teks 7.7 b & c physical properties and periodic table

TEKS 7.7 B AND C LET’S GET PHYSICAL WITH

SCIENCE!TAKS Objective 3 – The student will demonstrate an understanding of the structures and properties of matter.

Learned Science Concepts:

Matter is composed of atoms.

Substances have chemical and physical properties.

Complex interactions occur between matter and energy.

TEKS Science Concepts 7.7The student knows that substances have chemical and physical properties. The student is expected to:

(B) describe physical properties of elements and identify how they are used to position an element on the periodic table; and

(C) recognize that compounds are composed of elements.

TAKS Objective 3 page 1

Science Concept 7.7 BOverviewThe students will first define property and learn to identify physical properties of given objects. The characteristic physical property of density will be explored. They will then group given items based on similar physical properties. They will use their knowledge of properties and organizing objects according to their properties, to examine the arrangement of the periodic table. Substances on the periodic table will be identified as pure elements that may be combined to form compounds, the form in which most substances exist.

Instructional StrategiesStudents will identify physical properties by constructing ornaments and identifying their physical properties. The ornaments constructed will then be organized into categories according to their physical characteristics. Hands-on activities such as cutting and pasting, coloring, and making models will also be implemented to teach the arrangement of the periodic table and the composition of a compound.

Objectives1. The student will describe the physical properties of an element.

2. The student will demonstrate knowledge of physical properties by making an ornament and listing five physical properties of that ornament.

3. The student will organize ornaments by similar physical properties.

4. The student will label the periodic table according to groups that contain similar properties.

5. The student will demonstrate that density is a characteristic property.


6. The student will explain how properties are used to place elements on the periodic table.

7. The student will label the periodic table according to groups that contain similar properties.

8. The student will demonstrate how compounds are composed of elements.

Physical Properties For Teacher’s Eyes Only

If we are to examine and explore matter, we must have a way to describe our observations about matter. We call these observations, “properties”. Properties are divided into two major groups: chemical and physical.

Physical properties are those that describe what the matter is like (what does it look like, feel like, taste like, etc.). They are those properties that can be observed with our senses. Examples of physical properties are: color, size, shape, density, melting point, boiling point, freezing point, odor, and texture.

Chemical properties describe how matter behaves (what does it do when one type of matter encounters or reacts with another. They refer to the matter’s ability to change into another type of matter with different properties. Those properties can only be observed when matter reacts or doesn’t react. Examples of chemical properties are: metal’s ability to rust (chemical reactivity), flammability, and combustibility,

A major test of whether or not a property is physical or chemical is whether or not the property may be observed without changing the identity of the substance. Physical properties do not change the identity. For example, is you wad up a piece of paper, it has a different shape, but it is still paper. A chemical property will change the identity of the matter. A chemical property of paper is that it will burn (flammability is the property) so when you burn a piece of paper, it is not longer paper. Gases have been released and ash remains, different substances than the paper.

Student Misconceptions Misconception

The characteristic properties of a substance change with the size or amount of the substance.

Science Concept


Characteristic properties of a substance are the same regardless of sample size.

Rebuild ConceptAllow students to calculate the density of a substance such as clay. Divide the clay in half, then allow them to predict whether or not the density of the clay has changed. Allow them to calculate the new density.

MisconceptionReal chemicals are found in the chemistry laboratory and not around the house.

Science ConceptChemicals that are found around the house are usually more concentrated than teachers use with the students in lab due to safety issues at school.

Rebuild ConceptHave students look at various cleaners etc. around their house and record the ingredients in each. Discuss the chemical composition and danger warnings of those chemicals.

Student Prior Knowledge


Physical Properties 5 E’sEngageEngage 1

Demonstration: Choose several objects. Keep them hidden out of view of the students. Describe each one using its physical properties as you observe the object inside a paper bag. Allow students to guess what each object is as you describe it.

ExploreExploration

Activity: Ornamental PropertiesClass Time: 20 minutesObjective: The student will demonstrate knowledge of physical properties by making an ornament and listing five physical properties of that ornament.

.

MaterialsThe student may bring their own materials or use materials provided in class such as:

Construction paperClayScissorsGlueCraft sticksBalloonsColored tissue


Procedure: The students will make ornaments to hang from the ceiling that represent whatever holiday happens to be close at hand. For example, near Halloween, they would do “pumpkin properties”. They would make pumpkin ornaments out of any desired material (weight and size should be limited), then name five physical properties of their pumpkin. The ornament must be able to be hung from the ceiling and the list of properties should be written on the back or attached in some way.

