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It also examines atmospheric pollutants from fuels via nitrogen oxides production in car engines. Students evaluate carbon footprints using provided tables for different cars and apply chromatography concepts to analyse and identify food colouring dyes. The paper includes structured mark allocations and calculation requirements with clear working.",{"@graph":69,"@context":108},[70,84,99],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/gcse-combined-science-trilogy-higher-tier-chemistry-paper-2h-2019-06-12/207381/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":93,"encodingFormat":92,"isAccessibleForFree":94,"interactionStatistic":95},"DigitalDocument",{"name":87,"@type":88},"8796093062539","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-09-05",true,{"@type":96,"interactionType":97,"userInteractionCount":4},"InteractionCounter",{"@type":98},"ViewAction",{"@type":100,"mainEntity":101},"FAQPage",[102],{"name":103,"@type":104,"acceptedAnswer":105},"Which science topics are assessed besides water and calculations?","Question",{"text":106,"@type":107},"The paper also covers production of nitrogen oxides in car engines, evaluation of carbon footprints from a data table, and chromatography to explain dye separation and identify unknown dyes in food colouring.","Answer","https://schema.org",{"og:url":83,"og:type":110,"og:title":65,"og:site_name":90,"og:description":67},"article",{"robots":112,"canonical":83},"index,follow",{"doc_id":114,"site_id":62},207381,1788599349,{"code":4,"msg":5,"data":117},{"doc_id":114,"user_id":118,"nickname":87,"user_avatar":66,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":119,"file_id":120,"file_url":121,"file_type":122,"file_size":123,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":124,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":125,"faqs":126,"seo_title":127,"seo_description":67,"update_tm":115,"read_time":31},8796093062539,"| Please write clearly in block capitals. |  |  |  |\n| --- | --- | --- | --- |\n| Centre number |  | Candidate number |  |\n| Surname  \u003Cbr>Forename(s)  \u003Cbr>Candidate signature   |  |  |  |\n\nGCSE  \nCOMBINED SCIENCE: TRILOGY  \nHigher Tier  \nChemistry Paper 2H  \nH  \nWednesday 12 June 2019 Morning Time allowed: 1 hour 15 minutes  \nMaterials  \nFor this paper you must have:  \n• a ruler  \n• a scientific calculator  \n• the periodic table (enclosed) .  \nInstructions  \n• Use black ink or black ball-point pen.  \n• Fill in the boxes at the top of this page.  \n• Answer all questions in the spaces provided.  \n• Do all rough work in this book. Cross through any work you do not want to be marked.  \n• In all calculations, show clearly how you work out your answer.  \nInformation  \n\n| For Examiner’s Use |  |\n| --- | --- |\n| Question | Mark |\n| 1 |  |\n| 2 |  |\n| 3 |  |\n| 4 |  |\n| 5 |  |\n| 6 |  |\n| 7 |  |\n| TOTAL |  |\n\n• The maximum mark for this paper is 70.  \n• The marks for questions are shown in brackets.  \n• You are expected to use a calculator where appropriate.  \n• You are reminded of the need for good English and clear presentation in your answers.  \n0  1 Water that is safe to drink contains dissolved substances.  \n 0  1  .  1 What do we call water that is safe to drink?  \nTick ( 􀀹 ) one box.  \nDesalinated  \nFiltered  \nFresh  \nPotable  \n[1 mark]  \n 0  1  .  2 Describe a test for pure water.  \nGive the result of the test if the water is pure.  \n[2 marks]  \nTest   Result    \nDo not write outside the box  \n 0  1  .  3 Describe a method to determine the mass of dissolved solids in  \na 100 cm3 sample of river water.  \n[4 marks]  \n\n|  |\n| --- |\n|  |\n|  |\n|  |\n|  |\n|  |\n|  |\n|  |\n|  |\n|  |\n\n 0  1  .  4 A sample of river water contains 125 mg per dm3 of dissolved solids.  \nCalculate the mass of dissolved solids in grams in 250 cm3 of this sample of river water.  \nGive your answer to 2 significant figures.  \n[4 marks]  \nMass of dissolved solids =   g  \noutside the box  \n\n|  |  |  |  |  | A water company allows a maximum of 500 mg per dm3 of sulfate ions in drinking water.\u003Cbr>A sample of drinking water contains 44 mg per dm3 of sulfate ions.\u003Cbr>Calculate the percentage (%) of the maximum allowed mass of sulfate ions in the sample of drinking water.\u003Cbr>[2 marks]\u003Cbr>\u003Cbr>Percentage (%) of the maximum allowed mass =   % | outside box |  |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n|  | 0 | 1 | . | 5 |  |  |  |\n|  |  |  |  |  |  |  |  |\n|  |  |  |  |  |  |  | 13 |\n|  |  |  |  |  |  |  |  |\n\nthe  \n0  2 This question is about atmospheric pollutants from fuels.  \n 0  2  .  1 Fuel burns in a car engine.  \nDescribe how oxides of nitrogen are produced in a car engine.  \n[2 marks]  \n|  |\n| --- |\n|  |\n|  |\n\nQuestion 2 continues on the next page  \noutside the box  \n\n|  0  2  .  2 Table 1 shows the carbon footprint during the manufacture and use of three cars.\u003Cbr>Table 1\u003Cbr>Car Mass of CO2 produced during manufacture in kg Mass of CO2\u003Cbr>produced when driving in kg per km Total mass of CO2\u003Cbr>produced from manufacture and 40 000 km driving in kg Total mass of CO2\u003Cbr>produced from manufacture and 100 000 km driving in kg Car A 14 000 0.123 18 920 26 300 Car B 20 000 0.085 23 400 28 500 Car C 23 000 0.044 24 760 27 400\u003Cbr>Evaluate the carbon footprint of the cars.\u003Cbr>Use information from Table 1.\u003Cbr>[6 marks]\u003Cbr> | outside box |  |\n| --- | --- | --- |\n|  |  | 8 |\n\nthe  \n0  3 This question is about chromatography of food colouring.  \n 0  3  .  1 Food colouring is a formulation.  \nWhat is a formulation?  \n[1 mark]  \n0  3  .  2 Explain how paper chromatography separates the dyes in a food colouring.  \nDo not give details of how to do the experiment.  \n[2 marks]  \n\n|  |\n| --- |\n|  |\n|  |\n\n 0  3  .  3 Explain how the student could tell from the chromatogram that the food colouring contained more than one dye.  \n[2 marks]  \n\n|  |\n| --- |\n|  |\n|  |\n\nQuestion 3 continues on the next page  \noutside the box  \n\n|  |  |  |  |  | Explain how the student could use chromatogr","cbCaigtPvcs5iFgl","https://ap.wps.com/l/cbCaigtPvcs5iFgl","pdf",931553,"English","# Water quality and dissolved solids\n## Safe drinking water and purity testing\n## Mass of dissolved solids calculations\n## Sulfate ion limits and percentage calculation\n# Atmospheric pollutants from fuels\n## Oxides of nitrogen production in car engines\n# Carbon footprint evaluation\n## Using Table 1 to compare cars\n# Chromatography of food colouring\n## Formulations and dye separation\n## Chromatograms with multiple dyes\n## Identifying unknown dyes","[{\"question\":\"Which science topics are assessed besides water and calculations?\",\"answer\":\"The paper also covers production of nitrogen oxides in car engines, evaluation of carbon footprints from a data table, and chromatography to explain dye separation and identify unknown dyes in food colouring.\"}]","GCSE Combined Science: Trilogy - Higher Tier Chemistry Paper 2H - 2019-06-12 | PDF"]