U.S. patent application number 11/199031 was filed with the patent office on 2007-02-08 for three-dimensional periodic table.
Invention is credited to Michael F. Aldersley.
Application Number | 20070031799 11/199031 |
Document ID | / |
Family ID | 37718025 |
Filed Date | 2007-02-08 |
United States Patent
Application |
20070031799 |
Kind Code |
A1 |
Aldersley; Michael F. |
February 8, 2007 |
Three-dimensional periodic table
Abstract
The invention includes a three dimensional periodic table of the
chemical elements and a method of learning about the periodic
nature of the elements. Included are several cardboard or paper
sheets, each having a plurality of blocks that display information
about particular elements. The blocks are arranged in groupings of
elements with similar properties, such as the transition Earth
metals. Students follow a set of instructions provided with the
sheets to cut out the groups, fold along particular lines, and
affix tabs together to assemble several three dimensional forms.
The students then place the forms on a planar map that indicates
where to place each form and indicates how to follow the periods of
elements between the forms.
Inventors: |
Aldersley; Michael F.;
(Kingston, NY) |
Correspondence
Address: |
HISCOCK & BARCLAY, LLP
2000 HSBC PLAZA
ROCHESTER
NY
14604-2404
US
|
Family ID: |
37718025 |
Appl. No.: |
11/199031 |
Filed: |
August 8, 2005 |
Current U.S.
Class: |
434/298 ;
434/276 |
Current CPC
Class: |
G09B 23/24 20130101 |
Class at
Publication: |
434/298 ;
434/276 |
International
Class: |
G09B 23/24 20060101
G09B023/24 |
Claims
1. A periodic representation of the chemical elements, comprising:
a plurality of three-dimensional forms; a plurality of element
representations displayed on each of said forms; wherein each of
said element representations displays information about a
particular element; and wherein said three dimensional forms are
displayed in proximity to each other on a substantially planar map
such that all of said forms may be viewed together.
2. The periodic representation of the chemical elements of claim 1,
wherein said map indicates a particular arrangement for said
three-dimensional forms.
3. The periodic representation of the chemical elements of claim 2,
wherein said element representations are configured such that the
periodic nature of the elements is apparent due to the arrangement
of said three-dimensional forms indicated by said map.
4. The periodic representation of the chemical elements of claim 1,
wherein the information displayed by said element representations
is selected from the group consisting of atomic symbol, atomic
number, atomic mass, the name of the element, the natural state of
the element at room temperature and atmospheric pressure, and the
number of valence electrons.
5. The periodic representation of the chemical elements of claim 4,
wherein each of said element representations located on a
particular three-dimensional form includes information about
elements in a particular category.
6. A periodic representation of the chemical elements, comprising;
a plurality of sheets; a plurality of element representations
printed on each of said sheets in one or more groupings; and a
plurality of tabs in communication with each of the groupings.
7. The periodic representation of the chemical elements of claim 6,
wherein each grouping of said element representations is cut out of
said sheets along an outer boundary, which also encompasses said
tabs.
8. The periodic representation of the chemical elements of claim 7,
wherein each of the groupings is folded into a three-dimensional
form by folding between certain element representations and
affixing each of said tabs to certain other tabs.
9. The periodic representation of the chemical elements of claim 6,
wherein each of said element representations comprises information
about a particular element, said information being selected from
the group consisting of atomic symbol, atomic number, atomic mass,
the name of the element, the natural state of the element at room
temperature and atmospheric pressure, and the number of valence
electrons.
10. The periodic representation of the chemical elements of claim
9, wherein each of the groupings of element representations
includes information about elements having similar properties.
11. The periodic representation of the chemical elements of claim
9, wherein a first grouping comprises element representations of
elements in the Alkali metals and the Alkaline earth metals groups,
a second grouping comprises element representations of elements in
the transition metals groups, a third grouping comprises element
representations of elements in the metalloids, halogens, and Noble
gases groups, and a fourth grouping comprises element
representations of elements in the Lanthanides and the Actinides
groups.
12. The periodic representation of the chemical elements of claim
9, wherein said element representations are arranged on each of the
groupings such that said element representations form a plurality
of periodic rows when the groupings are viewed together.
