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</div><h2>HL Paper 2</h2><div class="specification">
<p class="p1">Ethanedioic acid is a diprotic acid. A student determined the value of x in the formula of hydrated ethanedioic acid, \({\text{HOOC–COOH}} \bullet {\text{x}}{{\text{H}}_{\text{2}}}{\text{O}}\)<span class="s1">, by titrating a known mass of the acid with a 0.100 \({\text{mol}}\,{\text{d}}{{\text{m}}^{ - 3}}\) solution of NaOH(aq).</span></p>
<p class="p2">0.795 g of ethanedioic acid was dissolved in distilled water and made up to a total volume of 250 cm<sup><span class="s2">3 </span></sup>in a volumetric flask.</p>
<p class="p2">\({\text{25 c}}{{\text{m}}^{\text{3}}}\) of this ethanedioic acid solution was pipetted into a flask and titrated against aqueous sodium hydroxide using phenolphthalein as an indicator.</p>
<p class="p2">The titration was then repeated twice to obtain the results below.</p>
<p class="p2" style="text-align: center;"><img src="images/Schermafbeelding_2016-08-02_om_14.26.59.png" alt="M15/4/CHEMI/HP2/ENG/TZ1/01"></p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Calculate the average volume of NaOH added, in \({\text{c}}{{\text{m}}^{\text{3}}}\), in titrations 2 and 3, and then calculate the amount, in mol, of NaOH added.</p>
<div class="marks">[2]</div>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">The equation for the reaction taking place in the titration is:</p>
<p class="p1">\({\text{HOOC–COOH(aq)}} + {\text{2NaOH(aq)}} \to {\text{NaOOC–COONa(aq)}} + {\text{2}}{{\text{H}}_{\text{2}}}{\text{O(l)}}\)</p>
<p class="p2">Determine the amount, in mol, of ethanedioic acid that reacts with the average</p>
<p class="p2">volume of NaOH(aq).</p>
<div class="marks">[1]</div>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Determine the amount, in mol, of ethanedioic acid present in \({\text{250 c}}{{\text{m}}^{\text{3}}}\) of the original solution.</p>
<div class="marks">[1]</div>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Determine the molar mass of hydrated ethanedioic acid.</p>
<div class="marks">[1]</div>
<div class="question_part_label">b.iii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Determine the value of x in the formula \({\text{HOOC–COOH}} \bullet {\text{x}}{{\text{H}}_{\text{2}}}{\text{O}}\)<span class="s1">.</span></p>
<div class="marks">[2]</div>
<div class="question_part_label">b.iv.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Identify the strongest intermolecular force in solid ethanedioic acid.</p>
<div class="marks">[1]</div>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Deduce the Lewis (electron dot) structure of ethanedioic acid, \({\text{HOOC–COOH}}\).</p>
<div class="marks">[1]</div>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Predict and explain the difference in carbon-oxygen bond lengths in ethanedioic acid and its conjugate base, <span class="s1">\(^ - {\text{OOC–CO}}{{\text{O}}^ - }\)</span>.</p>
<div class="marks">[3]</div>
<div class="question_part_label">e.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">\(\left( {\frac{{(12.70 + 12.50}}{2} = } \right)12.60{\text{ (c}}{{\text{m}}^3}{\text{);}}\)</p>
<p class="p1">\((0.01260 \times 0.100 = )1.26 \times {10^{ - 3}}{\text{ (mol);}}\)</p>
<p class="p1"><em>Award </em><strong><em>[2] </em></strong><em>for correct final answer.</em></p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">\(\left( {\frac{{1.26 \times {{10}^{ - 3}}}}{2} = } \right)6.30 \times {10^{ - 4}}{\text{ (mol);}}\)</p>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\((6.30 \times {10^{ - 4}} \times 10 = )6.30 \times {10^{ - 3}}{\text{ (mol);}}\)</p>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\(\left( {\frac{{0.795}}{{6.30 \times {{10}^{ - 3}}}} = } \right)126{\text{ (gmo}}{{\text{l}}^{ - 1}}{\text{);}}\)</p>
<div class="question_part_label">b.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">\({M_{\text{r}}}{\text{(}}{{\text{C}}_2}{{\text{H}}_2}{{\text{O}}_4}{\text{)}} = 90.04\) <strong>and </strong><span class="s1">\({M_{\text{r}}}{\text{(}}{{\text{H}}_2}{\text{O)}} = 18.02\)</span>;</p>
<p class="p1"><em>Accept integer values for \({M_r}\)’s of 90 and 18 and any reasonable calculation.</em></p>
<p class="p1"><em>Award </em><strong><em>[1 max] </em></strong><em>if no working shown</em>.</p>
<div class="question_part_label">b.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">hydrogen bonding;</p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><img src="images/Schermafbeelding_2016-08-02_om_15.07.53.png" alt="M15/4/CHEMI/HP2/ENG/TZ1/01.d/M"> 1;</p>
<p class="p1"><em>Mark cannot be scored if lone pairs are missing on oxygens.</em></p>
<p class="p1"><em>Accept any combination of lines, dots or crosses to represent electron pairs.</em></p>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><em>Acid</em>:</p>
<p class="p1">one double and one single bond / one shorter and one longer bond;</p>
<p class="p1"><em>Accept “two double and two single”.</em></p>
<p class="p1"><em>Conjugate base</em>:</p>
<p class="p1">two 1.5 bonds / both bonds same length;</p>
<p class="p1"><em>Accept “four / all”.</em></p>
<p class="p1">electrons delocalized / resonance forms;</p>
<p class="p1"><em>Award marks for suitable diagrams.</em></p>
<div class="question_part_label">e.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">It was suggested that, in the second paragraph, we should have explicitly stated that “0.795 g of <em>hydrated </em>ethanedioic acid was dissolved…” We agree that this would have clarified even more the question but we believe the sense is clear from the actual question for any student with practical experience. Another teacher suggested that the question was too easy. This was not apparent in the answers seen with very few candidates getting all the way to the end without mishap.</p>
<p class="p1">Most had little problem with (a) but some averaged all three readings. In (b) candidates found the calculation at the beginning of the paper difficult and many gave up too early in the sequence. “Error carried forward” marks were available even if an error was made early on. In (c), most were able to identify hydrogen bonding successfully. The diagrams of the Lewis structure of ethanedioic in (d) acid were, in general, poor; the most common error was to omit the lone pairs on the O of \({\text{–O–H}}\). Very few candidates were able to give a good explanation of electron delocalization and the differences in bond lengths in ethanedioic acid and the ethanedioate ion. As one respondent suggested, candidates would have benefitted from drawing out the Lewis structure of <span class="s1">\({\text{–OOC–CO}}{{\text{O}}^ - }\)</span>. We did not ask for this but there was nothing preventing them from doing so.</p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">It was suggested that, in the second paragraph, we should have explicitly stated that “0.795 g of <em>hydrated </em>ethanedioic acid was dissolved…” We agree that this would have clarified even more the question but we believe the sense is clear from the actual question for any student with practical experience. Another teacher suggested that the question was too easy. This was not apparent in the answers seen with very few candidates getting all the way to the end without mishap.</p>
<p class="p1">Most had little problem with (a) but some averaged all three readings. In (b) candidates found the calculation at the beginning of the paper difficult and many gave up too early in the sequence. “Error carried forward” marks were available even if an error was made early on. In (c), most were able to identify hydrogen bonding successfully. The diagrams of the Lewis structure of ethanedioic in (d) acid were, in general, poor; the most common error was to omit the lone pairs on the O of \({\text{–O–H}}\). Very few candidates were able to give a good explanation of electron delocalization and the differences in bond lengths in ethanedioic acid and the ethanedioate ion. As one respondent suggested, candidates would have benefitted from drawing out the Lewis structure of <span class="s1">\({\text{–OOC–CO}}{{\text{O}}^ - }\)</span>. We did not ask for this but there was nothing preventing them from doing so.</p>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">It was suggested that, in the second paragraph, we should have explicitly stated that “0.795 g of <em>hydrated </em>ethanedioic acid was dissolved…” We agree that this would have clarified even more the question but we believe the sense is clear from the actual question for any student with practical experience. Another teacher suggested that the question was too easy. This was not apparent in the answers seen with very few candidates getting all the way to the end without mishap.</p>
<p class="p1">Most had little problem with (a) but some averaged all three readings. In (b) candidates found the calculation at the beginning of the paper difficult and many gave up too early in the sequence. “Error carried forward” marks were available even if an error was made early on. In (c), most were able to identify hydrogen bonding successfully. The diagrams of the Lewis structure of ethanedioic in (d) acid were, in general, poor; the most common error was to omit the lone pairs on the O of \({\text{–O–H}}\). Very few candidates were able to give a good explanation of electron delocalization and the differences in bond lengths in ethanedioic acid and the ethanedioate ion. As one respondent suggested, candidates would have benefitted from drawing out the Lewis structure of <span class="s1">\({\text{–OOC–CO}}{{\text{O}}^ - }\)</span>. We did not ask for this but there was nothing preventing them from doing so.</p>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">It was suggested that, in the second paragraph, we should have explicitly stated that “0.795 g of <em>hydrated </em>ethanedioic acid was dissolved…” We agree that this would have clarified even more the question but we believe the sense is clear from the actual question for any student with practical experience. Another teacher suggested that the question was too easy. This was not apparent in the answers seen with very few candidates getting all the way to the end without mishap.</p>
<p class="p1">Most had little problem with (a) but some averaged all three readings. In (b) candidates found the calculation at the beginning of the paper difficult and many gave up too early in the sequence. “Error carried forward” marks were available even if an error was made early on. In (c), most were able to identify hydrogen bonding successfully. The diagrams of the Lewis structure of ethanedioic in (d) acid were, in general, poor; the most common error was to omit the lone pairs on the O of \({\text{–O–H}}\). Very few candidates were able to give a good explanation of electron delocalization and the differences in bond lengths in ethanedioic acid and the ethanedioate ion. As one respondent suggested, candidates would have benefitted from drawing out the Lewis structure of <span class="s1">\({\text{–OOC–CO}}{{\text{O}}^ - }\)</span>. We did not ask for this but there was nothing preventing them from doing so.</p>
<div class="question_part_label">b.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">It was suggested that, in the second paragraph, we should have explicitly stated that “0.795 g of <em>hydrated </em>ethanedioic acid was dissolved…” We agree that this would have clarified even more the question but we believe the sense is clear from the actual question for any student with practical experience. Another teacher suggested that the question was too easy. This was not apparent in the answers seen with very few candidates getting all the way to the end without mishap.</p>
<p class="p1">Most had little problem with (a) but some averaged all three readings. In (b) candidates found the calculation at the beginning of the paper difficult and many gave up too early in the sequence. “Error carried forward” marks were available even if an error was made early on. In (c), most were able to identify hydrogen bonding successfully. The diagrams of the Lewis structure of ethanedioic in (d) acid were, in general, poor; the most common error was to omit the lone pairs on the O of \({\text{–O–H}}\). Very few candidates were able to give a good explanation of electron delocalization and the differences in bond lengths in ethanedioic acid and the ethanedioate ion. As one respondent suggested, candidates would have benefitted from drawing out the Lewis structure of <span class="s1">\({\text{–OOC–CO}}{{\text{O}}^ - }\)</span>. We did not ask for this but there was nothing preventing them from doing so.</p>
<div class="question_part_label">b.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">It was suggested that, in the second paragraph, we should have explicitly stated that “0.795 g of <em>hydrated </em>ethanedioic acid was dissolved…” We agree that this would have clarified even more the question but we believe the sense is clear from the actual question for any student with practical experience. Another teacher suggested that the question was too easy. This was not apparent in the answers seen with very few candidates getting all the way to the end without mishap.</p>
<p class="p1">Most had little problem with (a) but some averaged all three readings. In (b) candidates found the calculation at the beginning of the paper difficult and many gave up too early in the sequence. “Error carried forward” marks were available even if an error was made early on. In (c), most were able to identify hydrogen bonding successfully. The diagrams of the Lewis structure of ethanedioic in (d) acid were, in general, poor; the most common error was to omit the lone pairs on the O of \({\text{–O–H}}\). Very few candidates were able to give a good explanation of electron delocalization and the differences in bond lengths in ethanedioic acid and the ethanedioate ion. As one respondent suggested, candidates would have benefitted from drawing out the Lewis structure of <span class="s1">\({\text{–OOC–CO}}{{\text{O}}^ - }\)</span>. We did not ask for this but there was nothing preventing them from doing so.</p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">It was suggested that, in the second paragraph, we should have explicitly stated that “0.795 g of <em>hydrated </em>ethanedioic acid was dissolved…” We agree that this would have clarified even more the question but we believe the sense is clear from the actual question for any student with practical experience. Another teacher suggested that the question was too easy. This was not apparent in the answers seen with very few candidates getting all the way to the end without mishap.</p>
<p class="p1">Most had little problem with (a) but some averaged all three readings. In (b) candidates found the calculation at the beginning of the paper difficult and many gave up too early in the sequence. “Error carried forward” marks were available even if an error was made early on. In (c), most were able to identify hydrogen bonding successfully. The diagrams of the Lewis structure of ethanedioic in (d) acid were, in general, poor; the most common error was to omit the lone pairs on the O of \({\text{–O–H}}\). Very few candidates were able to give a good explanation of electron delocalization and the differences in bond lengths in ethanedioic acid and the ethanedioate ion. As one respondent suggested, candidates would have benefitted from drawing out the Lewis structure of <span class="s1">\({\text{–OOC–CO}}{{\text{O}}^ - }\)</span>. We did not ask for this but there was nothing preventing them from doing so.</p>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">It was suggested that, in the second paragraph, we should have explicitly stated that “0.795 g of <em>hydrated </em>ethanedioic acid was dissolved…” We agree that this would have clarified even more the question but we believe the sense is clear from the actual question for any student with practical experience. Another teacher suggested that the question was too easy. This was not apparent in the answers seen with very few candidates getting all the way to the end without mishap.</p>
<p class="p1">Most had little problem with (a) but some averaged all three readings. In (b) candidates found the calculation at the beginning of the paper difficult and many gave up too early in the sequence. “Error carried forward” marks were available even if an error was made early on. In (c), most were able to identify hydrogen bonding successfully. The diagrams of the Lewis structure of ethanedioic in (d) acid were, in general, poor; the most common error was to omit the lone pairs on the O of \({\text{–O–H}}\). Very few candidates were able to give a good explanation of electron delocalization and the differences in bond lengths in ethanedioic acid and the ethanedioate ion. As one respondent suggested, candidates would have benefitted from drawing out the Lewis structure of \({\text{–OOC–CO}}{{\text{O}}^ - }\). We did not ask for this but there was nothing preventing them from doing so.</p>
<div class="question_part_label">e.</div>
</div>
<br><hr><br><div class="specification">
<p>The vapour pressure of water changes with temperature according to the graph below.</p>
<p style="text-align: center;"><img src="images/Schermafbeelding_2016-08-21_om_13.45.17.png" alt="N14/4/CHEMI/HP2/ENG/TZ0/03"></p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>A liquid boils when its vapour pressure equals atmospheric pressure. Determine the boiling point of water on a mountaintop on a day when the atmospheric pressure is 60.0 kPa.</p>
<div class="marks">[1]</div>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Sketch another curve on the axes above to show how the vapour pressure of a liquid that has weaker intermolecular forces than water, such as bromine, changes with temperature.</p>
<div class="marks">[1]</div>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>(i) A sample of liquid bromine was left in a closed conical (Erlenmeyer) flask at 298 K and allowed to reach a state of equilibrium. State an observation that indicates that equilibrium was reached.</p>
<p> </p>
<p> </p>
<p>(ii) The temperature of the closed flask was increased and the system was allowed to reach a new equilibrium. Compare the equilibrium formed at the new temperature with the equilibrium at the original temperature on the molecular level.</p>
<div class="marks">[3]</div>
<div class="question_part_label">c.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p>87 (°C);</p>
<p><em>Accept boiling points in the range 86–</em><em>88 °C.</em></p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>similar shape above current curve / steeper than current curve;</p>
<p><em>Do not penalize if curves meet at 0 °</em>C.</p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>(i) (intensity of) colour of vapour is constant;</p>
<p><em>Accept volume/level of liquid is constant.</em></p>
<p><em>Allow pressure is constant.</em></p>
<p>(ii) more (molecules in the) vapour / fewer molecules in the liquid at new equilibrium / <em>OWTTE</em>;</p>
<p>molecules have more energy/move faster/collide more frequently at the new temperature / <em>OWTTE</em>;</p>
<p>rates of evaporation and condensation are higher at the new temperature;</p>
<p>in both flasks the rates of evaporation and condensation are equal;</p>
<p><em>Accept converse points for the flask at lower temperature for M1, M2 and M3.</em></p>
<div class="question_part_label">c.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p>A very well answered question.</p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Most candidates presented a curve that was steeper than the water vapour curve gaining the mark. However, most of the candidates started from the same vapour pressure as water at 0 °C which was not penalized. Very few candidates drew an accurate curve.</p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>(i) This question was not well answered. Only a few candidates were able to give an appropriate observation. Many candidates could state the characteristics of a system in equilibrium but did not apply their knowledge to state an observation.</p>
<p>(ii) Only a few candidates gave adequate explanations gaining two marks. Many obtained one mark for saying that more molecules will be in the gaseous state. The reference to “molecular level” often went unnoticed.</p>
<div class="question_part_label">c.</div>
</div>
<br><hr><br><div class="specification">
<p>In acidic solution, ions containing titanium can react according to the half-equation below.</p>
<p style="text-align: center;">\({\text{Ti}}{{\text{O}}^{2 + }}{\text{(aq)}} + {\text{2}}{{\text{H}}^ + }{\text{(aq)}} + {{\text{e}}^ - } \rightleftharpoons {\text{T}}{{\text{i}}^{3 + }}{\text{(aq)}} + {{\text{H}}_2}{\text{O(l)}}\) \({E^\Theta } = - 0.06{\text{ V}}\)</p>
</div>
<div class="specification">
<p>In the diagram below, <strong>A</strong> and <strong>B</strong> are inert electrodes and, in the aqueous solutions, all ions have a concentration of \({\text{1 mol}}\,{\text{d}}{{\text{m}}^{ - 3}}\).</p>
<p style="text-align: center;"><img src="images/Schermafbeelding_2016-08-25_om_08.07.03.png" alt="N13/4/CHEMI/HP2/ENG/TZ0/06.d"></p>
</div>
<div class="specification">
<p>Sodium, silicon and sulfur are elements in period 3 of the periodic table that all form oxides.</p>
</div>
<div class="specification">
<p>Although carbon and silicon both belong to group 4 of the periodic table, carbon dioxide and silicon dioxide are different in many ways.</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Define the term <em>standard electrode potential</em>, \({E^\Theta }\).</p>
<div class="marks">[1]</div>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>State the initial and final oxidation numbers of titanium and hence deduce whether it is oxidized or reduced in this change.</p>
<p style="text-align: center;"><img src="images/Schermafbeelding_2016-08-25_om_07.45.44.png" alt="N13/4/CHEMI/HP2/ENG/TZ0/06.b.i"></p>
<div class="marks">[2]</div>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Considering the above equilibrium, predict, giving a reason, how adding more acid would affect the strength of the \({\text{Ti}}{{\text{O}}^{2 + }}\) ion as an oxidizing agent.</p>
<div class="marks">[2]</div>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>In the two experiments below, predict whether a reaction would occur and deduce an equation for any reaction that takes place. Refer to Table 14 of the Data Booklet if necessary.</p>
<p> </p>
<p>KI(aq) is added to a solution containing \({\text{T}}{{\text{i}}^{3 + }}{\text{(aq)}}\) ions:</p>
<p> </p>
<p> </p>
<p>Zn (s) is added to a solution containing \({\text{Ti}}{{\text{O}}^{2 + }}{\text{(aq)}}\) and \({{\text{H}}^ + }{\text{(aq)}}\) ions:</p>
<div class="marks">[3]</div>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Using Table 14 of the Data Booklet, state the balanced half-equation for the reaction that occurs at electrode <strong>A</strong> and whether it involves oxidation or reduction.</p>
<div class="marks">[2]</div>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Calculate the cell potential in V.</p>
<div class="marks">[1]</div>
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>On the diagram above label with an arrow</p>
<p>• the direction of electron flow in the wire</p>
<p>• the direction in which the positive ions flow in the salt bridge.</p>
<div class="marks">[1]</div>
<div class="question_part_label">d.iii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Compare the properties of the three oxides by completing the table below.</p>
<p style="text-align: center;"><img src="images/Schermafbeelding_2016-08-25_om_08.18.33.png" alt="N13/4/CHEMI/HP2/ENG/TZ0/06.e.i"></p>
<div class="marks">[3]</div>
<div class="question_part_label">e.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Sulfur dioxide is a significant contributor to acid deposition. Identify a major, man-made source of this pollutant.</p>
<div class="marks">[1]</div>
<div class="question_part_label">e.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>As well as the oxide above, sodium forms a peroxide that contains the peroxide ion, \({\text{O}}_2^{2 - }\). Draw the Lewis (electron dot) structure of the peroxide ion.</p>
<div class="marks">[2]</div>
<div class="question_part_label">e.iii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Describe the differences in the hybridization of these group 4 elements and the precise nature of the bonds that they form with the oxygen atoms.</p>
<div class="marks">[3]</div>
<div class="question_part_label">f.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Xenon, although a noble gas, forms an oxide, \({\text{Xe}}{{\text{O}}_{\text{2}}}\), that has a structure related to that of \({\text{Si}}{{\text{O}}_{\text{2}}}\). Compare the geometry around the silicon atoms in \({\text{Si}}{{\text{O}}_{\text{2}}}\) with the geometry around the xenon atoms in \({\text{Xe}}{{\text{O}}_{\text{2}}}\), using the valence shell electron pair repulsion (VSEPR) theory.</p>
<div class="marks">[3]</div>
<div class="question_part_label">f.ii.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p>potential of the half-cell / reduction half-reaction under standard conditions measured relative to standard hydrogen electrode/SHE;</p>
<p><em>Allow instead of standard conditions, solute concentration of 1 mol dm<sup>–3</sup> or 1 bar/1 atm (pressure) for gases.</em></p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><img src="images/Schermafbeelding_2016-08-25_om_07.47.37.png" alt="N13/4/CHEMI/HP2/ENG/TZ0/06.b.i/M"></p>
<p><em>+ sign must be present. Do not award mark for incorrect notation 4, 4+, 3, 3+ etc.</em></p>
<p><em>Do not award M2 if inconsistent with M1.</em></p>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>increases / makes it stronger;</p>
<p>(more \({{\text{H}}^ + }\) would) drive/shift equilibrium to the right/towards products (accepting more electrons);</p>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><em>KI(aq) is added to a solution containing Ti<sup>3+</sup>(aq) ions:</em></p>
<p>no reaction;</p>
<p><em>Zn(s) is added to a solution containing TiO<sup>2+</sup>(aq) and H</em><sup><em>+</em></sup><em>(aq) ions:</em></p>
<p>\({\text{Zn(s)}} + {\text{2Ti}}{{\text{O}}^{2 + }}{\text{(aq)}} + {\text{4}}{{\text{H}}^ + }{\text{(aq)}} \to {\text{Z}}{{\text{n}}^{2 + }}{\text{(aq)}} + {\text{2T}}{{\text{i}}^{3 + }}{\text{(aq)}} + {\text{2}}{{\text{H}}_2}{\text{O(l)}}\)</p>
<p>correct reactants <strong>and </strong>products;</p>
<p>balanced equation;</p>
<p><em>Ignore state symbols.</em></p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\({\text{F}}{{\text{e}}^{3 + }}{\text{(aq)}} + {{\text{e}}^ - } \to {\text{F}}{{\text{e}}^{2 + }}{\text{(aq)}}\);</p>
<p><em>Ignore state symbols.</em></p>
<p><em>Accept equilibrium arrow.</em></p>
<p>reduction;</p>
<p><em>Do not apply ECF.</em></p>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\(( + 0.77 - ( - 0.06)) = ( + )0.83{\text{ (V)}}\);</p>
<p><em>Do not accept –0.83 V.</em></p>
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>wire and salt bridge <strong>both</strong> have arrows from B to A;</p>
<p><em>Accept arrows above or below each provided it is obvious which they refer to.</em></p>
<p><em>Apply ECF from part (i).</em></p>
<div class="question_part_label">d.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><img src="images/Schermafbeelding_2016-08-25_om_08.30.59.png" alt="N13/4/CHEMI/HP2/ENG/TZ0/06.e.i/M"></p>
<p><em>For any parts (properties) where mark not awarded, award <strong>[1]</strong> for every three correct responses.</em></p>
<div class="question_part_label">e.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>(combustion of) coal / diesel;</p>
<p><em>Accept “burning of fossil fuels”, “industrial processes” or “combustion/car engines”.</em></p>
<p><em>Do not accept “Contact process”.</em></p>
<div class="question_part_label">e.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><img src="images/Schermafbeelding_2016-08-25_om_08.36.50.png" alt="N13/4/CHEMI/HP2/ENG/TZ0/06.e.iii/M_01"></p>
<p>e-pairs correct;</p>
<p>charges in correct positions;</p>
<p><em>Accept lines, or pairs of dots or crosses, for electron pairs.</em></p>
<p><em>Accept <img src="images/Schermafbeelding_2016-08-25_om_08.37.54.png" alt="N13/4/CHEMI/HP2/ENG/TZ0/06.e.iii/M_02"></em><em>.</em></p>
<div class="question_part_label">e.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>C is sp hybridized <strong>and</strong> Si is \({\text{s}}{{\text{p}}^{\text{3}}}\) hybridized;</p>
<p>C–O bond in \({\text{C}}{{\text{O}}_{\text{2}}}\) has one \(\sigma \)-bond and one \(\pi \)-bond;</p>
<p>Si–O bond in \({\text{Si}}{{\text{O}}_{\text{2}}}\) has one \(\sigma \)-bond only;</p>
<p><em>Award <strong>[1 max]</strong> for last two marking points for “C–O double bond and Si–O single bond”.</em></p>
<div class="question_part_label">f.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>silicon-oxygen bonds will have a tetrahedral distribution;</p>
<p>xenon-oxygen bonds will have a square planar distribution;</p>
<p>xenon dioxide has <strong>two</strong> non-bonding/lone pairs of electrons;</p>
<p><em>Award any of the above marks if clearly indicated in suitable diagrams.</em></p>
<div class="question_part_label">f.ii.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p>The required definition and the effect of acid on the oxidizing power of \({\text{Ti}}{{\text{O}}^{2 + }}\) was often well done, though it proved a challenge for some candidates, and most could interpret the change in terms of oxidation numbers. Very few candidates could use \({E^\Theta }\) values to predict whether a reaction with another half-cell would occur and even less could correctly combine the half-equations to produce a balanced equation for the overall reaction. Relatively few candidates managed to gain full marks for the questions relating to the voltaic cell illustrated, with the different parts appearing to be of approximately equal difficulty. The nature of the period 3 oxides was generally well appreciated, though often the effect on pH was expressed as, for example, “basic” rather than “increases”. In spite of the efficiency of modern plants many considered the contact process to be a major source of sulfur dioxide pollution, rather than combustion of coal and other “high sulfur” fossil fuels. The comparison of the structure of silicon dioxide to those of carbon and xenon dioxides was poorly done, the root cause often being a lack of awareness of the structure of silicon dioxide. Many candidates could however write correct equations for the reaction of silicon tetrachloride with water.</p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>The required definition and the effect of acid on the oxidizing power of \({\text{Ti}}{{\text{O}}^{2 + }}\) was often well done, though it proved a challenge for some candidates, and most could interpret the change in terms of oxidation numbers. Very few candidates could use \({E^\Theta }\) values to predict whether a reaction with another half-cell would occur and even less could correctly combine the half-equations to produce a balanced equation for the overall reaction. Relatively few candidates managed to gain full marks for the questions relating to the voltaic cell illustrated, with the different parts appearing to be of approximately equal difficulty. The nature of the period 3 oxides was generally well appreciated, though often the effect on pH was expressed as, for example, “basic” rather than “increases”. In spite of the efficiency of modern plants many considered the contact process to be a major source of sulfur dioxide pollution, rather than combustion of coal and other “high sulfur” fossil fuels. The comparison of the structure of silicon dioxide to those of carbon and xenon dioxides was poorly done, the root cause often being a lack of awareness of the structure of silicon dioxide. Many candidates could however write correct equations for the reaction of silicon tetrachloride with water.</p>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>The required definition and the effect of acid on the oxidizing power of \({\text{Ti}}{{\text{O}}^{2 + }}\) was often well done, though it proved a challenge for some candidates, and most could interpret the change in terms of oxidation numbers. Very few candidates could use \({E^\Theta }\) values to predict whether a reaction with another half-cell would occur and even less could correctly combine the half-equations to produce a balanced equation for the overall reaction. Relatively few candidates managed to gain full marks for the questions relating to the voltaic cell illustrated, with the different parts appearing to be of approximately equal difficulty. The nature of the period 3 oxides was generally well appreciated, though often the effect on pH was expressed as, for example, “basic” rather than “increases”. In spite of the efficiency of modern plants many considered the contact process to be a major source of sulfur dioxide pollution, rather than combustion of coal and other “high sulfur” fossil fuels. The comparison of the structure of silicon dioxide to those of carbon and xenon dioxides was poorly done, the root cause often being a lack of awareness of the structure of silicon dioxide. Many candidates could however write correct equations for the reaction of silicon tetrachloride with water.</p>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>The required definition and the effect of acid on the oxidizing power of \({\text{Ti}}{{\text{O}}^{2 + }}\) was often well done, though it proved a challenge for some candidates, and most could interpret the change in terms of oxidation numbers. Very few candidates could use \({E^\Theta }\) values to predict whether a reaction with another half-cell would occur and even less could correctly combine the half-equations to produce a balanced equation for the overall reaction. Relatively few candidates managed to gain full marks for the questions relating to the voltaic cell illustrated, with the different parts appearing to be of approximately equal difficulty. The nature of the period 3 oxides was generally well appreciated, though often the effect on pH was expressed as, for example, “basic” rather than “increases”. In spite of the efficiency of modern plants many considered the contact process to be a major source of sulfur dioxide pollution, rather than combustion of coal and other “high sulfur” fossil fuels. The comparison of the structure of silicon dioxide to those of carbon and xenon dioxides was poorly done, the root cause often being a lack of awareness of the structure of silicon dioxide. Many candidates could however write correct equations for the reaction of silicon tetrachloride with water.</p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>The required definition and the effect of acid on the oxidizing power of \({\text{Ti}}{{\text{O}}^{2 + }}\) was often well done, though it proved a challenge for some candidates, and most could interpret the change in terms of oxidation numbers. Very few candidates could use \({E^\Theta }\) values to predict whether a reaction with another half-cell would occur and even less could correctly combine the half-equations to produce a balanced equation for the overall reaction. Relatively few candidates managed to gain full marks for the questions relating to the voltaic cell illustrated, with the different parts appearing to be of approximately equal difficulty. The nature of the period 3 oxides was generally well appreciated, though often the effect on pH was expressed as, for example, “basic” rather than “increases”. In spite of the efficiency of modern plants many considered the contact process to be a major source of sulfur dioxide pollution, rather than combustion of coal and other “high sulfur” fossil fuels. The comparison of the structure of silicon dioxide to those of carbon and xenon dioxides was poorly done, the root cause often being a lack of awareness of the structure of silicon dioxide. Many candidates could however write correct equations for the reaction of silicon tetrachloride with water.</p>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>The required definition and the effect of acid on the oxidizing power of \({\text{Ti}}{{\text{O}}^{2 + }}\) was often well done, though it proved a challenge for some candidates, and most could interpret the change in terms of oxidation numbers. Very few candidates could use \({E^\Theta }\) values to predict whether a reaction with another half-cell would occur and even less could correctly combine the half-equations to produce a balanced equation for the overall reaction. Relatively few candidates managed to gain full marks for the questions relating to the voltaic cell illustrated, with the different parts appearing to be of approximately equal difficulty. The nature of the period 3 oxides was generally well appreciated, though often the effect on pH was expressed as, for example, “basic” rather than “increases”. In spite of the efficiency of modern plants many considered the contact process to be a major source of sulfur dioxide pollution, rather than combustion of coal and other “high sulfur” fossil fuels. The comparison of the structure of silicon dioxide to those of carbon and xenon dioxides was poorly done, the root cause often being a lack of awareness of the structure of silicon dioxide. Many candidates could however write correct equations for the reaction of silicon tetrachloride with water.</p>
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>The required definition and the effect of acid on the oxidizing power of \({\text{Ti}}{{\text{O}}^{2 + }}\) was often well done, though it proved a challenge for some candidates, and most could interpret the change in terms of oxidation numbers. Very few candidates could use \({E^\Theta }\) values to predict whether a reaction with another half-cell would occur and even less could correctly combine the half-equations to produce a balanced equation for the overall reaction. Relatively few candidates managed to gain full marks for the questions relating to the voltaic cell illustrated, with the different parts appearing to be of approximately equal difficulty. The nature of the period 3 oxides was generally well appreciated, though often the effect on pH was expressed as, for example, “basic” rather than “increases”. In spite of the efficiency of modern plants many considered the contact process to be a major source of sulfur dioxide pollution, rather than combustion of coal and other “high sulfur” fossil fuels. The comparison of the structure of silicon dioxide to those of carbon and xenon dioxides was poorly done, the root cause often being a lack of awareness of the structure of silicon dioxide. Many candidates could however write correct equations for the reaction of silicon tetrachloride with water.</p>
<div class="question_part_label">d.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>The required definition and the effect of acid on the oxidizing power of \({\text{Ti}}{{\text{O}}^{2 + }}\) was often well done, though it proved a challenge for some candidates, and most could interpret the change in terms of oxidation numbers. Very few candidates could use \({E^\Theta }\) values to predict whether a reaction with another half-cell would occur and even less could correctly combine the half-equations to produce a balanced equation for the overall reaction. Relatively few candidates managed to gain full marks for the questions relating to the voltaic cell illustrated, with the different parts appearing to be of approximately equal difficulty. The nature of the period 3 oxides was generally well appreciated, though often the effect on pH was expressed as, for example, “basic” rather than “increases”. In spite of the efficiency of modern plants many considered the contact process to be a major source of sulfur dioxide pollution, rather than combustion of coal and other “high sulfur” fossil fuels. The comparison of the structure of silicon dioxide to those of carbon and xenon dioxides was poorly done, the root cause often being a lack of awareness of the structure of silicon dioxide. Many candidates could however write correct equations for the reaction of silicon tetrachloride with water.</p>
<div class="question_part_label">e.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>The required definition and the effect of acid on the oxidizing power of \({\text{Ti}}{{\text{O}}^{2 + }}\) was often well done, though it proved a challenge for some candidates, and most could interpret the change in terms of oxidation numbers. Very few candidates could use \({E^\Theta }\) values to predict whether a reaction with another half-cell would occur and even less could correctly combine the half-equations to produce a balanced equation for the overall reaction. Relatively few candidates managed to gain full marks for the questions relating to the voltaic cell illustrated, with the different parts appearing to be of approximately equal difficulty. The nature of the period 3 oxides was generally well appreciated, though often the effect on pH was expressed as, for example, “basic” rather than “increases”. In spite of the efficiency of modern plants many considered the contact process to be a major source of sulfur dioxide pollution, rather than combustion of coal and other “high sulfur” fossil fuels. The comparison of the structure of silicon dioxide to those of carbon and xenon dioxides was poorly done, the root cause often being a lack of awareness of the structure of silicon dioxide. Many candidates could however write correct equations for the reaction of silicon tetrachloride with water.</p>
<div class="question_part_label">e.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>The required definition and the effect of acid on the oxidizing power of \({\text{Ti}}{{\text{O}}^{2 + }}\) was often well done, though it proved a challenge for some candidates, and most could interpret the change in terms of oxidation numbers. Very few candidates could use \({E^\Theta }\) values to predict whether a reaction with another half-cell would occur and even less could correctly combine the half-equations to produce a balanced equation for the overall reaction. Relatively few candidates managed to gain full marks for the questions relating to the voltaic cell illustrated, with the different parts appearing to be of approximately equal difficulty. The nature of the period 3 oxides was generally well appreciated, though often the effect on pH was expressed as, for example, “basic” rather than “increases”. In spite of the efficiency of modern plants many considered the contact process to be a major source of sulfur dioxide pollution, rather than combustion of coal and other “high sulfur” fossil fuels. The comparison of the structure of silicon dioxide to those of carbon and xenon dioxides was poorly done, the root cause often being a lack of awareness of the structure of silicon dioxide. Many candidates could however write correct equations for the reaction of silicon tetrachloride with water.</p>
<div class="question_part_label">e.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>The required definition and the effect of acid on the oxidizing power of \({\text{Ti}}{{\text{O}}^{2 + }}\) was often well done, though it proved a challenge for some candidates, and most could interpret the change in terms of oxidation numbers. Very few candidates could use \({E^\Theta }\) values to predict whether a reaction with another half-cell would occur and even less could correctly combine the half-equations to produce a balanced equation for the overall reaction. Relatively few candidates managed to gain full marks for the questions relating to the voltaic cell illustrated, with the different parts appearing to be of approximately equal difficulty. The nature of the period 3 oxides was generally well appreciated, though often the effect on pH was expressed as, for example, “basic” rather than “increases”. In spite of the efficiency of modern plants many considered the contact process to be a major source of sulfur dioxide pollution, rather than combustion of coal and other “high sulfur” fossil fuels. The comparison of the structure of silicon dioxide to those of carbon and xenon dioxides was poorly done, the root cause often being a lack of awareness of the structure of silicon dioxide. Many candidates could however write correct equations for the reaction of silicon tetrachloride with water.</p>
<div class="question_part_label">f.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>The required definition and the effect of acid on the oxidizing power of \({\text{Ti}}{{\text{O}}^{2 + }}\) was often well done, though it proved a challenge for some candidates, and most could interpret the change in terms of oxidation numbers. Very few candidates could use \({E^\Theta }\) values to predict whether a reaction with another half-cell would occur and even less could correctly combine the half-equations to produce a balanced equation for the overall reaction. Relatively few candidates managed to gain full marks for the questions relating to the voltaic cell illustrated, with the different parts appearing to be of approximately equal difficulty. The nature of the period 3 oxides was generally well appreciated, though often the effect on pH was expressed as, for example, “basic” rather than “increases”. In spite of the efficiency of modern plants many considered the contact process to be a major source of sulfur dioxide pollution, rather than combustion of coal and other “high sulfur” fossil fuels. The comparison of the structure of silicon dioxide to those of carbon and xenon dioxides was poorly done, the root cause often being a lack of awareness of the structure of silicon dioxide. Many candidates could however write correct equations for the reaction of silicon tetrachloride with water.</p>
<div class="question_part_label">f.ii.</div>
</div>
<br><hr><br><div class="specification">
<p>Antimony, Sb, forms a fluoride, \({\text{Sb}}{{\text{F}}_{\text{5}}}\).</p>
</div>
<div class="specification">
<p>The equilibrium that occurs when antimony(V) fluoride is dissolved in liquid hydrogen fluoride can be represented by the equation below.</p>
<p>\[{\text{Sb}}{{\text{F}}_5}{\text{(s)}} + {\text{2HF(l)}} \rightleftharpoons {\text{SbF}}_6^ - {\text{(sol)}} + {{\text{H}}_2}{{\text{F}}^ + }{\text{(sol)}}\]</p>
</div>
<div class="specification">
<p>Outline how the following factors account for the fact that HCl is a strong acid and HF is a weak acid.</p>
</div>
<div class="specification">
<p>Some students were provided with a \({\text{0.100 mol}}\,{\text{d}}{{\text{m}}^{ - 3}}\) solution of a monobasic acid, HQ, and given the problem of determining whether HQ was a weak acid or a strong acid.</p>
</div>
<div class="specification">
<p>The second problem set for the students was to determine the acid dissociation constant, \({K_{\text{a}}}\), of the acid HQ and its \({\text{p}}{K_{\text{a}}}\).</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>State the element that you would expect to have chemical properties most similar to those of antimony.</p>
<div class="marks">[1]</div>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Describe the relationship between \({\text{Sb}}{{\text{F}}_{\text{5}}}\) and \({\text{SbF}}_6^ - \) in terms of the Lewis theory of acids.</p>
<div class="marks">[2]</div>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Explain the behaviour of HF in terms of the Brønsted–Lowry theory of acids.</p>
<div class="marks">[2]</div>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>The strength of the hydrogen–halogen bond.</p>
<div class="marks">[1]</div>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>The interaction between an undissociated hydrogen halide molecule and a water molecule.</p>
<div class="marks">[1]</div>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Neelu and Charles decided to solve the problem by determining the volume of \({\text{0.100 mol}}\,{\text{d}}{{\text{m}}^{ - 3}}\) sodium hydroxide solution needed to neutralize \({\text{25.0 c}}{{\text{m}}^{\text{3}}}\) of the acid. Outline whether this was a good choice.</p>
<div class="marks">[2]</div>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Identify <strong>one</strong> indicator that could be used when titrating aqueous sodium hydroxide with both a strong acid and a weak acid, and outline the reason for your choice.</p>
<p> </p>
<p>Indicator:</p>
<p> </p>
<p>Reason:</p>
<div class="marks">[2]</div>
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Neelu and Charles decided to compare the volume of sodium hydroxide solution needed with those required by known \({\text{0.100 mol}}\,{\text{d}}{{\text{m}}^{ - 3}}\) strong and weak acids. Unfortunately they chose sulfuric acid as the strong acid. Outline why this was an unsuitable choice.</p>
<div class="marks">[1]</div>
<div class="question_part_label">d.iii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Francisco and Shamiso decided to measure the pH of the initial solution, HQ, and they found that its pH was 3.7. Deduce, giving a reason, the strength (weak or strong) of the acid HQ.</p>
<div class="marks">[2]</div>
<div class="question_part_label">d.iv.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Explain how the \({\text{p}}{K_{\text{a}}}\) could be determined from a graph of pH against the volume of \({\text{0.100 mol}}\,{\text{d}}{{\text{m}}^{ - 3}}\) sodium hydroxide added.</p>
<div class="marks">[2]</div>
<div class="question_part_label">e.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Francisco and Shamiso found that the pH of the initial \({\text{0.100 mol}}\,{\text{d}}{{\text{m}}^{ - 3}}\) solution was 3.7. However, this reading was inaccurate because they forgot to wash the pH probe. Calculate the \({\text{p}}{K_{\text{a}}}\) of HQ using the reading they obtained.</p>
<div class="marks">[4]</div>
<div class="question_part_label">e.ii.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p>arsenic/As;</p>
<p><em>Accept bismuth/Bi.</em></p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\({\text{Sb}}{{\text{F}}_{\text{5}}}\) accepts an electron pair (from \({{\text{F}}^ - }\)) / \({\text{SbF}}_6^ - \) donates an electron pair (to \(H_2F^ +\));</p>
<p>\({\text{Sb}}{{\text{F}}_{\text{5}}}\) acts as a Lewis acid / \({\text{SbF}}_6^ - \) acts as a Lewis base;</p>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>one HF donates a \({{\text{H}}^ + }\)/proton and the other accepts a \({{\text{H}}^ + }\)/proton;</p>
<p>HF acts as both a Brønsted–Lowry acid <strong>and</strong> a Brønsted–Lowry base;</p>
<p><em>Award <strong>[1 max]</strong> for correct description of HF acting as a Brønsted–Lowry acid or base.</em></p>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>H–F bond stronger than H–Cl bond / H–Cl bond weaker than H–F bond;</p>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>H–F can hydrogen bond to water <strong>and</strong> H–Cl cannot;</p>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>not a good choice / poor choice;</p>
<p>requires same volume of base / the amount/volume to react/for neutralization does not depend on the acid strength;</p>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>phenolphthalein / phenol red;</p>
<p>pH at equivalence point 7 or above;</p>
<p><em>Accept pH range for colour change/end-point corresponds to rapid change in pH.</em></p>
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>sulfuric acid is diprotic/dibasic/liberates two protons/\({{\text{H}}^ + }\);</p>
<p><em>Accept “reacts with 2 moles of alkali/base”.</em></p>
<div class="question_part_label">d.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>weak;</p>
<p>strong \({\text{0.100 mol}}\,{\text{d}}{{\text{m}}^{ - 3}}\) acid has a pH of 1/lower than that observed;</p>
<p><em>Accept “pH value of 3.7 means that it produces only 10<sup>–3.7</sup>/2.0 \( \times \) 10<sup>–4</sup> [H<sup>+</sup>] in water”.</em></p>
<div class="question_part_label">d.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>when volume of alkali is half equivalence volume/volume required for neutralization;</p>
<p>\({\text{p}}{K_{\text{a}}}\) is equal to the pH;</p>
<div class="question_part_label">e.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\([{{\text{H}}^ + }] = {10^{ - 3.7}} = 2.00 \times {10^{ - 4}}{\text{ }}({\text{mol}}\,{\text{d}}{{\text{m}}^{ - 3}})\);</p>
<p>\({K_{\text{a}}} = \frac{{[{{\text{H}}^ + }][{{\text{Q}}^ - }]}}{{[{\text{HQ}}]}} = \frac{{{{(2.00 \times {{10}^{ - 4}})}^2}}}{{0.100}}\);</p>
<p>\( = 3.98 \times {10^{ - 7}}\);</p>
<p>\({\text{p}}{K_{\text{a}}} = 6.4\);</p>
<p><em>Award </em><strong><em>[4] </em></strong><em>for correct final answer.</em></p>
<div class="question_part_label">e.ii.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p>Most students could identify an element which would be expected to have similar properties to antimony and the reaction between its fluoride and hydrogen fluoride was generally well interpreted in terms of acid-base theories, though hardly any students realized that HF is acting as both a base (to give \({{\text{H}}_{\text{2}}}{{\text{F}}^ + }\)) and an acid (to give \({{\text{F}}^ - }\) which complexes with \({\text{As}}{{\text{F}}_{\text{5}}}\)). The significance of the strength of the hydrogen-halogen bond on the strength of the hydrogen halides was often appreciated though very few seemed to realize that HF hydrogen bonds to water whereas HCl does not. Many students think that weak acids require a smaller volume of alkali for neutralization than strong acids of equal concentration, though most could correctly identify an appropriate indicator for the titration and justify their choice. Most realized that sulfuric acid was dibasic, were aware of the significance of the pH at the half equivalence point and correctly identified HQ as a weak acid, though justifying this proved more of a challenge. Quite a few students gained full credit the calculation of the \({\text{p}}{K_{\text{a}}}\) from the initial pH and many gained some marks for the calculation of the pH of the buffer system.</p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Most students could identify an element which would be expected to have similar properties to antimony and the reaction between its fluoride and hydrogen fluoride was generally well interpreted in terms of acid-base theories, though hardly any students realized that HF is acting as both a base (to give \({{\text{H}}_{\text{2}}}{{\text{F}}^ + }\)) and an acid (to give \({{\text{F}}^ - }\) which complexes with \({\text{As}}{{\text{F}}_{\text{5}}}\)). The significance of the strength of the hydrogen-halogen bond on the strength of the hydrogen halides was often appreciated though very few seemed to realize that HF hydrogen bonds to water whereas HCl does not. Many students think that weak acids require a smaller volume of alkali for neutralization than strong acids of equal concentration, though most could correctly identify an appropriate indicator for the titration and justify their choice. Most realized that sulfuric acid was dibasic, were aware of the significance of the pH at the half equivalence point and correctly identified HQ as a weak acid, though justifying this proved more of a challenge. Quite a few students gained full credit the calculation of the \({\text{p}}{K_{\text{a}}}\) from the initial pH and many gained some marks for the calculation of the pH of the buffer system.</p>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Most students could identify an element which would be expected to have similar properties to antimony and the reaction between its fluoride and hydrogen fluoride was generally well interpreted in terms of acid-base theories, though hardly any students realized that HF is acting as both a base (to give \({{\text{H}}_{\text{2}}}{{\text{F}}^ + }\)) and an acid (to give \({{\text{F}}^ - }\) which complexes with \({\text{As}}{{\text{F}}_{\text{5}}}\)). The significance of the strength of the hydrogen-halogen bond on the strength of the hydrogen halides was often appreciated though very few seemed to realize that HF hydrogen bonds to water whereas HCl does not. Many students think that weak acids require a smaller volume of alkali for neutralization than strong acids of equal concentration, though most could correctly identify an appropriate indicator for the titration and justify their choice. Most realized that sulfuric acid was dibasic, were aware of the significance of the pH at the half equivalence point and correctly identified HQ as a weak acid, though justifying this proved more of a challenge. Quite a few students gained full credit the calculation of the \({\text{p}}{K_{\text{a}}}\) from the initial pH and many gained some marks for the calculation of the pH of the buffer system.</p>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Most students could identify an element which would be expected to have similar properties to antimony and the reaction between its fluoride and hydrogen fluoride was generally well interpreted in terms of acid-base theories, though hardly any students realized that HF is acting as both a base (to give \({{\text{H}}_{\text{2}}}{{\text{F}}^ + }\)) and an acid (to give \({{\text{F}}^ - }\) which complexes with \({\text{As}}{{\text{F}}_{\text{5}}}\)). The significance of the strength of the hydrogen-halogen bond on the strength of the hydrogen halides was often appreciated though very few seemed to realize that HF hydrogen bonds to water whereas HCl does not. Many students think that weak acids require a smaller volume of alkali for neutralization than strong acids of equal concentration, though most could correctly identify an appropriate indicator for the titration and justify their choice. Most realized that sulfuric acid was dibasic, were aware of the significance of the pH at the half equivalence point and correctly identified HQ as a weak acid, though justifying this proved more of a challenge. Quite a few students gained full credit the calculation of the \({\text{p}}{K_{\text{a}}}\) from the initial pH and many gained some marks for the calculation of the pH of the buffer system.</p>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Most students could identify an element which would be expected to have similar properties to antimony and the reaction between its fluoride and hydrogen fluoride was generally well interpreted in terms of acid-base theories, though hardly any students realized that HF is acting as both a base (to give \({{\text{H}}_{\text{2}}}{{\text{F}}^ + }\)) and an acid (to give \({{\text{F}}^ - }\) which complexes with \({\text{As}}{{\text{F}}_{\text{5}}}\)). The significance of the strength of the hydrogen-halogen bond on the strength of the hydrogen halides was often appreciated though very few seemed to realize that HF hydrogen bonds to water whereas HCl does not. Many students think that weak acids require a smaller volume of alkali for neutralization than strong acids of equal concentration, though most could correctly identify an appropriate indicator for the titration and justify their choice. Most realized that sulfuric acid was dibasic, were aware of the significance of the pH at the half equivalence point and correctly identified HQ as a weak acid, though justifying this proved more of a challenge. Quite a few students gained full credit the calculation of the \({\text{p}}{K_{\text{a}}}\) from the initial pH and many gained some marks for the calculation of the pH of the buffer system.</p>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Most students could identify an element which would be expected to have similar properties to antimony and the reaction between its fluoride and hydrogen fluoride was generally well interpreted in terms of acid-base theories, though hardly any students realized that HF is acting as both a base (to give \({{\text{H}}_{\text{2}}}{{\text{F}}^ + }\)) and an acid (to give \({{\text{F}}^ - }\) which complexes with \({\text{As}}{{\text{F}}_{\text{5}}}\)). The significance of the strength of the hydrogen-halogen bond on the strength of the hydrogen halides was often appreciated though very few seemed to realize that HF hydrogen bonds to water whereas HCl does not. Many students think that weak acids require a smaller volume of alkali for neutralization than strong acids of equal concentration, though most could correctly identify an appropriate indicator for the titration and justify their choice. Most realized that sulfuric acid was dibasic, were aware of the significance of the pH at the half equivalence point and correctly identified HQ as a weak acid, though justifying this proved more of a challenge. Quite a few students gained full credit the calculation of the \({\text{p}}{K_{\text{a}}}\) from the initial pH and many gained some marks for the calculation of the pH of the buffer system.</p>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Most students could identify an element which would be expected to have similar properties to antimony and the reaction between its fluoride and hydrogen fluoride was generally well interpreted in terms of acid-base theories, though hardly any students realized that HF is acting as both a base (to give \({{\text{H}}_{\text{2}}}{{\text{F}}^ + }\)) and an acid (to give \({{\text{F}}^ - }\) which complexes with \({\text{As}}{{\text{F}}_{\text{5}}}\)). The significance of the strength of the hydrogen-halogen bond on the strength of the hydrogen halides was often appreciated though very few seemed to realize that HF hydrogen bonds to water whereas HCl does not. Many students think that weak acids require a smaller volume of alkali for neutralization than strong acids of equal concentration, though most could correctly identify an appropriate indicator for the titration and justify their choice. Most realized that sulfuric acid was dibasic, were aware of the significance of the pH at the half equivalence point and correctly identified HQ as a weak acid, though justifying this proved more of a challenge. Quite a few students gained full credit the calculation of the \({\text{p}}{K_{\text{a}}}\) from the initial pH and many gained some marks for the calculation of the pH of the buffer system.</p>
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Most students could identify an element which would be expected to have similar properties to antimony and the reaction between its fluoride and hydrogen fluoride was generally well interpreted in terms of acid-base theories, though hardly any students realized that HF is acting as both a base (to give \({{\text{H}}_{\text{2}}}{{\text{F}}^ + }\)) and an acid (to give \({{\text{F}}^ - }\) which complexes with \({\text{As}}{{\text{F}}_{\text{5}}}\)). The significance of the strength of the hydrogen-halogen bond on the strength of the hydrogen halides was often appreciated though very few seemed to realize that HF hydrogen bonds to water whereas HCl does not. Many students think that weak acids require a smaller volume of alkali for neutralization than strong acids of equal concentration, though most could correctly identify an appropriate indicator for the titration and justify their choice. Most realized that sulfuric acid was dibasic, were aware of the significance of the pH at the half equivalence point and correctly identified HQ as a weak acid, though justifying this proved more of a challenge. Quite a few students gained full credit the calculation of the \({\text{p}}{K_{\text{a}}}\) from the initial pH and many gained some marks for the calculation of the pH of the buffer system.</p>
<div class="question_part_label">d.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Most students could identify an element which would be expected to have similar properties to antimony and the reaction between its fluoride and hydrogen fluoride was generally well interpreted in terms of acid-base theories, though hardly any students realized that HF is acting as both a base (to give \({{\text{H}}_{\text{2}}}{{\text{F}}^ + }\)) and an acid (to give \({{\text{F}}^ - }\) which complexes with \({\text{As}}{{\text{F}}_{\text{5}}}\)). The significance of the strength of the hydrogen-halogen bond on the strength of the hydrogen halides was often appreciated though very few seemed to realize that HF hydrogen bonds to water whereas HCl does not. Many students think that weak acids require a smaller volume of alkali for neutralization than strong acids of equal concentration, though most could correctly identify an appropriate indicator for the titration and justify their choice. Most realized that sulfuric acid was dibasic, were aware of the significance of the pH at the half equivalence point and correctly identified HQ as a weak acid, though justifying this proved more of a challenge. Quite a few students gained full credit the calculation of the \({\text{p}}{K_{\text{a}}}\) from the initial pH and many gained some marks for the calculation of the pH of the buffer system.</p>
<div class="question_part_label">d.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Most students could identify an element which would be expected to have similar properties to antimony and the reaction between its fluoride and hydrogen fluoride was generally well interpreted in terms of acid-base theories, though hardly any students realized that HF is acting as both a base (to give \({{\text{H}}_{\text{2}}}{{\text{F}}^ + }\)) and an acid (to give \({{\text{F}}^ - }\) which complexes with \({\text{As}}{{\text{F}}_{\text{5}}}\)). The significance of the strength of the hydrogen-halogen bond on the strength of the hydrogen halides was often appreciated though very few seemed to realize that HF hydrogen bonds to water whereas HCl does not. Many students think that weak acids require a smaller volume of alkali for neutralization than strong acids of equal concentration, though most could correctly identify an appropriate indicator for the titration and justify their choice. Most realized that sulfuric acid was dibasic, were aware of the significance of the pH at the half equivalence point and correctly identified HQ as a weak acid, though justifying this proved more of a challenge. Quite a few students gained full credit the calculation of the \({\text{p}}{K_{\text{a}}}\) from the initial pH and many gained some marks for the calculation of the pH of the buffer system.</p>
<div class="question_part_label">e.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Most students could identify an element which would be expected to have similar properties to antimony and the reaction between its fluoride and hydrogen fluoride was generally well interpreted in terms of acid-base theories, though hardly any students realized that HF is acting as both a base (to give \({{\text{H}}_{\text{2}}}{{\text{F}}^ + }\)) and an acid (to give \({{\text{F}}^ - }\) which complexes with \({\text{As}}{{\text{F}}_{\text{5}}}\)). The significance of the strength of the hydrogen-halogen bond on the strength of the hydrogen halides was often appreciated though very few seemed to realize that HF hydrogen bonds to water whereas HCl does not. Many students think that weak acids require a smaller volume of alkali for neutralization than strong acids of equal concentration, though most could correctly identify an appropriate indicator for the titration and justify their choice. Most realized that sulfuric acid was dibasic, were aware of the significance of the pH at the half equivalence point and correctly identified HQ as a weak acid, though justifying this proved more of a challenge. Quite a few students gained full credit the calculation of the \({\text{p}}{K_{\text{a}}}\) from the initial pH and many gained some marks for the calculation of the pH of the buffer system.</p>
<div class="question_part_label">e.ii.</div>
</div>
<br><hr><br><div class="specification">
<p class="p1">The element boron has two naturally occurring isotopes, \(^{{\text{10}}}{\text{B}}\) and \(^{{\text{11}}}{\text{B}}\).</p>
</div>
<div class="specification">
<p class="p1">Phosphorus forms two chlorides, \({\text{PC}}{{\text{l}}_{\text{3}}}\) and \({\text{PC}}{{\text{l}}_{\text{5}}}\).</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Apply the Aufbau principle to state the <strong>full </strong>electron configuration for an atom of phosphorus.</p>
<div class="marks">[1]</div>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Deduce the Lewis structures for \({\text{PC}}{{\text{l}}_{\text{3}}}\) and \({\text{PC}}{{\text{l}}_{\text{5}}}\).</p>
<p class="p1" style="text-align: center;">\({\text{PC}}{{\text{l}}_{\text{3}}}\)\(\quad \quad \quad \quad \quad \quad \quad \quad \quad \quad \)\({\text{PC}}{{\text{l}}_{\text{5}}}\)</p>
<div class="marks">[2]</div>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Predict the shapes and the bond angles in the two molecules.</p>
<p class="p1" style="text-align: center;"><img src="images/Schermafbeelding_2016-09-13_om_12.11.34.png" alt="M13/4/CHEMI/HP2/ENG/TZ1/06.c.iii"></p>
<div class="marks">[4]</div>
<div class="question_part_label">c.iii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Identify the type of hybridization present in \({\text{PC}}{{\text{l}}_{\text{3}}}\).</p>
<div class="marks">[1]</div>
<div class="question_part_label">c.iv.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Compare the melting points of \({\text{PC}}{{\text{l}}_{\text{3}}}\) and \({\text{PC}}{{\text{l}}_{\text{5}}}\) and explain the difference.</p>
<div class="marks">[3]</div>
<div class="question_part_label">c.v.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Define an <em>acid </em>according to the Lewis theory.</p>
<div class="marks">[1]</div>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">State and explain the acid–base character of \({\text{PC}}{{\text{l}}_{\text{3}}}\) according to the Lewis theory.</p>
<div class="marks">[2]</div>
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Explain the delocalization of \(\pi \) electrons using the \({{\text{O}}_{\text{3}}}\) molecule as an example, including <strong>two </strong>facts that support the delocalization.</p>
<div class="marks">[4]</div>
<div class="question_part_label">e.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">\({\text{1}}{{\text{s}}^{\text{2}}}{\text{2}}{{\text{s}}^{\text{2}}}{\text{2}}{{\text{p}}^{\text{6}}}{\text{3}}{{\text{s}}^{\text{2}}}{\text{3}}{{\text{p}}^{\text{3}}}\);</p>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><img src="images/Schermafbeelding_2016-09-13_om_12.08.24.png" alt="M13/4/CHEMI/HP2/ENG/TZ1/06.c.ii/M"> ;</p>
<p class="p2"><em>Penalize missing lone pairs on chlorine only once.</em></p>
<p class="p2"><em>Accept any combination of lines, dots or crosses to represent electron pairs.</em></p>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><img src="images/Schermafbeelding_2016-09-13_om_12.40.42.png" alt="M13/4/CHEMI/HP2/ENG/TZ1/06.c.iii/M"></p>
<p class="p2"><em>Shape and bond angle must be consistent with the number of electron domains given in the diagram in (ii).</em></p>
<div class="question_part_label">c.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">\({\text{s}}{{\text{p}}^{\text{3}}}\) (hybridization);</p>
<div class="question_part_label">c.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">\({\text{PC}}{{\text{l}}_{\text{5}}}\) has higher melting point than \({\text{PC}}{{\text{l}}_{\text{3}}}\);</p>
<p class="p1">\({\text{PC}}{{\text{l}}_{\text{5}}}\) has stronger intermolecular/London/dispersion/van der Waals’ forces;</p>
<p class="p1">(because of) more electrons/greater mass;</p>
<p class="p1"><em>Accept the opposite argument for <em>PCl<sub>3</sub></em></em><em>.</em></p>
<p class="p1"><em>Award </em><strong><em>[1 max] </em></strong><em>for answers suggesting PCl<sub>3</sub></em> <em>has higher melting point because it is polar and PCl<sub>5</sub></em> <em>is not.</em></p>
<div class="question_part_label">c.v.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">electron pair acceptor;</p>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Lewis base;</p>
<p class="p1">has non-bonding/lone pair of electrons;</p>
<p class="p1"><em>No ECF from (i).</em></p>
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">overlap of \(p\) orbitals / \(p\) electrons of double/\(\pi \) bond and non-bonding/lone pair on oxygen interact / <em>OWTTE</em>;</p>
<p class="p1">\(\pi \) electrons not localized / different resonance structures possible /</p>
<p class="p1"><img src="images/Schermafbeelding_2016-09-13_om_13.01.55.png" alt="M13/4/CHEMI/HP2/ENG/TZ1/06.e/M"> ;</p>
<p class="p2">both bonds/O–O and O=O have equal length / <em>OWTTE</em>;</p>
<p class="p2">both bonds/O–O and O=O have equal bond energy <em>/ OWTTE</em>;</p>
<div class="question_part_label">e.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">The electron configuration of phosphorus was successfully answered (even by apparently weaker candidates) and there were many good answers for the Lewis structures. Candidates would do well to draw the “dots” clearly remembering that their answer will be scanned. They should group the electron dots neatly in pairs (much easier for the examiner to count, for one thing) or use a line to represent an electron pair. The usual errors occurred namely missing lone pairs on P and/or Cl atoms.</p>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">The electron configuration of phosphorus was successfully answered (even by apparently weaker candidates) and there were many good answers for the Lewis structures. Candidates would do well to draw the “dots” clearly remembering that their answer will be scanned. They should group the electron dots neatly in pairs (much easier for the examiner to count, for one thing) or use a line to represent an electron pair. The usual errors occurred namely missing lone pairs on P and/or Cl atoms.</p>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">The shapes and angles in (iii) were patchy but there were also some impressive answers.</p>
<div class="question_part_label">c.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">About half knew that \({\text{s}}{{\text{p}}^{\text{3}}}\) was the answer to (iv) and in (v) about half based their explanation on the dipole moment in \({\text{PC}}{{\text{l}}_{\text{3}}}\). (One mark was allowed for those who recognized that \({\text{PC}}{{\text{l}}_{\text{3}}}\) would be polar whilst \({\text{PC}}{{\text{l}}_{\text{5}}}\) would not – thus suggesting that \({\text{PC}}{{\text{l}}_{\text{3}}}\) had the higher melting point.) Candidates were expected to know the order of melting points as this had been studied in 13.1.1. Very few were able to write a balanced equation for the reaction of \({\text{PC}}{{\text{l}}_{\text{5}}}\) with water.</p>
<div class="question_part_label">c.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">About half knew that \({\text{s}}{{\text{p}}^{\text{3}}}\) was the answer to (iv) and in (v) about half based their explanation on the dipole moment in \({\text{PC}}{{\text{l}}_{\text{3}}}\). (One mark was allowed for those who recognized that \({\text{PC}}{{\text{l}}_{\text{3}}}\) would be polar whilst \({\text{PC}}{{\text{l}}_{\text{5}}}\) would not – thus suggesting that \({\text{PC}}{{\text{l}}_{\text{3}}}\) had the higher melting point.) Candidates were expected to know the order of melting points as this had been studied in 13.1.1. Very few were able to write a balanced equation for the reaction of \({\text{PC}}{{\text{l}}_{\text{5}}}\) with water.</p>
<div class="question_part_label">c.v.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Many failed to note that a Lewis acid is an electron <em>pair </em>acceptor and the definition was often muddled with that of Brønsted-Lowry.</p>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Some, in (d) (ii), treated the P and Cl atoms separately.</p>
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">In (e) there was little discussion of overlap of \(p\)<em> </em>orbitals, some of resonance but hardly any evidence in terms of equal bond length and equal bond strength. The bonding in an ozone molecule was not well-understood.</p>
<div class="question_part_label">e.</div>
</div>
<br><hr><br><div class="specification">
<p>A class studied the equilibrium established when ethanoic acid and ethanol react together in the presence of a strong acid, using propanone as an inert solvent. The equation is given below.</p>
<p>\[{\text{C}}{{\text{H}}_{\text{3}}}{\text{COOH}} + {{\text{C}}_{\text{2}}}{{\text{H}}_{\text{5}}}{\text{OH}} \rightleftharpoons {\text{C}}{{\text{H}}_{\text{3}}}{\text{COO}}{{\text{C}}_{\text{2}}}{{\text{H}}_{\text{5}}} + {{\text{H}}_{\text{2}}}{\text{O}}\]</p>
<p>One group made the following <strong>initial mixture</strong>:</p>
<p style="text-align: center;"><img src="images/Schermafbeelding_2016-08-12_om_13.17.39.png" alt="M14/4/CHEMI/HP2/ENG/TZ2/01"></p>
</div>
<div class="specification">
<p>After one week, a \(5.00 \pm 0.05{\text{ c}}{{\text{m}}^{\text{3}}}\) sample of the final equilibrium mixture was pipetted out and titrated with \({\text{0.200 mol}}\,{\text{d}}{{\text{m}}^{ - 3}}\) aqueous sodium hydroxide to determine the amount of ethanoic acid remaining. The following titration results were obtained:</p>
<p style="text-align: center;"><img src="images/Schermafbeelding_2016-08-12_om_14.35.01.png" alt="M14/4/CHEMI/HP2/ENG/TZ2/01.c"></p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>The density of ethanoic acid is \({\text{1.05 g}}\,{\text{c}}{{\text{m}}^{ - 3}}\). Determine the amount, in mol, of ethanoic acid present in the initial mixture.</p>
<div class="marks">[3]</div>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>The concentration of ethanoic acid can be calculated as \({\text{1.748 mol}}\,{\text{d}}{{\text{m}}^{ - 3}}\). Determine the percentage uncertainty of this value. (Neglect any uncertainty in the density and the molar mass.)</p>
<div class="marks">[3]</div>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Calculate the absolute uncertainty of the titre for Titration 1 (\({\text{27.60 c}}{{\text{m}}^3}\)).</p>
<div class="marks">[1]</div>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Suggest the average volume of alkali, required to neutralize the \({\text{5.00 c}}{{\text{m}}^{\text{3}}}\) sample, that the student should use.</p>
<div class="marks">[1]</div>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>\({\text{3.00 c}}{{\text{m}}^{\text{3}}}\) of the \({\text{0.200 mol}}\,{\text{d}}{{\text{m}}^{ - 3}}\) aqueous sodium hydroxide reacted with the hydrochloric acid present in the \({\text{5.00 c}}{{\text{m}}^{\text{3}}}\) sample. Determine the concentration of ethanoic acid in the final equilibrium mixture.</p>
<div class="marks">[2]</div>
<div class="question_part_label">c.iii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Deduce the equilibrium constant expression for the reaction.</p>
<div class="marks">[1]</div>
<div class="question_part_label">c.iv.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>The other concentrations in the equilibrium mixture were calculated as follows:</p>
<p><img src="images/Schermafbeelding_2016-08-12_om_15.09.29.png" alt="M14/4/CHEMI/HP2/ENG/TZ2/01.c.v"></p>
<p>Use these data, along with your answer to part (iii), to determine the value of the equilibrium constant. (If you did not obtain an answer to part (iii), assume the concentrations of ethanol and ethanoic acid are equal, although this is not the case.)</p>
<div class="marks">[1]</div>
<div class="question_part_label">c.v.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Outline how you could establish that the system had reached equilibrium at the end of one week.</p>
<div class="marks">[1]</div>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Outline why changing the temperature has only a very small effect on the value of the equilibrium constant for this equilibrium.</p>
<div class="marks">[1]</div>
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Outline how adding some ethyl ethanoate to the initial mixture would affect the amount of ethanoic acid converted to product.</p>
<div class="marks">[2]</div>
<div class="question_part_label">f.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Propanone is used as the solvent because one compound involved in the equilibrium is insoluble in water. Identify this compound and explain why it is insoluble in water.</p>
<div class="marks">[2]</div>
<div class="question_part_label">g.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Suggest <strong>one</strong> other reason why using water as a solvent would make the experiment less successful.</p>
<div class="marks">[1]</div>
<div class="question_part_label">h.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p>\({\text{M(C}}{{\text{H}}_{\text{3}}}{\text{COOH)}}\left( { = (4 \times 1.01) + (2 \times 12.01) + (2 \times 16.00)} \right) = 60.06{\text{ (g}}\,{\text{mo}}{{\text{l}}^{ - 1}})\);</p>
<p><em>Accept 60 (g mol</em><sup><em>–1</em></sup><em>).</em></p>
<p>\({\text{mass (C}}{{\text{H}}_3}{\text{COOH) }}( = 5.00 \times 1.05) = 5.25{\text{ (g)}}\);</p>
<p>\(\frac{{5.25}}{{60.06}} = 0.0874{\text{ (mol)}}\);</p>
<p><em>Award </em><strong><em>[3] </em></strong><em>for correct final answer.</em></p>
<p><em>Accept 0.0875 (comes from using Mr = 60 g mol</em><sup><em>–1</em></sup><em>).</em></p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>percentage uncertainty in volume of ethanoic acid \( = 100 \times \frac{{0.05}}{{5.00}}{\text{ }} = 1\% \);</p>
<p>percentage uncertainty in total volume \( = 100 \times \frac{{0.62}}{{50}} = 1.24\% \);</p>
<p>total percentage uncertainty \( = 1 + 1.24 = 2.24\% \);</p>
<p><em>Accept rounding down to 2.2/2%.</em></p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\( \pm 0.1/0.10{\text{ }}({\text{c}}{{\text{m}}^3})\);</p>
<p><em>Do </em><strong><em>not </em></strong><em>accept without ±.</em></p>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\({\text{26.00 (c}}{{\text{m}}^{\text{3}}}{\text{)}}\);</p>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\(26.00 - 3.00 = 23.00{\text{ }}({\text{c}}{{\text{m}}^3})\);</p>
<p><em>If other methods used, award </em><strong><em>M1 </em></strong><em>for calculating amount of NaOH reacting with CH</em><sub><em>3</em></sub><em>COOH.</em></p>
<p>\(0.200 \times \frac{{23.00}}{{5.00}} = 0.920{\text{ }}({\text{mol}}\,{\text{d}}{{\text{m}}^{ - 3}})\);</p>
<p><em>Award </em><strong><em>[2] </em></strong><em>for correct final answer.</em></p>
<p><em>If (ii) given as mean titre (26.5 cm</em><sup><em>3</em></sup><em>) then ECF answer comes to 0.94 (mol dm</em><sup><em>–3</em></sup><em>).</em></p>
<div class="question_part_label">c.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\(({K_{\text{c}}} = )\frac{{{\text{[C}}{{\text{H}}_3}{\text{COO}}{{\text{C}}_2}{{\text{H}}_5}{\text{][}}{{\text{H}}_2}{\text{O]}}}}{{{\text{[}}{{\text{C}}_2}{{\text{H}}_5}{\text{OH][C}}{{\text{H}}_3}{\text{COOH]}}}}\);</p>
<p><em>Do not penalize minor errors in formulas.</em></p>
<p><em>Accept</em> \(({K_{\text{c}}} = )\frac{{{\text{[}}esther{\text{][}}water{\text{]}}}}{{[ethanol/alcohol{\text{][(}}ethanoic{\text{) }}acid{\text{]}}}}\)<em>.</em></p>
<div class="question_part_label">c.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\(({K_c} = )\frac{{0.828 \times 1.80}}{{0.884 \times 0.920}} = 1.83\);</p>
<p><em>If assumed [CH<sub>3</sub>COOH] = 0.884 mol dm<sup>-3</sup>, answer is 1.91 – allow this even if an answer was obtained for (iii).</em></p>
<p><em>If (ii) given as mean titre (26.5 cm<sup>3</sup>) then ECF answer comes to 1.79.</em></p>
<div class="question_part_label">c.v.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>repeat the titration a day/week later (and result should be the same) / <em>OWTTE</em>;</p>
<p><em>Accept “concentrations/physical properties/macroscopic properties of the system </em><em>do not change”.</em></p>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>enthalpy change/\(\Delta H\) for the reaction is (very) small / <em>OWTTE</em>;</p>
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>decreases (the amount of ethanoic acid converted);</p>
<p><em>Accept “increases amount of ethanoic acid present <span style="text-decoration: underline;">at equilibrium</span>” / OWTTE.</em></p>
<p>(adding product) shifts position of equilibrium towards reactants/LHS / increases</p>
<p>the rate of the reverse reaction / <em>OWTTE</em>;</p>
<div class="question_part_label">f.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>ethyl ethanoate/\({\text{C}}{{\text{H}}_{\text{3}}}{\text{COO}}{{\text{C}}_{\text{2}}}{{\text{H}}_{\text{5}}}\)/ester;</p>
<p>forms only weak hydrogen bonds (to water);</p>
<p><em>Allow “does not hydrogen bond to water” / “hydrocarbon sections too long” / OWTTE.</em></p>
<p><em>M2 can only be given only if M1 correct.</em></p>
<div class="question_part_label">g.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>(large excess of) water will shift the position of equilibrium (far to the left) / <em>OWTTE</em>;</p>
<p><em>Accept any other chemically sound response, such as “dissociation of ethanoic </em><em>acid would affect equilibrium”.</em></p>
<div class="question_part_label">h.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p>Generally candidates found this question quite challenging and some left quite a number of parts unanswered. The tradition is that the first question on the paper is a data response question, which often addresses many aspects of the syllabus, and unfortunately candidates, especially those of average or below average ability, seem to have difficulty in tackling questions of this nature. One other issue with data response questions is that, of necessity, the data appears at the beginning of the question whilst, mainly because of the space left for candidates to answer, the later parts of the question referring to these data may not appear until a number of pages into the paper.</p>
<p>Part (a) concerning density, volume and amount of substance was generally reasonably well answered, but the following parts, concerning uncertainties, were rarely answered correctly and a number confused precision (uncertainty, either absolute or as a percentage) and accuracy (percentage error in the value obtained). Many candidates also seemed to lack experimental common sense, simply taking an average that included an initial titre that was much larger than the concordant second and third titres, rather than excluding it. This lack of experimental “know how” was also evident in responses to (c) (iii) where it was unusual for the approach to the question to indicate the candidate had realised that the alkali was neutralising two different acids (HCl and \({\text{C}}{{\text{H}}_{\text{3}}}{\text{COOH}}\)) and again in part (d) where it was rare for the response to outline a practical solution to the problem, though quite a number of candidates suggested that the pH would become constant, presumably not realising that the pH would be dominated by the HCl catalyst. Most students could however carry out the more routine tasks of writing an equilibrium constant expression and determining its value from the data given. Many candidates were aware of Le Chatelier effects on the position of equilibrium, but a significant number failed to use this information to answer the question actually asked and the unusual approach to the effect of temperature disconcerted many. Whilst most students managed to identify the ester as the component of the mixture that was insoluble in water, the reasons given were usually couched in terms of the polarity of the molecule (many quite polar molecules, halogenoalkanes for example, are insoluble in water) rather than its inability to form strong hydrogen bonds to water, which is the critical factor. Quite a number of students came up with a valid reason why water would not be a suitable solvent, though some students appeared to have overlooked the fact the question stated “other reason”.</p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Generally candidates found this question quite challenging and some left quite a number of parts unanswered. The tradition is that the first question on the paper is a data response question, which often addresses many aspects of the syllabus, and unfortunately candidates, especially those of average or below average ability, seem to have difficulty in tackling questions of this nature. One other issue with data response questions is that, of necessity, the data appears at the beginning of the question whilst, mainly because of the space left for candidates to answer, the later parts of the question referring to these data may not appear until a number of pages into the paper.</p>
<p>Part (a) concerning density, volume and amount of substance was generally reasonably well answered, but the following parts, concerning uncertainties, were rarely answered correctly and a number confused precision (uncertainty, either absolute or as a percentage) and accuracy (percentage error in the value obtained). Many candidates also seemed to lack experimental common sense, simply taking an average that included an initial titre that was much larger than the concordant second and third titres, rather than excluding it. This lack of experimental “know how” was also evident in responses to (c) (iii) where it was unusual for the approach to the question to indicate the candidate had realised that the alkali was neutralising two different acids (HCl and \({\text{C}}{{\text{H}}_{\text{3}}}{\text{COOH}}\)) and again in part (d) where it was rare for the response to outline a practical solution to the problem, though quite a number of candidates suggested that the pH would become constant, presumably not realising that the pH would be dominated by the HCl catalyst. Most students could however carry out the more routine tasks of writing an equilibrium constant expression and determining its value from the data given. Many candidates were aware of Le Chatelier effects on the position of equilibrium, but a significant number failed to use this information to answer the question actually asked and the unusual approach to the effect of temperature disconcerted many. Whilst most students managed to identify the ester as the component of the mixture that was insoluble in water, the reasons given were usually couched in terms of the polarity of the molecule (many quite polar molecules, halogenoalkanes for example, are insoluble in water) rather than its inability to form strong hydrogen bonds to water, which is the critical factor. Quite a number of students came up with a valid reason why water would not be a suitable solvent, though some students appeared to have overlooked the fact the question stated “other reason”.</p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Generally candidates found this question quite challenging and some left quite a number of parts unanswered. The tradition is that the first question on the paper is a data response question, which often addresses many aspects of the syllabus, and unfortunately candidates, especially those of average or below average ability, seem to have difficulty in tackling questions of this nature. One other issue with data response questions is that, of necessity, the data appears at the beginning of the question whilst, mainly because of the space left for candidates to answer, the later parts of the question referring to these data may not appear until a number of pages into the paper.</p>
<p>Part (a) concerning density, volume and amount of substance was generally reasonably well answered, but the following parts, concerning uncertainties, were rarely answered correctly and a number confused precision (uncertainty, either absolute or as a percentage) and accuracy (percentage error in the value obtained). Many candidates also seemed to lack experimental common sense, simply taking an average that included an initial titre that was much larger than the concordant second and third titres, rather than excluding it. This lack of experimental “know how” was also evident in responses to (c) (iii) where it was unusual for the approach to the question to indicate the candidate had realised that the alkali was neutralising two different acids (HCl and \({\text{C}}{{\text{H}}_{\text{3}}}{\text{COOH}}\)) and again in part (d) where it was rare for the response to outline a practical solution to the problem, though quite a number of candidates suggested that the pH would become constant, presumably not realising that the pH would be dominated by the HCl catalyst. Most students could however carry out the more routine tasks of writing an equilibrium constant expression and determining its value from the data given. Many candidates were aware of Le Chatelier effects on the position of equilibrium, but a significant number failed to use this information to answer the question actually asked and the unusual approach to the effect of temperature disconcerted many. Whilst most students managed to identify the ester as the component of the mixture that was insoluble in water, the reasons given were usually couched in terms of the polarity of the molecule (many quite polar molecules, halogenoalkanes for example, are insoluble in water) rather than its inability to form strong hydrogen bonds to water, which is the critical factor. Quite a number of students came up with a valid reason why water would not be a suitable solvent, though some students appeared to have overlooked the fact the question stated “other reason”.</p>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Generally candidates found this question quite challenging and some left quite a number of parts unanswered. The tradition is that the first question on the paper is a data response question, which often addresses many aspects of the syllabus, and unfortunately candidates, especially those of average or below average ability, seem to have difficulty in tackling questions of this nature. One other issue with data response questions is that, of necessity, the data appears at the beginning of the question whilst, mainly because of the space left for candidates to answer, the later parts of the question referring to these data may not appear until a number of pages into the paper.</p>
<p>Part (a) concerning density, volume and amount of substance was generally reasonably well answered, but the following parts, concerning uncertainties, were rarely answered correctly and a number confused precision (uncertainty, either absolute or as a percentage) and accuracy (percentage error in the value obtained). Many candidates also seemed to lack experimental common sense, simply taking an average that included an initial titre that was much larger than the concordant second and third titres, rather than excluding it. This lack of experimental “know how” was also evident in responses to (c) (iii) where it was unusual for the approach to the question to indicate the candidate had realised that the alkali was neutralising two different acids (HCl and \({\text{C}}{{\text{H}}_{\text{3}}}{\text{COOH}}\)) and again in part (d) where it was rare for the response to outline a practical solution to the problem, though quite a number of candidates suggested that the pH would become constant, presumably not realising that the pH would be dominated by the HCl catalyst. Most students could however carry out the more routine tasks of writing an equilibrium constant expression and determining its value from the data given. Many candidates were aware of Le Chatelier effects on the position of equilibrium, but a significant number failed to use this information to answer the question actually asked and the unusual approach to the effect of temperature disconcerted many. Whilst most students managed to identify the ester as the component of the mixture that was insoluble in water, the reasons given were usually couched in terms of the polarity of the molecule (many quite polar molecules, halogenoalkanes for example, are insoluble in water) rather than its inability to form strong hydrogen bonds to water, which is the critical factor. Quite a number of students came up with a valid reason why water would not be a suitable solvent, though some students appeared to have overlooked the fact the question stated “other reason”.</p>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Generally candidates found this question quite challenging and some left quite a number of parts unanswered. The tradition is that the first question on the paper is a data response question, which often addresses many aspects of the syllabus, and unfortunately candidates, especially those of average or below average ability, seem to have difficulty in tackling questions of this nature. One other issue with data response questions is that, of necessity, the data appears at the beginning of the question whilst, mainly because of the space left for candidates to answer, the later parts of the question referring to these data may not appear until a number of pages into the paper.</p>
