C3 1.1a – Student worksheet
Element cards for sorting
Classify cards 1—12 into groups, or a sequential list, or rows, as you think appropriate.
Be prepared to explain to the rest of the class why you classified the cards the way you did.
Card 1
Card 2
●
Gas at room temperature.
●
Solid at room temperature.
●
Colourless.
●
Grey metal.
●
Odourless.
●
●
Flammable.
●
Can react with many other
elements.
Card 3
●
Soft solid at room
temperature.
Flammable.
●
Silver/white metal.
●
Reacts slowly with water.
●
Flammable.
●
Reacts with oxygen to
produce a white solid.
●
Reacts quickly with air and
water.
●
Burns the skin.
Card 4
Card 5
Card 6
●
Soft solid at room
temperature.
●
Liquid at room
temperature.
●
Gas at room temperature.
●
Coloured – pale green.
●
Grey metal.
●
Silver metal.
●
Distinctive smell.
●
Flammable.
●
Non-flammable.
●
Non-flammable.
●
Reacts quickly with air and
water.
●
Unreactive.
●
●
Toxic.
Can react with many other
elements.
●
Toxic.
●
Burns the skin.
Card 7
Card 8
Card 9
●
Solid at room temperature.
●
Gas at room temperature.
●
Solid at room temperature.
●
Grey metal.
●
Colourless.
●
Grey metal.
●
Flammable.
●
Odourless.
●
Flammable.
●
Reacts quickly with water.
●
Non-flammable.
●
●
Burns in air to produce a
white solid.
●
Totally unreactive.
Does not react with cold
water.
●
Reacts with oxygen to
produce a white solid.
Card 10
●
Gas at room temperature.
●
Very pale yellow, almost
colourless.
Card 11
●
Liquid at room
temperature.
●
Reddish brown.
●
Reacts violently with many
other elements.
●
Distinctive smell.
●
Non-flammable.
●
Very toxic.
●
Burns the skin.
Card 12
●
Gas.
●
Mass number = 40.
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279
C3 1.1a – Student worksheet
These cards (one per group) are to be issued after the first set of cards have been considered, to
provide additional information. Each group needs only one; multiple copies are given on this sheet
to economise on photocopying.
Card
number
Relative
atomic
mass of
element
Card
number
Relative
atomic
mass of
element
Card
number
Relative
atomic
mass of
element
1
1
1
1
1
1
2
24
2
24
2
24
3
23
3
23
3
23
4
7
4
7
4
7
5
201
5
201
5
201
6
35
6
35
6
35
7
40
7
40
7
40
8
20
8
20
8
20
9
65
9
65
9
65
10
19
10
19
10
19
11
80
11
80
11
80
Card
number
Relative
atomic
mass of
element
Card
number
Relative
atomic
mass of
element
Card
number
Relative
atomic
mass of
element
1
1
1
1
1
1
2
24
2
24
2
24
3
23
3
23
3
23
4
7
4
7
4
7
5
201
5
201
5
201
6
35
6
35
6
35
7
40
7
40
7
40
8
20
8
20
8
20
9
65
9
65
9
65
10
19
10
19
10
19
11
80
11
80
11
80
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C3 1.1b – Student worksheet
Newland and beyond
Analysing Newland’s octave theory
Read the text below then answer the questions at the end.
Newland found that when the elements were arranged in order of atomic mass, lightest to heaviest,
the elements 1, 8 and 15 were similar. He found the same was true for elements 2, 9 and 16.
Newland’s proposal was that ‘the eighth element, starting from a given one, is a kind of repetition of
the first, like the eighth note in an octave of music’. These relationships were clear for the first 16
elements, but then the pattern becomes more forced.
Newland presented his ideas at a meeting of the Chemical Society on 1 March 1866. Here are
three of the comments from the report of this meeting.
●
The fifty-six elements so arranged are said to form the compass of eight octaves and the
author finds that chlorine, bromine, iodine, and fluorine are thus brought into the same line.
●
Dr Gladstone made an objection on the score of its having been assumed that no elements
remained to be discovered. The last few years had brought forth thallium, indium, caesium and
rubidium, and now the finding of more would throw out the whole system.
