Honors Chemistry – Unit Test Study Guide
Chapters 5 – Electrons in Atoms & Chapter 6 – The Periodic Table and Periodic Trends
Chapter 5 – Sections 5.1, 5.2, and 5.3
Objectives:
 Describe the relationship between wavelength, frequency and energy of a wave
 Explain the difference between a continuous spectrum and a line spectrum and be able to give
examples of each
 Describe how the quantum mechanical model describes what an atom is and where the subatomic
particles are located
 Explain the relationships among an atom’s energy level, sublevels, and atomic orbitals.
 Write electron configurations for atoms or ions using orbital diagrams and electron configuration
notation.
 Define valence electrons and draw electron-dot structures representing an atom’s valence electrons
 Important scientists to know: Bohr, Albert Einstein, de Broglie, Heisenberg and Schrodinger
Quantum Numbers
Objectives:
 Know what the 4 quantum numbers are, what they stand for
 Given the quantum numbers identify the energy level, sublevel, number of orbitals, and number of
electrons.
 Given a part of an electron configuration or orbital notation determine the quantum numbers
associated with them
Chapter 6 – Sections 6.1, 6.2, and 6.3
Objectives:
 Identify key features of the periodic table:
o representative elements, alkali metals, alkaline earth metals, halogens, noble gases, transition
metals, inner transition metals, metals, nonmetals, metalloids/semimetals, groups vs. periods
 Explain why elements in the same group have similar properties
 Be able to identify number of valence electrons and draw Lewis Dot Structures
 Compare period and group trends of atomic radius, ionic radius, ionization energy, & electronegativity
 Be able to explain why each trend occurs as it does across a period and down a group
 Important scientists to know: Mendeleev, Meyer, Moseley, Glen Seaborg, Linus Pauling
Test Setup:
Multiple choice, true/false with corrections, matching
Calculations – (Sigfigs)
- Calculate wavelength, frequency or energy of light using the following equations: c =   and E = h 
- Also be able to convert wavelength from meters to nm or nm to meters using 1 m = 1 x 10 9 nm or 1 x
10-9 m = 1 nm
Problems:
 Write electron configuration of atoms or ions
 Identify the element from the electron configuration
 Write the Lewis Dot Symbol for an element
 Given a periodic table or description of an element determine what group it belongs to
 Determining trends –
o Example: What element has the larger ionic radius B3+ or N3-?
o Example: Arrange the following elements in order of decreasing ionization energy: Ba, Be, Ca
o


Example: Given elements names/symbols determine their valence electrons and Lewis Dot
Symbols
Sr
or
Chlorine
Given the quantum numbers identify the energy level, sublevel, number of orbitals, and number of
electrons.
Given a part of an electron configuration or orbital notation determine the quantum numbers
associated with them
Possible short answer questions:
 Compare and Contrast the Bohr model to the Quantum Mechanical Model. Why was Bohr’s model
rejected?
 Explain what a flame test is used for and what information can be gotten from a chemist performing a
flame test.
 Be able to arrange the colors of the visible spectrum from lowest energy to highest energy (ROY G BIV)
and explain why it is that order.
 Explain why a trend occurs. Examples:
o Why does atomic radii of elements increase as you move down a group of the periodic table and
decrease as you move from left to right across a period?
o Explain why atoms that become cations decrease in size and why atoms that become anions
increase in size.
o Explain why an element with a small atomic radius has a large ionization energy.