7 H

Quick Quiz

On your answer sheet, write in or circle the correct letter for each question.

7Ha
1 What happens in all chemical changes? C nitrogen, copper, mercury, water
A A gas is produced. D chlorine, argon, sodium, limestone
B Heat energy is given out. 2 The correct way to write the chemical
symbol for the element calcium is:
C Elements change into a compound.
A ca
D One or more new substances are
formed. B CA
2 A compound contains: C Ca
A only one type of atom. D cA
B only one element. 3 Which of these elements is used to build
bridges?
C only two elements joined together.
A Iron
D at least two elements joined together.
B Gold
3 Which of the following particle diagrams
show molecules of a mixture of elements? C Oxygen
D Carbon
4 We need to recycle some of our metals
more because recycled metals …
A have better properties.
B do not corrode as easily.
C produce more carbon dioxide.
D save our limited natural resources.

7Hc
4
1 Which list contains only non-metal
elements?
A oxygen, nitrogen, argon, silicon
B chlorine, oxygen, sulfur, iron
C bromine, helium, carbon, air
The particle diagram above shows: D gold, silver, platinum, mercury
A an element. 2 Which list contains only typical properties
of metals?
B a compound.
A good conductor of heat, brittle,
C a mixture of elements. low melting point
D a mixture of compounds. B poor conductor of heat, strong,
high melting point
7Hb
C good conductor of electricity, strong,
1 Which of the following lists contains only high melting point
elements?
D poor conductor of electricity, weak,
A air, iron, iodine, magnesium low melting point
B zinc, gold, aluminium, oxygen

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 7 H
Quick Quiz

3 Metals like aluminium are used to make 4 When metals and non-metals form a
cooking pots because they are … compound, the compound will usually:
A brittle and good conductors of heat. A be easily broken up.
B malleable and good conductors of heat. B have the same properties as the
elements.
C brittle and poor conductors of heat.
C take up a larger volume than the
D malleable and poor conductors of heat.
elements.
4 All metals are …
D have different properties to the
A solids. elements.
B strong.
7He
C brittle and easily broken.
1 The breakdown of a compound into simpler
D conductors of electricity. substances is called a thermal:

7Hd A filtration.

1 Which of the following shows the particles B precipitation.

in a mixture of compounds? C elementation.
D decomposition.
2 When iron and sulfur are mixed and
heated, what changes might you see to tell
you a reaction has started?
A A gas is given off.
B A solid is formed.
C The mixture changes into a liquid.
D The mixture glows red.

2 When iron and sulfur react they form: 3 What is the missing substance in the
equation below?
A a new element.
copper carbonate  copper oxide +
B a mixture of elements.
C a new compound.
A carbon
D a mixture of compounds.
B water
3 The reaction between calcium and oxygen
forms: C oxygen
A calcium oxate. D carbon dioxide
B calcium oxide. 4 To break down the compound silver oxide
into its elements you would need to:
C calcium oxygen.
A heat it.
D calcium carbonate.
B dissolve it water.
C mix it with oxygen.
D change it into a new compound.

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 7 H
Quick Quiz Answer Sheet

Name Class Date

The Quick Quiz is to see how much you already know about a subject. It also gives you some idea
of the things you will soon be learning about. Record your answers in the answers column. Shade
in or tick the ones you get right.

Topic Answers I can already…

7Ha 1 Describe what happens in all chemical reactions.
2 Identify descriptions of elements, compounds and mixtures.
3 Identify atoms and molecules from particle diagrams.
4 Identify elements and mixtures from particle diagrams.

7Hb 1 Identify elements from other substances.

2 Recall some examples of uses for common elements.
3 Explain why we should recycle elements more.
4 Recognise the correct symbols for elements.

7Hc 1 Identify common metals and non-metal elements.

2 Describe the typical properties of metals and non-metals.
3 Link properties of elements with uses.
4 Use key properties to classify elements.
7Hd 1 Identify compounds and mixtures from particle diagrams.
2 Describe what is formed when two elements react.
3 Recall the naming system for 2-element compounds.
4 Recall how the properties of a compound will be different
from its elements.
7He 1 Name the reaction involved in breaking down compounds.
2 Describe the changes you can see when two elements react.
3 Complete word equations for some reactions.
4 Explain how you break down compounds.

Quick Quiz: At the start:

/20 0–5 = I didn’t know much; 6–10 = I knew something;
11–15 = I knew a fair bit; 16–20 = I already knew a lot

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 7 H
Word Sheets

7Ha – Opener
Word Pronunciation Meaning
chemical reaction A change in which one or more new substances are
(change) formed.
physical change A change in which no new substances are formed, e.g.
changes of state.
properties A description of how a material behaves and what it is
like. Hardness is a property of some solids.

7Ha – Sorting our resources

Word Pronunciation Meaning
bar chart A chart where the length of the bars is in proportion to
the amounts of a qualitative or discrete variable.
continuous Data that can have any number between two limits.
data Information collected in experiments or investigations.
discrete Data that involves a limited number of values (numbers).
line of best fit The line on a scatter graph that shows the trend in
values. It may pass through some or all of the points on
the graph.
line graph A graph that uses points joined by lines to show how
one variable changes as another variable changes.
pie chart A type of chart in which a circle is divided into sectors to
represent the proportions of a total made up by different
items.
qualitative Data that is described in words.
quantitative Data that is described in numbers.
scatter graph A graph of plotted points that tries to show a relationship
between two quantitative variables.
table An organisation of data into rows and columns.
variable A factor which can change or be changed in an
experiment.

7Ha – The air we breathe

Word Pronunciation Meaning
atom A small particle from which all substances are made.
compound Substance that can be split up into simpler substances,
since it contains the atoms of two or more elements
joined together.
element A simple substance, made up of only one type of atom.
mixture Contains more than one substance with different types
of particles that are not joined together.
molecule Two or more atoms joined together in group of a set size.
periodic table A special list of all known elements.
pure A single substance that does not have anything else in it
(rather than a mixture of substances).

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 7 H
Word Sheets

7Hb – The Earth’s elements

Word Pronunciation Meaning
crust Solid layer of rocks on the surface of the Earth.
recycle Using a material again, often by melting it and using it to
make new objects.
symbol The letter or letters that represent an element.

