THE LAST PUSH

PHYSICAL SCIENCES
PAPER 2
GRADE 12

1|Page
 TABLE OF CONTENTS

TOPIC PAGE

PHYSICAL SCIENCES EXAMINATIONS 3-5

GUIDELINES
1 0VERVIEW OF TOPICS 6

2 PART 1: ENERGY AND CHANGE

3 PART 2: RATE AND EXTENT OF CHEMICAL 7-15

REACTIONS

4 PART 3: CHEMICAL EQUILIBRIUM 16-27

5 PART 4: CHEMICAL INDUSTRY 28-34

6 PART 5: ACID-BASE REACTIONS 35-39

7 PART 6: ELECTROCHEMICAL REACTIONS 40-54

9 PART 7: ORGANIC MOLECULES AND 55-79

MACROMOLECULES
10 PART 8: DEFINITIONS/LAWS/PRINCIPLES 80-83

11 PART 9: INFORMATION SHEETS 84-87

2|Page
PHYSICAL SCIENCES EXAMINATION GUIDELINES
The Physical Sciences subject area has been divided into six knowledge areas consisting of physics
and chemistry components — one of these is an integrated knowledge area spanning both
components.

When doing revision with learners, teachers should familiarize themselves with the following
documents:

 The Curriculum and Assessment Policy Statement (CAPS) for Physical Sciences.

The Curriculum and Assessment Policy Statement (CAPS) for Physical Sciences outlines the
nature and purpose of the subject Physical Sciences. This guides the philosophy underlying the
teaching and assessment of the subject in Grade 12.

 The Physical Sciences Grade 12 examination guidelines (2017).

The Examination guidelines (2017) provide clarity on the depth and scope of the content to be
assessed in the Grade 12 National Senior Certificate (NSC) Examinations in Physical Sciences.

It outlines the format of the question papers in Physical Sciences, knowledge that is required from
content in Grades 10 and 11 and the core content that will be assessed in the final examination.

 The National Senior Certificate (NSC) Diagnostic Reports (2014 - 2017) The National Diagnostic
Reports give specific details on Common errors, misinterpretations and misconceptions that were
identified in previous examinations, as well Suggestions for improvement in relation to teaching
and learning.

1. FORMAT OF QUESTION PAPERS

PAPER 1: PHYSICS MARKS PAPER 2: MARKS

3 HOURS CHEMISTRY
3HOURS
SECTION A 10 X 2 = 20 SECTION A 10 X 20 = 20
MULTIPLE – MULTIPLE CHOICE
CHOICE QUESTIONS (10)
QUESTIONS (10)
SECTION B 130 ASSESING ALL 130
LONGER THEMES (i.e.
QUESTIONS CHEMICAL
ASSESING ALL CHAMGE; MATTER
THEMES (i.e. & MATERIAL ;
MECHANICS; CHEMICAL
WAVES, SOUND & SYSTEMS
LIGHT;
ELECTRICITY &
MAGNETISM)
TOTAL 150 TOTAL 150

NB: The examination does not necessarily include all the themes, but all the knowledge areas are
Covered.

3|Page
2. WEIGHTING OF COGNITIVE LEVELS

Papers 1 and 2 will include questions across all four cognitive levels. The distribution of cognitive
levels in Physics and Chemistry papers is given below.

3. WEIGHTING OF PRESCRIBED CONTENT

4. DATA SHEET (INFORMATION SHEET)

Remind learners that the separate data sheets for paper 1 and paper 2 are included in the question
papers.

PAPER1 PAPER 2
TABLE 1: Physical constants TABLE 1: Physical constants

TABLE 2: Formulae sheet TABLE 2: Formulae sheet

TABLE 3: Periodic table

TABLE 4: Standard reduction potentials

INFORMATION SHEETS are included on pages 84-87

4|Page
5. PRIOR KNOWLEDGE FROM GRADES 10 & 11
All skills and application of knowledge learnt in Grade 10 and 11 are transferred and applicable to
assessment in Grade 12. i.e.
PAPER 1

 The use of equations of motion in solving problem dealing with momentum, work and
power.
 The use of Newton’s laws of motion
 Sound waves and properties of sound, and Electromagnetism

PAPER 2

 Stoichiometric calculations
 Concentration calculations
 Balancing of chemical equations
 Use of oxidation numbers
 Identification and description of intermolecular force. (Van der Waal’s forces and
hydrogen bonds.

NB: PRACTICAL FOCUSED QUESTIONS

In both paper 1 and paper 2, there will always be questions on practical investigations and the
following definitions and concepts must be studied carefully:
 Dependent variable: This is the variable that is being measured in an experiment. It forms the
vertical axis (y-axis) of a graph.
 Independent variable: This is the variable that is manipulated or changed in an experiment. It
forms the horizontal axis (x-axis) of a graph.
 Control variable: This is the variable that is kept constant so that the relationship between the
independent and dependent variables can be found.
 Investigative question: It is a relationship between independent and dependent variables (the
order is not fixed). It is phrased as a question with a question mark.
 Hypothesis: It is an assumption prediction about the actual relationship between the independent
and dependent variables are/is and this can be proved right or wrong by doing an investigation. It
is a statement but not a question.
 Fair test: This is an experiment (or investigation) in which there is only one independent variable.

5|Page
OVERVIEW OF TOPICS – PAPER 2 (CHEMISTRY FOCUS)

WHEN TO, WHY AND HOW TO USE THIS DOCUMENT:

 MULTIPLE CHOICE QUESTIONS can be a powerful tool to assess

learners’ understanding of concepts (if used properly).

 Use these MULTIPLE CHOICE QUESTIONS to address ALL key aspects

and concepts in CHEMISTRY, as outlined in the Examination Guidelines.

 Do NOT focus on the correct answers ONLY.

 Make sure to develop learners’ skills in the answering of multiple choice

questions. In cases where the answer is not immediately obvious, learners should
go through steps of eliminating obviously incorrect answers.

NB: Please note that there will always be TWO statements or items that are
obviously wrong. Eliminate them first.

 Learners must learn theory. There are obvious definitions statement/theories/laws/

principles/ processes that must be learnt [as stated in the Examination Guideline].

 Learners must learn the laws, definitions and principles. These are ‘easy marks’ for
learners to get.
N.B. Two marks are awarded for a correct definition/ law/ principle. No marks are
available for an incorrect or partially correct definition.
CONTENT COVERAGE
This document covers ALL CONTENT as prescribed in the Physical Sciences Examination
Guidelines. A summary of the prescribed content is provided of the following topics:
 Energy and Change
 Reaction Rates
 Chemical Equilibrium
 Acids-Base Reactions
 Organic Molecules (i.e. Nomenclature, Physical and Chemical Properties)
 Organic Macromolecules(i.e. Plastics and Polymers)

6|Page
PART 1: ENERGY AND CHANGE

 Chemical reactions are either ENDOTHERMIC or EXOTHERMIC.

 Explain and discuss type of reactions and ask learners to classify (with reasons) the
reactions as endothermic or exothermic.

 Once you have explained and discussed types of reactions, use QUESTIONS 1.1 to 1.4 to
assess learners’ understanding of the concepts and content(i.e. Activation Energy, Heat
of Reaction(∆H),Activated Complex, etc.) discussed.

NB: Consolidate drawing and interpretation of fully labelled sketch graphs(Potential

Energy versus Course of Reaction graphs) of CATALYSED AND
UNCATALYSED endothermic and exothermic reactions (i.e. refer to relevant
industrial processes)

PART 2: RATE AND EXTENT OF CHEMICAL REACTIONS

 Use QUESTIONS 1.5 to 1.7 to discuss rates of and extent reaction and factors (i.e.

Nature of reacting substances, Surface area, Concentration (Pressure for gases),

Temperature and the presence of a Suitable Catalyst).

NB: Define reaction rate as the change in concentration of reactants or products

C -3 -1
per unit time. i.e. Rate = (Unit: mol∙dm ∙s )
t
 Emphasise that rate can be defined in terms of change in mass/volume/ number of
moles per time.

 QUESTION 1.7 can be used to illustrate the above.

 Use MULTIPLE CHOICE QUESTIONS SET 1 1.7 and 1.8 to list and explain in
terms of the Collision Theory how the various factors affect the rate of chemical reactions. The
collision theory is a model that explains reaction rate as the result of particles colliding with a
certain minimum energy.

 Use QUESTION 1.5 for drawing and interpreting graphs of distribution of molecular
energies ( number of particles against their kinetic energy or Maxwell-Boltzmann Curves)
to explain how a CATALYST, TEMPERATURE, and CONCENTRATION affect
reaction rate.

NB: Explain that a catalyst increases the rate of a reaction by providing alternative path of
lower activation energy. It therefore decreases the net/total energy (i.e. refer back to
energy and change).
 Use Structured QUESTIONS 1to 4 to assess learners’ understanding of content and
concepts discussed.

7|Page
MULTIPLE CHOICE QUESTIONS: SET 1

1.1 Consider the reaction represented by the balanced equation below:

N2(g) + 3H2(g) → 2NH3(g)

The activation energy for the unanalyzed reverse reaction (i.e. the decomposition of
ammonia) is 670 kJ, and the activation energy of the unanalyzed forward reaction is
578 kJ.

A − 92 kJ
B + 92 kJ
C + 1248 kJ
D − 1248 kJ

1.2 Consider the following potential energy diagram for a chemical reaction. Which arrow
indicates the activation energy of the forward reaction?

A. A
B. B
C. C
D. D

1.3 The graph below represents the relationship between the potential energy (Ep) and
reaction pathway for a certain reversible chemical reaction.

The activation energy for the REVERSE reaction is:

A 5 kJ B 10 kJ C 15 kJ D 20 kJ

8|Page
1.4 The potential energy diagram below refers to the following hypothetical reaction
taking place in a closed container: X2 + Y2 ↔ 2XY

What is the heat of reaction, in kJ·mol-1, for the reverse reaction that is
2XY → X2+Y2 ?

A + 30
B + 10
C - 10
D - 40
1.5 The Maxwell-Boltzmann energy distribution curves below show the number of particles
as a function of their kinetic energy for a reaction, at four different temperatures. The
minimum kinetic energy needed for effective collisions to take place is represented
byE.

Which one of the curves represents the reaction that takes place at the highest
temperature?
A I
B II
C III
D IV

9|Page
1.6 Consider the reaction of calcium carbonate chips with hydrochloric acid represented
by the balanced equation below.

CaCO3(s) + 2HCℓ(aq) → CaCℓ2(aq) + H2O(ℓ) + CO2(g)

The rate at which CO2(g) is formed can be DECREASED by …

A Stirring the mixture.

B Adding more CaCO3 chips.
C Adding water to the mixture.
D Breaking the CaCO3 chips into smaller pieces

1.7 In an experiment, a 2 g lump of zinc is added to excess dilute sulphuric acid. The
experiment is repeated this times, adding 2 g powered zinc to the same volume of the
dilute acid.

The solid line in the graph below shows the volume of gas given off when the 2 g
lump is used.

Which ONE of DOTTED lines in the graph above is obtained when 2 g of powered
zinc is used?
A A
B B
C C
D D

10 | P a g e
 1.8 During a laboratory activity to investigate reaction rate, a learner reacts 1 g samples of
solid zinc with 10 ml samples of HCℓ(aq). The table below shows information about
the variables in five experiments the learner performed.

