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1
JACARANDA
CHEMISTRY
VCE UNITS 1 AND 2 | THIRD EDITION
1
JACARANDA
CHEMISTRY
VCE UNITS 1 AND 2 | THIRD EDITION
ROBERT STOKES
ANGELA STUBBS
NEALE TAYLOR
BILLIE MURRAY
KATE BURROWS
MAIDA DERBOGOSIAN
SANTINA RAPHAEL
SHOLTO BOWEN
CONTRIBUTING AUTHOR
Lakshmi Sharma
Third edition published 2023 by
John Wiley & Sons Australia, Ltd
155 Cremorne Street, Cremorne, Vic 3121
First edition published 2016
Second edition published 2020
Typeset in 10.5/13 pt TimesLTStd
© Neale Taylor, Robert Stokes, Angela Stubbs, Belinda Maree Murray, Kate Burrows, Maria James, Sholto Bowen, Santina
Raphael, Maida Derbogosian 2023
The moral rights of the authors have been asserted.
ISBN: 978-1-1198-8431-6
Reproduction and communication for educational purposes
The Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10% of the pages of this work, whichever is the
greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that the
educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL).
Reproduction and communication for other purposes
Except as permitted under the Act (for example, a fair dealing for the purposes of study, research, criticism or review), no part of
this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior
written permission. All inquiries should be made to the publisher.
Trademarks
Jacaranda, the JacPLUS logo, the learnON, assessON and studyON logos, Wiley and the Wiley logo, and any related trade dress are
trademarks or registered trademarks of John Wiley & Sons Inc. and/or its affiliates in the United States, Australia and in other
countries, and may not be used without written permission. All other trademarks are the property of their respective owners.
Front cover image: © Valenty/Shutterstock
Illustrated by various artists, diacriTech and Wiley Composition Services
Typeset in India by diacriTech
All activities have been written with the safety of both teacher and student in mind. Some, however, involve physical activity or the
use of equipment or tools. All due care should be taken when performing such activities. Neither the publisher nor the authors
can accept responsibility for any injury that may be sustained when completing activities described in this textbook.
Contents
About this resource............................................................................................................................................................................................ix
Acknowledgements.........................................................................................................................................................................................xvi
UNIT 1 HOW CAN THE DIVERSITY OF MATERIALS BE EXPLAINED? 1
AREA OF STUDY 1 HOW DO THE CHEMICAL STRUCTURES OF MATERIALS EXPLAIN THEIR PROPERTIES AND REACTIONS?
1 Elements and the periodic table 3

1.1 Overview ................................................................................................................................................................ 4
1.2 Elements ................................................................................................................................................................ 5
1.3 Electrons ............................................................................................................................................................. 12
1.4 The periodic table ................................................................................................................................................ 25
1.5 Trends in the periodic table .................................................................................................................................. 32
1.6 Critical elements .................................................................................................................................................. 43
1.7 Review ................................................................................................................................................................. 53
2 Covalent substances 59
2.1 Overview .............................................................................................................................................................. 60
2.2 Representing molecules ...................................................................................................................................... 61
2.3 Shapes of molecules ........................................................................................................................................... 73
2.4 Comparing intramolecular bonding and intermolecular forces ............................................................................. 86
2.5 Physical properties of molecular substances ....................................................................................................... 95
2.6 Structure and bonding of diamond and graphite ................................................................................................. 99
2.7 Review ............................................................................................................................................................... 107
3 Reactions of metals 113

3.1 Overview ............................................................................................................................................................ 114
3.2 Properties of metals ........................................................................................................................................... 115
3.3 Reactivity of metals ........................................................................................................................................... 121
3.4 Recycling metals ............................................................................................................................................... 129
3.5 Review ............................................................................................................................................................... 139
4 Reactions of ionic compounds 145

4.1 Overview ............................................................................................................................................................ 146
4.2 Structure and properties of ionic substances .................................................................................................... 147
4.3 Formation of ionic compounds .......................................................................................................................... 157
4.4 Precipitation reactions ....................................................................................................................................... 165
4.5 A review of bonding ........................................................................................................................................... 176
4.6 Review ............................................................................................................................................................... 182
5 Separation and identification of the components of mixtures 187

5.1 Overview ............................................................................................................................................................ 188
5.2 Solutions, solvents and chromatography ........................................................................................................... 189
5.3 Review ............................................................................................................................................................... 207
AREA OF STUDY 1 REVIEW .......................................................................................................................................... 215

Practice examination .......................................................................................................................................................215
Practice school-assessed coursework .............................................................................................................................222
CONTENTS v
AREA OF STUDY 2 HOW ARE MATERIALS QUANTIFIED AND CLASSIFIED?
6 Quantifying atoms and compounds 225

6.1 Overview ............................................................................................................................................................ 226
6.2 Relative isotopic mass and the carbon-12 scale ................................................................................................ 227
6.3 Avogadro’s constant and the mole .................................................................................................................... 236
6.4 Using the mole concept ..................................................................................................................................... 245
6.5 Review ............................................................................................................................................................... 253
7 Families of organic compounds 259

7.1 Overview ............................................................................................................................................................ 260
7.2 Hydrocarbon families ......................................................................................................................................... 261
7.3 Naming organic compounds and isomers ......................................................................................................... 275
7.4 Functional groups — alcohols and carboxylic acids .......................................................................................... 283
7.5 Sources and uses of organic chemicals ............................................................................................................. 295
7.6 Review ............................................................................................................................................................... 302
8 Polymers and society 309

8.1 Overview ............................................................................................................................................................ 310
8.2 Polymers ........................................................................................................................................................... 311
8.3 Linear and cross-linked polymers ...................................................................................................................... 320
8.4 Polymer selection .............................................................................................................................................. 326
8.5 Plastic recycling and innovations in design ........................................................................................................ 337
8.6 Review ............................................................................................................................................................... 348

AREA OF STUDY 3 HOW CAN CHEMICAL PRINCIPLES BE APPLIED TO CREATE A MORE SUSTAINABLE FUTURE?
9 Research investigations
9.1 Overview
9.2 Investigating how chemistry can create a more sustainable future
9.3 Scientific evidence, and analysing and evaluating sources
9.4 Models and theories to understand observed phenomena
9.5 Effective science communication
9.6 Review
UNIT 2 HOW DO CHEMICAL REACTIONS SHAPE THE NATURAL WORLD? 367
AREA OF STUDY 1 HOW DO CHEMICALS INTERACT WITH WATER?
10 Water as a unique chemical 369

10.1 Overview ............................................................................................................................................................ 370
10.2 Water on Earth ................................................................................................................................................... 371
10.3 Properties of water ............................................................................................................................................ 380
10.4 Heat capacity and latent heat ............................................................................................................................ 388
10.5 Review ............................................................................................................................................................... 398
vi CONTENTS
11 Acid–base (proton transfer) reactions 405
11.1 Overview ............................................................................................................................................................ 406
11.2 Acids and bases ................................................................................................................................................ 407
11.3 Concentration and strength of acids and bases ................................................................................................ 415
11.4 The pH scale ...................................................................................................................................................... 420
11.5 Measuring pH .................................................................................................................................................... 431
11.6 Neutralisation reactions to produce salts ........................................................................................................... 443
11.7 Applications of acid–base reactions in society .................................................................................................. 452
11.8 Review ............................................................................................................................................................... 456
12 Redox (electron transfer) reactions 463

12.1 Overview ............................................................................................................................................................ 464
12.2 Redox reactions ................................................................................................................................................. 465
12.3 EXTENSION: Oxidation numbers ....................................................................................................................... 475
12.4 Reactivity series of metals ................................................................................................................................. 481
12.5 Applications of redox reactions ......................................................................................................................... 486
12.6 Review ............................................................................................................................................................... 498

AREA OF STUDY 2 HOW ARE CHEMICALS MEASURED AND ANALYSED?
13 Measuring solubility and concentration 513

13.1 Overview ............................................................................................................................................................ 514
13.2 Measuring solution concentration ...................................................................................................................... 515
13.3 Factors that influence solubility ......................................................................................................................... 526
13.4 Solubility graphs ................................................................................................................................................ 536
13.5 Review ............................................................................................................................................................... 550
14 Analysis for acids and bases 557

14.1 Overview ............................................................................................................................................................ 558
14.2 Solution stoichiometry (volume–volume stoichiometry) ...................................................................................... 559
14.3 Acid–base titrations ........................................................................................................................................... 568
14.4 Review ............................................................................................................................................................... 581
15 Measuring gases 587

15.1 Overview ............................................................................................................................................................ 588
15.2 Gases and the enhanced greenhouse effect ...................................................................................................... 589
15.3 Gases at standard laboratory conditions (SLC) .................................................................................................. 595
15.4 Calculations using the ideal gas equation and stoichiometry ............................................................................. 603
15.5 Review ............................................................................................................................................................... 610
16 Analysis for salts 615

16.1 Overview ............................................................................................................................................................ 616
16.2 The sources of salts in soil and water ................................................................................................................ 617
16.3 Quantitative analysis of salts — stoichiometry and molar ratios ........................................................................ 624
16.4 Quantitative analysis of salts — colorimetry and UV-visible spectroscopy ........................................................ 642
16.5 Review ............................................................................................................................................................... 652
CONTENTS vii
AREA OF STUDY 3 HOW DO QUANTITATIVE SCIENTIFIC INVESTIGATIONS DEVELOP OUR UNDERSTANDING OF CHEMICAL REACTIONS?
17 Scientific investigations
17.1 Overview
17.2 Key science skills and concepts in chemistry
17.3 Characteristics of scientific methodology and primary data generation
17.4 Health, safety and ethical guidelines
17.5 Quality of data and measurements
17.6 Ways of organising, analysing and evaluating primary data
17.7 Challenging scientific models and theories
17.8 The limitations of investigation methodology and conclusions
17.9 Options related to analysing substances in water, acid–base or redox reactions, and production of gases
17.10 Presenting findings using scientific conventions
17.11 Review
Answers ............................................................................................................................................................................................. 671

Glossary ............................................................................................................................................................................................. 733
Index .................................................................................................................................................................................................. 745
Periodic table of the elements......................................................................................................................................................... 752
viii CONTENTS
About this resource
YEAR 11
NEW FOR 2023
YEAR 12 COMING FOR 2024
JACARANDA
CHEMISTRY 1 VCE UNITS 1 AND 2

THIRD EDITION
Developed by expert Victorian teachers

for VCE students
Tried, tested and trusted. The NEW Jacaranda VCE Chemistry series continues
to deliver curriculum-aligned material that caters to students of all abilities.
Completely aligned to the VCE Chemistry Study Design

Our expert author team of practising teachers and assessors ensures 100% coverage of the new
VCE Chemistry Study Design (2023–2027).
Everything you need for your students to succeed, including:
• NEW! Access targeted questions sets including exam-style questions and all relevant past VCAA exam
questions since 2013. Ensure assessment preparedness with practice SACs.
• NEW! Enhanced practical investigation support including practical investigation videos, and eLogbook
with fully customisable practical investigations — including teacher advice and risk assessments.
• NEW! Teacher-led videos to unpack challenging concepts, VCAA exam questions, exam-style questions,
ABOUT THIS RESOURCE ix

Learn online with Australia’s most
Everything you need • Trusted, curriculum-aligned theory
• Engaging, rich multimedia
for each of your lessons • All the teacher support resources you need
in one simple view • Deep insights into progress
• Immediate feedback for students
• Create custom assignments in just a few clicks.
Practical teaching advice and ideas for

each lesson provided in teachON
Each lesson linked to the Key

Knowledge (and Key Science Skills)
from the VCE Chemistry Study Design
Reading content and rich media

including embedded videos
and interactivities
x ABOUT THIS RESOURCE

powerful learning tool, learnON
Teacher and student views
Textbook questions
Fully worked solutions and

sample responses
Practical investigation eLogbook
Digital documents
Video eLessons
Interactivities
Extra teaching support resources
Interactive questions with

immediate feedback
ABOUT THIS RESOURCE xi

Get the most from your
online resources
Online, these new Trusted Jacaranda theory, plus tools
to support teaching and make learning
editions are the more engaging, personalised and visible.
complete package
Each subtopic is linked

to Key Knowledge (and
Key Science Skills) from
the VCE Chemistry
Study Design.
Interactive glossary
terms help develop and
support scientific literacy.
onResources link to targeted

digital resources including video
eLessons and weblinks.
Tables and images break down

content, allowing students to
understand complex concepts.
Pink highlight boxes summarise

key information and provide tips
for VCE Chemistry success.
xii ABOUT THIS RESOURCE

Sample problems break
down the process of
answering questions using
a think/write format and a
supporting teacher-led video.
Practical investigations are

highlighted throughout topics, and
are supported by teacher-led videos
and downloadable student and
teacher version eLogbooks.
• Online and offline question sets

contain practice questions and past
VCAA exam questions with exemplary
responses and marking guides.
• Every question has immediate,
corrective feedback to help students
to overcome misconceptions as they
occur and to study independently —
in class and at home.
ABOUT THIS RESOURCE xiii

Topic reviews
A summary
flowchart shows
the interrelationship
between the main
ideas of the topic. This
includes links to both
Key Knowledge and
Key Science Skills.
End-of-topic exam questions

include past VCE exam
questions and are supported
by teacher-led videos.
Area of Study reviews

Areas of study reviews
include practice
examinations and
practice SACs with
worked solutions and
sample responses.
Teachers have access
to customisable
quarantined SACs with
sample responses and
marking rubrics.
Practical investigation eLogbook

