Ms. Holm Science - Home
Lesson 1 | Using the Periodic Table
|Student Labs and Activities |Page |Appropriate For: |
|Launch Lab |8 |all students |
|Content Vocabulary |9 |all students |
|Lesson Outline |10 |all students |
|MiniLab |12 |all students |
|Content Practice A |13 |[pic] |
|Content Practice B |14 | [pic] |
|Math Skills |15 |all students |
|School to Home |16 |all students |
|Key Concept Builders |17 |[pic] |
|Enrichment |21 |all students |
|Challenge |22 | [pic] |
|Skill Practice |23 |all students |
|Assessment | | |
|Lesson Quiz A |24 |[pic] |
|Lesson Quiz B |25 | [pic] |
| | | |
| | | |
|[pic] |Approaching Level |[pic] |On Level |[pic] |Beyond Level |[pic] |English-Language Learner |
Teacher evaluation will determine which activities to use or modify to meet any student’s proficiency level.
The Periodic Table 7
Name Date Class
Launch Lab LESSON 1: 15 minutes
How can objects be organized?
What would it be like to shop at a grocery store where all the products are mixed up on the
shelves? Maybe cereal is next to the dish soap and bread is next to the canned tomatoes. It
would take a long time to find the groceries that you needed. How does organizing objects
help you to find and use what you need?
Procedure
1. Read and complete a lab safety form.
2. Empty the interlocking plastic
bricks from the plastic bag onto
your desk and observe their properties.
Think about ways you might group
and sequence the bricks so they are
organized.
3. Organize the bricks according to your
plan.
4. Compare your pattern of organization
with those used by several other
students.
Data and Observations
Think About This
1. Describe the way you grouped your bricks. Why did you choose that way of grouping?
2. Describe how you sequenced the bricks.
3. Key Concept How does organizing things help you to use them more easily?
8 The Periodic Table
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Content Vocabulary LESSON 1
Using the Periodic Table
Directions: In this word search puzzle, find and circle the four terms listed below. Then write each term on the
line before its definition.
|group |metals |period |periodic table |
1. a column on the periodic table
2. a row on the periodic table
3. elements on the left side and middle of the periodic table
4. a chart of the elements arranged according to their properties
The Periodic Table 9
Name Date Class
Lesson Outline LESSON 1
Using the Periodic Table
A. What is the periodic table?
1. The is a chart of the elements arranged into rows and
columns according to their chemical and physical properties.
2. The table can be used to determine how all are related
to one another.
B. Developing a Periodic Table
1. In the mid-1800s, Russian chemist and teacher created
a table to help classify the elements by their properties.
a. He placed the elements in rows of increasing atomic .
b. The elements in the table showed repeating patterns;
is a word used to describe such patterns.
c. For example, Mendeleev noticed patterns in the of
elements, the temperature at which a solid changes to a liquid.
2. After arranging the known elements in a periodic table, Mendeleev noticed
large gaps between some elements. He predicted that scientists would find
to fit into these spaces. Mendeleev’s predictions
were .
3. In the early 1900s, Henry Moseley found that the problem with Mendeleev’s table
could be solved if the elements were arranged in rows
by .
4. The atomic number is the number of in the nucleus of
an atom of an element.
C. Today’s Periodic Table
1. You can identify the properties of an element by studying its
on the periodic table.
2. The shows the element’s name, atomic number,
chemical symbol, state of matter, and atomic mass.
3. A(n) is a column on the periodic table.
4. Elements in the same group have similar , which means
they react with other elements in similar ways.
5. The rows in the periodic table are called .
10 The Periodic Table
Name Date Class
Lesson Outline continued
6. As you read from left to right across the periodic table, atomic number
by one for each element.
7. Most of the elements in the periodic table are , which
are shiny and conduct thermal energy and electricity.
8. Most nonmetals are on the side of the periodic table;
these elements do not conduct thermal energy and electricity.
9. Between the metals and nonmetals on the periodic table are the
, which have properties of metals and nonmetals.
D. How Scientists Use the Periodic Table
1. Scientists use the periodic table to predict the of the
new elements they create.
2. Elements that are each other on the periodic table
share similar properties.
The Periodic Table 11
Name Date Class
MiniLab LESSON 1: 20 minutes
How does atom size change across a period?
One pattern seen on the periodic table is in the radius of different atoms. The figure in your
textbook shows how atomic radius is measured.
