GCSE The Periodic Table by anandjsingh

GCSE Workbook The Periodic Table

Contents 1. Specification 2. Helping yourself 3. Pre-topic test 4. Record of Comments and Targets 5. Notes 4.1.1 A Simple model of the atom, symbols, relative atomic mass, electronic charge and isotopes 4.1.2 The Periodic Table 4.1.3 Properties of Transition metals 6. Questions 7. Taking it further 8. Revision questions 9. Practicals

4.1.1.7 Electronic structure Content

Key opportunities for skills development

The electrons in an atom occupy the lowest available energy levels WS 1.2 (innermost available shells). The electronic structure of an atom can Students should be able to be represented by numbers or by a diagram. For example, the represent the electronic electronic structure of sodium is 2,8,1 or structures of the first twenty elements of the periodic table in both forms. MS 5b

showing two electrons in the lowest energy level, eight in the second energy level and one in the third energy level.

Visualise and represent 2D and 3D forms including twodimensional representations of 3D objects.

Students may answer questions in terms of either energy levels or shells.

4.1.2 The periodic table 4.1.2.1 The periodic table Content

Key opportunities for skills development

The elements in the periodic table are arranged in order of atomic (proton) number and so that elements with similar properties are in columns, known as groups. The table is called a periodic table because similar properties occur at regular intervals. Elements in the same group in the periodic table have the same number of electrons in their outer shell (outer electrons) and this gives them similar chemical properties. Students should be able to:

WS 1.2

â&#x20AC;˘ explain how the position of an element in the periodic table is related to the arrangement of electrons in its atoms and hence to its atomic number â&#x20AC;˘ predict possible reactions and probable reactivity of elements from their positions in the periodic table.

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GCSE Chemistry 8462. GCSE exams June 2018 onwards. Version 1.0 21 April 2016

4.1.2.2 Development of the periodic table Content

Key opportunities for skills development

Before the discovery of protons, neutrons and electrons, scientists attempted to classify the elements by arranging them in order of their atomic weights.

WS 1.1, 1.6

Explain how testing a prediction can support or The early periodic tables were incomplete and some elements were refute a new scientific idea. placed in inappropriate groups if the strict order of atomic weights was followed. Mendeleev overcame some of the problems by leaving gaps for elements that he thought had not been discovered and in some places changed the order based on atomic weights. Elements with properties predicted by Mendeleev were discovered and filled the gaps. Knowledge of isotopes made it possible to explain why the order based on atomic weights was not always correct. Students should be able to describe these steps in the development of the periodic table.

4.1.2.3 Metals and non-metals Key opportunities for skills development

Content

Elements that react to form positive ions are metals. Elements that do not form positive ions are non-metals. The majority of elements are metals. Metals are found to the left and towards the bottom of the periodic table. Non-metals are found towards the right and top of the periodic table. Students should be able to: â&#x20AC;˘ explain the differences between metals and non-metals on the basis of their characteristic physical and chemical properties. This links to Group 0 (page 24), Group 1 (page 24), Group 7 (page 25) and Bonding, structure and the properties of matter (page 26) â&#x20AC;˘ explain how the atomic structure of metals and non-metals relates to their position in the periodic table â&#x20AC;˘ explain how the reactions of elements are related to the arrangement of electrons in their atoms and hence to their atomic number.

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4.1.2.4 Group 0 Content

Key opportunities for skills development

The elements in Group 0 of the periodic table are called the noble gases. They are unreactive and do not easily form molecules because their atoms have stable arrangements of electrons. The noble gases have eight electrons in their outer shell, except for helium, which has only two electrons. The boiling points of the noble gases increase with increasing relative atomic mass (going down the group). Students should be able to:

WS 1.2

• explain how properties of the elements in Group 0 depend on the outer shell of electrons of the atoms • predict properties from given trends down the group.

4.1.2.5 Group 1 Content

Key opportunities for skills development

The elements in Group 1 of the periodic table are known as the alkali metals and have characteristic properties because of the single electron in their outer shell. Students should be able to describe the reactions of the first three alkali metals with oxygen, chlorine and water. In Group 1, the reactivity of the elements increases going down the group. Students should be able to:

WS 1.2

• explain how properties of the elements in Group 1 depend on the outer shell of electrons of the atoms • predict properties from given trends down the group.

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GCSE Chemistry 8462. GCSE exams June 2018 onwards. Version 1.0 21 April 2016

4.1.2.6 Group 7 Content

Key opportunities for skills development

The elements in Group 7 of the periodic table are known as the halogens and have similar reactions because they all have seven electrons in their outer shell. The halogens are non-metals and consist of molecules made of pairs of atoms.

AT 6 Offers an opportunity within displacement reactions of halogens.

Students should be able to describe the nature of the compounds formed when chlorine, bromine and iodine react with metals and non-metals. In Group 7, the further down the group an element is the higher its relative molecular mass, melting point and boiling point. In Group 7, the reactivity of the elements decreases going down the group. A more reactive halogen can displace a less reactive halogen from an aqueous solution of its salt. WS 1.2

Students should be able to: â&#x20AC;˘ explain how properties of the elements in Group 7 depend on the outer shell of electrons of the atoms â&#x20AC;˘ predict properties from given trends down the group.

4.1.3 Properties of transition metals (chemistry only) 4.1.3.1 Comparison with Group 1 elements Key opportunities for skills development

Content

The transition elements are metals with similar properties which are different from those of the elements in Group 1. Students should be able to describe the difference compared with Group 1 in melting points, densities, strength, hardness and reactivity with oxygen, water and halogens. Students should be able to exemplify these general properties by reference to Cr, Mn, Fe, Co, Ni, Cu.

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4.1.3.2 Typical properties Content

Key opportunities for skills development

Many transition elements have ions with different charges, form coloured compounds and are useful as catalysts. Students should be able to exemplify these general properties by reference to compounds of Cr, Mn, Fe, Co, Ni, Cu.