13. A kit for assembling a three-dimensional periodic
representation of the chemical elements, comprising: a plurality of
sheets; a plurality of element representations printed on each of
said sheets in one or more groupings; a plurality of tabs in
communication with each of the groupings; and a set of instructions
for cutting out the groupings from said sheets and assembling the
groupings into a plurality of three-dimensional forms.
14. The kit of claim 13, further comprising a map sheet having
graphics that indicate the placement of the three-dimensional
forms.
15. The kit of claim 14, wherein said element representations are
arranged in each of said groupings such that said element
representations form periods when the three-dimensional forms are
viewed together in a particular order.
16. The kit of claim 15, wherein said map sheet includes pathways
that aide in the viewing of the periods formed by the arrangement
of said element representations.
17. The kit of claim 13, wherein said set of instructions includes
a plurality of diagrams that depict the three-dimensional forms in
various stages of assembly.
18. The kit of claim 13, wherein said set of instructions comprises
a plurality of questions about the elements.
19. A method of teaching a student about the chemical elements,
comprising the steps of: a) obtaining a plurality of sheets, each
of said sheets having a plurality of element representations
printed thereon in one or more groupings and a plurality of tabs in
communication with each of the groupings; and b) providing a set of
instructions for creating a plurality of three-dimensional forms
from said sheets.
20. The method of teaching a student about the chemical elements of
claim 19, further comprising the step of cutting out the groupings
from said sheets according to said instructions.
21. The method of teaching a student about the chemical elements of
claim 19, further comprising the step of assembling the groupings
into the three-dimensional forms.
22. The method of teaching a student about the chemical elements of
claim 21, further comprising the step of observing the element
representations of common and uncommon elements as well as the
groupings of element representations, which display information
about elements having similar properties.
Description
FIELD OF THE INVENTION
[0001] This invention relates to a periodic table of the chemical
elements as a tool for learning about the elements.
BACKGROUND OF THE INVENTION
[0002] It is generally accepted in physics and chemistry that the
universe is made up of a number of stable and less stable elements
ranging in progressive units of atomic masses. The periodic law
states that the properties of the chemical elements and their
compounds are a periodic function of their atomic number. The
periodic table is a table of the elements written in sequence in
the order of atomic number and arranged in horizontal rows
(periods) and vertical columns (groups) to illustrate the
occurrence of similarities in the properties of the elements as a
periodic function of the sequence. Present versions of the table
used in texts have remained essentially unchanged for the past
fifty years, except for the addition of new elements.
[0003] Every chemistry laboratory and classroom has a periodic
table displayed. It can be difficult, however, to engage students
to learn about the elements with a conventional periodic table.
Also, the significance of the natural grouping of elements shown by
the periodic table may be lost on many students, and some heavier
elements might be completely ignored. Therefore a periodic table of
the elements and a method of learning about the elements that
engage students to learn about the elements, including the most
unusual of them, and that helps students see the groupings of the
elements within the table are needed.
[0004] U.S. Pat. No. 3,581,409, by Roy H. Alexander teaches a three
dimensional symbolic representation of the elements with fully
grouped families including the Rare Earth series is presented in
which the symbolic representations of the elements are arranged
contiguously and continuously according to the atomic number.
Alexander teaches an arrangement of the elements that includes a
single three dimensional form with the elements arranged according
to atomic number and without interruption of the atomic number.
Therefore a three dimensional representation of the elements with
multiple three dimensional forms to be assembled and which
challenges a student to thereby encourage learning about the
elements is needed.
[0005] U.S. Pat. No. 4,199,876, by Gerson Katz teaches a device for
displaying a periodic table of the chemical elements. Katz's table
includes four detachable, coaxially mounted cylinders. Each
cylinder is divided into an upper cylindrical section and a lower
cylindrical section. The sections are also detachably mounted. The
upper surfaces of each of the cylindrical sections are marked with
discrete sectors containing indicia that denote the chemical
elements. The device can also be used to determine n and l numbers
of quantum theory for selected elements. An aid that has a
transverse surface marked to correspond to the discrete sectors on
the upper surfaces of the cylindrical sections is used to determine
m.sub.l and m.sub.s numbers of quantum theory for selected
elements. A second device for displaying the periodic table of the
elements is in the form of four detachable, concentrically mounted
spheres. The surface of each of the spheres is divided into an
upper hemisphere and a lower hemisphere. The hemispheres are
preferably detachably mounted. The outer surface of each of the
hemispheres is marked with discrete sectors containing indicia that
denote the chemical elements. The tables taught by Katz do not
readily depict the natural groupings of the elements, such as the
transition metals and alkaline groups. Further, since the spheres
taught by Katz are concentrically mounted, the inner spheres are at
least partially concealed by the outer spheres. Therefore an
improved three dimensional periodic table that readily displays the
natural groupings of the elements and which does not conceal
information about any of the elements is needed.
