edited by
MARCIA C. BONNEAU
the trodinq post Chemical Elements Bingo Silvia Tejada and Joaquin Palacios D. E. Pg. FAC. Quimica UNAM
Ciudad Universitaria Mexico D. F. 04510 program An important part of the high school in Mexico is the topic of periodicity and periodic classification (I).I t is difficult for the average high school student to understand the periodic table and to predict the properties of the elements. I n order to facilitate the learning of the concept of periodicity and to motivate the students to learn the periodic classification of the elements, we have developed the game called Chemical Elements Bingo (CEB). The Game Plan The game can be played individually or in cooperativelearning. .qoups of two or three students. Each student or group isprovided with a chart that represents a short form of the periodic table and has the parameters E (X,Y). I t is or groups numbered divided into eight vertical columns 1-8, and seven horizontal rows (Y) or periods numbered
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PERIODIC TABLE OF THE ELEMENTS
SUNY-Cortland Cortland, NY 13045
1-7. A deck of 44 cards is given to each player or group. Each card shows the name, the symbol, and the outer or valence electrons of one of the elements. On the back of each element card, two or three of the physical or chemical properties can be given. I t is most important to note that the atomic numbers higher than 20 in CEB do not correspond to the sequential atomic numbers on the periodic table. Examples of the cards are shown on the figure. Because there is no source from which game cards can be purchased, i t is suggested that the reader enlarge a copy of the figure, fill it out with the proper information, and cut Out the squares to getthe 44 cards. The cards are shuffled and placed face down. One card a t a time is turned face up and laced in its correct ~ositionon the chart to the number of electrons and the number of energy levels ( n . For example, potassium shows only one electron in the outermost energy level (XIand four energy levels (I7which places it in the table a t E (I, 4). The object is to fill the table in the shortest possible time with the cards (elements) in their proper position. Application After playing Chemical Elements Bingo, students are encouraged to discuss the similarities and differences they find in the element's structure in a group and in a row or period. The stuSYSTEM E(XY) dents also can he asked to deduce the concept of periodicity of elements from
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duce the periodicity of physical and chemical properties based on electron structure (2). When students see that the similar chemical properties of a group can be attributed.to their similar electron structure i n t h e outermost energy level, then new concepts can be introduced. For example, the noble gases are almost chemically unreactive hecause of their stable electronic structure and have no affinity for more electrons. An element close to a noble gasis reactive chemically because it has the possibility of assuming the very stable electronic configuration of the noble gas by losing or gaining one or more electrons. As a consequence, students can be shown that the most chemically reactive atoms are the elements of Group 1and the elements in Group 17 (VIIA). The trends in properties of a group from lighter to heavier elements can be shown as a result of the increasing size of the atom and the decreasing attraction of the valence electrons to the positive nucleus (3). The concepts of valence, oxidation state, and electronegativity of a group can be under-
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Volume 72 Number 12 December 1995
1115
The game is excellent, because it is creative and ingenious. It helped me to reinforce several chemical topics.
stood easily once these terms are defined (4, 5). Evaluation The game was tested with 103 high school students and 58 junior high school students. These students came from neighborhoods of upper and medium social populations in Mexico City The evaluation session started with a short 15- minute oral presentation of the game and some general concepts of the structure of matter, the elements, their properties and periodicity. We allowed the class to play CEB for 20 minutes. After the game, the teacher discussed the oeriodic law. the relations hi^ between atomic structure andLtheproperties of the elements, oxidation state, valence number. atomic radius. and electroneaativitv. These t o ~ i c s were new to the class: Finally, we aiked the students to take a test of seven auestions and eive their comments about the usefulness ofthc game hi questions tested rhe studenti' knowlvdrrc of the relationsh~phetwrtm titomlc structure and the position of the element in the periodic table a s well a s trends in chemical properties. For the 103 high school students, the grades on the test averaged 8.7 on a scale of one to 10. Only five students obtained less than six points. For the group of 58 junior high students, the average was 6.00. 'henty-four junior high students, about 41%,got less than six points out of 10. Some student comments about chemical elements bingo:
The Chemical Elements Bineo " seems to me to be verv interesting, even though children without any knowledge about the chemical elements can play and learn. Conclusion The Chemical Elements Bingo game was developed with the idea of oresentine the fundamental conceots of classification and periodic raw in a simple way ~ f t e i ~ l a ythis in~ eame. students can make the connection between the atomic structure and the position of each element in the table a s well a s infer trends in the behavior of the elements in a group or a period. Evidence of this was shown by the positive results by the high school students on the test. This game can be used in junior high school a s a n introduction to the simpler concepts, and high school teachers can use it to introduce, review, or reinforce the topic of the periodic table. Literature Cited 2.
3.
This game helped me to understand the logical sequence of chemical elements in the periodic table. It showed me how and why the elements are classified in the table.
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Journal of Chemical Education
K.Ed. ChernCom-Chemishy in the Comrnunity:Apmjecl of the Amencon Chrrnicol Sockty, 2nd ed.; KendallMunt: Dubuque, 1.4.1993. Sirler, H. H. Eleclmnic Sfnrctun, Pmprtiea ond the Periodic Low; Chapman and Hall: London, 1965. Abrssh, H.I.: HardcasUe, K. I. Chemist?y;Clenco: Encino, CA, 1981. Hill, J.W.; Feigl, D. M. Ch~rnisfn,ondLifo.Burgear; Minneapolis, MN, 1978. Madras, S.; Stratan, J.;Gravel,J. P;Hall, GBosic Modern Chemistry;MeCrsw-Hill; New York. 1988.
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