Edexcel A Level

Answers Chemistry
Core practical 1 tertiary
Br
1 CaCO3 + 2CH3COOH → Ca(CH3COO)2 + CO2 + H2O
2 Allows for the mass of any calcium carbonate that remains in the
test tube after tipping it out.
3 Gas loss before replacing the bung.
4 Use the tube containing the acid inside the vessel containing the
calcium carbonate – tip to mix the reagent.
5 When 0.40 g of calcium carbonate is used:
moles CaCO3 = 0.4/100.1 = 0.003996 moles ethanoic acid
= c × v = 1 × 30/1000 = 0.03 moles acid > 2 × moles calcium Core practical 5
carbonate – hence ethanoic acid in excess.
1 CH3CH2OH + 2[O] → CH3COOH + H2O
Core practical 2 2 2CH3COOH + Mg → Mg(CH3COO)2 + H2
0.6 3 2CH3COOH + CaCO3 → Ca(CH3COO)2 + H2O + CO2
1 ____
​​   ​​× 100 = 0.24%
250
4 There is no change with acidified potassium dichromate as
0.05 × 2
2 ____________ ​​ × 100 all the ethanol is oxidised. There is no change with Fehling’s
titre selected solution as oxidation goes to completion.
3 Water left in pipette will dilute the sodium hydroxide solution,
changing the number of moles used. Core practical 6
4 The water will not change the number of moles of sodium 1 (CH3)3COH + HCl → (CH3)3CCl + H2O
hydroxide – its volume is measured before it is put into the flask. 2 (unreacted) HCl
5 Phenolphthalein, it changes from pink to colourless. HCl + NaHCO3 → NaCl + CO2 + H2O
Core practical 3 3 2-methylpropan-2-ol can form hydrogen bonds,
2-chloro-2-methylpropane cannot.
1 HCl + NaOH → NaCl + H2O
2-methylpropan-2-ol is able to form hydrogen bonds with water
2 a 2NaOH + CO2 → Na2CO3 + H2O and so it is soluble in water.
b i Decrease. 2-chloro-2-methylpropane cannot form hydrogen bonds with
ii The volume of sodium hydroxide solution will not change water and so is insoluble in water.
because the sodium carbonate made will also react with Intermolecular hydrogen bonds in 2-methylpropan-2-ol are
the hydrochloric acid. Two moles of sodium carbonate stronger than the dipole-dipole attractions and London forces
react to make one mole of sodium hydroxide which will between molecules in 2-chloro-2-methylpropane, so more
react with two moles of hydrochloric acid, the same energy is required to separate the molecules.
number of moles of hydrochloric acid that the sodium
hydroxide would have reacted with. Core practical 7
3 The percentage error will be larger, the smaller the titre. 1 Test 1 B produces a 1,2-dibromo compound
Core practical 4 Test 2 A produces a ketone/aldehyde/carboxylic acid
Test 3 No reactions
1 CH3CH2CH2CH2Br + H2O → CH3CH2CH2CH2OH + H+ + Br –
Test 4 C produces a bromoalkane
2 Silver iodide.
2 CO32– + 2H+ → CO2 + H2O
3 The halogenoalkanes are insoluble in water. Using ethanol Ag+ + Br – → AgBr
ensures that the halogenoalkane dissolves so it can react with Ba2+ + SO42– → BaSO4
the water molecules.
2Br– + Cl2 → Br2 + 2Cl–
4 Water has lone pair(s) of electrons on the oxygen atom.
3 To destroy/react with any carbonate ions so that a precipitate of
5 If hydroxide ions were used, a precipitate of silver hydroxide silver carbonate does not form.
would form instantly.
6 Core practical 8
primary
1 Heat energy must be supplied; hence, the temperature change
Cl measured is not solely due to the decomposition.
2 moles hydrochloric acid = 2 × 30
primary 1000 = 0.06 mol
mol K2CO3 = 3
Br 138.2 = 0.022 mol
primary This reacts with 0.0434 moles of hydrochloric acid.
mol KHCO3 = 3.5
l 100.1 = 0.035 mol
This reacts with 0.035 moles of hydrochloric acid.
secondary
3 Reaction 1 – diagram shows exothermic reaction.
Reaction 2 – diagram shows endothermic reaction.
Reaction 3 – diagram shows endothermic reaction.
