Chapter 1 Review
Understanding Concepts
1. What are the major differences between metals and
nonmetals? 10.
2. Is the symbol “CA” an acceptable international symbol 11.
for calcium? Justify your answer.
3. Why did the periodic law come to be accepted, even 12.
though it could not initially be explained?
4. Use the periodic table to answer the following 13.
questions.
(a) At SATP, which elements are liquids and which are
gases?
(b) What is the significance of the “staircase line” that
divides the periodic table into two parts?
(c) Why was the group of elements on the far right of 14.
the periodic table discovered relatively late?
(d) What are the atomic numbers of hydrogen, oxygen,
aluminum, silicon, chlorine, and copper?
(e) Identify an element with six electrons in the outer
energy level. 15.
(f) Identify an element with its second energy level half
full.
(g) Identify an element that would tend to lose two
electrons.
(h) Identify an element that would tend to gain one 16.
electron.
5. Mendeleev organized elements according to their
atomic mass in his periodic table, but the modern peri- 17.
odic table organizes elements according to their atomic
number. Did the order of elements change? Give rea-
sons for your answer.
6. (a) Sketch an outline of the periodic table and label the
following: alkali metals, alkaline earth metals, tran-
sition metals, staircase line, halogens, noble gases,
metals, and nonmetals.
(b) Determine the number of valence electrons for the 18.
alkali metals, alkaline earth metals, and halogens.
Explain the trends in number of valence electrons
in terms of the Bohr theory of atomic structure.
7. (a) What is the most reactive metal? Nonmetal?
(b) Explain the trends in reactivity within alkali metals
and within halogens.
(c) What model did you use to explain the trends?
8. What is unusual about the atomic structure of
hydrogen compared with other elements? 19.
9. Sketch a model illustrating the atomic theory of each of
the following scientists:
(a) Dalton
(b) Nagaoka
62 Chapter 1
(c) Rutherford
(d) Bohr
Why has there been a series of atomic theories?
List the three main subatomic particles, including their
location in the atom, their relative mass, and their charge.
How does the atomic theory proposed by Bohr explain
periodic trends?
From a representative element’s position in the periodic
table, how would you determine each of the following?
(a) number of protons
(b) number of electrons
(c) number of valence electrons
(d) number of occupied energy levels
List the number of protons, electrons, and valence elec-
trons in each of the following atoms:
(a) magnesium
(b) aluminum
(c) iodine
Write the chemical name and symbol corresponding to
each of the following theoretical descriptions:
(a) 11 protons and 10 electrons
(b) 18 electrons and a net charge of 3–
(c) 16 protons and 18 electrons
When a radioisotope decays, does it always produce
another isotope of the same element? Give reasons for
your answer.
Determine the number of protons, electrons, and neu-
trons present in an atom of each of the following
isotopes:
(a) calcium-42
(b) strontium-90
(c) cesium-137
(d) iron-59
(e) sodium-24
Iodine-123, in the compound sodium iodide, is a
common radioisotope for medical use.
(a) How does the mass number of this isotope com-
pare with the atomic mass stated for iodine in the
periodic table? How can this difference be
explained?
(b) What does this difference suggest about the abun-
dance of iodine-123 in an average sample of iodine
atoms?
How does chemical reactivity vary
(a) among the elements within Groups 1 and 2 of the
periodic table?
(b) among the elements within Groups 16 and 17?
(c) within period 3?
 (d) within Group 18?
20. Describe the trends in the periodic table for each of the
following atomic properties, and give a theoretical
explanation for each trend:
(a) atomic radius
(b) ionization energy
(c) electronegativity
(d) electron affinity
21. When a chlorine atom forms an ion its radius increases,
but when a sodium atom forms an ion its radius
decreases. Explain this apparent contradiction.
22. (a) List the nonmetals of Group 17 from most reactive
to least reactive.
(b) Explain your order in (a) in terms of the tendency
of the nonmetals to gain or lose electrons.
23. What characteristics of the noble gas group have made
this group especially interesting to chemists? How does
the atomic theory put forth by Bohr explain these
characteristics?
Applying Inquiry Skills
24. (a) Using Table 3 on page 56 or Appendix C2, construct
a graph of electron affinity against atomic number.
(b) How does the graph compare with a graph of ion-
ization energy against atomic number? Explain any
of the differences or similarities in terms of atomic
structure and electron arrangement.
(c) Use your graph to predict the electron affinity of
rubidium.
25. A scientist is working with a sample of an unknown
substance to determine its physical and chemical prop-
erties. The mass of the sample is 12.4 g. The scientist
stops for lunch at noon and returns at 1 p.m. to find
that the sample still has a mass of 12.4 g, but it now
contains only 6.2 g of the original unknown substance.
(a) Propose a possible explanation for this change.
(b) What property can be determined from the infor-
mation given?
26. A student is investigating the properties of magnesium
and barium. After placing magnesium in an acidic solu-
tion, the student observes bubbles forming. When
barium is placed in the same acidic solution, the reac-
tion is much more vigorous.
(a) Explain the difference in reactivities.
(b) Predict the product of the reactions indicated by the
bubbles. How could you test the identity of the
product?
Making Connections
27. The radioisotope iron-59 is used for the diagnosis of
anemia. Iron-59 emits gamma rays. Would it be appro-
priate to store the radioisotope in a cardboard box?
Explain.
28. Calcium is an important element in the human body.
For example, it is a major component of bones. Bone is
built by drawing from the blood minerals such as cal-
cium, in the form of ions. Calcium is relatively common
in our diet. Strontium, also a Group 2 metal, is found
only in very small quanitities in our food.
(a) Based on your understanding of periodic trends,
suggest what might happen to any strontium
included in the diet of a child. Provide your rea-
soning.
(b) Radioactive strontium-90 is one of the products of
nuclear explosions. Using the Internet, research and
report on how this isotope is produced and the
effects it has when ingested.
(c) Use the information you have gathered in a brief
cost/benefit analysis of the testing of nuclear war-
heads.
Follow the links for Nelson Chemistry 11, Chapter 1
Review.
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29. All Group 1 elements are highly reactive, and require
special storage and handling. Investigate bottle labels,
MSDS (Material Safety Data Sheets) information, and
other sources to create a leaflet advising high-school
laboratory technicians on safe ways to handle and store
each of these elements.
Follow the links for Nelson Chemistry 11, Chapter 1
Review.
GO TO www.science.nelson.com
Exploring
30. Research and report on the CANDU nuclear power
process. Include in your report a simple diagram of a
CANDU reactor and describe the function of each part.
Follow the links for Nelson Chemistry 11, Chapter 1
Review.
GO TO www.science.nelson.com
The Nature of Matter 63