Lauren PartonEDFS 5203Summative Assessment

Learning and the Learner

Student learning is as different and unique as the student learners

themselves. While a number of factors affect the way students learn and behave, the

epicenter of learning is the brain. The brain is a labyrinth of nerve impulses that

work together to sustain life. Many of its functions are still mysterious and a better

understanding of the brain and its development is critical to comprehending human

behavior. By studying the brain’s cognitive functions, educators are able to better

understand their students’ social, emotional, and physical learning needs.

Most learning is done during a time of critical cognitive development in

children. In adolescents specifically, this can drastically influence a student’s desire

to learn. Adolescence is divided into two categories. Early adolescence encompasses

ages ten to fourteen, where students experience biological changes of puberty and

become aware of the opposite sex. Middle adolescence encompasses years fifteen

through seventeen and is categorized by a time of self-discovery and personal

identity. (Larson & Keiper, 2007) Human development and learning has been a

specific interest to educational theorists such as Piaget and Erikson, who both

categorized development into stages of life and described their associated effects on

learning. However, students are not always easily categorized. They exist on a

continuous spectrum of development and may exist within several stages at once.

Educators have the responsibility to analyze the developmental progress made by

each student to provide an individualized learning experience.

Most adolescents can be described as emotionally impulsive. This impulsivity

can be attributed to the continuing development of the pre-frontal cortex which is

responsible for planning and thinking including higher order thinking, direct

problem solving, and decision making. (Sousa, 2011) Emotions are very powerful

and indicate a chemical change produced in the brain and dispersed throughout the

body, making them hard to shut off. (Jensen, 2005) Emotions play an important role

in learning through recall. Students are better able to recall information and form

memories in strong states of emotion when the brain is flooded with chemicals and

the amygdala is aroused. (Sousa, 2011) Strong emotional states include fear, joy,

sadness, or anticipation. 

An emotion related to fear and commonly found in the classroom is stress.

Periodic stress can be beneficial to learning by enhancing hippocampal learning and

can teach students resilience and perseverance.  However, too much stress can be

damaging and “impairs a student’s ability to sort out what’s important and what’s

not.” (Jensen, 2005)  A safe level of stress can be accomplished in the classroom by

setting high expectations and constantly encouraging students to improve. (Wong,

2009) However, these goals must be realistic and students must be given the

resources and time they need to achieve these goals. 

The best way to address the emotional needs of students is through the

classroom environment. A positive classroom environment is essential to student

learning and their ability to use their emotions in a constructive way. Teachers can

create a positive environment by showing enthusiasm for content area, behaving

professionally, using appropriate tones of voice in class, and inspiring students to

take their time and think deeply. (Olson, 2009)  Students face threats everyday at

school from bullies and peer pressure to detentions and failure. These threats cause

a decrease in blood flow and impair cognition. (Jensen, 2005) These threats can be

diminished in the classroom by creating a strong sense of acceptance and

community in the classroom. This sense of community can be achieved by

integrating more group work while using positive reinforcement and

encouragement to reduce fear of embarrassment. 

Part of creating a sense of community in the classroom to support the

emotional needs of students is examining the social factors affecting student

learning. As an expansion of Piaget’s theories on cognitive development, Lawrence

Kohlberg developed stages of moral development. He determined that a connection

exists between morals and academics and that social experience promotes moral

development. Likewise, John Dewey also established that people are a product of

their social environment. Through cooperative learning students can be provided

with the social interactions needed for development. They will learn from each

other, teacher each other, and support one another.

Physically, students are experiencing changes in the form of rapid growth.

This rapid growth includes increased strength, stamina, and energy levels. (Larson

& Keiper, 2007) Students often feel the need to exert this energy and have a hard

time remaining seated and quiet throughout the school day. Physical needs in the

classroom can be addressed by incorporating movement into lessons. Movement

has been shown to increase cognitive function by breaking up the monotony of

lecture based learning and increasing oxygen flow to the brain. Movement is also

linked to learning and memory through the cerebellum, which is responsible for

motor skills, long term- memory, impulse control, and spatial perception. (Sousa,

2011) 

Movement is also beneficial to the teacher. It gives an opportunity to walk

around and observe students. With increased movement and discussion in the

classroom the teacher will have the ability to listen or join in on conversations and

gain insight into how students reach their conclusions. This can serve as a form of

formative assessment and will give the teacher an idea of what concepts may be

confusing students and which ones they master quickly. 

Movement can appeal to students who identify with kinesthetic learning

styles. This is one of the seven multiple intelligences developed by Howard Gardner

that also include musical, logical-mathematical, spatial, linguistic, interpersonal,

intrapersonal, and naturalist. Gardner describes that these intelligences do not limit

students by suggesting their dominant intelligence is the only way they can learn.

Rather, intelligences also include “the materials and the values of the situation

where and when thinking occurs.” (Sousa, 2011)

The use of music in the classroom not only appeals to musical learners, but

can promote learning for all students. Incorporating music during class activities

can activate both hemispheres of the brain, making it conducive to all types of

learners. Music is also linked to emotions in the frontal lobe, which can be

therapeutic and has direct impact learning. Lastly, listening to music enhances

alertness and concentration, promotes identification of patterns, and aids in

transference. (Sousa, 2011) 

The theory of multiple intelligences and its subsequent variations has formed

the basis for applying differentiation in the classroom. The idea behind

differentiation is to provide different way for students to learn. By presenting

material in multiple ways, students have more opportunities to recognize, identify,

and apply knowledge. It creates a more individualized approach to student learning

and can be especially useful in motivating students. Madeline Hunter describes this

type of motivation as extrinsic and that teachers can apply differentiation by

examining content, learner behaviors, and teacher behaviors through a process

called “Instructional Theory into Practice.”

In addition to differentiation teachers can apply the model of Bloom’s

Taxonomy to promote higher level thinking and learning. The top tiers of Bloom’s

taxonomy include the ability to create, evaluate, and analyze. When these tiers are

reached students are not only being encouraged to learn in complex ways, but are

also simultaneously demonstrating constructivist behaviors. Engagement in higher

level thinking involves the frontal lobe and “helps learners make connections

between past and new learning, creates new pathways, strengthens existing

pathways, and increases the likelihood that the new learning will be consolidated

and stored for future retrieval.” (Sousa, 2011)

The lesson below was designed with these aspects in mind. The ability to

recognize the social, emotional, and physical needs of students and adapting those

needs to develop an appropriate and differentiated learning plan is crucial to an

effective lesson plan. The strategies and activities designed around student learning

are highlighted below and explained in additional comments in the margins.

References

1.Jensen, E. (2005)  Teaching with the Brain in Mind  .ASCD 

2. Larson, B; Kepier, T. (2007) Instructional Strategies for Middle and High School. Routledge

 3. Olson, K. (2009)  Wounded by School: Recapturing Learning and Stuanding up to Old School Culture.  New York, NY: Teachers College Press 

4. Sousa, D.A. (2011)  How the Brain Learns.  4  th  Ed. Thousand Oaks, California. Corwin 

 5. Wong, H.K. (2009).  The first days of school  . Sunnyvale, CA: Harry K. Wong Publications 

UNIT FOCUS: _Elements and Periodic Trends

Stage 1 – Desired ResultsContent Standard(s):SC2. Students will relate how the Law of Conservation of Matter is used to determine chemical composition in compounds and chemical reactionsSC2c. Apply concepts of the mole and Avogadro’s number to conceptualize and calculate mass, moles, and molecular relationships.SC3. Students will use the modern atomic theory to explain the characteristics of atoms.SC3b. Use the orbital configuration of neutral atoms to explain its effect on the atom’s chemical properties.SC3d. Explain the relationship of isotopes to the relative abundance of atoms of a particular element.SC3f. Relate light emission and the movement of electrons to element identification.SC4. Students will use the organization of the Periodic Table to predict properties of elements.SC4a. Use the Periodic Table to predict periodic trends including atomic radii, ionic radii, ionization energy, and electronegativity of various elements.SC4b. Compare and contrast trends in the chemical and physical properites of elements and their placement on the Periodic Table.BIG IDEAS-CONCEPTS-THEMESAtomic TheorySubatomic ParticlesAtomic NumberAtomic MassAnions/CationsElementsGroupsPeriodsHistory of the Periodic TableElectron ConfigurationsPeriodic TrendsUNDERSTANDINGSStudents will understand that:

