atomic structures: mapping an invisible world structures: mapping an invisible world introduction to...

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Atomic Structures: Mapping An Invisible World

INTRODUCTION TO THE AIMS TEACHING MODULE (ATM)

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

INTRODUCING ATOMIC STRUCTURES: MAPPING AN INVISIBLE WORLD

Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

PREPARATION FOR VIEWING

Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

AFTER VIEWING THE PROGRAM

Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Matter Match-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Fill In the Blanks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Proton, Electron or Neutron? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Word Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . .27

ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

SECTION 1

SECTION 2

SECTION 3

SECTION 4

© Copyright 1999 AIMS MultimediaAll Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS

Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduceconsumable ATM pages, identified in Section 4, for student or classroom use.

AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries fornearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of

the instructional and pedagogical resources available to develop and distribute educational programs in film, videocassette, laserdisc, CD-ROM and CD-i formats.

Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:

AIMS Multimedia

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© Copyright 1999 AIMS Multimedia2


Congratulations!You have chosen a learning programthat will actively motivate your studentsAND provide you with easily accessibleand easily manageable instructionalguidelines designed to make yourteaching role efficient and rewarding.

The AIMS Teaching Module providesyou with a video program keyed to yourclassroom curriculum, instructions andguidelines for use, plus a comprehen-sive teaching program containing awide range of activities and ideas forinteraction between all content areas.Our authors, educators, and consultantshave written and reviewed the AIMSTeaching Modules to align with theEducate America Act: Goals 2000.

This ATM, with its clear definition ofmanageability, both in the classroomand beyond, allows you to tailor spe-cific activities to meet all of your class-room needs.


RATIONALE

In today’s classrooms, educational ped-agogy is often founded on Benjamin S.Bloom’s “Six Levels of CognitiveComplexity.” The practical applicationof Bloom’s Taxonomy is to evaluate stu-dents’ thinking skills on these levels,from the simple to the complex:Knowledge (rote memory skills),Comprehension (the ability to relate orretell), Application (the ability to applyknowledge outside its origin), Analysis(relating and differentiating parts of awhole), Synthesis (relating parts to awhole), and Evaluation (making a judg-ment or formulating an opinion).

The AIMS Teaching Module is designedto facilitate these intellectual capabili-ties, AND to integrate classroom expe-riences and assimilation of learningwith the students’ life experiences, real-ities, and expectations. AIMS’ learnerverification studies prove that our AIMSTeaching Modules help students toabsorb, retain, and to demonstrate abil-ity to use new knowledge in their world.Our educational materials are writtenand designed for today’s classroom,which incorporates a wide range ofintellectual, cultural, physical, and emo-tional diversities.


ORGANIZATION ANDMANAGEMENT

To facilitate ease in classroom manage-ability, the AIMS Teaching Module isorganized in four sections. You arereading Section 1, Introduction to theAims Teaching Module (ATM).

SECTION 2, INTRODUCING THIS ATMwill give you the specific informationyou need to integrate the program intoyour classroom curriculum.

SECTION 3,PREPARATION FOR VIEWINGprovides suggestions and strategies formotivation, language preparedness,readiness, and focus prior to viewingthe program with your students.

SECTION 4, AFTER VIEWING THE PROGRAMprovides suggestions for additionalactivities plus an assortment of consum-able assessment and extended activities,designed to broaden comprehension ofthe topic and to make connections toother curriculum content areas.

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FEATURES

INTRODUCING EACH ATM

SECTION 2

Your AIMS Teaching Module isdesigned to accompany a video pro-gram written and produced by some ofthe world’s most credible and creativewriters and producers of educationalprogramming. To facilitate diversity andflexibility in your classroom, your AIMSTeaching Module features these compo-nents:

Themes

The Major Theme tells how this AIMSTeaching Module is keyed into the cur-riculum. Related Themes offer sugges-tions for interaction with othercurriculum content areas, enablingteachers to use the teaching module toincorporate the topic into a variety oflearning areas.

Overview

The Overview provides a synopsis ofcontent covered in the video program.Its purpose is to give you a summary ofthe subject matter and to enhance yourintroductory preparation.

Objectives

The ATM learning objectives provideguidelines for teachers to assess whatlearners can be expected to gain fromeach program. After completion of theAIMS Teaching Module, your studentswill be able to demonstrate dynamicand applied comprehension of thetopic.

© Copyright 1999 AIMS Multimedia


PREPARATION FOR VIEWING

SECTION 3In preparation for viewing the videoprogram, the AIMS Teaching Moduleoffers activity and/or discussionideas that you may use in any orderor combination.

Introduction To The Program

Introduction to the Program isdesigned to enable students to recallor relate prior knowledge about thetopic and to prepare them for whatthey are about to learn.

