1. Atomic Structure and the Periodic Table Flashcards
(104 cards)
1
Q
What is the smallest part of an element that can exist?
A
An atom.
2
Q
How are atoms of each element represented?
A
By a chemical symbol, e.g., O for oxygen and Na for sodium.
3
Q
How many different elements are there approximately?
A
About 100 different elements.
4
Q
What is the purpose of the periodic table?
A
To provide a structured organization of the known chemical elements and their properties.
5
Q
What do compounds form from?
A
Elements by chemical reactions.
6
Q
What does WS refer to in the context of the specification?
A
Working scientifically.
7
Q
What does MS refer to in the context of the specification?
A
Mathematical requirements.
8
Q
What does AT refer to in the context of the specification?
A
Use of apparatus and techniques.
9
Q
What is the significance of the overview at the beginning of each topic?
A
It puts the topic into a broader context and encourages an overarching approach to teaching and learning.
10
Q
What type of content is indicated by (chemistry only) in the specification?
A
Content that is only applicable to chemistry.
11
Q
What type of content is indicated by (HT only) in the specification?
A
Content that is only applicable to Higher Tier.
12
Q
What is assessed across all papers in the GCSE Chemistry exam?
A
Working scientifically skills and use of apparatus and techniques.
13
Q
In which paper are students directly examined on fundamental concepts of chemistry?
A
Paper 1.
14
Q
What is the relationship between atomic structure and the periodic table?
A
The arrangement of elements in the periodic table can be explained in terms of atomic structure.
15
Q
What historical aspect is highlighted in the specification regarding the periodic table?
A
The historical development of the periodic table and models of atomic structure.
16
Q
What is the role of the AQA website in relation to the specification?
A
To provide the most up-to-date specification, resources, support, and administration.
17
Q
What is the importance of teaching mathematical skills in the chemistry course?
A
Mathematical skills are essential for understanding and applying concepts in chemistry.
18
Q
What are required practical activities in the context of GCSE Chemistry?
A
Practical assessments that students must complete as part of their coursework.
19
Q
What is the significance of the concepts in Sections 4.1, 4.2, and 4.3?
A
They are fundamental to an understanding of chemistry and underpin much of the content in later sections.
20
Q
What is the expected outcome for students regarding the application of concepts in Paper 2?
A
Students should be able to apply fundamental concepts in their answers.
21
Q
What is a chemical reaction?
A
A process that involves the formation of one or more new substances and often includes a detectable energy change.
22
Q
How are compounds formed?
A
Compounds are formed by chemically combining two or more elements in fixed proportions.
23
Q
How can compounds be separated into elements?
A
Compounds can only be separated into elements through chemical reactions.
24
Q
What are the two ways to represent chemical reactions?
A
Chemical reactions can be represented by word equations or equations using symbols and formulae.
25
What elements should students be familiar with for the exam?
Students should know the names and symbols of the first 20 elements in the periodic table, elements in Groups 1 and 7, and other specified elements.
26
What skills should students develop regarding compounds?
Students should be able to name compounds from given formulae or symbol equations.
27
What should students be able to write for the reactions in the specification?
Students should be able to write word equations, formulae, and balanced chemical equations.
28
What additional skills are required for higher tier students?
Higher tier students must write balanced half equations and ionic equations where appropriate.
29
What is a mixture?
A mixture consists of two or more elements or compounds that are not chemically combined.
30
How do the chemical properties of substances in a mixture change?
The chemical properties of each substance in a mixture remain unchanged.
31
What physical processes can separate mixtures?
Mixtures can be separated by filtration, crystallisation, simple distillation, fractional distillation, and chromatography.
32
What is the significance of physical processes in separating mixtures?
These processes do not involve chemical reactions and do not produce new substances.
33
What should students be able to do regarding separation techniques?
Students should describe, explain, and give examples of specified separation processes and suggest suitable techniques for mixtures.
34
What was the early belief about atoms before the discovery of the electron?
Atoms were thought to be tiny spheres that could not be divided.
35
What model of the atom was proposed after the discovery of the electron?
