Communication pubs.acs.org/jchemeduc
Building the Periodic Table Based on the Atomic Structure Mikhail Kurushkin* Peter the Great St.Petersburg Polytechnic University, 29 Polytechnicheskaya Street, St.Petersburg 195251, Russian Federation S Supporting Information *
ABSTRACT: The present work extends the topic addressed in the previously published communication “Teaching Atomic Structure: Madelung’s and Hund’s Rules in One Chart” in this Journal. The update is designed to emphasize the correlation between the periodic table and the atomic structure of chemical elements by demonstrating the architecture of the periodic table based on the atomic structure step-by-step. KEYWORDS: High School/Introductory Chemistry, Physical Chemistry, Inquiry-Based/Discovery Learning, Hands-On Learning/Manipulatives, Atomic Properties/Structure, Periodicity/Periodic Table
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The image has 32 columns and 8 rows and consists of 4 blocks ( f, d, p, and s). Next, the symbols of chemical elements are added (Figure 6). The resulting periodic table is known as the “left-step” periodic table.9 The left-step periodic table is transformed into a spiral by “adding” the s-block to the left with respect to the atomic number (Figure 7). Addition of another s-block to the left of the left-step periodic table is written in quotation marks due to the fact that, obviously, the number of s-elements is not doubled, but the periodic table in Figure 7 is to be rolled into a spiral so that the left and right s-blocks are merged together and the number of elements is exactly 118. The resulting periodic table is called the “spiral” periodic table, which is the fundamental representation of periodicity.10 The spiral periodic table can be cut in four different ways between blocks. Cutting between s- and f-blocks clearly results in the left-step periodic table. Cutting between p- and s-blocks results in the periodic table known as the 32-column periodic table (Figure 8). Finally, the f-block together with lutetium and lawrencium is put below the main body of the periodic table; helium is placed above neon, and the s- and d-blocks are connected (Figure 9). The resulting periodic table is known as the IUPAC periodic table and is used worldwide, including in high school chemistry classrooms.
uilding of the periodic table has been addressed in several publications in this Journal over the past 35 years.1−6 The topic has been brought in the form of various activities, including collaborative learning,1 hands-on learning,2,5,6 and discovery learning.3 The aim of these activities is to attract students’ attention to periodicity, introduce the periodic table, reinforce the understanding of periodic trends, and stimulate interest in chemistry in general. The above-mentioned publications show the significance for students to understand the construction of the periodic table and the principles which govern this construction. The aim of the present work is not to discuss the periodic table itself, its optimal representation or the physical properties of chemical elements (ionization energy, electron affinity, electronegativity, etc.) but, instead, to emphasize the correlation between the periodic table and the atomic structure. In order to do that, we suggest a sequence of step-by-step figures to demonstrate the architecture of the periodic table based on the atomic structure of the chemical elements.
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BUILDING THE PERIODIC TABLE STEP-BY-STEP Periodicity stems from the atomic structures, which should alone determine the form of the periodic table.7 Atomic structure includes electron configurations and quantum numbers. Prior to building, the 8s orbital diagram is added to the chart8 previously described in this Journal (Figure 1). First, the subshells are aligned to the right (Figure 2). Earlier, the orbital diagrams were arranged into columns according to equal values of n (principal quantum number); now, they are arranged into columns according to equal values of l (orbital quantum number). The spaces between orbital diagrams are omitted (Figure 3). Next, the image is flipped horizontally (Figure 4). Each cell incorporates a maximum of two electrons, both of them having opposite values of the spin quantum number (±1/2). Due to this fact, the number of chemical elements exceeds the number of cells two times. Consequently, each cell is doubled to provide places for chemical elements (Figure 5). © 2017 American Chemical Society and Division of Chemical Education, Inc.
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APPLICATION There is an opportunity to teach students how to derive the periodic table in the form of a classroom activity. To do that, it is possible to use squares made of cardboard which are to be arranged according to the above-mentioned steps. For students it is a hands-on activity with its purpose to highlight the connection between the periodic table and the atomic structure. The work could also serve as a PowerPoint presentation with its purpose to Received: April 2, 2017 Published: June 2, 2017 976
DOI: 10.1021/acs.jchemed.7b00242 J. Chem. Educ. 2017, 94, 976−979
Journal of Chemical Education
Communication
Figure 1. Chart with 8s orbital diagram added.
Figure 2. Orbital diagrams aligned to the right.
Figure 3. Orbital diagrams without spaces. 977
DOI: 10.1021/acs.jchemed.7b00242 J. Chem. Educ. 2017, 94, 976−979
Journal of Chemical Education
Communication
Figure 4. Orbital diagrams flipped horizontally.
Figure 5. Doubled cells.
Figure 6. Left-step periodic table.
Figure 7. Spiral periodic table. 978
DOI: 10.1021/acs.jchemed.7b00242 J. Chem. Educ. 2017, 94, 976−979
Journal of Chemical Education
Communication
Figure 8. 32-column periodic table.
Figure 9. IUPAC periodic table. (3) Larson, K. G.; Long, G. R.; Briggs, M. W. Periodic Properties and Inquiry: Student Mental Models Observed during a Periodic Table Puzzle Activity. J. Chem. Educ. 2012, 89 (12), 1491−1498. (4) Besalú, E. From Periodic Properties to a Periodic Table Arrangement. J. Chem. Educ. 2013, 90 (8), 1009−1013. (5) Kuntzleman, T. S.; Rohrer, K. N.; Baldwin, B. W.; Kingsley, J.; Schaerer, C. L.; Sayers, D. K.; West, V. B. Constructing an Annotated Periodic Table Created with Interlocking Building Blocks: A National Chemistry Week Outreach Activity for All Ages. J. Chem. Educ. 2013, 90 (10), 1346−1348. (6) Joag, S. D. An Effective Method of Introducing the Periodic Table as a Crossword Puzzle at the High School Level. J. Chem. Educ. 2014, 91 (6), 864−867. (7) Guenther, W. B. An Upward View of the Periodic Table: Getting to the Bottom of It. J. Chem. Educ. 1987, 64 (1), 9−10. (8) Kurushkin, M. Teaching Atomic Structure: Madelung’s and Hund’s Rules in One Chart. J. Chem. Educ. 2015, 92 (6), 1127−1129. (9) Stewart, P. J. Charles Janet: Unrecognized Genius of the Periodic System. Found. Chem. 2010, 12 (1), 5−15. (10) Imyanitov, N. S. Spiral as the fundamental graphic representation of the Periodic Law. Blocks of elements as the autonomic parts of the Periodic System. Found. Chem. 2016, 18 (12), 153−173.
demonstrate the architecture of the periodic table step-by-step and provoke discussion in class. See the Supporting Information video, which shows how to make the 32-column periodic table from the left-step periodic table via the spiral periodic table. The video both makes several steps more clear and is a helpful hint for teachers who would prefer to print out the left-step periodic table, roll it into the spiral periodic table, and transform it into the 32-column periodic table using scissors in class to demonstrate how these three versions of the periodic table are interconnected.
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ASSOCIATED CONTENT
* Supporting Information S
The Supporting Information is available on the ACS Publications website at DOI: 10.1021/acs.jchemed.7b00242. Making the 32-column periodic table from the left-step periodic table via the spiral periodic table (MPG)
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AUTHOR INFORMATION
Corresponding Author
*E-mail:
[email protected]. Notes
The author declares no competing financial interest.
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REFERENCES
(1) Fowler, L. S. Building a periodic table. J. Chem. Educ. 1981, 58 (8), 634. (2) He, F.-C.; Li, X.-Y. The Periodic Building of the Elements: Can a Periodic Table Be Transformed into a Stereo One? J. Chem. Educ. 1997, 74 (7), 792. 979
DOI: 10.1021/acs.jchemed.7b00242 J. Chem. Educ. 2017, 94, 976−979
