Subject: Science and Sustainability Date: 3/3/08 Teacher: Ms. Backes Unit: Earth’s Components Title: Specific Heat and Atomic Structure Core Learning Goals 4.1.1 The student will analyze the structure of the atom and describe the characteristics of the particles found there. Assessment limits: subatomic particles (protons, neutrons, & electrons –not to include quantum mechanical details of electron configurations) nucleus & electron cloud (definition; no orbitals included) atomic number, mass number, and isotopes (definitions; calculate numbers of protons, neutrons, and electrons; notations) atomic mass (qualitative concept of weighted average only; atomic mass unit) neutral atom historical development and/or experimental evidence for the existence and structure of the atom (Democritus, Dalton, Thomson, Rutherford, Bohr, electron cloud model) 4.1.2 The student will demonstrate that the arrangement and number of electrons and the properties of elements repeat in a periodic manner illustrated by their arrangement in the periodic table. Assessment limits: groups/families and periods/series (groups 1-18; Alkali Metals, Alkaline Earth Metals, Transition Metals, Halogens, Noble Gases; Periods 1-7; Lanthanide Series, Actinide Series) For the following assessment limits, use only elements in groups 1,2, & 13-18. how trends behave (valence electrons; atomic radius; ionization energy; relative chemical reactivity; metallic/nonmetallic properties) 1.4.1: The student will organize data appropriately using techniques such as tables, graphs, and webs (for graphs: axes labeled with appropriate quantities, appropriate units on axes, axes labeled with appropriate intervals, independent and dependent variables on correct axes, appropriate title). Objective/Learning Target: I will be able to make and interpret a scatterplot to help determine the underlying cause of a substance’s specific heat. Engagement Catalyst: What is specific heat? The activities in this section capture the Discuss student responses and lead students, through questioning, so they remember the concept of specific students’ attention, heat from earlier this year. stimulate their thinking, and help Show students a mole of sulfur and a mole of potassium. Tell students that there are the same number of atoms them access prior of each element. Ask students which element’s atoms weigh more. Ask students if the sulfur heats up faster knowledge. than the potassium, which has the higher specific heat. Tell students that today we will be working on making scatterplots and discovering how specific heat related to atomic structure. Make sure to point out that making scatterplots is one of our learning goals and that this activity will help us master our goal of 80% mastery of our learning targets. Explore I Do: In this section, Show students how to make a scatterplot with a set of data. students are given -Draw and label axes and title graph time to think, plan, -Pick a range and interval of numbers for the x and y axis investigate, and -Plot the data organize collected information We Do: Students carry out the procedure on page 187 of the Science and Sustainability textbook. Students plot the data of atomic mass vs. specific heat. Explain Students answer the following questions: Students are now 1. Describe the relationship you see between atomic mass and specific heat. involved in an 2. If you knew the atomic mass of an element, could you predict its specific heat? analysis of their exploration. Their understanding is clarified and modifies because of reflective activities. Extend Students answer the following question This section gives students the Propose a theory that could explain why elements with a higher atomic mass have a lower specific heat (heat up opportunity to more rapidly). (HINT: See Figure 6 on page 186) expand and solidify their concept and or apply it to a real world situation. Evaluate Students are tested on their mastery of This performance- CLG 1.4.1: The student will organize data appropriately using techniques such as tables, graphs, and webs (for based activity helps graphs: axes labeled with appropriate quantities, appropriate units on axes, axes labeled with appropriate students connect all intervals, independent and dependent variables on correct axes, appropriate title). the pieces of information involved in the lesson.
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