ExplainPhysical properties are things that can be described about an object or material by observing it using the five senses. There are characteristic physical properties, such as density and state of matter, that do not change regardless of how much of the material is present.

ElaborateElaboration 1

Activity: The students will choose 10 of the ornaments that have been made and place them into categories based on their physical properties.Class Time: 15 minutesObjective: The student will organize ornaments by similar physical properties.

Elaboration 2

Activity: Density, a Physical PropertyClass Time: 15 minutesObjective: The student will demonstrate that density is a characteristic property.

Materials:

Student Worksheet – Density, a Physical PropertyWater50 ml graduated cylinder100 ml graduated cylinderBalance scale


Procedure: Students will measure out 50 ml of water then find the mass of 50 ml of water. They will then calculate the density of the water. Then they will do the same with 100 ml of water. They will then compare the density of different quantities of water to show that, at the same temperature, no matter how much water you have, the density is the same. It is a characteristic property of water.

Evaluate

Present students with three items. You may place them on a table or in a sack to be given to each student. The student must list five physical properties of each item.

Give each student a density chart and an unknown element. Allow them to identify the element based on its density.

Periodic Table For Teacher’s Eyes Only

The periodic table with which we are familiar was first organized in the 1860’s by a Russian chemist named Dmitri Mendeleev (Men-da-‘le-off). He took pieces of paper and wrote the name of each element and information about each element discovered at that time on separate pieces of paper. He included properties such as density, appearance, atomic mass, melting point, and compounds formed from the element. Then he arranged the papers in different ways hoping to see a pattern. When the elements were arranged in order of increasing atomic mass, he could see a pattern. Every eighth element had similar chemical and physical properties.

Mendeleev also predicted elements that had not yet been discovered at that time. Later gallium was discovered and matched his predictions very well. All of the missing elements on his table have now been discovered. A few of those elements however, were not in the correct place according to their properties.

A man named Henry Moseley suggested that arranging the elements in order of increasing atomic number instead of increasing atomic mass might solve the problem. He was right. Every element fell into its proper place. In 1914, the periodic chart was thus revised to list the elements according to his proposal and we still have that arrangement today.


There are two main groups on the periodic table: metals and nonmetals. The left side of the table contains elements with the greatest metallic properties. As you move from the left to the right, the elements become less metallic with the far right side of the table consisting of nonmetals. The elements in the middle of the table are called “transition” elements. A small group whose members touch the zigzag line are called metalloids because they have both metallic and nonmetallic properties.

The table is also arranged in vertical columns called “groups” or “families” and horizontal rows called “periods.” Each arrangement is significant. The elements in each vertical column or group have similar properties. Group 1 elements all have one electron in their outer shells. This gives them similar properties. Group 2 elements all have 2 electrons in their outer shells. This also gives them similar properties. Not all of the groups, however, hold true for this pattern. The elements in the first period or row all have one shell. The elements in period 2 all have 2 shells. The elements in period 3 have 3 shells and so on.

There are a number of major groups with similar properties. They are as follows:

Hydrogen: This element does not match the properties of any other group so it stands alone. It is placed above group 1 but it is not part of that group. It is a very reactive, colorless, odorless gas at room temperature. (1 outer level electron)

Group 1: Alkali Metals – These metals are extremely reactive and are never found in nature in their pure form. They are silver colored and shiny. Their density is extremely low so that they are soft enough to be cut with a knife. (1 outer level electron)

Group 2: Alkaline-earth Metals – Slightly less reactive than alkali metals. They are silver colored and more dense than alkali metals. (2 outer level electrons)

Groups 3 – 12: Transition Metals – These metals have a moderate range of reactivity and a wide range of properties. In general, they are shiny and good conductors of heat and electricity. They also have higher densities and melting points than groups 1 & 2. (1 or 2 outer level electrons)

Lanthanides and Actinides: These are also transition metals that were taken out and placed at the bottom of the table so the table wouldn’t be so wide. The elements in each of these two periods share many properties. The lanthanides are shiny and reactive. The actinides are all radioactive and are therefore unstable. Elements 95 through 103 do not exist in nature but have been manufactured in the lab.

