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Chemical Reactions and the Periodic Table — Free MYP3 Sciences Practice Questions
1QuestionProperties and Uses of MetalsConcept Practice
2 marks~3 minCriterion B
A student adds equal masses of magnesium, zinc, iron, and copper to separate beakers, each containing 50 mL of 1 mol/L hydrochloric acid at 25°C. The student counts the number of gas bubbles produced per minute for each metal.
a
Identify the independent variable and the dependent variable in this investigation. [1]
b
State one controlled variable and explain why it must be kept constant. [1]
Solutions
2QuestionCorrosion and Its PreventionConcept Practice
2 marks~3 minCriterion A
A school gate made of iron is painted to protect it from rusting.
a
Explain how painting prevents the gate from rusting. [1]
b
Identify one limitation of using paint as a method of corrosion prevention. [1]
Solutions
3QuestionStructure and Layout of the Periodic TableConcept Practice
4 marks~6 minCriterion B
The diagram shows the halogens in Group 17 of the periodic table, with their colours and states at room temperature.
| Fluorine () | pale yellow | gas |
|---|---|---|
| Chlorine () | yellow-green | gas |
| Bromine () | orange-brown | liquid |
| Iodine () | grey-black | solid |
a
State the name given to the group of elements in Group 17. [1]
b
Explain why bromine () is classified as a liquid at room temperature rather than a gas or solid, using evidence from the diagram. [1]
c
Describe the trends in colour and state of matter shown by the halogens as you move down Group 17, using data from the diagram to support your answer. [2]
Solutions
4QuestionDefinition of ReactivityConcept Practice
2 marks~3 minCriterion A
The diagram below shows part of Group 1 of the periodic table, with lithium (), sodium (), and potassium () highlighted.
a
Identify the most reactive metal among the three highlighted elements. [1]
b
Explain why that element is the most reactive of the three. [1]
Solutions
5QuestionChemical Reactions in CookingConcept Practice
2 marks~3 minCriterion A
The diagram below shows the ingredients used to make bread dough and the substances present after baking.
Diagram labels: Flour, Water, Yeast, Carbon dioxide bubbles, Baked bread.
(a) Identify the reactants and the products shown in the diagram. [2]
Diagram labels: Flour, Water, Yeast, Carbon dioxide bubbles, Baked bread.
(a) Identify the reactants and the products shown in the diagram. [2]
Solutions
6QuestionNeutralization and Acid-Base ReactionsConcept Practice
2 marks~3 minCriterion A
A student adds sodium hydroxide solution to a beaker of hydrochloric acid until neutralization is complete.
a
Identify the chemical formula of the acid in this reaction. [1]
b
Explain why this reaction is classified as a neutralization reaction. [1]
Solutions
7QuestionFormation of PrecipitateConcept Practice
2 marks~3 minCriterion A
Two clear solutions are poured together in a beaker. A solid substance, labelled substance X, forms and settles at the bottom of the beaker.
a
Identify the name given to substance X. [1]
b
Explain how substance X formed in the beaker. [1]
Solutions
8QuestionCorrosion and Its PreventionAssessment Practice
4 marks~6 minCriterion D
A steel pier is protected from rusting by attaching blocks of zinc to its legs. This method is called sacrificial protection. Zinc is more reactive than iron, the main component of steel.
a
Identify one real-world benefit of using sacrificial protection for the pier. [1]
b
Explain why zinc corrodes instead of the steel. [1]
c
Identify one limitation of sacrificial protection and explain the impact this limitation has on the pier's maintenance. [2]
Solutions
9QuestionCorrosion and Its PreventionAssessment Practice
6 marks~9 minCriterion C
Iron nails (surface area , mass each) were coated by three methods and submerged in salt water for 168 hours. Mass and visible rust were recorded after exposure.
A student claims: "Galvanization completely prevents corrosion."
| Coating method | Mass after exposure (g) | Visible rust (\%) |
|---|---|---|
| Oil | 4.85 | 30 |
| Paint | 4.92 | 15 |
| Galvanization | 4.99 | 2 |
A student claims: "Galvanization completely prevents corrosion."
a
Calculate the corrosion rate for each coating method. Show all working. [3]
b
Explain whether the data support or contradict the student's claim. [3]
Solutions
10QuestionStructure and Layout of the Periodic TableAssessment Practice
4 marks~6 minCriterion C
The diagram shows the first four elements of Group 1 of the periodic table, with their electron shell diagrams displayed.