SUMMARY OF THE INVENTION
[0006] The invention comprises, in one form thereof, a three
dimensional periodic table of the chemical elements and a method of
learning about the periodic nature of the elements. The invention
comprises several cardboard or paper sheets, each having a
plurality of blocks that display information about particular
elements. The blocks are arranged in groupings of elements with
similar properties, such as the transition Earth metals. Students
follow a set of instructions provided with the sheets to cut out
the groups, fold along particular lines, and affix tabs together to
assemble several three dimensional forms. The students then place
the forms on a planar map that indicates where to place each form
and indicates how to follow the periods of elements between the
forms.
[0007] More particularly, the invention includes a periodic
representation of the elements, which comprises a plurality of
three-dimensional forms, and a plurality of element representations
displayed on each of the forms. Each of the element representations
displays information about a particular element and the three
dimensional forms are displayed in proximity to each other on a
planar map such that all of the forms may be viewed together.
[0008] In another form, the invention includes a periodic
representation of the elements, which comprises a plurality of
planar sheets, a plurality of element representations printed on
each of the sheets in one or more groupings, and a plurality of
tabs in communication with each of the groupings.
[0009] In a further form, the invention includes a kit for
assembling a three-dimensional periodic representation of the
elements, which comprises a plurality of planar sheets, a plurality
of element representations printed on each of the sheets in one or
more groupings, a plurality of tabs in communication with each of
the groupings, and a set of instructions for cutting out the
groupings from the sheets and assembling the groupings into a
plurality of three-dimensional forms.
[0010] In an even further form, the invention includes a method of
teaching a student about the elements. The method comprises the
steps of obtaining a plurality of planar sheets, each of which
include a plurality of element representations printed thereon in
one or more groupings and a plurality of tabs in communication with
each of the groupings. A set of instructions is followed for
creating a plurality of three-dimensional forms from the sheets.
The groupings are cut out from the sheets according to the
instructions and assembled into the three-dimensional forms. The
student then observes the element representations of common and
uncommon elements as well as the groupings of element
representations, which display information about elements having
similar properties.
[0011] An advantage of the present invention is that the three
dimensional periodic table and method of learning about the
elements engage students to learn about the elements, including the
most unusual of them, and helps students see the groupings of the
elements within the table. The instant periodic table also displays
information about the elements on several three dimensional forms
without concealing any of the information. In addition to learning
about chemistry, students learn about working in groups and other
important life skills.
BRIEF DESCRIPTION OF THE DRAWINGS
[0012] The above-mentioned and other features and advantages of
this invention, and the manner of attaining them, will become
apparent and be better understood by reference to the following
description of one embodiment of the invention in conjunction with
the accompanying drawings, wherein:
[0013] FIG. 1 is an isometric view of the three dimensional
periodic table of the chemical elements of the present
invention;
[0014] FIGS. 2-5 are plan views of several planar sheet of the
present invention;
[0015] FIG. 6 is a plan view of a planar map of FIG. 1;
[0016] FIGS. 7-16 are isometric views of the groupings of element
representations in various stages of assembly.
[0017] Corresponding reference characters indicate corresponding
parts throughout the several views. The example set out herein
illustrates one embodiment of the invention but should not be
construed as limiting the scope of the invention in any manner.
DETAILED DESCRIPTION
[0018] Referring to FIG. 1, there is shown the three dimensional
periodic table of the chemical elements of the present invention.
The three dimensional periodic table 10 includes a plurality of
element representations 12, arranged in a plurality of groupings
14, which are shown in assembled three dimensional forms in FIG. 1,
and a substantially planar map 16.
