* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download What`s Inside an Element
Survey
Document related concepts
Transcript
WHAT’S INSIDE AN ELEMENT? (1 Hour) Addresses NGSS Level of Difficulty: 2 Grade Range: 3-5 OVERVIEW In this activity, students will learn about the elements in the periodic table and how to interpret the information for each element. Students will then choose an element and translate the information from the periodic table into a tri-fold model. The cover of the tri-fold would be a picture of the element as it appears on the periodic table, and the inside would be a visual representation of that element showing the position of its protons, neutrons, and electrons. Topic: Matter and Properties Real-World Science Topics • Every element is comprised of small particles that we cannot see • Composition of the atom enables the element to go through physical and chemical changes • Periodic table is used to sort and classify known elements by their atomic mass Objective After completing this activity, students will be able to explain the patterns in the organization of the periodic table. Students will be able to identify the number of protons, neutrons, and electrons based on the information displayed in the periodic table. Students will be able to visualize an element. NGSS Three-Dimensions Science and Engineering Practices Developing and Using Models • Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems. • Develop a model to predict and/or describe phenomena. (MS-PS1-1),(MS-PS1-4) Disciplinary Core Ideas PS1.A: Structure and Properties of Matter • Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (MS-PS1-1) • Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) Crosscutting Concepts Structure and Function • Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. (MS-PS1-3) (Source: Next Generation Science Standards) 1 www.siemensstemday.com WHAT’S INSIDE AN ELEMENT? Background Information What is the difference between an atom and element? All elements are comprised of atoms, tiny particles we are unable to see with our eyes. Elements are comprised of atoms and cannot be broken down into any other type of matter. What are the parts of an element? Inside each atom is a nucleus. The nucleus acts as a control center for the atom and contains the neutrons and protons. The protons are positively charged, neutrons are neutral (no charge). Surrounding the nucleus are the electrons which contain a negative charge. In elements, the number of protons is equal to the number of electrons. The only variable is the number of neutrons an atom contains, and that is determined by the isotopes within that element. What is the periodic table? The periodic table is the way scientists have developed to organize elements by their common characteristics or properties. The periodic table consists of groups and periods. The rows, periods, categorize the elements by their type (metal, nonmetal, etc.). The columns, groups, can also be identified as families and share common characteristics. What are the properties of elements? Elements have both physical and chemical properties. Physical properties include the element’s volume and mass, as well as its type, family, color, texture, and boiling and melting points. Chemical properties include the element’s ability to change or react with other elements. Chemical compounds like H2O or CO2 are good examples of a chemical change that occurs when elements combine. Key Vocabulary Atom – smallest part of an element Atomic Mass – comprised of the total number of protons and neutrons in an atom. The average mass of an element. Atomic Number – number of protons in the nucleus of an atom Electron – part of an atom that is found outside the nucleus and is negatively charged Element – simplest form of matter that cannot be broken down Isotope v element with similar chemical composition, the same number of protons (same atomic number) Neutron – found in the nucleus of the atom and has no charge (along with the protons makes up the atomic mass of the atom) Proton – positively charged part of an atom found in the nucleus (atomic number of an element) Materials Needed for Activity • Card stock • Colored paper – as per periodic table, you should use blue/yellow/green • Copies of the periodic table • Markers/colored pencils • Extension – Research tools internet, library, books 2 www.siemensstemday.com WHAT’S INSIDE AN ELEMENT? Teacher Preparation When selecting elements for the models, consider the time you have available and the students you teach. Some of the elements have high atomic mass and will take time to add to their models, because of the high number of protons and electrons. Students will have an easier time if you make a sample model in advance. Fold the cardstock into a tri-fold: they will be opening the “doors” of the tri-fold to see inside their element. Cut the colored paper (to match colors of periodic table) into square shapes about 2/3 to 1/2 size of the front of the tri-fold. Using the periodic table as a guide, copy the information from an element onto the colored piece of paper (atomic number, symbol, name, atomic mass). Put glue on back 1/2 of [left or right] side of the colored paper. Stick the glue side to one side of the tri-fold card stock ‘door’. When the ‘door’ is closed, the unglued side of the colored paper overlaps the other door. Have materials ready for use. 3 www.siemensstemday.com STEPS FOR WHAT’S INSIDE AN ELEMENT? 