CP Semester Review - Chemistry 2024-2025 Exam Review PDF

CP Semester Review – Chemistry 2024-2025 Study Hints: 1. Look over the list of vocabulary and review the definitions of the terms you do not recognize or are unsure of. 2. Review notes. Do not spend much time on material that you feel confident about. 3. Take old tests again. Cover the...

CP Semester Review – Chemistry 2024-2025 Study Hints: 1. Look over the list of vocabulary and review the definitions of the terms you do not recognize or are unsure of. 2. Review notes. Do not spend much time on material that you feel confident about. 3. Take old tests again. Cover the answers and take the test. Time yourself. 4. Do problems from old practice worksheets. 5. Practice doing problems, practice doing problems, and practice doing problems some more. Practice is the only way you will recognize the problem types and complete the solutions faster. Materials to Bring:  Two #2 pencils, periodic table, and periodic tables, on 4x6 notecard with anything written on it - both sides. Exam Facts 1. The exam is 20% of your semester grade. 2. The exam will be on paper. 3. The exam will be 110 questions. 4. The questions will be multiple choice, matching, fill in the blank, or short answer questions. 5. If you do not finish the test, you will not be given extra time unless specified in an educational plan (if this is the case, the exam must be finished during the make-up period before you go home.) 6. The question breakdown is on the pages that follow. Taking the Test 1. Do all the multiple choice questions that you know, skipping the ones you don’t know. 2. Complete all the matching you know skipping the ones you don’t know. 3. Complete all the simple fill in the blanks and short answer that you know and that do not take much time to do. 4. Complete the problems you know how to do. 5. Go back and work on the answers to the questions that you are unsure of. 6. Never leave a multiple choice question or a matching question blank. 7. And skip the questions you don’t know how to do or that are difficult and come back to them latter. Semester Exam Test Question Distribution: Outcome 2: Introduction to Chemistry and Chemical Safety 3 questions: Introduction to Chemistry 6 questions: Chemical Safety Outcome 3: Measurement, Density, Accuracy and Precision 3 questions: Measurement 6 questions: Significant Figures 3 questions: Accuracy and Precision 3 questions: Density Outcome 4: Matter- States, Classification, Properties, and Changes 5 questions: States of Matter and Heating Curves 4 questions: Classification of Matter- Elements, Compounds, Mixtures 4 questions: Chemical and Physical Properties and Changes, Law of Conservation of Mass Outcome 5: The Atom- Early Atomic Theory, Parts of the Atom, Nuclear Symbols and Isotope Names, Isotopes and Average Atomic Mass 5 questions: Early Atomic Theory 4 questions: Parts of the Atom 7 questions: Nuclear Symbols and Isotope Names 5 questions: Isotopes and Average Atomic Mass Outcome 6: The Periodic Table – Groups, Families, Blocks, Valence Electrons, Oxidation Numbers, Metals, Nonmetals, and Metalloids 18 questions: Groups, Families, Blocks, Valence Electrons, Oxidation Numbers, Metals, Nonmetals, and Metalloids Outcome 7: Modern Atomic Theory- Waves, Light, Spectra, Bohr Model, Quantum Model, Electron Configurations 5 questions: Waves, Light, and Spectra 11 questions: Bohr and Quantum Models Vocabulary 5 questions: Standard Electron Configurations 2 questions: Electron Configuration Exceptions 5 questions: Orbital Configurations 2 questions: Dot Diagrams Continued on the next page… Outcome 1: Vocabulary Abbreviated electron configuration Mass Spectrogram alkali metal alkaline earth metal alpha particle amplitude anion arch atom atomic number meniscus Aufbau's principle average atomic mass average atomic mass formula Bohr Bohr model boiling cathode ray tube exp. cation charge chemical change chemical property coinage metal compound condensation /vaporization continuous spectrum core electrons density crest Dalton Democritus developed print Slope of mass versus Electromagnetic diatomic element Dot diagram volume graph spectrum electron estimated digit percent error electrostatic forces element emission spectrum endothermic energy energy level chalcogens excited state exothermic Five exceptions to electron configuration fractional abundance frequency gas gold foil experiment ground state group / family halogens heterogeneous mixture homogeneous mixture Hund's rule ion SDS sheet ionic compound precision significant figures accuracy isotope isotope name potential energy law of conservation of kinetic energy latent print mass liquid loop mass number melting / freezing GHS symbols s-block metalloids metals eyewash mixture molecule multivalent neutron noble gases nonmetals nuclear model nuclear symbol nucleus octet rule oil drop experiment Oil Rig orbital electron