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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] |

| | | |

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|[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

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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

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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

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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

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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

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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

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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

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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

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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

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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: 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

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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

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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

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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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