Periodic table for children
Peter Fairbrother
7-10 year olds. Any ideas about how to go about it? Any references?
The first part, atomic theory, is fairly straightforward, as is
explaining that each box in the table represents a different kind of atom.
But how do I (or do I?) explain the arrangement of the table? Or the
numbers in the boxes?
Do I go into the structure of the atom, the nucleus and electrons, and
nuclear charge, even isotopes?
Chemistry and chemical bonding? I think including a bit here would be
good, explaining why there are more than 118 different substances, built
up of different types of atoms, and why the columns of the table are
arranged the way they are, but covalent, ionic, metallic, hydrogen, Van
der Walls, allotropes .. seems a bit too much.
And why are there electron shells, and filled shells, and transition and
lanthanide/actinoid elements - I think QM is a bit beyond the average
7-10 year old.
I detest lies-for-children, and while I don't mind missing stuff out, I
don't want to tell them anything which a chemist would say is not
strictly true. For instance, I don't want to just say that atoms get
heavier along the rows*, but then I'd either have to miss out explaining
the row ordering or explain atomic number.
On the other hand, I want them to be able to understand it.
But I don't know much about 7-10 year olds!
-- Peter Fairbrother
* for those who don't know, Ni is after Co in the table, but Ni is
lighter. The row ordering is by atomic number, not mass.
Androcles
"Peter Fairbrother" <zenad...@zen.co.uk> wrote in message
news:4b38249b$0$2493$db0f...@news.zen.co.uk...
>I have been asked to write a short explanation of the periodic table for
>7-10 year olds. Any ideas about how to go about it? Any references?
>
> The first part, atomic theory, is fairly straightforward, as is explaining
> that each box in the table represents a different kind of atom.
>
> But how do I (or do I?) explain the arrangement of the table? Or the
> numbers in the boxes?
>
> Do I go into the structure of the atom, the nucleus and electrons, and
> nuclear charge, even isotopes?
That is too much data for a child that age to assimilate, they are
still learning multiplication tables by rote.
Pick out a few isolated examples and describe similar chemical
properties such as the noble gasses (shown here in red) and the
other coloured groups.
http://www.elementsdatabase.com/Images/periodic_table1.gif
Keep it short and simple or you'll bore them. Work with the colour
and the position resolves itself. You could make a jigsaw
puzzle with it, your main task is to capture their interest.
>
> Chemistry and chemical bonding? I think including a bit here would be
> good, explaining why there are more than 118 different substances, built
> up of different types of atoms, and why the columns of the table are
> arranged the way they are, but covalent, ionic, metallic, hydrogen, Van
> der Walls, allotropes .. seems a bit too much.
It is way too much. That would be like teaching them calculus
when they've not yet grasped long division.
> And why are there electron shells, and filled shells, and transition and
> lanthanide/actinoid elements - I think QM is a bit beyond the average 7-10
> year old.
>
> I detest lies-for-children, and while I don't mind missing stuff out, I
> don't want to tell them anything which a chemist would say is not strictly
> true. For instance, I don't want to just say that atoms get heavier along
> the rows*, but then I'd either have to miss out explaining the row
> ordering or explain atomic number.
>
> On the other hand, I want them to be able to understand it.
>
> But I don't know much about 7-10 year olds!
>
Don't expect more than a casual interest or you'll be disappointed.
Mercury is more interesting as a liquid than as a metal to a child
of that age. Children are naturally curious but it is very easy to
go beyond their everyday experiences and bore them -- don't
"blind them with science". Any mention of rare earths will be lost
on them.
Herman Family
"Peter Fairbrother" <zenad...@zen.co.uk> wrote in message
news:4b38249b$0$2493$db0f...@news.zen.co.uk...
Keep it basic.
Include all the elements and their symbols. Arrange them in group order as
normal.
You don't need to include the electrons in each layer (yet), but you might
include valence. You might list how many electrons, protons, and neutrons
are in each element. Explain that the isotopes differ by the number of
neutrons. List them for each element, take nothing for granted. These
kids tend to need a lot of reinforcement and may not project a pattern
easily.
Emphasize the group names.
Give one atomic number or weight for each element. They will accept that
it is an average of all the isotopes.
Naturally, this will be too little for some students, and too much for
others. If you whet their appetite, they will probe deeper into more
complex tables. If not, they will at least have a decent understanding of
the basics.
Michael
Martin Brown
> I have been asked to write a short explanation of the periodic table for
> 7-10 year olds. Any ideas about how to go about it? Any references?
>
> The first part, atomic theory, is fairly straightforward, as is
> explaining that each box in the table represents a different kind of atom.
>
> But how do I (or do I?) explain the arrangement of the table? Or the
> numbers in the boxes?
>
> Do I go into the structure of the atom, the nucleus and electrons, and
> nuclear charge, even isotopes?
Just enough to be able to explain that atoms are neutral and changing
the number of protons in the nucleus changes the element. Keep it simple
by concentrating on the SP elements and the pattern of their properties.
Maybe a bit on the history here too.
You could introduce neutrons and say they have to be there in about the
right numbers to keep heavier elements nucleus together.
Alkaline metals, halogens and noble gasses are easiest to explain for
this sort of audience. Especially if you have access to the gear needed
to demonstrate a small amount of Na, K fizzing and in the latter case
burning on a big dish of water. And a neon lamp, argon PC case lamp and
krypton flash gun as examples of where they are used.
>
> Chemistry and chemical bonding? I think including a bit here would be
> good, explaining why there are more than 118 different substances, built
> up of different types of atoms, and why the columns of the table are
> arranged the way they are, but covalent, ionic, metallic, hydrogen, Van
> der Walls, allotropes .. seems a bit too much.
