Mapua University

Senior High School

Science, Technology, Engineering
and Mathematics

CHEM01/IS110
EXPERIMENT 3
PERIODIC TABLE OF ELEMENTS: GET THE TABLE
ORGANIZED IN TIME

Villajin, Aaron Chastine V.

Lim, Jude Richards P.
Jacalne, Jed Matthew S.
Ocampo, Charmaine Jerrine
Gacayan, Sofronio Dex

Instructor: Mr. Jan Allen C. Almario

ABSTRACT
The periodic table is a tabular array of the chemical elements organized by atomic number, from the
component with the lowest atomic number, hydrogen, to the highest atomic number, oganesson. This
virtual simulation aims to help students classify which group the given element belongs to according to
similar properties and how the periodic table can predict an element's behavior in a chemical reaction.
This experiment aims to provide a great deal of information about how to analyze an element's
characteristics. In this virtual laboratory simulation, the students will be doing different experiments to
categorize the fallen element boxes of the periodic table in the laboratory. In the first experiment, the
students will need to identify which among the elements are metals, non-metals, and metalloids. To
determine the element's classification, the students must observe its shininess based on its appearance.
The students will differentiate the elements based on the test results Dr. One conducted to identify the
element's metallic properties, such as ductility and electrical conductivity. The students will conduct a
flame test that is used to distinguish different metal ions depending on the color of the flame. Lastly, the
students will compare the chemical properties of the elements to know which group it belongs to. This
simulation teaches students how the periodic table can be an easy-to-use reference for future
experiments.

Keywords: Periodic Table, Classification, Metallic Properties, Chemical Properties

