown [Figure 6 on same page]

09.4 — Name the other substance produced when glycine undergoes condensation polymerisation

09.6 — Describe the shape and structure of the naturally occurring polymer shown in Figure 7 [Figure 7 on same page]

08.4 — Name the small molecule produced when beta-alanine polymerises

08.6 — Circle the repeating unit in the polymer produced from glucose [Figure 6 — print if needed]

08.7 — Suggest the identity of the polymer produced from glucose

08.8 — Give the general name for the four different monomers that make up the structure shown in Figure 7

08.9 — Name the shape of the structure shown in Figure 7 [Figure 7 on same page]

05.5 — Suggest what the company means by calling ground water 'pure'

01.3 — Explain why the student heated the evaporating dish until the mass did not change

01.4 — Identify how the student calculated the mass of solid sodium chloride remaining

02.1 — State the name given to a useful product such as methylated spirit

02.2 — Calculate the percentage by mass of methanol in methylated spirit [Table 1 on same page]

02.3 — Suggest why pyridine and methyl violet are added to ethanol

04.4 — Suggest one reason why manufacturers always use the same proportions of dyes in green ink

04.1 — Identify two mistakes in setting up chromatography apparatus and give a problem caused by each [Figure 4 on same page]

04.2 — Give two conclusions from a chromatogram [Figure 5 on same page]

04.2 — Suggest why only two spots are seen on the chromatogram when the ink contains more than two compounds

04.3 — Identify two ways to increase the distance between spots on a chromatogram

03.1 — Plan an investigation to determine the Rf value for a dye in a food colouring

03.3 — Identify the stationary phase in paper chromatography

06.1 — Give two mistakes the student made when setting up the chromatography apparatus [Figure 3 on same page]

04.3 — Compare the purity of orange dyes A and B [Figure 4 and Figure 5 on same page]

04.3 — Calculate the distance moved by the solvent given the Rf value and distance moved by the colour

04.1 — Calculate the distance moved by the solvent given the Rf value and distance moved by the yellow dye [Figure 2 — print if needed]

04.5 — Identify which change will definitely produce a smaller Rf value when solvent and paper are both changed

03.2 — Identify how two students' chromatography investigations differed when they got different Rf values for the same dye

06.2 — Calculate the Rf value of the red dye using type A chromatography paper [Table 3 on same page]

06.3 — Explain why the Rf values for the red dye are different using two types of chromatography paper [Table 3 on prev page]

06.4 — Identify one other change that could result in a different Rf value for the red dye

04.1 — Explain why the yellow and red dyes travel different distances in Experiment 1 [Figure 4 on same page]

04.2 — Explain why the yellow dye is in different positions in Experiment 1 and Experiment 2 [Figure 4 on same page]

04.4 — Calculate the distance moved by the solvent front given the Rf value and distance moved by the dye

04.5 — Explain why the Rf value of a dye is not affected by how far the solvent front travels

01.1 — State the flame colour produced by sodium ions

01.2 — Name a metal ion that produces a green flame

01.3 — Explain why it is difficult to identify metal ions from the colour of a mixed flame

01.4 — Identify the two metal ions present in a mixture from a flame emission spectra diagram [Figure 1 on same page]

01.1 — State the flame colour produced by copper sulfate solution

01.2 — Explain why the student's method did not produce a distinct flame colour when reusing the metal wire

01.3 — Give the results when sodium hydroxide solution is added to copper sulfate and calcium iodide solutions

07.1 — Give a test to identify the Group 1 metal ion in potash alum and give the result

07.3 — Give the result when sodium hydroxide solution is added to potash alum solution

07.4 — Describe the additional step needed to identify the other metal ion and give the result

01.5 — Name the solution added to show the presence of copper(II) ions and give the result

03.1 — Plan a method to show that a sample of medicine contains potassium ions and bromide ions

05.3 — Describe a test to show the presence of copper(II) ions in a solution and give the result

