Mississippi Science CHE.3

CHE.3 is a cluster heading. These are the individual standards under it.

• CHE.3.1

  Explore and communicate the organization of the periodic table, including history, groups, families, family names, metals, nonmetals, metalloids, and transition...

• CHE.3.2

  Analyze properties of atoms and ions (e.g., metal/nonmetal/metalloid behavior, electrical/heat conductivity, electronegativity and electron affinity, ionization...

• CHE.3.3

  Analyze the periodic table to identify quantum numbers (e.g., valence shell electrons, energy level, orbitals, sublevels, and oxidation numbers).

01

What Students Need to Do

Students use an element's place on the table to name its family, classify it, and predict whether it conducts electricity. They read electron configurations to find valence electrons, energy levels, sublevels, occupied orbitals, and likely ion charges. They use table trends to compare atomic and ionic size, ionization energy, electronegativity, and electron affinity.

02

What Mastery Looks Like

Given sodium and chlorine, a student names their families, counts valence electrons, and predicts their ions. They explain why a sodium atom is larger than a chlorine atom, but smaller than it was after losing an electron. They identify occupied energy levels and sublevels from electron configurations.

03

Common Misconceptions

Students often think every property rises from left to right, even though atomic size usually falls. They confuse a group's shared valence pattern with a period's shared number of energy levels. They may think ions stay the same size as neutral atoms, or confuse electronegativity with electron affinity.

04

How to Assess It

Exit ticket: For magnesium and sulfur, name each family and predict each ion's charge. Circle the larger neutral atom and explain your choice using their table positions.

1. 01

   Hand out mass-and-property cards for the first 18 elements, omit silicon, and have groups arrange the cards and predict silicon's properties.

2. 02

   Ask, 'Why does fluorine attract bonding electrons more strongly than lithium, yet both form ions?' Have partners cite position and valence electrons.

3. 03

   Run a board relay: teams fill orbital boxes for Mg and S, give valence counts, then rank atomic radii and ionization energies.

4. 04

   Show a copper wire and a sulfur sample; ask students to use table placement to explain which conducts electricity and why.

• P.7.5A

  Students will demonstrate an understanding of the physical and chemical properties of matter.

• PHS.3

  Students will analyze the organization of the periodic table of elements to predict atomic interactions.

• P.7.5C

  Students will demonstrate an understanding of the proper use of the periodic table to predict and identify elemental properties and how elements interact.

• P.2.5

  Students will demonstrate an understanding of the properties of matter.