Physical Science - markburcham.pbworks.commarkburcham.pbworks.com/w/file/fetch/60906796/P DAy …  · Web viewThrough the web quest you will be discovering certain physical properties

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Essential Standards: 2.2.1

Time: 2 Class Periods

Predict reactivity of metals and nonmetals from periodic trends.

Focus: Understanding and Predicting Periodic Trends

EQ: What are the periodic trends of elements?

How are trends influenced by going down a column or across a row of elements?

Bell Ringer: (5 mins) Daily Review: Three to Five review questions based on previously addressed periodic table material.

Essential Questions Discussion: (5 mins)

All Write ConsensusThink about the following questions for 30 seconds. Thinking back on what you have learned about the makeup of the periodic table; can you think of any connections of the following as the numbers increase or decrease? Atomic number increasing or decreasing

Number of valence electrons increasing or decreasingOxidation numbers increasing or decreasing

Next, Round Robin with your group, each person explains his or her thoughts about the answer. Every student must bullet their ideas on one paper. Start with person number 2.

The force won’t hurt

me!

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Finally, after every one has said their thoughts write a few sentences as a group to answer the question. Groups will tell their consensus to the class.

Periodic Table Trends web lesson: (30-40 mins) You will be conducting a Periodic Table Trends web lesson. Through the web quest you will be discovering certain physical properties of elements related to their position on the periodic table.

Directions for work submission: Notebook paper (Write question and answer) Word Document (Copy and paste questions to a word document, then save in groups Wooten Physical Science Periodic Properties)

QUESTIONS?

Overview of Periodic Table Trends ppt: (15 mins)Prior Learning: Overview discusses periodic trends (2.2.1 ) in connection with the elements of the periodic table, valence electrons and oxidation numbers. Future Learning: Overview opens ideas for atom bonding based on periodic trends, valence electrons, metals and nonmetals and oxidation numbers.Take notes for class notebook and enter into table of contents.Students need to copy big ideas from each slide for notes. All notes are available on the wiki if you want to pull them up.

Wootena.pbworks.com

The Periodic Table: What’s the Trend? (45 mins)The purpose of this inquiry-based lesson is to guide students to build their own

periodic table based on an organization that makes sense to them. Students will then organize a traditional periodic table and examine patterns based on elements information. (atomic size, electronegativity, ionization energy)

Print out Element cards for students in COLOR. Each group gets one element card to work with.

Assignment Overview: (Throughout the assignment, teacher will ask engaging questions to focus students to specific parts of the assignment.)

Discuss what organization is?Review the Bohr model for atoms (5 min)Students build their Bohr Model plate models in pairs. Class organizes the plate models into a periodic table.

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Ask students how they would organize the elements plate models? Review the made Periodic table. Ask students “How would you organize the elements based on atomic structure?”Examine Atomic Size trendsExamine electronegativity trendsStudents stick (tape) their element card to the plate model. Examine Ionization Energy trends:Discuss the word “nobility” and how elements want to be “noble.”

Periodically Puzzling Homework: (5 mins) When you turn in your web quest, pick up “Periodically Puzzling” puzzle. Complete the puzzle for EC.

Due Thursday

Ticket out the door: (5 mins)

Answer the following question at the bottom of your notes. The periodic table has multiple trends within it. Do all the trends have the same patterns? Why not? Leave in your notebook.

Reminders: (assessments)

Periodic Trends Web lesson due today submitted. Periodically Puzzling EC due Thursday End of Week quiz Friday (Include: Valence Electrons, Oxidation

Numbers, Periodic Trends, Chemical Bonding) End of Unit Assessment (End of first 9 weeks)

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Lesson Materials and Resources:

Periodic Properties Web Lesson

Source: SAS Curriculum Pathways http://www.sascurriculumpathways.com/portal/Launch?id=470&bhcp=1

Create a wiki page for students from the information provided from SAS Curriculum Pathways QL # 470 web lesson.

To access my wiki Periodic Properties Web Lesson: http://wootena.pbworks.com Physical Science Homepage Unit Assignments Under Unit 2 Click Periodic Properties (Complete lesson on notebook paper to turn in or in a word document and saved to class folder by due date.)

Information Included on Wiki (wootena.pbworks.com):What you will needOne handout (saved to wiki): Periodic Properties Web Sites: Blue links direct you to external web sites. Periodic Table - Correlation of Numerical Properties of Elements

How you will do it1. Investigate the trends in the periodic properties using the web site Periodic Table - Correlation of

Numerical Properties of Elements.2. Complete the questions for analysis, provided on Periodic Properties. 3. Submit the completed worksheet for assessment by the due date.4. In a subsequent class discussion, be prepared to summarize the reasons for the periodic trends you

observed and to predict the expected patterns for the periodic properties of specific groups of elements. (Tomorrow Daily Review and discussion.)

Time: (30 – 45 mins depending on students ability with technology) If limited on time can shorten lesson by omitting questions 10-19. Save questions for extra class time at a later date.

Periodic Properties handout located below. (Saved to wiki for students to observe.)

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Periodic Properties Name(s): Class: Date:

The significance of the periodic chart lies in its predictive abilities. The properties of specific elements can be predicted, based on their position in the chart. In this web lesson, you will examine several elemental properties and determine the periodic trends for each.

Directions for work submission: Notebook paper (Write question and answer) Word Document (Copy and paste questions to a word document, then save in groups Wooten Physical Science Periodic Properties)

Directions for Simulation Use1. Open the web site Periodic Table: Correlation of Numerical Properties of Elements.

Hyperlinked to http://www.chem.uoa.gr/applets/AppletPerTable/Appl_PerTable2.html

2. The applet enables you to plot periodic properties as a function of atomic number. 3. Select the Electrical Properties (Electr.) radio button on the left side of the applet.4. Click the >> button until 1st ionization energy appears.5. On the right, click the Select Elements button. The program will graph values for all elements

shaded in blue.6. Select the Correlation Plot button.7. After analyzing the graph, select the Periodic Table button.8. Additional directions, if needed, can be found to the left of the applet. 9. Roll over an individual element in the periodic table to view its characteristics.

Directions for LessonUse the web site (both the periodic table and the graphs) to answer the following questions.

Ionization Energy1. Describe the graph for first ionization energy versus atomic number.

2. What are the general trends for first ionization energy?

3. Why are peaks observed for the noble gases?

4. Use electron configurations to explain the decreases noted between beryllium and boron, nitrogen and oxygen, magnesium and aluminum, and phosphorus and sulfur. 

5. Sketch the plot of first ionization energy versus atomic number. Add a second line, indicating what you think the plot would look like for the second ionization energies of these same elements. The second ionization energy is the amount of energy required to remove a second electron from an atom. Explain your predictions.

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ElectronegativityChemical Properties → Electronegativity

6. Sketch the plot of electronegativity versus atomic number.

7. Describe the graph. What are the general trends for electronegativity?

Atomic RadiiChemical Properties → Radius (atomic)

8. Sketch the plot of atomic radius versus atomic number.

9. Describe the graph. What are the general trends for atomic radii?

Electron AffinityElectrical Properties → Electron affinity

10.Sketch the plot of electron affinity versus atomic number.

11.Describe the graph. What are the general trends for electron affinity?

12.Why does this graph peak for fluorine and chlorine?

13.Why do the noble gases have electron affinities equal to zero?

Melting PointPhysical Properties → Melting point

14.Sketch the plot of melting point versus atomic number.

15.Describe the graph. What are the general trends for melting points?

16.Why do you think that melting points peak for carbon and silicon?

Effective Nuclear Charge

Chemical Properties → Effective nuclear charge (Slater)17.Sketch the plot of effective nuclear charge versus atomic number.

18.Describe the graph. What are the general trends for effective nuclear charge?

19.Effective nuclear charge is an indication of how tightly an element can "hold on" to its electrons. How do the trends for effective nuclear charge help to explain the trends you observed for first ionization energy and for atomic radius?

Contact Us SAS® Curriculum Pathways® Copyright © 2012 SAS Institute Inc., Cary, NC, USA

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The Periodic Table: What’s the Trend?Developed by: S. Gould, C. Skibo, H. Kang, Kim & Jennifer

Adapted & Expanded from: GK-12 Lesson “Bonding: That’s what we do!!”Teacher Material

Synopsis The purpose of this inquiry-based lesson is to guide students to build their own periodic table based on an organization that makes sense to them. Students will then organize a traditional the periodic table and examine patterns in common data for the elements (atomic size, electronegativity, ionization energy, etc.)

Background Students need to have some knowledge of subatomic particles and a concept of what an atom is before attempting this lesson.

Students should have prior knowledge of the Bohr model and a brief review may be necessary before the plate models can be made.

Objectives 1. Students will understand that the periodic table is highly organized2. Students will know that elements in the periodic table are organized by increasing atomic number3. Students will be able to identify metals and non-metals from the periodic table4. Students will use electronic structure to understand trends in electronegativity, ionization energy, and

atomic radius.

Materials (for each group, cost) Paper Plates Label Dots – Size appropriate (protons, neutrons and electrons) Markers (3 different colors, several of each, for ex. Black, Blue, Red) Butcher Paper Masking tape Pre-made element cards (name, atomic number, symbol, atomic mass, metal/non-metal, trend

values). Download ElementCardsSG.doc

Teacher’s Tips This lesson requires a lot of guiding questions from the instructor. Student handout will seem brief, but with the proper guidance, this lesson will give students the freedom to develop a working model of the period table.

Classroom Activities 1. Warm Up Activity (5 min)

a. Discuss what is organizationi. Have students think of their closet or CD collectionsii. Have students write several ways to organize their possessionsiii. Call on several students to tell the class how they would organize their possessions

b. Discuss with the class that there are several ways to organize the same stuff. It’s the same way with science there are several ways to organize data.

2. Review the Bohr model for atoms (5 min)a. NOTE: This will be the main review to help students built their plate models

3. Hand out materials, Have students build their plate models in pairs. Each pair will build one plate, see student hand out for directions to make the plate models (10-15 min) Build Elements 1-16.

4. Tape plates to a piece of printer paper. 5. Now have the class organize the plate models into a periodic table that make sense to them.

Organize on floor. This may require some guiding questions, some methods follow: (10 mins)a. Method I: Guided Path

i. Ask students how they would organize the elements plate models

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ii. Get students to brainstorm ideas for 5 minutes in their pairsiii. Report out ideas to the classiv. Let students decide what they think is the best modelv. As students to go to the board and move their plate models into the organization they

just decided on.b. Method II: Inquiry Path

i. Tell students to organize the elements (plate models) in a way that makes sense to them.

ii. Have students explain the reason they organized their chart the way they did as a group discussion

6. Review the Periodic table i. What do you see?ii. Why is it organized this way?iii. Is there other ways to organize the elements? (If time permits have the students re-

organize the plate models)7. Review the word “Structure”8. Ask the students “How would you organize the elements based on atomic structure?”

a. Brainstorm in pairs (5 min)b. Discuss ideas with the whole class (lead students gently towards the traditional periodic table

(5-10 min)c. Reorganize the elements (plate models)

9. Examine Atomic Size trends: a. Have students write the atomic size of their molecule on the paper below their plate model in

Black (found on element card)b. Discuss the word “Radius”c. Discuss what a “Trend” isd. Ask the students to describe the trend e. Ask student to propose ideas why the atomic radius decreases across the periodic table.f. Have students fill out their graphic organizer

10. Examine electronegativity trends: a. Have students write the electronegativity values on the butcher paper in blueb. Have students read the definition of electronegativityc. Discuss electronegativity to reinforce the definitiond. Ask the students to describe the trende. Ask the students to propose an explanation to the trend based on atomic structure (lead into

octet rule) f. Have students fill out their graphic organizer

11. Examine Ionization Energy trends:a. Have students write the ionization energy values on the butcher paper in redb. Have students read the definition of ionization energyc. Discuss ionization energy to reinforce the definitiond. Ask the students to describe the trende. Ask students to propose an explanation for the trend based on atomic structuref. Have students fill out their graphic organizer

12. Let the students stick (tape) their element card to the plate model. a. Ask the students to look for other trendsb. Talk about the trendsc. Look for metals and non-metals. Are they grouped together in any way? Can you guess what

an element will look like based on where it is on the periodic table?13. Discuss the word “nobility”

a. Ask for definition

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b. Ask how that definition could apply to elements in the periodic table. Get to a definition of “unreactive and stable”

c. Look periodic table…ask students:i. Which elements are the most stable? ii. Why?iii. Explain their answer based on atomic structure

Resource MaterialsElement Information and pictures for the “Element Cards” were used from Wikipedi.com on 9/27/05. Information was found by searching for each element individually. http://chemlab.pc.maricopa.edu/periodic/default.html is an excellent source for students to look at with several different organizations of the elements.

Print out Element cards for students in COLOR. Each group gets one element card

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The Periodic Table: What’s the Trend?Student Handout (2 pages)

PART I EXPLORING THE PERIODIC TABLE

Introduction Today’s lab focuses on the periodic table. Using your knowledge of the atom, you will build your own periodic table.

Materials Paper Plates Label dots – 3 types Markers Pre-made element card

MethodsIn pairs, get an element card from your teacher. Using the supplies provided, build the atomic

structure of your element. Using any of the information on your element card, build a periodic table with your classmates.

Part I Discussion Questions

1. Describe your organization of the periodic table.

2. Why did your choose this organization?

3. Propose 2 other ways to organize the periodic table

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The Periodic Table: What’s the Trend?PART II CAN YOU SEE THE TREND?

Introduction Using the periodic table you built in the last class period, you will look for patterns in the organization of the elements.

Data Collection

Definition Picture Trend

Atomic Size

Electro-negativity

Ionization Energy

Metal

Non-Metal

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Font is ArielFont sizes:

12 Normal for Body/TextTitle – Heading 1 +Ariel 14“Teacher Material” – Heading 2 “STUDENT HANDOUT BEGINS” – Heading 210 headers and footers

Margins 1” on all sides

Use headers and footers as shown

Element Cards

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H

Hydrogen

Appearance: colorless gas

Atomic Number: 1Atomic Mass: 1.00794 g/molAtomic Radius: 25 pm

Chemical Series: nonmetals

Electronegativity: 2.20 Ionization Energy: 1312.0 kJ/mol

He

Helium

Appearance: colorless gas

Atomic Number: 2Atomic Mass: 4.002602 g/molAtomic Radius: 31 pm

Chemical Series: Noble Gas

Electronegativity: n/aIonization Energy: 2372.3 kJ/mol

Li

Lithium

Appearance: silvery metal

Atomic Number: 3Atomic Mass: 6.941 g/molAtomic Radius: 145 pm

Chemical Series: alkali metals

Electronegativity: 0.98 Ionization Energy: 520.2 kJ/mol

Be

Beryllium

Appearance: white-grey metallic

Atomic Number: 4Atomic Mass: 9.012182 g/molAtomic Radius: 105 pm

Chem Series: alkaline earth metals

Electronegativity: 1.57 Ionization Energy: 899.5 kJ/mol

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B

Boron

Appearance: black

Atomic Number: 5Atomic Mass: 10.811 g/molAtomic Radius: 85 pm

Chemical Series: metalloids

Electronegativity: 2.04 Ionization Energy: 800.6 kJ/mol

C

Carbon

Appearance: black (graphite) colorless (diamond)

