Inorganic Chemistry Inorganic Chemistry Inorganic C

anic Chemistry Inorganic Chemistry Inorganic Chemis

Inorganic Chemistry Inorganic Chemistry Inorganic C
anic Chemistry Inorganic Chemistry Inorganic Chemis
Inorganic Chemistry Inorganic Chemistry Inorganic C
anic Chemistry Inorganic Chemistry Inorganic Chemis

CBSE-i

Classification of Elements
and
Periodicity in Properties
UNIT - 4 (CLASS XI)
Teacher Manual
18
p block 8A

13 14 15 16 17 2
3A 4A 5A 6A 7A
5 6 7 8 9 10
2p

13 14 15 16 17 18
3p

4p 31 32 33 34 35 36

5p 49 50 51 52 53 54

6p 81 82 83 84 85 86

7p 113 114 115 116 117 118

Central Board of Secondary Education

Shiksha Kendra, 2 Community Centre,
Preet Vihar, Delhi - 110092
 CBSE-i

Inorganic Chemistry
Classification of Elements
and
Periodicity in Properties
UNIT - 4 (CLASS XI)
Teacher Manual

Central Board of Secondary Education

Shiksha Kendra, 2 Community Centre,
Preet Vihar, Delhi - 110092
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 Preface
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 Acknowledgements
Advisory Conceptual Framework
Shri Vineet Joshi, Chairman, CBSE Shri G. Balasubramanian, Former Director (Acad), CBSE
Dr. Sadhana Parashar, Director (Training), CBSE Ms. Abha Adams, Consultant, Step-by-Step School, Noida
Dr. Sadhana Parashar, Director (Training), CBSE
Ideators Classes XI and XII
Prof. A K Bakshi Ms. P Rajeshwari Dr. Niti Nandini Chatnani Ms. Neeta Rastogi
Dr. N K Sehgal Ms. Gyatri Khanna Dr. Anil K Bali Dr. Anshu
Prof. Kapil Kapor Mrs. Anita Makkar Dr. Preeti Tewai Dr. Rajesh Hassija
Ms. Renu Anand Prof. Biswajit Nag Dr. Deeksha Bajpai Mr. Mukesh Kumar
Dr. Barkatullah Khan Dr. Jacqueline Symss Mr. S K Agarwala Dr. Om Vikas
Ms. Avnita Bir Ms. Usha Sharma
Material Production Groups: Classes XI-XII
English : Biology : Geography: Accountancy :
Ms. Gayatri Khanna Dr. Ranjana Saxena Ms. K Jaya Mr. S S Sehrawat
Ms. Renu Anand Dr. Neeraja Sood Dr. Preeti Tewari Dr. K Mohna
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Mr. Dhirender Sharma
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Ms. Ambika Gulati Ms. Komal Bhatia
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Ms. Nidhi Singh Ms. Ravisha Aggarwal
Dr. Vimal Rarh
Mathematics : Ms. Malti Modi
Dr. Shalini Baxi
Dr. Sushil Kumar Ms. Sapna Das ICT :
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Dr. Saroj Khanna
Dr. Sushma Bansal
Cheif - Coordinator: Dr. Srijata Das, E.O
Coordinators:
Ms. Sugandh Sharma, EO Dr Rashmi Sethi, EO Ms. S. Radha Mahalakshmi, EO Mr. Navin Maini, RO (Tech)
Ms. Madhuchhanda, RO (Inn) Shri Al Hilal Ahmed, AEO Ms. Anjali Chhabra, AEO Shr. R. P. Singh, AEO
Shri R. P. Sharma, Ms. Neelima Sharma, Ms. Reema Arora, Mr. Sanjay Sachdeva, SO
Consultant (Science) Consultant (English) Consultant (Chemistry)
 Topics Page No.

