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Lesson Plan Course Title Electronics Session Title The Nature of Matter Performance Objectives Upon completion of this lesson, the student will be able to describe the atomic models, electron orbits and shells, and how valence electrons determine conductivity. The knowledge will be evidenced by correctly performing the procedures outlined on the assignment sheet and by scoring 70 percent on the exam. Specific Objectives Match terms associated with the nature of matter to the correct definitions Determine the location of different atomic particles Distinguish between inner and outer orbits Relate outer shell electrons to electricity and chemistry Describe the random drift of electrons Describe how the number of valence electrons determines conductivity Preparation TEKS Correlations This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed. Electronics 130.368 (c) o (5) The student implements the concepts and skills that form the technical knowledge of electronics using project-based assessments. The student is expected to: (C) demonstrate knowledge of the fundamentals of electronics theory. o (7) The student uses engineering design methodologies. The student is expected to: (A) understand and discuss principles of ideation; (B) think critically, identify the system constraints, and make fact-based decisions; (C) use rational thinking to develop or improve a product; Copyright © Texas Education Agency, 2013. All rights reserved. 1 (D) apply decision-making strategies when developing solutions; (E) use an engineering notebook to record prototypes, corrections, and mistakes in the design process; and (F) use an engineering notebook to record the final design, construction, and manipulation of finished projects. o (8) The student learns the function and application of the tools, equipment, and materials used in electronics through project-based assignments. The student is expected to: (A) safely use tools and laboratory equipment to construct and repair circuits; (B) use precision measuring instruments to analyze circuits and prototypes; (C) describe and perform measurements using oscilloscopes; and (D) use multiple software applications to simulate circuit behavior and present concepts. Interdisciplinary Correlations Chemistry 112.35 (c) o (4) Science concepts. The student knows the characteristics of matter and can analyze the relationships between chemical and physical changes and properties. The student is expected to: (A) differentiate between physical and chemical changes and properties; and (B) identify extensive and intensive properties. o (5) Science concepts. The student understands the historical development of the Periodic Table and can apply its predictive power. The student is expected to: (A) explain the use of chemical and physical properties in the historical development of the Periodic Table; (B) use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals; and (C) use the Periodic Table to identify and explain periodic trends, Including atomic and ionic radii, electronegativity, and ionization energy. o (6) Science concepts. The student knows and understands the historical development of atomic theory. The student is expected to: (E) express the arrangement of electrons in atoms through electron Copyright © Texas Education Agency, 2013. All rights reserved. 2 configurations and Lewis valence electron dot structures. English Language Arts and Reading, English II 110.32 (b) o (1) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes; and (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology. 110.32 (b) o (9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (B) distinguish among different kinds of evidence (e.g., logical, empirical, anecdotal) used to support conclusions and arguments in texts; (C) make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns; and (D) synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence. 110.32 (b) o (24) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the speaker's ideas for critical reflection and by asking questions related to the content for clarification and elaboration; and (B) follow and give complex oral instructions to perform specific tasks, answer questions, solve problems, and complete processes. Copyright © Texas Education Agency, 2013. All rights reserved. 