Download Periodic Trends 2015 0

Relative Properties and Patterns on the Periodic Table and Valence Electrons
Part A – THE PATTERNS OF THE PERIODIC TABLE
Learning Targets and “I can” statements
1
Explain how the periodic table is an example of a model.
2
Explain how elements are arranged on the periodic table based on similarities.
3
Identify Groups and Periods on the Periodic Table.
4
Identify the 3 main classes of elements on the periodic table
5
List the properties of each class of elements on the periodic table.
6
Identify the Families on the Periodic Table
7
Identify the 4 blocks on the periodic table
8
Identify the representative elements on the periodic table.
I CAN
Part B – TRENDS ON THE PERIODIC TABLE AND VALENCE ELECTRONS
9
10
11
12
13
14
15
16
17
18
19
Distinguish between metals and nonmetals based on valence electron structure.
Define the word “Pattern” and give examples.
Explain the trend for the reactivity of metals in a group (groups 1-2).
Explain the trend for the reactivity of metals in a period (groups 1-2).
Explain how ionic bonding trends are influenced by valence electrons.
Explain how covalent bonding trends are influenced by valence electrons.
Explain the patterns of how many bonds can form by determining the amount of valence electrons.
Predict the formula for compounds containing oxygen.
Explain how ionization energy can create an ion.
Explain the trends of ionization energy of various atoms on the periodic table.
Define Electronegativity and explain the trends of electronegativity on the periodic table.
Vocabulary
Element
Atomic number
Vertical
Conductor
Representative
elements
Brittle
Octet
Energy level
Electron cloud
Malleable
Entity
Fruit
Covalent bond
Periodic table
Proton
Horizontal
Heat
First ionization
energy
Family
Nucleus
Liquid
Paulings
Ductile
Component
Class
Pauling
Atom
Neutron
React
Electricity
Room
temperature
Block
Joule
Charge
Energy
Gas
Model
Metalloid line
Century
Electron
Metal
Shiny
Second ionization
energy
Trend
Bond
Ion
Dull
Pattern
Matter
Temperature
Properties
Group
Non-metal
Luster
Valence electron
Electronegativity
Chemistry
Cation
Spoon
Number
Similarities
Stable
Scientist
Period
Metalloid
Solid
Ionization
energy
Charge
Volume
Anion
KiloJoule
Symbol
Grocery store
Ionic bond
Part A – THE PATTERNS OF THE PERIODIC TABLE
Target 1 - Explain how the periodic table is an example of a model.
A. The periodic table lists __________________ found in nature using numbers and symbols.
B. Atoms are not really numbers and symbols, but physical entities in nature that we cannot see directly.
C. To better understand atoms, elements, and their components, we need _______________.
D. The periodic table is a model to help us understand the nature of matter using numbers and symbols.
Target 2 - Explain how elements are arranged on the periodic table based on similarities.
A. Elements are arranged on the periodic table based on similarities or
_________________.
B. At a grocery store, you find food items located around the store based on
similarities. Fruits are with fruits, and meats are with meats – and so forth.
C. So what about _____________? How can they be grouped based on similarities?
D. As elements were discovered over the centuries, chemists began to notice certain
properties.
E. For example, when Chlorine, Bromine, and Iodine were discovered, scientists
noticed that all 3 of these elements ___________ easily with metals.
F. Notice that chlorine, bromine, and iodine are all in group 7. (just like a grocery store)
G. After all of the major discoveries, it was decided that the order of the periodic table
would be based on the _________________________ (protons).
Target 3 - Identify Groups and Periods on the Periodic Table.
