Download Photoshop Atom Rubric - Technology in Science

Unit Overview
Unit Title
Structure and Properties of Atoms
Unit Summary
In this unit students will explore the structure and properties of an atom. The information will range
from the history of the atom to the arrangement and grouping of elements on the periodic table.
Standards
South Carolina State:
PS - 2: The student will demonstrate an understanding of the structure and properties of atoms
Indicators:
PS 2.1 Compare the subatomic particles (protons, neutrons, electrons) of an atom with regard to mass, location, and
charge, and explain how these particles affect the properties of an atom (including identity, mass, volume, and reactivity)
PS 2.2 Illustrate the fact that the atoms of elements exist as stable or unstable isotopes.
PS 2-4 Use the atomic number and the mass number to calculate the number of protons, neutrons, and/or electrons for a
given isotope of an element.
Technology – NETS for Students:
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a.
understand and use technology systems
Media and Materials
Computer, Smartboard, Laptop Cart, Printer, iPads
Higher Order Thinking Skills
Bloom’s Taxonomy
Remember
Understand
Apply
Create
Learning Objectives
The student will be able to:
1.) Describe the structure of an atom including the locations, sizes, and charges of the subatomic
particles.
2.) Calculate the mass number, protons, neutrons, and electrons of an element’s isotope.
3.) Understand how electrons are arranged in the atom.
4.) Use the Photoshop to create the structure of an atom.
Lesson # 1 Atomic Structure
Teaching Procedures
Anticipatory Set:
Cut a piece of aluminum foil in half. Continue cutting the foil in half as many times as possible. Ask
students if it is possible to continue cutting the foil into smaller pieces. Ask the students will you ever
reach a point where the aluminum can no longer be cut. Tell the students that over 2500 years the
Greek philosopher, Democritus, debated this same question.
Objective 1:
1.) Using the atomic structures PowerPoint, briefly discuss the atomic theories of Democritus
John Dalton, J. J. Thomson, and Ernest Rutherford.
 Ask students what type of charges particles are attracted to each other and what type
of particles repel each other.
 Briefly discuss the experiment of J.J Thomson. Ask students what type of charges are
present in the glass tube since the charges are repelled by negative plate but attracted
to the positive plate. Students should say that the charges are negative. Explain to
students that the negatively charged particles are electrons.
 Show students the simulation of Ernest Rutherford’s gold foil experiment. Allow
volunteers to come to the smart board and manipulate the slit size in the screen. Ask
students what type of charge particles are present in the gold foil since the positively
charged particles are slightly repelled. The students should say there is some positive
charge in the gold foil. Explain to students that Rutherford discovered that the atom
has a small dense positively charged center call the nucleus. Make sure students
understand the size of the nucleus by comparing it to a marble in the center of the
Houston Astrodome.
2.) Tell students that the atom contains three subatomic particles. In addition to the electrons that
neutrally charged atom contains protons and neutrons. Protons are positively charged and
located in the nucleus. The neutrons are neutral and also located in the nucleus. The
electrons are negatively charged and located outside of the nucleus. Let students know the
electrons are so small that their mass is considered negligible. Ask students how the atom can
be neutral if it contains positive and negative charges. Students should say that the charges
are equal and therefore cancel each other. If students are having difficulty answering the
questions ask them when adding positives and negatives when is the answer zero. Use a
mathematical example of necessary. For example +7 + -7.
Closure:
Think-Pair-Share: Ask students based on what they know about the atom can the draw the structure
of an atom? Allow students to discuss and show their drawings to an elbow partner. Have a few
students draw their models on the board. Students should have a circular atom with a small circle in
the center representing the nucleus. The nucleus should contain protons and neutrons. The electrons
should be located outside of the nucleus. There should be an equal number of protons and electrons.
Students are not expected to have electrons drawn in the correct energy levels.
Evaluation/Assessment (Include both Formal and Informal)
Objective 1:
Socrative Response system: Students will use the Socrative response system via iPads to review
concepts. They will answer a set of teacher created questions to gauge understanding of the unit.
