Atomic structure and periodic properties of the elements

At the end of this unit, trainees will be able to:
understand how to teach radioactivity and makeup of the nucleus
comprehend how the Rutherford experimental setup and observations led to the discovery of nucleus model of the atom.
be familiar with how to teach atomic spectra and the Bohr atomic model
understand the methods employed to teach quantum numbers in the context of electron configurations to predict the arrangement of electrons in atoms

1. Atomic structure and periodic properties of the elements ( 10 h ) Day 7: Session III (Afternoon 8:30 – 9:30) to Day 9: Session III (Afternoon 7:30 – 8:30 ) Unit 2 1

2. Unit Introduction (5 min) assist in establishing a proper understanding of: radioactivity the discovery of the nucleus the make-up of the nucleus Unit 2: Atomic structure and periodic … 2 atomic spectra quantum numbers periodic properties

3. Unit Introduction ... electron configurations and orbital diagrams periodic classification of elements focusing on Contains six sessions Various activities are provided in each session Different instructional approaches Unit 2: Atomic structure and periodic … 3

4. At the end of this unit, trainees will be able to: understand how to teach radioactivity and makeup of the nucleus comprehend how the Rutherford experimental setup and observations led to the discovery of nucleus model of the atom. be familiar with how to teach atomic spectra and the Bohr atomic model understand the methods employed to teach quantum numbers in the context of electron configurations to predict the arrangement of electrons in atoms. 4 Unit 2: Atomic structure and periodic …

5. At the end of this unit … understand how to teach radioactivity and makeup of the nucleus comprehend how the Rutherford experimental setup and observations led to the discovery of nucleus model of the atom. be familiar with how to teach atomic spectra and the Bohr atomic model understand the methods employed to teach quantum numbers in the context of electron configurations to predict the arrangement of electrons in atoms. 5 Unit 2: Atomic structure and periodic …

6. At the end of this unit … realize the meaning and significance of each quantum number: principal, azimuthal, magnetic, and spin appreciate teaching and learning of atomic structure and periodic properties of the elements using macroscopic phenomena, submicroscopic, and symbolic representations. develop scientific enquiry skills: inferring, predicting, classifying, comparing and contrasting, communicating, experimenting and making generalizations. 6 Unit 2: Atomic structure and periodic …

7. Unit 2: Atomic structure and periodic … Session 2.1 Radioactivity and the discovery of the nucleus (1:55 h ) Day 7: Sessions III & IV (Afternoon 8:30 – 9:30, & 10:00 – 11:00 O'clock) 7

8. Session 2.1: Radioactivity & the discovery of the nucleus …. Introduction of the session 5 min Introduce radioactivity and the discovery of the nucleus in the classroom Contains activities trainees brainstorm & discuss on effective methodologies for teaching this topic. 8

9. Session 2.1: Radioactivity & the discovery of the nucleus …. At the end of this session, trainees will be able to: design different methods to teach radioactivity and the discovery of the nucleus describe the common types of radioactive emissions summarize the major contribution of Rutherford experiment on the discovery of nucleus apply available technology to teach radioactivity and the discovery of the nucleus 9

10. Activities: Discuss in a group of 3 to 5 members …. Describe the atomic models you are familiar with and discuss their basic differences. 10 min What misconceptions did you observe among your students while teaching radioactivity and the discovery of the nucleus? How did you address these misconceptions? 10 min How can you apply Johnston’s triangle, role play, video, etc. to teach atomic models? 15 min 10 Session 2.1: Radioactivity & the discovery of the nucleus ….

11. Activities: …. How can technology assist you in helping learners grasp the concepts of radioactivity easily? 10 min After watching the following two videos at this link: Radioactivity animation: https://www.youtube.com/watch?v=VTHQYjkCqV0 Rutherford's atomic model: https://www.youtube.com/watch?v=TbAa9K41PVM 20 min 11 Session 2.1: Radioactivity & the discovery of the nucleus ….