3 Occupational Correlation Reference O*Net www.onetonline.org Job Title Chemical Technicians O*Net Number 19-4031.00 Reported Job Titles Laboratory Technician (Lab Tech), Laboratory Analyst (Lab Analyst), Research Technician, Analytical Lab Technician, Laboratory Tester (Lab Tester), Research and Development Technician, Analytical Technician, Chemical Technician, Environmental Lab Technician, Formulation Technician Tasks Monitor product quality to ensure compliance with standards and specifications. Compile and interpret results of tests and analyses. Set up and conduct chemical experiments, tests, and analyses, using techniques such as chromatography, spectroscopy, physical or chemical separation techniques, or microscopy. Conduct chemical or physical laboratory tests to assist scientists in making qualitative or quantitative analyses of solids, liquids, or gaseous materials. Provide and maintain a safe work environment by participating in safety programs, committees, or teams and by conducting laboratory or plant safety audits. Prepare chemical solutions for products or processes, following standardized formulas, or create experimental formulas. Maintain, clean, or sterilize laboratory instruments or equipment. Write technical reports or prepare graphs or charts to document experimental results. Provide technical support or assistance to chemists or engineers. Order and inventory materials to maintain supplies. Soft Skills Reading Comprehension/ Critical Thinking/ Monitoring/ Writing/ Active Listening/Quality Control Analysis/ Time Management/ Complex Problem Solving/ Speaking Copyright © Texas Education Agency, 2013. All rights reserved. 4 References Buchla, D. and Floyd, T. (2005). The science of electronics: DC/AC. (Chapter 4). Upper Saddle River, NJ: Pearson Prentice Hall. Floyd, T. (1993). Principles of electric circuits: electron flow version. Don Mills, Ontario: Macmillian Publishing Co. Robertson, L. (1980). Basic electronics I. Stillwater, OK: Mid-American Vocational Curriculum Consortium, Inc. Instructional Aids The Nature of Matter slide presentation and notes The Nature of Matter Terminology and Concepts Activity The Nature of Matter Terminology and Concepts Activity Key The Nature of Matter Exam The Nature of Matter Exam Key Materials Needed Pencil and paper Dry board eraser Dry board markers (assorted colors) Two bar magnets Equipment Needed Computer Overhead projector and screen Dry board Learner Preparation Read chapter on current in textbook Complete activities Watch slide presentation/ take notes on material Introduction Introduction (LSI Quadrant I) Say Electronics is all about the use and control of electrons. Before we can talk about specific electronic devices, we have to understand a little more about electrons. Copyright © Texas Education Agency, 2013. All rights reserved. 5 Ask Who knows where electrons come from? Say That is right; electrons are a part of every atom. We need to talk a little bit about atoms, how different atoms have different numbers of electrons, and why. Outline Teachers can use the slide presentation, notes pages, and handouts in conjunction with the following outline. Outline (LSI Quadrant II) I. Introduction A. Overview presentation with students. B. Review terms and definitions with students. C. Terms are important because they form the foundation for understanding why some electrons are used one way (as conductors) and why other electrons are used another way (as insulators). D. Properties come from an understanding of atoms and how atoms act, group, and react. Teacher Notes Begin The Nature of Matter slide presentation. (Slides 1-4) II. Atoms (Slides 5-6) A. There are two models of an atom. 1. An older solar system model—called the Bohr model—looks at electrons as particles orbiting a nucleus the same way planets orbit the sun. 2. A modern Cloud model treats an electron not like a particle but like a wave. B. Make sure students note the location of all the atomic particles. III. Elements and Compounds A. Review fundamental definitions that lay the groundwork for understanding matter and where electrons come from. (Slides 7-8) Distribute The Nature of Matter Terminology and Copyright © Texas Education Agency, 2013. All rights reserved. 6 B. How does this relate to electricity? Concepts Activity and have students complete. IV. Electrons and Orbits A. Electrons do not just move around a nucleus randomly; they form patterns. B. These patterns represent individual quantized energy values where only certain values are allowed. C. We call these “layers” or “orbits” because that is an easy concept to understand, but the orbits can have odd three-dimensional shapes. D. There is a mathematical formula that determines how many electrons go into each orbit. E. Only outer shell electrons are important because these are the only ones that can become free or form bonds between atoms. (Slides 9-14) V. Periodic Table of the Elements A. This table can help students determine how electrons arrange themselves (because they follow regular patterns). B. Review the organization and components of the table, how to read it, and how to see patterns. (Slides 15-17) VI. Free Electrons and Metals (Slides 18-28) A. Free electrons are important for conductors. B. Free electrons are created when the outer shell (valence) electrons are only very weakly attracted to the nucleus. C. Different metals are fairly similar to each other because—even though they have different numbers of protons—they almost always have two electrons in the outer shell. D. They always have two electrons in the outer shell because each additional electron, to balance each additional proton, goes into an inner shell (graphics on slides 22-28 and 32-40 show this process). Copyright © Texas Education Agency, 2013. All rights reserved. 