Name ____________________________________________
Date ____________________
Class ___________________
5
Electrons in Atoms
Reviewing Vocabulary
Match the definition in Column A with the term in Column B.
Column A
Column B
________ 1. The set of frequencies of the electromagnetic waves
emitted by the atoms of an element
________ 2. The minimum amount of energy that can be lost or gained
by an atom
a. wavelength
b. photoelectric
effect
c. photon
________ 3. A form of energy that exhibits wavelike behavior as it travels through space
d. quantum
________ 4. A three-dimensional region around the nucleus of an atom
that describes an electron’s probable location
e. atomic orbital
________ 5. The shortest distance between equivalent points on a continuous wave
f. atomic emission
spectrum
________ 6. The lowest allowable energy state of an atom
g. principal
quantum number
________ 7. A particle of electromagnetic radiation with no mass that
carries a quantum of energy
h. ground state
________ 8. The emission of electrons from a metal’s surface when light
of a certain frequency shines on it
i. electromagnetic
radiation
________ 9. A figure indicating the relative sizes and energies of atomic orbitals
Describe hoe each pair is related
10. frequency, amplitude
______________________________________________________________________________________________
______________________________________________________________________________________________
11. valence electron, electron-dot structure
______________________________________________________________________________________________
______________________________________________________________________________________________
12. principal energy levels, energy sublevels
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
Chemistry: Matter and Change
1
Chapter Assessment
Name ____________________________________________
Date ____________________
Class ___________________
5
Understanding Main Ideas (Part A)
Match the equation in Column A with its description in Column B.
Column A
Column B
1. h
a.Relates the wavelength, frequency, and
speed of an electromagnetic wave
________ 2. c 
________ 3. h/m
b.Describes the energy change of an electron
undergoing an orbit transition
________ 4. E Ehigher-energy orbit Elower-energy orbit
c.
Energy relationship developed by
Planck
d. de Broglie’s equation
Complete the table.
Principal Quantum Number, n
Types of Orbitals
1
s
5.
Number of Orbitals Related
to Principal Energy Level
6.
7.
3
8.
4
9
Write the orbital diagram and complete electron configuration for each atom.
9. nitrogen
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
10. fluorine
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
11. sodium
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
Chemistry: Matter and Change
2
Chapter Assessment
Name _____________________________________________
Date ____________________
Class ____________________
5
Understanding Main Ideas (Part B)
Circle the letter of the choice that best completes the statement or answers the question. Use the
following figure to answer questions 1 and 2.
1. According to Bohr’s atomic model, which letter(s) in the figure represents a place where an electron cannot be?
a. A
b.
B, C and E
c. A and D
d. D
2. According to the quantum mechanical model of the atom, point E in the figure represents a
a. point where an electron cannot be.
c. position where an electron must be.
b. position where an electron probably is.
d. point beyond which no electron can go.
3. What can you conclude from the figure on the right?
a. Hund’s rule has been violated.
b. The Pauli exclusion principle has been violated.
c. The Aufbau principle has been violated.
d. This is a valid orbital diagram.
4. What can you conclude from the figure on the right?
a. Hund’s rule has been violated.
b. The Pauli exclusion principle has been violated.
c. The Aufbau principle has been violated.
d. This is a valid orbital diagram.
5. Which of the following can you conclude based on the de Broglie equation?
a. Waves behave like particles.
c. All matter has an associated wavelength.
b. Most particles are electrons.
d. All matter behaves like particles.
6. Which of the following best describes the Heisenberg uncertainty principle?
a. Light behaves like a particle and like a wave.
b. The shorter the wavelength, the higher the frequency.
c. It is impossible to know both the velocity and the position of a particle at the same time.
d. You can measure an object without disturbing it.
Chemistry: Matter and Change
3
Chapter Assessment
Name ____________________________________________
Date ____________________
Class ___________________
5
Thinking Critically
Answer the following questions.
1. A radio station has a frequency of 103.7 MHz. (1 MHz  106 s1) What is the wavelength of the radiation emitted by
the station? Indicate where this wavelength falls on the electromagnetic spectrum shown below.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
2. Look at the electromagnetic spectrum again. Are the microwaves used to cook food higher or lower in frequency
than radio waves? Are microwaves longer or shorter in wavelength than radio waves?
______________________________________________________________________________________________
3. Write the orbital diagram of aluminum.
______________________________________________________________________________________________
______________________________________________________________________________________________
4. Write the complete electron configuration and the noble-gas notation for aluminum.
______________________________________________________________________________________________
5. Write the noble-gas notation for iodine. ______________________________________________________________
6. Identify each atom.
a. 1s22s22p1 _________________________
b. [Ar]4s1 _______________________
7. Write electron-dot structures for the following atoms.
a. neon _____________________________
c. carbon ________________________
b. hydrogen _________________________
Chemistry: Matter and Change
d. sulfur ________________________
4
Chapter Assessment
Name ____________________________________________
Date ____________________
Class ___________________
5
Applying Scientific Methods
A chemist isolated four samples, A, B, C, and D. She obtained the following atomic emission spectra of
the samples.
