58236686 242 chemistry resources ch 5 8

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Chapters 58 Resources


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s,Inc.

To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

Chapters 5-8 ResourcesReproducible Student Pages

Student Lab Safety Form . . . . . . . . . . . . . . . . . . . . . . . . . . vi

Chapter 5

Electrons in Atoms . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Chapter 6

The Periodic Table and Periodic Law . . . . . . . . . . . . . . . . . . . 27

Chapter 7

Ionic Compounds and Metals . . . . . . . . . . . . . . . . . . . . . . 55

Chapter 8

Covalent Bonding . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

Teacher Guide and Answers

Chapter 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

Chapter 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

Chapter 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

Chapter 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

Table ofContents


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To the Teacher

This booklet contains resource materials to help you teach more effectively. You willfind the following in the chapters:

Reproducible Pages

Hands-on Activities

MiniLab and ChemLab Worksheets: Each activity in this book is an expanded version ofeach lab that appears in the Student Edition ofGlencoe Chemistry: Matter and Change.All materials lists, procedures, and questions are repeated so that students can read andcomplete a lab in most cases without having a textbook on the lab table. All lab ques-tions are reprinted with lines on which students can write their answers. In addition,for student safety, all appropriate safety symbols and caution statements have beenreproduced on these expanded pages. Answer pages for each MiniLab and ChemLab areincluded in the Teacher Guide and Answers section at the back of this book.

Transparency Activities

Teaching Transparency Masters and Worksheets: These transparencies relate to majorconcepts that will benefit from an extra visual learning aid. Most of the transparenciescontain art or photos that extend the concepts put forth in the textbook. Others containart or photos directly from the Student Edition. There are 73 Teaching Transparencies,provided here as black-and-white masters accompanied by worksheets that review theconcepts presented in the transparencies. Answers to worksheet questions are providedin the Teacher Guide and Answers section at the back of this book.

Math Skills Transparency Masters and Worksheets: These transparencies relate to math-ematical concepts that will benefit from an extra visual learning aid. Most of the trans-parencies contain art or photos directly from the Student Edition, or extend conceptsput forth in the textbook. There are 42 Math Skills Transparencies, provided here asblack-and-white masters accompanied by worksheets that review the concepts presentedin the transparencies. Answers to worksheet questions are provided in the TeacherGuide and Answers section at the back of this book.

Intervention and Assessment

Study Guide: These pages help students understand, organize, and compare the main

chemistry concepts in the textbook. The questions and activities also help build strongstudy and reading skills. There are six study guide pages for each chapter. Students willfind these pages easy to follow because the section titles match those in the textbook.Italicized sentences in the study guide direct students to the related topics in the text.

The Study Guide exercises employ a variety of formats including multiple-choice,matching, true/false, labeling, completion, and short answer questions. The clear, easy-to-follow exercises and the self-pacing format are geared to build your students confi-dence in understanding chemistry. Answers or possible responses to all questions areprovided in the Teacher Guide and Answers section at the back of this book.


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Chapter Assessment: Each chapter assessment includes several sections that assess stu-dents understandings at different levels.

The Reviewing Vocabularysection tests students knowledge of the chapters vocabu-

lary. A variety of formats are used, including matching, true/false, completion, andcomparison of terms.

The Understanding Main Ideas section consists of two parts: Part A tests recall andbasic understanding of facts presented in the chapter, while Part B is designed to bemore challenging and requires deeper comprehension of concepts than does Part A.Students may be asked to explain chemical processes and relationships or to makecomparisons and generalizations.

The Thinking Criticallysection requires students to use several different higher-orderlearning skills, such as interpreting data and discovering relationships in graphs andtables, as well as applying their understanding of concepts to solve problems, com-pare and contrast situations, and to make inferences or predictions.

TheApplying Scientific Methods section puts students into the role of researcher. Theymay be asked to read about an experiment, simulation, or model and then apply theirunderstanding of chapter concepts and scientific methods to analyze and explain theprocedure and results. Many of the questions in this section are open-ended, givingstudents the opportunity to demonstrate both reasoning and creative problem-solv-ing skills.

Answers or possible responses to all questions are provided in the Teacher Guide andAnswers section at the back of this book.

STP Recording Sheet: Recording Sheets allow students to use the Standardized Test

Practice questions in the Student Edition as a practice for standardized tests. STPRecording Sheets give them the opportunity to use bubble answer grids and numbersgrids for recording answers. Answers for the STP Recording Sheets can be found in theTeacher Wraparound Edition on Standardized Test Practice pages.

Teacher Guide and Answers: Answers or possible answers for questions in this bookletcan be found in the Teacher Guide and Answers section. Materials, teaching strate-gies, and content background, along with chapter references, are also provided whereappropriate.

To the Teacher continued


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Lab Safety Form

Name:

Date:

Lab type (circle one) : Launch Lab MiniLab ChemLab

Lab Title:

Read carefully the entire lab and then answer the following questions. Your teacher must initial

this form before you begin the lab.

1. What is the purpose of the investigation?

2. Will you be working with a partner or on a team?

3. Is this a design-your-own procedure? Circle: Yes No

4. Describe the safety procedures and additional warnings that you must follow as you perform

this investigation.

5. Are there any steps in the procedure or lab safety symbols that you do not understand? Explain.

Teacher Approval Initials

Date of Approval


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Chapter 5 Electrons in Atoms

MiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

ChemLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Teaching Transparency

Masters and Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Math Skills Transparency


Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Chapter Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

STP Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Table ofContents

Reproducible Pages


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ChemLab and MiniLab Worksheets Chemistry: Matter and Change Chapter 5

CHEMLAB 5

Safety Precautions

Always wear safety goggles and a lab apron.

Use care around the spectrum tube power supplies.

Spectrum tubes will get hot when used.

Problem

What absorption and emis-sion spectra do various sub-stances produce?

Objectives

Observe emission spectraof several gases.

Observe the absorptionspectra of various solu-tions.

Analyze patterns ofabsorption and emissionspectra.

Materials

ring stand withclamp

40-W tubular light-bulb

light socket withgrounded powercord

275-mL polystyreneculture flask

Flinn C-Spectra orsimilar diffractiongrating

food coloring (red,green, blue, andyellow)

set of coloredpencils

spectrum tubes

(hydrogen, neon,and sodium)

spectrumtubepower supplies (3

Analyze Line Spectra

E

mission spectra are produced when excited atoms return to a

more stable state by emitting radiation of specific wavelengths.When white light passes through a sample, atoms in the sampleabsorb specific wavelengths. This produces dark lines in the continu-ous spectrum of white light and is called an absorption spectrum.

Pre-Lab

1. Read the entire CHEMLAB.

2. Explain how electrons in an elements atoms

produce an emission spectrum.

3. Distinguish among a continuous spectrum, an

emission spectrum, and an absorption spectrum.

4. Use the data table on the next page.


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ChemLab and MiniLab Worksheets Chemistry: Matter and Change Chapter 5

Analyze and Conclude

1. Think Critically How can the single electron in a hydrogen atom produce all of the linesfound in its emission spectrum?

2. Predict How can you predict the absorption spectrum of a solution by looking at its color?

3. Apply How can spectra be used to identify the presence of specific elements in a substance?

4. Error Analysis Name a potential source of error in this experiment. Choose one of theelements you observed, and research its absorption spectrum. Compare your findings with

the results of your experiment.