7 VII. Good Conductors A. The reason copper, gold, and silver each has only one electron in its outer shell is shown through the graphics on slides 32-40. B. A full inner shell makes an atom much more stable than one that is only partially full. C. The single outer shell electron is “extra” (meaning not needed for stability and very weakly attracted to the nucleus). D. Review presentation summary before beginning demonstrations and exam. (Slides 29-40) VIII. Teacher’s Demonstrations A. Show two bar magnets. B. Prove the law of electrical charges right. Search the Internet for a demonstration to preview (if needed). IX. The Nature of Matter Exam A. Allow time for students to take the exam. B. Grade exam with grade key. Presentation summary: Slide 41 Application Guided Practice (LSI Quadrant III) The students will observe, ask questions, and analyze the demonstration presented by the teacher. Independent Practice (LSI Quadrant III) 1. The student will replicate the demonstrations. 2. The student will answer the discussion questions in The Nature of Matter Terminology and Concepts Activity and turn them in for evaluation. Summary Review (LSI Quadrants I and IV) Provide a brief review before the exam. Evaluation Informal Assessment (LSI Quadrant III) Copyright © Texas Education Agency, 2013. All rights reserved. 8 The teacher will monitor each student or small group as they individually work to complete the assignments. If re-teach is needed on any information or procedure, all those involved will stop and participate in the re-teach. Formal Assessment (LSI Quadrant III, IV) Use The Nature of Matter Terminology and Concepts Activity Key to grade the activity. Use The Nature of Matter Exam and The Nature of Matter Exam Key. Extension Extension/Enrichment (LSI Quadrant IV) The concepts learned here will be used throughout future lessons. Copyright © Texas Education Agency, 2013. All rights reserved. 9 Name:_________________________________Class:__________Date:___/___/___ The Nature of Matter Terminology and Concepts Activity 1. Fill in the blanks with the proper word (spelled correctly). a. When substances are together but not joined chemically, the result is called a ________________________________________________________________. b. The lightest of the three elementary particles is the _____________________. c. The ____________________________________ is the smallest unit of matter. d. The elementary atomic particle having no charge is the __________________. e. Anything that occupies space is called ________________________________. f. The __________________________ has a positive charge and is in the nucleus of an atom. g. __________________________ is matter that is composed of identical atoms. h. Atoms of different elements, when joined together chemically, are called ________________________________________________________________. i. The basic unit of a compound is the __________________________________. 2. Are free electrons found in the “inner” or “outer” orbits of an atom? 3. Describe “random drift” of electrons in an element. 4. Which one of the following statements is a true statement about the nature of matter? A Two electrons that are close to each other will attract each other. B Two neutrons that are close to each other will attract each other. C Two neutrons that are close to each other will repel each other. D Two protons close to each other will repel each other. Copyright © Texas Education Agency, 2013. All rights reserved. 10 Name:_________________________________Class:__________Date:___/___/___ 5. Which of the following statements is a false statement about the nature of matter? A Two electrons that are close to each other will repel each other. B Two neutrons that are close to each other will do nothing to each other. C Two neutrons that are close to each other will attract each other. D A proton and an electron close to each other will attract each other. 6. Label the parts of the atom in the diagram below. Copyright © Texas Education Agency, 2013. All rights reserved. 11 The Nature of Matter Terminology and Concepts Activity Key 1. Fill in the blanks with the proper word (spelled correctly). a. When substances are together but not joined chemically, the result is called a ___MIXTURE_____________________________________________________. b. The lightest of the three elementary particles is the ___ELECTRON_________. c. The ___ATOM____________________________ is the smallest unit of matter. d. The elementary atomic particle having no charge is the ___NEUTRON______. e. Anything that occupies space is called ___MATTER______________________. f. The ___PROTON_____ has a positive charge and is in the nucleus of an atom. g. ___AN ELEMENT___________ is matter that is composed of identical atoms. h. Atoms of different elements, when joined together chemically, are called ___ __ A COMPOUND__________________________________________________. i. The basic unit of a compound is the ___MOLECULE_____________________. 