Data from the assessment will be used to determine how effective the lesson was.
Lesson # 2 Isotopes
Teaching Procedures
Anticipatory Set:
Show students the periodic table of elements. Tells students that everything in the universe is made
of the elements on the periodic table. Ask students looking at the periodic table can they determine
what makes one element different from another. Students should notice that in addition to different
names, that each element also is assigned two numbers that differ for each element.
Objective 2:
Discuss the following information with students:
The identity of an element is based on the number of protons in the nucleus of the atom. This is called
the atomic number. Let’s look at some examples. Ask students to identify the atomic number for
Carbon on the periodic table. Ask students how many protons does Carbon have? Carbon is number
6 on the periodic table and has 6 protons. Do several examples with students. Make sure students
know that the atomic number is the whole number located on the periodic table.
The mass number is the total number of protons and neutrons within the nucleus. The mass number
cannot be found on the periodic table. Remind students the electrons mass is so small that is
considered negligible.
Atoms of the same type of element must have the same amount of protons; however, they may have
different amounts of neutrons. These are called isotopes.
We can use the mass number to determine the number of neutrons in the atom.
#neutrons= mass # - atomic #
Atomic mass- The weighted average of naturally occurring isotopes of an element. Its number is
found on the periodic table.
Complete the following chart with students:
Atomic
number
Mass number
Number of
protons
Number of
neutrons
Number of
electrons
Element
manganese
25
arsenic
29
77
33
lead
neon
tungsten
102
10
22
74
80
82
Closure: Ask questions to review concepts with students.
Evaluation/Assessment (Include both Formal and Informal)
Objective 2: Using Microsoft word students will create a chart just like the one used during the class
practice. Students will find three elements on the periodic table. They will create isotopes of the
elements. The chart will have the following criteria: atomic number, mass number, number of
protons, number of neutrons, and number of electrons. The chart must have atleast two criteria
missing per element. The charts will be used on the next class period to review.
Lesson # 3 Electron Location
Teaching Procedures
Anticipatory Set:
Previously we discussed the location of the subatomic particles. Where are protons and neutrons
located? (Students should say in the nucleus in the center of the atom) Where are electrons located?
(Students should say outside the nucleus) Do you know how the electrons are arranged in the atom?
(Wait on student responses.) In today’s lesson we are going to discuss electron arrangement.
Objective 3:
Explain that electrons are arranged in orbitals around the nucleus and that there is a limit to the
number of electrons that can be found in any orbital. The orbitals also called shells or levels can
contain a maximum of 2, 8, 8, 18, 18 electrons respectively, and are filled starting with the lowest
energy level and working outward. The lowest energy level is located nearest the nucleus. The
electrons located in the outermost energy level are called valence electrons. These electrons
determine the chemical properties of an atom. We will discuss valence electrons more in future
lessons.
Objective 4
Show students how to create an atom using atom using Photoshop. The schools technology specialist
will assist in the tutorial. Have students exchange isotope charts that they created in the previous
class. The teacher will spot check all charts before student complete them to ensure that they are
correct. Students will complete the given chart and use Photoshop to create one of the atoms.
Closure:
Students will complete the following statements on a sheet of paper before exiting the room:
! I am excited about…
: I’d like to learn more about…
? a questions I have is…
Evaluation/Assessment (Include both Formal and Informal)
Objectives 1-4:
Complete a classmate’s chart. Use Photoshop to create your own atom. If students do not finish
designing atoms during class period. A few minutes will be set aside next class period to complete
this task. Additionally resource students may finish assignment in resource class if necessary.
Photoshop Atom Rubric
Chart: All calculations in the chart must be correct.
Points will be deducted for each calculation that is
incorrect. 50pts
Atom: Atoms must be include the correct number of
protons, neutrons, and electron. The electrons must be
arranged correctly. 50 pts
Total