PERIODIC TRENDS 1

UNIT 4: THE PERIODIC TABLE AND TRENDS

HANNAH HOMRICH
PERIODIC TRENDS 2

Table of Contents

Unit Overview 3

Day 1: “Modern Periodic Table” PPT Lecture 4

Day 2: Periodic Table Activity—Icosahedron Project 5

Day 3: “Periodic Trends PPT” Lecture 9

Day 4: PhetLab Atom Builder Activity 10

Day 5: Jeopardy Review Game 15

Day 6: March Madness Element Brackets 16

Day 7: Who Am I? Inquiry Activity 20

Day 8: Prelab Lecture 24

Day 9: Periodic Trends Lab Activity 27

Day 10: Post Lab Debrief / Unit Assessment 31

PERIODIC TRENDS 3

Unit Overview

This is the fourth unit in my yearlong course design. Prior to this unit, we will have

covered in class units one through three: Introduction to Chemistry, Properties of Matter, and

Atomic Structure and Electron Behavior. Directly after this unit, unit five is Bonding. The

purpose of this unit is to provide students with the ability to navigate and understand the

geography and history of the modern periodic table. In the coming units, they will need to

understand how to predict the ways that certain elements will behave based on the periodic

trends covered in this unit, which relate to the electron behavior we will be discussing in the

coming unit on bonding.

PERIODIC TRENDS 4

Day 1: “Modern Periodic Table” PPT Lecture

Learning Targets and Materials

 Students will be able to:
1. Identify areas of the periodic table
2. Recall the history and development of the modern periodic table.
 Students will need:
1. Pencil
2. Paper

MI-NGSS
 HS-PS-1: Use the periodic table as a model to predict the relative properties of elements
based on the patterns of electrons in the outermost energy level of atoms.

Outline of Instruction
 Opener: ~10 min
 Class Discussion: What do we know about the periodic table?
 Lecture: ~30 min
 “Modern Periodic Table” PPT
 Exit Slip: Have everyone turn in a slip of paper with their name and one ~ 5 min
question they have about the periodic table before they leave.

Adaptations and Accommodations

 Students with specific accommodations could be given either guided notes with the
words in bold left out for them to fill in OR complete copies of the notes.

Content Discussion
 Contained in “Modern Periodic Table” PPT

Assessment and Homework

 Exit Slip

References and Originality Justification

 I got an outline for the “Modern Periodic Table” PPT from Scott Graves of the CMU
Chemistry Department and modified it to fit my needs, adding in information about the
geography of the periodic table.
PERIODIC TRENDS 5

Day 2: Periodic Table Activity—Icosahedron Project

Learning Targets and Materials

 Students will be able to:
1. Identify and define properties of elements.
2. Recall how to calculate or research these properties using a periodic table,
different configurations, secondary sources, or element symbols.
 Students will need:
1. Pencil
2. Paper
3. Scissors
4. Construction Paper
5. Tape
6. String

MI-NGSS
 HS-PS-1: Use the periodic table as a model to predict the relative properties of elements
based on the patterns of electrons in the outermost energy level of atoms.

Outline of Instruction
 Opener: ~10 min
 Model Icosahedron how-to by folding, taping, etc.
 Assign different elements to each student.
 Work individually on becoming the class expert on assigned element. ~30 min
 Homework: Finish your icosahedron project by class time Friday and we will hang them
in the room.

Adaptations and Accommodations

 For students with specific accommodations, they may be given a reduced assignment to
create a flat version, just filling in the blanks on the worksheet, OR a smaller cube filling
in only some of the worksheet, OR extended time to complete the icosahedron (by the
end of the unit).

Assessment and Homework

 Finish icosahedron by Friday.

References and Originality Justification

 I got the project from here: http://www.riskescience.com/uploads/1/1/0/7/11070410/330-
1.00.00.01l_icosahedron-1.pdf
PERIODIC TRENDS 6

Worksheet

 For this activity, you will become the class expert on one element from the periodic table.
You will be assigned this element and answer the 20 questions on the following sheet.

 After filling out the sheet, you will use your 20 answers to create a 20-sided, 3D
icosahedron, with each side hosting one of the answers. These can be colorful or not,
artsy or not, it is up to you! When you are ready to begin, bring me your completed sheet
to receive your supplies.

 You are encouraged to use any resources at your disposal for this project, including:
 The periodic table
 Your textbook
 Your computer

 To create your icosahedron, follow these instructions:

 Use the attached pattern and cut 20 circles from construction paper (top figure on
following page). 


 Use the triangle pattern to trace and fold the circles into triangles (Figure 1). The
folds will end up inside the icosahedron. 


 Write each of the 20 Questions items on a separate face. Color and decorate as
much as you’d like to.

 Select 5 triangles and securely tape them together in a pie shape pentagon. The
shaded parts of the circle should go inside the element ball (Figure 2). Repeat this
to make the lower section of the element ball. 


 Take the remaining 10 triangles and secure them with tape together in a strip
(Figure 3). 