A. The periodic table is based on __________________________________.
B. Groups run vertical. For example, Group 1 contains Hydrogen, Lithium, Sodium,
Potassium…
1. Elements in the same group will have the same number of valence electrons.
2. Elements that are in the same _____________ will have similar properties.
3. Example 1 - the elements in group 1 will all explode when placed in water.
4. Example 2 - the elements in group 7 will react easily with ___________.
Groups
C. Periods run ____________________. For example, Period 2 contains Lithium ,
Beryllium, Boron, Carbon…
1. Elements in the same period will have the same number of energy levels.
2. Elements in the same period will _________ have similar properties
Periods
Questions
1. How are elements arranged on the periodic table? ___________________________________________
2. How is the periodic table similar to a grocery store? ________________________________________
3. What is the main form of order in which the periodic table is based on? _________________________
4. All elements in the same group will have the same number of _________________
5. All elements in the same period will have the same number of _________________
6. Elements in the same group will have similar properties. True or
False
7. Elements in the same period will have similar properties. True or
False
Target 4 - Identify the 3 main classes of elements on the periodic table
A. There are 3 main classes of elements on the periodic table.
1. Metals – Left of the metalloid line
2. Non-Metals – Right of the metalloid line
3. Metalloids – Touching the metalloid line (most cases)
Figure M
B. Label the metalloid line in the figure M
C. Find the metalloid line on your periodic table and label it.
Target 5 - List the properties of each class of elements on the periodic table.
A. Metals
1. Good conductor heat and electricity
2. _____________________________________________________
3. Solid at room temperature
4. _____________________________________________________
B. Non-metals
1. Usually a gas at room temperature
2. If not a gas, they usually are/have
a. _______________________________________________
b. Poor conductor of heat and electricity
c. _______________________________________________
C. Metalloids
1. Metalloids have properties similar to both metals and non-metals.
2. Sometimes they behave like a metal, _____________________________________________.
Target 6 - Identify the Families on the Periodic Table
A. The periodic table can be broken down into ___________________________.
B. Elements found in the same family will have similar properties.
C. Families will be learned on a separate periodic table.
Target 7 - Identify the 4 blocks on the periodic table
A. The periodic table can be divided up into 4 blocks – based on electron configurations.
Questions 
1. What are the 3 classes of elements? _______________________________________________
2. List 2 properties of metals. ______________________________________________________
3. List 2 properties of non-metals. ___________________________________________________
5. What are the four blocks on the periodic table? ___________________________
6. What block is calcium in? ____
7. What block is Iron in? ____
8. What block is Uranium in? ____
9. What block is Fluorine in? ____
Target 8 - Identify the representative elements on the periodic table.
A. Most of the time we will be discussing what are known
as “________________________________________.”
B. Representative elements are found mostly in the s block
and the p block.
C. These elements represent most of the trends we will
study in general __________________________.
D. Sometimes we will learn more about the other elements.
E. Label the representative elements in the Figure R.
Figure R
Target 9 - Distinguish between metals and nonmetals based on valence electron structure.
A. As mentioned in chapter 4, valence electrons are the ________________________ electrons on an atom.
B. The valence electrons will determine the properties of elements.
C. Metals (groups 1-3 only)
1. Metals will have between _________________ valence electrons.
2. This condition will cause metals to lose electrons in order to complete the octet.
3. In other words, metals will always _______________ electrons to become stable.
D. Nonmetals (groups 5-7 only)
1. Nonmetals will have between __________________ valence electrons.
2. This condition will cause nonmetals to gain electrons in order to complete the octet.
3. In other words, nonmetals will always __________ electrons to become stable.
Part B – TRENDS ON THE PERIODIC TABLE AND VALENCE
ELECTRONS
Target 10 - Define the word “Pattern” and give examples.
A. A _______________ is an occurrence in nature that happens, but not always; general tendency or direction.
B. Pattern 1: Learning occurs more in classrooms where there is a lot of order. (positive relationship)
C. Pattern 2: Weight loss occurs more when people go out and exercise. (inverse relationship)
Pattern 1 graph
Pattern 2 graph
List other patterns
Target 11 - Explain the trend for the reactivity of metals in a group (groups 1-2).
A. As you move down a group of metals in group 1, they become more reactive.
B. Therefore, potassium is more reactive than sodium – and sodium is more
reactive than Lithium.
C. Think of what might cause this? How is each element different from the one
above it?
notes
D. Think of how this pattern might be for group 2.
E. What pattern could you predict about metals in group 2?
notes
Target 12 - Explain the trend for the reactivity of metals in a period (groups 1-2).
A. To keep matters simple, we will just refer to groups 1 and 2.
B. Sodium and Magnesium are in the same period, but are in different groups.
C. Sodium is more reactive than Magnesium.
D. Can you think of how Sodium and magnesium are different in regards to
valence electrons?
Notes
E. How can you use this information to predict which element is more reactive
in each period?