Reaction of Zn(s) with HCℓ (aq)

Experiment Description of [HCℓ] (aq) Temperature
Zn sample
mol.dm-3 oC

1 Lumps 0,1 20
2 Powder 0,1 20
3 Lumps 0,1 40
4 Lumps 1 40
5 Powder 1 30

Which TWO experiments can be used to investigate the effect of the

concentration of HCℓ(aq) on the reaction rate?
A 1 and 3
B 4 and 2
C 1 and 5
D 4 and 3

11 | P a g e
QUESTION 1

The sketch below represents the potential energy diagram for the reaction:

H2 (g) + I2 (g) 2HI (g) H < 0

1.1 What is the heat of reaction (H) for the reaction H2 (g) + I2 (g)  2HI (g)?

1.2 What is the activation energy for the reaction H2 (g) + I2 (g)  2HI
(g)?

1.3 What is the activation energy for the reaction 2HI (g)  H2 (g) + I2 (g)?

1.4 What change can be made to obtain the curve represented by the broken
line?

1.5 Which one of the reactions (forward or reverse) is

exothermic?

12 | P a g e
QUESTION 2

Karabo reacted a 3 g calcium carbonate (marble chips) with excess hydrochloric acid
of concentration1,0 mol.dm–3.He measured the volume of carbon dioxide gas
produced at regular intervals and recorded it as follows:

Time (min) 0 1 2 3 4 5
Volume of CO2 (dm3) 0 0,5 0,75 0,9 1,00 1,00

2.1 Write down the balanced equation for the

reaction.

2.2 Between which TWO consecutive minutes is the rate of reaction the
greatest?

2.3 What is the rate of reaction after 5

minutes?

2.4 With reference to the reactants, give a reason for the answer to question
2.3.

The experiment was repeated three times, each time changing one of the
conditions.

2.5 Complete the table below by stating the effect of the change on the rate of
reaction and on the total volume of hydrogen gas produced.
Next to each question number, write down only INCREASES,
DECREASES or NO EFFECT.

Effect of change on the

Effect of change on
Changed condition total volume of CO2
the rate of reaction
produced
5 g of powdered CaCO3 is
2.5.1 2.5.2
used
0,5 mol.dm–3 HCℓ is used 2.5.3 2.5.4

A catalyst is used 2.5.5 2.5.6

13 | P a g e
14 | P a g e
QUESTION 4
The arrangements below is being used to investigate the rate of reaction of calcium
carbonate and an excess 1mol.dm-3solution of hydrochloric acid.

The equation for the reaction is:

CaCO3(s) + HCℓ(aq) →CaCℓ2(aq) + H2O(ℓ) + CO2(g)

The mass of gas produced is obtained by measuring the loss in mass of the flask and its
contents at one-minute intervals and the results are displaying in the graph below:

4.1 Give a reason for the loss in mass.

4.2 Calculate the AVERAGE RATE (in g.s-1) of this reaction during the first
four (4) minutes.

4.3 Write down the loss in mass of flask and contents after 8 minutes.
4.4 Give a reason why the curve flattens out after 4 minutes.
4.5 Use the graph and any other relevant information to calculate the mass of calcium
carbonate that reacted.

15 | P a g e
PART 3: CHEMICAL EQUILIBRIUM

 Use MULTIPLE CHOICE QUESTIONS 1.2 to 1.7 SET 2 to explain

Chemical Equilibrium and list the factors that influence the position of equilibrium (i.e.
Pressure (gases only), Concentration and Temperature).

 Use QUESTION 1.1 to explain how to write down an expression for the equilibrium
constant (Kc) having been given the equation for the reaction.

NB: Most industrial processes in the manufacture of fertilizers are equilibrium reactions.
So ask learners to write down Kc expression for the various stages of industrial
processes discussed.
 Explain the significance of high and low values of the equilibrium constant.
 Perform calculations based on Kcvalues.
 Use 1.2 to 1.7 to explain and use Le Chatelaine’s principle to explain changes in
equilibria qualitatively.
 Explain the use of rate and equilibrium principles in the Haber process and the contact
process.

NB: Explain why the a high yield of NH3 in the Haber process will be achieved at
Higher Pressure and Lower Temperature in terms of Le Chatelaine’s Principle.

Application of Le Chatelier’s Principle

When Le Chatelier’s Principle is used to predict the influence of a disturbance on an existing

equilibrium, the following steps must be followed:

 Identify the disturbance

 Indicate the action of the system on the disturbance.
 Indicate how the system will oppose the disturbance.
 Indicate what the result of the action will be on the system.

NB: Use Structured QUESTIONS 1 to 4 to assess learners’ understanding of content

and concepts discussed.

16 | P a g e
USEFUL GUIDELINES WHEN APPLYING LE CHATELIER’S PRINCIPLE
EQULILIBRIUM SYSTEMS tend to compensate for the effects of perturbing influences.
 If the concentration of a solute reactant is increased, the equilibrium position shifts to
use up the added reactants by producing more product. Thus favouring the forward
reaction in the direction of products.
 If the concentration of a solute reactant is decreased, the equilibrium position shifts to
replace the removed reactants by producing more reactants. Thus favouring the reverse
reaction in the direction of reactants.
 If the concentration of a solute product is increased, the equilibrium position shifts to
use up the added products by producing more reactants. Thus favouring the reverse
reaction in the direction of reactants.
 If the concentration of a solute product is decreased, the equilibrium position shifts to
replace the removed products by producing more products. Thus favouring the forward
reaction in the direction of products.
 If the pressure on an equilibrium system is increased, then the equilibrium position
shifts to reduce the pressure. This can be done by favouring the reaction that produces the
least number of gas molecules.
 If the pressure on an equilibrium system is decreased, then the equilibrium position
shifts to increase the pressure. This can be done by favouring the reaction that produces
the most number of gas molecules.
 If the volume of a gaseous equilibrium system is reduced (equivalent to an increase in
pressure) then the equilibrium position shifts to increase the volume (equivalent to a
decrease in pressure).
 If the volume of a gaseous equilibrium system is increased (equivalent to an decrease
in pressure) then the equilibrium position shifts to decrease the volume (equivalent to an
increase in pressure).
 If the temperature of a forward ENDOTHERMIC equilibrium system is increased, the
equilibrium position shifts to use up the heat by producing more products. A decrease in
temperature favours the exothermic reaction in the direction of reactants.
 If the temperature of a forward EXOTHERMIC equilibrium system is increased, the
equilibrium position shifts to use up the heat by producing more reactants. A decrease in
temperature favours the exothermic reaction in the direction of products.
 Catalyst added: No change in Equilibrium. Equilibrium is only reached much sooner/
faster.

Note: In an equilibrium involving gases, the addition of another gas that is not part of
reaction taking place does not disturb the reaction.

17 | P a g e
 CHANGING THE FACTORS THAT AFFECT A STATE OF DYNAMIC CHEMICAL
EQUILIBRIUM AND PREDICTING THE EFFECTS:
Consider the following reaction that is at equilibrium in a closed container:
2NO2(g) N2O4 (g) (ΔH < 0)

Factor Change of Effect on reaction Reaction Change in the Change in the Change in
Factor rate favoured amount of amount of Kc
products reactants

Temperature Increase in Both forward and Reverse Amount of Amount of Decreses

Temperature reveverse reaction rates reaction product (N2O4) reactants (NO2)
increase BUT rate of decreases increases
reverse reaction is
faster
Decrease in Both forward and Forward Amount of Amount of Increases
temperature reveverse reaction rates reactio product (N2O4) reactants (NO2)
decrease BUT rate of increases BUT decreases
forward reaction is takes long time
faster to do so
Concentration Increase in Overall reaction rate Forward Amount of Amount of Remains
concentration increases BUT rate of reaction product (N2O4) reactants (NO2) the same
of a reactant forward reaction is increases decreases
[NO2] faster
Increase in Overall reaction rate Reverse Amount of Amount of Remains
concentration increases BUT rate of reaction product (N2O4) reactants (NO2) the same
of aproduct reverse reaction is decreases increases
[N2O4] faster
Decrease in Overall reaction rate Reverse Amount of Amount of Remains
concentration decreases BUT rate of reaction product (N2O4) reactants (NO2) the same
of a reactant reverse reaction is decreases increases
[NO2] faster
Decrease in Overall reaction rate Forward Amount of Amount of Remains
concentration decreases BUT rate of reaction product (N2O4) reactants (NO2) the same
of a product forward reaction is increases decreases
[N2O4] faster
Pressure Increase in Both forward and Forward Amount of Amount of Remains
pressure by reveverse reaction rates reaction product (N2O4) reactants (NO2) the same
decreasing increase BUT rate of increases decreases
volume of gas forward reaction is
in container faster
Decrease in Both forward and Reverse Amount of Amount of Remains
pressure by reveverse reaction rates reaction product (N2O4) reactants (NO2) the same
increasing decrease BUT rate of decresaes Increases
volume of gas reverse reaction is
in container faster
Catalyst Adding a Both forward and None are Remains the Remains the Remains
Catalyst reveverse reaction rates favoured same same the same
increase equally

18 | P a g e
MULTIPLE CHOICE QUESTIONS: SET 2

1.1 The reaction represented by the balanced equation below reaches

equilibrium in a closed container:

6CO2(g) + 6H2O(ℓ) ⇌ C6H12O6(s) + 6O2(g)

Which ONE of the following is the correct expression for the equilibrium
constant, Kc, for this reaction?

[O 2 ]6
A KC 
[CO2 ]6
[C 6 H12O 6 ][O 2 ]6
B KC 
[CO 2 ]6 [H 2 O]6
[CO2 ]6 [H2O]6
C KC 
[C6H12O6 ][ O2 ]6
[CO2 ]6
D KC 
[O2 ]6

1.2 The graphs represent the change in the rate of reaction versus time for the reversible
reaction that took place when an amount of hydrogen (H2) gas and iodine (I2) gas was
sealed off in a container.
The equation for the reaction is: H2 (g) + I2 (g) ⇌ 2HI (g) ΔH < 0

Equilibrium was first established after 5 minutes.

Which ONE of the following BEST explains the change that occurred at t15?

A A catalyst is added
B The temperature was increased
C The temperature was decreased
D The external pressure on the reaction mixture was decreased

19 | P a g e
1.3 Consider the balanced chemical equation which represents a system which is in
equilibrium:
4HCℓ(g) + O2(g) 2Cℓ2(g) + 2H2O(ℓ) (∆H<0)

The yield of chlorine gas can best be increased by the following combination of
changes in temperature and pressure:

A catalyst is added to system already at equilibrium. Which ONE of the

combinations in the table below describes how the rates of the forward and reverse
reactions are affected?

FORWARD RATE REVERSE RATE

A Remains constant Remains constant
B Remains constant Decreases
C Increase Remains constant
D Increase Increase

1.4 The reaction represented by the equation below has reached equilibrium. Hydrogen ions
(H+) are now added to the equilibrium mixture at a constant temperature.

