Unit 2: The Periodic Table

Unit 2: The Periodic TableEssential QuestionsHow 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 OverviewDevelop a game related to Mendeleevs Periodic TableHow the game is played is up to you with cards, a computer, dice, etc.You need to:Demonstrate understanding of the periodic tableTeach others about the periodic table in your gameMake it interesting and fun!

Day 1: Organizing a StoreLearning Objectives:Plan the arrangement of the items for sale in a storeAnalyze trends in the arrangement of the storeRelate the arrangement of items in the store to the arrangement of elements in the periodic tableStarter: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 minutesActivity 1You 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 minutesActivity 2Create 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 minutesActivity 3Present your store layout to the rest of the class.Time: 10 minutesClosing and homeworkHow does organizing a supermarket relate to organizing a periodic table?Homework: Test correctionsDay 2: Elements and Their Properties (60 mins)Learning ObjectivesApply ancient definitions of elements to materials you believe are elementsTest some properties of common chemical elementsClassify elements as metals, nonmetals or neitherDifferentiate between physical and chemical propertiesOrganize a table based on propertiesStarterComplete the table to compare and contrast metals and nonmetals

What is a chemical element?Time: 15 minutesCompare (Similarities )Contrast (Differences)Activity 1Make 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 groupThe Ancient Greeks believed the four elements were: Earth, Air, Fire, WaterThe Alchemists of the early Renaissance identified three elements: Mercury, Sulfur, and SaltDo the above elements satisfy your definition? Why or why not?Time: 15 minutesActivity 2Test the following substances:Al, Cu, I, Fe, Mg, Si, S, ZnTest the following properties:Initial observations (appearance), Conducts electricity, Reacts with HCl, Metal or NonmetalCreate a table to record your observationsTime: 25 minutesResultsElementInitial ObservationsConducts?Reactivity with HClMetal or Nonmetal?AlCuIFeMgSiSZnClosing and Homework Read Chem Talk (pg. 699)Chemistry to Go (pg. 701) #1, 2Preparing for the Chapter Challenge (pg. 701)Read Activity for next class pg. 702-706Create data table for the investigationDay 3: Atoms and Their MassesLearning Objectives:Explore the idea of atoms by trying to isolate a single atomMeasure how many times greater mass a copper atom has than an aluminum atomSee that atoms react in definite proportions of mass when forming a compoundCompare Daltons experimental results to the masses of atoms known todayRelate the mole concept to real quantitiesStarterAtoms are the smallest, indivisible part of an elementComplete the following table

Time: 15 minutes

Things I know about atomsThings I think I know about atomsThings I would like to know about atomsActivity 1Follow the steps starting on pg. 702Complete steps #1-13 recording your data along the wayReaction:2Al + 3CuCl2 3Cu + 2AlCl3Single displacement reactionTime: 45 minutesActivity 2Discuss your results and put them in the table drawn on the boardYou will do a lab write up (CERR model) for this labCheck the instructions and what to include on the wikiDue: Thursday, September 27Time: 10 minutesResults Finding the mass of aluminum 1. Mass of empty beaker2. Mass of beaker and aluminum foil3. Mass of aluminumFinding the mass of copper (II) chloride4. Mass of weighing paper5.Mass of paper and copper (II) chloride6. Mass of copper (II) chlorideFinding the mass of the product7. Mass of dry filter paper8. Mass of filter paper with product, after drying9. Mass of productClosing and HomeworkDiscuss the following questions:What is the difference between an element and a compound?How is an atomic mass unit definedHow does the existence of atoms help explain the Law of Definite Proportions?Homework:Read Chem Talk (pg. 706)Chemistry to go (pg. 710) #1, 3Preparing 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 rayDiscuss Thomsons conclusion about cathode raysResearch the structure of atomsOrganize your understanding of some of the different particles that comprise matterStarter

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 minutesActivity 1We will go to the elementary computer lab to research the different atomic theoriesThe theories we will focus on are:ThomsonRutherfordUse the handout provided and answer the questionsTime: 45 minutesActivity 2Sit 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 minutesClosing and HomeworkDiscuss 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 HomeworkHomework:Read Chem Talk, pg. 716Chemistry to go, pg. 719 #1, 3, 4, 5Day 5: The Chemical Behavior of AtomsLearning Objectives:View the spectrum of hydrogenInterpret changes in electron energies in the hydrogen atom to develop an explanation for where the coloured light in the hydrogen spectrumUse Bohrs model of the atom to predict parts of the hydrogen atom spectrumCalculate and compare the wavelengths, energies and frequencies of light of different coloursIdentify regions in the electromagnetic spectrum StarterA neon sign uses electricity and a gas-filled tube to produce a coloured lightA fluorescent bulb uses electricity, a gas-filled tube and a phosphor coating to produce a white lightHow is the colour produced in a neon sign?Time: 15 minutesActivity 1The following video shows 6 different gases in a discharge tubeThe following gases are shown:H, He, Ne, Ar, Hg, H2ONote the differences in the colours and the brightness of the light emitted Time: 10 minutes

