finding order atomic structure energy moles

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One Stop Shop For Educators

The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples

of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using

the Search Standards feature located on GeorgiaStandards.Org.

Georgia Performance Standards Framework for Science Chemistry

Georgia Department of EducationKathy Cox, State Superintendent of Schools

Chemistry Finding Order Atomic Structure, Energy, MolesOctober 2006 Page 1 of 14

Copyright 2006 All Rights Reserved

Introduction

Finding Order Atomic Structure, Energy, Moles

Unit Framework Annotation

This unit can be a starting place for the study of high school chemistry. Students will explore our

current understanding of the organization of matter, based on the accumulated body of knowledge

about the structure of the atom and the creation of elements through nuclear fusion. Properties ofmatter are introduced in relation to this organization. Students will explore the property of density,

which is highlighted in this unit because it is a property that students can easily investigate and about

which students harbor misconceptions.

Lab skills and measurement techniques are reviewed and/or introduced through exploring the

property of density. Students will research how scientific discoveries have led to the development of

our current understanding of the atom.

In keeping with research on best practice, the word, finding, is used purposefully in the unit title to

indicate that lessons in the unit incorporate inquiry and exploration.

The GPS elements addressed in this unit will be referred to or revisited in other units of this course.

With few exceptions, all elements of the Characteristics of Science Standards are integrated into thisunit.

The activities and tasks are suggested but should be adjusted, omitted or enhanced as needed for

specific class situations. Some classes may need more time, practice, or instruction for someconcepts. Others may need less. For these reasons, the number of days required may need

adjustment.

Note on safety: Review and require students to follow all appropriate lab safety rules,including the wearing of goggles and aprons, clothing safety and the safe handling of

chemicals. Students must be thoroughly knowledgeable about the use of safety equipment

including the shower, eyewash, sinks, and fire extinguisher.

StandardsFocus Content Standards

SC1. Students will analyze the nature of matter and its classifications.

SC1a.Relate the role of nuclear fusion in producing essentially all elements heavier than hydrogen.

SC1b. Identify substances based on chemical and physical properties

SC2. Students will relate how the Law of Conservation of Matter is used to determine

chemical composition in compounds and chemical reactions.

SC2c. Apply concepts of the mole and Avogadros number to conceptualize and calculate
http://www.georgiastandards.org/http://www.georgiastandards.org/http://www.georgiastandards.org/


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One Stop Shop For Teachers

Georgia Performance Standards Framework for Science Grade 7

Georgia Department of Education

mass, moles and molecules relationships,

SC3. Students will use the modern atomic theory to explain the characteristics of atoms.

SC3a. Discriminate between the relative size, charge, and position of protons, neutrons, and

electrons in the atom.

SC3c. Explain the relationship of the proton number to the elements identity.

Integrated Characteristics of Science Standards

SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism

in science.

SCSh2. Students will use standard safety practices for all classroom laboratory and field

investigations.

SCSh3. Students will identify and investigate problems scientifically.

SCSh4. Students will use tools and instruments for observing, measuring, and manipulating

scientific equipment and materials.

SCSh5. Students will demonstrate the computation and estimation skills necessary for

analyzing data and developing reasonable scientific explanations.SCSh6. Students will communicate scientific investigations and information clearly.

SCSh7. Students will analyze how scientific knowledge is developed.

Students will recognize that:

b. Universal principles are discovered through observation and experimental verification.

c. From time to time, major shifts occur in the scientific view of how the world works.More often, however, the changes that take place in the body of scientific knowledgeare small modifications of prior knowledge. Major shifts in scientific views typically

occur after the observation of a new phenomenon or an insightful interpretation of

existing data by an individual or research group.

d. Hypotheses often cause scientists to develop new experiments that produce additional

data.e. Testing, revising, and occasionally rejecting new and old theories never ends.

SCSh8. Students will understand important features of the process of scientific inquiry.

Students will apply the following to inquiry learning practices:

b. Scientific researchers are expected to critically assess the quality of data including possible

sources of bias in their investigations hypotheses, observations, data analyses,and interpretations.

d. The merit of a new theory is judged by how well scientific data are explained by the new theory.

e. The ultimate goal of science is to develop an understanding of the natural universe which is free of

biases.

Complementary StandardsSC3b. Use the orbital configuration of neutral atoms to explain its effect on the atoms chemicalproperties.