orbit orbital configuration oxidation number Pauli exclusion principle period / series safety shower periodic table p-block phase photon physical change physical property plasma plum pudding model d-block precipitation product proton pure substance quantum quantum model reactant reduction relative abundance representative elements Roy G Biv Rutherford f-block solid solution spectroscope standard electron configuration sublevel subatomic particles sublimation / deposition suspension temperature Thomson transition metal abbreviated trough valence electrons configuration visible spectrum wavelength whorl intensive property extensive property Chemistry Biochemistry Analytical Chemistry Physical Chemistry Inorganic Chemistry Organic Chemistry absorption spectrum Outcome 2: Chemistry and Chemical Safety (9 questions) Students will: 1. Define the six major areas of chemistry – inorganic, organic, analytical, physical, materials science, and biochemistry. 2. Describe how elements in the universe are formed. 3. Identify safety violations in an image. 4. Use an SDS sheet to determine a compounds formula and hazards. 5. Identify the location of the safety shower, fire extinguisher, primary and secondary fire exits, soap dispenser, paper towel dispenser, broken glass container, and fume hood on a classroom map diagram. 6. Answer questions about chemical safety. Outcome 3: Measurement, Significant Figures, Density, Accuracy and Precision (9 questions) Students will: 1. Classify measurements as either qualitative measures or quantitative measures. 2. Identify the estimated digit and the unit given a measurement. 3. Identify the major scale and minor scale on a measuring device. 4. Use decimation and the minor scale to determine the decimal place of the estimated digit. 5. Make measurements to the correct number of decimal places using a ruler, a graduated cylinder, and a balance. 6. Identify the number of significant figures in a measurement. 7. Explain why counting numbers are exact numbers and have an infinite number of significant figures. 8. Report the answers to calculations to the correct number of significant figures. 9. Describe how to use an electronic balance with a massing boat. 10. Describe the difference between a regular and an irregular solid. 11. Use water displacement to calculate the volume of an object. 12. Determine which particle diagram represents the substance with greatest density. 13. Calculate mass, volume, or density given two of the three variables. 14. Calculate the density of an object from its mass versus volume graph. 15. Calculate percent error. 16. Determine if a set of measurements are accurate and/or precise given the true value. Outcome 4: Classification of Matter, States, Properties, and Change (13 questions) Students will: 1. Classify particle models as elements, diatomic elements, or compounds. 2. Classify particle models as representing the solid, liquid, gaseous, or plasma state. 3. Determine the number of elements in a particle model. 4. Determine the number of atoms in a particle model. 5. List the seven diatomic elements. 6. Identify a particle model as a sample of an element, a compound, a mixture, or a heterogeneous or homogeneous mixture. 7. Identify the different phases in a heterogeneous mixture particle diagram. 8. Classify a fingerprint as an arch, a loop, or a whorl. 9. Explain how iodine sublimation and deposition develops a latent print. 10. Explain how superglue vaporization and deposition develops a latent print. 11. Classify properties as either extensive or intensive properties. 12. Classify properties as either chemical or physical properties. 13. List the five signs of a chemical change. 14. Classify changes as either chemical or physical changes. 15. Define the term law of conservation of mass. 16. Determine if a particle diagram is violating the Law of Conservation of Mass. 17. Use the LoCM to predict the mass of product that will be formed in a chemical reaction given the mass of the reactants (starting material).  18. Use the LoCM to predict the amount of reactant that was used in a reaction given the amount of product that was formed. Outcome 5: The Atom- Early Atomic Theory, Parts of the Atom, Nuclear Symbols and Isotope Names, Isotopes and Average Atomic Mass (20 questions) Students will: 1. Identify the major players in the early development of atomic theory. 2. Use diagrams to explain electrostatics, and how the gold foil, cathode ray, and oil drop experiments work. 3. Explain the major conclusions drawn from the gold foil, cathode ray, and oil drop experiments 4. Compare and contrast the different early atomic theories and model 5. List name, symbol, charge of the three subatomic particles presented in class. 6. Identify the average atomic mass and atomic number for a given element using the periodic table. 7. Calculate the number of protons, neutrons, and electrons in an element using the nuclear symbol. 