Elements and the Periodic Table 16
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ACTIVITY OVERVIEW
Students read about the history and organization of the Periodic Table of the Ele-
ments and are introduced to the difference between elements and compounds. The
reading also introduces atoms, molecules, and chemical formulas. Students use the
Stopping to Think literacy strategy while reading to improve their reading compre-
hension.
KEY CONCEPTS AND PROCESS SKILLS
(with correlation to NSE 5–8 Content Standards)
1. Elements do not break down under ordinary laboratory reactions involving such
treatments as heating, exposure to electrical current, or reaction with acids.
(PhysSci: 1)
2. There are more than 115 chemical elements that combine in a multitude of ways
to produce compounds. (PhysSci: 1)
3. Elements combine with each other in characteristic ways to form new substances
(compounds) with different characteristic properties. (PhysSci: 1)
4. Substances are often placed in categories or groups if they have similar proper-
ties. Metals are an example of such a group. (PhysSci: 1)
5. Scientists communicate their findings and build on each other’s work. (HistSci: 2, 3)
6. Studying Mendeleev provides insights into scientific inquiry and the nature of
science. (HistSci: 3)
KEY VOCABULARY
atom
atomic mass
chemical formula
compound
element
family
molecule
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Activity 16 • Elements and the Periodic Table
MATERIALS AND ADVANCE PREPARATION
For the teacher
1 transparency of Student Sheet 16.1, “Periodic Table of the
Elements”
* 4 different colored transparency markers (optional)
For each group of four students
1 set of 4 Element Family Cards (optional for Getting Started review)
For each student
1 Student Sheet 16.1, “Periodic Table of the Elements”
*Not supplied in kit
TEACHING SUMMARY
Getting Started
1. Review element families and the Periodic Table of the Elements.
Doing the Activity
2. (LITERACY) Students read the text and answer Stopping to Think questions.
Follow-Up
3. (UC ASSESSMENT) The class applies concepts from the reading to their use of the
periodic table and chemical formulas.
BACKGROUND INFORMATION
The Elements
Elements 1 (hydrogen) through 92 (uranium) are generally referred to as the natural
elements, although two of these elements—43 (technetium) and 84 (polonium)—are
not actually found naturally on earth. Elements 43, 84, and all elements beyond 92
are referred to as artificial, or synthetic, elements. They have been produced through
nuclear reactions in laboratory settings. Since nuclear reactions are generally a part
of high school science curriculum, this course focuses on the 90 natural elements that
are the building blocks for matter on earth. At the time of this writing, elements 93
through 111 have been verified by the International Union of Pure and Applied
Chemistry (IUPAC) and named by the laboratories that first synthesized them. Evi-
dence for the synthesis of elements 112, 113, 114, 115, 116, and 118 has also been
reported, and it is expected that most or all of these will eventually be verified by
IUPAC. Since the status of these elements makes it difficult to give an exact number,
we indicate in the student materials that more than 115 elements are known. Recent
versions of the periodic table differ slightly depending on what reports of elements
they choose to accept. Although additional elements may be synthesized in nuclear
laboratories, the basic number of elements found naturally stays the same.
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Elements and the Periodic Table • Activity 16
When two or more elements are held together by chemical forces, or bonds, they form
a compound. These bonds can be ionic, which occurs when electrons are transferred
from one atom to another, or covalent, which occurs when atoms share electrons.
Compounds have none of the characteristics of the original elements. Hydrogen (H)
for example is a colorless, odorless gas that is very light and highly explosive when it
meets air, and oxygen (O) is also a clear, colorless gas that is very flammable. How-
ever, when these two elements bond and form a molecule, that compound is a non-
flammable liquid—water (H2O). Water illustrates another defining characteristic of
compounds: the elements in a compound are in a fixed ratio. In water this ratio is 2
hydrogens to 1 oxygen, as expressed in the formula H2O. Water cannot be separated
into hydrogen and oxygen by physical methods—only a chemical reaction can sepa-
rate it.