SC3d. Explain the relationship of isotopes to the relative abundance of atoms of a particularelement.

Vertical alignment: SPS1 Students will investigate our current understanding of the atom.

Kathy Cox, State Superintendent of Schools




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Understanding and GoalsUnit Understandings, Themes, and Concepts

Order can be found in atomic structure. Changes in this order, are the result of energy changes inthe system.

Matter is composed of a limited number of elements created through nuclear events in theuniverse involving tremendous amounts of energy. Modern atomic theory of the structure and behavior of atoms rests on the combined work of

many scientists.

Properties, which are a result of structure, can be used to identify matter and predict its behavior. The fundamental unit for measuring amount of substance is the mole.Essential Questions

Why does the Earth have Uranium? (Where did the elements come from?) How has our current understanding of the atom developed over time? How does our current understanding of the atomic theory explain the characteristics of atoms? How do chemists deal with the small masses and huge numbers of atoms and molecules? How is the property of density determined? How can a physical property be used to identify a substance?

Balanced AssessmentsMethod/types Informal

Observations

Dialogue and

Discussion

Selected

Responses

Constructed

Responses

Self-

Assessments

*Observe students

working

individually, with

partners, and in

small groups

*Note student

observations made

from research

*Observe students

during hands-on

activities

*Observe student

participation in class

discussions

*Brainstorming

*Pre-assess metric

Measuring

*Student/teacher

conferencing

*Peer

conferencing

*Whole group

discussion

*Quiz on

Measurement as

needed

*Summarizingquiz items as

needed

*Teacher

prepared items

on quizzes and

summative test

to assess

specific unit

content

*Graphic organizer

for atomic

structure

*Why does Earth

have Uranium?

written summary

*Summarize

What did

Rutherford

find?

*Atomic theory

timeline.

* Lab report on

electron structure

* Draw /analyze

an atom task

*Mole maps

*KWL on

Atomic

structure

*Draw/analyze

an atom

*Students

evaluate each

other on their

campaign for

The Royal

Society of

Chemists.


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Unit Performance Task

Royal Society of Chemists

Teacher Note: It is fitting to teach atomic theory in the context of its history which adds interest to

the story. However, be careful to keep the focus of this task on the growing body of scientificknowledge, and how this illustrates the nature of scientific inquiry. While an understanding of the

relative order and time span of discoveries is relevant, guard against emphasis on dates.Constructed responses should be favored over selected response items in assessing this task.

Introduce this activity by telling the class about the Royal Society, which is the oldest scientificsociety in the world and is headquartered in London. Explain that the class will create their own

Royal Society Meeting. For this meeting, time travel will not be a problem. Everyone from

Democritus to modern day scientists will attend. It is customary at the beginning of the Society

meeting to elect a moderator. Being voted moderator is a high honor. The scientists must campaignfor this honor.

Students will work in groups (3 or 4) to develop a campaign to have a particular person who hasmade contributions to atomic theory elected to serve as moderator of the Royal Society of Chemists.

Examples of persons to include: Democritus, Dalton, Rutherford, Thomson, Chadwick, Bohr,

Heisenberg, Schrdinger, Seaborg.

Goals: to use information acquired in this unit to promote and clarify the importance of this persons

contributions to atomic theory; to gain a deeper understanding of the major discoveries involved inour understanding of atomic theory; to participate in a scenario of contributing and accumulating

ideas; and to understand the nature of science as a growing body of knowledge.Role: Each person will assume a role such as 1) the candidate 2) campaign manager 3) publicrelations (PR) person 4) media production manager

Audience: Other chemists and their constituents.

Situation: The Royal Society is going to convene. The meeting needs a moderator to preside over

the convened group. The first act of the Society meeting must be to elect this moderator.

Product 1: Each chemist and his/her team must campaign to be moderator. The campaign should

include a speech of introduction made by someone other than the chemist (1-2 minutes long)*, the

chemists campaign speech (3-4 minutes long)*, a PR campaign coordinated by the PR person andthe media production manager. It might include commercials, posters, placards, bumper stickers --

use your imagination- to explain the contributions or discoveries of this person. These artifacts

should be displayed throughout the classroom or other appropriate space.

*The combined speeches should not exceed five minutes, excluding applause from the audience.

Product 2: Hold the election. Students vote by secret ballot, with the teacher voting to break any ties.

