Chemistry Resources CH 5 8 PDF

Chapters 5– 8 Resources
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Table of
Contents
To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Chapters 5-8 Resources

Reproducible Student Pages
Student Lab Safety Form . . . . . . . . . . . . . . . . . . . . . . . . . . vi
Chapter 5
Electrons in Atoms . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Chapter 6
The Periodic Table and Periodic Law . . . . . . . . . . . . . . . . . . . 27
Chapter 7
Ionic Compounds and Metals . . . . . . . . . . . . . . . . . . . . . . 55
Chapter 8
Covalent Bonding . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Teacher Guide and Answers
Chapter 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Chapter 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Chapter 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Chapter 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
iii
To the Teacher
This booklet contains resource materials to help you teach more effectively. You will
find the following in the chapters:
Reproducible Pages
Hands-on Activities
MiniLab and ChemLab Worksheets: Each activity in this book is an expanded version of
each lab that appears in the Student Edition of Glencoe Chemistry: Matter and Change.
All materials lists, procedures, and questions are repeated so that students can read and
complete a lab in most cases without having a textbook on the lab table. All lab ques-
tions are reprinted with lines on which students can write their answers. In addition,
for student safety, all appropriate safety symbols and caution statements have been
reproduced on these expanded pages. Answer pages for each MiniLab and ChemLab are
included in the Teacher Guide and Answers section at the back of this book.
Transparency Activities
Teaching Transparency Masters and Worksheets: These transparencies relate to major
concepts that will benefit from an extra visual learning aid. Most of the transparencies
contain art or photos that extend the concepts put forth in the textbook. Others contain
art or photos directly from the Student Edition. There are 73 Teaching Transparencies,
provided here as black-and-white masters accompanied by worksheets that review the
concepts presented in the transparencies. Answers to worksheet questions are provided
in the Teacher Guide and Answers section at the back of this book.

Math Skills Transparency Masters and Worksheets: These transparencies relate to math-
ematical concepts that will benefit from an extra visual learning aid. Most of the trans-
parencies contain art or photos directly from the Student Edition, or extend concepts
put forth in the textbook. There are 42 Math Skills Transparencies, provided here as
black-and-white masters accompanied by worksheets that review the concepts presented
in the transparencies. Answers to worksheet questions are provided in the Teacher
Guide and Answers section at the back of this book.
Intervention and Assessment

Study Guide: These pages help students understand, organize, and compare the main
chemistry concepts in the textbook. The questions and activities also help build strong
study and reading skills. There are six study guide pages for each chapter. Students will
find these pages easy to follow because the section titles match those in the textbook.
Italicized sentences in the study guide direct students to the related topics in the text.
The Study Guide exercises employ a variety of formats including multiple-choice,

matching, true/false, labeling, completion, and short answer questions. The clear, easy-
to-follow exercises and the self-pacing format are geared to build your students’ confi-
dence in understanding chemistry. Answers or possible responses to all questions are
provided in the Teacher Guide and Answers section at the back of this book.
iv
To the Teacher continued
Chapter Assessment: Each chapter assessment includes several sections that assess stu-
dents’ understandings at different levels.
• The Reviewing Vocabulary section tests students’ knowledge of the chapter’s vocabu-
lary. A variety of formats are used, including matching, true/false, completion, and
comparison of terms.
• The Understanding Main Ideas section consists of two parts: Part A tests recall and
basic understanding of facts presented in the chapter, while Part B is designed to be
more challenging and requires deeper comprehension of concepts than does Part A.
Students may be asked to explain chemical processes and relationships or to make
comparisons and generalizations.
• The Thinking Critically section requires students to use several different higher-order
learning skills, such as interpreting data and discovering relationships in graphs and
tables, as well as applying their understanding of concepts to solve problems, com-
pare and contrast situations, and to make inferences or predictions.
• The Applying Scientific Methods section puts students into the role of researcher. They
may be asked to read about an experiment, simulation, or model and then apply their
understanding of chapter concepts and scientific methods to analyze and explain the
procedure and results. Many of the questions in this section are open-ended, giving
students the opportunity to demonstrate both reasoning and creative problem-solv-
ing skills.
Answers or possible responses to all questions are provided in the Teacher Guide and
Answers section at the back of this book.
STP Recording Sheet: Recording Sheets allow students to use the Standardized Test
Practice questions in the Student Edition as a practice for standardized tests. STP
Recording Sheets give them the opportunity to use bubble answer grids and numbers
grids for recording answers. Answers for the STP Recording Sheets can be found in the
Teacher Wraparound Edition on Standardized Test Practice pages.
Teacher Guide and Answers: Answers or possible answers for questions in this booklet
can be found in the Teacher Guide and Answers section. Materials, teaching strate-
gies, and content background, along with chapter references, are also provided where
appropriate.
v
Teacher Approval Initials
Date of Approval
Lab Safety Form

Name:
Date:
Lab type (circle one) : Launch Lab MiniLab ChemLab
Lab Title:
Read carefully the entire lab and then answer the following questions. Your teacher must initial
this form before you begin the lab.
1. What is the purpose of the investigation?
2. Will you be working with a partner or on a team?

3. Is this a design-your-own procedure? Circle: Yes No
4. Describe the safety procedures and additional warnings that you must follow as you perform
this investigation.
5. Are there any steps in the procedure or lab safety symbols that you do not understand? Explain.
vi
Table of Reproducible Pages
Contents
Chapter 5 Electrons in Atoms

MiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
ChemLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Teaching Transparency
Masters and Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Math Skills Transparency

Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Chapter Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
STP Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

1
Name Date Class
mini LAB 5
Identify Compounds
How do flame colors vary for different elements?
Materials Bunsen burner; cotton swabs (6); crystals of lithium chloride, sodium chloride,
potassium chloride, calcium chloride, strontium chloride, unknown solution
Procedure
1. Read and complete the lab safety form.
2. Dip one of six cotton swabs into the lithium Flame Test Results
chloride solution. Put the swab into the flame
Compound Flame color
of a Bunsen burner. Observe the color of the
flame, and record it in your data table. Lithium chloride
3. Repeat Step 2 for each of the metallic chlo-
Sodium chloride
ride solutions (sodium chloride, potassium
chloride, calcium chloride, and strontium Potassium chloride
chloride). Record the color of each flame in
your data table. Calcium chloride
4. Compare your results to the flame tests Strontium chloride
shown in the Elements Handbook.
5. Repeat Step 2 using a sample of unknown Unknown
solution obtained from your teacher. Record
the color of the flame produced.
6. Dispose of the used cotton swabs as directed
by your teacher.
Analysis

1. Suggest a reason why each compound produced a flame of a different color, even
though they each contain chlorine.
2. Explain how an element’s flame test might be related to its atomic emission spectrum.
3. Infer the identity of the unknown crystals. Explain your reasoning.
2 Chemistry: Matter and Change • Chapter 5 ChemLab and MiniLab Worksheets

Name Date Class
CHEMLAB 5
Analyze Line Spectra

E mission spectra are produced when excited atoms return to a
more stable state by emitting radiation of specific wavelengths.
When white light passes through a sample, atoms in the sample
absorb specific wavelengths. This produces dark lines in the continu-
ous spectrum of white light and is called an absorption spectrum.
Problem Objectives Materials food coloring (red,

What absorption and emis- • Observe emission spectra ring stand with green, blue, and
sion spectra do various sub- of several gases. clamp yellow)
stances produce? • Observe the absorption 40-W tubular light- set of colored
spectra of various solu- bulb pencils
tions. light socket with
• Analyze patterns of grounded power spectrum tubes
absorption and emission cord (hydrogen, neon,
spectra. 275-mL polystyrene and sodium)
culture flask spectrum–tube
Flinn C-Spectra® or power supplies (3)
similar diffraction
grating
Safety Precautions
• Always wear safety goggles and a lab apron.
• Use care around the spectrum tube power supplies.
• Spectrum tubes will get hot when used.
Pre-Lab
1. Read the entire CHEMLAB. 3. Distinguish among a continuous spectrum, an
2. Explain how electrons in an element’s atoms emission spectrum, and an absorption spectrum.
produce an emission spectrum.
4. Use the data table on the next page.
ChemLab and MiniLab Worksheets Chemistry: Matter and Change • Chapter 5 3

Name Date Class
CHEMLAB 5
Procedure viewed will be a continuous spectrum of the

white lightbulb. The bottom spectrum will be the
1. Read and complete the lab safety form. absorption spectrum of the red solution. Use col-
2. Use a Flinn C-Spectra® or similar diffraction ored pencils to make a drawing in the data table
grating to view an incandescent lightbulb. What of the absorption spectra you observed.
do you observe? Draw the observed spectrum 8. Repeat steps 6 and 7 using the green, blue, and
using colored pencils. yellow colored solutions.
3. Use the Flinn C-Spectra® to view the emission 9. Cleanup and Disposal Turn off the light socket
spectra from tubes of gaseous hydrogen, neon, and spectrum tube power supplies.Wait several
and sodium. Use colored pencils to make draw- minutes to allow the incandescent lightbulb and
ings in the data table of the spectra observed. the spectrum tubes to cool. Follow your teacher’s
4. Fill a 275-mL culture flask with about 100-mL instructions on how to dispose of the liquids and
water. Add 2 or 3 drops of red food coloring to how to store the lightbulb and spectrum tubes.
the water. Shake the solution.
5. Repeat step 4 for the green, blue, and yellow food
coloring.
6. Set up the 40-W lightbulb so that it is near eye
level. Place the flask with red food coloring
about 8 cm from the lightbulb. You should be
able to see light from the bulb above the solution
and light from the bulb projecting through the
solution.
7. With the room lights darkened, view the light
using the Flinn C-Spectra®. The top spectrum

Drawings of Emission Spectra
Hydrogen
Neon
Mercury

Name Date Class
CHEMLAB 5
Drawings of Absorption Spectra
Red
Green
Blue
Yellow
Analyze and Conclude

1. Think Critically How can the single electron in a hydrogen atom produce all of the lines
found in its emission spectrum?
2. Predict How can you predict the absorption spectrum of a solution by looking at its color?
3. Apply How can spectra be used to identify the presence of specific elements in a substance?
4. Error Analysis Name a potential source of error in this experiment. Choose one of the
elements you observed, and research its absorption spectrum. Compare your findings with
the results of your experiment.
Inquiry Extension
Hypothesize What would happen if you mixed more than one color of food coloring
with water and repeated the experiment? Design an experiment to test your hypothesis.

6
Name
Visible light
Chemistry: Matter and Change • Chapter 5

Wavelengths () in meters
4 2 2 4 6 8 10 12 14
3 10 3 10 3 3 10 3 10 3 10 3 10 3 10 3 10 3 10
Radio Infrared Ultraviolet Gamma rays
Microwaves X rays
Date
TEACHING TRANSPARENCY MASTER
AM TV, FM
The Electromagnetic Spectrum
4 6 8 10 12 14 16 18 20 22
10 10 10 10 10 10 10 10 10 10
Frequency () in hertz
Energy increases
Electromagnetic Spectrum
Class
15
Teaching Transparency Masters

Section 5.1
Use with Chapter 5,

Name Date Class
TEACHING TRANSPARENCY WORKSHEET 15

The Electromagnetic Spectrum Use with Chapter 5,
Section 5.1
1. What kinds of waves have the longest wavelength? What kinds of waves have the short-
est wavelength?
2. Which waves have the lowest frequency?
3. Which has a higher frequency: microwaves or X rays?
4. Which waves can be seen by the eye?
5. Sequence the different segments of the visible spectrum in order from shortest wave-
length to longest wavelength.
6. Sequence the following types of waves from lowest frequency to highest frequency:
ultraviolet rays, infrared rays, gamma rays, radio waves, and green light.
7. Compare the wavelengths and frequencies of each kind of wave. What is the relationship
between frequency and wavelength?
8. What is the wavelength of a radio station emitting its signal at 95.5 MHz? Estimate your
answer to the nearest power of ten.
Teaching Transparency Worksheets Chemistry: Matter and Change • Chapter 5 7

Name Date Class
TEACHING TRANSPARENCY MASTER 16

Atomic Orbitals Use with Chapter 5,
Section 5.2
z
z
x
x
y
y
1s orbital 2s orbital
z z z
x
x x
y y
y

px py pz
p orbitals
z
z z z z
y
y y y x
x y
x x x
dxy dxz dyz dx 2y 2 dz2

d orbitals
8 Chemistry: Matter and Change • Chapter 5 Teaching Transparency Masters

Name Date Class

Atomic Orbitals Use with Chapter 5,
Section 5.2
1. What is the shape of an s orbital?
2. What is the relationship between the size of an s orbital and the principal energy level in
which it is found?
3. What is the shape of a p orbital? How many p orbitals are there in a sublevel?
4. How many electrons can each orbital hold?
5. Look at the diagrams of the p orbitals. What do x, y, and z refer to?
6. How many d orbitals are there in a given sublevel? How many total electrons can the
d orbitals in a sublevel hold?
7. Which d orbitals have the same shape?
8. What point in each diagram represents an atom’s nucleus?
9. How likely is it that an electron occupying a p or a d orbital would be found very near an
atom’s nucleus? What part of the diagram supports your conclusion?

Name Date Class

Orbital Filling Sequence Use with Chapter 5,
Section 5.3
and Energy Levels
5f
4f
6d
5d
4d
3d

3p
2p
5p
7p
6p
4p
1s
7s
6s
5s
4s
3s
2s
7p
6p
5p
3d
5f
4f
4d 5s
6d
5d
4p
3p
2p
7s
6s
4s
3s
2s
1s
Increasing Energy
Orbital filling sequence

Name Date Class

Orbital Filling Sequence Use with Chapter 5,
Section 5.3
and Energy Levels
1. What does each small box in the diagram represent?
2. How many electrons can each orbital hold?
3. How many electrons can the d sublevel hold?
4. Which is associated with more energy: a 2s or a 2p orbital?
5. Which is associated with more energy: a 2s or a 3s orbital?
6. According to the aufbau principle, which orbital should fill first, a 4s or a 3d orbital?
7. Which orbital has the least amount of energy?
8. What is the likelihood that an atom contains a 1s orbital?
9. Sequence the following orbitals in the order that they should fill up according to the
aufbau principle: 4d, 4p, 4f, 5s, 6s, 5p, 3d, 4s.
10. Write a general rule to describe the filling of orbitals in an atom.

Name Date Class
MATH SKILLS TRANSPARENCY MASTER 5

Interpreting Waves Use with Chapter 5,
Section 5.1
amplitude

amplitude
Waves A and B are both electromagnetic waves.

c for all electromagnetic waves.
12 Chemistry: Matter and Change • Chapter 5 Math Skills Transparency Masters

Name Date Class
MATH SKILLS TRANSPARENCY WORKSHEET 5

Interpreting Waves Use with Chapter 5,
Section 5.1
1. Look at the two waves shown. What is the speed of each wave?
2. Look at the two waves shown. Which wave has a higher frequency? Which wave has a
longer wavelength?
3. Assume that wave A has a wavelength of 699 nm. Calculate the frequency of the wave.
Show your work.
4. Assume that wave B has a wavelength of 415 nm. Calculate the frequency of the wave.
Show your work.
5. Compare your calculations in question 4 with your answer to question 3. Do your calcu-
lations support your answer in question 2?
6. If wave A has a frequency of 4.60 1014 s1, what is its wavelength in nanometers?
Show your work.
Math Skills Transparency Worksheets Chemistry: Matter and Change • Chapter 5 13

Name Date Class
CHAPTER 5 STUDY GUIDE
Electrons in Atoms
Section 5.1 Light and Quantized Energy
In your textbook, read about the wave nature of light.
Use each of the terms below just once to complete the passage.
amplitude energy frequency hertz

light wave wavelength speed
Electromagnetic radiation is a kind of (1) that behaves like a(n)

(2) as it travels through space. (3) is one type of
electromagnetic radiation. Other examples include X rays, radio waves, and microwaves.
All waves can be characterized by their wavelength, amplitude, frequency, and

(4) . The shortest distance between equivalent points on a continuous wave is
called a(n) (5) . The height of a wave from the origin to a crest or from the
origin to a trough is the (6) . (7) is the number of
waves that pass a given point in one second. The SI unit for frequency is the

(8) , which is equivalent to one wave per second.
Use the figure to answer the following questions.
A
D B Origin
9. Which letter(s) represent one wavelength?
10. Which letter(s) represent the amplitude?
11. If twice the length of A passes a stationary point every second, what is the frequency of
the wave?
14 Chemistry: Matter and Change • Chapter 5 Study Guide

Name Date Class

Section 5.1 continued
In your textbook, read about the particle nature of light.
Circle the letter of the choice that best completes the statement or answers the question.
12. A(n) is the minimum amount of energy that can be lost or gained by an atom.
a. valence electron b. electron c. quantum d. Planck’s constant
13. According to Planck’s theory, for a given frequency, , matter can emit or absorb energy
only in
a. units of hertz. c. entire wavelengths.
1 1
b. whole-number multiples of h. d. multiples of h, h, and so on.
2 4
14. The is the phenomenon in which electrons are emitted from a metal’s surface
when light of a certain frequency shines on it.
a. quantum b. Planck concept c. photon effect d. photoelectric effect
15. Which equation would you use to calculate the energy of a photon?
a. Ephoton h Planck’s constant
1
c. Ephoton h
2
b. Ephoton h d. c
In your textbook, read about atomic emission spectra.
For each statement below, write true or false.
16. Like the visible spectrum, an atomic emission spectrum is a continuous

range of colors.
17. Each element has a unique atomic emission spectrum.
18. A flame test can be used to identify the presence of certain elements in
a compound.
19. The fact that only certain colors appear in an element’s atomic emission
spectrum indicates that only certain frequencies of light are emitted.
20. Atomic emission spectra can be explained by the wave model of light.
21. The neon atoms in a neon sign emit their characteristic color of light as
they absorb energy.
22. When an atom emits light, photons having certain specific energies are
being emitted.
Study Guide Chemistry: Matter and Change • Chapter 5 15

Name Date Class
Section 5.2 Quantum Theory and the Atom

In your textbook, read about the Bohr model of the atom.
Use each of the terms below to complete the statements.
atomic emission spectrum electron frequencies ground state

higher energy levels lower
1. The lowest allowable energy state of an atom is called its .
2. Bohr’s model of the atom predicted the of the lines in

hydrogen’s atomic emission spectrum.
3. According to Bohr’s atomic model, the smaller an electron’s orbit, the

the atom’s energy level.
4. According to Bohr’s atomic model, the larger an electron’s orbit, the

the atom’s energy level.
5. Bohr proposed that when energy is added to a hydrogen atom, its

moves to a higher-energy orbit.
6. According to Bohr’s atomic model, the hydrogen atom emits a photon corresponding to

the difference between the associated with the two
orbits it transitions between.
7. Bohr’s atomic model failed to explain the of elements

other than hydrogen.
In your textbook, read about the quantum mechanical model of the atom.
Answer the following questions.

8. If you looked closely, could you see the wavelength of a fast-moving car? Explain
your answer.
h
9. Using de Broglie’s equation,
m which would have the larger wavelength, a
slow-moving proton or a fast-moving golf ball? Explain your answer.

Name Date Class

In your textbook, read about the Heisenberg uncertainty principle.
For each item in Column A, write the letter of the matching item in Column B.
Column A Column B
10. The modern model of the atom that treats electrons a. Heisenberg uncertainty
as waves principle
11. States that it is impossible to know both the velocity b. Schrödinger wave equation
and the position of a particle at the same time
c. quantum mechanical model
12. A three-dimensional region around the nucleus of the atom
representing the probability of finding an electron
d. atomic orbital
13. Originally applied to the hydrogen atom, it led to the
quantum mechanical model of the atom
Answer the following question.