Introduction To Vocabulary

Introduction to Vocabulary is areview of language used in the pro-gram: words, phrases, usage. Thisvocabulary introduction is designed toensure that all learners, including lim-ited English proficiency learners, willhave full understanding of the lan-guage usage in the content of the pro-gram.

Discussion Ideas

Discussion Ideas are designed to helpyou assess students’ prior knowledgeabout the topic and to give students apreview of what they will learn.Active discussion stimulates interest ina subject and can motivate even themost reluctant learner. Listening, aswell as speaking, is active participa-tion. Encourage your students to par-ticipate at the rate they feelcomfortable. Model sharing personalexperiences when applicable, andmodel listening to students’ ideas andopinions.

Focus

Help learners set a purpose forwatching the program with Focus,designed to give students a focalpoint for comprehension continuity.

Jump Right In

Jump Right In provides abbreviatedinstructions for quick management ofthe program.

AFTER VIEWING THE PROGRAM

SECTION 4After your students have viewed theprogram, you may introduce any orall of these activities to interact withother curriculum content areas, pro-vide reinforcement, assess compre-hension skills, or provide hands-onand in-depth extended study of thetopic.

SUGGESTEDACTIVITIES

The Suggested Activities offer ideasfor activities you can direct in theclassroom or have your students com-plete independently, in pairs, or insmall work groups after they haveviewed the program. To accommo-date your range of classroom needs,the activities are organized into skillscategories. Their labels will tell youhow to identify each activity and helpyou correlate it into your classroomcurriculum. To help you schedule yourclassroom lesson time, the AIMShourglass gives you an estimate of thetime each activity should require.Some of the activities fall into thesecategories:

Meeting IndividualNeeds

These activities are designed to aid inclassroom continuity. Reluctant learn-ers and learners acquiring Englishwill benefit from these activitiesgeared to enhance comprehension oflanguage in order to fully grasp con-tent meaning.

CurriculumConnections

Many of the suggested activities areintended to integrate the content ofthe ATM program into other contentareas of the classroom curriculum.These cross-connections turn theclassroom teaching experience into awhole learning experience.

Critical Thinking

Critical Thinking activities aredesigned to stimulate learners’ ownopinions and ideas. These activitiesrequire students to use the thinkingprocess to discern fact from opinion,consider their own problems and for-mulate possible solutions, draw con-clusions, discuss cause and effect, orcombine what they already knowwith what they have learned to makeinferences.

Cultural Diversity

Each AIMS Teaching Module has anactivity called Cultural Awareness,Cultural Diversity, or CulturalExchange that encourages students toshare their backgrounds, cultures,heritage, or knowledge of other coun-tries, customs, and language.

Hands On

These are experimental or tactileactivities that relate directly to thematerial taught in the program.Yourstudents will have opportunities tomake discoveries and formulate ideason their own, based on what theylearn in this unit.

Writing

Every AIMS Teaching Module willcontain an activity designed for stu-dents to use the writing process toexpress their ideas about what theyhave learned. The writing activitymay also help them to make the con-nection between what they are learn-ing in this unit and how it applies toother content areas.

In The Newsroom

Each AIMS Teaching Module containsa newsroom activity designed to helpstudents make the relationshipbetween what they learn in the class-room and how it applies in theirworld. The purpose of In TheNewsroom is to actively involve eachclass member in a whole learningexperience. Each student will have anopportunity to perform all of the tasksinvolved in production: writing,researching, producing, directing,and interviewing as they create theirown classroom news program.

Extended Activities

These activities provide opportunitiesfor students to work separately ortogether to conduct further research,explore answers to their own ques-tions, or apply what they havelearned to other media or contentareas.

Link to the World

These activities offer ideas for con-necting learners’ classroom activitiesto their community and the rest of theworld.

Culminating Activity

To wrap up the unit, AIMS TeachingModules offer suggestions for ways toreinforce what students have learnedand how they can use their newknowledge to enhance their worldview.


MATH


VOCABULARY

Every ATM contains an activity thatreinforces the meaning and usage ofthe vocabulary words introduced inthe program content. Students willeither read or find the definition ofeach vocabulary word, then use theword in a written sentence.

CHECKINGCOMPREHENSION

Checking Comprehension is designedto help you evaluate how well yourstudents understand, retain, andrecall the information presented in theAIMS Teaching Module. Dependingon your students’ needs, you maydirect this activity to the whole groupyourself, or you may want to havestudents work on the activity pageindependently, in pairs, or in smallgroups. Students can verify their writ-ten answers through discussion or byviewing the video a second time. Ifyou choose, you can reproduce theanswers from your Answer Key orwrite the answer choices in a WordBank for students to use. Students canuse this completed activity as a studyguide to prepare for the test.

