teachers answers for teaching ions and bonding,
spaces provided for students to copy down diagrams and drawings of ions' electronic configuration and covalent bonding between molecules
teachers answers for teaching ions and bonding,
spaces provided for students to copy down diagrams and drawings of ions' electronic configuration and covalent bonding between molecules
Learning Objectives:
1. Understand what is valency
2. Learn how to define valences of elements
3. Learn normal and excited states of atoms
4. Learn how to determine chemical formula of molecules
5. Understand why atoms are grouped in molecules
An introductory presentation to the periodic table I gave to my children's 5th grade classes. If you enjoy it, please, use it in your own class, if you are a teacher, or, use it to give a similar talk at your children's elementary school.
Learning Objectives:
1. Understand what is valency
2. Learn how to define valences of elements
3. Learn normal and excited states of atoms
4. Learn how to determine chemical formula of molecules
5. Understand why atoms are grouped in molecules
An introductory presentation to the periodic table I gave to my children's 5th grade classes. If you enjoy it, please, use it in your own class, if you are a teacher, or, use it to give a similar talk at your children's elementary school.
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Provides exercises to test the understanding of students
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trains students in the state symbols for reactants and products in a chemical equation.
Elements in their elemental form and compounds are divided into covalent and ionic compounds for classification and easier identification of relevant state symbols.
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http://sandymillin.wordpress.com/iateflwebinar2024
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. IONS AND BONDING
You will notice that not all the atoms have fully filled outer valence shell from the below
diagram which only shows the number of electrons in the valence shell.
Is there a pattern you see here?
Also notice that the last column (He and Ne) are known as unreactive noble gases, why do
you think that is so?
For the pattern,__________________________________________________________
_______________
For the last column, noble gases have ____________________________, therefore they do
not need to react with other atoms to be stable
Helium does not have 8 electrons in its outer shell, it only has 2 so for helium we say it has
_____________ electronic configuration
Whereas all the other noble gases have 8 electrons in their valence shells and hence, can be
described has having ____________________________.
All atoms like to have octet valence shells, this is very important.
Notice that group 1-3 fall under metals
While group 4 to 8 fall under non-metals
2. Because metals have fewer valence electrons, they prefer to
_____________________________ and enjoy the stability provided by an octet electronic
configuration.
What happens when an atom gives away electrons?
Notice that a sodium atom has 11 protons and that number of protons will never change. But
yet if it has given 1 electron away, how many electrons does it have left? _____
What happens is sodium has 1 more proton than electron, and we know that protons have a
positive charge of +1
And that atom changes from being neutral to
being an______ that has a charge of ______
As the diagram shows, a +1 ion produces
an__________________ that can attract or repel
other charged particles!
Solidify your understanding!
1) what is the ion formed by atoms of
magnesium, boron, and lithium when they lose their electrons?_________________________
For non-metals, they can get aoctet valence shell through 2 ways.
3. The first way is to gain electrons.
Nitrogen needs to gain ____ more electrons to reach octet configuration.
Oxygen needs to gain ____ more electrons to reach octet configuration.
Similar to the example on sodium above, when a non-metal atom such as fluorine atom gains
an electron, suddenly it has 10 electrons and only 9 protons and it has become an ______ with
a charge of -1
Solidify your understanding!
1) what is the ion formed by atoms of chlorine and sulphur when they gain some electrons?
____________________
Draw out the ions formed below.
2) what is the electronic configuration of sulphide (S2-) and oxygen ion?
____________________________________________
But in order to gain electrons, non-metal atoms need to come into contact with ___________
atoms.
The transfer of electrons from metal to non-metal atoms results in ions of
____________________ being formed. Unlike charges cause them to be attracted
____________ to each other.
Obtaining the formula for ionic compounds
4. An ionic compound is always made up of _______ positively charged ions and
_________________ negatively charged ions.
The ________________ of the ions always equal to ______, because the number of electrons
given to form the positive ions is equal to the number of electrons gained to form the negative
ions
3 simple steps to follow to get the formula of an ionic compound
1. Determine the charge of the metal positive ion using the periodic table
2. Determine the charge of the non-metal negative ion using the periodic
table
3. Find the LCM of both charges to get the numbers of each ion in the
compound
Try to find out the formula of 1) Magnesium Chloride and 2) Lithium Oxide
_______________________________________________________
Harder example: try to find the formula of Aluminium Oxide
______________________________________________________
There are also some ions which are not found in the periodic table such as _______________
ion which is NH4+, and ____________ ion which is SO42-, as well as ___________ NO3- and
____________ CO32-.
Find out the chemical formula of ammonium sulphate ___________________
Take note that in your formula, the metal ion should always be first (such as NaCl) and big
ions like sulphate or nitrate should be in brackets like in Mg(NO3)2.
COVALENT BONDING
A covalent bond is defined as the _______________________________ between
_________________. And take note that covalent bonds only apply to non-metal atoms.
Below are a few examples
5. Now you can try to form dot-and-cross diagrams of the following molecules, do not forget to
include a legend, which is worth marks in exams!
1. Br2 2. F2
Some of the harder ones involve many atoms so you need to know which atoms are in the
centre of the molecule. The more number of covalent bonds an atom need to get octet
configuration, the more likely it is to be in the centre bonding to many other atoms.
1. N2 2. NH3 3. CH4
ELEMENTS AND ATOMS CHECKLIST
An atom with more electrons than protons is known as a
1) neutral charged neutron
2) positively charged ion
3) positively charged atom
4) negatively charged ion
Which of the following statement is true?
1) a proton is as heavy as an electron but lighter than an neutron
2) a proton is as heavy as a neutron but lighter than an electron
3) a proton is as heavy as a neutron but heavier than an electron
4) a proton is as heavy as an electron but heavier than a neutron
Atoms are arranged in the periodic table by
1) number of protons and in groups
2) atomic number and in terms of total number of electrons
3) number of groups and protons
4) alphabetical order
What is the maximum number of electrons in the second shell of an atom?
1) 1
6. 2) 2
3) 3
4) 8
What is the difference between a molecule of an element (like H2 gas) and a molecule of a
compound (like H2O)?
__________________________________________________________________________
__________________________________________________________________________
What is the formula of Magnesium Oxide?_________________
Draw the electronic configuration of Helium
Draw a diagram of Sodium Chloride showing the ions of Sodium and Chlorine.
Draw the dot and cross diagram of H2O, together with a legend.
Good job! ^_^
7. Solidify your understanding!
1) what charge
Let me introduce a very important organic molecule called glucose.
It has a chemical composition, meaning it is made up of how many atoms and of which
element, of
6 carbon atoms, 12 hydrogen atoms and 6 oxygen atoms