Topic 2: Teaching plan 2A.

1 Structure of the atom and isotopes

Student Book links Specification links Links to prior learning Suggested teaching order
● 2A.1 ● 2.1 ● Atomic structure 1. Structure of an atom
● 2.2 ● Isotopes 2. Relative masses and relative charges of
● 2.3 ● Ions particles

● 2.4 3. Atomic number and mass number

● 2.5 4. Calculating the number of particles in an atom

5. Isotopes
Learning objectives
Students should be able to:
● understand the structure of an atom in terms of electrons, protons and neutrons
● recall the relative mass and relative charge of protons, neutrons and electrons
● determine the number of each type of subatomic particle in an atom, molecule or ion from
the atomic number and the mass number
● understand the terms atomic (proton) number, mass number and isotope.
Key terms Practical skills
● Atomic number (Z)
● Mass number
● Isotopes
Maths skills Digital learning ideas
● Understand and use the symbol = (B.2.1).
● Change the subject of an equation (B.2.2).

Pre-unit homework suggestions

● Research the values of the rest masses of the proton and the electron (proton, 1.673 × 10 −27 kg; electron, 9.11 × 10−31 kg). Use these quantities to
calculate how many electrons are equal to the mass of one proton (1836).

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Suggested starter activities Equipment Teacher notes
1. Students write what they know about the structure of Mini whiteboard, marker pen Atomic structure is covered in precursor science
atoms. They then compare their ideas in pairs or courses, so students should already have
small groups. knowledge of this topic. Take feedback on what the
students can recall, and address possible
misconceptions.
2. Show an image of atoms taken using a scanning Students may ask questions such as ‘what does it
tunnelling microscope (STM). Invite students to show?’, or they may ask more focused questions if
ask questions. they realise that the image represents atoms.
3. ‘What is everything made from?’ Students answer this Discuss the answers to see what students could
question in pairs or small groups but they must not use recall. Address possible misconceptions.
the word ‘atom’.
Suggested main activities Equipment Teacher notes
1. Show labelled diagrams of an atom and a table Student Book Lithium-7 is a suitable example as it has three
displaying the properties of protons, neutrons and protons and four neutrons in its nucleus, and it has
electrons. three electrons arranged in two energy levels. Ions
are atoms or groups of atoms that have gained or
lost electrons (students need to know this in order
to answer the questions in Section 2A.1 in the
Student Book).

2. Students calculate the number of particles in given atoms Include definitions for atomic number (Z) and mass
and identify elements from suitable data. number (A), and examples of full chemical symbols.
Show how to calculate the number of each type of
subatomic particle in an atom.
3. Students calculate the number of particles in isotopes Include a definition of the term ‘isotopes’ (in terms
of given elements and explain what isotopes are. of atomic number and mass number, and the
numbers of subatomic particles in the atom).
Introduce the idea that an element’s chemical
properties are determined by its electronic
configuration (covered fully later in the course), so
that students understand that isotopes of an
element have the same chemical properties.

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Suggested plenary activities Equipment Teacher notes
1. Monitor students’ progress against the learning Red, yellow and green cards Allow time to further help the reds, and for the
objectives using a traffic light system. greens to help the yellows.
2. Students answer past paper questions about atomic Past paper questions, mark Suitable questions are available from the Edexcel
structure, subatomic particles and isotopes. They self- or schemes website.
peer-assess their answers against the mark scheme.

3. Students make revision cards to cover the Coloured pencils, card

knowledge and understanding gained in the lesson.
Homework suggestions
● Answer the Checkpoint questions in the Student Book.
● Answer past paper questions about atomic structure, subatomic particles and isotopes.
● Write five questions and their answers, ready for the starter activity in the next lesson.
Wider reading
● Research the development of ideas about the atom, for example the work of John Dalton, J.J. Thomson, Ernest Rutherford, Hans Geiger, Ernest
Marsden, Henry Moseley and James Chadwick.
Support ideas
● Use coloured cubes or balls to represent protons, neutrons and electrons. Count out the correct numbers to represent the particles present in
different atoms, for example lithium and carbon, and in the isotopes of hydrogen.
Extension ideas
● Research the values for the rest masses of the proton, neutron and electron. Use these values to calculate the masses of the atoms, ions
and molecules in question 2 from Section 2A.1 in the Student Book. Express your answers in kilograms and in standard form.
Potential misconceptions
● Students may confuse mass number with relative atomic mass. The similarity between full chemical symbols and the information given in the
Periodic Table for each element may only serve to reinforce this misconception.
● That the mass of an electron is zero.
● Students may find the concept of isotopes difficult. They may attempt to define isotopes as elements with differing numbers of neutrons, rather than
as atoms of an element with differing numbers of neutrons. If asked to explain isotopes in terms of subatomic particles, they may incorrectly give a
definition involving atomic mass and atomic number, rather than giving a definition involving the numbers of protons and neutrons.