8. Write the nuclear symbol and the isotope name for a given element. 9. Describe the difference between isotopes, ions, and different elements. 10. Identify ions, isotopes, and different elements given nuclear symbols. 11. Identify isotopes and determine fractional abundance using a mass spectrograph. 12. Calculate relative and fractional abundance given a particle model. 13. Calculate average atomic mass. 14. Use average atomic mass to determine which isotope is more abundant. Outcome 6: Mysteries of the Periodic Table (12 questions) Students will: 1. Explain the difference between groups and periods. 2. Explain why elements in the same group have similar chemical and physical properties. 3. Use the periodic table to explain why certain elements lose or gain electrons. 4. Identify metals, nonmetals, and metalloids. 5. Identify special groups on the periodic table. 6. Classify elements as metals, nonmetals, metalloids, alkali metals, alkaline earth metals, transition metals, halogens, or noble gases using the periodic table. 7. Explain the relationships between valence electrons and groups and between shells and periods. 8. Determine the number of valence electrons an element has by its position on the periodic table. 9. Use the periodic table to determine the oxidation number of an element. 10. Use the periodic table to determine if an element is multivalent or not. Outcome 7: Bohr Model, Quantum Model, Spectroscopy, and Electron Configurations (23 questions) Students will: 1. Identify the main characteristics of a wave. 2. Compare and contrast waves with respect to frequency, wavelength, and energy. 3. Order the colors of the visible spectrum in order of decreasing or increasing wavelength, frequency, or energy. 4. Classify spectra as either continuous, emission (line), or absorption sepctra. 5. Explain how a spectral line is formed. 6. Describe the major points of the Bohr model. 7. Use emission spectra to identify different elements. 8. Compare and contrast the different atomic models: Democritus, Thomson, Rutherford, Bohr, and Quantum. 9. Qualitatively describe the quantum model of the atom. 10. Illustrate the difference between Bohr’s orbits and the quantum model’s orbitals. 11. Describe the difference between s, p, d, and f sublevels. 12. Write the electron configuration, abbreviated configuration, and orbital configuration for any of the first 50 elements using the periodic table. 13. Apply Hund’s rule, the Aufbau principle, and Pauli’s exclusion principle to spectroscopic (orbital) configurations. 14. Determine the number of valence electrons an element has based on its position on the periodic table. 15. Write the dot diagrams for the representative elements using the periodic table. 16. Identify an element based on its configuration. 17. Determine why a configuration is written incorrectly. 18. Write the electron configurations for the two groups of exceptions (Cu, Ag, Au and Cr, Mo) and explain why they occur. Outcome 2: Introduction to Chemistry and Chemical Safety 1. Define the six major areas of chemistry Ex: Match the description to the appropriate area of chemistry. _____Chemistry A. Study of carbon compounds. _____Physical chemistry B. Detection, identification, and separation of compounds. _____Organic chemistry C. Study of matter and its properties _____Inorganic chemistry D. Making and studying new materials. _____Analytical chemistry E. Study of compounds that do not contain carbon. _____Biochemistry F. Study of motion, time, force and temperature with respect to chemical reactions. _____Material Science G. Study of how compounds affect human and animal physiology. H. Study of the transmutation of elements. 2. Explain how elements are created in stars. Ex: Explain how elements are created in a star. 3. Identify safety violations in an image. Ex: Examine the diagram below and identify all the safety violations. 4. Use an SDS sheet to determine a compounds formula and hazards. Ex: Use the website https://www.flinnsci.com/sds to complete the following table for potassium dichromate. Name Formula Color Melting Three hazards point Potassium Dichromate 5. Identify the location of the safety shower, fire extinguisher, primary and secondary fire exits, soap dispenser, paper towel dispenser, broken glass container, and fume hood on a classroom map diagram. Ex: On the map of the room below, label the eye washes, the safety shower, the paper towel dispenser, the fume hood, the broken glass container, the fire extinguisher, and draw the primary and secondary fire escape routes. 