●
Professor G.F. Foster humorously inquired of Mr Newlands whether he had ever examined the
elements according to the order of their initial letter. For he believed that any arrangement
would present occasional coincidences, but he condemned one which placed so far apart
manganese and chromium, or iron from nickel and cobalt.
When Mendeleev was arranging his table, he did so according to atomic masses, like Newland, but
he left gaps for elements yet to be discovered. For example, he predicted that an element would be
found that had an atomic mass greater than that of silicon, but less than that of tin. Mendeleev
thought it would have a mass of around 72 and a density of 5.5. He also predicted some of its
chemical properties, based on those of the other elements already in its group.
Questions
1
Do you think that Newland was fairly treated when he presented his ideas? (3 marks)
2
How could he have presented his work to greater effect, in order to be taken more seriously?
(2 marks)
3
Was Newland ‘wrong’ or was he instrumental in the development of the periodic table?
(2 marks)
4
What was it about Mendeleev’s approach that helped him to win over other scientists to his
idea? (2 marks)
5
Research on the Internet to find out what Mendeleev called the element referred to in the last
paragraph above. What is the modern name of this element? How accurate were Mendeleev’s
predictions about this element? (4 marks)
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281
C3 1.1c – Student worksheet
The first periodic table
You will need a copy of the periodic table to be able to complete this homework. Here is the
periodic table arranged in ‘octaves’ that Newland presented to the Royal Society in 1866.
H
F
Cl
Co/Ni
Br
Pd
I
Pt/Ir
Li
Na
K
Cu
Rb
Ag
Ca
Os
G
Mg
Ca
Zn
Sr
Cd
Ba/V
Hg
Bo
Al
Cr
Y
Ce/La
U
Ta
Tl
C
Si
Ti
In
Zr
Sn
W
Pb
N
P
Mn
As
Di/Mo
Sb
Nb
Bi
O
S
Fe
Se
Ro/Ru
Te
Au
Th
1
Which symbols seen here are not found on the current periodic table? Can you suggest which
elements any of them might represent? (3 marks)
2
Newland has put pairs of elements together that were thought to have the same mass number.
Look at the modern day periodic table. Are there any pairs of elements with the same mass?
What are they? (2 marks)
3
How can two elements have the same mass number? (2 marks)
4
One group of elements is missing from Newland’s periodic table completely. Which group is
that and why do you think they had not been discovered by 1866? (3 marks)
5
The modern periodic table has masses that are fractional, e.g. chlorine 35.5. Why is that?
(2 marks)
6
Many great scientists, like many great artists, had a difficult time getting their peers to take their
new insights seriously. Find out about the experiences of Alfred Wegener, Charles Darwin or
Copernicus. Report back on their important ideas and the major difficulties they encountered.
(6 marks)
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C3 1.1d – Student worksheet
Mendeleev and Meyer
The Russian chemist Dmitri Mendeleev (1834–1907) is regarded as the father of the periodic table.
In 1869 he published a table that became the basis for the modern periodic table. He placed most
of the elements in order of atomic mass and left gaps for elements he believed had still to be
discovered. By doing this, elements with similar properties were in the same group. He made
predictions about the existence and properties of some undiscovered elements. It was the
discovery of these new elements whose properties matched Mendeleev’s predictions that led to the
acceptance of his periodic table. We now know that Mendeleev had placed the elements in order of
atomic number.
The German chemist Lothar Meyer (1830–1895) came up with almost exactly the same table as
Mendeleev around the same time. Why is Meyer not recognised in the same way as Mendeleev?
Scientists announce new ideas or discoveries to the world in short reports called papers. They are
printed in scientific journals which are small booklets published regularly, often monthly, by
scientific organisations. These papers are reviewed by other scientists before they are published to
judge if they are scientifically sound and worthy of inclusion in the journal.
Mendeleev first published his table in the Journal of the Russian Chemistry Society in 1869. Meyer
first published his table in Annalen der Chemie, Supplementband in 1870. This means that it is
possible that Meyer could have just copied Mendeleev’s ideas. There is some evidence that Meyer
had developed his table in 1868, before Mendeleev published his. However, it is not certain and so
Meyer is not recognised in the same way as Mendeleev.
