The diagram below represents different models of the atom.

1.

(a) Which diagram shows the plum pudding model of the atom?

Tick one box.

(1)

(b) Which diagram shows the model of the atom developed from the alpha particle scattering
experiment?

Tick one box.

(1)

(c) Which diagram shows the model of the atom resulting from Bohr’s work?

Tick one box.

(1)

(d) Define the mass number of an atom.

___________________________________________________________________

___________________________________________________________________
(1)

Watford Grammar School for Boys Page 1 of 20

(e) Element X has two isotopes. Their mass numbers are 69 and 71

The percentage abundance of each isotope is:

• 60% of 69X
• 40% of 71X

Estimate the relative atomic mass of element X.

Tick one box.

< 69.5

Between 69.5 and 70.0

Between 70.0 and 70.5

> 70.5

(1)

(f) Chadwick’s experimental work on the atom led to a better understanding of isotopes.

Explain how his work led to this understanding.

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___________________________________________________________________

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___________________________________________________________________

___________________________________________________________________

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(3)
(Total 8 marks)

Watford Grammar School for Boys Page 2 of 20

 Iron is extracted from iron oxide in the blast furnace.
2.
(a) The equation for one of the reactions in the blast furnace is:

Fe2O3 + 3CO 2Fe + 3CO2

(i) Complete the word equation for this reaction.

iron oxide carbon

+ ________________ + ________________
monoxide

(2)

(ii) Oxygen is removed from iron oxide in the blast furnace.

Draw a ring around the correct answer to complete the sentence.

neutralised.
The iron oxide is oxidised.
reduced.

(1)

Watford Grammar School for Boys Page 3 of 20

(b) The diagrams represent pure iron and iron from the blast furnace.

Pure iron Iron from the blast furnace

(i) Draw one line from each statement to the correct explanation.

(2)

(ii) Explain why iron from the blast furnace is harder than pure iron.

Use the diagrams on page 4 to help you.

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______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)
(Total 7 marks)

Watford Grammar School for Boys Page 4 of 20

 A student investigated the rate of reaction between sodium thiosulfate and dilute hydrochloric
3. acid.

The student placed a conical flask over a cross on a piece of paper.

The student mixed the solutions in the flask.

The solution slowly went cloudy.

The student timed how long it took until the cross could not be seen.

The equation for the reaction is:

Na2S2O3(aq) + 2 HCl(aq) → 2 NaCl(aq) + H2O(l) + SO2(g) + S(s)

sodium hydrochloric sodium sulfur

+ → + water + + sulfur
thiosulfate acid chloride dioxide

(a) Explain why the solution goes cloudy.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

Watford Grammar School for Boys Page 5 of 20

(b) The student repeated the experiment with different concentrations of sodium thiosulfate.

Time taken until the cross could not be seen

Concentration of
in seconds
sodium thiosulfate
in moles per dm3
Trial 1 Trial 2 Trial 3 Mean

0.040 71 67 69 69

0.060 42 45 45 44

0.080 31 41 33

(i) Calculate the mean time for 0.080 moles per dm3 of sodium thiosulfate.

______________________________________________________________

______________________________________________________________

______________________________________________________________

Mean = ____________________ seconds

(2)

(ii) Describe and explain, in terms of particles and collisions, the effect that increasing
the concentration of sodium thiosulfate has on the rate of the reaction.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(3)
(Total 7 marks)

Watford Grammar School for Boys Page 6 of 20

 This question is about the development of scientific theories.
4.
The diagram below shows a timeline of some important steps in the development of the model of
the atom.

(a) The plum pudding model did not have a nucleus.

Describe three other differences between the nuclear model of the atom and the plum
pudding model.

1 _________________________________________________________________

___________________________________________________________________

___________________________________________________________________

2 _________________________________________________________________

___________________________________________________________________

___________________________________________________________________

3 _________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)

Watford Grammar School for Boys Page 7 of 20

 (b) Niels Bohr adapted the nuclear model.

Describe the change that Bohr made to the nuclear model.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(c) Mendeleev published his periodic table in 1869.

Mendeleev arranged the elements in order of atomic weight.

Mendeleev then reversed the order of some pairs of elements.

A student suggested Mendeleev’s reason for reversing the order was to arrange the
elements in order of atomic number.

Explain why the student’s suggestion cannot be correct.

Use the diagram above.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2)

(d) Give the correct reason why Mendeleev reversed the order of some pairs of elements.