14. How do the Bohr model and the quantum mechanical model of the atom differ in how
they describe electrons?
In your textbook, read about hydrogen’s atomic orbitals.
In the space at the left, write the term in parentheses that correctly completes the
statement.
15. Atomic orbitals (do, do not) have an exactly defined size.
16. Each orbital may contain at most (two, four) electrons.
17. All s orbitals are (spherically shaped, dumbbell shaped).
18. A principal energy has (n, n2) energy sublevels.
19. The maximum number of (electrons, orbitals) related to each

principal energy level equals 2n2.
20. There are (three, five) equal energy p orbitals.
21. Hydrogen’s principal energy level 2 consists of (2s and 3s, 2s and
2p) orbitals.
22. Hydrogen’s principal energy level 3 consists of (nine, three)
orbitals.

Name Date Class
Section 5.3 Electron Configuration

In your textbook, read about ground-state electron configurations.
Aufbau principle electron configuration ground-state electron configuration Hund’s rule

lowest Pauli exclusion principle spins stable
The arrangement of electrons in an atom is called the atom’s

(1) . Electrons in an atom tend to assume the arrangement
that gives the atom the (2) possible energy. This arrangement
of electrons is the most (3) arrangement and is called the
atom’s (4) .
Three rules define how electrons can be arranged in an atom’s orbitals. The
(5) states that each electron occupies the lowest energy
orbital available. The (6) states that a maximum of two
electrons may occupy a single atomic orbital, but only if the electrons have opposite
(7) . (8) states that single

electrons with the same spin must occupy each equal-energy orbital before additional
electrons with opposite spins occupy the same orbitals.
Complete the following table.
Element Atomic Number Orbitals Electron Configuration

1s 2s 2px 2py 2pz
9. Helium 1s2
10. 7
11. Neon )( )( )( )( )(

Name Date Class

12. What is germanium’s atomic number? How many electrons does germanium have?
13. What is noble-gas notation, and why is it used to write electron configurations?
14. Write the ground-state electron configuration of a germanium atom, using noble-gas
notation.
In your textbook, read about valence electrons.
15. The electrons in an atom’s outermost orbitals are called

a. electron dots. b. quantum electrons. c. valence electrons. d. noble-gas electrons.
16. In an electron-dot structure, the element’s symbol represents the

a. nucleus of the noble gas closest to the atom in the periodic table.
b. atom’s nucleus and inner-level electrons.
c. atom’s valence electrons.
d. electrons of the noble gas closest to the atom in the periodic table.
17. How many valence electrons does a chlorine atom have if its electron configuration
is [Ne]3s23p5?
a. 3 b. 21 c. 5 d. 7
18. Given boron’s electron configuration of [He]2s22p1, which of the following represents its
electron-dot structure?
• •• ••
a. • Be • b. •B• c. B•• d. Be
19. Given beryllium’s electron configuration of 1s22s2, which of the following represents its
electron-dot structure?
• •• ••
a. • Be • b. •B• c. B •• d. Be
20. Which electrons are represented by the dots in an electron-dot structure?

a. valence electrons c. only s electrons
b. inner-level electrons d. both a and c

Name Date Class
CHAPTER 5 CHAPTER ASSESSMENT
Electrons in Atoms
Reviewing Vocabulary
Match the definition in Column A with the term in Column B.
Column A Column B
1. The set of frequencies of the electromagnetic waves a. wavelength

emitted by the atoms of an element
b. photoelectric effect
2. The minimum amount of energy that can be lost or gained
by an atom c. photon
3. A form of energy that exhibits wavelike behavior as it d. quantum

travels through space e. atomic orbital
4. A three-dimensional region around the nucleus of an atom f. atomic emission
that describes an electron’s probable location spectrum
5. The shortest distance between equivalent points on a g. principal quantum
continuous wave number
6. The lowest allowable energy state of an atom h. ground state
7. A particle of electromagnetic radiation with no mass that i. electromagnetic
carries a quantum of energy radiation

8. The emission of electrons from a metal’s surface when
light of a certain frequency shines on it
9. A figure indicating the relative sizes and energies of atomic orbitals
Describe how each pair is related.
10. frequency, amplitude
11. valence electron, electron-dot structure
12. principal energy levels, energy sublevels
20 Chemistry: Matter and Change • Chapter 5 Chapter Assessment

Name Date Class
Understanding Main Ideas (Part A)

Match the equation in Column A with its description in Column B.
Column A Column B
1. E h a. Relates the wavelength, frequency, and

speed of an electromagnetic wave
2. c
b. Describes the energy change of an
3. h /m electron undergoing an orbit transition
4. E Ehigher-energy orbit Elower-energy orbit c. Energy relationship developed by Planck
d. de Broglie’s equation
Complete the table.
Principal Quantum Number, n Types of Orbitals Number of Orbitals Related

to Principal Energy Level
5. 1 s
6.
7. 3 9
8. 4
Write the orbital diagram and complete electron configuration for each atom.
9. nitrogen
10. fluorine
11. sodium
Chapter Assessment Chemistry: Matter and Change • Chapter 5 21

Name Date Class
Understanding Main Ideas (Part B)

Use the following figure to answer questions 1 and 2.
C A
D B
E
1. According to Bohr’s atomic model, which letter(s) in the figure represents a place where
an electron cannot be?
a. A b. B, C and E c. A and D d. D
2. According to the quantum mechanical model of the atom, point E in the figure
represents a
a. point where an electron cannot be. c. position where an electron must be.
b. position where an electron probably is. d. point beyond which no electron can go.
3. What can you conclude from the figure on the right?

)( ) )
a. Hund’s rule has been violated. 2p
)(
b. The Pauli exclusion principle has been violated.
2s

c. The Aufbau principle has been violated.
1s
d. This is a valid orbital diagram.
4. What can you conclude from the figure on the right?

))
a. Hund’s rule has been violated. 2p
)(
b. The Pauli exclusion principle has been violated.
2s
c. The Aufbau principle has been violated. )(
1s
d. This is a valid orbital diagram.
5. Which of the following can you conclude based on the de Broglie equation?
a. Waves behave like particles. c. All matter has an associated wavelength.
b. Most particles are electrons. d. All matter behaves like particles.
6. Which of the following best describes the Heisenberg uncertainty principle?

a. Light behaves like a particle and like a wave.
b. The shorter the wavelength, the higher the frequency.
c. It is impossible to know both the velocity and the position of a particle at the same time.
d. You can measure an object without disturbing it.

Name Date Class
Thinking Critically
1. A radio station has a frequency of 103.7 MHz. (1 MHz 106 s1) What is the
wavelength of the radiation emitted by the station? Indicate where this wavelength
falls on the electromagnetic spectrum shown below.
Electromagnetic Spectrum
105 106 107 108 109 1010 1011 1012 1013 1014 1015 1016 1017 1018 1019 (Hz)
Radio
Microwave
Ultraviolet
AM radio
FM radio
Infrared
UHF-TV
VHF-TV
Visible
X rays
rays
104 103 102 101 1 10–1 10–2 10–3 10–4 10–5 10–6 10–7 10–8 10–9 10–10 10–11
(m)
2. Look at the electromagnetic spectrum again. Are the microwaves used to cook food
higher or lower in frequency than radio waves? Are microwaves longer or shorter in
wavelength than radio waves?
3. Write the orbital diagram of aluminum.
4. Write the complete electron configuration and the noble-gas notation for aluminum.
5. Write the noble-gas notation for iodine.
6. Identify each atom.

a. 1s22s22p1 b. [Ar]4s1
7. Write electron-dot structures for the following atoms.
a. neon c. carbon
b. hydrogen d. sulfur

Name Date Class
Applying Scientific Methods

A chemist isolated four samples, A, B, C, and D. She obtained the following atomic emission
spectra of the samples.
A
B
C
D
400 500 600 700

Nanometers
1. Examine each sample’s atomic emission spectra. Assume that each sample represents a
single element. What can you conclude by looking at the spectra? Do the samples repre-
sent the same element or different elements?
2. Which part of the electromagnetic spectrum do the atomic emission spectra show?

3. Would the atomic emission spectrum for each sample change if you repeated the proce-
dure? Explain your answer
4. What does each line in an atomic emission spectrum represent?

Name Date Class

Applying Scientific Methods, continued
5. You find the following atomic emission spectrum for hydrogen in your textbook.
Compare this spectrum to the spectra of the samples that the chemist obtained.
What can you conclude? Explain your answer.
400 500 600 700

Nanometers
6. Which, if any, of the atomic emission spectra can the Bohr model explain? Explain your
answer.
7. According to Bohr’s model, how many times were photons emitted from the excited
atoms in each sample to produce its atomic emission spectrum?
A
B
8. The difference between successive energy levels becomes smaller as n becomes larger.
Explain how hydrogen’s emission spectrum demonstrates this statement.
9. Assume that instead of measuring the photons emitted by each sample, the chemist meas-
ured the photons absorbed by each sample. What would the absorption spectra look like?
Explain your answer.

Name Date Class
CHAPTER 5
Assessment Student Recording Sheet
Standardized Test Practice
Multiple Choice
Select the best answer from the choices given, and fill in the corresponding circle.
1. 4. 7. 10.
2. 5. 8.
3. 6. 9.
Short Answer
Answer each question with complete sentences.
11.
12.
13.
14.
SAT Subject Test: Chemistry
15. 17. 19.

16. 18.
26 Chemistry: Matter and Change • Chapter 5

Contents
Chapter 6 The Periodic Table and Periodic Law

MiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
ChemLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Masters and Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . 40
Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Chapter Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

27
Name Date Class
mini LAB 6
Organize Elements
Can you find the pattern? Symbol Mass (g) State Color
Materials Index cards, pencil Ad 52.9 solid/liquid orange
Ax 108.7 ductile solid light blue

Procedure
Bp 69.3 gas red
2. Make a set of element cards based on the Cx 112.0 brittle solid light green
information in the chart at right. Lq 98.7 ductile solid blue
3. Organize the cards by increasing mass, and
start placing them into a 4 3 grid. Pd 83.4 brittle solid green
4. Place each card based on its properties, and Qa 68.2 ductile solid dark blue
leave gaps when necessary.
Rx 106.9 liquid yellow
Tu 64.1 brittle solid hunter
Xn 45.0 gas crimson
Analysis
1. Make a table listing the placement of each element.
2. Describe the period (across) and group (down) trends for the color in your new table.

3. Describe the period and group trends for the mass in your new table. Explain your placement of
any elements that do not fit the trends.
4. Predict the placement of a newly found element, Ph, that is a fuchsia gas. What would be an
expected range for the mass of Ph?
5. Predict the properties for the element that would fill the last remaining gap in the table.

Name Date Class
CHEMLAB 6
Investigate Descriptive Chemistry

Y ou can observe several of the representative elements, classify them, and
compare their properties. The observation of the properties of elements is
called descriptive chemistry.
Problem Objectives Materials

What is the pattern of • Observe properties of stoppered test 1.0M HCl
properties of the various elements. tubes containing test tubes (6)
representative elements? • Classify elements as small samples of test-tube rack
metals, nonmetals, and elements 10-mL graduated
metalloids. plastic dishes con- cylinder
• Examine general trends taining samples spatula
within the periodic table. of elements small hammer
conductivity glass marking
apparatus pencil
Safety Precautions
• Wear safety goggles and a lab apron at all times.
• Do not handle elements with bare hands. Brittle samples might shatter
into sharp pieces.
• 1.0M HCl is harmful to eyes and clothing.
• Never test chemicals by tasting.
• Follow any additional safety precautions provided by your teacher.
Pre-Lab
1. Read the entire CHEMLAB. 4. Look up the definitions of the terms luster,
2. Use the data table on the next page to record the malleability, and electrical conductivity. To what
observations you make during the lab. elements do they apply?
3. Examine the periodic table. What is the physical
state of most metals? Nonmetals? Metalloids?

Name Date Class
CHEMLAB 6
Procedure each test tube. Observe each tube for at least 1

minute. The formation of bubbles is evidence of a
1. Read and complete the lab safety form. reaction between the acid and the element.
2. Observe and record the appearance (physical Record your observations.
state, color, luster, texture, and so on) of the ele- 7. Cleanup and Disposal Dispose of all materials
ment sample in each test tube without removing as instructed by your teacher.
the stoppers.
3. Remove a small sample of each of the elements
contained in a plastic dish and place it on a hard Observation of Elements
surface. Gently tap each element sample with a Classification Properties
small hammer. If the element is malleable, it will
flatten. If it is brittle, it will shatter. Record your Metals • malleable
observations. • good conductor of electricity
• lustrous
4. Use the conductivity tester to determine which • silver or white in color
elements conduct electricity. Clean the electrodes • many react with acids
with water, and dry them before testing each
Nonmetals • solids, liquids, or gases
element. • do not conduct electricity
5. Label each test tube with the symbol for one of • do not react with acids
the elements in the plastic dishes. Using a gradu- • likely brittle if solid
ated cylinder, add 5 mL of water to each test tube. Metalloids • combine properties of metals
6. Use a spatula to put a small amount of each ele- and nonmetals
ment into the corresponding test tubes. Using a
graduated cylinder, add 5 mL of 1.0M HCl to

1. Interpret Data Using the table above and your observations, list the element samples that display the
general characteristics of metals.
general characteristics of nonmetals.
general characteristics of metalloids.

Name Date Class
CHEMLAB 6
4. Model Construct a periodic table, and label the representative elements by group (1 through 17).
Using your results and the periodic table presented in this chapter, record the identities of elements
observed during the lab in the periodic table you have constructed.
5. Infer Describe any trends among the elements you observed in the lab.
Inquiry Extension
Investigate Were there any element samples that did not fit into one of the three categories?
What additional investigations could you conduct to learn even more about these elements’ characteristics?

32
Name
PERIODIC TABLE OF THE ELEMENTS

1 18
Gas Metal
Element Hydrogen
Liquid Metalloid
Hydrogen
Atomic number 1 State of Helium
1 2 matter Solid Nonmetal 2
1 2 Symbol H
H 13 14 15 16 17 He
Atomic mass 1.008 Synthetic Recently
1.008 4.003
observed
Lithium Beryllium Boron Carbon Nitrogen Oxygen Fluorine Neon
3 4 5 6 7 8 9 10
2 Li Be B C N O F Ne
6.941 9.012 10.811 12.011 14.007 15.999 18.998 20.180
Sodium Magnesium Aluminum Silicon Phosphorus Sulfur Chlorine Argon

11 12 13 14 15 16 17 18
3 Na Mg 3 4 5 6 7 8 9 10 11 12 Al Si P S Cl Ar
22.990 24.305 26.982 28.086 30.974 32.066 35.453 39.948
Potassium Calcium Scandium Titanium Vanadium Chromium Manganese Iron Cobalt Nickel Copper Zinc Gallium Germanium Arsenic Selenium Bromine Krypton
The Periodic Table
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
4 K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr

39.098 40.078 44.956 47.867 50.942 51.996 54.938 55.847 58.933 58.693 63.546 65.39 69.723 72.61 74.922 78.96 79.904 83.80
Rubidium Strontium Yttrium Zirconium Niobium Molybdenum Technetium Ruthenium Rhodium Palladium Silver Cadmium Indium Tin Antimony Tellurium Iodine Xenon
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
5 Sn
Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sb Te I Xe
85.468 87.62 88.906 91.224 92.906 95.94 (98) 101.07 102.906 106.42 107.868 112.411 114.82 118.710 121.757 127.60 126.904 131.290
Cesium Barium Lanthanum Hafnium Tantalum Tungsten Rhenium Osmium Iridium Platinum Gold Mercury Thallium Lead Bismuth Polonium Astatine Radon
55 56 57 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86
6
Cs Ba La Hf Ta W Re Os Ir Pt Au Hg Tl Pb Bi Po At Rn
132.905 137.327 138.905 178.49 180.948 183.84 186.207 190.23 192.217 195.08 196.967 200.59 204.383 207.2 208.980 208.982 209.987 222.018
Francium Radium Actinium Rutherfordium Dubnium Seaborgium Bohrium Hassium Meitnerium Darmstadtium Roentgenium Ununbium Ununtrium Ununquadium Ununpentium Ununhexium Ununoctium
Date
87 88 89 104 105 106 107 108 109 110 111 112 113 114 115 116 118
7 * Uub * Uut * Uuq
Fr Ra Ac Rf Db Sg Bh Hs Mt Ds Rg * Uup * Uuh * Uuo
(223) (226) (227) (261) (262) (266) (264) (277) (268) (281) (272) (285) (284) (289) (288) (291) (294)
The number in parentheses is the mass number of the longest lived isotope
for that element. *
Cerium Praseodymium Neodymium Promethium Samarium Europium Gadolinium Terbium Dysprosium Holmium Erbium Thulium Ytterbium Lutetium
58 59 60 61 62 63 64 65 66 67 68 69 70 71
Lanthanide series Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb Lu
140.115 140.908 144.242 (145) 150.36 151.965 157.25 158.925 162.50 164.930 167.259 168.934 173.04 174.967
Thorium Protactinium Uranium Neptunium Plutonium Americium Curium Berkelium Californium Einsteinium Fermium Mendelevium Nobelium Lawrencium
Actinide series 90 91 92 93 94 95 96 97 98 99 100 101 102 103
Th Pa U Np Pu Am Cm Bk Cf Es Fm Md No Lr
Class
232.038 231.036 238.029 (237) (244) (243) (247) (247) (251) (252) (257) (258) (259) (262)
18
Section 6.1

Use with Chapter 6,

Name Date Class

The Periodic Table Use with Chapter 6,
Section 6.1
1. How many elements are listed in the periodic table?
2. What is the atomic number of selenium?
3. What is the symbol for palladium?
4. What is the atomic mass of strontium?
5. How are elements that are gases at room temperature designated in the periodic table?
6. How many columns of elements does the periodic table contain?
7. What is another name for a column of elements?
8. How many rows of elements does the periodic table contain?
9. What is another name for a row of elements?
10. Which period contains the least number of elements?
11. What element is found in period 4, group 7?
12. How are metals designated in the periodic table?

13. How are metalloids designated in the periodic table?
14. How are nonmetals designated in the periodic table?
15. What is the name of the group 1 elements (excluding hydrogen)?
16. What is the name of the group 2 elements?
19. What can be said about the electron configurations of all the elements in a group?

34
Name
s2
s block 2
s1 He
1 p block
H s2 p1 p2 p3 p4 p5 p6
3 4 5 6 7 8 9 10
Li Be B C N O F Ne
11 12 d block 13 14 15 16 17 18
Na Mg Al Si P S Cl Ar
f-Block Elements
The s-, p-, d-, and
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr

37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe
55 56 57 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86
87 88 89 104 105 106 107 108 109 110 111 112

Fr Ra Ac Rf Db Sg Bh Hs Mt Uun Uuu Uub
Date
f block
58 59 60 61 62 63 64 65 66 67 68 69 70 71
Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb Lu
90 91 92 93 94 95 96 97 98 99 100 101 102 103

Class
19
Section 6.2

Use with Chapter 6,

Name Date Class

The s-, p-, d-, and Use with Chapter 6,
Section 6.2
f-Block Elements
1. What are the four sections, or blocks, of the periodic table?
2. What does each block represent?
3. What do elements in the s-block have in common?
4. What is the valence electron configuration of each element in group 1?
5. What is the valence electron configuration of each element in group 2?
6. Why does the s-block span two groups of elements?
7. Why does the p-block span six groups of elements?