CONSUMABLEACTIVITIES

The AIMS Teaching Module providesa selection of consumable activities,designed to specifically reinforce thecontent of this learning unit.Whenever applicable, they arearranged in order from low to highdifficulty level, to allow a seamlessfacilitation of the learning process.You may choose to have students takethese activities home or to work onthem in the classroom independently,in pairs or in small groups.

CHECKINGVOCABULARY

The Checking Vocabulary activityprovides the opportunity for studentsto assess their knowledge of newvocabulary with this word game orpuzzle. The format of this vocabularyactivity allows students to use therelated words and phrases in a dif-ferent context.

TEST

The AIMS Teaching Module Test per-mits you to assess students’ under-standing of what they have learned.The test is formatted in one of severalstandard test formats to give yourstudents a range of experiences intest-taking techniques. Be sure toread, or remind students to read, thedirections carefully and to read eachanswer choice before making aselection. Use the Answer Key tocheck their answers.


ADDITIONAL AIMS MULTIMEDIAPROGRAMS

After you have completed this AIMSTeaching Module you may be interestedin more of the programs that AIMSoffers. This list includes several relatedAIMS programs.

ADDITIONAL READINGSUGGESTIONS

AIMS offers a carefully researched list ofother resources that you and your stu-dents may find rewarding.

ANSWER KEY

Reproduces tests and work pages withanswers marked.

© Copyright 1999 AIMS Multimedia Atomic Structures: Mapping an Invisible World11

OBJECTIVES

Atomic Structures: Mapping An Invisible World

THEMES

Atomic Structures: Mapping anInvisible World introduces students tovarious theories that have contributedto our understanding of atomic struc-ture. These theories include theDalton Model, the Rutherford Modeland the Bohr Model. The modernmodel of the atom is also explained,including our knowledge of electronarrangement, protons, neutrons, andisotopes.

OVERVIEWThe atom is the building block of allmatter in the universe. Since the timeof the early Greeks, man has tried tounderstand how these building blockswork. The Greek philosopherDemocritus was one of the first scien-tists to study the atom. Others fol-lowed, including John Dalton andNiels Bohr. Our modern understand-ing of the atom is based on scientificresearch involving the behavior ofcertain elements. From this research,we can learn more about electronconfiguration, atomic mass andweight, reactivity of certain atomsand radioactivity of various elements.

To learn about various early the-ories of atomic structure.

To discuss the modern model ofthe atom, including electronarrangement, protons and neu-trons.

To examine the octet rule and itsrelationship to an element’s reac-tivity.

To explore isotopes and theireffect on atomic mass.

To discuss the aspects of radioac-tivity, half-life and dating.

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12© Copyright 1999 AIMS Multimedia Atomic Structures: Mapping an Invisible World

Our AIMS Multimedia Educational Department welcomes your observations and comments. Please feel free to address your correspondence to:

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Use this page for your individual notes about planning and/or effective ways to manage thisAIMS Teaching Module in your classroom.


INTRODUCTION TOTHE PROGRAMMuch of what we know about atomicstructure today is the result of indirectobservation of atoms and the parti-cles that compose them. Democrituswas the first to realize that the forcesthat hold together the atom cannot bedivided except by the most powerfulreactions. When the nucleus of anatom is split apart in a process calledfission, tremendous energy isreleased. The English chemist JohnDalton developed the first model ofan atom in 1803. He believed that allatoms of the same element were alikein both shape and mass. Later, J.J.Thomson discovered a stream of neg-atively charged particles known aselectrons. Lord Rutherford discoveredthat atoms were mostly comprised ofempty space. He also indicated thatthe small, dense positively chargedcentral portion of an atom was com-prised of particles known as protons.Each of these discoveries has helpedus to develop a modern model of theatom.

INTRODUCTION TOVOCABULARYBefore starting the program, write theword “atom” on the board. Ask stu-dents to look the word up in the dic-tionary or encyclopedia. Where didthe word originate? What is themeaning of the word?

(Atom is a Greek word that means,“not cuttable.” It was given this nameafter Democritus developed his theoryof atomism. Based on this theory,atoms were the smallest parts of anelement that could not be brokendown any further. Atom is defined asa tiny indivisible particle of which theuniverse is composed.)

DISCUSSION IDEASThe study of atoms has led to manyimprovements in our daily lives. Agood example of this can be found inthe study of radioactivity. Not onlydid scientists discover naturally occur-ring radioactive atoms, they alsodevised ways to produce them. Askstudents to think of some ways thatthis technology has been put to use.

(Radioisotopes are used as chemicaltracers to detect illness in the body.They are also used to treat cancer. Inaddition, a radioisotope of carbon isused to date materials that are veryold.)

