atomic mass qualitative concept of weighted average only by K2Tytb9

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```									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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