 Tape the ends of the strip together to form a ring. This will form the equator of the
element ball. 


 Secure one of the pentagons to the top of the ring. Turn over and secure the other
pentagon to form the complete element ball. This step requires at least three
hands, so ask me or a friend for help. 


 Punch a small hole in one of the sides and tie on a piece of string. This will be
used to hang the element ball. 

PERIODIC TRENDS 7
PERIODIC TRENDS 8

ICOSAHEDRON ACTIVITY: 20 QUESTIONS:

1. Your name 


2. Element name 


3. Element symbol 


4. Atomic number 


5. Number of protons, neutrons, & electrons

6. Atomic mass number of the most common isotope

7. When discovered & by whom

8. Group and Period number

9. Boiling or melting point 


10. Density 


11. Isotopes 


12. State of matter at room temperature

13. Source(s) in nature for obtaining the element

14. Noble-gas electron configuration

15. Commercial or scientific uses

16. Commercial or scientific use (find 2 uses) 


17. Environmental considerations in either producing the element or disposing of it

18. Atomic radius

PERIODIC TRENDS 9

19. Category (halogen, metalloid, etc.) 


20. Health or safety issues

Day 3: “Periodic Trends PPT” Lecture

Learning Targets and Materials

 Students will be able to:
1. Define the periodic trends we are discussing in this class
2. Relate the periodic trends to prior knowledge including the octet rule, valence
electrons, and Lewis dot diagrams.
3. Identify the general group and periodic trends on the modern periodic table.
 Students will need:
1. Pencil
2. Paper

MI-NGSS
 HS-PS-1: Use the periodic table as a model to predict the relative properties of elements
based on the patterns of electrons in the outermost energy level of atoms.

Outline of Instruction
 Opener: ~5 min
 Have whole class watch this video on the projector
https://www.youtube.com/watch?v=-wu0LixSBpk
 Lecture: ~40 min
 “Modern Periodic Table” PPT
 Exit Slip: Have everyone turn in a slip of paper with their name and one ~ 5 min
question they have about the periodic table/trends AND one thing they are still confused
about.

Adaptations and Accommodations

 Students with specific accommodations could be given either guided notes with the
words in bold left out for them to fill in OR complete copies of the notes.

Content Discussion
 Contained in “Periodic Trends” PPT

Assessment and Homework

 Exit Slip

References and Originality Justification

 I pieced together this PPT from my own notes and content from other chemistry teachers’
units I found on the internet.
 Everything written is my own.
PERIODIC TRENDS 10

Day 4: PhetLab Atom Builder Activity

Learning Targets and Materials

 Students will be able to:
1. Explain the relationship between valence electrons and multiple periodic trends
2. Identify periodic patterns and trends among groups
 Students will need:
1. Computers enabled with Flash
2. Pencil
3. Paper

MI-NGSS
 HS-PS-1: Use the periodic table as a model to predict the relative properties of elements
based on the patterns of electrons in the outermost energy level of atoms.

Outline of Instruction
 Entrance Slip ~ 5 min
 On a half sheet of paper, write your name, the periodic trend that you are having
the most trouble understanding, and (at least) one question you have about it.
 Exciting Opener
 Using sodium metal and lithium metal in water to demonstrate large difference in
reactivity down a group.
 Work with a partner or individually on attached worksheet ~15 min
 Come back to whole-group discussion ~10 min
 Discuss observations and questions from Atom Builder activity:
 What questions did you have or ask your partner during this activity?
What questions do you still have?
 Going around the room, have each group report one connection between one thing
they observed and a periodic trend(s).
 Assign Homework before leaving—give handout explaining journal entry due next week.

Adaptations and Accommodations

 For students with vision problems: modify assignment to physical representations that
they can touch/feel OR work with student/teacher/paraprofessional who can help to
create vocal understanding
 For students who cannot use a computer: modify assignment to work with one student or
paraprofessional who can work the computer and the student follows along drawing
visual representations by hand (or receives them from partner drawing along)
 For students who cannot write a complete essay: meet with teacher or paraprofessional to
engage in a 10-15 minute conversation in which they teach the professional these
periodic trends, describing them, connecting them to the activity, and defining them as
they go.
PERIODIC TRENDS 11

