1.

Identify the characteristics that are commonly used to distinguish between a

mixture and a compound. Evaluate the usefulness of each for this purpose (6
marks).
With 6 marks we should think in terms of 3 characteristics with 1 mark for
naming (describing) each and 1 for evaluating its usefulness.
Any three characteristics plus their evaluations will get full marks.
Note: when you are asked to evaluate or assess something, it is essential
that you give some form of evaluation even if it seems trivial, because if
you dont you will not get full marks.
A mixture can be separated into two or more pure substances by physical or
mechanical means such as distillation or dissolving and filtering whereas a
compound cannot. This is one of the most useful methods of distinguishing
between a compound and a mixture because it is based on the fundamental
difference between them.
A mixture displays the properties of the pure substances that make it up,
whereas a compound has properties that are quite different from those of the
substances it was made from. This also is one of the most useful methods of
distinguishing between them, because it also is based on a fundamental
difference between mixtures and compounds.
A mixture can have variable composition, depending on how it was made or
where it came from, whereas a compound always has constant composition.
While often useful this characteristic is not always easy to demonstrate and so
it is of less value than the previous two.
2. (6 marks)
a) You are given a mixture of sand and seawater. Describe with diagrams how
you would obtain samples of clean dry sand, dry salt and pure water from
this mixture.
Filter off the sand and dry it. [insert figure 1.3]
Distil off and collect some of the water. [insert figure 1.5]
Finally, transfer the remaining solution to an evaporating basin and
evaporate it to dryness.
[insert figure 1.4]
b) Explain how you would determine the percentage composition of this
mixture, that is, the percentage of each of the components, sand, salt and
water.
Weigh the starting mixture, weigh the sand after collecting and drying it,
weigh the salt after evaporating off all the water; calculate percentages of
sand and salt from mass of each divided by total mass of mixture, then
calculate the percentage of water by difference.
(% of water = 100 - % sand - % salt).
3. Outline two techniques for separating mixtures of solids and two for
separating mixtures of liquids. What properties must the components of the
mixtures have for these techniques to work? (6 marks)

Probably 1 mark for each of the four techniques required and 1 mark for
the properties of the solids and 1 for the properties of the liquids. Outline
means to describe briefly (and for the marks allotted you need to be very
brief here). While diagrams are often desirable, you do not really have to
include them in this answer. For separating solids, instead of the methods
below, you could use magnetic separation or sublimation;
chromatography would probably be acceptable for either solids or liquids
(providing there was a solvent that dissolved all components of the
mixture).
For separating a mixture of solids, sieving could be used: for this to work, the
particles of the solids must have different sizes. Another method would be to
add a suitable solvent to dissolve one solid but not the other, filter off the
insoluble solid, and evaporate the solution of the other solid to dryness. For
this to work, the solids must have very different solubilities in the chosen
solvent.
For separating mixtures of liquids, distillation could be used, in which the
mixture is boiled and the vapour that comes off is condensed. For this to work,
the liquids must have quite different boiling points so that one vaporises much
more readily than the other. Another technique would be to use a separating
funnel: this requires that the two liquids be immiscible; that is, that they
separate into two layers when they are left to stand for a while.
4. Explain the relationship between reactivity of an element and the likelihood of
it existing on Earth as an uncombined element. Illustrate with examples. (3
marks)
State the relationship (1 mark), explain why it exists (1 mark), and give at
least two examples, at least one reactive and one non-reactive (1 mark).
(the question said examples so one is not enough.)
The more reactive an element is, the less chance there is of finding it on Earth
in an uncombined state. This is because if an element is reactive, it will
combine with many other elements whenever it comes into contact with them
and so form compounds. Examples: reactive sodium, calcium and chlorine do
not occur naturally as free elements but as compounds; unreactive gold and
platinum occur as free elements.
5. Describe an industrial process that involves the separation of a mixture
obtained from the atmosphere, hydrosphere or lithosphere. What properties
are used to bring about the separation? In what ways (if any) does this process
affect the environment? (7 marks)
On page 19 For Investigation
Select an industry (agriculture, mining or manufacturing) that involves the
separation of a mixture obtained from the lithosphere, hydrosphere or
atmosphere, or from living matter. Describe fully that separation
procedure, including at least one diagram. Identify the property or
properties used to bring about the separation. Name the products of the
separation and give the uses of the useful ones. Discuss any waste
disposal problems associated with the process.

