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Well, SINCE everyone is being NICE, i thought I'd post this........
Read the question correctly. For example, if the question says ‘give two observations apart
from temperature change’, don’t include temperature change in your answer
• Check for contradictions within your answer. For example, a common error is to write ‘a white
insoluble precipitate dissolves’ (6.5(a)(i)) Show any workings
• In any calculation, the final answer should be to the correct number of significant figures –
generally the same as the data. You may be penalized if you write an excess number of
significant figures e.g. 1.257487 instead of 1.26
• Know your syllabus statements and definitions exactly – use the Revision Checklist on the
website. Don’t add your own ideas to the statements. For example, the syllabus statement on
batteries says ‘they are portable’, meaning they can be easily carried around: an answer such
as ‘they are small’ may not be accepted, as something can be small yet heavy (3.1(a))
• If asked to ‘describe what you would observe’, write down what you see, hear or feel (e.g.
‘the test tube gets hot’). A common mistake is to write something like ‘a gas is given off’ or
‘copper is deposited’; these are not observations, these are conclusions
• If asked to ‘describe what you would see’, don’t note observations about sounds or
temperature
• Learn your definitions! Questions such as “what is a compound?” or “Define the mole.” are
often poorly answered. Define does not mean ‘give an example of.’
• When drawing diagrams:
(i) make sure they fill the space given on the paper and are LABELLED
(ii) when drawing apparatus for gas measurement, make sure that the gas cannot
escape. For example, don’t draw a gas syringe with the plunger much smaller than
the syringe barrel – this is a common error
• When asked to give examples, give the number requested by the examiner. For example, if
asked to give two examples, do not give three – if one is incorrect, you may lose a mark. If a
question asks for a single use for a substance don’t write a list – the examiner will think you
are ‘playing safe’ and you won’t get the mark (2.5(d))
• If you have to tick boxes to answer a question, make sure that you tick the correct number –
don’t assume that a single answer is always required (2.5(ft)
• In chemistry, when plotting a graph of reaction rate, you must draw a curve of best fit through
your prints. Lines drawn with a ruler from point to point will not get a mark (5.1(b)(i))
• Look out for ‘hidden words’ in questions such as ‘which of the following is a gas containing
diatomic molecules?’ Many students focus on one or two words, and might forget ‘gas’.
Underline key words and read the question slowly (2.1(e)(i))
• Avoid vague statements. For example, if the question asks about the use of graphite, the
answer ‘graphite is used for electrodes in electrolysis’ is appropriately specific. ‘Graphite is
used in electrolysis,’ is too vague (2.1(d)(ii))
PAPERS 1, 2 AND 3: TIPS ON SPECIFIC TOPICS
Acids and bases
• Don’t confuse the pH scale with the degree of acidity. The more acidic the substance, the
lower the pH – learn this by remembering that ‘a’ (for acid) is the lowest numbered letter of
the alphabet (1.30)
• A common error is to think that less sodium hydroxide is needed to neutralise a weak acid
than to neutralise a strong acid of the same concentration. The same amount is needed
because the hydroxide is reacting with all the acidic hydrogens in the molecule, not just those
that have ionised (3.6(b)(ii))
• The phrase ‘explain why this acid is acting as a base’ demands a chemical reason (usually
based on particle theory). The examiner is looking for an answer involving proton transfer.