1. Syllabus Coverage 1

2. Learning Outcomes 2

3. Lesson Plan Matrix 4

4. Cross-Curricular Links 7

5. Teacher Notes (TN) 8

l Objectives Related to Activities 15

l Pre-requisites 17

6. Mind Map 18

7. Summary 19

8. Crossword Puzzle 21

9. Common Misconceptions 23

10. Mnemonics 25

11. Student Worksheets 27

12. Rubrics of Assessment 41

13. Acknowledgment of Web-links 43

 SYLLABUS COVERAGE
4.1 General Introduction

lPattern of atomic masses and chemical properties

4.2 Historical Attempts Towards Classification

lDobereiner triads

lNewlands law of octaves

lLothar Meyer atomic volume curves

lMendeleev periodic table

4.3 Modern Periodic Table

lPeriodicity of properties

lDivisions of periodic table

lNomenclature of elements with atomic numbers greater than 100

4.4 Periodic Trends in Physical and Chemical Properties

lPeriodic patterns of atomic radii

lPeriodic patterns of ionic radii

lPeriodic patterns of energy ionization enthalpy

lElectron gain enthalpy

lElectronegativity

lChemical properties of element

lValence

1
 Learning Outcomes

At the end of this unit students would be able to -

lComprehend the necessity of classifying the elements.
lKnow that the earliest attempts towards classification were made by Dobereiner
and Newlands, but these had inherent drawbacks.
lRealize that Mendeleev's classification system too had shortcomings, yet it came
closest to the modern periodic table.
lAppreciate that the present day periodic table classifies the elements on the
basis of atomic number and not atomic mass.
lIdentify the groups and periods of periodic table.
lUnderstand the importance of electronic configuration in classifying the
elements.
lClassify s-, p-, d- and f-blocks in modern periodic table.
lSegregate metals, non-metals and metalloids in the periodic table.
lWrite the nomenclature of elements with atomic numbers greater than 100.
lKnow how the atomic and ionic radii vary along a group and a period of periodic
table.
lCalculate the atomic radii from the internuclear distance in simple molecules
and vice versa.
lSpecify the reason for lanthanide contraction.
lHighlight the significance of Vander Waal radii for elements of Group 18.
lUnderstand how the ionic radii vary with respect to the quantum of charge on
the cation or anion.
lUnderstand the significance of ionization enthalpy.
lKnow how ionization enthalpy varies along a group and a period of periodic table
and identify where exceptions to periodicity occur.
lIdentify the factors on which ionization enthalpy depends, with particular
reference to the quantum of charge on the cation.

2
lUnderstand the significance of electron gain enthalpy.

lKnow how electron gain enthalpy varies along a group and a period of periodic
table and understand where exceptions to periodicity occur.

lState the significance of electronegativity.

lDifferentiate between electron gain enthalpy and electronegativity.

lKnow how electronegativity varies along a group and a period of periodic table.

lDefine valence and explain its variation in a group and a period of periodic table.

lHighlight the significance of variable valence concept with reference to

transition elements.

lKnow the reasons for the anomalous properties of the elements of second
period, taking lithium as a representative case.

lAppreciate the reasons for diagonal relationship, taking the similarity between
lithium and magnesium as a representative case.

lKnow the trends of reactivity in periodic table, taking alkali metals at one
extreme and noble gases as the other.

3
 Lesson Plan Matrix

Steps to be followed SKILL

Content Teachers Tip Students Tip DEVELOPED

A. If you were given Grasp the periodicity of How to group

samples of different
Warm Up
elements (some are
Activity
given in figure 3.1). You
would probably find
many ways of arranging
them. You could classify
them on the basis of
their states (solid, liquid
or gas) or as metals or
non-metals or other
chemicals. Would you
try linking the
properties to their
atomic masses?
physical and chemical the elements on
properties of elements the basis of their
belonging to a particular similar physical
group or period. Even and chemical
without knowing the properties.
quantitative value of any
parameter, you will be able
to predict the behaviour of a
particular element vis--vis
its neighbours. If you have
studied the metallic
elements lithium, sodium
and potassium, you will
know that they have similar
reactions with oxygen,
water and chlorine and form
similar compounds.

B. Pre- Define elements. Briefly Learn that one of the An idea as to

requisite inform the students that
most of the elements
were formed in nature,
by a process called
nucleosynthesis,
although a few have
been synthesized by
artificial transmutation.
simplest ways to classify the h o w t h e
elements is to group these as e l e m e n t s
metals and non-metals. originated.
However, since the metals
are more numerous than
non-metals, this
classification is not fruitful.

4.1 General Highlight why it was Know that the properties of a An attempt to
Introduction thought pertinent to particular element may be group together
classify the elements. close to those of another similar elements
element, but different from on the basis of a
several others. Grouping of

4
 elements on the basis of parameter like
their similarities will reactivity or
simplify their comparative state of matter.
assessment.

4.2 Historical Inform how each Understand that though the Why the system
Attempts historical attempt historical attempts towards of classification
Towards towards classification of classification of elements based on atomic
Classification elements was an had inherent drawbacks, yet masses did not
improvement over the these later paved the way for prove useful.
previous endeavour in the development of modern
this direction. periodic table.
Student Worksheet 4.1

4.3 Modern Enlighten that periodi- Grasp how the modern I d e n t i f y t h e

Periodic Table city is governed by periodic table evolved and g r o u p s a n d
atomic number and not what are its advantages. periods in the
by atomic mass. periodic table.
Highlight the sub -classi- Identify the s-,
fication of elements Student Worksheet 4.2 p-, d-, and f-
within the periodic block elements
table. in the periodic
table.
Student Activity 4.1
Student Activity 4.2
Student Activity 4.3
Student Activity 4.4

4.4 Periodic Explain the concepts of Understand the general Explanation as

Trends in atomic radii, ionic radii, trends in periodicity of to why physical
Physical and ionization enthalpy, various physical parameters. and chemical
Chemical electron gain enthalpy Know where possible break properties of
Properties and electronegativity, as in regularity is likely to elements are a
well as the variations occur. p e r i o d i c
of these physical function of
parameters in groups a t o m i c
and periods of periodic numbers. Know

5
 table. Also emphasize Student Worksheet 4.3 w h y s o m e
the correlation of elements are
electronic configuration highly reactive,
with valence and while others are
chemical reactivity. relatively inert.
Student Activity 4.5

C. Summary Solve the crossword puzzle Review the

Discuss the main
highlights of the necessity of
chapter, laying special classifying the
emphasis on periodicity elements and
of properties. h o w t h e
classification
has systema-
tized the study
of periodicity of
properties.