Atomic theory has changed over time as new observations and discoveries have been made

Modern atomic theory provides explanation for properties of elements including atomic number, electron arrangement,

ESSENTIAL QUESTION(S): How can the Periodic Table be

used be used to determine the physical and chemical characteristics of an element?

How does average atomic mass reflect the relative abundance of the isotopes in an element?

How has the periodic table been

reactivity, and bonding The periodic table is arranged

to show periodic trends and can be used to predict the properties and uses of an element

Periodic trends exist for properties including atomic radii, ionization energy, and electronegativity.

The number of protons determines an atom’s identity

Atoms with different numbers of neutrons for isotopes which are averaged to determine the atomic mass

All matter possesses physical and chemical properties that are a result of their structure

All atoms are composed of subatomic particles; electrons (negative charge), protons (positive charge), and neutrons (neutral charge)

The electron configuration of an element is determined by the position of electrons in the s,p,d, and f subshells

changed over the years to reflect to new understandings of atomic structure?

How has the atomic theory changed as new discoveries or understanding have been made?

Key knowledge and skills:Students will be able to…1. Identify and describe key chemists and their contributions to the development of

the modern atomic theory.2. Explain how theories can be modified to accommodate new discoveries and

understandings3. Draw the appropriate structure of an atom.4. Recognize subatomic particles, their charges, and their location in an atom5. Calculate an element’s atomic number and atomic mass.6. Calculate isotopic abundance.7. Memorize key elements and their symbols8. Categorize elements by group and family.9. Create a timeline of the construction of the Periodic Table.10. Determine the electron configuration of an element.11. Explain the location of electrons with respect with subshells.12. Identify and describe and periodic trends.13. Use the periodic trends to determine physical and chemical properties of an

elements

Students will be familiar with… Atomic theory Subatomic Particles Arrangement of Periodic Table Notable chemists in history Electron Configuration Periodic Trends

Stage 2 – Assessment EvidencePerformance Task(s):

Baby Book: Students will be assigned element and instructed to create a baby book or scrapbook of their element. The baby book will include the name, symbol, discovery, atomic mass, atomic number, type, physical state, country of origin, physical properties, number of protons, neutron, and electrons, atomic number, family or group name, list of similar elements, picture of element, real world application of element, and list of similar of elements.

Construction of Periodic Table: For each assigned element, students decorate an index card with element name, symbol, number, mass, and electron configuration. The index cards will be used to create or own Periodic Table displayed on the wall for students to use for the rest of the semester.

Other Evidence:Research Paper: Students will write a one page research paper on a person of minority (race, religion, gender, etc) who has made a notable contribution to chemistry.

Presentation of Research: Students will present their research and chemist in 3-5 sentences to the class along with a picture.

Carousel of Chemists: Students will be assigned to create a poster outlining the contributions of a given chemist to the development of the atomic theory. One student will dress up as the chemist and remain at their poster to present the information. The rest of the students will rotate to the other posters and grade their presentations.

Atoms in a bag Activity: Give a bag containing beads that represent the subatomic particles by color and size, students will determine the identify of an element or isotope associated with each bag.

Atom performance: Students will work in groups to create a song, rap, poem, or dance to indicate what they know about the parts of an atom.

Periodic Table Timeline: Students will create a timeline of the construction of

the Periodic Table including important date, chemists, and discoveries.

