Unit Plan
By Erik Haigler
Lesson 1
Purpose
a. Students will be able to understand what parts make up an atom (electrons, protons,
neutrons)
b. Students will be able to explain how electrons, protons, and neutrons interact in an atom
and the charges of each
c. Students will be able to identify the atomic number and atomic mass from the periodic
table and identify how atomic number increases from left to right and from top to bottom.
d. Students will be able to identify and understand isotopes of each element
e. Students will be able to find the electrons, protons, and neutrons when given any element
on the periodic table (mass required if it is an isotope)
Virginia S.O.L’s
CH.2
The student will investigate and understand that the placement of elements on the
periodic table is a function of their atomic structure. The periodic table is a tool used
for the investigations of
a) mass number, and atomic number;
b) isotopes
Materials
• Periodic Table
• Plastic grocery bag
• Scissors
• Themselves and a Partner
• Desk
Science Safety
Students should be careful with scissors and put them back after they are done cutting the plastic.
Please throw all trash away in the nearest trash can. No Horseplay!
Procedure
Engage (5min)
Show animations and explain that protons and electrons have opposite charges and attract each
other.
Project the animation Protons and Electrons.
www.middleschoolchemistry.com/multimedia/chapter4/lesson1#protons_and_electrons
Explain to students that two protons repel each other and that two electrons repel each other. But
a proton and an electron attract each other. Another way of saying this is that the same or “like”
charges repel one another and opposite charges attract one another. Since opposite charges attract
each other, the negatively charged electrons are attracted to the positively charged protons. Tell
students that this attraction is what holds the atom together.
Project the animation Hydrogen Atom.
www.middleschoolchemistry.com/multimedia/chapter4/lesson1#hydrogen_atom
Explore (30 min)
Students can see evidence of the charges of protons and electrons by doing an activity with static
electricity.
Question to investigate: What makes objects attract or repel each other?
Materials for each group
• Plastic grocery bag
• Scissors
Procedure, part 1
Charged plastic and charged skin
1. Cut 2 strips from a plastic grocery bag so that each is about 2–4 cm wide and about 20 cm
long.
2. Hold the plastic strip firmly at one end. Then grasp the plastic strip between the thumb and
fingers of your other hand as shown.
3. Quickly pull your top hand up so that the plastic strip runs through your fingers. Do this three
or four times.
4. Allow the strip to hang down. Then bring your other hand near it.
5. Write “attract” or “repel” in the chart on the activity sheet to describe what happened.
Procedure, part 2
Charged plastic and neutral desk
1. Charge one strip of plastic the same way you did previously.
2. This time, bring the plastic strip toward your desk or chair.
3. Write “attract” or “repel” in the chart.
Ask students to make a prediction:
What do you think will happen if you charge two strips of plastic and bring them near each
other?
Procedure, part 3
2 pieces of charged plastic
1. Charge two strips of plastic
2. Slowly bring the two strips of plastic near each other.
3. Write “attract” or “repel” in the chart on the activity sheet.
What happened when you brought the two pieces of plastic near each other?
The ends of the strips moved away from each other.
Use what you know about electrons and charges to explain why this happens.
Each strip has extra electrons so they are both negatively charged. Because like charges repel,
the pieces of plastic repelled each other.
Explain (15 minutes)
Introduce students to the periodic table.
Project the image Periodic Table.
Tell students that this is the periodic table. Explain that each box contains information about a
different atom. The periodic table shows all the atoms that everything in the known universe is
made from. It’s kind of like the alphabet in which only 26 letters, in different combinations,
make up many thousands of words. The 100 or so atoms of the periodic table, in different
combinations, make up millions of different of substances
Explain the meaning of the numbers and letters in the boxes in the periodic Table.
Tell students that the class will focus on the number of protons, electrons, and neutrons in the
atoms of each element.
Project the image Periodic Table.
Explain what the numbers and letters in each box on the periodic table represent.
Explain atomic mass.
The atomic mass of an element is based on the mass of the protons, neutrons, and electrons of the
atoms of that element. The mass of the proton and neutron are about the same, but the mass of
the electron is much smaller (about 1/2000 the mass of the proton or neutron). The majority of
the atomic mass is contributed by the protons and neutrons.
For any element in the periodic table, the number of electrons in an atom of that element always
equals the number of protons in the nucleus. But this is not true for neutrons. Atoms of the same
element can have different numbers of neutrons than protons. Atoms of the same element with
different numbers of neutrons are called isotopes of that element. The atomic mass in the
periodic table is an average of the atomic mass of the isotopes of an element. For the atoms of
the first 20 elements, the number of neutrons is either equal to or slightly greater than the number
of protons. For example, the vast majority of carbon atoms have 6 protons and 6 neutrons, but
small percentages have 6 protons and 7 neutrons, and an even smaller percentage have 6 protons
and 8 neutrons. Since the majority of carbon atoms have a mass very close to 12, and only a
small percentage are greater than 12, the average atomic mass is slightly greater than 12.
Proton
• Positively charged particle in the nucleus of the atom.
• The number of protons in an atom’s nucleus is the atomic number.
Electron
• Negatively charged particle surrounding the nucleus of the atom.
• The number of electrons surrounding the nucleus of an atom is equal to the number of protons
in the atom’s nucleus.
Neutron
• Particle in the nucleus that has almost the same mass as a proton but has no charge.
• For the atoms of most elements, the number of neutrons is either equal to or slightly greater
than the number of protons.
Elaborate (30 minutes)
Protons, Neutrons, and Electrons Practice
Fill in the blanks in the following activity sheet. Please keep in mind that the isotope represented
by each space may NOT be the most common isotope or the one closest in atomic mass to the
value on the periodic table.
