A Johnston.

Southampton

OCR A Level Chemistry A

Topic 1: Introduction to Chemistry

Name:

Class:

Bring this workbook to every lesson

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Outline of the topic

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Topic 1: Introduction to Chemistry

Below are the sections of the specification covered in this topic. Periodically you will self-assess how confident you
feel on each point. You can then use the revision guide to help develop those skills.

Self-assessment GCP Revision

Section Code Learning objectives Guide Page
Red Amber Green
number
Identify isotopes as atoms of the same
FC1i element with different numbers of
Atomic neutrons and different masses
structure and Describe atomic structure in terms of the 14-17
isotopes numbers of protons, neutrons and electrons
FC1ii
for atoms and ions, given the atomic
number, mass number and any ionic charge

FC2i Explain the term relative isotopic mass

FC2ii Explain the term relative atomic mass

Explain the use of mass spectrometry in the

FC2iii determination of relative isotopic masses
and relative abundances of the isotope
Relative mass 18-19
Explain the use of mass spectrometry in the
calculation of the relative atomic mass of an
FC2iv
element from the relative abundances of its
isotopes
Use the terms relative molecular mass, Mr,
FC2v
and relative formula mass
Calculate relative molecular mass, Mr, and
FC2vi relative formula mass from relative atomic
masses

Predict ionic charge from the position of an

FC3i
element in the periodic table

Recall the names and formulae for the

FC3ii following ions: NO3–, CO32–, SO42–, OH–,NH4+,
Formulae and
equations
Zn2+ and Ag+ 24-25
Construct balanced chemical equations
(including ionic equations), including state
FC3iii symbols, for reactions studied and for
unfamiliar reactions given appropriate
information
Explain and use the term amount of
FC4i
substance

FC4ii Explain and use the term mole

The mole
Explain and use the term the Avogadro 20-21
FC4iii
constant

FC4iv Explain and use the term molar mass

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FC5i Use the term empirical formula

FC5ii Use the term molecular formula

Calculate empirical and molecular formulae

from composition by mass or percentage
FC5iii
Determination compositions by mass and relative
of formulae molecular mass
22-23
Use the term anhydrous, hydrated and
FC5iv
water of crystallisation
Calculate the formula of a hydrated salt
from given percentage composition, mass
FC5v
composition or based on experimental
results
Calculate mass using amounts of substance
FC6i
in mol
Calculation of Calculate number of mols using amounts of
FC6ii
reacting substance in grams 24-25
masses
Use stoichiometric relationships in
FC6v
calculations

Recall rules for assigning and calculating

FC10i oxidation number for atoms in elements,
compounds and ions

Oxidation FC10ii Write formulae using oxidation numbers

number
36-37
Use Roman numerals to indicate the
magnitude of the oxidation number when
FC10iii
an element may have compounds/ions with
different oxidation numbers
Describe oxidation and reduction in terms
FC11i
of electron transfer
Describe oxidation and reduction in terms
FC11ii
of changes in oxidation number
Redox
reactions Use equations to describe redox reactions 38-39
FC11iii
of metals with acids to form salts
Interpret redox equations to make
FC11iv predictions in terms of oxidation numbers
and electron loss/gain.

Recall the number of electrons that can fill

FC12i
the first four shells

Define an orbital as a region around the

FC12ii nucleus that can hold up to two electrons,
with opposite spins

FC12iii Describe the shapes of s- and p-orbitals

State the number of orbitals making up s-,

Energy levels, FC12iv p- and d-sub-shells, and the number of
shells, sub- electrons that can fill s-, p- and d-sub-shells
shells, atomic
orbitals, Describe electrons filling the first three 40-41
electron FC12v shells and the 4s and 4p orbitals in order of
configuration increasing energy

State that electrons fill orbitals with the

FC12vi
same energy singly before pairing

Recall electronic configuration of atoms up

FC12vii
to atomic number Z = 36

Recall electronic configuration of ions up to

FC12viii
atomic number Z = 36

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Describe ionic bonding as electrostatic