Electron location activity: Students will draw three rings on paper representing three subshells. With carbon paper underneath, students will drop a marble from the tip of their nose 100 times aiming for the center. Students will then examine the marks on the carbon paper to determine the location of the electron.

Periodic Trend Flipbook: Students will create a flipbook of periodic tables indicating with arrows the direction of the periodic trends. They will also include a written description of the trend, definition, and explanation of its implications.

Ticket out the Door: Explain what electronegativity is and put the following elements in order of increasing electronegativity: Al, Li, H, C, O, F

Student Self-Assessment (SSA)Draw an atom: students will be asked draw the structure of an atom at the beginning of class, they will be asked again at the end of class and will compare their drawings to check for prior misconceptions.

3-2-1 countdown: students list 3 important things learned, 2 questions that still need to be answered, and 1 way they can connect what they learned to something they new before

Classroom Assessment Technique (CAT)Atomic Bingo: Students will be given a list of 50 words to create their individual bingo boards. Definitions, descriptions, and scenarios will then be called out and

students must cover the corresponding words until they achieve 5 in a row. No free spaces will be allowed.

Stage 3 – Learning PlanLearning Activities:

Day 1

Essential Question: How has the atomic theory changed as new discoveries or understanding have been made?

Activating Strategy: Students will be asked to draw what they think an atom looks like. Several students will be asked to present their drawings to the class.

Teaching Module: Students will watch a teacher made video on the atomic theory. While watching, students will fill in a graphic organizer to keep up the information provided.

Students will then perform the Carousel of Chemists to check their understanding of the atomic theory and its contributors. Chemists may include: Democritus, Dalton, Bohr, Thompson, Rutherford, Chadwick, De Broglie, Schrodinger, Heisenberg,etc. Carousel of Chemists: Students will be assigned to create a poster outlining the contributions of a given chemist to the development of the atomic theory. One student will dress up as the chemist and remain at their poster to present the information. The rest of the students will rotate to the other posters and grade their presentations.

Since many of these chemists are European, white men, students will be assigned a Research Paper to divulge contributions made by other scientists. Students will sign up for their chemists based on a teacher provided list. Research Paper: Students will write a 1-2 page research paper on a person of minority (race, religion, gender, etc) who has made a notable contribution to chemistry. Students will be given a list of chemists to sign up for such as Albert Einstein, Rosalind Franklin, George Washington Carver, and Marie Curie etc.

Summarizer: Students will be asked to draw an atom based on their new understanding. Students will compare this drawing to their first drawing and describe what changes, if any, were made and why. Draw an atom: students will be asked draw the structure of an atom at the beginning of class, they will be asked again at the end of class and will compare their drawings to check for prior misconceptions.

Day 2

Essential Question: How does average atomic mass reflect the relative abundance of the isotopes in an element?

Activating Strategy: Students will be asked to describe what they know about 13C dating or 235U and their uses.

Teaching Module: Students will takes notes and participate in an interactive Promethean Board presentation on subatomic particles, atomic number and mass, and isotopes.

Students will then perform the Atoms in a Bag Activity to apply their knowledge of subatomic particles to identify unknown elements and isotopes. Atoms in a bag Activity: Give a bag containing beads that represent the subatomic particles by color and size, students will determine the identity of an element or isotope associated with each bag.

After the activity, students will watch a youtube video entitled “parts of an atom song”. They will be given a copy of lyrics to follow along and may request to watch it a second time. http://www.youtube.com/watch?v=O5iaw5WNuB0

Summarizer: Students will create their own groups of 3-4 students to come up with their own song, rap, poem or dance about the atom.

Day 3

Essential Question: How can the Periodic Table be used be used to determine the physical and chemical characteristics of an element?

Activating Strategy: Students will be asked to describe both their family and their closest group of friends. Students are encouraged to list their differences and similarities and come up with what parameters they think define a family or group.

Teaching Module: Students will be placed in groups of 4 and given a bag containing 10 index cards each containing an element with its physical and chemical characteristics. Students will be asked to group these elements in as many ways as possible based on these characteristics (size, color, phase, melting point, electronegativity, ioniazability).