Mixtures are combinations of two or more substances (elements and/or compounds)
that are held together by physical forces. They can be separated by physical methods,
such as filtering or evaporation. A solution of solids in water, for example, is a mix-
ture. In a saltwater solution, the water can be evaporated, leaving the salt. The ratio
of substances in a mixture can vary greatly because they are not chemically bonded
and can combine in various proportions.
n Teacher’s Note: This activity continues a discussion on the nature of elements,
atoms, compounds, molecules, and mixtures to build students’ understanding of the
Particulate Theory of Matter. Understand that the treatment of these topics in this
unit is very basic and does not explore ions and subatomic particles. This will be take
place in greater detail in Unit C, “Water,” of Issues and Physical Science.
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Activity 16 • Elements and the Periodic Table
TEACHING SUGGESTIONS DOING THE ACTIVIT Y
2. (LITERACY) Students read the text and
GETTING STARTED
answer Stopping to Think questions.
1. Review element families and the Periodic This activity is supported by a Directed Activities
Table of the Elements. Related to Text (DART) strategy called Stopping to
Review the four chemical families that students Think. The Stopping to Think questions prompt stu-
explored in Activity 15, “Families of Elements.” To dents to think about what they are reading and in
each group, pass out a set of Element Family cards some cases to apply what they have read. These
used in Activity 15. Help students locate each of the questions do not require a written response, and are
families on Student Sheet 16.1, “Periodic Table of different from the Analysis Questions found at the
the Elements.” You might also outline each of the end of the activity. Stopping to Think questions are
four families – alkaline metals, alkaline earth met- intended to focus students’ attention on important
als, halogens, noble gases – using different colored ideas in the text as they read. They may require stu-
transparency markers on a transparency of Student dents to identify the main idea of a previous para-
Sheet 16.1. To review the properties of each group graph or to synthesize ideas presented in two or
prompt students with such questions as, Of the four more preceding paragraphs. Sample responses to
families you investigated, which two seem the most the questions are listed below. For more informa-
alike? Which one seems most different from the oth- tion on this strategy, see the Literacy section of
ers? What kinds of properties can you use to distin- Teacher Resources II: Diverse Learners.
guish groups of elements? Also review some of the
Stopping to Think 1
properties used to categorize the elements: such
physical properties as their color, whether they are In what way were the ancient Greek philosophers right
metals or not, whether they are solid, liquid, or gas about elements?
at room temperature; and such chemical properties The early Greeks were right in that they thought
as their reactivity and the number of bonds they everything was made of elements.
form with hydrogen.
In what way were the ancient Greek philosophers
Point out to students that although color is not a
wrong?
characteristic of such mixtures as plastic products,
which can have coloring agents added, color is a They thought the elements were earth, air,
characteristic of pure elements, such as the charac- water, and fire.
teristic yellow of sulfur or the characteristic colors of Stopping to Think 2
copper and gold.
How did Mendeleev build on other scientists’ work?
Have students read the introduction and Chal-
He analyzed the data other scientists collected
lenge. Review, as introduced in Activity 15, “Fami-
about the properties of the 63 elements that
lies of Elements,” the fact that everything on earth
were known at the time.
is made of elements, either in pure form or in chem-
ical combinations of the elements, which are called How did other scientists build on Mendeleev’s work?
compounds. Also reiterate that all elements are
They predicted and found other elements based
made of smaller particles, or bits of matter. The
on the periodic table and revised the arrange-
smallest particle that is characteristic of an element
ment of the table to fit new discoveries. Scientists
is an atom.
still use the table first arranged by Mendeleev to
predict the properties and existence of newly
created elements.
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Elements and the Periodic Table • Activity 16
Stopping to Think 3 FOLLOW-UP
Use the Periodic Table of the Elements on the next page 3. (UC ASSESSMENT) The class applies concepts
to decide whether each of the following is a metal or from the reading to use of the periodic
nonmetal: lithium (Li), carbon (C), sulfur (S), calcium table and chemical formulas.
