Physical Science: Unit 3
Ascension Parish Comprehensive Curriculum
Concept Correlation
Unit 3: Atomic Structure
Time Frame: Regular Schedule – 4.5 weeks; Block Schedule – 2 weeks
Big Picture: (Taken from Unit Description and Student Understanding)· The atomic theory and atomic structure can be explored using inquiry processes and modeling techniques.
· The periodic table can be used as a tool to understand periodic trends and chemical nomenclature.
· There is a difference between fission and fusion.
· There are issues related to nuclear reactions and radiation.
Guiding Questions / Activities / GLEs / Focus GLEs
PS 3 / Distinguish among symbols for atoms, ions, molecules, and equations for chemical reactions (PS-H-A2) (Comprehension)
PS 4 / Name and write chemical formulas using symbols and subscripts (PS-H-A2) (Application)
PS 5 / Identify the three subatomic particles of an atom by location, charge, and relative mass (PS-H-B1) (Comprehension)
PS 6 / Determine the number of protons, neutrons, and electrons of elements by using the atomic number and atomic mass from the periodic table (PS-H-B1) (Application)
PS 7 / Describe the results of loss/gain of electrons on charges of atoms (PS-H-B1) (PS-HC5) (Analysis)
PS 8 / Evaluate the uses and effects of radioactivity in people's daily lives (PS-H-B2) (Evaluation)
PS 9 / Compare nuclear fission to nuclear fusion (PS-H-B2) (Analysis)
PS 10 / Identify the number of valence electrons of the first 20 elements based on their positions in the periodic table (PS-H-B3) (Analysis)
PS 12 / Classify elements as metals or nonmetals based on their positions in the periodic table (PS-H-C2) (Application)
PS 15 ) / Using selected elements from atomic numbers 1 to 20, draw Bohr models (PS-H-C5) (PS- H-B3) (Synthesis)
PS 16 / Name and write the formulas for simple ionic and covalent compounds (PS-H-C5) (Synthesis)
PS 17 / Name and predict the bond type formed between selected elements based on their locations in the periodic table (PS-H-C5) (Application)
SI 5 / Utilize mathematics, organizational tools, and graphing skills to solve problems (SI-H-A3) (Analysis)
SI 7 / Choose appropriate models to explain scientific knowledge or experimental results (e.g., objects, mathematical relationships, plans, schemes, examples, role-playing, computer simulations) (SI-H-A4) (Application)
SI 8 / Give an example of how new scientific data can cause an existing scientific explanation to be supported, revised, or rejected (SI-H-A5) (Analysis)
SI 11 / Evaluate selected theories based on supporting scientific evidence (SI-H-B1) (Evaluation)
SI 13 / Identify scientific evidence that has caused modifications in previously accepted theories (SI-H-B2) (Analysis)
ESS 5 / Explain how the process of fusion inside the
Sun provides the external heat source for
Earth (ESS-H-A3) (Analysis)
ESS 27 / Trace the movement and behavior of
hydrogen atoms during the process of fusion
as it occurs in stars like the Sun (ESS-H-D5)
(Analysis)
Reflections
Concept 1: Periodic Table
16. Can students explain the simple periodic tendencies and relationship between placement on the periodic table, formation of ions, and bonding?
17. Can students identify patterns of the periodic table (answer questions about atomic mass; the number of protons, electrons, valence electrons, and neutrons in elemental atoms; bonding tendencies and to compare chemical properties of groups and families of elements)? / Activity 16A: The Periodic Table
GQ 16, 17 / SI 7; PS 5, 6
Activity 16B: Simulating Mendeleev’s Periodic Table Arrangement
GQ 17 / SI 7; PS 5, 6
Activity 17A: Periodic Properties
GQ 16, 17 / SI: 5, 7; PS 10, 12
Activity 17B: Chemical Families & Their Properties
GQ 16, 17 / SI: 5, 7; PS 10, 12
Concept 2: Atomic Models
18. Can students interpret models of atoms? (Thomson’s Plum Pudding Model, Rutherford’s model, Bohr Model, Electron Cloud Model)
18a. Can students identify how scientists develop and accept scientific theories and how scientists fit new discoveries into existing theories?
19. Can students diagram a Bohr model for a given atom?
20. Can students list the major components of an atom and provide the charge for each? / Activity 18: Rutherford’s Simulation
GQ 18 / SI 8, 11, 13; PS 5
Activity 19: Atomic Modeling
GQ 19,20 / SI 7; PS 5, 6, 10, 15
Concept 3: Nuclear Chemistry
21. Can students describe radioactivity?
22. Can students differentiate between atomic fission and fusion? / Activity 20: Isotopes and Average Atomic Mass
GQ 21 / SI: 5, 7; PS 5, 6
Activity 21A: Nuclear Reactions
GQ 21, 22 / SI 5, 7; PS 9; ESS 5, 27
Activity 21B: Nuclear Reactions
GQ 21, 22 / SI 5, 7; PS 8, 9; ESS 5, 27
Activity 22: Advantages and Disadvantages of Radiation
GQ 22 / SI 5, 7; PS 8
Concept 4: Chemical Bonding
23. Can students use, interpret, and write simple chemical symbols, ions, formulas, and equations that scientists use to represent matter?
