Homework Over Winter Break

You will be designing your very own periodic table, which you will be pulling out and using in chemistry class for the remainder of the school year.

In order to create one that will support your learning and which is consistent with the modern periodic table, you must first gather the necessary information about the modern periodic table.

Number one below will guide you on how to gather the necessary ideas.  This has 2 parts : watching videos and taking notes, and reading a text and completing and metacognitive log (this part–notes and log–is also due on Jan 8 with your periodic table).

1) Watch the following tutorials (need a computer–will not work using your phone) and take notes:

  1. http://www.screencast.com/t/zUL6phEa
  2. http://www.screencast.com/t/6F5Z3D9P2
  3. http://www.screencast.com/t/Q8HrXc5n

Once finished with the videos, read pages 177, 180 and 181 and complete the metacognitive log started in class.  focus question and reading strategies are below.

Focus Question: How can the periodic table help us predict properties (chemical and physical) of elements?

Active Reading strategies:

  1. Main idea of each chunk
  2. Paraphrase bold terms
  3. Ask question
  4. Make connections

2) Creating your own periodic table (it is not a good idea to attempt this step prior to learning about the periodic table)

Use what you have learned to sketch  and color code your own periodic table  


1.Include labels and a key to identify the following: 

  • alkali metal, alkaline earth metals, transition metals, inner transition metals, noble gases and halogens, representative elements, metals, metalloids, nonmetals. 

2. Include elements 1-20 (symbol, atomic number and atomic mass) and the 1st element for each group of the transition metals.  You do not have to draw a box for each element.

3.Make sure it is pleasing to the eye

It is neat and you have used white or light colored construction paper.  If white space is used, it is used evenly.  Color is used to differentiate between different blocks and families and not to cover up your symbol.

4.Include a key

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1) metacognitive log p. 115 

Essential question: What defines the atom? In other words how do you tell atoms of different elements apart?

Active Reading Strategies:

  1. Read title, main idea and make predictions
  2. Main idea of each chunk (4 chunks)
  3. Analyzing the formula and figure 4.15
  4. Make connections

2) Watch the following video and take notes:

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Watch the following two videos and take notes.  Once you are done taking notes, add on to the flow map we started in class today. You need a computer for the 1st tutorial.



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Watch the video below and take notes on specific heat.  Once you are done taking notes, solve the 2 problems below using our claim/evidence/reasoning template.  I have provided a sample. 

  1.  How much heat is needed to raise 28 grams of water from 15°C to 98°C? Specific Heat of liquid water is 4.184 j/g.°C

  2. How much heat must be lost in order to cool 36 grams of water from 75°C  to 15°C? Specific Heat of liquid water is 4.184 j/g.°C 

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Create a flow map that answers the following Guiding Question:

What is happening to the particles as energy is being added to the substance over time? (As energy is being added to ice over time)


  1. Make sure it is presentable (guiding question, title, neat, white space is used evenly)
  2. Include an explanation and models at the microscopic scale that show what is happening to particle movement and arrangement as energy is being added over time.
  3. Make sure to label the following terms appropriately on our heat curve for water:

freezing, condensation, melting, evaporation, deposition, sublimation, solid, liquid, gas, endothermic, exothermic, melting point, freezing point. 

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Final Exam Study guide.

Click here to access our Final exam study guide.  This is an interactive study guide that has built-in tutorials to help you understand some of the difficult concepts.

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Free Technology Sessions for Parents






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If you did not do homework over the weekend (notes for 4 videos and a sketch of the periodic table) make sure you get to it before today’s homework (below).

Below is a little summary of ion formation that results in ionic compounds and ionic bonds.  I put this together to summarize what we learned in class today:

As you have learned before, all of the elements on the periodic table want to be like the noble gases.  They all want to have 8 valence electrons.  They all want eight dots around their lewis-dot structure. 

How do they do that? Well, some can gain electrons in order to become like the noble gas on the periodic table.   Others however, need to lose electrons in order to become like the noble gas.  Let’s look at two examples:

1.Fluorine is a very unstable atom.  It has 7 valence electrons and wants to have eight.  So it gains one electron in order to become like Neon.  When it does, it becomes very happy and stable because it has 8 valence electrons.  But something happens.  It now has 10 electrons and only 9 protons.  It is no longer a neutral atom.  It is now an ION.  An ION with a negative charge. An anion

2.Sodium is also very unstable.  It has one valence electron and wants to be like the noble gases.  It is too far away from Argon on the periodic table and too hard for it to gain 7 electrons.  So Argon tells it to dream on.  

Sodium does not give up and finds another noble gas to mimic.  It finds that it is easier for it to lose an electron and become stable like Neon than it is to gain 7 and become like argon.  And this is exactly what it does.  It tosses out its valence electron.  But something happens.  It now has only 10 electrons but 11 protons.  It is no longer a neutral atom.  It is now an ION.  An ION with a positive charge. A cation.

Flourine and sodium are a good match because F wants one electron and Na want to transfer one.  Because you only need one F for every one Na atom the ionic formula would be NaF.

Next, watch the 2 videos below and take notes (you will need a computer):

Click Here to watch video on ions

Click here to watch video on ionic bonding

Now, use what you have learned to complete the questions below (in your notebook).

1.       Explain why all elements in group 18 (or 8) are relatively unreactive whereas their neighbors, elements in group 17 (or 7), are highly reactive?

2.       Which of the following correctly compare and contrast the ways in which metals and nonmetals form ions

a.        Metals lose electrons and nonmetals gain electrons

b.       Metals gain electrons and nonmetals lose electrons

c.        Both metals and nonmetals gain electrons

d.       Both metals and nonmetals lose electrons

3.       Which is not true regarding sodium ion?

a.        It forms a positive ion

b.       It has a charge of +1

c.        It has lost an electron

d.       None of the above

4.       Show how Sodium and Iodine form ionic compounds using one of the two methods we learned in class.

5.       Show how Magnesium and Oxygen form ionic compounds using one of methods we learned in class.

6.       Predict whether each of the following elements will come together to form ionic bonds.

      • potassium and Sulfur
      • lithium and oxygen
      •  beryllium and aluminum


7.       How many electrons do the following ions have?

Sodium ion with a charge of positive 1

Chlorine ion with a charge of negative 1

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Watch the following 4 videos and take notes.  You should have at least 2 full pages of notes.

Then, create a sketch of the periodic table.  Include a key with the following items: Metals, nonmetals, metalloids, alkali metals, alkaline earth metals, halogens, noble gases.  Also, above each of those groups, include the number of valence electrons.




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You first assignment is to watch the video below and take notes. Your second assignment is to complete the questions as well as the table beneath the video.  All notes and practice are to be done in your interactive notebook.

Atomic Structure and Isotopes



What does atomic number tell you about an atom?


What is the relationship between protons, neutrons, and the mass number?


Define isotope:


What are the two features that are different between two isotopes?


Complete the following table.  Which pairs of atoms are isotopes of each other? Label them.


Element Atomic Number Atomic Mass Protons Electrons Neutrons



Isotope Symbol
Boron 11
Boron 5
Iron 57
26 32


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