Learning Experience PlanSubject: Chemistry Grade level: 11th grade (juniors)

Unit: Periodic Table & Laws Day/periods: (1 days)(1 45 minute periods with 1 lab session

Topic: Closer look at the elements

Content Standards:

HS-PS1-1: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons.

HS-PS1-2: Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

HS-PS1-3: Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical force between particles.

Literacy Standards:

Reading Standard 1: Read closely to determine what the text explicitly says and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.

Reading Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning and tone.

Reading Standard 2: Determine central ideas or themes of a text and analyze development; summarize the key supporting details and ideas.

Writing Standard 10: Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes and audience.

Speaking and Listening Speaking 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively

Language Standards 6: Acquire and use accurately a range of general academic and domain specific words and phrases sufficient for reading, writing, speaking and listening at the college career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Learning Experience OutcomesStudents will:

1) Evaluate the reference table for

Learning Experience Assessments

1) Homework will be assigned to assess student understanding

Physical Setting/CHEMISTRY Table G2) Recognize the properties of each type

of element based on location3) Differentiate and communicate the

trends of elements ( Ionization Energy, Electronegativity, Atomic size, Metallic Character)

4) Identify where they see these categories of element in real life situations

2) A lab activity will be completed individually

3) A set of review questions and practice problems will be given during the class and after to test at home.

4) A quiz will be given at the end of the lesson.

5) A “golden ticket” will be given at the end and collected to check for understanding and for further clarification

6) A reading assessment will be given in the form of critical thinking questions and anticipation reaction guide

Differentiation1) The teacher will be aware of the auditory learners in the class through the use of small

discussion groups in class during the sponge activity and the anticipatory set and when it is required in the lab activity. The teacher will make the students discuss their ideas and observations on what they saw in their pre reading and during their readings and what their thoughts are on this type of assessment. The teacher will verbalize what is to be filled in and written down when saying the lecture.

2) The teacher will be aware of the visual learners in class through the teacher prepared notes that are available to all students but also primarily directed at approaching students. The teacher will also have the smart board presentation with the notes on them to fill in with students.

3) The teacher will differentiate the kinesthetic learners through the use of a hands on activities where the principles that they have discussed as a class and have been discovered through students observations and questions. Different elements that are safe will be passed around in class to show students different characteristics.

4) The teacher will be aware of the different levels of language proficiency and the language used in the lab activity will be clear and concise with directions that are easy to understand. This way, students who do not speak English as a first language will not be overwhelmed by the basics of the English language or even those with problems such as dyslexia or ADHD will all have a fair opportunity to focus on the basic principles they are discovering independently. The reading article is a “below average” level so all students can understand and will master toe concept associated with pre reading for more challenging articles.

5) ELL students are addressed by the teacher through the use of the teacher prepared notes and the tables they fill out in their notes. These notes can be used by all students but especially the ELL’s. Small group discussions will be good for these students because they won’t be overwhelmed by the teacher and it creates a safer environment.

Approaching On-level Beyond

- Closely monitor those students who have not had previous exposure to the material in grammar school by routinely taking note of their level of understanding and class contributions to

discussions and activities.

Keep track of those students who are familiar with the topics to make sure they stay focused and don’t lose sight of what they have previously learned or confuse the material as they learn it again.

Have students who are mastering the material help those who are struggling with it to reinforce their own understanding of the material.The critical thinking questions will be answered in full by these students

Curriculum IntegrationTechnology will be integrated (the use of PowerPoint and smart board)Mathematics will be integrated (through the calculations in the examples )English/Language arts will be integrated (The reading and writing aspects will be addressed in this lesson.)Social Studies will be integrated (The article has facts about gold that could be related to its history)

Materials/Resources

Procedures/Strategies

1) golden article

2) teacher prepared notes

3) Elements to pass around in class or use the ELMO to show students

Day 1

Sponge Activity: The teacher will start the class by saying “I think gold in the most valuable element in the table.” The teacher will ask for a show of hands to see who agrees and who disagrees with this statement. The teacher will then pair the students up and ask them to answer the anticipation/reaction guide in the form of a think pair share set up. The teacher will explain that these statements that will all be explained in the following article however it important to plan before you read and therefore you will be prepared for the material that will follow. The teacher will hand out the article she will be focusing the lesson on today and ask the students to not use the article until it is time to. The teacher will walk around as the students talk to their partners about what they have agreed with and disagreed with and listen to the comments they make. After a few minutes the teacher will ask for student volunteers to discuss their responses with the whole class.

