Unit 2: Atomic Structure & the Periodic Table

Why do we use particular elements for generating and storing electricity? What are the implications of the materials that we use?


About

Unit 2 Contents

A. Unit Resources
B. Unit Information
C. Standards & Practices
D. Task Sets

1 - Unit Opener - Energy and Periodic Table organization
2 - Nuclear Stability
3 - Electron Configuration
4 - Periodic Trends
5 - Assessment
6 - Battery Engineering

Unit Outcome

Use models of the atom to describe how valence electrons determine the patterns of the periodic table and the properties of the elements.

Anchoring Phenomenon

Elements have different properties which make them useful for a variety of applications.

Essential Question

Why do we use particular elements for generating and storing electricity? What are the implications of the materials that we use?

Unit 2 Planner

The Unit 2 Planner Google Doc can be accessed using the link above or you can scroll down to see the entire Unit Plan by scrolling down.

How is the Unit Structured?

Unit 2 contains 6 task sets which will take approximately 12 90-minute class periods to complete. Essential Questions, Phenomenon, and descriptions of learning for the six learning tasks of this unit are found in the Unit 2 Walkthrough.

Unit Resources

Open Access Unit 2

  • This Google folder (English) - houses all documents for this unit that have been updated.

  • This Google spreadsheet  for Atomic Theory (Spanish) and Periodic Table (Spanish) - houses some of the documents for this unit that have been translated into Spanish. We do have plans to update these translations as part of the WRAP grant.

Student Interactive Notebook

Vocabulary List

These are the vocabulary terms used and discussed in the unit.

Rubric

This is the rubric for Unit 2 and lives in the restricted folder.

Tests, Quizzes and Keys

These are restricted documents. Restricted-access materials are for teachers only. You must request access. To request access to the restricted folder, please fill out this linked Google form

Unit Information

  • The following are example options to extend parts of the unit to deepen students’ understanding of science ideas:

    Task Set 2

    Task Set 3

    Task Set 4

  • Task Set 1

    • Student handout with Observation and Evidence Statements from Table Activity

    • Students will observe that there are several patterns in the card sort activity as an introduction to patterns they will see throughout the unit.

    Task Set 2

    • Students will determine the relationship between protons, neutrons, and electrons while determining which subatomic particles make a stable nucleus.

    Task Set 3

    • Students will relate electron configurations to the periodic table and explore wave particle duality with light and electrons.

    • For an extension, change in energy levels, energy, and wavelength can be calculated.

    Task Set 4

    • Students will determine and communicate Periodic Table trends using data/graphs.

    Task Set 6

    • Students will construct a ‘best’ battery by testing four variables and modifying prototypes.

  • HS-PS1-1: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.] [Assessment Boundary: Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond relative trends.]

    • Unit 2 Atomic Structure & Periodic Table Unit Test

    HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

    • Unit 2 Atomic Structure & Periodic Table Unit Test

    HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

    • Unit 2 Atomic Structure & Periodic Table Unit Test

    HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.

    • Unit 2 Atomic Structure & Periodic Table Unit Test

Standards & Practices

  • This unit builds toward the following NGSS performance Expectations (PE’s). Links to evidence statements are provided:

    • HS-PS1-1: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

    • HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

    • HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.

  • This unit contains these Physical Science Grade 9-12 DCI elements.

    • PS1.A: Structure and Properties of Matter

      • Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states.

    • ETS1.A: Defining and Delimiting Engineering Problems

      • Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them.

      • Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities.

    • ETS1.C: Optimizing the Design Solution

      • Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (tradeoffs) may be needed.

    • ETS1.B: Developing Possible Solutions

      • When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts.

  • This unit focuses on these Science and Engineering Practices

    • Developing and Using Models Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed world(s).

      • Use a model to predict the relationships between systems or between components of a system.

    • Asking Questions and Defining Problems Asking questions and defining problems in 9–12 builds on K–8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations.

      • Analyze complex real-world problems by specifying criteria and constraints for successful solutions.

    • Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles and theories.

      • Design a solution to a complex real-world problem based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and trade off considerations.

      • Evaluate a solution to a complex real world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and trade off considerations.

  • This unit contains these Crosscutting Concepts

    • Patterns

      • Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.

  • Influence of Science, Engineering, Technology and Applications of Science

    • New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology.