Title of Unit: Advanced Atomic Structure: Electronic Configuration and Spectroscopy

Grade Level/Course: 10-12 Approximate length of unit: 10 Blocks (20 days covering Odd and Even Days).

Performance Indicators: HCS Competencies (STAGE 1)

HS 13: Chemistry: Atomic Structure, Energy, and Moles: Apply scientific and engineering practices to understand and analyze the nature of matter, the characteristics of compounds and chemical reactions, and the characteristics of atoms.

HS14: Chemistry: Periodic Table: Apply scientific and engineering practices to understand and analyze the properties and behaviors of elements as they are arranged in the periodic table.

HCS HS13

A. Generate an artifact that shows the progression of our understanding of atomic theory and how it has changed over time. (SC3) B. Create an artifact that relates the structure of atoms (elements) to their chemical properties. Students may choose the type of artifact (i.e. a t-shirt

design or card game). HCS HS 14

C. Create a manipulative to present to a company that specializes in chemistry games that will challenge users to apply their understanding of electron configuration. [orbital, extended/full and noble gas] – For Final-year Exam Task Option

Georgia Standards of Excellence

Primary Standards SC1. Obtain, evaluate, and communicate information about the use of the modern atomic theory and periodic law to explain the characteristics of atoms and elements.

f. 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 (i.e. including atomic radii, ionization

energy, and electronegativity).

g. Develop and use models, including electron configuration of atoms and ions, to predict an element’s chemical properties.

Supporting Performance Indicators

Science Characteristics Standards: SCSh 1 to SCSh 9

Use information, technology and appropriate tools strategically to innovate and solve problems collaboratively and interdependently

Use information, technology and appropriate tools strategically to innovate and solve problems collaboratively and interdependently

Demonstrate organized, purposeful, and precise communication in English and at least one other language

Students perform effectively on teams that set and achieve goals, conduct investigations, solve problems, and create solutions (e.g., by using consensus-building and cooperation to work toward

group decisions).

Unit Pre-test: http://www.sciencegeek.net/Chemistry/Quizzes/AtomicStructure/

Learning Targets: Stage 3 Practice for Learning: Stage 3

You CAN complete as many as you choose to reach the learning targets.

Evidence of Mastery (STAGE 2)

You MUST complete and submit these for a grade.

Activities DoK Level Resources

1. I can define an atom 2. I can explain why an atom is considered a

system of particles. 3. I can demonstrate why an atom is

considered a system of charges. 4. I can explain why a shell is considered a

separate subsystem. 5. I can illustrate how shells are composed

inside the atom. 6. I can describe the zones of the shells in an

atom 7. I can illustrate the kernel and valence

sheath with a neat diagram. 8. I can show how we can determine the

capacity of shells 9. I can discuss what makes the valence shell

uniquely different from other shells. 10. I can explain Octet Rule with examples.

11. I can discuss with examples the exception to Octet Rule.

12. I can justify the statement that orbitals are the ultimate houses of electrons.

Recalling from

known facts and

summarizing

them.

(SC1a to d)

Short-term

Strategic

Thinking &

Extended

Thinking

1 to 3 in

Progression

For items 1

to 5

3 to 4 in

progression

For items 6

to 12

Atomic Structure Foundation Thinking Sheet 1

https://drive.google.com/a/henry.k12.ga.us/file/d/0B5VtOIv4o_JGbW1CVXRGNEROaTQ/view?usp=sharing

Ring Diagram Template for the Shell Structure of the

Atom

https://drive.google.com/a/henry.k12.ga.us/file/d/0B

5VtOIv4o_JGV0VqYWZJTEFZNDg/view?usp=shar

ing

Shell Structure of the Atom and the Origin of the

Box Diagram

https://drive.google.com/a/henry.k12.ga.us/file/d/0B

5VtOIv4o_JGYVgxMnR0N1RUMWM/view?usp=s

haring

Drawing and labeling the ring diagram of a fully filled atom; Identifying errors in the diagrams of shell structure. See the study guide with embedded rubric in the Resources in Column 4.

Generate an artifact that shows the progression of our understanding of atomic theory and how it has changed over time. Rubric: Please find below the Rubric for the Artifact for the Evolution of Atomic Models – Note that this should be a Three Dimensional Artifact, Two dimensional artifacts and drawing are not allowed. Reference: Page 129 of your Text Book You will select any one of the following by draw: Foam Ball; Clay; Tennis Ball; Rubber Ball; Wheat dough You will use the given materials such as push pins, beads, beans, lintels, toothpicks, cotton swabs, etc. to create the artifact which models or demonstrates the evolution of the atomic model Dalton – 3 Pts Thompson – 8 Pts (Positive Matrix 4 Pts; Electrons: 4 Pts) Rutherford – 20 Pts (Empty Space: 5 Pts; Nucleus: 10 Pts; Electrons: 8 Pts) Bohr: 35 Pts (Nucleus: 5 Pts; Shells: 14 Pts: Electrons in Shells: 10 Pts; Electron Excitation: 6 Pts) Electron Cloud Model: 30 Pts (Nucleus with its components: 10 Pts; Electron cloud: 20 Pts)

13. I can show how electrons behaves as a system of motion

Extended

Thinking

4 Atomic Structure Foundation Thinking Sheet - 2

https://drive.google.com/a/henry.k12.ga.us/file/d/0B

5VtOIv4o_JGNkZuWTcydjhyRms/view?usp=sharin

g

This is a sublevel competency in the evaluation of

atomic models and there is no separate summative

assessment.