Content Discussion
 Atomic size/radius: is the distance between the nucleus and the valence electrons of an
atom. The closer those valence electrons are to the nucleus (i.e., the smaller the atomic
radius), the more tightly they are held. The radius increases down a group, and the
shielding provided by the increasing amount of electron shells block the valence electrons
from feeling the nucleus’ pull. The radius decreases from left to right across a period, as
the nucleus gains protons moving left to right, which increases the positive charge of the
nucleus and subsequent attractive force between the nucleus and electrons. Shielding is
not a factor when moving horizontally, as the electrons gained reside in the same shell
and therefore do not increase shielding.
 Ionization energy: This is the energy required to remove an electron from an atom. This
energy increases moving left to right across a period, for similar reasons to the above
regarding increasing attractive forces between the nucleus and the electrons. This energy
decreases moving down a group for the same reasons as listed above, due to the increased
presence of electron shielding from more electron shells between the nucleus and the
valence electrons. As this increases, it takes less energy to remove a valence electron,
which is experiencing less pull from the nucleus.
 Electron affinity: This is the energy change in an atom when it gains an electron. If the
addition of an electron makes the atom more stable, then the electron affinity is negative,
as it has given off energy and lost potential energy. If an atom becomes less stable upon
gaining an electron, it is said to have a positive electron affinity, as its potential energy
increases when the atom gains energy from acquiring the electron. Atoms with negative
electron affinities are more likely to gain electrons, since (as we know) atoms prefer to be
stable. Electron affinities increase in negativity from left to right across a group, per the
octet rule. Atoms with nearly full shells want to gain electrons, and atoms with barely
fully shells want to lose them to retain a stable valence shell. The noble gasses are not
included in this trend. Electron affinities do not have a set trend moving down a group,
but they generally become more positive.
 Electronegativity: This is the ability of an atom to attract electrons (via a bond). This is
very closely related to ionization energy and electron affinity, and therefore has similar
patterns. It increases across a period (left to right) and decreases moving down a group.
 The lithium atom that they build in this activity will have one electron in its valence
shell. They should see that it is in group 1A, and they should be able to identify that it
will have a relatively small atomic radius, low ionization energy (easy to remove sole
electron), positive electron affinity (because it wants to lose the electron, not gain it), and
have selective electronegativity (would easily bond with atoms that have 7 valence
electrons to share an octet).
 The fluorine atom in this activity will have seven electrons in its valence shell, and will
therefore have generally opposite properties. It will have a relatively small atomic radius,
a high ionization energy, negative electron affinity (wants to gain electron to fulfill octet),
and have high electronegativity.
PERIODIC TRENDS 12

Assessment and Homework

 Entrance Slip
 Homework: Due: Next Week
 Write a 1-2 (typed) page journal entry making connections between your
observations from the Atom Builder activity, valence electron behavior, and
periodic trends. Your discussion must include:
i. The periodic trends (increasing/decreasing along a group or period)
associated with:
1. Electronegativity
2. Atomic Radius
3. Ionization Energy
4. Electron Affinity
ii. Definitions of each periodic trend
iii. An explicit connection between what you saw using the Atom Builder,
heard about during classroom discussion, and learned throughout this unit,
in regard to these periodic trends.
b. ***The “answer key” for this essay is basically the ‘Content Discussion’ section
of this assignment.***

References and Originality Justification

 https://www.scribd.com/document/222102782/Periodic-Trends-Lesson-Plan
 I got the idea to use the atom builder to compare Lithium and Fluorine from this
lesson plan, but I did not incorporate the rest of the lesson from this plan.
PERIODIC TRENDS 13

Worksheet

 Visit http://phet.colorado.edu/en/simulation/build-an-atom

 Select the activity titled “Build an Atom.”

 Check all three boxes to show: Element, Neutral/Ion, and Stable/Unstable.

 Answer the questions as you go.

1. Build a neutral,Lithium Atom

i. How many valence electrons does it have (in its outer shell)?

ii. What is the easiest way for this atom to have a full valance shell? What could it
gain or lose?
1. HINT: Recall that the first orbital is full with only two electrons,
while the rest require eight to fulfill the octet rule

iii. Using your prior knowledge of periodic trends, rate the atom’s periodic properties
(circle one).
1. Atomic Radius small or large
2. Ionization Energy low or high
3. Electron Affinity positive or negative
4. Electronegativity: high or low

a. What types of atoms will it readily bond with? (Fill in

Blank)

Ones with ______ valence electrons (Group ____)

PERIODIC TRENDS 14

2. Build a neutral Fluorine atom.

iv. How many valence electrons does it have (in its outer shell)?

v. What is the easiest way for this atom to have a full valance shell? What could it
gain or lose?

vi. Using your prior knowledge of periodic trends, rate the atom’s periodic properties
(circle one).
1. Atomic Radius small or large
2. Ionization Energy low or high
3. Electron Affinity positive or negative
4. Electronegativity: high or low

a. What types of atoms will it readily bond with? (Fill in

Blank)

Ones with ______ valence electrons (Group ____)

PERIODIC TRENDS 15

Day 5: Jeopardy Review Game

Learning Targets and Materials

 Students will be able to:
1. Identify areas of the periodic table.
2. Recall the history and development of the modern periodic table.
3. Define the periodic trends discussed in this unit.
4. Apply their knowledge of periodic table geography and periodic trends.
 Students will need:
1. Pencil
2. Paper

MI-NGSS
 HS-PS-1: Use the periodic table as a model to predict the relative properties of elements
based on the patterns of electrons in the outermost energy level of atoms.

