Chemical Sciences
The Periodic Table
Year 10
Chemical sciences: The atomic structure and properties of elements are used to organise them in the Periodic
Table (ACSSU186)
Science as Human Endeavour
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Scientific models, theories, processes, applications (ACSHE191). Technological advances through science (ACSHE192)
Use of science in improving people’s lives, generating new careers, and meeting societal needs. (ACSHE195)
Use science to evaluate claims or predictions (ACSHE194)
Values of society influence research (ACSHE230)
Scientific Inquiry Processes
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Formulate questions or hypotheses to investigate. (ACSIS198)
Test hypotheses using prior observations, scientific knowledge, primary and secondary sources (ACSIS209)
Plan, select and use appropriate investigation methods e.g. field and laboratory work. (ACSIS199)
Select and use appropriate equipment, to systematically collect and record data (ACSIS200)
Analyse patterns and trends in processing data e.g. relationships between variables (ACSIS203)
Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS204)
Evaluate conclusions, including possible alternative explanations. (ACSIS205)
Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems (ACSIS206)
 Communicate scientific ideas and information, including using appropriate scientific language. (ACSIS208)
Knowledge and Understandings
The Periodic Table
The Periodic Table arranges all of the known
elements into seven rows called Periods. The
Period that an atom appears in the Periodic
Table tell you which is the highest occupied
electron shell. For example, Calcium has its
last two electrons in the 4th electron shell to it
appears in the 4th Period.
The columns of the Periodic Table are known
as Groups and are numbered with roman
numerals. The elements in each Group are
sometimes referred to as a Family of Elements
because they share similar chemical
properties. This is because they have the same
number of electrons in their outer most shell.
The transition elements appear in between
Groups II and III. This is because the 3rd and 4th
shells have two stable electron configurations.
The third electron shell is stable when it has 8
or 18 electrons so argon with the electron
configuration 2,8,8 is chemically inert even
though the 3rd electron shell can hold up to 10
more electrons.
Once, the third shell has 8 electrons, the next
two electrons go into the 4th shell so the
electron configuration for potassium is 2,8,8,1
and for calcium it’s 2,8,8,2.
However, additional electrons go back into the
3rd shell until it is filled before any more
electrons can go into the 4th shell. So scandium
Learning Process
The Periodic Table
Purpose: Students understand that the Periodic Table tells
us about the structure and some of the properties of the
atoms.
Inform – Motivate – Recall: Revise the structure of an atom
with an emphasis on the electron shells and how many
electrons are needed in each shell for a ‘stable’ configuration.
Review what is meant by a stable configuration.
Examine the periodic table and discussed how it is laid out.
Full Sized Periodic Table What can you tell about the structure
of an atom from its position in the Periodic Table? What does
the Group number tell you? What does the Period tell you?
Spend some time looking at transition elements. What are
they? What are their properties? Where do they appear in the
Periodic Table? Why?
Look at a periodic table that shows metals, metalloids and
non-metals. Discuss what trends you see across and down the
Periodic Table.
Elements, Atoms and the Periodic Table
Activity: Students examine common atoms, the periodic table
and atomic structure. They identify the structural features of an
atom, read the periodic table of elements and calculate the
atomic weight of an atom, given its atomic number.
Apply – Use – Research: Divide the class into 8 groups.
Each group is to produce a poster and/or presentation to the
class about the family of elements in one of the Groups of the
Periodic Table. What are they? What are their properties?
How are they used? In which ways are they similar/different?
© Education Research Solutions T: 1300 669 810 E: contactus@educationresearch.com.au W: www.educationresearch.com.au
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has the configuration 2,8,9,2 and zinc has the
electron configuration 2,8,18,2.
Trends in the Periodic Table
The elements are ordered according to atomic
number so will become heavier from left to right
and from top to bottom.
The size of the atoms increases as you go
down the periodic table but actually reduces as
you go from left to right. This is because the
greater positive charge on the nucleus draws
the electrons in the outermost electron shell in
more tightly.
Experiment – Investigate: Either using a class
demonstration or videos from YouTube (e.g. Prof Bob Burk’s
Demo) investigate how sodium and potassium react with
water. Which reacts more? Is it higher or lower in the Periodic
Table?
See if this trend holds for Group II by examining the reactions
of magnesium metal and calcium metal with distilled water and
looking for the production of hydrogen bubbles. The
magnesium should be cleaned and my need to be heated.
Was the trend the same? How did the reactions compare
between Group I and Group II for elements on the same
Period?
Elements in the Periodic Table become more
metallic as you move from right to left and from
top to bottom.
To avoid misconceptions, you should point out that the trend is
actually reversed for non-metals i.e. the reactivity of Group VII
elements increases as you go up the Periodic table.
Metals become more reactive as you go down
the Periodic Table. This is because metals
react by losing their outermost electrons and
the metals with electrons further from the
nucleus lose them more easily.
Evaluate – Generalize – Create: Have students prepare a
written report/essay on the historical development of the
periodic table.
Non-metals become more reactive as you go
up the Periodic Table. This is because nonmetals react by gaining/stealing electrons. The
smaller atoms are more effective at doing this
because the positive nucleus is more exposed.
Discuss the position of hydrogen and helium in the Periodic
Table. Why could hydrogen be in Group I or Group VII? How
are it’s chemical properties similar to Group I elements and
how are they similar to Group VII.
Similarly, helium could be in Group II or Group VIII. Propose
why it is more commonly placed in Group VIII.
Assessment:
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Perform a group presentation on one of the Families of Elements in the Periodic Table
Investigate the trends in the Periodic Table regarding chemical reactivity in metals.
Write an essay on the development of the Periodic Table.
Standards
http://www.australiancurriculum.edu.au/Science/Curriculum/F-10?y=10&s=SU&s=HE&s=IS&layout=1
Teacher Resources IWB T
How Atoms Work: Lesson Plan: Students explore the concept of atoms and how they combine to form molecules
and compounds. In pairs, they read an article on how atoms work and discuss the main points. They draw atoms
and write a paragraph about their elements.
Atomic Structure: The Heart of Matter: Lesson Plan: Students study the particles of which atoms are made. They
define the electron, proton, and neutron and their attributes.
Atomic Musical Chairs: Lesson Plan and Activities: Students identify the parts of an atom. They calculate atomic
number, atomic mass and the number of protons, electrons, and neutrons. They also examine the difference
between ions and isotopes.
Student Resources IWB S
The Structure Of The Periodic Table
Atomic Structure & Ionic Bonding To see trends in the periodic table
Classification Of The Chemical Elements Learn how the chemical elements are arranged on the periodic table
Pyrotechnics: It's Elemental Interactive Periodic Table - elements that are responsible for fireworks.
© Education Research Solutions T: 1300 669 810 E: contactus@educationresearch.com.au W: www.educationresearch.com.au
This is an ERS plan and is NOT endorsed by ACARA. Green font is ACARA sourced materials. Go to: http://www.australiancurriculum.edu.au
Lesson Planner
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© Education Research Solutions T: 1300 669 810 E: contactus@educationresearch.com.au W: www.educationresearch.com.au
This is an ERS plan and is NOT endorsed by ACARA. Green font is ACARA sourced materials. Go to: http://www.australiancurriculum.edu.au