Topic Periodic Table and Periodic Trends

Transcription

1 Topic Periodic Table and Periodic Trends Duration: Traditional (50 minute periods) : 5-10 days (adjust to student needs using professional discretion) Block Schedule (90 minute periods) : 3-5 days (adjust to student needs using professional discretion) Eligible Content This is what the State of Pennsylvania wants your students to know and be able to do by the end of the unit. CHEM.A.2.2.2: Predict characteristics of an atom or an ion based on its location on the periodic table (e.g. number of valence electrons, potential types of bonds, reactivity). CHEM.A.2.2.3: Explain the relationship between the electron configuration and the atomic structure of a given atom or ion (e.g. energy levels and/or orbitals with electrons, distribution of electrons in orbitals, shapes of orbitals). CHEM.A.2.3.1: Explain how the periodicity of chemical properties led to the arrangement of elements on the periodic table. CHEM.A.2.3.2: Compare and/or predict the properties (e.g. electron affinity, ionization energy, chemical reactivity, electronegativity, atomic radius) of selected elements by using their locations on the periodic table and known trends. Performance Objectives These are examples, created by SDP teachers, of how you may translate the eligible content into learning goals for your classroom. 1. SWBAT use a historical perspective IOT explain how the periodic is organized. (ch 4-1) 2. SWBAT use the names of periodic groups IOT explain their chemical properties. (ch 4-2) 3. SWBAT use valence electron configurations IOT explain periodic trends. (ch 4-3) 4. SWBAT use periodic trends IOT predict an element's physical properties. (ch 4-3 lab) 5. SWBAT use the big bang theory IOT explain the origin of the natural elements. (ch 4-4) Key Terms and Definitions periodic law - repeating chemical and physical properties of elements change periodically with the atomic numbers of the elements periodicity - synonym for periodic law Law of octaves - periodic law referring to the main-group s 8 valence electrons and repeating chemical properties. valence electron - an electron in the outermost energy level ( s and p shell; highest energy level only ) group - a vertical column of elements in the periodic table; elements in a group share chemical properties and have the same number of valence electrons. chemical property - a property of matter that describes a substance s ability to participate in chemical reactions period - in chemistry, a horizontal row of elements in the periodic table Atomic radius - distance from the center of the nucleus to the edge of the electron cloud. bond radius - One way of measuring the atomic radius. One-half the distance between the nuclei of identical atoms that are bonded together Ionic Radius - atomic radius of an ion (cation or anion). alkali metal - one of the elements of Group 1 of the periodic table (lithium, sodium, potassium, rubidium, cesium, and francium) alkaline-earth metal - one of the elements of Group 2 of the periodic table (beryllium, magnesium, calcium, strontium, barium, and radium) halogen - one of the elements of Group 17 (fluorine, chlorine, bromine, iodine, and astatine); halogens combine with most metals to form salts noble gas - a Group 18 element (helium, neon, argon, krypton, xenon, and radon). Also known as inert gases.

2 transition metal - one of the metals located in Groups 3-12 and the lower portion of the p-block. Main Group - Elements from groups 1-2 and Representing a majority of chemical properties. lanthanide series- a member of the rare-earth series of elements, whose atomic numbers range from 58 (cerium) to 71 (lutetium) actinide series- any of the elements of the actinide series, which have atomic numbers from 89 (actinium, Ac) through 103 (lawrencium, Lr) ionization energy - the amount of energy needed to remove a single electron from an element in its gaseous state electronegativity - a measure of the ability of an atom in a chemical compound to attract electrons from within the compound. Metalloids - step elements defining the boundary between metals and nonmetals. Sometimes referred to as semi-conductors. Electron Affinity - ability of an atom to pull electron towards itself from a different compound. Electron shielding - inner electrons blocking the charge differential between the nucleus and outer electrons. Alloy - a mixture of more than one metal; a solution of metals Inert - having limited or no chemical reactivity. Malleable - property of a metal to be hammered into sheets. Ductile - Property of a metal to be pulled into a wire. Nuclear reaction - reaction in which the atomic number and / or mass changes. Superheavy elements - Elements which atomic numbers larger than 92. All are unstable and undergo radioactive decay. Starting Points An overview of how the content and skills of this unit connect to students' prior knowledge. Students have just finished a unit on atomic structure with an emphasis on electrons. In this unit, students will apply their knowledge of atomic structure and electron configurations in order to understand the patterns that underlie the organization of the periodic table -- periodicity; explain trends and rank elements by physical and chemical properties. Students begin the unit discussing the development of the periodic table including the contributions of Newland, Mendeleev, and Moseley. Instructional Resources Learning activities and resources targeted to the eligible content of this unit. 1. SWBAT use a historical perspective IOT explain how the periodic is organized. (ch 4-1) a. Holt ch 4 pp i. Vocabulary: Periodic law, periodicity, valence electron, group, period b. Philadelphia Core Curriculum Resources (Spiral Bound green book): i. Classifying Elements pp ii. Classifying Elements Lab pp SWBAT use the names of periodic groups IOT explain their chemical properties. (ch 4-2) a. Holt Ch 4 pp i. Vocabulary: Alkali metal, alkaline-earth metal, halogen, noble gas, transition metal, lanthanide series, actinide series, metalloid, alloy, inert, malleable, ductile iii. Philadelphia Core Curriculum Resources (Spiral Bound green book): Electron Shells in Atoms & Metals and Nonmetals pp b. Lab: Reactions of the halogens c. Ck12 link: Fluorine chemistry(video) (excellent - lots of fire)