Procedure
1. Read and complete a lab safety form.
2. Using scissors and card stock
paper, cut seven 2-cm × 4-cm
rectangles. Using a marker, label each
rectangle with the atomic symbol of
each of the first seven elements in
period 2. Obtain the radius for each
atom from your teacher.
3. Using a ruler, cut plastic straws
to the same number of millimeters
as each atomic radius given in
picometers. For example, if the atomic
radius is 145 pm, cut a straw 145 mm
long.
4. Tape each of the labeled rectangles to
the top of its appropriate straw.
5. Insert the straws into modeling clay
according to increasing atomic number.
Data and Observations
Analyze and Conclude
1. Describe the pattern you see in your model.
2. Key Concept Predict the pattern of atomic radii of the elements in period 4.
12 The Periodic Table
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Content Practice A LESSON 1
Using the Periodic Table
Periodic Table of the Elements
Directions: Use the periodic table to complete the chart.
The Periodic Table 13
Name Date Class
Content Practice B LESSON 1
Using the Periodic Table
Directions: On each line, write the term or phrase that correctly completes each sentence.
1. The periodic table is a chart that uses and
to arrange elements according to their
and properties.
2. Russian chemist developed the periodic table by
organizing elements according to .
3. Mendeleev noticed that elements had repeating patterns, or
are , with properties such as melting
point, , and .
4. Moving from to , melting
points on the periodic table first and
then .
5. fixed problems that scientists discovered with Mendeleev’s
table by listing elements according to increasing .
6. The atomic number of an element is the number of in
the nucleus of each of the element’s .
7. Each element key on the periodic table has important information,
including , ,
, and .
8. Both and properties change as
you read across a period on the table.
9. Almost all elements in the periodic table are .
10. is/are on the left side of the periodic table,
is/are on the right side, except
for , and , which are between
metals and nonmetals.
11. New metals, like Bohrium, are , or made by people.
12. The periodic table can be used to understand and an
element’s .
14 The Periodic Table
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Math Skills LESSON 1
Use Geometry
The distance around a circle is the circumference (C). The distance across the circle through its
center is the diameter (d). Circumference divided by diameter equals π (pi), or approximately
3.14. This can be shown by the equation below, where C = circumference and d = diameter.
[pic]
The radius (r) is the distance from the center to any point on the circumference. So, the
diameter (d) is twice as long as the radius.
d = 2r
You can combine and rearrange these equations to get the following formulas.
[pic] [pic]
If an atom has a diameter of 395 pm (picometers), what is the circumference of the atom?
Step 1 Identify the known variable.
d = 395 pm
Step 2 Identify the equation needed to solve for the unknown variable.
C = d × π
Step 3 Substitute the known values to solve the equation.
C = 395 × 3.14
C = 1,240.3 pm
Practice
1. If an atom has a diameter of 395 pm,
what is its radius?
2. If an atom has a circumference of
227 pm, what is its diameter?
3. If an atom has a radius of 43 pm,
what is its circumference?
4. If an atom has a radius of 65 pm,
what is its circumference?
The Periodic Table 15
Name Date Class
School to Home LESSON 1
Using the Periodic Table
Directions: Use your textbook to answer each question or respond to each statement.
1. Dimitri Mendeleev wanted to organize the information about elements, so
he placed it in the original version of the periodic table. In the early 1900s,
Henry Moseley rearranged the information into the periodic table we
know today.
Compare Mendeleev’s and Moseley’s versions of the periodic table.
2. Mendeleev organized all the known elements in columns and rows based
on their physical and chemical properties.
Why did Mendeleev have gaps in his periodic table?
3. The rows of the periodic table are periods. The columns of the periodic
table are groups.
Which set of elements usually has more in common, periods or groups? Explain your
answer.
4. Scientists have added elements to the periodic table since Moseley reorganized
it. Some occur naturally on Earth, while others were created in laboratories.
How could the periodic table help scientists predict the properties of new elements that
might be added to it?
16 The Periodic Table
Name Date Class
Key Concept Builder LESSON 1
Using the Periodic Table
Key Concept How are elements arranged on the periodic table?
Directions: Use the clues and the terms listed below to complete the puzzle.
|atomic number |element key |hydrogen |
|melting point |metalloids |metals |
|nonmetals |periodic table |synthetic elements |
Clues
Across
3. between metals and nonmetals on the
periodic table
5. shows chemical symbol, atomic
number, and atomic mass
7. number of protons in the nucleus of
each of that element’s atoms
8. chart of elements arranged according
to their properties
9. latest elements added to the periodic table
Down
1. on the right side of the periodic table
2. increase, then decrease across a period
4. only nonmetal not located on left side
of the periodic table
6. on the left side and in the middle of
the periodic table
The Periodic Table 17
Name Date Class
Key Concept Builder LESSON 1
Using the Periodic Table
Key Concept How are elements arranged on the periodic table?