FC13i attraction between positive and negative
ions

Construct 'dot-and-cross' diagrams to show

FC13ii
ionic bonding

Explain that the solid structures of giant

Ionic bonding ionic lattices result from oppositely charged 42-43
FC13iii
ions strongly attracted in all directions e.g.
NaCl
Explain the effect of structure and
bonding on the physical properties of ionic
FC13iv compounds, including melting and boiling
points, solubility and electrical conductivity
in solid, liquid and aqueous states
Describe covalent bonds as the strong
electrostatic attraction between a shared
FC14i
pair of electrons and the nuclei of the
bonded atoms
Construct 'dot-and-cross' diagrams to show
FC14ii
Covalent a single covalent bonding
bonding Construct 'dot-and-cross' diagrams to show
44-45
FC14iii
multiple covalent bonding
Construct 'dot-and-cross' diagrams to show
FC14iv
dative covalent (coordinate) bonding
Use the term average bond enthalpy as a
FC14v
measurement of covalent bond strength
The shapes of Describe the bond angles of molecules and
FC15i
simple ions with up to six electron pairs
molecules and
46-47
Use electron pair repulsion to explain the
ions FC15ii
shapes of molecules and ions.
State that periodic table is ordered in order
PTE1i
of increasing atomic number
The structure
Explain that elements in the same group
of the periodic PTE1ii
have similar chemical properties.
52-53
table
Describe the repeating trends in physical
PTE1iii
and chemical periodicity.
State the periodic trends in electron
PTE2i
configurations across periods 2 & 3.
Classify the elements into s-, p- and
PTE2ii
d-blocks
Periodic trend Describe first ionisation energy and
PTE2iii
in electron successive ionisation energy.
configuration Explain the trend in first ionisation energies 54-56
and ionisation across Periods 2 and 3, and down a group,
energy PTE2iv
in terms of attraction, nuclear charge and
atomic radius
Predict using successive ionisation energies
PTE2v the number of electrons in each shell of an
atom and the group of an element

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Explain metallic bonding as strong

PTE3i electrostatic attraction between cations
(positive ions) and delocalised electrons

PTE3ii Explain a giant metallic lattice structure

Explain the solid giant covalent lattices of

carbon (diamond, graphite and graphene)
Periodic trend PTE3iii
and silicon as networks of atoms bonded by
in structure
and melting
strong covalent bonds 57-59
point Explain the physical properties of giant
metallic and giant covalent lattices,
PTE3iv including melting and boiling points,
solubility and electrical conductivity in
terms of structure and bonding
Explain the variation in melting points
PTE3v across Periods 2 and 3 in terms of structure
and bonding
Describe the outer shell s2 electron
PTE4i configuration and the loss of these
electrons in redox reactions to form 2+ ions
Redox Describe the relative reactivities of the
reactions and Group 2 elements Mg to Ba shown by their
reactivity of
PTE4ii
redox reactions with oxygen, water & dilute
60-61
Group 2 metals acids
Describe the trend in reactivity in terms of
PTE4iii the first and second ionisation energies of
Group 2 elements down the group
Describe the action of water on Group 2
oxides and the approximate pH of any
Reactions of PTE5i
resulting solutions, including the trend of
Group 2
increasing alkalinity 60-61
compounds
Describe the use of some Group 2
PTE5ii
compounds as bases

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1. Atomic structure 1

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2. Atomic structure 2

3. Atomic structure 3

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4. Atomic structure 4

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5. Atomic structure 5

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6. The periodic table

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7. Amount of substance 1

8. Amount of substance 2

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9. Amount of substance 3

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10. Amount of substance 4

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11. Relative atomic mass 1

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12. Relative atomic mass 2

13. Relative atomic mass 3

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14. Empirical formula 1

15. Empirical formula 2

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16. Empirical formula 3

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17. Water of crystallisation 1

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18. Water of crystallisation 2

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19. Water of crystallisation 3

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20. Water of crystallisation 4

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21. Energy levels 1

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22. Energy levels 2

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23. Energy levels 3

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24. Ionisation energy 1

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25. Ionisation energy 2

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26. Ionisation energy 3

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27. Ionisation energy 4

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28. Ionisation energy 5

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29. Ionisation energy 6

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30. Ionisation energy 7

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31. Orbitals

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32. Oxidation 1

33. Oxidation 2

34. Oxidation 3

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35. Group 2 - 1

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36. Group 2 - 2

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37. Group 2 - 3

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38. Group 2 – 4

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39. Group 2 – 5

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40. Ionic bonding 1

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41. Ionic bonding 2

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42. Ionic bonding 3

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43. Ionic bonding 4

44. Ionic bonding 5

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45. Covalent bonding 1

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46. Covalent bonding 2

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47. Covalent bonding 3

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48. Covalent bonding 4

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49. Shapes of molecules 1

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50. Shapes of molecules 2

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51. Shapes of molecules 3

52. Shapes of molecules 4

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53. Shapes of molecules 5

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54. Shapes of molecules 6

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55. Properties of structures 1

