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Unit 2: The Periodic Table

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?.

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Unit 2: The Periodic Table

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  1. Unit 2: The Periodic Table

  2. 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?

  3. Chapter Challenge Overview • Develop a game related to Mendeleev’s 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!

  4. 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

  5. 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

  6. 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

  7. 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

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

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

  10. 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

  11. Starter • Complete the table to compare and contrast metals and nonmetals • What is a chemical element? • Time: 15 minutes

  12. 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

  13. 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

  14. Results

  15. 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

  16. 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 Dalton’s experimental results to the masses of atoms known today • Relate the mole concept to real quantities

  17. Starter • Atoms are the smallest, indivisible part of an element • Complete the following table • Time: 15 minutes

  18. Activity 1 • Follow the steps starting on pg. 702 • Complete steps #1-13 recording your data along the way • Reaction: • 2Al + 3CuCl2 3Cu + 2AlCl3 • Single displacement reaction • Time: 45 minutes

  19. 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

  20. Results

  21. 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

  22. 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 Thomson’s conclusion about cathode rays • Research the structure of atoms • Organize your understanding of some of the different particles that comprise matter

  23. 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

  24. 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

  25. 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

  26. Closing and Homework • Discuss the following questions: • What is an electron? • Thomson’s 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?

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

  28. 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 Bohr’s 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

  29. 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

  30. Activity 1 • The following video shows 6 different gases in a discharge tube • The following gases are shown: • H, He, Ne, Ar, Hg, H2O • Note the differences in the colours and the brightness of the light emitted • Time: 10 minutes

  31. 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

  32. Activity 2 (cont’d) • 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

  33. Answers

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

  35. 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?

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

  37. 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

  38. 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

  39. 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

  40. 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

  41. 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 1st period has the most stable arrangement arrangement of electrons? The 2nd? The 3rd? The 4th? • Time: 20 minutes

  42. 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

  43. 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

  44. Starter • Electron configurations determine an atom’s 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

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