FOCUSAsk students to consider the intricatemakeup of a tiny atom. It is some-times difficult to imagine somethingthat is too small to see. Explain thatthe science of atomic structurerequires imagination and concentra-tion. Ask students to keep this in mindas they begin the program.


JUMP RIGHT IN

Preparation

Read Atomic Structures: Mappingan Invisible World Themes,Overview, and Objectives tobecome familiar with programcontent and expectations.

Use Preparation for Viewingsuggestions to introduce the topic to students.

Viewing ATOMIC STRUCTURES:MAPPING AN INVISIBLE WORLD

Set up viewing monitor so that allstudents have a clear view.

Depending on your classroomsize and learning range, you maychoose to have students viewAtomic Structures: Mapping anInvisible World together or insmall groups.

Some students may benefit fromviewing the video more than onetime.

After Viewing ATOMICSTRUCTURES: MAPPING AN INVISIBLEWORLD

Select Suggested Activities thatintegrate into your classroom cur-riculum. If applicable, gathermaterials or resources.

Choose the best way for studentsto work on each activity. Someactivities work best for the wholegroup. Other activities aredesigned for students to workindependently, in pairs, or insmall groups. Whenever possible,encourage students to share theirwork with the rest of the group.

Duplicate the appropriate numberof Vocabulary, CheckingComprehension, and consumableactivity pages for your students.

You may choose to have studentstake consumable activities home,or complete them in the class-room, independently, or ingroups.

Administer the Test to assess stu-dents’ comprehension of whatthey have learned, and to providethem with practice in test-takingprocedures.

Use the Culminating Activityas a forum for students to display,summarize, extend, or sharewhat they have learned with eachother, the rest of the school, or alocal community organization.

HOW TO USE THE ATOMIC STRUCTURES: MAPPING AN INVISIBLE WORLD AIMS TEACHING MODULE

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SUGGESTED ACTIVITIES

Connection to History

In about 400 B.C., a Greek philosopher named Democritus began to study matter. He wasprobably the first scientist to theorize that matter was made of tiny particles called atoms.Democritus believed that matter could be broken down into finer and finer pieces until itcould no longer be divided. The particles left were called atoms. Followers of this theorywere known as atomists.

In addition to Democritus, other famous atomists included Leucipus, Epicurus and Lucretius.Ask each student to learn more about one of these men using encyclopedias and librarytexts. What were their contributions to atomism? What other fields were the men involvedwith? Ask students to summarize their findings in a one-page report.

Meeting Individual Needs

Ask students to write three short paragraphs, one describing each of the atomic particles: pro-tons, electrons and neutrons. Remind them to include information about how each particleaffects an atom’s behavior and stability. Where is each particle found in an atom? What is thecharge of each particle? Encourage them to find as many facts as they can about the atomicparticles.

Hands On

The following simple experiment will show students how atoms react with one another. To per-form the experiment, students will need a few dull, old pennies, a teaspoon of table salt and atablespoon of vinegar.

Have students place the pennies in a shallow dish. Explain that the film on the pennies is cre-ated when copper atoms combine with oxygen atoms. Tell them to sprinkle the salt on the pen-nies, than have them add the vinegar. What happens? What could be the reason?

(The film on the pennies breaks down and disappears as oxygen atoms in the film separatefrom the copper and join with atoms in the molecules of salt and vinegar.)

60 Minutes

HISTORY

20 Minutes

20 Minutes


Critical Thinking

Many early scientists believed that the atom was structured much like our solar system. In whatways did this theory turn out to be true?

(Almost everything in the solar system revolves around the sun, just as the particles of an atomrevolve around the nucleus. The nucleus has a large mass compared to the other particles, justas the sun has the largest mass of anything in our solar system. Most of our solar system iscomposed of empty space, just as most of an atom is composed of space between particles.The planets that revolve around the sun are similar to electrons that revolve around the nucleusof an atom.)

Connection to Math

Since we cannot see atoms, it is sometimes hard to imagine their size and appearance. A mil-lion hydrogen atoms, lined up side by side, would be thinner than a piece of paper. If an atomwere the size of the period at the end of this sentence, all the atoms in a grain of salt wouldmake a cube one mile long, one mile wide and one mile high. Even more amazing is the spacebetween the nucleus of an atom and its electrons.

In a typical atom, the nucleus is approximately one hundred thousandth (1/100,000) the sizeof the entire atom. With this in mind, imagine that the nucleus of an atom is the same size asa 1/2 inch coin. How large would the entire atom be? Can students think of anything with asimilar size or distance?

(The entire atom would be approximately 500,000 inches, or 41,667 feet or almost 8 miles.In order to complete the analogy, ask students to think of a distance that is approximately 8miles from their school.)

