Electrons and the Periodic Table—A Unit of Study for Freshman Science
Monica Mynk
Unit Standards at a Glance:
ACADEMIC
PROGRAM OF
EXPECTATIONS
STUDIES
2.1 Scientific
Ways of Thinking
2.2 Patterns and
Structure and
Predictions
Transformation
of Matter
2.4 Scale and
Models
KY CORE
CONTENT
SC-HS-1.1.1
Periodic Table
SC-HS-1.1.4
Flow of
Electrons
SC-HS-1.2.3
Electric Force
OCCUPATIONAL
STANDARDS
AC-001
EA-005
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?
2. How can atoms in the periodic table
be grouped according to similar
properties?
3. What is an ion and how do they
form?
4. How do electrons move?
Kentucky Program of Studies
Structure and Transformation of Matter
Enduring 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
DOK 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.
SC-HS-1.1.4
Students will understand
that in conducting materials,
electrons flow easily;
whereas in insulating
materials, they hardly flow
at all.
SC-HS-1.2.3
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 electrons
3. The electron shell is like an egg yolk shell, there to protect the nucleus
4. The electron cloud is like a rain cloud with electron suspended like raindrops
5. 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 ................................................................................................. 5
Rubric ............................................................................................................ 7
Mendeleev Lab .......................................................................................................... 8
Rubric ............................................................................................................ 11
History of the Periodic Table Research Project ......................................................... 15
Rubric ............................................................................................................ 15
Charges and Ions Class Practice ................................................................................ 16
Key................................................................................................................. 17
Conductor and Insulator Lab ..................................................................................... 18
Rubric ............................................................................................................ 22
Color the Periodic Table Activity .............................................................................. 23
Periodic Trends Lab ................................................................................................... 25
Rubric ............................................................................................................ 28
Unit Assessment ........................................................................................................ 30
Key................................................................................................................. 32
Resources ................................................................................................................... 34
Unit Outline
Day
1
2
3
4
5
Essential Question(s)
How is the periodic
table arranged and
why is this related to
electrons?
How is the periodic
table arranged and
why is this related to
electrons?
How do electrons
move in the atom?
What is an ion and
how do they form?
How can atoms in the
periodic table be
grouped according to
similar properties?
How can atoms in the
periodic table be
grouped according to
similar properties?
6
All Essential
Questions
7
All Essential
Questions
Objective(s)
Instructional Strategies
Assignments
SC-HS-1.1.1
Arrangement of the
Periodic Table
Mendeleev Lab
SC-HS-1.1.1
History of the Periodic
Table
History of the Periodic
Table Research
Project
SC-HS-1.1.4
SC-HS-1.2.3
Charges and Ions
Class Discussion
Class Practice
SC-HS-1.1.1
Groups and Families
Color Periodic Table
Activity
SC-HS-1.1.1
Groups and Families
Groups and Families
Lab
Culminating Assessment
The Martian Periodic
Table
Assessment
Electrons and the
Periodic Table Exam
SC-HS-1.1.1
SC-HS-1.1.4
SC-HS-1.1.6
SC-HS-1.1.1
SC-HS-1.1.4
SC-HS-1.1.6
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: Organization
All 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 Presentation
Design Power Point slideshow, poster, etc.—Student will put together a class
presentation with visuals defending their periodic table design
Design 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
Al
Ar
Ba
Be
Br
Ca
Cl
Cs
F
Ga
H
He
I
K
Kr
Li
N
Na
Ne
O
P
Rn
Se
Sr
Martian
Name
Georgium
Hanagen
Roomium
Textium
Dramagen
Artium
Skittium
Mynkium
Romancium
Bandium
Frassium
Chatogen
Mirrogen
Nubelium
Parkium
Hallium
Drawnium
Willisium
Cappelagen
Contrium
Powellium
Boardium
Tudium
Imagen
Charge
3
0
2
2
-1
2
-1
1
-1
3
1
0
-1
1
0
1
-3
1
0
-2
-3
0
-2
2
MP
660
-189
714
1277
-7
838
-101
29
-220
30
-259
--114
64
-157
181
-210
98
-249
-219
44
-71
217
768
BP
2450
-183
1640
2970
58
1440
-35
690
-188
2237
-253
-260
183
760
-152
1330
-196
892
-246
-183
280
-62
685
1380
Electronegativity
1.5
--0.9
1.5
2.5
1
3
0.7
4
1.6
2.1
--2.5
0.8
--1
3
0.9
--3.5
2.1
--2.1
1
Energy Level
3
3
6
2
4
4
3
6
2
4
1
1
5
4
4
2
2
3
2
2
3
6
4
5
Valence
Electrons
3
7
2
2
6
2
6
1
6
3
1
2
6
1
7
1
4
1
7
5
4
7
5
2
spdf
p
p
s
s
p
s
p
s
p
p
s
p
p
s
p
s
p
s
p
p
p
p
p
s
Culminating Activity Rubric
Process
Below Avg
(1-5)
Satisfactory
(6-8)
Excellent
(9-10)
Below Avg
(1-5)
Satisfactory
(6-8)
Excellent
(9-10)
Below Avg
(1-5)
Satisfactory
(6-8)
Excellent
(9-10)
Has clear vision of final product
Properly organized
Managed time wisely
Acquired needed knowledge base
Communicated efforts with teacher
Product
Format
Mechanics of speaking/writing
Organization and Structure
Creativity and Originality
Demonstrates knowledge
Complete project
Presentation
Logical sequence of information
Demonstrates full knowledge and
appropriate elaboration
Use of visuals to reinforce presentation
No graphical or spelling errors
Clear 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
______
1.