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56. Properties of structures 2

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57. Properties of structures 3

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58. Properties of structures 4

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59. Periodic trends 1

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60. Bonding and structure

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61. Atoms Keywords crossword

ACROSS
The smallest particle of a chemical element that can exist (4 letters, starts with A)
5
The total number of protons and neutrons in a nucleus.
7
(Two words, 4 & 6 letters, starts with M & N)

The average mean mass of one atom of an element to one twelfth of the mass of an atom of
8
carbon-12. It is an average of the mass numbers of all the different isotopes of that element (3
words, 8, 6 & 4 letters, starts with R, A & M)

9 The positively charged central core of an atom, consisting of protons and neutrons and containing
nearly all its mass. (7 letters, starts with N)

10 A subatomic particle of about the same mass as a proton but without an electric charge, present in
all atomic nuclei except those of ordinary hydrogen (7 letters, starts with N)

DOWN
A stable subatomic particle occurring in all atomic nuclei, with a positive electric charge equal in
1
magnitude to that of an electron (6 letters, starts with P)
2
Forms of the same element with the same number of protons, but different numbers of neutrons
(7 letters, starts with I)

The number of protons in the nucleus of an atom, which is characteristic of a chemical element
3
and determines its place in the periodic table. Also known as an element's proton number (Two
words, 6 & 6 letters, starts with A & N)

4 A substance consisting of atoms which all have the same number of protons - i.e. the same atomic
number (7 letters, starts with E)

6 A stable subatomic particle with a charge of negative electricity, has a relative mass 1/2000th that
of a proton (8 letters, starts with E)

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62. Atomic number, protons & electrons

Use the periodic table at the back of the workbook to complete the table

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63. The history of the atom

Video 1

1) In the 1860’s how many elements did scientists think there were?

2) What did scientist think atoms were like in the 1860’s?

Video 2

1) When did J. J Thomson discover the electron?

2) What did Thomson discover about the particles in the beam?

3) What did Thomson think the atom was like?

Video 3

1) What did Rutherford use to produce his beams of particles?

2) What did they discover happened to a small number of particles?

3) What did this mean the atom must look like?

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64. The history of the atom – Independent task

http://scienceblogs.com/dotphysics/2009/09/04/the-development-of-the-atomic-model/

Look in an intro, non-science textbook and you will probably see a picture like this of the atom. This model
has some good ideas in it, but overall it has some problems. The key (and not incorrect points) of this
model are:

 The atom is made of protons, neutrons and electrons

 Most of the space is taken up by the area where the electrons exist
 The protons and neutrons are in the core of the atom – called the nucleus

Greek Model of the Atom

It always has to go back to the Greeks, doesn’t it? Well, they did do a lot of stuff. I know they were really
scientists but it is still a good place to start. Here is a picture of bust of Democritus.

In real life, he probably had colour. Democritus is credited with coming up with the atom. The question
was, what would happen if you keep taking something (like a tree) and breaking into smaller and smaller
pieces? Would it always be a piece of a tree? Could you keep breaking it into smaller and smaller pieces?
Democritus said that if you keep breaking it down, you would get to a size that could no longer be broken.
This would be the indivisible piece. In Greek, atomos = indivisible. Thus, the atom. (I know there is more to
the Greeks, but I need a place to start)

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John Dalton

I am not going to go into the experimental evidence for Dalton’s model of the atom, its good stuff though.
Let me just state what Dalton said:

 Stuff can be broken into elements (the things listed on the periodic table).
 Elements are atoms with different masses.
 Compounds are a combinations of elements.

Basically, Dalton just expanded on the Greek idea of the atom. An atom is a small thing, and there
are atoms with different masses with different properties.

J. Jonah Jameson Thomson – (AKA J.J. Thomson)

Thomson played with cathode rays. These are just beams of electrons (but cathode ray sounds cooler). By
having the beam interact with electric and magnetic fields, Thomson was able to determine the mass to
charge ratio for an electron. So, from that he knew that the electron came from the atom, it had a negative
charge and a very small mass. He thought there was a positive part of the atom with a much larger mass.
Here is the model that he proposed.

