Trimester 1 Honors Chemistry 2014-2015 Final Exam ** DO NOT …amazingbasisstudyguides.weebly.com/uploads/3/1/1/0/... · 2018. 9. 10. · Trimester 1 Honors Chemistry 2014-2015 Final

Trimester 1 Honors Chemistry 2014-2015 Final Exam ** DO NOT ONLY RELY ON THIS STUDY GUIDE**

1 Made By Ashley Thomas

I am really sorry it’s so long but there are quite a few diagrams and a lot of short bullet points! But good

luck and may the odds be ever in your favor! Also: DO NOT IGNORE THE SIDE NOTES AT THE END OF

THIS STUDY GUIDE!!!

I. The Science of Paint

Vocabulary:

o Element:

Purely one type of atom

Can be single atoms or molecules

Ex) Kr, Ar, Ne, , ect.

o Mixture:

Composed of two or more components in proportions that can vary

from sample to sample.

Ex) salt water, tea with sugar, kool-aid

o Suspension: Heterogeneous mixture that has particles large enough that they

will settle if allowed to sit

Ex) Mud

o Compound:

Made up of more than one type of atom

Fixed, definite proportions (the subscripts)

Ex) , NaCl, ect.

o Solution:

Homogenous mixture of a solute and solvent

Aqueous Solution: A solution where water is the solvent.

o Solute:

The minority compound of a mixture

What is dissolved

o Solvent:

Majority component of a mixture

What does the dissolving

o Solubility:

The amount of a substance that will dissolve in a given amount of

solvent

Based on the strength of the interaction between the different particles

The stronger the interactions, the more the two particles will interact.

o Absorption: The process or action by which one thing absorbs or is absorbed by

another.

o Emission: The production and discharge of something, especially gas or

radiation.

What Paint is & how it works:

o The two parts of paint are (1) pigments and (2) the liquid/paint vehicle



Pigments:

What gives the paint its color

Can be organic (made mostly of carbon) or a metallic compound

Liquid/Paint Vehicle:

The part that allows you to spread the paint around

Made up of many different things (water or oil based)

o As the paint dries, the liquid evaporates leaving behind the pigment and other

things

How salt changed the painting:

o The texture that the salt created on the paintings was due to a property called

solubility

o Solubility: see definitions

o Salt is very soluble in water, so the salt and water particles interact very strongly

with each other.

o The interaction between the salt and water pushed the pigment particles out of

the watercolor mixture.

o The lack of pigment creates the white spots on the paintings.

II. Electromagnetic Spectrum and Light

See Attachment 1 for parts of EM Spectrum, everyday uses, ranks by energy, ranks by

wavelength, ranks by frequency

Wave-particle Duality

o Double slit experiment (book page 301-302)

Diffraction pattern instead of dots

Light and dark spots showing interference

Conclusion: light is a wave

o Photoelectric effect (book page 303)



To get an electron to leave you must provide it energy

If light was a wave, you could simply point a light (no matter how bright)

at something and eventually an electron would leave.

Two important observations

No lag time

Threshold frequency (energy)

Conclusion: light is a particle.

o Actual Conclusion

EM radiation displays the properties of both a wave and a particle.

Called wave-particle duality

The evidence:

Double-slit experiment: wave behavior

Interference and diffraction

Photoelectric effect: particle behavior

Light energy comes in packets

Parts of a Wave (define and know the units), Calculations, and Conversions

o label the diagram using your notes

Amplitude

Wavelength ( ) : meters

Frequency (v): hertz (Hz) or

Energy of a single proton: E=hv

Einstein

h= 6.626*10^-34 J*s (blanck’s constant)

v- frequency

E (energy) in units of joules



E=hc/ (wavelength substitution)

o Conversion

C=

C= 3*10^8 m/s (speed of light)

III. Emission of Light and Atomic Models (Ohio State University Handout)

Atoms can absorb energy in various forms (heat, electrical, radiant-radiation or light)and

subsequently emit photons

The instrument used to view line spectra is a spectroscope

Physical Models

o Sometimes scientists construct physical models that represents an object on a

different scale

Conceptual models

o Allows one to make predictions and makes sense of a complex system

o Atomic models are conceptual. They aim to communicate different

characteristics and make predictions for something that cannot be directly

observed.