Vague answers (such as ‘it is neutralising the base’) are not accepted as they do not give an
explanation (3.2(b)(iv))
• Simple inorganic salts such as sodium chloride are generally neutral when dissolved in water
– they are not acidic (1.3)
• Nitric acid is a strong, not a weak, acid (6.7(c))
Air and water
• To remember that carbon monoxide is poisonous (it binds to haemoglobin), think of the ‘nox’
in carbon monoxide as being short for noxious (poisonous). The effects of pollutant gases on
nature are often confused, as not all pollutant gases are acidic. Know the different effects of
carbon monoxide, sulphur dioxide and carbon dioxide (1.31)
• A common error is to think that fume cupboards keep air away from a reaction. Fume
cupboards have a continuous airflow to allow poisonous vapours to escape through the fan
(6.3(d))
Atomic structure and bonding
• It is a common mistake to count the bonds and not the electrons when asked about the
number of electrons shared between the atoms in a molecule. For example, the number of
shared electrons in methane is eight not four (1.8)
• Take care when writing electronic structures including hydrogen. Always show the hydrogen
atom either as a circle or (if ionic) by its symbol. It is best practice to write the symbol of the
atom in the centre so it is clear to the examiner which atom is which (2.1(f)(i))
• When writing dot-and-cross diagrams for ionic structures, put the charge outside of the
brackets, at the top, not in the centre of the atom
• When asked about the number of covalent bonds in a compound, focus on the outer energy
level / shell electrons that are shared, not the total number of electrons. Remember that some
molecules have non-bonding pairs of electrons e.g. nitrogen (3.1(b)(i))
• When drawing dot-and-cross diagrams for molecules such as nitrogen which have only three
bonding pairs of electrons, don’t forget to draw in the lone pairs of electrons. Remember that
there must be eight electrons surrounding each atom (3.3(b))
• Practice drawing diagrams of giant molecule structures, including silicon dioxide, diamond
and graphite, as these are nearly always drawn badly. You must show the continuation bonds
(3.1(c)(i))
Electrochemistry
• A common mistake is to think that sulphate ions break up during the electrolysis of aqueous
solutions into sulphur dioxide. In fact, oxygen is given off at the positive electrode (from the
electrolysis of the water) (3.5(b)(ii))
• If the exam paper shows an electrical circuit to test conduction, observations can also include
what can be seen to be happening in the circuit e.g. ‘the bulb lights up’ (6.3(a))
Energy changes
• If asked whether a reaction is endothermic or exothermic, remember the following:
endothermic – heat is put in (e.g. you have to heat with a Bunsen to get a reaction);
exothermic – heat is given out (e.g. burning fuels and neutralisation reactions are always
exothermic) (1.18)
Equations, formulae and moles
• If asked for a word equation, do not write a symbol equation. A word equation tests
knowledge of chemical names. Although a correct symbol equation is often accepted this is
not guaranteed and if you make an error, you won’t get the mark
• A common error is to think that a nitrate ion has a 2- charge. The formula for the nitrate ion is
NO
3
-
.This makes the formula for nitric acid HNO
3
[(1.9), (3.4(a)(i))]
• The charge on a silver ion is 1+. A common mistake is to think that silver has a 2+ charge
• When working out formulae, don’t be confused by oxidation numbers. A common mistake is
to think that the formula for lead(IV) oxide is PbO
4
or that lead(II) nitrate is Pb
2
(NO
3
). In a
formula you have to balance the positive and negative charges. Lead(IV) = 4+, lead(II) = 2+,
oxide = 2- and nitrate = 1-. So lead(IV) oxide is PbO
2
, and lead(II) nitrate is Pb(NO
3
)
2
(1.9)
• If asked to name a salt formed in a particular reaction, don’t put down any other product or
you will lose a mark (2.1(f)(ii))
• When explaining redox reactions, make sure you understand exactly what is being asked,
especially if the question says ‘use the equation…’. Don’t just give a definition of redox in
terms of electron loss or gain. If a question says ‘use the equation to explain why the iron
oxide is reduced’, you must refer to the species in the equation in your answer, e.g. ‘the iron
oxide loses its oxygen’. ‘Iron oxide gains electrons’ is incorrect (2.6(b)), (3.1(b)(iii))
• When calculating moles, if you are given an equation such as:
Mg + 2CH
3
CO
2
H → (CH
3
CO
2
)
2
Mg + H
2
• ignore the 2 in the equation when calculating the molar mass of ethanoic acid. The molar
mass of ethanoic acid is 60, not 120. However, remember when calculating reacting masses
that the 2 needs to be taken into account
• Experimental methods
• If you are distilling an aqueous solution of a salt, the salt itself does not evaporate as it has
too high a boiling point. Only the water evaporates (1.30)
Organic chemistry
• Examiners are often very particular. One way to please them is to use the word ‘only’ in the
definition of a hydrocarbon i.e. the answer ‘a compound containing only carbon and
hydrogen’. (2.4(d)(i))
• Only one compound is formed in the reaction of ethene with steam. Remember, this is a
simple addition reaction (one compound formed from two or more substances) – a common
error is to say that hydrogen is also formed (1.40)(2.2(b)(v))
• When trying to identify ‘cracking’ reactions from a set a reactions given, look out for one
molecule of reactant forming two or more molecules of product. Remember that cracking
does not involve oxygen
• ‘Clear’ does not mean ‘colourless’; when bromine is added to an alkene the colour change is
red-brown to colourless, not red-brown to clear (3.7(c)(ii))
Periodic table and metals
• Don’t confuse the properties of elements with those of their compounds (especially when they
appear in the same question). For example, if asked about the properties of the element
oxygen, don’t give the properties of an oxide (1.5)
• The properties of transition elements often cause problems. Remember that transition
elements themselves are NOT coloured, it is their compounds that are coloured
• When trying to distinguish between a transition metal and a non-transition metal, information
on boiling points is more important than information on density. Some non-transition elements
(such as lead) are very dense (1.25)
• If asked about the specific properties of transition metals, don’t list general properties of
metals, such as ‘shiny’, ‘malleable’, etc.
