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1.37 MB | 80 pages

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1.37 MB | 80 pages

Spun-off from Amazon's popular line of Bossy Brocci Math and Big Science Workbooks, this Bundle on Comparing Metals, Nonmetals & Metalloids contains 8 Lessons & 26 Worksheets - and Assessment up the a$$! Individual cost would be $14, but the Bundle price is just $9!

80 slides are printed as 40 Landscape DOUBLE-SIDED sheets of paper, with the flip being along the 'SHORT' edge.

================================================

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.

================================================

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!

================================================

This Comparing Metals, Nonmetals & Metalloids Bundle contains:

PERIODIC TABLE STATS & COMPARING METALS, NONMETALS AND METALLOIDS GRAPHIC ORGANIZERS

Students will:

1) Use a Periodic Table, Textbook or other reference material to Complete a Data Table on the distribution of Metals, Nonmetals and Metalloids in the Periodic Table of Elements - for elements 1 through 100

2) Determine, Calculate and Write the:

Count or Tally

Percent

and

Rounded Whole Degrees in a Circle Graph

3) Fill-in a Total of 11 cells in the 1st Table

4) Graph or record the above Calculations in the Pie Chart (Circle Graph) directly beneath their Data Table

5) Use a Periodic Table, Textbook or other reference material to Complete a Data Table on the distribution of Solids, Liquids, Gases & Synthetics in the Periodic Table of Elements - for elements 1 through 100

6) Determine, Calculate and Write the:

Count or Tally

Percent

and

Rounded Whole Degrees in a Circle Graph

7) Fill-in a Total of 12 cells in the 2nd Table

8) Graph or record the above Calculations in the Pie Chart (Circle Graph) directly beneath their Data Table

9) Complete a Table of Generalized Comparisons between Metals, Nonmetals & Metalloids [ideally done AFTER inquiry through reading/research, experimental or databasing in my Lessons #17 through #23]

10) Compare & Write {solo or w/ class}:

Periodic Table Location

Density

Melting Point & Boiling Point

Luster

Hardness

Rigidity

Malleability

Ductility

Specific Heat

Conductivity

Electronegativity

Valence Electron Behavior

Reacts with ___

and

Other Chemical Reactivity facts

11) Be compelled to present their work in a neat & orderly format

12) Be trained to understand the general characteristics of Metals, Nonmetals and Metalloids methodically & systematically

METAL VERSUS NONMETAL DENSITY

Students will:

1) Calculate & Record the Percent distribution in categories comparing Metal and Nonmetal Density:

Percent of Nonmetals Less dense and More dense than the Average Metal Density

Percent of Nonmetals Less dense and More dense than the Least dense Metal

Percent of Nonmetals Less dense and More dense than the Most dense Metal

Percent of Metals Less dense and More dense than the Average Nonmetal Density

Percent of Metals Less dense and More dense than the Least dense Nonmetal

Percent of Metals Less dense and More dense than the Most dense Nonmetal

2) Calculate & Record the Percent of Metals and Nonmetals whose Density is Less than and Greater than that of Water

3) Answer 26 Fill-in-the-Blank and Multiple-choice questions based on their Calculations & Observations

4) Answer in Sentence/Paragraph form, a Bonus question regarding the utility of Lead (Pb) in Nuclear Energy & Medicine

5) Complete a Metal vs. Nonmetal Density Generalization Table with select phrases:

Higher or Lower Density

More or Less Dense

More Packed or Less Packed

Most are Solids or Most are Gases

6) Fill-in a total of 25 cells with both Data & Text in 5 different Tables

7) Be compelled to present their work in a neat & orderly format

8) Be trained to know the trend between Metal and Nonmetal Density methodically & systematically

METAL VERSUS NONMETAL MELTING POINTS

Students will:

1) Calculate & Record the Percent distribution in categories comparing Metal and Nonmetal Melting Point:

Percent of Nonmetals with a Lower Melting Point and Higher Melting Point than the Average Metal Melting Point

Percent of Nonmetals with a Lower Melting Point and Higher Melting Point than the Metal with the Lowest Melting Point

Percent of Nonmetals with a Lower Melting Point and Higher Melting Point than the Metal with the Highest Melting Point

Percent of Metals with a Lower Melting Point and Higher Melting Point than the Average Nonmetal Melting Point (including Carbon as Diamond)

Percent of Metals with a Lower Melting Point and Higher Melting Point than the Average Nonmetal Melting Point (excluding Carbon as Diamond)

Percent of Metals with a Lower Melting Point and Higher Melting Point than the Nonmetal with the Lowest M.P.

