Electrons and the Periodic Table—A Unit of Study for Freshman ScienceMonica Mynk

Unit Standards at a Glance:ACADEMIC

EXPECTATIONSPROGRAM OF

STUDIESKY CORE CONTENT

OCCUPATIONAL STANDARDS

2.1 Scientific Ways of Thinking

Structure and Transformation

of Matter

SC-HS-1.1.1Periodic Table AC-001

2.2 Patterns and Predictions

SC-HS-1.1.4 Flow of

ElectronsEA-005

2.4 Scale and Models SC-HS-1.2.3

Electric Force

Unit Focus: Electrons and the Periodic Table

Estimated Time of Completion: 5-7 Days

Integration: Math, Social Studies

Connections to Previous Learning: Atomic Structure

Unit Organizer: Why is the periodic table similar to a piano, and how does this help you predict which chemicals are safe and which ones are harmful?

Critical Vocabulary: atomic radius, charge, conductor, electric force, electron, energy level, insulator, ion, metal, nonmetal

Essential Questions:1. How is the periodic table arranged

and why is this related to electrons?3. What is an ion and how do they

form?2. How can atoms in the periodic table

be grouped according to similar properties?

4. How do electrons move?

Kentucky Program of Studies

Structure and Transformation of MatterEnduring Knowledge

When elements are listed in order by their number of protons, the same sequence of properties appears over and over in the list. The structure of the periodic table repeats this sequence of properties, which is caused by the repeating patterns of outermost electrons.

Kentucky Core Content for Assessment

SC-HS-1.1.1 SC-HS-1.1.4 SC-HS-1.2.3DOK 2

Students will classify or make generalizations about elements from data or observed patterns in atomic structure and/or position on the periodic table. The periodic table is a consequence of the repeating patterns of outermost electrons.

Students will understand that in conducting materials, electrons flow easily; whereas in insulating materials, they hardly flow at all.

Students will understand that the electric force is a universal force that exists between any two charged objects. Opposite charges attract while like charges repel.

Connections to Literacy: Reading and research assignment on periodic table scientists; Writing assignment in culminating activity

Student Misconceptions:Source: http://amasci.com/miscon/opphys.html

1. Electrons that are lost by an atom are really lost (no conservation of mass)2. Positively charged objects have gained protons instead of losing electrons3. The electron shell is like an egg yolk shell, there to protect the nucleus4. The electron cloud is like a rain cloud with electron suspended like raindrops5. Atoms “own” their electrons and electrons know which atom they come from

Learning Targets:1. Students can identify negatively and positively charged ions and explain how they form.2. Students can use the periodic table to predict the properties of elements.3. Students can explain the placement of elements on the periodic table with respect to the

number of protons in the atom.

Table of Contents

Unit Outline...............................................................................................................4

Culminating Activity.................................................................................................5Rubric.............................................................................................................7

Mendeleev Lab...........................................................................................................8Rubric.............................................................................................................11

History of the Periodic Table Research Project.........................................................15Rubric.............................................................................................................15

Charges and Ions Class Practice................................................................................16Key.................................................................................................................17

Conductor and Insulator Lab.....................................................................................18Rubric.............................................................................................................22

Color the Periodic Table Activity..............................................................................23

Periodic Trends Lab...................................................................................................25Rubric.............................................................................................................28

Unit Assessment.........................................................................................................30Key.................................................................................................................32

Resources...................................................................................................................34

Unit Outline

Day Essential Question(s) Objective(s) Instructional Strategies Assignments

1

How is the periodic table arranged and

why is this related to electrons?

SC-HS-1.1.1 Arrangement of the Periodic Table Mendeleev Lab

2

How is the periodic table arranged and

why is this related to electrons?

SC-HS-1.1.1 History of the Periodic Table

History of the Periodic Table Research

Project

3

How do electrons move in the atom?What is an ion and how do they form?

SC-HS-1.1.4SC-HS-1.2.3 Charges and Ions Class Discussion

Class Practice

4

How can atoms in the periodic table be

grouped according to similar properties?

SC-HS-1.1.1 Groups and Families Color Periodic Table Activity

5

How can atoms in the periodic table be

grouped according to similar properties?

