Ms. Holm Science
Lesson 3 | Nonmetals and Metalloids
|Student Labs and Activities |Page |Appropriate For: |
|Launch Lab |44 |all students |
|Content Vocabulary |45 |all students |
|Lesson Outline |46 |all students |
|MiniLab |48 |all students |
|Content Practice A |49 |[pic] |
|Content Practice B |50 | [pic] |
|Language Arts Support |51 |all students |
|School to Home |53 |all students |
|Key Concept Builders |54 |[pic] |
|Enrichment |58 |all students |
|Challenge |59 | [pic] |
|Lab A |62 |[pic] |
|Lab B |65 | [pic] |
|Lab C |68 | [pic] |
|Chapter Key Concepts Builder |69 |[pic] |
|Assessment | | |
|Lesson Quiz A |60 |[pic] |
|Lesson Quiz B |61 | [pic] |
|Chapter Test A |70 |[pic] |
|Chapter Test B |73 | [pic] |
|Chapter Test C |76 | [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 43
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Launch Lab LESSON 3: 20 minutes
What are some properties of nonmetals?
You now know what the properties of metals are. What properties do nonmetals have?
Procedure
1. Read and complete a lab safety form.
2. Examine pieces of copper, carbon,
aluminum, and sulfur. Describe the
appearance of these elements in your
Science Journal.
3. Use a conductivity tester to check
how well these elements conduct
electricity. Record your observations.
4. Wrap each element sample in a paper
towel. Carefully hit the sample with
a hammer. Unwrap the towel and
observe the sample. Record your
observations.
Think About This
1. Locate these elements on the periodic table. From their locations, which elements are
metals? Which elements are nonmetals?
2. Key Concept Using your results, compare the properties of metals and
nonmetals.
3. Key Concept What property of a nonmetal makes it useful to insulate electrical
wires?
44 The Periodic Table
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Content Vocabulary LESSON 3
Nonmetals and Metalloids
Directions: Describe the difference between each pair of terms on the lines provided. You must include the terms
below in your response.
1. nonmetal, metalloid
2. halogen, noble gas
3. construct, semiconductor
The Periodic Table 45
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Lesson Outline LESSON 3
Nonmetals and Metalloids
A. The Elements of Life
1. Most of the mass of your body is composed of
elements.
2. The most common elements in your body are .
3. A(n) is an element that has no metallic properties.
B. How are nonmetals different from metals?
1. Many nonmetals are at room temperature.
2. The nonmetals that are solid at room temperature have
no .
3. Nonmetals are poor conductors and, therefore, they are
good .
4. In group 14, there is only one nonmetal—the element .
5. In group 15, there are two nonmetals— , which is a gas,
and , which is a solid.
6. In group, 16 there are three nonmetals—the gas and
the solids sulfur and selenium.
C. Group 17: The Halogens
1. The elements in group 17 of the periodic table are the .
2. Group 17 elements react with to form salts.
3. Because halogens react quickly with other elements, they occur naturally only
as .
4. In general, halogens are reactive as you move down the
group in the periodic table.
D. Group 18: The Noble Gases
1. The elements in group 18 of the periodic table are the .
2. The noble gases include helium, , argon, krypton,
xenon, and .
3. The noble gases react with other elements only under .
46 The Periodic Table
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Lesson Outline continued
4. The noble gases were not yet discovered when Mendeleev
his periodic table.
5. The most common element in the universe is .
6. Hydrogen is like a nonmetal because it is a(n) at room
temperature.
7. Liquid hydrogen is like a(n) because it conducts
electricity well.
E. Metalloids
1. The are elements that have physical and chemical
properties of metals and nonmetals.
2. Metalloids include boron, , germanium, arsenic,
, tellurium, polonium, and astatine.
3. At temperatures, semiconductors conduct electricity as
well as metals do; at temperatures, semiconductors do
not conduct electricity well.
4. Semiconductors are useful in computers, televisions, and other
devices.
5. The main metalloids used in microchips are and
germanium.
