Full chapter
Periodicity and Metals
Find patterns in the Periodic Table and use evidence to predict reactions.
O-Level 5086 / 5088 (2026) / SEC G3 K326 / K328 (2027)
Read position from electron arrangement
Proton number orders the table; outer electrons explain recurring behaviour.
The Periodic Table orders elements by increasing proton number. A period is a horizontal row; a group is a vertical column. For the first twenty elements, occupied electron shells give the period. Main-group elements in one group have the same number of outer electrons, which explains similar chemical reactions.
Worked example
Locate an element
An atom has 17 protons and electron arrangement 2,8,7. Locate it and predict its character.
- Seventeen protons identify chlorine.
- Three occupied shells put it in period 3.
- Seven outer electrons place it in group 17; it is a non-metal.
Period 3, group 17. It behaves similarly to other halogens because their outer shells have the same electron count.
Across a period, character generally changes from metallic on the left to non-metallic on the right. Metals with few outer electrons tend to lose them; non-metals with nearly full outer shells tend to gain or share electrons. Group 18 has full outer shells, including helium with two rather than eight.
Check your understandingWhy do sodium and potassium have similar chemistry despite having different proton numbers?Think it through, then reveal the answer
Group 1: lithium, sodium and potassium
Similar products, increasingly vigorous reaction with water.
Lithium, sodium and potassium are relatively soft, low-density metals. Their melting points decrease down this sequence, while their reactions with cold water become more vigorous. Low density is a shared property; do not assume density follows a perfectly steady trend.
| Metal | Typical observation | Products |
|---|---|---|
| Lithium | Floats and fizzes steadily | Lithium hydroxide and hydrogen |
| Sodium | Floats, moves and may melt into a ball as heat is released | Sodium hydroxide and hydrogen |
| Potassium | Reacts very vigorously; hydrogen may ignite | Potassium hydroxide and hydrogen |
For sodium: 2Na(s) + 2H2O(l) -> 2NaOH(aq) + H2(g). The resulting solution is alkaline because it contains hydroxide ions. The shared outer electron explains the common product pattern. Use observed trends to predict an unfamiliar group-1 element, while treating predicted observations as predictions rather than measured facts.
Check your understandingBased on the lithium-to-potassium trend, predict how an element below potassium might compare.Think it through, then reveal the answer
Group 17: identify displacement from the evidence
A more reactive halogen oxidises a less reactive halide.
| Element | Form, state and appearance | Relative reactivity |
|---|---|---|
| Chlorine | Cl2, pale green gas | Most reactive of these three |
| Bromine | Br2, red-brown liquid | Intermediate |
| Iodine | I2, grey-black solid; purple vapour on heating | Least reactive of these three |
Down the group, colour becomes darker and melting/boiling points rise, giving the gas-liquid-solid sequence. All three are diatomic non-metals with seven outer electrons. Their displacement reactivity decreases down the group.
| Added halogen | Chloride solution | Bromide solution | Iodide solution |
|---|---|---|---|
| Chlorine | No displacement | Bromine forms | Iodine forms |
| Bromine | No displacement | No displacement | Iodine forms |
| Iodine | No displacement | No displacement | No displacement |
Cl2(aq) + 2Br-(aq) -> 2Cl-(aq) + Br2(aq). The orange/brown bromine colour is evidence of displacement. Chlorine or bromine added to iodide can produce brown aqueous iodine; distinguish solution colours from the colours of pure elements.
Check your understandingHalogen X displaces bromine from bromide but bromine cannot displace X from its halide. What follows?Think it through, then reveal the answer
Recognise noble gases and transition metals
Electron arrangement explains one family; characteristic properties identify another.
Group 18 elements have filled outer shells, making them chemically unreactive under ordinary conditions. Helium has two outer electrons; neon and argon have eight. They do not need to gain, lose or share electrons to reach this stable arrangement.
Check your understandingHelium has only two electrons. Why is it still unreactive?Think it through, then reveal the answer
Build the metal reactivity series from experiments
More reactive metals form positive ions more readily.
The prescribed order is K, Na, Ca, Mg, Zn, Fe, Pb, H, Cu, Ag, from most to least reactive. Hydrogen is a reference point, not a metal. Compare reactions under the same conditions: a larger surface area or higher temperature can make a reaction look faster without changing the underlying reactivity order.
| Metals | Water or steam | Dilute HCl |
|---|---|---|
| K, Na, Ca | React with cold water; hydroxide and hydrogen form | Very vigorous reaction; acid is not a suitable routine comparison |
| Mg | Very slow with cold water; heated magnesium reacts with steam to give MgO and H2 | Reacts readily |
| Zn, Fe | React with steam when strongly heated | React to give a chloride and hydrogen |
| Pb | No appreciable reaction with water or steam in the usual school comparison | Reaction may be slow or stop as insoluble PbCl2 coats the surface |
| Cu, Ag | No reaction with water or steam | Do not liberate hydrogen |
Worked example
Deduce an order without memorising it
Under comparable conditions, A reacts rapidly with dilute HCl, B reacts slowly, and C does not react.