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Thomson took the idea of the atom and tried to incorporate the evidence for the electron. In this model,
the electrons are the small things and the rest of the stuff is some positive matter. This is commonly called
the plum pudding model (Plum pudding is what they called Christmas pudding) It’s called this because the
electrons are like negative ‘plums’ (or raisins) stuck in a larger positive mass or ‘pudding’.

Ernest Rutherford

Ernest Rutherford said one day “hey, I think I will shoot some stuff at atoms.” So he did. He shot some
alpha particles (which are really just the nucleus of a helium atom) at some really thin gold foil. Here is a
diagram of his experiment.

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If you shoot these positive alpha particles at this plum pudding atom, they should mostly bounce off, right?
Well, that is not what happened. Rutherford found that most of them went right through the foil. Some of
them did bounce back. How could that be if the plum pudding model was correct? Rutherford’s experiment
prompted a change in the atomic model. If the positive alpha particles mostly passed through the foil, but
some bounced back. If they already knew that the electron was small and negative, then the atom must
have a small positive nucleus with the electrons around them.

Bohr Model

This is the model you will be most familiar with from GCSE. The model proposed by Niels Bohr is the one
that you will see in a lot of introductory science texts. There are a lot of good ideas in this model and it is
very useful for explaining some of the ways we know an atom behaves, but it is not the one that agrees
with all of the current evidence. The model tries to make a connection between light and atoms.

Suppose you took some hydrogen gas and excited it. There would only be certain colours (only certain
wavelengths) of light produced. If you shine light through some hydrogen gas, there will be dark bands of
light at those same colours.

So, Bohr said that these colours of light in the hydrogen gas correspond to different atomic energy levels
the electron in hydrogen can have. And this is the key to the Bohr model – electrons can ONLY be at certain
energy levels in the atom. This is crazy (at least it was crazy for its time). Think about a planet orbiting the
Sun. It can be at any energy level. In this case, there is a gravitational force attracting the planet which
produces orbital motion. This will work anywhere in the solar system.

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Early physicist thought of the electron in an atom a lot like a planet orbiting the Sun. The key difference is
that the electron (in the Bohr model) orbits due to an electric interaction and not a gravitational
interaction. Well, the other difference in the Bohr model is that the electron cannot orbit (if it does orbit,
which it doesn’t) at any distance and any energy. Here is the essence of the Bohr model.

Light has energy corresponding to its frequency. Higher frequencies of light (which have shorter
wavelengths) have more energy. The Bohr model depends on a connection between the frequency of light
and the energy of the level change. If light of a frequency corresponding to the energy change interacts
with the atom, the electron can absorb the light and jump up a level. If an excited electron jumps down a
level, it loses energy and emits light with a frequency corresponding to the change in energy.

The Bohr model can be quite confusing to introductory students, but the important point is that this model
agrees with the following evidence.

 Electrons are small and negatively charged

 Protons are in the nucleus with is small compared to the size of the atom
 For a particular element, only certain frequencies (colours) of light are absorbed or emitted.

Schrodinger and Heisenberg Model

There is a key point about the Bohr model that is no longer accepted in current models of the atom. In the
Bohr model, the electrons are still thought to orbit the nucleus just like planets orbit the sun. Actually, this
is something that we cannot say is true. The problem with atoms and electrons is that we humans expect
them to obey the same rules as things like baseballs and planets. Actually, the rules are the same, but
baseballs and planets follow the rules of quantum mechanics without us humans even noticing.

It turns out that we can’t really say anything about the trajectory or position of electrons in an atom. What
we can say is all about probabilities. We can say what regions an electron is likely to be. Here is a diagram
that might help. These are probability distributions for the different energy levels in an atom showing the
first two energy levels. The electron has a greater probability of being in the darker areas.

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Summary

Scientists build models. When new evidence is collected, the models change. We can use the models to
explain scientific observations. The Bohr model is very useful for explaining what you need to know at A-
level, but the Schrodinger is a more accurate model.

Questions

1. There are words highlighted in bold. Research what the words mean and create a glossary which
will help you throughout the topic. (There is space at the back of the book to create this.)

2. What did the Greeks think would happen if you kept braking down something into smaller and
smaller pieces?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

3. What were the three key points for Dalton’s model of the atom?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

4. In Thompson’s model of the atom, apart from opposite charges, what did he think was the big
difference between the proton and the electron?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

5. What did Rutherford’s experiments show about the nucleus of the atom?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

6. What two reasons are there that an electron does not ‘orbit’ a nucleus in the same way a planet
orbits a planet?
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_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

7. Higher frequencies of light have more what?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

8. What is the difference between the Bohr model and the Schrodinger model?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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65. The Periodic Table: Periodicity and origin

Part 1: Video questions

What’s great about Mendeleev’s table?