___________________________________________________________________

___________________________________________________________________
(1)
(Total 8 marks)

The hydrogen halides (hydrogen fluoride, hydrogen chloride, hydrogen bromide and hydrogen
5. iodide) are important chemicals.

The diagram below represents a molecule of hydrogen chloride.

Watford Grammar School for Boys Page 8 of 20

 (i) What type of particles are represented by the crosses (X)?

___________________________________________________________________
(1)

(ii) What type of chemical bond holds the atoms in this molecule together?

___________________________________________________________________
(1)

(iii) Would you expect hydrogen chloride to be a gas, a liquid or a solid, at room temperature
and pressure? Explain your answer.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 5 marks)

Graphite and diamond are different forms of the element carbon.

6. Graphite and diamond have different properties.

The structures of graphite and diamond are shown below.

Graphite Diamond

Watford Grammar School for Boys Page 9 of 20

 (a) Graphite is softer than diamond.

Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(4)

(b) Graphite conducts electricity, but diamond does not.

Explain why.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3)
(Total 7 marks)

Solutions A and B are colourless. When they are mixed, they react and turn blue after a period of
7. time. A student investigated how temperature affected the rate of reaction between solutions A
and B. The rate was measured by timing how long the mixture took to turn blue.

The results are shown in the table.

Temperature in °C 22 25 34 45 51

Time taken to turn blue, in seconds 290 250 200 170 160

Watford Grammar School for Boys Page 10 of 20

(a) (i) Draw a graph for these results.

(3)

(ii) Use your graph to find how long it takes the solution to turn blue at 40°C.

Time = _____________________ s
(1)

(b) (i) How does the rate of reaction change as the temperature is increased?

_________________________________________________________

_________________________________________________________
(1)

Watford Grammar School for Boys Page 11 of 20

 (ii) Explain, in terms of particles, why temperature has this effect on the rate of reaction.

To gain full marks in this question you should write your ideas in good English.
Put them into a sensible order and use the correct scientific words.

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________
(3)

(c) State one variable that must be kept constant to make this experiment a fair test.

______________________________________________________________
(1)
(Total 9 marks)

Soluble salts are formed by reacting metal oxides with acids.

8.
(a) Give one other type of substance that can react with an acid to form a soluble salt.

___________________________________________________________________
(1)

(b) Calcium nitrate contains the ions Ca2+ and NO3−

Give the formula of calcium nitrate.

___________________________________________________________________
(1)

Watford Grammar School for Boys Page 12 of 20

(c) Describe a method to make pure, dry crystals of magnesium sulfate from a metal oxide and
a dilute acid.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

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___________________________________________________________________
(6)
(Total 8 marks)

Watford Grammar School for Boys Page 13 of 20

Mark schemes
(a) B
1. 1

(b) C
1

(c) A
1

(d) sum of protons and neutrons

allow number of protons and neutrons
1

(e) between 69.5 and 70.0

1

(f) Chadwick provided the evidence to show the existence of neutrons

allow Chadwick discovered neutrons
1

(this was necessary because) isotopes have the same number of protons
allow (this was necessary because) isotopes have the
same atomic number

or
(this was necessary because) isotopes are atoms of the same element
ignore isotopes have the same number of electrons
1

but with different numbers of neutrons

allow but with different mass (numbers)
1
[8]

(a) (i) iron

2.
either order
1

carbon dioxide
1

(ii) reduced
1

Watford Grammar School for Boys Page 14 of 20

 (b) (i) Statemant Explanation

each correct line gains 1 mark

extra lines from statement negate the mark
max. 2

(ii) the layers / rows are distorted / disrupted or it doesn’t occur in layers or the
atoms are different
1

so cannot slide over one another or slide less easily

1
[7]

(a) because sulfur / S forms

3. 1

which is insoluble / a solid / a precipitate

1

(b) (i) 32
correct answer with or without working gains 2 marks
accept evidence of 31 + 33 / 2 for 1 mark
allow 35 for 1 mark
2

(ii) reaction rate increases

if incorrect reference to energy = max 2
1

because of more particles (per unit volume)

allow because particles are closer together
1

Watford Grammar School for Boys Page 15 of 20

 and because there is an increase in frequency of collisions
accept because particles are more likely to collide or higher chance
of collision
ignore more (successful) collisions
1
[7]

(a) any three from: (nuclear model)

4. • mostly empty space
allow the plum pudding model has no empty space
allow the plum pudding model is solid

