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Work through the notes, try the practice questions, then take the quiz. The report tells you exactly what to revise next. (2026)
Question
How many atoms of each element are present in one unit of magnesium nitrate, Mg(NO₃)₂?
Solution
Identify what is inside and outside the brackets.
Multiply every atom inside the brackets by the subscript outside.
Add the magnesium (outside the brackets).
Answer
1 magnesium atom, 2 nitrogen atoms and 6 oxygen atoms (total 9 atoms).
Examiner note
AQA mark scheme typically allocates 1 mark for Mg and N counts and 1 mark for the oxygen count (the bracket multiplication).
Question
Balance the equation: CH₄ + O₂ → CO₂ + H₂O.
Solution
Carbon is already balanced (1 each side). Count hydrogen.
Place a 2 in front of H₂O to balance hydrogen.
Count oxygen: 2 on left, 2 (in CO₂) + 2 (in 2H₂O) = 4 on right.
Place a 2 in front of O₂.
Answer
CH₄ + 2O₂ → CO₂ + 2H₂O.
Question
Balance: Na + H₂O → NaOH + H₂. Add state symbols (sodium is solid; water is liquid; sodium hydroxide dissolves; hydrogen escapes as a gas).
Solution
Count hydrogens. 2 on left, 3 on right (1 in NaOH + 2 in H₂).
Try doubling water: now 2 H₂O gives 4 H on left. We need 4 on right too — put 2 in front of NaOH.
Re-check Na: 1 on left, 2 on right. Place 2 in front of Na.
Re-check oxygen: 2 on each side. Add state symbols.
Answer
2Na(s) + 2H₂O(l) → 2NaOH(aq) + H₂(g).
Examiner note
AQA awards: 1 mark — correct formulae; 1 mark — balanced; 1 mark — correct state symbols.
Question
On a chromatogram, a red food dye moves 4.2 cm and the solvent front moves 7.0 cm. Calculate the Rᶠ value.
Solution
Recall the Rᶠ formula.
Substitute the values.
Divide.
Answer
Rᶠ = 0.60.
Examiner note
Quote to 2 decimal places and remember Rᶠ has NO units. Always less than 1 because a spot cannot travel further than the solvent that carries it.
Question
You have a mixture of sand, salt and water. Describe how you would separate the three components.
Solution
Filter the mixture. The sand is insoluble — it stays as the residue. Salt + water passes through as the filtrate.
Take the filtrate (salt solution). Use crystallisation (or evaporation): warm gently in an evaporating basin until water has evaporated and salt crystals are left.
If pure water is also needed, use simple distillation of the original salt solution instead. Steam condenses to give pure water.
Answer
Filter to remove sand; crystallise the salt solution to recover salt; distil if pure water is also required.
Question
Rutherford observed that a small number of α particles fired at gold foil were deflected by very large angles and a few bounced back. Explain what these observations told scientists about the structure of the atom.
Solution
Identify what was expected under the plum-pudding model — α particles should have passed through with only small deflections because positive charge was assumed to be spread thinly.
Large deflections show that positive charge in an atom must be concentrated — strong enough to repel fast positive α particles.
Bouncing back implies a region of high mass — only something massive could halt the α and reverse its direction.
Combined, the results led to the nuclear model: a tiny, dense, positively charged nucleus surrounded by mostly empty space.
Answer
The atom must contain a tiny, dense, positively charged nucleus that holds most of the atom's mass, with the rest of the atom being mostly empty space. This replaced the plum-pudding model.
Examiner note
AQA mark scheme awards 1 mark for each: concentrated positive charge, most of the mass in nucleus, mostly empty space.
Question
An atom of aluminium has atomic number 13 and mass number 27. How many protons, neutrons and electrons does it contain?
Solution
Protons = atomic number = 13.
Neutrons = mass − atomic number = 27 − 13 = 14.
Atom is neutral, so electrons = protons = 13.
Answer
13 protons, 14 neutrons, 13 electrons.
Question
How many protons, neutrons and electrons are in the ion ²⁷₁₃Al³⁺?
Solution
Protons = atomic number = 13 (does not change when ion forms).
Neutrons = 27 − 13 = 14.
Al³⁺ means it has lost 3 electrons. Electrons = 13 − 3 = 10.
Answer
13 protons, 14 neutrons, 10 electrons.
Examiner note
Top mistake on AQA reports: students add 3 to electrons because the charge is 3. Remember: positive charge means electrons were lost.
Question
An atom has a radius of and its nucleus has a radius of . How many times bigger is the atom than the nucleus?
Solution
Divide the atom radius by the nucleus radius.
Write the result.
Answer
10,000 times bigger.
Question
How many atoms (each with radius m) placed side-by-side would stretch across 1 mm?
Solution
Each atom has diameter .
Convert 1 mm to metres: .
Number = .
