unit 2: the periodic table. essential questions how is the periodic table used to classify elements?...

Unit 2: The Periodic Table

Essential Questions How is the periodic table used to classify elements? How is the average atomic mass determined for an element? What components make up an atom and where are they located? How do atoms combine? What are isotopes and their properties?

Chapter Challenge Overview Develop a game related to Mendeleevs Periodic Table How the game is played is up to you with cards, a computer, dice, etc. You need to: Demonstrate understanding of the periodic table Teach others about the periodic table in your game Make it interesting and fun!

Day 1: Organizing a Store Learning Objectives: Plan the arrangement of the items for sale in a store Analyze trends in the arrangement of the store Relate the arrangement of items in the store to the arrangement of elements in the periodic table

Starter: Some supermarkets now sell books, flowers, and prescription drugs in addition to what you would think of as a traditional supermarket. How many different items do you think a supermarket has in its inventory? Time: 15 minutes

Activity 1 You and your group are going to open up a supermarket. Brainstorm a list of 50-100 items that you would sell at your store. Time: 20 minutes

Activity 2 Create a map showing the locations of all the items in your store. Think about where you will put things and in what order in the aisle you will put them. Keep in mind what you want shoppers to see as they enter the store. Time: 35 minutes

Activity 3 Present your store layout to the rest of the class. Time: 10 minutes

Closing and homework How does organizing a supermarket relate to organizing a periodic table? Homework: Test corrections

Day 2: Elements and Their Properties (60 mins) Learning Objectives Apply ancient definitions of elements to materials you believe are elements Test some properties of common chemical elements Classify elements as metals, nonmetals or neither Differentiate between physical and chemical properties Organize a table based on properties

Starter Complete the table to compare and contrast metals and nonmetals What is a chemical element? Time: 15 minutes Compare (Similarities )Contrast (Differences)

Activity 1 Make a list of 4 or more substances that you use in your everyday life that meet your definition of an element (individual) Compare your list to the other members of your group The Ancient Greeks believed the four elements were: Earth, Air, Fire, Water The Alchemists of the early Renaissance identified three elements: Mercury, Sulfur, and Salt Do the above elements satisfy your definition? Why or why not? Time: 15 minutes

Activity 2 Test the following substances: Al, Cu, I, Fe, Mg, Si, S, Zn Test the following properties: Initial observations (appearance), Conducts electricity, Reacts with HCl, Metal or Nonmetal Create a table to record your observations Time: 25 minutes

Results ElementInitial Observations Conducts?Reactivity with HCl Metal or Nonmetal? Al Cu I Fe Mg Si S Zn

Closing and Homework Read Chem Talk (pg. 699) Chemistry to Go (pg. 701) #1, 2 Preparing for the Chapter Challenge (pg. 701) Read Activity for next class pg. 702-706 Create data table for the investigation

Day 3: Atoms and Their Masses Learning Objectives: Explore the idea of atoms by trying to isolate a single atom Measure how many times greater mass a copper atom has than an aluminum atom See that atoms react in definite proportions of mass when forming a compound Compare Daltons experimental results to the masses of atoms known today Relate the mole concept to real quantities

Starter Atoms are the smallest, indivisible part of an element Complete the following table Time: 15 minutes Things I know about atoms Things I think I know about atoms Things I would like to know about atoms

Activity 1 Follow the steps starting on pg. 702 Complete steps #1-13 recording your data along the way Reaction: 2Al + 3CuCl 2 3Cu + 2AlCl 3 Single displacement reaction Time: 45 minutes

Activity 2 Discuss your results and put them in the table drawn on the board You will do a lab write up (CERR model) for this lab Check the instructions and what to include on the wiki Due: Thursday, September 27 Time: 10 minutes

Results Finding the mass of aluminum 1. Mass of empty beaker 2. Mass of beaker and aluminum foil 3. Mass of aluminum Finding the mass of copper (II) chloride 4. Mass of weighing paper 5. Mass of paper and copper (II) chloride 6. Mass of copper (II) chloride Finding the mass of the product 7. Mass of dry filter paper 8. Mass of filter paper with product, after drying 9. Mass of product

Closing and Homework Discuss the following questions: What is the difference between an element and a compound? How is an atomic mass unit defined How does the existence of atoms help explain the Law of Definite Proportions? Homework: Read Chem Talk (pg. 706) Chemistry to go (pg. 710) #1, 3 Preparing for the Chapter Challenge

