Learning Experience Plan

Subject: Chemistry
Unit: Periodic Table & Laws
1 lab session

Grade level: 11th grade (juniors)

Day/periods: (1 days)(1 45 minute periods with

Topic: Closer look at the elements

Content Standards:
HS-PS1-1: Use the periodic table as a model to predict the relative properties of
elements based on the patterns of electrons.
HS-PS1-2: Construct and revise an explanation for the outcome of a simple
chemical reaction based on the outermost electron states of atoms, trends in the
periodic table, and knowledge of the patterns of chemical properties.
HS-PS1-3: Plan and conduct an investigation to gather evidence to compare the
structure of substances at the bulk scale to infer the strength of electrical force
between particles.
Literacy Standards:
Reading Standard 1: Read closely to determine what the text explicitly says and
to make logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from text.
Reading Standard 4: Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings, and analyze
how specific word choices shape meaning and tone.
Reading Standard 2: Determine central ideas or themes of a text and analyze
development; summarize the key supporting details and ideas.
Writing Standard 10: Write routinely over extended time frames (time for
research, reflection and revision) and shorter time frames (a single sitting or a day
or two) for a range of tasks, purposes and audience.
Speaking and Listening Speaking 1: Prepare for and participate effectively in a
range of conversations and collaborations with diverse partners, building on others
ideas and expressing their own clearly and persuasively
Language Standards 6: Acquire and use accurately a range of general academic
and domain specific words and phrases sufficient for reading, writing, speaking and
listening at the college career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to
comprehension or expression.

Learning Experience Outcomes

Students will:
1 Evaluate the reference table
for Physical Setting/CHEMISTRY
Table G
2 Recognize the properties of
each type of element based on
location
3 Differentiate and communicate
the trends of elements
( Ionization Energy,
Electronegativity, Atomic size,
Metallic Character)
4 Identify where they see these
categories of element in real
life situations

Learning Experience Assessments

1 Homework will be assigned to
assess student understanding
2 A lab activity will be completed
individually
3 A set of review questions and
practice problems will be given
during the class and after to test
at home.
4 A quiz will be given at the end of
the lesson.
5 A golden ticket will be given at
the end and collected to check
for understanding and for further
clarification
6 A reading assessment will be
given in the form of critical
thinking questions and
anticipation reaction guide

Differentiation
1 The teacher will be aware of the auditory learners in the class through
the use of small discussion groups in class during the sponge activity and
the anticipatory set and when it is required in the lab activity. The
teacher will make the students discuss their ideas and observations on
what they saw in their pre reading and during their readings and what
their thoughts are on this type of assessment. The teacher will verbalize
what is to be filled in and written down when saying the lecture.
2 The teacher will be aware of the visual learners in class through the
teacher prepared notes that are available to all students but also
primarily directed at approaching students. The teacher will also have
the smart board presentation with the notes on them to fill in with
students.
3 The teacher will differentiate the kinesthetic learners through the use of
a hands on activities where the principles that they have discussed as a
class and have been discovered through students observations and
questions. Different elements that are safe will be passed around in class
to show students different characteristics.
4 The teacher will be aware of the different levels of language proficiency
and the language used in the lab activity will be clear and concise with
directions that are easy to understand. This way, students who do not
speak English as a first language will not be overwhelmed by the basics
of the English language or even those with problems such as dyslexia or
ADHD will all have a fair opportunity to focus on the basic principles they
are discovering independently. The reading article is a below average
level so all students can understand and will master toe concept

associated with pre reading for more challenging articles.

5 ELL students are addressed by the teacher through the use of the
teacher prepared notes and the tables they fill out in their notes. These
notes can be used by all students but especially the ELLs. Small group
discussions will be good for these students because they wont be
overwhelmed by the teacher and it creates a safer environment.

Approaching
- Closely monitor those
students who have not
had previous exposure
to the material in
grammar school by
routinely taking note of
their level of
understanding and class
contributions to
discussions and

On-level
Keep track of those
students who are
familiar with the topics
to make sure they stay
focused and dont lose
sight of what they have
previously learned or
confuse the material as
they learn it again.

Beyond
Have students who are
mastering the material
help those who are
struggling with it to
reinforce their own
understanding of the
material.
The critical thinking
questions will be
answered in full by these
students

activities.
Curriculum Integration
Technology will be integrated (the use of PowerPoint and smart board)
Mathematics will be integrated (through the calculations in the examples )
English/Language arts will be integrated (The reading and writing aspects will
be addressed in this lesson.)
Social Studies will be integrated (The article has facts about gold that could be
related to its history)
Materials/Res
ources

Procedures/Strategies

Day 1
1) golden
article
2) teacher
prepared
notes
3) Elements
to pass
around in
class or
use the
ELMO to
show
students

Sponge Activity: The teacher will start the class by saying I

think gold in the most valuable element in the table. The
teacher will ask for a show of hands to see who agrees and
who disagrees with this statement. The teacher will then pair
the students up and ask them to answer the
anticipation/reaction guide in the form of a think pair share
set up. The teacher will explain that these statements that
will all be explained in the following article however it
important to plan before you read and therefore you will be
prepared for the material that will follow. The teacher will
hand out the article she will be focusing the lesson on today
and ask the students to not use the article until it is time to.
The teacher will walk around as the students talk to their
partners about what they have agreed with and disagreed
with and listen to the comments they make. After a few
minutes the teacher will ask for student volunteers to discuss
their responses with the whole class.
Anticipatory Set: For this lesson the teacher will segue from
the sponge activity to the reading. The teacher will ask for
several students to read aloud the article asking everyone to
pay attention and to highlight the sections that pertain to the
statements they just talked about. Once the reading is done,
the teacher will ask students to take a moment to ask
questions about any new vocabulary or anything that does
not make sense. If a student has a question the teacher will
initially ask for other students to try and answer their peer
and if they need assistance the teacher will answer the
questions/ Next, the students will go over the facts again with
their partners and decide if they stand by their answers or if
their opinions have changed based on the reading. After a few
minutes the teacher will ask the students what they have
changed if anything and why and get a class discussion based
on the article. Finally before moving on the notes for the day,
the teacher will tell students that their golden ticket for the
day is a reflection on an index card of the article and a
reflection expressing how they can use this strategy before
reading any other texts for other subjects.

Activating Prior Knowledge Students will have prior

knowledge of the periodic table based on the initial
instruction of the periodic table. The students have learned
what metals, non metals and metalloids are and now will
learn some of the characteristics but much more in depth that
initially stated.
Direct Instruction The teacher will now begin the
instruction on the elements, through the use of the smart
board. The trend of properties the elements within the
Periodic Table and Reference Table with relation to metallic
character, atomic radius, ionization energies, electron affinity,
ionic radius, melting point, boiling point and electronegativity
will all be discussed in this lesson , and the teacher will refer
back to the element of choice today (Gold) based on the
article they read. This will be a continuation of the lesson
initially on elements. Once students have finished the notes,
the teacher will go over any questions that students may
have and from here move on to have the students pick
another element to determine all of these characteristics of.
The students will express a level of understanding by
reflecting on the learning at the end and conceptualizing their
ideas in the lab that will follow the lesson. The point here is to
encourage the students to create a connection in their head
of the way the elements can be distinguished and what
characteristics to look for based on its classification.
Guided Practice Students will be asked to actively
participate during the formal note-taking section of the class
period. The students will be given teacher prepared notes
with the missing blanks in order to keep them engaged in the
material and to keep the lecture flowing at a good pace. The
students will be asked to then complete the individual
element biography for their lab activity.
Students will work individually to complete the Element
biography lab that will require them to apply their knowledge
on the chemistry reference table and their prior knowledge of
elements in order to complete the lab and the questions.
Through this lab the concepts that were discussed previously

in the lesson and in the article will be reinforced and this will
give the students the ability to inquire about the material on
their own. At this point if students have questions, the
teacher will ask for the beyond level and on level students to
explain the answer in their own words in the hopes that the
material will be clearer from a peer and if not the teacher will
work one on one with the approaching students. There will
also be a small homework sheet given out that will just
reinforce the concepts discussed with a little more
justification required from students.

Closure Upon completion of the lab exercise, the students

will share the answers to their analysis and conclusion
questions with the class to be compared and contrasted with
each other. At the end of the period the teacher will bring all
of the students back together to check for understanding by
asking the students to explain what they have just
accomplished. Depending on when each group finished, the
students can meet with smaller groups with the teacher to
explain on a more intimate level. Finally the teacher will ask
does anyone have any questions? and Did anything
confuse you or not make sense? With five minutes remaining
in the period, the students will be required to complete the
rest of their golden ticket, where they will have to reflect on
their pre reading strategy as well as their lab exercise if
desired. This extra step will ensure that they have gained a
deep understanding and internalized the information they
have received.