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Links to future learning
● Mass spectrometry and relative masses of atoms, isotopes and molecules
● Ionisation energies
Differentiation for IAS students
● This entire topic is relevant to both IAS students and IAL students.
Notes

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TOPIC 2: Teaching plan 2A.2 Mass spectrometry and relative masses of atoms, isotopes and molecules
Student Book links Specification links Links to prior learning Suggested teaching order
● 2A.2 ● 2.6 ● Relative atomic mass 1. Definition of relative atomic mass and relative
● 2.7 ● Relative formula mass and isotopic mass
relative molecular mass 2. Calculating relative formula mass and relative
● Simple covalent molecules molecular mass from relative atomic masses
3. The mass spectrometer
Learning objectives
4. Calculating relative atomic mass and relative
Students should be able to: molecular mass from mass spectrometry data
● understand the basic principles of a mass spectrometer and be able to analyse and interpret
spectra to: deduce the isotopic composition of an element; calculate relative atomic mass from
the relative abundance of isotopes and vice versa; determine the relative molecular mass of a
molecule, and identify molecules in a sample
● understand that ions in a mass spectrometer may have a 2+ charge
● predict the mass spectra, including relative peak heights, for diatomic molecules including
chlorine, given the isotopic abundances.

Key terms Practical skills

● Relative atomic mass (Ar)
● Relative isotopic mass
● Molecular ion peak
Maths skills Digital learning ideas
● Use an appropriate number of significant figures (B.1.1).
● Find arithmetic means (B.1.2).
Pre-unit homework suggestions
● Write five questions and their answers to be used in a starter activity in the next lesson.

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Suggested starter activities Equipment Teacher notes
1. Students swap their questions about atomic structure and Questions could be swapped in larger groups such
isotopes (written for homework after the previous lesson) as threes or fours. Be prepared to arbitrate if
with a partner. Each student assesses their partner’s students disagree about the correct answer to a
answers. question.
2. In pairs or small groups, students answer the question, Invite students to share their answers to see what
‘What do the terms mass number and relative atomic they are able to recall. Students may confuse mass
mass mean?’ number with relative atomic mass, regarding them
as the same thing.
3. Show a video describing how the mass spectrometer Suitable videos are available from Students are not required to know how the mass
works. the Royal Society of Chemistry spectrometer works but do need to be able to
website. analyse and interpret data from a mass
spectrometer.
Suggested main activities Equipment Teacher notes
1. Students make notes on the definitions of relative atomic Student Book Students should be able to define relative
mass (Ar) and relative isotopic mass. They practise molecular mass (Mr) (covered in Topic 1).
determining the relative molecular mass (Mr) from The term relative formula mass should be used
chemical formulae and relative atomic mass (Ar) values. when referring to compounds with giant structures.
Students calculate values for these quantities from given
data. It is usual for Ar and Mr values to be expressed to
1 decimal place, as this is the precision shown in
the Periodic Table. Otherwise, the precision of final
answers should not exceed the number of
significant figures quoted for the least precise
value used in the calculation.

2. Using given data, students calculate the relative atomic Access to WebElements™ website Students could research genuine relative isotopic
masses of various elements from the relative abundances on the WebElements™ website, to use
abundances of their isotopes and vice versa. in their calculations. They are likely to find
calculating an individual relative abundance more
difficult than calculating an Ar value.

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3. Students make notes on the data obtained from a mass Student Book It is worth explaining that the Mr will only equal m/z if
spectrometer. Students determine Mr values using the z = 1. If more than one electron per molecule is
mass-to-charge ratio (m/z) of the molecular ion (M+) peak removed, z > 1 and so Mr ≠ m/z. For example, the
and predict the mass spectrum for diatomic molecules. mass spectrometer cannot distinguish between the
ions 16O+ and 32S2+.

Suggested plenary activities Equipment Teacher notes

1. Students answer a question related to the learning Paper or sticky notes Check through students’ answers before the next
objectives on slips of paper. They hand these in as they lesson to see whether they have understood the
leave the lesson. topic, or whether a recap is needed.
2. Students work in groups to come up with a question Paper or sticky notes Check through these before the next lesson to
about the topic. They may ask for clarification regarding inform your planning.
something they do not understand, or they may ask
additional questions to find out more. Questions are
written down on slips of paper and handed in.
3. Students answer a past paper question about atomic Past paper question, mark scheme Suitable questions are available on the Edexcel
structure. They use the mark scheme to self- or website.
peer-assess their answers.
Homework suggestions
● Answer the Checkpoint questions in the Student Book.
● Answer past paper questions about calculating relative atomic mass, relative isotopic mass, relative molecular mass and mass spectra.
● Revise electronic configurations from prior studies, ready for the start of the next lesson.
Wider reading
● Research how the mass spectrometer works. Sector instruments are described in the Student Book. Information about time-of-flight instruments, which
measure the times taken for ions to reach the detectors, can be found on the Internet.
Support ideas
● Use ‘fantasy chemistry’ to practise the mathematics involved in calculating weighted means. Select students at random to supply their own values for
mass number and relative abundance. Repeat the process until a set of figures is obtained for the students to use in their calculations. You can control
this by asking for numbers between 10 and 20, or by restricting the precision of the relative abundances. The focus is then on the calculation method.
Extension ideas
● Predict the mass spectra of triatomic molecules such as O 3 and SO2.

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Potential misconceptions
● The Periodic Table shows typical Ar values for each element and these values may be different to the ones determined by a calculation from given data.
● The concept of a ‘weighted mean’ can be difficult for some students. The specified example of chlorine, which is exemplified in the Student Book,
should help to show the difference. Chlorine’s mean mass would be 36 but its weighted mean mass is 35.5 because 35Cl is more abundant than 37Cl.

Links to future learning

● Determining possible structures of organic compounds using fragmentation patterns from mass spectrometry
Differentiation for IAS students
● This entire topic is relevant to both IAS students and IAL students.
Notes

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TOPIC 2: Teaching plan 2A.3 Atomic orbitals and electronic configurations
Student Book links Specification links Links to prior learning Suggested teaching order
● 2A.3 ● 2.9 ● Atomic structure 1. s-, p- and d-orbitals
● 2.12 ● Atomic (proton) number 2. The number of electrons in orbitals,
● 2.13 ● Electronic configurations subshells and shells

● 2.14 3. Electronic configurations of atoms given the

atomic number, Z, up to Z = 36
● 2.15
Learning objectives
Students should:
● know that an orbital is a region within an atom that can hold up to two electrons with opposite
spins
● be able to describe the shapes of s and p orbitals
● know that orbitals in sub-shells: each take a single electron before pairing up; pair up with two
electrons of opposite spin
● be able to predict the electronic configuration of the atoms of the elements from hydrogen to
krypton inclusive and their ions, using s, p, d notation and electrons-in-boxes notation
● understand that electronic configuration determines the chemical properties of an element
● know the number of electrons that can fill the first four quantum shells
● be able to state the number of electrons that occupy s, p and d sub-shells.
Key terms Practical skills
● Quantum shell
● Orbital
● Electronic configuration
● Hund’s rule
● Pauli Exclusion Principle
Maths skills Digital learning ideas
● Understand and use the symbol < (B.2.1).

Pre-unit homework suggestions

● Revise electronic configurations from prior studies.
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Suggested starter activities Equipment Teacher notes
1. On mini whiteboards or paper, students write the Periodic Table, mini whiteboard, Electronic configurations are covered in
electronic configurations of a selection of elements with marker pen preliminary courses but not using the 1s
atomic numbers (Z) between 1 and 20. They then notation.
compare their answers in pairs or small groups.
2. Students answer a past paper question about atomic Past paper question, mark scheme Suitable questions are available on the Edexcel
structure. They then use the mark scheme to self- or website. Take feedback on answers.
peer-assess the answer.
3. Pose the question, ‘What are the links between atomic From their previous studies, students should be able
structure and the Periodic Table?’ Students could answer to recall that the number of electrons in the outer
individually, in pairs or in small groups. shell or the highest occupied energy level is equal to
the group number (apart from Group 8). Students
should be able to recall that the number of occupied
shells or energy levels is equal to the period number.