a
Describe one common feature of the electron arrangement of all Group 1 elements. [1]
b
Explain why Group 1 elements react with water, referring to the outer electron in your answer. [1]
c
A student claims: "Potassium reacts more vigorously with water than lithium because potassium is a larger atom." Analyse this claim and explain whether the student's reasoning is scientifically correct. [2]
Solutions
11QuestionMetals Non-Metals and MetalloidsAssessment Practice
4 marks~6 minCriterion A
A student tests two materials using the circuit shown. Material A is shiny and metallic; when placed in the gap, the bulb lights up. Material B is dull and non-metallic; when placed in the gap, the bulb does not light up.
a
Identify the electrical property of metals demonstrated by Material A. [1]
b
Explain why Material A causes the bulb to light up but Material B does not. [2]
c
A third material, silicon, is tested in the same circuit. The bulb glows very dimly. Suggest what this tells you about silicon's classification and its ability to conduct electricity. [1]
Solutions
12QuestionGroups and Periods ExplainedAssessment Practice
12 marks~18 minCriterion D
A fireworks manufacturer uses alkali metal compounds to create colours in displays. Scientists are concerned about the environmental effects of these compounds after a display.
a
Identify two alkali metals used in fireworks and state the colour each one produces. [2]
b
Explain two environmental impacts that occur when these metal compounds are released during a fireworks display. [4]
c
A city council is deciding whether to replace traditional fireworks with an alternative that uses compounds containing no alkali metals. The alternative produces less air pollution but results in noticeably duller colours. Analyse whether the council should make this switch, using evidence from both the environmental and display-quality perspectives. [6]
Solutions
13QuestionComparing Reactivity Using ExperimentsAssessment Practice
10 marks~15 minCriterion C
A company wants to protect a new iron bridge from rust. They test three metal coatings — zinc, tin, and copper — by placing each in contact with an iron strip in salt water. After one week, the results are recorded.
Rust observed on iron strip:
Zinc coating: none
Tin coating: moderate
Copper coating: heavy
Rust observed on iron strip:
Zinc coating: none
Tin coating: moderate
Copper coating: heavy
a
Explain why zinc prevents rust on the iron strip but copper does not. [2]
b
Explain one limitation of using zinc coating to protect a large iron bridge if the coating becomes scratched or chipped. [3]
c
A student claims: "Painting the bridge would be just as effective as zinc coating because both stop rust." Analyse this claim using evidence from the experiment and your knowledge of how each method works. [5]
Solutions
14QuestionReactivity Series of MetalsAssessment Practice
4 marks~6 minCriterion B
A student places small pieces of magnesium, zinc, and copper into separate test tubes, each containing dilute hydrochloric acid. The diagram shows the amount of bubbling observed after two minutes: magnesium produces rapid bubbling, zinc produces slow bubbling, and copper produces no bubbling.
a
Identify which metal produces the most vigorous bubbling. [1]
b
Explain what the bubbles are made of and why they form in this reaction. [1]
c
Analyse how the bubbling results can be used to rank the reactivity of the three metals, and explain what the result for copper indicates about its position relative to hydrogen in the reactivity series. [2]
Solutions
15QuestionDefinition of ReactivityAssessment Practice
6 marks~9 minCriterion D
Three metal fence posts have stood outdoors for two years. Post A is iron, Post B is aluminium, and Post C is stainless steel. Post A shows heavy orange rust; Post B and Post C look almost unchanged. All three posts are equally strong and cost similar amounts to produce.
a
Describe one difference in how iron and aluminium react with oxygen in the air. [1]
b
Explain why Post B and Post C are better choices than Post A for a fence built near the sea. [2]
c
A construction company argues that iron posts are acceptable because they are cheap and strong. Analyse this claim using the observations above and your knowledge of reactivity. [3]
Solutions
16QuestionChemistry in Cleaning ProductsAssessment Practice
5 marks~8 minCriterion B
A student investigates how water temperature affects the cleaning power of a laundry detergent. The same amount of detergent is used to clean identical stains on five fabric samples at different water temperatures.