F. Metals, Nonmetals, and Metalloids
1. An element’s position on the tells a lot about the
element.
2. Understanding the of elements can help you decide
which element to use in a particular situation.
The Periodic Table 47
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MiniLab LESSON 3: 15 minutes
Which insulates better?
In this lab, you will compare how well a metal bowl and a nonmetal ball containing
a mixture of nonmetals conduct thermal energy.
Procedure
1. Read and complete a lab safety form.
2. Pour very warm water into a
pitcher.
3. Pour half of the warm water into a
metal bowl. In the Data and
Observations section below, describe
how the outside of the bowl feels.
4. Inflate a beach ball until it is one-
third full. Mold the partially filled
beach ball into the shape of a bowl.
Pour the remaining warm water into
your beach ball bowl. Feel the outside
of the bowl. Describe how it feels.
Data and Observations
Analyze and Conclude
1. Explain the difference in the outside temperatures of the two bowls.
2. Predict the results of putting ice in each of the bowls.
3. Key Concept Make a statement about how well a nonmetal conducts thermal
energy.
48 The Periodic Table
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Content Practice A LESSON 3
Nonmetals and Metalloids
Directions: Complete this chart by listing a fact or term next to each bullet.
The Periodic Table 49
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Content Practice B LESSON 3
Nonmetals and Metalloids
Directions: Complete the table below by writing the following information for these elements: radon, neon,
chlorine, tellurium, carbon, oxygen, phosphorus, bromine, germanium, and helium.
• Atomic number
• Symbol
• Element name
• State of matter at room temperature
• Nonmetal
• Metalloid
50 The Periodic Table
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Language Arts LESSON 3
Readers’ Theater
A Family Gathering
SETTING: Gathering of the Johnson, Kwan, and Ortiz families
CHARACTERS: Grandfather Ortiz, Lin Kwan, Teresa Ortiz, Gary Johnson
Grandfather Ortiz: Children, it’s so good to see you again. It’s nice to have a meal together
but I haven’t heard about school this year. Tell me, how do you like it so far?
Lin: It’s great! I’m trying out for the baseball team later this year.
Teresa: It’s OK, I guess. I’m not crazy about my history class, but English and math are
good.
Gary: I like most of my classes, but I’m kind of worried about science. I love studying about
the body, plants, and animals, but this year we have to learn about the periodic table. I took
one look at it in the back of my science book and thought I was looking at something in a
language that I don’t understand! How are you supposed to keep track of what’s a metal
and what’s a nonmetal?
Lin: I know what you mean. When Mr. Mendoza started talking about groups, periods, and
properties, he lost me.
Teresa: I understood those things, but all that talk about lanthanide and actinide, confused
me. I was completely mixed up when he finished with that.
Grandfather Ortiz: Children, slow down a minute. Let me try to help. Whenever I’m
confused about something, I try to think about it in terms of something I understand.
Lin, Teresa, and Gary: Like what?
Grandfather Ortiz: Think about it like this. Did you notice all the beautiful place cards on
the table today? Tell me, what was printed on them?
Gary: Our names. Mine said “Gary Johnson.”
Teresa: And mine said “Teresa Ortiz,” and Lin’s said “Lin Kwan.”
Grandfather Ortiz: That’s right. Your first names are different from each other and usually
from others in your family. First names usually don’t tell anything about your family as a
group. But your last name is your family name. Other family members also share the same
last name. These family members might share the same address, the same house, and
maybe even the same hair or eye color.
Lin: I get it! So in the periodic table, the periods or rows of the table are like our first
names. They don’t really have anything in common.
The Periodic Table 51
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Reader’s Theater continued
Teresa: And the groups, or columns of the table, are like our family names. The members
of a group share similar chemical and physical properties.
Gary: This is beginning to make sense. And I think I see how the lanthanide and actinide
series fit in. Just like there wasn’t room at the table for everyone to sit and we had to set up
some smaller tables, the lanthanide and actinide series are just sitting at the bottom of the
table to save space.