<p>Part (a) concerning density, volume and amount of substance was generally reasonably well answered, but the following parts, concerning uncertainties, were rarely answered correctly and a number confused precision (uncertainty, either absolute or as a percentage) and accuracy (percentage error in the value obtained). Many candidates also seemed to lack experimental common sense, simply taking an average that included an initial titre that was much larger than the concordant second and third titres, rather than excluding it. This lack of experimental “know how” was also evident in responses to (c) (iii) where it was unusual for the approach to the question to indicate the candidate had realised that the alkali was neutralising two different acids (HCl and \({\text{C}}{{\text{H}}_{\text{3}}}{\text{COOH}}\)) and again in part (d) where it was rare for the response to outline a practical solution to the problem, though quite a number of candidates suggested that the pH would become constant, presumably not realising that the pH would be dominated by the HCl catalyst. Most students could however carry out the more routine tasks of writing an equilibrium constant expression and determining its value from the data given. Many candidates were aware of Le Chatelier effects on the position of equilibrium, but a significant number failed to use this information to answer the question actually asked and the unusual approach to the effect of temperature disconcerted many. Whilst most students managed to identify the ester as the component of the mixture that was insoluble in water, the reasons given were usually couched in terms of the polarity of the molecule (many quite polar molecules, halogenoalkanes for example, are insoluble in water) rather than its inability to form strong hydrogen bonds to water, which is the critical factor. Quite a number of students came up with a valid reason why water would not be a suitable solvent, though some students appeared to have overlooked the fact the question stated “other reason”.</p>
<div class="question_part_label">c.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Generally candidates found this question quite challenging and some left quite a number of parts unanswered. The tradition is that the first question on the paper is a data response question, which often addresses many aspects of the syllabus, and unfortunately candidates, especially those of average or below average ability, seem to have difficulty in tackling questions of this nature. One other issue with data response questions is that, of necessity, the data appears at the beginning of the question whilst, mainly because of the space left for candidates to answer, the later parts of the question referring to these data may not appear until a number of pages into the paper.</p>
<p>Part (a) concerning density, volume and amount of substance was generally reasonably well answered, but the following parts, concerning uncertainties, were rarely answered correctly and a number confused precision (uncertainty, either absolute or as a percentage) and accuracy (percentage error in the value obtained). Many candidates also seemed to lack experimental common sense, simply taking an average that included an initial titre that was much larger than the concordant second and third titres, rather than excluding it. This lack of experimental “know how” was also evident in responses to (c) (iii) where it was unusual for the approach to the question to indicate the candidate had realised that the alkali was neutralising two different acids (HCl and \({\text{C}}{{\text{H}}_{\text{3}}}{\text{COOH}}\)) and again in part (d) where it was rare for the response to outline a practical solution to the problem, though quite a number of candidates suggested that the pH would become constant, presumably not realising that the pH would be dominated by the HCl catalyst. Most students could however carry out the more routine tasks of writing an equilibrium constant expression and determining its value from the data given. Many candidates were aware of Le Chatelier effects on the position of equilibrium, but a significant number failed to use this information to answer the question actually asked and the unusual approach to the effect of temperature disconcerted many. Whilst most students managed to identify the ester as the component of the mixture that was insoluble in water, the reasons given were usually couched in terms of the polarity of the molecule (many quite polar molecules, halogenoalkanes for example, are insoluble in water) rather than its inability to form strong hydrogen bonds to water, which is the critical factor. Quite a number of students came up with a valid reason why water would not be a suitable solvent, though some students appeared to have overlooked the fact the question stated “other reason”.</p>
<div class="question_part_label">c.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Generally candidates found this question quite challenging and some left quite a number of parts unanswered. The tradition is that the first question on the paper is a data response question, which often addresses many aspects of the syllabus, and unfortunately candidates, especially those of average or below average ability, seem to have difficulty in tackling questions of this nature. One other issue with data response questions is that, of necessity, the data appears at the beginning of the question whilst, mainly because of the space left for candidates to answer, the later parts of the question referring to these data may not appear until a number of pages into the paper.</p>
<p>Part (a) concerning density, volume and amount of substance was generally reasonably well answered, but the following parts, concerning uncertainties, were rarely answered correctly and a number confused precision (uncertainty, either absolute or as a percentage) and accuracy (percentage error in the value obtained). Many candidates also seemed to lack experimental common sense, simply taking an average that included an initial titre that was much larger than the concordant second and third titres, rather than excluding it. This lack of experimental “know how” was also evident in responses to (c) (iii) where it was unusual for the approach to the question to indicate the candidate had realised that the alkali was neutralising two different acids (HCl and \({\text{C}}{{\text{H}}_{\text{3}}}{\text{COOH}}\)) and again in part (d) where it was rare for the response to outline a practical solution to the problem, though quite a number of candidates suggested that the pH would become constant, presumably not realising that the pH would be dominated by the HCl catalyst. Most students could however carry out the more routine tasks of writing an equilibrium constant expression and determining its value from the data given. Many candidates were aware of Le Chatelier effects on the position of equilibrium, but a significant number failed to use this information to answer the question actually asked and the unusual approach to the effect of temperature disconcerted many. Whilst most students managed to identify the ester as the component of the mixture that was insoluble in water, the reasons given were usually couched in terms of the polarity of the molecule (many quite polar molecules, halogenoalkanes for example, are insoluble in water) rather than its inability to form strong hydrogen bonds to water, which is the critical factor. Quite a number of students came up with a valid reason why water would not be a suitable solvent, though some students appeared to have overlooked the fact the question stated “other reason”.</p>
<div class="question_part_label">c.v.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Generally candidates found this question quite challenging and some left quite a number of parts unanswered. The tradition is that the first question on the paper is a data response question, which often addresses many aspects of the syllabus, and unfortunately candidates, especially those of average or below average ability, seem to have difficulty in tackling questions of this nature. One other issue with data response questions is that, of necessity, the data appears at the beginning of the question whilst, mainly because of the space left for candidates to answer, the later parts of the question referring to these data may not appear until a number of pages into the paper.</p>
<p>Part (a) concerning density, volume and amount of substance was generally reasonably well answered, but the following parts, concerning uncertainties, were rarely answered correctly and a number confused precision (uncertainty, either absolute or as a percentage) and accuracy (percentage error in the value obtained). Many candidates also seemed to lack experimental common sense, simply taking an average that included an initial titre that was much larger than the concordant second and third titres, rather than excluding it. This lack of experimental “know how” was also evident in responses to (c) (iii) where it was unusual for the approach to the question to indicate the candidate had realised that the alkali was neutralising two different acids (HCl and \({\text{C}}{{\text{H}}_{\text{3}}}{\text{COOH}}\)) and again in part (d) where it was rare for the response to outline a practical solution to the problem, though quite a number of candidates suggested that the pH would become constant, presumably not realising that the pH would be dominated by the HCl catalyst. Most students could however carry out the more routine tasks of writing an equilibrium constant expression and determining its value from the data given. Many candidates were aware of Le Chatelier effects on the position of equilibrium, but a significant number failed to use this information to answer the question actually asked and the unusual approach to the effect of temperature disconcerted many. Whilst most students managed to identify the ester as the component of the mixture that was insoluble in water, the reasons given were usually couched in terms of the polarity of the molecule (many quite polar molecules, halogenoalkanes for example, are insoluble in water) rather than its inability to form strong hydrogen bonds to water, which is the critical factor. Quite a number of students came up with a valid reason why water would not be a suitable solvent, though some students appeared to have overlooked the fact the question stated “other reason”.</p>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Generally candidates found this question quite challenging and some left quite a number of parts unanswered. The tradition is that the first question on the paper is a data response question, which often addresses many aspects of the syllabus, and unfortunately candidates, especially those of average or below average ability, seem to have difficulty in tackling questions of this nature. One other issue with data response questions is that, of necessity, the data appears at the beginning of the question whilst, mainly because of the space left for candidates to answer, the later parts of the question referring to these data may not appear until a number of pages into the paper.</p>
<p>Part (a) concerning density, volume and amount of substance was generally reasonably well answered, but the following parts, concerning uncertainties, were rarely answered correctly and a number confused precision (uncertainty, either absolute or as a percentage) and accuracy (percentage error in the value obtained). Many candidates also seemed to lack experimental common sense, simply taking an average that included an initial titre that was much larger than the concordant second and third titres, rather than excluding it. This lack of experimental “know how” was also evident in responses to (c) (iii) where it was unusual for the approach to the question to indicate the candidate had realised that the alkali was neutralising two different acids (HCl and \({\text{C}}{{\text{H}}_{\text{3}}}{\text{COOH}}\)) and again in part (d) where it was rare for the response to outline a practical solution to the problem, though quite a number of candidates suggested that the pH would become constant, presumably not realising that the pH would be dominated by the HCl catalyst. Most students could however carry out the more routine tasks of writing an equilibrium constant expression and determining its value from the data given. Many candidates were aware of Le Chatelier effects on the position of equilibrium, but a significant number failed to use this information to answer the question actually asked and the unusual approach to the effect of temperature disconcerted many. Whilst most students managed to identify the ester as the component of the mixture that was insoluble in water, the reasons given were usually couched in terms of the polarity of the molecule (many quite polar molecules, halogenoalkanes for example, are insoluble in water) rather than its inability to form strong hydrogen bonds to water, which is the critical factor. Quite a number of students came up with a valid reason why water would not be a suitable solvent, though some students appeared to have overlooked the fact the question stated “other reason”.</p>
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Generally candidates found this question quite challenging and some left quite a number of parts unanswered. The tradition is that the first question on the paper is a data response question, which often addresses many aspects of the syllabus, and unfortunately candidates, especially those of average or below average ability, seem to have difficulty in tackling questions of this nature. One other issue with data response questions is that, of necessity, the data appears at the beginning of the question whilst, mainly because of the space left for candidates to answer, the later parts of the question referring to these data may not appear until a number of pages into the paper.</p>
<p>Part (a) concerning density, volume and amount of substance was generally reasonably well answered, but the following parts, concerning uncertainties, were rarely answered correctly and a number confused precision (uncertainty, either absolute or as a percentage) and accuracy (percentage error in the value obtained). Many candidates also seemed to lack experimental common sense, simply taking an average that included an initial titre that was much larger than the concordant second and third titres, rather than excluding it. This lack of experimental “know how” was also evident in responses to (c) (iii) where it was unusual for the approach to the question to indicate the candidate had realised that the alkali was neutralising two different acids (HCl and \({\text{C}}{{\text{H}}_{\text{3}}}{\text{COOH}}\)) and again in part (d) where it was rare for the response to outline a practical solution to the problem, though quite a number of candidates suggested that the pH would become constant, presumably not realising that the pH would be dominated by the HCl catalyst. Most students could however carry out the more routine tasks of writing an equilibrium constant expression and determining its value from the data given. Many candidates were aware of Le Chatelier effects on the position of equilibrium, but a significant number failed to use this information to answer the question actually asked and the unusual approach to the effect of temperature disconcerted many. Whilst most students managed to identify the ester as the component of the mixture that was insoluble in water, the reasons given were usually couched in terms of the polarity of the molecule (many quite polar molecules, halogenoalkanes for example, are insoluble in water) rather than its inability to form strong hydrogen bonds to water, which is the critical factor. Quite a number of students came up with a valid reason why water would not be a suitable solvent, though some students appeared to have overlooked the fact the question stated “other reason”.</p>
<div class="question_part_label">f.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Generally candidates found this question quite challenging and some left quite a number of parts unanswered. The tradition is that the first question on the paper is a data response question, which often addresses many aspects of the syllabus, and unfortunately candidates, especially those of average or below average ability, seem to have difficulty in tackling questions of this nature. One other issue with data response questions is that, of necessity, the data appears at the beginning of the question whilst, mainly because of the space left for candidates to answer, the later parts of the question referring to these data may not appear until a number of pages into the paper.</p>
<p>Part (a) concerning density, volume and amount of substance was generally reasonably well answered, but the following parts, concerning uncertainties, were rarely answered correctly and a number confused precision (uncertainty, either absolute or as a percentage) and accuracy (percentage error in the value obtained). Many candidates also seemed to lack experimental common sense, simply taking an average that included an initial titre that was much larger than the concordant second and third titres, rather than excluding it. This lack of experimental “know how” was also evident in responses to (c) (iii) where it was unusual for the approach to the question to indicate the candidate had realised that the alkali was neutralising two different acids (HCl and \({\text{C}}{{\text{H}}_{\text{3}}}{\text{COOH}}\)) and again in part (d) where it was rare for the response to outline a practical solution to the problem, though quite a number of candidates suggested that the pH would become constant, presumably not realising that the pH would be dominated by the HCl catalyst. Most students could however carry out the more routine tasks of writing an equilibrium constant expression and determining its value from the data given. Many candidates were aware of Le Chatelier effects on the position of equilibrium, but a significant number failed to use this information to answer the question actually asked and the unusual approach to the effect of temperature disconcerted many. Whilst most students managed to identify the ester as the component of the mixture that was insoluble in water, the reasons given were usually couched in terms of the polarity of the molecule (many quite polar molecules, halogenoalkanes for example, are insoluble in water) rather than its inability to form strong hydrogen bonds to water, which is the critical factor. Quite a number of students came up with a valid reason why water would not be a suitable solvent, though some students appeared to have overlooked the fact the question stated “other reason”.</p>
<div class="question_part_label">g.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Generally candidates found this question quite challenging and some left quite a number of parts unanswered. The tradition is that the first question on the paper is a data response question, which often addresses many aspects of the syllabus, and unfortunately candidates, especially those of average or below average ability, seem to have difficulty in tackling questions of this nature. One other issue with data response questions is that, of necessity, the data appears at the beginning of the question whilst, mainly because of the space left for candidates to answer, the later parts of the question referring to these data may not appear until a number of pages into the paper.</p>
<p>Part (a) concerning density, volume and amount of substance was generally reasonably well answered, but the following parts, concerning uncertainties, were rarely answered correctly and a number confused precision (uncertainty, either absolute or as a percentage) and accuracy (percentage error in the value obtained). Many candidates also seemed to lack experimental common sense, simply taking an average that included an initial titre that was much larger than the concordant second and third titres, rather than excluding it. This lack of experimental “know how” was also evident in responses to (c) (iii) where it was unusual for the approach to the question to indicate the candidate had realised that the alkali was neutralising two different acids (HCl and \({\text{C}}{{\text{H}}_{\text{3}}}{\text{COOH}}\)) and again in part (d) where it was rare for the response to outline a practical solution to the problem, though quite a number of candidates suggested that the pH would become constant, presumably not realising that the pH would be dominated by the HCl catalyst. Most students could however carry out the more routine tasks of writing an equilibrium constant expression and determining its value from the data given. Many candidates were aware of Le Chatelier effects on the position of equilibrium, but a significant number failed to use this information to answer the question actually asked and the unusual approach to the effect of temperature disconcerted many. Whilst most students managed to identify the ester as the component of the mixture that was insoluble in water, the reasons given were usually couched in terms of the polarity of the molecule (many quite polar molecules, halogenoalkanes for example, are insoluble in water) rather than its inability to form strong hydrogen bonds to water, which is the critical factor. Quite a number of students came up with a valid reason why water would not be a suitable solvent, though some students appeared to have overlooked the fact the question stated “other reason”.</p>
<div class="question_part_label">h.</div>
</div>
<br><hr><br><div class="specification">
<p class="p1">Ethanol has many industrial uses.</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">State an equation for the formation of ethanol from ethene and the necessary reaction conditions.</p>
<p class="p1">Equation:</p>
<p class="p1"> </p>
<p class="p1">Conditions:</p>
<div class="marks">[3]</div>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Define the term <em>average bond enthalpy</em>.</p>
<div class="marks">[2]</div>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Ethanol can be used as a fuel. Determine the enthalpy of combustion of ethanol at 298 K, in \({\text{kJ}}\,{\text{mo}}{{\text{l}}^{ - {\text{1}}}}\), using the values in table 10 of the data booklet, assuming all reactants and products are gaseous.</p>
<div class="marks">[4]</div>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Students can also measure the enthalpy of combustion of ethanol in the laboratory using calorimetry. Suggest the major source of systematic error in these procedures.</p>
<div class="marks">[1]</div>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">State the equation for the acid-catalysed reaction of ethanol with propanoic acid and state the name of the organic product.</p>
<p class="p1">Equation:</p>
<p class="p1"> </p>
<p class="p1"> </p>
<p class="p1">Name of the organic product:</p>
<div class="marks">[2]</div>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">A polyester can be formed when ethane-1,2-diol reacts with benzene-1,4-dicarboxylic acid.</p>
<p class="p1">Deduce the structure of the repeating unit and state the other product formed.</p>
<p class="p1">Repeating unit:</p>
<p class="p1"> </p>
<p class="p1"> </p>
<p class="p1"> </p>
<p class="p1">Other product:</p>
<div class="marks">[2]</div>
<div class="question_part_label">e.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">State the type of polymerization that occurs.</p>
<div class="marks">[1]</div>
<div class="question_part_label">e.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1"><span class="s1">The standard enthalpy change of combustion, \(\Delta H_{\text{c}}^\Theta \), of propanoic acid is \( - 1527{\text{ kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}\)</span>. Determine the standard enthalpy change of formation of propanoic acid, in \({\text{kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}\), using this information and data from table 12 of the data booklet.</p>
<div class="marks">[4]</div>
<div class="question_part_label">f.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Deduce, giving a reason, the sign of the standard entropy change of the system for the formation of propanoic acid from its elements.</p>
<div class="marks">[2]</div>
<div class="question_part_label">f.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Identify <strong>three</strong> allotropes of carbon and describe their structures.</p>
<div class="marks">[4]</div>
<div class="question_part_label">g.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1"><em>Equation:</em></p>
<p class="p1">\({\text{C}}{{\text{H}}_{\text{2}}}{\text{C}}{{\text{H}}_{\text{2}}} + {{\text{H}}_{\text{2}}}{\text{O}} \to {\text{C}}{{\text{H}}_{\text{3}}}{\text{C}}{{\text{H}}_{\text{2}}}{\text{OH/}}{{\text{C}}_2}{{\text{H}}_4} + {{\text{H}}_2}{\text{O}} \to {{\text{C}}_2}{{\text{H}}_5}{\text{OH}}\);</p>
<p class="p1"><em>Conditions</em>:</p>
<p class="p1">(concentrated) sulfuric acid/\({{\text{H}}_2}{\text{S}}{{\text{O}}_4}\);</p>
<p class="p1"><em>Do not accept dilute sulfuric acid.</em></p>
<p class="p1"><em>Accept phosphoric acid/</em>\({H_3}P{O_4}\)<em> (on pellets of silicon dioxide) (for industrial preparation).</em></p>
<p class="p1">heat / high temperature;</p>
<p class="p1"><em>Do not accept warm.</em></p>
<p class="p1"><em>Accept high pressure (for industrial preparation) for M3 only if </em>\({H_3}P{O_4}\)<em> is given for M2</em>.</p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">energy needed to break (1 mol of) a bond in the <span style="text-decoration: underline;">gaseous</span> state/phase;</p>
<p class="p1">(averaged over) similar compounds;</p>
<p class="p1"><em>Do not accept “similar bonds” instead of “similar compounds”.</em></p>
<p class="p1"><em>Concept of “similar” is important for M2.</em></p>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">\({\text{C}}{{\text{H}}_3}{\text{C}}{{\text{H}}_2}{\text{OH}} + {\text{3}}{{\text{O}}_2} \to {\text{2C}}{{\text{O}}_2} + {\text{3}}{{\text{H}}_2}{\text{O}}\);</p>
<p class="p1"><em>Bonds broken:</em></p>
<p class="p1">\(347 + (5 \times 413) + 358 + 464 + (3 \times 498)/4728{\text{ (kJ)}}/{\text{C–C}} + 5{\text{C–H}} + {\text{C–O}} + {\text{O–H}} + {\text{3O=O}}\);</p>
<p class="p1"><em>Bonds made:</em></p>
<p class="p1">\((4 \times 746) + (6 \times 464) = 5768{\text{ (kJ)}}/{\text{4C = O}} + {\text{6O–H}}\);</p>
<p class="p1">\(\Delta H = (4728 - 5768 = ) - 1040{\text{ }}({\text{kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}})\) / bonds broken − bonds formed;</p>
<p class="p1"><em>Award </em><strong><em>[4] </em></strong><em>for correct final answer.</em></p>
<p class="p1"><em>Award </em><strong><em>[3] </em></strong><em>for (</em><span class="s1">+</span><em>)1040 (</em>\(kJ\,mo{l^{ - 1}}\)<em>).</em></p>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">heat loss (to the surroundings);</p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">\({\text{C}}{{\text{H}}_3}{\text{C}}{{\text{H}}_2}{\text{OH}} + {\text{C}}{{\text{H}}_3}{\text{C}}{{\text{H}}_2}{\text{COOH}} \rightleftharpoons {\text{C}}{{\text{H}}_3}{\text{C}}{{\text{H}}_2}{\text{OOCCH2C}}{{\text{H}}_3} + {{\text{H}}_2}{\text{O}}\);</p>
<p class="p1">ethyl propanoate;</p>
<p class="p1"><em>Do not penalize if equilibrium arrow missing.</em></p>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><em>Repeating unit</em>:</p>
<p class="p1"><img src="images/Schermafbeelding_2016-08-02_om_19.36.30.png" alt="M15/4/CHEMI/HP2/ENG/TZ1/05.e.i/M"> ;</p>
<p class="p1"><em>Continuation lines must be shown.</em></p>
<p class="p1"><em>Ignore brackets and n.</em></p>
<p class="p1"><em>Accept condensed formulas such as </em>\(C{H_2}\) <em>and </em>\({C_6}{H_4}\)<em>.</em></p>
<p class="p1"><em>Other product:</em></p>
<p class="p1">\({{\text{H}}_{\text{2}}}{\text{O}}\)/water;</p>
<div class="question_part_label">e.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">condensation;</p>
<div class="question_part_label">e.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\({\text{3C(s)}} + {\text{3}}{{\text{H}}_2}{\text{(g)}} + {{\text{O}}_2}{\text{(g)}} \to {\text{C}}{{\text{H}}_{\text{3}}}{\text{C}}{{\text{H}}_{\text{2}}}{\text{COOH(l)}}\);</p>
<p>\(\Delta H_{\text{f}}^\Theta = \sum \Delta H_{\text{c}}^\Theta {\text{ (reactants)}} - \sum {\Delta H_{\text{c}}^\Theta {\text{ (products)}}} \);</p>
<p><em>Accept any suitable energy cycle.</em></p>
<p>\(\sum {\Delta H_{\text{c}}^\Theta {\text{ (reactants)}}} = 3 \times ( - 394) + 3 \times ( - 286)/ - 2040{\text{ (kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}})\);</p>
<p>\((\Delta H_{\text{f}}^\Theta = [3 \times ( - 394) + 3 \times ( - 286)] - ( - 1527) = ) - 513{\text{ (kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}})\);</p>
<p><strong>OR</strong></p>
<p>\({\text{C}}{{\text{H}}_3}{\text{C}}{{\text{H}}_2}{\text{COOH(l)}} + {\text{3.5}}{{\text{O}}_2}{\text{(g)}} \to {\text{3C}}{{\text{O}}_2}{\text{(g)}} + {\text{3}}{{\text{H}}_2}{\text{O(g)}}\);</p>
<p>\(\Delta H_{\text{c}}^\Theta = \sum {\Delta H_{\text{f}}^\Theta {\text{ }}(products)} - \sum {\Delta H_{\text{f}}^\Theta {\text{ }}(reactants)} \);</p>
<p>\(\sum {\Delta H_{\text{f}}^\Theta {\text{ (products)}}} = 3 \times ( - 394) + 3 \times ( - 286)/ - 2040{\text{ (kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}{\text{)}}\);</p>
<p>\({\text{(}}\Delta H_{\text{f}}^\Theta = [3 \times ( - 394) + 3 \times ( - 286)] - ( - 1527) = ) - 513{\text{ (kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}{\text{)}}\);</p>
<p><em>Ignore state symbols.</em></p>
<p><em>Award </em><strong><em>[4] </em></strong><em>for correct final answer</em>.</p>
<div class="question_part_label">f.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">negative;</p>
<p class="p1">reduction in the number of <span style="text-decoration: underline;">gaseous</span> molecules;</p>
<div class="question_part_label">f.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><em>Allotropes:</em></p>
<p class="p1"><em>Any </em><strong><em>three </em></strong><em>allotropes for </em><strong><em>[1] </em></strong><em>from:</em></p>
<p class="p1">diamond</p>
<p class="p1">graphite</p>
<p class="p1">fullerene</p>
<p class="p1">graphene;</p>
<p class="p1"><em>Allow (carbon) nanotubes for graphene.</em></p>
<p class="p1"><em>Accept </em>\({C_{{\text{60}}}}\)<em>/</em>\({C_{{\text{70}}}}\)<em>/buckminsterfullerene/bucky balls for fullerene.</em></p>
<p class="p1"><em>Structures:</em></p>
<p class="p1"><em>Any three for </em><strong><em>[3] </em></strong><em>from:</em></p>
<p class="p1"><em>Diamond:</em></p>
<p class="p1">tetrahedral arrangement of (carbon) atoms/each carbon bonded to four others / \({\text{s}}{{\text{p}}^{\text{3}}}\) <strong>and </strong>3D/covalent network structure;</p>
<p class="p1"><em>Graphite:</em></p>
<p class="p1">each carbon bonded to three others (in a trigonal planar arrangement) / \({\text{s}}{{\text{p}}^{\text{2}}}\) <strong>and</strong> 2D / layers of (carbon) atoms;</p>
<p class="p1"><em>Fullerene:</em></p>
<p class="p1">each (carbon) atom bonded to three others (in a trigonal arrangement) / \({\text{s}}{{\text{p}}^{\text{2}}}\) <strong>and</strong> joined in a ball/cage/sphere/connected hexagons and pentagons;</p>
<p class="p1"><em>Accept “trigonal planar” for “each carbon atom bonded to three others” part in M4.</em></p>
<p class="p1"><em>Graphene:</em></p>
<p class="p1">each carbon bonded to three others (in a trigonal arrangement) / \({\text{s}}{{\text{p}}^{\text{2}}}\) <strong>and</strong> 2D structure;</p>
<div class="question_part_label">g.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">There was poor understanding of the transformation in (a). When defining the <em>average bond enthalpy </em>in (b), the notion of “gaseous” was frequently omitted and very few mentioned the bonds being in similar compounds. In the calculation, many omitted the C–C bond and many did not work from a properly balanced equation which led to disaster. Nearly every candidate attempting this question was able to suggest “heat loss”. In (d) the usual errors were made; the name was the wrong way round, water was missing from the equation and wrong products (such as pentanoic acid) were suggested. In (e) (i) the diagrams were poor but water was usually given correctly. Most gave condensation as the type of polymerization. The key to gaining marks in questions such as (f) (i) is to start with a balanced equation, [1 mark], and then set the calculation out correctly and tidily. Part marks cannot be given if the examiner cannot follow what the candidate is doing. Many correctly gave “negative” in (ii) but the explanations lacked clarity. Most gained a mark in (g) for knowing three allotropes but the description of structures was poorly done. The [4] (marks) for this part gives some idea of the amount of detail expected.</p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">There was poor understanding of the transformation in (a). When defining the <em>average bond enthalpy </em>in (b), the notion of “gaseous” was frequently omitted and very few mentioned the bonds being in similar compounds. In the calculation, many omitted the C–C bond and many did not work from a properly balanced equation which led to disaster. Nearly every candidate attempting this question was able to suggest “heat loss”. In (d) the usual errors were made; the name was the wrong way round, water was missing from the equation and wrong products (such as pentanoic acid) were suggested. In (e) (i) the diagrams were poor but water was usually given correctly. Most gave condensation as the type of polymerization. The key to gaining marks in questions such as (f) (i) is to start with a balanced equation, [1 mark], and then set the calculation out correctly and tidily. Part marks cannot be given if the examiner cannot follow what the candidate is doing. Many correctly gave “negative” in (ii) but the explanations lacked clarity. Most gained a mark in (g) for knowing three allotropes but the description of structures was poorly done. The [4] (marks) for this part gives some idea of the amount of detail expected.</p>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">There was poor understanding of the transformation in (a). When defining the <em>average bond enthalpy </em>in (b), the notion of “gaseous” was frequently omitted and very few mentioned the bonds being in similar compounds. In the calculation, many omitted the C–C bond and many did not work from a properly balanced equation which led to disaster. Nearly every candidate attempting this question was able to suggest “heat loss”. In (d) the usual errors were made; the name was the wrong way round, water was missing from the equation and wrong products (such as pentanoic acid) were suggested. In (e) (i) the diagrams were poor but water was usually given correctly. Most gave condensation as the type of polymerization. The key to gaining marks in questions such as (f) (i) is to start with a balanced equation, [1 mark], and then set the calculation out correctly and tidily. Part marks cannot be given if the examiner cannot follow what the candidate is doing. Many correctly gave “negative” in (ii) but the explanations lacked clarity. Most gained a mark in (g) for knowing three allotropes but the description of structures was poorly done. The [4] (marks) for this part gives some idea of the amount of detail expected.</p>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">There was poor understanding of the transformation in (a). When defining the <em>average bond enthalpy </em>in (b), the notion of “gaseous” was frequently omitted and very few mentioned the bonds being in similar compounds. In the calculation, many omitted the C–C bond and many did not work from a properly balanced equation which led to disaster. Nearly every candidate attempting this question was able to suggest “heat loss”. In (d) the usual errors were made; the name was the wrong way round, water was missing from the equation and wrong products (such as pentanoic acid) were suggested. In (e) (i) the diagrams were poor but water was usually given correctly. Most gave condensation as the type of polymerization. The key to gaining marks in questions such as (f) (i) is to start with a balanced equation, [1 mark], and then set the calculation out correctly and tidily. Part marks cannot be given if the examiner cannot follow what the candidate is doing. Many correctly gave “negative” in (ii) but the explanations lacked clarity. Most gained a mark in (g) for knowing three allotropes but the description of structures was poorly done. The [4] (marks) for this part gives some idea of the amount of detail expected.</p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">There was poor understanding of the transformation in (a). When defining the <em>average bond enthalpy </em>in (b), the notion of “gaseous” was frequently omitted and very few mentioned the bonds being in similar compounds. In the calculation, many omitted the C–C bond and many did not work from a properly balanced equation which led to disaster. Nearly every candidate attempting this question was able to suggest “heat loss”. In (d) the usual errors were made; the name was the wrong way round, water was missing from the equation and wrong products (such as pentanoic acid) were suggested. In (e) (i) the diagrams were poor but water was usually given correctly. Most gave condensation as the type of polymerization. The key to gaining marks in questions such as (f) (i) is to start with a balanced equation, [1 mark], and then set the calculation out correctly and tidily. Part marks cannot be given if the examiner cannot follow what the candidate is doing. Many correctly gave “negative” in (ii) but the explanations lacked clarity. Most gained a mark in (g) for knowing three allotropes but the description of structures was poorly done. The [4] (marks) for this part gives some idea of the amount of detail expected.</p>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">There was poor understanding of the transformation in (a). When defining the <em>average bond enthalpy </em>in (b), the notion of “gaseous” was frequently omitted and very few mentioned the bonds being in similar compounds. In the calculation, many omitted the C–C bond and many did not work from a properly balanced equation which led to disaster. Nearly every candidate attempting this question was able to suggest “heat loss”. In (d) the usual errors were made; the name was the wrong way round, water was missing from the equation and wrong products (such as pentanoic acid) were suggested. In (e) (i) the diagrams were poor but water was usually given correctly. Most gave condensation as the type of polymerization. The key to gaining marks in questions such as (f) (i) is to start with a balanced equation, [1 mark], and then set the calculation out correctly and tidily. Part marks cannot be given if the examiner cannot follow what the candidate is doing. Many correctly gave “negative” in (ii) but the explanations lacked clarity. Most gained a mark in (g) for knowing three allotropes but the description of structures was poorly done. The [4] (marks) for this part gives some idea of the amount of detail expected.</p>
<div class="question_part_label">e.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">There was poor understanding of the transformation in (a). When defining the <em>average bond enthalpy </em>in (b), the notion of “gaseous” was frequently omitted and very few mentioned the bonds being in similar compounds. In the calculation, many omitted the C–C bond and many did not work from a properly balanced equation which led to disaster. Nearly every candidate attempting this question was able to suggest “heat loss”. In (d) the usual errors were made; the name was the wrong way round, water was missing from the equation and wrong products (such as pentanoic acid) were suggested. In (e) (i) the diagrams were poor but water was usually given correctly. Most gave condensation as the type of polymerization. The key to gaining marks in questions such as (f) (i) is to start with a balanced equation, [1 mark], and then set the calculation out correctly and tidily. Part marks cannot be given if the examiner cannot follow what the candidate is doing. Many correctly gave “negative” in (ii) but the explanations lacked clarity. Most gained a mark in (g) for knowing three allotropes but the description of structures was poorly done. The [4] (marks) for this part gives some idea of the amount of detail expected.</p>
<div class="question_part_label">e.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">There was poor understanding of the transformation in (a). When defining the <em>average bond enthalpy </em>in (b), the notion of “gaseous” was frequently omitted and very few mentioned the bonds being in similar compounds. In the calculation, many omitted the C–C bond and many did not work from a properly balanced equation which led to disaster. Nearly every candidate attempting this question was able to suggest “heat loss”. In (d) the usual errors were made; the name was the wrong way round, water was missing from the equation and wrong products (such as pentanoic acid) were suggested. In (e) (i) the diagrams were poor but water was usually given correctly. Most gave condensation as the type of polymerization. The key to gaining marks in questions such as (f) (i) is to start with a balanced equation, [1 mark], and then set the calculation out correctly and tidily. Part marks cannot be given if the examiner cannot follow what the candidate is doing. Many correctly gave “negative” in (ii) but the explanations lacked clarity. Most gained a mark in (g) for knowing three allotropes but the description of structures was poorly done. The [4] (marks) for this part gives some idea of the amount of detail expected.</p>
<div class="question_part_label">f.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">There was poor understanding of the transformation in (a). When defining the <em>average bond enthalpy </em>in (b), the notion of “gaseous” was frequently omitted and very few mentioned the bonds being in similar compounds. In the calculation, many omitted the C–C bond and many did not work from a properly balanced equation which led to disaster. Nearly every candidate attempting this question was able to suggest “heat loss”. In (d) the usual errors were made; the name was the wrong way round, water was missing from the equation and wrong products (such as pentanoic acid) were suggested. In (e) (i) the diagrams were poor but water was usually given correctly. Most gave condensation as the type of polymerization. The key to gaining marks in questions such as (f) (i) is to start with a balanced equation, [1 mark], and then set the calculation out correctly and tidily. Part marks cannot be given if the examiner cannot follow what the candidate is doing. Many correctly gave “negative” in (ii) but the explanations lacked clarity. Most gained a mark in (g) for knowing three allotropes but the description of structures was poorly done. The [4] (marks) for this part gives some idea of the amount of detail expected.</p>
<div class="question_part_label">f.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">There was poor understanding of the transformation in (a). When defining the <em>average bond enthalpy </em>in (b), the notion of “gaseous” was frequently omitted and very few mentioned the bonds being in similar compounds. In the calculation, many omitted the C–C bond and many did not work from a properly balanced equation which led to disaster. Nearly every candidate attempting this question was able to suggest “heat loss”. In (d) the usual errors were made; the name was the wrong way round, water was missing from the equation and wrong products (such as pentanoic acid) were suggested. In (e) (i) the diagrams were poor but water was usually given correctly. Most gave condensation as the type of polymerization. The key to gaining marks in questions such as (f) (i) is to start with a balanced equation, [1 mark], and then set the calculation out correctly and tidily. Part marks cannot be given if the examiner cannot follow what the candidate is doing. Many correctly gave “negative” in (ii) but the explanations lacked clarity. Most gained a mark in (g) for knowing three allotropes but the description of structures was poorly done. The [4] (marks) for this part gives some idea of the amount of detail expected.</p>
<div class="question_part_label">g.</div>
</div>
<br><hr><br><div class="specification">
<p>Two hydrides of nitrogen are ammonia and hydrazine, \({{\text{N}}_{\text{2}}}{{\text{H}}_{\text{4}}}\). One derivative of ammonia is methanamine whose molecular structure is shown below.</p>
<p style="text-align: center;"><img src="images/Schermafbeelding_2017-09-20_om_11.35.47.png" alt="M17/4/CHEMI/HP2/ENG/TZ1/05"></p>
</div>
<div class="specification">
<p>Hydrazine is used to remove oxygen from water used to generate steam or hot water.</p>
<p>\[{{\text{N}}_{\text{2}}}{{\text{H}}_{\text{4}}}{\text{(aq)}} + {{\text{O}}_{\text{2}}}{\text{(aq)}} \to {{\text{N}}_{\text{2}}}{\text{(g)}} + {\text{2}}{{\text{H}}_{\text{2}}}{\text{O(l)}}\]</p>
<p>The concentration of dissolved oxygen in a sample of water is \(8.0 \times {10^{ - 3}}{\text{ g}}\,{\text{d}}{{\text{m}}^{ - 3}}\).</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Estimate the H−N−H bond angle in methanamine using VSEPR theory.</p>
<div class="marks">[1]</div>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>State the electron domain geometry around the nitrogen atom and its hybridization in methanamine.</p>
<p> </p>
<div class="marks">[2]</div>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Ammonia reacts reversibly with water.<br>\[{\text{N}}{{\text{H}}_{\text{3}}}{\text{(g)}} + {{\text{H}}_{\text{2}}}{\text{O(l)}} \rightleftharpoons {\text{NH}}_{\text{4}}^ + {\text{(aq)}} + {\text{O}}{{\text{H}}^ - }{\text{(aq)}}\]<br>Explain the effect of adding \({{\text{H}}^ + }{\text{(aq)}}\) ions on the position of the equilibrium.</p>
<div class="marks">[2]</div>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Hydrazine reacts with water in a similar way to ammonia. (The association of a molecule of hydrazine with a second H<sup>+</sup> is so small it can be neglected.)</p>
<p style="text-align: left;">\[{{\text{N}}_{\text{2}}}{{\text{H}}_{\text{4}}}{\text{(aq)}} + {{\text{H}}_{\text{2}}}{\text{O(l)}} \rightleftharpoons {{\text{N}}_{\text{2}}}{\text{H}}_{\text{5}}^ + {\text{(aq)}} + {\text{O}}{{\text{H}}^ - }{\text{(aq)}}\]</p>
<p style="text-align: left;">\[{\text{p}}{K_{\text{b}}}{\text{ (hydrazine)}} = 5.77\]</p>
<p style="text-align: left;">Calculate the pH of a \(0.0100{\text{ mol}}\,{\text{d}}{{\text{m}}^{ - 3}}\) solution of hydrazine.</p>
<div class="marks">[3]</div>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Suggest a suitable indicator for the titration of hydrazine solution with dilute sulfuric acid using section 22 of the data booklet.</p>
<div class="marks">[1]</div>
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Outline, using an ionic equation, what is observed when magnesium powder is added to a solution of ammonium chloride.</p>
<div class="marks">[2]</div>
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Determine the enthalpy change of reaction, \(\Delta H\), in kJ, when 1.00 mol of gaseous hydrazine decomposes to its elements. Use bond enthalpy values in section 11 of the data booklet.</p>
<p>\[{{\text{N}}_{\text{2}}}{{\text{H}}_{\text{4}}}{\text{(g)}} \to {{\text{N}}_{\text{2}}}{\text{(g)}} + {\text{2}}{{\text{H}}_{\text{2}}}{\text{(g)}}\]</p>
<div class="marks">[3]</div>
<div class="question_part_label">f.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>The standard enthalpy of formation of \({{\text{N}}_{\text{2}}}{{\text{H}}_{\text{4}}}{\text{(l)}}\) is \( + 50.6{\text{ kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}\). Calculate the enthalpy of vaporization, \(\Delta {H_{{\text{vap}}}}\), of hydrazine in \({\text{kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}\). \[{{\text{N}}_{\text{2}}}{{\text{H}}_{\text{4}}}{\text{(l)}} \to {{\text{N}}_{\text{2}}}{{\text{H}}_{\text{4}}}{\text{(g)}}\] (If you did not get an answer to (f), use \( - 85{\text{ kJ}}\) but this is not the correct answer.)</p>
<div class="marks">[2]</div>
<div class="question_part_label">g.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Calculate, showing your working, the mass of hydrazine needed to remove all the dissolved oxygen from \({\text{1000 d}}{{\text{m}}^{\text{3}}}\) of the sample.</p>
<div class="marks">[3]</div>
<div class="question_part_label">h.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Calculate the volume, in \({\text{d}}{{\text{m}}^{\text{3}}}\), of nitrogen formed under SATP conditions. (The volume of 1 mol of gas = \({\text{24.8 d}}{{\text{m}}^{\text{3}}}\) at SATP.)</p>
<div class="marks">[1]</div>
<div class="question_part_label">h.ii.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p>107°</p>
<p> </p>
<p><em>Accept 100° </em><em>to < </em><em>109.5°.</em></p>
<p><em>Literature value = </em><em>105.8°</em></p>
<p><strong><em>[1 mark]</em></strong></p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>tetrahedral</p>
<p>sp<sup>3</sup></p>
<p> </p>
<p> </p>
<p><em>No ECF allowed.</em></p>
<p><strong><em>[2 marks]</em></strong></p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>removes/reacts with \({\text{O}}{{\text{H}}^ - }\)</p>
<p>moves to the right/products «to replace \({\text{O}}{{\text{H}}^ - }\) ions»</p>
<p> </p>
<p><em>Accept ionic equation for M1.</em></p>
<p><strong><em>[2 marks]</em></strong></p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><em>K</em><sub>b</sub> = 10<sup>–5.77</sup> / 1.698 x 10<sup>–6</sup><br><em><strong>OR</strong></em><br>\({K_{\text{b}}} = \frac{{\left[ {{{\text{N}}_{\text{2}}}{\text{H}}_5^ + } \right] \times \left[ {{\text{O}}{{\text{H}}^ - }} \right]}}{{\left[ {{{\text{N}}_{\text{2}}}{{\text{H}}_4}} \right]}}\)</p>
<p> [OH<sup>–</sup>]<sup>2</sup> «= 1.698 × 10<sup>–6</sup> × 0.0100» = 1.698 × 10<sup>–8</sup></p>
<p><em><strong>OR</strong></em></p>
<p>[OH<sup>–</sup>] «\( = \sqrt {1.698 \times {{10}^{ - 8}}} \)» = 1.303 × 10<sup>–4</sup> «mol dm<sup>–3</sup>»</p>
<p>pH «\( = - {\text{lo}}{{\text{g}}_{10}}\frac{{1 \times {{10}^{ - 14}}}}{{1.3 \times {{10}^{ - 4}}}}\)» = 10.1</p>
<p> </p>
<p><em>Award [3] for correct final answer.</em></p>
<p><em>Give appropriate credit for other methods containing errors that do not yield correct final answer.</em></p>
<p><strong><em>[3 marks]</em></strong></p>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>methyl red</p>
<p><em><strong>OR</strong></em></p>
<p>bromocresol green</p>
<p><em><strong>OR</strong></em></p>
<p>bromophenol blue</p>
<p><em><strong>OR</strong></em></p>
<p>methyl orange</p>
<p><em><strong>[1 mark]</strong></em></p>
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>bubbles</p>
<p><strong><em>OR</em></strong></p>
<p>gas</p>
<p><strong><em>OR</em></strong></p>
<p>magnesium disappears</p>
<p>\({\text{2NH}}_{\text{4}}^ + {\text{(aq)}} + {\text{Mg(s)}} \to {\text{M}}{{\text{g}}^{{\text{2}} + }}{\text{(aq)}} + {\text{2N}}{{\text{H}}_{\text{3}}}{\text{(aq)}} + {{\text{H}}_{\text{2}}}{\text{(g)}}\)</p>
<p> </p>
<p><em>Do </em><strong><em>not </em></strong><em>accept “hydrogen” without </em><em>reference to observed changes.</em></p>
<p><em>Accept "smell of ammonia".</em></p>
<p><em>Accept 2H<sup>+</sup></em><em>(aq) + </em><em>Mg(s) </em>\( \to \)<em> </em><em>Mg</em><sup><em>2+</em></sup><em>(aq) + </em><em>H</em><sub><em>2</em></sub><em>(g)</em></p>
<p><em>Equation must be ionic.</em></p>
<p><strong><em>[2 marks]</em></strong></p>
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><em>bonds broken</em>:</p>
<p>E(N–N) + 4E(N–H)</p>
<p><strong><em>OR</em></strong></p>
<p>\(158{\text{ }}\ll {\text{kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}\gg + 4 \times 391{\text{ }}\ll {\text{kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}\gg /1722{\text{ }}\ll {\text{kJ}}\gg \)</p>
<p><em>bonds formed</em>:</p>
<p>E(N\( \equiv \)N) + 2E(H–H)</p>
<p><strong><em>OR</em></strong></p>
<p>\(945{\text{ }}\ll {\text{kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}\gg + 2 \times 436{\text{ }}\ll {\text{kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}\gg /1817{\text{ }}\ll {\text{kJ}}\gg \)</p>
<p>\(\ll \Delta H = {\text{bonds broken}} - {\text{bonds formed}} = 1722 - 1817 = \gg - 95{\text{ }}\ll {\text{kJ}}\gg \)</p>
<p> </p>
<p><em>Award [3] for correct final answer.</em></p>
<p><em>Award [2 max] for +</em><em>95 </em><strong><em>«</em></strong><em>kJ</em><strong><em>»</em></strong><em>.</em></p>
<p><strong><em>[3 marks]</em></strong></p>
<p> </p>
<div class="question_part_label">f.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><img src="images/Schermafbeelding_2017-09-20_om_14.03.34.png" alt="M17/4/CHEMI/HP2/ENG/TZ1/05.g/M"></p>
<p><strong><em>OR</em></strong></p>
<p>\(\Delta {H_{{\text{vap}}}} = - 50.6{\text{ kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}} - {\text{(}} - 95{\text{ kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}{\text{)}}\)</p>
<p>\(\ll \Delta {H_{vap}} = \gg + 44{\text{ }}\ll {\text{kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}\gg \)</p>
<p> </p>
<p><em>Award [2] for correct final answer. Award </em><em>[1 max] for </em>–<em>44 </em><em>«</em><em>kJ mol<sup>–</sup></em><sup><em>1</em></sup><em>».</em></p>
<p><em>Award [2] for:</em></p>
<p><em>ΔH</em><sub><em>vap </em></sub>= –<em>50.6 kJ mol<sup>–</sup></em><sup><em>1 </em></sup><em>– (–85 J mol<sup>–</sup></em><sup><em>1</em></sup><em>) = </em>＋<em>34 </em><em>«</em><em>kJ mol<sup>–</sup></em><sup><em>1</em></sup><em>»</em><em>.</em></p>
<p><em>Award [1 max] for –</em><em>34 </em><em>«</em><em>kJ mol<sup>–</sup></em><sup><em>1</em></sup><em>».</em></p>
<p><strong><em>[2 marks]</em></strong></p>
<div class="question_part_label">g.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>total mass of oxygen \(\ll = 8.0 \times {10^{ - 3}}{\text{ g}}\,{\text{d}}{{\text{m}}^{ - 3}} \times 1000{\text{ d}}{{\text{m}}^3}\gg = 8.0{\text{ }}\ll {\text{g}}\gg \)</p>
<p>\({\text{n(}}{{\text{O}}_{\text{2}}}{\text{) }}\ll = \frac{{8.0{\text{ g}}}}{{32.00{\text{ g}}\,{\text{mo}}{{\text{l}}^{ - 1}}}} = \gg {\text{ }}0.25{\text{ }}\ll {\text{mol}}\gg \)</p>
<p><strong><em>OR</em></strong></p>
<p>\({\text{n(}}{{\text{N}}_{\text{2}}}{{\text{H}}_{\text{4}}}{\text{)}} = {\text{n(}}{{\text{O}}_{\text{2}}}{\text{)}}\)</p>
<p>\(\ll {\text{mass of hydrazine}} = 0.25{\text{ mol}} \times 32.06{\text{ g}}\,{\text{mo}}{{\text{l}}^{ - 1}} = \gg {\text{ }}8.0{\text{ }}\ll {\text{g}}\gg \)</p>
<p> </p>
<p><em>Award [3] for correct final answer.</em></p>
<p><strong><em>[3 marks]</em></strong></p>
<div class="question_part_label">h.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\(\ll {\text{n(}}{{\text{N}}_{\text{2}}}{{\text{H}}_{\text{4}}}{\text{)}} = {\text{n(}}{{\text{O}}_{\text{2}}}{\text{)}} = \frac{{8.0{\text{ g}}}}{{32.00{\text{ g}}\,{\text{mo}}{{\text{l}}^{ - 1}}}} = \gg {\text{ }}0.25{\text{ }}\ll {\text{mol}}\gg \)</p>
<p>\(\ll {\text{volume of nitrogen}} = 0.25{\text{ mol}} \times 24.8{\text{ d}}{{\text{m}}^3}\,{\text{mo}}{{\text{l}}^{ - 1}}\gg = 6.2{\text{ }}\ll {\text{d}}{{\text{m}}^3}\gg \)</p>
<p> </p>
<p><em>Award [1] for correct final answer.</em></p>
<p><strong><em>[1 mark]</em></strong></p>
<div class="question_part_label">h.ii.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">f.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">g.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">h.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">h.ii.</div>
</div>
<br><hr><br><div class="specification">
<p class="p1">An organic compound, <strong>X</strong>, with a molar mass of approximately \({\text{88 g}}\,{\text{mo}}{{\text{l}}^{ - 1}}\) contains 54.5% carbon, 36.3% oxygen and 9.2% hydrogen by mass.</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Predict and explain the bond lengths and bond strengths of the carbon-oxygen bonds in \({\text{C}}{{\text{H}}_{\text{3}}}{\text{C}}{{\text{H}}_{\text{2}}}{\text{CO}}{{\text{O}}^ - }\).</p>
<div class="marks">[3]</div>
<div class="question_part_label">a.vii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">(i) State the meaning of the term <em>hybridization</em>.</p>
<p class="p1">(ii) Describe the hybridization of the carbon atom in methane and explain how the concept of hybridization can be used to explain the shape of the methane molecule.</p>
<p class="p1">(iii) Identify the hybridization of the carbon atoms in diamond and graphite and explain why graphite is an electrical conductor.</p>
<div class="marks">[7]</div>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Aluminium chloride, \({\text{A}}{{\text{l}}_{\text{2}}}{\text{C}}{{\text{l}}_{\text{6}}}\), does not conduct electricity when molten but aluminium oxide, \({\text{A}}{{\text{l}}_{\text{2}}}{{\text{O}}_{\text{3}}}\), does. Explain this in terms of the structure and bonding of the two compounds.</p>
<p class="p1">\({\text{A}}{{\text{l}}_{\text{2}}}{\text{C}}{{\text{l}}_{\text{6}}}\):</p>
<p class="p1">\({\text{A}}{{\text{l}}_{\text{2}}}{{\text{O}}_{\text{3}}}\):</p>
<div class="marks">[4]</div>
<div class="question_part_label">c.i.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">bond length and bond strength identical for both carbon to oxygen bonds;</p>
<p class="p1">intermediate between single and double bond length and strength;</p>
<p class="p1">due to delocalization of the electrons (in the p orbitals);</p>
<p class="p1"><em>Accept use of Data Booklet values of bond lengths and bond enthalpies</em>.</p>
<p class="p1"><em>Accept diagram of delocalization or the two resonance structures for M3</em>.</p>
<div class="question_part_label">a.vii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">(i) <span class="Apple-converted-space"> </span>mixing/joining together/combining/merging of (atomic) orbitals to form molecular/new orbitals (of equal energy);</p>
<p class="p1">(ii) <span class="Apple-converted-space"> </span>\({\text{s}}{{\text{p}}^3}\);</p>
<p class="p1">isolated C atom electron configuration \({\text{1}}{{\text{s}}^2}{\text{2}}{{\text{s}}^2}{\text{2}}{{\text{p}}^2}\) / excited state C electron configuration is \({\text{1}}{{\text{s}}^2}2{{\text{s}}^{\text{1}}}{\text{2}}{{\text{p}}^{\text{3}}}\);</p>
<p class="p1">\({\text{2}}{{\text{s}}^{\text{1}}}{\text{2}}{{\text{p}}^{\text{3}}}\) electrons blend to form four identical hybrid orbitals;</p>
<p class="p1">hybrid orbitals lower in total energy than atomic orbitals;</p>
<p class="p1">repulsion of (identical hybrid) orbitals creates a tetrahedral shape;</p>
<p class="p1"><em>Accept suitably annotated diagram for M2, M3 and M4.</em></p>
<p class="p1">(iii) <span class="Apple-converted-space"> </span><em>diamond</em>:</p>
<p class="p1">\({\text{s}}{{\text{p}}^{\text{3}}}\);</p>
<p class="p1"><em>graphite</em>:</p>
<p class="p1">\({\text{s}}{{\text{p}}^2}\);</p>
<p class="p1">(p) electrons delocalized (around layer);</p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><em>Al<sub>2</sub>Cl<sub>6</sub></em>:</p>
<p class="p1">covalent bonding / dimer/molecular structure;</p>
<p class="p1">no free charges when molten so not an electrical conductor;</p>
<p class="p1">Al<sub>2</sub>O<sub>3</sub>:</p>
<p class="p1">ionic / lattice structure;</p>
<p class="p1">ions free to move/mobile in molten state;</p>
<div class="question_part_label">c.i.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">Question 7 was a popular one and well-answered in general. Part (a) required definitions which were not well known but most candidates determined the empirical and molecular formulas and correctly drew the structural formula of the carboxylic acid. Fewer candidates could correctly draw the structural formula of an ester. Identification of the stronger and longer carbon-oxygen bond was answered correctly by nearly all candidates, but explaining the bond lengths in the propanoate ion was only answered correctly by the very best candidates. Even those who realized that the electrons are delocalized did not give a complete explanation and often scored only 2 marks out of 3.</p>
<div class="question_part_label">a.vii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">In part (b) many candidates struggled to define hybridization, frequently referring to overlapping of orbitals. Most could state that the carbon atom in methane is \({\text{s}}{{\text{p}}^{\text{3}}}\) hybridized and that the molecule is tetrahedral, but few gave detailed responses about electron configurations or repulsion of electron pairs. However, most candidates correctly identified the hybridization of carbon in diamond and graphite, and explained why graphite conducts electric current.</p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">In (c) few candidates knew that \({\text{A}}{{\text{l}}_{\text{2}}}{\text{C}}{{\text{l}}_{\text{6}}}\)<span class="s1"> </span>is a covalent compound and that \({\text{A}}{{\text{l}}_{\text{2}}}{{\text{O}}_{\text{3}}}\)<span class="s1"> </span>is ionic. Some answers mentioned many types of bonding for one compound.</p>
<div class="question_part_label">c.i.</div>
</div>
<br><hr><br><div class="specification">
<p>In December 2010, researchers in Sweden announced the synthesis of N,N–dinitronitramide, \({\text{N(N}}{{\text{O}}_{\text{2}}}{{\text{)}}_{\text{3}}}\). They speculated that this compound, more commonly called trinitramide, may have significant potential as an environmentally friendly rocket fuel oxidant.</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Methanol reacts with trinitramide to form nitrogen, carbon dioxide and water. Deduce the coefficients required to balance the equation for this reaction.</p>
<p style="text-align: center;">___ \({\text{N(N}}{{\text{O}}_2}{{\text{)}}_3}{\text{(g)}} + \) ___ \({\text{C}}{{\text{H}}_3}{\text{OH(l)}} \to \) ___ \({{\text{N}}_2}{\text{(g)}} + \) ___ \({\text{C}}{{\text{O}}_2}{\text{(g)}} + \) ___ \({{\text{H}}_2}{\text{O(l)}}\)</p>
<div class="marks">[1]</div>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Calculate the enthalpy change, in \({\text{kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}\), when one mole of trinitramide decomposes to its elements, using bond enthalpy data from Table 10 of the Data Booklet. Assume that all the N–O bonds in this molecule have a bond enthalpy of \({\text{305 kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}\).</p>
<div class="marks">[3]</div>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>The entropy change, \(\Delta S\), for the decomposition of trinitramide has been estimated as \( + 700{\text{ J}}\,{{\text{K}}^{ - 1}}{\text{mo}}{{\text{l}}^{ - 1}}\). Comment on the sign of \(\Delta S\).</p>
<div class="marks">[2]</div>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Using \( + 700{\text{ J}}\,{{\text{K}}^{ - 1}}{\text{mo}}{{\text{l}}^{ - 1}}\) as the value for the entropy change, along with your answer to part (c), calculate \(\Delta G\), in \({\text{kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}\), for this reaction at 300 K. (If you did not obtain an answer for part (c), then use the value \( - 1000{\text{ kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}\), but this is not the correct value.)</p>
<div class="marks">[3]</div>
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Explain how changing the temperature will affect whether or not the decomposition of trinitramide is spontaneous.</p>
<div class="marks">[2]</div>
<div class="question_part_label">f.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Outline how the length of the N–N bond in trinitramide compares with the N–N bond in nitrogen gas, \({{\text{N}}_{\text{2}}}\).</p>
<div class="marks">[2]</div>
<div class="question_part_label">g.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Deduce the N–N–N bond angle in trinitramide and explain your reasoning.</p>
<div class="marks">[3]</div>
<div class="question_part_label">h.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Predict, with an explanation, the polarity of the trinitramide molecule.</p>
<div class="marks">[2]</div>
<div class="question_part_label">i.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p>\(\underline {{\text{ (1) }}} {\text{N(N}}{{\text{O}}_2}{{\text{)}}_3}{\text{(g)}} + \underline {{\text{ 2 }}} {\text{C}}{{\text{H}}_3}{\text{OH(l)}} \to \underline {{\text{ 2 }}} {{\text{N}}_2}{\text{(g)}} + \underline {{\text{ 2 }}} {\text{C}}{{\text{O}}_2}{\text{(g)}} + \underline {{\text{ 4 }}} {{\text{H}}_2}{\text{O(l)}}\);</p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><em>bonds broken: </em>\((6 \times 305) + (3 \times 158) = 1830 + 474 = 2304{\text{ (kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}})\);</p>
<p><em>bonds made:</em> \((2 \times 945) + (3 \times 498) = 1890 + 1494 = 3384{\text{ }}({\text{kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}})\);</p>
<p><em>enthalpy change:</em> \(2304 - 3384 = - 1080{\text{ }}({\text{kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}})\);</p>
<p><em>Award </em><strong><em>[3] </em></strong><em>for correct final answer.</em></p>
<p><em>Award </em><strong><em>[2 max] </em></strong><em>for +1080 (kJ mol<sup>–1</sup>)</em>.</p>
<p><em>Accept –234 kJ mol<sup>–1</sup></em> <em>which arise from students assuming that 305 kJ mol<sup>–1</sup></em> <em>refers to the strength of a single N–O bond. Students may then take N=O from the data book value (587 kJ mol<sup>–1</sup>).</em></p>
<p><em>bonds broken: (3 </em>\( \times \)<em> 305) </em>+ <em>(3 </em>\( \times \)<em> 587) </em>+ <em>(3 </em>\( \times \)<em> 158) = </em><em>915</em> + <em>1761 + 474</em> = <em>3150 (kJ mol<sup>–1</sup>)</em></p>
<p><em>bonds made: (2 </em>\( \times \)<em> 945) </em>+ <em>(3 </em>\( \times \)<em> 498) </em>= <em>1890</em> + <em>1494</em> = <em>3384(kJ mol<sup>–1</sup>)</em></p>
<p><em>enthalpy change: 3150</em> – <em>3384 = –234(kJ mol<sup>–1</sup>).</em></p>
<p><em>Award </em><strong><em>[2 max] </em></strong><em>for correct calculation of the enthalpy change of reaction for the equation in part (a), which gives –2160 (kJ mol<sup>–1</sup>).</em></p>
<p><em>Award </em><strong><em>[1] </em></strong><em>if the final answer is not –2160 but the candidate has correctly calculated the bonds broken in trinitramide as 2304 (kJ mol<sup>–1</sup>).</em></p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>increase in the number of moles of gas;</p>
<p>gases have a greater entropy/degree of randomness (than liquids or solids);</p>
<p><em>Award <strong>[1 max]</strong> for answers stating that positive value indicates an increase in disorder/randomness.</em></p>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\(\Delta G = \Delta H - T \times \Delta S\);</p>
<p>\( = - 1080 - 300 \times \frac{{700}}{{1000}}\);</p>
<p>\( - 1290{\text{ }}({\text{kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}})\);</p>
<p><em>Award </em><strong><em>[3] </em></strong><em>for correct final answer.</em></p>
<p><em>Award </em><strong><em>[2 max] </em></strong><em>for incorrect conversions of units.</em></p>
<p><em>If no answer to part (c), using </em>\(\Delta H\)<em> = –1000 kJ mol<sup>–1</sup>, gives –1020 (kJ mol<sup>–1</sup>).</em></p>
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>no change in spontaneity / temp has no effect on spontaneity / spontaneous at all temperatures;</p>
<p>\(\Delta G\) negative at all temperatures / exothermic/\(\Delta H\) negative <strong>and</strong> involves an increase in entropy/\(\Delta S\) positive;</p>
<div class="question_part_label">f.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>(N–N bond in) trinitramide is longer/nitrogen (gas) is shorter / 0.145 nm in trinitramide versus 0.110 nm in nitrogen;</p>
<p>trinitramide has single (N–N) bond <strong>and </strong>nitrogen (gas) has triple bond;</p>
<div class="question_part_label">g.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>106° – 108°;</p>
<p><em>Accept < 109°.</em></p>
<p><em>Any two for <strong>[2 max]</strong>.</em></p>
<p>4 (negative) charge centres/electron pairs/electron domains around central nitrogen;</p>
<p><span style="text-decoration: underline;">central</span> nitrogen has a lone/non-bonding pair;</p>
<p>lone/non-bonding pairs repel more than bonding pairs;</p>
<p>molecule will be (trigonal/triangular) pyramidal;</p>
<p>(negative) charge centres/electron pairs/electron domains will be tetrahedrally arranged/orientated/ have tetrahedral geometry;</p>
<p><em>Do not apply ECF.</em></p>
<div class="question_part_label">h.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>polar;</p>
<p>net dipole moment present in molecule / unsymmetrical distribution of charge / polar bonds do not cancel out / centre of negatively charged oxygen atoms does not coincide with positively charged nitrogen atom;</p>
<p><em>Marks may also be awarded for a suitably presented diagram showing net dipole moment.</em></p>
<p><em>Do not accept “unsymmetrical molecule”.</em></p>
<p><em>Apply ECF from part (h).</em></p>
<div class="question_part_label">i.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p>Most students could insert the coefficients to balance the equation provided and many recognized the benign nature of the products formed. Though the structure of trinitramide was not given this did not seem to hinder students in calculating the required enthalpy change. A worryingly high number of students however used bond enthalpies to calculate the enthalpy change in the part (a) equation rather than the much simpler decomposition asked for, so to allow them to gain some credit, the mark scheme was adjusted. The sections relating to entropy and free energy changes were generally well tackled, as was the comparative lengths of the N-N bonds. Predicting the shape and polarity of the trinitramide molecule often proved more difficult, especially explaining the polarity of the molecule. Explanations of the effect of external pressure on boiling point, in terms of vapour pressure, and of the effect of temperature, in terms of kinetic theory, often lacked clarity.</p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Most students could insert the coefficients to balance the equation provided and many recognized the benign nature of the products formed. Though the structure of trinitramide was not given this did not seem to hinder students in calculating the required enthalpy change. A worryingly high number of students however used bond enthalpies to calculate the enthalpy change in the part (a) equation rather than the much simpler decomposition asked for, so to allow them to gain some credit, the mark scheme was adjusted. The sections relating to entropy and free energy changes were generally well tackled, as was the comparative lengths of the N-N bonds. Predicting the shape and polarity of the trinitramide molecule often proved more difficult, especially explaining the polarity of the molecule. Explanations of the effect of external pressure on boiling point, in terms of vapour pressure, and of the effect of temperature, in terms of kinetic theory, often lacked clarity.</p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Most students could insert the coefficients to balance the equation provided and many recognized the benign nature of the products formed. Though the structure of trinitramide was not given this did not seem to hinder students in calculating the required enthalpy change. A worryingly high number of students however used bond enthalpies to calculate the enthalpy change in the part (a) equation rather than the much simpler decomposition asked for, so to allow them to gain some credit, the mark scheme was adjusted. The sections relating to entropy and free energy changes were generally well tackled, as was the comparative lengths of the N-N bonds. Predicting the shape and polarity of the trinitramide molecule often proved more difficult, especially explaining the polarity of the molecule. Explanations of the effect of external pressure on boiling point, in terms of vapour pressure, and of the effect of temperature, in terms of kinetic theory, often lacked clarity.</p>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Most students could insert the coefficients to balance the equation provided and many recognized the benign nature of the products formed. Though the structure of trinitramide was not given this did not seem to hinder students in calculating the required enthalpy change. A worryingly high number of students however used bond enthalpies to calculate the enthalpy change in the part (a) equation rather than the much simpler decomposition asked for, so to allow them to gain some credit, the mark scheme was adjusted. The sections relating to entropy and free energy changes were generally well tackled, as was the comparative lengths of the N-N bonds. Predicting the shape and polarity of the trinitramide molecule often proved more difficult, especially explaining the polarity of the molecule. Explanations of the effect of external pressure on boiling point, in terms of vapour pressure, and of the effect of temperature, in terms of kinetic theory, often lacked clarity.</p>
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Most students could insert the coefficients to balance the equation provided and many recognized the benign nature of the products formed. Though the structure of trinitramide was not given this did not seem to hinder students in calculating the required enthalpy change. A worryingly high number of students however used bond enthalpies to calculate the enthalpy change in the part (a) equation rather than the much simpler decomposition asked for, so to allow them to gain some credit, the mark scheme was adjusted. The sections relating to entropy and free energy changes were generally well tackled, as was the comparative lengths of the N-N bonds. Predicting the shape and polarity of the trinitramide molecule often proved more difficult, especially explaining the polarity of the molecule. Explanations of the effect of external pressure on boiling point, in terms of vapour pressure, and of the effect of temperature, in terms of kinetic theory, often lacked clarity.</p>
<div class="question_part_label">f.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Most students could insert the coefficients to balance the equation provided and many recognized the benign nature of the products formed. Though the structure of trinitramide was not given this did not seem to hinder students in calculating the required enthalpy change. A worryingly high number of students however used bond enthalpies to calculate the enthalpy change in the part (a) equation rather than the much simpler decomposition asked for, so to allow them to gain some credit, the mark scheme was adjusted. The sections relating to entropy and free energy changes were generally well tackled, as was the comparative lengths of the N-N bonds. Predicting the shape and polarity of the trinitramide molecule often proved more difficult, especially explaining the polarity of the molecule. Explanations of the effect of external pressure on boiling point, in terms of vapour pressure, and of the effect of temperature, in terms of kinetic theory, often lacked clarity.</p>
<div class="question_part_label">g.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Most students could insert the coefficients to balance the equation provided and many recognized the benign nature of the products formed. Though the structure of trinitramide was not given this did not seem to hinder students in calculating the required enthalpy change. A worryingly high number of students however used bond enthalpies to calculate the enthalpy change in the part (a) equation rather than the much simpler decomposition asked for, so to allow them to gain some credit, the mark scheme was adjusted. The sections relating to entropy and free energy changes were generally well tackled, as was the comparative lengths of the N-N bonds. Predicting the shape and polarity of the trinitramide molecule often proved more difficult, especially explaining the polarity of the molecule. Explanations of the effect of external pressure on boiling point, in terms of vapour pressure, and of the effect of temperature, in terms of kinetic theory, often lacked clarity.</p>
<div class="question_part_label">h.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Most students could insert the coefficients to balance the equation provided and many recognized the benign nature of the products formed. Though the structure of trinitramide was not given this did not seem to hinder students in calculating the required enthalpy change. A worryingly high number of students however used bond enthalpies to calculate the enthalpy change in the part (a) equation rather than the much simpler decomposition asked for, so to allow them to gain some credit, the mark scheme was adjusted. The sections relating to entropy and free energy changes were generally well tackled, as was the comparative lengths of the N-N bonds. Predicting the shape and polarity of the trinitramide molecule often proved more difficult, especially explaining the polarity of the molecule. Explanations of the effect of external pressure on boiling point, in terms of vapour pressure, and of the effect of temperature, in terms of kinetic theory, often lacked clarity.</p>
<div class="question_part_label">i.</div>
</div>
<br><hr><br><div class="specification">
<p class="p1">\({\text{B}}{{\text{F}}_{\text{3}}}{\text{(g)}}\) reacts with \({\text{N}}{{\text{H}}_{\text{3}}}{\text{(g)}}\) to form \({{\text{F}}_{\text{3}}}{\text{BN}}{{\text{H}}_{\text{3}}}{\text{(g)}}\) according to the equation below.</p>
<p class="p1">\[{\text{B}}{{\text{F}}_3}{\text{(g)}} + {\text{N}}{{\text{H}}_{\text{3}}}{\text{(g)}} \to {{\text{F}}_{\text{3}}}{\text{BN}}{{\text{H}}_{\text{3}}}{\text{(g)}}\]</p>
</div>
<div class="specification">
<p class="p1">The following is a proposed mechanism for the reaction of NO(g) with \({{\text{H}}_{\text{2}}}{\text{(g)}}\).</p>
<p class="p1">\[\begin{array}{*{20}{l}} {{\text{Step 1:}}}&{{\text{2NO(g)}} \to {{\text{N}}_{\text{2}}}{{\text{O}}_{\text{2}}}{\text{(g)}}} \\ {{\text{Step 2:}}}&{{{\text{N}}_2}{{\text{O}}_2}{\text{(g)}} + {{\text{H}}_2}{\text{(g)}} \to {{\text{N}}_2}{\text{O(g)}} + {{\text{H}}_2}{\text{O(g)}}} \end{array}\]</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Identify the type of bond present between \({\text{B}}{{\text{F}}_{\text{3}}}\) and \({\text{N}}{{\text{H}}_{\text{3}}}\) in \({{\text{F}}_{\text{3}}}{\text{BN}}{{\text{H}}_{\text{3}}}{\text{(g)}}\) and state another example of a compound with this type of bonding.</p>
<div class="marks">[2]</div>
<div class="question_part_label">e.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">The table below shows initial rates of reaction for different concentrations of each reactant for this reaction at temperature, \(T\).</p>
<p class="p1"><img src="images/Schermafbeelding_2016-11-03_om_08.08.43.png" alt="N11/4/CHEMI/HP2/ENG/TZ0/08.e.ii"></p>
<p class="p1">Deduce the rate expression, the overall order of the reaction and determine the value of \(k\), the rate constant, with its units, using the data from Experiment 4.</p>
<div class="marks">[3]</div>
<div class="question_part_label">e.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Identify the intermediate in the reaction.</p>
<div class="marks">[1]</div>
<div class="question_part_label">f.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">The observed rate expression is \({\text{rate}} = k{{\text{[NO]}}^2}{\text{[}}{{\text{H}}_2}{\text{]}}\). Assuming that the proposed mechanism is correct, comment on the relative speeds of the two steps.</p>
<div class="marks">[1]</div>
<div class="question_part_label">f.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">The following two-step mechanism has been suggested for the reaction of \({\text{N}}{{\text{O}}_{\text{2}}}{\text{(g)}}\) with CO (g), where \({k_2} \gg {k_1}\).</p>
<p class="p1">\[\begin{array}{*{20}{l}} {{\text{Step 1}}}&{{\text{N}}{{\text{O}}_2}{\text{(g)}} + {\text{N}}{{\text{O}}_2}{\text{(g)}}\xrightarrow{{{k_1}}}{\text{NO(g)}} + {\text{N}}{{\text{O}}_3}{\text{(g)}}} \\ {{\text{Step 2:}}}&{{\text{N}}{{\text{O}}_3}{\text{(g)}} + {\text{CO(g)}}\xrightarrow{{{k_2}}}{\text{N}}{{\text{O}}_2}{\text{(g)}} + {\text{C}}{{\text{O}}_2}{\text{(g)}}} \\ {{\text{Overall:}}}&{{\text{N}}{{\text{O}}_2}{\text{(g)}} + {\text{CO(g)}}\xrightarrow{{}}{\text{NO(g)}} + {\text{C}}{{\text{O}}_2}{\text{(g)}}} \end{array}\]</p>
<p class="p1">The experimental rate expression is \({\text{rate}} = k{{\text{[N}}{{\text{O}}_2}{\text{]}}^2}\). Explain why this mechanism produces a rate expression consistent with the experimentally observed one.</p>
<div class="marks">[2]</div>
<div class="question_part_label">g.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">HI(g) decomposes into \({{\text{H}}_2}{\text{(g)}}\) and \({{\text{I}}_{\text{2}}}{\text{(g)}}\) according to the reaction below.</p>
<p class="p1">\[{\text{2HI(g)}} \to {{\text{H}}_{\text{2}}}{\text{(g)}} + {{\text{I}}_{\text{2}}}{\text{(g)}}\]</p>
<p class="p1">The reaction was carried out at different temperatures and a value of the rate constant, \(k\), was obtained for each temperature. A graph of \(\ln k\) against \(\frac{1}{T}\) is shown below.</p>
<p class="p1" style="text-align: center;">\(\frac{1}{T}/{10^{ - 3}}{\text{ }}{{\text{K}}^{ - 1}}\)</p>
<p class="p2"><img src="images/Schermafbeelding_2016-11-03_om_08.46.40.png" alt="N11/4/CHEMI/HP2/ENG/TZ0/08.h"></p>
<p class="p1">Calculate the activation energy, \({E_{\text{a}}}\), for the reaction using these data and Table 1 of the Data Booklet showing your working.</p>
<div class="marks">[4]</div>
<div class="question_part_label">h.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">dative (covalent)/coordinate;</p>
<p class="p1">carbon monoxide/CO / hydronium (ion)/ \({{\text{H}}_3}{{\text{O}}^ + }\) / ammonium (ion)/\({\text{NH}}_4^ + \) / aluminium chloride/\({\text{A}}{{\text{l}}_{\text{2}}}{\text{C}}{{\text{l}}_{\text{6}}}\) / any relevant transition metal complex (<em>e.g. </em>\({{\text{[Ni(N}}{{\text{H}}_3}{{\text{)}}_6}{\text{]}}^{2 + }}\));</p>
<p class="p1"><em>Accept AlCl</em><sub><span class="s2"><em>3</em></span></sub><em>.</em></p>
<div class="question_part_label">e.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">\({\text{rate}} = k{\text{[B}}{{\text{F}}_{\text{3}}}{\text{][N}}{{\text{H}}_{\text{3}}}{\text{]}}\);</p>
<p class="p1">second (order)/2°;</p>
<p class="p1">\(k = 3.40{\text{ d}}{{\text{m}}^{\text{3}}}{\text{mo}}{{\text{l}}^{ - 1}}{{\text{s}}^{ - 1}}\);</p>
<p class="p1"><em>Allow units of L mol<sup>–1</sup>s<sup>–1</sup> or M<sup>–1</sup>s<sup>–1</sup>.</em></p>
<p class="p1"><em>Units required for mark.</em></p>
<div class="question_part_label">e.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">\({{\text{N}}_2}{{\text{O}}_2}\);</p>
<div class="question_part_label">f.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">(\({\text{[}}{{\text{H}}_2}{\text{]}}\) appears in rate expression so) step 2 rate-determining/rds/slow step;</p>
<p class="p1"><em>Allow “since step 1 involves 2NO and step 2 involves H</em><sub><span class="s1"><em>2 </em></span></sub><em>and as all 3 molecules are involved in rate expression, then two steps must have approximately same rate” / OWTTE.</em></p>
<div class="question_part_label">f.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">(\({k_2} \gg {k_1}\) so) step 1 rate-determining/rds/slow step;</p>
<p class="p1">two molecules of \({\text{N}}{{\text{O}}_{\text{2}}}\) involved in step 1 consistent with rate expression / rate of overall reaction must equal rate of step 1 which is \({\text{rate}} = {k_1}{{\text{[N}}{{\text{O}}_{\text{2}}}{\text{]}}^{\text{2}}}\) / <em>OWTTE;</em></p>
<div class="question_part_label">g.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\({E_{\text{a}}} = - R \times m\);</p>
<p>measurement of gradient from <strong>two </strong>points on line;</p>
<p class="p1"><em>Accept a gradient in range –2.14 </em>\( \times \)<em> 10<sup>4</sup> K to –2.27</em> \( \times \)<em> 10<sup>4 </sup></em>(<em>K</em>)<em>.</em></p>
<p class="p1">correct answer for \({E_{\text{a}}}\);</p>
<p class="p1">correct units \({\text{kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}{\text{/J}}\,{\text{mo}}{{\text{l}}^{ - 1}}\) corresponding to answer;</p>
<p class="p1"><em>Allow kJ or J.</em></p>
<p class="p1"><em>A typical answer for E<sub>a</sub> = 1.85 </em>\( \times \)<em> 10<sup>2</sup> kJ</em>\(\,\)<em>mol<sup>–1</sup>.</em></p>
<p class="p1"><em>Allow answers for E</em><sub><span class="s1"><em>a </em></span></sub><em>in range 1.75 </em>\( \times \)<em> 10</em><sup><span class="s1"><em>2 </em></span></sup><em>kJ</em>\(\,\)<em>mol</em><sup><span class="s1"><em>–1 </em></span></sup><em>to 1.91 </em>\( \times \)<em> 10</em><sup><span class="s1"><em>2 </em></span></sup><em>kJ</em>\(\,\)<em>mol</em><sup><span class="s1"><em>–1</em></span></sup><em>.</em></p>
<p class="p1"><em>Award </em><strong><em>[4] </em></strong><em>for correct final answer with some working shown.</em></p>
<p class="p1"><em>Award </em><strong><em>[2 max] </em></strong><em>for correct final answer without any working shown.</em></p>
<div class="question_part_label">h.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">(i) was usually well done.</p>
<div class="question_part_label">e.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">some did not answer the question which asked for the overall order of the reaction. Some candidates also got their units incorrect. A few G2 comments mentioned the fact that the data was quite complicated as there was no experiment with \({\text{[N}}{{\text{H}}_{\text{3}}}{\text{]}}\) constant. It is true that the maths here may appear more challenging than normal, but candidates should be able to handle this type of data and in fact a significant number of the better candidates did score full marks on this question.</p>
<div class="question_part_label">e.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">This was well answered.</p>
<div class="question_part_label">f.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>This was well answered.</p>
<div class="question_part_label">f.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Although most candidates stated that the rds was step 1, many struggled with the explanation.</p>
<div class="question_part_label">g.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Although this question has been asked on a number of recent papers, candidates really struggled with this graphical based format. All sorts of mistakes were made, including gradients, units etc. Some did not even know how to approach the question.</p>
<div class="question_part_label">h.</div>
</div>
<br><hr><br><div class="specification">
<p class="p1">Carboplatin used in the treatment of lung cancer has the following three-dimensional structure.</p>
<p class="p1" style="text-align: center;"><img src="images/Schermafbeelding_2016-09-15_om_17.38.38.png" alt="M13/4/CHEMI/HP2/ENG/TZ2/03"></p>
</div>
<div class="specification">
<p class="p1">Elemental platinum has electrons occupying s, p, d and f atomic orbitals.</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Identify the name of the functional group circled in the structure of carboplatin.</p>
<div class="marks">[1]</div>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">State the type of bonding between platinum and nitrogen in carboplatin.</p>
<div class="marks">[1]</div>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Draw the shape of an s orbital and a p<sub><span class="s1"><em>x </em></span></sub>orbital. Label the <em>x</em>, <em>y </em>and <em>z </em>axes on each diagram.</p>
<p class="p1" style="text-align: center;"><img src="images/Schermafbeelding_2016-09-16_om_05.38.56.png" alt="M13/4/CHEMI/HP2/ENG/TZ2/03.c.i"></p>
<div class="marks">[2]</div>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">State the maximum number of orbitals in the \(n = 4\) energy level.</p>
<div class="marks">[1]</div>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">A number of ruthenium-based anti-cancer drugs have also been developed. State the <strong>full </strong>electron configuration of the ruthenium(II) ion, \({\text{R}}{{\text{u}}^{2 + }}\).</p>
<div class="marks">[1]</div>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Iron is in the same group in the periodic table as ruthenium.</p>
<p class="p1">Construct the orbital diagram (using the arrow-in-box notation) for iron, showing the electrons in the \(n = 3\) and \(n = 4\) energy levels only <strong>and </strong>label each sub-level on the diagram.</p>
<p class="p1" style="text-align: center;"><img src="images/Schermafbeelding_2016-09-16_om_05.51.58.png" alt="M13/4/CHEMI/HP2/ENG/TZ2/3.e"></p>
<div class="marks">[1]</div>
<div class="question_part_label">e.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">ester;</p>
<p class="p1"><em>Do not accept just carbonyl</em>.</p>
<p class="p1"><em>Allow carboxylato (ligand)/carboxylate (ligand) but not carboxyl/carboxy.</em></p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">dative (covalent) / coordinate;</p>
<p class="p1"><em>Do not allow just covalent or co-dative.</em></p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><img src="images/Schermafbeelding_2016-09-16_om_05.40.48.png" alt="M13/4/CHEMI/HP2/ENG/TZ2/03.c.i_1/M"></p>
<p class="p2">symmetrical s orbital representation;</p>
<p class="p2"><em>Do not penalize if axes are not labelled for s orbital.</em></p>
<p class="p2"><em>x, y, z can be located in any direction.</em></p>
<p class="p3"><img src="images/Schermafbeelding_2016-09-16_om_05.41.49.png" alt="M13/4/CHEMI/HP2/ENG/TZ2/03.c.i_2/M"></p>
<p class="p2">dumbbell-shaped p<sub><span class="s1"><em>x </em></span></sub>orbital representation with electron density located along <em>x</em>-axis;</p>
<p class="p2"><em>x-axis must be labelled for p</em><sub><span class="s1"><em>x </em></span></sub><em>orbital.</em></p>
<p class="p2"><em>Do not accept if p</em><sub><span class="s1"><em>y </em></span></sub><em>and p</em><sub><span class="s1"><em>z </em></span></sub><em>are also drawn as question asks for orbital not sub-level.</em></p>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">16;</p>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">\({\text{1}}{{\text{s}}^{\text{2}}}{\text{2}}{{\text{s}}^{\text{2}}}{\text{2}}{{\text{p}}^{\text{6}}}{\text{3}}{{\text{s}}^{\text{2}}}{\text{3}}{{\text{p}}^{\text{6}}}{\text{4}}{{\text{s}}^{\text{2}}}{\text{3}}{{\text{d}}^{{\text{10}}}}{\text{4}}{{\text{p}}^{\text{6}}}{\text{4}}{{\text{d}}^{\text{6}}}\);</p>
<p class="p1"><em>Order of 4s and 3d levels can be interchanged.</em></p>
<p class="p1"><em>Do not accept other notation such as subscripts.</em></p>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><img src="images/Schermafbeelding_2016-09-16_om_05.52.59.png" alt="M13/4/CHEMI/HP2/ENG/TZ2/03.e/M"></p>
<p class="p1"><em>Allow full arrows instead of half-arrows in orbital diagram.</em></p>
<p class="p1"><em>Sub-levels must be labelled for mark.</em></p>
<div class="question_part_label">e.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">Many candidates identified the functional group but not the type of bond between Pt and N in carboplatin. A surprising number of candidates were unable to draw a <em>p</em><sub><span class="s1">x </span></sub>orbital or drew all <em>p </em>orbitals, or did not label the axis</p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Very few gave 16 as the answer.</p>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">e.</div>
</div>
<br><hr><br><div class="specification">
<p>Graphite has a layered structure of carbon atoms. A section of the structure is shown below.</p>
<p style="text-align: center;"><img src="images/Schermafbeelding_2016-08-21_om_17.27.13.png" alt="N14/4/CHEMI/HP2/ENG/TZ0/05"></p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Identify the type of attraction represented by the dotted lines shown between the layers.</p>
<div class="marks">[1]</div>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Graphite is used as a lubricant. Discuss two other uses of graphite with reference to its layered structure.</p>
<div class="marks">[4]</div>
<div class="question_part_label">b.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p>van der Waals’/vdW/London/dispersion (forces)/LDF / temporary/instantaneous/induced dipoles;</p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><em>Two of the following pairs:</em></p>
<p>used as pencil (lead);</p>
<p>layers can flake off/slide off/break off/stick to paper / <em>OWTTE</em>;</p>
<p><em>M2 must contain concept of separation of layers, so do not award mark for phrases </em><em>like "layers can slide over each other" on their own.</em></p>
<p><strong>OR</strong></p>
<p>used as carbon fibre / <em>OWTTE</em>;</p>
<p>bonding within layer is strong / layers are extensive / layers are strong;</p>
<p><strong>OR</strong></p>
<p>used as electrodes/conductor/in batteries;</p>
<p>has mobile/free/delocalized electrons (between layers) / electricity flows parallel to layers;</p>
<p><strong>OR</strong></p>
<p>used for thermal insulation;</p>
<p>vibrations are not easily passed between layers;</p>
<p><em>Accept other valid uses of graphite along with a suitable explanation.</em></p>
<div class="question_part_label">b.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p>Less than half the candidates recognized van der Waals’ forces between the layers in graphite. Some candidates identified the type of attraction as “electrostatic” and others as “intermolecular forces” which were too general and did not score the mark.</p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Well answered generally. Most candidates gave two uses (usually pencil lead and electrical conductor) and they were often able to explain the uses in terms of the structure.</p>
<div class="question_part_label">b.</div>
</div>
<br><hr><br><div class="specification">
<p>A sample of magnesium contains three isotopes: magnesium-24, magnesium-25 and magnesium-26, with abundances of 77.44%, 10.00% and 12.56% respectively.</p>
</div>
<div class="specification">
<p>A graph of the successive ionization energies of magnesium is shown below.</p>
<p style="text-align: center;"><img src="images/Schermafbeelding_2016-08-21_om_17.46.25.png" alt="N14/4/CHEMI/HP2/ENG/TZ0/08.b"></p>
</div>
<div class="specification">
<p>The graph below shows pressure and volume data collected for a sample of carbon dioxide gas at 330 K.</p>
<p style="text-align: center;"><img src="images/Schermafbeelding_2016-08-21_om_19.19.59.png" alt="N14/4/CHEMI/HP2/ENG/TZ0/08.e"></p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>(i) Calculate the relative atomic mass of this sample of magnesium correct to <strong>two</strong> decimal places.</p>
<p> </p>
<p> </p>
<p> </p>
<p> </p>
<p>(ii) Predict the relative atomic radii of the three magnesium isotopes, giving your reasons.</p>
<div class="marks">[4]</div>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>(i) Explain the increase in ionization energy values from the 3rd to the 8th electrons.</p>
<p> </p>
<p> </p>
<p>(ii) Explain the sharp increase in ionization energy values between the 10th and 11th electrons.</p>
<div class="marks">[3]</div>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>(i) Magnesium reacts with oxygen to form an ionic compound, magnesium oxide. Describe how the ions are formed, and the structure and bonding in magnesium oxide.</p>
<p> </p>
<p> </p>
<p> </p>
<p> </p>
<p>(ii) Carbon reacts with oxygen to form a covalent compound, carbon dioxide. Describe what is meant by a covalent bond.</p>
<p> </p>
<p> </p>
<p>(iii) State why magnesium and oxygen form an ionic compound while carbon and oxygen form a covalent compound.</p>
<div class="marks">[4]</div>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>(i) Predict the type of hybridization of the carbon and oxygen atoms in \({\text{C}}{{\text{O}}_{\text{2}}}\).</p>
<p> </p>
<p> </p>
<p>(ii) Sketch the orbitals of an oxygen atom in \({\text{C}}{{\text{O}}_{\text{2}}}\) on the energy level diagram provided, including the electrons that occupy each orbital.</p>
<p style="text-align: center;"><img src="images/Schermafbeelding_2016-08-21_om_19.10.24.png" alt="N14/4/CHEMI/HP2/ENG/TZ0/08.d.ii"></p>