Directions: Use the table to answer each question or respond to each statement.
Periodic Table of the Elements
1. What is used to create the sequential order of elements?
2. Where are metals on the table?
3. Where are nonmetals on the table?
4. What are between metals and nonmetals on the table?
5. What increases as you read left to right across each period?
6. What is true about elements in the same group?
7. What is true about the characteristics of elements in a period from left to right
on the periodic table?
18 The Periodic Table
Name Date Class
Key Concept Builder LESSON 1
Using the Periodic Table
Key Concept What can you learn about elements from the periodic table?
Directions: On the line before each definition, write the letter of the term that matches it correctly.
| 1. used to arrange elements sequentially |A. state of matter |
|2. a chemical abbreviation |B. columns |
|3. how the element is at room temperature |C. element key |
|4. hydrogen at room temperature |D. gas |
|5. calcium at room temperature |E. groups |
|6. what is true of technetium |F. periods |
|7. rows |G. solid |
|8. columns |H. synthetic |
|9. where information about each element is located |I. symbol |
The Periodic Table 19
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Key Concept Builder LESSON 1
Using the Periodic Table
Key Concept What can you learn about elements from the periodic table?
Directions: Use the diagram to answer each question or respond to each statement.
1. Add four colors to the key to show metals, metalloids, nonmetals, and recently
discovered elements.
2. Use the colors to correctly categorize the elements on the periodic table.
3. What can you learn about metals from the periodic table?
4. What can you learn about nonmetals from the periodic table?
20 The Periodic Table
Name Date Class
Enrichment LESSON 1
Dimitri Mendeleev: A Giant in the History of Science
Dimitri Mendeleev was born in Siberia
in 1834, the youngest of 14 children. By
the time he was 14, Dimitri was showing
exceptional comprehension of complex
topics, and his mother was saving money
for him to attend the university. Although
Russia was in a period of political unrest,
Dimitri’s mother took Dimitri and his
sister Elizabeth to Moscow and then
St. Petersburg. There Dimitri was admitted
to the university on a full scholarship.
Mendeleev graduated first in his class
at the university. Because he was ill with
tuberculosis, he moved to a better climate
near the Black Sea. By 1856, he had
recovered his health and returned to
St. Petersburg, where he began his career
of teaching and research. In addition to
expansive research that was beneficial to
the Russian people, Mendeleev used his
growing prestige and power to speak out
against the political repression and turmoil
that he had witnessed in his country since
he was a child.
The Periodic Table
In expressing his views on science and
society, Mendeleev said, “It is the function
of science to discover the existence of a
general reign of order in nature and to find
the causes governing this order. And this
refers in equal measure to the relations of
man—social and political—and to the
entire universe as a whole.” Those thoughts
of order led him to the discovery of the
periodic law, and the development of the
periodic table.
Mendeleev spent more than 13 years of
his life collecting data and working out the
concept of an orderly classification of the
elements. He was 35 years old when his
initial paper, including the chart shown
here, was presented to the Russian
Chemical Society in 1869.
Applying Critical-Thinking Skills
Directions: Respond to each statement.
1. In Mendeleev’s 1869 chart above, notations that have question marks but no
chemical symbol contain his predicted atomic weights for elements not yet discovered.
Identify the elements in the following notations that have since been discovered:
? = 45 and ? = 70.
2. Question marks next to symbol-and-weight pairs on the chart indicate weights that
Mendeleev questioned. Refer to the chart in use today. Judge whether he was right or
wrong to question gold (Au) and bismuth (Bi).
The Periodic Table 21
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Challenge LESSON 1
Periodic Table of Ordinary Objects
Mendeleev developed the periodic table as a tool for organizing naturally occurring earth
elements. In addition to providing information about the elements, the table was used to
predict atom types that were missing from the table.
Using drawings, clip art, photos, or illustrations from published materials, construct
a table of a set of 20 common items, such as cookware, tools, seashells, coins, or buttons.
Represent value units in horizontal rows and property descriptions in vertical columns.
