MY MAGIC MAGNET (M )

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the way to visualized the changes of size

RUSLAN BIN MAPEALA JABATAN SAINS IPGM KAMPUS TAWAU, SABAH

MY MAGIC MAGNET By: Ruslan Bin Mapeala Science Department IPGM Kampus Tawau 91009 Tawau, Sabah Background This innovation was introduced to overcome the problems among students of PPISMP Science Semester 1 in Tawau Teacher Training Institute. This innovation is based on Periodic Table which is one of the content in the Curriculum Syllabus of Science 2 semester 1. 20 students from PPISMP Science Course Semester 1, July intake 2007 has been chosen as respondent. From early observation shows that the students was unable to understand or misconception about the trend of changes on the particles size from left to right of the periodic table accurately, the trend of changes in the properties of substance in the periodic table. When particle across the periodic table from left to right it can changes the size of particle, electro negativity of particle (the ability of an atom to attract toward itself), the ionization energy (the minimum energy required to remove an electron from a gases atom) and the ability to release the outermost electron or also knows as valence electron. This weakness caused by the conventional approach of lectures or teachers during the lesson. Students unable to visualize the trends of changes on the particles size and the properties of substance correctly. This situation can cause lack of motivation among students. Teaching and learning process become boring. Student

unable to answer the question given correctly and their achievement decrease. This innovation focused on the application of several different sizes of magnet and the iron powder. This idea adapted form the concept of magnetic attraction between magnet and iron. The magnet reacts as a nucleus atom which is the variable manipulation and the iron powder react as a electron shell. Hence the application concept of magnet attraction between magnet and iron powder can be implemented in the periodic table in Science 2 Curriculum Syllabus. Students has been introduced or exposed to this method of teaching about 120 minutes or two times teaching and learning session within 2 weeks.

Objectives: 1. To increase the understanding about the trend of changes on particle sizes in the periodic table. 2. To increase the understanding about the properties of particles in periodic table. 3. To motivate students. 4. To change teaching and learning techniques. 5. To increase the achievement of students.

Procedure:

Make observation of the weakness of the student on the Periodic Table Planning to increase the understanding of students on the Periodic Table Implement research followed the planning Collect and analysis data

Make reflection on the effectiveness of the research

Instruments a. Observation Used to know the problem arise among students. Non structured observation applied during teaching and learning process to identify the problems and the improvement of student on the Periodic Table.

b. Pre and Post Test

This test is used to determine the level of ability among student on the Periodic Table.

To determine the understanding of student about the trend of changes of particle atoms and it effect.

Action Plan No 1 2 3 4 5 6 7 8 9 10 11 Activities Identify problems Writing proposal Planning for action Applied the action- First time Discuss the problems arise from first action Applied the action- Second action Discuss the problem arise from second action Post test Analysis the Pre and Post test. Writing research report Presentation Date June 07 June 07 July 07 July 07 August 07 August 07 September 07 September 07 October 07 October 07 April 08 Remaks

Analysis of Pre and Post Test Number/ Precentage Pre Test 4 ( 20 %) 12 ( 60 %) 4 ( 20 %) 0 Post Test 7 ( 35 %) 11 ( 55 %) 2 ( 10 %) 0

Gred A B C D

Achievement Indicator Minimum costs Only six round magnet with different sizes required, cost RM3.50 and the iron powder is provided by science lab. Minimise time consuption Do not have to explain about the changing trend of atom and chemical properties over and over again. Teaching and Learning Increament Can overview the real situation of increment number of charge or nucleus size in every particle and its effect. Increament in Satisfaction and mastery level. Increase level of motivation and students competency. Increase manipulative skills of students through hands on activities.

Other Relevant Information This Innovation can also be apply to other students in Teacher Training Institute those who are taking Science Course. Also useful to students in Secondary School especially those who take Chemistry form 4 (Periodic Table) and Science form 4 (Things and Matter).

Attachment

Figure 1: Shows the changes of atomic radii of elements in the periodic table (Increasing atomic number, the atomic radii become smaller)

Figure 2: Shows the changes of atomic radii of elements in the periodic table (Increasing atomic number, the atomic radii become smaller)

Figure 3: Shows the changes of atomic radii of elements in the periodic table (Conventional method to represent the changes of atomic radii in the text book or reference book)

Material that use in My Magic Magnet

Bottle cover: Use to make standard size of atomic radii

Magnet powder: Use to make atomic radii

Differences size of magnet: Use to make standard size of atomic radii

Complete formation of standard size of atomic radii which is placed onto a glass

Attachment TEST YOUR MIND ( PRE TEST QUESTION ) Name Instruction : : Answer all question within 30 minutes

1. Which of the following are true about the elements across a period from left to right? i. The electronegativity increases ii. The number of filled electron shells increases iii. The number of valence electrons increases. iv. The oxides of the elements charges from basic to amphoteric to acidic. A) B) C) D) I, II and III I, II and IV I, III and IV II, III and IV Element Proton number 2. X 12 Y 15 Z 17

The above table shows the proton number of three elements represented by X, Y and Z. Which of the following statements is true? A) B) C) D) 3. Element Proton number P 16 Q 11 R 21 The atomic radius decreases in the order X > Y>Z. The electronegativity decreases in the order X > Y> Z All the elements exist as diatomic molecules. X, Y and Z are non-conductor of electricity