1. Examine each sample’s atomic emission spectra. Assume that each sample represents a single element. What can
you conclude by looking at the spectra? Do the samples represent the same element or different elements?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
2. Which part of the electromagnetic spectrum do the atomic emission spectra show?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
3. Would the atomic emission spectrum for each sample change if you repeated the procedure? Explain your answer.
______________________________________________________________________________________________
______________________________________________________________________________________________
4. What does each line in an atomic emission spectrum represent?
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
Chemistry: Matter and Change
5
Chapter Assessment
Name ____________________________________________
Date ____________________
Class ___________________
5
Applying Scientific Methods, continued
5. You find the following atomic emission spectrum for hydrogen in your textbook. Compare this spectrum to the
spectra of the samples that the chemist obtained. What can you conclude? Explain your answer.
______________________________________________________________________________________________
______________________________________________________________________________________________
6. Which, if any, of the atomic emission spectra can the Bohr model explain? Explain your answer.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
7. According to Bohr’s model, how many times were photons emitted from the excited atoms in each sample to
produce its atomic emission spectrum?
A ___________________________________________________________________________________________
B ___________________________________________________________________________________________
C ___________________________________________________________________________________________
D ___________________________________________________________________________________________
8. The difference between successive energy levels becomes smaller as n becomes larger. Explain how hydrogen’s
emission spectrum demonstrates this statement.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
9. Assume that instead of measuring the photons emitted by each sample, the chemist measured the photons absorbed
by each sample. What would the absorption spectra look like? Explain your answer.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
Chemistry: Matter and Change
6
Chapter Assessment
TEACHER GUIDE AND ANSWERS
Chapter Assessment - Chapter 5
11.
Reviewing Vocabulary
1. f
2. d
Understanding Main Ideas (Part B)
3. i
1. c
4. e
2. b
5. a
3. c
6. h
4. b-
7. c
5. c
8. b
6. c
9. g
10. Frequency is the number of waves that pass a given
Thinking Critically
point per second. Amplitude is a wave’s height from
the origin to a crest or trough.
11. Valence electrons are electrons in an atom’s
outermost orbitals. An electron-dot structure
represents an atom’s valence electrons using dots.
12. Principal energy levels are an atom’s major energy
levels, ranging in value from 1 to 7. Energy sublevels
are contained within principal energy levels, and their
number increases as the value of the principal energy
level increases.
1.   c/
-1
  (3.00108 m/ s )/(103.7106 s ) 
2.892 m
Students should label the electromagnetic spectrum
between 101 m and 1 m.
2. Microwaves are higher in frequency and shorter in
wavelength than radio waves.
3.
Understanding Main Ideas (Part A)
1. c
2. a
4. complete electron configuration: 1s22s22p63s23p1;
3. d
noble-gas notation: [Ne]3s23p1
5. [Kr]5s24d105p5
6. a. boron
b. potassium
4. b
5. 1
6. 2; s, p; 4
7. s, p, d
7. a.
8. s, p, d, f; 16
b.
9.
c.
d.
10.
Chemistry: Matter and Change
7
Teacher Guide and Answers
TEACHER GUIDE AND ANSWERS
Applying Scientific Methods
6. The Bohr model explains only hydrogen’s atomic
emission spectrum (or more correctly the spectra of
atoms with only one electron); therefore, it can be
used to explain the atomic emission spectrum of
sample B only.
7. A: 6; each line represents a photon being emitted
B: 4; each line represents a photon being emitted
C: 6; each line represents a photon being emitted
D: 2; each line represents a photon being emitted
8. By looking at the spectrum, you can see that the
emission lines get closer together as the wavelength
becomes shorter. The lines getting closer together
demonstrate the difference between successive energy
levels.
9. Answers may vary. Dark absorption lines would be
seen in the absorption spectra at the same
wavelengths where bright emission lines are in the
emission spectra. Students should realize that the
spectral pattern remain the same.
1. Students should recognize that the atomic emission
2.
3.
4.
5.
spectra of samples A and C are identical; hence, those
samples are the same element. Students should also
recognize that the spectra of samples B and D are
different; therefore, samples B and D are different
elements. Students should conclude that the four
samples represent three different elements.
The atomic emission spectra show discontinuous
parts of the visible portion of the electromagnetic
spectrum. The other portions of the electromagnetic
spectrum are not visible, although they are involved.
The atomic emission spectrum would not change.
Like a fingerprint, the atomic emission spectrum of
each element has a characteristic, specific pattern of
lines.
Each line represents a change in energy of one of the
atom’s electrons. Students may also say that each line
represents a photon of a specific energy being emitted
(or absorbed).51
Students should conclude that sample B is hydrogen
because the atomic emission spectrum of sample B
and that of hydrogen are identical.
Chemistry: Matter and Change
8
Teacher Guide and Answers