1. Warm-up Activity: Have students study a picture or copy of the periodic table. Discuss what they see on the table and share as a class (numbers, words, color, symbols or abbreviations). Ask students if they recognize any of the elements and about their prior experience or knowledge. 2. Teacher will review with the students the components of the information that appears for the elements on the periodic table. 3. Teacher will explain to students that today they are going to be creating a model of “what’s inside an element.” Teacher will show students pictures or models of an atom. Students will identify the protons and neutrons found in the nucleus and the electrons orbiting the nucleus. Explain that scientists use different methods to demonstrate the parts of an atom. They can represent the components as symbols or shapes or with different colors. In this activity, students can decide how to represent their element’ atoms, but it is important that they include the nucleus and the correct number and position of the protons, neutrons and electrons. 4. Hand out worksheet. Assign students their element to model. 5. Provide students with the square colored paper based on their element’s category from the periodic table. 6. Students should copy the information for their element onto the piece of paper, noting the position and size of the information. 7. Provide students with cardstock and show them how to make a tri-fold. Have students glue on their colored squares. 8. Show atom models again to students and use the worksheet to walk them through the process of finding out how many protons, electrons and neutrons there are in their element, along with their placement. 9. Conclude with a discussion about what they learned about elements in the periodic table. Have students share their models with another student or group. • Are all atoms the same? • What are some similarities or differences they noticed in the models? • What was the purpose in making a model of the atoms within an element? Extension Activity On the front cover “doors,” students can label atomic mass, atomic number, symbol, and name of element of their element square. Using books, textbook, and the internet, students can research their element by finding out some of its physical and chemical properties and uses. This information could be listed on the inside part of the “doors.” Students could then compare particle mass and the difference in mass between a proton and electron. 4 www.siemensstemday.com STEPS FOR WHAT’S INSIDE AN ELEMENT? Sources “Chem4Kids.com: Atoms: Structure.” Rader’s CHEM4KIDS.COM – Chemistry Basics for Everyone! N.p., n.d. Web. 6 Feb. 2016. Dictionary Definitions You Can Understand – YourDictionary. N.p., n.d. Web. 1 Feb. 2016. “Inside Out Discover Elements : Inside an Element.” Home | The Royal Institution: Science Lives Here. N.p., n.d. Web. 6 Feb. 2016. Next Generation Science Standards. N.p., n.d. Web. 1 Feb. 2016. “The Path to the Periodic Table | Chemical Heritage Foundation.” Homepage of the Chemical Heritage Foundation | Chemical Heritage Foundation. N.p., n.d. Web. 6 Feb. 2016. Websites http://www.chem4kids.com/files/atom_structure.html http://www.absorblearning.com/chemistry/demo/units/LR302.html#Protonsneutronsandelectrons http://www.ptable.com/ 5 www.siemensstemday.com WHAT’S INSIDE AN ELEMENT? STUDENT HANDOUT Name: __________________________________________________________________ Date: _______________________________ What’s in an Element? Model You are going to make a tri-fold model. On the outside “doors” will be a square that represents the Element as it appears on the Periodic Table. Make sure that you use the SAME colors to represent the model as is shown on the Periodic Table. Don’t forget to include a key for your model. For the interior of your model, BE CREATIVE! Use color, symbols, shapes and even personification! Use this worksheet to help you gather information for your model. What is the name of your element? ________________________________________ What is the atomic number of your element? ______________ What is the atomic mass of your element? _______________ Use the above information to calculate the # of protons and # of electrons you will need to have in your model Remember: • Atomic number represents the number of protons in an element • # of protons = # of electrons ________ number of protons ________ number of electrons The atomic mass of an element = the number of protons + the number of neutrons. Atomic Mass of my element _________________ MINUS # protons _________________ Total number of neutrons _________________ 6 www.siemensstemday.com IMAGES FOR WHAT’S INSIDE AN ELEMENT? Periodic Table of Elements Here are a couple of examples of the inside of an atom. There are many ways this can be represented. 7 www.siemensstemday.com