Once the votes are tallied, the chemists will convene for a panel discussion on atomic structure with


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the newly elected moderator presiding. The other members of each team will become the audience.Each student should prepare a list of five questions. The moderator calls on each student to ask at

least one question. The scientist panel answers and discusses the questions. Teacher assesses students

on the relevance and insight of their questions and the scientists on the correctness and insight oftheir answers.

Product 3: During the debate all spectators and scientists will take notes. Using these notes and all

prior knowledge, each spectator and each chemist will write a one page essay to express theirunderstanding of how our knowledge of the atom has progressed.

Rubric for Performance TaskNot included; rubrics should be designed by the teacher and based on the elements of GPS SC3.

PERFORMANCE TASKS AND LEARNING TASKS

Density of water performance task for learning:

Exploratory Phase: This task begins as an exploratory event. Give student pairs a graduated

cylinder, balance, and graph paper, with the instruction to determine the density of water. Be surethat students know and follow appropriate safety practices, but allow students to try out their ideas

about finding density. Do not mandate an exact procedure this time. During the exploration phase,

monitor for misconceptions. (A common misconception is that density varies with volume.) Afterthis preliminary exploration phase, facilitate student discussion of what they knew how to do and

what they were unsure of. Demonstrate and discuss density.

Teacher note: This task can serve as a pre-assessment. (It is possible that some chemistry students

have not had the physical science course.)

Investigation Phase: In this portion of the task, students measure density and deal with datacollected using two different procedures. Students will analyze the impact of choice of instrument on

precision and accuracy and use their density data to identify substances.

Part A: Instruct students to obtain five samples of water, using a beaker. For each sample studentswill record the volume and mass, graph the data and calculate the density. (Volumes between 10 and

100 ml are appropriate).

Part B: The students will repeat this process using a graduated cylinder instead of a beaker. The

data should be appropriately organized and graphed.

Debriefing this activity should lead students to understand:

the constancy of the density of a pure substance under controlled conditions the concepts of precision and accuracy in measurement the use of significant figures to reflect the precision of instruments and the consideration of

significant figures in the construction of a graph.

the concept of percent error


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Part C:After instruction on the physical property of density, give students a set of metallic element samples

that are similar in color and luster such as tin, aluminum, and zinc. The student will determine thedensity of each sample, and then using a standard reference, such as the CRC Manual, propose the

identity of the element.

Teacher note: Differentiate for students who need more challenge by asking them to determine the

density of copper-coated BBs and use a standard reference to predict the element(s) in the BBs.These BBs, which are available at sporting goods stores, are actually iron under the copper coating.

Another extending or enriching task is to have students determine and compare the density of

pennies minted prior to 1982 and pennies minted in 1982 or later. Based on this data, studentsdetermine which pennies have the lower copper content. (Pre-1982 pennies have the higher copper

content. The post-1982 pennies have only a very thin outer coating of copper.

GPS that are integrated into this task include SC1b; SCSh1a; SCSh2; SCSh3a,b,c,e,f; SCSh4,SCSh5a,b,c,d,e; SCSh6a,b,c; SCSh7a,b; SCSh8a,b.

Suggested use: This task can be interspersed with direct instruction for both formative and

summative assessment.

Density Gradient: Model the construction of a density gradient column. Provide students withseveral liquids of different densities, such as a concentrated Karo syrup, water, vegetable oil, alcohol,

and food coloring. Ask students to predict the gradient (order from least to most dense) and then

experiment to confirm or refute their prediction.

As a further exploration, have students predict the depth to which various small objects will sink andthen test the predictions. Objects could include small pieces of Styrofoam, wood, cork, aluminum,

etc.

All safety requirements must be observed.

Suggested use: Use as a learning task, or adapt to an activating strategy demonstration. To create the

activating strategy, have the various labeled, colored solutions on the demonstration counter. Askquestions to elicit responses about the density of the liquids and predictions of what would happen if

they are gently poured into a one liter graduated cylinder. Then complete the demonstration, with

discussion of the results. Have students write their interpretation in their notebooks, logs, or as a

summarizing activity at the end of class.SC1b, SCSh1a;SCSh2;SCSh3a,b,c,e,f;SCSh6a,c

How big is big and how small is small?

Write the number 1,000,000,000 (1X 109) on the board. Present the following scenario to thestudents.