Grandfather Ortiz: That’s correct, Gary. The periodic table would be really wide if they put
rows six and seven where they belong. Let’s see if you can help each other with the three
regions of the periodic table. Teresa, you go first.
Teresa: OK. What region contains elements that have luster, are malleable, ductile, and are
good conductors of electricity?
Lin: I know. It’s the metals. They’re used to make things like aluminum foil, cars,
machinery, and jewelry. In the periodic table, they’re on the left side. Now it’s my turn to
ask a question. What region has elements that are brittle, have no luster, and aren’t very
good conductors of electricity?
Gary: That’s easy. Those are the nonmetals. They’re used to make plastics and lasers and are
in all plants and animals and even in the air we breathe. They’re on the right side of the
periodic table. Teresa, it’s your turn to answer. What region contains elements that have
properties of metals and nonmetals?
Grandfather Ortiz: Hold on there, Gary. First I want to ask you a question. Can you tell me
something about a special group of nonmetals, the noble gases?
Gary: Are they the kings and queens of the periodic table?
Lin: Very funny, Gary. The noble gases are gases that are stable, so they don’t exist naturally
in compounds. They’re elements like helium, xenon, and krypton.
Teresa: Hey you guys, it’s my turn. The answer to your question, Gary, is the metalloids.
They conduct electricity at high temperatures, but not at low temperatures. Where would
we be without a metalloid like silicon for our computer chips?
Gary: Thanks Señor Ortiz, this has really helped. I’m not worried about the periodic table
anymore.
Grandfather Ortiz: I think I hear the call for dessert. Is everyone ready?
Lin, Teresa, Gary: Let’s go!
52 The Periodic Table
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School to Home LESSON 3
Nonmetals and Metalloids
Directions: Use your textbook to answer each question.
1. Nonmetals are the elements on the periodic table that have no metallic
properties.
Many homebuilders use cellulose to insulate attics and walls. The insulation helps
homes stay cool in summer and warm in winter. Cellulose is a plant fiber largely made
of carbon. Based on the properties of cellulose, would you expect carbon to be a metal,
a nonmetal, or a metalloid? Why?
2. Groups 14, 15, and 16 on the periodic table contain metals, nonmetals, and
metalloids.
How are the elements in these groups alike? How are they different?
3. Electronics manufacturers use metalloids such as silicon in their products.
Why do you think manufacturers use metalloids instead of metals for some electronic
devices?
The Periodic Table 53
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Key Concept Builder LESSON 3
Nonmetals and Metalloids
Key Concept Where are nonmetals and metalloids on the periodic table?
Directions: Color the table as directed in item 1. Then answer each question on the lines provided.
1. Use three different colors of markers. Complete this table by shading metals one color,
metalloids a second color, and nonmetals a third color.
2. Where are nonmetals placed in relation to metalloids?
3. Where are metalloids placed in relation to metals?
4. What separates metals and nonmetals?
5. How many nonmetals are in the second period?
6. How many metalloids are in the third period?
7. How many metalloids are in the fifth period?
8. Which nonmetals are in Group 16?
9. Which metalloids are in Group 15?
10. Which nonmetal is in Group 14?
54 The Periodic Table
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Key Concept Builder LESSON 3
Nonmetals and Metalloids
Key Concept Where are nonmetals and metalloids on the periodic table?
Directions: Put a check mark in the space to indicate whether the element is a metalloid, nonmetal, halogen,
or noble gas. Then write the element’s group number.
The Periodic Table 55
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Key Concept Builder LESSON 3
Nonmetals and Metalloids
Key Concept What properties do nonmetals and metalloids have?
Directions: Write the term or phrase that correctly completes each sentence. Then list the state of matter of each
element at room temperature.
Directions: On each line, write the term that correctly completes each sentence.
10. Most of the compounds that make up organisms contain .
11. are nonmetals that react with metals to form salts.
12. have properties of metals and nonmetals.
56 The Periodic Table
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Key Concept Builder LESSON 3
Nonmetals and Metalloids
Key Concept What properties do nonmetals and metalloids have?