Notes
Target 13 - Explain how ionic bonding trends are influenced by valence electrons.
A. Ionic bonds are formed as a result of the attraction of ___________________ charges (transfer of electrons).
B. ___________________tend to lose electrons in order to achieve an octet – where do they go?
C. Nonmetals tend to gain electrons in order to achieve an octet – where do they come from?
D. In order for a metal to ______________ an electron, it will need somewhere to go.
E. Therefore, when a metal loses an electron, there must be a nonmetal available to receive it.
F. When a ________________loses electrons and _________________ accept them, opposite charges result.
G. We know that opposite charges will attract – which causes a metal to bond with a nonmetal.
H. This is called an ________________________.
Examples – circle the metals and underline the nonmetals
Sodium and Fluorine
Magnesium and Oxygen
Calcium and Phosphorus
Target 14 - Explain how covalent bonding trends are influenced by valence electrons.
A. Covalent bonds are a result of nonmetals ___________________ electrons.
B. Nonmetals will form bonds with other nonmetals.
C. Nonmetals ___________________ give electrons – but take them instead.
D. How can bonding happen?
E. Instead of giving and taking electrons, they will ________________ electrons in order to complete the octet.
Examples – circle the metals and underline the nonmetals
Fluorine and Chlorine
Oxygen and Sulfur
Chlorine and Oxygen
Target 15 - Explain the patterns of how many bonds can form by determining
the amount of valence electrons.
A. Again, it is important to recognize the differences between __________________________________.
B. Metals will ___________ electrons and Nonmetals will gain electrons (octet rule).
C. Metals
1. Metals will form the __________ amount of bonds as they will __________ electrons.
2. Therefore, since magnesium will lose 2 electrons to become stable, it can also form 2 bonds.
Examples – determine how many bonds can be formed for each example.
Sodium
Calcium
Lithium
Aluminum
D. Nonmetals
1. Nonmetals will form the __________ amount of bonds as they will ________ electrons.
2. Therefore, since Oxygen will gain 2 electrons to become stable, it can also form 2 bonds.
Examples – determine how many bonds can be formed for each example.
Chlorine
Nitrogen
Sulfur
Phosphorus
Target 16 - Predict the formula for compounds containing oxygen.
Oxygen and Fluorine
Oxygen and Chlorine
Oxygen and Sulfur
Oxygen and Oxygen
Oxygen and Bromine
Oxygen and Iodine
Oxygen and Nitrogen
Oxygen and Phosphorus
Target 17 - Explain how ionization energy can create an ion.
A. Electrons are not always limited to their proper
__________________________
B. If you add enough energy, an electron can jump to a
higher energy level.
C. Sometimes, if enough energy is added, electrons can
completely ______________________________ – creating
an ion – this is called ionization.
D. The energy required to remove an electron from an atom is called “_______________________________.”
E. There are several electrons in most atoms, therefore, we must be more specific.
F. The energy required to remove the _____________ electron from an atom is called “first ionization energy.”
G. The energy required to remove the second electron from and atom is called “second ionization energy.”
Third ionizations also exist (_______________________)
H. Typically, the first ionization is the easiest – requiring the least amount of energy.
I. The second and third ionization energies require _____________________________.
J. The unit for this measurement is KiloJoule per Mole (KJ/mol) (The mole explanation will come later)
Table 6.1
Symbol
H
He (noble gas)
Li
Be
B
C
N
O
F
Ne (noble gas)
Na
Mg
Al
Si
P
S
Cl
Ar (noble gas)
K
Ca
Ionization Energies of First 20 Elements (KJ/mole)
First
Second
Third
1312
2372
520
899
801
1086
1402
1314
1681
2080
496
738
578
786
1012
999
1256
1520
419
590
5247
7297
1757
2430
2352
2857
3391
3375
3963
4565
1450
1816
1577
1896
2260
2297
2665
3069
1146
11,810
14,840
3659
4619
4577
5301
6045
6276
6912
7732
2744
3229
2910
3380
3850
3947
4600
4941
Complete the chart using table 6.1
Element
Ionization
energy
(KJ/mol)
Element
1 First ionization of Lithium
6
First ionization of Aluminum
2 Second ionization of Lithium
7
3 First ionization of Nitrogen
8
Second ionization of
Aluminum
First ionization of Magnesium
4 Second ionization of
9
Nitrogen
5 Third ionization of Nitrogen
10
Ionization
energy
(KJ/mol)
Second ionization of
Magnesium
Third ionization of Magnesium
=
Target 18 - Explain the trends of ionization energy of various atoms on the periodic table.
