Name: _______________________________________________

Y12 Chemistry Initial Assessment

Atoms, Electrons, Mass and Periodicity
Date: Friday 23 September 2016

Time: 1 hour
Total marks available: 60
Total marks achieved: ______

Don't Panic
Mr. G.W.A Drake

Questions
Q1.
In atoms, electrons fill up the sub-shells in order of increasing energy.
(a) Fill in the last two boxes in the table below to show the order in which the next two sub-shells are filled.

(2)
(b) Electrons in atoms occupy orbitals.
(i) Explain the term orbital.
(1)
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(ii) Draw diagrams below to show the shape of an s-orbital and of a p-orbital.
(2)

(c) State the total number of electrons occupying all the p-orbitals in one atom of chlorine.
(1)
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(d) State the number of electrons present in an ion of calcium, Ca 2+.
(1)
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*(e) Define the term first ionization energy.
(3)

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(f) The ionization energies of sodium, Na, are shown in the table below.
Show with a tick ( ), in the third row of the table below, all the ionization numbers that involve the removal of an
electron from an s-orbital.
(2)

(Total for Question = 12 marks)

Q2.
Hydrogen has three isotopes, 1H, known as protium, 2H, deuterium, and 3H, tritium.
(a) In terms of sub-atomic particles, give the similarities and differences between atoms of these three isotopes of
hydrogen.
(3)
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(b) When a nitrogen atom collides with a high energy neutron, one atom of tritium and one atom of another
element are formed. Complete the equation below.
(1)
(c) Tritium-deuterium gas, consisting of molecules each containing one deuterium atom and one tritium atom, is
used in some nuclear warheads. Typically, each warhead has about 4.0 g of the gas added.
(i) Calculate the number of moles of tritium-deuterium in 4.0 g.
(2)

(ii) Calculate the volume, in cm3, of 4.0 g of tritium-deuterium gas.

[Molar volume of a gas under these conditions = 24 000 cm3 mol1]
(1)

(d) Tritium is not usually included in calculations of the relative atomic mass of hydrogen, because it is
radioactive and has a relatively short half-life.
Calculate the relative atomic mass of hydrogen with the following isotopic composition. Give your answer
to four decimal places.
(2)

(e) The electronic energy levels in hydrogen are shown below.

(i) Mark on the energy level diagram, with an arrow, the transition that represents the ionization energy of
hydrogen.
(1)
(ii) In some versions of the Periodic Table, hydrogen is placed in the same group as sodium. Give the electronic
configurations for both a hydrogen atom and a sodium atom, using the s and p notation.

Use these electronic configurations to suggest why this is a reasonable grouping.

(2)
H
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Na
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*(f) Which element in the Periodic Table has the highest first ionization energy? Justify your answer.
(3)
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(Total for question = 15 marks)

Q3.
This question is about the use of mass spectrometers.
(a) Bromine has two isotopes, 79Br and 81Br. Explain the term isotopes, by reference to sub-atomic particles.
(1)
.............................................................................................................................................
.............................................................................................................................................
(b) The presence and abundance of these isotopes can be determined by using a mass spectrometer such as that
shown in the diagram below.

(i) Explain how ions are produced in the area labelled A.

(2)
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(ii) State what is used to deflect the ions moving through the mass spectrometer in the area labelled B.
(1)
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(iii) Explain why there is a vacuum in a mass spectrometer.
(1)
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Q4.
The first ionization energy of each of the elements from neon to argon is shown on the graph below. The first
ionization energy of potassium has been omitted.

(a) Define the term first ionization energy.

(3)
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(b) Explain why, in moving from Na to Ar, the general trend is for the first ionization energy to increase.
(3)
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(c) Explain why the first ionization energy decreases from P to S.
(2)
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(d) Estimate the value of the first ionization energy of potassium, K, and write your answer below.
(1)
................................................ kJ mol 1
(Total for Question = 9 marks)

Q5.
(a) Define the term first ionization energy.
(2)
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*(b) Explain why the first ionization energy of the elements down Group 1 decreases even though the atomic
number increases.
(2)
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(c) The eleven successive ionization energies for sodium are given below.

(i) Explain why the successive ionization energies increase.

(1)
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*(ii) Explain how these ionization energies give evidence for the electronic structure of sodium. You may use a
sketch graph if you wish.
(2)

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(d) The first ionization energy of aluminium (element 13) is lower than that of magnesium (element 12).
(i) Give the electronic structures of magnesium and of aluminium in s, p and d notation.
(1)
Magnesium

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Aluminium
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*(ii) Explain the difference in the first ionization energies of the two metals.
(1)
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(Total for question = 9 marks)

Q6.
The human body contains around 0.025 g of iodine molecules, I2. Which of the
following shows the number of iodine atoms in 0.025 g of I2?
The Avogadro constant is 6.02 1023 mol-1.

