Chapter 4: The Periodic Table

Alignment with Student Book: Pages 282-289

Chapter overview
This chapter covers how the Periodic Table is arranged based on atomic number. Electron
configuration is also introduced with regards to electron shells. Students will investigate the
properties of metals and non-metals and how the two types of material are organised on the
Periodic Table. The similarities within Groups on the Periodic Table, with specific reference to the
noble gases will also be explored.

What to expect
1.18 understand how elements are arranged in the Periodic Table:
• in order of atomic number
• in groups and periods

1.19 understand how to deduce the electronic configurations of the first 20 elements from
their positions in the Periodic Table

1.20 understand how to use electrical conductivity and the acid-base character of oxides to
classify elements as metals or non-metals

1.21 identify an element as a metal or a non-metal according to its position in the Periodic
Table

1.22 understand how the electronic configuration of a main group element is related to its
position in the Periodic Table

1.23 understand why elements in the same group of the Periodic Table have similar
chemical properties

1.24 understand why the noble gases (Group 0) do not readily react

This chapter is more difficult as deals with the abstract idea of electron configuration.
Although there is the potential for plenty of practical work it is imperative that students
have a good grasp of the underlying principles. The Periodic Table can be quite a ‘dry’ topic
for some students and so opportunities for kinaesthetic work should be sought out
wherever possible. Giving students practice at drawing electron configurations for
homework is a good use of time.

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Teaching notes
Starter Activities
Helium balloon demonstration - If possible compare two balloons: one filled with helium
and one filled with hydrogen. The difference in density should be obvious. Using a lit splint
on the end of a metre rule ignite each one. Ask students why the helium did not ignite?
Logic problem starter - Students are told the number of electrons each electron shell can
hold. They use the periodic table to draw the electron arrangement for the first 20
elements. More able students should be able to calculate the total number of electrons
from the atomic number. Less able students may need support.
Periodic table colouring activity - Students are given a black and white copy of the Periodic
Table and create a key using colours to show the metals and non-metals. Further detail can
be added to include the alkali metals, the halogens and the noble gases.

Main activities/practical work

Model atom making - Students make a 2D or 3D model of an atom to show the electron
shell configuration. Different students can be allocated different elements to make it more
complex. Why do the electrons orbit the nucleus?
Modelling electron configuration - In two large groups give students the names of one of the
first 10 elements and they move themselves to stand in the correct electron configuration.
Circus of metals and non-metals electrical conductivity practical - Students examine the
electrical conductivity of a number of elements. A simple version of the experiment would
be to use a cell/battery with a small lamp bulb. The use of an ammeter would enable the
data to be quantified and a bar graph plotted. The use of graphite to add an anomalous
result is useful to spark discussion. Are there any non-metals that display metallic
properties?
Investigating the pH of oxides practical- Students are given a range of oxides which they test
for pH. The aim is for them to observe that metals form alkaline oxides and non-metals form
acidic oxides. The use soluble oxides in solution with universal indicator. Is there a pattern
to which oxides form alkaline oxides and which form acidic oxides? Which type of oxides are
formed by metals? Which type of oxides are formed by non-metals.
Circus of metals - Students investigate a range of metals and attempt to compile a list of
common properties.

Homework
The questions on pages 288-289 of the textbook or the TRP homework sheet cover the
content of this chapter.

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Possible misunderstandings
As it conducts electricity some students may think that graphite is a metal. Careful
explanation of the properties of carbon is needed but for less able students just explaining
that carbon is unusual may suffice.

Differentiation
When modelling the electron configuration tell students that they are not allowed to talk
and must communicate non-verbally.
For some students it is possible to use pH probes to test the pH of oxides. Discussion of why
pH probes are preferable to universal indicator should focus on accuracy.

Practicals
Investigating the pH of oxides practical - Details can be found here:
http://www.rsc.org/learn-chemistry/resource/res00000405/testing-the-ph-of-
oxides?cmpid=CMP00005893

Circus of metals and non-metals electrical conductivity practical - range of metals and non-
meals, two wires with crocodile clips, small 3v bulb in bulb holder, cell/battery, ammeter (if
required).
Circus of metals - Range of metals and tests for: electrical conductivity (bulb and cell), heat
conductivity (pencil and long iron nail with a Bunsen burner), malleable (a hammer),
sonorous (a large metal bowl with drumstick), high tensile strength (thick piece of steel or
iron with weights to be added), high melting point (piece of copper or iron and a Bunsen
burner of roaring flame), shiny (piece of tarnished metal and metal polish).

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free.