Link to the World

Particle accelerators are an exciting new device used to change the movement of atomic par-ticles. They accelerate particles such as electrons and protons, and give them extremely highenergy levels. Ask students if they can think of some uses for particle accelerators, also knownas atom smashers. Have they heard about any uses of particle accelerators on television or inother news mediums? If so, what did they hear?

(Particle accelerators are used to help scientists learn more about the structures of atoms. Theyare also used in powerful X-ray machines that can detect flaws in things such as aircraft parts.In addition, particle accelerators are used in medicine to detect and treat illnesses. Finally, par-ticle accelerators are used to develop atomic weapons.)

20 Minutes

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MATH

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Writing

Each of the scientists listed below added their own contributions to our understanding of atomicstructure. Ask students to choose one of the scientists listed. Have them investigate the theoriesproposed by their chosen person. After their research, ask students to imagine that they aretheir chosen person. They must summarize their theories in writing, using words and explana-tions that ordinary citizens can understand.

If time allows, ask for volunteers to present their summaries while taking on the roles of the his-toric scientists. Other students might voice opposition to the scientists’ ideas or ask questions.Scientists might also debate with one another. Encourage the class to participate in a histori-cal discussion on atomic structure as it might have actually occurred.

John DaltonSir Joseph John ThomsonErnest RutherfordNiels BohrSir James ChadwickLise Meitner

Extended Activity

An exciting new area in the study of atomic science is antimatter. Antimatter is matter com-posed of particles that are the opposite of ordinary particles. For instance, the electron’santiparticle is known as a positron because, unlike normal electrons, it has a positive charge. When these antiparticles combine, they release a tremendous amount of energy. In addition topositrons, scientists have produced antiprotons and antineutrons. They are now trying to com-bine these particles to form antimatter. How might antimatter be useful to humans? Do studentsthink antimatter exists anywhere on Earth or in the universe?

(Antimatter, if it existed, would appear similar to regular matter. However, if antimatter com-bined with regular matter, both would disappear and produce a great amount of energy. Thiscould be useful in the development of powerful new energy sources, perhaps for space travel.Antimatter does not exist on Earth, but some scientists believe that it exists in space.Astronomers have witnessed colliding galaxies which release huge amounts of energy. Thisenergy could be the result of antimatter combining with matter.)

Culminating Activity

Ask each student to choose an element from the periodic table. Using the information foundthere, including atomic mass (or number of protons) and electron configuration, have studentsdraw a detailed diagram of the element’s typical atom. Encourage students to use colored pen-cils to distinguish between atomic particles, and have them label the important parts of theatom.

Extended Time

20 Minutes

45 Minutes

Name

VOCABULARY

The following terms are from Atomic Structures: Mapping an Invisible World. Fill in the number ofeach term next to its closest definition.

1. alpha particles2. atom3. beta particles4. electron5. element6. fission

___ any substance that cannot be separated into different substances by ordinary chemical

methods

___ positively charged, high-energy particles released by the nucleus of a radioactive atom

when the atom undergoes a nuclear transformation

___ joining of the nuclei of two atoms to form the nucleus of a heavier element

___ smallest particle of an element that contains the properties of that element

___ uncharged elementary particle of an atom with the same mass as a proton

___ electrons given off by the nucleus of a radioactive atom when the atom undergoes a nuclear

transformation

___ splitting of the nucleus of an atom into two nearly equal parts

___ atoms of an element that have more or less neutrons than normal

___ positively charged particle found in the nucleus of an atom which determines atomic number

___ elementary particle that orbits the nucleus of an atom

___ measurement of the rate at which radioactive isotopes decay

___ quantity of matter in a body as measured by its inertia


7. fusion8. half-life9. isotopes

10. mass11. neutron12. proton

© Copyright 1999 AIMS Multimedia Atomic Structures: Mapping an Invisible World

Name

CHECKING COMPREHENSION

Read the following sentences and circle the letter of the word that best fills each blank.

Much of what we know about atomic structure today is the result of indirect observation of atomsand the ___1___ that compose them. The Greek philosopher ___2___ was the first to propose thatmatter was composed of atoms. He realized that the forces that hold together the ___3___ cannotbe divided except by the most powerful reactions. When the nucleus of an atom is split apart in aprocess called ___4___ , tremendous energy is released. ___5___ are one example of this tremen-dous energy. The English chemist ___6___ developed the first model of an atom in 1803. Hebelieved that all atoms of the same ___7___ were alike in both shape and mass. Later, J.J. Thomsondiscovered a stream of negatively charged particles known as ___8___ . Lord Rutherford discoveredthat atoms were mostly comprised of ___9___ . He also indicated that the small, dense positivelycharged central portion of an atom was comprised of particles known as ___10___ .