Inquiry Extension

Hypothesize What would happen if you mixed more than one color of food coloringwith water and repeated the experiment? Design an experiment to test your hypothesis.

CHEMLAB 5

Red

Green

Blue

Yellow

Drawings of Absorption Spectra


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6 Chemistry: Matter and Change Chapter 5 Teaching Transparency Masters

TEACHING TRANSPARENCY MASTER

Frequency

()inhertz

Rad

io

Infrare

d

Ultrav

iolet

Gammarays

ElectromagneticSpectrum

10

4

31

04

10

6

10

8

10

10

31

0

2

10

12

310

4

10

14

31

0

6

10

16

31

0

8

1

018

31

0

10

10

20

31

0

12

10

22

31

0

14

Wave

leng

ths

()inm

eters

Visiblelig

ht

3

TV

,FM

AM

Microwaves

Xrays

31

02

En

ergy

increases

The Electromagnetic SpectrumThe Electromagnetic Spectrum


Use with Chapter 5,Section 5.1

15


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Teaching Transparency Worksheets Chemistry: Matter and Change Chapter 5

1. What kinds of waves have the longest wavelength? What kinds of waves have the short-

est wavelength?

2. Which waves have the lowest frequency?

3. Which has a higher frequency: microwaves or X rays?

4. Which waves can be seen by the eye?

5. Sequence the different segments of the visible spectrum in order from shortest wave-

length to longest wavelength.

6. Sequence the following types of waves from lowest frequency to highest frequency:

ultraviolet rays, infrared rays, gamma rays, radio waves, and green light.

7. Compare the wavelengths and frequencies of each kind of wave. What is the relationship

between frequency and wavelength?

8. What is the wavelength of a radio station emitting its signal at 95.5 MHz? Estimate your

answer to the nearest power of ten.

The Electromagnetic SpectrumThe Electromagnetic Spectrum

TEACHING TRANSPARENCY WORKSHEET

Use with Chapter 5Section 5.

15


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z

x

y

2s orbital

z

x

y

1s orbital

z

x

pzpx py

porbitals

dorbitals

y

z

x

y

z

x

y

z

x

y

dxy dxz dyz dz2dx2y2

x

y

y

x

z

x

y

z zz

x

y

Atomic OrbitalsAtomic Orbitals



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Teaching Transparency Worksheets Chemistry: Matter and Change Chapter 5

1. What is the shape of an s orbital?

2. What is the relationship between the size of an s orbital and the principal energy level in

which it is found?

3. What is the shape of a p orbital? How many p orbitals are there in a sublevel?

4. How many electrons can each orbital hold?

5. Look at the diagrams of the p orbitals. What do x, y, and z refer to?

6. How many d orbitals are there in a given sublevel? How many total electrons can the

d orbitals in a sublevel hold?

7. Which d orbitals have the same shape?

8. What point in each diagram represents an atoms nucleus?

9. How likely is it that an electron occupying a p or a d orbital would be found very near an

atoms nucleus? What part of the diagram supports your conclusion?

Atomic OrbitalsAtomic Orbitals



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2s

2p

3s

3p

4s

3d

5p

4f

6p

5f

7p

5s

4p

4d

6s

5d

7s

6p

7p

6d

5f

4f

5d

4d

3d

4p

3p

2p

6d

7s

5s

4s

3s

2s

1s

6s

5p

1s

IncreasingEnergy

Orbitalfillingsequence

Orbital Filling Sequenceand Energy LevelsOrbital Filling Sequenceand Energy Levels



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Teaching Transparency Worksheets Chemistry: Matter and Change Chapter 5 1

1. What does each small box in the diagram represent?

2. How many electrons can each orbital hold?

3. How many electrons can the d sublevel hold?

4. Which is associated with more energy: a 2s or a 2p orbital?

5. Which is associated with more energy: a 2s or a 3s orbital?

6. According to the aufbau principle, which orbital should fill first, a 4s or a 3d orbital?

7. Which orbital has the least amount of energy?

8. What is the likelihood that an atom contains a 1s orbital?

9. Sequence the following orbitals in the order that they should fill up according to the

aufbau principle: 4d, 4p, 4f, 5s, 6s, 5p, 3d, 4s.

10. Write a general rule to describe the filling of orbitals in an atom.

Orbital Filling Sequenceand Energy LevelsOrbital Filling Sequenceand Energy Levels



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12 Chemistry: Matter and Change Chapter 5 Math Skills Transparency Masters

Waves A and B are both electromagnetic waves.

c for all electromagnetic waves.

amplitude

amplitude

A

B

Interpreting WavesInterpreting Waves

MATH SKILLS TRANSPARENCY MASTER


5


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Math Skills Transparency Worksheets Chemistry: Matter and Change Chapter 5 1

1. Look at the two waves shown. What is the speed of each wave?

2. Look at the two waves shown. Which wave has a higher frequency? Which wave has a

longer wavelength?

3. Assume that wave A has a wavelength of 699 nm. Calculate the frequency of the wave.

Show your work.

4. Assume that wave B has a wavelength of 415 nm. Calculate the frequency of the wave.

Show your work.

5. Compare your calculations in question 4 with your answer to question 3. Do your calcu-

lations support your answer in question 2?

6. If wave A has a frequency of 4.60 1014 s1, what is its wavelength in nanometers?

Show your work.

Interpreting WavesInterpreting Waves

MATH SKILLS TRANSPARENCY WORKSHEET


5


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14 Chemistry: Matter and Change Chapter 5 Study Guide

Electrons in AtomsElectrons in Atoms

Section 5.1 Light and Quantized EnergyIn your textbook, read about the wave nature of light.

Use each of the terms below just once to complete the passage.

Electromagnetic radiation is a kind of(1) that behaves like a(n)

(2) as it travels through space. (3) is one type of

electromagnetic radiation. Other examples include X rays, radio waves, and microwaves.

All waves can be characterized by their wavelength, amplitude, frequency, and

(4) . The shortest distance between equivalent points on a continuous wave is

called a(n) (5) . The height of a wave from the origin to a crest or from the

origin to a trough is the (6) . (7) is the number of

waves that pass a given point in one second. The SI unit for frequency is the

(8) , which is equivalent to one wave per second.

Use the figure to answer the following questions.

9. Which letter(s) represent one wavelength?

10. Which letter(s) represent the amplitude?

11. If twice the length of A passes a stationary point every second, what is the frequency of

the wave?

Origin

A

D

C

B

STUDY GUIDECHAPTER 5

amplitude energy frequency hertz

light wave wavelength speed


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Study Guide Chemistry: Matter and Change Chapter 5 1

In your textbook, read about the particle nature of light.

Circle the letter of the choice that best completes the statement or answers the question.

12. A(n) is the minimum amount of energy that can be lost or gained by an atom.

a. valence electron b. electron c. quantum d. Plancks constant

13. According to Plancks theory, for a given frequency, , matter can emit or absorb energy

only in

a. units of hertz. c. entire wavelengths.

b. whole-number multiples ofh. d. multiples of12h,

14h, and so on.

14. The is the phenomenon in which electrons are emitted from a metals surface

when light of a certain frequency shines on it.

a. quantum b. Planck concept c. photon effect d. photoelectric effect

15. Which equation would you use to calculate the energy of a photon?

a. Ephoton h Plancks constant c. Ephoton 12 h

b. Ephoton h d. c

In your textbook, read about atomic emission spectra.

