Periodic Trends Project

Periodic Trends Project

The periodic table is an amazing chart. In addition to the elements being listed by increasing atomic number (number of protons in the nucleus), it is also arranged so that the properties of the elements can be easily predicted by looking at the location of an element on the periodic table.

Earlier in the year, we looked at the relationship between electron configuration and location on the periodic table. It was evident that because of the relationship between arrangement of elements and electron configuration the table could be broken up into 4 major sections: the s block, the p block, the d block, and the f block. We also referred to the vertical columns as being families of elements, due the similar properties each element in the column exhibited.

It should not be surprising, when we keep in mind all of the trends we know about so far, that the periodic table contains even more secret information. The properties of the elements are based largely upon the number of protons, neutrons, and electrons contained inside each atom. These properties, which include atomic radius, ionic radius, first ionization energy, and electronegativity, either increase or decrease as you move up, down, left, or right along the rows of the periodic table.

By the end of this project you will be able to use the periodic table to your full advantage, as you will have acquired information about each of the trends. You will also demonstrate understanding of these concepts by using an analogy to create your own periodic table.

Part 1: Research – must be turned in on the day your project is due!

1.Look up and define these four terms online or pgs.187-194 in your book:

a. Atomic radius: ______

b. Ionic radius: ______

______

c. First Ionization Energy:______

d. Electronegativity: ______

______

2. Explore the on-line periodic tables found at:

atomic radius:

ionic radius:

ionization energy:

electronegativity:

3. Go to the website for atomic radius.Use the shaded table to identify the atomic radius (pm)

Write the atomic radius for elements Li, Be, and B. As you move from left to right in this row what happens to the atomic radius?

Li - ______Be - ______B - ______

Write the atomic radius for elements Na, Mg, and Al. As you move from left to right in this row, what happens to the atomic radius?

Na - ______Mg - ______Al - ______

Write the atomic radius for elements Li, Na, and K. What happens to atomic radius as you move down this column?

Li - ______Na - ______K - ______

Write the atomic size for elements F, Cl, and Br. What happens to atomic radius as you move down this column?

F - ______Cl - ______Br - ______

4. Consider the pattern of atomic radius you have observed. Draw arrow points on the ends of the arrows to show increasing atomic radius.

5. Go to the website for ionic radius. Use the shaded table to identify the ionic radius (pm)

Write the ionic radius for elements Li, Be, and B. As you move from left to right in this row what happens to the ionic radius?

Li - ______Be - ______B - ______

Write the ionic radius forelements Na, Mg, and Al. As you move from left to right in this row, what happens to the ionic radius?

Na - ______Mg - ______Al - ______

Write the ionic radius forelements Li, Na, and K. What happens to ionic radius as you move down this column?

Li - ______Na - ______K - ______

Write the ionic radius forelements F, Cl, and Br. What happens to ionic radius as you move down this column?

F - ______Cl - ______Br - ______

6. Consider the pattern of ionization energy you have observed. Draw arrow points on the ends of the arrows to show increasing ionic radius.

7. Go to the website for ionization energy. Use the shaded table to identify the ionization energy (1st / kJ mol-1)

Write the ionization energy for elements Li, Be, and B. As you move from left to right in this row what happens to the ionization energy?

Li - ______Be - ______B - ______

Write the ionization energy forelements Na, Mg, and Al. As you move from left to right in this row, what happens to the ionization energy?

Na - ______Mg - ______Al - ______

Write the ionization energy forelements Li, Na, and K. What happens to ionization energy as you move down this column?

Li - ______Na - ______K - ______

Write the ionization energy forelements F, Cl, and Br. What happens to ionization energy as you move down this column?

F - ______Cl - ______Br - ______

8. Consider the pattern of ionization energy you have observed. Draw arrow points on the ends of the arrows to show increasingionization energy.

9. Go to the website for electronegativity. Use the shaded table to identify electronegativity (Pauling scale)

Write the electronegativity for elements Li, Be, and B. As you move from left to right in this row what happens to the electronegativity?