Answer
About 5 million (5 × 10⁶) atoms.
Question
Calculate the relative atomic mass of chlorine given that ³⁵Cl has an abundance of 75% and ³⁷Cl has an abundance of 25%.
Solution
Multiply each isotope mass by its abundance.
Divide by 100.
Answer
35.5
Question
Magnesium has three isotopes: ²⁴Mg (79%), ²⁵Mg (10%) and ²⁶Mg (11%). Find Aᵣ.
Solution
Compute (mass × abundance) for each isotope.
Divide by 100.
Answer
24.3 (matches the periodic table).
Question
Write the electronic structure of potassium (atomic number 19) and predict its group and period.
Solution
Fill shells in order 2, 8, 8: 19 − 2 − 8 − 8 = 1 left for shell 4.
Outer shell = 1 electron → group 1. Number of occupied shells = 4 → period 4.
Answer
Electronic structure 2,8,8,1; group 1, period 4.
Question
Element X has electronic structure 2,8,7. Predict the group, period and likely chemical behaviour of X.
Solution
Outer-shell electrons = 7 → group 7 (halogens).
Number of shells = 3 → period 3.
X = chlorine (Z = 2+8+7 = 17). Group 7 elements gain 1 electron to form X⁻ ions; very reactive non-metals.
Answer
X is chlorine (Cl): group 7, period 3. Forms 1− ions; reactive non-metal that displaces less reactive halogens.
Question
An element X has the electronic structure 2,8,6. State the group and period of X and predict whether it's a metal or non-metal.
Solution
Outer-shell electrons = 6 → group 6.
Number of shells used = 3 → period 3.
Group 6 is on the right side of the staircase → non-metal.
X = sulfur (S).
Answer
Sulfur: group 6, period 3, non-metal.
Question
Predict the charge of the most common ions formed by (a) calcium (group 2), (b) chlorine (group 7).
Solution
Group 2 metals lose 2 outer electrons → 2+ ion: Ca²⁺.
Group 7 non-metals gain 1 electron to fill outer shell → 1− ion: Cl⁻.
Answer
Ca²⁺ and Cl⁻.
Question
Mendeleev arranged elements in order of increasing relative atomic mass but made two modifications to his arrangement. Explain what those modifications were and why he made them.
Solution
Modification 1: he left gaps in the table where an element of the expected mass had not yet been discovered.
Reason: to keep chemically similar elements in the same group rather than disrupting the pattern.
Modification 2: he reversed the order of some element pairs (e.g. Te and I).
Reason: strict mass-order put them in the wrong group; he kept them with their chemical relatives.
Answer
He left gaps for undiscovered elements (keeping the pattern of similar groups), and reversed pairs whose chemical properties contradicted strict mass order.
Examiner note
Mark scheme awards 1 mark for each modification + 1 mark for each justification = 4 marks.
Question
Predict the charge on the ions formed by (a) lithium, (b) magnesium, (c) oxygen, (d) bromine.
Solution
Li: group 1 → loses 1 electron → Li⁺.
Mg: group 2 → loses 2 electrons → Mg²⁺.
O: group 6 → gains 2 electrons → O²⁻.
Br: group 7 → gains 1 electron → Br⁻.
Answer
Li⁺, Mg²⁺, O²⁻, Br⁻.
Question
Element Y is shiny, conducts electricity well, has a melting point of 660 °C and forms ions with a 3+ charge. Identify Y and explain whether it is a metal or non-metal.
Solution
Shiny + conducts + high mp → metal.
3+ ion suggests group 3.
Group 3 metal with mp 660 °C → aluminium.
Answer
Aluminium — a group 3 metal.
Conservation of mass
When to use
Use to check a balanced equation or to find the mass of an unknown product (or reactant) when other masses are given.
Example
If 24 g of magnesium reacts with 16 g of oxygen to form magnesium oxide, the mass of magnesium oxide formed = 24 + 16 = 40 g.
Retention factor (Rᶠ)
When to use
Used in paper chromatography to identify a component. Both distances are measured from the baseline.
Example
Spot moves 3 cm; solvent front moves 6 cm → Rᶠ = 0.50.
Relative atomic mass
When to use
Use to find Aᵣ of an element given the masses and abundances of its naturally occurring isotopes.
The smallest particle of an element that can exist. Radius about 1 × 10⁻¹⁰ m.
A substance made of only one type of atom; cannot be broken down chemically into simpler substances. 118 known elements.
A substance made of two or more different elements chemically combined in fixed proportions; can only be separated by a chemical reaction.
A representation of a compound using element symbols and subscript numbers to show the type and number of each atom.
An equation in which the same number of atoms of each element appears on both sides, reflecting the conservation of mass.
Total mass of reactants equals total mass of products in any closed-system chemical reaction — because atoms are neither created nor destroyed.