Independent Practice Students will have to complete a

worksheet at home on the elements and the table as well as
go over their notes for that day. Review questions will be
handed at the end of the lesson with a few challenge
questions to see if the students understand not just the direct
instruction, but also the overall concepts that were obtained
from their scientific inquiry.. The students will also be given a
written assignment to express their understanding on another

level. They will be asked to bring in their own science articles

and try and use this type of pre reading strategy with their
peers.
The following a day a summative assessment will be
administered in the form of a short quiz.

Gold's Glittery Rewards

Gold has properties that make it valuable not only for
jewelry but also for electronics and other uses.
By Sarah Webb
12:00am, February 5, 2007
We all recognize gold, from the yellow sparkle of a chain necklace to the shiny coating on a
DVD player's video and audio plugs.

This delicate, crystallized gold specimen was found in Leadville, Colorado.

Denis Finnin/AMNH
Gold is a metal. It conducts electricity, and it can be shaped into sheets, long wires, or rings.
Gold is an elementa substance made of one kind of atom. As an element, gold has its own
square on the periodic table of chemical elements.
Gold also represents beauty and value, and it has done so for thousands of years. It's part of our
culture and history.
Why do we value gold so much? It has a distinctive color. No other metal is a shiny yellow. It's
also quite rare.
And this metal has other unique properties that help it keep its shine, as I learned on a recent trip
to the new gold exhibit at the American Museum of Natural History in New York City.
Keeping its luster
The glitter of a gold nugget or flake immediately catches the eye. But gold's shine, unlike that of
metals such as iron, copper, or silver, is practically permanent.

For example, copper metal has a reddish color. But copper objects turn green when they react
with oxygen in the air. This coating on a copper surface, called a patina, gives the Statue of
Liberty her distinctive green color.

The Statue of Liberty has a greenish color because the copper metal from which it was made
combined with oxygen in the air.
Photo by I. Peterson.
In contrast, gold resists corrosion. It doesn't react with chemicals in the air or elsewhere in the
environment. So it doesn't turn green as copper does, rust the way iron does, or tarnish the way
silver does.
Shaping a nugget
Gold is also a soft metal that's easy to shape. People have been working with it for thousands of
years.
Gold artifacts are among the oldest [human-made objects] that we know, says Jim Webster. He
helped create the gold exhibit at the American Museum of Natural History and studies earth and
planetary sciences at the museum.
Unlike many other metals, gold can be found on the ground in its pure form. Instead of having to
go through many steps to isolate a metal from rock, early people could have used gold nuggets
that were just lying around.
"Literally, now or 6,000 years ago, one could have picked up [a nugget] and just started
hammering on it," says Webster. Ancient people shaped gold into jewelry, statues, coins, and
other beautiful objects.

Jewelry made in the shape of animals, like these gold earrings, was popular more than 2,300
years ago in ancient Greece.
Craig Chesek/AMNH
The property that allows gold to be shaped easily is called malleability. Gold can be hammered
into very thin sheets without breaking.
Experts can make a thin sheet measuring up to 100 square feet in area from just 1 ounce of gold,
Webster says.
The museum's gold exhibit features a small room whose walls and ceilings are covered with gold
a layer just 0.18 micron thick. That's a tiny fraction of the width of a pencil point.

Sarah Webb stands in the gold room at the American Museum of Natural History. The walls and
ceiling are coated with a layer of gold only 0.18 micron thick.
Photo by Anne Sasso.
Because gold is so soft, jewelers and other users often combine it with other metals to make it
stronger. The purity of gold is measured in karats, and pure gold is 24 karats. Jewelry in the
United States is often 14 karats, or about 60 percent gold, combined with other metals, such as
silver or copper.
Rare metal
Even though gold has many special properties, the main reason for its value is its rarity.
Researchers estimate that the total amount of gold ever mined would fit into 60 tractor trailers,
Webster says. This might seem like a lotuntil you compare it with iron. Iron mining and
smelting companies produce six times that amount every year.
Because of its value, people have made coins out of gold, and banks store gold in the form of
bars. Some people collect gold coins or trade gold in international markets. Its current value is
more than $600 per ounce.

Banks and gold markets can use gold bars for transactions. This bar weighs about 27 pounds
and is roughly 6 inches long, 3 inches wide, and 2 inches thick. At current prices, it's worth more
than a quarter of a million dollars.
C. Chesek/AMNH, Courtesy of Johnson Matthey, Inc.
Electronic gold
Most gold that's mined today still goes into making jewelry. You also see it in Olympic medals
and many other special awards, including the Oscar statuettes that honor movies.
But modern electronics and the journey into space have helped give gold an important place in
the technology that we use every day.

