Part+I+-+Lesson+Plan

**Sunshine State Standards:**
SC.912.P.8.2: Differentiate between physical and chemical properties and chemical and physical changes of matter. SC.912.P.8.5: Relate properties of atoms and their position in the periodic table to the arrangement of their electrons. SC.912.P.8.13: Identify selected functional groups and relate how they contribute to properties of carbon compounds

**//Student Objectives//**
- Describe the atomic structure of an element. - Organize the first 18 elements of the periodic table according to their atomic mass, number of electron shells, and valence electrons, and then compare their order within the periodic table. - Identify common physical properties and uses of elements within a family.

**//Materials//**
- // Elements of Chemistry: The Periodic Table // video - // Elements of Chemistry: When Carbon Combines // video - Computer with internet access - Periodic table - Index cards - Paper and pencil

**For each group:**
- 20 ml of 55% Elmer’s glue solution in water - 10 ml of 4% borax solution - Two cups - Stirring sticks - Several plastic bags that close securely

=**//Procedures//**=

**Day 1:**
1. Create a card for each of the first 18 elements of the periodic table. Include the following information at the top of each card, leaving at least half of the card empty so that students can fill in more information:

- Atomic number - Element symbol - Atomic name - Atomic mass

Make enough copies of these cards so that small groups of students will each have one set. Also, make sure that all classroom periodic tables are put away or covered up.

2. Review the definition of an element and an atom. Next, review the basic structure of an atom, including the nucleus, protons, neutrons and electrons. Choose one of the first 18 elements on the periodic table. Show the class how to draw a model for that element using the element’s atomic number and atomic mass. Point out how many electron shells are in the model, as well as the number of valence electrons, or electrons in the outermost shell.

3. Before viewing the video ask the class what they know about Dmitri Mendeleyev? And what kinds of information does the periodic table include? Watch sections I A Need for Order, II Mendeleyev’s Insight and III Today’s table in the video //Elements of Chemistry: The Periodic Table.// After viewing the video ask the class what made Mendeleyev’s discovery about the elements so revolutionary? And What is the periodic law?

4. Divide the class into small groups. Give each group one set of element cards (one for each of the first 18 elements on the periodic table.) Based on the facts on the card, ask the groups to fill in the bottom of each card with the following information:

- Number of protons, electrons and neutrons - A model of an atom of that element - Number of electron shells in the atom - Number of valence electrons (Groups may use the internet to find this information)

5. Next, ask each group to arrange their cards in order using the following rules: - Cards must be placed in the order of their atomic number. - All cards in the same column must have the same number of valence electrons. - All cards in the same row must have the same number of electron shells.

6. When groups have completed the task, reveal a periodic table to the class. Ask them to compare the order of their cards with the order of the periodic table.

**Day 2:**
1. Begin by pointing out that the periodic table is arranged according to the same rules they used. The rows of the periodic table are called “periods,” and the columns are called “groups.” Since elements in the same group have the same number of valence electrons, they react in similar ways. This is why elements in the same group have similar properties.

2. Point out the elements that fall in the center of the periodic table. They are called “transitional elements.” The groups and periods of these elements follow the same basic rules, but their electrons are configured differently. All of the elements in this block have the same number of valence electrons because electrons are added to interior shells instead of the valence shell.

3. Identify the following families on the periodic table, and assign one to each set classroom group:

- Halogens - Noble gases - Alkali metals - Alkaline Earth metals - Transition metals

4. Have students work with their lab partner to determine the physical properties of one element in their assigned family: density, boiling point, melting point, and conductivity. In addition, ask them to name at least two common uses for that element.

5. Have partners share what they learned with their groups. Discuss and identify common physical properties of elements within their family. Were elements in that family used in similar ways?

**Day 3:**
1. Begin by asking students to write what a polymer is and note familiar examples. If students do not know, tell them not to worry. Have them put the papers away until the end of the lesson; you will come back to them.