Suggested main activities Equipment Teacher notes

1. Students make notes about orbitals, electrons, quantum Student Book, model of orbitals Points to cover: orbitals, electron spin,
shells and subshells. electrons-in-boxes notation and the shapes of s- and
p-orbitals (students do not need to know the shapes
of d-orbitals). Explain what quantum shells and
subshells are, and include the number of electrons
that can occupy s-, p- and d-subshells.
2. Students write electronic configurations for the elements Student Book Students should have covered electronic
H to Ca (Z = 1 to 20), including electrons-in-boxes configurations for the elements H to Ca in their
notation for elements such as nitrogen and oxygen. previous studies but they will not have used the
notation required for IAS and IAL.
Explain Hund’s rule, the Pauli Exclusion Principle and
the occupation of the 4s orbital in potassium and
calcium.
3. Students write electronic configurations for the elements Student Book Explain the promotion of 4s electrons to 3d electrons
Sc to Zn (Z = 21 to 30), including electrons-in-boxes in chromium and copper atoms.
notation for elements such as chromium and copper.
Students then write electronic configurations for the
elements Ga to Kr (Z = 31 to 36).

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Suggested plenary activities Equipment Teacher notes
1. Students deduce the identity of elements from their A selection of electronic configurations could be
electronic configurations. written on the whiteboard or on flash cards.
2. Students predict the electronic configurations of atoms Periodic Table You can control the level of difficulty by selecting
from their atomic number and position in the Periodic elements with Z values between 1 and 20, followed
Table. by elements with Z values between 21 and 36
(including Cr and Cu).
3. Working together, students organise cards displaying the Cards with electronic The aim of this activity is to position the cards so that
electronic configurations for the elements H to Kr into configurations (with no atomic they correspond with the Periodic Table.
their correct positions on the Periodic Table. numbers, names or symbols)
Homework suggestions
● Answer the Checkpoint questions in the Student Book.
● Make flash cards displaying each element’s symbol and atomic number on one side and its electronic configuration on the other side.
● Learn the electronic configurations for elements with Z values from 1 to 36, ready for a test in the next lesson.
Wider reading
● Research the origin of the letters used for orbitals (s, p, d and f), or the work of Niels Bohr.
Support ideas
● Model the filling of orbitals using beads on rows of pegs, or test tubes in labelled test-tube racks.
● Alter the table of electronic configurations in the Student Book so that the column for 4s is placed before the column for 3d.
Extension ideas
● Predict the electronic configurations of some common monatomic ions including those of d-block elements, given the idea that 4s electrons
are removed before 3d electrons.
Potential misconceptions
● Students may confuse the term ‘orbitals’ with ‘orbits’. This may unfortunately be reinforced by diagrams of atoms that show circular shells.
● Students may find it difficult to understand that 4s is lower in energy than 3d. They may not be able to recall the configurations of K, Ca, Cr or Cu.

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Links to future learning
● Electronic configurations of s- and p-block ions
● Electronic configurations of d-block ions
● Ionisation and evidence for electronic configurations
● Classification of elements as belonging to s-, p- and d-blocks
● Electronic configuration and chemical properties of elements
Differentiation for IAS students
● This entire topic is relevant to both IAS students and IAL students.
Notes

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TOPIC 2: Teaching plan 2A.4 Ionisation energies
Student Book links Specification links Links to prior learning Suggested teaching order
● 2A.4 ● 2.8 ● Atomic structure 1. Atomic emission spectra, ionisation energy,
● 2.10 ● Electronic configurations and evidence for shells and subshells

● 2.11 ● Formation of ions from atoms 2. Trends in first ionisation energy across a period
and down a group in the Periodic Table
● Groups and periods
Learning objectives
Students should:
● be able to define first, second, and third ionisation energies and understand that all ionisation
energies are endothermic
● understand how ionisation energies are influenced by the number of protons in the nucleus, the
electron shielding and the sub-shell from which the electron is removed
● know that ideas about electronic configurations developed from an understanding that: successive
ionisation energies provide evidence for the existence of quantum shells and the group to which
the element belongs; the first ionisation energy of successive elements provides evidence for
electron sub-shells
● be able to represent ionisation energy data in graphical form
● explain the general increase in first ionisation energy across a period
● explain the decrease in first ionisation energy down a group.

