Review Jeopardy for Unit 2: Electron Configuration & Bonding

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Objective

SWBAT demonstrate proficiency and prepare for their end of unit assessment by working in teams to score points in a "Jeopardy" like setting.

Big Idea

Electron configurations help predict bond types; Bond types help predict chemical behavior of compounds.

Why This Lesson?

Students will take an end of the unit assessment that covers several big ideas within Unit 2: Electron Configuration and Bonding.  These big ideas are:

  • Atoms behave in predictable ways based on their elemental identity.
  • Element behavior is determined by electron configuration.
  • Elements are arranged on the periodic table based on electron configuration.
  • Elements with similar valence shell configuration behave similarly and are grouped together in families.
  • Electrons of different elements can absorb and release specific amounts of energy resulting in unique electron emission spectra.
  • Because different elements have unique and identifiable electron emission spectra, those spectra can be used for the identification of elements undergoing excitation and relaxation.
  • All atoms want to reach a stable electron configuration, and can gain/lose electrons or share electrons to do so.
  • Bonding is a way for atoms to gain/lose or share electrons.
  • Neutral atoms become ions when they gain or lose electrons.
  • The metallic/nonmetallic nature of elements can be used to predict tendencies to gain or lose electrons.
  • Position on the periodic table can be used to determine how many electrons particular elements tend to gain or lose.
  • Ionic compounds are made when electrons are transferred between a metal and a nonmetal, which creates ions.
  • Ions of opposite charge are attracted to each other and form ionic bonded compounds with alternating charges held in arrangement by electrostatic force.
  • Ionic compounds dissolve in water and will conduct electricity when such a solution is made.
  • Covalent bonds are made when two nonmetals each need more electrons and share those electrons between each other.
  • Covalent bonds are strong and the most prevalent bond found in biological systems.
  • Lewis Dot Structures can help determine numbers of electrons shared between nonmetals in covalent bonding.
  • Molecular Model building can help show the three-dimensional structure of molecules.
  • Molecular structure helps to explain behavior of covalent compounds.
  • Electrons pair-up for stability when bonding or when left unbonded.
  • Electron pairs repel each other (Valence Shell Electron Pair Repulsion Theory), which helps to explain why molecules have the three-dimensional structure they do.
  • Polarity occurs when one element in a bond has an appreciably higher electronegativity value than the other, and attracts more of the electron density to itself.

Understanding these big ideas directly addresses several Performance Expectations, including HS-PS1-1 and HS-PS1-2.  They also prepare students for understanding how and why chemical reactions occur which is addressed in HS-PS1-7 and will be covered in the next unit.  The review game format gets students involved in obtaining and communicating information, which engages them in SP8.

 

Rules of the Game

5 minutes

The "Jeopardy" game file is in the form of a PowerPoint slide presentation, but functions much like the actual game show display board.  I use an LCD projector attached to my laptop to run the game, so that the game board is displayed for the entire class to see. 

The presentation is set up with two slides that serve as category/point amount boards, just like the Jeopardy game show board.  Clicking on the point amount will jump to that specific clue.  Once the clue is revealed, pressing the arrow forward key on the keyboard will reveal the matching answer (which is in the form of a question).  I already know what the correct answers are--the answers are included and should be revealed so that students have a chance to see them in print, especially for those who may have trouble hearing what the correct answer was or who can remember content better once they have seen it in text form (like I do).  However, I only reveal the answer once either the correct answer has been given OR once both teams have had the opportunity to respond (and did not or answered incorrectly).

Unlike the game show, I only use 2 teams for simplicity's sake.  I divide the room geographically in half (left side vs right side, front vs back, etc).  It is nice to have the numbers of students even, but it is not necessary.  I used to take time to move some students back and forth between teams until I felt that they were evenly matched, but I am always surprised by some students with previous lackluster performance who, for whatever reason, thrive in the Jeopardy scenario, so I have stopped trying to "balance" teams based on my prediction of student performance.

In order to prevent a few students from dominating the game (and monopolizing game play, leading to bored and eventually tuned out students who are no longer reaping the benefits a review game can provide), I have one student from each team go head-to-head for each turn.  The two students stand.  The team with the last correct answer has the privilege of choosing the category and point amount for the next clue.  When the clue is revealed, I read it aloud.  Once I have completed the reading, the two students representing their respective teams have a chance to raise their hands if they want to answer.  I call on the student who has his/her hand in the air first.  If that student is correct, then that team gets that clue's points added to their scoreboard.  Incorrect answers cause that clue's point value to be deducted, passing costs and earns no points.  If the first answer is incorrect, the opposing student (not the entire team) has the chance to answer.  Again, incorrect answers deduct points, correct answers win points, and passing costs and earns nothing.

I do not spend a lot of time explaining the rules--certainly not nearly as in depth as I have explained here.  I have found that students get the hang of game play quickly once we get started and they can see one head-to-head match-up from start to finish.  I used to explain in detail, but found that explaining more did not lead to greater understanding from students about the gameplay anyway.

 

Game Play

45 minutes

I use this Powerpoint, Unit 2 REVIEW Jeopardy Game, projected on the screen from my laptop.

Game play continues as students from opposing teams take turns going head to head.  I use a dry erase marker on two smaller whiteboards to record points (+400, -1000, etc.), using a separate board for each team.  At the end of round 1, I quickly add and report the total scores.  At the end of round 2, I also add up and report the total scores.  

Teams then choose 3 students on their team to represent them in the final round.  As a whole, each team decides how much to wager from their total point score.  Each team turns in their wager to me on a scrap piece of paper.  Then, the team representatives are given one dry erase board and marker (one for each team) and sent to work collaboratively on a final answer in a corner of the room.  The final "answer" is revealed and students work as I hum the Jeopardy theme music.  (Usually, the rest of the class joins in on the humming.)

Here is a quick walk-through of the Powerpoint file and game play.

 

Closing

5 minutes

After the reveal of the final "question," and a winning team is determined, I award the winning team members with gold star stickers.  It is something relatively trivial, the non-winning team members do not get terribly upset about not winning, but it is still something fun and tangible.