Teacher will then explain how elements are arranged in groups and families to form the periodic table. Students will also be given a list of elements and their symbols that they should be familiar with.

Students will present their raps, poems, songs, and dances to the class and graded with rubric. Atom performance: Students will work in groups to create a song, rap, poem, or dance to indicate what they know about the parts of an atom.

Introduce Baby Book Project. Baby Book: Students will be assigned element and instructed to create a baby book or scrapbook of their element. The baby book will include the name, symbol, discovery, atomic mass, atomic number, type, physical state, country of origin, physical properties, number of protons, neutron, and electrons, atomic number, family or group name, list of similar elements, picture of element, real world application of element, and list of similar of elements.

Summarizer: Students will have the opportunity to either begin their Baby Book Project or make flash cards to memorize the elements.

Day 4

Essential Question: How has the periodic table been changed over the years to reflect to new understandings of atomic structure?

Activating Strategy: Students will use their textbooks, computers, ipads, etc. to create a timeline of the construction of the periodic table. Periodic Table Timeline: Students will create a timeline of the construction of the Periodic Table including important date, chemists, and discoveries.

Teaching Module: Teacher will walk around and examine timelines and supply students with missing information.

Teacher will then use a PowerPoint to present electron configurations.

Students will then perform the electron location activity. Electron location activity: Students will draw three rings on paper representing three subshells. With carbon paper underneath, students will drop a marble from the tip of their nose 100 times aiming for the center. Students will then examine the marks on the carbon paper to determine the location of the electron.

Summarizer: Students will complete a 3-2-1 countdown in which they list 3 important things learned, 2 questions that still need to be answered, and 1 way they can connect what they learned to something they new before.

Day 5

Essential Question: How can the Periodic Table be used be used to determine the

physical and chemical characteristics of an element?

Activating Strategy: Students will determine the electron configuration for their given element for performance task.

Teaching Module: Students will present their research papers in 3-5 sentences to the class

Students will then create a Periodic Trend Flipbook. Periodic Trend Flipbook: Students will create a flipbook of periodic tables indicating with arrows the direction of the periodic trends. They will also include a written description of the trend, definition, and explanation of its implications

Summarizer: Student will be given a Ticket out the Door. Ticket out the Door: Explain what electronegativity is and put the following elements in order of increasing electronegativity: Al, Li, H, C, O, F

Day 6

Essential Question: How can the Periodic Table be used be used to determine the physical and chemical characteristics of an element?

Activating Strategy: Students will make a list of any remaining questions they may have, if they have no questions, they can describe which topic in the unit gave them the most trouble and why.

Teaching Module: Students will play Atomic Bingo to review what they have learned in this unit. Atomic Bingo: Students will be given a list of 30 words to create their individual bingo boards. Definitions, descriptions, and scenarios will then be called out and students must cover the corresponding words until they achieve 5 in a row. No free spaces will be allowed.

Students will then be given time to work on their Baby Book Project in class.

Summarizer: Students will list 2 activities that they enjoyed and 2 suggestions for future lessons.

Research Paper

Choose one famous scientist from the list below.  There are a total of 12 scientists to choose from.  No more than 2 students per scientist.  Check with your teacher for selection.  You will write a research paper and present your findings to the class. 

In your research paper you should include:

1. General biographical information about the scientist along with picture.2. The invention or discovery they made.3. What technology was available at the time the discovery/invention was

made and how it impacted their work.4. How the invention impacted society at the time of the discovery.5. How the invention impacts society today.6. How the invention specifically impacts your daily life.7. Research paper should be 1-2 pages, double spaced, 12 font Arial, 1" margins

on all sides.  See rubric in evaluation section for grading criteria.  8. References that are scholarly and cited in ACS format

You will give an oral presentation of your paper to your class to convey information about your scientist.  You will gather information about the other scientists by listening to the other student's presentations.