Day 4: Are Atoms Indivisible? Learning Objectives: Discover what the cathode ray tube is and how a magnet effects the behaviour of the cathode ray Discuss Thomsons conclusion about cathode rays Research the structure of atoms Organize your understanding of some of the different particles that comprise matter

Starter If you could observe a single atom of gold and a single atom of lead, how do you think they would be different? What would they have in common? Time: 15 minutes

Activity 1 We will go to the elementary computer lab to research the different atomic theories The theories we will focus on are: Thomson Rutherford Use the handout provided and answer the questions Time: 45 minutes

Activity 2 Sit with a partner (or group of 3) and follow steps 3-6 on pp. 714-715. There is blank paper, rulers and markers that you can use. Do not spend too much time making your game board. Time: 25 minutes

Closing and Homework Discuss the following questions: What is an electron? Thomsons model of an atom is referred to as the plum pudding model. Why is this an appropriate comparison? Why was Rutherford surprised that some alpha particles bounced back from the gold foil? What is the nucleus of an atom?

Closing and Homework Homework: Read Chem Talk, pg. 716 Chemistry to go, pg. 719 #1, 3, 4, 5

Day 5: The Chemical Behavior of Atoms Learning Objectives: View the spectrum of hydrogen Interpret changes in electron energies in the hydrogen atom to develop an explanation for where the coloured light in the hydrogen spectrum Use Bohrs model of the atom to predict parts of the hydrogen atom spectrum Calculate and compare the wavelengths, energies and frequencies of light of different colours Identify regions in the electromagnetic spectrum

Starter A neon sign uses electricity and a gas- filled tube to produce a coloured light A fluorescent bulb uses electricity, a gas- filled tube and a phosphor coating to produce a white light How is the colour produced in a neon sign? Time: 15 minutes

Activity 1 The following video shows 6 different gases in a discharge tube The following gases are shown: H, He, Ne, Ar, Hg, H 2 O Note the differences in the colours and the brightness of the light emitted Time: 10 minutes

Activity 2 Look at the picture on the following slide of a hydrogen spectrum. What colours do you see? The colour of light is determined by its frequency; the greater energy in the light, the greater the frequency Frequency = speed of light wavelength

Activity 2 (contd) Complete steps 2-4 calculating the frequencies and energies of the different colours produced from the hydrogen atom (p. 722-724) Complete the table. What colour of light corresponds with the wavelength? Time: 45 minutes

Answers Wavelength (m)Frequency (Hz)Energy (J) 410.3 x10 -9 7.307 x10 14 4.84 x10 -19 434.2 x10 -9 6.905 x10 14 4.58 x10 -19 486.3 x10 -9 6.165 x10 14 4.09 x10 -19 656.5 x10 -9 4.567 x10 14 3.03 x10 -19

Activity 3 Draw the visible spectrum Include the wavelengths of the different colours Time: 10 minutes

Closing Discuss the following questions: How are visible light, UV light, infrared light, x- rays, microwaves, radio waves and gamma rays related? Explain the meaning of wavelength. How do the energy levels of different electron orbits compare? Why do elements produce certain colour light when heated?

Homework Read Chem Talk, pg. 726 Chemistry to Go, pg. 729 #1, 4, 5

Day 6: Atoms with more than one electron Learning Objectives: Graphically analyze patterns in the amounts of energy required to remove electrons from different kinds of atoms Compare trends in stability of atoms in the periodic table Compare the structure of the periodic table with the patterns of levels and sublevels to which electrons can be assigned Develop a shorthand notation to describe the configuration of electrons in an atom

Starter The spectrum for hydrogen produced 4 different colours of light. Hydrogen has 1 electron. How do you think an increase in the number of electrons would impact the spectrum of an atom? Think back to the video we saw and energy levels for electrons in an atom Time: 15 minutes

Activity 1 Atoms have electrons which are in orbitals around the nucleus Electrons are grouped in shells or energy levels There are subshells which are identified by the letters s, p, d, and f Subshells get filled up before they move to the next subshell Complete the table on the following page for the first 20 elements Time: 25 minutes

ElementNumber of ElectronsElectron Configuration H He Li Be B C N O F Ne Na Mg Al Si P

Activity 2 Ionization energy is the amount of energy required to remove the most loosely bound electron from a gaseous atom Which group of elements do you think would have the highest ionization energy? Use the table on page 732 to graph the first and second ionization energies for the elements. Your graph will have 2 lines on it Make sure to have a title, key and labels on the axes Time: 20 minutes