[0019] The element representations 12 are substantially rectangular
in shape and include information about the element, such as the
atomic number, the chemical symbol, the atomic mass, the element
name, the natural state of the element at room temperature and
atmospheric pressure, and the number of valence electrons. The
element representations 12 may also be color-coded to indicate
properties of the element. For example, the element representations
12 may be colored according to whether they are metals, metalloids,
or non-metals. Alternatively, the element representations 12 may be
colored according to the state of matter of the element for a
particular temperature and pressure. In a further alternative, the
element representations 12 are colored according to the color of
the element, the compound, or the flame colors. Even further, the
element representations 12 may be colored according to a particular
design that is pleasing to the eye or attention grabbing. Certain
element representations 12 on the edges of the three dimensional
groupings 14, such as those for Carbon (C) and Nitrogen (N), have
multiple faces that are angled at about 90.degree. from each other
in order to promote the idea that the element representations 12
are three dimensional blocks.
[0020] The groupings 14 are shown in substantially two dimensional
nets in FIGS. 2-5. The planar nets are printed on sheets of paper
with one or more groupings 14 on each sheet. In the present
embodiment, the paper is a card-type paper of a weight that may be
cut with scissors yet requires score lines for folding.
Alternatively, paper having more or less flexibility may be used.
Further, alternative materials such as certain plastics may be used
in place of paper. Each of the groupings 14 includes a plurality of
tabs 18 that may be glued to the underside of certain element
representations 12 or to other tabs 18 for assembly of the three
dimensional forms. The groupings 14 may include blank portions to
fill in the three dimensional forms. Additional element
representations 12 corresponding to newly discovered elements may
be added to the blank portions at a later date. The layout of the
element representations 12 and tabs 18 in the nets shown in the
figures are by way of example and myriad alternative layouts may be
imagined. Also, element names and positions may need to be changed
in the future according to changes in standards, such as those set
by the International Union of Pure and Applied Chemistry
(IUPAC).
[0021] The grouping 114 in FIG. 2 includes the element
representations 12 for hydrogen and the elements in groups 1 and 2,
respectfully known as the Alkali metals and the Alkaline earth
metals. The grouping 214 in FIG. 3 includes the element
representations 12 for the transition metals. The grouping 314 in
FIG. 4 includes the element representations 12 for groups 3-8,
wherein groups 7 and 8 are also known as the Halogens and Noble
gases, respectively. Groups 3-6 include some non metals, the
metalloids, and some metals. The grouping 414 in FIG. 5 includes
the element representations 12 for the transition elements known as
the Lanthanides and the Actinides or the Rare Earth/Actinide
Groups.
[0022] The substantially planar map 16, shown in FIG. 6, includes a
plurality of grids 20, each of which are in the shape of the
footprint of one of the groupings 114, 214, 314, or 414 to indicate
the placement of the groupings 14 when in the three dimensional
form. Several pathways 22 between each of the grids 20 indicate
that the periods are viewed by following the horizontal rows
between the groupings 14. For example, period 2 starts with lithium
(Li) and beryllium (Be) in grouping 114 and continues to the
grouping 314 with boron (B), carbon (C), etc. The viewer knows to
skip the grouping 214 because there are no element representations
12 that extend vertically off the planar map 16 to period 2 in the
grouping 214. In another example, period 6 starts with cesium (Cs)
and barium (Ba) in grouping 114, continues to lanthanum (La) in
grouping 214, then to cerium (Ce) through lutetium (Lu) in grouping
414, continues back to grouping 214 with hafnium (Hf) through
mercury (Hg), and ends with thallium (Tl) through radon (Rn) in
grouping 314. The atomic number included with the element
representations aids the viewer in following the periods as
well.
[0023] In use, a kit containing sheets of the groupings 14 in
substantially planar form, the map 16, and a set of instructions
are supplied to a student or a group of students. The instructions
guide the student through the assembly of the three dimensional
periodic table 10. The instructions also include several diagrams,
illustrated in FIGS. 7-16, to aid in the assembly. A particular
example of such instructions is as follows. It should be noted,
however, that the set of instructions included in the kit may vary
in detail from the following example.
EXAMPLE 1
[0024] Identify each of the blocks of elements from the four
printed.