Why did he do this?

How did he make his predictions?

What honour did Mendeleev receive?

Part 2: Research

Use the internet to find the answer to these questions

a) How many elements are there in the periodic table?

_______________________________________________________________________________________

b) Which property of the elements determines the order of the periodic table?
_______________________________________________________________________________________

c) The periodic table is arranged into rows (periods) and columns (Groups). What property of each element
determines its location in a particular period or group?
_______________________________________________________________________________________

d) John Newlands tried arranging the elements. Research him and write notes on his ideas. When did he
come up with his ideas? Find a picture of his periodic table.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

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e) Dimitri Mendeleev produced another table, much similar to the one we have today. How did he arrange
them? Find a picture of his periodic table. Compare it to Newlands. What are the differences in how the
elements are arranged?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

f) What other interesting information can you find out about Mendeleev? When did he come up with his
ideas?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

g) Which property of the elements did Newlands and Mendeleev use to arrange elements in their table?
Why might this of been a problem for some of the elements?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

h) Mendeleev realised he didn’t know everything. How did this effect how he arranged the elements? How
was he proved right later?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

i) In honour of Mendeleev, an element was named after him. Which element was this? How was it
discovered? Which other elements were discovered in this way?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

j) How is Mendeleev’s periodic table different to the one we use today?

_______________________________________________________________________________________
_______________________________________________________________________________________

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65. Modern ideas about the Periodic Table

The modern periodic table shows the elements arranged in order of their atomic number (number of
protons). The groups have similar properties because the elements in those groups have similar
arrangements of electrons (i.e. the same number of electrons in the outer shell).
It also includes several man-made elements, such as plutonium, which have been produced by nuclear
bombardment of lighter elements

Mendeleev died in 1907. Find out when each of these key scientific breakthroughs were made and hence
whether Mendeleev knew about them in his lifetime

 The discovery of the proton

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

 The discovery of the electron

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

 The idea that electrons exist in shells (the “Bohr” model of the atom)
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

 The creation of artificial elements

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

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66. Physical states

Chemical equations use symbols to describe the physical state of the reactants and products.

(s) = solid, (l) = liquid), (g) = gas & (aq) = aqueous (This means a solution in water)

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67. Identifying ions

Part 1: Identifying ions

Below is a list of ions.

Carbonate Hydroxide Chloride Oxide

Copper (II) ion Calcium ion Nitrate Silver(I) ion
Barium ion Lithium ion Aluminium ion Sodium ion
Sulphate Iodide Hydrogen carbonate Phosphate
Hydrogen ion Magnesium ion Fluoride Ammonium

Match the name from the table above to the ion.

Ion Name
I-
NH4+
-OH

F-
CO32-
NO3-
SO42-
Li+
Al3+
Cl-
HCO3-
Ca2+
Cu2+
H+
Mg2+
Ag+
PO43-

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Part 2: Molecular formula of ionic compounds

Use the table above to work out the formula of the compounds from the name.
Remember, the charges must balance so you need to have an equal number of +ive and
–ive charges.

Name Ions present Molecular formula

Calcium chloride Ca2+ and 2 x Cl- CaCl2

Potassium hydroxide

Aluminium chloride

Magnesium

carbonate

Ammonium fluoride

Copper (II) chloride

Potassium carbonate

Magnesium fluoride

Sodium hydrogen

carbonate

Silver nitrate

Magnesium hydrogen

carbonate

Lithium iodide

Calcium hydroxide

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68. Equations and reactions

Hydrogen H 2O Sodium hydroxide Water Magnesium

chloride
Na2SO4 Copper hydroxide Hydrochloric acid Sodium Cu(OH)2
chloride
Mg H2 NaCl Na2CO3 CuSO4
Calcium Mg
hydroxide

Reaction 1. Magnesium and hydrochloric acid

Circle the signs you observed that a chemical reaction had taken place. Colour change / heat produced / gas produced

Magnesium + +

+ HCl +

Reaction 2. Calcium and water

Circle the signs you observed that a chemical reaction had taken place. Colour change / heat produced / gas produced

Calcium + Water + Hydrogen

+ Ca(OH)2 +

Reaction 3. Sodium carbonate and sulphuric acid

Circle the signs you observed that a chemical reaction had taken place. Colour change / heat produced / gas produced

Sodium + + sodium +
carbonate sulphate

+ H2SO4 H2O + + CO2

Reaction 4. Copper sulphate and sodium hydroxide

Circle the signs you observed that a chemical reaction had taken place. Colour change / heat produced / gas produced

Copper + +
Sulphate

+ NaOH +

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GOGGLES ARE TO BE WORN AT ALL TIMES!

