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Chemical Reactions and the Periodic Table — Free MYP2 Sciences Practice Questions
1QuestionFormation of Metal OxidesConcept Practice
3 marks~5 minCriterion B
When metals are heated in air, they react with oxygen to form metal oxides, gaining mass.
| Metal | Mass increase (g): |
|---|---|
| Magnesium | 0.80 |
| Zinc | 0.30 |
| Copper | 0.05 |
a
Identify the trend in mass increase shown by the data. [1]
b
Explain why more reactive metals form a greater mass of metal oxide when heated in air. [1]
c
Compare the reactivity of magnesium, zinc, and copper using the reactivity series, and explain how this accounts for the trend in mass increase. [1]
Solutions
2QuestionCorrosion and Its PreventionConcept Practice
2 marks~3 minCriterion A
The diagram shows an iron nail partially submerged in water. Rust (iron oxide) has formed at the waterline, where the nail meets the water surface. The labeled area is marked with an arrow.
a
Identify the location on the nail where corrosion is occurring. [1]
b
Name the specific corrosion process taking place. [1]
Solutions
3QuestionGroups and Periods ExplainedConcept Practice
2 marks~3 minCriterion A
The simplified periodic table below has one row and one column highlighted.
a
Identify the highlighted row by writing its correct scientific name on the answer line provided. [1]
b
Identify the highlighted column by writing its correct scientific name on the answer line provided. [1]
Solutions
4QuestionGroups and Periods ExplainedConcept Practice
2 marks~3 minCriterion B
The diagram shows the first 18 elements of the periodic table arranged in groups and periods.
Explain how the number of electron shells (layers where electrons are found) changes as you move down Group 1 from hydrogen () to sodium (). Use the terms shell, period, and group in your answer. [2]
Explain how the number of electron shells (layers where electrons are found) changes as you move down Group 1 from hydrogen () to sodium (). Use the terms shell, period, and group in your answer. [2]
Solutions
5QuestionComparing Reactivity Using ExperimentsConcept Practice
2 marks~3 minCriterion A
Galvanised steel is steel coated with zinc (a more reactive metal) to stop the iron underneath from rusting.
a
Identify one real-world object made from galvanised steel and state why zinc is used as the coating. [1]
b
Describe one practical limitation of using galvanised steel as a method of rust prevention. [1]
Solutions
6QuestionChemistry in Cleaning ProductsConcept Practice
3 marks~5 minCriterion B
The table below shows the pH values of five cleaning products and how well each removes grease and limescale.
| Cleaning product | pH | Grease removal | Limescale removal |
|---|---|---|---|
| Lemon juice | 2 | Low | High |
| Vinegar | 3 | Low | High |
| Baking soda | 8 | Medium | Medium |
| Soap | 10 | High | Low |
| Bleach | 12 | High | Low |
a
Identify one acidic product from the table and state its pH. [1]
b
Describe how pH affects a product's ability to remove limescale. Use data from the table to support your answer. [1]
c
Compare how acidic products and alkaline products (pH > 7) differ in their cleaning effectiveness. Use evidence from the table in your answer. [1]
Solutions
7QuestionCombustion and Burning ReactionsConcept Practice
2 marks~3 minCriterion A
The diagram shows a burning candle. The labels identify four substances present: wax, oxygen, carbon dioxide, and water vapour.
a
Identify the two substances that must be present for combustion (burning) to continue. [1]
b
Explain why removing one of these substances would stop the candle from burning. [1]
Solutions
8QuestionColour Change and Gas FormationConcept Practice
2 marks~3 minCriterion A
A test tube contains a fizzing liquid producing bubbles. When a glowing splint is held near the opening, it is extinguished.
a
Identify the gas produced in the test tube. [1]
b
State one property of this gas that explains why it extinguishes the glowing splint. [1]
Solutions
9QuestionReactions of Metals with AcidsAssessment Practice
8 marks~12 minCriterion C
A student adds 1 g of each metal powder to 10 mL of hydrochloric acid at 20 °C.
| Metal | Maximum temperature (°C) | Bubble rate |
|---|---|---|
| Mg | 45 | Very fast |
| Zn | 32 | Fast |
| Fe | 25 | Slow |
| Cu | 20 | None |
a
Identify the metal that does not react with the acid. [1]
b
Explain why the temperature and bubble rate results for Mg, Zn, and Fe support the idea that these metals react with the acid. [3]
c
Compare the results for copper with those of the other three metals, and use this comparison to evaluate the claim that "all metals react with acid." [4]
Solutions
10QuestionProperties and Uses of Non-MetalsAssessment Practice
4 marks~6 minCriterion D
Chlorine is a non-metal gas added to swimming pools to kill harmful bacteria (tiny organisms that cause disease), keeping the water safe. However, chlorine can irritate skin and eyes and must be carefully controlled.
a
Identify one property of chlorine that makes it useful for disinfecting pool water. [1]
b
Explain why adding too much or too little chlorine is a problem for swimmers. [2]
c
Compare the benefits and limitations of using chlorine to keep pool water safe. [1]
Solutions
11QuestionStructure and Layout of the Periodic TableAssessment Practice
5 marks~8 minCriterion C
A student claims: "Elements in the same group have identical properties."
The data below shows atomic radius (pm — a measure of atom size) and melting point (°C) for two sets of elements.
Group 1 — Li, Na, K
Period 3 — Na, Mg, Al
The data below shows atomic radius (pm — a measure of atom size) and melting point (°C) for two sets of elements.
Group 1 — Li, Na, K
| Atomic radius (pm) | 152 | 186 | 227 |
|---|---|---|---|
| Melting point (°C) | 180 | 98 | 64 |
Period 3 — Na, Mg, Al
| Atomic radius (pm) | 186 | 160 | 143 |
|---|---|---|---|
| Melting point (°C) | 98 | 650 | 660 |
a
Identify one trend in atomic radius for Group 1 elements as you move from Li to K. [1]
b
Describe how melting point changes across Period 3 (Na → Mg → Al), using the data to support your answer. [2]
c
Compare the patterns in Group 1 and Period 3, and use this to evaluate whether the student's claim is valid. [2]
Solutions
12QuestionGroups and Periods ExplainedAssessment Practice
2 marks~3 minCriterion D
Group 1 elements (such as sodium, ) are highly reactive, while Group 18 elements (such as argon, ) are unreactive (called "noble" or "inert").
Describe one real-world safety implication of understanding these different reactivities. [2]
Describe one real-world safety implication of understanding these different reactivities. [2]
Solutions
13QuestionDefinition of ReactivityAssessment Practice
5 marks~8 minCriterion C
A student claims that Group 1 metals react more violently with water as you go down the group. She tests lithium, sodium, and potassium in separate beakers of water at and records the following results.
Potassium — — burns with lilac flame, reacts very fast
| Metal | Temperature rise | Observation |
|---|---|---|
| Lithium | fizzes steadily, moves slowly | |
| Sodium | fizzes rapidly, moves quickly, small flame |
Potassium — — burns with lilac flame, reacts very fast
a
Identify the trend in reactivity that the student's claim predicts. [1]
b
Explain why the temperature data does not fully support the claim. [2]
c
Compare the qualitative observations (what was seen and heard) with the temperature data, and state whether the claim is valid overall. [2]
Solutions
14QuestionDefinition of ReactivityAssessment Practice
4 marks~6 minCriterion B
The diagram below shows three separate beakers. A small piece of lithium, sodium, or potassium is added to water in each beaker.
Observations:
Lithium — fizzes gently and floats.
Sodium — fizzes vigorously and moves across the surface.
Potassium — reacts violently, producing a lilac flame and sparks.
Observations:
Lithium — fizzes gently and floats.