Dalton’s Billiard Ball Model

o What is the atom like? A hard sphere

o What happens when photons interact with the atom in this model? The photons

deflect off of the atom.

o For this model is there an emission spectrum? Nope

o Why do you think the Dalton model doesn’t include electrons?

The smallest particle in Dalton’s model is the atom, which is indivisible.

It doesn’t include sub-atomic particles like electrons

Electrons were discovered by J.J. Thomson 50 years after Dalton’s

death.

Thomson’s Plum Pudding Model

o “Jell-O with fruit”

o What happens when photons interact with the atom in this model?

The electron changes position when struck by the photon

All emitted photons have the same energy

o Is the resulting emission spectrum right? Nope



Rutherford’s Classical Solar System Model

o What is the atom like?

There is a nucleus containing protons

There is an electron circling the nucleus, like a planet around the sun.

o What is the shortcoming of the solar system model? The atom isn’t stable. The

electron loses energy, spirals into the nucleus and the atom is destroyed. In this

model atoms shouldn’t exist.

Bohr’s Model


There is a nucleus where the proton resides.

There is an electron in motion in a circular orbit.

There are several possible orbits the electron may follow.

o What happens when photons interact with the atom? Does the electron move?

When photons hit the electron, they bump the electron to another, higher,

energy level.

o Is the resulting emission spectrum right? The spectral lines are similar but there

are more infrared radiation (IR) lines, so nope.

o More information in the packet

The de Broglie Model

o What is the atom like? How does it include waves?



The proton (in the nucleus) is in the center of the atom

The electron is a wave

The electron is in motion

o What happens when photons interact with the atom? No change from the Bohr

model, when light hits the atom the electron gets promotes.

o Is the emission spectrum right? Same as the Bohr model, so nope. The spectrum

still looks the same because all he did was change the electron to a wave.

The Schrodinger Model


There is a nucleus.

The position of the electron is represented in an ambiguous manner.

Different areas are shaded.

o What happens when the photons interact with the atom? The electron cloud

moves.

o Energy levels sketch: see packet (I don’t feel like putting it in here right now)

o Is the emission spectrum right? Yes!

o He added subshells and orbitals to the previous model.

What statement is true regarding eh emission of a photon from a hydrogen atom? The

emission of photons is an exothermic process so the is negative.

IV. Introduction to Spectroscopy

Vocabulary

o Spectroscopy: the study of the interaction between EM radiation and matter.

o Absorption Spectroscopy: Measures the light that is absorbed by the analyte.

o Emission Spectroscopy: Measures the light that is emitted by the analyte.

o Absorption Spectrum: see diagram and notes page 7

o Emission Spectrum: see diagram and notes page 7

o Line Spectra: see notes page

o IR Spectroscopy: see notes page 7

o Mass Spectroscopy: see notes pages 7 and 8

Importance of & how it relates to conceptual models

o Spectroscopy provides the experimental evidence for the structure of the atom.



Everyday Examples

o Neon Signs

o Fireworks

Absorption vs. Emission Spectroscopy

o Absorption Spectroscopy: see vocabulary

o Emission Spectroscopy: see vocabulary

o Absorption is most often used for lab analytical techniques (esp. quantitative)

o Emission most often is used to identify (qualitative)

o Mostly interchangeable though

Obtaining the different Spectra

Spectra: Uses in Astronomy

o Used to tell what elements make up a far off galaxy based on which ones we

see. These spectra are then analyzed by comparing the spectra we observed to

that of other elements. We can do this because line spectra are unique for every

element.

o There are others, I just don’t have notes on them… sorry!

Line Spectra

o Evidence for the quantum model (not continuous) - electrons are only in certain

places or energies.

o Shot radiation (UV and visible) at the atom

o Only certain wavelengths were absorbed and emitted

o Unique for every element

o Can be sued quantitatively as well.

Information Provided by IR Spectroscopy

o Infrared radiation doesn’t have enough energy to excite electrons

o Causes bonds in molecules to vibrate, bend, and rotate

o Bonds have unique resonant frequencies which can be used to identify their

presence.

o Helps to identify organic molecules

Mass Spectroscopy

o Mass spectroscopy disproved the theory that all atoms of an element are

identical.



o Direct evidence of isotopes

o Can identify elements/isotopes from mass spec

o Can estimate that average atomic mass from a mass spec

(relative abundance)* (isotope 1 mass) + (relative abundance)*(isotope

2 mass) ect.