4.2 Bonding, structure, and the properties of matter Chemists use theories of structure and bonding to explain the physical and chemical properties of materials. Analysis of structures shows that atoms can be arranged in a variety of ways, some of which are molecular while others are giant structures. Theories of bonding explain how atoms are held together in these structures. Scientists use this knowledge of structure and bonding to engineer new materials with desirable properties. The properties of these materials may offer new applications in a range of different technologies.

4.2.1 Chemical bonds, ionic, covalent and metallic 4.2.1.1 Chemical bonds Content

Key opportunities for skills development

There are three types of strong chemical bonds: ionic, covalent and metallic. For ionic bonding the particles are oppositely charged ions. For covalent bonding the particles are atoms which share pairs of electrons. For metallic bonding the particles are atoms which share delocalised electrons. Ionic bonding occurs in compounds formed from metals combined with non-metals. Covalent bonding occurs in most non-metallic elements and in compounds of non-metals. Metallic bonding occurs in metallic elements and alloys. Students should be able to explain chemical bonding in terms of electrostatic forces and the transfer or sharing of electrons.

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Helping yourself Read the section on Atomic structure and the Periodic table in your textbook Read the relevant sections of these websites bbc.co.uk/schools/gcsebitesize/chemistry gcsescience.com docbrown.info revisioncentre.co.uk youtube for video tutorials other teachers!

The Periodic Table And Atomic Structure Test Multiple Choice Identify the choice that best completes the statement or answers the question. 31) The smallest particle into which an element can be divided and still have the properties of that element is called a(n) A) nucleus. B) electron. C) atom. D) neutron. 32) How would you describe the nucleus? A) dense, positively charged B) mostly empty space, positively charged C) tiny, negatively charged D) dense, negatively charged 33) Where are electrons likely to be found? A) in the nucleus B) in electron clouds C) mixed throughout an atom D) in definite paths 34) Every atom of a given element has the same number of A) protons. B) neutrons. C) electrons. D) isotopes. 35) What is the meaning of the word atom? A) dividable B) invisible C) hard particles D) not able to be divided 36) Which statement is true about isotopes of the same element? A) They have the same number of protons. B) They have the same number of neutrons. C) They have a different atomic number. D) They have the same mass. 37) Which of the following has the least mass in an atom? A) nucleus B) proton C) neutron D) electron 38) If an isotope of uranium, uranium-235, has 92 protons, how many protons does the isotope uranium-238 have? A) 92 B) 95 C) 143 D) 146 39) A carbon atom with 6 protons, 6 electrons, and 6 neutrons would have a mass number of A) 6. B) 18. C) 12. D) 15. 40) Periodic describes A) something that occurs at regular intervals. B) something that occurs very rarely. C) something that occurs frequently. D) something that occurs three or four times a year. 41) The elements in each vertical column on the periodic table usually have similar properties and are called a(n) A) period. B) group. C) element. D) property. 42) The elements to the right of the zigzag line on the periodic table are called

A) metalloids. B) conductors. C) metals. D) nonmetals. 43) Most metals are A) solid at room temperature. B) bad conductors of electric current. C) dull. D) not malleable. 44) The properties of elements in a horizontal row of the periodic table follow A) a nonrepeating pattern. B) a periodic pattern. C) no pattern. D) an unpredictable pattern. 45) Elements on the periodic table are arranged in order of A) increasing density. B) decreasing density. C) increasing atomic number. D) decreasing atomic number. 46) Which of the following statements describes most metals? A) They are easily shattered. B) They are gases at room temperature. C) They are dull. D) They are good conductors of electric current. 47) Which of the following is a property of alkali metals? A) They are so hard they cannot be cut. B) They are very reactive. C) They are stored in water. D) They have few uses. 48) Most of the elements in the periodic table are A) metals. B) metalloids. C) gases. D) nonmetals. 49) A horizontal row on the periodic table is called a(n) A) group. B) family. C) period. D) atomic number. 50) Elements lying along the zigzag line on a periodic table are A) metals B) nonmetals C) metalloids D) noble gases 51) How do the physical and chemical properties of the elements change? A) periodically within a group B) periodically across each period C) periodically within a family D) periodically across each group 52) Transition metals are A) good conductors of thermal energy. B) more reactive than alkali metals. C) not good conductors of electric current. D) used to make aluminum.

Record of Comments and Targets After each piece of work fill in the date and title of the piece of work, write down the comments and targets you got from the teacher and then make your own reflections on your own performance and could have been done to improve it. Date & Title of work Teachers Comment/Targets Pupils Comments/Targets

1401WS GCSE Period 07 © RWGrimw

25/08/16

Mendeleev and the Periodic Table In the early 1800's, about 30 elements were known and although chemists knew that some of these elements behaved in similar ways, no one had found an overall pattern in the their behaviour. Several chemists, notably the German Johann Döbereiner, spotted groups of elements that had similar properties. Examples were lithium, sodium and potassium, and chlorine, bromine and iodine. However, no one could see an overall pattern. In 1864, with around 50 elements known, the British chemist John Newlands spotted a pattern when he arranged the elements in order of atomic mass. He noticed that the properties of the elements seemed to repeat every eighth element. He called this the "law of octaves" comparing it to musical scales.

Co Ni

His ideas were not accepted at the time, and it was even said that he might as well have arranged the elements in alphabetical order. Newlands' order went wrong after calcium. For example, the very unreactive copper was in the same group as the highly reactive lithium, sodium and potassium. In 1869, Dimitri Mendeleev, a Russian chemist, devised a Table which is the basis of the Periodic Table as we know it. His basic idea was the same as Newlands' (although he did not know about Newlands), but he realised that there were elements that had not been discovered yet and left gaps for them (shown by * below in his Table). Group I

Group II

Group III

Group IV

Group V

Group VI

Group VII

Group VIII

Ca Cu

* Zn

Sr Ag

Ti *

Y Cd

V *

Zr In

Cr As

Nb Sn

Mn Se

Mo Sb

Fe Co Ni Br

Ru Rh Pd

Mendeleev went further and used the patterns in his Table to predict the properties of the elements he thought had yet to be discovered. Three of these elements were discovered in the next few years and his predictions were very accurate. The table below shows Mendeleev's predicted properties of the element between silicon and tin (that he called "ekasilicon") and the actual properties of germanium (discovered in 1886).