(Total for question = 1 mark)

Q7.
The bonding in magnesium oxide, MgO, is
A

ionic.

metallic and ionic.

ionic and covalent.

metallic and covalent.

(Total for question = 1 mark)

Q8.
The first ionization energies, in kJ mol-1, of four elements with consecutive atomic
numbers are shown below.
A 1680
B 2080
C 496
D 738
(a) Which element could be an inert gas?
(1)
A
B
C
D
(b) Which element could be X in a covalent compound with formula HX?
(1)
A
B
C
D
(c) Which element could be Y in an ionic compound with formula YH 2?
(1)
A
B
C
D
(Total for question = 3 marks)

Q9.
1.12 g of iron reacts with oxygen to form 1.60 g of an oxide of iron. Use relative atomic masses: Fe = 56, O = 16.
What is the formula of this oxide of iron?
A

FeO5

Fe2O10

Fe3O2

Fe2O3

(Total for question = 1 mark)

Q10.
The graph below shows the second ionization energy of a series of elements with
consecutive atomic numbers.

Which element could be lithium?

A
B
C
D
(Total for question = 1 mark)

Q11.
The equation for the complete combustion of octane is
(a) The mass of 10 mol of octane is
(1)
A

0.66 kg

1.14 kg

2.10 kg

2.28 kg

(b) The volume of 1 mol of any gas (measured at room temperature and pressure) is 24 dm 3. Hence the volume of
oxygen (measured at room temperature and pressure) required for the complete combustion of 10 mol of octane is
(1)
A

240 dm3

300 dm3

3000 dm3

6000 dm3
(Total for question = 2 marks)

Q12.
17.1 g of aluminium sulfate, Al2(SO4)3, was dissolved in water.
Calculate the number of sulfate ions, SO42, present in the solution formed.
[Assume the molar mass of Al2(SO4)3 is 342 g mol1 and the Avogadro Constant is
6 1023 mol1.]
A 3 1021
B 1 1022
C 3 1022
D 9 1022
(Total for question = 1 mark)

Examiner's Report
Q1.
The majority of candidates understood the principles of electronic structure and applied them correctly to parts (a),
(c), (d) and (f). However, part b (i) was a useful discriminator. Many answers simply described an orbital using the
shell or orbit model you would expect from courses prior to GCE level. Only the best candidates appreciated the
concept that the orbital was a 3-dimensional space in which you would probably find the electron. The shapes of the
orbital were well known. Although surprisingly it was often an incorrect s-orbital that failed to score. This was
because some candidates believed the s orbital was actually the same dumbbell shape as a p-orbital but in a different
orientation.

Q2.
(a)
This question illustrated a number of weaknesses. First, candidates failed to read the
question, thinking it referred to nuclei, rather than atoms, and omitted to give any
comment about electrons. Another common answer was to correctly make the statements
about protons and electrons, but to simply say 'different numbers of neutrons' which was
insufficient at this level. Some gave the incorrect numbers of neutrons, most commonly one
for protium etc. Very weak candidates gave differing numbers of electrons or protons.

Results Plus: Examiner Comments

This candidate has failed to mention electrons and given an insufficient statement about neutrons.

Results Plus: Examiner Tip

Read the question carefully and remember

Results Plus: Examiner Comments

This is an instructive 2 mark answer.
The candidate has the electrons and protons correct, but has not considered what the effect of
their neutron numbers will be on the mass numbers of the isotopes.
Results Plus: Examiner Tip
Check answers carefully and critically.

(b)
Though an unfamiliar type of equation, many candidates applied their understanding of
mass number and atomic number to arrive at the correct answer. Some gave the correct

numbers with the wrong element, while others gave the wrong numbers with the correct
element.

Results Plus: Examiner Comments

This equation is not balanced for neutrons, giving the wrong mass number for carbon.
Results Plus: Examiner Tip
It is always a good idea to try out lots of examples of applying your knowledge to unfamiliar
situations.

Results Plus: Examiner Comments

A common example of the incorrect element, which does not match the proton number.
Results Plus: Examiner Tip
Make sure you understand the significance of atomic number.