• In questions about sacrificial protection, remember that the more reactive metal of the pair
will corrode. To answer this sort of question, know the order of common metals in the
reactivity series (1.32)
• ‘Corrosive’ and ‘corrosion’ are often confused. ‘Corrosive’ means that a chemical ‘eats away’
another substance – acids and alkalis are corrosive. ‘Corrosion’ is the process of ‘eating
away’. A statement such as ‘iron is corrosive’ is therefore incorrect (2.6(d)(v))
• The source of an element is where it is found (i.e. a particular place or in a particular
substance) – a source of sulphur is the southern USA, or petrol. It does not mean the process
of extraction. Don’t write vague statements such as ‘underground’ (3.2(a)(i))
• Sulphur dioxide is not used ‘to make wood pulp’, it is used to bleach wood pulp (3.2(a)(ii))
Qualitative analysis
• Look out for phrases such as ‘chemical test’ or ‘physical test’ – don’t just focus on the word
‘test’. For example, a chemical test for water could be ‘turns anhydrous copper sulphate blue’
(the word ‘anhydrous’ is essential). A physical test for water could be ‘a boiling point of
100oC’, using the correct units (2.2(c)(i)
• When testing hydrogen chloride gas with litmus paper, many students think that the litmus
paper is bleached first and then goes red. Remember that chlorine does this, not hydrogen
chloride (2.1(f)(ii)
• The tests for ammonium and nitrate ions are commonly confused. Both require heating with
sodium hydroxide, but to test for nitrate you need to add aluminium, as you need to remove
the oxygen (reduce the nitrate) to make the ammonia. You don’t need to do this for the
ammonium ion as it has no oxygen (3.6(b)(i))
• Tests for aluminium ions and zinc ions are also often confused. Remember PANDA
(precipitate of aluminium (hydroxide) does not dissolve in ammonia). Both zinc and aluminium
ions form a white precipitate with sodium hydroxide, which re-dissolves in excess, but in
ammonia only the zinc precipitate re-dissolves (1.19)
• Questions involving the height of precipitates when sodium hydroxide is added to a solution
of metal ions often cause problems. Remember, as you add more hydroxide to a solution of
suitable metal ions (e.g. iron(II) ions) there will be more precipitate until all the metal ions are
used up. However, with excess sodium hydroxide, some hydroxides re-dissolve e.g.
aluminium hydroxide. In these cases the height of the precipitate will then decrease as you
add more hydroxide (3.4(b)(iii))
Rates of reaction and equilibrium
• Many students have difficulty explaining what is meant by rate of reaction. Remember two
points: it is the change in volume or mass etc over a fixed period of time. Time is often
omitted (2.3(a))
• Remember that the total volume of gas released by the same amount of metal is always the
same. A common error is to think that powdered metal, when reacted with acid, gives off
more gas than larger lumps of the same amount of metal (1.17)
• The total volume of gas released by a catalysed reaction is exactly the same as for an
uncatalysed reaction. The same amount of reactants is the important factor (3.3(c)(iii))
• In rate questions, when asked to analyse graphs of volume of gas against time for the
reaction of an acid with a metal or carbonate, a common error is to state the volume is
increasing and not mention the rate. Remember that the rate is getting less and less with time
because rate is the difference in volume divided by time (3.3(c)(i))
• A common mistake is to say that in an equilibrium reaction, a catalyst increases the rate of
the forward reaction more than the back reaction. One of the characteristics of equilibrium is
that the backward and forward reactions go at the same speed. This applies to catalysed as
well as uncatalysed reactions (3.2(a)(v))
Solubility
• A common error is to think that calcium hydroxide is insoluble in water. Remember that
limewater is a solution of calcium hydroxide, so it must at least be slightly soluble (1.20)
• If you are asked to explain what the symbol (aq) means, write down more than ‘aqueous’. An
answer such as ‘dissolved in water’ is needed (3.3(a))
PRAY - for urself and everybody else.......
