David Cook
Grade 11 and 12
Chemistry
John Marshall High School
The following Instructional Goals ands Objectives will be applied to this lesson plan: C.3, C.8, C.9, C.10, C.21, C.30, C.65, and C.75.
This lesson is being developed for eleventh and twelfth grade students in a
first year chemistry course. This lesson plan is estimated to take seven to
ten days to complete. This lesson will make extensive use of the Internet by
the student. The student will do searches and assessments using the Internet.
This lesson will include the following parts:
Part One: History of the Periodic Table
Part Two: Element Database Search
Part Three: Experiment: The Relative Activity of Some Common Elements
Part Four: Periodic Trends
Part One: History of The Periodic Table
The students should use the following URL's, or other comparable sites, to do the activity in Part One:
http://members.aol.com/profchm/periodic.html
http://smallfry.dmu.ac.uk/chem/tables/tables.html
http://www.PeriodicTable.com/Pages/3ptHist.html
http://www.chem.mtu.edu/chemistry/PAGES/HISTORY/Julius_Lothar_Meyer.html
http://www.nidlink.com/~jfromm/history/periodic.htm
The student will indicate the contribution of each of the following men in the
development of the periodic table. Each contribution should include the name
of the classification and the regularity on which the classification was based:
Doebereiner
Newlands
Meyer
Mendeleev
Mosely
Seaborg
The student should print out a copy of the periodic table proposed by Mendeleev
at http://chemlab.pc.maricopa.edu/periodic/foldedtable.html
.
The student will then print out a copy of the modern periodic table at
http://science.widener.edu/~svanbram/ptable.html. The student will then
compare the early periodic table to a copy of the modern periodic table.
Part Two: Element Database Search
The students should use the following URL's, or other comparable sites to do a database search:
http://www.chemicalelements.com/
http://www.chemistrydata.com/
http://www.chemicool.com/Chemicool/
http://pte.8k.com/index.html
http://www.dayah.com/periodic/
http://smallfry.dmu.ac.uk/chem/periodic/elementi.html
Given a list of ten elements, the student will find the following information
about each element from the above listed URL's:
Element Name
Element Symbol
Atomic Number
Average Atomic Mass
Group Number
Family Name
Period Number
Type of Element (Metal, Nonmetal, Metalloid)
Melting and Boiling Point
Density
Color
Abundance in Earth
Common Oxidation States
Reactivity
Date of Discovery
Uses
Cost per 100 grams
Embedded Assessment: Location of the Elements in the Periodic Table.
Given a list of ten elements the student will log onto either of the two following URL's and place the elements in their proper location in the periodic table. The web page will evaluate the student accuracy:
http://www.ilpi.com/genchem/periodicquiz.html
http://www.gbar.dtu.dk/~c948296/software/blankpt.html
http://www.1001-periodic-table-quiz-questions.com/
Part Three: Experiment - Relative Activity of Certain Common Elements
The student will investigate the relationship between the position of an element in the periodic table and it relative reactivity. The experiment is divided into two parts. Part I relates the relative reactivity of several metal elements to each other. Part II relates the relative reactivity of nonmetals within the same family to each other. Throughout the experiment aprons and safety goggles should be worn. Part two of this experiment should be done under a fume hood. A copy of this experiment can be found at the end of this lesson plan.
Part Four: Periodic Trends
Have the students view http://tech-two.mit.edu/Chemicool/graph.html and observe several graphs of these various trends vs. atomic number of the elements. The students will view the relationship of the position of the elements in the periodic table to the following periodic trends:
Atomic Radius
Ionization Energy
Atomic Weight
Embedded Assessment: Electron Configuration and The Periodic Table.
Pass out a blank periodic table and have the student color code the areas of the periodic table occupied by the elements whose last electron is filling the s, p, d, and f sublevels.
References:
Logan, R. H. What is the Periodic Law and how was it formulated? Dallas County
Community College District, North Lake College. Available:
http://edie.cprost.sfu.ca/~rhlogan/periodic.html
Fairall, Stuart John. Mendeleev's Periodic Table. Smallfry. Available:
http://smallfry.dmu.ac.uk/welcome.html
A Quick Look at the History of the Periodic Table. Available:
http://www.periodictable.com/Pages/3ptHist.html
Dimitri Mendeleev created this, the original, periodic table. Available :
http://chemlab.pc.maricopa.edu/periodic/foldedtable.html
Periodic Table of the Elements. Available:
http://tqd.advanced.org/2923/html/period.html
Hsu, David D. (1996, 1997). Chemicool Periodic Table. Available:
http://www-tech.mit.edu/chemicool/
Bentor, Yinon. (1996 - 1998). Chemical Elements.com. Available:
http://www.chemicalelements.com/
Toreki, Rob. (1995 - 1998). The Periodic Table Challenge. Deparrtment of Chemistry,
University of Kentucky. Available:
http://www.chem.uky.edu/misc/periodicquiz.html
Jensen, Lars Juhl. (1996 and 1997). Blank Periodic Table - Learn the periodic
table by heart. Available:
http://www.gbar.dtu.dk/~c948296/software/blankpt.html
Van Bramer, Scott svanbram@science.widener.edu.
