Periodic Table and Atoms

Periodic table
Learning Intention: Skills:
• We are learning about elements through • Critical Thinking
discussion and an experiment • Communication

Success Criteria:
• I can state what an element is
• I can describe a test to identify two
different elements.
• I can listen to instructions
 1) The Periodic Table

• Elements are the simplest type of

substance.

• The Periodic Table lists all the

elements.

• Elements only contain one type of

atom.
 a) Uses of Elements
• In your pairs, identify six substances from
the Periodic Table which you recognise and
can state a use.
• Complete the below table for 6 elements:

Name of Element Use

• Look at the list of the elements below,
how would you split them up?

• Copper, oxygen, silver, gold, chlorine,

carbon, sulfur, titanium, platiunum,
nitrogen, hydrogen
 Experiment
• Set up and copy the circuit shown below, your
power pack should be set to 4V no more.
• Place each test substance between the two
electrodes
• Write down if it conducts or not in a table
• Look at your results and come to a conclusion
4V

Wire

Bulb

Test material
 Conductors Insulators
Copper Oxygen
Iron Sulfur
Zinc Nitrogen/hydrogen
Tin Silicon
Carbon (graphite)
• Metals are conductors of electricity and
heat and are all found on the left hand
side of the zigzag line of the periodic
table.
• Non-metals do not conduct electricity
(carbon, in the form of graphite, is the
exception to this rule – it conducts!!!).
metals non-metals
 Elements
Learning Intention: Skills:
• We are learning about elements through • Critical Thinking
discussion and an experiment • Communication

Success Criteria:
• I can state what an element is
• I can describe a test to identify two
different elements.
• I can listen to instructions
 Group Elements
Learning Intention: Skills:
• We are learning about the position of • Collaboration
elements on the periodic table and their • Critical thinking
properties.

Success Criteria:
• I can state four groups of elements
• I can describe the properties of each of
these groups.
• I can listen to members of my group to
come to a common conclusion.
 Families of Elements
• Many elements have similar appearances
and behave in similar ways.
• Families of elements are specially
arranged in The Periodic Table.

• Can you think of when you have learnt

this in the past?
 Families of the periodic table
(cont.)
The elements are arranged in the
Periodic Table depending on their
physical and chemical properties.
group.
A column is called a ______.
group
Each ______ is a family of elements
similar properties.
with ______
 Alkali metals
• They react violently with water and have to
be stored under oil.
Halogens
• They are the most reactive non-metals.
Transition metals
• They are less reactive than other metals
• They have many everyday uses e.g. Pots and
pans, jewellery and lighting…
Noble gases
• They are all very unreactive.
Alkali Metals Halogens

Transition Metals Noble gases

• Each member of the group will be given
a card to read. You will have 2 minutes
to read it to yourself then share the
rest of the information with your group.
• Everyone will the have to answer
questions on each of the cards.
1. Where can we find the alkali metals?
2. Give a property of the transition
metals.
3. State an element that would have
similar properties to Iodine.
4. The last group is known as?
5. Group 8/18 only react with?
6. Why are group 1 metals stored under
oil?
7. Give 2 uses of the transition metals.
8. What is the name of group 7/17?
 State of elements at room
temperature
• Elements can exist as solids, liquids or gases.

Use your iPad to find the two liquid

elements, and 11 gases
Colour in your periodic table to show the solids,
liquids and gases
Solids Gases Liquids
 Group Elements
Learning Intention: Skills:
• We are learning about the position of • Collaboration
elements on the periodic table and their • Critical thinking
properties.

Success Criteria:
• I can state four groups of elements
• I can describe the properties of each of
these groups.
• I can listen to members of my group to
come to a common conclusion.
 Structure of the atom
Learning Intention: Skills:
• We are learning about the make up of • Communication
an atom. • Critical thinking

Success Criteria:
• I can state the 3 sub-atomic particles in
an atom
• I can select key information from text
• I can explain how these are found using
the periodic table
 • Read the information on the card given
to you and fill out the diagram.