Atomic
Symbol
B
Atomic
Number
Protons
Neutrons
Electrons
Atomic Mass
6
11
24
31
37
39
29
89
35
43
100
207
Pb
102
89
Mo
70
225
53
81
100
206
159
No
Yb
261
172
106
159
Evaluate (10 minutes)
Quiz given on the following day similar to activity sheet
Lesson 2
Purpose
a. Students will be able to identify the family/groups and periods of the periodic table
b. Students will be able to understand how each group and period differ and some key vary
traits between each group and period that make them similar
c. Students will be able to research and create a PowerPoint project to show their
understanding of the groups and period of the periodic table
Virginia S.O.L’s
CH.2
The student will investigate and understand that the placement of elements on the
periodic table is a function of their atomic structure. The periodic table is a tool used
for the investigations of
d) families or groups;
e) periods;
Materials
• Periodic Table
• Alien Cards
• Laptop
Science Safety
Students should be careful with laptops and put them back the way they found them at the
beginning of class. Please cleanup table and throw all trash away in the nearest trash can. No
Horseplay!
Procedure
Engage (5 minutes)
Play the Video
https://www.youtube.com/watch?v=zUDDiWtFtEM
Explore (20 minutes)
Alien Periodic Table
Periodic Trends
Introduction: An alien community has been discovered and they have a different way of
representing the elements on their planet. What would we do if we don’t know the atomic
number of the element? What if we don’t know what type of properties are being represented?
How can we make predictions? Can you break the Alien Code?
Questions:
1. What (Key Similarities and Varying Traits) did you use to distinguish?
2. How many families or groups are there?
3. What (Key Similarities and Varying Traits) did you use to distinguish?
4. How many periods or rows are there?
5. What similarities do this table and the periodic table have in common?
6. What happens to the atomic number and the atomic mass as I go to the right or down the
groups?
Explain (15 minutes)
Have students bring out there periodic table and briefly cover the following topics. Identify
important things students need to write down in their notes.
Periods
Rows of elements are called periods. The period number of an element signifies the highest
unexcited energy level for an electron in that element. The number of elements in a period
increases as you move down the periodic table because there are more sublevels per level as the
energy level of the atom increases.
Groups
Columns of elements help define element groups. Elements within a group share several
common properties. Groups are elements have the same outer electron arrangement. The outer
electrons are called valence electrons. Because they have the same number of valence electrons,
elements in a group share similar chemical properties. The Roman numerals listed above each
group are the usual number of valence electrons. For example, a group V element will have 5
valence electrons.
Alkali metals
The alkali metals, found in group 1 of the periodic table, are highly reactive metals that do not
occur freely in nature. These metals have only one electron in their outer shell. Therefore, they
are ready to lose that one electron in ionic bonding with other elements. As with all metals, the
alkali metals are malleable, ductile, and are good conductors of heat and electricity. The alkali
metals are softer than most other metals.
Oxidation Number
The oxidation number is the total number of electrons that an atom either gains or losses in order
to form a chemical bond with another atom.
Alkaline metals
The alkaline earth elements are metallic elements found in the second group of the periodic table.
All alkaline earth elements have an oxidation number of +2, making them very reactive.
The Transition metals
The 38 elements in groups 3 through 12 of the periodic table are called "transition metals." As
with all metals, the transition elements are both ductile and malleable, and conduct electricity
and heat. Their valence electrons are present in more than one shell. This is why they often
exhibit several common oxidation states.
Other metals
The "other metals" elements are located in groups 13, 14, and 15. While these elements are
ductile and malleable, they are not the same as the transition elements. These elements, unlike
the transition elements, do not exhibit variable oxidation states, and their valence electrons are
only present in their outer shell. All of these elements are solid, have a relatively high density,
and are opaque. They have oxidation numbers of +3, ±4, and -3.
Metalloids
Metalloids are the elements found between the boundary that distinguishes metals from nonmetals. Metalloids have properties of both metals and non-metals. Some of the metalloids, such
as silicon and germanium, are semi-conductors.
Non-metals
Non-metals are the elements in groups 14-16 of the periodic table. Non-metals are not able to
conduct electricity or heat very well. As opposed to metals, non-metallic elements are very
brittle. The non-metals can be gases, such as oxygen and solids, such as carbon. The non-metals
have no metallic luster, and do not reflect light. They have oxidation numbers of ±4, -3, and -2.
Halogens
The halogens are five non-metallic elements found in group 17 of the periodic table. All
halogens have 7 electrons in their outer shells, giving them an oxidation number of -1.
Noble gases
The noble gases are found in group 18 of the periodic table. These elements have an oxidation
number of 0. This prevents them from forming compounds readily. All noble gases have 8
electrons in their outer shell, making them stable.
Evaluate (45 minutes)
Students will make a PowerPoint project where they will work in groups of 2 and from class
notes or research they must create their own definition and describe what each family, groups,
period, etc. are and elements used to describe them.
Lesson 3
Purpose
a. Students will be able to identify the trends of the periodic table
b. Students will be able to understand the concepts of each periodic trend
c. Students will be able to explain how the trend increases or decreases across and up and
down the periodic table
d. Students will be able to show and understand how understanding the concept and trend
are connected
Virginia S.O.L’s
CH.2
The student will investigate and understand that the placement of elements on the
periodic table is a function of their atomic structure. The periodic table is a tool used
for the investigations of
d) families or groups;
e) periods;
f) trends including atomic radii, electronegativity, shielding effect, and ionization
energy;
Materials
• Periodic Table
•
•
Alien Cards
March Madness Bracket
Science Safety
Students should be cleanup table at the end of class and throw all trash away in the nearest trash
can. No Horseplay!