Read the question correctly. For example, if the question says ‘give two observations apart
from temperature change’, don’t include temperature change in your answer
• Check for contradictions within your answer. For example, a common error is to write ‘a white
insoluble precipitate dissolves’ (6.5(a)(i)) Show any workings
• In any calculation, the final answer should be to the correct number of significant figures –
generally the same as the data. You may be penalized if you write an excess number of
significant figures e.g. 1.257487 instead of 1.26
• Know your syllabus statements and definitions exactly – use the Revision Checklist on the
website. Don’t add your own ideas to the statements. For example, the syllabus statement on
batteries says ‘they are portable’, meaning they can be easily carried around: an answer such
as ‘they are small’ may not be accepted, as something can be small yet heavy (3.1(a))
• If asked to ‘describe what you would observe’, write down what you see, hear or feel (e.g.
‘the test tube gets hot’). A common mistake is to write something like ‘a gas is given off’ or
‘copper is deposited’; these are not observations, these are conclusions
• If asked to ‘describe what you would see’, don’t note observations about sounds or
temperature
• Learn your definitions! Questions such as “what is a compound?” or “Define the mole.” are
often poorly answered. Define does not mean ‘give an example of.’
• When drawing diagrams:
(i) make sure they fill the space given on the paper and are LABELLED
(ii) when drawing apparatus for gas measurement, make sure that the gas cannot
escape. For example, don’t draw a gas syringe with the plunger much smaller than
the syringe barrel – this is a common error
• When asked to give examples, give the number requested by the examiner. For example, if
asked to give two examples, do not give three – if one is incorrect, you may lose a mark. If a
question asks for a single use for a substance don’t write a list – the examiner will think you
are ‘playing safe’ and you won’t get the mark (2.5(d))
• If you have to tick boxes to answer a question, make sure that you tick the correct number –
don’t assume that a single answer is always required (2.5(ft)
• In chemistry, when plotting a graph of reaction rate, you must draw a curve of best fit through
your prints. Lines drawn with a ruler from point to point will not get a mark (5.1(b)(i))
• Look out for ‘hidden words’ in questions such as ‘which of the following is a gas containing
diatomic molecules?’ Many students focus on one or two words, and might forget ‘gas’.
Underline key words and read the question slowly (2.1(e)(i))
• Avoid vague statements. For example, if the question asks about the use of graphite, the
answer ‘graphite is used for electrodes in electrolysis’ is appropriately specific. ‘Graphite is
used in electrolysis,’ is too vague (2.1(d)(ii))
PAPERS 1, 2 AND 3: TIPS ON SPECIFIC TOPICS
Acids and bases
• Don’t confuse the pH scale with the degree of acidity. The more acidic the substance, the
lower the pH – learn this by remembering that ‘a’ (for acid) is the lowest numbered letter of
the alphabet (1.30)
• A common error is to think that less sodium hydroxide is needed to neutralise a weak acid
than to neutralise a strong acid of the same concentration. The same amount is needed
because the hydroxide is reacting with all the acidic hydrogens in the molecule, not just those
that have ionised (3.6(b)(ii))
• The phrase ‘explain why this acid is acting as a base’ demands a chemical reason (usually
based on particle theory). The examiner is looking for an answer involving proton transfer.