24. Can students name binary ionic and covalent compounds? / Activity 23A or 23B: Bonding
GQ 23 / SI 7; PS 4, 7, 15, 16, 17
Activity 24: Nuts and Bolts of Formulas
GQ 23 / SI 5, 7; PS 3, 4
Activity 25: Nomenclature of Chemical Compounds---Its all in a Name
GQ 24 / SI 2; PS 4, 16, 17
Activity 26: Names and Formulas
GQ 24 / PS 3, 4
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Physical Science: Unit 3
PHYSICAL SCIENCE MATERIALS LIST
Unit 3 – Atomic Structure (4 weeks)
Concept 1
Activity 16A: Playing cards (7-10 decks)
Activity 16B: Missing person worksheet, glue, scissors, ¼ of poster board, paper for scrapbook
Activity 17A: Blank copy of periodic table
Activity 17B: (per student) copy of the Periodic Table; resources with information about groups or families of the Periodic Table, such as text, trade books, Internet, etc.; science learning logs; (for teacher only, Families of the Periodic Table BLM)
Concept 2
Activity 18: Part 1: various research materials, Internet access, if possible Part 2: copy of Atomic Simulation- 40 mm Circles BLM, Atomic Simulation- 25 mm Circles BLM, Top Page BLM, carbon paper, blank paper, 1.5 cm steel ball bearing or steel marble, ruler, calculator (one set per group), science learning log
Part 3: no additional materials
Activity 19: copy of the Periodic Table and Bohr model worksheet
Concept 3
Activity 20: Copy of periodic table
Alternative Activity: A Nuclear Energy Webquest (See BLM)
Activity 21A: research materials that might include science text, trade books, downloaded and printed Internet articles, newspaper articles, appropriate video or video segments; Nuclear Reactions Venn Diagram BLM
Activity 21B: Track star web quest for Nuclear Reactions
Activity 22: Nuclear Energy Safe? Opinionnaire BLM, various types of research materials, science texts, Internet, trade books, journal or newspaper articles, history texts, etc.
Concept 4
Activity 23A: Science learning logs
Activity 23B: Worksheets
Activity 24: (per group) container of nuts, container of bolts, balance, science learning logs, calculator
Activity 25: Several stock chemical bottles, various chemical formulas written on the board or overhead
Activity 26: Periodic Table, Writing Chemical Formulas BLM
Unit 3 Concept 1: Atomic Structure/Periodic Table
GLEs
*Bolded GLEs must be assessed in this unit
PS 3 / Distinguish among symbols for atoms, ions, molecules, and equations for chemical reactions (PS-H-A2) (Comprehension)PS 4 / Name and write chemical formulas using symbols and subscripts (PS-H-A2) (Application)
PS 5 / Identify the three subatomic particles of an atom by location, charge, and relative mass (PS-H-B1) (Comprehension)
PS 6 / Determine the number of protons, neutrons, and electrons of elements by using the atomic number and atomic mass from the periodic table (PS-H-B1) (Application)
PS 10 / Identify the number of valence electrons of the first 20 elements based on their positions in the periodic table (PS-H-B3) (Analysis)
PS 12 / Classify elements as metals or nonmetals based on their positions in the periodic table (PS-H-C2) (Application)
SI 5 / Utilize mathematics, organizational tools, and graphing skills to solve problems (SI-H-A3) (Analysis)
SI 7 / Choose appropriate models to explain scientific knowledge or experimental results (e.g., objects, mathematical relationships, plans, schemes, examples, role-playing, computer simulations) (SI-H-A4) (Application)
Guiding Questions/Key Concepts:
16. Can students explain the simple periodic tendencies and relationship between placement on the periodic table, formation of ions, and bonding?