3 d. Ck12 link: Activity series - Alkali metals: Video of Ionization Energy Trends, Exploding Bathtub, Reacting Na and K with water (3 mins 16 secs) Ionization-Energy/rwa/How-to-Blow-Up-the- Bathtub/?referrer=concept_details&conceptLevel=at+grade&conceptSource=ck12 e. PA Standards with linked Materials and Resources from PDESAS: A1, 3.2.C.A6 3. SWBAT use valence electron configurations IOT explain periodic trends. (ch 4-3) a. Holt Ch 4 pp i. Vocabulary: bond radius, ionic radius, ionization energy, electronegativity, electron affinity, electron shielding, b. Philadelphia Core Curriculum Resources (Spiral Bound green book): i. Metals and Nonmetals & Atomic and Ionic Radii pp ii. Electronegativity pp iii. Periodicity Lab pp c. Lab: Calculating atomic radius d. Ck12 link: Electronegativity and Bonding: Video (1 min 30 secs) : Electronegativity/lecture/Electronegativity/?referrer=concept_details&conceptLevel=at+grade&conc eptsource=ck12 e. PA Standards with linked Materials and Resources from PDESAS: A1, 3.2.C.A1, 3.2.C.A2 4. SWBAT use periodic trends IOT predict an element's physical properties. (ch 4-3 lab) a. Holt Ch 4 pp i. Vocabulary: physical property, periodic trend, bond radius, ionic radius, ionization energy, electronegativity, electron affinity, electron shielding ii. Philadelphia Core Curriculum Resources (Spiral Bound green book): Lab: Graphing periodic trends lab b. PA Standards with linked Materials and Resources from PDESAS: A1, 3.2.C.A1 5. SWBAT use the big bang theory IOT explain the origin of the natural elements. (ch 4-4) a. Holt Ch 4 pp i. Vocabulary: nuclear reaction, superheavy elements b. Philadelphia Core Curriculum Resources (Spiral Bound green book): c. Literacy link: What Are The Four New Elements On The Periodic Table? d. Ck12 link: Uses of the radioactive element Americium (video) Periodic Table: Textbook References Myers, Thomas R.; Oldham, Keith B.; and Tocci, Salvatore Dobson, K., Holman, J., & Roberts, M. (2004). Holt Chemistry. Austin, TX: Holt, Rinehart and Winston. Ch. 4, pp Holt Worksheets Concept review worksheet for Holt Chapter 4 Holt Labs Graphing periodic trends lab