01.1 — Describe a test to identify sodium ions and give the result

01.5 — Identify which ion is shown to be present by a cream precipitate

01.6 — Describe a test to show the presence of sulfate ions and give the result

01.4 — Name the solution that shows the presence of sulfate ions

01.5 — Name the solution that shows the presence of iodide ions and give the result

07.5 — Describe a test to identify sulfate ions in potash alum solution and give the result

01.6 — Describe a test to show the presence of sulfate ions in copper sulfate solution and give the result

01.2 — Describe a test to identify chloride ions and give the result

07.1 — Describe the test for sulfate ions in sulfuric acid and give the result

05.6 — Describe the test for chlorine gas and give the result

01.4 — Describe the test for hydrogen gas and give the result

02.5 — Give the result when carbon dioxide is bubbled through limewater

02.3 — Describe the test for oxygen gas and give the result

07.2 — Name one instrumental method that could identify and show the concentration of the Group 1 metal ion

03.2 — Identify the instrumental method that could show the presence of potassium ions

03.3 — Give one advantage of using the instrumental method instead of a chemical test

04.6 — Suggest two advantages of gas chromatography over paper chromatography

03.5 — Explain why scientists are not certain about the percentage of each gas in Earth's early atmosphere

09.5 — Identify two gases from Earth's early atmosphere that could have provided the element needed by algae

06.5 — Describe how deposits of natural gas were formed

03.4 — Explain the processes that led to changes in carbon dioxide and oxygen in Earth's atmosphere

06.1 — Explain the change in percentage of gas in region A of the atmosphere graph [Figure 3 on same page]

06.2 — Explain the change in percentage of gas in region B of the atmosphere graph [Figure 3 on prev page]

06.3 — Compare the changes in percentages of gases in region C of the atmosphere graph [Figure 3 on prev page]

06.4 — Identify the process that caused the changes in region C

01.1 — Describe the changes in percentage of electricity generated from oil and solar energy 2007-2017 [Figure 1 on same page]

04.1 — Identify which of the given gases is also a greenhouse gas

01.2 — Explain the environmental effects of releasing combustion products of oil into the atmosphere

04.2 — Explain why the increase in world population may have caused an increase in carbon dioxide concentration

04.3 — Explain why the increase in world population may have caused an increase in methane concentration

04.4 — Describe two potential effects of the increase in mean atmospheric temperature

04.5 — Give one reason why some scientists do not accept the theory about climate change

05.2 — Explain one positive environmental impact of burning hydrogen rather than natural gas [Table 2 on prev page]

05.3 — Explain one negative environmental impact of burning hydrogen rather than natural gas [Table 2 on prev page]

07.1 — Explain how carbon monoxide is produced when petrol is burned in car engines

07.2 — Give two reasons for having a maximum allowed percentage of carbon monoxide in exhaust fumes [Table 4 on prev page]

07.3 — Give one reason for having a maximum allowed percentage of unburned hydrocarbons

07.4 — Describe how oxides of nitrogen are produced in car engines

07.5 — Complete and balance the equation for nitrogen dioxide reacting in a catalytic converter

07.6 — Give two effects of atmospheric pollution reduced by catalytic converters

07.7 — Identify where in the periodic table the catalyst elements in catalytic converters are found

06.1 — Explain why soot is formed when some fossil fuels are burned

06.2 — Explain how reducing sulfur in fossil fuels reduces erosion of limestone

06.3 — Explain why oxides of nitrogen are formed in car engines

05.1 — Calculate the mass of water vapour produced when 1 dm³ of hydrogen is burned [Table 2 on same page]

06.3 — Suggest why a mixture of poly(propene) and wool for carpets is more sustainable than using just one

01.3 — Suggest one reason why solar energy is a more sustainable way of generating electricity than oil

01.4 — Suggest two reasons why solar energy may not be able to completely replace fossil fuels

08.3 — Suggest three reasons why recycling scrap copper is more sustainable than processing copper ores

08.4 — Describe how copper is extracted from low-grade ores by phytomining

08.5 — Suggest two reasons why phytomining has not been widely used to extract copper

01.3 — Describe how scrap copper wire can be recycled to make new copper water pipes

