Unit 1 Module 3 The Periodic Table - Pearson Schools

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Introduction • Learning objectives – these are taken from the Chemistry AS specification to highlight what you need to know and to understand. • Key definitions – these are terms in the specification. You must know the definitions and how to use them. • Terms in bold are important terms, used by chemists, that you are expected to know. You will find each term in bold listed in the glossary at the end of the book. • Examiner tips are selected points to help you avoid common errors in the examinations. • Worked examples show you how calculations should be set out. • How Science Works – this book has been written to reflect the way that scientists work. Certain sections have been highlighted as good examples of how science works. • Questions – at the end of each spread are a few questions that you should be able to answer after studying that spread. Reinforce your learning and keep up to date with recent developments in science by taking advantage of Heinemann’s unique partnership with New Scientist. Visit www.heinemann. co.uk/newscientistmagazine for guidance and discounts on subscriptions. ns In addition, you’ll find an Exam Café CD-ROM in the back of the book, with more questions, revision flashcards, study tips, answers to the examination questions in the book and more. The examination It is useful to know some of the language used by examiners. Often this means little more than simply looking closely at the wording used in each question on the paper. • Look at the number of marks allocated to a part question – ensure you write enough points down to gain these marks. The number of marks allocated for any part of a question is a guide to the depth of treatment required for the answer. • Look for words in bold. These are meant to draw your attention. • Look for words in italics. These are often used for emphasis. Diagrams, tables and equations often communicate your answer better than trying to explain everything in sentences. Each question will have an action word. Some action words are explained below. • Define: only a formal statement of a definition is required. • Explain: a supporting argument is required using chemical background. The depth of treatment should be judged from the marks allocated for the question. • State: a concise answer is expected, with little or no supporting argument. • List: give a number of points with no elaboration. If you are asked for two points, then give only two! A third incorrect point will cost you a mark. • Describe: state in words, with diagrams if appropriate, the main points of the topic. • Discuss: give a detailed account of the points involved in the topic. • Deduce/Predict: make a logical connection between pieces of information given in the question. • Outline: restrict the answer to essential detail only. • Suggest: you are expected to apply your chemical knowledge and understanding to a novel situation, which you may not have covered in the specification. • Calculate: a numerical answer is required. Working should be shown. • Determine: the quantity cannot be measured directly but is obtained by calculation, substituting values of other quantities into a standard formula. • Sketch: in graphs, the shape of the curve need only be qualitatively correct. When you first read the question, do so very carefully. Once you have read something incorrectly, it is very difficult to get the incorrect wording out of your head! If you have time at the end of the examination, read through your answers again to check that you have answered the questions that have been set. 935 chemistry.prelims.indd 1 13/11/07 11:25:29 am
Unit Module 3 The Periodic Table 1 Introduction The Periodic Table is the single most important reference document for the chemist. Scientists have attempted to organise the elements in some sort of logical order for centuries. It was only in the nineteenth century that the first recognisable Periodic Table was pieced together by comparing the properties of different elements. Since then, the Periodic Table has helped generations of chemists – and chemistry students – to understand the complex relationships between the elements. In this module, you will study the trends and patterns that are revealed by the arrangement of the elements in the Periodic Table. You will also examine the relationships between ionisation energy, electronic configuration and reactivity. You will study two contrasting groups of elements: those in Group 2, which typify the chemistry of a metallic group; and those in Group 7, a typical non-metallic group. Test yourself 1 2 p p. 3 Table? 4 p p 5 . . 6 935 chemistry.U1 M3.indd 76 13/11/07 11:48:25 am
Page 1 and 2: AS Exclusively endorsed by OCR for
Page 3 and 4: Contents Introduction UNIT 1 Atoms,
Page 5: 34 1 How many protons, neutrons and
Page 9 and 10: 1.3 1 The Periodic Table: searching
Page 11 and 12: 1.3 2 The Periodic Table: Mendeleev
Page 13 and 14: 1.3 3 The modern Periodic Table By
Page 15 and 16: 1.3 4 Periodicity: ionisation energ
Page 17 and 18: 1.3 5 Periodicity: boiling points B
Page 19 and 20: 1.3 6 Group 2 elements: redox react
Page 21 and 22: 1.3 7 Group 2 compounds: reactions
Page 23 and 24: 1.3 8 Group 7 elements: redox react
Page 25 and 26: 1.3 9 Group 7 elements: uses and ha
Page 27 and 28: 1.3 The Periodic Table summary Tren
Page 29 and 30: 1.3 Examination questions 1 The ato
Page 31 and 32: Glossary acid A species that is a p
Page 33 and 34: heterolytic fission The breaking of
Page 35 and 36: substitution reaction A reaction in
Page 37 and 38: Index chlorine as water treatment 9
Page 39 and 40: Index malleability 67 margarine man

Unit 1 Module 3 The Periodic Table - Pearson Schools

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