Download Atomic Theory CTS

Discipline Specific CTS WORKSHEET
Unit: Atomic Theory
Section 1: Background Information for Teaching
(Main Concepts I need to know in order to teach)
Section 2: Instructional Implications (How do I
teach this?)
Reference:
Science for All Americans (p. 46-49, 153-155)
Science Matters (p. 54-64)
 Despite an array of differences at the visible
level, most things are made up of a relatively
small number of basic materials combined in
different ways.
 Substances interact to form new products
that can be completely different from the
parent.
 Each atom composed of positive nucleus and
negative electrons.
 Matter can exist in different phases
depending on pressure and temperature.
 Arrangement of outermost electrons
determines bonding.
 All matter made of atoms.
 Protons give identity to the element.
Reference:
Benchmarks (p. 76-79, 250-251)
 Positive nucleus surrounded by negative
electrons.
 Electrons dictate bonding behavior.
 Protons define the element.
 Neutrons don’t affect charge but affect mass
and stability.
 Radioactive isotopes have unstable nuclei
that decay over time.
 Have discovered even smaller subatomic
particles.
 Sequence of properties seems to have
correlation with mass.
 Configuration of atoms in molecule determine
properties.
 Shape determines how molecules interact.
Section 3: Age Appropriate Content (What
content will my students be able to
understand?)
Section 4: Research on Student Learning
(How will they learn this material?)
Reference
Reference
NSES (p.178-179)
 Students cannot understand conservation of
 Will relate microscopic to macroscopic.
mass if they don’t understand matter.
 Mass is conserved.
 Have problems accepting that there is space
 Number of particles doesn’t change during
in atoms and appreciating that there is
rearrangement.
intrinsic motion of particles in gases, liquids
 Atoms are still investigated (NOS link),
and solids.
smaller particles have been discovered.
 Students focus too much on the obvious
 Properties can change based on the chemical
features of the reaction.
interactions they have undergone.
 Do not understand that recombination of
 Matter made of atoms.
reactants can form completely different
 Components of atom held together by electric
product.
forces.
 Understand individual particles but struggle
 Outer electrons govern chemical properties.
to apply it to aggregated situations
 Physical states differ because of the
 Do not understand that increased or
differences in distance between
decreased kinetic energy accounts for phase
atoms/molecules at the atomic level.
change.
Section 5: Prior Knowledge and Connecting
Ideas to Bigger Picture (What connections do
my students need to make?)
Section 6: State Standards Alignment (Which
State Standards am I addressing?)
Reference:
 Do not view small particles as building blocks
but rather as continuous substances.
 Effect of neutrons.
 Positive nucleus surrounded by negative
electrons.
 All mass of atom in the nucleus.
 Masses are related to properties.
 Outermost electrons determine how atom
interacts w/ others.
 Shape determines function.
Reference:
Maine Learning Results
Content Area: Science and Technology
Standard Label: D The Physical Setting
Standard: D3 Matter and Energy
Grade Level Span: 9-Diploma
Students describe the structure, behavior, and interactions of
matter at the atomic level and the relationship between matter
and energy.
CTS WORKSHEET
Unit: Nature of Science
Section 1: Background Information for
Teaching (Main Concepts I need to know in
order to teach)
Reference: Science for All Americans
Ch. 1, The Scientific Worldview, pages 2-3
Section 2: Instructional Implications (How do
I teach this?)
Reference Benchmarks for Science Literacy
Ch. 1, The Scientific Worldview general-essay page
5.
National Science Education Standards
Grades 5-8, Standard G essay p. 170
Grades 9-12, Standard G essay, p. 200
Vignette An Analysis of Scientific Inquiry p. 202203.
Section 3: Age Appropriate Content (What
content will my students be able to
understand?)
Reference: Atlas of Science Literacy
Pages 16-23. Look For Misconceptions.
Section 4: Research on Student Learning
(How will they learn this material?)
Reference Benchmarks for Science Literacy
Ch. 1 Grade Specific NOS concepts p. 7-8.
Section 5: Prior Knowledge and Connecting
Ideas to Bigger Picture (What connections do
my students need to make?)
Section 6: According to the 2007 Maine
Learning Results what should students be
able to do:
Reference: Atlas of Science Literacy
Pages 16-23.
Reference: MLR C4: History and Nature of Science
p. 90-91