It's all on the Table – and a look at what's under it!

 
Studying the Elements of the Periodic Table

 

Overview
In Part I of this project, are going to learn lots and lots about the elements so that we can build our own periodic table.
In Part II, you will examine elements that are very special to you and describe their relationship to you.
Part III will turn into a scavenger hunt as you explore the elements your classmates have studied and discover what each has in common. This will be where we build our table.
We will conclude our project by writing a Periodic-al Tabl-oid that has newspaper articles, comic strips, and ads for the elements and element groups.

General Instructions
• Read all instructions carefully.
• Be sure you include all requested materials.
• Neatness and grammar count.
• Creativity helps.
• Plan your work and use your class time efficiently; deadlines are deadlines.
• There are a lot of interesting websites, but get your work done first and then go back to check out the cool stuff.
o No extra computer time will be allowed.
• A resource list for this project can be found at:
• Collate all information in your notebooks
o Some will be needed for the plates.
o Some will be useful for the essay.
o Some will be appropriate for the Tabl-oid.
• You will find most of this information – I know what's out there, and I picked the website based on the date I wanted you to find, so I will know if you really looked or not!

Find this information for Each of your Elements
1. Name
2. Name origin
3. Symbol
4. Is there an ancient (picture) or alchemist's symbol? If so, what is it and what did it mean?
5. Atomic number
6. Atomic mass
7. Is it a solid, liquid, or gas at room temperature?
8. Does it have a characteristic color, taste or smell?
9. What is its melting point and boiling point?
10. Does it react easily with other elements or compounds?
11. Is it a metal, metalloid or nonmetal?
12. When was it discovered?
13. Where was it discovered?
14. Who was the discoverer of your element?
15. Name of country of discoverer.
16. When was it first used? What was its original use?
17. The elements relationship to humans and the environment (dangerous or helpful?)
18. Can the element or compounds made from it be recycled? If so, how and where? Is it done in your community?
19. What do humans make with your element? (List at least 3 things.)
20. Is the disposal of your element an environmental concern? Are there special disposal needs? Explain.
21. Where do humans normally find your element?
22. How do they process it to purify it for use from its natural state?
23. If it is normally a mineral or an ore in nature, what are the names of its most common ores or minerals?
24. What country is its biggest producer?
25. Does it have any impact on history or civilization?
26. How much is your element worth?
27. Is your element poisonous to plants, animals or humans?
28. Is it a nutrient?
29. Can it be used in place of another element?
30. Could it be replaced in its use by another substance?
31. Is it commonly mixed with another substance that makes it more valuable to humans?
32. Names of the elements in 6 different countries.
33. What is the most interesting thing that you learned about your element?

Part I Element data and plate (15 points per element)
• Each of you will be assigned a variety of elements. It will be your job to search for the listed information then create a table plate for each one.
• Collect all information in your log books before creating any plates. (You may begin sketching plates for homework, not in class.)
• Set up your notebooks this way:
o We will tape a list of general instructions on an even page.
o We will tape a list of numbered specific data to collect on an odd page.
o On an even (left side) page, begin a new element. Your notes can go from the even to the odd (right side) page. It is possible to keep all necesary information within these 2 pages. This way, all the information is right there with the notebook open. No page turning should be needed for a particular element.
• Use numbers to identify the data since it will refer back to the sheet of numbered questions.
• When all element data is collected, then plates will be made. Cardboard will be provided (about 11 x 11 cm) Some class time will be allowed, but most will be homework assignments. It should be colorful, neat and full of information. Your Element squares must contain at least each of the following items.
o The name, symbol, atomic number, and atomic mass of your element.
o The physical properties of the element.
o Is it a solid, liquid or gas at room temperature?
o Is it a metal, metalloid or nonmetal?
o Does it have a characteristic color, taste or smell?
o What are its melting and boiling points?
o Are there any other properties that make it unique or especially valuable or dangerous to humans?
• Think about how you will portray key information on the plates. As a class, we will decide whether or not there is to be some common legend for the plate designs.

Part II – 7 paragraph essay (30 points for the data, 70 points for the essay)
• You will be asked to compile data and information for 3 specific elements.
• You will write 7 paragraphs about these elements (total, not for each one).
• Paragraph 1 is your intro: what are your elements and their basic information.
• Paragraphs 2-6 include all the interesting stuff, such as:
o Most interesting use of your elements
o Most dangerous use of your elements
o Medical/beneficial uses of your elements.
o Weirdest and/or strangest story involving your element
o Was it ever used in a comic book or novel? If so, state where, and give a description of how it was used.
• Paragraph 7 should analyze how these elements describe you. Why were you assigned these elements?

Part III – laying the table (50 points)
• We will discuss different ways to organize the plates and try out the different arrangements.
• After each layout, we will analyze its pros ond cons.
• As a class, we will use the element plates like a big deck of cards.
• We will group them in several categories like Mendeleev did.
• After each grouping, we will assess our sort and describe it's validity in several sentences. (Why do we think it's a good organization of the elements? Why is missing from this organization? What, if anything, should we consider next?)

Part IV – all the elements, a periodic-al tabl-oid (50 points)
• After we build our periodic table, each student will be assigned a task for our Periodic-al Tabl-oid. Each piece will feature some element or group of elements or important aspects of them.
o news flash agony article
o feature stories personal column
o comic strips ads
o poem/arts entertainment
o nature story others?
• Each student will be assigned a newspaper article to create using our collective information on the elements.
• Students will share and combine information as necessary.
• Each student will submit the equivalent of at least 6 paragraphs.
• The class will agree on the Tabl-oid layout for presentation.
• The teacher will assemble the paper for distribution and display.

This project is blended from a webquests by Christine Mahuran and Linda Culp at [http://www.salemschools.com/~cmahuron/index.html#INTRODUCTION]
and [http://www.thorndale.txed.net/lculp/webquest.html]




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