Activity 2Look 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 frequencyFrequency = 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 minutesAnswersWavelength (m)Frequency (Hz)Energy (J)410.3 x10-9 7.307 x1014 4.84 x10-19434.2 x10-9 6.905 x1014

4.58 x10-19486.3 x10-9 6.165 x1014

4.09 x10-19656.5 x10-9 4.567 x1014

3.03 x10-19Activity 3Draw the visible spectrum Include the wavelengths of the different coloursTime: 10 minutes

ClosingDiscuss 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?HomeworkRead Chem Talk, pg. 726Chemistry to Go, pg. 729 #1, 4, 5

Day 6: Atoms with more than one electronLearning Objectives:Graphically analyze patterns in the amounts of energy required to remove electrons from different kinds of atomsCompare trends in stability of atoms in the periodic tableCompare the structure of the periodic table with the patterns of levels and sublevels to which electrons can be assignedDevelop a shorthand notation to describe the configuration of electrons in an atomStarterThe 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 atomTime: 15 minutes

Activity 1Atoms have electrons which are in orbitals around the nucleusElectrons are grouped in shells or energy levelsThere are subshells which are identified by the letters s, p, d, and fSubshells get filled up before they move to the next subshellComplete the table on the following page for the first 20 elementsTime: 25 minutes

ElementNumber of ElectronsElectron ConfigurationHHeLiBeBCNOFNeNaMgAlSiPActivity 2Ionization energy is the amount of energy required to remove the most loosely bound electron from a gaseous atomWhich 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 itMake sure to have a title, key and labels on the axesTime: 20 minutes

Activity 3Discuss 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 1st period has the most stable arrangement arrangement of electrons? The 2nd? The 3rd? The 4th?Time: 20 minutesClosing and HomeworkWhat 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 5Homework:Pg. 738 #1, 2, 4

Day 7: How electrons determine chemical behavior (60 minutes)Learning Objectives:Investigate patterns in the electron arrangement of atomsRelate the positions of elements on the periodic table, their electron arrangements, and their distances from the nearest noble gas, to the chemical properties of elementsRelate electron arrangements to ionization energiesAssign valence numbers to elements and organize the periodic table according to valence numbersStarterElectron configurations determine an atoms chemical behaviorHow 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 (H2O)What type of solution is formed?Phenolphthalein is an indicator that turns pink in a basic solutionWatch what happens to the solutionTime: 15 minutesActivity 2Complete steps 1-4 starting on page 740 in your groupIt would be useful for everyone to complete the tables so you can have it to study fromTime: 30 minutesClosing and HomeworkComplete tablesPg. 746 #2, 4Day 9: How atoms interact with each otherLearning Objectives:Relate patterns in ionization energies of elements to patterns in electron arrangementsUse your knowledge of electron arrangements and valence electrons to predict formulas for compounds formed by two elementsContrast ionic bonding and covalent bondingDraw electron dot-diagrams for simple molecules with covalent bondingStarterTable 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 1You will carry out an investigation to see what forms when iron reacts with silver nitrateFe + AgNO3 ??? + ???Complete the handout given to you (everyone complete one, only one needs to be turned in)Return to your seats when the reaction is finishedTime: 30 minutesActivity 2Complete the questions for sodium and chlorine with your groupTime: 15 minutesActivity 3Predict the ions that form for the following elements:OxygenMagnesiumFluorine LithiumTime: 10 minutesClosing and HomeworkPg. 753 #2, 4Day 9: What Determines and Limits an Atoms Mass?Learning Objectives:Investigate the composition of the atoms nucleusExplain why the atomic masses of some elements are not whole numbersUse symbols to represent different isotopes of different atomsDetermine the composition of the nucleus of an atom from its isotope symbolCalculate the average atomic mass of an element from the percent abundance of its isotopesStarterThe mass of an atom is determined by the number of protons and neutrons in the nucleus Complete the table:

Time: 15 minutesElementProtonsNeutrons Mass NumberHydrogenHeliumLithiumBerylliumBoronCarbonNitrogenActivity 1Complete the Atomic Changes flow chart with your group.Time: 10 minutesActivity 2You will be finding the mass of borons isotopes using wafer cookiesProcedure: 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-104. Make 4 atoms of Boron-11 with 5 protons and 6 neutrons each.5. Measure the mass of the Boron-116. 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 minutesActivity 3Write the symbols for the different isotopes of boronHow 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 minutesClosing and HomeworkYou may use this time to work on your game or homework you have for this classUnit test: Take-home test available on the wikiDue: Monday, October 15Chemistry to go pg. 765 #1, 2, 4