Learning Experience Plan

Subject: Chemistry Grade level: 11th Grade

Unit: Periodic Table Length of LEP (1 day/1 periods/40 minutes )

Topic: Evaluating Notes and Reading Tables from the NYS Reference table for Chemistry

Content Standards:

HS-PS1-1: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons.

HS-PS1-2: Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

HS-PS1-3: Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical force between particles.

Literacy Standards:

Reading Standard 1: Read closely to determine what the text explicitly says and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.

Reading Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning and tone.

Reading Standard 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

Reading Standard 10: Read and comprehend complex informational texts independently and proficiently.

Writing Standard 10: Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes and audience.

Speaking and Listening Speaking 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively

Language Standards 6: Acquire and use accurately a range of general academic and domain specific words and phrases sufficient for reading, writing, speaking and listening at the college career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Learning Experience Outcomes (knowledge/skills)Students will:

1) 1) Evaluate the reference table for Physical Setting/CHEMISTRY Table J &s

2) Recognize the properties of each type of element based on location

3) Differentiate and communicate the trends of elements ( Ionization Energy, Electronegativity, Atomic size, Metallic Character)

4) Identify where they see these categories of element in real life situations

5) Discover a new strategy to use after reading and apply it to other readings or topics when applicable

Learning Experience Assessments1) Homework will be assigned to assess

student understanding2) A “golden ticket” will be given at the

end and collected to check for understanding and for further clarification

3) A Unit exam will be given at the end to assess students understanding

4) A reading assessment in the form of a Venn diagram will be assigned to assess understanding and the ability to apply concepts with a “higher level thinking” (metalloids)

5) Homework will be assigned from the regents exam that related to the concepts of metals and nonmetals

Differentiation (What will you do to meet the needs of students at these different levels?)1) The teacher will be aware of the auditory learners in the class through the use of

paired discussions in class during the anticipatory set. The teacher will make the students discuss their ideas and observations on what they understood during their readings and what their thoughts are on this type of assessment. The teacher will verbalize what is to be filled in and written down when saying the lecture. The students will discuss the answers in the guided practice of the Venn diagram as well as writing the information down.

2) The teacher will be aware of the visual learners in class through the teacher prepared notes that are available to all students but also primarily directed at approaching students. The teacher will also have the smart board presentation with the notes on them to fill in with students as well as the visual of the Venn diagram at the front of the class. The visual of the periodic table will be used throughout the lesson for students to go back to when making sense of the reading material.

3) The teacher will differentiate the kinesthetic learners through the movement in the classroom and having the student pairs get up and move to a different table. The initial sponge activity with the tally mark on the board will have the students move at the beginning g of the class to get them awake and prepared for the topic they will be discussing.

4) The teacher will be aware of the different levels of language proficiency and the language used will be clear and concise with directions that are easy to understand. This way, students who do not speak English as a first language will not be overwhelmed by the basics of the English language or even those with problems such as dyslexia or ADHD will all have a fair opportunity to focus on the basic principles they are discovering independently. The reading article is a “on level” level so all students can understand and will master the concept associated with during reading for more challenging articles.

5) ELL students are addressed by the teacher through the use of the teacher prepared notes and the tables they fill out in their notes. These notes can be used by all students but especially the ELL’s. Pairs will be good for these students because the teacher won’t overwhelm them and it creates a safer environment.

6) Small, mixed-ability groups allow approaching students to take advantage of peer support while beyond students gain the opportunity to organize and voice their thoughts for the benefit of the whole group when we discuss as a group.

7) All the students will be assessing their peers answers which will be a positive experience for the students since providing feedback will help not only the

The Periodic Table

Mendeleev-__________________________________________________________________________________________________________________________________________________________________

Moseley-__________________________________________________________________________________________________________________________________________________________________

The Modern Periodic Table The table is broken into:Periods:

_____________ Rows (#_____-_____) The period # of p.e.l that an elements in that row have. Tells which p.e.l the valence electrons are located. (outer e-)

Groups:(______________)

______________ Columns (#______-______) Elements in a group have similar properties because they have the

same # of valence e-.