A. As you move down a group, the ionization energy ____________________.
B. Why? As you move down a group, the atomic size increases – this creates a lot of space between the nucleus
and the electrons. Therefore, it is easier to remove an electron.
Notes – why does atom get larger as you move down periodic table
C. As you move across a period – from left to right, the ionization energy increases.
D. Why? As you move across a period – from left to right – the atomic size decreases. This creates less space
between the nucleus and the electrons. Therefore it is harder to remove an electron.
Notes – why does atom get smaller as you move across the periodic table from left to right.
Baby elephant and tiger metaphor
Questions
1. Electrons always remain in their proper energy levels. True
False
2. What happens to an electron if you add the appropriate amount of energy? _________________________
3. What can cause an electron to completely fly off of an atom? ____________________________________
4. What is it called when an electron flies off of an atom? _________________________________________
5. What is ionization energy? _______________________________________________________________
6. What is meant by “first ionization energy? ___________________________________________________
7. What is meant by “second ionization energy? _________________________________________________
8. What are the units for measuring ionization energy? ____________
9. What is the first ionization energy for Beryllium? ___________
10. What is the second ionization energy for Beryllium? _________
11. What is the trend for ionization energy as you move down the periodic table vertically?
_______________________________________________________________________________
12. Why? _______________________________________________________________________
13. What is the trend for ionization energy as you move horizontally across the periodic table from left to right?
_______________________________________________________________________________________
14. Why? _______________________________________________________________________________
Target 19 - Define Electronegativity and explain the trends of electronegativity on the
periodic table.
A. Electronegativity – the ability of an atom to attract electrons when the atom is bonded in a compound.
Draw an example of water
Draw an example of Carbon dioxide
B. Electronegativity is measured in units called “Paulings” named after the inventor of the concept Linus
Pauling.
C. The range of Paulings 0 – 4.
D. The element with the lowest electronegativity is Cesium (0.7 Paulings) and the element with the highest
electronegativity is Fluorine (4.0 Paulings).
E. As you move down the periodic table, elecronegativity decreases.
F. As you move across the periodic table from left to right, electronegativity increases.
G. Learning why requires more detailed understanding and is not part of this course – just know the trend.
Questions
1. What is electronegativity? ______________________________________________________
2. What are the units for measuring electronegativity? __________________________________
3. What is the range for measuring electronegativity? ___________________________________
4. What is the electronegativity for Beryllium? ________
5. What is the electronegativity for Calcium? _______
6. What is the electronegativity for Barium? _______
7. What is the trend for electronegativity as you move down the periodic table?
_____________________________________________________________________________________
8. What is the electronegativity for Beryllium? _________________
9. What is the electronegativity for Carbon? _________________
10. What is the electronegativity for Oxygen? _________________
11. What is the trend for electronegativity as you move horizontally from left to right on the periodic table?
Below this line, some targets have been postponed – may not need to include them as they are not mentioned on
NGSS
Define diatomic and explain how the radius (size) of an element can be calculated.
A. It is difficult to measure the size of an atom because the outer boundary is made of electrons flying
around the nucleus.
B. The current theory of atoms is that they are spherical in shape.
C. Some atoms are diatomic – which means two atoms of the same element bond together.
D. There are seven common diatomic elements. H2, O2, N2 ,F2, Cl2, Br2, I2
E. The diagram below lists the radii of the seven common diatomic elements
F. Because two atoms of the same element must be the same size, the size of an atom can be calculated
by knowing the distance between the two nuclei.
G. The size of an atom is measured by its radius.
H. Atomic radius is one half of the distance between the nuclei of two atoms of the same element when
the atoms are joined.
I. The atomic radius is measured in picometers(pm)
J. One picometer is one trillionth of a meter (10-12 meters or 0.00000000001 meters)
K. For example, the distance between the nuclei in an iodine molecule (I2) is 280 pm, therefore the
radius of one iodine atom is 140 pm.