1
How did Mendeleev arrange the elements in his periodic table, remembering that he did not
know about atomic numbers? (1 mark)
2
What convinced scientists that Mendeleev’s periodic table was useful? (2 marks)
3
What are scientific papers? (1 mark)
4
What are scientific journals? (1 mark)
5
What happens to papers before they are published in a journal? (1 mark)
6
a
When did Mendeleev publish his periodic table? (1 mark)
b
When did Meyer publish his periodic table? (1 mark)
c
Explain why Meyer is not credited with developing the periodic table in the way that
Mendeleev is. (2 marks)
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283
C3 1.2a – Student worksheet
The loop game
Rearrange these cards in a circle so that the questions and answers match up.
2,8,4
Fluorine
Magnesium
I am the element with atomic
number 3.
I have a relative atomic mass of
14.
I am the lightest non-metal.
Lithium
Nitrogen
Hydrogen
I am the lightest element with 7
electrons in my outer shell.
I have electron arrangement
2,8,2.
I have electron arrangement
2,8,3.
Aluminium
Sodium
Calcium
My atom has 9 electrons less
than calcium.
I am twice as heavy as neon.
What is the electron
arrangement of phosphorus?
2,8,5
Beryllium
Copper
I am a Group 2 metal that is
lighter than carbon.
I have atomic mass 64.
What is the electron
arrangement of helium?
2
Krypton
Oxygen
My atom has two fewer electrons
than strontium.
My electron arrangement is 2,6
What is the electron
arrangement of silicon?
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C3 1.2b – Student worksheet
The periodic table
1
Place the following on the periodic table above.
a
Group numbers at the top (1 mark) and period numbers to the left. (1 mark)
b
The dividing line between metals and non-metals. (1 mark)
c
The atomic number of the first 36 elements at the top of the boxes. (1 mark)
d
The element symbols in the centre of each box. (max 3 marks)
e
The electronic structure of the first 20 elements at the bottom of the boxes. (max 3 marks)
2
What is the link between the group number and the electron structure of the elements?
(1 mark)
3
What is the link between the period number and the electron structure of the elements?
(1 mark)
4
For each of the groups 1, 7 and 0 in the periodic table, find out five things that all the elements
in that group have in common. (15 marks)
Group 1
Group 7
Group 0
1.
1.
1.
2.
2.
2.
3.
3.
3.
4.
4.
4.
5.
5.
5.
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C3 1.2b – Student worksheet
5
Use the mass and atomic number information given in the periodic table to complete the table
below. (15 marks)
Element
Mass number
Atomic/proton
number
Number of
protons
Number of
electrons
Number of
neutrons
O
F
Al
K
C
6
Comment on the positions in the table of argon (Ar), potassium (K) and calcium (Ca).
a
What is the basis for this arrangement (order) in the modern periodic table? (1 mark)
b
How would Newlands have ordered these elements had he known about and had mass
data on Argon? Explain the difference (2 marks)
c
Why couldn’t Newlands have arranged the elements in the ‘modern’ way, even if argon had
been discovered at the time? (2 marks)
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C3 1.2c – Student worksheet
The periodic table – true or false?
Are the following statements true or false? If false, what is the correct answer?
1
Elements are listed in mass number order. (1 mark)
2
Elements in Group 6 have 6 electrons in their outer shell. (1 mark)
3
The transition metals are between Groups 1 and 2. (1 mark)
4
Just over three-quarters of elements are non-metals (1 mark)
5
The element with the electron structure 2, 8, 5 is in Group 5. (1 mark)
6
The element with the electron structure 2, 8, 5 is in Period 3. (1 mark)
7
Elements in the same group have similar chemical properties because they have the same
number of electrons. (1 mark)
8
The elements in Group 7 are known as the noble gases. (1 mark)
C3 1.2c – Student worksheet
The periodic table – true or false?
Are the following statements true or false? If false, what is the correct answer?