SC-HS-1.1.1 Groups and Families Groups and Families Lab

6 All Essential Questions

SC-HS-1.1.1SC-HS-1.1.4SC-HS-1.1.6

Culminating Assessment The Martian Periodic Table

7 All Essential Questions

SC-HS-1.1.1SC-HS-1.1.4SC-HS-1.1.6

Assessment Electrons and the Periodic Table Exam

Culminating Activity—The Martian Periodic Table

Task:

Students are members of a research team that has just been given a set of data for 30 new elements that were discovered on the planet Mars. They have access to melting points, boiling points, electronegativities, valence electrons, bonding properties, and energy levels. Unlike the planet Earth, where eight valence electrons represents a full shell, students will have to deduce what a full shell will be. They will arrange these elements according to their properties, design a visual model that can effectively be used to predict the discovery of future elements, and make a presentation defending their design to a board of scientists, and make a list of at least five elements which have yet to be discovered, predicting what their properties will be.

Groups:

Students will be divided into groups of three to five students, divided into the following roles:Phase One: Research and Data

Researchers: (need 2) Reads the “literature” documenting the discovery of the elements and searches for similar properties.Graphing Specialist: Plots the data from the elements and searches for graphical trends.

Phase Two: OrganizationAll students will make index cards for each element and then arrange them in a reasonable order by discussing evidence and comparing properties

Phase Three: Visual Product and PresentationDesign Power Point slideshow, poster, etc.—Student will put together a class presentation with visuals defending their periodic table designDesign Periodic Table—Students will draw or build a model of their periodic table design to be displayed in a science exhibit at the next World’s Fair

Self-Scoring Checklist:

_____Conclusions are based on data and evidence, not opinion

_____Demonstrates a relationship between the properties of elements and their placement

_____Utilizes visual aids to present their periodic table design to a panel of “scientists” made up of their peers

_____Develops a model representing the relationship between properties of the Martian elements

Martian Data

Culminating Activity Rubric

Martian Name Charge MP BP Electronegativity Energy Level

Valence Electrons spdf

Al Georgium 3 660 2450 1.5 3 3 pAr Hanagen 0 -189 -183 --- 3 7 pBa Roomium 2 714 1640 0.9 6 2 sBe Textium 2 1277 2970 1.5 2 2 sBr Dramagen -1 -7 58 2.5 4 6 pCa Artium 2 838 1440 1 4 2 sCl Skittium -1 -101 -35 3 3 6 pCs Mynkium 1 29 690 0.7 6 1 sF Romancium -1 -220 -188 4 2 6 p

Ga Bandium 3 30 2237 1.6 4 3 pH Frassium 1 -259 -253 2.1 1 1 s

He Chatogen 0 --- -260 --- 1 2 pI Mirrogen -1 114 183 2.5 5 6 pK Nubelium 1 64 760 0.8 4 1 sKr Parkium 0 -157 -152 --- 4 7 pLi Hallium 1 181 1330 1 2 1 sN Drawnium -3 -210 -196 3 2 4 p

Na Willisium 1 98 892 0.9 3 1 sNe Cappelagen 0 -249 -246 --- 2 7 pO Contrium -2 -219 -183 3.5 2 5 pP Powellium -3 44 280 2.1 3 4 p

Rn Boardium 0 -71 -62 --- 6 7 pSe Tudium -2 217 685 2.1 4 5 pSr Imagen 2 768 1380 1 5 2 s

Process Below Avg(1-5)

Satisfactory(6-8)

Excellent(9-10)

Has clear vision of final productProperly organized

Managed time wiselyAcquired needed knowledge base

Communicated efforts with teacher

Product Below Avg(1-5)

Satisfactory(6-8)

Excellent(9-10)

FormatMechanics of speaking/writing

Organization and StructureCreativity and OriginalityDemonstrates knowledge

Complete project

Presentation Below Avg(1-5)

Satisfactory(6-8)

Excellent(9-10)

Logical sequence of informationDemonstrates full knowledge and

appropriate elaborationUse of visuals to reinforce presentation

No graphical or spelling errorsClear voice, precise pronunciation

Appropriate gestures, body language, and posture

Mendeleev Game

OVERVIEW:

Each student is given a card with the properties of a unique element on it. Students must discuss and arrange themselves in order in a specific time period. Then, they have to write a rationale for their location, which will be compared to the periodic table.

STUDENT ROLES:One student is given the role of project manager in order to help keep students on task and moving. They will question students about their properties and help students who are in the wrong place move on. Two students will be assigned the role of “missing” elements—they will know who they are, all their properties the entire game, but the other students will have to try to place them by asking questions. All other students are given individual elements and expected to question each other about their properties. They will form groups and then try to make an overall arrangement.