D. Interlinked Explain by means of Identify the parameters that The periodicity

Content activities and problems correlate one physical o f a n y o n e
that the periodic trends property to another. physical or
of physical or chemical c h e m i c a l
properties are property need
interrelated. Student Worksheet 4.4 not be studied in
isolation.
Student Activity 4.6
Student Activity 4.7
Student Activity 4.8

6
Cross Curricular Links

Biology- Knowledge of elements helps the learner to comprehend the importance

of elements, their therapeutic nature, and their toxicity.

Mathematics- Knowledge of Mathematics to understand graphs for variation of

atomic/ionic radii, ionization enthalpy, electron gain enthalpy and
electronegativity against atomic numbers and note the periodicity of these
properties.

Environment- The understanding of elements helps the learners to draw out logical
elicits.

Physics- To identify the elements which are good conductors, semi-conductors and
insulators.

Computers- Knowledge of computer is necessary to understand the wave model of

the atoms of every element. The orbital diagrams and probability distribution curves
too can be drawn with the help of relevant software.

7
 Teacher Notes

E
Accentuate why it was felt necessary to classify the elements
Perodic Table
on the basis of similarities in their physical and chemical
properties.

E
Emphasize that periodic table is an organizational tool it will
help students recall chemical facts.

E
Highlight the historical attempts towards classification of
elements, stressing that even though these early endeavors
had inherent demerits, yet these paved the way for the
evolution of the modern, long form periodic table.

E
Define periodic law and correlate it with pictorial representation of modern
periodic table.

E
Ensure that the students know how position of a particular element in the periodic
table and its electronic configuration can be used to highlight periodic properties.

E
Explain the periodic trends in physical and chemical properties, laying emphasis on
elements showing anomalous behavior.

E
Guide the students in carrying out the activities incorporated in the text, so that
they may understand the importance of periodic properties and trends and imbibe
these concepts easily.
Tell the students to form groups and discuss what they have already learnt about the
nature of different substances. They may asked to arranging the samples in different
sets, such as metals, non-metals and metalloids; solids, liquid and gases; and elements
and compounds.

8
 Calcium

Aluminium Foil Bromine

Copper
Chlorine

Balloons Filled With Helium

Silver

Zinc

Oxygen
Sodium
Sodium Nitrogen

Source : Google images

Figure 4.1

Involving the students, the teacher may categorically ask the students to link the
properties of given samples to their atomic masses in case where the substances in
question are in the elemental state, and according to molecular masses, in case these are
compounds.
Teacher may briefly explain the evolution of periodic table- By mid-nineteenth century,
when the characteristics of a fairly large number of elements and their compounds had
been systematically recorded, the chemists noted two trends: While some elements

9
 showed strong resemblance to one another and demonstrated regularities in their
physical and chemical characteristics, the others showed dissimilar properties. For
example, the characteristics of sodium are comparable to those of potassium, those of
magnesium bear closeness to calcium. On the other hand, oxygen is a reactive element
that combines readily with almost all other elements, but nitrogen is rather inert and
forms comparatively few compounds. Attempts to classify the elements in terms of
similarities and differences in their properties culminated in the development of periodic
table.
Building this unit, the teacher gives a brief history of evolution of periodic table and also
familiarizes the students with the attempts made by several scientists to develop a table
which represents the position of various elements. The teacher may brief about the three
historical stages for the establishment of any scientific endeavor. Thesis, anti-thesis and
synthesis. Thesis represents an arena where a few scientists take a bold initiative to give
practical shape to the idea they conceive. In the anti-thesis stage, the concept is
critically reviewed and its flaws are eradicated to yield a model that is closer to reality. In
the synthesis stage, the concept is correlated to other scientific ventures so that it may
have a wider range of applications. In this section, the highlight is why it was deemed
necessary to develop a periodic table. It also reflects the attempts made successively by
Dobereiner, Newlands and Mendeleev to classify the elements that were known till their
times. As expected, their thesis had inherent demerits, yet their attempts were
praiseworthy, as these paved the way for anti-thesis and synthesis stages in the
development of periodic table. As an example, the teacher may arrange a few elements
according to atomic masses and bring home the inherent weakness of the classification
system developed by the earlier scientists. Nevertheless, it must be emphasized that the
earlier methods of grouping the elements were not a waste of efforts; rather these paved
the way for the emergence of the modern periodic table.
The modern periodic table may be introduced by discussing the concept of atomic
number. The teacher may stress that the physical and chemical properties of the
elements are dependent on atomic number, rather than on mass number. In the first
quarter of twentieth century, as the importance of valence electrons came to light, it
became clear that the sequence of elements in the periodic table is determined by
atomic number. This rendered the Mendeleev periodic table obsolete and made way for
the modern periodic table. With that, the classification system of elements transitioned
from thesis to anti-thesis stage.