1
Elements are listed in mass number order. (1 mark)
2
Elements in Group 6 have 6 electrons in their outer shell. (1 mark)
3
The transition metals are between Groups 1 and 2. (1 mark)
4
Just over three-quarters of elements are non-metals (1 mark)
5
The element with the electron structure 2, 8, 5 is in Group 5. (1 mark)
6
The element with the electron structure 2, 8, 5 is in Period 3. (1 mark)
7
Elements in the same group have similar chemical properties because they have the same
number of electrons. (1 mark)
8
The elements in Group 7 are known as the noble gases. (1 mark)
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287
C3 1.3b – Student worksheet
Predicting the properties of caesium
1
Caesium is an element near the bottom of Group 1. How many electrons are in the outer shell
of caesium? (1 mark)
2
Caesium reacts with chlorine to form caesium chloride.
3
a
Write word and balanced symbolic equations for this reaction. (3 marks)
b
What colour is caesium chloride likely to be? (1 mark)
c
What is the charge on the caesium ions in caesium chloride? (1 mark)
d
What is the formula of caesium chloride? (1 mark)
e
What type of structure will caesium chloride have? (1 mark)
f
What will happen when caesium chloride is added to water? (1 mark)
a
Write word and balanced symbolic equations for the reaction of caesium with water.
(3 marks)
b
Would the reaction of caesium with water be more, or less, reactive than the reaction of
sodium with water? (1 mark)
c
Why is caesium more or less reactive than sodium? (3 marks)
d
If universal indicator was added to the water after the reaction with caesium, what colour
would it go? Explain your answer. (2 marks)
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C3 1.3c – Student worksheet
Analysing data about Group 1 metals
Table 1 gives some data about the elements in Group 1 of the periodic table. Atomic radius is given
in picometres (pm) where 1 pm = 0.000 000 000 001 m.
Table 1
Atomic number
Melting point (°C)
Atomic radius (pm)
Density (g/cm3)
Lithium (Li)
3
181
123
0.53
Sodium (Na)
11
98
157
0.97
Potassium (K)
19
63
203
0.86
Rubidium (Rb)
37
39
216
1.53
Caesium (Cs)
55
28
235
1.87
Francium (Fr)
87
Francium is radioactive and is very rare. You can use the data above to predict some properties of
francium.
1
Plot a scatter graph of melting point against atomic number. Use your graph to estimate the
melting point of francium. (2 marks)
2
Plot a scatter graph of atomic radius against atomic number. Use your graph to estimate the
atomic radius of francium. (2 marks)
3
Plot a scatter graph of density against atomic number. Use your graph to estimate the density
of francium. (2 marks)
4
Why was it harder to predict the density of francium than the atomic radius and melting point?
(2 marks)
5
Table 2 gives the amount of energy required to remove
one electron from the outermost energy level of a mole
of the atoms listed. Using this information, and a copy
of the periodic table, estimate the energy required to
remove one electron from a mole of:
6
a
Rubidium (Rb) atoms. (2 marks)
b
Strontium (Sr) atoms. (2 marks)
Table 2
Atom
Describe and explain the trend that you see in the data
in Table 2. Begin your answer with ‘Within groups 1
and 2, the larger the atom, the ...’ (2 marks)
Energy required
(kJ/mole)
Na
496
K
419
Cs
376
Mg
738
Ca
590
Ba
503
7
How does ease of electron loss relate to reactivity? (2 marks)
8
The energy required to remove a second electron from sodium ions is 4563 kJ/mole, whereas
the amount of energy required to remove the second electron from magnesium ions is much
less, 1451 kJ/mole. Can you explain this? It might help if you draw diagrams of the electron
structures of the atoms. (3 marks)
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289
C3 1.4b – Student practical sheet
Looking at transition metal salts
Aim
To compare the compounds of alkali and transition metals
Equipment
●
eye protection
●
12 different metal compounds (labelled A—L) in sealed containers, arranged around the room
●
Extra unknown compound (sample M) in sealed container for Extension question 5
Safety
●
Wear your eye protection.
●
Do not touch the compounds. Some are toxic or harmful.
What you need to do
1
Copy the table into your book and fill in the details for the first four columns for each
compound.
Sample
letter
2
Coloured?
(state
colour)
Do you
think it
contains a
transition
metal? ()
Do you
think it
contains
an alkali
metal? ()
Actual name
Formula
Were your ideas
correct or do you
need to change
anything?
Once you have completed this part of the table for all 12 samples, check the names and
formulae of the samples with your teacher, then complete the final columns.
