Chemistry Additional Sample Assessment Material Unit 1

Please check the examination details below before entering your candidate information
Candidate surname Other names
Centre Number Learner Registration Number

Pearson BTEC
Level 3
Nationals
Sample Assessment Materials for first teaching September 2016
(Time: 40 minutes) Paper Reference 31617H
Applied Science
Unit 1: Principles and Applications of Science I
Chemistry
PERIODICITY AND PROPERTIES OF ELEMENTS
Certificate/Extended Certificate/Foundation Diploma/Diploma/Extended Diploma
You will need: Total Marks

Calculator
Instructions
• Use black ink or ball-point pen.
• centre
Fill in the boxes at the top of this page with your name,
number and learner registration number.
• Answer allthequestions.
Answer
• – there may bequestions in the spaces provided
more space than you need.
Information
• The exam comprises three papers worth 30 marks each.
Section A: Periodicity and Properties of Elements (Chemistry).
Section B: Structures and Functions of Cells and Tissues (Biology).
Section C: Waves in Communication (Physics).
• The total mark for this exam is 90.
• The marks for each question are shown in brackets
– use this as a guide as to how much time to spend on each question.
• The periodic table of elements can be found at the back of this paper.
Advice
• Read each question carefully before you start to answer it.
• Try to answer every question.
• Check your answers if you have time at the end.
Turn over
*S61919A0110*
S61919A
©2018 Pearson Education Ltd.
1/1/
Answer ALL questions. Write your answers in the spaces provided.
Some questions must be answered with a cross in a box . If you change your mind about
DO NOT WRITE IN THIS AREA

an answer, put a line through the box and then mark your new answer with a cross .
1 Chemists use the periodic table to predict the chemical properties of elements based
on their location in the table.
Part of the periodic table is shown.
1 2 3 4 5 6 7 0
1
2
3 A C
4 D
5 B

6
The letters, A, B, C and D, represent four different elements.

(a) (i) Which element, A, B, C or D, is in the d‑block of the periodic table?
(1)
A
B
C
D
(ii) Which element, A, B, C or D, has the most stable electronic structure?

(1)
A
B DO NOT WRITE IN THIS AREA

C
D
2
*S61919A0210*
(iii) Which element, A, B, C or D, reacts violently with water?
(1)
A
B
C
D
(b) An element has the electronic configuration 1s2 2s1.

Identify which period the element is in.
(1)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(c) Complete the electronic configuration for an atom of sodium.

(1)
1s2 2s2 .............. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 1 = 5 marks)

3
*S61919A0310* Turn over
2 Magnesium chloride, MgCl2 , is an important industrial chemical.
It can be made by reacting magnesium with dilute hydrochloric acid.

(a) Give one use of magnesium chloride.
(1)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) Calculate the relative molecular mass for magnesium chloride.

(2)
Show your working.

............................................................................................................. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
*S61919A0410*
(c) Draw dot‑and‑cross diagrams to show the arrangement of the outer electrons in
the magnesium ion and the two chloride ions in magnesium chloride, MgCl2 .
(3)

5
(d) Calculate the number of moles of hydrochloric acid in 50 cm3 of 0.2 M hydrochloric acid.
(3)
Show your working.

........................................... . . . . . . . . . . . . . . . . . . . moles
6
*S61919A0610*
3 Copper wire is used in electric cables because it is ductile and a conductor of electricity.
The properties of copper are related to its structure.
(a) Explain why copper is ductile.

(3)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(b) Explain why copper is a conductor of electricity.

(3)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7
4 Industrial chemists have to understand the chemistry of oxides.
For example, silicon dioxide is used in glass making and carbon monoxide is used in

the extraction of iron from iron ore.
(a) (i) Explain how burning carbon in air can lead to the formation of
carbon monoxide.
(2)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(ii) Write the balanced equation for the reaction between silicon and oxygen.
(2)

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Period 3 elements bond with oxygen to form oxides.

The type of bonding in these oxides depends on the electronegativity of each element in
the oxide.
The table shows the electronegativity of some period 3 elements, as well as for oxygen.
element electronegativity of element
magnesium 1.31
silicon 1.90
sulfur 2.58
oxygen 3.44
8
*S61919A0810*
(b) Explain how bonding in the oxides of elements in period 3 changes across
the period.
(6)
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
TOTAL FOR PAPER = 30 MARKS
9
*S61919A0910*
10
*S61919A01010*
Pearson BTEC Level 3 Nationals in Applied Science – Unit 1 – Final Sample Assessment Materials – Issue 1 – 35
35
Mark Scheme – Chemistry
September 2016
Pearson BTEC Level 3 – Applied Science
Unit 1: Applications of Science