7Hc – Metals and non-metals

Word Pronunciation Meaning
brittle Not easily bent, or not flexible, breaks under force.
conductor of Substance that allows electricity to pass through it
electricity easily.
conductor of heat Substance that allows heat to pass through it easily.
flexible Bends without breaking.
malleable Able to be beaten and bent into shape.
magnetic A material, such as iron, that is attracted to a magnet.
metals Elements that are shiny when polished, conduct heat
and electricity well, are malleable and flexible and often
have high melting points.
non-metals Elements that are not shiny, and do not conduct heat
and electricity well.

7Hc – Facts and opinions

Word Pronunciation Meaning
expert opinions An opinion made by someone who is an expert at a
particular subject.
facts Something that has been shown to be correct over and
over again is often called a ‘fact’.
opinions Opinions are views or judgements that have not been
shown to be true.

7Hd – Making compounds

Word Pronunciation Meaning
bond The force that joins atoms together in molecules and
joins elements together in compounds.
Earth’s crust Outer solid layer of the surface of the Earth.
metal ore Rocks containing metal compounds which can be used
as a source of the metal.
oxide Compound containing one element bonded with oxygen.

7He – Chemical reactions

Word Pronunciation Meaning
carbonate Compound containing an element bonded with carbon
and oxygen.
criteria cry-teer-ee-a A set of standards by which to judge things.

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 7 H
Word Sheets

Word Pronunciation Meaning

decompose To break down into simpler substances.
model A way of showing or representing something that helps
you to think about it or to find out about it.
products The new substances formed in a chemical reaction.
reactants The substances you start with in a chemical reaction.
thermal Breaking down a compound into simpler substances
decomposition using heat.
word equations Description of a chemical reaction using the names of
the reactants and products either side of an arrow.
A word equation is a type of model.

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 7 Ha
Quick Check

Name Class Date

Earth’s elements
Read each statement in the table below. Decide whether they apply to elements, mixtures or
compounds and complete the table by placing a  in the correct box or boxes.
Note that some statements could apply to more than one category.

Statements Element Mixture Compound

1 contain a single chemical

2 found in the periodic table

3 are made up of atoms

4 include air, soil and sea water

5 contain only one type of atom

6 pure oxygen is an example

7 contain more than one type of

atom

8 contain different substances that

are not joined together

9 can be solids, liquids or gases

10 include water, salt and carbon

dioxide

11 contains only atoms that are not

joined together

12 pure water is an example

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 7 Ha
Quick Check WS

Name Class Date

Sorting our resources

1 Convert the information in the box below into an organised table, a bar chart and a pie chart.
Include labels, keys and scales where appropriate.

All substances are made up of elements. The paper that makes up this page is mainly made
up of three elements. About half or 50% of the paper is oxygen. Carbon and hydrogen make
up 45% and 5% respectively.

2 The results of an investigation measuring the temperature rise in a beaker of water as it is

heated for different time intervals is shown below.

a Draw a best fit line on the graph.

b What does the scatter graph tell us about the investigation?

c Could the same data be put into a bar chart or pie chart? Explain your answer.

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 7 Hb
Quick Check

Name Class Date

Elements
1 A student made the following statements about elements.
Tick the box to say if you agree or disagree with each statement.

Statement about elements Agree Disagree

a All substances are made up of atoms.  

b All atoms are the same.  
c An element contains only one kind of atom.  
d There are millions of elements.  
e Elements cannot be made up of molecules.  
f The symbols for elements always start with the first letter of the element’s name.  
g International symbols for elements help scientists communicate.  
h Mixing elements always forms a compound.  
i There are less than 100 natural elements.  
j Gold has been known about for a long time because it is an element.  
k Recycling metals will mean that we run out of them more quickly.  

2 Circle the correct symbol for the elements named below.

H He S Ag

a helium b silver

he HE AG Si

3 Complete the following passage about elements using words from the box.

similar different can cannot

Elements be broken down into simpler substances. All elements have

properties. All metals conduct electricity, which makes them

suitable for use in electrical cables.

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 7 Hc
Quick Check

Name Class Date

A student has been writing some notes about metal and non-metal elements in this topic.
Each of his notes is wrong in some way. Explain how each note is wrong.

1 Metals are all shiny and strong but they are poor conductors of electricity.

2 Zinc, aluminium, tin and carbon are all typical metals.

3 All non-metal elements are flexible and malleable and so can be bent into different shapes.

4 Oxygen, nitrogen, silicon and calcium are all non-metals.

5 You can tell if something is a metal by using a magnet.

6 Sulfur is a better conductor of electricity than silver as silver is a non-metal element.

7 All metal elements are solids.

8 All non-metal elements are gases.

9 Metals are found on the right-hand side of the periodic table.

10 Metals are good for cooking pots because they are poor conductors of electricity.

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 7 Hc
Quick Check Literacy

Name Class Date

Facts and scientific evidence

For each card, decide whether the statement is a fact or an opinion.

Uranium is the natural element Our resources of copper ore will

Copper ore mines are ugly. which is made up of the largest run out in ten years.
atoms.

The average temperature on

Earth will rise 2.5°C in the next Hydrogen is a colourless gas. The UK will use more aluminium
100 years. metal this year than last year.

The average temperature on

Gold is used to make jewellery. Earth has risen 1.3°C in the last Gold is the most attractive
100 years. element used in jewellery.

The average percentage of

Gold conducts electricity better The price of platinum will double nitrogen in the atmosphere is
than copper. in the next 4 years. approximately 78%.

There are millions of planets in

Oxygen is the most important The melting point of copper is the universe that support living
element. 1083°C. things like those found on Earth.

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 7 Hd
Quick Check

Name Class Date

Compounds
The diagrams and sentences below are about the formation of compounds.
Complete the descriptions by writing in the missing word or words in the spaces provided.

● The iron and sulfur mixture can be separated by using a .

● They can be separated because the atoms are not together.

● To start the reaction the mixture is .

● We know when the reaction has started when the mixture .

● The compound formed in this reaction is .

● The starting substances in this reaction are

● The properties of the compound are from the elements from which it
is formed.

● The iron and sulfur cannot be easily from the compound as the atoms are
.

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 7 He
Quick Check

Name Class Date

Compounds and reactions

Using your knowledge and understanding of elements, compound and reactions, complete the
answers to these clues in the crossword grid above. Write answers in pencil in case you have to
make changes.
Across
3 The term we use to describe a substance which is present before a
reaction takes place.
6 and 17 Forms new substances.
8 See 11 down.
9 A change in is sometimes a sign of a chemical reaction.
10 across and 14 down Used to test for carbon dioxide.
12 Compounds that contain oxygen.
15 Zinc is a compound that contains zinc, carbon and
oxygen.
16 is an everyday reaction that happens to objects made
from iron.
17 See 6 across.

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 7 He
Quick Check

Down
1 This term refers to using heat.
2 The breakdown of a compound.
4 See 7 down.
5 What you usually need to use to break down compounds.
7 and 4 A gas formed when copper carbonate is heated.
13 copper +  copper sulfide
14 See 10 across.
11 down and 8 across The elements in silver oxide.

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 7 H
Progression Check

Name Class Date

Draw a ring around a number of stars for each statement. If you are very confident about a
statement, draw your ring around all the stars. If you do not know anything about a statement do
not draw a ring.

Topic At the end of the unit:

7Ha Working Scientifically
Identify and draw tables, pie charts, bar charts and scatter graphs. * * * * *
Interpret tables, pie charts, bar charts and scatter graphs. * * * * *
Identify the difference between qualitative and quantitative data. * * * * *
Describe the benefits of organising data in particular ways. * * * * *
7Ha
State what is meant by an element and recall some examples. * * * * *
Describe the difference between elements and compounds by their
properties. * * * * *
Use particle diagrams to describe the difference between atoms and
molecules. * * * * *
State the proportions of different gases in the air. * * * * *
Use particle diagrams to describe the difference between elements,
compounds and mixtures. * * * * *
Use diagrams to explain the difference between a mixture of elements and
a compound. * * * * *
7Hb
Describe the properties of two elements and link them to their uses. * * * * *
Represent elements using chemical symbols. * * * * *
Explain why some elements are found in their native states and have been
known about for a long time. * * * * *
Describe two advantages of recycling materials. * * * * *
7Hc
Identify different metal and non-metal elements. * * * * *
Use evidence to classify a material as a metal or non-metal. * * * * *
7Hd
State what happens in all chemical reactions. * * * * *
Describe how elements can be changed into compounds. * * * * *
Describe how a compound and its elements’ properties are different. * * * * *
Use the chemical names for different 2- and 3-element compounds. * * * * *
7He
Recall examples of chemical reactions in everyday life. * * * * *
Write word equations to describe chemical reactions and identify the
products and reactants in the reactions. * * * * *
Identify and describe what happens in thermal decomposition reactions. * * * * *
Explain the different ways energy can play a part in some reactions. * * * * *

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 7 H
Summary Sheets

Atoms, molecules, elements and compounds

All substances are made up of tiny particles called atoms.
Substances can be made of single atoms but they can also be
made of atoms bonded together in small groups, called
molecules. Substances can also be made of many trillions of
atoms all bonded together.
Natural materials can be pure (containing one substance) or
mixtures (containing two or more substances which are not
joined together). A mixture is formed if elements are mixed
without joining.
Elements are simple substances made up of only one kind of
atom.
There are about 90 different types of atom found on Earth.
Therefore there are about 90 different elements.

Most substances are compounds, which contain more than

one kind of atom (more than one element) bonded (joined)
together.

The Earth’s elements

The periodic table lists all 118 known elements. e.g. Oxygen = O
Element are described by symbols of one or two letters. Magnesium = Mg
The first letter is always a capital letter and the second is Iron = Fe
always lower case.
Silicon = Si
The same symbols are used in all countries.
Although there are only about 90 natural elements, there are
millions of compounds.
We obtain all the elements and compounds we need for living
from the Earth’s atmosphere and crust.
Our resources are limited and some may run out in the near
future. We need to take care of our resources, recycle more
and make less waste.

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 7 H
Summary Sheets

Metals and non-metals

Elements can be classified as metals or non-metals, depending on their properties.

The common properties of metals are: The common properties of non-metals are:
● high melting point solids, ● low melting point (gases, liquids and solids),
● strong and flexible, ● brittle (when solid),
● shiny (when polished), ● not shiny,
● good conductors of heat, ● poor conductors of heat,
● good conductors of electricity. ● poor conductors of electricity.
e.g. copper, iron, aluminium, zinc, and tin. e.g. sulfur, oxygen, nitrogen, carbon and iodine.
Note: mercury is the only liquid metal.
The uses of an element depend on its properties. For example, copper and aluminium are used
for electrical cables as they are strong, flexible and conduct electricity very well.

Making compounds
Compounds are formed when elements are mixed and react so that the atoms join together.

Naming compounds
If there is a metal in the compound, the name of the
metal goes first.
If the compound contains only two elements then one
of the element’s name has its ending changed to ‘ide’.
e.g. zinc + oxygen = zinc oxide
iron + bromine = iron bromide
If a compound contains two elements plus oxygen,
then the name ending of one of the elements is
changed to ‘ate’.
e.g. sodium + carbon + oxygen = sodium carbonate

Chemical reactions
Chemical reactions always form one or more Typical signs of chemical reaction include:
new substances.
● a colour change,
Many chemical reactions occur in everyday life,
● a gas being given off,
for example, burning, cooking, rusting,
digesting food. ● a solid forming in a liquid,
● an energy change.

How chemical reactions start

Some reactions start just by mixing the right e.g. acid and alkalis
substances together.
Heat is often needed to start a reaction, but e.g. burning natural gas
once started many reactions give out heat.
Others need a continuous supply of energy to e.g. breaking down metal ores
keep them going.

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 7 H
Summary Sheets

Modelling chemical reactions using word equations

reactants  products

e.g. zinc + chlorine  zinc chloride

tin carbonate  tin oxide + carbon dioxide

Thermal decomposition reactions involve breaking down a

single compound using heat.
Heating copper carbonate produces copper oxide and carbon
dioxide.
Thermal decomposition reactions are used in industry to
extract metals.

