SHS1 Chemistry · Semester 1 Week 8: Matter and Its Properties

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.8 - Apply Aufbau’s principle, Pauli’s exclusion principle and Hund’s rule of maximum multiplicity to write electron configuration of the first thirty elements of the periodic table.

By the end of the lesson, learners can:

State the Aufbau principle, Pauli’s exclusion principle and Hund’s rule of maximum multiplicity in their own words.
Write the electron configuration of elements 1 to 30 using the s, p, d notation (e.g. 1s² 2s² 2p⁶ …).
Represent electron configurations using the electrons-in-boxes method for selected elements.
Identify elements in the first thirty that show irregular electron configurations (chromium and copper) and explain the reason for these irregularities.
Predict whether an atom is stable, based on whether its outermost subshell is fully filled, half-filled or partially filled.

This lesson builds directly on the quantum numbers and Bohr model covered in Week 7 (LI.7). Learners already know that electrons occupy shells and subshells, so this lesson focuses on the order of filling and the rules that govern how electrons are arranged within orbitals.

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Curriculum details

Strand: Physical Chemistry (Strand 1)
Sub-strand: Matter and Its Properties (1.1)
Content standard: 1.1.1.CS.1 - Demonstrate understanding of the scientific practices in chemistry using relevant acquired skills to solve problems as well as explaining the structure of the atom and its stability. 1.1.1.LO.1 Use the knowledge and understanding of the scientific practices in Chemistry to explain the structure of the atom as well as the stability of its nucleus. 1.1.1.LO.2 Use the mole concept to determine the amount and quantity of various substances involved in chemical reactions. 1.1.1.LO.3 Write mole ratios for chemical equations and apply it in quantitative analysis. 1.1.1.LO.4 Use the kinetic theory of matter to explain the behaviour of solids, liquids and gases under different conditions and describe the laboratory preparation of gases as well as their uses in everyday life.
Indicator: 1.1.1.LI.8 - Apply Aufbaus principle, Pauli's exclusion principle and Hund's rule of maximum multiplicity to write electron configuration of the first thirty elements of the periodic table.
Suggested placement: Semester 1, Week 8 (Week 8 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

exemplars - p.30: the assessment token is visibly printed `1.1.1.AS.1.8`; its content is retained under indicator 1.1.1.LI.8 and associated by sequence and table position
Curriculum reference: NaCCA curriculum document, p. 30

Exemplars (from the NaCCA curriculum)

Group Learning: Research from the Internet, library, books and other sources about Aufbaus principle, Pauli's exclusion principle and Hund's rule of maximum multiplicity. In three large groups, do class presentations on the following:
- Aufbaus Principle and the order in which orbitals are filled in a given element.
- Pauli's exclusion principle and
- Hund's rule of maximum multiplicity.
- How to express electron configurations using (a). s, p, d notation. (b). Electrons-in-boxes method.
Activity-Based Learning:
- Apply the rules and principles to write electron configuration of the first thirty elements of the periodic table and their ions.
- Identify all the irregularities in writing electron configurations.
- Explain the differences in stability between fully filled, half-filled and partially filled orbitals in subshells.
Digital Learning: Watch videos or observe demonstrations of the process of filling orbitals (the shape and names of the orbitals of d subshells are not required).
Teaching and Learning Materials:
- * ICT devices * Household items with labels * Chemical containers with labels * Containers having chemical assay * Personal protective equipment (goggles, laboratory coat/apron, hand gloves etc) * * Http://www.kentchemistry.com/links/atomicstructure/PauliHundsRule.htm Hydrogen peroxide * * Http://www.youtube.com.watch?v=2AFPfg0come
- Hydrazine * * Http://www.khanacademy.com Oxidising materials * * Https://www.youtube.com/watch?v=ZIAyNFLRFuw Flammable materials * * https://phet.colorado.edu/en/simulations/rutherford-scattering Acetic acid and nitric acid * * https://www.khanacademy.org/science/chemistry/electronic-structure-of-
- Worksheets with incomplete nuclear reactions with prepared mark schemes * * http//www.youtube.com/watch?v=PpOAlj7sOEc Worksheets of empty orbital diagram for learners to complete * Worksheets with blank column for numbers of proton, neutrons and electrons * Fire extinguisher * Fire blanket * * Charts of hazard, prohibition and mandatory Material for setting fire * * Videos or charts of wrong practices in
- Markers * * Chart of the mass spectrometer Cardboard
- * Potassium permanganate and glycerol * Counters with up and down orientation to represent electron spin-pairing and boxes to represent orbitals * Modelling clay (plasticine) * Clay * Styrofoam * Calculator
- Models: Use One balloon per s orbital, per p-orbital, three (different coloured) subshell of P orbital
- WEBSITES * Chemsketch or simulation for filling atomic
- atoms/history-of-atomic-structure/a/discovery-of-the-electron
- * https://www.khanacademy.org/science/chemistry/electronic-structure-of- atoms/history-of-atomic-structure/v/rutherfords-gold-foil-experiment * Http//www.youtube.com/watch?v=m92QR7CBNoQ
- CHARTS
- * Mass spectrogram for analyses * Charts of experimental set-up of J. J.
- Rutherford's alpha particle scattering * Charts of line and continuous spectra
- Chart showing how the energy levels in series
- two balloons joined at their knots pairs of balloons to make one
- orbitals
- symbols the chemical laboratory
- Thompson's experiment and experiment
- the hydrogen give rise to spectral
Assessment (1.1.1.AS.8). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.