Procedure
Engage (5 minutes)
Show video and highlight the key points made about properties and trends.
https://www.youtube.com/watch?v=O-48znAg7VE#t=226
Explore (20 minutes)
Reconnect to the Alien Periodic table, but this time instead of focusing on the table layout focus
on trends between the aliens. Draw a connection on how the trends between the aliens and the
trends between the elements are not that different.
Experiment Overview: In cooperative activity, you will use the 40 cards and construct an Alien
Periodic Table. You will arrange the Aliens in some logical pattern so that they form an
organized regular block. The resulting table is visually impressive and clearly the meaning of
periodic trends.
Questions:
1. What multiple trends (Key Similarities and Varying Traits) did you use to distinguish the
eight families?
2. What multiple trends (Key Similarities and Varying Traits) did you use to distinguish the
five periods?
3. What is at least one trend that you already know on the periodic table?
4. Try to name at least 3 other trends you might know or make up three others?
5. Draw the missing alien from your periodic table!
Explain (10-15 minutes)
The following trends will be briefly covered and students will take notes then students will draw
how the trend moves across period and group on their own periodic table
Effective nuclear charge
The effective nuclear charge is the net positive charge experienced by an electron in a multielectron atom. The term "effective" is used because the shielding effect of negatively charged
electrons prevents higher orbital electrons from experiencing the full nuclear charge by the
repelling effect of inner-layer electrons. The effective nuclear charge experienced by the outer
shell electron is also called the core charge. It is possible to determine the strength of the nuclear
charge by looking at the oxidation number of the atom.
- Increase across a period (due to increasing nuclear charge with no accompanying increase
in shielding effect).
- Decrease down a group (although nuclear charge increases down a group, shielding effect
more than counters its effect).
Atomic Radius Trends
For atoms, the atomic radius is one-half the distance between the nuclei of two atoms is (just like
a radius is half the diameter of a circle). However, this idea is complicated by the fact that not all
atoms are normally bound together in the same way. Some are bound by covalent bonds in
molecules, some are attracted to each other in ionic crystals, and others are held in metallic
crystals. Nevertheless, it is possible for a vast majority of elements to form covalent molecules in
which two like atoms are held together by a single covalent bond. The covalent radius of these
molecules is often referred to as the atomic radius. This distance is measured in picometers.
Going through each of the elements of the periodic table, patterns of the atomic radius can be
seen.
- Atomic radius decreases from left to right within a period. This is caused by the increase
in the number of protons and electrons across a period. One proton has a greater effect
than one electron; thus, a lot of electrons will get pulled towards the nucleus, resulting in
a smaller radius.
- Atomic radius increases from top to bottom within a group. This is caused by electron
shielding.
Ionization Energy Trends
Ionization Energy is the amount of energy required to remove an electron from a neutral atom in
its gaseous phase. Conceptually, ionization energy is considered the opposite of
electronegativity. The lower this energy is, the more readily the atom becomes a cation.
Therefore, the higher this energy is, the more unlikely the atom becomes a cation. Generally,
elements on the right side of the periodic table have a higher ionization energy because their
valence shell is nearly filled. Elements on the left side of the periodic table have low ionization
energies because of their willingness to lose electrons and become cations. Thus, ionization
energy increases from left to right on the periodic table.
Another factor that affects ionization energy is electron shielding. Electron shielding describes
the ability of an atom's inner electrons to shield its positively-charged nucleus from its valence
electrons.
- The ionization energy of the elements within a period generally increases from left to
right. This is due to valence shell stability.
- The ionization energy of the elements within a group generally decreases from top to
bottom. This is due to electron shielding.
Elaborate (30 minutes)
March Madness is upon us! Your students are probably already working on their next assignment
in bracketology, predicting the field for the NCAA Basketball Tournament.
Let’s apply the principles of bracketology to the properties of the elements. The competition
among the 64 elements is stiff, and there is a wealth of information for students to research, in
this “elementary” version of March Madness!
Define each of the following properties of the elements and briefly describe any periodic trend in
the property across a row or down a column in the periodic table.
- Ionization energy, Atomic radius, Effective nuclear charge
Evaluate (10 minutes)
I will actively evaluate students throughout the bracket exercise. After I will give students an exit
slip where they will have give me a definition in their own words of the each trend and be able to
draw each trends arrow on a periodic table.
Lesson 4
Purpose
a. Students will be able to identify the trends of the periodic table
b. Students will be able to understand the concepts of each periodic trend
c. Students will be able to explain how the trend increases or decreases across and up and
down the periodic table
d. Students will be able to show and understand how understanding the concept and trend
are connected
Virginia S.O.L’s
CH.2
The student will investigate and understand that the placement of elements on the
periodic table is a function of their atomic structure. The periodic table is a tool used
for the investigations of
d) families or groups;
e) periods;
f) trends including atomic radii, electronegativity, shielding effect, and ionization
energy;
h) chemical and physical properties; and
Materials
• Periodic Table
• Think Pair Share Activity Sheet
• 1 die for each group
• Index cards with main group element symbols
•
Periodic Trend War Activity Sheet
Science Safety
Students should be careful not to lose any of the elements cards or other material used in the
game. When finished student should return all items back to the station bucket in which they
were found. Students should be cleanup table at the end of class and throw all trash away in the
nearest trash can. No Horseplay!
Procedure
Engage (5 minutes)
Show video http://education-portal.com/academy/lesson/electronegativity-trends-among-groupsand-periods-of-the-periodic-table.html#lesson
Explore (5 minutes)
Students will play a tug of war game and show how the number of valence electrons creates a
high electronegativity by adding more students for each electron.