You have always been an excellent student and you just completed your Masters degree atGeorgia Tech. You land a job with Georgia Instruments, a subsidiary of a well-knownnational corporation.

Your job description includes the following:Technology tester: Hours- 8 hours/day, 5days/week, 2 weeks vacation, 10 holidays /year.





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Your first job assignment is to test a new, inexpensive calculator to see if it is dependable by actually

using it to count to 1,000,000,000. It is capable of counting at the rate of 264 digits/minute. So you

go to work. Figure out whether you will be able to finish this task before you go lunch. Calculatehow long this task will take.

The students may arrive at an answer using a variety of mathematical skills. After they have

calculated that it would take over 30 years, debrief the math. Reinforce/teach/practice dimensional

analysis.

Teacher note: This portion of the task is a great activating strategy for the lesson.

Next, introduce the idea that there is a relationship between real mass and the atomic mass unit.

Introduce the mole concept. Then, ask the students to calculate how long it would take to count to6.02 X 1023. Next display 12 grams of carbon, pointing out that it contains 6.02 X 10 23 atoms of

carbon.Use this demonstration to develop the concept of relative mass and moles.

Teacher note: This task helps the student to develop an understanding of the immense number of

and the infinitesimally small mass of atoms. This is an opportunity to introduce or reinforce

dimensional analysis, scientific notation, and significant figures (and to identify students who need

more help in this skill).

Measure a Mole

Instruct students to bring a mole to class. Alternatively, supply a variety of pure substances for

students to use. Students must choose the substance, and either: a. mass a mole of the substance or

b. some fraction or multiple of the substance. The final step is to prove to the teacher how many

moles they have massed. A quick internet search for mole day will provide many interesting waysto make this lesson memorable.

The following task may be used in conjunction with measure a mole.

Mole Map

Students will rotate through a series of stations. At each station, students will use a balance to collectdata and then calculate the other necessary information to complete the map. At some stations, one

mole of a substance may be the sample. At other stations some fraction or multiple of the mole may

be given. Students will record their data on the mole map, which follows. The given mass, the molarmass, and calculate and

Teacher will monitor and facilitate. Assessment should be both observation and assessment of the

completed maps.

Teacher note: The task is presented in this unit in the context of moles of an element but this task

can also be used to map moles of a compound.





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BlackBox, Simulation: The teacher will prepare a series of shoe boxes by attaching an object such asa small ball in a chosen location to the bottom of the box. Then construct a grid on the lid of the shoe

box. The students could do this or the teacher could do in the preparation phase. If the holes are pre-

punched, then the boxes can be used over and over. The student will probe the box with a skewerand map the shape and location of the object on graph paper.

To debrief this activity tie this learning task to how scientists use indirect methods of collecting data

and how this is important to our understanding of atomic structure. Explain how this activity isanalogous to Rutherfords gold foil experiment. Use illustrations or video of Rutherfords work.

Teacher note: This task is useful for helping to address misconceptions or nave

understandings about atomic structure and addresses the essential question, How has our

current understanding of the atom developed over time?

Name of element

and

symbol______

Mass ofsample

__________

Number of

Particles inone mole

___________

Mass of one

mole of thissubstance

___________

Number ofparticles in sample

_______________

Number of

moles insample______

MOLE MAP GRAPHIC ORGANIZER

Divide the mass ofthe sample by the

mass of one mole

to determine the

Number of molesin sample

Multiplied by





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hen discussing the use of indirect evidence to discover information about atoms, an analogy

is

b,c,d,e,f; SCSh4a;SCSh6d;

KWL: Wh do we know, need to know, and what did we learn about atomic structure?

the unit

Brainstorm

W

using a public figure (e.g. George Bush) might be helpful. Ask students if anyone has seen

George Bush (or other famous person) in person. How do we know he exists? We know he

real because we see an electronic trail through TV, radio, etc.

This task addresses these standards: SC3a; SCSh1a,c;SCSh3a,

SCSh7b,d,e;SCSh8a,b,d,e,f

at

Suggested use: This task can be used to introduce the unit and revisited and completed as

unfolds.

Brainstorm 10 things you know about an atom: Teacher elicits responses and lists on board. Group

Think, share, pair: Brainstorm individually, share with a partner, and then share with class. Save this

seful as an activating strategy and for uncovering misconceptions.

Dra

discusses. Save this list to revisit later in the unit.

or

list to revisit later in the unit.