Your oral presentation should include: 

1. The pertinent information in your research paper2. Time = 5-6 minutes in length or approximately 3-5 sentences.  See rubric in

evaluation section for grading criteria.    3. You will listen to presentations of other students on all of the other

scientists.  

Scientists Include:

1. Albert Einstein2. George Washington Carver3. Rosalind Franklin4. Marie Curie5. Lewis Latimer6. Dorothy Crowfoot Hodgkin7. J. Robert Oppenheimer8. Norbert Rillieux9. Antoine Laurent Lavoisier10.Dmitiri Mendeleev11.Alfred Nobel12.Jabir bin Hayyan13. Luis Federico Leloir

Famous Scientist Research Paper Rubric

1) Title page_____/4 a) Scientist: first and last name_____/4 b) Your name_____/2 c) class period

2) _____/5 Introductory Paragraph

3) At least four paragraphs with supporting evidence:_____/10 a) Paragraph one: birth and death date, birth country, where they

worked, type of science studied ( example: Materials Science, chemistry, genetics, physics, biochemistry etc.), and where they studied for school (if they went to school)

_____/10 b) Paragraph two: Major facts about their life (3 minimum)_____/10 c) Paragraph three: Major contributions to help benefit the world – new

ideas, discoveries, or new understanding of the natural world( 3 minimum)

_____/10 d) Paragraph four: historical relevance of discovery including what type of technology was available

_____/10 e) Paragraph five: major awards and/or achievements

4) _____/5 Conclusion Paragraph: include reflection/connection to real life

5) _____/5 Bibliography: list ALL sources (5 minimum resources) listed in order used

6) Picture of your scientist_____/5 a) this is to be on its own sheet of paper (not to included in the content)_____/5 b) if from the internet it should cited

6) Page format:_____/5 a) 12 point font or handwritten in ink_____/5 b) double-spaced pages_____/5 c) minimum of 1 complete page of writing

Atoms in a Bag

Bag # 1

Number of Protons: ______________________________

Number of Electrons: _____________________________

Number of Neutrons: ______________________________

Identity of Element: ________________________________

Identity of Isotope: __________________________________

Bag # 2

Number of Protons: ______________________________

Number of Electrons: _____________________________

Number of Neutrons: ______________________________

Identity of Element: ________________________________

Identity of Isotope: __________________________________

Bag # 3

Number of Protons: ______________________________

Number of Electrons: _____________________________

Number of Neutrons: ______________________________

Identity of Element: ________________________________

Identity of Isotope: __________________________________

“Parts of an Atom”Mr. Parr

Let's shoot from the startOf the atomAnd aim for the heartOf the nucleusMade up of neutrons and also protonsPositively charged

Protons all the sameIdenticalMass 1 amuAnd they're so smallNeutrons have no chargeComparatively bigBut only a smidgeIn the nucleus

ChorusAtoms are of subatomic particlesAnd they are electrically neutral'Cause the electron numberEquals the proton numberAnd the protons in the nucleus - atomic number

The nucleus is made up of just twoProtons and neutrons together close toBut the electrons scatteredOrbiting in the atom2, 8, 18, 32, are the shell numbers

Electrons outsideThe nucleus, negatively chargedIn electron cloudsAlmost zero massSmaller than the restMakes most of volume

Isotopes occurNaturallyProtons are the same

Neutrons differentProperties the sameUnstable atomsNucleus changing It's radioactive

Chorus

You want to know, how forces moveThey're everywhere including within atomsGravity's the weakestParticles too smallishFor gravity to pull this

Electromagnetic forceOpposites attractProtons, electrons, hold together, so tightBut without the strong forceProtons leave the nucleusWeak force is important, neutrons change

To protons or electrons

Chorus

Atom Performance Rubric

Requirement Score

Lyrics (content): Lyrics are original (i.e. you must write your own lyrics) that have a direct

correlation to topics covered (not a subtle reference).

If a non-original chemistry song is used (i.e. found on the internet) you can get a maximum of a C+ (or 79%) on the project.