2. Tell students that they will conduct an experiment to illustrate the properties of polymers. They will combine a solution of Elmer’s glue and water with a borax solution, observe what happens, and explain their results.

3. Before proceeding with the experiment, ask these questions: what do you know about the element carbon? What biological processes involve carbon compounds? What are some types of hydrocarbons? What is an alkane? What elements commonly bond with carbon? What are halocarbons? Then allow time to watch sections I The Element of Life, II Hydrocarbons, and III Functional Carbon from the video //Elements of Chemistry: When Carbon Combines.// It will give important background information about carbon, hydrocarbons and polymers.

**Day 4:**
1. Divide students into groups of three. Make sure each group has the necessary materials. First ask the groups to predict what they think will happen when they combine a solution of Elmer’s glue with a solution of borax. Encourage students to write a reason for their predictions. Then have them put their predictions away until later in the lesson.

2. Give each group a few minutes to read the directions for the investigation, which are listed below.


 * Safety Note: ** Unless instructed to do so, do not sniff, taste, touch or mix any of the materials.

- Pour 20 ml of the Elmer’s glue solution into a cup. - Add 10 ml of the borax solution. - Use the stirring stick to mix the two solutions.

3. Ask students to observe what happens to the two solutions as they are combined. //(They become solid enough to form a ball.)// Then ask students if they know why this happens. //(The borax solution added to the Elmer’s glue solution forms additional links between the covalent bonds, causing the material to become more rigid. The more links, the stronger the material becomes.)//

4. Ask one person from each group to bring the new material home; have some put it in the refrigerator or freezer for 10 minutes. Tell those students to come to class prepared to discuss what happened to the materials.

**Day 5:**
1. Begin by asking the volunteers to describe their observations of what happened to the material. Students should have observed that the material becomes more elastic after being refrigerated for a brief period. But it will shatter in the freezer, demonstrating that it is sensitive to temperature.

2. Conclude the lesson by asking students to review their original ideas about polymers. Ask them these questions: Is the material you created a polymer? If so, why? Develop a definition of polymers that includes the following key points:

- A polymer is a large molecule that forms when monomers, or smaller molecules, form covalent bonds. - In the material created, the monomers are made of hydrocarbons.

3. Finally, encourage students to think of other examples of polymers, such as plastics, rubber, nylon and fiberglass. Point out that these are all synthetic polymers designed for specific purposes. For example, nylon is a synthetic fiber much like silk and fiberglass is lighter than metal and does not rust.

=**//Assessment – The periodic Table//**=

- ** 3 points: ** Students produced accurate cards for the first 18 elements of the periodic table, including all of the requested information; showed a clear understanding of atomic number, valence electrons, and electron shells by placing their cards in the correct order; worked well within their group to identify several common properties of elements within their assigned family. - ** 2 points: ** Students produced adequate cards for the first 18 elements of the periodic table, including most of the requested information; showed a satisfactory understanding of atomic number, valence electrons and electron shells by placing most of their cards in the correct order; worked well within their group to identify some common properties of elements within their assigned family. - ** 1 point: ** Students produced inaccurate cards for the first 18 elements of the periodic table, including little of the requested information; showed an unsatisfactory understanding of atomic number, valence electrons and electron shells and could not place their cards in the correct order; had difficulty working within their group and could identify few or none of the common properties of elements within their assigned family.

=**//Assessment – When Carbon Combines//**=

- ** 3 points: ** Students easily predicted what happens when the glue and water solution was mixed with the borax solution; demonstrated a clear understanding of how to conduct the experiment; and made significant contributions to the definition of polymers. - ** 2 points: ** Students predicted what happens when the glue and water solution was mixed with the borax solution; demonstrated a satisfactory understanding of how to conduct the experiment; and made some contributions to the definition of polymers. - ** 1 point: ** Students did or could not predict what happens when the glue and water solution was mixed with the borax solution; demonstrated a weak understanding of how to conduct the experiment; and made few or no contributions to the definition of polymers.