2. Are free electrons found in the “inner” or “OUTER” orbits of an atom? 3. Describe “random drift” of electrons in an element. It is the random movement of an electron from the outer orbit of one atom to the outer orbit of another. 4. Which one of the following statements is a true statement about the nature of matter? A Two electrons that are close to each other will attract each other. B Two neutrons that are close to each other will attract each other. C Two neutrons that are close to each other will repel each other. D Two protons close to each other will repel each other. Copyright © Texas Education Agency, 2013. All rights reserved. 12 The Nature of Matter Terminology and Concepts Activity Key (continued) 5. Which of the following statements is a false statement about the nature of matter? A Two electrons that are close to each other will repel each other. B Two neutrons that are close to each other will do nothing to each other. C Two neutrons that are close to each other will attract each other. D A proton and an electron close to each other will attract each other. 6. Label the parts of the atom in the diagram below. A Electrons B Nucleus C Neutron D Proton Copyright © Texas Education Agency, 2013. All rights reserved. 13 Name:_________________________________Class:__________Date:___/___/___ The Nature of Matter Exam Match the terms to the correct definitions. 1. Matter A Matter composed entirely of identical atoms 2. Atom B Results when atoms of different elements are joined chemically 3. Element C Smallest unit of matter 4. Compound D Anything that occupies space; can be solid, liquid, or gas Match the term with its description. 5. Molecule A An electrically charged atom 6. Mixture B Basic unit of a compound 7. Ion C An excess or deficiency of electrons 8. Charge D Results when substances are together, but not joined chemically Match the terms to the correct descriptions. 9. Electron A A heavy, uncharged elementary particle that is located in the nucleus 10. Neutron B Particles in the outmost orbit of an atom that can move freely from one atom to the next 11. Proton C Lightest, negatively charged elementary particle, which orbits around the nucleus 12. Free electrons D Positively charged elementary particle located in the nucleus Copyright © Texas Education Agency, 2013. All rights reserved. 14 Name:_________________________________Class:__________Date:___/___/___ 13. Which particle or name is NOT found in the center of an atom? A Electron B Nucleus C Neutron D Proton 14. Which of the following describes the outer orbit of electrons of an atom? A Furthest orbit from the nucleus B If partially filled, contains free electrons C Contains no free electrons D Orbit may be partially filled 15. The movement of an electron from the orbit of one atom to the orbit of another atom naturally, with no controlling force applied is called: A Electron drift B Random drift C Electromotive force D Negative particle drift 16. Which of the following statements describes the law of electrical charges? A Like charges repel B Unlike charges attract C All of the above D None of the above Copyright © Texas Education Agency, 2013. All rights reserved. 15 The Nature of Matter Exam Key Match the terms to the correct definitions. 1. Matter D A Matter composed entirely of identical atoms 2. Atom C B Results when atoms of different elements are joined chemically 3. Element A C Smallest unit of matter 4. Compound B D Anything that occupies space; can be solid, liquid, or gas Match the term with its descriptions. 5. Molecule B A An electrically charged atom 6. Mixture D B Basic unit of a compound 7. Ion A C An excess or deficiency of electrons 8. Charge C D Results when substances are together but not joined chemically Match the terms to the correct descriptions. 9. Electron C A A heavy, uncharged elementary particle that is located in the nucleus 10. Neutron A B Particles in the outmost orbit of an atom that can move freely from one atom to the next 11. Proton D C Lightest, negatively charged elementary particle, which orbits around the nucleus 12. Free electrons B D Positively charged elementary particle located in the nucleus Copyright © Texas Education Agency, 2013. All rights reserved. 16 13. Which particle or name is NOT found in the center of an atom? A Electron B Nucleus C Neutron D Proton 14. Which of the following describes the outer orbit of electrons of an atom? A Furthest orbit from the nucleus B If partially filled, contains free electrons C Contains no free electrons D Orbit may be partially filled 15. The movement of an electron from the orbit of one atom to the orbit of another atom naturally, with no controlling force applied is called: A Electron drift B random drift C Electromotive force D Negative particle drift 16. Which of the following statements describes the law of electrical charges? A Like charges repel B Unlike charges attract C All of the above D None of the above Copyright © Texas Education Agency, 2013. All rights reserved. 17