Reaction 1: Magnesium and hydrochloric acid

1) Take roughly 0.5 cm of magnesium ribbon and put into a boiling tube
2) Add 5 cm3 of hydrochloric acid
3) Leave the boiling tube in the rack.

Reaction 2: Calcium and water

1) Fill a boiling tube approximately 2 cm in depth with water.
2) Hold the boiling tube with a test tube holder.
3) Tip a small piece of calcium into the boiling tube.
!!DO NOT POINT THE OPENING OF THE TUBE TOWARDS YOU OR ANYONE
ELSE.
4) Touch the outside of the boiling tube to see if it has gotten warm.
5) Record what happens.
6) Leave the boiling tube in the rack.

Reaction 3: Sodium carbonate and acid

1) Tip the vial of sodium carbonate into the boiling tube.
2) Keep the boiling tube in the test tube rack.
3) Using the pipette put in a small amount of acid.
!! THE ACID CAUSES BURNS, BE CAREFUL WITH IT AND WHERE YOU SQUIRT
THE PIPETTE.
!! DO NOT LEAN OVER THE OPENING OF THE TEST TUBE
4) Record what happens.
5) Leave the boiling tube in the rack.

Reaction 4: Copper sulphate and sodium hydroxide

1) Add 1 cm3 of copper sulphate into a boiling tube. Add 2 cm3 of sodium hydroxide
2) Leave the boiling tube in the rack.

After you have finished wash all boiling tubes with water and put them in the washing
up bowls

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69. Calculating relative atomic mass using mass spectroscopy

Question 1

Question 2

Question 3

Question 4

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Question 5

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70. The Mole

Complete the table below

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71. Balancing equations

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72. Stoichiometry questions

1. Given the following reaction:

2H2 + O2 2H2O

a) How many grams of H2O are produced when 2.50 moles of oxygen are used?

b) If 3.00 moles of H2O are produced, how many grams of oxygen must be consumed?

c) How many grams of hydrogen gas must be used, given the answer to part b?

2. Given the following equation:

2KClO3 2KCl + 3O2

a) How many moles of O2 can be produced by letting 12 moles of KClO 3 react?

3. Given the following equation:

2K + Cl2 2KCl

a) How many grams of KCl is produced from 2.50 g of K.

b) From 1.0 g of Cl2?

4. Given the following equation:

Na2O + H2O 2NaOH

a) How many grams of NaOH is produced from 1.2 x 102 grams of Na2O?

b) How many grams of Na2O are required to produce 1.6 x 102 grams of NaOH?

5. Given the following equation:

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8 Fe + S8 8FeS

a) What mass of iron is needed to react with 16.0 grams of sulfur? How many grams of FeS are produced?

6. Given the following equation:

2NaClO3 2NaCl + 3O2

a) 12.0 moles of NaClO3 will produce how many grams of O2?

b) How many grams of NaCl are produced when 80.0 grams of O 2 are produced?

7. Given the following equation:

Cu + 2AgNO3 Cu(NO3)2 + 2Ag

a) How many moles of Cu are needed to react with 3.5 moles of AgNO3?

b) If 89.5 grams of Ag were produced, how many grams of Cu reacted?

8. Given the following reaction:

Na2S2O3 + AgBr NaBr + Na3[Ag(S2O3)2]

a. How many moles of Na2S2O3 are needed to react completely with 42.7 g of AgBr?

b. What is the mass of NaBr that will be produced from 42.7 g of AgBr?

9. B2H6 + O2 HBO2 + H2O

a. What mass of O2 will be needed to burn 36.1 g of B2H6?

b. How many moles of water are produced from 19.2 g of B 2H6?

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73. Empirical formula

Step: 1) Divide each % by the relative atomic mass of the element.

Step 2) Divide the each answer by the smallest answer to find the ratio of the elements.