Key terms Practical skills

● First ionisation energy
● Second ionisation energy
● Third ionisation energy

Maths skills Digital learning ideas

● Use calculators to find and use logarithmic functions – A level only (B.0.5).
● Plot two variables from experimental or other data (B.3.1).

Pre-unit homework suggestions

● Learn the electronic configurations for atoms with Z values between 1 and 36.

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Suggested starter activities Equipment Teacher notes
1. Students complete a short test in which they have to Periodic Table, test, mark scheme Take feedback on answers.
predict the electronic configurations of elements, when
given atomic numbers and the names of elements. They
then self- or peer-assess against the mark scheme.
2. Pose the question, ‘Why is the formation of a positively From their prior studies, students should be able to
charged ion an endothermic process?’ Students could recall that endothermic processes absorb energy
answer individually, in pairs or in small groups. and that opposite charges attract each other.
Take feedback on answers.
3. Students use their calculators to determine the log 10 Student Book AS students do not need to be able to determine
values for some numbers, for example those shown in logarithms but they could be introduced to ease the
table A in Section 2A.4 of the Student Book. plotting of a large range of numbers on a graph.
Suggested main activities Equipment Teacher notes
1. Students make notes about atomic emission spectra and Student Book The different lines represent different frequencies of
how they provide evidence for the existence of quantum emitted electromagnetic radiation. These are
shells. proportional to the energy of the electron transitions
in an atom.
2. Students make notes about ionisation energy and the Student Book Students need to be able to define the first
factors that determine it. Students practise determining ionisation energy and successive ionisation
which group an element belongs to, from successive energies. They should also know that ionisation
ionisation data. Students plot the graph of ionisation energy is affected by the number of protons,
energy against order of electron removed for elements in shielding and the subshell from which the electron
different periodic groups. is removed. Questions 3–5 from Section 2A.4 in the
Student Book are suitable. You may prefer to set
these questions for homework.

3. Students plot graphs of first ionisation energies for the Worksheet with first ionisation There is no need to calculate or plot log10 values for
elements in Group 2 and the elements in Period 3 and energy data, graph paper these ionisation energies. Students should be able
explain the trends seen. to identify the two trends and to explain them in
terms of the factors affecting ionisation energies.

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Suggested plenary activities Equipment Teacher notes
1. In pairs or groups of three, students describe and explain In pairs, one student discusses the group trend and
the trend in first ionisation energy in a group or in a the other student discusses the period trend. They
period to each other. may help each other. In groups of three, the third
student may help the other two students.
2. Students answer past paper questions covering the Past paper questions, mark scheme Suitable questions are available on the Edexcel
learning objectives. They then use the mark scheme to website.
self- or peer-assess their answers.
3. Students answer a question related to the learning Paper or sticky notes Check through students’ answers before the next
objectives on slips of paper. They hand these in as they lesson to see if they have understood the topic, or if
leave the lesson. a recap is needed.
Homework suggestions
● Answer the Checkpoint questions in the Student Book.
● Answer past paper questions about successive ionisation energies and trends in first ionisation energies in groups and periods.
● Revise formation of ions from prior studies, ready for the starter of the next lesson.
Wider reading
● Research how ionisation energies are measured, for example, electron bombardment or photo-ionisation.
Support ideas
● Prepare cards stating the trend in first ionisation energy in a group or period, or a relevant sentence about an individual factor affecting first
ionisation energy in a group or period. Students sort the cards into two piles, one relating to groups and the other relating to periods.
Extension ideas
● Explain the two small drops in first ionisation energy seen in Period 3 (Mg  Al, and P  S).
Potential misconceptions
● Students may misunderstand the link between ionisation energy and the corresponding chemical equation. They may write the equation for second
ionisation energy as X(g)  X2+(g) + 2e– rather than as X+(g)  X2+(g) + e–. They may also forget that it is gaseous atoms and ions that are involved.
● Rather than explaining ionisation energies in terms of more or less energy being needed to remove an electron, students may explain them in terms of
an electron being harder or easier to remove.