Using the evidence
1
2
In general, what can you say about the colour of compounds containing:
a
an alkali metal and no transition metal? (1 mark)
b
an alkali metal and a transition metal? (1 mark)
c
a transition metal and no alkali metal? (1 mark)
Are your results clear cut? Are there any exceptions to the general rule? (2 marks)
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C3 1.4b – Student practical sheet
Extension
3
Look at sample M. Can you tell simply from looking at it if it contains just an alkali metal, just a
transition metal or both? Explain your answer. (2 marks)
4
Identify the eight metals from the table below, using whatever resources you have at your
disposal (books or the Internet). (8 marks)
Metal 1
Metal 2
Metal 3
Metal 4
Melting point = 180 °C
Melting point = 1064 °C
Melting point = 1453 °C
Conducts electricity
Density = 0.53 g/cm3
Density = 19.3 g/cm3
Density = 8.9 g/cm3
Magnetic
Conducts electricity
Conducts electricity
Chloride is green
Chloride is brown
Metal 5
Metal 6
Metal 7
Metal 8
Hard and strong
Melting point = 98 °C
Very reactive
Melting point = -39 °C
Density = 8.9 g/cm3
Conducts electricity
Density = 0.86 g/cm3
Density = 13.5 g/cm3
No reaction with water
Chloride is white
Conducts electricity
No reaction with water
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291
C3 1.4c – Student worksheet
Comparing transition metals and alkali metals
1
Draw a Venn diagram to display the properties of alkali metals and transition metals. Write
each of the following statements in the appropriate section of your diagram. If the property is
true for both alkali and transition metals, write it in the overlap area. (18 marks – 1 for each
property)
1
They have relatively low melting points.
10
They are strong and hard.
2
They have high melting points.
11
They are soft and can be cut with a knife.
3
They are not very reactive.
12
They have a high density.
4
They are very reactive.
13
They have a low density and some float on
water.
5
They are useful as catalysts.
14
They react with water forming an alkaline
solution.
6
Their compounds are coloured.
15
They react with water releasing hydrogen
gas.
7
Their compounds are white.
16
They form 1+ ions.
8
They react with non-metals to form ionic
compounds.
17
They can form different ions.
9
They are good thermal and electrical
conductors.
18
Their ions are often 2+ but may be variable.
transition metal
properties
alkali metal
properties
Extension
2
Use books or the Internet to investigate iron’s two ‘families’ of compounds – those with Fe
3+
ions and those with Fe ions.
2+
a
What were their old names and how does that relate to the symbol used for iron? (2 marks)
b
What colours are associated with each ‘family’? (2 marks)
c
Which is found under oxidising conditions and which under reducing conditions? (2 marks)
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C3 1.4d – Student worksheet
More metal properties
Below is data about some transition metals and some in Groups 1 and 2. Use the data to answer
the questions below.
Metal
Melting point
Density
Electrical resistance
0.97
4.8
(°C)
Sodium
98
Silver
962
10.5
1.5
Nickel
1455
8.9
6.1
Iron
1535
7.86
8.9
649
1.74
3.9
Titanium
1660
4.5
43.1
Copper
1083
8.92
1.56
Lithium
181
0.53
No data
Magnesium
1
What general comparison can you make about the melting points of transition metals and those
in Groups 1 and 2? (2 marks)
2
What general comparison can you make about the densities of transition metals and those in
Groups 1 and 2? (2 marks)
3
Which metal would be a good choice for making a tripod, for use in the laboratory? Explain
your choice. (2 marks)
4
Which metal would be a good choice for aeroplane wings? Explain your choice. (2 marks)
5
Water has a density of 1 g/cm . Lithium has a density of 0.53 and floats because it is less
dense than water. Why is lithium not used for building ships? (1 mark)
3
The final column gives the resistance of the metal to electricity. The lower the number, the better
conductor of electricity the metal is.
6
Which metal is the best conductor of electricity? (1 mark)
7
Which metal is the best choice for household electricity cables? Why? (2 marks)
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293
C3 1.5a – Student practical sheet
Halogen displacement reactions
You are going to carry out some test tube reactions to help you put the halogens chlorine, bromine
and iodine into order of reactivity.
