Focus Plan
Texarkana Independent School District
GRADING
PERIOD:
WRITER:
Chemistry – 5th
PLAN CODE:
L. Petty
COURSE/SUBJECT:
11th grade science
GRADE(S):
11th
TIME ALLOTTED
FOR INSTRUCTION:
1-½ hours
TITLE:
It’s A Chemical Attraction
LESSON TOPIC:
How the periodic table can be used to predict the chemical behavior of
chemicals.
TAKS OBJECTIVE:
Objective 4
The student knows concepts of force and motion evident in everyday life.
FOCUS TEKS AND STUDENT
EXPECTATION:
11.7 The student knows relationships exist between properties of matter and
its components. The student is expected to:
(d) relate the chemical behavior of an element including bonding, to its
placement on the periodic table
11.1 The student, for at least 40% of instructional time, conducts field and
laboratory investigations using safe, environmentally appropriate, and
ethical practices. The student is expected to:
(A) demonstrate safe practices during field and laboratory investigations
11.2 The student uses scientific methods during field and laboratory
investigations. The student is expected to:
(A) plan and implement investigative procedures including asking
questions, formulating testable hypotheses, and selecting equipment
and technology
(B) collect data and make measurements with precision
(C) organize, analyze, evaluate, make inferences, and predict trends from
data
(D) communicate valid conclusions
SUPPORTING TEKS AND
STUDENT EXPECTATIONS:
CONCEPTS
Properties
Groups
ENDURING UNDERSTANDINGS/GENERALIZATIONS/PRINCIPLES
The student will understand that
Atoms are arranged on a periodic table by physical and chemical properties.
Reactions
Atoms in the same group (or family) have the same number of valence (outer)
electrons.
The valence electrons determine how an element will react with other chemicals.
Similarity
Elements in the same group will react in a similar manner.
Predictions
Knowing where an atom is located on the periodic table may indicate the types of
reactions it will undergo.
I.
SEQUENCE OF ACTIVITIES (INSTRUCTIONAL STRATEGIES)
A.
Focus/connections/anticipatory set
Once students are seated, put a small piece of magnesium ribbon in a flask with hydrochloric acid (the HCl
doesn’t have to be extremely strong, just strong enough to give a good, vigorous bubbling). Explain to
students that this is one of the “calmest” reactions with this group of elements. Explain that many of the
other elements in this group on the periodic table have a more violent reaction then the element just shown.
B.
Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art,
music, modeling, discussion, reading, listening, viewing, etc.)
1.
Lecture
Go over “Transparency master – vocabulary” unless students have just covered this information.
C.
Guided activity or strategy
Give students their materials and have them follow the instructions for test tube 1 in part 1. Go over how to
record data for this tube. (Both chemicals before the reaction should be identified as clear, colorless liquids.
After reacting, students should describe a clear liquid with a white precipitate that will settle to the bottom.
Make sure the students include the word precipitate.)
Summarize by stating “when magnesium nitrate is chemically reacted with sodium carbonate, it will form a
white precipitate”.
D.
Accommodations/modifications
Students requiring accommodations should be given a copy of the Transparency master – vocabulary
E.
Enrichment
None needed
II.
STUDENT PERFORMANCE
A.
Description
Complete Lab Worksheet – It’s A Chemical Attraction
B.
Accommodations/modifications
Students requiring accommodations should be given some leniency or may not answer the last two questions
which are higher level.
C.
Enrichment
Students requiring enrichment should answer all questions and may be given the additional assignment of
writing balanced formula equations for all reactions in the lab.
III.
ASSESSMENT OF ACTIVITIES
A.
Description
Grade Lab Worksheet – It’s A Chemical Attraction
B.
Rubrics/grading criteria
Each box in the data tables filled in incorrectly or not filled in should be counted as 2 points off.
Each question should be counted as 4 points.
For enrichment, count each data table blank as 1 and count equations as either 2 or 4 points.
C.
Accommodations/modifications
Students requiring accommodations may be given leniency on particle size of precipitates and may not have
to answer questions 19 and 20.
D.
