Periodic Table Lab

6-3: This process is used by cells to manufacture _biochemical energy from nutrients into adenosine triphosphate (ATP), and then release waste products__

For the lesson observed the objectives was to explain the trends of the periodic table based on the elements’ valence electrons and atomic numbers. Additionally, students were responsible for applying their previous knowledge in calculating subatomic particles to review the Bohr Models and discus the relationship among families in the periodic table. Students will use the information from today’s lesson to make future judgments on reactivity and bonding created during chemical reactions in the next unit. Lastly, students were to connect the information on elemental properties to previous experiences with their health, commercial products, and everyday life.

Page 13 of The Disappearing Spoon ties into learning goal 22. Learning goal 22 ties into this page because the page discusses about how the periodic table is arranged by the different types of elements such as metals, metalloids, and nonmetals. On the western side and the middle part of the periodic table, you will find the metals which make up seventy five percent of the periodic table. On the eastern side, you will find the gases or

The elements were organized by Dimitri Mendeleév. He organized them by properties (columns), groups (horizontal), and atomic number (the number of protons and electrons). This became known as the Periodic Table. And currently there are 118 elements. He also found gaps in which elements that were yet to be discovered were to go, three of these unknown elements were found and identified in Mendeleév's lifetime. The elements today are used in everything and 75% of the 118 elements are metal.

This experiment was performed to observe differences in density based on the chemical makeup of an object. Pennies minted before 1982, pennies minted after 1982, and an unknown metal sample was tested to see if there were any differences in their densities. Ten pennies from each category and the metal sample were weighed using a scale to find mass and the displacement method was used to find their volumes. The masses and volumes were then used to calculate the densities of the pennies (D=m/v). The density of the pre-1982 pennies were 8.6 g/mL while the post-1982 pennies were 6.9 g/mL. The metal sample’s density was 1.7 g/mL. Following the experiment we were given the real densities of each item to calculate the percent error with the formula

An elements¡¦ reaction to certain substances may be predicted by its placement on the Periodic Table of Elements. Across a period, an element on the left will react with more vigor than one on the right, of the same period. Vertically, as elements are sectioned into groups, the reaction of each element increases

Day 1. Michael was coming home for vacation from college. When he got home he found out that

Substances A and B have an appearance of a white solid like. Substances A and B were put into a test tube and on the Bunsen burner. As a result, B melted faster than A. A was slow to melt. The reason why B melted faster than A is because it has a lower boiling point than substance A which made it melt faster. It also shows that A needs more energy than B to be broken down.

1. Place a small amount of wax from a birthday candle into a test tube. Heat gently over a burner flame until the wax melts completely; then allow

5. Zoom Out by clicking on the green arrow next to the Save button. Click on the Stockroom and then on the Clipboard and select Balloon Experiment N2. Again, set the temperature, pressure, and moles to 298 K, 1.00 atm, and 0.300 moles, respectively. You may have to click on the Units button to change some of the variables to the correct units. Repeat the experiment with this gas labeling the data link ‘Real Gas N2.’

Explain how scientific observations led to the development of, and changes to, the periodic table.

In experiment 3.11, we found out whether or not a larger amount of a liquid would get hotter when it boils. To answer this, we heated a specific amount of unknown liquid and recorded the temperature every fifteen seconds. In our scatter plot, we were able to find the boiling point of our liquid. We know that the slope of our graphs is when the liquid molecules were moving around and heating up. The plateau of our graph points is where the liquid started to evaporate and boil. This is were we found our boiling point at. Shantel and I decided that our boiling point was about 98º Celsius. If you had another slope in your graph, that was when you were simply heating the leftover gas. The histogram showed us that there were about equal amounts of data in the higher temperature (about 95º Celsius) bins for both 20mL of liquid and 10mL of liquid. Also, in the lower temperature bins (75º to 80º Celsius) there was about equal amount of data for 20mL of liquid and 10mL of liquid. There was 7 pieces of data for 10mL of liquid in the lower bins, and 6 pieces of data for 20mL of liquid. If a larger amount of liquid did have a higher boiling point, the clusters would be organized by volumes or amount. For example, all of the 20mL pieces of data would be in the higher temperature bins, and all of the 10mL pieces of data would be in the lower temperature bins or flipped. Rather, the bins were clustered by identity. The boiling point is a characteristic property.

I was placed is Mrs. Basden’s AP Chemistry class at the Highland High School, and I observed on Tuesday and Thursday mornings. I assisted Mrs. Basden with group questions and activities. The AP chemistry course is very intensive and contains a lot of required material to cover within a school year. The majority of the observation was revolved around solving practice problems that will help these students on the AP exam. Due to the rigorous schedule of teaching all the topics that will be on the AP Chemistry Exam, there are not many opportunities for large reading and writing strategies in the classroom towards the end of the school year.

Weigh the large block on an electronic balance and write the mass on the data table. Record the masses of the metal blocks in grams and maintain the certainty of either the milligram or analytical balance. When you are finished recording show your data to your instructor for their initials.

In this lab, students compared the periodic trends of the elements in comparison to the atomic number. A periodic trend is the tendency of certain properties of the elements to increase or decrease as one progresses along a row or column of the periodic table. The periodic table is arranged in such a way that these trends are easy to compare, which is the purpose of this lab. One trend, for example, is between the electronegativity and the atomic number on an element, another being the density. When comparing the trends, notice that electronegativity decreases when going down the groups, or columns, of the period table, whereas the density increases.