For each statement below, write true or false.

16. Like the visible spectrum, an atomic emission spectrum is a continuous

range of colors.

17. Each element has a unique atomic emission spectrum.

18. A flame test can be used to identify the presence of certain elements in

a compound.

19. The fact that only certain colors appear in an elements atomic emission

spectrum indicates that only certain frequencies of light are emitted.

20. Atomic emission spectra can be explained by the wave model of light.

21. The neon atoms in a neon sign emit their characteristic color of light as

they absorb energy.

22. When an atom emits light, photons having certain specific energies arebeing emitted.

Section 5.1 continued



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Section 5.2 Quantum Theory and the AtomIn your textbook, read about the Bohr model of the atom.

Use each of the terms below to complete the statements.

1. The lowest allowable energy state of an atom is called its .

2. Bohrs model of the atom predicted the of the lines in

hydrogens atomic emission spectrum.

3. According to Bohrs atomic model, the smaller an electrons orbit, the

the atoms energy level.

4. According to Bohrs atomic model, the larger an electrons orbit, the

the atoms energy level.

5. Bohr proposed that when energy is added to a hydrogen atom, its

moves to a higher-energy orbit.

6. According to Bohrs atomic model, the hydrogen atom emits a photon corresponding to

the difference between the associated with the two

orbits it transitions between.

7. Bohrs atomic model failed to explain the of elements

other than hydrogen.

In your textbook, read about the quantum mechanical model of the atom.

Answer the following questions.

8. If you looked closely, could you see the wavelength of a fast-moving car? Explain

your answer.

9. Using de Broglies equation, mh

which would have the larger wavelength, a

slow-moving proton or a fast-moving golf ball? Explain your answer.


atomic emission spectrum electron frequencies ground state

higher energy levels lower


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Section 5.3 Electron ConfigurationIn your textbook, read about ground-state electron configurations.


The arrangement of electrons in an atom is called the atoms

(1) . Electrons in an atom tend to assume the arrangement

that gives the atom the (2) possible energy. This arrangement

of electrons is the most (3) arrangement and is called the

atoms (4) .

Three rules define how electrons can be arranged in an atoms orbitals. The

(5) states that each electron occupies the lowest energy

orbital available. The (6) states that a maximum of two

electrons may occupy a single atomic orbital, but only if the electrons have opposite

(7) . (8) states that single

electrons with the same spin must occupy each equal-energy orbital before additional

electrons with opposite spins occupy the same orbitals.

Complete the following table.


Aufbau principle electron configuration ground-state electron configuration Hunds rule

lowest Pauli exclusion principle spins stable

Element Atomic Number Orbitals Electron Configuration

1s 2s 2px 2py 2pz

9. Helium 1s2

10. 7

11. Neon )( )( )( )( )(


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12. What is germaniums atomic number? How many electrons does germanium have?

13. What is noble-gas notation, and why is it used to write electron configurations?

14. Write the ground-state electron configuration of a germanium atom, using noble-gas

notation.

In your textbook, read about valence electrons.


15. The electrons in an atoms outermost orbitals are called

a. electron dots. b. quantum electrons. c. valence electrons. d. noble-gas electrons.

16. In an electron-dot structure, the elements symbol represents the

a. nucleus of the noble gas closest to the atom in the periodic table.

b. atoms nucleus and inner-level electrons.

c. atoms valence electrons.

d. electrons of the noble gas closest to the atom in the periodic table.

17. How many valence electrons does a chlorine atom have if its electron configuration

is [Ne]3s23p5?

a. 3 b. 21 c. 5 d. 7

18. Given borons electron configuration of [He]2s22p1, which of the following represents its

electron-dot structure?

a. Be b. B c. B d. Be

19. Given berylliums electron configuration of 1s22s2, which of the following represents its

electron-dot structure?

a. Be b. B c. B d. Be

20. Which electrons are represented by the dots in an electron-dot structure?

a. valence electrons c. only s electrons

b. inner-level electrons d. both a and c




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20 Chemistry: Matter and Change Chapter 5 Chapter Assessment

Electrons in AtomsElectrons in Atoms

Reviewing Vocabulary

Match the definition in Column A with the term in Column B.

Column A Column B

1. The set of frequencies of the electromagnetic waves

emitted by the atoms of an element

2. The minimum amount of energy that can be lost or gained

by an atom

3. A form of energy that exhibits wavelike behavior as it

travels through space

4. A three-dimensional region around the nucleus of an atom

that describes an electrons probable location

5. The shortest distance between equivalent points on a

continuous wave

6. The lowest allowable energy state of an atom

7. A particle of electromagnetic radiation with no mass that

carries a quantum of energy

8. The emission of electrons from a metals surface when

light of a certain frequency shines on it

9. A figure indicating the relative sizes and energies of atomic orbitals

Describe how each pair is related.

10. frequency, amplitude

11. valence electron, electron-dot structure

12. principal energy levels, energy sublevels

CHAPTER ASSESSMENTCHAPTER 5

a. wavelength

b. photoelectric effect

c. photon

d. quantum

e. atomic orbital

f. atomic emission

spectrum

g. principal quantum

number

h. ground state

i. electromagnetic

radiation


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Chapter Assessment Chemistry: Matter and Change Chapter 5 2

Understanding Main Ideas (Part A)

Match the equation in Column A with its description in Column B.

Column A Column B

1. E h

2. c

3. h /m

4. E Ehigher-energy orbit Elower-energy orbit

Complete the table.

Write the orbital diagram and complete electron configuration for each atom.

9. nitrogen

10. fluorine

11. sodium


a. Relates the wavelength, frequency, and

speed of an electromagnetic wave

b. Describes the energy change of an

electron undergoing an orbit transition

c. Energy relationship developed by Planck

d. de Broglies equation

Principal Quantum Number, n Types of Orbitals Number of Orbitals Relatedto Principal Energy Level

5. 1 s

6.

7. 3 9

8. 4


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Understanding Main Ideas (Part B)


Use the following figure to answer questions 1 and 2.

1. According to Bohrs atomic model, which letter(s) in the figure represents a place where

an electron cannot be?

a. A b. B, C and E c. A and D d. D

2. According to the quantum mechanical model of the atom, point E in the figure

represents a

a. point where an electron cannot be. c. position where an electron must be.

b. position where an electron probably is. d. point beyond which no electron can go.

3. What can you conclude from the figure on the right?

a. Hunds rule has been violated.

b. The Pauli exclusion principle has been violated.

c. The Aufbau principle has been violated.

d. This is a valid orbital diagram.

4. What can you conclude from the figure on the right?

a. Hunds rule has been violated.

b. The Pauli exclusion principle has been violated.

c. The Aufbau principle has been violated.

d. This is a valid orbital diagram.

5. Which of the following can you conclude based on the de Broglie equation?

a. Waves behave like particles. c. All matter has an associated wavelength.

b. Most particles are electrons. d. All matter behaves like particles.

6. Which of the following best describes the Heisenberg uncertainty principle?

a. Light behaves like a particle and like a wave.

b. The shorter the wavelength, the higher the frequency.

c. It is impossible to know both the velocity and the position of a particle at the same time.

d. You can measure an object without disturbing it.