10
 Source : Google images
Modern Periodic Table

Ensure the completion of Student Worksheet 4.1 and 4.2.

Teacher may demonstrate the division of elements listed in the periodic table as groups
and periods. Further, the s, p, d and f-blocks ought to be demarcated. It is also important
to state than within the d-block, there are three series - the 3d, 4d and 5d series -
depending on the shell which houses the valence electrons. The f-block elements are
placed at the bottom of the periodic table so as to maintain its symmetry.

Source: www.mpcfaculty.net/mark_bishop/periodic_table_blocks_alone

11
 Tell them to perform Student Activity 4.1 to categorise elements as metals/non-
metals/metalloids and write their electronic configuration and by doing this identify
their period and group.

Student Activity 4.1

Complete the following Table:
Electronic
Atomic Number Name of Element Configuration Metal/Nonmetal/Semimetal
12
25
14
9
19
34

Step 1: Write the electronic configuration.

Step 2: From the valence shell configuration judge whether the element belongs to s-, p-,
d-, or f- block of periodic table.
Step 3: Identify the group and period where it could be placed.
Step 4: Count the number of valence electrons and predict whether it is a metal, a
semimetal or a nonmetal.

Instruct the students to perform Student Activity -4. 2.

Help them learn how to identify elements on the basis of their atomic masses.
Student Activity 4.2
There is a list of atomic masses of different elements. Let the learner fill color of the
respective element in the periodic table and complete the table given below:
Atomic Mass Element
1.01
9.01
15.99
22.99
28.09
39.95

12
 Source: http://www.chem.wisc.edu/

Explain the physical and chemical properties of elements. Discuss the periodic trends
across the periods and down the group in periodic table.
Tell the students to perform Student Activity 4.3 which will help them to understand the
metallic behaviour of different elements. Similarly, Student Activity 4.4 will help them
to understand the concept of ionisation energy.

Study of different properties like atomic radii, ionic radii, metallic character, ionization
enthalpy, electron gain enthalpy and electronegativity and their variation help the
students to understand the chemistry behind their specific behaviour. Student Activity
4.5 will help to understand the property clearly.

Teacher explains the periodicity of elements and their anamolous behaviour (if any)
through examples. In this way, students draw a comparison between different elements.

13
 Extension:
It is stated that the atomic radius increases from top to bottom in a group of periodic
table. There is a regular increase of this parameter as we move from lithium to cesium
in Group 1 or from beryllium to barium in Group 2. However, in Group 13, the increase is
not regular. Although there is an expected increase in size on going from boron to
aluminium, the atomic radii of aluminium and gallium are the same. The 3d transition
series intervenes between these two elements. There is a decrease in size on
traversing the 3d series elements. This decrease negates the increase in atomic radius
on moving from aluminium to gallium. The atomic radius of thallium is slightly larger
than that of indium. The increase is much less than that expected by incorporation of
an additional shell of electrons. On moving from thallium to indium, one has to pass
through 14 lanthanoids. While traversing the lanthanoid series, there is a regular
decrease in atomic radii - the so called lanthanoid contraction. The lanthanoid
contraction nullifies, to a large extent, the expected increase in atomic radii on
moving from indium to thallium.

Tell the students to perform Student Activity 4.6 and Student Activity 4.7 which develop
their critical analysis skill.

At the end of the unit, tell them to complete Student Worksheet 4.4.

After the completion of chapter, tell the students to form groups and discuss what
they have already learnt like the general form of modern periodic table, division of
the periodic table in groups and periods, division of the periodic table into blocks and
in metals, non-metals & semi-metals. Encourage cross questioning and self-reasoning.

14
Objectives to Achieve through Activities

1. To be able to distinguish and classify various elements of periodic table on the basis
of their outer electronic configuration.
2. To visualize the modern periodic table in terms of s block, p block, d block and
f block elements.
3. To identify the 18 groups and 7 periods in the periodic table.
4. To be able to find the atomic number of the respective element.
5. To be able to correlate how periodicity is governed by atomic number.

Questions to
Procedure of Answer(s) Discussion/
judge student's Conclusion
activity Emphasis
observations

Take a white Based on the

chart paper electronic
and cut equally configuratio,
sized 3cmX3cm place the cards
102squares. a t t h e i r
Write the outer s u i t a b l e
electronic positions in the
configuration blank periodic
of all the 102 table.
elements of (after placing
the periodic all the cards)
table on the 1. Do you see Yes Emphasize that There are 18
above squares. some vertical each of the such columns
Place a blank trend based column in the in the periodic
periodic table on the similar periodic table table known
in the class. o u t e r have similar as GROUPS.
configura- outer electronic
tion? configuration.