__________/25

Accuracy: Chemical principles are stated correctly

Theoretical information presented accurately__________/25

Music Specifics: Song is 3 to 5 stanzas in length

Lyrics submitted and typed

All members are present on day of presentation.

__________/10

__________/10

__________/10

Creativity Performance is interesting to watch and is school appropriate.

Lyrics flow and have a nice quality

__________/10

__________/10

Element Baby Book Project

In this project you will adopt an element from the periodic table. The element that you choose must have an atomic number from 1 – 20. As a proud parent of your element you will create a baby book to remember each stage of your element’s life.

Requirements:(Check each one as you complete it.)_____Cover page – 5 points

Name of element and your name Decorative cover

_____Page 1 – 10 points – Birth Announcement This should be written in paragraph form.

Name of element (Give your element a first name) Nickname of element (Symbol) Birth date (date element was discovered) Birth weight (atomic mass) Birth height (atomic number) Race (type of element) Attending physician (Discoverer) Gender (state of matter at room temperature) Place of birth (country of discovery) Personality (emotions: boiling point and melting point)

_____Page 2 – 3 points Pronunciation rebus

_____Page 3 – 2 points Fill out birth certificate and have parents sign

_____Page 4 – 5 points Poem about element (Your own creation!!!)

_____Page 5 – 10 points Picture of element (Bohr model). You must draw it yourself.

_____Page 6 – 10 points Career of element (what your element will become when grows

up) Picture of career

_____Presentation – 5 points

Complete ALL requirements!Be creative!Be neat!

Notes on Subatomic Particles

The exploration of atomic structure began in 1911, when Ernest Rutherford, discovered that atoms had a dense central nucleus that contained positively charged particles, which he named protons. (See Table 1.) It was soon established that each chemical element was characterized by a specific number of protons in each atom. A hydrogen atom has 1 proton, helium has 2, lithium has 3, and so forth through the periodic table. The atomic number is the number of protons for each element.

Table 1. Parts of an Atom

Subatomic Particle

Mass Units (amu)

Relative Electric Charge

Atomic Location

Proton 1.0073 +1 Nucleus

Neutron 1.0087 0 Nucleus

Electron 0.0005 –1 Orbital

Except for the simplest hydrogen atom with a single proton as its entire nucleus, all atoms contain neutrons (particles that are electrically neutral) in addition to protons. For most of the light elements, the numbers of protons and neutrons in the nucleus are nearly equal. Table 2 shows the most common nucleus for each element with the atomic mass rounded to the nearest integer. You can see that the rounded-off atomic masses are the sum of the protons and neutrons for each atom. The sum of the protons and neutrons is the mass number of an atom.

Table 2. Nuclear Structure of the Lightest Elements

Element Atomic Number ProtonsNeutron

sAtomic Mass

Hydrogen

1 1 0 1

Helium 2 2 2 4

Lithium 3 3 4 7

Table 2. Nuclear Structure of the Lightest Elements

Element Atomic Number ProtonsNeutron

sAtomic Mass

Beryllium 4 4 5 9

Boron 5 5 6 11

Carbon 6 6 6 12

Nitrogen 7 7 7 14

Oxygen 8 8 8 16

Atoms of the same element can have different numbers of neutrons; the different possible versions of each element are called isotopes. For example, the most common isotope of hydrogen has no neutrons at all; there's also a hydrogen isotope called deuterium, with one neutron, and another, tritium, with two neutrons. 