Explain (10 minutes)
The following trends will be briefly covered and students will take notes then students will draw
how the trend moves across period and group on their own periodic table
Electron affinity
Like the name suggests, electron affinity describes the ability of an atom to accept an electron.
Unlike electronegativity, electron affinity is a quantitative measure that measures the energy
change that occurs when an electron is added to a neutral gas atom. When measuring electron
affinity, the more negative the value, the more of an affinity to electrons that atom has.
- With Electron affinity increases from left to right within a period. This is caused by the
decrease in atomic radius.
- Electron affinity decreases from top to bottom within a group. This is caused by the
increase in atomic radius.
Chemical Reactivity
METALS
 DOWN a Group: In METALS reactivity INCREASES as you go DOWN a Group
because the farther down a Group of metals you go, the easier it is for electrons to be
given or taken away, resulting in higher reactivity.
 ACROSS a Period: In METALS reactivity DECREASES as you go ACROSS a Period
because though they still want to give away valence electrons they have more of them to
get rid of, which requires more energy. Not as easy to blow off a little steam!
NON-METALS
 UP a Group: In NON-METALS reactivity INCREASES as you go UP a Group because
the higher up and to the right atoms are, the higher the electronegativity, resulting in a

more vigorous exchange of electrons. Fluorine? A greedy, impatient beast when it comes
to electron exchange manners.
ACROSS a Period: In NON-METALS reactivity INCREASES as you go ACROSS a
Period because (notice how trends repeat?) the closer you get to filling your s- and porbital’s the more motivated you are to do so.
Show Cool video of this in action
https://www.youtube.com/watch?v=uixxJtJPVXk
Elaborate (20 minutes)
Think Pair Share Reactivity Video Lab
Students are to write down what they thing about the periodic trends, reactivity, then get with
partners to discuss
Show Cool video of this in action https://www.youtube.com/watch?v=uixxJtJPVXk and then get
students to discuss what they saw and how it alters their views.
Evaluate (50 minutes)
Periodic Table Trend War
Purpose: To teach students periodic trends regarding the properties of elements.
Materials: 1 die, index cards with main group element symbols written on them (one element per
card), a list of trends written on the board numbered from 1 -6. Trends should include such
things as ionization energy, electronegativity, atomic radius, electron affinity, reactivity etc... A
"wild" category can be included which allows the roller of the dice to choose the trend.
Quiz will follow on all trends
Lesson 5
Purpose
a. Students will be able to identify and show the valence electron configuration (They
should already know how to solve the full electron configuration from last unit)
b. Students will be able to use their understanding of valence electrons to show orbital
notation for each element
c. Students will be able to use their understanding of valence electrons, orbital notation, to
create a Lew Dot Diagram for each element
d. Students will be able to calculate the oxidation numbers from their knowledge of valence
electrons and periodic trends
Virginia S.O.L’s
CH.2
The student will investigate and understand that the placement of elements on the
periodic table is a function of their atomic structure. The periodic table is a tool used
for the investigations of
g) electron configurations, Lewis dot diagrams, valence electrons, and oxidation
numbers;
Materials
 4 periodic tables
 At least 2 different colored pencils or markers
 1 game board divider (binder, book, etc.)
 2 Folders and paperclips
Science Safety
Students should be careful not to lose any of the battleship cars or other material used in the
game. When finished student should return all items back to the station bucket in which they
were found. Students should be cleanup table at the end of class and throw all trash away in the
nearest trash can. No Horseplay!
Procedure
Engage (5 minutes)
Show Video/Intro to today’s lesson
https://www.youtube.com/watch?v=ov2ZHoXIBF0
Explore (40 minutes)
Quickly in 2 or 3 minutes breakdown valence electrons with the help of the video and do a
couple of practice examples as a class. Explain to them, how all transitional elements have two
electrons and make sure this makes sense to them. Be sure to answer any question your students
might have.
PLAY Electron Configuration Battleship
Game Rules:
1. You will work with a partner to play Battleship. The goal is to determine where your
partner’s ships are on their periodic table.
2. First you need to privately “hide” your seven ships on the periodic table
3. Use a folder or some kind of barrier in order to hide your periodic table.
4. You and your partner will take turns guessing the “coordinates” of the hidden “ships.”
5. The game ends when all of one players ships are sunk or after time is called.
Explain (10-15 minutes)
Review with students what orbitals are and do example problems where students will draw the
orbitals and electron within energy level (2n2). There can be a maximum of two electrons in
each orbital and each same opposite spins. Only focus on s and p orbitals and teach/remind them
of the rules when filling them up.
A popular method of representing atoms is through Lewis dot diagrams. In a dot diagram, only
the symbol for the element and the electrons in its outermost energy level (valence electrons) are
shown. For Lewis dot structures, they are always shown in pairs. This is to indicate that electrons
are in separate orbitals within each energy level. There can be a maximum of two electrons in
each orbital. This is why the electrons are shown in pairs. When drawing the dot diagram relate it
to the orbitals has the dots fill up the same way around the element mention the Octet rule.
Using the electron dot diagram and valence electron configuration talk about how metals always
lose electrons and nonmetals always gain them. Explain oxidation numbers and how they can be
taught easily when you know the number of valence electrons. Show trend of how the groups all
have the same number of valence electrons, the same number of dots, and oxidation number.
Elaborate (30 minutes)
Give the students 6 blank note cards (no lines) and color pencils, markers, etc. Students will have
pick 5 elements from the battleship game, evenly distinguished throughout the periodic table,
and will create and study card for themselves. On the front students will write the element with
the symbol, atomic number, atomic mass, classification, group, period(energy level), protons,
neutrons, and electrons. On the back students will draw the Lewis dot diagram and orbital
notation and give the oxidation number and valence electron configuration.