Enhanced practical investigation support includes
practical investigation videos and an eLogbook
with fully customisable practical investigations —
including teacher advice and risk assessments.
xiv ABOUT THIS RESOURCE

A wealth of teacher resources
Enhanced teacher support resources,

including:
• work programs and curriculum grids
• teaching advice
• additional activities
• teacher laboratory eLogbook, complete
with solution and risk assessments
• quarantined topic tests (with solutions)
• quarantined SACs (with worked
solutions and marking rubrics).
Customise and assign
A testmaker enables you to create custom tests

from the complete bank of thousands of questions
(including past VCAA exam questions).
Reports and results
Data analytics and instant reports provide data-driven

insights into progress and performance within each
lesson and across the entire course.
Show students (and their parents or carers) their own

assessment data in fine detail. You can filter their
results to identify areas of strength and weakness.
ABOUT THIS RESOURCE xv

Acknowledgements
The authors and publisher would like to thank the following copyright holders, organisations and individuals for
their assistance and for permission to reproduce copyright material in this book.
Selected extracts from the VCE Chemistry Study Design (2023–2027) are copyright Victorian Curriculum and
Assessment Authority (VCAA), reproduced by permission. VCE® is a registered trademark of the VCAA.
The VCAA does not endorse this product and makes no warranties regarding the correctness and accuracy of its
content. To the extent permitted by law, the VCAA excludes all liability for any loss or damage suffered or
incurred as a result of accessing, using or relying on the content. Current VCE Study Designs and related
content can be accessed directly at www.vcaa.vic.edu.au. Teachers are advised to check the VCAA Bulletin
for updates.
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xvi ACKNOWLEDGEMENTS
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from Ben Henley & Nerilie Abram. The three-minute story of 800,000 years of climate change with a sting in
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Report, 2020. Murray–Darling Basin Authority. Licensed under CC BY 4.0: 618 • © Source: Clean water and
ACKNOWLEDGEMENTS xvii
sanitation, Monash Substainable Development Institute. Data from OECD: 376 • © Source: Climate Action,
Monash Substainable Development Institute. Data from Australian Department of Energy and Environment: 395
• © Source: Life below water, Monash Substainable Development Institute. Data from Australian Institute of
Marine Science (AIMS) Long-term Reef Monitoring Program: 378 • © Source: Modified from Statistica/The
Plastic Waste Makers Index. The Mindaroo Foundation: 343, 345 • © Source: “Water For a Future Thriving
Melbourne,” 2017, City West Water, South East Water, Yarra Valley Water, Melbourne Water: 373, 374 • © R.
Gino Santa Maria/Shutterstock: 119 • © nicolamargaret/Getty Images: 269 • © Paul Flowers; Klaus Theopold;
Richard Langley; and William R. Robinson. Chemistry 2e by OpenStax, licensed under CC BY 4.0: 102
• © Source: National Waste Report 2020, 2020. Department of Agriculture, Water and the Environment: 138
• © Sources: Based on The Aluminium Unique Life Cycle Story, FACE; European Aluminium: 136 • © Source:
Modified from Statistica/The Plastic Waste Makers Index. The Mindaroo Foundation: 345 • © Source: Climate
Change Indicators: Sea Surface Temperature, United States Environmental Protection Agency. Data from NOAA
(National Oceanic and Atmospheric Administration): 394 • © Source: United States Environmental Protection
Agency: 394 • © Source: Modified from David M. Ayres, Allen P. Davis, Paul M. Gietka (1994). Removing
Heavy Metals from Wastewater, Engineering Research Center Report. University of Maryland: 529 • © Source:
Redraw from Australian Energy Update 2019. Department of the Environment and Energy: 591 • © Source:
Department of Climate Change, Energy, the Environment and Water, https://www.awe.gov.au/environment/
protection/waste/publications/national-plastics-plan-summary: 362 • © Source: Molar ionization energies of the
elements, Wikipedia Commons. Retrieved from: https://en.wikipedia.org/wiki/Molar_ionization_energies_
of_the_elements#References. Licensed under Creative Commons Attribution-ShareAlike License 3.0: 222
Every effort has been made to trace the ownership of copyright material. Information that will enable the
publisher to rectify any error or omission in subsequent reprints will be welcome. In such cases, please contact
the Permissions Section of John Wiley & Sons Australia, Ltd.
xviii ACKNOWLEDGEMENTS
How can the diversity
1
UNIT
of materials be
explained?
AREA OF STUDY 1
How do the chemical structures of materials explain their properties and reactions?
OUTCOME 1
Explain how elements form carbon compounds, metallic lattices and ionic compounds,
experimentally investigate and model the properties of different materials, and use
chromatography to separate the components of mixtures.
1 Elements and the periodic table ......................................................................................................................... 3
2 Covalent substances ............................................................................................................................................ 59
3 Reactions of metals ............................................................................................................................................ 113
4 Reactions of ionic compounds ...................................................................................................................... 145
5 Separation and identification of the components of mixtures ........................................................... 187
AREA OF STUDY 2
How are materials quantified and classified?
OUTCOME 2
Calculate mole quantities, use systematic nomenclature to name organic compounds, explain how
polymers can be designed for a purpose, and evaluate the consequences for human health and
the environment of the production of organic materials and polymers.
6 Quantifying atoms and compounds ............................................................................................................. 225
7 Families of organic compounds .....................................................................................................................259

8 Polymers and society ........................................................................................................................................ 309
AREA OF STUDY 3
How can chemical principles be applied to create a more sustainable future?
OUTCOME 3
Investigate and explain how chemical knowledge is used to create a more sustainable future in
relation to the production or use of a selected material.
9 Research investigations .....................................................................................................................
Source: VCE Chemistry Study Design (2023–2027) extracts © VCAA; reproduced by permission.
AREA OF STUDY 1 HOW DO THE CHEMICAL STRUCTURES OF MATERIALS EXPLAIN THEIR
PROPERTIES AND REACTIONS?
Elements and the

1 periodic table
KEY KNOWLEDGE
In this topic you will investigate:
Elements and the periodic table
• the definitions of elements, isotopes and ions, including appropriate notation: atomic
number; mass number; and number of protons, neutrons and electrons
• the periodic table as an organisational tool to identify patterns and trends in, and
relationships between, the structures (including shell and subshell electronic configurations
and atomic radii) and properties (including electronegativity, first ionisation energy, metallic
and non-metallic character and reactivity) of elements
• critical elements (for example, helium, phosphorus, rare-earth elements and post-transition
metals and metalloids) and the importance of recycling processes for element recovery.
PRACTICAL WORK AND INVESTIGATIONS

Practical work is a central component of VCE Chemistry. Experiments and investigations,
supported by a practical investigation eLogbook and teacher-led videos, are included in
this topic to provide opportunities to undertake investigations and communicate findings.
EXAM PREPARATION
Access exam-style questions and their video solutions in every lesson, to ensure you
are ready.
1.1 Overview
Hey students! Bring these pages to life online
Watch Engage with Answer questions
videos interactivities and check results
Find all this and MORE in jacPLUS
1.1.1 Introduction
Life is a mystery. Where did we come from? What are
FIGURE 1.1 Everything in the universe that has
we made of? Scientists tell us that we are made of very
mass is composed of atoms.
small particles called atoms and that these atoms have
their origin in stars. What a remarkable journey these
atoms must have undertaken while being recycled over
the billions of years since the origin of the universe. All
matter is made up of atoms. Every material thing that
you can see, smell and touch, that occupies space and has
mass, is a form of matter.
Studying the structure and behaviour of matter — of
which life, Earth and the universe are composed — has
been ongoing. This topic introduces the fundamental
structure and size of the building blocks of our universe,
and how we have refined our theories to help us better
understand our world. Atoms consist of even smaller subatomic particles and are amazingly 99.9 per cent empty
space. There are 118 different atoms, known collectively as elements, which chemists organise into the periodic
table. The periodic table is an indispensable tool, with remarkable patterns in its arrangement, that scientists use
to predict the ways in which elements behave and react.
LEARNING SEQUENCE
1.1 Overview .................................................................................................................................................................................................... 4
1.2 Elements .................................................................................................................................................................................................... 5
1.3 Electrons ..................................................................................................................................................................................................12
1.4 The periodic table ................................................................................................................................................................................ 25
1.5 Trends in the periodic table .............................................................................................................................................................. 32
1.6 Critical elements ................................................................................................................................................................................... 43
1.7 Review ...................................................................................................................................................................................................... 53
Resources
Solutions Solutions — Topic 1 (sol-0800)
Practical investigation eLogbook Practical investigation logbook — Topic 1 (elog-1606)
Digital documents Key science skills (doc-37066)

Key terms glossary — Topic 1 (doc-37067)
Key idea summary — Topic 1 (doc-37068)
Exam question booklet Exam question booklet — Topic 1 (eqb-0082)
4 Jacaranda Chemistry 1 VCE Units 1 & 2 Third Edition

1.2 Elements
KEY KNOWLEDGE
• The definitions of elements, isotopes and ions, including appropriate notation: atomic number; mass number;
and number of protons, neutrons and electrons
1.2.1 The structure of atoms

The atomic theory attempts to explain the structure of materials.
FIGURE 1.2 A modern take on New
According to this theory, all matter is made of atoms. Atoms Zealand–born Ernest Rutherford’s nuclear
are so small that it was not until 1981 that their images could model of an atom.
finally be seen using the newly invented scanning tunnelling
microscope. Due to their incredibly small size, models have
developed to represent the internal structure of atoms.
One very useful model is the nuclear model of the atom
proposed by Ernest Rutherford in 1911.
Rutherford’s descriptions of an atom include:
• An atom is mostly empty space.
• An atom has a dense central structure called a nucleus.
• The nucleus, though its volume is very small relative to the
atom as a whole, contains most of the mass of the atom.
• The nucleus is made up of positively charged particles
called protons.
• The simplest nucleus is that of the hydrogen atom, which contains just one proton.
• All other atoms have nuclei that also contain neutrons.
• A neutron has no charge but has virtually the same mass as a proton.
• The empty space around the nucleus contains negatively charged particles
called electrons.
• Electrons move very rapidly around the nucleus in orbits. atom a neutral particle with a
• Each electron has a definite energy and moves in a specific energy level. nucleus; the smallest constituent
of an element
The mass of an electron is very much less than that of a proton or a neutron.
EXTENSION: Australia’s particle accelerator

FIGURE 1.3 The Australian Synchrotron
The Australian Synchrotron is a particle accelerator in Victoria
that is used by scientists to investigate the structure of matter.
With over 4000 research visits per year, the fields of investigation
are diverse and include agricultural science, environmental
science, minerals analysis, medical investigations, materials
science, cultural heritage, nanotechnology and forensics.
From the outside, the Australian Synchrotron resembles a

football stadium. Inside, however, instead of footballs going
in different directions, electrons are accelerated around a large
loop (with a circumference of 216 metres) at almost the speed
of light. The light is produced by high-energy electrons that are
deflected into circular orbit by the ‘synchronised’ application of strong magnetic fields. The light produced is
1 million times brighter than the sun. The light, X-rays and infrared radiation produced is directed to a number of
experimental workstations where many different experiments take place.
TOPIC 1 Elements and the periodic table 5

Resources
Video eLesson Rutherford’s gold foil experiment (eles-2486)
Protons, electrons and neutrons are called subatomic particles. Figure 1.4 and table 1.1 summarise the
properties of these particles. Atoms that are neutrally charged have the same number of electrons and protons.
FIGURE 1.4 Subatomic particles in a nitrogen-14 atom
Nucleus: 7 Electrons:
7 Protons – Electron
– 2 Inner shell
7 Neutrons 5 Outer shell + Proton
Neutron
–
–
+ +
–
+
+
–
–
–
TABLE 1.1 Particles in an atom and their properties

Subatomic particle Relative mass Relative charge Location
1
Electron = 0.0005 −1 Outside nucleus
1837
Proton 1 +1 In nucleus
Neutron 1 0 In nucleus
1.2.2 Elements
Atoms are not all the same. To date, chemists have identified 118 different types of atoms.
Elements are substances that contain only one type of atom. For example, pure
oxygen contains only oxygen atoms and pure lead contains only lead atoms. Elements subatomic particles particles
in atoms: electrons, protons and
are defined by the number of protons in the nucleus. neutrons
The atoms of each element are classified based on the number of subatomic particles element a pure chemical species
consisting of atoms of a single type
they have. Very few elements exist as individual atoms; examples are helium and neon.
Elements
• Elements are substances that contain only one type of atom.
• An element is defined by the number of protons in the nucleus.
• Atoms contain the subatomic particles protons, neutrons and electrons.

1.2.3 Atoms, elements, molecules and compounds
Molecules are substances that consist of two or more atoms that are chemically combined.
They contain either the same elements as in hydrogen gas, H2 , and oxygen gas, O2 , or different elements as in
carbon dioxide, CO2 , and water, H2 O.
Compounds are substances that contain two or more elements but not all compounds are molecules. Some
elements (such as carbon, forming diamond and graphite) and compounds exist as continuous lattice structures,
and these are discussed in topic 2.
FIGURE 1.5 Elements, atoms, molecules and compounds
Molecules
Elements Compounds
Atoms Molecule Molecule Compound

(element) (compound) (not molecule)
Molecules consist of two or more atoms chemically combined.
FIGURE 1.6 Space-filling models of molecules of (a) carbon dioxide, CO2 , (b) water, H2 O, and (c) methane, CH4
Carbon dioxide, CO2 Water, H2O Methane, CH4
(a) (b) (c)
1.2.4 Representing elements

Elements are represented by an element symbol, and with the atomic number and the mass number.
Most symbols for elements come from the first letter or two letters of their names; for example, C for
carbon and Cd for cadmium. Some atoms have symbols that have originated from a Greek or Latin name;
for example, Au is the symbol for gold because gold was known in the past by its Latin name, aurum.
Atomic number (symbol Z) molecule group of atoms bonded

• Each of the 118 elements known to chemists has its own atomic number. together covalently
• The atomic number (symbol Z) of an element is defined as the number of compound substance consisting
of two or more elements
protons in the nucleus of an atom of that element. symbol simplified representation
• When an atom is neutrally charged, the atomic number of the atom of an element consisting of one or
corresponds to the number of electrons, because the number of positive two letters
charges must be the same as the number of negative charges. For example, atomic number the number of
protons in the nucleus of an atom
oxygen has an atomic number of 8 and, therefore, has eight protons and of a particular element
eight electrons.