Step 3) Use the ratios to work out the empirical formula.

a) A compound is found to contain 23.3g magnesium, 30.7g sulfur and 46.0g oxygen. What
is the empirical formula of this compound?

b) What is the empirical formula for a compound containing 38.8g carbon, 16.2g hydrogen
and 45.1g nitrogen?

c) A sample of an oxide of nitrogen is found to contain 30.4% nitrogen. What is its empirical
formula?

d) A sample of an oxide of arsenic is found to contain 75.74% arsenic. What is its empirical
formula?

e) What is the empirical formula for a compound containing 26.57% potassium, 35.36%
chromium, and 38.07% oxygen?

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74. Analysing copper sulphate

Copy the date and title into your lab-book

Copper sulphate exists as a hydrated salt with the formula CuSO 4.xH2O

The aim of this experiment is to find out the number of water molecules around each copper sulphate

In the experiment use approximately 4 grams of copper sulphate

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Results

Copy the following table into your lab book

Mass of empty crucible

Mass of crucible + hydrated copper sulphate

Mass of crucible + anhydrous copper

sulphate

Mass of anhydrous copper sulphate

Mass of water

In your lab book complete the following calculations

1) What is the Mr of anhydrous copper sulphate (CuSO4) and water (H2O)?

2) How many mols of copper sulphate and water are there?

3) What is the whole number ratio of copper sulphate to water?

4) What is the value of x in this formula?

CuSO4.xH2O

5) What assumptions do you have to make about the experiment that the values you have
obtained are correct?

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75. Electronic structure

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76. Rules for assigning oxidation numbers

Rule 1

Rule 2

Rule 3

Rule 4

Rule 5

Rule 6

Rule 7

Rule 8

Rule 9

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77. Oxidation numbers

Part 1: What are the oxidation numbers of these atoms?

C in CO = _____ S in SO3 = ______ N in N2O = ____ C in CH4 = ____ N in NH3 = _____

C in CCl4 = ______ P in PCl3 = _____ N in HNO3 = ______ S in H2SO4 = ______

C in CH3Cl = _______ Cl in NaClO3= _____ S in K2SO4 = _____

C in CO32-=____ S in SO42-=____ N in NH4+=____ P in PO43-= ____

Mn in MnO4- = _____ Cr in Cr2O72- = _____ S in S2O32- = _____

Part 2: What are the full names of these compounds?

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79. Reactions of group 2 metals

Part 1: Relative reactivity of group 2 metals with water

Add a small amount of each metal to 10 cm3 of water in a boiling tube.

Label 1 (most reactive) – 3 (least reactive)

Metal Reactivity (1-3)

Magnesium

Calcium

Barium

Part 2: Reactions of group 2 metals

Reaction 1: Calcium and water

1) Add a few granules of calcium metal to 10 cm3 of distilled water in a boiling tube. Observe what happens.

2) Place your thumb over the mouth of the boiling tube for a few seconds then take it off.

3) Immediately put a lighted splint into the end, what happens?

4) Repeat step 1, but before adding the calcium add a few drops of universal indicator and record the pH change

Reaction 2: Magnesium and HCl

1) Add approximately 1 cm of magnesium ribbon to 10 cm3 of 0.5 mol HCl in a boiling tube. Observe what happens.

2) Place your thumb over the mouth of the boiling tube for a few seconds then take it off.

3) Immediately put a lighted splint into the end, what happens?

4) Repeat step 1, but before adding the magnesium add a few drops of universal indicator and record the pH change

Reaction 3: Calcium oxide and water

1) Add a few drops of universal indicator to 10cm3 of distilled water in a boiling tube.

2) Add a small amount of calcium oxide to the water, record the pH change.

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Reaction 4: Magnesium and oxygen

1) Using tongs carefully take 3 cm of magnesium ribbon and place into a blue Bunsen burner flame

DO NOT LOOK DIRECTLY AT THE LIGHT

2) What do you observe?

3) Add 1-2 drops of universal indicator to 10 cm3 of distilled water in a boiling tube.

4) Add a small amount of the product from step 1 and record the pH change.

Reaction 5: Calcium carbonate and hydrochloric acid

1) Add the end of a spatula of calcium carbonate to 10 cm3 of 0.5 mol HCl in a boiling tube. Observe what happens.

2) Place your thumb over the mouth of the boiling tube for a few seconds then take it off.

3) Immediately put a lighted splint into the end, what happens?