B

CD

E

A


)(

)(

2s

2p

1s

) )

)(

))

)(2s

2p

1s


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Thinking Critically


1. A radio station has a frequency of 103.7 MHz. (1 MHz 106 s1) What is the

wavelength of the radiation emitted by the station? Indicate where this wavelength

falls on the electromagnetic spectrum shown below.

2. Look at the electromagnetic spectrum again. Are the microwaves used to cook food

higher or lower in frequency than radio waves? Are microwaves longer or shorter inwavelength than radio waves?

3. Write the orbital diagram of aluminum.

4. Write the complete electron configuration and the noble-gas notation for aluminum.

5. Write the noble-gas notation for iodine.

6. Identify each atom.

a. 1s22s22p1 b. [Ar]4s1

7. Write electron-dot structures for the following atoms.

a. neon c. carbon

b. hydrogen d. sulfur

1019101810171016101510141013101210111010109

10111010109108107106105104101 102 103102 101 1103104

108107106105

UHF-TV

M

icrowave

Infrared

Visible

U

ltraviolet

Xrays

r

ays

(Hz)

Electromagnetic Spectrum

VHF-TV

FM

radio

AM

radio

(m)

Radio



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Applying Scientific Methods

A chemist isolated four samples, A, B, C, and D. She obtained the following atomic emission

spectra of the samples.

1. Examine each samples atomic emission spectra. Assume that each sample represents a

single element. What can you conclude by looking at the spectra? Do the samples repre-

sent the same element or different elements?

2. Which part of the electromagnetic spectrum do the atomic emission spectra show?

3. Would the atomic emission spectrum for each sample change if you repeated the proce-

dure? Explain your answer

4. What does each line in an atomic emission spectrum represent?

A

B

C

D

400 500

Nanometers

600 700



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5. You find the following atomic emission spectrum for hydrogen in your textbook.

Compare this spectrum to the spectra of the samples that the chemist obtained.

What can you conclude? Explain your answer.

6. Which, if any, of the atomic emission spectra can the Bohr model explain? Explain your

answer.

7. According to Bohrs model, how many times were photons emitted from the excited

atoms in each sample to produce its atomic emission spectrum?

A

B

C

D

8. The difference between successive energy levels becomes smaller as n becomes larger.

Explain how hydrogens emission spectrum demonstrates this statement.

9. Assume that instead of measuring the photons emittedby each sample, the chemist meas-

ured the photons absorbedby each sample. What would the absorption spectra look like?

Explain your answer.

400 500

Nanometers

600 700

Applying Scientific Methods, continued



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Chapter 6 The Periodic Table and Periodic Law

MiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

ChemLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29




Masters and Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . 40

Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Chapter Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46


Table ofContents

2

Reproducible Pages


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28 Chemistry: Matter and Change Chapter 6 ChemLab and MiniLab Worksheets

Can you find the pattern?

Materials Index cards, pencil

Procedure

1. Read and complete the lab safety form.

2. Make a set of element cards based on theinformation in the chart at right.

3. Organize the cards by increasing mass, andstart placing them into a 4 3 grid.

4. Place each card based on its properties, andleave gaps when necessary.

mini LAB 6

Organize Elements

Ad 52.9 solid/liquid orange

Ax 108.7 ductile solid light blue

Bp 69.3 gas red

Cx 112.0 brittle solid light green

Lq 98.7 ductile solid blue

Pd 83.4 brittle solid green

Qa 68.2 ductile solid dark blue

Rx 106.9 liquid yellow

Tu 64.1 brittle solid hunter

Xn 45.0 gas crimson

Symbol Mass (g) State Color

Analysis

1. Make a table listing the placement of each element.

2. Describe the period (across) and group (down) trends for the color in your new table.

3. Describe the period and group trends for the mass in your new table. Explain your placement of

any elements that do not fit the trends.

4. Predict the placement of a newly found element, Ph, that is a fuchsia gas. What would be anexpected range for the mass of Ph?

5. Predict the properties for the element that would fill the last remaining gap in the table.


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ChemLab and MiniLab Worksheets Chemistry: Matter and Change Chapter 6 2

CHEMLAB 6

Safety Precautions

Wear safety goggles and a lab apron at all times.

Do not handle elements with bare hands. Brittle samples might shatte

into sharp pieces.

1.0M HCl is harmful to eyes and clothing.

Never test chemicals by tasting.

Follow any additional safety precautions provided by your teacher.

Problem

What is the pattern ofproperties of therepresentative elements?

Objectives

Observe properties ofvarious elements.

Classify elements asmetals, nonmetals, andmetalloids.

Examine general trendswithin the periodic table.

Materials

stoppered testtubes containingsmall samples ofelements

plastic dishes con-taining samplesof elements

conductivity

apparatus

1.0M HCltest tubes (6)test-tube rack10-mL graduated

cylinderspatulasmall hammerglass marking

pencil

Investigate Descriptive Chemistry

Y

ou can observe several of the representative elements, classify them, and

compare their properties. The observation of the properties of elements iscalled descriptive chemistry.

Pre-Lab

1. Read the entire CHEMLAB.

2. Use the data table on the next page to record the

observations you make during the lab.

3. Examine the periodic table. What is the physical

state of most metals? Nonmetals? Metalloids?

4. Look up the definitions of the terms luster,

malleability, and electrical conductivity. To what

elements do they apply?


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Procedure


2. Observe and record the appearance (physical

state, color, luster, texture, and so on) of the ele-

ment sample in each test tube without removing

the stoppers.

3. Remove a small sample of each of the elements

contained in a plastic dish and place it on a hard

surface. Gently tap each element sample with a

small hammer. If the element is malleable, it will

flatten. If it is brittle, it will shatter. Record your

observations.

4. Use the conductivity tester to determine which

elements conduct electricity. Clean the electrodes

with water, and dry them before testing each

element.

5. Label each test tube with the symbol for one of

the elements in the plastic dishes. Using a gradu-

ated cylinder, add 5 mL of water to each test tube.

6. Use a spatula to put a small amount of each ele-

ment into the corresponding test tubes. Using a

graduated cylinder, add 5 mL of 1.0MHCl to

each test tube. Observe each tube for at least 1

minute. The formation of bubbles is evidence of a

reaction between the acid and the element.

Record your observations.

7.

Cleanup and Disposal Dispose of all materialsas instructed by your teacher.

CHEMLAB 6


1. Interpret Data Using the table above and your observations, list the element samples that display thegeneral characteristics of metals.

2. Interpret Data Using the table above and your observations, list the element samples that display thegeneral characteristics of nonmetals.

3. Interpret Data Using the table above and your observations, list the element samples that display the

general characteristics of metalloids.

Classification Properties

Metals malleable good conductor of electricity lustrous silver or white in color many react with acids

Nonmetals solids, liquids, or gases do not conduct electricity do not react with acids likely brittle if solid

Metalloids combine properties of metalsand nonmetals

Observation of Elements


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4. Model Construct a periodic table, and label the representative elements by group (1 through 17).Using your results and the periodic table presented in this chapter, record the identities of elements

observed during the lab in the periodic table you have constructed.

5. Infer Describe any trends among the elements you observed in the lab.

Inquiry Extension

Investigate Were there any element samples that did not fit into one of the three categories?What additional investigations could you conduct to learn even more about these elements characteristics?