8. Why are there no p-block elements in period 1?
9. What is the ending of the electron configuration of each element in group 4?
10. What is the electron configuration of neon?
11. In what period does the first d-energy sublevel appear?
12. Why does the d-block span ten groups of elements?
13. What is the ending of the electron configuration of each element in group 3?
14. What is the electron configuration of titanium?
15. In what period does the first f-energy sublevel appear?
16. Determine the group, period, and block for the element having the electron configuration
[Xe]4f145d106s26p3.
a. group b. period c. block

Name Date Class

Atomic and Ionic Radii Use with Chapter 6,
Section 6.3
Chemical symbol K 138 Ionic radius
Charge 1 Relative size
1 2 13 14 15 16 17
Li 76 Be 31 B 20 C 15 N 146 O 140 F 133

2
1 2 3 4 3 2 1
Na 102 Mg 72 Al 54 Si 41 P 212 S 184 Cl 181

3
1 2 3 4 3 2 1
K 138 Ca 100 Ga 62 Ge 53 As 222 Se 198 Br 195

Period
4
1 2 3 4 3 2 1
Rb 152 Sr 118 n 81 Sn 71 Sb 62 Te 221 220

Transition
5 metals
1 2 3 4 5 2 1
Cs 167 Ba 135 Tl 95 Pb 84 Bi 74
6
1 2 3 4 5
Radii are given in picometers (1 1012 m)

Name Date Class

Atomic and Ionic Radii Use with Chapter 6,
Section 6.3
1. Which groups and periods of elements are shown in the table of atomic radii?
2. In what unit is atomic radius measured? Express this unit in scientific notation.
3. What are the values of the smallest and largest atomic radii shown? What elements have
these atomic radii?
4. What happens to atomic radii within a period as the atomic number increases?
5. Cite any exceptions to the generalization you stated in your answer to question 4.
6. What accounts for the trend in atomic radii within a period?

7. What happens to atomic radii within a group as the atomic number increases?
8. Cite any exceptions to the generalization you stated in your answer to question 7.
9. What accounts for the trend in atomic radii within a group?
10. In the table of ionic radii, how is the charge of the ions of elements in groups 1 and 2
related to the group number of the elements?

Name Date Class

First Ionization and Successive Use with Chapter 6,
Section 6.3
Ionization Energies
First Ionization Energy of Elements in Periods 1–5
Period 2 Period 3 Period 4 Period 5
2500
He
First ionization energy (kJ/mol)
Ne
2000
Ar
1500
Kr
H Xe
1000
500
Li Na K Rb
0
0 10 20 30 40 50 60

Atomic number
Successive Ionization Energies for the Period 2 Elements

Valence Ionization energy (kJ/mol)*
Element electrons 1st 2nd 3rd 4th 5th 6th 7th 8th 9th
Li 1 520 7300
Be 2 900 1760 14,850
B 3 800 2430 3660 25,020
C 4 1090 2350 4620 6220 37,830
N 5 1400 2860 4580 7480 9440 53,270
O 6 1310 3390 5300 7470 10,980 13,330 71,330
F 7 1680 3370 6050 8410 11,020 15,160 17,870 92,040
Ne 8 2080 3950 6120 9370 12,180 15,240 20,000 23,070 115,380
* mol is an abbreviation for mole, a quantity of matter.

Name Date Class

First Ionization and Successive Use with Chapter 6,
Section 6.3
Ionization Energies
1. What is meant by first ionization energy?
2. Which element has the smallest first ionization energy? The largest? What are their values?
3. What generally happens to the first ionization energy of the elements within a period as
the atomic number of the elements increases?
4. What accounts for the general trend in the first ionization energy of the elements within a period?
5. What happens to the values of the successive ionization energies of an element?

6. Based on the graph, rank the group 2 elements in periods 1–5 in decreasing order of first
ionization energy.
7. How is a jump in ionization energy related to the valence electrons of the element?
8. What generally happens to the first ionization energy of the elements within a group as
the atomic number of the elements increases?
9. What accounts for the general trend in the first ionization energy of the elements within a group?

Name Date Class

Using the Periodic Table Use with Chapter 6,
Section 6.2

Name Date Class

Using the Periodic Table Use with Chapter 6,
Section 6.2
1. Identify the number of valence electrons in each of the following elements.
a. Ne e. O
b. K f. Cl
c. B g. P
d. Mg h. Si
2. Identify the energy level of the valence electrons in each of the following elements.
a. Br
b. N
c. Ra
d. H
e. Ar
f. I
3. Use the periodic table to write the electron configurations (using noble gas notation) for
each of the following elements.

a. Li
b. F
c. As
d. Sr
e. Bi
4. Determine the group, period, and block of the elements having the following electron
configurations.
a. 1s2
b. [Ne]3s23p1
c. [Ar]4s1
d. [Kr]5s24d1
e. [Xe]6s24f145d106p4

Name Date Class
The Periodic Table and Periodic Law

Section 6.1 Development of the Modern Periodic Table
In your textbook, reads about the history of the periodic table’s development.
octaves atomic mass atomic number nine

elements properties Henry Moseley eight
protons periodic law Dmitri Mendeleev accepted
The table below was developed by John Newlands and is based on a relationship called
the law of (1) . According to this law, the properties of the elements
repeated every (2) elements. Thus, for example, element two and
element (3) have similar properties. The law of octaves did not work
for all the known elements and was not generally (4) .
1 2 3 4 5 6 7
H Li G Bo C N O
8 9 10 11 12 13 14

F Na Mg Al Si P S
The first periodic table is mostly credited to (5) . In his table, the
elements were arranged according to increasing (6) . One important
result of this table was that the existence and properties of undiscovered
(7) could be predicted.
The element in the modern periodic table are arranged according to increasing
(8) , as a result of the work of (9) . This
arrangement is based on number of (10) in the nucleus of an atom of
the element. The modern form of the periodic table results in the
(11) , which states that when elements are arranged according to
increasing atomic number, there is a periodic repetition of their chemical and physical
(12) .

Name Date Class

In your textbook, read about the modern periodic table.
Use the information in the box on the left taken from the periodic table to complete the
table on the right.
7 Atomic Mass 13.

N Atomic Number 14.
Nitrogen Electron Configuration 15.
14.007 Chemical Name 16.
[He]2s22p3 Chemical Symbol 17.
Column A Column B
18. A column on the periodic table a. metals
19. A row on the periodic table b. group
20. Elements in groups 1, 2, and 13 to 18 c. period
21. Elements that are shiny and conduct electricity d. representative elements
22. Elements in groups 3 to 12 e. transition elements

In the space at the left, write true if the statement is true; if the statement is false,
change the italicized word or phrase to make it true.
23. There are two main classifications of elements.
24. More than three-fourths of the elements in the periodic table are
nonmetals.
25. Group 1 elements (except for hydrogen) are known as the alkali
metals.
26. Group 13 elements are the alkaline earth metals.
27. Group 17 elements are highly reactive nonmetals known as

halogens.
28. Group 18 elements are very unreactive elements known as
transition metals.
29. Metalloids have properties of both metals and inner transition
metals.

Name Date Class
Section 6.2 Classification of the Elements

In your textbook, read about organizing the elements by electron configuration.
Use the periodic table on pages 178–179 in your textbook to match each element in
Column A with the element in Column B that has the most similar chemical properties.
Column A Column B
1. arsenic (As) a. boron (B)
2. bromine (Br) b. cesium (Cs)
3. cadmium (Cd) c. chromium (Cr)
4. gallium (Ga) d. cobalt (Co)
5. germanium (Ge) e. hafnium (Hf)
6. iridium (Ir) f. iodine (I)
7. magnesium (Mg) g. iron (Fe)
8. neon (Ne) h. nitrogen (N)
9. nickel (Ni) i. platinum (Pt)
10. osmium (Os) j. scandium (Sc)
11. sodium (Na) k. silicon (Si)

12. tellurium (Te) l. strontium (Sr)
13. tungsten (W) m. sulfur (S)
14. yttrium (Y) n. zinc (Z)
15. zirconium (Zr) o. xenon (Xe)
16. Why do sodium and potassium, which belong to the same group in the periodic table,
have similar chemical properties?
17. How is the energy level of an element’s valence electrons related to its period on the
periodic table? Give an example.

Name Date Class

In your textbook, read about s-, p-, d-, and f-block elements.
Use the periodic table on pages 178–179 in your textbook and the periodic table below to
answer the following questions.
s2
s block 2
s1 He
1 p block
H s2 p1 p2 p3 p4 p5 p6
3 4 5 6 7 8 9 10
Li Be B C N O F Ne
11 12 d block 13 14 15 16 17 18
Na Mg Al Si P S Cl Ar
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe
55 56 57 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86
87 88 89 104 105 106 107 108 109 110 111 112

Fr Ra Ac Rf Db Sg Bh Hs Mt Uun Uuv Uub
f block
58 59 60 61 62 63 64 65 66 67 68 69 70 71
Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb Lu
90 91 92 93 94 95 96 97 98 99 100 101 102 103

18. Into how many blocks is the periodic table divided?
19. What groups of elements does the s-block contain?
20. Why does the s-block portion of the periodic table span two groups?
21. What groups of elements does the p-block contain?
22. Why are members of group 18 virtually unreactive?
23. How many d-block elements are there?
24. What groups of elements does the d-block contain?
25. Why does the f-block portion of the periodic table span 14 groups?
26. What is the electron configuration of the element in period 3, group 16?

Name Date Class
Section 6.3 Periodic Trends

In your textbook, read about atomic radius and ionic radius.
1. Atomic radii cannot be measured directly because the electron cloud surrounding the
nucleus does not have a clearly defined
a. charge. b. mass. c. outer edge. d. probability.
2. Which diagram best represents the group and period trends in atomic radii in the periodic
table?
a. Generally increase c. Generally decrease
Generally
Generally
increase
increase
b. Generally increase d. Generally decrease

Generally
Generally
decrease
decrease

3. The general trend in the radius of an atom moving down a group is partially accounted
for by the
a. decrease in the mass of the nucleus. c. increase in the charge of the nucleus.
b. fewer number of filled orbitals. d. shielding of the outer electrons by inner electrons.
4. A(n) is an atom, or bonded group of atoms, that has a positive or negative

charge.
a. halogen b. ion c. isotope d. molecule
5. An atom becomes negatively charged by

a. gaining an electron. b. gaining a proton. c. losing an electron. d. losing a neutron.
6. Which diagram best represents the relationship between the diameter of a sodium atom
and the diameter of a positive sodium ion?
a. b. c.
Na Na Na Na Na Na

Name Date Class

In your textbook, read about ionization energy and electronegativity.
7. What is ionization energy?
8. Explain why an atom with a high ionization-energy value is not likely to form a positive
ion.
9. What is the period trend in the first ionization energies? Why?
10. What is the group trend in the first ionization energies? Why?
11. State the octet rule.
12. What does the electronegativity of an element indicate?
13. What are the period and group trends in electronegativities?

Name Date Class

Column A Column B
1. Statement that when the elements are arranged by a. alkali metals

increasing atomic number, there is a periodic repetition of
their chemical and physical properties b. alkaline earth
metals
2. Groups 1 and 2, 13 through 18
c. electronegativity
3. Groups 3 through 12
d. halogens
4. Group 1 elements (except for hydrogen)
e. period
5. Group 2 elements
f. ion
6. A column in the periodic table
g. ionization energy
7. A row in the periodic table
h. noble gases
8. Group 17 elements
i. octet rule
9. Group 18 elements
j. periodic law

10. Atom or bonded group of atoms that has a positive or
negative charge k. representative
elements
11. Energy required to remove an electron from a gaseous
atom l. transition elements
12. Statement that atoms tend to gain, lose, or share electrons m. group
to acquire a full set of eight valence electrons
13. Indication of an atom’s ability to attract electrons in a
chemical bond
Write a sentence that uses each group of terms.

14. transition metals, inner transition metals
15. metal, nonmetal, metalloid

Name Date Class

Briefly describe the contribution of each of the following to the development of the
periodic table.
1. John Newlands:
2. Henry Moseley:
3. Dmitri Mendeleev:
Match each of the following terms with a number or chemical symbol from the periodic
table below.
Be O
Si
1 2 Ni 4 5
3
6
Th
4. alkali metals 10. a metalloid element
5. alkaline earth metals 11. noble gases
6. a d-block element 12. a p-block element that is not a metalloid
7. an f-block element 13. an s-block element
8. halogens 14. transition metals
9. inner transition metals

Name Date Class

Use the periodic table in your textbook.
1. Elements in the same group have the same
a. atomic radius. c. nuclear charge.
b. energy level of outer electrons. d. number of valence electrons.
2. Most of the elements in groups 16 through 18 are classified as

a. alkali metals. c. nonmetals.
b. inner transition metals. d. alkaline earth metals.
3. Which energy level of the period 4 transition elements is being filled with electrons?
a. third b. fourth c. fifth d. sixth
4. Identify the period and group of the element that has the electron configuration
[Ne]3s23p3.
a. period 2, group 2 b. period 3, group 1 c. period 3, group 13 d. period 3, group 15
5. Which of the following classifications describes the element with the electron
configuration [Ar]4s23d104p5?
a. stable metal b. stable nonmetal c. unstable nonmetal d. unstable metal
6. What is the electron configuration of the element in group 14 and period 4 of the

periodic table?
a. [Ne]3s23p4 b. [Ar]4s2 c. [Ar]4s23d104p2 d. [Kr]5s24d2
7. What is the trend in atomic radii as you move from left-to-right across a period?
a. generally decreases b. generally increases c. remains the same d. varies randomly
8. The trend in the atomic radii as you move down the group 1 elements is partially due to
a. decreased distance of outer electrons.
b. increased nuclear charge.
c. increased number of electrons in outer energy level.
d. shielding by inner electrons.
9. In which of the following pair is the second particle listed larger than the first?
a. K, Ga b. Pb, C c. Br, Br d. Li, Li
10. How many electrons does an atom generally need in its outer level to be the most stable?
a. 4 b. 8 c. 10 d. 12
11. Which of the following electron configurations represents the most chemically stable
atom?
a. [He]2s22p3 b. [Ne]3s23p5 c. [Ne]3s23p64s23d5 d. [Ne]3s23p6

Name Date Class
Thinking Critically
The graph below shows the atomic radii of the elements in the first four periods of the
periodic table, as well as the major ionic radii of the representative elements. The charge
of each ion is indicated above the plotted point representing its radius. Use the graph
and the periodic table in your textbook to answer the following questions.
Period 1
Period 2 Period 3 Period 4
250
3
200 1 1
3 2 2
Radius (pm)
2
150 1 1
2
Atomic
100 radius 1 3
1 Ionic 2 representative element
3 4 ?
50 2 radius 4
3 transition element
4
0 representative ion
0 5 10 15 20 25 30 35
Atomic number
1. Describe the relationship between atomic radii and atomic number for the representative
elements in the first four periods.
2. How can you account for the trend you described in your answer to question 1?
3. Describe the relationship between the atomic radii and the atomic numbers of the transi-
tion elements in period 4.
4. Explain why the two elements in the first period do not have ionic radii listed.
5. Predict whether the arsenic ion shown in the graph has a positive or negative charge.
(Arsenic has an atomic number of 33.) Explain your prediction.

Name Date Class

At the beginning of the nineteenth century, chemists were searching for numerical relation-
ships among the elements. From these relationships, they hoped that some fundamental chem-
ical principle might be revealed. One such chemist was the German, Johann Wolfgang
Döbereiner. In 1817, Döbereiner noted that if the three alkaline earth metals Ca, Sr, and Ba
were arranged in increasing atomic mass, the atomic mass of the middle element was close to
the average of the other two atomic masses, as shown below.
Calcium (Ca) Strontium (Sr) Barium (Ba)
0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150

Atomic mass (u)
In 1829, Döbereiner discovered that the halogens—Cl, Br, and I—also followed a similar pat-
tern, as shown below. He named these three-member groups of elements with similar chemi-
cal and physical properties triads.
Chlorine (Cl) Bromine (Br) Iodine (I)
0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150

Atomic mass (u)
1. Six of the eight elements in the table below make up two of Döbereiner’s triads. Plot the
atomic mass of each element on the number line below the table. From the sequence of

the atomic masses and your knowledge of elements with similar chemical and physical
properties, identify the three elements in each of the two triads. Explain your choices.
Element Mass (amu)

Lithium (Li) 7
Carbon (C) 12
Sodium (Na) 23
Sulfur (S) 32
Potassium (K) 39
Selenium (Se) 79
Tellurium (Te) 128
Gold (Au) 197
0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200
Atomic mass (amu)

Name Date Class

2. Recall that atomic mass is a quantitative physical property of an element. So are density,
melting point, and boiling point. Use the table below to sequence the values of the densi-
ties, melting points, and boiling points of the following triads—Ca, Sr, and Ba; and Cl,
Br, and I. Then determine whether each property shows a trend similar to that of the
atomic masses of the elements in the triads. Explain your reasoning.
Element Density (g/mL) Melting Point (°C) Boiling Point (°C)

Barium (Ba) 3.62 726.9 1845
Bromine (Br) 3.11 7.25 59.35
Calcium (Ca) 1.55 841.5 1500.5
Chlorine (Cl) 0.003 214 101 34
Iodine (I) 4.93 113.6 184.5
Strontium (Sr) 2.6 776.9 1412
3. If silicon (Si), germanium (Ge), and tin (Sn) are classified as a triad similar to those of
Döbereiner, predict values that will complete the following table. Record the values in
the table.
Element Atomic Mass (amu) Density (g/mL) Melting Point (°C)
Silicon (Si) 28 1411
Germanium (Ge) 5.3 945
Tin (Sn) 119 7.3

Name Date Class
CHAPTER 6
Multiple Choice
1. 4. 7. 10.
2. 5. 8.
3. 6. 9.
Short Answer
11.
12.
13.
Extended Response
14.

15.

16.
17.
18.
19.

Contents
Chapter 7 Ionic Compounds and Metals

MiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
ChemLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Chapter Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

55
Name Date Class
mini LAB 7
Observe Properties
How do the properties of steel change when it is subjected to different types of
heat treatment? For many centuries, people have treated metals with heat to change
their properties. The final properties of the metal depend on the temperature to which the
metal is heated and the rate at which it cools.
Materials laboratory burner, forceps (2), hairpins (3), 250-mL beaker, cold water
Procedure
1. Read and complete the lab safety form. 5. After cooling, bend each of the
2. Examine a property of spring steel by try- three hairpins into the shape of the let-
ing to bend open one of three hairpins. ter J. Record how the metal feels as you
Record your observations. bend it.
3. Next hold each end of the hairpin with a 6. To harden the steel, use tongs to hold
pair of forceps. Place the curved central two of the bent hairpins in the flame
loop portion of the hairpin in the top of until they are glowing red all over.
the blue flame from a laboratory burner. Quickly plunge the hot metals into a
When the metal turns red, pull the hair- 250-mL beaker containing approximately
pin open to form a straight piece of 200 mL of cold water. Quick-cooling
metal. Allow it to cool as you record your causes the crystal size to be small.
observations. Repeat Step 3 for the 7. Attempt to straighten one of the bends.
remaining two hairpins. WARNING: Do Record your observations.
not touch the hot metal. Do not hold 8. To temper the steel, use tongs to hold
your hand above the flame of the labo- the remaining hardened metal bend
ratory burner. above the flame for a brief period of
4. To make softened steel, use a pair of for- time. Slowly move the metal back and
ceps to hold all three hairpins vertically forth just above the flame until the gray
in the flame of the laboratory burner metal turns to an iridescent blue-gray
until the hairpins glow red all over. color. Do not allow the metal to become

Slowly raise the three hairpins straight hot enough to glow red. Slowly cool the
up and out of the flame so they cool metal and then try to unbend it using
slowly. Slow cooling results in the forma- the end of your finger. Record your
tion of large crystals. observations.
Analysis
1. Analyze your results, and identify the two types of steel that appear to have their properties com-
bined in tempered steel.
2. Hypothesize how the different observed properties relate to crystal size.
3. State a use for spring steel that takes advantage of its unique properties.
4. Infer the advantages and disadvantages of using softened steel for body panels on automobiles.
5. Apply What is the major disadvantage of hardened steel? Do you think hardened steel would be
wear-resistant and retain a sharpened edge? Explain your reasoning.

Name Date Class
CHEMLAB 7
Synthesize an Ionic Compound

E lements combine to form compounds. If energy is released as the
compound is formed, the resulting product is more stable than the
reacting elements. In this investigation, you will react elements to form
two compounds. You will test the compounds to determine
several of their properties. Ionic compounds have properties that
are different from those of other compounds. You will decide if the
products you formed are ionic compounds.