Evaluate (10 minutes)
Chemistry Quiz: Valence Electrons, Electron Configuration, Orbital Notation, and Lewis Dot
Structures given at the beginning of the following class
Lesson Review/ Test
Purpose
a. Students will be able to understand what parts make up an atom (electrons, protons,
neutrons)
b. Students will be able to explain how electrons, protons, and neutrons interact in an atom
and the charges of each
c. Students will be able to identify the atomic number and atomic mass from the periodic
table and identify how atomic number increases from left to right and from top to bottom.
d. Students will be able to identify and understand isotopes of each element
e. Students will be able to find the electrons, protons, and neutrons when given any element
on the periodic table (mass required if it is an isotope)
f. Students will be able to identify the family/groups and periods of the periodic table
g. Students will be able to understand how each group and period differ and some key vary
traits between each group and period that make them similar
h. Students will be able to research and create a PowerPoint project to show their
understanding of the groups and period of the periodic table
i. Students will be able to identify the trends of the periodic table
j. Students will be able to understand the concepts of each periodic trend
k. Students will be able to explain how the trend increases or decreases across and up and
down the periodic table
l. Students will be able to show and understand how understanding the concept and trend
are connected
m. Students will be able to identify and show the valence electron configuration (They
should already know how to solve the full electron configuration from last unit)
n. Students will be able to use their understanding of valence electrons to show orbital
notation for each element
o. Students will be able to use their understanding of valence electrons, orbital notation, to
create a Lew Dot Diagram for each element
p. Students will be able to calculate the oxidation numbers from their knowledge of valence
electrons and periodic trends
Virginia S.O.L’s
CH.2
The student will investigate and understand that the placement of elements on the
periodic table is a function of their atomic structure. The periodic table is a tool used
for the investigations of
a) average atomic mass, mass number, and atomic number;
b) isotopes, half lives, and radioactive decay;
d) families or groups;
e) periods;
f) trends including atomic radii, electronegativity, shielding effect, and ionization
energy;
g) electron configurations, valence electrons, and oxidation numbers;
h) chemical and physical properties; and
Materials
• All supplies used throughout the Unit
Science Safety
When finished student should return all items back to the station bucket in which they were
found. Students should be cleanup table at the end of class and throw all trash away in the
nearest trash can. No Horseplay!
Procedure
Review (30 minutes)
Students will be given time to work on their “homework” packet that requires them to review all
key definitions and concepts throughout the chapter. It also contains a few practice problems
dealing with each concept. Students are to do each problem and evaluate their own performance
and knowledge of the subject before choosing which activity/station to do during the last 45
minutes of class. (Students must have made up or taken any Quiz, Lab, Assignment, etc they
have missed due to absences or school functions before choosing an activity)
Review Part II Options (45 minutes)
• Static Electricity with Electrons Protons and Neutrons
• Battle Ship Valence Electron Configuration
• Periodic Table Trend War
• Extra Practice drawing Lewis Dot structures and Orbital Notation
• Continue to work on homework packet/study the book
Test Day (As long as students need to complete the test ≈ 45 minutes)
Give students the test with clear instructions and answer any question they might have about the
test questions. When students finish with the test, students will be able to listen to music with
headphone, do homework for other classes, take care of any school business, etc. as long as it is
quiet and does not distract students taking the test.
*Activity Sheets, Quiz’s, Test needed for the Unit Start on the Next Page
Protons, Neutrons, and Electrons Practice
Fill in the blanks in the following activity sheet. Please keep in mind that the isotope represented
by each space may NOT be the most common isotope or the one closest in atomic mass to the
value on the periodic table.
Atomic
Atomic
Protons
Neutrons
Electrons
Atomic Mass
Symbol
Number
B
6
11
24
31
37
39
29
89
35
43
100
Pb
207
102
89
Mo
70
225
53
81
206
100
159
No
261
Yb
172
106
159
ALIEN PERIODIC TABLE
Periodic Trends
Introduction: An alien community has been discovered and they have a different way of
representing the elements on their planet. What would we do if we don’t know the atomic
number of the element? What if we don’t know what type of properties are being
represented? How can we make predictions? Can you break the Alien Code?
Background: Most chemistry textbooks report a wealth of numerical data to identify periodic
trends in the properties of the elements. Ionization energies, atomic radii, electronegativity,
and electron affinities –all are dutifully tabulated and graphed. But what do all the numbers
mean? The Modern Periodic Table is based on Periodic Law. This Law states that, physical
and chemical properties of elements are a function of their atomic numbers. By using
Periodic Law, we can find a variety of trends in both physical and chemical properties.
Within each group, all the elements in that column will be exactly the same in some way
(Key Similarity) AND must also share some feature that changes regularly as you move
down the group (Varying Trait). Similarly, within each period, all the elements in the row
must be exactly the same as you move across the period (Key Similarity) AND must also
share some feature that changes regularly as you move across the row (the Varying Trait ).
Experiment Overview: In cooperative activity, you will use the 40 cards and construct an
Alien Periodic Table. You will arrange the Aliens in some logical pattern so that they form an
organized regular block. The resulting table is visually impressive and clearly the meaning
of periodic trends.
Questions:
1. What multiple trends (Key Similarities and Varying Traits) did you use to distinguish
the eight families?
2. What multiple trends (Key Similarities and Varying Traits) did you use to distinguish
the five periods?
3. What is at least one trend that you already know on the periodic table?
1.
2.
4. Try to name at least 3 other trends you might know or make up three others?
1.
2.
3.
5. Draw the missing alien from your
periodic table!