15
 2. What kind of An increment in R e l a t e h o w Elements with
behavior do the number of s i m i l a r i t y i n s i m i l a r
you observe electron (and t h e outer valence shell
on moving proton) at each e l e c t r o n i c configuration
vertically step.Increase c o n f i g u r a t i o n have similar
across the in a t o m i c make elements properties.
periodic number. resembles each
table? other in their There are 7 such
c h e m i c a l rows in the
3. H o w many Period No. of
behaviour. periodic table
and how element k n o w n a s
elements are 1 2 Emphasize that PERIODS.
placed in 2 8 in each of the 7
each period? 3 8 rows, such a 14 elements of 6
4 18 horizontal trend (Lanth-anoids)
4. Classify the 5 18 is observed. and 7 (actinoids)
periodic 6 32 period each
table in 7 are placed
terms o f long (incomplete) Emphasize on separately
outer most the number of outside and at
orbital? elements. the bottom of
Group Obtain
present in each t h e m a i n
1&2 s row and how are periodic table .
13 to 18 p they placed.
B/w 2 &13 d The periodic
Lanthanoids f Discuss how the table is classified
& Actinoids outer orbital in 4 blocks-'s', 'p',
further classified 'd' and 'f' based on
the periodic the outer most
table in 4 filled orbital.
blocks.

Make your assessment grid for evaluating students for this activity.

16
Pre-requisites
Recall the following concepts already learnt in previous classes.
v
Definition of elements and their distinction from molecules.
v
Distinction between metals and non-metals.
v
Occurrence of elements as ores or in native states.
v
Atomic numbers and atomic masses.

17
 Mind Map

Periodic table
Blocks s, p, d and f
is organized into
values of highest
energy occupied
Periods
orbital which include
(rows)
Groups(1-18)
columns
transition metals
(d block)
s-and p-blocks together
the most important ones are constitute the
lanthanides
given the family names
(first f block)

alkali representative elements actinides

or main group elements
metals (second f-block)
Alkaline halogens noble gases
earth metals
highest
energy
occupied
Chemical refers trends in which mainly shell
to properties depend on nuclear charge
periodicity the

Major properties an d ionization

inner electrons screen the nuclear
trends to know are energies charge , result in an effective
nuclear charge
Electron
affinities
Effective nuclear
electro charge
negativities
Metallic elements
atomic radii which are defined in
different ways for
Covalently -bonded atoms

Atoms in ionic solids

18
Summary

Even before the concept of atomic number was developed, chemists had begun to
arrange the elements according to atomic mass, so as to group together those that had
similar properties. What is now known as the modern periodic table or the long form
periodic table is the culmination of these efforts.
The modern classification system is based on the premise that the periodicity of
properties is regulated by atomic numbers, and thus by electronic configuration of the
elements. The configuration of the outermost electrons, called the valence electrons,
directly affects the physical and chemical properties of the elements. Accordingly, the
modern periodic table is demarcated into four blocks - the s-block, the p-block, the d-
block and the f-block - depending on the type of atomic shell which houses the outermost
electrons. In addition, those elements which have exactly the same number of valence
electrons are clubbed together in vertical columns, called groups. The horizontal rows of
the periodic table are called periods.
The modern periodic table has 18 groups and 7 periods. As we move from left to right in a
period or from top to bottom in a group, periodic variations are found in the
characteristics of the elements. For example, the metallic character decreases across a
period, from metals through semimetals to nonmetals. The size, indicated by atomic or
ionic radii, decreases as we move across a period from left to right and increases from top
to bottom in a group.
Ionization enthalpy is a measure of the tendency of an atom to lose an electron, increases
across a period and decreases down a group. Electron gain enthalpy, a measure of the
tendency of an atom to gain an electron increases across a period and decreases in a
group. Metals usually have low ionization enthalpies, while nonmetals have high electron
gain enthalpies. The tendency of an atom in a combined state to withdraw electrons
towards itself is called electronegativity. It follows the same trends as electron gain
enthalpy.
The term valence or oxidation state refers to the combining capacity of an atom. The
s- and p-block elements usually have fixed valences, while the d- and f-block elements
exhibit variable valence states. The valences have a bearing on the chemical reactivities
of the elements. For metals, the reactivity increases from top to bottom in a group. The
d-block elements are, in general, less reactive than s-block elements, but more reactive
than p-block elements. The noble gases, with completely filled outer ns and np shells are
unreactive.

19
 The first member of each group, that is the element in the second period, differs from the
rest of the members in chemical behavior. However, the first three members of the
second period, that is, lithium, beryllium and boron, exhibit many similarities to the
elements located diagonally below them in the periodic table.
The periodic table is a means to simplify the study of the properties of the elements and
to systematize the periodicity of their physical and chemical characteristics.