Cr2O72- (aq) + H2O(ℓ)  2CrO2(aq) + 2H+(aq)

What will the effect be on the concentration of the dichromate ions and the value of
the equilibrium constant?

Temperature Pressure

A Increase Decrease

B Decrease Decrease

C Decrease Increase

D Increase Increase

20 | P a g e
1.5 A catalyst is added to system already at equilibrium. Which ONE of the combinations in
the table below describes how the rates of the forward and reverse reactions are affected?

FORWARD RATE REVERSE RATE

A Remains constant Remains constant
B Remains constant Decreases
C Increase Remains constant
D Increase Increase

1.6 The reaction represented by the equation below has reached equilibrium. Hydrogen ions
(H+) are now added to the equilibrium mixture at a constant temperature.

Cr2O72- (aq) + H2O(ℓ)  2CrO2(aq) + 2H+(aq)

What will the effect be on the concentration of the dichromate ions and the value of
the equilibrium constant?

[Cr2O72-] KC
A Increases Decreases
B Decreases Increases
C Decreases Stays the same
D Increases Stays the same

1.7 Consider the CONCENTRATION-TIME GRAPH below for the following equilibrium:

2HI(g)  H2(g) + I2(g)

Which ONE of the following occurs at time t1 on the graph below.

A Addition of H2 B Addition of HI
C Addition of a catalyst D A decrease in volume

21 | P a g e
QUESTION 1

Carbon monoxide is heated in water vapour in a 2 dm3 container and the following
homogeneous, dynamic equilibrium is established at 300 K according to the equation below.
CO(g) + H2O(g) ⇌ CO2(g) + H2(g)
1.1 Explain the terms
1.1.1 Homogeneous (2)
1.1.2 Dynamic and (2)
1.1.3 Equilibrium. (2)
The value of Kc for this reaction is 25 at 300 K

1.2 Explain the significance of this value for an industrial chemist. (2)
At a certain stage of the reaction the mixture is analysed and the following amounts
of substances are found in the container of volume 2 dm3:

1,6 moles CO; 1,6 moles H2O; 6 moles CO2; and 6 moles H2
From this point, the reaction is allowed to reach equilibrium at 300 K

1.3 Calculate the equilibrium concentration of CO2. (6)

The sketch graph below shows how the value of Kc for this reaction changes with
temperature.

Kc

Temperature

1.4 Use this graph to deduce whether the reaction is exothermic or endothermic.
Explain the answer. (4)
[18]

22 | P a g e
QUESTION 2

When a number of moles of X2(g) and Y2(g) are placed in an empty, closed 2 dm3 container
at 8000 C, a reaction takes place an eventually reaches equilibrium according to the following
equation:

X2(g) + 3Y2 (g) ⇌2XY3(g)

At equilibrium there is 0,4 mol.dm-3 of Y2 and XY3 present.

You are also given the following information for the reaction:

Temperature 0 C Kc
400 0,8
600 2,5
800 4,0

2.1 Calculate the initial number of moles of X2 and Y2 placed in the container. (9)
2.2 Is the forward reaction endothermic or exothermic? (1)
2.3 Explain your answer to QUESTION 2.2. (2)
2.4 What effect will adding more Y2 (g) at 8000 C have on the following?

Answer only INCREASE, DECREASE OR STAY THE SAME.

2.4.1 The rate of the reverse reaction. (1)

2.4.2 Concentration of X2(g) (1)
2.5 Which ONE of the following gases XY3 or X2 would be present in a higher
concentration in the equilibrium mixture at 4000C? (1)

2.6 Explain your answer to QUESTION 2.5. (2)

[17]

23 | P a g e
QUESTION 3
The following equation represents a hypothetical reaction that reaches equilibrium in
a 2 dm3 closed container at 500 °C after 8 minutes.

2AB3(g) ⇌ 2AB2(g) + B2(g) ΔH < 0

Graph of amount of gas versus time
10

AB2(g)
Amount of gas (mol)

AB3(g)
4
B2(g)

0
0 4 8 12 16 20 24 28 32
Time (minutes)

3.1 At 16 minutes, one of the conditions affecting the equilibrium is changed at

constant volume and a new equilibrium is thereafter established.
Calculate the Kc value at the new equilibrium. (8)

3.2 Which condition, CONCENTRATION or TEMPERATURE was changed? (2)

3.3 Was the condition identified in QUESTION 14.2 INCREASED or DECREASED? (1)
3.4 Use Le Chatelier's principle to explain the answer to QUESTION 3.3. (3)
3.5 How does the equilibrium constant, Kc, between t = 8 minutes and t = 16 minutes
compare to that between t = 24 minutes and t = 32 minutes? Write down only
GREATER THAN, SMALLER THAN or EQUAL TO.

3.6 How will the Kc value be affected if the volume of the container, is decreased
from 2 dm3 to 1 dm3 after 32 minutes, while keeping the temperature constant. (1)
[16]

24 | P a g e
25 | P a g e
26 | P a g e
QUESTION 5
Twelve (12) moles of SO3(g) is sealed in an empty 2 dm3 container at 700 K. It decomposes
into SO2(g) and O2(g) and equilibrium is reached at 700 K according to the following
balanced equation:

2SO3(g) ⇌ 2SO2(g) + O2(g) H > 0

5.1 Define the term reversible reaction. (2)

5.2 If 5,0 moles of O2(g) are present at equilibrium, calculate the equilibrium
constant, Kc, for this reaction at 700 K. (7)

5.3 The graph below shows the changes in the rate of the reaction over

7 minutes from the time that the 12 moles of SO3(g) were sealed in the container.
Rate of reaction

0 2 4 5 7
Time (minutes)

5.3.1 Write down the balanced equation for the reaction that is
represented by the broken line. (1)
5.3.2 Give a reason for the decrease in reaction rate represented
by the solid line between t = 0 minutes and t = 2 minutes. (1)
5.3.3 State the change that was made to the equilibrium mixture at
t = 4 minutes. Fully explain how you arrived at the answer. (4)
5.3.4 How does the value of the equilibrium constant (Kc) for the reaction
at t = 5 minutes compare to that at t = 2 minutes?
Write down GREATER THAN, SMALLER THAN or EQUAL TO. (1)
5.3. Explain the answer to QUESTION 5.3.4. (2)
[18]

27 | P a g e
PART 4: CHEMICAL SYSTEMS: THE FERTILIZER INDUSTRY

In this unit we are going to investigate the necessity of fertilizer, the preparation of fertilizer and the
consequences of using excessive use fertilizer and pollution.

WHAT LEARNERS NEED TO KNOW: (in conjunction with the CAPS)

The fertiliser industry (N, P, K)

 List, for plants:
o Three non-mineral nutrients C, H and O and their sources, i.e. the atmosphere (CO2)

and rain (H2O)

o Three primary nutrients N, P and K and their sources

 Explain why fertilisers are needed.
 Explain the function of N, P and K in plants.
 Interpret the N:P:K fertiliser ratio and perform calculations based on the ratio.
 Describe, explain, write balanced equations and interpret flow diagrams of the following
processes in the industrial manufacture of fertilisers:
o N2–fractional distillation of air
o H2 –at SASOL from coal and steam
o NH3–Haber process
o HNO3–Ostwald process
o H2SO4–Contact process
o NH4NO3; (NH4)2SO4
 Evaluate the use of inorganic fertilisers on humans and the environment.
 Define eutrophication as the process by which an ecosystem, e.g. a river or dam, becomes
enriched with inorganic plant nutrients, especially phosphorus and nitrogen, resulting in
excessive plant growth. As plant growth becomes excessive, the amount of dead and
decaying plant material increases rapidly.
 Discuss alternatives to inorganic fertilisers as used by some communities.

28 | P a g e
CHEMICAL INDUSTRY (FERTILIZER INDUSTRY)

 Use MULTIPLE CHOICE QUESTIONS SET 3 1.1 to 1.3 to discuss chemical

processes in the industrial manufacture of fertilizers.

 Do NOT focus on the correct answers ONLY.

For example, before learners answer QUESTION 1.1, ask them to write down the stages (i.e.
balanced chemical equations of each industrial process (i.e. Haber Process, Ostwald
Process and Contact Process).
Emphasize specific conditions and catalysts used in certain stages. For example, during
Stage 2 of the Contact Process, SO2 (g) is heated with O2 (g) from air in the presence of V2O5
(Vanadium Pentoxide) as contact catalyst.

 Once you have discussed all processes, it will be easy for learners to answer QUESTION
1.2 and any question on chemical industry including flow diagrams.

NB: Use Structured QUESTIONS Worksheets 1 to 3 (Flow diagram of industrial process

to assess learners’ understanding of content and concepts discussed.

 QUESTION 1.3 and 1.4 can be used to explain and discuss the N:P:K fertilizer ratio and
perform ALL necessary calculations based on the ratio and Eutrophication.

29 | P a g e
MULTIPLE CHOICE QUESTIONS SET 3
1.1 In industry, nitrogen gas is prepared by the following process:

A. Fractional distillation
B. Contact process
C. Ostwald process
D. Haber process
1.2 The Contact Process involves the following stages
i. SO3 dissolved in concentrated sulphuric acid (H2SO4) to form Oleum
(Pyrosulphuric acid - H2S2O7).
ii. SO2(g) is washed to remove impurities and then dried to remove water.
iii. SO2(g) is heated with O2(g) from air in the presence of V2O5 (vanadium
pentoxide) as contact catalyst.
iv. Burning of sulphur (S) or sulphide ores, such as iron pyrite, in excess of air forms
sulphur dioxide.

The correct order of the stages are:

A (i) (ii) (iii) (iv)

B (ii) (i) (iii) (iv)
C (iii) (ii) (iv) (i)
D (iv) (ii) (iii) (i)

1.3 A fertiliser bag is labelled as follows

3 : 1 : 5 (26)

Which ONE of the following correctly calculates the percentage

phosphorous in this bag?

1
A  100
9
1
B  26
9
5
C  26
9
5
D  100
9
1.4 Eutrophication in water is caused by;
A Algae bloom B A depletion of oxygen concentration
C Bacterial nitrogen fixation D Run off of fertilizers from agricultural
fields nutrients

30 | P a g e
 WORKSTHHET 1 CHEMICAL INDUSTRY

Ammonia is the main reactant in the production of various fertilizers. The following flow
diagram illustrates the process of the manufacturing of some fertilizers.

N2(g) X

PROCESS R PROCESS Q
Haber process

HNO3 Ammonia H2SO4

Y Z

1.1 Write down the NAME of the industrial process used to manufacture nitrogen gas (1)
1.2 Write a balanced chemical equation for the preparation of ammonia. (2)
1.3 Identify the following in the flow diagram:
1.3.1 PROCESSR (1)
1.3.2 Compound Z (1)
1.4 Write down the balanced equation for the oxidation of sulphur dioxide in
PROCESS Q. (2)
1.5 Write down the FORMULA of compound Y. (1)

31 | P a g e
1.6 A farmer find a old bag of fertilizer weighing 50 kg. The label of the bag is partly
damaged. One number in the N: P: K ratio was missing (see diagram).