14. I can show how orbitals are filled up with electrons - and discuss this process using aufbau diagram.

Strategic

Thinking

3 Atomic Structure Foundation Thinking Sheet - 3 RBDD (Ring, Box, and Dot Diagrams) Task Students us Drawing to model the Ring Diagram, Box Diagram, and Dot Diagram 10 elements from the Named

15. I can state Pauli’s Exclusion Principle and discuss its significance.

16. I can explain Hund’s rule of maximum multiplicity with examples.

17. I can represent diagrammatically shell structure of an atom with ring diagrams.

18. I can represent diagrammatically the box diagram for the electronic configuration of elements

https://drive.google.com/a/henry.k12.ga.us/file/d/0B

5VtOIv4o_JGY0JUZVUxT0MxMzQ/view?usp=shar

ing

Aufbau and Step by Step Filling Up of Atomic

Orbitals

https://drive.google.com/a/henry.k12.ga.us/file/d/0B

5VtOIv4o_JGQlppS2NjdTNaSTA/view?usp=sharin

g

Ring Structure Template

https://drive.google.com/a/henry.k12.ga.us/file/d/1cp

ti2mIErcroliS91EYN58S4BmGgUvk5/view?usp=sh

aring

Electronic Configuration

https://www.youtube.com/watch?v=igxUYzbQO7s

Organization of the Box Diagram

https://schoolwires.henry.k12.ga.us/cms/lib/GA0100

0549/Centricity/Domain/7223/Organization%20of%

20the%20Box%20Diagram.pdf

Study Guide for the Test on Shell Structure of the

Atom

https://schoolwires.henry.k12.ga.us/cms/lib/GA0100

0549/Centricity/Domain/7223/-

Study%20Guide%20for%20the%20Test%20in%20S

hell%20Structure%20of%20the%20Atom.pdf

Groups Including Transition elements, Lanthanides, and Actinides. Draw the shell structure for all the elements Draw Box Diagram for all elements Draw dot diagram for all representative elements Students will be provided templates of concentric circles and Boxes for the first two. Dot diagram is drawn in an empty periodic table specially created for this purpose (see Resources in Column 4). Total Grades for this Task is 100 Points

The Rubric is as follows Ring Diagram: 40 Pts

1. Correct number of electrons in the valence shell – 0.5 pts

2. Correct number of electrons in the penultimate shell – 0.5 pts

3. Correct number of electrons in the ante-penultimate shell – 0.5 pts

4. Correct number of electrons in the other inner shells – 0.5 pts

5. Nucleus drawn – 0.5 pt 6. Correct number of protons – 0.5 pts 7. Correct number of neutrons – 0.5 pts

Box Diagram 40 pts 1. Correct representation of the

1st electron 0.5 pt 2. Correct order of boxes; 0.5 pts 3. Correct labeling of boxes; 0.5 pts 4. Pauli’s exclusion followed; 0.5 pts 5. Hund’s rule followed; 0.5 pts 6. Aufbau rule followed; 0.5 pts 7. Exceptions recognized; 0.5 pts 8. Exceptions drawn correctly; 0.5 pts

Dot diagram 5 Pts

1. Correct configuration for Helium: 2 Pts 2. Correct name for the newly discovered elements: 3 Pts Shorthand Electronic Configuration: 15 Pts Lanthanides: 5 PTs Actinides: 5 Pts All other elements: 5 Pts

19. I can apply the long-hand formulas for writing the electronic configuration of elements

Strategic

Thinking;

followed by

3 to 4 in

progression

Electronic Configuration Longhand and

Shorthand Formulas

https://www.youtube.com/watch?v=8TZ97JLWqMA

https://www.sporcle.com/games/Fireobssesed/electron

(25 Pts - the percent you score on the game will be

applied to the 25 Pts).

20. I can derive the short-hand formulas of the electronic configuration from the long-hand formulas.

Extended

Thinking

https://sciencing.com/write-shorthand-electron-

configuration-lead-8523324.html

21. I can define a bond. 22. I can provide a diagrammatic

representation of the different modes of formation of a bond.

23. I can explain what electronegativity is and how it influences the bonding modes of atoms

24. I can with neat sketches distinguish between True Covalent and Polar Covalent Bonds.

25. I can Discuss electrovalent bond in detail. 26. I can explain donor-acceptor relationship

in the coordinate bonding 27. I can Illustrate the coordinate bond

formation with a neat sketch. 28. I can show what radicals are and discuss

them with at least two examples - one simple and one complex radical.

29. I can draw the schematic of metallic bonding and explain it.

Strategic

Thinking;

followed by

Extended

Thinking

3 to 4 in

progression

Bonding: Basic Facts

https://drive.google.com/a/henry.k12.ga.us/file/d/1D

TJMkW7IiwzGxvT5XGlPwX8Ktbqq-

dxY/view?usp=sharing

Students create a tool that can be used by their peers to compare, contrast and distinguish between different types of bonds. including Covalent, ionic, coordinate, and metallic bonds (Mid-Year Exam Tasks)

STAGE 4: Student Reflection

1. Did the content covered prepare you adequately for the assessment?

2. Did the design of the lesson prepare you adequately for the assessment?

3. Was the time spent on teaching/learning each task sufficient enough to master the theme/concept?

4. Was effective feedback provided to you in the formative, practice, and interim ongoing assessments?

5. Was the feedback given to you timely in the formative, practice, and interim ongoing assessments?

6. Were you clear with what you missed or needed to improvise?

7. Were you provided with opportunities to revise and improvise your learning/mastery of the concepts?

8. Were you provided with due support by re-teaching or peer teaching to revise and improvise your learning/mastery of the concepts?

9. What do you think are the reasons for your success or otherwise?

10. How differently do you want to learn in your next learning tasks?

11. What do you want to receive additionally or differently in teacher’s support to you in future learning tasks?