GAME RULES:1. Students will be given 10 minutes to create the overall arrangement for each segment—it is

important that students remain on task and keep moving.2. Each student must ask at least three other students questions about their properties before

deciding where they belong in the arrangement.3. If the project manager asks a student to move to another place in the arrangement, the student has

to move unless they can justify their placement to the teacher using properties.4. Every student is accountable to write a rationale explaining why he or she belongs in their

placement in the arrangement.

PROCEDURE:1. Project manager will be given a list of all mystery elements and their properties, excluding

valence electrons, atomic masses and atomic numbers. All other students will be given an envelope with properties written on it.

2. Students will have 10 minutes to walk around the room asking each other questions and deciding where they belong.

3. The “missing” element students will assist the project manager in this part of the activity.4. When time is called, students have to “freeze” and write a rationale for their location to share

with the class. The project manager will call on students to explain their rationale, and they will ask students to move if they think they are misplaced.

5. Students will be given 10 minutes, they will get a second envelope with valence electrons for their element, and the groups will be asked to arrange themselves in some kind of order within their group.

6. The project manager will arrange the groups and attempt to place the missing elements by asking them questions about their properties.

7. When time is called, students again “freeze” and write their rationale. The project manager calls on students to explain their rationale and moves any students that seem out of place.

8. Students are given a final envelope with the atomic number and mass number of their element, and they can see how successful they were in the task.

Notes: If you have a class over 20, it is more effective to skip the transition metals and explain to students you are only using main-block elements. A follow up activity might be to ONLY use transition metals.

Mendeleev Lab Fact Sheet

Name: _____________________________ Date: _________ Period: ____

Mystery Element Number ______ Orbital ______

Melting Point ______ Boiling Point ______Valence Electrons ______ Density (at room temperature) ______

Atomic Size ______ Electronegativity ______

Ionization Energy ______ State of Matter (at room temp) ______

Atomic Number ______ Metal, Nonmetal or Semimetal ______

Mass Number ______

Instructions: 1. When you are given a clue, fill in the information on your fact sheet

and return the clue envelope to your teacher.2. After recording the information, mingle with other students and ask

them questions to find out if your mystery element has the same properties as theirs. If you find someone with similar properties, stay together and discuss how you may be arranged in the periodic table. Write your rationale in the space provided on the back of this paper.

3. The project manager has the right to move you at any time. If you feel you are in the right place, you must justify it with properties.

4. When the exercise is finished, write your prediction for the symbol of your mystery element in the correct location on the blank periodic table above.

Mendeleev Lab Rationale

After you have looked at the information given in each clue and decided where you belong (which elements you should be next to), write a rationale in the space provided below, explaining how you came to your decision. For example, “I belong next to mystery element number 4 because we have similar melting points.” Be advised that some properties are better to use than others!

Rationale One: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Rationale Two: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Rationale Three: _______________________________________________________________ _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Mendeleev Lab Data Sheet (see resources for references and additional info; see Culminating

assessment for electronegativities, etc.)

Mendeleev Lab Rubric

Process Below Avg(1-5)

Satisfactory(6-8)

Excellent(9-10)

Clearly understood and followed instructions

Filled out fact sheetManaged time wiselyCompleted rationales

Communicated with other studentsDetermined identity of mystery element

Determined placement of mystery element

Total Grade:

Teacher Comments:

Use websites such as http://www.matpack.de/Info/Nuclear/Elements/properties.html to look up the properties of about 35 elements on the periodic table. I use the ones listed above, but leave some of them out on purpose and give those cards to gifted students for differentiation. The project manager should be given all of the information and an explanation of how the periodic table is arranged prior to the lab so they can help get the students in order.

This activity is very effective to use BEFORE teaching students about the concepts of electronegativity, etc. and if you take it a step farther and plot the data, the lab itself can be used to teach those concepts. I also like to have students research the properties for homework and then have a class discussion the following day. Students will really get the picture of how the periodic trends are definite patterns in the table.

Another modification I have tried is to have students kneel, stand on their tiptoes, stand on chairs, etc, based on their atomic size when they make the final arrangement of the periodic table.

History of the Periodic Table Research ProjectTask: Students are given names of scientists related to the periodic table and discovery of elements to research and present to the class. Students must produce a visual for their presentation (power point, poster, brochure, etc.)

Groups: Students will be divided into groups of either two or three.Roles: Researchers, Presenters, Presentation Designers

Research TopicsRobert BoyleAntoine LavoisierDmitri MendeleevHenry MoseleyGlenn Seaborg1st Ten Elements Discovered: Copper, iron, lead, tin, gold, silver,

carbon, sulfur, mercury, arsenic

Research Requirements:

1. Presentation must be at least 3 minutes long, and no longer than 5 minutes

2. Students who research scientists must explain how their work relates to the arrangement of the elements on the periodic table.

3. Students who research elements must determine the date of discovery, who discovered the element, properties of the element, common uses of the element, and some examples of compounds containing the element

4. Students must include at least one visual aid, or a power point presentation with pictures

5. Research must be submitted in an appropriate written form—not just a list of handwritten notes

History of the Periodic Table Research Rubric

Process Below Avg(1-5)

Satisfactory(6-8)

Excellent(9-10)

Has clear vision of final productProperly organized

Managed time wiselyAcquired needed knowledge base

Communicated efforts with teacherProcess Total

Product Below Avg(1-5)

Satisfactory(6-8)

Excellent(9-10)

FormatMechanics of speaking/writing

Organization and StructureCreativity and OriginalityDemonstrates knowledge

Complete projectProduct Total

Presentation Below Avg(1-5)

Satisfactory(6-8)

Excellent(9-10)

Logical sequence of informationDemonstrates full knowledge and

appropriate elaborationUse of visuals to reinforce presentation

No graphical or spelling errorsClear voice, precise pronunciation

Appropriate gestures, body language, and posture

Presentation TotalOverall Total

Charges and Ions Practice

Name: _____________________________________ Date: ________________ Period: ______

For the following elements:

1. Tell whether electrons are lost or gained to form the ion, and how many electrons are exchanged during ionization.2. How many electrons would the atom have if it were neutral?3. How many electrons does the atom have now that it is charged?

Element Lost/Gained # Electrons Exchanged

# Electrons in a Neutral Atom

# Electrons in the Charged Atom

(Ion)

1. Li+1

2. F-1

3. Al+3

4. O-2

5. Be+2

Write the symbol, charge, and name of the following:

1. An element with 26 protons has lost three electrons ________ __________________

2. An element with 16 protons gained two electrons ________ __________________

3. An element with 3 protons has lost one electron ________ __________________

4. An element with 5 protons has lost three electrons ________ __________________

5. An element with 9 protons has gained one electron ________ __________________

Of the following: 19F-1 11B+3 7Li+1 16O-2 9Be+2 28Si-4

1. Which of the examples are cations?

2. Which of the examples are anions?

3. Which of the examples are metals?

4. Which of the examples are nonmetals?

5. Which of the examples are semimetals? Charges and Ions Practice Key

Name: _____________________________________ Date: ________________ Period: ______

For the following elements:

1. Tell whether electrons are lost or gained to form the ion, and how many electrons are exchanged during ionization.2. How many electrons would the atom have if it were neutral?3. How many electrons does the atom have now that it is charged?

Element Lost/Gained # Electrons Exchanged

# Electrons in a Neutral Atom

# Electrons in the Charged Atom

(Ion)

1. Li+1 Lost 1 3 2

2. F-1 Gained 1 9 10

3. Al+3 Lost 3 13 10

4. O-2 Gained 2 8 10

5. Be+2 Lost 2 4 2

Write the symbol, charge, and name of the following:

2. An element with 26 protons has lost three electrons ___Fe +3 _ __Iron ____

2. An element with 16 protons gained two electrons ___S -2 _ ___Sulfur _____

3. An element with 11 protons has lost one electron _Na +1 _ ___Sodium_________

4. An element with 5 protons has lost three electrons __B +3 _ _ __ Boron__________

5. An element with 17 protons gained one electron __Cl -1 _ ___Chlorine_________

Of the following: 19F-1 11B+3 7Li+1 16O-2 9Be+2 28Si-4

1. Which of the examples are cations? 11B+3 7Li+1 9Be+2

2. Which of the examples are anions? 19F-1 16O-2 28Si-4

3. Which of the examples are metals? 7Li+1 9Be+2

4. Which of the examples are nonmetals? 19F-1 16O-2

5. Which of the examples are semimetals? 11B+3 28Si-4Name_____________ From http://www.angelfire.com/scifi/dschlott/coninsulab.htmlDate______Period____

Conductor and Insulator Lab

Background Information:When electrons move from place to place, an electric current is created. Not all materials allow electrons to flow though them. Materials that allow electrons to flow freely are called conductors. Materials that do not allow electrons to flow freely are called insulators. In this investigation you will test some common materials and determine which are electrical conductors and which insulators.

Problem: Which materials are conductors and which are insulators?

Materials: 1.5V Dry Cell, 1.5V Lamp With Sockets, 3 Connecting Wires, Test Materials: Penny (Copper); Paper; Wax; Glass; Aluminum Foil; Plastic; Paper Clip; Wood; Rubber; Cloth; Pencil Lead (Carbon).

Procedure:

1. Set up a dry cell, lamp and connecting wires as shown in figure 1. Have your teacher check you setup before proceeding.Figure 1

2. Keep the ends of the two test wirs about 2cm apart. Bring the ends of the wires into contact with each of the test materials to be tested. Record your observations in the data table.

3. After you have tested all of the materials, disconnect the wires from the dry cell.

Observations:

Material Bright Dim No Light

Copper

Silver

Paper

Wax

Glass

Aluminum Foil

Plastic

Paper Clip

Wood

Rubber

Cloth

Carbon

Analyze Data:

1. Which of the materials you tested are good conductors of electricity?

2. Which of the materials you tested are insulators of electricity?

1. Are metals electrical conductors or insulators?

2. Are nonmetals electrical conductors or insulators?

3. What does this say about the particles of a conductor?

4. Why is most electrical wiring, such as the connecting wires used in the investigation made of copper?

Going Further Strip about 8cm of wood away from one side of a pencil to expose the lead core inside the pencil. Hold the two ends of your test wires as far apart as possible and touch them to the lead core. Slowly move the wires closer together and observe what happens to the lamp. Use what you have learned in this investigation to explain your observations.

Additional Conclusion Questions:

1. How does specific heat relate to conductors and insulators of electricity?2. Using the chart on page 641 in your text, What elements would make the best

conductors? Insulators?3. Why don't we use your answers to question 2?

Conductor and Insulator Rubric

Lab Participation Below Avg(1-5)

Satisfactory(6-8)

Excellent(9-10)

Managed time wisely

Followed safety rules

Followed instructions—both written and oral

Stayed with lab group

No horseplay or other discipline issues

Lab Participation Total

Lab Procedure Below Avg(1-5)

Satisfactory(6-8)

Excellent(9-10)

Pre-lab Question 1

Pre-lab Question 2

Pre-lab Question 3

Pre-lab Question 4

Students read procedure

Students listened to instructions

Students cleaned up after themselves

Students appropriately discarded waste

Data Table 1

Data Table 2

Data Table 3

Data Table 4

Analysis Question 1

Analysis Question 2

Analysis Question 3

Analysis Question 4

Conclusion Question 1

Conclusion Question 2

Lab Procedure Total

Total Lab Grade

Color the Periodic Table Activity

Name: ___________________________________ Date: ____________ Period: _____

Look up the following terms and use them to label a blank periodic table.

Actinides--

Alkali Metals--

Alkaline Earth Metals--

Halogens--

Inner Transition Metals--

Lanthanides--

Main Block Elements--

Metals--

Noble Gases--

Nonmetals--

Semimetals--

Transactinides--

Transition Metals--

Valence Electrons--Coloring the Periodic Table

Name: __________________________________ Date: _______ Period: ________

Label the following on the periodic table, or color-code and make a key.

Actinides, alkali metals, alkaline earth metals, groups, halogens, inner transition metals, lanthanides, main-block elements, metals, noble gases, nonmetals, periods, semimetals, transactinides, transition metals, valence electrons

Trends in the Alkaline Earth Metals

As you know, members of the same family in the Periodic Table have similar physical and chemical properties. In this lab, you will investigate some trends in physical properties of the alkaline earth metals.

Specifically, you will look at reactivity (how well a substance reacts with another substance), pH (the concentration of hydrogen ions; pH 1-6.9 is acidic, more H+, and pH 7.1-14 is basic, less H+), solubility (how well does a substance dissolve in another substance), and formation of an insoluble carbonate (i.e. sodium carbonate plus barium chloride yields barium carbonate, which is a white solid or precipitate.)

Note: Phenolphthalein is a base indicator—it turns pink in a basic solution.

Materials

Balance calcium turnings (Ca) saturated solutions of:

Test tubes (13) magnesium ribbon (Mg) calcium hydroxide(Ca(OH)2)

Test tube holder magnesium sulfate crystals magnesium hydroxide(Mg(OH)2)

Test tube rack calcium sulfate crystals barium hydroxide (Ba(OH)2)

Wood splints barium sulfate crystals 0.1 M aqueous solutions of

pH paper water (H2O) sodium carbonate (Na2CO3)

stirrer phenolphthalein solution magnesium chloride (MgCl2)

Bunsen burner 10.0 mL graduated cylinder calcium chloride (CaCl2)barium chloride (BaCl2)

Pre-lab

1. Read the introduction and procedure before you begin.2. Be prepared to answer Pre-lab questions before starting the experiment.3. Complete statement of purpose and hypothesis and design data table as required.

Procedure1. Put on your safety goggles.

Part A: Reactivity 2. Pour 5.00 mL water into a clean, dry test tube and place the tube in the rack. Drop one piece of calcium in the water. (CAUTION: Use test tube holders! The test tube will get

very hot.) To collect the gas being released, hold a clean dry test tube over the reactant tube so the two mouth of the two tubes are touching.

3. Test for hydrogen gas with a burning wood splint. Revisit this procedure in your lab safety notes if necessary.

4. Add 2 –3 drops of phenolphthalein to the contents of the test tube. Record your observations. Clean and dry the test tube before proceeding to step five.

5. Repeat step 2 using a piece of magnesium ribbon. If you observe no change, heat the water to boiling, using a test tube holder.

6. When the water starts boiling, turn off the burner and stand the tube in a test tube rack. Use a burning wood splint to test for the presence of hydrogen gas.

7. Add 2 – 3 drops of phenolphthalein to the test tube. Record your observations. Clean and dry the test tube before moving on to part B.

Part B: Solubility8. Measure 1.00 g samples of each of the following and place into separate, labeled test tubes: magnesium sulfate crystals, calcium sulfate crystals and barium sulfate crystals.9. Add 5.00 mL of water to each test tube. Using a stirring rod, mix the contents of each until you get as much of the solid as possible to dissolve. Rinse the rod before stirring each solution to avoid contamination. Record your observations.Part C: pH10. Obtain 5.00 mL samples of solutions of calcium hydroxide, magnesium hydroxide, and barium hydroxide. Test each solution with pH paper. Record the pH of each solution.Part D: Formation of an Insoluble Carbonate11. Stand three clean, dry test tubes on the rack. Add 5.00 mL of magnesium chloride solution to the first tube, 5.00 mL of calcium chloride to the second tube, and 5.00 mL of barium chloride solution to the third tube.12. Add 1.00 mL of sodium carbonate to each test tube and record your results.13. Follow teacher procedures to discard waste and clean all lab materials.

Prelab Questions1. Briefly state the purpose of this laboratory experiment. _____________________________________________________________________________

_____________________________________________________________________________

2. State three safety rules that apply to this lab.

_____________________________________________________________________________

_____________________________________________________________________________

3. What trends do you expect to find within the Alkaline Earth Metals? To what specifically can you attribute these trends?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

4. Define the following terms: reactivity, pH, solubility, precipitate.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

____________________________________________________________________________

Data and Observations

Part A: Reactivity

Element (solid)

Observations with water

Observations with phenolphthalein

Magnesium

Calcium

Part B: Solubility

Substance Observations

MgSO4

CaSO4

BaSO4

Part C: pH

Solution pH

Mg(OH)2

Ca(OH)2

Ba(OH)2

Part D: Formation of Carbonate

Substance + Sodium Carbonate Observations

MgCl2

CaCl2

BaCl2

Analysis

1. Describe the reactivity of the metals in the alkaline earth family in terms of their location in the group.

_____________________________________________________________________________

_____________________________________________________________________________

2. Describe the trend in the relative solubility of the alkaline earth compounds with sulfate.

_____________________________________________________________________________

_____________________________________________________________________________

3. Describe the trend in pH in the alkaline earth metals.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

4. Describe the trend in the relative solubility of the alkaline earth compounds formed with carbonate.

_____________________________________________________________________________

_____________________________________________________________________________

Conclusion1. Predict where strontium, Sr, would appear in the four trends studied._____________________________________________________________________________

_____________________________________________________________________________

2. Explain the trend in reactivity within the family. Consider valence number, size of atom and shielding effects.

_____________________________________________________________________________

_____________________________________________________________________________

Trends in the Alkaline Earth Metal Group Rubric

Lab Participation Below Avg(1-5)

Satisfactory(6-8)

Excellent(9-10)

Managed time wisely

Followed safety rules

Followed instructions—both written and oral

Stayed with lab group

No horseplay or other discipline issues

Lab Participation Total

Lab Procedure Below Avg(1-5)

Satisfactory(6-8)

Excellent(9-10)

Pre-lab Question 1

Pre-lab Question 2

Pre-lab Question 3

Pre-lab Question 4

Students read procedure

Students listened to instructions

Students cleaned up after themselves

Students appropriately discarded waste

Data Table 1

Data Table 2

Data Table 3

Data Table 4

Analysis Question 1

Analysis Question 2

Analysis Question 3

Analysis Question 4

Conclusion Question 1

Conclusion Question 2

Lab Procedure Total

Total Lab Grade

Teacher Reflection: Trends in the Alkaline Earth Metals Lab

This lab has been with me for about 8 years and is an adapted hodge podge of different labs I have found in textbooks and on the Internet. It is a pretty standard group 2 lab that is found in many textbook lab resources. Not too long ago I reworked it from an Internet site, It is very similar to a lab found at http://www2.asd.k12.ak.us/hauser/curriculum/html/Chemistry/Unit%201%20matter%20and%20change/labs/Alkaline_Earth_Metals_Lab_1.htm , and there may be other Internet sources that are more like it than this one.

Have students be cautious with the calcium because it will get hot. You may want to review appropriate procedures for heating a test tube, hydrogen wood splint test, and use of a Bunsen burner.

Assessment Questions made with Exam View Test Generator from Glencoe Physical Science w/Earth Science, KY Edition

**Note answers have correlation with core content strands; **Modified True/FalseIndicate whether the statement is true or false. If false, change the identified word or phrase to make the statement true.

____ 1. The chart showing the classifications of elements according to their properties and increasing atomic numbers is called the periodic table.

____ 2. Elements arranged in vertical columns in the periodic table are called periods.

____ 3. The region around the nucleus occupied by the electrons is called the negative zone.

____ 4. The maximum number of electrons in the second energy level of an atom is 4.

____ 5. Metals are good conductors of heat and electricity. _________________________

____ 6. The symbol for fluorine is Fe. _________________________

____ 7. A very stable electron arrangement in the outer energy level is characteristic of noble gases.

____ 8. One proton and one electron are added to each element as you go across the periodic table.

____ 9. Electron cloud models are used to show how electrons in the outer energy level are bonded when elements combine to form compounds.

____ 10. According to present atomic theory, the location of an electron in an atom cannot be pinpointed exactly.

Multiple ChoiceIdentify the choice that best completes the statement or answers the question.

____ 1. Each inner energy level of an atom has a maximum number of ____ it can hold.a. electrons c. quarksb. neutrons d. protons

____ 2. A chemical symbol represents the ____ of an element.a. name c. groupb. reaction d. structure

____ 3. Horizontal rows of the periodic table are called ____.a. clusters c. groupsb. families d. periods

____ 4. Elements that are gases, are brittle, and are poor conductors at room temperature are ____.a. metals c. metalloidsb. nonmetals d. isotopes

Short Answer

1. Explain why the noble gases are stable.

2. Explain why the periodic table is such a useful tool.

3. Describe where the electrons are in the atom, where they have the least energy, and where they have the most energy.

4. Give the period and group for each of the following elements: F, O, P, S.

5. What is the name of each of the following elements, and classify it as a metal, a nonmetal, or a metalloid: Na, Ba, Ca, La, Ti, Al, As, At, Ar.