Can the physical properties • Observe evidence of a magnesium ribbon crucible tongs
of a compound indicate chemical reaction. (25 cm) centigram balance
that they have ionic bonds? • Acquire and analyze crucible 100-mL beaker
information that will ring stand and ring distilled water
enable you to decide if a clay triangle conductivity tester
compound has an ionic Bunsen burner
bond. stirring rod
• Classify the products as
ionic or not ionic.
Safety Precautions
• Always wear safety glasses and a lab apron.
• Do not look directly at the burning magnesium. The intensity of the
light can damage your eyes.
• Avoid handling heated materials until they have cooled.
Pre-Lab
1. Read the entire CHEMLAB. Identify the b. Write the electron configuration of the
variable. List any conditions that must be kept magnesium ion.
constant.
c. The magnesium ion has an electron

configuration like that of which noble gas?
2. Write the electron configuration of the magne-
sium atom.
3. Repeat question 2 for oxygen and nitrogen.
a. Based on this configuration, will magnesium

lose or gain electrons to become a magnesium
ion?

Name Date Class
CHEMLAB 7
4. Use the data table in the next column. 4. Measure the mass of the clean, dry crucible.
5. In your data table, which mass values will be 5. Roll 25 cm of magnesium ribbon into a loose
measured directly? Which mass values will be ball. Place it in the crucible. Measure the mass of
calculated? the magnesium and crucible together.
6. Place the crucible on the triangle, and heat it
with a hot flame (flame tip should be near the
crucible).
7. Turn off the burner as soon as the magnesium
ignites and begins to burn with a bright white
light. Allow it to cool, and measure the mass of
6. Explain what must be done to calculate each the magnesium product and the crucible.
mass value that is not measured directly. 8. Place the dry, solid product in the beaker.
9. Add 10 mL of distilled water to the beaker, and
stir. Check the mixture with a conductivity tester.
10. Cleanup and Disposal Dispose of the product
as directed by your teacher. Wash out the crucible
with water. Return all lab equipment to its proper
place.
Mass Data
Material(s) Mass (g)
Empty crucible
Crucible and Mg ribbon

Procedure before heating
1. Read and complete the lab safety form. Magnesium ribbon

2. Record all measurements in your data table. Crucible and magnesium
3. Position the ring on the ring stand about 7 cm products after heating
above the top of the Bunsen burner. Place the
Magnesium products
clay triangle on the ring.

1. Analyze Data Calculate the mass of the ribbon and the product. Record these masses in your table.
2. Classify the forms of energy released. What can you conclude about the stability of products?

Name Date Class
CHEMLAB 7
3. Infer Does the magnesium react with the air?
4. Predict the ionic formulas for the two binary products formed, and write their names.
5. Analyze and Conclude The product of the magnesium-oxygen reaction is white, whereas the product of
the magnesium-nitrogen reaction is yellow. Which compound makes up most of the product?
6. Analyze and Conclude Did the magnesium compounds conduct a current when in solution? Do these
results verify that the compounds are ionic?
7. Error Analysis If the results show that the magnesium lost mass instead of gaining mass, cite possible
sources of the error.
Inquiry Extension
Design an Experiment If the magnesium compounds conduct a current in solution, can you affect
how well they conduct electricity? If they did not conduct a current, could they? Design an experiment to
find out.

60
Name
20 electrons (20) 18 electrons (18)
+ Energy + 2e
Two
electrons
Formation of Ions
20 protons (20)

20 protons (20)
Ca atom Ca ion (Ca2)
1s2 2s2 2p6 3s2 3p6 4s2
8 electrons (8) 10 electrons (10)
Date
+ 2e + Energy
Two
electrons 8 protons (8)
O atom O ion (O2)
8 protons (8 )
Class
1s2 2s2 2p4

22

Section 7.1
Use with Chapter 7,

Name Date Class

Formation of Ions Use with Chapter 7,
Section 7.1
1. What are the names of the two elements shown?
2. Are the elements shown on the left sides of the two equations neutral? How can you tell?
3. What is the name for the energy needed to remove electrons from an atom, such as the
Ca atom shown?
4. What kind of charge does the Ca atom take on as a result of the reaction? What is the
name for an ion with that kind of charge?
5. What kind of charge does the O atom take on as a result of the reaction? What is the
name for an ion with that kind of charge?
6. Is the outer electron configuration of the Ca atom before the reaction a very stable one?
How can you tell?
7. Is the outer electron configuration of the O atom before the reaction a very stable one?
How can you tell?
8. Is the outer electron configuration of the Ca ion after the reaction a very stable one? How
can you tell?
9. Is the outer electron configuration of the O ion after the reaction a very stable one? How
can you tell?
10. What is the electron configuration of the Ca ion? What neutral atom has the same config-
uration, and in what chemical family is it located in the periodic table?
11. What is the electron configuration of the O ion? What neutral atom has the same config-
uration, and in what chemical family is it located in the periodic table?

Name Date Class

Ionic Bonds Use with Chapter 7,
Section 7.2
Cl
+

Cl
+
2
Mg

Cl
+
e
Cl
P
S
e
+
+
Mg
Mg
Mg

Name Date Class

Ionic Bonds Use with Chapter 7,
Section 7.2
1. How many valence electrons does a neutral magnesium (Mg) atom have?
2. What is the charge on a magnesium ion? What does magnesium have to do to form such
an ion, and why does it tend to do so?
3. How many valence electrons does a single neutral chlorine (Cl) atom have?
4. What is the charge on a chloride ion? What does chlorine have to do to form such an ion,
and why does it tend to do so?
5. How many magnesium atoms and how many chlorine atoms react to form one formula
unit of magnesium chloride? Why? What is the formula of magnesium chloride?
6. What kind of compound is magnesium chloride? What happens to electrons during the
formation of the compound? What holds the atoms together in the compound?
7. What is the formula of the ionic compound formed by magnesium and sulfur (S) atoms?
Explain why, in terms of electron transfer, stability, and overall charge.
8. What is the formula of the ionic compound formed by magnesium and phosphorus (P)
atoms? Explain why, in terms of electron transfer, stability, and overall charge.

Name Date Class

Formulas for Ionic Compounds Use with Chapter 7,
Section 7.3
3s 3p 3s 3p 3s 3p 3s 3p 3s 3p 3s 3p
Ar
Cl
S
P
Si

Al
Mg
3s 3p 3s 3p
Na
Periodic
Table
Row 3

Name Date Class

Formulas for Ionic Compounds Use with Chapter 7,
Section 7.3
1. How many valence electrons are there in an atom of sodium (Na)? What would a sodium
atom tend to do in bonding with another atom to form an ionic compound? Why?
2. How many valence electrons are there in an atom of phosphorus (P)? What would a phos-
phorus atom tend to do in bonding with another atom to form an ionic compound? Why?
3. What would be the formula and name of the ionic compound formed when sodium reacts
with phosphorus? What are the oxidation numbers of each of the ions present?
4. How many valence electrons are in an atom of sulfur (S)? What would a sulfur atom tend
to do in bonding with another atom to form an ionic compound? Why?
5. What would be the formula and name of the ionic compound formed when sodium reacts
with sulfur? What are the oxidation numbers of each of the ions present?
6. How many valence electrons are in an atom of aluminum (Al)? What would an alu-
minum atom tend to do in bonding with another atom to form an ionic compound? Why?
7. How many valence electrons are in an atom of chlorine (Cl)? What would a chlorine
atom tend to do in bonding with another atom to form an ionic compound? Why?
8. What would be the formula and name of the ionic compound formed when aluminum
reacts with chlorine? What are the oxidation numbers of each of the ions present?
9. What would be the formula and name of the ionic compound formed when aluminum
reacts with sulfur? What are the oxidation numbers of each of the ions present?

66
Name
Group 1 Metal Atoms Group 2 Metal Atoms

Metallic Bonding


2 2 2 2

2 2 2

Date
2 2 2 2
Class
25

Section 7.4
Use with Chapter 7,

Name Date Class

Metallic Bonding Use with Chapter 7,
Section 7.4
1. What is a regular, repeating three-dimensional arrangement of atoms called?
2. Do the separate electrons that are shown belong exclusively to a single atom? What word
is used to describe such electrons?
3. Are the electrons shown the only ones actually present? Explain.
4. Why are the central atoms shown as positively charged?
5. How does the number of separate electrons shown for the group 1 metal atoms compare
to the number of atoms? Explain why in terms of valence electrons.
6. How does the number of separate electrons shown for the group 2 metal atoms compare
to the number of atoms?
7. What holds the metal atoms together in such an arrangement?
8. What term is used to describe this model of metallic bonding?
9. How well do metals tend to conduct electricity? How does the model of metallic bonding
account for that property?
10. Do metals tend to be brittle, or are they malleable and ductile? How does the model of
metallic bonding account for that property?

Name Date Class

Calculating Numbers of Electrons Use with Chapter 7,
Section 7.1
and Predicting Ionic Change
18
Ne
10
18
Ar
17
17
Cl
9
F
15 16
Groups
16
O
8
S
15
N
7
P
14

14
Si
C
6
13
13
Al
B
5
Groups
2
Mg
Be
12
4
1
Na
11
Li
3
2
Periods
Name Date Class

Calculating Numbers of Electrons Use with Chapter 7,
Section 7.1
1. What happens to a neutral atom if it loses one electron? Why?
2. What happens to a neutral atom if it gains two electrons? Why?
3. Write a simple word equation that shows how you can figure out the charge of an ion,
given its numbers of electrons and protons.
4. What is the electron configuration of each of the following, given its position in the
periodic table? In each case, also tell what charge the atom is likely to take on if it bonds,
and explain why. Write the electron configuration of the ion that is formed.
a. beryllium (Be)
b. fluorine (F)
c. argon (Ar)
d. sulfur (S)
e. sodium (Na)
f. nitrogen (N)

Name Date Class

Determining Numbers of Ions Use with Chapter 7,
Section 7.3
Common Polyatomic Ions

Ion Name Ion Name
NH4 ammonium IO4 periodate
NO2 nitrite C2H3O2 acetate
NO3 nitrate H2PO4 dihydrogen phosphate
HSO4 hydrogen sulfate CO32 carbonate
OH hydroxide SO32 sulfite
CN cyanide SO42 sulfate
MnO4 permanganate S2O32 thiosulfate

HCO3 hydrogen carbonate O22 peroxide
ClO hypochlorite CrO42 chromate
ClO2 chlorite Cr2O72 dichromate
ClO3 chlorate HPO42 hydrogen phosphate
ClO4 perchlorate PO43 phosphate
BrO3 bromate AsO43 arsenate
IO3 iodate

Name Date Class

Determining Numbers of Ions Use with Chapter 7,
Section 7.3
1. Write a simple word equation that illustrates what must be true of total positive charge
and total negative charge in an ionic compound.
2. How many potassium ions (group 1) would be related to balance the charge of each of
the following in a compound?
a. one cyanide ion
b. one sulfite ion
c. one arsenate ion
3. How many iodate ions would be needed to balance the charge of each of the following in
a compound?
a. one Fe3 ion
b. one lithium ion (group 1)
c. one barium ion (group 2)
4. What is the formula of the ionic compound formed by each of the following in
combination? Demonstrate that each result is correct by figuring out total positive
charge and total negative charge.
a. ammonium ions and sulfate ions
b. sodium ions (group 1) and phosphate ions
c. magnesium ions (group 2) and hydrogen sulfate ions
d. aluminum ions (group 13) and carbonate ions
e. ammonium ions and arsenate ions
f. calcium ions (group 2) and acetate ions
g. ammonium ions and nitrite ions

Name Date Class
Ionic Compounds and Metals

Section 7.1 Ion Formation
In your textbook, read about chemical bonds and formation of ions.
chemical bond electrons energy level ions noble gases

nucleus octet pseudo-noble gas formations valence
The force that holds two atoms together is called a(n) (1) .
Such an attachment may form by the attraction of the positively charged
(2) of one atom for the negatively charged
(3) of another atom, or by the attraction of charged atoms,
which are called (4) . The attractions may also involve
(5) electrons, which are the electrons in the outermost
(6) . The (7) are a family of elements that
have very little tendency to react. Most of these elements have a set of eight outermost

electrons, which is called a stable (8) . The relatively stable electron
structures developed by loss of electrons in certain elements of groups 3, 4, 13, and 14 are
called (9) .

10. A positively charged ion is called an anion.
11. Elements in group 1 lose their one valence electron, forming an ion with a
1 charge.
12. Elements tend to react so that they acquire the electron structure of a
halogen.
13. A sodium atom tends to lose one electron when it reacts.
14. The electron structure of a zinc ion (Zn2) is an example of a pseudo-

noble gas formation.
15. A Cl ion is an example of a cation.
16. The ending -ide is used to designate an anion.
17. Nonmetals form a stable outer electron configuration by losing electrons

and becoming anions.

Name Date Class
Section 7.2 Ionic Bonds and Ionic Compounds

In your textbook, read about forming ionic bonds and the characteristics of
ionic compounds.
1. An ionic bond is
a. attraction of an atom for its electrons.
b. attraction of atoms for electrons they share.
c. a force that holds together atoms that are oppositely charged.
d. the movement of electrons from one atom to another.
2. The formula unit of an ionic compound shows the

a. total number of each kind of ion in a sample.
b. simplest ratio of the ions.
c. numbers of atoms within each molecule.
d. number of nearest neighboring ions surrounding each kind of ion.
3. The overall charge of a formula unit for an ionic compound

a. is always zero. c. is always positive.
b. is always negative. d. may have any value.
4. How many chloride (Cl) ions are present in a formula unit of magnesium chloride,
given that the charge on a Mg ion is 2?

a. one-half b. one c. two d. four
5. Ionic bonds generally occur between

a. metals. c. a metal and a nonmetal.
b. nonmetals. d. noble gases.
6. Salts are examples of

a. nonionic compounds. b. metals. c. nonmetals. d. ionic compounds.
7. A three-dimensional arrangement of particles in an ionic solid is called a(n)

a. crystal lattice. b. sea of electrons. c. formula unit. d. electrolyte.
8. In a crystal lattice of an ionic compound,

a. ions of a given charge are clustered together, far from ions of the opposite charge.
b. ions are surrounded by ions of the opposite charge.
c. a sea of electrons surrounds the ions.
d. neutral molecules are present.

Name Date Class

9. What is the relationship between lattice energy and the strength of the attractive force
holding ions in place?
a. The more positive the lattice energy is, the greater the force.
b. The more negative the lattice energy is, the greater the force.
c. The closer the lattice energy is to zero, the greater the force.
d. There is no relationship between the two quantities.
10. The formation of a stable ionic compound from ions

a. is always exothermic. c. is always endothermic.
b. may be either exothermic or endothermic. d. neither absorbs nor releases energy.
11. In electron transfer involving a metallic atom and a nonmetallic atom during ion forma-
tion, which of the following is correct?
a. The metallic atom gains electrons from the nonmetallic atom.
b. The nonmetallic atom gains electrons from the metallic atom.
c. Both atoms gain electrons.
d. Neither atom gains electrons.
Underline the word that correctly describes each property in ionic compounds.
12. Melting point Low High
13. Boiling point Low High

14. Hardness Hard Soft
15. Brittleness Flexible Brittle
16. Electrical conductivity in the solid state Good Poor
17. Electrical conductivity in the liquid state Good Poor
18. Electrical conductivity when dissolved in water Good Poor
19. The crystal lattice of ionic compounds affects their melting and boiling
points.
20. The lattice energy is the energy required to separate the ions of an ionic
compound.
21. The energy of an ionic compound is higher than that of the separate
elements that formed it.
22. Large ions tend to produce a more negative value for lattice energy than
smaller ions do.
23. Ions that have larger charges tend to produce a more negative lattice
energy than ions with smaller charges do.

Name Date Class
Section 7.3 Names and Formulas for Ionic Compounds

In your textbook, read about communicating what is in a compound and naming ions
and ionic compounds.
anion -ate cation electrons zero

lower right monatomic one oxidation number -ite
oxyanion polyatomic subscript
A one-atom ion is called a(n) (1) ion. The charge of such an ion is
equal to the atom’s (2) , which is the number of (3)
transferred to or from the atom to form the ion. In ionic compounds, the sum of the charges of
all the ions equals (4) . Ions made up of more than one atom are called
(5) ions. If such an ion is negatively charged and includes one or more
oxygen atoms, it is called a(n) (6) . If two such ions can be formed that
contain different numbers of oxygen atoms, the name for the ion with more oxygen atoms ends
with the suffix (7) . The name for the ion with fewer oxygen atoms
ends with (8) .
In the chemical formula for any ionic compound, the chemical symbol for the
(9) is written first, followed by the chemical symbol for the
(10) . A(n) (11) is a small number used to
represent the number of ions of a given element in a chemical formula. Such numbers are
written to the (12) of the symbol for the element. If no number
appears, the assumption is that the number equals (13) .
For each formula in Column A, write the letter of the matching name in Column B.
Column A Column B
14. ClO2 a. chlorate
15. ClO4 b. hypochlorite
16. ClO c. chloride
17. Cl d. perchlorate
18. ClO3 e. chlorite

Name Date Class

For each of the following chemical formulas, write the correct name of the ionic compound
represented. You may refer to the periodic table on pages 156–157 and Table 8.7 for help.
19. NaI
20. CaCl2
21. K2S
22. MgO
23. LiHSO4
24. NH4Br
25. Ca3N2
26. Cs3P
27. KBrO3
28. Mg(ClO)2
29. Li2O2
30. Be3(PO4)2
31. (NH4)2CO3

32. NaBrO3
33. Fe2O3
34. Fe(IO3)2
For each of the following ionic compounds, write the correct formula for the compound.
You may refer to the periodic table on pages 156–157 and Table 8.7 for help.
35. beryllium nitride
36. nickel(II) chloride
37. potassium chlorite
38. copper(I) oxide
39. magnesium sulfite
40. ammonium sulfide
41. calcium iodate
42. iron(III) perchlorate
43. sodium nitride

Name Date Class
Section 7.4 Metallic Bonds and the Properties of Metals

In your textbook, read about metallic bonds.
Use the diagram of metallic bonding to answer the following questions.
1. What is the name of the model of metallic bonding that is illustrated?
2. Why are the electrons in a metallic solid described as delocalized?
3. Which electrons from the metal make up the delocalized electrons?
4. Are the metal atoms that are shown cations or anions? How can you tell?
5. How do the metallic ions differ from the ions that exist in ionic solids?
6. Explain what holds the metal atoms together in the solid.

