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CHEMISTRY 0620/62
Paper 6 Alternative to Practical October/November 2024

1 hour

You must answer on the question paper.

No additional materials are needed.

INSTRUCTIONS
● Answer all questions.
● Use a black or dark blue pen. You may use an HB pencil for any diagrams or graphs.
● Write your name, centre number and candidate number in the boxes at the top of the page.
● Write your answer to each question in the space provided.
● Do not use an erasable pen or correction fluid.
● Do not write on any bar codes.
● You may use a calculator.
● You should show all your working and use appropriate units.

INFORMATION
● The total mark for this paper is 40.
● The number of marks for each question or part question is shown in brackets [ ].
● Notes for use in qualitative analysis are provided in the question paper.

This document has 16 pages. Any blank pages are indicated.

IB24 11_0620_62/3RP
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1 A teacher uses the apparatus shown in Fig. 1.1 to pass an electric current through molten
mercury(II) bromide at a temperature of 300 °C.

+ power –
supply

electrodes

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A

ice

mercury(II) bromide

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Fig. 1.1

During the process shown in Fig. 1.1, the molten mercury(II) bromide breaks down and forms
bromine and mercury.

Table 1.1 shows some information about mercury(II) bromide, bromine and mercury.

Table 1.1

melting point boiling point density when liquid

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substance
in °C in °C in g / cm3
mercury(II) bromide 236 322 6
bromine –7 60 3
mercury –39 357 14

(a) Draw an arrow on Fig. 1.1 to show where the apparatus should be heated. [1]

(b) Name the item of apparatus labelled A in Fig. 1.1.

.............................................................................................................................................. [1]
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(c) Name the process shown in Fig. 1.1 which breaks down mercury(II) bromide.

.............................................................................................................................................. [1]

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(d) The electrodes used in the process shown in Fig. 1.1 are made from platinum.

Give two reasons why platinum is a suitable material for the electrodes.

1 .................................................................................................................................................

2 .................................................................................................................................................
[2]

(e) On Fig. 1.1, draw an X to show where mercury will collect. [1]
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(f) Explain why ice is used in the experiment.

....................................................................................................................................................

.............................................................................................................................................. [1]

[Total: 7]
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2 A student investigates the rate of the reaction between aqueous iron(III) nitrate and aqueous
sodium thiosulfate.

The student does five experiments using the apparatus shown in Fig. 2.1.

eye

aqueous sodium thiosulfate

100 cm3 beaker

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50 cm3 of aqueous iron(III) nitrate

printed sheet

printed text

Fig. 2.1

Experiment 1

● Use a 50 cm3 measuring cylinder to pour 50 cm3 of aqueous iron(III) nitrate into a 100 cm3
beaker.
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● Stand the beaker on the text of the printed sheet as shown in Fig. 2.1.
● Use a 25 cm3 measuring cylinder to pour 15.0 cm3 of aqueous sodium thiosulfate into the
beaker. At the same time start a stop-watch.
● Stir the contents of the beaker.
● Look down from above the beaker. When the text on the printed sheet becomes visible, stop
the stop-watch and record the time in seconds to the nearest whole number.
● Rinse the beaker with distilled water.

Experiment 2

● Repeat Experiment 1, using 10.0 cm3 of aqueous sodium thiosulfate instead of 15.0 cm3.

Experiment 3
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● Repeat Experiment 1, using 7.0 cm3 of aqueous sodium thiosulfate instead of 15.0 cm3.

Experiment 4

● Repeat Experiment 1, using 6.0 cm3 of aqueous sodium thiosulfate instead of 15.0 cm3.

Experiment 5

● Repeat Experiment 1, using 5.0 cm3 of aqueous sodium thiosulfate instead of 15.0 cm3.
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(a) Use the information in the description of the experiments and the stop-watch diagrams to
complete Table 2.1.

Table 2.1

volume of aqueous time taken for the text

experiment stop-watch diagram
sodium thiosulfate / cm3 to become visible / s
0
seconds
0

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1 45 15 5 15

10 minutes
30

0
0

2 45 15 5 15

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10
30

0
0

3 45 15 5 15

10
30

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0

4 45 15 5 15

10
30

0
0
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5 45 15 5 15

10
30

[3]
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(b) Write a suitable scale on the y-axis and plot the results from Experiments 1 to 5 on Fig. 2.2.
Draw a smooth curve of best fit.
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time taken for the

text to become
visible / s
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4.0 6.0 8.0 10.0 12.0 14.0 16.0

3
volume of aqueous sodium thiosulfate / cm

Fig. 2.2
[4]
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(c) State why the contents of the beaker are stirred after adding the aqueous sodium thiosulfate
to the aqueous iron(III) nitrate.

....................................................................................................................................................

.............................................................................................................................................. [1]

(d) Deduce which experiment has the highest rate of reaction.

.............................................................................................................................................. [1]
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(e) Use your graph in Fig. 2.2 to predict the time taken for the text to become visible if the volume
of aqueous sodium thiosulfate is 12.5 cm3.
Show your working on Fig. 2.2.

time = .............................. [3]

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(f) (i) Explain why it would be an improvement to measure the volumes of aqueous iron(III) nitrate
in a burette rather than in a measuring cylinder.

.............................................................................................................................................

....................................................................................................................................... [1]

(ii) Explain why it is not possible to use a volumetric pipette to measure the volumes of the
aqueous sodium thiosulfate used in the experiments.

.............................................................................................................................................

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....................................................................................................................................... [1]

(iii) Describe how the reliability of the results of this investigation can be checked.

.............................................................................................................................................

....................................................................................................................................... [1]

(g) Describe how the results of the experiments would change if the experiments are repeated
using a narrower and taller beaker.
Explain your answer.