6. How many groups and how many periods make up the periodic table?

7. Why was the periodic table so named?

8. Who developed the first periodic table?

Figure 17-1

9. Do the elements shown in Figure 17-1 belong to the same period or the same group?

10. Are the elements in Figure 17-1 metals or nonmetals?

11. Are the properties of the two elements in Figure 17-1 similar or quite different?

12. At room temperature, will the elements in Figure 17-1 be solids, liquids, or gases?

Electrons and the Periodic TableAnswers

MODIFIED TRUE/FALSE

1. ANS: T PTS:1 DIF: B OBJ: 3/1 STA: SC-HS-1.1.1

2. ANS: F, groups PTS:1 DIF: B OBJ: 2/1 STA: SC-HS-1.1.1

3. ANS: F, electron cloud PTS:1 DIF: B OBJ: 1/4 STA: SC-HS-1.1.2

4. ANS: F, 8 PTS:1 DIF: B OBJ: 3/2 STA: SC-HS-1.1.1

5. ANS: T PTS:1 DIF: B OBJ: 3/3 STA: SC-HS-1.1.4

6. ANS: F, iron PTS:1 DIF: B OBJ: 1/1 STA: SC-HS-1.1.1

7. ANS: T PTS:1 DIF: B OBJ: 3/2 STA: SC-HS-1.1.1

8. ANS: T PTS:1 DIF: B OBJ: 3/1 STA: SC-HS-1.1.1

9. ANS: F, dot diagrams PTS:1 DIF: B OBJ: 3/2 STA: SC-HS-1.1.1

10. ANS: T PTS:1 DIF: B OBJ: 1/4 STA: SC-HS-1.1.1

MULTIPLE CHOICE

1. ANS: A PTS:1 DIF: B OBJ: 1/4 STA: SC-HS-1.1.2

2. ANS: A PTS:1 DIF: B OBJ: 1/1 STA: SC-HS-1.1.1

3. ANS: D PTS:1 DIF: B OBJ: 3/1 STA: SC-HS-1.1.1

4. ANS: B PTS:1 DIF: B OBJ: 3/3 STA: SC-HS-1.1.2

SHORT ANSWER

1. ANS: Their outer energy levels are full. PTS:1 DIF:A OBJ: 1/4

2. ANS: It shows the relationship among the elements, and it can be used to predict similarities and differences among the elements.

PTS:1 DIF:A OBJ: 3/2 STA: SC-HS-1.1.13. ANS: Electrons go around the nucleus in a cloud. Energy is lowest close to the nucleus, and highest

away from the nucleus. PTS:1 DIF:A OBJ: 1/4 STA: SC-HS-1.1.1

4. ANS: F, period 2, Group 17; O, period 2, Group 16; P, period 3, Group 15; S, period 3, Group 16

PTS: 1 DIF: A OBJ: 3/2 STA: SC-HS-1.1.15. ANS: Na, sodium, metal; Ba, barium, metal; Ca, calcium, metal; La, lanthanum, metal; Ti, titanium,

metal; Al, aluminum, metal; As, arsenic, metalloid; At, astatine, metalloid; Ar, argon, nonmetal PTS: 1 DIF: A OBJ: 3/3 STA: SC-HS-1.1.1

6. ANS: 18 groups, 7 periods PTS: 1 DIF: A OBJ: 3/1 STA: SC-HS-1.1.1

7. ANS: Because it shows a repeating pattern. PTS: 1 DIF: B OBJ: 3/1 STA: SC-HS-1.1.1

8. ANS: Dimitri Mendeleev PTS: 1 DIF: B OBJ: 3/1 STA: SC-HS-1.1.1

9. ANS: same group PTS: 1 DIF: B OBJ: 3/2 STA: SC-HS-1.1.1

10. ANS: metals PTS: 1 DIF: B OBJ: 3/2 STA: SC-HS-1.1.1

11. ANS: similar PTS: 1 DIF: B OBJ: 3/2 STA: SC-HS-1.1.1

12. ANS: solids PTS: 1 DIF: B OBJ: 3/2 STA: SC-HS-1.1.1

Resources

Glencoe Physical Science w/Earth Science, KY Edition Examview Test Generator

Websites for element data for Mendeleev Lab http://dl.clackamas.edu/ch104-07/electron.htm for electronegativitieshttp://dl.clackamas.cc.or.us/ch104-07/atomic_size.htm for atomic sizehttp://dl.clackamas.cc.or.us/ch104-07/ionization_energy.htm for ionization energieshttp://www.chemguide.co.uk/atoms/properties/atomorbs.html for atomic orbitalshttp://www.chemicalelements.com/show/meltingpoint.html for melting pointshttp://www.chemicalelements.com/show/boilingpoint.html for boiling points

Research sites for History of the Periodic Tablehttp://chemistry.about.com/library/weekly/aa030303a.htm Discovery dates of elementshttp://www.chemicalelements.com/ Facts about elements