It’s Elementary — March Madness
March Madness is upon us! Your students are probably already working on their next assignment
in bracketology, predicting the field for the NCAA Basketball Tournament.
Let’s apply the principles of bracketology to the properties of the elements. The competition
among the 64 elements is stiff, and there is a wealth of information for students to research, in
this “elementary” version of March Madness!
Review of Element Properties
Define each of the following properties of the elements and briefly describe any periodic trend in
the property across a row or down a column in the periodic table.
• Ionization energy
• Atomic radius
• Effective nuclear charge
Tournament Rules
Here are the rules for predicting the winners in each round of It’s Elementary—March Madness.
In the event of a tie in the properties of two competing elements in any round of the tournament,
the element with the larger atomic mass always wins.
• First round:
Students will find the number of valence electrons of each element, the element with more
valence electrons advance to the next round.
• Second round:
Compare the ionization energy of the elements in each bracket.
The element with the higher ionization energy is the winner and advances to the Sweet16.
• Third round (Sweet16):
Compare the group numbers of the elements—the winner is the element with the larger group
number using the international (IUPAC) system (Groups 1–18).
• Fourth round:
The element with the larger atomic radius wins this round and earns a trip to the Final Four.
Use the atomic or covalent radius only
• Semifinals (Final Four):
Compare the effective nuclear charge(Z-eff) of the two elements, the element with the higher
effective nuclear charge advance to the finals
• Finals (Finals):
Write the full electron configurations for each element, the element with more electrons wins the
March Madness Tourney!
Electron Configurations
____________________________________________________
____________________________________________________
March Madness Tourney Winner ______________
Periodic Table Trend War
Purpose: To teach students periodic trends regarding the properties of elements.
Materials: 1 die, index cards with main group element symbols written on them (one element
per card), a list of trends written on the board numbered from 1 -6. Trends should include such
things as ionization energy, electronegativity, atomic radius, electron affinity, reactivity etc... A
"wild" category can be included which allows the roller of the dice to choose the trend.
Playing the game:
•
Students are placed in groups of 4 -5.
•
Cards are dealt until each student has the same number of cards. Each student should
have about 7 cards per hand.
•
The dealer begins play by throwing the die. The number of the die determines the trend
being played.
•
After the trend for the hand is determined the dealer plays the first card. Play continues
to the left of the dealer. The card with the highest value for the current trend wins. The
player who takes the hand rolls the die and makes the next lead. Multiple hands may be
played. Note: This game is based on the card game of "War." Rules may vary at the
teacher's discretion.
Die Roll Code
1- Ionization energy
2- Electronegativity
3- Atomic radius (size)
4- Reactivity (roller choose either metals or non metals)
5- Electron Affinity
6- WILD! (Roller chooses trend)
F O Cl
I Br N
Sb As P
Bi Ge B
Sn Ni Co
Fe Mn Cr
V Nb Ta
Ti Zr Sc
Mg Hf Ca
Sr Li Ba
Na Ra K
Rb Cs Fr
Name _________________________________________________ Date ______________ Period _____
Chemistry Quiz
Valence Electrons, Electron Configuration, and Lewis Dot Structures
1. How many valence electrons do most atoms need to have a stable configuration?
A. 1
C. 8
B. 6
D. 12
2. What are the only elements that naturally have a stable electron configuration?
A. the alkali metals
C. the actinides
B. the halogens
D. the Nobel gases
3. How do atoms get a stable electron configuration if they do not naturally have one?
A. by splitting their nucleus
C. by adding protons to their nucleus
B. by chemical bonding
D. by losing neutrons
4. What would a sodium atom have to do in order to get eight valence electrons?
A. lose 1 valence electron
C. lose 7 valence electrons
B. gain 1 valence electron
D. gain 3 valence electrons
5. What would a chlorine atom have to do in order to get eight valence electrons?
A. lose 1 valence electron
C. lose 7 valence electrons
B. gain 1 valence electron
D. gain 3 valence electrons
6. What would an oxygen atom have to do in order to get eight valence electrons?
A. lose 2 valence electrons
C. lose 3 valence electrons
B. gain 2 valence electrons
D. gain 3 valence electrons
7. Write the electron configuration notation for an atom of carbon.
A. 1s2, 2s2
C. 1s2, 2s2, 2p2
B. 1s2, 2s2, 2p1
D. 1s2, 2s2, 2p6
8. Write the electron configuration notation for an atom of sodium.
A. 1s2, 2s2
C. 1s2, 2s2, 2p6, 3s1
B. 1s2, 2s2, 2p4
D. 1s2, 2s2, 2p6, 3s2
9. Write the electron configuration notation for an atom of chlorine.
A. 1s2, 2s2, 2p6, 3s1
B. 1s2, 2s2, 2p6, 3s2
C. 1s2, 2s2, 2p6, 3s2,3p3
D. 1s2, 2s2, 2p6, 3s2, 3p5
10. Identify the element that has the following electron configuration: 1s2,2s2,2p5
A. lithium
C. nitrogen
B. carbon
D. fluorine
11. Identify the element in period 2 that contains five electrons in its outermost main energy
level.
A. beryllium
C. nitrogen
B. carbon
D. oxygen
12. An element has the electron configuration of 1s2, 2s2, 2p6, 3s2, 3p2. What block, group, and
period is this element in?
A. s-block, group 2, period 3
C. s-block, group 15, period 2
B. p-block, group 14, period 3
D. p-block, group 16, period 4
13. An element that has the electron configuration of 1s2, 2s2, 2p6, 3s2, 3p4 would form which of
the following ions?
