Patterns in Nature

Description

One practice learning activity to develop the ability to recognize patterns is to group words (nouns; verbs) so that they reflect existing relationships. The nouns used to illustrate this lesson include moving vehicles. Some move through air, others in water, and others on land. Students should be able to recognize a distinct pattern in their grouping so that, when a new word is added, it can be placed into an existing category. Many groupings are appropriate. This sorting activity is intended to precede instruction on the periodic chart.

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Set

In nature, in our surroundings, and in science there are patterns that help to explain many of the phenomena we observe. When it is possible to observe and understand these patterns we can go on to make predictions concerning those aspects of nature in which we are interested. It is from such predictions that scientific experiments are developed.

Patterns in the properties of the elements have been organized into the periodic table, a chemist's basic tool. This experiment will allow you to group objects into a pattern similar to the way in which Mendelev grouped the elements in his periodic table. Given another object you will be able to place it in your "table." In the second part of this exercise, you will apply your skills to arrange chemical elements in a table.

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Procedure

  1. You will receive an envelope containing cards with words.
  2. Classify the words into groups according to any criteria you wish.
  3. Place a new element in your classification scheme.
  4. Once you and your partner(s) have arranged them in a tabular order of your choice, try to answer the following questions to prepare for a discussion.
    1. State the criteria which were used to classify your words.
    2. After completing your classification, list and describe the patterns made by the words.
    3. Make a prediction about where you would place a new "element", a skateboard, on the table. Where would it be placed? (Other suggestions would include bicycle, surfboard, space shuttle)
    4. Did you have any difficulty "classifying" an object? Why?
  5. Now you are ready to apply your skills to a chemical problem. This problem involves the arrangement of the chemical elements. Suppose that you have before you a collection of miscellaneous facts about various elements and you wished to determine whether any relationship among these facts exists. You might well proceed in a manner very similar to that in the word problem just discussed. Consider the general physical and chemical nature of the elements listed on the following page:
    Element Description Type Charge At. Mass
    Carbon solid, nonmetal +4 12.0
    Sodium soft, reactive metal +1 23.0
    Helium gas 0 4.0
    Silicon solid, nonmetal +4 28.0
    Argon gas 0 40.0
    Beryllium less reactive metal +2 9.0
    Fluorine gas, extremely reactive -1 19.0
    Sulfur solid, nonmetal -2 32.1
    Hydrogen gas +1 1.0
    Oxygen gas, reactive -2 16.0
    Aluminum solid metal +3 27.0
    Boron solid, nonmetal +4 10.8
    Neon gas 0 20.2
    Chlorine gas, reactive -1 35.5
    Lithium soft, reactive metal +1 6.9
    Phosphorus solid nonmetal -3 or +5 31.0
    Nitrogen gas -3 or +5 14.0
    Magnesium less reactive metal +2 24.3
  6. Arrange these elements using the information given above into the best order you can devise. Write a paragraph explaining your rationale.

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Handout Makeup

Name _____________________________ Class _______

Teacher______________________________

DoChem 030 Patterns in Nature

  1. Watch the movie. Describe the classification scheme used in the pictures. Note both the horizontal pattern and the vertical pattern.
  2. Arrange the listed elements using the information given (See the procedure section.) into the best order you can devise. Write a paragraph explaining your rationale.

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Teachers Guide

Purpose

To practice arranging items in groups.

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Materials

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Lab Hints

An alternative to this procedure would be to have students write down their properties (name, age, sex, height, weight, etc.) on cards. Have the teacher assign seats based upon these properties. Have the students ask questions of one another to ascertain the criterion for the seating.

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Time

Teacher preparation: 30 minutes to prepare new cards

Presentation: 20 minutes

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Hazards

There are no unusual hazards in this experiment.

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Precautions

No special precautions are required for this experiment. Follow routine laboratory precautions.

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Disposal

Save the cards for reuse. Erase any comments which the students may have added to the cards.

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Closure

Generally, objects are put into categories in one direction only; i.e. humans are classified as animals, mammals,...homo sapiens. Students have difficulty understanding that elements are organized up and down as well as horizontally according to their properties. Periodic properties occur left to right as well as up and down.

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Key Words

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