In your textbook, read about the properties of metals.
For each property, write yes if the property is characteristic of most metals, or no if it is
not. If the property is a characteristic of metals, explain how metallic bonding accounts
for the property.
7. Malleable
8. Brittle
9. Lustrous
10. High melting point
11. Low boiling point
12. Ductile
13. Poor conduction of heat
14. Good conduction of electricity

Name Date Class
Ionic Compounds and Metals

Column A Column B
1. Electrons that are free to move in metals a. alloy
2. For a monatomic ion, is equal to the charge b. anion
3. The force that holds two atoms together c. cation
4. A charged particle containing more than one atom d. chemical bond
5. A positively charged ion e. delocalized electrons
6. A negatively charged ion f. electrolyte
7. An ionic compound whose aqueous solution conducts g. electron sea model

electricity
h. formula unit
8. The name for most ionic compounds other than oxides
i. interstitial alloy
9. Represents the way electrons exist in metals
j. ionic bond
10. A charged particle containing only one atom

k. lattice energy
11. The energy needed to separate the ions of an ionic
compound l. metallic bond
12. The electrostatic force that holds oppositely charged m. monatomic ion
particles together n. oxidation number
13. A mixture of elements that has metallic properties o. oxyanion
14. A mixture formed when small atoms fill holes in a p. polyatomic ion
metallic crystal
q. salts
15. A polyatomic ion composed of an element bonded to at
least one oxygen atom
16. Shows the simplest ratio of ions in an ionic compound
17. The attraction of a metallic cation for delocalized

electrons

Name Date Class

change the italicized term to make it true.
1. The overall charge of a formula unit for a compound is never zero.
2. In a crystal lattice, each positive ion is surrounded by negative ions.
3. Delocalized valence electrons are typical of ionic compounds.
4. A sulfate ion contains fewer oxygen atoms than a sulfite ion does.
5. Metals tend to be malleable and ductile and to have relatively high

melting points.
6. The more negative the lattice energy is, the stronger is the force of
attraction between the ions of an ionic compound.
7. In naming ionic compounds, the cation is named first.
8. When a metal reacts with a nonmetal, the metal tends to gain electrons.
9. In naming a monatomic anion, the suffix -ide is used.
10. The prefix per- is used in naming the anion with the most oxygen atoms.
Circle the letter of the word or phrase that best completes the statement or answers the
question.
11. What is the electron configuration for the noble gases other than helium?
a. ns2np6 b. ns2 c. ns2np3 d. ns2np2
12. How many outermost d electrons are there in an ion that has achieved a pseudo-noble gas
configuration?
a. none b. five c. eight d. ten
13. The anion that has the formula ClO is called the
a. chloride ion. b. chlorate ion. c. hypochlorite ion. d. perchlorate ion.
14. Where does a subscript that indicates the number of atoms appear, relative to a chemical
symbol in a formula?
a. to the upper left b. to the lower left c. to the upper right d. to the lower right
15. What is the formula of calcium phosphate, which is made up of the ions Ca2 and PO43?
a. Ca3PO4 b. Ca6PO4 c. Ca3(PO4)2 d. Ca2(PO4)3
16. Which of the following is an example of an interstitial alloy?

a. brass b. 14-carat gold c. carbon steel d. sterling silver

Name Date Class
Understanding Main Ideas (Part B) 3 electrons 9 electrons

The diagram on the right represents a
lithium atom (group 1 of the periodic table)
and a fluorine atom (group 17). Use the
diagram to answer the questions that follow.
3 protons 9 protons
Li F
1. What is the electron configuration of the neutral lithium atom?
2. What is the electron configuration of the neutral fluorine atom?
3. What happens to the lithium atom when it reacts with the fluorine atom? What is the
electron configuration of the lithium after the change?
4. In terms of the electron arrangement, why is this change favorable for the lithium atom?
5. What happens to the fluorine atom when it reacts with the lithium atom? What is the
electron configuration of the fluorine after the change?

6. In terms of the electron arrangement, why is this change favorable for the fluorine atom?
7. What kind of compound is formed in the reaction?
8. What always happens to one or more electrons during a reaction that forms such a compound?
9. What are the formula and name of the product in this reaction?
10. What holds the atoms together in the compound?
11. What is the name for the overall three-dimensional solid structure that samples of such
compounds form? How are the particles generally arranged in such a structure?
12. How do the physical properties of such compounds differ from those typical of metals?

Name Date Class
Thinking Critically
Lattice energy (kJ/mol)

Answer the following questions, which refer to the 1000
graph on the right. The graph shows the lattice ener- 900 So
diu
gies of the halide compounds of the group 1 metals Po m
800 tas
sodium (atomic number 11) and potassium (atomic siu
m
number 19). 700
600
1. How does lattice energy relate to the attraction F Cl Br I
between ions and the stability of an ionic Increasing atomic number and size
Halides
compound?
2. What is the relationship between the lattice energy of the halides of sodium and the atomic
number and size of the halides? What is the relationship for the halides of potassium?
3. How does the plot of lattice energy for the potassium halides compare with that for the
sodium halides? What does this suggest about lattice energy and ionic size?
4. Given what you know about lattice energy and the stability of a crystal, how would you
expect the melting point of NaBr to compare with that of NaI? How would you expect
the melting point of NaBr to compare with that of KBr? Explain your answer.
5. What effect on lattice energy would you expect the amount of charge on an ion to have?
Explain.

Name Date Class

Four students (A, B, C, and D) are given separate solid samples of the same unknown pure
substance. They are asked to determine whether the substance is a metallic element, a non-
metallic element, or an ionic compound. In order to find out, they independently carry out
experiments to determine some of the properties of the substance. Student A observes the sub-
stance to determine its luster. Student B tests the solid’s ability to conduct electricity. Student
C determines whether the solid is malleable and ductile. Student D determines its melting
point and tests the melted liquid’s ability to conduct electricity. The students do not communi-
cate their separate findings to one another. The results of their experiments are shown in the
table below. Use the information to answer the questions that follow.
Student Property Studied Result

A Luster Nonlustrous
B Ability of solid to conduct electricity Nonconducting
C Malleability and ductility Nonmalleable and nonductile (brittle)
D Melting point Approximately 800°C
D Ability of melted liquid to conduct electricity Good
1. On the basis of his results, Student A concludes that the solid is a nonmetallic element
rather than a metallic element or an ionic compound. Comment on the soundness of his
conclusion, given only what he has determined about luster.

2. On the basis of her results, Student B also concludes that the unknown is a nonmetallic
element. Evaluate her conclusion.
3. On the basis of his results, Student C concludes that the unknown is a metallic element.
Evaluate his conclusion.

Name Date Class

4. On the basis of her results, Student D states that she cannot conclude anything about
whether the unknown is a metallic element, nonmetallic element, or ionic solid. Evaluate
her comment.
5. Suppose that Student B and Student C shared their results with each another. Should they
then be able to come to a definite conclusion as to the nature of the unknown? Explain.
6. Suppose that Student B and Student D shared their results with each other. Should they
then be able to come to a definite conclusion as to the nature of the unknown? Explain.
7. Would a test of a water solution of the unknown might also have been useful in deter-
mining the nature of the unknown? Explain.
8. What do the individual students’ problems in coming to definite conclusions illustrate

about scientific methods?

Name Date Class
CHAPTER 7
Multiple Choice
1. 4. 7.
2. 5. 8.
3. 6. 9.
Short Answer
10.
11.
12.
Extended Response
13.
14.

15. 17. 19.
16. 18. 20.

Contents
Chapter 8 Covalent Bonding

MiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
ChemLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Chapter Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
STP Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

85
Name Date Class
mini LAB 8
Compare Melting Points
How can you determine the relationship between bond type and melting
point? The properties of a compound depend on whether the bonds in the compound
are ionic or covalent.
Materials permanent marker, disposable 9-inch aluminum pie pan, hot plate, sugar
crystals, salt crystals, paraffin
Procedure
2. Create a data table for the experiment.
3. Using a permanent marker, draw three lines on the inside bottom of a disposable, 9-
inch aluminum pie pan to create three, equal wedges. Label the wedges, A, B, and C.
4. Set the pie pan on a hot plate.
WARNING: Hot plate and metal pie pan will burn skin—handle with care.
5. Obtain samples of the following from your teacher and deposit them onto the
labeled wedges as follows: sugar crystals (C12H22O11), A; salt crystals (NaCl) B;
paraffin (C23H48), C.
6. Predict the order in which the compounds will melt.
7. Turn the temperature knob on the hot plate to the highest setting. You will heat the
compounds for 5 min. Assign someone to time the heating of the compounds.
8. Observe the compounds during the 5-min period. Record which compounds melt and
the order in which they melt.
9. After 5 min, turn off the hot plate and remove the pie pan using a hot mitt or tongs.
10. Allow the pie pan to cool, and then place it in the proper waste container.

Analysis
1. State Which solid melted first? Which solid did not melt?
2. Apply Based on your observations and data, describe the melting point of each solid
as low, medium, high, or very high.
3. Infer Which compounds are bonded with ionic bonds? Which are bonded with cova-
lent bonds?
4. Summarize how the type of bonding affects the melting points of compounds.

Name Date Class
CHEMLAB 8
Model Molecular Shapes

C ovalent bonding occurs when atoms share valence elec-
trons. In the Valence Shell Electron Pair Repulsion (VSEPR)
theory, the way in which valence electrons of bonding atoms
are positioned, is the basis for predicting a molecule’s shape.
This method of visualizing shape is also based on the mole-
cule’s Lewis structure.

How do the Lewis structure • Predict the shape of molecular-model kit
and the positions of valence molecular compounds
electrons affect the shape of • Construct molecular
the covalent compound? models
• Evaluate the strength of
covalent bonds
• Identify resonance
structures
• Distinguish polar and
nonpolar molecules
Pre-Lab
1. Read the entire CHEMLAB. do you need to determine whether or not a mole-
2. Review the VSEPR model. What do the initials cule is polar?

VSEPR stand for? What is the basis for the pre-
dictions of molecular shape made by the VSEPR
model?
4. What is a resonance structure? If a molecule has

resonance structures, what can you infer about the
types of bonds in that molecule?
3. How do you determine whether or not a bond is a
polar covalent bond? What additional information

Name Date Class
CHEMLAB 8
Procedure 7. Obtain two nitrogen atoms and three connectors

and assemble a nitrogen (N2) molecule. Observe
1. Read and complete the lab safety form. that your model represents a triple-bonded
2. Create a table to record your data. diatomic nitrogen molecule.
3. Note the color used to represent each of these 8. Recognize that these diatomic molecules are lin-
atoms in the molecular modele kit: H, O, P, C, F, ear in shape because they have only two atoms.
S, and N. 9. Draw the Lewis structure of water (H2O) and
4. Draw the Lewis structures of the H2, O2, and N2 construct its molecule.
molecules. 10.Classify the shape of the H2O molecule using
5. Obtain two hydrogen atoms and one connector information in Table 8.6.
and assemble a hydrogen (H2) molecule. 11. Repeat steps 9 and 10 for PH3, CF4, CO2, SO3,
6. Obtain two oxygen atoms and two connectors and HCN, and CO molecules.
assemble an oxygen (O2) molecule. Observe that
your model represents a double-bonded diatomic
oxygen molecule.

1. Think Critically Based on the molecular models you built and observed in this lab, rank
single, double, and triple bonds in order of increasing flexibility and increasing strength.

2. Observe and Infer Explain why H2O and CO2 molecules have different shapes.
3. Analyze and Conclude One of the molecules from this lab undergoes resonance. Identify the molecule
that has three resonance structures, draw the structures, and explain why resonance occurs.

Name Date Class
CHEMLAB 8
4. Recognize Cause and Effect Use the electronegativity difference to determine the
polarity of the molecules in Steps 9-11. Based on their calculated bond polarities and the
models constructed in this lab, determine the molecular polarity of each structure.
Inquiry Extension
Model Use a molecular model kit to build the two resonance structures of ozone (O3).
Then, use Lewis structures to explain how you can convert between the two resonance
structures by interchanging a lone pair for a covalent bond.

90
Name
Formula Step Step Step Step Step Step

1 2 3 4 5 6
Lewis Structures

Unnecessary
2
(octets
N2H4 H N N H 14 7 H N N H H N N H complete)
HH
H H H H
Date
SiO2 O Si O O Si O
Class
26
Section 8.3

Use with Chapter 8,

Name Date Class

Lewis Structures Use with Chapter 8,
Section 8.3
1. Step 1 in drawing the Lewis structure for a molecule is to decide which atoms of the
molecule are most likely the terminal ones. In the transparency, why are the hydrogen
(H) atoms in hydrazine (N2H4) shown as the terminal atoms?
2. Step 2 in drawing a Lewis structure involves determining the total number of valence
electrons in the atoms in the molecule. Explain why the total number of valence electrons
in N2H4 is 14.
3. Step 3 in drawing a Lewis structure requires finding the number of bonding pairs. What
must be done to the result of step 2 to find the number of bonding pairs? Verify that this
is so in the case of N2H4 in the transparency.
4. In step 4 in the transparency, one bonding pair has been placed between each pair of
bonded atoms in N2H4. How many such bonding pairs are shown in step 4, and what
symbol is used to represent them?
5. Step 5 requires subtraction of the number of bonding pairs used in step 4 from the
number of bonding pairs determined in step 3. Verify that the result is 2 for N2H4. Lone
pairs are then placed around each terminal atom to achieve a full outer level, and any
remaining pairs are assigned to the central atom(s). Explain the drawing that has resulted
for N2H4.
6. In step 6, if any central atom drawn in step 5 does not have an octet, lone pairs from the
terminal atoms must be converted to double or triple bonds involving the central atom.
Why was this extra step unnecessary in the case of N2H4?
7. What number should be placed in the blank for step 2 for the silicon dioxide (SiO2) molecule?
8. What number should be placed in the blank for step 3 for SiO2?

Name Date Class

VSEPR Model and Molecular Use with Chapter 8,
Section 8.4
Shape
H
F H
F
H
O H
O
H
H
H
H N H

H
H
N
H
H
H C H
H
H
H
C
H
H
H
H
B
B
H

Name Date Class

VSEPR Model and Molecular Use with Chapter 8,
Section 8.4
Shape
1. The shapes of the molecules shown have been determined by means of the VSEPR
model. What is the basic assumption of this model?
2. How many lone pairs and how many shared pairs of electrons surround the boron (B)
atom in the borane (BH3) molecule shown?
3. What is the shape of the BH3 molecule? Explain why.
4. How many lone pairs and how many shared pairs of electrons surround the carbon (C)
atom in the methane (CH4) molecule shown? What is the shape of the molecule?
5. How many lone pairs and how many shared pairs of electrons surround the nitrogen (N)
atom in the ammonia (NH3) molecule shown? What is the shape of the molecule?
6. How many lone pairs and how many shared pairs of electrons surround the oxygen (O)
atom in the water (H2O) molecule shown? What is the shape of the molecule?
7. How many lone pairs and how many shared pairs of electrons surround the fluorine (F)
atom in the hydrogen fluoride (HF) molecule shown? What is the shape of the molecule?

94
Name
Electronegativities
Group Group Group Group Group Group Group
1 2 3 4 5 6 7
Period Li Be B C N O F
2 0.98 1.57 2.04 2.55 3.04 3.44 3.98

Cl
3.16
Br
2.96
Date
Electronegativity and Polarity
I
2.66
At
Class
2.2
28
Section 8.5

Use with Chapter 8,

Name Date Class

Electronegativity and Polarity Use with Chapter 8,
Section 8.5
1. What is electronegativity?
2. The electronegativities of the elements of period 2 and of group 17 of the periodic table are
shown. What trends in electronegativity do you see across the period? Down the group?
3. When there is an electronegativity difference between two covalently bonded atoms,

what is true of the bond between them? Toward which of the atoms are the shared
electrons more attracted?
4. What kind of bond exists between a carbon (C) atom and a chlorine (Cl) atom? (Assume
that a bond is nonpolar covalent if the electronegativity difference is 0, polar covalent if
the difference is greater than 0 but not more than 1.70, and ionic if the difference is more
than 1.70.)
5. Given your answer to question 4 and your knowledge of molecular shapes, is a carbon
tetrachloride (CCl4) molecule polar or nonpolar? Explain.
6. What kind of bond exists between a nitrogen (N) atom and a fluorine (F) atom? Is a
nitrogen trifluoride (NF3) molecule polar or nonpolar? Explain.
7. What kind of bond exists between a beryllium (Be) atom and a bromine (Br) atom? Is a
beryllium bromide (BeBr2) molecule polar or nonpolar? Explain.
8. What kind of bond exists between a beryllium (Be) atom and a fluorine (F) atom?
9. What kind of bond exists between a boron (B) atom and an iodine (I) atom? Is a boron
triiodide (BI3) molecule polar or nonpolar? Explain.

96
Name
Number Number
of Atoms Prefix of Atoms Prefix
(never for first
1 mono- element in the 6 hexa-
formula)
2 di- 7 hepta-
3 tri- 8 octa-
Numbers of Atoms
4 tetra- 9 nona-

5 penta- 10 deca-
N O O
Determining the Names of
O
Date
N N F F
I I F
Binary Compounds and Their
O O F F
MATH SKILLS TRANSPARENCY MASTER
I
Si
(a) S C S (c) F F (e)
F
(b) (d)
Class
Section 8.2
Math Skills Transparency Masters

Use with Chapter 8,

Name Date Class

Determining the Names of Use with Chapter 8,
Section 8.2
Binary Compounds and Their
Numbers of Atoms
1. The table shows the prefixes used in naming binary compounds. Notice that each prefix
corresponds to a certain number of atoms. These prefixes are also used in naming many
geometric figures with which you probably are familiar. For example, a triangle has three
sides. The prefix tri- signifies three. How many sides does a pentagon have? A hexagon?
An octagon?
2. Look at the drawings of molecules (labeled a–e) below the table. For each molecule, tell
how many atoms of each kind are present. Then write the name of the compound, using
the prefixes in the table. In each case, the central atom is named first.
a.
b.
c.
d.
e.
3. For each compound listed below, tell how many of each kind of atom are present in a
molecule of the compound and the total number of atoms per molecule. Then name the
compound.
a. P4O10
b. S2O7
c. Si3H8
4. What is the formula for each compound listed below?
a. tetrasulfur dinitride
b. dichlorine monoxide

98
Name
Period 3 Element Na Mg Al Si P S Cl
Electronegativity 0.93 1.31 1.61 1.90 2.19 2.58 3.16 Character

100

75 Ionic
50
Polar covalent
Date
Difference and Percent Ionic
25
MATH SKILLS TRANSPARENCY MASTER
Determining Electronegativity
Percent ionic character

Covalent
0
0 1.0 2.0 3.0
Class
Electronegativity difference
10
Section 8.5
Math Skills Transparency Masters

Use with Chapter 8,

Name Date Class

Determining Electronegativity Use with Chapter 8,
Section 8.5
Difference and Percent Ionic
Character
1. The electronegativities of the period-3 elements are listed on the transparency. Calculate
the electronegativity differences for the following pairs of bonded period-3 atoms.
a. Na and Cl d. Si and Cl
b. Mg and S e. Si and S
c. Al and P
2. An electronegativity difference greater than 1.70 generally corresponds to a bond that is

considered ionic. For which of the bonded-atoms combinations from question 1 would
the bonds be considered ionic according to this rule?
3. Bonds are rarely completely covalent or completely ionic. Rather, they have a percent
ionic character. The graph illustrates that fact. What two variables are plotted on the
graph, and what is the overall relationship between the variables?
4. Use the graph to find the approximate percent ionic character for the five pairs of bonded
atoms listed in question 1.
c. Al and P
5. Given what you know about percentages in general, what must be the relationship
between the percent ionic character and the percent covalent character for a given bond?
6. Calculate the percent covalent character for the five pairs of bonded atoms listed in
question 1.
c. Al and P

Name Date Class
Covalent Bonding
Section 8.1 The Covalent Bond
In your textbook, read about the nature of covalent bonds.
covalent bond molecule sigma bond exothermic pi bond
When sharing of electrons occurs, the attachment between atoms that results is called
a(n) (1) . When such an attachment is formed, bond dissociation
energy is released, and the process is (2) . When two or more
atoms bond by means of electron sharing, the resulting particle is called a(n)
(3) . If the electrons shared are centered between the two atoms, the
attachment is called a(n) (4) . If the sharing involves the overlap of
parallel orbitals, the attachment is called a(n) (5) .
In your textbook, read about single and multiple bonds and bond strength.

6. In what form do elements such as hydrogen, nitrogen, and oxygen normally occur?
a. as single atoms c. as molecules containing three atoms
b. as molecules containing two atoms d. as molecules containing four atoms
7. How many electrons are shared in a double covalent bond?

a. none b. one c. two d. four
8. Bond length is the distance between

a. two molecules of the same substance. c. the nuclei of two attached atoms.
b. the electrons in two attached atoms. d. the orbitals of two attached atoms.
9. Which of the following relationships relating to bond length is generally correct?

a. the shorter the bond, the stronger the bond
b. the shorter the bond, the weaker the bond
c. the shorter the bond, the fewer the electrons in it
d. the shorter the bond, the lower the bond dissociation energy

Name Date Class
Section 8.2 Naming Molecules

In your textbook, read about how binary compounds and acids are named from their
formulas.