A score of 0 means no stain removed; a score of 10 means complete removal.
| Temperature (°C) | 20 | 30 | 40 | 50 | 60 |
|---|---|---|---|---|---|
| Stain-removal score | 3 | 4 | 6 | 7 | 9 |
A score of 0 means no stain removed; a score of 10 means complete removal.
a
Describe the relationship between water temperature and stain-removal score shown in the data. [2]
b
Predict the stain-removal score at 70°C and explain your reasoning using the data. [2]
c
Analyse why the positive relationship between temperature and stain-removal score may not continue beyond 70°C. [1]
Solutions
17QuestionChemistry in Cleaning ProductsAssessment Practice
4 marks~6 minCriterion D
A student removes a rust stain from white cotton fabric using lemon juice (pH ≈ 2). She then applies a baking soda () and water paste to neutralise any remaining acid before rinsing and drying the fabric.
a
Identify one advantage of using lemon juice or baking soda for cleaning instead of a commercial stain remover. [1]
b
Explain one limitation or risk of this cleaning method, referring to the properties of lemon juice or baking soda. [2]
c
The student tests the fabric after rinsing and finds the pH is still 4. Describe what this result tells her about the neutralisation step and what she should do next. [1]
Solutions
18QuestionChemical Reactions in CookingAssessment Practice
6 marks~9 minCriterion C
A student bakes a cake using buttermilk (an acid) and baking soda (, a base). Together they react to produce gas, which makes the cake rise. Running out of buttermilk, the student substitutes an equal volume of water.
a
Describe the type of chemical reaction that occurs between buttermilk and baking soda, and identify the gas produced. [2]
b
Explain why substituting water for buttermilk reduces the amount of produced. [2]
c
A classmate suggests the cake will turn out the same because the same volume of liquid is used. Analyse this claim using your knowledge of acid-base reactions. [2]
Solutions
19QuestionCombustion and Burning ReactionsAssessment Practice
12 marks~18 minCriterion B
A series of hydrocarbons were burned in excess oxygen, and the mass of carbon dioxide (CO2) produced was recorded. The results are shown in the graph below.
a
Describe the relationship shown in the graph between the number of carbon atoms in the hydrocarbon and the mass of CO2 produced. [2]
b
Explain how you would use the pattern in the graph to predict the mass of CO2 produced when one mole of heptane (C7H16) is completely burned in excess oxygen. State your predicted mass. [4]
c
The balanced equation for the complete combustion of heptane is:
Calculate the mass of CO2 produced when 0.100 mol of heptane is completely burned in excess oxygen. Use the molar mass of CO2 = 44.01 g/mol. [6]
Calculate the mass of CO2 produced when 0.100 mol of heptane is completely burned in excess oxygen. Use the molar mass of CO2 = 44.01 g/mol. [6]
Solutions
20QuestionCombustion and Burning ReactionsAssessment Practice
10 marks~15 minCriterion C
Catalytic converters are fitted in car exhaust systems to reduce harmful gases produced during fuel combustion. The diagram shows a catalytic converter with three labeled parts: exhaust inlet, ceramic honeycomb structure coated with platinum, palladium, and rhodium catalysts, and exhaust outlet.
a
Describe two harmful gases produced during fuel combustion that a catalytic converter helps to remove. [2]
b
Explain how the design of the ceramic honeycomb structure helps the catalytic converter work effectively. [3]
c
The table below shows data collected from two cars over five years.
Car A: new catalytic converter fitted at the start of the study.
Car B: catalytic converter fitted 8 years before the start of the study.
Year 1 — Car A carbon monoxide (CO) emissions: 0.4 g/km. Car B CO emissions: 1.8 g/km.
Year 5 — Car A CO emissions: 0.6 g/km. Car B CO emissions: 3.1 g/km.
Analyse the data to explain what the results suggest about the effectiveness of catalytic converters over time. Support your answer with values from the data. [5]
Car A: new catalytic converter fitted at the start of the study.
Car B: catalytic converter fitted 8 years before the start of the study.
Year 1 — Car A carbon monoxide (CO) emissions: 0.4 g/km. Car B CO emissions: 1.8 g/km.
Year 5 — Car A CO emissions: 0.6 g/km. Car B CO emissions: 3.1 g/km.
Analyse the data to explain what the results suggest about the effectiveness of catalytic converters over time. Support your answer with values from the data. [5]
Solutions
21QuestionCombustion and Burning ReactionsAssessment Practice
12 marks~18 minCriterion D
A small town in a cold climate encourages residents to use wood-burning stoves for affordable winter heating. After several years, air pollution rises sharply during the coldest months, affecting many residents.
a
Describe the products formed during the complete combustion of wood. [2]
b
Explain how incomplete combustion occurs in wood-burning stoves and why the products formed are harmful to human health. [4]
c
The table below shows health data collected from the town over five winters.