4 Polystyrene is a better insulator than glass. Therefore, less heat
Br energy is lost to/gained from the surroundings, so temperature
changes are more accurate.

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 Edexcel A Level
Answers Chemistry
Core practical 9 5 The graph would be a curve. To prove that the reaction is first
1 Depends on your findings but the pH should be 4.77; order, you can look at the half-life at various points; the half-life
so [H+] = 1.7 ​×​ 10−5 mol dm−3. will be constant for a first-order reaction. Alternatively, plot a
2 1.7 ​×​ 10−5 mol dm−3 graph of rate against concentration; for a first-order reaction
this will be a straight-line graph.
3 Sources of uncertainty include inaccuracy of burette readings,
and difficulty identifying the exact end point. Read glassware Core practical 13b
from the bottom of the meniscus; use a white tile so you can see 1 One procedural error is misjudging the appearance of the blue
the colour change clearly. colour in the solution.
Core practical 10 Another arises from the addition of the starch, which increases
1 E [Fe(s) | Fe2+(aq)] and [Cu2+(aq) | Cu(s)] = 0.78 V (or your own the total volume of the mixture slightly.
results). Measurement uncertainties can occur in measuring volumes of
E cell = E right-hand half-cell − E left-hand half-cell solutions.
0.75 = 0.34 − E [Fe2+(aq) | Fe(s)] For a 2 cm3 volume, the uncertainty is: ± 0.1 cm3
0.2
The value for the iron half-cell is −0.44 V. % uncertainty = ____
​​   ​​​ ×​100 = 10%
2
2 The experiment was not carried out under standard conditions. For a 10 cm3 volume, the uncertainty is ± 0.1 cm3
3 Silver nitrate is highly oxidising; an alternative answer is that 0.2
% uncertainty = ____ ​​ ​×​100 = 2%
silver nitrate is very expensive. 10
4 Magnesium reacts slowly with the water in the solution, raising 2 The procedural errors are difficult to overcome; one change is to
the concentration of magnesium ions. The equilibrium will move have two students timing simultaneously and using the average
to oppose this change and form more magnesium atoms. value.
Measurement uncertainties can be minimised by using a
Core practical 11 graduated pipette or a burette.
1 5Fe2+ + MnO4– + 8H+ → 5Fe3+ + Mn2+ + 4H2O 3 Rate = k[S2O82−][I−]
2 Average titre 21.40 cm3 4 Step 1 is the rate-determining step. The rate of the reaction
volume
moles = concentration ​× _______
​​​   ​​ is second order and involves one peroxodisulfate ion and one
1000
21.40 iodide ion.
moles = 0.005 ​×​ _____ ​​ = 0.000 107
1000 Core practical 14
moles of MnO4– = 0.000 107 moles 1 C6H5OH + 3Br2 → C6H2Br3OH + 3HBr
3 Moles of iron = 0.000 535. 2 When all the phenol has reacted, the bromine continuously
4 Moles of iron in the 250 cm3 graduated flask = 0.005 35. produced in the first reaction will then react with the methyl
5 0.005 35 moles = 0.3 g (or 300 mg in five tablets or 60 mg in red indicator, bleaching its colour.
one tablet) 3 Depends on your data but using the sample data, the answer
6 The answer to this question will depend on your results but should be approximately 6816.
generally the published result for an iron tablet is 65 mg of iron 4 Ea = 56 668 to 56 676 J mol−1 approximately
per tablet.
7 Procedural errors: Core practical 15
● Stirring may not be sufficient to ensure that all the iron 1 It removes anions such as carbonate ions; that would form a
dissolves – warming the solution may help. precipitate with silver nitrate.
● Transfer of the solution and filtering – ensure that the beaker 2 Add dilute hydrochloric acid; sulfate(IV) ions will dissolve but
and the filter paper are rinsed with water. sulfate(VI) ions will not.
● The solution may not be mixed – invert the volumetric flask 3 Heat with Fehling’s or Benedict’s solution; the formation of a red
several times to ensure thorough mixing. precipitate indicates the presence of an aldehyde group.
● Glassware measurements may not be read accurately – read Core practical 16
glassware marks from the bottom of the meniscus. 1 The hydroxyl group.