Directions: Complete this chart by listing a fact or term next to each bullet.
Directions: Answer each question on the lines provided.
1. Which element is the most common element in the universe?
2. How does the periodic table help you understand the properties of an element?
The Periodic Table 57
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Enrichment LESSON 3
Radon
You can’t see radon, and you can’t smell
it or taste it, but it is present in all areas of
the United States, as shown on the map.
Where is radon?
Radon is a gas produced by the
radioactive decay of the element radium.
Radioactive decay is a spontaneous process
in which an atom of one element decays or
breaks down to form another element by
losing atomic particles (protons, neutrons,
and electrons).
Radon is present throughout the United
States. It enters the air from the natural
radioactive breakdown of uranium in soil,
rock, and water.
Radon travels shorter distances in wet
soils than in dry soils before it decays. It
can get into any type of building—homes,
offices, and schools—and can produce high
indoor radon levels. The gas typically
moves through the ground to the air above
and into homes through cracks and other
holes in the foundations. The buildings
trap radon inside, where it can build up.
About one out of every 15 U.S. homes is
estimated to have elevated radon levels.
Why is radon a problem?
Levels of radioactivity are commonly
measured in picocuries (pCi), a unit of
measure named to honor Marie Curie, the
physicist who discovered radium. A 115 m2
house that has 4 pCi of radon per liter of
air (4 pCi/L) has about 2 million radon
atoms decaying in it every minute. The
Environmental Protection Agency (EPA)
estimates that high levels of radon cause
about 21,000 deaths per year.
The EPA recommends that
• all homes should be tested for radon
because it’s easy and inexpensive;
• homes should be treated if the radon
level is 4 pCi/L or higher;
• radon levels less than 4 pCi/L should
also be reduced, because they might
increase the risk of cancer.
Applying Critical-Thinking Skills
Directions: Respond to each statement.
1. Study the map. Identify the largest areas of low radon potential.
2. Hypothesize about why those areas have a low radon potential compared to the areas
of high potential.
3. Evaluate whether the third EPA recommendation is helpful, in light of the other two.
58 The Periodic Table
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Challenge LESSON 3
Radon Information Campaign
All citizens should know about the properties, effects, and incidence of radon and about
methods for detecting and protecting themselves from indoor radon.
Develop a plan for a three-year nationwide radon information campaign that will inform
citizens of the radon problem and how to alleviate it. Use reference materials such as U.S.
and state radon maps that are available from the U.S. Geological Survey and the EPA.
Include the following in your plan for the campaign:
• a list of information sources
• a project time line
• a description of the target populations for years 1, 2, and 3
• samples of informational materials to be developed
• what to tell the citizen populations
• how to reach citizens
• how to determine the success of the campaign
• a schedule of specific activities and action dates
The Periodic Table 59
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Lesson Quiz A LESSON 3
Nonmetals and Metalloids
Multiple Choice
Directions: On the line before each question or statement, write the letter of the correct answer.
1. The are elements that have no metallic properties.
A. metalloids
B. nonmetals
C. conductors
2. One physical property of nonmetals is that they are good
A. magnets.
B. insulators.
C. conductors.
3. Which groups on the periodic table contain metals, nonmetals, and metalloids?
A. 11 and 12
B. 14 and 15
C. 12 and 13
4. A metalloid has physical and chemical properties of
A. metals and nonmetals.
B. metals and noble gases.
C. halogens and noble gases.
5. , a semiconductor, stops electricity from flowing.
A. At low temperatures
B. At high temperatures
C. In the presence of a magnet
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. do not form natural compounds
7. nonmetal from group 14
8. reacts with a metal to form a salt
9. nonmetals in your body
10. semiconductors
A. halogen
B. noble gases
C. metalloids
D. oxygen and nitrogen
E. carbon
60 The Periodic Table
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Lesson Quiz B LESSON 3
Nonmetals and Metalloids
Completion
Directions: On each line, write the term that correctly completes each sentence.