Relative abundance: how common it is, how much of it is there?

o Practice Problems

Page 76 Question 15 (completed in class)

Page 81 Question 71 and 73 (in class) see ATT. 2

Page 81 Question 75 (completed in class)

V. UV-Vis Absorbance Spectroscopy (lab)

Beer’s law

o Relates concentration of a chemical species in a solution and the absorbance of

that solution

o A= Ebc

o A- absorbance

Measured by spectrometer

Compares light entering sample to the light that made it through your

sample

o E- molar absorptive constant (L*cm /mol)

o Unique for every element and wavelength

o b- path length (cm)

(bulb) (cuvette) (detector)

pathlength: distance light travels through solution (which would be the

length of the cuvette in this diagram)

o c- concentration (mol/L)

o An increase in the path length or concentration would increase the absorbance

because there is a direct relationship between those variables and the

absorption.

Path length: you are increasing the distance where the light can be

absorbed therefore the absorbance would be larger if you increased it.

Concentration: the light can’t pass through the substance as easily, aka

it is absorbed, because there are more molecules, therefore the

absorbance goes up if the concentration does.

Darker color= more concentrated= more absorbance

Linear relationship between A and c

Pre-Lab Questions:

o Why do we want to use a particular wavelength when determining the

absorption of a particular chemical species? Is it important to measure



absorbance for all wavelengths from 400 to 700 nm? (aka on objectives list: how

taking a scan of a solution can be used in lab & why we used a single wavelength

to measure the absorption of a particular chemical species )

We want to only measure the absorbance of the metal with no

impurities. It’s important to measure absorbance for all wavelengths

that way we know what the particular wavelength is.

By measuring one wavelength, we can measure just one chemical

species, even if it’s in a mixture

We must first determine which wavelength to measure.

o If you know the molar absorptivity of copper sulfate at 630 nm, explain how you

could determine a wavelength where the molar absorptivity is half of that

simply by examining the absorption spectrum.

o You would just look at the graph and follow it until you get to 0.5 on the

absorptivity side.

Serial Dilutions

o Like step 4 of the lab:

o Formula:

o Formula derived from:

o Example calculation: see your lab! (either step 4 or Data Question 2)

Calibration Plot (these notes are based on the post-lab problem on the back of the lab

handout, also can be seen below)

o Construction

o y-intercept: Closeness to zero

o R^2- precision, how well does your trend line fit your data, best fit is 1

o Linear relationship between A and c

o Best fit line- points may not be perfect, it’s the line that fits the points the best,

pretty self explanatory

Error analysis

o Going back to what the y-intercept and R^2 show and based on the post-lab

assessment…

R^2= 0.995, which means their data is precise because the trend line fits

the data well (the data points are actually on the line).

Y-intercept= -0.005494, is extremely close to zero, which means, using

beer’s law, that is a good model for that data.

Calculation



= 2.296 g CuSO4

How Spectrometer works

o The light goes through the substance in the cuvettte and the light that is not

absorbed by the substance goes to the detector which shows the absorbance.

(bulb) (cuvette) (detector)

VI. ChemActivity 3-6

ChemActivity 3: Coulombic PE (potential Energy)

o Model 1: Two Charged Particles Separated by a Distance “d”

Notes:

The potential energy (V) of two stationary charged particles is

given by the equation listed below, where q1 and q2 are the

charge on the particles and d is the separation of the particles

(in pm) and k is a positive-valued proportionality constant.

1pm= 10^-12 m

o CTQ’s

1. Assuming that q1 and q2 remain constant, what happens to the

magnitude of V if the separation, d, is increased? Smaller, decreases

2. If the two particles are separated by an infinite distance (that is d=

infinity), what is the value of v? Approaches/is zero

3. If d is finite, and the particles have the same charge (that is q1=q2), is

V>0 or is V<0? Explain your answer. V>0, because the number must be

positive.