12. Radioactivity animation : 12 Session 2.1: Radioactivity & the discovery of the nucleus ….

13. Rutherford's atomic model 13 Session 2.1: Radioactivity & the discovery of the nucleus ….

14. Activities: …. How can you assist learners in linking the discovery of the nucleus with radioactivity? 10 min Explain how the discoveries of the nucleus and radioactivity have contributed to our understanding of atomic structure. 10 min Discuss how you can assess your learners understanding of radioactivity and the discovery of the nucleus in your classes? 10 min 14 Session 2.1: Radioactivity & the discovery of the nucleus ….

15. Key points 7 min Explain concepts briefly after getting the learners prior knowledge. Use different teaching and learning methods: Johnston’s chemistry triangle animation, videos role plays, etc. 15 Session 2.1: Radioactivity & the discovery of the nucleus ….

16. Key points … Radioactivity (radioactive decay) : spontaneous emission of radiation from the nucleus of an unstable atom. Radioactive decay emit:  -radiation/particles: + vely charged particles.  -radiation/particles: high-speed electrons  -radiation/rays: high-energy electromagnetic radiation 16 Session 2.1: Radioactivity & the discovery of the nucleus ….

17. Key points … Explain how Earnest Rutherford proposed the Nuclear Model of the Atom. Rutherford proposed that the atom consists mostly of empty space with a dense, positively charged nucleus at its center. Electrons orbit the nucleus at a distance, similar to planets orbiting the sun . 17 Session 2.1: Radioactivity & the discovery of the nucleus ….

18. Implication to teaching 8 min What did you learn from this session and how will you apply the methods you used to your classroom teaching? How can you help your students benefit from this lesson? 18 Session 2.1: Radioactivity & the discovery of the nucleus ….

19. Visual animations, simulation (using PhET interactive simulations), virtual labs, videos, etc. Radioactivity animation: https://www.youtube.com/watch?v=VTHQYjkCqV0 Rutherford's model of an atom: https://www.youtube.com/watch?v=TbAa9K41PVM 19 Session 2.1: Radioactivity & the discovery of the nucleus ….

20. Unit 2: Atomic structure and periodic … Session 2.2 Make-up of the nucleus (1 h) Day 8: Session I (Afternoon 2:30 – 3:30 O'clock ) 20 Inquiry-based learning

21. Session 2.2: Make-up of the nucleus …. Introduction of the session 5 min aims to support the teachers in teaching the make-up of the nucleus Motivate the trainees to participate in the suggested activities allow the trainees to brainstorm and discuss effective methods for teaching this concept. 21

22. At the end of this session, trainees will be able to: propose different methods to teach the make-up of the nucleus describe the make-up of nucleus Correlate the atomic mass with the make-up of the nucleus Explain isotope how it relates to the make-up of nucleus calculate the relative atomic mass of naturally occurring isotopic elements use available technology to teach make-up of the nucleus concept 22 Session 2.2: Make-up of the nucleus ….

23. Activities: Individually or in groups, discuss the following questions … How do you typically introduce the topic of the makeup of the nucleus to your students? What instructional strategies or resources do you use to explain these concepts effectively? 5 min How can you apply hands-on activities, Socratic questioning style, Interactive demonstrations video, Visual Aids (Utilize diagrams, charts, and models etc.) to teach the make-up of nucleus? 12 min 23 Session 2.2: Make-up of the nucleus ….

24. Activities: Individually or in groups … How can you assist learners to easily understand the concept of isotope? 8 min Explain role of the nucleus in determining the identity of an element and how changes in the number of protons or neutrons can result in different isotopes of an element. 10 min How do you assess student understanding of the makeup of the nucleus in your classroom? What assessment tools or strategies do you use to evaluate student learning outcomes ? 7 min 24 Session 2.2: Make-up of the nucleus ….

25. Key points 7 min Build upon learner’s existing knowledge about about make-up of the nucleus atomic mass isotopes of elements, Correct learners’ misconceptions 25 Session 2.2: Make-up of the nucleus ….

26. Key points … Misconceptions on the make-up of nucleus : the nucleus contains both protons and electrons the nucleus is a solid, compact structure Misconceptions about atomic mass of elements Atomic mass is the same as the number of protons in an atom Atomic mass is always a whole number 26 Session 2.2: Make-up of the nucleus ….

27. Key points … Misconceptions about the isotopes of elements : Isotopes are different elements Isotopes have different chemical properties 27 Session 2.2: Make-up of the nucleus ….