Notes - have students recreate the drawing in yellow above with the 2 circles and the distance showing the
radius.
L. If you know the radius of a sphere, you can calculate the volume(size).
M. Remember from earlier that the volume of a sphere can be calculated with this formula 4/3πr3
N. The volume of each element is not important in this class – you may choose to calculate that on your
own time.
O. The important thing to realize is that the radius of an atom is proportional to its size (volume).
Questions
1. What is a trend? __________________________________________________________________
2. Why is it difficult to measure the size of an atom? _______________________________________
3. What shape are most atoms? _____________________
4. What is meant by diatomic? _________________________________________________________
5. List 3 examples of diatomic atoms? ___________________________________________________
6. How can we measure the size of an atom? ______________________________________________
7. If the distance between 2 nuclei of Hydrogen atoms is 60 pm, what is the radius of a hydrogen atom? _____
8. If you wanted to calculate the volume of an atom, what formula would you use? _________
9. What is another name for size? _________________
Explain the trends of the atomic radius of various atoms on the periodic table.
A. Moving down the periodic table
1. As you move down vertically on the periodic table in a group, the atomic radius INCREASES.
2. Why? As you go down the periodic table, the number of energy levels increase.
3. Example 1: Potassium has 4 energy levels and Sodium has 3 energy levels – therefore potassium
is a larger atom than sodium.
Down Notes – give examples of hydrogen, helium, sodium,…..
B. Moving across the periodic table
1. As you move across a period from left to right, the atomic radius DECREASES.
2. Why? As you go across the periodic table, the atomic number increases by one proton.
3. Remember that one proton has a charge of +1…As the charge of the nucleus increases as you
move across a period, it creates a stronger pull on the electrons.
4. This stronger pull of electrons draws them in closer to the nucleus, and therefore causes overall
size of the atom to decrease.
Across Notes – give examples of Li, Be, B, C, N, O
Questions
1. What is the trend for atomic radius as you move vertically down the periodic table? ___________________
2. Why? _________________________________________________________________________________
3. What is the trend for atomic radius as you move horizontally across the periodic table from left to right?
____________________
4. Why? _________________________________________________________________________________
Define ion and explain how they are formed.
A. We learned earlier that the atomic number will tell you how many protons and electrons an atom will
contain.
B. This is true in some cases.
C. In most cases, elements will not have the same amount of protons as electrons.
D. Therefore, the atomic number does not give you an accurate count of electrons.
E. Sometimes atoms gain electrons and sometimes atoms lose electrons.
F. Ion – an atom with a different number of protons and electrons – resulting in an overall positive or
negative charge.
G. In other words, an atom with a charge is called an “ion” not an “atom”
H. When an atom loses electrons, it becomes positively charged – this is called a cation
I. When an atom gains electrons, it becomes negatively charged – this is called an anion.
Notes box – cation
Anion
Explain how ions can be different sizes than their component atoms.
A. Again - Atoms that have a charge (positive or negative) are called ions.
B. Ions will be of a different size than it’s component atom – why is this?
C. Example 1, when sodium loses an electron, it has more protons than electrons. Therefore the overall
electron cloud is pulled in closer to the nucleus – thus the size of the atom decreases. Illustrated below.
Notes box – Potassium
D. Example 2: When a chlorine atom gains an electron, it has more electrons than protons. Therefore the
overall electron cloud is released – just a little, from the nucleus – thus the size of the atom increases.
Illustrated below.
Notes box – Fluorine
E. Cation Trend – Cations are smaller than their component atoms. For example, a potassium cation is
smaller than a potassium atom.
F. Anion Trend – Anions are larger than their component atoms. For example, a fluorine anion is larger
than a fluorine atom.