Outline of Instruction
 Jeopardy Review Game: ~30 min
 Workshop Day: Rest of class
 1:1 Writing conferences with students on their notebook essays
 Hang up student’s icosahedrons

Adaptations and Accommodations

 Students with specific accommodations could have the option to participate in jeopardy.
If not, they will be given a printed out version of the information on the jeopardy game as
a study guide as an alternative to class participation.

Content Discussion
 Contained in “Modern Periodic Table” PPT and “Periodic Trends” PPT

Assessment and Homework

 Finish the Science Notebook essay from last class by Monday.

References and Originality Justification

 I got the jeopardy game from here: https://jeopardylabs.com/play/periodic-trends-review-
game
PERIODIC TRENDS 16

Day 6: March Madness Element Brackets

Learning Targets and Materials

 Students will be able to:
1. Research discovery of elements.
2. Apply their knowledge of periodic table geography and periodic trends.
 Students will need:
1. Pencil
2. Paper
3. Worksheets

MI-NGSS
 HS-PS-1: Use the periodic table as a model to predict the relative properties of elements
based on the patterns of electrons in the outermost energy level of atoms.

Outline of Instruction
 Opener: ~5 min
 Pull up bracket on the screen, introduce and model activity
 Work on worksheet individually or with a partner, but everyone must Rest of class
turn in their own bracket.
Adaptations and Accommodations
 Students with specific accommodations could have the option to participate in jeopardy.
If not, they will be given a printed-out version of the information on the jeopardy game as
a study guide as an alternative to class participation.

Content Discussion
 Contained in “Modern Periodic Table” PPT and “Periodic Trends” PPT

Assessment and Homework

 Finish your bracket by Wednesday.

References and Originality Justification

 I got this project from Flinn Scientific.
PERIODIC TRENDS 17

Tournament Rules

You MAY use your phone/tablet/computer for any of these, but I caution against getting
distracted—we have a lot of ground to cover today!

 Round 1: Find the date each of the elements were discovered. The element discovered
earliest in each bracket (in its free elemental form) wins, and proceeds to the second round.
HINT: If any elements have been known seemingly ~forever~ or at least since ancient
times, make their discovery date 0.

 Round 2: Compare the ionization energies of the elements in each bracket. The higher
ionization energy moves on to the Sweet 16.

 Round 3 (Sweet 16): The element with the highest group number (using IUPAC system)
advances.

 Round 4: The element with the larger atomic radius advances to the final four.

 Round 5 (Final 4): Solve these riddles to find the 2 finalists!

o This “salt-maker” is also a rainmaker when its silver salt is scattered into
clouds.


o Once a sedative and cure for nervous tension, the ion of this element is now
a trite or commonplace expression. 


 Round 6 (Finals): It is often said there is no ______ in team, but the element with this
symbol is our winner!
PERIODIC TRENDS 18
PERIODIC TRENDS 19
PERIODIC TRENDS 20
PERIODIC TRENDS 21

Day 7: Who Am I? Inquiry Activity

Activity Overview
 This inquiry activity is designed so that high school students can apply their knowledge
of periodic trends and the periodic table to identify their specific assigned element. In this
game, the students are assigned an element which they do not know, which they wear on
their forehead on a sticky note. They and their partner must take turns answering yes/no
questions regarding the element’s behavior and position on the periodic table to correctly
identify their assigned element.

 I will be able to formatively assess the student’s ability to apply their prior knowledge of
periodic trends and search for areas of misconception and misunderstanding. I can use
this information, and that which I assess via their journal and discussion responses to
modify the remaining instruction within this unit to combat misconception and fill gaps
in their understanding.

Learning Targets and Materials

 Students will be able to:
1. Use periodic trends to identify the position and behavior of elements on the
periodic table.
 Students will need:
1. Sticky notes
2. Writing utensil
3. Periodic table

MI-NGSS
 HS-PS-1: Use the periodic table as a model to predict the relative properties of elements
based on the patterns of electrons in the outermost energy level of atoms.

Outline of Instruction
 Opener: ~5 min
 Model and describe worksheet inquiry activity.
 Work with partner(s) on attached worksheet ~30 min
 Come back to whole-group discussion ~15 min
 Discuss observations and questions you or your partner had during today’s
activity regarding periodic trends.
 Was this activity easy? Difficult? Why?
 What kind of questions did you find to be the most helpful?
 Every group: Write one thing on the board that you found difficult or you had to
look up during this activity OR a question you still have about this activity.
 Assign Homework before leaving—journal entry due next week.
PERIODIC TRENDS 22