Percent of Metals with a Lower M.P. and Higher M.P. than the Nonmetal with the Highest M.P. (excluding Carbon as Diamond)

Percent of Metals with a Lower M.P. and Higher M.P. than the Nonmetal with the Highest Melting Point (including Carbon as Diamond)

2) Answer 29 Fill-in-the-Blank and Multiple-choice questions based on their Calculations & Observations

3) Answer in Sentence/Paragraph form, a Bonus question regarding the Melting Point of Nickel and Iron and the temperature of Earth's Inner Core.

4) Fill-in a total of 22 cells in 4 different Tables

5) Be compelled to present their work in a neat & orderly format

6) Be trained to know the trend between Metal and Nonmetal Metal Point methodically & systematically

METAL VERSUS NONMETAL BOILING POINTS

Students will:

1) Calculate & Record the Percent distribution in categories comparing Metal and Nonmetal Boiling Point:

Percent of Nonmetals with a Lower Boiling Point and Higher Boiling Point than the Average Metal Boiling Point

Percent of Nonmetals with a Lower Boiling Point and Higher B.P. than the Metal with the Lowest Boiling Point

Percent of Nonmetals with a Lower Boiling Point and Higher Boiling Point than the Metal with the Highest Boiling Point

Percent of Metals with a Lower Boiling Point and Higher Boiling Point than the Average Nonmetal Boiling Point (including Carbon as Diamond)

Percent of Metals with a Lower Boiling Point and Higher Boiling Point than the Average Nonmetal Boiling Point (excluding Carbon as Diamond)

Percent of Metals with a Lower Boiling Point and Higher Boiling Point than the Nonmetal with the Lowest Boiling Point

Percent of Metals with a Lower Boiling Point and Higher Boiling Point than the Nonmetal with the Highest Boiling Point (excluding Carbon as Diamond)

Percent of Metals with a Lower Boiling Point and Higher Boiling Point than the Nonmetal with the Highest Boiling Point (including Carbon as Diamond)

2) Answer 31 Fill-in-the-Blank and Multiple-choice questions based on their Calculations & Observations

3) Answer a Multiple-choice Bonus question about the Boiling Point of various oxides in Lava.

4) Fill-in a total of 26 cells in 4 different Tables

5) Be compelled to present their work in a neat & orderly format

6) Be trained to know the trend between Metal and Nonmetal Boiling Point methodically & systematically

METAL VERSUS NONMETAL SPECIFIC HEAT CAPACITY

Students will:

1) Calculate & Record the Percent distribution in categories comparing Metal versus Nonmetal Specific Heat Capacity:

Percent of Nonmetals with a Lower Specific Heat Capacity than the Average Metal Specific Heat Capacity

Percent of Nonmetals with a Higher Specific Heat Capacity than the Average Metal Specific Heat Capacity

Percent of Metals with a Lower Specific Heat Capacity than the Average Nonmetal Specific Heat Capacity

Percent of Metals with a Higher Specific Heat Capacity than the Average Nonmetal Specific Heat Capacity

2) Answer 11 Multiple-choice questions based on their Calculations & Observations

3) Fill-in a Generalizations Table about Metals vs. Nonmetals' Specific Heat Capacity, with select phrases based on analysis of their Quantitative data

4) Fill-in a Total of 20 cells with Data & Text in 2 different Tables

5) Be compelled to present their work in a neat & orderly format

6) Be trained to know the trend between Metal and Nonmetal Specific Heat Capacity methodically & systematically

METAL VERSUS NONMETAL THERMAL CONDUCTIVITY

Students will:

1) Calculate & Record the Percent distribution in categories comparing Metal versus Nonmetal Thermal Conductivity:

Percent of Nonmetals with a Lower Thermal Conductivity and Percent of Nonmetals with a Higher Thermal Conductivity than:

