Chemistry Paper 2 Content Booklet Topics C6 – C10 Exam:______________________ Name ________________ Class _______________
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Chemistry Paper 2 Content Booklet
Topics C6 – C10
Exam:______________________
Name ________________ Class _______________
pg. 2
Contents Page
C6 – Rates of Reaction
Topic Booklet Pages
Revision Guide Pages
Exam Questions
Factors Affecting Rates of Reaction 4-9 138-141 4-14
Calculating Rates of Reaction 10-16 140-143 15-21
Reversible Reactions and Equilibrium 17-18 144 22-24
C7 – Organic Chemistry
Topic Booklet Pages
Revision Guide Pages
Exam Questions
Crude Oil 19-20 146-147 25-35
Fractional Distillation 21 148 36-38
Cracking and Alkenes 22-24 149 39-41
C8 – Chemical Analysis
Topic Booklet Pages
Revision Guide Pages
Exam Questions
Purity and Formulations 25 150 42-45
Chromatography 26-29 151-152 46-53
Gas Tests 30 153 54
C9 – Chemistry of the Atmosphere
Topic Booklet Pages
Revision Guide Pages
Exam Questions
Evolution of the Atmosphere 31 155 55-62
Greenhouse Gases 32-34 156 63-65
Atmospheric Pollutants 35 157-158 66-68
C10 – Using Resources
Topic Booklet Pages
Revision Guide Pages
Exam Questions
Resources and Recycling 36-37 159-160 69-74
Life Cycle Assessments 38-40 161-162 75-76
Potable Water 41-44 163-164 77-82
Waste Water 45-46 165
pg. 3
pg. 4
C6 – Factors Affecting Rates of Reaction – Revision Guide Pages 138-141
Rates of Reaction
1. What is meant by the rate of a reaction?
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2. Give an example of a reaction with a slow rate
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3. Give an example of a reaction with a fast rate
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4. How can you tell from a graph where the reaction is fastest?
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5. Why does the rate of reaction graph become less steep over time?
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6. What has happened when the line goes flat?
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pg. 5
Graphs of Rates of Reaction
1. Describe the rate of reaction shown by line 2, compared to line 1
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2. Describe the rate of reaction shown by line 3, compared to line 1
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3. Why do both lines go flat at the same point?
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4. What has happened to cause the reaction shown by line 4
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Factors Affecting Rates of Reaction
1. What is meant by collision theory?
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2. What is the smallest amount of energy needed to cause a reaction called?
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3. What happens to the rate of reaction if the particles collide twice as frequently?
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4. What happens to the rate of reaction if the particles collide with more energy?
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5. State the 4 factors which can be changed to affect the rate of reaction.
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pg. 6
Factors Affecting Rates of Reaction
Factor Reason
Higher concentration (or pressure in
gases)
Larger surface area (a powder
instead of a lump)
Higher temperature
Catalysts
A catalyst ___________________ the rate of reaction, but does not get ___________________
in the reaction. They work by providing a different _______________ _______________________
which has a lower __________________ energy so __________ energy is needed for the
reaction to start.
Task: Draw a line on the reaction profile to show how it changes when a catalyst is used.
pg. 7
Measuring Rate of Reaction – Gas Syringe
Put these method steps in order
Measure out a set mass of marble chips and add them to the acid in the conical flask.
Measure out a set volume of hydrochloric acid using a measuring cylinder.
Start the stop watch.
Quickly attach a delivery tube and gas syringe to the conical flask before any gas escapes.
Repeat the experiment using different concentrations of acid to see the effect of concentration on rate of reaction.
Pour the hydrochloric acid into a conical flask.
Record how much gas has been collected in the gas syringe every 10 seconds.
1. Why is a gas syringe a good piece of apparatus for measuring the volume of gas
produced?
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2. Describe some control variables for this experiment.
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3. What is the independent variable for this experiment?
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4. What is the dependent variable of this experiment?
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5. How could you adapt this experiment to investigate the effect of surface area on
rate of reaction?