Mass number (symbol A)
• The mass number (symbol A) is defined as the total number of protons and neutrons in an atom of
an element.
• Protons have approximately the same mass as neutrons. The electron’s mass is negligible compared
with protons and neutrons. Therefore, the mass of an atom depends only on the number of particles in
the nucleus.
• The elements are arranged in the periodic table in order of increasing atomic number. The relative atomic
mass of each element is also shown on the table. Relative atomic mass is discussed in topic 7.
Isotopic symbols
An element is commonly represented as follows:

mass number → A
atomic number → Z E ← symbol for element
This is known as the isotopic symbol of an element. We can determine the number of neutrons in an atom by
subtracting the atomic number, Z, from the mass number, A. For example, sodium, Na, has atomic number 11
and mass number 23, and can be represented as 23
11 Na . An atom of sodium, therefore, has 11 protons and
12 neutrons.
1.2.5 Isotopes
All atoms of a particular element contain the same number of protons and have the same atomic number.
However, atoms of the same element can contain different numbers of neutrons, and these atoms are called
isotopes. Isotopes have similar chemical properties because their electron structure is the same. They do,
however, have different physical properties due to their different isotopic masses.
Naturally occurring oxygen consists of three isotopes: 168 O , 178 O and 188 O . Isotopes are named by their element
name followed by their mass number to distinguish them; for example, the isotopes of oxygen are oxygen-16,
oxygen-17 and oxygen-18 (see figure 1.7). Aluminium has only one isotope, aluminium-27, 27 13 Al .
FIGURE 1.7 Isotopes of oxygen
– – –
– – –
– – –
+ + +
– ++ ++ – ++ ++ – ++ ++
+ + +
++ – ++ – ++ –
– – – mass number the total number of
protons and neutrons in the nucleus
– – – of a particular isotope of an element
– – –
isotopic symbol representation of
an element as AZ E , where E is the
Oxygen-16 Oxygen-17 Oxygen-18
symbol for the element, A is the
– 8 Electrons – 8 Electrons – 8 Electrons mass number and Z is the atomic
number
+ 8 Protons + 8 Protons + 8 Protons
isotopes forms of an element with
8 Neutrons 9 Neutrons 10 Neutrons the same number of protons but
different numbers of neutrons in
Mass number Mass number Mass number the nucleus
= 8 + 8 = 16 = 8 + 9 = 17 = 8 + 10 = 18

Isotopes FIGURE 1.8 The oldest reliably dated rock art in
Australia is 28 000 years old.
Isotopes are atoms of the same element that
have different numbers of neutrons; that
is, they have the same atomic number but
different mass numbers.
Isotopes can be used to date archaeological and

geological features. Radiocarbon dating using the decay
of carbon-14 isotopes is used to date organic material
within (or nearby) Indigenous Australian rock art,
for example.
SAMPLE PROBLEM 1 Representing isotopes using appropriate notation

tlvd-0509
a. Write the symbols for the atoms nitrogen-14 and nitrogen-15.

b. How many protons does each atom have?
c. How many neutrons does each atom have?
d. What are these atoms called?
e. Write the isotopic notation for each isotope of nitrogen.
THINK WRITE
a. The symbol will not change, regardless of the N
atomic masses.
b. The number of protons of an element will not 7
change, regardless of the atomic masses. The
atomic number of N is 7, hence it has
7 protons.
c. The number of neutrons can be determined nitrogen-14:
using the following: 14 – 7 = 7
Number of neutrons = mass number (A) – nitrogen-15:
atomic number (Z). 15 – 7 = 8
d. The name for atoms with the same number of Isotopes
protons but with different masses (different
number of neutrons).
e. This must include the symbol, mass and nitrogen-14: 147 N
atomic numbers in the correct format. nitrogen-15: 157 N
PRACTICE PROBLEM 1
a. Write the elemental symbol for the atoms of hydrogen-1, hydrogen-2 and hydrogen-3.
b. How many protons does each atom have?
c. How many neutrons does each atom have?
d. Write the isotopic notation for each species of hydrogen.

1.2 Activities
Students, these questions are even better in jacPLUS
Receive immediate Access Track your
feedback and access additional results and
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1.2 Quick quiz 1.2 Exercise 1.2 Exam questions
1.2 Exercise
1. MC An atomic particle has a net charge of zero and is found in the nucleus. Identify which type of particle
it is.
A. Proton
B. Electron
C. Neutron
D. Positron
2. MC The particle that is represented by the symbol 121 Sb3+ has
51
A. 51 protons, 48 electrons and 121 neutrons.
B. 51 protons, 48 electrons and 70 neutrons.
C. 51 protons, 54 electrons and 121 neutrons.
D. 51 protons, 54 electrons and 70 neutrons.
3. Look up your periodic table to find the atomic number of each of the following elements.
a. H
b. Ne
c. Ag
d. Au
4. An atom has 13 protons and 14 neutrons. Identify the following.
a. Its atomic number
b. Its mass number
c. Its name
5. Find the symbols for elements with the following atomic numbers.
a. 5
b. 12
c. 18
d. 20
6. In the element argon, Z = 18 and A = 40. For argon, state the following.
a. The number of neutrons
b. The number of electrons
c. The isotopic symbol for this element
7. Determine the number of protons, neutrons and electrons in 7935
Br– .
8. An atomic nucleus consists of one proton and one neutron. What is its isotopic symbol?

9. a. Complete the following table.
Element Number of protons Number of electrons Number of neutrons

12
6C
56
26
Fe
40
18
Ar
235
92
U
238
92
U
19
9
F
b. Identify any isotopes in the table.

c. Explain the difference between the isotopes.
10. Why do we identify an element by its atomic number rather than its mass number?
1.2 Exam questions

Question 1 (1 mark)
MC Which of the following species has a different number of neutrons from the rest?
64
A. 30
Zn
62
B. 28
Ni
63
C. 29
Cu
69
D. 31
Ga
Question 2 (36 marks)

Complete the following table.
Atomic Mass Number of Number of Number of Name of

Atom number number protons neutrons electrons element
23
11
Na
19
9
F
28
14
Si
56
26
Fe
197
79
Au
235
92
U
What is the general name for the group of atoms that includes carbon-12, carbon-13 and carbon-14? Identify the
similarities and differences between these atoms.
The following isotopes belong to three elements. Identify the elements and list the isotopes next to the name of
each element.
37 26 59 35 25 60 24
17
A 12
B 27
C 17
D 12
E 27
F 12
G
Question 5 (1 mark)
Tellurium is element 52 and iodine is element 53. Explain why iodine atoms have less mass than less than
tellurium atoms.
More exam questions are available in your learnON title.

1.3 Electrons
KEY KNOWLEDGE
• The structures (including shell and subshell electronic configurations and atomic radii) of elements
• The definitions of ions
Source: Adapted from VCE Chemistry Study Design (2023–2027) extracts © VCAA; reproduced by permission.
1.3.1 Exciting electrons

What causes rainbows? Why is it that when you look into a FIGURE 1.9 When wires with small
fire you see different coloured flames? The answers lie in the amounts of different metal salts are placed
way the electrons are arranged around the nucleus of the atom. in a flame, the electrons are excited and
This arrangement largely determines the properties and the emit characteristic coloured light.
behaviour of elements and the materials made from them.
When white light is separated by a prism, a continuous
spectrum of colour is observed. Every element emits light if
it is heated by passing an electric discharge through its gas or
vapour. This happens because the atoms of the element absorb
energy and then lose it, emitting it as light. Passing the light
emitted by an element through a prism produces an atomic Zinc Potassium Strontium Sodium Copper
emission spectrum for that element.
The emission spectra of elements are quite different from the spectrum of white light. White light gives a
continuous spectrum, whereas atomic emission spectra consist of separate lines of coloured light. Each line in
an emission spectrum corresponds to one particular frequency of light being given off by the atom; therefore,
each line corresponds to an exact amount of energy being emitted.
1.3.2 Bohr’s energy levels

In 1913, Niels Bohr suggested an explanation for the emission spectrum by FIGURE 1.10 The Bohr
proposing a model for the hydrogen atom. His model proposed the following: model of an atom
• Electrons of specific energy move around the central nucleus in circular
orbits or energy levels. Electrons cannot exist between these orbits. Electrons would not be found in
• Although an electron cannot lose energy while orbiting a nucleus, it can these ‘non-orbit’ areas.
be given excess energy (by a flame or electric current) and then move to a
higher orbit. If this happens, the electron has moved from the ground state 1st orbit
(lowest energy level) to an excited state. Nucleus
• When an electron drops back down to a lower, more stable orbit, the excess
energy is given out as a photon or quantum of light. This is seen as a line of 2nd orbit
a particular colour on the visible spectrum.
• The energy given out is the difference in energy between the two energy
3rd orbit
levels. Since only certain allowed energy levels are possible, the energy
released has specific allowed values, each corresponding to a line in the atomic emission spectrum a
emission spectrum. This spectrum is different for each element, so it is spectrum emitted as distinct bands
of light of diagnostic frequencies by
often called the ‘fingerprint’ by which an element may be identified.
elements or compounds
Some metallic elements can be identified simply by their characteristic flame colours ground state the least excited state
of an atom, where the electrons
when heated in a Bunsen burner flame. Copper burns with a blue–green flame, for are occupying the lowest possible
example, and sodium burns with a yellow–orange flame. energy levels
excited state raised to a higher
than ground-state energy level
photon particle of light

FIGURE 1.11 White light is a continuous spectrum (top). The emission spectra of various atomic elements consist
of distinct lines that correspond to differences in energy levels.
λ 400 500 600 700 800 nm
Li
Na
Ca
Sr
Ba
Emission spectra and electron energy levels

• When a particular amount of energy is supplied to an atom, an electron can move from a lower energy
level to a higher energy level. When the electron returns to a lower state, it emits a photon of energy
equal to the difference of energy between the two levels.
• Atomic emission spectra provide evidence that electrons exist in specific energy levels.
FIGURE 1.12 Emission spectrum and energy levels; each electron transition produces a line of a different colour,
with blue being the highest energy and shortest wavelength, 𝜆.
λ 400 500 600 700 800 nm

Blue–violet Blue–green Red
n=6
n=5
n=5 n=4
n=3
e– n=4
Energy
e– n=2
n=3
e–
n=2
n=1
n=1

EXPERIMENT 1.1
elog-1662
Flame tests of metal cations
tlvd-0614
Aim
To observe the characteristic flame colours of the metal ions K+ , Na+ , Li+ , Sr2+ , Cu2+ , Ca2+ , Ba2+ , and to identify
an unknown metal ion
Resources
Weblink Bohr model
Electron shells
Electrons may be visualised as moving within a region of space surrounding the nucleus. The regions are
called electron shells and are numbered 1, 2, 3 and 4. A definite energy level is associated with each shell; the
innermost shell (n = 1) has the lowest energy level.
• To move further away from the nucleus, an electron must gain energy.
• If it gains enough energy to completely leave the atom, the particle that is left is no longer neutral and is
called a positive ion. Sodium, Na, has 11 protons and 11 electrons. If it loses an outer shell electron, it
becomes the positive ion Na+ because it now has 11 protons and only 10 electrons.
FIGURE 1.13 Sodium easily loses an outer shell electron to become a sodium ion.
Na Na+
Further studies of line spectra in the 1910s and 1920s led to the prediction that a maximum number of electrons
could be present in a given energy level.
1.3.3 Electron configuration

The arrangement of electrons in the shells is called the atom’s electron configuration. The electron capacity
of each shell is limited. The maximum number of electrons that each shell can hold is 2n2 where n is the shell
number or energy level.
Keep in mind the following when determining the electron configuration:
• Electron shells are filled in order from the nucleus, starting with the innermost shell, so that the electrons
are in their lowest possible energy levels (or ground state).
• For example, the one electron of a hydrogen atom would be in the first shell, and the electron configuration
is written as 1. Sodium has 11 electrons, so two go into the first shell, eight go in the second and the
last electron goes in the third shell. The electron configuration of sodium, therefore, is written as 2, 8, 1.
Chlorine has 17 electrons and an electron configuration of 2, 8, 7.
• Note that for the first 20 elements, the third shell never has more than eight
electrons. Potassium, for example, has 19 electrons and an electron configuration electron configuration the
arrangement of electrons in the
of 2, 8, 8, 1 rather than 2, 8, 9. This means that the fourth shell is the outer shell shells of an atom
for potassium electrons, rather than the third.