Sorting and presenting data

The way data is sorted and presented depends on the type of
variable and what you want to show.
Tables – show values and order.
Bar charts – compare differences between qualitative/discrete Gases in air %
variables.
nitrogen 78
Line graphs – shows trends between variables. oxygen 21
Scatter graphs – look for relationships between quantitative other gases 1
variables.
Pie charts – shows proportions of a total.
Note: Qualitative data = words. Quantitative data = numbers.
Discrete data = only certain number values.

Pie chart of gases in air

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 Materials resources from our Earth (Plenary 7 in Topic 7He)
In the table below, examples of how progression bands might be interpreted for this activity are given. It is suggested that a student needs to
demonstrate work at a progression band in two different strands to achieve that band.

Recalling Explaining Using knowledge Using evidence Applications and

implications
Developing Students recall some Students explain why a certain Students group substances using
properties of substances. everyday material is used for a simple properties.
certain purpose. Exemplar: solids, liquids and gases
Exemplar: glass is used in or shiny/dull.
windows because it is see-
through.
7H

Securing Students state that all Students describe the difference Students describe some common Students describe
substances are made up of between a mixture and a pure properties of metallic and non- examples of
elements. substance. metallic materials in order to classify changes that can
Students identify an example Exemplar: a mixture is when two them. be observed to
of a chemical reaction/change or more different substances are Exemplar: metals conduct electricity indicate that a
in everyday life. mixed together. A pure but most non-metals do not. chemical reaction
substance contains only one has occurred.
Students recall the names of
the most important gases in substance. Exemplar:
air. glowing, energy
given out, colour
change, etc.
Securing + Students state that all matter Students correctly explain the Students link the properties of an Students Students explain how
is made up of tiny particles difference between elements, element to its use. recognise how the some of our material
called atoms. mixtures and compounds. Exemplar: metals are used in properties of a resources might run out in
Students state that new Exemplar: elements cannot be electrical circuits as they conduct compound can be the future and how we
substances are formed during broken down into anything electricity. different from the can prevent this.
chemical reactions/changes. simpler. elements it is Exemplar: students
Students use the periodic table to
formed from. explain that there is a
Students describe how Students explain what happens identify metals and non-metals.
elements can combine to form when compounds form. Exemplar: limited supply of
students describe resources and that we

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compounds. Exemplar: elements join together
the properties of a must change our rate of
Students describe some to form compounds.
compound and use and recycle resources
examples of chemical Students explain what happens the properties of to prevent them from
reactions in terms of reactants in thermal decomposition the elements running out.
and products. reactions.
Open-ended
Assessment Task

Page 1 of 2
 Recalling Explaining Using knowledge Using Applications and
evidence implications
Exemplar: students give an Exemplar: a compound is broken that the
example of any two elements down into simpler substances compound is
reacting to form a compound. using heat. made from.
Students use symbols to
describe elements.
Exceeding Students describe the Students describe the part Students identify examples of Students explain Students explain how
differences between atoms played by energy in chemical thermal decomposition reactions. the importance chemical reactions can
and molecules. reactions. Students explain, in terms of atoms of testing produce more useful
Exemplar: molecules are Exemplar: heat is needed to start and particles, how air is a mixture of properties to products.
groups of two or more atoms many chemical reactions. elements, compounds, atoms and find materials Exemplar: how the
joined together. molecules. suitable for decomposition of metal
Students explain how different
different uses. carbonates makes metal
Students write word equations compounds are named.
7H

for different chemical Exemplar: oxides with different uses.

Exemplar: two elements
reactions. testing strength Students explain why some
metal first and non-metal ending
of materials. elements have been known
Exemplar: the formation of changed to -ide,
compounds from elements or e.g. zinc and sulfur = zinc Students use for much longer than
break down of compounds sulfide. experimental others.
during thermal decomposition evidence to Exemplar: some elements
two elements + oxygen
reactions. identify are found in their native
ending changed to -ate,
elements. (free) states while others
Students describe what e.g. zinc + sulfur + oxygen = zinc
happens during thermal sulfate. are difficult to extract from
decomposition reactions. their compounds.

Exceeding + Students write simple Students use diagram models to

chemical formulae to show the difference between:
represent molecular i atoms and molecules
structures.
ii elements, mixtures and
compounds.

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Open-ended
Assessment Task

Page 2 of 2
 7 H
Assess Yourself!

Name Class Date

You have been asked to write a scientific report to help government ministers attending an
international conference on material resources from our Earth. The government ministers do not
know much about science and the purpose of the report is to explain the science behind elements
and compounds. Your report should include how chemical reactions involving elements and
compounds can be used to our benefit.
Start with a plan of what you will include: the science, the correct terms to use, models of matter to
use, examples, etc.
Your report should aim to cover all the points below.
● The nature of matter and the differences between (i) atoms and molecules and (ii) the
differences between elements, mixtures and compounds.
● Examples of elements found on Earth, their properties, how their symbols are written and how
they are classified.
● How the properties of substances can be different and are important to their uses.
● How chemical reactions can be involved in the formation and decomposition of compounds.

Name Class Date

Now that you have completed the activity, circle the number of stars next to each of these
sentences to describe how well you did.

I have…
given two properties of two different substances and grouped substances
depending on their properties. * * * * *
described how all substances are made from elements. * * * * *
described the difference between a mixture and a pure substance. * * * * *
described two properties of metals and two properties of non-metals. * * * * *
described two signs of a chemical reaction taking place and named an
example of an everyday chemical reaction. * * * * *
stated that all matter is made up of tiny particles called atoms. * * * * *
explained the difference between elements, mixtures and compounds. * * * * *
given at least two properties of an element that are linked to its use. * * * * *
described what happens when compounds are formed, including one example. * * * * *
used symbols to describe elements. * * * * *
described how the properties of a compound can be different from its
elements. * * * * *
explained the need for recycling some of our metals. * * * * *
described the difference between atoms and molecules and given an example
of each found in air. * * * * *
given one example of how a chemical reaction can produce a more useful
product. * * * * *
correctly named two simple compounds. * * * * *
used word equations to describe at least two chemical reactions. * * * * *
explained why some elements have been known for longer than others. * * * * *

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 7 H
Assess Yourself!