4 This lab is actually from Holt physical science ch 4. You can use graphing paper or graphing calculators Reactions of the halogens Additional labs Calculating atomic radius Philadelphia Core Curriculum Resources (Spiral Bound green book) 1. Classifying Elements pp Classifying Elements Lab pp Electron Shells in Atoms & Metals and Nonmetals pp Metals and Nonmetals & Atomic and Ionic Radii pp Electronegativity pp Periodicity Lab pp Exams Chapter 4 exam (4 versions) Chapter 4 exam answer sheet Literacy Links What Are The Four New Elements On The Periodic Table?(also talks about island of stability) CK12 Activity series - Alkali metals: Video of Ionization Energy Trends, Exploding Bathtub, Reacting Na and K with water (3 mins 16 secs) Blow-Up-the-Bathtub/?referrer=concept_details&conceptLevel=at+grade&conceptSource=ck12 Electronegativity and Bonding: Video (1 min 30 secs) : Electronegativity/lecture/Electronegativity/?referrer=concept_details&conceptLevel=at+grade&conceptSour ce=ck12 Fluorine chemistry(video) (excellent - lots of fire) Uses of the radioactive element Americium (video) PA Standards with linked Materials and Resources from PDESAS 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, electronegativity, atomic size, and classification of elements. 3.2.C.A2: Compare the electron configurations for the first twenty elements of the periodic table. Relate the position of an element on the periodic table to its electron configuration and compare its reactivity to the reactivity of other elements in the table. 3.2.C.A3: Compare and contrast nuclear fission and nuclear fusion. 3.2.C.A6: Compare and contrast scientific theories. Know that both direct and indirect observations are used by scientists to study the natural world and universe. Identify questions and concepts that guide scientific investigations. Formulate and revise explanations and models using logic and evidence. Recognize and analyze alternative explanations and models. Explain the importance of accuracy and precision in making valid measurements. Examine the status of existing theories. Evaluate experimental information for relevance and adherence to science processes. Judge that conclusions are consistent and logical with experimental conditions. Interpret results of experimental research to predict new information, propose additional investigable questions, or advance a solution.

5 Communicate and defend a scientific argument. Enrichment - Enroll your students into a Philadelphia tradition - Carver Science Fair ******************************************************************************************** Sample Questions from PDESAS Assessment Creator, Diagnostic Section: Chemistry 1.On the modern Periodic Table, the elements are arranged in order of increasing (1) atomic mass (2) atomic number (3) mass number (4) oxidation number 2. An atom of an element forms a 2+ ion. In which group on the Periodic Table could this element be located? (1) 1 (2) 2 (3) 13 (4) Which Group 14 element is a metalloid? (1) tin (2) silicon (3) lead (4) carbon 4. Samples of four Group 15 elements, antimony, arsenic, bismuth, and phosphorus, are in the gaseous phase. An atom in the ground state of which element requires the least amount of energy to remove its most loosely held electron? (1) As (2) Bi (3) P (4) Sb 5. Which substance can be broken down by chemical means? (1) CO (2) Ce (3) Ca (4) Cu 6. The table below indicates the stability of six nuclides.

6 7. All atoms of the unstable nuclides listed in this table have (1) an odd number of neutrons (2) an odd number of protons (3) more neutrons than protons (4) more protons than neutrons 8. What is the mass number of a carbon atom that contains six protons, eight neutrons, and six electrons? (1) 6 (2) 8 (3) 14 (4) An element that is malleable and a good conductor of heat and electricity could have an atomic number of (1) 16 (2) 18 (3) 29 (4) Magnesium and calcium have similar chemical properties because a magnesium atom and a calcium atom have the same (1) atomic number (2) mass number (3) total number of electron shells (4) total number of valence electrons Essential Questions How can we use the patterns in the periodic table to predict the chemical and physical properties of elements and compounds? How can one show that elements may have similar chemical properties even though they may look different? Why is knowledge of chemical reactivity and periodic trends very important, especially in industrial processes? PA Standards These are the PA Standards that underlie the Eligible Content in this unit 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, electronegativity, atomic size, and classification of elements. 3.2.C.A2: Compare the electron configurations for the first twenty elements of the periodic table. Relate the position of an element on the periodic table to its electron configuration and compare its reactivity to the reactivity of other elements in the table. 3.2.C.A3: Compare and contrast nuclear fission and nuclear fusion. 3.2.C.A6: 1. Compare and contrast scientific theories. 2. Know that both direct and indirect observations are used by scientists to study the natural world and universe. 3. Identify questions and concepts that guide scientific investigations. 4. Formulate and revise explanations and models using logic and evidence. 5. Recognize and analyze alternative explanations and models. 6. Explain the importance of accuracy and precision in making valid measurements. 7. Examine the status of existing theories. 8. Evaluate experimental information for relevance and adherence to science processes.

7 9. Judge that conclusions are consistent and logical with experimental conditions. 10. Interpret results of experimental research to predict new information, propose additional investigable questions, or advance a solution. 11. Communicate and defend a scientific argument. Common Core Standards for Science and Technical Subjects CC A: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. CC C: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. CC H: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. CC B: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. CC C: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CC H: Draw evidence from informational texts to support analysis, reflection, and research. Pa core standards for mathematics: CC.2.1HS.F.3: Apply quantitative reasoning to choose and interpret units and scales in formulas, graphs, and data displays. Next Generation Science Standards (HS-PS1-1) Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.] [Assessment Boundary: Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond relative trends.]