![]() ![]() For example, most noble gases have names ending with -on, while most halogens have names ending with -ine. The names of some elements indicate their element group.If there is a second letter, it is lowercase. Each element has a symbol, which is one or two letters.The periodic table lists the elements in order of increasing atomic number.Each element is identified by the number of protons in its atoms.There are 118 elements on the periodic table.Have students research specific groups of elements and identify their common properties. When introducing the concept of ions and chemical bonding, have students revisit their organized tables showing electron configuration to help them explain the number of electrons involved in a chemical reaction. Ask students to determine trends for a group and a period.ĭisplay a complete periodic table, and follow these activities with an in-depth discussion of the discovery of trends and the creation of the periodic table.Īs part of your discussion, have students relate the organized table from Activity 1 to the number of valence electrons. Define and identify for students a group and a period on the periodic table. Note: For the graph with valence electrons, students should use only the first 20 elements.įrom their graphs in Activity 2, have students identify any trends for each data set. ![]() Have students place the atomic number on the x -axis in each of these graphs and to label them clearly for ease of interpretation. ![]() Samarium (Sm, 62): The first element named in honor of a person, Samarium is named for its ore, samarskite, which in turn is named for V.E. In Activity 2, have students examine Element List 2 and create 3 graphs, each showing the relationship between the elements’ atomic numbers and a different feature: atomic radius, electronegativity, and number of valence electrons. There are 14 elements named after people, although only 13 of the names are formally accepted by the International Union of Pure and Applied Chemistry (IUPAC). Element List 2 (with atomic number, atomic radius, electronegativity, and number of valence electrons)Įxplain to students that in Activity 1, they are to create an organized table from the information in Element List 1, based on a trend or pattern they see in the elements’ electron configuration.Create a central activity station where students can collect the following: A portion of such a list follows:įor Element List 2, list the first 36 elements’ names symbols atomic numbers atomic radius values electronegativity values and, for only the first 20 elements, the number of valence electrons.ģ. Create two different element lists, and make enough copies for each student pair to have one of each.įor Element List 1, list the first 20 elements’ names, symbols, and electron configurations in random order.These instructions are written for use with pencil and paper but can be easily modified according to the technological resources at your disposal.ĭisciplinary Core Idea: PS1.A: Structure and Properties of Matter MaterialsĪccess to Graphing Software or Graph Paper The activities are appropriate for a class of high school students working in pairs. Then in Activity 2, they create 3 graphs showing the relationship between elements’ atomic numbers, atomic radii, electronegativity, and number of valence electrons. In Activity 1, students create an organized table from the elements’ electron configurations. In the following activities, students discover for themselves several trends associated with the elements on the periodic table. Too often, students remember for a short time certain trends and properties associated with groups and periods of elements yet come away from a study of the periodic table without really understanding or appreciating how much information the table provides. 819 Identifying family and period properties within the periodic table ![]()
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