I have…
described the part energy can play in chemical reactions. * * * * *
described what happens in thermal decomposition reactions and given one
example. * * * * *
used diagram models to show the difference between atoms and molecules
and elements, mixtures and compounds. * * * * *
used some simple chemical formula to represent molecular structures. * * * * *

What could you do to improve?

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 WSI Assessment: Investigating burning (Exploring 2 in Topic 7Ha)
Planning Obtaining Presenting Considering Evaluating
Developing Students identify an aim. With help, they make Students record results Students provide a simple Students make a simple
They select one of the relevant observations clearly and neatly or description of what was suggestion as to how to
predictions, which does (e.g. ‘measure time taken correctly fill in a table found, linking cause and improve the investigation.
not have to be correct for flame to go out’). given to them. effect (e.g. ‘the candles No reasoning is expected
(e.g. ‘I think that how long placed higher went out at this level. It could be as
the flame will burn for will sooner’). They may use simple as ‘repeat the
be unaffected by the incorrect terminology. measurements’ (e.g.
height of the flame’). ‘measure height more
They outline a simple accurately’).
method to find out what
7H

happens (e.g. ‘I will

measure the time for
flame to go out’).
Securing Students state a Students use simple Students record their Students draw a Students suggest
prediction with a reason, apparatus appropriately data using tables or straightforward conclusion improvements in their
and recognise that (e.g. use measuring labelled diagrams or and identify the evidence work, giving simple
experimentation is an devices and stop clocks). clearly laid out that they have used. reasons (e.g. they may
appropriate way of testing They follow instructions descriptions. This should be able to suggest the need to
this prediction. carefully. Where appropriate, they interpret data containing control the temperature or
They plan to use In fair tests, they vary one clearly show the both positive and negative freshness of air).
appropriate apparatus factor while keeping intervals between numbers.
(e.g. balance). others the same (which measurements and the They identify simple
They decide on an may require some range of measurements. patterns in their data and
appropriate approach assistance). They plot simple bar relate their conclusions to
including using a fair test If questioned, they are charts. (Bar charts may those patterns (e.g. ‘the
to answer a question (e.g. able to state clearly the have small errors, such higher the flame burned at
decide to vary the height intervals between as missing units, axis the less time it burned for’).
the flame burns at but measurements and the labels and slightly They communicate their

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explain that the same gas range of measurements. inappropriate scales. conclusions using
jar should be used). Following instructions, However, the bars appropriate scientific
In fair tests, they plan to they take action to control should be plotted language (e.g. they use
control at least one obvious risks to accurately.) terms such as millimetres
variable (e.g. type of themselves (e.g. taking and seconds).
candle, size of container). precautions with flames).
WS Investigations

Page 1 of 5
 Planning Obtaining Presenting Considering Evaluating
They write a method as a
series of steps, including
what they will look for.
They state one way in
which they and/or others
around them will remain
safe.
Securing + Students state a Students accurately record Students use more Students analyse their Students evaluate their
prediction with a reason readings from scales. complex scatter graphs findings and draw working methods to make
using scientific They identify when or line graphs to present conclusions making clear practical suggestions for
knowledge. measurements should be data with guidance, as use of their evidence (e.g. improvements, which are
They select appropriate repeated and carry out appropriate. ‘a higher flame burns for backed up with scientific
7H

apparatus and explain those repeats. More complex graphs less time’). reasons (e.g. ‘I should
why it is appropriate and With some help they may have small errors, At Securing, students are have made sure that the
what it does. recognise hazard symbols such as missing units, pointing out the evidence candles (wicks) were the
They state what they will and make, and act on, axis labels, slightly that they have used. same each time’).
look for and explain why simple suggestions to inappropriate scales and Here, they need to clearly This involves pointing out
they will look for these control risks to others as small proportion of show how they have used the parts of the
things. well as themselves (e.g. points mis-plotted. their evidence. investigation that went
They state the number of warn others of flames). They point out well, as well as those that
measurements that they inconsistencies and did not go so well.
will take. anomalies in their data.
They state some ways in They communicate their
which they will remain ideas using some
safe and how they will scientific and
ensure others stay safe. mathematical conventions
and terminology (e.g. they
use terms such as
millimetres and seconds).
Exceeding Students state a Students collect accurate Students present data Students analyse findings Students consider how

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prediction with a reason data using instruments with using neat and accurate to draw valid conclusions good their evidence is in
using scientific knowledge fine-scale divisions (e.g. charts and graphs. that are consistent with supporting their
obtained from secondary height measured to 1 mm). These should all be the evidence. conclusion.
sources of information or They recognise a range of drawn neatly and For a conclusion to be For example, students
using scientific knowledge familiar risks and take accurately, with scales valid it must only use the could point out strengths
at this level. actions to control them. chosen to allow the evidence presented by and weaknesses in their
WS Investigations

Page 2 of 5
 Planning Obtaining Presenting Considering Evaluating
They explain their graphs/charts to fill most students and must evidence (e.g. a more
hypothesis, including the of the graph paper and answer the original aim of accurate measuring
relationship between the clearly show any the investigation. device could provide
variables that they have pattern. They use scientific better results or
chosen to investigate (e.g. They decide whether to concepts in their experiment should be
they explain how the include or ignore explanations. repeated several times to
height of the flame does inconsistencies and This includes the use of ensure results are
not affect the amount of anomalies in their charts simple models (e.g. reliable).
oxygen/air). and graphs, pointing reference to products and
They plan an appropriate these out where volume of oxygen/air).
approach, selecting and appropriate. They account for any
using secondary sources inconsistencies in the
of information.
7H

evidence.
They take account of Their explanations do not
some less obvious need to be totally correct.
variables that need to be
They manipulate
controlled (e.g. they may
numerical data to make
point out that the
comparisons and draw
temperature of the air or
conclusions (e.g. if two
the freshness of the air
sets of results do not
might be important).
agree, they repeat the
They state the number and test).
range of measurements
They communicate
that they will make,
qualitative and
explaining their reasoning
quantitative data
for these choices.
effectively using scientific
They identify hazards and conventions and
describe how to reduce terminology.
the risks from those
This includes terminology
hazards, both to
for units and scientific
themselves and to others.
terms that have slightly