Average Metal Thermal Conductivity

Lowest Metal Thermal Conductivity

Highest Metal Thermal Conductivity

Percent of Metals with a Lower Thermal Conductivity and Percent of Metals with a Higher Thermal Conductivity than:

Average Nonmetal Thermal Conductivity

Lowest Nonmetal Thermal Conductivity

Highest Nonmetal Thermal Conductivity

Percent of Nonmetals with a Thermal Conductivity:

< 1 W/m K

> 10 W/m K

> 100 W/m K

Percent of Metals with a Thermal Conductivity:

< 1 W/m K

> 10 W/m K

> 100 W/m K

2) Answer 14 Fill-in-the-Blank and Multiple-choice questions based on their Calculations & Observations

3) Fill-in a generalizations Table about Metal vs. Nonmetal Thermal Conductivity with with select phrases based on analysis of their Quantitative data

4) Fill-in a Total of 40 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 between Metal and Nonmetal Thermal Conductivity methodically & systematically

METAL VERSUS NONMETAL ELECTRICAL CONDUCTIVITY

Students will:

1) Calculate & Record the Percent distribution in categories comparing Metal versus Nonmetal Electrical Conductivity:

Percent of Nonmetals with a Lower Electrical Conductivity and Percent of Nonmetals with a Higher Electrical Conductivity than:

Average Metal Electrical Conductivity

Lowest Metal Electrical Conductivity

Highest Metal Electrical Conductivity

Percent of Metals with a Lower Electrical Conductivity and Percent of Metals with a Higher Electrical Conductivity than:

Average Nonmetal Electrical Conductivity

Lowest Nonmetal Electrical Conductivity

Highest Nonmetal Electrical Conductivity

2) Answer 16 Fill-in-the-Blank and Multiple-choice questions based on their Calculations & Observations

3) Fill-in a generalizations Table about Metal vs. Nonmetal Electrical Conductivity with select phrases based on analysis of their Quantitative data

4) Fill-in a Total of 32 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 between Metal and Nonmetal Electrical Conductivity methodically & systematically

METAL VERSUS NONMETAL ELECTRONEGATIVITY & IONIZATION ENERGY

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' edge

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

80 slides are printed as 40 Landscape DOUBLE-SIDED sheets of paper, with the flip being along the 'SHORT' edge.

================================================

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.

================================================

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!

================================================

This Comparing Metals, Nonmetals & Metalloids Bundle contains:

PERIODIC TABLE STATS & COMPARING METALS, NONMETALS AND METALLOIDS GRAPHIC ORGANIZERS

Students will:

1) Use a Periodic Table, Textbook or other reference material to Complete a Data Table on the distribution of Metals, Nonmetals and Metalloids in the Periodic Table of Elements - for elements 1 through 100

2) Determine, Calculate and Write the:

Count or Tally

Percent

and

Rounded Whole Degrees in a Circle Graph

3) Fill-in a Total of 11 cells in the 1st Table

4) Graph or record the above Calculations in the Pie Chart (Circle Graph) directly beneath their Data Table

5) Use a Periodic Table, Textbook or other reference material to Complete a Data Table on the distribution of Solids, Liquids, Gases & Synthetics in the Periodic Table of Elements - for elements 1 through 100

6) Determine, Calculate and Write the:

Count or Tally

Percent

and

Rounded Whole Degrees in a Circle Graph

7) Fill-in a Total of 12 cells in the 2nd Table

8) Graph or record the above Calculations in the Pie Chart (Circle Graph) directly beneath their Data Table

9) Complete a Table of Generalized Comparisons between Metals, Nonmetals & Metalloids [ideally done AFTER inquiry through reading/research, experimental or databasing in my Lessons #17 through #23]

10) Compare & Write {solo or w/ class}:

Periodic Table Location

Density

Melting Point & Boiling Point

Luster

Hardness

Rigidity

Malleability

Ductility

Specific Heat

Conductivity

Electronegativity

Valence Electron Behavior

Reacts with ___

and

Other Chemical Reactivity facts

11) Be compelled to present their work in a neat & orderly format

12) Be trained to understand the general characteristics of Metals, Nonmetals and Metalloids methodically & systematically

