It is expected that students will use the periodic table to compare the characteristics and atomic structure of elements.
Students who have fully met the prescribed learning outcome are able to:
Explain the organization of the periodic table of elements (e.g., atomic number, atomic mass, properties, families)
Distinguish between metals, metals and mettalloids.
Use the periodic table to predict the properties of a family of elements (e.g., alkali, alkaline earth, halogens, and noble gases) (lesson plan using fruit)
Draw a Bohr model of each atom up to atomic number 20
(including only protons and electrons)
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RESOURCES:
Interactive 3-D model of The Periodic Table
A Visual Interpretation of the Table of Elements
Interactive, animated, graphically superb, from the Royal Society of Chemistry, London, UK
Periodic Table of Videos (streamed videos about each element)
also: Timeline
History of the Development of the Periodic Table
The Periodic Table of Comic Books
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PLANNING FOR ASSESSMENT /ASSESSMENT STRATEGIES
Provide pairs of students with cards that
list the names and physical/chemical
properties of the first 20 elements. Ask
students to arrange them in order from
lowest atomic number to highest, and then
attempt to arrange them in columns that
have similar properties.
Table template and answer the following
questions:
- What happens to the atomic mass from
element 1 to 20?
- What are some similar properties for the
elements in columns 1, 2, 7, and 8?
- What happens to the atomic radius of the
elements across the second row?
- Is the trend the same across the third row?
- Why might atoms in a column have similar
properties?
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Review the Bohr model of the atom and
introduce the Bohr diagram. Instruct
students to place the correct number of
protons in the middle of the diagram,
and place the electrons around this in
the pattern 2, 8, 8, 18.
Have students draw Bohr diagrams of the first
20 elements on the Periodic Table. Evaluate the
correct placement of the protons and electrons.
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Have students determine from text or
Internet material the families and
properties of: Alkali Metals, Alkaline
Earths, Halogens, and Noble Gases.
Have students fill in the following chart,
comparing the reactivity of the families and the
number of electrons in the outermost shell of the
Bohr diagram. (see page 70 Science 9 IRP or Download this chart)
Evaluate the conclusion. Do students state that
all families, except the Noble gases with the
filled outer electron shell are reactive? Do they
suggest that a filled outer shell imparts stability?
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Have students identify the regions on the
Periodic Table that correspond to metals,
metalloids, and non-metals.
Provide students with a Periodic Table or
template. Have students colour and label the
regions that correspond to metals, metalloids,
and non-metals. Check for accuracy.
