About The Periodic Table, Ions, and Ionic Compounds
The Standards
The Periodic Table, Ions, and Ionic Compounds includes five scaffolded activities that begin with an investigation of the substructure of atoms and ions. Then students explore the formation of ions by atoms of main group elements. Finally, the last two activities pertain to the ratio by which atoms of elements combine to form ionic compounds. Each activitiy places an emphasis upon the connection between the chemistry concept and the family properties of elemental groups on the Periodic Table. The activity addresses the HS-PS1-1 Performance Expectation of the Next Generation Science Standards.
This NGSS-inspired task consists of five parts. Each part involves a different type of skill or understanding. Collectively, the five parts were designed to address the following NGSS performance expectation:
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.
As a whole, the questions in this task address a wide collection of
disciplinary core idea (DCI),
crosscutting concepts (CCC), and
science and engineering practices (SEP). There are 53 multi-part questions organized into 22 Question Groups and spread across the five activities. Each question is either a 2D or (preferably) a 3D question. That is, the task of answering the question requires that the student utilize at least two of the three dimensions of the NGSS science standards - a DCI, a CCC, and/or an SEP.
The following DCI, SEPs, and CCCs are addressed at some point within The Periodic Table, Ions, and Ionic Compounds:
DCI: PS1.A: Structure and Properties of Matter
SEP 2.3: Developing and Using Models
Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system.
SEP 2.6: Developing and Using Models
Develop and/or use a model (including mathematical and computational) to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems.
SEP 6.3: Constructing Explanations and Designing Solutions
Apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects.
CCC 1.1: Patterns
Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
CCC 6.2: Structure and Function
The functions and properties of natural and designed objects and systems can be inferred from their overall structure, the way their components are shaped and used, and the molecular substructures of its various materials.
CCC 7.1: Stability and Change
Much of science deals with constructing explanations of how things change and how they remain stable.
Here is our NGSS-based analysis of each individual activity of the The Periodic Table, Ions, and Ionic Compounds Science Reasoning task. The core ideas, crosscutting concepts, and science and engineering practices that we reference in our analysis are numbered for convenience. You can cross-reference the specific notations that we have used with the listings found on the following pages:
Disclaimer: The standards are not our original work. We are simply including them here for convenience (and because we have referenced the by number). The standards are the property of the Next Generation Science Standards.
Part 1: The Sub-Structure of Atoms and Ions
This activity consists of 16 forced-choice questions organized into four Question Groups. Each question involves two parts. First students must identify the number of protons and electrons in an ion of a main group element. Once done, students must identify four statements as being true or false. The statements pertain to patterns associated with ion formation for main group elements. Students earn the Trophy for this activity once they demonstrate mastery on all four Question Groups.
NGSS Claim Statement:
Use the patterns associated with the location of elements in the Periodic Table to identify the number of portons and electrons present in several ions and
relate the patterns to the tendency to form a stable octet of electrons.
| Target DCI(s) |
Target SEP(s) |
Target CCC(s) |
|
Structure and Properties of Matter
PS1.A
Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons.
The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states.
|
Developing and Using Models
SEP 2.3
Use a model based on evidence to predict the relationships between systems or between components of a system.
SEP 2.6
Use a model to predict phenomena. |
Patterns
CCC 1.1
Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
Stability and Change
CCC 7.1
Much of science deals with constructing explanations of how things change and how they remain stable.
|
Part 2: Describing Ionic Bonding
This activity is a paragraph completion activity. Students are provided a paragraph with 14 missing words and phrases. The paragraph addresses the formation of ions by sodium and chlorine atoms and the formation of an ionic bond by their ions. Students must tap on the blanks in the paragraph to select the appropriate word or phrase from a collection of options. Students earn the Trophy for this activity once all the missing words and phrases have been accurately identified.
NGSS Claim Statement:
Use a model of
the substructure of ions and stable octets to
explain the phenomenon of ionic compound formation.
| Target DCI(s) |
Target SEP(s) |
Target CCC(s) |
Structure and Properties of Matter
PS1.A
Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons.