Ions are atoms that have lost or gained one or more electrons. For example, a sodium atom has 11 electrons,
so its electron configuration is 2, 8, 1. A sodium ion, Na+ , has lost an electron so its electron configuration
is 2, 8. Chemists are particularly interested in the electrons in the highest energy level of an atom because it is
these outershell electrons that mainly determine the chemical properties of elements. These electrons are called
valence electrons.
Valence electrons
Valence electrons are the electrons in the outer shell of atoms.
Shell model diagrams

The electron configuration of an atom can be represented using shell model diagrams, such as those in
figure 1.14. These show the electron shells as concentric rings around the nucleus, with the electrons marked on
each ring, and help us to visualise the structure and behaviour of atoms.
FIGURE 1.14 Shell model diagrams of hydrogen, sodium and chlorine; dots represent the electrons in the shells.
int-0676
1p 11p 17p
hydrogen sodium chlorine
Limitations of the shell model

The shell model represents only part of the story of the atom. More discoveries are always being made that cause
scientists to reconsider their models and their understanding of the atom.
The limitations of the shell model are as follows:
• The shell model doesn’t really explain the various differences in energies between the electron shells. It
seems to imply that all the electrons orbit the nucleus in exactly circular paths, like planets around a sun.
We know from looking at molecules with electron tunnelling microscopes that they come in many different
shapes and sizes, so this model does not fully explain every aspect of every atom.
• The order of the electrons filling the electron shells is not really explained by this model either. For
example, compare calcium (2, 8, 8, 2) with scandium (2, 8, 9, 2) — why isn’t the electron configuration
of scandium 2, 8, 8, 3? Other models have been developed that are more complex and explain more of the
data scientists have gathered.
valence electrons electrons in
1.3.4 From atoms to ions the outermost shell of an atom;
largely determine chemical
Atoms gain or lose electrons to achieve more stable outer shell configurations; properties of an element and
contribute to chemical bond
they are then called ions. When an atom becomes an ion, it is no longer neutrally formation
charged, since the number of electrons is not equal to the number of protons (see ion an atom that has lost or
table 1.2). Note that the number of protons remains the same. An atom that gained electrons and so has
has lost electrons becomes positively charged and is called a cation (e.g. Na+ ). a charge
cation a positively charged ion
An atom that has gained electrons becomes negatively charged and is called an
anion a negatively charged ion
anion (e.g. Cl– ).

FIGURE 1.15 All elements in the periodic table are neutral but some can become charged when they gain or
lose electrons.
loss of gain of
electron(s) neutral electron(s)
atom
cation anion
TABLE 1.2 Common atoms and their ions

Atom/ion Symbol Number of protons Number of electrons
Sodium atom Na 11 11
+
Sodium cation Na 11 10
Chlorine atom Cl 17 17
Chloride anion Cl– 17 18
Ions
Ions are formed when an atom gains or loses electrons; in other words, the atom
becomes charged.
Metallic ion formation

The metallic elements are those on the left side of the mauve staircase in figure 1.16 (except hydrogen). Metals
tend to lose electrons to achieve a noble gas configuration in their outer shells.
FIGURE 1.16 Periodic table (up to element 89) showing the division between metals and non-metals
Group Group Group Group Group Group Group Group

1 2 13 14 15 16 17 18
1 2
Period 1 Non-metals
H He
3 4 5 6 7 8 9 10
Period 2
Li Be B C N O F Ne
11 12 13 14 15 16 17 18
Period 3
Na Mg Al Si P S Cl Ar
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
Period 4
K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
Period 5
Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe
55 56 57 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86
Period 6
Cs Ba La Hf Ta W Re Os Ir Pt Au Hg Tl Pb Bi Po At Rn
87 88 89
Period 7
Fr Ra Ac
Note: Numbers are used to identify periods and groups. Roman numerals are no longer used.

For example, lithium is a very reactive group 1 metal with one outer shell electron and the electron configuration
2, 1. In order to obtain the stable configuration of a full outer shell, the lone electron is lost (see figure 1.17). The
electron configuration, 2, of the nearest noble gas, helium, results. Since the lithium cation has three protons but
only two electrons, it has a net charge of +1. Charges are written as superscripts above and to the right of the
element symbol; thus the lithium atom is now written as Li+ . This process can be represented by electron shell
diagrams or in the simple equation form in figure 1.17.
FIGURE 1.17 The lithium atom has one valence electron, which it loses to form the lithium cation, which has a
charge of +1.
Li Li+ + e−
lithium atom lithium ion + one electron
Li Li+ + e–
2, 1 2
Note: When an atom’s net charge is +1 or −1, it is not necessary to include the numeral 1 in the superscript
notation.
Consider the following groups and periods:
• The group 2 and group 13 metals contain two and three valence electrons respectively. They lose their outer
shell electrons to form ions with charges of +2 and +3 respectively.
• The periods 2, 3 and 4 form simple ions with electron configurations identical to those of the closest noble
gases. Each occupied energy shell contains the maximum number of electrons. Examples of their electron
configurations are as follows:
Li+ 2
+
Na 2, 8
+
K 2, 8, 8.
When we name a metallic ion, we use the full name of the metal followed by the word ‘ion’ to distinguish it
from the uncharged metal. Note: The group 14 elements, carbon and silicon, do not form simple ions.
Metal ions
Metals form positive ions.
Non-metallic ion formation

Non-metallic elements are shown on the right side in the purple section of the periodic table in figure 1.16. They
gain electrons to achieve a noble gas configuration of eight electrons in their outer shells (except for hydrogen).
For example, oxygen in group 16 has six outershell electrons and has the electron configuration 2, 6. It is too
difficult to remove all six electrons to achieve a full outer shell, so the oxygen atom gains two electrons instead
to become a stable anion, O2− , as shown in figure 1.18 and the simple equation.

FIGURE 1.18 The oxygen atom has six valence electrons, and gains two electrons to form the oxide ion, which
has a charge of −2.
O + 2e− O2−
oxygen atom + two electrons oxide ion
O + 2e− O2–
2, 6 + 2e− 2, 8
An anion has more electrons than a neutral atom of the same element; here, the oxygen ion has eight protons
and ten electrons, resulting in a net charge of −2. The electron configuration of the oxygen anion is now that of a
neon atom: 2, 8. The oxygen atom has become an oxide ion. (It is a convention in chemistry to indicate the ions
of non-metallic elements with the suffix -ide.)
Non-metal ions
Non-metals form negative ions.
SAMPLE PROBLEM 2 Identifying the ions formed from atoms

tlvd-0515
Write the symbol, charge and name of the ions you would expect atoms of the following elements to
form.
a. Mg b. S
THINK WRITE
a. Mg is a metal found in group 2. It has the simplified Mg2+
electron configuration 2, 8, 2. In order to become magnesium ion
stable, the Mg atom needs to lose two electrons. The
charge of the resultant ion would, therefore, be +2.
b. S is a non-metal found in group 16. It has the S2–
simplified electron configuration 2, 8, 6. In order to sulfide ion
become stable, the S atom needs two more electrons
to complete its outer shell. The charge of the resultant
ion would, therefore, be −2.
PRACTICE PROBLEM 2
Write the symbol, charge and name of the ions you would expect atoms of the following elements
to form.
a. Ga
b. P

1.3.5 The quantum-mechanical model of the atom
Although Bohr’s model of an atom could account for the lines seen
FIGURE 1.19 Schrödinger
in the emission spectra of hydrogen, it did not explain and could not
developed the quantum-mechanical
mathematically predict the lines seen in the emission spectra of the model of the atom.
more complex atoms. Furthermore, it did not explain why electrons
moving around the nucleus and emitting electromagnetic radiation did
not fall into the nucleus of the atom, causing it to collapse.
In 1923 the French scientist Louis de Broglie (1892–1987) proposed,
using Albert Einstein’s and Max Planck’s quantum theory, that
electrons show both particle and wave behaviour. In 1926, the
Austrian physicist Erwin Schrödinger (1887–1961) made use of the
new quantum theory to refine Bohr’s model of the atom. He wrote and
developed a wave equation describing the location and energy of an
electron in a hydrogen atom. From this, he developed the currently
accepted quantum-mechanical model of the atom — a complex
mathematical model based on particles such as electrons showing
wave-like behaviour. This model features electrons arranged in shells,
subshells and orbitals within an atom.
According to quantum mechanics, the electron is not considered
as moving along a definite path. Instead, the electron is found in a
region of space around a nucleus called an orbital. An orbital may
be visualised as a blurry cloud of negative charge; the cloud is most dense where the probability of finding the
electron is large and less dense where the probability of finding the electron is small. As in the Bohr model,
the electron is attracted to the nucleus by electrostatic forces and moves in such a way that its total energy has
a specific value.
FIGURE 1.20 The quantum-mechanical model showing (a) the charge cloud for the 1s electron in hydrogen and
(b) charge clouds for the electrons in the 1s and 2s subshells.
1s
1s
2s
(a) (b)
In the quantum-mechanical model of the atom:

• The energy levels of electrons are designated by principal quantum
numbers, n, and are assigned specific values: n = 1, 2, 3, 4, 5 and so forth. orbital describes a region where
an electron is likely to be found,
These principal quantum numbers may be referred to as shells.
with a maximum capacity of two
• Within each shell, several different energy levels called subshells may be electrons
found. The number of subshells equals the shell number; for example, if principal quantum number, n a
the shell number is 2, two subshells are present at that energy level. Each number related to the energy of
an electron and distance from
subshell corresponds to a different electron cloud shape. Subshells are
the nucleus
represented by the letters s, p, d, f and so on.

TABLE 1.3 Energy levels within shells of an atom
Number of Number of Maximum number of
Shell number (n) subshells orbitals Subshell symbol electrons in subshell
1 1 1 s 2
1 s 2
2 2
3 p 6
1 s 2
3 3 3 p 6
5 d 10
1 s 2
3 p 6
4 4
5 d 10
7 f 14
1.3.6 Subshells electron configuration

The way in which electrons are arranged around the nucleus of an atom is called the electron configuration of
the atom.
Generally, the order of subshell filling is from lowest energy first:
1s < 2s < 2p < 3s < 3p < 4s < 3d < 4p<5s < 4d < 5p < 6s < 4f < 5d < 6p...
Notice that the 4s subshell is filled before the 3d subshell, which is of a higher energy than the 4s subshell.
Likewise, the 4d subshell is higher in energy than the 5s subshell, and so on. This is demonstrated in figure 1.22,
which shows the order of filling of subshells found by following the arrows from tail to head, starting with the
top arrow.
Remember the order of subshells

To remember the subshells letters, use the mnemonic ‘Smart People Don’t Forget’.
FIGURE 1.21 The energy levels of atomic orbitals FIGURE 1.22 The order of filling of subshells
7p 6d
7s 5f
1s
6p 5d
6s 4f
2s 2p
5p 4d
5s
increasing energy
3s 3p 3d
4p 3d
4s 4s 4p 4d *4f
3p 5s 5p *5d #5f
3s
6s 6p #6d
6f
2p 7s 7p 7d 7f
2s
* and #: In both these cases it is found that the

1s Note: represents an orbital. two subshells fill at the same time.

Excited states
When an electron moves to a higher energy level than the ground state by absorbing energy, its electron
configuration changes. The outermost electron moves to a higher energy level subshell.
For example, neon has two electrons in the first shell and eight in the Number of electrons
second shell, E.C. (Ne) = 1s2 2s2 2p6 ; when the outermost electron gains
energy, this becomes E.C. (Ne*) = 1s2 2s2 2p5 3s1 . An asterisk is used to
E.C (Ne) = 1s22s22p6
indicate and excited atom.
Electron shell Electron subshell
An atom is in an excited state when an electron temporarily occupies
an energy state greater than its ground state.
Note that, once the order of filling subshells has been determined, the subshells are written in increasing
numerical order, rather than the order of increasing energy.
For titanium, the ground state electron configuration is 1s2 2s2 2p6 3s2 3p6 4s2 3d2 , which becomes
1s2 2s2 2p6 3s2 3p6 3d2 4s2 .
The electron configuration for the elements hydrogen, sodium and scandium, for example, can be written as:
H (Z = 1) 1s1
Na (Z = 11) 1s2 2s2 2p6 3s1
Sc (Z = 21) 1s2 2s2 2p6 3s2 3p6 3d1 4s2
The electron configuration for scandium or other larger atoms can also be written in a condensed form using
the previous noble gas as a basis. For example, E.C. (Sc) = [Ar]3d1 4s2 , where [Ar] refers to the ground state
electron configuration of argon.
The position of an element on the periodic table can also be easily read from the electron configuration. The
periodic table is divided into groups (the horizontal rows of the table) and periods (the vertical columns of the
table). The significance of the groups and periods, and their relationship to shells and subshells, is discussed in
subtopic 1.4.
Resources
Weblink Interactive periodic table
SAMPLE PROBLEM 3 Finding the ground state electron configuration

tlvd-0510
Find the ground state electron configuration of a fluorine atom.

THINK WRITE
1. The atomic number of fluorine is 9. Fluorine has nine 1s2
electrons. According to the order of subshell filling, the
1s subshell in a fluorine atom fills first, and contains
two of fluorine’s nine electrons.
2. The next energy level is the 2s subshell — this holds 1s2 2s2
another two electrons.
3. The 2p subshell can hold six electrons; however, since 1s2 2s2 2p5
only five electrons remain to be placed (9 − 2 − 2 = 5),
one of the 2p subshell orbitals is incomplete.

PRACTICE PROBLEM 3
State the ground state electron configuration of a potassium atom.
SAMPLE PROBLEM 4 Finding the ground state electron configuration of an ion

tlvd-0511
Find the electron configuration of an aluminium ion, Al3+ .