<p>(iii) Define the term electronegativity.</p>
<p> </p>
<p> </p>
<p>(iv) Explain why oxygen has a larger electronegativity than carbon.</p>
<div class="marks">[7]</div>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>(i) Draw a best-fit curve for the data on the graph.</p>
<p>(ii) Use the data point labelled <strong>X</strong> to determine the amount, in mol, of carbon dioxide gas in the sample.</p>
<div class="marks">[4]</div>
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>(i) Most indicators are weak acids. Describe qualitatively how indicators work.</p>
<p> </p>
<p> </p>
<p> </p>
<p> </p>
<p> </p>
<p> </p>
<p>(ii) Identify a suitable indicator for a titration between a weak acid and a strong base, using Table 16 of the Data Booklet.</p>
<div class="marks">[3]</div>
<div class="question_part_label">f.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p>(i) \(\left( {\frac{{(77.44 \times 24) + (10.00 \times 25) + (12.56 \times 26)}}{{100}}} \right)\);</p>
<p>24.35;</p>
<p><em>Award </em><strong><em>[2] </em></strong><em>for correct final answer.</em></p>
<p><em>Two decimal places are required for M2.</em></p>
<p><em>Do not award any marks for 24.31 without showing method (as the value can be copied from the Data Booklet).</em></p>
<p>(ii) same atomic radii / 160 pm;</p>
<p>isotopes only differ by number of neutrons/size of nucleus / radius determined by electron shells and number of protons / <em>OWTTE</em>;</p>
<p><em>Accept neutrons do not affect distance of electrons / OWTTE.</em></p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>(i) decreasing repulsion between electrons / radius decreases as electrons are removed;</p>
<p><em>Accept increasing positive charge on ion attracts electrons more strongly.</em></p>
<p>(ii) 10<sup>th</sup> electron is in second energy level/shell while 11<sup>th</sup> electron is in first energy level/shell / 10<sup>th</sup> is removing electron from electronic arrangement 2,1 while 11<sup>th</sup> ionization energy is removing electron from electronic arrangement 2;</p>
<p>11<sup>th</sup> electron removed is much closer to the nucleus / 11<sup>th</sup> electron removed from a (much) lower energy level/shell;</p>
<p><em>Accept opposite statement for 10<sup>th</sup></em> <em>electron.</em></p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>(i) magnesium (atom) gives two electrons to oxygen (atom) / oxygen (atom) takes two electrons from magnesium (atom) / magnesium (atom) loses two electrons <strong>and </strong>oxygen (atom) gains two electrons;</p>
<p>3-dimensional/3-D arrangement of ions / lattice of ions;</p>
<p>(electrostatic) attraction between oppositely charged ions/\({\text{M}}{{\text{g}}^{2 + }}\) and \({{\text{O}}^{2 - }}\);</p>
<p>(ii) electrostatic attraction between a pair of electrons and (positively charged) nuclei;</p>
<p><em>Accept a/two pairs of shared electrons.</em></p>
<p>(iii) difference in <span style="text-decoration: underline;">electronegativity</span> is larger between Mg and O/smaller between C and O;</p>
<p><em>Accept reference to a numerical value of difference in electronegativity such as above and below 1.80.</em></p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>(i) C: sp hybridization;</p>
<p>O: \({\text{s}}{{\text{p}}^{\text{2}}}\) hybridization;</p>
<p><em>Award </em><strong><em>[1] </em></strong><em>if the answer is sp without specifying C or O atoms.</em></p>
<p>(ii) <img src="images/Schermafbeelding_2016-08-21_om_19.15.25.png" alt="N14/4/CHEMI/HP2/ENG/TZ0/08.d.ii/M"></p>
<p>three \({\text{s}}{{\text{p}}^{\text{2}}}\) orbitals <strong>and </strong>one p-orbital at higher energy;</p>
<p>\({\text{s}}{{\text{p}}^{\text{2}}}\) orbitals contain: two, two and one electron <strong>and </strong>p-orbital contains one electron;</p>
<p><em>Do not allow ECF from (d)(i).</em></p>
<p>(iii) ability of atom/nucleus to attract bonding/shared pair of electrons / attraction of nucleus for bonding/shared pair of electrons / <em>OWTTE</em>;</p>
<p>(iv) (same number of shells but) increase in nuclear charge/atomic number/number of protons increases electronegativity / O has more protons than C;</p>
<p><em>Accept oxygen has a higher effective nuclear charge.</em></p>
<p>decrease in radius along the period increases electronegativity / O has smaller radius than C;</p>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>(i) smooth curve through the data;</p>
<p><em>Do not accept a curve that passes through </em><strong><em>all </em></strong><em>of the points or an answer that joins the points using lines.</em></p>
<p>(ii) \(p = 21 \times {10^5}/2.1 \times {10^6}{\text{ (Pa)}}/2.1 \times {10^3}{\text{ (kPa)}}\) <strong>and</strong></p>
<p>\(V = 50 \times {10^{ - 6}}/5.0 \times {10^{ - 5}}{\text{ }}({{\text{m}}^3})/5.0 \times {10^{ - 2}}{\text{ }}({\text{d}}{{\text{m}}^3})\);</p>
<p>\(\left( {n = \frac{{pV}}{{RT}}} \right)\frac{{2.1 \times {{10}^6} \times 5.0 \times {{10}^{ - 5}}}}{{8.31 \times 330}}\);</p>
<p>\(n = 0.038{\text{ (mol)}}\);</p>
<p><em>Award </em><strong><em>[3] </em></strong><em>for correct final answer.</em></p>
<p><em>For M3 apply ECF for correct computation of the equation the student has written, unless more than one mistake is made prior this point.</em></p>
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>(i) equilibrium between HIn and \({\text{I}}{{\text{n}}^ - }/{\text{HIn}} \rightleftharpoons {\text{I}}{{\text{n}}^ - } + {{\text{H}}^ + }\);</p>
<p>the colours of HIn and \({\text{I}}{{\text{n}}^ - }\) are different;</p>
<p>if added to acid, the equilibrium shifts to the left and the colour of HIn is seen / <em>OWTTE</em>;</p>
<p>if added to base/alkali, the equilibrium shifts to the right and the colour of \({\text{I}}{{\text{n}}^ - }\) is seen / <em>OWTTE</em>;</p>
<p>(ii) phenolphthalein;</p>
<p><em>Accept phenol red.</em></p>
<div class="question_part_label">f.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p>(i) Most candidates were able to calculate the relative atomic mass to the correct number of decimal places.</p>
<p>(ii) Only strong candidates were able to predict the same radius for the isotopes and gave correct reasoning. However, the majority of candidates predicted that a larger number of neutrons resulted is a smaller radius, reflecting a poor understanding of atomic structure.</p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>(i) Very few candidates were able to explain the increase in successive ionization energies for electrons removed from the same sub-shell. Many candidates gave incorrect reasoning. </p>
<p>(ii) The increase between the 10<sup>th</sup> and 11<sup>th</sup> ionization energies of magnesium was explained correctly by about half of the candidates. Few candidates scored the first mark by identifying the correct shells or sub-shells the electrons are removed from. </p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>(i) Well answered by many candidates. A few candidates were confusing ionic with covalent bonding, and some referred to a linear MgO molecule in an ionic lattice.</p>
<p>(ii) Few candidates were able to describe the covalent bond precisely. Those who didn’t score usually didn’t make any reference to pairs of electrons.</p>
<p>(iii) Many candidates obtained this mark with satisfactory arguments. It was disappointing to see the abundance of answers based on “is a metal with a non-metal” or “both are non-metals”.</p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>(i) A few candidates identified sp hybridization based on a linear structure. Only the strongest candidates were able to give the correct hybridization for oxygen as well.</p>
<p>(ii) This was the most challenging question on the paper. It was rare to see a correct answer. It seems candidates did not have a good understanding of hybridization.</p>
<p>(iii) Less than half the candidates were able to define electronegativity precisely. Many candidates did not relate it to the pair of electrons in a covalent bond, and simply talked about attracting electrons, which was not sufficient for the mark.</p>
<p>(iv) Many candidates gained the first mark by stating that oxygen has more protons than carbon. But very few candidates identified the second factor, which is the smaller radius of oxygen.</p>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>(i) More than half of the candidates drew a smooth curve that was central to the data points. Errors included straight lines, curves joining all data points, or a curve that was not central to the points.</p>
<p>(ii) A very well answered question. Some candidates converted the units of <em>p </em>and <em>V </em>incorrectly and others did not read the scales of the graph correctly.</p>
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>(i) Many candidates could explain the behaviour of indicators, but there were also some poor answers that did not acknowledge the importance of equilibrium in the action of an indicator.</p>
<p>(ii) Most candidates suggested a suitable indicator.</p>
<div class="question_part_label">f.</div>
</div>
<br><hr><br><div class="specification">
<p class="p1">Some reactions of but-2-ene are given below.</p>
<p class="p1" style="text-align: center;"><img src="images/Schermafbeelding_2016-08-07_om_13.55.12.png" alt="M15/4/CHEMI/HP2/ENG/TZ2/10"></p>
</div>
<div class="specification">
<p class="p1">But-2-ene can exist as two geometrical isomers. Cis-trans is a form of stereoisomerism.</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Deduce the full structural formula of compound <strong>A</strong>.</p>
<div class="marks">[1]</div>
<div class="question_part_label">a.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Apply IUPAC rules to name compound <strong>A</strong>.</p>
<div class="marks">[1]</div>
<div class="question_part_label">a.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Describe the colour change observed when excess but-2-ene reacts with bromine to form compound <strong>A</strong>.</p>
<div class="marks">[1]</div>
<div class="question_part_label">a.iii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">(i) Outline <strong>two </strong>reasons why the polymerization of alkenes is of economic importance.</p>
<p class="p1"> </p>
<p class="p1"> </p>
<p class="p1"> </p>
<p class="p1"> </p>
<p class="p1"> </p>
<p class="p1"> </p>
<p class="p1">(ii) Identify the structure of the repeating unit of poly(but-2-ene).</p>
<div class="marks">[3]</div>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Compound <strong>C</strong>, \({{\text{C}}_{\text{4}}}{{\text{H}}_{\text{9}}}{\text{OH}}\), can also be formed by reacting compound <strong>B</strong>, \({\text{C}}{{\text{H}}_{\text{3}}}{\text{CHBrC}}{{\text{H}}_{\text{2}}}{\text{C}}{{\text{H}}_{\text{3}}}\), with aqueous potassium hydroxide. This reaction proceeds by both \({{\text{S}}_{\text{N}}}{\text{1}}\) and \({{\text{S}}_{\text{N}}}{\text{2}}\) mechanisms. Explain the \({{\text{S}}_{\text{N}}}{\text{2}}\) mechanism, using curly arrows to represent the movement of electron pairs.</p>
<div class="marks">[4]</div>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Explain why the hydroxide ion is a better nucleophile than water.</p>
<div class="marks">[2]</div>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Compound <strong>C</strong>, \({{\text{C}}_{\text{4}}}{{\text{H}}_{\text{9}}}{\text{OH}}\), can be oxidized by acidified potassium dichromate(VI) to form compound <strong>F</strong>.</p>
<p class="p1">(i) <span class="Apple-converted-space"> </span>State the name of the functional group present in compound <strong>F</strong>.</p>
<p class="p2"> </p>
<p class="p2"> </p>
<p class="p2"> </p>
<p class="p1">(ii) <span class="Apple-converted-space"> </span>Deduce the structural formula of an alcohol which is a structural isomer of compound <strong>C </strong>and <strong>cannot </strong>be oxidized by acidified potassium dichromate(VI).</p>
<div class="marks">[2]</div>
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Explain why but-2-ene is more volatile than compound <strong>C</strong>.</p>
<div class="marks">[2]</div>
<div class="question_part_label">f.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Deduce the equation for the complete combustion of compound <strong>C</strong>.</p>
<div class="marks">[1]</div>
<div class="question_part_label">g.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Define the term <em>stereoisomers</em>.</p>
<div class="marks">[1]</div>
<div class="question_part_label">h.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">State the conditions needed for a compound to show cis-trans.</p>
<div class="marks">[2]</div>
<div class="question_part_label">h.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Draw the structures of the two geometrical isomers of but-2-ene, clearly identifying each as <em>cis </em>or <em>trans</em>.</p>
<div class="marks">[2]</div>
<div class="question_part_label">h.iii.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1"><img src="images/Schermafbeelding_2016-08-07_om_14.23.36.png" alt="M15/4/CHEMI/HP2/ENG/TZ2/10.a.i/M"> ;</p>
<p class="p1"><em>Accept bromine atoms cis to each other.</em></p>
<div class="question_part_label">a.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">2,3-dibromobutane;</p>
<p class="p1"><em>Do not penalize the incorrect use of spaces, comma or hyphen.</em></p>
<div class="question_part_label">a.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">red/brown/orange/yellow to colourless/decolourized;</p>
<p class="p1"><em>Do not accept clear.</em></p>
<p class="p1"><em>Do not accept just “decolorized”.</em></p>
<div class="question_part_label">a.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">(i) <span class="Apple-converted-space"> </span>(synthesis of) plastics/polymers/organic materials not naturally available / synthetic materials;</p>
<p class="p1">wide range of uses/physical properties / versatile;</p>
<p class="p1">large industry / many tons of plastics consumed by society / <em>OWTTE</em>;</p>
<p class="p1"><em>Do not accept “useful” for M2.</em></p>
<p class="p1"><em>Award </em><strong><em>[1 max] </em></strong><em>if specific addition polymer and its use is given.</em></p>
<p class="p1"><em>Penalize reference to condensation polymers once only.</em></p>
<p class="p1">(ii) <span class="Apple-converted-space"> <img src="images/Schermafbeelding_2016-08-07_om_14.33.49.png" alt="M15/4/CHEMI/HP2/ENG/TZ2/10.b/M"></span> ;</p>
<p class="p1"><em>Ignore n.</em></p>
<p class="p1"><em>Brackets are not required for the mark, but continuation bonds are.</em></p>
<p class="p1"><em>Do not penalize if methyl groups are trans to each other.</em></p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><img src="images/Schermafbeelding_2016-08-07_om_14.41.16.png" alt="M15/4/CHEMI/HP2/ENG/TZ2/10.c.i/M"></p>
<p class="p1">curly arrow going from lone pair/negative charge on O in \({\text{H}}{{\text{O}}^ - }\) to C;</p>
<p class="p1"><em>Do not accept curly arrow originating on H in </em>\(H{O^ - }\)<em>.</em></p>
<p class="p1">curly arrow showing Br leaving;</p>
<p class="p1"><em>Accept curly arrow either going from bond between C and Br to Br in 2-bromobutane or in the transition state.</em></p>
<p class="p1"><em>Accept if arrow goes from C–Br bond to/or beyond Br.</em></p>
<p class="p1">representation of transition state showing negative charge, square brackets and partial bonds;</p>
<p class="p1"><em>Do not penalize if HO and Br are not at 180°</em> <em>to each other.</em></p>
<p class="p1"><em>Do not award M3 if OH----C bond is represented.</em></p>
<p class="p1">formation of organic product \({\text{C}}{{\text{H}}_{\text{3}}}{\text{CHOHC}}{{\text{H}}_{\text{2}}}{\text{C}}{{\text{H}}_{\text{3}}}\) <span class="s3"><strong>and </strong></span>\({\text{KBr/B}}{{\text{r}}^ - }\);</p>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">\({\text{O}}{{\text{H}}^ - }\) has a negative charge/higher electron density;</p>
<p class="p1">stronger attraction to the carbon atom with the partial positive charge / <em>OWTTE</em>;</p>
<p class="p1"><em>Do not accept just stronger attraction.</em></p>
<p class="p1"><em>Reference to carbon atom needed for M2</em>.</p>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">(i) <span class="Apple-converted-space"> </span>carbonyl;</p>
<p class="p1"><em>Accept ketone.</em></p>
<p class="p1">(ii) <span class="Apple-converted-space"> <img src="images/Schermafbeelding_2016-08-07_om_14.53.18.png" alt="M15/4/CHEMI/HP2/ENG/TZ2/10.e/M"></span> ;</p>
<p class="p1"><em>Accept condensed or full structural formula.</em></p>
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">hydrogen bonding in compound <span class="s1"><strong>C</strong></span>;</p>
<p class="p1">dipole-dipole forces in <span class="s1"><strong>C </strong></span>/ <span class="s1"><strong>C </strong></span>is more polar;</p>
<p class="p1"><span class="s1"><strong>C </strong></span>has greater molar mass/more dispersion/London/instantaneous induced dipole-induced dipole forces/van der Waal forces;</p>
<p class="p1"><em>Accept converse argument.</em></p>
<p class="p1"><em>Award </em><span class="s1"><strong><em>[1 max] </em></strong></span><em>for stronger intermolecular forces.</em></p>
<div class="question_part_label">f.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">\({{\text{C}}_4}{{\text{H}}_9}{\text{OH(l)}} + {\text{6}}{{\text{O}}_2}{\text{(g)}} \to {\text{4C}}{{\text{O}}_2}{\text{(g)}} + {\text{5}}{{\text{H}}_{\text{2}}}{\text{O(l)}}\);</p>
<p class="p1"><em>Ignore state symbols.</em></p>
<div class="question_part_label">g.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">compounds with the same structural formula <span class="s1"><strong>and </strong></span>different arrangement in space/3D structures;</p>
<p class="p1"><em>Accept molecular formula instead of structural formula.</em></p>
<p class="p1"><em>Do not accept “similar” instead of “same”.</em></p>
<div class="question_part_label">h.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">restricted rotation around a (double) bond;</p>
<p class="p1">carbon atoms of the C=C/carbon-carbon double bond (in alkene)/carbon atoms of the C–C/carbon-carbon single bond (in cycloalkane) must have two different atoms/groups of atoms / <em>OWTTE</em>;</p>
<p class="p1"><em>Do not accept “functional groups” for “groups of atoms” in M2.</em></p>
<div class="question_part_label">h.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><img src="images/Schermafbeelding_2016-08-07_om_15.11.48.png" alt="M15/4/CHEMI/HP2/ENG/TZ2/10.h.iii/M"></p>
<p class="p1"><em>Award </em><strong><em>[1 max] </em></strong><em>if cis and trans isomers are correctly drawn and identified for alkene other than but-2-ene.</em></p>
<p class="p1"><em>Award </em><strong><em>[1 max] </em></strong><em>if student draws and labels one structure correctly but not the other.</em></p>
<div class="question_part_label">h.iii.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates were able to give the full structural formula but marks were lost by some as they gave the condensed formula rather than the full structural formula as demanded by the question. Most were able to apply IUPAC rules and name A but some omitted the “di” from dibromobutane. The colour change observed when but-2-ene reacts with bromine was well known, but knowledge of the economic importance of the polymerisation of alkenes was limited with many candidates restricting their answers to identifying specific plastics such a polythene. Many responses included incorrect references to nylon and margarine. Most candidates were able to identify the repeating unit of poly(but-2-ene). The explanation of the \({{\text{S}}_{\text{N}}}{\text{2}}\) mechanism was more successful than in previous sessions although a common error was a curly arrow originating from the hydrogen atom in the hydroxide ion rather than the oxygen. Most candidates were able to explain the higher reactivity of the hydroxide ion compared to the water molecule in terms of charge but only a minority referred to the attraction between the nucleophile and low electron density of the carbon atom. The naming of 2-methylbutanenitrile was generally well done although small errors were accepted and the reagents needed for the hydrogenation of 2-methylbutanenitrile were also generally known. A number of candidates omitted the branching methyl group in the amide formed with ethanoic acid and confused aldehydes with ketone and only a small minority referred to the carbonyl group. Most candidates identified only hydrogen bonds in compound C and did not refer to the dipole-dipole forces or van der Waals’ forces also present or explicitly compare the relative strength of the different intermolecular forces in the two molecules. Some incorrectly referred to covalent bonding in their explanation. The equation for the complete combustion of compound C was generally well known. The term stereoisomer was well understood but many candidates did not refer to the restricted rotation around a double bond. Most candidates were able draw the structures of <em>cis </em>and <em>trans </em>but-2-ene.</p>
<div class="question_part_label">a.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates were able to give the full structural formula but marks were lost by some as they gave the condensed formula rather than the full structural formula as demanded by the question. Most were able to apply IUPAC rules and name A but some omitted the “di” from dibromobutane. The colour change observed when but-2-ene reacts with bromine was well known, but knowledge of the economic importance of the polymerisation of alkenes was limited with many candidates restricting their answers to identifying specific plastics such a polythene. Many responses included incorrect references to nylon and margarine. Most candidates were able to identify the repeating unit of poly(but-2-ene). The explanation of the \({{\text{S}}_{\text{N}}}{\text{2}}\) mechanism was more successful than in previous sessions although a common error was a curly arrow originating from the hydrogen atom in the hydroxide ion rather than the oxygen. Most candidates were able to explain the higher reactivity of the hydroxide ion compared to the water molecule in terms of charge but only a minority referred to the attraction between the nucleophile and low electron density of the carbon atom. The naming of 2-methylbutanenitrile was generally well done although small errors were accepted and the reagents needed for the hydrogenation of 2-methylbutanenitrile were also generally known. A number of candidates omitted the branching methyl group in the amide formed with ethanoic acid and confused aldehydes with ketone and only a small minority referred to the carbonyl group. Most candidates identified only hydrogen bonds in compound C and did not refer to the dipole-dipole forces or van der Waals’ forces also present or explicitly compare the relative strength of the different intermolecular forces in the two molecules. Some incorrectly referred to covalent bonding in their explanation. The equation for the complete combustion of compound C was generally well known. The term stereoisomer was well understood but many candidates did not refer to the restricted rotation around a double bond. Most candidates were able draw the structures of <em>cis </em>and <em>trans </em>but-2-ene.</p>
<div class="question_part_label">a.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates were able to give the full structural formula but marks were lost by some as they gave the condensed formula rather than the full structural formula as demanded by the question. Most were able to apply IUPAC rules and name A but some omitted the “di” from dibromobutane. The colour change observed when but-2-ene reacts with bromine was well known, but knowledge of the economic importance of the polymerisation of alkenes was limited with many candidates restricting their answers to identifying specific plastics such a polythene. Many responses included incorrect references to nylon and margarine. Most candidates were able to identify the repeating unit of poly(but-2-ene). The explanation of the \({{\text{S}}_{\text{N}}}{\text{2}}\) mechanism was more successful than in previous sessions although a common error was a curly arrow originating from the hydrogen atom in the hydroxide ion rather than the oxygen. Most candidates were able to explain the higher reactivity of the hydroxide ion compared to the water molecule in terms of charge but only a minority referred to the attraction between the nucleophile and low electron density of the carbon atom. The naming of 2-methylbutanenitrile was generally well done although small errors were accepted and the reagents needed for the hydrogenation of 2-methylbutanenitrile were also generally known. A number of candidates omitted the branching methyl group in the amide formed with ethanoic acid and confused aldehydes with ketone and only a small minority referred to the carbonyl group. Most candidates identified only hydrogen bonds in compound C and did not refer to the dipole-dipole forces or van der Waals’ forces also present or explicitly compare the relative strength of the different intermolecular forces in the two molecules. Some incorrectly referred to covalent bonding in their explanation. The equation for the complete combustion of compound C was generally well known. The term stereoisomer was well understood but many candidates did not refer to the restricted rotation around a double bond. Most candidates were able draw the structures of <em>cis </em>and <em>trans </em>but-2-ene.</p>
<div class="question_part_label">a.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates were able to give the full structural formula but marks were lost by some as they gave the condensed formula rather than the full structural formula as demanded by the question. Most were able to apply IUPAC rules and name A but some omitted the “di” from dibromobutane. The colour change observed when but-2-ene reacts with bromine was well known, but knowledge of the economic importance of the polymerisation of alkenes was limited with many candidates restricting their answers to identifying specific plastics such a polythene. Many responses included incorrect references to nylon and margarine. Most candidates were able to identify the repeating unit of poly(but-2-ene). The explanation of the \({{\text{S}}_{\text{N}}}{\text{2}}\) mechanism was more successful than in previous sessions although a common error was a curly arrow originating from the hydrogen atom in the hydroxide ion rather than the oxygen. Most candidates were able to explain the higher reactivity of the hydroxide ion compared to the water molecule in terms of charge but only a minority referred to the attraction between the nucleophile and low electron density of the carbon atom. The naming of 2-methylbutanenitrile was generally well done although small errors were accepted and the reagents needed for the hydrogenation of 2-methylbutanenitrile were also generally known. A number of candidates omitted the branching methyl group in the amide formed with ethanoic acid and confused aldehydes with ketone and only a small minority referred to the carbonyl group. Most candidates identified only hydrogen bonds in compound C and did not refer to the dipole-dipole forces or van der Waals’ forces also present or explicitly compare the relative strength of the different intermolecular forces in the two molecules. Some incorrectly referred to covalent bonding in their explanation. The equation for the complete combustion of compound C was generally well known. The term stereoisomer was well understood but many candidates did not refer to the restricted rotation around a double bond. Most candidates were able draw the structures of <em>cis </em>and <em>trans </em>but-2-ene.</p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates were able to give the full structural formula but marks were lost by some as they gave the condensed formula rather than the full structural formula as demanded by the question. Most were able to apply IUPAC rules and name A but some omitted the “di” from dibromobutane. The colour change observed when but-2-ene reacts with bromine was well known, but knowledge of the economic importance of the polymerisation of alkenes was limited with many candidates restricting their answers to identifying specific plastics such a polythene. Many responses included incorrect references to nylon and margarine. Most candidates were able to identify the repeating unit of poly(but-2-ene). The explanation of the \({{\text{S}}_{\text{N}}}{\text{2}}\) mechanism was more successful than in previous sessions although a common error was a curly arrow originating from the hydrogen atom in the hydroxide ion rather than the oxygen. Most candidates were able to explain the higher reactivity of the hydroxide ion compared to the water molecule in terms of charge but only a minority referred to the attraction between the nucleophile and low electron density of the carbon atom. The naming of 2-methylbutanenitrile was generally well done although small errors were accepted and the reagents needed for the hydrogenation of 2-methylbutanenitrile were also generally known. A number of candidates omitted the branching methyl group in the amide formed with ethanoic acid and confused aldehydes with ketone and only a small minority referred to the carbonyl group. Most candidates identified only hydrogen bonds in compound C and did not refer to the dipole-dipole forces or van der Waals’ forces also present or explicitly compare the relative strength of the different intermolecular forces in the two molecules. Some incorrectly referred to covalent bonding in their explanation. The equation for the complete combustion of compound C was generally well known. The term stereoisomer was well understood but many candidates did not refer to the restricted rotation around a double bond. Most candidates were able draw the structures of <em>cis </em>and <em>trans </em>but-2-ene.</p>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates were able to give the full structural formula but marks were lost by some as they gave the condensed formula rather than the full structural formula as demanded by the question. Most were able to apply IUPAC rules and name A but some omitted the “di” from dibromobutane. The colour change observed when but-2-ene reacts with bromine was well known, but knowledge of the economic importance of the polymerisation of alkenes was limited with many candidates restricting their answers to identifying specific plastics such a polythene. Many responses included incorrect references to nylon and margarine. Most candidates were able to identify the repeating unit of poly(but-2-ene). The explanation of the \({{\text{S}}_{\text{N}}}{\text{2}}\) mechanism was more successful than in previous sessions although a common error was a curly arrow originating from the hydrogen atom in the hydroxide ion rather than the oxygen. Most candidates were able to explain the higher reactivity of the hydroxide ion compared to the water molecule in terms of charge but only a minority referred to the attraction between the nucleophile and low electron density of the carbon atom. The naming of 2-methylbutanenitrile was generally well done although small errors were accepted and the reagents needed for the hydrogenation of 2-methylbutanenitrile were also generally known. A number of candidates omitted the branching methyl group in the amide formed with ethanoic acid and confused aldehydes with ketone and only a small minority referred to the carbonyl group. Most candidates identified only hydrogen bonds in compound C and did not refer to the dipole-dipole forces or van der Waals’ forces also present or explicitly compare the relative strength of the different intermolecular forces in the two molecules. Some incorrectly referred to covalent bonding in their explanation. The equation for the complete combustion of compound C was generally well known. The term stereoisomer was well understood but many candidates did not refer to the restricted rotation around a double bond. Most candidates were able draw the structures of <em>cis </em>and <em>trans </em>but-2-ene.</p>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates were able to give the full structural formula but marks were lost by some as they gave the condensed formula rather than the full structural formula as demanded by the question. Most were able to apply IUPAC rules and name A but some omitted the “di” from dibromobutane. The colour change observed when but-2-ene reacts with bromine was well known, but knowledge of the economic importance of the polymerisation of alkenes was limited with many candidates restricting their answers to identifying specific plastics such a polythene. Many responses included incorrect references to nylon and margarine. Most candidates were able to identify the repeating unit of poly(but-2-ene). The explanation of the \({{\text{S}}_{\text{N}}}{\text{2}}\) mechanism was more successful than in previous sessions although a common error was a curly arrow originating from the hydrogen atom in the hydroxide ion rather than the oxygen. Most candidates were able to explain the higher reactivity of the hydroxide ion compared to the water molecule in terms of charge but only a minority referred to the attraction between the nucleophile and low electron density of the carbon atom. The naming of 2-methylbutanenitrile was generally well done although small errors were accepted and the reagents needed for the hydrogenation of 2-methylbutanenitrile were also generally known. A number of candidates omitted the branching methyl group in the amide formed with ethanoic acid and confused aldehydes with ketone and only a small minority referred to the carbonyl group. Most candidates identified only hydrogen bonds in compound C and did not refer to the dipole-dipole forces or van der Waals’ forces also present or explicitly compare the relative strength of the different intermolecular forces in the two molecules. Some incorrectly referred to covalent bonding in their explanation. The equation for the complete combustion of compound C was generally well known. The term stereoisomer was well understood but many candidates did not refer to the restricted rotation around a double bond. Most candidates were able draw the structures of <em>cis </em>and <em>trans </em>but-2-ene.</p>
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates were able to give the full structural formula but marks were lost by some as they gave the condensed formula rather than the full structural formula as demanded by the question. Most were able to apply IUPAC rules and name A but some omitted the “di” from dibromobutane. The colour change observed when but-2-ene reacts with bromine was well known, but knowledge of the economic importance of the polymerisation of alkenes was limited with many candidates restricting their answers to identifying specific plastics such a polythene. Many responses included incorrect references to nylon and margarine. Most candidates were able to identify the repeating unit of poly(but-2-ene). The explanation of the \({{\text{S}}_{\text{N}}}{\text{2}}\) mechanism was more successful than in previous sessions although a common error was a curly arrow originating from the hydrogen atom in the hydroxide ion rather than the oxygen. Most candidates were able to explain the higher reactivity of the hydroxide ion compared to the water molecule in terms of charge but only a minority referred to the attraction between the nucleophile and low electron density of the carbon atom. The naming of 2-methylbutanenitrile was generally well done although small errors were accepted and the reagents needed for the hydrogenation of 2-methylbutanenitrile were also generally known. A number of candidates omitted the branching methyl group in the amide formed with ethanoic acid and confused aldehydes with ketone and only a small minority referred to the carbonyl group. Most candidates identified only hydrogen bonds in compound C and did not refer to the dipole-dipole forces or van der Waals’ forces also present or explicitly compare the relative strength of the different intermolecular forces in the two molecules. Some incorrectly referred to covalent bonding in their explanation. The equation for the complete combustion of compound C was generally well known. The term stereoisomer was well understood but many candidates did not refer to the restricted rotation around a double bond. Most candidates were able draw the structures of <em>cis </em>and <em>trans </em>but-2-ene.</p>
<div class="question_part_label">f.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates were able to give the full structural formula but marks were lost by some as they gave the condensed formula rather than the full structural formula as demanded by the question. Most were able to apply IUPAC rules and name A but some omitted the “di” from dibromobutane. The colour change observed when but-2-ene reacts with bromine was well known, but knowledge of the economic importance of the polymerisation of alkenes was limited with many candidates restricting their answers to identifying specific plastics such a polythene. Many responses included incorrect references to nylon and margarine. Most candidates were able to identify the repeating unit of poly(but-2-ene). The explanation of the \({{\text{S}}_{\text{N}}}{\text{2}}\) mechanism was more successful than in previous sessions although a common error was a curly arrow originating from the hydrogen atom in the hydroxide ion rather than the oxygen. Most candidates were able to explain the higher reactivity of the hydroxide ion compared to the water molecule in terms of charge but only a minority referred to the attraction between the nucleophile and low electron density of the carbon atom. The naming of 2-methylbutanenitrile was generally well done although small errors were accepted and the reagents needed for the hydrogenation of 2-methylbutanenitrile were also generally known. A number of candidates omitted the branching methyl group in the amide formed with ethanoic acid and confused aldehydes with ketone and only a small minority referred to the carbonyl group. Most candidates identified only hydrogen bonds in compound C and did not refer to the dipole-dipole forces or van der Waals’ forces also present or explicitly compare the relative strength of the different intermolecular forces in the two molecules. Some incorrectly referred to covalent bonding in their explanation. The equation for the complete combustion of compound C was generally well known. The term stereoisomer was well understood but many candidates did not refer to the restricted rotation around a double bond. Most candidates were able draw the structures of <em>cis </em>and <em>trans </em>but-2-ene.</p>
<div class="question_part_label">g.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates were able to give the full structural formula but marks were lost by some as they gave the condensed formula rather than the full structural formula as demanded by the question. Most were able to apply IUPAC rules and name A but some omitted the “di” from dibromobutane. The colour change observed when but-2-ene reacts with bromine was well known, but knowledge of the economic importance of the polymerisation of alkenes was limited with many candidates restricting their answers to identifying specific plastics such a polythene. Many responses included incorrect references to nylon and margarine. Most candidates were able to identify the repeating unit of poly(but-2-ene). The explanation of the \({{\text{S}}_{\text{N}}}{\text{2}}\) mechanism was more successful than in previous sessions although a common error was a curly arrow originating from the hydrogen atom in the hydroxide ion rather than the oxygen. Most candidates were able to explain the higher reactivity of the hydroxide ion compared to the water molecule in terms of charge but only a minority referred to the attraction between the nucleophile and low electron density of the carbon atom. The naming of 2-methylbutanenitrile was generally well done although small errors were accepted and the reagents needed for the hydrogenation of 2-methylbutanenitrile were also generally known. A number of candidates omitted the branching methyl group in the amide formed with ethanoic acid and confused aldehydes with ketone and only a small minority referred to the carbonyl group. Most candidates identified only hydrogen bonds in compound C and did not refer to the dipole-dipole forces or van der Waals’ forces also present or explicitly compare the relative strength of the different intermolecular forces in the two molecules. Some incorrectly referred to covalent bonding in their explanation. The equation for the complete combustion of compound C was generally well known. The term stereoisomer was well understood but many candidates did not refer to the restricted rotation around a double bond. Most candidates were able draw the structures of <em>cis </em>and <em>trans </em>but-2-ene.</p>
<div class="question_part_label">h.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates were able to give the full structural formula but marks were lost by some as they gave the condensed formula rather than the full structural formula as demanded by the question. Most were able to apply IUPAC rules and name A but some omitted the “di” from dibromobutane. The colour change observed when but-2-ene reacts with bromine was well known, but knowledge of the economic importance of the polymerisation of alkenes was limited with many candidates restricting their answers to identifying specific plastics such a polythene. Many responses included incorrect references to nylon and margarine. Most candidates were able to identify the repeating unit of poly(but-2-ene). The explanation of the \({{\text{S}}_{\text{N}}}{\text{2}}\) mechanism was more successful than in previous sessions although a common error was a curly arrow originating from the hydrogen atom in the hydroxide ion rather than the oxygen. Most candidates were able to explain the higher reactivity of the hydroxide ion compared to the water molecule in terms of charge but only a minority referred to the attraction between the nucleophile and low electron density of the carbon atom. The naming of 2-methylbutanenitrile was generally well done although small errors were accepted and the reagents needed for the hydrogenation of 2-methylbutanenitrile were also generally known. A number of candidates omitted the branching methyl group in the amide formed with ethanoic acid and confused aldehydes with ketone and only a small minority referred to the carbonyl group. Most candidates identified only hydrogen bonds in compound C and did not refer to the dipole-dipole forces or van der Waals’ forces also present or explicitly compare the relative strength of the different intermolecular forces in the two molecules. Some incorrectly referred to covalent bonding in their explanation. The equation for the complete combustion of compound C was generally well known. The term stereoisomer was well understood but many candidates did not refer to the restricted rotation around a double bond. Most candidates were able draw the structures of <em>cis </em>and <em>trans </em>but-2-ene.</p>
<div class="question_part_label">h.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates were able to give the full structural formula but marks were lost by some as they gave the condensed formula rather than the full structural formula as demanded by the question. Most were able to apply IUPAC rules and name A but some omitted the “di” from dibromobutane. The colour change observed when but-2-ene reacts with bromine was well known, but knowledge of the economic importance of the polymerisation of alkenes was limited with many candidates restricting their answers to identifying specific plastics such a polythene. Many responses included incorrect references to nylon and margarine. Most candidates were able to identify the repeating unit of poly(but-2-ene). The explanation of the \({{\text{S}}_{\text{N}}}{\text{2}}\) mechanism was more successful than in previous sessions although a common error was a curly arrow originating from the hydrogen atom in the hydroxide ion rather than the oxygen. Most candidates were able to explain the higher reactivity of the hydroxide ion compared to the water molecule in terms of charge but only a minority referred to the attraction between the nucleophile and low electron density of the carbon atom. The naming of 2-methylbutanenitrile was generally well done although small errors were accepted and the reagents needed for the hydrogenation of 2-methylbutanenitrile were also generally known. A number of candidates omitted the branching methyl group in the amide formed with ethanoic acid and confused aldehydes with ketone and only a small minority referred to the carbonyl group. Most candidates identified only hydrogen bonds in compound C and did not refer to the dipole-dipole forces or van der Waals’ forces also present or explicitly compare the relative strength of the different intermolecular forces in the two molecules. Some incorrectly referred to covalent bonding in their explanation. The equation for the complete combustion of compound C was generally well known. The term stereoisomer was well understood but many candidates did not refer to the restricted rotation around a double bond. Most candidates were able draw the structures of <em>cis </em>and <em>trans </em>but-2-ene.</p>
<div class="question_part_label">h.iii.</div>
</div>
<br><hr><br><div class="specification">
<p class="p1">Phosphoryl chloride, \({\text{POC}}{{\text{l}}_{\text{3}}}\), is a dehydrating agent.</p>
</div>
<div class="specification">
<p class="p1">\({\text{POC}}{{\text{l}}_{\text{3}}}\left( {\text{g}} \right)\) decomposes according to the following equation.</p>
<p class="p1">\[{\text{2POC}}{{\text{l}}_3}{\text{(g)}} \to {\text{2PC}}{{\text{l}}_3}{\text{(g)}} + {{\text{O}}_2}{\text{(g)}}\]</p>
</div>
<div class="specification">
<p class="p1">POCl<sub><span class="s1">3 </span></sub>can be prepared by the reaction of phosphorus pentachloride, PCl<sub><span class="s1">5 </span></sub>, with tetraphosphorus decaoxide, P<sub><span class="s1">4</span></sub>O<sub><span class="s1">10</span></sub>.</p>
</div>
<div class="specification">
<p class="p1">PCl<sub><span class="s1">3 </span></sub>and Cl<sup>–</sup><span class="s1"> </span>can act as ligands in transition metal complexes such as Ni(PCl<sub><span class="s1">3</span></sub>)<sub><span class="s1">4 </span></sub>and [Cr(H<sub><span class="s1">2</span></sub>O)<sub><span class="s1">3</span></sub>Cl<sub><span class="s1">3</span></sub>].</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Predict and explain the sign of the entropy change, \(\Delta S\), for this reaction.</p>
<div class="marks">[1]</div>
<div class="question_part_label">a.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Calculate the standard entropy change for the reaction, \(\Delta {S^\Theta }\), in \({\text{J}}\,{{\text{K}}^{ - 1}}{\text{mo}}{{\text{l}}^{ - 1}}\), using the data below.</p>
<p class="p1" style="text-align: center;"><img src="images/Schermafbeelding_2016-09-16_om_07.31.10.png" alt="M13/4/CHEMI/HP2/ENG/TZ2/05.a.ii"></p>
<div class="marks">[1]</div>
<div class="question_part_label">a.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Define the term <em>standard enthalpy change of formation</em>, \(\Delta H_{\text{f}}^\Theta \).</p>
<div class="marks">[1]</div>
<div class="question_part_label">a.iii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Calculate the standard enthalpy change for the reaction, \(\Delta {H^\Theta }\), in \({\text{kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}\), using the data below.</p>
<p class="p1" style="text-align: center;"><img src="images/Schermafbeelding_2016-09-16_om_07.42.10.png" alt="M13/4/CHEMI/HP2/ENG/TZ2/05.a.iv"></p>
<div class="marks">[1]</div>
<div class="question_part_label">a.iv.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Determine the standard free energy change for the reaction, \(\Delta {G^\Theta }\), in \({\text{kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}\), at 298 K.</p>
<div class="marks">[1]</div>
<div class="question_part_label">a.v.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Deduce the temperature, in K, at which the reaction becomes spontaneous.</p>
<div class="marks">[1]</div>
<div class="question_part_label">a.vi.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Deduce the Lewis (electron dot) structure of POCl<sub><span class="s1">3 </span></sub>(with P as the central element) and PCl<sub><span class="s1">3 </span></sub>and predict the shape of each molecule, using the valence shell electron pair repulsion theory (VSEPR).</p>
<div class="marks">[4]</div>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">State and explain the Cl–P–Cl bond angle in PCl<sub><span class="s1">3</span></sub>.</p>
<div class="marks">[3]</div>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Deduce the Lewis (electron dot) structure of PCl<sub><span class="s1">5</span></sub>.</p>
<div class="marks">[1]</div>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Predict the shape of this molecule, using the valence shell electron pair repulsion theory (VSEPR).</p>
<div class="marks">[1]</div>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Identify all the different bond angles in PCl<sub><span class="s1">5</span></sub>.</p>
<div class="marks">[1]</div>
<div class="question_part_label">c.iii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">PCl<sub><span class="s1">3</span></sub>Br<sub><span class="s1">2 </span></sub>has the same molecular shape as PCl<sub><span class="s1">5</span></sub>. Draw the three isomers of PCl<sub><span class="s1">3</span></sub>Br<sub><span class="s1">2 </span></sub>and deduce whether each isomer is polar or non-polar.</p>
<div class="marks">[3]</div>
<div class="question_part_label">c.iv.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Define the term <em>ligand</em>.</p>
<div class="marks">[2]</div>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Explain why the complex [Cr(H<sub><span class="s1">2</span></sub>O)<sub><span class="s1">3</span></sub>Cl<sub><span class="s1">3</span></sub>] is coloured.</p>
<div class="marks">[3]</div>
<div class="question_part_label">d.ii.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">2 mol (g) going to 3 mol (g)/increase in number of particles, therefore entropy increases/\(\Delta S\) positive / <em>OWTTE</em>;</p>
<p class="p1"><em>Accept if numbers of moles of gas are given below the equation.</em></p>
<div class="question_part_label">a.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">\(\left( {\Delta {S^\Theta } = [(2)(311.7) + (205.0)] - (2)(325.0) = } \right)( + )178.4{\text{ }}({\text{J}}\,{{\text{K}}^{ - 1}}{\text{mo}}{{\text{l}}^{ - 1}})\);</p>
<div class="question_part_label">a.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">heat/enthalpy change/required/absorbed when <span style="text-decoration: underline;">1</span> <span style="text-decoration: underline;">mol</span> of a compound is formed from its elements in their standard states/at 100 kPa/10<sup><span class="s1">5 </span></sup>Pa/1 bar;</p>
<p class="p1"><em>Allow 1.01 </em>\( \times \) <em>10</em><sup><span class="s2"><em>5 </em></span></sup><em>Pa</em>/<em>101 kPa</em>/<em>1 atm.</em></p>
<p class="p1"><em>Allow under standard conditions or standard temperature and pressure.</em></p>
<p class="p1"><em>Temperatures not required in definition, allow if quoted (for example, </em><em>298 K/ 25 °C</em><span class="s3"> </span><em>– most common) but pressure value must be correct if stated.</em></p>
<div class="question_part_label">a.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">\(\left( {\Delta {H^\Theta } = [(2)( - 288.1)] - [(2)( - 542.2)]) = } \right)( + )508.2{\text{ }}({\text{kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}})\);</p>
<div class="question_part_label">a.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">\(\left( {\Delta {G^\Theta } = \Delta {H^\Theta } - T\Delta {S^\Theta } = (508.2) - (298)\left( {\frac{{178.4}}{{1000}}} \right) = } \right){\text{ ( + )}}455.0{\text{ }}({\text{kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}})\);</p>
<div class="question_part_label">a.v.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">\(T > \left( {\frac{{\Delta {H^\Theta }}}{{\Delta {S^\Theta }}} = \frac{{508.2}}{{\left( {\frac{{178.4}}{{1000}}} \right)}} = } \right){\text{ }}2849{\text{ (K)}}/2576\) (°C);</p>
<p class="p1"><em>Allow temperatures in the range 2848–2855 K.</em></p>
<p class="p1"><em>Accept T </em>= <em>2849(K) .</em></p>
<p class="p1"><em>No ECF for temperatures T in the range 0–100 K.</em></p>
<div class="question_part_label">a.vi.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><img src="images/Schermafbeelding_2016-09-16_om_08.00.07.png" alt="M13/4/CHEMI/HP2/ENG/TZ2/05.b.i/M"></p>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">allow any bond angle in the range 100° to less than 109° (experimental value is100°);</p>
<p class="p1">due to four negative charge centres/four electron pairs/four electron domains (one of which is a lone pair)/tetrahedral arrangement of electron pairs/domains;</p>
<p class="p1">extra repulsion due to lone pair electrons / lone pairs occupy more space (than bonding pairs) so Cl–P–Cl bond angle decreases from 109.5° / <em>OWTTE</em>;</p>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><img src="images/Schermafbeelding_2016-09-16_om_08.06.45.png" alt="M13/4/CHEMI/HP2/ENG/TZ2/05.c.i/M"> ;</p>
<p class="p1"><em>Allow any combination of dots/crosses or lines to represent electron pairs.</em></p>
<p class="p1"><em>Do not penalise missing lone pairs on Cl if already penalised in (b)(i).</em></p>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">trigonal/triangular bipyramidal;</p>
<p class="p1"><em>Do not allow ECF from Lewis structures with incorrect number of </em><em>negative charge centres.</em></p>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">120°<span class="s1"> </span><strong>and </strong>90°/180°;</p>
<p class="p1"><em>Ignore other bond angles such as 240°</em><span class="s1"> </span><em>and 360°</em><em>.</em></p>
<p class="p1"><em>Apply list principle if some correct and incorrect angles given.</em></p>
<div class="question_part_label">c.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><img src="images/Schermafbeelding_2016-09-16_om_08.15.17.png" alt="M13/4/CHEMI/HP2/ENG/TZ2/05.c.iv/M"></p>
<p class="p1"><em>Award </em><strong><em>[1] </em></strong><em>for correct structure </em><strong><em>and </em></strong><em>molecular polarity.</em></p>
<p class="p1"><em>Award </em><strong><em>[1 max] </em></strong><em>for correct representations of all three isomers.</em></p>
<p class="p1"><em>Lone pairs not required.</em></p>
<div class="question_part_label">c.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">species with lone/non-bonding pair (of electrons);</p>
<p class="p1">which bonds to metal ion (in complex) / which forms dative (covalent)/coordinate bond to metal ion (in complex);</p>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">unpaired electrons in d orbitals / d sub-level partially occupied;</p>
<p class="p1">d orbitals split (into two sets of different energies);</p>
<p class="p1">frequencies of (visible) light absorbed by electrons moving from lower to higher d levels;</p>
<p class="p1">colour due to remaining frequencies / complementary colour transmitted;</p>
<p class="p1"><em>Allow wavelength as well as frequency.</em></p>
<p class="p1"><em>Do not accept colour emitted.</em></p>
<div class="question_part_label">d.ii.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates were able to calculate the entropy, enthalpy and free energy changes but made mistakes with the correct definition of enthalpy of formation’. Many referred to the gaseous state which suggests some confusion with bond enthalpies. Many were comfortable with writing Lewis structures and shapes of molecules, or some give incomplete explanations, not referring to the number of electron domains for example. Not many students could write a balanced equation for the reaction between PCl<sub><span class="s1">3 </span></sub>and H<sub><span class="s1">2</span></sub>O (A.S. 13.1.2 of the guide). In part (d) even though many knew that a ligand has a lone pair of electrons, they missed the second mark for ‘bonding to metal ion’.</p>
<div class="question_part_label">a.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Most candidates were able to calculate the entropy, enthalpy and free energy changes but made mistakes with the correct definition of enthalpy of formation’. Many referred to the gaseous state which suggests some confusion with bond enthalpies. Many were comfortable with writing Lewis structures and shapes of molecules, or some give incomplete explanations, not referring to the number of electron domains for example. Not many students could write a balanced equation for the reaction between PCl<sub><span class="s1">3 </span></sub>and H<sub><span class="s1">2</span></sub>O (A.S. 13.1.2 of the guide). In part (d) even though many knew that a ligand has a lone pair of electrons, they missed the second mark for ‘bonding to metal ion’.</p>
<div class="question_part_label">a.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Most candidates were able to calculate the entropy, enthalpy and free energy changes but made mistakes with the correct definition of enthalpy of formation’. Many referred to the gaseous state which suggests some confusion with bond enthalpies. Many were comfortable with writing Lewis structures and shapes of molecules, or some give incomplete explanations, not referring to the number of electron domains for example. Not many students could write a balanced equation for the reaction between PCl<sub><span class="s1">3 </span></sub>and H<sub><span class="s1">2</span></sub>O (A.S. 13.1.2 of the guide). In part (d) even though many knew that a ligand has a lone pair of electrons, they missed the second mark for ‘bonding to metal ion’.</p>
<div class="question_part_label">a.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Most candidates were able to calculate the entropy, enthalpy and free energy changes but made mistakes with the correct definition of enthalpy of formation’. Many referred to the gaseous state which suggests some confusion with bond enthalpies. Many were comfortable with writing Lewis structures and shapes of molecules, or some give incomplete explanations, not referring to the number of electron domains for example. Not many students could write a balanced equation for the reaction between PCl<sub><span class="s1">3 </span></sub>and H<sub><span class="s1">2</span></sub>O (A.S. 13.1.2 of the guide). In part (d) even though many knew that a ligand has a lone pair of electrons, they missed the second mark for ‘bonding to metal ion’.</p>
<div class="question_part_label">a.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Most candidates were able to calculate the entropy, enthalpy and free energy changes but made mistakes with the correct definition of enthalpy of formation’. Many referred to the gaseous state which suggests some confusion with bond enthalpies. Many were comfortable with writing Lewis structures and shapes of molecules, or some give incomplete explanations, not referring to the number of electron domains for example. Not many students could write a balanced equation for the reaction between PCl<sub><span class="s1">3 </span></sub>and H<sub><span class="s1">2</span></sub>O (A.S. 13.1.2 of the guide). In part (d) even though many knew that a ligand has a lone pair of electrons, they missed the second mark for ‘bonding to metal ion’.</p>
<div class="question_part_label">a.v.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Most candidates were able to calculate the entropy, enthalpy and free energy changes but made mistakes with the correct definition of enthalpy of formation’. Many referred to the gaseous state which suggests some confusion with bond enthalpies. Many were comfortable with writing Lewis structures and shapes of molecules, or some give incomplete explanations, not referring to the number of electron domains for example. Not many students could write a balanced equation for the reaction between PCl<sub><span class="s1">3 </span></sub>and H<sub><span class="s1">2</span></sub>O (A.S. 13.1.2 of the guide). In part (d) even though many knew that a ligand has a lone pair of electrons, they missed the second mark for ‘bonding to metal ion’.</p>
<div class="question_part_label">a.vi.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Most candidates were able to calculate the entropy, enthalpy and free energy changes but made mistakes with the correct definition of enthalpy of formation’. Many referred to the gaseous state which suggests some confusion with bond enthalpies. Many were comfortable with writing Lewis structures and shapes of molecules, or some give incomplete explanations, not referring to the number of electron domains for example. Not many students could write a balanced equation for the reaction between PCl<sub><span class="s1">3 </span></sub>and H<sub><span class="s1">2</span></sub>O (A.S. 13.1.2 of the guide). In part (d) even though many knew that a ligand has a lone pair of electrons, they missed the second mark for ‘bonding to metal ion’.</p>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Most candidates were able to calculate the entropy, enthalpy and free energy changes but made mistakes with the correct definition of enthalpy of formation’. Many referred to the gaseous state which suggests some confusion with bond enthalpies. Many were comfortable with writing Lewis structures and shapes of molecules, or some give incomplete explanations, not referring to the number of electron domains for example. Not many students could write a balanced equation for the reaction between PCl<sub><span class="s1">3 </span></sub>and H<sub><span class="s1">2</span></sub>O (A.S. 13.1.2 of the guide). In part (d) even though many knew that a ligand has a lone pair of electrons, they missed the second mark for ‘bonding to metal ion’.</p>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Most candidates were able to calculate the entropy, enthalpy and free energy changes but made mistakes with the correct definition of enthalpy of formation’. Many referred to the gaseous state which suggests some confusion with bond enthalpies. Many were comfortable with writing Lewis structures and shapes of molecules, or some give incomplete explanations, not referring to the number of electron domains for example. Not many students could write a balanced equation for the reaction between PCl<sub><span class="s1">3 </span></sub>and H<sub><span class="s1">2</span></sub>O (A.S. 13.1.2 of the guide). In part (d) even though many knew that a ligand has a lone pair of electrons, they missed the second mark for ‘bonding to metal ion’.</p>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Most candidates were able to calculate the entropy, enthalpy and free energy changes but made mistakes with the correct definition of enthalpy of formation’. Many referred to the gaseous state which suggests some confusion with bond enthalpies. Many were comfortable with writing Lewis structures and shapes of molecules, or some give incomplete explanations, not referring to the number of electron domains for example. Not many students could write a balanced equation for the reaction between PCl<sub><span class="s1">3 </span></sub>and H<sub><span class="s1">2</span></sub>O (A.S. 13.1.2 of the guide). In part (d) even though many knew that a ligand has a lone pair of electrons, they missed the second mark for ‘bonding to metal ion’.</p>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Most candidates were able to calculate the entropy, enthalpy and free energy changes but made mistakes with the correct definition of enthalpy of formation’. Many referred to the gaseous state which suggests some confusion with bond enthalpies. Many were comfortable with writing Lewis structures and shapes of molecules, or some give incomplete explanations, not referring to the number of electron domains for example. Not many students could write a balanced equation for the reaction between PCl<sub><span class="s1">3 </span></sub>and H<sub><span class="s1">2</span></sub>O (A.S. 13.1.2 of the guide). In part (d) even though many knew that a ligand has a lone pair of electrons, they missed the second mark for ‘bonding to metal ion’.</p>
<div class="question_part_label">c.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Most candidates were able to calculate the entropy, enthalpy and free energy changes but made mistakes with the correct definition of enthalpy of formation’. Many referred to the gaseous state which suggests some confusion with bond enthalpies. Many were comfortable with writing Lewis structures and shapes of molecules, or some give incomplete explanations, not referring to the number of electron domains for example. Not many students could write a balanced equation for the reaction between PCl<sub><span class="s1">3 </span></sub>and H<sub><span class="s1">2</span></sub>O (A.S. 13.1.2 of the guide). In part (d) even though many knew that a ligand has a lone pair of electrons, they missed the second mark for ‘bonding to metal ion’.</p>
<div class="question_part_label">c.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Most candidates were able to calculate the entropy, enthalpy and free energy changes but made mistakes with the correct definition of enthalpy of formation’. Many referred to the gaseous state which suggests some confusion with bond enthalpies. Many were comfortable with writing Lewis structures and shapes of molecules, or some give incomplete explanations, not referring to the number of electron domains for example. Not many students could write a balanced equation for the reaction between PCl<sub><span class="s1">3 </span></sub>and H<sub><span class="s1">2</span></sub>O (A.S. 13.1.2 of the guide). In part (d) even though many knew that a ligand has a lone pair of electrons, they missed the second mark for ‘bonding to metal ion’.</p>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Most candidates were able to calculate the entropy, enthalpy and free energy changes but made mistakes with the correct definition of enthalpy of formation’. Many referred to the gaseous state which suggests some confusion with bond enthalpies. Many were comfortable with writing Lewis structures and shapes of molecules, or some give incomplete explanations, not referring to the number of electron domains for example. Not many students could write a balanced equation for the reaction between PCl<sub><span class="s1">3 </span></sub>and H<sub><span class="s1">2</span></sub>O (A.S. 13.1.2 of the guide). In part (d) even though many knew that a ligand has a lone pair of electrons, they missed the second mark for ‘bonding to metal ion’.</p>
<div class="question_part_label">d.ii.</div>
</div>
<br><hr><br><div class="specification">
<p class="p1">Consider the structure and bonding in \({\text{MgC}}{{\text{l}}_{\text{2}}}\) and \({\text{PC}}{{\text{l}}_{\text{3}}}\).</p>
</div>
<div class="specification">
<p class="p1">Consider the molecules \({\text{PB}}{{\text{r}}_{\text{3}}}\) and \({\text{S}}{{\text{F}}_{\text{4}}}\).</p>
</div>
<div class="specification">
<p class="p1">The structure of <em>cis</em>-but-2-ene-1,4-dioic acid is shown below.</p>
<p class="p1" style="text-align: center;"><img src="images/Schermafbeelding_2016-08-07_om_13.26.13.png" alt="M15/4/CHEMI/HP2/ENG/TZ2/09.d"></p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">State and explain the electrical conductivities of these two chloride compounds in their liquid state.</p>
<div class="marks">[3]</div>
<div class="question_part_label">a.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Suggest, giving your reasons, the approximate pH values of the solutions formed by adding each chloride compound separately to distilled water.</p>
<p class="p2"> </p>
<p class="p1">\({\text{MgC}}{{\text{l}}_{\text{2}}}\)</p>
<p class="p2"> </p>
<p class="p2"> </p>
<p class="p2"> </p>
<p class="p1">\({\text{PC}}{{\text{l}}_{\text{3}}}\)</p>
<div class="marks">[4]</div>
<div class="question_part_label">a.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Identify the acid-base character of the oxides of each of the elements from sodium to chlorine in period 3.</p>
<div class="marks">[2]</div>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">State the equations for the separate reactions of sodium oxide and phosphorus(V) oxide with water.</p>
<div class="marks">[2]</div>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Deduce the Lewis (electron dot) structure of both molecules.</p>
<div class="marks">[2]</div>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Predict the shapes of the two molecules, giving the Br–P–Br bond angle in \({\text{PB}}{{\text{r}}_{\text{3}}}\) and the F–S–F bond angles in \({\text{S}}{{\text{F}}_{\text{4}}}\).</p>
<p class="p1"><img src="images/Schermafbeelding_2016-08-07_om_13.18.11.png" alt="M15/4/CHEMI/HP2/ENG/TZ2/09.c.ii"></p>
<div class="marks">[4]</div>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Explain why both \({\text{PB}}{{\text{r}}_{\text{3}}}\) and \({\text{S}}{{\text{F}}_{\text{4}}}\) are polar.</p>
<div class="marks">[2]</div>
<div class="question_part_label">c.iii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Describe the covalent bond between carbon and hydrogen in the molecule above and how it is formed.</p>
<div class="marks">[2]</div>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Deduce the hybridization of the oxygen atoms labelled \(\alpha \) and \(\beta \)<span class="s1">.</span></p>
<p class="p2"> </p>
<p class="p1">\(\alpha \)<span class="s1">:</span></p>
<p class="p2"> </p>
<p class="p1">\(\beta \)<span class="s1">:</span></p>
<div class="marks">[1]</div>
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Describe sigma \((\sigma )\) and pi \((\pi )\) bonds between atoms.</p>
<p class="p2"> </p>
<p class="p1">\(\sigma \) bond:</p>
<p class="p2"> </p>
<p class="p2"> </p>
<p class="p1">\(\pi \) <span class="s1">bond:</span></p>
<div class="marks">[2]</div>
<div class="question_part_label">d.iii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Identify the number of sigma \((\sigma )\) and pi \((\pi )\) <span class="s1">bonds present in a molecule of <em>cis</em>-but-2-ene-1,4-dioic acid.</span></p>
<div class="marks">[1]</div>
<div class="question_part_label">d.iv.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">\({\text{MgC}}{{\text{l}}_{\text{2}}}\) conducts electricity <span class="s1"><strong>and</strong></span> \({\text{PC}}{{\text{l}}_{\text{3}}}\) does not;</p>
<p class="p1">\({\text{MgC}}{{\text{l}}_{\text{2}}}\) is ionic <span class="s1"><strong>and </strong></span>\({\text{PC}}{{\text{l}}_{\text{3}}}\) is covalent/molecular;</p>
<p class="p1">ions/charged particles can move in \({\text{MgC}}{{\text{l}}_{\text{2}}}\) / no free charged particles in \({\text{PC}}{{\text{l}}_{\text{3}}}\);</p>
<p class="p1"><em>Award </em><span class="s1"><strong><em>[1 max] </em></strong></span><em>if all three points correct for one substance but not other.</em></p>
<div class="question_part_label">a.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">\(MgC{l_{\text{2}}}\)<em>:</em></p>
<p class="p1">\(4 \leqslant {\text{pH}} \leqslant 6.9\);</p>
<p class="p1">high charge density/high charge <strong>and </strong>small size of \({\text{M}}{{\text{g}}^{2 + }}\) makes \({[{\text{Mg}}{({{\text{H}}_{\text{2}}}{\text{O}})_{\text{6}}}{\text{]}}^{2 + }}\) hydrolyse / polarizes water to produce \({{\text{H}}^ + }\);</p>
<p class="p1">\(PC{l_3}\)<em>:</em></p>
<p class="p1">\(0 \leqslant {\text{pH}} \leqslant 4\);</p>
<p class="p1">(reacts with water to) form \({\text{H}}{{\text{C}}_{\text{l}}}{\text{/}}{{\text{H}}_{\text{3}}}{\text{P}}{{\text{O}}_{\text{3}}}\);</p>
<p class="p1"><em>Do not accept </em>\(H3P{O_4}\)<em>.</em></p>
<div class="question_part_label">a.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><em>Na, Mg (oxides): </em>basic</p>
<p class="p1"><em>Al (oxide): </em>amphoteric</p>
<p class="p1"><em>Do not accept amphiprotic.</em></p>
<p class="p1"><em>Si to Cl (oxides): </em>acidic</p>
<p class="p1"><em>Award </em><strong><em>[2] </em></strong><em>for all three listed sets correct.</em></p>
<p class="p1"><em>Award </em><strong><em>[1] </em></strong><em>for one or two listed sets correct.</em></p>
<p class="p1"><em>Award </em><strong><em>[1] </em></strong><em>for stating oxides become more acidic towards right/Cl or more </em><em>basic towards left/Na.</em></p>
<p class="p1"><em>Do not penalize if reference is to Ar instead of Cl.</em></p>
<p class="p1"><em>Do not penalize for incorrect formulas of oxides.</em></p>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">\({\text{N}}{{\text{a}}_2}{\text{O}}({\text{s}}) + {{\text{H}}_2}{\text{O}}({\text{l}}) \to {\text{2NaOH(aq)}}\);</p>
<p class="p1">\({{\text{P}}_4}{{\text{O}}_{10}}({\text{s}}) + {\text{6}}{{\text{H}}_2}{\text{O}}({\text{l}}) \to {\text{4}}{{\text{H}}_3}{\text{P}}{{\text{O}}_4}{\text{(aq)}}\);</p>
<p class="p1"><em>Ignore state symbols.</em></p>
<p class="p1"><em>Accept </em>\({P_2}{O_5}(s) + 3{H_2}O(l) \to 2{H_3}P{O_4}(aq)\)<em>.</em></p>
<p class="p1"><em>Do not award marks if incorrect formulas of the oxides are used.</em></p>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><img src="images/Schermafbeelding_2016-08-07_om_13.14.58.png" alt="M15/4/CHEMI/HP2/ENG/TZ2/09.c.i/M"></p>
<p class="p1"><em>Penalize lone pairs missing on Br and F once only.</em></p>
<p class="p1"><em>Accept any combination of lines, dots or crosses to represent electron pairs.</em></p>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><img src="images/Schermafbeelding_2016-08-07_om_13.19.11.png" alt="M15/4/CHEMI/HP2/ENG/TZ2/09.c.ii/M"></p>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">P–Br and S–F bonds are polar / bonds in both molecules are polar;</p>
<p class="p1">non-symmetrical distribution of electron cloud / polar bonds/dipoles do not cancel because of non-symmetrical shape;</p>
<p class="p1"><em>M2 may also be scored with a suitable diagram showing the vectorial addition of the individual S</em>–<em>F dipole moments to show a net dipole moment centred along the axis between the </em>\({F_{eq}}\)–<em>S</em>–\({F_{eq}}\) <em>bond.</em></p>
<div class="question_part_label">c.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><em>EITHER</em></p>
<p class="p1">(electrostatic) attraction between (positively charged) nuclei and a pair of electrons;</p>
<p class="p1">formed as a result of electron sharing (between the carbon and hydrogen nuclei);</p>
<p class="p1"><em>OR</em></p>
<p class="p1">sigma bond formed by overlap of atomic orbitals;</p>
<p class="p1">s orbital from H and \({\text{p/s}}{{\text{p}}^{\text{2}}}\) from carbon;</p>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">\(\alpha \)<em>: </em>\({\text{s}}{{\text{p}}^{\text{3}}}\) <strong>and </strong>\(\beta \)<em>: </em>\({\text{s}}{{\text{p}}^{\text{2}}}\);</p>
<p class="p1"><em>Accept if numbers are given as subscripts.</em></p>
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">\(\sigma \)<em> bond:</em></p>
<p class="p1">end-on / axial overlap of two orbitals;</p>
<p class="p1">\(\pi \) <em>bond:</em></p>
<p class="p1">sideways overlap of two (parallel) p orbitals;</p>
<p class="p1"><em>Accept suitable diagrams for both marks.</em></p>
<div class="question_part_label">d.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">11 \(\sigma \) <span class="s1"><strong>and </strong></span>3 \(\pi \);</p>
<div class="question_part_label">d.iv.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates knew about the relative conductivities of magnesium chloride and phosphorous trichloride and were able to relate it to bonding. The third mark was however more problematic as many continue to equate conductivity to mobile electrons rather than ions. The pH of solutions of aqueous chlorides was not generally well known with only a small number of candidates gaining full marks. An explanation of the acidity of magnesium in terms of the charge density of the \({\text{M}}{{\text{g}}^{2 + }}\) ion proved to be particularly challenging. One teacher commented that the reaction of \({\text{PC}}{{\text{l}}_{\text{3}}}\) and water is not mentioned in the guide but it is included in the teacher note to Assessment statement 13.1.1 of the current guide (although it is not in the new guide which will be assessed for the first time in May 2016). The acidity of the period 3 oxides was generally well known but many struggled to give balanced equations to describe the reactions of sodium and phosphorous(V) oxide with water, with many confusing the reaction of sodium oxide with that of sodium giving hydrogen as a product. Most candidates were able to give correct Lewis structure and shapes and bond angles but marks were lost, as in previous session due to missing lone pairs either on the central atoms or the Br and F atoms. It should be noted that it is difficult to award ECF marks in these questions so students need to avoid careless errors. Many struggled to give a complete explanation of the polarity of the two compounds as although the molecule was identified as being asymmetrical, few stated that the P–Br and S–F bonds are polar. Only a minority of students stated that a covalent bond was an attraction between nuclei and a pair of electrons and many were unable to identify the s-orbital from hydrogen and the \({\text{p/s}}{{\text{p}}^{\text{2}}}\) orbital from carbon as the overlapping orbitals in the covalent bond. The hybridisation of oxygen was generally well known as was sigma and pi bonding.</p>
<div class="question_part_label">a.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates knew about the relative conductivities of magnesium chloride and phosphorous trichloride and were able to relate it to bonding. The third mark was however more problematic as many continue to equate conductivity to mobile electrons rather than ions. The pH of solutions of aqueous chlorides was not generally well known with only a small number of candidates gaining full marks. An explanation of the acidity of magnesium in terms of the charge density of the \({\text{M}}{{\text{g}}^{2 + }}\) ion proved to be particularly challenging. One teacher commented that the reaction of \({\text{PC}}{{\text{l}}_{\text{3}}}\) and water is not mentioned in the guide but it is included in the teacher note to Assessment statement 13.1.1 of the current guide (although it is not in the new guide which will be assessed for the first time in May 2016). The acidity of the period 3 oxides was generally well known but many struggled to give balanced equations to describe the reactions of sodium and phosphorous(V) oxide with water, with many confusing the reaction of sodium oxide with that of sodium giving hydrogen as a product. Most candidates were able to give correct Lewis structure and shapes and bond angles but marks were lost, as in previous session due to missing lone pairs either on the central atoms or the Br and F atoms. It should be noted that it is difficult to award ECF marks in these questions so students need to avoid careless errors. Many struggled to give a complete explanation of the polarity of the two compounds as although the molecule was identified as being asymmetrical, few stated that the P–Br and S–F bonds are polar. Only a minority of students stated that a covalent bond was an attraction between nuclei and a pair of electrons and many were unable to identify the s-orbital from hydrogen and the \({\text{p/s}}{{\text{p}}^{\text{2}}}\) orbital from carbon as the overlapping orbitals in the covalent bond. The hybridisation of oxygen was generally well known as was sigma and pi bonding.</p>
<div class="question_part_label">a.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates knew about the relative conductivities of magnesium chloride and phosphorous trichloride and were able to relate it to bonding. The third mark was however more problematic as many continue to equate conductivity to mobile electrons rather than ions. The pH of solutions of aqueous chlorides was not generally well known with only a small number of candidates gaining full marks. An explanation of the acidity of magnesium in terms of the charge density of the \({\text{M}}{{\text{g}}^{2 + }}\) ion proved to be particularly challenging. One teacher commented that the reaction of \({\text{PC}}{{\text{l}}_{\text{3}}}\) and water is not mentioned in the guide but it is included in the teacher note to Assessment statement 13.1.1 of the current guide (although it is not in the new guide which will be assessed for the first time in May 2016). The acidity of the period 3 oxides was generally well known but many struggled to give balanced equations to describe the reactions of sodium and phosphorous(V) oxide with water, with many confusing the reaction of sodium oxide with that of sodium giving hydrogen as a product. Most candidates were able to give correct Lewis structure and shapes and bond angles but marks were lost, as in previous session due to missing lone pairs either on the central atoms or the Br and F atoms. It should be noted that it is difficult to award ECF marks in these questions so students need to avoid careless errors. Many struggled to give a complete explanation of the polarity of the two compounds as although the molecule was identified as being asymmetrical, few stated that the P–Br and S–F bonds are polar. Only a minority of students stated that a covalent bond was an attraction between nuclei and a pair of electrons and many were unable to identify the s-orbital from hydrogen and the \({\text{p/s}}{{\text{p}}^{\text{2}}}\) orbital from carbon as the overlapping orbitals in the covalent bond. The hybridisation of oxygen was generally well known as was sigma and pi bonding.</p>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates knew about the relative conductivities of magnesium chloride and phosphorous trichloride and were able to relate it to bonding. The third mark was however more problematic as many continue to equate conductivity to mobile electrons rather than ions. The pH of solutions of aqueous chlorides was not generally well known with only a small number of candidates gaining full marks. An explanation of the acidity of magnesium in terms of the charge density of the \({\text{M}}{{\text{g}}^{2 + }}\) ion proved to be particularly challenging. One teacher commented that the reaction of \({\text{PC}}{{\text{l}}_{\text{3}}}\) and water is not mentioned in the guide but it is included in the teacher note to Assessment statement 13.1.1 of the current guide (although it is not in the new guide which will be assessed for the first time in May 2016). The acidity of the period 3 oxides was generally well known but many struggled to give balanced equations to describe the reactions of sodium and phosphorous(V) oxide with water, with many confusing the reaction of sodium oxide with that of sodium giving hydrogen as a product. Most candidates were able to give correct Lewis structure and shapes and bond angles but marks were lost, as in previous session due to missing lone pairs either on the central atoms or the Br and F atoms. It should be noted that it is difficult to award ECF marks in these questions so students need to avoid careless errors. Many struggled to give a complete explanation of the polarity of the two compounds as although the molecule was identified as being asymmetrical, few stated that the P–Br and S–F bonds are polar. Only a minority of students stated that a covalent bond was an attraction between nuclei and a pair of electrons and many were unable to identify the s-orbital from hydrogen and the \({\text{p/s}}{{\text{p}}^{\text{2}}}\) orbital from carbon as the overlapping orbitals in the covalent bond. The hybridisation of oxygen was generally well known as was sigma and pi bonding.</p>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates knew about the relative conductivities of magnesium chloride and phosphorous trichloride and were able to relate it to bonding. The third mark was however more problematic as many continue to equate conductivity to mobile electrons rather than ions. The pH of solutions of aqueous chlorides was not generally well known with only a small number of candidates gaining full marks. An explanation of the acidity of magnesium in terms of the charge density of the \({\text{M}}{{\text{g}}^{2 + }}\) ion proved to be particularly challenging. One teacher commented that the reaction of \({\text{PC}}{{\text{l}}_{\text{3}}}\) and water is not mentioned in the guide but it is included in the teacher note to Assessment statement 13.1.1 of the current guide (although it is not in the new guide which will be assessed for the first time in May 2016). The acidity of the period 3 oxides was generally well known but many struggled to give balanced equations to describe the reactions of sodium and phosphorous(V) oxide with water, with many confusing the reaction of sodium oxide with that of sodium giving hydrogen as a product. Most candidates were able to give correct Lewis structure and shapes and bond angles but marks were lost, as in previous session due to missing lone pairs either on the central atoms or the Br and F atoms. It should be noted that it is difficult to award ECF marks in these questions so students need to avoid careless errors. Many struggled to give a complete explanation of the polarity of the two compounds as although the molecule was identified as being asymmetrical, few stated that the P–Br and S–F bonds are polar. Only a minority of students stated that a covalent bond was an attraction between nuclei and a pair of electrons and many were unable to identify the s-orbital from hydrogen and the \({\text{p/s}}{{\text{p}}^{\text{2}}}\) orbital from carbon as the overlapping orbitals in the covalent bond. The hybridisation of oxygen was generally well known as was sigma and pi bonding.</p>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates knew about the relative conductivities of magnesium chloride and phosphorous trichloride and were able to relate it to bonding. The third mark was however more problematic as many continue to equate conductivity to mobile electrons rather than ions. The pH of solutions of aqueous chlorides was not generally well known with only a small number of candidates gaining full marks. An explanation of the acidity of magnesium in terms of the charge density of the \({\text{M}}{{\text{g}}^{2 + }}\) ion proved to be particularly challenging. One teacher commented that the reaction of \({\text{PC}}{{\text{l}}_{\text{3}}}\) and water is not mentioned in the guide but it is included in the teacher note to Assessment statement 13.1.1 of the current guide (although it is not in the new guide which will be assessed for the first time in May 2016). The acidity of the period 3 oxides was generally well known but many struggled to give balanced equations to describe the reactions of sodium and phosphorous(V) oxide with water, with many confusing the reaction of sodium oxide with that of sodium giving hydrogen as a product. Most candidates were able to give correct Lewis structure and shapes and bond angles but marks were lost, as in previous session due to missing lone pairs either on the central atoms or the Br and F atoms. It should be noted that it is difficult to award ECF marks in these questions so students need to avoid careless errors. Many struggled to give a complete explanation of the polarity of the two compounds as although the molecule was identified as being asymmetrical, few stated that the P–Br and S–F bonds are polar. Only a minority of students stated that a covalent bond was an attraction between nuclei and a pair of electrons and many were unable to identify the s-orbital from hydrogen and the \({\text{p/s}}{{\text{p}}^{\text{2}}}\) orbital from carbon as the overlapping orbitals in the covalent bond. The hybridisation of oxygen was generally well known as was sigma and pi bonding.</p>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates knew about the relative conductivities of magnesium chloride and phosphorous trichloride and were able to relate it to bonding. The third mark was however more problematic as many continue to equate conductivity to mobile electrons rather than ions. The pH of solutions of aqueous chlorides was not generally well known with only a small number of candidates gaining full marks. An explanation of the acidity of magnesium in terms of the charge density of the \({\text{M}}{{\text{g}}^{2 + }}\) ion proved to be particularly challenging. One teacher commented that the reaction of \({\text{PC}}{{\text{l}}_{\text{3}}}\) and water is not mentioned in the guide but it is included in the teacher note to Assessment statement 13.1.1 of the current guide (although it is not in the new guide which will be assessed for the first time in May 2016). The acidity of the period 3 oxides was generally well known but many struggled to give balanced equations to describe the reactions of sodium and phosphorous(V) oxide with water, with many confusing the reaction of sodium oxide with that of sodium giving hydrogen as a product. Most candidates were able to give correct Lewis structure and shapes and bond angles but marks were lost, as in previous session due to missing lone pairs either on the central atoms or the Br and F atoms. It should be noted that it is difficult to award ECF marks in these questions so students need to avoid careless errors. Many struggled to give a complete explanation of the polarity of the two compounds as although the molecule was identified as being asymmetrical, few stated that the P–Br and S–F bonds are polar. Only a minority of students stated that a covalent bond was an attraction between nuclei and a pair of electrons and many were unable to identify the s-orbital from hydrogen and the \({\text{p/s}}{{\text{p}}^{\text{2}}}\) orbital from carbon as the overlapping orbitals in the covalent bond. The hybridisation of oxygen was generally well known as was sigma and pi bonding.</p>
<div class="question_part_label">c.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates knew about the relative conductivities of magnesium chloride and phosphorous trichloride and were able to relate it to bonding. The third mark was however more problematic as many continue to equate conductivity to mobile electrons rather than ions. The pH of solutions of aqueous chlorides was not generally well known with only a small number of candidates gaining full marks. An explanation of the acidity of magnesium in terms of the charge density of the \({\text{M}}{{\text{g}}^{2 + }}\) ion proved to be particularly challenging. One teacher commented that the reaction of \({\text{PC}}{{\text{l}}_{\text{3}}}\) and water is not mentioned in the guide but it is included in the teacher note to Assessment statement 13.1.1 of the current guide (although it is not in the new guide which will be assessed for the first time in May 2016). The acidity of the period 3 oxides was generally well known but many struggled to give balanced equations to describe the reactions of sodium and phosphorous(V) oxide with water, with many confusing the reaction of sodium oxide with that of sodium giving hydrogen as a product. Most candidates were able to give correct Lewis structure and shapes and bond angles but marks were lost, as in previous session due to missing lone pairs either on the central atoms or the Br and F atoms. It should be noted that it is difficult to award ECF marks in these questions so students need to avoid careless errors. Many struggled to give a complete explanation of the polarity of the two compounds as although the molecule was identified as being asymmetrical, few stated that the P–Br and S–F bonds are polar. Only a minority of students stated that a covalent bond was an attraction between nuclei and a pair of electrons and many were unable to identify the s-orbital from hydrogen and the \({\text{p/s}}{{\text{p}}^{\text{2}}}\) orbital from carbon as the overlapping orbitals in the covalent bond. The hybridisation of oxygen was generally well known as was sigma and pi bonding.</p>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates knew about the relative conductivities of magnesium chloride and phosphorous trichloride and were able to relate it to bonding. The third mark was however more problematic as many continue to equate conductivity to mobile electrons rather than ions. The pH of solutions of aqueous chlorides was not generally well known with only a small number of candidates gaining full marks. An explanation of the acidity of magnesium in terms of the charge density of the \({\text{M}}{{\text{g}}^{2 + }}\) ion proved to be particularly challenging. One teacher commented that the reaction of \({\text{PC}}{{\text{l}}_{\text{3}}}\) and water is not mentioned in the guide but it is included in the teacher note to Assessment statement 13.1.1 of the current guide (although it is not in the new guide which will be assessed for the first time in May 2016). The acidity of the period 3 oxides was generally well known but many struggled to give balanced equations to describe the reactions of sodium and phosphorous(V) oxide with water, with many confusing the reaction of sodium oxide with that of sodium giving hydrogen as a product. Most candidates were able to give correct Lewis structure and shapes and bond angles but marks were lost, as in previous session due to missing lone pairs either on the central atoms or the Br and F atoms. It should be noted that it is difficult to award ECF marks in these questions so students need to avoid careless errors. Many struggled to give a complete explanation of the polarity of the two compounds as although the molecule was identified as being asymmetrical, few stated that the P–Br and S–F bonds are polar. Only a minority of students stated that a covalent bond was an attraction between nuclei and a pair of electrons and many were unable to identify the s-orbital from hydrogen and the \({\text{p/s}}{{\text{p}}^{\text{2}}}\) orbital from carbon as the overlapping orbitals in the covalent bond. The hybridisation of oxygen was generally well known as was sigma and pi bonding.</p>
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates knew about the relative conductivities of magnesium chloride and phosphorous trichloride and were able to relate it to bonding. The third mark was however more problematic as many continue to equate conductivity to mobile electrons rather than ions. The pH of solutions of aqueous chlorides was not generally well known with only a small number of candidates gaining full marks. An explanation of the acidity of magnesium in terms of the charge density of the \({\text{M}}{{\text{g}}^{2 + }}\) ion proved to be particularly challenging. One teacher commented that the reaction of \({\text{PC}}{{\text{l}}_{\text{3}}}\) and water is not mentioned in the guide but it is included in the teacher note to Assessment statement 13.1.1 of the current guide (although it is not in the new guide which will be assessed for the first time in May 2016). The acidity of the period 3 oxides was generally well known but many struggled to give balanced equations to describe the reactions of sodium and phosphorous(V) oxide with water, with many confusing the reaction of sodium oxide with that of sodium giving hydrogen as a product. Most candidates were able to give correct Lewis structure and shapes and bond angles but marks were lost, as in previous session due to missing lone pairs either on the central atoms or the Br and F atoms. It should be noted that it is difficult to award ECF marks in these questions so students need to avoid careless errors. Many struggled to give a complete explanation of the polarity of the two compounds as although the molecule was identified as being asymmetrical, few stated that the P–Br and S–F bonds are polar. Only a minority of students stated that a covalent bond was an attraction between nuclei and a pair of electrons and many were unable to identify the s-orbital from hydrogen and the \({\text{p/s}}{{\text{p}}^{\text{2}}}\) orbital from carbon as the overlapping orbitals in the covalent bond. The hybridisation of oxygen was generally well known as was sigma and pi bonding.</p>
