Electron Configuration, Periodicity, and Bonding Unit
Curricular Area: Chemistry and Algebra/Math
Grade Level: High School (11th)
Time Frame: 10-1 hour class periods
Goals:
Students will:
1. Use the Periodic Table to determine electron dot configurations.
2. Use the Periodic Table to determine the type of chemical bond two
elements will hold.
3. Differentiate between the types of chemical bonds that can be formed
between elements.
Objectives:
Students will:
1. By looking at the periodic table, draw electron dot configurations for
any element/s given with 95% accuracy.
2. Determine the type of chemical bond a compound will hold by the
knowledge of element characteristics and looking at the periodic table
with 98% accuracy.
3. Recall the similarities and differences between the chemical bonds that
can be formed with 98% accuracy.
4. Analyze the results of specific chemical reactions from the lab
experiment data with 90% accuracy.
5. Write the definitions of the vocabulary terms defined during lecture
with 95% accuracy.
Teaching/Learning Activities:
1. Youtube video to introduce lesson
2. PowerPoint presentation to explain electron configuration, the periodic table,
and the types of chemical bonds.
3. Mini pre-lab lectures
4. Lab-Chemical Reactions (anion/cation)
5. Quiz over lab
6. Lab-Chemical Bonding
7. Quiz over lab
8. Lab-Electron Dot Configuration
9. Quiz over lab
10. Vocabulary quiz
11. Lab write up
12. Raw Data Sheets
13. Graphs of data sheets
14. Unit Exam
Materials:
Electron Dot Configuration Lab:
Colored pencils
Rulers
White construction paper
Lab instructions
Question worksheet
Chemical Bonding Lab:
Well microplate
Bunsen burner
Conductivity tester
Ethanol
Iron ring
Ring stand
Thermal gloved
Lab apron
Safety goggles
Aluminum foil square
Pipets
Calcium chloride
Potassium iodide
Sodium chloride
Ibuprofen
Acetaminophen
Sucrose
Data Sheet
Question worksheet
Chemical Reaction Lab:
Safety goggles
Lab apron
Test tubes
Graduated cylinder
Beaker
Bunsen burner
Dropper pipet
Nichrome wire
Cobalt blue glass
Test tube holder
Ring stand
Ring support
Wire gauze
Crucible tongs
Plastic wash bottle
Forceps
Distilled water
Red litmus paper
Other:
Lab journals
Computer equipped with projector
Computer lab for students to graph data collected during experiments
Printer
Quiz handouts
Unit Exam handouts
Resources for Unit:
Chemistry Textbook by Prentice Hall (Ch. 6, 15, 16)
Prentice Hall Experiment Workbook
Lesson Plan
Title: Chemical Reactions
Curricular Areas: Chemistry and Math
Grade Level: high school (11th)
Time Frame: 2 class periods
Objective:
1. Write one correctly formatted hypothesis per experiment based upon prior
knowledge of ions with 99% accuracy.
2. Analyze the results of specific chemical reactions from the lab experiment data
with 90% accuracy.
3. Create a computer generated graph from the lab experimental data with 99%
accuracy.
4. Answer the worksheet questions with the help of the experimental findings
with 85% accuracy.
5. Record data collected from the experiment in an appropriate chart with 100%
accuracy.
TEKS:
Chemistry 112.35 C.1
(A) Demonstrate safe practices during laboratory and field
investigations.
(B) Know specific hazards of chemicals
(C) Demonstrates understanding of proper disposal of
materials.
C.4 (A) differentiate between physical and chemical changes
and properties
C.7 (A) name ionic compounds
(B) Write chemical formulas of common polyatomic ions
C.8 (B) use the mole concept to calculate the number of atoms,
ions, or molecules in a sample of material
Algebra I 111.32 B.1
(B) Gather and record data and use data sets to determine
functional relationships between quantities.
Vocabulary:
Anion Cation Qualitative analysis precipitate
Context/Modifications:
Prior Knowledge:
Students will have basic knowledge of laboratory functions (measurements, use of
equipment, etc.).
Students will have basic knowledge of laboratory safety.
Students will have basic knowledge of charting data that is collected and
transferring the data to a graph.
Modifications:
Special needs students will be provided appropriate peer and teacher assistance.
If needed, ESL teacher will be provided for students.
Class lecture will be printed for students who have trouble note taking.
Worksheets printed in enlarged format for students who need it.
Anticipatory Focusing:
Pre-Lab lecture will be presented to students to ensure that everyone is on the
same page.
An example of one experimental test (precipitate) will be performed for the
students by the teacher.
Setting Expectations:
The teacher will explain that the activity is to allow students to explore the
reactions between anions and cations. The students will work together in pairs to
complete the experimental procedures as well as analyze their data. Students are expected
to use safety equipment and caution at all times during the lab to prevent accidents. Once
the data is collected, students will use the computer lab across the hall to create a graph to
illustrate the data gathered.
Input:
The teacher will introduce the lab experiment and it’s procedures through a “pre-lab
lecture” power point. Teacher explains how to chart their data which will later be put into
a computer generated graph. Students will explain their findings to the entire class after
lab write up is complete.
Modeling:
The teacher completes one part of the experiment in front of the students before they
begin their own experiments. The teacher also gives a handout to explain how to create a
graph. The teacher creates a graph by following the handout instructions via overhead
projector.
Checking for Understanding:
The students record their data onto a chart. Throughout the experiment, the teacher
interacts with each group to ensure they are on the right track and understand the
concepts presented. Teacher questions students on their findings to determine how well
the students understand the concepts.
Guided Practice:
Students analyze their data by answering specific questions given on a handout. They
accept or reject their initial hypothesis. Teacher goes from pair to pair to ensure they are
answering the questions appropriately. The teacher then holds a class discussion to
address the questions.
Re-Teach:
Teacher uses over head projector to show the students what results/data they should have
gotten if the experimental procedures were performed correctly. The teacher explains
how and why the chemicals react in such manners.
Independent Practice:
Students create a computer generated graph to illustrate their data collected. Students
place the graph in their science journal as well as a lab write up. The lab write up will
help students determine what procedures could have been done incorrectly if they did not
get the same data as everyone else in the class.
Mastery Check:
Teacher reviews the lab write up in the student’s science journals. Teacher collects
worksheets that the students were given during the experiment. Teacher hands out a quiz
the next day to test the students on the concepts explored during lab.
Extension:
Students will design their own experiment to test their hypothesis for the question “Why
is hydrochloric acid needed in the test for the sulfate ions?”
Closure:
The class will discuss their findings during the experiment. They will discuss the “why”
of the experiment. Also, the class will discuss their experiment that they created
themselves in order to test their hypothesis.
Reflective Critique:
The lesson will take two days to explain, set up, and carry out the experimental
procedures. It would be helpful to have another adult teacher to make sure the students
are correctly performing the experiment, especially for a larger class. It might take an
additional day for the students to graph their data in the computer lab and explain what
they found. The graph might be a good take home activity if everyone has computer
access.