CHEMLAB 6


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Hydrogen

1 H1.0

08

Lithium

3 Li

6.9

41

Sodium

11

Na

22.9

90

Potassium

19K

39.0

98

Rubidium

37

Rb

85.4

68

Cesium

55

Cs

132.9

05

Francium

87Fr

(223)

Radium

88

Ra

(226)

C

erium

58

Ce

14

0.1

15

Th

orium

90

Th

23

2.0

38

Uranium

92U

238.0

29

Neptunium

93

Np

(237)

Plutonium

94

Pu

(244)

Am

ericium

95

Am

(

243)

Neodymium

60

Nd

144.2

42

Promethium

61

Pm

(145)

Samarium

62

Sm

150.3

6

Europium

63

Eu

15

1.9

65

Praseodymium

59

Pr

140.9

08

Protactinium

91

Pa

231.0

36

Actinium

89

Ac

(227)

Ruth

erfordium

104

Rf

(261)

Barium

56

Ba

137.3

27

Lanthanum

57

La

138.9

05

Hafnium

72

Hf

1

78.4

9

Tantalum

73

Ta

180.9

48

Dubnium

105

Db

(262)

Seaborgium

106

Sg

(266)

Hassium

108

Hs

(277)

Meitnerium

109

Mt

(

268)

Bohrium

107

Bh

(264)

Tungsten

74W

183.8

4

Rhenium

75

Re

186.2

07

Osmium

76

Os

190.2

3

Iridium

77Ir

19

2.2

17

Strontium

38 S

r87.6

2

Yttrium

39Y

88.9

06

Zirconium

40

Zr

91.2

24

Niobium

41

Nb

92.9

06

Molybdenum

42

Mo

95.9

4

Calcium

20C

a

40.0

78

Scandium

21

Sc

44.9

56

Titanium

22T

i

47.8

67

Vanadium

23V

50.9

42

Chromium

24

Cr

51.9

96

Technetium

43

Tc

(98)

Ruthenium

44

Ru

101.0

7

Manganese

25

Mn

54.9

38

Iron

26

Fe

55.8

47

C

obalt

27

Co

58.9

33

Rh

odium

45

Rh

10

2.9

06

Magnesium

12M

g

24.3

05

Beryllium

4Be

9.0

12

Lanthanideseries

Actinideseries

1

1

2

2 3 4 5 6 7

9

18

3

4

5

6

7

8

Helium

2He

4.0

03

Curium

96C

m(247)

Berkelium

97

Bk

(247)

Californium

98

Cf

(251)

Einsteinium

99

Es

(252)

Ferm

ium

100

Fm

(257)

Nobelium

102

No

(259)

Lawrencium

103

Lr

(262)

Mendelevium

101

Md

(258)

Gadolinium

64G

d

157.2

5

Terbium

65

Tb

158.9

25

Dysprosium

66

Dy

162.5

0

Holmium

67

Ho

164.9

30

Erb

ium

6

8

E

r

167

.259

Thulium

69

Tm

168.9

34

Ytterbium

70

Yb

173.0

4

Lutetium

71

Lu

174.9

67

Platinum

78 P

t

195.0

8

Gold

79

Au

196.9

67

Mercury

80

Hg

200.5

9

Thallium

81

Tl

204.3

83

L

ead

82

Pb

207.2

Bismuth

83

Bi

208.9

80

Astatine

85

At

209.9

87

Radon

86

Rn

222.0

18

Nickel

28 N

i

58.6

93

Copper

29

Cu

63.5

46

Zinc

30

Zn

65.3

9

Gallium

31

Ga

69.7

23

Germ

anium

32

Ge

72.6

1

Arsenic

33

As

74.9

22

Selenium

34

Se

78.9

6

Bromine

35

Br

79.9

04

Krypton

36

Kr

83.8

0

Palladium

46P

d

106.4

2

Silver

47

Ag

107.8

68

Cadmium

48

Cd

112.4

11

Indium

49

In114.8

2

Tin

50

Sn

118.7

10

Antimony

51

Sb

121.7

57

Tellurium

52

Te

127.6

0

Iodine

53 I

126.9

04

Xenon

54

Xe

131.2

90

Aluminum

13A

l

26.9

82

Silicon

14S

i

28

.086

Phosphorus

15P

30.9

74

Sulfur

16S

32.0

66

Chlorine

17

Cl

35.4

53

Argon

18

Ar

39.9

48

Boron

5 B10.8

11

Ca

rbon

6 C12

.011

Nitrogen

7 N14.0

07

Oxygen

8 O15.9

99

Fluorine

9 F18.9

98

Neon

10

Ne

20.1

80

10

11

12

13

14

15

16

17

Polonium

84

Po

208.9

82

Darmstadtium

110

Ds

(281)

Roentgenium

111

Rg

(272)

Unun

quadium

114

U

uq

(2

89)

Ununhexium

116

Uuh

(291)

Ununtrium

113

Uut

(284)

Ununpentium

115

Uup

(288)

Ununoctium

118

Uuo

(294)

2Hydrogen

1H1.0

08

Element

Atomicnumber

Stateof

matter

Metal

Metalloid

Nonmetal

Gas

Liqu

id

Solid

Synthetic

Symbol

At

omicmass

Recently

observed

PERIODIC

TABLEOFTHEELEMENTS

Ununbium

112

Uub

(285)

T

henumberinparenthesesisthemassnumberofthelongestlivedisotope

forthatelement.

*

*

*

*

*

*

*

The Periodic TableThe Periodic Table



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1. How many elements are listed in the periodic table?

2. What is the atomic number of selenium?

3. What is the symbol for palladium?

4. What is the atomic mass of strontium?

5. How are elements that are gases at room temperature designated in the periodic table?

6. How many columns of elements does the periodic table contain?

7. What is another name for a column of elements?

8. How many rows of elements does the periodic table contain?

9. What is another name for a row of elements?

10. Which period contains the least number of elements?

11. What element is found in period 4, group 7?

12. How are metals designated in the periodic table?

13. How are metalloids designated in the periodic table?

14. How are nonmetals designated in the periodic table?

15. What is the name of the group 1 elements (excluding hydrogen)?

16. What is the name of the group 2 elements?



19. What can be said about the electron configurations of all the elements in a group?

The Periodic TableThe Periodic Table



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s1

1 H

2He

3 Li

11

Na

19K 3

7

Rb

55Cs

4Be

12

Mg

20

Ca

38Sr

56Ba

87Fr

58Ce

90Th

59Pr

91Pa

60

Nd

92U

61

Pm

93

Np

62

Sm

94Pu

63Eu

95

Am

64

Gd

96

Cm

65Tb

97Bk

66

Dy

98Cf

67

Ho

99Es

68Er

100

Fm

69

Tm

101

Md

70

Yb

102

No

71

Lu

103

Lr

88Ra

5 B 13Al

31

Ga

49

In

81Tl

6 C 14Si

32

Ge

50Sn

82Pb

7 N 15P 3

3As

51Sb

83Bi

8 O 16S 3

4Se

52Te

84Po

9 F17Cl

35

Br

53I

85At

10Ne

18Ar

36

Kr

54Xe

86Rn

21Sc 39Y 57La 89Ac

22T

i40Zr

72Hf

104

Rf

23V 4

1Nb

73Ta

105

Db

24

Cr

42

Mo

74W

106

Sg

25

Mn

43Tc

75Re

107

Bh

26

Fe

44Ru

76Os

108

Hs

27

Co

45Rh

77Ir

109

Mt

110

Uun

28

Ni

46Pd

78Pt

111

Uuu

29

Cu

47Ag

79Au

112

Uub

30

Zn

48Cd

80Hg

s2

p1

p2

p3

p4

p5

p6

s2

sblock

d

block

pb

lock

fblock

The s-, p-, d-, andf-Block ElementsThe s-, p-, d-, andf-Block Elements



19


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1. What are the four sections, or blocks, of the periodic table?