Two or more elements or compounds not chemically combined; components keep their own properties and can be separated by physical means.
The liquid that passes through the filter paper.
The solid trapped on the filter paper during filtration.
A separation technique in which a soluble solid is recovered from its solution by evaporating the solvent.
The condensed liquid collected after distillation.
The distance moved by a substance divided by the distance moved by the solvent front; used to identify components in chromatography.
Thomson's 1897 model of the atom as a sphere of positive charge with negatively charged electrons embedded inside.
Rutherford's model in which the atom has a tiny, dense, positively charged nucleus surrounded by mostly empty space, with electrons outside.
Rutherford's experiment in which α particles were fired at thin gold foil; the deflections led to the discovery of the nucleus.
An uncharged subatomic particle in the nucleus, discovered by Chadwick in 1932; explains isotopes.
A positively charged subatomic particle (charge +1, mass 1) found in the nucleus.
An uncharged subatomic particle (charge 0, mass 1) found in the nucleus.
A negatively charged subatomic particle (charge −1, mass ~1/2000) found in shells around the nucleus.
The number of protons in the nucleus of an atom — defines the element.
The total number of protons and neutrons in the nucleus of an atom.
An atom (or group of atoms) that has lost or gained electrons to become electrically charged.
Typical size of an atom; ~ for most elements.
Typical size of a nucleus; ~ — about 10,000× smaller than the atom.
Writing a number as where and is an integer; essential for measurements at atomic scale.
Atoms of the same element (same number of protons) with different numbers of neutrons.
The average mass of the atoms of an element, weighted by isotope abundance, relative to the mass of a ¹²C atom.
A fixed-energy region around the nucleus that can hold a maximum number of electrons (2, 8, 8, ...).
A representation of how many electrons occupy each shell, written as comma-separated numbers (e.g. 2,8,1 for sodium).
The vertical column of the periodic table; equal to the number of electrons in the outermost shell (for groups 1–7).
The horizontal row of the periodic table; equal to the number of occupied electron shells.
An arrangement of the elements in order of atomic (proton) number, with elements of similar chemical properties placed in the same vertical column (group).
A vertical column of the periodic table; elements in a group have the same number of outer-shell electrons and similar chemical properties.
A horizontal row of the periodic table; elements in a period have the same number of occupied electron shells.
Newlands' 1864 observation that every 8th element listed in order of atomic mass had similar properties. Worked only for the lightest elements.
Mendeleev's term for a predicted but undiscovered element, named after the element directly above its gap (e.g. eka-silicon = the element below silicon).
Elements arranged in order of increasing atomic (proton) number, with similar elements in vertical groups.
An element on the left of the periodic-table staircase; typically shiny, malleable, conductive of heat and electricity; loses electrons to form positive ions.
An element on the right of the periodic-table staircase; typically dull, brittle, poor conductor; gains electrons (or shares) to achieve a full outer shell.
A positively charged ion, formed when an atom loses electrons.
A negatively charged ion, formed when an atom gains electrons.
Mistake
Changing the subscript in a formula when trying to balance an equation.
Why it happens
Students see one side has 'too many' atoms and adjust the formula to compensate.
How to avoid it
Only ever add big numbers (coefficients) in front of formulae. Subscripts are part of the substance's identity — changing them creates a different substance entirely.
Source: AQA Paper 1 Examiner Report 2023.
Mistake
Wrong capitalisation: writing CO when you mean cobalt, or CL for chlorine.
Why it happens
Rushing during transcription.
How to avoid it
Slow down on chemical symbols. First letter capital, second letter lowercase — always.
Mistake
Calling O₂, N₂, H₂ or Cl₂ 'compounds'.
Why it happens
Students think any molecule with more than one atom is a compound.
How to avoid it
A compound needs different elements bonded. O₂ has only oxygen atoms — it is the element oxygen in its usual molecular form.
Mistake
Classifying dissolving as a chemical change.
Why it happens
The solid 'disappears', which feels chemical.
How to avoid it
Dissolving is physical — the solid spreads through the water but doesn't react with it. You can recover the solid by evaporating the water.
Mistake
Using pen (not pencil) for the chromatography baseline.
Why it happens
Students automatically reach for a pen.
How to avoid it
Pen ink dissolves in the solvent and would form its own travelling spots, ruining the chromatogram. Always use pencil.
Source: AQA Paper 1 Examiner Report 2024.
Mistake
Filling the beaker so the solvent level is above the baseline.
Why it happens
Students think more solvent = better separation.
How to avoid it
Solvent must be below the baseline. Otherwise the test spots dissolve into the reservoir and never travel.
Mistake
Drawing the Liebig condenser water flowing in at the top.
Why it happens
Cold water naturally falls downward.
How to avoid it
Water in at the bottom, out at the top — this creates a counter-current cooling. Always label arrows on your diagram.