28. Key points … Use various approaches: Visual aids like diagrams, charts, and models Provide real-world examples of elements with isotopes Hands-on activities/interactive activities problem-solving exercises 28 Session 2.2: Make-up of the nucleus ….

29. Implication to teaching 8 min What did you learn from this session and how will you apply the methods you used to your classroom teaching? How can you help your students benefit from this lesson? 29 Session 2.2: Make-up of the nucleus ….

30. 30 Session 2.2: Make-up of the nucleus …. Fig. 2. Isotopes of a) H, b), C, & c) Cl

31. Unit 2: Atomic structure and periodic … Session 2.3 Atomic spectra 2 h Day 8: Sessions I & II (Morning 3:30 – 4:30, & 5:00 – 6:00 O'clock ) 31

32. Session 2.3: Atomic spectra …. Introduction of the session 5 min Begin a session with a brainstorming activity Atoms absorb or emit light allow the trainees to brainstorm and discuss effective methods for teaching atomic spectra. 32

33. At the end of this session, trainees will be able to: design different methods to teaching atomic spectra and Bohr’s atomic model describe how the Bohr model of the atom explains the formation of discrete atomic emission spectra connect atomic spectra to real-world applications: flame test, firework colors, etc Use interactive simulations/models to demonstrate the energy levels and transitions in the hydrogen atom according to the Bohr model 33 Session 2.3: Atomic spectra ….

34. At the end of this session ... Use animated videos/demonstrations to visualize how electrons move between energy levels in discrete steps, emphasizing the quantization of energy levels explain how absorption spectra are produced and how they differ from emission spectra analyze and interpret spectral lines in the hydrogen spectrum to deduce information about the energy levels and transitions within an atom 34 Session 2.3: Atomic spectra ….

35. At the end of this session ... Calculate the energy of transitions for different spectral lines in the hydrogen spectrum, associating to the concept of quantized energy levels Explain why electrons in the hydrogen atom can only occupy specific energy levels and transition between them in quantized steps appreciate peer discussions to explain the concept to each other, supporting their learning and helping solidify their comprehension 35 Session 2.3: Atomic spectra ….

36. Activities: Individually or in groups, discuss the following questions … Watch the video of atomic spectra at this link, and then, reflect on your observations. : https://www.youtube.com/watch?v=r9iNoM5FDQc, 15 min 36 Session 2.3: Atomic spectra ….

37. Atomic spectra 37 Session 2.3: Atomic spectra ….

38. Activities: Individually or in groups, discuss the following questions … Watch the following two videos (flame test and the science of firework) at links, and then, reflect on your observations. https://www.youtube.com/watch?v=TMz_XR3o5mg; and https://www.youtube.com/watch?v=dW5OBrB4MRM, 15 min 38 Session 2.3: Atomic spectra ….

39. Flame test 39 Session 2.3: Atomic spectra ….

40. Science of firework 40 Session 2.3: Atomic spectra ….

41. Activities: Individually or in groups, discuss the following questions … What teaching methods do you use to explain that the line spectrum of hydrogen atom that demonstrates the quantized nature of the energy of its electron? 10 min Explain how absorption spectra are produced and how they differ from emission spectra. 10 min Watch the Animation of Bohr’s Atomic Model at this link, and then, reflect on your observations. : https://www.youtube.com/watch?v=r9iNoM5FDQc , 15 min 41 Session 2.3: Atomic spectra ….

42. Bohr’s Atomic Model 42 Session 2.3: Atomic spectra ….

43. Activities: Individually or in groups, discuss the following questions … How do you explain the different energy levels in Bohr atomic model using analogy? 10 min Calculate the energy of transitions for different spectral lines in the hydrogen spectrum (n 1 to n 2 , n 1 to n 3 , n 1 to n 4 , etc ), reinforcing the concept of quantized energy levels . 20 min How can technology assist you in helping learners grasp the concepts of atomic spectra? 10 min 43 Session 2.3: Atomic spectra ….

44. Key points 7 min Summarize different teaching methods to be used Correct learners’ misconceptions 44 Session 2.3: Atomic spectra ….

