Oct18-22-Chemistry_Periodic Table Lessons_

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					 Teacher: Ms. Erin Hopkins                                           October 18th – October 22nd
 Chemistry
 Unit 1: Properties of Matter


National Science Content Standards
Science as Inquiry
 Abilities necessary to do scientific inquiry
 Understandings about scientific inquiry
Physical Science
 Structure and properties of matter
History and nature of science
 Nature of scientific knowledge
 Historical perspectives
Pennsylvania Standards:
3.2.10.A1. Predict properties of elements using trends of the periodic table.
3.2.C.A1. Explain the relationship of an element's position on the periodic table to its atomic number, ionization energy, electro-negativity, atomic size, and
classification of elements. Us electro-negativity to explain the difference between polar and non-polar covalent bonds.




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              Student Objectives           Essential Questions                          Teaching & Enrichment Activities/materials needed


                                        BIG IDEA: Periodic trends     TOPIC:   The Periodic Table of Elements
            The students will be        in the properties of atoms
            able to:                    allow for the prediction of   VOCABULARY: atomic radius, first ionization energy, electro-negativity, atomic number,
            1. Explain the              physical and chemical         mass number, periods, groups
Wednesday   organizational principles   properties.
            that determine element
            location in the table.                                    TEACHING ACTIVITIES/STRATEGIES:
            2. Describe and explain     ESSENTIAL QUESTION:           Warm-Up: Students will answer the following questions on the left side of their
            periodic trends for         What properties are used
            atomic radius, first                                      notebooks in colored pencil or pen:
                                        to organize the elements
            ionization energy, and                                        1. What is the atomic radius of an atom?
                                        in the periodic table, and
            electro-negativity.                                           2. What is the atomic number of an atom?
                                        how?
            3. Create and interpret                                       3. What is the atomic mass of an atom?
            line graphs of periodic                                       4. What is Ionization Energy?
            trends for other physical                                     5. What is electro-negativity?
            properties.                                                   6. What three elements were you given to research for the Periodic Trend Analysis
                                                                               activity?
                                                                      Students went over the definitions for these words last class, so they should have the
                                                                      answers in their notes, which they are allowed to use. Also, students were given three
                                                                      elements to research last class, so they should have written down what those three
                                                                      elements are in their notebooks. We will discuss these vocabulary words once again, and
                                                                      move right into the activity that they began last class.
                                                                      Collecting Data for Periodic Trend Analysis: Atomic Radii
                                                                       Students will find the symbol, atomic number, and atomic radius of three elements
                                                                          on the table of elements (you may retrieve this data from
                                                                          www.teacherlink.org/content/science/instructional/activities/melting/materials.h
                                                                          tml).
                                                                       After collecting this data, students write this information on the class data chart.
                                                                       Students will use the class data chart to create an excel document that lists the
                                                                          symbol, atomic number, and atomic radius of each element.
                                                                      Creating a Graph in Excel
                                                                       Half of the class will plot element symbol versus atomic radius and half of the class
                                                                          will plot atomic number versus atomic radius.
                                                                       The students who are plotting element symbol versus atomic radius will select
                                                                          columns A and C (symbol and atomic radius). The students who are plotting atomic
                                                                          number versus atomic radius will select columns B and C (atomic number and atomic
                                                                          radius).

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  Once students have selected the appropriate columns, they will click on the Chart
   Wizard button and follow steps to customize their graphs, including graph type (line
   graph if you selected columns A and C/XY scatter plot if you selected columns B and
   C), data type, data range, and legend information.
Analyzing the Data
 Once students have finished their graphs on excel, they will type up or write an
   explanation of their graph that will explain how the variables they graphed can be
   used to describe how elements are organized in the periodic table.
 Students may work on this in class if they have time, or else they can write or type it
   for homework.
 The explanation should be at least a paragraph (4 sentences).
HOMEWORK: Students will complete their explanation of the graph they created.
ASSESSMENT: Students will be assessed on their ability to explain how the periodic table
of elements is organized using their graph. Students will also be assessed on their ability
to read and interpret a graph by evaluating the paragraphs they write to explain their
graphs.




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                                                                          MATERIALS:
                                                                           Smart Board Chart – Analyzing Trends in the Periodic Table
                                                                           Student laptops
                                                                           Periodic Table
                                                                          TOPIC:   The Periodic Table of Elements
         The students will be able to:   BIG IDEA: Periodic trends in
Friday   1. Explain the organizational   the properties of atoms allow    VOCABULARY: atomic radius, first ionization energy, electro-negativity, atomic
            principles that determine    for the prediction of physical   number, mass number, periods, groups
            element location in the      and chemical properties.
            table.
         2. Describe and explain                                          TEACHING ACTIVITIES/STRATEGIES:
            periodic trends for atomic   ESSENTIAL QUESTION: How          Warm-Up: Have students answer the following questions on the left side of their
            radius, first ionization     are the elements organized       science notebook in colored pencil or pen:
            energy, and electro-         into periods and groups?         1. How are elements organized into groups?
            negativity.                                                       1. Looking at the periodic table, what trends do we see in elements from
         3. Create and interpret line                                             the same group?
            graphs of periodic trends                                         2. What trends are present in the periods on the periodic table?
            for atomic radius.                                            Comparing Period and Group Trends:
                                                                           Tell students that they will be working in groups of two to examine the trend
                                                                              for atomic radius for elements in certain periods or groups on the periodic
                                                                              table.
                                                                           Each group will analyze one of the following trends:
                                                                               Trend for atomic radius in groups 1,2,13-18 (representative elements)
                                                                               Trend for atomic radius in groups 3-12 (transition elements)
                                                                               Trend for atomic radius for elements in periods 1,2, and 3
                                                                               Trend for atomic radius for elements 4,5, and 6
                                                                           Students will use the class data collected from the Collecting Data for
                                                                              Periodic Trend Analysis: Atomic Radii to find the atomic radius of each
                                                                              element in their group.
                                                                           Review the steps involved in creating a graph and explain to students that all
                                                                              graphs must have a title, each axis labeled with units, a scale for each axis,
                                                                              and points plotted.
                                                                           Then, students will plot the covalent atomic radius in pm over the element
                                                                              symbols of those elements in each group or period that they are to analyze.
                                                                           Tell students that they can make a graph for each group or period, or else
                                                                              they can use different colors for the lines that represent each period or
                                                                              group, but tell students that data from groups should not be on a graph
                                                                              containing data from periods or vice versa.

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    Have students illustrate the trends for atomic radii in the periodic table using
     a data table that shows the atomic radii of elements from top to bottom in a
     group or from left to right in a period.
 Discuss the trends that students noticed when analyzing the atomic radii of
     elements from the same period or group – point out the increasing atomic
     radii of elements as you go from the top to the bottom in a group; also point
     out the pattern in the data that sees to repeat itself when comparing
     different groups.
 Ask students if they found other periodic trends when conducting their
     research (i.e. ionization energy, electro-negativity, melting point, boiling
     point, etc.)
Exit Slip: Ask students to explain the atomic radii trends in periods and groups.
Tell students that they must use their data to support their conclusions.
HOMEWORK: Students must complete their graphs and data tables if they do
not finish them in class.

ASSESSMENT: Students will be assessed on their ability to meet the objectives of
this lesson through an informal discussion. Additionally, students will be
evaluated by examining their responses to the warm-up questions and the exit
slip. Students will also be evaluated on their ability to create, read, and interpret
a graph.
MATERIALS:
 Smart Board
 Student laptops
 Periodic table




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posted:10/26/2011
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