METAL VERSUS NONMETAL DENSITY

Students will:

1) Calculate & Record the Percent distribution in categories comparing Metal and Nonmetal Density:

Percent of Nonmetals Less dense and More dense than the Average Metal Density

Percent of Nonmetals Less dense and More dense than the Least dense Metal

Percent of Nonmetals Less dense and More dense than the Most dense Metal

Percent of Metals Less dense and More dense than the Average Nonmetal Density

Percent of Metals Less dense and More dense than the Least dense Nonmetal

Percent of Metals Less dense and More dense than the Most dense Nonmetal

2) Calculate & Record the Percent of Metals and Nonmetals whose Density is Less than and Greater than that of Water

3) Answer 26 Fill-in-the-Blank and Multiple-choice questions based on their Calculations & Observations

4) Answer in Sentence/Paragraph form, a Bonus question regarding the utility of Lead (Pb) in Nuclear Energy & Medicine

5) Complete a Metal vs. Nonmetal Density Generalization Table with select phrases:

Higher or Lower Density

More or Less Dense

More Packed or Less Packed

Most are Solids or Most are Gases

6) Fill-in a total of 25 cells with both Data & Text in 5 different Tables

7) Be compelled to present their work in a neat & orderly format

8) Be trained to know the trend between Metal and Nonmetal Density methodically & systematically

METAL VERSUS NONMETAL MELTING POINTS

Students will:

1) Calculate & Record the Percent distribution in categories comparing Metal and Nonmetal Melting Point:

Percent of Nonmetals with a Lower Melting Point and Higher Melting Point than the Average Metal Melting Point

Percent of Nonmetals with a Lower Melting Point and Higher Melting Point than the Metal with the Lowest Melting Point

Percent of Nonmetals with a Lower Melting Point and Higher Melting Point than the Metal with the Highest Melting Point

Percent of Metals with a Lower Melting Point and Higher Melting Point than the Average Nonmetal Melting Point (including Carbon as Diamond)

Percent of Metals with a Lower Melting Point and Higher Melting Point than the Average Nonmetal Melting Point (excluding Carbon as Diamond)

Percent of Metals with a Lower Melting Point and Higher Melting Point than the Nonmetal with the Lowest M.P.

Percent of Metals with a Lower M.P. and Higher M.P. than the Nonmetal with the Highest M.P. (excluding Carbon as Diamond)

Percent of Metals with a Lower M.P. and Higher M.P. than the Nonmetal with the Highest Melting Point (including Carbon as Diamond)

2) Answer 29 Fill-in-the-Blank and Multiple-choice questions based on their Calculations & Observations

3) Answer in Sentence/Paragraph form, a Bonus question regarding the Melting Point of Nickel and Iron and the temperature of Earth's Inner Core.

4) Fill-in a total of 22 cells in 4 different Tables

5) Be compelled to present their work in a neat & orderly format

6) Be trained to know the trend between Metal and Nonmetal Metal Point methodically & systematically

METAL VERSUS NONMETAL BOILING POINTS

Students will:

1) Calculate & Record the Percent distribution in categories comparing Metal and Nonmetal Boiling Point:

Percent of Nonmetals with a Lower Boiling Point and Higher Boiling Point than the Average Metal Boiling Point

Percent of Nonmetals with a Lower Boiling Point and Higher B.P. than the Metal with the Lowest Boiling Point

Percent of Nonmetals with a Lower Boiling Point and Higher Boiling Point than the Metal with the Highest Boiling Point

Percent of Metals with a Lower Boiling Point and Higher Boiling Point than the Average Nonmetal Boiling Point (including Carbon as Diamond)

Percent of Metals with a Lower Boiling Point and Higher Boiling Point than the Average Nonmetal Boiling Point (excluding Carbon as Diamond)

Percent of Metals with a Lower Boiling Point and Higher Boiling Point than the Nonmetal with the Lowest Boiling Point

Percent of Metals with a Lower Boiling Point and Higher Boiling Point than the Nonmetal with the Highest Boiling Point (excluding Carbon as Diamond)

Percent of Metals with a Lower Boiling Point and Higher Boiling Point than the Nonmetal with the Highest Boiling Point (including Carbon as Diamond)

2) Answer 31 Fill-in-the-Blank and Multiple-choice questions based on their Calculations & Observations

3) Answer a Multiple-choice Bonus question about the Boiling Point of various oxides in Lava.