The plum pudding model, which suggested that the atom is a ball of positive charge with negative electrons embedded.
36
What conclusion was drawn from the alpha particle scattering experiment?
The mass of an atom is concentrated at the center (nucleus), which is charged.
37
Who adapted the nuclear model of the atom?
Niels Bohr, who suggested that electrons orbit the nucleus at specific distances.
38
What did Bohr's theoretical calculations agree with?
Bohr's theoretical calculations agreed with experimental observations.
39
What did later experiments reveal about the nucleus?
The positive charge of any nucleus could be subdivided into smaller particles called protons.
40
Who provided evidence for the existence of neutrons?
James Chadwick, about 20 years after the nucleus became an accepted scientific idea.
41
What historical context is important for understanding scientific models?
New experimental evidence may lead to scientific models being changed or replaced.
42
What did the new evidence from the scattering experiment lead to in atomic theory?
A change in the atomic model.
43
What is the difference between the plum pudding model and the nuclear model of the atom?
The plum pudding model depicts the atom as a uniform sphere of positive charge with electrons embedded, while the nuclear model features a dense nucleus containing protons and neutrons, with electrons orbiting around it.
44
What is the relative electrical charge of protons, neutrons, and electrons?
Protons have a charge of +1, neutrons have a charge of 0, and electrons have a charge of -1.
45
How does the number of electrons compare to the number of protons in an atom?
In an atom, the number of electrons is equal to the number of protons, resulting in no overall electrical charge.
46
What defines the atomic number of an element?
The atomic number is defined by the number of protons in an atom of that element.
47
What is the size of an atom in nanometers?
Atoms have a radius of about 0.1 nm (1 x 10^-10 m).
48
How does the size of a nucleus compare to that of an atom?
The radius of a nucleus is less than 1/10,000 of that of the atom, approximately 1 x 10^-14 m.
49
Where is most of the mass of an atom located?
Almost all of the mass of an atom is in the nucleus.
50
What is the mass number of an atom?
The mass number is the sum of the protons and neutrons in an atom.
51
What are isotopes?
Isotopes are atoms of the same element that have different numbers of neutrons.
52
How can the numbers of protons, neutrons, and electrons in an atom or ion be calculated?
They can be calculated given the atomic number and mass number.
53
What is the relative atomic mass of an element?
The relative atomic mass is an average value that considers the abundance of the isotopes of the element.
54
How can the relative atomic mass be calculated?
It can be calculated given the percentage abundance of its isotopes.
55
What do electrons in an atom occupy?
Electrons occupy the lowest available energy levels or innermost available shells.
56
How can the electronic structure of an atom be represented?
The electronic structure can be represented by numbers or by a diagram.
57
What is the electronic structure of sodium?
The electronic structure of sodium is 2,8,1.
58
What is the significance of the first twenty elements of the periodic table in terms of electronic structure?
Students should be able to represent the electronic structures of the first twenty elements in both numerical and diagrammatic forms.
59
What is the role of shells in atomic structure?
Shells represent different energy levels where electrons are found, with each shell holding a specific number of electrons.
60
What is the importance of using SI units and prefixes like 'nano' in chemistry?
Using SI units and prefixes helps in standardizing measurements and expressing very small quantities, such as atomic sizes.
61
What is the relationship between atomic structure and physical world objects?
Students should be able to relate the size and scale of atoms to objects in the physical world.
62
What does WS 1.2 refer to in the context of skills development?
WS 1.2 refers to the specific skills students should develop related to understanding atomic models and structures.
63
What is the arrangement of elements in the periodic table based on?
Elements are arranged in order of atomic (proton) number and by similar properties in columns known as groups.
64
Why is the periodic table called 'periodic'?
It is called periodic because similar properties occur at regular intervals.
65
What do elements in the same group of the periodic table have in common?
They have the same number of electrons in their outer shell, which gives them similar chemical properties.
66
What should students be able to explain regarding an element's position in the periodic table?
Students should explain how the position of an element relates to the arrangement of electrons in its atoms and its atomic number.
67
What can be predicted from an element's position in the periodic table?