2. What does each block represent?

3. What do elements in the s-block have in common?

4. What is the valence electron configuration of each element in group 1?

5. What is the valence electron configuration of each element in group 2?

6. Why does the s-block span two groups of elements?

7. Why does the p-block span six groups of elements?

8. Why are there no p-block elements in period 1?

9. What is the ending of the electron configuration of each element in group 4?

10. What is the electron configuration of neon?

11. In what period does the first d-energy sublevel appear?

12. Why does the d-block span ten groups of elements?

13. What is the ending of the electron configuration of each element in group 3?

14. What is the electron configuration of titanium?

15. In what period does the first f-energy sublevel appear?

16. Determine the group, period, and block for the element having the electron configuration

[Xe]4f145d106s26p3.

a. group b. period c. block

The s-, p-, d-, andf-Block ElementsThe s-, p-, d-, andf-Block Elements



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1. Which groups and periods of elements are shown in the table of atomic radii?

2. In what unit is atomic radius measured? Express this unit in scientific notation.

3. What are the values of the smallest and largest atomic radii shown? What elements have

these atomic radii?

4. What happens to atomic radii within a period as the atomic number increases?

5. Cite any exceptions to the generalization you stated in your answer to question 4.

6. What accounts for the trend in atomic radii within a period?

7. What happens to atomic radii within a group as the atomic number increases?

8. Cite any exceptions to the generalization you stated in your answer to question 7.

9. What accounts for the trend in atomic radii within a group?

10. In the table of ionic radii, how is the charge of the ions of elements in groups 1 and 2

related to the group number of the elements?

Atomic and Ionic RadiiAtomic and Ionic Radii



20


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K Rb

0 10

Period 2 Period 3 Period 4 Period 5

20 30 50 6040

Firstionizatione

nergy(kJ/mol)

2500

2000

1500

1000

500

0

Atomic number

First Ionization Energy of Elements in Periods 15

H

He

Li

Ne

Ar

Na

Xe

Kr

Li

Be

B

CN

O

F

Ne

1

2

3

45

6

7

8

1st

520

900

800

1090

1400

1310

1680

2080

2nd

7300

1760

2430

2350

2860

3390

3370

3950

3rd

14,850

3660

4620

4580

5300

6050

6120

4th

25,020

6220

7480

7470

8410

9370

5th

37,830

9440

10,980

11,020

12,180

6th

53,270

13,330

15,160

15,240

7th

71,330

17,870

20,000

8th

92,040

23,070

9th

115,380

Element

Successive Ionization Energies for the Period 2 Elements

Ionization energy (kJ/mol)*Valenceelectrons

* mol is an abbreviation for mole, a quantity of matter.

First Ionization and SuccessiveIonization EnergiesFirst Ionization and SuccessiveIonization Energies



21


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1. What is meant by first ionization energy?

2. Which element has the smallest first ionization energy? The largest? What are their values?

3. What generally happens to the first ionization energy of the elements within a period as

the atomic number of the elements increases?

4. What accounts for the general trend in the first ionization energy of the elements within a period?

5. What happens to the values of the successive ionization energies of an element?

6. Based on the graph, rank the group 2 elements in periods 15 in decreasing order of first

ionization energy.

7. How is a jump in ionization energy related to the valence electrons of the element?

8. What generally happens to the first ionization energy of the elements within a group as

the atomic number of the elements increases?

9. What accounts for the general trend in the first ionization energy of the elements within a group?

First Ionization and SuccessiveIonization EnergiesFirst Ionization and SuccessiveIonization Energies



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40 Chemistry: Matter and Change Chapter 6 Math Skills Transparency Masters

Using the Periodic TableUsing the Periodic Table

MATH SKILLS TRANSPARENCY MASTER


6


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Math Skills Transparency Worksheets Chemistry: Matter and Change Chapter 6 4

1. Identify the number of valence electrons in each of the following elements.

a. Ne e. O

b. K f. Cl

c. B g. P

d. Mg h. Si

2. Identify the energy level of the valence electrons in each of the following elements.

a. Br

b. N

c. Ra

d. H

e. Ar

f. I

3. Use the periodic table to write the electron configurations (using noble gas notation) for

each of the following elements.

a. Li

b. F

c. As

d. Sr

e. Bi

4. Determine the group, period, and block of the elements having the following electron

configurations.

a. 1s2

b. [Ne]3s23p1

c. [Ar]4s1

d. [Kr]5s24d1

e. [Xe]6s24f145d106p4

Using the Periodic TableUsing the Periodic Table

MATH SKILLS TRANSPARENCY WORKSHEET


6


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The Periodic Table and Periodic LawThe Periodic Table and Periodic Law

Section 6.1 Development of the Modern Periodic TableIn your textbook, reads about the history of the periodic tables development.


The table below was developed by John Newlands and is based on a relationship called

the law of(1) . According to this law, the properties of the elements

repeated every (2) elements. Thus, for example, element two and

element (3) have similar properties. The law of octaves did not work

for all the known elements and was not generally (4) .

The first periodic table is mostly credited to (5) . In his table, the

elements were arranged according to increasing (6) . One important

result of this table was that the existence and properties of undiscovered

(7) could be predicted.

The element in the modern periodic table are arranged according to increasing

(8) , as a result of the work of(9) . This

arrangement is based on number of(10) in the nucleus of an atom of

the element. The modern form of the periodic table results in the

(11) , which states that when elements are arranged according to

increasing atomic number, there is a periodic repetition of their chemical and physical

(12) .


octaves atomic mass atomic number nine

elements properties Henry Moseley eight

protons periodic law Dmitri Mendeleev accepted

1 2 3 4 5 6 7

H Li G Bo C N O

8 9 10 11 12 13 14

F Na Mg Al Si P S


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In your textbook, read about the modern periodic table.

Use the information in the box on the left taken from the periodic table to complete the

table on the right.

For each item in Column A, write the letter of the matching item in Column B.

Column A Column B

18. A column on the periodic table

19. A row on the periodic table

20. Elements in groups 1, 2, and 13 to 18

21. Elements that are shiny and conduct electricity

22. Elements in groups 3 to 12

In the space at the left, write true if the statement is true; if the statement is false,

change the italicized word or phrase to make it true.

23. There are two main classifications of elements.

24. More than three-fourths of the elements in the periodic table are

nonmetals.

25. Group 1 elements (except for hydrogen) are known as the alkali

metals.

26. Group 13 elements are the alkaline earth metals.

27. Group 17 elements are highly reactive nonmetals known as

halogens.

28. Group 18 elements are very unreactive elements known as

transition metals.

29. Metalloids have properties of both metals and inner transition

metals.



a. metals

b. group

c. period

d. representative elements

e. transition elements

Atomic Mass 13.

Atomic Number 14.

Electron Configuration 15.

Chemical Name 16.

Chemical Symbol 17.

7

N

Nitrogen

14.007

[He]2s22p3


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Section 6.2 Classification of the ElementsIn your textbook, read about organizing the elements by electron configuration.

