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Pearson Edexcel Level 1/ Level 2 GCSE (9-1) Chemistry Paper 2 Higher Tier Question Paper June 2023

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Pearson Edexcel Level 1/ Level 2 GCSE (9-1) Chemistry Paper 2 Higher Tier Question Paper June 2023

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  • January 7, 2024
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  • pearson edexcel level 1 level 2 gcse 9 1 chemis

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Centre Number Candidate Number




Pearson Edexcel Level 1/Level 2 GCSE (9–1)
Tuesday 13 June 2023
Morning (Time: 1 hour 45 minutes) Paper
reference 1CH0/2H
Chemistry
⬟ ⬟



PAPER 2

Higher Tier
You must have: Total Marks
Calculator, ruler


Pearson Edexcel Level 1/ Level 2 GCSE (9-1) Chemistry Paper 2
Higher Tier Question Paper June 2023
Instructions
•• Use black ink or ball-point pen.
Fill in the boxes at the top of this page with your name,
centre number and candidate number.
•• Answer all questions.
Answer the questions in the spaces provided
– there may be more space than you need.
•
••
Calculators may be used.
Any diagrams may NOT be accurately drawn, unless otherwise indicated.
You must show all your working out with your answer clearly identified at the
end of your solution.
Information
•• The total mark for this paper is 100.
The marks for each question are shown in brackets

• Instructure
– use this as a guide as to how much time to spend on each question.
questions marked with an asterisk (*), marks will be awarded for your ability to
your answer logically, showing how the points that you make are related
or follow on from each other where appropriate.
• There is a periodic table on the back cover of the paper.
Advice
• Read each question carefully before you start to answer it.

•• Try to answer every question.
Check your answers if you have time at the end.
Turn over


P72633A
©2023 Pearson Education Ltd.

N:1/1/1/1/1/

, Answer ALL questions. Write your answers in the spaces provided.
Some questions must be answered with a cross in a box . If you change your mind about an
answer, put a line through the box and then mark your new answer with a cross .

1 Butanol is a liquid fuel.

A student investigated the mass of butanol needed to increase the temperature of
100 cm3 of water by 1 °C.

The student used the following method.
step 1 add 100 cm3 of water to a beaker

step 2 measure the mass of a spirit burner containing butanol
step 3 measure the initial temperature of the water in the beaker

step 4 place the spirit burner containing butanol under the beaker of water

step 5 light the wick of the burner and start to stir the water with the thermometer
step 6 stop heating the water when the temperature of the water has increased
by 30 °C

step 7 remeasure the mass of the spirit burner containing butanol.
Figure 1 shows the apparatus used.

thermometer


glass beaker

water



spirit burner

butanol

Figure 1

(a) Figure 2 shows the student’s results.

mass of spirit burner mass of spirit burner
at start in g at end in g

134.67 133.59


Figure 2



2
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, In the student’s investigation, the temperature of the 100 cm3 water increased
by 30 °C.

Calculate the mass of butanol needed to increase the temperature of the 100 cm3
water by 1°C.
(2)

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



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



mass of butanol = ............................ g
(b) The student investigated the effect of changing the fuel on the mass of fuel
needed to heat the water.

The student used an identical spirit burner filled with pentanol, another
liquid fuel.

Give two variables that the student should keep the same in this investigation.
(2)
variable 1

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



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



variable 2

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



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



(c) Suggest two improvements that the student could make to their apparatus so
that more of the heat energy is transferred to the water.
(2)
improvement 1

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



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


improvement 2

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



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



(Total for Question 1 = 6 marks)




3
🞍🞍🞍🞍 Turn over

, 2 A student used the apparatus shown in Figure 3 to investigate the reaction between
marble chips and dilute hydrochloric acid.



gas syringe
bung

20 cm3 dilute hydrochloric acid
10.0 g marble chips

Figure 3
The student recorded the volume of gas every minute as shown in Figure 4.

time in minutes 0 1 2 3 4 5 6

volume of gas in cm3 0 52 78 91 97 100 100

Figure 4
(a) On the grid, plot the results shown in Figure 4.
Draw a curve of best fit.
(3)
volume of 100
gas in cm3
90

80

70

60

50

40

30

20

10

0
0 1 2 3 4 5 6
time in minutes




4
🞍🞍🞍🞍

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