Anticipatory Set: For this lesson the teacher will segue from the sponge activity to the reading. The teacher will ask for several students to read aloud the article asking everyone to pay attention and to highlight the sections that pertain to the statements they just talked about. Once the reading is done, the teacher will ask students to take a moment to ask

questions about any new vocabulary or anything that does not make sense. If a student has a question the teacher will initially ask for other students to try and answer their peer and if they need assistance the teacher will answer the questions/ Next, the students will go over the facts again with their partners and decide if they stand by their answers or if their opinions have changed based on the reading. After a few minutes the teacher will ask the students what they have changed if anything and why and get a class discussion based on the article. Finally before moving on the notes for the day, the teacher will tell students that their golden ticket for the day is a reflection on an index card of the article and a reflection expressing how they can use this strategy before reading any other texts for other subjects.

Activating Prior Knowledge Students will have prior knowledge of the periodic table based on the initial instruction of the periodic table. The students have learned what metals, non metals and metalloids are and now will learn some of the characteristics but much more in depth that initially stated.

Direct Instruction The teacher will now begin the instruction on the elements, through the use of the smart board. The trend of properties the elements within the Periodic Table and Reference Table with relation to metallic character, atomic radius, ionization energies, electron affinity, ionic radius, melting point, boiling point and electronegativity will all be discussed in this lesson , and the teacher will refer back to the element of choice today (Gold) based on the article they read. This will be a continuation of the lesson initially on elements. Once students have finished the notes, the teacher will go over any questions that students may have and from here move on to have the students pick another element to determine all of these characteristics of.

The students will express a level of understanding by reflecting on the learning at the end and conceptualizing their ideas in the lab that will follow the lesson. The point here is to encourage the students to create a connection in their head of the way the elements can be distinguished and what characteristics to look for based on its classification.

Guided Practice Students will be asked to actively participate during the formal note-taking section of the class period. The students will be given teacher prepared notes with the missing blanks in order to keep them engaged in the material and to keep the lecture flowing at a good pace. The

students will be asked to then complete the individual “element biography” for their lab activity.

Students will work individually to complete the Element biography lab that will require them to apply their knowledge on the chemistry reference table and their prior knowledge of elements in order to complete the lab and the questions. Through this lab the concepts that were discussed previously in the lesson and in the article will be reinforced and this will give the students the ability to inquire about the material on their own. At this point if students have questions, the teacher will ask for the beyond level and on level students to explain the answer in their own words in the hopes that the material will be clearer from a peer and if not the teacher will work one on one with the approaching students. There will also be a small homework sheet given out that will just reinforce the concepts discussed with a little more justification required from students.

Closure Upon completion of the lab exercise, the students will share the answers to their analysis and conclusion questions with the class to be compared and contrasted with each other. At the end of the period the teacher will bring all of the students back together to check for understanding by asking the students to explain what they have just accomplished. Depending on when each group finished, the students can meet with smaller groups with the teacher to explain on a more intimate level. Finally the teacher will ask “does anyone have any questions?” and “Did anything confuse you or not make sense?” With five minutes remaining in the period, the students will be required to complete the rest of their golden ticket, where they will have to reflect on their pre reading strategy as well as their lab exercise if desired. This extra step will ensure that they have gained a deep understanding and internalized the information they have received.

Independent Practice Students will have to complete a worksheet at home on the elements and the table as well as go over their notes for that day. Review questions will be handed at the end of the lesson with a few “challenge” questions to see if the students understand not just the direct instruction, but also the overall concepts that were obtained from their

scientific inquiry.. The students will also be given a written assignment to express their understanding on another level. They will be asked to bring in their own science articles and try and use this type of pre reading strategy with their peers.

The following a day a summative assessment will be administered in the form of a short quiz.