17. Can students identify patterns of the periodic table (answer questions about atomic mass; the number of protons, electrons, valence electrons, and neutrons in elemental atoms; bonding tendencies and to compare chemical properties of groups and families of elements)? / Topics/Vocabulary:
· Nucleus, atom, ion, molecules
· Protons, neutrons, electrons
· Isotopes
· Valence electrons
· Parts of the periodic table
· Atomic mass and atomic number
Assessment Ideas:
· Completed periodic table
· Isotope lab
· Element symbol quiz
· Periodic table construction lab
Activity-Specific Assessments:
· 17A / Resources:
· Blank periodic table
· See material list
Instructional Activities
Activity 16A: Atoms and the Periodic Table (CC Activity 2)
(SI GLE: 7; PS GLEs: 5, 6)
Materials List: deck of playing cards (one per group)
Each group of 3-4 students will receive a deck of playing cards (or a copy of the 52 cards). The group must determine an orderly arrangement for their cards. After completing their ordering students should choose one card from the arrangement and write a procedure on locating its position in the arrangement. Different groups might have different arrangements, but their procedures must reflect this difference. Students will compare this arrangement to the arrangement of the Periodic Table. Utilizing scientific readings and direct instruction, students will learn how to “read” a square from the periodic table. Students should compare the arrangement that Mendeleev used (based on atomic mass and the elements that were discovered because of this arrangement) with the modern arrangement created by Moseley (based on atomic number).
As a formative assessment for the teacher and a study aid for students, have students begin a vocabulary self-awareness chart (view literacy strategy descriptions) for the Periodic Table of Elements. Students will have a range of understanding about the Periodic Table and a word grid helps the teacher and student assess their understanding of the terms before addition information and learning activities are provided. The target vocabulary should included atom, element, atomic symbol, proton, neutron, electron, nucleus, atomic number, mass number, average atomic mass, valence electrons, atomic energy levels, electron cloud, and additional blank rows for additional words to be added as the unit progresses. This vocabulary self-awareness chart will be maintained throughout the study of atomic structure. The teacher may want to have an ongoing vocabulary self-awareness chart posted in the classroom to refer to during the course of the unit. An example is provided below.
Word / + / Ö / - / Example / DefinitionAtom
Element
atomic symbol
Proton
Electron
Neutron
Nucleus
atomic number
mass number
average atomic mass
Isotope
Ions
valence electrons
atomic energy levels
electron cloud
Upon the introduction of the vocabulary self-awareness chart, do not provide students with definitions or examples. Allow them to rate their understanding of each word with either a “+” (understand well), a “Ö” (limited understanding or unsure), or a “-” (don’t know at all). After direct instruction, assigned text readings, practice with the Periodic Table, completion of activity 3, activity 4, activity 5, etc., students should return to their chart often and add new information to it, with the goal being to replace all check marks and minus signs with plus signs. By continually revisiting the chart and revising their understandings, students will have multiple opportunities to practice and extend their knowledge. Make sure that students include the charge of the particles, the location where the particles are found, and their mass in relation to each other”.
Activity 16B: Simulating Mendeleev’s Periodic Table Arrangement (Teacher-Made for CC Activity 2)
(SI GLE: 7; PS GLEs: 5, 6)
Missing Persons lab is an activity that helps student understand how periodic table is set up.
See Appendix
Activity 17A: Periodic Properties (CC Activity 5)
(SI GLEs: 5, 7; PS GLEs: 10, 12)
With a copy of the periodic table as a visual aid provide questions to enable students to construct understandings of the connections between (1) valence electrons and groups/families, (2) number of electron energy levels and periods or series, (3) valence electrons and chemical and physical properties, and (4) valence electrons, position on periodic table, and metallic/nonmetallic properties. To accomplish this task, students should work collaboratively to complete their blank or “note” copy of the periodic table. This blank copy is made using the structure of the periodic table with no writing inside the boxes. (Note: A blank copy of the periodic table can be obtained from the Internet at http://www.1001-periodic-table-quiz-questions.com/blank-periodic-table.html.) Some techniques would be to color in the major chemical families, to record the number of valence electrons for each family, to record the number of electron energy levels for each period, and to indicate location of metals, metalloids, and nonmetals.
(Blank periodic tables can also be ordered from a scientific catalog)
Activity 17B: Chemical Families and Their Properties (SI GLEs: 5, 7; PS GLEs: 10, 12)
Materials List: (per student) copy of the Periodic Table; resources with information about groups or families of the Periodic Table, such as text, trade books, Internet, etc.; science learning logs; (for teacher only, Families of the Periodic Table BLM)
After direct instruction or completion of assigned text reading, students should identify the main group or representative elements on the periodic table (groups 1,2,13,14,15,16,17,18) and complete a modified word grid (view literacy strategy descriptions) of families of the Periodic Table. A completed example for the teacher is available as Families of the Periodic Table BLM. Word grids typically have related terms in the first column and defining information or characteristics across the top row. They are most effective as a learning tool when students determine the defining information or characteristics. Have students draw a word grid in their science learning logs (view literacy strategy descriptions), only writing in the families in the first column. Ask students some of the characteristics of element families that they learned from their assigned text reading or direct instruction. As a group, students should come up with critical information pertaining to the families (see the Families of the Periodic Table BLM) such as metal, non-metal, or metalloid; number of valence electrons; group; oxidation number, solid, liquid or gas; physical or chemical properties; bonds easily with; etc. These characteristics identified will be determined by the class and guided by the teacher.