1. A. elementsB. isotopesC. alpha rays D. particles

2. A. Democritus B. BohrC. RutherfordD. Thomson

3. A. beta rays of an atomB. octets of isotopesC. nucleus of an atom D. particles of a charged cloud

4. A. radiation B. fission C. gamma separationD. octet splitting

5. A. Nuclear weapons B. Solar panelsC. Electrical generatorsD. Transformers

6. A. Lord RutherfordB. Niels BohrC. John Dalton D. Albert Einstein

7. A. radiation levelB. element C. half-lifeD. atomic mass

8. A. electrons B. protonsC. neutronsD. isotopes

9. A. electronsB. octetsC. gamma raysD. empty space

10. A. beta particlesB. protons C. electronsD. plasmatrons 19

Name

MATTER MATCH-UP

Match each term on the left with the best group of words on the right.

1. Niels Bohr

2. Sir William Crookes

3. John Dalton

4. Democritus

5. gamma rays

6. Lord Rutherford

7. orbit

8. particle

9. radiation

10. J.J. Thomson


form of energy that in nature comes from rocks, minerals, the sun and other objects in space

physicist who conducted experiments that indicated atoms were largely made up of space

scientist who proposed that electrons could orbit an atom without radiating energy

chemist who developed the first model of the atom in 1803

form of electromagnetic radiation similar to x-rays, but witha much shorter wavelength

piece of matter so small it has inertia and the force of attraction, but no magnitude

Greek philosopher who was the first to propose that matter is composed of atoms

English scientist who discovered electrons

developed a vacuum tube that was used to conduct particle experiments

path of an object that moves under the influence of a centralforce


Name

TRUE OR FALSE

Place a T next to statements that are true and an F next to statements that are false.

1. ____ The charged cloud model represents electrons as being part of a diffused cloud of varying densities.

2. ____ The configuration of an atom’s protons determines all of its chemical and physical properties.

3. ____ The noble gases are the most non-reactive elements in nature.

4. ____ The presence of an octet makes an atom very likely to react with other elements.

5. ____ The atomic number of an element is determined by its number of protons.

6. ____ The number of neutrons in the atom of a given element can change.

7. ____ Atoms of an element that have different numbers of electrons are known as isotopes.

8. ____ The AMU is used to measure how many electrons are present in the outer shell of an atom.

9. ____ Radioactive elements are those in which the atoms’ nuclei disintegrate and emit energy.

10. ____ A beta particle is an electron or positron ejected from a nucleus at high speed.

Name

FILL IN THE BLANKS

Use the following words to fill in the blanks below.

AMUfusion

half-lifeisotopesneutron

octetprotons

radioactive

1. The configuration of eight electrons in the outer level of an atom is called the __________________ .

2. __________________ determine the atomic number of an atom.

3. The number of __________________ in the atoms of a particular element can vary.

4. __________________ is a unit that measures the mass of at atom.

5. __________________ materials emit alpha particles, beta particles and gamma rays.

6. Atoms of an element that have different numbers of neutrons are called _________________ .

7. The joining together of atomic particles in a process called __________________ creates the energy that powers life on Earth.

8. The __________________ of an element is a measurement of the rate at which radioactive isotopes decay.



Name

PROTON, ELECTRON OR NEUTRON

For each clue below, write a P if the clue is describing a proton, an E if the clue is describing anelectron, and an N if the clue is describing a neutron.

1. ____ Has a neutral charge

2. ____ Arranged in shells

3. ____ Has the same weight as a proton

4. ____ Lightest of the atomic particles

5. ____ Has a positive charge

6. ____ Atomic number is determined by these

7. ____ Has a negative charge

8. ____ Determines the stability and behavior of an element

9. ____ An extra one of these creates an isotope

10. ____ Has virtually no effect on an atom’s mass

Name


A N H M U N O I S S I F

G E D A C E E N Q H S S

L L K S G U P A H D O B

O E O S P T K G A L T Z

D C A R C R H X L W O M

T T P L V O Q O F K P S

P R O T O N A W L B E Z

S O T R M Z J Q I O L N

R N C P Q L Y D F R C Y

B N V T E L E M E N T W

T R E B E B F U S I O N

Q M C R J T C N Y C Z J

WORD SEARCH

The following words can be found in the maze below. The letters may be arranged horizontally,vertically, diagonally or backward.

electronelementfissionfusionhalf-lifeisotopemassneutronoctetproton


Name

TEST

Circle the phrase which best answers each question.

1. Since direct observation of atoms is almost impossible, scientists rely on:

• microscopes.• proton beams.• models. • x-rays.

2. Dalton and Thomson theorized that atoms were:

• divisible.• indivisible. • unstable.• highly reactive.