Sodium — fizzes vigorously and moves across the surface.
Potassium — reacts violently, producing a lilac flame and sparks.
a
Describe the trend in reactivity of Group 1 metals with water as you move down the group. [2]
b
Explain why potassium reacts more violently with water than lithium does. Use your knowledge of atomic structure (how electrons are arranged around the nucleus) in your answer. [2]
Solutions
15QuestionComparing Reactivity Using ExperimentsAssessment Practice
3 marks~5 minCriterion D
A student tests three household stain removers on identical rust stains on white cloth. Equal amounts of each remover are applied for 5 minutes.
Results:
Lemon juice: stain almost completely removed
Vinegar: stain partially removed
Baking soda solution: stain barely changed
Results:
Lemon juice: stain almost completely removed
Vinegar: stain partially removed
Baking soda solution: stain barely changed
a
Identify the order of reactivity of the three substances with rust, from most reactive to least reactive. [1]
b
Explain one reason why the concentration (strength) of each substance not being measured makes this experiment unreliable. [1]
c
Identify one other variable that was not controlled in this experiment and explain how it could affect the results. [1]
Solutions
16QuestionChemical Reactions in CookingAssessment Practice
6 marks~9 minCriterion A
A student treats apple slices with four solutions and records how long each takes to turn brown.
Solution (pH): Lemon juice (2) · Vinegar (3) · Water (7) · Baking soda solution (9)
Browning time (min): 60 · 35 · 10 · 5
Solution (pH): Lemon juice (2) · Vinegar (3) · Water (7) · Baking soda solution (9)
Browning time (min): 60 · 35 · 10 · 5
a
Identify the relationship between pH and browning time shown in the data. [1]
b
Explain why acidic solutions slow down the browning of apple slices. In your answer, name the type of reaction responsible for browning. [3]
c
Estimate the browning time for a solution of pH 4. Compare your estimate with the result for pH 3, and explain what the difference tells you about the pattern in the data. [2]
Solutions
17QuestionChemistry in Cleaning ProductsAssessment Practice
5 marks~8 minCriterion C
A student tested three cleaning products for removing rust from nails. Each nail was submerged in a liquid for 24 hours. The room temperature fluctuated between and .
Rust removed — Vinegar: 85%, Lemon juice: 70%, Baking soda solution: 40%, Water: 5%
The student claims: "Vinegar is the best rust remover."
Rust removed — Vinegar: 85%, Lemon juice: 70%, Baking soda solution: 40%, Water: 5%
The student claims: "Vinegar is the best rust remover."
a
Identify one variable that was not controlled in this experiment. [1]
b
Explain why this uncontrolled variable makes the experiment unfair. [2]
c
Compare the results for all four liquids and state whether the student's claim is valid. Give a reason for your answer. [2]
Solutions
18QuestionChemical Reactions in CookingAssessment Practice
4 marks~6 minCriterion D
When baking bread, the Maillard reaction — a chemical reaction between amino acids (protein building blocks) and simple sugars — causes the crust to turn brown at high temperatures. The inside stays pale because it stays cooler.
a
Identify one sign that the Maillard reaction has taken place during baking. [1]
b
Explain why a higher oven temperature causes the crust to brown more quickly. [1]
c
At temperatures above , the Maillard reaction can also produce acrylamide, a compound that may be harmful to health. Compare the effects of baking at a high temperature versus a moderate temperature, and suggest one way a baker could achieve a brown crust while reducing acrylamide formation. [2]
Solutions
19QuestionCombustion and Burning ReactionsAssessment Practice
6 marks~9 minCriterion D
Many households in rural areas cook over wood fires, while urban households often use natural gas (methane, ). The complete combustion of methane is shown below:
Incomplete combustion of wood produces carbon monoxide (), carbon dioxide (), and water ().