Winter 1 — Wood stove use: 20% of homes; Hospital respiratory admissions per 1000 residents: 8
Winter 2 — Wood stove use: 35% of homes; Hospital respiratory admissions per 1000 residents: 13
Winter 3 — Wood stove use: 50% of homes; Hospital respiratory admissions per 1000 residents: 19
Winter 4 — Wood stove use: 65% of homes; Hospital respiratory admissions per 1000 residents: 26
Winter 5 — Wood stove use: 80% of homes; Hospital respiratory admissions per 1000 residents: 34
Analyse the data to describe the relationship between wood stove use and respiratory admissions, identify which population group is most at risk, and evaluate whether wood-burning stoves are a sustainable heating solution for this town. [6]
Winter 1 — Wood stove use: 20% of homes; Hospital respiratory admissions per 1000 residents: 8
Winter 2 — Wood stove use: 35% of homes; Hospital respiratory admissions per 1000 residents: 13
Winter 3 — Wood stove use: 50% of homes; Hospital respiratory admissions per 1000 residents: 19
Winter 4 — Wood stove use: 65% of homes; Hospital respiratory admissions per 1000 residents: 26
Winter 5 — Wood stove use: 80% of homes; Hospital respiratory admissions per 1000 residents: 34
Analyse the data to describe the relationship between wood stove use and respiratory admissions, identify which population group is most at risk, and evaluate whether wood-burning stoves are a sustainable heating solution for this town. [6]
Solutions
22QuestionColour Change and Gas FormationAssessment Practice
12 marks~18 minCriterion B
Three unknown metals, X, Y, and Z, are placed in separate beakers of hydrochloric acid (HCl). The graph below shows the rate of hydrogen gas produced (mL/min) over 10 minutes. The final colour of each solution is also recorded.
Final solution colours — Metal X: light blue | Metal Y: green | Metal Z: colourless
A fourth metal, W, is less reactive than Z but more reactive than copper.
Final solution colours — Metal X: light blue | Metal Y: green | Metal Z: colourless
A fourth metal, W, is less reactive than Z but more reactive than copper.
a
Apply your knowledge of reactivity to predict the rate of hydrogen gas production for metal W when placed in hydrochloric acid. [2]
b
Explain the likely colour of the solution after metal W reacts with hydrochloric acid, using the trend shown by metals X, Y, and Z. [4]
c
Analyse the graph and the information about metal W to rank metals W, X, Y, and Z in order from most reactive to least reactive. Justify each position in your ranking. [6]
Solutions
23QuestionColour Change and Gas FormationAssessment Practice
6 marks~9 minCriterion C
A student mixes two clear, colourless solutions in a test tube. The mixture immediately turns cloudy and yellow, and a solid collects at the bottom of the tube.
a
Identify two pieces of visual evidence from the description that suggest a chemical reaction has occurred. [2]
b
Explain why the formation of a solid in this reaction indicates a chemical change rather than a physical change. [2]
c
The table below shows observations from three different experiments.
Experiment 1: temperature of mixture rises from 21 °C to 34 °C
Experiment 2: bubbles form steadily at the surface of a solid
Experiment 3: a white powder dissolves completely in water with no change in temperature
Analyse the observations and identify which experiments show evidence of a chemical reaction. Justify your answer. [2]
Experiment 1: temperature of mixture rises from 21 °C to 34 °C
Experiment 2: bubbles form steadily at the surface of a solid
Experiment 3: a white powder dissolves completely in water with no change in temperature
Analyse the observations and identify which experiments show evidence of a chemical reaction. Justify your answer. [2]
Solutions
24QuestionColour Change and Gas FormationAssessment Practice
12 marks~18 minCriterion D
A company has developed a protective coating for iron park benches. The coating turns from blue to orange when it can no longer prevent rusting. The table below shows inspection data collected over one year.
| Season: Spring | Benches inspected: 40 | Benches showing orange coating: 4 |
|---|---|---|
| Season: Summer | Benches inspected: 40 | Benches showing orange coating: 6 |
| Season: Autumn | Benches inspected: 40 | Benches showing orange coating: 9 |
| Season: Winter | Benches inspected: 40 | Benches showing orange coating: 21 |
a
Describe what the colour change from blue to orange indicates about the condition of the protective coating. [2]
b
Explain why the maintenance team can manage their time and resources more efficiently by using this colour-change coating rather than inspecting every bench manually each week. [3]
c
The data show that far more benches display the orange colour in winter than in other seasons. Analyse two possible reasons for this pattern, and explain one limitation this creates when using colour change alone to decide when to reapply the coating. [7]
Solutions