Course Title: Access to Higher Education Diploma in Medicine and Medical Science

Unit Title: Periodic Table and Ionisation Energies Unit Code WJG419

Unit: Level: 3 Credit Value: 3

Tutor Name: Ekta Vishnoi

Student Name:

Task Number:
2 of 2
(if applicable)
Task Title: Periodic Table, Ionisation Energies and Redox Workbook

Date Set: 5.12.23 Date Due: 4.1.24

Criteria not achieved:

Resubmission due on:

What does the learner need to do to
achieve the resubmission including
word count.
Date resubmission criteria achieved

WORK SUBMITTED AFTER THE DEADLINE WILL BE CONSIDERED FOR PASS ONLY, IF YOU DO
NOT ATTEMPT ALL OF THE CRITERIA SET IN THIS ASSIGNMENT BRIEF THEN THE
SUBMISSION WILL BE REFERRED.

By submitting this assignment brief in google classroom you are confirming that the
assignment is all your own work and that it has been appropriately referenced in line with
the centre policy on referencing of submissions of academic work. You are confirming that
any use of AI has been referenced in line with college
policy and procedure. You are confirming you have appropriately referenced sources.
Failure to reference the use of AI and sources may result in the disciplinary process being
followed.

Grade Descriptor Grade Awarded

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 GD1: Understanding of the subject ● Pass
● Merit
● Distinction
GD2: Application of knowledge ● Pass
● Merit
● Distinction
GD 7: Quality ● Pass
● Merit
● Distinction
Final unit grade, if applicable ● Pass
Please also refer to the ‘What this means for the assignment’ boxes in ● Merit
terms of understanding the rationale for the grade judgments ● Distinction
allocated to the different Grade Descriptor Components.

Learning Outcomes Assessment Criteria Assessment

Criteria Met1
2.1 Interpret successive ionisation ●
2. Understand ionisation energies. energies.

2.2 Explain the trend in first ionisation ●

energies across a period and down
groups.
2.3 Explain the chemical reactivity ●
down group 1 and 7.

3.1 Analyse redox reactions in terms of ●

3. Understand redox reactions. electron transfer.

3.2 Deduce the oxidation number of ●

atoms in elements, compounds and
ions.

3.3 Analyse redox reactions in terms of ●

change in oxidation number.

1 Where an Assessment Criteria is judged to have not been met this will result in a ‘resubmission’ in accordance
with the QAA Grade Scheme Regulations (See Section C for guidance on Resubmission of student work).
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Tutor Feedback
Individual feedback and targets for improvement, markers should indicate
how the learner can improve a grade descriptor if distinction was not Areas for
achieved. Improvement: Tick ✔

Spelling ●

Punctuation ●

Grammar ●

Structure ●

Referencing ●

Signposting ●

●
Once you have received your feedback, you must add a SMART target on
dashboard, this target should be based on what you need to improve for the
Content
next assignment.

Name of Marker: Ekta Vishnoi Date:

Internally Moderated by: (if

applicable)
Date/s:

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Description of Assessment Task (mapped to Assessment Criteria)
To achieve criteria 2.1, 2.2, 2.3, 3.1 3.2 3.3 you will complete the below workbook.

You will be expected to understand (GD1) the following topics and apply (GD2) your knowledge and
understanding to novel situations to provide detailed quality answers (GD7).

You should provide clear citation and referencing when appropriate. Citation is not required when
completing calculations. You should show all of you working for each calculation.

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Grading Information

If you have achieved all Level 3 criteria you will receive a grade (Pass, Merit or Distinction) against the
QAA Grade Descriptors described below. The grade awarded will be determined by your aggregated
performance against the Grade Descriptor Components noted below. The boxes below each Grade
Descriptor provide contextual statements which relate the language of the Grade Descriptor to the set
assignment task. These statements will help you to know what is required at the identified Grade
Descriptor and also to understand the Grade Profile that you have been allocated.

Grade Descriptor To achieve a Merit: To achieve a Distinction:

(Insert more rows The learner has The learner has
as necessary)
The student, student's work or The student, student's work or performance:
GD1: performance:
Understanding of a) demonstrates an excellent grasp of the
the subject a) demonstrates a very good relevant knowledge base
grasp of the relevant
knowledge base b) is consistently informed by the major practices
and conventions and practices of the area of study
b) is generally informed by
the major practices and
conventions and practices
of the area of study

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What this means In responding to the brief, the In responding to the brief, the student has shown
student has shown a very an excellent understanding of the following:
for the assignment good understanding of the
following:
● successive ionisation energies

● successive ionisation ● trends in first ionisation energies

energies
● trends in first The understanding of all the above will
ionisation energies demonstrate a sound knowledge and
understanding of all the above. There may be a
There are places where the few areas which might have been developed
student’s knowledge and further to present a fuller understanding in relation
understanding of the above to the brief but overall, the student’s knowledge
might have been more fully and understanding of the periodic table and
developed but overall, the ionisation energies is excellent.
student’s knowledge and
understanding of the periodic
table and ionisation energies
is very good.