appearance

"eka-silicon" (Es) grey metal

germanium (Ge) grey-white

melting point

over 800°C

metal 947°C

atomic mass

72.3

density

5.5 g/cm

formula of oxide

EsO2

GeO2

formula of chloride

EsCl4

GeCl4

5.47 g/cm

In devising his Table, Mendeleev did not stick completely to the atomic mass order. He swapped the order of some elements round. For example, he swapped iodine (I) and tellurium (Te) round because iodine fitted better with fluorine, chlorine and bromine than tellurium did. He thought that the atomic masses of these elements had been measured inaccurately. We now know that the elements are not all in atomic mass order, but although he did not know it, Mendeleev had actually placed the elements in order of atomic number. Mendeleev's table was accepted because many of his remarkable predictions about undiscovered elements proved to be correct. His table has been modified as more elements, including the noble gases, have been discovered, but it is his structure that we use today. 1) a) In what order did John Newlands arrange the elements? (1) b) What did he discover when he arranged them in this way? (1) c) Why were his ideas ignored at the time? 2) a) What did Newlands?

Mendeleev

differently

(1) to (1)

b) What convinced people that Mendeleev's table was useful? (2)

Describe some important differences between Mendeleev's original table and the one we have now. (3)

Mendeleev did not put all the elements in atomic mass order. He did not know it, but he had put the elements in order of atomic number. What does this number mean?

(1)

Heat conductivity Electrical conductivity Nature of oxides

Ductility

Malleability

Density Strength

Property Appearance Melting and boiling points

Heat conductivity Electrical conductivity Nature of oxides

Ductility

Malleability

Density Strength

Property Appearance Melting and boiling points

Poor. Poor (but graphite, a form of carbon, is an exception). Non-metal oxides will form acids if they dissolve in water.

Not ductile.

Brittle (they break or shatter when hammered).

Non-metals Dull. Lower than metals (bromine is a liquid at room temperature, and eleven others are gases). Low (they feel "light"). Not strong.

Metal oxides are bases. If a base dissolves in water, it forms an alkali.

Metals Shiny. High (they are all solid at room temperature, except mercury which is a liquid). High (they feel "heavy"). Strong (they can hold heavy loads without breaking). Malleable (they can be hammered into different shapes without breaking). Ductile (they can be drawn out to make wires). Good. Good.

N-m05-12 (ÂŠ N. Saunders 2000)

Poor. Poor (but graphite, a form of carbon, is an exception). Non-metal oxides will form acids if they dissolve in water.

Not ductile.

Brittle (they break or shatter when hammered).

Non-metals Dull. Lower than metals (bromine is a liquid at room temperature, and eleven others are gases). Low (they feel "light"). Not strong.

Metals and non-metals

Metal oxides are bases. If a base dissolves in water, it forms an alkali.

Metals and non-metals

The periodic table Going from left to right, the ______ number increases by 1 each time. The horizontal rows are called ________ for example, _______ 1 is hydrogen to helium and _______ 3 is sodium to ______. The vertical columns are called _________. for example, _____ 1 consists of _______ to _______. These elements are commonly called the _______ ________. This group contains the most reactive metals in the table. _______ 7 consists of _______ to _______. These elements are all non-metallic and are commonly called the __________. _______ 8 consists of _______ to _______. They are all nonmetallic and gases at room temperature. They are called the ______ or _______ gases.

http://chemistry.about.com ÂŠ2008 Todd Helmenstine

Blank Periodic Table of the Elements

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PATTERNS IN THE PERIODIC TABLE 1)

On the Periodic Table below, shade the metals in one colour and the non-metals in a different colour. Fill in the key to show which is which. Key

On the Periodic Table below, shade the following in different colours: Group 1, Group 7, Group 0 and the transition metals. Fill in the key. Key

On the Periodic Table below, write the atomic number of the first 36 elements in their boxes.

The first 20 elements in the Periodic Table are shown below (with the rest of the Table including the transition metals left out). Fill in the electronic structure of each element in the boxes.

Use the Periodic Table in your text book and write the symbol of: a) The first element in Group 3

…………

b) A metal in Group 4

…………

c) The element in Group 2, period 3

…………

d) A transition metal

…………

e) An element with a monatomic structure

…………

6) a) On the Periodic Table below, write in the following ions, in the boxes for the elements from which they are formed. Li+, O2-, F-, Na+, Mg2+, Al3+, S2-, Cl-, K+, Ca2+, Br-, Rb+, Sr2+, I-

1405WS

b) What do you notice about the charge on the ions and their position in the Periodic Table? …………………………………………………...…………………………………… …………………………………………………...…………………………………… …………………………………………………...…………………………………… …………………………………………………...………………………………… c) Explain why the all the ions have the charges that they do. …………………………………………………...…………………………………… …………………………………………………...…………………………………… …………………………………………………...…………………………………… ……………………………………………...………………………………………… d) What charge would ions of the following elements have? caesium (Cs) ……….

barium (Ba) ……….

astatine (At) ……….

Noble gases This is the common name of the group 8 or 0 elements They are very unreactive. They used to be called the inert gases but in the 1960’s a few compounds of krypton and xenon were made. The elements in the group are helium, neon, argon, krypton, xenon and radon. They are all gases at room temperature as their mp’s and bp’s are lower than RT. They are so unreactive that they have no desire to even form molecules with themselves. So they are found as atoms. Their atoms have no desire to lose, gain or share electrons. The electron arrangements are helium 2 neon 2,8

argon 2,8,8

This is because their atoms have full outer shells. They are quite useful elements partly because they are so unreactive. Helium:

Cooling superconductors e.g for body scanning. Balloons. Diving gas tanks(a mixture of helium and oxygen).

Neon:

Advertising signs.

Argon:

Inert atmosphere in a light bulb. Stopping a metal being welded from reacting with oxygen.

Krypton: Lasers e.g for use in eye surgery to repair the retina.

Group 1 Metals

Li, Na, K, Rb, Cs, Fr Physical Properties The melting and boiling points of group 1 metals are very _______________ for metals and get _______________ down the group.