<div class="question_part_label">d.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates knew about the relative conductivities of magnesium chloride and phosphorous trichloride and were able to relate it to bonding. The third mark was however more problematic as many continue to equate conductivity to mobile electrons rather than ions. The pH of solutions of aqueous chlorides was not generally well known with only a small number of candidates gaining full marks. An explanation of the acidity of magnesium in terms of the charge density of the \({\text{M}}{{\text{g}}^{2 + }}\) ion proved to be particularly challenging. One teacher commented that the reaction of \({\text{PC}}{{\text{l}}_{\text{3}}}\) and water is not mentioned in the guide but it is included in the teacher note to Assessment statement 13.1.1 of the current guide (although it is not in the new guide which will be assessed for the first time in May 2016). The acidity of the period 3 oxides was generally well known but many struggled to give balanced equations to describe the reactions of sodium and phosphorous(V) oxide with water, with many confusing the reaction of sodium oxide with that of sodium giving hydrogen as a product. Most candidates were able to give correct Lewis structure and shapes and bond angles but marks were lost, as in previous session due to missing lone pairs either on the central atoms or the Br and F atoms. It should be noted that it is difficult to award ECF marks in these questions so students need to avoid careless errors. Many struggled to give a complete explanation of the polarity of the two compounds as although the molecule was identified as being asymmetrical, few stated that the P–Br and S–F bonds are polar. Only a minority of students stated that a covalent bond was an attraction between nuclei and a pair of electrons and many were unable to identify the s-orbital from hydrogen and the \({\text{p/s}}{{\text{p}}^{\text{2}}}\) orbital from carbon as the overlapping orbitals in the covalent bond. The hybridisation of oxygen was generally well known as was sigma and pi bonding.</p>
<div class="question_part_label">d.iv.</div>
</div>
<br><hr><br><div class="specification">
<p>The oxides and chlorides of period 3 elements exhibit periodicity.</p>
</div>
<div class="specification">
<p>Chlorine gas, \({\text{C}}{{\text{l}}_{\text{2}}}{\text{(g)}}\), is bubbled through separate solutions of aqueous bromine, \({\text{B}}{{\text{r}}_{\text{2}}}{\text{(aq)}}\), and potassium bromide, \({\text{KBr(aq)}}\).</p>
</div>
<div class="specification">
<p>The hydrogen halides do not show perfect periodicity. A bar chart of boiling points shows that the boiling point of hydrogen fluoride, HF, is much higher than periodic trends would indicate.</p>
<p style="text-align: left;"><img src="images/Schermafbeelding_2016-08-12_om_06.29.26.png" alt="M14/4/CHEMI/HP2/ENG/TZ1/05.c"></p>
</div>
<div class="specification">
<p>Transition metals form complex ions which are usually coloured.</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>(i) State the changes in the acid-base nature of the oxides across period 3 (from \({\text{N}}{{\text{a}}_2}{\text{O}}\) to \({\text{C}}{{\text{l}}_{\text{2}}}{{\text{O}}_{\text{7}}}\)), including equations for the reactions of \({\text{N}}{{\text{a}}_2}{\text{O}}\) and \({\text{S}}{{\text{O}}_{\text{3}}}\) with water.</p>
<p> </p>
<p> </p>
<p> </p>
<p> </p>
<p> </p>
<p>(ii) State whether or not molten aluminium chloride, \({\text{A}}{{\text{l}}_{\text{2}}}{\text{C}}{{\text{l}}_{\text{6}}}\), and molten aluminium oxide, \({\text{A}}{{\text{l}}_{\text{2}}}{{\text{O}}_{\text{3}}}\), conduct electricity. Explain this behaviour in terms of the structure and bonding of the two compounds.</p>
<p> </p>
<p> </p>
<p> </p>
<p> </p>
<p> </p>
<p> </p>
<p>(iii) State the equation for the reaction of \({\text{C}}{{\text{l}}_{\text{2}}}\) with water.</p>
<div class="marks">[7]</div>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>(i) Predict any changes that may be observed in each case.</p>
<p> </p>
<p>\({\text{B}}{{\text{r}}_{\text{2}}}{\text{(aq)}}\):</p>
<p> </p>
<p> </p>
<p>\({\text{KBr(aq)}}\):</p>
<p> </p>
<p> </p>
<p>(ii) State the half-equations for the reactions that occur.</p>
<div class="marks">[4]</div>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>(i) Explain why the boiling point of HF is much higher than the boiling points of the other hydrogen halides.</p>
<p> </p>
<p> </p>
<p>(ii) Explain the trend in the boiling points of HCl, HBr and HI.</p>
<div class="marks">[3]</div>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>State the full electron configurations of Cr and \({\text{C}}{{\text{r}}^{3 + }}\).</p>
<p> </p>
<p>Cr:</p>
<p> </p>
<p>\({\text{C}}{{\text{r}}^{3 + }}\):</p>
<div class="marks">[2]</div>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>\({\text{C}}{{\text{r}}^{3 + }}\) ions and water molecules bond together to form the complex ion \({{\text{[Cr(}}{{\text{H}}_{\text{2}}}{\text{O}}{{\text{)}}_{\text{6}}}{\text{]}}^{3 + }}\).</p>
<p>Describe how the water acts and how it forms the bond, identifying the acid-base character of the reaction.</p>
<div class="marks">[3]</div>
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Explain why the \({{\text{[Cr(}}{{\text{H}}_{\text{2}}}{\text{O}}{{\text{)}}_{\text{6}}}{\text{]}}^{3 + }}\) ion is coloured.</p>
<div class="marks">[3]</div>
<div class="question_part_label">d.iii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Outline, including a relevant equation, whether the \({{\text{[Cr(}}{{\text{H}}_{\text{2}}}{\text{O}}{{\text{)}}_{\text{6}}}{\text{]}}^{3 + }}\) ion is acidic, basic or neutral.</p>
<div class="marks">[1]</div>
<div class="question_part_label">d.iv.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Explain how the number of electrons in the outer main energy level of phosphorus, P, can be determined using the data of successive ionization energies.</p>
<div class="marks">[2]</div>
<div class="question_part_label">e.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p>(i) basic to acidic;</p>
<p>\({\text{N}}{{\text{a}}_{\text{2}}}{\text{O(s)}} + {{\text{H}}_{\text{2}}}{\text{O(l)}} \to {\text{2NaOH(aq)}}\);</p>
<p>\({\text{S}}{{\text{O}}_3}{\text{(g)}} + {{\text{H}}_2}{\text{O(l)}} \to {{\text{H}}_2}{\text{S}}{{\text{O}}_4}{\text{(aq)}}\);</p>
<p><em>Ignore state symbols.</em></p>
<p>(ii) molten \({\text{A}}{{\text{l}}_2}{\text{C}}{{\text{l}}_6}\) does not conduct electricity <strong>and </strong>molten \({\text{A}}{{\text{l}}_{\text{2}}}{{\text{O}}_{\text{3}}}\) does;</p>
<p>\({\text{A}}{{\text{l}}_2}{\text{C}}{{\text{l}}_6}\) is a covalent molecule <strong>and </strong>has no free charged particles to conduct electricity;</p>
<p>\({\text{A}}{{\text{l}}_2}{{\text{O}}_3}\) is ionic/has ions which are free to move when molten;</p>
<p>(iii) \({\text{C}}{{\text{l}}_2}{\text{(g)}} + {{\text{H}}_2}{\text{O(l)}} \rightleftharpoons {\text{HCl(aq)}} + {\text{HClO(aq)}}\);</p>
<p><em>Ignore state symbols.</em></p>
<p><em>Allow </em>\( \to \)<em>.</em></p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>(i) \({\text{B}}{{\text{r}}_2}{\text{(aq)}}\): no change;</p>
<p>\({\text{KBr(aq)}}\): colour change / from colourless to red/yellow/orange/brown;</p>
<p>(ii) \({\text{2B}}{{\text{r}}^ - }{\text{(aq)}} \to {\text{B}}{{\text{r}}_2}{\text{(aq)}} + {\text{2}}{{\text{e}}^ - }\);</p>
<p>\({\text{C}}{{\text{l}}_2}{\text{(g)}} + {\text{2}}{{\text{e}}^ - } \to {\text{2C}}{{\text{l}}^ - }{\text{(aq)}}\);</p>
<p><em>Ignore state symbols.</em></p>
<p><em>Accept e instead of e</em><sup><em>–</em></sup><em>.</em></p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>(i) HF has hydrogen bonds (between molecules);</p>
<p>(ii) strength of van der Waals’/London/dispersion forces increases;</p>
<p>as mass/size/number of electrons of halogen atom/molecule increases;</p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><em>Cr: </em>\({\text{1}}{{\text{s}}^{\text{2}}}{\text{2}}{{\text{s}}^{\text{2}}}{\text{2}}{{\text{p}}^{\text{6}}}{\text{3}}{{\text{s}}^{\text{2}}}{\text{3}}{{\text{p}}^{\text{6}}}{\text{4}}{{\text{s}}^{\text{1}}}{\text{3}}{{\text{d}}^{\text{5}}}/{\text{1}}{{\text{s}}^{\text{2}}}{\text{2}}{{\text{s}}^{\text{2}}}{\text{2}}{{\text{p}}^{\text{6}}}{\text{3}}{{\text{s}}^{\text{2}}}{\text{3}}{{\text{p}}^{\text{6}}}{\text{3}}{{\text{d}}^{\text{5}}}{\text{4}}{{\text{s}}^{\text{1}}}\);</p>
<p><em>Cr</em><sup><em>3+</em></sup><em>:</em> \({\text{1}}{{\text{s}}^{\text{2}}}{\text{2}}{{\text{s}}^{\text{2}}}{\text{2}}{{\text{p}}^{\text{6}}}{\text{3}}{{\text{s}}^{\text{2}}}{\text{3}}{{\text{p}}^{\text{6}}}{\text{3}}{{\text{d}}^{\text{3}}}\);</p>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\({{\text{H}}_2}{\text{O}}\) is a ligand / has lone (electron) pair;</p>
<p>forms dative (covalent)/coordinate bond / donates a lone (electron) pair ;</p>
<p>ligand is Lewis base / \({\text{C}}{{\text{r}}^{3 + }}\) is Lewis acid;</p>
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\({\text{C}}{{\text{r}}^{3 + }}\) has partially filled d orbitals;</p>
<p>d orbitals split into two levels / three lower energy and two higher energy levels;</p>
<p>energy difference is in visible part of spectrum;</p>
<p>electrons absorb <span style="text-decoration: underline;">visible</span> light / one colour/frequency/wavelength;</p>
<p>electron transitions occur from lower to higher energy level within d sub-level;</p>
<p>complementary colour/colour not absorbed is seen;</p>
<div class="question_part_label">d.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>acidic because \({{\text{[Cr(}}{{\text{H}}_2}{\text{O}}{{\text{)}}_6}{\text{]}}^{3 + }}{\text{(aq)}} \to {{\text{[Cr(}}{{\text{H}}_2}{\text{O}}{{\text{)}}_5}{\text{(OH)]}}^{2 + }}{\text{(aq)}} + {{\text{H}}^ + }{\text{(aq)}}\);</p>
<p><em>Allow answers with further equations.</em></p>
<p><em>Accept any other valid equations.</em></p>
<p><em>Ignore state symbols.</em></p>
<div class="question_part_label">d.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>successive ionization energy values increase with removal of each electron;</p>
<p>large increase in ionization energy when sixth electron is removed;</p>
<p>as electron is one energy level/shell closer to the nucleus;</p>
<p><em>Accept a suitably annotated diagram.</em></p>
<div class="question_part_label">e.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p>There appeared to be some significant gaps in knowledge within this question, the various parts either scored very well or not at all.</p>
<p>In a(ii) there was a poor understanding of the nature of bonding in aluminium chloride and aluminium oxide. Candidates are still confusing electrical conductivity in compounds with that in metals, and often refer to the inability to conduct being down to a lack of mobile electrons in compounds.</p>
<p>Balancing equations, both full, as in parts a(i) and a(iii), and half equations as in b(ii), showed poor knowledge both of the reactants and products and in the ability to balance them in both atoms and charge. It should be expected that higher level candidates would be comfortable with these processes. The ability to deduce and predict what they would see during a reaction is a skill required of all chemists, it was missing in the attempts to answer b(ii). Parts c and d(i), (ii) and (iii) showed good knowledge, but in part d(iv) the understanding of the acid nature of some d block complex ions was lacking. Part e was rarely given credit, as many appeared to misread the question, and discussed the changes in first ionisation energies across Period 3.</p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>There appeared to be some significant gaps in knowledge within this question, the various parts either scored very well or not at all.</p>
<p>In a(ii) there was a poor understanding of the nature of bonding in aluminium chloride and aluminium oxide. Candidates are still confusing electrical conductivity in compounds with that in metals, and often refer to the inability to conduct being down to a lack of mobile electrons in compounds.</p>
<p>Balancing equation,s both full, as in parts a(i) and a(iii), and half equations as in b(ii), showed poor knowledge both of the reactants and products and in the ability to balance them in both atoms and charge. It should be expected that higher level candidates would be comfortable with these processes. The ability to deduce and predict what they would see during a reaction is a skill required of all chemists, it was missing in the attempts to answer b(ii). Parts c and d(i), ii) and iii) showed good knowledge, but in part d(iv) the understanding of the acid nature of some d block complex ions was lacking. Part e was rarely given credit, as many appeared to misread the question, and discussed the changes in first ionisation energies across Period 3.</p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>There appeared to be some significant gaps in knowledge within this question, the various parts either scored very well or not at all.</p>
<p>In a(ii) there was a poor understanding of the nature of bonding in aluminium chloride and aluminium oxide. Candidates are still confusing electrical conductivity in compounds with that in metals, and often refer to the inability to conduct being down to a lack of mobile electrons in compounds.</p>
<p>Balancing equations, both full, as in parts a(i) and a(iii), and half equations as in b(ii), showed poor knowledge both of the reactants and products and in the ability to balance them in both atoms and charge. It should be expected that higher level candidates would be comfortable with these processes. The ability to deduce and predict what they would see during a reaction is a skill required of all chemists, it was missing in the attempts to answer b(ii). Parts c and d(i), ii) and iii) showed good knowledge, but in part d(iv) the understanding of the acid nature of some d block complex ions was lacking. Part e was rarely given credit, as many appeared to misread the question, and discussed the changes in first ionisation energies across Period 3.</p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>There appeared to be some significant gaps in knowledge within this question, the various parts either scored very well or not at all.</p>
<p>In a(ii) there was a poor understanding of the nature of bonding in aluminium chloride and aluminium oxide. Candidates are still confusing electrical conductivity in compounds with that in metals, and often refer to the inability to conduct being down to a lack of mobile electrons in compounds.</p>
<p>Balancing equations, both full, as in parts a(i) and a(iii), and half equations as in b(ii), showed poor knowledge both of the reactants and products and in the ability to balance them in both atoms and charge. It should be expected that higher level candidates would be comfortable with these processes. The ability to deduce and predict what they would see during a reaction is a skill required of all chemists, it was missing in the attempts to answer b(ii). Parts c and d(i), ii) and iii) showed good knowledge, but in part d(iv) the understanding of the acid nature of some d block complex ions was lacking. Part e was rarely given credit, as many appeared to misread the question, and discussed the changes in first ionisation energies across Period 3.</p>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>There appeared to be some significant gaps in knowledge within this question, the various parts either scored very well or not at all.</p>
<p>In a(ii) there was a poor understanding of the nature of bonding in aluminium chloride and aluminium oxide. Candidates are still confusing electrical conductivity in compounds with that in metals, and often refer to the inability to conduct being down to a lack of mobile electrons in compounds.</p>
<p>Balancing equations, both full, as in parts a(i) and a(iii), and half equations as in b(ii), showed poor knowledge both of the reactants and products and in the ability to balance them in both atoms and charge. It should be expected that higher level candidates would be comfortable with these processes. The ability to deduce and predict what they would see during a reaction is a skill required of all chemists, it was missing in the attempts to answer b(ii). Parts c and d(i), ii) and iii) showed good knowledge, but in part d(iv) the understanding of the acid nature of some d block complex ions was lacking. Part e was rarely given credit, as many appeared to misread the question, and discussed the changes in first ionisation energies across Period 3.</p>
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>There appeared to be some significant gaps in knowledge within this question, the various parts either scored very well or not at all.</p>
<p>In a(ii) there was a poor understanding of the nature of bonding in aluminium chloride and aluminium oxide. Candidates are still confusing electrical conductivity in compounds with that in metals, and often refer to the inability to conduct being down to a lack of mobile electrons in compounds.</p>
<p>Balancing equations, both full, as in parts a(i) and a(iii), and half equations as in b(ii), showed poor knowledge both of the reactants and products and in the ability to balance them in both atoms and charge. It should be expected that higher level candidates would be comfortable with these processes. The ability to deduce and predict what they would see during a reaction is a skill required of all chemists, it was missing in the attempts to answer b(ii). Parts c and d(i), ii) and iii) showed good knowledge, but in part d(iv) the understanding of the acid nature of some d block complex ions was lacking. Part e was rarely given credit, as many appeared to misread the question, and discussed the changes in first ionisation energies across Period 3.</p>
<div class="question_part_label">d.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>There appeared to be some significant gaps in knowledge within this question, the various parts either scored very well or not at all.</p>
<p>In a(ii) there was a poor understanding of the nature of bonding in aluminium chloride and aluminium oxide. Candidates are still confusing electrical conductivity in compounds with that in metals, and often refer to the inability to conduct being down to a lack of mobile electrons in compounds.</p>
<p>Balancing equations, both full, as in parts a(i) and a(iii), and half equations as in b(ii), showed poor knowledge both of the reactants and products and in the ability to balance them in both atoms and charge. It should be expected that higher level candidates would be comfortable with these processes. The ability to deduce and predict what they would see during a reaction is a skill required of all chemists, it was missing in the attempts to answer b(ii). Parts c and d(i), ii) and iii) showed good knowledge, but in part d(iv) the understanding of the acid nature of some d block complex ions was lacking. Part e was rarely given credit, as many appeared to misread the question, and discussed the changes in first ionisation energies across Period 3.</p>
<div class="question_part_label">d.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>There appeared to be some significant gaps in knowledge within this question, the various parts either scored very well or not at all.</p>
<p>In a(ii) there was a poor understanding of the nature of bonding in aluminium chloride and aluminium oxide. Candidates are still confusing electrical conductivity in compounds with that in metals, and often refer to the inability to conduct being down to a lack of mobile electrons in compounds.</p>
<p>Balancing equations, both full, as in parts a(i) and a(iii), and half equations as in b(ii) showed poor knowledge both of the reactants and products and in the ability to balance them in both atoms and charge. It should be expected that higher level candidates would be comfortable with these processes. The ability to deduce and predict what they would see during a reaction is a skill required of all chemists, it was missing in the attempts to answer b(ii). Parts c and d(i), ii) and iii) showed good knowledge, but in part d(iv) the understanding of the acid nature of some d block complex ions was lacking. Part e was rarely given credit, as many appeared to misread the question, and discussed the changes in first ionisation energies across Period 3.</p>
<div class="question_part_label">e.</div>
</div>
<br><hr><br><div class="specification">
<p class="p1">This question is about the compounds of some period 3 elements.</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">State the equations for the reactions of sodium oxide with water and phosphorus(V) oxide with water.</p>
<div class="marks">[2]</div>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Explain why the melting point of phosphorus(V) oxide is lower than that of sodium oxide in terms of their bonding and structure.</p>
<div class="marks">[2]</div>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Predict whether phosphorus(V) oxide and sodium oxide conduct electricity in their solid and molten states. Complete the boxes with “yes” or “no”.</p>
<p class="p1" style="text-align: center;"><img src="images/Schermafbeelding_2016-08-02_om_17.40.18.png" alt="M15/4/CHEMI/HP2/ENG/TZ1/02.b.ii"></p>
<div class="marks">[2]</div>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Predict and explain the pH of the following aqueous solutions, using equations to support your answer.</p>
<p class="p1">Ammonium chloride, \({\text{N}}{{\text{H}}_{\text{4}}}{\text{Cl(aq)}}\):</p>
<p class="p2"> </p>
<p class="p2"> </p>
<p class="p2"> </p>
<p class="p1">Sodium methanoate, \({\text{HCOONa(aq)}}\):</p>
<div class="marks">[4]</div>
<div class="question_part_label">c.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">\({\text{N}}{{\text{a}}_{\text{2}}}{\text{O(s)}} + {{\text{H}}_{\text{2}}}{\text{O(l)}} \to {\text{2NaOH(aq);}}\)</p>
<p class="p1"><em>Accept \(N{a_2}O(s) + {H_2}O(l) \to 2N{a^ + }(aq) + 2O{H^ - }(aq)\).</em></p>
<p class="p1">\({{\text{P}}_4}{{\text{O}}_{10}}{\text{(s)}} + {\text{6}}{{\text{H}}_2}{\text{O(l)}} \to {\text{4}}{{\text{H}}_3}{\text{P}}{{\text{O}}_4}{\text{(aq)}}\);</p>
<p class="p2"><span class="s1"><em>Accept </em></span><em>\({P_2}{O_5}(s) + 3{H_2}O(l) \to 2{H_3}P{O_4}(aq)\).</em></p>
<p class="p1"><em>Accept \({P_4}{O_{10}}(s) + 6{H_2}O(l) \to 4{H^ + }(aq) + 4{H_2}PO_4^ - (aq)\).</em></p>
<p class="p1"><em>Ignore state symbols.</em></p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">\({\text{N}}{{\text{a}}_{\text{2}}}{\text{O}}\) ionic <strong>and </strong>\({{\text{P}}_{\text{4}}}{{\text{O}}_{{\text{10}}}}\) covalent (within molecule);</p>
<p class="p1">\({\text{N}}{{\text{a}}_{\text{2}}}{\text{O}}\) in giant/3D/network/lattice structure with strong (ionic) bonds <strong>and</strong> \({{\text{P}}_{\text{4}}}{{\text{O}}_{{\text{10}}}}\) has a (simple) molecular structure/weak intermolecular forces (between molecules);</p>
<p class="p1"><em>Award </em><strong><em>[1] </em></strong><em>for stating that bonds require more energy to break in \(N{a_2}O\) than in \({P_4}{O_{10}}\)</em><span class="s1"><em>.</em></span></p>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p style="text-align: center;"><img src="images/Schermafbeelding_2016-08-02_om_17.41.44.png" alt="M15/4/CHEMI/HP2/ENG/TZ1/02.b.ii(2)"> ;</p>
<p class="p1"><em>Award </em><strong><em>[2] </em></strong><em>for four correct.</em></p>
<p class="p1"><em>Award </em><strong><em>[1] </em></strong><em>for two or three correct.</em></p>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><em>Ammonium chloride:</em></p>
<p class="p1"><em>Accept any value in the range: </em>\(3 < {\text{pH}} < 7\);</p>
<p class="p1">\({\text{NH}}_4^ + {\text{(aq)}} \rightleftharpoons {\text{N}}{{\text{H}}_3}{\text{(aq)}} + {{\text{H}}^ + }{\text{(aq)}}\);</p>
<p class="p1"><em>Sodium methanoate:</em></p>
<p class="p1">\(7 < {\text{pH}} < 11\);</p>
<p class="p1">\({\text{HCO}}{{\text{O}}^ - }{\text{(aq)}} + {{\text{H}}_2}{\text{O(l)}} \rightleftharpoons {\text{HCOOH(aq)}} + {\text{O}}{{\text{H}}^ - }{\text{(aq)}}\);</p>
<p class="p1"><em>Award </em><strong><em>[1 max] </em></strong><em>for both M1 and M3 combined if stated “pH < 7/acidic for ammonium chloride and pH > 7/alkaline/basic for sodium methanoate”</em>.</p>
<p class="p1"><em>Accept alternative suitable equations.</em></p>
<p class="p1"><em>Award </em><strong><em>[1 max] </em></strong><em>for two correct explanations, such as “salt of weak acid and strong base” or “salt of weak base and strong acid”, without equations.</em></p>
<p class="p1"><em>Penalize missing equilibrium sign once only.</em></p>
<p class="p1"><em>Ignore state symbols.</em></p>
<div class="question_part_label">c.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">In (a) sodium oxide was answered better than phosphorus(V) oxide (a direct reference to Assessment Statement 13.1.1) although there were many instances of NaO. In (b) there were the usual suggestions that covalent bonds are weaker than ionic bonds. Candidates find the distinction between <em>inter- </em>and <em>intra-</em>molecular bonding very difficult to grasp. Some didn’t realize that \({\text{N}}{{\text{a}}_{\text{2}}}{\text{O}}\) is ionic. Answers about electrical conductivity usually gained one of the two marks available so there may have been an element of guesswork here. Many answers to (c) gained only one mark for knowing that one would be acidic and the other basic. There was very poor understanding of the equations needed and the explanation of the equilibria involved.</p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">In (a) sodium oxide was answered better than phosphorus(V) oxide (a direct reference to Assessment Statement 13.1.1) although there were many instances of NaO. In (b) there were the usual suggestions that covalent bonds are weaker than ionic bonds. Candidates find the distinction between <em>inter- </em>and <em>intra-</em>molecular bonding very difficult to grasp. Some didn’t realize that \({\text{N}}{{\text{a}}_{\text{2}}}{\text{O}}\) is ionic. Answers about electrical conductivity usually gained one of the two marks available so there may have been an element of guesswork here. Many answers to (c) gained only one mark for knowing that one would be acidic and the other basic. There was very poor understanding of the equations needed and the explanation of the equilibria involved.</p>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">In (a) sodium oxide was answered better than phosphorus(V) oxide (a direct reference to Assessment Statement 13.1.1) although there were many instances of NaO. In (b) there were the usual suggestions that covalent bonds are weaker than ionic bonds. Candidates find the distinction between <em>inter- </em>and <em>intra-</em>molecular bonding very difficult to grasp. Some didn’t realize that \({\text{N}}{{\text{a}}_{\text{2}}}{\text{O}}\) is ionic. Answers about electrical conductivity usually gained one of the two marks available so there may have been an element of guesswork here. Many answers to (c) gained only one mark for knowing that one would be acidic and the other basic. There was very poor understanding of the equations needed and the explanation of the equilibria involved.</p>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">In (a) sodium oxide was answered better than phosphorus(V) oxide (a direct reference to Assessment Statement 13.1.1) although there were many instances of NaO. In (b) there were the usual suggestions that covalent bonds are weaker than ionic bonds. Candidates find the distinction between <em>inter- </em>and <em>intra-</em>molecular bonding very difficult to grasp. Some didn’t realize that \({\text{N}}{{\text{a}}_{\text{2}}}{\text{O}}\) is ionic. Answers about electrical conductivity usually gained one of the two marks available so there may have been an element of guesswork here. Many answers to (c) gained only one mark for knowing that one would be acidic and the other basic. There was very poor understanding of the equations needed and the explanation of the equilibria involved.</p>
<div class="question_part_label">c.</div>
</div>
<br><hr><br><div class="specification">
<p class="p1">Consider the structure and bonding in \({\text{MgC}}{{\text{l}}_{\text{2}}}\) and \({\text{PC}}{{\text{l}}_{\text{5}}}\).</p>
</div>
<div class="specification">
<p class="p1">For each of the species \({\text{PB}}{{\text{r}}_{\text{3}}}\) and \({\text{S}}{{\text{F}}_{\text{6}}}\):</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">State and explain the difference in the electrical conductivity in the liquid state of the two chlorides.</p>
<div class="marks">[3]</div>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">(i) deduce the Lewis structure.</p>
<p class="p1">(ii) predict the shape and bond angle.</p>
<p class="p1">(iii) predict and explain the molecular polarity.</p>
<p class="p1"><img src="images/Schermafbeelding_2016-11-03_om_06.27.58.png" alt="N11/4/CHEMI/HP2/ENG/TZ0/06.c"></p>
<div class="marks">[8]</div>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Compare the formation of sigma (\(\sigma \)) and pi (\(\pi \)) bonds between the carbon atoms in a molecule of ethyne.</p>
<div class="marks">[2]</div>
<div class="question_part_label">d.i.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">\({\text{MgC}}{{\text{l}}_2}\) conducts <strong>and </strong>\({\text{PC}}{{\text{l}}_5}\) does not;</p>
<p class="p1">\({\text{MgC}}{{\text{l}}_2}\) ionic <strong>and </strong>\({\text{PC}}{{\text{l}}_5}\) covalent/molecular/(consists of) molecules;</p>
<p class="p1"><em>Award </em><strong><em>[1 max] </em></strong><em>for MgCl</em><sub><span class="s1"><em>2 </em></span></sub><em>conducts </em><strong><em>and </em></strong><em>ionic.</em></p>
<p class="p1"><em>Award </em><strong><em>[1 max] </em></strong><em>for PCl</em><sub><span class="s1"><em>5 </em></span></sub><em>does not conduct </em><strong><em>and </em></strong><em>covalent/molecular/(consists of molecules).</em></p>
<p class="p1">ions can move in liquid (in \({\text{MgC}}{{\text{l}}_2}\)) / <em>OWTTE</em>;</p>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><img src="images/Schermafbeelding_2016-11-03_om_06.29.11.png" alt="N11/4/CHEMI/HP2/ENG/TZ0/06.c/M"></p>
<p class="p1"><em>Do not allow ECF in this question from incorrect Lewis structure.</em></p>
<p class="p1"><em>Allow </em><strong><em>[1 max] </em></strong><em>for stating that </em><em>PBr<sub>3</sub> is polar and </em><em>SF<sub>6</sub> is non-polar without giving </em><em>a reason or if explanations are incorrect.</em></p>
<p class="p1"><em>Allow polar bonds do not cancel for PBr</em><sub><span class="s2"><em>3 </em></span></sub><em>and polar bonds cancel for SF</em><sub><span class="s2"><em>6</em></span></sub><em>.</em></p>
<p class="p1"><em>Do not allow asymmetric molecule as reason for PBr</em><sub><span class="s2"><em>3 </em></span></sub><em>or symmetric molecule for </em><em>SF</em><sub><span class="s2"><em>6 </em></span></sub><em>as reason alone.</em></p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">\(\sigma \) <em>bond:</em></p>
<p class="p1">end-on/axial overlap with electron density between the two carbon atoms/nuclei / end-on/axial overlap of orbitals so shared electrons are between atoms / <em>OWTTE</em>;</p>
<p class="p1">\(\pi \) <em>bond:</em></p>
<p class="p1">sideways/parallel overlap of p orbitals with electron density above <strong>and </strong>below internuclear axis/\(\sigma \) bond / sideways/parallel overlap of p orbitals so shared electrons are above <strong>and</strong> below internuclear axis/\(\sigma \) bond / <em>OWTTE</em>;</p>
<p class="p1"><em>Marks can be scored from a suitable diagram.</em></p>
<p class="p1"><em>Award </em><strong><em>[1 max] </em></strong><em>for stating end-on/axial overlap for \(\sigma \) and sideways/parallel overlap for \(\pi \) only i.e. without mentioning electron density </em><strong><em>OR </em></strong><em>stating electron density between the two atoms/nuclei for </em>\(\sigma \)<em> and above and below internuclear axis for </em>\(\pi \)<em>.</em></p>
<p class="p1"><em><img src="images/Schermafbeelding_2016-11-03_om_06.43.49.png" alt="N11/4/CHEMI/HP2/ENG/TZ0/06.d.i/M"></em></p>
<div class="question_part_label">d.i.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">This was usually well answered.</p>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">The Lewis structures were usually well drawn but some omitted the lone pairs. The shapes were also usually correct, though some stated that the shape of \({\text{PB}}{{\text{r}}_{\text{3}}}\) is tetrahedral which is incorrect. The electron domain geometry of \({\text{PB}}{{\text{r}}_{\text{3}}}\) is tetrahedral as there are four negative charge centres or four electron domains, but the molecular geometry and hence the shape is trigonal/triangular pyramidal. It is worth emphasising this difference between electron domain geometry and molecular geometry in discussions of shape in VSEPR Theory. As regards the bond angles, a few forgot the fact that the lone pair on the P occupies more space and hence the angle drops below 109.5 degrees. Many simply wrote 107 degrees, which is the bond angle in ammonia. An important point to make here is that every trigonal pyramidal geometry does not have a bond angle equivalent to that of ammonia, 107 degrees, which is a point often misunderstood by candidates. In fact, many factors can come into play here including lone pairs and electronegativity considerations. In fact, the experimental bond angle for \({\text{PB}}{{\text{r}}_{\text{3}}}\) is 101 degrees and candidates would have scored the mark if they gave any value in the range 100 to less than 109.5 degrees. Candidates are not required to know experimental values but should not make sweeping conclusions that all trigonal pyramidal geometries have 107 degree bond angles, which certainly is not the case. For \({\text{S}}{{\text{F}}_{\text{6}}}\), 90 and 120 bond angles were often incorrectly given. The most disappointing part of this sub-section however was the poor explanations of polarity. Some of the top candidates did however give complete explanations and referred to the polar PBr bonds and the fact that as the molecule is not symmetrical there is an asymmetric distribution of the electron cloud. It was nice to see vectorial addition of bond dipoles supporting this type of explanation resulting in a clearly defined and drawn net dipole moment in the case of \({\text{PB}}{{\text{r}}_{\text{3}}}\) leading to its polar nature and similar arguments and drawings in the case of the non-polar of \({\text{S}}{{\text{F}}_{\text{6}}}\).</p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Very few candidates scored both marks on sigma and pi bonds.</p>
<div class="question_part_label">d.i.</div>
</div>
<br><hr><br><div class="specification">
<p>Bleaches in which chlorine is the active ingredient are the most common, although some environmental groups have concerns about their use.</p>
</div>
<div class="specification">
<p>In aqueous chlorine the equilibrium below produces chloric(I) acid (hypochlorous acid), HOCl, the active bleach.</p>
<p>\[{\text{C}}{{\text{l}}_2}{\text{(aq)}} + {{\text{H}}_2}{\text{O(l)}} \rightleftharpoons {\text{HOCl(aq)}} + {{\text{H}}^ + }{\text{(aq)}} + {\text{C}}{{\text{l}}^ - }{\text{(aq)}}\]</p>
</div>
<div class="specification">
<p>Aqueous sodium chlorate(I), NaOCl, the most common active ingredient in chlorine based bleaches, oxidizes coloured materials to colourless products while being reduced to the chloride ion. It will also oxidize sulfur dioxide to the sulfate ion.</p>
</div>
<div class="specification">
<p>The standard electrode potential for the reduction of the chlorate(V) ion to the chloride ion is \( + 1.49{\text{ V}}\).</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>(i) Describe the colour change that occurs when aqueous chlorine is added to aqueous sodium bromide.</p>
<p>(ii) Outline, with the help of a chemical equation, why this reaction occurs.</p>
<div class="marks">[3]</div>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Chloric(I) acid is a weak acid, but hydrochloric acid is a strong acid. Outline how this is indicated in the equation above.</p>
<div class="marks">[1]</div>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>State a balanced equation for the reaction of chloric(I) acid with water.</p>
<div class="marks">[1]</div>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Outline, in terms of the equilibrium in aqueous chlorine, why it is dangerous to use an acidic toilet cleaner in combination with this kind of bleach.</p>
<div class="marks">[2]</div>
<div class="question_part_label">b.iii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Suggest why a covalent molecule, such as chloric(I) acid, is readily soluble in water.</p>
<div class="marks">[2]</div>
<div class="question_part_label">b.iv.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Partial neutralization of chloric(I) acid creates a buffer solution. Given that the \({\text{p}}{K_{\text{a}}}\) of chloric(I) acid is 7.53, determine the pH of a solution that has \({\text{[HOCl]}} = 0.100{\text{ mol}}\,{\text{d}}{{\text{m}}^{ - 3}}\) and \({\text{[Cl}}{{\text{O}}^ - }{\text{]}} = 0.0500{\text{ mol}}\,{\text{d}}{{\text{m}}^{ - 3}}\).</p>
<div class="marks">[4]</div>
<div class="question_part_label">b.v.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Describe, using HIn to represent the indicator in its acid form, why an indicator changes colour when excess alkali is added.</p>
<div class="marks">[3]</div>
<div class="question_part_label">b.vi.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>(i) Deduce a balanced equation for the reaction between the chlorate(I) ion and sulfur dioxide from the appropriate half-equations.</p>
<p> </p>
<p> </p>
<p> </p>
<p> </p>
<p> </p>
<p>(ii) State the initial and final oxidation numbers of both chlorine and sulfur in the final equation.</p>
<p><img src="images/Schermafbeelding_2016-08-12_om_18.13.59.png" alt="M14/4/CHEMI/HP2/ENG/TZ2/05.c.ii"></p>
<div class="marks">[6]</div>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>(i) Define the term <em>standard electrode potential</em>.</p>
<p> </p>
<p> </p>
<p>(ii) Referring to Table 14 of the Data Booklet, deduce, giving a reason, whether the oxidation of the chromium(III) ion to the dichromate(VI) ion by the chlorate(V) ion is energetically feasible.</p>
<div class="marks">[3]</div>
<div class="question_part_label">d.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p>(i) from (pale) green/colourless to yellow/orange/brown;</p>
<p><em>Initial colour must be stated.</em></p>
<p><em>Do </em><strong><em>not </em></strong><em>accept “clear/transparent” instead of “colourless”.</em></p>
<p>(ii) chlorine more reactive/more powerful oxidizing agent (than bromine);</p>
<p><em>Accept opposite statements for bromine.</em></p>
<p><em>Accept “chloride ion a weaker reducing agent” / “bromide ion a stronger reducing agent”.</em></p>
<p><em>Accept “chlorine more electronegative than bromine”.</em></p>
<p>\({\text{C}}{{\text{l}}_2}{\text{(aq)}} + {\text{2NaBr(aq)}} \to {\text{B}}{{\text{r}}_2}{\text{(aq)}} + {\text{2NaCl(aq)}}/{\text{C}}{{\text{l}}_2}{\text{(aq)}} + {\text{2B}}{{\text{r}}^ - }{\text{(aq)}} \to {\text{B}}{{\text{r}}_2}{\text{(aq)}} + {\text{2C}}{{\text{l}}^ - }{\text{(aq)}}\);</p>
<p><em>Ignore state symbols.</em></p>
<p><em>Do </em><strong><em>not </em></strong><em>accept with equilibrium sign.</em></p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>chloric(I) acid (shown as) a molecule/molecular, but hydrochloric acid (shown as being) split into ions / <em>OWTTE</em>;</p>
<p><em>Accept “chloric(I) acid is partially dissociated and hydrochloric acid is </em><em>fully dissociated”.</em></p>
<p><em>Reference needed to both acids for mark.</em></p>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\({\text{HOCl(aq)}} \rightleftharpoons {{\text{H}}^ + }{\text{(aq)}} + {\text{Cl}}{{\text{O}}^ - }{\text{(aq)}}/{\text{HOCl(aq)}} + {{\text{H}}_2}{\text{O(l)}} \rightleftharpoons {{\text{H}}_3}{{\text{O}}^ + }{\text{(aq)}} + {\text{Cl}}{{\text{O}}^ - }{\text{(aq)}}\);</p>
<p><em>Equilibrium sign required for the mark.</em></p>
<p><em>Ignore state symbols.</em></p>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>acid displaces the equilibrium to the left (to form chlorine);</p>
<p>chlorine is toxic/poisonous/harmful/lung irritant;</p>
<p><em>Accept answers that refer to the (b) (ii) equilibrium.</em></p>
<div class="question_part_label">b.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>chloric(I) acid has –OH group / hydrogen attached to a very electronegative atom;</p>
<p><em>Accept polar molecule.</em></p>
<p>can form hydrogen bonds <span style="text-decoration: underline;">to water</span>;</p>
<p>hydrogen bonding to water increases its solubility;</p>
<p>(as a weak acid it is) in equilibrium with ions;</p>
<div class="question_part_label">b.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\({K_{\text{a}}} = {10^{ - 7.53}} = 2.95 \times {10^{ - 8}}{\text{ (mol}}\,{\text{d}}{{\text{m}}^{ - 3}})\);</p>
<p>\({K_{\text{a}}} = \frac{{{\text{[}}{{\text{H}}^ + }{\text{][Cl}}{{\text{O}}^ - }{\text{]}}}}{{{\text{[HOCl]}}}} = \frac{{{\text{[}}{{\text{H}}^ + }{\text{](0.05)}}}}{{{\text{(0.1)}}}} \approx \frac{{{\text{[}}{{\text{H}}^ + }{\text{]}}}}{2} = {\text{2.95}} \times {\text{1}}{{\text{0}}^{ - 8}}{\text{ (mol}}\,{\text{d}}{{\text{m}}^{ - 3}}{\text{)}}\);</p>
<p>\({\text{[}}{{\text{H}}^ + }{\text{]}} = 2 \times 2.95 \times {10^{ - 8}} = 5.9 \times {10^{ - 8}}{\text{ (mol}}\,{\text{d}}{{\text{m}}^{ - 3}}{\text{)}}\);</p>
<p>\({\text{pH}} = - \log (5.9 \times {10^{ - 8}}) = 7.23\);</p>
<p><em>Accept other methods of carrying out the calculation.</em></p>
<p><em>Award </em><strong><em>[4] </em></strong><em>for correct final answer.</em></p>
<div class="question_part_label">b.v.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\({\text{HIn}} \rightleftharpoons {{\text{H}}^ + } + {\text{I}}{{\text{n}}^ - }\);</p>
<p><em>Do </em><strong><em>not </em></strong><em>accept equation without equilibrium arrow.</em></p>
<p>(weak acid in which the) acid/HIn and conjugate base/In– have different colours / <em>OWTTE</em>;</p>
<p>excess alkali shifts the equilibrium to the RHS/towards the conjugate base;</p>
<div class="question_part_label">b.vi.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>(i) \({\text{Cl}}{{\text{O}}^ - }{\text{(aq)}} + {\text{2}}{{\text{H}}^ + }{\text{(aq)}} + {\text{2}}{{\text{e}}^ - } \rightleftharpoons {{\text{H}}_2}{\text{O(l)}} + {\text{C}}{{\text{l}}^ - }{\text{(aq)}}\);</p>
<p>\({\text{SO}}_4^{2 - }{\text{(aq)}} + {\text{4}}{{\text{H}}^ + }{\text{(aq)}} + {\text{2}}{{\text{e}}^ - } \rightleftharpoons {\text{S}}{{\text{O}}_2}{\text{(aq)}} + {\text{2}}{{\text{H}}_2}{\text{O(l)}}\);</p>
<p><em>Accept SO<sub>4</sub><sup>2–</sup>(aq) + 4H<sup>+</sup>(aq) + 2e<sup>– </sup></em>\( \rightleftharpoons \)<em> H<sub>2</sub>SO<sub>3</sub>(aq) + H<sub>2</sub>O(l).</em></p>
<p><em>For final equation:</em></p>
<p>\({\text{Cl}}{{\text{O}}^ - }{\text{(aq)}} + {\text{S}}{{\text{O}}_2}{\text{(aq)}} + {{\text{H}}_2}{\text{O(l)}} \rightleftharpoons {\text{SO}}_4^{2 - }{\text{(aq)}} + {\text{2}}{{\text{H}}^ + }{\text{(aq)}} + {\text{C}}{{\text{l}}^ - }{\text{(aq)}}\)</p>
<p><em>Accept ClO<sup>–</sup>(aq) + H<sub>2</sub>SO<sub>3</sub>(aq) </em>\( \rightleftharpoons \)<em> SO<sub>4</sub><sup>2–</sup>(aq) + 2H<sup>+</sup>(aq) + Cl<sup>–</sup>(aq)</em>.</p>
<p>correct reactants and products;</p>
<p>balancing and cancelling \({{\text{e}}^ - }\), \({{\text{H}}^ + }\) and \({{\text{H}}_2}{\text{O}}\);</p>
<p><em>Apply ECF if incorrect half-equations written.</em></p>
<p><em>Ignore state symbols and absence of equilibrium arrow for all equations and accept inclusion of Na</em><sup><em>+ </em></sup><em>in any equation.</em></p>
<p>(ii) <em>Award </em><strong><em>[2] </em></strong><em>for all correct, </em><strong><em>[1] </em></strong><em>for 2 or 3 correct.</em></p>
<p><img src="images/Schermafbeelding_2016-08-12_om_18.27.54.png" alt="M14/4/CHEMI/HP2/ENG/TZ2/05.c.ii/M"></p>
<p><em>Remember to apply ECF from final (c) (i) equation.</em></p>
<p><em>Penalise incorrect notation (eg, 4 or 4+ rather than +4) once only, so award </em><strong><em>[1] </em></strong><em>for a fully correct answer in an incorrect format.</em></p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>(i) potential (of reduction half-reaction) under standard conditions measured</p>
<p>relative to <span style="text-decoration: underline;">standard</span> hydrogen electrode/SHE / <em>OWTTE</em>;</p>
<p><em>Allow “solute concentration of 1 mol dm</em><em>–3</em><em>” or “1 bar/1 atm (pressure) for gases” instead of “standard conditions”.</em></p>
<p>(ii) yes / energetically feasible;</p>
<p>would have a positive \({E_{{\text{cell}}}}\) / chlorate(V) ion stronger oxidizing agent than dichromate(VI) ion / <em>OWTTE</em>;</p>
<div class="question_part_label">d.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p>Though it was the least popular question on the paper, it was still answered, though not very well, by a significant number of students. Correct responses to the colour change required in the first part were rare, though more students could write an appropriate equation and outline why the reaction occurred, even though this was often phrased in terms of electronegativity, rather than reactivity or electrode potential. In part (b) many students seemed to be aware of the difference between strong and weak acids, but few could use this to answer the question asked and frequently, even having displayed this knowledge, were unable to write an equation for the required reaction in water. Unfortunately changes in pagination meant that the phrase “<em>the equilibrium above</em>” in part (b) (iii) may have confused candidates with regard to which particular equilibrium the question referred to. Fortunately both of the equilibria that it could have referred to change in the same direction and students scored well on this, and both would eventually result in the release of chlorine, that a number recognized as a toxic gas. In contrast to Question 1, many students could correctly identify the hydrogen bonding, resulting from the –OH group, as being the reason for the solubility of HOCl in water. An encouraging number of students gained full marks for calculating the pH of the buffer, usually by memorizing the Henderson-Hasselbalch equation and substituting in this. An even greater number of students could accurately explain the mode of action of acid-base indicators. In part (c) very few students could write, much less combine, appropriate half equations, even though the reactants and products were given, but far more could correctly deduce the oxidation numbers of the species involved. In the final part most students had some general idea of what a standard electrode potential was, but in many cases the definitions lacked the detail required. Quite a few students correctly deduced that the oxidation of chromium(III) to dichromate(VI) was energetically feasible and give valid reasons to support this.</p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Though it was the least popular question on the paper, it was still answered, though not very well, by a significant number of students. Correct responses to the colour change required in the first part were rare, though more students could write an appropriate equation and outline why the reaction occurred, even though this was often phrased in terms of electronegativity, rather than reactivity or electrode potential. In part (b) many students seemed to be aware of the difference between strong and weak acids, but few could use this to answer the question asked and frequently, even having displayed this knowledge, were unable to write an equation for the required reaction in water. Unfortunately changes in pagination meant that the phrase “<em>the equilibrium above</em>” in part (b) (iii) may have confused candidates with regard to which particular equilibrium the question referred to. Fortunately both of the equilibria that it could have referred to change in the same direction and students scored well on this, and both would eventually result in the release of chlorine, that a number recognized as a toxic gas. In contrast to Question 1, many students could correctly identify the hydrogen bonding, resulting from the –OH group, as being the reason for the solubility of HOCl in water. An encouraging number of students gained full marks for calculating the pH of the buffer, usually by memorizing the Henderson-Hasselbalch equation and substituting in this. An even greater number of students could accurately explain the mode of action of acid-base indicators. In part (c) very few students could write, much less combine, appropriate half equations, even though the reactants and products were given, but far more could correctly deduce the oxidation numbers of the species involved. In the final part most students had some general idea of what a standard electrode potential was, but in many cases the definitions lacked the detail required. Quite a few students correctly deduced that the oxidation of chromium(III) to dichromate(VI) was energetically feasible and give valid reasons to support this.</p>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Though it was the least popular question on the paper, it was still answered, though not very well, by a significant number of students. Correct responses to the colour change required in the first part were rare, though more students could write an appropriate equation and outline why the reaction occurred, even though this was often phrased in terms of electronegativity, rather than reactivity or electrode potential. In part (b) many students seemed to be aware of the difference between strong and weak acids, but few could use this to answer the question asked and frequently, even having displayed this knowledge, were unable to write an equation for the required reaction in water. Unfortunately changes in pagination meant that the phrase “<em>the equilibrium above</em>” in part (b) (iii) may have confused candidates with regard to which particular equilibrium the question referred to. Fortunately both of the equilibria that it could have referred to change in the same direction and students scored well on this, and both would eventually result in the release of chlorine, that a number recognized as a toxic gas. In contrast to Question 1, many students could correctly identify the hydrogen bonding, resulting from the –OH group, as being the reason for the solubility of HOCl in water. An encouraging number of students gained full marks for calculating the pH of the buffer, usually by memorizing the Henderson-Hasselbalch equation and substituting in this. An even greater number of students could accurately explain the mode of action of acid-base indicators. In part (c) very few students could write, much less combine, appropriate half equations, even though the reactants and products were given, but far more could correctly deduce the oxidation numbers of the species involved. In the final part most students had some general idea of what a standard electrode potential was, but in many cases the definitions lacked the detail required. Quite a few students correctly deduced that the oxidation of chromium(III) to dichromate(VI) was energetically feasible and give valid reasons to support this.</p>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Though it was the least popular question on the paper, it was still answered, though not very well, by a significant number of students. Correct responses to the colour change required in the first part were rare, though more students could write an appropriate equation and outline why the reaction occurred, even though this was often phrased in terms of electronegativity, rather than reactivity or electrode potential. In part (b) many students seemed to be aware of the difference between strong and weak acids, but few could use this to answer the question asked and frequently, even having displayed this knowledge, were unable to write an equation for the required reaction in water. Unfortunately changes in pagination meant that the phrase “<em>the equilibrium above</em>” in part (b) (iii) may have confused candidates with regard to which particular equilibrium the question referred to. Fortunately both of the equilibria that it could have referred to change in the same direction and students scored well on this, and both would eventually result in the release of chlorine, that a number recognized as a toxic gas. In contrast to Question 1, many students could correctly identify the hydrogen bonding, resulting from the –OH group, as being the reason for the solubility of HOCl in water. An encouraging number of students gained full marks for calculating the pH of the buffer, usually by memorizing the Henderson-Hasselbalch equation and substituting in this. An even greater number of students could accurately explain the mode of action of acid-base indicators. In part (c) very few students could write, much less combine, appropriate half equations, even though the reactants and products were given, but far more could correctly deduce the oxidation numbers of the species involved. In the final part most students had some general idea of what a standard electrode potential was, but in many cases the definitions lacked the detail required. Quite a few students correctly deduced that the oxidation of chromium(III) to dichromate(VI) was energetically feasible and give valid reasons to support this.</p>
<div class="question_part_label">b.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Though it was the least popular question on the paper, it was still answered, though not very well, by a significant number of students. Correct responses to the colour change required in the first part were rare, though more students could write an appropriate equation and outline why the reaction occurred, even though this was often phrased in terms of electronegativity, rather than reactivity or electrode potential. In part (b) many students seemed to be aware of the difference between strong and weak acids, but few could use this to answer the question asked and frequently, even having displayed this knowledge, were unable to write an equation for the required reaction in water. Unfortunately changes in pagination meant that the phrase “<em>the equilibrium above</em>” in part (b) (iii) may have confused candidates with regard to which particular equilibrium the question referred to. Fortunately both of the equilibria that it could have referred to change in the same direction and students scored well on this, and both would eventually result in the release of chlorine, that a number recognized as a toxic gas. In contrast to Question 1, many students could correctly identify the hydrogen bonding, resulting from the –OH group, as being the reason for the solubility of HOCl in water. An encouraging number of students gained full marks for calculating the pH of the buffer, usually by memorizing the Henderson-Hasselbalch equation and substituting in this. An even greater number of students could accurately explain the mode of action of acid-base indicators. In part (c) very few students could write, much less combine, appropriate half equations, even though the reactants and products were given, but far more could correctly deduce the oxidation numbers of the species involved. In the final part most students had some general idea of what a standard electrode potential was, but in many cases the definitions lacked the detail required. Quite a few students correctly deduced that the oxidation of chromium(III) to dichromate(VI) was energetically feasible and give valid reasons to support this.</p>
<div class="question_part_label">b.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Though it was the least popular question on the paper, it was still answered, though not very well, by a significant number of students. Correct responses to the colour change required in the first part were rare, though more students could write an appropriate equation and outline why the reaction occurred, even though this was often phrased in terms of electronegativity, rather than reactivity or electrode potential. In part (b) many students seemed to be aware of the difference between strong and weak acids, but few could use this to answer the question asked and frequently, even having displayed this knowledge, were unable to write an equation for the required reaction in water. Unfortunately changes in pagination meant that the phrase “<em>the equilibrium above</em>” in part (b) (iii) may have confused candidates with regard to which particular equilibrium the question referred to. Fortunately both of the equilibria that it could have referred to change in the same direction and students scored well on this, and both would eventually result in the release of chlorine, that a number recognized as a toxic gas. In contrast to Question 1, many students could correctly identify the hydrogen bonding, resulting from the –OH group, as being the reason for the solubility of HOCl in water. An encouraging number of students gained full marks for calculating the pH of the buffer, usually by memorizing the Henderson-Hasselbalch equation and substituting in this. An even greater number of students could accurately explain the mode of action of acid-base indicators. In part (c) very few students could write, much less combine, appropriate half equations, even though the reactants and products were given, but far more could correctly deduce the oxidation numbers of the species involved. In the final part most students had some general idea of what a standard electrode potential was, but in many cases the definitions lacked the detail required. Quite a few students correctly deduced that the oxidation of chromium(III) to dichromate(VI) was energetically feasible and give valid reasons to support this.</p>
<div class="question_part_label">b.v.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Though it was the least popular question on the paper, it was still answered, though not very well, by a significant number of students. Correct responses to the colour change required in the first part were rare, though more students could write an appropriate equation and outline why the reaction occurred, even though this was often phrased in terms of electronegativity, rather than reactivity or electrode potential. In part (b) many students seemed to be aware of the difference between strong and weak acids, but few could use this to answer the question asked and frequently, even having displayed this knowledge, were unable to write an equation for the required reaction in water. Unfortunately changes in pagination meant that the phrase “<em>the equilibrium above</em>” in part (b) (iii) may have confused candidates with regard to which particular equilibrium the question referred to. Fortunately both of the equilibria that it could have referred to change in the same direction and students scored well on this, and both would eventually result in the release of chlorine, that a number recognized as a toxic gas. In contrast to Question 1, many students could correctly identify the hydrogen bonding, resulting from the –OH group, as being the reason for the solubility of HOCl in water. An encouraging number of students gained full marks for calculating the pH of the buffer, usually by memorizing the Henderson-Hasselbalch equation and substituting in this. An even greater number of students could accurately explain the mode of action of acid-base indicators. In part (c) very few students could write, much less combine, appropriate half equations, even though the reactants and products were given, but far more could correctly deduce the oxidation numbers of the species involved. In the final part most students had some general idea of what a standard electrode potential was, but in many cases the definitions lacked the detail required. Quite a few students correctly deduced that the oxidation of chromium(III) to dichromate(VI) was energetically feasible and give valid reasons to support this.</p>
<div class="question_part_label">b.vi.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Though it was the least popular question on the paper, it was still answered, though not very well, by a significant number of students. Correct responses to the colour change required in the first part were rare, though more students could write an appropriate equation and outline why the reaction occurred, even though this was often phrased in terms of electronegativity, rather than reactivity or electrode potential. In part (b) many students seemed to be aware of the difference between strong and weak acids, but few could use this to answer the question asked and frequently, even having displayed this knowledge, were unable to write an equation for the required reaction in water. Unfortunately changes in pagination meant that the phrase “<em>the equilibrium above</em>” in part (b) (iii) may have confused candidates with regard to which particular equilibrium the question referred to. Fortunately both of the equilibria that it could have referred to change in the same direction and students scored well on this, and both would eventually result in the release of chlorine, that a number recognized as a toxic gas. In contrast to Question 1, many students could correctly identify the hydrogen bonding, resulting from the –OH group, as being the reason for the solubility of HOCl in water. An encouraging number of students gained full marks for calculating the pH of the buffer, usually by memorizing the Henderson-Hasselbalch equation and substituting in this. An even greater number of students could accurately explain the mode of action of acid-base indicators. In part (c) very few students could write, much less combine, appropriate half equations, even though the reactants and products were given, but far more could correctly deduce the oxidation numbers of the species involved. In the final part most students had some general idea of what a standard electrode potential was, but in many cases the definitions lacked the detail required. Quite a few students correctly deduced that the oxidation of chromium(III) to dichromate(VI) was energetically feasible and give valid reasons to support this.</p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Though it was the least popular question on the paper, it was still answered, though not very well, by a significant number of students. Correct responses to the colour change required in the first part were rare, though more students could write an appropriate equation and outline why the reaction occurred, even though this was often phrased in terms of electronegativity, rather than reactivity or electrode potential. In part (b) many students seemed to be aware of the difference between strong and weak acids, but few could use this to answer the question asked and frequently, even having displayed this knowledge, were unable to write an equation for the required reaction in water. Unfortunately changes in pagination meant that the phrase “<em>the equilibrium above</em>” in part (b) (iii) may have confused candidates with regard to which particular equilibrium the question referred to. Fortunately both of the equilibria that it could have referred to change in the same direction and students scored well on this, and both would eventually result in the release of chlorine, that a number recognized as a toxic gas. In contrast to Question 1, many students could correctly identify the hydrogen bonding, resulting from the –OH group, as being the reason for the solubility of HOCl in water. An encouraging number of students gained full marks for calculating the pH of the buffer, usually by memorizing the Henderson-Hasselbalch equation and substituting in this. An even greater number of students could accurately explain the mode of action of acid-base indicators. In part (c) very few students could write, much less combine, appropriate half equations, even though the reactants and products were given, but far more could correctly deduce the oxidation numbers of the species involved. In the final part most students had some general idea of what a standard electrode potential was, but in many cases the definitions lacked the detail required. Quite a few students correctly deduced that the oxidation of chromium(III) to dichromate(VI) was energetically feasible and give valid reasons to support this.</p>
<div class="question_part_label">d.</div>
</div>
<br><hr><br><div class="specification">
<p>2-methylbutan-2-ol, \({{\text{(C}}{{\text{H}}_{\text{3}}}{\text{)}}_{\text{2}}}{\text{C(OH)C}}{{\text{H}}_{\text{2}}}{\text{C}}{{\text{H}}_{\text{3}}}\), is a liquid with a smell of camphor that was formerly used as a sedative. One way of producing it starts with 2-methylbut-2-ene.</p>
</div>
<div class="specification">
<p>As well as 2-methylbutan-2-ol, the reaction also produces a small quantity of an optically active isomer, <strong>X</strong>.</p>
</div>
<div class="specification">
<p>2-methylbutan-2-ol can also be produced by the hydrolysis of 2-chloro-2-methylbutane, \({{\text{(C}}{{\text{H}}_{\text{3}}}{\text{)}}_{\text{2}}}{\text{CCl}}{{\text{C}}_{\text{2}}}{{\text{H}}_{\text{5}}}\), with aqueous sodium hydroxide.</p>
</div>
<div class="specification">
<p>2-chloro-2-methylbutane contains some molecules with a molar mass of approximately \({\text{106 g}}\,{\text{mo}}{{\text{l}}^{ - 1}}\) and some with a molar mass of approximately \({\text{108 g}}\,{\text{mo}}{{\text{l}}^{ - 1}}\).</p>
</div>
<div class="specification">
<p>2-chloro-2-methylbutane can also be converted into compound <strong>Z</strong> by a two-stage reaction via compound <strong>Y</strong>:</p>
<p style="text-align: center;"><img src="images/Schermafbeelding_2016-08-25_om_13.10.19.png" alt="N13/4/CHEMI/HP2/ENG/TZ0/08.g"></p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>State the other substances required to convert 2-methylbut-2-ene to 2-methylbutan-2-ol.</p>
<div class="marks">[2]</div>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Explain whether you would expect 2-methylbutan-2-ol to react with acidified potassium dichromate(VI).</p>
<div class="marks">[2]</div>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>State what is meant by <em>optical activity</em>.</p>
<div class="marks">[1]</div>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>State what optical activity indicates about the structure of the molecule.</p>
<div class="marks">[1]</div>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Optical activity can be detected using a polarimeter. Explain how this works.</p>
<div class="marks">[3]</div>
<div class="question_part_label">c.iii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Deduce the structural formula of <strong>X</strong>.</p>
<div class="marks">[1]</div>
<div class="question_part_label">c.iv.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Explain why 2-methylbut-2-ene is less soluble in water than 2-methylbutan-2-ol.</p>
<div class="marks">[2]</div>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Explain the mechanism of this reaction using curly arrows to represent the movement of electron pairs.</p>
<div class="marks">[4]</div>
<div class="question_part_label">e.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>State the rate expression for this reaction and the units of the rate constant.</p>
<div class="marks">[2]</div>
<div class="question_part_label">e.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Suggest why, for some other halogenoalkanes, this hydrolysis is much more effective in alkaline rather than in neutral conditions.</p>
<div class="marks">[1]</div>
<div class="question_part_label">e.iii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Outline why there are molecules with different molar masses.</p>
<div class="marks">[1]</div>
<div class="question_part_label">f.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Draw the structure of <strong>Y</strong>.</p>
<div class="marks">[1]</div>
<div class="question_part_label">g.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>State the reagent and any catalyst required for both the formation of <strong>Y</strong> and the conversion of <strong>Y</strong> into <strong>Z</strong>.</p>
<p> </p>
<p>Formation of <strong>Y</strong>:</p>
<p> </p>
<p> </p>
<p>Conversion of <strong>Y</strong> into <strong>Z</strong>:</p>
<div class="marks">[3]</div>
<div class="question_part_label">g.ii.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p>water/\({{\text{H}}_{\text{2}}}{\text{O}}\);</p>
<p><em>Accept steam.</em></p>
<p>(concentrated) sulfuric acid/\({{\text{H}}_{\text{2}}}{\text{S}}{{\text{O}}_{\text{4}}}\) (catalyst);</p>
<p><em>Accept phosphoric acid/H<sub>3</sub>PO<sub>4</sub>.</em></p>
<p><em>Award <strong>[2]</strong> for HBr and NaOH (two-stage process via the halogenoalkane).</em></p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>not react;</p>
<p>tertiary alcohol (not easily oxidized);</p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>rotates the plane (of polarization) of plane polarized light;</p>
<p><em>Accept answers in which <strong>one</strong> of the “plane”s is missing.</em></p>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>two isomers that are enantiomers/chiral/non-superimposable mirror images;</p>
<p><em>Accept “contains an asymmetric/chiral carbon” or “contains a carbon bonded to four <span style="text-decoration: underline;">different</span> groups”.</em></p>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>polarizes light / polarized light source;</p>
<p>light passed through sample;</p>
<p>analyser / second polarizer detects whether plane of polarization rotated;</p>
<div class="question_part_label">c.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><img src="images/Schermafbeelding_2016-08-25_om_11.21.36.png" alt="N13/4/CHEMI/HP2/ENG/TZ0/08.c.iv/M"> ;</p>
<p><em>Accept C<sub>3</sub>H<sub>7</sub>–CH(OH)–CH<sub>3</sub>, but not CH<sub>3</sub>–CH<sub>2</sub>–CH<sub>2</sub>–CH(OH)–CH<sub>3</sub>.</em></p>
<div class="question_part_label">c.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>2-methylbutan-2-ol has hydroxyl/OH group;</p>
<p><em>Do not accept “hydroxide group”.</em></p>
<p><em>Allow 2-methylbutan-2-ol is an alcohol.</em></p>
<p>2-methylbutan-2-ol can form <span style="text-decoration: underline;">H-bonds</span> (to water) / 2-methylbut-2-ene cannot form <span style="text-decoration: underline;">H-bonds</span> (to water);</p>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><img src="images/Schermafbeelding_2016-08-25_om_12.29.01.png" alt="N13/4/CHEMI/HP2/ENG/TZ0/08.e.i/M"></p>
<p>curly arrow showing \({\text{C}}{{\text{l}}^ - }\) leaving;</p>
<p>representation of tertiary carbocation;</p>
<p>curly arrow going from lone pair/negative charge on O in \({\text{H}}{{\text{O}}^ - }\) to \({{\text{C}}^ + }\);</p>
<p><em>Do not allow arrow originating on H in HO<sup>–</sup>.</em></p>
<p>formation of organic product \({\text{C}}{{\text{H}}_{\text{3}}}{\text{C}}{{\text{H}}_{\text{2}}}{\text{C(C}}{{\text{H}}_{\text{3}}}{{\text{)}}_{\text{2}}}{\text{OH}}\) <strong>and</strong> \({\text{C}}{{\text{l}}^ - }\)/NaCl</p>
<p>(somewhere in mechanism);</p>
<p><em>Award <strong>[3 max]</strong> if a candidate gives a fully correct S<sub>N</sub>2 mechanism.</em></p>
<div class="question_part_label">e.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\({\text{rate}} = {\text{k}} \times \) [2-chloro-2-methylbutane]/\({\text{[C}}{{\text{H}}_{\text{3}}}{\text{C}}{{\text{H}}_{\text{2}}}{\text{C(C}}{{\text{H}}_{\text{3}}}{{\text{)}}_{\text{2}}}{\text{Cl]}}\)/[halogenoalkane]</p>
<p>/[R–Cl];</p>
<p>\({{\text{s}}^{ - 1}}\);</p>
<div class="question_part_label">e.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>hydroxide ion/\({\text{O}}{{\text{H}}^ - }\) is a better nucleophile than water / hydroxide ion/\({\text{O}}{{\text{H}}^ - }\) has negative charge;</p>
<p>undergo \({{\text{S}}_{\text{N}}}{\text{2}}\) hydrolysis / RDS depends on attack of \({\text{O}}{{\text{H}}^ - }\)/hydroxide ion (nucleophile);</p>
<p><em>Accept other suggestions that are chemically valid.</em></p>
<div class="question_part_label">e.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>chlorine can be \(^{{\text{35}}}{\text{Cl}}\)/Cl–35 or \(^{{\text{37}}}{\text{Cl}}\)/Cl–37;</p>
<p><em>Accept “chlorine can exist as two isotopes”.</em></p>
<p><em>Answer must refer to chlorine rather than isotopes in general.</em></p>
<div class="question_part_label">f.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><img src="images/Schermafbeelding_2016-08-25_om_13.14.21.png" alt="N13/4/CHEMI/HP2/ENG/TZ0/08.g.i/M"> ;</p>
<p><em>Do not accept condensed formulas such as CH<sub>3</sub>CH<sub>2</sub>C(CH<sub>3</sub>)<sub>2</sub>CN.</em></p>
<p><em>Accept the cyanide group as –CN without showing the triple bond.</em></p>
<div class="question_part_label">g.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><em>Formation of Y:</em></p>
<p>cyanide ion/\({\text{C}}{{\text{N}}^ - }\) / potassium cyanide/KCN;</p>
<p><em>Accept hydrogen cyanide/HCN.</em></p>
<p><em>Conversion of Y into Z:</em></p>
<p>hydrogen/\({{\text{H}}_{\text{2}}}\);</p>
<p>nickel/Ni / platinum/Pt / palladium/Pd (catalyst);</p>
<div class="question_part_label">g.ii.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p>Many students could recall the reagents for the hydration of an alkene and recognize the alcohol as a tertiary alcohol that would not undergo oxidation. Statements regarding optical activity often lacked precision and betrayed confusion with chirality. Very few could correctly describe how a polarimeter worked, especially the second rotating sheet of polaroid, and students frequently drew the structure of 2-methylbutan-2-ol rather than its chiral isomer. Most students stated that the alcohol was more polar than the alkene, but fewer mentioned that it could form hydrogen bonds to water and even less linked this to the presence of the hydroxyl group. Almost all students recognized that the hydrolysis was \({{\text{S}}_{\text{N}}}{\text{1}}\), with an encouraging number being able to write reasonable mechanisms, though many still lost marks through a lack of precision in where their curly arrows started and ended. Many candidates also stated an appropriate rate equation along with the units of the rate constant. Very few students linked the difference of two molar mass units to the presence in the molecule of chlorine, with its naturally occurring isotopes, and the discussion of any effect on the hydrolysis rate often revealed a lack of clear thinking. In contrast many students correctly identified the nitrile as the intermediate in the chain extension reaction and reagents for its formation and hydrogenation were generally well known.</p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Many students could recall the reagents for the hydration of an alkene and recognize the alcohol as a tertiary alcohol that would not undergo oxidation. Statements regarding optical activity often lacked precision and betrayed confusion with chirality. Very few could correctly describe how a polarimeter worked, especially the second rotating sheet of polaroid, and students frequently drew the structure of 2-methylbutan-2-ol rather than its chiral isomer. Most students stated that the alcohol was more polar than the alkene, but fewer mentioned that it could form hydrogen bonds to water and even less linked this to the presence of the hydroxyl group. Almost all students recognized that the hydrolysis was \({{\text{S}}_{\text{N}}}{\text{1}}\), with an encouraging number being able to write reasonable mechanisms, though many still lost marks through a lack of precision in where their curly arrows started and ended. Many candidates also stated an appropriate rate equation along with the units of the rate constant. Very few students linked the difference of two molar mass units to the presence in the molecule of chlorine, with its naturally occurring isotopes, and the discussion of any effect on the hydrolysis rate often revealed a lack of clear thinking. In contrast many students correctly identified the nitrile as the intermediate in the chain extension reaction and reagents for its formation and hydrogenation were generally well known.</p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Many students could recall the reagents for the hydration of an alkene and recognize the alcohol as a tertiary alcohol that would not undergo oxidation. Statements regarding optical activity often lacked precision and betrayed confusion with chirality. Very few could correctly describe how a polarimeter worked, especially the second rotating sheet of polaroid, and students frequently drew the structure of 2-methylbutan-2-ol rather than its chiral isomer. Most students stated that the alcohol was more polar than the alkene, but fewer mentioned that it could form hydrogen bonds to water and even less linked this to the presence of the hydroxyl group. Almost all students recognized that the hydrolysis was \({{\text{S}}_{\text{N}}}{\text{1}}\), with an encouraging number being able to write reasonable mechanisms, though many still lost marks through a lack of precision in where their curly arrows started and ended. Many candidates also stated an appropriate rate equation along with the units of the rate constant. Very few students linked the difference of two molar mass units to the presence in the molecule of chlorine, with its naturally occurring isotopes, and the discussion of any effect on the hydrolysis rate often revealed a lack of clear thinking. In contrast many students correctly identified the nitrile as the intermediate in the chain extension reaction and reagents for its formation and hydrogenation were generally well known.</p>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Many students could recall the reagents for the hydration of an alkene and recognize the alcohol as a tertiary alcohol that would not undergo oxidation. Statements regarding optical activity often lacked precision and betrayed confusion with chirality. Very few could correctly describe how a polarimeter worked, especially the second rotating sheet of polaroid, and students frequently drew the structure of 2-methylbutan-2-ol rather than its chiral isomer. Most students stated that the alcohol was more polar than the alkene, but fewer mentioned that it could form hydrogen bonds to water and even less linked this to the presence of the hydroxyl group. Almost all students recognized that the hydrolysis was \({{\text{S}}_{\text{N}}}{\text{1}}\), with an encouraging number being able to write reasonable mechanisms, though many still lost marks through a lack of precision in where their curly arrows started and ended. Many candidates also stated an appropriate rate equation along with the units of the rate constant. Very few students linked the difference of two molar mass units to the presence in the molecule of chlorine, with its naturally occurring isotopes, and the discussion of any effect on the hydrolysis rate often revealed a lack of clear thinking. In contrast many students correctly identified the nitrile as the intermediate in the chain extension reaction and reagents for its formation and hydrogenation were generally well known.</p>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Many students could recall the reagents for the hydration of an alkene and recognize the alcohol as a tertiary alcohol that would not undergo oxidation. Statements regarding optical activity often lacked precision and betrayed confusion with chirality. Very few could correctly describe how a polarimeter worked, especially the second rotating sheet of polaroid, and students frequently drew the structure of 2-methylbutan-2-ol rather than its chiral isomer. Most students stated that the alcohol was more polar than the alkene, but fewer mentioned that it could form hydrogen bonds to water and even less linked this to the presence of the hydroxyl group. Almost all students recognized that the hydrolysis was \({{\text{S}}_{\text{N}}}{\text{1}}\), with an encouraging number being able to write reasonable mechanisms, though many still lost marks through a lack of precision in where their curly arrows started and ended. Many candidates also stated an appropriate rate equation along with the units of the rate constant. Very few students linked the difference of two molar mass units to the presence in the molecule of chlorine, with its naturally occurring isotopes, and the discussion of any effect on the hydrolysis rate often revealed a lack of clear thinking. In contrast many students correctly identified the nitrile as the intermediate in the chain extension reaction and reagents for its formation and hydrogenation were generally well known.</p>
<div class="question_part_label">c.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Many students could recall the reagents for the hydration of an alkene and recognize the alcohol as a tertiary alcohol that would not undergo oxidation. Statements regarding optical activity often lacked precision and betrayed confusion with chirality. Very few could correctly describe how a polarimeter worked, especially the second rotating sheet of polaroid, and students frequently drew the structure of 2-methylbutan-2-ol rather than its chiral isomer. Most students stated that the alcohol was more polar than the alkene, but fewer mentioned that it could form hydrogen bonds to water and even less linked this to the presence of the hydroxyl group. Almost all students recognized that the hydrolysis was \({{\text{S}}_{\text{N}}}{\text{1}}\), with an encouraging number being able to write reasonable mechanisms, though many still lost marks through a lack of precision in where their curly arrows started and ended. Many candidates also stated an appropriate rate equation along with the units of the rate constant. Very few students linked the difference of two molar mass units to the presence in the molecule of chlorine, with its naturally occurring isotopes, and the discussion of any effect on the hydrolysis rate often revealed a lack of clear thinking. In contrast many students correctly identified the nitrile as the intermediate in the chain extension reaction and reagents for its formation and hydrogenation were generally well known.</p>
<div class="question_part_label">c.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Many students could recall the reagents for the hydration of an alkene and recognize the alcohol as a tertiary alcohol that would not undergo oxidation. Statements regarding optical activity often lacked precision and betrayed confusion with chirality. Very few could correctly describe how a polarimeter worked, especially the second rotating sheet of polaroid, and students frequently drew the structure of 2-methylbutan-2-ol rather than its chiral isomer. Most students stated that the alcohol was more polar than the alkene, but fewer mentioned that it could form hydrogen bonds to water and even less linked this to the presence of the hydroxyl group. Almost all students recognized that the hydrolysis was \({{\text{S}}_{\text{N}}}{\text{1}}\), with an encouraging number being able to write reasonable mechanisms, though many still lost marks through a lack of precision in where their curly arrows started and ended. Many candidates also stated an appropriate rate equation along with the units of the rate constant. Very few students linked the difference of two molar mass units to the presence in the molecule of chlorine, with its naturally occurring isotopes, and the discussion of any effect on the hydrolysis rate often revealed a lack of clear thinking. In contrast many students correctly identified the nitrile as the intermediate in the chain extension reaction and reagents for its formation and hydrogenation were generally well known.</p>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Many students could recall the reagents for the hydration of an alkene and recognize the alcohol as a tertiary alcohol that would not undergo oxidation. Statements regarding optical activity often lacked precision and betrayed confusion with chirality. Very few could correctly describe how a polarimeter worked, especially the second rotating sheet of polaroid, and students frequently drew the structure of 2-methylbutan-2-ol rather than its chiral isomer. Most students stated that the alcohol was more polar than the alkene, but fewer mentioned that it could form hydrogen bonds to water and even less linked this to the presence of the hydroxyl group. Almost all students recognized that the hydrolysis was \({{\text{S}}_{\text{N}}}{\text{1}}\), with an encouraging number being able to write reasonable mechanisms, though many still lost marks through a lack of precision in where their curly arrows started and ended. Many candidates also stated an appropriate rate equation along with the units of the rate constant. Very few students linked the difference of two molar mass units to the presence in the molecule of chlorine, with its naturally occurring isotopes, and the discussion of any effect on the hydrolysis rate often revealed a lack of clear thinking. In contrast many students correctly identified the nitrile as the intermediate in the chain extension reaction and reagents for its formation and hydrogenation were generally well known.</p>
<div class="question_part_label">e.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Many students could recall the reagents for the hydration of an alkene and recognize the alcohol as a tertiary alcohol that would not undergo oxidation. Statements regarding optical activity often lacked precision and betrayed confusion with chirality. Very few could correctly describe how a polarimeter worked, especially the second rotating sheet of polaroid, and students frequently drew the structure of 2-methylbutan-2-ol rather than its chiral isomer. Most students stated that the alcohol was more polar than the alkene, but fewer mentioned that it could form hydrogen bonds to water and even less linked this to the presence of the hydroxyl group. Almost all students recognized that the hydrolysis was \({{\text{S}}_{\text{N}}}{\text{1}}\), with an encouraging number being able to write reasonable mechanisms, though many still lost marks through a lack of precision in where their curly arrows started and ended. Many candidates also stated an appropriate rate equation along with the units of the rate constant. Very few students linked the difference of two molar mass units to the presence in the molecule of chlorine, with its naturally occurring isotopes, and the discussion of any effect on the hydrolysis rate often revealed a lack of clear thinking. In contrast many students correctly identified the nitrile as the intermediate in the chain extension reaction and reagents for its formation and hydrogenation were generally well known.</p>
<div class="question_part_label">e.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Many students could recall the reagents for the hydration of an alkene and recognize the alcohol as a tertiary alcohol that would not undergo oxidation. Statements regarding optical activity often lacked precision and betrayed confusion with chirality. Very few could correctly describe how a polarimeter worked, especially the second rotating sheet of polaroid, and students frequently drew the structure of 2-methylbutan-2-ol rather than its chiral isomer. Most students stated that the alcohol was more polar than the alkene, but fewer mentioned that it could form hydrogen bonds to water and even less linked this to the presence of the hydroxyl group. Almost all students recognized that the hydrolysis was \({{\text{S}}_{\text{N}}}{\text{1}}\), with an encouraging number being able to write reasonable mechanisms, though many still lost marks through a lack of precision in where their curly arrows started and ended. Many candidates also stated an appropriate rate equation along with the units of the rate constant. Very few students linked the difference of two molar mass units to the presence in the molecule of chlorine, with its naturally occurring isotopes, and the discussion of any effect on the hydrolysis rate often revealed a lack of clear thinking. In contrast many students correctly identified the nitrile as the intermediate in the chain extension reaction and reagents for its formation and hydrogenation were generally well known.</p>
<div class="question_part_label">e.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Many students could recall the reagents for the hydration of an alkene and recognize the alcohol as a tertiary alcohol that would not undergo oxidation. Statements regarding optical activity often lacked precision and betrayed confusion with chirality. Very few could correctly describe how a polarimeter worked, especially the second rotating sheet of polaroid, and students frequently drew the structure of 2-methylbutan-2-ol rather than its chiral isomer. Most students stated that the alcohol was more polar than the alkene, but fewer mentioned that it could form hydrogen bonds to water and even less linked this to the presence of the hydroxyl group. Almost all students recognized that the hydrolysis was \({{\text{S}}_{\text{N}}}{\text{1}}\), with an encouraging number being able to write reasonable mechanisms, though many still lost marks through a lack of precision in where their curly arrows started and ended. Many candidates also stated an appropriate rate equation along with the units of the rate constant. Very few students linked the difference of two molar mass units to the presence in the molecule of chlorine, with its naturally occurring isotopes, and the discussion of any effect on the hydrolysis rate often revealed a lack of clear thinking. In contrast many students correctly identified the nitrile as the intermediate in the chain extension reaction and reagents for its formation and hydrogenation were generally well known.</p>
<div class="question_part_label">f.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Many students could recall the reagents for the hydration of an alkene and recognize the alcohol as a tertiary alcohol that would not undergo oxidation. Statements regarding optical activity often lacked precision and betrayed confusion with chirality. Very few could correctly describe how a polarimeter worked, especially the second rotating sheet of polaroid, and students frequently drew the structure of 2-methylbutan-2-ol rather than its chiral isomer. Most students stated that the alcohol was more polar than the alkene, but fewer mentioned that it could form hydrogen bonds to water and even less linked this to the presence of the hydroxyl group. Almost all students recognized that the hydrolysis was \({{\text{S}}_{\text{N}}}{\text{1}}\), with an encouraging number being able to write reasonable mechanisms, though many still lost marks through a lack of precision in where their curly arrows started and ended. Many candidates also stated an appropriate rate equation along with the units of the rate constant. Very few students linked the difference of two molar mass units to the presence in the molecule of chlorine, with its naturally occurring isotopes, and the discussion of any effect on the hydrolysis rate often revealed a lack of clear thinking. In contrast many students correctly identified the nitrile as the intermediate in the chain extension reaction and reagents for its formation and hydrogenation were generally well known.</p>
<div class="question_part_label">g.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Many students could recall the reagents for the hydration of an alkene and recognize the alcohol as a tertiary alcohol that would not undergo oxidation. Statements regarding optical activity often lacked precision and betrayed confusion with chirality. Very few could correctly describe how a polarimeter worked, especially the second rotating sheet of polaroid, and students frequently drew the structure of 2-methylbutan-2-ol rather than its chiral isomer. Most students stated that the alcohol was more polar than the alkene, but fewer mentioned that it could form hydrogen bonds to water and even less linked this to the presence of the hydroxyl group. Almost all students recognized that the hydrolysis was \({{\text{S}}_{\text{N}}}{\text{1}}\), with an encouraging number being able to write reasonable mechanisms, though many still lost marks through a lack of precision in where their curly arrows started and ended. Many candidates also stated an appropriate rate equation along with the units of the rate constant. Very few students linked the difference of two molar mass units to the presence in the molecule of chlorine, with its naturally occurring isotopes, and the discussion of any effect on the hydrolysis rate often revealed a lack of clear thinking. In contrast many students correctly identified the nitrile as the intermediate in the chain extension reaction and reagents for its formation and hydrogenation were generally well known.</p>
<div class="question_part_label">g.ii.</div>
</div>
<br><hr><br><div class="specification">
<p class="p1">Nitrogen and silicon belong to different groups in the periodic table.</p>
</div>
<div class="specification">
<p class="p1">Draw the Lewis structures, state the shapes and predict the bond angles for the following species.</p>
</div>
<div class="specification">
<p class="p1">Consider the molecule \({\text{HCON}}{{\text{H}}_{\text{2}}}\).</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Distinguish in terms of electronic structure, between the terms <em>group </em>and <em>period</em>.</p>
<div class="marks">[2]</div>
<div class="question_part_label">a.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">State the maximum number of orbitals in the \(n = 2\) energy level.</p>
<div class="marks">[1]</div>
<div class="question_part_label">a.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>\({\text{SiF}}_6^{2 - }\)</p>
<div class="marks">[3]</div>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>\({\text{NO}}_2^ + \)</p>
<div class="marks">[3]</div>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Explain, using diagrams, why \({\text{N}}{{\text{O}}_{\text{2}}}\) is a polar molecule but \({\text{C}}{{\text{O}}_{\text{2}}}\) is a non-polar molecule.</p>
<div class="marks">[3]</div>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Explain the term <em>hybridization</em>.</p>
<div class="marks">[1]</div>
<div class="question_part_label">f.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Describe how \(\sigma \) and \(\pi \) bonds form.</p>
<div class="marks">[2]</div>
<div class="question_part_label">f.iii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">State the type of hybridization of the carbon and nitrogen atoms in \({\text{HCON}}{{\text{H}}_{\text{2}}}\).</p>
<div class="marks">[2]</div>
<div class="question_part_label">f.iv.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1"><em>Group</em>: number of valence/outer energy level electrons same;</p>
<p class="p1"><em>Period</em>: electrons are in same valence/outer energy level;</p>
<p class="p1"><em>Accept number of energy levels containing electrons occupied.</em></p>
<p class="p1"><em>Accept shell for energy level.</em></p>
<div class="question_part_label">a.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">4;</p>
<p class="p1"><em>Allow the mark if the correct individual orbitals (e.g. 2s etc.) are listed.</em></p>
<div class="question_part_label">a.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><img src="images/Schermafbeelding_2016-10-18_om_07.38.24.png" alt="M09/4/CHEMI/HP2/ENG/TZ2/05.b.i/M"> ;</p>
<p class="p1">octahedral/octahedron/square bipyramidal;</p>
<p class="p1">90<span class="s1">° / 90° </span><strong>and </strong>180<span class="s1">°</span>;</p>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><img src="images/Schermafbeelding_2016-10-18_om_07.45.27.png" alt="M09/4/CHEMI/HP2/ENG/TZ2/05.b.ii/M"> ;</p>
<p class="p1">linear;</p>
<p class="p1">180°;</p>
<p class="p1"><em>Allow dots, crosses or lines in Lewis structures.</em></p>
<p class="p1"><em>Penalize missing charge, missing bracket once only in (i) and (ii). </em></p>
<p class="p1"><em>Lone pairs required for BOTH (i) and (ii). </em></p>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">\(N{O_2}\):</p>
<p class="p1"><img src="images/Schermafbeelding_2016-10-18_om_07.52.54.png" alt="M09/4/CHEMI/HP2/ENG/TZ2/05.d_1/M"></p>
<p class="p1"><em>Award </em><strong><em>[1] </em></strong><em>for correct representation of the bent shape </em><strong><em>and [1] </em></strong><em>for showing the net dipole moment, or explaining it in words (unsymmetrical distribution of charge). </em></p>