Nucleus
Electrons containing _ _ _ _ _ _ _
orbiting the and _ _ _ _ _ _ _ _
______
Properties of Particles in atoms

Particle Position Mass Charge

Proton in nucleus 1 a.m.u.* 1+

Neutron in nucleus 1 a.m.u.* 0

orbiting
Electron nucleus
0 a.m.u.** 1-

*a.m.u. stands for atomic mass unit

**Mass of an electron is really 1/1836 a.m.u.
 Important Numbers
• Atoms of different elements vary in size and mass due to
them containing a different number of sub-atomic
particles.

• How do we know the numbers of sub-atomic particles

different atoms contain??????

• We use two very important numbers called the:-

» 1. ATOMIC NUMBER

» 2. MASS NUMBER
28
• The atomic number, is the number an atom has on the periodic
table.

• The atomic number is the number of protons an atom has. It is

also the same as the number of electrons. This is what makes an
atom neutral.

• The MASS NUMBER of an atom is the same as the TOTAL

number of PROTONS and NEUTRONS in the NUCLEUS of an
atom.
Mass number always goes here.
35
PROTON + NEUTRONS
Cl
17
Atomic number
PROTONS = ELECTRONS

• Mass number - Atomic number = Number of

NEUTRONS
 Atomic number = number of protons

Mass number = number of protons + neutrons

Number of neutrons = Mass number – Atomic number

In an atom: the number of protons is equal to the

number of electrons, thus the number of +ve and
–ve charges are the same cancelling each other out
Making it neutral

30
 Atomic Mass Number Number
Element of of
Number Number protons neutrons

Lithium 3 7 3 4

Oxygen 8 16 8 8

Sodium 11 23 11 12

Sulphur 16 32 16 16

Chlorine 17 35 17 18
 Structure of the atom
Learning Intention: Skills:
• We are learning about the make up of • Communication
an atom. • Critical thinking

Success Criteria:
• I can state the 3 sub-atomic particles in
an atom
• I can select key information from text
• I can explain how these are found using
the periodic table
 Nuclide notation
Learning Intention: Skills:
• We are learning how to write nuclide • Communication
notation and calculate mass • Critical thinking

Success Criteria:
• I can write nuclide notation for the first
10 elements
• I can explain what an isotope is
• I can calculate RAM from isotopes
Nuclide notation is a shorthand method to
display information about an atom.
For example, for a calcium atom:

mass number
40
20
Ca symbol

atomic number
• Write the nuclide notation of an atom of
sodium with 12 neutrons
23
11
Na

• Write the nuclide notation of an atom of

carbon with 6 neutrons
12
6
C
From the nuclide notation we can write down the
number of protons, neutrons and electrons an
elements has.
Write down the protons neutrons and electrons
12 7 32

6
C 3
Li O
16

27 4
24
Mg 13
Al 2
He
12

Write down the nuclide notation

1.p=9 2.p=10 3.p=1
n=10 n=10 n=0
e=9 e=10 e=1
 Isotopes
The nuclide notation for two isotopes of carbon is
shown below.

Discuss: What do you think is meant by isotope?

12 14
C 6
C
6
Hint: Think about what is different?
• Isotopes are atoms with the same atomic
number but different mass number.
12 14
e.g. C6
C 6
The relative atomic mass (RAM) is shown
in the data book and is calculated as the
average mass of all the isotopes of an
element taking into account the
proportion of each.
• E.g. Calculate the average mass of these
four isotopes of chlorine.

37 35 35 35
17 Cl 17
Cl 17
Cl Cl
17

The relative atomic mass is 35.5

 example
The RAM of lithium is = 6.9
What can be said about the proportions (how much)
of each type of atom in lithium? I.e. which one will be
more common?
6 7
3 Li Li
3

Since the RAM of lithium is 6.9, lithium-7 must

be more abundant (common) because its mass
number is closer to the RAM.
 Nuclide notation
Learning Intention: Skills:
• We are learning how to write nuclide • Communication
notation and calculate mass • Critical thinking

Success Criteria:
• I can write nuclide notation for the first
10 elements
• I can explain what an isotope is
• I can calculate RAM from isotopes
 Electron arrangement
Learning Intention: Skills:
• We are learning about how electrons are • Communication
organised in an atom. • Critical thinking

Success Criteria:
• I can describe how electrons are arranged
• I can draw the electron arrangement for
the first 20 elements
• I can explain how this can identify
elements and their groups
 Electron Arrangement
Electrons are arranged in Energy Levels
(Electron Shells or Clouds) around the
nucleus.
The Electron Arrangement of an element
(page 6 of Data Booklet), describes the
electron positions for their atoms.
Electrons are often represented as a dot or
a cross.
• Imagine the energy levels/shells of an atom to be
like the layers of an onion, with each layer only
holding a MAXIMUM number of electrons. The
diagram below is called a TARGET PICTURE.
Copy the diagram and labels
FIRST SHELL - Can hold a
maximum of 2 electrons,
always filled first

SECOND SHELL - Can hold

+ a maximum of 8 electrons,
Electrons go in singly then
pair up.

THIRD SHELL - Can hold a

maximum of 8 electrons
• Electrons don’t fill energy levels in a random way.

• They fill the first energy level, then the second and
so on, until all the electrons are inside a level.

• Electrons are put into a shell singly at first (at the 4

points of a clock face), then paired up. This is
shown below.

7+
Draw target diagrams for the following atoms:
• A) Lithium E) Oxygen
• B) Sodium F) Sulphur
• C)Aluminium
• D) Boron

• Looking at the electron arrangement of

elements within a group it can be seen that they
all have the SAME NUMBER OF OUTER SHELL
ELECTRONS. It is these outer electrons which
are involved in chemical reactions and determine
how an atom reacts.
 = electron

nucleus

Please notice the order the electrons populate.

The diagram shows a phosphorus atom, with the
electron arrangement of 2,8,5.
 Electron arrangement
Learning Intention: Skills:
• We are learning about how electrons are • Communication
organised in an atom. • Critical thinking

Success Criteria:
• I can describe how electrons are arranged
• I can draw the electron arrangement for
the first 20 elements
• I can explain how this can identify
elements and their groups
 Ion formation
Learning Intention: Skills:
• We are learning about how ions are • Communication
formed in different elements. • Critical thinking

Success Criteria:
• I can state what an ion is
• I can describe how ions are formed
• I can write the protons neutrons and
electrons for the first 10 ions
 Ion Formation

• Most Atoms are not stable because they do not

have a full outer shell of electrons.

• Think: What group contains atoms that are

stable (be prepared to explain your answer)?
• An ion is a charged particle.

• To become stable, atoms either gain or lose outer

electrons. This gives them a full outer electron shell
like their nearest noble gas.

• Metal atoms lose some electrons and non-metal atoms

gain electrons. Since metals have lost outer electrons
they now have more positive protons than negative
electrons. Meaning metals have a positive charge.
Mg (atom) Mg2+ (ion – lost 2 electrons)

• Since non-metals have gained outer electrons they now

have more negative electrons than positive protons.
Meaning non-metals have a negative charge.
Cl (atom) Cl-(ion – gained one electron)
 An ion is a charged particle
• Draw a target diagram for the fluorine
atom
• Draw a target diagram for the fluoride
ion
• Which noble gas has the same electron
arrangement as the fluoride ion (use
your data book to help you). Answer this
question in a sentence.
• Complete the table by writing formula
for the ions
element Symbol for symbol for
atom ion
sodium Na Na+
magnesium
chlorine
fluorine
barium
aluminium
oxygen
55
14 3-
N Protons = 7+
7
Electrons = 10-
Neutrons = 7

7 +
Li Protons = 3+
3
Electrons = 2-
Neutrons = 4
35
Cl- Protons = 17+
17
Electrons = 18-
Neutrons = 18
Nuclide notation protons neutrons electrons

23Na+ 11 12 10
11

32S 2- 16 16 18
16

35Cl- 17 18
17 18

107
47Ag +
47 60 46

24
12Mg 2+
12 12 10
4.
59
 Ion formation
Learning Intention: Skills:
• We are learning about how ions are • Communication
formed in different elements. • Critical thinking

Success Criteria:
• I can state what an ion is
• I can describe how ions are formed
• I can write the protons neutrons and
electrons for the first 10 ions