Gold's Glittery RewardsGold has properties that make it valuable not only for jewelry but also for electronics and other uses.By Sarah Webb 12:00am, February 5, 2007

We all recognize gold, from the yellow sparkle of a chain necklace to the shiny coating on a DVD player's video and audio plugs.

This delicate, crystallized gold specimen was found in Leadville, Colorado.© Denis Finnin/AMNH

Gold is a metal. It conducts electricity, and it can be shaped into sheets, long wires, or rings. Gold is an element—a substance made of one kind of atom. As an element, gold has its own square on the periodic table of chemical elements.

Gold also represents beauty and value, and it has done so for thousands of years. It's part of our culture and history.

Why do we value gold so much? It has a distinctive color. No other metal is a shiny yellow. It's also quite rare.

And this metal has other unique properties that help it keep its shine, as I learned on a recent trip to the new gold exhibit at the American Museum of Natural History in New York City.

Keeping its luster

The glitter of a gold nugget or flake immediately catches the eye. But gold's shine, unlike that of metals such as iron, copper, or silver, is practically permanent.

For example, copper metal has a reddish color. But copper objects turn green when they react with oxygen in the air. This coating on a copper surface, called a patina, gives the Statue of Liberty her distinctive green color.

The Statue of Liberty has a greenish color because the copper metal from which it was made combined with oxygen in the air.Photo by I. Peterson.

In contrast, gold resists corrosion. It doesn't react with chemicals in the air or elsewhere in the environment. So it doesn't turn green as copper does, rust the way iron does, or tarnish the way silver does.

Shaping a nugget

Gold is also a soft metal that's easy to shape. People have been working with it for thousands of years.

Gold artifacts are among the oldest [human-made objects] that we know, says Jim Webster. He helped create the gold exhibit at the American Museum of Natural History and studies earth and planetary sciences at the museum.

Unlike many other metals, gold can be found on the ground in its pure form. Instead of having to go through many steps to isolate a metal from rock, early people could have used gold nuggets that were just lying around.

"Literally, now or 6,000 years ago, one could have picked up [a nugget] and just started hammering on it," says Webster. Ancient people shaped gold into jewelry, statues, coins, and other beautiful objects.

Jewelry made in the shape of animals, like these gold earrings, was popular more than 2,300 years ago in ancient Greece.© Craig Chesek/AMNH

The property that allows gold to be shaped easily is called malleability. Gold can be hammered into very thin sheets without breaking.

Experts can make a thin sheet measuring up to 100 square feet in area from just 1 ounce of gold, Webster says.

The museum's gold exhibit features a small room whose walls and ceilings are covered with gold—a layer just 0.18 micron thick. That's a tiny fraction of the width of a pencil point.

Sarah Webb stands in the gold room at the American Museum of Natural History. The walls and ceiling are coated with a layer of gold only 0.18 micron thick.Photo by Anne Sasso.

Because gold is so soft, jewelers and other users often combine it with other metals to make it stronger. The purity of gold is measured in karats, and pure gold is 24 karats. Jewelry in the United States is often 14 karats, or about 60 percent gold, combined with other metals, such as silver or copper.

Rare metal

Even though gold has many special properties, the main reason for its value is its rarity.

Researchers estimate that the total amount of gold ever mined would fit into 60 tractor trailers, Webster says. This might seem like a lot—until you compare it with iron. Iron mining and smelting companies produce six times that amount every year.

Because of its value, people have made coins out of gold, and banks store gold in the form of bars. Some people collect gold coins or trade gold in international markets. Its current value is more than $600 per ounce.

Banks and gold markets can use gold bars for transactions. This bar weighs about 27 pounds

and is roughly 6 inches long, 3 inches wide, and 2 inches thick. At current prices, it's worth more than a quarter of a million dollars.© C. Chesek/AMNH, Courtesy of Johnson Matthey, Inc.

Electronic gold

Most gold that's mined today still goes into making jewelry. You also see it in Olympic medals and many other special awards, including the Oscar statuettes that honor movies.

But modern electronics and the journey into space have helped give gold an important place in the technology that we use every day.

Audio and video cables often have gold-coated plugs for two reasons. Gold conducts electricity better than all but two other metals, Webster says. And because gold doesn't corrode, the surface on the plug stays clean.

For the same reasons, computer chips also often contain gold, as do a variety of other electronic components.

We've also launched gold into space.

A thin layer of gold covered the visor on the helmet of an astronaut on the moon. The gold layer is transparent but still keeps out the sun's heat.NASA

Gold reflects heat better than any other metal. The visor on an astronaut's helmet has an ultrathin layer of gold. The layer is thin enough to be transparent, so the astronaut can still see through it. But this thin layer reflects the sun's heat away from the astronaut.

The museum's gold exhibit includes a helmet from the Apollo 11 mission, when astronauts first landed on the moon in 1969.

Even after thousands of years, gold remains a precious metal—one that has long been prized for its glitter and is now more useful than ever.

Fleish Kincade Grade Level: 8.7

Agree Disagree StatementThe shine (luster) on gold is not permanent.The yellow color of gold is common among other elements,Gold tarnishes like silver and reacts with other elements in the airGold is found in its pure form in the ground

NAME:___________________________________

Gold’s Glittery Rewards1.What sorts of things are made from gold?2.Why is gold so valuable and expensive?

After reading your article please answer these questions:

1. In what ways is gold like money? When would you want to own gold instead of having currency, such as U.S. dollars? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What is a karat (or carat)? Where did the name come from? What other meaningdoes the word “carat” have?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Compare the advantages of 14-karat gold to those of 24-karat gold forjewelry. Which would you rather have jewelry made from? Why? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4.Gold doesn’t corrode. Why is that fact important? What metals do corrode? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The Periodic Table

Mendeleev-__________________________________________________________________________________________________________________________________________________________________

Moseley-__________________________________________________________________________________________________________________________________________________________________

The Modern Periodic Table

The table is broken into:

Periods:

_____________ Rows (#_____-_____) The period # of p.e.l that an elements in that row have. Tells which p.e.l the valence electrons are located. (outer e-)

Groups:(______________)

______________ Columns (#______-______) Elements in a group have similar properties because they have the

same # of valence e-.

The Table consists of 3 types of elements:

METALS NONMETALS METALLOIDS (semi-metals)

Atomic Size

Atomic Radius: __________________________________________________________________________________________________________________________________________________________________

EX)

Measured in pm (___________) 1 pm=10^-12m

Trends:

Periods: ______________ in atomic radius from left right

__________________________________________________________________________________________________________________________________________________________________

Groups: ______________ in atomic radius from topbottom

Down a group the ____________, the radius_____________ ELECTRON CLOUD EFFECT: produces a shielding effect of the

valence electrons from the nucleolus. The inner (non valence) e- ____________ the outer (valence) e- because they have the same charge. The ___________ the # of inner e-, the ____________ the outer e- are attracted to the nucleus.

Ionic Radius : __________________________________________

Cations:___________ (lost one or more e-). The radium becomes ____________ than the original atom.

Ex.

Anions:______________ (gain one or more e-) The radium becomes_______________ than the original atom.

Ex.

Ionization Energy:

________________________________________________ Measured in _________________ The_______ an atom attracts its e-, the __________ the IE

Trends

Periods: IE _________ across a period from leftright

Group 1:=_______________ values and group 18____________ values

As the nuclear charge ___________ so does the IE

Groups: IE ___________ down a group

As the size of the atom _____ (with inc. p.e.l) the attraction to the outer e- becomes _______ therefore___________ energy is needed to remove an e-

**** If an atom achieves a noble gas configuration by losing an e- it becomes very________. It will require a ________ amount of energy to remove another e-.

Electronegativity

________________________________ __________________________________ Compounds form due to atoms __________________,

_________________, or ________________ e-.

Trends

Periods: EN ____________ across a period from left right

Nonmetals are ________ EN than metals _______________ is the most EN (EN=4.0) Groups _________ are the least EN, They want to give e-

__________ not attract them

Groups: EN____________ down a group or stays close to the same value

_____________ have the largest atomic radii therefore they have the ____________ IE and EN

F2 has the _________ radium therefore it has the _________ IE and EN

Metallic Character

Measure of an atoms ability to ______ e- and form (____) ions Strong metals _______ valance e- easily

Elements with the greatest degree of MC have ____ IE and ____EN

The ___________ active metals are in the ________________ corner of the table (_______ and ________)

Trends:

Periods:

MC __________ across a period because the e- are ________ easily lost (IE and EN increase)

Group 1 metals are __________ metallic than group 2….