Name _________________________________________________ Date ______________ Period _____
A. 1+
C. 3+
B. 3
D. 214. Among the elements gallium (Ga), bromine (Br), potassium (K), and calcium (Ca), which has
the lowest electronegativity?
A. Ga
C. K
B. Br
D. Ca
15. Which of the five hypothetical main-group elements below should have the highest electron
affinity?
E = 2s22p5
G = 4d105s25p5
A. E
B. G
C. J
J = 2s22p2
L = 5d106s26p5
M = 2s22p4
D. L
E. M
16. What is the relationship between group number and number of valence electrons in the pblock elements?
A. group number = number of valence electrons
B. group number minus 10 = number of valence electrons
C. group number = number of valence electrons plus 10
D. group number = number of valence electrons times 8
17. The Group 13 element in Period 3 has an outer electron configuration of
A. 3s2, 3p1
C. 3s2, 3p3
2
2
B. 3s , 3p
D. 3s2, 3p5
18. How many valence electrons does N have?:
A. 1
B. 3
C. 5
D. 7
19. Which of the following is the correct Lewis dot structure for the element sodium?
20. Which of the following is the correct Lewis dot structure for the element chlorine?
Quiz--Periodic Trends
1. Which of the following is NOT a trend that varies systematically in the periodic table?
A.
B.
C.
D.
E.
electronegativity
reactivity
ionization energy
atomic radius
electron affinity
2. The atomic radius of F, Br, and I are 64, 114, and 138 pm respectively. From this
information (and not your book) estimate a reasonable atomic radius of Cl.
A.
B.
C.
D.
E.
53 pm
89 pm
126 pm
162 pm
196 pm
3. Use the periodic table (not any tables in your book) to predict which element has the
largest ionization energy.
A.
B.
C.
D.
E.
H
He
Fr
Rn
Rh
4. Use the periodic table (not any tables or charts in your book) to predict which element
has the largest atomic radius.
A.
B.
C.
D.
E.
H
He
Fr
Rn
Rh
5. Use your knowledge of periodic trends to predict which element reacts most vigourosly
with water to produce hydrogen gas.
A.
B.
C.
D.
E.
H
He
Fr
Rn
Rh
6. Which of the following is a transition element?
A.
B.
C.
D.
E.
H
He
Fr
Rn
Rh
7. The element germanium is used in the manufacture of some transistors. What other
element might be used for such a purpose?
A.
B.
C.
D.
E.
Ga
Se
Si
Pb
Tl
8. For which of the properties does Li have a larger value than potassium? Use the periodic
table (not the tables or charts in your text.)
A.
B.
C.
D.
E.
first ionization energy
atomic radius
ionic radius
number of protons
molecular weight
9. The energy needed to remove the first electron from an atom is the first ionization
energy. The energy needed to remove the second electron from an atom is the second
ionization energy. The definition of third and fourth ionization energies is similar. Which
of the atoms below would you expect to have the largest 3rd ionization energy?
A.
B.
C.
D.
E.
Na
Mg
Al
Si
P
10. Electronegativity tends to increase as you
A.
B.
C.
D.
go down a column of the periodic table.
go from left to right across the periodic table..
go toward the middle of the periodic table.
go from the upper left-hand corner to the lower right-hand corner of the periodic
table..
E. None of these are correct.
Review Quiz
Q.1) Why are halogens so highly reactive?
A. they have 1 valence electron and want to get rid of it
B. they have 1 valence electrons and want 7 more electrons
C. they have 7 valence electrons and want 1 more electron
D. they have 7 valence electrons and want to get rid of all 7 electrons
Q.2) What is the same within a period?
A. the number of valence electrons
B. the number of orbits/shells
C. the reactivity characteristics
D. the physical properties (color, melting point, boiling point)
Q.3) The element with the lowest ionization energy periodic table is
A. Lithium, Li
B. Francium, Fr
C. Astatine, At
D. Fluorine, F
Q.4) Which element in period 5 has the largest atomic radii?
A. Rubidium, Rb
B. Xenon, Xe
C. Vanadium, V
D. Duborium, Db
Q.5) Magneiusm is in the __________ family.
A. alkali metal
B. alkaline earth metal
C. transition metal
D. chalcogen
E. halogen
Q.6) Electronegativity refers to
A. the energy needed to excite an electron
B. the energy needed to remove an electron
C. the energy needed to attract an electron
D. the energy needed to release a photon
Q.7) _______ is an example of a chalcogen
A. Lithium, Li
B. Barium, Ba
C. Selenium, Se
D. Neon, Ne
Q.8) The most electronegative element on the periodic table is
A. Lithium, Li
B. Francium, Fr
C. Astatine, At
D. Fluorine, F
Q.9) Which of the following elements is an alkali metal?
A. hydrogen, H
B. lithium, Li
C. beryllium, Be
D. Vanadium, V
Q.10) How many valence electrons does Helium (He) have?
A. 1
B. 2
C. 7
D. 8
Q.11) Electronegativity __________ as you go down a column because the electrons are
________ to/from the nucleus.
A. increases, closer
B. decreases, closer
C. increases, farther
D. decreases, farther
Q.12) The alkali metals family has _______ valence electrons.
A. 1
B. 2
C. 6
D. 7
E. 8
Q.13) Atomic radius __________ as you go across a period because ________
A. increases, there are more orbits
B. increases, the nucleus pulls less on the electrons
C. decreases, there are less orbits
D. decreases, the nucleus pulls more on the electrons
Q.14) Transition metals have _________ valence electrons.
A. 1
B. 2
C. 6
D. 8
Q.15) The elements Selenium (Se), Bromine (Br), and Nickel (Ni) are all in
A. period 6
B. group 6
C. group 4
D. period 4
Q.16) Which element in group 16 has the largest atomic radius?