2.
3.
4.
Instructions:
When you are given a clue, fill in the information on your fact sheet and return the clue
envelope to your teacher.
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.
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.
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 sheet
Managed time wisely
Completed rationales
Communicated with other students
Determined 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 Project
Task: 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 Topics
Robert Boyle
Antoine Lavoisier
Dmitri Mendeleev
Henry Moseley
Glenn Seaborg
1st 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)
Below Avg
(1-5)
Satisfactory
(6-8)
Excellent
(9-10)
Below Avg
(1-5)
Satisfactory
(6-8)
Excellent
(9-10)
Has clear vision of final product
Properly organized
Managed time wisely
Acquired needed knowledge base
Communicated efforts with teacher
Process Total
Product
Format
Mechanics of speaking/writing
Organization and Structure
Creativity and Originality
Demonstrates knowledge
Complete project
Product Total
Presentation
Logical sequence of information
Demonstrates full knowledge and
appropriate elaboration
Use of visuals to reinforce presentation
No graphical or spelling errors
Clear voice, precise pronunciation
Appropriate gestures, body language, and
posture
Presentation Total
Overall 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:
19 -1
F
11 +3
B
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?
7
Li+1
16
O-2
9
Be+2
28
Si-4
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?
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
Lost
3
13
10
Gained
2
8
10
Lost
2
4
2
Element
3. Al+3
-2
4. O
5. Be+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
7
Li+1
1. Which of the examples are cations? 11B+3
7
Li+1
2.
16
Of the following:
19 -1
F
11 +3
B
Which of the examples are anions? 19F-1
3. Which of the examples are metals? 7Li+1
4. Which of the examples are nonmetals? 19F-1
5.
Which of the examples are semimetals? 11B+3
O-2
9
__Cl-1_ ___Chlorine_________
16
9
Be+2
28
Si-4
Be+2
16
O-2
28
Si-4
O-2
9
Be+2
28
Si-4
Name_____________
Date______
Period____
From http://www.angelfire.com/scifi/dschlott/coninsulab.html
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
Copper
Silver
Paper
Wax
Glass
Aluminum Foil
Plastic
Paper Clip
Wood
Rubber
Cloth
Carbon
Bright
Dim
No Light
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)
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
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.
Procedure
1. 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: Solubility
8. 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: pH
10. 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 Carbonate
11. 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 Questions
1. 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
MgCl2
CaCl2
BaCl2
Observations
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.
_____________________________________________________________________________
_____________________________________________________________________________
Conclusion
1. 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)
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
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%20
change/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/False
Indicate 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 Choice
Identify 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. quarks
b. neutrons
d. protons
____
2. A chemical symbol represents the ____ of an element.
a. name
c. group
b. reaction
d. structure
____
3. Horizontal rows of the periodic table are called ____.
a. clusters
c. groups
b. families
d. periods
____
4. Elements that are gases, are brittle, and are poor conductors at room temperature are ____.
a. metals
c. metalloids
b. 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 Table
Answers
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
PTS:1
DIF: B
OBJ: 1/4
STA:
SC-HS-1.1.1
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
DIF:A
OBJ: 1/4
10. ANS: T
MULTIPLE CHOICE
SHORT ANSWER
1. ANS: Their outer energy levels are full.
PTS:1
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-1.1.1
3. 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-1.1.1
5. 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
7. ANS: Because it shows a repeating pattern.
PTS: 1
DIF: B
8. ANS: Dimitri Mendeleev
PTS: 1
DIF: B
9. ANS: same group
PTS: 1
DIF: B
10. ANS: metals
PTS: 1
DIF: B
11. ANS: similar
PTS: 1
DIF: B
12. ANS: solids
PTS: 1
DIF: B
OBJ: 3/1
STA:
SC-HS-1.1.1
OBJ: 3/1
STA:
SC-HS-1.1.1
OBJ: 3/1
STA:
SC-HS-1.1.1
OBJ: 3/2
STA:
SC-HS-1.1.1
OBJ: 3/2
STA:
SC-HS-1.1.1
OBJ: 3/2
STA:
SC-HS-1.1.1
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 electronegativities
http://dl.clackamas.cc.or.us/ch104-07/atomic_size.htm for atomic size
http://dl.clackamas.cc.or.us/ch104-07/ionization_energy.htm for ionization energies
http://www.chemguide.co.uk/atoms/properties/atomorbs.html for atomic orbitals
http://www.chemicalelements.com/show/meltingpoint.html for melting points
http://www.chemicalelements.com/show/boilingpoint.html for boiling points
Research sites for History of the Periodic Table
http://chemistry.about.com/library/weekly/aa030303a.htm Discovery dates of elements
http://www.chemicalelements.com/ Facts about elements