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Time What are you doing? What are your students doing? Learning materials and resources
8:05-8:10 Ask students “What is ionisation Energy?” from its name Students respond by different White Board
answers trying to guide them that its
Energy required to remove electrons
to form an ion adding that its
measured in KJmol-1
8:10-8:20 Tell students that we can measure the energies required to Student try to think why the ionisation energy
remove each electron in turn, from outer electrons to inner increases.
electrons
8:20-8:30 Use the graph to show the evidence for electron shells
Time What are you doing? What are your students doing? Learning materials and resources
Time What are you doing? What are your students doing? Learning materials and resources
8:40-8:50 ATOMIC RADIUS: Students can create an analogy for this and
ACT it
Greater the atomic radius, the smaller the nuclear attraction
experienced by the outer electrons
NUCLEAR CHARGE: Discuss again how these factors are
affecting the attraction of electrons and
The greater the nuclear charge, the greater the attractive force
the ionisation energy
on the outer electrons
ELECTRON SHIELDING
Inner shells of electrons repel the outer-shell electrons
Time What are you doing? What are your students doing? Learning materials and resources
8:50-8:60 Use the graph try to explain the trend in the first ionisation Students use what they learnt to explain the
energies of elements of period 3 and group 2. trend using the same language of the
markschemes of similar questions
Time What are you doing? What are your students doing? Learning materials and resources
ttps://create.kahoot.it/details/ionisation-energy/ea287aab- Students use their phones to compete Projector, white board, computer, internet
ac1f-46e2-8dac-77a761070498 together for answering the quiz game
questions
Lesson Evaluation: Include what you feel went well and what you would like to improve.
I feel that students were engaged and participating in discussions, trying to think critically.
I would like to use a hands on activity for this topic.
I would give the students some related past exam questions to this concept to answer as a homework. Next lesson we can mark them together
and discuss markscheme and the examiner report for these questions focusing on the language needed to be used for gaining the full credit
for the questions.
As an extra challenge, I will ask students to predict different trends in the ionisations energies of different groups and periods in the period
table
As a homework, I will ask students to create different questions in the form of quizzes, creating cross word, use quizlet or any other app and
share it with the class next day.
http://www.classtools.net/crossword/