The densities tend to _______________ down the group. Lithium, Sodium and Potassium are all _______________ dense than water and so float on it.

The metals are also very _______________ and easily cut with a knife, becoming softer down the group. They are shiney and silver when freshly cut, but _______________ quickly when exposed to air.

Reactions with water All metals react with water to produce a _______________and _______________. General Equation

Example

The Group1 metals become increasingly _______________ down the group with Potassium enough heat is produced to ignite the hydrogen.

Reaction with Chlorine All metals react with Chlorine to produce the ionic white crystalline solid __________________________ General Equation

Example

Reaction with Oxygen All metals react with oxygen to produce the alkali _______________. General Equation

Example

The white solid turns damp UI paper _______________.

Explaining the reactivity In all of these reactions metal atoms are _______________ electrons and forming metal ions.

e.g

The electrons released are gained by the other reagents.

The differences in reactivity depends on the ease of which the outer electron is _______________ in each case.

This depends on how strongly they are _______________ to the nucleus of the original atom. (_______________ charged nucleus attracts the _______________ charged electrons).

The effect of the nucleus quickly falls away with _______________ so the bigger the atoms the more easily the out electron is _______________.

The strength of attraction depends on: 1. The _____________________________ which is a determined by the _____________________ (how far the outer negatively charged electron is from the positive nucleus) and the strength of the ______________ charge (number of protons there are in the nucleus). 2. ________________________, how many electron shells there are between the outer electron and the nucleus as they interfere with the mutual attraction.

Group VII – The Halogens Chlorine, bromine and Iodine are the most common halogens. • All three are …………………………… non-metals • They have ………………………. vapours • They exist as ……………………….. molecules. • They react in similar ways with metals such as iron wool and aluminium foil.

…………………………… is the first in the group and reacts the most violently with aluminium foil. It is a green gas at room temperature. B.P. -101° C

……………………………….. is the second in the group and reacts less violently with aluminium foil. It is a orangy-brown liquid at room temperature. B.P. 59 ° C

………………………………. is the third in the group and reacts the least violently with aluminium foil. It is a …………………….. solid at room temperature but sublimes to give a ……………………. vapour. B.P. 184 ° C.

Trends in Group VIII 1. All elements in group VII all have similar properties because they all have …………………………………………… electrons in their outermost shell. 2. They are all reactive because their atoms are just ……………………………. electron short of a full outer shell. They …………………………………… this electron by reacting with other atoms.

Chlorine reacts to forms ……………………………... Ions exhibit strong …………………………………. bonding and a regular giant lattice structure. These are called the ……………………………………..

3. 4.

They are diatomic because between two atoms they can ……………………………… electrons to gain an outer shell.

Halogen molecules therefore have strong ………………………………… bonds within the molecule. They form simple molecular structures with weak …………………………………………………………. between molecules.

Melting points and boiling points …………………………………………….. steadily down the group as the ………………………………………… between molecules increases (IMF). More energy is needed help them escape from the solid to the liquid form.

Reactivity ………………………………………. down the group because of increasing ………………………………………. A halogen is able to extract an electron into its outer shell because of its positive charge on the nucleus. As the atom gets bigger, the outer shell gets ………………………………… from the nucleus so the strenght of nuclear attraction ……………………………... There is also more ……………………………………………………………..

So the elements get …………………………………. reactive. They are all slight soluble in …………………………………… or polar solvents but very soluble in …………………………………………. or non-polar solvents.

Aqueous solutions of halogens are weakly ………………………………… and have bleaching action.

Questions 1. What are the colours of the halogens 2. What name do we give to a molecule with two atoms in it? 3. Draw the dot cross diagram on chlorine 4. What happens to the reactivity down the group? 5. When they react, they form ions. Do they lose or gain electrons when they react? 6. Why does reactivity increase down the group?

Transition Metal Elements Z and symbol

21 Sc

22 Ti

23 V

24 Cr

25 Mn

property\ scandi titaniu vanadi chromiu manga name um m um m nese

26 Fe 27 Co 28 Ni 29 Cu

30 Zn

iron

cobal copp nickel zinc t er

melting pt./oC

1541

1668

1910

1857

1246

1538

1495

1455

1083 420

boiling pt./oC

2836

3287

3380

2672

1962

2861

2870

2730

2567 907

density/gc m-3

2.99

4.54

6.11

7.19

7.33

7.87

8.90

8.92 7.13

(a) some General Physical Characteristics • • • •

Generally speaking they are hard, tough and Good conductors of heat and electricity They are easily hammered and bent into shape. They are typically lustrous/shiny solids

(b) High Melting Point and Boiling Point •

The bonding between the atoms in transition metals is very strong. The strong attractive force between the atoms is only weakened at high temperatures

Another consequence of the strong bonding between the atoms in transition metals is that they are tightly held together to give a high density.

(d)(i) Form coloured compounds and ions in solution • • •

They tend to be much less reactive than the Alkali Metals. They do not react as quickly with water or oxygen so do not corrode as quickly. Transition metals tend to form more coloured compounds more than other elements either in solid form or dissolved in a solvent.

(e) Catalytic Properties (1) The metallic elements themselves as catalysts • •

Many transition metals are used directly as catalysts in industrial chemical processes and in the anti-pollution catalytic converters in car exhausts. For example iron is used in the Haber Synthesis of ammonia: N2(g) + 3H2(g) à 2NH3(g)

•

Platinum and rhodium (in other transition series below Sc-Zn) are used in the catalytic converters in car exhausts to reduce the emission of carbon monoxide and nitrogen monoxide, which are converted to the non-polluting gases nitrogen and carbon dioxide.

2NO(g) + 2CO(g) à N2(g) + 2CO2(g) •

Nickel is the catalyst for 'hydrogenation' in the margarine industry. It catalyses the addition of hydrogen to an alkene carbon=carbon double bond (>C=C< + H2 => >CH-CH<). This process converts unsaturated vegetable oils into higher melting saturated fats which are more 'spreadable' with a knife!

