Chapter 5 The Periodic Law
Chapter Opener
__Chapter Overview, TE Review the objectives listed in the Student Edition.
Section 1 History of the Periodic Table
PACING: 90 minutes
PENNSYLVANIA ACADEMIC STANDARDS FOR SCIENCE AND TECHNOLOGY:
3.1. B.1 Distinguish between different types of models and modeling techniques and apply their appropriate
use in specific applications;
3.1. B.2 Examine the advantages of using models to demonstrate processes and outcomes;
3.1. C.1 Examine and describe recurring patterns that form the basis of biological classification, chemical
periodicity, geological order and astronomical order;
3.2. A.2 Know that science uses both direct and indirect observation means to study the world and the
universe;
3.2. A.3 Integrate new information into existing theories and explain implied results;
3.2. B.1 Describe materials using precise quantitative and qualitative skills based on observations;
3.2. B.2 Develop appropriate scientific experiments: raising questions, formulating hypotheses, testing,
controlled experiments, recognizing variables, manipulating variables, interpreting data, and producing
solutions;
3.2. B.3 Use process skills to make inferences and predictions using collected information and to
communicate, using space / time relationships, defining operationally;
3.2. C.2 Evaluate the appropriateness of questions;
3.2. C.4 Conduct a multiple step experiment;
3.2. C.5 Organize experimental information using a variety of analytic methods;
3.2. C.6 Judge the significance of experimental information in answering the question;
3.4. A.2 Explain the repeating pattern of chemical properties by using the repeating patterns of atomic
structure within the periodic table.
Objectives
1. Explain the roles of Mendeleev and Moseley in the development of the periodic table.
2. Describe the modern periodic table.
3. Explain how the periodic law can be used to predict the physical and chemical properties of
elements.
4. Describe how the elements belonging to a group of the periodic table are interrelated in terms
of atomic number.
FOCUS (5 minutes)
__Lesson Starter, TE Ask students what they already know about the periodic table.
MOTIVATE (10 minutes)
__Reading Skill Builder, Brainstorming, TE Students discuss examples of periodic
occurrences in order to relate them to the concept of periodic law.
TEACH (65 minutes)
__PowerPoint
__Visual Strategy, Figure 2, TE Ask students to compare Mendeleev’s periodic table with the
modern periodic table and explain how the two tables are arranged.
__Visual Strategy, Figure 3, TE Ask students to explain the meaning of unreactive.
__Application, TE The noble gases are used for lighted signs because of the light given off by
their excited electrons.
__QuickLab, Designing Your Own Periodic Table, SE Design a periodic table using
information similar to what was available to Mendeleev.
__Datasheet for In-Text Lab, QuickLab Designing Your Own Periodic Table, ANC Students
use the datasheet to complete the QuickLab.
__Chapter Lab, Inquiry Lab, The Mendeleev Lab of 1869, SE Determine the identity of
unknown elements by observing their properties and considering trends in the periodic table.
__Datasheet for In-Text Lab, The Mendeleev Lab of 1869, ANC Students use the datasheet to
complete the Chapter Lab.
CLOSE (10 minutes)
__Section Review, SE Students answer end-of-section vocabulary, key ideas, critical thinking,
and interpreting graphics questions.
OTHER RESOURCE OPTIONS
__Study Guide, Section Review
__Section Quiz
Section 2 Electron Configuration and the Periodic Table
PACING: 90 minutes
PENNSYLVANIA ACADEMIC STANDARDS FOR SCIENCE AND TECHNOLOGY:
3.1. C.1 Examine and describe recurring patterns that form the basis of biological classification, chemical
periodicity, geological order and astronomical order;
3.4. A.2 Explain the repeating pattern of chemical properties by using the repeating patterns of atomic
structure within the periodic table.
Objectives
1. Describe the relationship between electrons in sublevels and the length of each period of the
periodic table.
2. Locate and name the four blocks of the periodic table. Explain the reasons for these names.
3. Discuss the relationship between group configurations and group numbers.
4. Describe the locations in the periodic table and the general properties of the alkali metals, the
alkaline-earth metals, the halogens, and the noble gases.
FOCUS (5 minutes)
__ Lesson Starter, TE Discuss what information can be gathered about an element from its place
in the periodic table. Then have the students identify trends and list the characteristics shared
by elements in the same group of the periodic table.
MOTIVATE (10 minutes)
__Application TE Students should locate examples of metals, metalloids, nonmetals, and noble
gases in magazines.
TEACH (65 minutes)
__PowerPoint
__Table Strategy, Table 1, Relationship Between Period Length and Sublevels Being Filled
in the Periodic Table, TE Review the Aufbau principle concerning electron configurations.
__Discussion, TE Have students write electron configurations for magnesium, calcium, fluorine,
and chlorine; check their answers on the periodic table; and then make observations about
other elements from the same group, regarding electron configurations.
__Using the Handbook, TE Properties and uses of Group 1 and Group 2 elements are further
discussed in the Elements Handbook.
__Demonstration, Comparing Reactivities of Alkaline-Earth Metals, TE Demonstrate the
reactivities of magnesium and calcium.
__Sample Problem A, SE Demonstrate the relationship between the positions of elements in the
periodic table and their electron configurations
__Practice Problems A, SE Students relate the positions of elements in the periodic table to their
electron configurations.
__Using the Handbook, TE Properties and uses of transition metals are further discussed in the
Elements Handbook.
__Visual Strategy, Figure 10, TE Discuss how the transition elements fill s and p orbitals with
electrons at the same time and how this relates to oxidation states.
__Application, TE Jewelry is made from gold, silver, and platinum alloys because of the
softness of these metals.
__Careers in Chemistry, Materials Scientist, SE Materials scientists help determine what
materials should be used in products, based on desired properties. They also help to synthesize
new materials and to produce them efficiently.
__Sample Problem B, SE Demonstrate how to use electron configurations of elements to locate
those elements in the periodic table
__Practice Problems B, SE Students use electron configurations of elements to locate those
elements in the periodic table.
__Using the Handbook, TE Properties and uses of the elements in groups 13 through 17 are
discussed in the Elements Handbook. (ADVANCED STUDENTS)
__Table Strategy, Table 2, Relationships Among Group Numbers, Blocks, and Electron
Configurations, TE Explain the outer s and p electrons in p-block elements and what n
represents.
__Using the Handbook, TE The chemistry of semiconductors is discussed with Group 14 in the
Elements Handbook. (ADVANCED STUDENTS)
__Application, TE Discuss where students have heard the terms halogen and halite before.
__Sample Problem C, SE Demonstrate how to classify elements and write their electron
configurations based on their period and group.
__Practice Problems C, SE Students classify elements and write their electron configurations
based on their period and group.
__Sample Problem D, SE Demonstrate how to locate elements on the periodic table and predict
their properties based on their electron configurations.
__Practice Problems D, SE Students locate elements on the periodic table and predict their
properties based on their electron configurations.
__Math Tutor, Writing Electron Configurations, SE Write the electron configurations of
elements by filling the sublevels in order of increasing energy
__Microscale Experiment, Reactivity of Halide Ions, ANC (GENERAL)
CLOSE (10 minutes)
__Section Review
__Alternative Assessment, TE In groups, students should research six properties of an assigned
chemical family. (ADVANCED STUDENTS)
__Alternative Assessment, TE Students should research a category of materials (metals,
ceramics, polymers, semiconductors, composites) in order to discuss changes in this material’s
properties. (ADVANCED STUDENTS)
OTHER RESOURCE OPTIONS
__Study Guide, Section Review
__Section Quiz
__Additional Sample Problems, TE Demonstrate the relationship between the position of an
element in the periodic table and its electron configuration, how to use an element’s electron
configuration to locate it in the periodic table, how to classify an element and write its electron
configuration based on its period and group, and how to locate an element on the periodic
table and predict its properties based on its electron configurations.
__Additional Practice Problems, EXT Students can practice more problems that ask them to
relate positions of elements in the periodic table with electron configurations, to use the
electron configurations of elements to locate those elements in the periodic table, to classify
elements and write their electron configurations based on period and group, and to locate
elements on the periodic table and predict their properties based on their electron
configurations. (ADVANCED STUDENTS)
Section 3 Electron Configuration and Periodic Properties
PACING: 90 minutes
PENNSYLVANIA ACADEMIC STANDARDS FOR SCIENCE AND TECHNOLOGY:
3.1. C.1 Examine and describe recurring patterns that form the basis of biological classification, chemical
periodicity, geological order and astronomical order;
3.4. A.2 Explain the repeating pattern of chemical properties by using the repeating patterns of atomic
structure within the periodic table.
Objectives
1. Define atomic and ionic radii, ionization energy, electron affinity, and electronegativity.
2. Compare the periodic trends of atomic radii, ionization energy, and electronegativity, and
state the reasons for these variations.
3. Define valence electrons, and state how many are present in atoms of each main-group
element.
4. Compare the atomic radii, ionization energies, and electronegativities of the d-block elements
with those of the main-group elements.
FOCUS (10 minutes)
__ Lesson Starter, TE Discuss trends in everyday life and how trends can be observed in the
arrangement of elements in the periodic table.
TEACH (70 minutes)
__PowerPoint
__Visual Strategy, Figure 12, TE Point out why there is no firm agreement on exact values for
atomic radii.
__Using the Handbook, TE Summaries of group trends for groups 1 through 17 can be found in
the Elements Handbook. (ADVANCED STUDENTS)
__Sample Problem E, SE Demonstrate how to use periodic trends in atomic radius to predict
relative sizes of atoms.
__Practice Problems E, SE Students use periodic trends in atomic radius to predict relative sizes
of atoms.
__Visual Strategy, Figure 16, TE Remind students that the different line segments on the graph
represent different periods in the periodic table.
__Table Strategy, Table 3, Ionization Energies (in kJ/mol) for Elements of Periods 1–3, TE
Explain that a large amount of energy is required to ionize any atom or ion that has a noblegas configuration. (ADVANCED STUDENTS)
__Sample Problem F, SE Demonstrate how to use periodic trends in ionization energy to predict
an element’s location on the periodic table
__Practice Problems F, SE Students use periodic trends in ionization energy to predict an
element’s location on the periodic table.
__Visual Strategy, Figure 19, TE Have students compare atom and ion sizes for several
elements and look for trends. Point out the size difference between cations and anions.
__Table Strategy, Table 4, Valence Electrons in Main-Group Elements, TE Students should
focus on trends and relationships concerning reactivity, position in the periodic table, and
number of valence electrons.
__Visual Strategy, Figure 20, TE Students should compare Figure 20 with Figure 15 and
Figure 17 and note the trends they observe.
__Sample Problem G, SE Demonstrate how to use periodic trends to predict periodic properties
__Practice Problems G, SE Students use periodic trends to predict periodic properties.
__Microscale Experiment, Periodicity of Properties of Oxides
CLOSE (10 minutes)
__Section Review, SE Students answer end-of-section vocabulary, key ideas, critical thinking,
and interpreting graphics questions.
__Alternative Assessment, TE Students should compare the atomic radii, ionic energies, and
electronegativities of d- and f-block elements with main-group elements and note any trends.
OTHER RESOURCE OPTIONS
__Study Guide, Section Review
__Section Quiz
__Additional Sample Problems, TE Demonstrate how to use periodic trends in atomic radius to
predict relative sizes of atoms, locations of elements, and periodic properties.
__Additional Practice Problems, EXT Students can practice more problems that ask them to
use periodic trends to predict relative sizes of atoms, locations of elements, and periodic
properties.
__Cross-Disciplinary Connection, EXT Go to go.hrw.com for a full-length article on elements
and nutrition.
End of Chapter Review and Assessment
PACING: 45 minutes
__Chapter Review, SE Students answer questions organized by section and as a mixed review.
__Study Guide, Mixed Review
__Chapter Test A, The Periodic Law
OTHER RESOURCE OPTIONS
__Standardized Test Prep, SE Have students complete the standardized test prep to help them
prepare for standardized tests.
__Graphing Calculator, Graphing Periodic Trends, EXT Go to go.hrw.com for a graphing
calculator exercise that asks you to answer questions based on a graph of atomic radius versus
atomic number.
__SciLinks Visit www.scilinks.org, maintained by the National Science Teachers Association,
for information on The Periodic Table, Noble Gases, Halogens, and Alkali Metals.
__CNN Video, CNN Presents Science in the News: Chemistry Connections Segment 13,
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