5:2: -- (36)

50 kg

The farmer analyzed the content of the fertilizer and found that the nitrogen content in
the bag is 18%. Determine the number that is missing on the label of the fertilizer bag
regarding the N: P: K ratio. Assume that no content is lost due to aging. (3)

1.7 Eutrofication is the result of excessive use of inorganic fertilizers.

Explain what is meant by eutrofication. (2)
[13]

32 | P a g e
WORKSHEET 2 CHEMICAL INDUSTRY
2.1 The flow diagram below shows processes and reactions that lead to the formation of a nitrogen-
based fertiliser S.

Process Q

Nitric acid
Hydrogen

Haber Process
X S

Nitrogen
2.1.1 Write down the NAME for product X. (1)

2.1.2 Write down the NAME for Process Q. (1)

2.1.3 Write down the FORMULA for fertiliser S. (2)

2.1.4 Write down the FORMULA for fertiliser S if the nitric acid is replaced with
sulphuric acid. (2)

2.2 A farmer stores fertilisers with NPK ratios 4:5:8 and 13:5:9. The farmer wants to grow
tomatoes and fruit.

2.2.1 Explain the meaning of NPK ratio. (2)

2.2.2 Which ONE of these fertilisers must he use? (1)

2.2.3 Give a reason for your answer to QUESTION 6.2.2.

(2)

2.3 Overuse of nitrogen-based fertilisers creates problems for the environment and
humans.
Name ONE threat posed by nitrogen-based fertilisers to the environment and
ONE threat posed to humans.

(2)
[13]

33 | P a g e
WORKSHEET 3 CHEMICAL INDUSTRY
Ammonia, ammonium nitrate and ammonium sulphate ate three important nitrogen-containing
fertilizers. The flow diagram below shows how these fertilizers are produced in industry.

Air Natural gas Sulphur

Contact
Process 1
Process
SO3
Nitrogen Hydrogen

Process 2 H2SO4

Compound Y

Oswald Process

Compound X

Ammonium Nitrate Ammonium

Sulphate

3.1. Use the information in the flow diagram above and write down the following:
3.1.1. Name of process 1. (1)
3.1.2. Balanced equation for process 2. (3)
3.1.3. NAME or FORMULA of compound X. (1)
3.1.4. Balanced equations for the preparation of Ammonium Sulphate using
Sulphuric acid and compound Y. (3)
3.1.5. NAME or SYMBOL of the primary nutrient in Ammonium Sulphate. (1)
3.2. Write down ONE positive impact of fertilizers on humans. (2)
3.3. Write down TWO negative impacts of the use of ammonium nitrate, as fertilizer,
on humans. (2)
[13]

34 | P a g e
PART 5: ACID –BASE REACTIONS

 Use MULTIPLE CHOICE QUESTIONS SET 4 1.1 to 1.4 to address ALL

aspects related to Acids and Bases, i.e,

 Define acids and bases according to Arrhenius and Lowry-Brønsted:

 Distinguish between strong acids/bases and weak acids/bases with examples.
 Distinguish between concentrated acids/bases and dilute acids/bases.
 Concentrated acids/bases contain a large amount (number of moles) of acid/base in
proportion to the volume of water.
 Dilute acids/bases contain a small amount (moles)of acid / base in proportion to the
volume of water.
 Write down the reaction equations of aqueous solutions of acids and bases.
 Distinguish between monoprotic and diprotic acid with examples.
 Identify conjugate acid-base pairs forgiven compounds.
 Describe a substance that can act as either acid or base as amphiprotic or as an
ampholyte.
(Water is a good example of an ampholyte. Write equations to show how an
amphiprotic substance can act as acid or base).

 Write down neutralisation reactions of common laboratory acids and bases.

 Determine the approximate pH(equal to, smaller than or larger than 7) of salts in salt
hydrolysis.

 Define hydrolysis as the reaction of a salt with water.

o Hydrolysis of the salt of a weak acid and a strong base results in an alkaline
solution, i.e. the pH>7.Examples of such salts are, sodium oxalate and sodium
carbonate.
o Hydrolysis of the salt of a strong acid and a weak base results in an acidic
solution ,i.e. the pH < 7.An example of such a salt is ammonium chloride.
o The salt of a strong acid and a strong bases does not undergo hydrolysis and
the solution of the salt will be neutral ,i.e. pH= 7.

 Use QUESTION 1.12 to motivate the choice of a specific indicator in a titration and
Perform stoichiometric calculations based on titrations of a strong acid with a strong
base, a strong acid with a weak base and a weak acid with a strong base.

 Explain and Calculate pH values of strong acids and strong bases using
pH =-log[H3O+].

 Define Kw as the equilibrium constant for the ionisation of water or the ionic product
+ - 14
of water or the ionisation constant of water, i.e. Kw= [H3O ][OH ] = 1x10 by 298 K.
 Use Structured WORKSHEET 7- 9 to assess learners’ understanding of content
and concepts discussed.

35 | P a g e
MULTIPLE CHOICE QUESTIONS: SET 4

1.1 According to the Bronsted-Lowry theory, a base…

A Dissociates in aqueous solution
B Raises the hydrogen ion concentration of an aqueous solution above
1,0 x 10-7 mol.dm-3
C Tastes bitter an feels slippery
D Accepts a proton during a collision with an acid

1.2 Consider the reaction represented by the equation below:

NH4 (aq) + H2O(ℓ) ⇌ NH3(aq) + H3O+(aq)

Which ONE of the following represents a conjugate acid-base pair in the above
reaction?

A NH4 (aq) and NH3 (aq)

B NH4 (aq) and H2O(ℓ)
C H2O(ℓ) and NH3 (aq)
D NH3 (aq) and H3 O  (aq)

1.3 A solution of ethanoic acid (acetic acid) is titrated against a standard sodium
hydroxide solution. Which ONE of the following indicators would be the most
suitable for this titration?

Indicator pH range of the indicator

A Phenolphthalein 8,3–10
B Methyl orange 3,1–4,4
C Bromothymol blue 6,0–7,6
D Universal indicator Changes colour over a wide range of pH values

1.4 Which one of the following gives the approximate pH of an aqueous solution of
sodium carbonate and the relevant hydrolysis equation?

pH Hydrolysis equation
A Less than 7 CO32–+ H2O⇌ HCO3–+ OH–
B Less than 7 Na++ H2O⇌NaOH + H+
C Greater than 7 CO32–+ H2O⇌ HCO3–+ OH–
D Greater than 7 Na++ H2O ⇌ NaOH + H+

36 | P a g e
37 | P a g e
QUESTION 8
8.1 Ethanoic acid (CH3COOH) is a monoprotic acid.
8.1.1 What is meant by the term monoprotic acid? (2)
8.1.2 When ethanoic acid is mixed with water, ions form. Give the chemical
formulae of the ions formed. (2)

8.1.3 A solution of CH3COOH of concentration 1mol.dm-3 conducts electricity

but not as readily as a solution of HCℓ of the same concentration.
Give a brief explanation for this observation. (2)

8.2 A standard solution of sodium hydroxide is prepared by dissolving exactly 2,5 g

of NaOH in enough water to form a 500 cm3 solution.

8.2.1 Calculate the concentration of the solution. (3)

8.2.2 20 cm3 of this solution of sodium hydroxide is titrated with ethanoic acid.
The volume of the acid required for the titration is 24, 5 cm3. Calculate
the concentration of the acid. The equation is:

NaOH + CH3COOH → CH3COONa +H2O (3)

8.2.3 Which is the preferred reactant that should be placed in the burette?
Explain the answer. (2)

8.2.4 The table below shows some indicators and their pH ranges.

Indicator pH range
Bromothymol blue 6,0 - 7,6
Phenolphthalein 8,3 - 10, 0
Methyl orange 3,1 - 4,4

Select a suitable indicator for this titration and give a reason for
the answer. (2)
[16]

38 | P a g e
QUESTION 9

A bottle contains dilute sulphuric of unknown concentration. In order to determine the

concentration of the acid, a learner titrates the acid against a standard solution of potassium
hydroxide.

The balanced equation for the reaction is:

H2SO4(aq) + 2KOH(aq) →K2SO4(aq) + H2O(ℓ)

9.1 Define the term dilute acid. (2)

9.2 Calculate the:
9.2.1 Mass of potassium hydroxide which that must be used to make 300 cm 3
of a 0, 2 mol.dm-3 KOH solution. (6)
9.2.2 pH of the 0,2 mol.dm-3 KOH solution. Assume that KOH dissociates
completely in distilled water (4)

9.3 A list of indicators and their associated pH ranges are shown in the table below.

INDICATOR pH RANGE
Methyl orange 2,9 – 4,0
Bromothymol blue 6, 0 – 7,6
Phenolphthalein 8, 3 – 10, 0

Which ONE of the indicators could best be used for the titration described in
QUESTION 7 above?
Briefly explain your answer. (3)

9.4 During the titration she finds that exactly 15, 0 cm3 of the KOH solution
neutralizes 20, 0 cm3 of the H2SO4 solution.

Calculate the concentration of the H2SO4 solution. (5)

[20]

39 | P a g e
PART 6: ELECTROCHEMICAL REACTIONS

WHAT LEARNERS MUST KNOW:

 Electrochemical cells can be divided into two basic groups:

o Electrolytic cells, in which electrical energy is transformed into chemical energy;

a constant supply of electrical energy is needed.
o Galvanic cells, in which chemical energy is transformed into electrical energy;
spontaneous chemical reactions drive the cell.

Galvanic Cell Electrolytic Cell

Basic principle A chemical reaction causes A flowing charge/electron causes a

charges/electrons to flow. chemical reaction to occur.

Appearance  No external source of electricity i.e. no 
battery or cell in circuit
 Consists of two half-cells containing
different electrodes, each of which is in 
a solution of its salt.
 There must either be a salt bridge or
some sort of porous membrane
separating the two half-cells to allow for
the passage of ions between cells.
Must have a cell or battery in the
external circuit to supply
electrical energy.
Consists of two electrodes,
either inert (does not take part in
the reaction) or active (takes part
in the reaction) in the SAME
solution
(i.e. electrolyte).

Energy Conversion Chemical to electrical energy. Electrical to chemical energy.

Spontaneous/non A Spontaneous reaction produces electrical A Non- Spontaneous reaction is

spontaneous energy. produced by electrical energy.

Polarity of Anode is negative (-). Anode is positive (+).

electrodes
Cathode is positive (+). Cathode is negative (-).

E0cell E0cell = Positive (+) E0cell = Negative (-)

Uses Batteries  Extraction of Aluminium

 Purification of metals
 Primary – not rechargeable e.g. zinc-  Electroplating
carbon, lithium, mercury.
 Chloro-alkali process
 Secondary– rechargeable e.g.lead-acid
accumulator.

The Galvanic and Electrolytic Cells are similar in the following ways:
 A REDOX reaction takes place.
 Oxidation takes place at the ANODE and Reduction takes place at the CATHODE
 Negative ions (Anions) migrate towards the anode and positive ions (Cations) migrate
towards the cathode.
 Electrons flow through the wire from the anode to the cathode.

40 | P a g e
 A. RELATION OF CURRENT AND POTENTIAL DIFFERENCE TO RATE
AND EQUILIBRIUM
 Give and explain the relationship between current in an electrolytic cell and the rate
of the reaction.