4. If q or an electron is -1…

What is q for a proton? 1+

What is q for a neutron? 0

What is q for the nucleus of a C atom? 6+

5. Recall that a H atom consists of a proton as the nucleus and an

electron outside of the nucleus. Is the PE, V, of a H atom a positive or

negative number? Explain. Negative because a positive times a negative

must be negative.

0.2877mol 0.05 L 159.62 g CuSO4

L 1 mol. CuSO4



The PE of the interaction between a proton and electron will

always be negative.

o Model 2: IE (ionization energy)

Notes:

The IE is the amount of energy needed to remove an electron

from an atoms and move it infinitely far way.

IE is usually measure in Joules

o CTQ’s (see table 1 pg 18, in packet for the table references)

6. Do you expect the PE of the hypothetical atoms in Table 1 to be

positive or negative numbers? Explain. Negative, because the opposite

charges cause negative numbers.

7. Without using a calculator, predict what trend (if any) you expect for

the values of V for these hypothetical atoms. From A to Z the V will

increase in magnitude or get more negative.

8. Calculate the Potential energies of the hypothetical atoms to

complete table 1. Use the value k= 2.31*10^-16 J*pm.

Just use the PE equation

9. What is the relationship between IE and V for these hypothetical

atoms? They are directly proportional, but opposite in sign.

10. Which of the following systems will have the large IE? Explain.

(a) An electron at a distance of 500pm from a nucleus with a charge +2

(b) An electron at a distance of 700pm from a nucleus with a charge +2

(a) would be the correct answer because it is close to the nucleus,

therefore harder to remove.

o 11. Which of the following system will have the larger IE? Explain.

(a) An electron at a distance d1 from a nucleus with a charge +2

(b) An electron at a distance d1 from a nucleus with a charge +1

(a) because it has a stronger attractive force

o 12. How many times is the larger of the two IEs from CQT 11? Show your work

so the second is two times larger.

o 13. Consider a H atom and a He ion, He+. Which of these do you expect to have

the larger IE? Explain. He+ because it has more protons for the same number of

electrons, it has a higher charge for the same distance.

ChemActivity 4: The Shell Model (I) (ok so I got lazy and am just typing up notes you

would need for the objectives list… sorry!)

o Objective 1: Explain how experimental ionization energies prove the existence

of electron shells

The numbers for the ionization energies drop once you start a new row

on the periodic table. Based on the first couple values you would expect

the values to continue to increase but actually they go down then back



up. Which tells us that the distance increases, therefore proving the

existence of electron shells.

o Objective 2: be able to use the CPE equation to rationalize/explain changes in IE

data

The distance, when you add the second electron shell increase,

therefore the IE would go down. However as you get a larger charge

with the same distance (the 2nd shell) you see an increase in the IE. This

is based on the direct relationship between charge and IE and the

indirect relationship between distance and IE.

o Objective 3: Definition

Cation: a positively charges species

Ionization Energy: the minimum energy required to remove an electron

from a gaseous atom of that element.

First Ionization Energy: The energy required to remove the outmost/

electron from the atom. Corresponds to the smallest amount of energy

that a bombarding electron needs to be able to knock off one of the

atom’s electrons.

Shell: ummm I don’t really know how to explain it in simplistic terms so

it’s um a shell.

ChemActivity 5: The Shell Model (II)

o Effect of core electrons on valence electrons interaction with the nucleus

Valence Electrons: the electrons in the outermost shell of an atom.

Core Electrons: Electrons in shells closer to the nucleus.

Direct Quote from Packet: “Of particular interest is the repulsion of the

valence electron by the two inner-shell electrons [for Li atom]. This

dramatically decreases the overall force of attraction pulling the valence

electron toward the nucleus. (AKA electron shielding)

The outer-shell valence electrons experience the charge of the core

rather than the full charge of the nucleus.

o Core Charge Calculations

Number of protons – number of core electrons = core charge

The nucleus plus the inner shells of electrons constitute the core of the

atom and the net overall charge on the core is called the core charge.

o Difference between core charge and effective nuclear charge (

Core charge is a simplified version of and doesn’t take into account

inner-shell electron repulsion and the movement of electrons.

The overall resulting charge action on a valence shell electron is known

as the effective nuclear charge, and it is generally less than the core

charge.

o Relationship of an atom’s position on the periodic table with core charge,

number of valence electrons, and valence shell.