6. Answer questions about chemical safety. Ex: Why are long pants better than shorts when working in a laboratory? Ex: Which is safer to wear in the laboratory: sandals, crocs, or sneakers? Why? Ex: T/F In lab, goggles can be removed when you are finished with the lab. Ex: T/F The fan in the goggles prevents the goggles from fogging. Ex: Explain why goggles must be worn even if you wear eyeglasses. Ex: T/F Goggles can be thrown back into the box when you are done with lab. Ex: T/F You can leave your goggles at your lab station if you are leaving to go to the bathroom. Ex: T/F If you need a goggle break, you can place your goggles on your forehead. Ex: What is the last thing you should do when you are finished with a lab? Ex: T/F It takes at least three people to help someone use the eye wash. Ex: T/F The safety shower is used to put out clothing fires. Ex: Why are food and drink not allowed in a chemistry lab? Ex: T/F Broken glass should be placed in the garbage can.  Ex: Match each GHS pictogram to its meaning. _____ A. Irritant, sensitizer, acute toxicity (harmful) _____ B. Flammable _____ C. Aquatic toxicity _____ D. Carcinogens, respiratory sensitizers, reproductive toxicity, target organ toxicity, germ cell mutagens _____ E. Oxidizers F. Skin corrosion, serious eye damage G. Acute toxicity (severe) Outcome 3: Measurement, Significant Figures, Density, Accuracy and Precision (15 questions) Students will: 1. Classify measurements as either qualitative measures or quantitative measures. Ex: Classify the following measurements as either qualitative or quantitative measures. a. The room is hot b. The sun is yellow c. The student’s temperature is 101.8°C. d. The pencil is 18.5 cm long. e. There are 8 cars in the parking lot. 2. Identify the estimated digit and the unit given a measurement. Ex: Circle the estimated digit in each measurement. 0.00360 m 78.5⁰C 113.45 g 1070 kg 3. Identify the major scale and minor scale on a measuring device. Ex: Identify the major and minor scales for each of the measuring devices illustrated below. Major: Minor: Major: Minor: Major: Minor: 4. Use decimation and the minor scale to determine the decimal place of the estimated digit. Ex: Determine the decimal place of the major scale, the minor scale, and the estimated digit. 5. Make measurements to the correct number of decimal places using a ruler, a graduated cylinder, and a balance. Ex: Record each measurement to the correct number of significant figures. 6. Identify the number of significant figures for a measurement given in standard or scientific notation. Ex: Identify the number of significant figures in each of the following measurements. 0.329 m 18 pink flamingos 10.0 kg 48 cm 400. cm3 3700 mm 0.0056900 mL 4.10 x 106 L 7. Explain why counting numbers are exact numbers and have an infinite number of significant figures. Ex: Explain why the measurement 8 cars has an infinite number of significant figures. 8. Report answers to addition, subtraction, division, and multiplication problems to the correct number of significant figures. Ex: Report the answers to the following calculations to the correct number of significant figures. 23.84 cm * 6.02 x 1023 cm 1.24 x 1024 atoms /6.02 x 1023 atoms 9. Describe how to use an electronic balance with a massing boat. 10. Describe the difference between a regular and an irregular solid. 11. Use water displacement to calculate the volume of an object. Major: mL mL Minor: 60 60 Estimated Place: Vf = 50 50 Vi = 40 40 Vobj.= 30 30 20 20 10 10 12. Determine which particle diagram represents the substance with greatest density. Ex: Assuming that the volume is the same for all three squares, and the particles all have the same mass, determine which particle diagram represents the substance with the greatest density. 13. Calculate density given mass and volume. Ex: Calculate the density of a cylinder that has a mass of 55.5 g and a volume of 33.8 mL. 14. Calculate the density of an object from its mass versus volume graph. Ex: Determine the density of the substance below using the mass versus volume graph and the slope method. Identify the metal and calculate the student’s percent error. 15. Calculate percent error. Ex: Joshua uses his thermometer and determines that the boiling point of ethanol is 75°C. He looks up the true value in a reference book and finds that the actual boiling point is 80.°C. Calculate his percent error to the correct number of significant figures. Was his measurement accurate? Explain. 16. Determine if a set of measurements are accurate and/or precise given the true value. Ex: Determine if each of the following diagrams represents accuracy and / or precision. Ex: Determine if each of the following data sets are accurate and / or precise. Outcome 4: Classification of Matter, States, Properties, and Changes (13 questions) 1. Classify particle models as elements, diatomic elements, or compounds. 2. Classify particle models as representing the solid, liquid, gaseous, or plasma state. 3. Determine the number of elements in a particle model. 4. Determine the number of atoms in a particle model. 5. List the seven diatomic elements. 6. Identify a particle model as a sample of an element, a compound, a mixture, or a heterogeneous or homogeneous mixture. 