1

MODULE 1

SELF ASSESSMENT TEST

Instruction: After you have completed studying Module 1 go through each of the following
points and do a mental assessment of how much you know. If you do not know
or understand something go back and review the concept/sub-topic or consult
your teacher for help.

Atomic Structure & The Periodic Table

 State four postulates of Dalton’s atomic theory

 Identify two of Dalton’s postulates that do not hold up in light of modern atomic theory
(Explain any modifications to his theory in light of later discoveries concerning the
atom).
 Recall the relative masses, charges and position of sub-atomic particles
 Explain with a diagram the behaviour of sub-atomic particles in an electric and magnetic
field
 Define atomic number, mass number and isotopes
 Define of relative atomic and relative isotopic masses in relation to carbon-12
 What is the rationale for using the relative masses and relative charges of sub-atomic
particles rather than their absolute masses and charges? (Answer: The absolute masses
and charges of sub-atomic particles are very small, so it is much easier to use relative
masses and charges when making comparisons and doing calculations.)
 Briefly explain how each of the processes (ionization, acceleration, deflection and
detection) is achieved in the mass spectrometer
 Calculate the relative atomic mass of an element given isotopic masses and abundances
 What are radioactive isotopes?
 What is an alpha particle, how does the atomic number and mass number of an isotope
change during the loss of an alpha particle
 Write nuclear equations to represent alpha decay
 What is a beta particle, how does the atomic number and mass number of an isotope
change during the loss of a beta particle?
 Write nuclear equations to represent beta decay
 What are gamma rays, how does the atomic number and mass number of an isotope
change during the loss of gamma rays?
 Write nuclear equations to represent gamma decay
 Cite the use of radioisotopes (at least four)
 Calculate n/p ratio
 Explain how data from emission spectra provide evidence for discrete energy levels
within the atom (See answer 8 on page 178 of the Study Guide)
 Draw a diagram of the emission spectrum of hydrogen. Show on the diagram increasing,
energy, frequency and wavelength
 What is the Lyman series? In which region of the electromagnetic spectrum does it
occur?
 What is the Balmer series? In which region of the electromagnetic spectrum does it
occur?
 Know the equation ∆E=hν and use it in calculations. Know the equation c=λν. Know the
relationship between energy, frequency and wavelength.
 The Bohr model of an atom (see page 7 of the CXC CAPE Unit Chemistry Study Guide)
 What is an atomic orbital?
 Draw the orbitals of principal quantum number 2 including x, y and z axes
 Know the relative energies of 1s, 2s, 2p, 3s, 3p, 3d and 4s orbitals
 Determine the electronic configuration of atoms and ions in terms of s, p and d for the
first 30 elements of the periodic table
 Know the special electronic configuration of Cu and Cr
Prepared by: Tomeika Myers-Thomas, CXC Chemistry Teacher, CXC Moderator, CXC Assistant Examiner
 2

 Represent electronic configuration using electron-in-boxes

 Define first ionisation energy
 Write an equation showing the first ionisation energy of an element
 State the factors which influence the first ionisation energy of elements
 Explain how ionisation energy data provide evidence for sub-shells (refer to
irregularity in first ionisation energy across period 3).
 Explain how ionisation energy data provide evidence for shells (refer to successive
ionisation energies of an element).
 Plot successive ionisation energies of an element (atomic number 1-20)
 Determine the period and group and hence electronic configuration of an element
from successive ionisation energies of an element
 Plot a sketch of first ionisation energy of elements against atomic number for period 2
and period 3
 Explain why the first ionisation energy of Mg is unexpectedly higher than that of Al, why
that of P > S. See answer 17 of page 178 of the Unit 1 CXC CAPE Study Guide.
 Explain why the first ionisation energy of Be is unexpectedly higher than that of B, why
that of N > O.

Forces of Attraction

 State the three intramolecular forces

 State the three intermolecular forces
 What is ionic bonding? What is an ionic bond?
 Use dot and cross diagrams to illustrate ionic bonding
 List properties ionic compounds
 Explain factors influencing formation of ionic compounds. These are ionisation energy,
electron affinity and lattice energy.
 Define first electron affinity (The chemical opposite of first ionisation energy)
 Define lattice energy
 What is covalent bonding? What is a covalent bond?
 Use dot and cross diagrams to illustrate covalent bonding
 State properties of covalent compounds
 Possibilities of forming a sigma bond
 How is a pi bond formed
 Define polarisation
 State Fajan’s rules of polarisation
 In what instance will an ionic compound have covalent character? Explain why
aluminium chloride and beryllium chloride are covalent in character.
 Explain metallic bonding.
 Explain properties of metals in terms of metallic bonding
 Define the terms electronegativity and polarity
 Define co-ordinate (dative) covalent bond
 Use ‘dot-cross’ diagrams to illustrate dative covalent bonding (For example, NH4+, H3O+,
Al2Cl6, CO and BF3/NH3).
 State the relative electronegativity of F,O,N,Cl,Br, C and H
 State the instance in which a bond will be polar.
 State the instance in which a bond will be non-polar.
 State the instance in which a molecule will be polar or non-polar.
 Describe the origin of the three inter-molecular forces (Hydrogen bonding, van der Waals
forces, permanent dipole-dipole forces)
 Identify the type of inter-molecular force present in a substance
 State the relative strengths of the inter-molecular forces
 Explain the differences in physical properties of substances in terms of strength of the
inter-molecular forces present
 State the VSEPR theory

Prepared by: Tomeika Myers-Thomas, CXC Chemistry Teacher, CXC Moderator, CXC Assistant Examiner
 3

 State the relative strengths of lone-pair: lone-pair, bond-pair: bond-pair and lone-pair:
bond-pair repulsion
 Predict the shapes and bond angles in simple molecules and ions
 Explain the shapes and bond angles of simple organic compounds (ethane, ethene and
benzene; apply the concept of hybridisation and resonance)
 Predict the shapes and bond angles of molecules similar to ethane and ethene
 Describe qualitatively the lattice structure of crystalline solids and their relation to
physical properties. Simple molecular (e.g. iodine, ice and dry ice: frozen CO2), giant
molecular (for e.g. SiO2), giant atomic (for e.g. diamond and graphite).

