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Launch 10/14 (W) Grab a mini white board + 1 Marker Draw a picture of an atom. Label the parts. Bonus: If you can draw more than one type, or version, do so! Be prepared to share your drawing. Finished? Record homework in planner. It is on the front whiteboard Start a new page in your notebook or spiral… What role has technology played in the development of our understanding of atomic structure? Unit 2: Atoms and Radioactivity Learning Target: I can use models to describe how changes in the internal structure of the atom (protons, neutrons, and electrons) & determine the properties and identity of the atom. Unit 2 Chem 1 Calendar • Keep this calendar in your notebook or folder • Daily Activities • Coursework that is DUE the NEXT Class Period • Advance warning for tests and quizzes Essential Question 10/14 •How are the smallest bits of matter described? Atoms…Matter Atom: The smallest unit of an element that still has the properties of that element. •Atoms are too small to be seen with the most powerful microscopes •Scientists rely upon models to understand the atom. Image of scanning tunneling Microscope retrieved from http://www.sima.u-psud.fr/experimental.html Scientific Models •A simplified representation of complex system A model of a very tiny cube of gold. Scientific Models • Scientists create models to visualize complex structures. • For small things, scientists must gather Indirect Evidence to develop their models. What should a Model look like? • Scientific models may not always look like the actual object. • A model is an attempt to use familiar ideas to describe unfamiliar things in a visual way. This is a painting of a young woman by Pablo Picasso. Does it actually look like a young woman? Timeline Puzzle – Part 1 Do: Arrange the scientist cards in order from oldest to most current. [Hint: Use clues in clothing and hairstyle.] Put: Pictures on your table in a timeline. Next: Arrange the atomic models in order from oldest to most current. Finish By: You have 5 minutes max! John Dalton J.J. Thomson Ernest Rutherford Niels Bohr Max Born James Chadwick TimelinePuzzle-Part 2 Do: Cut apart the descriptions of the models Put: Match Descriptions to the models and scientists. Finish By: You have 5 minutes When Done: Gallery Walk—check out other group’s timeline puzzles! COMPARE: How is your solution similar or different? The atomic model through time Cloud model 1803 John Dalton 1897 J.J. Thomson 1911 Ernest Rutherford 1913 Niels Bohr 1918 Ernest Rutherford 1932 James Chadwick TimelinePuzzle-Clean Up Do: Rubber band the laminated cards; Paper clip slips of paper. Put: Return materials to front counter Ziplock. Finish By: You have 1 minute When Done: Grab the handout: “Lesson 11 Atomic Pudding” and pencil and take a seat with your group. Conversation—SILENT because we are going to take some notes. Lesson 11: Atomic Pudding Part 1 Using Evidence to Evaluate Models EVIDENCE 1: It is possible to remove a negatively charged particle from an atom using electrical forces. (Thomson, 1897) 1897 J.J. Thomson 1803 John Dalton Which model does the evidence support best? Explain your reasoning. TALK about it with your group. WRITE the answer in the space provided. Lesson 11: Atomic Pudding Part 1 Using Evidence to Evaluate Models EVIDENCE 1: It is possible to remove a negatively charged particle from an atom using electrical forces. (Thomson, 1897) 1897 J.J. Thomson 1803 John Dalton Which model does the evidence support best? Explain your reasoning. TALK about it with your group. WRITE the answer in the space provided. Lesson 11: Atomic Pudding Part 1 Using Evidence to Evaluate Models EVIDENCE 2: If a tiny particle is shot into the middle of an atom, it hits something dense in the center and bounces back in the Direction from which it came. If a tiny particle is shot at the edge of the atom It goes through. Most tiny particles shot at an atom will go through.. (Rutherford, 1911) Which model does evidence 2 support best? Explain your reasoning. TALK about it with your group. 1897 J.J. Thomson WRITE the answer in the space provided. 1911 Ernest Rutherford Lesson 11: Atomic Pudding Part 1 Using Evidence to Evaluate Models EVIDENCE 3: The farther from the center of an atom the negatively Charged particles are, the easier they are to remove. (Bohr, 1913) Which model does evidence 3 support best? Explain your reasoning. TALK about it with your group. WRITE the answer in the space provided. 1897 J.J. Thomson 1913 Niels Bohr L11 Part 2 10/14 (W) DO: Complete Part 2 Items 1-5 Finish By: You have 8 minutes When Finished Do # 6 then review your notes until the timer rings. I will be COLD CALLING to check your answers when the timer rings. Simple Atomic Model Particles of the Atom: electrons Electrons are negatively charged (-) Protons are positively charged (+) Nucleus neutrons protons Neutrons are neutral—they have no charge (0) Wrap-Up • Models are used to describe atoms • A model supported by a lot of scientific evidence is usually accepted by the scientific community. • As new evidence is gathered, models are refined and changed. Cloud model 1803 John Dalton 1897 J.J. Thomson 1911 Ernest Rutherford 1913 Niels Bohr 1918 Ernest Rutherford 1932 James Chadwick Exit Ticket • Here is a model of a carbon atom. • 1. List two things this model tells you about the carbon atom. • 2. List something this model does not tell you about the carbon atom. Lesson 11: Atomic Pudding Cloud model 1803 John Dalton 1897 J.J. Thomson 1911 Ernest Rutherford 1913 Niels Bohr 1918 Ernest Rutherford 1932 James Chadwick