20
Crossword Puzzle

Across:
2. A fertilizer for flowering plants. (9)
3. Tendency of an atom in combined state to withdraw electrons. (17)
4. A yellow colored component of gun powder. (7)
7. To knock off an electron from an atom. (10)
9. An element having 20 neutrons; a constituent of bones. (7)
10. The foil for wrapping the food items. (9)
11. A gas which makes up 78% of air. (8)

21
 12. A metalloid used to make semi-conductors. (7)
13. A poisonous gas used in World War I. (8)
16. The combining capacity of an element. (7)
17. The element diamonds are made from. (6)
18. A metal which is in solid state in December, but liquid in June. (7)
19. The metal present in the core of earth along with iron. (6)

Down:
1. The medal which a runner up hockey team gets in Olympics. (6)
2. A non-metal which catches fire in air. (10)
5. An element extracted from sea nodules. (9)
6. A heavy metal used in paints, batteries and radiation shields. (4)
8. The metal of which the filament of bulb is made of. (7)
14. The most abundant element in the universe. (8)
15. Inert gas used to make bright city lights. (4)

22
Common Misconceptions
Some common misconceptions pertaining to the classification of elements are depicted
in Table 4.22
S. No. What the Common Belief is
1 All lighter elements occur naturally,
while the heavier ones are artificially
synthesized.
2 The rare earths have extremely low
abundance in the earth crust.
3 Each element has a fixed value of
electronegativity.
Table 4.22 Common misconceptions related to periodic trends
What the Reality is
Technetium, a relatively light element,
having atomic number 43, does not
occur naturally. In fact, it was the
first element to be made artificially.
The lanthanoids are often referred to
as rare earths, but this term is a
misnomer. These are present in
greater abundance than several other
elements, including bismuth, arsenic
or mercury, which are not considered
rare. Rich deposits of monazite sand,
a mineral containing all the
lanthanoids in combined state, are
found in Kerala.
The electronegativity of an element
varies from one compound to another.
It largely depends upon the type of
hybridization which the orbitals of the
element in question undergo in a
particular compound. Greater the
s- character of the hybrid orbitals,
greater is the electronegativity. For
example, in case of carbon, the
variation of electronegativity with
hybridization is as follows:
23
 Hybridization:sp3sp2sp
% s Character: 25 33 50
Electronegativity: 2.48 2.75 3.29
The commonly accepted value of 2.5
is based on sp3 or tetrahedral
hybridization.

4 The noble gases are inert in nature.
The Group 18 elements are often
referred to as inert gases. However
this is not correct as xenon is known
to form a good number of compounds
with oxygen and fluorine. The term
rare gases too are not appropriate
since argon makes up 0.9% of the
atmosphere. A better common name
is noble gases, since just like noble
metals, such as gold and platinum,
these elements are reluctant to enter
into chemical combination, yet are
not totally unreactive.

24
Mnemonics

]
The following phrase has words reflecting the symbols of the first nine elements in
the periodic table.
Happy Henry Likes Beer But Could Not Obtain Food
1. H - hydrogen
2. He - helium
3. Li - lithium
4. Be - beryllium
5. B - boron
6. C - carbon
7. N - nitrogen
8. O - oxygen
9. F - fluorine
]The following is used to remember the first twenty elements of periodic table.
(Hindi and English words mixed)
Hi hey lithi ber bori.
Car nahin aur (or) foren nein nana mangao aloo.
Silly people should clear arithmetic ke cos.

Hi Hey Lithi Ber Bori Car Nahin Aur (Or) Foren Nein
H He Li Be B C N O F Ne
1 2 3 4 5 6 7 8 9 10

Nana Mangao Aloo Silly People Should Clear Arithmetic Ke Cos

Na Mg Al Si P S Cl Ar K Ca
11 12 13 14 15 16 17 18 19 20

Table : 4.23

25
 ]
The elements of Group 17 may be remembered with the aid of the following
mnemonics.
Frank Cleverly Brought Indian Attire

]
The elements from sodium to calcium may be remembered with the aid of the
following mnemonics.
NastyMagyAlways Sings PopSongs Clearly Around King's Cafeteria

]
The four elements that serve as life's building blocks are: Hydrogen, Oxygen,
Nitrogen and Carbon.
HONC if you like life

The elements of the 2nd Period may be remembered as follows.

]
Little Ben Became Charlie's Number One Fighting Nemesis

The elements of the 3rd Period may be remembered as follows.

]
Native Magpies Always Sit Peacefully Searching Clear Areas

26
Student Worksheets

Student Worksheet 4.1

1. What did Newlands use as a basis for his classification system?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

2. Briefly describe the significance of Mendeleev periodic table.

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

3. What is the importance of blank spaces in Mendeleev periodic table?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

4. Deduce whether chlorine, bromine and iodine, having atomic masses, 35.5, 79.9
and 126.9 can be grouped as a Dobereiner triad.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

5. According to Newlands law of octaves, the element to which phosphorus should

show resemblance is _____________________.

6. In Mendeleev periodic table, antimony is placed in Group V, even though its atomic
mass (112) is lower than that of tin (118), the latter being placed in Group IV.

27
 Explain in one sentence.
____________________________________________________________________
____________________________________________________________________

7. Which are the elements do you think would have been named by- Marie Curie?

____________________________________________________________________

Answers:
4. Yes. The mass number of bromine is close to the average of the mass numbers of
chlorine and iodine.