In a displacement reaction, a more reactive element displaces a less reactive element from a
compound. You may already have done displacement reactions where a more reactive metal
displaces a less reactive metal. Here you are doing reactions where a more reactive non-metal
displaces a less reactive non-metal, e.g. you will react a solution of chlorine with a solution of
potassium bromide. There are two possible results which are shown below.
Possible results
Equation
What it tells us
Reaction takes
place.
chlorine + potassium bromide → potassium chloride + bromine
+
2 KBr
→
2 KCl
+
Br2
Cl2
Chlorine is more
reactive than
bromine.
No reaction
takes place.
Bromine is
probably more
reactive than
chlorine.
Aim
To investigate displacement reactions that can occur between halogens and halide salts.
Equipment
●
eye protection
●
chlorine water, bromine water and iodine water
●
droppers
●
●
test tubes and rack
solutions of potassium chloride, potassium bromide
and potassium iodide
Safety notes
●
Wear your eye protection.
●
Chlorine vapour is toxic – do not inhale. Tell your teacher if you are asthmatic
●
Chlorine water is harmful; bromine water is very toxic; iodine water is harmful – do not inhale
fumes and avoid all skin contact.
●
The experiments should be conducted in a well-ventilated room.
What you need to do
For each reaction:
●
Place about 2 cm depth of the halogen solution in a test tube.
●
Add a similar amount of the potassium halide solution to the test tube and look to see if a
reaction takes place.
●
Remember that even if no reaction takes place, the halogen solution will become a paler colour
because it is being diluted.
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C3 1.5a – Student practical sheet
Copy and complete the results table:
Cl2(aq)
KCl(aq)
KBr(aq)
Kl(aq)
Br2(aq)
l2(aq)
Is there a
reaction?
Is there a
reaction?
Word
equation.
Word
equation.
What it
tells us.
What it
tells us.
Is there a
reaction?
Is there a
reaction?
Word
equation.
Word
equation.
What it
tells us.
What it
tells us.
Is there a
reaction?
Is there a
reaction?
Word
equation.
Word
equation.
What it
tells us.
What it
tells us.
Using the evidence
1
Arrange the halogens in order of reactivity from the most reactive to the least reactive.
(2 marks)
2
How does this order compare to their position in Group 7 of the Periodic Table? (2 marks)
Extension
3
Fluorine is found at the top of Group 7, astatine at the bottom of Group 7. Where would you
expect these two halogens to fit in your order of reactivity? (2 marks)
Sheet 2 of 2
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295
C3 1.5c – Student worksheet
Predicting the chemistry of astatine
1
Astatine is the element at the bottom of Group 7 in the periodic table. It is so rare that nobody
has ever been able to test its properties, but you can use your knowledge of Group 7 to predict
some of the chemistry of astatine.
a
Plot a line graph of boiling point against atomic number for the elements in Group 7.
(1 mark)
b
Use your graph to estimate the boiling point of astatine. (1 mark)
Element
Atomic number
Boiling point (°C)
2
3
4
5
6
Fluorine
Chlorine
Bromine
Iodine
Astatine
9
17
35
53
85
–188
–34
59
184
Predict the following physical properties of astatine.
a
Will astatine be a solid, liquid or gas? (1 mark)
b
What will be the formula of astatine (the symbol for astatine atoms is At)? (1 mark)
c
Will astatine be a metal or a non-metal? (1 mark)
d
Will astatine vapour be coloured or colourless? (1 mark)
Predict whether the compounds formed when astatine reacts with other elements will be ionic
or covalent.
a
Reaction with sodium. (1 mark)
b
Reaction with aluminium. (1 mark)
c
Reaction with sulfur. (1 mark)
2+
Calcium astatide would probably be an ionic compound. Calcium ions have the formula Ca .
a
What is the formula of astatide ions likely to be? (1 mark)
b
What is the formula of calcium astatide likely to be? (1 mark)
Predict what would happen in the following reactions by copying and completing the word
equations. If no reaction takes place, write no reaction.
a
astatine (aq) + potassium bromide (aq) (1 mark)
b
chlorine (aq) + sodium astatide (aq) (1 mark)
c
iodine (aq) + potassium astatide (aq) (1 mark)
Which is more reactive – astatine or the element above it, iodine? Explain your answer.
(2 marks)
Sheet 1 of 1
296
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