Incomplete combustion of wood produces carbon monoxide (), carbon dioxide (), and water ().
a
Identify one difference between the products of complete methane combustion and incomplete wood combustion. [1]
b
Explain one advantage of using methane rather than wood for indoor cooking. [2]
c
Compare the risks of burning wood and burning methane in an enclosed space, referring to carbon monoxide () — an odourless, toxic gas — in your answer. [3]
Solutions
20QuestionThermal Decomposition IntroductoryAssessment Practice
3 marks~5 minCriterion B
Equal masses (10.0 g) of three metal carbonates were heated strongly. The mass of solid remaining was recorded.
Mass remaining after heating 10.0 g of each carbonate:
Copper carbonate: 6.4 g
Zinc carbonate: 6.8 g
Calcium carbonate: 5.6 g
Mass remaining after heating 10.0 g of each carbonate:
Copper carbonate: 6.4 g
Zinc carbonate: 6.8 g
Calcium carbonate: 5.6 g
a
Identify which carbonate decomposed the most. [1]
b
Explain why heating a metal carbonate causes a loss in mass. [1]
c
The reactivity series ranks metals as: calcium (most reactive) > zinc > copper (least reactive). Compare the mass of solid remaining for copper carbonate and zinc carbonate, and explain what this suggests about the link between reactivity and carbonate stability. [1]
Solutions
21QuestionOxidation and RustingAssessment Practice
4 marks~6 minCriterion C
A student places four identical iron nails in different conditions for 7 days, then measures each nail's mass before and after.
Condition / Initial mass (g) / Final mass (g)
Dry air / 5.00 / 5.00
Boiled water with oil layer / 5.00 / 5.00
Salt water / 5.00 / 5.25
Painted nail in salt water / 5.00 / 5.02
Condition / Initial mass (g) / Final mass (g)
Dry air / 5.00 / 5.00
Boiled water with oil layer / 5.00 / 5.00
Salt water / 5.00 / 5.25
Painted nail in salt water / 5.00 / 5.02
a
Calculate the mass change for each nail. Show your working. [2]
b
A student claims: "Painting completely prevents rusting." Evaluate this claim using the data above. [2]
Solutions
22QuestionComparing Physical and Chemical ChangesAssessment Practice
6 marks~9 minCriterion C
A student says: "Melting plastic bottles to make new ones is a chemical change because the plastic looks different after melting."
a
Identify whether melting plastic is a physical or chemical change. [1]
b
Explain why the student's reasoning is incorrect. [2]
c
Compare what would happen to recycling efficiency and resource use if facilities treated melting as a chemical change rather than a physical one. [3]
Solutions
23QuestionTemperature and Light ChangeAssessment Practice
8 marks~12 minCriterion B
A student adds four metals to dilute hydrochloric acid and records the results after 2 minutes.
Reactivity order (most to least reactive): Mg > Zn > Fe > Cu
| Metal | Mg | Zn | Fe | Cu |
|---|---|---|---|---|
| Temperature increase (°C) | 15 | 8 | 3 | 0 |
| Glow stick brightness (1–5 scale, 5 = brightest) | 5 | 3 | 1 | 0 |
Reactivity order (most to least reactive): Mg > Zn > Fe > Cu
a
Identify the pattern between temperature increase and glow stick brightness shown in the data. [2]
b
Tin (Sn) is less reactive than zinc but more reactive than iron. Estimate the temperature increase and glow stick brightness for tin reacting with dilute hydrochloric acid, and explain your reasoning. [4]
c
Compare the results for magnesium and copper. Use the idea of energy release to explain the difference. [2]
Solutions
24QuestionFormation of PrecipitateAssessment Practice
4 marks~6 minCriterion D
A town adds aluminium sulfate to its drinking water. It reacts with impurities and forms a precipitate (a solid that sinks to the bottom), removing suspended particles from the water.
a
Identify one way this process improves public health. [1]
b
Explain what could happen to the drinking water if too much aluminium sulfate is added and the precipitate does not settle properly. [3]
Solutions