- The evidence places A and B above hydrogen and C below it, assuming no passivating coating.
- The rates suggest A is more reactive than B, but comparable surface area and temperature matter.
- A displacement experiment can give additional evidence.
A > B > H > C is supported under the stated conditions. Surface coatings, such as on lead, can complicate rate comparisons.
Check your understandingWhy does copper not produce hydrogen with dilute hydrochloric acid?Think it through, then reveal the answer
Use reactivity to explain extraction and heating
Strongly bound compounds of reactive metals are harder to break down.
An ore contains a metal compound in a form worth extracting. More reactive metals generally need more demanding extraction. Carbon can reduce oxides of metals below it in the relevant series, such as zinc, iron, lead and copper, when heated appropriately. Very reactive metals such as potassium, sodium, calcium and magnesium require other methods, commonly electrolysis of suitable molten compounds. This is a principle, not a requirement to memorise every industrial furnace.
Check your understandingWhy is heating magnesium oxide with carbon not the usual way to extract magnesium?Think it through, then reveal the answer
Prevent rust by removing a condition or supplying protection
Rusting needs both oxygen and water.
Iron rusts when oxygen and water are both available. In a fair comparison, iron exposed to dry air lacks water; iron in boiled water protected by an oil layer lacks fresh oxygen; iron in ordinary water exposed to air has both. The last sample rusts. The controls isolate the conditions rather than showing that water alone is sufficient.
Painting, greasing and plastic coating provide a barrier to oxygen and water. Protection fails at a scratch if the exposed iron can contact both. The coating must remain intact and suit the object: grease can protect moving metal parts where paint would be unsuitable.
Check your understandingIron in a dry tube of air does not rust. Does this prove oxygen is unnecessary?Think it through, then reveal the answer
Quick revision
Revisit the essentials, then return to an explanation when you need it.
Groups share valence-electron patterns. Group 1 becomes more reactive down the group; group 17 becomes less reactive. Noble gases have full outer shells.
Metal order: K, Na, Ca, Mg, Zn, Fe, Pb, H, Cu, Ag. Use comparable experiments. Rusting needs oxygen and water; barriers remove contact with them.
Scope and references
Learning outcomes and sources
8. Periodicity and Metals (5086 / 5088 / K326 / K328). Use the outcome map to find the explanation for a particular syllabus requirement.
See the learning outcome map
8.1(a) Order elements by proton number
- Increasing atomic number
8.1(b) Relate position and electron arrangement
- Periods and occupied shells
- Proton number
8.1(c) Explain group similarity
- Same valence electron count
8.1(d) Describe metallic-to-non-metallic trend
- Across a period
8.1(e) Relate outer electrons to character
- Electron loss, gain and sharing
8.1(f) Predict group properties
- Group 1 and group 17
Group 1: lithium, sodium and potassiumGroup 17: identify displacement from the evidence
8.2(a) Compare alkali metals
- Li, Na, K
- Softness and low density
- Melting-point and water-reaction trends
8.2(b) Compare halogens
- Cl2, Br2, I2
- Diatomic forms, colours and states
- Halide displacement
8.2(c) Explain noble-gas unreactivity
- Full outer shells
8.3(a) Order prescribed metals
- K, Na, Ca, Mg, Zn, Fe, Pb, H, Cu, Ag
- Water, steam, dilute HCl
8.3(b) Deduce reactivity from data
- Comparable experiments
- Confounding factors
8.3(c) Relate extraction to reactivity
- Ease of obtaining metals from ores
8.3(d) Explain rusting and barriers
- Oxygen plus water
- Painting, greasing, plastic coating
Prevent rust by removing a condition or supplying protection
- 2026 Pure Chemistry 6092
Official topic 8, pages 18-19. Original explanations mapped to the stated outcomes; 2026 and 2027 topic content agrees.
- 2027 Pure Chemistry K324
Official topic 8, pages 18-19. Original explanations mapped to the stated outcomes; 2026 and 2027 topic content agrees.
- 2026 Combined Chemistry 5086 / 5088
Official topic 8, pages 32-33. Original explanations mapped to the stated outcomes; 2026 and 2027 topic content agrees.
- 2027 Combined Chemistry K326 / K328
Official topic 8, pages 32-33. Original explanations mapped to the stated outcomes; 2026 and 2027 topic content agrees.
- Grail: 6092 Chemistry Complete Notes, Version 1
Background consultation: Chapter 15, oxide reduction and reactivity, pp. 64-67. Teaching additions and examples are original; syllabus scope and chemistry independently checked.