Introduction version of the periodic table; as you can see

The Russian chemist Dimitri Mendeleev was the
first one who created a table that helped derive
the properties of different elements. The same
idea has been used to develop the modern
here,
which is an essential tool for many chemists,
nuclear physicists, and other scientists
worldwide. Mendeleev was a well-known
professor at a university in St. Petersburg,
Russia. Because there were no modern organic
chemistry textbooks in Russian,
Mendeleev wrote one and addressed the
disordered elements problem.
Putting the elements in any order would be
difficult. It was like attempting to complete a
complicated jigsaw puzzle with only half of the
pieces and some missing details. According to
Khan Academy, Mendeleev eventually wrote
the definitive chemistry textbook, "Principles of
Chemistry" (two volumes, 1868–1870). While
working on it, he made a significant discovery
that would significantly contribute to the
development of the current periodic table.
According to the Royal Society of Chemistry,
he began ordering the elements by increasing
atomic weight after writing their properties on
cards. This was when he started to notice certain
elements reappearing regularly. Mendeleev
claimed that after three days of intense work on
this "puzzle," he had a dream that all elements
fell into place as needed. When he awoke, he
immediately wrote them down on a piece of
paper — only in one place did a correction seem
necessary.  row have two orbitals, and so on. Elements have
Mendeleev classified the elements based on
their atomic weight and valence. Not only did
he leave room for yet-undiscovered elements,
but he also predicted the properties of five of
these elements and their compounds. He
presented his findings to the Russian Chemical
Society in 1869. His new periodic system was
published in the Zeitschrift für Chemie, a
German chemistry journal (Journal of
Chemistry).
The periodic table is a graphical representation
of chemical elements organized into rows and
columns based on their basic properties. Thanks
to the table, scientists can easily understand the
relationships and similarities between the
elements, which are the building blocks of all
matter. The elements are arranged in increasing
atomic number order from left to right and top
to bottom. In general, increasing atomic mass
corresponds to increasing order. In 1869, the
periodic table consisted of 118 elements, 94 of
which were naturally occurring on Earth, and
the rest were synthesized. Each element is
housed in its own small block. The information
in the block includes the element's name,
chemical symbol, atomic number, and atomic
mass.
The atomic number of the elements increases as
the table progresses from left to right and top to
bottom. The atomic number represents the
number of protons in the atomic nucleus. The
table also includes atomic mass, the total
number of neutrons and protons in the nucleus
of an atom, averaged based on the relative
abundance of the element's isotopes. For
elements that do not have a stable isotope, the
table gives the atomic mass of the isotope with
the longest half-life; in other words, the most
stable form of the element, in parenthesis.
The table's seven rows represent periods. The
number of electron shells surrounding the
atomic nucleus is the same for each element in a
single row. Elements in the first row have a
single orbital shell, while elements in the second
a seventh orbital shell in the seventh period. The
table's 18 columns, read vertically from top to
bottom, represent groups. In the outermost shell,
all elements in a group have the same number of
electrons orbiting the nucleus. The exceptions to
this rule include hydrogen, helium, and the
"transitional elements," which occupy groups
three through 12. Elements in a group have
important chemical properties in common.
Group 18 contains "inert" or "noble" gases, for
example. Group 17 includes five halogens.
Periodic trends are specific patterns in the
periodic table that depict various aspects of a
particular element, such as its size and
electronic properties. Major periodic trends are
electronegativity, ionization energy, electron
affinity, atomic radius, melting point, and
metallic character. Periodic trends resulting
from the periodic table's arrangement provide
chemists with an invaluable tool for predicting
an element's properties quickly. These trends
exist due to the elements' similar atomic
structure within their respective group families
or periods and the periodic nature of the
elements.
Electronegativity is a chemical property that
describes an atom's ability to attract and bind
electrons. There is no standardized method for
calculating electronegativity because it is a
qualitative property. Electronegativity increases
from left to right across an element period. If an
atom's valence shell is less than half full, losing
an electron requires less energy than gaining
one. Electronegativity decreases from top to
bottom in a group. Noble gases, lanthanides, and
actinides are notable exceptions to the preceding
