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POGIL Periodic Trends: Mastering the Periodic Table with Guided Inquiry
Are you struggling to understand the fascinating patterns and trends hidden within the periodic table? Do you find yourself memorizing facts instead of truly grasping the underlying principles governing the behavior of elements? Then you've come to the right place! This comprehensive guide dives into the world of POGIL (Process-Oriented Guided-Inquiry Learning) activities for mastering periodic trends. We'll explore how this innovative teaching method helps you move beyond simple memorization to a deeper, more intuitive understanding of atomic structure and its impact on elemental properties. Prepare to unlock the secrets of the periodic table and conquer your chemistry challenges!
What are POGIL Activities and Why are They Effective for Learning Periodic Trends?
POGIL activities are a student-centered approach to learning that emphasizes collaboration, critical thinking, and problem-solving. Unlike traditional lectures, POGIL utilizes guided inquiry, prompting students to actively construct their own understanding through discussion and analysis of carefully designed activities. This active learning approach proves particularly effective for understanding complex concepts like periodic trends, which are often difficult to grasp through passive learning alone. Instead of simply being told the trends, POGIL activities challenge you to discover them through observation, analysis, and collaboration with peers. This active engagement enhances retention and fosters a deeper, more meaningful understanding.
Understanding the Key Periodic Trends: A POGIL Approach
Several crucial periodic trends emerge from the organization of the periodic table. A POGIL approach helps you understand these trends not as isolated facts, but as interconnected consequences of atomic structure. Let's explore some key trends:
#### 1. Electronegativity:
What it is: Electronegativity measures an atom's ability to attract electrons in a chemical bond. POGIL activities might present scenarios where students compare the electronegativity of different atoms and predict the nature of the resulting bond (ionic, covalent, polar covalent).
The Trend: Electronegativity generally increases across a period (left to right) and decreases down a group (top to bottom). Through POGIL exercises, students analyze data and determine the reasons behind this trend (increasing nuclear charge, increasing shielding effect).
#### 2. Ionization Energy:
What it is: Ionization energy is the energy required to remove an electron from a gaseous atom. POGIL activities often involve analyzing ionization energy data for various elements and identifying patterns.
The Trend: Ionization energy generally increases across a period and decreases down a group. POGIL activities encourage students to explain these trends based on factors such as effective nuclear charge and atomic radius.
#### 3. Atomic Radius:
What it is: Atomic radius refers to the size of an atom. POGIL activities may involve comparing the atomic radii of different elements and explaining the observed differences.
The Trend: Atomic radius generally decreases across a period and increases down a group. Understanding these trends requires consideration of factors like nuclear charge and electron shielding.
#### 4. Metallic Character:
What it is: Metallic character describes the tendency of an element to lose electrons and form positive ions. POGIL activities often involve predicting the metallic character of elements based on their position in the periodic table.
The Trend: Metallic character generally decreases across a period and increases down a group. Students can use POGIL exercises to correlate this trend with other periodic trends, such as electronegativity and ionization energy.
Effective POGIL Strategies for Mastering Periodic Trends
To fully benefit from a POGIL approach, consider these strategies:
Active Participation: Fully engage in discussions and contribute your ideas. Don't be afraid to ask questions.
Collaborative Learning: Work effectively with your group members, sharing ideas and perspectives.
Critical Thinking: Analyze data carefully and develop explanations based on evidence.
Concept Mapping: Create visual representations to connect and reinforce your understanding of the trends.
Beyond the Basics: Advanced Applications of Periodic Trends
Understanding periodic trends isn't just about memorizing numbers; it's about predicting the behavior of elements and compounds. This knowledge is crucial in fields like material science, medicine, and engineering. POGIL activities can help you extend your understanding to:
Predicting chemical reactivity: Understanding electronegativity and ionization energy allows you to predict how elements will react with each other.
Designing new materials: Knowledge of periodic trends guides the selection of elements for creating materials with specific properties.
Understanding biological processes: The properties of elements play a crucial role in biological systems, and understanding periodic trends provides insight into these processes.
Conclusion
Mastering periodic trends is a cornerstone of chemistry understanding. By embracing a POGIL approach, you move beyond rote memorization to a deeper, more intuitive grasp of the underlying principles. Through active participation, collaborative learning, and critical thinking, you'll build a solid foundation for success in chemistry and beyond. Remember to actively participate in your POGIL activities, utilize all available resources, and don't hesitate to ask for help when needed!