Edexcel and BTEC Qualifications
Edexcel and BTEC qualifications come from Pearson, the world’s leading learning
company. We provide a wide range of qualifications including academic, vocational,
occupational and specific programmes for employers. For further information visit our
qualifications websites at www.edexcel.com or www.btec.co.uk for our BTEC
qualifications.
Alternatively, you can get in touch with us using the details on our contact us page at
www.edexcel.com/contactus.
If you have any subject specific questions about this specification that require the help
of a subject specialist, you can speak directly to the subject team at Pearson.
Their contact details can be found on this link: www.edexcel.com/teachingservices.
You can also use our online Ask the Expert service at www.edexcel.com/ask. You will
need an Edexcel username and password to access this service.
Pearson: helping people progress, everywhere

Our aim is to help everyone progress in their lives through education. We believe in
every kind of learning, for all kinds of people, wherever they are in the world. We’ve
been involved in education for over 150 years, and by working across 70 countries, in
100 languages, we have built an international reputation for our commitment to high
standards and raising achievement through innovation in education. Find out more
about how we can help you and your students at: www.pearson.com/uk
September 2016
Publications Code xxxxxxxx*
All the material in this publication is copyright
© Pearson Education Ltd 2016
Unit 1: Applications of Science I – sample
marking grid
General marking guidance
 All learners must receive the same treatment. Examiners must mark the first
learner in exactly the same way as they mark the last.
 Marking grids should be applied positively. Learners must be rewarded for what
they have shown they can do, rather than be penalised for omissions.
 Examiners should mark according to the marking grid, not according to their
perception of where the grade boundaries may lie.
 All marks on the marking grid should be used appropriately.
 All the marks on the marking grid are designed to be awarded. Examiners
should always award full marks if deserved. Examiners should also be prepared
to award zero marks, if the learner’s response is not rewardable according to
the marking grid.
 Where judgement is required, a marking grid will provide the principles by
which marks will be awarded.
 When examiners are in doubt regarding the application of the marking grid to a
learner’s response, a senior examiner should be consulted.
Specific marking guidance
The marking grids have been designed to assess learner work holistically.
Rows in the grids identify the assessment focus/outcome being targeted. When
using a marking grid, the ‘best fit’ approach should be used.
● Examiners should first make a holistic judgement on which band most
closely matches the learner’s response and place it within that band.
Learners will be placed in the band that best describes their answer.
● The mark awarded within the band will be decided based on the quality of
the answer, in response to the assessment focus/outcome and will be
modified according to how securely all bullet points are displayed at that
band.
● Marks will be awarded towards the top or bottom of that band, depending
on how they have evidenced each of the descriptor bullet points.
Question Answer Additional Mark
Number guidance
1 (a)(i) B 1
1 (a)(ii) D 1
1 (a)(iii) A 1
1 (b) (period) 2 /two 1
1 (c) (1s2 2s2)2p6 3s1 1
Or
(1s2 2s2 )2px2 2py2 2pz2 3s1
Total Marks 5
Question Answer Additional Mark

Number guidance
2 (a) Any one from the following points: Any 1
 Fertiliser appropriate
 Mineral supplement use
 Ice control
 Dust control
 Coagulant for making food
 Spa treatment
2(b) Substitution (1) 95.3 alone 2

(Mg) 24.3 + Cl (35.5 x 2) gains both
marks
Evaluation (1)
95.3
2 (c) Ignore inner 3
shells.
Reject
covalent
bonding.
Ignore
whether
dots
or crosses.
Correct dot and cross diagram of magnesium

chloride is 3 marks;
Correct formula Mg Cl2 (1)
Correct charge on each ion Mg2+ Cl- (1)

Correct number of electrons from magnesium
to each ion on the outer shell (1)
2 (d) Conversion (1) 0.01 alone 3

50 (= 0.05) scores 3
1000 marks
Substitution (1) ECF from

0.05 x 0.2 first MP
Evaluation (1) Conversion

0.01 (moles) and
substitution
can be done
in any order
Total marks 9
Question Answer Additional guidance Mark

Number
3 (a) atoms are in rows/layers 3
(1)
that slip/move over each

over (1)
so metal can be drawn into

wires without breaking (1)
3 (b) metallic structure (1) accept metallic 3
bonding
delocalised electrons (1) accept sea of

electrons
(electrons) carry (electric)
charge (1)
Total marks 6
Question Answer Additional guidance Mark