Vague answers (such as ‘it is neutralising the base’) are not accepted as they do not give an
explanation (3.2(b)(iv))
• Simple inorganic salts such as sodium chloride are generally neutral when dissolved in water
– they are not acidic (1.3)
• Nitric acid is a strong, not a weak, acid (6.7(c))
Air and water
• To remember that carbon monoxide is poisonous (it binds to haemoglobin), think of the ‘nox’
in carbon monoxide as being short for noxious (poisonous). The effects of pollutant gases on
nature are often confused, as not all pollutant gases are acidic. Know the different effects of
carbon monoxide, sulphur dioxide and carbon dioxide (1.31)
• A common error is to think that fume cupboards keep air away from a reaction. Fume
cupboards have a continuous airflow to allow poisonous vapours to escape through the fan
(6.3(d))
Atomic structure and bonding
• It is a common mistake to count the bonds and not the electrons when asked about the
number of electrons shared between the atoms in a molecule. For example, the number of
shared electrons in methane is eight not four (1.8)
• Take care when writing electronic structures including hydrogen. Always show the hydrogen
atom either as a circle or (if ionic) by its symbol. It is best practice to write the symbol of the
atom in the centre so it is clear to the examiner which atom is which (2.1(f)(i))
• When writing dot-and-cross diagrams for ionic structures, put the charge outside of the
brackets, at the top, not in the centre of the atom
• When asked about the number of covalent bonds in a compound, focus on the outer energy
level / shell electrons that are shared, not the total number of electrons. Remember that some
molecules have non-bonding pairs of electrons e.g. nitrogen (3.1(b)(i))
• When drawing dot-and-cross diagrams for molecules such as nitrogen which have only three
bonding pairs of electrons, don’t forget to draw in the lone pairs of electrons. Remember that
there must be eight electrons surrounding each atom (3.3(b))
• Practice drawing diagrams of giant molecule structures, including silicon dioxide, diamond
and graphite, as these are nearly always drawn badly. You must show the continuation bonds
(3.1(c)(i))
Electrochemistry
• A common mistake is to think that sulphate ions break up during the electrolysis of aqueous
solutions into sulphur dioxide. In fact, oxygen is given off at the positive electrode (from the
electrolysis of the water) (3.5(b)(ii))
• If the exam paper shows an electrical circuit to test conduction, observations can also include
what can be seen to be happening in the circuit e.g. ‘the bulb lights up’ (6.3(a))
Energy changes
• If asked whether a reaction is endothermic or exothermic, remember the following:
endothermic – heat is put in (e.g. you have to heat with a Bunsen to get a reaction);
exothermic – heat is given out (e.g. burning fuels and neutralisation reactions are always
exothermic) (1.18)
Equations, formulae and moles
• If asked for a word equation, do not write a symbol equation. A word equation tests
knowledge of chemical names. Although a correct symbol equation is often accepted this is
not guaranteed and if you make an error, you won’t get the mark
• A common error is to think that a nitrate ion has a 2- charge. The formula for the nitrate ion is
NO
3
-
.This makes the formula for nitric acid HNO
3
[(1.9), (3.4(a)(i))]
• The charge on a silver ion is 1+. A common mistake is to think that silver has a 2+ charge
• When working out formulae, don’t be confused by oxidation numbers. A common mistake is
to think that the formula for lead(IV) oxide is PbO
4
or that lead(II) nitrate is Pb
2
(NO
3
). In a
formula you have to balance the positive and negative charges. Lead(IV) = 4+, lead(II) = 2+,
oxide = 2- and nitrate = 1-. So lead(IV) oxide is PbO
2
, and lead(II) nitrate is Pb(NO
3
)
2
(1.9)
• If asked to name a salt formed in a particular reaction, don’t put down any other product or
you will lose a mark (2.1(f)(ii))
• When explaining redox reactions, make sure you understand exactly what is being asked,
especially if the question says ‘use the equation…’. Don’t just give a definition of redox in
terms of electron loss or gain. If a question says ‘use the equation to explain why the iron
oxide is reduced’, you must refer to the species in the equation in your answer, e.g. ‘the iron
oxide loses its oxygen’. ‘Iron oxide gains electrons’ is incorrect (2.6(b)), (3.1(b)(iii))
• When calculating moles, if you are given an equation such as:
Mg + 2CH
3
CO
2
H → (CH
3
CO
2
)
2
Mg + H
2
• ignore the 2 in the equation when calculating the molar mass of ethanoic acid. The molar
mass of ethanoic acid is 60, not 120. However, remember when calculating reacting masses
that the 2 needs to be taken into account
• Experimental methods
• If you are distilling an aqueous solution of a salt, the salt itself does not evaporate as it has
too high a boiling point. Only the water evaporates (1.30)
Organic chemistry
• Examiners are often very particular. One way to please them is to use the word ‘only’ in the
definition of a hydrocarbon i.e. the answer ‘a compound containing only carbon and
hydrogen’. (2.4(d)(i))
• Only one compound is formed in the reaction of ethene with steam. Remember, this is a
simple addition reaction (one compound formed from two or more substances) – a common
error is to say that hydrogen is also formed (1.40)(2.2(b)(v))
• When trying to identify ‘cracking’ reactions from a set a reactions given, look out for one
molecule of reactant forming two or more molecules of product. Remember that cracking
does not involve oxygen
• ‘Clear’ does not mean ‘colourless’; when bromine is added to an alkene the colour change is
red-brown to colourless, not red-brown to clear (3.7(c)(ii))
Periodic table and metals
• Don’t confuse the properties of elements with those of their compounds (especially when they
appear in the same question). For example, if asked about the properties of the element
oxygen, don’t give the properties of an oxide (1.5)
• The properties of transition elements often cause problems. Remember that transition
elements themselves are NOT coloured, it is their compounds that are coloured
• When trying to distinguish between a transition metal and a non-transition metal, information
on boiling points is more important than information on density. Some non-transition elements
(such as lead) are very dense (1.25)
• If asked about the specific properties of transition metals, don’t list general properties of
metals, such as ‘shiny’, ‘malleable’, etc.