Prior Knowledge/ Background

 Atomic size/radius: is the distance between the nucleus and the valence electrons of an
atom. The closer those valence electrons are to the nucleus (i.e., the smaller the atomic
radius), the more tightly they are held. The radius increases down a group, and the
shielding provided by the increasing amount of electron shells block the valence electrons
from feeling the nucleus’ pull. The radius decreases from left to right across a period, as
the nucleus gains protons moving left to right, which increases the positive charge of the
nucleus and subsequent attractive force between the nucleus and electrons. Shielding is
not a factor when moving horizontally, as the electrons gained reside in the same shell
and therefore do not increase shielding.
 Ionization energy: This is the energy required to remove an electron from an atom. This
energy increases moving left to right across a period, for similar reasons to the above
regarding increasing attractive forces between the nucleus and the electrons. This energy
decreases moving down a group for the same reasons as listed above, due to the increased
presence of electron shielding from more electron shells between the nucleus and the
valence electrons. As this increases, it takes less energy to remove a valence electron,
which is experiencing less pull from the nucleus.
 Electron affinity: This is the energy change in an atom when it gains an electron. If the
addition of an electron makes the atom more stable, then the electron affinity is negative,
as it has given off energy and lost potential energy. If an atom becomes less stable upon
gaining an electron, it is said to have a positive electron affinity, as its potential energy
increases when the atom gains energy from acquiring the electron. Atoms with negative
electron affinities are more likely to gain electrons, since (as we know) atoms prefer to be
stable. Electron affinities increase in negativity from left to right across a group, per the
octet rule. Atoms with nearly full shells want to gain electrons, and atoms with barely
fully shells want to lose them to retain a stable valence shell. The noble gasses are not
included in this trend. Electron affinities do not have a set trend moving down a group,
but they generally become more positive.
 Electronegativity: This is the ability of an atom to attract electrons (via a bond). This is
very closely related to ionization energy and electron affinity, and therefore has similar
patterns. It increases across a period (left to right) and decreases moving down a group.
PERIODIC TRENDS 23

Assessment and Homework

 Journal Prompt:
o During today’s activity, you had to use your knowledge regarding periodic trends
and behaviors to identify your assigned element. In about one page, respond to the
following questions regarding this activity:

 What was your assigned element? Were you able to figure it out through
this activity?

 What types of questions did you and your partner use that you found to be
the most helpful to do this?

 What areas of this activity did you have difficulty with? Were you able to
answer every question—if not, at what time(s) did you need to refer to
either your partner’s knowledge, your text, or your notes about periodic
trends?

 What questions do you still have regarding periodic trends and the layout
of the periodic table?

References and Originality Justification

 I adapted this activity from the ‘What Am I’ activity found here on page 3:
http://www.open.edu/openlearncreate/pluginfile.php/145517/mod_resource/content/2/SS
06_AIE_Final.pdf
PERIODIC TRENDS 24

Worksheet

 For this assignment, you will be assigned a specific element on the periodic table. You
will be given a sticky note with this element’s name on it, which you may NOT look at.

 Place this sticky note on your forehead, then turn to your partner. Each of you must
correctly identify what your element is by asking ONLY yes/no, scientific questions
regarding your element’s location on the periodic table and its properties.

o Suitable questions include:

 Am I a halogen?
 Is my atomic radius larger than Potassium?
 Am I a transition metal?
 Am I diatomic?
 Am I more electronegative than Chlorine?

 Take turns with your partner asking each other questions like this until each of you
correctly identify your element.
o HINT: It may be helpful to have your periodic table handy to consult throughout
this activity.

 If you are asked a question about which you are unsure, feel free to refer to your notes
regarding periodic trends, your book, or other students! See if your partner can help
remind you the general trends for different periodic properties.

o As you go, keep note of things that you need to look up or refresh your memory
on. There’s no penalty for checking, but this information will help you later on
your journal prompt.

 IF TIME: Once you both correctly identify your elements, trade in your elements for
new ones and complete this exercise again with a new partner.

 After completing this exercise two times, see me to collect your journal prompt for
homework.
PERIODIC TRENDS 25

Day 8: Prelab Lecture

Learning Targets and Materials

 Students will be able to:
1. Recall and abide by the lab safety rules for the classroom.
2. Prepare for the lab we will complete tomorrow in class.
 Students will need:
1. Pencil
2. Paper

MI-NGSS
 HS-PS-1: Use the periodic table as a model to predict the relative properties of elements
based on the patterns of electrons in the outermost energy level of atoms.

Outline of Instruction
 Opener: 10 min
 Watch CrashCourse Lab Safety video
https://www.youtube.com/watch?v=VRWRmIEHr3A
 Lab Safety Agreement 15 min
 Read through all laboratory rules with students
 Pre-Lab Lecture: 15 min
 Distribute copies of tomorrow’s lab procedure and walk through procedure for
tomorrow

Adaptations and Accommodations

 Students with specific accommodations could be given this safety agreement to bring
home further in advance.

Assessment and Homework

 Get laboratory safety agreement signed before tomorrow’s lab or you will not be allowed
to participate.

References and Originality Justification

 I got the safety contract from Flinn Scientific.
PERIODIC TRENDS 26

Science Lab Safety Contract

Science is a hands-on laboratory class. However, science activities may have potential hazards. We will
use some equipment that may be dangerous if not handled properly. Safety in the science classroom
is a necessary part of the scientific process. To ensure a safe classroom, a list of rules has been developed
and is called the Science Safety Contract. These rules must be followed at all times. Additional safety
instructions will be given for each lab activity. No student will be allowed to participate in science
activities until this contract has been signed by both the student and a parent or guardian.

