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Lesson Plan

Session title Ionisation Energy Date Location Chemistry LAb

Learner group Year 12 Duration 60 min Group size 20 students

Learning objectives At the end of the lesson students will:


What are learners expected to learn after All students: To define the term ‘ionization energy’ and factors affecting it
completing the lesson? These should be
specific and able to be assessed. Most students: To describe the trends in ionization energy across period 3 and down group 2
Some students: explain why this trends occur

Inclusion Use a variety of assessments and questioning techniques.


How will you make your lesson inclusive?

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Lesson Plan

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

Values increase with each successive


ionisation energy. Use the graph for the successive ionisation
energy of sodium.
Explain how the energy required is related to how the stability
of the ion will be

Na (g)  Na+ (g) + e- 1st IE = + 496 kJmol-1


Na+ (g)  Na2+ (g) + e- 2nd IE = + 4563 kJmol-1
Na2+ (g)  Na3+ (g) + e- 3rd IE = + 6913 kJmol-1
Why might this be?
Predict Why there is a large increase between the first &
second ionisation energies of Na?( Extended) refer to similar
questions in past papers and how they need to be
answered

8:20-8:30 Use the graph to show the evidence for electron shells

Na looks to have 1 electron that’s easy to remove


 furthest from nucleus

8 nearer to the nucleus


 bit harder to remove
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Lesson Plan

Time What are you doing? What are your students doing? Learning materials and resources

2 very close to the nucleus


 nearest to +ve charge and hardest to remove
8:30-8:40 Students try to guess what are the factors
What are Factors Affecting Ionisation Energy? Discussion that affect IE?
As electrons are negatively charged and protons in the nucleus They need to come up with that factors
are positively charged, there will be an attraction between affecting the attraction force between protons
them. The greater the pull of the nucleus, the harder it will be & electrons affect IE
to pull an electron away from an atom.
Such as number of Protons and distance
between electrons and nucleus.
Wrap up Students’ response under these points:
Nuclear attraction of an electron depends on:
• Atomic radius ( distance between nucleus and
electrons)
• Nuclear Charge ( No. of protons)
• Electron shielding or screening ( How many
energy levels available)

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Lesson Plan

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

Known as ‘Electron shielding’ or ‘screening’


More inner shells  larger the screening and smaller the
nuclear attraction of outer electrons
Use the pictures to explain this concept.

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Lesson Plan

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

Students answer these exam questions in


Provide exam questions related to this concept, using
pairs, then peer checking using the
graphs interpretations
markschemes.

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Lesson Plan

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

Use this link to assess learning and understanding

Use as many rows in the table as applicable – add rows if necessary

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/

Lesson plan template


Lesson Plan

Lesson plan template