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change in results .......................................................................................................................

explanation ................................................................................................................................

....................................................................................................................................................
[2]

(h) Describe additional measurements that must be taken to determine whether the reaction in
this investigation is exothermic or endothermic.

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....................................................................................................................................................

.............................................................................................................................................. [1]

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Question 3 starts on the next page.

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3 A student tests two substances: solid M and solid N.

Tests on solid M

Table 3.1 shows the tests and the student’s observations for solid M.

Table 3.1

tests observations
test 1

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Do a flame test on solid M. lilac flame colour

test 2

Dissolve the rest of solid M in water to form

solution M. Divide solution M into four portions.

To the first portion of solution M, add 1 cm3 a cream precipitate forms

of dilute nitric acid followed by a few drops of
aqueous silver nitrate.

test 3

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To the second portion of solution M, add a green precipitate forms;
aqueous sodium hydroxide dropwise and then the precipitate remains when excess
in excess. aqueous sodium hydroxide is added

test 4

To the third portion of solution M, add 1 cm3 of litmus paper remains red
aqueous sodium hydroxide and a small square
of aluminium foil. Warm the mixture and test
any gas produced with damp red litmus paper.

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test 5

To the fourth portion of solution M, add 1 cm3 a white precipitate forms

of dilute nitric acid followed by a few drops of
aqueous barium nitrate.

(a) Explain why a yellow (safety) Bunsen burner flame is not suitable for a flame test.

....................................................................................................................................................

.............................................................................................................................................. [1]
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(b) Identify the four ions in solid M.

....................................................................................................................................................

....................................................................................................................................................

....................................................................................................................................................

.............................................................................................................................................. [4]
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Tests on solid N

Solid N is ammonium carbonate.

Record the expected observations.

(c) The student transfers approximately half of solid N to a boiling tube and adds about 10 cm3 of
dilute sulfuric acid to the boiling tube. Any gas produced is tested.

observations ..............................................................................................................................

.............................................................................................................................................. [2]
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The student dissolves the remaining solid N in water to form solution N.

Solution N is divided into two portions.

(d) To the first portion of solution N, the student adds about 2 cm3 of aqueous sodium hydroxide
and gently warms the mixture. Any gas produced is tested.

observations ..............................................................................................................................

.............................................................................................................................................. [1]
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(e) To the second portion of solution N, the student adds excess aqueous ammonia.

observations ..............................................................................................................................

.............................................................................................................................................. [1]

[Total: 9]
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4 Limes and lemons are citrus fruits which contain aqueous citric acid in their juice. Citric acid reacts
with alkalis such as aqueous sodium hydroxide.

Plan an investigation to find which of lime juice and lemon juice contains the most concentrated
aqueous citric acid. Assume that citric acid is the only acid present in the juices.

Your plan must include:

● the method to use

● how the results are used to determine which juice contains the most concentrated aqueous
citric acid.

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You are provided with lime juice, lemon juice, aqueous sodium hydroxide and common laboratory
apparatus and chemicals.

...........................................................................................................................................................

...........................................................................................................................................................

...........................................................................................................................................................

...........................................................................................................................................................

...........................................................................................................................................................

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...........................................................................................................................................................

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...........................................................................................................................................................

...........................................................................................................................................................

..................................................................................................................................................... [6]

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Notes for use in qualitative analysis

Tests for anions

anion test test result

carbonate, CO32– add dilute acid, then test for carbon effervescence, carbon dioxide
dioxide gas produced
chloride, Cl – acidify with dilute nitric acid, then white ppt.
[in solution] add aqueous silver nitrate
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bromide, Br – acidify with dilute nitric acid, then cream ppt.

[in solution] add aqueous silver nitrate
iodide, I– acidify with dilute nitric acid, then yellow ppt.
[in solution] add aqueous silver nitrate
nitrate, NO3– add aqueous sodium hydroxide, ammonia produced
[in solution] then aluminium foil; warm carefully
sulfate, SO42– acidify with dilute nitric acid, then white ppt.
[in solution] add aqueous barium nitrate
sulfite, SO32– add a small volume of acidified the acidified aqueous potassium
aqueous potassium manganate(VII) manganate(VII) changes colour
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from purple to colourless

Tests for aqueous cations

cation effect of aqueous sodium hydroxide effect of aqueous ammonia

aluminium, Al 3+ white ppt., soluble in excess, giving white ppt., insoluble in excess
a colourless solution
ammonium, NH4+ ammonia produced on warming –
calcium, Ca2+ white ppt., insoluble in excess no ppt. or very slight white ppt.
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chromium(III), Cr3+ green ppt., soluble in excess green ppt., insoluble in excess
copper(II), Cu2+ light blue ppt., insoluble in excess light blue ppt., soluble in excess,
giving a dark blue solution
iron(II), Fe2+ green ppt., insoluble in excess, green ppt., insoluble in excess,
ppt. turns brown near surface on ppt. turns brown near surface on
standing standing
iron(III), Fe3+ red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess
zinc, Zn2+ white ppt., soluble in excess, giving white ppt., soluble in excess, giving
a colourless solution a colourless solution
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Tests for gases

gas test and test result

ammonia, NH3 turns damp red litmus paper blue
carbon dioxide, CO2 turns limewater milky
chlorine, Cl 2 bleaches damp litmus paper
hydrogen, H2 ‘pops’ with a lighted splint
oxygen, O2 relights a glowing splint

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sulfur dioxide, SO2 turns acidified aqueous potassium manganate(VII) from purple to colourless

Flame tests for metal ions

metal ion flame colour

lithium, Li+ red
sodium, Na+ yellow
potassium, K+ lilac
calcium, Ca2+ orange-red

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barium, Ba2+ light green
copper(II), Cu2+ blue-green

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