A. Oxygen, O
B. Sulfur, S
C. Selenium, Se
D. Tellurium, Te
E. Polonium, Po
F. Ununhexium, Uuh
Q.17) Which family is the least reactive?
A. alkali metals
B. chalcogens
C. transition metalsals
D. noble gases
Q.18) Ionization energy refers to
A. the energy needed to excite an electron
B. the energy needed to remove an electron
C. the energy needed to attract an electron
D. the energy needed to release a photon
Q.19) Iron, Fe is smaller than Hassium (Hs), primarily because
A. iron has fewer neutrons
B. iron has a smaller mass
C. iron has a smaller atomic number
D. iron has fewer orbits
Q.20) Which family consists primarily of large, radioactive, man-made elements?
A. alkali metals
B. transition metals
C. lanthanides
D. actinides
Electron Configuration Battleship(Print Pages Landscape Style)
Game Rules:
1. You will work with a partner to play Battleship. The goal is to determine where your partner’s ships
are on their periodic table.
2. First you need to privately “hide” your seven ships on the periodic table by highlighting them with a
marker. The ship sizes are:
a.
TWO ships are two places
b. TWO ships are three spaces
c. TWO ships are four spaces
d. One ships are five spaces
The ships may be places on the periodic table horizontally (along a period) vertically (along a
family), or even diagonally
3. Use a folder or some kind of barrier in order to hide your periodic table.
4. You and your partner will take turns guessing the “coordinates” of the hidden “ships.” You will
guess by…………
a. First, Student A may guess 3s23p4. You may state either: full configuration or valence
configuration. It is best to use different configurations each time to practice all different
types.
b. Student B will confirm the element saying, Sulfur. After confirmation Student B will say
“HIT” (If they hit your battleship) or “MISS”.
c. Both students must keep track of all guesses in the following table.
5. The game ends when all of one players ships are sunk or after time is called.
Materials


4 periodic tables
At least 2 different colored pencils or markers


1 game board divider (binder, book, etc.)
2 Folders and paperclips
Electron Configuration Battleship
Guess
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
Reply
HIT
MISS
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
Name
Date
Class
ELECTRONS IN ATOMS
A. Multiple Choice
Choose the best answer and write its letter on the line.
1. Bohr’s contribution to the development of atomic structure
a. was referred to as the “plum pudding model.”
b. was the discovery that electrons surround a dense nucleus.
c. was proposed that electrons travel in circular orbits around the nucleus.
d. is the quantum mechanical model.
2. What is the total number of orbitals in the third principal energy level?
a. 1
c. 9
b. 4
d.
3. What is the maximum number of electrons allowed in the third energy level?
a. 2
c. 18
b. 8
d. 32
4. What is the maximum number of electrons that can occupy one orbital?
a.1
c. 8
b.2
d. 18
5. The electron configuration for fluorine is
a. 1s22s22p3.
b. 1s22s22p5.
c. 1s22s22p6.
d. 1s22s22p63s2.
6. The first three electrons that enter into p orbitals must have
a. parallel spins.
c. low energy levels.
b. opposite spins.
d. opposite charges.
7. The atom whose electron configuration is 1s22s22p63s23p1 is
a. B.
c. Al.
b. Na.
d. Ga.
8. The configuration for the outermost energy level in Ca is
a. 3s2.
c. 2s1.
2
b. 4s .
d. 4s1.
9. The element having the same s and p configurations for principal energy level 3 as the element F has
for its principal energy level 2 is
a. Na.
c. P.
b. Al.
d. Cl.
10. The frequency and wavelength of all waves are
a. directly related.
c. unrelated.
b. inversely related.
d. equal.
11. The SI unit of cycles per second is called a
a. photon.
c. hertz.
b. quantum.
d. hund.
12. Among the following groups of atoms, which have the same outer energy level configurations?
a. H, He
c. Mg, Al, Ca, Ga
b. Li, Be, N, Ne
d. N, P, As, Bi
13. The wavelength of light with a frequency of 2.50 × 1013 s1 is
a. 1.20 × 105 m.
c. 1.20 × 105 m.
b. 8.33 × 105 m.
d. 8.33 × 105 m.
14. Once the electron in a hydrogen atom absorbs a quantum of energy, it
a. is now in its ground state.
c. has released a photon.
b. is now in its excited state (Jumps).
d. none of the above
B. Problems
Solve the following problems in the space provided. Show your work.
15. Write the electron configurations for the following atoms.
a. Mg
b. P
c. Br
d. Xe
e. Tc
16. Identify the elements described below.
a. Configuration = 1s22s22p63s23p4
b. Contains a full second energy level
c. Contains the first d electron
d. Contains seven electrons in its fourth energy level
e. Contains only two electrons in its fifth energy level
f. Contains three unpaired electrons in its third energy level
g. Contains five electrons in its 3d orbitals
h Has its outermost electron in 7s1
C. Chart
Sr
Mg
Ca
As
F
S
Name
Classification
Group/Period
Atomic mass
Number of protons
Number of neutrons
Number of electrons
Lose or gain electrons
Valance electron
configuration
Number of valance electrons
Predicted oxidation number
Lewis dot diagram
Relative atomic size
Relative ionization energy
Relative electronegativity
Relative electron affinity
Relative reactivity
Name
Classification
Group/Period
Atomic mass
Number of protons
Number of neutrons
Number of electrons
Lose or gain electrons
Valance electron
configuration
Number of valance electrons
Predicted oxidation number
Lewis dot diagram
Relative atomic size
Relative ionization energy
Relative electronegativity
Relative electron affinity
Relative reactivity