45. Key points … Misconceptions about Bohr’s atomic model electrons are often thought to move in circular orbits around the nucleus. All electrons in an atom emit light when they move between energy levels The model often believed to accurately describe the behavior of all atoms electrons jump instantaneously between energy levels in Bohr's model . atomic spectra are often thought to be continuous lines 45 Session 2.3: Atomic spectra ….

46. Key points … While teaching the topic: Start with the basics Use interactive demonstrations Utilize visual aids like diagrams, charts, and models Utilize analogies 46 Session 2.3: Atomic spectra ….

47. Implication to teaching 8 min What did you learn from this session and how will you apply the methods you used to your classroom teaching? How can you help your students benefit from this lesson? 47 Session 2.3: Atomic spectra ….

48. Unit 2: Atomic structure and periodic … Session 2.4 Quantum numbers ( 2 h) Day 8: Sessions III (Afternoon 7:30 – 9:30 O'clock) 48

49. Session 2.4: Quantum numbers …. Introduction of the session 5 min brainstorm & discuss effective methods for teaching quantum numbers Introduce quantum numbers: principal quantum number (n ) azimuthal quantum number (l ) magnetic quantum number (m ℓ )) spin quantum number ( m s ) S hapes of atomic orbitals 49

50. At the end of this session, trainees will be able to: design different methods to teaching quantum numbers demonstrate the ability to identify and define each of the four quantum numbers (n, l, m ℓ , and m s ) and their significance in describing electron states apply the four quantum numbers to describe the possible energy levels, sublevels, orbital orientations, and electron spin states within an atom 50 Session 2.4: Quantum numbers ….

51. At the end of this session ... explain the relationships among the n, l, m ℓ , and m s , illustrating how they define electron properties assign appropriate quantum numbers to electron configurations and orbital descriptions, demonstrating proficiency in determining allowed electron arrangements visualize electron states and orbitals based on quantum numbers, utilizing different quantum states 51 Session 2.4: Quantum numbers ….

52. At the end of this session ... predict the possible quantum numbers for electrons in specified energy levels, sublevels, and orbitals, indicating an understanding of quantum number rules apply the concept of quantum numbers to predict electron configurations for various elements solve complex problems involving quantum numbers, including determining allowed electron configurations, and orbital characteristics 52 Session 2.4: Quantum numbers ….

53. Activities: Individually or in groups, discuss the following questions … Explain the quantum numbers you know, and suggest the methods of teaching the concept. 10 min What misconceptions or alternative conceptions do students have about quantum numbers? Use your teaching experience to explain each? 10 min How can technologies assist you in helping learners grasp the concepts of quantum numbers and shapes of orbitals? 10 min 53 Session 2.4: Quantum numbers ….

54. Activities: Individually or in groups, … How can you apply quantum number rules to determine energy levels, sublevels, and magnetic orientations for electrons? 10 min After watching the video: https :// www.youtube.com/watch?v=oOVLkiBnq6o describe all possible sets of quantum numbers of electrons in an atom, and reflect your observation from the video. 10 min 54 Session 2.4: Quantum numbers ….

55. The four Quantum numbers 55 Session 2.3: Atomic spectra ….

56. Activities: Individually or in groups … Explain the relationships between the n, l, m ℓ , and m s , with examples. 10 min After watching this video: https :// www.youtube.com/watch?v=nNkw_0c8vY0&t=9s, deduce your understanding about the shapes of s, p & d-orbitals ? Explain. 10 min 56 Session 2.4: Quantum numbers ….

57. Shapes of s, p & d-orbitals 57 Session 2.3: Atomic spectra ….

58. Activities: Individually or in groups … Explain how quantum numbers determine the energy states of electrons in atomic orbitals. Support your explanation with examples? 10 min Discus in group how to predict the possible quantum numbers for electrons in specified energy levels, sublevels, and orbitals, indicating an understanding of quantum number rules. Support your discussion with examples. 10 min How can you solve complex problems involving quantum numbers, including determining allowed electron configurations, and orbital characteristics? Support with at least five examples 15 min 58 Session 2.4: Quantum numbers ….

59. Key points 7 min Summarize different teaching methods Address misconceptions through: targeted instructional strategies engaging activities 59 Session 2.4: Quantum numbers ….