1. Binary molecular compounds are generally composed of a metal and a
nonmetal.
2. The second element in the formula of a binary compound is named using
the suffix -ite.
3. The prefix tetra- indicates three atoms.
4. The prefix hexa- indicates six atoms.
5. In naming the first element in a formula, the prefix mono- is not used.
6. For binary acids, the hydrogen part of the compound is named using the
prefix hydro-.
7. An oxyacid contains only two elements.
8. If the name of the anion of an oxyacid ends in -ate, the acid name
contains the suffix -ous.
In your textbook, read about naming molecular compounds and oxyacids.

Column A Column B
9. CO a. hydrobromic acid
10. CO2 b. dinitrogen tetroxide
11. H2CO3 c. carbon monoxide
12. NH3 d. nitrous acid
13. N2O4 e. ammonia
14. HNO2 f. nitric acid
15. HNO3 g. carbonic acid
16. HBr h. bromic acid
17. HBrO3 i. carbon dioxide

Name Date Class
Section 8.3 Molecular Structures

In your textbook, read about Lewis structures.
1. A structural formula shows the arrangement of the atoms in a molecule.
2. The central atom in a molecule is the one with the highest electron
affinity.
3. In molecules, hydrogen is always a terminal atom.
4. The number of bonding pairs in a molecule is equal to the number of

electrons.
5. To find the total number of electrons available for bonding in a positive
ion, you should add the ion charge to the total number of valence
electrons of the atoms present.
6. The electrons in a coordinate covalent bond are donated by both the
bonded atoms.
7. Resonance occurs when more than one valid Lewis structure can be
written for a molecule.
8. Nitrate is an example of an ion that forms resonance structures.
9. The carbon dioxide molecule contains two double bonds.

10. All electrons in an atom are available for bonding.
11. In the sulfate ion (SO42), 32 electrons are available for bonding.
12. When carbon and oxygen bond, the molecule contains ten pairs of
bonding electrons.
In your textbook, read about resonance structures and exceptions to the octet rule.
Column A Column B
13. Odd number of valence electrons a. O3
14. Fewer than 8 electrons around an atom b. BF3
15. More than 8 electrons around central atom c. NO
16. More than one valid Lewis structure d. SF6

Name Date Class
Section 8.4 Molecular Shape

In your textbook, read about the VSEPR model.
Circle the letter of the choice that best completes the statement.
1. The VSEPR model is used mainly to

a. determine molecular shape. c. determine ionic charge.
b. write resonance structures. d. measure intermolecular distances.
2. The bond angle is the angle between

a. the sigma and pi bonds in a double bond. c. two terminal atoms and the central atom.
b. the nucleus and the bonding electrons. d. the orbitals of a bonding atom.
3. The VSEPR model is based on the idea that

a. there is always an octet of electrons around an atom in a molecule.
b. electrons are attracted to the nucleus.
c. molecules repel one another.
d. shared and unshared electron pairs repel each other as much as possible.
4. The shape of a molecule whose central atom has four pairs of bonding electrons is
a. tetrahedral. b. trigonal planar. c. trigonal pyramidal. d. linear.
5. The shape of a molecule that has two covalent single bonds and no lone pairs on the
central atom is
6. The shape of a molecule that has three single covalent bonds and one lone pair on the
central atom is
In your textbook, read about hybridization.
carbon hybridization sp3 identical methane
The formation of new orbitals from a combination or rearrangement of valence electrons

is called (7) . The orbitals that are produced in this way are
(8) to one another. An example of an element that commonly
undergoes such formation is (9) . When this atom combines its three
p orbitals and its one s orbital, the orbitals that result are called (10)
orbitals. An example of a molecule that has this type of orbital is (11) .

Name Date Class
Section 8.5 Electronegativity and Polarity

In your textbook, read about electronegativity.
Use the table of electronegativities below to answer the following questions.

1 Electronegativities of Some Elements
H
2.20
3 4 5 6 7 8 9
Li Be
Metal B C N O F
0.98 1.57 Metalloid 2.04 2.55 3.04 3.44 3.98
11 12 Nonmetal 13 14 15 16 17
Na Mg Al Si P S Cl
0.93 1.31 1.61 1.90 2.19 2.58 3.16
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35
K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br
0.82 1.00 1.36 1.54 1.63 1.66 1.55 1.83 1.88 1.91 1.90 1.65 1.81 2.01 2.18 2.55 2.96
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53
Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I
0.82 0.95 1.22 1.33 1.6 2.16 2.10 2.2 2.28 2.20 1.93 1.69 1.78 1.96 2.05 2.1 2.66
55 56 57 72 73 74 75 76 77 78 79 80 81 82 83 84 85
Cs Ba La Hf Ta W Re Os Ir Pt Au Hg Tl Pb Bi Po At
0.79 0.89 1.10 1.3 1.5 1.7 1.9 2.2 2.2 2.2 2.4 1.9 1.8 1.8 1.9 2.0 2.2
87 88 89
Fr Ra Ac
0.7 0.9 1.1
1. What is the meaning of the term electronegativity?
2. Which element has the highest electronegativity? What is the numerical value? What are the

name and group number of the chemical family that has the highest overall electronegativities?
3. Which element has the lowest electronegativity? What is the numerical value? What are the
name and group number of the chemical family that has the lowest overall electronegativities?
4. What general trend in electronegativity do you note going down a group? Across a period?
5. How are the electronegativity values used to determine the type of bond that exists
between two atoms?
In your textbook, read about the properties of covalent compounds.
6. Ionic compounds are usually soluble in polar substances.
7. In a covalent molecular compound, the attraction between molecules tends

to be strong.

Name Date Class

In your textbook, read about bond polarity.
Using the table of electronegativities on the preceding page, circle the letter of the choice
that best completes the statement or answers the question.
8. Unequal sharing of electrons between two bonded atoms always indicates
a. a nonpolar covalent bond. c. a polar covalent bond.
b. an ionic bond. d. a polar molecule.
9. When electronegativities of two bonded atoms differ greatly, the bond is

a. polar covalent. b. coordinate covalent. c. polar covalent. d. ionic.
10. What is the electronegativity difference that usually is the dividing line between covalent
and ionic bonds?
a. 1.0 b. 1.7 c. 2.7 d. 4.0
11. The symbol is placed next to which of the following?

a. the less electronegative atom in a polar covalent bond c. a positive ion
b. the more electronegative atom in a polar covalent bond d. the nucleus
12. A nonpolar covalent bond is one in which

a. electrons are transferred. c. electrons are shared equally.
b. electrons are shared unequally. d. both electrons are provided by the same atom.
13. Molecules containing only polar covalent bonds

a. are always polar. c. are always ionic.

b. may or may not be polar. d. are always nonpolar.
14. What factor other than electronegativity determines whether a molecule as a whole is
polar or not?
a. temperature b. its geometry c. its physical state d. its mass
15. Which of the following correctly describes the compound water, H2O?
a. ionic c. polar overall, with nonpolar covalent bonds
b. nonpolar overall, with polar covalent bonds d. polar overall, with polar covalent bonds
16. Which of the following correctly describes the compound carbon tetrachloride, CCl4?
a. ionic c. polar overall, with nonpolar covalent bonds
b. nonpolar overall, with polar covalent bonds d. polar overall, with polar covalent bonds
17. A molecule of ammonia, NH3, is

a. nonpolar because it is linear.
b. polar because it is linear.
c. nonpolar because there is no electronegativity difference.
d. polar because there is an electronegativity difference and the molecule is trigonal pyramidal.

Name Date Class
Covalent Bonding
Column A Column B
1. The tendency of an atom in a compound to attract a. structural formula

electrons
b. molecule
2. A kind of bond in which there is unequal sharing of
electrons c. VSEPR model
3. Any bond in which there is electron sharing d. coordinate covalent bond
4. The particle formed when two or more atoms bond e. hybridization

covalently f. oxyacid
5. Reactions that occur when more energy is released g. electronegativity
forming new bonds than is required to break bonds in the
initial reactants h. sigma bond
6. A kind of bond in which electrons are shared in an area i. polar covalent

centered between the two atoms
j. pi bond
7. A kind of bond formed by overlap of parallel orbitals

k. covalent bond
8. Any acidic compound that contains oxygen
l. resonance
9. A model that shows how the atoms are arranged in a
molecule m. endothermic
10. Reactions that occur when more energy is required to n. exothermic

break existing bonds in reactants than is released when
new bonds form in the product molecules
11. A condition that occurs when more than one valid Lewis
structure can be drawn for a molecule
12. A kind of bond in which one of the atoms provides both
electrons for sharing
13. A model used to determine molecular shape
14. The combining of orbitals in an atom to form new,

identical orbitals

Name Date Class

1. In the formation of a covalent bond, electrons are

a. shared. b. lost. c. gained. d. transferred.
2. Which of the following elements normally exists in the form of diatomic molecules?
a. helium b. argon c. iron d. nitrogen
3. Four electrons are shared in a

a. single covalent bond. c. triple covalent bond.
b. double covalent bond. d. quadruple covalent bond.
4. Which of the following molecules contains only sigma bonds?

a. methane b. oxygen c. carbon dioxide d. nitrogen
5. Which of the following molecules contains a triple bond?

a. methane b. oxygen c. carbon dioxide d. nitrogen
6. How many pi bonds are there in a triple bond?

a. none b. one c. two d. three
7. Which of the following molecules would be expected to have the greatest bond
dissociation energy?
a. F2 b. O2 c. N2 d. Cl2
change the italicized term to make it true.
8. In a chemical name, the prefix used to indicate the presence of
two atoms of a given kind is bi-.
9. The prefix hydro- is used in naming binary acids.
10. The oxyacid suffix for an acid that contains an anion ending
in -ate is -ic.
11. In Lewis structures, hydrogen is always a terminal atom.
12. In the carbon dioxide molecule, the central atom is a carbon atom.
13. In the compound BH3, the boron atom has more than an octet of
electrons.
14. The VSEPR model is based on the idea that in a molecule, nuclei
repel each other as much as possible.

Name Date Class

The diagram below represents different hybridizations of the orbitals of three carbon
atoms, labeled X, Y, and Z. Use the diagram to answer the questions that follow.
X Y Z
p orbital
sp3 sp2 p orbital p orbital
(above and
hybrid hybrid (above and (above and
below)
below) below)
C sp2 sp sp
C hybrid hybrid C hybrid
sp3 sp3
hybrid hybrid sp2
sp3 hybrid hybrid
1. Write the electron configuration of an unbonded carbon atom (atomic number 6) before
hybridization occurs.
2. Look at carbon atom X in the diagram. What is the symbol for the hybrid orbitals formed
by carbon atom X? How many of them are there in that atom?
3. Does carbon atom X have any unhybridized orbitals? If so, tell how many and write the
symbol for them.

4. To how many other atoms would carbon atom X be attached? What types of bonds—
single, double, or triple—would they be? State whether each attachment would involve
sigma bonds, pi bonds, or both.
5. What would be the shape of the molecule formed by carbon atom X when it bonds in
that way?
6. Suppose that the attachments in that molecule are to atoms of the same kind with an
electronegativity greater than that of carbon. Would each bond be polar or nonpolar?
Would the molecule as a whole be polar or nonpolar? Explain.
7. Look at carbon atom Y in the diagram. What is the symbol for the hybrid orbitals formed
by carbon atom Y? How many of them are there in that atom?

Name Date Class
Thinking Critically
The graph shows the electronegativities of the elements of periods 2 and 3 of the periodic
table, except for the noble gases. Use the graph to answer the following questions.
F
4.0
O
3.5
Period 2 N
3.0
Electronegativity
Cl
C
2.5 S
B
2.0 P
Be Si
1.5 Al
Li Mg Period 3
1.0
Na
0.5
0.0
1 2 13 14 15 16 17
Group number
1. If two atoms of differing electronegativity are bonded covalently to each other, what is
true of the electrons they share? What type of bond results in such a case?
2. How does the electronegativity of boron (B) compare with that of nitrogen (N)? In terms
of the periodic table, how are these two elements related? Compare aluminum (Al) with
phosphorus (P) in the same way.
3. Describe the trend in electronegativity illustrated for period-2 and period-3 elements.
4. How does the electronegativity of boron (B) compare with that of aluminum (Al)? In
terms of the periodic table, how are these two elements related? Compare nitrogen (N)
with phosphorus (P) in the same way.
5. Describe the trend in electronegativity within a group of the periodic table, as suggested
by the graph.

Name Date Class

A college chemistry student is studying the properties of four unknown compounds, W, X, Y,
and Z. She has been informed that one of them is ionic and that the other three are covalent.
Of the latter, she has been told that the attractions between the formula units are dispersion
forces in one case, hydrogen bonds in another, and covalent (network) bonds in another. She
has been asked to determine the type of attractions for each substance. In an attempt to do so,
she carries out experiments that reveal information about the substances’ properties. Use this
information to answer the questions that follow.
Property Unknown W Unknown X Unknown Y Unknown Z

Hardness of solid soft soft brittle brittle
Melting point (°C) 10 200 1500 3000
Boiling point (°C) 120 150 2500 4500
Solubility in polar solvent very soluble insoluble very soluble insoluble
Solubility in nonpolar solvent insoluble very soluble insoluble insoluble
Conductivity of solid nonconducting nonconducting nonconducting nonconducting
Conductivity of liquid nonconducting nonconducting conducting nonconducting
1. On the basis of the results of her hardness test, the student concludes that unknowns W
and X are covalent substances, and that either Y or Z is the ionic substance. Comment on
the soundness of her conclusion, given only the hardness information.

2. The student examines the melting-point data, but claims that it is not useful in determining
the substances’ types of attractions. How would you reply to that claim?
3. On the basis of the results of the boiling-point and melting-point tests, the student
concludes that W is the hydrogen-bonded substance and that X must therefore be the
substance that has the dispersion forces. Is that conclusion valid? Explain.

Name Date Class

4. On the basis of the results of her solubility test, the student concludes that X must be
covalent. Comment, and state any further conclusions that can be derived about the other
substances.
5. On the basis of her electrical conductivity test, the student states that there must be some
error because unknown Y acts like a covalent substance when solid but like an ionic sub-
stance when melted. Comment on her statement.
6. The student examines the entire set of data but is unable to come to final, definite con-
clusions about the substances’ types of attractions. Is it possible to do so, given the data?
Explain, and state your own conclusions if any.
7. How do the overall procedure and your reasoning illustrate scientific methods?

Name Date Class
CHAPTER 8
Multiple Choice
1. 4. 7. 10.
2. 5. 8.
3. 6. 9.
Short Answer
11.
12.
13.
Extended Response
14.

15. 17. 19.
16. 18.

TEACHER GUIDE AND ANSWERS
CHAPTER 5 other, vacant orbitals as the atom absorbs or

emits energy.
MiniLab 5 – Identify Compounds 2. The color of a solution is due to the color of
light it transmits. The colors not transmitted
Analysis
are absorbed, and these colors comprise the
1. The colors are due primarily to electron absorption spectrum.
transitions of the metal atoms. The colors are 3. The spectrum of each element is unique. Thus,
characteristic of lithium, sodium, potassium, the presence of a unique atomic spectrum
calcium, and strontium. indicates the presence of that element.
2. The colors are a composite of each element’s
4. Answers will vary.
visible spectrum.
3. Answers will vary depending on the identity of Inquiry Extension
the unknown sample. Answers will vary.
Expected Results: Expected Results:
Flame Test Results For each colored solution listed below, all colors
are visible except as noted.
Compound Flame color
Red solution: blue and green
lithium chloride red Green solution: red and orange
Blue solution: yellow, orange, and some red
sodium chloride yellow Yellow solution: blue
potassium chloride violet
Teaching Transparency 15 –
calcium chloride red-orange The Electromagnetic Spectrum
strontium chloride bright red 1. Radio waves are the longest waves. Gamma rays
unknown depends on compound are the shortest waves.
2. Radio waves have the lowest frequency.
ChemLab 5 – Analyze Line Spectra 3. X rays (1018 s–1) have a higher frequency than
microwaves (1011 s–1).
Pre-Lab
4. The waves in the visible portion of the
2. When electrons drop from higher-energy spectrum can be seen by the eye.
orbitals to lower-energy orbitals, the atom emits 5. violet, blue, green, yellow, orange, red light
energy in the form of light. Each orbital
transition is associated with a characteristic 6. radio waves, infrared waves, green light,
spectral line. ultraviolet waves, gamma rays
3. A continuous spectrum contains a continuum 7. Frequency and wavelength are inversely
of visible colors from red to violet. An proportional. This means that as wavelength
absorption spectrum is a continuous spectrum increases, frequency decreases and as frequency
containing black lines at wavelengths associated increases, wavelength decreases.
with the atoms’ energy absorptions. An 8. The wavelength of a radio signal at 95.5 MHz is
emission spectrum consists of colored lines about 1 m long, or 10° m.
associated with the atoms’ energy-level
transitions. Teaching Transparency 16 –
Atomic Orbitals
1. An s orbital is spherical.
1. At any given time, the electron occupies a
single orbital. However, it can move into 2. The size of an s orbital increases with increasing
principal energy level number.
Chemistry: Matter and Change Teacher Guide and Answers 113

Fast Files, Chapters 5-8 Resources
3. A p orbital is dumbbell shaped. There are three 4. 7.23 1014 s–1

p orbitals in a given sublevel. Solution:
4. Each orbital can hold two electrons. First, convert 415 nm to meters:
(415 nm) (1 meter/109 nm) = 4.15 10–7 m
5. These letters refer to the three perpendicular
c = , where c = 3.00 108 m/s
axes; p orbitals are situated along these three
= c/ = (3.00 108 m/s)/(4.15 10–7 m) =
axes in space.
7.23 1014 s–1
6. There are five d orbitals in a given sublevel.
5. Answers to question 3 should be supported by
Therefore, the d orbitals in one sublevel can
students’ calculations. Wave B has a higher
hold 10 electrons.
frequency than Wave A does.
7. dxy, dxz, dyz, and dx2–y2
6. 652 nm
8. The point where the x, y, and z axes intersect Solution:
represents the location of an atom’s nucleus. c = , where c = 3.00 108 m/s
9. Very unlikely; the shapes of the orbitals come to = c/ = (3.00 108 m/s)/(4.60 1014 s–1) =
a point at the intersection of the three axes, 6.52 10–7 m
making the possibility of an electron being Convert meters to nanometers:
located there very unlikely. (6.52 10–7 m)(109 nm/1 m) = 652 nm
Teaching Transparency 17 – Orbital Study Guide - Chapter 5 –

Filling Sequence and Energy Levels Quantum Theory and the Atom
1. Each box represents an orbital. Section 5.1 Light and Quantized Energy
2. Each orbital can hold two electrons. 1. energy
3. A d sublevel can hold 10 electrons. 2. wave
4. A 2p orbital has more energy than a 2s orbital. 3. Light
5. A 3s orbital has more energy than a 2s orbital. 4. speed
6. A 3d orbital has more energy than a 4s orbital,

5. wavelength
thus, the 4s orbital fills first.
6. amplitude
7. The 1s orbital has the least amount of energy.
7. Frequency
8. All atoms have 1s orbitals.
8. hertz
9. 4s, 3d, 4p, 5s, 4d, 5p, 6s, 4f
9. both A and C
10. Answers will vary. An orbital with lower energy
10. B
is generally occupied by an electron before an
orbital of higher energy is. 11. The frequency is 2 waves/s or 2 Hz
12. c
Math Skills Transparency 5 –
13. b
Interpreting Waves
14. c
1. All electromagnetic waves travel at the speed of
light, c. (c = 3.00 108 m/s) 15. b
2. B has a higher frequency. A has a longer 16. false
wavelength. 17. true
3. 4.29 1014 s–1 18. true
Solution: First, convert 699 nm to meters:
19. true
(699 nm) (1 meter/109 nm) = 6.99 10–7 m
c = , where c = 3.00 108 m/s 20. false
= c/ = (3.00 108 m/s)/(6.99 10–7 m) = 21. false
4.29 1014 s–1 22. true
114 Teacher Guide and Answers Chemistry: Matter and Change

Section 5.2 Quantum Theory and the 7. spins

Atom 8. Hund’s rule
1. ground state 9. 2
2. frequencies 10. Nitrogen; 1s22s22p3
3. lower 11. 10; 1s22s22p6
4. higher 12. 32; 32
5. electron 13. Noble-gas notation uses the bracketed symbol
6. energy levels of the nearest preceding noble-gas atom in the
7. atomic emission spectrum periodic table in the electron configurations
of an atom. Using noble-gas notation allows
8. No; the wavelength is far too small to be seen or you to represent the complete electron
measured even with the most sensitive scientific configuration of an atom with many electrons
instrument. in a shorthand form.
9. The proton would have the larger wavelength 14. [Ar]4s23d104p2
because wavelength increases with decreasing
mass and velocity. 15. c
10. c 16. b
11. a 17. d
12. d 18. b
13. b 19. a
14. The quantum mechanical model treats 20. a

electrons as waves and does not describe the
electrons’ path around the nucleus. The Bohr
Chapter Assessment - Chapter 5
model treats electrons as particles traveling in Reviewing Vocabulary
specific circular orbits.
1. f
15. do not
2. d
16. two
3. i
17. spherically shaped
4. e
18. n
5. a
19. electrons
6. h
20. three
7. c
21. 2s and 2p
8. b
22. nine
9. g
Section 5.3 Electron Configurations 10. Frequency is the number of waves that pass a
1. electron configuration given point per second. Amplitude is a wave’s
height from the origin to a crest or trough.
2. lowest
11. Valence electrons are electrons in an atom’s
3. stable
outermost orbitals. An electron-dot structure
4. ground-state electron configuration represents an atom’s valence electrons
5. Aufbau principle using dots.
6. Pauli exclusion principle

12. Principal energy levels are an atom’s major 3. 1s 2s 2px 2py 2pz
energy levels, ranging in value from 1 to 7.
)( )( )( )( )(
Energy sublevels are contained within principal
energy levels, and their number increases as the 3s 3px 3py 3pz
value of the principal energy level increases. )( )
Understanding Main Ideas (Part A) 4. complete electron configuration:
1. c 1s22s22p63s23p1; noble-gas notation: [Ne]3s23p1
2. a 5. [Kr]5s24d105p5
3. d 6. a. boron
4. b b. potassium

7. a. Ne
5. 1
6. 2; s, p; 4 b. H
7. s, p, d c. C

8. s, p, d, f; 16
d. S
9. 1s 2s 2px 2py 2pz
)( )( ) ) )
1. Students should recognize that the atomic
1s2 2s2 2p3
emission spectra of samples A and C are
10. 1s 2s 2px 2py 2pz identical; hence, those samples are the same
)( )( )( )( ) element. Students should also recognize that
1s2 2s2 2p5 the spectra of samples B and D are different;
therefore, samples B and D are different
11. 1s 2s 2px 2py 2pz 3s elements. Students should conclude that the
)( )( )( )( )( ) four samples represent three different elements.