• the positive charge is (all) in the nucleus

allow in the plum pudding model the atom is a ball of
positive charge (with embedded electrons)
do not accept reference to protons

• the mass is concentrated in the nucleus

allow in the plum pudding model the mass is spread out
do not accept reference to neutrons

• the electrons and the nucleus are separate

allow in the plum pudding model the electrons are
embedded
allow in the nuclear model the electrons are in orbits
3

(b) electrons orbit the nucleus

do not accept reference to protons / neutrons
allow electrons are in energy levels around the nucleus
or
allow electrons are in shells around the nucleus
1

electrons are at specific distances from the nucleus

1

(c) atomic number is the number of protons

1

(and) protons were not discovered until later

ignore electrons / neutrons were not discovered until
later
1

(d) so their properties matched the rest of the group

allow converse
1
[8]

Watford Grammar School for Boys Page 16 of 20

 (i) electrons 1
5.
for 1 mark

(ii) covalent 1
for 1 mark

(iii) made of small molecules:

usually gas or liquid ) dependent on
have low melting points ) having first
have low boiling points ) point above
forces between molecules are weak
any 1 for 1 mark
3
[5]

(a) Graphite:
6.
because the layers (of carbon atoms) in graphite can move / slide
it = graphite
1

this is because there are only weak intermolecular forces or weak forces between layers
accept Van der Waals’ forces allow no covalent bonds between
layers
1

Diamond:

however, in diamond, each carbon atom is (strongly / covalently) bonded to 4 others

allow diamond has three dimensional / tetrahedral structure
1

so no carbon / atoms able to move / slide

allow so no layers to slide or so diamond is rigid
1

(b) because graphite has delocalised electrons / sea of electrons

allow free / mobile / roaming electrons
1

which can carry charge / current or move through the structure

1

however, diamond has no delocalised electrons

accept however, diamond has all (outer) electrons used in bonding
1
[7]

Watford Grammar School for Boys Page 17 of 20

7.
(a) (i) accurate plotting of points ( square)
2 marks for all points
1 mark for 3 or 4 points
2

sensible smooth curve

reasonable attempt
do not accept double lines or dot to
dot
1

(ii) accurately read from their graph to

square 1

(b) (i) (as temperature increases) rate increases

accept speeds up, gets faster, gets quicker
accept higher speed
do not accept gets bigger / higher unqualified
do not accept answers about time on its own
1

(ii) Quality of Written Communication

The answer to this question requires ideas in good English in a
sensible order with correct use of scientific terms. Quality of written communication
should be considered in crediting points in the
mark scheme.
maximum 2 marks if ideas not expressed well

any three from:

for converse maximum 2 marks

particles have more energy

higher kinetic energy

particles move faster

do not accept move more or vibrate more
3

more collisions
accept greater rate of collisions

more energetic / successful / harder collisions

more particles have activation energy

Watford Grammar School for Boys Page 18 of 20

 (c) concentration (of solutions) or volume (of solutions)
accept ‘how much of’
accept references to intensity of colour
accept same endpoint
accept rate of stirring / shaking
do not accept reference to solids or catalysts etc
ignore containers
do not accept pH
1
[9]

(a) any one from:

8. • metal
• (metal) hydroxide
allow ammonium hydroxide

• (metal) carbonate
allow ammonium carbonate

• alkali
allow soluble base
allow ammonia
1
allow named example
allow correct formula
ignore base

(b) Ca(NO3)2
allow Ca2+(NO3−)2
1

(c) Level 3: The method would lead to the production of a valid outcome. All key steps
are identified and logically sequenced.
5−6

Level 2: The method would not necessarily lead to a valid outcome. Most steps are
identified, but the method is not fully logically sequenced.
3−4

Level 1: The method would not lead to a valid outcome. Some relevant steps are
identified, but links are not made clear.
1−2

No relevant content
0

Watford Grammar School for Boys Page 19 of 20

Indicative content

• use magnesium oxide and sulfuric acid

• add sulfuric acid to a beaker
• warm sulfuric acid
• add magnesium oxide
• stir
• continue adding until magnesium oxide is in excess

• filter
• using a filter paper and funnel
• to remove excess magnesium oxide

• heat solution in an evaporating basin

• to crystallisation point
• leave to crystallise
• pat dry with filter paper

credit may be given for diagrams

[8]

Watford Grammar School for Boys Page 20 of 20