The Table consists of 3 types of elements: METALS NONMETALS METALLOIDS

(semi-metals)

Atomic Size

Atomic Radius: __________________________________________________________________________________________________________________________________________________________________EX)

Measured in pm (___________) 1 pm=10^-12m

Trends: Periods: ______________ in atomic radius from left right

__________________________________________________________________________________________________________________________________________________________________Groups: ______________ in atomic radius from topbottom

Down a group the ____________, the radius_____________ ELECTRON CLOUD EFFECT: produces a shielding effect of the valence

electrons from the nucleolus. The inner (non valence) e- ____________ the outer (valence) e- because they have the same charge. The ___________ the # of inner e-, the ____________ the outer e- are attracted to the nucleus.

Ionic Radius : __________________________________________Cations:___________ (lost one or more e-). The radium becomes ____________ than the original atom. Ex.

Anions:______________ (gain one or more e-) The radium becomes_______________ than the original atom. Ex.

Ionization Energy: ________________________________________________ Measured in _________________ The_______ an atom attracts its e-, the __________ the IE

Trends Periods: IE _________ across a period from leftright

Group 1:=_______________ values and group 18____________ values As the nuclear charge ___________ so does the IE

Groups: IE ___________ down a group As the size of the atom _____ (with inc. p.e.l) the attraction to the outer

e- becomes _______ therefore___________ energy is needed to remove an e-

**** If an atom achieves a noble gas configuration by losing an e- it becomes very________. It will require a ________ amount of energy to remove another e-. Electronegativity

________________________________ __________________________________ Compounds form due to atoms __________________, _________________, or

________________ e-.

TrendsPeriods: EN ____________ across a period from left right

Nonmetals are ________ EN than metals _______________ is the most EN (EN=4.0) Groups _________ are the least EN, They want to give e- __________ not

attract them

Groups: EN____________ down a group or stays close to the same value _____________ have the largest atomic radii therefore they have the

____________ IE and EN F2 has the _________ radium therefore it has the _________ IE and EN

Metallic Character Measure of an atoms ability to ______ e- and form (____) ions Strong metals _______ valance e- easily Elements with the greatest degree of MC have ____ IE and ____EN The ___________ active metals are in the ________________ corner of the table

(_______ and ________)

Trends: Periods:

MC __________ across a period because the e- are ________ easily lost (IE and EN increase)

Group 1 metals are __________ metallic than group 2….

Groups: MC ___________ down a period since the atomic size _________ (IE and EN

decrease) Electrons are easily __________ the further they are from the nucleus

The Periodic Table

Mendeleev- Created the first periodic table, elements arranged by increasing atomic mass and properties. The table worked until isotopes were discovered.

Moseley- Developed the Modern Periodic Table. Elements are arranged by increasing atomic number. The Physical and Chemical properties of an element are due to the

number of protons in the nucleus, not atomic mass. (Periodic Law)

The Modern Periodic Table The table is broken into:Periods:

Horizontal Rows (#1-7) The period # of p.e.l that an elements in that row have. Tells which p.e.l the valence electrons are located. (outer e-)

Groups:(AKA Families ) Vertical Columns (#1-18) Elements in a group have similar properties because they have the

same # of valence e-.

The Table consists of 3 types of elements: METALS NONMETALS METALLOIDS (semi-

metals) 2/3 of the table all solid at room temp

Except Hg(Mercury) Luster (shine) Malleable (sheets)

Right side of zigzag line

Poor conductors Brittle (solid) Exist as solid, liquid

Have intermediate properties of metals and nonmetals

Ductile(wire) Tensile strength

(resist breaking when pulled)

Good conductors Left of zig zag line Tend to form (+) ion-

cations (lose electrons)

Considered electropositive elements

Most maleable elements are in the lower left corner of table (Fr)

and gas Tend to form (-) ions

anions (gain electrons 7 Diatomic elements

(2 atoms in mlcs) (H2,N2,O2,F2,Cl2,Br2,I2)

The most nonmetallic elements are in the upper right side of the table*excludes noble gases*