(c) (i) - (ii)

In part (i) it was necessary to first calculate the molar mass of tritium-deuterium. This
proved quite a challenge. Provided candidates made it clear they had calculated molar
mass, by stating "Molar mass =", they could get a transferred error mark for the second
mark if they correctly divided the mass by the molar mass.
Similarly in (ii) they received a transferred error mark from their calculated number of
moles. Answers were acceptable in cubic centimetres or cubic decimetres, but if given in
cubic decimetres the unit was essential. There were a few incorrect units.

Results Plus: Examiner Comments

Though the candidate has the wrong molar mass in part (i), they have made clear what it is, so
get one mark.
In part (ii), they should have got an answer of 31920, but the use of the original fraction from
part (i) was not penalised.
Results Plus: Examiner Tip
With calculations always make working clear.

Results Plus: Examiner Comments

Notice that the candidate has indicated the molar mass in part (i), so even though it is incorrect
they get the second mark.
Unfortunately they divided by the molar volume in (ii) so do not gain any credit.
Results Plus: Examiner Tip
It is worth practising this very common type of calculation, calculating a volume of a gas from
its mass, without using the density.

(d)
Candidates needed to show their working clearly if they got the wrong answer, which many
did because they were unable to give their answer to four decimal places. A few lost a mark
for incorrect units, though the unit was not required.

Results Plus: Examiner Comments

A well set out correct answer.
Results Plus: Examiner Tip
Always show your working - it may get you credit even if you make an arithmetic error.

Results Plus: Examiner Comments

Although the candidate has the correct expression for calculating the relative atomic mass
which gained the first mark, the answer is not given to four decimal places.
Results Plus: Examiner Tip
Ensure you understand the difference between significant figures and decimal places.

(e) (i)
Though this was the easiest question of this type, it was rather poorly done with arrows
from and to the wrong energy levels, and both up and down.

Results Plus: Examiner Comments

Though this starts from the correct level and goes in the correct direction, the arrow only
reaches n=2 which is not enough.
Results Plus: Examiner Tip
Try out lots of these types of questions with different elements, for different ionization energies.

Results Plus: Examiner Comments

Here the energy levels are correct but the arrow is in the wrong direction for ionization.
Results Plus: Examiner Tip
Think about what ionization means when answering questions like this.

(e) (ii)
Lower scoring candidates gave the electronic configuration for lithium but could still score
the second mark.
In the second part it was essential to mention the term 'outer', so answers like 'both have a
half filled s shell' or 'same electron configuration were insufficient'.

Results Plus: Examiner Comments

A typical one mark answer for the correct electron configurations.

Results Plus: Examiner Tip
Try to be critical of your own answers. Have you said everything you know which is relevant?

Results Plus: Examiner Comments

This answer secures the second mark at the end with the words 'and their outer shells'. It also
benefits from extremely clear writing.
Results Plus: Examiner Tip
Write clearly in black ink making lower case letters large enough to be read easily.

(f)
Lower scoring candidates selected elements other than helium. Though hydrogen could
score justification marks, it was not possible to credit justifications for any other elements of
which neon was the most common.
Some who correctly gave helium only made generalisations of ionization energies rising
across periods or down groups when something more concrete relating to helium was
needed. Similarly reference to a filled electron sub-shell was insufficient.

Results Plus: Examiner Comments

Although true statements about helium are given, they are insufficient explanations to justify the
answer.
Results Plus: Examiner Tip
Justifications should always attempt to answer the question 'why' as fully as possible.

Results Plus: Examiner Comments

Helium and more (electron) shielding are worth 2 marks.
The structure of the second sentence can be construed as 'it' refers to an electron which is close
to the nucleus, so a mark was awarded on this occasion.
Results Plus: Examiner Tip
Always try to be precise in answers.

Q3.
(a)
The vast majority of candidates were able to make the correct statements about protons and neutrons to
gain the mark. Those candidates who failed to score either missed the reference to 'sub-atomic particles' in
the question and so gave responses in terms of atomic and mass numbers, or only commented on the
different number of neutrons without mention of 'the same number of protons'.
In view of the fact that only one mark was available for the answer to this question, those responses that
referred to elements or isotopes were allowed but obviously reference should have been made to 'atoms'.

Results Plus: Examiner Comments

The candidate correctly referred to isotopes having different numbers of neutrons but
incorrectly referred to isotopes having the same number of electrons instead of protons. Hence
this response did not score.

