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Framework Chemistry 14
An Inquiry Based Science Teaching and Learning Framework
Topic/Learning Activity
OC39 & OC40
Student Cohort
Student Level
2nd year.
Prior Knowledge
Students will have studied
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Classification of substances.
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Properties of substances.
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Metals and non-metals.
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Stimulus to Engage
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Discussion on students’ understanding of
an atom – atom bomb, splitting the atom,
atomic ant, etc.
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Refer back to separation of mixtures –
mixture v pure, etc.
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The Elements Song http://www.youtube.com/watch?v=jNoMZVm-J08&feature=fvwrel
Science Questions
Initial questions leading to the questions students will work on during the activity:
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From The Element Song, can you recognize any of the elements?
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What makes one element different from another? Are they the same size, same mass?
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What do we mean by charge?
Learning Outcomes
Content Knowledge:
The students will be able to:
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Describe the structure of an atom.
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Identify the sub-atomic particles, their charge, location and relative atomic mass.
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Distinguish between atomic number and atomic mass.
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Distinguish between two different atoms.
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Distinguish between isotopes.
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Identify the first 20 elements and draw their Bohr structure.
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Identify a molecule which has Ionic Bonding.
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Identify a molecule which has Covalent Bonding.
Process:
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Arrange the sub-atomic particles in an atom.
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Organise the electrons in their shells around the nucleus.
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Arrange the sub-atomic particles in atoms within a molecule.
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Drawing Bohr diagrams.
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Framework Chemistry 14
An Inquiry Based Science Teaching and Learning Framework
Skills:
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Work as part of a team to complete a task.
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Communicate effectively.
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Classifying and ordering information.
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Questions during Activity
Questions to drive student learning (directing them to the learning outcomes):
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What is the symbol for your element?
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Where would you show the protons and neutrons in the atom?
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Where would you show the electrons in the atom, how would you place them around
the protons and neutrons?
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Can you show where you would find the protons, neutrons, electrons in the atom?
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How can you represent the element on paper?
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How can you distinguish isotopes?
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Questions to probe understanding
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How do you know how many protons are in the atom?
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How do you know how many neutrons are in the atom?
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How do you know how many electrons are in the atom?
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What is the relationship between the number of protons and the number of electrons?
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What particles make up the mass of the atom?
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Why are the electrons not included as part of the mass number?
Questions to get students thinking about their own learning (metacognition):
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What makes an atom of a certain element unique?
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How are the elements organized in the periodic table?
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Why are some elements at the left hand side and others at the right hand side?
Developing the Activity
How do you stimulate students to ask even more questions/think further?
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How do you think molecules are formed?
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What is meant by “splitting the atom”?
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What is an Atom Bomb?
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Framework Chemistry 14
An Inquiry Based Science Teaching and Learning Framework
Possible supporting activities:
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Take simple compounds like Sodium Chloride and Magnesium Oxide
and represent them with coloured Cheerios.
Questions for supporting activities:
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Do atoms retain their properties when they become part of a molecule?
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What happens the electrons in each of the atoms when they are in a molecule?
Additional Resources
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Stimulus materials, websites, etc.
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The element song - http://www.youtube.com/watch?v=GFIvXVMbII0
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Daniel Radcliff singing the song - http://www.youtube.com/watch?v=rSAaiYKF0cs&feature=related
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Atom Bonding Model - http://www.youtube.com/v/83uBVif653Y&fs=1&source=uds&autoplay=1
How has the use of ICT enhanced the learning?
Evidence of enhancement:
Additional Comments
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