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pg. 8
6. How can the equipment in the diagram be used to measure the amount of gas
produced in a reaction.
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7. Why is the cotton wool added into the flask?
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8. Why is this such an accurate method of measuring the amount of gas produced?
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9. What is the disadvantage of this method?
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Measuring Rates of Reaction – Black Cross
1. Which type of reaction produces a solid product when colourless solutions are
mixed together?
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2. What is the solid product called?
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3. What is another way of saying that the solution has gone cloudy?
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4. Why is the reaction done on top of the black cross?
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pg. 9
5. Why is there a lot of inaccuracy in this experiment?
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6. When hydrochloric acid and sodium thiosulfate are mixed together, what is the
precipitate made of?
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7. What state symbol is written after the precipitate in a symbol equation for the
reaction?
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Task: Put these method steps in order
Repeat the experiment with different concentrations of one of the solutions to compare results.
Add a fixed a volume of hydrochloric acid into the conical flask and start the timer.
Place the conical flask on top of a black cross.
Record the time it takes for the sulphur precipitate to form until the black cross can no longer be seen.
Add a set volume sodium thiosulphate into a conical flask (measured with a measuring cylinder).
pg. 10
C6 – Calculating Rates of Reaction – Revision Guide Pages 140-143
Calculating Rate of Reaction
a. What is the equation used to calculate the mean rate of reaction?
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b. If the amount of gas made was 30 cm3 and the time had been measured in
seconds, what would be the units for the rate of reaction?
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c. If the amount of gas made was 5 g and the time had been measured in seconds,
what would be the units for the rate of reaction?
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d. Calculate the mean rate of reaction if 100cm3 of gas was produced in 20s.
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e. Calculate the mean rate of reaction if 1.5g of gas was lost in 15s.
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f. Calculate the mean rate of reaction if 6g of precipitate was made in 1 minute.
Give your answer in g/s.
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g. Calculate the mean rate of reaction if 56 cm3 of gas was made in 3 minutes. Give
your answer in cm3/s.
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pg. 11
Rates of Reactions from Graphs
a. Mean Rate of Reaction – whole reaction
Use the steps below to find the mean rate of reaction for the reactions shown in the
graphs
pg. 12
Use the steps below to find the mean rate of reaction for the reactions shown in the
graphs
pg. 13
b. Mean Rate of Reaction – between 2 points
Task: Find the mean rate of reaction between 10 and 40 seconds for the reaction shown
in the graph
1. Draw lines up and across from the times you are interested in
2. Find the difference in the y values
3. Find the difference in the x values
4. Divide the y value by the x value to find the rate of reaction
5. Use the graph axes to write the unit
pg. 14
Task: Find the mean rate of reaction between 5 and 20 seconds for the reaction shown in
the graph
1. Draw lines up and across from the times you are interested in
2. Find the difference in the y values
3. Find the difference in the x values
4. Divide the y value by the x value to find the rate of reaction
5. Use the graph axes to write the unit
pg. 15
c. Mean Rate of Reaction – at a single point
Task: Find the rate of reaction at 25 seconds
1. Draw lines down and across from the points marked on the tangent
2. Find the difference in the y values
3. Find the difference in the x values
4. Divide the y value by the x value to find the rate of reaction
5. Use the graph axes to write the unit
pg. 16
Task: Find the rate of reaction at 13 seconds
1. Draw lines down and across from the points marked on the tangent
2. Find the difference in the y values
3. Find the difference in the x values
4. Divide the y value by the x value to find the rate of reaction
5. Use the graph axes to write the unit
pg. 17
C6 – Reversible Reactions and Equilibrium – Revision Guide Page 144
1. What is a reversible reaction?
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2. What symbol do we draw to show a reversible reaction?
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3. The arrow pointing to the right shows which reaction, forwards or backwards?
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4. The arrow pointing to the left shows which reaction, forwards or backwards?
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5. Explain what happens to the rate of the forward reaction as time goes by.
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6. Explain what happens to the rate of the backwards reaction as time goes by.