Use the periodic table on pages 178179 in your textbook to match each element inColumn A with the element in Column B that has the most similar chemical properties.

Column A Column B

1. arsenic (As)

2. bromine (Br)

3. cadmium (Cd)

4. gallium (Ga)

5. germanium (Ge)

6. iridium (Ir)

7. magnesium (Mg)

8. neon (Ne)

9. nickel (Ni)

10. osmium (Os)

11. sodium (Na)

12. tellurium (Te)

13. tungsten (W)

14. yttrium (Y)

15. zirconium (Zr)


16. Why do sodium and potassium, which belong to the same group in the periodic table,

have similar chemical properties?

17. How is the energy level of an elements valence electrons related to its period on the

periodic table? Give an example.


a. boron (B)

b. cesium (Cs)

c. chromium (Cr)

d. cobalt (Co)

e. hafnium (Hf)

f. iodine (I)

g. iron (Fe)

h. nitrogen (N)

i. platinum (Pt)

j. scandium (Sc)

k. silicon (Si)

l. strontium (Sr)

m. sulfur (S)

n. zinc (Z)

o. xenon (Xe)


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In your textbook, read about s-, p-, d-, and f-block elements.

Use the periodic table on pages 178179 in your textbook and the periodic table below to

answer the following questions.

18. Into how many blocks is the periodic table divided?

19. What groups of elements does the s-block contain?

20. Why does the s-block portion of the periodic table span two groups?

21. What groups of elements does the p-block contain?

22. Why are members of group 18 virtually unreactive?

23. How many d-block elements are there?

24. What groups of elements does the d-block contain?

25. Why does the f-block portion of the periodic table span 14 groups?

26. What is the electron configuration of the element in period 3, group 16?

s1

1

H

2

He

3

Li

11

Na

19

K

37

Rb

55

Cs

4Be

12Mg

20Ca

38Sr

56Ba

87

Fr

57

La

89

Ac

58

Ce

90

Th

59

Pr

91

Pa

60

Nd

92

U

61

Pm

93

Np

62

Sm

94

Pu

63

Eu

95

Am

64

Gd

96

Cm

65

Tb

97

Bk

66

Dy

98

Cf

67

Ho

99

Es

68

Er

100

Fm

69

Tm

101

Md

70

Yb

102

No

88Ra

5B

13Al

31Ga

49In

81Tl

6C

14Si

32Ge

50Sn

82Pb

7N

15P

33As

51Sb

83Bi

8O

16S

34Se

52Te

84Po

9F

17Cl

35Br

53I

85At

10Ne

18Ar

36Kr

54Xe

86Rn

21Sc

39Y

71Lu

103Lr

22Ti

40Zr

72Hf

104Rf

23V

41Nb

73Ta

105Db

24Cr

42Mo

74W

106Sg

25Mn

43Tc

75Re

107Bh

26Fe

44Ru

76Os

108Hs

27Co

45Rh

77Ir

109Mt

110Uun

28Ni

46Pd

78Pt

111Uuv

29Cu

47Ag

79Au

112Uub

30Zn

48Cd

80Hg

s2 p1 p2 p3 p4 p5 p6

s2

s block

d block

p block

f block




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Section 6.3 Periodic TrendsIn your textbook, read about atomic radius and ionic radius.


1. Atomic radii cannot be measured directly because the electron cloud surrounding the

nucleus does not have a clearly defined

a. charge. b. mass. c. outer edge. d. probability.

2. Which diagram best represents the group and period trends in atomic radii in the periodic

table?

a. c.

b. d.

3.The general trend in the radius of an atom moving down a group is partially accountedfor by the

a. decrease in the mass of the nucleus. c. increase in the charge of the nucleus.

b. fewer number of filled orbitals. d. shielding of the outer electrons by inner electrons.

4. A(n) is an atom, or bonded group of atoms, that has a positive or negative

charge.

a. halogen b. ion c. isotope d. molecule

5. An atom becomes negatively charged by

a. gaining an electron. b. gaining a proton. c. losing an electron. d. losing a neutron.

6. Which diagram best represents the relationship between the diameter of a sodium atom

and the diameter of a positive sodium ion?

a. b. c.

Na Na Na Na Na Na

Generally decrease

Generally

decrease

Generally increase

Generally

decrease

Generally decrease

Generally

incr

ease

Generally increase

Generally

incr

ease



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In your textbook, read about ionization energy and electronegativity.


7. What is ionization energy?

8. Explain why an atom with a high ionization-energy value is not likely to form a positive

ion.

9. What is the period trend in the first ionization energies? Why?

10. What is the group trend in the first ionization energies? Why?

11. State the octet rule.

12. What does the electronegativity of an element indicate?

13. What are the period and group trends in electronegativities?




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The Periodic Table and Periodic LawThe Periodic Table and Periodic Law

Reviewing Vocabulary

Match the definition in Column A with the term in Column B.

Column A Column B

1. Statement that when the elements are arranged by

increasing atomic number, there is a periodic repetition of

their chemical and physical properties

2. Groups 1 and 2, 13 through 18

3. Groups 3 through 12

4. Group 1 elements (except for hydrogen)

5. Group 2 elements

6. A column in the periodic table

7. A row in the periodic table

8. Group 17 elements

9. Group 18 elements

10. Atom or bonded group of atoms that has a positive or

negative charge

11. Energy required to remove an electron from a gaseous

atom

12. Statement that atoms tend to gain, lose, or share electrons

to acquire a full set of eight valence electrons

13. Indication of an atoms ability to attract electrons in a

chemical bond

Write a sentence that uses each group of terms.

14. transition metals, inner transition metals

15. metal, nonmetal, metalloid


a. alkali metals

b. alkaline earth

metals

c. electronegativity

d. halogens

e. period

f. ion

g. ionization energy

h. noble gases

i. octet rule

j. periodic law

k. representativeelements

l. transition elements

m. group


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Understanding Main Ideas (Part A)

Briefly describe the contribution of each of the following to the development of the

periodic table.

1. John Newlands:

2. Henry Moseley:

3. Dmitri Mendeleev:

Match each of the following terms with a number or chemical symbol from the periodic

table below.

4. alkali metals 10. a metalloid element

5. alkaline earth metals 11. noble gases

6. a d-block element 12. a p-block element that is not a metalloid

7. an f-block element 13. an s-block element

8. halogens 14. transition metals

9. inner transition metals

1 2

3

Th

6

Ni

Si

O

4 5

Be



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Understanding Main Ideas (Part B)


Use the periodic table in your textbook.

1. Elements in the same group have the same

a. atomic radius. c. nuclear charge.

b. energy level of outer electrons. d. number of valence electrons.

2. Most of the elements in groups 16 through 18 are classified as

a. alkali metals. c. nonmetals.

b. inner transition metals. d. alkaline earth metals.

3. Which energy level of the period 4 transition elements is being filled with electrons?

a. third b. fourth c. fifth d. sixth

4. Identify the period and group of the element that has the electron configuration

[Ne]3s23p3.

a. period 2, group 2 b. period 3, group 1 c. period 3, group 13 d. period 3, group 15

5. Which of the following classifications describes the element with the electron

configuration [Ar]4s23d104p5?

a. stable metal b. stable nonmetal c. unstable nonmetal d. unstable metal

6. What is the electron configuration of the element in group 14 and period 4 of the

periodic table?

a. [Ne]3s23p4 b. [Ar]4s2 c. [Ar]4s23d104p2 d. [Kr]5s24d2

7. What is the trend in atomic radii as you move from left-to-right across a period?

a. generally decreases b. generally increases c. remains the same d. varies randomly

8. The trend in the atomic radii as you move down the group 1 elements is partially due to

a. decreased distance of outer electrons.

b. increased nuclear charge.

c. increased number of electrons in outer energy level.

d. shielding by inner electrons.