01.4 — Suggest two reasons why recycling scrap copper is more sustainable than extracting from ores

05.1 — Complete and balance the equation for CuFeS2 reacting with oxygen

05.4 — Describe what is meant by bioleaching

08.1 — Suggest why solders B and C are now used more frequently than solder A for health reasons [Table 4 on same page]

08.2 — Suggest one reason for using an alloy rather than a pure metal for a solder

06.2 — Explain why aluminium alloy bicycle frames do not need protection from corrosion

06.3 — Suggest how bicycle chains can be protected from rusting

05.3 — Describe how ceramic food plates are produced from clay

08.3 — Identify the general name given to materials such as wood particle reinforcement in a poly(ethene) matrix

06.4 — Identify what description is given to the carbon fibre and polymer resin components in the composite

10.1 — Evaluate crude oil vs wood as raw materials for polymers using life cycle assessment features

10.2 — Calculate the energy needed to make a given number of bottles [given energy per bottle and number]

05.1 — Identify the type of raw material used to make each type of food plate [Table 2 on prev page]

05.2 — Evaluate the use of paper, polymer and ceramic materials for making food plates using LCA features [Table 2 on prev page]

03.1 — Evaluate glass versus polymer milk bottles using life cycle assessment data [Table 2 on same page]

03.2 — Calculate the mass of a cardboard carton given its volume and the density of cardboard

06.1 — Evaluate the use of aluminium alloy and bamboo for making bicycle frames [Table 3 on same page]

02.1 — Explain how potable water is produced from fresh water

02.2 — Suggest one process a country could use to obtain potable water from the sea

05.2 — Identify which process is used to treat sea water and which is used to treat ground water [Table 5 on same page]

05.3 — Identify which concentration of ions would be found after Process 1 for ground water [Table 5 on prev page]

05.4 — Explain why ground water requires chlorination before it is safe to drink

03.3 — Explain what happens to water in Process A and in Process B [Figure 3 on same page]

02.3 — Match liquid effluent and solid sewage sludge to the correct treatment processes

02.4 — Calculate the percentage of processed sewage sludge that was burned in 2010 [Table 1 on same page]

02.5 — Suggest one reason why the total mass of processed sewage sludge increased

02.6 — Suggest two reasons why the proportion used as fertiliser increased

05.1 — Describe how sewage is treated to remove organic matter

03.1 — Name gas X obtained from methane in the Haber process [Figure 3 on same page]

03.2 — Give the approximate temperature and pressure used in the Haber process reactor

03.3 — Suggest why ammonia condenses but other gases do not in the condenser

07.1 — Give the sources of nitrogen and hydrogen used in the Haber process

07.2 — Explain how the equation shows that the atom economy of the forward Haber reaction is 100%

07.3 — Explain how ammonia is separated from unreacted nitrogen and hydrogen [Figure 4 on same page]

07.4 — Complete a graph plotting percentage yield of ammonia vs pressure and draw line of best fit [Figure 5 — print if needed; Table 6 on prev page]

07.5 — Determine the percentage yield of ammonia at 500 atmospheres from the graph [Figure 5 — print if needed]

07.6 — Explain why the conditions of 450°C, 200 atm and iron catalyst are chosen for the Haber process

02.1 — Explain why the condenser is linked to the reactor in the Haber process [Figure 1 on same page]

02.2 — Identify the metal used as a catalyst in the Haber process

05.1 — Identify two compounds that each contain two of the NPK elements

05.2 — Name the soluble salts produced when calcium phosphate reacts with different acids

05.3 — Evaluate the industrial and laboratory methods for producing a large mass of ammonium sulfate

10.1 — Identify which elements are provided by compounds A, B and C [Table 4 on same page]

10.2 — Explain how potassium chloride is obtained from the Earth

10.3 — Name one other compound that could be used instead of potassium chloride as a fertiliser

10.5 — Suggest why phosphate rock cannot be used directly as a fertiliser

10.6 — Identify the salts produced when phosphate rock is treated with different acids

10.4 — Name a compound needed to produce nitric acid

02.6 — Suggest one use of ammonium nitrate