Group 13: Boron Group – Contains one metalloid and 4 metals. Reactive. Aluminum is in this group. It is also the most abundant metal in the earth’s crust.(3 outer level electrons)


Group 14: Carbon Group – Contains one nonmetal, two metalloids, and two metals. Varied reactivity. (4 outer level electrons)Group 15: Nitrogen Group – Contains two nonmetals, two metalloids, and one metal. Varied reactivity. (5 outer level electrons)

Group 16: Oxygen Group – Contains three nonmetals, one metalloid, and one metal. Reactive group. (6 outer level electrons)

Groups 17: Halogens – All nonmetals. Very reactive. Poor conductors of heat and electricity. Tend to form salts with metals. (7 outer level electrons)

Groups 18: Noble Gases – Unreactive nonmetals. All are colorless, odorless gases at room temperature. All found in earth’s atmosphere in small amounts. (8 outer level electrons)

MISCONCEPTIONS Misconception

Groupings are clear cut.

Science ConceptAlthough clear patterns are shown within each group, there is no distinct division that places an element clearly in a specific group. Each group must be looked at as a whole.

Rebuild ConceptAsk students to research elements in two different groups with very similar qualities. Discuss how the table is arranged and how the elements are chosen to be in each group.

MisconceptionAll the elements in one group have the same properties.


Science ConceptEven though each group has similar properties, not every member of the group has the same properties. There is a lot of variation.

Rebuild ConceptResearch and compare elements found in a single group. Discuss how the elements are different and how the arrangement of the table put them in that group.



Periodic Table 5 E’sEngageEngage (Blackline Master)

Cut apart the cells of the following table. Mix them up and place them in an envelope. Allow the students to work in small groups to place the cells in order so that they show a relationship both vertically and horizontally.

Materials:

Envelopes with pieces of paper that contain names of things that can be grouped in different ways such as modes of transportation (group by passenger capacity and medium of transport ei. water, land, air), students in the room (group by gender, race, hair color, height, etc.). The following list is a suggestion or you may allow the students to make up a list given a topic.

Motorcycle Fishing boat

Helicopter Train

Submarine Hang Glider

Large Airplane Bicycle

Scooter Cruise ship

Truck Car

Skateboard Paddle boat

Skis Bus

Procedure:

Students will arrange the words by two groupings: capacity and medium. (You may allow them to decide the two ways to group them or just tell them two ways.) They will make a table as follows:


KEY:

GROUP IT! (Blackline Master)Student Worksheet

Purpose: To demonstrate that things can be classified both vertically and horizontally to show their properties.

Materials:

Envelope with names of different types of transportation.Student Worksheet

You have been given an envelope with names of different kinds of transportation. Arrange each word on the table to reflect two classifications: the medium that type of transportation uses and its capacity.


Individual Small Group Large GroupWater Paddle boat Fishing boat Cruise ship

SubmarineAir Hang Glider Helicopter Large

AirplaneLand Bicycle

Scooter Skis Motorcycle

Car Truck TrainBus

ExploreExploration

Activity: Periodic Parallels (Blackline Master)Class Time: 30 minutesObjective: The student will label the periodic table according to groups that contain similar properties.

Materials: A copy of the Student Information Sheet and the Student Worksheet “Periodic Parallels”. (See Blackline Masters: Explore – Periodic Parallels)


Individual Small Group Large Group

Water

Air

Land

Procedure: The students will cut and paste labels on a copy of the periodic table according to groups with similar properties.

ExplainThe periodic table is organized to show relationships vertically and horizontally. The elements in a vertical column (called group or family) have the same number of electrons in their outer energy levels. Each element in a particular horizontal row (called a period) has the same number of energy levels as every other element in that particular row. Because elements have the same number of outer level electrons, they exhibit similar properties. Some groups are named because of the properties that they share. For example, the word “halogen” means “salt-former”. The elements in group 17 tend to form salts when combined with other non-metals or metals. They are also poor conductors of electric current, react violently with alkali metals to form salts, and are never found uncombined with other elements in nature.

Elaborate 1Student will play the Jeopardy Periodic Table Game. The teacher will use the Jeopardy Periodic Table PowerPoint on the Xtreem Science Website.

Elaborate 2Students will do research to find examples of properties shared by each specific group on the periodic table. For example, alkali metals react violently with water and are soft, silvery, and shiny. Elements in the actinide period are all radioactive.

EvaluateTAKS Objective 3 page 14

Students will be given a blank copy of the periodic table to fill in with the correct names of the specific groups. (See Blackline Masters – Evaluate – Periodic Parallels)


Density, a physical propertyElaboration 2

In this activity, you will find the density of different amount of water to find out whether or not density is a characteristic property of water.

Problem: Does density change when the amount of water changes?

Hypothesis:

Materials:

Water50 ml graduated cylinder100 ml graduated cylinderBalance scale

Procedure:

1. Place the 50 ml graduated cylinder on the balance scale. Record the mass on the data table.

2. Measure out 50 ml of water in the 50 ml graduated cylinder and place it on the balance scale. Record the mass of the cylinder with 50 ml of water in it on the data table.

3. Subtract the mass of the empty cylinder from the mass of the cylinder with 50 ml of water in it to find the mass of the 50 ml of water. Record this amount on the data table.

4. Record the volume of the 50 ml of water on the data table.5. Divide the mass of the 50 ml of water, by the volume of the 50 ml of water to

obtain the density of the water.6. Repeat steps 1-5 using the 100 ml cylinder and 100 ml of water.7. Compare the density of the 50 ml of water to the density of the 100 ml of water.

8. Would you way that density is a characteristic physical property of water? Why or why not?

Cylinder Mass of empty cylinder

Mass ofCylinder with water in it

Mass of water.

Volume of water

Density of water.

50 ml100 ml

*Mass of water = mass of cylinder with water – mass of empty cylinder*Density = mass volume


GROUP IT!Engage

*For teacher or students to cut out and place in an envelope.

Motorcycle Fishing boat

Helicopter Train

Submarine Hang Glider

Large Airplane Bicycle

Scooter Cruise ship

Truck Car

Skateboard Paddle boat

Skis Bus


GROUP IT!Student Worksheet

Purpose: To demonstrate that things can be classified both vertically and horizontally to show their properties.

Materials:

Envelope with names of different types of transportation. (Cut out names from table)Student data table

You have been given an envelope with names of different kinds of transportation. Arrange each word on the table to reflect two classifications: the medium that type of transportation uses and its capacity.


Individual Small Group Large Group

Water

Air

Land

Periodic ParallelsExploration

Cut out the following labels and paste them on the blank periodic table at the appropriate location.

Metals Place at letter “A”.

Non-metals Place at letter “B”.

Metalloids Place diagonally across letter “C’s”.

Alkali Metals Place down group 1 ( letter “D’s”).

Alkaline Earth Metals Place down group 2 (letter “E’s”).

Transition Metals Place across groups 3-12.

Boron Group Place down group 13 (near bottom).

Carbon Group Place down group 14 (near bottom).

Nitrogen Group Place down group 15 (near bottom).

Oxygen Group Place down group 16 (near bottom).

Halogens (Salt-Formers) Place down group 17.

Noble Gases Place down group 18.

Lanthanides Place across the first period at the bottom of the table.

Actinides Place across the second period at the bottom of the table.


Explore – Periodic Parallels(Student Worksheet)

1

2

3

4

5 1 2 13 14 15 16 17

6

7


3 4 5 6 7 8 9 10 11 12

1 2

13 14 15 16 17 17

18

A

B

C

C

C C

C C

D

D

D

D

D

D

E

E

E

E

E

E

Evaluate – Periodic Parallels Vertical columns


3 4 5 6 7 8 9 10 11 12

1 2

13 14 15 16 17 17

18All elements to the left of the metalloids.

All elements to the right of the metalloids.

Horizontalrows.

Evaluate – Periodic Parallels Answer Key Vertical columns


3 4 5 6 7 8 9 10 11 12

1 2

13 14 15 16 17 17

18

Periods

Groups or Families

All elements to the left of the metalloids.

All elements to the right of the metalloids.

Horizontalrows. Metals

Non-metals

Transition Metals

Lanthanides

Actinides

TEKS 7.7 C OverviewStudents will perform electrolysis experiments and observe decomposition of water into hydrogen and oxygen. Synthesis experiments with elements such as iron, copper power, and zinc power will also be performed, and analysis made of the color properties before and after the chemical reaction. This will help them realize that the properties of elements are different from the properties of the compounds that they make.

Instructional StrategiesThe guessing game will encourage identification of physical properties. Experiments will be performed using the scientific method. Observation of properties before and after a chemical reaction will allow students to analyze data and draw conclusions.

Objectives1. The student will demonstrate how compounds are composed of elements.

2. The student will conduct a decomposition reaction in which water is broken down into hydrogen and oxygen and each gas is collected into a separate test tube.

3. The student will combine elements to form compounds.

For Teachers Eyes OnlyElements are pure substances that cannot be broken down into anything simpler by physical or chemical means. However, few elements are found in their pure form in


nature. Most of the time, they are found in combination with other elements, thus existing as compounds. Elements combine to form compounds. Compounds may be made up of only two elements or many. When the atoms of different elements combine chemically, they form one of two types of bonds: ionic or covalent. In a covalent bond, electrons are shared by the different atoms. In an ionic bond, electrons are donated or received. In either case, the atoms are held together by atomic forces (charges) and will not separate by physical means such as breaking the substance, melting it, or dissolving it. They may, however, disconnect chemically by a chemical reaction. Some chemical bonds are easy to undo and those will be our focus.

Student Misconceptions Misconception

The properties of a compound are the same as the properties of the elements of which it is composed.

Science ConceptThe properties of elements and the compounds they form are different.

Rebuild ConceptPerform decomposition and synthesis experiments and compare element and compound properties.



5 E’sEngageActivity: Sugar BurnClass Time: 2 minutesObjective: The student will observe sugar as it burns.

Materials:

Evaporating dishSmall package of sugaralcohol burner and standmatch or other fire source

Procedure:

Place the alcohol burner under the stand and light it. Place the contents of a small package of sugar (1 teaspoon) in an evaporating dish and place it on top of the alcohol burner stand. Observe for 1-2 minutes until the sugar turns black. Ask the students, “What is the black substance?” Carbon which is part of sugar (C12H22O11).

ExploreExploration

Activity: Electrolysis of Water (Student Worksheet that comes with lab kit)Class Time: 50 minutesObjectives:

1. The student will conduct a decomposition reaction in which water is broken down into hydrogen and oxygen and each gas is collected into a separate test tube.

2. The student will demonstrate how compounds are composed of elements.


The students will follow the directions on the student worksheet from NeoScience Lab Activity #5, “Separating the Compound Water”, in order to separate molecules of water into hydrogen and oxygen by using an electric current. Positive and negative electrodes are placed in the mouth of inverted test tubes to collect each gas into a separate tube. The gases may then be tested with a match to determine their identities.

To order contact: NeoScience - http://www.neosci.com/ Kit - “Elements, Compounds, and Mixtures” #20-1673

Phone # - 1-800-526-6689

ExplainWater molecules are composed of the elements, hydrogen and oxygen. Hydrogen

is a positive element so it will be attracted to the anode of the battery while oxygen is a negative element and will be attracted to the cathode of the battery

Once the system is connected to the battery, a current begins to flow. One electrode underneath one test tube becomes positive charge and the other electrode underneath the other test tube becomes negative charge. The pathway from the negative electrode to the positive electrode is accomplished by an electrolyte solution (a solution which conducts electricity) such as salt water. The now positive hydrogen ions are attracted to the negative electrode and the negatively charged oxygen ions are attracted to the positive electrode. As the gases collect on the electrodes, it is very obvious. Large bubbles appear on the + electrode (oxygen) and thousands of very tiny bubbles (hydrogen) appear on the – electrode.

ElaborateElaboration 1

Activity: Combining some elements with oxygen. Students will use the Blackline Master “Compounding the Problem.”

Class Time: 40 minutesObjective: The students will synthesize compounds from elements.


http://www.neosci.com/

The students will heat copper powder, iron powder, and zinc powder to form compound oxides. They will then identify the properties before and after combining.

Elaboration 2

Dip half of a tarnished penny in a product such as Tarnex® which is available at stores such as Wal-Mart.

Question: Explain the color change? The dark substance covering the tarnished penny is copper oxide. Over time, the copper penny combines with oxygen in the air to produce a dark compound (copper oxide) on the surface of the penny.

Secure a candle in a base of clay. Light the candle. Hold a stainless steel spoon over the flame for about 10-15 seconds.

Question: What is the black substance on the bottom of the spoon? The candle wax is a compound containing the elements, hydrogen and carbon. As the candle burns, some of the carbon from the wax will form “soot” on the spoon, and some of the carbon will combine with oxygen in the air to form carbon monoxide and carbon dioxide. The black substance is carbon.

