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 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
Compare (Similarities )
Contrast (Differences)

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

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
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
Things I know about atoms
Things I think I know about atoms
Things I would like to know about atoms

18. Activity 1 Follow the steps starting on pg. 702
Complete steps #1-13 recording your data along the way
Reaction:
2Al + 3CuCl Cu + 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 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

21. Closing and Homework Discuss the following questions: Homework:
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
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

32. 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

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

35. Answers Wavelength (m) Frequency (Hz) Energy (J) 410.3 x10-9

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

38. 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?

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

40. 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

41. 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

42. 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

44. Element
Number of Electrons
Electron Configuration H He Li Be B C N O F Ne Na Mg Al Si P

45. 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

47. 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

48. 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

49. 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

50. 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

51. Activity 1

52. Activity 1 (cont’d)
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 solution
Watch what happens to the solution
Time: 15 minutes

53. 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

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

55. 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

56. 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

58. Activity 1
You will carry out an investigation to see what forms when iron reacts with silver nitrate
Fe + 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 finished
Time: 30 minutes

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

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

61. Closing and Homework
Pg. 753 #2, 4

62. Day 9: What Determines and Limits an Atom’s Mass?
Learning Objectives:
Investigate the composition of the atom’s 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

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

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

65. Activity 2
You will be finding the mass of boron’s 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

66. 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

67. 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