 State that the potential difference of a galvanic cell (Vcell) is related to the extent to
which the spontaneous cell reaction has reached equilibrium.

 State and use the qualitative relationship between Vcell and the concentration
of product ions and reactant ions for the spontaneous reaction, namely Vcell
decreases as the concentration of product ions increases and the concentration of
reactant ions decreases until equilibrium is reached at which the Vcell = 0 (the cell is
'flat'). (Qualitative treatment only. Nernst equation is NOT required.)

B. STANDARD ELECTRODES POTENTIALS

 Give the standard conditions under which standard electrode potentials are
determined.

 Describe:
o The standard hydrogen electrode
o Explain its role as the reference electrode

 Explain how standard electrode potentials can be determined using the reference
electrode and state the convention regarding positive and negative values.

 Use the Table of Standard Reduction Potentials to calculate the emf of a standard
galvanic cell.Use a positive value of the standard emf as an indication that the reaction
is spontaneous under standard conditions.

41 | P a g e
 C. UNDERSTANDING OF THE PROCESSES AND REDOX REACTIONS
TAKING PLACE IN GALVANIC CELLS

 Describe:
o Movement of ions through the solutions
o Electron flow in the external circuit of the cell
o The half reactions at the electrodes
o Function of the salt bridge in galvanic cells
 Use cell notation or diagrams to represent a galvanic cell. Key parts of the notation are:
o Components of the oxidation half-cell are written to the left and components of
the reduction half-cell are written to the right.

o A single vertical line represents a phase boundary e.g. Zn(s) │ Zn2+(aq).

o A comma separates half-cell components that are in the same phase e.g. H+(aq),
MnO 4
(aq
o Half-cell components usually appear in the same order as in the half-reaction.
o Electrodes appear on the far left and right of the notation.
o A double vertical line indicates the separated half-cells and represents the phase
boundary on either side of the salt bridge

E.g. Zn(s) │ Zn2+(aq) ║ Cu2+(aq) │ Cu(s).

Ions that are not part of the reaction are omitted from the cell notation.

D. WRITING OF EQUATIONS REPRESENTING OXIDATION AND

REDUCTION HALF REACTIONS AND REDOX REACTIONS:

 Predict the half-cell in which oxidation will take place when connected to another half-
cell.
 Predict the half-cell in which reduction will take place when connected to another half-
cell.
 Write equations for reactions taking place at the anode and cathode.
 Deduce the overall cell reaction by combining two half-reactions.

42 | P a g e
 E. UNDERSTANDING THE PROCESSES AND REDOX REACTIONS TAKING
PLACE IN ELECTROLYTIC CELLS :

 Describe the movement of ions in the solution.

 State the direction of electron flow in the external circuit.
 Write equations for the half-reactions taking place at the anode and cathode.
 Write down the overall cell reaction by combining two half-reactions.
 Describe, using half-reactions and the equation for the overall cell reaction as well as
the layout of the particular cell using a schematic diagram, the following electrolytic
processes:

o The decomposition of copper(II) chloride

o Electroplating, e.g. the electroplating of an iron spoon with silver/nickel
o Refining of copper
o The electrolysis of a concentrated solution of sodium chloride and its use in
the chlor-alkali industry
o The recovery of aluminium metal from bauxite (South Africa uses bauxite
from Australia.)
 Describe risks to the environment of the following electrolytic processes
used industrially:
o The production of chlorine (the chemical reactions of the chloro-alkali industry)
o The recovery of aluminium metal from bauxite

43 | P a g e
ELECTROCHEMICAL REACTIONS

 Use MULTIPLE CHOICE QUESTIONS SET 5 1.18 to distinguish between

Electrolytic cells and galvanic cells

NB: Define the galvanic cell as in which chemical energy is converted into electrical
energy. A galvanic (voltaic) cell has self-sustaining electrode reactions.

Define the electrolytic cell as a cell in which electrical energy is converted into
chemical energy.
 Use this question to define and explain ALL concepts related to REDOX reactions, i.e,
-
 Oxidation and reduction in terms of electron (e ) transfer
 Oxidation and reduction in terms of oxidation numbers
 Oxidising agent and a reducing agent in terms of oxidation and reduction
 An anode and a cathode in terms of oxidation and reduction
 An electrolyte as a solution/liquid/dissolved substance that conducts electricity
through the movement of ions.
 Electrolysis
 Use QUESTIONS 1. 19 to 1.21 to explain and discuss the processes and redox
reactions taking place in Galvanic cells

o Describe the movement of ions in the solutions.

o State the direction of electron flow in the external circuit.
o Write down the half-reactions that occur at the electrodes (using STANDARD
REDUCTION POTENTIAL TABLES)
o State the function of the salt bridge.
o Use cell notation or diagrams to represent a galvanic cell.
o Use the Table of Standard Reduction Potentials to calculate the emf of a
standard galvanic cell.

 Use QUESTIONS 1. 22 to 1.26 to explain and discuss the processes and redox
reactions taking place in Electrolytic cells

o Describe the movement of ions in the solution.

o State the direction of electron flow in the external circuit.
o Write equations for the half-reactions taking place at the anode and cathode.
o Write down the overall cell reaction by combining two half-reactions.
o Describe, using half-reactions and the equation for the overall cell reaction as
well as the layout of the particular cell using a schematic diagram, the
following electrolytic processes:


The decomposition of copper(II) chloride (i.e. Electrolysis 1.22)

Electroplating (1.23)

Refining of copper (1.25)

The electrolysis of a concentrated solution of sodium chloride and its use
in the chlor-alkali industry (1.26)
 The recovery of aluminium metal from bauxite (1.24)
 Describe risks to the environment of the following electrolytic processes used
industrially:

44 | P a g e
MULTIPLE CHOICE QUESTIONS SET 5
1.18 What will happen at the negative electrode of a voltaic (galvanic) cell and at the
negative electrode of an electrolytic cell?

Voltaic (galvanic) cell Electrolytic cell

A. Oxidation Reduction
B. Reduction Oxidation
C. Oxidation Oxidation
D. Reduction Reduction

1.19 Which ONE of the following redox will occur spontaneously?

A Cu(s) + 2H+ → Cu2+ + H2 (g)
B Mg(s) + 2H+ →Mg2+ + H2 (g)
C 2Ag(s) + 2H+ → 2Ag+ + H2 (g)
D Hg (ℓ) + 2H+ → Hg2+ + H2 (g)

1.20 Consider the following electrochemical cell:

The correct cell notation for the above cell operating under standard conditions is:

A Cu / Cu2+ // Cl- / Cl2 B Pt / Cl- // Cu2+ / Cu

C Cu2+ / Cu // Cl- / Cl2 / Pt D Cu / Cu2+ // Cl2 / Cl- / Pt

45 | P a g e
1.21 A learner has a light bulb which only lights up when a minimum voltage (potential
difference) of 1,84V is applied across its filament. Which ONE of the following
standard cells will cause the bulb to light up?

Refer to the Table of Standard Reduction Potentials (Table4).

A. Sn2+ +Zn2+ → Zn +Sn4+ C H2+Cu2+→ Cu +2H+

B. Cd +Co3+ →Cd2+ + Co2+ D 2Cℓ- + Fe3+ →Cℓ2 +Fe

1.22 Electrolysis can be used to coat a car’s hubcaps with a layer of chrome.
The hubcap must be the …..
A anode, in order to gain electrons
B cathode, in order to gain electrons
C anode, in order to lose electrons
D cathode, in order to lose electrons
1.23 A learner wants to electroplate a wrought iron car silencer with chromium. He uses
the experimental set-up shown in the simplified diagram below.

Which ONE of the following is CORRECT?

46 | P a g e
1.24 Which ONE of the following statements about the extraction of aluminium
in an electrolytic cell is TRUE?

When the cell is in operation, …

A Carbon dioxide gas is released at the anode.

B Aluminum forms at the anode.
C The oxygen formed at the anode reacts with aluminium.
D Carbon dioxide gas is released at the cathode

1.25 Copper is purified through electrolysis as represented in the simplified diagram

below:

Cu Cu

Which ONE of the following statements is CORRECT for this process?

A Cu is reduced at the positive electrode.
B Cu is oxidised at the negative electrode.
C Cu2+ ions are reduced at the positive electrode.
D Cu2+ ions are reduced at the negative electrode.

1.26 The diagram below shows a cell to prepare chlorine gas and sodium hydroxide.

Which ONE of the following combinations is applicable to the cell while it is in

operation?

Reaction at positive electrode Gas A Gas B

A Oxidation Hydrogen Chlorine
B Reduction Chlorine Hydrogen
C Oxidation Chlorine Hydrogen
D oxidation Chlorine oxygen

47 | P a g e
48 | P a g e
49 | P a g e
50 | P a g e
51 | P a g e
52 | P a g e
QUESTION 9
9.1 A magnesium plate is placed in a Copper (II) sulphate (CuSO4) solution as shown
below. After a while it is observed that the magnesium becomes eroded and another
metal, represented as metal A in the sketch, is formed at the bottom of the beaker.

Mg

CuSO4(aq)

Metal A

Write down the:

9.1.1 NAME of metal A (1)
9.1.2 Balanced equation, omitting spectator ions, for the net reaction that takes
place. (3)
9.2 The electrochemical cell represented below functions at standard conditions.

O2(g) Mg

Pt °° ° °
° °° H°2O
H+(aq), °
° °2(aq) Mg2+(aq)

9.2.1 Is the above cell a GALVANIC or an ELECTROLYTIC cell? (1)

9.2.2 Write down the name of the component labelled as X in the above diagram.(1)

9.2.3 Define the term reducing agent in terms of electron transfer. (2)

9.2.4 In which direction do electrons flow in this cell? Write down TO THE LEFT

or TO THE RIGHT.
Refer to the relative strength of reducing agents to explain the answer. (4)
9.2.5 Write down the cell notation for this cell. (4)
9.2.6 Calculate the initial reading on the voltmeter. (4)
[20]

53 | P a g e
 QUESTION 10
The diagram below shows a type of membrane cell used in the chloro-alkali industry.

Power supply Gas B

Gas A

Saturated

NaCℓ(aq)
M + - N

Depleted
NaOH
NaCℓ

Cationic membrane

10.1 Name the gases A and B. (2)

10.2 Why is the membrane cell called a cationic membrane? (1)
10.3 Give TWO reasons why the membrane cell is the preferred cell for the preparation of
chlorine. (2)
10.4 Write down the half-reaction that takes place at electrode N. (2)
10.5 Write down the half-reaction that takes place at electrode M. (2)
10.6 Write down the balanced net cell reaction. (3)
10.7 Calculate the Emf of the cell (3)
10.8N Apart from its use in household products, name TWO industrial use of chlorine.(2)
10.9 Briefly explain how sodium hydroxide forms in this cell. Use equations to support
your answer.
10.10 Explain why this electrolytic process cannot be done in one large container
without a membrane. (2)

[23]

54 | P a g e
PART 7: ORGANIC MOLECULES AND MACTROMOLECULES

 Exam Questions on Organic Chemistry are often divided into three parts (i.e.
Nomenclature, Physical and Chemical Properties).