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different meanings in
everyday language (e.g.
time, height).
WS Investigations

Page 3 of 5
 Planning Obtaining Presenting Considering Evaluating
Exceeding + Students formulate Students collect data Students present Students identify Students evaluate their
scientific hypotheses by systematically and with graphical data using limitations in primary and evidence to make
synthesising information precision and accuracy, lines or curves of best fit secondary data. reasoned suggestions
from a variety of sources. using a range of apparatus. (e.g. curve/line of best fit They develop and about how their working
They identify key factors in They follow risk drawn on graphs of how demonstrate quantitative methods could be
complex contexts (e.g. the assessment procedures long the flame burned relationships between improved.
size of the flame or (e.g. include safety for against the height variables in their The evaluation would
products formed during precautions in the plan for the flame burns at). conclusions. include explanations of
burning may affect the the investigation). They decide whether to why improvements to
result). include or exclude repeatability,
They identify variables anomalous results and reproducibility, accuracy
that cannot easily be explain their choice (e.g. and precision will allow a
more confident
7H

controlled and plan references to burning

appropriate ways to take using up oxygen, conclusion to be drawn
account of this. products formed (e.g. if the experiments
This includes using extinguishing flames’). had been repeated more
appropriate controls and They communicate often, and were found to
control groups (e.g. they effectively using a wide be similar, we might have
identify all key factors – the range of scientific and been confident in the
height the flame burns at, technical conventions and results).
the volume of air, shape of terminology. They describe how factors
container, temperature of This includes using a full that they did not attempt
air, the size of the flame). range of appropriate to control may have
They explain how their symbols to represent affected the results,
methods will allow them to abstract ideas (e.g. use describe how these
account for potential of: mm, s, min). factors might be better
sources of error that they controlled and explain the
They explain how data
have identified, so that effects of better controlling
could be interpreted in
they can collect good them (e.g. use of a larger
different ways (e.g. the
quality evidence that will container may have
nature of the flame might
allow them to be sure of a provided longer time
affect results).

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conclusion (e.g. discuss intervals, the use of new
the need to repeat the candles each time may
experiment). have given a consistent
flame’).
Their plans contain simple
and appropriate risk They consider whether
assessments. their data is sufficient for
WS Investigations

Page 4 of 5
 Planning Obtaining Presenting Considering Evaluating
the conclusions they have
drawn (e.g. ‘six groups in
the class all got similar
results, so I can be sure
that my conclusion is
correct’).
This includes how any
identified limitations could
affect the validity and
reliability of conclusions.
Exceeding Students justify their Students use more Students use simple Students critically analyse Students suggest and
choice of investigation complex pieces of error bars on charts and secondary sources, justify improvements to
7H

strategy. apparatus and graphs. explaining limitations and experimental procedures,

They should have a combinations of apparatus At this stage, error bars bias. using detailed scientific
sound understanding of with ease and in ways that should show the range They compare the effects knowledge and
how different strategies increase accuracy or of error rather than of including or excluding understanding.
are appropriate for precision (e.g. they could making use of any anomalous results, using This involves comparing
different types of include the use of callipers statistical calculations. this to help justify a their suggested
investigation. to measure height). decision on what to do improvements with
They choose and justify with anomalies. alternative ways in which
methods to collect data They present their a procedure could be
that minimise error and conclusions as robust and improved and explaining
produce good quality data well-structured their choice.
to an appropriate degree arguments, using different They point out further
of precision and accuracy. pieces of evidence and questions raised by their
They should compare rebuttals (e.g. our investigation and design
their chosen method with conclusions are valid as coherent strategies for
alternative strategies, the results were taking the investigation of
explaining why they have repeatable and possible a particular aspect further.
made their particular sources of error were This includes sequencing
choice of method. controlled). a series of investigations

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Their plans contain full (e.g. does the nature of
and appropriate risk the oxygen mixture make
assessments. a difference?).
WS Investigations

Page 5 of 5
 7 H
End of Unit Test Standard (S)

Name Class Date

1 a Name a type of substance a saucepan might be made from.

[1 mark]

b Explain why glass is used to make windows.

[1 mark]

2 Classify the substances in the box below. Put them into two groups of three.
Explain why you have chosen the two groups.

cotton glass leather steel stone wool

Group 1 Group 2

Reason for choice of groups:

[2 marks]

3 The elements in the table below are in three groups.

Group 1 . Group 2 Liquids Group 3 Gases

copper mercury oxygen
sulfur bromine nitrogen
aluminium

a What is the name of the first group of elements in the table? Tick one box.

A metals

B coloured elements

C solids

D non metals

[1 mark]

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 7 H
End of Unit Test Standard (S)

b What is the name of another element that would fit into group 3? Tick one box.

A carbon

B iron

C magnesium

D hydrogen

[1 mark]

c Copper and aluminium are both used to make electrical cables. What property makes them
suitable to be used in electrical cables?

[1 mark]

4 Use the substances listed in the box below to answer these questions.

aluminium carbon dioxide iron nitrogen oxygen silver

a List the substances which are metals.

[1 mark]

b Describe two properties of non-metals.

[1 mark]

c Which of the substances are the two main gases in air?

[1 mark]

d Which substance is a compound?

[1 mark]

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 7 H
End of Unit Test Standard (S)

e Compounds are formed when elements react together. Give two observations that would
show a chemical reaction is happening.

[2 marks]

f Give one example of an everyday reaction.

[1 mark]

g Air is a mixture of gases. Describe the difference between a mixture and a pure substance.

[1 mark]

5 Elements can be represented by symbols. The symbols have been agreed by the International
Union of Pure and Applied Chemistry (IUPAC).
a Complete the table below by adding the missing names and symbols.

Element Symbol

hydrogen

copper

Mg

Cl

[2 marks]

b Explain an advantage for scientists of using an internationally agreed system of symbols

for elements.

[1 mark]

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 7 H
End of Unit Test Standard (S)

6 Look at the diagrams below. Match the correct diagram to each description. Write the letter of
the diagram in the table.

Description Letter

a molecules of an element

b molecules of a compound

c a mixture of different elements

d a mixture of an element and a compound

[2 marks]

7 Glass is made from a mixture of different substances. The properties of the glass depend on
the amounts of each substance contained in the mixture.

