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A Level · Cambridge (CIE) · 9701

Predict particle deflection and atomic-radius trends

Use particle charge and mass to compare beam deflection, then explain qualitative atomic- and ionic-radius patterns.

Atomic structure pathway · Cambridge 9701 AS Chemistry · 1.1

AS Level · Cambridge International Chemistry 9701, 2025–2027 syllabus. Electronic configurations are limited to ground-state atoms and ions of elements H to Kr. Written practice is self-checked; it does not replace cumulative exam practice or human subject-teacher review.

Before you begin

  • Use atomic symbols and the Periodic Table, and distinguish an atom from an ion.

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

Which particle is not deflected by an electric field?

What you will learn

  • Predict how proton, neutron and electron beams move in an electric field
  • Explain qualitative atomic- and ionic-radius trends across a period and down a group

Electric fields reveal charge and mass

A proton is attracted towards the negative plate and an electron towards the positive plate. A neutron has no charge, so an electric field does not deflect a neutron beam. If protons and electrons enter with the same speed, they experience forces of equal magnitude in opposite directions because their charges have equal magnitude.

Acceleration depends on force divided by mass. The electron has a much smaller mass than a proton, so it is deflected much more strongly in the opposite direction. Describe direction from charge and relative deflection from charge-to-mass ratio; do not confuse either with the particles' initial direction of travel.

Explain radius with nuclear attraction and occupied shells

Across a period, proton number increases while electrons are added to the same main shell. The increased nuclear attraction generally pulls the electron cloud closer, so atomic radius decreases. Down a group, a new occupied shell is added; greater distance and shielding generally outweigh the increased nuclear charge, so atomic radius increases.

Cations are smaller than their parent atoms because electron loss can remove an outer shell or reduce electron–electron repulsion. Anions are larger than their parent atoms because adding electrons increases repulsion within the occupied shells. For ions with the same number of electrons, greater nuclear charge gives the smaller radius.

Why does atomic radius generally decrease across a period?

Put the idea to work

Worked example

Explain why an electron beam bends more than a proton beam in opposite directions in the same uniform electric field when both enter at the same speed.

Show the worked solution
  1. Their charges have equal magnitude and opposite signs, so the forces are equal in magnitude and opposite in direction.
  2. Acceleration is force divided by mass.
  3. The electron has far less mass than the proton.

Answer The beams bend in opposite directions because their charges have opposite signs. The electron's much smaller mass gives it a much greater acceleration, so its deflection is larger.

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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

Compare the direction and relative size of deflection of proton, neutron and electron beams in a uniform electric field.

Give me a hint

Use charge for direction and mass for relative acceleration.

Compare my reasoning
  1. Protons and electrons have opposite charges.
  2. Neutrons have no charge.
  3. For equal speeds, electron and proton force magnitudes match, but their masses differ greatly.

Protons bend towards the negative plate; electrons bend towards the positive plate and are deflected much more because their mass is far smaller. Neutrons are not deflected.

Look for these in your work

  • Directions follow charge
  • Neutron is undeflected
  • Electron deflection is larger because of lower mass
2 · Independent

Explain the change in atomic radius from lithium to fluorine and from fluorine to chlorine.

Give me a hint

Compare shell number and nuclear attraction for each direction.

Compare my reasoning
  1. Lithium to fluorine stays within Period 2.
  2. Nuclear charge rises while added electrons enter the same shell.
  3. Fluorine to chlorine adds an occupied shell.

Li to F: radius generally decreases because increasing nuclear charge pulls the same outer shell closer. F to Cl: radius increases because chlorine has an additional occupied shell and greater shielding.

Look for these in your work

  • Across-period cause stated
  • Down-group cause stated
3 · Transfer

Which is larger: Mg²⁺ or Na⁺? Explain using electron number and nuclear charge.

Give me a hint

Both ions have ten electrons; compare the number of protons attracting them.

Compare my reasoning
  1. Mg²⁺ and Na⁺ are isoelectronic.
  2. Mg²⁺ has 12 protons; Na⁺ has 11.
  3. The stronger nuclear attraction draws the same number of electrons closer.

Na⁺ is larger. Both ions have ten electrons, but Mg²⁺ has the greater nuclear charge and pulls its electron cloud closer, making Mg²⁺ smaller.

Look for these in your work

  • Electron numbers compared
  • Nuclear-charge reasoning leads to correct order

Common mistakes

  • Deflecting a neutron because it has mass
  • Explaining atomic-radius trends using proton number alone
  • Saying a cation is larger because it has lost electrons
Recall without your notes

What can you explain now?

Which particle is not deflected by an electric field?

Compare with the explanation

Neutron

A neutron has no electric charge.

After trying it yourself, choose your next review. This is your self-assessment.

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Make it stick

How do charge-to-mass ratio and occupied shells help predict beam deflection and atomic radius?

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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