Audio and video cables often have gold-coated plugs for two reasons. Gold conducts electricity
better than all but two other metals, Webster says. And because gold doesn't corrode, the surface
on the plug stays clean.
For the same reasons, computer chips also often contain gold, as do a variety of other electronic
components.
We've also launched gold into space.

A thin layer of gold covered the visor on the helmet of an astronaut on the moon. The gold layer
is transparent but still keeps out the sun's heat.
NASA
Gold reflects heat better than any other metal. The visor on an astronaut's helmet has an ultrathin
layer of gold. The layer is thin enough to be transparent, so the astronaut can still see through it.
But this thin layer reflects the sun's heat away from the astronaut.
The museum's gold exhibit includes a helmet from the Apollo 11 mission, when astronauts first
landed on the moon in 1969.
Even after thousands of years, gold remains a precious metalone that has long been prized for
its glitter and is now more useful than ever.

Fleish Kincade Grade Level: 8.7

Agree

Disagre
e

Statement
The shine (luster) on gold is not permanent.
The yellow color of gold is common among other elements,
Gold tarnishes like silver and reacts with other elements in the
air
Gold is found in its pure form in the ground

Golden Ticket
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

NAME:___________________________________

Golds Glittery Rewards

1.
2.

What sorts of things are made from gold?

Why is gold so valuable and expensive?
After reading your article please answer these questions:
1. In what ways is gold like money? When would you want to own gold
instead of having currency, such as U.S. dollars?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
2. What is a karat (or carat)? Where did the name come from? What other
meaningdoes the word carat have?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
3. Compare the advantages of 14-karat gold to those of 24-karat gold for
jewelry. Which would you rather have jewelry made from? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
4. Gold doesnt corrode. Why is that fact important? What metals do

corrode?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________

The Periodic Table

Mendeleev__________________________________________________________
__________________________________________________________
______________________________________________

Moseley__________________________________________________________
__________________________________________________________
______________________________________________

The Modern Periodic Table

The table is broken into:
Periods:
_____________ Rows (#_____-_____)
The period # of p.e.l that an elements in that row
have.
Tells which p.e.l the valence electrons are located.
(outer e-)
Groups:(______________)

 ______________ Columns (#______-______)

Elements in a group have similar properties because
they have the same # of valence e-.

The Table consists of 3 types of elements:

METALS

Atomic Size

NONMETALS

METALLOIDS
(semi-metals)

Atomic Radius:
__________________________________________________________
__________________________________________________________
______________________________________________
EX)

Measured in pm (___________) 1 pm=10^-12m

Trends:
Periods: ______________ in atomic radius from left right
__________________________________________________________
__________________________________________________________
______________________________________________
Groups: ______________ in atomic radius from topbottom
Down a group the ____________, the
radius_____________
ELECTRON CLOUD EFFECT: produces a shielding
effect of the valence electrons from the nucleolus.
The inner (non valence) e- ____________ the outer
(valence) e- because they have the same charge.

The ___________ the # of inner e-, the ____________ the

outer e- are attracted to the nucleus.
Ionic Radius:__________________________________________
Cations:___________ (lost one or more e-). The radium
becomes ____________ than the original atom.
Ex.

Anions:______________ (gain one or more e-) The radium

becomes_______________ than the original atom.
Ex.

Ionization Energy:
________________________________________________
Measured in _________________
The_______ an atom attracts its e-, the __________ the
IE
Trends
Periods: IE _________ across a period from leftright

 Group 1:=_______________ values and group

18____________ values
As the nuclear charge ___________ so does the IE
Groups: IE ___________ down a group
As the size of the atom _____ (with inc. p.e.l) the
attraction to the outer e- becomes _______
therefore___________ energy is needed to remove an
e**** If an atom achieves a noble gas configuration by
losing an e- it becomes very________. It will require a
________ amount of energy to remove another e-.
Electronegativity
________________________________
__________________________________
Compounds form due to atoms __________________,
_________________, or ________________ e-.
Trends
Periods: EN ____________ across a period from left right
Nonmetals are ________ EN than metals
_______________ is the most EN (EN=4.0)
Groups _________ are the least EN, They want to give
e- __________ not attract them
Groups: EN____________ down a group or stays close to
the same value