Elements to Know

1 - H - Hydrogen2 - He - Helium3 - Li - Lithium4 - Be - Beryllium5 - B - Boron6 - C - Carbon7 - N - Nitrogen8 - O - Oxygen9 - F - Fluorine10 - Ne - Neon11 - Na - Sodium12 - Mg - Magnesium13 - Al - Aluminum14 - Si - Silicon15 - P - Phosphorus16 - S - Sulfur17 - Cl - Chlorine18 - Ar - Argon19 - K - Potassium20 - Ca - Calcium21 - Sc - Scandium22 - Ti - Titanium23 - V - Vanadium24 - Cr - Chromium25 - Mn - Manganese26 - Fe - Iron27 - Co - Cobalt28 - Ni - Nickel29 - Cu - Copper30 - Zn - Zinc31 - Ga - Gallium32 - Ge - Germanium33 - As - Arsenic34 - Se - Selenium35 - Br - Bromine36 - Kr - Krypton37 - Rb - Rubidium38 - Sr - Strontium39 - Y - Yttrium40 - Zr - Zirconium41 - Nb - Niobium

42 - Mo - Molybdenum43 - Tc - Technetium44 - Ru - Ruthenium45 - Rh - Rhodium46 - Pd - Palladium47 - Ag - Silver48 - Cd - Cadmium49 - In - Indium50 - Sn - Tin51 - Sb - Antimony52 - Te - Tellurium53 - I - Iodine54 - Xe - Xenon55 - Cs - Cesium56 - Ba - Barium57 - La - Lanthanum74 - W - Tungsten75 - Re - Rhenium76 - Os - Osmium77 - Ir - Iridium78 - Pt - Platinum79 - Au - Gold80 - Hg - Mercury81 - Tl - Thallium82 - Pb - Lead83 - Bi - Bismuth84 - Po - Polonium85 - At - Astatine86 - Rn - Radon87 - Fr - Francium88 - Ra - Radium89 - Ac - Actinium90 - Th - Thorium91 - Pa - Protactinium92 - U - Uranium93 - Np - Neptunium94 - Pu - Plutonium

Periodic Table Arrangement

Elements as Building BlocksAs you probably saw, the periodic table is organized like a big grid. The elements are placed in specific locations because of the way they look and act. If you have ever looked at a grid, you know that there are rows (left to right) and columns (up and down). The periodic table has rows and columns, and they each mean something different. 

You've got Your Periods...Even though they skip some squares in between, all of the rows go left to right. When you look at a periodic table, each of the rows is considered to be a different period  In the periodic table, elements have something in common if they are in the same row. All of the elements in a period have the same number of atomic orbitals. Every element in the top row (the first period) has one orbital for its electrons. All of the elements in the second row (the second period) have two orbitals for their electrons. It goes down the periodic table like that. At this time, the maximum number of electron orbitals or electron shells for any element is seven. 

...and Your GroupsNow you know about periods. The periodic table also has a special name for its columns. When a column goes from top to bottom, it's called a group. The elements in a group have the same number of electrons in their outer orbital. Those outer electrons are also called valence electrons. They are the ones involved in chemical bonds with other elements. 

Every element in the first column (group one) has one electron in its outer shell. Every element in the second column (group two) has two electrons in the outer shell. As you keep counting the columns, you'll know how many electrons are in the outer shell. There are some exceptions to the order when you look at the transition elements, but you get the general idea. Transition elements start to add electrons to the second-to-last shell. 

Two at the TopHydrogen (H) and helium (He) are special elements. Hydrogen can have the talents and electrons of two groups: one and seven. To scientists, hydrogen is sometimes missing an electron, and sometimes has an extra one. Helium is different from all of the other elements. It can only have two electrons in its outer shell. Even though it only has two, it is still grouped with elements that have eight (i.e., noble gases). The noble gases and helium are all "happy," because their outermost electron shell is full. The elements in the center section are called transition elements. They have special electron rules too. 

Electron Configuration Powerpoint

Atomic Bingo Word List

1. Electron2. Proton3. Nuetron4. Atomic Mass5. Mass Number6. Isotope7. Orbital8. Bohr9. De Broglie10. Rutherford11.Dalton12.Electron configuration13.Noble gas configuration14.Democritus15.Period 16.Family17.Electronegativity18.Ionizability19.Hydrogen20.Helium21.Metals22.Nonmetals23.Metalloids24.Valence electrons25. Thompson26.Chadwick27.Schrodinger28.Heisenberg29.Alkali earth metals30.Lanthanides