Module+6

 · ** The student will demonstrate an understanding of the structure and properties of atoms.** 
 * Module 06 – Atomic Structure (lens: Patterns) **
 * Standard: **
 * CAb: Structure and Properties of Matter**

2. Properties** Essential Understandings: **
 * Indicators:**
 * CAb.1 Compare the subatomic particles (protons, neutrons, electrons) of an atom with regard to mass, location, and charge, and explain how these particles affect the properties of an atom (including identity, mass, volume, and reactivity).**
 * CAb.3 Explain the trends of the periodic table based on the elements’ valence electrons and atomic numbers.**
 * CAb.4 Use the atomic number and the mass number to calculate the number of protons, neutrons, and/or electrons for a given isotope of an element.**
 * Concepts: **
 * 1. Composition** **
 * 3. Identity**
 * 4. Organization**
 * 1. Components determine interactions.**
 * 2. Patterns and trends follow internal composition.**


 * Essential Understandings: **
 * Attractive forces between substances can be determined by organization of charge. **
 * Design of materials used in products relates to desired function. **


 * Lesson 1- The Atom **

· **The student will demonstrate an understanding of the structure and properties of atoms. **
 * Standard:**
 * CAb: Structure and Properties of Matter**


 * Indicators:**
 * CAb.1 Compare the subatomic particles (protons, neutrons, electrons) of an atom with regard to mass, location, and charge, and explain how these particles affect the properties of an atom (including identity, mass, volume, and reactivity).**


 * Guiding Questions:**
 * 1. Why do electrons not ram into protons?**
 * 2. How does the nucleus determine an atom’s mass while the location of the electrons determines the volume?**

Suggested Lab Activities Students should be required to interpret and analyze data from all labs and activities. Formative Assessment Differentiated Instruction**
 * Topics and Facts**
 * Atomic Structure**
 * -Proton, neutron, and electron definitions.**
 * -Mass and location of protons, neutrons, and electrons.**
 * -Charges of protons, neutrons, and electrons.**
 * Rutherford’s Gold Foil Experiment**
 * -What the experiment was.**
 * -The outcome of the experiment.**
 * -How long it took for his team to interpret the data.**
 * Virtual Rutherford’s Gold Foil Experiment**
 * Resources

· **The student will demonstrate an understanding of the structure and properties of atoms. **
 * Lesson 2- The Periodic Table of the Elements (intro)**
 * Standard:**
 * CAb: Structure and Properties of Matter**
 * Indicator:**
 * CAb.4 Use the atomic number and the mass number to calculate the number of protons, neutrons, and/or electrons for a given isotope of an element.**


 * Guiding questions:**
 * 1. What is an isotope and why is the atomic mass of every isotope a whole number while the mass on the PTE is not a whole number? C**
 * 4. Why is the PTE organized according to protons instead of electrons, when these two must be present in equal number in neutral atoms? C**

Suggested Lab Activities Students should be required to interpret and analyze data from all labs and activities. Formative Assessment Differentiated Instruction**
 * Topics and Facts**
 * Periodic Table Organization**
 * How the PTE is organized according to increasing atomic number.**
 * The original PTE was set up according to mass, this was not accurate.**
 * Atomic Mass**
 * The number of protons plus neutrons equals the atomic mass.**
 * Electrons are not included in atomic mass calculations.**
 * Protons and electrons are present in equal numbers in neutral atoms (as on the PTE).**
 * Interactive practice on calculating atomic mass and number of subatomic particles.**
 * Resources


 * Lesson 3- Rows and Columns of the PTE**
 * Standard:**
 * CAb: Structure and Properties of Matter**
 * The student will demonstrate an understanding of the structure and properties of atoms.**
 * Indicators:**
 * CAb.1 Compare the subatomic particles (protons, neutrons, electrons) of an atom with regard to mass, location, and charge, and explain how these particles affect the properties of an atom (including identity, mass, volume, and reactivity).**
 * CAb.3 Explain the trends of the periodic table based on the elements’ valence electrons and atomic numbers.**
 * Guiding Questions:**
 * 1. How was Mendeleev able to predict where undiscovered elements would be placed in the PTE? C**
 * 2. What other structure might matter in the Universe have if it did not follow atomic structure? P**