(2) The compounds of transition metals as catalysts • •

As well as the metals, the compounds of transition metals also acts as catalysts. For example manganese dioxide (or manganese(IV) oxide), MnO2, a black powder, readily decomposes an aqueous solution of hydrogen peroxide: 2H2O2(aq) à 2H2O(l) + O2(g)

(f) Uses of Transition Metals and their compounds Their strength and hardness makes them very useful as structural materials. IRON, Fe • •

Cast iron is used for man-hole covers because it is so hard wearing but it is brittle due to a high carbon content. When alloyed with 1% carbon iron forms mild steel which is not brittle, but is more malleable and corrosion resistant than cast iron. Mild steel is used for food cans, car bodies.

CHROMIUM, Cr •

Chromium steel (stainless steel, mixing and melting together Fe + Cr and maybe Ni too) with good anti-corrosion properties, used for cutlery and chemical plant reactors.

COPPER, Cu • • • • • • •

The alloy BRASS is a mixture copper and zinc. Copper is used in electrical wiring Copper is used in domestic hot water pipes Copper is used for cooking pans Copper is also used as a roof covering The alloy BRONZE is a mixture of copper and tin (Sn) Copper is alloyed with nickel to give 'cupro-nickel', an attractive hard wearing 'silvery' metal for coins.

NICKEL, Ni •

Alloyed with copper to give 'cupro-nickel', an attractive hard wearing 'silvery' metal for coins.

ZINC •

Zinc is used to galvanise (coat) iron or steel

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The Periodic table Look at the periodic table. Give the symbol for an element which is: In group 2 ______________________________________ In group 4 ______________________________________ In group 7 ______________________________________ An alkali metal

_________________________________

A transition element A halogen

____________________________

_______________________________________

A noble gas _______________________________________ Decide whether the following are metals or non-metals. Tick the correct box. Element Li (Lithium) Mg (Magnesium) Ca (Calcium) Al (Aluminium) S (Sulphur) Cl (Chlorine)

Metal

Non-Metal

1407WS Give a list of all the elements in each of the groups below. Group 1

Group 7

Group 0

Group 2 are also called

___________________________________

Group 7 are also called

___________________________________

Group 0 are also called

___________________________________

Write the missing symbols in the periodic table below.

Group

B Al

C Si

N P As

O S Se Te

H Be Na

Ne Cl At

Kr Xe Rn

The Periodic Table 1) a) On the Periodic Table below, colour in Groups 1, 7, 0 and the transition metals in different colours, clearly labelling each. (4)

b) i) Draw a bold line showing the approximate division between metals and non-metals. ii) About what proportion of the elements are non-metals? c) Name the element in 2)

i) Group 3, period 4

(1)

ii) Group 5, period 3.

(2)

The table below shows some properties of Group 1 and transition metals. Place a tick to show which have which properties. Some properties apply to both. (14) Group 1 they have relatively low melting points they have high melting points they are very reactive they are useful as catalysts their compounds are coloured their compounds are white their compounds dissolve in water to give colourless solutions their compounds, if soluble, dissolve to give coloured solutions they form ionic compounds on reaction with non-metals they are good thermal and electrical conductors they are strong and hard they have a low density and some float on water they react with water forming an alkaline solution they react with water releasing hydrogen gas

Transi tion metal s

3) a) i) What happens to the reactivity of Group 1 metals as you go down the Group? ii) Explain why this happens.

(1)

(3)

b) Write a balanced equation for the reaction of potassium with water.(2) c) i) What happens to the melting point of Group 1 metals as you go down the Group? ii) Explain why this happens. 4) a) Explain why copper is used in electrical cables.

(2) (1)

(1)

b) Explain why steel is a useful structural material.

(1)

c) Give two places where coloured transition metal compounds can be seen. (2) d) Give one other major use of transition metals in general, which other metals cannot be used for. (1) 5)

The table below shows some properties of Groups 7 and 0. Place a tick to show which have which properties. Some properties apply to both. (14)

they have low melting points they have very low melting points they are very reactive they are unreactive they are colourless they have coloured vapours they form ionic compounds with metals they form molecular (covalent) compounds with non-metals the particles in the element are individual atoms the particles in the element are diatomic molecules they are poor conductors of heat and electricity as solids and liquids they are brittle and crumbly when solid they have seven electrons in their outer shell their outer shell is full 6)

Group 7

Group 0

Draw a set of three diagrams to show how the particles are arranged in the solid, liquid and gaseous states of a) argon

and

b) bromine

(6)

7) a) i) What happens to the reactivity of Group 7 elements as you go down the Group? (1) ii) Explain why this happens.

(3)

b) Complete word equations for the following reactions (or write no reaction). i) potassium chloride + bromime ii) sodium iodide + bromine

(2)

c) i) What happens to the boiling points of Group 7 elements as you go down the Group? ii) Explain why this happens.

(1)

(2)

d) What type of solution is formed when the hydrogen halides (e.g. hydrogen chloride) are dissolved in water? (1) e) i) What happens when the silver halides (e.g. silver bromide) are exposed to light or radiation? (2) ii) Give two places where this effect is used.

(4)

Group I Prep 1.

What are all the elements in group I and what are their symbols?

Describe three physical properties of the Group I metals

Describe what the Group I metals look like when freshly cut.

Why do they tarnish in air?

How does the reactivity change down the group?

What does this tell us about how strongly the outer electrons are held to the nucleus as we go down the group?

Why does the strength of attraction between the nucleus and the outer most electron decrease down the group?

1406WS

Physical and chemical trends in the group 7 elements Part 1: Data Element Symbol

Electronic Configuration

Melting Boiling Temperature Temperature

-220

-188

-100

-35

2,8,18,7

-7

2,8,18,18,7

114

184

State at Room Temp

1. Fill in the element names for the first four elements of Group 7. 2. Work out the electronic configurations for F and Cl – you may need to look back in your notes. Fill in your table (note that Br and I have been done for you). 3. Work out the state (solid, liquid, gas) of each of the elements at room temperature (about 20°C), and fill in the appropriate boxes in your table. Part 2: Questions and Problems – Write the answers to the following questions as sentences in your exercise book 1. What is the common name given to Group 7 elements? 2. Are Group 7 elements metals or non-metals? 3. What sort of compound (ionic or covalent) would you expect Group 7 elements to form with: a) metals, and b) non-metals? 4. For each of the elements in your table, write down the name of the element, the name of the ion that it would form in ionic compounds, and the symbol for that ion. 5. What do you notice about the trends in melting and boiling points as you go down Group 7? 6. What do you notice about these trend compared with the trends in melting and boiling points in Group 1 and Group 2? You may need to look back in your notes to help you. 7. What do you expect the trend in reactivity to be in Group 7, and why?

