Elements, Compounds, and the Periodic Table

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Questions and Answers

How does understanding electron configurations help predict the chemical behavior of elements in groups 1, 2, and 13-18?

  • It reveals the number of valence electrons available for bonding, dictating reactivity. (correct)
  • It predicts the physical state (solid, liquid, or gas) of the element at room temperature.
  • It indicates the total number of electron shells, determining atomic size.
  • It determines the number of neutrons in the nucleus, influencing stability.

Which statement accurately contrasts mass number and atomic weight?

  • Mass number is the average mass of isotopes, while atomic weight is the number of protons.
  • Mass number refers to the most stable isotope, while atomic weight includes all radioactive isotopes.
  • Mass number is used for individual atoms, while atomic weight is used for macroscopic samples.
  • Mass number is the total number of protons and neutrons in a nucleus, while atomic weight is the weighted average mass of all isotopes of an element. (correct)

How can the periodic table be used to predict the ion charge of the first 20 elements?

  • Elements always gain electrons to match the number of protons, with period number indicating typical charge.
  • Elements lose electrons to achieve a half-filled valence shell, with group number always indicating a positive charge.
  • Elements gain or lose electrons to achieve a full valence shell, with group number indicating the number of electrons gained or lost. (correct)
  • Elements gain or lose electrons to achieve a full inner shell, with group number indicating typical charge.

What is the primary difference between ionic and covalent bonding at the electron level?

<p>Ionic bonds involve the transfer of electrons between atoms, resulting in ions, while covalent bonds involve the sharing of electrons. (A)</p> Signup and view all the answers

In balancing chemical equations, what principle must always be conserved?

<p>Mass and number of atoms of each element (D)</p> Signup and view all the answers

How does collision theory explain the effect of temperature on reaction rate?

<p>Increased temperature provides more energy to the particles, leading to more frequent and successful collisions. (A)</p> Signup and view all the answers

What role do valence electrons play in determining the reactivity of an element?

<p>They are involved in forming chemical bonds with other atoms. (D)</p> Signup and view all the answers

Why do transition metals often exhibit multiple valencies?

<p>They have multiple oxidation sates due to the involvement of d-electrons in bonding. (D)</p> Signup and view all the answers

How can the reactivity series be used to predict the products of a reaction between a metal and a metal salt solution?

<p>The reactivity series indicates whether a metal can displace another metal from its salt solution; a more reactive metal will displace a less reactive one. (D)</p> Signup and view all the answers

Which factor, when increased, would NOT typically increase the rate of a chemical reaction according to collision theory?

<p>Volume of the reaction vessel (D)</p> Signup and view all the answers

What is the role of a catalyst in a chemical reaction, according to the collision theory?

<p>It provides an alternate reaction pathway with a lower activation energy. (A)</p> Signup and view all the answers

How are elements classified as metals, non-metals, and metalloids, based on their position in the periodic table?

<p>Metals are on the left, non-metals are on the right, and metalloids are along the staircase line. (A)</p> Signup and view all the answers

How does the structure of metals differ from that of ionic lattice structures, and how does this difference affect their physical properties?

<p>Metals have freely moving electrons, which give them malleability and conductivity, whereas ionic lattices are brittle due to strongly held ions. (D)</p> Signup and view all the answers

What is the purpose of using Lewis (electron dot) diagrams to represent the structure of simple covalent compounds?

<p>To illustrate how atoms share valence electrons to achieve a stable electron configuration. (C)</p> Signup and view all the answers

How do you predict the precipitate formed in a double displacement reaction using a solubility table?

<p>Identify the compound with the lowest solubility; it will precipitate out if formed. (D)</p> Signup and view all the answers

How does the Bohr model of the atom differ from the modern quantum mechanical model in describing electron behavior?

<p>The Bohr model describes electrons as existing in fixed orbits with specific energies, while the quantum mechanical model describes electrons in terms of probability distributions (orbitals). (A)</p> Signup and view all the answers

Which of the following is NOT a typical characteristic of metals?

<p>Brittleness (B)</p> Signup and view all the answers

How does increasing the surface area of a solid reactant affect the rate of a chemical reaction, according to the collision theory?

<p>It increases the frequency of collisions between the reactant molecules. (A)</p> Signup and view all the answers

How does understanding the composition and bonding in ionic and covalent compounds help in predicting their physical properties?

<p>Ionic compounds usually have high melting points due to strong electrostatic forces, while covalent compounds have weaker intermolecular forces and lower melting points. (A)</p> Signup and view all the answers

What is the difference between a decomposition and a synthesis reaction?