3. Lord Rutherford found that atoms contain dense central portions called:

• neutrons.• electrons.• nuclei. • protons.

4. The Charged Cloud model describes _______ as being part of a diffused cloud of varying densities.

• atoms• protons• neutrons• electrons

5. The configuration of eight electrons in the outer orbit of an atom is:

• an atomic number.• an isotope.• an octet. • an atomic mass.

Name

TEST (CONTINUED)

6. Atoms of an element with different numbers of neutrons are:

• isotopes. • gamma rays.• ground level states.• noble atoms.

7. The atoms of radioactive elements emit energy after their:

• nuclei disintegrate. • protons split.• electrons disperse.• neutrons become positively charged.

8. The joining together of atomic particles is a process called:

• conduction.• fusion. • particle assimilation.• fission.

9. Half-life is the amount of time it takes one half of _______ to decay.

• an atom• a charged particle• a neutron• a radioactive substance

10. If heat or electrical energy is added to an atom, the electrons in the atom will:

• be absorbed.• increase in number.• remain stable.• move to a higher energy level.



ADDITIONAL AIMS MULTIMEDIA PROGRAMS

You and your students might also enjoy these other AIMS Multimedia programs:

Chemistry Essentials SeriesMatter: Form and Substance in the UniverseCompounds: Electromagnetic Attraction in MoleculesPeriodic Table: Reactions and RelationshipsReactions: The Chemistry of ChangeMixtures: Together But Separate

ANSWER KEY for page 18


VOCABULARY

The following terms are from Atomic Structures: Mapping an Invisible World. Fill in the number ofeach term next to its closest definition.

1. alpha particles2. atom3. beta particles4. electron5. element6. fission

___ any substance that cannot be separated into different substances by ordinary chemical

methods

___ positively charged, high-energy particles released by the nucleus of a radioactive atom

when the atom undergoes a nuclear transformation

___ joining of the nuclei of two atoms to form the nucleus of a heavier element

___ smallest particle of an element that contains the properties of that element

___ uncharged elementary particle of an atom with the same mass as a proton

___ electrons given off by the nucleus of a radioactive atom when the atom undergoes a nuclear

transformation

___ splitting of the nucleus of an atom into two nearly equal parts

___ atoms of an element that have more or less neutrons than normal

___ positively charged particle found in the nucleus of an atom which determines atomic number

___ elementary particle that orbits the nucleus of an atom

___ measurement of the rate at which radioactive isotopes decay

___ quantity of matter in a body as measured by its inertia

5

1

7

2

11

3

6

9

12

4

8

10

7. fusion8. half-life9. isotopes

10. mass11. neutron12. proton



CHECKING COMPREHENSION

Read the following sentences and circle the letter of the word that best fills each blank.

Much of what we know about atomic structure today is the result of indirect observation of atomsand the ___1___ that compose them. The Greek philosopher ___2___ was the first to propose thatmatter was composed of atoms. He realized that the forces that hold together the ___3___ cannotbe divided except by the most powerful reactions. When the nucleus of an atom is split apart in aprocess called ___4___ , tremendous energy is released. ___5___ are one example of this tremen-dous energy. The English chemist ___6___ developed the first model of an atom in 1803. Hebelieved that all atoms of the same ___7___ were alike in both shape and mass. Later, J.J. Thomsondiscovered a stream of negatively charged particles known as ___8___ . Lord Rutherford discoveredthat atoms were mostly comprised of ___9___ . He also indicated that the small, dense positivelycharged central portion of an atom was comprised of particles known as ___10___ .

1. A. elementsB. isotopesC. alpha rays D. particles

2. A. Democritus B. BohrC. RutherfordD. Thomson

3. A. beta rays of an atomB. octets of isotopesC. nucleus of an atom D. particles of a charged cloud

4. A. radiation B. fission C. gamma separationD. octet splitting

5. A. Nuclear weapons B. Solar panelsC. Electrical generatorsD. Transformers

6. A. Lord RutherfordB. Niels BohrC. John Dalton D. Albert Einstein

7. A. radiation levelB. element C. half-lifeD. atomic mass

8. A. electrons B. protonsC. neutronsD. isotopes

9. A. electronsB. octetsC. gamma raysD. empty space

10. A. beta particlesB. protons C. electronsD. plasmatrons



MATTER MATCH-UP

Match each term on the left with the best group of words on the right.

