The Teacher Guide accompanying this activity further supports teachers in determining the most appropriate level at which to address student learning needs through a list of suggested questions and discussion starters. Reduces the cognitive load for all students by linking trends directly to the periodic table, a tool available to students throughout the chemistry course.Supports development of a causal understanding of why trends change as they do through the creation of a graphical representation.Uses the Periodic Table as a foundational aspect of the major trends, allowing for students to make connections between placement on the Periodic Table and a specific trend.By mapping specific trends directly onto a blank Periodic Table, the activity The activity detailed here is different from other readily available inquiry-based activities as it seeks to support student learning and concept development by using an actual Periodic Table as a template. Four models are developed: atomic radius, ionic radius, ionization energy, and electronegativity. Students create their own diagrams using blank periodic tables of the main group elements in the first four periods. The tiered levels of questions and reflection may be used to differentiate between introductory, advanced first-year, and AP chemistry. This inquiry activity was designed to be carried out in ninety minutes, with few supplies, yet produces an accurate visualization of the trends. Students often memorize trends, but to get a true grasp of their meaning and what causes certain patterns is best understood when students create their own models and discuss the patterns with others. Trends related to placement of elements on the periodic table are often taught using diagrams in a textbook.
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