Suggested Lab Activities Students should be required to interpret and analyze data from all labs and activities. Resources Formative Assessment Differentiated Instruction**
 * Topics and Facts:**
 * PTE Structure**
 * Groups are also called families, and are vertical columns; there are 18 of them.**
 * Periods are horizontal rows; there are 7 of them.**
 * PTE Trends**
 * Groups have similar properties.**
 * Properties of elements can be predicted based on their location in the PTE.**
 * Provide a set cards (or other format) for 20 elements which list some physical properties. Have the students arrange the elements in an organized table to mimic Mendeleev in setting up the first PTE.


 * Lesson 4-The Electron’s Role**

<span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Symbol;">· **<span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">The student will demonstrate an understanding of the structure and properties of atoms. **<span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">
 * Standard:**
 * CAb: Structure and Properties of Matter**


 * Indicators:**
 * CAb.1 Compare the subatomic particles (protons, neutrons, electrons) of an atom with regard to mass, location, and charge, and explain how these particles affect the properties of an atom (including identity, mass, volume, and reactivity).**
 * CAb.3 Explain the trends of the periodic table based on the elements’ valence electrons and atomic numbers.**
 * Guiding Questions**
 * 1. Estimate the melting point of rubidium (Rb), given that the melting points of potassium (K) and cesium (Cs) are 337K and 302K, respectively.**
 * 2. What would the formula be for a compound made of carbon and sulfur if a compound of carbon and oxygen has the formula CO2?**

Valence electron definition. [Valence electrons are the number of electrons in the period that an element is located, when counting from the left and stopping on the element (ignoring the transition metals section). There are one to eight valence electrons, with one being the Lithium family and eight being the noble gases.]
 * Topics and Facts**
 * Electrons and the PTE**

Atoms of different elements have different numbers of electrons. Many properties of elements are determined by the number and arrangement of electrons in their atoms. Elements in a family with more electrons (lower down the column) are more reactive than those with less electrons (higher up on the column). Properties of an element can be estimated by averaging the respective properties of elements located just above and just below it on the PTE. Elements in a family will form similar formulas with other elements (CO2, CS2, CSe2, etc…) Suggested Lab Activities Students should be required to interpret and analyze data from all labs and activities. Formative Assessment Differentiated Instruction**
 * Families on the PTE**
 * Interactive practice on calculating physical properties and molecular formulas of atoms in a group.**
 * Resources

<span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Symbol;">· **<span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">The student will demonstrate an understanding of the structure and properties of atoms. **<span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">
 * Lesson 5- Family Traits**
 * Standard:**
 * CAb: Structure and Properties of Matter**


 * Indicators:**
 * CAb.3 Explain the trends of the periodic table based on the elements’ valence electrons and atomic numbers.**

Suggested Lab Activities Students should be required to interpret and analyze data from all labs and activities. <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';"> N/A Formative Assessment** Examine families on the periodic table of the elements (PTE) and compare and contrast each element in that group.
 * Guiding Questions:**
 * 1) **<span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">How can elements in the same family have different reactivity and uses? **<span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">
 * 2) **<span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">How can elements in the same family have similar reactivity and uses? **<span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">
 * <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">Topics and Facts **<span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman';">
 * Periodic Trends**
 * Properties vary somewhat regularly along a period.**
 * Exceptions can be found in some periods.**
 * Group Trends**
 * Properties of elements in a family are similar.**
 * Uses of elements in a family can vary greatly.**
 * The students should choose a family and research the elements in it. The project should be in power point form, so that the class may learn from others work.**
 * Resources


 * Differentiated Instruction**