 _____________ have the largest atomic radii therefore

they have the ____________ IE and EN
F2 has the _________ radium therefore it has the
_________ IE and EN

Metallic Character
Measure of an atoms ability to ______ e- and form
(____) ions
Strong metals _______ valance e- easily
Elements with the greatest degree of MC have ____ IE
and ____EN
The ___________ active metals are in the
________________ corner of the table (_______ and
________)
Trends:
Periods:
MC __________ across a period because the e- are
________ easily lost (IE and EN increase)
Group 1 metals are __________ metallic than group
2.
Groups:
MC ___________ down a period since the atomic size
_________ (IE and EN decrease)
Electrons are easily __________ the further they are
from the nucleus

The Periodic Table

Mendeleev- Created the first periodic table, elements

arranged by increasing atomic mass and properties. The
table worked until isotopes were discovered.

Moseley- Developed the Modern Periodic Table.

Elements are arranged by increasing atomic number.
The Physical and Chemical properties of an element
are due to the number of protons in the nucleus, not
atomic mass. (Periodic Law)

The Modern Periodic Table

The table is broken into:
Periods:
Horizontal Rows (#1-7)

 The period # of p.e.l that an elements in that row

have.
Tells which p.e.l the valence electrons are located.
(outer e-)
Groups:(AKA Families )
Vertical Columns (#1-18)
Elements in a group have similar properties because
they have the same # of valence e-.

The Table consists of 3 types of elements:

METALS
2/3 of the table
all solid at room
temp Except
Hg(Mercury)
Luster (shine)
Malleable (sheets)
Ductile(wire)
Tensile strength
(resist breaking
when pulled)
Good conductors
Left of zig zag line
Tend to form (+)
ion- cations (lose
electrons)
Considered

NONMETALS

METALLOIDS (semimetals)
Right side of
Have
zigzag line
intermediate
Poor conductors
properties of
Brittle (solid)
metals and
Exist as solid,
nonmetals
liquid and gas
On the zigzag
Tend to form (-)
line NOT Al!
ions anions (gain
(B,Si,Ge,As,Sb,
electrons
Te)
7 Diatomic
Semiconductor
elements (2 atoms
s- used in
in mlcs)
computer
(H2,N2,O2,F2,Cl2,
industry
Br2,I2)
The most
nonmetallic

electropositive
elements
Most maleable
elements are in
the lower left
corner of table (Fr)

elements are in
the upper right
side of the
table*excludes
noble gases*
Noble gasesUnreactive b/c
their filled valence
shell, Monatomic

Atomic Size

Atomic Radius: Half (1/2) the distance between the nuclei

of 2 adjacent atoms.
EX)

Distance

Distance

Radius= diameter/(2)
Measured in pm (picometers) 1 pm=10^-12m

Trends:
Periods: Decrease in atomic radius from left right
As atomic number (number of protons) ,the nuclear
charge
The attraction b/w the (+) proton and (-)
electron pulling the atom in making it smaller.
Groups:Increase in atomic radius from topbottom
Down a group the # of p.e.l , the radius
ELECTRON CLOUD EFFECT: produces a shielding
effect of the valence electrons from the nucleolus.
The inner (non valence) e- repel the outer (valence)
e- because they have the same charge. The greater
the # of inner e-, the less the outer e- are attracted
to the nucleus.
Ionic Radius: Radius of an ion
Cations: (+) ions (lost one or more e-). The radius
becomes smaller than the original atom.
Ex. (Na) 2-8-1

(Na+1) 2-8

Anions: (-) ion (gain one or more e-) The radium becomes
larger than the original atom.
Ex. (F) 2-7

(F-1) 2-8

Ionization Energy:
Amount of energy needed to remove an e Measured in KJ/mol
The more an atom attracts its e-, the greater the IE
Trends
Periods: IE increase across a period from leftright
Group 1:=lowest values and group 18 highest values
As the nuclear charge increases so does the IE
Groups: IE decrease down a group
As the size of the atom (with inc. p.e.l) the
attraction to the outer e- becomes less therefore less
energy is needed to remove an e**** If an atom achieves a noble gas configuration by
losing an e- it becomes very stable. It will require a great
amount of energy to remove another e-.
Electronegativity
Relative Scale
Measure of the attraction an atom has for electrons
Compounds form due to atoms gaining , losing, or
sharing e-.