Substance used for glass %

silicon dioxide 70

sodium sulfate 15

calcium oxide 10

other 5

a Complete the bar chart opposite the table to show all the substances in glass.
[1 mark]

b Which other type of chart or diagram could you use to show this data? Tick one box.

A pie chart

B cartoon

C line graph

D scatter graph

[1 mark]

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 7 H
End of Unit Test Standard (S)

c Which element do the top three compounds in the table all contain? Tick one box.

A oxide

B sulfur

C oxygen

D sodium

[1 mark]

d Calcium oxide is made by heating calcium carbonate strongly for some time.
Write a word equation for this reaction.

[2 marks]

8 Over 2000 years ago the Greek

philosopher Plato suggested that
everything was made of four elements:
air, fire, earth and water.
Another Greek philosopher, Aristotle,
believed that an element was something
that couldn’t be broken down into
anything simpler.
Scientists have now found out much
more about matter, and we now have
different ideas about elements.

a Which one of Plato’s four elements is not a substance? Tick one box.

A air

B fire

C earth

D water

[1 mark]

b Give a modern description of an element. Write about atoms in your answer.

[1 mark]

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 7 H
End of Unit Test Standard (S)

9 Some of the main properties of metals are listed below.

 strong
 high melting points
 shiny when polished
 flexible
 good conductors of electricity

a What does ‘flexible’ mean? Tick one box.

A stretchy

B can see through it

C can be bent without breaking

D breaks if it bends

[1 mark]

b State the name of a metal and one use of the metal.

Explain why the metal has this use by choosing one of the properties in the list above.

[2 marks]

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 7 H
End of Unit Test Higher (H)

Name Class Date

1 The diagram opposite shows how iron sulfide can be

made in the laboratory from a mixture of elements.
a State how many elements there are in iron sulfide.

[1 mark]

b Describe what you do to the mixture of iron and sulfur

to start the reaction.

[1 mark]

c Write a word equation for the reaction.

+ 
[1 mark]

2 Look at the particle diagram of the

substance opposite.
Circle the words in the box below that
can be used to describe this
substance.

compound element mixture molecules pure

[2 marks]

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 7 H
End of Unit Test Higher (H)

3 Glass is made from a mixture of different substances. The properties of the glass depend
on the amounts of each substance contained in the mixture.

Substance used for glass % content

silicon dioxide 70
sodium sulfate 15
calcium oxide 10
other 5

a What other type of chart or diagram could you use to show this data? Tick one box.

A pie chart

B cartoon

C line graph

D scatter graph

[1 mark]

b What element do the top three compounds in the table all contain? Tick one box.

A oxide

B sulfur

C oxygen

D sodium

[1 mark]

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 7 H
End of Unit Test Higher (H)

4 Over 2000 years ago the Greek

philosopher Plato suggested that
everything was made of four elements:
air, fire, earth and water.
Another Greek philosopher, Aristotle,
believed that an element was
something that couldn’t be broken down
into anything simpler.
Scientists have now found out much
more about matter, and we now have
different ideas about elements.
a Which one of Plato’s four elements is not a substance? Tick one box.

A air

B fire

C earth

D water

[1 mark]

b Give a modern description of an ‘element’. Write about ‘atoms’ in your answer.

[1 mark]

5 Some of the main properties of metals are listed below.

● strong
● high melting points
● shiny when polished
● flexible
● good conductors of electricity
State the name of a metal and write down one use of the metal. Explain why the metal has this
use by choosing one of the properties in the list above.

[2 marks]

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 7 H
End of Unit Test Higher (H)

6 a Which property of both aluminium and copper is not important for cooking pots? Tick one
box.

A strong

B bendy

C conductors of electricity

D conductors of heat

[1 mark]

b Metals such as iron and copper can be recycled. Write one reason why recycling is useful.

[1 mark]

c i Explain the difference between a mixture made of elements and a compound made of
elements. Write about atoms in your answer.

[1 mark]

The names of some compounds of metals found in the Earth’s crust are shown in the box
below.
aluminium oxide copper carbonate sodium chloride
potassium nitrate zinc sulfide

ii Complete the table below using the names of the compounds in the box above.

Compounds containing two elements Compounds containing three elements

[1 mark]

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 7 H
End of Unit Test Higher (H)

7 The drawings show the particles in four A B

different substances.
a Explain which of the drawings shows a
mixture of compounds.

C D

[2 marks]

b Draw particle diagrams in each box to match the description next to the box.

i The particles in a mixture of a compound and an

element. The compound and the element are both
made of molecules.

ii The particles in a pure element made of single atoms.

[2 marks]

8 Chemical reactions always produce one or more new substances. When a reaction happens
you may see the new substance being formed, as a change of colour, a gas being produced or
a solid forming in a solution.
For example, when lead carbonate is heated strongly in a test tube, the lead carbonate
changes colour and two new substances are formed.
a Write the word equation for the thermal decomposition of lead carbonate.

[2 marks]

b When water is heated it changes into a gas called steam.

Explain why heating water to produce steam is not a chemical reaction, though a gas has
been formed.

[1 mark]

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 7 H
End of Unit Test Higher (H)

c Calcium nitrate, lead nitrate and copper nitrate all break down when heated.
These decomposition reactions form three new substances.
i Explain how the elements in calcium nitrate are held together.

[1 mark]

ii During thermal decomposition, oxygen is formed. The chemical formula for a molecule of
oxygen is O2.
In the space below, draw a diagram to show a molecule of oxygen.

[1 mark]

d A molecule of one of the products is shown below. Write the formula for this substance.

