Unit 3: Atoms to Power

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

About

Unit 3 Contents

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

3.1 - Unit Opener
3.2 - Periodic Table Card Sort (Create a Table)
3.3 - Flame Test Lab
3.4 - Periodic Trends
3.5 - Engineering
3.6 - Assessment
3.7 - Arts Integration

Unit Outcome

Uses models of the atom to describe how valence electrons determine the patterns of the periodic table and the reactivity 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?

An Arts Integration lesson can be found in this unit.

Unit 3 Planner
Links to All Instructional Materials

The Unit 3 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 3 contains 6 task sets which will take approximately 12 90-minute class periods to complete. Essential Questions and Phenomenon for the eight learning tasks of this unit are found in the Unit 3 Walkthrough.

Unit 3 Webinar
Unit 3 Webinar Slide Deck

Unit Resources

Open Access Unit 3

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

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

Student Interactive Notebook

Vocabulary List

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

Rubric

This is the rubric for Unit 3 and lives in the restricted folder.

Tests, Quizzes and Keys (English)
Tests, Quizzes and Keys (Spanish)

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 3

    Task Set 4

  • Task Set 2 - Periodic Table Card Sort (Create a Table)

    • 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 3 - Flame Test Lab

    • 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 - Periodic Trends

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

    Task Set 5 -  Engineering

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

  • These assessments require that the teacher have access to restricted files. To request access please fill out this linked Google form

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. [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.]

    • 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.

  • Appendix E

    This unit focuses on these Disciplinary Core Ideas

    • 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.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.

    • 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.

  • Appendix F

    This unit focuses on these Science and Engineering Practices 

    • 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.  

      • Evaluate a solution to a complex realworld problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.

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

    • 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 worlds. 

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

  • Appendix G

    This unit focuses on 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.

  • This unit focuses on these Connections to the Nature of Science

    • Influence of Science, Engineering, and Technology on Society and the Natural World

      • 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

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