THINK WRITE
3+
1. An aluminium ion, Al , is an aluminium atom (Z = 13) 1s2
that has lost three electrons. Hence 13 − 3 = 10 electrons
need to be placed in shells.
The 1s shell contains two electrons.
2. The next energy level is the 2s subshell — this holds 1s2 2s2
another two electrons.
3. The 2p subshell can hold six electrons and because six 1s2 2s2 2p6
electrons remain to be placed (10 − 2 − 2 = 6), the 2p
subshell orbitals is complete.
PRACTICE PROBLEM 4
The following electron configuration represents an atom or ion. Is it in an excited state?
1s2 2s2 2p6 3p1
1.3.7 Chromium and copper: atypical electron configurations

A few elements have electron configurations that do not follow the
FIGURE 1.23 Chromite is an ore of
usual pattern. Chromium (atomic number 24) and copper (atomic
chromium.
number 29), for example, may be expected to be written as follows:
Chromium 1s2 2s2 2p6 3s2 3p6 3d4 4s2

Copper 1s2 2s2 2p6 3s2 3p6 3d9 4s2
The correct electron configurations are:
Chromium 1s2 2s2 2p6 3s2 3p6 3d5 4s1

Copper 1s2 2s2 2p6 3s2 3p6 3d10 4s1
FIGURE 1.24 Chalcopyrite is an
These ground state electron configurations give chromium a half-filled ore of copper.
d subshell and copper a filled d subshell. Filled subshells are more
stable than half-filled subshells. However, half-filled subshells are
more stable than other partly filled subshells.

1.3 Activities
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1.3 Quick quiz 1.3 Exercise 1.3 Exam questions
1.3 Exercise
1. Write the full electron configuration of the following elements: lithium, potassium, carbon, chlorine, argon
and nitrogen.
2. Use electron shell diagrams and simple equations to show how the following atoms form their corresponding
ions.
a. The metal atoms Ca and Al
b. The non-metal atoms N and F
3. For each of the following atoms, predict the charge of the ion formed, and write its name and symbol.
a. Ba
b. K
c. P
d. Cl
e. S
4. The isotope 3215
P is used in the treatment of leukaemia.
a. Write the ground state electron configuration of this isotope.
b. How does it differ from 31 15
P?
5. Name the elements with the following electron configurations.
a. 1s2 2s1
b. 1s2 2s2 2p6
c. 1s2 2s2 2p6 3s1
d. 1s2 2s2 2p6 3s2 3p1
e. 1s2 2s2 2p6 3s2 3p6
f. 1s2 2s2 2p6 3s2 3p6 4s2
6. For each of the elements in the following two sets of atomic numbers, write the electron configuration.
a. Z = 20, 12, 4, 9
b. Z = 5, 6, 8, 16
7. Distinguish between the terms ‘shell’ and ‘subshell’.
8. Which of the following electron configurations are ground state configurations and which are excited state
configurations?
a. 1s2 2s2 2p6 3s1
b. 1s2 2s2 2p6 3s2 3p4 3d1
c. 1s2 2s2 2p6 3s2 3p6 3d5 4s2
9. A neutral magnesium atom has an electron configuration of 1s2 2s2 2p6 3s1 6s1 .
a. How can you tell that the atom is in an excited state?
b. Describe what would happen if the atom changed its electron configuration to the ground state.
c. Write the ground state electron configuration of the magnesium ion Mg2+ .
10. Identify the following elements with the provided ground state electron configurations.
a. 1s2 2s2 2p6 3s2 3p6 3d5 4s2
b. 1s2 2s2 2p6 3s2 3p6 4s2

1.3 Exam questions
Question 1 (1 mark)
MC What is the electron configuration for Ti2+ written as?
A. 1s2 2s2 2p6 3s2 3p6 3d2
B. 1s2 2s2 2p6 3s2 3p6 3d2 4s2
C. 1s2 2s2 2p6 3s2 3p6 3d4 4s2
D. 1s2 2s2 2p6 3s2 3p6 4s2
Question 2 (1 mark)
MC Consider the following ground state electron configuration 1s2 2s2 2p6 3s2 3p6 .
What does this best represent?

A. Ca2+
B. Cl−
C. Ar
D. All of the above
Each unique electron transition results in a line in the emission spectrum of an element.
a. What type of transition results in an emission spectrum? (1 mark)
b. How many lines would arise from an electron in the third excited state as represented by the
following diagram? (1 mark)
e–
3rd excited state
2nd excited state
1st excited state
ground state
Consider the following particles (shown with abstract symbols).
40
18
Q , 32
16
R , 38
19
T , 38
18
X , 40
20
Z
a. Which two particles are isotopes of the same element? (1 mark)

b. Which particle has the largest number of neutrons? (1 mark)
c. Write the electron configuration for particle Z. (1 mark)
d. Write the electron configuration for the ion formed by particle T. (1 mark)
e. Name the particle(s) that is/are filling the p subshell. (1 mark)
Question 5 (1 mark)
Germanium has an atomic number of 32. In its ground state, how many of its shells are occupied by electrons?
More exam questions are available in your learnON title.

1.4 The periodic table
KEY KNOWLEDGE
• The periodic table as an organisational tool to identify patterns and trends in, and relationships between, the
structures (including electronic configurations) of elements
Source: Adapted from VCE Chemistry Study Design (2023–2027) extracts © VCAA; reproduced by permission
BACKGROUND KNOWLEDGE: Mendeleev and the periodic table

The periodic table of chemical elements is one of the most significant
achievements in science, capturing the essence of not only chemistry, FIGURE 1.25 An early version
but also physics and biology. It is a unique tool, enabling scientists to of Mendeleev’s periodic table
predict the appearance and properties of matter on the Earth and in the
rest of the universe. The year 1869 is considered the time Dmitri Mendeleev
synthesised centuries of previous experiments and constructed the modern
Periodic System. In 2019 we saw the 150th anniversary of the Periodic Table
of Chemical Elements and so this year was proclaimed the International Year
of the Periodic Table of Chemical Elements by the United Nations General
Assembly and UNESCO.
Dmitri Mendeleev (1834–1907), a Russian chemist, spent years collecting

and sorting information about each of the 63 elements known at the time
and constructed a set of data cards (one data card for each element). On
each card he noted the atomic mass and other properties of the element
and its compounds. He noticed the existence of ‘groups’ of different
elements with similar chemical properties. He then produced a periodic table
according to increasing order of relative atomic mass and the periodicity of
their properties; that is, similar physical and chemical properties occurring at
regular intervals. He even left gaps for elements that, he correctly predicted,
had not yet been discovered.
1.4.1 The modern periodic table

The periodic table of the elements has become one
FIGURE 1.26 Particle tracks like this provide
of the most important icons in science today. A
evidence that a new particle has been produced.
chart of this table hangs on the wall of almost every Darmstadtium, Ds, and roentgenium, Rg (elements
science classroom and chemical laboratory in schools, 110 and 111) were first discovered in 1994 from
universities and research institutions around the world. the fusion of lead and other elements in a heavy
It is a single document that consolidates much of our ion accelerator.
knowledge of chemistry and is a vital tool for modern
chemists. The modern periodic table now consists of
118 known elements. Elements up to and including
uranium (atomic number 92) are naturally occurring.
All the elements beyond uranium have been synthesised
by chemists since 1940. They are all radioactive
elements and are called the transuranium elements.
These elements do not occur in nature but have been
synthesised in nuclear reactors, which accelerate
bombarding particles to very high speeds and shoot them
at very heavy target nuclei.

26
FIGURE 1.27 Periodic table showing relative atomic masses and electron shell configurations
Alkali
metals Noble gases
Group 1 Group 18
1 Alkaline
earth metals Halogens 2
Hydrogen Helium
Period 1 He
H
1.0 4.0
Group 2 Group 13 Group 14 Group 15 Group 16 Group 17
Key
3 4 1 2 Atomic number 5 6 7 8 9 10
Lithium Beryllium Hydrogen Helium Name Boron Carbon Nitrogen Oxygen Fluorine Neon
Period 2 Li Be Period 1 H He Symbol B C N O F Ne
6.9 9.0 1.01 4.00 Relative atomic mass 10.8 12.0 14.0 16.0 19.0 20.2
2,1 2,2 1 2 Electron configuration 2,3 2,4 2,5 2,6 2,7 2,8
11 12 13 14 15 16 17 18
Sodium Magnesium Transition metals Aluminium Silicon Phosphorus Sulfur Chlorine Argon
Period 3 Na Mg Al Si P S Cl Ar
23.0 24.3 Group 3 Group 4 Group 5 Group 6 Group 7 Group 8 Group 9 Group 10 Group 11 Group 12 27.0 28.1 31.0 32.1 35.5 39.9
2,8,1 2,8,2 2,8,3 2,8,4 2,8,5 2,8,6 2,8,7 2,8,8
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
Potassium Calcium Scandium Titanium Vanadium Chromium Manganese Iron Cobalt Nickel Copper Zinc Gallium Germanium Arsenic Selenium Bromine Krypton
Period 4 K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr
39.1 40.1 45.0 47.9 50.9 52.0 54.9 55.8 58.9 58.7 63.5 65.4 69.7 72.6 74.9 79.0 79.9 83.8
Jacaranda Chemistry 1 VCE Units 1 & 2 Third Edition

2,8,8,1 2,8,8,2 2,8,9,2 2,8,10,2 2,8,11,2 2,8,13,1 2,8,13,2 2,8,14,2 2,8,15,2 2,8,16,2 2,8,18,1 2,8,18,2 2,8,18,3 2,8,18,4 2,8,18,5 2,8,18,6 2,8,18,7 2,8,18,8
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
Rubidium Strontium Yttrium Zirconium Niobium Molybdenum Technetium Ruthenium Rhodium Palladium Silver Cadmium Indium Tin Antimony Tellurium Iodine Xenon
Period 5 Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe
85.5 87.6 88.9 91.2 92.9 96.0 (98) 101.1 102.9 106.4 107.9 112.4 114.8 118.7 121.8 127.6 126.9 131.30
2,8,18,8,1 2,8,18,8,2 2,8,18,9,2 2,8,18,10,2 2,8,18,12,1 2,8,18,13,1 2,8,18,13,2 2,8,18,15,1 2,8,18,18,1 2,8,18,18 2,8,18,18,1 2,8,18,18,2 2,8,18,18,3 2,8,18,18,4 2,8,18,18,5 2,8,18,18,6 2,8,18,18,7 2,8,18,18,8
72 73 74 75 76 77 78 79 80 81 82 83 84 85 86
55 56 57–71
Iridium
Hafnium Tantalum Tungsten Rhenium Osmium Platinum Gold Mercury Thallium Lead Bismuth Polonium Astatine Radon
Caesium Barium Lanthanoids
Ir
Hf Ta W Re Os Pt Au Hg Tl Pb Bi Po At Rn
Period 6 Cs Ba 192.2
178.5 180.9 183.3 186.2 190.2 195.1 197.0 200.6 204.4 207.2 209.0 (210) (210) (222)
132.9 137.3
2,8,18,32, 2,8,18,32, 2,8,18,32, 2,8,18,32, 2,8,18,32, 2,8,18,32,17 2,8,18,32, 2,8,18,32, 2,8,18,32, 2,8,18,32, 2,8,18,32, 2,8,18,32, 2,8,18,32, 2,8,18,32, 2,8,18,32,
2,8,18,18,8,1 2,8,18,18,8,2
10,2 11,2 12,2 13,2 14,2 17,1 18,1 18,2 18,3 18,4 18,5 18,6 18,7 18,8
87 88 89–103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118
Francium Radium Actinoids Rutherfordium Dubnium Seaborgium Bohrium Hassium Meitnerium Darmstadtium Roentgenium Copernicum Nihonium Flerovium Moscovium Livemorium Tennessine Oganesson
Fr Ra Rf Db Sg Bh Hs Mt Ds Rg Cn Nh Fl Mc Lv Ts Og
Period 7 (223) (226) (261) (262) (266) (264) 267 (268) (271) (285) (280) (292) (294) (294)
(272) (289) (289)
2,8,18,32,18, 2,8,18,32,18, 2,8,18,32,32, 2,8,18,32,32, 2,8,18,32,32, 2,8,18,32,32, 2,8,18,32,32, 2,8,18,32,32, 2,8,18,32,32, 2,8,18,32,32, 2,8,18,32,32, 2,8,18,32,32, 2,8,18,32,32, 2,8,18,32,32, 2,8,18,32,32, 2,8,18,32,32, 2,8,18,32,32,
8,1 8,2 10,2 11,2 12,2 13,2 14,2 15,2 17,1 18,1 18,2 18,3 18,4 18,5 18,6 18,7 18,8
The period number refers to the number Metals Non-metals

of the outermost shell containing electrons.
Lanthanoids
The value in brackets is the mass number
of the longest-lived isotope. 59 66
57 58 60 61 62 63 64 65 67 68 69 70 71
Praseo- Dysprosium
Lanthanum Cerium Neodymium Promethium Samarium Europium Gadolinium Terbium Holmium Erbium Thulium Ytterbium Lutetium
dymium Dy
Alkali metal La Ce Nd Pm Sm Eu Gd Tb Ho Er Tm Yb Lu
Pr 162.5
138.9 140.1 144.2 (145) 150.4 152.0 157.3 158.9 164.9 167.3 168.9 173.1 175.0
Alkaline earth metal 140.9
2,8,18,18,9,2 2,8,18,20,8,2 2,8,18,22,8,2 2,8,18,23,8,2 2,8,18,24,8,2 2,8,18,25,8,2 2,8,18,25,9,2 2,8,18,27,8,2 2,8,18,28,8,2 2,8,18,29,8,2 2,8,18,30,8,2 2,8,18,31,8,2 2,8,18,32,8,2 2,8,18,32,9,2
2,8,18,21,8,2
Transition metal
Lathanoids Actinoids
Actinoids 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103

Actinium Thorium Protactinium Uranium Neptunium Plutonium Americium Curium Berkelium Californium Einsteinium Fermium Mendelevium Nobelium Lawrencium
Unknown chemical properties Ac Th Pa U Np Pu Am Cm Bk Cf Es Fm Md No Lr
(227) 232.0 231.0 238.0 (237) (244) (243) (247) (247) (251) (252) (257) (258) (259) (262)
Post-transition metal 2,8,18,32,18, 2,8,18,32,18, 2,8,18,32,20, 2,8,18,32,21, 2,8,18,32,22, 2,8,18,32,23, 2,8,18,32,24, 2,8,18,32,25, 2,8,18,32,26, 2,8,18,32,27, 2,8,18,32,28, 2,8,18,32,29, 2,8,18,32,30, 2,8,18,32,31, 2,8,18,32,32,
Metalloid 9,2 10,2 9,2 9,2 9,2 9,2 9,2 9,2 9,2 9,2 9,2 9,2 9,2 9,2 9,2
Reactive non-metal
Halide
Noble gas
In the modern periodic table, all the chemical elements are arranged in order of increasing atomic number (the
number of protons in a nucleus of an atom of that element). The elements are arranged in rows and columns in
relation to their electronic structures and also their chemical properties. Modern understanding of the periodic
table arose from the recognition of four principles:
1. Atomic number, rather than atomic mass, was the basic property that determined the order of the elements in
the periodic table.
2. Repeating patterns of electron configuration were observed when the electrons around the nucleus of an atom
were arranged in order of increasing energy level.
3. The arrangement of the outershell electrons was most important in determining the chemical properties of
an element.
4. The periodic recurrence of similar properties was seen to result from the periodic change in the electronic
structure.
The periodic table in figure 1.27 is based on the IUPAC periodic table and shows relative atomic masses. IUPAC
is the International Union of Pure and Applied Chemistry and is the world authority on chemical naming and
terminology. Relative atomic mass (Ar ) is based on the carbon-12 atom, the most common isotope of carbon.
This isotope is assigned a mass of exactly 12. On this scale, 1 is, therefore, equal to the mass of a carbon-12
atom. Values in brackets are for the most stable or best-known isotopes. This is explained further in topic 6.
1.4.2 Periods and groups in the periodic table

The seven horizontal rows in the periodic table are called periods. Each period corresponds to the filling of a
shell. The location of an element in a period tells you the number of occupied shells each atom of that element
has. Elements in the third period, for example, have three occupied shells.
Vertical columns of elements are called group. For example, all atoms of group 2 elements have two electrons
in their outer shell. Groups 1, 2 and 13 to 18 are also referred to as main-group elements. These include not only
the most abundant elements on Earth but also the most abundant elements in the universe.
Metals and non-metals in the periodic table

Elements may be classified as metal or non-metal. In the periodic table, the metals are found towards the left
side of the stairway and the non-metals are found towards the right side of the stairway, as shown in figure 1.28.
Most elements are metals, although some elements show both metallic and non-metallic characteristics. These
elements are known as metalloids, and are also shown in figure 1.28.
FIGURE 1.28 Metals, non-metals and metalloids in the periodic table
H Non-metals He
Metals Metalloids
C N O F Ne
B
Li Be
P S Cl Ar
Si
Na Mg Al
Se Br Kr
Ge As
K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga
I Xe
Sb Te
Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn
At Rn IUPAC International Union of Pure
Cs Ba * Hf Ta W Re Os Ir Pt Au Hg Tl Pb Bi Po and Applied Chemistry
Ts Og period horizontal row of the
Fr Ra + Rf Db Sg Bh Hs Mt Ds Rg Cn Nh Fl Mc Lv periodic table
group vertical column of the
periodic table
La Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb Lu
* metal ductile, malleable,
+ Ac Th Pa U Np Pu Am Cm Bk Cf Es Fm Md No Lr conducting element
non-metal non-ductile, non-
malleable, non-conducting
element
Solids Liquids Gases

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proceeded to make brief notes as he walked along, of the main
heads of the story Guy had told him.
At the same time that gentleman was ushering Mr. Doyle into
the drawing-room, where Cynthia and George, having made all the
conversation available, had fallen into a somewhat moody silence.
Cynthia greeted her husband unkindly. “Well, Guy,” she said. “I
suppose he saw through you?”
“Saw through me, my dear? What an extraordinary idea.
Certainly not. He didn’t see through me, Doyle, did he?”
“Not for a moment,” Mr. Doyle assured him with conviction. “You
were as opaque as—as George.”
“Wives are most mistrustful people,” Guy murmured, dropping
into a chair and extending his long legs. “As a matter of fact, Cynthia,
I handled the gallant Colonel with considerable skill.”
“Did you?” said Cynthia, patently unconvinced.
“He put the wind up me,” George contributed. “Those blue eyes
of his, eh? Seemed to look right through you.”
“You see, Nesbitt?” said Doyle. “The workings of a guilty
conscience. Most instructive.” He contemplated George with interest.
“Apparently not only a murderer, but his victim as well, feels uneasy
afterwards.”
“Yes, and talking of murders,” said Cynthia with energy, “I insist
on you two getting hold of that poor Mr. Priestley and putting him out
of his misery.” She went on to elaborate her demands at some
length.
“Oh, come, dear,” said Guy, shocked. “This is not the spirit of
scientific investigation. This is (I’m sorry to have to say it, but the
truth must be faced) paltry pusillanimity.”
“‘Paltry pusillanimity,’” repeated Mr. Doyle with admiration. “Very
nice. I must work that into my next article. It can come in about the
police.”
“Do you know there’ve been three reporters here already while
you’ve been out?” said George gloomily. Cynthia having refused to
allow a single one of them to set foot inside the house, it had fallen
to George to get rid of them; that was why he was gloomy.
“Good enough!” stated Mr. Doyle with satisfaction. “The leaven
is beginning to work. Three, did you say? I shall be able to double
my rates to The Courier soon, and get twelve mohair mats instead of
six. What does one do with twelve mohair mats, Cynthia? You’re a
housewife and ought to know these things.”
“Be quiet about mohair mats! I want to know whether you’re
going to tell Mr. Priestley the truth?”
“No,” said her husband firmly.
“No,” said Mr. Doyle firmly.
Cynthia looked at George.
“No,” said George weakly.
“We don’t even know where he is,” pointed out Guy.
“What’s his address?” Cynthia demanded of Mr. Doyle.
“I don’t know,” replied that gentleman promptly.
“Liar!”
“Exactly!”
Cynthia set her lips in a thin line. “Very well,” she said, just
breaking the line to let the words through. “Very well.”
“Nesbitt,” said Mr. Doyle. “I’m afraid your wife doesn’t approve of
us.”
“I don’t think she ever has approved of me,” confessed Guy, not
without pathos. “That’s why she married me. No woman ever marries
a man she approves of, you know.”
Cynthia laughed. “Oh, it’s no good getting cross with you babies.
But I do wish you’d grow up some time before you die, Guy.”
“Heaven forbid, my dear!”
Mr. Doyle had drawn a sheet of note-paper out of his pocket and
was studying it thoughtfully. He handed it across to Guy.
“Do you think, Nesbitt, that something might be done with this? I
purloined it, as one might say. It has the address at the top, but that
can always be cut off. And it’s nice distinctive paper, isn’t it? I should
think,” said Mr. Doyle still more thoughtfully, “that if a search were
ever instigated in this neighbourhood for a piece of paper like that,
there’s only one house in which it could be run to earth.”
Guy began to steal jam. “You mean, if certain words were
inscribed on it in block capitals, as I was describing to our friend the
Colonel just now?”
“Exactly. And then if one took a swift car (yours, for instance)
and dropped this piece of paper inscribed with block capitals in a
certain place where four roads meet, as you were also describing to
your friend. I think you get me?”
“This afternoon it shall be done.”
“Now,” corrected Mr. Doyle. “That Colonel’s going to let no grass
grow. This afternoon may be too late.”
“You’re right. Now it is. I’ll do that, while you might be attending
to a certain matter concerning boots, about which we were going to
be so cunning. Do you know, dear,” said Guy, turning to his wife, “Mr.
Foster has a small piece nicked out of the sole of his left boot. We
noticed it in his footmarks in the garden this morning. Isn’t that
interesting? Doyle here thinks it’s a new fashion, so he’s going to
nick a bit out of one of George’s (which happen to be the same size
and shape) so that George can be in the swim too. Isn’t that kind of
him?”
“What’s all this about?” asked George uneasily. George was a
man who set a certain value on his boots.
“But oh,” sighed Mr. Doyle, “how I wish that Reginald, besides
having a broken boot, had a broken nose as well. How very blissful
life would then be.”
Cynthia giggled suddenly. She did not approve of all this
nonsense; indeed, she most strongly disapproved. But then, on the
other hand she did not love Mr. Foster. She knew she ought to love
Mr. Foster, because Mr. Foster was her neighbour (distant, if not
distant enough) and Cynthia had been brought up in the orthodox
way. But certainly she did not love Mr. Foster. This was all the more
unkind seeing that she had never even met him.
“But he has!” giggled Cynthia. “It was broken in a boxing-match
at school. He told Mary James all about it once, and Mary told me.
He told her all about it,” added Cynthia feelingly, “for nearly an hour
on end.”
As if moved on a single string, Guy and Mr. Doyle rose and
clung to each other in silence.
“This is one of the times that are too sacred for speech,”
observed Mr. Doyle a moment later with considerable emotion. “I
must return to my concealed fiancée and George’s boots. Good-bye,
Cynthia. George, you may follow me if you like, but don’t attempt to
emulate me. I shall be walking on air, and that’s so dangerous for the
uninitiated.” He moved with rapture out of the room.
After an uncertain moment, George followed him.
Guy smiled at his wife. “It’s twelve o’clock, darling, that’s all. Just
time for a nice little spin before lunch. Care for one?”
Cynthia tried to look cross with him and failed. “Guy, you are so
ridiculous. I don’t know whether to be furious with you or glad.”
“Be glad, darling. It’s so much less wearing. By the way, are you
now going to run upstairs and put on your hat?”
“Certainly not, Mr. Nesbitt,” said Cynthia with dignity and ran
upstairs to do so.
Chapter XII.
Mr. Priestley Becomes an Uncle
It is to be recorded that when Mr. Priestley’s tour arrived in
London, the member of it known variously as Miss Howard, Mrs.
Spettigue, Miss Merrriman and Laura, did not slip away from it. She
was hard put to it to explain to herself exactly why she did not, for
opportunity after opportunity continued to present itself with
sickening plausibility. Perhaps the reason she gave Cynthia later is
as good as any: she simply hadn’t the heart. Anyhow, the
consequence was that, some half-hour afterwards, Laura found
herself walking delicately over the threshold of Mr. Priestley’s
bachelor rooms, still in the rôle of a damsel in distress without a rag
to her back or a penny in her purse; though now she had a roof to
her head, Mr. Priestley’s.
The lender of the roof led her into his study and rang for his
man. Twenty seconds later that functionary stood before him, pale,
genteel, with a face as like a boiled egg as ever. Nothing had ever
been known to disturb this Being, not even when Mr. Priestley, ten
years younger and just beginning to open wondering eyes to the
sinfulness of this world, had ostentatiously taken to locking up his
cigars when not himself requiring the box; so far from being
disturbed, all the Being had done was to take, unobtrusively and in a
gentlemanly way, an impression of the cigar-cabinet key, walk along
to the nearest locksmith’s and then proceed as before. If, therefore,
anybody could have been so futile as to expect him to show signs of
surprise at Mr. Priestley’s fracture of a life-long habit in spending an
unexpected and unheralded night, and at that an unpacked-for night,
away from home, returning the next afternoon with a personable
young woman in tow, then that person deserved all the contempt
which Barker would scorn to bestow on him. After all, Barker set a
certain value on his contempt.
“You rang, sir?” said Barker, taking in Mr. Priestley’s somewhat
unkempt appearance, his torn trouser-leg and the personable young
woman at a single glance, and not batting an eyelid.
“Yes, some tea, please, Barker,” said Mr. Priestley briskly.
“Very good, sir.” Barker began to progress towards the door.
Barker never did anything quite so vulgar as exactly to walk, nor did
he precisely glide, chassis or slither; he just progressed. The sound
of Mr. Priestley attacking his quite admirable fire stopped him. He
retrogressed.
“Permit me, sir,” said Barker, neatly twitching the poker out of
Mr. Priestley’s grasp. He dropped on one knee on the hearthrug as if
about to breathe a prayer up the chimney, and lightly tapped three
pieces of blazing coal. The fire was as perfect as a fire in this world
can be, and Barker was not going to demean himself by pretending
that he thought it anything else. But he was prepared lightly to tap
three pieces of coal out of sheer courtesy.
Mr. Priestley also knew the fire was a perfectly admirable fire,
though he was quite prepared to demean himself by pretending to
think otherwise. He had, in fact, gripped the poker as a means of
ensuring Barker’s presence in the room for another two minutes, by
the end of which period Mr. Priestley devoutly hoped he would have
jumped his next two fences. They were fences at which he shied a
good deal.
He took a running leap at the first one. “By the way, Barker,” he
said, with the chattiness of sheer nerves, “this is Miss Merriman—
Miss Laura Merriman, Barker—a cousin of mine, who is going to stay
with me here for a little while.”
“Very good, sir,” Barker acquiesced woodenly in this momentous
news.
“She—she will assist me in a secretarial capacity,” continued Mr.
Priestley unnecessarily. “She is a trained typist, and—and she will
assist me in a secretarial capacity.”
“Very good, sir,” repeated Barker stolidly from the hearthrug. Not
a sign appeared on his boiled-egglike countenance of the joyful
interest he was feeling in his master’s unexpected depravity and his
wonder why the old josser should think it necessary to fill him up with
all this bunkum about cousins and secretarial capacities. Barker had
no doubt that this tidy bit of goods was here to assist Mr. Priestley all
right, but not in a secretarial capacity.
The tidy bit of goods, seated in an arm-chair, demurely
contemplated her shoes, unconscious of these uncharitable
reflections.
“That’s all right then,” said Mr. Priestley, with relief at this first
fence safely negotiated. “So get the spare room ready, please.”
“Yes, sir.” Barker rose and dusted the knees of his trousers with
mild reproach. “And the young lady’s luggage?” he asked
maliciously.
“Her—her luggage?” stammered Mr. Priestley, who had not
expected this query. “Oh, it’s—yes, it’s been mislaid. Most—er—
annoying. You quite lost sight of it on the journey, didn’t you, Laura?”
“Oh, quite,” Laura agreed, heroically suppressing a giggle.
“Should you like me to go and make inquiries about it, sir?”
asked Barker, still more maliciously.
“No, no,” said Mr. Priestley testily. “We—we have already
attended to that. Of course we have.”
“Very good, sir,” replied Barker with a perfectly blank face. He
turned to go. Of course the bit of goods had no luggage, he’d known
that all along; but he had felt that Mr. Priestley deserved the
question. Fancy trying to take him in with silly tales about cousins
and secretarial capacities! Barker felt almost hurt.
“Oh, and Barker!”
Barker turned back resignedly, but continuing to impersonate a
boiled-egg. “Sir?”
Mr. Priestley was fumbling inside his waistcoat, his face
exceedingly red. After a little preliminary manœuvring he extended
his left arm; the wrist was encircled by an unmistakable handcuff,
from which another handcuff dangled wistfully.
“A friend of mine,” said Mr. Priestley with considerable dignity,
“fastened this foolish contrivance on my wrists. I have managed to
get one free, but I cannot liberate the other. Will you please find
some instrument to—er—to free me with?”
Barker looked at his employer’s wrist, and then at his
employer’s red but dignified face. His lips twitched. His face
suddenly took on a poached aspect, and then a positively scrambled
one.
“Very good,” he began bravely, “s-s-s——” A hoarse cry
suddenly escaped from him and he dived from the room. Further
hoarse sounds were distinctly audible from the passage outside.
Mr. Priestley looked at the closed door with considerable
interest. “Do you know,” he said with mild wonder, “I believe Barker
actually laughed then. He must be human after all.”
Mr. Priestley was right. Barker was human. Exceedingly human
thoughts were coursing through Barker’s mind as he busied himself
in preparing the tea. But what was surprising Barker so very much
was to find that Mr. Priestley was human too.
“The wicked old sinner!” commented Barker to the tea-caddy.
“To think of ’im breaking out like a two-year-old after all this time! Ah,
well,” reflected Barker philosophically, “they always do say the older
you grow the friskier you get.”
In the study the frisky one proceeded to elaborate his plan.
“You must have clothes, of course,” he said. “Perhaps we had
better go out to-morrow morning and get you some. Now how much
money,” asked Mr. Priestley diffidently, “does a girl’s outfit cost?
Including everything, I mean?”
“Oh, I couldn’t possibly,” said Laura warmly, touched afresh by
this large-hearted generosity. “It’s out of the question.”
“Not at all,” said Mr. Priestley firmly. “It’s essential. Please don’t
be obstinate, Laura. You must have clothes. Would—do you think a
hundred pounds would be enough to get you what you require? I
know women’s clothes are exceedingly expensive,” added Mr.
Priestley, somehow contriving to apologise to the object of his charity
for this awkward quality of her own garments.
Laura gasped.
“I always keep a hundred pounds in cash on the premises, just
for emergencies,” explained Mr. Priestley happily, “so you see there
is no difficulty about that at all.” “For, of course,” added Mr.
Priestley’s expression, “one might just as well spend the silly stuff as
keep it lying about here for nothing; and just at the moment I think I’d
rather spend it on girl’s clothes than anything else.” One gathered
from Mr. Priestley’s expression that Laura would really be doing him
a very great favour if she would allow Mr. Priestley to spend his own
hundred pounds on a number of garments which could be of really
very little practical use to himself.
“It’s out of the question,” said Laura feebly. “I—I couldn’t hear of
it.”
“I insist,” retorted Mr. Priestley with his famous imitation of a
strong if not silent man.
The discussion raged.
Mr. Priestley closed it with a snap. “Very well,” he said, “if you
refuse to come with me, I shall go out and buy them alone.”
A horrified vision arose before Laura’s eyes of the garments Mr.
Priestley might be expected to purchase if left to himself. Sheer
desperation presented her with the essentials of a scheme for
escaping from the impasse. “Very well,” she said. “I’ll give in, though
I don’t approve of it at all. But of course it’s perfectly sweet of you. I’ll
let you pay for the clothes on one condition—that I go and buy them
alone. You know,” she added persuasively, “you wouldn’t really like
coming to lingerie shops with me, would you?”
“Not at all,” beamed Mr. Priestley. “But I’ll tell you why I wished
to come with you. Because I didn’t want to let you out of my sight!
You are an independent girl, and I was afraid that if I let you go out
alone you quite possibly would not return.”
“Oh!” said Laura, having had this very intention.
“I may have been wrong,” continued Mr. Priestley happily, “but I
feared that, once you were out of my clutches, so to speak, you
would begin to imagine all sorts of foolish things, such as that your
presence here might possibly—er—embarrass me, as it were, and
that I should not care to be saddled with the responsibility of looking
after you. Nothing,” said Mr. Priestley very earnestly, “could in reality
be further from the truth. I will, therefore, agree to your condition
upon one of my own: that you give me your word of honour to return
here whenever you go out, either to-day or to-morrow, take up your
residence as I suggested, and look upon this place as your home
until all this awkward affair is finally cleared up.” He smiled at her
benevolently.
“Oh!” said Laura blankly.
Now Laura was not one of those feeble-minded creatures who
go through life with the fatuous question constantly on their lips:
What will people say? She did not care a rap what people said about
her (which was perhaps as well); all that concerned her was what
she was. But however free from conventional ties a young woman
may consider herself, to take up her residence in a bachelor’s flat is
not a step to be made without a certain amount of reflection; if one
only owes the duty of essentials to oneself, one does owe a certain
duty of external appearances to one’s friends and relations. On the
other hand, those friends and relations, being themselves clean-
minded people, would, if they ever came to hear of the escapade at
all, certainly recognise Mr. Priestley for the innocent babe he was.
Nevertheless half an hour ago, in spite of everything, Laura
would have said very decidedly, “No,” and proceeded with her plan
of escape. Now the whole situation was altered by Mr. Priestley’s
utter generosity. To throw the gift he was trying to make back in his
face would, in one sense, be the act of a complete rotter. After all, as
she had had occasion to remind herself before, she had asked for
everything and it was only poetic justice that she should get it. As
things were, she owed Mr. Priestley all the reparation she could give
him. But nevertheless, modern though she considered herself, there
were limits even to such reparation, and was not to compromise
herself hopelessly and for ever quite decidedly one of them? Oh,
Lord, she didn’t know what to do!
“All right,” Laura heard her own voice saying, “I agree. I give you
my solemn word.” She listened to it with astonishment. So far as she
knew, she had not arrived at any decision at all; apparently she had
been wrong. The words seemed to have come out of her mouth
without any volition on her part at all. Laura was grateful to her
mouth; at any rate it had solved this very awkward problem for her.
Mr. Priestley replied fittingly.
“And I know what I’ll do,” Laura went on, speaking this time of
her own free will. “I’ll adopt you as an uncle. That’ll make everything
all right, won’t it?” The British mind, it has been said, loves a
compromise.
Mr. Priestley looked slightly disappointed. He did not feel at all
avuncular.
Twenty minutes later Laura, having obtained leave of absence
for half an hour, was in Piccadilly, a smile on her lips and laughter in
her heart. Now that the die actually was cast, she was prepared to
enjoy the situation to its fullest extent. And anyhow, Duffley really
was deadly dull.
She entered the Piccadilly Palace and made a bee-line for the
telephone room. Their own house at Duffley was not on the
telephone, and she gave the Nesbitt’s number. A quarter of an hour
later she got it.
“Yes?” said Cynthia’s voice very wearily. “What is it?”
“Is that you, Cynthia darling? Lawks speaking.”
“Oh!” Cynthia’s voice brightened considerably. “I thought it was
another wretched reporter. They’ve been buzzing round here like
flies all the afternoon, and the telephone’s been going continuously.
Lawks, what have you been doing, my dear?”
“Hush! Telephones have ears, you know, besides the ones at
each end. I’ll tell you all about everything when I see you. My dear,
I’ve had a perfectly hectic time. I—no, not now. Cynthia, will you take
a message across for me to Dawks?”
“Yes. What is it?”
“I want her to pack a trunk for me. Tell her to put in my gray
costume, my new black georgette, my …” A long list followed here,
of intimate interest to both Laura and Cynthia, and none at all to the
reader. “Oh, well, if you can’t remember all that, just tell her all my
new spring things, my best evening frocks and my choicest undies.
And I want you to tell George that——” Details followed of the car
and the garage at Manstead.
“But Lawks, what ever are you doing?”
“Never mind, darling; of that anon. Oh, and tell Dawks to bring
the trunk up here to-morrow morning, put it in the cloakroom, and
meet me in the Piccadilly Palace lounge at twelve sharp.”
“I’ll see to it,” said Cynthia, to whom an idea had just occurred.
“Yes, very well. Lawks, how’s—you know, your little friend?”
“Oh, sitting up and taking nourishment.”
“Yes, but is he—”
“Your thrrrree minutes is up,” said a harsh voice. “Do you want
another thrrrree minutes?” And its owner promptly cut them off
before either could answer her.
Laura returned to Half Moon Street with feelings which she
made no attempt to analyse.
Mr. Priestley also did not stop to analyse his feelings when
Laura returned to him. There was no need. His face one large beam,
he welcomed her as if she had been away half a year instead of half
an hour. It is to be feared that Mr. Priestley had not been quite as
reassured as he should have been by Laura’s solemn word.
Having taken off her hat and admired the delightfully cosy little
room prepared for her, in which a fire was already burning, Laura
returned to the study, and insisted upon being initiated into her
secretarial duties that very minute, brushing aside Mr. Priestley’s
earnest attempts to establish a conscience which would not allow
him even to think of work on a Sunday, much less practise it. Mr.
Priestley, who had not the faintest idea what to do with a secretary or
how on earth to keep her employed for more than ten minutes in the
day, had considerable difficulty in concealing the fact that a secretary
who knew no Latin or Greek was just about as much use to him
personally as the clothes she was going to buy with his money.
Laura, who read each thought as it flitted through his mind, listened
demurely to his halting sentences and continued to think what a
perfect dear he was.
With an air of great importance the perfect dear finally gave her
some rough notes he had made ten years before (and never thought
of since) upon certain obscure passages in Juvenal, to be put into
shipshape form the next morning. Then, with the comfortable feeling
of duty done and pleasure coming, he settled down in a chair by the
fire for a companionable chat till dinner.
That meal safely over (and an admirable affair it was; Barker
had seen to that, though distinctly disappointed that no champagne
was drunk with it to mark the occasion fittingly), they went back to
the library, and there Mr. Priestley had a very bright idea indeed. This
dear girl was likely to be on his hands for some time; why not make
that period of real solid value to her, and at the same time increase
her own value to himself? Why not, in short, teach her a little Latin?
He pottered happily off to see if he could unearth the old Kennedy’s
grammar of his schooldays.
To Laura’s considerable regret, he succeeded.
To Barker, lurking tactfully in his own fastness and picturing lurid
scenes in progress in the study with all the strength of his somewhat
one-sided imagination, the truth regarding the next two hours would
have been a poignant disappointment; there is very little luridness in
the conjugation of mensa. Laura spent a dull evening.
At half-past ten, feeling that she had had enough Latin to last
her for several years, she announced her intention of going to bed,
resisting all Mr. Priestley’s efforts to dissuade her.
“I’m very tired,” she said, not without truth, holding out a slim
hand. “Good-night, Uncle Matthew.”
“Good-night, then Niece Laura,” beamed Mr. Priestley, taking
the hand and forgetting apparently to release it again.
Laura could hardly go to bed without her hand; she lingered.
They smiled at each other.
“Oh, well,” thought Laura, “why not? He deserves something,
the funny old dear, and he does seem to enjoy it so.” She held up
her cheek. “Good-night, dear, kind Uncle Matthew,” she said softly.
“God bless my soul!” observed Mr. Priestley, discovering
suddenly that there are advantages in being an uncle after all.
“Besides, it isn’t the first time,” continued Laura’s thoughts as
she went off to her bed and a pair of Mr. Priestley’s pyjamas; “and he
certainly had that kissing look in his eye. Oh, well, I owe him that
much, I suppose.” But not for one moment did she admit that the
very simple reason why she had held up her face was that, for the
first time in her life, she actually wanted to be kissed. A simple
reason is so very dull, of course, when there is a complicated one to
take its place.
Mr. Priestley rang for his night-cap and settled himself in his
chair again feeling exactly ten years younger than when he had last
performed the same action forty-eight hours ago. If Laura let him kiss
her good-night, she ought by all logic to let him kiss her good-
morning. If he kissed her once each night and once each morning,
and she stayed in his rooms say, two months—no, three months at
least for safety, then he could look forward to … thirty multiplied by
three multiplied by two…. His thoughts ran happily on; very happily.
Mr. Priestley was a man of resilient disposition. Living as he had
so far out of the everyday world, the things of the world passed him
by without his very much noticing them. One day out in the world
there might be a miners’ strike, but the next day Mr. Priestley had
forgotten all about it; one day there would be a railway disaster most
distressing at the moment of reading, the next there had never been
a railway disaster at all; one night out in the big world Mr. Priestley
might shoot a blackguard, the next his action had receded into a bad
dream. Even the handcuff, last tangible link with that extraordinary
affair, had been miraculously removed by Barker, to whom all things
seemed possible. Mr. Priestley had reached the stage of having to
pinch himself before he could realise that the thing had really
happened. It is true that Laura remained, one last link and,
presumably, a tangible one, especially when being bidden good-
night. But Laura was a different affair altogether. Sipping his hot
toddy, Mr. Priestley meditated not without awe how very different
Laura was—different from everything and every one there had ever
been before in the history of the world. Indubitably Laura was a
different affair.
When he went to bed thirty minutes later, to sleep like a log all
night, Mr. Priestley was still pondering reverently upon the really
quite astonishing difference of Laura.
He had cause for further reflection the next morning, for that
young woman, although greeting him with cheerful nieceishness at
the breakfast-table, did not offer even a hand by way of token;
indeed, she was at some pains to avoid her host’s distinctly pleading
eye. During the meal Mr. Priestley found rueful employment in
cutting down his arithmetical calculations by exactly one-half.
For an hour afterwards in the study Laura wrestled nobly with
the obscurities of Juvenal. The time did not pass unpleasantly. She
had a translation given her, and in the intervals of wrestling was able
to discover some quite interesting reading therein. Mr. Priestley,
pretending to scan his morning paper by the fire, glanced at her
contentedly from time to time. This was a good idea of his,
secretarial employment; working away at Juvenal, the poor girl would
quite imagine that she was performing her share of a two-sided
bargain; it would never occur to her now to consider herself an object
of charity, with the inevitable resentment that a high-spirited girl
naturally would feel in such circumstances. Yes, a really brilliant idea.
Mr. Priestley turned to his Daily Courier for the forty-seventh time.
The Sunday Courier and The Daily Courier were as brothers
having one father, Lord Lappinwick. What The Sunday Courier said
on Sunday The Daily Courier said on Monday, and what The Daily
Courier said on Saturday The Sunday Courier repeated with
admiration on Sunday. The Daily Courier was now busy repeating its
brother’s observations of the day before, with added epithets and a
few fresh facts. These latter did not amount to much, being merely
the brilliant discoveries and deductions of Inspector Cottingham of
the day before, and the story of them only confirmed Mr. Priestley’s
own theory. They had furnished enough conversation to last
throughout breakfast, but, speculation tending to move in an endless
circle, were now exhausted. In the meantime Laura held her curiosity
as best she could, till twelve o’clock.
An hour before that time she looked up from her work.
“Do you—do you think I might be spared now to go out and do
that shopping?” she asked, with charming diffidence.
“God bless my soul, yes!” exclaimed Mr. Priestley, full of
remorse. “Do you know, I’d forgotten all about it. Go and get your hat
on at once, my dear; you’ve got two hours before lunch.”
Laura went.
“Here’s the hundred pounds,” said Mr. Priestley when she
returned, and stuffed a bundle of notes in her hand.
Laura attempted to thank him, but was cut short. “Yes, yes,” he
said, much embarrassed. “That’s all right. And—and you’ll be back
for lunch.”
Laura smiled at the indifferently concealed anxiety in his voice.
“Yes, Uncle Matthew, I’ll be back; or soon after, at any rate. I’m not
going to run away. I gave you my word, you know.”
“So you did,” said Mr. Priestley. “So you did. Well, good-bye, my
dear girl. Get yourself lots of pretty things.”
“I will, I promise you. Oh, and I’ve had an idea. I’m going to buy
a second-hand trunk and have all the things packed in that. Then it
will look to Barker as if it was just my luggage turned up, you see.
What do you think of that?”
“Excellent!” said the guileless Mr. Priestley with much
admiration. “Excellent! Well—er—good-bye, Niece Laura.”
“Good-bye, Uncle Matthew,” demurely said Laura, who was not
taking any hints to-day. She went.
Mr. Priestley found plenty to think about for the next fifty
minutes.
Then, at ten minutes to twelve, he heard the front door-bell ring,
and Barker’s footsteps down the passage a moment later. He
wondered idly who had rung. It may be noted that Mr. Priestley did
not start guiltily every time a bell rang, nor did he cringe-about the
place in constant expectation of a heavy hand on his shoulder. It
might have been a mouse he had shot instead of a man for all the
guilty starts and cringing that Mr. Priestley performed.
While Mr. Priestley was not starting guiltily, Barker was opening
the door. Confronting him on the landing was a tall, slim woman,
exquisitely dressed, who smiled at him. The smile was of such
peculiar sweetness that Barker broke another life-time’s record and
smiled back.
“Is Mr. Priestley in?” asked the lady, amid the shattered
fragments of Barker’s record.
“Yes, madam.”
“Is he alone? Alone in the flat, I mean?”
“Yes, madam,” said Barker, concealing any surprise he might
have felt under his usual egg-like expression.
“Then I should like to see him, please.”
“Yes, madam. Will you step this way? What name shall I say?”
The visitor smiled at him again, this time in a particularly
confidential way. “It doesn’t matter about the name. Just say ‘a lady.’”
“Very good, madam. Will you come in here, please?”
Still somewhat upset by the smile, Barker did a thing he would
never have dreamed of doing in normal circumstances and showed
the caller straight into Mr. Priestley’ s study. There, regretfully, he left
her.
“Good-morning, Mr. Priestley,” said the lady, advancing at once
with outstretched hand and apparently quite at home. “You don’t
know me, but I think you know Pat Doyle, who is a friend of ours. I
am Mrs. Nesbitt.”
“Mrs. Nesbitt!” repeated Mr. Priestley in amazement. He became
aware of the outstretched hand in a gray glove and shook it absently.
It was a very nice hand, and deserved more attention. “Mrs. Nesbitt!
Well, good gracious me.”
“I want to speak to you very privately, Mr. Priestley,” Cynthia
smiled again, and at once Mr. Priestley felt he had known her all his
life. “Laura isn’t here, is she, by any chance?”
“Miss Merriman?” Mr. Priestley smiled back delightedly. “Oh, do
you know her too? Excellent! No, she isn’t here just now. She went
out nearly an hour ago, to—er—in fact, she went out. But she’ll be
back for lunch, I hope.”
“Miss Merriman?” said Cynthia, puzzled. “I meant Laura
Howard.”
Mr. Priestley shook his head. “There’s no Miss Howard here. I
don’t even know a Miss Howard. There is a Miss Merriman, Miss
Laura Merriman, staying here with me.”
“Staying here?” echoed Cynthia, considerably startled. She
devoted one searching look at Mr. Priestley and knew him at once
for what he was; then she laid back her head and laughed very
heartily. “Oh, Laura!” laughed Cynthia. “Yes, it must be her. Well, it
was her own fault and I’m very glad to hear it. It may do her quite a
lot of good.”
It was Mr. Priestley’s turn to look mystified. Also he was
beginning to feel slightly alarmed. Mrs. Nesbitt’s call could only mean
one thing, and that was that his connection with the business at
Duffley had come to light. Probably Pat Doyle had asked her to give
him a hint of warning. Oh, dear, how exceedingly awkward!
“I—I’m afraid I don’t understand,” he faltered.
Cynthia threw him a compassionate glance. “No, I shouldn’t
think you do,” she said warmly. “That’s why I’m here.” She walked
swiftly over to the door, and, to Mr. Priestley’s astonishment, turned
the key. “I want to talk to you very confidentially, Mr. Priestley. I’ve
only got a very few minutes, and whatever happens nobody must
see me here. Oh, why aren’t you in the telephone-book? I’ve wasted
hours finding out your address.”
“God bless my soul!” said the astonished Mr. Priestley.
Cynthia began to talk.
Out in the passage, hovering warily, Barker heard the key turn in
the lock and walked thoughtfully back to the kitchen. “The saucy old
kipper!” was Mr. Barker’s summing-up of the situation, after profound
cogitation. He repeated his analysis to an empty milk-jug. “The saucy
old kipper!” confided Mr. Barker to the milk-jug.
Ten minutes later Cynthia was taking farewell of a staggered Mr.
Priestley. “And you’ll be by the Achilles statue at three o’clock?” she
said, offering the gray-gloved hand again. “I’ve ever so much more to
tell you, but I simply must fly now as she’s been waiting there since
twelve for the cloak-room ticket. Think over that idea of mine in the
meantime, and see if you can improve on it. And for goodness’ sake
don’t let Laura follow you this afternoon. Good-bye, Mr. Priestley.”
“Good-bye, Mrs. Nesbitt,” mumbled Mr. Priestley, who had been
conversing for the last ten minutes entirely in gasps. “And—and
thank you so much.”
“Not a bit. I can only apologise most humbly, as the only
member of the conspiracy with perhaps a single grain of sense, that I
ever let things go so far; I ought to have put my foot down at the very
beginning. And now I must go. Oh, and perhaps you’d better tell your
man not to let it out to Laura that I’ve been here this morning.”
“Yes, yes, of course,” muttered the dazed recipient of her
confidences, trying to open the door by twisting the handle
backwards and forwards. Cynthia gently unlocked it for him.
Mr. Priestley saw her out himself, more or less, and then ambled
along the passage to the kitchen.
“Barker,” said Mr. Priestley, eyeing his servitor as blankly as if
the latter had actually turned into the breakfast dish he so much
resembled. “Barker, kindly say nothing to Miss How—to Miss Lau—
to my cousin about the lady who called this morning. Or,” added Mr.
Priestley comprehensively, “to any one else.”
“Very good, sir,” agreed Barker without visible emotion.
He waited till Mr. Priestley’s shuffling footsteps had ceased to be
audible in the passage. Then he gave vent to his feelings. “Well, I’ll
be blowed!” remarked Mr. Barker to the silver spoon he happened to
be polishing at the moment. “Running two of ’em at once,
unbeknown to each other! Sends one out and has the other in, and
vice verse. The giddy old gazebo!” said Mr. Barker to the silver
spoon.
Chapter XIII.
Cynthia Begins to Smile
It is a maxim in warfare that he who scorns to use the enemy’s
weapons will find himself defeated; unfairly, no doubt, but defeated.
In her combat with guile Cynthia had no intention of being defeated.
She had therefore delivered to Dora not the whole of Laura’s
message but only that part which concerned the packing of the trunk.
For the rest, Cynthia remarked airily, she was going up to London
the next day herself and could therefore take the trunk with her.
By this simple expedient Cynthia was able to ensure not only
Laura’s absence while she put Mr. Priestley out of his misery, but
also the further meeting for the afternoon. Cynthia knew perfectly
well what she was going to do at this second interview; she was
going to talk to Mr. Priestley, and then she was going to smile at him
—and, if necessary, go on smiling till dusk.
Had Cynthia but known it, there was reason for an added
millimetre or two to her smile. It would have amused her a good deal
to know that, while the two chief conspirators were chuckling over
their crack-brained preparations for the confounding of Reginald
Foster, Esq., an almost equally clever mind was hard at work trying
to extract the foundation from the whole erection and topple it down
upon the heads of its own authors.
To take another maxim from The Child’s Guide to Warfare, it is a
fatal mistake to underestimate one’s opponent. Guy and Mr. Doyle
had not the faintest suspicion that they had not hoodwinked the
friendly Chief Constable just as successfully as that fatherly terror of
village murderers, Inspector Cottingham. Having ascertained that Mr.
Foster had spent Saturday evening at home and had therefore no
alibi beyond the word of his wife, they had proceeded to plant his
note-paper and carve George’s boots with the utmost enjoyment and

