Modeling Chemistry Worksheets

[Tiana Dubree]

Theyear 11 course covers units one and two of the QCAA Chemistry syllabus. Units three and four are covered in year 12 Chemistry. Year 11 is consider entirely formative and generally covers introductory topics within Chemistry.

Atomic Structure Basics - Four slides then a quiz - from Annenberg Learner. Covers atoms and periodicity. Should already know this (We may make some notes...depends). Must do the quiz to check for understanding.

Note there are no success criteria relating to the Bohr or Quantum Mechanical models of atoms. However it is important that students move their thinking from the simple ideas of electron shells (in the Bohr model), to the idea of shells, subshells, and orbitals (in the QM model) because students must learn to apply the Aufbau principle, Hund's rule, and the Pauli exclusion principle. I will use a brief class lecture to move from the bohr model to the QM model without making notes.

Worksheet: figuring out the rules for electron arrangement - some Critical Creative Thinking. Use for homework or maybe at the start of a lesson to try to generate some analysis and logical thinking processes.

Notes and Interactive - Click on "it's elementary" in the top menu. Has slides with notes on Orbitals and writing electron arrangement, plus a "Building elements" interactive after 3 more slides. Good simple interactive - Use to CFU.

Blank graphic organiser (scroll down) - Direct Instruction. Teacher led. Collectively build a list of key terms and graphic organiser from existing knowledge. Two good sites for graphic organisers are here and here

The Periodic Table: Atomic Radius, Ionization Energy, and Electronegativity - by Professor Dave. Using the questions on following worksheet as a guide to make notes. Don't have to answer the questions exactly as your notes, but the notes you take should enable you to answer the questions.

Homework sheet 4 - This has a few tough ones. There are a couple which are double starred and these are extension work for those wishing to either drive themselves mad, or exhibit mastery of the mathematical process in this section of the course.

The Mole - Students need to get a really good fundamental understanding of the mole and the basic calculations. This knowledge will be visited frequently in Units 3 and 4 (Yr 12). The videos here are mainly support material and I will not use them in class.

The mole - a series of videos - by Tyler DeWitt. A collection of 11 videos (vids 1,2,5,6 and 8 are most useful)

The resources below are pretty much all videos. We will be using our text for practice qurestions and notes. This topic was extensively covered in Year ten, so reviewing those notes would be very useful.

This section will be split into 3 distinct lessons. Furstly an introduction to enthalpy, lots of definitions, diagrams, understanding. Secondly will be calculating Change in Enthaply using Bond enthalpies and calorimetry. Third will be a mandatory calorimetry experiment.

Calculating Enthalpy change using Bond Enthalpies - fousses on "how" to do the calculation, not the "why" but quite clear and methodical. I recommend seperating the reactant calculation to the left of the page and the products to the right for more structure to your answer.

Data test practice - there are a few sheets here. The first four were done in the week or two prior to week nine. The last practice sheet "revision for data test" provides the most comprehensive set of practice and was the last sheet given out in class (on wednesday)

Collaborative groups (CCTS), teacher led Direct Instruction - The key question in this LG is "Why do elements react the way that they do?". But to answer this students must first understand... what does "react" mean in chamistry? Works in small groups on this latter question. When the class has a satisfactory answer, try the first "key" question, again in groups. Teacher to make notes on electron exchange and electron sharing (via electron configeration and electronegativity, ion formation, electrostatic attraction) from class discussion. I think it is a good idae to introduce electron exchange (ionic) versus electron sharing (metallic and covalent) The videos below are good for students who want to prepare early, or struggle with the ideas.

Introduction to ionic bonding - creating ions and electron transfer. Part of a very old video series and not one I own, so this is breaking copyright. However I can no longer source this video commercially and despite low resolution it is excellent.

How ionic lattices form. Part of a very old video series and not one I own, so this is breaking copyright. However I can no longer source this video commercially and despite low resolution it is excellent.