Keep it simple and describe table salt for them. Covalent bonding isn't
introduced to schoolchildren until late on for a very good reason.
>
> And why are there electron shells, and filled shells, and transition and
> lanthanide/actinoid elements - I think QM is a bit beyond the average
> 7-10 year old.
The details for f-group elements are beyond most teenagers too.
>
> I detest lies-for-children, and while I don't mind missing stuff out, I
> don't want to tell them anything which a chemist would say is not
> strictly true. For instance, I don't want to just say that atoms get
> heavier along the rows*, but then I'd either have to miss out explaining
> the row ordering or explain atomic number.
Explaining atomic number is by far the best approach if you want to keep
it simple and leave them with a genuine true statement about the nature
of the elements. Z determines the element and its chemical properties is
fundamental and true. If you want to go a little bit further in terms of
explaining why the first row only has H, He in it then your best bet s
to say there is a rule which only allows that number, and similarly for
the SP, SPD, SPDF patterns.
>
> On the other hand, I want them to be able to understand it.
>
> But I don't know much about 7-10 year olds!
I think you really ought to go and look at a couple of science for 7-10
year old books in the library. You could end up confusing them horribly
if you pitch it at the wrong level. Attention span will be an issue if
you are not at least reasonably entertaining in delivering this talk.
Regards,
Martin Brown
Peter Fairbrother
> Peter Fairbrother wrote:
>> I have been asked to write a short explanation of the periodic table
>> for 7-10 year olds. Any ideas about how to go about it? Any references?
>>
>> The first part, atomic theory, is fairly straightforward, as is
>> explaining that each box in the table represents a different kind of
>> atom.
>>
>> But how do I (or do I?) explain the arrangement of the table? Or the
>> numbers in the boxes?
>>
>> Do I go into the structure of the atom, the nucleus and electrons, and
>> nuclear charge, even isotopes?
>
> Just enough to be able to explain that atoms are neutral and changing
> the number of protons in the nucleus changes the element.
But then I have to explain nuclear theory, and electrostatics probably,
that unlike charges attract - and someone is sure to wonder why the
nucleus and the electrons don't just join together ...
> Keep it simple
> by concentrating on the SP elements and the pattern of their properties.
> Maybe a bit on the history here too.
I think that would be too long.
>
> You could introduce neutrons and say they have to be there in about the
> right numbers to keep heavier elements nucleus together.
That's good.
>
> Alkaline metals, halogens and noble gasses are easiest to explain for
> this sort of audience. Especially if you have access to the gear needed
> to demonstrate a small amount of Na, K fizzing and in the latter case
> burning on a big dish of water. And a neon lamp, argon PC case lamp and
> krypton flash gun as examples of where they are used.
It's not a talk or demonstration though, it's a written explanation to
go with a table. I'd post a draft, but it's going to be copyright, and
if I do I might not get paid!
>>
>> Chemistry and chemical bonding? I think including a bit here would be
>> good, explaining why there are more than 118 different substances,
>> built up of different types of atoms, and why the columns of the table
>> are arranged the way they are, but covalent, ionic, metallic,
>> hydrogen, Van der Walls, allotropes .. seems a bit too much.
>
> Keep it simple and describe table salt for them. Covalent bonding isn't
> introduced to schoolchildren until late on for a very good reason.
I wasn't going to explain bonding as such at all really, just that
substances are often made up of mixtures of different kinds of atoms.
The problem here is that I have to explain that the arrangement of the
table is for the benefit of chemists, and somehow the atoms are "held
together". But then in table salt in solution ... they aren't "held
together", as such.
>>
>> And why are there electron shells, and filled shells, and transition
>> and lanthanide/actinoid elements - I think QM is a bit beyond the
>> average 7-10 year old.
>
> The details for f-group elements are beyond most teenagers too.
>>
>> I detest lies-for-children, and while I don't mind missing stuff out,
>> I don't want to tell them anything which a chemist would say is not
>> strictly true. For instance, I don't want to just say that atoms get
>> heavier along the rows*, but then I'd either have to miss out
>> explaining the row ordering or explain atomic number.
>
> Explaining atomic number is by far the best approach if you want to keep
> it simple and leave them with a genuine true statement about the nature
> of the elements. Z determines the element and its chemical properties is
> fundamental and true.
Yes, I had come to that conclusion.
If you want to go a little bit further in terms of
> explaining why the first row only has H, He in it then your best bet s
> to say there is a rule which only allows that number, and similarly for
> the SP, SPD, SPDF patterns.
But I don't think I'll bother with shells.
>> On the other hand, I want them to be able to understand it.
>>
>> But I don't know much about 7-10 year olds!
>
> I think you really ought to go and look at a couple of science for 7-10
> year old books in the library. You could end up confusing them horribly
> if you pitch it at the wrong level. Attention span will be an issue if
> you are not at least reasonably entertaining in delivering this talk.
Thanks.
Regards,
-- Peter Fairbrother
Herman Family
You might consider highlighing just a few interesting elements and more or
less ignoring the rest. They will have plenty of time for the rest later.
Just explaining that there are elements and what they are is going to be
fun.
As far as electrostatic theory, forget it. At that age, they will just
accept that there are a certain number of each particle in an atom.
Michael
George Orwell
>7-10 year olds. Any ideas about how to go about it? Any references?
Log in to any local public library catalog (not a university
library) and search "periodic table" "juvenile literature".
Or just do the same at amazon. Those books can give you an
idea of what people consider suitable (rightly or wrongly) for
your 7-10 age level.
nypl.org = new york public
bl.uk = british library
bpl.org = boston public
chipublib.org = chicago
etc.
Some of the titles / pictures I'm looking at on-line look
pretty bad. I hope you can do better without overwhelming
-- and scaring off -- your intended audience.
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