|Lesson Plan ID:
The Relationship between Atomic Number, Atomic Radius, and Ionization Energy
Students will determine the relationship between atomic number and atomic size to see whether there is a definite pattern.
This is a College- and Career-Ready Standards showcase lesson plan.
|SC(9-12) Chemistry||3. Use the periodic table to identify periodic trends, including atomic radii, ionization energy, electronegativity, and energy levels. |
|ELA2013(9) ||10. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.9-10.1] |
|Primary Learning Objective(s):
Students will learn the relationship between atomic number and atomic size according to the attached numbers listed in the table.
|Additional Learning Objective(s):
Students will observe the trends that exists between groups and periods in the periodic table [here].
|Approximate Duration of the Lesson:
|| 61 to 90 Minutes|
|Materials and Equipment:
|Technology Resources Needed:
Computer with internet access
Printer for graph paper
Teachers and students should have access to the periodic table which lists Atomic Number and Atomic Radius. Click [here]. Graphs should resemble this item [here].
- Using Excel, construct and print a computer graph with atomic number on the x-axis and atomic radius on the y-axis. Choose connecting lines. Be sure to label the axes and title the graph.
- Place the symbols by the data points on your graph to indicate the element corresponding to that atomic number.
- Divide the graph into sections using a colored pencil or pen by drawing a vertical line through the atomic number of each of the noble gases.
- On the back of your graph answer the following questions. http://www.printablepaper.net/category/graph
|Attachments:**Some files will display in a new window. Others will prompt you to download.
- DO NOT INCLUDE ELEMENTS ON THE VERTICAL LINES THAT DIVIDE THE GRAPH INTO SECTIONS WHEN ANSWERING.
- List the symbols and atomic numbers of the elements with the highest ionization energy within each section of your graph.
- List the symbols and atomic number of the elements with the lowest ionization energy within each section of the graph.
- List the symbols and atomic number of the elements with the next to the highest ionization energy within each section.
- Using the periodic table, what patterns are evident in your lists.
- What overall pattern is evident with each section of the graph?
- How can this pattern be explained in terms of electron configuration and the filling of the s, p, and d orbitals.
- FAMILIES – Locate the elements in the first family (alkali metals) and the eighteenth family (noble gases).
- What is the trend in ionization energy as atomic number increases within each family.
- Explain in terms of electron configuration and electron removal from the atom.
Use the website [here] to build background of the content
Repeat the Excel demonstration during the lecture for guided practice. Have partners work together when working with Excel [here]
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: