Name_________________________________________________________Period #__________________
Discovering Patterns on the Periodic Table
1. Spread all of the cards out at your table; do not put them in any order. For 1 minute look for patterns in these
cards for arranging them in an 8x4 grid. Write your independent idea of one possible pattern you see for
arranging these cards into an 8x4 grid. (Do not collaborate with team members yet)
2. Now it is time to think interdependently. Each person in the group shares their thoughts for how to arrange
the cards. Record something that each person said which changed your thinking. Record who made each
comment.
Now, as a group working interdependently, arrange the cards into a feasible 8x4 grid where each
characteristic has a pattern in both the vertical and horizontal direction.
3. Write at least two vertical and horizontal patterns that you find in your arrangement of the cards.
4. Describe areas of the grid/characteristics where you feel your arrangement of cards lacks patterns. (Do not
answer nowhere – that is an incorrect answer!)
Do not go on to question 5 until you have a discussion with your teacher about your grid
arrangement.
5. Draw and Record all the patterns you see in the horizontal rows.
6. Draw and Record all the patterns you see in the vertical columns.
7. Look at the missing element; make general predictions (based on the cards surrounding it) as to the six
values/formulas that you think would be on the card
Name_________________________________________________________Period #__________________
8. Look at a periodic table. What is the name of the “missing element?”______________________9a. Look again at a periodic table. How is the periodic table organized; i.e. what determines the order of the
elements on the table? Make sure you look at atomic mass and consider this question –
9b. Why is K after Ar?
10a. Which element has 13 protons? __________________________________________
10b. Will it still be this element if you add one more proton?
Do not go on to question 11 until you call your teacher over to discuss your answers to
questions 5-10
The atomic number is the amount of protons and electrons an atom has, it is
found on a periodic table. A proton has a positive charge and an electron has a
negative charge, so an atom is always neutral. The inner most orbital can hold up
to 2 electrons, and the next two orbitals can hold up to 8 electrons. Magnesium
has an atomic number of 12; here is an example of its Bohr model.
12+
Remember a model is not always accurate. In reality, electrons do not
surround the protons in nice neat circular orbits. It is simply easier at this
point to represent the orbits this way. The area between the protons in the
nucleus and the electrons is mostly empty space. Also keep in mind there is
a huge difference in size and weight between a proton and an electron. If a
proton were a basketball, an electron would be a cake sprinkle.
11. Draw 2 Bohr models: one of sodium (Na) atom and one of a chlorine (Cl) atom.
12a. Should sodium or chlorine be bigger in size/have a larger atomic radius?
12b. Why?
13a. Consult with your cards. Which atom (Na or Cl) actually has the larger atomic radii?
13b. Why do you think this is? Look at your model and think about the role of opposite charges between
protons and electrons.
Call your teacher over, before you go on to question 14.
Name_________________________________________________________Period #__________________
14. Electronegativity is the ability of an atom to attract electrons. (The higher the electronegativity the more an
atom wants to attract an electron)
14a. Look at your cards, which atom, Na or Cl, has the higher electronegativity value?
14b. How do the differences in atomic radii explain the difference in electronegativity between
sodium and chlorine?
15. Ionization energy is the energy required to remove one of the outer most electron. (The higher the
ionization energy the more energy it takes to remove one electron from the outer orbital.)
15a. Which atom, Na or Cl, has the higher ionization value?
15b. Why would it take more energy to pull an electron off one atom compared to another? Link your answer
to 15b. with their electronegativity values.
16. The octet rule states that atoms tend to gain, lose or share electrons so they may have eight electrons in
their outer shell when they are bonding with other atoms. When an atom gains or losses an electron it becomes
an ion. An ion has either a positive or negative charge.
16a. Draw a Bohr model of a sodium ion and chlorine ion, so they have eight electrons in their outer shells.
(Remember that protons have a positive charge and electrons have a negative charge.)
16b. Use your drawing to explain why on your cards, Na has a + 1 charge and Cl has a -1 charge.
17. How does the ionization energy & electronegativity of Na support its ion having a +1 charge?
18. How does the ionization energy & electronegativity of Cl support its ion having a -1 charge?
19a . Find the charge for sulfur (S) and draw a Bohr model of a sulfur ion.
19b. How many total electrons does this S ion have?
19c. How many protons does this S ion have?
20. Explain how your model supports sulfur’s charge as an ion and how it supports the octet rule.