There are 7 marks for this question so considerable detail is required.

However, do not overlook the last two parts what properties and the
effect on the environment.
6. To determine the percentage of dissolved salt in seawater a pair of students
weighed a clean dry beaker (285.3 g) then poured into it an accurately
measured volume of seawater (250mL, assumed to have a mass of 250g) then
heated it gently on a hotplate until all the water had evaporated and there
remained only a dry solid that was almost white but with a slight tinge of grey;
after allowing the beaker and contents to cool, they determined the mass of
beaker plus solid to be 294.1g.
(5 marks)
a) Calculate the percentage salt in this seawater.
Mass of salt after evaporation: 294.1g 285.3g = 8.8g
8.8g/250g x 100 = 3.52%
b) Identify likely sources of error in this experiment and suggest ways of
eliminating or minimising them.
Identify two sources of error and a way of minimising each (4 bits of
information).
One source of error of this experiment could be from the loss of solution by
splashing or spitting, particularly near the end of the evaporation, which is an
error that can be minimised by heating gently. Another source of error could
be the incomplete drying of the salt, which can be minimised by weighing, reheating, and weighing until a constant mass is obtained.
7. Compare and contrast the physical properties of metals and non-metals. (4
marks)
Compare and contrast: do not just list properties; phrase them into
comparisons or contrasts. Also, because of the compare, find one property
that the two classes have in common (wide range of melting points).
All metals are solid at room temperature (with one exception, Hg) whereas
non-metals can be solids, liquids and gases. Both metals and non-metals show
a wide range of melting points. Metals have a shiny lustrous appearance
whereas the solid non-metals are usually dull. Metals are good conductors of
heat and electricity whereas non-metals are non-conductors (except for the
graphite form of carbon). Metals are malleable and ductile whereas nonmetals are not: they tend to be brittle.
8. You performed an experiment to examine some physical properties of common
elements in order to classify them as metals, semi-metals or non-metals.
Name the properties that you used and describe how you determined
(measured) them. Prepare a table showing the values for these properties for
one element you examined from each of the classes above. Values can mean
high or low, some or none or other qualitative terms. (7 marks)
9. Assess the importance of physical properties in deciding which metal to use
for a particular purpose. Illustrate with at least three examples. (5 marks)

10.
What is meant by valence electrons? Evaluate the usefulness of this
concept (as an alternative to using total electron configurations). (4 marks)
11.
Describe the chemical bonding in sodium chloride. Explain how it leads to
the compound having a high melting point, being hard and brittle, and being a
non-conductor of electricity as a solid but a conductor as a liquid. (5 marks)
12.
Discuss the role of the Periodic Table in predicting the ions formed by
atoms of metals and non-metals. (4 marks)
13.
Describe with an example the nature of the bonding in small covalent
molecules. Explain how this type of chemical bonding leads to the physical
properties that are common to that class of substance. (4 marks)
14.
Draw electron-dot structures for the molecules formed between hydrogen
and bromine and between hydrogen and sulfur. Assess the usefulness of such
structures in predicting the formulae of such compounds. (4 marks)
15.
Compare and contrast the properties of ionic, covalent molecular and
covalent network solids. (5 marks)
16.
Assess the usefulness of melting point, hardness and electrical
conductivity either alone or in combination in classifying substances as ionic,
covalent molecular or covalent network solids. (6 marks)
17.
Describe an experiment you performed to illustrate that the properties of
a compound are very different from those of its constituent elements. Present
your results in a suitable table. What extra observations or measurements do
you wish you could have made but were unable to do because of lack of
equipment or facilities? (6 marks)
18.
Explain why boiling water is a physical change whereas electrolysing
water is a chemical one. Draw a diagram on the particle (molecular) level to
illustrate your answer. (4 marks)
19.
Describe a decomposition reaction that you have performed in the
laboratory. Mention any tests you performed to identify a product of the
reaction. Write a chemical equation for the reaction involved. What safety
precautions did you take? (5 marks)
20.
When atoms combine to form compounds, energy is released. Explain why
this is so. However, when nitrogen and oxygen gases combine to form nitric
oxide, NO, energy is absorbed. Propose an explanation for this apparent
anomaly. (4 marks)