Transition Metals Identify the position of the following Transition Metals in the following Periodic Table. Place the symbol for the element in the correct box Copper Mercury Iron Zinc Titanium Chromium Manganese Complete the following word fill using the list of words on the right. Cross off the words as you use them and then go back and put in the ones that were a bit tricky!

The Transition metals can be found in the ______________ of the Periodic Table between Groups _____ & _____. Transition metals are __________ and ___________ than the Alkali metals and have lots of uses in the construction industry. In general they also have ________ melting points, high __________ and are _______ conductors of heat and ______________. In comparison to The Alkali Metals the Transition metals are _____________ and don’t produce such a violent display when added to a basin of water. This is why ___________ is used in water pipes. This metal is also ductile, it can be drawn into thin wires and hence is used in ________________ wires. _______ is used a lot in construction but can react with oxygen to form rust. It is therefore mixed with other metals to form an alloy called __________ which is much more stable. Another Transition Metal can be used to coat the steel in a protective layer by a process called galvanising – the metal used is ________. Transition Metals and their compounds are also useful as ___________ - they can be used to increase the rate of the reaction. For example, iron is used in the Haber Process for making ___________ - which is used to manufacture ____________. Transition metals can form ions with variable ____________ i.e. they can form ions with multiple charges. In compounds, copper can exist as copper(I) or __________ – as ____ or Cu2+ ions. The number that shows the valency of the metal ion is written ________ the metal in Roman numerals. Most copper compounds are blue-green in colour, for example, copper___ sulphate is a vibrant blue colour. But there are some exceptions. Copper___ oxide is red and copper(II) ________ is black. As Transition metal ________ are very colourful, their compounds are naturally found in precious stones such as ________ and emeralds. They are also very useful as ___________ in the paint industry. Titanium compounds can be found in toothpastes as they are generally _________ in colour.

2 3 after ammonia catalysts copper(II) copper Cu+ densities electrical electricity fertilisers good harder high I II ions Iron middle oxide pigments red sapphires steel stronger unreactive valencies white zinc

Metals in the Periodic Table 1)

Make a table with two columns, one headed Group 1 and one headed Transition metals. Place each of the following properties into the correct column. Some properties should be placed in both columns. • • • • • • • • • • • • • •

they have relatively low melting points they have high melting points they are very reactive they are useful as catalysts their compounds are coloured their compounds are white their compounds dissolve in water to give colourless solutions their compounds, if soluble, dissolve to give coloured solutions they form ionic compounds on reaction with non-metals they are good thermal and electrical conductors they are strong and hard they have a low density and some float on water they react with water forming an alkaline solution they react with water releasing hydrogen gas

(16)

2) a) Why do metals in Group 1 get more reactive nearer the bottom of the Group?(3) b) i)

Use the data in the table below Group 1 (y axis) against atomic number (x axis).

plot

graph (4)

ii) Use the graph to predict the melting point of francium.

(1)

iii) Explain why the melting points get lower as you go down Group 1.

(3)

Element Atomic number Melting point (°C)

lithium

sodium

potassium

rubidium

caesium

francium

180

melting

points

down

Think Creatively

1. Estimate the number of atoms in: i) A cell ii) An apple iii) A person iv) The earth v) The universe! 2. A bag of white powder is confiscated at the airport by customs. The owner claims that it’s talc powder but the sniffer dogs seen to show that there is heroin mixed in too.You have been set the job of extracting the heroin from the talc powder. How will you do it? 3. Draw a Biographical poster of someone who played a part in the development of the theory of the atom. Come up with some fund facts about them, their background and what their contributions were to our understanding of the atom. 4. Mendeleev is called the “father of the periodic table”. Make a small video montage and explaining his life and how he discovered the periodic table.

Taking it further Look up the lives and research of key men and women involved in developing the atom and the periodic table. Rutherford, Bohr, Einstein, Marie-Currie, Schrodinger, Heisenberg. What were their contributions? Read about atomic orbitals in an A-level textbook in the library websites: periodicvideos.com chemguide.co.uk s-cool.co.uk alevelchem.com Book list: The Disappearing Spoon: And Other True Tales of Madness, Love, and the History of the World from the Periodic Table of Elements, Sam Kean Seven Elements that Changed the World, John Browne Periodic Tales: The Curious Lives of the Elements, Hugh Aldersey-Williams Natureâ&#x20AC;&#x2122;s Building Blocks: An A-Z Guide to the Elements, John Emsley The Periodic Table: Elements with Style!, Simon Basher The Elements: A Very Short Introduction, Philip Ball Documentaries: The Clash of the Titans, BBC, Jim Al-Khalili, 3 episodes Chemistry: A Volatile History, BBC, Jim Al-Khalili, 4 episodes Hunting the Elements of the Periodic Table, PBS America

Across a period the same orbital is filled with an extra electron

Rows are called Periods

The electron is further away from the nucleus and therefore more easily removed

As you go down a group the next electron shell is filled

Columns are called Groups and have similar properties

For an element the number of electrons is equal to the number of protons

Atomic number is the number of protons in the nucleus

Mass number is the number of protons and neutrons in the nucleus

Atomic number and molecule weight

Electrons (negative) are contained in orbitals surrounding the nucleus

Nucleus contains protons (positive charge) and neutrons (neutral charge)

In the centre of the atom is the nucleus

Atomic structure

Except remember that Group 8 is in fact Group 0 and has 8 electrons in the outer shell

No. of electrons in outer shell is equivalent to the group number:

The maximum number of electrons in each orbital st 1 shell 2 electrons nd 2 shell 8 electrons rd 3 shell 8 electrons th 4 shell 18 electrons

Occupy electron orbitals or shells

Electrons negatively charged (-ve)

Electrons

Most stable configuration

The orbitals are full

8 electrons in the outer shell

Noble gases Group 0

Non Metals form -ve ions Metals form +ve ions

Metals are on the left hand side and non-metals on the right

Atomic Structure and Periodic Table Revision Questions

Q1.(a)

The symbols for seven different elements are shown in Figure 1. Figure 1 H e B e N a

S C a

Choose the correct symbol from Figure 1 to answer each question. You may use each symbol once, more than once or not at all. Write the symbol that represents: (i)

a Group 1 element ............................................................