5. Nitrogen

28
 Student Worksheet 4.2

1. What is meant by the statement: Properties of the elements are periodic

functions of their atomic numbers?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Compare the physical properties of metals and nonmetals.
1. Guided Solution

Parameter of
comparison Metals Non-metals

Position in periodic
table

Value

Electropositive/
electronegative
character

Lustre

Conductivity

29
 3. Given below is one of the elements as represented in the Modern periodic table.
Identify what does each of the information (1 to 4) depict?

4. The element with atomic number 22 melts at 1668 C and boils at 3313 C. It
conducts electricity and is malleable and ductile. Giving reasons classify the
element as metal or nonmetal and identify it.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

5. A teacher told her student Saurav to make a periodic table. He missed writing the
atomic number of some elements while making it. Given below is a part of the
periodic table Saurav made and the elements for which the atomic number missed
is highlighted. Write their atomic numbers.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

30
Element N Al Ar Br Sb I Pb
Atomic Number

31
 6. Write the symbols and atomic numbers for the first 20 elements in the periodic
table.

7. Write the names of the elements in the space given below.

Atomic Atomic Atomic Atomic
Name Name Name Name
Number Number Number Number
1 6 11 16
2 7 12 17
3 8 13 18
4 9 14 19
5 10 15 20

8. What is the fundamental difference between the electronic structures of Group 1

and Group 13 elements?

Guided Steps Group 1 Elements Group 13 Elements

Write general electronic

configuration

The electron was filled

last in which orbital?

32
9. Given below is a vacant periodic table with some depictive elements labeled as A
to G.

10. What do the elements grouped as 1, 2, 3 and 4 indicate?

1. ____________________________
2. ____________________________
3. ____________________________
4. ____________________________

Provide more information as required in the tabular format

33
 Electronic Common Name of
configuration the group to
Depictive Number of Number of
Group of which it belongs,
Element Period
outermost if any
shell

11. What do families of elements have in common besides similar properties?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

12. An element with atomic number A is a noble gas. What is the nature of elements
with atomic numbers A-2 and A+2?

34
 Guided Steps A A-2 A+2

Write general electronic

configuration

The electron which will be

removed next is in which
orbital?

Metal/Non-metal

13. Classify each of the following elements as a metal, a nonmetal or a semimetal:

Cu, O, K, S, Ga, Ge, F, Ar, Si.

Metal Non-Metal Metalloid

14. Identify the following in context of periodic classification.

Identify Answer

Group for Alkali metals

Halogens
Noble gases
Period for Actinoids
Position of element with
atomic number 107
Block for Transition elements
Inner transition elements

35
 15. The elements having atomic numbers greater than 100 are radioactive and not
well characterized. The symbols for these elements should consist of three letters
as recommended and approved by International Union of Pure and Applied
Chemistry (IUPAC).
a. If the element mendelevium (Md), having atomic number 101, was to be
named by IUPAC system, it would be called _________________and its
symbol would be____________________
b. Complete the following.

Atomic number IUPAC Name Symbol

106
107
109
110
117
118
120

Answers:
3. 1. Name of the element; 2. Atomic number of the element; 3. Symbol of the
element; 4. Mass number of the element.
4. It is a metal. It shows all the properties of a typical metal.
5. The atomic numbers are as follows: N = 7; Al = 13; Ar = 18; Br = 35; Sb = 51; I = 53; Pb
= 82.
11. Metals: Cu, K, Ga; Non-metals: O, F, S, Ar; Metalloids or semimetals: Ge, Si.
15a. Unnilunium, Unu.

36
 Student Worksheet 4.3

1. Why does the size of atoms of the elements in any group increases from top to
bottom?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

2. Why do the covalent radii of the atoms in any period of the periodic table generally
decrease on going from left to right?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

3. Define ionic radius. How does the size change when an atom is converted to (a)
an anion and (b) a cation?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

4. The bond length in bromine molecule (Br2) is 227 pm, and the covalent radius of
carbon is 77 pm. Predict the carbon-bromine bond length in carbon tetrabromide.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
5. Given that: C C bond distance in diamond is 154 pm; P P bond distance in P4
is 220 pm; S S bind distance in S8 is 208 pm; and Cl Cl bond distance in Cl2 is
198 pm, calculate (a) atomic radii of carbon, phosphorus, sulphur and chlorine
and (b) expected bond length formed by the central atom in PCl3, CCl4, SCl2 and
P(CH3)3.
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________

37
 6. In each of the following pairs, indicate which one of the two species is smaller:
(a) O2- or S2-; (b) Mg2+ or Al3+.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
7. List the following ions in order of increasing size: Cu, Cu+, Cu2+.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
8. Predict which atom of the following pairs will have the larger atomic radius:
(a) C or Si; (b) P or Al; (c) Si or O.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

9. Explain what is meant by the term ionization enthalpy. Why is there a tendency for
the ionization enthalpy to increase in going from left to right a cross a period, and
to decrease in going from top to bottom in a group of the periodic table?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
10. Why is the second ionization enthalpy always greater than the first ionization
enthalpy, regardless of the element being considered?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
11. Which element in each of the following pairs would be expected to have higher
ionization enthalpy? (a) N or F; (b) O or S; (c) Na or Mg
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

38
12. Arrange the following atoms in order of increasing ionization enthalpy: He, O, Be, F
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
13. The electronic configuration of atom A is 1s22s22p6, while that of atom B is
1s22s22p63s1. The first ionization enthalpy of one of these is 2080 kJ mol-1, and
that of the other is 496 kJ mol-1. Pair up each ionization enthalpy with the given
electronic configuration.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
14. Explain why the electron gain enthalpies of the alkaline earth metals are all
positive.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
15. Arrange the elements in the following sets in increasing order of the most negative
electron gain enthalpy: (a) Li, Na, K; (b) F, Cl, Br.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Answers:
4. 190.5 pm
5. (a) C, 77 pm; P, 110 pm; S, 104 pm; Cl, 99 pm. (b) PCl3, 209 pm; CCl4, 176 pm; SCl2,
203 pm; P(CH3)3, 187 pm.
6. (a) O2-. (b) Al3+.
7. Cu2+, Cu+, Cu.
8. (a) Si. (b) Al. (c) Si.
11. (a) F. (b) O. (c) Mg.
15. (a) K, Na, Li. (b) Br, F, Cl.

39
 Student Worksheet 4.4

1. Comment on the size, reactivity and metallic character of helium.

____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
2. Ionization enthalpy is always a positive quantity, whereas electron gain enthalpy
may be either positive or negative. Explain.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. The first and second ionization enthalpies of potassium are 419 and 3052 kJ mol-1,
and those of calcium are 590 and 1145 kJ mol-1. Compare their values and comment
on the differences.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. Elements that have high ionization enthalpies usually have more negative electron
gain enthalpies. Why?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
5. Arrange the following ions in order of (a) increasing ionic radius; and (b) increasing
ionization enthalpy: O2-, F-, Na+, Mg2+.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Answer:
5. (a) F- , O2-, Mg2+, Na+. (b) Na+, Mg2+, O2-, F-

40
Rubrics of Assessment for Learning

Beginning Approaching Meeting Exceeding

Parameter (1) (2) (3) (4)

Define periodicity.

On what basis the periodic

table has been divided into
groups and blocks?

What is the importance of

electronic configuration in
classification of elements?

Trace the variation of atomic

and ionic radii in a group and
a period of periodic table.

For which class of elements is

van der Waal radii important
and why?

Define ionization enthalpy

and describe how it varies
along a group and a period of
the periodic table.

Define electron gain enthalpy

and describe how it varies
along a group and a period of
the periodic table.

Define electronegativity and

describe how it varies along a
group and a period of the
periodic table.

41
 What is the correlation
between ionization enthalpy
and chemical reactivity?
Answer with reference to
alkali metals.

Which elements normally

show variable oxidation
states?

Why do second period

elements show anomalous
behavior?

Describe the IUPAC rules for

naming elements with atomic
numbers greater than 100.

42
Acknowledgement of Web-links

Ref Source
http://www.google.co.in/imgres?q=modern+periodic+table&um=1&hl=en&sa=
X&tbas=0&biw=1366&bih=643&tbm=isch&tbnid=DnzFCc6rXbVZaM:&imgrefurl=
http://www.jirvine.co.uk/Chemistry_GCSE/C3A/C3aL2.htm&docid=oZLDBdJZ
CL-
5cM&imgurl=http://www.jirvine.co.uk/Chemistry_GCSE/C3A/periodic_table1.
gif&w=755&h=495&ei=OnlHT-
70BILqrQff1LWgDw&zoom=1&iact=hc&vpx=358&vpy=350&dur=1137&hovh=182
&hovw=277&tx=179&ty=134&sig=106034522265070417347&page=1&tbnh=122&
tbnw=186&start=0&ndsp=18&ved=1t:429,r:13,s:0

formhttp://www.google.co.in/imgres?q=galaxy+form+periodic+table&hl=en&g
bv=2&biw=1366&bih=643&tbm=isch&tbnid=V_1fdBGkFGkMRM:&imgrefurl=http
://www.meta-
synthesis.com/webbook/35_pt/pt_database.php&docid=8Ahfp4ApJR4LmM&im
gurl=http://www.meta-
synthesis.com/webbook/35_pt/wikipedia.jpg&w=458&h=524&ei=H3dHT_LmHo
bSrQfzvcCbDw&zoom=1&iact=hc&vpx=557&vpy=278&dur=3738&hovh=240&hov
w=210&tx=146&ty=155&sig=106034522265070417347&page=1&tbnh=142&tbnw
=124&start=0&ndsp=18&ved=1t:429,r:8,s:0

43
Central Board of Secondary Education
Shiksha Kendra, 2 Community Centre,
Preet Vihar, Delhi - 110092