These metals react readily with water to produce hydrogen gas. Elements in group 1 are very reactive metals, with the exception of hydrogen Can you explain the trend in atomic radius?Īll elements in a particular group share similar properties. Look at the electronic configuration of each atom. Elements in the same group display similar chemical properties and trends emerge as we go along a period and down a group.Ĭlick to see how size of atoms changes across a period and down a group. The table is divided into groups(columns) and periods(rows). The modern periodic table has elements arranged in order of electronicĬonfiguration.
Recognise that elements can be grouped together according to atomic mass.
Mendelev was a Russian scientist who was first to
This tool/activity is also simple enough that even students with more modest ability could easily complete the activity too.The periodic table is a way of organizing known elements into groups with The nature of the activity, in which student pairs select their own element and are not limited in terms of the depth of research they conduct ensures that more gifted students are able to extend themselves. In most cases, students can even see what each element looks like. This activity engages students by allowing them to discover an interactive periodic table where information regarding anything and everything on the table is available. The first time that the periodic table is seen by a student it is often on a plain, white piece of A4 paper, making it difficult for many students to visualize the range and diversity of substances it describes. Chemistry can be an intimidating subject area when first encountered. Where appropriate/possible, the teacher fills in the gaps or corrects any mistakes with the goal of illustrating as best as possible the relationship between the position of an element on the table and its properties. One by one, each pair then directs the class to find their allocated element on the periodic table before reading out their information to the class. Pairs are also asked to record AT LEAST two other facts about the metal and if possible, relate them to the properties of the metal. Pairs are asked to record the atomic number, mass number, whether it is a metal, non-metal or semi-metal and any other subset of elements it belongs to (IE alkali metals, halogens etc). Students are then put into pairs (for reasons of time efficiency) and then each pair is allowed to choose an element on the table which they will investigate using the DPT (no two pairs will investigate the same element). This could can be done for all metals for example, as seen in the first image below, or for one of the smaller divisions, such as the noble gases, seen in the second image below. Students can drag their cursor over the top of a subset of elements to see it highlighted on the table.
#DYNAMIC PERIODIC TABLE HOW TO#
Setting: Computer room or class setting where laptops/tablets are available to all students.įollowing a teacher led discussion about the organization of elements in the periodic table and how this relates to their atomic number and properties, students are shown how to access and use the DPT and are given five minutes to explore it at their own leisure. Within the "Chemical World" module of stage 5 science, students are introduced to the periodic table via the following content outcomes:ĬW2C - describe the organization of elements in the Periodic Table using their atomic numberĬW2D - relate the properties of some common elements to their position in the Periodic TableĬW2E - predict, using the Periodic Table, the properties of some common elementĪs an alternative to exploring a standard periodic table on paper or on the board, an easy to use and access WEB 2.0 tools is the "Dynamic Periodic Table" (DPT).
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