(ii)

a transition metal ............................................................

(iii)

(1)

an element which forms an oxide that dissolves in water to form an acidic solution ............................................................

(v)

(1)

an element with electrons in the same number of energy levels as an atom of argon (Ar) ............................................................

(iv)

(1)

an element that forms a chloride with the formula XCl ............................................................

(1)

(b)

A teacher put a cube of sodium metal into water containing universal indicator, as shown in Figure 2. Figure 2

The equation for the reaction is:

(i)

2Na(s)

2H2O(l)

2NaOH (aq)

H2(g)

sodium

water

sodium hydroxide

hydrogen

The sodium floated on the surface of the water. The universal indicator turned purple. Give three other observations that would be seen during the reaction. 1 ............................................................................................................ ............................................................................................................... 2 ............................................................................................................ ............................................................................................................... 3 ............................................................................................................ ...............................................................................................................

(ii)

(3)

Name the ion that made the universal indicator turn purple. ...............................................................................................................

(1)

(c)

Figure 3 represents the electronic structure of a sodium atom. Figure 3

In the space below, draw the electronic structure of a sodium ion. Include the charge on the ion.

(2) (Total 11 marks)

Q2.The diagram shows a carbon atom.

(a)

(i)

A proton is labelled. Use the correct answer from the box to label each of the other sub-atomic particles. electron

ion

molecule

neutron (2)

(ii)

The atom of carbon is represented as:

What is the mass number of this carbon atom? Draw a ring around the correct answer. 6 (iii)

(1)

Complete the sentence. Atoms of carbon have no overall electrical charge because the number of protons is the same as the number of ............................................. .

(b)

(1)

Butane is represented as:

(i)

Use the correct answer from the box to complete each sentence. bond

compound

helium

hydrogen

mixture

oxygen

Butane is a ...................................... . Butane contains atoms of carbon and ...................................... . Each line between the atoms in butane represents a chemical .................................. . (ii)

(3)

Which is the correct formula for butane? Tick (â&#x153;&#x201D;) one box. C 4H 4 C 4H 8 C4H10 (1) (Total 8 marks)

Q3.The Sun produces helium atoms from hydrogen atoms by nuclear fusion reactions. Hydrogen

(a)

Helium

Describe the differences in the atomic structures of a hydrogen atom and a helium atom. ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ ........................................................................................................................

(b)

(3)

The Sun consists of 73% hydrogen and 25% helium. The rest is other elements. One of the other elements in the Sun is neon. Use the Chemistry Data Sheet to help you to answer these questions. (i)

Complete the diagram to show the electronic structure of a neon atom. (1)

(ii)

Why is neon in the same group of the periodic table as helium? ............................................................................................................... ............................................................................................................... ...............................................................................................................

(1) (Total 5 marks)

Q4.(a) Dmitri Mendeleev was one of the first chemists to classify the elements by arranging them in order of their atomic weights. His periodic table was published in 1869. How did Mendeleev know that there must be undiscovered elements and how did he take this into account when he designed his periodic table? ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ (b)

(2)

By the early 20th century protons and electrons had been discovered. Describe how knowledge of the numbers of protons and electrons in atoms allow chemists to place elements in their correct order and correct group. ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ ........................................................................................................................ ........................................................................................................................

(c)

(3)

The transition elements are a block of elements between Groups 2 and 3 of the periodic table. (i) Transition elements have similar properties. Explain why, in terms of electronic structure. ............................................................................................................... ............................................................................................................... ............................................................................................................... ............................................................................................................... (ii)

(2)

There are no transition elements between the Group 2 element magnesium and the Group 3 element aluminium. Give a reason why, in terms of electronic structure. ............................................................................................................... ............................................................................................................... ...............................................................................................................

(1) (Total 8 marks)

3rd Form Practical

Investigating the reaction of the alkali metals (Group 1) with water

Method SAFETY SPECS MUST BE WORN. •

Take a plastic water trough and half fill it with water.

•

Collect a small piece of lithium and remove the oil off it with a paper towel.

•

Using tweezers, add the piece of metal to the water in the trough. Record your observations in the table below.

•

Take a test tube and fill it with tap water. Invert the tube into the trough of water without letting any of the water out.

•

Take another piece of lithium, with the oil removed, and use the tweezers to place the lithium inside the inverted test tube of water. The metal should rise to the surface of the water inside the tube. Collect the gas produced. Put a bung into the tube of gas and remove it from the water.

•

Test the gas by holding a lighted splint at the mouth of the inverted test tube.

•

Dip a piece of Universal Indicator paper into the water in the trough. Record its colour and pH.

•

Repeat steps 1 to 7 with pieces of sodium and then potassium.

Results Metal

Observations

Reactivity order

Lithium(Li)

Sodium(Na)

Page 1 of 3

3rd Form Practical

Potassium(K)

Questions 1. What observations did you make that lead to the conclusion that group 1 elements are metallic?