(Ca), titanium (Ti), and bromine (Br). Begin by discussing what students have learned
Li, metal; C, nonmetal; S, nonmetal; Ca, metal; about the organization of the periodic table. Review
Ti, metal; Br, nonmetal the symbols and key for the periodic table in the
Student Book. Refer students to Student Sheet 16.1,
Stopping to Think 4
“Periodic Table of the Elements.” Stress that groups
Find magnesium on the periodic table. of similar elements are often found in columns in
the periodic table, and that these comprise families
What is magnesium’s chemical symbol?
in that their physical and chemical properties are
Mg
similar. The Periodic Table of the Elements is be
What family does magnesium belong to? helpful in that it helps to us predict or categorize an
element’s properties based on its position on the
Group 2, alkaline earth metals.
table. Review the changes that take place as you go
Is magnesium a solid, a liquid, or a gas? from left to right across the table, from metals to
nonmetals.
A solid
It is key that students understand that the Periodic
Based on its family, would you expect magnesium to be
Table of Elements is a reference tool used to describe
very reactive, somewhat reactive, or not reactive at all?
and help understand elements and interactions
Very reactive since it is in the alkaline earth with each other. To this end, analysis Question 2
metal family. emphasizes the difference in properties of the com-
pound NaCl (table salt) from its constituent ele-
Stopping to Think 5
ments, sodium and chlorine. Explain that it is often
What are two ways that compounds are different from the case that compounds are not at all like the ele-
the elements that form them? ments that make them. For example, sugar con-
First, elements are made of one kind of atom, tains: carbon, the solid that forms coal and
while compounds are made of molecules that diamonds; oxygen, necessary for human respira-
contain more than one kind of atom. Second, tion; and hydrogen, an explosive odorless gas. Yet
compounds have different chemical and physi- sugar is a white, crystalline, edible solid. Analysis
cal properties from the elements that make Question 3 lets students apply information from the
them. reading—that water and salt are compounds—to
3Analysis Question 4 is an opportunity to check
conclude that seawater must be a mixture.
Stopping to Think 6
The chemical formula for baking soda is NaHCO3. students’ understanding of the relationship
What elements are in baking soda? How many of each between an atom and a molecule.
type of atom is represented by the formula for baking
soda?
Baking soda contains 1 sodium, 1 hydrogen, 1
carbon, and 3 oxygens.
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Activity 16 • Elements and the Periodic Table
SUGGESTED ANSWERS TO QUESTIONS 3. Is seawater an element, compound, or mixture?
Explain your answer.
1. Make a copy the table below into your
Seawater is a mixture. It contains more than one
science notebook. Use the Periodic Table of
compound—water and salt (and other com-
Elements to find out which atoms make up a mole-
3 Explain the relationship between an atom
pounds, which students may or may not know).
cule for each of the substances listed. The first row
has been completed for you. 4.
Chemical Formulas of Common Substances and a molecule.
Students’ drawings will vary. A correct answers
Chemical Atoms that make
Substance will explain that a molecule is composed of
formula up the molecule
more than one kind of atom.
2 hydrogen atoms
Water H2O
1 oxygen atom
Hydrogen 2 hydrogen atoms
H2O2
peroxide 2 oxygen atoms
Carbon 1 carbon atom
CO2
dioxide 2 oxygen atoms
Sucrose 12 carbon atoms
(table C12H22O11 22 hydrogen atoms
sugar) 11 oxygen atoms
3 carbon atoms
Alanine (an 7 hydrogen atoms
C3H7O2N
amino acid) 2 oxygen atoms
1 nitrogen atom
Oleic acid 12 carbon atoms
C12H24O2 24 hydrogen atoms
(a fat) 2 oxygen atoms
2. Sodium is a metallic solid, and chlorine is a poison-
ous yellow-green gas. Sodium and chlorine react to
form sodium chloride, which is common table salt.
a. Is table salt an element or a compound? Explain.
It is a compound, because it contains more
than one element.
b. Describe the physical properties of table salt.
It is a white solid that you can eat.
c. How do the properties of table salt compare with
those of sodium and chlorine?
It is very different. It has a different color
from both sodium and chlorine. It is neither
a metal nor a gas. Unlike chlorine, it isn’t poi-
sonous. And unlike sodium, it does not form
a corrosive solution in water.
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