ORGANIZING THE ELEMENTS

Created By:

Amy Taylor

Hazelwood Central High School

To Teacher Page To Activity

Teacher Page• Grade Level: 10

• MAP Content Standards:– The learner will be able to understand the organization of

the periodic table.

– The learner will be able to show how the periodic table can be utilized to estimate the chemical properties of known and unknown elements.

– The learner will be able to show how the periodic table can be utilized to estimate the physical properties of known and unknown elements.

• MAP Content Standards Continued..– The learner will be able to find out the trends for

properties of elements in the periodic table as they connect to the physical world.

• Tips for Classroom Use:– Preview the activity before using it with your class.

– This activity is recommended as an introduction to the organization of the periodic table. You will want to take down or cover any periodic table displayed in your room to encourage creativity.

• Tips for Classroom Use, continued...– This activity may take an entire class period to complete

effectively.– There are element cards that you will have to print out and

copy for your class…one set is recommended for every 3 students.

• Journaling:– This activity is intended to be used in conjunction with

journaling.– The notebook icon will prompt the students when to

journal in their notebooks.

Mass Number = 9

Melting Point (°C) = 1278

Boiling Point (°C) = 2970

# O in oxide = 1

# Cl in chloride = 2

Atomic Radius (nm) = .111

Mass Number = 19

Melting Point (°C) = -220

Boiling Point (°C) = -188

# O in oxide = 0.5

# Cl in chloride = 1

Atomic Radius (nm) = .072

Mass Number = 20

Melting Point (°C) = -248

Boiling Point (°C) = -246

# O in oxide = n/a

# Cl in chloride = n/a

Atomic Radius (nm) = .160

Mass Number = 16

Melting Point (°C) = -218

Boiling Point (°C) = -183

# O in oxide = n/a

# Cl in chloride = 2

Atomic Radius (nm) = .066

Mass Number = 36

Melting Point (°C) = -101

Boiling Point (°C) = -35

# O in oxide = 0.5

# Cl in chloride = 1

Atomic Radius (nm) = .099

Mass Number = 7

Melting Point (°C) = 181

Boiling Point (°C) = 1327

# O in oxide = 0.5

# Cl in chloride = 1

Atomic Radius (nm) = .152

Mass Number = 40

Melting Point (°C) = -189

Boiling Point (°C) = -186

# O in oxide = n/a

# Cl in chloride = n/a

Atomic Radius (nm) = .191

Mass Number = 27

Melting Point (°C) = 660

Boiling Point (°C) = 2467

# O in oxide = 1.5

# Cl in chloride = 3

Atomic Radius (nm) = .143

Mass Number = 39

Melting Point (°C) = 64

Boiling Point (°C) = 774

# O in oxide = 0.5

# Cl in chloride = 1

Atomic Radius (nm) = .227

Mass Number = 23

Melting Point (°C) = 98

Boiling Point (°C) = 883

# O in oxide = 0.5

# Cl in chloride = 1

Atomic Radius (nm) = .192

Mass Number = 32

Melting Point (°C) = 113

Boiling Point (°C) = 445

# O in oxide = 3

# Cl in chloride = 2

Atomic Radius (nm) = .104

Mass Number = 4

Melting Point (°C) = -272

Boiling Point (°C) = -269

# O in oxide = n/a

# Cl in chloride = n/a

Atomic Radius (nm) = .122

Mass Number = 14

Melting Point (°C) = 210

Boiling Point (°C) = -196

# O in oxide = 2.5

# Cl in chloride = 3

Atomic Radius (nm) = .070

Mass Number = 11

Melting Point (°C) = 2079

Boiling Point (°C) = 3675

# O in oxide = 1.5

# Cl in chloride = 3

Atomic Radius (nm) = .083

Mass Number = 40

Melting Point (°C) = 839

Boiling Point (°C) = 1484

# O in oxide = 1

# Cl in chloride = 2

Atomic Radius (nm) = .197

Mass Number = 12

Melting Point (°C) = 3550

Boiling Point (°C) = 4827

# O in oxide = 2

# Cl in chloride = 4

Atomic Radius (nm) = .077

Mass Number = 28

Melting Point (°C) = 1410

Boiling Point (°C) = 2355

# O in oxide = 2

# Cl in chloride = 4

Atomic Radius (nm) = .117

Mass Number = 31

Melting Point (°C) = 44

Boiling Point (°C) = 280

# O in oxide = 2.5

# Cl in chloride = 3

Atomic Radius (nm) = .115

Mass Number = 1

Melting Point (°C) = -259

Boiling Point (°C) = -253

# O in oxide = 0.5

# Cl in chloride = 1

Atomic Radius (nm) = .053

Mass Number = 24

Melting Point (°C) = 649

Boiling Point (°C) = 1090

# O in oxide = 1

# Cl in chloride = 2

Atomic Radius (nm) = .160

Focus on the process of problem solving with your

students…they need to understand not only the facts,

but the reasoning behind them. Have them write their thoughts on paper and then

discuss them as a class.

An Examination of Elemental Properties

• Recall that elements are made up of only one type of atom; thus, all atoms of a given element have the same physical and chemical properties.

• Your teacher has provided you with a set of 20 element cards that describe some of these properties for 20 different elements.

• Let’s look at the element cards now...

Here’s how each Element Card is organized...

• Each card gives – the mass number– the measurements for

melting point, boiling point, and atomic radius

– the number of atoms of oxygen and chlorine that will combine with one atom of the element to make a compound.

Mass Number = ___

Melting Point (°C) = ___

Boiling Point (°C) = ___

# O in oxide = ___

# Cl in chloride = ___

Atomic Radius (nm) = ___

Cut your cards apart and then take some time to look over the properties of the elements. With your group, determine how you

feel they are best organized. • Be logical in your organization.

• Look for similarities among the elements.

• Look for patterns.

In your notebook…

• Describe how you chose to place the elements into groups.

• How did you place the groups in relation to one another?

• Within each group of elements, how did you decide to arrange the elements?

Compare your organization to others in your class.

• What were the similarities?

• What were the differences?

Discuss this with your classmates.

You have, in essence, created your own periodic table. Just as there are many versions of this table around your class, there

were many different versions that existed before our current

periodic table was adopted.

However, they all had a few things in common:

• They all attempted to organize the elements in a user-friendly fashion.

• They all grouped elements with similar characteristics together.

• They attempted to find patterns to place the elements in a logical way.

Compare and contrast your periodic table to the one

displayed in your classroom.