Grade Descriptor To achieve a Merit: To achieve a Distinction:

(Insert more rows The learner has The learner has
as necessary)
The student, student's work or The student, student's work or performance:
GD2: Application performance:
of knowledge a) makes use of relevant a) makes use of relevant
● facts ● facts
● concepts ● concepts
with either with both
b) breadth or depth that b) breadth and depth
goes beyond the and/or
minimum required to
Pass c) excellent levels of
and/or
● accuracy
c) very good levels of
● accuracy ● insight

● insight ● analysis

● analysis

The student has made The student has made reference to appropriate
reference to appropriate facts and concepts in illustrating their response to
What this means facts and concepts in the brief.
for the assignment illustrating their response to
the brief. There may be very few areas where the student’s
responses could have been developed further.

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 There may be areas where
the student’s responses could There may also be very few if any errors of
have been developed further. application with the use of half equations to
demonstrate redox reactions. But overall the work
There may also be some presents as an excellent response.
minor errors of application
with the use of half equations
to demonstrate redox
reactions. But overall the
work presents as a very good
response.

Grade Descriptor To achieve a Merit: To achieve a Distinction:

(Insert more rows The learner has The learner has
as necessary)
GD7: Quality The student, student’s work or The student, student’s work or performance:
performance:
c. taken as a whole, demonstrates an
c. taken as a whole, excellent response to the demands of the
demonstrates a very brief/assignment.
good response to the
demands of the
brief/assignment.

What this means

for the assignment The student’s knowledge and The student has made excellent use of their
understanding of the periodic knowledge and understanding of the periodic table
table and ionisation energies and ionisation energies
is sound overall.
There may be a few minor errors in terms of
There may be some knowledge and understanding and application.
limitations or errors in terms
of knowledge and However, on balance the work presents an
understanding and their excellent response which clearly addresses the
application. assessment task.

However, on balance the work

presents a very good
response which clearly
addresses the assessment
task.

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 Ionisation Energies and Redox Workbook

Ionisation Energy / kJmol‒1

1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th
D 787 1,577 3,232 4,356 16,091 19,805 23,780 29,287 33,878 38,726

1. The first ten successive ionisation energies for an element D are shown above. [AC 2.1]

a. Write an equation, including state symbols, for the seventh ionisation energy of element
D.

A
−¿ ¿
7+ ¿+ e ¿

D6 +¿−−→ D ¿

b. Explain which group of the periodic table is element D likely to be in.

A 7 group

c. Explain how the table of data provides evidence for the shell structure for an atom of
element D.

A The pattern of successive ionization energies provides evidance of the layer structureof
element D

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2. A plot of first ionisation energies for period 3 elements is shown above. [AC 2.2]

a. Define the term first ionisation energy.

A Na (g) ----> Na+(g) + e-

b. Explain why, overall, 1st ionisation energies increase across period 3.

A The increase in ionization energies during the third period of the periodic table is mainly due to the
distribution of electrons in the electronic shells.

c. Explain why the 1st ionisation energy of Al is lower than that of Mg.

A Al and Mg, the first ionization energy of aluminum is lower due to the electronic structure and the
distribution of its atoms, to be more specific in aluminum there is a sublevel of 3p1, which is easier to
eliminate the electrons

d. Explain whether the first ionisation of carbon would be greater, the same as or less than
that for silicon.

A that of carbon would be lower, this is because silicon has an additional layer in its configuration
(3s23p2) compared to that of carbon, which means that the outer electrons are further from the nucleus
than the outer electrons of carbon.

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3. Both Group 1 and group 7 elements show changes in their chemical reactivity as the
group is descended. [AC 2.3]

a. State and explain how the reactivity changes as group 1 is descended.

A As you go down group 7 of the periodic table, also known as the halogens, the reactivity decreases. This
phenomenon can be explained by the increase in atomic size and the decrease in electronegativity as it
decreases.

b. State and explain how the reactivity changes as group 7 is descended.

A Reactivity changes in atomic size, as it increases, as well as in the ease of gaining electrons

4. State the oxidation number of each element in the following substances. [3.2]

a. Kr 0

b. F2 -1

c. Al3+ +3

d. CaO +2

e. SO32– -2

f. N2F4 +3

g. B2O54– +5

h. Na2O2 -1

5. The displacement reactions of halogens with potassium halides are typical redox
reactions. [3.1]

a. Describe a chosen displacement reaction in terms of electron transfer and half-equations.

A Cl 2 (g)+2 KBr (aq)−−−→Br 2 (g)+2 KCl(aq)

b. Using your example from part (a), explain how displacement reactions can be used to

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 illustrate the relative reactivity of the halogens.

A Chlorine is more reactive than bromine. In the reaction it can be observed how the more reactive
halogens can displace the less reactive ones in a chemical reaction.

6. Redox reactions can be described in terms of electron transfer and half equations.
[3.1]

a. Lithium reacts with chlorine to form the ionic compound lithium chloride, LiCl. The full
equation and half equations for this reaction are shown below. State how half equations
D and E show oxidation and reduction.

2 Li + Cl2 → 2 LiCl Full equation

Li → Li+ + e– Half equation D

Cl2 + 2 e– → 2 Cl– Half equation E

A D oxidation, E Reduction

b. For the following redox reactions:

● Work out the half equations for the reaction.

● State and explain which atom / element is oxidised.

● State and explain which atom / element is reduced.

● Describe the reaction in terms of electron transfer.

i. Mg (s) + Cu2+ (aq) → Mg2+ (aq) + Cu (s)

A Mg (s) →Mg2+ (aq)+2 e- Oxidation

Cu2+ (aq)+2 e- → Cu (s) Reuction

ii. 4 Ga (s) + 3 O2 (g) → 2 Ga2O3 (s)

A 4Ga (s) →4Ga3+ (Aq) +12e- Oxidation

3 O2 (g)+12e-→ 6O2- (g) Reuction

iii. 2 Al (s) + Fe2O3 (s) → 2 Fe (l) + Al2O3 (s)

A 2 Al (s) → 2Al3+(s) + 6e- Oxidation

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 Fe2O3 (s) + 6e- →2 Fe (l) + 3O2- (aq) Reuction

7. For each of the following reactions:

● Analyse the reactions in terms of oxidation number.

● Show whether the reaction is a redox reaction.

[3.3]

a. H2 + F2 → 2 HF

A H2 → 2H+ +2e- Oxidation

F2 + 2e-→ 2F- Reuction

b. 2 Mg(NO3)2 (s) → 2 MgO (s) + 4 NO2 (g) + O2 (g)

A 2 Mg(NO3)2 (s) → 2 MgO (s) + 4e-+ O2 oxidation

2 Mg(NO3)2 (s) → 4 NO2 (g) + 4e-+ O2 reduction

c. 2 S2O32− + I2 → S4O62− + 2 I−

A S2O32−→ S4O62−+ 2e-oxidation

I2 + 2e-→ 2 I− reduction

d. 3 Cu(s) + 8 HNO3 (aq) → 3 Cu(NO3)2 (aq) + 2 NO (g) + 4 H2O (l)

A 3 Cu(s) → 3Cu2+ (aq) + 6e- oxidation

8 HNO3 (aq)+ 6e- → 3Cu2+ + 2 NO (g) + 4 H2O (l) Reduction

e. 2 CrO42– (aq) + 2 H+ (aq) ⇌ Cr2O72– (aq) + H2O (l)

A It is not a redox since there is no net transfer of electrons

8. Analyse the following chemical equation in terms of oxidation number changes.

Using this information or otherwise, balance the equation. Show your working. [3.3]

HNO3 (aq) + H3AsO3 (aq) → NO (g) + H3AsO4 (aq) + H2O (l)

3HNO3 2H3AsO3 (aq) 3NO (g) 2H3AsO4 (aq) 2H2O

(aq) (l)

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9. The reaction between Cr2O72− and HNO2 was run under acidic conditions. A partial
unbalanced equation is shown below.

Cr2O72− (aq) + HNO2 (aq) → Cr3+ (aq) + NO3− (aq)

Complete and balance the equation and analyse in terms of oxidation numbers.
Show your working.
[3.3]

A
3Cr2O72− (aq) + 2HNO2 (aq) → 6Cr3+ (aq) + 2NO3− (aq)

10. Many industrial chemical processes involve redox reactions. Write a short account of an
industrial process involving a redox reaction. Your account should include:
● Balanced full and half-equations.

● An analysis of redox in terms of electron transfer / oxidation number.

● A brief description of the industrial process.

● Any references in the appropriate format.

[3.1 / 3.2 / 3.3]

A Chlorine production through the mercury cell process

In an industrial plant, a key process is carried out for the production of chlorine using the mercury cell.

END OF WORKBOOK

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