Topic 3: Periodicity (6 Hours) : Assessment Statement Obj Teacher's Notes

Topic 3: Periodicity (6
hours)
TOK: The early discoverers of the elements allowed chemistry to make great steps with limited apparatus, often derived from the pseudoscience
of alchemy. Lavoisier’s work with oxygen, which overturned the phlogiston theory of heat, could be discussed as an example of a paradigm shift.
International: The discovery of the elements and the arrangement of them is a story that exemplifies how scientific progress is made across
national boundaries by the sharing of information.
3.1 The Periodic Table (1 hour )
Assessment statement Obj Teacher’s notes
3.1.1 Describe the arrangement of elements in the 2 Names and symbols of the elements are given in the
periodic table in order of increasing atomic Chemistry data booklet. The history of the periodic table will
number. not be assessed.
TOK: The predictive power of Mendeleev’s periodic table

could be emphasized. He is an example of a “scientist” as a
“risk taker”.
3.1.2 Distinguish between the terms group and period. 2 The numbering system for groups in the periodic table is
shown in the Chemistry data booklet. Students should also be
aware of the position of the transition elements in the
periodic table.
3.1.3 Apply the relationship between the electron 2
arrangement of elements and their position in the
periodic table up to Z = 20.
3.1.4 Apply the relationship between the number of 2
electrons in the highest occupied energy level
for an element and its position in the periodic
table.
3.2 Physical properties (2 hours)

Assessment statement Obj Teacher’s notes References
3.2.1 Define the terms first ionization energy and 1 Data for all these properties is listed in the Chemistry data
electronegativity. booklet. Explanations for the first four trends should be
given in terms of the balance between the attraction of the
nucleus for the electrons and the repulsion between
electrons. Explanations based on effective nuclear charge
are not required.
Aim 7: Databases and simulations can be used here.

3.2.2 Describe and explain the trends in atomic radii, 3
ionic radii, first ionization energies,
electronegativities and melting points for the
alkali metals (Li è Cs ) and the halogens (F è I).
3.2.3 Describe and explain the trends in atomic radii, 3
ionic radii, first ionization energies and
electronegativities for elements across period 3.
3.2.4 Compare the relative electronegativity values of 3
two or more elements based on their positions in
the periodic table.
3.3 Chemical properties (3 hours)

3.3.1 Discuss the similarities and differences in the 3 The following reactions should be covered.
chemical properties of elements in the same  Alkali metals (Li, Na and K) with water
group.
 Alkali metals (Li, Na and K) with halogens (Cl2, Br2
and I2)
 Halogens (Cl2, Br2 and I2) with halide ions (Cl–, Br–
–
and I )
Equations are required for the reactions of Na2O, MgO, P4O10
and SO3 with water.
Aim 8: Non-metal oxides are produced by many large-scale
industrial processes and the combustion engine. These acidic
gases cause large-scale pollution to lakes and forests, and
localized pollution in cities.
3.3.2 Discuss the changes in nature, from ionic to 3
covalent and from basic to acidic, of the
oxides across period 3.
Topic 13: Periodicity
13.1 Trends across period 3 (4 hours)
13.1.1 Explain the physical states (under standard 3 Include the following oxides and chlorides.
conditions) and electrical conductivity (in  Oxides: Na2O, MgO, Al2O3, SiO2, P4O6 and P4O10, SO2 and
the molten state) of the chlorides and oxides SO3, Cl2O and Cl2O7
of the elements in period 3 in terms of their
bonding and structure.  Chlorides: NaCl, MgCl2, Al2Cl6, SiCl4, PCl3 and PCl5, and
Cl2
TOK: Which ways of knowing do we use to interpret indirect
evidence? Do we believe or know of the existence of energy
levels?
13.1.2 Describe the reactions of chlorine and the 2
chlorides referred to in 13.1.1 with water.
13.2 First-row d-block elements (2 hours)

13.2.1 List the characteristic properties of transition 1 Examples should include variable oxidation number,
elements. complex ion formation, existence of coloured compounds
and catalytic properties.
13.2.2 Explain why Sc and Zn are not considered to 3
be transition elements.
13.2.3 Explain the existence of variable oxidation 3 Students should know that all transition elements can show
number in ions of transition elements. an oxidation number of +2. In addition, they should be
familiar with the oxidation numbers of the following: Cr (+3,
+6), Mn (+4, +7), Fe (+3) and Cu (+1).
13.2.4 Define the term ligand. 1
13.2.5 Describe and explain the formation of 3 Include [Fe(H2O)6]3+, [Fe(CN)6]3–, [CuCl4]2– and [Ag(NH3)2]+.
complexes of d-block elements. Only monodentate ligands are required.
13.2.6 Explain why some complexes of d-block 3 Students need only know that, in complexes, the d sub-level
elements are coloured. splits into two sets of orbitals of different energy and the
electronic transitions that take place between them are
responsible for their colors.
13.2.7 State examples of the catalytic action of 1 Examples should include:

transition elements and their compounds.  MnO2 in the decomposition of hydrogen peroxide
 V2O5 in the Contact process
 Fe in the Haber process and in heme
 Ni in the conversion of alkenes to alkanes
 Co in vitamin B-12
Pd and Pt in catalytic converters.
The mechanisms of action will not be assessed.
13.2.8 Outline the economic significance of 2 Aim 8
catalysts in the Contact and Haber processes.

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Topic 3: Periodicity (6

TOK: The predictive power of Mendeleev’s periodic table

3.2 Physical properties (2 hours)

Aim 7: Databases and simulations can be used here.

3.3 Chemical properties (3 hours)

13.2 First-row d-block elements (2 hours)

13.2.7 State examples of the catalytic action of 1 Examples should include:

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