#PERIODIC TABLE CHEMISTRY CLASS PLUS#
#PERIODIC TABLE CHEMISTRY CLASS SERIES#

Discussion starters and explanations are included in the Teacher’s Guide.įor the third model, the students will again use the metric ruler to create circles with a diameter proportional to the diameter of each ion, similar to what was done in Part 1 (Figure 5).įigure 5: Sample of Ionic Radius. Advanced or AP discussion includes the irregularities in group 13 and group 16. Color is optional.įor the second model, students will use the metric ruler to draw vertical “energy bar” lines proportional to ionization energies (Figure 4).įigure 4: Sample of ionization energy bars. (Figure 3) It is important to point out that the measurements are not the actual size of atoms, so a scale is included.įigure 3: Sample of completed atomic radius table. Next they hand-draw a circle using the dot and bottom of the box as a guide for the height of the circle. 1, 2 For the first model, atomic radius, the students use a metric ruler to draw a dot measuring up from the bottom of the box a distance marking the diameter of each element. The values in the data tables are the most common found in high school textbooks.

#PERIODIC TABLE CHEMISTRY CLASS PLUS#

The activity begins with four blank periodic tables (Figure 1) that include boxes for the main-group elements in the first four periods, plus data tables (Figure 2) with the values for each trend. The supporting information includes black-line masters of all of the materials used by the students, and a teacher’s guide that include suggested guided questions and answers, differentiated by level.įigure 2: Sample of data table provided to students The Activity Finally, the groups share their results with the class and the class reflects on their learning.

#PERIODIC TABLE CHEMISTRY CLASS SERIES#

The groups extend and reinforce their conclusions through a series of thought-provoking questions. The students then work collaboratively in groups of three or four to analyze trends in each model and develop conclusions. The students begin the activity individually during class by developing predictions, then creating four models, one for each periodic trend. It is presented following introductory lessons about the history of the periodic table and the significance of periods and groups in terms of valence electrons and energy levels, but before any trends have been discussed.

This activity is designed for high school or college general chemistry classes. There is a separate table for each of the four trends, with the headings changed as appropriate. Allows for students to develop a product (Periodic Table colored-coded per trend) so that students readily understand where, why, and how in terms of the development of the picture/Periodic Table created.Īdditionally, the Teacher Guide accompanying this activity supplies questions and dialogue intended to support those new to teaching periodic trends and/or new to using guided inquiry-based activities.įigure 1: Blank periodic table for students to use in the Introductory Investigation.The Teacher Guide accompanying this activity further supports teachers in determining the most appropriate level at which to address student learning needs through a list of suggested questions and discussion starters. Reduces the cognitive load for all students by linking trends directly to the periodic table, a tool available to students throughout the chemistry course.Supports development of a causal understanding of why trends change as they do through the creation of a graphical representation.Uses the Periodic Table as a foundational aspect of the major trends, allowing for students to make connections between placement on the Periodic Table and a specific trend.By mapping specific trends directly onto a blank Periodic Table, the activity The activity detailed here is different from other readily available inquiry-based activities as it seeks to support student learning and concept development by using an actual Periodic Table as a template. Four models are developed: atomic radius, ionic radius, ionization energy, and electronegativity.

Students create their own diagrams using blank periodic tables of the main group elements in the first four periods. The tiered levels of questions and reflection may be used to differentiate between introductory, advanced first-year, and AP chemistry. This inquiry activity was designed to be carried out in ninety minutes, with few supplies, yet produces an accurate visualization of the trends. Students often memorize trends, but to get a true grasp of their meaning and what causes certain patterns is best understood when students create their own models and discuss the patterns with others. Trends related to placement of elements on the periodic table are often taught using diagrams in a textbook.

Periodic table chemistry class