rules. Noble gases have a complete valence shell
and typically do not attract electrons.  Phosphorus, Sodium, Copper, Calcium).
The energy required to remove an electron from
a neutral atom in its gaseous state is ionization
energy. Ionization energy is conceptually the
inverse of electronegativity. The lower this
energy, the easier it is for the atom to become a
cation. As a result, the higher this energy, the
less likely the atom will become a cation.
Because their valence shell is nearly filled,
elements on the right side of the periodic table
have higher ionization energy. Because of their
willingness to lose electrons and become
cations, elements on the left side of the periodic
table have low ionization energies. As a result,
on the periodic table, ionization energy
increases from left to right.
The ability of an atom to accept an electron is
referred to as electron affinity. In contrast to
electronegativity, electron affinity is a
quantitative measurement of the energy change
when an electron is added to a neutral gas atom.
Electron affinity increases from left to right
within a period. The decrease in atomic radius
causes this. Electron affinity decreases from top
to bottom within a group. The increase in
atomic radius causes this.
The atomic radius is one-half the distance
between two atom nuclei. Atomic radius
decreases from left to right within a period; this
is caused by the increase in the number of
protons and electrons across a period. One
proton has a greater effect than one electron;
thus, electrons are pulled towards the nucleus,
resulting in a smaller radius. Atomic radius
increases from top to bottom within a group
which is caused by electron shielding.
This virtual simulation aims to teach students
how to arrange elements based on their
chemical properties and how scientists can use
them to predict an element's behavior. Students
must correctly place the fallen element boxes on
the laboratory's periodic table using various
methods to determine their chemical properties.
The students began by determining which of the
following elements is non-metal (Neon,
Following that, the students will conduct tests to
determine the metallic properties of each
element so that they can quickly determine
whether the element is a metal or non-metal.
The students will also perform a flame test
because the metal atoms become excited and
produce their characteristic light spectrum;
based on the color of the flame, the students can
categorize the elements. Students will need to
compare the chemical properties of the last two
elements to determine which group they belong
to in order to place them in the periodic table. 
The objective of this simulation is for students
to identify the properties of an element in a
short period. Identifying the chemical properties
of an element will be easier if the students are
willing to familiarize the periodic table. The
periodic table lists all the elements, with
information about their atomic weights,
chemical symbols, and atomic numbers. The
arrangement of the periodic table leads us to
visualize specific trends among the atoms. The
vertical columns (groups) of the periodic table
are arranged such that all its elements have the
same number of valence electrons. All elements
within a particular group thus share similar
properties. Just by looking at the atomic
number, the students will identify the element's
protons already. Using the group and period of
an element, they will be able to determine the
number of valence shells and the total number
of electron shells in an element's atom
Materials and Methods
In this virtual laboratory simulation, the first
phase is exploring and familiarizing the periodic
table. The students were given a short
introduction to the periodic table and its parts
with the help of Dr. One. The students are
acquainted with the three main chemical classes
of the Periodic table: Metal, Non-Metals, and
Metalloids, which they will later use in the
experiment. Next, the students were asked to
determine which of the three main chemical
classes Mercury (Hg) belongs to. Since some of
the element boxes in the Periodic table were not
arranged, the students were asked what kind of
experiments would help them categorize those
fallen elements. After this, Dr. One asked the
students to pick up the elements and transfer
them to the workbench. They were asked to
observe and determine which of the following
elements is clearly not a metal. For the students
to test the elements' shininess, they used the
forceps to have a closer look at the elements.
They later placed the elements back in their
corresponding container after observing them.
Afterward, the students were asked which of the
following elements they tested doesn't have a
characteristic metallic appearance. Dr. One has
also tested the elements' other metallic
properties, such as ductility and electrical
conductivity. After the first test, the students
could now categorize the remaining four
elements into metals or non-metals. They were
asked to assign the correct color to each element
box by clicking on it until it had the right color.  the students will determine which of the group
After correctly identifying the metals among the
five elements, the students need to find the
position of the metal elements in the periodic
table. The students used a standard analytic
procedure called a flame test. The students
started the test by clicking the wire loop to
check if it was clean before testing the samples.
The students dipped the wire loop first into the
beaker with hydrochloric acid and then into the
beaker with water. They then hold the wire loop
into the flame of the Busen burner to check for
residual ions. After making sure it was clean,
the students dipped the wire loop into the
Calcium Chloride sample and to the flame. The
students ensured that the wire loop was cleaned
with hydrochloric acid and water before
switching to another sample. The students
dipped the wire loop into the Sodium Chloride
sample and held it into the Bunsen burner to
check the flame's color. After cleaning the wire
loop, the students dipped it into the Copper (II)
Chloride sample and checked the flame's color
using the burner on the workbench. The students
noted their observations in the logbook after
testing all of the samples. The students were
asked what caused the different colors that they
saw in the flame test. The students were able to
compare the results with the flame colors known
to be produced by some of the periodic table
elements using the periodic table wall of the
laboratory. They clicked the flame test option on
the control panel of the wall. 
After this, the students were tasked to correctly
place the first three fallen-out element boxes on
the wall. They then went back to the overview
and clicked on the element families button on
the control panel. Most of the groups in the
periodic table have a common naming;
examples include the elements in group 17
called halogens, whereas elements in group 18
are known as noble gases. The students were
asked how many valence electrons sodium has
when forming an ionic bond with Chlorine with
the help of the periodic table. They also need to
determine what Cs and Cl react to form using
their location on the periodic table. After this,
elements has a complete octet of electrons.
There are other known trends in the periodic
table; the students were asked what the
oxidation state of Chlorine is using the trends of
oxidation states in the periodic table. 
The students proceeded with the experiment by
clicking on the holo-table on the right side of
the room. On the holo-table, the students
observed the atomic radii of some elements
within the same group (Li, Na, K, Rb, Cs) and
the same period (K, Ca, Sc, Ti, V). The students
also saw the electronegativity and ionization
energy of the elements on the dashboard. Since
the arrows on the control panel on the wall are
incorrect, the students were tasked to assign the
correct trends for atomic radius, ionization
energy, and electronegativity. After assigning
the right direction of arrows, they need to
choose which is the reason for an increasing
atomic radius within one group and the reason
for a decreasing atomic radius within one
period. The students were also asked which
other trend can cause an increase in ionization
energy. The students looked at phosphorus and
Neon's chemical properties to assign the last two
missing elements in the periodic table. After
assigning the missing elements, Dr. One showed
the students the atomic number of all the
elements on the wall. The students were asked
what they thought the atomic number
represented.  some of the elements. The students agreed with
Afterward, Lucy—an aspiring scientist, visited
the laboratory to ask further questions about the
periodic table. She asked the students what the
green color on the periodic table represents.
Since krypton is Lucy's favorite element, she
asked the students if the elements in the same
group as krypton have anything in common.
Lucy tested the students' knowledge by asking
what is the element with the lowest
electronegativity. The virtual laboratory
simulation ended with a survey to assess if the
students learned something.  observe the shininess of the elements. They
Results and Discussion
In this section, the students will be discussing
the results of the virtual experiment per phase.
This simulation is for students to learn how
elements are organized in the periodic table
according to similar properties and how they
can predict an element's behavior. Before
starting the experiment, the students were asked
to wear a lab coat, gloves, and goggles for
safety precautions. In the first phase of the
virtual simulation, the students were given
important information about the periodic table.
The students were able to explore and
familiarize themselves with the periodic table.
The students were introduced to the three main
classes of elements: Metals, Non-Metals,
Metalloids. Metals are elements that are shiny,
malleable, and good conductors of heat and
electricity. A non-metal is an element that does
not have the properties of a metal. At the same
time, a metalloid is an element having
intermediate properties of both metals and non-
metals. Afterward, the students were asked
which of the chemical classes does Mercury
(Hg) belongs to. The students identified
Mercury (Hg) as a metal; all metals except
Mercury (Hg) are solids at room temperature
and normal pressure.
They need to perform several experiments to
figure out where the fallen-out boxes go in the
periodic table. The students were asked what
kind of experiment would help them categorize
all of the questions' options, such as testing the
element's ductility, observing their shininess,
and measuring their electrical conductivity.
Testing the metallic character of the elements
will help the students categorize the elements
into metals and non-metals. The students were
later asked which among the elements is a non-
metal. The students chose Neon (Ne) as their
answer because Neon (Ne) is gaseous at room
temperature and normal pressure. The students
proceeded to the workbench to perform all of
their experiments. Their first experiment is to
were asked to click on the forceps to pick it up
and then click any of the elements to have a
closer look at its appearance. After observing all
of the four elements, the students placed them
back in the corresponding container. The
students were asked which of the elements
(Sodium, Phosphorus, Calcium, Copper) they
tested didn't have a metallic appearance; the
students answered Phosphorus (P) because it
didn't appear shiny. Dr. One has also tested the
other metallic properties, such as ductility and
electrical conductivity of the elements. All of
their results and observations were saved in the
logbook for comparison and analysis.
Figure 1. Results of the tests
Based on the first test results, the students can
now categorize the four remaining elements into
metals or non-metals. The students were then
tasked to assign the correct color to each
element box by clicking on it until it had the
right color. In the periodic table wall of the
laboratory, the metals are in blue and non-
metals in green. The students assigned the blue
on the following elements: Calcium (Ca),
Sodium (Na), and Copper (Cu) because these
elements have all of the metallic properties.
After identifying which among the five elements
are metal, the students proceeded to Phase 2 of
the simulation. Wherein the students will need
to find the position of the metal elements in the
periodic table.
The students made us of a standard analytic
procedure, called a flame test. This test can
distinguish different metal ions depending on
the emission spectrum produced when the
element is introduced into a hot flame. More
specifically, when a metal ion solution is held
into a flame, heat will excite the valence
electrons that emit a particular wavelength in
the visible light spectrum when falling back to
their original state.
Figure 2. Flame Test
The students started the test by picking up the
wire loop, dipping it into the beaker with
hydrochloric acid, and then into the beaker with
water. They then held the wire loop into the
flame of the Bunsen burner to check for residual
ions. After ensuring that the wire loop was
clean, the students dipped it into the Calcium
Chloride sample and held it into the flame. The
students observed the color of the flame; it
turned out that the flame turned orange. Before
moving on to the following sample, the students
cleaned the wire loop first. They then dipped the
wire loop into the Sodium Chloride (NaCl)
sample and held it into the flame. The students
observed that the flame turned yellow. For the
last time, the students cleaned the wire loop first
to remove the residue from the previous
samples. The students then started to dip the
wire loop into the Copper (II) Chloride and held
it into the flame. The students observed that the
flame turned green. All of their observations for
the flame test were recorded in the monitor on
the workbench. Lastly, they were asked what
caused the change of the color of the flame that
they saw in the test. The students later identified
that it is because of the electrons falling back
into their original shell.
After the students obtained a clear result from
the flame test, they can now start to compare it
with the flame colors that are known to be
produced by some of the periodic elements
using the periodic table on the wall. Dr. One
asked the students to pick up the elements,
Calcium (Ca), Sodium (Na), and Copper (Cu),
from the floor and place them in the correct
place on the periodic table wall. The students
placed the three metal elements correctly on the
wall. Most of the groups in the periodic table
have a common naming; for example, the
elements in group 17 are called halogens,
whereas elements in group 18 are known as
noble gases. In this part of the simulation, the
students will learn more about the different
element families. Members of the same element
group usually share similar properties.
Transition metals, for example, are located
between groups 3 and 12 have a specific
electron configuration characterized by an
incomplete sub-shell, which gives them some
exciting chemical properties.