Li - ______Be - ______B - ______

Write the electronegativity forelements Na, Mg, and Al. As you move from left to right in this row, what happens to the electronegativity?

Na - ______Mg - ______Al - ______

Write the electronegativity forelements Li, Na, and K. What happens to electronegativity as you move down this column?

Li - ______Na - ______K - ______

Write the electronegativity forelements F, Cl, and Br. What happens to electronegativity as you move down this column?

F - ______Cl - ______Br - ______

10. Consider the pattern of electronegativity you have observed. Draw arrow points on the ends of the arrows to show increasing electronegativity.

Part 2: Project - You must choose one from the following:

Make a 3-d representation of the periodic table visualizing one of the periodic trends (atomic radius, ionic radius, ionization energy, or electronegativity) using straws.You only choose 1 trend.Materials needed are straws, a hard surface, and a hot glue gun. Pay attention to the RUBRIC

All elements in the s & p blocks must be drawn with their symbol and atomic number. Include the group number, period number, family names, metal/nonmetal/metalloid (color coded), and s&p block (color coded.) Include a key for the color coding.
The straws are cut various lengths according to a scale to represent the size of the property (radius, ionization energy, or electronegativity) and gluedon a hard surface corresponding to its location on the periodic table. You can use the following scale for your straws:
Electronegativity: 1 cm = 1 electronegativity unit
Ionization energy: 1 cm = 500 kJmole-1
Atomic radius: 1cm = 50pm
Ionic Radius: 1cm = 50 pm

Using excel create a spreadsheet graphing elements 1-38. Each graph will be illustrating the element’s atomic number vs. the value of the property (atomic radius, ionic radius, ionization energy, or electronegativity.) The graph must be in color and contain key. Pay attention to the RUBRIC

Use the data sheet to record the value for each trend available through the WebElements website.
Each graph must be Atomic Number vs. Trend, titled with the x & y axes labeled, and made in Excel.
Print out each graph and display on a poster board.
Include a copy of the periodic table with a definition and arrows indicating each trend.
They must be printed out and organized on a poster board to be presented.

Develop your own method of visualizing one of the periodic trends (atomic radius, ionic radius ionization energy, electronegativity)You are to make a poster that shows a group of objects arranged in an similarway to the trends on the periodic table. You must work individually. The periodic trends must be illustrated correctly, and your topic must be appropriate for school. Pay attention to the RUBRIC

(How to get started: First, select a group of 25 related objects ex: Pokémon, sports players, types of cars. Then, arrange those items into a pattern that increases or decreases in the same general pattern as one of the four periodic trends you learned about.)

Create a poster, being sure to include these criteria:

Contains 25 objects or more.
Objects are arranged in a pattern that mimics the direction of increase or decrease of one of the periodic trends you’ve learned about.
Arrows show the direction of increase, and are labeled as to which properties of the objects are increasing or decreasing.
You will need to make a key that briefly explains the characteristics of your “families” and “periods” (minimum)
A title is on the poster that gives and indication of which trend and what type of objects you are using.
A paragraph is included that discusses, clearly and completely, the likeness between the periodic trend and the properties that increase or decrease among your objects.
Must be typed or very neatly written with good spelling and grammar
Must contain a detailed description of the “families” and “periods”.
Any additional complexity to your organization (trends, patterns, etc.) must be thoroughly explained.
Poster is neat, colorful, and shows a great deal of effort.

Project 1: Collect Data Sheet.Project #1 RUBRIC

Element / Atomic number / Trend Value(fromwebsite) / Straw
Length(cm)
H / 1
He / 2
Li / 3
Be / 4
B / 5
C / 6
N / 7
O / 8
F / 9
Ne / 10
Na / 11
Mg / 12
Al / 13
Si / 14
P / 15
S / 16
Cl / 17
Ar / 18
K / 19
Ca / 20
Ga / 31
Ge / 32
As / 33
Se / 34
Br / 35
Kr / 36
Rb / 37
Sr / 38
In / 49
Sn / 50
Sb / 51
Te / 52
I / 53
Xe / 54
Cs / 55
Ba / 56
Tl / 81
Pb / 82
Bi / 83
Po / 84
At / 85
Rn / 86
Student Name:
Trend: / Points Made
Lengths
Correct,
40
(10 each)
Labeling
Groups & Family names Labeled
5
Element Boxes drawn with Atomic Number
10
Periods Labeled
5
Math Completed and turned in
10
M, NM, ML color coded with key
10
S&P blocks color coded with key
5
Trend Name, Definition & Conversion factor labeled
10
Neat & colorful
5
TOTAL
100

