Development of the Periodic Table

Development of the Periodic Table

Learning Objectives

At the end of the lesson, you will understand the historical development of the Periodic Table.
At the end of the lesson, you will be able to explain how elements are organized in the modern Periodic Table.
At the end of the lesson, you will recognize the significance of Mendeleev's contributions to the Periodic Table.
At the end of the lesson, you will identify the impact of sub-atomic discoveries on the organization of the Periodic Table.
At the end of the lesson, you will differentiate between metals, non-metals, and noble gases based on their properties.

What do you already know about the historical development of the Periodic Table?

Historical lists of elements

Elements listed by atomic mass, no distinct grouping
Mendeleev's table introduced gaps for undiscovered elements
Grouped elements by chemical properties

Mendeleev's Periodic Table

Introduced gaps for undiscovered elements
Grouped elements by chemical properties
Primarily used atomic mass

Sub-atomic discoveries and their influence

Discoveries of electrons, protons, and neutrons
Allowed for more accurate organization by atomic number
Explained inconsistencies when ordered by atomic mass

Modern Periodic Table organization

Organized by atomic number
No gaps for elements up to a certain number
Groups elements by the number of electrons in their outer shell

Characteristics of noble gases

Noble gases in Group 0
Characterized by full outer shells, inert, and increasing boiling points down the group

Definition List

alkali metal: a metal in group 1 of the Periodic Table
atomic mass: the mass of an atom, typically measured in atomic mass units (u)
atomic number: the number of protons in the nucleus of an atom, which determines the element's position in the Periodic Table
(remaining definitions from previous response)

Write down 3 things you learned in this lesson.

Have students enter three things they learned in this lesson. With this they can indicate their own learning efficiency of this lesson.

Write down 2 things you want to know more about.

Here, students enter two things they would like to know more about. This not only increases involvement, but also gives them more ownership.

Ask 1 question about something you haven't quite understood yet.

The students indicate here (in question form) with which part of the material they still have difficulty. For the teacher, this not only provides insight into the extent to which the students understand/master the material, but also a good starting point for the next lesson.