[0025] The two nets which comprise:
a) The Transition Metals (grouping 214) (FIGS. 7 and 8)
b) The Rare Earth/Actinide Groups (grouping 414) (FIGS. 9, 10 and
11)
will form rectangular blocks when assembled so begin with these
two.
[0026] Alter carefully cutting out the net for the Transition
Metals (grouping 214), score all the fold lines on the back of the
card and then generate sharp folds along each score line,
especially adjacent to the tabs 18, as shown in FIG. 7.
[0027] Practice the assembly into a rectangular block before
placing any glue on any of the tabs 18, as shown in FIG. 8.
[0028] When sure of the final outcome, add a small amount of quick
drying glue to each tab 18 and assemble the rectangular block, as
shown in FIG. 8.
[0029] Next, carefully cut out the net for the elements in the Rare
Earth/Actinide Groups (grouping 414) shown in FIG. 9.
[0030] Score all the fold lines on the back of the card and then
generate sharp folds along each score line, especially adjacent to
the tabs 18, as shown in FIG. 10.
[0031] When sure of the final outcome, add a small amount of quick
drying glue to each tab 18 and assemble the rectangular block, as
shown in FIG. 11.
[0032] Next, carefully cut out the net for the elements in Groups 1
and 2, together with hydrogen (grouping 114), as shown in FIG. 12.
At this stage, do not cut off any tabs 18 in the vicinity of
hydrogen.
[0033] Score all the fold lines on the back of the card and then
generate sharp folds along each score line, especially adjacent to
the tabs 18, as shown in FIG. 12.
[0034] Practice the assembly into a rectangular block with hydrogen
perched on top of lithium. Check where each tab 18 will be glued
and positioned and then remove any superfluous tabs 18; double
check before cutting.
[0035] When sure of the final outcome, add a small amount of quick
drying glue to each tab 18 and assemble the block for Groups 1 and
2 (grouping 214), as shown in FIG. 13.
[0036] Next, carefully cut out the net for the elements in Groups 3
to 8 (grouping 314) as shown in FIG. 14. At this stage, do not cut
off any tabs 18 in the vicinity of helium.
[0037] Score all the fold lines on the back of the card and then
generate sharp folds along each score line, especially adjacent to
the tabs 18, as shown in FIG. 14.
[0038] Practice the assembly of the block with the Noble Gases,
e.g. helium, slanting downwards to the next Period as shown in FIG.
15. Check where each tab 18 will be glued and positioned and then
remove any superfluous tabs 18; double check before cutting.
[0039] When sure of the final outcome, add a small amount of quick
drying glue to each tab 18 and assemble the block as shown in FIG.
15.
[0040] Now that all four blocks of elements have been constructed,
position them on the map 16 so that their relative position follows
an increasing of atomic number as shown in FIG. 16 and FIG. 1.
[0041] The set of instructions may also include several questions
to encourage a student to think about the periodic table and the
chemical elements. Such questions may include those in the
following example. Hints and answers to the questions may also be
provided to aid the students.
EXAMPLE 2
Questions: (A few suggestions) (Various Grades, no particular
order)
1. Name all the elements in each of Groups 1 to 4.
2. Why do the blocks contain the number of elements per period that
they do? (Hint: consider the number of electrons ins, p, d,
f-energy levels)
3. Why do the blocks "double back" on themselves? (Hint: Hundt's
Rule)
4. Look carefully at some of the coloring of the elements and
comment on the colors you find.
5. Look carefully for elements that are found in the molecules of
life (fats, proteins, carbohydrates, DNA, RNA, etc) and comment on
their relative position considering the large number of elements
that exist.
6. List and then find the elements that are present in
a. an electric cable
b. a Teflon coated frying pan
c. a nuclear fuel rod
7. Why aluminium and sulphur rather than aluminum and sulfur?
[0042] While the invention has been described with reference to
particular embodiments, it will be understood by those skilled in
the art that various changes may be made and equivalents may be
substituted for elements thereof without departing from the scope
of the invention. In addition, many modifications may be made to
adapt a particular situation or material to the teachings of the
invention without departing from the scope of the invention.
[0043] Therefore, it is intended that the invention not be limited
to the particular embodiments disclosed as the best mode
contemplated for carrying out this invention, but that the
invention will include all embodiments falling within the scope and
spirit of the appended claims.
* * * * *