Core Charge

Elements in the same group have the same core charge.

Core charge increases as you go across a period.

Number of Valence Electrons

Elements in the same group have the same number of valence

electrons.

The number of valence electrons increases as you go across a

period.

Valence Shell

Elements in the same period have the same size valence shell.

The size of the valence shell (i.e. the distance the valence shell is

from the nucleus) increases as you go down a group.

VII. Periodic Table Basics

Definitions

o Nucleus: The central part of the atom containing neutrons and protons.

o Proton: A positively charged particle in the atom which doesn’t change and

therefore can be used to ID an element.

o Neutron: A neutral particle in the atom which changes and therefore cannot be

used to ID an element.

o Electron: A negatively charged particle in the atom which changes and therefore

cannot be used to ID an element.

o Atomic Mass: The mass of the nucleus.

o Atomic Number: Equal to the number of protons an element has.

o Ion: A charged atom.

o Anion: A negatively charged atom which has gained electrons.

o Cation: A positively charged atom which has lost electrons.

o Isotope: An atom with a different number of neutrons, and therefore a

different atomic mass than the neutral version of the same element.

Periodic Table: Know Location

o Common properties of metals

Good conductors of electricity

Good conductors of heat

Ductile: ability to be drawn into a thin wire

Malleable: Bendable

Shiny (sometimes)

Lose electrons

o Common properties of non-metals (basically just the opposite of metals)

Poor conductors of electricity

Poor conductors of heat

Gain electrons

o Main Group Elements



Main-group elements: the former “A” group elements of the periodic

table.

Alkali Metals- group 1

Alkaline Earth Metals- group 2

Halogens- group 7

Noble Gases- group 8

o Transition metals/elements: groups 3-12

Less predictable properties.

o Metals: Right of stair step

o Non-metals: left of stair step

o Metalloids: directly on the stair step

Properties of metals and non-metals

Many are semi-conductors (an element that has conductivity that

changes based on temperature- controllable conductivity)

o Lanthanides: Period 6 (#57-71)

o Actinides: Period 7 (#89-103)

Other Objective Notes

o Chemical Symbol:

Element Abbreviation

Atomic Mass

Atomic Number

o Isotope Symbol: Carbon-14

Element

Mass

o The atomic masses found on the periodic table are always decimals because

they are a combination of all of the common isotope masses more or less

averaged.

Determine. . . How you find it. . . Example. . . Li (Lithium)

Protons Atomic number 3 Neutrons Mass (rounded) – atomic number 4 Electrons If neutral, equal to atomic number 3 Metal vs. Non- Metal Left or right of stair step Metal Group name Know the names!!!! Alkali Metal

VIII. Electronic Structure of Atoms

Definitions:

o Valence Electrons: the electrons in the outermost shell of an atom. Do

participate in chemical reactions (s and p are the only sublevels we consider

valence for now)



o Core Electrons: Electrons in shells closer to the nucleus. Electrons that don’t

participate in chemical reactions.

Objective List Notes

o The electrons structure of an atom determine its chemical properties (how it

reacts)

o Energy Levels/shells = PERIOD

o Sublevels/subshells = BLOCK (see below)

“s” block: groups 1 and 2

“d” block: groups 3-12

“p” block: groups 13-18

“f” block: Lanthanides {Period 6 (#57-71)} and Actinides {Period 7 (#89-

103)}

o Sublevel Information

“s”: holds 2 electrons and contains 1 orbital

“p”: holds 6 electrons and contains 3 orbitals

“d”: holds 10 electrons and contains 5 orbitals

“f”: holds 14 electrons and contains 7 orbitals

o Each orbital can hold 2 electrons (duh)

o Electron Configuration

Long-hand:

Determine the number of electrons in the atom

Locate the element on periodic table to find the ending energy

level and subshell

You must fill all energy/sub-levels before moving to the next

Use periods and blocks to know the filling order.

Short-hand:

Find atom, go up 1 period from the atom and all the way to the

right/end of the period

Write noble gas you found in brackets

Start writing electron configuration as usual from beginning of

the period the atom is found in.

o Noble gases end with completely full energy levels and subshells. The fact that

they have full shells makes them very stable. All elements want to be stable so

they attempt to add or lose electrons until they have full shells.

o Since noble gases are full we can use them to represent the core electrons of

other atoms.

o Elements in the same group have the same number of valence electrons and the

same chemical properties.