FAQs
1. Where can I find POGIL activities specifically on periodic trends? Many educational websites and chemistry textbooks offer POGIL-style activities. Search online for "POGIL periodic trends activities" or check your textbook's supplementary materials.
2. Are POGIL activities suitable for self-study? While POGIL is designed for group work, you can adapt the activities for self-study by working through the questions individually and referring to resources as needed.
3. How can I improve my problem-solving skills using POGIL? Focus on understanding the underlying concepts rather than just finding the right answer. Practice explaining your reasoning and consider alternative solutions.
4. What if I get stuck on a POGIL activity? Don't be discouraged! Seek help from your instructor, classmates, or online resources. Discussing challenges with others can enhance your understanding.
5. How do POGIL activities benefit students compared to traditional lectures? POGIL fosters active learning, encouraging students to actively construct knowledge, leading to better retention and a deeper understanding compared to passive learning from lectures.
| pogil periodic trends: POGIL Activities for High School Chemistry High School POGIL Initiative, 2012 |
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| pogil periodic trends: Discipline-Based Education Research National Research Council, Division of Behavioral and Social Sciences and Education, Board on Science Education, Committee on the Status, Contributions, and Future Directions of Discipline-Based Education Research, 2012-08-27 The National Science Foundation funded a synthesis study on the status, contributions, and future direction of discipline-based education research (DBER) in physics, biological sciences, geosciences, and chemistry. DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding. Discipline-Based Education Research is based on a 30-month study built on two workshops held in 2008 to explore evidence on promising practices in undergraduate science, technology, engineering, and mathematics (STEM) education. This book asks questions that are essential to advancing DBER and broadening its impact on undergraduate science teaching and learning. The book provides empirical research on undergraduate teaching and learning in the sciences, explores the extent to which this research currently influences undergraduate instruction, and identifies the intellectual and material resources required to further develop DBER. Discipline-Based Education Research provides guidance for future DBER research. In addition, the findings and recommendations of this report may invite, if not assist, post-secondary institutions to increase interest and research activity in DBER and improve its quality and usefulness across all natural science disciples, as well as guide instruction and assessment across natural science courses to improve student learning. The book brings greater focus to issues of student attrition in the natural sciences that are related to the quality of instruction. Discipline-Based Education Research will be of interest to educators, policy makers, researchers, scholars, decision makers in universities, government agencies, curriculum developers, research sponsors, and education advocacy groups. |
| pogil periodic trends: The Language of Science Education William F. McComas, 2013-12-30 The Language of Science Education: An Expanded Glossary of Key Terms and Concepts in Science Teaching and Learning is written expressly for science education professionals and students of science education to provide the foundation for a shared vocabulary of the field of science teaching and learning. Science education is a part of education studies but has developed a unique vocabulary that is occasionally at odds with the ways some terms are commonly used both in the field of education and in general conversation. Therefore, understanding the specific way that terms are used within science education is vital for those who wish to understand the existing literature or make contributions to it. The Language of Science Education provides definitions for 100 unique terms, but when considering the related terms that are also defined as they relate to the targeted words, almost 150 words are represented in the book. For instance, “laboratory instruction” is accompanied by definitions for openness, wet lab, dry lab, virtual lab and cookbook lab. Each key term is defined both with a short entry designed to provide immediate access following by a more extensive discussion, with extensive references and examples where appropriate. Experienced readers will recognize the majority of terms included, but the developing discipline of science education demands the consideration of new words. For example, the term blended science is offered as a better descriptor for interdisciplinary science and make a distinction between project-based and problem-based instruction. Even a definition for science education is included. The Language of Science Education is designed as a reference book but many readers may find it useful and enlightening to read it as if it were a series of very short stories. |
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| pogil periodic trends: Intermolecular and Surface Forces Jacob N. Israelachvili, 2011-07-22 Intermolecular and Surface Forces describes the role of various intermolecular and interparticle forces in determining the properties of simple systems such as gases, liquids and solids, with a special focus on more complex colloidal, polymeric and biological systems. The book provides a thorough foundation in theories and concepts of intermolecular forces, allowing researchers and students to recognize which forces are important in any particular system, as well as how to control these forces. This third edition is expanded into three sections and contains five new chapters over the previous edition. - Starts from the basics and builds up to more complex systems - Covers all aspects of intermolecular and interparticle forces both at the fundamental and applied levels - Multidisciplinary approach: bringing together and unifying phenomena from different fields - This new edition has an expanded Part III and new chapters on non-equilibrium (dynamic) interactions, and tribology (friction forces) |
