![]() That means that the atoms are bound to get bigger as you go down the Group. Obviously, the more layers of electrons you have, the more space they will take up - electrons repel each other. The only factor which is going to affect the size of the atom is therefore the number of layers of inner electrons which have to be fitted in around the atom. Work it out for potassium if you aren't convinced. This is equally true for all the other atoms in Group 1. The positive charge on the nucleus is cut down by the negativeness of the inner electrons. In each case, the outer electron feels a net pull of 1+ from the nucleus. Use the BACK button on your browser to return quickly to this page. Note: If you aren't sure about writing electronic structures using s and p notation it might be a good idea to follow this link before you go on. The pull the outer electrons feel from the nucleus. The number of layers of electrons around the nucleus You can see that the atomic radius increases as you go down the Group. If you choose to follow this link, use the BACK button on your browser to return quickly to this page. Note: You will find atomic radius covered in detail in another part of this site. ![]() The same ideas tend to recur throughout the atomic properties, and you may find that earlier explanations help to you understand later ones. You will find separate sections below covering the trends in atomic radius, first ionisation energy, electronegativity, melting and boiling points, and density.Įven if you aren't currently interested in all these things, it would probably pay you to read the whole page. This page explores the trends in some atomic and physical properties of the Group 1 elements - lithium, sodium, potassium, rubidium and caesium. © Keith S.Atomic and physical properties of Periodic Table Group 1ĪTOMIC AND PHYSICAL PROPERTIES OF THE GROUP 1 ELEMENTS Please use the search box to find pages / postings on specific themes. In Annie's case she not only provided repeated answers with the same examples, bit was consistent in the way she interpreted plus and minus symbols across a range of different examples, suggested this was a stable aspect of her thinking. When a student repeats the same answer at different times it suggests the response reflects a stable aspect of their underlying ' cognitive structure'. Students often present incorrect responses in class (or in interviews with researchers) and sometimes these are simply slips of the tongue or memory, or 'romanced' answer guessed to provide some kind of answer. K + referred to the potassium atom (2.8.8.1), not the cation (2.8.8)į – referred to the fluorine atom (2.7), not the fluoride anion (2.8) ![]() Represents fluorine which has one, it has an outer shell of seven which has one less electron. Potassium atom, and it's got one extra electron over a full shellĪnd that's what the plus means, one more electron than it wants? Potassium…An atom that has an extra electron. Right, okay, so this one here where it's got a K and a plus, what does that represent? Annie was shown, and asked about, a sequence of images representing atoms, molecules and other sub-microscopic structures of the kinds commonly used in chemistry teaching.Įarlier in her interview she had suggested that plus and minus signs represent the charges on neutral atoms when discussing the Na-plus (Na +) and Cl-minus (Cl –) symbols, suggesting an alternative conception of electrical charge in relation to atoms, ions and molecules She gave similar interpretations in the case of K-pus (K +) and F-minus (F –): She was interviewed near the start of her college 'A level' course (equivalent to Y12 of the English school system). Annie was a participant in the Understanding Chemical Bonding project.
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