 Use MULTIPLE CHOICE QUESTIONS SET 6 1.14 to 1. 21 to explain and discuss

organic molecular structures – functional groups, saturated and unsaturated structures,
isomers(i.e. restrict isomers to Positional Isomers, Chain Isomers and Functional
Isomers) and IUPAC naming and formulae condensed structural formulae, structural
formulae and molecular formulae (up to 8 carbon atoms, one functional group per
molecule) for:

 Alkanes (no ring structures)

 Alkenes (no ring structures)
 Alkynes
 Halo-alkanes (primary, secondary and tertiary haloalkanes; no ring structures)
 Alcohols (primary, secondary and tertiary alcohols)
 Carboxylic acids
 Esters
 Aldehydes
 Ketones

 Use 1.22 to 1.25 to explain and discuss chemical properties including specific conditions
for each reaction (i.e. Oxidation (Combustion), Substitution, Addition, Elimination
(include: Cracking) and Esterification).

 Use QUESTION 1.26 to explain and discuss structure and physical properties (i.e. Boiling
point, Melting point, Vapour pressure) relationships

NB: For a given example (from the above functional groups), explain the relationship
between physical properties and:

 Strength of intermolecular forces (Van der Waal's forces), i.e. hydrogen bonds,
dipole-dipole forces, induced dipole forces
 Type of functional groups
 Chain length
 Branched chains

 Use QUESTION 1.27 to explain and discuss Organic Macromolecules (i.e Plastics and
Polymers).

NB: Describe the following terms such as Macromolecule, Polymer, Monomer and
distinguish between addition polymerisation and condensation polymerisation:

55 | P a g e
MULTIPLE CHOICE QUESTIONS: SET 6

1.14 CnH2n+1OH is the GENERAL FORMULA for…

A Alkanes
B Aldehydes
C Alcohols
D Alkenes

1.15 Consider the structural formula of an organic compound below.

Which ONE of the following is the correct IUPAC name of this compound?

A Ethanone
B Ethene
C Ethanol
D Ethanal

1.16 An example of an unsaturated hydrocarbon is:

A C2HCℓ3
B C4H8
C C3H8
D C3H7OH

1.17 The semi-condensed structural formula of an organic compound is shown below:

What is the correct IUPAC name for this organic compound?

A 2,4,4-trimethylhexane
B 2-ethyl-2,4-dimethylpentane
C 2,4-dimethyl-4-ethylpentane
D 3,3,5-trimethylhexane

56 | P a g e
1.18 A learner is asked to name an organic compound X, according to the IUPAC system.
She incorrectly names the compound as 2–chloro–4–ethylpentane.

The correct name of the compound using the IUPAC system could be . . .
A 2–chloro–4–methylhexane.
B 4–chloro–2–methylhexane.
C 4–chloro–2–methylpentane.
D 2–chloro–2– methylpentane.
1.19 The group of atoms that determine the physical and chemical properties of ketones is..
A Carboxyl group.
B Formyl group.
C Carbonyl group.
D Hydroxyl group.
1.20 Which ONE of the following organic compounds does NOT contain a carbonyl group?
A Aldehydes
B Ketones
C Alcohols
D Esters

1.21 A certain compound has the molecular formula C5H10O.

Which ONE of the following is the homologous series to which this compound
belongs?
A Carboxylic acids
B Alcohols
C Esters
D Ketones

1.22 A simple organic reaction is given below:

Which one of the formulae below represents the major organic product X formed in
this reaction.

A CH3CHCℓCH2Cℓ
B CH2CℓCH2CH3
C CH3CHCℓCH3
D CH3CH2CH2Cℓ

57 | P a g e
1.23 Ethene can be converted into other carbon-containing compounds using the reactants
shown in the following flow chart.

HBr NaOH
ethene Compound X Compound Y

Reaction 1 Reaction 2

Compounds X and Y are, respectively:

X Y
A Bromoethane Ethanol
B Bromoethene Ethanol
C Bromoethane Ethanoic acid
D bromoethene Ethane hydroxide

1.24 Consider the structural formula of a compound below.

Which ONE of the following pairs of reactants can be used to prepare this compound
in the laboratory?

A Methanoic acid and propanol

B Propanoic acid and methanol
C Methanoic acid and propan-1-ol
D Butanoic acid and propan-1-ol

1.25 Which ONE of the following compounds will decolourise bromine water the
fastest at room temperature?

H O H H
A H B H C C H
C C H
H H H

H H
C H H D O
H C C H
H C C H
H H

58 | P a g e
1.26 In which ONE of the following options are the three compounds arranged in
order of increasing (lowest to highest) boiling points?

A CH3CH2COOH CH3CH2CH2CH2CH3 CH3CH2CH2CH2OH

B CH3CH2CH2CH2OH CH3CH2CH2CH2CH3 CH3CH2COOH
C CH3CH2CH2CH2CH3 CH3CH2CH2CH2OH CH3CH2COOH
D CH3CH2CH2CH2CH3 CH3CH2COOH CH3CH2CH2CH2OH

1.27 Polyethene is manufactured when ethene is heated to a relatively high

temperature under a high pressure. The reaction is correctly illustrated in:

59 | P a g e
ORGANIC MOLECULES STRUCTURED PRACTICE EXAM QUESTIONS

 Exam Questions on Organic Chemistry are divided into three parts (i.e. Nomenclature,
Physical and Chemical Properties).

 Use ORGANIC MOLECULES 1 QUESTIONS to explain and discuss Organic

molecular structures – functional groups, saturated and unsaturated structures, isomers(i.e.
restrict isomers to Positional Isomers, Chain Isomers and Functional Isomers) and IUPAC
naming and formulae condensed structural formulae, structural formulae and molecular formulae
(up to 8 carbon atoms, one functional group per molecule) for:

 Alkanes (no ring structures)

 Alkenes (no ring structures)
 Alkynes
 Halo-alkanes (primary, secondary and tertiary haloalkanes; no ring structures)
 Alcohols (primary, secondary and tertiary alcohols)
 Carboxylic acids
 Esters
 Aldehydes
 Ketones

 Use ORGANIC MOLECULES 2 QUESTIONS to explain and discuss structure and

physical properties (i.e. Boiling point, Melting point, Vapour pressure)relationships

IMPORTANT POINTS

o Many of the properties of the hydrocarbons are determined by their molecular

structure, the bonds between atoms and molecules, and their surface area.
o The melting points and boiling points of the hydrocarbons increase as their number
of carbon atoms increases.
o The molecular mass of the hydrocarbons determines whether they will be in the
gaseous, liquid or solid phase at specific temperatures.
o Vapour pressure: vapour pressure refers to the pressure that is caused by the formed
vapour.
o The alcohols share a number of properties because of the hydroxyl group. The
hydroxyl group affects the solubility of the alcohols (in water). Those with shorter
carbon chains are generally more soluble, and those with longer chains are less
soluble.
o The strong hydrogen bond between the hydrogen and oxygen atoms in the hydroxyl
group gives alcohols a higher melting point and boiling point than the hydrocarbons.
o The carboxylic acids have weak acidic properties because the hydrogen atom is able
to dissociate from the carboxyl group.
o Intermolecular forces are forces of attraction or repulsion which act between
neighboring particles (atoms, molecules or ions). They are weak compared to the
intra-molecular forces, the forces which keep a molecule together.

60 | P a g e
 The flow diagrams below summarises the types of Intermolecular forces present
between the organic molecules prescribed in CAPS:

Intermolecular forces

Van der Waals forces Hydrogen Bonds

London or dispersion bonds Dipole-dipole forces Result from

interactions
• Resulting from temporary Result from interactions between H atoms
dipoles between two permanent with: N; O; F.
• All bonds show London forces dipoles. Is found with polar Occurs with
Leads to: molecules. alcohols and
• Greater surface area → carboxylic acids.
greater force
• More polarity →stronger
forces

Intermolecular forces

Van der Waals forces Hydrogen Bonds

Alcohols and
London forces Dipole-dipole forces
Carboxylic
Alkanes; Alkenes; Alkynes; Haloalkanes; Aldehydes;
Acids.
Haloalkanes; Aldehydes; Ketones; Esters; Alcohols;

Ketones; Esters; Alcohols; and and Carboxylic Acids

Carboxylic acids

61 | P a g e
1) Relationship between Boiling Point (BP), Melting Point (MP), Vapour Pressure (VP)) AND
CHAIN LENGTH:

RELATIONSHIPS EXPLANATION

The more the chain length the higher the The longer the length of chain, the larger the
Boiling Point and Melting Point. surface area, the stronger the intermolecular
(Van der Waals) forces. More energy
required to break bonds.

The longer the chain length the lower the
Vapour Pressure.
2.The longer the length of chain, the larger
the surface area, the stronger the
intermolecular (Van der Waals forces. The
fewer the individual molecules above
surface of substance, the lower the vapour
pressure.

2) Relationship between Boiling Point (BP), Melting Point (MP), Vapour Pressure (VP) AND
BRANCHED CHAINS

RELATIONSHIPS EXPLANATION

The more the branched chain the lower the
Boiling Point and Melting Point.
The more the branched chain the higher the
Vapour Pressure.
The more branches, the more spherical the
molecules, the smaller the surface area, the
weaker the intermolecular (Van der Waals)
forces, the lower the Boiling Point and
Melting Point.
The more branches, the weaker the
intermolecular (Van der Waals) forces, The
larger the individual molecules above
surface of substance, the higher the vapour
pressure.

3) Relationship between Boiling Point (BP), Melting Point (MP), Vapour Pressure (VP) AND SAME
FUNCTIONAL GROUP

RELATIONSHIPS EXPLANATION

The more the number of halogen (F, Cl, Br, I) The more the number of same functional
or OH groups or CO groups or CHO groups groups the stronger the intermolecular forces
the higher Boiling Point and Melting Point. (Hydrogen bonds or Van der Waals Forces)
the higher Boiling Point and Melting Point.
The more the number of halogen (F, Cl, Br, I) The more the number of same functional
or OH groups or CO groups or CHO groups groups, the stronger the intermolecular
the lower the Vapour Pressure (Hydogen bonds or Van der Waals) forces,
The larger the individual molecules above
surface of substance, the lower the Vapour
Pressure.

62 | P a g e
4) Relationship between Boiling Point (BP), Melting Point (MP), Vapour Pressure (VP)
AND THE TYPE FUNCTIONAL GROUP

 For the relationship between Boiling Point , Melting Point, Vapour Pressure) AND THE
TYPE FUNCTIONAL GROUP, we need to first arrange the functional groups in a
particular order e.g increasing order of according to the strengths of their intermolecular
forces.

NB: This is done and based on the principle that you are comparing functional groups in
molecules of comparable molecular mass.

 The boiling points and melting points of carboxylic acids are higher than those of
alcohols of comparable molecular mass but the vapour pressures of carboxylic acids will
be less than that of alcohols of comparable molecular mass.

 An explanation for this is that carboxylic acids have two sites for hydrogen bonding
whereas alcohols have only one. Thus intermolecular forces in carboxylic acids are
stronger than those in alcohols of comparable molecular mass.

 The weaker intermolecular forces in alcohols also mean that more alcohol molecules
above the liquid surface than there are carboxylic acids molecules.