Groups:

MC ___________ down a period since the atomic size _________ (IE and EN decrease)

Electrons are easily __________ the further they are from the nucleus

The Periodic Table

Mendeleev- Created the first periodic table, elements arranged by increasing atomic mass and properties. The table worked until isotopes were discovered.

Moseley- Developed the Modern Periodic Table.

Elements are arranged by increasing atomic number. The Physical and Chemical properties of an element are due to

the number of protons in the nucleus, not atomic mass. (Periodic Law)

The Modern Periodic Table

The table is broken into:

Periods:

Horizontal Rows (#1-7) The period # of p.e.l that an elements in that row have. Tells which p.e.l the valence electrons are located. (outer e-)

Groups:(AKA Families )

Vertical Columns (#1-18) Elements in a group have similar properties because they have the

same # of valence e-.

The Table consists of 3 types of elements:

METALS NONMETALS METALLOIDS (semi-

metals) 2/3 of the table all solid at room temp

Except Hg(Mercury) Luster (shine) Malleable (sheets) Ductile(wire) Tensile strength (resist

breaking when pulled) Good conductors Left of zig zag line Tend to form (+) ion-

cations (lose electrons) Considered

electropositive elements

Most maleable elements are in the lower left corner of table (Fr)

Right side of zigzag line Poor conductors Brittle (solid) Exist as solid, liquid

and gas Tend to form (-) ions

anions (gain electrons 7 Diatomic elements (2

atoms in mlcs) (H2,N2,O2,F2,Cl2,Br2,I2)

The most nonmetallic elements are in the upper right side of the table*excludes noble gases*

Noble gases- Unreactive b/c their filled valence shell, Monatomic

Have intermediate properties of metals and nonmetals

On the zigzag line NOT Al! (B,Si,Ge,As,Sb,Te)

Semiconductors- used in computer industry

Atomic Size

Atomic Radius: Half (1/2) the distance between the nuclei of 2 adjacent atoms.

EX)

Radius= diameter/(2)

Measured in pm (picometers) 1 pm=10^-12m

Trends:

Periods: Decrease in atomic radius from left right

As atomic number (number of protons) ,the nuclear charge The attraction b/w the (+) proton and (-) electron pulling the atom in making it smaller.

Groups:Increase in atomic radius from topbottom

Down a group the # of p.e.l , the radius ELECTRON CLOUD EFFECT: produces a shielding effect of the

valence electrons from the nucleolus. The inner (non valence) e- repel the outer (valence) e- because they have the same charge. The greater the # of inner e-, the less the outer e- are attracted to the nucleus.

Ionic Radius : Radius of an ion

DistanceDistance

Cations: (+) ions (lost one or more e-). The radius becomes smaller than the original atom.

Ex. (Na) 2-8-1 (Na+1) 2-8

Anions: (-) ion (gain one or more e-) The radium becomes larger than the original atom.

Ex. (F) 2-7 (F-1) 2-8

Ionization Energy:

Amount of energy needed to remove an e- Measured in KJ/mol The more an atom attracts its e-, the greater the IE

Trends

Periods: IE increase across a period from leftright

Group 1:=lowest values and group 18 highest values As the nuclear charge increases so does the IE

Groups: IE decrease down a group

As the size of the atom (with inc. p.e.l) the attraction to the outer e- becomes less therefore less energy is needed to remove an e-

**** If an atom achieves a noble gas configuration by losing an e- it becomes very stable. It will require a great amount of energy to remove another e-.

Electronegativity

Relative Scale Measure of the attraction an atom has for electrons Compounds form due to atoms gaining , losing, or sharing e-.