<p>Decomposition involves breaking down a compound into simpler substances, while synthesis involves combining elements or simpler compounds to form a more complex compound. (B)</p> Signup and view all the answers

Flashcards

Element

A pure substance consisting of only one type of atom.

Compound

A substance formed when two or more elements are chemically bonded.

Mixture

A combination of two or more substances that are physically combined.

Bohr Model

A model of the atom with electrons orbiting the nucleus in specific energy levels or shells.

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Atomic Number

The number of protons in the nucleus of an atom.

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Mass Number

The total number of protons and neutrons in the nucleus of an atom.

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Atomic Weight

The average mass of atoms of an element, considering the relative abundance of isotopes.

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Metalloids

Elements with properties of both metals and non-metals.

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Alkali Metals

Group 1 elements; highly reactive.

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Alkaline Earth Metals

Group 2 elements; reactive.

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Halogens

Group 17 elements; highly reactive non-metals.

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Noble Gases

Group 18 elements; inert gases.

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Transition Metals

Elements in groups 3-12 of the periodic table; variable valencies and properties.

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Electron Configuration

The arrangement of electrons in the energy levels/shells of an atom.

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Valence Electrons

Electrons in the outermost shell of an atom; determine chemical properties.

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Valence Shell

The outermost electron shell of an atom.

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Ion

A charged atom formed by the loss or gain of electrons.

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Anion

Negatively charged ion formed by gaining electrons.

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Cation

Positively charged ion formed by losing electrons.

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Valency

A number representing the combining capacity of an element.

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Study Notes

  • Matter is classified as element, compound, or mixture.
  • The Bohr model of the atom should be recalled.
  • Know the definitions of atomic number and mass number.
  • Mass number and atomic weight should be contrasted.
  • Elements in the periodic table can be identified based on their position (group and period) and classified as metals, non-metals, or metalloids.
  • Know groups 1 (alkali metals), 2 (alkaline earth metals), 17 (halogens), 18 (noble gases) and 3-12 (transition metals).
  • Chemical and physical properties are used to identify elements.
  • Contrast the physical properties of metals and non-metals.
  • Determine the electron configuration of the first 20 elements based on their position in the periodic table.
  • Know valence electron and valence shell.
  • Explain the reactivity of elements in groups 1, 2, 13-18 by referring to their electron configurations.
  • Explain how ions are formed and contrast the terms anion and cation.
  • Know the definition of valency of an element.
  • Determine the charge of ions formed by the first 20 elements.
  • Transition metals may have different valencies.
  • Explain with the aid of diagrams the process of ionic and covalent bonding, and the elements involved.
  • Represent the structure of ionic compounds and simple covalent compounds using Lewis (electron dot) diagrams.
  • Apply naming rules to simple covalent and ionic compounds, including compounds containing polyatomic ions and transition metals with multiple valencies.
  • Determine the chemical formula of simple covalent and ionic compounds.
  • Contrast the structure, and physical and chemical properties of metals, covalent substances (molecules), and covalent and ionic lattice structures.
  • Use formula and states to write balanced chemical equations.
  • Identify different types of chemical reactions including decomposition, synthesis, single displacement (or replacement) and double displacement (replacement) reactions.
  • Predict the products of precipitation reactions using a solubility table.
  • Predict the products of reactions between a metal and a metal salt solution using the reactivity series.
  • Investigate chemical reactions and methods employed by Aboriginal and Torres Strait Islander Peoples to convert toxic plants into edible food products.
  • Explain, using the collision theory, the effect of a range of factors, such as temperature, concentration, surface area and catalysts, on the rate of chemical reactions.
  • Identify the potential hazards of chemicals used in experimental investigations.
  • Apply specific skills and management procedures relating to the safe use of chemicals and follow procedures in a safe manner e.g. reactions with acid and reactive metals.
  • Use qualitative and quantitative data to identify different elements and compounds e.g. single displacement and precipitation reactions, and flame test.
  • Represent chemical structures and substances e.g. using diagrams or molecular models.
  • Formulate questions or hypotheses that can be investigated scientifically.
  • Interpret a variety of scientific sources (text, graphs and data tables).
  • Represent reliable information in a graphical and tabular format, e.g. rate of chemical reactions.
  • Analyse trends in data and identify relationships between variables and anomalies, e.g. trends in melting and boiling points of elements.
  • Interpolate and extrapolate data from a graph.
  • Draw conclusions that summarise and explain patterns in data which are supported by experimental evidence and scientific concepts.

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