Direct Instruction - Direct instruction on Lewis diagrams is important here, covering both ionic and covalent. Most Lewis diagram worksheets will cover only covalent molecules. Model drawing valence shells, electron counting, electron exchange (ionic), and electron sharing (covalent)

Excellent -Lewis diagrams - an ACS Chemistry page. Written from a teachers point of view. Has great Video, recommend you Direct Instruction first, show video after or as you teach examples. Has a student activity sheet (right menu, quite long for about 9 Qs), and answers

NOTE: LG 3 leads direct to LG1 in the next section - in LG 3 "basic" relates most likely to the fact that chemical bonds hold ionic lattices together, but physical forces hols covalent molecules together. Use this to explain high MPt versus low MPt

I use Direct Instruction a lot here as I find this topic is mainly memory work for students - so study notes and remembering are key. They do need to understand the bonding models in order to use them to explain, but any exam question on this will require students to remember the key points of a bonding model in order to explain a property. CCTS will involve interpreting data in order to identify the bonding type, but from there on its memory work.

Properties of ionic and Covalent Online quiz - Doc brown site - good simple revision for properties and bonding - will do as whole class exercise. Note, give the Qs a few secs to load, and questions may not load in all browsers (chrome works,IE not)

These SC and LG are not Knowledge based and this topic is very much research based. I believe the QCAA have this topic here only so it can be included a topic in the research investigation. There are a couple of worksheets with calorimetry questions below, but the bulk of these lesson will be developing research questions about fuels and finding data to answer them. We start the research Task next week.

Below is the task sheet. By far the hardest part of this research investigation will be finding data to develop a research question. Once you have done this and it is okayed by your teacher, the two supporting documents should make it easier to write your report.

How to write your research Investigation report - this is a key document. It contains recommended heading and sections (subheadings) for your report. Each subheading is explained in terms of what you need to write aboute and the criteria which will be used to evaluate your writing. This doc and the next one work together.

This is a complex topic, but not simple CCTS, more like a process type problem solving CCTS. I teach this as a combination of process (steps to follow) and logic application with lots of examples. Constant feedback to students is essential, along with Practicing and Deepening. I use lots of impromtu CFU followed by Practicing and Deepening The idea of a Flipped classroom is very useful for this topic.

My prefferred technique here is Direct Instruction. I use the flowchart to proceduralise (am I making up words here?) this topic. The video is good preview material or for additional support for students. One document has 6 pages of mainly MC questions, where you will find some Qs to use for CFU and Practice and Deepening.

Intermolecular forces flowchart - This is an excellent tool for predicting the melting and boiling points of compounds. It may also help you organise you thoughts on the 3 types of Intermolecular bonding

Success Criteria 74

Mainly direct instruction here as these calculation are very process orientated. These calculations are throughout the course, so reinforce to students that they need to be bullet proof with their confidence. Can use the videos as an intro and to support students who need additional time. Note the SC does not mention dilutions but I think it is appropriate to cover it here (first video).Molarity, Solutions, Concentrations and Dilutions - Mr. Causey. Published on Jun 18, 2012. 10 mins. Nice and direct.

Reaction rates PwrPt (need only 14 slides, not all) - Will give you a handout of slides 3 to 14. This is 13 year old powerpoint so be nice! This resource covers the theory component of the course and I will use it in class. We will NOT cover the reaction mechanisms part, so you need only the first 14 slides.

Exp - Effect of temp on rate - We will do a version of this one in class (and vary concentration as well). This is a Royal Society of Chemistry site, experiment sheet (scroll down) for measuring the effect of temp on a reaction

Student Investigation Exemplar - SIMPLE - this is both an exemplar and a learning task. Student have to grade the exemplar (it has a couple of errors) using the criteria of the ISMG on the back page. The individual criteria have been split up and distributed at the relevant part of the report so it should be easier for students. More importantly, after the students try to mark the report it should be very clear to them how obvious they have to be meeting the criteria when they write their own report

Some Direct Instruction and CFU(Teacher modeling and Guided practice) will be needed here as solving the ideal gas law questions are a process orientated activity - make sure to include calculating Molar mass. Opportunity do exist however for students to engage in CCTS by developing ideas about the mathematical relationships. The first resource below is an example.

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