(b) (i)
The ionisation area of the mass spectrometer was generally well known with many high scoring responses.
The failure to gain both marks commonly resulted from a lack of depth of the response and may have not
been due to lack of understanding. Candidates need to make sure that they are giving fulsome answers if
they want to gain all the available marks.
On rare occasions a candidate did negate a valid statement for the second mark for loss of electrons, by the
comment that a negative ion or anion was formed. This would be the gain not the loss of an electron, and
so clearly counteracts the statement of loss of electrons. However, this was not commonly seen. An
alternative way of expressing 'electron loss' is via an equation and this was seen, although infrequently.

Results Plus: Examiner Comments

The use of high energy electrons via an electron 'gun', scored the first mark in this example but
there was no mention of the effect of this and so the second mark was not awarded.

Results Plus: Examiner Tip

The marking point allocation and the space provided for the response to each question are
always important considerations when considering a response. In this example only one point is
being made and only just over one line out of three possible lines. This suggests that there may
not be sufficient space here for all the marks to be awarded and it proved correct.

Results Plus: Examiner Comments

There was clear mention of high energy electrons 'hitting' the sample for the first marking point;
and then the effect of this in that an electron was lost, meant that both marking points were
awarded.

(ii)
The workings of the mass spectrometer were very well known, as over 90% of candidates knew that a
magnetic field is used to deflect the moving ions.

Results Plus: Examiner Comments

The use of the word 'shield' completely gives the wrong impression, as it means some sort of
barrier rather, than a deflector. Hence, this response was not credited.

Results Plus: Examiner Comments

The term 'magnitude' means size or scope of something and has nothing to do with a magnetic
field. Hence, this response did not score.

Results Plus: Examiner Tip

A general principle is that if the word is misspelt and could mean something other than that
intended, then no credit is given.

(iii)
Many candidates seemed unaware of the true purpose of the vacuum in the mass spectrometer. A
significant number thought that the vacuum was to remove ions or electrons, and it was also common to
see reference to the need to prevent reactions occurring. In addition, vague answers that simply referred to
'interference' were insufficient to score.
The particles in the air are removed by the vacuum in order to prevent any hindrance to the path of the ions
as they flow through the mass spectrometer to the detector. Only the more able either knew this, or were
able to deduce it from their understanding of the workings of the mass spectrometer.

Results Plus: Examiner Comments

This response had the beginnings of the correct idea, in that air particles are the issue but simply
to 'interfere' was insufficient and did not score.

Results Plus: Examiner Comments

The idea expressed in this response was the correct one, namely that the air particles could
hinder the pathway or movement of the ions through the mass spectrometer. However, it failed
to refer to ions and only mentioned the sample. Both question parts (i) and (ii) mentioned
"ions", and so since this information which provided the reference to just a sample, was
insufficient to score.

Results Plus: Examiner Tip

Make sure that information provided in the question is used when answering.

Q4.
(a) Most candidates scored well on this definition, the most common errors were the omission of the mole
quantity, despite the units being given in the question, and the failure to appreciate that the species being
ionized is always a gaseous atom. Standard conditions were often quoted; this is incorrect but was not
penalised.

Results Plus: Examiner Comments

This candidate refers to the ionization of the element rather than gaseous atoms of the element.
Note also the reference to standard conditions.

Results Plus: Examiner Comments

A textbook answer! The removal of electrons and the formation of unipositive ions are
equivalent statements.

Results Plus: Examiner Comments

This candidate has omitted to mention that ionization energy is a molar quantity.

Results Plus: Examiner Tip

Consider the units of a quantity that you are defining. Ionization energy is measured in kJmol1.

(b)There were many excellent answers to this question, covering the key points with admirable clarity and
conciseness; however, there were also common confusions. Some candidates used the terms orbital,
subshell and quantum (or energy) shell as interchangeable and there were references to ions, rather than
atoms, both directly and by implication from mention of charge density. The ill-defined term 'energy level'
was also quite common; s and p orbitals are in the same quantum shell but (except for hydrogen atoms) at
different energy levels.

Results Plus: Examiner Comments

This candidate establishes a key marking point (the increased number of protons) but fails to
explain why the 'effective nuclear charge' increases across the period. Note also the repetition of
the question and of parts of the answer.

Results Plus: Examiner Tip

The question should not be repeated and the use of bullet points can clarify your thinking and
ensure that you are making distinct marking points in your answer.

Results Plus: Examiner Comments

This is a good answer but note that the candidate has approached the question in two parts.

Results Plus: Examiner Tip

Try to think carefully through your whole answer; this can save time as well as improving the
structure of your answer.

(c)The approach to this question which involved considering the effect of electron pairing on the
ionization energy was the more popular and more likely to yield both marks. Those candidates whose
answer was framed in terms of the stability of the half-filled 3p subshell rarely appreciated that this
electronic structure was present in unipositive sulfur ion. Once again some used the terms orbital, subshell
and shell indiscriminately.

Results Plus: Examiner Comments

The basic idea is correct here but the answer is not specific enough: the candidate needs to refer
to the pairing of electrons (in the 3px orbital) and the fact that repulsion between these electrons
leads to the ionization energy being lower than might be expected.

Results Plus: Examiner Tip

Generalised statements are less likely to score than answers that are very specific to the
question.

Results Plus: Examiner Comments

This candidate uses the terms 'shell' and 'orbital' as interchangeable. The meaning of the last part
of the answer is far from clear.

Results Plus: Examiner Tip

Do read through your answers and ensure that you have written exactly what you intended to
convey to the examiner.

Results Plus: Examiner Comments

In many ways a most impressive answer although the effect is diminished by the use of 'shell'
rather than 'orbital'.

(d)The majority of candidates realised that the ionization energy of potassium had to be lower than that of
sodium and their estimate was usually above the rather generous lower limit given in the mark scheme. A
significant minority made a linear extrapolation of the graph giving a highly improbable answer.

Q5.
(a)
This definition was correctly recalled by the majority of candidates. Sometimes the idea of 'one mole' was
omitted or 'atoms' were referred to instead of 'gaseous atoms'.

Results Plus: Examiner Comments

This answer scores the two available marks as it addresses both scoring points.
Results Plus: Examiner Tip
Every word of a definition is important. Make sure that you understand all definitions rather
than simply learning them by rote.
(b)
This question tested the candidates' Quality of Written Communication (QWC). Pleasingly, many excellent
answers were seen showing both clear and logical thought.

Results Plus: Examiner Comments

This answer scores both marks. The increased shielding and the weaker attraction between the
nucleus and (outermost) electron down the group are both included in this response.

Results Plus: Examiner Comments

This response scores one mark for the mention of increased shielding. NOTE: The references to
'increasing proton number' and 'increased nuclear charge', in this context, were ignored as per
the Mark Scheme.
Results Plus: Examiner Tip
Always be aware of all the factors that explain any particular trend in the Periodic Table.
(c)
Part (c)(i) was found challenging by many of the candidates. The idea that the remaining electrons were
attracted more strongly by the nucleus was often evident in candidates' answers, but without any
explanation being offered. The key point is that electrons are being removed from an increasingly positive
ion.
In (c)(ii), reference was nearly always made to the large jump in ionization energy (IE) between the first IE
and second IE. The large jump between the ninth IE and tenth IE was, however, frequently overlooked.

Results Plus: Examiner Comments

(c)(i): The statement is equivalent to an increasing proton:electron ratio, so the mark was
awarded. (c)(ii) First mark: This was awarded, as the two required jumps are evident from the
sketch graph given and also in the written answer. (c)(ii) Second mark: This was not awarded,
as '2, 8, 1' (or the alternatives given in the Mark Scheme) must be clearly stated and not just
implied from the correctly drawn sketch graph.
Results Plus: Examiner Tip
Note how diagrams, including sketch graphs, are a very useful way of communicating chemical
knowledge.
(d)(i)
This question was very well answered by the vast majority of candidates.

Results Plus: Examiner Comments

This correct response scores the mark.
Results Plus: Examiner Tip
Make sure you can write out the electronic configuration of the atoms of the first 36 elements in
the Periodic Table as required by Section 1.5g of the specification.

(d)(ii)
The Mark Scheme allowed several alternative approaches to enable the mark for this question to be
awarded. The majority of correct responses referred to the extra shielding experienced by the 3p electron in
aluminium, provided by the pair of electrons in the 3s sub-shell.

Results Plus: Examiner Comments

The mark was awarded for the idea of the outermost electron in aluminium experiencing more
shielding than that in magnesium.
Results Plus: Examiner Tip
Be aware of the discontinuities in the trend of a general increase in first ionization energy across
the Periodic Table.

Q6.
No Examiner's Report available for this question
Q7.
No Examiner's Report available for this question
Q8.
No Examiner's Report available for this question
Q9.
No Examiner's Report available for this question
Q10.
No Examiner's Report available for this question
Q11.
No Examiner's Report available for this question
Q12.
No Examiner's Report available for this question

Mark Scheme
Q1.

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Q4.

Q5.

Q6.

Q7.

Q8.

Q9.

Q10.

Q11.

Q12.