The Mole Concept

 Define mole
 Define molar mass, including unit
 State Avogadro’s law
 Apply Avogadro’s law
 Write balanced molecular and ionic equations
 Convert moles to mass, number of particles and volume of a gas
 Perform calculations involving volume and concentration of solutions
 Apply the mole concept to molecular and ionic equations
 Define empirical and molecular formulae
 Calculate empirical and molecular formulae from combustion data, absolute masses or
relative abundances of elements
 Use results from volumetric (titrimetric) analyses to calculate (i) mole ratios; (ii) molar
and mass concentration and (iii) percentage of analyte in a sample

Redox Reactions

 Define oxidation and reduction in terms of electron and oxidation state (number). (The
two terms are chemical opposites so just focus on knowing one and remember that the
other is the chemical opposite.)
 Recall the rules for assigning oxidation numbers
 Deduce the oxidation number of an element in a compound
 Name compounds containing elements that exist in different oxidation numbers
 Balance half equations
 Define disproportionation
 Determine if an element was oxidised, reduced, disproportionate or remain the same in a
chemical reaction
 Deduce balanced equations for redox reactions from relevant half equations (The half
equations are in the data booklet but with reversible arrows; decide which direction the
half reaction is going and write only one arrow)
 Describe tests for a reducing agent and an oxidising agent
 State common oxidising agents, the observations and changes in oxidation number when
they are reduced
 State common reducing agents, the observations and changes in oxidation number when
they are oxidised
 Recall the reactivity series of metals. (Remember a more reactive metal will reduce a
less reactive metal in a compound)
 State the trend in oxidising ability of the halogens
 Describe simple displacement reactions with observations to order elements in terms of
oxidising or reducing ability

Kinetic Theory

 List the assumptions of the Kinetic Theory

 State Boyle’s law, associated equation and give a graphical representation

Prepared by: Tomeika Myers-Thomas, CXC Chemistry Teacher, CXC Moderator, CXC Assistant Examiner
 4

 State Charles’ law, associated equation and give a graphical representation

 Define ‘Ideal gas’
 State the ideal gas equation. Recall the unit that each quantity must be in.
 Perform calculations using Boyle’s equation, Charles’ equation, the combine gas
equation
 Perform calculations to find number of moles and relative molecular mass using the ideal
gas equation
 State the conditions under which real gases deviate from ideal gas behaviour
 State the two assumptions of the kinetic theory that do not hold up for real gases
 Draw graph of PV against P showing an ideal gas and CO2/ H2/ N2
 Explain changing state in terms of the kinetic theory. You should be able to explain the
liquid state, melting and vaporisation.

Energetics

 Define exothermic reaction

 Draw a labelled energy profile diagram for an exothermic reaction showing the curve,
labelled axes, specific reactants and products, activation energy and ∆H
 Define endothermic reaction
 Draw a labelled energy profile diagram for an endothermic reaction showing the curve,
labelled axes, specific reactants and products, activation energy and ∆H
 State that chemical reactions take place through energy changes (usually in the form of
heat) associated with the breaking and making of bonds
 Recall if bond breaking is endothermic or exothermic
 Define enthalpy change
 State the conditions of amount of substance, temperature, pressure and concentration
under which standard enthalpies are measured
 Define standard enthalpy of formation (∆Hᶱf) plus give an example equation
 Define standard enthalpy of combustion (∆Hᶱc) plus give an example equation
 Define standard enthalpy of neutralisation (∆Hᶱn) plus give an example equation
 Define standard enthalpy of atomisation (∆Hᶱat) plus give an example equation
 Define standard enthalpy of reaction (∆Hᶱr) plus give an example equation
 Define first ionisation energy (∆Hᶱi1) plus give an example equation
 Define first electron affinity (∆Hᶱea1) plus give an example equation
 Define lattice energy (∆Hᶱlatt) plus give an example equation
 State factors that influence lattice energy
 Calculate enthalpy changes of combustion, neutralisation and solution in the lab using:
heat change = mc∆T. State the assumptions made during the calculation.
 State Hess’s law of constant heat summation
 Construct energy cycles and use them to calculate enthalpy change of formation or
enthalpy change of reaction
 Define bond energy
 Explain how bond energy data may be used to show the relationship between strength of
covalent bonds and reactivity of covalent molecules. (Lack of reactivity of nitrogen.
Consider factors which affect bond energy.)
 Calculate ∆H for reaction using bond energies
 Define standard enthalpy of solution
 Define standard enthalpy of hydration
 Construct Born-Haber cycle involving reverse of lattice energy, standard enthalpy of
solution and standard enthalpies of hydration and use it to calculate standard enthalpy of
solution
 Construct Born-Haber cycles involving ∆Hᶱf, ∆Hᶱat, ∆Hᶱi, ∆Hᶱea and ∆Hᶱlatt
 Calculate standard enthalpy of formation from enthalpy changes in the Born-Haber cycle
 Calculating enthalpy change of a reaction by reversing and or multiplying other equations
and then adding them to get the equation of interest

Prepared by: Tomeika Myers-Thomas, CXC Chemistry Teacher, CXC Moderator, CXC Assistant Examiner