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7. What do we mean when we say a reversible reaction has reached equilibrium?
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8. This is only true in a closed system. What do we mean by a closed system?
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pg. 18
1. What will happen to the direction of the reaction if it is heated? What will happen
to the amount of ammonium chloride?
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2. What will happen to the direction of the reaction if it is cooled? What will happen to
the amount of ammonium chloride?
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3. If a forwards reaction is exothermic, what can be said about the backwards
direction?
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1. Explain what would happen if hydrated copper sulphate was heated to evaporate
the water
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2. How would you get the reaction to go in the backwards direction?
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3. What would happen to the temperature of the surroundings if the reaction was
going in the backwards direction
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pg. 19
C7 – Crude Oil – Revision Guide Pages 146-147
1. What is a hydrocarbon?
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2. What is an alkane?
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3. Describe the bonding of each carbon atom in an alkane
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4. What is the general formula of alkanes?
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5. Complete the table
Name of alkane Diagram of the displayed formula Molecular formula
Methane
Ethane
Propane
Butane
pg. 20
Combustion
1. Why are hydrocarbons useful as fuels?
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2. What are the waste products of combustion?
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3. During combustion, the reactants are oxidised. What does this mean?
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4. Write a word equation for the combustion of methane
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5. Write a word equation for the combustion of propane
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6. Balance the following equation:
_______ C2H6 + _______ O2 → _______ CO2 + _______ H2O
7. Write a balanced symbol equation for the combustion of propane (C3H8).
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Crude oil is a _______________ fuel found in __________. Oil stores a lot of ______________ so it
can be used for a fuel. Fossil fuels are non-renewable so they will ________ _______. We call
fossil fuels a ________________ resource. We cannot replace them as they take
__________________ of years to form.
Crude oil is made from the remains of plankton and other sea creatures who dies millions
of years ago and were buried under the ____________.
Oil is very useful. We use it as ____________ for many forms of transport as well as using it to
make useful products like solvents, lubricants, __________________ (like plastic) and
detergents.
pg. 21
C7 – Fractional Distillation – Revision Guide Page 148
Crude oil is a mixture of different hydrocarbons (called fractions). Separation crude oil is
done by ______________________ ______________________.
Crude oil is heated and turns into a ________________. This vapour enters the fractionating
__________________ which is ________________ at the bottom and ______________ at the top.
Each fraction has a different ___________________ ______________ so it will _________________
at a different temperature and can be drained off.
1. What is similar about the length of the hydrocarbons in each fraction of crude oil?
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2. What happens to the boiling point of the fractions as the hydrocarbon chain gets
longer?
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3. What happens to the viscosity of the fractions as the hydrocarbon chain gets
longer?
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4. What happens to the flammability of the fractions as the hydrocarbon chain gets
longer?
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pg. 22
C7 – Cracking and Alkenes – Revision Guide Page 149
1. What is cracking?
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2. Why do we need to crack long-chain hydrocarbons?
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3. What are the 2 main uses of the products of cracking?
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4. Why are alkenes so useful?
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5. What substance can we use to see if a hydrocarbon is an alkane or an alkene?
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6. What result would you expect if the hydrocarbon was an alkane?
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7. What result would you expect if the hydrocarbon was an alkene?
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pg. 23
Cracking is a thermal ________________________ reaction which means the long molecules
are broken down by ___________.
One type of cracking is steam cracking. This is where hydrocarbons are heated into a
________________ and mixed with ________________. The mixture is heated to very high
______________________ which cracks the long hydrocarbons.
The other type of cracking is called _____________________ cracking. This is where the
alkanes are _________________ and turn into a vapour. The vapour passes over a catalyst
made of _____________________ _______________. The long chains split apart on the
___________________ of the catalyst.
Task: label the diagram and use it to explain how catalytic cracking is done in the lab
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pg. 24
Cracking Equations
Complete the equations:
1. C10H22 → C6H14 + ______________
2. C16H34 → ______________+ C3H6
3. ______________ → C10H22 + C2H4
4. C20H42 → C15H32 + ______________
5. ______________ → C16H34 + C3H6
pg. 25
C8 – Purity and Formulations – Revision Guide Page 150
1. In chemistry, what do we mean when we say a substance is pure?
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2. If a substance is pure, what can be said about its boiling point?
