Transcript Table The Discussion

Science Module
th
8
Grade
TABLE THE
DISCUSSION
TAKS Objective 3
• The student will demonstrate an
understanding of the structures and
properties of matter.
TEKS Science Concepts
8.9
• The student knows that substances have
chemical and physical properties. The
student is expected to:
– (B) interpret information on the periodic table
to understand that physical properties are
used to group elements.
Learning Objectives
• 1. The student will be able to demonstrate how the
periodic table is arranged in order of increasing atomic
number.
• 2. The student will be able to explain how the periodic
table is arranged with respect to groups and periods.
• 3. The student will be able to identify the major sections
of the periodic table.
• 4. The student will be able to identify major groups
within the periodic table and their shared properties.
• 5. The student will be able to construct a box on the
periodic table and explain each piece of information
given in the box.
True or False
Groupings are clear cut
There are clear patterns within groups, but
no distinct divisions. Groups must be
looked at as a whole.
True or False
All elements in a group have
the same properties
Elements in the same group have
similar, but not identical,
properties
Teacher Background
GROUP 1
All the Group 1
elements are silverycolored metals. They
are soft, and can be
easily cut with a knife to
expose a shiny surface
which dulls on oxidation.
They are extremely
reactive.
GROUP 2
The Group 2 elements are all metals with a shiny,
silvery-white color. These elements are all found
in the Earth’s crust, but not in the elemental form
as they are so reactive. Instead, they are widely
distributed in rock structures. Magnesium is the
eighth most abundant element in the Earth’s
crust, and calcium is the fifth
GROUP 3-12
• TRANSITION METALS – These metals have a
moderate range of reactivity and a wide range of
properties. In general, they are shiny and good
conductors of heat and electricity. They also
have higher densities and melting points than
groups 1 & 2.
Lanthanides and Actinides
• These are also transition metals that were
taken out and placed at the bottom of the
table so the table wouldn’t be so wide. The
elements in each of these two periods
share many properties. The lanthanides
are shiny and reactive. The actinides are
all radioactive and are therefore unstable.
Elements 95 through 103 do not exist in
nature but have been manufactured in the
lab.
Group 13
BORON GROUP –
Contains one metalloid
and 4 metals. Reactive.
Aluminum is in this
group. Aluminum is also
the most abundant metal
in the earth’s crust.
Group 14
• CARBON
GROUP –
Contains one
nonmetal, two
metalloids, and
two metals.
Varied
reactivity.
Group 15
NITROGEN GROUP – Contains two
nonmetals, two metalloids, and one metal.
Varied reactivity.
Group 16
OXYGEN GROUP – Contains three
nonmetals, one metalloid, and one metal.
Reactive group.
Group 17
HALOGENS – All
nonmetals. Very
reactive. Poor
conductors of heat
and electricity.
Tend to form salts
with metals. Ex.
NaCl: sodium
chloride also
known as “table
salt”).
Group 18
Noble Gases – Unreactive
nonmetals. All are
colorless, odorless gases at
room temperature. All found
in earth’s atmosphere in
small amounts.
ENGAGE
• Show the following flash animation, while playing Tom
Lehrer’s element song.
www.privatehead.com/flash/elements.html
•
View the following website, which provides information
about the periodic table, including alternate styles of the
periodic table.
http://chemlab.pc.maricopa.edu/periodic/periodic.html
• The attached script – “The Perils of Discovery”- can be
used as a comical explanation of elemental discovery.
EXPLORE
• Element Name Game
– In this activity, students will use The Elements
worksheets, to answer the questions on
Name That Element.
EXPLAIN
• Color Coding the Periodic Table
– Students will read the information on the Student
Information Sheet in order to become familiar with the
organization of the Periodic Table. Students will then
use the Student Worksheet to color code their own
copy of the Periodic Table.
ELABORATE
• All in the Family
– In this activity, students will work in groups to
research certain groups of elements on the
Periodic Table.
– Students will use the Internet to research the
element groups and record their findings on
colored index cards.
– As a class, students will then assemble a
Periodic Table using their cards.
All in the Family
THE ELEMENT
(front of card)
All in the Family
Kingsize
Periodic Table
http://www.chemsoc.org/viselements/pages/pertable_fla.htm
ELABORATE
• Powers of Ten
http://micro.magnet.fsu.edu/primer/java/scienceoptiscu/powersof10
• To answer the question, “How is the Periodic
Table arranged?” the following website can be
used to show the different configurations of the
Periodic Table.
• Alternate Styles for the Periodic Table
• This can lead to a discussion as to why the
Modern Periodic Table is the most widely
accepted.
ELABORATE
• Periodic Table Computer Lab
http://www.learnalberta.ca/content/secs/html/matt
er_and_chemical_change/ChemistryPuzzle/in
dex.html
EVALUATE
• Family Ties
– After students have completed the elaboration
activities, give students a copy of the Family
Ties worksheet to complete.