Activity 3 Discuss the following questions in your group about your graph: What patterns can you see in the graph? Where are the ionization energies the highest? Lowest? What happens to the ionization energy as the atomic number increases? If a large amount of energy is needed to remove an electron, the atom is considered to be stable. Which element in the 1 st period has the most stable arrangement arrangement of electrons? The 2 nd ? The 3 rd ? The 4 th ? Time: 20 minutes

Closing and Homework What is an ion? What is ionization energy? What is the trend in ionization energy as you go across a period from left to right? Down a group? All outstanding work due October 5 Homework: Pg. 738 #1, 2, 4

Day 7: How electrons determine chemical behavior (60 minutes) Learning Objectives: Investigate patterns in the electron arrangement of atoms Relate the positions of elements on the periodic table, their electron arrangements, and their distances from the nearest noble gas, to the chemical properties of elements Relate electron arrangements to ionization energies Assign valence numbers to elements and organize the periodic table according to valence numbers

Starter Electron configurations determine an atoms chemical behavior How does the arrangement of electrons in an atom determine its chemical behavior? What would you get if you react the group 1 elements with water? Time: 15 minutes

Activity 1

Activity 1 (contd) Write an equation for the reaction of sodium (Na) and water (H 2 O) What type of solution is formed? Phenolphthalein is an indicator that turns pink in a basic solution Watch what happens to the solution Time: 15 minutes

Activity 2 Complete steps 1-4 starting on page 740 in your group It would be useful for everyone to complete the tables so you can have it to study from Time: 30 minutes

Closing and Homework Complete tables Pg. 746 #2, 4

Day 9: How atoms interact with each other Learning Objectives: Relate patterns in ionization energies of elements to patterns in electron arrangements Use your knowledge of electron arrangements and valence electrons to predict formulas for compounds formed by two elements Contrast ionic bonding and covalent bonding Draw electron dot-diagrams for simple molecules with covalent bonding

Starter Table salt that you put on your food is chemically referred to as sodium chloride (NaCl) Draw a picture of the valence electrons in sodium and chlorine How might the valence electrons of sodium and chlorine interact to create this bond? Use a picture to show what happens to the electrons when they bond (Hint: The atoms form IONS) Time: 15 minutes

Activity 1 You will carry out an investigation to see what forms when iron reacts with silver nitrate Fe + AgNO 3 ??? + ??? Complete the handout given to you (everyone complete one, only one needs to be turned in) Return to your seats when the reaction is finished Time: 30 minutes

Activity 2 Complete the questions for sodium and chlorine with your group Time: 15 minutes

Activity 3 Predict the ions that form for the following elements: Oxygen Magnesium Fluorine Lithium Time: 10 minutes

Closing and Homework Pg. 753 #2, 4

Day 9: What Determines and Limits an Atoms Mass? Learning Objectives: Investigate the composition of the atoms nucleus Explain why the atomic masses of some elements are not whole numbers Use symbols to represent different isotopes of different atoms Determine the composition of the nucleus of an atom from its isotope symbol Calculate the average atomic mass of an element from the percent abundance of its isotopes

Starter The mass of an atom is determined by the number of protons and neutrons in the nucleus Complete the table: Time: 15 minutes ElementProtonsNeutronsMass Number Hydrogen Helium Lithium Beryllium Boron Carbon Nitrogen

Activity 1 Complete the Atomic Changes flow chart with your group. Time: 10 minutes

Activity 2 You will be finding the mass of borons isotopes using wafer cookies Procedure: 1. The color with 25 will represent protons and the color with 29 will represent the neutrons. 2. Make one atom of Boron-10 with 5 protons and 5 neutrons. 3. Measure the mass of the Boron-10 4. Make 4 atoms of Boron-11 with 5 protons and 6 neutrons each. 5. Measure the mass of the Boron-11 6. Calculate the average mass of the boron by adding the mass of the Boron-10 and Boron-11 atoms and then dividing by 5. Time: 30 minutes

Activity 3 Write the symbols for the different isotopes of boron How is the average atomic mass of an element determined? What is the percentage of Boron-10? What is the percentage of Boron-11? Draw a diagram of the Boron-10 and Boron-11 What are the locations of the protons and neutrons? What parts of the atoms determine the mass of the atom? Time: 15 minutes

Closing and Homework You may use this time to work on your game or homework you have for this class Unit test: Take-home test available on the wiki Due: Monday, October 15 Chemistry to go pg. 765 #1, 2, 4

unit 2: the periodic table. essential questions how is the periodic table used to classify elements?...

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