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Links to future learning
● Classification of elements as belonging to s-, p-, d-blocks
● Electronic configurations of ions formed from s- and p-block elements
● Electronic configuration and chemical properties of elements
● Electronic configurations of d-block ions
Differentiation for IAS students
● IAS students do not need to be able to determine log 10 values.
Notes

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TOPIC 2: Teaching plan 2B.1 The Periodic Table
Student Book links Specification links Links to prior learning Suggested teaching order
● 2B.1 ● 2.15 ● Atomic structure 1. Groups, periods and blocks in the Periodic
● 2.16 part ● Electronic configurations Table

● Formation of ions from atoms 2. Charges on ions formed from s- and p-

block elements
● Groups and periods
3. Electronic configurations of ions formed from
s- and p-block elements up to Z = 36
Learning objectives
Students should:
● understand that electronic configuration determines the chemical properties of an element
● know that the Periodic Table is divided into blocks, such as s, p, and d.

Key terms Practical skills

● Groups
● Periods

Maths skills Digital learning ideas

● Online electronic configuration calculator
(search the Internet for ‘electronic configuration
widget’)

Pre-unit homework suggestions

● Revise the formation of ions from atoms.
Suggested starter activities Equipment Teacher notes
1. Students complete a short test in which they have to Periodic Table, test, mark scheme Take feedback on answers.
predict the ions formed from common elements in
Groups 1, 2, 3, 5, 6 and 7. They then self- or peer-assess
their answers against the mark scheme.
2. Pose the question, ‘Why do atoms form ions in chemical In their prior studies, students are likely to have
reactions?’ Students could answer individually, in pairs or learnt that atoms lose or gain electrons to achieve a
in small groups. full outer shell. Take feedback on answers.

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3. On mini whiteboards or paper, students individually write Mini whiteboard, marker pen Take feedback on answers.
what they know about the structure of the Periodic Table.
They then compare their answers in pairs or small
groups.
Suggested main activities Equipment Teacher notes
1. Students make notes about groups and periods in the Student Book, Periodic Table Students should already be able to identify groups
Periodic Table. and periods from their earlier studies. They will
probably not have encountered the properties of
groups and periods in terms of the electronic
configurations of their elements using the 1s
notation, so this will need explaining.
Table A in Section 2B.1 of the Student Book is
helpful and can be copied and added to.
2. Students shade Periodic Tables to identify the s-, p- and Periodic Table Hydrogen is sometimes shown at the top of
d-blocks. They link the chemical properties of elements to Group 1 in the s-block because it has one electron
their electronic configurations. in the s-orbital. The Edexcel Periodic Table shows
hydrogen apart from the other elements and serving
as a key.
Helium is shown at the top of Group 8 in the p-block
in recognition of its chemical properties but it is an
s-block element as its highest energy electron is in
the s-orbital.
3. Using 1s notation and electrons-in-boxes notation, Student Book Table A in Section 2B.1 in the Student Book is
students predict the electronic configurations for s- and helpful and can be copied and added to.
p-block ions and predict their ionic charge. Students do not need to be able to predict
electronic configurations and ionic charges for
d-block ions, or for ions formed from elements
where Z > 36.

Suggested plenary activities Equipment Teacher notes

1. Students use clues such as electronic Students could write their own questions to ask
configuration, group, block and period to identify other students, or you could set suitable questions.
atoms and ions.
2. Students answer the Checkpoint questions in the Student Book Take feedback on answers.
Student Book.

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3. Students work in groups to come up with a question Paper or sticky notes Check through these before the next lesson to
about the topic, for example something they do not inform your planning.
understand or which needs clarification, or additional
questions to find out more. These are written down
on slips of paper and handed in.
Homework suggestions
● Answer the Checkpoint questions in the Student Book (if not completed in the plenary activity).
● Answer past paper questions about groups, periods and blocks, and the electronic structure of ions.
● Revise ionic, covalent and metallic bonds from prior studies, ready for the starter activity in the next lesson.
Wider reading
● Research how early ideas about organising elements developed, for example the work of Johann Döbereiner, John Newlands, Julius Meyer and Dmitri
Mendeleev.
Support ideas
● Use simple ideas from earlier courses to help students predict ionic charge. For example, the charge on common ions in Groups 1–3 is equal to the
group number, and in Groups 5–7 it is equal to the group number minus 8.
Extension ideas
● Predict the electronic configurations of some common monatomic ions formed by d-block elements, given the idea that 4s electrons are removed
before 3d electrons.
Potential misconceptions
● Students may not understand why positive ions are formed when electrons are lost. They may erroneously think that if something is taken away
then the ionic charge should be negative.
Links to future learning
● Periodicity
● Physical properties across Periods 2 and 3
Differentiation for IAS students
● This entire topic is relevant to both IAS students and IAL students.