Therefore the vapour pressures of alcohols are higher than those of carboxylic acids of
comparable molecular mass.

 Use ORGANIC MOLECULES 3 QUESTIONS to explain and discuss chemical

properties including specific conditions for each reaction (i.e. Oxidation (Combustion),
Substitution, Addition, Elimination (include: Cracking) and Esterification).

IMPORTANT REACTIONS OF CERTAIN ORGANIC COMPOUNDS

What learners must know?
 Identify the types of reactions that different Functional Groups undergo.
 Explain what happens during each type of reaction.
 Compare the reactivity of different Functional Groups/ Homologous Series.
 Know that:

ALKANES undergo:
 Combustion (or oxidations) reactions.
 Elimination reactions.
 Substitution reactions

63 | P a g e
 ALKENES undergo:
 Combustion (or oxidations) reactions.
 Addition reactions (including Polymerization)

ALKYNES undergo:
 Combustion (or oxidation) reactions.
 Addition reactions ( no longer examinable).

HALOALKANES undergo:
 Elimination reactions.
 Substitution reactions

ALCOHOLS undergo:
 Combustion (or oxidations) reactions.
 Elimination reactions.
 Substitution reactions.
 Esterification.

NB: Give an example of each reaction mentioned above and the specific conditions

64 | P a g e
 Summary of Organic Reactions

SUBSTITUTION
Alkane → haloalkane
Conditions: heat OR sunlight Reactants: alkane + X2 (F, Cl, Br, I)

Type of substitution: halogenations Products: haloalkane + HX

REACTIONS OF OXIDATION 2C6H14 + 19O2 → 12CO2 + 14H2O

ALKANES (COMBUSTION) Alkane + oxygen → carbon dioxide + water + energy

ELIMINATION
Alkane → alkene(s) + alkane
with shorter chain Type of elimination: (thermal) cracking

Conditions: heat + high pressure

Reactant: alkane

Conditions: no water; Unreactive solvent

ADDITION

ADDITION

Type of addition: hydrohalogenation

Conditions: unreactive solvent Reactants: alkene + HX (X = I, Br, Cl)
Type of addition: halogenation Product(s): haloalkane(s)

Major product:H atom attaches to the C atom

REACTIONS OF
ALKENES
ADDITION

ADDITION

/
Pt

Conditions: excess H2O; small amount of acid

(H2SO4/H3PO4) as catalyst
Conditions: Pt, Pd or Ni as catalyst
Type of addition: hydration
Type of addition: hydrogenation

Reactants: alkene + H2
Reactants: alkene + H2O

Product: alcohol(s)
65 | P a g e
 Conditions: concentrated strong base (NaOH, KOH, LiOH) in ethanol + heat
Type of elimination: dehydrohalogenation

Reactants: haloalkane + concentrated strong base Products: alkene + NaBr + H2O

Major product: The one where the H atom is removed from the C atom with the least number of H atoms (most

ELIMINATION

Haloalkane → alkene

REACTIONS OF HALOALKANES

SUBSTITUTION

Haloalkane → alcohol

Conditions: excess H2O + mild heat

Conditions: dilute strong base (NaOH/KOH/LiOH) + mild heat
Type of substitution: hydrolysis
Type of substitution: hydrolysis
Reactants: haloalkane + H2O
Reactants: haloalkane + dilute strong base

H2SO4
/

Conditions: dehydrating agent (H2SO4/H3PO4) + heat Conditions: heat

Type of elimination: dehydration Reactants needed: alcohol + HX

Reactants: alcohol + H2SO4 Primary & secondary alcohols:

Products: alkene(s) + H2O NaBr + H2SO4 used to make HBr in reaction flask

ELIMINATION SUBSTITUTION

Alcohol → alkene Alcohol → haloalkane

REACTIONS OF ALCOHOLS

ESTERIFICATION

Acid catalyzed condensation

H2SO4

Conditions: acid as catalyst + heat Type: esterification

66 | P aReactants:
ge alcohol + carboxylic acid + H2SO4 Products: ester + water
 Basic polymerisation as application of Organic Chemistry

What learners must know: ( In conjunction with CAPS)

 Describe what a macromolecule is.

 Understand what a polymer is and how it differs from a monomer.
 Describe a polymerisation process.
 Distinguish between addition polymerisation and condensation polymerisation.
 Identify monomers from given addition polymers
 Write down an equation for the polymerization of ethane to produce polythene
 State the industrial uses of polythene.
Example 1 Identification of monomers from polymers
The diagram below represents structural formulae of two polymers both formed through
addition polymerization. Identify the monomer from which each polymer is derived and
name the monomer.

Solution: Step 1: Find the repeating unit and insert a bracket around it.

[]
[]
67 | P a g e
Step 2: Separate a repeating structural unit and then insert a double bond between
carbon atoms to give you a structural formula for the monomer from which the
polymer is derived.
Molecule A:

Molecule B:

Step 3: Name the monomer.

Molecule A: Ethene

Molecule B: Chloroethene

68 | P a g e
Example 2: POLYMERISATION OF ETHENE

The reaction below shows the polymerisation of ethane to produce polythene (polyethene).

Many ethene molecules Poly (ethene)

IMPORTANT POINTS:
A polymer may be a chain of thousands of monomers, and so it is impossible to draw the
entire polymer. Rather, the structure of a polymer can be condensed and represented as
shown below:

 The brackets contain the repeat unit.

 The repeating structural unit (the saturated form of the monomer) is enclosed in brackets
and the n represents the number of repeating units in the polymer, where n is any whole
number.
 The small n means that there are many of them.
 The repeat unit is repeated over and over again (many times to make up the long chain of
the polymer).

Below are some examples of the repeat units of polymers.

69 | P a g e
QUESTION 2 [ ORGANIC MOLECULES 1: A

Consider the organic compounds represented by the letters A to I in the table below.

Ask Five “Good” Questions you can use to assess learners’ understanding of fundamental
concepts of organic molecules. NB: Do not limit yourself only to questions from examiners
below:
1…………………………………………………………………………………………………
…………………………………………………………………………………………………
2…………………………………………………………………………………………………
…………………………………………………………………………………………………
3………………………………………………………………………………………………
…………………………………………………………………………………………………
4…………………………………………………………………………………………………
…………………………………………………………………………………………………
5…………………………………………………………………………………………………
…………………………………………………………………………………………………

70 | P a g e
2.1 Write down the letter(s) that represent(s) the following:
2.1.1 Two compounds that are CHAIN ISOMERS (1)
2.1.2 A PRIMARY ALCOHOL (1)
2.1.3 A weak, MONOPROTIC ACID (1)
2.2 Write down:
2.2.1 The IUPAC name of compound F (2)
2.2.2 The NAME of the homologous series to which compound C belongs (1)
2.2.3 A balanced equation for the complete combustion of compound H using
MOLECULAR FORMULAE (3)

2.3 Compound I is the product of an esterification reaction.

For Compound I, write down the:

2.3.1 IUPAC name. (2)

2.3.2 STRUCTURAL FORMULA of the alcohol from which it is synthesized. (2)
2.3.3 IUPAC name of the carboxylic acid from which it is synthesised. (1)

2.4 “Propanoic acid is a functional isomer of compound I”

Explain this statement fully.

(In your explanation, give the molecular formulae and structural formulae of both
isomers and indicate any differences and similarities.) (4)

[18]

71 | P a g e
QUESTION 2 [ORGANIC MOLECULES 1] B
The letters A to G in the table below represent seven organic compounds.

H H O
A B
H O H H C C O H
H C C C H H H

H H H

C 2-methylpropan-2-ol D CH3CH2CH2CHO

F
E
H H H H H
H C C C C CH3 H C C C H
H CH3 Cℓ Br H

Use the information in the table (where applicable) to answer the questions that follow.
2.1 Write down the LETTER that represents a compound that:
(A compound may be used more than once.)
2.1.1 Is an aldehyde. (1)
2.1.2 Is a tertiary alcohol. ` (1)
2.1.3 contains a carboxyl group. (1)
2.2 Write down the IUPAC name of compound:
2.2.1 E (2)
2.2.2 F (2)
2.3 Write down the structural formula of:
2.3.1 a functional isomer of compound B. (2)
2.3.2 the functional group of compound A. (2)
2.4 Write down the letters of two compounds that belong to the same
homologous series. (1)
2.5 Write down the general formula for compound E.
2.6 A mixture of compound B, propan-1-ol and concentrated sulphuric acid
are together heated in a test tube to produce an organic compound G
and water.
2.6.1 Give a reason why the above mixture must not be heated over
an open flame. (1)
2.6.2 Write down the name of the type of reaction that occurs. (1)
2.6.3 Write down the IUPAC name for compound G. (2)

2.6.4 Write down the structural formula for compound G. (2)

[19]

72 | P a g e
QUESTION 3 [ORGANIC MOLECULES 2] A
A learner investigates the relationship between the structural isomers of pentane and their
boiling points. The results obtained were recorded as shown below:

COMPOUND MOLECULAR BOILING POINT

FORMULA (0C)
Pentane C5H12 36
2-methylbutane C5H12 28
2,2-dimethylpropane C5H12 10

3.1 Define the term structural isomer. (2)

3.2 Name the homologous series to which the compounds belong. (1)
3.3 For this investigation write down the:

3.3.1 Dependent variable (1)

3.3.2 Independent variable (1)
3.3.3 Conclusion that can be drawn from the above results. (2)

3.4 Refer to MOLECULAR STRUCTURE, INTERMOLECULAR FORCES and

ENERGY needed, to explain your conclusion in QUESTION 3.3.3. (4)
3.5 What precaution should the learners take when carrying out the experiment?
Give reason. (2)

[13]

73 | P a g e
QUESTION 3 [ORGANIC MOLECULES 2:] B
The table below shows the boiling points of six organic compounds, represented
by the letters A to F.

COMPOUND BOILING POINT

(°C)
A Methane -162
B Ethane -89
C Propane -42
D Methanol 65
E Ethanol 78
F Propan-1-ol 97

3.1 Consider compounds A to C.

3.1.1 What is the physical state (SOLID, LIQUID or GAS) of propane at
45 °C? (1)

3.1.2 Write down the general formula of the homologous series to which
these compounds belong. (1)

3.1.3 What is the trend in boiling points from compound A to compound C?

Write down INCREASES or DECREASES. Fully explain this trend. (4)

3.2 The boiling points of compounds C and E are compared. Fully explain the
difference in boiling points by referring to the TYPE of intermolecular forces
present in each of these compounds. (3)

3.3 How will the vapour pressure of compound E compare to that of

compound F?
(Write down HIGHER THAN, LOWER THAN or EQUAL TO.)
Give a reason for the answer by referring to the boiling points of
the compounds. (2)

[11]

74 | P a g e
QUESTION 3 [ORGANIC MOLECULES 2] C
3.1 Define the term vapour pressure. (2)
3.2 The table below shows the vapour pressure values of three alkanes.

