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2001 - Q28 (d) (6 marks)

 

(i) Name the chemical process used to make soap. (1 mark)

 

(ii) Outline the procedure for making soap in the school laboratory. (2 marks)

 

(iii) Describe a safety risk associated with the procedure outlined in part (ii), and suggest a safe work practice to minimise the risk. (3 marks)

2003 - Q30 (c) (5 marks)

 

Analyse how an understanding of the structure and cleaning action of soaps led to the development of synthetic detergents.

2007 - Q28 (d) (4 marks)

 

Describe the impact that saponification products have had on society and the environment.

2009 - Q27 (c) (d) (6 marks)

 

(c) Account for a use of an emulsion in terms of its properties. (2 marks)

 

(d)

(i) Explain the cleaning action of soap in terms of its molecular structure. (2 marks)

 

(ii) Soap is one product of saponification. Name the other product and draw its structural formula. (2 marks)

2013 - Q32 (a) (3 marks)

 

The diagram shows a sequence of steps in the removal of grease from a surface. Explain the process shown in these steps.

2015 - Q31 (b) (7 marks)

 

(i) Describe how saponification can be safely carried out as part of a first-hand investigation. (3 marks)

 

(ii) Explain the chemistry related to the cleaning properties of the product of saponification. (4 marks)

2002 - Q28 (a) (4 marks)

 

(i) Define saponification. (1 mark)

 

(ii) Account for the cleaning action of soap. (3 marks)

2004 - Q28 (b) (6 marks)

 

The table shows the structures of three different classes of detergents.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(i) Account for the cleaning action of anionic detergents. (2 marks)

 

(ii) Assess the environmental impacts of the different classes of detergents. (4 marks)

2004 - Q28 (d) (8 marks)

 

During your practical work you performed a first-hand investigation to gather information and describe the properties of a named emulsion, and you related these properties to its uses.

 

(i) Define the term emulsion. (1 mark)

 

(ii) Outline the procedure used in your investigation, and describe the results obtained. (3 marks)

 

(iii) Explain how the industrial method of producing soap differs from that used in school laboratories. (4 marks)

2006 - Q28 (b) (6 marks)

 

The diagram represents how one class of molecules assembles in water to form a structure called a micelle.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(i) Identify the class of molecules shown. (1 mark)

 

(ii) Account for the formation of a micelle. (2 marks)

 

(iii) Explain what happens when oil is added to water containing these molecules. (3 marks)

2008 - Q29 (d) (7 marks)

 

Synthetic detergents have been developed over the past 60 years.

 

Compare anionic, cationic and non-ionic synthetic detergents in terms of their use and chemical composition and the impact that these detergents have had on the environment.

2010 - Q32 (d) (5 marks)

 

The equation represents a reaction that can be performed in a school laboratory.

 

 

 

 

 

 

 

(i) Identify both this type of reaction and the reactant A. (2 marks)

 

(ii) Describe how this type of reaction could be carried out in a school laboratory including specific safety precautions for this process. (3 marks)

2012 - Q34 (e) (7 marks)

 

Initially soap was the only product of the surfactant industry. Due to societal pressures and chemical developments, production in this industry has evolved to include a wide range of products.

 

Account for these changes over time with reference to the structure and uses of surfactants.

2014 - Q32 (e) (7 marks)

 

Explain how the differences in the structure and composition of soaps and detergents determine their uses and their impacts on the environment.

2016 - Q31 (d) (6 marks)

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Compare the process of saponification in a school laboratory with the industrial preparation of soap and justify any differences in the methods used. Include a relevant chemical equation in your answer.

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