<p class="p1">\(C{O_2}\):</p>
<p class="p2"><img src="images/Schermafbeelding_2016-10-18_om_07.54.14.png" alt="M09/4/CHEMI/HP2/ENG/TZ2/05.d_2/M"></p>
<p class="p1"><em>Award </em><strong><em>[1] </em></strong><em>for correct representation of the linear shape </em><strong><em>and </em></strong><em>for showing the two equal but opposite dipoles or explaining it in words (symmetrical distribution of charge).</em></p>
<p class="p1"><em>For both species, allow either arrow or arrow with bar for representation of dipole moment.</em></p>
<p class="p1"><em>Allow correct partial charges instead of the representation of the vector dipole moment.</em></p>
<p class="p1"><em>Ignore incorrect bonds.</em></p>
<p class="p1"><em>Lone pairs not needed.</em></p>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">mixing/joining together/combining/merging of atomic orbitals to form molecular /new orbitals / orbitals of equal energy;</p>
<div class="question_part_label">f.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\(sigma \) <em>bond</em>:</p>
<p>end-on/axial overlap with electron density between the two atoms/nuclei;</p>
<p>\(\pi \) <em>bond</em>:</p>
<p>sideways/parallel overlap with electron density above <strong>and </strong>below internuclear axis/\(sigma \) bond;</p>
<p><em>Marks can be scored from a suitable diagram.</em></p>
<p><em>Award </em><strong><em>[1 max] </em></strong><em>for stating end-on/axial overlap for </em>\(sigma \)<em> and sideways/parallel overlap for </em>\(\pi \)<em> only i.e. without mentioning electron density OR stating electron density between the two atoms/nuclei for </em>\(sigma \)<em> above and below internuclear axis/</em>\(sigma \)<em> bond for </em>\(\pi \)<em> i.e. without mentioning overlap.</em></p>
<div class="question_part_label">f.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><em><img src="images/Schermafbeelding_2016-10-18_om_08.26.53.png" alt="M09/4/CHEMI/HP2/ENG/TZ2/05.f.iv/M"></em></p>
<p class="p1"><em>Correct answer is actually sp<sup>2</sup> for nitrogen because of delocalization/planar geometry.</em></p>
<p class="p1"><em>Accept </em><em>sp<sup>3</sup>.</em></p>
<div class="question_part_label">f.iv.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">Part (a) was very poorly answered which was surprising at HL. Most candidates described groups correctly but only a small majority stated that for a period the electrons are in the same valence level.</p>
<div class="question_part_label">a.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Part (ii) was well answered.</p>
<div class="question_part_label">a.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">For (b) VSEPR theory in general was well answered. The most common mistakes involved candidates failing to include square brackets or lone pairs of electrons or charges. Four G2 comments stated that expanded octets are not on the syllabus. However, AS 14.1.1 states explicitly that candidates should be able to predict the shape and bond angles of species of five and six negative charge centres. Four examples are included in the teachers note, including \({\text{S}}{{\text{F}}_{\text{6}}}\), but it has to emphasized again, as in previous subject reports that examples should not be confined in teaching programmes to just these four examples. Even \({\text{S}}{{\text{F}}_{\text{6}}}\) is a clear example of an expanded octet type structure, as is \({\text{SiF}}_6^{2 - }\), as asked in this question.</p>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">There were five other G2 comments again stating the fact that \({\text{NO}}_2^ + \) is off-syllabus. Based on AS 4.2.7, this example is clearly on the syllabus as the AS states that candidates should be able to predict the shape and bond angles of species of two, three and four negative charge centres. All the examples in the teachers note should be covered at a minimum in the teaching programme, but these are not the only examples.</p>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">There were seven G2 comments referring to (d); some respondents felt that the candidates had to answer the question by determining the shape of both \({\text{N}}{{\text{O}}_{\text{2}}}\) and\({\text{C}}{{\text{O}}_{\text{2}}}\)<span class="s1"> </span>using VSEPR Theory. This is a classic example of candidates reading the question carefully and not making unnecessary assumptions in relation to what is being asked. Only three marks are allocated to this question and hence this should be another clue as to suggest that the answer can be given in a concise manner. All candidates had to do was determine the fact that both species are XY<span class="s1">2 </span>species (not XYZ even) and hence can only be one of two geometries, either linear or bent. \({\text{C}}{{\text{O}}_{\text{2}}}\) must be non-polar since it is a linear geometry and hence the two dipole moments cancel each other out, yielding a net dipole moment of zero. In the case of \({\text{N}}{{\text{O}}_{\text{2}}}\), the geometry must be bent, and therefore there is a net dipole moment meaning it is a polar molecule. A simple diagram of the two species with the two bond dipole moments in each case and the resultant net dipole moment (in the case of \({\text{N}}{{\text{O}}_{\text{2}}}\)) would have scored both marks. There was no need to show lone pairs of electrons or isolated electrons etc. to answer this question, as candidates were not asked to write Lewis structures etc. Some candidates wasted time here trying to work these out and even some candidates thought that there might even be a mistake in the question and tried to answer the question with \({\text{NO}}_2^ - \), because this is an example given in the teachers note in AS 14.3.1, based on delocalization.</p>
<p class="p1">The very best candidates did draw dipole moments, as the question did ask for diagrams, when explaining polarity, as opposed to simply a description in words.</p>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Hybridization was usually well answered in part (ii), but sometimes candidates did not score the mark due to lack of specific subject vocabulary.</p>
<div class="question_part_label">f.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Although candidates often had some understanding of sigma and pi bonding, very few mentioned electron density in (iii).</p>
<div class="question_part_label">f.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">For (iv) one G2 comment stated that the hybridization of N in \({\text{HCON}}{{\text{H}}_{\text{2}}}\) will in fact be \({\text{s}}{{\text{p}}^{\text{2}}}\) due to the planar nature of the \({\text{N}}{{\text{H}}_{\text{2}}}\) group here in this example, which is in fact correct, although it is unlikely that candidates at this level would know this. Nearly all candidates gave \({\text{s}}{{\text{p}}^{\text{3}}}\) hybridization for N, which they based on a perceived pyramidal type geometry, like in ammonia. For this reason, during GA, we decided to allow both hybridizations, even though the correct answer is actually \({\text{s}}{{\text{p}}^{\text{2}}}\) in this example.</p>
<div class="question_part_label">f.iv.</div>
</div>
<br><hr><br><div class="specification">
<p>Ozone, \({{\text{O}}_{\text{3}}}\), in the upper atmosphere prevents harmful UV radiation reaching the surface of the Earth.</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>State the shape of the ozone molecule and estimate the bond angle.</p>
<p> </p>
<p>Shape:</p>
<p> </p>
<p>Bond angle:</p>
<div class="marks">[2]</div>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>State the hybridization of the central oxygen atom.</p>
<div class="marks">[1]</div>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>In terms of \(\sigma \) and \(\pi \) bonds, describe the two oxygen-oxygen bonds in the Lewis structure.</p>
<div class="marks">[1]</div>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>The two oxygen-oxygen bonds in ozone are in fact of equal length. Deduce why this is the case and how the length of these would compare to oxygen-oxygen bond lengths in hydrogen peroxide, \({{\text{H}}_{\text{2}}}{{\text{O}}_{\text{2}}}\), and in the oxygen molecule, \({{\text{O}}_{\text{2}}}\).</p>
<div class="marks">[2]</div>
<div class="question_part_label">e.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p><em>Shape: </em>non-linear / bent / v-shaped / angular;</p>
<p><em>Bond angle: </em>117°;</p>
<p><em>Accept values from </em><em>115° </em><em>to </em><em>119°</em> <em>/ <span style="text-decoration: underline;">just/slightly</span> less than </em><em>120°</em><em>.</em></p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\({\text{s}}{{\text{p}}^{\text{2}}}\);</p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>one is just one \(\sigma \) <strong>and </strong>one has one \(\sigma \) and one \(\pi \);</p>
<p><em>Accept “both bonds comprise one </em>\(\sigma \) <em>and a shared </em>\(\pi \) <em>“/ OWTTE.</em></p>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>delocalization occurs / delocalized \(\pi \)-bond / (has two) resonance structures / it is a resonance hybrid;</p>
<p>length intermediate between \({{\text{H}}_2}{{\text{O}}_2}\) and \({{\text{O}}_2}\) / <em>OWTTE</em>;</p>
<div class="question_part_label">e.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p>Many students scored well on this because, in order that candidates were not too heavily penalised, ECF was applied to the later parts of the question based on the number of electron domains and bonding represented by the Lewis diagram drawn in part (a). Hence, although quite a few students incorrectly tried to reflect the delocalization of ozone in their Lewis structures in part (a), their answers to the later parts of the question were correct. In the final part quite a number of students appeared unable to deduce that hydrogen peroxide contains a single O–O bond.</p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Many students scored well on this because, in order that candidates were not too heavily penalised, ECF was applied to the later parts of the question based on the number of electron domains and bonding represented by the Lewis diagram drawn in part (a). Hence, although quite a few students incorrectly tried to reflect the delocalization of ozone in their Lewis structures in part (a), their answers to the later parts of the question were correct. In the final part quite a number of students appeared unable to deduce that hydrogen peroxide contains a single O–O bond.</p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Many students scored well on this because, in order that candidates were not too heavily penalised, ECF was applied to the later parts of the question based on the number of electron domains and bonding represented by the Lewis diagram drawn in part (a). Hence, although quite a few students incorrectly tried to reflect the delocalization of ozone in their Lewis structures in part (a), their answers to the later parts of the question were correct. In the final part quite a number of students appeared unable to deduce that hydrogen peroxide contains a single O–O bond.</p>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Many students scored well on this because, in order that candidates were not too heavily penalised, ECF was applied to the later parts of the question based on the number of electron domains and bonding represented by the Lewis diagram drawn in part (a). Hence, although quite a few students incorrectly tried to reflect the delocalization of ozone in their Lewis structures in part (a), their answers to the later parts of the question were correct. In the final part quite a number of students appeared unable to deduce that hydrogen peroxide contains a single O–O bond.</p>
<div class="question_part_label">e.</div>
</div>
<br><hr><br><div class="specification">
<p class="p1">Hydrazine, N<sub><span class="s1">2</span></sub>H<sub><span class="s1">4</span></sub>, is a valuable rocket fuel.</p>
</div>
<div class="specification">
<p class="p1">The equation for the reaction between hydrazine and oxygen is given below.</p>
<p class="p1">\[{{\text{N}}_2}{{\text{H}}_4}({\text{l)}} + {{\text{O}}_2}({\text{g)}} \to {{\text{N}}_2}({\text{g)}} + 2{{\text{H}}_2}{\text{O(l)}}\]</p>
</div>
<div class="specification">
<p class="p1">The reaction between \({{\text{N}}_2}{{\text{H}}_4}({\text{aq)}}\) and \({\text{HCl(aq)}}\) can be represented by the following equation.</p>
<p class="p1">\[{{\text{N}}_2}{{\text{H}}_4}({\text{aq)}} + 2{\text{HCl(aq)}} \to {{\text{N}}_2}{\text{H}}_6^{2 + }({\text{aq)}} + 2{\text{C}}{{\text{l}}^ - }({\text{aq)}}\]</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">(i) <span class="Apple-converted-space"> </span>Draw the Lewis (electron dot) structure for N<sub><span class="s1">2</span></sub>H<sub><span class="s1">4 </span></sub>showing all valence electrons.</p>
<p class="p1">(ii) <span class="Apple-converted-space"> </span>State and explain the H–N–H bond angle in hydrazine.</p>
<div class="marks">[4]</div>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Hydrazine and ethene, C<sub><span class="s1">2</span></sub>H<sub><span class="s1">4</span></sub>, are hydrides of adjacent elements in the periodic table. The boiling point of hydrazine is much higher than that of ethene. Explain this difference in terms of the intermolecular forces in each compound.</p>
<div class="marks">[2]</div>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">(i) <span class="Apple-converted-space"> </span>The enthalpy change of formation, \(\Delta H_{\text{f}}^\Theta \), of liquid hydrazine is \({\text{50.6 kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}\). Use this value, together with data from Table 12 of the Data Booklet, to calculate the enthalpy change for this reaction.</p>
<p class="p1">(ii) <span class="Apple-converted-space"> </span>Use the bond enthalpy values from Table 10 of the Data Booklet to determine the enthalpy change for this reaction.</p>
<p class="p1">(iii) <span class="Apple-converted-space"> </span>Identify the calculation that produces the most accurate value for the enthalpy change for the reaction given and explain your choice.</p>
<p class="p1">(iv) <span class="Apple-converted-space"> </span>Calculate \(\Delta {S^\Theta }\) for the reaction using the data below and comment on its magnitude.</p>
<p class="p1" style="text-align: center;"><img src="images/Schermafbeelding_2016-09-26_om_09.01.06.png" alt="N10/4/CHEMI/HP2/ENG/TZ0/07.c"></p>
<p class="p1">(v) <span class="Apple-converted-space"> </span>Calculate \(\Delta {G^\Theta }\) for the reaction at 298 K.</p>
<p class="p1">(vi) <span class="Apple-converted-space"> </span>Predict, giving a reason, the spontaneity of the reaction above at both high and low temperatures.</p>
<div class="marks">[16]</div>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">The reaction between \({{\text{N}}_{\text{2}}}{{\text{H}}_{\text{4}}}{\text{(aq)}}\) and HCl(aq) can be represented by the following equation.</p>
<p class="p1">\[{{\text{N}}_2}{{\text{H}}_4}({\text{aq)}} + 2{\text{HCl(aq)}} \to {{\text{N}}_2}{\text{H}}_6^{2 + }({\text{aq)}} + 2{\text{C}}{{\text{l}}^ - }({\text{aq)}}\]</p>
<p class="p1">(i) <span class="Apple-converted-space"> </span>Identify the type of reaction that occurs.</p>
<p class="p1">(ii) <span class="Apple-converted-space"> </span>Predict the value of the H–N–H bond angle in \({{\text{N}}_{\text{2}}}{\text{H}}_{\text{6}}^{{\text{2}} + }\).</p>
<p class="p1">(iii) <span class="Apple-converted-space"> </span>Suggest the type of hybridization shown by the nitrogen atoms in \({{\text{N}}_{\text{2}}}{\text{H}}_{\text{6}}^{{\text{2}} + }\).</p>
<div class="marks">[3]</div>
<div class="question_part_label">d.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">(i) <span class="Apple-converted-space"> <img src="images/Schermafbeelding_2016-09-26_om_08.49.44.png" alt="N10/4/CHEMI/HP2/ENG/TZ0/07.a/M"></span>;</p>
<p class="p1"><em>Accept x’s, dots or lines for electron pairs</em></p>
<p class="p1">(ii) <span class="Apple-converted-space"> </span>H–N–H \( < \) 109 / any angle between 104° and 109°;</p>
<p class="p1">due to four centres of electron charge / four electron pairs (one of which is a lone \({{\text{e}}^ - }\) pair);</p>
<p class="p1">extra repulsion due to lone electron pairs;</p>
<p class="p1"><em>Do not allow ECF for wrong Lewis structures.</em></p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">weaker van der Waals’/London/dispersion/intermolecular forces in ethene;</p>
<p class="p1">stronger (intermolecular) hydrogen bonding in hydrazine;</p>
<p class="p1"><em>If no comparison between strengths then </em><strong><em>[1 max]</em></strong>.</p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">(i) <span class="Apple-converted-space"> </span>\(\Delta H_{\text{r}}^\Theta = \Sigma \Delta H_{\text{f}}^\Theta {\text{ products}} - \Sigma \Delta H_{\text{f}}^\Theta {\text{ reactants}}\);</p>
<p class="p1"><em>Can be implied by working</em>.</p>
<p class="p1">\(\Delta H_{\text{f}}^\Theta {\text{(}}{{\text{H}}_2}{\text{O(l))}} = - 286{\text{ (kJ)}}\);</p>
<p class="p1">\(\Delta H_{\text{r}}^\Theta = 2( - 286) - 50.6 = - 622.6{\text{ (kJ)}}\);</p>
<p class="p1">(ii) <span class="Apple-converted-space"> </span>bonds broken: 4N–H, N–N, O=O / \( + {\text{2220 (kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}{\text{)}}\);</p>
<p class="p1">bonds formed: N\(\equiv\)N, 4O-H / \( - 2801{\text{ (kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}{\text{)}}\);</p>
<p class="p1">\( - 581{\text{ (kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}{\text{)}}\);</p>
<p class="p1"><em>Award </em><strong><em>[3] </em></strong><em>for correct final answer</em>.</p>
<p class="p1">(iii) <span class="Apple-converted-space"> </span>value based on \(\Delta {H_{\text{f}}}\) more accurate;</p>
<p class="p1">\(\Delta {H_{\text{f}}}\) accurate for compounds in reaction;</p>
<p class="p1">bond energy calculation assumes average bond energies;</p>
<p class="p1">(bond energy calculation) only applies to gaseous states / ignores intermolecular bonds;</p>
<p class="p1">(iv) <span class="Apple-converted-space"> </span>\(\Delta {S^\Theta } = \Sigma {S^\Theta }{\text{ (products)}} - \Sigma {S^\Theta }{\text{ (reactants)}}\);</p>
<p class="p1"><em>Can be implied by working</em>.</p>
<p class="p1">\( = 191 + (2 \times 69.9) - 205 - 121 = + 4.8{\text{ (J}}\,{{\text{K}}^{ - 1}}{\text{mo}}{{\text{l}}^{ - 1}}{\text{)}}\);</p>
<p class="p1">small value since number of mol of g on both sides the same;</p>
<p class="p1">(v) <span class="Apple-converted-space"> </span>\(\Delta {G^\Theta } = - 622.6 - 298(0.0048)\);</p>
<p class="p1">\( = - 624.0{\text{ (kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}{\text{)}}\);</p>
<p class="p1"><em>Allow 623.9 to 624.1</em>.</p>
<p class="p1">(vi) <span class="Apple-converted-space"> </span>all reactions are spontaneous;</p>
<p class="p1">\(\Delta G\) is negative (at high temperatures and low temperatures);</p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">(i) <span class="Apple-converted-space"> </span>acid-base/neutralization;</p>
<p class="p1">(ii) <span class="Apple-converted-space"> </span>109°/109.5°;</p>
<p class="p1">(iii) <span class="Apple-converted-space"> </span>sp<sup>3</sup>;</p>
<p class="p1"><em>No ECF if bond angle incorrect in (ii).</em></p>
<div class="question_part_label">d.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">The Lewis structure for hydrazine proved to be difficult for some in (a). Incorrect answers had double bonds appearing between the two nitrogen atoms or lone pairs missing. Those who could draw the correct structure in (i) gave the correct bond angle, but the explanation was often incomplete. Few mentioned either the four electron domains around the central atom or the extra repulsion of the lone pair.</p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">In part (b) most candidates knew that hydrogen bonding was present in hydrazine and Van der Waals‟ forces in ethene but failed to give a comparison of the relative strength of the intermolecular forces.</p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Some candidates struggled to calculate the enthalpy changes from enthalpy changes of formation in (c) (i) as they were unable to relate the enthalpy change of combustion of hydrogen to the enthalpy change of formation of water.</p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">The bond energy and entropy calculations were more successful with many candidates benefitting from ECF from their incorrect Lewis structures in (a). It was encouraging to see many correct unit conversions for the calculation of \(\Delta G\). A number of candidates incorrectly described the combination of hydrazine and hydrochloric acid as a redox reaction, but many were able to identify the bond angle and hybridization in \({{\text{N}}_{\text{2}}}{\text{H}}_{\text{6}}^{{\text{2}} + }\).</p>
<div class="question_part_label">d.</div>
</div>
<br><hr><br><div class="specification">
<p class="p1">Carbon and silicon belong to the same group of the periodic table.</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Describe the delocalization of pi (\(\pi \)) electrons and explain how this can account for the structure and stability of the carbonate ion, \({\text{CO}}_3^{2 - }\).</p>
<div class="marks">[3]</div>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Explain the meaning of the term <em>hybridization</em>. State the type of hybridization shown by the carbon atoms in carbon dioxide, diamond, graphite and the carbonate ion.</p>
<div class="marks">[5]</div>
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Explain the electrical conductivity of molten sodium oxide and liquid sulfur trioxide.</p>
<div class="marks">[2]</div>
<div class="question_part_label">f.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Samples of sodium oxide and solid sulfur trioxide are added to separate beakers of water. Deduce the equation for each reaction and predict the electrical conductivity of each of the solutions formed.</p>
<div class="marks">[3]</div>
<div class="question_part_label">f.ii.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">\(^{{\text{60}}}{\text{Co}}\)/Co-60/cobalt-60 <strong>and </strong>radiotherapy/sterilization of medical supplies/radiation treatment of food sterilizations/industrial radiography/density measurements in industry/(medical/radioactive) tracer;</p>
<p class="p1"><em>Allow treatment of cancer.</em></p>
<p class="p1"><em>Do not allow “just used in medicine”.</em></p>
<p class="p1"><strong>OR</strong></p>
<p class="p1">\(^{{\text{57}}}{\text{Co}}\)/Co-57/cobalt-57 <strong>and </strong>medical tests/label for vitamin B<span class="s1">12 </span>uptake;</p>
<p class="p1"><em>Do not allow “just used in medicine”.</em></p>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">mixing/combining/merging of (atomic) orbitals to form new orbitals (for bonding);</p>
<p class="p1"><em>Allow molecular or hybrid instead of new.</em></p>
<p class="p1"><em>Do not allow answers such as changing shape/symmetries of atomic orbitals.</em></p>
<p class="p1"><em>Carbon dioxide: </em>sp;</p>
<p class="p1"><em>Diamond: </em>\({\text{s}}{{\text{p}}^{\text{3}}}\);</p>
<p class="p1"><em>Graphite: </em>\({\text{s}}{{\text{p}}^{\text{2}}}\);</p>
<p class="p1"><em>Carbonate ion: </em>\({\text{s}}{{\text{p}}^{\text{2}}}\);</p>
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><em>Molten sodium oxide: </em>conducts because of free moving/mobile ions in molten state;</p>
<p class="p1"><em>Sulfur trioxide: </em>doesn’t conduct because no free moving/mobile charged particles/it has neutral molecules;</p>
<p class="p1"><em>Award </em><strong><em>[1 max] </em></strong><em>for stating molten sodium oxide conducts but sulfur trioxide </em><em>doesn’t.</em></p>
<p class="p1"><em>Do not award M2 for “just sulfur trioxide does not conduct because it is </em><em>molecular.”</em></p>
<div class="question_part_label">f.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">\({\text{N}}{{\text{a}}_2}{\text{O(s)}} + {{\text{H}}_2}{\text{O(l)}} \to {\text{2NaOH(aq)}}\);</p>
<p class="p1">\({\text{S}}{{\text{O}}_3}{\text{(l)}} + {{\text{H}}_2}{\text{O(l)}} \to {{\text{H}}_2}{\text{S}}{{\text{O}}_4}{\text{(aq)}}\);</p>
<p class="p1">both solutions conduct;</p>
<p class="p1"><em>Ignore state symbols.</em></p>
<div class="question_part_label">f.ii.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">(d) was poorly answered since candidates were unable to logically structure their response often a description of pi bonding alone was given.</p>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">(e) usually was well done, although the precise meaning of hybridization was rarely given. Sometimes an incorrect hybridization of \({\text{s}}{{\text{p}}^{\text{4}}}\) was given for diamond.</p>
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">In (f), most candidates were unable to state that molten sodium oxide is able to conduct electricity because the current is carried by mobile ions (not delocalized electrons). Most did not realise that molten sulfur trioxide consists of neutral molecules and therefore does not conduct an electric current.</p>
<div class="question_part_label">f.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most were able to write the balanced chemical equations but then were not able to state that both solutions conduct. Many often gave the incorrect formula for sodium oxide.</p>
<div class="question_part_label">f.ii.</div>
</div>
<br><hr><br><div class="specification">
<p class="p1">Bromine is a member of group 7, the halogens.</p>
</div>
<div class="specification">
<p class="p1">Iron is a transition metal.</p>
</div>
<div class="specification">
<p class="p1">Freshly prepared iron(II) bromide can be electrolysed both in the liquid state and in aqueous solution.</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Explain the trend in reactivity of the halogens.</p>
<div class="marks">[3]</div>
<div class="question_part_label">a.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Deduce, using equations where appropriate, if bromine reacts with sodium chloride solution and with sodium iodide solution.</p>
<div class="marks">[2]</div>
<div class="question_part_label">a.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Describe the bonding in metals and explain their malleability.</p>
<div class="marks">[3]</div>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">List <strong>three </strong>characteristic properties of transition elements.</p>
<div class="marks">[2]</div>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Identify the type of bonding between iron and cyanide in \({{\text{[Fe(CN}}{{\text{)}}_{\text{6}}}{\text{]}}^{3 - }}\).</p>
<div class="marks">[1]</div>
<div class="question_part_label">b.iii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Deduce the oxidation number of iron in \({{\text{[Fe(CN}}{{\text{)}}_{\text{6}}}{\text{]}}^{3 - }}\).</p>
<div class="marks">[1]</div>
<div class="question_part_label">b.iv.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Draw the abbreviated orbital diagram for an <strong>iron atom </strong>using the arrow-in-box notation to represent electrons.</p>
<div class="marks">[1]</div>
<div class="question_part_label">b.v.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Draw the abbreviated orbital diagram for the <strong>iron ion in [Fe(CN)<sub>6</sub>]<sup>3–</sup></strong> using the arrow-in-box notation to represent electrons.</p>
<div class="marks">[1]</div>
<div class="question_part_label">b.vi.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Describe, using a diagram, the essential components of an electrolytic cell.</p>
<div class="marks">[3]</div>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Describe the <strong>two </strong>ways in which current is conducted in an electrolytic cell.</p>
<div class="marks">[2]</div>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Predict and explain the products of electrolysis of a <strong>dilute </strong>iron(II) bromide solution.</p>
<div class="marks">[4]</div>
<div class="question_part_label">c.iii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Identify another product that is formed if the solution of iron(II) bromide is <strong>concentrated</strong>.</p>
<div class="marks">[1]</div>
<div class="question_part_label">c.iv.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Explain why this other product is formed.</p>
<div class="marks">[1]</div>
<div class="question_part_label">c.v.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">reactivity decreases down group;</p>
<p class="p1">as atomic radius increases / more electron shells;</p>
<p class="p1">attraction of nucleus on electrons decreases / electron affinity decreases;</p>
<p class="p1"><em>Accept opposite argument for “up the group”.</em></p>
<div class="question_part_label">a.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">no reaction with NaCl;</p>
<p class="p1">\({\text{B}}{{\text{r}}_2}{\text{(aq)}} + {\text{2NaI(aq)}} \to {\text{2NaBr(aq)}} + {{\text{I}}_2}{\text{(aq)}}\);</p>
<p class="p1"><em>Accept ionic equation.</em></p>
<p class="p1"><em>Ignore state symbols.</em></p>
<div class="question_part_label">a.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">(electrostatic attraction between a) lattice of positive ions/cations <strong>and</strong> delocalized/sea of electrons;</p>
<p class="p1"><em>Accept suitable diagram.</em></p>
<p class="p1">atoms/ions/layers (of positive ions) can slide over each other <em>/ OWTTE</em>;</p>
<p class="p1">without change in the bonding forces <em>/ OWTTE</em>;</p>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">variable oxidation numbers/valency</p>
<p class="p1">form complex (ions)</p>
<p class="p1">form coloured <span style="text-decoration: underline;">compounds/ions</span></p>
<p class="p1">catalytic (behaviour)</p>
<p class="p1"><em>Award </em><strong><em>[2] </em></strong><em>for any three, </em><strong><em>[1] </em></strong><em>for any two.</em></p>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">dative (covalent)/coordinate;</p>
<div class="question_part_label">b.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">III / \( + 3\);</p>
<p class="p1"><em>Penalize incorrect format such as 3+ only if not penalized in 4 (b).</em></p>
<div class="question_part_label">b.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><em><img src="images/Schermafbeelding_2016-09-13_om_13.25.35.png" alt="M13/4/CHEMI/HP2/ENG/TZ1/07.b.v/M"></em></p>
<p class="p1"><em>Penalise missing [Ar] only once in (v) and (vi).</em></p>
<p class="p1"><em>Do not accept full orbital diagram; penalise only once in (v) and (vi).</em></p>
<p class="p1"><em>Accept full or half-arrows in (v) and (vi).</em></p>
<p class="p1"><em>Ignore absence of labels 4s and 3d.</em></p>
<div class="question_part_label">b.v.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><img src="images/Schermafbeelding_2016-09-13_om_13.38.44.png" alt="M13/4/CHEMI/HP2/ENG/TZ1/07.b.vi/M"> ;</p>
<p class="p2"><em>Accept empty 4s box in (vi).</em></p>
<p class="p2"><em>No ECF from (iv).</em></p>
<div class="question_part_label">b.vi.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><img src="images/Schermafbeelding_2016-09-13_om_13.43.52.png" alt="M13/4/CHEMI/HP2/ENG/TZ1/07.c.i/M"></p>
<p class="p1">clear diagram containing all elements (power supply, connecting wires,</p>
<p class="p1">electrodes, container and electrolyte);</p>
<p class="p1"><em>Accept power supply if shown as conventional long/short lines (as in diagram </em><em>above) or clearly labelled DC power supply.</em></p>
<p class="p1">labelled positive electrode/anode <strong>and </strong>negative electrode/cathode;</p>
<p class="p1"><em>Accept positive and negative by correct symbols near power supply.</em></p>
<p class="p1">labelled electrolyte/FeBr<sub><span class="s1">2</span></sub>(l)/FeBr<sub><span class="s1">2</span></sub>(aq);</p>
<p class="p1"><em>State must be included for FeBr</em><sub><span class="s1"><em>2</em></span></sub><em>.</em></p>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><em>Electrolyte: </em>positive ions/cations move to negative electrode/cathode <strong>and</strong> negative ions/anions to positive electrode/anode;</p>
<p class="p1"><em>Conductors</em>: electrons flow from negative pole of battery to positive pole of battery / <em>OWTTE</em>;</p>
<p class="p1"><em>Look at diagram in (i) for possible clarification of electron flow.</em></p>
<p class="p1"><em>Award </em><strong><em>[1 max] </em></strong><em>for “electrons in wire/external circuit </em><strong><em>and </em></strong><em>ions in solution”.</em></p>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><em>Negative electrode/cathode</em>:</p>
<p class="p1">\({{\text{H}}_{\text{2}}}\);</p>
<p class="p1">\({E^\Theta }{\text{(}}{{\text{H}}_{\text{2}}}{\text{)}}\) is less negative than \({E^\Theta }{\text{(Fe)}}\) / Fe is more reactive than \({{\text{H}}_{\text{2}}}\) / \({{\text{H}}_{\text{2}}}\) is lower in reactivity series / \({{\text{H}}^ + }\) more easily reduced than Fe<span class="s1">2+ </span>/ <em>OWTTE</em>;</p>
<p class="p1"><em>Positive electrode/anode</em>:</p>
<p class="p1">\({{\text{O}}_{\text{2}}}\);</p>
<p class="p1">\({E^\Theta }{\text{(}}{{\text{O}}_{\text{2}}}{\text{)}}\) is less positive than \({E^\Theta }{\text{(B}}{{\text{r}}_{\text{2}}}{\text{)}}\) / in a dilute \({\text{B}}{{\text{r}}^ - }\) solution \({\text{O}}{{\text{H}}^ - }{\text{/}}{{\text{H}}_{\text{2}}}{\text{O}}\) is</p>
<p class="p1">preferably discharged / <em>OWTTE</em>;</p>
<p class="p1"><em>Award </em><strong><em>[3 max] </em></strong><em>if electrodes reversed or omitted.</em></p>
<div class="question_part_label">c.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">\({\text{B}}{{\text{r}}_{\text{2}}}\);</p>
<p class="p1"><em>Accept Fe.</em></p>
<div class="question_part_label">c.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">\({\text{2B}}{{\text{r}}^ - } \rightleftharpoons {\text{B}}{{\text{r}}_2} + {\text{2}}{{\text{e}}^ - }\) shifts to the right;</p>
<p class="p1"><em>Accept similar reason for Fe.</em></p>
<div class="question_part_label">c.v.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">This was the least popular of the Section B questions. In (a) (i) the trend was generally correctly identified but the reasons were not clear, many confusing <em>electronegativity </em>with <em>electron affinity</em>. Most knew about the reactions (or lack thereof) of bromine but the equations were sometimes unbalanced or included halogen atoms rather than molecules.</p>
<div class="question_part_label">a.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">This was the least popular of the Section B questions. In (a) (i) the trend was generally correctly identified but the reasons were not clear, many confusing <em>electronegativity </em>with <em>electron affinity</em>. Most knew about the reactions (or lack thereof) of bromine but the equations were sometimes unbalanced or included halogen atoms rather than molecules.</p>
<div class="question_part_label">a.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">There was a tendency to describe the bonding of metals in terms of nuclei rather than cations and malleability was not well understood.</p>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">The properties in (b) (ii) were surprisingly poor. Many suggested that the metals themselves are coloured rather than the compounds, for instance.</p>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">The bonding in (iii) was not well known but the oxidation number was generally answered correctly.</p>
<div class="question_part_label">b.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">b.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">In (v), some candidates gave the <em>full </em>orbital diagram, some omitted [Ar] – and some just got it wrong!</p>
<div class="question_part_label">b.v.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">b.vi.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">The diagrams in (c) were poorly presented and often inaccurate (much confusion with a voltaic cell) and there was little understanding of how current was transmitted.</p>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">The diagrams in (c) were poorly presented and often inaccurate (much confusion with a voltaic cell) and there was little understanding of how current was transmitted.</p>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">In (iii), few candidates correctly predicted the products of electrolysis of dilute iron bromide, with many seeming to ignore the presence of hydrogen ions/hydroxide ions/water; correct explanations in terms of electrode potentials or preferential discharge were rare.</p>
<div class="question_part_label">c.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">In (iii), few candidates correctly predicted the products of electrolysis of dilute iron bromide, with many seeming to ignore the presence of hydrogen ions/hydroxide ions/water; correct explanations in terms of electrode potentials or preferential discharge were rare. Despite this, bromine was often correctly identified in (iv).</p>
<div class="question_part_label">c.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">In (v), few understood the impact of concentrating the electrolyte.</p>
<div class="question_part_label">c.v.</div>
</div>
<br><hr><br><div class="specification">
<p class="p1">Copper is a metal that has been used by humans for thousands of years.</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">State the full electron configuration of \(^{{\text{65}}}{\text{Cu}}\).</p>
<div class="marks">[1]</div>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">State one difference in the physical properties of the isotopes \(^{{\text{63}}}{\text{Cu}}\) and \(^{{\text{65}}}{\text{Cu}}\) and explain why their chemical properties are the same.</p>
<p class="p1">Physical:</p>
<p class="p1"> </p>
<p class="p1">Chemical:</p>
<div class="marks">[2]</div>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Describe the bonding in solid copper.</p>
<div class="marks">[2]</div>
<div class="question_part_label">c.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">\({\text{1}}{{\text{s}}^{\text{2}}}{\text{2}}{{\text{s}}^{\text{2}}}{\text{2}}{{\text{p}}^{\text{6}}}{\text{3}}{{\text{s}}^{\text{2}}}{\text{3}}{{\text{p}}^{\text{6}}}{\text{3}}{{\text{d}}^{{\text{10}}}}{\text{4}}{{\text{s}}^{\text{1}}}{\text{/1}}{{\text{s}}^{\text{2}}}{\text{2}}{{\text{s}}^{\text{2}}}{\text{2}}{{\text{p}}^{\text{6}}}{\text{3}}{{\text{s}}^{\text{2}}}{\text{3}}{{\text{p}}^{\text{6}}}{\text{4}}{{\text{s}}^{{\text{13}}}}{{\text{d}}^{{\text{10}}}}\);</p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><em>Physical:</em></p>
<p class="p1">\(^{{\text{63}}}{\text{Cu}}\) lower boiling point/melting point/density/greater rate of diffusion than \(^{{\text{65}}}{\text{Cu}}\);</p>
<p class="p1"><em>Accept converse argument.</em></p>
<p class="p1"><em>Do not accept “different mass”.</em></p>
<p class="p1"><em>Chemical:</em></p>
<p class="p1">(properties identical because) same electron configuration/arrangement of electrons;</p>
<p class="p1"><em>Accept “same number of protons </em><strong><em>and </em></strong><em>electrons”.</em></p>
<p class="p1"><em>Do not accept “same number of electrons” OR “same valence (electrons)” OR “same atomic number” only.</em></p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><span style="text-decoration: underline;">electrostatic</span> attraction;</p>
<p class="p1">between (a lattice of) cations/positive ions <strong>and </strong>delocalized/sea of electrons;</p>
<p class="p1"><em>Do not award any mark for only stating “metallic bonding”.</em></p>
<div class="question_part_label">c.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most were able to quote the electron configuration of copper correctly; but some gave [Ar] \({\text{4}}{{\text{s}}^{\text{1}}}\,{\text{3}}{{\text{d}}^{\text{9}}}\) when they were specifically asked for the <em>full </em>configuration. A few, inevitably gave \({\text{3}}{{\text{d}}^{\text{9}}}\,{\text{4}}{{\text{s}}^{\text{2}}}\). In (b), few related the difference in mass to a <em>property </em>and most did not give the comparison; “the same number of electrons and protons” was more popular than “the same electron configuration”. The descriptions of metallic bonding were disappointing; the mark for electrostatic attraction was rarely scored and many confused “nuclei” with “cations/positive ions”.</p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most were able to quote the electron configuration of copper correctly; but some gave [Ar] \({\text{4}}{{\text{s}}^{\text{1}}}\,{\text{3}}{{\text{d}}^{\text{9}}}\) when they were specifically asked for the <em>full </em>configuration. A few, inevitably gave \({\text{3}}{{\text{d}}^{\text{9}}}\,{\text{4}}{{\text{s}}^{\text{2}}}\). In (b), few related the difference in mass to a <em>property </em>and most did not give the comparison; “the same number of electrons and protons” was more popular than “the same electron configuration”. The descriptions of metallic bonding were disappointing; the mark for electrostatic attraction was rarely scored and many confused “nuclei” with “cations/positive ions”.</p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most were able to quote the electron configuration of copper correctly; but some gave [Ar] \({\text{4}}{{\text{s}}^{\text{1}}}\,{\text{3}}{{\text{d}}^{\text{9}}}\) when they were specifically asked for the <em>full </em>configuration. A few, inevitably gave \({\text{3}}{{\text{d}}^{\text{9}}}\,{\text{4}}{{\text{s}}^{\text{2}}}\). In (b), few related the difference in mass to a <em>property </em>and most did not give the comparison; “the same number of electrons and protons” was more popular than “the same electron configuration”. The descriptions of metallic bonding were disappointing; the mark for electrostatic attraction was rarely scored and many confused “nuclei” with “cations/positive ions”.</p>
<div class="question_part_label">c.</div>
</div>
<br><hr><br><div class="specification">
<p>Titanium and vanadium are consecutive elements in the first transition metal series.</p>
</div>
<div class="specification">
<p>\({\text{TiC}}{{\text{l}}_{\text{4}}}\) reacts with water and the resulting titanium(IV) oxide can be used as a smoke screen.</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Describe the bonding in metals.</p>
<div class="marks">[2]</div>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Titanium exists as several isotopes. The mass spectrum of a sample of titanium gave the following data:</p>
<p style="text-align: center;"><img src="images/Schermafbeelding_2017-09-20_om_08.37.43.png" alt="M17/4/CHEMI/HP2/ENG/TZ1/02.b"></p>
<p style="text-align: left;">Calculate the relative atomic mass of titanium to two decimal places.</p>
<div class="marks">[2]</div>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>State the number of protons, neutrons and electrons in the \(_{{\text{22}}}^{{\text{48}}}{\text{Ti}}\) atom.</p>
<p><img src="images/Schermafbeelding_2017-09-20_om_08.43.58.png" alt="M17/4/CHEMI/HP2/ENG/TZ1/02.c"></p>
<div class="marks">[1]</div>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>State the full electron configuration of the \(_{{\text{22}}}^{{\text{48}}}{\text{T}}{{\text{i}}^{2 + }}\) ion.</p>
<div class="marks">[1]</div>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Suggest why the melting point of vanadium is higher than that of titanium.</p>
<div class="marks">[1]</div>
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Sketch a graph of the first six successive ionization energies of vanadium on the axes provided.</p>
<p style="text-align: left;"><img src="images/Schermafbeelding_2017-09-20_om_09.09.57.png" alt="M17/4/CHEMI/HP2/ENG/TZ1/02.d.iii"></p>
<div class="marks">[1]</div>
<div class="question_part_label">d.iii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Explain why an aluminium-titanium alloy is harder than pure aluminium.</p>
<div class="marks">[2]</div>
<div class="question_part_label">d.iv.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Describe, in terms of the electrons involved, how the bond between a ligand and a central metal ion is formed.</p>
<div class="marks">[1]</div>
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Outline why transition metals form coloured compounds.</p>
<div class="marks">[4]</div>
<div class="question_part_label">f.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>State the type of bonding in potassium chloride which melts at 1043 K.</p>
<div class="marks">[1]</div>
<div class="question_part_label">g.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>A chloride of titanium, \({\text{TiC}}{{\text{l}}_{\text{4}}}\), melts at 248 K. Suggest why the melting point is so much lower than that of KCl.</p>
<div class="marks">[1]</div>
<div class="question_part_label">g.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Formulate an equation for this reaction.</p>
<div class="marks">[2]</div>
<div class="question_part_label">h.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Suggest one disadvantage of using this smoke in an enclosed space.</p>
<div class="marks">[1]</div>
<div class="question_part_label">h.ii.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p>electrostatic attraction</p>
<p>between <strong>«</strong>a lattice of<strong>» </strong>metal/positive ions/cations <strong><em>AND </em></strong><strong>«</strong>a sea of<strong>» </strong>delocalized electrons</p>
<p> </p>
<p><em>Accept “mobile electrons”.</em></p>
<p><em>Do </em><strong><em>not </em></strong><em>accept “metal atoms/nuclei”.</em></p>
<p><strong><em>[2 marks]</em></strong></p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\(\frac{{(46 \times 7.98){\text{ + }}(47 \times 7.32){\text{ + }}(48 \times 73.99){\text{ + }}(49 \times 5.46){\text{ + }}(50 \times 5.25)}}{{100}} = 47.93\)</p>
<p> </p>
<p><em>Answer must have two decimal places </em><em>with a value from 47.90 to 48.00.</em></p>
<p><em>Award [2] for correct final answer.</em></p>
<p><em>Award [0] for 47.87 (data booklet value).</em></p>
<p><strong><em>[2 marks]</em></strong></p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><em>Protons: </em>22 <strong><em>AND </em></strong><em>Neutrons: </em>26 <strong><em>AND </em></strong><em>Electrons: </em>22</p>
<p><em><strong>[1 mark]</strong></em></p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\({\text{1}}{{\text{s}}^{\text{2}}}{\text{2}}{{\text{s}}^{\text{2}}}{\text{2}}{{\text{p}}^{\text{6}}}{\text{3}}{{\text{s}}^{\text{2}}}{\text{3}}{{\text{p}}^{\text{6}}}{\text{3}}{{\text{d}}^{\text{2}}}\)</p>
<p><em><strong>[1 mark]</strong></em></p>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>vanadium has smaller ionic radius «leading to stronger metallic bonding»</p>
<p> </p>
<p><em>Accept vanadium has «one» more valence electron«s» «leading to stronger metallic bonding».</em></p>
<p><em>Accept “atomic” for “ionic”.</em></p>
<p><strong><em>[1 mark]</em></strong></p>
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><img src="data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAT4AAAEaCAYAAACIBTsQAAAefElEQVR4Ae2dXWhVR/eHxz8W4oUXCgoJvL1QsJAUUjAgRcVeKCgkggUFLVG0oGBBS3uhUIpKvVBoSwytoKCgQoV4oUQvCgoqRqqQXliMoKBQi4YqxAuLCgr585u3O+/R7HNyvvbea/Z+BsI52R8za541WZmPNWumjY+PjzsSBCAAgQIR+L8C1ZWqQgACEPAEMHw0BAhAoHAEMHyFUzkVhgAEzBu+np4e9+DBAzQFAQhAoGkEzBu+ptWUjCAAAQj8SwDDR1OAAAQKRwDDVziVU2EIQADDRxuAAARSJfDs2bPM5+0xfKmqnMIgAIHdu3e7rq4u9+TJk8xgYPgyQ0/BECgmAfX49PPmzZvMAGD4MkNPwRCAQFYEMHxZkadcCBSUgHp7SrNmzcqMAIYvM/QUDAEIZEUAw5cVecqFQEEJRD2+LKuP4cuSPmVDoIAEZPg0zJ0xY0ZmtcfwZYaegiFQPAIvX770K7pZzu+JOoaveG2PGkMgUwIyfhi+TFVA4RCAQNoEXr16heFLGzrlQQAC2ROgx5e9DpAAAhBIiYB6e0qtra0plRhfDHN88Vy4CgEIJEAgcmXJckVX1cLwJaBcsoQABOIJRIaPoW48H65CAAI5JBBFZGGom0PlUiUIQCCewF9//eVvtLW1xT+Q0lWGuimBphgIQMA5+fApMdSlNUAAAoUhwKpuYVRNRSEAgYiAFjcWLlzoGOpGRPiEAARyT+D58+euvb0983oyx5e5ChAAAsUhIMOXdW9PtDF8xWlz1BQCmRPQHN+8efMylwPDl7kKEAACxSEgP76sV3RFG8NXnDZHTSGQOQH58dHjy1wNCAABCKRJ4PHjxxi+NIFTFgQgkC0BGb3p06cz1M1WDZQOAQikSWB0dNTNnTs3zSLLlsUcX1k03IAABJpJ4MGDByZ8+FQnDF8zNUteEIBAWQJDQ0MmfPgkIIavrJq4AQEINJPA9evXXUtLSzOzrDsvDF/d6HgRAhColoAWNkZGRtz7779f7SuJPofhSxQvmUMAAiKg3p52bWD4aA8QgEBhCEQh5xnqFkblVBQCENDChtKiRYtMwGCoa0INCAGBfBPQUFd7dPHjy7eeqR0EIPAvAYWblw+fhT26kVLo8UUk+IQABBIhcO/ePZ/v8uXLE8m/nkwxfPVQ4x0IQKBqApHhU8h5KwnDZ0UTyAGBnBKQD58SPb6cKphqQQACkwk8fPjQGz0LAUgj6ejxRST4hAAEEiGg4KOWhrmqJIYvEVWTKQQgEBH4/fffTQ1zJReGL9IOnxCAQNMJaMeG5vgsze+pkhi+pquaDCEAgYiADJ8l/71ILgxfRIJPCECg6QQOHTrkOjo6mp5voxli+BolyPsQgEAsAfX2Tp06RY8vlg4XIQCBXBLQNjUZv9bWVnP1o8dnTiUIBIF8ENBqrlJnZ6e5CmH4zKkEgSCQDwIHDx70FbESiqqUKoavlAbfIQCBphCQC4uGunJcnjFjRlPybGYmGL5m0iQvCEDAE4gCE/T29pokguEzqRaEgkDYBLQ/V6mnp8dkRTB8JtWCUBAIm4AiLmuYa9F5WWQxfGG3L6SHgEkCd+/edVaHuQI23SQ1hIIABIIm8Mcff7grV66YrQM9PrOqQTAIhEngzJkzZoe4EVEMX0SCTwhAoCkE5L/X3t7elLySygTDlxRZ8oVAAQlYPFEtTg0YvjgqXIMABOoicOfOHb8/95NPPqnr/bRewvClRZpyIFAAAprfU7K4Ta0UP4avlAbfIQCBhghEgUctblMrrRiGr5QG3yEAgYYI3Lhxwx05cqShPNJ4GcOXBmXKgEABCCgMlU5Us3a+Rhx6DF8cFa5BAAI1E5Dhsxh0NK4iGL44KlyDAARqIqAQVHv37nVbtmyp6b2sHsbwZUWeciGQIwJHjx51o6OjbsGCBUHUCsMXhJoQEgJ2Cbx+/drJ8GmYG8L8nkgSpMBue0IyCARB4Ny5c95pWau51t1YIqD0+CISfEIAAnURUJh5JcXfCyVh+ELRFHJCwCiBS5cuuV27dgVl+BjqGm1MiAWBEAhop4YM38mTJ0MQd0JGenwTKPgCAQjUSkBuLLNmzfI/tb6b5fMYvizpUzYEAiagEFQbN250a9euDa4WGL7gVIbAELBBoL+/3ykMVSguLKXUMHylNPgOAQhUTUBb1JQ6OjqqfsfKgxg+K5pADggERODWrVtOsfc0zLV6hGQlnBi+SnS4BwEIxBI4e/asX9AIIQRVXAUwfHFUuAYBCFQkIBeWHTt2BLeaG1UKP76IBJ8QgEBVBOS7p/m9oaGhqp63+BA9PotaQSYIGCawbdu2IFdyS5Fi+Epp8B0CEKhI4Pz5835RY82aNRWfs34Tw2ddQ8gHASME5LC8evVqL8369euNSFWfGBi++rjxFgQKR0Db05QUhSWU8FPllIThK0eG6xCAwFsETp8+7VdxL168+Nb1EH/B8IWoNWSGQAYEZPjkt6egBKEnDF/oGkR+CKREQAFHQwxIEIcHwxdHhWsQgMAEAZ2pof24PT09E9dC/4LhC12DyA+BhAlcvXrVR2HZunVrwiWllz2GLz3WlASBIAkoGIFWchctWhSk/HFCs2UtjgrXIACBCQJyWlZo+ZkzZ05cC/0LPb7QNYj8EEiQgM7L1SpuiMFGK2HB8FWiwz0IFJiAghAcPHjQhb49LU6FGL44KlyDAATcvn37nHZrYPhoDBCAQCEIjIyM+GMjNcQN6aDwapVDj69aUjwHgQIROHXqlA8pf+DAgVzWmlXdXKqVSkGgfgIa3mpu7/79+0Gep1FNzenxVUOJZyBQIAKKrqwDhEI8RKhaNWH4qiXFcxAoAAH57K1bt86fp5Hn6mL48qxd6gaBGggoCIECjcpvL0/b0+IQYPjiqHANAgUkoK1pMnoKPRV6oNGp1Ifhm4oQ9yFQEAJayVXYqbyEnqqkNlZ1K9HhHgQKQkDn5GqoOzw8XIga0+MrhJqpJATKE9Aqro6MDP0AofI1nHwHwzeZCVcgUCgCMnry3duyZUth6o3hK4yqqSgEJhPQEFc9Ps3rKcpyURKGryiapp4QiCFw/Phxt3jxYtfX1xdzN7+XWNzIr26pGQQqEtDwVienaWtaW1tbxWfzdpMeX940Sn0gUCWBFStW+CFunremlUOB4StHhusQyDGBs2fP+gWNzZs357iW5auG4SvPhjsQyC2Bw4cP+zh7q1atym0dK1Ws7ByfYu0rCGFcN1hzA1oNKpe6u7sLN2dQjgXXIWCNgLamKay8HJaLmiYZvmfPnnkWO3fudMeOHYs1fDdu3HC6ryXwuD19y5YtKypP6g0B0wTUYdm7d6/32dO+3KKmSYYvAvHq1Sv35s2b6Ne3PnVd9wUwrkf41sP8AgEImCCgcPJa0FAo+Z9//tmETFkJUXGOb/r0snbRyzvV/awqRbkQgMBkAv39/d7oFc1nbzIJ5ypatnI9viije/fuuadPn0a/Tnzm8XCSicrxBQIBEtAUlg4F19wef59TGL6p9Ktu87tJ8waPHj2Knft791l+hwAEkicgo9fV1eV6enowev/irtjjm2ooe/HiRR+4sFR1LS0tTTV6U8lQWjbfIQCBtwnI6CkIgVZwFWCU9F8CFQ3fVENdLWwkvbgxlQwoEgIQKE9Aq7hyX5EHhtzTSP8lUHFxA0gQgEDYBA4dOuQN3sDAQNgVabL0FXt8pWX98MMPbuXKlT50TdQLE9Q4XyD9Z1myZInfEqOtMV9//XVpVjV9Z6hbEy4ehoAn8Pr1a/fjjz86DXUZ4k5uFGUNn4awpUZNURw6Ozu94ZszZ44f4ipGf1zSezJ8gq6wN40YvsjIxpXDNQhAIJ6APC52797t9uzZU6g4e/E0Jl+dNj4+Pj75sp0rWolSzzLpuUQ7NUYSCDROYOPGje7ChQs+5FRpB6bxnPORg/k5Poa6+Who1CI9AlrMuHnzph/iYvTiuZs3fAx14xXHVQjEEVAAEbmvLFq0yK/kxj3DNefMGz6UBAEIVEdAe3F1boZ6eZoeIpUnYN7wxUV/KV8d7kCguATU05PhUyh5hriV20HZVd3Kr6V39+XLl+kVRkkQCJSAPCh0Wpr245KmJmC+xzd1FXgCAsUlIH+9gwcP+sC/+/fvZ16vyqaA4asSFI9BwCIBrd7KX0+npDXiL2uxbknKZN7wMceXpPrJO3QC+/bt8z6uw8PDoVclVfmZ40sVN4VBoDkENPetIe6TJ0+c9uGymFEbV3p8tfHiaQiYIKCenn42bNhAjL06NGLe8LGqW4dWeSXXBBRqSr09bePctWtXruuaVOXMG76kKk6+EAiRgNxWZPQUX49QU/Vr0PwcX/1V400I5I+AnJS1LU1OyqT6CZg3fAQpqF+5vJkvAvLTUwCCy5cv56tiGdTGvOEjSEEGrYIizRGQwfv22299T48QbY2rx/wcH358jSuZHMInoHk9HQuJ0WuOLs33+FjVbY6iySVMAnfv3nUff/yxF/63334LsxIGpTZv+AwyQyQIpEbgs88+Y2dGArQxfAlAJUsINIOA/PUUcUXnV5OaS8D8HB+rus1VOLnZJ6CIKzt37nQrVqxw33//PefhJqAy84aPVd0EtE6Wpglo9ba/v9/vyiDiSjKqYqibDFdyhUBdBDS01QqudmVodwYpGQLme3wMdZNRPLnaIiDvBZ2TsW7dOrd9+3aMXsLqMW/4GOom3ALI3gSB69evuy+//NJpL652aJCSJWDe8NHjS7YBkHv2BDS8VU9PkVbGxsaIrZeCSswbPnp8KbQCisiMgFxWurq63I4dO9yBAwcyk6NoBZs3fEVTCPUtFoHoVLSenp5iVTzj2rKqm7ECKL6YBDSXpxBTQ0NDBB7IoAmYN3wEKcigVVBkogRGRkbchx9+6Mu4ffs2gQcSpR2fufmhLkEK4hXH1XAJaF5Pafny5a6joyPcigQsufkeH6u6AbcuRJ9EQM7Jcle5du2aW7JkyaT7XEiHgHnDx6puOg2BUpIl8PjxYz+81dze4OAgRi9Z3FPmbn6oO2UNeAACARDQ8FZGT4FENcQlZUsAw5ctf0ovAAFtRdMKrvbf6pAgFuyyV7r5oS6NJPtGggT1EVAPb/78+b6nR9CB+hgm9Zb5Hh+rukmpnnyTJCCjp5h6ra2trq+vz3V3dydZHHnXSMB8j6/G+vA4BDInEPnpaS5P30n2CJjv8dlDhkQQqEzg1KlT/oGtW7dWfpC7mREw3+PDjy+ztkHBNRJ48OCBH97evHnTaUcGzsk1AkzxcfOGDz++FFsDRdVNQO4qOiNDCaNXN8bUXjQ/1GVVN7W2QEENEIiirCimHj29BkCm9Kr5Hh+ruim1BIqpi4CCiMpHT6u4jx49cm1tbXXlw0vpEjBv+NLFQWkQqJ7AmTNnfOTkWbNmecdkfZLCIGB+qBsGRqQsIgHtyFBS5GSMXlgtwLzhY1U3rAZVBGk1n6chreafX7x44XBbCU/r5g0fq7rhNao8S6z5vE2bNvnoKhcvXmTfbaDKNm/4WNUNtGXlUGwtYJw/f94tXLiQg4EC1695w8eqbuAtLCfiHz161M2ePdtt3LjRDQ8PEy4+cL2yqhu4AhE/eQIa3srwaWhLLL3keadRgvkeH4sbaTQDyogjcOXKFb8bQ8PbY8eOYfTiIAV6zXyPj8WNQFtW4GJrPu+LL75wo6OjPoAoPb3AFfqO+OZ7fO/Iy68QSJxANJ+nhbWxsTF6eokTT78ADF/6zCnRMAEtXmhOT755ly9fNiwpojVCwPxQF3eWRtTLu9USiLaftbe3u/Hx8Wpf47lACZjv8eHOEmjLCkhsHf24e/duLzG7MAJSXAOimjd8rOo2oF1enZKA4uh99NFH/mwMxdHTORmk/BMwb/hY1c1/I8yqhprLU/DQb775xg0NDRFHLytFZFCuecOXAROKLAABxdGTf54O+F67dm0BakwVSwlg+Epp8D33BHQuRldXl//Zvn27j6NH8NDcq31SBVnVnYSEC3kloJVbuasoNLz884ihl1dNT10v8z0+VnWnViJPVCZw69Yt75sno6dV28HBQYxeZWS5v0uPL/cqLnYFtfXs888/d5rTU6RkHQZEgoB5w0ePj0ZaLwGt1C5dutTJKZmhbb0U8/meecOXT+zUKkkCckjWfN7x48f90Hbz5s0MbZMEHmDeGL4AlYbI5QloaLt69Wo/tO3t7XVHjhwp/zB3CkvA/OIGe3UL2zZrrriM3pIlSybm86JDvmvOiBdyT8B8j485vty3wYYr+PDhQz+svXDhgluwYIFfxOjp6Wk4XzLILwHzhi+/6KlZMwgodp62nukAoIGBAc7CaAbUAuRhfqhbAB1QxToJaAFDUVXkiKy5PG0/I0GgGgLmDR/RWapRY7Ge0bYzBReQQ3J3d7ffdqYeHwkC1RIwb/iIzlKtKovx3N69e938+fNdS0uL0/yvFjDYelYM3Tezlubn+OjxNVPdYeYlA6dhrXZfKH7enj17vH9emLVBagsEzBs+enwWmkm2Msjobdq0yQvB2bbZ6iIvpZsf6uYFNPWonYD88tatW+eNnvbY6iwMjnmsnSNvTCZgvsfHUHey0vJ+RQZP2830Iwf2n376yZ9xm/d6U7/0CJg3fAx102sMFkqS0ZNfnoa3CiGliCosXljQTL5kMG/48oWb2lQioBXaaC7vxIkT3l2l0vPcg0C9BMwbPoa69ao2nPe0Wiujd+XKFR8vb/HixW7lypXhVABJgyNg3vAx1A2uTdUkcLSAIadkbTnj4J+a8PFwnQTMG74668VrxgnI4Gn3hXp72nWhFVsSBNIiYN7wMdRNqymkU87IyIh3Qj579qxftJAz8vr169MpnFIg8C8B84aPoW5+2qqGswoSqk/tsdW5tiQIZEHAvOHLAgplNo/A3bt33enTp/2Q9unTp95FRU7IBBVoHmNyqp0Ahq92ZrxRJQHN4+mEs+vXrxMvr0pmPJYOAfNb1gg9n05DaHYpChA6e/ZsNzo66sNGDQ8PEy+v2ZDJr24C5nt8hJ6vW7epv6genvzx7ty5427cuOF98uSeQoDQ1FVBgVMQMG/46PFNoUFDt3fu3OlOnTrlJSKKiiHFIMokAuaHuvT4JunM1AXpR+Hfp02b5vfXygmZKCqmVIQwMQTM9/hiZOaSAQJySRkaGnLyx7t3757bsWOH32a2atUqA9IhAgQqE8DwVebD3RgCMnradaFPuaXIABJBJQYUl8wSMD/UZY7PTtuJhrU680ILGTrZTKu1GD07OkKS6giY7/Exx1edIpN8KtpmpugpGtZqm5lOOGO1Nknq5J0kAfOGjx5fkuqfOm8NY7XNTD08hrVT8+KJMAiYH+rS40u/IcnI6RjHjo4Op8UKRUK+ffs2w9r0VUGJCREw3+NLqN5kG0NABk87LmT01NOWwdOwll53DCwuBU0Awxe0+pon/OPHj92+ffu84dNihc66kOEjQSCPBMwPdYnHl2yzU/SUnp4e98EHHzgtYuisiz///BOjlyx2cs+YgPkeH/H4kmkhly5d8qeZRb54MoBtbW3JFEauEDBGwLzhM8YreHFk6HRIt0K+a0h77do1t2TJkuDrRQUgUAsB84aPoW4t6ox/VosWv/zyi7t69aofznZ2dvqhrAKC4osXz4yr+SZg3vAx1G2sAZb28OSHpxVbTjJrjClvh0/AvOELH3E2NdBQVq4p+tGQdnBw0C9iZCMNpULAFgHzho+hbvUNRi4pWrS4efOm+/XXX/0w9rvvvnMbNmxgSFs9Rp4sAAHzho+hbnWtUFvLNm3a5COmaN5OfngMaatjx1PFI2Dej694KqmtxmfOnHFdXV1u6dKlfkiriCnaXobRq40jTxeLgPkeH0PdyQ1SCxYyeLdu3fLDWq3O9vb2+ogphIiazIsrEHiXgHnDx1D3bZVpDk9nW+hAn8WLFzudbYFLytuM+A0CUxEwP9Qteo9P0Wm0QrtmzRp/roWcj/X90aNHPvIxRm+qJs59CEwmQI9vMhMTVzSc1SE+GtIqac5ubGyMaMcmtIMQoRMw3+MLHXA98quHt23btreMXl9fH0avHpi8A4EYAuZ7fDEy5/KSIqPI2Vjn0ra0tPhox+yjzaWqqZQBAuYNX56DYGo4e/DgQd+zi0K7a4cFQQMM/GUgQq4JmDd8eQ09H4V3Vw9PSS4p8sFjsSLXf29UzggB84bPCKeGxHj+/LnfQqYennzvdFqZenXt7e0+LJSCB+S5Z9sQPF6GQAIEMHwJQC3NUgsViohy4cIFf7m7u9udP3/ez+GVPsd3CEAgPQLmDV+oPSG5oWj+ToavtbXVD2PlksLOivQaNyVBoBwB84YvhDm+169f+4O2r1+/7oMEKGDA6OioW7Zsmfe/Uy9PRzWSIAABGwTMG74Qenznzp3zfndasFCPbteuXd7gsVBho5EjBQTeJWDe8IXQ45PBk4OxFiz+85//uPfee+9dzvwOAQgYImDe8BliVVYUzp8ti4YbEDBJgC1rJtWCUBCAQJIEzBu+okdnSVL55A2BohIwb/iIx1fUpkm9IZAcAfOGL4RV3eTUQ84QgEASBMwbvhBWdZNQDHlCAALJETBv+JKrOjlDAAJFJYDhK6rmqTcECkzAvOFjVbfArZOqQyAhAuYNH6u6CWmebCFQYAJB7Nw4dOiQa2tre0tNCs/+6tWrt65l9Yt6pdYNdCgySk4reo1rTyFwtPS3EcdQ15opo6Ie1bovftr4+Ph4OeEsXFfwTu2FLU36XeCsuLrIMEsWq1vXxEsntinCs+WkUF4K43XgwAGTYqotStf6sZp07rJ0rfOWrYZAi45bGB4ebgpGBfKtNZnv8dVqyWsF0Izno5BT9SigGeVXk4c4WpZPdVA4L8tySjYZZ8sco06CjjKwmsRRRjlLjubn+KwqLzS5QvCH1DDScoqMimUZI9lC0HckaxafGL4sqGdQppVpgUpVJ5xXJTrcayYBDF8zaZJXQwTopTSEj5drIGB7bFFDRbJ8VKHnra/q6qS3EJJ14yddkxojIB1nrWfzq7qNIU7n7cePH/tVXauraKKgFUlNKltO4ihXFstyWueoeUitjFte3JCM4pjl4gaGz7IlQDYIQCARAszxNQGrzsl918G6Cdk2JYudO3e62bNnu5kzZ/ozQY4ePdqUfJuZiYaP8j0TQy3CdHV1OfmjWUzyQYvclyzJp17U3LlzPT8x1I/0bm0l+sqVK16/kk361pnTmUwfyIGZVD+BgYEBOYCPz5o1q/5MEnpz7dq14wsXLhwfGxsbf/HixfjWrVu9rCdOnEioxPqy3bNnj5dreHjYyyqmra2t9WWW4Fv379/3cs6bNy/BUurLWsyWL19e38spvaV22NLSMn7x4kWvZ+lbfztHjhxJSYL/FUOPr85/20+ePHHr1q3zXvzaMpP1ZG1cNXSQuY661NyjegDaEaH5s3v37sU9ntk1/eeXnJrzkaw6h1iLRZZ6K3fv3nU9PT3+2NDMQFUoeGRkxLW3t/t2KG6Z9KIqyKdbcv5euXKln3/UzivJqzY5Z86cKd5s/m0MX51M//nnH/+Hqt0G+kO1uL9UW6tklEuT/ig07LWUtNUv2qYm+fr7+92CBQtMbbk6fPiwnyqQri2mCxcueLFWr17th5KS11qS4evs7PTTGEuXLvUdB+l+zZo16Yv6v84f3+oloKGjuuzWk4a+kvP27dsmRe3r6/PySUYNh6wkDXHb29u9OBqWWRvqRkNwDSM1taGf6LsVhpJD3DQlJP1KRk1n6LuGvGkn/PjS/1+TSYn79+93Gg7p4HOLk/OCIheMgYEB7+ogeTUc0iHtWSb16Pft2+e+/vprL4ZkspY0PbBnzx7fm9JQUqMPLSJ8+umnfv9z1gxLeWmqRcEy9Kne/caNG93JkyfTd21J29LmsTzrPT71UvSfVj2DUNKOHTvG1UPNOqlnol7J4ODguBYQtEAklvpumacWsyR3FgsH5XQmlrt27XrrtuTr7u5+61oavzDHV/rvKIff5Saybds2Nzg4aNYxWHORmv8pTerFqEeQZYoWrCSL5s60mCV3IMml71ZcbuSwLH6RvKXMJLuVpF7euzJmpuM0rGvey7Da49N/V81NyY2g9Ee9AUvpq6++8nNSly9f9nKqdzVnzhxT83wRL+na4hyfeqGbN2+e0LOY6trff/8diZ7556NHj7xexVDtUfO4movMoldqf0Y+c3VNLYCGPRpWWEqRj5TkevdHw0hrSUZafwSSVX+wlhY3SllZNHyRfIsXL57QtVWfvmvXrnn9Ss/St/52skgsbjRhHCB/JPmhWUoa4pSTyeI+TrmzyO9wdHTUL3JYlFH61cKQ1UjbpVMGvb29lprjhCxaaNEClqYJNPR9191q4sGEv7BXN2HAZA8BCNgjwOKGPZ0gEQQgkDCB/wd4OfihKqONKQAAAABJRU5ErkJggg=="></p>
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"></p>
<p>regular increase for first five <em><strong>AND</strong> </em>sharp increase to the 6th</p>
<p> </p>
<p><em>A log graph is acceptable.</em></p>
<p><em>Accept log plot on given axes (without amendment of y-axis).</em></p>
<p><em>Award mark if gradient of 5 to 6 is greater than “best fit line” of 1 to 5.</em></p>
<p><strong><em>[1 mark]</em></strong></p>
<div class="question_part_label">d.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>titanium atoms/ions distort the regular arrangement of atoms/ions</p>
<p><strong><em>OR</em></strong></p>
<p>titanium atoms/ions are a different size to aluminium <strong>«</strong>atoms/ions<strong>»</strong></p>
<p>prevent layers sliding over each other</p>
<p> </p>
<p><em>Accept diagram showing different sizes </em><em>of atoms/ions.</em></p>
<p><strong><em>[2 marks]</em></strong></p>
<div class="question_part_label">d.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>pair of electrons provided by the ligand</p>
<p> </p>
<p><em>Do not accept “dative” or “coordinate bonding” alone.</em></p>
<p><strong><em>[1 mark]</em></strong></p>
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>partially filled d-orbitals</p>
<p>«ligands cause» d-orbitals «to» split</p>
<p>light is absorbed as electrons transit to a higher energy level «in d–d transitions»<br><em><strong>OR</strong></em><br>light is absorbed as electrons are promoted</p>
<p>energy gap corresponds to light in the visible region of the spectrum</p>
<p>colour observed is the complementary colour</p>
<p><em><strong>[4 marks]</strong></em></p>
<div class="question_part_label">f.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>ionic</p>
<p><strong><em>OR</em></strong></p>
<p>«electrostatic» attraction between oppositely charged ions</p>
<p><em><strong>[1 mark]</strong></em></p>
<div class="question_part_label">g.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>«simple» molecular structure</p>
<p><strong><em>OR</em></strong></p>
<p>weak«er» intermolecular bonds</p>
<p><strong><em>OR</em></strong></p>
<p>weak«er» bonds between molecules</p>
<p> </p>
<p><em>Accept specific examples of weak </em><em>bonds such as London/dispersion and </em><em>van der Waals.</em></p>
<p><em>Do </em><strong><em>not </em></strong><em>accept “covalent”.</em></p>
<p><strong><em>[1 mark]</em></strong></p>
<div class="question_part_label">g.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\({\text{TiC}}{{\text{l}}_{\text{4}}}{\text{(l)}} + {\text{2}}{{\text{H}}_{\text{2}}}{\text{O(l)}} \to {\text{Ti}}{{\text{O}}_{\text{2}}}{\text{(s)}} + {\text{4HCl(aq)}}\) correct products<br>correct balancing</p>
<p> </p>
<p><em>Accept ionic equation.</em></p>
<p><em>Award M2 if products are HCl and a </em><em>compound of Ti and O.</em></p>
<p><strong><em>[2 marks]</em></strong></p>
<div class="question_part_label">h.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>HCl causes breathing/respiratory problems</p>
<p><strong><em>OR</em></strong></p>
<p>HCl is an irritant</p>
<p><strong><em>OR</em></strong></p>
<p>HCl is toxic</p>
<p><strong><em>OR</em></strong></p>
<p>HCl has acidic vapour</p>
<p><strong><em>OR</em></strong></p>
<p>HCl is corrosive</p>
<p> </p>
<p><em>Accept TiO<sub>2</sub> causes breathing</em></p>
<p><em>problems/is an irritant.</em></p>
<p><em>Accept “harmful” for both HCl and TiO<sub>2</sub></em><em>.</em></p>
<p><em>Accept “smoke is asphyxiant”.</em></p>
<p><strong><em>[1 mark]</em></strong></p>
<div class="question_part_label">h.ii.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">d.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">d.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">f.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">g.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">g.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">h.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">h.ii.</div>
</div>
<br><hr><br><div class="specification">
<p>The concentration of a solution of a weak acid, such as ethanedioic acid, can be determined<br>by titration with a standard solution of sodium hydroxide, NaOH (aq).</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>5.00 g of an impure sample of hydrated ethanedioic acid, (COOH)<sub>2</sub>•2H<sub>2</sub>O, was dissolved in water to make 1.00 dm<sup>3</sup> of solution. 25.0 cm<sup>3</sup> samples of this solution were titrated against a 0.100 mol dm<sup>-3</sup> solution of sodium hydroxide using a suitable indicator.</p>
<p style="text-align: center;">(COOH)<sub>2</sub> (aq) + 2NaOH (aq) → (COONa)<sub>2 </sub>(aq) + 2H<sub>2</sub>O (l)</p>
<p>The mean value of the titre was 14.0 cm<sup>3</sup>.</p>
<p>(i) Suggest a suitable indicator for this titration. Use section 22 of the data booklet.</p>
<p>(ii) Calculate the amount, in mol, of NaOH in 14.0 cm<sup>3</sup> of 0.100 mol dm<sup>-3</sup> solution.</p>
<p>(iii) Calculate the amount, in mol, of ethanedioic acid in each 25.0 cm<sup>3</sup> sample.</p>
<p>(iv) Determine the percentage purity of the hydrated ethanedioic acid sample.</p>
<div class="marks">[6]</div>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Draw the Lewis (electron dot) structure of the ethanedioate ion, <sup>–</sup>OOCCOO<sup>–</sup>.</p>
<div class="marks">[1]</div>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Outline why all the C–O bond lengths in the ethanedioate ion are the same length and suggest a value for them. Use section 10 of the data booklet.</p>
<div class="marks">[2]</div>
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Explain how ethanedioate ions act as ligands.</p>
<div class="marks">[2]</div>
<div class="question_part_label">f.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p>i<br>phenolphthalein<br><em><strong>OR</strong></em><br>phenol red</p>
<p> </p>
<p>ii<br>«n(NaOH) = \(\left( {\frac{{14.0}}{{1000}}} \right)\) dm<sup>3</sup> × 0.100 mol dm<sup>-3</sup> =» 1.40 × 10<sup>-3</sup> «mol»</p>
<p><br><br>iii<br>«\(\frac{1}{2}\) × 1.40 × 10<sup>-3 </sup>=» 7.00 × 10<sup>-4</sup> «mol»</p>
<p> </p>
<p>iv<br><em><strong>ALTERNATIVE 1:</strong></em><br>«mass of pure hydrated ethanedioic acid in each titration = 7.00 × 10<sup>-4</sup> mol × 126.08 g mol<sup>-1</sup> =» 0.0883 / 8.83 × 10<sup>-2</sup> «g»</p>
<p>mass of sample in each titration = «\(\frac{{25}}{{1000}}\) × 5.00 g =» 0.125 «g»</p>
<p>«% purity = \(\frac{{0.0883{\rm{g}}}}{{0.125{\rm{g}}}}\) × 100 =» 70.6 «%»</p>
<p><em><strong>ALTERNATIVE 2:</strong></em><br>«mol of pure hydrated ethanedioic acid in 1 dm<sup>3</sup> solution = 7.00 × 10<sup>-4</sup> × \(\frac{{1000}}{{25}}\)=» 2.80 × 10<sup>-2 </sup>«mol»</p>
<p>«mass of pure hydrated ethanedioic acid in sample = 2.80 × 10<sup>-2</sup> mol × 126.08 g mol<sup>-1</sup> =» 3.53 «g»</p>
<p>«% purity = \(\frac{{3.53{\rm{g}}}}{{5.00{\rm{g}}}}\) × 100 =» 70.6 «%»</p>
<p><em><strong>ALTERNATIVE 3:</strong></em><br>mol of hydrated ethanedioic acid (assuming sample to be pure) = \(\frac{{5.00{\rm{g}}}}{{126.08{\rm{gmo}}{{\rm{l}}^{{\rm{ - 1}}}}}}\) = 0.03966 «mol»</p>
<p>actual amount of hydrated ethanedioic acid = «7.00 × 10<sup>-4</sup> × \(\frac{{1000}}{{25}}\) =» 2.80 × 10<sup>-2</sup> «mol»</p>
<p>«% purity = \(\frac{{2.80 \times {{10}^{ - 2}}}}{{0.03966}}\) × 100 =» 70.6 «%»</p>
<p><em>Award suitable part marks for alternative methods.</em><br><em>Award<strong> [3]</strong> for correct final answer.</em><br><em>Award <strong>[2 max]</strong> for 50.4 % if anhydrous ethanedioic acid assumed.</em></p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><img src="data:image/png;base64,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" alt></p>
<p><em>Accept single negative charges on two O atoms singly bonded to C.</em><br><em>Do not accept resonance structures.</em><br><em>Allow any combination of dots/crosses or lines to represent electron pairs.</em></p>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>electrons delocalized «across the O–C–O system»<br><em><strong>OR <br></strong></em>resonance occurs</p>
<p><em>Accept delocalized π-bond(s). <br>No ECF from (d). </em></p>
<p> </p>
<p>122 «pm» < C–O < 143 «pm»</p>
<p><em>Accept any answer in range 123 «pm» to 142 «pm». <br>Accept “bond intermediate between single and double bond” or “bond order 1.5”.</em></p>
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>coordinate/dative/covalent bond from O to «transition» metal «ion»<br><em><strong>OR <br></strong></em>acts as a Lewis base/nucleophile</p>
<p>can occupy two positions<br><em><strong>OR <br></strong></em>provide two electron pairs from different «O» atoms<br><em><strong>OR<br></strong></em>form two «coordinate/dative/covalent» bonds «with the metal ion»<br><em><strong>OR <br></strong></em>chelate «metal/ion»</p>
<p> </p>
<div class="question_part_label">f.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">f.</div>
</div>
<br><hr><br><div class="specification">
<p>Bonds can be formed in many ways.</p>
</div>
<div class="specification">
<p>Bonds can be formed in many ways.</p>
</div>
<div class="specification">
<p>The equilibrium for a mixture of NO<sub>2</sub> and N<sub>2</sub>O<sub>4</sub> gases is represented as:</p>
<p style="text-align: center;">2NO<sub>2</sub>(g) \( \rightleftharpoons \) N<sub>2</sub>O<sub>4</sub>(g)</p>
<p>At 100°C, the equilibrium constant, <em>K</em><sub>c</sub>, is 0.21.</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Discuss the bonding in the resonance structures of ozone.</p>
<div class="marks">[3]</div>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Deduce one resonance structure of ozone and the corresponding formal charges on each oxygen atom.</p>
<div class="marks">[2]</div>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>The first six ionization energies, in kJ mol<sup>–1</sup>, of an element are given below.</p>
<p style="text-align: left;"><img src="images/Schermafbeelding_2017-09-21_om_08.29.16.png" alt="M17/4/CHEMI/HP2/ENG/TZ2/04.c"></p>
<p>Explain the large increase in ionization energy from IE<sub>3</sub> to IE<sub>4</sub>.</p>
<div class="marks">[2]</div>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>At a given time, the concentration of NO<sub>2</sub>(g) and N<sub>2</sub>O<sub>4</sub>(g) were 0.52 and \(0.10{\text{ mol}}\,{\text{d}}{{\text{m}}^{ - 3}}\) respectively.</p>
<p>Deduce, showing your reasoning, if the forward or the reverse reaction is favoured at this time.</p>
<div class="marks">[2]</div>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Comment on the value of Δ<em>G</em> when the reaction quotient equals the equilibrium constant, <em>Q</em> = <em>K</em>.</p>
<div class="marks">[2]</div>
<div class="question_part_label">d.ii.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p>lone pair on p orbital «of O atom» overlaps/delocalizes with pi electrons «from double bond»</p>
<p>both O–O bonds have equal bond length<br><em><strong>OR</strong></em><br>both O–O bonds have same/1.5 bond order<br><em><strong>OR</strong></em><br>both O–O are intermediate between O–O <em><strong>AND</strong> </em>O=O </p>
<p>both O–O bonds have equal bond energy</p>
<p> </p>
<p><em>Accept “p/pi/\(\pi \) electrons are delocalized/not localized”.</em></p>
<p><strong><em>[3 marks]</em></strong></p>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><em><strong>ALTERNATIVE 1:</strong></em></p>
<p><img src="data:image/png;base64,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"></p>
<p>FC: –1 <em><strong>AND</strong> </em>+1 <em><strong>AND</strong> </em>0</p>
<p> </p>
<p><em><strong>ALTERNATIVE 2:</strong></em></p>
<p><img src="data:image/png;base64,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"></p>
<p>FC: 0 <em><strong>AND</strong> </em>+1 <em><strong>AND</strong> </em>–1</p>
<p> </p>
<p><em>Accept any combination of lines, dots or crosses to represent electrons.</em></p>
<p><em>Do not accept structure that represents 1.5 bonds.</em></p>
<p><em>Do not penalize missing lone pairs if already penalized in 3(b).</em></p>
<p><em>If resonance structure is incorrect, no ECF.</em></p>
<p><em>Any one of the structures with correct formal charges for <strong>[2 max]</strong>.</em></p>
<p><strong><em>[2 marks]</em></strong></p>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><em>Any two of:</em><br>IE<sub>4</sub>: electron in lower/inner shell/energy level<br><em><strong>OR</strong></em><br>IE<sub>4</sub>: more stable/full electron shell</p>
<p>IE<sub>4</sub>: electron closer to nucleus<br><em><strong>OR</strong></em><br>IE<sub>4</sub>: electron more tightly held by nucleus</p>
<p>IE<sub>4</sub>: less shielding by complete inner shells</p>
<p> </p>
<p><em>Accept “increase in effective nuclear charge” for M2.</em></p>
<p><strong><em>[2 marks]</em></strong></p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>«<em>Q</em><sub>c</sub> = \(\frac{{0.10}}{{{{0.52}^2}}}\) =» 0.37<br>reaction proceeds to the left/NO<sub>2</sub>(g) «until Q = <em>K</em><sub>c</sub>»<br><em><strong>OR</strong></em><br>reverse reaction «favoured»</p>
<p> </p>
<p><em>Do not award M2 without a calculation for M1 but remember to apply ECF.</em></p>
<p><strong><em>[2 marks]</em></strong></p>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Δ<em>G</em> = 0<br>reaction at equilibrium<br><em><strong>OR</strong></em><br>rate of forward and reverse reaction is the same<br><em><strong>OR</strong></em><br>constant macroscopic properties</p>
<p><em><strong>[2 marks]</strong></em></p>
<div class="question_part_label">d.ii.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">d.ii.</div>
</div>
<br><hr><br><div class="specification">
<p>Some physical properties of molecular substances result from the different types of forces between their molecules.</p>
</div>
<div class="specification">
<p>Resonance structures exist when a molecule can be represented by more than one Lewis structure.</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Carbon dioxide can be represented by at least two resonance structures, I and II.</p>
<p><img src="images/Schermafbeelding_2018-08-08_om_16.23.50.png" alt="M18/4/CHEMI/HP2/ENG/TZ2/07.c.i_01"></p>
<p>Calculate the formal charge on each oxygen atom in the two structures.</p>
<p><img src="images/Schermafbeelding_2018-08-08_om_16.25.45.png" alt="M18/4/CHEMI/HP2/ENG/TZ2/07.c.i_02"></p>
<div class="marks">[2]</div>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Deduce, giving a reason, the more likely structure.</p>
<div class="marks">[1]</div>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Absorption of UV light in the ozone layer causes the dissociation of oxygen and ozone.</p>
<p>Identify, in terms of bonding, the molecule that requires a longer wavelength to dissociate.</p>
<div class="marks">[2]</div>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Carbon and silicon are elements in group 14.</p>
<p>Explain why CO<sub>2</sub> is a gas but SiO<sub>2</sub> is a solid at room temperature.</p>
<div class="marks">[2]</div>
<div class="question_part_label">e.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p><img src="images/Schermafbeelding_2018-08-08_om_16.59.05.png" alt="M18/4/CHEMI/HP2/ENG/TZ2/07.c.i/M"></p>
<p> </p>
<p><em>Award </em><strong><em>[1] </em></strong><em>for any two correctly filled </em><em>cells.</em></p>
<p><strong><em>[2 marks]</em></strong></p>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>structure I <strong><em>AND </em></strong>no formal charges</p>
<p><strong><em>OR</em></strong></p>
<p>structure I <strong><em>AND </em></strong>no charge transfer <strong>«</strong>between atoms<strong>»</strong></p>
<p><em><strong>[1 mark]</strong></em></p>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>O<sub>3</sub> has bond between single and double bond <strong><em>AND </em></strong>O<sub>2</sub> has double bond</p>
<p><strong><em>OR</em></strong></p>
<p>O<sub>3</sub> has bond order of 1.5 <strong><em>AND </em></strong>O<sub>2</sub> has bond order of 2</p>
<p><strong><em>OR</em></strong></p>
<p>bond in O<sub>3</sub> is weaker/longer than in O<sub>2</sub></p>
<p> </p>
<p>O<sub>3</sub> requires longer wavelength</p>
<p> </p>
<p><em>M1: Do </em><strong><em>not </em></strong><em>accept “ozone has one </em><em>single and one double bond”.</em></p>
<p><strong><em>[2 marks]</em></strong></p>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>CO<sub>2</sub> <strong>«</strong>non-polar<strong>» «</strong>weak<strong>» </strong>London/dispersion forces/instantaneous induced dipole-induced dipole forces between molecules</p>
<p>SiO<sub>2</sub> network/lattice/3D/giant <strong>«</strong>covalent<strong>» </strong>structure</p>
<p> </p>
<p><em>M1: The concept of “between” is </em><em>essential.</em></p>
<p><strong><em>[2 marks]</em></strong></p>
<div class="question_part_label">e.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">e.</div>
</div>
<br><hr><br><div class="specification">
<p class="p1">There are several structural isomers with the molecular formula \({{\text{C}}_{\text{5}}}{{\text{H}}_{{\text{11}}}}{\text{Br}}\).</p>
</div>
<div class="specification">
<p class="p1">All the isomers react when warmed with a dilute aqueous solution of sodium hydroxide according to the equation below.</p>
<p class="p1">\[{{\text{C}}_5}{{\text{H}}_{11}}{\text{Br}} + {\text{NaOH}} \to {{\text{C}}_5}{{\text{H}}_{11}}{\text{OH}} + {\text{NaBr}}\]</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Deduce the name of <strong>one </strong>of the isomers which can exist as enantiomers and draw three-dimensional representations of its <strong>two </strong>enantiomers.</p>
<div class="marks">[3]</div>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">The reaction with 1-bromopentane proceeds by an \({{\text{S}}_{\text{N}}}{\text{2}}\) mechanism. Describe this mechanism using structural formulas and curly arrows to represent the movement of electron pairs.</p>
<div class="marks">[3]</div>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">The reaction with 2-bromo-2-methylbutane proceeds by an \({{\text{S}}_{\text{N}}}{\text{1}}\) mechanism. Describe this mechanism using structural formulas and curly arrows to represent the movement of electron pairs.</p>
<div class="marks">[3]</div>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Explain why 1-bromopentane reacts by an \({{\text{S}}_{\text{N}}}{\text{2}}\) mechanism whereas 2-bromo-2-methylbutane reacts by an \({{\text{S}}_{\text{N}}}{\text{1}}\) mechanism.</p>
<div class="marks">[3]</div>
<div class="question_part_label">b.iii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Explain whether the boiling point of 1-bromopentane will be higher, lower or the same as that of 2-bromo-2-methylbutane.</p>
<div class="marks">[3]</div>
<div class="question_part_label">b.iv.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">The product \({{\text{C}}_{\text{5}}}{{\text{H}}_{{\text{11}}}}{\text{OH}}\) formed from the reaction with 1-bromopentane is warmed with ethanoic acid in the presence of a few drops of concentrated sulfuric acid. State the name of the type of reaction taking place and the structural formula of the organic product.</p>
<div class="marks">[2]</div>
<div class="question_part_label">b.v.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">2-bromopentane <img src="images/Schermafbeelding_2016-10-28_om_11.48.46.png" alt="M11/4/CHEMI/HP2/ENG/TZ2/08.a_1/M"></p>
<p class="p1"><strong>OR</strong></p>
<p class="p1">1-bromo-2-methylbutane <img src="images/Schermafbeelding_2016-10-28_om_11.50.06.png" alt="M11/4/CHEMI/HP2/ENG/TZ2/08.a_2/M"></p>
<p class="p1"><strong>OR</strong></p>
<p class="p1">2-bromo-3-methylbutane <img src="images/Schermafbeelding_2016-10-28_om_11.50.40.png" alt="M11/4/CHEMI/HP2/ENG/TZ2/08.a_3/M"></p>
<p class="p1">correct isomer 3D structure;</p>
<p class="p1">correct name;</p>
<p class="p1">correct enantiomer 3D structure;</p>
<p class="p1"><em>If compound incorrectly named award </em><strong><em>[2 max] </em></strong><em>for two correct 3D enantiomers,</em></p>
<p class="p1"><em>and </em><strong><em>[1 max] </em></strong><em>for a correct structure of an enantiomer not shown in 3D.</em></p>
<p class="p1"><em>If non-optically active isomers given (e.g. 2-bromo-2-methyl-butane) award </em><strong><em>[1 max]</em></strong></p>
<p class="p1"><em>if name and 3D structure are correct.</em></p>
<p class="p1"><em>Accept condensed form for alkyl chain throughout.</em></p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><img src="images/Schermafbeelding_2016-10-28_om_12.34.59.png" alt="M11/4/CHEMI/HP2/ENG/TZ2/08.b.i_1/M"></p>
<p class="p1">curly arrow going from lone pair/negative charge on O in \({\text{H}}{{\text{O}}^ - }\) to C bonded to Br;</p>
<p class="p1"><em>Do not allow curly arrow originating on H in </em>\(H{O^ - }\) <em>(e.g. originating on negative charge on H i.e. lone pair/negative charge must be on O).</em></p>
<p class="p1">curly arrow from C–Br bond to form \({\text{B}}{{\text{r}}^ - }\) (this can also be shown in transition state);</p>
<p class="p1">transition state showing overall negative charge;</p>
<p class="p1"><em>Accept condensed formulas as long as curly arrows can still be shown e.g.</em></p>
<p class="p1"><img src="images/Schermafbeelding_2016-10-28_om_12.38.14.png" alt="M11/4/CHEMI/HP2/ENG/TZ2/08.b.i_2/M"></p>
<p class="p1"><em>Accept</em> <img src="images/Schermafbeelding_2016-10-28_om_12.39.24.png" alt="M11/4/CHEMI/HP2/ENG/TZ2/08.b.i_3/M"></p>
<p class="p1"><em>If wrong formula used for halogenoalkane, e.g. 1-bromobutane award </em><strong><em>[2 max]</em></strong><em>.</em></p>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><img src="images/Schermafbeelding_2016-10-28_om_12.52.41.png" alt="M11/4/CHEMI/HP2/ENG/TZ2/08.b.ii/M"></p>
<p class="p1">curly arrow from C–Br bond to form \({\text{B}}{{\text{r}}^ - }\);</p>
<p class="p1">correct structure of tertiary carbocation;</p>
<p class="p1">curly arrow going from lone pair/negative charge on O in \({\text{H}}{{\text{O}}^ - }\) to \({{\text{C}}^ + }\);</p>
<p class="p1"><em>If non-bonding pair not shown then arrow must originate from negative sign on O or the minus sign.</em></p>
<p class="p1"><em>Only penalize arrow from H once in (b).</em></p>
<p class="p1"><em>If wrong formula is used for 2-bromo-2-methylbutane award </em><strong><em>[2 max]</em></strong><em>.</em></p>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">the C bonded to the Br in 1-bromopentane is also bonded to two H atoms so can accommodate five groups around it in the transition state / <em>OWTTE</em>;</p>
<p class="p1">the C bonded to the Br in 2-bromo-2-methylbutane has three other (bulky) groups bonded to it so cannot accommodate five groups around it in the transition state / <em>OWTTE</em>;</p>
<p class="p1">2-bromo-2-methylbutane forms a tertiary carbocation which is stabilized by the positive inductive effect of the three alkyl groups / <em>OWTTE</em>;</p>
<p class="p1">1-bromopentane would form a primary carbocation (if it went by \({{\text{S}}_{\text{N}}}{\text{2}}\)) which is much less stable as there is only one alkyl group exerting a positive inductive effect / <em>OWTTE</em>;</p>
<div class="question_part_label">b.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">the boiling point of 1-bromopentane is higher than the boiling point of 2-bromo-2-methylbutane;</p>
<p class="p1">2-bromo-2-methylbutane is more spherical in shape / less surface area in contact between molecules of 2-bromo-2-methylbutane than between molecules of 1-bromopentane / <em>OWTTE</em>;</p>
<p class="p1">hence weaker intermolecular forces of attraction/van der Waals’ forces of attraction between molecules of 2-bromo-2-methylbutane / <em>OWTTE</em>;</p>
<div class="question_part_label">b.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">esterification / condensation;</p>
<p class="p1">\({\text{C}}{{\text{H}}_3}{\text{–CO–O–(C}}{{\text{H}}_2}{{\text{)}}_4}{\text{C}}{{\text{H}}_3}/{\text{C}}{{\text{H}}_3}{\text{COO(C}}{{\text{H}}_2}{{\text{)}}_4}{\text{C}}{{\text{H}}_3}/\)</p>
<p class="p1">\({\text{C}}{{\text{H}}_3}{\text{COOC}}{{\text{H}}_2}{\text{C}}{{\text{H}}_2}{\text{C}}{{\text{H}}_2}{\text{C}}{{\text{H}}_2}{\text{C}}{{\text{H}}_3}/\)</p>
<p class="p1"><img src="images/Schermafbeelding_2016-10-28_om_13.19.45.png" alt="M11/4/CHEMI/HP2/ENG/TZ2/08.b.v/M"> ;</p>
<p class="p1"><em>Accept CH<sub>3</sub>–CO–O–C<sub>5</sub>H<sub>11</sub></em></p>
<div class="question_part_label">b.v.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">Although the least popular question, candidates were generally well prepared particularly in drawing enantiomers and describing the mechanisms for the two nucleophilic substitution reactions.</p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">The representation of the \({{\text{S}}_{\text{N}}}{\text{1}}\) and \({{\text{S}}_{\text{N}}}{\text{2}}\) mechanisms using curly arrows has significantly improved from previous sessions but mistakes are still being made.</p>
<p class="p1">Common errors in the \({{\text{S}}_{\text{N}}}{\text{2}}\) mechanism include the curly arrow originating from the H in the hydroxide ion instead of the lone pair on the oxygen and the omission of the negative charge or square brackets from the transition state.</p>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">It was also disappointing to see H–C bonds in the transition state and HO–C–Br angles of less than 180<span class="s1">°</span>. If a candidate fully understood that the attack must be on the opposite side from the leaving group than this type of mistake would not appear. Explanations of why primary halogenoalkanes undergo \({{\text{S}}_{\text{N}}}{\text{2}}\) reactions and why primary structures favour \({{\text{S}}_{\text{N}}}{\text{1}}\) reactions in terms of steric hindrance and carbocation stability were often incomplete with few candidates gaining full marks. Students should note that when asked to compare two molecules, their answers should refer explicitly to both; i.e. they had to mention that a tertiary compound halogenoalkane <strong>did </strong>have steric hindrance and a primary compound <strong>did not </strong>have steric hindrance. Some candidates also struggled to gave a full explanation of the higher boiling point of 1-bromopentane in terms of the greater surface contact between neighbouring molecules. Most candidates were familiar with the esterification reaction and able to give the structural formula of pentyl ethanoate. The prediction of the organic products of the elimination reaction proved to be beyond many, as candidates struggled to apply their knowledge in an unfamiliar context. Similarly, many were unable to give the equation for the condensation polymerisation reaction between benzene-1,4-dicarboxylc acid and pentane-1,5-diol. A significant number of students misread the question and attempted to describe a reaction between the acid and 1,5-dibromopentane instead.</p>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">It was also disappointing to see H–C bonds in the transition state and HO–C–Br angles of less than 180<span class="s1">°</span>. If a candidate fully understood that the attack must be on the opposite side from the leaving group than this type of mistake would not appear. Explanations of why primary halogenoalkanes undergo \({{\text{S}}_{\text{N}}}{\text{2}}\) reactions and why primary structures favour \({{\text{S}}_{\text{N}}}{\text{1}}\) reactions in terms of steric hindrance and carbocation stability were often incomplete with few candidates gaining full marks. Students should note that when asked to compare two molecules, their answers should refer explicitly to both; i.e. they had to mention that a tertiary compound halogenoalkane <strong>did </strong>have steric hindrance and a primary compound <strong>did not </strong>have steric hindrance. Some candidates also struggled to gave a full explanation of the higher boiling point of 1-bromopentane in terms of the greater surface contact between neighbouring molecules. Most candidates were familiar with the esterification reaction and able to give the structural formula of pentyl ethanoate. The prediction of the organic products of the elimination reaction proved to be beyond many, as candidates struggled to apply their knowledge in an unfamiliar context. Similarly, many were unable to give the equation for the condensation polymerisation reaction between benzene-1,4-dicarboxylc acid and pentane-1,5-diol. A significant number of students misread the question and attempted to describe a reaction between the acid and 1,5-dibromopentane instead.</p>
<div class="question_part_label">b.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>It was also disappointing to see H–C bonds in the transition state and HO–C–Br angles of less than 180<span class="s1">°</span>. If a candidate fully understood that the attack must be on the opposite side from the leaving group than this type of mistake would not appear. Explanations of why primary halogenoalkanes undergo \({{\text{S}}_{\text{N}}}{\text{2}}\) reactions and why primary structures favour \({{\text{S}}_{\text{N}}}{\text{1}}\) reactions in terms of steric hindrance and carbocation stability were often incomplete with few candidates gaining full marks. Students should note that when asked to compare two molecules, their answers should refer explicitly to both; i.e. they had to mention that a tertiary compound halogenoalkane <strong>did </strong>have steric hindrance and a primary compound <strong>did not </strong>have steric hindrance. Some candidates also struggled to gave a full explanation of the higher boiling point of 1-bromopentane in terms of the greater surface contact between neighbouring molecules. Most candidates were familiar with the esterification reaction and able to give the structural formula of pentyl ethanoate. The prediction of the organic products of the elimination reaction proved to be beyond many, as candidates struggled to apply their knowledge in an unfamiliar context. Similarly, many were unable to give the equation for the condensation polymerisation reaction between benzene-1,4-dicarboxylc acid and pentane-1,5-diol. A significant number of students misread the question and attempted to describe a reaction between the acid and 1,5-dibromopentane instead.</p>
<div class="question_part_label">b.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>It was also disappointing to see H–C bonds in the transition state and HO–C–Br angles of less than 180<span class="s1">°</span>. If a candidate fully understood that the attack must be on the opposite side from the leaving group than this type of mistake would not appear. Explanations of why primary halogenoalkanes undergo \({{\text{S}}_{\text{N}}}{\text{2}}\) reactions and why primary structures favour \({{\text{S}}_{\text{N}}}{\text{1}}\) reactions in terms of steric hindrance and carbocation stability were often incomplete with few candidates gaining full marks. Students should note that when asked to compare two molecules, their answers should refer explicitly to both; i.e. they had to mention that a tertiary compound halogenoalkane <strong>did </strong>have steric hindrance and a primary compound <strong>did not </strong>have steric hindrance. Some candidates also struggled to gave a full explanation of the higher boiling point of 1-bromopentane in terms of the greater surface contact between neighbouring molecules. Most candidates were familiar with the esterification reaction and able to give the structural formula of pentyl ethanoate. The prediction of the organic products of the elimination reaction proved to be beyond many, as candidates struggled to apply their knowledge in an unfamiliar context. Similarly, many were unable to give the equation for the condensation polymerisation reaction between benzene-1,4-dicarboxylc acid and pentane-1,5-diol. A significant number of students misread the question and attempted to describe a reaction between the acid and 1,5-dibromopentane instead.</p>
<div class="question_part_label">b.v.</div>
</div>
<br><hr><br><div class="specification">
<p class="p1">Consider the following reactions.</p>
<p class="p1" style="text-align: center;"><img src="images/Schermafbeelding_2016-11-02_om_18.52.53.png" alt="N11/4/CHEMI/HP2/ENG/TZ0/09.b"></p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">State the IUPAC names of each of the compounds, <strong>D</strong>, <strong>E</strong>, <strong>F </strong>and <strong>G</strong>.</p>
<p class="p1"><strong>D</strong>:</p>
<p class="p1"><strong>E</strong>:</p>
<p class="p1"><strong>F</strong>:</p>
<p class="p1"><strong>G</strong>:</p>
<div class="marks">[2]</div>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">State the reagents and reaction conditions used to convert <strong>D </strong>to <strong>E </strong>and <strong>D </strong>to <strong>F </strong>directly.</p>
<div class="marks">[2]</div>
<div class="question_part_label">b.iii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Discuss the volatility of <strong>E </strong>compared to <strong>F</strong>.</p>
<div class="marks">[3]</div>
<div class="question_part_label">b.iv.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1"><strong><em>D</em></strong>: 4-methylpentan-1-ol;</p>
<p class="p1"><em>Allow 4-methyl-1-pentanol.</em></p>
<p class="p1"><strong><em>E</em></strong>: 4-methylpentanal;</p>
<p class="p1"><strong><em>F</em></strong>: 4-methylpentanoic acid;</p>
<p class="p1"><strong><em>G</em></strong>: 4-methylpentyl ethanoate;</p>
<p class="p1"><em>Allow 4-methylpentyl acetate.</em></p>
<p class="p1"><em>Award </em><strong><em>[2] </em></strong><em>for all four correct, </em><strong><em>[1 max] </em></strong><em>for two or three correct.</em></p>
<p class="p1"><em>Award </em><strong><em>[1 max] </em></strong><em>if all suffices correct but prefix (4-methyl or pent) not correct.</em></p>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><em>For both reactions reagents</em>:</p>
<p class="p1">named suitable <span style="text-decoration: underline;">acidified</span> oxidizing agent;</p>
<p class="p1"><em>Suitable oxidizing agents are potassium dichromate(VI)/K</em><sub><span class="s1"><em>2</em></span></sub><em>Cr</em><sub><span class="s1"><em>2</em></span></sub><em>O</em><sub><span class="s1"><em>7 </em></span></sub><em>/ sodium dichromate(VI)/Na</em><sub><span class="s1"><em>2</em></span></sub><em>Cr</em><sub><span class="s1"><em>2</em></span></sub><em>O</em><sub><span class="s1"><em>7 </em></span></sub><em>/ dichromate/Cr</em><sub><span class="s1"><em>2</em></span></sub><em>O</em><span class="s1"><em><sub>7</sub><sup>2– </sup></em></span><em>/ potassium manganate(VII)/potassium permanganate/KMnO</em><sub><span class="s1"><em>4 </em></span></sub><em>/ permanganate/manganate(VII)/MnO</em><span class="s1"><em><sub>4</sub><sup>–</sup></em></span><em>.</em></p>
<p class="p1"><em>Accept H</em><sup><span class="s1"><em>+</em></span></sup><em>/H</em><sub><span class="s1"><em>2</em></span></sub><em>SO</em><sub><span class="s1"><em>4 </em></span></sub><em>instead of sulfuric acid and acidified.</em></p>
<p class="p1"><em>Allow potassium dichromate or sodium dichromate (i.e. without (VI)) or potassium manganate (i.e. without (VII).</em></p>
<p class="p1"><em>Conditions</em>:</p>
<p class="p1">distillation for <strong>D </strong>to <strong>E and </strong>reflux for <strong>D </strong>to <strong>F</strong>;</p>
<p class="p1"><em>Award </em><strong><em>[1 max] </em></strong><em>if correct reagents and conditions identified for one process only.</em></p>
<div class="question_part_label">b.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><em>Volatility</em>:</p>
<p class="p1"><strong>E </strong>more volatile than <strong>F</strong>;</p>
<p class="p1">hydrogen bonding in carboxylic acid/<strong>F</strong>;</p>
<p class="p1"><em>Accept converse argument</em>.</p>
<div class="question_part_label">b.iv.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">Many candidates only scored one mark.</p>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Distillation often was not mentioned.</p>
<div class="question_part_label">b.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">(iv) was very well answered.</p>
<div class="question_part_label">b.iv.</div>
</div>
<br><hr><br><div class="specification">
<p class="p1">Lithium and boron are elements in period 2 of the periodic table. Lithium occurs in group 1 (the alkali metals) and boron occurs in group 3. Isotopes exist for both elements.</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">The electron configuration of boron is \({\text{1}}{{\text{s}}^{\text{2}}}{\text{2}}{{\text{s}}^{\text{2}}}{\text{2}}{{\text{p}}^{\text{1}}}\). Draw the shape of an s orbital and a \({{\text{p}}_x}\) orbital on the axes below.</p>
<p class="p1" style="text-align: center;"><img src="images/Schermafbeelding_2016-09-22_om_07.40.13.png" alt="N12/4/CHEMI/HP2/ENG/T2.a.iii/XX"></p>
<div class="marks">[1]</div>
<div class="question_part_label">a.iii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">(ii) <span class="Apple-converted-space"> </span>Cobalt is a transition metal. One common ion of cobalt is \({\text{C}}{{\text{o}}^{3 + }}\). Draw the orbital diagram (using the arrow-in-box notation) for the \({\text{C}}{{\text{o}}^{3 + }}\) ion.</p>
<p class="p1"><img src="images/Schermafbeelding_2016-09-22_om_07.50.02.png" alt="N12/4/CHEMI/HP2/ENG/TZ0/02.b"></p>
<p class="p1">(iii) <span class="Apple-converted-space"> </span>State the other most common ion of cobalt.</p>
<p class="p1">(iv) <span class="Apple-converted-space"> </span>Explain why the complex \({\text{[Co(N}}{{\text{H}}_{\text{3}}}{{\text{)}}_{\text{6}}}{\text{]C}}{{\text{l}}_{\text{3}}}\) is coloured.</p>
<div class="marks">[5]</div>
<div class="question_part_label">b.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">symmetrical shape of s orbital <strong>and </strong>dumbbell-shaped p orbital with electron density along <em>x</em>-axis;</p>
<p class="p1"><img src="images/Schermafbeelding_2016-09-22_om_07.42.24.png" alt="N12/4/CHEMI/HP2/ENG/TZ0/02.a.iii/M"></p>
<div class="question_part_label">a.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">(ii) <span class="Apple-converted-space"> <img src="images/Schermafbeelding_2016-09-22_om_07.56.47.png" alt="N12/4/CHEMI/HP2/ENG/TZ0/02.b/M"></span></p>
<p><em>Allow full arrows instead of half-arrows for example </em>\( \uparrow \downarrow \)<em>.</em></p>
<p><em>Do not allow arrows with the same spin for example </em>\( \uparrow \uparrow \)<em> or </em>\( \downarrow \downarrow \)<em> in the same orbital.</em></p>
<p><em>Do not allow an orbital diagram with a </em><em>\(4{s^1}3{d^5}\) </em><em>configuration.</em></p>
<p>(iii) \({\text{C}}{{\text{o}}^{2 + }}\);</p>
<p><em>Accept +2, 2+, cobalt(II), II.</em></p>
<p>(iv) partially filled/incomplete d subshell/sub-level/orbitals;</p>
<p>d orbitals split (into two sets of different energies);</p>
<p>(colour due to) electron transition between (split) d orbitals / d to d transitions / frequencies of visible light absorbed by electrons moving from lower to higher d levels ;</p>
<p>colour due to remaining frequencies / complementary colour seen;</p>
<p><em>Allow wavelength as well as frequency</em>.</p>