1. Niels Bohr

2. Sir William Crookes

3. John Dalton

4. Democritus

5. gamma rays

6. Lord Rutherford

7. orbit

8. particle

9. radiation

10. J.J. Thomson

form of energy that in nature comes from rocks, minerals, the sun and other objects in space

physicist who conducted experiments that indicated atoms were largely made up of space

scientist who proposed that electrons could orbit an atom without radiating energy

chemist who developed the first model of the atom in 1803

form of electromagnetic radiation similar to x-rays, but witha much shorter wavelength

piece of matter so small it has inertia and the force of attraction, but no magnitude

Greek philosopher who was the first to propose that matter is composed of atoms

English scientist who discovered electrons

developed a vacuum tube that was used to conduct particle experiments

path of an object that moves under the influence of a centralforce



TRUE OR FALSE

Place a T next to statements that are true and an F next to statements that are false.

1. ____ The charged cloud model represents electrons as being part of a diffused cloud of varying densities.

2. ____ The configuration of an atom’s protons determines all of its chemical and physical properties.

3. ____ The noble gases are the most non-reactive elements in nature.

4. ____ The presence of an octet makes an atom very likely to react with other elements.

5. ____ The atomic number of an element is determined by its number of protons.

6. ____ The number of neutrons in the atom of a given element can change.

7. ____ Atoms of an element that have different numbers of electrons are known as isotopes.

8. ____ The AMU is used to measure how many electrons are present in the outer shell of an atom.

9. ____ Radioactive elements are those in which the atoms’ nuclei disintegrate and emit energy.

10. ____ A beta particle is an electron or positron ejected from a nucleus at high speed.

T

F

T

F

T

T

F

F

T

T



FILL IN THE BLANKS

Use the following words to fill in the blanks below.

AMUfusion

half-lifeisotopesneutron

octetprotons

radioactive

1. The configuration of eight electrons in the outer level of an atom is called the __________________ .

2. __________________ determine the atomic number of an atom.

3. The number of __________________ in the atoms of a particular element can vary.

4. __________________ is a unit that measures the mass of at atom.

5. __________________ materials emit alpha particles, beta particles and gamma rays.

6. Atoms of an element that have different numbers of neutrons are called _________________ .

7. The joining together of atomic particles in a process called __________________ creates the energy that powers life on Earth.

8. The __________________ of an element is a measurement of the rate at which radioactive isotopes decay.

octet

Protons

neutrons

AMU

Radioactive

isotopes

fusion

half-life



PROTON, ELECTRON OR NEUTRON

For each clue below, write a P if the clue is describing a proton, an E if the clue is describing anelectron, and an N if the clue is describing a neutron.

1. ____ Has a neutral charge

2. ____ Arranged in shells

3. ____ Has the same weight as a proton

4. ____ Lightest of the atomic particles

5. ____ Has a positive charge

6. ____ Atomic number is determined by these

7. ____ Has a negative charge

8. ____ Determines the stability and behavior of an element

9. ____ An extra one of these creates an isotope

10. ____ Has virtually no effect on an atom’s mass

N

E

N

E

P

P

E

E

N

E



A N H M U N O I S S I F

G E D A C E E N Q H S S

L L K S G U P A H D O B

O E O S P T K G A L T Z

D C A R C R H X L W O M

T T P L V O Q O F K P S

P R O T O N A W L B E Z

S O T R M Z J Q I O L N

R N C P Q L Y D F R C Y

B N V T E L E M E N T W

T R E B E B F U S I O N

Q M C R J T C N Y C Z J

WORD SEARCH

The following words can be found in the maze below. The letters may be arranged horizontally,vertically, diagonally or backward.

electronelementfissionfusionhalf-lifeisotopemassneutronoctetproton



TEST

Circle the phrase which best answers each question.

1. Since direct observation of atoms is almost impossible, scientists rely on:

• microscopes.• proton beams.• models. • x-rays.

2. Dalton and Thomson theorized that atoms were:

• divisible.• indivisible. • unstable.• highly reactive.

3. Lord Rutherford found that atoms contain dense central portions called:

• neutrons.• electrons.• nuclei. • protons.

4. The Charged Cloud model describes _______ as being part of a diffused cloud of varying densities.

• atoms• protons• neutrons• electrons

5. The configuration of eight electrons in the outer orbit of an atom is:

• an atomic number.• an isotope.• an octet. • an atomic mass.



TEST (CONTINUED)

6. Atoms of an element with different numbers of neutrons are:

• isotopes. • gamma rays.• ground level states.• noble atoms.

7. The atoms of radioactive elements emit energy after their:

• nuclei disintegrate. • protons split.• electrons disperse.• neutrons become positively charged.

8. The joining together of atomic particles is a process called:

• conduction.• fusion. • particle assimilation.• fission.

9. Half-life is the amount of time it takes one half of _______ to decay.

• an atom• a charged particle• a neutron• a radioactive substance

10. If heat or electrical energy is added to an atom, the electrons in the atom will:

• be absorbed.• increase in number.• remain stable.• move to a higher energy level.

atomic structures: mapping an invisible world structures: mapping an invisible world introduction to...

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