● The end point may not be clear – use a white tile so that you 2 COOH COOH
can see the end point clearly. d2
ÖH O O CH3
0.05
8 ​​ _____ ​​ ​×​100 = 0.23% C
21.40 + H2C-C
Core practical 12 O O
1 CuSO4•5H2O + 4NH3 → Cu(NH3)4SO4•H2O + 4H2O 2-hydroxybenzoic aspirin
H3C-C
2 CuSO4•5H2O = 249.5 acid
O
Cu(NH3)4SO4•H2O = 245.5
3 0.006 01 moles (based on 1.5 g of CuSO4•5H2O) ethanoic anhydride
4 Theoretical yield of Cu(NH3)4SO4.H2O = 1.48 g. 3 2-hydroxybenzoic acid = 138; aspirin = 180
1.2 4 2.6 g
5 Percentage yield = _____ ​ × 100 = 81%. the yield
1.48 5 This will vary if you use your own results: _________
​​   ​ × 100​; using
sample data gives 81%. 2.6
6 Losses could be due to reaction not going to completion and
some product staying in solution and not crystallising out; gains 6 Because of impurities in the sample; the crystals may not be dry.
could be due to crystals not being dry or not being pure. 7 Unreacted 2-hydroxybenzoic acid.
Core practical 13a 8 You should record a melting temperature range rather than a
single temperature. This is because impurities in the sample
1 The rate doubles.
cause the solid to melt over a temperature range, rather than
2 The rate doubles. sharply at one temperature. The narrower the range and the
3 The rate remains the same. closer your value to 136 °C, the purer the sample.
4 Rate = k[H+][CH3COCH3]
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 Edexcel A Level
Mathematical skills Chemistry
Core practical 1
● Recognise and make use of appropriate units in calculations.
● Use ratios, fractions and percentages.
● Translate information between graphical, numerical and algebraic forms.
● Plot two variables from experimental or other data.
Core practical 2
● Recognise and make use of appropriate units in calculations.
● Recognise and use expressions in decimal and ordinary form.
● Use an appropriate number of significant figures.
● Find arithmetic means.
● Understand and use the symbols: =, <, <<, >>, >, ~ and ⇌.
● Change the subject of an equation.
● Substitute numerical values into algebraic equations, using appropriate units for physical
quantities.
Core practical 3
● Recognise and make use of appropriate units in calculations.
● Recognise and use expressions in decimal and ordinary form.
● Use an appropriate number of significant figures.
● Find arithmetic means.
● Understand and use the symbols: =, <, <<, >>, >, ~ and ⇌.
● Change the subject of an equation.
● Substitute numerical values into algebraic equations, using appropriate units for physical
quantities.
Core practical 4
● Use ratios to construct and balance equations.
Core practical 5
● Recognise and make use of appropriate units in calculations.
● Use ratios, fractions and percentages.
● Translate information between graphical, numerical and algebraic forms.
● Plot two variables from experimental or other data.
Core practical 6
● Use ratios to construct and balance equations.
● Use percentages to calculate percentage yield.
Core practical 7
● Recognise and make use of appropriate units in calculations.
● Use ratios, fractions and percentages.
● Translate information between graphical, numerical and algebraic forms.
● Plot two variables from experimental or other data.
Core practical 8
● Understand and use the symbols: =, <, <<, >>, >, ∝, ~ and ⇌.
● Substitute numerical values into algebraic equations using appropriate units for physical
quantities.
● Solve algebraic equations.
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 Edexcel A Level
Mathematical skills Chemistry
Core practical 9
● Use logarithms in relation to quantities that range over several orders of magnitude.
● Change the subject of an equation.
● Substitute numerical values into algebraic equations using appropriate units for physical
quantities.
Core practical 10
● Substitute numerical values into algebraic equations using appropriate units for physical
quantities.
Core practical 11
● Change the subject of an equation.
● Substitute numerical values into algebraic equations using appropriate units for physical
quantities.
Core practical 12
● Use ratios, fractions and percentages.
Core practical 13a
● Calculate a rate of change from a graph showing a linear relationship.
Core practical 13b
● Translate information between graphical, numerical and algebraic forms.
● Plot two variables from experimental or other data.
Core practical 14
● Use a calculator to work out and use exponential and logarithmic functions.
● Substitute numerical values into algebraic equations using appropriate units for physical
quantities.
● Plot two variables from experimental or other data.
Core practical 16
● Substitute numerical values into algebraic equations using appropriate units for physical
quantities.

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