60. Key points … Misconceptions about quantum numbers and orbital shapes Confusion in quantum number definitions Incorrect application of quantum numbers Misinterpreting orbital representations Equating quantum numbers with orbital shapes Ignoring the significance of electron spin Inadequate understanding of spin pairing 60 Session 2.4: Quantum numbers ….

61. Key points … While teaching the topic: Start with the basics Use interactive simulations or physical models Use analogies Use concept maps or visual aids Assessment (look at the module) 61 Session 2.4: Quantum numbers ….

62. Implication to teaching 8 min What did you learn from this session and how will you apply the methods in your classroom teaching? What analogies and real-life examples can you use to teach quantum number and shapes of orbitals? What available technologies can you use to teach quantum number concepts? How can you help your students benefit from this lesson? 62 Session 2.4: Quantum numbers ….

63. 63 Session 2.4: Quantum numbers …. Figure 3: Concept map of quantum numbers and shape of orbitals

64. Unit 2: Atomic structure and periodic … Session 2.5 Electron configurations and orbital diagrams (3 h) Day 8: Session IV (Afternoon 10:00 – 11:00) to Day 9: Session I (Morning 2:30 – 4:30 O'clock) 64

65. Session 2.5: Electron configurations and orbital diagrams …. Introduction of the session 5 min Allow the trainees to brainstorm discuss effective methods for teaching 65

66. At the end of this session, trainees will be able to: devise different methods to teaching electron configurations and orbital diagrams write electron configurations for elements up to a specified atomic number construct orbital diagrams to represent electron occupancy in various energy levels and sublevels explain the Aufbau principle and its significance in determining the electronic structure of atoms 66 Session 2.5: Electron configurations and orbital diagrams ….

67. At the end of this session ... practice filling orbitals with electrons based on the Pauli Exclusion Principle and Hund’s rule interpret orbital diagrams to identify the spatial arrangement of electrons in different sublevels Identify common misconceptions that students may have about electron configuration and orbital diagrams 67 Session 2.5: Electron configurations and orbital diagrams ….

68. At the end of this session ... solve complex electron configuration problems involving transition metals, ions, and unusual electronic configurations compare and contrast orbital diagrams for different elements, discussing how variations in electron distributions relate to atomic properties 68 Session 2.5: Electron configurations and orbital diagrams ….

69. Activities: Individually or in groups, discuss the following questions … Discuss what you know about electron configurations and orbital diagrams, and suggest the methods of teaching these concepts. 20 min What misconceptions do learners have about electron configurations and orbital diagrams? 20 min Explain the Aufbau principle and its significance in determining the electronic structure of atoms. 10 min 69 Session 2.5: Electron configurations and orbital diagrams ….

70. Activities: Individually or in groups, … How can you help your learned to practice filling orbitals with electrons based on the Pauli Exclusion Principle and Hund's rule? 20 min Discuss with your peers how you can help your learners to visualize electron configurations and orbital diagram using real-life analogies? Hint : consider seating arrangements in rooms of a building as analogy. 20 min 70 Session 2.5: Electron configurations and orbital diagrams ….

71. Activities: Individually or in groups … Discus how teaching and learning methods such as a role-playing, concept mapping, problem-Solving Exercises, comparative analysis, virtual simulations, visual aids and diagrams, collaborative learning, etc. can help learners in to understand how electrons are arranged in different orbitals within an atom. 40 min Explain how orbital diagrams identify the spatial arrangement of electrons in different sublevels. 20 min 71 Session 2.5: Electron configurations and orbital diagrams ….

72. Key points 7 min Summarize different teaching methods Address misconceptions through: targeted instructional strategies engaging activities 72 Session 2.5: Electron configurations and orbital diagrams ….

73. Key points … Misconceptions about quantum numbers and orbital shapes Electrons fill orbitals sequentially in a fixed order misunderstand the shapes of orbitals, especially p and d orbitals orbitals within the same shell have the same energy level neglect the importance of electron spin and its relationship to the Pauli Exclusion Principle 73 Session 2.5: Electron configurations and orbital diagrams ….

74. Key points … wrongly associate specific quantum numbers with distinct orbital shapes perceive electron configurations as fixed and unchangeable the number of electrons in an orbital directly correlates with its energy level 74 Session 2.5: Electron configurations and orbital diagrams ….