Mistake
Putting a unit on the Rᶠ value (e.g. 0.45 cm).
Why it happens
Forgetting it's a ratio.
How to avoid it
Rᶠ is distance ÷ distance, so units cancel. Always dimensionless.
Mistake
Saying Rutherford discovered the electron.
Why it happens
Confusing the timeline of who discovered what.
How to avoid it
Thomson → electron (1897). Rutherford → nucleus (1909). Chadwick → neutron (1932). Memorise the trio.
Mistake
Saying Bohr's model came from his own experiments.
Why it happens
Students assume each scientist did their own experiment.
How to avoid it
Bohr was a theorist — he used the existing Rutherford evidence plus emerging spectroscopy data (the colours emitted by hot gases).
Mistake
Mixing up mass number and atomic number — using the wrong one to find protons.
Why it happens
Both numbers appear next to the element symbol; students forget which is which.
How to avoid it
Atomic number is the smaller one (bottom-left). Mass number is the bigger one (top-left). Periodic table arranges elements by atomic number.
Mistake
Adding electrons when an ion is positively charged.
Why it happens
Students see '+' and think 'add'.
How to avoid it
Positive ion = lost electrons (fewer than protons). Negative ion = gained electrons (more than protons). The charge tells you the difference.
Source: AQA Paper 1 Examiner Report 2023.
Mistake
Treating the electron mass as exactly 0.
Why it happens
Mark schemes accept '~0' or 'very small'.
How to avoid it
The electron is very small compared to a proton (~1/2000), but not literally zero. State 'very small' or '≈ 0' in writing.
Mistake
Confusing the orders of magnitude: writing the atom as and the nucleus as .
Why it happens
The two numbers look similar.
How to avoid it
Atom = AT(om) = ten to the minus ten. Nucleus = the smaller one = ten to the minus fourteen.
Mistake
Working with the decimal forms (0.0000000001) and making zero-counting mistakes.
Why it happens
Calculator habit.
How to avoid it
Always use standard form for atomic measurements. Indices ratios are much easier: .
Mistake
Forgetting to divide by 100 in the Aᵣ formula.
Why it happens
Students treat the result of as the answer.
How to avoid it
Write the formula in full first; division by 100 converts the percentage weighting back to a mean.
Mistake
Saying isotopes are different elements.
Why it happens
Different mass numbers = different names (²³⁵U vs ²³⁸U) feels like different elements.
How to avoid it
An element is defined by atomic number (protons), not mass number. ²³⁵U and ²³⁸U are both uranium.
Mistake
Putting too many electrons in the first shell (more than 2).
Why it happens
Forgetting the 2-electron limit on shell 1.
How to avoid it
Shell 1 ALWAYS holds a maximum of 2. Move to shell 2 once 2 are placed.
Mistake
Writing Na as 2,9 instead of 2,8,1.
Why it happens
Forgetting the 8-electron limit on shell 2.
How to avoid it
Shell 2 ALWAYS caps at 8. Move to shell 3 once 8 are placed.
Mistake
Writing electronic structures without commas (e.g. 281).
Why it happens
Trying to save time.
How to avoid it
Commas are part of the convention; '281' is ambiguous (28 in shell 1, or 2 in shell 1 and 81 in shell 2?). AQA mark schemes deduct for missing commas.
Mistake
Putting helium in group 2 because it has 2 outer electrons.
Why it happens
Group number usually = outer electrons.
How to avoid it
Helium has a full outer shell (shell 1 capped at 2). Chemically it behaves as a noble gas, so it sits in group 0.
Mistake
Saying the table is ordered by atomic mass.
Why it happens
Mendeleev originally ordered by mass.
How to avoid it
Modern table = order by atomic (proton) number. Argon (mass 40) comes BEFORE potassium (mass 39) because Z(Ar)=18 < Z(K)=19.
Mistake
Saying Mendeleev arranged by atomic number.
Why it happens
We use atomic number today, so students assume the original did too.
How to avoid it
Mendeleev (1869) used relative atomic mass. Atomic number was discovered later (Moseley, 1913). Mass and atomic number usually agree but occasionally don't.
Mistake
Saying Newlands' Law of Octaves was a complete success.
Why it happens
Students assume any historical model was at least partially right.
How to avoid it
Newlands' Octaves worked for the first 17 elements then broke down — transition metals destroyed the pattern. Most chemists at the time rejected his idea.
Mistake
Assuming all metals are solid at room temperature.
Why it happens
Most common metals (iron, copper, aluminium) are solid.
How to avoid it
Mercury (Hg) is liquid at 25 °C. Caesium and gallium melt just above room temperature too.
Mistake
Saying non-metals cannot conduct electricity at all.
Why it happens
Most non-metals are insulators.
How to avoid it
Carbon (in the form of graphite or graphene) is a non-metal that conducts electricity, because its delocalised electrons can move along the layers.