SAFETY RULES
1. Conduct yourself in a responsible
manner at all times in the science room.
Horseplay, practical jokes, and pranks
will not be tolerated.
2. Follow all written and verbal
instructions carefully. Ask your teacher
questions if you do not understand the
instructions.
3. Do not touch any equipment, supplies,
or other materials in the science room
without permission from the teacher.
4. Perform only authorized and approved
experiments. Do not conduct any
experiments when the teacher is out of
the room.
5. Never eat, drink, chew gum, or taste
anything in the science room.
6. Keep hands away from face, eyes, and
mouth while using science materials or
when working with either chemicals or
animals. Wash your hands with soap and
water before leaving the science room.
7. Wear safety glasses or goggles when
instructed. Never remove safety glasses
or goggles during an experiment. There
will be no exceptions to this rule!
8. Keep your work area and the science
room neat and clean. Bring only your
laboratory instructions, worksheets, and
writing instruments to the work area.
9. Clean all work areas and equipment at
the end of the experiment. Return all
equipment clean and in working order
to the proper storage area as instructed.
11. Report any accident (fire, spill,
breakage, etc.), injury (cut, burn, etc.), or
hazardous condition (broken equipment,
etc.) to the teacher immediately.
12. Consider all chemicals used in the
science room to be dangerous. Do not
touch or smell any chemicals unless
specifically instructed to do so.
13. Handle all animals with care and
respect.
14. Always carry a microscope with both
hands. Hold the arm with one hand;
place the other hand under the base.
15. Treat all preserved specimens and
dissecting supplies with care and respect.
16. Never open storage cabinets or enter
the prep/storage room without permission
from the teacher.
17. Do not remove chemicals, equipment,
supplies, or animals from the science
room .
18. Handle all glassware with care. Never
pick up hot or broken glassware with
your bare hands.
19. Use extreme caution when using
matches, a burner, or hot plate. Only
light burners when instructed and do
not put anything into a flame unless
specifically instructed to do so. Do not
leave a lit burner unattended.

10. Follow your teacher’s instructions to 20. Dress properly—long hair must be tied
PERIODIC TRENDS 27

dispose of any waste materials generated
in an experiment.
back, no dangling jewelry, and no loose
or baggy clothing. Wear aprons when
instructed.
21. Learn where the safety equipment is
located and how to use it. Know where
the exits are located and what to do in
case of an emergency or fire drill.

AGREEMENT
I, ___________________________ , (print student’s name) have read and understand each of the above
safety rules set forth in this contract. I agree to follow them to ensure not only my own safety but also the
safety of others in the science classroom or laboratory. I also agree to follow the general rules of
appropriate behavior for a classroom at all times to avoid accidents and to provide a safe learning
environment for everyone. I understand that if I do not follow all the rules and safety precautions, I will
not be allowed to participate in science activities.

Student Signature _____________________________ Date ______________________________

Dear Parent or Guardian:

We feel that you should be informed of the school’s effort to create and maintain a safe science
classroom/laboratory environment. Please read the list of safety rules. No student will be permitted to
perform science activities unless this contract is signed by both the student and parent/guardian and is on
file with the teacher. This may adversely affect the student’s grade. Your signature on this contract
indicates that you have read this Science Safety Contract, reviewed it with your child, and are aware of
the measures taken to ensure the safety of your son/daughter in the science classroom.

Parent/Guardian Signature ______________________ Date _______________________________

Important questions:
Does your child wear contact lenses? Y or N
Contact lenses may collect chemicals. It is best NOT to wear contacts during labs involving chemical
solutions and reactions.

Is your child color blind? Y or N

Does your child have any allergies? Y or N

If so, please inform the school district and teacher.

©Flinn Scientific
PERIODIC TRENDS 28

Day 9: Periodic Trends Lab Activity

Purpose of Lab Activity/ Learning Target(s)

 The purpose of this lab is to review the properties of elements and their trends in the
periodic table.
 Students will apply prior knowledge from this unit regarding periodic trends affecting
reactivity to create a hypothesis for the reactivity series of H2 and the metals Magnesium,
Copper, and Iron.
 Students will test this hypothesis with HCl and the sulfates of each metal.
 Students will explain the reactivity series they experimentally determine by applying
prior knowledge about ionization energy (energy required to lose an outer shell electron).

MI-NGSS
 HS-PS-1: Use the periodic table as a model to predict the relative properties of elements
based on the patterns of electrons in the outermost energy level of atoms.
 HS-PS2-6: Communicate scientific and technical information about why the molecular-
level structure is important in the functioning of designed materials.
 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.
Outline of Instruction
 Opener: 10 min
 Self-check: Are you ready for lab?
 Lab agreement turned in, hair back, appropriate clothing?
 Pre-Lab discussion:
 What questions do we have before beginning lab?
 Indicate where materials, waste containers, etc. are located.

Assessment and Homework

 Finish the post lab questions in their science notebooks due Monday.
 Study for Unit Test tomorrow—go over notes from “Modern Periodic Table” and
“Periodic Trends” PPTs
PERIODIC TRENDS 29

Materials Safety
 Magnesium metal Flammable
 Copper metal Harmful if swallowed or inhaled.
Eye irritant.
 Iron metal Flammable
 0.5 M MgSO4 (aq) Harmful if swallowed, in contact
with skin, or inhaled
 0.5 M CuSO4 (aq) Harmful if swallowed. Causes skin
and eye irritation.
 0.5 M FeSO4 (aq) Harmful if swallowed. Causes skin
and eye irritation.
 5 M HCl Skin corrosion and irritation.
Harmful when inhaled, causes skin
burns and eye damage if in contact.
 10 mL graduated cylinder
 Emery paper
 Deionized water (in poly squirt bottles)
 Test tubes
 Test tube supports
 Grease pencils
 Goggles
 Gloves
PERIODIC TRENDS 30

Procedure
 Pre-Lab Questions (In your science notebooks):
1. Create a hypothesis regarding the reactivity series of H2 and the metals to be
tested. It should look something like this:
A>B>C>D
Which corresponds to:
Most active -------> least active
Most easily oxidized -----> least easily oxidized
Loss of electrons easiest ------>most difficult
 Lab Activity:
1. In your lab notebook, record observations of each of the metals and solutions
before beginning the reaction.

2. With your grease pencil, label your first test tube FeSo4. In this test tube, prepare
the FeSO4 solution by adding 2-3 small scoops of the blue iron powder to 2 mL of
deionized water (measured with a graduated cylinder) and stirring with your small
spatula. Use this method to create this volume of FeSO4 each time it is needed
throughout the experiment.

3. Create a table similar to this in your lab notebook:

 NOTE: The metals are not going to be tested in their own sulfate, which is
indicated by the boxes in the data table that are filled with ###
Mg Cu Fe
MgSO4 ############
############
CuSO4 ############
############
FeSO4 ############
############
HCl

4. Begin by testing Magnesium metal. Lay down a piece of paper towel on the
countertop, and on the paper towel, use the emery paper to sand the surface of the
metal to remove oxide on the surface. Add one piece of this metal to 3 separate
test tubes. Label these test tubes:
 Mg + CuSo4
 Mg + FeSO4
 Mg + HCl

5. To the first test tube (Mg + CuSO4), add three squirts (~2mL) of 0.5 M CuSO4
using the medicine dropper on the lid of the bottle. Record in the data table any
observations you have immediately and over time as each reaction progresses.

6. To the second test tube (Mg + FeSO4), add three squirts of 0.5 M FeSO4 similarly.
PERIODIC TRENDS 31

7. To the third test tube (Mg + HCl), add three squirts of 5 M HCl similarly.

8. Next, test Copper metal. Sand this metal with the emery board in the same way as
the Magnesium metal. Add three pieces of the copper metal to three separate test
tubes. Label these test tubes:
 Cu + MgSO4
 Cu + FeSO4
 Cu +HCl

9. Repeat the same procedure as the last metal, adding three squirts of MgSO4 to the
first test tube, FeSO4 to the second, and HCl to the third. Record in the data table
any observations you have immediately and over time as each reaction progresses.

10. Finally, test the Iron metal. Add three pieces of iron metal to three separate test
tubes. Label these test tubes:
 Fe + MgSO4
 Fe + CuSO4
 Fe+ HCl

11. Repeat the same procedure as for the other two metals, adding three squirts of
MgSO4 to the first test tube, CuSO4 to the second, and HCl to the third. Record in
the data table any observations you have immediately and over time as each
reaction progresses.

12. At this point, allow at least five minutes before determining if there was or was
not a reaction for each. After this time, record final observations in your lab
notebook, then rinse all liquid waste with deionized water into the liquid waste
container in back of the room and dispose of solid waste in the trash.

13. In the ‘Conclusions’ section of your lab notebook, write your determined order of
reactivity of the three metals and H2 and outline your reasoning for this order.

 Post Lab Questions (homework in your science notebook).

1. Was your hypothesis of the order of reactivity correct?
 If yes: describe your reasoning to create this order before preforming the
lab.
 If no: explain why it was incorrect and what factors you may have missed
when predicting this order.
2. Keeping in mind the periodic trends we have been discussing recently, how can
you explain this order of reactivity?
 HINT: Refer to the prelab section regarding how ease/difficulty of losing
electrons plays into the order of reactivity. What periodic trend does this
remind you of?
3. Extra credit: What other periodic trends can you apply to explain this order of
reactivity OR what periodic trends does this order of reactivity not obey?
PERIODIC TRENDS 32

Day 10: Post Lab Debrief / Unit Assessment

Unit Test

1. Who is considered the father of the modern periodic table?

a. John Newlands
b. Dmitri Mendeleev
c. Johann Dobereiner
d. Lother Meyer
2. The periodic table is arranged in order of increasing ________.
a. Atomic radius
b. Nuclear charge
c. Atomic mass
d. Density
3. The horizontal rows of the periodic table are called ______.
a. Periods
b. Families
c. Groups
d. Brackets
4. Elements in a specific group have the same number of ______.
a. Protons
b. Neutrons
c. Atomic Mass
d. Valence Electrons

Short Answer:
5. What are the Group 1A elements called?
PERIODIC TRENDS 33

6. What are the elements in this section of the periodic table called?

7. What are the Group 8A elements called, and why are they different from the other
groups’ elements (name at least one specific thing that makes them different.)?

8. What is the difference between atomic and ionic radius? Define and give the general
periodic trend for each.
PERIODIC TRENDS 34

9. Explain your answer to number 8. What causes the trend for atomic radius? You may
draw an atom for reference OR simply explain what is present in atoms that contribute to
the periodic trend of atomic radius.

Vocabulary Matching:

10. Cation _______ a. The amount of energy required to

remove a valence electron

11. Anion _______ b. The ability of an atom to attract

electrons in a bond

12. Ionization Energy _______ c. A positive ion caused by loss of

electrons

13. Effective Nuclear Charge _______ d. The pull felt by valence electrons
of an atom

14. Electronegativity _______ e. A negative ion caused by gain of

Electrons
PERIODIC TRENDS 35

True/False
15. We cannot predict how an atom will behave or react to become stable. _____

16. Ionization energy decreases moving down a group due to shielding. _____

17. Noble gases have high electronegativity. _____

18. An increase in ionization energy mean it is easier to remove an electron. _____

19. The reactivity of Metals can be judged by how easily they give up
electrons. _____

Extra Credit:
20. What was your favorite project or activity that we did this unit (Power point lectures,
Icosahedron project, PhetLab Atom builder, March Madness element bracket, ‘Who Am
I’ activity, or Lab)? Explain what you liked about it and what it helped you learn 
PERIODIC TRENDS 36

Unit Test—Answer Key

Multiple Choice (2 points each)

1. Who is considered the father of the modern periodic table?

a. John Newlands
b. Dmitri Mendeleev
c. Johann Dobereiner
d. Lother Meyer
2. The periodic table is arranged in order of increasing ________.
a. Atomic radius
b. Nuclear charge
c. Atomic mass
d. Density
3. The horizontal rows of the periodic table are called ______.
a. Periods
b. Families
c. Groups
d. Brackets
4. Elements in a specific group have the same number of ______.
a. Protons
b. Neutrons
c. Atomic Mass
d. Valence Electrons
Short Answer (4 pts each)
5. What are the Group 1A elements called?
Alkali Metals
PERIODIC TRENDS 37

6. What are the elements in this section of the periodic table called?

Transition Metals

7. What are the Group 8A elements called, and why are they different from the other
groups’ elements (name at least one specific thing that makes them different.)?

Nobel Gases—they have a full octet on their own and therefore tend not to react easily.

8. What is the difference between atomic and ionic radius? Define and give the general
periodic trend for each.

Atomic radius-size of an atom; distance from nucleus to outermost electron. Trend: Increases
down group, decreases across period.
Ionic radius-the size of an atom’s specific ion; distance from nucleus to outermost electron.
Trend: Increases down group, decreases across a period.
PERIODIC TRENDS 38

9. Explain your answer to number 8. What causes the trend for atomic radius? You may
draw an atom for reference OR simply explain what is present in atoms that contribute to
the periodic trend of atomic radius.

Looking for response including reasoning like electron shielding/repulsion

OR the addition of orbitals when moving down group rather than the addition of electrons
in the same orbital when moving across period OR effective nuclear charge.

Vocabulary Matching (2 pts each)

10. Cation C a. The amount of energy required to

remove a valence electron

11. Anion E b. The ability of an atom to attract

electrons in a bond

12. Ionization Energy A c. A positive ion caused by loss of

electrons

13. Effective Nuclear Charge D d. The pull felt by valence electrons

of an atom

14. Electronegativity B e. A negative ion caused by gain of

Electrons
PERIODIC TRENDS 39

True/False (2 pts each)

15. We cannot predict how an atom will behave or react to become stable. F

16. Ionization energy decreases moving down a group due to shielding. T

17. Noble gases have high electronegativity. F

18. An increase in ionization energy mean it is easier to remove an electron. F

19. The reactivity of Metals can be judged by how easily they give up
electrons. T

Extra Credit (2 pts)

20. What was your favorite project or activity that we did this unit (Power point lectures,
Icosahedron project, PhetLab Atom builder, March Madness element bracket, ‘Who Am
I’ activity, or Lab)? Explain what you liked about it and what it helped you learn 

Any compete response here gets them full points.

Points possible: 50