Name Vapour pressure (kPa at 200C)

Ethane 3 750
Propane 843
Butane 204

3.2.1 Fully explain why the vapour pressure DECREASES from ethane
to butane. (3)
3.2.2 Which of the alkanes will be the most difficult to ignite at room
temperature? (1)

3.3
3.3.1 Predict whether ethanol will have a HIGHER or a LOWER vapour
pressure than ethane. (1)
3.3.2 Fully explain the answer to QUESTION 3.3.1. (2)

[10]

75 | P a g e
QUESTION 4 [ORGANIC MOLECULES 3] A
The flow diagram below shows the reactions of 2-chloro-3-methylpentane under
different conditions.

Reaction 1 Reaction 2

2-chloro-3-methylpentane Compound A alkene

Compound B

4.1 Classify 2-chloro-3-methylpentane as SATURATED or UNSATURATED and

give a reason for the answer. (2)
4.2 Reaction 1 takes place in the presence of dilute sodium hydroxide. Name the
type of substitution reaction that takes place.
4.3 Write down the:
4.3.1 Structural formula for compound A. (1)

4.3.2 TWO reaction conditions for reaction 2. (2)

4.3.3 Name of the type of reaction of which reaction 2 is an example. (2)

4.3.4 Name of the alkene formed in reaction 2. (2)

4.4 Compound B is formed when 2-chloro-3-methylpentane reacts in the presence

of concentrated sodium hydroxide.
4.4.1 Write down another reaction condition required for this reaction. (1)

4.4.2 Classify this reaction as SUBSTITUTION, ADDITION or ELIMINATION.

(1)

[12]

76 | P a g e
77 | P a g e
QUESTION 11 ORGANIC MOLECULES 1, 2&3
Letters A to F in the diagram below represent six organic compounds. The reactions are
numbered I to V.

The conditions for reactions I to V are tabulated below.

Reaction Condition
I Heat with NaOH(aq)
II Heat gently with organic compound X and a few drops of concentrated
H2SO4
III Heat with excess concentrated H2SO4
IV Heat to 1500 C with H2 and a Ni catalyst
V React with Cℓ2

11.1 Write down the letter (A to F) of the compound that is a/an:

11.1.1 Saturated hydrocarbon. (1)

11.1.2 Alcohol. (1)
11.1.3 Ester. (1)

78 | P a g e
11.2 Write down the IUPAC name of compound:
11.2.1 D. (1)
11.2.2 F. (1)

11.3 Name the homologous series to which compound A belongs. (1)

11.4 Write down the general formula of the homologous series to which compound E
belongs. (1)

11.5 Give the chemical formula of the inorganic product that has not been shown in
reaction:
11.5.1 I (1)
11.5.2 II (1)

11.6 Write down a balanced chemical equation, using molecular formulae, for the
complete combustion of compound B. (3)
11.7 What is the function of concentrated H2SO4 in reaction III? (1)

11.8 Reactions II and III involve heating compound B, which is flammable. Suggest a
safe way of heating flammable liquids. (1)

11.9 Name the type of reaction taking place in reaction:

11.9.1 I (1)

11.9.2 V (1)

11.10 Consider reaction II and write down:

11.10.1 The structural formula of organic compound X that reacts with
compound B to form compound C. (2)

11.10.2 The molecular formula of compound C. (2)

11.10.3 The IUPAC name of a functional isomer of compound C. (1)

11.10.4 The IUPAC name and structural formula of a positional isomer of

compound C. (3)

11.11 Compound B is soluble in water whereas compound E is insoluble in water.

Explain this difference by referring to the relevant types and strengths of the
intermolecular forces. (3)
11.12 Compound E (ethane) has a boiling point of –89 °C whereas butane has a boiling
point of –1 °C. Explain this difference in boiling point by referring to the relevant
intermolecular forces and the factors influencing their strength. (3)
[30]

79 | P a g e
PART 8: IMPORTANT DEFINITIONS/LAWS/PRINCIPLES
PAPER 2: CHEMISTRY FOCUS

ORGANIC MOLECULES

1. Organic molecules are molecules containing carbon atoms.

2. Molecular formula: A chemical formula that indicates the type of atoms and the correct number
of each in a molecule.

3. Structural formula: A structural formula of a compound shows which atoms are attached to
which within the molecule. Atoms are represented by their chemical symbols and lines are used to
represent ALL the bonds that hold the atoms together.

4. Condensed structural formula: This notation shows the way in which atoms are bonded together
in the molecule, but DOES NOT SHOW ALL bond lines.

5. Hydrocarbon: Organic compounds that consist of hydrogen and carbon only.

6. Homologous series: A series of organic compounds that can be described by the same general
formula OR in which one member differs from the next with a -CH2 group.

7. Saturated compounds: Compounds in which there are no multiple bonds between C atoms in
their hydrocarbon chains.

8. Unsaturated compounds: Compounds with one or more multiple bonds between C atoms in their
hydrocarbon chains.

9. Functional group: A bond or an atom or a group of atoms that determine(s) the physical and
chemical properties of a group of organic compounds

10. Structural isomer: Organic molecules with the same molecular formula, but different structural
formulae

11. Chain isomers: Same molecular formula, but different types of chains, e.g. butane and 2-
methylpropane.

12. Positional isomers: Same molecular formula, but different positions of the side chain, substituents
or functional groups on the parent chain, e.g. 1-choropropane and 2-chloropropane or but-2-ene
and but-1-ene

13. Functional isomers: Same molecular formula, but different functional groups, e.g. methyl
methanoate and ethanoic acid.

14. Macromolecule: A molecule that consists of a large number of atoms

15. Polymer: A large molecule composed of smaller monomer units covalently bonded to each other
in a repeating pattern.

16. Monomer: Small organic molecules that can be covalently bonded to each other in a repeating
pattern.
17. Polymerisation: A chemical reaction in which monomer molecules join to form a polymer.

80 | P a g e
18. Addition polymerisation: A reaction in which small molecules join to form very large molecules
by adding on double bonds.

19. Addition polymer: A polymer formed when monomers (usually containing a double bond)
combine through an addition reaction.

20. Condensation polymerisation: Molecules of two monomers with different functional groups
undergo condensation reactions with the loss of small molecules, usually water.
21. Condensation polymer: A polymer formed by two monomers with different functional groups
that are linked together in a condensation reaction in which a small molecule, usually water, is
lost.

ENERGY AND CHEMICAL CHANGE:

22. Heat of reaction(ΔH) is the energy absorbed or released in a chemical reaction.

23. Exothermic reactions are reactions that release energy.

24. Endothermic reactions are reactions that absorb energy.

25. Activation energy is the minimum energy needed for a reaction to take place.

26. An activated complex is the unstable transition state from reactants to products.

REACTION RATES AND EQUILIBRIUM

27. Reaction rate as the change in concentration of reactants or products per unit time

28. The collision theory is a model that explains reaction rate as the result of particles colliding with
a certain minimum energy.

29. Positive catalyst is a substance that increases the rate of a chemical reaction without itself
undergoing a permanent change.

30. Open and closed systems: An open system continuously interacts with its environment, while a
closed system is isolated from its surroundings.
31. A reversible reaction: A reaction is reversible when products can be converted back to reactants.

32. Chemical equilibrium: It is a dynamic equilibrium when the rate of the forward reaction equals
the rate of the reverse reaction.

33. Le Chatelier's principle: When the equilibrium in a closed system is disturbed, the system will re-
instate a new equilibrium by favouring the reaction that will oppose the disturbance.

81 | P a g e
ACID-BASE REACTION:
+
34. Arrhenius theory: An acid is a substance that produces hydrogen ions (H )/ hydronium ions
+ -
(H3O ) when it dissolves in water. A base is a substance that produces hydroxide ions (OH ) when
it dissolves in water.

35. Lowry-Brønsted theory:

+
An acid is a proton (H ion) donor.
+
A base is a proton (H ion) acceptor.
+
36. Strong acids ionise completely in water to form a high concentration of H3O ions.
+
37. Weak acids ionise incompletely in water to form a low concentration of H3O ions.
-
38. Strong bases dissociate completely in water to form a high concentration of OH ions.
-
39. Weak bases dissociate/ionise incompletely in water to form a low concentration of OH ions.
40. Concentrated acids/bases contain a large amount (number of moles) of acid/base in proportion to
the volume of water.
41. Dilute acids/ bases contain a small amount (number of moles) of acid/base in proportion to the
volume of water.
42. Conjugate acid-base pairs forgiven compounds. When the acid, HA, loses a proton, its conjugate
- -
base, A ,is formed. When the base, A , accepts a proton, its conjugate acid, HA, is formed. These
two are a conjugate acid-base pair.
43. A substance that can act as either acid or base as amphiprotic or is an ampholyte.
44. Hydrolysis is the reaction of salt and water
45. The equivalence point of a titration is the point at which the acid/base has completely reacted
with the base/acid.
46. The endpoint of a titration is the point where the indicator changes colour.
47. The pH scale is a scale of numbers from 0 to 14 used to express the acidity or alkalinity of a
solution.
48. Kw is the equilibrium constant for the ionization of water or the ionic product of water or the
  
ionization constant of water, i.e. Kw = H 3O  OH   1 x 1014 by 298 K.

49. Auto-ionisation of water, i.e. the reaction of water with itself to form H3O+ ions and OH-ions.

82 | P a g e
REDOX REACTIONS:

50. Galvanic cell is a cell in which chemical energy is converted into electrical energy.

51. Electrolytic cell is a cell in which electrical energy is converted into chemical energy.
-
oxidation and reduction in terms of electron (e ) transfer:

52. Oxidation: is a loss of electrons.

Reduction is a gain of electrons.

53. Oxidation: An increase in oxidation number

Reduction: A decrease in oxidation number

54. Reducing agent in terms of oxidation and reduction:

Oxidising agent: A substance that is reduced/gains electrons.

Reducing agent: A substance that is oxidised/loses electrons

55. Anode: The electrode where oxidation takes place.

56. Cathode: The electrode where reduction takes place.

57. Electrolyte as a solution/liquid/dissolved substance that conducts electricity through the

movement of ions.

58. Electrolysis: The chemical process in which electrical energy is converted to chemical energy OR
the use of electrical energy to produce a chemical change.

59. N:P:K. the ratio of Nitrogen, Phosphorus and Potassium in a bag of fertilizer.

60. Eutrophication is the process by which an ecosystem, e.g. a river or dam, becomes enriched with
inorganic plant nutrients, especially phosphorus and nitrogen, resulting in excessive plant growth.
As plant growth becomes excessive, the amount of dead and decaying plant material increases
rapidly.

PRACTICAL INVESTIGATION CONCEPTS

61. Dependent variable: This is the variable that is being measured in an experiment. It forms the
vertical axis (y-axis) of a graph.

62. Independent variable: This is the variable that is manipulated or changed in an experiment. It
forms the horizontal axis (x-axis) of a graph.
63. Control variable: This is the variable that is kept constant so that the relationship between the
independent and dependent variables can be found.

64. Investigative question: It is a relationship between independent and dependent variables (the
order is not fixed). It is phrased as a question with a question mark.

65. Hypothesis: It is an assumption prediction about the actual relationship between the independent
and dependent variables are/is and this can be proved right or wrong by doing an investigation. It
is a statement but not a question.

66. Fair test: This is an experiment (or investigation) in which there is only one independent variable.

83 | P a g e
PART 8: INFORMATION SHEETS

84 | P a g e
85 | P a g e
86 | P a g e
87 | P a g e