For example, put cookware sizes, such as 6 inch, 8 inch, 10 inch, and 12 inch, in horizontal
rows, and materials, such as cast iron, stainless steel, enamel, glass, and ceramic, in vertical
columns. Some examples of possible organizational schemes for your table would be size
versus material (cookware), size versus type (tools), size versus design (seashells), value
versus year (coins), and size versus color (buttons).
Leave six of the cells in your table empty and number them 1 through 6. Exchange your
table for one that was constructed by another student. For the table that you receive,
determine which items belong in the empty spaces and explain why.
Directions: Respond to each statement on the lines provided.
1. Determine which item belongs in each empty numbered space on the chart.
2. Explain the basis for each of your predictions.
22 The Periodic Table
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Skill Practice Identify Patterns LESSON 1: 25 minutes
How is the periodic table arranged?
What would happen if schools did not assign students to grades or classes? How would you
know where to go on the first day of school? What if your home did not have an address?
How could you tell someone where you live? Life becomes easier with organization. The
following activity will help you discover how elements are organized on the periodic table.
Materials
20 cards
Learn It
Patterns help you make sense of the world around you. The days of the week follow a
pattern, as do the months of the year. Identifying a pattern involves organizing things
into similar groups and then sequencing the things in the same way in each group.
Try It
1. Obtain cards from your teacher. Turn the cards over so the sides with numbers are
facing up.
2. Separate the cards into three or more piles. All of the cards in a pile should have a
characteristic in common.
3. Organize each pile into a pattern. Use all of the cards.
4. Lay out the cards into rows and columns based on their characteristics and patterns.
Apply It
5. Describe the patterns you used to organize your cards. Do other patterns exist in your
arrangement?
6. Are there gaps in your arrangement? Can you describe what a card in one of those gaps
would look like?
7. Key Concept What characteristics of elements might you use to organize them
in a similar pattern?
The Periodic Table 23
Name Date Class
Lesson Quiz A LESSON 1
Using the Periodic Table
Multiple Choice
Directions: On the line before each question or statement, write the letter of the correct answer.
1. How are the elements arranged on the periodic table?
A. in rows and columns alphabetically
B. in one long row according to atomic mass
C. in rows and columns according to their properties
2. Where are metalloids on the periodic table?
A. on the left in the table
B. in two rows at the bottom
C. between metals and nonmetals
3. The first periodic table arranged elements in order of
A. increasing atomic mass.
B. decreasing atomic mass.
C. increasing atomic number.
4. On most periodic tables, an element’s key includes the element’s chemical
symbol, atomic number, and
A. density.
B. atomic mass.
C. boiling point.
5. Where are metals on the periodic table?
A. on the bottom and on the top
B. on the left side and in the middle
C. on the right side and in the middle
Matching
Directions: On the line before each definition, write the letter of the term that matches it correctly. Each term is
used only once.
| 6. arranged the elements according to increasing |A. Henry Moseley |
|atomic mass |B. nonmetals |
|7. a row on the periodic table |C. group |
|8. a column on the periodic table |D. Dimitri Mendeleev |
|9. located on the right side of the periodic table |E. period |
|10. arranged the elements according to increasing | |
|atomic number | |
24 The Periodic Table
Name Date Class
Lesson Quiz B LESSON 1
Using the Periodic Table
Completion
Directions: On each line, write the term that correctly completes each sentence.
1. On the periodic table, elements are arranged in rows and columns according to
their .
2. The elements that appear between metals and nonmetals on the periodic table
are .
3. The first periodic table arranged elements in order of
increasing .
4. The element key lists an element’s atomic number, atomic mass,
and .
5. The elements on the left side and middle of the periodic table
are .
Short Answer
Directions: Answer each question or respond to each statement on the lines provided.
6. Differentiate between Mendeleev’s periodic table and the later version developed
by Moseley.
7. Contrast the properties of metals and nonmetals.
8. Explain what you can infer about the properties of elements in the same group in the
periodic table. What can be inferred about elements in the same period?
The Periodic Table 25
-----------------------
|Element |What is the |Is it a metal, |What state of |Where is it? |
| |atomic number? |nonmetal, or |matter is it in? | |
| | |metalloid? | | |
|Carbon (C) | | | |Period: |
| | | | |Group: |
|Platinum (Pt) | | | |Period: |
| | | | |Group: |
|Iron (Fe) | | | |Period: |
| | | | |Group: |
|Hydrogen (H) | | | |Period: |
| | | | |Group: |
|Cobalt (Co) | | | |Period: |
| | | | |Group: |
|Arsenic (As) | | | |Period: |
| | | | |Group: |
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