_____________________________________________________________________________________________

____________________________________________________________________________________________[2]

2. Give two observations that show that the alkali metals are not typical metals.

_____________________________________________________________________________________________

____________________________________________________________________________________________[2]

3. Are the three alkali metals less or more dense than water? ______________________________________[1]

4. Why did the sodium and potassium melt in the reaction?

___________________________________________________________________________________________[1]

5. Why did lithium not melt? Page 2 of 3

3rd Form Practical

___________________________________________________________________________________________[1]

6. What was being formed that caused an alkaline solution to be formed?

___________________________________________________________________________________________[1]

7. Write a word equation with state symbols for the reaction of an alkali metal, M, with water.

___________________________________________________________________________________________[2]

8. Write a balanced equation for the reaction in q.7.

___________________________________________________________________________________________[2]

9. What happens to the reactivity of the elements to water as you go down the group?

___________________________________________________________________________________________[1]

10. Why does this trend in reactivity occur?

_____________________________________________________________________________________________

___________________________________________________________________________________________[3]

Page 3 of 3

The Group VII elements- the halogens In this experiment, you will learn a little about the most reactive group of non-metallic elements in the periodic table. The halogens are in group VII. The group consists of fluorine, chlorine, bromine, iodine and astatine. Astatine is highly radioactive and will not be studied here. 1. Atomic structure Fill in the following table:

Name

Chemical symbol

Atomic number

Number of protons

Number of electrons

Electron arrangement of the atom

Fluorine

Chlorine

Bromine

Iodine 2,8,18,18,7 [3] Q.1 How many electrons do all halogen atoms have in their outer shell? [1]

2. Physical properties of the halogens. They can all be found set up in the fume cupboard: Element

mp oC

bp oC

Chlorine

-103

-35

Bromine

-7

Iodine

114

184

Physical state at room temp

Colour

[3] Q.2 What physical state do you expect (i) fluorine (ii) astatine to exist in at rtp? _________________________________________________ [2] Q.3 What colour do you expect (i) fluorine (ii) astatine to have? _________________________________________________________ [2] Q.4 What happens to the melting and boiling points of the halogens as you go down the group?

_______________________________________________________[1] Q.5 What happens to the colour of the halogens as the group is descended? ________________________________________________________ [1] Q.6 Explain, using its mp and bp values, why bromine is a liquid at room temperature, 20oC. ________________________________________________________ ________________________________________________________[2] Q.7 Halogens like to exist as diatomic molecules. What is a diatomic molecule? _______________________________________________________[1] Q.8 Draw out the dot-cross bonding diagram for a chlorine molecule.

[2]

3. Solubility of the halogens in water and hexane â&#x20AC;˘ Take a test tube and one third fill it with water to it. Now add a small amount of hexane (an organic solvent). Without shaking, note down your observations. Q.9 __________________________________________________________[2]

•

• •

Take a test tube and add a little bromine water. Record its colour in the table below. Now add a small amount of hexane. Record the appearance of the two layers. Bung the tube up and shake it well. Allow the mixture to settle and note down the appearance of each layer again. Place the mixture in the residue beaker in the fume cupboard. Repeat the above steps for iodine water.

Halogen water

Colour of halogen water

Colour of bottom layer at start

Colour of bottom layer at end

Colour of top layer at start

Colour of top layer at end

Colourless

Very pale yellow

Chlorine

Bromine

Iodine

[3] Q.10 Why do you get two layers formed when an organic solvent like hexane is added? ___________________________________________________[1] Q.11 Which of the two liquids(hexane or water) is more dense? __________[1] Q.12 Are the halogens more or less soluble in organic solvents like hexane than water? ___________________________________________________[1] Q.13 Why can an organic solvent be used to identify a halogen in aqueous solution? _________________________________________________ [1]

4. pH and bleaching action of the halogens â&#x20AC;˘

â&#x20AC;˘

Take a test tube and one third fill it with chlorine water. Stir the solution with a glass rod and then dab the wet end of the rod onto a piece of blue litmus paper. Leave the paper to stand for a short time. Repeat the experiment with bromine water.

Halogen

Colour with blue litmus paper

Order of bleaching power(1= most powerful)

Chlorine

Bromine

[3] Q.14 Are the halogens acidic, alkaline or neutral in solution? ____________[1] Q.15 Which of the halogens would be the best bleach for whitening paper, jeans and using as household bleach for cleaning? ____________________[1] Q.16 What happens to coloured things when they are bleached? _________ [1]

5. Halogen displacement- Reaction of a halogen on potassium halides A halide is a compound of a halogen with another element e.g a metal like sodium, potassium or copper. For example, copper bromide and sodium chloride are halides. Metal halides are ionic. Q.17 What is the chemical symbol for the (a) fluoride ion? (b) chloride ion? (c) bromide ion? (d) iodide ion? _________________________________[2] Q.18 Draw a dot cross diagram to show the bonding in potassium chloride.

[2]

In this experiment, a halogen dissolved in water e.g chlorine water or chlorine(aq) will be added to the aqueous solution of a potassium halide.

Method 1. Take a test tube and one third fill it with potassium bromide solution. 2. Add a little chlorine water to the tube, put a bung into the top and shake the mixture. 3. Add a small amount of liquid hexane to the mixture, note down the colour of the two layers and then shake the mixture. Write down the colours of the two layers again. 4. Pour the final mixture into the residue beaker in the fume cupboard. Do not put it down the sink. 5. Repeat steps 1 to 4 with the following mixtures:

Chlorine water + potassium iodide solution Bromine water + potassium chloride solution Bromine water + potassium iodide solution Iodine water + potassium chloride solution Iodine water + potassium bromide solution Results Halogen

Potassium chloride

Chlorine

No reaction

Bromine

Potassium bromide

Potassium iodide

No reaction

Iodine

No reaction

[4] Q.19 Which halogen is the most reactive according to these displacement reactions? Explain your answer. _______________________________________________________[2] Q.20 Write a word equation with state symbols for the reaction of aqueous chlorine and potassium chloride solution. _______________________________________________________[2] Q.21 Write a balanced equation for the reaction of aqueous bromine and potassium iodide solution. ________________________________________________________[2] Q.22 Write an ionic equation for the reaction of aqueous chlorine and potassium iodide solution. ____________________________________________[2] Q.23 Why is chlorine the most reactive out of these three halogens(explain in terms of electronic structure)? _________________________________________________________ _________________________________________________________ _______________________________________________________[3] Q.24 Where would you place fluorine and astatine in the reactivity order for group 7? ________________________________________________________[2]