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Jacaranda Chemistry 1 VCE Units 1 2

3rd Edition Neale Taylor

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Jacaranda Nature of Biology 2 VCE Units 3 and 4 6th

UNIT 1 HOW CAN THE DIVERSITY OF MATERIALS BE EXPLAINED? 1

1 Elements and the periodic table 3

3 Reactions of metals 113

4 Reactions of ionic compounds 145

5 Separation and identification of the components of mixtures 187

AREA OF STUDY 1 REVIEW .......................................................................................................................................... 215

6 Quantifying atoms and compounds 225

7 Families of organic compounds 259

8 Polymers and society 309

AREA OF STUDY 2 REVIEW .......................................................................................................................................... 355

UNIT 2 HOW DO CHEMICAL REACTIONS SHAPE THE NATURAL WORLD? 367

AREA OF STUDY 1 HOW DO CHEMICALS INTERACT WITH WATER?

10 Water as a unique chemical 369

12 Redox (electron transfer) reactions 463

AREA OF STUDY 1 REVIEW .......................................................................................................................................... 505

AREA OF STUDY 2 HOW ARE CHEMICALS MEASURED AND ANALYSED?

13 Measuring solubility and concentration 513

14 Analysis for acids and bases 557

15 Measuring gases 587

16 Analysis for salts 615

Answers ............................................................................................................................................................................................. 671

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