• In questions about sacrificial protection, remember that the more reactive metal of the pair
will corrode. To answer this sort of question, know the order of common metals in the
reactivity series (1.32)
• ‘Corrosive’ and ‘corrosion’ are often confused. ‘Corrosive’ means that a chemical ‘eats away’
another substance – acids and alkalis are corrosive. ‘Corrosion’ is the process of ‘eating
away’. A statement such as ‘iron is corrosive’ is therefore incorrect (2.6(d)(v))
• The source of an element is where it is found (i.e. a particular place or in a particular
substance) – a source of sulphur is the southern USA, or petrol. It does not mean the process
of extraction. Don’t write vague statements such as ‘underground’ (3.2(a)(i))
• Sulphur dioxide is not used ‘to make wood pulp’, it is used to bleach wood pulp (3.2(a)(ii))
Qualitative analysis
• Look out for phrases such as ‘chemical test’ or ‘physical test’ – don’t just focus on the word
‘test’. For example, a chemical test for water could be ‘turns anhydrous copper sulphate blue’
(the word ‘anhydrous’ is essential). A physical test for water could be ‘a boiling point of
100oC’, using the correct units (2.2(c)(i)
• When testing hydrogen chloride gas with litmus paper, many students think that the litmus
paper is bleached first and then goes red. Remember that chlorine does this, not hydrogen
chloride (2.1(f)(ii)
• The tests for ammonium and nitrate ions are commonly confused. Both require heating with
sodium hydroxide, but to test for nitrate you need to add aluminium, as you need to remove
the oxygen (reduce the nitrate) to make the ammonia. You don’t need to do this for the
ammonium ion as it has no oxygen (3.6(b)(i))
• Tests for aluminium ions and zinc ions are also often confused. Remember PANDA
(precipitate of aluminium (hydroxide) does not dissolve in ammonia). Both zinc and aluminium
ions form a white precipitate with sodium hydroxide, which re-dissolves in excess, but in
ammonia only the zinc precipitate re-dissolves (1.19)
• Questions involving the height of precipitates when sodium hydroxide is added to a solution
of metal ions often cause problems. Remember, as you add more hydroxide to a solution of
suitable metal ions (e.g. iron(II) ions) there will be more precipitate until all the metal ions are
used up. However, with excess sodium hydroxide, some hydroxides re-dissolve e.g.
aluminium hydroxide. In these cases the height of the precipitate will then decrease as you
add more hydroxide (3.4(b)(iii))
Rates of reaction and equilibrium
• Many students have difficulty explaining what is meant by rate of reaction. Remember two
points: it is the change in volume or mass etc over a fixed period of time. Time is often
omitted (2.3(a))
• Remember that the total volume of gas released by the same amount of metal is always the
same. A common error is to think that powdered metal, when reacted with acid, gives off
more gas than larger lumps of the same amount of metal (1.17)
• The total volume of gas released by a catalysed reaction is exactly the same as for an
uncatalysed reaction. The same amount of reactants is the important factor (3.3(c)(iii))
• In rate questions, when asked to analyse graphs of volume of gas against time for the
reaction of an acid with a metal or carbonate, a common error is to state the volume is
increasing and not mention the rate. Remember that the rate is getting less and less with time
because rate is the difference in volume divided by time (3.3(c)(i))
• A common mistake is to say that in an equilibrium reaction, a catalyst increases the rate of
the forward reaction more than the back reaction. One of the characteristics of equilibrium is
that the backward and forward reactions go at the same speed. This applies to catalysed as
well as uncatalysed reactions (3.2(a)(v))
Solubility
• A common error is to think that calcium hydroxide is insoluble in water. Remember that
limewater is a solution of calcium hydroxide, so it must at least be slightly soluble (1.20)
• If you are asked to explain what the symbol (aq) means, write down more than ‘aqueous’. An
answer such as ‘dissolved in water’ is needed (3.3(a))
PRAY - for urself and everybody else.......