Enrichment
Students requiring enrichment should complete the worksheet and possibly have to write the chemical
reactions. Use the following answers for chemical equations:
Mg(NO3)2 + Na2CO3  MgCO3 + 2NaNO3
Ca(NO3)2 + Na2CO3  CaCO3 + 2NaNO3
Sr(NO3)2 + Na2CO3  SrCO3 + 2NaNO3
Ba(NO3)2 + Na2CO3  BaCO3 + 2NaNO3
KCl + AgNO3  KNO3 + AgCl
KBr + AgNO3  KNO3 + AgBr
KI + AgNO3  KNO3 + AgI
E.
Sample discussion questions
1. Why did the chemicals in a group reaction in a similar manner? They all have the same number of valence
electrons and the valence electrons determine the reactions.
2. If the chemical properties of the elements in a group are similar, what could you predict about the physical
properties of these elements? They would be similar as well.
3. In each test tube, you formed a precipitate. What was the liquid that was still in the test tube? Only one
new compound formed a precipitate, the liquid was the other compound formed.
4. The chemical equation for the first reaction is: Mg(NO3)2 + Na2CO3  ? + ? What two products were
formed? MgCO3 + 2NaNO3
IV.
TAKS PREPARATION
A.
Transition to TAKS context
1. The correct formula for calcium chloride is ____.
(a) CaCl
(b) CaCl2
(c) Ca2Cl
(d) Ca2Cl3
2. Criteria used to arrange periods in the periodic table of the elements include similar chemical and physical
properties and the number of electrons thought to be in each element’s outermost (valence) electron shell.
Elements in a given group share similar valence structures and tend to form chemical bonds in the same
manner to complete their outermost electron shells. The number of valence electrons in a group is
indicated by its group number. Group IA elements have a single valence electron in their valence shells
and group VIA elements have six electrons in their valence shells.
Compounds are formed when elements bond in a way that completes their valence electron shells. Thus,
H2O is formed when two hydrogen atoms bond with one oxygen atom to complete the valence electron
shell for each atom.
Use your periodic table of the elements to determine valence numbers of atoms found in the compounds
shown below. Which is not a chemical compound that may be formed by completing valence electron
shells?
(a) K2S
(b) CaO2
(c) MgO
(d) H2S
B.
Sample TAKS questions
Spring 2003
1. Which of the following groups contains members with similar chemical reactivity?
(a) Li, Be, C
(b) Be, Mg, Sr
(c) Sc, Y, Zr
(d) C, N, O
2. According to the periodic table, which element most readily accepts electrons?
(a) Fluorine
(b) Nitrogen
(c) Arsenic
(d) Aluminum
Spring 2004
3. Elements in Group 16 of the periodic table usually ____.
(a) form large molecules
(b) gain electrons when bonding
(c) act like metals
(d) solidify at room temperature
4. According to this information, what is the chemical formula for aluminum sulfate?
(a) AlSO4
(b) Al2(SO4)3
(c) Al3(SO4)2
(d) Al6SO4
5. The chemical formula for calcium chloride is ____.
(a) Ca2Cl
(b) CaCl
(c) CaCl2
(d) Ca2Cl3
V.
KEY VOCABULARY
alkaline earth elements
chemical reaction
double replacement reaction
group
halogens
precipitate
products
reactants
VI.
RESOURCES
A.
Textbook – none needed
B.
Supplementary materials/equipment
MSDS information
Lab Instructions – It’s A Chemical Attraction
Lab Worksheet – It’s A Chemical Attraction
Instructor’s Copy – It’s A Chemical Attraction
Transparency master - vocabulary
C.
VII.
Technology
FOLLOW UP ACTIVITIES
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
A. Reteaching
Go over lab questions after students receive their graded labs.
B. Next lesson in sequence
Chemistry – other information on periodicity or writing chemical names and formulas
VIII.
TEACHER NOTES
Before lab:
1) Students should have covered types of reactions and writing chemical reactions before doing this lab. They
should also have learned what a precipitate is and that its formation indicates that a chemical reaction has
occurred.
2) Run off a class set of instructions.
3) Run off a lab worksheet for each student.
4) Mix up the chemicals using the Flinn guide to Laboratory Solution Preparation, mix up the chemicals.
5) If graduated pipettes are available, they can be substituted for the graduated cylinders and would not require
washing out since a different pipette could be put in a dropper bottle or flask with each chemical. This would
decrease the need for water during this lab since students would not have to wash out their graduated cylinders.
During lab:
6) Continue to make sure that students dispose of wastes properly and clean out their graduated cylinders between
each chemical