<div class="question_part_label">b.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">In part (iii), a common mistake involved candidates drawing the lobe of electron density around the y or z axes for the \({{\text{p}}_x}\)<span class="s1"> </span>orbital. Some candidates drew three dumbells for the s-orbital. Other candidates incorrectly drew hybrid orbitals.</p>
<div class="question_part_label">a.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">The orbital diagram in (ii) also proved to be quite a good discriminating question. Many candidates failed to realise that the electrons are removed from the 4s level before the 3d for a first-row transition metal ion. In addition, a significant number of candidates showed poor understanding of Hund‟s Rule of Maximum Multiplicity which states that when degenerate orbitals are available, electrons fill the orbitals singly before filling them in pairs. Hence, in many cases incorrect representations were seen for the 3d which involved three pairs of electrons of opposite spin being inserted in three 3d orbitals. Most candidates stated the \({\text{C}}{{\text{o}}^{2 + }}\) ion, though a common incorrect answer was \({\text{C}}{{\text{o}}^{4 + }}\). Part (iv) involved candidates having to explain why the complex \({\text{[Co(N}}{{\text{H}}_{\text{3}}}{{\text{)}}_{\text{6}}}{\text{]C}}{{\text{l}}_{\text{3}}}\) is coloured. This question was asked a number of times in previous examinations and previously was typically really very poorly answered. In N12, the explanations certainly were better though some candidates mixed up the principles of the line emission spectrum of hydrogen with the d to d transitions involved in the explanation of colour pertaining to a transition metal complex.</p>
<div class="question_part_label">b.</div>
</div>
<br><hr><br><div class="specification">
<p>Two chemistry students wished to determine the enthalpy of hydration of anhydrous magnesium sulfate. They measured the initial and the highest temperature reached when anhydrous magnesium sulfate, \({\text{MgS}}{{\text{O}}_{\text{4}}}{\text{(s)}}\), was dissolved in water. They presented their results in the table below.</p>
<p style="text-align: center;"><img src="images/Schermafbeelding_2016-08-11_om_16.47.13.png" alt="M14/4/CHEMI/HP2/ENG/TZ1/01.a"></p>
</div>
<div class="specification">
<p>The students repeated the experiment using 6.16 g of solid hydrated magnesium sulfate, \({\text{MgS}}{{\text{O}}_{\text{4}}} \bullet {\text{7}}{{\text{H}}_{\text{2}}}{\text{O(s)}}\), and \({\text{50.0 c}}{{\text{m}}^{\text{3}}}\) of water. They found the enthalpy change, \(\Delta {H_2}\) , to be \( + {\text{18 kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}\).</p>
<p>The enthalpy of hydration of solid anhydrous magnesium sulfate is difficult to determine experimentally, but can be determined using the diagram below.</p>
<p style="text-align: center;"><img src="images/Schermafbeelding_2016-08-11_om_17.02.53.png" alt="M14/4/CHEMI/HP2/ENG/TZ1/01.b"></p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>(i) Calculate the amount, in mol, of anhydrous magnesium sulfate.</p>
<p> </p>
<p> </p>
<p>(ii) Calculate the enthalpy change, \(\Delta {H_1}\), for anhydrous magnesium sulfate dissolving in water, in \({\text{kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}\). State your answer to the correct number of significant figures.</p>
<div class="marks">[2]</div>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>(i) Determine the enthalpy change, \(\Delta H\), in \({\text{kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}\), for the hydration of solid anhydrous magnesium sulfate, \({\text{MgS}}{{\text{O}}_{\text{4}}}\).</p>
<p> </p>
<p> </p>
<p>(ii) The literature value for the enthalpy of hydration of anhydrous magnesium sulfate is \( - 103{\text{ kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}\). Calculate the percentage difference between the literature value and the value determined from experimental results, giving your answer to <strong>one </strong>decimal place. (If you did not obtain an answer for the experimental value in (b)(i) then use the value of \( - 100{\text{ kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}\), but this is <strong>not </strong>the correct value.)</p>
<div class="marks">[2]</div>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Another group of students experimentally determined an enthalpy of hydration of \( - 95{\text{ kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}\). Outline two reasons which may explain the variation between the experimental and literature values.</p>
<div class="marks">[2]</div>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Magnesium sulfate is one of the products formed when acid rain reacts with dolomitic limestone. This limestone is a mixture of magnesium carbonate and calcium carbonate.</p>
<p>(i) State the equation for the reaction of sulfuric acid with magnesium carbonate.</p>
<p> </p>
<p> </p>
<p>(ii) Deduce the Lewis (electron dot) structure of the carbonate ion, giving the shape and the oxygen-carbon-oxygen bond angle.</p>
<p> </p>
<p>Lewis (electron dot) structure:</p>
<p> </p>
<p>Shape:</p>
<p> </p>
<p>Bond angle:</p>
<p> </p>
<p>(iii) There are three possible Lewis structures that can be drawn for the carbonate ion, which lead to a resonance structure. Explain, with reference to the electrons, why all carbon-oxygen bonds have the same length.</p>
<p> </p>
<p> </p>
<p> </p>
<p> </p>
<p>(iv) Deduce the hybridization of the carbon atom in the carbonate ion.</p>
<div class="marks">[6]</div>
<div class="question_part_label">d.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p>(i) \(n{\text{(MgS}}{{\text{O}}_4}{\text{)}} = \left( {\frac{{3.01}}{{120.37}} = } \right)0.0250{\text{ (mol)}}\);</p>
<p>(ii) energy released \( = 50.0 \times 4.18 \times 9.7 \times 2027{\text{ (J)}}/2.027{\text{ (kJ)}}\);</p>
<p>\(\Delta {H_1} = - 81{\text{ (kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}{\text{)}}\);</p>
<p><em>Award </em><strong><em>[2] </em></strong><em>for correct answer.</em></p>
<p><em>Award </em><strong><em>[2] </em></strong><em>if 53.01 is used giving an answer of –86 (kJ mol</em><sup><em>–1</em></sup><em>).</em></p>
<p><em>Award </em><strong><em>[1 max] </em></strong><em>for +81/81/+86/86 (kJ mol</em><sup><em>−1</em></sup><em>).</em></p>
<p><em>Award </em><strong><em>[1 max] </em></strong><em>for –81000/–86000 if units are stated as J mol</em><sup><em>−1</em></sup><em>.</em></p>
<p><em>Allow answers to 3 significant figures.</em></p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>(i) \(\Delta H{\text{ (}} = \Delta {H_1} - \Delta {H_2}{\text{)}} = - 99{\text{ (kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}{\text{)}}\);</p>
<p><em>Award </em><strong><em>[1] </em></strong><em>if –86 is used giving an answer of –104 (kJ mol</em><sup><em>–1</em></sup><em>).</em></p>
<p>(ii) \(\frac{{(103 - 99)}}{{103}} \times 100 = 3.9\% \);</p>
<p><em>Accept answer of 2.9% if –100 used but only if a value for (b)(i) is not present.</em></p>
<p><em>Award </em><strong><em>[1] </em></strong><em>if –104 is used giving an answer of 1.0% .</em></p>
<p><em>Accept correct answers which are not to 1 decimal place.</em></p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\({\text{MgS}}{{\text{O}}_{\text{4}}}\) not completely anhydrous / <em>OWTTE</em>;</p>
<p>\({\text{MgS}}{{\text{O}}_{\text{4}}}\) is impure;</p>
<p>heat loss to the atmosphere/surroundings;</p>
<p>specific heat capacity of solution is taken as that of pure water;</p>
<p>experiment was done once only so it is not scientific;</p>
<p>density of solution is taken to be \({\text{1 g}}\,{\text{c}}{{\text{m}}^{ - 3}}\);</p>
<p>mass of \({\text{7}}{{\text{H}}_2}{\text{O}}\) ignored in calculation;</p>
<p>uncertainty of thermometer is high so temperature change is unreliable;</p>
<p>literature values determined under standard conditions, but this experiment is not;</p>
<p>all solid not dissolved;</p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>(i) \({{\text{H}}_2}{\text{S}}{{\text{O}}_4}{\text{(aq)}} + {\text{MgC}}{{\text{O}}_3}{\text{(s)}} \to {\text{MgS}}{{\text{O}}_4}{\text{(aq)}} + {\text{C}}{{\text{O}}_2}{\text{(g)}} + {{\text{H}}_2}{\text{O(l)}}\);</p>
<p><em>Ignore state symbols.</em></p>
<p><em>Do not accept H</em><sub><em>2</em></sub><em>CO</em><sub><em>3</em></sub><em>.</em></p>
<p>(ii) <img src="images/Schermafbeelding_2016-08-11_om_17.31.57.png" alt="M14/4/CHEMI/HP2/ENG/TZ1/01.d.ii/M"> ;</p>
<p><em>Accept crosses, lines or dots as electron pairs.</em></p>
<p><em>Accept any correct resonance structure.</em></p>
<p><em>Award </em><strong><em>[0] </em></strong><em>if structure is drawn without brackets and charge.</em></p>
<p><em>Award </em><strong><em>[0] </em></strong><em>if lone pairs not shown on O atoms.</em></p>
<p><em>shape: </em>trigonal/triangular planar;</p>
<p><em>bond angle: </em>120° ;</p>
<p><em>Accept answers trigonal/triangular planar and 120°</em> <em>if M1 incorrect, but no </em><em>other answers should be given credit.</em></p>
<p>(iii) (pi/\(\pi \)) electrons are delocalized/spread over more than two nuclei / charge spread (equally) over all three oxygens;</p>
<p>(iv) \({\text{s}}{{\text{p}}^{\text{2}}}\);</p>
<div class="question_part_label">d.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p>The use of 3.01 for the mass in the expression in \(Q = mc\Delta T\) was common, candidates were able to score in the subsequent parts and many did so, although there was often a confusion between the value Q and the required answer for \(\Delta H\). In part c) most candidates understood the error due to heat loss, but few scored the second mark, usually quoting an answer involving an error generally that was far too vague. The inability to construct a balanced equation was disappointing, many lost credit for giving \({{\text{H}}_{\text{2}}}{\text{C}}{{\text{O}}_{\text{3}}}\) as a product. The score for the structure of the carbonate ion was often lost due to the failure to show that a charge is present on the ion, however, the shape and bond angle were known well, as was delocalisation and hybridisation.</p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>The use of 3.01 for the mass in the expression in \(Q = mc\Delta T\) was common, candidates were able to score in the subsequent parts and many did so, although there was often a confusion between the value Q and the required answer for \(\Delta H\). In part c) most candidates understood the error due to heat loss, but few scored the second mark, usually quoting an answer involving an error generally that was far too vague. The inability to construct a balanced equation was disappointing, many lost credit for giving \({{\text{H}}_{\text{2}}}{\text{C}}{{\text{O}}_{\text{3}}}\) as a product. The score for the structure of the carbonate ion was often lost due to the failure to show that a charge is present on the ion, however, the shape and bond angle were known well, as was delocalisation and hybridisation.</p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>The use of 3.01 for the mass in the expression in \(Q = mc\Delta T\) was common, candidates were able to score in the subsequent parts and many did so, although there was often a confusion between the value Q and the required answer for \(\Delta H\). In part c) most candidates understood the error due to heat loss, but few scored the second mark, usually quoting an answer involving an error generally that was far too vague. The inability to construct a balanced equation was disappointing, many lost credit for giving \({{\text{H}}_{\text{2}}}{\text{C}}{{\text{O}}_{\text{3}}}\) as a product. The score for the structure of the carbonate ion was often lost due to the failure to show that a charge is present on the ion, however, the shape and bond angle were known well, as was delocalisation and hybridisation.</p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>The use of 3.01 for the mass in the expression in \(Q = mc\Delta T\) was common, candidates were able to score in the subsequent parts and many did so, although there was often a confusion between the value Q and the required answer for \(\Delta H\). In part c) most candidates understood the error due to heat loss, but few scored the second mark, usually quoting an answer involving an error generally that was far too vague. The inability to construct a balanced equation was disappointing, many lost credit for giving \({{\text{H}}_{\text{2}}}{\text{C}}{{\text{O}}_{\text{3}}}\) as a product. The score for the structure of the carbonate ion was often lost due to the failure to show that a charge is present on the ion, however, the shape and bond angle were known well, as was delocalisation and hybridisation.</p>
<div class="question_part_label">d.</div>
</div>
<br><hr><br><div class="specification">
<p>Calcium nitrate contains both covalent and ionic bonds.</p>
</div>
<div class="specification">
<p>Nitrogen also forms oxides, which are atmospheric pollutants.</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>State the formula of both ions present and the nature of the force between these ions.</p>
<p> </p>
<p>Ions:</p>
<p> </p>
<p>Nature of force:</p>
<div class="marks">[2]</div>
<div class="question_part_label">a.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>State which atoms are covalently bonded.</p>
<div class="marks">[1]</div>
<div class="question_part_label">a.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Bonding in the nitrate ion involves electron delocalization. Explain the meaning of electron delocalization and how it affects the ion.</p>
<div class="marks">[2]</div>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Outline the source of these oxides.</p>
<div class="marks">[1]</div>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>State <strong>one</strong> product formed from their reaction with water.</p>
<div class="marks">[1]</div>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>State <strong>one</strong> environmental problem caused by these atmospheric pollutants.</p>
<div class="marks">[1]</div>
<div class="question_part_label">c.iii.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p>\({\text{C}}{{\text{a}}^{2 + }}\) <strong>and</strong> \({\text{NO}}_3^ - \);</p>
<p>electrostatic (attraction);</p>
<p><em>Do not accept ionic.</em></p>
<div class="question_part_label">a.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>nitrogen/N <strong>and</strong> oxygen/O;</p>
<p><em>Do not accept nitrate/NO<sub>3</sub><sup>–</sup>.</em></p>
<p><em>Accept atoms in nitrate/NO<sub>3</sub><sup>–</sup></em></p>
<div class="question_part_label">a.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><span style="text-decoration: underline;">pi/</span>\(\underline \pi \)-electrons shared by more than two atoms/nuclei / a <span style="text-decoration: underline;">pi/\(\underline \pi \)</span>-bond/overlapping p-orbitals that extends over more than two atoms/nuclei;</p>
<p>all (N–O) bonds equal length/strength/bond-order / charge on all oxygen/O atoms equal / increases stability/lowers PE (of the ion);</p>
<p><em>Accept a diagram that clearly shows one or both points.</em></p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>produced by high temperature combustion;</p>
<p><em>Accept combustion/jet/car engines / car exhaust/emissions / lightning / action of bacteria/microorganisms.</em></p>
<p><em>Do not accept combustion/burning, cars, planes, jets, factories, power plants etc.</em></p>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>nitric acid/\({\text{HN}}{{\text{O}}_{\text{3}}}\) / nitrous acid/nitric(III) acid/\({\text{HN}}{{\text{O}}_{\text{2}}}\);</p>
<p><em>Accept “form acidic solutions / acid rain”.</em></p>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>acid deposition/rain / respiratory problems / corrosion problems / decomposition of ozone layer / photochemical smog / acidification/pollution of lakes / damage to plants/ trees;</p>
<p><em>Accept “acid rain” in either part (ii) or part (iii) but not both.</em></p>
<p><em>Do not accept air pollution.</em></p>
<div class="question_part_label">c.iii.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p>It was distressing how many students taking HL Chemistry (over 50%?) do not know the formula of the nitrate ion! Many students also gave the type of bonding present between the ions, rather than the nature of the force asked for, though almost all could correctly identify the covalently bonded atoms. Hardly any could explain delocalization in terms of the overlap of p-orbitals, or the extension of a \(\pi \)-bond, over more than two atoms, though its effect on structure and stability were better known. In part (c), which tested Aim 8 of the syllabus, most managed to gain some of the marks available for atmospheric pollution from oxides of nitrogen. Inevitably, owing to some overlap in assessment statements these concepts would be more familiar to those studying the Environmental Chemistry option, but undoubtedly studying other options assists in other areas, such as organic chemistry.</p>
<div class="question_part_label">a.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>It was distressing how many students taking HL Chemistry (over 50%?) do not know the formula of the nitrate ion! Many students also gave the type of bonding present between the ions, rather than the nature of the force asked for, though almost all could correctly identify the covalently bonded atoms. Hardly any could explain delocalization in terms of the overlap of p-orbitals, or the extension of a \(\pi \)-bond, over more than two atoms, though its effect on structure and stability were better known. In part (c), which tested Aim 8 of the syllabus, most managed to gain some of the marks available for atmospheric pollution from oxides of nitrogen. Inevitably, owing to some overlap in assessment statements these concepts would be more familiar to those studying the Environmental Chemistry option, but undoubtedly studying other options assists in other areas, such as organic chemistry.</p>
<div class="question_part_label">a.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>It was distressing how many students taking HL Chemistry (over 50%?) do not know the formula of the nitrate ion! Many students also gave the type of bonding present between the ions, rather than the nature of the force asked for, though almost all could correctly identify the covalently bonded atoms. Hardly any could explain delocalization in terms of the overlap of p-orbitals, or the extension of a \(\pi \)-bond, over more than two atoms, though its effect on structure and stability were better known. In part (c), which tested Aim 8 of the syllabus, most managed to gain some of the marks available for atmospheric pollution from oxides of nitrogen. Inevitably, owing to some overlap in assessment statements these concepts would be more familiar to those studying the Environmental Chemistry option, but undoubtedly studying other options assists in other areas, such as organic chemistry.</p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>It was distressing how many students taking HL Chemistry (over 50%?) do not know the formula of the nitrate ion! Many students also gave the type of bonding present between the ions, rather than the nature of the force asked for, though almost all could correctly identify the covalently bonded atoms. Hardly any could explain delocalization in terms of the overlap of p-orbitals, or the extension of a \(\pi \)-bond, over more than two atoms, though its effect on structure and stability were better known. In part (c), which tested Aim 8 of the syllabus, most managed to gain some of the marks available for atmospheric pollution from oxides of nitrogen. Inevitably, owing to some overlap in assessment statements these concepts would be more familiar to those studying the Environmental Chemistry option, but undoubtedly studying other options assists in other areas, such as organic chemistry.</p>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>It was distressing how many students taking HL Chemistry (over 50%?) do not know the formula of the nitrate ion! Many students also gave the type of bonding present between the ions, rather than the nature of the force asked for, though almost all could correctly identify the covalently bonded atoms. Hardly any could explain delocalization in terms of the overlap of p-orbitals, or the extension of a \(\pi \)-bond, over more than two atoms, though its effect on structure and stability were better known. In part (c), which tested Aim 8 of the syllabus, most managed to gain some of the marks available for atmospheric pollution from oxides of nitrogen. Inevitably, owing to some overlap in assessment statements these concepts would be more familiar to those studying the Environmental Chemistry option, but undoubtedly studying other options assists in other areas, such as organic chemistry.</p>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>It was distressing how many students taking HL Chemistry (over 50%?) do not know the formula of the nitrate ion! Many students also gave the type of bonding present between the ions, rather than the nature of the force asked for, though almost all could correctly identify the covalently bonded atoms. Hardly any could explain delocalization in terms of the overlap of p-orbitals, or the extension of a \(\pi \)-bond, over more than two atoms, though its effect on structure and stability were better known. In part (c), which tested Aim 8 of the syllabus, most managed to gain some of the marks available for atmospheric pollution from oxides of nitrogen. Inevitably, owing to some overlap in assessment statements these concepts would be more familiar to those studying the Environmental Chemistry option, but undoubtedly studying other options assists in other areas, such as organic chemistry.</p>
<div class="question_part_label">c.iii.</div>
</div>
<br><hr><br><div class="specification">
<p>Magnesium, a reactive metal found in many common minerals, is also an essential nutrient for both plants and animals.</p>
</div>
<div class="specification">
<p>Successive ionization energies of magnesium are given in the table below.</p>
<p><img src="images/Schermafbeelding_2016-08-14_om_07.56.03.png" alt="M14/4/CHEMI/HP2/ENG/TZ2/08.b"></p>
</div>
<div class="specification">
<p>Magnesium metal is mainly used as a component in lightweight alloys, particularly in combination with aluminium and titanium.</p>
</div>
<div class="specification">
<p>Magnesium is usually produced by the electrolysis of molten magnesium chloride.</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Define the term <em>first ionization energy</em>.</p>
<div class="marks">[2]</div>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>(i) Explain why the second ionization energy is greater than the first ionization energy.</p>
<p> </p>
<p> </p>
<p> </p>
<p> </p>
<p>(ii) Explain why the third ionization energy is much greater than the second ionization energy.</p>
<div class="marks">[4]</div>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Although magnesium is usually found as \({\text{M}}{{\text{g}}^{2 + }}\) in its compounds, it is possible to use the Born-Haber cycle to investigate the possibility of \({\text{M}}{{\text{g}}^ + }\) being able to form stable compounds.</p>
<p>Use the ionization energy data from part (b), along with the other data provided below, to determine the enthalpy change of formation of MgCl(s). Assume that, because \({\text{M}}{{\text{g}}^ + }\) would be similar in size to \({\text{N}}{{\text{a}}^ + }\), MgCl would have a similar lattice enthalpy to NaCl.</p>
<p> Enthalpy of atomization of Mg \( + 146{\text{ kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}\)</p>
<p> Bond enthalpy in \({\text{C}}{{\text{l}}_{\text{2}}}\) \( + 243{\text{ kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}\)</p>
<p> Electron affinity of Cl \( + 349{\text{ kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}\)</p>
<p> Lattice enthalpy of NaCl \( + 790{\text{ kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}\)</p>
<div class="marks">[3]</div>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Consider the lattice enthalpies of \({\text{Mg}}{{\text{F}}_{\text{2}}}\), \({\text{MgC}}{{\text{l}}_2}\) and \({\text{CaC}}{{\text{l}}_{\text{2}}}\). List these from the most endothermic to the least endothermic and explain your order.</p>
<p> </p>
<p>\({\text{Most endothermic}} \to {\text{Least endothermic}}\)</p>
<div class="marks">[3]</div>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Magnesium hydroxide, \({\text{Mg(OH}}{{\text{)}}_{\text{2}}}\), is only sparingly soluble in water and the equilibrium below exists when excess solid is in contact with a saturated solution.</p>
<p>\[{\text{Mg(OH}}{{\text{)}}_2}{\text{(s)}} \rightleftharpoons {\text{M}}{{\text{g}}^{2 + }}{\text{(aq)}} + {\text{2O}}{{\text{H}}^ - }{\text{(aq)}}\]</p>
<p>Outline how the solubility of magnesium hydroxide will vary with pH.</p>
<div class="marks">[2]</div>
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>(i) Describe the bonding present in magnesium metal.</p>
<p> </p>
<p> </p>
<p> </p>
<p>(ii) Suggest why magnesium is harder than sodium.</p>
<p> </p>
<p> </p>
<p>(iii) Outline why alloys are generally less malleable than their component metals.</p>
<div class="marks">[4]</div>
<div class="question_part_label">f.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>(i) Draw a labelled diagram of a suitable apparatus for the electrolysis.</p>
<p> </p>
<p>(ii) State equations for the reactions that take place at the electrodes.</p>
<p> </p>
<p>Negative electrode (cathode) reaction:</p>
<p> </p>
<p>Positive electrode (anode) reaction:</p>
<p> </p>
<p>(iii) When dilute aqueous magnesium chloride is used as the electrolyte, the reactions at both electrodes are different. State equations for the reactions that occur in aqueous solution.</p>
<p> </p>
<p>Negative electrode (cathode) reaction:</p>
<p> </p>
<p>Positive electrode (anode) reaction:</p>
<p> </p>
<p>(iv) Outline why magnesium metal is not produced in the electrolysis of aqueous magnesium chloride.</p>
<div class="marks">[7]</div>
<div class="question_part_label">g.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p><span style="text-decoration: underline;">minimum</span> energy required to remove one electron / energy required to remove most loosely bound/outermost electron;</p>
<p>from gaseous/isolated atom;</p>
<p><em>Accept “gaseous state”.</em></p>
<p><em>More extensive definitions involving one mole may be given.</em></p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>(i) electrons lost in same orbital/valence shell;</p>
<p>(second) electron/electron (being lost from \({\text{M}}{{\text{g}}^ + }\) is) closer to the nucleus;</p>
<p>(second) electron/electron (being lost from \({\text{M}}{{\text{g}}^ + }\)) not subject to e-e repulsion from others in same level;</p>
<p><em>Apply OWTTE for all marking points.</em></p>
<p><em>Do </em><strong><em>not </em></strong><em>accept “less electrons to share the charge” or answers employing this concept.</em></p>
<p>(ii) electron in lower energy level / more stable electron shell;</p>
<p>electron closer to nucleus;</p>
<p>less shielding by complete inner shells / increase in effective nuclear charge;</p>
<p><em>Apply OWTTE for all marking points.</em></p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\(\Delta {H_{{\text{at}}}}{\text{(Cl)}} = \frac{1}{2} \times 243{\text{ (kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}{\text{)}}\);</p>
<p><em>Correct calculation of atomization enthalpy of Cl.</em></p>
<p>\(\Delta {H_{\text{f}}} = + 146 + \frac{1}{2}243 + 738 + ( - 349) + ( - 790)\);</p>
<p><em>Correct sign and magnitude of all terms.</em></p>
<p>\( = - {\text{134 (kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}{\text{)}}\);</p>
<p><em>Award </em><strong><em>[3] </em></strong><em>for correct final answer.</em></p>
<p><em>Final mark involves correct computation of equation the student has produced.</em></p>
<p><em>Award </em><strong><em>[2] </em></strong><em>for –12 (bond enthalpy of Cl not halved) or +134 (signs wrong).</em></p>
<p><em>Award </em><strong><em>[1] </em></strong><em>for +12 (bond enthalpy of Cl not halved and signs wrong).</em></p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\({\text{Mg}}{{\text{F}}_2}\) –\({\text{MgC}}{{\text{l}}_2}\) –\({\text{CaC}}{{\text{l}}_2}\);</p>
<p>\({{\text{F}}^ - }\) smaller (ionic radius) than \({\text{C}}{{\text{l}}^ - }\) / \({\text{C}}{{\text{l}}^ - }\) larger (ionic radius) than \({{\text{F}}^ - }\);</p>
<p>\({\text{M}}{{\text{g}}^{2 + }}\) smaller (ionic radius) than \({\text{C}}{{\text{a}}^{2 + }}\) / \({\text{C}}{{\text{a}}^{2 + }}\) larger (ionic radius) than \({\text{M}}{{\text{g}}^{2 + }}\);</p>
<p><em>Accept use of atomic radius rather than ionic radius.</em></p>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>more soluble at low pH / less soluble at high pH;</p>
<p>higher pH / \({\text{O}}{{\text{H}}^ - }\) will shift the equilibrium to the left / lower pH / \({{\text{H}}^ + }\) will (react with \({\text{O}}{{\text{H}}^ - }\) and) shift the equilibrium to the right;</p>
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>(i) <span style="text-decoration: underline;">lattice/layers/framework</span> of cations/magnesium ions/\({\text{M}}{{\text{g}}^{2 + }}\);</p>
<p>surrounded by <span style="text-decoration: underline;">delocalized</span> electrons / in a sea/flux of <span style="text-decoration: underline;">delocalized</span> electrons;</p>
<p><em>Accept “mobile” instead of “delocalized”.</em></p>
<p>(ii) Mg has more delocalized electrons (than Na);</p>
<p><em>Accept “Mg has more valence electrons than Na” / “Mg is Mg</em><sup><em>2+ </em></sup><em>but Na is only Na</em><em><sup>+</sup>”</em><em>.</em></p>
<p>(iii) layers of ions/atoms/particles cannot slide over each other so easily (as different sized ions/atoms/particles) / <em>OWTTE</em>;</p>
<div class="question_part_label">f.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>(i) <img src="images/Schermafbeelding_2016-08-14_om_09.36.50.png" alt="M14/4/CHEMI/HP2/ENG/TZ2/08.g.i/M"></p>
<p><em>Diagram:</em></p>
<p>two electrodes connected to a power pack/battery and immersed in an electrolyte;</p>
<p><em>Do </em><strong><em>not </em></strong><em>award mark if salt bridge included in diagram.</em></p>
<p><em>Labelling:</em></p>
<p>anode/positive electrode, cathode/negative electrode, <span style="text-decoration: underline;">molten</span> magnesium chloride/MgCl<sub>2</sub> (l)/electrolyte correctly labelled;</p>
<p><em>Check candidates know which end of a battery symbol is which charge.</em></p>
<p>(ii) <em>Negative electrode (cathode): </em>\({\text{M}}{{\text{g}}^{2 + }}{\text{(l)}} + {\text{2}}{{\text{e}}^ - } \to {\text{Mg (s)}}\);</p>
<p><em>Positive electrode (anode):</em> \[{\text{2C}}{{\text{l}}^ - }{\text{(l)}} \to {\text{C}}{{\text{l}}_2}{\text{(g)}} + {\text{2}}{{\text{e}}^ - }\];</p>
<p><em>Accept </em>\(C{l^ - }(l) \to \frac{1}{2}C{l_2}(g) + {e^ - }\)<em>.</em></p>
<p><em>Ignore state symbols.</em></p>
<p><em>Allow e instead of e</em><sup><em>–</em></sup><em>.</em></p>
<p><em>If both correct equations are given for the wrong electrodes award </em><strong><em>[1 max]</em></strong><em>.</em></p>
<p>(iii) <em>Negative electrode </em>(<em>cathode):</em></p>
<p>\({\text{2}}{{\text{H}}_2}{\text{O(l)}} + {\text{2}}{{\text{e}}^ - } \to {{\text{H}}_2}{\text{(g)}} + {\text{2O}}{{\text{H}}^ - }{\text{(aq)}}/{\text{2}}{{\text{H}}^ + }{\text{(aq)}} + {\text{2}}{{\text{e}}^ - } \to {{\text{H}}_2}{\text{(g)}}\);</p>
<p><em>Accept </em>\(4{H_2}O(l) + 4{e^ - } \to 2{H_2}(g) + 4O{H^ - }(aq) / 4{H^ + }(aq) + 4{e^ - } \to 2{H_2}(g)\)<em> / </em>\({H_2}O(l) + {e^ - } \to \frac{1}{2}{H_2}(g) + O{H^ - }(aq)/{H^ + }(aq) + {e^ - } \to \frac{1}{2}{H_2}(g)\).</p>
<p><em>Positive electrode (anode):</em></p>
<p>\({\text{2}}{{\text{H}}_2}{\text{O(l)}} \to {{\text{O}}_2}{\text{(g)}} + {\text{4}}{{\text{H}}^ + }{\text{(aq)}} + {\text{4}}{{\text{e}}^ - }/{\text{4O}}{{\text{H}}^ - }{\text{(aq)}} \to {{\text{O}}_2}{\text{(g)}} + {\text{2}}{{\text{H}}_2}{\text{O(l)}} + {\text{4}}{{\text{e}}^ - }\);</p>
<p><em>Accept </em>\({H_2}O(l) \to \frac{1}{2}{O_2}(g) + 2{H^ + }(aq) + 2{e^ - } / 2O{H^ - }(aq) \to \frac{1}{2}{O_2}(g) + {H_2}O(l) + 2{e^ - }\)<em>.</em></p>
<p><em>State symbols not required.</em></p>
<p><em>Allow e instead of e</em><sup><em>–</em></sup><em>.</em></p>
<p><em>If both correct equations are given for the wrong electrodes award </em><strong><em>[1 max]</em></strong><em>.</em></p>
<p>(iv) water/hydrogen ions more easily reduced/better oxidizing agents/have a more positive \({E^\Theta }\) (than magnesium ions);</p>
<p><em>Accept converse statements for magnesium ions.</em></p>
<p><em>Accept “magnesium is very reactive/high in reactivity series” / OWTTE.</em></p>
<div class="question_part_label">g.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p>This was the most popular of the Section B questions, which was surprising because it was often not well answered. Most students were aware of the change involved in ionization, some realised this relates to the most easily lost electron, some that it refers to gas phase changes and a few both. Explanations of the changes in the values of successive ionization energies in terms of the attraction of the nucleus and the repulsion from other electrons were generally weak, however candidates quite often recognised that the third electron lost had to come from a more stable electron energy level. Very few were able to correctly sum the enthalpy terms involved in the Born-Haber cycle, in addition candidates rarely halved the bond enthalpy of chlorine and a significant number appeared not to realise the question referred to MgCl rather than \({\text{MgC}}{{\text{l}}_2}\). There were some G2 comments that space should have been left for students to draw a cycle, but this would have implied that such a drawing was required, hence it is better to train students to use additional paper for any background support they may require. Quite a lot of students correctly deduced the order of lattice enthalpy of the group (II) halides, and a number correctly explained this in terms of ionic radii, though many incorrectly invoked electronegativities. Many students could correctly explain the effect of pH on the solubility of \({\text{Mg(OH}}{{\text{)}}_{\text{2}}}\), though a significant number attempted to answer the opposite question; how pH would depend on the concentration of dissolved \({\text{Mg(OH}}{{\text{)}}_{\text{2}}}\)! It was surprising how few students could correctly describe metallic bonding, how it is affected by the number of delocalized electrons per cation and the way it leads to malleability. Alloys are not specifically mentioned in the syllabus but the mark scheme gave credit for answers that indicated the student was aware that malleability is associated with layers of metal atoms/cations sliding over each other. Most students were able to draw appropriately labelled diagrams of electrolysis apparatus, though sometimes the labelling of the polarity of the electrodes did not correspond to the polarity of the battery symbol drawn. Quite a few candidates could quote equations for the reactions occurring the electrodes in both the liquid and aqueous state; both seemed to be equally well answered which was perhaps a little surprisingly. Many could also give good explanations as to why electrolysis of the aqueous solution did not produce magnesium metal, though confusions in terminology (such as hydrogen rather than hydrogen ions being reduced) were not uncommon.</p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>This was the most popular of the Section B questions, which was surprising because it was often not well answered. Most students were aware of the change involved in ionization, some realised this relates to the most easily lost electron, some that it refers to gas phase changes and a few both. Explanations of the changes in the values of successive ionization energies in terms of the attraction of the nucleus and the repulsion from other electrons were generally weak, however candidates quite often recognised that the third electron lost had to come from a more stable electron energy level. Very few were able to correctly sum the enthalpy terms involved in the Born-Haber cycle, in addition candidates rarely halved the bond enthalpy of chlorine and a significant number appeared not to realise the question referred to MgCl rather than \({\text{MgC}}{{\text{l}}_2}\). There were some G2 comments that space should have been left for students to draw a cycle, but this would have implied that such a drawing was required, hence it is better to train students to use additional paper for any background support they may require. Quite a lot of students correctly deduced the order of lattice enthalpy of the group (II) halides, and a number correctly explained this in terms of ionic radii, though many incorrectly invoked electronegativities. Many students could correctly explain the effect of pH on the solubility of \({\text{Mg(OH}}{{\text{)}}_{\text{2}}}\), though a significant number attempted to answer the opposite question; how pH would depend on the concentration of dissolved \({\text{Mg(OH}}{{\text{)}}_{\text{2}}}\)! It was surprising how few students could correctly describe metallic bonding, how it is affected by the number of delocalized electrons per cation and the way it leads to malleability. Alloys are not specifically mentioned in the syllabus but the mark scheme gave credit for answers that indicated the student was aware that malleability is associated with layers of metal atoms/cations sliding over each other. Most students were able to draw appropriately labelled diagrams of electrolysis apparatus, though sometimes the labelling of the polarity of the electrodes did not correspond to the polarity of the battery symbol drawn. Quite a few candidates could quote equations for the reactions occurring the electrodes in both the liquid and aqueous state; both seemed to be equally well answered which was perhaps a little surprisingly. Many could also give good explanations as to why electrolysis of the aqueous solution did not produce magnesium metal, though confusions in terminology (such as hydrogen rather than hydrogen ions being reduced) were not uncommon.</p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>This was the most popular of the Section B questions, which was surprising because it was often not well answered. Most students were aware of the change involved in ionization, some realised this relates to the most easily lost electron, some that it refers to gas phase changes and a few both. Explanations of the changes in the values of successive ionization energies in terms of the attraction of the nucleus and the repulsion from other electrons were generally weak, however candidates quite often recognised that the third electron lost had to come from a more stable electron energy level. Very few were able to correctly sum the enthalpy terms involved in the Born-Haber cycle, in addition candidates rarely halved the bond enthalpy of chlorine and a significant number appeared not to realise the question referred to MgCl rather than \({\text{MgC}}{{\text{l}}_2}\). There were some G2 comments that space should have been left for students to draw a cycle, but this would have implied that such a drawing was required, hence it is better to train students to use additional paper for any background support they may require. Quite a lot of students correctly deduced the order of lattice enthalpy of the group (II) halides, and a number correctly explained this in terms of ionic radii, though many incorrectly invoked electronegativities. Many students could correctly explain the effect of pH on the solubility of \({\text{Mg(OH}}{{\text{)}}_{\text{2}}}\), though a significant number attempted to answer the opposite question; how pH would depend on the concentration of dissolved \({\text{Mg(OH}}{{\text{)}}_{\text{2}}}\)! It was surprising how few students could correctly describe metallic bonding, how it is affected by the number of delocalized electrons per cation and the way it leads to malleability. Alloys are not specifically mentioned in the syllabus but the mark scheme gave credit for answers that indicated the student was aware that malleability is associated with layers of metal atoms/cations sliding over each other. Most students were able to draw appropriately labelled diagrams of electrolysis apparatus, though sometimes the labelling of the polarity of the electrodes did not correspond to the polarity of the battery symbol drawn. Quite a few candidates could quote equations for the reactions occurring the electrodes in both the liquid and aqueous state; both seemed to be equally well answered which was perhaps a little surprisingly. Many could also give good explanations as to why electrolysis of the aqueous solution did not produce magnesium metal, though confusions in terminology (such as hydrogen rather than hydrogen ions being reduced) were not uncommon.</p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>This was the most popular of the Section B questions, which was surprising because it was often not well answered. Most students were aware of the change involved in ionization, some realised this relates to the most easily lost electron, some that it refers to gas phase changes and a few both. Explanations of the changes in the values of successive ionization energies in terms of the attraction of the nucleus and the repulsion from other electrons were generally weak, however candidates quite often recognised that the third electron lost had to come from a more stable electron energy level. Very few were able to correctly sum the enthalpy terms involved in the Born-Haber cycle, in addition candidates rarely halved the bond enthalpy of chlorine and a significant number appeared not to realise the question referred to MgCl rather than \({\text{MgC}}{{\text{l}}_2}\). There were some G2 comments that space should have been left for students to draw a cycle, but this would have implied that such a drawing was required, hence it is better to train students to use additional paper for any background support they may require. Quite a lot of students correctly deduced the order of lattice enthalpy of the group (II) halides, and a number correctly explained this in terms of ionic radii, though many incorrectly invoked electronegativities. Many students could correctly explain the effect of pH on the solubility of \({\text{Mg(OH}}{{\text{)}}_{\text{2}}}\), though a significant number attempted to answer the opposite question; how pH would depend on the concentration of dissolved \({\text{Mg(OH}}{{\text{)}}_{\text{2}}}\)! It was surprising how few students could correctly describe metallic bonding, how it is affected by the number of delocalized electrons per cation and the way it leads to malleability. Alloys are not specifically mentioned in the syllabus but the mark scheme gave credit for answers that indicated the student was aware that malleability is associated with layers of metal atoms/cations sliding over each other. Most students were able to draw appropriately labelled diagrams of electrolysis apparatus, though sometimes the labelling of the polarity of the electrodes did not correspond to the polarity of the battery symbol drawn. Quite a few candidates could quote equations for the reactions occurring the electrodes in both the liquid and aqueous state; both seemed to be equally well answered which was perhaps a little surprisingly. Many could also give good explanations as to why electrolysis of the aqueous solution did not produce magnesium metal, though confusions in terminology (such as hydrogen rather than hydrogen ions being reduced) were not uncommon.</p>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>This was the most popular of the Section B questions, which was surprising because it was often not well answered. Most students were aware of the change involved in ionization, some realised this relates to the most easily lost electron, some that it refers to gas phase changes and a few both. Explanations of the changes in the values of successive ionization energies in terms of the attraction of the nucleus and the repulsion from other electrons were generally weak, however candidates quite often recognised that the third electron lost had to come from a more stable electron energy level. Very few were able to correctly sum the enthalpy terms involved in the Born-Haber cycle, in addition candidates rarely halved the bond enthalpy of chlorine and a significant number appeared not to realise the question referred to MgCl rather than \({\text{MgC}}{{\text{l}}_2}\). There were some G2 comments that space should have been left for students to draw a cycle, but this would have implied that such a drawing was required, hence it is better to train students to use additional paper for any background support they may require. Quite a lot of students correctly deduced the order of lattice enthalpy of the group (II) halides, and a number correctly explained this in terms of ionic radii, though many incorrectly invoked electronegativities. Many students could correctly explain the effect of pH on the solubility of \({\text{Mg(OH}}{{\text{)}}_{\text{2}}}\), though a significant number attempted to answer the opposite question; how pH would depend on the concentration of dissolved \({\text{Mg(OH}}{{\text{)}}_{\text{2}}}\)! It was surprising how few students could correctly describe metallic bonding, how it is affected by the number of delocalized electrons per cation and the way it leads to malleability. Alloys are not specifically mentioned in the syllabus but the mark scheme gave credit for answers that indicated the student was aware that malleability is associated with layers of metal atoms/cations sliding over each other. Most students were able to draw appropriately labelled diagrams of electrolysis apparatus, though sometimes the labelling of the polarity of the electrodes did not correspond to the polarity of the battery symbol drawn. Quite a few candidates could quote equations for the reactions occurring the electrodes in both the liquid and aqueous state; both seemed to be equally well answered which was perhaps a little surprisingly. Many could also give good explanations as to why electrolysis of the aqueous solution did not produce magnesium metal, though confusions in terminology (such as hydrogen rather than hydrogen ions being reduced) were not uncommon.</p>
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>This was the most popular of the Section B questions, which was surprising because it was often not well answered. Most students were aware of the change involved in ionization, some realised this relates to the most easily lost electron, some that it refers to gas phase changes and a few both. Explanations of the changes in the values of successive ionization energies in terms of the attraction of the nucleus and the repulsion from other electrons were generally weak, however candidates quite often recognised that the third electron lost had to come from a more stable electron energy level. Very few were able to correctly sum the enthalpy terms involved in the Born-Haber cycle, in addition candidates rarely halved the bond enthalpy of chlorine and a significant number appeared not to realise the question referred to MgCl rather than \({\text{MgC}}{{\text{l}}_2}\). There were some G2 comments that space should have been left for students to draw a cycle, but this would have implied that such a drawing was required, hence it is better to train students to use additional paper for any background support they may require. Quite a lot of students correctly deduced the order of lattice enthalpy of the group (II) halides, and a number correctly explained this in terms of ionic radii, though many incorrectly invoked electronegativities. Many students could correctly explain the effect of pH on the solubility of \({\text{Mg(OH}}{{\text{)}}_{\text{2}}}\), though a significant number attempted to answer the opposite question; how pH would depend on the concentration of dissolved \({\text{Mg(OH}}{{\text{)}}_{\text{2}}}\)! It was surprising how few students could correctly describe metallic bonding, how it is affected by the number of delocalized electrons per cation and the way it leads to malleability. Alloys are not specifically mentioned in the syllabus but the mark scheme gave credit for answers that indicated the student was aware that malleability is associated with layers of metal atoms/cations sliding over each other. Most students were able to draw appropriately labelled diagrams of electrolysis apparatus, though sometimes the labelling of the polarity of the electrodes did not correspond to the polarity of the battery symbol drawn. Quite a few candidates could quote equations for the reactions occurring the electrodes in both the liquid and aqueous state; both seemed to be equally well answered which was perhaps a little surprisingly. Many could also give good explanations as to why electrolysis of the aqueous solution did not produce magnesium metal, though confusions in terminology (such as hydrogen rather than hydrogen ions being reduced) were not uncommon.</p>
<div class="question_part_label">f.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>This was the most popular of the Section B questions, which was surprising because it was often not well answered. Most students were aware of the change involved in ionization, some realised this relates to the most easily lost electron, some that it refers to gas phase changes and a few both. Explanations of the changes in the values of successive ionization energies in terms of the attraction of the nucleus and the repulsion from other electrons were generally weak, however candidates quite often recognised that the third electron lost had to come from a more stable electron energy level. Very few were able to correctly sum the enthalpy terms involved in the Born-Haber cycle, in addition candidates rarely halved the bond enthalpy of chlorine and a significant number appeared not to realise the question referred to MgCl rather than \({\text{MgC}}{{\text{l}}_2}\). There were some G2 comments that space should have been left for students to draw a cycle, but this would have implied that such a drawing was required, hence it is better to train students to use additional paper for any background support they may require. Quite a lot of students correctly deduced the order of lattice enthalpy of the group (II) halides, and a number correctly explained this in terms of ionic radii, though many incorrectly invoked electronegativities. Many students could correctly explain the effect of pH on the solubility of \({\text{Mg(OH}}{{\text{)}}_{\text{2}}}\), though a significant number attempted to answer the opposite question; how pH would depend on the concentration of dissolved \({\text{Mg(OH}}{{\text{)}}_{\text{2}}}\)! It was surprising how few students could correctly describe metallic bonding, how it is affected by the number of delocalized electrons per cation and the way it leads to malleability. Alloys are not specifically mentioned in the syllabus but the mark scheme gave credit for answers that indicated the student was aware that malleability is associated with layers of metal atoms/cations sliding over each other. Most students were able to draw appropriately labelled diagrams of electrolysis apparatus, though sometimes the labelling of the polarity of the electrodes did not correspond to the polarity of the battery symbol drawn. Quite a few candidates could quote equations for the reactions occurring the electrodes in both the liquid and aqueous state; both seemed to be equally well answered which was perhaps a little surprisingly. Many could also give good explanations as to why electrolysis of the aqueous solution did not produce magnesium metal, though confusions in terminology (such as hydrogen rather than hydrogen ions being reduced) were not uncommon.</p>
<div class="question_part_label">g.</div>
</div>
<br><hr><br><div class="specification">
<p>An equilibrium exists between nitrosyl chloride, NOCl, nitrogen oxide, NO, and chlorine, \({\text{C}}{{\text{l}}_{\text{2}}}\).</p>
<p>\[{\text{2NOCl(g)}} \rightleftharpoons {\text{2NO(g)}} + {\text{C}}{{\text{l}}_2}{\text{(g)}}\]</p>
</div>
<div class="specification">
<p>\({\text{20.0 c}}{{\text{m}}^{\text{3}}}\) of hexane, \({{\text{C}}_{\text{6}}}{{\text{H}}_{{\text{14}}}}\), and \({\text{20.0 c}}{{\text{m}}^{\text{3}}}\) of pentan-1-ol, \({{\text{C}}_{\text{5}}}{{\text{H}}_{{\text{11}}}}{\text{OH}}\), were placed separately into two closed containers at 298 K and allowed to reach equilibrium.</p>
</div>
<div class="specification">
<p>Ammonia is a weak base.</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>(i) Deduce the equilibrium constant expression for this reaction.</p>
<p> </p>
<p> </p>
<p>(ii) Explain the effect on the position of equilibrium and the value of \({K_{\text{c}}}\) when pressure is decreased and temperature is kept constant.</p>
<p> </p>
<p> </p>
<p> </p>
<p> </p>
<p>(iii) 2.00 mol of NOCl was placed in a \({\text{1.00 d}}{{\text{m}}^{\text{3}}}\) container and allowed to reach equilibrium at 298 K. At equilibrium, 0.200 mol of NO was present. Determine the equilibrium concentrations of NOCl and \({\text{C}}{{\text{l}}_{\text{2}}}\), and hence calculate the value of \({K_{\text{c}}}\) at this temperature.</p>
<p> </p>
<p> </p>
<p> </p>
<p> </p>
<p> </p>
<p> </p>
<p>(iv) The value of \({K_{\text{c}}}\) is \(1.60 \times {10^{ - 5}}\) at 318 K. State and explain whether the forward reaction is exothermic or endothermic.</p>
<div class="marks">[7]</div>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>(i) Compare the two liquids in terms of their boiling points, enthalpies of vaporization and vapour pressures.</p>
<p> </p>
<p> </p>
<p> </p>
<p> </p>
<p>(ii) Explain your answer given for part (b)(i).</p>
<div class="marks">[4]</div>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Calculate the pH of a \({\text{1.50 mol}}\,{\text{d}}{{\text{m}}^{ - 3}}\) solution of ammonia at 298 K to two decimal places, using Table 15 of the Data Booklet.</p>
<div class="marks">[2]</div>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>A buffer solution is made using \({\text{25.0 c}}{{\text{m}}^{\text{3}}}\) of \({\text{0.500 mol}}\,{\text{d}}{{\text{m}}^{ - 3}}\) hydrochloric acid, HCl (aq), and \({\text{20.0 c}}{{\text{m}}^{\text{3}}}\) of \({\text{1.50 mol}}\,{\text{d}}{{\text{m}}^{ - 3}}\) ammonia solution, \({\text{N}}{{\text{H}}_{\text{3}}}{\text{(aq)}}\).</p>
<p>Describe the meaning of the term <em>buffer solution</em>.</p>
<div class="marks">[2]</div>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Determine the pH of the buffer solution at 298 K.</p>
<div class="marks">[4]</div>
<div class="question_part_label">c.iii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>A \({\text{1.50 mol}}\,{\text{d}}{{\text{m}}^{ - 3}}\) solution of ammonia is added to \({\text{25.0 c}}{{\text{m}}^{\text{3}}}\) of a \({\text{0.500 mol}}\,{\text{d}}{{\text{m}}^{ - 3}}\) hydrochloric acid solution in a titration experiment.</p>
<p>Calculate the total volume of the solution at the equivalence point.</p>
<div class="marks">[1]</div>
<div class="question_part_label">c.iv.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Calculate the pH of the solution at the equivalence point, using Table 15 of the Data Booklet.</p>
<div class="marks">[4]</div>
<div class="question_part_label">c.v.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Identify a suitable indicator for this titration, using Table 16 of the Data Booklet.</p>
<div class="marks">[1]</div>
<div class="question_part_label">c.vi.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p>(i) \(({K_{\text{c}}} = )\frac{{{\text{[C}}{{\text{l}}_2}{\text{(g)][NO(g)}}{{\text{]}}^2}}}{{{{{\text{[NOCl(g)]}}}^2}}}\);</p>
<p><em>Ignore state symbols.</em></p>
<p>(ii) equilibrium shifts to right as there are more moles (of gas) on product side;</p>
<p>no change to \({K_{\text{c}}}\) as it is a constant at fixed temperature / <em>OWTTE</em>;</p>
<p>(iii) \({\text{[NOCl(g)]}} = 1.80{\text{ (mol}}\,{\text{d}}{{\text{m}}^{ - 3}}{\text{)}}\);</p>
<p>\({\text{[C}}{{\text{l}}_2}{\text{(g)]}} = 0.100{\text{ (mol}}\,{\text{d}}{{\text{m}}^{ - 3}}{\text{)}}\);</p>
<p>\({K_{\text{c}}} = \left( {\frac{{0.100 \times {{(0.200)}^2}}}{{{{(1.80)}^2}}}} \right)1.23 \times {10^{ - 3}}{\text{ (mol}}\,{\text{d}}{{\text{m}}^{ - 3}}{\text{)}}\);</p>
<p><em>Award </em><strong><em>[3] </em></strong><em>for correct final answer.</em></p>
<p>(iv) exothermic as \({K_{\text{c}}}\) is lower at higher temperature;</p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>(i) hexane has lower boiling point <strong>and </strong>enthalpy of vaporization than pentan-1-ol / <em>OWTTE</em>;</p>
<p>hexane has higher vapour pressure than pentan-1-ol / <em>OWTTE</em>;</p>
<p>(ii) hexane is non-polar / has only van der Waals’/London/dispersion forces / has weaker intermolecular forces than pentan-1-ol;</p>
<p>pentan-1-ol has hydrogen bonding between molecules;</p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\({\text{[O}}{{\text{H}}^ - }{\text{]}} = \sqrt {1.50 \times 1.78 \times {{10}^{ - 5}}} = 5.17 \times {10^{ - 3}}{\text{ (mol}}\,{\text{d}}{{\text{m}}^{ - 3}}{\text{)}}\);</p>
<p>\({\text{pH}} = (14 - {\text{pOH}} = 14 - 2.29 = ){\text{ }}11.71\);</p>
<p><em>Award </em><strong><em>[2] </em></strong><em>for correct final answer.</em></p>
<p><em>Accept correct answer with more than 2 decimal places.</em></p>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>solution which resists change in pH / changes pH slightly / <em>OWTTE</em>;</p>
<p>when <span style="text-decoration: underline;">small</span> amounts of acid or base are added;</p>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\({\text{[N}}{{\text{H}}_3}{\text{] = }}\left( {\frac{{(1.50 \times 0.0200) - (0.500 \times 0.0250)}}{{0.0450}} = } \right){\text{ }}0.389{\text{ (mol}}\,{\text{d}}{{\text{m}}^{ - 3}}{\text{)}}\);</p>
<p>\({\text{[NH}}_4^ + {\text{]}} = \left( {\frac{{(0.500 \times 0.0250)}}{{0.0450}} = } \right){\text{ }}0.278{\text{ (mol}}\,{\text{d}}{{\text{m}}^{ - 3}}{\text{)}}\);</p>
<p>\({\text{[O}}{{\text{H}}^ - }{\text{]}} = \left( {\frac{{{K_b}{\text{[N}}{{\text{H}}_3}{\text{]}}}}{{{\text{[NH}}_4^ + {\text{]}}}} = } \right){\text{ }}\frac{{1.78 \times {{10}^{ - 5}} \times 0.389}}{{0.278}} = 2.49 \times {10^{ - 5}}{\text{ (mol}}\,{\text{d}}{{\text{m}}^{ - 3}}{\text{)}}\);</p>
<p>\({\text{pH}} = (14.0 - {\text{pOH}} = 14.0 - 4.60 = ){\text{ }}9.40\);</p>
<p><strong>OR</strong></p>
<p>\({\text{pOH}} = {\text{p}}{K_b} + \log \frac{{[{\text{NH}}_4^ + ]}}{{{\text{[N}}{{\text{H}}_3}]}}{\text{ = p}}{K_{\text{b}}} + \log \frac{{(12.5/1000)}}{{(17.5/1000)}}\);</p>
<p>\({\text{pOH}} = 4.75 + \log \left( {\frac{{12.5}}{{17.5}}} \right) = 4.75 - 0.146 = 4.604\);</p>
<p>\({\text{pH}} = 14.0 - 4.604 = 9.40\);</p>
<p><em>Award </em><strong><em>[4] </em></strong><em>for the correct final answer.</em></p>
<div class="question_part_label">c.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\(\left( {{\text{V(N}}{{\text{H}}_{\text{3}}}{\text{)}} = \frac{{25.0 \times 0.500}}{{1.50}} = 8.33{\text{ c}}{{\text{m}}^3}} \right)\)</p>
<p>\({\text{V}} = {\text{V(N}}{{\text{H}}_3}{\text{)}} + {\text{V(HCl)}} = 8.33 + 25.0 = 33.3{\text{ c}}{{\text{m}}^3}/0.0333{\text{ d}}{{\text{m}}^3}\);</p>
<div class="question_part_label">c.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>(\({\text{NH}}_{\text{4}}^ + \) ions are present at equivalence point \({\text{N}}{{\text{H}}_3} + {\text{HCl}} \to {\text{NH}}_4^ + + {\text{C}}{{\text{l}}^ - }\) at equivalence \({\text{n}}({\text{NH}}_4^ + {\text{ produced}}) = {\text{n}}({\text{N}}{{\text{H}}_3}{\text{ added}}) = {\text{n(HCl)}}\))</p>
<p>\([{\text{NH}}_4^ + ] = \frac{{0.500 \times 0.0250}}{{0.0333}} = 0.375{\text{ (mol}}\,{\text{d}}{{\text{m}}^{ - 3}})\);</p>
<p>\({\text{(NH}}_4^ + {\text{(aq)}} \rightleftharpoons {\text{N}}{{\text{H}}_3}{\text{(aq)}} + {{\text{H}}^ + }{\text{(aq)}}/{\text{NH}}_4^ + {\text{(aq)}} + {{\text{H}}_2}{\text{O(l)}} \rightleftharpoons {\text{N}}{{\text{H}}_3}{\text{(aq)}} + {{\text{H}}_3}{{\text{O}}^ + }{\text{(aq)}}\)</p>
<p>\({\text{p}}{K_{\text{a}}}{\text{(NH}}_4^ + ) = 14 - {\text{p}}{K_{\text{b}}}{\text{(N}}{{\text{H}}_3}) = 14.00 - 4.75 = 9.25)\)</p>
<p>\({K_{\text{a}}} = \frac{{{\text{[N}}{{\text{H}}_3}{\text{(aq)][}}{{\text{H}}^ + }{\text{(aq)]}}}}{{{\text{[NH}}_4^ + {\text{(aq)]}}}} = 5.62 \times {10^{ - 10}}\);</p>
<p>\({\text{[}}{{\text{H}}^ + }{\text{(aq)]}} = \sqrt {5.62 \times {{10}^{ - 10}} \times 0.375} = 1.45 \times {10^{ - 5}}{\text{ (mol}}\,{\text{d}}{{\text{m}}^{ - 3}}{\text{)}}\);</p>
<p>\({\text{pH}} = 4.84\);</p>
<p><em>Award </em><strong><em>[4] </em></strong><em>for the correct final answer.</em></p>
<div class="question_part_label">c.v.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>bromocresol green / methyl red;</p>
<p><em>ECF for answer in 7(c)(v) if pH given is below 7.</em></p>
<div class="question_part_label">c.vi.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p>The construction and use of equilibrium expressions for \({K_{\text{c}}}\) showed good understanding. The prediction of the effect of increasing pressure on the position of equilibria by applying Le Chatelier’s principle was good, but the fact that \({K_{\text{c}}}\) remains constant at fixed temperatures was less well known. </p>
<p>pH calculations in c(i), c(ii) and c(v) tended to be very good or completely incorrect.</p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>The construction and use of equilibrium expressions for \({K_{\text{c}}}\) showed good understanding. The prediction of the effect of increasing pressure on the position of equilibria by applying Le Chatelier’s principle was good, but the fact that \({K_{\text{c}}}\) remains constant at fixed temperatures was less well known. </p>
<p>pH calculations in c(i), c(ii) and c(v) tended to be very good or completely incorrect.</p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>The construction and use of equilibrium expressions for \({K_{\text{c}}}\) showed good understanding. The prediction of the effect of increasing pressure on the position of equilibria by applying Le Chatelier’s principle was good, but the fact that \({K_{\text{c}}}\) remains constant at fixed temperatures was less well known. </p>
<p>pH calculations in c(i), c(ii) and c(v) tended to be very good or completely incorrect.</p>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>The construction and use of equilibrium expressions for \({K_{\text{c}}}\) showed good understanding. The prediction of the effect of increasing pressure on the position of equilibria by applying Le Chatelier’s principle was good, but the fact that \({K_{\text{c}}}\) remains constant at fixed temperatures was less well known. </p>
<p>pH calculations in c(i), c(ii) and c(v) tended to be very good or completely incorrect.</p>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>The construction and use of equilibrium expressions for \({K_{\text{c}}}\) showed good understanding. The prediction of the effect of increasing pressure on the position of equilibria by applying Le Chatelier’s principle was good, but the fact that \({K_{\text{c}}}\) remains constant at fixed temperatures was less well known. </p>
<p>pH calculations in c(i), c(ii) and c(v) tended to be very good or completely incorrect.</p>
<div class="question_part_label">c.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>The construction and use of equilibrium expressions for \({K_{\text{c}}}\) showed good understanding. The prediction of the effect of increasing pressure on the position of equilibria by applying Le Chatelier’s principle was good, but the fact that \({K_{\text{c}}}\) remains constant at fixed temperatures was less well known. </p>
<p>pH calculations in c(i), c(ii) and c(v) tended to be very good or completely incorrect.</p>
<div class="question_part_label">c.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>The construction and use of equilibrium expressions for \({K_{\text{c}}}\) showed good understanding. The prediction of the effect of increasing pressure on the position of equilibria by applying Le Chatelier’s principle was good, but the fact that \({K_{\text{c}}}\) remains constant at fixed temperatures was less well known. </p>
<p>pH calculations in c(i), c(ii) and c(v) tended to be very good or completely incorrect.</p>
<div class="question_part_label">c.v.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>The construction and use of equilibrium expressions for \({K_{\text{c}}}\) showed good understanding. The prediction of the effect of increasing pressure on the position of equilibria by applying Le Chatelier’s principle was good, but the fact that \({K_{\text{c}}}\) remains constant at fixed temperatures was less well known. </p>
<p>pH calculations in c(i), c(ii) and c(v) tended to be very good or completely incorrect.</p>
<div class="question_part_label">c.vi.</div>
</div>
<br><hr><br><div class="specification">
<p class="p1">Draw the Lewis structures, state the shape and predict the bond angles for the following species.</p>
</div>
<div class="specification">
<p class="p1">Consider the following Born-Haber cycle:</p>
<p class="p1" style="text-align: center;"><img src="images/Schermafbeelding_2016-10-14_om_07.05.32.png" alt="M09/4/CHEMI/HP2/ENG/TZ1/06.b"></p>
<p class="p1">The magnitudes for each of the enthalpy changes (<strong>a </strong>to <strong>e</strong>) are given in \({\text{kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}\) but their signs (+ or –) have been omitted.</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>\({\text{PC}}{{\text{l}}_{\text{3}}}\)</p>
<div class="marks">[3]</div>
<div class="question_part_label">a.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>\({\text{NH}}_2^ - \)</p>
<div class="marks">[3]</div>
<div class="question_part_label">a.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>\({\text{Xe}}{{\text{F}}_{\text{4}}}\)</p>
<div class="marks">[3]</div>
<div class="question_part_label">a.iii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">State the names for the enthalpy changes <strong>c </strong>and <strong>d</strong>.</p>
<div class="marks">[2]</div>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Deduce which <strong>two </strong>of the enthalpy changes <strong>a </strong>to <strong>e </strong>have negative signs.</p>
<div class="marks">[1]</div>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Determine the value for the enthalpy of formation of potassium bromide.</p>
<div class="marks">[2]</div>
<div class="question_part_label">b.iii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Explain why the quantitative value for the lattice enthalpy of calcium bromide is larger than the value for the lattice enthalpy of potassium bromide.</p>
<div class="marks">[2]</div>
<div class="question_part_label">b.iv.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Compare the formation of a sigma \((\sigma )\) and a pi \((\pi )\) bond between two carbon atoms in a molecule.</p>
<div class="marks">[2]</div>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Identify how many sigma and pi bonds are present in propene, \({{\text{C}}_{\text{3}}}{{\text{H}}_{\text{6}}}\).</p>
<div class="marks">[2]</div>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Deduce all the bond angles present in propene.</p>
<div class="marks">[2]</div>
<div class="question_part_label">c.iii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Explain how the concept of hybridization can be used to explain the bonding in the triple bond present in propyne.</p>
<div class="marks">[3]</div>
<div class="question_part_label">c.iv.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1"><img src="images/Schermafbeelding_2016-10-14_om_09.12.53.png" alt="M09/4/CHEMI/HP2/ENG/TZ1/06.a.i/M"> ;</p>
<p class="p1">trigonal pyramid;</p>
<p class="p1">in the range of 100–108°;</p>
<div class="question_part_label">a.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><img src="images/Schermafbeelding_2016-10-14_om_09.19.10.png" alt="M09/4/CHEMI/HP2/ENG/TZ1/06.a.ii/M"> ;</p>
<p class="p1"><em>Must include minus sign for the mark. </em></p>
<p class="p1">bent/V–shaped;</p>
<p class="p1">in the range of 100–106°;</p>
<div class="question_part_label">a.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><img src="images/Schermafbeelding_2016-10-14_om_09.22.20.png" alt="M09/4/CHEMI/HP2/ENG/TZ1/06.a.iii/M"> ;</p>
<p class="p1">square planar;</p>
<p class="p1">90°;</p>
<p class="p1"><em>Penalize once only if electron pairs are missed off outer atoms.</em></p>
<div class="question_part_label">a.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><strong>c</strong>: atomization (enthalpy);</p>
<p class="p3"><strong>d</strong>: electron affinity;</p>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><strong>d </strong>and <strong>e</strong>;</p>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">\(\Delta {H_{\text{f}}} = 90.0 + 418 + 112 + (-342) + ( - 670)\);</p>
<p class="p1">\( =<span class="Apple-converted-space"> </span>- 392{\text{ kJ}}\,{\text{mo}}{{\text{l}}^{ - 1}}\);</p>
<div class="question_part_label">b.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">\({\text{C}}{{\text{a}}^{2 + }}\) is smaller than \({{\text{K}}^ + }\) <strong>and</strong> \({\text{C}}{{\text{a}}^{2 + }}\) has more charge than \({{\text{K}}^ + }\) / \({\text{C}}{{\text{a}}^{2 + }}\) has a greater charge density;</p>
<p class="p1">so the attractive forces between the ions are stronger;</p>
<p class="p1"><em>Do not accept ‘stronger ionic bonds’ </em></p>
<p class="p1"><em>Award </em><strong><em>[1 max] </em></strong><em>if reference is made to atoms or molecules instead of ions.</em></p>
<div class="question_part_label">b.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">sigma bonds are formed by end on/axial overlap of orbitals with electron density between the two atoms/nuclei;</p>
<p class="p1">pi bonds are formed by sideways overlap of parallel p orbitals with electron density above <strong>and </strong>below internuclear axis/\(\sigma \) bond;</p>
<p class="p1"><em>Accept suitably annotated diagrams</em></p>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">8 sigma/\(\sigma \) ;</p>
<p class="p1">1 pi/\(\pi \) ;</p>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">109°/109.5°;</p>
<p class="p1">120°;</p>
<div class="question_part_label">c.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">sp hybridization;</p>
<p class="p1">1 sigma and 2 pi;</p>
<p class="p2">sigma bond formed by overlap between the two sp hybrid orbitals (on each of the two carbon atoms) / pi bonds formed by overlap between remaining p orbitals (on each of the two carbon atoms) / diagram showing 2 sp hybrid orbitals and 2 p orbitals;</p>
<div class="question_part_label">c.iv.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">This question was the most popular of the Section B questions. Part (a) was generally well answered with many candidates drawing clear Lewis structures and applying their knowledge of VSEPR theory well. Common errors included the omission of lone electron pairs on outer atoms, and the omission of a bracket and charge on the ion. Incorrect angular values were common. Some candidates described shapes and bond angles in terms of the ‘parent shape’. Good candidates explained the answers well and scored full marks. Weaker candidates simply wrote two answers; for example, ‘tetrahedral bent’ and could not be awarded marks.</p>
<div class="question_part_label">a.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>This question was the most popular of the Section B questions. Part (a) was generally well answered with many candidates drawing clear Lewis structures and applying their knowledge of VSEPR theory well. Common errors included the omission of lone electron pairs on outer atoms, and the omission of a bracket and charge on the ion. Incorrect angular values were common. Some candidates described shapes and bond angles in terms of the ‘parent shape’. Good candidates explained the answers well and scored full marks. Weaker candidates simply wrote two answers; for example, ‘tetrahedral bent’ and could not be awarded marks.</p>
<div class="question_part_label">a.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>This question was the most popular of the Section B questions. Part (a) was generally well answered with many candidates drawing clear Lewis structures and applying their knowledge of VSEPR theory well. Common errors included the omission of lone electron pairs on outer atoms, and the omission of a bracket and charge on the ion. Incorrect angular values were common. Some candidates described shapes and bond angles in terms of the ‘parent shape’. Good candidates explained the answers well and scored full marks. Weaker candidates simply wrote two answers; for example, ‘tetrahedral bent’ and could not be awarded marks.</p>
<div class="question_part_label">a.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">In part (b) many candidates incorrectly identified the process converting liquid bromine molecules to gaseous bromine atoms as vaporization.</p>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Deducing the enthalpy changes with negative signs proved challenging for many although, with follow through marks credit was earned for the calculation of the enthalpy of formation of potassium bromide.</p>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Some teachers commented on the G2 forms that the energy cycle diagram was strange, however, the stages of the Born-Haber cycle were clearly given and candidates should be familiar with those.</p>
<div class="question_part_label">b.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Very few candidates could explain why calcium bromide has a larger lattice enthalpy than potassium bromide. Many referred to atoms instead of ions, and tried to answer this in terms of the electronegativity of the metals.</p>
<div class="question_part_label">b.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Part (c) was answered well by some candidates who produced clear and well annotated diagrams as part of their answers. Many candidates however omitted mention of orbitals when trying to describe the formation of sigma and pi bonds or to explain hybridization. There were many diagrams which had no annotations and were difficult to interpret.</p>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Part (c) was answered well by some candidates who produced clear and well annotated diagrams as part of their answers. Many candidates however omitted mention of orbitals when trying to describe the formation of sigma and pi bonds or to explain hybridization. There were many diagrams which had no annotations and were difficult to interpret.</p>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Part (c) was answered well by some candidates who produced clear and well annotated diagrams as part of their answers. Many candidates however omitted mention of orbitals when trying to describe the formation of sigma and pi bonds or to explain hybridization. There were many diagrams which had no annotations and were difficult to interpret.</p>
<div class="question_part_label">c.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Part (c) was answered well by some candidates who produced clear and well annotated diagrams as part of their answers. Many candidates however omitted mention of orbitals when trying to describe the formation of sigma and pi bonds or to explain hybridization. There were many diagrams which had no annotations and were difficult to interpret.</p>
<div class="question_part_label">c.iv.</div>
</div>
<br><hr><br><div class="specification">
<p>Iron rusts in the presence of oxygen and water. Rusting is a redox process involving several steps that produces hydrated iron(III) oxide, \({\text{F}}{{\text{e}}_{\text{2}}}{{\text{O}}_{\text{3}}} \bullet {\text{n}}{{\text{H}}_{\text{2}}}{\text{O}}\), as the final product.</p>
<p>The half-equations involved for the first step of rusting are given below.</p>
<p> Half-equation 1: \({\text{Fe(s)}} \to {\text{F}}{{\text{e}}^{2 + }}{\text{(aq)}} + {\text{2}}{{\text{e}}^ - }\)</p>
<p> Half-equation 2: \({{\text{O}}_{\text{2}}}{\text{(aq)}} + {\text{4}}{{\text{e}}^ - } + {\text{2}}{{\text{H}}_{\text{2}}}{\text{O(l)}} \to {\text{4O}}{{\text{H}}^ - }{\text{(aq)}}\)</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>(i) Identify whether half-equation 1 represents oxidation or reduction, giving a reason for your answer.</p>
<p> </p>
<p> </p>
<p>(ii) Identify the oxidation number of each atom in the three species in half-equation 2.</p>
<p style="text-align: center;"><img src="images/Schermafbeelding_2016-08-22_om_05.46.30.png" alt="N14/4/CHEMI/HP2/ENG/TZ0/10.a.ii"></p>
<p>(iii) Deduce the overall redox equation for the first step of rusting by combining half-equations 1 and 2.</p>
<p> </p>
<p> </p>
<p>(iv) Identify the reducing agent in the redox equation in part (iii).</p>
<div class="marks">[5]</div>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>The oxygen in half-equation 2 is atmospheric oxygen that is found dissolved in water in very small concentrations. Explain, in terms of intermolecular forces, why oxygen is not very soluble in water.</p>
<div class="marks">[2]</div>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>State the relationship between the electron arrangement of an element and its group and period in the periodic table.</p>
<div class="marks">[2]</div>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Transition metals and their compounds often catalyse reactions. The catalyzed decomposition of hydrogen peroxide by CuO is an example. State <strong>two other</strong> examples of catalyzed reactions giving the transition metal or its compound acting as catalyst.</p>
<div class="marks">[2]</div>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>(i) State a chemical equation for the partial dissociation of water into ions, including state symbols.</p>
<p> </p>
<p>(ii) The dissociation of water into ions is reversible. State the expression for the ionic product constant of water.</p>
<p> </p>
<p>(iii) The ionic product constant of water was measured at three different temperatures.</p>
<p style="text-align: center;"><img src="images/Schermafbeelding_2016-08-22_om_06.07.14.png" alt="N14/4/CHEMI/HP2/ENG/TZ0/10.e.iii"></p>
<p>Deduce whether the ionization of water is exothermic or endothermic, giving your reason.</p>
<p> </p>
<p> </p>
<p> </p>
<p>(iv) Use the data in part (iii) to determine the pH of water at 373 K, correct to <strong>two</strong> decimal places.</p>
<div class="marks">[6]</div>
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>(i) An aqueous solution of sodium chloride is electrolysed using inert electrodes. Explain which product is obtained at the positive electrode (anode) if the concentration of sodium chloride is high.</p>
<p> </p>
<p> </p>
<p> </p>
<p> </p>
<p> </p>
<p>(ii) State the half-equations occurring at the electrodes during the electrolysis of the <strong>concentrated </strong>aqueous solution of sodium chloride.</p>
<p> </p>
<p>Negative electrode (cathode):</p>
<p> </p>
<p>Positive electrode (anode):</p>
<div class="marks">[5]</div>
<div class="question_part_label">f.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Describe how electrolysis can be used to electroplate a bracelet with a layer of silver metal. Include the choice of electrodes and electrolyte needed in your description.</p>
<div class="marks">[3]</div>
<div class="question_part_label">g.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p>(i) oxidation <strong>and </strong>(iron/Fe) loses electrons/increases in oxidation number/state;</p>
<p>(ii) <img src="images/Schermafbeelding_2016-08-22_om_05.51.02.png" alt="N14/4/CHEMI/HP2/ENG/TZ0/10.a.ii/M"> ;</p>
<p><em>Award </em><strong><em>[2] </em></strong><em>for five correct.</em></p>
<p><em>Award </em><strong><em>[1] </em></strong><em>for four correct.</em></p>
<p><em>Accept use of oxidation states (0, +1, –2, –2, +1) for oxidation numbers.</em></p>
<p><em>Penalize once for incorrect notation (eg, 2, 2–).</em></p>
<p>(iii) \({{\text{O}}_2}{\text{(aq)}} + {\text{2}}{{\text{H}}_2}{\text{O(l)}} + {\text{2Fe(s)}} \to {\text{2F}}{{\text{e}}^{2 + }}{\text{(aq)}} + {\text{4O}}{{\text{H}}^ - }{\text{(aq)}}\);</p>
<p><em>Ignore state symbols.</em></p>
<p>(iv) Fe/iron;</p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>needs to break strong <span style="text-decoration: underline;">hydrogen bonds/H–bonds</span> between water molecules (to dissolve) / oxygen cannot form <span style="text-decoration: underline;">hydrogen bonds/H–bonds</span> with water;</p>
<p>oxygen can only form (weak) van der Waals’/vdW/LDF/London/dispersion forces with water;</p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>groups indicate the number of electrons in the highest energy level/outer/valence shell;</p>
<p>periods indicate the number of (occupied) energy levels/shells (in the atom);</p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\({{\text{V}}_{\text{2}}}{{\text{O}}_{\text{5}}}\) catalyses oxidation of \({\text{S}}{{\text{O}}_{\text{2}}}\) / \({{\text{V}}_{\text{2}}}{{\text{O}}_{\text{5}}}\) is a catalyst in the Contact Process;</p>
<p>Fe catalyses the reaction between \({{\text{N}}_{\text{2}}}\) and \({{\text{H}}_{\text{2}}}\) / Fe is a catalyst in the Haber Process;</p>
<p>Ni/Pd/Pt catalyses hydrogenation / manufacture of margarine / addition of hydrogen to C=C / conversion of alkenes to alkanes;</p>
<p>Pd/Pt is a catalyst in catalytic converters / Pd/Pt catalyzes reaction of \({\text{N}}{{\text{O}}_{\text{2}}}\) and CO/\({\text{N}}{{\text{O}}_{\text{2}}}\) and (unburnt) fuel/exhaust gases;</p>
<p><em>Accept other correct examples.</em></p>
<p><em>Accept formulas or names of substances.</em></p>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>(i) \({{\text{H}}_2}{\text{O(l)}} \rightleftharpoons {{\text{H}}^ + }{\text{(aq)}} + {\text{O}}{{\text{H}}^ - }{\text{(aq)}}/{\text{2}}{{\text{H}}_2}{\text{O(l)}} \rightleftharpoons {{\text{H}}_3}{{\text{O}}^ + }{\text{(aq)}} + {\text{O}}{{\text{H}}^ - }{\text{(aq)}}\);</p>
<p>\( \rightleftharpoons \) <em>and state symbols are necessary for the mark.</em></p>
<p>(ii) \({K_w} = {\text{[}}{{\text{H}}^ + }{\text{][O}}{{\text{H}}^ - }{\text{]}}/{K_w} = {\text{[}}{{\text{H}}_3}{{\text{O}}^ + }{\text{][O}}{{\text{H}}^ - }{\text{]}}\);</p>
<p>(iii) at higher temperatures ionization increases / at higher temperatures equilibrium shifts to right;</p>
<p>ionization is endothermic;</p>
<p><em>Do not allow ECF for M2.</em></p>
<p>(iv) \({\text{5.13}} \times {\text{1}}{{\text{0}}^{ - 13}} = {{\text{[}}{{\text{H}}_3}{{\text{O}}^ + }{\text{]}}^2}/{{\text{[}}{{\text{H}}^ + }{\text{]}}^2}/{\text{[}}{{\text{H}}_3}{{\text{O}}^ + }{\text{]}}/{\text{[}}{{\text{H}}^ + }{\text{]}} = {\text{7.16}} \times {\text{1}}{{\text{0}}^{ - 7}}{\text{ (mol}}\,{\text{d}}{{\text{m}}^{ - 3}}{\text{)}}\);</p>
<p>\({\text{pH}} = 6.14/6.15\);</p>
<p><em>Award </em><strong><em>[2] </em></strong><em>for correct final answer</em>.</p>
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>(i) chlorine/\({\text{C}}{{\text{l}}_{\text{2}}}\) (is produced at the positive electrode/anode);</p>
<p>according to electrochemical series/ \(E^\circ \) values/ease of oxidation \({\text{O}}{{\text{H}}^ - }\)/\({{\text{H}}_{\text{2}}}{\text{O}}\) reacts/oxygen is released / <em>OWTTE </em>/ at low chloride concentration \({\text{O}}{{\text{H}}^ - }\)/\({{\text{H}}_{\text{2}}}{\text{O}}\) reacts/oxygen is released;</p>
<p>high concentration makes \({\text{C}}{{\text{l}}^ - }\) oxidize/react in preference to \({\text{O}}{{\text{H}}^ - }\)/\({{\text{H}}_{\text{2}}}{\text{O}}\) / <em>OWTTE</em>;</p>
<p>(ii) <em>Negative electrode (cathode):</em></p>
<p>\({\text{2}}{{\text{H}}^ + }{\text{(aq)}} + {\text{2}}{{\text{e}}^ - } \to {{\text{H}}_2}{\text{(g)}}/{{\text{H}}^ + }{\text{(aq)}} + {{\text{e}}^ - } \to \frac{1}{2}{{\text{H}}_2}{\text{(g)}}/{\text{2}}{{\text{H}}_2}{\text{O(l)}} + {\text{2}}{{\text{e}}^ - } \to {{\text{H}}_2}{\text{(g)}} + {\text{2O}}{{\text{H}}^ - }{\text{(aq)}}\);</p>
<p><em>Positive electrode (anode):</em></p>
<p>\({\text{2C}}{{\text{l}}^ - }{\text{(aq)}} \to {\text{C}}{{\text{l}}_2}{\text{(g)}} + {\text{2}}{{\text{e}}^ - }/{\text{C}}{{\text{l}}^ - }{\text{(aq)}} \to \frac{1}{2}{\text{C}}{{\text{l}}_2}{\text{(g)}} + {{\text{e}}^ - }/{\text{2C}}{{\text{l}}^ - }{\text{(aq)}} - {\text{2}}{{\text{e}}^ - } \to {\text{C}}{{\text{l}}_2}{\text{(g)}}/\)</p>
<p>\({\text{C}}{{\text{l}}^ - }{\text{(aq)}} - {{\text{e}}^ - } \to \frac{1}{2}{\text{C}}{{\text{l}}_2}{\text{(g)}}\);</p>
<p><em>Ignore state symbols.</em></p>
<p><em>Accept e instead of e</em><sup><em>–</em></sup><em>.</em></p>
<p><em>Award </em><strong><em>[1] </em></strong><em>if half-equations are correct but placed at the wrong electrodes.</em></p>
<div class="question_part_label">f.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>bracelet/object to be electroplated is the cathode/negative electrode;</p>
<p>silver anode/positive electrode;</p>
<p><em>Accept Pt anode.</em></p>
<p><em>Electrolyte: </em>liquid \({\text{Na[Ag(C}}{{\text{N}}_{\text{2}}}{\text{)]}}\)/sodium dicyanoargentate/\({{\text{[Ag(CN}}{{\text{)}}_{\text{2}}}{\text{]}}^ - }\)/ solution of an appropriate silver salt;</p>
<p><em>Accept AgNO<sub>3</sub>/silver nitrate.</em></p>
<p><em>All marks can be scored with a labelled diagram.</em></p>
<div class="question_part_label">g.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p>(i) Very well answered.</p>
<p>(ii) Most candidates answered correctly. The most common mistakes were doubling the oxidation number of H in \({{\text{H}}_{\text{2}}}{\text{O}}\), and entering a wrong oxidation number for elemental oxygen.</p>
<p>(iii) A well-answered question.</p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>The aqueous solubility of oxygen gas was often poorly explained, with the discussion focussing on the intermolecular forces found in each substance separately and then stating that “like dissolves like”.</p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Well answered by most candidates.</p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>The majority of candidates were able to give two valid examples of transition metals or their compounds acting as catalysts.</p>
<div class="question_part_label">d.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>(i) Very well answered.</p>
<p>(ii) Well answered.</p>
<p>(iii) About half of the candidates were able to gain full marks. Some candidates found difficulty in connecting the increase in \({K_{\text{w}}}\) to the position of equilibrium.</p>
<p>(iv) About half of the candidates were able to calculate the pH from the \({K_{\text{w}}}\) value.</p>
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>(i) Many candidates identified chlorine as the product, but the other two marks were more discriminating. Some candidates clarified that \({\text{C}}{{\text{l}}^ - }\) was oxidized in preference to OH- because of its high concentration, but very few related the situation to the electrochemical series.</p>
<p>(ii) This was poorly answered by many candidates. Common mistakes included releasing sodium at the cathode, reversing electrodes and unbalanced redox half-reactions where the electrons were sometimes on the wrong side of the equation.</p>
<div class="question_part_label">f.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Very well answered. Most candidates determined both electrodes correctly. The main difficulty for some candidates was choosing a suitable electrolyte.</p>
<div class="question_part_label">g.</div>
</div>
<br><hr><br><div class="specification">
<p>EUK-134, the structure of which is shown below, is a complex ion of manganese(III) that is used in expensive sun-protection products because of its powerful antioxidant properties.</p>
<p style="text-align: center;"><img src="images/Schermafbeelding_2016-08-25_om_05.49.36.png" alt="N13/4/CHEMI/HP2/ENG/TZ0/04"></p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>State the electron configuration of the manganese ion in EUK-134.</p>
<div class="marks">[1]</div>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>State the name given to species that bond to a central metal ion, and identify the type of bond present.</p>
<p> </p>
<p>Name given:</p>
<p> </p>
<p>Type of bond:</p>
<div class="marks">[2]</div>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Transition metals have certain characteristic properties. State <strong>two</strong> properties that are involved in EUK-134 rapidly decreasing the concentration of oxidizing agents.</p>
<div class="marks">[2]</div>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Substances like EUK-134 are often coloured. Explain why compounds of transition metals absorb visible radiation.</p>
<div class="marks">[3]</div>
<div class="question_part_label">d.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p>\({\text{1}}{{\text{s}}^{\text{2}}}{\text{2}}{{\text{s}}^{\text{2}}}{\text{2}}{{\text{p}}^{\text{6}}}{\text{3}}{{\text{s}}^{\text{2}}}{\text{3}}{{\text{p}}^{\text{6}}}{\text{3}}{{\text{d}}^{\text{4}}}\) / \({\text{[Ar]3}}{{\text{d}}^{\text{4}}}\);</p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>ligand;</p>
<p>dative/coordinate (covalent);</p>
<p><em>Do not accept “covalent”.</em></p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>variable oxidation state/number;</p>
<p>catalytic properties;</p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>d sublevel/orbitals split (into two levels by ligands);</p>
<p>electrons absorb light/photons and move to the higher energy orbital;</p>
<p>frequency of light/photons absorbed in the visible region;</p>
<div class="question_part_label">d.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p>Very few candidates could interpret the electron structure of manganese from its oxidation state, though the term “ligand” and the nature of its bond to metal ions were almost universally known. The general properties of transition metals seemed to have been well memorized, even though they were not always correctly applied. The splitting of the d sub-shell was generally known, though a worrying number of students believe that transition metal ions emit coloured light.</p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Very few candidates could interpret the electron structure of manganese from its oxidation state, though the term “ligand” and the nature of its bond to metal ions were almost universally known. The general properties of transition metals seemed to have been well memorized, even though they were not always correctly applied. The splitting of the d sub-shell was generally known, though a worrying number of students believe that transition metal ions emit coloured light.</p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Very few candidates could interpret the electron structure of manganese from its oxidation state, though the term “ligand” and the nature of its bond to metal ions were almost universally known. The general properties of transition metals seemed to have been well memorized, even though they were not always correctly applied. The splitting of the d sub-shell was generally known, though a worrying number of students believe that transition metal ions emit coloured light.</p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Very few candidates could interpret the electron structure of manganese from its oxidation state, though the term “ligand” and the nature of its bond to metal ions were almost universally known. The general properties of transition metals seemed to have been well memorized, even though they were not always correctly applied. The splitting of the d sub-shell was generally known, though a worrying number of students believe that transition metal ions emit coloured light.</p>
<div class="question_part_label">d.</div>
</div>
<br><hr><br><div class="specification">
<p class="p1">But-2-ene is a straight-chain alkene with formula \({{\text{C}}_{\text{4}}}{{\text{H}}_{\text{8}}}\). The molecule contains both \(\sigma \) and \(\pi \) bonds.</p>
<p class="p1" style="text-align: center;"><img src="images/Schermafbeelding_2016-09-25_om_13.53.05.png" alt="N10/4/CHEMI/HP2/ENG/TZ0/02.a"></p>
</div>
<div class="specification">
<p class="p1">The polymerization of the alkenes is one of the most significant reactions of the twentieth century.</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">(i) <span class="Apple-converted-space"> </span>Explain the formation of the \(\pi \) bond.</p>
<p class="p1">(ii) <span class="Apple-converted-space"> </span>For each of the carbon atoms, C(1) and C(2), identify the type of hybridization shown.</p>
<p class="p2"> </p>
<p class="p1">C(1):</p>
<p class="p2"> </p>
<p class="p1">C(2):</p>
<div class="marks">[3]</div>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">But-2-ene shows geometrical isomerism. Draw the structural formula and state the name of the other geometrical isomer.</p>
<div class="marks">[2]</div>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Identify the structural formula of an isomer of but-2-ene which does not decolourize bromine water, Br<sub><span class="s1">2</span></sub>(aq).</p>
<div class="marks">[1]</div>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">(i) <span class="Apple-converted-space"> </span>Outline <strong>two </strong>reasons why the polymers of the alkenes are of economic importance.</p>
<p class="p1">(ii) <span class="Apple-converted-space"> </span>State the type of polymerization reaction shown by the alkene in part (a).</p>
<p class="p1">(iii) <span class="Apple-converted-space"> </span>Deduce the structure of the resulting polymer showing <strong>three </strong>repeating units.</p>
<p class="p1">(iv) <span class="Apple-converted-space"> </span>Explain why monomers are often gases or volatile liquids, but polymers are solids.</p>
<div class="marks">[6]</div>
<div class="question_part_label">d.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">(i) (bond formed by) sideways overlap;</p>
<p class="p1">(of) p orbitals;</p>
<p class="p1"><em>Marks awarded either from sketch or from explanation.</em></p>
<p class="p1">(ii) C(l) is sp<sup><span class="s1">3 </span></sup><strong>and </strong>C(2) is sp<sup><span class="s1">2</span></sup>;</p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><img src="images/Schermafbeelding_2016-09-25_om_16.36.48.png" alt="N10/4/CHEMI/HP2/ENG/TZ0/02.b/M"> ;</p>
<p class="p1">cis but-2-ene/Z-but-2-ene;</p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><img src="images/Schermafbeelding_2016-09-25_om_16.39.35.png" alt="N10/4/CHEMI/HP2/ENG/TZ0/02.c/M"> ;</p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">(i) synthesis of materials not naturally available/plastics;</p>
<p class="p1">chemically unreactive materials produced;</p>
<p class="p1">wide range of uses/physical properties / versatile;</p>
<p class="p1">cheap;</p>
<p class="p1">large industry;</p>
<p class="p1">uses a limited natural resource;</p>
<p class="p1"><em>Award </em><strong><em>[2] </em></strong><em>for any two.</em></p>
<p class="p1">(ii) addition;</p>
<p class="p1">(iii) <img src="images/Schermafbeelding_2016-09-25_om_16.45.31.png" alt="N10/4/CHEMI/HP2/ENG/TZ0/02.d/M"> ;</p>
<p class="p1"><em>Must show continuation bonds.</em></p>
<p class="p1"><em>Ignore bracket around the 6 carbons.</em></p>
<p class="p1"><em>Must have 6 carbons joined to each other along chain.</em></p>
<p class="p1">(iv) monomers are smaller molecules / have smaller surface area than polymers;</p>
<p class="p1"><em>Accept monomers have lower molecular mass.</em></p>
<p class="p1">with weaker intermolecular/Van der Waals’/London/dispersion forces;</p>
<p class="p1"><em>Accept opposite argument for polymers.</em></p>
<div class="question_part_label">d.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">This question was generally well answered and many high scores were seen. Most candidates were able to explain the formation of \(\pi \) bonds in (a) and identify the type of hybridization present.</p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Many candidates drew structures which were not geometric isomers in (b) with but-1-ene a common incorrect answer.</p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">In (c) only the best candidates were able to identify a cycloalkane as a saturated isomer and it was fairly common to find structures that included double bonds despite the guidance in the question.</p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">The economic importance of addition polymers was well known in (d) with most candidates stating that they were plastics with versatile properties and low cost.</p>