Trends

Periods: EN increases across a period from left right

Nonmetals are more EN than metals Flourine is the most EN (EN=4.0) Groups 1+2 are the least EN, They want to give e- away not attract

them

Groups: EN decreases down a group or stays close to the same value

Cs and Fr have the largest atomic radii therefore they have the lowest IE and EN

F2 has the smallest radius therefore it has a high IE and EN

Metallic Character

Measure of an atoms ability to lose e- and form (+) ions Strong metals lose valance e- easily

Elements with the greatest degree of MC have IE and EN The most active metals are in the bottom, left corner of the table

(Cs and Fr)

Trends:

Periods:

MC decreases across a period because the e- are less easily lost (IE and EN increase)

Group 1 metals are more metallic than group 2….

Groups:

MC increase down a period since the atomic size increases (IE and EN decrease)

Electrons are easily lost the further they are from the nucleus

Name:_________________________________

Homework Review from Vocabulary Lesson

Please answer the following questions

1) In which period and group is an atom with the electron configuration:

a. 2-8-6b. 2-8-18-8-2c. 2-8-18-3d. 2-1e. 2-8-18-18-8f. 2-8-7

2) Name each of the elements: a. _______________________b. _______________________c. _______________________d. _______________________e. ________________________f. ________________________

3) Which atom in each pair has a larger atomic radius?a. Li or K _______b. Ca or Ni________c. Ga or B__________d. O or C___________e. Fe or Au___________

4) Which atom or ion has a larger ionization energy?a. Na or O______b. Be or Ba_______

c. Ar or F__________d. Cu or Ra________e. I or Ne_________f. K or V_________g. Ca or Fr_________h. W or Se________

5) Write the Charge of the following atoms will acquire when it has a complete set of valence electrons

a. O_______b. Na_______c. F________d. N________e. Ca________f. Ar_________

6) Define Atomic radius: ___________________________________________________________________________________________________________________________________________________

7) Why do atoms get smaller as you move across a period? ___________________________________________________________________________________________________________________________________________________

8) Contrast IE and EN: ___________________________________________________________________________________________________________________________________________________

Name:_________________________________

Homework Review from Vocabulary Lesson

Please answer the following questions

1) In which period and group is an atom with the electron configuration:

a. 2-8-6 Period 3, Group 16b. 2-8-18-8-2- Period 5, Group 3c. 2-8-18-3 Period 4, Group 13d. 2-1 Period 2, Group 1e. 2-8-18-18-8 Period 5 Group 18f. 2-8-7 Period 3, Group 17

2) Name each of the elements: a. Sulfurb. Strontiumc. Galium d. Lithium e. Xenonf. Chlorine

3) Which atom in each pair has a larger atomic radius?a. Li or K _______b. Ca or Ni________c. Ga or B__________d. O or C___________e. Fe or Au___________

4) Which atom or ion has a larger ionization energy?a. Na or O______b. Be or Ba_______

c. Ar or F__________d. Cu or Ra________e. I or Ne_________f. K or V_________g. Ca or Fr_________h. W or Se________

5) Write the Charge of the following atoms will acquire when it has a complete set of valence electrons

a. O -2b. Na +1c. F -1d. N -3e. Ca +2f. Ar 0

6) Define Atomic radius: Half the distance between the nuclei of the adjacent atoms.

7) Why do atoms get smaller as you move across a period? As the atomic number increases, the nuclear charge increases. The attraction between the proton and electron increase pulling the atom in therefore making it smaller.

8) Contrast IE and EN: The IE measures the energy neded to remove while the EN measures the attraction of the atom to other electrons. Both

Increase down a group, and increase from left to right on the table.

ADOPT AN ELEMENT FACT SHEET

Your Name __________________________ Period ________

Your Element’s Name ________________________________

Symbol Atomic Number Atomic Mass

______ _______ _______

# of Protons # of Neutrons # of Electrons

______ ________ ________

Normal Phase (circle) Solid Liquid Gas

My element belongs to the _______________ group.

Origin of element name ____________________________

Discovered by ___________________________________

Interesting Info: FOCUS ON THE PHYSICAL PROPERTIES DISCUSSED IN CLASS

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REFERENCES:

sciencespot.net/Media/adtelempjt.pdf