Activity 1.1 Elements and the periodic tableNotebook: The periodic table and atomic structure1. What percentage of elements on the table are classified as non-metals?

2. At the top of each box is the atomic number . What aspects of atomic structure does this represent? [Hint: there are actually two if you consider the neutral atom]

3. At the bottom of each box is the atomic weight. Which atomic particles contribute mostly to this weight?

4. Seven of the elements are classified as metalloids. What does this name suggest about their properties?

5. Very few elements are liquid at room temperature. Name them.

6. Elements in the same column, or group, have very similar properties. Which group consists of:

a) non-reactive gases

b) highly reactive metals.

Activity 1.1 Elements and the periodic table

Activity 1.2 What’s in a period?Part A: Examining the elements

Follow the instructions in the Student Guide to fill out this table.

Property Na Mg Si P S Cl Ar

Appearance

State at room temperature

Electron configuration

Type of structure

Metal/non-metal

Hard/soft

m.p./b.p.

Part B: Oxides of period three elements

What to do:

Carry out the chemical tests on different metal oxides as described in the Student Guide . Then record your results in this table.

Oxide Na Mg Al Si P S

Formula of oxideState at room temperatureColour

Solubility

pH

Acid/base

Activity 1.2 What’s in a period?

Discussion1. What trend do you notice in the table?

2. Write an overall conclusion to describe the changes in elements as you move across the periodic table.

3. Did other groups in your class draw the same conclusions?

Notebook: It all lines upIn groups of 2 or 3 write a 10-question multiple choice or short answer revision test on atomic structure and the periodic table. Include a variety of questions, with the answers on a separate page.

• The test should take no longer than 10 minutes to complete and be ready for your teacher to give to a classmate in the next lesson.

• Hint: ensure your questions are clear and the answers are correct!

Your teacher will arrange for your test to be trialled by another group of students.

Activity 1.2 What’s in a period?

Our Test

Activity 1.2 What’s in a period?

Activity 1.3 Periodic patternsWhat to do:

1. Choose a triad from the Student Guide page. Find the elements in your triad in the periodic table. Add the atomic mass of the first and third element together and divide by two.

What do you notice about the answer?

Check if this works for another triad.

2. Look up your triad’s elements in the interactive periodic table.

Make a list of their similarities in appearance and properties.

What patterns can you see in this triad?

Activity 1.3 Periodic patterns

Notebook questions: Discovering the periodic table1. What group of elements were missing from earlier versions of the Periodic

Table? Why? Watch the video to learn more about Mendeleev's contribution to the periodic table.

2. Click on the interactive periodic table link to learn of the discoveries of gold, zinc, oxygen, titanium and technetium.

Construct a table for these 5 elements showing:

• symbol

• date of discovery and how it was discovered

• chemical and physical properties

Element Symbol Date of Discovery and how discovered

Chemical and physical properties

Gold

Zinc

Oxygen

Titanium

Technetium

3. Use examples from your table above to explain why some elements were discovered by ancient peoples, while others were found recently.

Activity 1.3 Periodic patterns

4. What are transuranic elements? How are they different from the other elements?

Activity 1.3 Periodic patterns

Activity 1.4 Formulae and equationsNotebook: Balancing equations1. Work in pairs to answer the questions below.

What are the key features of ionic bonds?

What are the key features of covalent bonds?

What are the steps in writing chemical formulae?

Click on the student pair to access an interactive resource and review your understanding of ionic bonding. When completed revisit your answers above.

Activity 1.4 Formulae and equations

2. Complete and balance the equations below:

H2 + Cl2 → HCl

Cu + O2 → 2CuO

H2+ Fe2O3 → Fe + H2O

CuCO3 → CuO + CO2

K + H2O → KOH + H2

Al + 3O2 → Al2O3

3. Now add subscripts to indicate the states of matter in the above reactions.

Activity 1.4 Formulae and equations

Activity 1.5 Who’s in your group?Part A: Investigating the alkali metals

1. What group are the alkali metals? List the elements in the group.

2. Examine the surface of a piece of freshly cut sodium (without touching it).

Describe the appearance of the sodium before and after the cut.

How is the sodium stored? Explain why.

How would you describe the hardness of the metal?

Activity 1.5 Who’s in your group?

3. Observe what happens when a small piece of sodium is placed in a large trough of water, with a few drops of phenolphthalein indicator added to the water.

Write and equation for the reaction between sodium and water.

Activity 1.5 Who’s in your group?

Part B: Alkaline earth metals

1. What group are the alkaline earth metals? List the elements in the group.

2. Examine the pieces of magnesium and calcium provided. Scratch the surface of each and comment on the appearance of the scratched and unscratched surfaces.

3. Try to cut the pieces of calcium and magnesium. How does their hardness compare with that of sodium?

4. Add a piece of cleaned magnesium and calcium to separate test tubes containing 3 mL water.

Which reacts more vigorously?

Activity 1.5 Who’s in your group?

5. Now add a drop of phenolphthalein to each test tube. What do you observe?

Activity 1.5 Who’s in your group?

6. Write word equations for the reactions that have occurred between the metals and water.

7. Sodium and magnesium are both in period 3. Which reacts more vigorously with water? Can you explain why?

8. All compounds of group 1 elements are soluble in water, but what about Group 2 elements?

We can use the reactions of Group 2 ions with Group 1 salt solutions to check this.

Place a few drops of the chlorides of magnesium, calcium and barium onto a spotting sheet.

Add an equal number of drops of sodium sulfate to each and note in the table below whether a precipitate forms.