1s2 2s2 2p6 3s1 2. The atomic emission spectra show
discontinuous parts of the visible portion of the
electromagnetic spectrum. The other portions
1. c of the electromagnetic spectrum are not visible,
2. b although they are involved.
3. c 3. The atomic emission spectrum would not
change. Like a fingerprint, the atomic emission
4. b
spectrum of each element has a characteristic,
5. c specific pattern of lines.
6. c 4. Each line represents a change in energy of one
of the atom’s electrons. Students may also say
Thinking Critically
that each line represents a photon of a specific
1. = c/ energy being emitted (or absorbed).
= (3.00 108 m/s)/(103.7 106 s–1) = 5. Students should conclude that sample B is
2.892 m hydrogen because the atomic emission
Students should label the electromagnetic spectrum of sample B and that of hydrogen
spectrum between 101 m and 1 m. are identical.
2. Microwaves are higher in frequency and shorter 6. The Bohr model explains only hydrogen’s
in wavelength than radio waves. atomic emission spectrum (or more correctly
the spectra of atoms with only one electron);

therefore, it can be used to explain the atomic ChemLab 6 – Investigate Descriptive

emission spectrum of sample B only. Chemistry
7. A: 6; each line represents a photon
Pre-Lab
being emitted
B: 4; each line represents a photon 3. All naturally occurring metals are solids, except
being emitted for mercury, which is a liquid at room
C: 6; each line represents a photon temperature. All metalloids are solids.
being emitted Nonmetals are primarily gases and solids, with
D: 2; each line represents a photon bromine being the only liquid.
being emitted 4. Luster: shininess; malleability: capable of
8. By looking at the spectrum, you can see that the being flattened into sheets or formed into
emission lines get closer together as the shapes; electrical conductivity: capable of
wavelength becomes shorter. The lines getting transmitting an electric current; they are
closer together demonstrate the difference properties commonly associated with metals.
between successive energy levels.
9. Answers may vary. Dark absorption lines would
1.–4. Answers will vary depending on the samples
be seen in the absorption spectra at the same
provided to students.
wavelengths where bright emission lines are in
the emission spectra. Students should realize 5. Students might note that the metallic
that the spectral pattern for each element would characteristic increases from right-to-left,
not change because the energies would and from top-to-bottom.
Inquiry Extension
CHAPTER 6 Answers will vary.
MiniLab 6 – Organize Elements Teaching Transparency 18 –
Analysis The Periodic Table
1. Students will have organized the known cards 1. 117

according to the following grid. 2. 34
3. Pd
Xn Ad Tu Qa
4. 87.62 amu
Bp Pd Lq
5. Their boxes contain a red balloon.
Rx Cx Ax
6. 18
2. The wavelength decreases across the period and 7. group or family

color becomes lighter down the group. 8. 7
3. The mass increases across the period and down 9. period
the group. Cx does not fit the period trend for 10. period 1
mass, but it fits in the third column with other
11. manganese
green, brittle solids.
12. Their boxes are tinted blue.
4. Ph would fit in the third period, first column
based on color and stated trends. The mass 13. Their boxes are tinted green.
would be between 99 g and 106 g.
5. The remaining gap would be a yellow-colored
liquid with a mass most likely between 70 g and
82 g.

14. Their boxes are tinted yellow. Teaching Transparency 20 –

15. alkali metals Atomic and Ionic Radii
16. alkaline earth metals 1. groups 1 and 2 and 13 through 17; periods 1
through 6
17. halogens
2. picometer (pm); 10–12 m
18. noble gases
3. 31 pm and 265 pm; helium and cesium,
19. Their valence electron configurations are
respectively
identical.
4. The atomic radius of the elements within a
Teaching Transparency 19 – period generally decreases as the atomic
The s-, p-, d-, and f-Block Elements number of the elements increases.
1. s-, p-, d-, and f-blocks 5. Exceptions are antimony (Sb) and
tellurium (Te) in period 5, and bismuth (Bi)
2. Each block represents the energy sublevel
and polonium (Po) in period 6.
being filled by valence electrons.
6. With increasing atomic number, the increased
3. They have valence electrons only in the
positive charge of the nucleus pulls more
s orbitals.
strongly on the outermost electrons, pulling
4. s1 them closer to the nucleus. Consequently, the
5. s2 atomic radius decreases.
6. The single s orbital can hold a maximum of two 7. The atomic radius of the elements within a
valence electrons. group generally increases as the atomic number
7. The three p orbitals can each hold a maximum of the elements increases.
of two electrons, thus, the p orbitals can contain 8. There are no exceptions.
a maximum of six valence electrons, which 9. With increasing atomic number, the increased
corresponds to the six columns spanned by the pull by the larger positive charge of the nucleus
p-block. is offset by the outer electrons’ larger orbitals

8. There are no p-block elements in period 1 and by shielding by inner electrons.
because the p sublevel does not exist for the Consequently, the atomic radius increases.
first principal energy level. 10. The charge of the ion of each element is the
9. p2 same as the element’s group number.
10. [He]2s22p6
Teaching Transparency 21 –
11. period 4 First Ionization and
12. The five d orbitals can each hold a maximum of Successive Ionization Energies
two electrons, resulting in a total of ten possible 1. First ionization energy is the energy required to
valence electrons. remove the first electron from a gaseous atom.
13. d1
2. rubidium; helium; about 400 and 2375 kJ/mol,
14. [Ar]4s23d2 respectively
15. period 6 3. The first ionization energy of the elements
16. a. 15 within a period generally increases as the
b. 6 atomic number of the elements increases.
c. p 4. With increasing atomic number, the increased
positive charge of the nucleus produces an
increased hold on the valence electrons.
Consequently, the first ionization energy
increases.

5. The values of the successive ionization 8. atomic number

energies increase. 9. Henry Moseley
6. beryllium, magnesium, calcium, strontium 10. protons
7. The jump occurs after the valence electrons 11. periodic law
have been removed.
12. properties
8. The first ionization energy of the elements
13. 14.007 u
within a group generally decreases as the atomic
number of the elements increases. 14. 7
9. With increasing atomic number, the size of the 15. [He]2s22p3
atom increases and the valence electrons are 16. Nitrogen
father from the nucleus. Consequently, less
17. N
energy is needed to remove them, and the first
ionization energy decreases. 18. b
19. c
20. d
Using the Periodic Table
21. a
1. a. 8 b. 1 c. 3 d. 2 e. 6 f. 7 g. 5 h. 4
22. e
2. a. fourth energy level
b. second energy level 23. three
c. seventh energy level 24. metals
d. first energy level 25. true
e. third energy level
f. fifth energy level 26. Group 2
3. a. [He]2s1 27. true

b. [He]2s22p5 28. noble gases
c. [Ar]4s23d104p3 29. nonmetals
d. [Kr]5s2
e. [Xe]6s24f145d106p3 Section 6.2 Classification of the Elements
4. a. group 18, period 1, s-block 1. h
b. group 13, period 3, p-block 2. f
c. group 1, period 4, s-block
3. n
d. group 3, period 5, d-block
e. group 16, period 6, p-block 4. a
5. k
Study Guide - Chapter 6 –
6. d
7. l
Section 6.1 Development of the
8. o
Modern Periodic Table
9. i
1. octaves
10. g
2. eight
11. b
3. nine
12. m
4. accepted
13. c
5. Dmitri Mendeleev
14. j
6. atomic mass
15. e
7. elements

16. Sodium and potassium have the same number less energy is required to remove the valence
of valence electrons. electrons.
17. The energy level indicates the period. 11. Atoms tend to gain, lose, or share electrons to
For example, lithium’s valence electron is in acquire a full set of eight valence electrons.
the second energy level and lithium is found 12. The electronegativity of an element indicates
in period 2. its atom’s ability to attract electrons in a
18. four chemical bond.
19. groups 1 and 2 13. Electronegativities generally increase as you
20. The s orbital holds a maximum of two move left-to-right across a period and decrease
electrons. as you move down a group.
21. groups 13-18 Chapter Assessment - Chapter 6
22. group 18 elements have both their s orbitals
and p orbitals completely filled with electrons.
This configuration is very stable, thus, the 1. j
group 18 elements are very unreactive. 2. k
23. 40 3. l
24. groups 3-8 4. a
25. The seven f orbitals hold a maximum of 5. b
14 electrons.
6. m
26. 1s22s22p63s23p4
7. e
Section 6.3 Periodic Trends 8. d
1. c 9. h
2. c 10. f
3. d

11. g
4. b 12. i
5. a 13. c
6. a 14. Answers will vary.
7. Ionization energy is the energy required to 15. Answers will vary. Every element can be
remove an electron from a gaseous atom. classified as a metal, nonmetal, or metalloid.
8. A high ionization-energy value indicates that
the atom has a strong hold on its electrons and
is not likely to lose an outer electron and form a 1. Newlands developed the law of octaves,
positive ion. which correctly demonstrated the concept of
9. The first ionization energies generally increase periodic behavior.
as you move left-to-right across a period. 2. Moseley arranged the elements by increasing
The increased nuclear charge of each successive atomic number, resulting in the modern
element produces an increased hold on the periodic table and periodic law.
valence electrons. 3. Mendeleev developed the first widely accepted
10. The first ionization energies generally decrease periodic table of elements by arranging the
as you move down a group. Because atomic size elements by increasing atomic mass into
increases down a group, the valence electrons columns with similar properties.
are farther from the nucleus and, therefore, less 4. 1
strongly attracted to the nucleus. As a result,
5. 2

6. Ni Applying Scientific Methods

7. Th 1. One triad, in which the atomic mass of the
8. 4 second element is about the average of the
atomic masses of the first and third elements,
9. 6
includes Li, Na, and K—the alkali metals of
10. Si group 1, which have common properties.
11. 5 Similarly, the elements S, Se, and Te make up a
second triad and have similar properties, as they
12. O
all are group 16 elements.
13. Be Li C Na S K Se Te Au
14. 3 0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 200
Atomic mass (amu)
2. Densities of Ca, Sr, and Ba: 1.55 g/mL,
1. d 2.6 g/mL, 3.62 g/mL
2. c Melting points of Ca, Sr, and Ba: 841.5°C,
3. a
776.9°C, 726.9°C
Boiling points of Ca, Sr, and Ba: 1500.5°C,
4. d 1412°C, 1845°C
5. c Densities of Cl, Br, and I: 0.003 214 g/mL,
6. c 3.11 g/mL, 4.93 g/mL
Melting points of Cl, Br, and I: -101°C, –7.25°C,
7. a 113.6°C
8. d Boiling points of Cl, Br, and I: -34°C, 59.35°C,
9. c 184.5°C
10. b In the Cl, Br, and I triad, the density, melting
point, and boiling point sequences each show a
11. d
trend similar to that of the sequence of atomic
Thinking Critically masses. That is, the value of the middle member
of the triad is close to the average of the values
1. The atomic radii of the elements in groups
of the other two members. In the Ca, Sr, and Ba
1 and 2 and groups 13-17 decrease as the
triad, the density sequence follows a trend
atomic numbers of the elements increase within
similar to that of the atomic mass sequence,
a period.
however, the melting point sequence is reversed.
2. Increasing the nuclear charge of the nucleus There is no sequence in the boiling points of
increases the attractive force on the outer the elements in this triad.
electrons, pulling them closer to the nucleus.
3. Silicon: 3.0
3. The atomic radii of the transition elements in Germanium: 74
period 4 decrease, then increase, as the atomic Tin: 480
numbers of the elements increase.
4. The two elements in the first period are CHAPTER 7
hydrogen and helium. Hydrogen atoms form a
positive ion, H+, a proton, which has no MiniLab 7 – Observe Properties
electron cloud associated with it and, therefore,
no radius associated with it. Helium is a noble Analysis
gas and does not form ions. 1. spring and hardened steel
5. The arsenic ion has a 3+ charge. The charge is 2. Possible hypothesis: Soft steel has large crystals;
positive since the radius of the arsenic ion is tempered steel has intermediate-sized crystals.
smaller than the radius of the arsenic atom.

3. Answers may include pop-up tent, spring toys, 6. yes; Yes, because ionic compounds conduct an
and clips. electric current in solution.
4. Smooth curves are possible, but they dent easily. 7. Possible answers include that some of the
5. it is brittle and breaks easily; yes product blew away or that the reaction was
incomplete.
Expected Results:
Inquiry Extension
The metal can be straightened when heated
because the layers of atoms separate and slide over Student experimental designs will vary. However,
one another easily. The hard steel breaks when the basic point students should investigate is that
students attempt to bend it. The tempered steel is more concentrated ionic solutions are more
hard and has a springlike feel. conductive than less concentrated ones.
Expected Results
Chemlab 7 –
Sample Data
Synthesize an Ionic Compound
Mass of empty crucible: 7.56 g
Pre-Lab Mass of crucible + Mg ribbon before heating:
1. Variable: mass of Mg; Constant: there must be 7.85 g
an excess of oxygen Mass of Mg ribbon: 0.29 g
2. Mg 1s22s22p63s2 Mass of crucible + Mg ribbon after heating: 7.93 g
a. lose electrons Mass of Mg products: 0.37 g
b. Mg2+1s22s22p6
c. neon Teaching Transparency 22 –
3. O 1s22s22p4, N 1s22s22p3 Formation of Ions
a. Both will gain electrons. 1. calcium and oxygen
b. O2– 1s22s22p6, N3– 1s22s22p6 2. Yes; each contains equal numbers of protons
c. Both have the configuration of neon. and electrons.
5. The mass of the magnesium and the mass of

3. ionization energy
the magnesium products are calculated. Other
4. positive; cation
mass values are measured directly.
5. negative; anion
6. The mass of magnesium ribbon is calculated
by subtracting the mass of the crucible from 6. No; it is not a stable octet of electrons.
the mass of the crucible and magnesium. 7. No; it is not a stable octet of electrons.
The mass of the magnesium products is
8. Yes; it is a stable octet of electrons.
calculated by subtracting the mass of the
crucible from the mass of the crucible and its 9. Yes; it is a stable octet of electrons.
contents after heating. 10. 1s2 2s2 2p6 3s2 3p6; argon, a noble gas, has the
same configuration.
11. 1s2 2s2 2p6; neon, a noble gas, has the same
1. Refer to Expected Results.
configuration.
2. heat and light; It is more stable than the
reacting elements. Teaching Transparency 23 –
3. There is an increase in mass from 0.29 g to Ionic Bonds
0.37 g. 1. two
4. MgO, magnesium oxide; Mg3N2, magnesium 2. 2+; it must lose its two valence electrons.
nitride It tends to do so to achieve the stable octet
5. MgO; The product appears white. configuration of a noble gas.
3. seven

4. 1-; it must gain one electron. It tends to do so 8. AlCl3, aluminum chloride; Al3+, +3; Cl–, –1
to achieve the stable octet configuration of a
9. Al2S3, aluminum sulfide; Al3+, +3; S2–, –2
noble gas.
5. One Mg atom and two Cl atoms react because Teaching Transparency 25 –
one 2+ ion and two 1- ions produce the Metallic Bonding
required overall charge of zero. The formula is
1. a crystal lattice
MgCl2.
2. no; delocalized
6. Ionic; the two valence electrons of the
magnesium atom are transferred, one to each of 3. No; they are the valence electrons from the
the chlorine atoms. The attraction of oppositely metal atoms.
charged particles (the Mg2+ and the Cl–) holds 4. The delocalized negative electrons came from
the atoms together, forming an ionic bond. neutral atoms, thus leaving the atoms with a
7. MgS; the Mg atom transfers its two valence positive charge.
electrons to the S atom. In that way, each 5. They are equal. Group 1 atoms have only one
achieves a stable noble-gas configuration. valence electron and thus only one electron that
One Mg ion with a charge of 2– is balanced by can become delocalized.
one S ion with a charge of 2+, producing a net 6. There are twice as many electrons as group 2
overall charge of zero. atoms.
8. Mg3P2; each Mg atom transfers its two valence 7. The delocalized electrons are simultaneously
electrons to the P atoms, each of which must attracted to more than one metal cation.
gain three electrons. In that way, each achieves a
stable noble-gas configuration. Three Mg ions, 8. electron sea model
each with a charge of 2+, are balanced by two 9. Metals tend to conduct electricity well.
P ions, each with a charge of 3–, producing a The model’s delocalized electrons are not held
net overall charge of zero. strongly by individual atoms and are thus able
to move easily throughout the metal.
Teaching Transparency 24 – 10. Metals are malleable and ductile. The model’s
Formulas for Ionic Compounds delocalized electrons are able to move around
1. One; it would tend to lose an electron because the positive metal core atoms and keep the
the loss would leave it with a stable octet of crystal from breaking during hammering or
electrons, like that of a noble gas. drawing into wire.
2. Five; it would tend to gain three electrons
because the gain would give it a stable octet of Math Skills Transparency 7 –
electrons, like that of a noble gas. Calculating Numbers of Electrons
3. Na3P, sodium phosphide; Na+, +1; P3–, –3
1. The atom becomes a cation with a charge of
4. Six; it would tend to gain two electrons because
1+ because it then has one fewer negatively
the gain would give it a stable octet of electrons,
charged particles than it has protons, which are
like that of a noble gas.
positively charged.
5. Na2S, sodium sulfide; Na+, +1; S2–, –2
2. The atom becomes an anion with a charge of 2–
6. Three; it would tend to lose three electrons because it then has two more negatively charged
because the loss would leave it with a stable particles than it has protons.
octet of electrons, like that of a noble gas.
3. Charge of ion = Number of protons – Number
7. Seven; it would tend to gain one electron of electrons.
because the gain would give it a stable octet of
electrons, like that of a noble gas.