Predicting Ion Charges

o Knowing which electrons are care and which are valence electrons allows you

to predict the charge of the ion the atom will form



o Main group elements follow the octet rule:

Octet rule: full s and p subshells are most stable, so atoms will gain

electrons until they have 8 valence electrons

Elements/atoms in the same group have the same number of valence

electrons therefore all atoms in a main group will form ions of the same

charge

If an atom has 0-3 VEs, the atom will lose electrons (positive charge) to

satisfy the octet rule (going backwards to previous noble gas)

If an atom has 5-7 VEs the atom will gain electrons (negative charge) to

satisfy the octet rule (going forwards to the closest noble gas)

IX. ChemActivity 8-11

ChemActivity 8

o How electron impact method works

You shoot an electron at an atom and an electron from the highest

energy level (the electron that can be most easily removed) comes off.

Also see definitions- electron impact method.

o Information obtained from electron Impact method

These experiments give a value for the IE of the electron that is most

easily removed from the atom, i.e. the IE for an electron in the highest

occupied energy level.

o Information obtained from photoelectron spectroscopy

Provides information on all occupied energy levels of an atom (the

ionizations energies of all electrons in an atom).

o PES contribution to model of atom

The idea of orbitals

o Theory of electron ejection during PES experiment

Each atom will eject only one electron, but every electron in each atom

has an (approximately) equal chance of being ejected.

o Diagram of PES

The size of the peak in the spectrum is determined by the relative

number of electrons with a given IE.

o What’s responsible for the position of a peak on the x-axis: Ionization energy

o What’s responsible for peak height in PES spectrum: Relative number of

electrons



o Importance of the word “relative” on the y-axis: CTQ 12

(a) Explain why it is not possible to determine if the “unknown” atom is

H or He

It’s a relative scale and we have nothing to compare it to.

(b) Explain why the “unknown” atom cannot be Li.

Li would need 2 peaks because it has 2 energy levels. (NOTE:

this was prior to the CA where we found out that it is actually

the sublevels that determine the number of peaks).

o The word relative is important because it tells us that we need to be comparing

two things in order to know the number of electrons.

o Definitions

Quantized: only certain discrete energy levels should be found.

Electron Impact method: Atoms in the gas phase are bombarded with

fast-moving electrons.

Photoelectrons: Electrons obtained from photoelectron spectroscopy

Photoelectron spectrophotometer: the device that measures the kinetic

energy of the electrons.

Photoelectron spectrum: how the results of a photoelectron

spectroscopy experiments are conveniently presented.

ChemActivity 9

o Why lack of units on y-axis of PES is acceptable

It is a relative number, also its just the relative number of electrons

therefore electrons would be the “units” but that isn’t really a unit so it

is acceptable to have no units.

o Interpretation of PES

Number of energy levels: how many scale changes (i.e. large gaps in IEs

there are)

Number of sublevels: number of peaks

Number of electrons per sublevel: First, we know that the first sublevel,

s, only has 2 electrons, thus the first peak must represent two electrons.

Then compare the other peaks to the first one.

Relative energies of the peaks:

If energies are far apart: different energy level

If energy levels are close together: same energy level, different

sublevel.

o Predicting PES for given element

Number of peaks is determined by the sublevels in an atom

Relative height of peaks depends on how many electrons are in each

sublevel.

o Energy level diagram (exercise 3)

Sketch the energy level diagram for Be and for C (as in Model 2).



Be:

C:

ChemActivity 10

o Interpret IE data into electron configurations

From Table 1 ChemActivity 10 page 44:

Gives you the energy level and sublevel, and the element

You can compare the ionization energy values to determine the

possible number of electrons.

From a PES diagram:

Number of peaks = number of sub shells

Number of Scale gaps = number of energy levels

Relative heights of peaks = number of electrons per sub shell

o What experiment is responsible for producing IE data?

PES- Photoelectron Spectroscopy

ChemActivity 11

o Objective 1: explain how PES determined the d subshell is filled after the s

subshell.

It has (1) a higher ionization energy than the s and (2) when looking at a

graph, comes before the next s subshell.

o Objective 2: explain how PES determined that the s subshell electrons are

removed first when a transition metal ionizes.