The above table shows the proton numbers of three elements represented by P, Q and R. Which of the following arrangements of the elements is in order of increasing atomic radius? A) B) C) D) P, Q, R Q, P, R R, Q, P R, P, Q

4. The proton numbers of four elements represented by the letters E, F, G and H are 19, 11, 13 and 16 respectively. Which of the following statements is true? A) The atomic radius decreases from E, F, G to H B) The atomic radius increasing from F, G, H, E C) The atomic radius increasing from E, H, G, F D) The atomic radius decreases from G, F, H, E 5. How does the atomic radius change across the period? Explain your answer ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 6. How does the atomic radius of an element affected to the electronegativity of element. Explain your answer: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 7. Arrange the following atoms in order of increasing atomic and ionic radii i) B, N, O A) O< N< B B) N< B< O C) B< N< O ii) Li, K, Rb

A) K < Rb < Li B) Li < K < Rb C) Rb < K < Li 8. Arrange the following elements in order of increasing first ionization energy based on the size of atomic radii. i) Ca, Mg, Ba A) Ca < Mg < Ba B) Mg <Ca < Ba C) Ba < Ca < Mg ii) Na, P, Al

A) Al < P < Na B) P < Na < Al

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C) Na < Al < P

9. Arrange the following elements in order of increasing electronegativity. i) C, Li, N A) C < Li < N B) Li < C < N C) N < C < Li ii) Cl, Br, F

A) Cl < Br < F B) Br < Cl < F C) Br < F < Cl 10. Arrange the following elements in order of decreasing atom radii. F, Cl, Br and I A) Br < I < Cl < F B) I < Br < Cl < F C) F < Cl < Br < I 11. Some of the elements in the periodic table are indicated by the alphabets A to E A B C a) Arrange the atoms in order of i) Increasing atomic radius A) A, B, C, D, E B) E, D, C, B, A C) A, B, C, E, D ii) Increasing ionization energy A) A, B, C, D, E B) A, C, D, B, E C) E, D, C, B, A b) Which element is the most electronegativity Answer: .. c) Elements is the strongest reducing agent Answer: . D E

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d) Which elements has highest melting point Answer: .. Attachment TEST YOUR MIND (POST TEST QUESTION) Name Instruction : : Answer all question within 30 minutes

12. The proton numbers of four elements represented by E, F, G and H are 19, 11, 13 and 16 respectively. Which of the following is true? A) The atomic radius decreases from E, F, G to H B) The atomic radius increasing from E, H, G, F C) The atomic radius increasing from F, G, H, E D) The atomic radius decreases from G, F, H, E Element Proton number P 16 Q 11 R 21

Table above shows the proton numbers of three elements represented by P, Q and R. Arrangements of the elements is in order of increasing atomic radius? E) F) G) H) 13. Element Proton number X 12 Y 15 Z 17 P, Q, R R, Q, P Q, P, R R, P, Q

Table above shows the proton number of three elements X, Y and Z. Which of the following is true? A) B) C) D) All the elements exist as diatomic molecules. X, Y and Z are non-conductor of electricity The electronegativity decreases in the order X > Y > Z The atomic radius decreases in the order X > Y >Z.

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14. Which of the following are true about the elements across a period from left to right? i. ii. iii. iv. A) B) C) D) The electronegativity increases The number of filled electron shells increases The number of valence electrons increases. The oxides of the elements charges from basic to amphoteric to acidic. I, II and III I, II and IV I, III and IV II, III and IV

15. Some of the elements in the periodic table are indicated by the alphabets A to E. A B C e) i) Arrange in order of increasing atomic radius A) A, B, C, D, E B) E, D, C, B, A C) A, B, C, E, D ii) Arrange in order of increasing ionization energy A) A, B, C, D, E B) A, C, D, B, E C) E, D, C, B, A f) Which element is the most electronegativity Round your answer: (A) (B) (C) (D) (E) g) Which elements is the strongest reducing agent Round your answer: (A) (B) (C) (D) (E) h) Which elements has highest melting point Round your answer: (A) (B) (C) (D) (E) D E

16. Arrange the following atoms in order of increasing atomic and ionic radius i) Boron (B), Nitrogen (N), Oxygen (O)

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A) O < N< B B) N < B < O C) B < N < O ii) Lithium (Li), Potassium (K), Rubidium(Rb) A) K < Rb < Li B) Li < K < Rb C) Rb < K < Li 17. Arrange the following elements in order of increasing first ionization energy. i) Calcium (Ca), Magnesium (Mg), Barium(Ba)

A) Ca < Mg < Ba B) Mg < Ca < Ba C) Ba < Ca < Mg ii) Sodium (Na), Phosphorus (P), Aluminium(Al) A) Al < P < Na B) P < Na <Al C) Na < Al < P 18. Arrange the following elements in order of increasing electronegativity. i) Carbon (C), Lithium (Li), Nitrogen(N)

A) C < Li < N B) Li < C <N C) N < C < Li ii) Chlorine (Cl), Bromine(Br), Flourine (F) A) Cl < Br < F B) Br < Cl < F C) Br < F < Cl

19. Arrange the following elements in order of decreasing atom radius Fluorine (F), Chlorine (Cl), Bromine (Br) and Iodine (I) A) Br < I < Cl < F B) I < Br < Cl < F C) F < Cl < Br < I 20. The atomic radius change across form left to right the period. Explain how?

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_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 21. The electronegativity changes from left to the right of the period. Explain how? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

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