Widener University Science Division Home Page
http://science.widener.edu/~svanbram/ptable.html
Hsu, David D. (1996, 1997). Property Graphs. Available:
http://wild-turkey.mit.edu/chemicool/graph.html
Eckert, Lyons, Srevell. "Experiment 2-3: Relative Activity of Certain
Common Elements". Discovery Problems in Chemistry, 5th Edition, p61. College
Entrance Book Company, 1969.
NAME ___________________________________________ DATE ________________
Experiment 2-3: RELATIVE ACTIVITY OF CERTAIN COMMON ELEMENTS
SUPPLIES: Calcium chips, magnesium ribbon, aluminum foil, zinc strips, copper
strips, hydrochloric acid (0.1 N), silver nitrate (0.1 N), copper(II) sulfate
(0.5 N), sodium bromide (0.5 N), sodium iodide (0.5 N), zinc sulfate (0.5 N),
chlorine water, bromine water, hydrogen peroxide solution, starch suspension.
SAFETY
The students must wear apron, safety goggles, and gloves throughout all parts of the following experiment.
PROCEDURE
A. How do certain common metals differ in activity?
1. Place about 10 ml of hot (not boiling) water in each of
three 100-ml beakers. Add pieces of metal as follows: beaker 1,
a small chip of calcium metal (CAUTION! Handle calcium with
tongs!); beaker 2, a piece of magnesium ribbon about 2 cm long;
beaker 3, a strip of heavy aluminum foil about 2 cm long. Observe,
looking particularly for the formation of small bubbles of gas.
(a) What do you observe? (b) Which metal reacts with hot water
most vigorously? (c) Which reacts least?
2. Place about 5 ml of dilute hydrochloric acid in each of
three test tubes. Add pieces of metal as follows: tube 1, a 3-cm
length of tightly rolled magnesium ribbon; tube 2, a 3-cm strip
of zinc metal, tightly rolled; tube 3, a similarly rolled strip of
copper metal. Note and (a) record any reactions and differences
in the reactions you observe. (b) Which metal reacts most vigor-
ously with the acid? (c) Which reacts least?
3. Prepare four test tubes by adding 5 ml of the solutions
indicated: tube 1, copper sulfate; tube 2, silver nitrate; tube 3,
zinc sulfate; tube 4, silver nitrate. To tubes 1 and 2 add a clean
strip of zinc metal; to tubes 3 and 4 add a clean strip of copper
metal. Allow the tubes to remain undisturbed for at least 15 min
and examine, noting the appearance of the metal surfaces from
time to time. (a) Describe any change in the appearance of the
metal surfaces.
B. How do some common nonmetals differ in activity?
(This part of the experiment should be done under a fume hood.)
1. In one test tube place about 5 ml of sodium bromide solution;
in a second tube place 5 ml of sodium iodide solution. To each tube
add 2 or 3 ml of fresh chlorine water (water containing
dissolved chlorine). (a) Describe any color change you observe.
NOTE: If the color becomes darker, chlorine has replaced the
bromine or iodine, the presence of which makes the solution
darker, (b) Is there evidence that chlorine is more active than
either bromine or iodine?
2. In each of two test tubes place about 5 ml of sodium iodide
solution. To one tube add about 2 ml of bromine water and to
the other 1 or 2 ml of hydrogen peroxide. (a) Describe any color
changes you note in the tubes. To each tube add several drops of
starch suspension. (If a blue or blue-green color develops, free or
uncombined iodine is indicated.) (b) Observation.(c) Does bromine
release iodine from iodides? (d) Does oxygen release iodine
from iodides?
CONCLUSIONS
1. Certain active metals replace hydrogen from water, particularly when the
water is hot.
Refer to Part A1 of this experiment. On the basis of your observations arrange
the symbols for the metals aluminum, calcium, and magnesium in the order of
decreasing activity indicated by your observations.
2. Many common metals replace hydrogen from dilute acids. Refer to Part A2
of this experiment. Arrange the symbols for the metals copper, magnesium, and
zinc in the order of decreasing activity indicated by your observations.
3. A more active metal will replace a less active one from its compounds in
solution.
Refer to Part A3. On the basis of your observations arrange the symbols for
the metals copper, silver, and zinc in the order of decreasing activity indicated.
4. An active nonmetallic element may replace less active nonmetals from certain
salts in
solution. On the basis of your observations in Parts B1 and B2 arrange the symbols
for the three halogens in the order of decreasing activity.
5. Results observed in Part B2 provide information on the relative activity
of oxygen and
iodine. Oxygen (is, is not) _____________ more active than iodine. On the basis
of your procedures and observations, can you arrange the four elements bromine,
chlorine, iodine, and oxygen in a sequence indicating order of activity?
If not, what further experiments would you suggest to determine relative orders of activity?