Project #2 Data Sheet:Project #2 RUBRIC

Element / Atomic number / Atomic radius
(pm) / Ionic Radius (pm) / Ionization Energy
(kJ/mol) / Electronegativity(Pauling Scale)
H / 1
He / 2
Li / 3
Be / 4
B / 5
C / 6
N / 7
O / 8
F / 9
Ne / 10
Na / 11
Mg / 12
Al / 13
Si / 14
P / 15
S / 16
Cl / 17
Ar / 18
K / 19
Ca / 20
Sc / 21
Ti / 22
V / 23
Cr / 24
Mn / 25
Fe / 26
Co / 27
Ni / 28
Cu / 29
Zn / 30
Ga / 31
Ge / 32
As / 33
Se / 34
Br / 35
Kr / 36
Rb / 37
Sr / 38
Student Name: / Points Made:
Graphs
Created in Excel
40
(10 each)
Labeling
Title on each
10
Periodic Table with arrows showing trend for each 10
X & Y axes Labeled on each
10
Attached to a poster board for display
10
Trend Name &Definition included on each
10
Neat & Colorful
10
TOTAL
100

Project #3 RUBRIC

“Periodic Table Project” Grading Rubric

Name______, Subject ______

7-8 / 5-6 / 3-4 / 1-2
Basic Table Organization _____ / Families & periods are strong and have significant meaning. A natural order is evident and clearly expressed. / Families & periods are moderately strong and have meaning. A natural order is evident and adequately expressed. / Families & periods lack coherency or importance. A natural order is not clearly evident. / Little or no attempt at families & periods. Organization forced, not natural or non-existent.
Secondary Organization _____ / Table shows strong additional complexity to the organization beyond columns and rows. Additional complexity is natural to the group, not artificial / Table shows moderately strong additional complexity to the organization beyond columns and rows. Additional complexity is mostly natural to the group, not artificial / Table shows only weak additional complexity to the basic organization, or the additional complexity is somewhat artificial / No additional complexity to the basic organization, or the additional complexity is artificial
Content
_____ / Subject group is authentic (real), creative and engaging / Subject group is likely authentic (real), lacks creativity / Subject group seems fabricated or unnatural / Subject group makes little or no sense
Key
_____ / Key Present with clear and complete information / Key Present but unclear and/or incomplete in places / Key present but not well organized and/or not complete / Key, absent or makes no sense
Labeling
_____ / Well named families & periods, clearly labeled / Appropriately named families & periods, May have clarity issues / Family and period names do not correspond well to the content of the project, or not very clearly labeled / No names, nonsense names or labeled very poorly
Written Description
_____ / Summary thoroughly and clearly covers the mandatory material outlined in the provided guidelines / Summary generally covers the mandatory material outlined in the provided guidelines in a clear fashion, may lack some detail / Summary somewhat describes the idea and trends found in the periodic table, lacks clarity and detail / Summary does not describe the idea and trends found in the periodic table
Neatness
_____ / Very neat, lots of concern evident in the construction of the poster / Neat, concern evident in the construction of the poster / Moderately neat, concern for details generally lacking / Messy, shows little to no concern for presentation. Appears hastily done
Presentation
_____ / Pictures/objects presented in an engaging and/or creative fashion, appropriate to the subject / Pictures/objects well presented, appropriate to the subject / Pictures/objects of moderate quality or not well suited / Pictures/objects poorly done or presented, or descriptive words only