They have the lowest ionization energy and, even though there may be

a d or an f subshell in the atom, the furthest shell.

o Objective 3: Know how the blocks of the periodic table are related to the filling

order of the periodic table.

X. Atomic Trends

Definitions:

o Core Charge: The effective nuclear charge experienced by an outer shell

electron. In other words, core charge is an expression of the attractive force

experienced by the valence electrons to the core of an atom which takes into

account the shielding effect of core electrons.

o Atomic Radius: The distance from the nucleus to the outermost electron.

o Ionic Radius: The distance from the nucleus to the outermost electron.

o Ionization Energy: The minimum energy required to remove an electron from a

gaseous atom of that element.

o First Ionization Energy: The amount of energy required to remove the first

electron from the atom (outermost)

o Electronegativity: How much an atom attracts electrons/ “wants electrons”

o Reactivity: How easily an atom exchanges electrons (loss or gain).



Atomic radius/size

o Increases as you get farther left (across a period) and farther down a group

Ionic radius/size

o Increases as you get farther left (across a period) and farther down a group.

1st Ionization Energy

o Increases as you get father right (across a period) and farther up a group

Electronegativity= Electron Affinity

o Increases as you get farther right (across a period) and farther up a group

Metal Reactivity

o Increases as you get farther left (across a period) and farther down a group.

o Depends on the ionization energy of the atom

Non-Metal Reactivity

o Increases as you get farther right (across a period) and farther up a group.

o Depends on the electronegativity of the atom.

XI. Quantum Numbers (no objectives list)

Principal Quantum Number (n)

o Energy level

o Indicates distance from the nucleus

o How to figure it out: the period the element is in

Ex) (2s)= 2

o Options available (what are the possible values): n=1, 2 . . . period of the

element

Ex) Ca: n=1,2,3,4

Orbital Angular Momentum Number (l)

o Sublevels

o Indicates the shape of the region

Spherical: s sublevel

Dumbbell: p sublevel

Double dumbbell Donut: d sublevel

Fancy: f sublevel

o How to figure it out: the sublevel from the electron configuration

o Options Available: l = 0, 1 . . . n-1

Ex) for n=2, what are the possible values of l? l= 0,1

Magnetic Quantum Number

o Orbitals (REMEMBER THEY ONLY HOLD 2 ELECTRONS!!!)

o Indicate the orientation of the region in space

o How to figure it out: atomic orbital diagram

o Options Available: = -l, . . . , +l

L=2, what are the possible values of = -2 -1 0 1 2

Spin Quantum Number (



o When two electrons are in a magnetic field, they will align opposite of one

another. This is called the “spin”.

o The electrons within an orbital must have opposite spins to overcome their

repulsion.

o How to figure it out: two electrons in the same orbital have opposite spins, by

convention single electrons have a +1/2 spin

o Options Available: +1/2 (up arrow) OR -1/2 (down arrow)

Atomic Orbital Diagram:

o Visual representation of quantum numbers of electron configuration

o How to:

(1) Write electron configuration

(2) Draw boxes/lines representing orbitals for entire electron

configuration.

(3) Label boxes/lines with values.

(4) Place electrons (arrows) in the boxes/lines following the 3 rules:

Pauli Exclusion Principal: No two electrons can have the same 4

quantum numbers

Can share 1,2, or 3 quantum numbers in common

Basically you can’t put two up arrows right next to each

other (on the same line or in the same box)

Aufbau Principal: Fill from lowest energy to highest energy

Hund’s Rule: Fill atomic orbitals in the way that results in the

lowest energy possible (aka the no pairing rule).

**PLEASE ALSO REFERENCE THE MID-TERM EXAM STUDY GUIDE AS IT HAS

MORE INFORMATION ABOUT THE FIRST COUPLE TOPICS ON THIS LIST

**Attachments: 1,2 (same attachments as mid-term study guide, I am not

reposting them under this study guide!)

Documents

Trimester 1 Honors Chemistry 2014-2015 Final Exam ** DO NOT …amazingbasisstudyguides.weebly.com/uploads/3/1/1/0/... · 2018. 9. 10. · Trimester 1 Honors Chemistry 2014-2015 Final