75. Key points … While teaching the topic: Start with the basics Clarify electron rules Use interactive simulations or physical models Use concept maps or visual aids Assessment (look at the module) 75 Session 2.5: Electron configurations and orbital diagrams ….

76. Implication to teaching 5 min What did you learn from this session and how will you apply these learning strategies in your classroom teaching? What analogies can you use to teach electron configuration and orbital diagrams? What available technologies can you use to teach the concepts of electron configuration and orbital diagrams? 76 Session 2.5: Electron configurations and orbital diagrams ….

77. 77 Session 2.5: Electron configurations and orbital diagrams …. Figure 4: Mind map of electron configurations.

78. Unit 2: Atomic structure and periodic … Session 2.6 Periodic classification of elements (2 h) Day 9: Session II (Morning 5:00 – 6:00 ) to & Session III (Afternoon 7:30 – 8:30 O'clock) 78

79. Session 2.6: Periodic classification of elements …. Introduction of the session 5 min Introduce periodic classification of elements a llow the trainees to brainstorm d iscuss effective methods for teaching 79

80. At the end of this session, trainees will be able to: devise different methods to teaching quantum numbers demonstrate a thorough understanding of the organization of elements in the periodic table, including groups, periods, blocks, and the significance of atomic number and atomic mass explain key periodic trends such as atomic size, ionization energy, electronegativity, and electron affinity, relating these trends to element positioning on the periodic table 80 Session 2.6: Periodic classification of elements ….

81. At the end of this session ... analyze the properties of elements within specific groups and periods, recognizing patterns in ionization energy, electronegativity, and electron affinity, atomic size variation, and valence electron configurations Identify common student misconceptions related to the periodic classification of elements, such as confusion about the organization of the periodic table or the trends in properties of elements. 81 Session 2.6: Periodic classification of elements ….

82. At the end of this session ... apply periodic trends to explain phenomena such as the trend in electronegativity across periods, or the pattern of ionization energy within a group compare the properties of elements within different periods and groups 82 Session 2.6: Periodic classification of elements ….

83. Activities: Individually or in groups, discuss the following questions … Discuss what you know about the periodic table of elements, and design methods that can be used to teach the concept. 15 min What misconceptions do learners have about the periodic table of elements? 15 min How do you demonstrate the organization of elements in the periodic table: in groups, periods, blocks, and the significance of atomic number and atomic mass? 15 min 83 Session 2.6: Periodic classification of elements ….

84. Activities: Individually or in groups, … Discus how key periodic trends such as atomic size, ionization energy, electronegativity, and electron affinity of elements vary in the periodic table. 15 min Explain how phenomena such as the trend in electronegativity across a period, and the pattern of ionization energy within a group of the periodic table vary. 15 min 84 Session 2.6: Periodic classification of elements ….

85. Activities: Individually or in groups … How do you analyze the properties of elements within specific groups and periods, recognizing patterns in ionization energy, electronegativity, electron affinity, atomic size variation, and valence electron configurations? 15 min What properties do you compare for elements within different periods and groups? 20 min 85 Session 2.6: Periodic classification of elements ….

86. Key points 7 min address various strategies that engage students and deepen their understanding of the trends in the periodic table. Correct misconceptions 86 Session 2.6: Periodic classification of elements ….

87. Key points … Misconceptions trends in periodic properties progress uniformly across the periodic table rely on memorization of trends missing the holistic view of trends across elements Generalizing trends across the periodic table without considering exceptions 87 Session 2.6: Periodic classification of elements ….

88. Key points … While teaching the topic use: Comparative analysis Conceptual understanding focus Real-life applications 88 Session 2.6: Periodic classification of elements …. Interactive activities Critical thinking challenges Problem-based learning

89. 89 Session 2.6: Periodic classification of elements …. Modern periodic table :

90. 90 Session 2.6: Periodic classification of elements …. Periodicity

91. 91 Session 2.6: Periodic classification of elements …. The periodic table: atomic radius, ionization energy, and electronegativity

92. Implication to teaching 5 min What did you learn from this session and how will you apply the methods used in this session to your classroom teaching? What available technologies can be used to teach concepts? How can you help your students benefit from this lesson? 92 Session 2.6: Periodic classification of elements ….