S2: Elements of the Periodic Table

Useful links

OLHS Library catalogue

Chemkids

PTable

Chemicool

Photographic Periodic Table

RSC

Periodic Videos

Investigation

You can going to create a mind-map about an element on the periodic table. Your mind-map should include:

  • the element’s place in the periodic table: atomic number; symbol; group;
  • its properties: boiling point; melting point; state at room temperature; metal or non-metal; and reactivity with acids, water and oxygen;
  • its discovery: where, when, how and by whom was the element discovered;
  • what it is used for;
  • where it can be found in the world;
  • any other interesting information about your element.

It is important that your information is laid out clearly. Imagine someone else trying to understand the information on your mind-map. How can you help them?

Use the links at the top of the page to get you started.

Outline

Pupils work in pairs or alone to investigate an element of the Periodic Table.

Your task is to produce a mind-map about this element, using websites and books

Lesson 1: Introduction, Mind-mapping
Lesson 2: collect and mind-map information using the resources provided.

You may be asked to present the information about your element, using the mind-map as your notes.

Skills used in this investigation

  • Teamwork
  • Information literacy:  research skills, using encyclopaedias, keywords, scanning, mind-mapping
  • Presentation skills

 

Curriculum for Excellence Experiences and Outcomes

Materials : Properties and uses of substances (SCN 3-15a)
I have developed my knowledge of the Periodic Table by considering the properties and uses of a variety of elements relative to their positions.

Materials : Properties and uses of substances (SCN 3-15b)
Having contributed to a variety of practical activities to make and break down compounds, I can describe examples of how the properties of compounds are different from their constituent elements.

Materials : Chemical Changes (SCN 3-19a, SCN 3-19b)              
Through experimentation, I can identify indicators of chemical reactions having occurred. I can describe ways of controlling the rate of reactions and can relate my findings to the world around me.

I have helped to design and carry out practical activities to develop my understanding of chemical reactions involving the Earth’s materials. I can explain how we apply the knowledge of these reactions in practical ways.

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