Unit Plan: Electrons in Atoms (Chapter 5)

Introduction
The foundation of periodic trends and chemical reactions is how electrons behave in
atoms. In this unit, the topics of light, its relation with electron energy, and how this impacts the
arrangement of electrons in atoms, is explored in detail.
Clarifying Goals for the Unit
A. Big Ideas
Electrons in atoms provide the foundation for characterizing period trends and chemical
reactivity amongst elements. In order to make these connections, it is important to understand
how electrons in atoms are organized and how this organization was postulated. Observations
about the properties of light emitted from atoms particularly atomic emission spectra puzzled
scientists in the early part of the 1900s. The development and linking of atomic emission spectra
to specific changes in energy amongst electrons led to the development of the Bohr atomic
model, which was realized to be incorrect for atoms other than hydrogen. This led to the
development of the quantum model of the atom and its associated energy levels or atomic
orbitals.
Once energy levels were understood, scientists were able to determine the order in which
electrons were added to certain orbitals based on the energy that each orbital contains. This,
along with understanding of electrostatic attraction/repulsion, led to the development of rules to
outline how electrons are added to energy levels. This understanding foreshadows the idea of
periodic trends and explanations of chemical reactions.
Relevant NGSS standards in the unit include HS-PS1-1: Use the periodic table as a
model to predict the relative properties of elements based on the patterns of electrons in the
outermost energy level of atoms, and HS-PS1-2: Construct and revise an explanation for the
outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in
the periodic table, and knowledge of the patterns of chemical properties. Some standards related
to waves, particularly when learning about the properties of light, are also relevant (specifically
HS-PS4-1, HS-PS4-3, and HS-PS4-4.)

B. Student Practices
1. Naming key practices
As this topic incorporates many different NGSS standards, it also includes a number of student
practices. The standards document lists many practices for the properties of waves (with a
specific application of light.) One such performance expectation is to Use mathematical
representations of phenomenato describe and/or support claims and/or explanations (related
to HS-PS4-1.) These mathematical representations here include relating frequency and
wavelength, and the energy of a quantum level. There are also many arguments from evidence
described in this unit, related to the history of the development of the quantum model. Many
observations, such as the Heisenberg uncertainty principle, are based on evidence gathered from
numerous years of experiments. These explanations are currently accepted but were once
controversial. As a result, the student practice to Evaluate the claims, evidence, and reasoning
behind currently accepted explanations or solutions to determine the merits of arguments
(related to HS-PS4-3) is relevant here. The use of models is also refined, with orbital shapes,
electron configurations, and dot-structures. The NGSS document includes a student practice to
Use a model to predict the relationships between systems or between components of a system
(related to HS-PS1-1.)
Cross-cutting concepts, as defined by NGSS, are also part of this unit. One such concept
is the use of empirical evidence, which was what helped shape the current theories about
quantum chemistry. As stated in the document, Empirical evidence is required to differentiate
between cause and correlation and make claims about specific causes and effects (related to HS-
PS4-1.) The causality concept can be expanded to include patterns observed at different scales,
such as macroscopic and microscopic (related to HS-PS1-1 and others.)
There are also some general student practices not specifically covered by NGSS that are
important in this unit. Chemistry involves frequent use of organization (in tables, charts, graphs,
and notation) to simply otherwise overwhelmingly complex observations. The use of three-
dimensional visuals (to describe orbitals) will be an important concept in later chemistry courses.
Finally, as this unit has many three-variable equations, the importance and manipulation of units
of measure is a practice students will engage in during this unit.

C. Performance Expectations for Student Learning
As usual, in this section, I will list the NGSS performance expectation(s) and their
associated practices. These can then be summarized by class-specific learning goals in Part D,
developed as the result of several years of chemistry teaching at Grand Ledge High School.

Performance Expectation Associated
NGSS Practice
NGSS Performance Expectation(s)
1. Use the periodic table as a model to predict the relative properties of elements based on
the patterns of electrons in the outermost energy level of atoms (HS-PS1-1).
Asking questions
(1), developing
models (2a),
constructing
explanations (6),
engaging in
argument from
evidence (7)
2. Construct and revise an explanation for the outcome of a simple chemical reaction
based on the outermost electron states of atoms, trends in the periodic table, and knowledge
of the patterns of chemical properties (HS-PS1-2).
Asking questions
(1), developing
models (2a),
constructing
explanations (6),
engaging in
argument from
evidence (7)
3. Use mathematical representations to support a claim regarding relationships among the
frequency, wavelength, and speed of waves traveling in various media (HS-PS4-1).
Using mathematics
and computational
thinking (5)
4. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic
radiation can be described either by a wave model or a particle model, and that for some
situations one model is more useful than the other (HS-PS4-3).
Asking questions
(1), analyzing and
interpreting data (4),
engaging in
argument from
evidence (7)
5. Evaluate the validity and reliability of claims in published materials of the effects that
different frequencies of electromagnetic radiation have when absorbed by matter (HS-
PS4-4.)
Obtaining,
evaluating, and
communicating
information (8)

Daily Schedule of Learning Goals
Listed below are the learning goals developed for this unit for use at Grand Ledge High
School for Unit 5 in Chemistry A.
Students will describe the wave nature of light. [1]
Students will describe the particle nature of light. [2]
Students will describe and calculate the relationship between frequency and
wavelength of light (electromagnetic radiation). [3]
Students will describe and calculate the relationship between frequency and energy
of light (electromagnetic radiation). [4]
Students will compare and contrast the Bohr Model of the atom with the quantum
model of the atom. [5]
Students will describe the different atomic orbitals and describe their properties and
behaviors. [6]
Students will compare and contrast the continuous spectrum of white light with the
atomic emission spectra of different elements. [7]
Students will write the ground state electron configuration for different elements.
[8]
Students will draw orbital pair diagrams for different elements. [9]
Students will write the Noble Gas electron configuration for different elements.
[10]
Students will identify the number of valence electrons and draw Lewis Dot
Structures for different elements. [11]

Daily Schedule of Learning Goals
Day 1: [1], [2], [3], [4]
Day 2: [7]*
Day 3: [5], [6]*
Day 4: [8], [9]
Day 5: [10], [11]
Day 6: Review
Day 7+: Assessment

*-Day 2 and Day 3 are switched from their typical position due to equipment sharing issues.