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A Level · Cambridge (CIE) · 9701

Explain Period 3 melting points and conductivity from structure

Connect the changing structures of Period 3 elements to their melting points and electrical conductivity.

The Periodic Table: chemical periodicity · Cambridge 9701 AS Chemistry · 9.1

AS Level; Cambridge International Chemistry 9701, 2025–2027 syllabus. Period 3 trends are qualitative unless supplied data are given. Equations show the stated products and conditions; observations and pH depend on concentration and experimental conditions. Written practice is self-checked

Before you begin

  • Use electron configurations, oxidation numbers, balanced equations and ionic charges.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

Why do solid metals conduct electricity?

What you will learn

  • Relate metallic bonding to Period 3 melting points
  • Explain silicon's high melting point
  • Compare charge carriers in metallic, giant-covalent and molecular elements

Metallic bonding strengthens from Na to Al

Na, Mg and Al form giant metallic lattices. Each contributes delocalised electrons to the metallic bonding model. Across these metals, the positive ions have increasing charge and the number of delocalised electrons per atom rises, strengthening attraction between the ions and electron sea; more energy is needed to melt the metal.

All three conduct in the solid state because their delocalised electrons can move through the lattice. Do not explain their conductivity by mobile ions; the ions remain at lattice positions.

Silicon and molecular non-metals have different structures

Silicon forms a giant covalent structure. Many strong covalent bonds must be overcome or rearranged for melting, so its melting point is high. It is a semiconductor rather than a metal; its conductivity is much lower than that of Na, Mg and Al and depends on conditions.

P₄, S₈ and Cl₂ are simple molecular substances. Melting mainly overcomes intermolecular attractions, not the covalent bonds within each molecule. They have low melting points and no mobile charged particles in the usual model, so they do not conduct electricity. S₈ has stronger intermolecular attractions than P₄ because its molecules are larger, giving sulfur a higher melting point than phosphorus.

Pause and explain

Why does silicon have a high melting point?

Put the idea to work

Worked example

Explain why silicon has a high melting point but does not conduct like aluminium.

Show the worked solution
  1. Silicon has a giant covalent network with many strong bonds.
  2. A large amount of energy is required to melt it.
  3. Unlike aluminium's delocalised metallic electrons, silicon has semiconductor behaviour and much lower conductivity.

Answer Silicon has a giant covalent structure, giving a high melting point, but it lacks the freely mobile metallic electrons responsible for aluminium's strong conductivity.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

Explain the rise in melting point from Na to Al using structure and bonding.

Give me a hint

Compare ionic-core charge and delocalised electrons across the metals.

Compare my reasoning
  1. All three have giant metallic lattices.
  2. The metal ions have increasing charge and contribute more delocalised electrons.
  3. Attraction strengthens, so more energy is needed to melt the metal.

Metallic bonding strengthens from Na to Al as ion charge and delocalised-electron contribution increase, so melting point rises.

Look for these in your work

  • Structure stated
  • Across-metal change described
  • Energy consequence linked
2 · Independent

Compare the melting of Si with the melting of P₄ and explain the difference.

Give me a hint

One solid has a giant covalent network; the other contains separate molecules.

Compare my reasoning
  1. Si has a giant covalent structure with strong bonds throughout.
  2. P₄ is simple molecular; melting overcomes intermolecular attractions.
  3. The giant network requires much more energy to melt.

Si has a much higher melting point because strong covalent bonds extend through its giant structure; P₄ melting mainly overcomes weaker intermolecular attractions.

Look for these in your work

  • Structures distinguished
  • Bond types identified
  • Melting-energy explanation correct
3 · Transfer

A student explains that solid magnesium conducts because Mg²⁺ ions move from atom to atom. Correct the model and contrast it with magnesium chloride solution.

Give me a hint

Separate charge carriers in a metal from those in an electrolyte.

Compare my reasoning
  1. In solid magnesium, metal ions stay in lattice positions.
  2. Delocalised electrons carry electrical current through the metal.
  3. In aqueous MgCl₂, mobile Mg²⁺ and Cl⁻ ions can carry charge.

Solid magnesium conducts by mobile delocalised electrons. MgCl₂ solution conducts by mobile ions; the charge carriers are different.

Look for these in your work

  • Metal charge carrier corrected
  • Solid ions fixed
  • Electrolyte ions distinguished

Common mistakes

  • Saying melting silicon breaks every covalent bond completely
  • Calling all non-metals molecular
  • Saying solid metal ions carry the current
  • Treating silicon as either a typical metal or a perfect insulator
Recall without your notes

What can you explain now?

Why do solid metals conduct electricity?

Compare with the explanation

They contain mobile delocalised electrons

The electrons can move through the metallic lattice.

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Make it stick

How do structure and mobile charge carriers explain melting point and conductivity across Period 3?

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Chemistry

Course scope and assessment

Four hundred and forty-two original lessons map the published learning outcomes across AS Chemistry Topics 1–22 and A Level Topics 23–37, with guided, independent and transfer practice and explained answers. Every numbered subject-content topic and listed outcome tag now has a mapped lesson sequence. Topic 32 maps all 12 hydroxy-compound outcome tags in 11 lessons; Topic 33 maps all 15 carboxylic-acid and derivative outcome tags in 16 lessons; Topic 34 maps all 22 nitrogen-compound outcome tags in 20 lessons; Topic 35 maps all 12 polymerisation outcome tags in 16 lessons; Topic 36 maps all four organic-synthesis outcome tags in 14 lessons; Topic 37 maps all 22 chromatography and NMR outcome tags in 18 lessons. Cambridge's 2028–2030 Version 1 syllabus states that there are no significant changes which affect teaching from the preceding edition; the routes are aligned to that edition. This is 37 of the 37 numbered subject-content topics. Full cumulative exam assessment, Paper 3 laboratory competence, Paper 5 investigation practice and human subject-teacher review remain outstanding. Written practice is self-checked and does not certify exam readiness.

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