Wash steel wool in soapy water and rinse thoroughly. Then soak in finger nail polish remover to get rid of any manufacturer residue that might be on the steel wool. Don’t skip this step! Soak the steel wool overnight in vinegar overnight. Compare the steel wool soaked in vinegar with steel wool that has not been soaked in vinegar.

Question: What is the dark orange substance on the steel wool? As the iron in the steel wool combines with oxygen in the air, it forms the compound, iron oxide which is commonly known as rust.


Elaboration 3

Set up 5 lab stations for students to observe physical properties of elements. Lay out cards for each station along with lab station examples. Students will complete the blackline master, Observing Physical Properties on the Periodic Table.

1. Metals are malleable: Metals can be hammered or beaten into thin sheets without breaking. The word, malleable means that metals do not break easily. Common examples are gold, silver, and tin foil.

Lab station examples: Tin foil, picture of gold, silver cup2. Metals are ductile: Metals can be melted and drawn into thin wires. The term for this is called ductile. Common examples are silver, copper, aluminum. These wires are highly ductile and very thin wires can be created from these elements.

Lab station examples: floral wire, copper wire, aluminum wire, paper clip3. Metals have lustre : Metals generally can be highly polished and therefore have a shiny appearance. Gold, silver, copper and platinum have good luster.

Lab station examples: Nickel, shiny copper penny, aluminum foil, silver tray. Also include a nonmetal powder such as sulfur powder.4. Brittleness: Metals are not brittle and do not break easily with the exception of Zinc.

Lab station examples: Chalk, bolt5. Metals are sonorous: Metals make a characteristic sound when hit with an object. Thus metals are sonorous. The sonorousness of metals depends on the temperature and density.

Lab station examples: gong, aluminum plate6. Metals are good conductors of heat and electricity: Explore this property by performing the lab. Connect the materials as follows:


EvaluateThe students will journal about what they learned concerning the formation of compounds from elements. They should cite examples learned from the lab experience.


Compounding the Problem

Problem : Can oxygen be combined with other elements to form compounds?

Materials:Alcohol burner and standEvaporating dishCopper powderZinc powerIron filingsEvaporating basin

Procedure:

1. Observe the properties of copper powder. Record them in data table #1 on the next page.

2. Place the evaporating basin on top of the alcohol burner and stand. Place about a teaspoon of copper power in the evaporating basin. Light the alcohol burner and heat the powder for about 5 minutes. Make observations during and after burning and enter them in data table #1 on the next page.

*(Enter your answers to questions 3-7 below in data table #2.)*

3. Let the basin cool and tip out the contents onto a piece of paper. Compare the copper powder before and after burning. What are the differences?

The chemical equation for this reaction is:

Copper + oxygen = Copper oxide

4. Where does the oxygen come from?5. What elements combined on the left to form the compound on the right?6. What compound was formed?7. Repeat steps 1-3 with the zinc powder and the iron filings.


Metal powder

(Products)(Reactants)

Substance Observations before burning

Observations during burning

Observations after burning

Copper powder

Zinc powder

Iron filings

Data Table #1

Data Table #2Substance Comparison of

reactants & products

Oxygen source ElementsCombined

Compound formed

Copper powder

Copper oxide

Zinc powder

Zinc oxide

Iron filings

Iron oxide


Clean It Up!

1. Dip half of a tarnished penny in a product such as Tarnex®. Question: Explain the color change?

2. Secure a candle in a base of clay. Light the candle. Hold a stainless steel spoon over the flame for about 10-15 seconds.

Question: What is the black substance on the bottom of the spoon?

3. Wash steel wool in soapy water and rinse thoroughly. Then soak in finger nail polish remover to get rid of any manufacturer residue that might be on the steel wool. Don’t skip this step! Soak the steel wool overnight in vinegar overnight. Compare the steel wool soaked in vinegar with steel wool that has not been soaked in vinegar.

Question: What is the dark orange substance on the steel wool?


Observing Physical Properties on the Periodic Table

For each lab station, observe the physical properties of the elements and answer the related questions.

Station Physical Property Questions1 Metals are malleable How do you know tin foil is malleable?

2 Name another metal that is ductile.

3 Compare the metals to the nonmetal. How do they differ in luster?

4. Compare the strength of the chalk and the bolt. Which is more brittle? How would you define brittle?

5. Name at least one instrument that is sonorous.

6. Perform the lab below. Describe how conductors give off heat.

Connect the materials as follows:


teks 7.7 b & c physical properties and periodic table

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