| pogil periodic trends: POGIL Activities for AP* Chemistry Flinn Scientific, 2014 |
| pogil periodic trends: The Periodic Table I D. Michael P. Mingos, 2020-02-05 As 2019 has been declared the International Year of the Periodic Table, it is appropriate that Structure and Bonding marks this anniversary with two special volumes. In 1869 Dmitri Ivanovitch Mendeleev first proposed his periodic table of the elements. He is given the major credit for proposing the conceptual framework used by chemists to systematically inter-relate the chemical properties of the elements. However, the concept of periodicity evolved in distinct stages and was the culmination of work by other chemists over several decades. For example, Newland’s Law of Octaves marked an important step in the evolution of the periodic system since it represented the first clear statement that the properties of the elements repeated after intervals of 8. Mendeleev’s predictions demonstrated in an impressive manner how the periodic table could be used to predict the occurrence and properties of new elements. Not all of his many predictions proved to be valid, but the discovery of scandium, gallium and germanium represented sufficient vindication of its utility and they cemented its enduring influence. Mendeleev’s periodic table was based on the atomic weights of the elements and it was another 50 years before Moseley established that it was the atomic number of the elements, that was the fundamental parameter and this led to the prediction of further elements. Some have suggested that the periodic table is one of the most fruitful ideas in modern science and that it is comparable to Darwin’s theory of evolution by natural selection, proposed at approximately the same time. There is no doubt that the periodic table occupies a central position in chemistry. In its modern form it is reproduced in most undergraduate inorganic textbooks and is present in almost every chemistry lecture room and classroom. This first volume provides chemists with an account of the historical development of the Periodic Table and an overview of how the Periodic Table has evolved over the last 150 years. It also illustrates how it has guided the research programmes of some distinguished chemists. |
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| pogil periodic trends: Biophysical Chemistry James P. Allen, 2009-01-26 Biophysical Chemistry is an outstanding book that delivers both fundamental and complex biophysical principles, along with an excellent overview of the current biophysical research areas, in a manner that makes it accessible for mathematically and non-mathematically inclined readers. (Journal of Chemical Biology, February 2009) This text presents physical chemistry through the use of biological and biochemical topics, examples and applications to biochemistry. It lays out the necessary calculus in a step by step fashion for students who are less mathematically inclined, leading them through fundamental concepts, such as a quantum mechanical description of the hydrogen atom rather than simply stating outcomes. Techniques are presented with an emphasis on learning by analyzing real data. Presents physical chemistry through the use of biological and biochemical topics, examples and applications to biochemistry Lays out the necessary calculus in a step by step fashion for students who are less mathematically inclined Presents techniques with an emphasis on learning by analyzing real data Features qualitative and quantitative problems at the end of each chapter All art available for download online and on CD-ROM |
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| pogil periodic trends: Tools of Chemistry Education Research Diane M. Bunce, Renèe S. Cole, 2015-02-05 A companion to 'Nuts and Bolts of Chemical Education Research', 'Tools of Chemistry Education Research' provides a continuation of the dialogue regarding chemistry education research. |
| pogil periodic trends: Reaching Students Nancy Kober, National Research Council (U.S.). Board on Science Education, National Research Council (U.S.). Division of Behavioral and Social Sciences and Education, 2015 Reaching Students presents the best thinking to date on teaching and learning undergraduate science and engineering. Focusing on the disciplines of astronomy, biology, chemistry, engineering, geosciences, and physics, this book is an introduction to strategies to try in your classroom or institution. Concrete examples and case studies illustrate how experienced instructors and leaders have applied evidence-based approaches to address student needs, encouraged the use of effective techniques within a department or an institution, and addressed the challenges that arose along the way.--Provided by publisher. |
| pogil periodic trends: Peer-Led Team Learning: Evaluation, Dissemination, and Institutionalization of a College Level Initiative Leo Gafney, Pratibha Varma-Nelson, 2008-06-24 There seems to be no end to the flood of conferences, workshops, panel discussions, reports and research studies calling for change in the introductory science courses in our colleges and universities. But, there comes a time to move from criticism to action. In 1993, the Division of Undergraduate Education of the National Science Foundation called for proposals for systemic initiatives to change the way int- ductory chemistry is taught. One of the five awards was to design, develop and implement the peer-led Workshop, a new structure to help students learn science. This book is a study of 15 years of work by the Peer-Led Team Learning (PLTL) project, a national consortium of faculty, learning specialists and students. The authors have been in the thick of the action as project evaluator (Gafney) and co-principle investigator (Varma-Nelson). Readers of this book will find a story of successful change in educational practice, a story that continues today as new institutions, faculty, and disciplines adopt the PLTL model. They will learn the model in theory and in practice and the supporting data that encourage others to adopt and adapt PLTL to new sit- tions. Although the project has long since lost count of the number of implem- tations of the model, conservative estimates are that more than 100 community and four year colleges and a range of universities have adopted the PLTL model to advance student learning for more than 20,000 students in a variety of STEM disciplines. |