________________________________ [1 mark]

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 7H Mark Scheme – Steps

Quick Quiz
Answers
Topic Q1 Q2 Q3 Q4

7Ha D D A B

7Hb B C A D

7Hc A C B D

7Hd A C B D

7He D D D A

End of Unit Test Mark Scheme Standard (S)

Question Part Step Answer Mark scheme
1 a 3rd copper/aluminium/steel/etc. 1 mark – one example
b 3rd Because it is transparent/strong/waterproof/etc. 1 mark – one example
2 4th Group 1 cotton, leather and wool. 2 marks – 1 mark for
4th Group 2 glass, steel, stone. classification and 1 mark
Reason: Group 1 used for clothing for reason
or Group 2 are used in buildings, etc.
Or any other sensible and correct alternative.
3 a 5th C solids 1 mark
b 5th D hydrogen 1 mark
c 3rd Any one of: they conduct electricity; they are 1 mark
strong; or they are flexible.
4 a 5th aluminium, iron and silver 1 mark
b 3rd Any two of: low melting point; brittle; poor 1 mark
conductor of heat; poor conductor of electricity.
c 5th oxygen and nitrogen 1 mark – both answers
must be correct
d 5th carbon dioxide 1 mark
e 5th Any two of: colour change; gas given out; solid 2 marks – 1 mark for
5th formed. each observation or heat
energy change
f 5th Any example: burning; cooking; rusting; etc. 1 mark
g 4th A mixture contains two or more different 1 mark
substances OR
a pure substance contains only one kind of
substance.
5 a 6th Missing symbols: H and Cu 2 marks – 1 mark for
6th Missing names: magnesium and chlorine both symbols and 1 mark
for both names
b 7th It helps scientists in different countries 1 mark
communicate.

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40
 7H Mark Scheme – Steps

Question Part Step Answer Mark scheme

6 6th a D 2 marks – 1 mark for 2
6th b A correct answers, 2 marks
c B for all four correct
answers.
d C
7 a 4th 1 mark for both bars
drawn correctly

b 4th A pie chart 1 mark

c 5th C oxygen 1 mark
d 7th calcium carbonate → calcium oxide + 2 marks – 1 mark for
7th carbon dioxide including CO2 as a
product and 1 mark for
the word equation
8 a 5th B fire 1 mark
b 5th All the atoms in an element are the same. 1 mark
9 a 3rd C can be bent without breaking 1 mark
b 4th e.g. iron used for bridges because it is strong 2 marks – lose 1 mark if
4th or other correct example. one of: metal; use or
property, missing.

Final Step Calculation

Marks Step
1–6 Below 3rd
7–10 3rd
11–16 4th
17–21 5th
22–24 6th
25–30 7th

End of Unit Test Mark Scheme Higher (H)

Question Part Step Answer Mark scheme
1 a 5th two 1 mark
b 5th heat it 1 mark
c 7th iron + sulfur → iron sulfide 1 mark

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41
 7H Mark Scheme – Steps

Question Part Step Answer Mark scheme

2 5th compound/mixture/molecules 2 marks – for all 3 correct
5th answers only
1 mark for 2 correct
answers
0 marks for 1 or 0 correct
answers
subtract mark(s) if more
than three answers are
circled.
3 a 4th A pie chart 1 mark
b 5th C oxygen 1 mark
4 a 5th B fire 1 mark
b 5th All the atoms in an element are the same. 1 mark
5 4th Iron used for bridges because it is strong 2 marks – lose 1 mark if
4th or other correct examples. one of: metal, use or
property missing.
6 a 3rd C conductors of electricity 1 mark
b 3rd The sources of some metals are finite/will run 1 mark
out.
c i 6th The atoms of the elements are joined together 1 mark
in a compound or the atoms of the elements
are not joined together in the mixture.
ii 6th two elements: aluminium oxide, sodium 1 mark – all must be
chloride, zinc sulfide correct
three elements: copper carbonate, potassium
nitrate
7 a 6th D, as they contain molecules with different 2 marks – 1 mark for D
6th elements joined together. and 1 mark for
explanation.
b i 6th 1 mark

ii 6th 1 mark

8 a 7th lead carbonate → lead oxide + carbon dioxide 2 marks – lose 1 mark for
7th any part of the equation
wrong or missing.
b 6th The gas formed is still water or no new 1 mark
substance has been formed.
c i 6th They are held together by bonds. 1 mark
ii 7th 1 mark
d 7th NO2 1 mark

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42
 7H Mark Scheme – Steps

Final Step Calculation

Marks Step
1–2 Below 3rd
3–5 3rd
6–9 4th
10–14 5th
15–18 6th
19–25 7th

Quick Check answers

Topic Step Answers
7Ha 3rd– 1
WS 6th Element Abundance (%)
oxygen 50
carbon 45
hydrogen 5

2 a Line should have similar numbers of points on each side of the line.
5th– b As the time of heating increases, the temperature rise increases.
7th c No, because all the data is quantitative (and not discrete).
7Ha 4th– 1  – –
5th 2  – –
3   
4 –  –
5  – –
6  – –
7 –  
8 –  –
9   
10 – – 
11   –
12 – – 

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43
 7H Mark Scheme – Steps

7Hb 6th 1 Agree with a, c, g and i

2 a He
b Ag
3 cannot, different, can
7Hc 5th– 1 Metals are good conductors of electricity.
6th 2 Carbon is not a metal.
3 Non-metals are not malleable, are not flexible and are usually brittle.
4 Calcium is a metal.
5 Only certain metals are magnetic (iron, nickel and cobalt).
6 Silver is a metal and is a good conductor of electricity.
7 Mercury is a liquid.
8 Non-metal elements can be liquid (bromine) or solids (e.g. carbon).
9 Metals are found on the left-hand side of the periodic table.
10 Metals are good for cooking pots because they are good conductors of heat.
7Hc 5th Facts:
Lit Uranium is the natural element which is made up of the largest atoms.
Hydrogen is a colourless gas.
The UK will use more aluminium metal this year than last year.
Gold is used to make jewellery.
The average temperature on Earth has risen 1.3°C in the last 100 years.
Gold conducts electricity better than copper.
The average percentage of nitrogen in the atmosphere is approximately 78%.
The melting point of copper is 1083°C.
7Hd 5th The missing words from the diagram are: magnet, reaction, compound, sulfur, heating,
iron sulfide.
The missing words from the text are: magnet, joined/bonded, heated, glows,
iron sulfide, iron + sulfur, different, separated, joined/bonded together.
7He 5th Across: 3 reactant; 6 chemical; 8 oxygen; 9 colour; 10 lime; 12 oxides; 15 carbonate;
16 rusting; 17 reaction
Down: 1 thermal; 2 decomposition; 4 dioxide; 5 heat; 7 carbon; 11 silver; 13 sulfur;
14 water

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