Noble gases- Unreactive b/c their filled valence shell, Monatomic

On the zigzag line NOT Al! (B,Si,Ge,As,Sb,Te)

Semiconductors- used in computer industry

Atomic Size

Atomic Radius: Half (1/2) the distance between the nuclei of 2 adjacent atoms. EX)

Radius= diameter/(2) Measured in pm (picometers) 1

pm=10^-12m

Trends: Periods: Decrease in atomic radius from left right

DistanceDistance

As atomic number (number of protons) ,the nuclear charge The attraction b/w the (+) proton and (-) electron pulling the atom in making it smaller. Groups:Increase in atomic radius from topbottom

Down a group the # of p.e.l , the radius ELECTRON CLOUD EFFECT: produces a shielding effect of the valence

electrons from the nucleolus. The inner (non valence) e- repel the outer (valence) e- because they have the same charge. The greater the # of inner e-, the less the outer e- are attracted to the nucleus.

Ionic Radius : Radius of an ion Cations: (+) ions (lost one or more e-). The radius becomes smaller than the original atom. Ex. (Na) 2-8-1 (Na+1) 2-8

Anions: (-) ion (gain one or more e-) The radium becomes larger than the original atom.

Ex. (F) 2-7 (F-1) 2-8

Ionization Energy: Amount of energy needed to remove an e- Measured in KJ/mol The more an atom attracts its e-, the greater the IE

Trends Periods: IE increase across a period from leftright

Group 1:=lowest values and group 18 highest values As the nuclear charge increases so does the IE

Groups: IE decrease down a group As the size of the atom (with inc. p.e.l) the attraction to the outer e-

becomes less therefore less energy is needed to remove an e-

**** If an atom achieves a noble gas configuration by losing an e- it becomes very stable. It will require a great amount of energy to remove another e-. Electronegativity

Relative Scale Measure of the attraction an atom has for electrons Compounds form due to atoms gaining , losing, or sharing e-.

TrendsPeriods: EN increases across a period from left right

Nonmetals are more EN than metals Flourine is the most EN (EN=4.0) Groups 1+2 are the least EN, They want to give e- away not attract

them

Groups: EN decreases down a group or stays close to the same value Cs and Fr have the largest atomic radii therefore they have the lowest

IE and EN F2 has the smallest radius therefore it has a high IE and EN

Metallic Character Measure of an atoms ability to lose e- and form (+) ions Strong metals lose valance e- easily Elements with the greatest degree of MC have IE and EN The most active metals are in the bottom, left corner of the table (Cs

and Fr)

Trends: Periods:

MC decreases across a period because the e- are less easily lost (IE and EN increase)

Group 1 metals are more metallic than group 2….

Groups: MC increase down a period since the atomic size increases (IE and EN

decrease) Electrons are easily lost the further they are from the nucleus

Golden Ticket

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Metals Non- Metals

Dogs Cats

Ionization Energy

Electronegativity

Venn Diagram about Two Types of Household Pets

Metallic Character

Atomic Radius

Venn Diagram about Two Types of Trends in the Periodic Table

Name:__________________________________

Non-MetalMetal

Regents Exam Questions: Use your reference table when applicable and be sure to read each question carefully.

Base your answers to questions 69 through 72 on the information below and on your knowledge of chemistry.

A student made a copper bracelet by hammering a small copper bar into the desiredshape. The bracelet has a mass of 30.1 grams and was at a temperature of 21°C in theclassroom. After the student wore the bracelet, the bracelet reached a temperature of 33°C.Later, the student removed the bracelet and placed it on a desk at home, where it cooledfrom 33°C to 19°C. The specific heat capacity of copper is 0.385 J/g•K.

69 Explain, in terms of heat flow, the change in the temperature of the bracelet whenthe student wore the bracelet. [1]

70 Determine the number of moles of copper in the bracelet. [1]

71 Show a numerical setup for calculating the amount of heat released by the bracelet asit cooled on the desk. [1]

72 Explain, in terms of chemical activity, why copper is a better choice than iron to makethe bracelet. [1]