Trends
Periods: EN increases across a period from left right
Nonmetals are more EN than metals
Flourine is the most EN (EN=4.0)
Groups 1+2 are the least EN, They want to give eaway not attract them
Groups: EN decreases down a group or stays close to the
same value
Cs and Fr have the largest atomic radii therefore they
have the lowest IE and EN
F2 has the smallest radius therefore it has a high IE
and EN

Metallic Character
Measure of an atoms ability to lose e- and form (+)
ions
Strong metals lose valance e- easily
Elements with the greatest degree of MC have IE
and EN
The most active metals are in the bottom, left corner
of the table (Cs and Fr)
Trends:
Periods:
MC decreases across a period because the e- are less
easily lost (IE and EN increase)

 Group 1 metals are more metallic than group 2.

Groups:
MC increase down a period since the atomic size
increases (IE and EN decrease)
Electrons are easily lost the further they are from the
nucleus

Name:_________________________________
Homework Review from Vocabulary Lesson
Please answer the following questions
1)In which period and group is an atom with the
electron configuration:
a. 2-8-6
b. 2-8-18-8-2
c. 2-8-18-3
d. 2-1
e. 2-8-18-18-8
f. 2-8-7
2)Name each of the elements:
a. _______________________

b. _______________________
c. _______________________
d. _______________________
e. ________________________
f. ________________________
3)Which atom in each pair has a larger atomic radius?
a. Li or K _______
b. Ca or Ni________
c. Ga or B__________
d. O or C___________
e. Fe or Au___________

4)Which atom or ion has a larger ionization energy?

a. Na or O______
b. Be or Ba_______
c. Ar or F__________
d. Cu or Ra________
e. I or Ne_________
f. K or V_________
g. Ca or Fr_________
h. W or Se________
5)Write the Charge of the following atoms will acquire
when it has a complete set of valence electrons
a. O_______
b. Na_______
c. F________
d. N________
e. Ca________
f. Ar_________

6)Define Atomic radius:

______________________________________________________
______________________________________________________
_______________________________________
7)Why do atoms get smaller as you move across a
period?
______________________________________________________
______________________________________________________
_______________________________________
8)Contrast IE and EN:
______________________________________________________
______________________________________________________
_______________________________________

Name:_________________________________
Homework Review from Vocabulary Lesson
Please answer the following questions
1)In which period and group is an atom with the
electron configuration:
a. 2-8-6 Period 3, Group 16
b. 2-8-18-8-2- Period 5, Group 3
c. 2-8-18-3 Period 4, Group 13
d. 2-1 Period 2, Group 1
e. 2-8-18-18-8 Period 5 Group 18
f. 2-8-7 Period 3, Group 17
2)Name each of the elements:
a. Sulfur
b. Strontium
c. Galium
d. Lithium
e. Xenon
f. Chlorine
3)Which atom in each pair has a larger atomic radius?
a. Li or K _______
b. Ca or Ni________
c. Ga or B__________
d. O or C___________

e. Fe or Au___________

4)Which atom or ion has a larger ionization energy?

a. Na or O______
b. Be or Ba_______
c. Ar or F__________
d. Cu or Ra________
e. I or Ne_________
f. K or V_________
g. Ca or Fr_________
h. W or Se________
5)Write the Charge of the following atoms will acquire
when it has a complete set of valence electrons
a. O -2
b. Na +1
c. F -1
d. N -3
e. Ca +2
f. Ar 0
6)Define Atomic radius:
Half the distance between the nuclei of the adjacent
atoms.
7)Why do atoms get smaller as you move across a
period?
As the atomic number increases, the nuclear charge
increases. The attraction between the proton and
electron increase pulling the atom in therefore
making it smaller.

8)Contrast IE and EN:

The IE measures the energy neded to remove while
the EN measures the attraction of the atom to other
electrons. Both Increase down a group, and increase
from left to right on the table.

ADOPT AN ELEMENT FACT SHEET

Your Name __________________________ Period ________
Your Elements Name ________________________________

Symbol

Atomic Number

______

Atomic Mass

_______

# of Protons
______

_______

# of Neutrons

# of Electrons

________

Normal Phase (circle)

Solid

________

Liquid

Gas

My element belongs to the _______________ group.

Origin of element name ____________________________

Discovered by ___________________________________

Interesting Info:

1.

FOCUS ON THE PHYSICAL PROPERTIES DISCUSSED IN CLASS

2.

3.

4.

5.

6.

REFERENCES:

sciencespot.net/Media/adtelempjt.pdf