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Notes

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TOPIC 2: Teaching plan 2B.2 Periodic properties
Student Book links Specification links Links to prior learning Suggested teaching order
● 2B.2 ● 2.17 ● Groups and periods 1. Atomic radius
● 2.18 part ● Electronic configurations 2. Trends in first ionisation energy
● Repeating patterns in first 3. Melting and boiling temperatures
ionisation energy across
different periods
Learning objectives
Students should be able to explain:
● the trends in melting and boiling temperatures of the elements of Periods 2 and 3 of the
Periodic Table in terms of the structure of the element and the bonding between its atoms or
molecules
● the specific trends in ionisation energy of the elements across Periods 2 and 3 of the Periodic
Table.

Key terms Practical skills

● Periodic properties (periodicity)
Maths skills Digital learning ideas
● Plot two variables from experimental or other data (B.3.2).

Pre-unit homework suggestions

● Revise ionic, covalent and metallic bonds.
Suggested starter activities Equipment Teacher notes
1. Students complete a short test in which they describe Test, mark scheme Take feedback on success.
the nature of ionic, covalent and metallic bonds. They
then self- or peer-assess their answers against the
mark scheme.

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2. Students plot a graph of boiling temperatures for Student Book, graph paper Table A in Section 2B.2 in the Student Book has
the elements in Periods 2 and 3, to be used later in suitable data.
the lesson.
3. On mini whiteboards or paper, students sketch a Mini whiteboard, marker pen Take feedback on answers.
graph of the first ionisation energies for the elements
in a period. They then compare their answers in pairs
or small groups.
Suggested main activities Equipment Teacher notes
1. Students make notes about the trends in atomic radii Student Book The Student Book describes and explains the trends in
across a period. Periods 2 and 3.
2. Students sketch graphs of the first ionisation Student Book, graph paper It is important to consider the electronic configurations
energies across Periods 2 and 3 and explain them. of the elements, where the anomalies occur in the
graphs. In particular, the electrons-in-boxes notation
helps to explain the falls in first ionisation energies
from N  O in Period 2 and P  S in Period 3.
3. Students sketch graphs for the boiling temperatures of Student Book, graph paper, cards The emphasis at this point is on the trends and not the
the elements in Periods 2 and 3 (if not already done detail (which is covered later in the Student Book).
as a starter activity).
Students match cards that contain the names of
elements to cards which display the type of chemical
bond and the type of structure.

Suggested plenary activities Equipment Teacher notes

1. Students answer the Checkpoint questions in the Student Book You may prefer to set these questions for homework.
Student Book. However, note that there are also exam-style
questions in the Student Book that you may wish to set
instead.
2. Monitor students’ progress against the Red, yellow and green cards Allow time to further help the reds, and for the greens
learning objectives using a traffic light system. to help the yellows.
3. Students practise sketching the graphs of atomic Graph paper Students use their notes and/or the Student Book to
radii, melting temperatures, boiling temperatures and help them if necessary.
first ionisation energies across Periods 2 and 3.

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Homework suggestions
● Answer the Checkpoint questions in the Student Book (if not completed in the plenary activity).
● Answer past paper questions about groups, periods and blocks, and the electronic structure of ions.
● Answer the exam-style questions in the Student Book.
● Make revision notes, flash cards, a spider diagram or a concept map for the ideas covered in Topic 2 of the Student Book.
Wider reading
● Research the trends in atomic radius and melting and boiling temperatures down Groups 1 or 2.
Support ideas
● Sort cards displaying the elements in Periods 2 or 3 into the correct order. Then match the elements to the correct melting or boiling temperature and
to the type of chemical bonding present.
Extension ideas
● Boron and aluminium are both in Group 3 and both have giant lattice structures, yet one has covalent bonding and the other has metallic bonding.
What are the differences in their physical and chemical properties?
● Oxygen is in Period 2 and sulfur is in Period 3, both have higher boiling temperatures than the two elements either side of them even though they
all exist as simple covalent molecules. Find out why this is.
Potential misconceptions
● Students may believe that the atomic radius is the only factor determining the first ionisation energy because the atomic radius increases across a
period and the first ionisation energy generally decreases across a period.
Links to future learning
● Different bond types
● Different structures
● Predicting physical properties of a substance
Differentiation for IAS students
● This entire topic is relevant to both IAS students and IAL students.

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Notes

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free.