The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states.
|
Constructing Explanations and Designing Solutions
SEP 6.3
Apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena.
Developing and Using Models
SEP 2.6
Use a model to predict phenomena.
|
Stability and Change
CCC 7.1
Much of science deals with constructing explanations of how things change and how they remain stable.
Patterns
CCC 1.1
Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
|
Part 3: Building a Model About Ion Formation
This activity consists of 14 forced-choice questions organized into six Question Groups. Students are presented electron shell diagrams for several elemental groups of the periodic table. They must identify the element and predict how the element will form an ion. Attention is given to the attainment of a stable octet of outer electrons. Students earn the Trophy for this activity once they demonstrate mastery on all six Question Groups.
NGSS Claim Statement:
Use an electron shell model to predict the identify of an element based on
the periodic patterns associated with outer shell electrons and
explain how such elements form ions to achieve a stable octet of outer shell electrons.
| Target DCI(s) |
Target SEP(s) |
Target CCC(s) |
Structure and Properties of Matter
PS1.A
Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons.
The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states.
.
|
Developing and Using Models
SEP 2.3
Use a model based on evidence to predict the relationships between systems or between components of a system.
|
Structure and Function
CCC 6.2
The properties of natural systems can be inferred from their overall structure, the way their components are shaped and used.
Patterns
CCC 1.1
Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. |
Part 4: Electron Shells and Formulas
This activity consists of 12 forced-choice questions organized into six Question Groups. Students are presented electron shell diagrams for several elemental groups of the periodic table. They must predict the ion (charge type and amount) that the element will form. Then they must identify the formula of the ionic compound formed between it and chloride and oxide (for metal ions) and between it and sodium and magnesium (for non-metal ions). Students earn the Trophy for this activity once they demonstrate mastery on all six Question Groups.
NGSS Claim Statement:
Use an electron shell model of an element to predict the charge on the stable ion that it forms and
use the structural model to predict the formula of the ionic compound formed between this element and an oppositely-charged ion.
| Target DCI(s) |
Target SEP(s) |
Target CCC(s) |
Structure and Properties of Matter
PS1.A
Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons.
The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states.
|
Constructing Explanations and Designing Solutions
SEP 6.3
Apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena.
Developing and Using Models
SEP 2.6
Use a model to predict phenomena.
|
Structure and Function
CCC 6.2
The properties of natural systems can be inferred from their overall structure, the way their components are shaped and used.
Patterns
CCC 1.1
Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. |
|
Part 5: The Periodic Table and Ionic Compounds
This activity consists of 10 forced-choice questions organized into five Question Groups. Students are provided a Periodic Table and the formulas of four ionic compounds. They are told an unknown element forms a compound with oxide or chloride (for an unknown metal) or with potassium and calcium (for an unknown non-metal). They must identify the group that this unknown element belongs to and then must predict two formulas for ionic compounds that the unknown element would form. Students earn the Trophy for this activity once they demonstrate mastery on all five Question Groups.
NGSS Claim Statement:
Use a model of ionic bond formation and
the patterns associated with families of elements on the periodic table to predict the formulas of ionic compounds.
| Target DCI(s) |
Target SEP(s) |
Target CCC(s) |
Structure and Properties of Matter
PS1.A
Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons.
The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states.
|
Developing and Using Models
SEP 2.6
Use a model to predict phenomena. |
Patterns
CCC 1.1
Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
|
Complementary and Similar Resources
The following resources at The Physics Classroom website complement the The Periodic Table, Ions, and Ionic Compounds Science Reasoning Activity. Teachers may find them useful for supporting students and/or as components of lesson plans and unit plans.
Concept Builders, Chemistry - Properties of Matter: Metals, Nonmetals, Metalloids
Concept Builders, Chemistry - Properties of Matter: Subatomic Particles
Concept Builders, Chemistry - Atomic and Molecular Models: Complete Electron Configuration
Concept Builders, Chemistry - Atomic and Molecular Models: Periodic Table Battleship
Concept Builders, Chemistry - Atomic and Molecular Models: Periodic Trends
Concept Builders, Chemistry - Atomic and Molecular Models: Ionic Bonding