Atomic Number: 6Atomic Mass: 12.0107 g/molAtomic Radius: 70 pm

Chemical Series: nonmetals

Electronegativity: 2.55 Ionization Energy: 1086.5 kJ/mol

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N

Nitrogen

Appearance: colorless gas

Atomic Number: 7Atomic Mass: 14.0067 g/molAtomic Radius: 65 pm

Chemical Series: nonmetals

Electronegativity: 3.04 Ionization Energy: 1402.3 kJ/mol

O

Oxygen

Appearance: colorless gas

Atomic Number: 8Atomic Mass: 15.9994 g/molAtomic Radius: 60 pm

Chemical Series: nonmetals

Electronegativity: 3.44 Ionization Energy: 1313.9 kJ/mol

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F

Fluorine

Appearance: pale green-yellow gasAtomic Number: 9Atomic Mass: 18.9984 g/molAtomic Radius: 50 pm

Chemical Series: halogens

Electronegativity: 3.98 Ionization Energy: 1681.0 kJ/mol

Ne

Neon

Appearance: colorless gas

Atomic Number: 10Atomic Mass: 20.1797 g/molAtomic Radius: 38 pm

Chemical Series: noble gases

Electronegativity: n/aIonization Energy: 2080.7 kJ/mol

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Na

Sodium

Appearance: silvery white metal

Atomic Number: 11Atomic Mass: 22.98977 g/molAtomic Radius: 180 pm

Chemical Series: alkali metals

Electronegativity: 0.93 Ionization Energy: 495.8 kJ/mol

Mg

Magnesium

Appearance: silvery white metal

Atomic Number: 12Atomic Mass: 24.3050 g/molAtomic Radius: 150 pm

Chem Series: alkaline earth metals

Electronegativity: 1.31 Ionization Energy: 737.7 kJ/mol

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Al

Aluminum

Appearance: Silvery metal

Atomic Number: 13Atomic Mass: 26.981538 g/molAtomic Radius: 125 pm

Chemical Series: metals

Electronegativity: 1.61 Ionization Energy: 577.5 kJ/mol

Si

Silicon

Appearance: dark gray, bluish

Atomic Number: 14Atomic Mass: 28.0855 g/molAtomic Radius: 110 pm

Chemical Series: metalloids

Electronegativity: 1.90 Ionization Energy: 786.5 kJ/mol

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P

Phosphorus

Appearance: red or silvery white

Atomic Number: 15Atomic Mass: 30.97376 g/molAtomic Radius: 100 pm

Chemical Series: nonmetals

Electronegativity: 2.19 Ionization Energy: 1011.8 kJ/mol

S

Sulfur

Appearance: yellow

Atomic Number: 16Atomic Mass: 32.065 g/molAtomic Radius: 100 pm

Chemical Series: nonmetals

Electronegativity: 2.58 Ionization Energy: 999.6 kJ/mol

Cl

Chlorine

Appearance: yellow greenish gas

Atomic Number: 17Atomic Mass: 35.453 g/molAtomic Radius: 100 pm

Chemical Series: halogens

Electronegativity: 3.16

Ar

Argon

Appearance: colorless gas

Atomic Number: 18Atomic Mass: 39.948 g/molAtomic Radius: 71 pm

Chemical Series: noble gases

Electronegativity: n/aIonization Energy: 1520.6 kJ/mol

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Ionization Energy: 1251.2 kJ/mol

K

Potassium

Appearance: silvery white metal

Atomic Number: 19Atomic Mass: 39.0983 g/molAtomic Radius: 220 pm

Chemical Series: alkali metals

Electronegativity: 0.82 Ionization Energy: 418.8 kJ/mol

Ca

Calcium

Appearance: silvery white gas

Atomic Number: 20Atomic Mass: 40.078 g/molAtomic Radius: 180 pm

Chem Series: alkaline earth metals

Electronegativity: 1.00 Ionization Energy: 598.8 kJ/mol