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3. What will impurities do to the boiling point of a substance?
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4. What will impurities do to the melting point of a substance?
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5. The boiling point of ethanol is 78.4℃. A sample of ethanol starts to boil at 77℃ and
continues to boil until a temperature of 82℃. Give 2 pieces of evidence that the
sample is not pure.
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6. What is a formulation?
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7. Give examples of formulations
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8. Why is it important to have formulations?
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pg. 26
C8 – Chromatography – Revision Guide Pages 151-152
1. What is chromatography used for?
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2. In paper chromatography, what is the mobile phase?
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3. In paper chromatography, what is the stationary phase?
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4. Why do the substances in the sample move up the paper?
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5. What is a chemicals ‘distribution’?
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6. Why do some chemicals move further up the paper?
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7. Why do some chemicals not move?
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8. What is the solvent front?
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9. What would it mean if there was only one dot in the result of a sample (2
possibilities)
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10. How could you check if the one dot was caused because the sample was pure?
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pg. 27
Chromatography – Rf Values
1. What is an Rf value?
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2. If a substance has a large Rf value, what can be said about how far it will move?
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3. What is the equation for calculating Rf value?
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4. What is the range of possible answers for and Rf value?
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pg. 28
Task: the distance moved by a substance is 4.8 cm, the distance moved by the solvent is
8.2 cm. Calculate the Rf value.
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Task: calculate the Rf value for each of the spots on the 2 chromatograms.
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pg. 29
Task: Write down all the conclusions which can be made from this chromatogram
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pg. 30
C8 – Gas Tests – Revision Guide Page 153
Complete the table with details of how to test for each gas.
Gas Test
Carbon dioxide
Chlorine
Oxygen
Hydrogen
pg. 31
C9 – Evolution of the Atmosphere – Revision Guide Page 155
Evolution of the Atmosphere
1. Where did the gases in the early atmosphere come from?
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2. Describe the composition of the early atmosphere
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3. Which other planets have atmospheres similar to the early Earth?
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4. How did Earth’s oceans form?
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5. Why did the carbon dioxide levels start to fall? (2 reasons)
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6. How did some carbon dioxide end up ‘locked up’ in rocks and fossil fuels?
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7. How did the evolution of green plants change the composition of the atmosphere?
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8. Describe the composition of the atmosphere today.
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pg. 32
C9 – Greenhouse Gases – Revision Guide Page 156
1. Name 3 greenhouse gases.
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2. Describe how 4 different human activities increase the amount of greenhouse
gases in the atmosphere.
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3. What has been happening to the average temperature of the Earth?
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4. What do scientists think is causing this change?
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5. The evidence for their ideas has been peer-reviewed. What does this mean?
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6. Why is it hard to make a model of climate change which takes all factors into
account?
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7. Some ideas about climate change are biased. What does this mean?
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8. Describe a range of impacts caused by climate change
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pg. 33
The Greenhouse Effect
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pg. 34
Carbon Footprints
Carbon footprint is a measure of the ________________ of _____________ ________________
and other greenhouse gases released over the _________________ of something like an
event or a product. They can be very difficult to measure but an ______________________ is
still useful as it lets people know which activities give out the _______________ greenhouse
gases so they can be avoided.
Reducing Carbon Footprints
Reducing Carbon Footprints – the issues…
It is not simple to reduce carbon footprint. ______________________ which releases less
carbon dioxide still needs development. Some ______________________ don’t want to
invest money in this as they think it will damage the ____________________ and affect
people’s lifestyle, especially in less _______________________ countries.
It is also difficult to get every country in the world to agree to reduce their carbon
footprint. People would have to change their lifestyle and many people do not want to or
don’t know why and how to make changes.
pg. 35
C9 – Atmospheric Pollutants – Revision Guide Pages 157-158
1. What is combustion of hydrocarbons?
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2. Name the 2 types of combustion.
