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Big Science 3 P. Table 23 Electronegativity Ionization Energy Metals Nonmetals

Big Science 3  P. Table 23 Electronegativity Ionization Energy Metals Nonmetals
Big Science 3  P. Table 23 Electronegativity Ionization Energy Metals Nonmetals
Big Science 3  P. Table 23 Electronegativity Ionization Energy Metals Nonmetals
Big Science 3  P. Table 23 Electronegativity Ionization Energy Metals Nonmetals
Big Science 3  P. Table 23 Electronegativity Ionization Energy Metals Nonmetals
Big Science 3  P. Table 23 Electronegativity Ionization Energy Metals Nonmetals
Big Science 3  P. Table 23 Electronegativity Ionization Energy Metals Nonmetals
Big Science 3  P. Table 23 Electronegativity Ionization Energy Metals Nonmetals
Product Description
This is an excerpt from Amazon's popular line of Bossy Brocci Math and Big Science workbooks! [it's pronounced like "Brawsee"]

Printing should be done in Landscape and DOUBLE-SIDED, with the flip being along the 'SHORT' side.

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Most ELA, Math and Science teachers don't have more than 100

State Tests on their shoulders - and they enjoy anywhere from 60 to

90 minutes to teach their class. But I've been whipping the

State while teaching an average of 110 students per year - and

with only about 38 minutes for science class!

It's a matter of public record:

I've crushed the State by 17 to 32 points, and by an average

of 23 points over a 5-year stretch.

And I'm North Carolina's 2016 Top-Scoring Science Teacher.


I've done it with:

No Teaching Assistants,

No Tutors,

No Remediation Class,

and No Test-Prep books or programs.


So what are my kids learning, doing and using?

Bossy Brocci worksheets.

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Students will:

1) Calculate & Record the Percent distribution in categories comparing Metal versus Nonmetal Electronegativity and Ionization Energy:

Percent of Nonmetals with a Lower Electronegativity and Percent of Nonmetals with a Higher Electronegativity than:
Average Metal Electronegativity
Lowest Metal Electronegativity
Highest Metal Electronegativity

Percent of Metals with a Lower Electronegativity and Percent of Metals with a Higher Electronegativity than:
Average Nonmetal Electronegativity
Lowest Nonmetal Electronegativity
Highest Nonmetal Electronegativity

Percent of Nonmetals with a Lower Ionization Energy and Percent of Nonmetals with a Higher Ionization Energy than:
Average Metal Ionization Energy
Lowest Metal Ionization Energy
Highest Metal Ionization Energy

Percent of Metals with a Lower Ionization Energy and Percent of Metals with a Higher Ionization Energy than:
Average Nonmetal Ionization Energy
Lowest Nonmetal Ionization Energy
Highest Nonmetal Ionization Energy

2) Answer 36 Fill-in-the-Blank and Multiple-choice questions based on their Calculations & Observations
3) Fill-in a generalizations Table about Metal vs. Nonmetal Electronegativity and Ionization Energy with select phrases based on analysis of their Quantitative data
4) Fill-in a Total of 42 Cells with both Data & Text in 5 different Tables
5) Be compelled to present their work in a neat & orderly format
6) Be trained to know the trend and understand the relationships between Metal vs. Nonmetal Electronegativity & Ionization Energy methodically & systematically


Printing should be done in Landscape and double-sided, with the flip being along the 'short' side


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NOTE: As far as GENERALIZING about Metals versus Nonmetals through hands-on inquiry . . . it's overrated and inefficient for mastering Fundamental science knowledge (says the Science Teacher in me), and it's often erroneous or illegitimate in its powers of generalization or conclusion (says the Organic Chemist in me). Testing a sample of aluminum or copper for electrical conductivity, versus a sample of cork or rubber does NOT prove that Metals are better conductors than NONmetals!

Our students can't make viable conclusions or generalizations based on "experiments" that lack repetition (depth), and adequate sample size or diversity (breadth).

Generalizations are the foundations of good Science - and they are predicated on a heaping pile of inductive evidence.

Thus, my approach is to enable students to draw accurate conclusions and make legitimate generalizations - by using ALL the data from ALL the elements. It's still inquiry, just legitimate & accurate statistical inquiry.

I've already done the tedious sorting and counting.

Your students will now calculate the fully-representative Percent distributions.

Your students still discover or reveal evidence and trends about Metals and Nonmetals.

Your students can now draw the accurate conclusions and make the legitimate generalizations that good Science is built upon.

And you just saved yourself a lot of time and headache!

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Science Chemistry Periodic Table of Elements Periodic Table Structure Periodic Table Logic Periodic Table Trends Periods Groups Families Elements Physical Properties Atomic Radius Size Density Melting Point Boiling Point Specific Heat Capacity Electrical Conductivity Thermal Conductivity Chemical Properties Electronegativity Ionization Energy Reactivity Main-Group Elements Main Group Elements Alkali Metals Alkaline Metals Halogens Noble Gases Lewis Dot Valence Electrons Bonding Comparing Metals Nonmetals Metalloids Transition Metals
Total Pages
14 pages
Answer Key
Included
Teaching Duration
N/A
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