7. Identify the different phases in a heterogeneous mixture particle diagram. 8. Classify a fingerprint as an arch, a loop, or a whorl. 9. Explain how iodine sublimation and deposition develops a latent print. 10. Explain how superglue vaporization and deposition develops a latent print. 11. Classify properties as either extensive or intensive properties. 12. Classify properties as either chemical or physical properties. 13. List the five signs of a chemical change. 14. Classify changes as either chemical or physical changes.  15. Define the term Law of Conservation of Mass. 16. Determine if a particle diagram is violating the Law of Conservation of Mass. Ex: Does this diagram violate the Law of Conservation of Mass? Explain. 17. Use the LoCM to predict the mass of product that will be formed in a chemical reaction given the mass of the reactants (starting material). 18. Use the LoCM to predict the amount of reactant that was used in a reaction given the amount of product that was formed. Outcome 5: The Atom- Early Atomic Theory, Parts of the Atom, Nuclear Symbols and Isotope Names, Isotopes and Average Atomic Mass (21 questions) 1. Identify the major players in the early development of atomic theory. Democritus A. Law of Conservation of Mass Dalton B. Oil Drop Experiment Thompson C. Gold Foil Experiment Rutherford D. Proposed first modern atomic theory Millikan E. Cathode Ray Experiments F. First to propose the existence of atoms 2. Use diagrams to explain electrostatics, and how the gold foil, cathode ray, and oil drop experiments work. 3. Explain the major conclusions drawn from the gold foil, cathode ray, and oil drop experiments Ex: What will the following charges do when they are placed near each other? + + + - - - Ex: What did the following cathode ray tube experiment tell scientists about the electron? Explain. + - Ex: What did the following cathode ray tube experiment tell scientists about the electron? Explain. Ex: Draw the path that the alpha particles will take as they approach the nucleus from the left and moving to the right. Label the nucleus and the area the electrons can be found. What is the charge of the nucleus and how did the scientist make that determination? Alpha Particles Atom (Positive charge) 4. Compare and contrast the different early atomic theories and models - - - + + - - - - - 5. List name, symbol, charge of the three subatomic particles presented in class. + 0 - 6. Identify the average atomic mass and atomic number for a given element using the periodic table. 7. Calculate the number of protons, neutrons, and electrons in an element using the nuclear symbol. Ex: Calculate the number of protons, neutrons, and electrons for the isotope shown below. 𝑆𝑏 8. Write the nuclear symbol and isotope name for a given element. Ex: Write the nuclear symbol for the isotope that contains 47 protons, 60 neutrons, and 46 electrons. Name this isotope. 9. Describe the difference between isotopes, ions, and different elements. 10. Identify ions, isotopes, and different elements given nuclear symbols. 11. Identify isotopes and determine the fractional abundance for an isotope using its mass spectrogram. Ex: Use the mass spectrogram below to determine the number of isotopes that Zirconium has. Which isotope has the greatest relative abundance? What is that isotope’s fractional abundance? 12. Calculate relative and fractional abundance using a particle model. Ex: Use the particle diagram below to calculate the relative and fractional abundance for X-164. X-169 X-164 X-167 X-167 X-164 X-169 X-169 X-169 X-164 X-169 13. Calculate average atomic mass. Ex: Calculate the average atomic mass of sulfur if 95.00% of all sulfur atoms have a mass of 32 u, 0.76% have a mass of 33 u, and 4.22% have a mass of 34 u.  Ex: Calculate the average atomic mass for the element represented by the model below. X-169 X-164 X-167 X-167 X-164 X-169 X-169 X-169 X-164 X-169 14. Use average atomic mass to determine which isotope is more abundant. Ex: Strontium consists of three isotopes Sr-86, Sr-87, and Sr-88. Which isotope of strontium has the greatest relative abundance? Outcome 6: Groups, Families, Blocks, Valence Electrons, Oxidation Numbers, Metals, Nonmetals, and Metalloids (18 questions) 1. Explain the difference between groups and periods. 2. Explain why elements in the same group have similar chemical and physical properties. 3. Use the periodic table to explain why certain elements lose or gain electrons. Ex: Use sodium’s electron configuration to explain why sodium loses one electron in chemical reactions. Ex: Use fluorine’s electron configuration to explain why fluorine gains one electron in chemical reactions. 4. Determine the charge of an ion using the periodic table. 5. Identify the seven diatomic elements. 6. Identify metals, nonmetals, and metalloids. 7. Identify special groups on the periodic table. 8. Classify elements as metals, nonmetals, metalloids, alkali metals, alkaline earth metals, transition metals, halogens, or noble gases using the periodic table. Ex: Classify the elements below as either metals, nonmetals, or metalloids. Indicate how many valence electrons they have, their group name (if there is one), and what block they are in on the periodic table. Na ______________________ Cu ________________________ F _______________________ Ca ________________________ Xe _____________________ Si ________________________ 9. Explain the relationships between valence electrons and groups and between shells and periods. Ex: Use the electron configurations for lithium and sodium to illustrate that the number of energy levels containing electrons for an element is equal to its period number. 10. Determine the number of valence electrons an element has by its position on the periodic table. Ex: How many valence electrons does helium have? Ex: How many valence electrons does nitrogen have? 11. Use the periodic table to determine the oxidation number of an element. Ex: What is the oxidation number for Mg? F? Co?  12. Use the periodic table to determine if an element is multivalent or not. Ex: Which element below is multivalent? Outcome 7: Bohr Model, Quantum Model, Spectroscopy, and Electron Configurations (30 questions) 1. Identify the main characteristics of a wave. Ex: Examine the wave below and label the wavelength, a crest, a trough, and the amplitude. 2. Compare and contrast waves with respect to frequency, wavelength, and energy. Ex: Which wave has a longer wavelength? Ex: Which wave has a lower frequency? Ex: Which wave has a higher energy? 3. Order the colors of the visible spectrum in order of decreasing or increasing wavelength, frequency, or energy. Ex: List the colors of the visible spectrum in order of increasing energy. 4. Classify spectra as either continuous, emission (line), or absorption spectra. Ex: A spectrum that contains all of the colors of the visible spectrum with no gaps or breaks is called a(n) a) Line spectrum b) Continuous spectrum c) Absorption spectrum d) None of the above Ex: A spectrum that consists of a few brightly colored lines on a black background is called a(n) a) Line spectrum b) Continuous spectrum c) Absorption spectrum d) None of the above 5. Explain how a spectral line is formed. Ex: Use the diagram below and words to explain how lines on an emission spectrum are formed. Use the terms absorb, release, energy, spectroscope, electron, energy level, excited state, ground state, nucleus, and emission spectrum. 6. Describe the major points of the Bohr model. 7. Use emission spectra to identify different elements. Ex: Use the known line spectra shown below to identify the element(s) in the unknown spectrum. There may be more than one substance in the unknown. 8. Compare and contrast the different atomic models: Democritus, Plum Pudding, Nuclear, Bohr, and Quantum. - - - - - + - + + - - - - Democritus / Dalton Atomic Rutherford / Nuclear Model Model Plum Pudding Model Bohr Model Quantum Model 9. Qualitatively describe the quantum model of the atom. 10. Illustrate the difference between Bohr’s orbits and the quantum model’s orbitals. + - 11. Describe the difference between s, p, d, and f sublevels. Ex: Complete the table below. 12. Write the electron configuration, abbreviated configuration, orbital configuration, and dot diagram (if applicable) for any of the first 50 elements using the periodic table. Ex: Complete the table below. 13. Apply Hund’s rule, the Aufbau principle, and Pauli’s exclusion principle to spectroscopic (orbital) configurations. Ex: Examine the orbital configurations below. Label each as correct, violates Aufbau ordering, violates Pauli’s exclusion principle, or violates Hund’s rule. Circle the error. 14. Determine the number of valence electrons an element has based on its position on the periodic table. Ex: How many valence electrons does oxygen have? Ex: How many valence electrons does hydrogen have? 15. Write the dot diagrams for the representative elements using the periodic table. Ex: Complete the dot diagrams for the elements below. (a) O (b) He (c) N (d) Al 16. Identify an element based on its configuration. Ex: Use the configurations provided below to identify each element. a. 1s22s22p3 b. 1s22s22p63s23p64s23d104p65s24d105p2 c. [Ar]4s23d8 d. 1s22s22p63s23p64s13d10 17. Determine if a configuration is written incorrectly. Ex: Determine if the following standard and abbreviated electron configurations are correctly written. If they are not correctly written explain why. a. Ne: [Ne] b. Fe: 1s22s22p63s23p63d64s2 c. Cl: 1s22s22p53s23p6 d. Nb: [Kr]5s25d3 e. Cu: [Ar]4s13d10 f. S: [He]2s22p63s23p4 18. Write the electron configurations for the two groups of exceptions (Cu, Ag, Au and Cr, Mo) and explain why they occur. Ex: Write the abbreviated configuration for copper.