9. In which of the following pair is the second particle listed larger than the first?a. K, Ga b. Pb, C c. Br, Br d. Li, Li

10. How many electrons does an atom generally need in its outer level to be the most stable?

a. 4 b. 8 c. 10 d. 12

11. Which of the following electron configurations represents the most chemically stable

atom?

a. [He]2s22p3 b. [Ne]3s23p5 c. [Ne]3s23p64s23d5 d. [Ne]3s23p6



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Thinking Critically

The graph below shows the atomic radii of the elements in the first four periods of the

periodic table, as well as the major ionic radii of the representative elements. The chargeof each ion is indicated above the plotted point representing its radius. Use the graph

and the periodic table in your textbook to answer the following questions.

1. Describe the relationship between atomic radii and atomic number for the representative

elements in the first four periods.

2. How can you account for the trend you described in your answer to question 1?

3. Describe the relationship between the atomic radii and the atomic numbers of the transi-

tion elements in period 4.

4. Explain why the two elements in the first period do not have ionic radii listed.

5. Predict whether the arsenic ion shown in the graph has a positive or negative charge.

(Arsenic has an atomic number of 33.) Explain your prediction.

representative element

transition elementrepresentative ion0

50

100

150

200

250

0 5

Period 1Period 2

Atomicradius

Period 3 Period 4

10 15

Atomic number

Radius(pm)

20 25 30 35

1

1

1 2

2

23

3

4

4 ?

4

1 1

1

2 2

2

3

3

3

Ionicradius



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Applying Scientific Methods

At the beginning of the nineteenth century, chemists were searching for numerical relation-

ships among the elements. From these relationships, they hoped that some fundamental chem-ical principle might be revealed. One such chemist was the German, Johann Wolfgang

Dbereiner. In 1817, Dbereiner noted that if the three alkaline earth metals Ca, Sr, and Ba

were arranged in increasing atomic mass, the atomic mass of the middle element was close to

the average of the other two atomic masses, as shown below.

In 1829, Dbereiner discovered that the halogensCl, Br, and Ialso followed a similar pat-tern, as shown below. He named these three-member groups of elements with similar chemi-

cal and physical properties triads.

1. Six of the eight elements in the table below make up two of Dbereiners triads. Plot the

atomic mass of each element on the number line below the table. From the sequence of

the atomic masses and your knowledge of elements with similar chemical and physical

properties, identify the three elements in each of the two triads. Explain your choices.

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200

Atomic mass (amu)

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150

Atomic mass (u)

Chlorine (Cl) Bromine (Br) Iodine (I)

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150

Atomic mass (u)

Calcium (Ca) Strontium (Sr) Barium (Ba)


Element Mass (amu)

Lithium (Li) 7

Carbon (C) 12

Sodium (Na) 23

Sulfur (S) 32

Potassium (K) 39

Selenium (Se) 79

Tellurium (Te) 128

Gold (Au) 197


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2. Recall that atomic mass is a quantitative physical property of an element. So are density,

melting point, and boiling point. Use the table below to sequence the values of the densi-

ties, melting points, and boiling points of the following triadsCa, Sr, and Ba; and Cl,

Br, and I. Then determine whether each property shows a trend similar to that of theatomic masses of the elements in the triads. Explain your reasoning.

3. If silicon (Si), germanium (Ge), and tin (Sn) are classified as a triad similar to those of

Dbereiner, predict values that will complete the following table. Record the values in

the table.

Applying Scientific Methods, continued


Element Density (g/mL) Melting Point (C) Boiling Point (C)

Barium (Ba) 3.62 726.9 1845

Bromine (Br) 3.11 7.25 59.35

Calcium (Ca) 1.55 841.5 1500.5

Chlorine (Cl) 0.003 214 101 34

Iodine (I) 4.93 113.6 184.5

Strontium (Sr) 2.6 776.9 1412

Element Atomic Mass (amu) Density (g/mL) Melting Point (C)

Silicon (Si) 28 1411

Germanium (Ge) 5.3 945

Tin (Sn) 119 7.3


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Student Recording Sheet

54 Chemistry: Matter and Change Chapter 6

Name Date Class

CHAPTER 6

Assessment

Standardized Test Practice

Multiple Choice

Select the best answer from the choices given, and f ill in the corresponding circle.1. 4. 7. 10.

2. 5. 8.

3. 6. 9.

Short Answer

Answer each question with complete sentences.

11.

12.

13.

Extended Response

Answer each question with complete sentences.

14.

15.

SAT Subject Test: Chemistry

16.

17.

18.

19.


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Chapter 7 Ionic Compounds and Metals

MiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

ChemLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57





Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

Chapter Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78


Table ofContents

5

Reproducible Pages


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4. Use the data table in the next column.

5. In your data table, which mass values will be

measured directly? Which mass values will be

calculated?

6. Explain what must be done to calculate each

mass value that is not measured directly.

Procedure


2. Record all measurements in your data table.

3. Position the ring on the ring stand about 7 cm

above the top of the Bunsen burner. Place the

clay triangle on the ring.

4.Measure the mass of the clean, dry crucible.

5.Roll 25 cm of magnesium ribbon into a loose

ball. Place it in the crucible. Measure the mass of

the magnesium and crucible together.

6.Place the crucible on the triangle, and heat itwith a hot flame (flame tip should be near the

crucible).

7.Turn off the burner as soon as the magnesium

ignites and begins to burn with a bright white

light. Allow it to cool, and measure the mass of

the magnesium product and the crucible.

8.Place the dry, solid product in the beaker.

9.Add 10 mL of distilled water to the beaker, and

stir. Check the mixture with a conductivity tester.

10.Cleanup and Disposal Dispose of the product

as directed by your teacher. Wash out the cruciblewith water. Return all lab equipment to its proper

place.

CHEMLAB 7

Material(s) Mass (g)

Empty crucible

Crucible and Mg ribbonbefore heating

Magnesium ribbon

Crucible and magnesiumproducts after heating

Magnesium products

Mass Data


1. Analyze Data Calculate the mass of the ribbon and the product. Record these masses in your table.

2. Classify the forms of energy released. What can you conclude about the stability of products?


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3. Infer Does the magnesium react with the air?

4. Predict the ionic formulas for the two binary products formed, and write their names.

5. Analyze and Conclude The product of the magnesium-oxygen reaction is white, whereas the product ofthe magnesium-nitrogen reaction is yellow. Which compound makes up most of the product?

6. Analyze and Conclude Did the magnesium compounds conduct a current when in solution? Do these

results verify that the compounds are ionic?

7. Error Analysis If the results show that the magnesium lost mass instead of gaining mass, cite possiblesources of the error.

Inquiry ExtensionDesign an Experiment If the magnesium compounds conduct a current in solution, can you affecthow well they conduct electricity? If they did not conduct a current, could they? Design an experiment to

find out.

CHEMLAB 7

8/3/2019 58236686 242 Chemistry R

58236686 242 chemistry resources ch 5 8

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