Representing elements and compounds | Structure strip

Learning objectives

1. Construct and interpret diagrams, formulas and names of elements and compounds.
2. Describe the format of chemical symbols.
3. Describe the differences between elements and compounds. 

Introduction

Atoms of elements are the building blocks of all substances. All the known elements are organised in the periodic table and represented by their chemical symbols. However, many of the everyday chemicals we use are compounds, not elements. While chemical symbols represent elements, combinations of different chemical symbols in a formula represent compounds. The names and diagrams of compounds are also different to the names and diagrams of elements. 

How to use structure strips

Structure strips are a type of scaffolding you can use to support learners to retrieve information independently. Use them to take an overview at the start of the topic, to activate prior knowledge, or to summarise learning at the end of a teaching topic. For more ideas on how to use structure strips with your learners, visit 5 ways to use structure strips effectively. 

Structure strips have sections containing prompts, sized to suggest the amount that learners must write. Ask learners to glue the trips into the margin of an exercise book and write their answers next to the sections, in full sentences or in bullet points. When learners have finished using the structure strip, they will have an A4 page set of notes and examples.

The strips are printed five to a page and will need to be trimmed to size. Find them on the second page of the student sheet.

Scaffolding

• Encourage learners to use the suggested key words and phrases in their answers. These link with our corresponding key terms support resources for Elements, compounds and mixtures at 14-16 and at 11-14.
• To further support learners, include additional prompts in the structure strip. If learners are struggling to engage with the task, supply them with sentence starters created from the example answers. Alternatively, get learners to discuss the prompts with a partner before attempting their answer. 
• As learners grow in confidence, ask them to attempt the extension task first and then use the structure strip to improve or self-assess their attempt.
• Use the tips in this article to further support yur learners’ understanding of the difference between elements and compounds

Key words

Element, compound, atom, chemical symbol, chemical formula.

Metacognition

This resource supports learners to develop their metacognitive skills in three key areas.

• Planning: the strips provide scaffolding to plan the written response. Learners will decide where to gather information from (textbooks, own notes, revision websites). Ask learners: is the source of information you are using reliable?
• Monitoring: learners are prompted by the questions in the structure strip and can check their own answer against the prompts. Ask learners: have you covered all of the prompts in the space provided? Do you need to change anything to complete the task?
• Evaluation: learners can self-assess or ask a peer to check their work against the answers. Ask learners: did you achieve what you meant to achieve? What will you do differently another time?

Answers

Suggested answers for the structure strip activity are given in the downloadable teacher notes.

Answer to extension question

Learners are asked to explain why several statements about particular elements and compounds are incorrect, and suggest a correction in each case. Example answers are provided in the teacher notes.