Questions
1. Does the atomic number give an accurate count for electrons? __________
2. What is an ion? ____________________________________________________________________
3. What happens to the charge on an atom if it loses electrons? ______________________________
4. What happens to the charge on an atom if it gains electrons? ______________________________
5. What is a cation? ___________________________________
6. What is an anion? ___________________________________
7. Atoms and ions are the same size. True False
8. Why is a sodium atom larger than a sodium cation?
_____________________________________________________________________________________
9. Why is a chlorine atom smaller than a chlorine anion?
_____________________________________________________________________________________
10. What is the cation trend? ____________________________________________________________
11. What is the anion trend? ____________________________________________________________
REDO vocab
Vocabulary Parts A and B
Element
Periodic table
Atomic number Proton
Vertical
Horizontal
Conductor
Heat
Electronegativity First ionization
energy
Brittle
Family
Size
Nucleus
Energy level
Liquid
Electron cloud
Paulings
Malleable
Ductile
Entity
Component
Fruit
Class
Atom
Neutron
React
Electricity
Room
temperature
Block
Spherical
Charge
Energy
Gas
Model
Metalloid line
Chemistry
Stable
Octet
Century
Electron
Metal
Shiny
Second ionization
energy
Trend
Bond
Ion
Dull
Pattern
Matter
Temperature
Properties
Group
Non-metal
Luster
Valence
electron
Diatomic
Picometer(pm)
Cation
Spoon
Number
Similarities
Room
Temperature
Scientist
Period
Metalloid
Solid
Ionization
energy
Radius
Volume
Anion
KiloJoule
Symbol
Grocery store
Representative
elements
Ideas – moved here 11-25
1. Once you get this all straight, print it out and create a vocab chart and crossword if time.
2. Give a quiz almost every day to check progress – each student can “advance” to a higher quiz once one level
has been learned.
3. Don’t forget to have students demonstrate patterns – like last year, take some students out of the room, bring
them in a certain order, and have class predict the pattern.
4. The octet rule must be taught before this chapter can be fully understood.
3. Learning targets are in bold - I use the same verbs a lot. Explain, identify, etc. Can you think of some
better verbs? Please help. In some cases could the verb “Predict and explain” be more appropriate?
“Evaluate”? “Analyze to identify” Remember, we don’t just want to come out and “tell” the kids, we
want to construct intentional questions to pose to them to get them to use the model to discover…
I THINK WHAT IS WRITTEN BELOW MEETS THE EXPECTATION OF HS PS1 1. MINUS SOME
ACTIVITY AND ENGAGEMENT. OPEN FOR SUGGESTIONS SOONER OR LATER
NGSS HS – PS1 – 1
Use the periodic table as a model to predict the relative properties of elements based on the patterns of
electrons in the outermost energy level of atoms. [Clarification Statement: Examples of properties that could
be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds
formed, and reactions with oxygen.] [Assessment Boundary: Assessment is limited to main group elements.
Assessment does not include quantitative understanding of ionization energy beyond relative trends.]
Also, (and I think you have based on what I have seen) use the foundation boxes that correspond to the
HS-PS-1 code for Practices, Core Ideas, and Concepts. Go to this link for the entire page. Once at the
link, you can also click each of these which are hyperlinked to the Science Framework for additional
clarification.
http://www.nextgenscience.org/hsps-spm-structure-properties-matter
Your targets do seem to go beyond students just learning the “WHAT/CORE IDEAS” and move them to
the “HOW/PRACTICES” and the “WHY/CROSS CUTTING CONCEPTS”. Ensure your activities
move students to discovering this content vs. you just telling them. I have seen where some of the
information on some of the “main elements” was placed on cards and students had to try to use the
information on each card to come up with some arrangement. (This is what Mendeleev did to eventually
get to the Table we have today). There were also gaps in his arrangement which ended up being some of
the elements that were later discovered. Remember, the goal of NGSS in this PE is for the students to be
engaged with the practices to discover the disciplinary core idea(s). Linda and Kathy may have some
additional ideas, here. Other practices can be utilized if appropriate to support the modeling, i.e.
communication of information, etc.
Lastly, to assist you in ensuring you feel you are aligned especially once you develop activities, review the
Appendix F, Models, 9-12 range, Appendix G, Patterns, and Appendix E, for PS-1. They are found
linked on the left side at this address http://www.nextgenscience.org/next-generation-science-standards
Predict the relative properties
1. reactivity of metals – fewer valence electrons in metals = more reactive
2. types of bonds formed – metals will form ionic bonds while nonmetals will form covalent bonds
3. numbers of bonds formed – for metals, can form as many bonds as electrons given up (or positive charge).
For covalent bonds, can form as many bonds as electrons needed to complete octet (or negative charge).
4. Reactions with oxygen – not sure – could use some input.
5. Basic trend of ionization energy