Figure 3. Element families
The number of valence electrons of non-
transition metals, also called main group
elements, can be easily found by their location
in the periodic table.
Figure 4. Valence Electrons using
the Periodic table
The students were asked how many valence
electrons Na (Sodium) has when forming an
ionic bond with Cl (Chlorine). The students
answered eight valence electrons because when
forming an ionic bond with Cl (Chlorine), Na
(Sodium) gives up one electron to Cl (Chlorine),
resulting in a complete octet of eight electrons
in the outermost shell. However, when not in a
compound, Na (Sodium) has only one valence
according to its location in group 1 of the
periodic table.
The students were asked another question on
what will form when Cs (Cesium) and Cl
(Chlorine) react. The students answered CsCl
(Cesium Chloride) because elements in the same
group have the same number of valence
electrons and, therefore, the same bonding
behavior. Cs (Cesium) donates its one valence
electron to Cl (Chlorine) when forming a bond
to fulfill the octet rule. Next, the students were
asked which group of elements has a complete
octet of electrons. The students selected the
noble gases because all elements that belong to
the noble gasses, except helium, are
characterized by eight electrons in their valence
shell. The periodic table can also help find the
oxidation state of an element. Knowing the
oxidation number or state is very useful, for
example, when balancing reduction-oxidation
(redox) reactions.
The students were asked to apply the trends of
oxidation states in the periodic table; they were
asked about the oxidation state of Chlorine (Cl).
They answered -1 since they based their answer
on the periodic table.
Figure 5. The oxidation state of elements
This information will be helpful for the students
in assigning the remaining two elements on the
periodic table wall. Afterward, the students were
asked to go to the holo-table on the right side of
the periodic table wall where the atomic radii of
some elements within the group (Li, Na, K, Rb,
Cs) and some in the period (K, Ca, Sc, Ti, V).
The students were also able to see the
electronegativity, and ionization energy of the
element is shown. There are a bunch of arrows
on the control panel on the wall; the arrow
shows the direction of the trend (from a lower to
a higher value), but currently, some of the
arrow's directions are incorrect. The students
change the direction of the atomic radius in the
period from the right side to the left and the
direction of the atomic radius in the group from
upward to downward.
Figure 6. Periodic table trends
The students were asked about the reason for an
increasing atomic radius within a group. The
students answered that it was because of the
increasing number of electron shells since it
influences the element's atomic radius. Next,
they were asked about the reason for a
decreasing atomic radius within one period.
They answered that the increasing number of
protons was because the atomic radii got smaller
as they moved up in group number. There is
also no additional shell, and more protons are
present, which draw the electrons to the core.
They were then asked which other trend causes
the increase of ionization energy when moving
left to right across a period. The students
answered the decrease of atomic radius since the
more tightly bound an element is, the more
energy is required to move an electron.
Therefore, the ionization energy increases when
the atomic radius decreases. Subsequently, the
students had a look at Phosphorous's (P) and
Neon's (Ne) chemical properties using the holo-
table. After looking at the two elements'
chemical properties, the students assigned
Phosphorous and Neon to the periodic table.
Element P+ N I EN
P 15 16 1011 2.19
Ne 10 10 2080 - number of protons. However, if the element
Table 1. Phosphorous and Neon's chemical
properties
Dr. One showed the students the atomic number
of the elements on the periodic table wall after
the students placed the two elements correctly.
The students were asked what do they think the
atomic number represented. The students later
identified that the atomic number represents the
number of protons of an element. The number
of protons is fixed for every element, while the
number of neutrons may vary, creating different
isotopes for each element.
Afterward, a visitor came to the laboratory to
ask questions about the periodic table. The
visitor's name is Lucy; she is an aspiring
scientist. The first question Lucy asked was
what does the green color represents on the
periodic table. The students answered non-
metals. Next, Lucy asked the students if the
elements in the same group as krypton have
anything in common. The students answered
that the elements included in the group of
krypton have the same number of valence
electrons. Lastly, she asked what is the element
with the lowest electronegativity. The students
answered Francium because the element is
implausible to attract electrons. The virtual
simulation ended with a survey to assess
whether the students learned something valuable
about the periodic table.
Conclusion
To sum up the research, The periodic table of
the elements is an ordered array of all chemical
elements in increasing atomic number order. An
element's atomic number is the number of
protons in the nucleus of each atom of that
element. This means that the number of protons
is the characteristic that differentiates each
element from all the other elements. Electrons
are subatomic particles that orbit an atom's
nucleus. They have a negative charge and are
much smaller than the atom's nucleus. In a
neutral atom, the number of electrons equals the
contains a negative or positive ion, the protons
and electrons will differ. The students have to
figure it out. The ion number will appear after
the element as a small superscript. A neutron is
an uncharged subatomic particle with a mass
nearly equal to a proton and is found in all
known atomic nuclei, except for the hydrogen
nucleus. Because protons and neutrons make up
the vast majority of an atom's mass, subtracting
the number of protons (i.e., the atomic number)
from the atomic mass gives you the calculated
number of neutrons in the atom.
The periodic table of elements is divided into
ten groups: the Noble Gases, Halogens,
Nonmetals, Metalloids, Post-Transition metals,
Transition metals, Actinides, and Lanthanides,
Alkali-earth metals, and Alkali metals. There
are seven rows and 18 columns in the table.
Each row represents one period; an element's
period number indicates how many of its energy
levels contain electrons. The table's columns
represent element groups or families. Because
they have the same number of electrons in their
outermost shell, elements in a group often look
and behave similarly. The groups are numbered
one through eighteen. There are two groups (1
and 2) of elements in the periodic table's s-
block, or hydrogen block; ten groups (3 through
12) in the d-block, or transition block; and six
groups (13 through 18) in the p-block, or main
block. Lanthanoids and actinoids are not
assigned a group number in the f-block or inner-
transition block.
The majority of elements are metals. They are
usually shiny and dense and only melt at
extremely high temperatures. They can easily be
shaped into thin wires or sheets without
breaking. Metals, like rusting iron, will corrode
and gradually wear away. Metals are good
conductors because heat and electricity quickly
pass through metals. The students can check if
the element is a metal by assessing if the
element has metallic properties such as ductility
and electrical conductivity. A flame test can also
be conducted to know which group a particular
element belong quickly. The flame test is a
qualitative chemistry test used to help determine
the identity or potential identity of a metal or
metalloid ion found in an ionic compound.
When the compound is exposed to the flame of
a gas burner, it may emit a distinct color visible
to the naked eye.
Periodic trends are specific patterns in the
periodic table that illustrate various aspects of
any particular element, such as its size and
electronic properties. Major periodic trends are
electronegativity, ionization energy, electron
affinity, atomic radius, melting point, and
metallic character. Periodic trends resulting
from the periodic table's arrangement provide
chemists with an invaluable tool for quickly
predicting an element's properties. These trends
exist due to the elements' similar atomic
structure within their respective group families
or periods and the periodic nature of the
elements. Electronegativity is a measurement of
an atom's tendency to attract and form bonds
with electrons. Electronegativity increases from
left to right across an element period.
Electronegativity decreases from top to bottom
in a group. Although transition metals have
electronegativity values, there is slight variation
across the period and up and down a group. The
noble gases, lanthanides, and actinides are
exceptions to the rules above. 
The energy required to remove an electron from
a neutral atom in its gaseous state is ionization
energy. Ionization energy is conceptually the
inverse of electronegativity. Within a period, the
ionization energy of the elements generally
increases from left to right. This is due to the
stability of the valence shell. The ionization
energy of elements within a group decreases in
general from top to bottom. Because of electron
shielding, this is the case. Because of their
whole valence shells, the noble gases have very
high ionization energies. It is important to note
that helium has the highest ionization energy of
any element. The ability of an atom to accept
an electron is referred to as electron affinity.
Within a given period, electron affinity moves
from left to right. This is due to the decrease in
atomic radius. Within a group, electron affinity
decreases from top to bottom. This is due to an
increase in the atomic radius.
To summarize, the periodic table is significant
because it is organized to provide a wealth of
information about elements and how they
interact with one another in a single, easy-to-
access reference. The table can be used to
predict the properties of elements, including
those yet to be discovered. Knowing the
periodic table is useful because it organizes the
chemical properties of the elements. The
students can determine the trend of those
properties and compare them to one another
based on their position. The periodic table of
elements is vital in modern life, that it has
assisted scientists in discovering many https://sciencing.com/parts-periodic-table-
significant events. The periodic table aided 5414878.html
scientists in determining which elements were
required for human survival.  Neutron (n.d.). Merriam-Webster. Retrieved
September 28, 2021, from
References https://www.merriam-webster.com/dictionary/
neutron
How Are Elements Grouped in the Periodic
Table? (2019, February 21) LiveScience.
Retrieved September 29.2021 from Intermediate, C, K. (n.d.). Chemistry for non-
https://www.livescience.com/28507-element- majors. Lumen. Retrieved September 28, 2021,
groups.html from
https://courses.lumenlearning.com/cheminter/
Periodic Trends. (2021, September 1) chapter/atomic-number/
Libretexts.  Retrieved September 28 2021 from
https://chem.libretexts.org/Bookshelves/
Inorganic_Chemistry/
Supplemental_Modules_and_Websites_(Inorga
nic_Chemistry)/Descriptive_Chemistry/
Periodic_Trends_of_Elemental_Properties/
Periodic_Trends

The Periodic Table (n.d.). Lumen. Retrieved

September 28, 2021, from
https://courses.lumenlearning.com/boundless-
chemistry/chapter/the-periodic-table/

The Arrangement of Elements (n.d.).

SIYAVULA. Retrieved September 28, 2021,
from
https://intl.siyavula.com/read/science/grade-10/
the-periodic-table/05-the-periodic-table-01

The Flame Test (n.d.). Retrieved September 28,

2021, from
https://www.soinc.org/sites/default/files/
uploaded_files/flametest.pdf
Why is the Periodic Table Important? (2021,
June 19) Breaking Atom. Retrieved September
28, 2021, from
https://www.breakingatom.com/learn-the-
periodic-table/why-is-the-periodic-table-so-
important

Parts of the Periodic Table (2017, April 24)

SCIENCING. Retrieved September 28, 2021,
from