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Science

Learner’s Module

Unit 3 – Module 3
 This instructional material was collaboratively
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Department of Education
Republic of the Philippines
Science – Grade 8
Learner’s Module
First Edition, 2013
ISBN: 978-971-9990-72-7

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Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Yolanda S. Quijano, Ph.D.

Development Team of the Learner’s Module

Authors: Pia C. Campo, May R. Chavez, Maria Helen D.H. Catalan, Ph.D.,
Leticia V. Catris, Ph.D., Marlene B. Ferido, Ph.D., Ian Kendrich C. Fontanilla,
Ph.D., Jacqueline Rose M. Gutierrez, Shirley R. Jusayan, Michael Anthony B.
Mantala, Cerilina M. Maramag, Marie Paz E. Morales, Ph.D., Eligio C. Obille,
Jr., Digna Paningbatan, Genevieve Faye Pasamonte, Ma. Dulcelina O.
Sebastian, Rolando M. Tan, and Rodolfo S. Treyes, Ph.D.
Reviewers: Ernelea P. Cao, Ph.D., Josefina Ll. Pabellon, Ph.D., Ma. Cristina
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Illustrators: Alvin J. Encarnacion, Ma. Laura V. Ginoy, Rizaldo Ramoncito S.
Saliva, and Andrew F. Torres
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Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)

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 TABLE OF CONTENTS

Unit 3: Matter

Page

Module 3. Periodic Table of Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Activity 1: Tracking the path and constructing the periodic table . 2
Activity 2: Metal… Metal: How reactive are you? . . . . . . . . . . . . . . 5
Periodic Table of Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
UNIT 3
Matter

Module 3
Periodical Table of Elements
 Suggested time allotment: 5 to 6 hours

Unit 3
MODULE

3 PERIODIC TABLE OF
ELEMENTS

Overview

Scientists have always searched for patterns, regularities and symmetries in

nature. If a pattern can be discovered, information and data can be arranged and
organized in ways that will make it more understandable, meaningful, and useful. An
excellent example of this is the periodic table. In Grade 7, you learned about the
periodic table. The elements, the building blocks of matter, are listed in that table. In
Module 2, you learned that the atoms that make up these elements are identified by
their atomic number. In this module, you will learn that elements were arranged in the
periodic table in rows and columns according to increasing atomic numbers. This
arrangement was based on properties of elements which were found to be repeated
regularly through the elements arranged according to increasing atomic number. The
properties were recurring periodically, hence, patterns in the properties are observed.
You will recognize this incredible feature of the periodic table in this module, as you
explore its full potential as a source of information about the elements. You might
even find it like a road map as you journey in your chemistry class. It would be helpful
to keep it handy all the time.

How did the Periodic Table develop?

What information about elements can be obtained from this
organizing tool?

The periodic table was developed as a result of years of painstaking work by

different scientists. Its present form was a result of meticulous and thorough study by
scientists. The first activity provides you an experience similar to those of the early
scientists who developed the periodic table.

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Activity 1
Tracking the path and constructing
the periodic table
Objectives:

After performing this activity, you should be able to:

1. trace the development of the periodic table; and

2. describe how the elements are arranged in the periodic table.

Materials Needed:

paper
whole manila paper
pencils or pens
ruler
masking or adhesive tapes
element cards provided by the teacher (3 cm x 5 cm)

Procedure:

Part A

1. Element cards are posted on the board. The element’s properties and the
compounds it can form are listed in each card. As a class, go over each card.
Notice that the cards are arranged in increasing atomic mass. While keeping
the order of increasing atomic mass, put the elements with similar properties in
the same column.

Q1. How many groups of elements were formed?

Q2. What criteria did you use to choose which group an element belongs to?

Q3. Are there any exception/s to these trends? If so, which elements break the
trend? Why did your group arrange these elements the way you did?

Q4. Are there any gaps in your arrangement? Where are they? What do you think
these gaps might mean?

The development of the Periodic table

could be traced back in 1817 to the work of
Johann Dobereiner, a German chemist who
formed the triads of elements with similar
properties like the triad of calcium, barium and
strontium. In 1863, John Newlands, an English
chemist proposed the Law of Octaves. He
based his classification of elements on the fact
that similar properties could be noted for every Lothar Dmitri
Meyer Mendeleev
2
eight element when they are arranged in order of increasing atomic masses. Around
1869 two scientists determined a way to put the elements in order. Lothar Meyer and
Dmitri Mendeleev both came up with periodic tables that showed how elements
should be grouped. It is interesting to note that these two scientists did not personally
know each other, yet they came up with the same conclusions. Both scientists were
teachers living and working in different places. Meyer lived and worked in Germany
while Mendeleev in Russia. Both arranged the elements in order of increasing atomic
mass while putting in groups those with similar properties. Both of them also left
blank spaces in their tables, believing that these spaces would be filled later with
elements yet to be discovered.

Part B

1. Using the table of elements you have created in Part A, place in that table the
additional element cards that your teacher will give you.

Q5. How did your table of elements change each time you added new elements?

Q6. How is the table of elements you prepared similar to the modern periodic table?
How is it different?

Q7. How do you explain the fact that tellurium comes before iodine in the modern
periodic table, though it has a higher atomic mass than iodine?

Q8. Mendeleev predicted the existence of gallium and germanium because of the
gaps in his table. Why do you think Mendeleev did not predict the existence of
the noble gases?

Q9. Refer to the modern periodic table. Suppose 2 new elements were discovered
with the atomic numbers 120 and 121. Where in the Periodic table do you think
you would place these new elements?

Q10. Suppose a new element X is known. It forms a compound with chlorine, and
the formula of this compound is XCl4. What group or family do you think this
element would belong?

In the activity above, you had the experience of how the organization of the
elements in one table was truly a herculean task. As more information was gathered
about existing and newly discovered elements, irregularities were observed. Some
newly identified elements had properties that did not match those of the groups
already included in the periodic table. To fit into the right groups, the positions of a
few elements had to be rearranged. There were even elements that had to be placed
in the table as a new group. The table was thus revised.

Later, in 1914, Henry Moseley, an English physicist observed that the order of
the X-ray frequencies emitted by elements follows the ordering of the elements by
atomic number. This observation led to the development of the modern periodic law
which states that the properties of elements vary periodically with atomic number.
Recall what you learned in Module 2 that atomic number is equal to the number of
protons in the nucleus of an atom. The atomic number is a common characteristic of
all atoms of an element.

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 The modern periodic table organizes elements in such a way that information
about the elements and their compounds are easily revealed. The vertical columns of
the periodic table, called groups, identify the principal families of elements. Some
families have their
special names.
Refer to the figure
on the right, Group 1
is named as the
alkali metals, Group
2 as the alkaline
earth metals, Group
17 as the halogens
and Group 18 as the
noble gases. Groups
13 to 16 are named
based on the first
element found in
their families. Thus
Group 16 is called
the Oxygen Group.
The horizontal rows
or periods are
numbered from the top to bottom. For example, the elements lithium (Li) across neon
(Ne) form Period 2.There are 7 horizontal rows or periods in the periodic table.

The elements are grouped into blocks or series in the periodic table. In the
later grades, you will learn how elements were grouped in blocks. Refer to the figure
above, Group 3 to Group 12 constitutes one block wherein elements in this block are
referred as the transition elements. The lanthanides and actinides are special
series of elements but are also part of the transition block; they are also called the
inner transition elements. Elements from the taller columns (groups 1, 2, and 13
through 18) are called the representative elements or main groups of the periodic
table.
This arrangement allows us to study systematically the way properties vary
with the element’s position in the table. Similarities and differences among the
elements are easier to understand and remember.

Recall what you

learned in Grade 7. We can
use the periodic table to
identify the known elements
as metals, nonmetals, and
semimetals or metalloids,
as shown in the figure on
the right. A stair step line
separates metals and
nonmetals. The majority of
the elements on the left
side of the table are metals.
The nonmetals are confined
to the right side of the table. Moreover, you have learned in Grade 7 that the
elements along the stair step line are the semimetals. Semimetals have the
appearance and some properties of a metal but behave like a nonmetal in certain

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instances. The seven elements commonly regarded as semimetals are boron, silicon,
germanium, arsenic, antimony, tellurium, and polonium. Boron, although not
resembling a metal in appearance, is included because it resembles silicon. Silicon,
germanium, and antimony, act as semiconductors, which are important in solid-state
electronic circuits. Semiconductors are insulators at lower temperatures, but become
conductors at higher temperatures.

The physical properties of metals include luster, malleability, ductility, and

conductivity. Metals vary in reactivity. The most reactive metals will react even with
cold water while the least will not react even with acid. The ease and speed with
which a metal reacts with another substance is called its reactivity.

The reactivity of metals can cause deterioration of materials. The gradual

wearing away of a metal due to interaction with other substances is called corrosion.
In Grade 7, you have seen what happens to metals when exposed to acids. You have
seen that iron corrodes when exposed to commercial acetic acid (or vinegar) for a
long period of time. In the next activity, you will observe more of this type of reaction
using a stronger acid this time. Bear in mind that some acids such as hydrochloric
acid (or muriatic acid) which you will use in this activity can cause serious burns. Be
responsible and handle it safely. Moreover, you will notice that the reactivity of some
commonly used metals with an acid differ among metals. This reaction also causes
harmful effects. Find out practical methods to prevent this damaging type of reaction.

Activity 2

Metal… Metal: How reactive are you?

Objectives:

After performing this activity, you should be able to:

1. compare the relative reactivity of metals in acid solution

2. find ways of preventing corrosion due to the reactivity of metals

Materials Needed:

a piece of copper wire - 4 cm. long

a strip of aluminum – 4 x 1 cm. (Don’t use the glossy aluminum)
a strip of zinc metal – 4 x 1 cm.
an iron nail – 1 inch long
40 mL (10 – 12 % HCl) commercially sold muriatic acid
4 clean glass bottles of the same size (gerber or sandwich spread bottles will do)
10 mL glass graduated cylinder
sand paper or steel wool

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Procedure:

1. Get 4 clean glass bottles

and using 10 mL Muriatic acid is
graduated cylinder, corrosive to skin. If
pour 10 mL of TAKE any acid accidentally
muriatic acid into spills on you, wash
each bottle. CARE! the affected area
with tap water.
Notify your teacher.
2. Prepare the iron nail,
copper wire, strips of
aluminum and zinc metals. Clean these metal samples by rubbing them with
sand paper or steel wool.

1. Place the iron nail in one glass bottle containing muriatic acid (HCl) and
observe.

2. Place a white sheet of paper behind the bottle. This will make it easier to
observe any reaction to happen.

3. Observe for 3 minutes. Record all observed changes in the table below.

Table 1. Data for Activity 2

Observable Reactions with Muriatic Acid

Metal (Check and describe the metal observed )
Violent Slow No Reaction
iron
copper
aluminum
zinc

4. Repeat procedure numbers 3 to 5 using each of the remaining metals.

Compare the results.

Q1. Which of these metals – Fe, Cu, Al and Zn – reacts with muriatic acid?
Which did not react with muriatic acid?

5. Arrange the metals in the order of their decreasing reactivity.

6. A reaction does not always happen between a metal and a compound. In this
case, the reaction of metals with acid, like HCl, produces bubbles of hydrogen
and a colorless solution of the metal chloride. There is an existing definite order
of reactivity existing among metals and hydrogen according to their ability to
displace one another. This arrangement is called the metal reactivity series or
activity series of metals. The activity series is an arrangement of metals
according to decreasing order of reactivity, as shown below.

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 Table 2. The Activity Series of Metals

Element Symbol Group No.

Potassium K 1 Most reactive
Sodium Na 1
Lithium Li 1
Calcium Ca 2
Magnesium Mg 2
Aluminum Al 3
Zinc Zn Transition metal Decreasing
Iron Fe Transition metal chemical
Tin Sn 4 reactivity
Lead Pb 4
[Hydrogen] H Non-metal
Copper Cu Transition metal
Silver Ag Transition metal
Gold Au Transition metal
Platinum Pt Transition metal Least reactive

Q2. What is the position (with respect to hydrogen) in the activity series of the
metals that reacted or unreacted with muriatic acid (HCl) in the activity?

7. Locate the positions in the periodic table of the following elements from the
activity series (these are members of the representative block): potassium (K),
sodium (Na), lithium (Li), calcium (Ca), magnesium (Mg), and aluminum (Al).

Q3. Potassium, sodium, lithium are metals belonging to Group 1. In this group, how
does reactivity vary – increasing or decreasing from top to bottom in the
periodic table?

Q4. Does the relative reactivity of calcium and magnesium follow this trend?

Q5. Sodium, magnesium and aluminum belong to Period 2. Does reactivity increase
or decrease from left to right among elements in a period.

8. From your answer in Q3-Q5, make a generalization of the variation of the

reactivity of metals for those belonging to a group and for those belonging to a
period.

9. Refer to the table, Activity Series of Metals.

Q6. Which will be more reactive in the following pairs of metal in every case?
a. Mg or Na with HCl
b. Ag or Al with HCl
c. Fe or Zn with CuSO4

10. Think about the changes that you have observed around you, particularly those
involving metals. You may also try to recall what you have done in Grade 7
when you placed an iron nail in a container of acetic acid.

Q7. What harmful change/s is/are brought about when a metal reacts or mixes with
acids?

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Q8. What are some ways of preventing corrosion of metals?

In the activity above, you have learned that the metals react differently with
other substances. However, a general trend emerges as seen in the Activity Series,
and evident in the periodic table as well. Refer to the periodic table, you will notice
that the reactions get more vigorous as you go down the group and tend to decrease
across a period. Therefore, with the help of the periodic table you may be able to
predict the reactivities of metals.

With respect to position in the periodic

table of the representative elements, metallic
character increases from top to bottom and
decreases from left to right; while nonmetallic
character decreases from top to bottom and
increases from left to right, as seen in the figure
on the right.

Metallic property relates to how easy it is for an atom to lose an electron. On

the other hand, nonmetallic property relates to how easy it is for an atom to gain an
electron. Why do metals tend to lose electrons while nonmetals tend to gain
electrons? In Module 2, you learned that the behavior of electrons is complicated to
describe. However, we use a model of electronic structure which presents a picture
where electrons occupy regions around the nucleus called electron shells. These
are also called energy levels because each electron shell corresponds to a
particular energy. Each electron shell can hold only a certain number of electrons.
The way the electrons of an atom are distributed in the various energy levels or
electron shells is called electronic configuration.

The lowest energy level is the one nearest to the nucleus. This is the energy
level that electrons occupy first. It can accommodate a maximum of 2 electrons. If
there are more than 2 electrons, they occupy the succeeding higher energy levels.
The highest energy level that an electron occupies is referred to as the outermost
shell or valence shell. The electrons in the valence shells are called valence
electrons. These electrons are the ones involved in chemical reactions. The
chemical properties of an element depend on the number of valence electrons.

The reactivity of metals is related to the ease with which they lose electrons in
their valence shell. In Module 2 you learned that when an atom loses electrons, a
cation is formed. In the next grade level, you will learn that some nonmetals, on the
other hand, tend to gain electrons thus forming anions. The formation of ions among
the elements results in the formation of many different compounds. In later levels,
you will learn that some elements, instead of losing or gaining electrons, tend to
share electrons with other atoms to form compounds. In all cases, it is the valence
electrons which participate in the formation of these compounds.

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 PERIODIC TABLE OF ELEMENTS

atomic mass
(gram/mol)

*newly
*newlynamed
namedelements,
elements,asasofofJune
June2011.
2011.For
Formore
moreinformation,
information,please
pleaseaccess
accesshttp://iupac.org/publications/pac/83/7/1485/
http://iupac.org/publications/pac/83/7/1485/
References

Elvins, C., Jones, D., Lukins, N., Miskin, J., Ross, B., & Sanders, R. (1991).
Chemistry one: Materials, chemistry in everyday life. Port Melbourne, Australia:
Heinemann Educational Australia.

Philippines. Department of Education, Culture and Sports. (1991). Science and

technology textbook for 3rd year. (1sted.). IMC, Quezon City.

Mendoza, E.E. & Religioso, T.F. (1997). Chemistry. Phoenix Publishing House, Inc.
Quezon City.

The American Chemical Society (1988). Chemistry in the community.Kendall/Hunt

Publishing Company. Dubuque, Iowa.

Links

2008 Chemical Heritage Foundation. Retrieved from

http://www.gofoster.com/downloads/twe/chap06.pdf.

http://www.google.com.ph/search?q=Mark+Buchanan+Periodic+Table

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