<p class="p1">Addition polymerisation was well recalled but a large number of candidates made mistakes with the structure of the polymer. Continuation bonds, for example, were often missing from the ends. Many understood in terms of molecular size, why polymers have higher boiling points than monomers but not all correctly attributed it to the stronger van der Waals forces between the molecules.</p>
<div class="question_part_label">d.</div>
</div>
<br><hr><br><div class="specification">
<p class="p1">Chromium is a transition metal with many uses.</p>
</div>
<div class="specification">
<p class="p1">A voltaic cell is constructed as follows. One half-cell contains a chromium electrode immersed in a solution containing \({\text{C}}{{\text{r}}^{3 + }}{\text{(aq)}}\) ions. The other half-cell contains a copper electrode immersed in a solution containing \({\text{C}}{{\text{u}}^{2 + }}{\text{(aq)}}\) ions. The two electrodes are connected to a voltmeter and the two solutions by a salt bridge.</p>
<p class="p1" style="text-align: center;"><img src="images/Schermafbeelding_2016-08-07_om_11.31.53.png" alt="M15/4/CHEMI/HP2/ENG/TZ2/08.e"></p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Draw an orbital diagram (using the arrow-in-box notation) showing the electrons in the 4s and 3d sub-levels in chromium metal.</p>
<div class="marks">[1]</div>
<div class="question_part_label">a.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Outline the nature of the metallic bonding present in chromium.</p>
<div class="marks">[1]</div>
<div class="question_part_label">a.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Explain why chromium metal is malleable.</p>
<div class="marks">[1]</div>
<div class="question_part_label">a.iii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">State the name of \({\text{C}}{{\text{r}}_{\text{2}}}{{\text{O}}_{\text{3}}}\).</p>
<div class="marks">[1]</div>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Describe the ionic bonding present in \({\text{C}}{{\text{r}}_{\text{2}}}{{\text{O}}_{\text{3}}}\) and how the ions are formed.</p>
<div class="marks">[2]</div>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Suggest why solid \({\text{C}}{{\text{r}}_{\text{2}}}{{\text{O}}_{\text{3}}}\) does <strong>not </strong>conduct electricity.</p>
<div class="marks">[1]</div>
<div class="question_part_label">b.iii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Chromium forms the complex ion \({[{\text{Cr}}{({\text{N}}{{\text{H}}_{\text{3}}})_{\text{4}}}{\text{C}}{{\text{l}}_2}]^ + }\).</p>
<p class="p2">Deduce the oxidation number of chromium in this complex.</p>
<div class="marks">[1]</div>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Chromium forms the complex ion \({[{\text{Cr}}{({\text{N}}{{\text{H}}_{\text{3}}})_{\text{4}}}{\text{C}}{{\text{l}}_2}]^ + }\).</p>
<p class="p1">Describe the nature of the ligand-chromium ion bonds in terms of acid-base theory.</p>
<div class="marks">[2]</div>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Chromium forms the complex ion \({[{\text{Cr}}{({\text{N}}{{\text{H}}_{\text{3}}})_{\text{4}}}{\text{C}}{{\text{l}}_2}]^ + }\).</p>
<p class="p2">Explain why \({[{\text{Cr}}{({\text{N}}{{\text{H}}_{\text{3}}})_{\text{4}}}{\text{C}}{{\text{l}}_{\text{2}}}{\text{]}}^ + }\) is coloured.</p>
<div class="marks">[4]</div>
<div class="question_part_label">c.iii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Chromium forms the complex ion \({[{\text{Cr}}{({\text{N}}{{\text{H}}_{\text{3}}})_{\text{4}}}{\text{C}}{{\text{l}}_2}]^ + }\).</p>
<p class="p1">Draw the structures of <strong>two </strong>possible isomers of this complex ion.</p>
<div class="marks">[2]</div>
<div class="question_part_label">c.iv.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">The dichromate ion, \({\text{C}}{{\text{r}}_{\text{2}}}{\text{O}}_{\text{7}}^{2 - }{\text{(aq)}}\)<span class="s1">, and the iodide ion, \({{\text{I}}^ - }{\text{(aq)}}\)</span>, react together in the presence of an acid to form \({\text{C}}{{\text{r}}^{3 + }}{\text{(aq)}}\)<span class="s1"> and \({\text{IO}}_3^ - {\text{(aq)}}\) ions. Deduce the half-equation for the reaction of \({{\text{I}}^ - }\)</span> <span class="s1">to \({\text{IO}}_3^ - \)</span> and the overall equation for this reaction.</p>
<p class="p2"> </p>
<p class="p1">Half-equation:</p>
<p class="p2"> </p>
<p class="p2"> </p>
<p class="p1">Overall equation:</p>
<div class="marks">[2]</div>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Explain in terms of oxidation numbers whether iodine is oxidized or reduced in part (d) (i).</p>
<div class="marks">[1]</div>
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Define the term <em>standard electrode potential</em>.</p>
<div class="marks">[1]</div>
<div class="question_part_label">e.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Calculate the cell potential, in V, under standard conditions, for this voltaic cell, using table 14 of the data booklet and \({\text{E}}_{{\text{C}}{{\text{r}}^{3 + }}/{\text{Cr}}}^\Theta = -0.74{\text{ V}}\).</p>
<div class="marks">[1]</div>
<div class="question_part_label">e.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Predict the balanced equation for the spontaneous reaction which will produce a current in this voltaic cell.</p>
<div class="marks">[1]</div>
<div class="question_part_label">e.iii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Identify the negative and the positive electrodes in this cell.</p>
<div class="marks">[1]</div>
<div class="question_part_label">e.iv.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">Predict the direction of movement of electrons in the external circuit.</p>
<div class="marks">[1]</div>
<div class="question_part_label">e.v.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p class="p1">State the directions in which the negative ions (anions) and the positive ions (cations) flow in the salt bridge.</p>
<div class="marks">[1]</div>
<div class="question_part_label">e.vi.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1"><img src="images/Schermafbeelding_2016-08-07_om_10.32.13.png" alt="M15/4/CHEMI/HP2/ENG/TZ2/08.a.i/M"></p>
<p class="p1"><em>Accept full-arrows.</em></p>
<p class="p1"><em>Accept boxes in reverse order or at different energy levels.</em></p>
<p class="p1"><em>Do not award the mark if sub-levels are incorrectly labelled or if no boxes are </em><em>drawn.</em></p>
<div class="question_part_label">a.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">(electrostatic) attraction between (lattice of) cations/positive/\({\text{C}}{{\text{r}}^{3 + }}\) ions and delocalized electrons;</p>
<div class="question_part_label">a.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">(delocalized electrons allows) the layers/rows of cations/positive/\({\text{C}}{{\text{r}}^{3 + }}\) ions to slide past each other (without disrupting the metallic bonding);</p>
<p class="p1"><em>Accept atoms instead of ions.</em></p>
<div class="question_part_label">a.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">chromium(III) oxide;</p>
<p class="p1"><em>Do not award the mark for chromium oxide.</em></p>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">(electrostatic) attraction between positive and negative ions/oppositely charged ions/\({\text{C}}{{\text{r}}^{3 + }}\) and \({{\text{O}}^{2 - }}\);</p>
<p class="p1">formed as a result of electron transfer from chromium atoms to oxygen atoms / <em>OWTTE</em>;</p>
<p class="p1"><em>Ignore reference to number of electrons transferred or charges of ion for M2.</em></p>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">ions are not free to move (when solid) / ions in rigid lattice / <em>OWTTE</em>;</p>
<div class="question_part_label">b.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">III / +3;</p>
<p class="p1"><em>Do not accept incorrect notation such as </em>3+/3<em>.</em></p>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">ligand has lone/non-bonding electron pair /</p>
<p class="p1">dative (covalent)/coordinate/coordination bond forms;</p>
<p class="p1">ligand is <span style="text-decoration: underline;">Lewis</span> base / ion is <span style="text-decoration: underline;">Lewis</span> acid;</p>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">partially filled/incomplete d sub levels/orbitals;</p>
<p class="p1">d orbitals split into two levels;</p>
<p class="p1">energy difference is in visible part of spectrum / electrons absorb visible light/one colour/frequency/wavelength;</p>
<p class="p1">electron transitions occur from lower to higher energy level (within d sub-level);</p>
<p class="p1">complementary colour/colour not absorbed is seen;</p>
<p class="p1"><em>Do not accept complementary colour "emitted".</em></p>
<div class="question_part_label">c.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><img src="images/Schermafbeelding_2016-08-07_om_11.08.12.png" alt="M15/4/CHEMI/HP2/ENG/TZ2/08.c.iv/M"> ;</p>
<p class="p1"><em>Accept any other octahedral arrangement of ligands.</em></p>
<p class="p1"><em>Ignore missing square brackets and charge.</em></p>
<div class="question_part_label">c.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><em>Half equation:</em></p>
<p class="p1">\({{\text{I}}^ - }{\text{(aq)}} + {\text{3}}{{\text{H}}_2}{\text{O(l)}} \to {\text{IO}}_3^ - {\text{(aq)}} + {\text{6}}{{\text{H}}^ + }{\text{(aq)}} + {\text{6}}{{\text{e}}^ - }\);</p>
<p class="p1"><em>Accept e instead of </em>\({e^ - }\)<em>.</em></p>
<p class="p1"><em>Accept reversible arrows.</em></p>
<p class="p1"><em>Overall equation:</em></p>
<p class="p1">\({\text{C}}{{\text{r}}_2}{\text{O}}_7^{2 - }{\text{(aq)}} + {{\text{I}}^ - }{\text{(aq)}} + {\text{8}}{{\text{H}}^ + }{\text{(aq)}} \to {\text{2C}}{{\text{r}}^{3 + }}{\text{(aq)}} + {\text{IO}}_3^ - {\text{(aq)}} + {\text{4}}{{\text{H}}_2}{\text{O(l)}}\);</p>
<p class="p1"><em>Ignore state symbols.</em></p>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">oxidized <span class="s1"><strong>and </strong></span>increase (in oxidation number) of 6/from –1/–I to +5/+V;</p>
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">potential (of reduction half-reaction) under standard conditions measured relative to standard hydrogen electrode/SHE / <em>OWTTE</em>;</p>
<p class="p1"><em>Accept “solute concentration of 1 </em>\(mol\,d{m^{ - 3}}\)<em>” or “1 bar/1 atm (pressure) for gases” instead of “standard conditions”.</em></p>
<p class="p1"><em>Accept voltage/emf for potential.</em></p>
<div class="question_part_label">e.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">\(( + )1.08{\text{ (V)}}\);</p>
<div class="question_part_label">e.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">\({\text{2Cr(s)}} + {\text{3C}}{{\text{u}}^{2 + }}{\text{(aq)}} \to {\text{2C}}{{\text{r}}^{3 + }}{\text{(aq)}} + {\text{3Cu(s)}}\);</p>
<p class="p1"><em>Ignore state symbols.</em></p>
<p class="p1"><em>Do not accept reversible arrows.</em></p>
<div class="question_part_label">e.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1"><em>Negative electrode: </em>chromium/Cr <strong>and </strong><em>Positive electrode: </em>copper/Cu;</p>
<p class="p1"><em>Accept “Cr is the anode </em><strong><em>and </em></strong><em>Cu the cathode”.</em></p>
<div class="question_part_label">e.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">from chromium/Cr to copper/Cu;</p>
<p class="p1"><em>Accept “from negative electrode/anode to positive electrode/cathode” if </em><em>electrodes correctly identified in (iv).</em></p>
<div class="question_part_label">e.v.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">negative ions/anions towards the chromium(III) solution <span class="s1"><strong>and </strong></span>positive ions/cations towards the copper(II) solution / <em>OWTTE</em>;</p>
<div class="question_part_label">e.vi.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates were able to draw an arrow in the box diagram for the electron configuration of chromium, but few gave a complete description of the nature of metallic bonding and did not refer to the attraction between the \({\text{C}}{{\text{r}}^{3 + }}\) cations and the delocalized electrons. Candidates were more successful in explaining malleability in terms of \({\text{C}}{{\text{r}}^{3 + }}\) cations sliding over one another. Most candidates were able to use oxidation numbers in naming \({\text{C}}{{\text{r}}_{\text{2}}}{{\text{O}}_{\text{3}}}\) but the explanation of ionic bonding was incomplete with only limited reference to the electrostatic attraction between the oppositely charged ions. Students continue to struggle to understand that conductivity of molten ionic compounds is due to mobile ions not electrons. Most candidates were able to deduce the oxidation number in the complex ion and give the answer using the correct notation. The nature of the ligand-chromium bond was well known and the explanation of the colour of transition metal complexes was stronger than in previous sessions with only a minority referring to the emission of light. Some teachers have commented that trans/cis-isomers of the complex ions is not specifically stated in the guide but many students were able draw two possible isomers. The representation of 3D structures could have been clearer although this was not explicitly penalized. Redox half-reactions continue to challenge many with only the stronger students being able to gain both marks and deduce the correct overall equation. Some teachers commented that the question was too demanding as students had to construct two half-equations in order to get to the overall redox equation, but the \({\text{C}}{{\text{r}}_{\text{2}}}{\text{O}}_{\text{7}}^{{\text{2}} - }{\text{/C}}{{\text{r}}^{3 + }}\) half-reaction is given in table 14 of the current data booklet. The majority of candidates identified the conversion of \({{\text{I}}^ - }\) to \({\text{I}}{{\text{O}}^{3 - }}\) as oxidation and many able to identify the increase in oxidation number. The workings of a voltaic cell was generally well understood but the definition of the term standard electrode potential was often incomplete with the reference to standard conditions of the hydrogen electrode often missing.</p>
<div class="question_part_label">a.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates were able to draw an arrow in the box diagram for the electron configuration of chromium, but few gave a complete description of the nature of metallic bonding and did not refer to the attraction between the \({\text{C}}{{\text{r}}^{3 + }}\) cations and the delocalized electrons. Candidates were more successful in explaining malleability in terms of \({\text{C}}{{\text{r}}^{3 + }}\) cations sliding over one another. Most candidates were able to use oxidation numbers in naming \({\text{C}}{{\text{r}}_{\text{2}}}{{\text{O}}_{\text{3}}}\) but the explanation of ionic bonding was incomplete with only limited reference to the electrostatic attraction between the oppositely charged ions. Students continue to struggle to understand that conductivity of molten ionic compounds is due to mobile ions not electrons. Most candidates were able to deduce the oxidation number in the complex ion and give the answer using the correct notation. The nature of the ligand-chromium bond was well known and the explanation of the colour of transition metal complexes was stronger than in previous sessions with only a minority referring to the emission of light. Some teachers have commented that trans/cis-isomers of the complex ions is not specifically stated in the guide but many students were able draw two possible isomers. The representation of 3D structures could have been clearer although this was not explicitly penalized. Redox half-reactions continue to challenge many with only the stronger students being able to gain both marks and deduce the correct overall equation. Some teachers commented that the question was too demanding as students had to construct two half-equations in order to get to the overall redox equation, but the \({\text{C}}{{\text{r}}_{\text{2}}}{\text{O}}_{\text{7}}^{{\text{2}} - }{\text{/C}}{{\text{r}}^{3 + }}\) half-reaction is given in table 14 of the current data booklet. The majority of candidates identified the conversion of \({{\text{I}}^ - }\) to \({\text{I}}{{\text{O}}^{3 - }}\) as oxidation and many able to identify the increase in oxidation number. The workings of a voltaic cell was generally well understood but the definition of the term standard electrode potential was often incomplete with the reference to standard conditions of the hydrogen electrode often missing.</p>
<div class="question_part_label">a.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates were able to draw an arrow in the box diagram for the electron configuration of chromium, but few gave a complete description of the nature of metallic bonding and did not refer to the attraction between the \({\text{C}}{{\text{r}}^{3 + }}\) cations and the delocalized electrons. Candidates were more successful in explaining malleability in terms of \({\text{C}}{{\text{r}}^{3 + }}\) cations sliding over one another. Most candidates were able to use oxidation numbers in naming \({\text{C}}{{\text{r}}_{\text{2}}}{{\text{O}}_{\text{3}}}\) but the explanation of ionic bonding was incomplete with only limited reference to the electrostatic attraction between the oppositely charged ions. Students continue to struggle to understand that conductivity of molten ionic compounds is due to mobile ions not electrons. Most candidates were able to deduce the oxidation number in the complex ion and give the answer using the correct notation. The nature of the ligand-chromium bond was well known and the explanation of the colour of transition metal complexes was stronger than in previous sessions with only a minority referring to the emission of light. Some teachers have commented that trans/cis-isomers of the complex ions is not specifically stated in the guide but many students were able draw two possible isomers. The representation of 3D structures could have been clearer although this was not explicitly penalized. Redox half-reactions continue to challenge many with only the stronger students being able to gain both marks and deduce the correct overall equation. Some teachers commented that the question was too demanding as students had to construct two half-equations in order to get to the overall redox equation, but the \({\text{C}}{{\text{r}}_{\text{2}}}{\text{O}}_{\text{7}}^{{\text{2}} - }{\text{/C}}{{\text{r}}^{3 + }}\) half-reaction is given in table 14 of the current data booklet. The majority of candidates identified the conversion of \({{\text{I}}^ - }\) to \({\text{I}}{{\text{O}}^{3 - }}\) as oxidation and many able to identify the increase in oxidation number. The workings of a voltaic cell was generally well understood but the definition of the term standard electrode potential was often incomplete with the reference to standard conditions of the hydrogen electrode often missing.</p>
<div class="question_part_label">a.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates were able to draw an arrow in the box diagram for the electron configuration of chromium, but few gave a complete description of the nature of metallic bonding and did not refer to the attraction between the \({\text{C}}{{\text{r}}^{3 + }}\) cations and the delocalized electrons. Candidates were more successful in explaining malleability in terms of \({\text{C}}{{\text{r}}^{3 + }}\) cations sliding over one another. Most candidates were able to use oxidation numbers in naming \({\text{C}}{{\text{r}}_{\text{2}}}{{\text{O}}_{\text{3}}}\) but the explanation of ionic bonding was incomplete with only limited reference to the electrostatic attraction between the oppositely charged ions. Students continue to struggle to understand that conductivity of molten ionic compounds is due to mobile ions not electrons. Most candidates were able to deduce the oxidation number in the complex ion and give the answer using the correct notation. The nature of the ligand-chromium bond was well known and the explanation of the colour of transition metal complexes was stronger than in previous sessions with only a minority referring to the emission of light. Some teachers have commented that trans/cis-isomers of the complex ions is not specifically stated in the guide but many students were able draw two possible isomers. The representation of 3D structures could have been clearer although this was not explicitly penalized. Redox half-reactions continue to challenge many with only the stronger students being able to gain both marks and deduce the correct overall equation. Some teachers commented that the question was too demanding as students had to construct two half-equations in order to get to the overall redox equation, but the \({\text{C}}{{\text{r}}_{\text{2}}}{\text{O}}_{\text{7}}^{{\text{2}} - }{\text{/C}}{{\text{r}}^{3 + }}\) half-reaction is given in table 14 of the current data booklet. The majority of candidates identified the conversion of \({{\text{I}}^ - }\) to \({\text{I}}{{\text{O}}^{3 - }}\) as oxidation and many able to identify the increase in oxidation number. The workings of a voltaic cell was generally well understood but the definition of the term standard electrode potential was often incomplete with the reference to standard conditions of the hydrogen electrode often missing.</p>
<div class="question_part_label">b.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates were able to draw an arrow in the box diagram for the electron configuration of chromium, but few gave a complete description of the nature of metallic bonding and did not refer to the attraction between the \({\text{C}}{{\text{r}}^{3 + }}\) cations and the delocalized electrons. Candidates were more successful in explaining malleability in terms of \({\text{C}}{{\text{r}}^{3 + }}\) cations sliding over one another. Most candidates were able to use oxidation numbers in naming \({\text{C}}{{\text{r}}_{\text{2}}}{{\text{O}}_{\text{3}}}\) but the explanation of ionic bonding was incomplete with only limited reference to the electrostatic attraction between the oppositely charged ions. Students continue to struggle to understand that conductivity of molten ionic compounds is due to mobile ions not electrons. Most candidates were able to deduce the oxidation number in the complex ion and give the answer using the correct notation. The nature of the ligand-chromium bond was well known and the explanation of the colour of transition metal complexes was stronger than in previous sessions with only a minority referring to the emission of light. Some teachers have commented that trans/cis-isomers of the complex ions is not specifically stated in the guide but many students were able draw two possible isomers. The representation of 3D structures could have been clearer although this was not explicitly penalized. Redox half-reactions continue to challenge many with only the stronger students being able to gain both marks and deduce the correct overall equation. Some teachers commented that the question was too demanding as students had to construct two half-equations in order to get to the overall redox equation, but the \({\text{C}}{{\text{r}}_{\text{2}}}{\text{O}}_{\text{7}}^{{\text{2}} - }{\text{/C}}{{\text{r}}^{3 + }}\) half-reaction is given in table 14 of the current data booklet. The majority of candidates identified the conversion of \({{\text{I}}^ - }\) to \({\text{I}}{{\text{O}}^{3 - }}\) as oxidation and many able to identify the increase in oxidation number. The workings of a voltaic cell was generally well understood but the definition of the term standard electrode potential was often incomplete with the reference to standard conditions of the hydrogen electrode often missing.</p>
<div class="question_part_label">b.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates were able to draw an arrow in the box diagram for the electron configuration of chromium, but few gave a complete description of the nature of metallic bonding and did not refer to the attraction between the \({\text{C}}{{\text{r}}^{3 + }}\) cations and the delocalized electrons. Candidates were more successful in explaining malleability in terms of \({\text{C}}{{\text{r}}^{3 + }}\) cations sliding over one another. Most candidates were able to use oxidation numbers in naming \({\text{C}}{{\text{r}}_{\text{2}}}{{\text{O}}_{\text{3}}}\) but the explanation of ionic bonding was incomplete with only limited reference to the electrostatic attraction between the oppositely charged ions. Students continue to struggle to understand that conductivity of molten ionic compounds is due to mobile ions not electrons. Most candidates were able to deduce the oxidation number in the complex ion and give the answer using the correct notation. The nature of the ligand-chromium bond was well known and the explanation of the colour of transition metal complexes was stronger than in previous sessions with only a minority referring to the emission of light. Some teachers have commented that trans/cis-isomers of the complex ions is not specifically stated in the guide but many students were able draw two possible isomers. The representation of 3D structures could have been clearer although this was not explicitly penalized. Redox half-reactions continue to challenge many with only the stronger students being able to gain both marks and deduce the correct overall equation. Some teachers commented that the question was too demanding as students had to construct two half-equations in order to get to the overall redox equation, but the \({\text{C}}{{\text{r}}_{\text{2}}}{\text{O}}_{\text{7}}^{{\text{2}} - }{\text{/C}}{{\text{r}}^{3 + }}\) half-reaction is given in table 14 of the current data booklet. The majority of candidates identified the conversion of \({{\text{I}}^ - }\) to \({\text{I}}{{\text{O}}^{3 - }}\) as oxidation and many able to identify the increase in oxidation number. The workings of a voltaic cell was generally well understood but the definition of the term standard electrode potential was often incomplete with the reference to standard conditions of the hydrogen electrode often missing.</p>
<div class="question_part_label">b.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates were able to draw an arrow in the box diagram for the electron configuration of chromium, but few gave a complete description of the nature of metallic bonding and did not refer to the attraction between the \({\text{C}}{{\text{r}}^{3 + }}\) cations and the delocalized electrons. Candidates were more successful in explaining malleability in terms of \({\text{C}}{{\text{r}}^{3 + }}\) cations sliding over one another. Most candidates were able to use oxidation numbers in naming \({\text{C}}{{\text{r}}_{\text{2}}}{{\text{O}}_{\text{3}}}\) but the explanation of ionic bonding was incomplete with only limited reference to the electrostatic attraction between the oppositely charged ions. Students continue to struggle to understand that conductivity of molten ionic compounds is due to mobile ions not electrons. Most candidates were able to deduce the oxidation number in the complex ion and give the answer using the correct notation. The nature of the ligand-chromium bond was well known and the explanation of the colour of transition metal complexes was stronger than in previous sessions with only a minority referring to the emission of light. Some teachers have commented that trans/cis-isomers of the complex ions is not specifically stated in the guide but many students were able draw two possible isomers. The representation of 3D structures could have been clearer although this was not explicitly penalized. Redox half-reactions continue to challenge many with only the stronger students being able to gain both marks and deduce the correct overall equation. Some teachers commented that the question was too demanding as students had to construct two half-equations in order to get to the overall redox equation, but the \({\text{C}}{{\text{r}}_{\text{2}}}{\text{O}}_{\text{7}}^{{\text{2}} - }{\text{/C}}{{\text{r}}^{3 + }}\) half-reaction is given in table 14 of the current data booklet. The majority of candidates identified the conversion of \({{\text{I}}^ - }\) to \({\text{I}}{{\text{O}}^{3 - }}\) as oxidation and many able to identify the increase in oxidation number. The workings of a voltaic cell was generally well understood but the definition of the term standard electrode potential was often incomplete with the reference to standard conditions of the hydrogen electrode often missing.</p>
<div class="question_part_label">c.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates were able to draw an arrow in the box diagram for the electron configuration of chromium, but few gave a complete description of the nature of metallic bonding and did not refer to the attraction between the \({\text{C}}{{\text{r}}^{3 + }}\) cations and the delocalized electrons. Candidates were more successful in explaining malleability in terms of \({\text{C}}{{\text{r}}^{3 + }}\) cations sliding over one another. Most candidates were able to use oxidation numbers in naming \({\text{C}}{{\text{r}}_{\text{2}}}{{\text{O}}_{\text{3}}}\) but the explanation of ionic bonding was incomplete with only limited reference to the electrostatic attraction between the oppositely charged ions. Students continue to struggle to understand that conductivity of molten ionic compounds is due to mobile ions not electrons. Most candidates were able to deduce the oxidation number in the complex ion and give the answer using the correct notation. The nature of the ligand-chromium bond was well known and the explanation of the colour of transition metal complexes was stronger than in previous sessions with only a minority referring to the emission of light. Some teachers have commented that trans/cis-isomers of the complex ions is not specifically stated in the guide but many students were able draw two possible isomers. The representation of 3D structures could have been clearer although this was not explicitly penalized. Redox half-reactions continue to challenge many with only the stronger students being able to gain both marks and deduce the correct overall equation. Some teachers commented that the question was too demanding as students had to construct two half-equations in order to get to the overall redox equation, but the \({\text{C}}{{\text{r}}_{\text{2}}}{\text{O}}_{\text{7}}^{{\text{2}} - }{\text{/C}}{{\text{r}}^{3 + }}\) half-reaction is given in table 14 of the current data booklet. The majority of candidates identified the conversion of \({{\text{I}}^ - }\) to \({\text{I}}{{\text{O}}^{3 - }}\) as oxidation and many able to identify the increase in oxidation number. The workings of a voltaic cell was generally well understood but the definition of the term standard electrode potential was often incomplete with the reference to standard conditions of the hydrogen electrode often missing.</p>
<div class="question_part_label">c.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates were able to draw an arrow in the box diagram for the electron configuration of chromium, but few gave a complete description of the nature of metallic bonding and did not refer to the attraction between the \({\text{C}}{{\text{r}}^{3 + }}\) cations and the delocalized electrons. Candidates were more successful in explaining malleability in terms of \({\text{C}}{{\text{r}}^{3 + }}\) cations sliding over one another. Most candidates were able to use oxidation numbers in naming \({\text{C}}{{\text{r}}_{\text{2}}}{{\text{O}}_{\text{3}}}\) but the explanation of ionic bonding was incomplete with only limited reference to the electrostatic attraction between the oppositely charged ions. Students continue to struggle to understand that conductivity of molten ionic compounds is due to mobile ions not electrons. Most candidates were able to deduce the oxidation number in the complex ion and give the answer using the correct notation. The nature of the ligand-chromium bond was well known and the explanation of the colour of transition metal complexes was stronger than in previous sessions with only a minority referring to the emission of light. Some teachers have commented that trans/cis-isomers of the complex ions is not specifically stated in the guide but many students were able draw two possible isomers. The representation of 3D structures could have been clearer although this was not explicitly penalized. Redox half-reactions continue to challenge many with only the stronger students being able to gain both marks and deduce the correct overall equation. Some teachers commented that the question was too demanding as students had to construct two half-equations in order to get to the overall redox equation, but the \({\text{C}}{{\text{r}}_{\text{2}}}{\text{O}}_{\text{7}}^{{\text{2}} - }{\text{/C}}{{\text{r}}^{3 + }}\) half-reaction is given in table 14 of the current data booklet. The majority of candidates identified the conversion of \({{\text{I}}^ - }\) to \({\text{I}}{{\text{O}}^{3 - }}\) as oxidation and many able to identify the increase in oxidation number. The workings of a voltaic cell was generally well understood but the definition of the term standard electrode potential was often incomplete with the reference to standard conditions of the hydrogen electrode often missing.</p>
<div class="question_part_label">c.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates were able to draw an arrow in the box diagram for the electron configuration of chromium, but few gave a complete description of the nature of metallic bonding and did not refer to the attraction between the \({\text{C}}{{\text{r}}^{3 + }}\) cations and the delocalized electrons. Candidates were more successful in explaining malleability in terms of \({\text{C}}{{\text{r}}^{3 + }}\) cations sliding over one another. Most candidates were able to use oxidation numbers in naming \({\text{C}}{{\text{r}}_{\text{2}}}{{\text{O}}_{\text{3}}}\) but the explanation of ionic bonding was incomplete with only limited reference to the electrostatic attraction between the oppositely charged ions. Students continue to struggle to understand that conductivity of molten ionic compounds is due to mobile ions not electrons. Most candidates were able to deduce the oxidation number in the complex ion and give the answer using the correct notation. The nature of the ligand-chromium bond was well known and the explanation of the colour of transition metal complexes was stronger than in previous sessions with only a minority referring to the emission of light. Some teachers have commented that trans/cis-isomers of the complex ions is not specifically stated in the guide but many students were able draw two possible isomers. The representation of 3D structures could have been clearer although this was not explicitly penalized. Redox half-reactions continue to challenge many with only the stronger students being able to gain both marks and deduce the correct overall equation. Some teachers commented that the question was too demanding as students had to construct two half-equations in order to get to the overall redox equation, but the \({\text{C}}{{\text{r}}_{\text{2}}}{\text{O}}_{\text{7}}^{{\text{2}} - }{\text{/C}}{{\text{r}}^{3 + }}\) half-reaction is given in table 14 of the current data booklet. The majority of candidates identified the conversion of \({{\text{I}}^ - }\) to \({\text{I}}{{\text{O}}^{3 - }}\) as oxidation and many able to identify the increase in oxidation number. The workings of a voltaic cell was generally well understood but the definition of the term standard electrode potential was often incomplete with the reference to standard conditions of the hydrogen electrode often missing.</p>
<div class="question_part_label">c.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates were able to draw an arrow in the box diagram for the electron configuration of chromium, but few gave a complete description of the nature of metallic bonding and did not refer to the attraction between the \({\text{C}}{{\text{r}}^{3 + }}\) cations and the delocalized electrons. Candidates were more successful in explaining malleability in terms of \({\text{C}}{{\text{r}}^{3 + }}\) cations sliding over one another. Most candidates were able to use oxidation numbers in naming \({\text{C}}{{\text{r}}_{\text{2}}}{{\text{O}}_{\text{3}}}\) but the explanation of ionic bonding was incomplete with only limited reference to the electrostatic attraction between the oppositely charged ions. Students continue to struggle to understand that conductivity of molten ionic compounds is due to mobile ions not electrons. Most candidates were able to deduce the oxidation number in the complex ion and give the answer using the correct notation. The nature of the ligand-chromium bond was well known and the explanation of the colour of transition metal complexes was stronger than in previous sessions with only a minority referring to the emission of light. Some teachers have commented that trans/cis-isomers of the complex ions is not specifically stated in the guide but many students were able draw two possible isomers. The representation of 3D structures could have been clearer although this was not explicitly penalized. Redox half-reactions continue to challenge many with only the stronger students being able to gain both marks and deduce the correct overall equation. Some teachers commented that the question was too demanding as students had to construct two half-equations in order to get to the overall redox equation, but the \({\text{C}}{{\text{r}}_{\text{2}}}{\text{O}}_{\text{7}}^{{\text{2}} - }{\text{/C}}{{\text{r}}^{3 + }}\) half-reaction is given in table 14 of the current data booklet. The majority of candidates identified the conversion of \({{\text{I}}^ - }\) to \({\text{I}}{{\text{O}}^{3 - }}\) as oxidation and many able to identify the increase in oxidation number. The workings of a voltaic cell was generally well understood but the definition of the term standard electrode potential was often incomplete with the reference to standard conditions of the hydrogen electrode often missing.</p>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates were able to draw an arrow in the box diagram for the electron configuration of chromium, but few gave a complete description of the nature of metallic bonding and did not refer to the attraction between the \({\text{C}}{{\text{r}}^{3 + }}\) cations and the delocalized electrons. Candidates were more successful in explaining malleability in terms of \({\text{C}}{{\text{r}}^{3 + }}\) cations sliding over one another. Most candidates were able to use oxidation numbers in naming \({\text{C}}{{\text{r}}_{\text{2}}}{{\text{O}}_{\text{3}}}\) but the explanation of ionic bonding was incomplete with only limited reference to the electrostatic attraction between the oppositely charged ions. Students continue to struggle to understand that conductivity of molten ionic compounds is due to mobile ions not electrons. Most candidates were able to deduce the oxidation number in the complex ion and give the answer using the correct notation. The nature of the ligand-chromium bond was well known and the explanation of the colour of transition metal complexes was stronger than in previous sessions with only a minority referring to the emission of light. Some teachers have commented that trans/cis-isomers of the complex ions is not specifically stated in the guide but many students were able draw two possible isomers. The representation of 3D structures could have been clearer although this was not explicitly penalized. Redox half-reactions continue to challenge many with only the stronger students being able to gain both marks and deduce the correct overall equation. Some teachers commented that the question was too demanding as students had to construct two half-equations in order to get to the overall redox equation, but the \({\text{C}}{{\text{r}}_{\text{2}}}{\text{O}}_{\text{7}}^{{\text{2}} - }{\text{/C}}{{\text{r}}^{3 + }}\) half-reaction is given in table 14 of the current data booklet. The majority of candidates identified the conversion of \({{\text{I}}^ - }\) to \({\text{I}}{{\text{O}}^{3 - }}\) as oxidation and many able to identify the increase in oxidation number. The workings of a voltaic cell was generally well understood but the definition of the term standard electrode potential was often incomplete with the reference to standard conditions of the hydrogen electrode often missing.</p>
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates were able to draw an arrow in the box diagram for the electron configuration of chromium, but few gave a complete description of the nature of metallic bonding and did not refer to the attraction between the \({\text{C}}{{\text{r}}^{3 + }}\) cations and the delocalized electrons. Candidates were more successful in explaining malleability in terms of \({\text{C}}{{\text{r}}^{3 + }}\) cations sliding over one another. Most candidates were able to use oxidation numbers in naming \({\text{C}}{{\text{r}}_{\text{2}}}{{\text{O}}_{\text{3}}}\) but the explanation of ionic bonding was incomplete with only limited reference to the electrostatic attraction between the oppositely charged ions. Students continue to struggle to understand that conductivity of molten ionic compounds is due to mobile ions not electrons. Most candidates were able to deduce the oxidation number in the complex ion and give the answer using the correct notation. The nature of the ligand-chromium bond was well known and the explanation of the colour of transition metal complexes was stronger than in previous sessions with only a minority referring to the emission of light. Some teachers have commented that trans/cis-isomers of the complex ions is not specifically stated in the guide but many students were able draw two possible isomers. The representation of 3D structures could have been clearer although this was not explicitly penalized. Redox half-reactions continue to challenge many with only the stronger students being able to gain both marks and deduce the correct overall equation. Some teachers commented that the question was too demanding as students had to construct two half-equations in order to get to the overall redox equation, but the \({\text{C}}{{\text{r}}_{\text{2}}}{\text{O}}_{\text{7}}^{{\text{2}} - }{\text{/C}}{{\text{r}}^{3 + }}\) half-reaction is given in table 14 of the current data booklet. The majority of candidates identified the conversion of \({{\text{I}}^ - }\) to \({\text{I}}{{\text{O}}^{3 - }}\) as oxidation and many able to identify the increase in oxidation number. The workings of a voltaic cell was generally well understood but the definition of the term standard electrode potential was often incomplete with the reference to standard conditions of the hydrogen electrode often missing.</p>
<div class="question_part_label">e.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates were able to draw an arrow in the box diagram for the electron configuration of chromium, but few gave a complete description of the nature of metallic bonding and did not refer to the attraction between the \({\text{C}}{{\text{r}}^{3 + }}\) cations and the delocalized electrons. Candidates were more successful in explaining malleability in terms of \({\text{C}}{{\text{r}}^{3 + }}\) cations sliding over one another. Most candidates were able to use oxidation numbers in naming \({\text{C}}{{\text{r}}_{\text{2}}}{{\text{O}}_{\text{3}}}\) but the explanation of ionic bonding was incomplete with only limited reference to the electrostatic attraction between the oppositely charged ions. Students continue to struggle to understand that conductivity of molten ionic compounds is due to mobile ions not electrons. Most candidates were able to deduce the oxidation number in the complex ion and give the answer using the correct notation. The nature of the ligand-chromium bond was well known and the explanation of the colour of transition metal complexes was stronger than in previous sessions with only a minority referring to the emission of light. Some teachers have commented that trans/cis-isomers of the complex ions is not specifically stated in the guide but many students were able draw two possible isomers. The representation of 3D structures could have been clearer although this was not explicitly penalized. Redox half-reactions continue to challenge many with only the stronger students being able to gain both marks and deduce the correct overall equation. Some teachers commented that the question was too demanding as students had to construct two half-equations in order to get to the overall redox equation, but the \({\text{C}}{{\text{r}}_{\text{2}}}{\text{O}}_{\text{7}}^{{\text{2}} - }{\text{/C}}{{\text{r}}^{3 + }}\) half-reaction is given in table 14 of the current data booklet. The majority of candidates identified the conversion of \({{\text{I}}^ - }\) to \({\text{I}}{{\text{O}}^{3 - }}\) as oxidation and many able to identify the increase in oxidation number. The workings of a voltaic cell was generally well understood but the definition of the term standard electrode potential was often incomplete with the reference to standard conditions of the hydrogen electrode often missing.</p>
<div class="question_part_label">e.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates were able to draw an arrow in the box diagram for the electron configuration of chromium, but few gave a complete description of the nature of metallic bonding and did not refer to the attraction between the \({\text{C}}{{\text{r}}^{3 + }}\) cations and the delocalized electrons. Candidates were more successful in explaining malleability in terms of \({\text{C}}{{\text{r}}^{3 + }}\) cations sliding over one another. Most candidates were able to use oxidation numbers in naming \({\text{C}}{{\text{r}}_{\text{2}}}{{\text{O}}_{\text{3}}}\) but the explanation of ionic bonding was incomplete with only limited reference to the electrostatic attraction between the oppositely charged ions. Students continue to struggle to understand that conductivity of molten ionic compounds is due to mobile ions not electrons. Most candidates were able to deduce the oxidation number in the complex ion and give the answer using the correct notation. The nature of the ligand-chromium bond was well known and the explanation of the colour of transition metal complexes was stronger than in previous sessions with only a minority referring to the emission of light. Some teachers have commented that trans/cis-isomers of the complex ions is not specifically stated in the guide but many students were able draw two possible isomers. The representation of 3D structures could have been clearer although this was not explicitly penalized. Redox half-reactions continue to challenge many with only the stronger students being able to gain both marks and deduce the correct overall equation. Some teachers commented that the question was too demanding as students had to construct two half-equations in order to get to the overall redox equation, but the \({\text{C}}{{\text{r}}_{\text{2}}}{\text{O}}_{\text{7}}^{{\text{2}} - }{\text{/C}}{{\text{r}}^{3 + }}\) half-reaction is given in table 14 of the current data booklet. The majority of candidates identified the conversion of \({{\text{I}}^ - }\) to \({\text{I}}{{\text{O}}^{3 - }}\) as oxidation and many able to identify the increase in oxidation number. The workings of a voltaic cell was generally well understood but the definition of the term standard electrode potential was often incomplete with the reference to standard conditions of the hydrogen electrode often missing.</p>
<div class="question_part_label">e.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates were able to draw an arrow in the box diagram for the electron configuration of chromium, but few gave a complete description of the nature of metallic bonding and did not refer to the attraction between the \({\text{C}}{{\text{r}}^{3 + }}\) cations and the delocalized electrons. Candidates were more successful in explaining malleability in terms of \({\text{C}}{{\text{r}}^{3 + }}\) cations sliding over one another. Most candidates were able to use oxidation numbers in naming \({\text{C}}{{\text{r}}_{\text{2}}}{{\text{O}}_{\text{3}}}\) but the explanation of ionic bonding was incomplete with only limited reference to the electrostatic attraction between the oppositely charged ions. Students continue to struggle to understand that conductivity of molten ionic compounds is due to mobile ions not electrons. Most candidates were able to deduce the oxidation number in the complex ion and give the answer using the correct notation. The nature of the ligand-chromium bond was well known and the explanation of the colour of transition metal complexes was stronger than in previous sessions with only a minority referring to the emission of light. Some teachers have commented that trans/cis-isomers of the complex ions is not specifically stated in the guide but many students were able draw two possible isomers. The representation of 3D structures could have been clearer although this was not explicitly penalized. Redox half-reactions continue to challenge many with only the stronger students being able to gain both marks and deduce the correct overall equation. Some teachers commented that the question was too demanding as students had to construct two half-equations in order to get to the overall redox equation, but the \({\text{C}}{{\text{r}}_{\text{2}}}{\text{O}}_{\text{7}}^{{\text{2}} - }{\text{/C}}{{\text{r}}^{3 + }}\) half-reaction is given in table 14 of the current data booklet. The majority of candidates identified the conversion of \({{\text{I}}^ - }\) to \({\text{I}}{{\text{O}}^{3 - }}\) as oxidation and many able to identify the increase in oxidation number. The workings of a voltaic cell was generally well understood but the definition of the term standard electrode potential was often incomplete with the reference to standard conditions of the hydrogen electrode often missing.</p>
<div class="question_part_label">e.iv.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates were able to draw an arrow in the box diagram for the electron configuration of chromium, but few gave a complete description of the nature of metallic bonding and did not refer to the attraction between the \({\text{C}}{{\text{r}}^{3 + }}\) cations and the delocalized electrons. Candidates were more successful in explaining malleability in terms of \({\text{C}}{{\text{r}}^{3 + }}\) cations sliding over one another. Most candidates were able to use oxidation numbers in naming \({\text{C}}{{\text{r}}_{\text{2}}}{{\text{O}}_{\text{3}}}\) but the explanation of ionic bonding was incomplete with only limited reference to the electrostatic attraction between the oppositely charged ions. Students continue to struggle to understand that conductivity of molten ionic compounds is due to mobile ions not electrons. Most candidates were able to deduce the oxidation number in the complex ion and give the answer using the correct notation. The nature of the ligand-chromium bond was well known and the explanation of the colour of transition metal complexes was stronger than in previous sessions with only a minority referring to the emission of light. Some teachers have commented that trans/cis-isomers of the complex ions is not specifically stated in the guide but many students were able draw two possible isomers. The representation of 3D structures could have been clearer although this was not explicitly penalized. Redox half-reactions continue to challenge many with only the stronger students being able to gain both marks and deduce the correct overall equation. Some teachers commented that the question was too demanding as students had to construct two half-equations in order to get to the overall redox equation, but the \({\text{C}}{{\text{r}}_{\text{2}}}{\text{O}}_{\text{7}}^{{\text{2}} - }{\text{/C}}{{\text{r}}^{3 + }}\) half-reaction is given in table 14 of the current data booklet. The majority of candidates identified the conversion of \({{\text{I}}^ - }\) to \({\text{I}}{{\text{O}}^{3 - }}\) as oxidation and many able to identify the increase in oxidation number. The workings of a voltaic cell was generally well understood but the definition of the term standard electrode potential was often incomplete with the reference to standard conditions of the hydrogen electrode often missing.</p>
<div class="question_part_label">e.v.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p class="p1">Most candidates were able to draw an arrow in the box diagram for the electron configuration of chromium, but few gave a complete description of the nature of metallic bonding and did not refer to the attraction between the \({\text{C}}{{\text{r}}^{3 + }}\) cations and the delocalized electrons. Candidates were more successful in explaining malleability in terms of \({\text{C}}{{\text{r}}^{3 + }}\) cations sliding over one another. Most candidates were able to use oxidation numbers in naming \({\text{C}}{{\text{r}}_{\text{2}}}{{\text{O}}_{\text{3}}}\) but the explanation of ionic bonding was incomplete with only limited reference to the electrostatic attraction between the oppositely charged ions. Students continue to struggle to understand that conductivity of molten ionic compounds is due to mobile ions not electrons. Most candidates were able to deduce the oxidation number in the complex ion and give the answer using the correct notation. The nature of the ligand-chromium bond was well known and the explanation of the colour of transition metal complexes was stronger than in previous sessions with only a minority referring to the emission of light. Some teachers have commented that trans/cis-isomers of the complex ions is not specifically stated in the guide but many students were able draw two possible isomers. The representation of 3D structures could have been clearer although this was not explicitly penalized. Redox half-reactions continue to challenge many with only the stronger students being able to gain both marks and deduce the correct overall equation. Some teachers commented that the question was too demanding as students had to construct two half-equations in order to get to the overall redox equation, but the \({\text{C}}{{\text{r}}_{\text{2}}}{\text{O}}_{\text{7}}^{{\text{2}} - }{\text{/C}}{{\text{r}}^{3 + }}\) half-reaction is given in table 14 of the current data booklet. The majority of candidates identified the conversion of \({{\text{I}}^ - }\) to \({\text{I}}{{\text{O}}^{3 - }}\) as oxidation and many able to identify the increase in oxidation number. The workings of a voltaic cell was generally well understood but the definition of the term standard electrode potential was often incomplete with the reference to standard conditions of the hydrogen electrode often missing.</p>
<div class="question_part_label">e.vi.</div>
</div>
<br><hr><br><div class="specification">
<p>Calcium carbide, CaC<sub>2</sub>, is an ionic solid.</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Describe the nature of ionic bonding.</p>
<div class="marks">[1]</div>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Describe how the relative atomic mass of a sample of calcium could be determined from its mass spectrum.</p>
<div class="marks">[2]</div>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>When calcium compounds are introduced into a gas flame a red colour is seen; sodium compounds give a yellow flame. Outline the source of the colours and why they are different.</p>
<div class="marks">[2]</div>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Suggest <strong>two </strong>reasons why solid calcium has a greater density than solid potassium.</p>
<div class="marks">[2]</div>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Outline why solid calcium is a good conductor of electricity.</p>
<div class="marks">[1]</div>
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Sketch a graph of the first six ionization energies of calcium.</p>
<p><img 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"></p>
<div class="marks">[2]</div>
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Calcium carbide reacts with water to form ethyne and calcium hydroxide.</p>
<p style="text-align: center;">CaC<sub>2</sub>(s) + H<sub>2</sub>O(l) → C<sub>2</sub>H<sub>2</sub>(g) + Ca(OH)<sub>2</sub>(aq)</p>
<p>Estimate the pH of the resultant solution.</p>
<div class="marks">[1]</div>
<div class="question_part_label">f.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Describe how sigma (σ) and pi (\(\pi \)) bonds are formed.</p>
<p><img src="data:image/png;base64,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"></p>
<p> </p>
<div class="marks">[2]</div>
<div class="question_part_label">g.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Deduce the number of σ and \(\pi \) bonds in a molecule of ethyne.</p>
<p><img src="data:image/png;base64,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"></p>
<p> </p>
<div class="marks">[1]</div>
<div class="question_part_label">g.ii.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p>electrostatic attraction <strong><em>AND </em></strong>oppositely charged ions</p>
<p><em><strong>[1 mark]</strong></em></p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>multiply relative intensity by <strong>«</strong><em>m</em>/<em>z</em><strong>» </strong>value of isotope</p>
<p><strong><em>OR</em></strong></p>
<p>find the frequency of each isotope</p>
<p> </p>
<p>sum of the values of products/multiplication <strong>«</strong>from each isotope<strong>»</strong></p>
<p><strong><em>OR</em></strong></p>
<p>find/calculate the weighted average</p>
<p> </p>
<p><em>Award </em><strong><em>[1 max] </em></strong><em>for stating “m/z values of </em><em>isotopes </em><strong><em>AND </em></strong><em>relative </em><em>abundance/intensity” but not stating </em><em>these need to be multiplied.</em></p>
<p><strong><em>[2 marks]</em></strong></p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><strong>«</strong>promoted<strong>»</strong> electrons fall back to lower energy level</p>
<p>energy difference between levels is different</p>
<p> </p>
<p><em>Accept “Na and Ca have different </em><em>nuclear charge” for M2.</em></p>
<p><strong><em>[2 marks]</em></strong></p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><em>Any two of:</em></p>
<p>stronger metallic bonding</p>
<p>smaller ionic/atomic radius</p>
<p> </p>
<p>two electrons per atom are delocalized</p>
<p><strong><em>OR</em></strong></p>
<p>greater ionic charge</p>
<p> </p>
<p>greater atomic mass</p>
<p> </p>
<p><em>Do </em><strong><em>not </em></strong><em>accept just “heavier” or “more </em><em>massive” without reference to atomic </em><em>mass.</em></p>
<p><strong><em>[2 marks]</em></strong></p>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>delocalized/mobile electrons <strong>«</strong>free to move<strong>»</strong></p>
<p> </p>
<p> </p>
<p><strong><em>[1 mark]</em></strong></p>
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><img src="images/Schermafbeelding_2018-08-07_om_13.26.19.png" alt="M18/4/CHEMI/HP2/ENG/TZ1/02.e/M"></p>
<p>general increase</p>
<p>only one discontinuity between “IE2” and “IE3”</p>
<p><em><strong>[2 marks]</strong></em></p>
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>pH > 7</p>
<p> </p>
<p><em>Accept any specific pH value or range </em><em>of values above 7 and below 14.</em></p>
<p><strong><em>[1 mark]</em></strong></p>
<div class="question_part_label">f.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><em>sigma (σ</em><em>)</em><em>:</em></p>
<p>overlap <strong>«</strong>of atomic orbitals<strong>» </strong>along the axial/internuclear axis</p>
<p><strong><em>OR</em></strong></p>
<p>head-on/end-to-end overlap <strong>«</strong>of atomic orbitals<strong>»</strong></p>
<p> </p>
<p><em>pi (\(\pi \))</em><em>:</em></p>
<p>overlap <strong>«</strong>of p-orbitals<strong>» </strong>above and below the internuclear axis</p>
<p><strong><em>OR</em></strong></p>
<p>sideways overlap <strong>«</strong>of p-orbitals<strong>»</strong></p>
<p> </p>
<p><em>Award marks for suitable diagrams.</em></p>
<p> </p>
<p><strong><em>[2 marks]</em></strong></p>
<div class="question_part_label">g.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><em>sigma (σ</em><em>)</em><em>:</em> 3</p>
<p><strong><em>AND</em></strong></p>
<p><em>pi (</em>\(\pi \)<em>)</em><em>:</em> 2</p>
<p><strong><em>[1 mark]</em></strong></p>
<div class="question_part_label">g.ii.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">e.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">f.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">g.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">g.ii.</div>
</div>
<br><hr><br><div class="specification">
<p>Urea, (H<sub>2</sub>N)<sub>2</sub>CO, is excreted by mammals and can be used as a fertilizer.</p>
</div>
<div class="specification">
<p>Urea can also be made by the direct combination of ammonia and carbon dioxide gases.</p>
<p style="text-align: center;">2NH<sub>3</sub>(g) + CO<sub>2</sub>(g) \( \rightleftharpoons \) (H<sub>2</sub>N)<sub>2</sub>CO(g) + H<sub>2</sub>O(g) <span class="Apple-converted-space"> </span>Δ<em>H </em>< 0</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Calculate the percentage by mass of nitrogen in urea to two decimal places using section 6 of the data booklet.</p>
<div class="marks">[2]</div>
<div class="question_part_label">a.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Suggest how the percentage of nitrogen affects the cost of transport of fertilizers giving a reason.</p>
<div class="marks">[1]</div>
<div class="question_part_label">a.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>The structural formula of urea is shown.</p>
<p><img style="margin-right:auto;margin-left:auto;display: block;" src="images/Schermafbeelding_2018-08-07_om_11.43.42.png" alt="M18/4/CHEMI/HP2/ENG/TZ1/01.b_01"></p>
<p>Predict the electron domain and molecular geometries at the nitrogen and carbon atoms, applying the VSEPR theory.</p>
<p><img src="images/Schermafbeelding_2018-08-07_om_11.45.16.png" alt="M18/4/CHEMI/HP2/ENG/TZ1/01.b_02"></p>
<p> </p>
<div class="marks">[3]</div>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Urea can be made by reacting potassium cyanate, KNCO, with ammonium chloride, NH<sub>4</sub>Cl.</p>
<p style="text-align: center;">KNCO(aq) + NH<sub>4</sub>Cl(aq) → (H<sub>2</sub>N)<sub>2</sub>CO(aq) + KCl(aq)</p>
<p>Determine the maximum mass of urea that could be formed from 50.0 cm<sup>3</sup> of 0.100 mol dm<sup>−3</sup> potassium cyanate solution.</p>
<div class="marks">[2]</div>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>State the equilibrium constant expression, <em>K</em><sub>c</sub>.</p>
<div class="marks">[1]</div>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Predict, with a reason, the effect on the equilibrium constant, <em>K</em><sub>c</sub>, when the temperature is increased.</p>
<div class="marks">[1]</div>
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Determine an approximate order of magnitude for <em>K</em><sub>c</sub>, using sections 1 and 2 of the data booklet. Assume Δ<em>G</em><sup>Θ</sup> for the forward reaction is approximately +50 kJ at 298 K.</p>
<div class="marks">[2]</div>
<div class="question_part_label">d.iii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Suggest one reason why urea is a solid and ammonia a gas at room temperature.</p>
<div class="marks">[1]</div>
<div class="question_part_label">e.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Sketch two different hydrogen bonding interactions between ammonia and water.</p>
<div class="marks">[2]</div>
<div class="question_part_label">e.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>The combustion of urea produces water, carbon dioxide and nitrogen.</p>
<p>Formulate a balanced equation for the reaction.</p>
<div class="marks">[2]</div>
<div class="question_part_label">f.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Calculate the maximum volume of CO<sub>2</sub>, in cm<sup>3</sup>, produced at STP by the combustion of 0.600 g of urea, using sections 2 and 6 of the data booklet.</p>
<div class="marks">[1]</div>
<div class="question_part_label">g.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Describe the bond formation when urea acts as a ligand in a transition metal complex ion.</p>
<div class="marks">[2]</div>
<div class="question_part_label">h.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>The C–N bonds in urea are shorter than might be expected for a single C–N bond. Suggest, in terms of electrons, how this could occur.</p>
<div class="marks">[1]</div>
<div class="question_part_label">i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>The mass spectrum of urea is shown below.</p>
<p><img style="margin-right:auto;margin-left:auto;display: block;" src="images/Schermafbeelding_2018-08-07_om_13.00.41.png" alt="M18/4/CHEMI/HP2/ENG/TZ1/01.j_01"></p>
<p>Identify the species responsible for the peaks at <em>m</em>/<em>z </em>= 60 and 44.</p>
<p><img src="data:image/png;base64,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"></p>
<div class="marks">[2]</div>
<div class="question_part_label">j.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>The IR spectrum of urea is shown below.</p>
<p><img style="margin-right:auto;margin-left:auto;display: block;" src="images/Schermafbeelding_2018-08-07_om_13.07.17.png" alt="M18/4/CHEMI/HP2/ENG/TZ1/01.k_01"></p>
<p>Identify the bonds causing the absorptions at 3450 cm<sup>−1</sup> and 1700 cm<sup>−1</sup> using section 26 of the data booklet.</p>
<p><img src="data:image/png;base64,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"></p>
<div class="marks">[2]</div>
<div class="question_part_label">k.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Predict the number of signals in the <sup>1</sup>H NMR spectrum of urea.</p>
<div class="marks">[1]</div>
<div class="question_part_label">l.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Predict the splitting pattern of the <sup>1</sup>H NMR spectrum of urea.</p>
<div class="marks">[1]</div>
<div class="question_part_label">l.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Outline why TMS (tetramethylsilane) may be added to the sample to carry out <sup>1</sup>H NMR spectroscopy and why it is particularly suited to this role.</p>
<div class="marks">[2]</div>
<div class="question_part_label">l.iii.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p>molar mass of urea <strong>«</strong>4 \( \times \) 1.01 + 2 \( \times \) 14.01 + 12.01 +<span class="Apple-converted-space"> </span>16.00<strong>» </strong>= 60.07 <strong>«</strong>g mol<sup><sub>-1</sub></sup><strong>»</strong></p>
<p><strong>«</strong>% nitrogen = \(\frac{{{\text{2}} \times {\text{14.01}}}}{{{\text{60.07}}}}\) \( \times \) 100 =<strong>» </strong>46.65 <strong>«</strong>%<strong>»</strong></p>
<p> </p>
<p><em>Award </em><strong><em>[2] </em></strong><em>for correct final answer.</em></p>
<p><em>Award </em><strong><em>[1 max] </em></strong><em>for final answer not to </em><em>two decimal places.</em></p>
<p><em><strong>[2 marks]</strong></em></p>
<div class="question_part_label">a.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><strong>«</strong>cost<strong>»</strong> increases <strong><em>AND </em></strong>lower N%<strong> «</strong>means higher cost of transportation per unit of nitrogen<strong>»</strong></p>
<p><strong><em>OR</em></strong></p>
<p><strong>«</strong>cost<strong>»</strong> increases <strong><em>AND </em></strong>inefficient/too much/about half mass not nitrogen</p>
<p> </p>
<p><em>Accept other reasonable explanations.</em></p>
<p><em>Do </em><strong><em>not </em></strong><em>accept answers referring to </em><em>safety/explosions.</em></p>
<p><em><strong>[1 mark]</strong></em></p>
<div class="question_part_label">a.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><img src="images/Schermafbeelding_2018-08-07_om_11.46.41.png" alt="M18/4/CHEMI/HP2/ENG/TZ1/01.b/M"></p>
<p> </p>
<p><em>Note: Urea’s structure is more complex </em><em>than that predicted from VSEPR theory.</em></p>
<p><em><strong>[3 marks]</strong></em></p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><em>n</em>(KNCO) <strong>«=</strong> 0.0500 dm<sup>3</sup> \( \times \) 0.100 mol dm<sup>–3</sup><strong>» =</strong> 5.00 \( \times \) 10<sup>–3</sup> <strong>«</strong>mol<strong>»</strong></p>
<p><strong>«</strong>mass of urea = 5.00 \( \times \) 10<sup>–3</sup> mol \( \times \) 60.07 g mol<sup>–1</sup><strong>» =</strong> 0.300 <strong>«</strong>g<strong>»</strong></p>
<p> </p>
<p><em>Award </em><strong><em>[2] </em></strong><em>for correct final answer.</em></p>
<p><strong><em>[2 marks]</em></strong></p>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>\({K_{\text{c}}} = \frac{{[{{({{\text{H}}_2}{\text{N}})}_2}{\text{CO}}] \times [{{\text{H}}_2}{\text{O}}]}}{{{{[{\text{N}}{{\text{H}}_3}]}^2} \times [{\text{C}}{{\text{O}}_2}]}}\)</p>
<p><em><strong>[1 mark]</strong></em></p>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><strong>«</strong><em>K</em><sub>c</sub><strong>»</strong> decreases <strong><em>AND </em></strong>reaction is exothermic</p>
<p><strong><em>OR</em></strong></p>
<p><strong>«</strong><em>K</em><sub>c</sub><strong>»</strong> decreases <strong><em>AND</em></strong> Δ<em>H </em>is negative</p>
<p><strong><em>OR</em></strong></p>
<p><strong>«</strong><em>K</em><sub>c</sub><strong>»</strong> decreases <strong><em>AND </em></strong>reverse/endothermic reaction is favoured</p>
<p> </p>
<p><strong><em>[1 mark]</em></strong></p>
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>ln <em>K </em><strong>« = </strong>\(\frac{{ - \Delta {G^\Theta }}}{{RT}} = \frac{{ - 50 \times {{10}^3}{\text{ J}}}}{{8.31{\text{ J }}{{\text{K}}^{ - 1}}{\text{ mo}}{{\text{l}}^{ - 1}} \times 298{\text{ K}}}}\) <strong>»</strong> = –20</p>
<p> </p>
<p><strong>«</strong><em>K</em><sub>c</sub> =<strong>»</strong> 2 \( \times \) 10<sup>–9</sup></p>
<p><strong><em>OR</em></strong></p>
<p>1.69 \( \times \) 10<sup>–9</sup></p>
<p><strong><em>OR</em></strong></p>
<p>10<sup>–9</sup></p>
<p> </p>
<p><em>Accept range of 20-20.2 for M1.</em></p>
<p><em>Award </em><strong><em>[2] </em></strong><em>for correct final answer.</em></p>
<p><strong><em>[2 marks]</em></strong></p>
<div class="question_part_label">d.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><em>Any one of:</em></p>
<p>urea has greater molar mass</p>
<p>urea has greater electron density/greater London/dispersion</p>
<p>urea has more hydrogen bonding</p>
<p>urea is more polar/has greater dipole moment</p>
<p> </p>
<p><em>Accept “urea has larger size/greater </em><em>van der Waals forces”.</em></p>
<p><em>Do </em><strong><em>not </em></strong><em>accept “urea has greater </em><em>intermolecular forces/IMF”.</em></p>
<p> </p>
<p><strong><em>[1 mark]</em></strong></p>
<div class="question_part_label">e.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><img src="images/Schermafbeelding_2018-08-07_om_12.44.01.png" alt="M18/4/CHEMI/HP2/ENG/TZ1/01.e.ii/M"></p>
<p><em>Award </em><strong><em>[1] </em></strong><em>for each correct interaction.</em></p>
<p> </p>
<p><em>If lone pairs are shown on N or O, then </em><em>the lone pair on N or one of the lone </em><em>pairs on O </em><strong><em>MUST </em></strong><em>be involved in the </em><em>H-bond.</em></p>
<p><em>Penalize solid line to represent </em><em>H-bonding only once.</em></p>
<p><strong><em>[2 marks]</em></strong></p>
<div class="question_part_label">e.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>2(H<sub>2</sub>N)<sub>2</sub>CO(s) + 3O<sub>2</sub>(g) → 4H<sub>2</sub>O(l) + 2CO<sub>2</sub>(g) + 2N<sub>2</sub>(g)</p>
<p>correct coefficients on LHS</p>
<p>correct coefficients on RHS</p>
<p> </p>
<p><em>Accept (H</em><sub><em>2</em></sub><em>N)</em><sub><em>2</em></sub><em>CO(s) +</em> \(\frac{3}{2}\)<em>O</em><sub><em>2</em></sub><em>(g) → </em><em>2H</em><sub><em>2</em></sub><em>O(l) +</em> <em>CO</em><sub><em>2</em></sub><em>(g) +</em> <em>N</em><sub><em>2</em></sub><em>(g).</em></p>
<p><em>Accept any correct ratio.</em></p>
<p><strong><em>[2 marks]</em></strong></p>
<div class="question_part_label">f.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><strong>«</strong>V = \(\frac{{{\text{0.600 g}}}}{{{\text{60.07 g mo}}{{\text{l}}^{ - 1}}}}\) \( \times \) 22700 cm<sup>3</sup> mol<sup>–1</sup> =<strong>» </strong>227 <strong>«</strong>cm<sup>3</sup><strong>»</strong></p>
<p><strong><em>[1 mark]</em></strong></p>
<div class="question_part_label">g.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>lone/non-bonding electron pairs <strong>«</strong>on nitrogen/oxygen/ligand<strong>» </strong>given to/shared with metal ion</p>
<p>co-ordinate/dative/covalent bonds</p>
<p><em><strong>[2 marks]</strong></em></p>
<div class="question_part_label">h.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>lone pairs on nitrogen atoms can be donated to/shared with C–N bond</p>
<p><strong><em>OR</em></strong></p>
<p>C–N bond partial double bond character</p>
<p><strong><em>OR</em></strong></p>
<p>delocalization <strong>«</strong>of electrons occurs across molecule<strong>»</strong></p>
<p><strong><em>OR</em></strong></p>
<p>slight positive charge on C due to C=O polarity reduces C–N bond length</p>
<p><em><strong>[1 mark]</strong></em></p>
<div class="question_part_label">i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><em>60</em>: CON<sub>2</sub>H<sub>4</sub><sup>+</sup></p>
<p><em>44</em>: CONH<sub>2</sub><sup>+</sup></p>
<p> </p>
<p><em>Accept “molecular ion”.</em></p>
<p> </p>
<p> </p>
<p><em><strong>[2 marks]</strong><br></em></p>
<div class="question_part_label">j.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><em>3450 cm</em><sup><em>–</em><em>1</em></sup><em>:</em> N–H</p>
<p><em>1700 cm</em><sup><em>–</em><em>1</em></sup><em>:</em> C=O</p>
<p> </p>
<p><em>Do </em><strong><em>not </em></strong><em>accept “O</em><em>–</em><em>H” for 3450 cm</em><sup><em>–1</em></sup><em>.</em></p>
<p><strong><em>[2 marks]</em></strong></p>
<div class="question_part_label">k.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>1</p>
<p><strong><em>[2 marks]</em></strong></p>
<div class="question_part_label">l.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>singlet</p>
<p> </p>
<p><em>Accept “no splitting”.</em></p>
<p><strong><em>[1 mark]</em></strong></p>
<div class="question_part_label">l.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>acts as internal standard</p>
<p><strong><em>OR</em></strong></p>
<p>acts as reference point</p>
<p> </p>
<p>one strong signal</p>
<p><strong><em>OR</em></strong></p>
<p>12 H atoms in same environment</p>
<p><strong><em>OR</em></strong></p>
<p>signal is well away from other absorptions</p>
<p> </p>
<p><em>Accept “inert” or “readily removed” or </em><em>“non-toxic” for M1.</em></p>
<p><strong><em>[2 marks]</em></strong></p>
<div class="question_part_label">l.iii.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">a.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">a.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">d.iii.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">e.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">e.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">f.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">g.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">h.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">i.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">j.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">k.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">l.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">l.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">l.iii.</div>
</div>
<br><hr><br><div class="specification">
<p>Trends in physical and chemical properties are useful to chemists.</p>
</div>
<div class="specification">
<p>Cobalt forms the transition metal complex [Co(NH<sub>3</sub>)<sub>4</sub> (H<sub>2</sub>O)Cl]Br.</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Explain why the melting points of the group 1 metals (Li → Cs) decrease down the group whereas the melting points of the group 17 elements (F → I) increase down the group.</p>
<p><img src="data:image/png;base64,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"></p>
<div class="marks">[3]</div>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>State the shape of the complex ion.</p>
<div class="marks">[1]</div>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Deduce the charge on the complex ion and the oxidation state of cobalt.</p>
<p><img 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"></p>
<div class="marks">[2]</div>
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Describe, in terms of acid-base theories, the type of reaction that takes place between the cobalt ion and water to form the complex ion.</p>
<div class="marks">[2]</div>
<div class="question_part_label">e.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p><em>Any three of:</em></p>
<p><em>Group 1:</em><br>atomic/ionic radius increases</p>
<p>smaller charge density</p>
<p><em><strong>OR</strong></em></p>
<p>force of attraction between metal ions and delocalised electrons decreases</p>
<p><em>Do not accept discussion of attraction between valence electrons and nucleus for M2.</em></p>
<p><em>Accept “weaker metallic bonds” for M2.</em></p>
<p><em>Group 17:</em><br>number of electrons/surface area/molar mass increase</p>
<p>London/dispersion/van der Waals’/vdw forces increase</p>
<p><em>Accept “atomic mass” for “molar mass”.</em></p>
<p><strong><em>[Max 3 Marks]</em></strong></p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>«distorted» octahedral</p>
<p><em>Accept “square bipyramid”.</em></p>
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p><em>Charge on complex ion:</em> 1+/+<br><em>Oxidation state of cobalt:</em> +2</p>
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>Lewis «acid-base reaction»</p>
<p>H2O: electron/e<sup>–</sup> pair donor</p>
<p><em><strong>OR</strong></em></p>
<p>Co<sup>2+</sup>: electron/e<sup>–</sup> pair acceptor</p>
<div class="question_part_label">e.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">d.i.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">d.ii.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">e.</div>
</div>
<br><hr><br><div class="specification">
<p>Phosphine (IUPAC name phosphane) is a hydride of phosphorus, with the formula PH<sub>3</sub>.</p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>(i) Draw a Lewis (electron dot) structure of phosphine.</p>
<p>(ii) State the hybridization of the phosphorus atom in phosphine.</p>
<p>(iii) Deduce, giving your reason, whether phosphine would act as a Lewis acid, a Lewis base, or neither.</p>
<p>(iv) Outline whether you expect the bonds in phosphine to be polar or non-polar, giving a brief reason.</p>
<p>(v) Phosphine has a much greater molar mass than ammonia. Explain why phosphine has a significantly lower boiling point than ammonia.</p>
<p>(vi) Ammonia acts as a weak Brønsted–Lowry base when dissolved in water.</p>
<p style="text-align: center;"><img 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" alt></p>
<p style="text-align: left;">Outline what is meant by the terms “weak” and “Brønsted–Lowry base”.</p>
<p style="text-align: left;">Weak:</p>
<p style="text-align: left;">Brønsted–Lowry base:</p>
<div class="marks">[8]</div>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Phosphine is usually prepared by heating white phosphorus, one of the allotropes of phosphorus, with concentrated aqueous sodium hydroxide. The equation for the reaction is:</p>
<p style="text-align: center;"><img 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" alt></p>
<p style="text-align: left;">(i) The first reagent is written as P<sub>4</sub>, not 4P. Describe the difference between P<sub>4</sub> and 4P.</p>
<p style="text-align: left;">(ii) The ion H<sub>2</sub>PO<sub>2</sub><sup>−</sup> is amphiprotic. Outline what is meant by amphiprotic, giving the formulas of <strong>both</strong> species it is converted to when it behaves in this manner.</p>
<p style="text-align: left;">(iii) State the oxidation state of phosphorus in P<sub>4</sub> and H<sub>2</sub>PO<sub>2</sub><sup>−</sup>.</p>
<p style="text-align: left;">P<sub>4</sub>:</p>
<p style="text-align: left;">H<sub>2</sub>PO<sub>2</sub><sup>−</sup>:</p>
<p style="text-align: left;">(iv) Oxidation is now defined in terms of change of oxidation number. Explore how earlier definitions of oxidation and reduction may have led to conflicting answers for the conversion of P<sub>4</sub> to H<sub>2</sub>PO<sub>2</sub><sup>−</sup> and the way in which the use of oxidation numbers has resolved this.</p>
<div class="marks">[8]</div>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>2.478 g of white phosphorus was used to make phosphine according to the equation:<img src="data:image/png;base64,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" alt></p>
<p>(i) Calculate the amount, in mol, of white phosphorus used.</p>
<p>(ii) This phosphorus was reacted with 100.0 cm<sup>3</sup> of 5.00 mol dm<sup>−3</sup> aqueous sodium hydroxide. Deduce, showing your working, which was the limiting reagent.</p>
<p>(iii) Determine the excess amount, in mol, of the other reagent.</p>
<p>(iv) Determine the volume of phosphine, measured in cm<sup>3</sup> at standard temperature and pressure, that was produced.</p>
<div class="marks">[4]</div>
<div class="question_part_label">c.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Impurities cause phosphine to ignite spontaneously in air to form an oxide of phosphorus and water.</p>
<p>(i) 200.0 g of air was heated by the energy from the complete combustion of 1.00 mol phosphine. Calculate the temperature rise using section 1 of the data booklet and the data below.</p>
<p>Standard enthalpy of combustion of phosphine, <img src="data:image/png;base64,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" alt><br>Specific heat capacity of air = 1.00Jg<sup>−1</sup>K<sup>−1</sup>=1.00kJkg<sup>−1</sup>K<sup>−1</sup></p>
<p>(ii) The oxide formed in the reaction with air contains 43.6% phosphorus by mass. Determine the empirical formula of the oxide, showing your method.</p>
<p>(iii) The molar mass of the oxide is approximately 285 g mol<sup>−1</sup>. Determine the molecular formula of the oxide.</p>
<p>(iv) State the equation for the reaction of this oxide of phosphorus with water.</p>
<p>(v) Suggest why oxides of phosphorus are not major contributors to acid deposition.</p>
<p>(vi) The levels of sulfur dioxide, a major contributor to acid deposition, can be minimized by either pre-combustion and post-combustion methods. Outline <strong>one</strong> technique of each method.</p>
<p>Pre-combustion:</p>
<p>Post-combustion:</p>
<div class="marks">[9]</div>
<div class="question_part_label">d.</div>
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<h2 style="margin-top: 1em">Markscheme</h2>
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<p>(i)<br><img src="data:image/png;base64,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" alt></p>
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<p><em>Accept structures using dots and/or crosses to indicate bonds and/or lone pair.</em></p>
<p>(ii)<br>sp<sup><sub>3</sub></sup></p>
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<p><em>Do not allow <strong>ECF</strong> from a (i).</em></p>
<p>(iii)<em><br></em>Lewis base <em><strong>AND</strong></em> has a lone pair of electrons <strong>«</strong>to donate<strong>»</strong></p>
<p>(iv)<br>non-polar <em><strong>AND</strong></em> P and H have the same electronegativity</p>
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<p><em>Accept “similar electronegativities”.</em><br><em> Accept “polar” if there is a reference to a small difference in electronegativity and apply <strong>ECF</strong> in 1 a (v).</em></p>
<p>(v)<br>PH<sub>3</sub> has London «dispersion» forces<br>NH<sub>3</sub> forms H-bonds<br>H-bonds are stronger<br><em><strong>OR</strong></em><br>London forces are weaker</p>
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<p><em>Accept van der Waals’ forces, dispersion forces and instantaneous dipole – induced dipole forces.</em><br><em> Accept “dipole-dipole forces” as molecule is polar.</em></p>
<p><em>H-bonds in NH<sub>3</sub> (only) must be mentioned to score <strong>[2]</strong>.</em><br><em> Do <strong>not</strong> award M2 or M3 if:</em><br><em> • implies covalent bond is the H-bond<br></em><em>• implies covalent bonds break.<br></em><em>Accept “dipole-dipole forces are weaker”.</em></p>
<p>(vi)<br><em>Weak</em>: only partially dissociated/ionized <strong>«</strong>in dilute aqueous solution<strong>»</strong><br><em>Brønsted</em>–Lowry base: an acceptor of protons/H<sup>+</sup>/hydrogen ions</p>
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<p><em>Accept reaction with water is reversible/an equilibrium.</em><br><em> Accept “water is partially dissociated <strong>«</strong>by the weak base<strong>»</strong>”.</em></p>
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<div class="question_part_label">a.</div>
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<p>(i)<br>P<sub>4</sub> is a molecule «comprising 4P atoms» <em><strong>AND</strong></em> 4P is four/separate «P» atoms<br><em><strong>OR<br></strong></em>P<sub>4</sub> represents «4P» atoms bonded together <em><strong>AND</strong></em> 4P represents «4» separate/non-bonded «P» atoms</p>
<p>(ii)<br>can act as both a <strong>«</strong>Brønsted–Lowry<strong>»</strong> acid and a <strong>«</strong>Brønsted–Lowry<strong>»</strong> base<br><em><strong>OR</strong></em><br>can accept and/or donate a hydrogen ion/proton/H<sup>+</sup><br>HPO<sub>2</sub><sup>2–</sup> <em><strong>AND</strong></em> H<sub>3</sub>PO<sub>2</sub></p>
<p>(iii)</p>
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<p>P<sub>4</sub>: 0<br>H<sub>2</sub>PO<sub>2</sub><sup>–</sup>: +1</p>
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<p><em>Do not accept 1 or 1+ for H<sub>2</sub>PO<sub>2</sub><sup>−</sup>.</em></p>
<p>(iv)<br>oxygen gained, so could be oxidation<br>hydrogen gained, so could be reduction<br><em><strong>OR</strong></em><br>negative charge <strong>«</strong>on product/<em>H<sub>2</sub>PO<sub>2</sub></em> <strong>»</strong>/gain of electrons, so could be reduction<br>oxidation number increases so must be oxidation</p>
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<p><em>Award <strong>[1 max]</strong> for M1 and M2 if candidate displays knowledge of at least two of these definitions but does not apply them to the reaction.<br></em><em>Do not award M3 for “oxidation number changes”.</em></p>
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<div class="question_part_label">b.</div>
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<div class="question" style="padding-left: 20px;">
<p>(i)<br>«\(\left\langle {\frac{{2.478}}{{4 \times 30.97}}} \right\rangle \)»= 0.02000 «mol»</p>
<p>(ii)<br><em>n</em>(NaOH) = «0.1000 × 5.00 =» 0.500 «mol» <em><strong>AND</strong></em> P<sub>4</sub>/phosphorus is limiting reagent</p>
<p><em>Accept n(H<sub>2</sub>O) = \(\frac{{100}}{{18}}\) = 5.50 <strong>AND</strong> P<sub>4</sub> is limiting reagent.</em></p>
<p>(iii)<br>amount in excess «= 0.500 - (3 × 0.02000)» = 0.440 «mol»</p>
<p>(iv)<br>«22.7 × 1000 × 0.02000» = 454 «cm<sup>3</sup>»</p>
<p><em>Accept methods employing pV = nRT, with p as either 100 (454 cm<sup>3</sup>) or 101.3 kPa (448 cm<sup>3</sup>). Do not accept answers in dm<sup>3</sup>.</em></p>
<div class="question_part_label">c.</div>
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<p>(i)<br>temperature rise «=\(\frac{{750 \times 1.00}}{{0.2000 \times 1.00}}\)»=3750«°C/K»</p>
<p><em>Do not accept −3750.</em></p>
<p>(ii)<br><em>n</em>(P)«=\(\frac{{43.6}}{{30.97}}\)»=1.41 «mol»<br><em>n</em>(O) «=\(\frac{{100 - 43.6}}{{16.00}}\)»=3.53 «mol» <br>«\(\frac{{n\left( {\rm{O}} \right)}}{{n\left( {\rm{P}} \right)}}\)=\(\frac{{3.53}}{{1.41}}\) = 2.50 so empirical formula is» P<sub>2</sub>O<sub>5</sub></p>
<p><em>Accept other methods where the working is shown.</em></p>
<p>(iii)<br>«\(\frac{{285}}{{141.9}}\)=2.00, so molecular formula = 2×P<sub>2</sub>O<sub>5</sub>=»P<sub>4</sub>O<sub>10</sub></p>
<p>(iv)<br>P<sub>4</sub>O<sub>10</sub>(s) + 6H<sub>2</sub>O (l) → 4H<sub>3</sub>PO<sub>4</sub> (aq)</p>
<p><em>Accept P<sub>4</sub>O<sub>10</sub>(s) + 2H<sub>2</sub>O (l) → 4HPO<sub>3</sub> (aq) (initial reaction)</em><br>Accept P<sub>2</sub>O<sub>5</sub>(s) + 3H<sub>2</sub>O(l) → 2H<sub>3</sub>PO<sub>4</sub>(aq)<br>Accept equations for P<sub>4</sub>O<sub>6</sub>/P<sub>2</sub>O<sub>3</sub> if given in d (iii). <br>Accept any ionized form of the acids as the products.</p>
<p>(v)<br>phosphorus not commonly found in fuels<br><em><strong>OR</strong></em><br>no common pathways for phosphorus oxides to enter the air<br><em><strong>OR</strong></em><br>amount of phosphorus-containing organic matter undergoing anaerobic decomposition is small</p>
<p><em>Accept “phosphorus oxides are solids so are not easily distributed in the atmosphere”.</em><br><em>Accept “low levels of phosphorus oxide in the air”.</em><br><em>Do not accept “H<sub>3</sub>PO<sub>4</sub> is a weak acid”.</em></p>
<p>(vi)<br><em>Pre-combustion:</em><br>remove sulfur/S/sulfur containing compounds</p>
<p><em>Post-combustion:</em><br>remove it/SO<sub>2</sub> by neutralization/reaction with alkali/base</p>
<p><em>Accept “lime injection fluidised bed combustion” for either, but not both.</em></p>
<div class="question_part_label">d.</div>
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<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">a.</div>
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[N/A]
<div class="question_part_label">b.</div>
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[N/A]
<div class="question_part_label">c.</div>
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[N/A]
<div class="question_part_label">d.</div>
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<br><hr><br><div class="specification">
<p>Lewis (electron dot) structures are useful models.</p>
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<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Draw the Lewis (electron dot) structures of PF<sub>3</sub> and PF<sub>5</sub> and use the VSEPR theory to deduce the molecular geometry of each species including bond angles.</p>
<p><img 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"></p>
<div class="marks">[6]</div>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>Predict whether the molecules PF<sub>3</sub> and PF<sub>5</sub> are polar or non-polar.</p>
<div class="marks">[1]</div>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>State the type of hybridization shown by the phosphorus atom in PF<sub>3</sub>.</p>
<div class="marks">[1]</div>
