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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