4) Repeat step 1, but before adding the calcium carbonate add a few drops of universal indicator and record the pH change

Part 3: Results

Use the table below to complete the word and symbol equations. Add state symbols to the symbol equations.

Some occur more than once

H2 CaCl2 H2O Magnesium oxide O2

Mg MgO CO2 MgCl2 Ca(OH2)

Calcium chloride HCl Ca Carbon dioxide CaCO3

Calcium Magnesium
Hydrogen CaO Water
hydroxide chloride

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Reaction 1. Calcium and water

Circle the signs you observed that a chemical reaction had taken place. Colour change / heat produced / gas produced

pH Change:

Calcium + Water +

+ +

Oxidation numbers

What has been oxidised and what has been reduced?

Reaction 2. Magnesium and HCl

Circle the signs you observed that a chemical reaction had taken place. Colour change / heat produced / gas produced

pH Change:

Magnesium + hydrochloric acid +

+ +

Oxidation numbers

What has been oxidised and what has been reduced?

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Reaction 3. Calcium oxide and water

Circle the signs you observed that a chemical reaction had taken place. Colour change / heat produced / gas produced

pH Change:

Calcium oxide + Water

Oxidation numbers

What has been oxidised and what has been reduced?

Reaction 4. Magnesium and oxygen

Circle the signs you observed that a chemical reaction had taken place. Colour change / heat produced / gas produced

pH Change:

Magnesium + Oxygen

Oxidation numbers

What has been oxidised and what has been reduced?

Reaction 5. Calcium carbonate and hydrochloric acid

Circle the signs you observed that a chemical reaction had taken place. Colour change / heat produced / gas produced

pH Change:

Calcium carbonate + hydrochloric acid + +

+ + +

Oxidation numbers

What has been oxidised and what has been reduced?

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80. Ionic bonding

81. Ionic bonding diagrams

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Draw ionic bonding diagrams of the following compounds

a) Lithium hydride (LiH) b) Potassium fluoride (KF)

c) Magnesium oxide (MgO) d) Calcium chloride (CaCl2)

e) Calcium sulphide (CaS) f) Sodium sulphide (Na2S)

g) Sodium nitride (Na3N) h) Aluminium fluoride (AlF3)

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82. Types of structure

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82. Covalent bonds

Draw dot-cross diagrams for the following covalent compounds

Water (H2O) Carbon dioxide (O=C=O)

Ammonia (NH3) Boron triflouride (BF3)

Hydroxide ion (-OH) Ethene (H3C=CH3)

Chloroform (CHCl3) Formaldehyde (CH2O)

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Multiple choice

Lesson Lesson
1 1
2 2
3 3
4 4
5 5
Total Total

Lesson Lesson
1 1
2 2
3 3
4 4
5 5
Total Total

Lesson Lesson
1 1
2 2
3 3
4 4
5 5
Total Total

Lesson Lesson
1 1
2 2
3 3
4 4
5 5
Total Total

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Lesson Lesson
1 1
2 2
3 3
4 4
5 5
Total Total

Lesson Lesson
1 1
2 2
3 3
4 4
5 5
Total Total

Lesson Lesson
1 1
2 2
3 3
4 4
5 5
Total Total

Lesson Lesson
1 1
2 2
3 3
4 4
5 5
Total Total

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Lesson Lesson
1 1
2 2
3 3
4 4
5 5
Total Total

Lesson Lesson
1 1
2 2
3 3
4 4
5 5
Total Total

Lesson Lesson
1 1
2 2
3 3
4 4
5 5
Total Total

Lesson Lesson
1 1
2 2
3 3
4 4
5 5
Total Total

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Glossary

Word Meaning
Amount of
substance
Anhydrous

Atom

Avogadro
constant

Compound

Covalent bond

Dative covalent
bond

Electron

Electron
configuration

Element
Empirical
formula
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First ionisation
energy

Giant covalent

Giant ionic
lattice
Giant metallic
lattice

Half equation

Hydrated

Ion

Ionic bonding

Isotope

Isotopic
abundance
Mass number

Molar mass
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Mole

Molecular
formula

Molecular Ion

Molecule

Monoatomic ion

Nucleus

Oxidation

Oxidation
number

Orbital

s-orbital

p-orbital

Proton

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Redox

Reduction

Relative atomic
mass (Ar)
Relative
molecular mass
(Mr)
Relative isotopic
mass

Relative
molecular mass

Shell

Simple molecule

Stoichiometry

Sub-shell

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Water of
crystallisation

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