Predicting Periodic Trends

Learning Resource Type

Lesson Plan

Subject Area

Digital Literacy and Computer Science
Science

Grade(s)

9, 10, 11, 12

Overview

In this lesson, students will gather quantitative information to construct a graph to show the period trends in electronegativity, electron affinity, and ionization energy. Once the trends are recognized, they will construct a model of these periodic trends using the Alabama Science in Motion Lab (Periodic Trends: Graphs and Straws). 

This lesson results from a collaboration between the Alabama State Department of Education and ASTA.

Science (2015) Grade(s): 09-12 - Chemistry

SC15.CHM.3

Use the periodic table as a systematic representation to predict properties of elements based on their valence electron arrangement.

UP:SC15.CHM.3

Vocabulary

  • Protons
  • Neutrons
  • Nucleus
  • Electrons
  • Valence
  • Main group elements
  • Properties
  • Atoms
  • Elements
  • Periods/ Rows
  • Groups/ Families/ Columns
  • Atomic/ molecular level
  • Macroscopic level
  • Periodic trends
  • metal/ nonmetal/ metalloid behavior
  • electrical/ heat conductivity
  • electronegativity
  • electron affinity
  • ionization energy
  • atomic-covalent/ ionic radii
  • Molecular modeling
  • Lewis dot
  • 3-D ball-and-stick
  • space-filling
  • VSEPR
  • Types of bonds
  • ionic bonds
  • covalent/ molecular bonds
  • metallic bonds
  • Molecular shapes
  • Ions
  • Ionic compounds
  • Covalent/ molecular compounds

Knowledge

Students know:
  • The atom has a positively-charged nucleus, containing protons and neutrons, surrounded by negatively-charged electrons.
  • The periodic table can be used to determine the number of particles in an atom of a given element.
  • The relationship between the arrangement of main group elements on the periodic table and the pattern of valence electrons in their atoms.
  • The relationship between the arrangement of elements on the periodic table and the number of protons in their atoms.
  • The trends in relative size, reactivity, and electronegativity in atoms are based on attractions of the valence electrons to the nucleus.
  • The number and types of bonds formed (i.e. ionic, covalent, metallic) by an element and between elements are based on the arrangement of valence electrons in the atoms.
  • The shapes of molecules are based on the arrangement of valence electrons in the atoms.
  • The rules for naming chemical compounds are based upon the type of bond formed.
  • The number and charges in stable ions that form from atoms in a group of the periodic table are based on the arrangement of valence electrons in the atoms.

Skills

Students are able to:
  • Predict relative properties of elements using the periodic table.
  • Predict patterns in periodic trends based on the structure of the atom.
  • Predict patterns in bonding and shape based on the structure of the atom.
  • Use the periodic table to determine how elements will bond.

Understanding

Students understand that:
  • Models are based on evidence to illustrate the relationships between systems or between components of a system.
  • Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons.
  • The periodic table arranges elements into periods/ rows by the number of protons in the atom's nucleus.
  • Elements with similar properties are placed into groups/ families/ columns based on the repeating pattern of valence electrons in their atoms.
  • Attraction and repulsion between electrical charges at the atomic scale explain the structure, properites, and transformations of matter, as well as the contact forces between material objects.
  • The attraction and repulsion of charged particles in the atom creates patterns of properties of elements.
  • The arrangement of valence electrons in an atom also creates patterns of properties of elements.
  • Elements form bonds based upon their valence electron arrangement.
  • Chemical compounds are named based upon the type of bonds formed by their constituent atoms/ ions.
  • Different patterns may be observed at the atomic/ molecular level and the macroscopic level.

Scientific and Engineering Practices

Developing and Using Models; Analyzing and Interpreting Data

Crosscutting Concepts

Patterns; Systems and System Models; Structure and Function
DLCS18.HS.25
DLCS18.HS.31

Primary Learning Objectives

  • Students will research the periodic trends exhibited by various elements and collect quantitative information.
  • Students will construct bar graphs that show these periodic trends going down each group on the periodic table and across each period on the periodic table.
  • Students will use 3 blank periodic charts to illustrate the periodic trends based on the information they collect from their graphs.

Procedures/Activities

Engage:

Students will begin by working through a Chemistry manipulative called Chemicool people. This is an activity provided by Alabama Science in Motion. Students will use this activity as a way to see that the periodic table is organized in a specific way.

Explain:

Students will then complete the Periodic Trends Computer Activity. With this activity, they will be obtaining various quantitative data on Atomic Radius, Ionization Energy, and Electronegativity. Once the data is collected, students will input their data into a spreadsheet to create a graph of all 3 trends and save/print from the computer.

Elaborate:

After completing all 3 trend charts, students will use their collected information to answer the various discussion questions on the Periodic Trends Computer Activity. And lastly, they are to take 3 of the blank periodic table sheets and create their own diagrams that show how these trends are decreasing and increasing across a period and down a group. 

Assessment Strategies

  • Students will be observed as they are working in their groups with the Chemicool people. 
  • Students will be assessed on their graphs that they create using their gathered information.
  • Students will be assessed on their responses to their discussion questions and their completed periodic graphs.
  • Students' completed work should demonstrate that the student can use the periodic table as a systematic representation to predict the properties of elements based on their valence electron arrangement.

Acceleration

Once students understand the overall trends that are associated with the elements, they should be able to complete various discussion questions about the properties of elements based on their placement on the periodic table. 

Intervention

For remediation on Periodic Trends, students can work through the Periodic Trends WebQuest. It is a step by step process that will explain to them what each trend demonstrates.

Total Duration

61 to 90 Minutes

Background/Preparation

  • Students should be familiar with how to read a periodic table and locate metals, nonmetals, and metalloids.
  • Students should know where to find the atomic numbers and atomic masses of elements on the periodic table.
  • Students should know how to work a spreadsheet program in order to create a graph.

Materials and Resources

Technology Resources Needed

Computer with Internet Access

Approved Date

2016-04-28
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