Repeat using sodium hydroxide, sodium carbonate and sodium chloride.

Activity 1.5 Who’s in your group?

Na2SO4 NaOH Na2CO3 NaCl

MgCl2

CaCl2

BaCl2

9. In the table write the chemical formula for each precipitate that forms.

10. Can you see a pattern in the solubility of the chlorides of magnesium, calcium and barium?

11. Place small pieces of magnesium and calcium into two test tubes. Add 3cm depth of dilute hydrochloric acid to each tube.

Which metal reacts more vigorously?

Activity 1.5 Who’s in your group?

12. How would the reactions of barium and strontium compare to that of calcium?

13. Write word equations for the reactions of magnesium and calcium with dilute hydrochloric acid.

14. Place a small quantity (0.1g) of magnesium hydroxide, calcium hydroxide and barium hydroxide in 3 separate test tubes. Add 10 mL of water to each, stopper the tubes and shake to dissolve.

Add 2 drops of universal indicator to each tube and mix.

Record the pH values for the 3 tubes.

Solution pH value

Mg(OH)2

Ca(OH)2

Ba(OH)2

Can you see any pattern in the pH values? Explain

15. Which of these group 2 elements produces the strongest base?

Activity 1.5 Who’s in your group?

Can you relate this to its position in the periodic table?

Part C: Halogens

1. View the samples of halogens provided.

NOTE: Do not open the containers as halogens have toxic fumes.

What trend can you see as you move down the periodic table in:

a) colour

b) state of matter

Activity 1.5 Who’s in your group?

2. Add 1cm depth of sodium chloride, sodium bromide and sodium iodide solutions to 3 test tubes. Then add an equal amount of silver nitrate solution to each. Observe the reaction that occurs and complete the table.

Halogen ion Colour of precipitate

chloride

bromide

iodide

Write the formula for each precipitate produced.

3. Describe the trend in precipitate colour in the halogen group.

Discussion2. Use the interactive periodic table to view the short videos of the reactions

of other alkali metals.

What is the trend in reactivity going down the table?

3. Is it similar to the trend in the alkali earth metals?

Activity 1.5 Who’s in your group?

4. Write an equation to represent the reaction between potassium and water.

5. Which is the most reactive halogen? Look at the videos of these elements if you are not sure.

6. Write an overall conclusion summarising the patterns in the periodic table.

Now explore the Student Digital and the Find Out More. You may wish to review some of your answers to the questions in this section.

Activity 1.5 Who’s in your group?

Activity 1.6 Is the chemistry right?Notebook: Recognising reaction typesWhat to do:

Carry out the chemical reactions described in the Student Guide .

Make a note of your observations for each test.

Test 1: Cobalt chloride reacting with sodium carbonate

Test 2: Burning methane/propane

Test 3: Heating copper carbonate

Test 4: Sodium hydroxide reacting with hydrochloric acid

Activity 1.6 Is the chemistry right?

Test 5: Magnesium in hydrochloric acid

Test 6: Hydrochloric acid reacting with sodium carbonate

Discussion:Answer the following questions and write an equation to represent each reaction.

1. What type of reaction occurred in Test 1? Explain.

2. What type of reaction is happening when methane (CH 4) gas or propane (C3H8) gas in a Bunsen is burned?

Activity 1.6 Is the chemistry right?

3. In Test 3, copper(II) oxide and water are products. What gas is produced? How do you know?

4. What process is happening when hydrochloric acid is added to sodium hydroxide in Test 4? How can you tell?

5. What gas is produced in Test 5?

6. What did you observe in Test 6? What gas is produced in addition to sodium chloride and water?

Activity 1.6 Is the chemistry right?

Lesson Outcomes Checklist Part 1NAME:

ACTIVITYLESSON OUTCOMESAt the end of these activities I can:

Please indicate if you achieved each learning

outcome: = Yes

? = PartlyX = No

Activity 1.1 Elements and the periodic table

recall that an element can be identified by the number of protons in its nucleus

relate electron configuration of elements to their position in the periodic table.

recall some properties of common elements

Activity 1.2 What’s in a period?

describe trends in properties of elements across a period of the periodic table

complete appropriate risk assessments to safely perform an experiment

analyse patterns and trends in data collected.

Activity 1.3 Periodic patterns

outline examples of how creativity, logical reasoning and scientific evidence available at the time contributed to the development of the modern periodic table

predict properties or positions of some elements in the periodic table, given information about them

Activity 1.4 Formulae and equations

recall that elements can combine to form compounds by forming either covalent or ionic bonds

use valency to work out formulae for ionic compounds

construct word and/or balanced equations using formulae to represent common chemical reactions

Part 1 Lesson Outcomes Checklist

ACTIVITYLESSON OUTCOMESAt the end of these activities I can:

Please indicate if you achieved each learning

outcome: = Yes

? = PartlyX = No

Activity 1.5 Who’s in your group?

safely follow instructions to carry out experiments to investigate metal properties

use secondary sources to investigate metal properties.

analyse data collected to recognise patterns in properties of elements

relate the properties of some common elements to their group in the periodic table

locate on the periodic table and recognise elements belonging to the alkali metal, alkaline earth elements, halogen and noble gas groups

Activity 1.6 Is the chemistry right?

recognise different types of chemical reactions produce different products

construct word and/or balanced equations to represent chemical reactions from observations and written descriptions

safely manipulate identified equipment to collect reliable data from experiments

Part 1 Lesson Outcomes Checklist