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![]() | Elements, Atoms and the Periodic Table | |||||||||||||||||||||||||||||||||
Grade Level |
Prospective and practicing K-8 teachers. | |||||||||||||||||||||||||||||||||
Time
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Exercises 1-4 take approximately 45 minutes. | |||||||||||||||||||||||||||||||||
Background |
A concept map is a device that helps you organize your ideas in a systematic fashion. Having a systematic organization facilitates learning, retrieval and use of the ideas, so it is highly desirable. In this exercise we will work individually with whole/part hierarchies, transformation flows, and attributes. Then we will put them all together into one large concept map. | |||||||||||||||||||||||||||||||||
Objectives
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Once you have completed these exercises you should be able to: | |||||||||||||||||||||||||||||||||
| 1. | Recognize physical whole/part relationships and use the 'has part / part of' relation appropriately. | |||||||||||||||||||||||||||||||||
| 2. | Illustrate transformations or state changes successfully in concept mapping formats, using appropriate relation descriptions. | |||||||||||||||||||||||||||||||||
| 3. | Recognize attributes, features or characteristics of atoms and elements and identify them using the 'has characteristic / characteristic of' relation. | |||||||||||||||||||||||||||||||||
| 4. | Clarify your understanding of atoms, ions, isotopes, and elements. | |||||||||||||||||||||||||||||||||
Exercise 1 |
Whole/Part | |||||||||||||||||||||||||||||||||
| 1. | The whole/part relationship is very important in biology. It refers to physical structures and their parts. Three examples of this link are shown below. | |||||||||||||||||||||||||||||||||
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Powerful |
2. | A relation or relationship is a word or phrase that describes how one idea is connected to another. Ideas are often connected by multiple relations, but in a given context, one relation will often seem more salient than the others. | ||||||||||||||||||||||||||||||||
| 3. | Relations are always bi-directional. That is, if 'A' is related to 'B', then 'B' must also be related to 'A'. | |||||||||||||||||||||||||||||||||
| 4. | In most cases, different words are used to describe the relation rays that point in opposite directions (as in 'has part' and 'is part of'). Sometimes, however, concept maps use simpler representations showing the link in just one direction. | |||||||||||||||||||||||||||||||||
| 5. | Figure 2 shows some parts of a dog. It is organized hierarchically, with larger ideas above and smaller ideas below. It uses branching and groups closely related ideas together (as in lobes, bronchioles, and alveoli being parts of a lung). | |||||||||||||||||||||||||||||||||
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| To Do | 6. | Below, draw a similar hierarchy using the relation, 'has
part', and incorporating the following seven concepts:
atom, atomic nucleus,
electron, element, neutron,
orbital, proton.
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Exercise 2 |
Transformations | |||||||||||||||||||||||||||||||||
| 1. | Here is one way of representing a transformation such as a change of state in the form of a concept map.
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| To Do | 2. | Produce a similar representation by inserting the
following concepts in the appropriate positions below:
atom, isotope, ion.
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Exercise 3 |
Properties | |||||||||||||||||||||||||||||||||
| 3a | Elements & Atoms. | |||||||||||||||||||||||||||||||||
| To Do | 1. | Attributes, features or characteristics provide important details
about processes, things and ideas. Examples include the following:
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| To Do | 2. | Select from the list of characteristics or features below to describe the ideas shown in Drawing 3. Each feature can be used more than once and each circled idea can have several features. | ||||||||||||||||||||||||||||||||
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| To Do | 3b. | CHNOPS. Select from the list of features below to describe the six ideas shown in rounded boxes below. Each feature can be used more than once and each circled idea can have several features. Add any other features you think would be useful. | ||||||||||||||||||||||||||||||||
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Composite Map |
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| To Do | Combine all the information developed above into one large concept map.
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