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A Level · Cambridge (CIE) · 9701

Predict Group 2 thermal stability from decomposition data

Compare nitrate and carbonate heating evidence using the shared Group 2 stability trend.

Group 2: magnesium to barium · Cambridge 9701 AS Chemistry · 10.1

AS Level; Cambridge International Chemistry 9701, 2025–2027 syllabus. Group trends are qualitative unless data are supplied. Show physical states and balance equations; distinguish reaction from dissolution and precipitation. This sequence does not replace supervised practical experience. Written practice is self-checked

Before you begin

  • Use Group 2 formulas, ionic charges, state symbols, balanced equations and acid reaction patterns.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

How does thermal stability change for Group 2 nitrates and carbonates down the group?

What you will learn

  • Compare nitrate and carbonate thermal stabilities
  • Interpret qualitative heating observations
  • Separate AS trend predictions from A Level explanations
Group 2 · thermal decompositionCarbonateMCO₃ → MO + CO₂Nitrate2M(NO₃)₂ → 2MO + 4NO₂ + O₂Thermal stability increases down the groupMg → Ca → Sr → Ba · heat needed increases
General thermal decomposition equations for a Group 2 carbonate and nitrate. MCO₃ forms MO and CO₂; 2M(NO₃)₂ forms 2MO, 4NO₂ and O₂. Thermal stability increases down Mg, Ca, Sr and Ba for both series. The figure gives products and trend only; no decomposition temperature or A Level polarisation mechanism is implied.

Both decomposition series become more stable down Group 2

For both carbonates and nitrates, thermal stability increases Mg → Ca → Sr → Ba. A lower-group compound decomposes more readily; a higher-group compound needs stronger heating under comparable conditions.

Carbonates produce MO + CO₂; nitrates produce MO + NO₂ + O₂. The products differ, but the direction of the stability trend is the same.

Use controlled comparisons and stay within the syllabus level

A meaningful comparison keeps sample size, heating method and observation time similar. If one sample starts decomposing later, that supports greater thermal stability; a single uncontrolled demonstration is weaker evidence.

At AS, state and use the trend. The later A Level Topic 27 asks for a qualitative explanation using cation size and polarisation of the large anion. Do not pass that explanation off as an AS outcome.

Pause and explain

Which products identify a heated Group 2 carbonate?

Put the idea to work

Worked example

In comparable tests, BaCO₃ remains unchanged longer than MgCO₃. State the inference and give the carbonate equation.

Show the worked solution
  1. Barium is lower in Group 2 than magnesium.
  2. Carbonate thermal stability increases down the group.
  3. Decomposition forms the metal oxide and carbon dioxide.

Answer BaCO₃ is more thermally stable than MgCO₃. BaCO₃(s) → BaO(s) + CO₂(g).

Try a topic test

Choose Easy, Normal or Difficult. Save your answers and open worked review after finishing.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

Rank MgCO₃, CaCO₃ and BaCO₃ in increasing thermal stability.

Give me a hint

Move from the top to the bottom of Group 2.

Compare my reasoning
  1. The group order is Mg, Ca, then Ba.
  2. Carbonate stability increases down the group.
  3. Write the compounds in that same increasing order.

MgCO₃ < CaCO₃ < BaCO₃ in thermal stability.

Look for these in your work

  • Order follows group position
  • Trend direction correct
  • Property named
2 · Independent

A nitrate decomposes at a lower temperature than a second Group 2 nitrate under the same apparatus conditions. What does this suggest about their relative positions?

Give me a hint

The less stable nitrate is expected higher in the group.

Compare my reasoning
  1. Thermal stability increases down Group 2.
  2. The nitrate that decomposes earlier is less stable.
  3. It is likely higher in the group than the more stable sample.

The nitrate that decomposes earlier is likely higher in Group 2 than the more thermally stable nitrate.

Look for these in your work

  • Observation interpreted
  • Trend applied
  • Inference qualified
3 · Transfer

A learner explains the AS trend by saying the syllabus requires a detailed polarisation mechanism. Correct the syllabus-level claim.

Give me a hint

Separate the AS learning outcome from the later A Level Topic 27 outcome.

Compare my reasoning
  1. AS Topic 10 requires equations and the trend in thermal stability.
  2. A Level Topic 27 adds a qualitative explanation involving ionic radius and polarisation.
  3. A response should match the exam level and question wording.

AS Topic 10 requires describing and predicting the stability trend; the detailed ionic-polarisation explanation is developed in A Level Topic 27.

Look for these in your work

  • AS scope identified
  • A Level extension separated
  • Exam-level boundary made clear

Common mistakes

  • Reversing the down-group trend
  • Treating different sample sizes as a controlled comparison
  • Mixing nitrate and carbonate gas products
  • Requiring the A Level polarization mechanism for an AS trend question
Recall without your notes

What can you explain now?

How does thermal stability change for Group 2 nitrates and carbonates down the group?

Compare with the explanation

It increases

Both series become more thermally stable from Mg towards Ba.

After trying it yourself, choose your next review. This is your self-assessment.

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Make it stick

What is the shared thermal-stability direction for Group 2 carbonates and nitrates, and what extra mechanism is reserved for A Level?

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Chemistry

Course scope and assessment

Four hundred and forty-two original lessons map the published learning outcomes across AS Chemistry Topics 1–22 and A Level Topics 23–37, with guided, independent and transfer practice and explained answers. Every numbered subject-content topic and listed outcome tag now has a mapped lesson sequence. Topic 32 maps all 12 hydroxy-compound outcome tags in 11 lessons; Topic 33 maps all 15 carboxylic-acid and derivative outcome tags in 16 lessons; Topic 34 maps all 22 nitrogen-compound outcome tags in 20 lessons; Topic 35 maps all 12 polymerisation outcome tags in 16 lessons; Topic 36 maps all four organic-synthesis outcome tags in 14 lessons; Topic 37 maps all 22 chromatography and NMR outcome tags in 18 lessons. Cambridge's 2028–2030 Version 1 syllabus states that there are no significant changes which affect teaching from the preceding edition; the routes are aligned to that edition. This is 37 of the 37 numbered subject-content topics. Full cumulative exam assessment, Paper 3 laboratory competence, Paper 5 investigation practice and human subject-teacher review remain outstanding. Written practice is self-checked and does not certify exam readiness.

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