Number
4 (a)(i) air contains oxygen (1) 2
if oxygen is
limited/incomplete
combustion (carbon
monoxide forms) (1)
if oxygen in the air is
limited carbon
monoxide forms (2)
4 (a)(ii) Si + O2 → SiO2 (2) maximum one mark 2
lhs (1) for incorrect balancing
rhs (1)
accept correct
multiples
Question Indicative content

number
4 (b) structure:
 Elements on left hand side form ionic oxide compounds

 Examples of ionic compounds from period 3
 Elements in centre form giant covalent oxide molecules
 Elements on right hand side form small covalent oxide
molecules
 Examples of covalent compounds from period 3
 Across period oxides change from solids to gases
 Phosphorus, sulfur and chlorine form molecular oxides
explanation:
 electronegativity of elements increases as you go across the

period
 examples of electronegativity differences between element and
oxygen from table/own knowledge
 elements with similar electronegativities form covalent bonds
 elements with different electronegativities form ionic bonds
 metal oxides have strong ionic bonds
 molecular oxides have weak intermolecular forces
 molecular oxides have van der Waals/ dipole dipole forces
Mark scheme (award up to 6 marks) refer to the guidance on the cover of this
document for how to apply levels-based mark schemes*.
Level Mark Descriptor
Level 0 0 No rewardable material.
Level 1 1–2  Adequate interpretation, analysis and/or evaluation of the
scientific information with generalised comments being
made
 Generic statements may be presented rather than linkages
being made so that lines of reasoning are unsupported or
partially supported
 The explanation shows some structure and coherence
Level 2 3–4  Good analysis, interpretation and/or evaluation of the
scientific information
 Lines of argument mostly supported through the application
of relevant evidence
 The explanation shows a structure which is mostly clear,
coherent and logical
Level 3 5–6  Comprehensive analysis, interpretation and/or evaluation of
all pieces of scientific information
 Line(s) of argument consistently supported throughout by
sustained application of relevant evidence
 The explanation shows a well-developed structure which is
clear, coherent and logical
Total Marks 10
For more information on Edexcel qualifications, please visit our website

www.edexcel.com
Pearson Education Limited. Registered company number 872828

with its registered office at Edinburgh Gate, Harlow, Essex CM20 2JE

Chemistry Additional Sample Assessment Material Unit 1

Uploaded by

Copyright:

Available Formats

Chemistry Additional Sample Assessment Material Unit 1

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chemistry Additional Sample Assessment Material Unit 1

Uploaded by

Copyright:

Available Formats

Please check the examination details below before entering your candidate information

Candidate surname Other names

Centre Number Learner Registration Number

Sample Assessment Materials for first teaching September 2016

(Time: 40 minutes) Paper Reference 31617H

You will need: Total Marks

DO NOT WRITE IN THIS AREA

DO NOT WRITE IN THIS AREA

DO NOT WRITE IN THIS AREA

The letters, A, B, C and D, represent four different elements.

(ii) Which element, A, B, C or D, has the most stable electronic structure?

B DO NOT WRITE IN THIS AREA

DO NOT WRITE IN THIS AREA

(b) An element has the electronic configuration 1s2 2s1.

(c) Complete the electronic configuration for an atom of sodium.

(Total for Question 1 = 5 marks)

DO NOT WRITE IN THIS AREA

DO NOT WRITE IN THIS AREA

DO NOT WRITE IN THIS AREA

(b) Calculate the relative molecular mass for magnesium chloride.

DO NOT WRITE IN THIS AREA

DO NOT WRITE IN THIS AREA

DO NOT WRITE IN THIS AREA

DO NOT WRITE IN THIS AREA

DO NOT WRITE IN THIS AREA

DO NOT WRITE IN THIS AREA

DO NOT WRITE IN THIS AREA

(Total for Question 2 = 9 marks)

DO NOT WRITE IN THIS AREA

DO NOT WRITE IN THIS AREA

DO NOT WRITE IN THIS AREA

(a) Explain why copper is ductile.

(b) Explain why copper is a conductor of electricity.

(Total for Question 3 = 6 marks)

DO NOT WRITE IN THIS AREA

DO NOT WRITE IN THIS AREA

DO NOT WRITE IN THIS AREA

DO NOT WRITE IN THIS AREA

Period 3 elements bond with oxygen to form oxides.

element electronegativity of element

DO NOT WRITE IN THIS AREA

DO NOT WRITE IN THIS AREA

DO NOT WRITE IN THIS AREA

(Total for Question 4 = 10 marks)

TOTAL FOR PAPER = 30 MARKS

Pearson BTEC Level 3 – Applied Science

Unit 1: Applications of Science

Pearson: helping people progress, everywhere

General marking guidance

Specific marking guidance

(1s2 2s2 )2px2 2py2 2pz2 3s1

Question Answer Additional Mark

2(b) Substitution (1) 95.3 alone 2

Correct dot and cross diagram of magnesium

Correct formula Mg Cl2 (1)

Correct charge on each ion Mg2+ Cl- (1)

2 (d) Conversion (1) 0.01 alone 3

Substitution (1) ECF from

Evaluation (1) Conversion

Question Answer Additional guidance Mark