<div class="question_part_label">c.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p><img 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/75p94WWbhwIaKjo/WOL/aIYrCB2BkZSz9DWZNTNxZ5/eQI9iHHrh8vUcYSjChK5ZqIUmKwAbt51rSJBwvPycmpZg32IGBNs43FYINqgK34hyGsyamb/0IQ7EOO3fzsjZajYESjCWxkQaw8hhximPRlbTYwhL9Y4pINzGcJfVmTUzefTdRzEuxDk+fUqdD3RiUgBkfdqAAoc6slwG64hhyWXBfIqRtiadPEJcduGq4klQgQASKgImDJjlpVCD2+kFPXA5IZotA6djNApiyIABEgAtZOgJy6eCxsmGOXX8W+BTMRtSAReXLzFkKem4iY6fOw+VSJeTOm3IhALQSaSkusFgR0qgkRqOl6J6curovAYrriJe6DEbVisLjokTZEgAgQASKAVatW8RTi4+OtasWFpZrWsBa7pZaS9CYCBhJIT0/HO++8o5WKTYKq608rEcCn0RVOYdZHgL1ymLVgNY+6rhtDJ9hpyjfFb106N2/eHF5eXvj4449x//59PtupU6ciMTGRnLopjFAPmSZrscuLziM5IQ77M4oA2KBN90F4eVBf+LvbgXWrL11+FNKwWQjr0UahdsUpbP5kMzK7hmHuWz1gx4eWIP2/S7EDoxE96Aa+rJamAnmnjiA54QDO3ZFp5VEPFpSECKgIsLXf69evxzfffKMKoy9EQB8C4eHhiIuLa1JOzpr2RdDHxmKPYxLHLi88gnWL90L+whuI+lc3OEoqkJsYi69WXkbFx5EIdO2CHk4HkJKeg4oezInLUZGdgUwZILt2A7flgB3rS6jIQcY5wHe8J57ADTWWclRmJWHztmvoOfUzhHnYAfJCpG/5Gt9uApyjB8ON+iLUeNFXYxLo0qULIiIijCmSZDURAh07dsSoUaMsqrTPPPMMXnrpJZXOcrkcGRkZiImJwdmzZ/HTTz+pztEXcRAwgWMvQcaeJFx2eBFTRjKnzgpqB/fBYRhbsBQ79pyF/1td0aVnexxMFZz4I9y+cQtwfxpu+Wfx17UBcHNvrnD28MJY71ZAsTqwRyj6Xw5KHLqhi5uibQ+JM/zD58FfPRp9JwImIMBuzh999JEJJJNIayfAHgqXLl1qUcXs3bu3Tp0nT56MtWvX4vjx43x5WDw6xEHA+O1avpVdARvXdmhbTbotnKUOkJ3LwIWK5nDp2g2ORcyJPwDk1/FXahl8+wXBx6EM1wsrAZThQvoFoGt3ePHNd3VgzeH0N0+0KTqK5GMZSD+SjrxKM0/TV1eHvhMBIkAEmhiBoUOH8iU+ffo02B8d4iFggha7onCyjM345/TN2iW1eZIPk/Dd8Ydw6tx1DHIswvUyT3T39YXzrVaKLvpnnHDzmg18X/Hkx9uru20JbH1GYvoMT5w8l4ZfkjJQEg/AoTsGDh+Evj3cYaudM4UQASJABCyCQGNPpKtpWZs6POEdBC4uLurB9F0EBEzk2G3gGDIVswZ7oFqjvVqB26NLzyeRUnALhdlnkdmqHQbYPoa27Z4EUm+gOO8GTt3xRAjrhtd5SGDr7o9A9jcYkBdl4fdDe/Hz5nW4DrVJeTrTUiARqD+BP/74AyEhIVoC2EzhNWvWaIVTABEQCBw+fBj+/toDhqyLfvv27UI06ONYVZFN/IW9FpiNqQtHZWUlWB2YP38+2LDU4MG0DFlgI5ZP4zt2O09079oSmReuoDjYA84qz16O7J2rsSGzB6bwk9uaK5z4gQP44XYZ2vTsDxeJBBLv7vDdloCEeKCk63Ad3fC60UmcfBA45C4u/bENBTdKIEebWh4qdMugUCKgD4HHH38c7dq104rq5OSkFUYBRECdgK2tLTw8PNSD+O/t27fXChNLwM6dO8H+NA9vb2/s2bMHbPkbHeIiYAKLtEH3YSH4ffFefL+rLcbxE+gqkHckDjuPAb0n9VHOWJfAjjlxpONcrh269lc6YlsntHcow7krLdE1TNENr43sAfISV2H18ScxPOJVBLqzCXQVyDuZgTx0Qr+eUnLq2tAoxEgEevToAbZWmQ4iYCgB9srchIQEQ5M1avx3330X69atq1UHtm6/sLBQZ29ErQnppEkI1M+xFyVh9UdJ2go5hSha486BmDjNHkcO7ELMRxv4eDZPB+KVSe/i7z72Ven41r0dzp3zQnehy13Cuujb42AS0N65ppHyx+AW/BYi7Q5h/8p5SGDL2NlKdpbHO0Pxd+cWVXnQNyJABIgAETApgV27dmHKlCmYNWsW2GY1tK7dpLjrFE7vY68TkXgjsAk2YhqLEy8pwzVjW2OOHj1aiy9jPmzYMINbXWQrw22gbwqxsWX6sA1qQkNDqxWhvtdONSFm/sF01qfFzsbd9+7di8WLF+PPP//E6tWrERkZCTb0QIf5CAh1QTUCbr6sKSciQASIABGwJgLMgbMHGbat7MKFC/nWe79+/bBv3z5rKqbFlIUcu8WYihQ1JwE2Frpp0yajZUk9K0ZDKXpBzz33HDw9PbX0TE1NxYoVK7TCxRzAdJ47d67eKjo6OiI6OhpZWVlgO9ax1SMjR45Edna23jIoYsMJUFd8wxk2mgSh26XRFGiCGaelpcHBwYFf5tMEiy/KIlM9EKVZeKWOHTuG6dOn893zbPydvTiGOX86TENAqAvk2E3D1yxSBSOaJTPKhAiIlADVA5EaRqmWMP7O5qywg/WEjRkzhsbfTWA2oS6QYzcBXHOJFIxorvyacj5seRt7a5dwvP3222jbtq3wU+uTtepZlyQdpidA9cD0jIUcGsKabXTz9ddf8137bLhiwYIFCA4OFkTTpxEICPahMXYjwCQR1k+ge/fu/ExnNtuZ/dXm1BkNWu5j/dcEldAwAurj72wbWhp/N4yfIbGN32KvzMXJn4+iuPdoDHJ/zBBd6hfX3PnVT0uTpBKezkwinIQSAQshIPZ6wPQz9BDrZEtjsmYz5ufNm8ePv7OZ9JMmTaLxd0MvFI34gn2M3GKXoyIzGTuPXUP1l7Zo5G60n+bOz2iKkyAiQASaCAHmpA39awpoWDc82zufjbmzmfdsS2a2fwQbk6/rYA7M0L+6ZFrTeSM7dmtCQ2UhAkSACBABUxJg69/DwsJQVFTE71rHJtix9e9sNn1th6EPSmLtAamtjA05Z2BXvByVuadx5MDPOJhRpMhX9apUV8hPbcHCzelQ7vAKm+5hmDsWiPtkG/K69oFvyQkcv1IJm+5v4h/+Z/HvzRfgG6b+JrYSpP93Kb4954Vxn02AP/8e9ocozjqMn75LxLk7MrZvLHqPG40hAbXltxmZXcMw960e/CtfATkqeN2E/KDI52pH9O9agl+PXYHMxl+Zp6x6fnBC15BXMKDfM3CzFddzkNDt0pALgNISAUsnQPXAfBY0NWu23n327NnYvXs32ARVtkSOvWyGDv0ICPYxbK/4yizsjY1DQe8IfPqWJ2zxEMWnduDrzd8DzlMR3GMC2FYGCzffQtCMqQhmY+wVpwDIUHIuF/ZT5yLG7QHyCprD7uZZPTR9iMIjG7A8vhC+oVPxaV834OoBxK76ChvvTsV7fWvKTw/RLMqdC7hk/zbmr3BHZW4RbO1kivx230PvyDn4orMTJJU52LduPdZeKMeMyX3V3lanZx4UjQgQASJABPQiwJw423deGH/38fHhd7Kj8Xe98KkiGdQElRdewYU7DvDq6gbFDsAt4NhjPKJXzFQ4cZVY7S82Xfsg0MMOkLSFmyt7G5seh7wAJw9fBLq/gtF9PWALCWw9eiOwqwSXD6cjv6ED+TY+COzbAbZoAUf39rCtOItfdl9Em0GhGMacOlPR1hPB74yB75Uk/HK6RA+lKQoRIAJEgAg0hIAw/s72nGfj7+yd7/qOvzckX2tJa5Bjlzg/DS+H60g58AcyT/2O9NwKk3KQX/sLp4qANlIn5YMEy64N/N9agJh5g5WvfzWWCnJUZGcgU9YS0nYa73LnXyV7D5npOTBtiY1VFpJDBIgAEbBsAmz8/cMPP0Rubi6CgoL4lzKNGzeu2va0rOu5rj/LplA/7Q3rirftjNDZ0+CZegYnEpJx7s4OfFttDLp+SogrVQXObf4UUTpet23jKi5NSRsiQASIgLUTYHtCLFmyBG+88QY+/fRTnD17ttq4e8eOHTFq1CiDMAhj0QYlsqDIhjl2VjBbd/j3ZX8vA/IiZB87hP27N2NtAZus9owFFb0mVV0xUJgfUFMUCicCRIAIEAGzEvD39+fH3zUz7dKlC5YuXaoZ3KR/G9QVr0VK4gTvvi8hsKsdZNdu4LbeY94S2Dq3QxstgdUDJK5d0MMJKCkoQtXKxgfIS1yGqOnLsC/3QfUE7BffbW6jHV5niAR23t3ha1OMS5eLq6/DrzyP+M+iEJN4tXp4nTIpAhEgAkSACBAB8xIwyLHLcxMRM30BNh+5qnS0bPlbBjKuAh36+cNFou6w5bhXea9GR6hw2veQefg4civZE0EF8o7swi8ZaqPYEil6vtID9hk/48dThbwsedEZpBy/hTaBr6Cve0u1BwRlfpL26NKzPWTnjuLYVSaL6XgMcQlnVMvwakRs1w0vj/BA7u7vsOd8kUL3yqs49l0cjqM3RvVzU0yoq1EAnSACRIAIEAEi0LgEDFzHztaU/4GUvXv59ei86mxd+YghCAr0gSN7TJAXIn3L1/g2vQhwCsGUae2Q/JnmunKWkjncNOyN+1EpywldhwxF90cH8G3ykzWvY2dj+kNGY+igzrrzix4Mt/tsW9s47GTr02GDNt0HI9T/LnZvPgEpv25euY692np5wRAVyDt1BMkJBxTr5mELj8AheKn/8/B2aiFEEsWntY8TiQIyKSF6AlQPzGcisbFm+rRu3Rp/+9vftCCwLvrt27drhbMAsZVDp5L1CBTKZaBjr0dOlMRkBAQjmiwDEkwEGoPAo5s4ffAAfj9TCrfhb2Kot32tWlA9qBWPUU+KjTXTp127dujVq5dWOTt16oTly5drhbMAsZVDp5L1CBTKZfjkuXpkRkmIABEgAnoR4IqR+u930X/WbpR7TUPcWLpF6cWtCUdiTj0hIaEJE9AuukFj7NrJKYQIEAEiYCwCMpSmbUb0Z7tRjgBMWjwNwz1aGks4ySECTYYAOfYmY2oqKBEQOYF757D985XYX24Pr0nRmDO8A6i9LnKbkXqiJECOXZRmIaWIQFMjcA9Xd69FdMJloO0YzJ85GB7NDX+PeVOjRuUlAroIkGPXRYXCiAARMCsBrvgY1n66DbfRAcMX/QNjOj5h1vwpMyJgTQSop8uarEllIQIWSeAuLuyKxZeZ5YDvPzBtbFfQyLpFGtLsSqempsLBwcHs+Yo9Q3LsYrcQ6UcErIYAh0e3MpC05xjy2g3A+Jd9Yc962++eQ8L6vShHB4yYNQ59Heuzc6TVQKKCGEAgICDAgNhVUTmOq/phhd/IsVuhUalIRECcBO4jZ88XeD3ye37We3rcD1gd6o7i5G1Y9PttwHcypo70gbi2gRInSdKKCNRGgMbYa6ND54gAETAigZbwDluKnVFBANLwdfgcrD97Doe2/8SPrVNr3YioSVSTJkA7z1mw+YVdhiy4CKR6EyTAladhzfhXMTXhMuw7doTzpUu43PZ9xJ1diVAXw9vrVA/MdxERa/Oxrk9Ogn2oxV4fepSGCBCBehNoZv8sJi1fgHFtgXLm1AFIw0cgSGq4U6+3EpTQogkwB2bIn0UXth7Kk2OvBzRKQgSIQEMINEOLjqPw+cq30JYXE4TJr/WGIy1bbwjUJpWWTX4z5K9JwWF74XPK6YFCE76pAbDk8pLNLNl6pDseFSL79BWUtXgKPn7uihny9cBC9aAe0OqZhFjXE5yZkgn2IcduJuCmyEYwoilkk0wiYCkEqB6Yz1LE2nys65OTYB/qiq8PPUpDBIgAEWiCBKx9/be1mJQcu7VYkspBBIgAESACRACglyfRVUAEiAARIALgZ5nrapGz7t26jprS6QqvSxadbzgB2nmu4QxJAhEgAkTAqgl07NgRo0aNsuoyWlPhyLFbkzWpLJkSiCgAACAASURBVESACBABExDo0qULli5dagLJJNIUBGiM3RRUSSYRIAJEgAgQgUYiQI69kcBTtkSACBABIkAETEGA1rGbgqqZZAprFs2UHWVDBERJgOqBccxSE0cW3rp1a/ztb3/Tyoh10W/fvl0rnAXUJE9nZAo0CgGBOY2xGwUnCSECRIAIWC8BW1tbeHh4aBWwffv2WmFNJ+A+bp0+jH2//4Vit5fxzlBvtBRJ4cmxi8QQpAYRIAJEQKwEevXqhYSEBLGq1wh6yVCa+hXG95+O/eUBmBQ3QlRrx2mMvREuCcqSCBABIkAELJcAV5qK/0Qvx/5ye3hNisac4R3IsVuuOUlzIkAEiAARaNoEyvHX9hX4bH8u4BWJxXNehkfzujfxMSczarGbkzblRQSIABEgAhZMgMOjq79gWfT3KIcXxs3/AMM8xDKyXoWVHHsVC/pGBIgAESACRKBmAtwt/Lp2JTbeBuyHz8TcMV5oUXPsRjtDk+caDT1lTASIABEQD4Ga9nVPTU2Fg4ODwYrWJM9gQaJJwOHhhZ+w6svfALyAydNGoktLcXXBC6jIsQsk6JMIEAEiQAS0CAQEBGiFWX3Ao5s4nbQXv+Y9hZDxwfC2twFQioyEH7C7HLAfEYmIvk9CnG6d3u5m9dcnFZAIEAEiQAQMIyDL+Qkfvx6JRDbrPX0TDqweBffiI1i/KFHRWp86FF4txOrWARpjN8zeFJsIEAEiYPUEsrOz+Z3j2E5m+v6lp6dbDRcb7/GI3TkPz6EcF77+CFPWpyL70I/YysbWRd5aZ0agLWUt+FIUtg+04CKQ6kSgwQSoHjQYoU4B+/btQ3l5uc5zugKHDBkCtkOd1RzcHZxe8y76TP0B5fYd0NG5EJcuu+GtuCRsCPUQZTe8UBfIsVvwVSgY0YKLQKoTgQYToHrQYIQkoCYCD7OxJXwowr69oIghnYXEs18gxJGNuYvvEOoCdcWLzzakEREgAkSACIiBQAsvvP75JxjXliljj26TR6GvSJ26Oi5qsavTsLDvwtOZhalN6hIBoxKgemBUnCRMi8B9FGafx5Wy5njKpzPc+RnyWpFEESDUBXLsojBH/ZQQjFi/1JSKCFgHAaoH1mFHKkXDCQh1gbriG86SJBABIkAEiAAREA0BcuyiMQUpQgSIABEgAkSg4QTIsTecIUkgAkSACBABIiAaAuTYRWMKUoQIEAEiQASIQMMJkGNvOEOSQASIABEgAkRANATIsYvGFKQIESACRIAIEIGGEyDH3nCGJIEIEAEiQASIgGgIkGMXjSlIESJABIgAESACDSdAjr3hDEkCESACRIAIEAHRECDHLhpTkCJEgAgQASJABBpOgBx7wxmSBCJABIgAESACoiFAjl00piBFiAARIAJEgAg0nAA59oYzJAlEgAgQASJABERDgBy7aExBihABIkAEiAARaDgBcuwNZ0gSiAARIAJEgAiIhgA5dtGYghQhAkSACBABItBwAuTYG86QJBABIkAEiAAREA0BcuyiMQUpQgSIABEgAkSg4QSaq4to1qyZ+k/6bgEEyGYWYCRS0eQEqB6YHDFlYEEEqjl2juMsSHVSld3MyGZ0HTR1AlQPmvoVQOUXCAgPuNQVLxChTyJABIgAESACVkCAHLsVGJGKQASIABEgAkRAIECOXSBBn0SACBABIkAErIAAOXYrMCIVgQgQASJABIiAQIAcu0CCPokAESACRIAIWAEBcuxWYEQqAhEgAkSACBABgQA5doEEfRIBIkAEiAARsAIChjl2+VXsWzATUdOnI2rmJqRXyHUgeIC8xGV1xNGRDMp0CxKRp0usriTGCuPLFYWYxKswd9bGKgLJIQJEgAgQASLACBjm2AVmrR3QBheQkV0mhFR9yq/jr9QytHF4rCqMvhEBImDZBB7dxOmk7fh62df4KbvcsstC2hMBsxK4j1un92Hb1//G6p+ycc8MedfPsbfwhK8vkJmegwoNJeXX/sJp17540aOFxhn62SgEyrOxf9lCbMqu/XKSZ8cipFlPRCUXNoqa+mSq0HEsYusoiz6yxBZHL/6lyYhycUFIbKb+PUvyTMSGdDIsjSYcrhip/34XfQaPx/v/ycSDltU2rNSMLdLfpcjevwrRm+pgx/NygUtUMkpFWhLoYVO96oollFUvG9xDduxYNHOJRnJpTX2ucpQmR8OlmWH3D7041qqjDKWpX2F8nxC8+f5W/PWgBcxRe+qZhxO69PBC6rcZuFDxDPzthOeDB8g/l4N2/i/DPj1Fo7gVyDt1BMkJB3DujgyAE7qGvIIB/Z6Bm62QXiMJHqI46zB++i6x1jTyovNITojD/owiALbwCByFEa8EwM0WqDi1BQs3X4Bv2CyE9WijzKAE6f9dim/PeWHcZxPgb6uZLyAvysLvh/bi52NXwLTV1lcp42pH9O9agl9ZPBt/hTwVD2255g2Ro/TERoTPuogFw2vPWeIdgSQuovZIdNZkBMTLX4bStM2I/mw3yhGASYunYbhHS5NxMJng0lRsCF+M9AXBtWch8UVEUj6aRE2wmrK2hHfEDojx9sWVpuI/0cuxv9weXpOiMWd4BzE7dgnsfbrDFwdxs/gRYKfsdmfd8KdaofvUNkC6ev2pQG5iLL46IEPvyDn4orMTUHQWe7Zsx+rj/0Pk7JHw1nKuD1F4ZAOW776nSiOpzMG+deux9kI5ZkzuC2cJIC88gnWLd+N21xGYsigQbrisiLP+HmZMDoSWWHW1avpeeR671mxDgd/rmPmvbnBk+RSlYfua77C5vCWmv9q5Su6dC7hk/zbmr3BHZW4RbEXj1GsqHIUTAQMI3DuH7Z+vNPuNyQANKSoRECmBcvy1fQU+258LeE3D4jkvw6O5eV60VlNTuW5QT3iie9cynDp3XdUtyHfDt+8GL03nVpGNQwcK4D7idQzr7MQP7EucumHEO2PQtew3/Hg4TyVDlXHFWfyy+yLaDApVpYGtJ4LfGQPfK0n45XQJgAfITz2Oy/DDy2MDFS1/2w4I7OcD5BzHyWsPVOL0/yJHReYJpJZ5ITCkC+/UWVqJkx+Cej+JkswrKFLv7bHxQWDfDrBFCzi6t69y+PpnaKKYrOtpHnwHfoEC/IBIH1tF96KyO7d/1CosC/cDe2kA63a8rdUVL0d5dpIqTjOXcCzb+Q2i+mt0U5ZnIzk2Cv2bNeNlNesfhdjkbKhGYYXu42/248Smqngu4SuwP1u9s/MBCtLiq/Jj8jRl1UVKLa8/VoTDhdfJBf2jtiCtgF0LD3At/kO46Oqy49OyoYibyi67EER9sxjhLqxcwhBFXToK3X2jsCxevSwhiNp0AgWlbFhE0MsP4SuOoUB5LWl3xWvkxfjvPYnrGgzkBWmIV8lkuoYgKjYZ2eXqF6lGIr1/3sPV3WsRnXAZaDsG82cONtuNSW8V9YnIbOs7EEsKCrAvsjNsePvfRHJUT/4a+0bgx8Jv/4XYEO1rvJrdlm1BbFSIRtdvKbKTY/n6weqUth0KFfmFfInkE1uq4jG77lerLwCMZ9OHKD77S1Wd0syrWle8cO2OxTfJ+7FCeW/gy8GuXXY5ya8gPtJPxzCFMm1tXFkXubwAafHLlHWKMWJ1MxbJqvuAwGgx4pNWVMXrH4VNaddQqnE/WnGiQOk3dHTFa+TlEr4ce09e07haNOpYfe45GhKrfnJ4dPUXLIv+HuXwwrj5H2CYGXu66u/Y0Qpe/p4oSf0L+fw9ROiG94RdVekAcKjIzkCmzBEdOzhWn61n64T2DkBJQREqq6WRK9O0hLRdGx1p7inG9/mJetcBh3ZwVnXnS2DXIxyLVsxEsHt9JvAp0y+bAJ/iDBw7cgTHjvyKff9dgtVJmhdGNaVF9kOC1gMWIPPgHEgxBhuyKpEfMwCteS0LkLLlNBznHAMnu4GUd3tCGKQQCiG/tgvTgmbiTL9vUcZx4LJnwXHPKixJKRCiAOVnETt5NN487IGY/PvguPvIj/HA4TeDMGzZiSrnjgLse3cZ4lq9hT1MliwPW10TEfzeBqTxDkiO8rQv8caw3bCZvA8yFofJmv8Etgycga/T7lTlWec3ltcMfIV3kSbjwJUlYwq2oucbXyKtvDlcB4ViAvZg24FctYdJOUpTD2ALghHS01GZwz5sOSrFnGwZZPnf491eDgbouAuzVqfCc+4xRTkOvoATE3vDxXchzr64GHmcDGXnZwJLJ2HeritqegiFU/LouQ63Rvyg5D8Hnif3Y7MafpSfwPI33sNuG2VZOQ6y/Jmw2fIu3vs6VY2/INewT674GNZ+ug230QHDF/0DYzo+YZgAscRuPQAxmQcxWypF8IbzkOUvwoDWyltfyi846jgL2ex6S3kPvdpo3BKZM5s2GuFnBiC5TAaOO4Y5jimYt2SfWulKkRk7HUFvHkb7mDT++pXl/x/aH54Gn2Erlde4Mvq+hfg8zg6Re/IU18ZWT/wcrHaNG9WmuzDrQ6FOyVCWMgK3Fr2sUTfVisF//QHvvrkV4OuhDGVZ7wEb38Aby0+gXOKOQeOHAVvicaBao6kYqUn7gAmD0LMmrq1Lkbb8HQzbbYvJaexewe4Df2K+zfcYqLoPCIxWYXXy05ibLePvFQf/no6JPd3gu/AiXlycBo4rwfkFzbF05ELsqqaHUJY7fF49VxdjREoJOE6G7LmeOPnzflRVH2Pec4R81T65W/h17UpsvA3YD5+JuWO8YM5ZZxpXsZpidX6VwM67O3zvnMVfDC5zshdc8LxvK42UD3H7xi3lOLXGKeVP2bUbuK2zgVGBc5s/VSydY0vs2N9HK3CwSDHqrVuaEUJZl/+/5+HT5Vtx+CKb+d8Mdv7jEBniCty5gcJKncoaIWPziZBOGI9XfVsDkqfg3VHh7qtyL0TKqkXYO+QzLJrYDfbshH03RKxeidlSIRYbv9+Oefv7Yc2id9BLyh6iHoO01/tYvXUismYtww61SW7S2VGYG+qrkCWRouegAEhTfsfpfNaSLsaJHduQNSEckb2kyge5xyANeg0TgjOx/3RVr5CQe22f0ojPsGhaIKTs6rb3RejcKMzO2oYdJ4qB1s9i7IynEbvuIC6qzKjjxoQATAh/Bb72EkikHdHR/o4BOgZg9vwZCPVmXB+DtGdf9GJOZcEcTOPLJ4G9d2/08yvC3uOXdDhgJQ91ZkI5qvHfheVZwQiP/LuirKxnSdoXEyc8i5T9Z5UP3LWRqu3cXVzYFYsvM8sB3zcxbWxXWODIem0FVJyTDkP4q11gz+zk/bTi+lSlkqM0ZR0+3Muu8XH8tQC0hm9EDLbODlDFQmkq/jvvBIas+afSvswOgZjO6kvWUkTvyK56eJNOxPy5I+Ftzy5O4do4qbzGWZ0ypk27IUKlE7vmRmLu/LHIWr4LJ2qcZFZbGqB1r5GY4ZOIdUk5VWUqzUDSFmBCSHdlwwGAJtfSk9ix/DomhL+mvFewi9UVQRNfQ7DqPqBEqs5IuFdgDBbMjVSmbQ3vPoHwK/gDx7PUe/2U6ZV5VdVBoewToao+Rr7nVF0M7BuHhxd+wqovfwPwAiZPG4kuLc3TBS/oUc/Jc8rkdqw7fheSzl3HQGTistezGKRqOQtZtEDbdk/CBreEAK1PG9d2aCsBbmudccXAGVNrbnnLr2qlaHjAA+QdjsfBPA8MnxuJQGfhOYtNlmMtxycbnoXYJfAVNR9+C7qoHAavsr0LfPyEqqFwhgV+H6Ab79SFQklg79YJftiHrLxyoL0Qrv6pEcfbGQNiUpEP1p25Gwf4yZVFOL76EyxJAYJfU09b13cp/AJ16Z2PeUkZmDtgAHoMD0XwrEQcvfgGvL1bAsKNaavixqTjVgHAmDrWUQYVf5fqjobn/4Ry+grrkVmE/Hw2ZPIr4g8Us75S3Dn+DSJZazJ4cB2ZCKc5PLqVgaQ9x5DXbgDGv+wLe3YPunsOCev3ohwdMGLWOPR1tBESNKHPmq5xe7j5eCo5KHt7CjpjQbd21XsXeXsBW7LyUQ5n3dyqxfE1kk2FrDojsJpOynpXsBZJqTMwIEiIp/5ZR5oB3TF8wrOY9f1vuDjRF96Sqt6urXxvF7sOdRys1yQ/FWBDd/G/gu+Du3McqyOXIAVjYFAV1yG+KkiwhycWuPFNEuUp4Z5zUfnbSPWZXwa6F7/mPYWQ8cHwtmf1pBQZCT9gdzlgPyISEX2fhHnden3XsasoCt3xJ/HHmRvo0LV99Qubj9dM0bK3Kcaly8VVT3nsXGURrt8B2kidNMamlb0BOtOcR/xnys1kJO3RpWd7rVa0PDcRMdNnIiYxDy2d22l1M6vU1/mlEoUFdwCHDnjaUXDq7J5ZiQqjjFvqzNTyAuWFuJyeX4ve+Ui/XFjd3jXGlqM8cxPCXdrAZ+BaHL/DmtJPIeSreGwIBs7wN8YaE+t9oiD9Mq7LAUmngXgv4jzmbfgNpVDeCHzGY2wvoRtel0hDdPSET7Wbii55NYfJr19GelWfYc0R2VBI+DNo5fMGVh9nK0IkcAhZgtQNY4AzF5Gn1/V6Hzl7vsDrkZMxaeibmPXj//AIj3AzeRsW/X6bb61PHelj1m7EmgssxjMPcP3yRbUuXm0dhetO+4yOEKPYVIfcBgcJ9bklOoW8jogza7EhhS2NZQ8/h+EzYyR6Cd3wOvNiwxWRcGnlg4Grjyscu8MQfJX6HwQjR9EIENL5dYIb36MhBBjyWbc9FNIMqc815y/L+Qkfvz4RUyeNxdBZu3H1EQfu5hGsX5SoaK1PHQqvFuZ26w127EoHXHYKh7PboYtrDWPadt7oP0iK3N3fYc/5IsXNnnV3f/MDzrV6AaP6uWk/ENh1w8sjPDTSXMWx7+JwHL2VaR6Dy3P94dfqL/yy8xSKmT+QFyIjORXFDgq5Nq5d0MPpHjIPH0cu34Vegbwju/BLhuYKfMF47GHFCzZFqUg5rXRM8iJk7voOP+dUnwkgpGiSnxJndPB3qaXoLvDv4KxtV10p5NnYMW0O9g+JQ54sCTERryI0dAQGuNxF1hl9PJwuodphUv8OaM96QFVjhQeQWlrI35j8JgxBj9puJmbSkWktad8B/kLHiHYxlCH3kL3jn4jc3w9xeZdxKOYdhIaGInSAK0qycmpMpX2iJbzDlmJnFGu+peHr8DlYf/YcDm3/iR9bb7qtdW1SukMeQ/sOndS6eLVjqa477VMaIcayqYZYo/ysqs8S1xcxfgKwJSkDpXzvkismDO9evXdJI0959k5MizyBIXGXITsUgwh2rYa+CJeS/+GMRtyG/azbHrx8I9VnG+/xiN05D8+hHBe+/ghT1qci+9CP2MrG1huptc7K17CueCaBdcf7AgVSX7jUOGJvB/fBEfig3REk7/gCc1Tr2MdgSo3r2FvAue8EfGCvnoatUR+CyA+fh7eyy1/iFIA3PnyCX8ce89FWADZo030wIj/sp4zjhr7hr6E87kesid6rWI8+ZChefukWvk3WdQlJYPfMUEwckoCdmxdizmYm8mn0Ht4PYaHp2LxbVxorC2vdHSETXJRdiL5V42bl+QpH68/K64ieIcGQbjmJswVvwlv1UCdHed5FnIEnXtO31crLBfxeq96FLi+7A8O3yylQtvA19XbBhChhDFCiHCv8ANu+d4XDFle8ltKh9ocQo+pYx/VSK/+7UPRbliOPOXC/wdWHQuQVuFN4v44MNE43d0fwvGVYdf5VTE34HrNGpsL50iWg7fsIG2zeST8amjXyT+EaV/R+eKtapEr26MT3krTuOQgTpHtw7OwNTPR+uuo6Ul0zGkMqNZbKiDbl81C2hNlwE38o66Y0GFF8t7mu2lVXGibIEb3GjofPsB34vlNLbPEbjJROQh7KrKp9CPeEznit2tDAI5Td0T3wVS25QT8kUNhDORSoWXYI1Yfdy4xxz3kc0uCP8M2qLPSZ+gMSZo3FOedClMMXb4UNapTWOo+LUx5sxJ8OyyKgj81kWRu4YIzhNmRVcBVlFZys5CA3WwpOOvsgV6JWXEW8AG72wVt8qCwvjouQBnOz485zZSyk7DwXNzuYY3mq0pad4TaEdeOkYWu44/n3OY6TcWXnN3JhUikXtPS4Ip1e+d3iDs4O4BD0KXeQl8Nxsvyj3PKwbtXyqypLpZrmal+VeQHqeit1jIjj8mRqcblKLmvDGF4+gjdwWapzMq7k4BxOiioWilT66CikZbzVdOT1knLBG85zVdmc5zYES1UsdfPvxoVtOKPBX5Aj5BXMzTmYp5Ary+eOLw/jpGz2jnQOd7BExnEylk/H6nmrY1B9l3MPLm7lxrWFggmz8z8SuSK5KoJov+hTD6pxqCjjymRKewqchNLxvKrswskuc3ERAVzQ7Dguq4xZr4TLipvDBakz5kq48xsiOKk0jFt+PF9hC2XdQNByLpVPp09+xrOp4noCh6A5XFwWq+lC3ezGRcRdVl4v6tegkHcdaTQ4AcL1KJyooZzKOhA0Zx+Xz1eC+1z+8TVcmJRdb0JdU6bVWR+r16nq9UVZl1W2vM/lxU3mpNIIbsN5Zdmz4rjZQVIO/L2Q1U1lXg295wjFfpDFbR7npao7kM7iEoseCWfN9inUhRrb2AY9JFFk0RKQdApB1JwSRPrYwW70d7io54ICietIrEyZgSd3j0Ertr7T+wvkDHgHS4PV+ojZTPkv47C131VEuTyOZs1s0Or9v9Bvawr2zOxVa9dcdWDOCPrHWmzs9RsG8nKawe3j3+EevhZx6rOPqyeq4ZcUQbNfxXM5X8Cb6d1qHA77LUPKypFwrXa1K8cK2Wz1115Ap2rndIk2po665FcPU/BfBr/D4xT8W03D8ecisDRYWHImQeugKdiz0R+/D3SDDSur28f41T0cu+Jm19o1XD0n4VcztOg4Cp+vfAtt+aAgTH6tNxzNPzwoKGTcT4knhkRNwAO2jt0uAjsu6jmsJnkaoSu3I/rJ3QhqZYNmzQKxMKcnpiwdqaYfmym/Ailb++F6VIDCFq0+Qla/lcjaMw0BtQ3xqElhI6PGtelILJ3SEzkLAxV1c0Ay/DbFYWWoWq9CtfzZj2DMntC57jQST4S8Fwop+uC1PnX0djGxrfvgH3ti0Ov3cLjYsDXsAfj4V2eE7/pBbaWNljL1DHgMrqGLkLKpGw4PaKMo+3upeG7KVFTtO2jk+tzCC69//gnG8ZXHHt0mj2rUCafN2KMEo8c2VVB+rSdMSmZuAma3GdvQYkgksqJ2I2ZADbN8zQ1BPT9+I5I3kb4gGXsjfKu6RNXjqH1nm8IMCTqJ9/5cjlDVUIJahKb49VEhsk9fQVmLp+Dj566YIS9yDmavB2AbooQhKGsSMlV7Q4gcUp3qsU1m2IZWF7EgazMiVF3YNSVUMjj2Ov78JlTjobmmNNYefh+F2edxpaw5nvLpDHd+hrx5yyzUhTrbKeZVi3ITBwHFDlAu4ZuQKcyslhfgxMovMO/Bq3XMHhdHCerUQn4NKRvj8WBGGILJqVfhau4M74AABHS3DKdepbgpvgk7qkUiNlMYC36AghMbsHDeXcwY+2zV/BNTZC9imfKCI9i45SFmfDCAnLrKTo/D2dsfAQHdGsWpq9TgZ36o/6LvRIAnwLqp1mGNXzIG8N2PzdDMJhhfykZgz/bJBnQtihGncvtJm+fwuSwC6yb1NGDIQIzlIZ1MR0DZNb6ms7JLl3UhP46ALysxYs83mBHgYLqsxSpZuQ2tjcsyyKZ8gUlNkYFYbaOmF3XFq8GwtK9Ct4ul6U36EgFjEqB6YEyaJMuSCQh1gbriLdmKpDsRIAJEgAgQAQ0CTduxV+bi5M5vcSC3Pm+B0yBJP4kAESACRIAIiIBAE3bs7PWsydh57Jqe256KwFqkAhEgAkSACBCBOgg0YcdeBxk6TQSIABEgAkTAAgnUY/JcBfLSkrD72yO4KmO7rQbiZd8y/Jp0CW5hsxDWQ/Fmb3nReX6b1/0Z7OUUbJvXQXh5UF/4u6u9rb0yF+mHD+CXpAyUMHgO3TFw+CD07eGueClMxSls/mQbCp4fjkE4ibhjVyBTbhn76vDn8MTlg2p69EfYhCHwdRJe3PIQxVmH8dN3iTin2sL2FQzgt7AFKk5twcLN6arXydp0D8PcsUDcJ9uQ17UPfEtO4PiVSqC1A9pUPITb+KqyKezM3va2FDswGnPf6qHxDnrzXAnCRAnz5Ea5EAFxEqB6IE67kFbmJyDUBQP3in+IwiNbsHb3QwRNXYDJHraovHoAsauOoQR2cFOWQ154BOsW74X8hTcQ9a9ucJRUIDcxFl+tvIyKj5WvQmUvgVm3Hil4HmHzlsDXCSg+vxffbliJ1EuRmP5qZ+Ub32QoPvYrzoWGYf4KDzxelIbta77FhgXJ8Oj7BsYtCYXjfYWszdvbYsbkvnCWMD03YPnue+gdOQdfdHaCRJnf2gvlijg9JmAugIWbbyFIeDVsxSkAMpScy4X91LmIcXuAvIK7KNz3FXYczUDhM0y2spAVOcg4B/iO92wUp27+S4ZyJAJEgAgQAUsgILgp/XStOItfdl+F+4gxGOTBWt4S2HoMwsTx/qh6W3MJMvYk4bLDixgxkjl1Jpq9BCYMY7vm4ec9Z1EBNr59BCl5HnjlTaGV3QKOnYdi4ng/lB/7GUfUJrTZdH8Fo/t68I5e4tQJ3TxaAk5q8m3d0MXXEbIrOchjb3Dj9byINoNCMYw5daaCrSeC3xkD3ytJ+OU03z9QY5ltuvZBICufpC3cXKXweeFZ2Occx8lrwiQ7OSqyM5AJL3T3blWjHDpBBIgAESACRMDcBAxw7EpnJnNExw6Oatt1SmCr/s5zviVbARvXdmhbTbotnKUOkJ3LwIWKElxIvwCZ5jvP2YMCL+sOrhfquZezFjFO4XRlLSFt10ZNT+bcndDe4R4y03NQ00tbtcQxnbx6oqfTLZw6d1050a6M1x9du8PLrlohtZNTCBEgAkSACBABMxIwatWHKQAAIABJREFUsCtef81kGZvxz+nsnacah82TgLwEN6/d0zih/vMeCm6UQO7NwmzQRuqk7JZXj1PX9wqc2/wponSp4FpXWo3zEime7fc3pOw+hIy+E+AP1g1vh57veFE3vAYq+kkEiAARIAKNS8BEjt0GjiFTMWuwR/UWs6qsJUh3bQlcUwVofBFa22ziXX0PVwwUxs51ipAb0GpvAedne8N3dxwyskvghQxkOvTAB172OiVTIBEgAkSACBCBxiJgQD+yBHbe3eFro9lNLkdl4Q3FrHZWCjtPdO/aEiUXrqBYrl6scmTv/AJRCxKRJ28FL38v2Ny5jCvFD9UiCbIc0N7ZVi3ckK/NlHoW49Ll4upr1CvPI/6zKMQkXq0ero94Oy88/7wdMo8expG0HLTp2QUuBtDTJwuKQwSIABEgAkSgoQQMc0123fDyCDdkJuzCsVw2Si1HZe4xxCWcUS0bA9qg+7AQuF/Zi+93nVU69wrkHYnDzmNA7zF94CaRwM63L4LcruLnrXuRWcScu5yfYb9x2xnYB76Cvu6P1b9svJ4eyN39HfacL1I48cqrOPZdHI6jN0b1c4NENZ7PspHjXuW9Opy9PTr17oE2OYdx6Fwr9OjavobeiPqrTSmJABEgAkSACDSUgIFd8S3g3HcCPngiCbtXzkMCv469L0YPeA4F8WdUukicAzFxmj2OHNiFmI828OFsvfsrk97F332U3ddslvp77+OpwwcQv2B21Tr28dOq1rGrJBr6Ramn/REk7/gCc/h17LbwCByCyA+fh7et4nlG4toTIf6p+Hb5HBx0CsGUae1qzUji6o8+nr8ioaQbutCrPmtlRSeJABEgAkSgcQjUY4MabUXluYlYuvIGQj6bAH9rniUuv4p9i/6DS/0+xHt9G7/FLmxGoG0RCiECTYcA1YOmY2sqae0EhLpgWFc82wluZjS+TMyBsBhNXnQWe+KOQvZ8L/hYs1PHQxSfPoJU2bMY2PMp6oav/fqis0SACBABItBIBAxssbNtWv9Ayt69iu1WmdI2T6P3iCEICvRRbkbTSCUxYbZ8j8TyJBQ7+GN4xKsIVN8W14T51iVaeDqrKx6dJwLWTIDqgTVbl8pmCAGhLhjo2A3JguKamoBgRFPnQ/KJgJgJUD0Qs3VIN3MSEOqCYV3x5tSQ8iICRIAIEAEiQAQMJkCO3WBklIAIEAEiQASIgHgJkGMXr21IMyJABIgAESACBhMgx24wMkpABIgAESACREC8BKptUMMG3umwLAJkM8uyF2lrGgJUD0zDlaRaJoFqjp3jOMssRRPVWpgB2USLT8UmAjwBqgd0IRABBQHhAZe64umKIAJEgAgQASJgRQTIsVuRMakoRIAIEAEiQATIsdM1QASIABEgAkTAigiQY7ciY1JRiAARIAJEgAiQY6drgAgQASJABIiAFREgx25FxqSiEAEiQASIABEgx07XABEgAkSACBABKyJAjt2KjElFIQJEoBYC5dlIjo1C/2bNwNb7uoSvwP7s0uoJ5AVI21QVp1mzEETF/oS0ggfV4+n6JS/AiRXhcOFlf4kT+qTRJUePMPm1eES6KMrRLDweBVppchEf3okvZ7OQWGTLq0d4lLYMnRgHl2gkl7KTj1AQP0kRX8mHMeL/XMKxLD4NBRoyqktU/3UHacuGwiUqGdXpylGenYzYqJCqfJjs/dkoV09uITZQV1ls38mxi80ipA8RIALGJyC/gvhpb+DzrN5YVyYD24wrb3E3HHovHMvS7ijze4BruxZi2EZgYmo+ZBwHWf7/of3hORj276NVTorJihyPZWn/Q9qyUQiJzYQccpSmfIX5t95EmkyG7KkPMF+ZhnfCISuQVvAHlvUfj9jsew0sXyFSVi1CrODNj+Ug/5GGyEc3kXPskiJwXzwSTgllZEGPcOvKRfBn/TrBzZ65gXvIz8nSEKL8WbAZs0b3RMA78bhWp3MvReamLxD940ktWfJruzAtaBoOt/8/5Ms4cNx95O/qhTPhozEt/goUoi3FBlrFE1cApzwAdq3TYUkEyGb1tNbDG1x64jbuq6VfcXuyyuophJKJhUDd9UDGlRycw0kxhtuQVammdiWXtWEMh+ANXJaM4zjZeW5DcEcueMN5jv0UDlnWBi5YOoc7WMJC73N5cZO5jhE/cOePL+eCVOG3uIOzX+FmH7ylSFZykJvdUUjDzr3ABS39lTvPp43j8tQzEDLS61PGlaUu54IAtk2o8u89Li7/YfXU+XFcmOo8OOnsg1yJKgbTJ4BPWxV+lYsL68gBUo3y3+fyj6/hwqQsr4Cq8qlkVX2R5R/nNs6ezC09fpTbECzVyFPJWsVLSKcRbhE2EHQX36dQF6jFLq7nLDNpo+wSi16l7IZTz7ambjRAXnACm9S70fpHIXa3ZhddKbKTYxHV36WqG0+zq009O/Xv5ujK5IqR+u930WfweLz/n0w8aFltV2V1bei71RB4gOuXL6JA2gkd2j+mVqrH0L5DJ0j3JeLoxXtAeT6yzjjAv4Mz1G+MkvYd4I99SEotBkqPYtWH8egY6IzcuG3ImjAIPVuz2I7oGfIs0g+cQoFcjvILp5E+Wv1cP2TNWo0j8EbH2EVYlVKopocBX8tT8fXMpUiBFMFf/QdfdGRps5CTX70X4FF+Do6piS3YEo8D15TDCfJCXE7PByCFn48L7Fk8VQvfRaP8j0HaKxJzF4wBkIYtSRlVPRdq8iHPxMaJ/0RWyBzM6Omkfkb5vSW8I3aAy1+EATwvjSgFF3H5+gPLsIGG6mL8qX791q2f/Cr2LZiJqOnTtf8++y/2ncpFZd1SjBSjBOn/nYeoBYnIq7N7yEhZWrwYYYxrCFr5DETkxusaJaq5Gw3yK9g17wNsxJtIzb+v6EaL8cDh99/Dv1U3qQe4Fh+NoM8vove6TL67k8tbhGcPzcCwZSfUxtFYvH8gZNkfKEhbgf78GKA5ujJlKE3bjOjPdqMcAZi0eBqGe7TUYEA/mx6BHGTllUN+/TLShe5tLQj5SL9cCHnrPpi6JhRnvr8Ax9Hj4bPlAFL5MWoJWge9j8+f3IoAGxt4r3oMn/+jD1rzckpx4eR5+Cydgr7IxqWIaEwNctbKoe6AB7i2bzOWpxQAQbOw6M1geAcyz56LM1duqyVX62rHSHyxdDKkBfFYl5Sj6O6+8RcO72MFVXPit67gDN837wkfN97Vq8lrCc9neoHlVJB+Gdd13W8lbhiy8TssGuBa7aFITUjtX4MHo0+nlhZgg9qLIZazhjl2QWunEEz51wrErBD+liBqrBMubPsKG49cV46VCJHps/EJaDj0JcDsDXuQmvap6ulZ0RqPxk+dh+M1zXoNQH7xINbFemJC5BgESFmrR3iS96x6ile2ZvwmhGGkt+KWBokrgiaG4rFZy7BDObYov/YT/m/2I7w39CG2zdyJXlHD4S0pRmrSSfgP6gGpRAJ7r2fgH6e4aUpcX8R4/52Yue0hhk5pi0Uxv+gx1qeD+r1z2P75Suwvt4fXpGjMGd4B1F7XwcnqgpQtc61yKVvyfLgc5XkXcUYrjmbAY3AdOQtr3FJwyGYkls04j5id2Yp7nkSKXtM3IZ/jkL9pMnrx9QSQX0vG2v0vYtn4Fvhp9TVM+mAAXOtx5+XrzYdfogABmD1/AgLsnfC0nzuASziWcxNVw+xq4+UdA/FSRCgmSAuwb8tenCp/hNLzqdjPF6vKiata+Fq9Ghrlv1SMMl2OHfaQSnXcODSSa/6UX/sFMfPOI+K9gegkEb8NNPUX6+96XF66itICjp37IbCrBJcPpyNfp+F1paMw0xJQd+hvYgteRdzBLJRxSYiJGKp00Mxr19WNpqxwWpVeccOEstWiaPGotQKUheO7MqVH8f3Ry5BDOfGn4zNwy92L5Vn9ENLT0QxdmfdwdfdaRCdcBtqOwfyZg+HRnF5TbNrrTyzSWWv6PawZsg+fLz6onN39AAUnNiDm+1t4wVA1JU8jdMM2zAz4GwJm/oikCN9aW6kS11BsSJqOAOnzmHnoR8wMcDA0R/A9Zv/3CT9hTqpq8beEi6cPL+vSmSu4pZJ6G1fO5PK/pKOfhZfjC4hkXekp27DjRIFiWIKdVdVntRa+ajKdShg/sS7n9AnFZLtAT7gY62m4/Cw2Ri9CzsTlWDDy6VoZqmvDf28MG2gpId4AY5lIVUIb13Zoq3pcqEDeqSNITjiAc3dkAJzQNeQVDOj3DNxsWSTWnb4U317rhXGjn0DGjkRFPJun0XvcaAwJcIetUrK8KAu/H9qLn49dgQy28Ah8EdISeoJQgdf1pTQFnwcNxJKCMdiQlYMI7xq6nZXdaPwTtzxThyShZdNJxznWP6ccH9N9VhlagDNZ+SiHL4KmRiPiue9w1vEDzPCZy49dDhjgrOjKPP0xAmyCgbA12LVYsytzBvrie8RERCPWwK5MrvgY1n66DbfRAcMX/QNjOj5Rq7Z00soIMEewcjtafb2Qv74KEIzZGz/HP1faIqJzInzcWsMeneCHfSIsuBzlp+KxOvYsr1tB7Gi4xWqoqZwZL2V39NILOL6f9asLY+gt0anPYAQjEkti/gU4K2esq5z43aoZ8e0d0Ep1/1bmIb+Mo98f5eUF9+uCdhpZ1+tn+VnETh6HeZiJ5OiBkPJ5SmDvJlYb1KuUjZZI04T1VOQhis8fxu/lvRA2vBvseCkVyE2MxdptmWgzdg6+WLECX8wbiTaZP2D1kl3IrlRzykW/4pc/HseA2UsQs2IJosY/icytW7E3S7m6sfI8dq2JxeGyAHyw6F+IWTEXI9rdQOYV843o1xNM4yZrHYT5KQexYXYJIoPeq2Utal3daOXIy8qpsyyKlrl2NM2xS4nrUPxzjQu+P9QS45e9ihMxCYp1tibryryLC7ti8WVmOeD7JqaN7YoaHnG0lacQ6yFg742XZiq6yjnWaxXeE63yL+KMsuVa0/WrAKDdE2U2MKoJc7XkeOkirtxSdMZX1TcfvPSMG98SlngPR9TsAGDfSizZzg+mQ+rfAe15D1DVwu/o9zSerJYNW362BvPYmLw0FO+FeBrWsq4mS/FDXnAMKwSn/uUE+PLL7RTnRGsDHeUQc1D9HHtRElZ/pD6BbjZi/nMIl4tvo+iucuZlRTYOHSiA+4jXMayzk+LicuqGEe+MQdey3/Dj4byqsXgbP7w8NlDZim8BR+8ucLMpwoX/FfPrQysyTyC1rItaHDu49R2Jl7srHiHEDLhxdZPA3nsAImL2oiwlHI7Ho+EyMAqb0gqq2BtTQX5i0fPY8vmXSFZuzsEq8cqYeDx4QaqW02NwDf03kmY+D2nAdBxKioB3LVei/l2ZHB7dOo2fY9di3c+ZKGcLethx9xwS1u9FOTpgxKxx6OtoozxBH02FgDw7FiGqzViEUit6oiDMbLd3gY/fHcUkOSEKG6niJ9VVjUernTLD13vI3rEMs/gJc8uRqlyDz9bh838lBzGbr1rCzHi1cWrp3/Gsl9AzxWbtB6OqFnbES729FJP7VDPiOyLQ86mqeSf8RjHz8eZoNq7fDWELJiHYVX1VgaHFf4CC5M8w0GUMEtp/hhQNp85LE6UNDC1n48ev5XZai3Jak+f+hU9nhKIrziAhNgnZlTJUZGcgU+aIjh0cqz/h2TqhvQNQUlBU8wz6anHKcCH9AmQO7eDMd98LetnCWVqPsSoheZP6VHPw60Ig2zERbrp23aqRiT3cfDxrPFt1gjnsRUiJbo1NAY+jWTMXDPx3Dl7850JMsH+iamlNVQIjf7uPnD1f4PXIyZg09E3M+vF/eIRHuJm8DYt+v8231qeO9EELI+dK4sRPQNLpBbzmt6P6GHvaD9jwvQvWTFUO+Ug8EfLeYJyZtxQbMxV7pvEPpgtX4MzsSXi1pqEsExZfMbnsBwDdEDElFD3UWrd8trwjZO46C/tPs8aSMGwGQNXVzmKyeQZhWBAsuHZ3+D3dVqH53RLcusu+XsLm0R5Vu8LZuKDnxCX80rqgOcuxeGI3xdI4RSoD/8tRnvYl3hj4KbIi1mDrF6Hw1iwLkyhCGxhYUFFEr59j11JdAlv33hjQuz1w5yT+yCzC7Ru3wEbVazpk127gtlpvfE3xIC/BzWvV12jWGJdO1EGgysFnz30GuRs36ljHrktETbOKlXFVk3DY79bwfmk6NuWzFkU+DsVMQECrIp3rg3Xl1LCwlvAOW4qdUUH8mtuvw+dg/dlzOLT9J35snVrrDaNr0aklvpi4cTsmypbBxYZtldoBb+wAxm5cglBVK/QxuAZPxdYFztjSuQ3v4GxcJiHd7zPsUS1dMyMFtsRUNWHuM/xT1wQziTM6+LuwiS7KOSxVw2YdX3oGnup3eN5phipb7T7wdFEMSFV13WuWrRvClm7DrtQ0HFz0knIcXDOOnr/l2dgRzdbfA/wcAd4Gyi1r+a1reyIqma3tN7cN7iE7diyaNRtrhB0B9WRhhmhGnDzXHG3bPQkbsK0LWyi/V83T1CyLMMmuzm0aJG3wlGtL4JqmBPpdfwJKB79ogJ4ilJNaChIVm0i0Fkaola0Dv8GKbSnlmYgdEomsqN2IGVC1Tpe/cSAYUfzsdz2zrG+05u4InrcMq86/iqkJ32PWyFQ4X7oEtH0fYYO9qLVeX65WkE4i7YXwmCSEx9RSGHtvDIiI4f9qiWWeU/zM7zPgNtSWnTMGxKSCUyuT5u+q1KxHbQ3yuTVVQayR7B2BJC6iWliDfkh8EZGUj2oSdYXVlIlZbcA2zlmLg1nzcLkmfSwwXP15roHqP1K00m280N27Dey8u8P3/9s7F+iYz7SB/2ZS3Wri0rCtCcFpJdFt45YcWuozQROki6VlXeIS5zusy1dUpMq3X1uhIjlRl1p0k9UGbVUs6ZLEBlHVkk1cokpcsiIYjiTrElJh5v+d/1wiZEImhGTyzDltxvt/3vd9nt973nn+7/VxKeTUaXWdvMynuIALl6GRrknpjvcyT+18bYBXBy9cLl8kv+yGO4rJN5S9/9hO1rqedHUH4bZAEbaADmX/lltzrBiYtk0vxoceZc68bzhWpLao5bjQvDk5zDSfQ1d/IVrzxtDmLLxrjT2d+NhkWiwbj97ejVMVV1nlJxq3TkyIiWDYc1B06pS5w+pGD0Cvk0n4KkOVjELAWQkU5bD/4PP33EpYu419RI7dRHHePnbsu0Sj1zrj46oFV28CeuvI2/w13x0tsDj34hy2ff4tRxp05Q89LLs1H4xPi2v7IIJbZbP+81TyzM79Omd3b2Jr1vUHZ6/LEg17EmmeErdutLFtuLH9reh6R3vMtJ4Ehi8motk6Xm7ggkbzGzwGpuO7bCVTS4+ePYP3mMVkjLnBXA91jV2Dy/AEGLKYzwc5eE7Vng6VTtNQ76U/MHfxWCyriHomDe2CuxxbrzRBERQCdYOAiavpe7ka/vgGHo+Dq0a9xl6tSP0Rtn6tuF71Stn5S9heYGf1vHE7evXuiv/rPriXvi5U8hz7ES+GfRRCB/WFQP1Y60lrPoLZYztajs8V57F/SwIbzOfYXWjUrg89GmSSeKw9Uz7oQ4vSOitW39meVKrNnM1oR+y5nc/xQ7lcq/c8Pr6euIljd4RerZGVflBrmkoUrWYCtr7gmGOvZqWkeMcI2BrRsVwiLQSci4D0A+dqT7Gm6gRsfaEOjnOrDk1yCgEhIASEgBCo6QTEsdf0FhL9hIAQEAJCQAg4QEAcuwOwRFQICAEhIASEQE0nII69preQ6CcEhIAQEAJCwAECj/CCGgdqFVEhIASEgBCopQTUmAyH2b7tRw4XtqT/f/fF+xk5clKTGlNG7DWpNUQXISAEag6BonSiA7pZrzq9Wy2TIZ0vwoOs96p7EBAeT6Y18JFN8m4ZDZqAcOI2Z1rjwduk7P81R0Ab7YtG48voRXsqlcd+SY8+Vbmazqcj3qLPyDBW/fIrz8jw8NFDfsgSa7ZjV8+zR4QTmXzm7tvrHtJoyS4EhIAQuC+Bop/5Yu4n/D3tZnmxonRihk/k+y6rMJovezrNmi77+P3wz8g038qo3sWRy6Y5E1nNSDLO30RRbnI+siW7/jSeT9PuXKRtOreRcUGLyDTsJTpghPW+8nzSPl3OpdHJGJXd/I9xlTVPCec2TiUoei+GzEUEBMVZwh2X17D6UpRCMld9wkf/zAOvcSyY1Y+WT8lovfqAV63kmu3Yq2aT5BICQkAIVJFACYbMeMIn7eDlIf3sRDNTbyrbREx2ICN6e1ojVz5N896DCMley/r0QnO9ppPbWRn3IiHj3sFPp4Y6fRpd53HMjniR+JQszLHjzEFelsJ4Pca1EcR0HmeJIHc1i5SEVvT216kx2fDq1JwEcx61nv50iIlgrVHPlBbxRG7KfYyDHoVff9nA3I82U4QfExa8S/+WtrgRVcQt2aqFgDj2asEqhQoBIVDzCKihQxcRoPFl3MZcTOapdg80ZUa+puNrGDMjh6AFE/Bv4OKgCeetsdytMdHvinqoFmWJkkh8KhlXb3M1bSWT435LtxbnSIi5QEhQO0t89IbtCBqcS2qGARNXObH/HIPLPgu5QNj/7obXfkvc5JWkXb0rGodVZ3V0PxkPzVtEZ17GPDPg4UFAdDpFDlpVKn47h83Ri0gsgueGTWPG71vfid1eKiRfagIBx1dHTAUc37OTf27ewxnzzbLq9a696de7Ox08XYErHPxbFF+d68ywwc+StT6ZI5eN4NKKLsMG09fP807wl7uuia1Py2498bq2l+1HPC1XzNa3g0itPzWRDUlZXFEfq1fZ9u9N9462ctV76w+xO3UL27MKLAWUk7FTriQJASHg3ASKMlgxI4o0fRjRgS9g2BZFTJoHM7f3x9s6xNF6vMXq75qic9NiumYPh5aGnQcy3Wcia1PHozfHQCjBkLGbdJ8wood4oy2Nid7GXgFgOMnpC7fpqR/PstDBrPz5OeZOb8bAlCxm9+xJQ5qinzqRQ+/3waUXjIpZwQJbPAY1YEm6J1GR3WHl3wldFlVBcCXrLIKuF2EfbKR/0iAmTu+Ef9jHrAhYwwy/xvZ1qzDVSOH3q/lw9TFwG8r82QN4qZ5MwVeI60k/UO+KVz+gXhX/oM81Jfvb+cqsRZuVo/klFmHjJeXA6rnKzA8TlOwbRkVRLisH4mYrM6e+p8yL+17JM6eVKAX71yjzps5XEo5ds+YzKD8smaXMWpSinDHLFClnkpYos6ZOVWa+t1o5UGRUFGOukjJ3prIgKVdRS1aMtjy2+o3KjdwUZdl7s5Tl3xssMjd+URI+nK0sSzql3DDXZKs7Skk5c9NSt5P8v3Jt5iTGihlCoAIClesHxUp27DsKvKqEJpxWbp1NUEJ1KATGKtnmH5fyhRuzY5VA/JSZ2y+Ve2h5hvl3U60f3lFis4utcpeU7TP9FHSzlO1XyhZuVK5sn6XoysgaVT0CY5SM8z8pUfrhZcooV6WiKDeVswnvKoFRPynnM2IUvT5GybhWtvx781Rg8wPz3VuOoiglR5TYAa0VcFPahqcqBSY7MpL0xAnY+oJjU/HXT7B373Xa9uhB2ybWEJjaprTr6Y/75RxO59++857i4ku/Id1oUV+toh7u3r+jhUsBJ/6thnE1cf1QCltyWxI8MgBPs4wrnn1GMaSdOuq397HmyXFHP7iPtX4t9Vv2ZswIH/I2p5B13YQpP5cTlxvj9UoL68xAPdw7juCDRTMI9FTXuuQjBIRAXSNgOreVyDnfgj6Uib1NJP75/4gz+N0JOVxpIJbp/F76PQw9esUcOEtRjFw7GsyufpOIO2ZePa90adrmg4hNmYaf7jVm7FxLqPf91qzVeOqfkjLjNXR+09i5cxp+bvf7CX8G77cnMFP3M3GTo0jkDSZOD4a0OJZvy6tgbf4mlw5tJW5pLFuOXzG/uajvLTeykvjr5tPg1p+w0NclUmKlW/jJCDo2Fe/akVHRHaE4j4O7szAHTb1+kl0p6rR48/tbUL8JzRrDMUMBxTTixMETGBu/QSv3sjGy69NU1xiO2CvqmiWPixfPu5dVW0v9pi/QyPgDWcev0aFtK7wap5KWupeWHerxa9N21iUCe2VKmhAQAnWKQPYlrthbkq40hELS168lO2Qhb7dtaM2lxa1tMKMHL2Xk3zJ4O7IrLXxerHSJj1+wgJyci9ygVfnNgcZ/8937ExiXrO56P0xC6gIGeRaw46+r+Qk32k4KZaDXs49fZanRIQJlPWQlMl4nLzmOv6TkYFTXrXu2wdW1IyETXmDdih+5kF8MnpUo5mFEjAf5as5BvipXhis6Na3+ywya+S4vZhwmPXEHRy6v5yua8EpQMD17tLfOIJTLLAlCQAg4MQFt87f4eNkkkgavJnLjKLZ8/BGhSYNZGJnIOH1o6Rr7AxGoO9bjMyHkXkk3szM3zEklY/Z/4d+6jeX36F4x9d/lNtXZE3oUab9yfMMKFhpeJTQhjP78wPiYLaCPIXqCf3mnrlbp4sOouFUcHzCcyH8tZvSU3+G9sAHr1vwMbsNltP4omuUxlOGQYzfl7WZdigHPQeGM797MetTDxPUDh8wb2cyOtbqVbhL04Pjr9T3p0F39rx+Ubvb7kuWGUXfiu1e3nlK+EBACNYjA0zQPHMV0/UbC4pM4NORPVke/nNi0/kT2bFo5XdUd6yF+xJeTLuJsdg66kAn4N3wKtxZt8DUkc/pCCTS0Ta+XcOH0SQy+fWhx3yn0coVXLaEoi8T4H0AfxsTABhxaEUecIZio78beZwpfw1O6N5nzeQRH35hEYuL7DDzixil1J/zYwfSR0XrV2uIx57rfAs09qpgozr/IFdx5qbW71amrIkaKi4rvkX3QPxvg1cELl8sXyS8uOy9WTL7hcgWZbXlOk1t4q4yMieLsjcyfFs22vJIy6dav2iZ4d3+Tbq+4Yjx3kf+Ura68tKQIASHgrATc/JkQHYbevMYr+ElAAAADt0lEQVR8Ed3AyUQEnjeP2o9X+nfBnc5jp/DmwRQ27DhuPTpmoujYFr6Ib8b0IZ3MR9a0bXoxPvQoc+Z9wzHzpTUlGNJjmTcnpwrr+lVpkBLObfuSmLROREWPxc90kPUx+9FH/ZkJD9wR74Jb+zHELB/Lc/yHU6fygI6MHtoVnWyEr0pjPPY8Djh2La7e7WjrcoGMHYcpNHeEWxQeTeKbzdmYT75VWn0tru2DCG51gq3r93DW7Nyvc3b3JrZmmVfu7ZRky3OGLWuSOFagOnf1aNsevv16H3QLprvn05jykomcFsGXu89ged1QZbLIOgOte3TAwwGL7SghSUJACNRaAlrc1E1nymFi1WNq2raEppxHSXFgKh51PT2Ez5YGQcoUGmg0aDQueH9SyMi0dXeOkWk9CQxfTESzdbzcwAWN5jd4DEzHd9lKptqOrlUrR3Wj3TLOK/+w6NSwJ5Hnz7NzRmf7U/DldHmWl/74PouHeVmevPoOQ7u/gPj1cqBqZIJG3Z+vaqbRaMw7PO+v5S0Ks3fxj6+tZ9NRz56ro2EXsmK3wYgwRnXEco79iJflLLqr1ZOq18POX0Ja8xF3psPLnWPvSwd+JHFvM+s59rNsm/8ZB/wnEdanpWWWQN24tyuVreYNe+qaUCu6DOiLvpsP7uaqVB33kpaUxL5c60xCOZn7W1lbnlauzWqLNaKnEKgaAekHVeP24FwKt/NPcij3KvWe98HX000c+4OhPVEJW19w0LFXt84lnE1ewnJDrzvOv7qrrMXl2xqxFpsgqguBhyYg/eChEUoBTkLA1hee0MS0uuHuCz6YsZRtZ2xT7+q0fjKbU2/h39WLik6zOwl/MUMICAEhIASEQLUQeHIj9tLd6raradVZ9W4E9w3gdZ8mZTbnVYvdTlGo7e3MKYwRI4RAFQlIP6giOMnmdARsfeHJOXanQ/r4DbI14uOvWWoUAjWHgPSDmtMWosmTJWDrC09oKv7JGi+1CwEhIASEgBBwVgLi2J21ZcUuISAEhIAQqJMExLHXyWYXo4WAEBACQsBZCYhjd9aWFbuEgBAQAkKgThIQx14nm12MFgJCQAgIAWclII7dWVtW7BICQkAICIE6SUAce51sdjFaCAgBISAEnJWAOHZnbVmxSwgIASEgBOokgbvisauH2+VTuwhIm9Wu9hJtq4eA9IPq4Sql1k4Cdzl2a6C32mlJHdTadstQHTRdTBYCpQSkH5SikC91nIDtBbf0Stk6zkPMFwJCQAgIASHgFAT+H67Q9cK+bzjeAAAAAElFTkSuQmCC"></p>
<p> </p>
<p><em>Accept any combination of dots, crosses and lines.</em></p>
<p><em>Penalize missing lone pairs once only.</em></p>
<p><em>Do <strong>not</strong> apply ECF for molecular geometry.</em></p>
<p><em>Accept values in the range 95–109 for PF<sub>3</sub>.</em></p>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>PF<sub>3</sub> polar <em><strong>AND</strong></em> PF<sub>5</sub> non-polar</p>
<p><em>Apply ECF from part (a) molecular geometry.</em></p>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>sp<sup>3</sup></p>
<div class="question_part_label">c.</div>
</div>
<h2 style="margin-top: 1em">Examiners report</h2>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">c.</div>
</div>
<br><hr><br><div class="specification">
<p>The reaction between hydrogen and nitrogen monoxide is thought to proceed by the mechanism shown below.</p>
<p style="text-align: center;"><img 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89znudfLrAX6EUEiAARIAJEgAgQASJABIgAESACRKCfBL7Xz+PpcCJABIgAESACRIAIEAEiQASIABEgAgIBUjBJEIgAESACRIAIEAEiQASIABEgAkQgIARIwQwIRqqECBABIkAEiAARIAJEgAgQASJABEjBJBkgAkSACBABIkAEiAARIAJEgAgQgYAQIAUzIBipEiJABIgAESACRIAIEAEiQASIABEgBZNkgAgQASJABIgAESACRIAIEAEiQAQCQoAUzIBgpEqIABEgAkSACBABIkAEiAARIAJEgBRMkgEiQASIABEgAkSACBABIkAEiAARCAgBUjADgpEqIQJEgAgQASJABIgAESACRIAIEAFSMEkGiAARIAJEgAgQASJABIgAESACRCAgBEjBDAhGqoQIEAEiQASIABEgAkSACBABIkAESMEkGSACRIAIEAEiQASIABEgAkSACBCBgBAgBTMgGKkSIkAEiAARIAJEgAgQASJABIgAETBIwbSjt20Hqp8tQNrIeCQM7/tLnF6AKssOtPXaNenbrAW4Vjpu5BxUd57XLO++U378tfktsLkXUPve24ZGiwVV+TOQKJ1feh+XjQrLFjS29agd7ed2xstaiPHsPInpFnRqo/HzHGfQkn8rG4skZFiOwZBT+NmycDpMLjcJwZQ7XyCEREb1NpBkWS8pKkcEiAARiGYC9q4WbCnPFuY+ffPEW7HMeiaasUR433vZXPMmcd5/ExvLXll/jqN6+jXivkxUd7nPzPtzrOw0Af2o1aaAnmjAVRZ4BbO3FdULbsWYmY+gtKwWR9zkx9Zei4riR5AxNh1FTV36FB3bAazNe9EgxUscUzZpr+NK5fXpyCsuQUVtu6dS2t2MquJVyJt5A7iiXG3V2X4vYmPvasCywnp0YxSyfjsXCTFeDvBr92VIKXgIqaZv0FbxBLb4qLD7dcpIPygYcucLoxDKqN5mkizrJUXliAARIALRS8DeVYvFc3KwemMzm/vIX1+j55zbxFG+O6Sfe9BWW4g0Zgg4GdJ20MmJQPgTCKyCaT+G6qz5KG0+5b3ntna8bJ6HxQ2dupRM26GnUVBjhOWNW1stME+9G8uUlEqVnnBFuTRrBmYVvo6T/TIHnsG+jc+giV1hh2YuxcLki1TOGIDNcXdgWf44mMJNcfKpa+wCv2NfP5nrP6Fxcqe/DWC/kNDKqN62kizrJUXliAARIALRS+AL7FxdyuY9Sork5Rj5s9jwQ9P7HiqmpyAjfxuO/CP8mkctIgLhRiCACuZ5dNY8gbWHvhH7eAmuYwrTmu0fovNkl+Ov04rqokxcZ5IwnELTsnLs7NGjoRlheWMT99ancH9mCayyC50pKRP5RetQf/hEX9tPnkDr9nVYvmgShkrNxzc48tLDmLuo1k+Fh7sTrsOK2k8B0xjMz5kAYy+rg5AwOwtpQ00ID8XJCVLnByZjliWY8/ASPLz2PcgdL3RW4EcxI+TOl2aEWkb1tpVkWS8pKkcEiAARiGoCtk/wwX7pDs7mivduQHOnOE88+QbyjXzQ7i/4cx/h3XZpfutvJdFwXCxSKt4T587voSzVl1ltf441im04tsmovga23sApmPaP0fB8q+hWOgyTK7ejoWIx0pPj+locE48Uczka9pZjMlNyhJftLfy++rAuKyZsrdhS9U7gFIteK8oWV/W58ZqSMLuiEQdeKUeOOQ3JsXJf1RjEJqchu6Aa+w/XY/mkYWK/bOjeuxpL/bGu2g9j00ruGmvCsOylmJ8wqI+VUZ9iJ8C8YAw7I1OcNr+AfV7WwhrVDP/qlRTk8ziyMQfZwVpLGmi586XzoZZRvW0lWdZLisoRASJABIiARGDQ7fivJ+7AcPl0S9pH70SACEQsgYApmPb2N7HrlMPdwTTpERTPSoDa9SImfhaK825lSg5/2XBq/yF8roFw0KR0zBAUUqbM1RajLCALwFnQm5Ji1EmWS1Mycl6uQVlmsncrYuwYZG96DmumSEqmP1YuO3p2VKGGM2PWy/syrlXlpYHGj11MSUufjQkcfnc9Hq/Sqdz7cSZDDomdjOKteUjma0mLzbpdrP1pizFy50tLQi2jettKsqyXFJUjAkSACBABIkAEiMBAJxAgBdOGzz9shWPlpQlXjLrai5IWg7jRY5Eo0T1+Ah7BpKR9/D1uKpaXZIiuqZ+irnAdWvppebN37sCG7cw1VXjFIrVsPfLHyKyt4h7Vt5gEpFesxGynJdZH6yqz+Gxe95Zg8TVNnI2ZwbBeSp1hPH+TPYp9Y8r99oYIs2ICMQlZqK6aw+SBuVjn3m+ckmmA3ElDoOc95DKqp5G8DMmyXlJUjggQASJABIgAESACA55AgBRME4aba0Wf6+N4u2CMd2vcpXG4zLkW0xvn7yM29RGszrzaUZBZ3laUWPvhKvsd2uvr0SatLx92D36TdqW3Rnjuj01FnswS2729DlZd60nZnNxp8Y3FhDvGwbtqex4nrf/tlj4lCWn5G5xpU+QpNrRTs1yEpCmpEOyv3bvxUvNpz76F9Rbmrpy6Ei8UsYBFXMlclofK1kCnjuEAAi13vkANvYzqba3vssxrDpQ8R7os66VM5YgAESACkUxAlu5hZBbqpMxz52uR7Uxn557WgveXBfZr2IJqj3QmPP0dnwM9jeqaFh1xMBz3HM96RmH8glLVOpzzqpQSHJHwt5dgkpS+bno/I8oKaceexrLpSWL6DkdaPyGln65+8UYp3U/ZcqjyF9DS5QDt7Adrt+f80Fv6EKnj/N2Gk5ZMZ1s965KN83Cl8ZTX5f7Z12N5vy2u7EbOwLJn/9vZb/czOL7L+iuMH4sh0faySz19mSK8tUlW13Cl1CvyFmixU6qHt2uH27yfj2ujZ6pHLkduqSEFGWpo64euJG+7758DpGD6fmL7Zx04Lil4o0Yg3quyydJsFBaJFsN+usraj6Lp1S6x0Wz94123IUnNn1eza8wSe+tUh7spL2c7iN1v6VHWWAS19S87LL6msbj91is0z8IiEbHUL5MxKeu3bulTWJCh2rUsbUoaHtAZjVc6UUzSbZg2jEPvxTuvH2CX8Eh7MVdf8x+wkT90sLWh6h4zKgxRMgMod74gDrmM6m2sj7LMqw2wPEe+LOtlTeWIABEgAtFCgE+uWYT/cTchI3cVSj3SmXAOfA70O5SuysKk8Q+iUVSmPAjJ7jme9bD5ZPMmRx2J6QbNIzxaxDYw5ajpCaSxlH15xb9DnVsAISGln9CvhajWyr0u65trer1TsG58DNlT7g1in5T6adC2f3aicSGfF5e4smMZKurKfovslMkwW1p1KVf2zhpkZy53qcfWvhfvn/uBd2OZQd0THqxYFmEaS/noOa65yJj6sCjv4u+EZcLIc0sNKchQ7t2YttDfQKT961yIFExmndlrdShYPMDN+NH4qZ5+OAPU8ML9cJXt/RQdpyXtNh7TplzjvxDFjcPtE6UoWd/i+Im/eg9YJI+gdkUC4l2CCbmB0JX6hbuKLkDhni/cDtb4GvNjjPj5xUIB2749eFun5VWjxhDsYspf6WbHWlgjlcxAyZ0vhEIto3rb6oss8zqNkOcBIct6gVM5IkAEiMDAJ+CY9LtG+NfsdfdryLvv92jzSErAYxnk6kyfxx9WL0G14XnCeUT8+Zhqfq4vyKRa57qbUJqp8gBdz/1UmBstgeX4d2pniMDtf8X+kqUo3KuVEpEp2MXzvQeDtO9H2a/X9Hk0SjT0GH+ksgF//w4naldiSXGTW45Y2YmYvBeufh1nBOVY63fCHqD4G4hUdjp/PoZGwezZg2eqjzva61OAG2a1ynoMS0df4jiWAd5Q1+FdoXMj42I9NV2NEVf9wK2EL18vw+hxI8UDvAcs4gXtH32A9wSvBW/WU6XUL4WobjkquiPz1CmVyBEi2n6KnbV/Ys/E9L5k7dZtedVbdxDLCWthK5CTxGTCMCUzMHLnC5VQy6jetuqXZV6jUfI8QGRZL3QqRwSIABGIOAKydA8dNZgtBc0fxNwKO6QUJVJaC+YZU/KMc9IvpI6rbESrlPJOfD/eUoMV8tRxp6xoandVpOxtNXicp4LjL54poKhGlhKFn/dD1Fc+gFRZPI0X6z92zitNqeX4mJ+vpRDXOWoBkgrRLLXlFTOGS9t1vTOLk3UV5hUfEGJwsEZh6KSFWFFjxXGpzpNH0czS/jnmdqxSPrdZXOkWe8Tb/ZTXUYjZwtzoACrLXvNhfqirIyEsdAr7mj9m/Hg6RPmcWNZnoXU6AnB+/DasLNimKel+VDnn1qye2keRGueXa2MAuHyMuo1MuXSXV5bqsereJDFAKhOL5ieRNvd37HfCZegBWVpIzuGhPpnmWSOe34l2j4cvAWiqRhXf19hnzC47M2svXwerYEBkUGZmIcOXADcxiZi/5kHsmVrCoIrCk7oF2T7U8c9zZ/GV1LuYwRh8aTCFSB4Q6WKMGvFjdeupS+oX9kNaVIXnCm6SBVDiqVPSkb/p3zFi0f3I03yaI3VYejfhJwnxGISD7KIjWV6vVG+LdBh/77IgTb4eQb4v1J8FJTMLXz/zFFZNjtfXHz1tDoDc6TmNVCa0Miq1wtu7D7LMqzJMnvshy966SPuJABEgAkQguAR6DmD3PjFP5tA52PjCk0hR8PSKiU/B/IJfYHjPbGQLSuSX6PgzO86ZR1N+j+Lp4Fai2OweIyQOybMK8Oz1Q3C3MK9khoJX30T70jFINmJqaO9A/frXRMvUJUguqsUfzYluc5VBGJ46D/mp0zCp3Iy5G9tgE6L+z8JEKcaJ1/spr8OMslsmYMTsTJQ6c9QHdyiNOxtPh/gcNrhkrBD7PPoXGDIvB1Xc7VhMM5dRMVk2d3ZrlWkySraswG1OhZLVk+wMQ+pWOEhfhcwWFtfgoyzV420lG1Fyehrymvnvoxfd3UyPytyAXS794xwewbMb/w+pM591eIue7kQXC46a7Oyj8f0IsgWzB61r8/rM2kMzsLowVX3QVfofk3AfyvN5gBf2sh3A2rwX0RlkzbyvadLktm+L9qdv0dXxuVhkEOIGX6Ra3PZ2LZ6XUr+MfhCVS+XKpeww94i2sl1aH03xI+CwveqzvGrVFVb7mA/+y+Z5AY8uG15y5wtxX2VUb936ZZnXaKQ8D1hZ1jsUVI4IEAEiMFAIxKXDIlk1D5QoKpd9XY1F/MjLxa/ncebs3/t2uX36R2cnPleZK8YkmFEvnfNPBcYol6w99vadeFFU9kyTHkeVh3Ipb3QcxiwtQpYQL0NUfMX2y++nGDYXj6nODxOZm+jjSBUmzPK6I/uzZjrE2JuQu+5Bls6O95G5iHoJwDlo5hzcFUTFyzt5bnxbhIWKmS1kHlu8ItOtyC1Q1qP64lNwDL04+7d/ej91AEsE0YLJlEvpSQzvwNA7sWbbSi8XDrWeii6Lux1PZWyHnkZBzQSFp0Bqxwdyuw1/6ezywfXgS3QeE5/MsZWnI+Id6yA9W/QdPjp4WKyXRZqdOw0JWk/TYsfj7pnxzKwuuh57Vui5ZdgIJDI3lSPcr/bsWZxjF67hWueQaog3Y8dJs/QtbN/tn3XhC9ann+rpk65ehJPc6WqwWMhXGdVbt15Z5vUZLM/+yrLerlI5IkAEiAARCBMCPHpoPd7s/H+wd7yGdbXtKu0y4ac3jGER8w8yKw5fi1bAggHtRc6CGzEkZgRu+3WKvjmPSu2+b2busX/uhCMUpM4MAsyAMPbmOFTVdgOnWtH6mQ3J8TbZ/NDbUivWSjFWiFWwevne6vA7YhSylkzVzL4QkzAN905kbta8z7ZPceKz/2UclAw6sbj5xp873U7Do68X499uvFbF+CYZDLj3IdMvJ07FLWrKccwlGDKETYBFQ1Ww+xYkBdNNueSm3w2PIz2eaTf+vvrhsvi9wUPwI3ZereXB/jYrcMf1ouv4l2J1l2Pkz2K9VH0RfjH2egxiCqb+dZiyKr86i17+cCNgypis7hB9jLkqXl/wKF/a1w+58+U0kSGjvvQoiPI8AGXZF9JUlggQASIwYAjw9At1H+Ks/QReq6z1HhTHreMxSTNw3+itfS6i3c2oKm4WSpWuYm9DJzGFczxG3DAd6cneE8a5Ve/j12/Q/v4Rce1lL6y545GQ60sVn+NE17dAPHOO7PmbeGAcbhqb4GXqJlq9mg/6crLwLasrdgqzbI9ilm1BqXZ3nZZ3TduTUF4yeJ/1zPkdrYmJG4xLg9cwn85kvIusvQtvFmY5fMh505T8in1qcl/hmIQ0LJ4p5sb0wVU25qqRGCW5C5w/jIMfuS4K7zuDnk9ncOhAh7PgoMQR+Inzm8IH+zfMWCj6OAxi+Y4E1weFcvg7zp6RVMUfYkis1GClsrQtmAT8lTtf2hhSGdXbUN2yzCskedaLlcoRASJABIgAy39pWYjx1/M0HiUodUvBoJsPeyicXVPlCASodJCgcK5i6d5uQMK4bFSEMG+gUvNct51Hzzk+X5V7D12KIYP/P9diHt8kq5fHjsjcoCt2igmDh/xQ7J+263T4QRgYc35jFUyen2fhPOS81O54YsPdYve+5LpotV8jK89RyKzgh7bC8vYZ7zXGXo2RV0gKm/hkw/tRyiXsf8WJT9gTJeEVjqZ25WbT1v4Q8FPufDklyagvtKgsESACRIAIDBgCDq+3OappGoYhddEyLC8qZNFX38DeorHaPWdr8vJf+YBF1nwS+Zl9UTg9DuLKJs8bmN+kK3+ix/GGb5AUpX/FkMv64QFoeDvpBEQAMEjBlBJ/znHmHhJCAG9b0z+3WKURi03FspIMDBX26cyNGXMNJt/FfAyEF3NTWPeiQu4kcbfmmx09O6pQI/k368mbI/lE83rPs9DX0rGa5/kaZ3ulvJ2aBWlnsAj4I3e+tC2UMqq3nX7JMq+c5FkvYipHBIgAEYg2Ava2ajzKI6cKHeepKB7Fcpc0Je/AUpCDbLMZ81P1RovnkTV/hZyKnTgmpAF5kimojzrSeLgAZms1a4tRZtVhrHA5ztcvQzG7pk1MOSelafH2fhQ7zKPYiS7C4DhJwfwbzp77Py8nt+Nv5845U694KRz+u+3ncO5voiegamvlQQhjkZggBYJSPYB2BJiAAQomW3zdtBr3Z0qJP3l+lkJse4GFAO7PmkvVjrNUHSwc7+pM0VWWhXJeUWL18vTpIiRn5/RF1Tq1FcU1x3z/8fVasWbNW+JF0MtiW9X2q+0YhjHjrxJ36rGyyoOoqNWpsf1HQxBrgDRonDHCd/kjdyyCXFcLqvNnIHE4c48W/ibAXP4CWrokd2gJSxBllLmxt1gKkDZSatMojF9Qii3WLt9/E1LzPd6DKM8kyx70aQMRIAJEIDIIfIf2vVYxRgZPwVCJ5yoeRPasZJWgJzacO/u1j11zKJvZ5gdR9kq7Zy5MfIH3Dn4WwPuf1LyLWcTbn4pfetg5Ov08h6/1/C8+O/Gpc64qtUb5XVznqbyTbZUrbqqFjN0hBe3ROgtLiXjw3R6xhB43Yq3K9O6LAHZ6uxKAcgEO8sOUy4Y8zM3ty/Fz3b1leOrJOwyO1CW6LO5bjLpux9OnUm/hXeIm4F62ftMq5E7i+TQLUTnaLeeMFmCezzN/lXA+oZhpHJYW3qEZ1cpR3eVISGQBe9pZRDBIC7aVAvj8AFeNuJpFtjrOLgq9eGfrLnSmmdUjydqPounVLq0We+47dQLHJL1myBAM1hvghy26ryt5HL9lkdvC2q7KEzgfKUeK5A3tSaCfW3yTO3unRcyzJT/tKVg3Pgbr9oMsqrKbhT8YMmo/hmqPHFnsN9S8CaubX8f7le55puRt1yvL/BiD5dlfWZZ3hz4TASJABIhAiAn8n0sAmwlTx6oolmIze/fjj9vV5j7HUT19Bkrb2USH5Tpcc2Aj0hUjbjpyYT4z+Cyuz6plgRJt+IoF0Ql83EPXqLantjdgX871fmRT8LEeTUbuwy2t81Sal7KyvQfxxj5JcXM/Nljfu7Br71HkJrvnNO07v739TeySPASHpWJyklIE2b7ygfkUCewC01M9tQTQZsXcYls34OFlMuVyURWeKzFauRS76eayuLP2T16iqbquo4OtDVWz0mC2tHqxfrLzCWtL70feXikOLUuWm/8Y5idILgta6OVPniRhVCofg7hJs5E21KEdOVKxqFlZ2XqFtcV9rrpK1Slss3WdQIewnYW5Hj/am0reV0NsMmZX1GDrouQwC+3c18SgfdItd19gZwkLmW1ja0eWbEIzS23TeZL/nUBrwxJc1/MGKje+4yZ7Rssod/H+HdYeOs+8DB5CdctRsU2sXYdfYkERvkbTms3Yx5LzKr/0yjI/2lh59luWlTtGW4kAESACRCDkBL7Fic5udStf73uomJfb96Dfo70yzxnbW6gs1/JuO4/POiWrpQk/irvUkDVkLrkJucddfgNOqt1ieX96m7Bs3CiHx9PIOajudFgFHNFxL3H0WNNz7wxaSoo1GPEqxIfFQm2iQUOxTWyuWbURO5ghJ7QvlhO0uhiVrSqKLpOLyse2Oq3gw+66DUl6DSg+dyzS2PncQb8PCJyCydxFyxZXiSGkRbeGgpu0nzz53WylA7nL4hLkTlJ56qJ0SOxkFG9bjcmiEscTl1iLMzBuegGqLDvQ5jKx5utKd6C6PJtFNctwri1lj8UwdMoKrM1K9BImWmqA9OSJf+/Fu+9/om4FjGXukwvGiEocs7IWZ2JWvkXmTsnb1IiKBWnIdK5XkM7j7V2eG/FijBrxY53tl+plCYALLDIlk62TWPQSWgWlSVKeQvx+zEjrpcRBp9z1HMDufb3gyYHLlk6WWfTZ8dffipuvALrfPYQu94u6oTJ6Gm+/fhA2nqi34iGkyF3YY/8dk8f/mDWqFQe7WP4oxZcPssyPN0ye+yvLip2jjUSACBABIhB0Apcg6cbrZPMeMx5Y2+SqhPHUJc+yZR1j70VV+zeyFp5HR8dfZHOqi5CUkYFk4Tk9925bjGkKyz/40pUt5Uswr/iAeGw8pk25Rn1OdNTKcnBK7l+y0+v5GHM9Fq6S4oawNrHcnFNnsjmne/Ra3kdLKcxTHZ55wlxzZhYyJENGzEhkLLlTjD8i9a0cjW2S0iXND9ORLXjqaTVOzpwHzFyDeQvXBWiuqXXefuyTjELljbK5Oos83FDOmP26Ty6GZuBxZiU2TL9EBLLrB3ZfDg2QiyyzhDTXyZ5qcGFfiDG1epvCFzvvRlmqD8qhYtVXYkbhb/DSvhJmKVIs4LExJj4TG7YBi+esQJP4VMbWXosK9ofiRzzKu25gSpUfLsCOJ1ibUcXM9+ff/QAf2VOQrCj9g5CQtRolByVr6Tc4UlvCLhYlrs3w65ssvYqe4ESK5xCVTJiFNDRHNubgfjCrdVAfLCg2LMgbdchdXDosHena7TrdiS72UCPZzYXHOBm9Eumb26DdKq38UcwumXQbpg3TI8u860bJcyBkWXtoaC8RIAJEgAgEg4Dk7fKWaHVjD/7XL2R/+s5t7zkHniFSymgZk5CO5dm7xVR5bG4qLP9gS0BUq+MPyx/HwmQ3l8pL43AZV1T53JKlxSuddA1KeR1JhWh+xYzh/LOuF38onYs/LDrmTN8nzDlz2bxTKycmU5RWF6bKjDbu9fC+PYs8/ufRjkvwb0mXo6O9U6Z8ywu5M+d1/QHZ7M/jNZTxnNmFUmbUCNlr0J3If/ArrFtzgC0xyhX+lNtyNWaXPOKHC7JybcpbI4ydcicM2RogC6ZoCTGkib5VGpNwH8rzx/nkuskn8M/ufwPVSyaJT4O8n9OUlInlNTvR4I8LsDxC6KlWtH6moQ3HJCB943NYM2WYdqNYCpjiojvZFF7nS7So8dKmiVNxi5tSo7MWVkxuyWQK8MZ8LGvwd+G6/rOGW0l/5M7Zh95P0XHapjkOQZdRZl3vOv4lE46xuP1WZl5Ve/kiy7wOI+Q5YLKs1knaTgSIABEgAkEjwJeebMjBdV7jJ/Agkmx5R82juE5snO2TDnzm4gnE5ihLK7H+Xo30JM6OiUaDpQred2JMBGdR6cPxE+jSmMJJxVzfHfOmbUWTdcw5eR8LUb/nSQVFSU89XGFm2Q4eVl+vKLRND3OeanDb47htSIBsU65QfPh2EUYtYMYXrXmxKRk5DQ3McHWZD/X6WTSi2PnZRz8OC4yCafsEH+zv9eP0RhzCrSSPYenoS3yrPCYeKUursb/TiuqVhcq5koZOQk7RSqzZ/iGOvVKObN3hsd2bwtw2pqTCoTJ24P1DXsJh80n5pibFHE5c0c1fWYPm/U9jVoLbEzf30zq/M4vzW3vwjnBRjMWEO8Y5n/Y5i/j0Qa5knkLTsjx133if6o2kwn7KHVsp3NlYx8ZCxzgEUUbtnbuYJwBz6fX68MFHWeZDGlB5DrQsR5LMUVuJABEgAgORALPOjcnFjoONWFO0EKnOZUxiX4W52JMsbkA79m9mFqpbJuNOac53yoqm9u9cobB7520ljTiwfR2WL8v0VFyd9X2AHapGAxYToXQLqovcjteVMsO1OY5vLLCQeRP2H+Z9VEqX4sj1yfN87ttsRnKsopsbq8pRz76WGqxw6RtXTB9g89UW7NDlVabBnPMR55np8qU0St0K1jZhHrED9ZVLXVPNCGO5DvUH65A/RrJjG92oCGNnNA6x/n+5wF5BOhedRk5AFr3TNLoQu+o0IsTKj1P9zCbaDYswPreJuUAMwnVFO8V8SUoHfIHGBdOYKwV7KDCULRpXfDKmdJy3bY7kyHP5elDhSZdbVFRvh0fdfh4Y6yncf08VzqSsxtaNmbK1mSGEIQROyEHVl7d4RrZValbAZZmfRK88GyXLSh2lbUSACBABIkAEIo+AzVogRshli1Uya3C4IsUnT7/I6zG1ONQEAmPBDHUvIvH8bIH2zLkOV17boXo0uD9xEybYC535EhMXNEJauq3cXXmeo0G4bMi/KhfjW50uhSz67YJ5mKj6ZEy9CuU93JJZhY08J2n3ayj8rw1odQmUpHxUdG6VlMv1OHZNDv5QMSu8lMujI5Cz4XHoelrpVZb5CHOF0QB5NkyWo1MqqddEgAgQASJABIgAEegvAVIw+0vQ7+PZwuC0HGQN44sMurBz2363FBUxuHTwYGfkK9u+OmzXiFpm79yK4urjjtZorpuTXDJZUWZlXDx7pPMcfnfF5UDuRrJZWDNqa6/CQ95CcLscGy1f5MrlEmx94WGMCZiS3w+GkuWSK5cv+5ATlkmQtizzNhkhz0bLcj9Y0qFEgAgQASJABIgAEYhSAqRghnLgneGqWcSu7TWod1MgTf9+I26WFrnzqGVzl6BCKZQ1C9c9a2pf5FzNdXO978CyuZW50QbaeikDKQRysWD56EEsBPczePZtL2tMZYcO/I8sjLZlEabNYm6xEwuxLSyUSx7O3OII7f3lOCyv9UW5FEfMiyzzUgGX52DI8sAXSOohESACRIAIEAEiQAQCSoDWYAYUpx+VOdevsWT3mRuwq2KyLAw1s9BY5mOaMzeTjvo111T21YeArPv00h6Wx2nnoVjc6XcwJC/1R9pueycaF/GUM1/7ld7GmO6ex8mGPMzNfQ09Sfdj/e8LcJu/i/g1ZZm3vk/+dAfdU5XnvrqCIsvGwKdaiQARIAJEgAgYToDWYBqOmE7gRoAsmG5Agv41JhHz1zzIEgErWTFZZFLzeugLZc0sRExBqNq2UiGUtdirntdRVsESCbPwzVlF6UhQC0oWKAixyZhByqVI8wxali9gyuVp9iChEs+pRqoLFHw99TDLpXWVoFx2M0Vu4wsr/Fcu+ek0ZZkXCKA8B1uWefPpRQSIABEgAkSACBABIuCVAFkwvSIKRgGZFUnFsmjvasELbx7Au5u3wNott//wUNa/ws1jp2CepjLHFJz82ciuPYvkolr80ZwY4LWXweAUwefoaYR5HEsILB86j+6MQs727ch3T/DsUS5QG2QRWFWrNGHYom2wFnjJoeU83rss86L9k2eSZSdu+kAEiAARIAJEwAsBsmB6AUS7A06AFMyAI6UKiYA7AXnKDfd98u9BVjB1Kb2+Kpjy/tBnIkAEiAARIAJEgAgQgWgjQApmtI049ZcIEAEiQASIABEgAkSACBABImAQAVqDaRBYqpYIEAEiQASIABEgAkSACBABIhBtBEjBjLYRp/4SASJABIgAESACRIAIEAEiQAQMIkAKpkFgqVoiQASIABEgAkSACBABIkAEiEC0ESAFM9pGnPpLBIgAESACRIAIEAEiQASIABEwiAApmAaBpWqJABEgAkSACBABIkAEiAARIALRRoAUzGgbceovESACRIAIEAEiQASIABEgAkTAIAKkYBoElqolAkSACBABIkAEiAARIAJEgAhEGwFSMKNtxKm/RIAIEAEiQASIABEgAkSACBABgwiQgmkQWKqWCBABIkAEiAARIAJEgAgQASIQbQRIwYy2Eaf+EgEiQASIABEgAkSACBABIkAEDCJACqZBYKlaIkAEiAARIAJEgAgQASJABIhAtBEgBTPaRpz6SwSIABEgAkSACBABIkAEiAARMIgAKZgGgaVqiQARIAJEgAgQASJABIgAESAC0UaAFMxoG3HqLxEgAkSACBABIkAEiAARIAJEwCACpGAaBJaqJQJEgAgQASJABIgAESACRIAIRBsBUjCjbcSpv0SACBABIkAEiAARIAJEgAgQAYMIkIJpEFiqlggQASJABIgAESACRIAIEAEiEG0ESMGMthGn/hIBIkAEiAARIAJEgAgQASJABAwiQAqmQWCpWiJABIgAESACRIAIEAEiQASIQLQRIAUz2kac+ksEiAARIAJEgAgQASJABIgAETCIACmYBoGlaokAESACRIAIEAEiQASIABEgAtFGgBTMaBtx6i8RIAJEgAgQASJABIgAESACRMAgAqRgGgSWqiUCRIAIEAEiQASIABEgAkSACEQbAVIwo23Eqb9EgAgQASJABIgAESACRIAIEAGDCJCCaRBYqpYIEAEiQASIABEgAkSACBABIhBtBEjBjLYRp/4SASJABIgAESACRIAIEAEiQAQMIkAKpkFgqVoiQASIABEgAkSACBABIkAEiEC0ESAFM9pGnPpLBIgAESACRIAIEAEiQASIABEwiEBAFUybtQDXDo9HAv8bOQfVned9arb8+GvzW2Dz6WidhXvb0GixoCp/BhKltkrv47JRYdmCxrYenZUZUcyOXmshxrM2JaZb0Gk34hxn0JJ/KxunJGRYjsGQUxjRbKU6uyxIk8ZvugUnlcpobAuKzDnPT2PrRBGED/KxDdvrEecQ9GsSyaFP4hcJ15igyxAnaLQcDaD7lE8CR4W9EziO6unXOOaawzNR3WXIbNF7M6hEGBLoZfPbm0TZuAnLrL1h2MboaFJAFUwXZLYDWJv3okEKksuZ9H1hN+A6rlRen4684hJU1LZ7KrDdzagqXoW8mTcgcXoBqq1dQVe+7F0NWFZYj26MQtZv5yIhRl/3fCt1GVIKHkKq6Ru0VTyBLT4+CPDtXFRaIkBjK5EIwXu4XY84ghBdk0gOQyB/Rp0yRDLEu2O8HNF9yiixoXqJQOQS6EFbbSHSmAHmZOR2IipabpyCyfDZDj2NgppQW8jYU9Y2C8xT78YyJaVSZZht7bUozZqBWYWv42TQTHxnsG/jM2jqBoZmLsXC5ItUWheAzXF3YFn+OJjCceIdgO6FXxU0tqEek/C4HnEKobwmkRyGWg4Dc/5QyhDvQZDkiO5TgREXqoUIDAQCve+hYnoKMvK34cg/BkKHBnYfDFUwgVBbyNhNuPUp3J9ZAmt3nwuFKSkT+UXrUH/4BDpPdol/J9C6fR2WL5qEoc4x/wZHXnoYcxfVBkHJZG21rsOK2k8B0xjMz5mAWGc7jPgwCAmzs5A21BQmDwKM6GO41EljGx4jEerrEacQymsSyWF4yGF/WxFKGRJlOGj3KrpP9Vda6HgiMGAInPsI77Z/46U7sUipeE+c17+HslRjZ9JeGhPVuw1WMBlbWyu2VL2DkHhB91pRtrgKRyTd0pSE2RWNOPBKOXLMaUiOlfufxiA2OQ3ZBdXYf7geyycNEwXDhu69q7HUaEus/TA2reSusSYMy16K+QmDjBfM2AkwLxjDzsgm3ptfwL7eoJlqje9bOJ2BxjZ8RiOU1yNOIZTXJJLD8JHD/rQklDLE2x1sOaL7VH+khY4lAkSACISEgGEK5qBJ6ZjBrGNMw0R3bTHKrGeC3EEWIKCkGHWS5dKUjJyXa1CWmezdMhg7BtmbnsOaKZKSabTlw46eHVWoOcU0YWa9vC/jWshVX+PAsafD6bMxgQ9Tdz0erzpswJpTccF1YgFaJEXfuA6FYc0DeWzDELdKk0J/PeINC+U1aSDLYTRdY0IpQ1yGQyFHwbhP8b7RiwgQASJABAJFwDAFE3FTsbwkQ3Q3/RR1hevQEkQLmb1zBzZsZ+6mwisWqWXrkT8mTj+3mASkV6zEbEFJZocZaflgT4Q3r3tLCDpkmjgbM4NhvZRIsHH6TfYo3kGc2t5AVkyJS6DeaWxVSLKJasNCJI5MR0VrEKI2h/h6xCGE9JpEcqgih5G1OaQyJAhxiO5VdJ+KLEGl1hIBIhD1BIxTMPF9xKY+gtWZVzsgMwvZihJrkFxlv0N7fT3aJIvZsHvwm7QrfR/s2FTk5d3KXEj5i1lit9fB2hN4N1J7+5vYxa2XzLY64Y5x8K4Gn8dJ63+7pVpJQlr+BmeKFXmKBu2ULxchaUoqBFtt92681Hxa6C39CwwBGls1jjGIS8tB1hUfoWrx42js8i2lkVqt6ttDeT3irQrtNYnkUF0yImdPaGWIcwqdHNF9KnLkVG9LHfOY6vJsIS2bkN5OSDk2CuMXlKK6piUgsS/sXS3YYimFedwoMXWFI5UezxRQZdmBNiXDR08jzCOllHsL0ag177O3ouKXvO5rkGY5rtH579BW/p9iG5JhbvhCo6z7LllaFiEdG1uH3fYylk1PcvZJNfOBkMLoaZeynLXQf58Ys+itDVvgOV6cE59/Pq1/zIQ2uY+JOO4NbR56gnM+m1KCIxKa9hJMUkxRpz9NiV+yIZ0fsjFxpsrhjCyoWDDBOS5O1gr9clY1QD8YqGByYizMeGGRaAUMoqus/SiaXu0Sh4ytabzrNiT55XPKJsG3TnW4kPLabAex+61AK2BfYOf6l3GK128ai9tvvYJ/Un/1tqJ6wWRMyvqtW6oVFpCodi1LsZKGBxo6fXJ1jUm6DdOGcTW6F++8fgBBsCep929A7aGx1RzOmGsx69dsDXD3a8ibkxcEJTNE1yMOIaTXJJJDTTmMlJ0hlSEOKbRyRPepSBFUHe2UzWNKNzaz2BPyF5srNm9C6aosTErsh4eLvQtvFs7AtSlZWF28ySXQIz8bzxRQUfwIMsamo6jJLSVd3DjcPlEMDmM7gg/+Rz2wTN9Dl/M4duAj9fmT/PerZ64nR+L22d5Zg+zM5aiTBbyxte/F++d+IFtexRT4pieQxvqXV/w7l7LO/nPG4xeiWjP3O1dmWSaGcTchI3cVPMeL18bnn79zjNn4BzXu5UwBsyzEeCFdoPuYiOOem45x0yvRqqT4u3Hw+2t/ZEPtpFKE29wSVDULM3pnSUHWgtEv5xnD44PBCibrpHOBPu9wkFxlez9Fx2nJfBmPaVOukf3ofAQvv9DgWxw/8VeflDevZ7N9gg/2iyGQrkhAvEvgIbej7cdQnTUfpW7C61rqFJpyF6Bwjw9Px2J+jBE/v1ioxrZvD97WelrnejL6pkWAxlaLDtvXFyESTMks/K8Nxt5UeGtCcT3i5w3lNYnkkI9A5L9CKUOcXqjliO5TkS/DQg/4OuJcL/MYsau2NlTdswTVvubqtneicdE85LykkO/cnaKtHS+bZ+Buizyl3pWYseQeh2cXUxnfO6j20J55Fey1OgwErF6t+VOfIspsCROn4pY4v6we7GHlfpT9ek2fh57UHxel9Tw6LfMx1fxcX5BLqZz7e3cTSjPNqktVHMqsayYG9ypcvvMHxvf9Hm0ezn49aC03Y05xk9sDBZejhS+29vWYm1WDTo86PMv6vKXfsqF0xg5sWZSDKpnCr1RK6FfuTvWHEEoHRfA24xVMPonMegxLR1/iwMSEb0NdR2CVNLcBsH/WgeOSfmm6GiOu+oFbCV++XobR40aKB7B1ivsP4XNfDvdS1v7RB3hP8A70ZmllF4yaJ7D2kPQk7RJcl1mI6pajsjQrlcgRot9+ip21f4J+p0NZHw2x0nqBEKjdcpcJyXXCy3tiVq0PnHxrKI2tDl7MDX2ZuFabX3wzpz6s8fRTR31eiwT/esSbFMprEsmhV6HQXyCE15hQypAgwyG/Vw2Q+5R+aRuQJe1tNXicp2PjLx7Zv6gGzZ1Sujj+/iHqKx9Aqiz+xYv1H/swZ+RzpRUo3NtnReKp6ZbXWHFcSkvXaUX1yoV95+CR9IsfQJEsGGWfxZzN+159E+2Kys4ptO7/zNEX/l91/iRXRPUuheqr1uXTx2/DypZUmZLuR5Vz/ncUzbWPIlVQWnk6qlWYV3xAiOvBIGPopIVYIe//SVaezScd80XebqbIL65UiJPCvBZKnnEqs0KKv8pGtEocxffjLTVYIU/xd8qKpvbvZM3mbarEQxvbxDbxoXcbk8ONLAhnkrgkjTXp0NMoELM3mFLL8TE/V0shrpNqTSpEs9SOV8wYLm3XfA+MbHieohfd3XzGPQypiyplKRA554dkcsb61VyFzW1yNp61DZQtQVAwGaqYRMxf8yCShcWMRkdkBf557iy+kkYoZjAGX+rnkyKpDsPebfj8w1bx6dfFGDXix+qWVvvHaHi+VfxxMuVyURWeqzAjJV5KZ8LTrKQj3yX6rd6Gm/CThHj2KIC/DLDS6m3GgCpHY6tvOJncuqzV5u6yD3lx2dFXs2qpIF+PeDtCd00iOVSVgwjbEToZ4qDCQY7oPhVhIqvQXLkc8ZRsK1FsTsFwlylaHJJnFeDZrXninFFLwVM4Rc/rKKuQKVdTyrFnezmyU+P75lcx8UjJWg7LnueRkyQaP5iH3Y71O/qsZjHXYPJd8Y4TeChM4nl7PsL7R5liYUrAddfyenrx7vufOJUoZ+vk7rFDb8e9k7wshXIeqPLBNBklW1bgNuf8bxCGJyc6MiTYO1C//jXRSngJkotewb7NyzFf3n822xueOg/5m3egdlGyQ6lTyiTQcwC794kedkPnYOMLJciZ5ZmJISY+BfMLSvtiruBLdPxZnpzwNKxbdzstl6akJdjK6nIZk9hklkbwj9hVNE5UMpmu8PxOFcVehYu3zYGSDaXz8EwVDTtgKUiXpUDknB+BZVcZUh3BXNiR7myUKhsY24KjYDJWMQn3oTxfFBzbAazNe7HvhxzWLOU3tUA39Ft0dUj20EGIG3yR6glsb9fieSEQELuWjX4QlUtvUk634h79VrVG1x2m+BFw2GkDb6V1PVO0fKOx1T/S8rWR7CjBZSfLc12M/gq9lozc6xHvmi/XJJJDr8IQlQV8kSEOKDzkiO5TA0tY/9HZic8VLYN8zmhGfYdo2fxTAZJdlFA1Diw6+Vt78I7kwTY0A6srZrkpsLJjY29C7jrJ+MGtZvVocFreZIGl0IVde4+6WVH7zmWamI3fpiUKFZ9/9wN85NanPvdYplTPnIWJWkuhZM1T+zho5hzcpeJia2/fiRdFTzfTpMdRZU7sU6w9KozDmKVFyBJicCgo8nHpsEhjcKAEKZrtjkX8yMvFM5zHmbN/7zubXFHFKGQ9sQhjFOuSpSTiR6sp9n01+/Cpb7yEg/olG+6nZVbimYuwUC1ThctSOzc27lUNoO9BUzCF9VYyV1m5+Tu8edrwF+a+od/d1JfefInOY9JTnp9iRLxjHaRnDd/ho4OHxTYw94q505CgdbGNHY+7Z4pP3jwrU94ybAQSJWPo2bM453aBVD4ozLbKXSYk1wkv78dqMkXLbaD7QmPrE9HYySh2PrFmRwrrYubhAUurR0Q5n+pVLezqKhs51yPeIV+uSSSHqiLgz46wusb40wHpGF9kiB8TJnI0EO5T0hBE5bsJP71hjLi2kQV12VvAgsxko8Ji0R+BVJPbN2h//4hoQdSnzMUkTMO9UkAfN+uStpvsabz9+kF2LhOuGDUSSVK/PJQiuXtsP2OCCH2Pxc03/ly08rnDYK6of+6EIxSlTldcZpQYe7OYu+BUK1o/k7Rz97qVvouRgNn4VeVnYGrxQaVCsP3P+3hXqnZYKiYnqRtTIFdqT76B/GSNsopnU9sYWNlwPcvF+Lcbr1U2+ggFZe79rgcO6G/fD2rvRNe0PVNLmE+36CqbugXZAc77+L3BQ/Aj1rE+D/yg9tKAk/Wi6/iXYr2XY+TPYr2c4yL8Yuz1GLTxuH+K8Vdn0ftPdgotJVZsAQ8ffX2WnnWMtcgeWavZ7kGZNThckaJy4dQ8NIJ3hu/YBhtqTEIWqqu6MC1rm+hKcwrW4jmYdiAP6yuzZG4nAWpZkK5HvLXhf00KXzmka4xD3sNfhng7gyhHPtynHATpfzgQiEmagftGb0WpFE+iuxlVxc1C00pXsbehk5CzYDxG3DAd6cmi4qO74fIHIXG4aWyCjmmMOPlv5sqRtEToSsdxoptsFZtLOaxpzNopKTxOq9woIZCk6apPMYq5QZ6yOayducljHHXI3WO9KVe6+qnl7SZXonphzR2PhFxdlYqFPseJrm/Bok16HsRTi9R9iLP2E3itstZ78CBnDa4Pswbd/B/4hY65pfPwgH0IsGy4tEvPvNzlgKj4ElwFkyGNSUjD4plbkc0XeYuusil1Zm2LnI9DEXPVSPGHzg48fxgHP/oOKdJFwce6gDM4dKDDedSgxBH4ifNbPz/Yv8HZs6KpcBDLJSS4KSjV+XecPSPZUH+IIbFOZ26lwrQtHAgMmLHlOaVuZ7/X7hBR5aHLS5AxtQvVe5704qLjexODcT3irQrZNWnAyKHvYzvQjgiZDHGQJEcDTZxC1x/2YC+7pgpn56lE3XQqnKuQx5XNvMVYqLDuz3sHtLzC1I624auev6Hv+Tpzk83IQHI1N4q4Ko7OoFuS0hjjSG1ibe7F6eOfskctY4Sc5i7usX6nzFNrb6C3n0fPOR6ARq5g8tQiy7FER/RX5dbYcO7s18q7QrY1ELIhbzzNy+U0pM9BVzCduTH3LUZdt435vG+F5e00lKVeJrWp/++xV2PkFSYh0pZzQa2/Cqb9rzjxCXuiI7y0XBP63+xIrMER3atco+migvLKRFQfKUcK6cYarGiXKoGerwxy2xbXfxp5PeKdomuS6tB620HXGJEQyZA3UaH9kUKArX3Mf+UDZFrr8caeOqyrVUknwpXN3H3Y+f4G7KqY7KL2BKurDhdaFkmVKY5CNNmlY9h6UMntVR79/wrccsdYmJqbxHQlM5Ae97+yNCaBcI81utfu6wMdqUXmyqK/uraAR039FW4c8j1mPLoFEztXYIqKm6zrcfQtGgiEQMFkWMXUBO8IrnCO3Jj/yawTvwwUcblbA3uOZF33ItrS9C4SlzeCLQreUYUaMbgOXPIMycv5+TnmEgwZwnwFeP3n2WJ29p4S700D+xpne7kzu7dyfraJDgsMgQEztrFIqXgPnRWBwaJdCw9l/luZiywvzUOsG+QiKzXG6OsRP0+orkkDRg6lwYri91DJkCC/dK+KYskzqOs8wuavkMP/Kvhavnq82XkOJ161oM4lnyDzYqktRtnU6300RGi4e7r0SG5hM+FHcZfCNTiJTHEU1ygmX3UUTa92sVrk0f9ZRPSfJeAKNLEp3UHsfus00tP+KpZjRSVLp8u5jfwyFLNrdjNmcmukb+ezt1XjUadyyVPjmXHnjb9EhqJF2YaTnUr1mzB4yA+VdoRwW6BkI4RdiIBTu/6OgtZg99QE9VhRYvUezMPehRZLAdJGMndSIb/hKIxfUIot1i636F4XITk7py8s8KmtKBbz6fjUxV4r1qx5yxlyWjk5Lr8wWrBsepLYJta2cWzRek0LTgYsUM4wjBl/ldh0PSGO5UGBfOqxo/CPhiA2RJLhR2sNPcTe1YLq/BlIdObTnABz+Qto6ZJclvt7ehpbiaCQ0DlHWn/Jt7Kno0XbsGuzOfDrL6WTCu9+Xo/YCmf9v/1gXpNcOqfzC8mhTlCBLxaW9zV/uxlEOaL7lL+DFIbHOZTNbPODKHul3TMXJr7Aewc/c5vnKXXjciQkSgpVDzumU8cx8nXDcoVRqj8GcbdOxQThmX4H3j90BvjsEN7lhgE3o0NfUCBxLWfvp+g4zQ0CLF3Ir2cgyfC1hxezSK4/FRuut/9SP93fJSst384e9GZWstR4DyJbUbnkZeSKOv8uvb6HS4bEOk0iSlF2pZKOd6aoWjKd8+lr81ucc3DXcr5+M0I2fG1DdJUPoRohT03geEJVuucLdfr2Y6iePQPZxfLFxXx91iaszpqHxQ1uF5K4Cbh35tVifTygUCEqW3vU63ffY+9EY/4qwY1X2GUah6WFdwg+9X1FWdJWy3xMzSpxfeLG3TpW5WDuolovSqZc4MUnKn2Vyz79AFeNuFr8gfbina27tFO8yBeVy2rR/HjqBI5JOtOQIRhs+IVQszVhsdPeacHdU7JQ6uK+wwLPbHwM2XPy0KipZNLY+jSIvU0omrvGmdAZQydj+XaWU8o8JkhuUT5ej5hy6fNvPyjXJHfqJIfuRMLqe1je15QIhYkc0X1KaXAiaNtxVE+/xqE8jFyIxh61p/COXJjPlMwUo7z3rY3U7uwlSLrxOnGuxNJubG/Avl61czhqsnfuwktSrkeoBGtxppngeS4/RvehgzjGDvcwOoheBlzZOvXqXrQ0iylT2Pzx3vSROgIOaffO+17XKL16+q9e5/+hl61HdbziMGHqWO17ce9+/HE7t+q6v5iCPnosHElc2D6PKLtu5dnc+83dnC5/BXJZmkGy4Wgo/VcgEEIFk8tOKpaVZGCo0LBPsbP2TypRT7mr6u+w9tB55i7HkrC3HGVPuMT8SIdfYolyv0bTms1uFxL5hJGdwNaGqllpMOtJe9DbiuqF9yNvrxSHlj19yn8M892j3UpJW9lC9MU1VhyX2nTyQ5a89hfo2fsMnn2bPe1SfcmfNkmLq5UKsx/opNlIG+pwi9VOqcB85tcW97n1KlWnsM3WdQIdwna2pmD8aEjPwBSKRsmmL7CzhK27sDEr2pJNaGapahwydwKtDUtwXc8bqNz4jobVncZWv6CcQUtJcd/DnKF3Ys22PyDb5wiC+s+oWFL39Ygd7ddvPwjXJI+OkRx6IAmbDWF6X1PkEx5yRPcpxcGJoI0yC7ftLVSWa3muncdnnZLVUsl1Vanbcmsj29/NvOPyG9Qf9Pe+h8pHnnY+2DSNzsAsxRQaopssq/L8u9vx1Cs8PckgJI77hZvRQZY783Qz1j9/QLC+eSiiSk0P0LY+K6qO/vNzsoe7y8aNEpX+OajulCwN8gZ9ixOd3erWYMaxYl5u3z1cfij/HD8N8yZJluXjqHlsI1oVFX/mFbRjA7ZIEYbdLMTu1fr23SjZ8K0V0VQ6tAome54Tm7oEuU7BU0Mv5hsy3YrciofYOkUpYSMrH/vvmDz+x+xC0oqDXf/rWgHPrbdtNSaLihl7dMLSHmRg3PQCVFl2oM1FwNn6r7YdqC7PxvjrM1DaLCmXzDVgygqsbEBOWAAAMUFJREFUzXJPVislbY1Fat4qPJoaL3s6FYfrp9zIfPG9uXXInzbxJ2OfqLsCxDLXzAVjxCdzzCJbnIlZ+RaZqyZvfyMqFqQh0+kz74pD/Zs8jLSSi4j6kQN2jxiC3DTpEZQtnSxL1Mxk9vpbcfMVTOTePYQu1YejNLb6ZIOvu1yHFTyqNHuZkpagds9TSJf/xvVVFIBSeq9H/fjtG3pNUkJAcqhEJTy2heN9TY1MOMgR3afURidytotRWYVn5dxzbTGmKSxz4ktTtpQvwbxih4LGNBQhFYgux6q4O7Asf5zTislzbU6dWYBq+VIq7pZeUwrz1F+jyrne82qkLUlTyWggU05O7Ubd270M+VW4+YZhHuhjfvEfuIlPUW2dOPLxN+yDznyUHjX5uSHmeixcJRluGGOx/1UNba4PxHnaEQtn4Ai4KbjBzsxChtOQIrf48TmnGQ+sbXJV1nkdz7Jla2PvlXHk7T6Pjo6/yOazVyB17u2iMYmhaV+PufMKXceE18XGfG7ua2KaMjb3njkbqXEqo37UytbsKinDGtwMkQ2N80X5rtAE+XGBfiVmFP6GuSjwMNAuO2RfrkT65jaky7Z4fhTXJrpFi42Jz8SGbcDiOSvQxKLW8petvRYV7A/Fj3hW47KFLWq+twxPPXmHTMGQCrALzqxNODZL+q70bnMJV61UwvG0aTOqmD+/wzc9hUUoUyrJE8OvRslBybL6DY7UlrD0ESVKhX3cJkvFEtAnRj42I5yKC8l+tSUOpzvRxR5SJKtcAGlsdQyo/TA2rawXbihcudz6wsMYE6v4A9BRWSCK6Lke9e+3b9w1Sbn/JIfKXEK/NRzva+pUQi9HdJ9SH53I2ROTkI7l2bvhiEwqLnPiS51Uu8DmYYsex0K3uZ1qcWZZdJ0rOeZ8pSxfd6nqQfwcpVimlc1AXOJgFR+GqgbtMf0c/zE+FnUs6qzwCvqcij8ozcUfFh0TGYtz3lw279XKiTk0A6sLU2VusOw+J3jOvSVaJpmBZv1C9qcK0WWHveccuINtnLBVuU1aY2JKysEfXNrDKro0DpfxhxN8Ks/SHJZOusYxpkmFaH7FjOFss/bLINnQPmnU7g2xBdPBPSbhPpQ7nzj5OhbiAm2NHzGf0D27/w1UL5nkfILi7SympEwsr9mJhhIl5dLb0cwq8+dOnNbz5Mrps8/qFCOUqdYek4D0jc9hzRTPp2YuxzAXw+KiO8W1Cy57lL84EwYrrClQPiK6t4oL9726vdDYepET7iIoRmkeOgcbQ65cOprbv+uRvt9+UK9JJIde5DAcd4fhfS3UckT3qXAUVD/aFIcxSyux/t4k0cqoVYX4kH/pTTLFR6u8uE+YK72AKj3nMCXhHgub6xV4O8dlmDjndhZ6jr/k6UnEczrf+txphZITp+IWlYfQzkMC/oExLrBgW9FkHXNeZimcVIh6pTzTfNnIhhxc51idpdFKXgdbvlbzKK4TS9k+6cBnLh5eetvkaM82pfmASxwDWXOOn0CXqoFKVo5/NEQ23M5BXwUCYaFgQnji9BiWjr7E52GRFmh7n+zHI2VpNfZ3WlG9shD5mQoXN57Ut2gl1mz/EMdeKUe2i9urD02zd2D7VubaoaH09tUm89lnqyCFCGV9Oz0/8R/HpiY01zzp0QeuFOevrEHz/qcxK+Eiz2MVt0jufnxnkF05FNsT7htZcJfGOrxj08OKxlZzNJn1cvO6t2AT1lyuREpILZfylvKnnP5dj+DLbz8mWNckkkP56EbC57C8ryGUckT3qUiQW91tZNe+20oacWD7OixflumpwAhzsSdZvI0PsMOvh/ysJcI5duLjlhqsKFqIVOdSKd5KrsQsxHI+Xzq2E8WT5Uuc1HvhsOJzbUtrKZHMnTakcyoWKMm8CfsPN2JN0aOYneQ+v+Y5LJdhRc0b2KcaqZ1ZHsfkYsdBXoc7Q4bBOU7t2L/5EaTcMhl3SvN4xWA+8ja51+cYE+32sDgGpVtQXeQmM/ZzOPc3F21WfRD5HgNkQ/uEUbr3QiS/zr17ofyu6y787MYlFxr+/P/CpCdfXfiwbOaFn1/9yws59Scu/ENPq/5x9IJlJuvH1cMv/HzmpgsndB2kVfE/LnxVb2ZtGM7qTLwwY9MnGoX/cqEh63rh3D+7cfkF67l+n1zjXJG+6x8Xzn249sKMESMv3Gz+44UuPahobFUGXZTRETMvlH/4lUqZSNvsx28/WF0kOQwW6f6fJyzva2K3QiZHdJ/qv2BRDUSACBCB4BEIEwumH9q9ELUqB1VHRyBnw+MhCgri3m4WwbXczPzeTyBxUQXKZiXIAv+4l5V9jxmJmXMdi9Jth+rR0P6dbCf/yJ7eNix05mJMXNCIHrcSrl//F5+d+FRcYD0Ilw35V9fd8m9OtyMWKXfBPEwMGyuSvJHh8Jm5PrY+hfvvWY9j17C1ARWzFNblKrSTxlYBCt8krmPsaET+GMcqDZWCEbLZz99+sHpHchgs0v07T1je12RdCpUc0X1KNgj0kQgQASIQ/gQiU8GU34RftoTJBFU+wazCc179+eXCwSbbaTnIGsZdL7qwc9t+12hfbDJ+6eDBTmXVtq8O2zWiZ9k7t6K4+rjjBJpuupK7JyvK3BQXzw5GniZ5vyPls1y59DUQDY1tpIyy/+3sz2/f/7P6diTJoW+8QlA6LO9r7hxCIUd0n3IfBfpOBIgAEQh3AhGmYLKJfpvFEVr6y3FYXhsmyiXPmymkBzmDCUVbfFQuRRFxhpZmUdW216DeTYE0/fuNuFlaaM2jZ81dggqlsNMsZPSsqX0ReTXXpva+A8vmVmbpJOul+g+1B22WRZg2qwpnJhZCceG5+sGOPTS23ghF7v5A/PaD1XuSw2CR9vE8YXpfU+tFsOWI7lNqI0HbiQARIAJhS+BfuDdu2LbOpWEsAWtDnpAjpyfpfqz/fQFuC0muPJdGwd5V60iB0nMN7nnmKazSuVjctRbxm/0YqmdnovTQeQzN3IBdFZNlkdPYU1zLfExz5oVSrMF1I4vMWa0UGUwo1VcfRhdiV51ZJf+Ta5VR9c3eicZFPC3M1xrpanQSobHVCSpyigX0tx+sbpMcBou0zvOE533Na+ODJkd0n/I6FlSACBABIhCGBCLEgsme8FpXORKwCukMVoSFconeJhQJ+TWvxOyqat2RyFTlICYR89c8iGSTkhWTRbY0r9cZdprFSGNKeNU2jcicPa+jrIJHuk1GVlE6KZceg3IGLcsXMOXyNFP2K/Gcv5HspHppbCUSA+M90L/9YFEhOQwWaR3nCdP7mo6WI1hyRPcpPaNBZYgAESACYUcgQiyYX6BxwTTkSYlrFTGyvESLtsFaMMa5VlGxWMA28sA7izA+t0kMpqNS8bAHUP92AZJ1546XPdFWsSzau1rwwpsH8O7mLbB2y5P/8LDTv8LNY6dgnmaKFaY85c9Gdu1ZJBfV4o/mxCAxU2EUjpt7GmEelwurHK9HO0chZ/t25OtOAE1j64EwIjcY9dsPFgySw2CR1j5PON7XtFvsutdoOaL7lCtv+kYEiAARiBwCkaFg6prsB1vB1DM5YILgs4IZOcIzcFuqU4GArwrmwCUWXT2j3350jbdBvQ3L+5pBfaVqiQARIAJEIKoIRIaCGVVDQp0lAkSACBABIkAEiAARIAJEgAhEJoEIWYMZmXCp1USACBABIkAEiAARIAJEgAgQgWgiQApmNI029ZUIEAEiQASIABEgAkSACBABImAgAVIwDYRLVRMBIkAEiAARIAJEgAgQASJABKKJACmY0TTa1FciQASIABEgAkSACBABIkAEiICBBEjBNBAuVU0EiAARIAJEgAgQASJABIgAEYgmAqRgRtNoU1+JABEgAkSACBABIkAEiAARIAIGEiAF00C4VDURIAJEgAgQASJABIgAESACRCCaCJCCGU2jTX0lAkSACBABIkAEiAARIAJEgAgYSIAUTAPhUtVEgAgQASJABIgAESACRIAIEIFoIkAKZjSNNvWVCBABIkAEiAARIAJEgAgQASJgIAFSMA2ES1UTASJABIgAESACRIAIEAEiQASiiQApmNE02tRXIkAEiAARIAJEgAgQASJABIiAgQRIwTQQLlVNBIgAESACRIAIEAEiQASIABGIJgKkYEbTaFNfiQARIAJEgAgQASJABIgAESACBhIgBdNAuFQ1ESACRIAIEAEiQASIABEgAkQgmgiQghlNo019JQJEgAgQASJABIgAESACRIAIGEiAFEwD4VLVRIAIEAEiQASIABEgAkSACBCBaCJACmY0jTb1lQgQASJABIgAESACRIAIEAEiYCABUjANhEtVEwEiQASIABEgAkSACBABIkAEookAKZjRNNrUVyJABIgAESACRIAIEAEiQASIgIEESME0EC5VTQSIABEgAkSACBABIkAEiAARiCYCpGBG02hTX4kAESACRIAIEAEiQASIABEgAgYSIAXTQLhUNREgAkSACBABIkAEiAARIAJEIJoIkIIZTaNNfSUCRIAIEAEiQASIABEgAkSACBhIgBRMA+FS1USACBABIkAEiAARIAJEgAgQgWgiQApmNI029ZUIEAEiQASIABEgAkSACBABImAgAVIwDYRLVRMBIkAEiAARIAJEgAgQASJABKKJACmY0TTa1FciQASIABEgAkSACBABIkAEiICBBAKqYNqsBbh2eDwS+N/IOajuPO9T0+XHX5vfAptPR+ss3NuGRosFVfkzkCi1VXofl40KyxY0tvXorExvMTt6rYUYz86TmG5Bp13vcb6UO4OW/FsZ+yRkWI7BkFP40pz+lO2yIE0ak+kWnPSxrqDIkbNNNLZOFEH4IB/bsL3GuHAg+XDB4e1LJPz2g34PIRnyJja0PzIJ2LtasKU8W5gbCfNG4b5/K5ZZz0Rmh6jVASTQy+a0Nzn0ieE3MZnoDWDdVFUwCARUwXRpsO0A1ua9aJAy5XImfV/YpKCOK5XXpyOvuAQVte2eCmx3M6qKVyFv5g1InF6AamtXQBQ1e1cDlhXWoxujkPXbuUiI0ddk30pdhpSCh5Bq+gZtFU9gi4/KvW/notISARpbiUQI3sPtGqOAgORDAUqkbgrRPYRkKFIFhtqtRcDeVYvFc3KwemMzmxvJX1+j55wh5gX5Sfz83IO22kKkMUPBST9roMPkBIinnMZA+2ycgslI2Q49jYKaUFvT2NPfNgvMU+/GMiWlUmVEbe21KM2agVmFr+Nkv8yBZ7Bv4zNoYlfQoZlLsTD5IpUzBmBz3B1Ylj8OpgiYeAegt2FQBY1tqAchPK4xahRIPtTIRNb2UN5DSIYiS1aotfoIfIGdq0vZvEhJkbwcI38Wq6+aYJbqfQ8V01OQkb8NR/4RzBMP0HMRzwE6sH3dMlTBBEJtTWMTg9ancH9mCayyC5kpKRP5RetQf/gEOk92iX8n0Lp9HZYvmoShTj7f4MhLD2Puolo/lUzu2rQOK2o/BUxjMD9nAoy9bA5CwuwspA01hYly7wQ5AD/Q2IbHoIb6GqNGgeRDjUxkbQ/lPYRkKLJkhVqrm4DtE3ywX3J5vATX3bsBzZ3SXOwN5Bv5IF53I90KnvsI77Z/47aRvvpNwCvPWKRUvCfOz99DWaqxs2e/+0EHqhIwWMFk57W1YkvVO5AuJaotMWJHrxVli6twRHpIZkrC7IpGHHilHDnmNCTHyn1VYxCbnIbsgmrsP1yP5ZOGiS2yoXvvaiz1xxJrP4xNK7lrrAnDspdifsIgI3rpWmfsBJgXjGFnZBPvzS9gX2+/zK+uddO3PgI0tn0sQv0plNcYtb6TfKiRiaztobyHkAxFlqxQa/0jMOh2/NcTd2C4fDrmX010FBEgAmFEwDAFc9CkdMxgljSmYaK7thhlQV+0zYLelBSjTrJcmpKR83INyjKTvVsRY8cge9NzWDNFUjL9sZLY0bOjCjWnmHbLrJf3ZVyL4Fw/mRUzfTYmcPTd9Xi86nBA1pG6yqy4+DqxAC2S8u5aYIB/G8hjGzlDF/prjBqrgSwf0fTbD+U9ZCDLkNrvhrYTASJABIjAQCFgmIKJuKlYXpIhupt+irrCdWgJojXN3rkDG7Yz11ThFYvUsvXIHxOnf9xiEpBesRKzBSWZHearlYQ9fd687i0hkJBp4mzMDIb1UuodY/+b7FG80Ti1vYGsmBKXQL3T2KqQZJPihoVIHJmOitZAR2JWOGWIrzEKLXJsIvlQRRNJO0J6DyEZiiRRobYSASJABIiAGwHjFEx8H7Gpj2B15tWOUzJr2ooSa5BcZb9De3092iTr2rB78Ju0K926ruNrbCry8m5l7qb8xSyx2+tg7dHncmpvfxO7uPWS2Usn3DEO3lXb8zhp/W+39ClJSMvf4EybIk/RoJ3G5SIkTUmFYH/t3o2Xmk8LPaB/gSFAY6vGMQZxaTnIuuIjVC1+HI1dvqUpUqtVfXsorzHqrSL5UGcTOXtCew/xXYY42UDdQ+j+ETlyGkktlaWdGJmFOun2cL4W2SPF9HaK6ShYpNGGLaj2SGfCj+FzpKdRXdOiI06G4/fhWc8ojF9QqlqHc96VUoIjEu72EkzyO5XacVRPv8aRfkNIw8bWWre9jGXTk8SUHCydnVoWAyFF0tMuZXl6F16+ShcDqQOBYsrqE9pUCvO4Uc72JwwXmTa0ecz59fOUyYuiXEh9cbwLKW8s7u0Q2Vh2oE3TwCUbk+GZqO7ic3fOyIKKBRNk/RLrU+iXa2voGydgoILJq2epMwqLRCtgEF1l7UfR9GoXbwB7sfWPd92GJL/8U9mE+dapDndTXpXtIHa/pUdZYxHS1r+MU8Lpx+L2W6/gn9Rfva2oXjAZk7J+65Y+hQUZql3L0qak4YGGTp9cXWOSbsO0YVw17sU7rx9gPxV6BYYAja0mx5hrMevXbA1w92vIm5MXBCUzRNcYVQgkH6poImlHSO8hPsoQ5xrgewjdPyJJWAdqW7nixTIAjLsJGbmrUOqRzoT3m8+RfofSVVmYNP5B9fuN7PfhWQ+bmzZvctSRGCTvG9mQ2TtrkJ25HHWyAEK29r14/9wPZMuqmHLc9ATSxvI0e79zKcur4lkPKgQGC1Gtmcc9gEy5AmZZiPFC6r9NLoE0BYMMZ5qbjnHTK9GqqdzJYPjz0d6FNwtn4NqULKwudm+HyKb4EWQwdkVNOlMPShFuc0tQ1SzM5J0tE1gHo1/OM0buB4MVTAbGGXSGQwqSq2zvp+g4LZkv4zFtyjWyH6qPgxU3DrdPlKJXfYvjJ/7qXdGTR0i7IgHxLsGE3M5vP4bqrPkodRNi11Kn0JS7AIV7vnDdrPUt5scY8fOLhRK2fXvwtk7Lq1aVtI8RoLH1IgZ9kYzBlMzC/9pg7M2FtyYU1xg1CiQfamQia3so7yG+yBCnasQ9hO4fkSWvA7C1DsXLNQOAZjf5Q837fo82DyczvpY618scS6zZ1oaqe5agOlh5xO37UfbrNX3edlIHTXLDxHl0WuZjqvm5voCVUjn39+4mlGaaVZeoBI5pD1rLzZhT3OSWw9S9QVzBW4+5WTXo9BgXz7I+b7F3onHRPOS8pJDX3r0yWzteNs/A3RZvqRM7sGVRDqpkCr97Vfy70K/cnWS8UYIjbjNewQSbcGY9hqWjL3Gckl0ENtR1eFfSNBrtbZf9sw4cl/RL09UYcdUPvB2isf8yjB43UtzP1jTuP4TPNUrzXfaPPsB7gvuHN+spu3DUPIG1h6TQ1yxcd2YhqluOylKnVCJHiGj7KXbW/ok5Qel9ydqt2/Kqt+4glpO7okguKV7eE7NqfeDkW19obHXwYq7ly8T11/winDn1YfUnyzqq814k+NcYtTaRfKiR8WN7CH/7obyH6JchztSoe8gAuX/4IXZ0iFEEZGknOmowWwqqP4i5JHZIKUqkdBTMil/yjFPxElLLVTai1ZlWzlH+eEsNVshTy52yoqn9O5cO2Ntq8DhPFcdfPJNAUY0sJQqv50PUVz6AVFm8jRfrP3bOUU2p5fiYn7elENc5agGSCtEsteUVM4ZL2319//htWNlSKlPS/ahyzvuOorn2UaTGcbc7nqpoFeYVHxDieXCPvKGTFmJFjRXHpfOfZOXZPNIxT2SHcCV5caVCzJNAMeVtqsRDG9vENnGsmVgub9PhRhZQM0lcXsaadOhpFIiZGALHk1/7VqBwb5+F0aMdnVZUr1zYN7Y8u0LxAyjSDDrai+5uPtMehtRFlbJ0hpzzQ7K6WL+aq7C5zVXefBWBgVw+CAomwxeTiPlrHkSysJjRn4isvg3BP8+dxVfSITGDMfhSv/xjpRp8fLfh8w9bHe6xuBijRvxY3Xpq/xgNz7eKP1KmXC6qwnMVZqTES1denjolHfkuEW31NseEnyTEM/Wev3RaXvVWHbXlaGz1DT2TW5f119xd9iEvrjv6alYtFeRrjHI7SD6UuUTe1tDdQ3yQIY7VsHsI3T8iT2oHUIt7DmD3PjG53dA52PhCCXJmeWYAiIlPwfyC0r5YH/gSHX+WJ8WT/554uriVKDanuKVEiUPyrAI8uzVPnKMyQ8Krb6LdCIub0hCZJqNkywrc5pz3DcLw5ERHtgN7B+rXvyZaCS9BctEr2Ld5Oeanxsvmlax86jzkb96B2kXJDqVOKYNAwJiehnXrbqfl0pS0BFvZ+GTL2xSbzFIC/hG7isaJSiab9z+/M7BMe15HWYVM8Z5Sjj3by13bEROPlKzlsOx5HjlJopGLeVLuWL9D26LKs0407IClIF2WzpBzfgSWXWVIdQRmYaPpLm9KAxy924KjYDK+MQn3oTxfFDbbAazNe1F7gMNmTOQ3Wj2N+hZdHZKNcxDiBl+kepDt7Vo8LwQCYk+ARj+IyqU3KadQcY9oq1qj6w5T/Ag4bK/6LK+uR9M3TwI0tp5M1LbI10ayMoLrTpb+NRBq1WpsD/01huRDY3iieJcv9xD9MsSBGnkPoftHFItsqLselw6LZNU8UIIUrWVGbNYUP/JyscXncebs31Vb/4/OTnyuojjGJJhRL53zTwVIDpJdYtDMObhLsFZ6NtvevhMvih5upkmPo8qcKFMs3cvHYczSImQJsTcUlORAMZUrqhiFrCcWYYzi+MhS5vGmKliX3Xug/zuLWP/WHrwjeSoOzcDqilluDw5ktcXehNx1kpGLW1Tr0eBm6e4rzazEMxdhoVrWCZdlc9ry1ldndH4KmoIJN1dZuck8vNHb8JfOLh9cLr9E5zHpCdpPMSLesQ7Ss4/f4aODh8V6WaTZudOQoHVBix2Pu2fGe1ajtWXYCCRKxtCzZ3FO5cKqVUXI98ldUZwuIZI7jfL7sZpM0XIb6NbT2PpENHYyip1PhdmRwhqIeXjA0uoRWc6nelULu7rKBv8aQ/KhOjT+7Air374/HZCO8eUeoleGeN0G30MGwv1DGgJ6H2AExIiwFguLvJ+BqcUHVfpnwk9vGOOIqM8zAewtYMGAslHBjtMXeVal2oBtjsXNN/7c6UrqWi1zRf1zJxxhJXVmI2DGiLE3izkLTrWi9TNJA3OtWfmbPqa2/3kf70rVDkvF5CR1IwrkSu3JN5CfrFFWuVEqW79B+/tHnG7Dw2bOwkRFJbfv8JiEabjXGU9Fy/J4Mf7txmuVjT1CdbLlA33V0ycFAt9X2GbcJtGNbc/UEuZbL7rKpm5BdoBzRH5v8BD8iPWizzPbuC75X3Mvuo5/KR5+OUb+TAokpFbjRfjF2OsxaONxH5RdWV1fnUXvP9l3LSVWLM7DSF+vax0jDy9eKzuJ58dBmTU4XJGicgH1LD8wtoTv2Aabb0xCFqqrujAta5voUnMK1uI5mHYgD+srs2TuJwFqWZCuMf1rbfjKB/32HSNL9xA3Cffh/uF2JH0lAv0jwNNg1H2Is/YTeK2y1nugG7ezxSTNwH2jt6JUinXR3Yyq4mahVOkq9jZ0EnIWjMeIG6YjPdl7Qjm36vv5VcvLTa5E9cKaOx4Jub6c7nOc6PoWLMqk50F+M3V9WDbo5v/AL3TMKT0b0N8t8gdxcbhpbIKOqa2oGDbzhxHSsrErFY7TMx/vb/uj4/jgKpiMaUxCGhbP3IpsvuhadJVNqTNrW+98HIuYq0ZiFPORFrxPzx/GwY++Q4rfT07O4NCBDmcLBiWOwE+c3xQ+2L/B2bOiqXAQy9MkuCsolMPfcfaMFLLnhxgS63TqVipM28KBwIAZW55f6nb2G+wOEVUeFr4EGVO7UL3nSS/uT743MRjXGMVWDRj5UOxdVG0M2T1Etwzx4aB7SFQJZdR1lqfBWI4lOiKVaqJhDx2za6pwdp5KZFCnwrkKeVzZzFuMhQrrPTXPEZY7z6PnHA9AI1cw+8vUhnNnvw6z3mp5Cqo11Yavev4GZZsLzcfVqPm6PegKpjM35r7FqOu2MV/orbC8nYay1Mt8bbt6+dirMfIKkxCdy7kI118F0/5XnPiEPQUSXlruDOrNibQ9jihf5RrNFhWUVyai+kg5Ukg31mBFu1QJ9HxlkNu2uP7TyGuMaqciewf99sXxo3tIZAsytT7CCTjSYMyVRSp17RCP8Pkr3Djke8xocQsmdq7AFFU3WXYkW4OX/8oHyLTW4409dVhXq5LWgiubufuw8/0N2FUx2UU1cz1/JHxzXx8YYKaRgIDaGFICIVAwWX/FNAbvCG5zjtyY/8ksGb8MFIqYazD5rnhUMXdSloEa1nUvoi3Nn0XbbCHxjirUiIF44JKbSKWxMZdgyBDmM8CPOc/WCLL3lHhvGtjXONvLndq9lVM5J20ODoEBM7ZiuPiKYGDjIc1/K3OR5efkodYNcpGVumT0NUY6j/x9wMiHvFNR+jlU9xC/ZIiPEd1DolRSB2S37W3VeNSpXPL0bWbceeMvkaFoWbThZKceDDwK6K+Qw/8q+HrDerzZeQ4nXrWgziXnIfOwqS1G2dTrA2v40NNE1TJDMbtmN2uP3BqpWlhxR2CYmjB4yA8V6w/dRg1XYJdGya2vJvwo7lIEMQiNS0ui5UuI+LqnMajHihKr98Af9i60WAqQNpK5ngq5EEdh/IJSbLF2OXMWOQbuIiRn5/SFEj61FcViDh6fBrbXijVr3urL9TNxKm5RifblU71C4WEYM/4q8TCtBcdSzfKADtI2H95/NASxIRptH1oZlKL2rhZU589AojOf5gSYy19AS5fkstzfZtDYSgSFxM450vpLvpU9eS7ahl2bzYFffymdVHj38xrDVjiftFqwbHqSeI1h15pxLChETQtOBixIFsmHy1AF8Yv+3z7dQ1yGhe4fLjjoi5EEvkP7XqsYQ4M9jMysZOnbHkS2onLJ2yFXHPS2y6FsZpsfRNkr7Z65MPEF3jv4mdu8Um/dgSp3MYuO+1Oxsh7Wns5+tCdQTL+HS4bEOk0h59/9AB9p3heZ8m/JdN5Lr81vcc6n+0fpciQkSsq2Xjby2AdeUgj2r3F0tEgghCqHPI2B44lR6Z4v1AfGfgzVs2cgu1i+yJuv5dqE1VnzsLjB7ccXNwH3zrxarI8HFCpEZWuPev3ue+ydaMxfJbjxCrtM47C08A54XwIuF3zxyYp73cL3H+CqEVeLP9RevLN1l3baFvtRNL3apViT6sZTJ3BM0pmGDMHgkCzGVm1dSHbYOy24e0oWSl1cZFjgmY2PIXtOHho1lUwaW58GrbcJRXPXOJNlY+hkLN/OckuZxwTJ9cjHawxTLjst8zE1q8T1iTZ3m1qVg7mLar0omSQfPslHkAv7/NsPyT1ErwxxeAbfQ+j+EWQJpdM5CPwfetn6OMcrDhOmjtW+X/Tuxx+3q82NjqN6+jUOBWfkQjT2qGlDjlyYz5TMFCPQ963RC92ouEbAPbW9Aft61drvrZWBYhqDuNFjkSidzlvqETaPfnP3MbF0IJeYXYKkG68T588sJYsONvbOXXhJyq0KCuQjDaGR7yFUMFm3RDe2oUIPP8XO2j+pREjlrqq/w9pD55lrHUvY3nKUPXESU1QcfoklUP0aTWs2u/345JNLdgJbG6pmpcGsJ0VCbyuqF96PvL1SHFqW4Pb/b+98YKuq7jj+XZomi9kMjhgZIUHEP5CMCjSGDqaTYgmzbtK/UdgYUNra0S3DYqEtQYO2pQUi0wL2L8bEdJb+ATPdGKP4J2U6KDUsi5W2dpJp7LCDbdmmKc3bOe/d+959t/fed999/8u3Cfruveeec+7n/O4953fO+f1+5U9jky1vt9pZJ9XI2qgJxYu6Kg9rZ3m2xVqHVBB75/dX+7bqGmVncG5idBge90QiwPCKpVDnwgyS3iCnPsOJmsNC4RGraKVNOC3Cz3jkaBj9XaVYNH4SB468a7GSzra1LyhXcKam2jdBM+sR7Gt/AVui7aXP9jdGPJkauFk4etja1otL6jfmr+dFAOvvYPz3h/HS21csEFA+LODE+JKTdz8WfYhdGZI4I9uHsP+IsciyeEHgPxge+dx85e7aH1G/oczXz0xhptktMvEWDtRZ7ZT7EpdH1FXL+NhCmZTyEDJVR5Gfi51+5V3Wk5xiUndn2t2KQv04WkbUFQYtmBCZzsvEhlXq6uEltD19BP2Giq/YDXT8EI6q3nvtmJhpq2n5W3z7HlyD+1WrskBshJwc2Paid7I7eWkucqzCq1iWzYt2CcRWwRQd5Iz0UpR5hdWs2mN4+81zmEh+EGX1vxA2jWpwR5F+xr3IWPFtEci9H+dGv/LPQMbha38OGYoSJwOX9FbnIu1HO9DYfBwDfi+FsBUbOI6Wui1YsTgXtadV5VJs0Vi9C/s3WwW41RarnXW6hrPvf2S+JWCG2JpZkKrMwohV1up85JQ3a7Zqyjp1o75gLfK99gjasqx+a91JczuAm5QSIDh51Tbs3Z6hCcor5HDxg1h+mxCjsxcwajpJyLa1kjjfNWl3+Tx2SU/R4i85pRQdvzuIbO1760sc4V92vzFq4OYZSH9qD55Mn6dxXz4Ti1cvw20Bt01RPiLcmM6zd/ruR70PCUKGJI2I9SHsP5wLG+8MjYB2dUqOiwrxxP5T/oqVDLPxkjCXum8dGv3sJ7/E0NCnmjHXTUjJzcUStyIid8ptRaaBWZXcOn+0rhQbqt9T7p2HzNULNX2A7ok+7BX2m0bKmy5dqIdJi1G0JxeeRRhRfxHHc02WGL92DfhPhEsezbUoXONxnun2c5C1GbneRZFwMr0N6et/oNRJrN1cbMD6DZVo0ZqqyfoInuvLfqOEJxPj6Kw8pJuZmDnhOfNh7CxP865iqmz86iHN6tokl59q5GQu1pauDWvkilCbebreHxsnP340Z+PRyp+JpWsZG9PvguZgNrJbB5CtOTP1p2LHqPMWmzQvH4faga2P78Ip4bVW/k1c7EC9+IfqbVOz8TsjjMvX7cXBZx/WKCN+CQwPPLNOrWgUDn48e9RXYonh9lQZGP451JxTV0v/jT931IjwETWG+QZ3UhNeJawzR8HVIq5Su4P+WksRxkYwKiYelph8CNm2Nlp08gM07e50dyxSuXz1lV8iNUAQZBu5hpDEzjdGzIjmNGEwx6qYCYxd+kR07KmmW+UpH1b8YngthHc/2n2IfRmSPCPVh7D/iKG03uBFqyvzbykrk2JhoKFI/LOHZXL8KuQGW9WcKWl+Niq2/BYej7SKWZU0rTLNToz7Sp5BkW4siZtn4lapqMphpAixV7tqIWplHimVOP16IW6Xv8P+JydIy/BCyaBSf2X8WibGsFYxMWfl4rnKdM3W4nAyNa5TrYid7uZhwCA5pRgv+NVHJAqZp/7b52FjVQ9Atm0tdoYzaoXB8/KUh0CMVzA9lUia/xPUeWcigm0axXDXQomSA4SX+k6ipXSVd9YlUCnJKfmoaDuBrprglEt3vooHQvfvv/Wj/7Kp5iwDgyL7yMvYt3qOdZXEFsPqqkcU+wDrpO6ryoy9/J0cVudENspOxCTXPsHQ2ERgVmzbAK2r8bw863Ecibly6aluaN8YsSL78QjGRHd9/8Np3oGLIQjKhyGWuD5p492Pah8SjAxJsJHoQ9h/xLXITvvKSdOGQ8VYpG6BNH1g6ZFcmE21PYlFSpqJj4Zw2W8X0kykbj+AhnUpymqXaWbigrKosP27GuVMSe9nk63J49IwRi2GeJqUDn+K+u9oRntVho3xq+RRiU6j+NLhZmqrTp76tBuNA8LB0/3tewWNdto2OQWPNYsx/Q6DtnXYMrzNmkBcKJieWdinsX3pN61ra3BVNdwNqEQlzcPK7S3oG+lFy+5KlOcbfGxkkN2q3djXcx6Dr9dhi982OYPCTU+JbRmr04W/TPk3hPcvWNltiSTyJWk6hdNtz06pl1R0y3e34XTfi8iZf5M7x8D/Ubf7yZQ2BsWBM5zmKYRzl+5jeHfCDiu2raUwiNXL1uffwoTb5nI3VsZ05VJbUznb6ewbg8kh9Lwqtk5ZTGL5SqJ8+Fgkwq8g3v2o9SFBypDEHNY+hP1HIkju9K6jWCVLLcPxc93YV1WEdK+Zk/LU7rHas8Ifx0X0tW7Dyu9n4BF1/GjkeEa8uw/VdOO9nudRsTN/quLqze9POG66qCBssmuPoqVKd//kVVz9l59GG4GmEU6ICpvQ94Hk8STyUvRjZRkXdCd2tZ3EO6Ye2sPMVEy1+uqkbyOpWBYFqE+YeLrb9gT+cqYNu6bIiqceFXIMPXgC1Rla05cINBOz9CfgSuS/q2dddT9c5LpjWamr6+P/xdeTXP/Q1Zwl6jb3dtc9WU2u4euhVu+664vOQtc9Ir875i5wPdr0kUWGn7q6Ni92l33HsgpX79WQC7coK9EvXXddPb/f9eidd7mWF77mGrWDim1r0uiKjN6Z5ao7/4VJmkQ7/YXr/N4s8d59z1XcOeyyIx4uykeCNLKDdz9aTxZ2GZIVt9uHsP+IVjOzHBIgARKYrgTiZAXTX+m1deT2HlaMxg/vRPGhZ2LkQMSipkl3IWu9xwB54kInui7+V5dYzBJ3FXljMS4o6Ma4LoX/4Ve4PPyJYoD+ddz6rW/4X9Yeebc3Ce+3BRvwQNysImkrGQ+/xdbH/oPY+FgDBhcKG4H6HHu2tmxbk8ZT7BiHulGeqlrAmCRNiNPCe3NdobB9GcaCknrszZlv7vRB+zyUDy2NOP3t8N2P1tMElCFZkQj1Iew/otXKLIcESIAEpi2BxFQwtcrlr5vjdDArBttri7HZ7WJ6FCfa+/y9fomh6s233OIdsE68cww9Fl7JJkdeRXXLJY8gWm7VU7d8iaRim+LWvLu8ZUxbKXb0YNoBZrCOaNi2jpAn1E1a5bIRLwdlt0H5iO+mDuXdj9aTBZIhWY9I9CHsP6LVwiyHBEiABKYzgQRTMMXAYKDZ43L472mo6IhX5VIRGa+LaeG5rKcNnToFMvneZViuGrFLr2TrS1Fv5H5auOPOWePzsmtpb3rtXTS39ouVTq5emr+44xhoLkFmTiOuPFAJQwN085s9V9i2gQgl7nUZB9cdGugK7q86GqRyqTw25SNO2z8M7360niyADMlqhL0PYf8RrdZlOSRAAiQwrQl8Te79TYwnFEFbu55yx9UZT9mIhl/twEMxiasXJK3JQbTk5aP2wpeYlX8Ib9RnaLyTidni5k3I9MZespG38MzZYuQhzH2rLz8srcQbxwoZ60ePdHIE3SUyLMw/HYWg8cuObeuHYzocTI52eEIajS/EY4cPYk8oTgEoH/ElEuF896P1ZJYyJCvh++bbdmRp2of48mL/Ea0GZjkkQAIkMD0JJMgKpli57N3jCdrqDn2wKzGUSykzSQuwad/PRaBfo1VM4dmysMGm+2kZsH4jGtstPHOOv4m99dLb5RJsrsqmcjnlnb2CMxUFQrkcE8r+Abxs6i1uyo3GJ9i2xlwS9ey1U6hyx8udjbzGltA9zlE+4kgSwvzuR+vJLGVIViKMfQj7j2i1KsshARIggWlPIEFWMD9Dd0Emnjp9zaJBkjGnpB29O1Lj0OZQs/pqsrI4OXoGr/zhPZxtPYrez7Vz0dL99I+x/L7V2GAZNkUMoMrzsKXjH1hS1YHXChfEIQeL5ovGpfFuFKaVoVeLd0q5d6O4pwfl+iDLU9KpJ9i2KonE/r90mFKCFWWnFEdaJk8z5wl0vr0DS5JMrk85TfmYgiQWJyLy7kfrQQLLkKxJaH0I+49otSbLIQESIIEbgUBiKJi2BgfxrGDeCKIU789oU4FAsApmvD8362ePgJ1JLJFT0AqmvdKZKpIE+O5Hki7zJgESIAESIAE9gcRQMPW15jEJkAAJkAAJkAAJkAAJkAAJkEDcEUgQG8y448YKkQAJkAAJkAAJkAAJkAAJkAAJ6AhQwdQB4SEJkAAJkAAJkAAJkAAJkAAJkIAzAlQwnXHjXSRAAiRAAiRAAiRAAiRAAiRAAjoCVDB1QHhIAiRAAiRAAiRAAiRAAiRAAiTgjAAVTGfceBcJkAAJkAAJkAAJkAAJkAAJkICOABVMHRAekgAJkAAJkAAJkAAJkAAJkAAJOCNABdMZN95FAiRAAiRAAiRAAiRAAiRAAiSgI0AFUweEhyRAAiRAAiRAAiRAAiRAAiRAAs4IUMF0xo13kQAJkAAJkAAJkAAJkAAJkAAJ6AhQwdQB4SEJkAAJkAAJkAAJkAAJkAAJkIAzAlQwnXHjXSRAAiRAAiRAAiRAAiRAAiRAAjoCVDB1QHhIAiRAAiRAAiRAAiRAAiRAAiTgjAAVTGfceBcJkAAJkAAJkAAJkAAJkAAJkICOABVMHRAekgAJkAAJkAAJkAAJkAAJkAAJOCNABdMZN95FAiRAAiRAAiRAAiRAAiRAAiSgI0AFUweEhyRAAiRAAiRAAiRAAiRAAiRAAs4I/B+84J6TuKa+fwAAAABJRU5ErkJggg==" alt></p>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>(i) State the equation for the overall reaction.</p>
<p>(ii) Deduce the rate expression consistent with this mechanism.</p>
<p>(iii) Explain how you would attempt to confirm this rate expression, giving the results you would expect.</p>
<p>(iv) State, giving your reason, whether confirmation of the rate expression would prove that the mechanism given is correct.</p>
<p>(v) Suggest how the rate of this reaction could be measured experimentally.</p>
<div class="marks">[7]</div>
<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>The enthalpy change for the reaction between nitrogen monoxide and hydrogen is −664 kJ and its activation energy is 63 kJ.</p>
<p><img 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" alt></p>
<p>(i) Sketch the potential energy profile for the overall reaction, using the axes given, indicating both the enthalpy of reaction and activation energy.</p>
<p>(ii) This reaction is normally carried out using a catalyst. Draw a dotted line labelled “Catalysed” on the diagram above to indicate the effect of the catalyst.</p>
<p>(iii) Sketch and label a second Maxwell–Boltzmann energy distribution curve representing the same system but at a higher temperature, T<sub>higher</sub>.</p>
<p><img 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" alt></p>
<p>(iv) Explain why an increase in temperature increases the rate of this reaction.</p>
<div class="marks">[6]</div>
<div class="question_part_label">b.</div>
</div>
<div class="question" style="padding-left: 20px; padding-right: 20px;">
<p>One of the intermediates in the reaction between nitrogen monoxide and hydrogen is dinitrogen monoxide, N<sub>2</sub>O. This can be represented by the resonance structures below:</p>
<p><img src="data:image/png;base64,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" alt></p>
<p>(i) Analyse the bonding in dinitrogen monoxide in terms of σ-bonds and Δ-bonds.</p>
<p>(ii) State what is meant by resonance.</p>
<p> </p>
<div class="marks">[4]</div>
<div class="question_part_label">c.</div>
</div>
<h2 style="margin-top: 1em">Markscheme</h2>
<div class="question" style="padding-left: 20px;">
<p>(i)<br>2NO(g) + 2H<sub>2</sub>(g) → N<sub>2</sub>(g) + 2H<sub>2</sub>O(g)</p>
<p>(ii)<br>rate = k [NO]<sup>2</sup>[H<sub>2</sub>]</p>
<p>(iii)<br>test the effect «on the reaction rate» of varying each concentration «independently»<br><em><strong>OR</strong></em><br>test the effect of varying [NO] <strong>«</strong>on rate<strong>»</strong>, whilst keeping [H<sub>2</sub>] constant <em><strong>AND</strong></em> test effect of varying [H<sub>2</sub>] <strong>«</strong>on rate<strong>»</strong>, whilst keeping [NO] constant</p>
<p>rate proportional to [NO]<sup>2</sup><br><em><strong>OR</strong></em><br>doubling [NO] quadruples rate</p>
<p>rate proportional to [H<sub>2</sub>]<br><em><strong>OR</strong></em><br>doubling [H<sub>2</sub>] doubles rate</p>
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<p><em>Remember to refer back to a (ii) for <strong>ECF</strong>.</em></p>
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<p><em>If only one species in rate expression, third mark can be awarded for zero order discussion. </em></p>
<p>(iv)<br>no <em><strong>AND</strong></em> different mechanisms could give the same rate expression <br><em><strong>OR</strong></em><br>no <em><strong>AND</strong></em> mechanisms can only be disproved<br><em><strong>OR</strong></em><br>no <em><strong>AND</strong></em> just suggest it is consistent with the mechanism given <br><em><strong>OR</strong></em><br>no <em><strong>AND</strong></em> does not give information about what occurs after RDS</p>
<p>(v)<br>change of pressure <strong>«</strong>at constant volume and temperature<strong>»</strong> with time<br><em><strong>OR</strong></em><br>change of volume <strong>«</strong>at constant pressure and temperature<strong>»</strong> with time</p>
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<p><em>Accept other methods where rate can be monitored with time</em></p>
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<div class="question_part_label">a.</div>
</div>
<div class="question" style="padding-left: 20px;">
<p>(i)</p>
<p><img 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" alt></p>
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<p>products lower than reactants <em><strong>AND</strong></em> enthalpy of reaction correctly marked and labelled with name or value<br>activation energy correctly marked and labelled with name or value </p>
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<p><em>Accept other clear ways of indicating energy/ enthalpy changes.</em></p>
<p>(ii)</p>
<p><img 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" alt></p>
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<p>lower dotted curve, between same reactants and products levels, labelled “Catalysed”</p>
<p>(iii)</p>
<p><img 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j89oDQGAwYMwMiRI3H69GkwL4RoER7nJGuEgBAQAs5GwGoUgyEmEqeMBtR//hmUKlwQ/oGBCGDxJvOSyxsaV8f2P9DpdJg1a5Z6KmYRJob3SbNOoHXr1mDiKGoSWPpamhAQAkJACDg/AasCgqZAKXRw88Cdw8dw904YYmJiVa5+JhCKjYlBbJwORlOiPsEhKW3cuBFHjx5VUQs5KVtieiaLfhmvvfaaimqgFoGmGWlCQAgIASHg3ASsmxhcvRHs4orZE/ti/76X0ax6Kfh6/rcpbw4FGuP1Pk1QJMjHIZ0UtVot5syZg3r16qmsgZ6ens49y5kwuk6dOmHhwoXKF6F8+fI5LstkJiCUXQgBISAEHIqAdQFBH4PYoEAE5suH60e3YfHRbUkHVdIP7Ts0QKEgH4f0Q1i7di3Onj2Lb7/9Fnny5Ek6NvnPKgEKUfRFGDNmDE6cOKG4iS+CVVSyUggIASHgFASsCwgeJTFq1368pY+HNk6LuHgdfAICoNHrYNB4wMvTHa4OWuqZZhLG9TNbYpUqVcThLg2nMctCm7UIjGgoUqRIGr4tmwoBISAEhIAjEbDqg8ABJMRH45+tyzDuje4oXbI4vt68E39MH4svF/2OS3ejYHBQH4TVq1fj8uXL6NOnD4KDgx1prtLVV9ZRSF5LIS4uTmWPfPDgAcLDw1XVRsttoqOjcf/+ffDziIgI5XPAz+mLMHDgQFUOm6mppdpjuqZEviQEhIAQcAgC1jUIJgOOLRmP7pNWIjwqBrq4eOhNLoDhABZ98C123FiK74a/hJAgL4cYpLmT1B4wKVKTJk1QoUIFdcMzf+ZMr7xxc2EBKo7Zz89PLazWyLZo0SJs27ZNRSRERUXhvffew/PPPw9vb2/1+bRp01QGRY1GA19fX7z11lvKX4NmBkY0MPqDha1KlCihtAi5cuVyWpbOdF7IWISAEBACaSFgVYNg0p7D3OlrUe2V6dh/dDP6likGF60/Go9bh4m9q+DYtmO4+SAWD/MrpuVw2bstfQ+oPWBSJGfRHjCigIKApQbg999/x/Dhw9GyZUvUrFkT1JpQa2BuvOkzbXL16tXRpk0bsDiTm9sjWbFBgwZ44YUXlAMnEyNRADALFxQaAgIClIBBoaJz5844ePBgksgGFnfiwlBSy36Zjy+vQkAICAEhYP8EHt0VLPqqv3cF+xJ0GNysCvIFuSLOBTC6GAAE4/luA+D/21GERWqRYAI8HCQdAiMXaD9/9tlnHV57QIGA46F2gKGa1BDwZm/WAFAr4OXlBfoMVKxYUT39839zo4DEJaVGLQGXlBrLQA8ePFg5etIPgY6eFBzMberUqUo4oHBSu3ZtFC1aVDQMZjjyKgSEgBBwEAJWBQSPgBDU93LHxTN3EF4pL9xMgMnFFTptDM7tXg9dSAPk8feGxkGEA84FyxazINM777zj8NUaGYExd+5cbNq0SZkJmKOgbNmyiQLCK6+8Ai62ahQKJkyYgO7du6Nu3bpKG2HWMFBjQEGFGSppymB2SvaTTo18z8+pzaDGgj4Nkr3SVrMk+xUCQkAIZIyAVQEBfkXwQtM8GD1mNGLPN8aa+1FoeWoPfv1nLibPPYyCvXoin7+nw4Q4Ug3PWgK8mfFG5UjhefQloKqeZgHzTZjjoQqfpalpRmBegqwuMkXtQLt27RJ9OsiV/eMNnz4NXG7evIkzZ84oE4ZZEKDj4+zZs9U8MA8Fs3NSoDCPLWOns3xbCAgBISAEMouAVR8EIBAdP16IEW1M2LzkB+jj9Vj/2QS8/8Vq6JsNwcwhrVE4t+OkJt6+fTtOnjypnngdxfeAT9m3b9/G0qVLMWLECNy4cSNxzmlOWLBggdKGMFQzq4UDc0fo50CNwOLFi1U0hHm9+ZWls5s1a6Z8GMzr7t69i0OHDqkqkfyMxbIoNEgTAkJACAgB+yJgXYMAQBNYCcMW78H/XTqH89fuQZfgiqCCpVChVH54eTyyN9vXcB7vDe31P/74o3pirVGjBhwlayLV8zQjUEigM6DBYFA3Y/OT+OMjzfo1NDVQi/Hll18qn4VnnnnmqcIKTSF0mmSZ7Q0bNsDf3z+J/wJDLI1Go5onanrsabxZT1iOKASEgBDIPgIpCggPu+SB/CUrI3/J7OtgRo98/Phx7N27Fx9++KFdRy5QADCr6Dlm3iiZ3rhr166qUJJllEFGmWTm91999VWsW7cOX3/9tQp7DAkJSdVNvUyZMirSInlfPv30UyU80EmSGob8+fM/VehIvg/5XwgIASEgBDJOIAUTQ8Z3bA974JMon8RZyrlRo0Z2WbGR/gRUuzPxkGUo4ttvv433338f5cqVSxKCaA9cLfvAKpjsK/u/ZcsWFVlh+Xla33Oe2MaOHau0EhTwKDxJEwJCQAgIgawl4NQCwrVr15QHfceOHe1Se0Atwf/+9z906dJFhQ3eunUra2c/k47WokULdTOn8+GlS5eUiSC9u2b+BZaVZhQEaz8UK1Ys0QRBcxGZUaiSJgSEgBAQArYlkAYBwQST0QRHKfJM5zneaOjA9+KLL6pcAbZFmfa9f/TRR0owoDMf60MwX4CjttGjRyvTwvz585VGJKPjoK/CkCFDkhTT+ueff5SpiFkgw8LCRFDIKGT5vhAQAkLgCQRSFBBMRj1iIyOh1RtgMiYg6s4tXD5/EVdvhiOO656wU3v4iE+av/76qwoDzJcvX6rs4lndb6Z8/umnn1SoICMT7NXPIDVc6LA4dOhQrF+/Hvv27VOJnFLzvbRsw3DPc+fOoXfv3ujXrx8OHDigQkDTsg/ZVggIASEgBFJHIAUBwYiIs9sw5bU3sHTfv3hwcy/efrY+6tWoinJFemLh1ouI1tt3omXeqO7duweaFxhrn92NNzf6GvDV3F566SU0bdrULn0jzH1My2vPnj3BNM0zZszAlStXMmRqsHbcOnXqYM2aNSoqhZ+Tp6V/An1OpAkBISAEhEDmELAuIJhuYn6XN/Hj5o2I0j/AyWVzsDk6Dl2GDUf3kqfx3hercf52lN3WYqCtevny5SrFsKUNO3OQpW0vNHUwqdGqVavQoUMHlRqZ/XPGRg3I+PHjVQVIprWmgJbZjZEeTA7FUEmmkjanl6ZfAv0fmFPBUmjI7OPL/oSAEBACOYWAVQHBFHMHR43A4Pn/Q6/6+bBr/kHEV3kHbw4Zi2nzBiP/yWhEROrsVkBgfYITJ06oTH9BQUHZOpeRkZEqLTFt9DQjUBVvWbcgWztng4Mz6oK+AytXrlThpawZYYuWPD8CoygYEsqICs4/hTIKZ9KEgBAQAkIgfQSsCgj6iHCcSKiAkOKBwJ1jWKSPxTPNqyC3rztMrhqY3O9DazTAaIfXX94UqD1gtUKmVjY/YaYPT8a/tWPHDlU6edKkSWAZZYZcJr+5Zfwo9rUH5kaoX78+WLQpo1ENqR0ZUz+PGTMGp06dUhUmly1bpoSE1H5fthMCQkAICIGkBKwKCB55i6NFwHms+WUF5n41Bw9idHiubmG43jiI+ZNmQVu6AAr4e8HNDos13b9/X4U2MnIhu7QHlk+ubdu2Bcsvs3oiyybnhMbIEUZoUHvw7bffqmyQlkxswYDH7NatGzZv3pyYgtqy5ob4J9iCuuxTCAgBZyZgVUCAR3H0HtsOF/83D9N/3AdD8w/RrFwhbOv3Dn46HIs3+rdAibx+sP7l7MXFmzHLILdq1Uql8c3q3vDYd+7cgaWfAQUVZzYrWGNcunRppe6ns2hmJFCydgxr6yiE0cRBh0azgMCCV6yASeFRBAVr1GSdEBACQuBxAklSLSfEx0FndIWXpxvKtf4A66q+gjtxLihQtCByebggYfrHmB9UDhWK5oe/p/2JB3ROo/MaTQvMLZDVFQKjoqIwffp0VYzom2++UUl+Hkeec9awHPSePXvA9Mn0TWAtjOwI5dy1axdGjhyJhg0bqlDMkiVLqloPzm7qyTlnmoxUCAgBWxCwEBAScHz1N/gttBT6966End//gjP3o5HgmlwQ+B/WB9bH4NfbICQ4F+zJysDSwkzNy7oLWR3aSGdEljimBoNpgnPnzm2L+XKofVJAmzBhgnIepP8FhafixYtnuQ8G803QP4GVI5lkiWGYzZs3h5eXl0PxlM4KASEgBLKSgIWAoEfo7l+x5p/26NK1LK5v2IDl5y4jwlpvauRF154JKBwM2FNdR2oPWB2QDnKsEZCVjVkbd+/erZ6W27Rpk+XHz8qxpuVYefPmxcSJE1XVx59//hkDBw7M8rTX1FowRwNTQn/11VcqkiQ7NBlp4SbbCgEhIASym4CLKUXvMRMS9HoYDMbHsya6aODh4QZXl4zrD/hURzv1999/r6oBphcI7cwsi1yvXj31BJ8nT5707ipd32OhJdZSKFy4cKLtO107ctIvzZw5E6zVwKd3OpBmd3SJGTPDIekv4uvrmy3mD3M/5FUICAEhYG8ELDQIll0zIv7BVRzadxBnLt+Gju6IicKAHnqvCujS4RkUCPSxGxMDSzpfv34dLPZDLYKtG+UqCiV0hKMqnTe8EiVK2PqwDrt/Og4eO3YMH3/8MVgSmv4I9uC4uWTJEhX5MHjwYNSuXVtFmohvgsOeZtJxISAEMpGAdQHBFI7lo1ti3JqbiDZ4ws01maag1Dt4tmlt5LcTAYE3a2ohaN9mkR+z93omckqyKx6P2oK1a9eiU6dOoBpd2pMJMAzxk08+AR0X+UpNAgWq7L4ZU+PEc6dv376qeuSgQYPEf+TJUymfCgEhkEMIJPdAVMM2RYRi4w4davf7DJsPncKFS5dx+bJ5OY/LW99G1WKBdhPmSDUxywPTGS0gIMDmU8dKgsOHD8fXX38NlpSW1L6pQ84kUZMnT8bp06exYMECVUshRQtX6naZ4a2qVaumEmuNGDECf/zxB27evCmhkBmmKjsQAkLAGQhY1SDoY+7jlNGAHo3ro3TBPPD3SKZBsLORM1shY9yfe+45m5d1plmBHvEsPTxr1ixUqlTJLlTldjYlKXanUaNGKuSQWRbLlCmjsh76+fmluH1WfMBoBoZBvvHGGyqywRwey8JadGY0/5+xvpgQHx2JKL0RGrg8stiZd2rUw6jxhb+f9+MaO/M28ioEhIAQyEICFgKCCfp4LfQGExBUAh00nji04wBaVcgPTR7fRw6JzG/v6g4vL/dH67Kww8kPxSfQjRs3KtMCCzPZ2jv99u3bqhgRne54s7O1OSP5eJ3h//79+4MhqRQSWJuicePGdsHRMvKF5xUrR1apUkWZrjw9PTNoDtFi09R+GL41HAU9NfB2MSBep4OrmyfcmZI04ggiS43C958NRMVC9qOdc4bzTcYgBIRA+ghYCAg6HFg+D1vOhkHnCWwOj8DRKf2wf2c7vFi/InJ7uz90SNTrgQKN8XqfJigSlP1OijQv7Ny5U/kCZMWTaNGiRbFixYpMeqpM36Q5+rf4RM5UzCwJzeqPTMdcuXJlu9LEMK/F/PnzERoaqvrIyAvm1ki/z4QHStZpge6mS9C6uMPl2in8sHozCjXqgucrB8PNWAHGPKWRy9PiJ+noEy39FwJCwKEJWFyNjLh7YBlWrLuA27EmGI1AQL58iD63DyvP7Xs0SJMRhuI+aNe+PgoF+WR7HgTmHmCJX/of2EpAYClhPlHS0Y43iMxROT9CmhPfca4Y4soaFYxsYLZFOpnaC1v6sixevDixEid9E/r165cBHxcNKrV/A5PbP5zthEu/YcOuv9Gx/zCMaFUdQZ72bcbLieeojFkI5HQCFgKCN9rP2o32swCYYvHv5dsIKlAIft5UrT7CFH/3HI5dMKFMPl+7cFJknn+mzmXonC3MC3RA3LRpkwppZKIdWwkhjwjnnHeMYmCGxQEDBqgcCaNGjVJVONP/lJ657BidwsRKDRo0AGtL0MyQWU2XoFNCpz4hHiaTEfaVciyzRin7EQJCwJEJJIliMMTH4F7Yfdy7dRyDWjXDtN9248qdewgPD09c9v7cDl07zcPpf6PAyyV5Y2YAACAASURBVFp2NjoM0rzAzIm2yH1ArcHJkyfx/vvvY8OGDaoIVHaO1xmPTT+OcePGqRoaS5cuVc6m5G4vjRoNajl4jplTM9N5kUW5pPCTvcyS9EMICAFbELDQIADX/pyFtkN/h9E7Ghev3sam11pja61a0Ot1iaF8ly7dhqm0P9y8k8gWtujbU/d55MgRVUqYNxlblFKmYPTOO++AWRlZZyFfvnxP7ZNskHYCTIP877//qqiQ/Pnzo127djaZz7T3zPo3qLXiucfy0vRJsYXmyvqRZa0QEAJCIOsIJBEQijVuhyFdovFP1FlE3r+OPLVfQPWSBaAx6BKflho0exGNOnRFuQJ+2e5/wMI7VAMzXM4W0QSM1+d+aSNnhIS9qL6z7vTIuiONHj0aN27cUM6LwcHByqfE/MSedb1I3ZGYVpt1JSgoMK9DrVq1lH9K6r4tWwkBISAEHINAEgEBfpUw4NPJAKLwYslvoGveG89VKQg/dwsnBDsZF9W7NC/w4mwrvwBqJlgAik+IIhzYduLJeMqUKWASKlbDZLlspj6mY6i9NWbPpFBK7RLzJzBdM/1gpAkBISAEnIlACnYCP7QaNQbtaxayS+GAE8C6C+fPn1fFmTLTvEDBwzIzojlywZkm3V7HQkHviy++UKYcCgnU4FjOhT31m/kRqEVgCWuaRTKrGQ0GGJP4YJgeFkyz5pbBiCKGG0kTAkJACNiAQAoCgg2OlMm73LVrl9pjzZo1M7UyIG3hvDHRAVJa1hMoUKCAihxgaCmdQy9evJho3sr63jz5iDSFUMvESpBsFGbS6ryYVDeXgOvH/8HdaC2Yr0w1kxaXz4ciNl73WFVVU9xtnL0cBq3O8N/G8iIEhIAQyDwCjwQEUwKiwu8hTpegwq9Y6jnBYHrsopR5h87Ynvbs2YMKFSpkMHlN0j7QtvzBBx+AeflZjEla9hBgwa0vv/wSV69exaRJk5QDoyNEDFCjxQybly5dUiWkn0TPxc0LuYPzIIAZSRM3jMWGV9/H4VOXcC8iCnHxCTDFX8NfG0/gXpQWhgQdYiKjEB0Ti9g4HWLOrcHYXw7h4vV7iIqOQ4KRUoUJem0MmOgpVqtX2oiEeC1iY6IQFRsPo9om8YDyRggIASGQIoFHPgi6c3i3YVuUnrYCfV8ojuNbd8O33DOoVDQ3vJgK1o4any4PHDiAli1bJj69ZbR7fPr7/vvvwbLRn3/+eaaqjTPat5z4/Tp16ij1/bBhw9R8sP5F4cKF7doXhE6Wq1atwp9//qn8KajdSsl51rtke+ze/1/WpMQJdkNgQwO2blyMdfMiUaZpT/R5MS+Cc/vCw9WIf/eux0/LdsNUIC88PCvh5fouSDi3B0tm/44Iz1Lo8Xof1Mivxe5Vi7F6ZyiK1W2N7p0a4NqGZdh2/izC8rbEqJ5NUCDIO/GI8kYICAEhkBKBRw8vRhf1JHP+/FXc+Pc4pg4fip8278eVG7dx586dpMv9mIc1G1Laq43X0wRw9+5d5cRmVu9m9JC8uP/4449gyB3VxvbqQZ/RcTrS95mYihEkrLI4Z84cFdJqTzkSkrNksbCffvpJOVaybPS5c+fSbh6JCYU2by2MGNMVe6b8iXNXLmL1tH9w5+LfmDB8C+q+MggvV4/Fkq9P41q4Fv8e0aJe1+HoWXAPNhw8i78XvYW5t4phwNihyL/tHaw+dBIHJs3GDkMltGteDbn9PJJ3W/4XAkJACFgl8EiD4OGDIkEBmD2hF378wIA4bTz+HN4J8956JEM83IMJqPUuti4eglpFg7Il1HH//v3K76BcuXKZlt2OmRhnzJiB6tWr2yTpklX6svKpBLp06aKKYzGckMLg66+/rvJS2GtUCat7/vLLLyr7JjUeaUsdnQA9GqJj83oIKR2M9nWWI9pogHtxD8TdPApD906oULwwilftgkbVdsJXE4MaA9uiepkQFPBvh7kbI3Dx1EEcPx+HT89sh+v10mhg8oSpRkO81bMl6pQrCI/kP+enzoBsIASEQE4l8EhA0BTD0BXzUei3Hbh29yLmfLMUxZ/rgmcrFobG6KpqMzyEFAHPQrVRxN/TwnaatfhoXqhYsWKmmRfMvWdVQWn2R4A1EFiUi/Z9b29v9OnTB7lz57ZbcwOdF7t3754IkloP9p9aqacmVXJxQYIBSAxk0ABw1SNXSGWYJh7Gvw1LwN1tP3bpDegOV7joEgCjCQboAHgiX9GqeOW5IejWpBrC9q1HeGE//KsRqSBxMuSNEBACqSbwSEAA4F24JnoNqckgQvj+dQ+Brw3BczXzwwNGdcFy9/CEl7cvvDyYFyDVx8jUDRMSEnD06FG0bt0aluV503uQ6OhopYWQXAfpJZg13xs6dKiKEJg1a5aaL96AM1ZdMWv6zaPwHJswYQLatm2baBazrgFxh1+BAvBkUTC4wMvfDx7uHvAPCYAmb22Mevcf9B/wLopWfgC//G2RK5cvCvh4wM3VBS5u3up9lZYjcLTfSExckRc7o+pi7qzmCC5c8L99Zt2Y5UhCQAg4AQFTCk0fd9+0f/U3pp7PFjIFB/iYfLy9TLWebW+a+sNm0/XwGJPBmMIX07h6xowZpqZNm5ouXbqUqm+eOnXKVKpUKdPq1atNWq02Vd9JaaOIiAjT4MGDTdu3b8/wvlI6hqzPPAIGg8E0YcIEU7FixUxz58413b9/32Q0ZtKJmHndfGxPoaGhpi5dupiKFy9u+uqrr0xhYWFp73f8GdPXExea9p68ZDq+Yaqp3zc7TFfvpXT+J5hiY7UmQ2b9SB8bkawQAkIgJxBIokFIlHdMBhxcNBq9P1mP8Jgq6NSvLoq6ReLnX9dh8qAXEarbjA+6N0K+XFmf5Y7aA41GA4bCZaS6HqMW5s+frzzOX3755TTaihNJyZssJEB7PnMjsFjSJ598os6Dzp07qxLM1p/Is7BzTzhUkSJFsGjRIkydOlX5uTAhFH0r0uRg61ECz9ffgznfTAHy1MXg/tVQIDCl6pIaeHvTNiFNCAgBIZB+AlYFBJP2PL6fuQVluk7GzLEvo0zww9LO4yeMxuJxrTBqyV/o83w15MmVO8v9ECggMM1tmi6uVvgwAQ/DGnv06IGqVavaZUpfK93O8asoHH700UcqKRFzJFBoYOpjVvO0ZyGBvhPsd5MmTVCjRo10mMc8ULbFq5jZ4tUcfw4IACEgBLKGgFUBQX8vFHsTdBjQqhYK+fs8EgK8C6NF+z7wW3kFYdHxSDABHlnoi0Bnr+PHj6sESbzgZqQdPHhQaSHo8BYUFJSRXcl3s5gA/UUY/sjkSRMnTlRH79ixo91rEthRhkJatgcPHighhwIvhR9pQkAICAF7IWBVQPAIyIuKnm64fOE2HlQvDe+AhxELCXotLp4+DINLOQS6e0CThcIBgUVERODKlSvo0KFDhtMrU3NA9XRKiWzsZYKkH9YJsEYGQx+pNeCTOYUFRzA3JB8NBR2WFR8+fDjKly+vzGb2rAlJ3n/5XwgIAeclYD3+ya8I2tXIg19HvofPv1mGvYeO4uTxA1jz3US8PGkHAjuWQf483o80C1nEh9oDrVaLypUrZ1hAYJfpwyAX4yyaPBschkICzQzdunVTGoXly5eDT+T2nEwpOQZGNjBFMxN0rVu3Dkz3LU0ICAEhYA8ErGoQgDzoOmMuLl7oj4Uz38bCGQ8rxrlo3ODe5E3MGP4iigb7IIsVCDhy5Ajy5s0LFvRJjzqWjonMUc/qj/ZYRtgeTghH64NZSKDZgY6LTMNNgcGe8yRYMm7atCl+++03fPjhhyrBUoMGDdLhn2C5R3kvBISAEMgcAikICIBH/pr4YO9u9Dp2FOfvRMFkNMG/YGlULVcUvp6M0876RgdFZk9Mr//BmTNn8NZbb6mLMXP9i5CQ9XNoiyNSOKCZgfP56aefqkqcvXv3tuuMi5YcKPTOnj1bJVOyzO3BaA2OSbRclrTkvRAQAllFIEUB4WEHvFGyWgOUzKrePOE4fDI8efKk8j+wvIg+4StJPuL3mYmP5XipgRDhIAkeh/+HGqXx48crsxErQdIUxQyM+fLlc4gbLKMxGP5obhQOWIOiVq1a6nylECRNCAgBIZCVBBzmqkM77f3791GlSpV0aRD+/vtvbN++XWkPKCBIcz4CvMmy6iMFSLMwOHjwYHWD5WeO1FiQjNkXmS2SJcjr1q2rxiXaBEeaRemrEHBsAg5z1aSDIp8SmQMhPQmSQkNDweqADDNLjwbCsac55/SeN1CWiGZCJRZNmjZtGq5du5b2qorZjKxatWqquii1Cq+++irWr18vDozZPCdyeCGQ0whY1yCYjNDpDdC4uUHjmh3eBo9Pw7Fjx1C6dOl0J0hi7n46r8kT2ONsnXENzQtMnkRBgeGxND+UKFHCoTJmMoEXIzOY8ZNVRiUk1xnPVBmTELBfAtY1CLqb2Lx2Mw6cuoS7D6Kg1SWwYFy2NXOCJGoP0uugyM6LcJBtU5gtB+7atStY3OnQoUN45513QCdVFvtypMYKkEOGDFHOuWY/BBZ/otBDvxppQkAICAFbEbAuIBgfYNmMcWjXoCq6vDoWP/66A2dCb+FBdBx0CQZktazA0MRLly6pRDJpERAoWPBCGh8f71Cx8baa7Jy435YtW+K7775TZgZWhKQmytFvrD/++CP69u2LrVu3qvObSaKkCQEhIAQym4B1AcG7PGYtW4wFn43Fg7ObMO7NLmhQqQUGjfkC63ccxbXb4YiJi4chi9QK//zzj/JKr1SpEvhEldrGpDk0Lfz+++/q+6n9nmznXASYW2DhwoWqfsOgQYOwd+9ehz4fGjdurLRhNKNMmTIF9+7dc64Jk9EIASFgFwSsCwjQILBYJbQdMB7HThzH0V1r8eX4Vti2fDo6N6+Noq26Y9w3y3Ho7HVEahNgsrFK4cSJE8qbm9EHZjXr0+hRe7BkyRJcvnwZISEhYr99GjAn/5zZN/nknT9/flBI+PPPP0FVvSNlXTRPESN5li1bpvwqWFMkLCzM4ZwwzWORVyEgBOyXQAoCAmAyGqDTxiLifiTitCZ4enrAw9sH/oFByHPtCH6eOgLPVXkOny77G+FxtrWFUkCgg2JazAs0S1BAaNOmjXJOS0/mRfudNulZeggUK1YMP/zwA2rWrKlqHzCDIU1QjigkMI/HgAEDVK4E1nAwh3EyVbOY1NJzdsh3hIAQSE7AuoBgSsD1s4fx6/efo2e1mnimSVsMmfQdyrfsg7mrtuDU5Wu4fOIvvFspAXMm/Y7zN6NgSL7nTPqfF+9Tp06lWUCgzwKrNDKjnlRrzKTJcILdBAcHY+7cuWjXrp2KcGDJ77t37zrsE3jyTIuMeFixYgVu3rzpcA6ZTnB6yRCEgFMRsB7mqD2Nd3q9im1XbsFYthVGvtELnV9oiJL5feHualK+B64+1fDi4EJYNdMX7gbbhULSvnr9+nVVmjkt/gc1atRQsePmJyunmjUZTIYIMA/GjBkzVAIlRjnwZkoHxiJFiiQ+iWfoANn0ZTor3r59G9OnT1cFzd577z2VYEnCI7NpQuSwQsDBCVjXILgHonXvAfhp415c2f4D3uvbEuUK5YK7xgXxYRdwaP8FRMbpUK3PH9h26C1ULx0IW1Wyp4Mi085WqFAhTQ6KnBcRDhz87LRh92lyYtZFVoNcs2aNes9snSzo5aiN5zvHQ/8ENr6/deuWow5H+i0EhEA2E0giIBjiY3Av7D7u3b2OpXM+x7azobh9/4GqV8+a9Vz2/twOXTvNw+l/o+Di7Qd/X2+bJlOigEC1cJ48eVJVwZH2V9ZbkNCvbD6zHOTwvXr1UiaHs2fPgmmZWRCMAqkjN0Zt0L9iwYIFKFiwYOJQWJ/CkQWgxIHIGyEgBLKEQBITw7U/Z6Ht0N9h9I7Gxau3sem11thaqxb0el3iheXSpdswlfaHm3cS2cJmnWVOembAS615gRfGCxcu4I033lCloW3WMdmx0xBo1qwZFi1apBIS0fGPFSF5k6VTrKMm12I68sKFCyfOEQVmRnHQ9MaKqEzhLBq2RDzyRggIASsEktzlizVuhyFdmqB549LIG5QLVVt2RvW69VG/fn11weRFs2e/Qfh2ZleUK+BnM7OCuZ90UGT2u5IlS6ZKQOATEp+arl69KhoEM0R5TRUBhkEuXrxYCaMMg1y9erXDRjhYGzBzgmzYsAGdO3fGxIkTceXKlUSh39r2sk4ICAEhkESDkOBREr0++gBennFoWuBzaJ/rjeeqFEIu92SgXNzg7WErr4NHx2IIGossMWVuajQImzdvVhkXaVvOnTv3ox3JOyGQCgJ0UmRCJTr3jR07Vp17ffr0UbkTHP1pm78H+iZQU/LVV18p4Wfy5MlqbKlAI5sIASGQAwlYCAgJOL76G/wWWgr9e1dCjIcbzqybh2O/J1EyAIgHAutj8OttEBKcC7aLXwBoF6ZPAeO8UyMgsJxzo0aNULFiRTD8S5oQSCsBqt6/+OILpUlghAMdFyksFC9ePNVJutJ6zKzanr8hmlBeeukllW7aUoim9o2/GckXklWzIccRAvZPwEJA0CN0969Y8097dOlaFtc3bMDyc5cRYW0MNfKia88EFA6GTc0MNC/4+vqqcLTUZFD85JNPwARJgYGB1not64RAqgjwJvnWW2+p0uKsBvn666+D5xYrKvIm66h+CebBFypUyPxWvbKAFU1zzzzzTGLFVEfXmCQZoPwjBIRAughYCAheaDN9C14wmlQxprKbtmKY1V2aABc3eHq6I7luwermGVhJAYFPbqnRHvAwjPdmtIM0IZAZBNq2bas0CW+//TZeffVVTJgwASz+RAHU0YUESz7MM0KfCzpnsiQ6fTCKFi0qToyWkOS9EMiBBCwEBB0Orf4B266EQ2/AE27+8UDuBnitW2PkD/SxqYnh3LlzYHpcemQ/qTEsjU88qdEyPGk/8pkQSE6Azou//PKLyro4evRonDx5UqnpGSHgLOp4/sYoIND/Ys6cOcr8QD8MEbaTnw3yvxDIWQQsBAQjQnf/hJ/WXsDduCdBMAElfdHmxfrIZ0MBgWpPpkuuV6/eEzUIjHTYtGkTqDZltcenCRNPGpl8JgSsEaCtfvbs2ahatarKwMiS0dQmmM83Z9Am0JQ3ZMgQdOrUSQk+5vTk/H0xrwi1c+LXY+3skHVCwHkJWAgI3ug4cwc6fP600ozMNOcBjcbFptqDf//9F1FRUcoO/KSbPivyffzxx2jevHmqtA3OO5UyMlsSoIZq4MCByg+BTous8TF+/PhEk4Oz2OyT+ydQOGC0Q5MmTVC7dm0EBASIps6WJ5rsWwjYEYEkbgSmBB10egNcXV2QoNNBFx+voggYSfBoSUC8TmfzCnjmtLdMkvQkAeH3339XGR5ZfEecE+3ozHLSrjAnCIsh8YZJkwNvnhRmqfFyxsZS0kw8Rh+MN998E9Se6PW2rd7qjBxlTELAEQlYaBCShjnu/P4XnLkfjQTXJDJEloU58qKUP39+lfHtSSrcP/74Q3lf047qLDZhRzyRclKf8+bNi6+//lqZv6ZNm4aDBw8qk0OdOnVU1M2TzldH48Tf1dKlS0FBfObMmSqFMx2Hmf5cmhAQAs5NwEJAsK8wR2oQQkJCnqg9oH2UufTpTGUZ0+3cUyajswcCNCn07dsXFAreffddvPbaa+oJu3v37ios15mEVY6VER0vvPCCylBq1ugxfTOTmdE/gWmpncXMYg/nl/RBCNgDAQsBwRvtZ+1G+/96VW3nXryti4dWGw99vA4JJle4e3rB28cLHu4am/ofsAvUIDBnvPliZA0Wn9RatGhh7SNZJwSyhAAdFZmhkE/XdGTcuXMnxo0bp8otO3ItB2vwkv8W79+/D2aarFatmnplaKSzjdkaB1knBHIKgeT2g8Rx6+Pu4cCGRXjv9Z5oXaE8yhRrhHavvI+lWw4jLEoL49N8GRP3lPY3DFtkPQVecJJflMx7o/ZAmhCwBwK8KTIskLUc6Fjbs2dP/PDDD6rUsjNXT2RUAwX0tWvXKg3D999/r8ZvD3MifRACQiDjBKwLCKZ47JkzDL2HfYCf/wpD6Y7d0a9/Vdw6sQpDOzbAlJV7cS/Wdo5KFA7i4uJUkaaUBIS7d++qi5GUdc74SSB7yBwCTPPNaqIvv/wypk6diqFDh+LIkSMqTNAZBVp/f3+MGDECW7duRf/+/ZX2wHKcdNy0/D9zKMtehIAQyCoCVgUEk/Yclszbhxq9pmDv2S34cd5sfPbVMpw+uhPf9KmIXxb+hct3omC0US8vXryoKs3RQYr2zeSNT2WM2Wb62/Dw8OQfy/9CINsIMAyQkQ0srUwhlpkJ58+fj5s3bzptpAOdNlkgrV+/fioMkvApGOzatUtpAmNiYqS6aradkXJgIZB+AlYFBH34DRww6NHsudoo4OeTmFVR41cUrV7tB/+bd3A7Ugu9jbT8TJBEx0Mmb7HmEU4HRj6ZVahQAT4+PukfvXxTCNiIQLNmzZTqvUePHvjss8/wxhtv4O+//1Zar5zwVE1Ty4cffqgcGxnpcfnyZSkvbaNzTXYrBGxFIImAkKCLU+rQhKCSeEHjiX07DyP0Zhhi47TQauMQHXEHO7f8DzHVyqFQbh+426iUIy8mTGWbknlh/fr16kmlQYMGIiDY6syQ/WaYALUJEydOxM8//6zyiNA3gc6MNKExl4AzCwo0P9B585VXXlF5I4YNG6a0KBmGKjsQAkIgywhYRDEk4Pj6+dhw9C5M7sAP4ZG4M7Evdv/1Mrq1a4DCXvE4/sdqLN1+BBF1W4ClmmwkH6inDQoI1swLJMPsbh07dpTQxiw7TeRAGSHQsGFDVeuAdQ6+/fZbbNy4UYVGsnoik3s5a3hggQIFlPMm/RNu376dpLYDM6BSO8hCbM4UEpqR80S+KwTsjYCFgKBH6LalWL7uAm7HspsuyJcvH6LPbcP8GdsS++2ZKwD5PLXQw6h8EDSJn2TOGzod8gmLoVMpCQgffPBB5hxM9iIEsogATWGsCtmqVSuVGpxpm1966SXlyFiyZEmnKCOdEkpeR7hYtilTpkCr1SqHzrJlyyqNoLMKSpbjlvdCwJEIWAgI/+VBmGXuvhEJ+gQYksQzmmAyGqBLcIWPrxcyWzjgkel0+ODBgyeGOJp7KK9CwNEIVKxYUYVDMl3z9OnT0blzZ+VwS40Yb6I5oSASTStlypRR2hRWymQCJjp2sg6ENZ8jR5tj6a8QcBYCFgKC5ZBMiH9wGft2Hca/d6OgTxQSEhAXdhHbzpXEhIndUKFwYKYLCVeuXAHzIFiLYKDdlhoGahbkQmI5X/LekQhQpc7oBhYY+/zzz5WgsGbNGowaNUplZqTvgjM/TfO3yyyUZMAcCnv37lXjNf+mGR7J3zmFJfM6R5pf6asQcBYC1gUE0wOsGN0G49bcRHSCC6IjouDm6w8vjRERkdFwbzED40y28UFg4Rs3Nzf1NMVXy8YLCR0Y27dvL4WZLMHIe4ckwPBAqtpZYplP0CyIxJTGDOGl2cHZsxLS/4A5I7hYtsOHD+PatWtKWGLNB27nzAKT5djlvRCwJwJJohjMHTNpr2HHTgOeGzwX23YsQ+uSRTBi9jJs/X0+alQsjo4tKiK/n1di+KP5e5nxSv8DFmlKHsFAteSSJUtUIhqGUEkTAs5CgPUcVq5cqTQJLPxEcwOLQYWGhiptmjNHO1ibwwMHDqi8Cq1bt1Yhordu3XLqiA9rDGSdELAHAlYFBP2dK9iXUBDNXqiDUuUr4xlvD5gMXihQtSNWz+yLA2tP4NrdaJskSqKAQO/n5A6K9E3YvXs3GjdunJiMxR4ASh+EQGYQoLaMORMY4dC7d28w4oFP1qtXr1YJl5y1nLQ1diwrzSqtHTp0UA8FJ0+eTCwxTWGJidJymtBkjZOsEwK2JmBVQPDIVxx13a7h1tU7iNYGonhdb+z85xLCImKQK08+aK6fx60Y2yRK4lOTNQGB5gXaI5mAJleuXLbmIvsXAtlCgCp1RumwvDITgY0cOVIlWaJwTOfdnJJavHTp0iraY//+/cpXw/zAwBBnahioVWA6dhEUsuU0lYPmEAJWBQR45EaVQH9M7zkRv2y7gIIN6uHW4mVY/ttqfPvVZMTkD0Jefy+4ZXIiBP7YaXukgJDcm7tWrVqYMWMGeOEQe2QOOTtz8DApHCxcuBCLFi1SeT+YZGns2LHg0zRzCOQUQYEJlyzzJFBgYF4F+m1Qy3L9+vUcwyIH/xxk6NlEwLqAoCmMV+Z/hDLVQ7HhfDiKNX8FzxS7gbnvj8DUX2PRpF1DlAjyyfQIhsjISPWUVLBgwcdMDFzXsmVL+Pn5ZRMqOawQyHoCjHRYt26dcmakfwLV7p9++imYjjwnPkFTg0ihqV69eqq8Nktss+y0ueUUwck8XnkVArYk4GJKUUdnQkJ0GO7GaeBuMiD+wTWcvngbLsGlUL9qcfh6uWdKv5innqmTWSqWFzx6cX/zzTfKlGBWK2bKgWQnQsDBCdDEsGDBAsybN09F+rz++uvqSZr5E3Ji6C/NDNQm0ixDLQMvZWfOnFEZVmmGlCyNDn7CS/eznYB1DQIAfdw9HPjzN0wZ0gdtK5ZHpWo9MHHuRlwLf4BYvQGJqREycQg0L9ABydLEwB89HRSZdS1FWSYT+yC7EgL2SoBpmZmN8c8//1RZGFnXoUuXLqrmAW+WzB+Sk34jvE5QODKbIJgnhTUfWrRoocJGLZ0b7XVOpV9CwJ4JWBcQTPHYM2cYeg/7AD//FYbSHbujX/+quHViFYZ2bIApK/fiXqw+08dFeyIvgkxLa06QwpBGahWYSIYaBmlCIKcTKFKkCKZOnao8/atXr67qHdBHgZo4lph29kJQKc0/tSgMD+3atasyyzAahE7P5kbzg5ggzDTkVQg8nYBVAcGkPYcl8/ahRq8p2Ht2C36cNxuffbUMZTV6cAAAHPxJREFUp4/uxDd9KuKXhX/h8p2oTA9zvHHjBpg8xtJBcefOncpjmZkVk+dGePrwZAsh4LwE6Mg4d+5clRuEuUOYYInJlqhhuHfvHnJSaKR5llnXYfz48di3b5+qosn0zebG6wt9N6iRjI+Pz1HaFjMDeRUCaSFgVUDQh9/AAYMezZ6rjQJ+PokJkTR+RdHq1X7wv3kHtyMzP8zx5s2bquKbpYCwdetW8EdPJ0WzKjEtA5RthYCzE2CiJZaU5sJ8Cq+99poKjdy+fXuOFRR8fX1RuXJl5Ydgnv9Vq1aByZdYgpqsKETlJJOMmYO8CoHUEkgiICTo4lRIVUJQSbyg8cS+nYcRejMMsXFaaLVxiI64g51b/oeYauVQKLcP3DM5zNGaBoFlYps2bQqGO0kTAkLAOgGa5Pg7+e2335TDL/MF9OrVC4MHD8auXbvUU3NO1ChY0howYIDKzMhIKOaaYHQIOZkbfTjEBGGmIa9CALAodpCA4+vnY8PRuzC5Az+ER+LOxL7Y/dfL6NauAQp7xeP4H6uxdPsRRNRtAXdkbi0GSvJ0tKJN1VKDwJAmXtiS12WQyRMCQuBxAvTqZ0lpOupt2LABX331lcrQSOHhjTfeQJUqVZSwnRN/T6xtQX8mLqz5QnMm17FRMGByKmoraZagH1ROjAx5/IySNTmZgIWAoEfotqVYvu4Cbiuh2kV5CEef24b5M7YlMvLMFYB8nlroYVQ+CJlV8pkOiIxnTl7ylk9GlgJDYkfkjRAQAikSoADQrl07JSzQeZGCQvfu3ZWWgU/SVatWVTlFcupviz5Nli0sLExV1jx//jzq1q2r0lyzKJzkXbGkJO9zGgELAcEb7WftRvtZjxAYdFrExkZDqzfCZALcPTzh5e0LLw83uGSyeYGmBHpf09mKFzdK9Ax55HtzRMOjnsk7ISAEUkOAAgCLP7300ktKpU4vfwoKjRo1UhkJa9asqWqbcLuc/Dvjgwk1LnTwXLFihdImMCmTWUCg+YGaTHKSa1JqzjzZxhkIJPFBsBxQgvYBDv+xEIPaVUOFMiVQongxtGj3CmYt3YabD2IzPQ/CnTt31A+QAgJ/hPyfTlZSudFyVuS9EEgfAf6mmJ74f//7H7799lv1u6KzXp8+fVRBKJr3cnquEQoDFKbowEjTpmUExF9//aWqbW7btg18mJEoiPSdh/ItxyJgXUAwGXBw0Wj0GP4x/jhdGR37vYWxQwcg5uZxTB70Ij5Z+TfCYjI3DwIvUIxSCAoKUq+bNm3C0KFDVW0G8TR2rJNKemu/BCgoUHXOp2WWT+dNccSIEejcuTPmz5+vbPMxMTE53lmPnCw1KjSBMqKK+Sbo47F582YlJJhnWq5RZhLy6kwErAoIJu15fD9zC8p0nYw9Z37F3M8+xvhpX+L08Z34ZmBFrFryF67czdw8CNQYUDjgD5ONntdmhyrLH6ozwZexCIHsIkBnRtZ5WL58uUqwZC6GxnonEydOxIkTJ1RdlJyadCn5vFCzQC0Cy1BTwAoJCUkMu6ZwwIRM9GOgcJXTo0WSs5P/HZeAhQ/Co0Ho74Vib4IOA1rVQiH/R3kQ4F0YLdr3gd/KKwiLjkeCCfDIJF8Equ2YU532Pdr7eIFiYRop7fxoXuSdELAFAfohcBk1alRiPoWffvoJTZo0UaGStWvXVpEPTFSWkyupcuwUpLhYNppmGFJKswOjRRglQWasBSFNCDgyAasaBI+AvKjo6YbLF27jQVQcEgwGGA0G6LQxuHj6MAwueRHo7gFNJgkHBEgNQu7cuZUGgbHJTGjy4osvgglPpAkBIWB7AkWLFlUlpffu3as8+hlVxKRLjIagc+PFixfBiquiVUg6FwyHnDZtmgotpZMj60Ew6Zu5UaNAzUJOq5VhHr+8Oi6BFKo5hmFJ71YY9yvQ8d3B6PRCVQS463F2528Y+ekS5O/yKZa/3wEl8/ggozKCuZojhQJK5h9++KGKZHBcpNJzIeAcBKg6P3DggEpdvGfPHhXt8MILL6Bbt26oVq2aaBWsTDMjrygcmJ2tucmRI0eUIyhNpixTTU0p8y+I6dQKQFllVwSsmhiAYHScMhvnzw3Ej5+/jYUzjKrTLho3uDd5EzOGv4iiwRkXDixJmDUINDFIEwJCIPsJ8AbGnACNGzdWWoNnn30WO3bsUOr00qVLK80CtQvmxELJHfuyfwRZ3wM6WrOYlmWj1uXQoUP47rvvVD0ZVuRkBIk5Oyw1DGQtqeQtqcl7eyBg/W5svI9Dp6PQacU6/F/YVVy9Fw2T0QT/gqVRtVxR+Hq6Z1hzkHzwzItOJ0U2ahNov8vJ9s7kfOR/IZCdBHjzZyEoavioVVi2bJlK6Txr1iyVU4FOfBQgWI2Vv10R9B/NFn05uFy+fBlbtmxR2RrNztjcav/+/UpwoGDBDI5cRFh4xE/eZR8B6wLCg/MYMqQ/fLt/gV+Gt0LLmp427SHVcrRrMvUp1XGsxMZsb0xeIk0ICAH7IUChnWpyLhQW6NW/dOlSvPPOOypkkimemW+hYsWK6n86NsrN7uH8lShRQiWnSj6bDC8lR17vnnnmGYwcORKlSpVK5MakcfKwlJya/J8VBKwLCK4a1HFxQawuHHGREYj28IVrYupEE+DqDi9Pd4t1Geuq2ekpT548KtaY9k7GG0sTAkLAfgkEBAQofwT6JDBF8Zo1a8CKidQulCxZEgyZpAmiePHi6qk4p0dBpDSTLNl9+PBhFUbJ5HAUCMz+CXx/4cIF5f9hrg8hNSJSIinrM5uAdQEhIAQlNe74bEo/nNnZDo3qV0SAt9msoAcKNcagbk1QIDBz/BDMccOMYqAGgWVaJXohs6da9icEbEegTJkySovAp1+aIFhVcuXKlZgzZ47KZ2KOSqK/Ah30eJOTp+KH80Fzg1kr8+677yaZJOZW6NGjB5ioiWW9mbuC4d/mFNB0JDULE0m+KP8IgUwgYF1A0EYgKjAQgfny4fq5fVh2bl/SQ9UIQuc2DZA/EwUE/kh4stNZsUuXLuqJI+lB5T8hIATsnQDNCfXr11fLhAkTlFMjhQUKCtOnT1eRSgxfZjQEPf3pryDCQsqzSr8spsamZoFpnil0MdeCWUCIjo5WIZTUzpAjF6kVkTJP+SRtBB4PczQZodcnwGg0QUUtuGkyvTCTZRcZ5vjDDz+o3PCsz86Uy6w0R38EecKwJCXvhUD2EJg8ebK60VMVTnNBelpERIRSodMMwRsdkwrxiZjCwvPPP6/s7yIsPJ0sta0UwsxaA1bqHDdunMohQ54sysXIE7JkM5srzNs//QiyhRB4RCCJBsFk0OF+6AXsP3gEoeFaBBSpiFq1K6JoHn+4u2Y048GjgyZ/x5OekjKzJtLJSZoQEALORYD+Cox04BIeHq68+SksfPrpp/j444+VsEBBgUuBAgXUDU4cHB8/B5JHh1Bb89FHH2Hnzp1KiKOfAk20ZgHh+vXrSpgw+y9wffJ9PH4UWSMEHhKwEBBMiLn4P/RuNRi770RB46GBXhuDmBbvYuesYagXkjtTMydaTgAFBPofiLezJRV5LwSckwB/6127dlULw5sZ+scn4ZkzZ4LaCiYUohqdwgKdHc03N5oh5Uk46TlBx276JHBho8O3pQBArc8vv/yihK4aNWqozJjkaw6z5PZkaqmVSHoE+S8nE7AQEHTY9dMYHI+LQt9P5uHVZiVxdNkUjP/6U/y+vzXK56uN3F5WMzNnmB8FBD5hmAudWJ7gGd657EAICAG7JcCsgi+//LJaHjx4oJ6EWZKaJZe/+OILMP0zn5IpMFB1zjwLlrZ2ux1YNnXMfOM3H37IkCHKAZKh41zo9Eizg7nR3EOtAsMqKYhRiyvXXzMdebUQEAyICAVcun2JN/6vDSrk80W1kuOwbeVhHDtxAzHN9cjtZZt8CBQQWPCkX79+quRs+fLlxf9Azk0hkMMI8ObPQkdcWLeA2QepXWB9Azo60ieJKZ4bNGigsjuWLVtWRTvxpkihQTSQj58wNNeYmT7+KTB79mwlOJBhhQoV1P+MSDH7f9EJkhoGfk7Bwbze2r5knfMRsBAQHg6uRnAu+LhpHv6j8YKviyuu0mnRZLLZ6JkoiU5MLA7DH7qchDZDLTsWAg5BgNcBCgJc3n//fVVOmSXg+cRLlfmXX36pzJKsQskQwYYNG6JYsWIqhFIEhtRPMfNWMIcFhbF//vlHaWjM11+aHxiJQg0DzRLVq1dXJh/yNTdqI8zbm9fJq/MQeExAyOqhMbSRGoS7d++q6AXGSEsTAkJACFgSCAkJQffu3dXC6wVvZhQY6JzHp+BJkyapsEnexOjNT7MEMxfyesIbmvkJWHwYLKlCaQWoOeCSvFF7wLZx40YsWLBAFZlau3atEhK4nrkZbty4ocwS5jBLKUKVnKJj/59UQHABEmIi8eB+OPzgBUPcfcQlGKCPfbQOMABuvvDP5Q23TIhsoATKJSoqSqkPaQeTJgSEgBBIiQBV3TQ1cHnzzTeVefL48eNgmerdu3er0tQUGOgMyZBpOudRaKhUqVKiScIsNMjTb0qUoSLLZsyYoTbgAxxD0JnoytxOnTql6nNQkGDxLiZxev311xV3bkMNBE3HZMw54yJmIDM9x3hNIiC4+Lnh+NxB6PZbSVU85OKlS9DrdMC3g9FtYwm1DrgAVJ2AxdNeR8WCAcio2yJtjRQQqMpq3769clZ0DHTSSyEgBOyBAFXgdGDkMnz4cJVjgRqGv//+Wy1mkwTNFvRvomBBoYHmCdY/4NMvb16iZUh5NpmXhotlo9Zh3rx5OHHihNLo0FRMjbC5sQjVkiVLVNVK+jVwfsqVK6fMyNyGmiAuFCAoOPBVNDxmevbxaiEguCCoTBPUeaE0DFqoG38Jpjx2dVXvWWGRJwBLQYOexK4ZFQ0eAmDCFJ5UlEyZC0Ekevs4MaQXQsBRCfCGz5s/l0GDBqkHkIsXLyo7O9NAc2GBKV57eN2hZoGaBponWGSKZZiZ6p0ChdywUj4LqO01p4i2thUFLl7PaQZavHixilR57733wNBMNqbV58LrPqNVqIWwvAfw4ZECBOeA+xENhDXKT19HhnwI53yk9Xy2EBC80WLobLQY+vQDZuYWZgGBqUNF/ZSZZGVfQkAIkABvLnyC5cLCUmxM1sQnXzrnceGTLsMq2Zh7YcyYMarYlJg8FZJ0/TFrdfhlmhp4rWcYpblRy8M8DdeuXVOCALU/Q4cOVUICt/nrr79w8OBBpeGh4MBKl5xD3ujYaNow3z84x5wrCofmmyCPSTOHuZmTRJk/Nwsg5s8pEFIIMTd+/vCh+OEafm55j+K+LT9nvyw/N9+YzfvjvtnPrG5Hjx4FBeRGjRopPx3LMT6tL49oPG1LG31OyNQgiLRuI8CyWyEgBB4jQP+EJk2aqIUf8gnr33//xbFjx9RTLcMDLS/2j+1AVqSJAG/OXCxb3759wYXRa6GhoSqCwlxjgtvRAZKOqPyM2zClNJ1VzQIC0/SzcihvxNT4jB49WlUPNRf6W7Fihfo+P+d36ORKjYe5H5s2bQJvnrwHca7btGmjojV4L2JjiO3p06cTzSCtWrUCQ2vNx9+6dauqtEkhgUIHswAzn4T5BsyqxBR++Bn3TwGnYMGCWX5eURhmOXZqaMaPH6/qoZBzaoSVbBcQKAHyx0k1FFV9TJgkTQgIASGQlQR4sWTUAxdzVsKsPH5OPha1A1ySt9dee01lfuR63oT5IGkptHGe6AfBBFtMskf/BvPNm9/hjZnfo6aB2gBuY+kjcfbsWRU2Swd53oN4/+H+zAICnV7/+OMP0LzO71F7Qe2S+RjMz8HPzful8MJQW7OAwGRf/JzRHmz012AJdMsxqA+y6A9DhGleGzx4MAYOHIgiRYqosZg1Kta68XixJmtb2XBd79698euvv6owGjopSpijDWHLroVAOghkRrGmdBxWviIEHJoAhQ4KKNRg8NVs4sjqQVFTwiSE1GaYG+t1fPDBB2jWrJmKOklJm5DtGgQmSCI8ln6lpEWNgjQhIATshwBtubzIRUZGqqc1++mZ9EQIOA4Bc16JrO4xj0thxbKdPHkSPXr0UMtbb72ltCPWclhkuwahc+fOytZDL2JxCLKcQnkvBOyDAJ88KBzQvkonMGlCQAg4DgEWRKNAQEHfWqNgwHwX1OZb+oBw22zXIAwbNkw5htCOI00ICAH7I8A0u9KEgBBwTAJXrlwB/S2SCwj0PeBDOX0RGGZq9q2wHGW2axAsOyPvhYAQEAJCQAgIgcwjYM0HgcIAk4TxAZ3ZL605ibIH2a5ByDwMsichIASEgBAQAkIgJQLUGjAMlM6JH330kdLem6MurH1HBARrVGSdEBACQkAICAEnIkD/IWYOZb4IOigyY+jTmggITyMknwsBISAEhIAQcFACDGGk82Hjxo1VoiTmc0htLgbxQXDQSZduCwFbEtBroxETlwCTyYhH5XceHtFgcIN/UC54uLnCxZadkH0LASGQYQKsdMpIBqa+NmeZTO1ORUBILSnZTgjkGAJ67J4zCuMXnYRJF4VYVyMso6gvXqyCBX9+glbVC8Ar61PL55hZkIEKgewmICaG7J4BOb4QsDcCpgic2PAHzp4tiPZ9W6BQHp8kZd3j43MjJJ8XXEV9YG8zJ/0RAplKQASETMUpOxMCjk/AFHMVu87rUHHAYIwd1RZFg70df1AyAiEgBNJMQASENCOTLwgB5yYQE3oGB/VavFg+PzzcYFEy1wQTXOHmpoGri6gPnPsseMroTAbERkZBZzSxKlLSjY16GDW+8PfzhpuomZKycbD/REBwsAmT7goB2xIw4eY/p5AQp8Xpk3uxNdd95PJw/c9R0QADglGvWR0U8PNOYnawbZ9k73ZHQHcRX/Qcgr8eaGHy8oSLpStr5BFElhqF7z8biIqFAuU8sbvJS32HREBIPSvZUgjkAALxOH/oKLR6F+xf+BkOL3IBTBZxDC41sWjLfARXDoFnsgfHHABHhphIIAE3Ll3EEbcKaF+3MnK7GYHEgkAVgHylkcsz2e3FZILRZIKLi+tjSgfuVkXMUCHhaj06hp8DLqqM88NumGD6T4PxpJLFiV2WN2kmkGwG0/x9+YIQEALORMAYhlNrz8JQbih+W/AGqhXwhYulgODmCT8fL2hEOHCmWU/3WBp1fB0fjXgRIUEpFPEyGRB9/wH0GjeYosNxL1oLjVcgcgfnhr+vhzJVmYx6xEXeR1j4fcTGuyBXYDBy5w6At4cbXJCA6LAIxBkNiI1+AKNbAAoUzAMP1wTERNxD2L0oGNx8EZzbH4b4OHgHBMEtIQrRcR4ICPKFu9vDMBtjQhzuR8TA2y8Q3u5uVgWUdENw4i9KkJITT64MTQiklYAp/CqOJuhQpXl1lMyXG0EBAQgMDHy05PKGRuzKacXqtNsbDXro9TrodEkXfYLhoeJJdxGTGtZF85f7oEWdxni2QQNULVsEA6csxbV7sTCZDLh/dhumdG2AhvXqo2HDeihfvBNmLtuLsBgdTLpzmNSkLsoUyI/yVWugcsW+2HgiFOd2L0e/ms+gQd0GqFerInoNegOlK1TAJ+v/xm8fPYcaZd/GttN3oVfKLxPu7p+DBjVr4uu/TiBSbxm067RTkykDEw1CpmCUnQgB5yAQcfUcDuri8VK5fHCDAXFxcUkG5uLmAU83jTyBJaGSM/+hEin0/D789ScQ7K2BKVHTpIdnSB00qVIUuYwJyjvh2q7t6DlpFrrWL4Bdn43A9C8m4ffm9dGjRjw+7vgGlt6qjNFzRuL5Cq7YNGUIZgzqh+CQdehVF+r7bj7+6PHuCAQbi6OUz2lM6DEeOyKb4ZOfBqGKzykMHPYRYiIiALij8nO94b9sGnadeQ21S+dBkKcWO1fMg17fFQ2KF4WvhzwXp/aMFQEhtaRkOyHg9ARMuHXmJPTaOPy1ZgkCL++CV6KDIhjOgDz126FTg3II8HZ3ehoywCcT8KGAsO47jN7y4+Mmp/5zsbtkQZTNBUS7AI3fWYi3+7ZCkSAvVP/4PSw8Mgqhd+7j8rY/sT4mAv/3+VC0aVQBgZ6u6P3xJ9hyaBB+23oCrSuURAyAOkPnYezgtiia2xvnfhuDg9FavL/8HbzctCL83Oti3Vf30KzvFNXhwvVfwIvB32Dd5mPo2aQy/COP4Mff4/HMyGYoVTCXVCh88rQm+VQEhCQ45B8hkJMJ6HHr+h34+wXg+rZV+Grb4yxqoCqer1kafu4mxGnjYTC5wtPbW9IuP47K6dfwxl2qzzR8+24HFPPzePio/9+oNZ4+ylcFeqgbfI0qIfDx9nj4qYbCpYuqJRwTGQGjwYBvh3XCQk1SzVQpA0AfRFoJGtcuilw+/31fFwOYOqNsgWB4uj10hilQoTLcvP7L1+FdHh37BGPlJ//DuSGt4XLhd5zRFcF7jSrBP1cKvhJOP1vpG6AICOnjJt8SAk5IwANNRy3CkVFPGZrJgEv71mPF/3Yi9IEPnu3WD21qhahwyKd8Uz52MgIF8+dDXv8gBAd5PWVkCYxTeGwbNxcXVc+j05ip6FSlKLw03MoV+vg4+BSthTw+0UrAsPQaeBjlEI44gyFxjwaawhKjKDSo1WYUgmePwI69O3Bx+zIY6g5GraK54aN5rAuy4gkEREB4Ahz5SAgIASsE9Few/IdzqDtwMNrdXo7Rf51CnVJ5kSsflc7ScgwBE6DTGxAbF4dYT8tbOEMWXeDp7fVUdb5PYAA8NRqULFoFDZvWQ95crtA9OIKZHy2Aa/0iqFPq8SyePnkKwdttCfYcfg21QgIQ7GXCyb+2IjY6OhG9d9km6B+cGxMG98ZdoweGLGqAgkG+UlwskVDq3oiAkDpOspUQEAJmApqCaN4mL1Z+NxW3bpyGd92KcP9P1WveRF6dnIDRBXwY371zFb50OY08zIOQ6KRId5X86DS4B6rlVcYEqzBoHCj8bCe0LfL/7d1fSFNRHMDx79yftnTOpmJlQ9D0ISulICLFCEwtKMrA7KEg/Ic4iQqpsJesLPdgar6EVrp8EPNPf176YxIV9dBDUBQkIZkkioLGJN1sLKaZi/Vw20vRfk87HH7n7t7Pvdx77uHc3+mkufg4rvFj7Ew10Nd4lOvPJ7HuKEWtU/s91GPT8jhkuUmD1crom1wSDKNcu3GboTGHz//EkHkqh3rrEBMTWWSnJBBukMedD5CioogpYpIgERCBBQH3yCNKTnzgbNtJ1s/cJbNuhHGHk1Vmg9/NfKGN/P5nArpwkqOiie1/TFf/byarkM6m/D2si9aw3BxJmF77M6OiSqPHHBmFyVtnSKKq8yrmiiKaLh2hxenNlLSa0outFGWsIUL38Ud7b+bO+fkGHo2Fslt2ltmqqO22c29qK4f3b6OlvReNeiEKErfsIim0A1PubpJXmCSxVwCXoCz3HACaNBGBoBZwDXC5sJL+aDOO4Yc8nSmko6GYVEvE3FtlUNvIwQcsMO1w4HK70S01otf+OmHRd6PO4SdU174krSCPzfEx6PnGp946ckpecKarkb0bYwmZdTH5yk7GwRqK6rsp3p6CaYl83ujrqKQsIwhKlCRGBERgUUAXT7m9DZfLg3buRj7/ZrcYICUR+HMBg9GI/4wD/+2oZqd40HcF27v3nD+QzUrnW5rONeOY3ofFGErI+Gta7T302Jr5EldAxto4wqRz4A+poEZGEBQgSYgIiIAIiMC/IuBm4Fk7NeXV3P88xleVig1ZpVRUlpGWGIVn8A6Z+af5MJjIhXYbeenxhGll9CCQsycdhEDUpI0IiIAIiMBfF/CmePaEaNGpvYs4+eyO24U7RDu31oNvtU+EFBUISAdBAZKEiIAIiIAIiECwCci4S7CdcTleERABERABEVAgIB0EBUgSIgIiIAIiIALBJvAdBCDTA1RkMmAAAAAASUVORK5CYII=" alt></p>
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<p>second curve at a higher temperature is correctly drawn (maximum lower and to right of original)</p>
<p>(iv)</p>
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<p>greater proportion of molecules have E ≥ E<sub>a</sub> or E > E<sub>a</sub> <br><em><strong>OR</strong></em><br> greater area under curve to the right of the E<sub>a</sub></p>
<p>greater frequency of collisions <strong>«</strong>between molecules<strong>»</strong><br><em><strong>OR</strong></em><br> more collisions per unit time/second</p>
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<p><em>Do <strong>not</strong> accept just particles have greater kinetic energy.</em><br><em>Do <strong>not</strong> accept just “more collisions”.</em></p>
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<div class="question_part_label">b.</div>
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<p>(i)<strong><br>ALTERNATIVE 1:<br></strong>σ-bond from N to N <em><strong>AND</strong></em> from N to O <br>π-bond from N to N<br><span style="text-decoration: underline;">delocalized</span> π-bond/π-electrons <strong>«</strong>extending over the oxygen and both nitrogens<strong>»</strong> </p>
<p><strong>ALTERNATIVE 2:<br></strong>both have 2 σ-bonds <strong>«</strong>from N to N and from N to O<strong>»</strong> <em><strong>AND</strong></em> π-bond from N to N<br>one structure has second π-bond from N to N and the other has π-bond from N to O<br>delocalized π-bond/π-electrons</p>
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<p><em>Award <strong>[1 max]</strong> if candidate has identified both/either structure having 2 σ-bonds and 2 π-bonds</em></p>
<p>(ii)<br>more than one possible position for a multiple/π-/pi- bond</p>
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<p><em>Accept “more than one possible Lewis structure”.</em><br><em> Accept reference to delocalisation if M3 not awarded in c (i).</em><br><em>Accept reference to fractional bond orders.</em></p>
<p> </p>
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<div class="question_part_label">c.</div>
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<h2 style="margin-top: 1em">Examiners report</h2>
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[N/A]
<div class="question_part_label">a.</div>
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<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">b.</div>
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<div class="question" style="padding-left: 20px;">
[N/A]
<div class="question_part_label">c.</div>
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<br><hr><br>