Suggested use: This activity is u

w an atom:

Direct students to draw what they think an atom looks like. On the first day of learning about atomic

ng of the lesson and for teacher

ally

Electron Location (Exploratory)

structure, the student will make this drawing in his/her notebookalong with the date. Along with the

drawing, the student will give a written explanation of what they understand about the structure of

the atom at this time. This activity will be repeated at appropriate intervals as the unit progresses

and understanding increases. SC3; SCSh7c; SCSh8d.This activity is useful for activating thinking at the beginni

monitoring for understanding and formative assessment. Student drawings and writings usu

reveal misconceptions. The teacher can see what these misconceptions are, and incorporateinstruction to address them.

This activity can be used to model and discuss electron distribution about the nucleus and to dispel

se

f

electron in the first circle.

some misconceptions that electrons orbit the nucleus in fixed patterns. Have students put a piece of

carbon paper underneath a white sheet of paper with the carbon side facing the paper. Students will

draw three circles on a piece of paper with the origin placed in the center of the paper. The radii ofthe circles will be 1.62 cm, 2.75 cm and 4.00 cm. Tape these papers to the floor with the circles

facing up. Give each group a marble. One student will stand up with the marble under his/her no

and drop it 100 times aiming at the center point... This will leave a black mark on the back side of the

paper. In order to prevent too many marks on the paper, have one student catch the marble after thefirst bounce. After completing the drops pull the papers apart. Observe the pattern on the back side o

the paper. Use the resulting pattern to discuss the electron cloud and the probability of finding the 1s





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Atomic Math Quest:

Give student a series of math calculations and a Periodic Table to determine the identity of an

tomic Quest Example:

alculate the identity of the following element that we shall call element X by performing the

1. Take the atomic number of an atom of Lithium atom and add the number of protons in ain step #1, add the number of electrons in an atom of silver.

a mass number

n continue with whatever number of steps desired)

Atomic Th

element using the atomic number.

A

C

following mathematical calculations.

fluorine atom.

2. To your answer3. Divide your answer in #2 by the number of neutrons in an atom of boron with

of 10.

4. (You caeory Timeline Version 1

There are several ways to fit this task into an atomic theory unit. This task could be assigned to

tomic theory are

priate

fic process/contribution followed

struction to the students: As you conduct your research, you will need to answer the following

)

time

ou need to reference the information in your time line. List each website (title and address) that

y

individuals, pairs, collaborative groups, or it could be a team building class project.

The overview of the task is that a timeline of the major contributions to the modern ato be spaced on a timeline that is proportional to real time. Although the standard focuses on our

current understanding, this task should reach back into the earliest hints of understanding with

Democritus and other Greeks, and move forward from there. The timeline should include appronames, and contributions and historical markers of the same era.

A wide range of formats are appropriate for explaining the scienti

by each scientist and representing the time frame of their work. Possible formats are strips of papertaped together or a roll of adding machine tape. (This format has the advantage of requiring lessdisplay space and it reinforces measurement, proportion and modeling of time.) If this format is

chosen, then a written report with the supporting information is needed. Other formats could be a

poster, a multimedia presentation, or a booklet. Consider the need for differentiation here.

In

questions about the work of each scientist. (1) What question was being addressed? (2) Whatprocedure was used to answer this question? (3) Whose work was the person influenced by? (4

How were conditions controlled to make sure that valuable data was produced? (5) What was

learned? (6) How was the discovery validated? (peer review, repetition, etc.) (7) What was the

period in which this took place?

Y

you use. Also document any other references that you use (textbook, encyclopedias, books, etc.).Prepare a creative and informative display of your information. You may use pictures or graphics

from Internet sites, but be sure that you give proper credit. Begin by doing a web search forHistor

of the Atom.





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e: This is a generic rubric that is given here as a reminder that the rubric should beiven at the time the assignment is made. Tailor this rubric to assess exactly what is assigned and toeacher NotT

g

match the expected product. This rubric, as is, will total 105 points for a project that meets all

criteria. Adjust the points if the criteria or number of scientists change.

