Structure of matter resources

Students explain the mistake in each of six sentences about elements, compounds or mixtures.

Students use information on nine elements from the periodic table to answer four short questions.

Students are provided with five diagrams of different arrangements of atoms. They select which diagram represents water, graphite, oxygen, and carbon monoxide.

Students are given the formula of two different types of chlorophyll. Students name all the elements present, and how the number of atoms differs between the chlorophylls.

15 names of elements and symbols are provided. Students shade in those squares where the symbol correctly matches the name.

Students use diagrams to answer questions about atoms, elements, compounds, and mixtures. They are then asked to use these words to describe the differences between diagrams.

Students answer three multiple-choice questions about atoms, elements, and atomic number.

Students classify six common substances as either a solid, liquid, or a gas. Students then group these substances into elements, mixtures, or compounds.

Students use the periodic table and their own knowledge to complete the types of atoms present, and total number of atoms present for three compounds.

Students interpret the diagrams of mixtures, solutions, and pure substances. Then they draw diagrams to represent other combinations of substances.

Students select the correct written definition of the words element, compound, and mixture.

Students use diagrams of substances with labelled atoms to write their chemical formula.

Students decide whether four statements about particular nature of matter are true or false and then give a reason for their answer.

Students label six diagrams as an element, compound, or mixture.

Using provided information students answer three multiple-choice questions about numbers of atoms, elements, molecules and compounds.

Students use provided symbols to write formula and to draw diagrams of different compounds.

Task: Answer two questions about melting and two questions about dissolving. Assessment focus: describe and explain melting and dissolving.

Students decide if each of three sentences about solids, liquids, and gases is true or false and then give a reason for their answer.

Students draw diagrams to show the particle arrangement in a solid, liquid, and a gas. Students then describe the differences in arrangement and movement of the particles for each of these states.