| pogil periodic trends: New Learning Robert-Jan Simons, Jos van der Linden, Tom Duffy, 2007-05-08 This book brings together research and theory about `New Learning', the term we use for new learning outcomes, new kinds of learning processes and new instructional methods that are both wanted by society and stressed in psychological theory in many countries at present. It describes and illustrates the differences as well as the modern versions of the traditional innovative ideas. |
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| pogil periodic trends: Introduction to Materials Science and Engineering Elliot Douglas, 2014 This unique book is designed to serve as an active learning tool that uses carefully selected information and guided inquiry questions. Guided inquiry helps readers reach true understanding of concepts as they develop greater ownership over the material presented. First, background information or data is presented. Then, concept invention questions lead the students to construct their own understanding of the fundamental concepts represented. Finally, application questions provide the reader with practice in solving problems using the concepts that they have derived from their own valid conclusions. KEY TOPICS: What is Guided Inquiry?; What is Materials Science and Engineering?; Bonding; Atomic Arrangements in Solids; The Structure of Polymers; Microstructure: Phase Diagrams; Diffusion; Microstructure: Kinetics; Mechanical Behavior; Materials in the Environment; Electronic Behavior; Thermal Behavior; Materials Selection and Design. MasteringEngineering, the most technologically advanced online tutorial and homework system available, can be packaged with this edition. MasteringEngineering is designed to provide students with customized coaching and individualized feedback to help improve problem-solving skills while providing instructors with rich teaching diagnostics. Note: If you are purchasing the standalone text (ISBN: 0132136422) or electronic version, MasteringEngineering does not come automatically packaged with the text. To purchase MasteringEngineering, please visit: www.masteringengineering.com or you can purchase a package of the physical text + MasteringEngineering by searching the Pearson Higher Education web site. MasteringEngineering is not a self-paced technology and should only be purchased when required by an instructor. MARKET: For students taking the Materials Science course in the Mechanical & Aerospace Engineering department. This book is also suitable for professionals seeking a guided inquiry approach to materials science. |
| pogil periodic trends: Advanced Inorganic Chemistry Frank Albert Cotton, Geoffrey Wilikinson, Carlos A. Murillo, Manfred Bochmann, 2021 Advanced inorganic chemistry is a well-established source that students and professional chemists have turned to for the background needed to understand current research literature in inorganic chemistry and aspects of organometallic chemistry. This textbook is organized around the periodic table of elements and provides a systematic treatment of the chemistry of all chemical elements and their compounds. It incorporates important recent developments with an emphasis on advances in the interpretation of structure, bonding, and reactivity. This Indian adaptation of the book is restructured at places and offers new and updated material on chemical elements and their compounds, particularly related to their applications. The introduction section in all the chapters has also been completely updated to reflect current developments. Some of the new topics covered include sections on nomenclature and isomerism in coordination compounds; hydrides, their classification and applications. Useful new inclusions in the book are practice exercise comprising review questions multiple-choice questions (based on various competitive examinations) at the end of each part and appendices on IUPAC nomenclature of complexes and latimer diagram -- Cover. |
| pogil periodic trends: Overcoming Students' Misconceptions in Science Mageswary Karpudewan, Ahmad Nurulazam Md Zain, A.L. Chandrasegaran, 2017-03-07 This book discusses the importance of identifying and addressing misconceptions for the successful teaching and learning of science across all levels of science education from elementary school to high school. It suggests teaching approaches based on research data to address students’ common misconceptions. Detailed descriptions of how these instructional approaches can be incorporated into teaching and learning science are also included. The science education literature extensively documents the findings of studies about students’ misconceptions or alternative conceptions about various science concepts. Furthermore, some of the studies involve systematic approaches to not only creating but also implementing instructional programs to reduce the incidence of these misconceptions among high school science students. These studies, however, are largely unavailable to classroom practitioners, partly because they are usually found in various science education journals that teachers have no time to refer to or are not readily available to them. In response, this book offers an essential and easily accessible guide. |
| pogil periodic trends: Christian Kids Explore Chemistry Robert W. Ridlon, Elizabeth J. Ridlon, 2007-03 |
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