4. a. 1s22s2; it is likely to form an ion with a 2+ Study Guide - Chapter 7 –

charge because by losing two valence Ionic Compounds and Metals
electrons, it achieves the stable noble-gas
configuration 1s2. Section 7.1 Ion Formation
1. chemical bond
b. 1s22s22p5; it is likely to form an ion with a
1– charge because by gaining one electron, 2. nucleus
it achieves the stable noble-gas 3. electrons
configuration 1s22s22p6.
4. ions
c. 1s22s22p63s23p6; it is not likely to bond or 5. valence
form ions because it already has a stable
noble-gas configuration. 6. energy level
7. noble gases
d. 1s22s22p63s23p4; it is likely to form an ion
with a 2– charge because by gaining two 8. octet
electrons, it achieves the stable noble-gas 9. pseudo-noble gas formations
configuration 1s22s22p63s23p6.
10. false
e. 1s22s22p63s1; it is likely to form an ion 11. true
with a 1+ charge because by losing its one
12. false
valence electron, it achieves the stable
noble-gas configuration 1s22s22p6. 13. true
f. 1s22s22p3; it is likely to form an ion with a 14. true

3– charge because by gaining three 15. false
electrons, it achieves the stable noble-gas 16. true
configuration 1s22s22p6.
17. false
Math Skills Transparency 8 – Section 7.2 Ionic Bonds and Ionic
Determining Numbers of Ions

Compounds
1. Total positive charge + Total negative charge = 1. c
Zero
2. b
2. a. one
3. a
b. two
c. three 4. c
3. a. three 5. c
b. one 6. d
c. two
7. a
4. a. (NH4)2SO4; (2 1+) + (1 2–) = 0
8. b
b. Na3PO4; (3 1+) + (1 3–) = 0
9. b
c. Mg(HSO4)2; (1 2+) + (2 1–) = 0
10. b
d. Al2(CO3)3; (2 3+) + (3 2–) = 0
11. b
e. (NH4)3AsO4; (3 11–) + (1 3–) = 0
12. high
f. Ca(C2H3O2)2; (1 2+) + (2 1–) = 0
13. high
g. NH4NO2; (1 1+) + (1 + 1–) = 0
14. hard
15. brittle
16. poor

17. good 30. beryllium phosphate

18. good 31. ammonium carbonate
19. true 32. sodium bromate
20. true 33. iron(III) oxide
21. false 34. iron(II) iodate
22. false 35. Be3N2
23. true 36. NiCl2
Section 7.3 Names and Formulas for 37. KClO2

Ionic Compounds 38. Cu2O
1. monatomic 39. MgSO3
2. oxidation number 40. (NH4)2S
3. electrons 41. Ca(IO3)2
4. zero 42. Fe(ClO4)3
5. polyatomic 43. Na3N
6. oxyanion Section 7.4 Metallic Bonds and the
7. –ate Properties of Metals
8. –ite 1. electron sea model
9. cation 2. They are free to move from one atom to
10. anion another.
11. subscript 3. the valence electrons
12. lower right 4. Cations; they are positively charged.
13. one 5. The electrons are not completely lost by the

metal atoms, as they are in an ionic solid.

14. e
6. They are bonded by the oppositely charged
15. d
electron sea that surrounds them.
16. b 7. yes; when the metal is hammered, the
17. c delocalized electrons move, keeping the
18. a metallic bonds intact.
19. sodium iodide 8. no
20. calcium chloride 9. Yes; the delocalized electrons move, absorb and
release protons.
21. potassium sulfide
10. Yes; the metallic bonds are strong.
22. magnesium oxide
11. no
23. lithium hydrogen sulfate
12. Yes; when the metal is pulled, the delocalized
24. ammonium bromide
electrons move, keeping the metallic bonds
25. calcium nitride intact.
26. cesium phosphide 13. no
27. potassium bromate 14. Yes; the delocalized electrons are mobile.
28. magnesium hypochlorite
29. lithium peroxide

Chapter Assessment - Chapter 7 Understanding Main Ideas (Part B)
Reviewing Vocabulary 1. 1s22s1

2. 1s22s22p5
1. e
3. The lithium atom loses one electron, to form
2. n
an Li+ ion The configuration is 1s2.
3. d
4. The lithium has achieved the stable
4. p configuration of a noble gas.
5. c 5. The fluorine atom gains one electron, to form
6. b an F– ion. The configuration is 1s22s22p6.
7. f 6. The fluorine has achieved a stable octet
8. q configuration, like that of a noble gas.
9. g 7. ionic
10. m 8. There is a transfer of electrons.
11. k 9. LiF; lithium fluoride
12. j 10. electrostatic forces of attraction between the

oppositely charged ions
13. a
11. A crystal lattice; the arrangement is regular and
14. i repeating, with positive ions surrounded by
15. o negative ions, and vice versa.
16. h 12. Ionic solids tend to be brittle and are not good
17. l conductors of electricity, whereas metals are
malleable and ductile and are good conductors.
Thinking Critically
1. always

1. The more negative the lattice energy is, the
2. true
stronger is the attraction between ions and the
3. metals more stable is the ionic compound.
4. more 2. The lattice energy decreases (becomes less
5. true negative) as atomic number and size increase
for the halides of sodium. The same
6. true
relationship exists for the potassium halides.
7. true
3. The lattice energy values are lower for the
8. lose halides of potassium than they are for the
9. true corresponding halides of sodium. As the ionic
10. true
size increases, the lattice energy becomes
less negative.
11. a
4. The melting point of NaBr should be higher
12. d than that of NaI because NaBr has higher lattice
13. c energy and therefore more energy would be
14. d required to separate the ions.
15. c The melting point of NaBr should be higher
than that of KBr for the same reason.
16. c
5. The lattice energy should be greater (more
negative) for ions of greater charge because the
electrostatic force of attraction would be higher.

Applying Scientific Methods 4. Ionic compounds have lower melting points

1. His conclusion is questionable. Although it is than covalently bonded compounds.
correct that nonmetallic elements tend to be Expected Results:
nonlustrous, so do ionic compounds because
both types of substances do not have The lone pairs of electrons take up more space
delocalized electrons. than paired electrons. Refer to Figure 9-3 to see
Lewis structures for CH4, NH3, and H2O. See
2. Her conclusion is questionable. Although it is Solutions Manual for sketches.
true that most nonmetallic elements are poor
conductors of electricity, so are ionic ChemLab 8 –
compounds when in the solid state. Model Molecular Shapes
3. His conclusion is almost definitely faulty. Metals
tend to be malleable and ductile. On the basis Pre-Lab
of his results, C should have concluded that the 2. Valence Shell Electron Pair Repulsion; The
unknown is probably either a nonmetallic VSEPR model bases its predictions of molecular
element or an ionic compound. shape on the arrangement that minimizes the
4. A limited conclusion is possible. Nonmetallic repulsion of shared and unshared electron pairs
elements tend to be poor conductors of around a central atom.
electricity, even when melted, so they can be 3. To determine whether or not a bond is polar,
ruled out. Metals and melted ionic solids both compare the electronegativities of the atoms
tend to conduct well. The melting point is involved in the bond. To determine whether or
within the range of that of many metallic not a molecule is polar, you also need to know
elements and ionic solids, so it is not very useful the shape of the molecule.
in further narrowing the conclusion. 4. A resonance structure occurs when more than
5. No; neither separate conclusion can rule out one valid Lewis structure can be written for a
either nonmetals or ionic solids. molecule. If a molecule has resonance
6. Yes; only ionic solids are nonconductors as structures, you can infer that the molecule has
at least one single bond one double bond.
solids but good conductors as liquids.

7. A test of conductivity of the solution would Analyze and Conclude
have been useful because dissolved ionic solids 1. increasing flexibility: triple, double, single;
tend to conduct electricity. increasing strength: single, double, triple
8. Communicating findings and pooling the
2. The H2O molecule has two bonds and
results of different tests are helpful in allowing two lone pairs around the central atom.
proper conclusions to be drawn. The lone pairs take up space around the central
atom and repel the bonding electrons, causing
CHAPTER 8 the bent shape. The CO2 molecule has two
double bonds with no lone pairs. The bonding
MiniLab 8 – Compare Melting Points electrons repel to form the linear shape,
which maximizes the distance between
Analysis electron densities.
1. The paraffin melted first. The salt crystals did 3. The SO3 molecule has a central S and three
not melt. terminal O atoms. One of the terminal O atoms
2. paraffin, low; sugar, medium; salt crystals, very forms a double bond. Three resonance
high structures exist, one for each possible location
of the double bond.
3. ionic bonds: salt
covalent bonds: paraffin and sugar 4. The following molecules are polar: H2O, PH3,
HCN, and CO. All others are nonpolar.

Inquiry Extension 5. one lone pair; three shared pairs; trigonal

Students should assemble two models, each with a pyramidal
central oxygen atom joined to two terminal 6. two lone pairs; two shared pairs; bent
oxygen atoms. One terminal atom is joined by a 7. three lone pairs; one shared pair; linear
single bond, the other by a double bond. The loca-
tion of these two bonds determines the two reso- Teaching Transparency 28 –
nance structures. The Lewis structures should Electronegativity and Polarity
show that you can convert between the two reso-
1. Electronegativity is the tendency of an atom to
nance structures by swapping the position of a
attract electrons.
lone pair and a covalent bond.
2. Electronegativity increases from left to
Teaching Transparency 26 – right across the period and decreases down
Lewis Structures the group.
1. A hydrogen atom can form only one bond, so it 3. The covalent bond is polar; toward the more
cannot be a central atom. electronegative atom.
2. Each nitrogen (N) atom has five valence 4. 3.16 – 2.55 = 0.61, polar covalent bond
electrons and each hydrogen (H) atom has one 5. CCl4 is a nonpolar molecule because its
valence electron, resulting in a total of (2 5) + symmetrical tetrahedral shape results in a
(4 – 1) = 14. balancing of the partial charges resulting from
3. The total number of valence electrons from each polar covalent bond.
step 2 must be divided by 2; in the case of 6. 3.98 – 3.04 = 0.94, polar covalent bond; NF3 is a
N2H4, 14/2 = 7. polar molecule because its asymmetrical,
4. five; a line trigonal pyramidal shape does not balance its
partial charges.
5. 7 – 5 = 2. Because the H atoms already had a
complete outer level of electrons, a lone pair of 7. 2.96 – 1.57 = 1.39, polar covalent bond; BeBr2 is
electrons was positioned next to each N atom. a nonpolar molecule because its symmetrical,

linear shape balances its partial charges.
6. The central N atoms already had complete
octets, and the Lewis structure was already 8. 3.98 – 1.57 = 2.41, ionic bond
correct. 9. 2.66 – 2.04 = 0.62, polar covalent bond;
7. 4 + 6 + 6 = 16, the total number of valence BI3 is a nonpolar molecule because its
electrons symmetrical, trigonal planar shape balances
its partial charges.
8. 16/2 = 8, the number of bonding pairs
Teaching Transparency 27 – Math Skills Transparency 9 –

VSEPR Model and Molecular Shape Determining the Names of Binary
Compounds and Their Numbers of
1. Pairs of electrons, either shared or unshared,
Atoms
repel each other as much as possible around a
central atom. 1. five; six; eight
2. no lone pairs; three shared pairs 2. a. one nitrogen, three iodine;

nitrogen triiodide
3. The BH3 molecule is trigonal planar. There are
three electron pairs that repel so that they are as b. one carbon, two sulfur; carbon disulfide
far as possible from one another. The shape that c. two nitrogen, four oxygen;
maximizes the distance is trigonal planar. dinitrogen tetroxide
4. no lone pairs; four shared pairs; tetrahedral d. one silicon, six fluorine; silicon hexafluoride
e. one oxygen, two fluorine; oxygen difluoride

3. a. P4O10 4. sigma bond

four phosphorus, ten oxygen, a total of 5. pi bond
4 + 10 = 14 atoms;
6. b
tetraphosphorus decoxide
b. S2O7 7. d
two sulfur, seven oxygen, a total of 2 + 7 = 9 8. c
atoms; disulfur heptoxide 9. a
c. Si3H8
Section 8.2 Naming Molecules
three silicon, eight hydrogen, a total of
3 + 8 = 11 atoms; 1. false
trisilicon octahydride 2. false
4. a. tetrasulfur dinitride 3. false
b. dichlorine monoxide 4. true
5. true
Determining Electronegativity 6. true
Difference and Percent Ionic 7. false
Character 8. false
1. a. 3.16 – 0.93 = 2.23 9. c
b. 2.58 – 1.31 = 1.27 10. i
c. 2.19 – 1.61 = 0.58 11. g
d. 3.16 – 1.90 = 1.26 12. e
e. 2.58 – 1.90 = 0.68 13. b
2. Na and Cl only 14. d
3. Percent ionic character and electronegativity
15. f
difference; as electronegativity difference
16. a
increases, percent ionic character increases.
17. h
4. a. 70% b. 32% c. 10% d. 32% e. 12%
5. % ionic character + % covalent character = Section 8.3 Molecular Structures
100% 1. true
6. a. 100% – 70% = 30% 2. false
b. 100% – 32% = 68% 3. true
c. 100% – 10% = 90% 4. false
d. 100% – 32% = 68% 5. false
e. 100% – 12% = 88% 6. false
Study Guide - Chapter 8 – 7. true

Covalent Bonding 8. true
9. true
Section 8.1 The Covalent Bond
10. false
1. covalent bond
11. true
2. exothermic
12. false
3. molecule
13. c

14. b Chapter Assessment - Chapter 8

15. d
16. a
1. g
Section 8.4 Molecular Shape 2. i
1. a 3. k
2. c 4. b
3. d 5. n
4. a 6. h
5. d 7. j
6. c 8. f
7. hybridization 9. a
8. identical 10. m
9. carbon 11. l
10. sp3 12. d
11. methane 13. c
Section 8.5 Electronegativity and Polarity 14. e
1. the tendency of an atom to attract electrons Understanding Main Ideas (Part A)

2. fluorine; 3.98; halogens; group 17 1. a
3. francium; 0.7; alkali metals; group 1 2. d
4. Electronegativity tends to decrease. 3. b
Electronegativity tends to increase. 4. a

5. The values are subtracted.
5. d
6. true
6. c
7. false
7. c
8. c
8. di-
9. d
9. true
10. b
10. true
11. a
11. true
12. c
12. true
13. b
13. less
14. b
14. electrons
15. d
16. b
1. 1s22s22p2
17. d
2. sp3; four
3. It has no unhybridized orbitals.
4. four other atoms; four single bonds,
each sigma only
5. tetrahedral

6. The bonds would be polar, but the molecule as 4. The student’s conclusion is valid because only
a whole would be nonpolar because of its shape nonpolar covalent substances are highly soluble
and the fact that the polarities would “cancel” in nonpolar solvents. The high solubility of
one another. W and Y in the polar solvent suggests that one
7. sp2; three is the ionic substance and the other the
hydrogen-bonded (highly polar) one, but more
Thinking Critically information would be needed to derive further
1. The electrons are not shared equally, but are conclusions.
more attracted to the more electronegative 5. The statement is not valid. The two pieces of
atom. The bond is polar covalent. information together suggest that Y is ionic
2. N is more electronegative than B. Both are in because ionic substances conduct when in the
period 2, with N to the right of B. P is more liquid state, but not when in the solid state.
electronegative than Al. Both are in period 3, 6. The entire set of data does allow identification
with P to the right of Al. of each substance’s type of attractions. W must
3. Electronegativity increases from left to right be hydrogen-bonded covalent because of its
across both periods. relatively high boiling point for a covalent
molecular compound and its solubility in the
4. B is more electronegative than Al. Both are in
polar solvent. The fact that it does not conduct
group 13, with B above Al. N is more as liquid and that its melting point is not very
electronegative than P. Both are in group 15, high allows one to rule out that it is ionic. X
with N above P. must be covalent with inter-molecular
5. Electronegativity decreases going down a group dispersion forces because of its very low melting
in the periodic table. and boiling points, lack of conductivity, and
solubility in the nonpolar solvent. Y must be
ionic because of its high melting and boiling
1. The conclusion is sound. Only covalent points coupled with its conductivity as liquid
substances are soft, although some covalent and its solubility in the polar solvent. Z must be
substances (network solids) are hard and brittle. the covalent network solid. Its very high
Ionic solids also are brittle, so there is no way to melting and boiling points, brittleness, and lack
tell whether Y or Z is the ionic substance. of conductivity support that conclusion.
2. The claim is not valid. The low melting points 7. The steps involve those often used in
of W and X strongly suggest that they are investigating a problem scientifically. A
covalent molecular substances. The high question was initially posed, experiments
melting points of Y and Z suggest that one must planned and carried out, observations made,
be ionic, the other covalent network, with Z data analyzed, and conclusions reached on the
more likely to be the network solid. basis of the data.
3. The conclusion is valid. Hydrogen-bonded
substances have relatively high boiling points
for molecular substances, and that is true of X.
Because Y has very low melting and boiling
points, and the remaining unknowns do not, it
must be the substance that has the very weak
dispersion forces.


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Chapters 5– 8 Resources

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Chapters 5-8 Resources

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Teacher Guide and Answers

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Intervention and Assessment

The Study Guide exercises employ a variety of formats including multiple-choice,

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Lab type (circle one) : Launch Lab MiniLab ChemLab

1. What is the purpose of the investigation?

2. Will you be working with a partner or on a team?

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Chapter 5 Electrons in Atoms

Math Skills Transparency

STP Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

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3. Infer the identity of the unknown crystals. Explain your reasoning.

2 Chemistry: Matter and Change • Chapter 5 ChemLab and MiniLab Worksheets

Analyze Line Spectra

Problem Objectives Materials food coloring (red,

• Spectrum tubes will get hot when used.

4. Use the data table on the next page.

ChemLab and MiniLab Worksheets Chemistry: Matter and Change • Chapter 5 3

Procedure viewed will be a continuous spectrum of the

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4 Chemistry: Matter and Change • Chapter 5 ChemLab and MiniLab Worksheets

Drawings of Absorption Spectra

Analyze and Conclude

ChemLab and MiniLab Worksheets Chemistry: Matter and Change • Chapter 5 5

Chemistry: Matter and Change • Chapter 5

Radio Infrared Ultraviolet Gamma rays

TEACHING TRANSPARENCY MASTER

Teaching Transparency Masters

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TEACHING TRANSPARENCY WORKSHEET 15

2. Which waves have the lowest frequency?

3. Which has a higher frequency: microwaves or X rays?

4. Which waves can be seen by the eye?

Teaching Transparency Worksheets Chemistry: Matter and Change • Chapter 5 7

TEACHING TRANSPARENCY MASTER 16

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dxy dxz dyz dx 2y 2 dz2

8 Chemistry: Matter and Change • Chapter 5 Teaching Transparency Masters

TEACHING TRANSPARENCY WORKSHEET 16

1. What is the shape of an s orbital?

4. How many electrons can each orbital hold?

5. Look at the diagrams of the p orbitals. What do x, y, and z refer to?

d orbitals in a sublevel hold?

7. Which d orbitals have the same shape?

8. What point in each diagram represents an atom’s nucleus?

Teaching Transparency Worksheets Chemistry: Matter and Change • Chapter 5 9

TEACHING TRANSPARENCY MASTER 17

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Orbital filling sequence

10 Chemistry: Matter and Change • Chapter 5 Teaching Transparency Masters

TEACHING TRANSPARENCY WORKSHEET 17

2. How many electrons can each orbital hold?

3. How many electrons can the d sublevel hold?

4. Which is associated with more energy: a 2s or a 2p orbital?

5. Which is associated with more energy: a 2s or a 3s orbital?