Possible reactions and probable reactivity of elements can be predicted from their positions.
68
How did early scientists classify elements before the discovery of subatomic particles?
They classified elements by arranging them in order of their atomic weights.
69
What issues arose from the early periodic tables based on atomic weights?
The early tables were incomplete, and some elements were placed in inappropriate groups.
70
How did Mendeleev improve the periodic table?
Mendeleev left gaps for undiscovered elements and changed the order based on atomic weights when necessary.
71
What was the significance of the gaps left by Mendeleev in the periodic table?
Elements with properties predicted by Mendeleev were later discovered to fill these gaps.
72
How did knowledge of isotopes contribute to the understanding of the periodic table?
It explained why the order based on atomic weights was not always correct.
73
What distinguishes metals from non-metals in the periodic table?
Metals react to form positive ions, while non-metals do not form positive ions.
74
Where are metals and non-metals located in the periodic table?
Metals are found to the left and bottom, while non-metals are found towards the right and top.
75
What should students be able to explain regarding metals and non-metals?
They should explain the differences based on characteristic physical and chemical properties.
76
How does the atomic structure of metals and non-metals relate to their position in the periodic table?
The atomic structure influences their properties and reactivity, which is reflected in their position.
77
What are the noble gases in the periodic table?
The elements in Group 0, known as noble gases, are unreactive and have stable electron arrangements.
78
What is unique about the electron configuration of noble gases?
They typically have eight electrons in their outer shell, except for helium, which has two.
79
How do the boiling points of noble gases change?
The boiling points increase with increasing relative atomic mass down the group.
80
What should students be able to explain about Group 0 elements?
They should explain how the properties depend on the outer shell of electrons.
81
What can be predicted from trends in Group 0?
Properties of noble gases can be predicted based on given trends down the group.
82
What are the elements in Group 1 of the periodic table known as?
The alkali metals.
83
What characteristic property do alkali metals have?
They have a single electron in their outer shell.
84
How does the reactivity of alkali metals change down the group?
Reactivity increases going down the group.
85
What should students be able to describe regarding the first three alkali metals?
Their reactions with oxygen, chlorine, and water.
86
What are the elements in Group 7 of the periodic table known as?
The halogens.
87
What is a common feature of halogens regarding their outer shell?
They all have seven electrons in their outer shell.
88
What type of molecules do halogens consist of?
Molecules made of pairs of atoms.
89
How does the reactivity of halogens change down the group?
Reactivity decreases going down the group.
90
What happens in a displacement reaction involving halogens?
A more reactive halogen can displace a less reactive halogen from an aqueous solution of its salt.
91
What should students be able to describe about the compounds formed by chlorine, bromine, and iodine?
The nature of the compounds formed when they react with metals and non-metals.
92
What are transition metals compared to Group 1 elements?
They are metals with similar properties that differ from those of Group 1 elements.
93
What properties should students be able to describe when comparing transition metals to Group 1?
Differences in melting points, densities, strength, hardness, and reactivity with oxygen, water, and halogens.
94
What are some typical properties of transition metals?
Many have ions with different charges, form colored compounds, and are useful as catalysts.
95
What types of chemical bonds are there?
Ionic, covalent, and metallic bonds.
96
What is ionic bonding?
Ionic bonding occurs between oppositely charged ions.
97
What is covalent bonding?
Covalent bonding occurs when atoms share pairs of electrons.
98
What is metallic bonding?
Metallic bonding occurs when atoms share delocalized electrons.
99
In what type of compounds does ionic bonding occur?
In compounds formed from metals combined with non-metals.
100
In what type of elements does covalent bonding occur?
In most non-metallic elements and in compounds of non-metals.
101
In what type of materials does metallic bonding occur?
In metallic elements and alloys.
102
What do chemists use theories of structure and bonding for?
To explain the physical and chemical properties of materials.
103
What can the analysis of structures show?
That atoms can be arranged in a variety of ways, some molecular and others giant structures.
104
How do scientists use knowledge of structure and bonding?
To engineer new materials with desirable properties.