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3. What causes incomplete combustion to happen?
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4. What is released during both types of combustion?
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5. What extra products are released during incomplete combustion?
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6. Describe 2 problems with releasing particulates into the atmosphere.
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7. Why is the release of carbon monoxide so dangerous?
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8. Name 2 pollutants which are released during the burning of fossil fuels.
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9. How is sulphur dioxide formed?
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10. How are nitrous oxides formed?
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11. What problems do these gases cause?
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pg. 36
C10 – Resources and Recycling – Revision Guide Pages 159-160
Natural Resources
Here is a list of natural resources. Sort them into finite and renewable resources.
• Cotton
• Oil
• Rubber
• Wool
• Fossil fuels
• Food
• Nuclear fuel
• Fresh water
• Metals
• Minerals
• Timber
Renewable Finite
pg. 37
Sustainability and Recycling
1. What is sustainable development
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2. Why is extracting and processing resources from the Earth sometimes
unsustainable?
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3. How can we reduce the amount of finite resources that we use?
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4. Describe 3 benefits of recycling
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5. How are metals recycled?
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6. How are glass products recycled?
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pg. 38
C10 – Life Cycle Assessments – Revision Guide Pages 161-162
Complete the table to show the environmental costs which need to be considered at
each stage in a product’s life.
Getting the raw materials: Manufacture and packaging:
Using the product: Product disposal:
pg. 39
Life cycle assessments can be used to compare products and decide which is least
harmful to the environment.
If there is data in the table compare it, don’t just copy it out.
E.g. Product A creates twice as much waste as product B….
Task: Which is the better environmental choice, paper or plastic bags. Justify your answer.
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pg. 40
Problems with Life Cycle Assessments
Although it is easy to measure the amount of resources or the _______________ used to
make a product, it is not always easy to measure some effects.
For example, it is hard to measure how unattractive something has made the
_________________________. Someone making a Life Cycle Assessment (LCA) would have
to use their own _________________________ which could vary from person to person, so the
assessment could be _________________.
Sometimes the companies making the product do their own LCAs and they might leave
out information that shows a __________________ effect on the environment. This is another
reason why LCAs are ___________________.
pg. 41
C10 – Potable Water – Revision Guide Pages 163-164
Potable Water
1. What is potable water?
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2. Why is potable water not pure?
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3. What are the 3 factors which need to be in place for water to be potable?
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4. In the UK, we use freshwater supplies. Name the 2 types of freshwater supplies.
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5. Why does the North West get most of its water from surface water supplies?
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6. Why does the South East get most of its water from groundwater supplies?
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7. Why does freshwater need to be treated to make it potable?
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pg. 42
Treating Water
Complete the flowchart to show the water treatment stages
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pg. 43
Desalination
1. When a country has a limited supply of fresh water, where do they get their water?
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2. Why does this water have to be treated before we can drink it?
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3. What is the name of this process?
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4. How can you test the pH of a water to see if it is at a safe level?
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5. What would you do if it was too acidic?
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6. What would you do if it had a pH of 9?
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7. What will the pH need to be?
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8. What scientific technique is used to remove any dissolved salts?
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pg. 44
9. Describe what is happening at each numbered stage of the diagram.
1
2
3
10. What else can be used to purify seawater?
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11. What are membranes?
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12. One technique is called reverse osmosis. What happens during this process?
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13. Why are distillation and reverse osmosis not used if there are other sources of
freshwater?
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pg. 45
C10 – Waste Water – Revision Guide Page 165
1. Why is it important to treat waste water?
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2. Name some sources of waste water from the home?
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3. What other sources of waste water are there?
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4. Why is industrial waste water particularly damaging to the environment if not
properly treated?
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5. What extra treatment of waste water containing toxic chemicals can be done?
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6. We could use the clean water from sewage treatment as drinking water. Why is this
rarely done?
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pg. 46
Add details to the diagram to show how sewage is treated
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