Early Greeks 5 (per cell) 4 (per cell) 3 (per cell) 2 (per cell) 0

Required Accurate, 1-2 errors/ 3-4 Errors/ 5+ errors/ No work

information complete omissions omissions omissions

Document

of Sources

ation Accurate,

complete

1-2 errors,

omissions

3-4 Errors/ 5or more

errors/omissi

No work

omissionsons

Timeline complete omissions omissions s/

No workPlacement on Accurate, 1-2 errors, 3-4 Errors/ 5or more

erroromissions

DaltonRequired

ionccurate,

omplete-2 errors/missions

-4 Errors/missions

+ errors/missions

o workA 1 3 5 Ninformat c o o o

Document

of Sources

ation Accurate,

complete

1-2 errors,

omissions


errors/omissi

No work

omissions

ons



erroromissions

JJ Thomson

Required ccurate,omplete

-2 errors/missions

-4 Errors/missions

+ errors/missions

o workA 1 3 5 Ninformation c o o o

Documentof Sources

ation Accurate,complete

1-2 errors,omissions

3-4 Errors/ 5or moreerrors/omissi

No workomissions

ons

Timeline complete omissions omissions s/No workPlacement on Accurate, 1-2 errors, 3-4 Errors/ 5or more

error

omissions

Rutherford

Required ccurate,

omplete

-2 errors/

missions

-4Errors/

missions

+ errors/

missions

o workA 1 3 5 N

information c o o oDocument

of Sources

ation Accurate,

complete

1-2 errors,

omissions


errors/omissi

No work

omissionsons


error

omissions





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Bohr

Requiredation

ccurate,omplete

-2 errors/missions

-4 Errors/missions

+ errors/missions

o workA 1 3 5 Ninform c o o o

Documentatiof Sources

on Accurate,complete

1-2 errors,omissions

3-4 Errors/ 5or moreerrors/omissi

No workomissions

ons



error

omissions

Chadwick

Required ccurate,

omplete

-2 errors/

missions

-4 Errors/

missions

+ errors/

missions

o workA 1 3 5 N

information c o o o

Documentati

of Sources

on Accurate,

complete

1-2 errors,

omissions


errors/omissi

No work

omissions

ons


error

omissions

Other scientist

Required ccurate,

omplete

-2 errors/

missions

-4 Errors/

missions

+ errors/

missions

o workA 1 3 5 N

information c o o o

Documentati

of Sources

on Accurate,

complete

1-2 errors,

omissions


errors/omissi

No work

omissions

ons



error

omissions

tsTotal poin





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ifferentiated, aD lternative version of Atomic Theory Timeline:

an opportunity for students to recognize that our understanding of the atom has

ajor shifts in our understanding and small modifications of prior

dents self-select into groups

ased on different time periods. The time periods are:

600 1799

t

esources Needed:

ight-colored sheet of 11 x 17 construction paper with a line drawn 5 inches from the top. Each

ecessary to record the scientific discoveries related to atomic

f nonfiction resources. Below are some examples that are

seful for this project.

History of the Development of Atomic Theory

Student Project

This project provides

developed through both mknowledge (SCSh7). Students will also recognize the role that technology has played in the

construction of new scientific knowledge related to atomic theory.

This project is conducted in small groups, usually 3-4 per group. Stu

b

Ancient Times 1599

1

1800 1850

1851 19001901 1950

1951 Presen

Materials and R

L

group receives as many sheets as ntheory and scientists who made them.

Students will need access to a variety o

u

Nonfiction science books: In Search of Everything - Stephen HawkingAtom - Isaac Asimov

d AchievementsFrom Caveman to Chemist, Circumstances an - HughW. Salzbert

Schrodinger's Kittens and the Search for Reality - John Gribbin

In Search of Schrodinger's Cat John GribbinThe Periodic Kingdom - P.W. Akins

Marie Curie, A Life Susan Quinn

Einstein, The Life and Times Ronald Clark

Taking the Quantum Leap Fred Alan Wolfwritten for the non-

Reference section books:cientific Discovery

Current periodicals accessed t

Websites:

*These are just a few popular nonfiction books

scientist.Dictionary of Scientific BiographyWorld of S

Landmarks In Sciencehrough Galileo on the web

www.chemistry.com

National Science Digital Library, www.nsdl.org





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Graphic Organizer

Use this graphic organizer for discovery, relative size, charge, and position of protons, neutrons, and

.

eir own organizer or teacher may provide the organizer as a format for guided

otes.

rganizer:

electrons in the atom

Students may design th

n

Sample o

charge size

Particle

Discovered

by:location

Student Work Sample with Teacher Commentary(To be added as available)

finding order atomic structure energy moles

Documents