4) Fill-in a total of 26 cells in 4 different Tables

5) Be compelled to present their work in a neat & orderly format

6) Be trained to know the trend between Metal and Nonmetal Boiling Point methodically & systematically

METAL VERSUS NONMETAL SPECIFIC HEAT CAPACITY

Students will:

1) Calculate & Record the Percent distribution in categories comparing Metal versus Nonmetal Specific Heat Capacity:

Percent of Nonmetals with a Lower Specific Heat Capacity than the Average Metal Specific Heat Capacity

Percent of Nonmetals with a Higher Specific Heat Capacity than the Average Metal Specific Heat Capacity

Percent of Metals with a Lower Specific Heat Capacity than the Average Nonmetal Specific Heat Capacity

Percent of Metals with a Higher Specific Heat Capacity than the Average Nonmetal Specific Heat Capacity

2) Answer 11 Multiple-choice questions based on their Calculations & Observations

3) Fill-in a Generalizations Table about Metals vs. Nonmetals' Specific Heat Capacity, with select phrases based on analysis of their Quantitative data

4) Fill-in a Total of 20 cells with Data & Text in 2 different Tables

5) Be compelled to present their work in a neat & orderly format

6) Be trained to know the trend between Metal and Nonmetal Specific Heat Capacity methodically & systematically

METAL VERSUS NONMETAL THERMAL CONDUCTIVITY

Students will:

1) Calculate & Record the Percent distribution in categories comparing Metal versus Nonmetal Thermal Conductivity:

Percent of Nonmetals with a Lower Thermal Conductivity and Percent of Nonmetals with a Higher Thermal Conductivity than:

Average Metal Thermal Conductivity

Lowest Metal Thermal Conductivity

Highest Metal Thermal Conductivity

Percent of Metals with a Lower Thermal Conductivity and Percent of Metals with a Higher Thermal Conductivity than:

Average Nonmetal Thermal Conductivity

Lowest Nonmetal Thermal Conductivity

Highest Nonmetal Thermal Conductivity

Percent of Nonmetals with a Thermal Conductivity:

< 1 W/m K

> 10 W/m K

> 100 W/m K

Percent of Metals with a Thermal Conductivity:

< 1 W/m K

> 10 W/m K

> 100 W/m K

2) Answer 14 Fill-in-the-Blank and Multiple-choice questions based on their Calculations & Observations

3) Fill-in a generalizations Table about Metal vs. Nonmetal Thermal Conductivity with with select phrases based on analysis of their Quantitative data

4) Fill-in a Total of 40 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 between Metal and Nonmetal Thermal Conductivity methodically & systematically

METAL VERSUS NONMETAL ELECTRICAL CONDUCTIVITY

Students will:

1) Calculate & Record the Percent distribution in categories comparing Metal versus Nonmetal Electrical Conductivity:

Percent of Nonmetals with a Lower Electrical Conductivity and Percent of Nonmetals with a Higher Electrical Conductivity than:

Average Metal Electrical Conductivity

Lowest Metal Electrical Conductivity

Highest Metal Electrical Conductivity

Percent of Metals with a Lower Electrical Conductivity and Percent of Metals with a Higher Electrical Conductivity than:

Average Nonmetal Electrical Conductivity

Lowest Nonmetal Electrical Conductivity

Highest Nonmetal Electrical Conductivity

2) Answer 16 Fill-in-the-Blank and Multiple-choice questions based on their Calculations & Observations

3) Fill-in a generalizations Table about Metal vs. Nonmetal Electrical Conductivity with select phrases based on analysis of their Quantitative data

4) Fill-in a Total of 32 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 between Metal and Nonmetal Electrical Conductivity methodically & systematically

METAL VERSUS NONMETAL ELECTRONEGATIVITY & IONIZATION ENERGY

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' edge

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

80

Answer Key

Included

Teaching Duration

N/A

$9.00

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