Physical Science: October 2008 Archives

Students were engaged as to the naming of binary compounds, including using Roman Numerals to show the oxidation numbers of metals in groups 3-12 and under the stair-step of the Periodic Table.
Students were strongly encouraged to study naming rules (including using prefixes for covalent bonded nonmetals, changing ionically bonded nonmetals names to -ide, and using roman numerals for transition metals) and oxidation numbers.
As some educational specialists have labeled the disconcerting lack of comprehension as "permission to forget," I have revoked that permission.

PSif55.bmp

A worksheet to demonstrate advanced formula-writing skills using parentheses to denote the participation of a polyatomic ion.

A
PSif57.bmp

A worksheet to demonstrate the "criss-cross" method of writing formulae: Oxidation numbers are turned into subscripts, multiples are reduced.

PSif54.bmp

Ions (ionic bonding) and the sharing of electrons (covalent bonding) were introduced as a means of chemical bonding. Also covered was metallic bonding, featuring metals in groups 3-12.

The students were reminded of  Polyatomic Ions, and how to spot them in a chemical formula.
They were asked to spot the polyatomic ions and count the number of atoms per formula in the worksheet below:

PSif51.bmp

After checking the homework and explaining how subscripts outside of parentheses marks in  molecular formula modifies the polyatomic ion inside the parentheses, the students were introduced to the naming conventions of binary compounds, compounds involving two participating ions or polyatomic ions.

The three major kinds of bonding (ionic, covalent, and metallic) were discussed, including rules for identifying such bonds.

Polar and nonpolar covalent bonds were introduced and the guidline "Like dissolves like." was explained.

Polyatomic Ions were covered, including how to spot them and how they affect a molecule when they are attached chemically.

Students were asked to work on the following sheet,

PSif50.bmp

and they were asked to circle the polyatomic ion in the molecules featuring polyatomic ions.

A worksheet for the formation of Ions and how atoms gain or lose electrons to become stable.

Make me an Ion WS.xls

We completed a study of reactivity of the elements on the Periodic Table by comparing the reactivity of pairs of elements. That worksheet is available below:
PSif47.bmp

Students were asked to define five (5) words for tomorrow:

1. Ion
2. Ionic Bond
3. Covalent Bond
4. Metallic Bond
5. Polyatomic Ion

Students were asked to research any radioactive isotope. They were asked to find what the radioisotope was used for, how much was used, and the half-life of their radioisotope.

They were asked to begin writing a paper on the isotope, including a graph and a table going through seven (7) half-lifes. The idea is to see how much of an isotope is needed now compared to how much had to be around seven (7) half-lifes ago.

Here's a sample of what a Radioactive Isotope Sample paper would look like. Any section can be "beefed up" or "fleshed out".

RadIsoSm.doc

The SI System2.ppt

Matter2.ppt

Chemical BondingSR.ppt

AtomsSR.ppt

RadioactiveDecaySeries.xls

We completed an activity where the students rolled a die to predict the type of radiation a particular element underwent. While in nature radioactive metals usually follow a proscribed method of nuclear decay, this allowed the students to calculate the differences in mass and atomic number from alpha and beta radioactive decay.

For all students

A useful tool...

 

Matter

Pure Substances

Elements

Symbols

Compounds

Mixtures

Homogeneous Mixtures

Heterogeneous Mixtures

Colloids

Suspensions

Atomic Structure

Protons

Atomic Number

Neutrons

Atomic Mass

Mass Number

Electrons

Chemical Properties

Quarks

Periodic Table of the Elements

Groups

Periods

Metals

Nonmetals

Metalloids

Isotopes

Radioactivitiy

Alpha Particles

Beta Particles

Gamma Rays

Nuclear Instability

Half Life

Decay Series

Fission

Nuclear Chain Reactions

Fusion

We reviewed Unit 2 and the topics associated (see).

A plan was established for the week:

• Homework 1, due tomorrow, and corrections
• P. 564, # 1, 2, 3, 4, 5, 6, 7, 8
• P. 532, # 1, 2, 3, 6, 7, 9
• Homework 2, due 1st thing Wednesday
• pp. 530-531, # 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19
• pp. 562-563, # 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 26
• UNIT 2 TEST on Thursday

Students traced a decay series for U-238 and the half-lives associated with each decay. A comparison of fission and fusion was introduced.

Haley Lindley correctly expounded on the erroneous statement from Sting, and we then explored radioactive decay systems and introduced the concept of radioisotopic half-life.

Students were surprised today with a POP quiz covering the last several days' topics. The scores should be available in a couple of days.

They were then asked to read pp. 544-545 to learn about the half-life of radioisotopes. For homework, they were to evaluate the line from the Sting song that says, "... and deadly for twelve-thousand years is Carbon-14,".

The class differentiante between atoms before and after nuclear reactions. Identifying the cause of nuclear instability, students then compared and contrasted the name, mass, identity, and danger associated with the three kinds of radioactive particles: Alpha, beta, and gamma.

Recognizing the change in mass amonst the three kinds of radioactive particles will allow our students to discern the kinds of changes that radioactive nuclei will undergo.

Students compared chemical changes and nuclear changes and the parts of the atom involved with each type of reaction.

Students drew Bohr models of atoms and related their electron configuration to their location on the Periodic Table of the Elements.

The basis for Oxidation Numbers and the classifications as metal, nonmetal, and metalloid were reviewed.

We introduced isotopes, atoms with the same number of protons and different numbers of electrons. This is a critical concept for the study of radiation. Students were asked to draw the isotopes Carbon-14 and Carbon-12 on a printed sheet for homework.

After the students turned in their "Parts of the Atom" worksheet, we finished our exploration of the Periodic Table of the Elements.

We then worked on how to classically draw a model of an atom; its nucleus in the center surrounded by energy levels or shells of electrons.