1. An element that is not a good conductor, has a dull luster, and is not malleable
is probably a(n) .
2. A good is an element that provides protection from intense
thermal energy.
3. On the periodic table, groups 14 and 15 contain metals, nonmetals,
and .
4. The metalloid is used to make glass, medical tubing,
electronic devices, and semiconductors.
5. A metalloid acts like a metal at temperatures and a nonmetal
at temperatures.
6. A(n) can react with a metal and form a salt.
7. do not form natural compounds.
Short Answer
Directions: Respond to each statement on the lines provided.
8. Classify carbon as a metal, nonmetal, or metalloid. Then assess its significance for
living things.
9. Predict the effect of removing nonmetals such as nitrogen, hydrogen, and oxygen
from the human body.
10. Draw conclusions about why metalloids are useful for computers and other electronic
devices.
The Periodic Table 61
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Lab A 40 minutes
Alien Insect Periodic Table
The periodic table classifies elements according to their properties. In this lab, you will
model the procedure used to develop the periodic table. Your model will include developing
patterns using pictures of alien insects. You will then use your patterns to predict what
missing alien insects look like.
Question
How can I arrange objects into patterns by using their properties?
Materials
cards
Procedure
1. Obtain a set of alien insect pictures. Spread them out so you can see all of them.
Observe the pictures with a partner. Look for properties that you might use to
organize the pictures.
2. Make a list of properties you might use to group the alien insects. These are
properties that a number of insects have in common.
3. Make a list of properties you might use to sequence the insects. These properties
change from one insect to the next in some pattern.
4. With your partner, decide which pattern you will use to arrange the alien insects in
an organized rectangular block.
All the insects in a vertical column, or group, must be the same in some way.
They must also share some feature that changes regularly as you move down the
group.
All the aliens in a horizontal row, or period, must be the same in some way
and must also share some feature that changes regularly as you move across
the period.
62 The Periodic Table
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Lab A continued
5. Arrange your insects as you planned. Two insects are missing from your set. Leave
empty spaces in your rectangular block for these pictures.
When you have finished arranging your insects, have the teacher check your
pattern.
6. Write a description of the properties that you predict each missing alien insect will
have.
Then draw a picture of each missing insect.
The Periodic Table 63
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Lab A continued
Analyze and Conclude
7. Explain Could you have predicted the properties of
the missing insects without placing the others in a
pattern? Why or why not?
8. The Big Idea How is your arrangement similar to
the one developed by Mendeleev for elements?
How is it different?
9. Infer What properties can you use to predict the identity of one missing insect?
What do you not know about that insect?
Communicate Your Results
Create a slide show presentation that demonstrates, step by step, how you grouped and
sequenced your insects and predicted the properties of the missing insects. Show your
presentation to students in another class.
Lab Tips
• A property is any observable characteristic that you can use to distinguish between
objects.
• A pattern is a consistent plan or model used as a guide for understanding or predicting
something.
64 The Periodic Table
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Lab B 40 minutes
Alien Insect Periodic Table
The periodic table classifies elements according to their properties. In this lab, you will
model the procedure used to develop the periodic table. Your model will include developing
patterns using pictures of alien insects. You will then use your patterns to predict what
missing alien insects look like.
Question
How can I arrange objects into patterns by using their properties?
Materials
cards
Procedure
1. Obtain a set of alien insect pictures. Spread them out so you can see all of them.
Observe the pictures with a partner. Look for properties that you might use to organize
the pictures.
2. Make a list of properties you might use to group the alien insects. These properties are
those that a number of insects have in common.
3. Make a list of properties you might use to sequence the insects. These properties change
from one insect to the next in some pattern.
4. With your partner, decide what pattern you will use to arrange the alien insects in an
organized rectangular block. All the insects in a vertical column, or group, must be the
same in some way. They must also share some feature that changes regularly as you
move down the group. All the aliens in a horizontal row, or period, must be the same
in some way and must also share some feature that changes regularly as you move
across the period.
The Periodic Table 65
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Lab B continued
5. Arrange your insects as you planned. Two insects are missing from your set. Leave
empty spaces in your rectangular block for these pictures. When you have finished
arranging your insects, have the teacher check your pattern.
6. Write a description of the properties that you predict each missing alien insect will
have. Then draw a picture of each missing insect.
Analyze and Conclude
7. Explain Could you have predicted the properties of the missing insects without placing
the others in a pattern? Why or why not?
66 The Periodic Table
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Lab B continued
8. The Big Idea How is your arrangement similar to
the one developed by Mendeleev for elements? How is
it different?
9. Infer What properties can you use to predict the
identity of the missing insect? What do you not know
about that insect?
Communicate Your Results
Create a slide show presentation that demonstrates, step by step, how you grouped and
sequenced your insects and predicted the properties of the missing insects. Show your
presentation to students in another class.
Extension
How could you change the insects so that they better represent the properties of elements,
such as atomic mass?
Lab Tips
• A property is any observable characteristic that you can use to distinguish between objects.
• A pattern is a consistent plan or model used as a guide for understanding or predicting
something.
The Periodic Table 67
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Lab C
Periodic Table
Directions: Use the information and data from the Lab Alien Insect Periodic Table to perform this lab.
Create a periodic table using street names and home addresses. You can use a local map
or make up street names and addresses. How would you arrange your table? Would there
be room for additional information about each house in your table? What kinds of
information could you include in your table? Is this an effective way to portray geographic
information? Why or why not?
Please note that you must complete Lab B before beginning Lab C. Also, have your teacher
approve your design and safety procedures before beginning your experiment.
68 The Periodic Table
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Chapter Key Concepts Builder
The Periodic Table
End-of-Chapter Practice
Directions: Work with a small group to create a jigsaw puzzle of the periodic table. Here is what you will need to
do to complete this activity:
• As a group, decide what you will need to create your jigsaw puzzle.
• Then,
• Display your periodic table jigsaw puzzle for your classmates to solve.
The Periodic Table 69
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Chapter Test A
The Periodic Table
Multiple Choice
Directions: On the line before each question or statement, write the letter of the correct answer.
1. Elements on the periodic table are arranged in rows and columns according to
their
A. name.
B. weight.
C. properties.
2. Where are metals located on the periodic table?
A. in the middle
B. on the left side
C. on the right side
3. Which property increases and then decreases across a period of the periodic
table?
A. conductivity
B. atomic mass
C. melting point
4. All metals share properties that include luster, conductivity, malleability, and
A. color.
B. ductility.
C. hardness.
5. Which category of elements composes groups 1–12 on the periodic table?
A. metals
B. metalloids
C. nonmetals
6. Elements with properties of metals and nonmetals are
A. halogens
B. metalloids
C. noble gases
7. Which property do all metalloids share?
A. high luster
B. semiconductivity
C. low melting point
70 The Periodic Table
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Chapter Test A continued
Completion
Directions: On each line, write the term from the word bank that correctly completes each sentence. Each term is
used only once.
|alkali metals |alkaline earth metals |group |metals |period |
8. A column on the periodic table is a(n) .
9. A row on the periodic table is a(n) .
10. Group 1 metals that react quickly with other elements are .
11. Group 2 metals that are soft and silvery are .
12. About three-fourths of the elements on the periodic table are .
Interpreting a Table
Directions: Use the table to respond to each statement.
Periodic Table of the Elements
13. Identify the column labeled a. What are elements in that column called?
14. Explain what the elements in column a have in common.
The Periodic Table 71
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Chapter Test A continued
Short Answer
Directions: Respond to each statement on the lines provided.
15. Describe two types of patterns in the periodic table.
16. Define transition elements and noble gases using at least one property of each group.
Concept Application
Directions: Respond to each statement on the lines provided. Use complete sentences.
17. Write a paragraph that describes how a company that wants to develop a new material
for car engines might use the periodic table. You must include the terms below in your
response.
elements group period properties
72 The Periodic Table
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Chapter Test B
The Periodic Table
Completion
Directions: On each line, write the term from the word bank that correctly completes each sentence. Not all
terms are used.
|alkali metal |alkaline earth metal |ductility |
|group |metals |metalloid |
|noble gas |period |semiconductor |
1. A(n) sometimes conducts electricity like a metal and
sometimes blocks the flow of electricity like a nonmetal.
2. Elements in a(n) on the periodic table share similar
properties.
3. The properties of elements in a(n) on the periodic table
vary from left to right.
4. A group 1 element, such as potassium, is an example of
a(n) .
5. A group 2 element, such as beryllium, is an example of
a(n) .
6. One of the most abundant elements on Earth is the silicon.
7. All the elements on the left side of the periodic table are ,
except for hydrogen.
8. The ability for a metal to be pulled into thin wires is its .
Multiple Choice
Directions: On the line before each question, write the letter of the correct answer.
9. How are elements arranged on the periodic table?
A. in alphabetical order from top to bottom
B. in diagonal groups according to their size
C. in clusters according to their date of discovery
D. in rows and columns according to their properties
10. Which statement describes how melting point changes across a period on the
periodic table?
A. Melting point gradually increases.
B. Melting point gradually decreases.
C. Melting point increases and then decreases.
D. Melting point decreases and then increases.
The Periodic Table 73
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Chapter Test B continued
11. Where are the majority of the metals on the periodic table?
A. in groups 1–12
B. in groups 1–15
C. in groups 13–15
D. in groups 14–16
12. Which group of elements is between the metals and nonmetals?
A. halogens
B. metalloids
C. conductors
D. noble gases
Interpreting a Table
Directions: Use the table to respond to each statement.
Periodic Table of the Elements
13. Identify what elements in column a are called and explain what they have in
common.
14. Identify what elements in column b are called and explain what they have in
common.
74 The Periodic Table
Name Date Class
Chapter Test B continued
Short Answer
Directions: Respond to each statement on the lines provided.
15. Examine the element key below and explain what it tells you about the element.
Based on this key, what can you predict about the atomic mass and atomic number
of the element to its right on the periodic table?
16. Analyze the compound sodium chloride by describing the properties of its individual
elements.
Concept Application
Directions: Respond to each statement on the lines provided. Use complete sentences.
17. Construct a Venn diagram to illustrate the similarities and differences among metals,
nonmetals, and metalloids.
The Periodic Table 75
Name Date Class
Chapter Test C
The Periodic Table
Multiple Choice
Directions: On the line before each question, write the letter of the correct answer.
1. How does an element in row 3 of the periodic table differ from an element in
row 6?
A. The element in row 3 is always a gas.
B. The element in row 6 is always a gas.
C. The element in row 3 has more mass.
D. The element in row 6 has more mass.
2. Which property do all metals on the periodic table share?
A. They have the same melting point.
B. They are gases at room temperature.
C. They react strongly with other elements.
D. They conduct thermal energy and electricity.
3. How would an element on the left side of row 2 of the periodic table differ
from an element in the middle of the same row?
A. The element on the left would have less malleability.
B. The element on the left would have more atomic mass.
C. The element on the left would have no metallic properties.
D. The element on the left would have a lower melting point.
4. Which example illustrates the ductility of a metal?
A. a piece of silver pulled into a thin wire
B. a copper cable carrying an electric current
C. a chunk of gold hammered into a thin sheet
D. a mass of solid aluminum melting in a factory furnace
5. Where are metals on the periodic table?
A. only in periods 3 and 4
B. to the right of nonmetals
C. on the left side of the table
D. between metalloids and nonmetals
6. Which location on the periodic table contains only metalloids?
A. the area to the left of the metals
B. the area beneath metals and nonmetals
C. the area between metals and nonmetals
D. the area between the halogens and the noble gases
76 The Periodic Table
Name Date Class
Chapter Test C continued
Completion
Directions: On each line, write the term that correctly completes each sentence.
7. Metals at the top of group 2 have metallic properties than
those near the bottom.
8. The conductivity of a metal in any period will be than the
conductivity of the metal to the right of it.
9. Sodium and potassium are group 1 metals.
10. Beryllium and magnesium are group 2 metals.
11. Silicon, germanium, and boron are examples of .
Interpreting a Table
Directions: Use the table to respond to each statement.
Periodic Table of the Elements
12. Identify the term used to describe elements in column a and define that term.
13. Identify the term used to describe elements in column b and define that term.
The Periodic Table 77
Name Date Class
Chapter Test C continued
Short Answer
Directions: Respond to each statement on the lines provided.
14. Compose two rules that explain the way properties vary within groups and within
periods on the periodic table.
15. Look at period 4 of the periodic table. Iron is located to the right of chromium. Apply
the rules you composed in the previous question to determine which element would be
easier to flatten into thin sheets. Explain why.
16. Summarize the pattern in metal properties that occurs within groups and within
periods on the periodic table.
Concept Application
Directions: Respond to the statement on the lines provided. Use complete sentences.
17. Justify the classification of hydrogen as a nonmetal.
78 The Periodic Table
-----------------------
Groups 14–16
Property:
Use:
The
Periodic
Table
Nonmetals
Groups:
Properties:
Use:
Metalloids
Groups:
Properties:
Use:
Halogens
Group:
Property:
Use:
Noble Gases
Group:
Property:
Uses:
|Element |Metalloid |Nonmetal |Halogen |Noble Gas |Group |
|(F) Fluorine | | | | | |
|(Ge) Germanium | | | | | |
|(Xe) Xenon | | | | | |
|(O) Oxygen | | | | | |
|(Si) Silicon | | | | | |
|(Cl) Chlorine | | | | | |
|(Te) Tellurium | | | | | |
|(Rn) Radon | | | | | |
|(Sb) Antimony | | | | | |
|(P) Phosphorus | | | | | |
|(I) Iodine | | | | | |
|(Ne) Neon | | | | | |
|(As) Arsenic | | | | | |
|(Kr) Krypton | | | | | |
|(Br) Bromine | | | | | |
|(At) Astatine | | | | | |
|(N) Nitrogen | | | | | |
|(He) Helium | | | | | |
|(Po) Polonium | | | | | |
|(S) Sulfur | | | | | |
|(C) Carbon | | | | | |
|(Ar) Argon | | | | | |
|Properties |
|Nonmetals |Metalloids |
|1. Many are |4. Metalloids have |
|at room temperature. |and properties of |
|2. Solids at room temperature have no |metals and nonmetals. |
|. |5. They act as . |
|3. Nonmetals are | |
|conductors of electricity. | |
|Groups 14–16 |Halogens |Noble Gases |Groups 13–16 |
|6. |7. |8. |9. |
| | | | |
|Carbon: |Fluorine: |Helium: |Boron: |
| | | | |
|Nitrogen: | |Neon: |Silicon: |
| |Chlorine: | | |
|Phosphorus: | |Argon: |Germanium: |
| | | | |
|Oxygen: |Bromine: |Krypton: |Arsenic: |
| | | | |
|Sulfur: | |Xenon: |Antimony: |
| |Iodine: | | |
|Selenium: | |Radon: |Tellurium: |
| | | | |
| |Astatine: | |Polonium: |
| | | | |
| | | |Astatine: |
|Elements |Uses |What properties make this possible? |
|Nonmetals | | |
|Metalloids | | |
|What the puzzle needs to show: |Materials needed for the puzzle: |
|How difficult should the puzzle be (number of | |
|pieces)? | |
|Write the names of those who will do the |Decide on a due date for each responsibility. |
|following: |• Materials gathered by: |
|• Gather the materials: |• Design created by: |
|• Design the puzzle: |• Prototype made by: |
|• Make a prototype to adjust for any needed |• Puzzle made by: |
|changes: | |
|• Make the puzzle: | |
Your jigsaw puzzle should show the following:
• groups
• periods
• metals
• nonmetals (groups 14–16, halogens, noble gases)
• metalloids
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